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United Nations Department of Economic and Social Affairs Sustainable Development

Brood(doos)nodig - B(r)eadly needed

Enchanté vzw (
Non-governmental organization (NGO)
)
#SDGAction48556
    Description
    Description

    'B(re)adly needed' is a project of Enchanté vzw that wants to tackle the challenge of empty lunchboxes in Flemish schools. A nutritious meal is crucial to get through the day. This is true for everyone, and certainly for children and young people! Because learning, playing together and concentrating is difficult with an empty stomach. However, a well-stocked lunch box is not for everyone a certainty. With this project we facilitate a nutritious meal for every pupil. This project finds his inspiration into the Italian concept 'caffè sospeso' and applies it into a school context. We belief strongly in the solidarity and connection between citizens to take care of each other. The coronapandemic and the current economic context (inflation, increased energy prices, fuel increases, etc.) force even more families than before into a survival mode. As a result, children and young people more often than not, end up at school with an empty or scarcely filled lunch box and, as a result, have little or no access to a healthy meal. This empty or scarce lunch box leads to feelings of shame and insecurity, and causes children and young people to isolate themselves, to be less able to concentrate because of hunger and, as a result, to find it harder to fit into the school context. Indirectly, this leads to lower performance and possibly school dropout. Our project is therefore aimed at every pupil who, because of his or her socially vulnerable context, goes to school with an empty or scarcely filled lunch box, and thus experiences first-hand how his or her resilience and agility and in that way, their quality of life, are put under even more pressure every day. We've built a financial mechanism that supports schools in Belgium to set up bottom up initiatives in the school to tackle the empty lunchboxes. Parents, grand parents, local merchants, neighbours - in short, all stakeholders in the close surroundings of a participating school - are encouraged to donate a nutritious meal, hot or cold to pupils of their school. By doing so we not only contribute to improving the health situation of young children, we also increase equal educational opportunities for every pupil. In order to embed the funding mechanism we want to build an involved and committed volunteer network. In this way 'b(re)adly needed' not only provides the financial mechanism to offer meals, but we also take care of the logistic chain that goes together with offering healthy meals for everyone. Concrete tasks of this network can be: support in the purchase of food, in the logistics (collection, distribution, ...), in the distribution at school (serving, scooping, warming, preparation, ....), communication. This ensures that every school that joins the project can also ensure a sustainable continuation in the future.

    Expected Impact

    Innovation  This financial mechanism founded in solidarity is an innovative and successful way for a nation to care for people in a vulnerable position. It makes them full members of society again and also removes shame or stigma.  We strengthen schools by offering partners, making them part of a broader network and thus helping shape an inclusive society.  This project also contributes to building, developing and growing caring neighbourhoods and thus increases local solidarity. Impact  Because the frequency of spending a day at school on an empty or scarce lunchbox decreases, the overall learning chances of those pupils will improve.  In addition, we we put the theme of equal educational opportunities on the public agenda and we open the discussion and thus remove some of the stigma surrounding poverty. We are working on broad social visibility around food inequality and empty lunch boxes as well as visibility at school. By talking about the subject with young people and teachers, we also empower them and encourage them to take a more active approach.  Health equity By offering one nutritious meal per day to pupils they will be faced with less hunger, will have more energy to play and they will be able to concentrate better in the classroom. Three elements that directly or indirectly will reduce the health disparities that they are faced with every day.

    Partners

    For this project we are cooperating with the following partners  Let Us: They strive for a more sustainable and inclusive food system and build innovative solutions and partnerships around it. This cooperation opens potential doors to sustainable collaborations in the logistic chain of sustainable food suppliers.  Ricolto to share knowledge and expertise with regard to healthy food.  We enter into sustainable partnerships with local traders, social partners (e.g. community health centre, neighbourhood centre, neighbourhood directors, etc.), citizens (local residents, sympathisers, etc.) and, of course, schools.  The project is highly dependent on the commitment of schools and that is why a personal/good contact is so important. Within the school teachers, student counseling departments and/or bridge figures are our local partners. They refer those who need it to our offer.  We work together with the city of Ghent and Rikolto who on the one hand have the project 'Lekkers op school' and on the other hand 'Good Food @ school'. A working group has been set up where we give monthly updates on the project to share knowledge.  Furthermore, we are working together with Professor Wendy Van Lippenvelde of UGent to do research on food inequality in schools. UGent is continuously looking for additional resources to support this research. They will further map the impact of scarce and empty lunch boxes on health and educational growth on a Flemish scale in the coming academic year.

    Goal 1

    End poverty in all its forms everywhere

    Goal 1

    1.1

    By 2030, eradicate extreme poverty for all people everywhere, currently measured as people living on less than $1.25 a day

    1.1.1

    Proportion of the population living below the international poverty line by sex, age, employment status and geographical location (urban/rural)

    1.2

    By 2030, reduce at least by half the proportion of men, women and children of all ages living in poverty in all its dimensions according to national definitions

    1.2.1

    Proportion of population living below the national poverty line, by sex and age

    1.2.2

    Proportion of men, women and children of all ages living in poverty in all its dimensions according to national definitions

    1.3

    Implement nationally appropriate social protection systems and measures for all, including floors, and by 2030 achieve substantial coverage of the poor and the vulnerable

    1.3.1

    Proportion of population covered by social protection floors/systems, by sex, distinguishing children, unemployed persons, older persons, persons with disabilities, pregnant women, newborns, work-injury victims and the poor and the vulnerable

    1.4

    By 2030, ensure that all men and women, in particular the poor and the vulnerable, have equal rights to economic resources, as well as access to basic services, ownership and control over land and other forms of property, inheritance, natural resources, appropriate new technology and financial services, including microfinance

    1.4.1

    Proportion of population living in households with access to basic services

    1.4.2

    Proportion of total adult population with secure tenure rights to land, (a) with legally recognized documentation, and (b) who perceive their rights to land as secure, by sex and by type of tenure

    1.5

    By 2030, build the resilience of the poor and those in vulnerable situations and reduce their exposure and vulnerability to climate-related extreme events and other economic, social and environmental shocks and disasters

    1.5.1

    Number of deaths, missing persons and directly affected persons attributed to disasters per 100,000 population

    1.5.2

    Direct economic loss attributed to disasters in relation to global gross domestic product (GDP)

    1.5.3

    Number of countries that adopt and implement national disaster risk reduction strategies in line with the Sendai Framework for Disaster Risk Reduction 2015-2030

    1.5.4

    Proportion of local governments that adopt and implement local disaster risk reduction strategies in line with national disaster risk reduction strategies

    1.a

    Ensure significant mobilization of resources from a variety of sources, including through enhanced development cooperation, in order to provide adequate and predictable means for developing countries, in particular least developed countries, to implement programmes and policies to end poverty in all its dimensions

    1.a.1

    Total official development assistance grants from all donors that focus on poverty reduction as a share of the recipient country's gross national income

    1.a.2

    Proportion of total government spending on essential services (education, health and social protection)

    1.b

    Create sound policy frameworks at the national, regional and international levels, based on pro-poor and gender-sensitive development strategies, to support accelerated investment in poverty eradication actions

    1.b.1

    Pro-poor public social spending

    Goal 2

    End hunger, achieve food security and improved nutrition and promote sustainable agriculture

    Goal 2

    2.1

    By 2030, end hunger and ensure access by all people, in particular the poor and people in vulnerable situations, including infants, to safe, nutritious and sufficient food all year round

    2.1.1

    Prevalence of undernourishment

    2.1.2

    Prevalence of moderate or severe food insecurity in the population, based on the Food Insecurity Experience Scale (FIES)

    2.2

    By 2030, end all forms of malnutrition, including achieving, by 2025, the internationally agreed targets on stunting and wasting in children under 5 years of age, and address the nutritional needs of adolescent girls, pregnant and lactating women and older persons

    2.2.1

    Prevalence of stunting (height for age <-2 standard deviation from the median of the World Health Organization (WHO) Child Growth Standards) among children under 5 years of age

    2.2.2

    Prevalence of malnutrition (weight for height >+2 or <-2 standard deviation from the median of the WHO Child Growth Standards) among children under 5 years of age, by type (wasting and overweight)

    2.2.3

    Prevalence of anaemia in women aged 15 to 49 years, by pregnancy status (percentage)

    2.3

    By 2030, double the agricultural productivity and incomes of small-scale food producers, in particular women, indigenous peoples, family farmers, pastoralists and fishers, including through secure and equal access to land, other productive resources and inputs, knowledge, financial services, markets and opportunities for value addition and non-farm employment
    2.3.1

    Volume of production per labour unit by classes of farming/pastoral/forestry enterprise size

    2.3.2

    Average income of small-scale food producers, by sex and indigenous status

    2.4

    By 2030, ensure sustainable food production systems and implement resilient agricultural practices that increase productivity and production, that help maintain ecosystems, that strengthen capacity for adaptation to climate change, extreme weather, drought, flooding and other disasters and that progressively improve land and soil quality

    2.4.1

    Proportion of agricultural area under productive and sustainable agriculture

    2.5

    By 2020, maintain the genetic diversity of seeds, cultivated plants and farmed and domesticated animals and their related wild species, including through soundly managed and diversified seed and plant banks at the national, regional and international levels, and promote access to and fair and equitable sharing of benefits arising from the utilization of genetic resources and associated traditional knowledge, as internationally agreed

    2.5.1

    Number of (a) plant and (b) animal genetic resources for food and agriculture secured in either medium- or long-term conservation facilities

    2.5.2

    Proportion of local breeds classified as being at risk of extinction

    2.a

    Increase investment, including through enhanced international cooperation, in rural infrastructure, agricultural research and extension services, technology development and plant and livestock gene banks in order to enhance agricultural productive capacity in developing countries, in particular least developed countries
    2.a.1

    The agriculture orientation index for government expenditures

    2.a.2

    Total official flows (official development assistance plus other official flows) to the agriculture sector

    2.b

    Correct and prevent trade restrictions and distortions in world agricultural markets, including through the parallel elimination of all forms of agricultural export subsidies and all export measures with equivalent effect, in accordance with the mandate of the Doha Development Round

    2.b.1

    Agricultural export subsidies

    2.c

    Adopt measures to ensure the proper functioning of food commodity markets and their derivatives and facilitate timely access to market information, including on food reserves, in order to help limit extreme food price volatility

    2.c.1

    Indicator of food price anomalies

    Goal 4

    Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

    Goal 4

    4.1

    By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes

    4.1.1

    Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex

    4.1.2

    Completion rate (primary education, lower secondary education, upper secondary education)

    4.2

    By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education

    4.2.1

    Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex

    4.2.2

    Participation rate in organized learning (one year before the official primary entry age), by sex

    4.3

    By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university

    4.3.1

    Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex

    4.4

    By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship

    4.4.1

    Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill

    4.5

    By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations
    4.5.1

    Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated

    4.6

    By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy

    4.6.1

    Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex

    4.7

    By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development

    4.7.1

    Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment

    4.a

    Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all

    4.a.1

    Proportion of schools offering basic services, by type of service

    4.b

    By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries
    4.b.1

    Volume of official development assistance flows for scholarships by sector and type of study

    4.c

    By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States

    4.c.1

    Proportion of teachers with the minimum required qualifications, by education level

    Name Description
    N/A
    Financing (in USD)
    To make sure that we can continue scaling up the project by 2025 we would need 1 to 2 extra project officers. So getting the financial resources to be able to hire those resources would give this project a gigantic boost.
    Other, please specify
    A network to discuss and share on healthy food and actions taken on food insecurity and inequality
    No progress reports have been submitted. Please sign in and click here to submit one.
    False
    Action Network
    SDG Acceleration Actions
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    Timeline
    30 September 2021 (start date)
    31 December 2025 (date of completion)
    Entity
    Enchanté vzw
    SDGs
    1 2 4
    Region
    1. Europe
    Other beneficiaries

    Schools to set up an inclusive solution to food inequality and insecurity every pupil that comes to school with an empty lunchbox of an unhealthy lunchbox every pupil that wants to learn en use the offer of healthy food at school

    Countries
    Belgium
    Belgium
    Contact Information