CITY OF SAN FERNANDO, Pampanga (PIA) -- Department of Education (DepEd) will strengthen implementation of the Enhanced Gulayan sa Paaralan Program (EGPP) in public elementary and secondary schools in Central Luzon as in-person classes resume.
 
EGPP is among the mechanisms the government implemented to promote and raise awareness to address food insecurity in the country.
 
“It is one of the programs under the National Greening Program of our agency,” DepEd Regional Director May Eclar said.
 
As such, DepEd Regional Office III inked a partnership with Department of Agriculture Regional Field Office III and East West Seed Foundation for efficient and effective implementation of EGPP though Project GAME (Gulayan para sa Aktibong Mag-aaral ng rEhiyon tatlo).
 
This will help schools to become self-reliant and self-sufficient in addressing the nutritional deficiency among the learners. 
 
“The project will also serve as an eye-opener among the learners on the significant impact of agriculture through the EGPP-Project GAME to human well-being for its nutritional value as well as its economic benefits and most importantly it serves as a life support system,” Eclar explained.
 
“Products that can be harvested and consumed can help enhance the academic performance of learners through proper nutrition obtained from the harvested vegetables from the school, home, and community,” the official furthered.
 
Each school shall implement EGPP-Project GAME by allotting at least 200 square meters for the establishment a vegetable garden with the engagement of stakeholders such as the Parent Teacher Association, national government agencies, non-governmental organizations, and other entities that may consider significant to the implementation of the project.
 
“Schools with limited area for the implementation of EGPP-Project GAME may use alternative gardening methods such as container gardening, inground gardening, raised bed gardening, vertical gardening, hydroponic gardening, aquaponic gardening, square foot gardening, upside-down gardening, hanging gardening, and other methods appropriate to the schools,” Eclar said.
 
A variety of indigenous vegetables shall be planted that are rich in protein, carbohydrates, vitamin A and iron to address micro deficiencies such as protein-energy deficiencies, Vitamin A deficiencies, Iron deficiency anemia, and Iodine deficiency disorder.
 
 
Food and Nutrition Research Institute of Department of Science and Technology consider the following indigenous vegetables plants as rich in vitamins and minerals: Alugbati, Alukon, Katuray, Kulitis, Kadyos, Kalabasa, Labanos, Labong Malunggay, Mustasa, Pako, Patola, Pipino, Saluyot, Sayote, Sigarilyas, Sitaw, Talinum, Talong and Upo.
 
Schools may propagate other vegetable plants suitable in their area.
 
Each school shall also establish a nursery/ seed bank for the propagation of vegetable seedlings, fruit-bearing, and forest tree seedlings to sustain the seedling requirements of the school for the whole year.
 
“The school may coordinate with the local agricultural office for the provision of seeds and the proper guidance on the establishment of a nursery/ seed bank. If a school does not have enough space for the establishment of such purpose, it may forge partnerships with the community to utilize the vacant lot near the school to build nursery/seed bank,” Eclar added.
 
60 percent harvested product from EGPP-Project GAME shall be utilized in the school feeding program, while the remaining 40 percent may be sold in the community/market as part of the income generating project of school.
 
The income may be utilized for the provision of ingredients for school feeding, gardening tools, seeds, and other materials to sustain the project. (CLJD-PIA 3)