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Enhancing Food Security and Physical Activity for Māori, Pacific and Low-income PeoplesThere is a wide range of local cooking interventions either being developed or alreadyrunning. Building on the more successful examples, with proper evaluation to refineand enhance the programmes, and adequate resourcing for wider implementation isrecommended.Community consultation on this cooking skills chapter of the ENHANCE portfolioraised or reinforced the following points:• Food security is a sensitive issue for Pacific people, and they will not stepforward and identify themselves as food insecure. Therefore, cooking skillsinterventions must be accessible to all and not require referral based on beingfood insecure.• Cooking skills courses must be part of a range of multi-level interventionsaimed at improving food security.• It is important to target younger generations through the school curriculum.Cooking at school should focus on preparing healthy affordable meals, ratherthan, for example, baking. There is a need to advocate for cooking skillstraining to the Education sector.• It would be optimal to instigate a ‘complete package’ at schools wherestudents grow fruit and vegetables in school gardens, then prepare them incooking classes.• Cooking skills courses should also incorporate aspects of social learning, sothat participants can learn from each other. They should also incorporateshopping skills, budgeting skills, recipe modification, portion sizes andquantities.• There is a need to build on current interventions, and deliver courses throughlocal community members who are accepted by the target community.• There are currently very limited resources to implement initiatives such asthese.RecommendationsCooking skills are an important life skill and a means of preparing affordable, healthyfoods. Cooking skills interventions could, thus, be a positive means of reducing apotential barrier to food security. There is a wide range of cooking skills courses onoffer in New Zealand, and it is recommended that existing courses are trialled andevaluated for more comprehensive implementation. Specific recommendations arethat:• Practical cooking skills are taught in schools, with a focus on preparingaffordable healthy meals (for example, the NZQA standard to ‘providenutritious low cost food for a family’). The focus in the curriculum should be onpractical, hands-on, cooking skills rather than a focus on food technology.• Flexible community-based cooking skills courses are implemented at anational level, with ability to tailor to audiences. These should incorporate thekey components for effectiveness identified in this chapter.• Community-based cooking skills courses should be evaluated to determinetheir impact on food security.There is a lack of evidence on budgeting skills interventions, and these should betrialled and evaluated to assess if they are an effective intervention to improve foodsecurity.69
Enhancing Food Security and Physical Activity for Māori, Pacific and Low-income PeoplesTable 1: Literature summary – background/problem definitionAuthor Setting and population Design 30 SamplesizeResultsBabbington 2006 29Birkett 2004 36Wollongong, Sydney: Users ofan Anglican food bankConvenience sample of WICparticipants in urban and rurallocations in Washington state,USQ 121 Lack of knowledge was one of the reasons given for struggling with food.FG 41 Barriers to behaviour change included lack of knowledge. Participants identified cooking classes as one of the preferred methods ofnutrition education.Booth 2001 37 Review Factors related to FI amongst refugees include poor understanding of English, unfamiliarity with foods and cooking methods, lack ofsocial support and budgeting skills.Broughton 2006 38Dollahite 2003 27Vancouver: households in lowincomeneighbourhoods with achild aged 2-5 yearsNew York, US: participants inthe Expanded Food andNutrition Education ProgramCSS 142 Households with less well equipped kitchens, poorer self-rated cooking skills, and less access to food of reasonable quality hadhigher odds of FI.E 16,146 FI decreased more in graduates of the program compared to terminators. Dose-response relationship between number of lessonsreceived and decrease in FI. Being taught in a group reduced FI less than those taught individually.Grutzmacher Rural, low-income, adult2004 39 mothersL, SDA 315 Mothers in food-secure households were significantly more likely to have food-related skills (ability to make a budget, manage bills,and stretch groceries to the end of the month) compared to mothers in food-insecure households in Wave One, but not Wave Two.Ability to make a budget predicted food insecurity in Wave Two. Note that there was a lot of missing data on food-related skills inWave Two, and incomes had increased dramatically between Waves. There may also be some reverse causation, whereby thosewho are food insecure have a greater ability to make a budget because they have to.Lawrence 2007 30African and South Asian girlsand young women (12-35years) living in low-incomeareas in London and the southeast of the UKFG 33 Food choices were made based on culture, time available, availability of food, cost, and health. Cooking skills was identified as apossible intervention that appealed to most of the groups. They preferred participating in cooking culturally-specific foods rather thanwatching cooking demonstrations. Some felt offering an incentive of free food would be needed, and that the venue should be easilyaccessible, provide a crèche, and at appropriate times taking into account childcare and domestic responsibilities.Olson 2004 40 14 US States: rural lowincomefamilies participating ina program for low-incomegroups. Participants had anI 316 FI predicted by low level of food and financial skills (but note that 72% had the highest level of skill).30 Abbreviations: CSS cross sectional survey; E evaluation; FG focus group; I interviews; L longitudinal; FCS food cost survey; Q questionnaire; FS food security; FI food insecurity; GIS global information systemmapping; SDA secondary data analysis70
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