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Sune Netterstrøm
European Experiences on policies and strategies for the development of sustainable school food systems
-Lessons learned and recommendations
Esperienze Europee sulle ”policies” e strategie per lo sviluppo di Ristorazioni Scolastiche Sostenibili
- Lezioni fatte e raccomandazioni
IPOPY - Innovative Public Organic food Procurement for YouthWork Package 2 – Policy Analysis
Apparently so simple…
Apparentemente cosi semplice…
Nutritional experts
Catering
Schools
Municipality
Provinces
Regions
OrganicFood
supply chain
KnowledgeCentres
EU/State level
Producer associations
Consumerassociations
Children/ParentsTeachers
… and yet so complex!
…eppure cosi complesso!
Four Countries : Norway, Finland, Italy and Denmark
• National policy context – National report from each country
• Municipal/Regional Case Studies
• Norway: 1 Municipality
• Finland: 2 Municipalities
• Italy: 3 Municipalities (+ regional case)
• Denmark: 4 Municipalities
• Comparative analysis, Findings and Recommendations
Policy Analysis Studies of WP 2
The Policy Concept in IPOPY
• Systemic approach
• Top Down/ Bottom Up/Multi stake-holder governance
• Process view – Stakeholders, structures and discourses
Main interests:
• Why so big differences between Countries/Municipalities?
• How can we facilitate knowledge exchange and transfer of good practices?
Organic Sustainable School Food
Supporting local/national organic producers
Sustainable school food as one agenda in alliance (or conflict) with other agendas
Health/Obesity
Food Culture/Identity
Efficiency
Social welfare
Individualism vs.Collectivism
Climate Change agenda
Local food production vs.Free global market
ParticipationEcological Footprint
Public legitimization crisis
Economic Crisis
Private organic food demand
Minimal state
Development of public schools
Institutional/Organisa-tional agendas
Technological and struc-tural dev. of agriculture
Model: Three strategic layers in the development of POP
Progress
Robustness - Cohesion
Innovativeness
Impact of school food system:
• more institutions with organic products
• higher share of organic products in each institution
• better and more sustainable food
• …Other
Innovative capability of the whole system:
• sytemtic flexibility and resources to experiment and learn (”topia”)
• continuous development of the long term visions and values (”utopia”)
The robustness and social cohesion of the school food system
• Stakeholders values and interests
• Structural driving forces
• Cooperation and networks
• Alliances and compatibility with other discourses/AoI
Model: Three strategic layers in the development of POP
1. Each of the three layers is important
2. Each layer is correlated with the other layers positively and negatively
3. Each layer and their correlations is context dependent (i.e country,municipality or school)
4. How can we compare and learn from one context to another?
Establishment of Public School Food
Intro of Organic and
sust. dev.
Public School Food
Organic products
Norway Low Low
Finland High Low
Denmark Low/Medium Low/medium
Italy High Medium/High
Embeddedness and double-embedding
• There is a very good potential for exchange of experiences and good practices
• However size and cultural context is very important!
• Rather than direct transfer – Inspiration! Things can be different!
• Direct exchange and coaching between key stakeholders (facilitated by researchers/ other)
• Learning between ”new” and ”mature” systems
• The single cases of development of sustainable school food system are results of many interacting factors
• Need to understand better the process of embedding (robustness and innovativeness)
• Need to understand better the process and consequences of alliances and conflicts with other agendas
• Need of sound criticism inside the systems!
Conclusions
