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Enhancing Food Security and Physical Activity for Māori, Pacific and Low-income Peoplesprogramme was developed based on formative research, which led to the followingelements being incorporated into the programme: tasting new foods; food presented ina positive social setting; pretesting of recipes; hands-on food preparation; modellingby peers; self-assessment and planning; group selection of topics; talkback sessions;take-home challenges; incentives to reinforce skill practice; active group learning;positive social interaction; warm-up activities; series of meetings to build cohesion;family-friendly foods; leftovers taken home; and use of regionally and seasonallyavailable foods.Exploratory research to develop a cooking skills course in the UK found that thecourse would need to address widely varying needs due to the range of cooking skillsand experiences participants start with. 16 The research suggested the courses shouldincorporate healthy cooking skills in a way that engages with participants’ lives,cooking on a budget, and the use of everyday ingredients. Small groups were run infamiliar surroundings to build participant confidence, usually by a local facilitator.Students attending an after-school ‘Food Club’ for 12-13 year olds in the UK wereattracted to it because they wanted to learn how to cook or to have something to doafter school. 20 They liked the fact that the club was fun, informal, hands-on, and waswith friends from school. Having the ingredients and food containers provided for freewas generally seen as positive and an advantage. Having to clean up afterwards wasdisliked, and some of the dishes cooked were unpopular, suggesting benefit in aparticipatory approach to selecting recipes.The social aspect and informality also appealed to pregnant, teenage mothersattending a cooking skills course. Favourable aspects reported were the ability tobring a friend, the relaxed atmosphere, restricting the group to teenagers, andprovision of free food. 23Evaluation of the Cook It! course in the UK also found the social aspect of the coursewas very important to its success. 8 Suggestions to improve the course includedhaving a refresher course, celebrating participants’ achievements at the end of thecourse, and allowing participants to suggest topics, amongst other things.A workshop in the UK of people involved in running or setting up cooking classesidentified the following factors as important to success: 31• provision of a crèche, and transport if possible• use of venues with the appropriate equipment• course content which is relevant and taught in a ‘hands-on’ way• use of local tutors• course content as influenced from the ‘bottom up’ as the ‘top down’• entertaining as well as educational courses• utilising the skills and experience of participants• courses that are a positive experience for participants• recipes and techniques which can be replicated in participants’ own homes• the role of intermediaries in identifying and encouraging participation should berecognised and utilised, and• linkage of courses with existing initiatives.Some of these findings were echoed in focus groups with low-income young women inLondon who were supportive of cooking classes but felt that free food would beneeded as an incentive to attend, the venue needed to be easily accessible, a crècheneeded to be provided, and classes run at appropriate times in relation to childcareand other domestic duties. 3065
Enhancing Food Security and Physical Activity for Māori, Pacific and Low-income PeoplesCommunity cooking classes in Canada aimed at older men noted the specific focus onmen, an accessible and community-based setting, involvement of a nutritionprofessional taking the classes, evolving the programme based on input fromparticipants, and the social component were important factors in its success. 32Potential side effectsThere are no obvious adverse potential side effects identified in the literature fromcooking skills training; however, there is a range of potential positive side effects suchas improved food hygiene, healthier eating for the family, and improved communitysupport and cohesion.Cost-benefit analysisCost-benefit analyses have been conducted for two government-funded nutritioneducation classes in the US, which are offered as part of the Expanded Food andNutrition Education Program. The cost-benefit ratio of the programme in Virginia in1996 was $1:$10.64, whereas in Oregon in 2000 it was calculated as $1:$3.63. TheVirginia analysis used programme costs compared with the benefits of diseaseprevention. The Oregon analysis was based on programme costs and optimalnutrition behaviours in relation to potential health savings from diet-related chronicdisease.Other studies have calculated the cost per participant for cooking skills training.These estimates have been £9.40/student/session in 2000; 20 US$22 per participant(2002); 13 US$52,000 to implement a programme for 590 students (excludingprogramme development) in 1996; 21 and £16-30 per person/session depending onwhether equipment needed to be purchased. 18National ContextFeasibilityThere is a variety of local cooking and/or lifestyle skills initiatives existing around NewZealand. Table 3 shows details of an environmental scan of cooking skills coursesavailable in New Zealand. This is not intended to be a complete list of all courses, butrather to give an indication of the variety of interventions that exist. Few have beenevaluated, and they are largely local projects. Only one evaluation was identified, andthis was of the Kai Lelei healthy eating and cooking course for Pacific communities.Results of the evaluation showed an improvement in knowledge of serving sizes andfood safety. 6 Targeting the intervention to Pacific people through churches waseffective; however, it was felt the active support of church leaders would ensuregreater attendance and may be important for sustainability. 6SustainabilitySustainability will depend to a large extent on adequate and ongoing resourcing of theprogramme. Funding of existing cooking skills courses in New Zealand appears to belargely ad hoc, through Primary Health Organisations, District Health Boards, foodbanks, Healthy Eating Healthy Action, the Diabetes Projects Trust, and communitygroups such as Age Concern, Salvation Army, and churches. If a cooking skillsprogramme is to be part of a programme of interventions to address food security,then funding needs to be sustainable and secure. Long-term commitment to such aprogramme through Primary Health Organisations and District Health Boards or agovernment agency seems most appropriate. Funding of cooking skills programmesshould also include a component for evaluation.66
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