ABSTRACT
In 2015, the United Nations introduced the "Sustainable Development Goals (SDGs)," which focuses on eradicating poverty and hunger, pursuing good health and well-being, providing quality education, reducing inequalities, adopting responsible production and consumption practices, respecting the environment, and fostering global partnerships. These goals represent the global direction for collective efforts to develop and continue Taiwan’s School Lunch Program until today. Since its formal establishment in 1982, the program has evolved significantly, culminating in the School Health Act, which mandated the involvement of dietitians in meal planning and integrated food health education into the curriculum. The program emphasizes the use of high-quality, locally certified ingredients, supported by government subsidies, and ensures transparency through the School Catering Food Ingredients Registration Platform. This initiative also addresses national food insecurity by providing full subsidies for financially insecure children and includes health education components like school vegetable gardens. The program's success has fostered sustainable agricultural practices and serves as a model for integrating health, education, and environmental sustainability.
Keywords: Sustainable School Lunch Programs, Health and Nutrition Education, Food Security
INTRODUCTION
In response to the multiple challenges of malnutrition—encompassing both undernutrition and obesity—school meal programs have gained renewed socio-political attention worldwide. Recognizing the importance of this issue, Taiwan’s authorities published a special program in 1982 titled “School Meal Programs in Taiwan.” This program triggers the international dialogue on school meal programs, featuring examples from other countries such as the Japan Shokuiku Program, the United States National School Lunch Program, China’s Free Lunch for Children, India’s Midday Meal Scheme, and the Philippines’ National Feeding Program. Building on this initiative, the objective of this article is to extend the conversation to Taiwan by conducting a comprehensive review of the nation's school lunch program. This review will examine the program's structure, legal basis, nutritional standards, implementation strategies, and the outcomes of these initiatives in addressing the malnutrition among Taiwan’s students.
Since 1982, Taiwan's Ministry of Education (MOE) has implemented a formal program to provide nutritious lunches for primary and secondary school students. This initiative has undergone significant development over the subsequent two decades, culminating in the enactment of the School Health Act in 2002. This legislation mandated the involvement of dietitians in school meal planning and integrated comprehensive food health education into the curriculum. To enhance the quality of school lunches, Taiwan’s Ministry of Agriculture subsidizes schools to use ingredients certified under various quality schemes, including domestic and organic produce, as well as products covered by the food traceability program. Additionally, the MOE has established rigorous standards for the nutritional content of school meals and developed an online platform—the School Catering Food Ingredients Registration Platform—where detailed information about meals served in every school is accessible. In wealthier regions, schools are required to provide organic vegetables and rice at least once a week.
According to MOE’s statistics, all primary and secondary schools in Taiwan offer access to nutritious lunches, with meal costs ranging from NT$32 (equivalent to US$1 as per July 12th, 2024) to NT$50 (equivalent to US$1.5 as per July 12th, 2024) per student. Full subsidies are provided for financially insecure children, and there are generous provisions for students experiencing sudden financial hardships, ensuring that no student in Taiwan faces hunger. Various non-governmental organizations have also contributed to improving the quality of school meals, making them both nutritious and palatable.
In addition to providing meals, the program focuses on health education. Some schools have incorporated vegetable gardens into their schools, where students cultivate and harvest vegetables, learning about agriculture and the importance of fresh produce. This hands-on experience helps students appreciate the efforts involved in food production and fosters a connection to the land. The school lunch program also addresses the challenge of picky eaters by designing appealing and diverse menus. These efforts assist students in developing healthier eating habits and broadening their culinary preferences, thereby promoting food diversification.
Furthermore, Taiwan's school lunch program serves as a platform for cultural exchange and agricultural diplomacy. The program's success has had an environmental impact, encouraging farmers to adopt eco-friendly practices through the use of certified produce in school meals. This transition has been accelerated by government subsidies, illustrating the potential of institutional food programs to drive sustainable agricultural practices.
In alignment with the United Nations’ 2030 Agenda for Sustainable Development, Taiwan’s school lunch program contributes to several goals, including Zero Hunger, Good Health and Well-Being, Reduced Inequalities, and Responsible Consumption and Production. The program demonstrates that school meals are more than mere sustenance; they are integral to education, public health, environmental sustainability, and cultural exchange. By ensuring that all students have access to nutritious and appealing meals, Taiwan's school lunch program supports the overall well-being of its youth and the broader community.
The Ministry of Education and Ministry of Agriculture have emphasized their ongoing efforts to establish a dedicated school lunch law. Currently, school lunches use traceable ingredients certified by the "Three Labels and One QR Code" system, ensuring the safety of the food provided to students. The Ministry is advancing initiatives such as the "Public Elementary and Middle School Lunch Kitchen Improvement Plan" and the "Promotion of Central Kitchens in Rural Schools Plan," and have increased subsidies for their ingredients. These efforts aim to address schools' needs and provide information for improving the regulation on school lunch program.
According to the "School Lunch Food Content and Nutrition Standards" set by the National Health Administration under the Ministry of Health and Welfare, the authorities design guidelines for the calories, nutrients, and portions of six major food categories that elementary to high school students should consume. These guidelines minimize the use of semi-finished fish and meat products and limit fried foods to no more than twice a week. The School Health Act mandates that schools prioritize using locally certified superior agricultural products for their meals. Since 2018, the Ministry has promoted the use of traceable ingredients, such as organic and Certified Agricultural Standards (CAS) certified ingredients. The subsidy for using these traceable ingredients will remain transparent, clearly documented, and closely monitored to ensure proper fund allocation.
To enhance the nutrition, safety, and hygiene of student lunches, the Ministry has drafted the "School Lunch and Dietary Education Act." Initially announced in April 2019 as the "School Lunch Act," the draft has undergone public hearings and forums to gather feedback, leading to its current name. The Ministry is also implementing improvement plans for school kitchens, especially in rural areas, with substantial financial investment to ensure that most of the lunch fees are spent on quality ingredients.
LEGAL BASIS
Taiwan School Health Act 2021
Taiwan School Health Act 2021 (TMoE, 2021) aims to enhance the health of students and staff, laying a foundation for national health and improving quality of life. The competent authorities, defined as the Ministry of Education at the central level, municipal governments, and county or city governments, are responsible for overseeing school health-related activities in collaboration with relevant bodies in health, environmental protection, and social affairs. Schools at all levels are mandated to conduct health-related work, supported by dedicated units and professionals appointed by the competent authorities. School Health Committees, comprising scholars, experts, and organizational representatives, provide consultation and coordination on various aspects of school health policies, planning, and implementation.
Schools must establish health centers staffed by qualified health authorities such as nurses, with their number determined by the school size. Regular health examinations for students are mandatory, with the results confidentially recorded and transferred if a student changes schools (refer to Articles 8 and 9). Schools are responsible for providing health guidance and corrective treatments based on examination results, addressing common health issues such as vision problems, dental cavities, and nutritional deficiencies (refer to Articles 10 and 11). Special care and adjusted activities are required for students with serious health conditions, including heart disease, asthma, and disabilities (refer to Article 12).
In the event of communicable diseases, schools must implement preventive measures, potentially including class suspensions, in coordination with health authorities. Vaccinations are organized post-enrolment, with first-year elementary students required to have completed their vaccinations before starting school period. There are the implementation of emergency care protocols and first aid knowledge are mandated, and schools must be prepared to handle the food poisoning incidents (refer to Article 13 – 15).
Besides, health-related courses are required at all educational levels, tailored to students' developmental stages and emphasizing the promotion of healthy eating, environmental awareness, and cultural understanding of food source. Every teacher must participate in further training to enhance their effectiveness in teaching health-related subjects. Schools are also required to maintain adequate facilities for these courses.
Promotion of health activities and healthy lifestyle behaviors is also emphasized, with schools collaborating with families and communities to enhance health education and environmental protection efforts. The Ministry of Education states that the school infrastructure must meet environmental and health standards, ensuring safe and healthy conditions for students and staffs (refer to Article 19 – 21).
Cafeterias and food services must adhere to stringent hygiene practices, prioritizing local, non-GMO products, and are supervised by dietitians in larger schools (refer to Articles 22 and 23). For the meals provided, the ingredients should prioritize locally certified high-quality agricultural products from the central agricultural authority. The use of genetically modified fresh ingredients and food-processed products is strongly prohibited. Every school also has to provide a vegetarian meal option to respect local wisdom or preferences.
School Lunch Advisory Councils oversee and assess school lunch operations, providing guidance and ensuring compliance with health standards (refer to Articles 23-1 and 23-2). Schools must maintain financial transparency in meal procurement and each operation at daily basis (refer to Article 23-3). Schools that provide meals must adhere to the food content and nutritional standards set by the central competent authority for school lunches, as well as the dietary nutrient reference intake established by the central health authority. They should ensure that the meals are hygienic, safe, and nutritionally balanced, implement health education, and be supervised and executed by a nutritionist.
Taiwan Food and Agricultural Education Act 2022
Food and Agricultural Education (FAE) Act 2022 is promulgated under Taiwan’s Ministry of Agriculture (TMoA, 2022) by strengthening connections among diets, environment, and agriculture, enhancing public health, preserving dietary and agricultural culture, and supporting the sustainable development of agricultural communities and the environment. The implementation responsibilities are divided among the Ministry of Agriculture at the central government level, municipal governments, and county or city governments.
FAE is defined as an educational process that includes understanding basic agricultural production, eco-friendly farming, animal welfare, food preparation, and waste handling, with the goal of improving personal health and sustainability. The Act also promotes local production and consumption, balanced diets, food waste reduction, preservation of dietary culture, and sustainable agriculture (refer to Article 3 – 4).
The central government is tasked with formulating and reassessing implementation indicators for FAE every five years, overseeing policy formulation, research, national planning, professional training, and international cooperation. Local authorities are responsible for planning and supervising local FAE implementation, such as professional training, awareness-raising, and data exchange. Various central competent authorities, including those for health, education, environmental protection, culture, indigenous affairs, and science and technology, are responsible for specific aspects of FAE promotion, ensuring a coordinated effort (refer to Article 5 – 7).
Food and Agricultural Education promotion task forces, comprising of representatives from relevant agencies, experts, scholars, and group representatives, are established to supervise and reassess FAE policies, provide opinions and discussion on FAE initiatives, and formulate implementation measures (refer to Article 8). The government, through the Ministry of Agriculture appoints competent authorities to ensure access to safe, nutritious, and sufficient food for all citizens, promoting eco-friendly agriculture and food products industries (refer to Article 9).
FAE promotion is based on recommended dietary standards, considering age, religion, region, ethnicity, culture, and dietary habits. Government agencies, state-run enterprises, schools, and other institutions are encouraged to prioritize the use of locally produced agricultural products (refer to Article 10 – 11). The Act guides the R&D, manufacturing, and sale of food products using local ingredients, encourages labelling with production locations, and promotes the reduction of food wastes (refer to Article 12), for example by implementing QR Code in every product.
Promoting FAE alongside local food ingredient supply for group meals, providing nutritional information, offering FAE courses, and producing educational materials are outlined (refer to Article 13). Community-based FAE promotion through the establishment of local agricultural product sales locations and FAE activities is supported. The Act assists schools and preschool institutions in conducting FAE training, incorporating FAE into curricula and activities, and encouraging participation in FAE courses (refer to Article 15).
Taiwan’s Ministry of Agriculture provides an integrated FAE information platform which is established to provide relevant information to the public to maintain transparency and connection between the public and government. It is necessary to develop collaborative research on FAE to improve the system intensively. In order to promote better result, the government appoints specific competent authorities to allocate budgets for FAE promotion, and rewards are provided to individuals and organizations that make outstanding contributions to FAE tasks and implementation (refer to Articles 18 and 19).
PROGRAM IMPLEMENTATION
Handbook on school lunch and catering food management
The Handbook on School Lunch and Catering Food Management for Elementary and Secondary Schools (also refer to Handbook of Department of National and Preschool Education, Ministry of Education, 2021) is a comprehensive guide that aims to ensure the provision of balanced school lunches, maintain food safety, and promote nutrition education. This document highlights the critical role of school lunches in supporting children's physical development, health, and educational outcomes, emphasizing the significant responsibilities of school lunch staff. The handbook is organized into four primary sections: administration, hygiene, nutrition, and education, each offering detailed guidelines and procedures for school personnel (Ministry of Education, 2021).
The introduction underscores the pivotal role of school lunches in children's growth, well-being, and academic success. It emphasizes the considerable responsibilities of school lunch staff to ensure that meals are safe, nutritious, and aligned with the educational goals of the institution.
In the administration section, the handbook details the organization of school lunch committees, describing the roles of principals, directors, nutritionists, and parent representatives in managing school lunch programs. It outlines various types of school lunch services, including self-operated services, outsourced services, services supplied by other schools, and outsourced boxed meals. This section provides comprehensive guidelines on establishing and managing these services to ensure quality and efficiency.
The hygiene section addresses the maintenance of high food safety standards. It covers the selection and procurement of ingredients, emphasizing stringent quality control measures. The acceptance of food products is discussed in detail, including protocols for verifying the quality and safety of received items. The section also includes guidelines for maintaining kitchen hygiene, such as regular cleaning schedules, proper waste disposal, and pest control measures. Staff hygiene management is another critical area, with instructions on personal hygiene practices, health checks, and training programs. Additionally, this section provides crisis management procedures for handling food safety incidents, ensuring prompt and effective responses to minimize risks.
The nutrition section offers principles for designing school lunch menus, focusing on balanced nutrition to support student health and cognitive development. It emphasizes the need for meals to include various food groups, adequate portions, and consideration of dietary restrictions and cultural preferences. The section also discusses the process of registering school lunch menus on a dedicated platform to ensure transparency and allow for monitoring and evaluation by relevant authorities.
The education section integrates nutrition education into the school curriculum, promoting healthy eating habits among students. It suggests various educational activities related to school lunches, such as interactive workshops, cooking classes, and nutrition-focused projects. The section outlines methods for evaluating the effectiveness of these educational initiatives, ensuring they contribute to the overall goals of improving student health and well-being.
In addition to these main sections, the handbook includes relevant regulations, forms, and resources to assist school lunch staff in managing and improving the quality of school meals and food safety. It emphasizes the importance of collaboration among health departments, agricultural committees, education bureaus, and school staff to create a healthier school food environment. By providing detailed and practical guidelines, the handbook aims to support schools in delivering high-quality, safe, and nutritious meals to their students while fostering a culture of health and wellness within the school community.
Remote area school central kitchen project
The Executive Yuan announced that the Ministry of Education and the Ministry of Agriculture, in collaboration with local governments, will implement the “Remote Area School Central Kitchen Project.” In 2021, the central government made an initial investment of over NTD6.31 billion (equivalent to US$193.7 million as of July 12th, 2024). This project aims to comprehensively improve the quality of school lunches in remote areas. The lunch fees paid by parents will be fully allocated to the cost of ingredients. This initiative also aims to reduce school administrative burdens, ensuring that children eat better and parents feel reassured. Further details of the government program are as follows.
Significant increase in food subsidies for students in remote areas
Starting from 2022, Taiwan’s Executive Yuan increased the annual investment of NTD3.8 billion (equivalent to US$116.9 million as per July 12th, 2024) to subsidize schools in using traceable, high-quality local ingredients. Beginning May 1, 2022 till today, this subsidy keeps increasing, especially for the schools located in remote areas, the food subsidy has been raised even more substantially.
New and expanded central kitchens to support schools in remote areas
To stabilize the quality of school lunches, subsidies are provided for the construction of new and expanded central kitchens in schools located in remote areas, which will supply meals to surrounding schools. This centralized approach allows for unified management of hardware and software, and more efficient bulk purchasing of ingredients. The Ministry has also formed a professional support team to establish modern, human-catered kitchens. The design, following transparent and visible space design, students can observe the meal preparation process, integrating food education and vocational exploration, and creating a model kitchen that aligns with international trends.
Joint procurement of ingredients to ensure quality
By promoting school clusters and joint procurement, the cost of ingredients is reduced, ensuring stable quality and alleviating administrative burdens.
Strengthening lunch workforce and transparent, smart logistics, management
Salaries for lunch staff in remote schools are subsidized to promote transparent management of school lunch operations. This includes comprehensive planning for kitchen staff and nutritionists, setting qualifications and salary grades, providing training, recognizing services, and creating a friendly workplace culture to ensure local employment opportunities. These measures are part of the mechanism for counties and cities to follow.
Another major program is the subsidized lunch delivery to reduce transportation costs for food ingredients to remote schools. The central government provides subsidies for these delivery costs. The rates and logistics are fully monitored by cloud-based GPS tracking, which manages delivery routes, times, and temperatures to ensure students receive hot lunches and enhance food safety transparency.
Enhancing school lunch menus in remote areas
To achieve the goal of "eating locally and seasonally," and to promote dietary education and the enjoyment of diverse diets, starting from the 2022 academic year, the central government announced to the schools’ management to provide a main dish, three side dishes, one soup, and one snack (such as fruit), using seasonal and local ingredients. The meals will be designed to meet children's preferences while ensuring nutritional balance and caloric needs, utilizing new equipment in remote schools to prepare delicious lunches that enhance the enjoyment of diverse diets.
The Ministry of Education has developed the "Guidelines for Improved School Lunch Menus," providing schools with references for meal planning and menu design. Working together with nutritionists and kitchen staff, these guidelines help create diverse, nutritious, and appealing meals for students.
CASE STUDIES
Japan Shokuiku program
The school lunch program in Japan has a rich history that dates back Post-World War II, when local civilian efforts were made to provide meals for impoverished children. Initially, these lunches were simple and aimed at encouraging school attendance among poor children. The concept of school lunches evolved through the 1920s with the influence of nutritional science, leading to more structured and nutritionally balanced meals.
The enactment of the School Lunch Law in 1954 marked a significant milestone, providing a legal framework for the program and ensuring its nationwide implementation. This law initially covered primary schools but was later expanded to include all compulsory education schools. The law also set guidelines for funding, nutrition standards, and the responsibilities of various stakeholders, ensuring a systematic and sustainable approach to school lunch services.
Currently, the school lunch program in Japan is highly developed and integrated into the educational system. The Japan Ministry of Education, Culture, Sports, Science and Technology (MEXT) oversees the program, which includes three types of lunches: complete lunches, supplementary lunches, and milk lunches. Complete lunches are the most common and include a staple food, a main dish, a side dish, and milk. These lunches are provided in nearly all elementary schools and most-lower secondary schools. The program also emphasizes food and nutrition education (Shokuiku Program), aiming to foster healthy eating habits, social skills, and environmental awareness among students. Additionally, schools are converting empty classrooms into lunchrooms to create a cozy dining atmosphere, further enhancing the lunchtime experience.
Shokuiku Program, which refers to food and nutrition education, is a vital element of Japanese school lunches. The school lunch program in Japan is compulsory for students, with a highly subsidized cost of approximately US$2.50 per meal, though it is not free for all. Authorities appoint national nutritionists to design the menus to guarantee balanced and healthy meals each day. These meals, prepared with fresh rather than frozen or processed ingredients, contain 600 to 700 calories and include carbohydrates, proteins from meat or fish, and vegetables. Annually, the Japanese government conducts studies on national nutrition and eating habits, utilizing the data to inform menu planning. Lunches are typically served and eaten in classrooms rather than cafeterias, with students often taking turns serving each other and participating in clean up (JMEXT, 2024).
National feeding program of the Philippines
Republic Act 11037, also known as the Masustansyang Pagkain Para Sa Batang Pilipino (Nutritious Food for Filipino Children) Act of 2018, establishes a comprehensive National Feeding Program aimed at combating malnutrition among Filipino children. This program includes several key components: a Supplemental Feeding Program for children aged 3 to 5 years in day care centers; a School-Based Feeding Program for public school students from kindergarten to grade six; a Milk Feeding Program to integrate locally-produced milk products into fortified meals; Micronutrient Supplements using iodized salt; Health Examination, Vaccination, and Deworming for beneficiaries; Gulayan sa Paaralan (Vegetables for Schools) for cultivating vegetables and other nutrient-rich plants in schools; and Water, Sanitation, and Hygiene initiatives to maintain water and sanitation facilities and promote proper hygiene and food preparation. Additionally, the program includes Integrated Nutrition Education, Behavioral Transformation, and Social Mobilization to encourage a holistic approach to health and nutrition education.
The program also mandates the harmonization of all existing national and local nutrition databases to identify individuals, groups, or localities experiencing the highest levels of hunger and undernutrition. The Philippines’ Department of Education is responsible for implementing the program in public kindergarten and elementary schools, while the Department of Social Welfare and Development oversees its execution in public day care centers (Congress of Republic of The Philippines, 2018).
National school lunch program of United States
The National School Lunch Program (NSLP) aims to provide affordable or free lunches to children across nearly 100,000 public and nonprofit private schools, as well as residential child care institutions in the U.S. Administered by the USDA’s Food and Nutrition Service (FNS), the NSLP reimburses participating schools for the meals served to students, with different levels of subsidy depending on the household income of the students' families.
The program’s background follows the USDA Economic Research Service (ERS) report which highlighted that nearly a third of households with school-aged children found it difficult to cover other expenses due to the cost of school meals. Research indicates that participation in USDA child nutrition programs, including the NSLP, helps reduce food insecurity, with food-insecure children relying more heavily on school meals for their nutritional intake.
NSLP meals are required to meet Federal nutrition standards, updated by the Healthy, Hunger-Free Kids Act of 2010 (HHFKA) to align with Federal Dietary Guidelines. Schools adhering to these standards receive additional funding per meal. The HHFKA also introduced new regulations for meal pricing and updated nutrition standards for non-USDA foods sold in schools. The Community Eligibility Provision (CEP) was established to enable high-poverty schools to provide free meals to all students. Furthermore, the USDA encourages the use of locally produced foods in school meals through farm-to-school activities, with about two-thirds of school food authorities participating in such activities (ERSUSA, 2024).
FURTHER DEVELOPMENT
The Ministry of Education will continue to comply with relevant laws and coordinate with various government departments to enforce strict food safety and hygiene standards in schools. Regular inspections and comprehensive supervision by school authorities and local governments will ensure that schools maintain the quality and quantity of their lunch supply. The Ministry of Education remains committed to collecting information and responding to practical needs to refine and implement the dedicated school lunch law effectively.
This journal article examines the Taiwan Free Nutritious Lunch Program in terms of its legal framework and public implementation since 1982. This program serves as an example and learning opportunity for other countries, particularly Indonesia, which is preparing to implement a similar initiative under the National Development Planning Agency (Bappenas). Indonesia has announced that its free nutritious program (Makan Bergizi Gratis Program) will begin in 2025 (Bappenas, 2024).
CONCLUSION
The Taiwan School Lunch Program has proven to be a multifaceted initiative that not only addresses the immediate nutritional needs of students but also integrates broader goals of health education, environmental sustainability, and social equity. By leveraging government support and stringent nutritional standards, the program ensures that all students have access to nutritious meals, thereby supporting their physical and cognitive development. Additionally, the incorporation of health education and sustainable practices into the program have broader implications for public health and environmental stewardship. Moving forward, continued investments and policy support will be crucial in maintaining and enhancing the effectiveness of the program, ensuring that it remains a cornerstone of Taiwan's commitment to the well-being and development of its youth.
In conclusion, Taiwan's School Lunch Program exemplifies a holistic approach to addressing student nutrition, health education, and sustainable agricultural practices. Since its inception in 1982, the program has significantly evolved, integrating dietitian-led meal planning and comprehensive food health education. The initiative's commitment to using high-quality, locally certified ingredients, supported by government subsidies, has ensured that students receive nutritious and safe meals.
The implementation of the Catering Food Ingredients Registration Platform and the provision of full subsidies for financially insecure children highlight the program's dedication to transparency and inclusivity. By incorporating health education components like school vegetable gardens, the program fosters an appreciation for agriculture and promotes healthier eating habits among students.
Moreover, Taiwan's school lunch program aligns with several Sustainable Development Goals, including Zero Hunger, Good Health and Well-Being, Reduced Inequalities, and Responsible Consumption and Production. It serves as a model for integrating health education and environmental sustainability, demonstrating that school meals can be a powerful tool for fostering public health, environmental awareness, and cultural exchange.
The program's legal frameworks, such as the Taiwan School Health Act and the Food and Agricultural Education Act, provide a robust foundation for its continued success and expansion. These laws ensure that school lunches meet stringent nutritional and safety standards while promoting local agricultural products and sustainable practices.
The "Remote Area School Central Kitchen Project" further underscores the government's commitment to equitable access to quality school lunches, particularly in remote areas. By enhancing subsidies, building central kitchens, and implementing joint procurement and smart logistics management, the project aims to provide high-quality, nutritious meals to all students, regardless of their geographical location.
In essence, Taiwan's School Lunch Program not only nourishes students but also educates them about the importance of nutrition, agriculture, and sustainability. It reflects a comprehensive approach that other nations can emulate to create healthier, more sustainable, and inclusive school meal programs.
REFERENCES
Agri Harvest (2023). Legalizing school lunch supplies to ensure high-quality meals for school children: Food education groups call for the enactment of special laws to improve the meal supply system學校午餐供餐法制化保障學童優質每一餐：食育團體呼籲制定專法改善供餐體系. Harvest Magazine (豐年雜誌15th December, 2023). Retrieved from https://www.agriharvest.tw/archives/111029 (in Chinese).
Bappenas (2024). Integration of Asta Cita in 2025 National Medium Term Work Plan. Indonesia Ministry of National Development Planning, Jakarta (in Bahasa Indonesia).
Congress to Republic of The Philippines (2018). Republic Act No. 11037 Regarding National Feeding Program for Undernourished Children in Public Day Care, Kindergarten and Elementary Schools to Combat Hunger and Undernutrition Among Filipino Children and Appropriating Funds. Republic of The Philippines Law and Jurisprudence Databank, Metro Manila
ERSUSA (2023). National School Lunch Program. Economic Research Service U.S. Department of Agriculture, Washington D.C.
Hsinchu County Government (2021). 新竹縣偏鄉學校獲中央7200多萬推動偏鄉學校中央廚房計畫 Rural schools in Hsinchu County received more than 72 million yuan from the central government to promote the central kitchen plan for rural schools. Hsinchu County Government. Press Release. (in Chinese).
JMEXT (2024). School Lunch Program in Japan. Japan Ministry of Education, Culture, Sports, Science and Technology (in Japanese). Retrieved from https://www.nier.go.jp/educationjapan/
Liberty Times Net (2019). 教育部重申5月提午餐專法草案 將增加營養師人力
The Ministry of Education Reiterated That the Draft Law on Lunches in May Will Increase The Number of Dietitians. Liberty Times Net. Retrieved from https://news.ltn.com.tw/news/life/breakingnews/2736032 (in Chinese).
Ministry of Education (2021). Guideline for Food Management in School Meals and School Gardens. Department of National and Preschool Education (in Chinese)
New Southbound Policy Portal (2023). Citizen Action Through Dining: School Meals and Sustainable Development. Taiwan Ministry of Foreign Affairs.
TMoE (2021). 學校衛生法 – School Health Act 2021. Taiwan Ministry of Education. Taipei (in Chinese).
TMoA, 2022. 食農教育法 2022 – Food and Agricultural Education Act 2022. Taiwan Ministry of Agriculture. Taipei (in Chinese)
Comprehensive Analysis of Taiwan's School Lunch Program: Integration of Health, Education, and Sustainability
ABSTRACT
In 2015, the United Nations introduced the "Sustainable Development Goals (SDGs)," which focuses on eradicating poverty and hunger, pursuing good health and well-being, providing quality education, reducing inequalities, adopting responsible production and consumption practices, respecting the environment, and fostering global partnerships. These goals represent the global direction for collective efforts to develop and continue Taiwan’s School Lunch Program until today. Since its formal establishment in 1982, the program has evolved significantly, culminating in the School Health Act, which mandated the involvement of dietitians in meal planning and integrated food health education into the curriculum. The program emphasizes the use of high-quality, locally certified ingredients, supported by government subsidies, and ensures transparency through the School Catering Food Ingredients Registration Platform. This initiative also addresses national food insecurity by providing full subsidies for financially insecure children and includes health education components like school vegetable gardens. The program's success has fostered sustainable agricultural practices and serves as a model for integrating health, education, and environmental sustainability.
Keywords: Sustainable School Lunch Programs, Health and Nutrition Education, Food Security
INTRODUCTION
In response to the multiple challenges of malnutrition—encompassing both undernutrition and obesity—school meal programs have gained renewed socio-political attention worldwide. Recognizing the importance of this issue, Taiwan’s authorities published a special program in 1982 titled “School Meal Programs in Taiwan.” This program triggers the international dialogue on school meal programs, featuring examples from other countries such as the Japan Shokuiku Program, the United States National School Lunch Program, China’s Free Lunch for Children, India’s Midday Meal Scheme, and the Philippines’ National Feeding Program. Building on this initiative, the objective of this article is to extend the conversation to Taiwan by conducting a comprehensive review of the nation's school lunch program. This review will examine the program's structure, legal basis, nutritional standards, implementation strategies, and the outcomes of these initiatives in addressing the malnutrition among Taiwan’s students.
Since 1982, Taiwan's Ministry of Education (MOE) has implemented a formal program to provide nutritious lunches for primary and secondary school students. This initiative has undergone significant development over the subsequent two decades, culminating in the enactment of the School Health Act in 2002. This legislation mandated the involvement of dietitians in school meal planning and integrated comprehensive food health education into the curriculum. To enhance the quality of school lunches, Taiwan’s Ministry of Agriculture subsidizes schools to use ingredients certified under various quality schemes, including domestic and organic produce, as well as products covered by the food traceability program. Additionally, the MOE has established rigorous standards for the nutritional content of school meals and developed an online platform—the School Catering Food Ingredients Registration Platform—where detailed information about meals served in every school is accessible. In wealthier regions, schools are required to provide organic vegetables and rice at least once a week.
According to MOE’s statistics, all primary and secondary schools in Taiwan offer access to nutritious lunches, with meal costs ranging from NT$32 (equivalent to US$1 as per July 12th, 2024) to NT$50 (equivalent to US$1.5 as per July 12th, 2024) per student. Full subsidies are provided for financially insecure children, and there are generous provisions for students experiencing sudden financial hardships, ensuring that no student in Taiwan faces hunger. Various non-governmental organizations have also contributed to improving the quality of school meals, making them both nutritious and palatable.
In addition to providing meals, the program focuses on health education. Some schools have incorporated vegetable gardens into their schools, where students cultivate and harvest vegetables, learning about agriculture and the importance of fresh produce. This hands-on experience helps students appreciate the efforts involved in food production and fosters a connection to the land. The school lunch program also addresses the challenge of picky eaters by designing appealing and diverse menus. These efforts assist students in developing healthier eating habits and broadening their culinary preferences, thereby promoting food diversification.
Furthermore, Taiwan's school lunch program serves as a platform for cultural exchange and agricultural diplomacy. The program's success has had an environmental impact, encouraging farmers to adopt eco-friendly practices through the use of certified produce in school meals. This transition has been accelerated by government subsidies, illustrating the potential of institutional food programs to drive sustainable agricultural practices.
In alignment with the United Nations’ 2030 Agenda for Sustainable Development, Taiwan’s school lunch program contributes to several goals, including Zero Hunger, Good Health and Well-Being, Reduced Inequalities, and Responsible Consumption and Production. The program demonstrates that school meals are more than mere sustenance; they are integral to education, public health, environmental sustainability, and cultural exchange. By ensuring that all students have access to nutritious and appealing meals, Taiwan's school lunch program supports the overall well-being of its youth and the broader community.
The Ministry of Education and Ministry of Agriculture have emphasized their ongoing efforts to establish a dedicated school lunch law. Currently, school lunches use traceable ingredients certified by the "Three Labels and One QR Code" system, ensuring the safety of the food provided to students. The Ministry is advancing initiatives such as the "Public Elementary and Middle School Lunch Kitchen Improvement Plan" and the "Promotion of Central Kitchens in Rural Schools Plan," and have increased subsidies for their ingredients. These efforts aim to address schools' needs and provide information for improving the regulation on school lunch program.
According to the "School Lunch Food Content and Nutrition Standards" set by the National Health Administration under the Ministry of Health and Welfare, the authorities design guidelines for the calories, nutrients, and portions of six major food categories that elementary to high school students should consume. These guidelines minimize the use of semi-finished fish and meat products and limit fried foods to no more than twice a week. The School Health Act mandates that schools prioritize using locally certified superior agricultural products for their meals. Since 2018, the Ministry has promoted the use of traceable ingredients, such as organic and Certified Agricultural Standards (CAS) certified ingredients. The subsidy for using these traceable ingredients will remain transparent, clearly documented, and closely monitored to ensure proper fund allocation.
To enhance the nutrition, safety, and hygiene of student lunches, the Ministry has drafted the "School Lunch and Dietary Education Act." Initially announced in April 2019 as the "School Lunch Act," the draft has undergone public hearings and forums to gather feedback, leading to its current name. The Ministry is also implementing improvement plans for school kitchens, especially in rural areas, with substantial financial investment to ensure that most of the lunch fees are spent on quality ingredients.
LEGAL BASIS
Taiwan School Health Act 2021
Taiwan School Health Act 2021 (TMoE, 2021) aims to enhance the health of students and staff, laying a foundation for national health and improving quality of life. The competent authorities, defined as the Ministry of Education at the central level, municipal governments, and county or city governments, are responsible for overseeing school health-related activities in collaboration with relevant bodies in health, environmental protection, and social affairs. Schools at all levels are mandated to conduct health-related work, supported by dedicated units and professionals appointed by the competent authorities. School Health Committees, comprising scholars, experts, and organizational representatives, provide consultation and coordination on various aspects of school health policies, planning, and implementation.
Schools must establish health centers staffed by qualified health authorities such as nurses, with their number determined by the school size. Regular health examinations for students are mandatory, with the results confidentially recorded and transferred if a student changes schools (refer to Articles 8 and 9). Schools are responsible for providing health guidance and corrective treatments based on examination results, addressing common health issues such as vision problems, dental cavities, and nutritional deficiencies (refer to Articles 10 and 11). Special care and adjusted activities are required for students with serious health conditions, including heart disease, asthma, and disabilities (refer to Article 12).
In the event of communicable diseases, schools must implement preventive measures, potentially including class suspensions, in coordination with health authorities. Vaccinations are organized post-enrolment, with first-year elementary students required to have completed their vaccinations before starting school period. There are the implementation of emergency care protocols and first aid knowledge are mandated, and schools must be prepared to handle the food poisoning incidents (refer to Article 13 – 15).
Besides, health-related courses are required at all educational levels, tailored to students' developmental stages and emphasizing the promotion of healthy eating, environmental awareness, and cultural understanding of food source. Every teacher must participate in further training to enhance their effectiveness in teaching health-related subjects. Schools are also required to maintain adequate facilities for these courses.
Promotion of health activities and healthy lifestyle behaviors is also emphasized, with schools collaborating with families and communities to enhance health education and environmental protection efforts. The Ministry of Education states that the school infrastructure must meet environmental and health standards, ensuring safe and healthy conditions for students and staffs (refer to Article 19 – 21).
Cafeterias and food services must adhere to stringent hygiene practices, prioritizing local, non-GMO products, and are supervised by dietitians in larger schools (refer to Articles 22 and 23). For the meals provided, the ingredients should prioritize locally certified high-quality agricultural products from the central agricultural authority. The use of genetically modified fresh ingredients and food-processed products is strongly prohibited. Every school also has to provide a vegetarian meal option to respect local wisdom or preferences.
School Lunch Advisory Councils oversee and assess school lunch operations, providing guidance and ensuring compliance with health standards (refer to Articles 23-1 and 23-2). Schools must maintain financial transparency in meal procurement and each operation at daily basis (refer to Article 23-3). Schools that provide meals must adhere to the food content and nutritional standards set by the central competent authority for school lunches, as well as the dietary nutrient reference intake established by the central health authority. They should ensure that the meals are hygienic, safe, and nutritionally balanced, implement health education, and be supervised and executed by a nutritionist.
Taiwan Food and Agricultural Education Act 2022
Food and Agricultural Education (FAE) Act 2022 is promulgated under Taiwan’s Ministry of Agriculture (TMoA, 2022) by strengthening connections among diets, environment, and agriculture, enhancing public health, preserving dietary and agricultural culture, and supporting the sustainable development of agricultural communities and the environment. The implementation responsibilities are divided among the Ministry of Agriculture at the central government level, municipal governments, and county or city governments.
FAE is defined as an educational process that includes understanding basic agricultural production, eco-friendly farming, animal welfare, food preparation, and waste handling, with the goal of improving personal health and sustainability. The Act also promotes local production and consumption, balanced diets, food waste reduction, preservation of dietary culture, and sustainable agriculture (refer to Article 3 – 4).
The central government is tasked with formulating and reassessing implementation indicators for FAE every five years, overseeing policy formulation, research, national planning, professional training, and international cooperation. Local authorities are responsible for planning and supervising local FAE implementation, such as professional training, awareness-raising, and data exchange. Various central competent authorities, including those for health, education, environmental protection, culture, indigenous affairs, and science and technology, are responsible for specific aspects of FAE promotion, ensuring a coordinated effort (refer to Article 5 – 7).
Food and Agricultural Education promotion task forces, comprising of representatives from relevant agencies, experts, scholars, and group representatives, are established to supervise and reassess FAE policies, provide opinions and discussion on FAE initiatives, and formulate implementation measures (refer to Article 8). The government, through the Ministry of Agriculture appoints competent authorities to ensure access to safe, nutritious, and sufficient food for all citizens, promoting eco-friendly agriculture and food products industries (refer to Article 9).
FAE promotion is based on recommended dietary standards, considering age, religion, region, ethnicity, culture, and dietary habits. Government agencies, state-run enterprises, schools, and other institutions are encouraged to prioritize the use of locally produced agricultural products (refer to Article 10 – 11). The Act guides the R&D, manufacturing, and sale of food products using local ingredients, encourages labelling with production locations, and promotes the reduction of food wastes (refer to Article 12), for example by implementing QR Code in every product.
Promoting FAE alongside local food ingredient supply for group meals, providing nutritional information, offering FAE courses, and producing educational materials are outlined (refer to Article 13). Community-based FAE promotion through the establishment of local agricultural product sales locations and FAE activities is supported. The Act assists schools and preschool institutions in conducting FAE training, incorporating FAE into curricula and activities, and encouraging participation in FAE courses (refer to Article 15).
Taiwan’s Ministry of Agriculture provides an integrated FAE information platform which is established to provide relevant information to the public to maintain transparency and connection between the public and government. It is necessary to develop collaborative research on FAE to improve the system intensively. In order to promote better result, the government appoints specific competent authorities to allocate budgets for FAE promotion, and rewards are provided to individuals and organizations that make outstanding contributions to FAE tasks and implementation (refer to Articles 18 and 19).
PROGRAM IMPLEMENTATION
Handbook on school lunch and catering food management
The Handbook on School Lunch and Catering Food Management for Elementary and Secondary Schools (also refer to Handbook of Department of National and Preschool Education, Ministry of Education, 2021) is a comprehensive guide that aims to ensure the provision of balanced school lunches, maintain food safety, and promote nutrition education. This document highlights the critical role of school lunches in supporting children's physical development, health, and educational outcomes, emphasizing the significant responsibilities of school lunch staff. The handbook is organized into four primary sections: administration, hygiene, nutrition, and education, each offering detailed guidelines and procedures for school personnel (Ministry of Education, 2021).
The introduction underscores the pivotal role of school lunches in children's growth, well-being, and academic success. It emphasizes the considerable responsibilities of school lunch staff to ensure that meals are safe, nutritious, and aligned with the educational goals of the institution.
In the administration section, the handbook details the organization of school lunch committees, describing the roles of principals, directors, nutritionists, and parent representatives in managing school lunch programs. It outlines various types of school lunch services, including self-operated services, outsourced services, services supplied by other schools, and outsourced boxed meals. This section provides comprehensive guidelines on establishing and managing these services to ensure quality and efficiency.
The hygiene section addresses the maintenance of high food safety standards. It covers the selection and procurement of ingredients, emphasizing stringent quality control measures. The acceptance of food products is discussed in detail, including protocols for verifying the quality and safety of received items. The section also includes guidelines for maintaining kitchen hygiene, such as regular cleaning schedules, proper waste disposal, and pest control measures. Staff hygiene management is another critical area, with instructions on personal hygiene practices, health checks, and training programs. Additionally, this section provides crisis management procedures for handling food safety incidents, ensuring prompt and effective responses to minimize risks.
The nutrition section offers principles for designing school lunch menus, focusing on balanced nutrition to support student health and cognitive development. It emphasizes the need for meals to include various food groups, adequate portions, and consideration of dietary restrictions and cultural preferences. The section also discusses the process of registering school lunch menus on a dedicated platform to ensure transparency and allow for monitoring and evaluation by relevant authorities.
The education section integrates nutrition education into the school curriculum, promoting healthy eating habits among students. It suggests various educational activities related to school lunches, such as interactive workshops, cooking classes, and nutrition-focused projects. The section outlines methods for evaluating the effectiveness of these educational initiatives, ensuring they contribute to the overall goals of improving student health and well-being.
In addition to these main sections, the handbook includes relevant regulations, forms, and resources to assist school lunch staff in managing and improving the quality of school meals and food safety. It emphasizes the importance of collaboration among health departments, agricultural committees, education bureaus, and school staff to create a healthier school food environment. By providing detailed and practical guidelines, the handbook aims to support schools in delivering high-quality, safe, and nutritious meals to their students while fostering a culture of health and wellness within the school community.
Remote area school central kitchen project
The Executive Yuan announced that the Ministry of Education and the Ministry of Agriculture, in collaboration with local governments, will implement the “Remote Area School Central Kitchen Project.” In 2021, the central government made an initial investment of over NTD6.31 billion (equivalent to US$193.7 million as of July 12th, 2024). This project aims to comprehensively improve the quality of school lunches in remote areas. The lunch fees paid by parents will be fully allocated to the cost of ingredients. This initiative also aims to reduce school administrative burdens, ensuring that children eat better and parents feel reassured. Further details of the government program are as follows.
Significant increase in food subsidies for students in remote areas
Starting from 2022, Taiwan’s Executive Yuan increased the annual investment of NTD3.8 billion (equivalent to US$116.9 million as per July 12th, 2024) to subsidize schools in using traceable, high-quality local ingredients. Beginning May 1, 2022 till today, this subsidy keeps increasing, especially for the schools located in remote areas, the food subsidy has been raised even more substantially.
New and expanded central kitchens to support schools in remote areas
To stabilize the quality of school lunches, subsidies are provided for the construction of new and expanded central kitchens in schools located in remote areas, which will supply meals to surrounding schools. This centralized approach allows for unified management of hardware and software, and more efficient bulk purchasing of ingredients. The Ministry has also formed a professional support team to establish modern, human-catered kitchens. The design, following transparent and visible space design, students can observe the meal preparation process, integrating food education and vocational exploration, and creating a model kitchen that aligns with international trends.
Joint procurement of ingredients to ensure quality
By promoting school clusters and joint procurement, the cost of ingredients is reduced, ensuring stable quality and alleviating administrative burdens.
Strengthening lunch workforce and transparent, smart logistics, management
Salaries for lunch staff in remote schools are subsidized to promote transparent management of school lunch operations. This includes comprehensive planning for kitchen staff and nutritionists, setting qualifications and salary grades, providing training, recognizing services, and creating a friendly workplace culture to ensure local employment opportunities. These measures are part of the mechanism for counties and cities to follow.
Another major program is the subsidized lunch delivery to reduce transportation costs for food ingredients to remote schools. The central government provides subsidies for these delivery costs. The rates and logistics are fully monitored by cloud-based GPS tracking, which manages delivery routes, times, and temperatures to ensure students receive hot lunches and enhance food safety transparency.
Enhancing school lunch menus in remote areas
To achieve the goal of "eating locally and seasonally," and to promote dietary education and the enjoyment of diverse diets, starting from the 2022 academic year, the central government announced to the schools’ management to provide a main dish, three side dishes, one soup, and one snack (such as fruit), using seasonal and local ingredients. The meals will be designed to meet children's preferences while ensuring nutritional balance and caloric needs, utilizing new equipment in remote schools to prepare delicious lunches that enhance the enjoyment of diverse diets.
The Ministry of Education has developed the "Guidelines for Improved School Lunch Menus," providing schools with references for meal planning and menu design. Working together with nutritionists and kitchen staff, these guidelines help create diverse, nutritious, and appealing meals for students.
CASE STUDIES
Japan Shokuiku program
The school lunch program in Japan has a rich history that dates back Post-World War II, when local civilian efforts were made to provide meals for impoverished children. Initially, these lunches were simple and aimed at encouraging school attendance among poor children. The concept of school lunches evolved through the 1920s with the influence of nutritional science, leading to more structured and nutritionally balanced meals.
The enactment of the School Lunch Law in 1954 marked a significant milestone, providing a legal framework for the program and ensuring its nationwide implementation. This law initially covered primary schools but was later expanded to include all compulsory education schools. The law also set guidelines for funding, nutrition standards, and the responsibilities of various stakeholders, ensuring a systematic and sustainable approach to school lunch services.
Currently, the school lunch program in Japan is highly developed and integrated into the educational system. The Japan Ministry of Education, Culture, Sports, Science and Technology (MEXT) oversees the program, which includes three types of lunches: complete lunches, supplementary lunches, and milk lunches. Complete lunches are the most common and include a staple food, a main dish, a side dish, and milk. These lunches are provided in nearly all elementary schools and most-lower secondary schools. The program also emphasizes food and nutrition education (Shokuiku Program), aiming to foster healthy eating habits, social skills, and environmental awareness among students. Additionally, schools are converting empty classrooms into lunchrooms to create a cozy dining atmosphere, further enhancing the lunchtime experience.
Shokuiku Program, which refers to food and nutrition education, is a vital element of Japanese school lunches. The school lunch program in Japan is compulsory for students, with a highly subsidized cost of approximately US$2.50 per meal, though it is not free for all. Authorities appoint national nutritionists to design the menus to guarantee balanced and healthy meals each day. These meals, prepared with fresh rather than frozen or processed ingredients, contain 600 to 700 calories and include carbohydrates, proteins from meat or fish, and vegetables. Annually, the Japanese government conducts studies on national nutrition and eating habits, utilizing the data to inform menu planning. Lunches are typically served and eaten in classrooms rather than cafeterias, with students often taking turns serving each other and participating in clean up (JMEXT, 2024).
National feeding program of the Philippines
Republic Act 11037, also known as the Masustansyang Pagkain Para Sa Batang Pilipino (Nutritious Food for Filipino Children) Act of 2018, establishes a comprehensive National Feeding Program aimed at combating malnutrition among Filipino children. This program includes several key components: a Supplemental Feeding Program for children aged 3 to 5 years in day care centers; a School-Based Feeding Program for public school students from kindergarten to grade six; a Milk Feeding Program to integrate locally-produced milk products into fortified meals; Micronutrient Supplements using iodized salt; Health Examination, Vaccination, and Deworming for beneficiaries; Gulayan sa Paaralan (Vegetables for Schools) for cultivating vegetables and other nutrient-rich plants in schools; and Water, Sanitation, and Hygiene initiatives to maintain water and sanitation facilities and promote proper hygiene and food preparation. Additionally, the program includes Integrated Nutrition Education, Behavioral Transformation, and Social Mobilization to encourage a holistic approach to health and nutrition education.
The program also mandates the harmonization of all existing national and local nutrition databases to identify individuals, groups, or localities experiencing the highest levels of hunger and undernutrition. The Philippines’ Department of Education is responsible for implementing the program in public kindergarten and elementary schools, while the Department of Social Welfare and Development oversees its execution in public day care centers (Congress of Republic of The Philippines, 2018).
National school lunch program of United States
The National School Lunch Program (NSLP) aims to provide affordable or free lunches to children across nearly 100,000 public and nonprofit private schools, as well as residential child care institutions in the U.S. Administered by the USDA’s Food and Nutrition Service (FNS), the NSLP reimburses participating schools for the meals served to students, with different levels of subsidy depending on the household income of the students' families.
The program’s background follows the USDA Economic Research Service (ERS) report which highlighted that nearly a third of households with school-aged children found it difficult to cover other expenses due to the cost of school meals. Research indicates that participation in USDA child nutrition programs, including the NSLP, helps reduce food insecurity, with food-insecure children relying more heavily on school meals for their nutritional intake.
NSLP meals are required to meet Federal nutrition standards, updated by the Healthy, Hunger-Free Kids Act of 2010 (HHFKA) to align with Federal Dietary Guidelines. Schools adhering to these standards receive additional funding per meal. The HHFKA also introduced new regulations for meal pricing and updated nutrition standards for non-USDA foods sold in schools. The Community Eligibility Provision (CEP) was established to enable high-poverty schools to provide free meals to all students. Furthermore, the USDA encourages the use of locally produced foods in school meals through farm-to-school activities, with about two-thirds of school food authorities participating in such activities (ERSUSA, 2024).
FURTHER DEVELOPMENT
The Ministry of Education will continue to comply with relevant laws and coordinate with various government departments to enforce strict food safety and hygiene standards in schools. Regular inspections and comprehensive supervision by school authorities and local governments will ensure that schools maintain the quality and quantity of their lunch supply. The Ministry of Education remains committed to collecting information and responding to practical needs to refine and implement the dedicated school lunch law effectively.
This journal article examines the Taiwan Free Nutritious Lunch Program in terms of its legal framework and public implementation since 1982. This program serves as an example and learning opportunity for other countries, particularly Indonesia, which is preparing to implement a similar initiative under the National Development Planning Agency (Bappenas). Indonesia has announced that its free nutritious program (Makan Bergizi Gratis Program) will begin in 2025 (Bappenas, 2024).
CONCLUSION
The Taiwan School Lunch Program has proven to be a multifaceted initiative that not only addresses the immediate nutritional needs of students but also integrates broader goals of health education, environmental sustainability, and social equity. By leveraging government support and stringent nutritional standards, the program ensures that all students have access to nutritious meals, thereby supporting their physical and cognitive development. Additionally, the incorporation of health education and sustainable practices into the program have broader implications for public health and environmental stewardship. Moving forward, continued investments and policy support will be crucial in maintaining and enhancing the effectiveness of the program, ensuring that it remains a cornerstone of Taiwan's commitment to the well-being and development of its youth.
In conclusion, Taiwan's School Lunch Program exemplifies a holistic approach to addressing student nutrition, health education, and sustainable agricultural practices. Since its inception in 1982, the program has significantly evolved, integrating dietitian-led meal planning and comprehensive food health education. The initiative's commitment to using high-quality, locally certified ingredients, supported by government subsidies, has ensured that students receive nutritious and safe meals.
The implementation of the Catering Food Ingredients Registration Platform and the provision of full subsidies for financially insecure children highlight the program's dedication to transparency and inclusivity. By incorporating health education components like school vegetable gardens, the program fosters an appreciation for agriculture and promotes healthier eating habits among students.
Moreover, Taiwan's school lunch program aligns with several Sustainable Development Goals, including Zero Hunger, Good Health and Well-Being, Reduced Inequalities, and Responsible Consumption and Production. It serves as a model for integrating health education and environmental sustainability, demonstrating that school meals can be a powerful tool for fostering public health, environmental awareness, and cultural exchange.
The program's legal frameworks, such as the Taiwan School Health Act and the Food and Agricultural Education Act, provide a robust foundation for its continued success and expansion. These laws ensure that school lunches meet stringent nutritional and safety standards while promoting local agricultural products and sustainable practices.
The "Remote Area School Central Kitchen Project" further underscores the government's commitment to equitable access to quality school lunches, particularly in remote areas. By enhancing subsidies, building central kitchens, and implementing joint procurement and smart logistics management, the project aims to provide high-quality, nutritious meals to all students, regardless of their geographical location.
In essence, Taiwan's School Lunch Program not only nourishes students but also educates them about the importance of nutrition, agriculture, and sustainability. It reflects a comprehensive approach that other nations can emulate to create healthier, more sustainable, and inclusive school meal programs.
REFERENCES
Agri Harvest (2023). Legalizing school lunch supplies to ensure high-quality meals for school children: Food education groups call for the enactment of special laws to improve the meal supply system學校午餐供餐法制化保障學童優質每一餐：食育團體呼籲制定專法改善供餐體系. Harvest Magazine (豐年雜誌15th December, 2023). Retrieved from https://www.agriharvest.tw/archives/111029 (in Chinese).
Bappenas (2024). Integration of Asta Cita in 2025 National Medium Term Work Plan. Indonesia Ministry of National Development Planning, Jakarta (in Bahasa Indonesia).
Congress to Republic of The Philippines (2018). Republic Act No. 11037 Regarding National Feeding Program for Undernourished Children in Public Day Care, Kindergarten and Elementary Schools to Combat Hunger and Undernutrition Among Filipino Children and Appropriating Funds. Republic of The Philippines Law and Jurisprudence Databank, Metro Manila
ERSUSA (2023). National School Lunch Program. Economic Research Service U.S. Department of Agriculture, Washington D.C.
Hsinchu County Government (2021). 新竹縣偏鄉學校獲中央7200多萬推動偏鄉學校中央廚房計畫 Rural schools in Hsinchu County received more than 72 million yuan from the central government to promote the central kitchen plan for rural schools. Hsinchu County Government. Press Release. (in Chinese).
JMEXT (2024). School Lunch Program in Japan. Japan Ministry of Education, Culture, Sports, Science and Technology (in Japanese). Retrieved from https://www.nier.go.jp/educationjapan/
Liberty Times Net (2019). 教育部重申5月提午餐專法草案 將增加營養師人力
The Ministry of Education Reiterated That the Draft Law on Lunches in May Will Increase The Number of Dietitians. Liberty Times Net. Retrieved from https://news.ltn.com.tw/news/life/breakingnews/2736032 (in Chinese).
Ministry of Education (2021). Guideline for Food Management in School Meals and School Gardens. Department of National and Preschool Education (in Chinese)
New Southbound Policy Portal (2023). Citizen Action Through Dining: School Meals and Sustainable Development. Taiwan Ministry of Foreign Affairs.
TMoE (2021). 學校衛生法 – School Health Act 2021. Taiwan Ministry of Education. Taipei (in Chinese).
TMoA, 2022. 食農教育法 2022 – Food and Agricultural Education Act 2022. Taiwan Ministry of Agriculture. Taipei (in Chinese)