Nourishing schools project documentation by Sudharsana Sana

DEGREE PROJECT Nourishing schools Sponsor : Instillmotion consulting private limited, Hyderabad

Volume : 1/1 STUDENT : SUDHARSANAA T PROGRAMME : M.Des

GUIDE : SHASHANK MEHTA

2015 INTER-DISCIPLINARY DESIGN (STRATEGIC DESIGN MANAGEMENT)

National Institute of Design Gandhinagar

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Nourishing schools | Instillmotion Consulting private limited | 2015

The Evaluation Jury recommends SUDHARSANAA T for the

M.Des at National Institute of Design IN INTERDISCIPLINARY DESIGN (STRATEGIC DESIGN MANAGEMENT)

herewith, for the project titled "NOURISHING SCHOOLS FOR ASHOKA FOUNDATION" on fulfilling the further requirements by

Chairman Members :

*Subsequent remarks regarding fulfilling the requirements :

Registrar(Academics)

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Nourishing schools | Instillmotion Consulting private limited | 2015

Nourishing Schools System design project

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Nourishing schools | Instillmotion Consulting private limited | 2015

Originality statement

I hereby declare that this submission is my own work and it contains no full or substantial copy of previously published material, or it does not even contain substantial proportion of material which have been accepted for the award of another degree or diploma of any other educational institution, except where due acknowledgment is made in this diploma project. Moreover I also declare that none of the concepts are borrowed or copied without due acknowledgment. I further declare that the intellectual content of those diploma project is the product of my own work, Except to the extent that assistance from others in the project design and the conception or in style, presentation and linguistic expression in acknowledgment. This diploma project (or part of it) was not and will not be submitted as assessed work in any other academic course. Students name in full: Signature: Date:

I hereby grant the National Institute of Design the right to archive and to make available my diploma project/thesis/dissertation in whole or in part in the Instituteâ&#x20AC;&#x2122;s Knowledge Management Centre in all forms of media, now or hereafter known, subject to the provisions of the Copyright Act. I have either used no substantial portions of copyright material in my document or I have obtained permission to use copyright material. Students name in full: Signature: Date:

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Nourishing schools | Instillmotion Consulting private limited | 2015

Acknowledgment

My special thanks to: Mr. Hersh Haldekar, Founder of InstillMotion Consulting Private limited, Hyderabad to believe in me and give me an opportunity to work on a project for Ashoka Foundation. His continuous guidance, and support has helped me a lot in every stage of the project. Ms. Sameera Jain, my mentor at InstillMotion Consulting Private limited for guiding me through the project at every stage and helping and mentally supporting me through out. Mr. Shashank Mehta, my internal guide who has been a massive support in this project, who has been guiding me to focus on the major problems without deviating my topic. His valid inputs at right times have made me work with great focus and has made me think through the thought process to finish this project successfully. I thank all my faculty members and NID for giving me this opportunity to explore and learn new approach, concepts and perspectives. This has helped me throughout my work and life. Finally, I would like to thank all my friends, and family members who have been supporting and encouraging me in doing this project.

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

About NID About NID In 1957 the Government of India requested the Ford Foundation to invite Charles and Ray Eames to visit India. The Eames Report defined the underlying spirit that would lead to the founding of NID and beginning of design education in India. NID was established in 1961, and has been a center for design education, practice and research since then. The National Institute of Design (NID) is internationally acclaimed as one of the foremost multidisciplinary institutions in the field of design education and research. The Business Week, USA has listed NID as one of the top 25 European & Asian programmes in the world. The institute functions as an autonomous body under the department of Industrial Policy & Promotion, Ministry of Commerce & Industry, Government of India. NID is recognized by the Dept. of Scientific & Industrial Research (DSIR) under Ministry of Science & Technology, Government of India, as a scientific and industrial design research organization. NID has been a pioneer in industrial design education after Bauhaus and Ulm in Germany and is known for its pursuit of design excellence to make “Designed in India, Made for the World” a reality. NID’s graduates have made a mark in key sectors of commerce, industry and social development by taking role of catalysts and through thought leadership

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About SDM

About Strategic Design Management Strategic design management is concerned with integrative and collaborative business management requiring a new breed of managers who are skilled at working with a wide range of multi-disciplinary inputs and diverse team members. Business managers and leaders now recognize the importance of design and design thinking in formulating business strategies and implementation of integrated management decisions. The educational programme in Strategic Design Management (SDM) is conducted within a design thinking framework. The programme is project oriented, human-centered, and interactive in approach. It finally culminates in an industry-based project with a view to connect students with the business world, and develop their skills and confidence in working with the real-life situations. The SDM students can specialize in specific areas such as user research, branding, retail design and management, new product development, environmental design, and social development. They can also perform applied research in design management with a view to develop new tools, methods, and processes.

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Contents

Introduction

1.1 Background to the topic

About Instillmotion and Ashoka Foundation

Secondary Research & Analysis

2.1 About Instillmotion Consulting Pvt ltd

3.1 Various initiatives in India addressing malnutrition

1.3 Project scope

2.2 About Ashoka Foundation

3.2 Problems faced due to malnutrition

1.4 Design Process

2.3 Future vision

3.3 Data analysis

1.2 Project Brief

1.5 Project timeline

3.4 Focus area & scope 3.5 Design goal

Nourishing schools | Instillmotion Consulting private limited | 2015

Primary Research & Analysis

Ideation & Conceptualisation

Deliverable

4.1 Research planning

5.1 Ideation

6.1 Concept brief

4.2 Research tools

5.2 Exploration

6.2 Stategic intervention

4.3 Research design

5.3 Concept finalisation

6.3 Design Intervenntion

Conclusion Learnings Bibliography

4.4 Ethnography data analysis 4.5 Discovery workshops data analysis 4.7 Major findings 4.8 Themes

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Nourishing schools | Instillmotion Consulting private limited | 2015

Introduction 1.1 Background to the topic 1.2 Project brief 1.3 Project goals & scope 1.4 Design process 1.5 Project timeline

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Knowing

The terms

Nourishing schools | Instillmotion Consulting private limited | 2015

Nutrition : The act or process of nourishing or being nourished; specifically: the sum of the processes by which an animal or plant takes in and utilizes food substances Food generates energy and supplies materials used in body tissues and processes. Calories are supplied by carbohydrates (sugars and starches), fats, and proteins. Other nutrients include minerals, vitamins, and dietary fibre. Minerals are used in many ways— iron for haemoglobin; calcium for bones, teeth, and cellular processes; sodium and potassium to regulate homoeostasis, iodine to produce thyroid hormones. Trace minerals have functions that are less wellunderstood. Fibre is not broken down chemically in the body but aids digestion, lowers blood cholesterol, and may help prevent some cancers and hypertension. Different amounts of these nutrients exist in different foods; a varied diet ensures an adequate supply. Nutritional supplements, required by some people, do not compensate for an unhealthy diet. Sufficient water is always essential. Inadequate nutrient intake or absorption leads to malnutrition and disease

What is “Malnutrition”? The unhealthy condition that results from not eating enough food or not eating enough healthy food

(Merriam – Webster dictionary definition) Condition resulting from inadequate diet or from inability to absorb or metabolize nutrients. Food intake may be insufficient to supply calories or protein or deficient in one or more essential vitamins or minerals. The latter case can lead to specific nutritional deficiency diseases (including beriberi, pellagra, rickets, and scurvy). Metabolic defects, especially of the digestive system, liver, kidneys, or red blood cells, prevent proper digestion, absorption, and metabolism of nutrients

Underweight : Moderate and severe - below minus two standard deviations from median weight for age of reference population; severe - below minus three standard deviations from median weight for age of reference population.

Wasting : Wasting reflects acute under nutrition. It is defined as the percentage of children aged 0 to 59 months whose weight for height is below minus two standard deviations (moderate and severe wasting) and minus three standard deviations (severe wasting) from the median of the WHO Child Growth

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Standards.

Stunting :

Hunger :

Stunting reflects chronic under nutrition during the most critical periods of growth and development in early life. It is defined as the percentage of children aged 0 to 59 months whose height for age is below minus two standard deviations (moderate and severe stunting) and minus three standard deviations (severe stunting) from the median of the WHO Child Growth Standards

A feeling of discomfort or weakness caused by lack of food, coupled with the desire to eat (Merriam â&#x20AC;&#x201C; Webster dictionary definition)

Severe acute malnutrition : Severe acute malnutrition is defined as the percentage of children aged 6 to 59 months whose weight for height is below minus three standard deviations from the median of the WHO Child Growth Standards, or by a mid-upper-arm circumference less than 115 mm, with or without nutritional oedema

Low birth weight : Less than 2,500 grams Overweight : Exceeding expected, normal, or proper weight; especially : exceeding the bodily weight normal for oneâ&#x20AC;&#x2122;s age, height, and build

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1.1 BACKGROUND TO THE TOPIC

“The food you eat can be either the safest and most powerful form of medicine or the slowest form of poison.” - Ann Wigmore

NUTRITION IN INDIA : General status of health and nutrition in India Malnutrition is more common in India than in Sub-Saharan Africa. One in every three malnourished children in the world lives in India. Malnutrition limits development and the capacity to learn. It also costs lives: about 50 per cent of all childhood deaths are attributed to malnutrition. In India, around 46 per cent of all children below the age of three are too small for their age, 47 per cent are underweight and at least 16 per cent are wasted. Many of these children are severely malnourished. The prevalence of malnutrition varies across states, with Madhya Pradesh recording the highest rate (55 percent) and Kerala among the lowest (27 per cent). Around one-third of all adult women are underweight. Inadequate care of women and girls, especially during pregnancy, results in low- birth weight babies. Nearly 30 per cent of all newborns have a low birth weight, making them vulnerable to further malnutrition and disease.

Almost half of children under age five years (48 percent) are chronically malnourished. In other words, they are too short for their age or stunted Stunting is a good long-term indicator of the nutritional status of a population because it does not vary appreciably by the season of data collection or other short-term factors, such as epidemic illnesses, acute food shortages, or shifts in economic conditions. Acute malnutrition, as evidenced by wasting results in a child being too thin for his or her height. One out of every five children in India under age five years is wasted. Forty-three percent of children under age five years are underweight for their age. Underweight status is a composite index of chronic or acute malnutrition. Underweight is often used as a basic indicator of the status of a population’s health In India the percentage of children who are underweight is 19 times the expected level if measured by the WHO Child Growth Standards and 21 times the expected level if measured by the NCHS / WHO International Reference Population

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Notes : Malnutrition in India causes childhood deaths. It is not only affected by food but also cause of lack of availability and affordability to health centres and hygiene practices

48%

43%

Almost half of children under age five years (48 percent) are chronically malnourished. In other words, they are too short for their age or stunted. Stunting is a good long - term indicator of the nutritional status of a population because it does not vary appreciably by the season of data collection or other short - term factors, such as epidemic illnesses, acute food shortages, or shifts in economic conditions. Malnutrition in children is not affected by food intake alone; it is also influenced by access to health services, quality of care for the child and pregnant mother as well as good hygiene practices. Girls are more at risk of malnutrition than boys because of their lower social status.

20%

Stunted

Wasted

Under weight

Statistics of stunted, wasted and children who are underweight under the age of 3 years

Malnutrition in early childhood has serious, long-term consequences because it impedes motor, sensory, cognitive, social and emotional development. Malnourished children are less likely to perform well in school and more likely to grow into malnourished adults, at greater risk of disease and early death. Vitamin and mineral deficiencies also affect childrenâ&#x20AC;&#x2122;s survival and development. Anaemia affects 74 percent of children under the age of three, more than 90 percent of adolescent girls and 50 per cent of women. Iodine deficiency, which reduces learning capacity by up to 13 per cent, is

Nourishing schools | Instillmotion Consulting private limited | 2015

widespread because fewer than half of all households use iodised salt. Vitamin A deficiency, which causes blindness and increases morbidity and mortality among preschoolers, also remains a public-health problem.

Nutritional value of a child varies and depends on the following parameters.

Jharkhand (32 percent), and Meghalaya (31 percent)

- Birth order - Birth interval - Source of drinking water - Methods of disposal of children’s stool - Child’s weight at the time of birth - Mother’s nutrition status - Parent’s education level One of the major causes for malnutrition in India is gender inequality. Due to the low social status of Indian women, their diet often lacks in both quality and quantity. Women who suffer malnutrition are less likely to have healthy babies. In India, mothers generally lack proper knowledge in feeding children. Consequently, new born infants are unable to get adequate amount of nutrition from their mothers The proportion of children under age five years who are underweight ranges from 20 percent in Sikkim and Mizoram to 60 percent in Madhya Pradesh. In addition to Madhya Pradesh, more than half of young children are underweight in Jharkhand and Bihar. Other states where more than 40 percent of children are underweight are Meghalaya, Chhattisgarh, Gujarat, Uttar Pradesh, and Orissa. In Meghalaya, Madhya Pradesh, and Jharkhand, more than one in every four children is severely underweight Wasting is most common in Madhya Pradesh (35 percent),

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

1.2 PROJECT BRIEF

PROJECT BRIEF

Need

“To provide direct nourishment to primary school students from Government schools and public private schools in India”

• • • •

TARGET SEGMENT The target group is 9-14 years of public private schools in tier 2 & 3 cities in India because: •

•

This targets future community leaders in their formative years and enables them to be change makers in their community In India, 43% of women aged 20 to 24 are married before the age of 18. Targeting them before they become mothers is critical for optimal nutritional impact in the long term. Given the wide variety of factors that are linked to under nutrition, schools are seen as a strategic platform to target this age group and to build multi-sectoral collaborations to improve nourishment and vitality. Some reasons why schools can be leveraged as a hub to improve the nutrition of children and communities are: Research has shown that children who are well nourished are more attentive and get better grades.

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Provide standard quality & quantity of food Quality food provided to children Kids need food to concentrate on education Region specific food delivery

Ashoka Foundation’s Goals •

Provide & create awareness on nutrition, health benefits and its consequences

•

Involve various Ashoka fellow’s and different communities in the system

•

Create a system that would financially support the local communities and Ashoka fellows

Requirements •

Existing works done by Ashoka fellow’s

•

Use the existing system and information to build an efficient system

•

Talk to users to understand them better

•

Decide between options

1.3 PROJECT GOALS & SCOPE

PROJECT GOALS

SCOPE OF WORK

Goals for this project are,

Areas of research

1. To reach kids in the rural parts of India

•

2. To provide direct nourishment and create awareness on the importance of nutrition and hygiene

Study the existing initiatives addressing the same problem

•

Study the various problems faced by faced by existing organizations

3. Use elements like fun and play to make the deliverable attractive to kids of this age

•

Analyze the particular needs with respect to the target group

4. Involve community and make it a self Sustaining system

•

Understand the habits, behavior patten and lifestyle of children

SCOPE AND CONSTRAINTS

•

Analyze the regular eating patterns of these children and also study the traditional food and local food grown in different region

•

Market trends emerging technologies and innovation in the field of nutrition

1. To improve on the supply system and the quality of food provided 2. To work upon various alternatives to provide required nutrition to children 3. To design a sustainable system 4. Availability and accessibility to deliver quality food without any hindrance

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

1.4 & 1.5 DESIGN PROCESS & PROJECT TIMELINE

DESIGN PROCESS The design process that was followed for the project, keeping in mind the standard human centric design was as follows: •

The project started by defining the rough scope and framework of the project

•

A secondary research was done to study children behavior, eating pattens, initiatives by government & other organizations, problems faced by them

•

A user research was conducted related to the topic

•

The research was analyzed to identify insights, thus identifying opportunities

•

Using these insights, brainstorming was performed to bring out rough concepts. Theses concepts were reviewed and based on the feedbacks and the feasibility they were modified and improved to pick up a final concept. The final concept was detailed

•

The detailed concept was then elaborated with implementation procedure and was sent out for pilot testing

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Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

About Sponsors 2.1 About Instillmotion Consulting private limited 2.2 About Ashoka Foundation

Nourishing schools | Instillmotion Consulting private limited | 2015

2.1 ABOUT INSTILLMOTION CONSULTING PRIVATE LIMITED, HYDERABAD

Instillmotion is an innovation consulting firm; applying business-design to design businesses. It is based out of Hyderabad. It is founded by Mr. Hersh Haldekar, product designer from Royal College of Arts. Their expertise lies in applying this approach to innovation in order to provide solutions for clients. This approach starts with an in-depth understanding of the users/ system. Instillmotion deals in product, process and service innovation and sometimes a combination of these, that generates a unique business model.

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

2.2 ABOUT ASHOKA FOUNDATION

Ashoka is the one of the largest networks of social entrepreneurs worldwide, with over 3,000 Ashoka Fellows in 70 countries creating large-scale impact through new innovations. Founded by Bill Drayton in 1980, Ashoka is an international network that is driving the social sector and offering a platform for people dedicated to changing the world. Ashoka pioneered the field of social entrepreneurship and has built multi-level stakeholders across the world who increasingly look to entrepreneurial talent and new ideas to solve social problems.

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Secondary Research & Analysis 3.1 Various initiatives 3.2 Problems faced 3.3 Data analysis 3.4 Focus area & scope 3.5 Design goal

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

3.1 INITIATIVES IN INDIA PROVIDING DIRECT NOURISHMENT

Notes: Decentralised models are very effective in few areas and the different case studies states that school staff and local anganwadi officials prefer this system than centralised model as they would can complete control over operations. Centralised models promise good quality and removes a lot of stakeholders and process from the whole system

Implementation Models

Centralized Model:

Decentralized model:

In the centralized model, mostly through a public-private partnership, an external organization cooks and delivers the meal to schools. The advantages of centralized kitchen include ensuring the provision of hygienic and nutritious food as well as allowing for the optimum utilization of infrastructural facilities. Various NGO's like,

The MDM scheme guidelines mandates that, as far as possible the cooking should be done in school kitchen by engaging cook cum helpers or selfhelp groups there are provisions that NGOs may be involved only in extraordinary circumstances in urban area only where cooking is not possible in the school premises. As far as rural areas are considered NGOs should not be involved. In the decentralized model the meals are cooked for an exact number of children in the school, by a cook, helper, and organizer, right on the school premises and the fresh meal is served to the children. Agencies charged with the production of food usually include self help groups (SHG), Village Education Committees and Mother/Parent Teacher Associations. The advantages include catering to local tastes, increasing consumption and minimizing wastage, community participation, transparency, serving as a source of employment for women or lower caste individuals, suppliers and the beneficiaries coming in direct contact. The drawbacks of the model include infrequent monitoring, corruption, and hygiene issues. In 2004, there was an incident of a spark from the burning firewood from the cooking area lighting the thatched roof of a classroom, leading to death of 87 children, while in 2011, there was an incident where children died after succumbing to the burn injuries from accidentally falling into the cooking vessel.

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· The Akshaya Patra Foundation · Ekta Shakti Foundation · Iskcon Food Relief Foundation · Naandi Foundation and · Jay Gee Humanitarian Society Are providing mid-day meals

Mid Day Meals

Mid Day Meal in schools has had a long history in India. In 1925, a Mid Day Meal Programme was introduced for disadvantaged children in Madras Municipal Corporation. The Mid Day Meal Scheme is a multi-faceted programme of the Government of India that, among other things, seeks to address issues of food security, lack of nutrition and access to education on a pan nation scale.

Notes: According to the government, it is the world’s largest school feeding programme, reaching out to about 120,000,000 children in over 1,265,000 schools and Education Guarantee Scheme (EGS) centres across the country. A lot of case studies have mentioned about the bad quality of food provided ‘cause of corruption and children falling sick because of that.

With a view to enhancing enrolment, retention and attendance and simultaneously improving nutritional levels among children, the National Programme of Nutritional Support to Primary Education (NP-NSPE) was launched as a Centrally Sponsored Scheme on 15th August 1995, initially in 2408 blocks in the country. By the year 1997-98 the NP-NSPE was introduced in all blocks of the country. It was further extended in 2002 to cover not only children in classes I-V of government, government aided and local body schools, but also children studying in EGS and AIE centres. Central Assistance under the scheme consisted of free supply of food grains @ 100 grams per child per school day, and subsidy for transportation of food grains up to a maximum of Rs.50 per quintal It involves provision for free lunch on working days for children in Primary and Upper Primary Classes in Government, Government Aided, Local Body, Education Guarantee Scheme (EGS) and Alternate Innovative Education (AIE) Centres, Madarsa and

Maqtabs supported under Sarva Shiksha Abhiyan and National Child Labour Project (NCLP) Schools run by Ministry of Labour. •

The primary objective of the scheme is to provide hot cooked meal to children of primary and upper primary classes.

•

With other objectives of improving nutritional status of children, encouraging poor children, belonging to disadvantaged sections, to attend school more regularly and help them concentrate on classroom activities, thereby increasing the enrolment, retention and attendance rates.

•

Providing nutritional support to children of primary stage in drought affected areas during summer vacation

Mid Day Meal Scheme undoubtedly resulted in increased school attendance and retention of children in schools for a longer period. The Scheme has played a crucial role in reducing drop out, especially among girls. Parents viewed that the mid day meal had reduced the burden of providing one time meal to their children and considered it as a great support to their families.

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Teachers opined that mid day meal aided in active learning of children, which indirectly improved their academic performance. The Scheme has played a significant role in bringing social equity among all the sections of the society

Mid-Day Meal Scheme aimed to: • • • • •

Notes: It is helping a lot of children by providing with at least one meal a day. Even though government has a central monitoring system in place, most often they fail to fulfil their duties.

Avoid classroom hunger Increase school enrolment Increase school attendance Improve socialization among castes Address malnutrition & empower women through employment

The Government designed a set of rules and guidelines to be followed for implementation. These include various aspects related to child health and growth like the quantity of calories and proteins required for children from specific age groups, the quantity of grains that can be allotted to each child and so on.

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Monitoring Mechanism The Department of School Education and Literacy, Ministry of Human Resource Development has prescribed a comprehensive and elaborate mechanism for monitoring and supervision of the Mid Day Meal Scheme.

The monitoring mechanism includes the following: 1. Arrangements monitoring

for

local

level

2. Display of Information under Right to Information Act 3. Inspections by State Government Officers 4. Monitoring by Institutions of Social Science Research 5. Grievance Readdress

•

Strategies for prevention of anaemia across age groups at family and community level : •

Health and nutrition education to improve over all dietary intakes and promote consumption of iron and folate-rich foodstuffs- possible through NRHM’s health and nutrition days.

•

Dietary diversification inclusion of iron folate rich foods as well as food items that promote iron absorption- possible with proper linkages with National Horticultural Mission.

Effects of Anaemia on school children:

Introduction of iron and iodine-fortified salt universally to improve iron intake - possible with NIN technology.

Anaemia is associated with increased suspectability to infections, reduction in work capacity and poor concentration .

Strategies for management of anaemia in school age children -

Anaemia in young children is a serious concern because it can result in impaired cognitive performance, behavioural and motor development, coordination, language development, and scholastic achievement, as well as increased morbidity from infectious diseases. One of the most vulnerable groups is children age 6-23 months and school going children

•

Notes: The food provided to kids are well thought through by the central board, but implementation fails Case studies explains about a lot of schools being unaware of the supplements provided to children

Mid Day Meal also envisages supply of adequate quantities of micro nutrients such as Iron, Folic Acid, Zinc and other appropriate supplementation depending on common deficiencies found in the local areas to the target beneficiary group through convergence with the school health Programme of the National Rural Health Mission (NRHM) of the Ministry of Health and Family Welfare Regular health check ups and weekly distribution of iron and folic acid tablets (to prevent iron deficiency Anaemia)

•

Focus on Hb estimation for detection and treatment of anaemia in adolescent school girls as a part of school health check-up – possible through school health system.

•

Introduction of iron and iodine-fortified salt and vegetables in MDM. Providing one tablet of IFA once a week through school health system to both school boys and girls all through school years - possible through National Rural Health Mission (NRHM)

How MDM helps is reducing Anaemia This energy and protein requirement for a primary child comes from cooking 100 gms of rice/flour, 20 gms pulses and 50 gms vegetables and for an upper primary child comes from 150 gms of rice/flour,

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

30 gms of pulses and 75 gms To address hunger in schools by serving hot cooked meal, with the following objectives. It is well accepted that vegetables are a vital part of a balanced diet. They are good sources of a range of vitamins, minerals, phytochemicals and dietary fibre and they play an important role in preventing and controlling a micro nutrient deficiencies, including deficiencies in vitamin A, B (folate), C and E.

Notes: Under the Scheme cooked mid day meal with 450 calories and 12 grams of protein is provided to every child at Primary level and 750 calories and 20 grams of protein at Upper Primary level. Rice, pulses and vegetables are the standard food given to children. The dishes change according to the region

Vegetables owing to their high natural vitamin C content, can also alleviate iron deficiency by boosting the absorption of non-haem iron food sources in plant foods, provided such vegetables are low in fibre. Yellow/orange fruits and vegetables, (e.g. carrots, pumpkin, papaya and ripe mangoes) and dark-green leafy vegetables, including indigenous vegetables, are rich in provitamin A carotenoids, which human body can convert into the active form of vitamin A provided there is adequate fat in the diet. As per MDM Guidelines Green leafy vegetables should be added in the Mid day meal menu so that the children should get the nutritional benefits and one portion of the iron of the day can be fulfilled Baird (2009) observes that the lack of availability of government schools in urban ‘slums’ led the parents to low-cost schools. In north Mumbai slums the ‘poor’ had access to only private schools as the nearest government school was often over two hours away from students’ homes. Private schools

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were within a kilometer of their homes. In a number of studies ‘distance’ has been posed as a factor in the choice of schools, especially for very young children and girls

Akshaya Patra Unlimited food for education

Since 2000, the organisation has worked towards reaching more children with wholesome food on every single school day. Akshaya Patra is continuously leveraging technology to cater to millions of children. Its state-of-the-art kitchens have become a subject of study and they spark curiosity among many enthusiasts from around the world.

Notes: Akshaya Patra has a very good established supply chain and automated kitchen located in strategic locations to cater many different localities at the same time Quality of food is better than the food delivered by Mid Day Meals

In partnership with the Government of India and various State Governments, and inestimable support from many businesses, philanthropic donors and well-wishers; we have grown from our humble beginnings in the year 2000, serving just 1500 children across 5 schools. Today Akshaya Patra is the world’s largest (not-for-profit run) midday meal programme serving wholesome food to over 1.4 million children from 10,661 schools across 10 states in India.

Vision and Mission: Through our mid-day meal programme, our attempt is to feed the millions of children in India who have the zeal to learn and achieve, but not the means. By feeding them that one wholesome meal a day, we give them the motivation and nourishment they need to pursue an education and a better future. It is our endeavour to reach out to every child at the grass root level of the society.

Quality of MDM Quality and Food Safety are the primary ingredients at each of the Akshaya Patra kitchens. Learning from the past, we have introduced various metrics in every area of operations and service delivery. We have also tied up with different organisations to review the quality of the mid-day meals we prepare and serve children. To maintain the quality of the meal, standardisation of recipes across all locations has been undertaken. To improve quality standards, advance projects like Kaizen and 5S have been started in different locations. Employee Health and Safety activities are conducted to further increase hygiene standards and improve safety and health.

Nutrition Nutrition is the major aspect of mid-day meals, as the scheme itself requires that children under the scheme have access to one third of the prescribed nutrition level of the day, pertaining to their age. We thrive to ensure that children not only have access to ‘unlimited food for education’ but also to prescribed quantities of the nutrition. In order to consistently maintain quality of the meal, we take feedback from schools on a daily basis while delivering the meal. We are adopting and implementing Kaizen, CI Projects and Six Sigma methodologies to ensure quality on all terms. Prescribed nutrition quantities as per Directorate of

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Education (DOE), under MDM Scheme nutrition-quantities-table

Notes: Not able to supply lunch on time in few regions because of logistics and accessibility problems. Fully automated kitchen with capacity to cook for thousands of children at one go Very well connected supply chain to meet the needs

The organisation has taken many other feeding and social initiatives other than Mid Day Meals Programme. Here are some of the Feeding initiatives and social initiatives that is under taken by Akshaya Patra. • • • • • • • •

Anganwadi feeding Disaster relief Feeding expecting and lactating mothers Feeding programmes in old-age homes Feeding programmes in special schools Feeding runaway children Feeding the homeless Subsidised lunch for the economically backward

“Apart from the above initiatives, the Foundation

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also works towards social initiatives like:” • After class tuitions • Community health camps • Health check-up camps • Life-skills programmes • Scholarship programmes For many children, who’d have to work for a square meal every day, the food comes as a boon not only because they can satiate their hunger but also because they get an opportunity to access education.

I m p a c t - o f - t h e - a k s h ay a - p a t r a foundation Many studies show that mid-day meals aids to better health among children

leading to better cognitive, social and emotional development, among children. There is visible increase in enrolment and retention of children in school with increase in attendance. According to A.C Nielsen’s Study, • • • • •

Increased enrolment in schools Increased attendance in schools Reduced dropout rate Improved performance of students in class in terms of better attention span and academic progress Improved nutritional status of students

Notes: Required calorie, protein & energy intake are calculated for every age children and provided accordingly. Akshaya patra is one organisation that has made a huge impact and sustained the system by providing quality meals for a long time.

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

The Ladoo project

The Laddoo Project was developed as a homegrown solution designed to address this issue. A traditional "laddoo" is a small, ball-shaped snack, often eaten during festivals. The Ladoo Project has developed as a high-nutrition variant of this familiar snack that is inexpensive and provides a vital combination of protein and iron—essential nutrients for healthy, growing children. As the laddoo is a familiar food throughout India and easily made with local ingredients, it is well accepted by parents and children alike. Laddoo distribution began in May of 2012 at the DGS day care centres where 300 children between

ages two and five years received a healthy laddoo three times a week. Baseline height and Notes: Ladoo made with mixture of various pulses and grains are sold to children in schools to help them gain nutrition Local self group groups are involved in the making of ladoos to provide children of that particular village

weight measurements were taken of 100 randomly selected children. After a six month period over 50% of the malnourished children had moved into the World Health Organization (WHO) height and weight based nutritional ‘safe zone.’ The project has been sustained by local funders and parents, and DGS continues to provide healthy laddoos to all children enrolled in their day care centres. These peanut and sesame based laddoos are the result of significant research, design, prototyping, testing and development and come packed with the fats, protein and iron essential to the diet of young children. Each laddoo costs only three rupees (US$0.05) to manufacture and distribute. The

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healthy laddoo has proven successful as an effective nutritional supplement which can be easily manufactured and distributed within local communities, and has potential for addressing wide-spread malnutrition in India. The Laddoo Project’s objective of ‘reducing malnutrition among Indian children through the development and distribution of a nutritious food supplement’ has remained consistent throughout the duration of the project. This initiative was implemented over a six-month period during which the laddoos were distributed to 300 children in DGS’ day care program. At the end of the six months, almost 50% of

the children assessed as ‘severely malnourished’ at the beginning of the program had moved into the World Health Organization height-andweight-for-age nutritional ‘safe zone.’

This program has now been established within the DGS organizational structure, supported by both parents and outside funders. The laddoos were designed with significant input from local nutritionists, and nutritional analysis was completed on the laddoos to understand fat, protein,

and nutrient content. (Peanut Laddoo nutritional values per 100gm:

energy 405 kcal, protein 9.4g, fat 16.7g, sugar 5.8g, iron 3.03mg).

Notes: To develop a strategy for manufacturing and distributing laddoos in low income communities, this team also needs to develop a keen understanding of the end-user; about his/her life, local environment, and political realities. This is a critical factor for long-term and large-scale sustainability

As described above, these laddoos were distributed to all 300 children in DGS’ day care system, and specific measurements of height and weight were taken for a group of 100 randomly selected children. The project’s impact is tracked using the WHO’s AnthroPlus Software, which records the children’s height and weight over designated periods of time. The study controlled for growth due to aging when analysing the project impact. The measurements are compared with World Health Organization standards, and are communicated in the form of standard deviations. As stated above, the pilot enabled approximately 50% of the children in the study to move from a ‘severely malnourished’ state into the WHO defined nutritional ‘safe zone’ in just six months.

which is also related to our strategy of ‘embedding’ the Laddoo Project within each community. While the laddoo was developed and implemented in Pune, Maharashtra, the scaled pilot may take place in another region of India and may be spread out across multiple communities. Therefore, developing a team which can ensure that each phase of this initiative is consistent and acceptable to a new location’s values and beliefs will be critical to the success of the project

Challenges faced: Scaling up the Laddoo Project from a 300 child pilot to a 10,000 child study poses several administrative, personnel and cultural challenges. We anticipate that developing and managing a global team with various fields of expertise, working in multiple geographic locations to develop, implement and measure program impact will no doubt be a daunting task. .This factor is also related to a second challenge,

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

SAM India Project

Mission “Building Awareness and Combating the Crisis of Severe Acute Malnutrition among Children in India.”

Approach As a non-profit initiative, SAM India Project is proud to be doing its part to end the silent hunger crisis. They will be applying tested and proven Global solutions including Life Saving Foods (Ready-to-UseTherapeutic-Foods/ RUTFs). Their approach will be based on seeking solutions that are indigenous, culturally acceptable, sustainable, cost-effective and community based.

Collaboration Notes: A lot of organisations are producing and working on therapeutic and fortified food, but it is very often not affordable to people who really need fortified food. A need to produce low cost fortified food and made accessible to the user segment

To create real and sustainable impact, Sam India Project will collaborate with Universities, Hospitals, Institutes, NGOs, Indian Government and other Stake-holders in India and abroad. We are currently working with Compatible Technology International (CTI), a non-profit organization based in St. Paul, MN.

RUTF (ready to use therapeutic food) Testing pilot Support and participate in the pilot to clinically test the effectiveness of RUTF amongst children in India. This pilot is being conducted in partnership with Compatible Technology International (CTI)

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and Sion Hospital, Mumbai. This testing will be performed using the UNICEF approved (and internationally proven) formula under strict medical supervision. Successful completion of this pilot will facilitate launch of large scale indigenous production of RUTF in India.

RUTF production Sam India Project will be setting up production of indigenous Ready to Use Therapeutic Foods in India. Starting from one production site, we aim to scaleout to meet the demands of this much needed food that has proven to save lives of millions of severely malnourished kids in various parts of the world.

This indigenously made RUTF will meet the following criteria set by experts in India: • Caloric dense, high in proteins, vitamins and minerals • Simple to deliver and administer • Easy to use • Fast acting • Affordable and acceptable cost • Should not require trained staff to administer (parents can deliver it to a child)

• • • • • • •

Culturally acceptable Packed in single-serve packets (each packet may contain fixed amount of calories 400- 500 calories) Requires little preparation before use Adequate shelf life and stability Can be stored in varied climatic conditions and temperature Resistant to bacterial contamination Does not cause addiction to child

MANAGEMENT OF SAM CHILDREN Ready-to-Use-Therapeutic Foods (RUTFS): Ready-to-Use-Therapeutic Foods (RUTFs) and Lipid-based Nutrient Supplements (LNS) are created from simple ingredients, but the nutritional science behind them is highly sophisticated and constantly evolving. Children with SAM need safe, palatable foods with high energy content and adequate amounts of vitamins and minerals.

The most widely used RUTF spread is a mixture of milk powder, sugar, vegetable oil, peanut butter, vitamins and minerals. RUTF spread can be safely and easily produced in small or large quantities in most settings worldwide. Several countries in Africa such as Niger, Congo, Malawi and Ethiopia are manufacturing RUTF following appropriate technology transfer. Presently there is no indigenously available RUTF in India.

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

ChooseMyPlate

Green Schoolyards

agreement with the statement):

Partnering with Openlands, CPS and others to transform Chicago schoolyards to support active play and PE, outdoor learning, environmental education and art. An innovative green infrastructure model will be used to build sustainable schoolyards that address climate change and flooding. Ground breaking on the first four schoolyards will take place this summer!

• • •

Active Students Increasing PE, with the goal of daily PE for all students; supporting a strong PE curriculum and professional development; and, promoting physical activity, including recess. In January, Chicago Public Schools passed a strong new PE policy and the focus is now on implementation.

Notes: Direct nourishment through organising various sessions in school. Farming, growing a plant in classroom, etc., In Indian schools, space is the major problem

• • • • • • • • • •

Physical health (96%) Student concentration (94%) Social relations between students and school staff (93%) Awareness of healthy eating (91%) Social skills (91%) Mental health (88%) Student behaviour (89%) Punctuality to class (85%) Class attendance (83%) Engagement with class activities (80%) Academic outcomes (79%) Food selection and preparation skills (76%) Social relations between students and community members (74%)

Healthy Classrooms

ChooseMyPlate

Providing leadership development and skills training to parents, principals, teachers and school nurses. We know that real change happens when committed school and community leaders come together to transform their schools, and build on this experience to affect broader policy change.

On June 2, 2011, First Lady Michelle Obama and USDA Secretary, MyPlate, to serve as a reminder to help consumers make healthier food choices. MyPlate is a new generation icon with the intent to prompt consumers to think about building a healthy plate at meal times and to seek more information to help them do that by going to ChooseMyPlate.gov. The new MyPlate icon emphasizes the fruit, vegetable, grains, protein foods, and

The 2012 School Breakfast Program Coordinator's Survey reported that the program "positively contributes" to the following factors (the percentages indicate the number of respondent schools in

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dairy groups. ChooseMyPlate.gov provides practical information to individuals, health professionals, nutrition educators, and the food industry to help consumers build healthier diets with resources and tools for dietary assessment, nutrition education, and other user-friendly nutrition information. As Americans are experiencing epidemic rates of overweight and obesity, the online resources and tools can empower people to make healthier food choices for themselves, their families, and their children

Healthy School Food Expanding the districtâ&#x20AC;&#x2122;s farm-to-school program; increasing fresh, whole and minimally-processed foods; supporting scratch cooking; and, engaging parents, students and food service employees in a meaningful dialogue about school food marketing.

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Sri Swami Samarath

Nine villages near the hospital with-in a radius of 20kms from the hospital have been selected in order to implement the project. All the children attending the 'anganwadis' (Marathi word for play groups ) and 'balwadis' ( Marathi Word for Nursery ) as well as other children of these villages form the study group in the project. Out of this the undernourished children will form the target group of the project. Each undernourished child of the project is supplemented daily with diet providing more than 300kcals along with 10 to 12 grams of proteins. This diet will be supplied for at least 300 days in a year. In addition monthly weight monitoring is being carried out and is plotted on Road to Health Chart.

Notes: The supplement provided to the children is based on the following food recipe, Wheatgreen gram ‘ladu ‘ Provided only to a few schools in a particular locality. Do not require a full delivery chain

All the under-six children in the selected nine villages are surveyed. Their date of birth, weight, height, head circumference, chest circumference, midarm circumference, clinical signs of malnutrition, physical complaints and clinical features are recorded. Weight for age criteria is used to grade the children for malnutrition. The W.H.O classification is used to grade the children to indicate their nutritional status. This classification is adopted by the Indian Academy of Paediatrics and the Integrated Child Development Scheme (ICDS). It has four reference curves. The topmost curve corresponds to the median (50th percentile) of the WHO reference standard which

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represents the level of optimum growth. The ower lines represent 80%, 70% and 60% of that standard. 80% of the median is approximately equivalent to 2SD below the median (or mean) which is the conventional lower limit of the normal range. If a child’s weight is between 80% and 70% lines, it indicates First-degree or mild malnutrition. If the weight is in between 70% and 60%, it indicates Second-degree or moderate malnutrition. If the weight is below 60% line it indicates Third-degree or severe malnutrition. In addition Grade IV below 50% is also added. Any weight between the top two lines is considered satisfactory. The child has to be weighed every monthly. A single weight record only indicates the child’s size at the moment; it does not give any information about whether a child’s weight is increasing, stationary or declining. Periodic weighing is therefore necessary, starting at birth or as soon as possible afterwards to interpret the progress of growth. Each child is de-wormed once in six months. Vitamin A supplements will be provided to the children every 6 monthly according to the WHO protocol. Each child will be given multivitamin supplements containing especially

Vitamin D and minerals like iron and calcium, which are necessary for their growth and development. This would be supplied every two months in six months period. Referral by a Paediatrician will be sought as and when needed for a particular child. Thus care will be taken to meet the child’s nutritional as well as medical needs. But this will have only short-term effect in improving nutritional status of the child and will benefit only the selected children. In order to bring about a lasting effect in the community,

suit the local conditions. The earlier experience of the Hyderabad based Institution has revealed that the incidence of malnutrition among pre-school children can be considerably reduced with such preparation which are much cheaper than proprietary and processed foods.

nutrition education to the mothers and nutrition demonstration sessions in the community will be carried out. Thus we expect to wipe out under nutrition as a cause The supplement provided to the children is based on the following food recipe, Wheat-green gram ‘ladu ‘ Ingredients : 1. Whole wheat - 300 g 2. Green gram (‘dal’ ) - 300 g 3. Ragi ( Nachani ) - 200 g 4. Groundnuts - 80 g 5. Pure Ghee - 80 g 6. Jaggery - 400 g 5444 kcals are provided by 30 ‘ladus’. One ‘ladu’ provides 181.46 kcals. This recipe is devised by National Institute of Nutrition, Hyderabad and is modified by Walawalkar Trust Hospital so as to

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Indian Impact

The Indian government has been trying to address this problem through its Integrated Child Development Services (ICDS) program. Launched in 1975, the ICDS operates a network of daycare centres called anganwadis across the country. These centres are meant to provide supplementary breakfast and lunch, along with immunizations and pre-school education, to children ages 3-6, and cater to the health needs of pregnant and lactating women. Anganwadi workers are also responsible for going door-to-door to counsel mothers with infants aged less than three years. Some 1.33 million anganwadi centres sprawl across India; each typically caters to 30 children.

Notes: Allows to donate grains, pulses to nearby anganwadis. Can partner with Akshaya Patra to donate through them or provide meals to an adopted anganwadi through them Enabling more people to be part of the contribution and building the supply chain

The anganwadi program is estimated to be the worldâ&#x20AC;&#x2122;s largest child nutrition provider. But, as the state of malnourishment in India shows, the anganwadis themselves need a shot in the arm. That is what Indian Impact, an online platform that focuses exclusively on malnutrition, is looking to provide. Launched in November last year, the Hyderabad-based nonprofit has a two-pronged approach. It offers individuals and corporations an easy way to help improve their nearest anganwadi centre, and supports NGOs that are working to reduce malnutrition. Bridging the Gap Indian Impact lists the anganwadis in a given area and a checklist of essential items that each centre

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needs. Individuals or businesses can go to the Indian Impact website, locate their nearest anganwadi centre, see what it needs and make donations (only in kind) directly to the centres. Donors are required to share the details of their donations with Indian Impact so that members and volunteers can ensure that the donated items are used for the benefit of the children and not pilfered. In addition, Indian Impact has partnered with the Akshaya Patra Foundation, which runs centralized kitchens and distributes nutritious meals to government schools. Organizations can partner with Akshaya Patra through Indian Impact to distribute meals to their adopted anganwadi centres. At present, anganwadis listed by Indian Impact are limited to Hyderabad.

Data analysis

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Secondary research data analysis

Key highlights

Insights

Design directions

In India, around 46 per cent of all children below the age of three are too small for their age, 47 per cent are underweight and at least 16 per cent are wasted. Many of these children are severely malnourished

A large number of population is still malnourished. Need an effective program that would target all regions in the country

An effective system partnering with govt to deliver best remedies

almost 50% of the children assessed as ‘severely malnourished’ at the beginning of the program had moved into the World Health Organization heightand-weight-for-age nutritional ‘safe zone.’

There are few organisations started their work with schools and SHG’s, but do not seem to continue or make any progress in the long run

Sustainability and long term strategy has to be in place to impact

Under the Scheme cooked mid day meal with 450 calories and 12 grams of protein is provided to every child at Primary level and 750 calories and 20 grams of protein at Upper Primary level.

Government has calculated the necessary calories intake for each age group. But not sure if the quantity is enough for a kid to quench hunger

A kit to monitor the intake and its impact on kids

In the decentralized model the meals are cooked for an exact number of children in the school, by a cook, helper, and organizer, right on the school premises and the fresh meal is served to the children. Agencies charged with the production of food usually include self help groups (SHG), Village Education Committees and Mother/Parent Teacher Associations.

Local communities have been involved in the mid day meals scheme rite now in a few villages. Sustainable delivery model should be implemented.

Include the local communities to give them a sense of belonging and responsibility

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Key highlights

Insights

Design directions

Anaemia is associated with increased susceptibility to infections, reduction in work capacity and poor concentration .

Students in schools should be checked for this to ensure better learning

An effective system partnering with govt to deliver best remedies

Children should be diagnosed and treated at an early stage itself to prevent from major health issues

Provide a health care report card in schools to make parent aware of their childrenâ&#x20AC;&#x2122;s health

Children suffering from malnutrition have a weakened immune system and are more vulnerable to infections, in particular to HIV/AIDS. HIV itself, as its name (Human Immunodeficiency Virus) indicates, also weakens the immune system, and impedes the personâ&#x20AC;&#x2122;s assimilation of nutrients contained in food.

Children should be diagnosed and treated at an early stage itself to prevent from major health issues

Provide a health care report card in schools to make parent aware of their childrenâ&#x20AC;&#x2122;s health

These risks are higher due to both social and medical reasons: poverty forces people, men, women, boys and girls, into prostitution in order to provide for themselves.

Local communities have been involved in the mid day meals scheme rite now in a few villages. Sustainable delivery model should be implemented.

Include the local communities to give them a sense of belonging and responsibility

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Key highlights

Insights

Design directions

Care greatly about relationships with peers, friendships, dating, and crushes and give peers more importance than family

The changes in body and mind needs to taught the kids to avoid problems

Modules on awareness

Relate to both same-gender and opposite gender peers and may develop sexual feelings for others as a new dimension within relationships

Students tend to form groups with their own gender as there are hormonal changes during this period.

The changes should be addressed and should make them aware of their changes in the body

Experience feelings of insecurity and begin to doubt self-concept and previous self-confidence Girls, especially, often experience a significant drop in self-esteem

Since there are hormonal changes in girls happening during this period, the society starts considering them differently that leads to various mental changes

Awareness on the changes and make them feel sure that the physical changes doesnâ&#x20AC;&#x2122;t mean much or change anything

Iron deficiencies can cause growth problems and problems with intellectual development, as well as a weakened immune system and greater exposure to those illnesses present in disadvantaged areas: anemia, pneumonia, diarrhea, malaria, measles and Aids.

Iron deficiency needs to checked in every school with every kid and treated accordingly

A system to check the health of the child regularly and checking the improvement after providing necessary remedies

Move toward independence as they progress to middle/junior high school

The cognitive changes at this age is happening and this is the rite time to address any issue or start a behaviour trait in children

Expose them to various health issues and about hygiene especially in women

Continue developing skills in making decisions as they become more independent

Nourishing schools | Instillmotion Consulting private limited | 2015

Key highlights

Insights

Design directions

Introduction of iron and iodine-fortified salt and vegetables in MDM. Providing one tablet of IFA once a week through school health system to both school boys and girls all through school years possible through National Rural Health Mission (NRHM)

There are various initiatives to fortify the food but it should be checked if the needy people are benefited using it

Affordable fortified food

We know that real change happens when committed school and community leaders come together to transform their schools, and build on this experience to affect broader policy change.

Educating the teachers is the most important step in the whole process. Widening their thinking perspective is most important

Use design thinking methods to widen the perspective of children

Each undernourished child of the project is supplemented daily with diet providing more than 300kcals along with 10 to 12 grams of proteins. This diet will be supplied for at least 300 days in a year. In addition monthly weight monitoring is being carried out and is plotted on Road to Health Chart. Their date of birth, weight, height, head circumference, chest circumference, mid-arm circumference, clinical signs of malnutrition, physical complaints and clinical features are recorded. Weight for age criteria is used to grade the children for malnutrition.

Government and other organisations have calculated the ideal amount of calorie intake required for a child of each age and they provide food accordingly. But they have not seen or check if the provided food suffices or fill their stomach and quench their hunger

Redesign the menu to address their hunger as well by considering the required calorie intake

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Key highlights

Insights

Design directions

Efforts to scale up nutrition programmes are working, benefiting women and children and their communities in many countries. Such programmes all have common elements: political commitment, national policies and programmes based on sound evidence and analysis, the presence of trained and skilled community workers collaborating with communities, effective communication and advocacy, and multi-sectoral, integrated service delivery.

Majority of the successful programs that has created an impact is been supported by government or political institutions. It is highly politics driven to run a successful program

For children with Normal weights and those in Grade I monthly weight monitoring, six monthly deworming,

The basic health check and necessary precautions should be provided to every student in a school

Health checks made a part examinations and report cards

Nutrition for kids is based on the same principles as nutrition for adults. Everyone needs the same types of nutrients â&#x20AC;&#x201D; such as vitamins, minerals, carbohydrates, protein and fat. Children, however, need different amounts of specific nutrients at different ages

The specific nutrients or micro nutrients required at different ages should be mapped and provided accordingly

A system to check the health of the child regularly and checking the improvement after providing necessary remedies

In addition to developing a strategy for manufacturing and distributing laddoos in low income communities, this team also needs to develop a keen understanding of the end-user; about his/her life, local environment, and political realities. This is a critical factor for long-term and large-scale sustainability.

The cultural and the local mind set of people of different region varies. Their value and perception towards everything changes depending upon several factors

Region specific tool kit to address the particular problems

Nourishing schools | Instillmotion Consulting private limited | 2015

Public private partnership to create a greater impact in the target groups.

Key highlights

Insights

Design directions

The supplement provided to the children is based on the following food recipe, Wheat-green gram ‘ladu ‘( Marathi Word meaning a spherical eatable ) Ingredients : 1. Whole wheat - 300 g 2. Green gram (‘dal’ ) - 300 g 3. Ragi ( Nachani ) - 200 g 4. Groundnuts - 80 g 5. Pure Ghee - 80 g 6. Jaggery - 400 g

Organisations have tried making tastier and interesting food by calculating the needed calories and nutrients by mixing various ingredients

Provide an exciting food variant for kid that would make them want to eat it

The nutrition cycle needs to be addressed and women should be aware of the consequences

Make boys and girls aware in an early stage, so that they would remember it when they are old

5444 kcals are provided by 30 ‘ladus’. One ‘ladu’ provides 181.46 kcals. This

recipe is devised by National Institute of Nutrition, Hyderabad Women who suffer malnutrition are less likely to have healthy babies. In India, mothers generally lack proper knowledge in feeding children. Consequently, new born infants are unable to get adequate amount of nutrition from their mothers

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Key highlights

Insights

Design directions

Each child is de-wormed once in six months. Vitamin A supplements will be provided to the children every 6 monthly according to the WHO protocol. Each child will be given multivitamin supplements containing especially Vitamin D and minerals like iron and calcium, which are necessary for their growth and development. This would be supplied every two months in six months period. Referral by a Paediatrician will be sought as and when needed for a particular child. Thus care will be taken to meet the childâ&#x20AC;&#x2122;s nutritional as well as medical needs. But this will have only short-term effect in improving nutritional status of the child and will benefit only the selected children. In order to bring about a lasting effect in the community, nutrition education to the mothers and nutrition demonstration sessions in the community will be carried out. Thus we expect to wipe out under nutrition as a cause

Even though the government has formulated the schedule for check ups and required supplements and other supporting tablets, it should be checked if the schools follow them and provide it to the children

A system to monitor the supply, delivery and impact of the given supplements

Children ages 9 through 12 years old, often referred to as preteens (or tweens), begin to show signs of puberty. The changes occur at different ages and rates. Weight gain of 10 pounds or more per year during puberty is normal and Body Mass Index (BMI) should generally stay within the normal range.

Puberty is considered to be a taboo in our society. This should be broken and talked about to reduce the difference between both the genders

Teach kids about their physical growth and changes in a fun way that would break the conservative mind set and where they would accept it as a science and nature

Nourishing schools | Instillmotion Consulting private limited | 2015

Key highlights

Insights

Design directions

For many children, whoâ&#x20AC;&#x2122;d have to work for a square meal every day, the food comes as a boon not only because they can satiate their hunger but also because they get an opportunity to access education.

For a lot of kids MDM is the only meal of the day and parents send their children to school as they do not have to worry about providing at least one meal of the day

Improve the quality and quantity of the food provided to ensure the kid gets what is needed

Centralised models are increasing by private players coming in. But most often they do not deliver food on time to schools as the main kitchen is not located in strategic proximities

Locate the centralised kitchen in strategic locations or involve the self help groups to cook meals

9-12 is the right age to teach kids about changes and behaviour. If they are malnourished now, they will not be able to perform well in studies that would lead them not having a job in future

Gamify the learning process and provide children with necessary diet that would interest them to consume healthy food

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Key highlights Increased enrolment in schools - Increased attendance in schools - Reduced dropout rate - Improved performance of students in class in terms of better attention span and academic progress - Improved nutritional status of students

Insights

Design directions

Even though there has been a great impact on children by consuming Mid day meals from schools, there are also cases where they have fallen sick and children opting out of the MDM scheme at many regions

Standardise the MDM process

Anthropometric examination is an almost mandatory tool in any research to assess health and nutritional condition in childhood

Regular health check ups should be made mandatory in every schools and the results should be provided to some central authority to check the impact

Make part of the report cards

These centres are meant to provide supplementary breakfast and lunch, along with immunizations and pre-school education, to children ages 3-6, and cater to the health needs of pregnant and lactating women. Anganwadi workers are also responsible for going door-to-door to counsel mothers with infants aged less than three years. Some 1.33 million anganwadi centres sprawl across India; each typically caters to 30 children.

There are organisations targeting the women of the family to take care of their children and educating them, but it is never effective as they are not the decision maker in the family

Educate children in school when they are young to make it a habit in their life

As stated above, the pilot enabled approximately 50% of the children in the study to move from a ‘severely malnourished’ state into the WHO defined nutritional ‘safe zone’ in just six months.

Few organisations have seen a greater impact with their service/product, but do not sustain for a longer period because of various reasons

Build a sustainable and strategic system that would create greater impact and that would continue for a longer time

Nourishing schools | Instillmotion Consulting private limited | 2015

Key highlights

Insights

Design directions

Not all states are provided and very states have been researched to understand the specific needs of them

Build a strong statistics and research data for every state on their specific nutrient and micro nutrient needs

These include various aspects related to child health and growth like the quantity of calories and proteins required for children from specific age groups, the quantity of grains that can be allotted to each child and so on.

Government has not decided on the actual requirement of the child. Most often they seem to be in hunger after the specific â&#x20AC;&#x153;requiredâ&#x20AC;? calorie intake

Bridge the gap between the ideal calorie intake and average quantity to suffice a kidâ&#x20AC;&#x2122;s hunger

The laddoos were designed with significant input from local nutritionists, and nutritional analysis was completed on the laddoos to understand fat, protein, and nutrient content.

Involving localities would give a greater impact and insight as it would be easy to understand the local culture and traditional way of consumption

Involve localities and make them part of the initiative to give a sense of belongingness

Most of the fortified food are expensive and is not accessible by the people who are really in need of it

Produce or procure affordable fortified food items and make it available for the needy

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Key highlights

Insights

Multiple micro nutrient powders (MNPs) offer a low cost, highly acceptable way to improve the quality of complementary foods. MNPs have been found highly effective in preventing iron deficiency and iron-deficiency anaemia.

They are not available for everyone who is in need of it

Produce or procure affordable fortified food items and make it available for the needy

Increasing PE, with the goal of daily PE for all students; supporting a strong PE curriculum and professional development; and, promoting physical activity, including recess.

Children, especially girls tend to stop being involved in physical education or any sort of games because of the cultural block

Design the whole school infrastructure with little things that would make a child active and cheerful in school

In Indiaâ&#x20AC;&#x2122;s wheat-eating regions, iron fortification had made significant strides; rice however, was difficult to fortify effectively. Those parts of India that relied on rice for a major portion of their diet risked falling further behind in terms of nutrition through fortification efforts.

Region specific food should be provided

Tool kits specific to every region

Nourishing schools | Instillmotion Consulting private limited | 2015

Design directions

3.3 Insights & themes

In this part, the research data is segmented into various themes. These broad themes are seen to be the strongly emerging ones after the research. The themes are, - Social - Institutional - Educational - Physical

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

SOCIAL

•

Initiatives that involves the local community has higher impact than the others

•

Every region is different in food consumption, local grown food and even the type of food provided for children in Mid day meal scheme

•

Self help groups in smaller villages are being a part of school initiatives already

•

Influence of local culture and tradition is high and most often difficult to break the traditional mind set

•

Institutions having centralized kitchen facilities should consider about the villages in their proximities and the kind of food children eat there

•

Due to poverty and lack of resources children do not get enough nourishment

•

Increase in junk food sales has affected children’s nutritious food intake

•

Gender disparity that is seen in most of the societies lies to be the root cause for most of the problems

•

Girls are treated differently in the community once they attain puberty

Nourishing schools | Instillmotion Consulting private limited | 2015

INSTITUTIONAL

•

Strong research needs be conducted in all parts of the country to understand the specific needs of each region. It is found that kids in different region suffer from different nutrient loss/lack of nutrient

•

Centralized/decentralized kitchens should be placed strategically to avoid the delay in delivering food to kids in school

•

There is no centralized body to monitor the programs started by Government and it leads to corruption

•

A lot of reports state that the food materials and supplementary tablets do not reach schools on time

•

MDM provided by private and government organizations often do not meet quality standards and the quantity provided is not enough for the kids

•

Kids do not like the food provided in schools and served in a very bad condition

•

Private institutions providing food do not deliver it on time to kids and most often they tend to eat past their lunch time

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

EDUCATIONAL

•

Most schools do not efficiently communicate the nutritional and hygiene aspects to children and it is taken for granted

•

School infrastructure does not help them in being hygiene as most government schools do not have toilet or it does not function

•

9 - 12 is the rite age to teach kids about hygiene, nutrition, its benefits and consequences as this is the age of cognitive and physical development

•

Malnourished kids are generally weaker in studies and quiet

•

School staffs discourage girls and boys to interact once they reach specific standard

•

Children also lose interest or feel uncomfortable(especially girls) to play physical games because of cultural/societal restrictions

•

Most schools do not give importance to stress the nutritional aspect to children

•

Importance of nutrition and hygiene has to emphasized

•

Hygiene practices

•

Girls and boys till a particular age are very comfortable playing games

Nourishing schools | Instillmotion Consulting private limited | 2015

•

Children are cheerful and happy most of the times

•

Awareness on nutrition and problems caused by malnutrition

PHYSICAL

•

This is the age of physical and cognitive changes an it is still a taboo in our country to talk and educate children about it which causes a lot of problem

•

BMI should be monitored regularly - important measurement of nutrition

•

Due to the physical changes in the body, girls start feeling uncomfortable and at times less confident in front of others

•

A great disparity happens in girls and boys after puberty and changes in their body

•

School infrastructure should be clean

•

Most schools do not have tables for children to sit which leads to a lot of health issues

•

The target group is the right age for inculcating new habits and spreading awareness on various things related to nutrition and hygiene

•

Awareness on the cleanliness of the space they live

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

3.4 Focus area & scope

Focus area & Scope After analysis of secondary research data, there were few themes very strong that came. Major themes observed through secondary research across different topics were identified. These were then translated into the context of the project. To further validate these themes, primary research was done, as seen in the next chapter. The broad themes were 1. Social 2. Institutional 3. Educational 4. Physical

Nourishing schools | Instillmotion Consulting private limited | 2015

3.5 Design Goal

Design Goal

Need

Based on the focus areas, my redefined brief was,

• • • • •

“To provide quick energy bites to children at strategic hours of the day”

Tastier alternative to food that they like Provide enough quantity to quench their hunger Good quality food provided to kids Kids need food to concentrate on education Region specific food delivery

Goal To consume healthy food to be able to concentrate on studies, to overcome poverty

Ashoka Foundation’s Goals •

Provide & create awareness on nutrition, health benefits and its consequences

•

Involve various Ashoka fellow’s and different communities in the system

•

Create a system that would financially support the local communities and Ashoka fellows

Requirements •

Existing works done by Ashoka fellow’s

•

Use the existing system and information to build an efficient system

•

Talk to users to understand them better

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Primary Research & analysis 4.1 Research planning 4.2 Research tools 4.3 Research design 4.4 Ethnography data analysis 4.5 Discovery workshop data analysis 4.6 Major findings 4.7 Themes

Nourishing schools | Instillmotion Consulting private limited | 2015

4.1 Research planning

Field research started by planning the whole research process by listing down the various areas and questions that needs focus for a better outcome through the research

Purpose of research: To understand the eating habits, awareness level, behaviour and consumption pattern and the reasons behind their action with respect to their environment

Information that can be gathered with qualitative research: 1. Behaviour pattern 2. Consumption pattern 3. Background 4. Demographic 5. Opinion 6. Belief 7. Reason 8. Knowledge

Research techniques: 1. Ethnography 2. Shadowing 3. Direct observation 4. Long interviews 5. Home visit 6. Co creation workshop 7. Card game As this project focuses more on behaviour change and social aspects it is important to know and understand the mindset, opinion, beliefs, feelings and perception of the target segment to design a system desirable to them

These data would help in gathering in depth knowledge.

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

4.2 Research tools

We had to be prepared to face the potential challenges in the field and based on that I came up with a few tools to overcome the challenges Conversation starters: It is sometime difficult to start a conversation with strangers and it makes it difficult for the respondents to open up to us. Tools had to be created that can help in making the respondents comfortable and open up to a conversation Communication: In Bidar, I realised I will have problems cause of the language. I was not very comfortable with the local language Kannada and I wasnâ&#x20AC;&#x2122;t very sure if the chosen respondents would be comfortable in speaking English. I had to take a person with me who is good at the local language To understand a childâ&#x20AC;&#x2122;s daily life: Since we did not have a long time to spend in all these places, it was a challenge to understand childrenâ&#x20AC;&#x2122;s regular day to day activities. I had to come up with some tool that will enable to understand this better

Nourishing schools | Instillmotion Consulting private limited | 2015

Tools

Shadowing

Mind mapping

Timeline

We followed the kids to school and from school to home to understand their daily activities and where do they spend their free time in what kind of activities. This helped in understanding the motivations and incentives

The respondents were involved in creating mind maps by understanding their daily routines, hygiene factor on a daily basis, food habits and others

Participants of the workshop and respondents of ethnography research were asked to make a timeline their daily life. This helped us in understanding the specific time when kids are hungry and when they generally tend to eat or play

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Interaction Map

Picture cards

Camera

Interaction map was made to understand the influencing relations in the eco system that affects the childâ&#x20AC;&#x2122;s food habits and hygiene factor to understand the system better.

Picture cards were given to kids to make the process more fun. Kids were given with tiny picture cards and were asked to choose the one they like the most and the ones they donâ&#x20AC;&#x2122;t like. This enabled us to understand their likings better. The cards had various pictures of food, snacks, hygiene habits, etc.,

Camera was used to collect pictures and record videos while having conversation with the respondents and to record important behaviour of the respondents

Nourishing schools | Instillmotion Consulting private limited | 2015

4.3 Research Design

Questions for interview Based on the requirements the questions were designed for long interviews The primary objective of this research is to understand the kid’s day schedule, influencers, consumption pattern, behaviour and the level of awareness. • • • • •

Time of the day when the kids feel hungry or crave for food Awareness about social networking sites What are the TV shows you watch? Impact of advertisements - food Smart phones at home?

FOOD: • • • • • • • • •

Do the kids like the food served at school? – Why? What are the other foods you like to eat? What is the favourite snack or food that you eat from outside? How much money do you spend on eating out? How often do you eat out? From where? Do you go to the same shop everyday or different shops? How do you choose what to eat that day or what to buy? Do you carry lunch box or snacks from home? MDM -

- Quality (raw material purchase, process, cooking space neatness, hygiene of the cooks) - Quantity ( Is the quantity of the food served sufficient for the kids?) - Time of the day MDM is served - Is it consistent? rite time? - Is there a change in the menu of MDM on a regular basis? -On what basis is the menu chosen? • Outside food - What kind of food/snacks do you like to eat from outside? - How much time do you spend time everyday in the shops outside? - How do you choose what to eat in the evening, if at all you decide to eat something from outside? • Social eating - Do you spend time with your friends while eating? - Is the lunch break considered recreational or awaited by the children? if awaited, is it for the food or to play around - What are the other activities that kids like to do during the lunch break? - Lunch break timing and time taken to consume food - How often do you eat with your family members?

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

AT HOME:

CLEANLINESS:

WATER:

• •

•

• • • • • • • •

Who buys the raw materials at home? How many meals a day is cooked and consumed fresh How often do you eat with your family members? How often do you go to shop vegetables? From where? Do you take your child with you to shop? Who cooks food at home everyday? Do they kids help in cooking? Do you grow any vegetable or herb at home? What do the children like to eat at home? How often do you cook non veg at home? What is the food that is cooked and consumed very often?

• • •

Habit of washing hands before and after food, after using the washroom, after playing and reaching home Using the washrooms properly Keeping the classrooms and living space clean cleaning the plates after eating

Nourishing schools | Instillmotion Consulting private limited | 2015

• • • • • •

Do you carry a water bottle of your own? Where do you drink water from in school? Is there a water filter at school and at home? What do you do if the water is not clean? How often do you drink water in a day? Are water breaks considered recreational? Everyday consumption of water

4.4 Ethnography

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Ethnography

Objective:

Methods:

Ethnography is the study of people and culture with respect to their culture, belief and habits with mutual differences. Ethnography was one of the major research method used in this project to understand the target group and their eco system in depth from their perspective to give us a better understanding of their lifestyle.

In-depth conversation:

It helped in understanding the root cause of the problems and understanding their culture, tradition and mindset.

Shadowing:

I had one to one interaction with the users for long hours to understand their day to day activities, lifestyle, their likes and dislikes, how informed they are about nutrition and hygiene

I spent hours with children, families and school staff to understand their behaviour and lifestyle.

Ethnographic research helps to come up with innovative solutions that will resonate with people today and in the future

Key pointers: • • • • •

Nourishing schools | Instillmotion Consulting private limited | 2015

Listen carefully Observe every small things around Do not judge Analyse data immediately Try and understand the intention between every word and behaviour

Profile

Profile Children of age group 9 - 12, Parents and family members, Mid day meals supervisor and cook, Head of school and Teachers Region Research was conducted in two areas â&#x20AC;˘ Bidar in Andhra Pradesh and â&#x20AC;˘ Madurai in Tamil Nadu.

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Madurai, Tamil Nadu Nourishing schools | Instillmotion Consulting private limited | 2015

Bidar, Karnataka Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Data Collection

Nourishing schools | Instillmotion Consulting private limited | 2015

Data collection

Data was collected using the mentioned tools. The information was mostly noted down by hand in notebook and later analysed. Pictures of people and place were photographed using cameras. There was abundant of information collected from the research. They had to be segregated later to generate insights and conclusions. The data is segregated into key highlights, and insights to further get into design directions and strategies using the common emerging themes

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Profiles

Children

School children are the main focus and the major stake holder in this project. A lot of time was spent with school kids of age 9-12 to understand their consumption pattern and understand their behavioral traits

Parents

Parents are the major influencers and decision makers in a childâ&#x20AC;&#x2122;s life. It was important to understand their take on their kidâ&#x20AC;&#x2122;s food consumption behavior and their role played in influencing the kids

Nourishing schools | Instillmotion Consulting private limited | 2015

School staff

In most cases, kids spend end up spending a lot of time in school with teachers, and friends. It so happens that there is a high probability of kids changing in consumption pattern because of peer pressure and it was important to understand the school staff â&#x20AC;&#x2122;s perspective on the same

Children

No. of respondents - 20

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Nourishing schools | Instillmotion Consulting private limited | 2015

Data analysis

Key highlights I feel hungry in evening after school. I will buy some snacks and eat from school canteen or shops outside

Insights

Design direction

They do not think about proper food when they are hungry. Tend to start thinking about snacks and quick bites that are accessible to them

Provide tasty & nutritious affordable and accessible snacks

I drink water to fill my stomach if I am very hungry after games period

Accessibility - in terms of money and distance. Children tend to quench their hunger by having water

School providing quick energy drink/glucose mixed in water

I take snacks to school - biscuits or chips or something

Snacks is most commonly only junk and unhealthy eatables

Nutritious substitute that are tasty and attractive to the kids

I don’t eat breakfast most of the days. My father scold me to eat but I don’t like

Most of the time they wake up late, when they have to go early and tend to skip or they don’t feel like having that early

Reward points for kids who had eaten breakfast

I take some rice variety for lunch to school everyday

Lunch varied depending upon the region

Region specific food, quantity should be provided

I don’t think if it is good for me or not. If i am hungry i will eat anything that i find

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Key highlights

Insights

Design directions

I bought dark fantasy recently after seeing the advertisement. I have been asking my parents for it for a long time, but got it only now

Influenced by advertisements

Create awareness through ad’s or other means that would reach kids

I don’t get pocket money. I get money from home only if i need something that particular day

Financial constraint - most of the time do not have any money in hand when going to school

Create awareness through ad’s or other means that would reach kids

I like to eat lays, and chocolates. I like to eat bajji, vada and all. I eat that atleast once a week

Brand influence and addicted to junk and oily food. Regional and family influence

Include the local cuisine or local eating culture in the solution

I don’t like to drink milk in the morning

Not used to having milk cause of accessibility

Provide a substitute nutrition to milk in the morning. Include local Self help groups

School does not allow me to take any snacks other than fruits and dry fruits. So, I don’t take snacks generally

School tries to change behavior of children, but they refuse to change

A different approach to change behavior by involving more groups or crowd sourcing

I like Bingo and Kurkuree

Brand and Ad influence

A mix of nutritious ingredients to make some similar tasting snacks

I always have to eat rice and vegetable for lunch.

Understand the region specific tastes and food habits before designing a solution

Nourishing schools | Instillmotion Consulting private limited | 2015

Key highlights

Insights

Design directions

I have snacks and drink water after my games period

Tired and hungry after playing

Create awareness through ad’s or other means that would reach kids

Daily night we eat together with everyone at home. We talk about something and spend time for some time together

Social eating - when spent time together tend to eat more

Create awareness through ad’s or other means that would reach kids

I carry water bottle to school everyday. My school has filter water

Notion of clean water when want to consume

School providing quick energy drink/glucose mixed in water

We have to take permission to drink water in middle of the class if we want to

This might stop kids from drinking water when they are thirsty

Water breaks in between classes

I don’t wash hands after I come from toilet, playing games or reaching back home from outside

Thinking it as a task or a extra burden to clean t themselves

Gamify the whole activity. Add interesting fixtures to the tap or soap dispenser that would encourage kids to use them

We clean our classrooms everyday. We take turns and do the cleaning. We make sure the classroom is neat

When given responsibility, they do it perfectly. Ownership and inclusion

A system where students and teachers co-create. Grow vegetables?

I like to eat rice and sambar everyday

Not bored of same food or looking for a change and tastier food outside cause of monotony in taste

Create variations of the same in school. Experiment or have local/region specific cuisine days to encourage kids eating

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Key highlights

Insights

I eat rice for breakfast also and i pack the same thing for lunch as well

Monotony in taste and food

we eat chapathi, poori, dosa or idli in the night. Poori is very rare but i like to eat that

Easy and quick alternatives in the night.

I eat rice out of compulsion. I donâ&#x20AC;&#x2122;t like to eat

Even though it is region specific, getting bored of the same food being eaten everyday

I do not like egg, biscuits

Not used to having these cause of accessibility

I get rs.10 pocket money every day from my dad

Spends it without thinking - spontaneous decisions influenced by friends or adâ&#x20AC;&#x2122;s

I go out to different shops outside school in the evening to eat some snacks

Need in change of taste and variety on a daily basis

I like to play kabadi, run & catch

Nourishing schools | Instillmotion Consulting private limited | 2015

Design directions

Variations to the local cuisine presented to kids in a way that incentivize them

Create a system where they can grow or make something and sell to earn small amounts of pocket money

A mix of nutritious ingredients to make some similar tasting snacks

Incentivize/gamify to change eating pattern and behavior through their play time

Key highlights

Insights

Design directions

Hungry by end of the day when school gets over. Tend to eat something on the way back home

Sell seasonal fruits outside school which would also be affordable

food that tastes good attracts more

A mix of nutritious ingredients to make some similar tasting snacks

I play with my friends even during lunch breaks without eating

Play and fun is more important than food

Gamify the eating experience or the lunch hour

I drink one small bottle of water every day at school

Children forget about having water and be dehydrated most of the time

Water breaks in between classes

Toilets in schools are not neat. They don’t even clean it properly

Management doesn’t supervise the cleanliness in school premises

Include all stakeholders in school and assign responsibilities

There are no dust bins in the toilets for us to dispose our sanitary napkins

Not able to put in thoughts about the needs in school or lack of resources

A Eco-friendly way/system by students itself to dispose the sanitary napkins

There is no air in the room. Most of the time even the fans don’t work

Ventilation hampering children’s education and concentration during class hours

A low cost or DIY fan?

I buy pineapple, sugar cane juice, pop corn and ice cream outside school

I like to eat chips and small chocolates from the shops outside school. I like fried snacks a lot. I eat at least 3 or 4 times a day

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Key highlights

Insights

Design directions

I like to eat green leaves, potatoes, lady’s finger and carrot. I don’t eat any other vegetables

Most often children tend to like the vegetables that they cook at home. And parents have the tendency to buy vegetables that they like

Expose them to new and other varieties of vegetable

There are a lot of mosquitoes in my school and at home

Most often the hygiene issue is ignored and not taken care of

Involve children in taking measures of hygiene

Atleast 2 times a week i eat non vegetarian

Even in non-veg, they like fried and oily food. Most often it is only chicken A mix of nutritious ingredients to make some similar tasting snacks

I drink milk every night. I don’t like to add anything in it. I drink just the plain milk I get Rs.10 as pocket money every day

Having money gives freedom and a power over the other kids. Think twice before spending on something

A system to make these kids buy some healthy food from a stall run by a NGO

I buy snacks in the evening from outside school. There are a lot of shops outside school. I don’t like to go to the same place everyday

Comfort and used to buying snacks from one area

A mix of nutritious ingredients to make some similar tasting snacks

If I am hungry and if I eat some snacks, then I will feel more hungry

Trying to control hunger by avoiding to eat even a little, as there is no access to enough food at that point of time

Provide energy booster drink or food at strategic time gaps

Nourishing schools | Instillmotion Consulting private limited | 2015

Key highlights

Insights

Design directions Create awareness through ad’s or other means that would reach kids

My friends bring chapathi, puri, idli or even chicken biriyani at times.

More interested in friend’s food and they like others food than their own lunches

I carry a small water bottle to school everyday... I don’t refill it at school

No monitoring of water consumption in school or at home

I don’t wash my hands after playing. I do it someone notices it and scolds me

No motivation or awareness about cleanliness after playing or using the washroom

School providing quick energy drink/glucose mixed in water

I drink one small bottle of water every day at school

No monitoring of water consumption

Water breaks in between classes

I like to eat chicken and mutton. I don’t like any other non vegetarian food items

Cooked in unhealthy way most often or children like only fried and oily food

I know we should not eat junk food, but that it more tasty than other food at home

When given responsibility, they do it perfectly. Ownership and inclusion

A system where students and teachers co-create. Grow vegetables?

I help my mom after i go back home. I help her with cleaning and doing basic cooking work. And my brother runs away to play once he drops his bag at home

Only girls tend to help in doing house hold works most often. Girls are mostly asked to do work at home, whereas boys are never forced or asked to do anything

Game to break the gender bias and open up their thinking behavior

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Parents

Nourishing schools | Instillmotion Consulting private limited | 2015

No. of respondents - 8

Key highlights

Insights

Design directions

I cook food depending on how my mood of the day is. Often, I get too confused on what to cook

Parents likings and mood affect a lot on their decision making

Awareness and a way to slow down the decision process while tensed or angry

Both my children eat only potatoes most of the day. If i cook some other vegetable they just waste everything i cooked

It is challenging to change the habit of kids once they are habituated to a way of consumption until and unless it is very tempting to try out new food or behavior

Expose them to the various other choices they have and the options they can choose from

We make non vegetarian or egg very rarely. I give my daughter may be once a month.

Financial access is an challenge and they avoid to consume food/products that cost more

Alternative to the protein intake that could satisfy the taste buds

I donâ&#x20AC;&#x2122;t give pocket money to both my children. If there is some need at school only then i give

Financial restrictions

Generally I get vegetables for one whole week and keep at home

Men of the family tend to deal with all finance related issues at home

Involve children and women of the family in shopping to make them aware of the products in the market

Most of the time they donâ&#x20AC;&#x2122;t eat breakfast.. how much ever I force them, they just run away to school..

They do not feel like eating early in the morning when they leave to school but start feeling hungry in a while after they reach school

Provide rewards or recognize them for having nutritious food

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Key highlights

Insights

Design directions

I know my daughter is not healthy. But she doesnâ&#x20AC;&#x2122;t like to eat vegetables

Most often children tend to like the vegetables that they cook at home. And parents have the tendency to buy vegetables that they like. Parents eating habits influence

Expose them to new and other varieties of vegetable

I give the shopping list to my husband and he gets vegetables and groceries

Men are the money handlers and someone who goes out of the home to get anything

Involve women of the family and children in shopping and decision making to get them exposed with the products in market

We buy vegetable from the central market once in 2 weeks to reduce cost

Ways to reduce cost

Ways to cultivate their own vegetables or green leaves at home keeping the space constraint in mind

I cook food everyday and give to children.

The thought and tendency of fresh food which is a luxury a few of them

Position the deliverable in a way to address the psychological needs

My children donâ&#x20AC;&#x2122;t help me with cooking. They watch TV after coming back from work

Most often parents expect their girl child to work at home after coming back from school

Gamify/ provide reward points for the amount of work children do at home

Accessibility and affordability issues. Even though they desire to eat very often, they do not have the luxury to spend on non - veg food

Alternatives to the protein and taste

Children gets influenced by their parents and family members eating patterns and habits

Involve women of the family and children in shopping and decision making to get them exposed with the products in market

We cook non vegetarian food once a week

I donâ&#x20AC;&#x2122;t like to eat most of the vegetables and I have never cooked as well

Nourishing schools | Instillmotion Consulting private limited | 2015

Key highlights

Insights

Design directions

My daughter drinks 2 liter of water on average in a day

Do not monitor or encourage children to drink more water

Create awareness through ad’s or other means that would reach kids

Both my children have health problems. They are weak and have regular leg and joint pains

Aware of the behaviors and its consequences but do not know/take steps to avoid the problems

Create awareness through ad’s or other means that would reach kids

Both my children wear specs since they were in 2-3 grade

Iron deficiency is one common problem seen in many of the children

Provide awareness through fun methods on eating habits and related health problems

My daughter faints very often in school

Aware that the kid is weak but children refuse to change their consumption behavior

A fun way to make kids consume nutritious food and be hygienic

My daughter has cold throughout the year

Do not have awareness to address the problem

Provide awareness through fun methods on eating habits and related health problems

I have made ‘sathu maavu’ at home which is a mix of all grains and pulses. I mix that and give that as a drink to my children

Use traditional home made energy drinks and food using various grains. Do not know the reason behind the proportion of grains mixed in the food

Use traditional and cultural methods and perspectives of hygiene and healthy consumption

If they see some ad in the TV or outside, they keep pestering me to buy that for them. I got them ‘Dark fantasy’ last week after they kept asking for 2 months

Huge influence from friends and ad’s to buy branded food and drinks

Promote and position the “healthiness as the new cool” and in a more fun way to attract kids

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Key highlights

Insights

Design directions

My son keeps getting aerated drinks even when we tell him that it is not good

Pampering of children and pocket money given to children is not used wisely

I make sure, me my sons and everyone else at home sit together and have dinner together everyday

Social eating gives mental energy and happiness

My wife gives the list to me to buy and I go to shops to buy things for home

Men of the family goes out to buy things for home and takes care of the finances

I donâ&#x20AC;&#x2122;t take my children along with me to buy vegetables or groceries

Children are not involved in any decision making even when it is about or for them

I buy vegetable monthly, depending on the price

Price of the vegetables influence a lot on the buying pattern

Promote and educate families to grow their own vegetables at home

I got to the central market to buy vegetables

Very price conscious when purchasing. Most of them go to the whole sale market to buy things for home to save a little money for something else

Promote and educate families to grow their own vegetables at home

Sometimes while buying vegetable or grocery, I tend to buy something extra if I see some ad or offer

Very few men tend to get something new when seen in the store depending upon the price again

Create awareness of various new products that are nutritious through this channel

Nourishing schools | Instillmotion Consulting private limited | 2015

Create awareness on the consequences of consuming aerated drinks on a regular basis Gamify the social eating habit at school. Make kids interact through different games to break gender biases and interact with more people Innovative way to include everyone in the family to go for shopping and look for various options other than what they generally buy/consume

Key highlights

Insights

Design directions

My wife cooks fresh food every day. We generally finish all the cooked food that day itself

Food cooked enough for that particular meal. Most houses do not have a refrigerator to store food for the next day

Include the element of freshness in the food/ snacks provided to the children

Both my children eat only potatoes most of the day. If i cook some other vegetable they just waste everything i cooked

Habituated to taste and food been given since they were a kid

Behavior change and consumption pattern change through games

We make non vegetarian or egg very rarely. I give my daughter may be once a month.

Affordability hampers protein intake

Earn while you learn? Take childrenâ&#x20AC;&#x2122;s help in doing small work in school or in the society and reward them with healthy food

The food in school is not good, so my son packs food from home and goes

Do not trust the food quality provided in school. A very few children take lunch from home

I donâ&#x20AC;&#x2122;t know about deworming or any supplements

Use traditional way to deworm by using oil and neem leaves. But do not continue after kids grow up. They refuse to take them and not aware of tablets

Inculcate the traditional and local methods in the deliverable

I know my children should be eating healthy food but we cant afford it most of the rimes. Healthy food are expensive

Notion of healthy food being expensive and not affordable

Easy way of getting direct nourishment through different ways

My elder son is working. He is not going to school anymore

Children start refusing to go to school cause of various reason once they are grown up

Awareness on importance of education and how it would affect the entire family cycle

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

School staff

Nourishing schools | Instillmotion Consulting private limited | 2015

No. of respondents - 5

Key highlights

Insights

Design directions

It is very difficult to convince the parents to send their children to school

The cultural mind set creates a barrier in parentâ&#x20AC;&#x2122;s mind to stop sending kids(especially girls) to school after a particular age

Create awareness through adâ&#x20AC;&#x2122;s or other means that would reach kids at an early stage to change the mindset

Because of the problems between communities in the slum near by, most kids continue suddenly

community and religious differences is very prominent in this sector of people

Create awareness through adâ&#x20AC;&#x2122;s or other means that would reach kids

These kids at times cant even afford good cloths

Financial accessibility is a major problem

Build a sustainable system where in the stake holders could also earn in terms of finance

Government provides school bags, books, stationary, uniforms, lunch and snacks

Government provides everything to school children as most of the time they are not financially capable

Provide direct nourishment and energy drinks from school/centralized institutions

Most of the times they send their kids to school so that they get at least a meal from school without any problems

They struggle to get the most basic need of life

In mid day meals, we generally give sambar and rice. There is also a fixed menu from government which we have to follow

Government has thought through the required nutrition intake for a child for different age group but most of the times children are still hungry even after the food

Egg and dry fruits is compulsory for every child every day

They are supplied to school for every kid. Most of the time it is not delivered to children on time because of the management

Rethink on the actual need of the child to fulfill the hunger and change the menu accordingly

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Key highlights

Insights

Design directions

We generally make extra food that what we are suppose to cook. Few children tend to eat more

Very few schools do this and it also depends upon the cook in the school and their mood. It is not always consistent

We have separate lunch timing for primary, and secondary school, so that they donâ&#x20AC;&#x2122;t fight and create a mess

School management is scared of chaos and fight for food. Few schools even have separate kitchen and cooks for primary and secondary school children

Government has built toilets in school, and they are cleaned every day

Most often there is no one to clean. School management claims to have a person dedicated for that

General cleanliness giverned by a central body on a regular basis who is not favorable to the institution

There is no water purifier in school, they drink from the tap

The purifiers are kept in a very shabby place and it is not cleaned and maintained properly. Children tend to drink water from the same

General cleanliness governed by a central body on a regular basis who is not favorable to the institution

Few children come to school very untidy

Inaccessibility to clean themselves and lack of awareness

There are no chairs and tables for primary school. They sit on the floor

Schools are not equipped with required infrastructure. The posture in which kids sit on the floor would lead to a lot of health problems like poor eyesight, back pain n more

A easy and affordable way to provide kids tables - DIY?

We are not aware about the supplementaries or deworming tablets

Most of the school staff are not aware about the supplementary tablets given by the government.

Tie up with a local organization to supply these for schools

Nourishing schools | Instillmotion Consulting private limited | 2015

Design a standard set of guidelines to cook and provide lunch

Key highlights

Insights

Design directions

A few years ago there was an initiative by the government talking about the supplementaries, but nothing happened after that

School staffs do not get enough information from the government or do follow up on something that was promised to them

A centralized system where all updates and information and request can be made online and to update schools about the changes in policies

There are few kids who are always alone and be very quiet

Generally it is observed that malnourished kids are quiet and not doing good with studies

Provide direct nourishment through MDM by mixing the right amount of nutrition with different food

We organize health camps in school once a while

Teachers claim that health camps are organized but children do not agree with it

Monitored by a central system. Tie up with an private organization - Public private partnership

Most of the girl children dis continue school suddenly. We have tried tracking them or talking to the parents. But they are not responsive

Girl children are married off at a very young age or not send out to school after

Awareness and empower girl children to take their own choices and not be forced by their environment

The classes are taken in the local language only. Children are not very fluent or comfortable in English

Teachers tend to talk in English only when there is some visitor and children looks clueless. It is a common practice to teach in the local language

Language differences should be taken into account while designing the deliverable/toolkit

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Observations

Nourishing schools | Instillmotion Consulting private limited | 2015

Key highlights

Design directions

Insights

Change the mind set of mentors by trying to open up their way of thinking through games or activities

Kids in standard 4 - 5 do not any qualms about playing in a mixed group of boys and girls and do so willingly

In schools, there is no restriction for boys and girls playing together below ages 12

Kids of ages 9 and 10 are very enthusiastic, energetic, curious and playful

It would be easier to create something for this age group- very easy to influence

Playing is not something that girls over the age of 13 engage in. â&#x20AC;&#x153;Padne ka aur likhne kaâ&#x20AC;?.

The same solution will not work for Grade 4 student and grade 8 student

Since kids above 13 do not have specific times allocated to playing, they get out of the habit of playing together

Seriousness in education creates a barrier in interaction between girls and boys in schools

Inculcate the gaming habit through the regular education itself

All girls ages 13 and above watch TVspecifically serials on star channels

This change the mind set of girls and get used to the same traditional mind set that hampers their growth

Videos or serials that are more fun which explains about the consequences and needs of being and consuming healthy food

All kids are familiar with Hatori, Chhota bheem and Doremon. Watch channels such as pogo, nickelodean

Popular characters can be used to communicate

Only boys get out of the classrooms during break. Girls stay in and spend time talking to their classmates

As girls move to higher classes, a divide starts growing in between both the genders where they are influenced by their family members

Use characters to attract kids through the tool kit

Mind set change by creating awareness through games. Exercises to open up their perspective of looking at things

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Key highlights

Insights

Design directions

Most kids play games on mobile phones such as snakes, car game, fruit ninja etc.

Digital media is very attractive to kids and also since it is not easily available for them, they are crazy and more interested in learning stuff through the digital mediums

Games and lessons through digital mediums to create awareness for the kids

“I know carrot is good for my eyes, but I don’t like eating carrots. I even have weak eyesight.”

Aware about consumption pattern and consequences, but most often ignored as they do not realize the intensity of the consequences

Involve children in decision making and purchase options to create curiosity to consume food they have chosen or purchased

All younger kids (8-11) are Salman Khan fans

Most of the kids like actors who act in more fun movies

Toolkit to have elements from which the children would learn by accident and through elements of fun & play

Most kids wake up at 6-7 am but since school starts only by noon or a little earlier, they watch TV, help at home etc.

Few kids are habituated to wake up early in the morning

Use the time to make it exciting by growing plants, making food or helping with home duties to their parents

Eat Maggie at least twice a week, really like “bakery items”. Usually their fathers get them.

Attracted to short eats and snacks more than a staple meal

Games they play- carom, hopscotch, Pitthu, Cricket, football, “raja, rani, chor, police”

Boys are active in playing high energy games. Girls tend to slow down in playing as they age up

Nourishing schools | Instillmotion Consulting private limited | 2015

Use the time they spend on games to make them aware of nutrition ans its consequences

Key highlights

Insights

Design directions

Get pocket money of Rs. 5 - 10 every day which is spent on food from the cart that comes to school at the end of the day, or at break

Kids are excited to go out and buy snacks and chocolates to eat once the school gets over

Create a brand that sells healthy food and place it strategically in front of schools to provide nutritious and healthy snacks to kids

Influencers - older siblings, learn things from them. Friends, parent (father is a big influencer)

Attracting kids would have a greater impact in their society and family as they have a great potential to change the mind set of others

Make the tool kit contagious that would spread to the whole family

Mothers try to make the kids eat well but the kids don’t necessarily eat

Kids find it uninteresting to eat food cooked at home, especially vegetables

Gamify the eating timings by rewards

Mid day meal gives milk powder to kids on alternate days in the mornings

Most of them do not use it properly and most often schools do not provide it to the children

Regulate the proper use of the resources given to kids

Kids don’t drink a glass of milk everydaysome times they do sometimes they don’t, also fruits. Everyone likes mango the fruit

Fruits are generally expensive and they have mental block in consuming it as it is expensive

Provide the seasonal fruit in a interesting way that is affordable for kids

Even really young kids like tea- because it is being made in the house and are given occasionally. Like to have it with biscuits or bread

habits influenced from the elders of the family

Take cues from the local gestures and habits and build upon it

None of the kids carry their own water bottles

Do not have the habit as they do not see their parents or any elders carrying bottles to work

Make an impression to kids like carrying water bottle is ‘cool’

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Key highlights

Insights

Design directions

Miss school for function, to buy clothes etc.

Not interested in going to school when given a choice to be with more people and have fun

Make the school environment more friendly and fun through the infrastructure itself to make kids want to come to school

At least one kid faints during PT every week because they haven’t eaten in the entire day

Not enough nutrition intake through food at home and school

Encourage children to eat proper food by rewarding them or having their health metrics in the report cards

Even though the school provides meals, most students prefer getting their own- don’t like the food

The taste gets monotonous and they start looking for a change in food taste

Girls and boys are made to sit separately from class 2 onwards

They are made to sit separately as the management doesn’t want to take “responsibility”

mind set change by creating awareness through games. Exercises to open up their perspective of looking at things

50% of the students carry lunch from home and the other half depend on MDM. For a few kids this is the only meal

A little well off families tend to send lunch from home to the kids. It creates a disparity in the environment also alot of times kids fall ill cause of school food

Make sure the quality, quantity and the taste of the food is maintained in schools by government and other private providers

Boiled egg is served to the kids everyday as a part of MDM.

Few kids tend to take more and few kids don’t like to eat

Nuts and cooked dal is served 2 weeks a day

Even though its a government rule to provide nuts, most often it doesn’t reach kids

Nourishing schools | Instillmotion Consulting private limited | 2015

Make sure it reaches the kids by having a centralized audit

Key highlights

Insights

Design directions

No supplement tablets or deworming tablets are given by the government

Schools are not aware of the provisions given by the government and there is a mis communication between them

There no shops near the school. Most of them go directly home, as they stay just besides the school

When kids stay closer to home they do not tend to carry pocket money with them

Lunch is not served on time most of the days

Kids stay hungry. Most often lunch is provided around 3 in the afternoon

A centralized monitoring system to monitor the quality of delivery

Kids are made to walk in a line even if they have to go to washrooms during the break. They are not allowed to be free and play around even during breaks

Restrictions and controlled even when they can be â&#x20AC;&#x2DC;freeâ&#x20AC;&#x2122;

Break the control by having ethical constraints by gamifying and making the whole process more fun

Do not care much about the source of water: drank right out of a public water source when feeling hot

They are used to the traditional methods and the accessible ways to consume, so they donâ&#x20AC;&#x2122;t really think it as unhygienic

Use the same mediums to promote about hygiene or provide nutrition to them

Girls clean their classrooms

Teachers encourage girls to work

Create a design/environment where both the gender get involved in the process

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Nourishing schools | Instillmotion Consulting private limited | 2015

4.5 Discovery phase Co - creation workshops

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Workshop

Workshops were conducted among various demography as part of primary research. This was a co-creation workshop that was conducted by us to understand the real problems and coming up with solutions by involving various stakeholders. The following worksheets were used to conduct the workshop

Nourishing schools | Instillmotion Consulting private limited | 2015

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

PROCESS FOLLOWED

Insights Collection

Measure ideas Teams Grouping

Brainstorm & ideate Voting - Insights Create problem statements

Nourishing schools | Instillmotion Consulting private limited | 2015

Prototype

Activity timeline Present Solutions

Workshop - 1 No of participants - 23 Participants- Board members of Ashoka Foundation, NGOâ&#x20AC;&#x2122;s, School teachers

Insight collection Categories: 1. Food 2. Water 3. Hygiene and sanitation 4. Metrics and measurement 5. Health Care 6. Gender

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

FOOD

•

“Healthy” foods are not appealing to children

•

Local traditions and nutritional requirements

•

Many children come to school without eating breakfast

•

Need detailed study of understanding of food and nutrition under ayurveda/ alternate medicine

•

• •

When I was a kid, I used to love ice candy, especially in summers! It was sweet, cold and colorful Food quality is poor as high quality food is too expensive Junk food advertising in and around schools encourages kids to want/eat wrong food

•

Use locally available food

•

If a household is producing something (for market), it is likely to consume or otherwise use it more frequently(19%-100% depending on food item) and in larger quantities 2+ for milk and 1.5 + for pulses

•

Parents do not know the nutritional value of the food they give their children

•

Health for all – no difference between rich and

Nourishing schools | Instillmotion Consulting private limited | 2015

poor. Rich always become richer again and poor at the same state •

Why do we eat?

•

Boarding schools for testing full nourishment meals

•

Pride in eating what I grow

•

Adequate calories and protein in diet, adequate micro-nutrients

•

Not enough protein – affects athletic ability, even private schools are bad at this

•

Locally available food is lacking in micro-nutrients

•

Production of healthy crops (organic)

•

Nourishing by poisoned (by pesticides etc) will again cause health problems

•

We can’t survive by eating money

•

Kitchen herbal gardens in school

•

Kids in India love “chotta bheem”

•

When I was a kid, I simply hated eating gourd. My mom used to tell

me story about a ‘monkey’ who is eating food, to distract my attraction from ‘what I am eating’ to the story and how I am participating in the story to eat gourd.

•

Children should be asked to wash hands before eating

•

Test full spectrum – bio available supplements out comes?

“Colorful” plate of food to decrease “balanced” meal

•

Each school going child must bring tiffin, if family is poor, let the community provide it

Dietary diversity is missing to give the kid balanced diet

•

Kids get food for life not food for growth

•

Availability of food within the geographical areas

•

No enough food produced

•

Appropriate cooking methods to preserve nutrients in food

•

Region specific nutritious food (quality and cost). No balanced diet

Introduction of junk foods to rural people (especially) should be reduced (eg. Noodles, soft drinks, etc)

•

Children should like the taste

•

Generally food is served cold

•

No enough food produced

•

Oil quality is questionable

•

Appropriate cooking methods to preserve nutrients in food

•

Hygiene training to cooks

•

Region specific nutritious food (quality and cost). No balanced diet

•

Children should be asked to wash hands before eating

• • •

•

Perishables like veggies are bought typically once a week (from weekly market). Lack of storage depletes nutrients like vitamin C. sometimes the veggies are not consumed throughout the week because of lack of storage More diverse production – more diverse consumption – better nutrition outcomes ( recent IFPRI research)

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

WATER

•

Really worried about fresh water resources in India, especially in Deccan area

•

Supply of clean drinking water – quantity (harvesting?), filtration, and access

•

Water break is recreation for kids between classes

•

There should be a water break in schools during summers, supervised by teachers

•

School must have clean water

•

Drink before you are thirsty

•

Have kids bring water samples to school and measure

•

If pure water should be available, Afforestation must be made more wider (not in words)

•

Giving nutrition to children – diarrhea accomplishes nothing – so safe drinking water is as important as nutrition

Nourishing schools | Instillmotion Consulting private limited | 2015

HEALTHCARE

•

Secret of health is maintenance

•

Proper exercises along with balanced food

•

Mere nutritious food can’t bring up health

•

When you are malnourished you have problems taking medicines

•

Role of synthetic supplements – under dose/ overdose, duration of usage

•

Decentralize nutrition centers for malnutrition children

•

Bop access to healthcare is limited

•

Caring health should be affordable (for poor), be simple than being complicated for poor

•

Creating high demand for health/wellness will benefit from media movement

•

Reward nutrition committees that do the best job (in raising child nutrition) with more money for nutrition/ food for that community

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

GENDER

•

Girls getting enough quality food

•

Gender disparity (intra food nutrition disparity)

•

Almost all the mothers in rural area I have interacted with, aspire their kids to have a “secure job” i.e. doctor or engineer in India

Nourishing schools | Instillmotion Consulting private limited | 2015

HYGIENE & SANITATION

•

Toilets for girls to be clean and self maintained to stop/reduce dropouts

•

Food used for kitchen especially vegetable not washed

•

Toilets are not maintained

•

Water in toilets (particularly girls)

•

Safe drinking water and sanitation

•

Toilets in school should be functional. Provide enough water

Hygiene and sanitation increase the human life span than the medicinal science

•

Many school do not have toilets for girls

•

Washing hands before meal as a habit

•

Audit schools for sanitation – kids do

•

Personal care – cleanliness

•

Kids – audit community and home

•

Education on personal hygiene to children

•

Impact of externalities – quality of soil, pesticides

•

Conveying wash messages through games and sports

•

Clean water before eating

•

No water in toilets, unclean. No ownership

•

Kitchen demands cleanliness

•

Personal grooming must be emphasized in schools

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

METRICS & MEASUREMENT

•

Community monitoring tools for sustainability

•

Measurement of all kinds – is the key to progress. So whatever the interaction – both activities and outcomes must be measured

•

Information, nutrition, importance of nutrition to masses

•

knowing blood group Nutrition and mental health •

Cognitive indicators

•

Behavior indicators

•

Measurements need augmenting with appropriate mechanisms to act. Leaving action to individuals not sufficient

Linking measurement aspiration

•

Interplay of food and body functions – BMR(physical activity, etc)

•

Should be very simple and cost effective

•

Health should be calculated by pleasant mind and strong body

People pass malnutrition down to their children genetically

•

How do I measure my nourishment?

•

Lean stature doesn’t means unhealthy, stout doesn’t means healthy

•

What is full nourishment?

•

Tools to measure leakages in the system/corruption

•

Watch dogs to monitor programs with necessary tools

•

Monitor each child for anthropomorphic measurements. It allows you to do it now

•

Kids like to see instant results (I ate spinach, I became stronger) a device that shows immediate impact and can get kids excited about the spinach? We don’t know what we are drinking in our water. Wanted: a device that measures chemicals, TDS and pathogens

•

Age wise height/weight not measured

•

Measurement training and implementation +

Nourishing schools | Instillmotion Consulting private limited | 2015

• •

child’s

Tools to measure leakages in the system/corruption

VOTING INSIGHTS

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

VOTED INSIGHTS FOOD

•

Kids get food for life and not food for growth

•

Availability of food within the geographical areas locally available food is lacking in micronutrients

•

Kitchen herbal gardens in school

•

“Healthy” foods are not appealing to children

•

Introduction of junk foods to rural people (especially) should be reduced. Eg - noodles, soft drinks)

•

Appropriate cooking methods to preserve nutrients in food

•

Local traditions & nutritional requirements

•

“Colorful” plate of food to exercise “balanced” meal

•

Oil quality is questionable

•

Many children come to school without eating breakfast

•

No enough protein - affects athletic ability - even private schools are bad at this

Nourishing schools | Instillmotion Consulting private limited | 2015

HYGIENE & SANITATION

METRICS & MEASUREMENT

•

Lack of hygiene and sanitation in schools

•

Toilets are not maintained

•

Audit schools for sanitation – kids do

•

Education on personal hygiene to children

•

Many schools do not have toilets for girls

•

Measurements need augmenting with appropriate mechanisms to act. Leaving action to individuals not sufficient.

•

Metrics & measurement should be very simple & cost effective

•

Health should be calculated by pleasant mind, strong body

•

Age wise height/weight not measured. measurement training and implementation

•

Nutrition and mental health

•

Monitor each measurements

•

Measuring agriculture - nutrition - consumption linkage

child

for

anthropomorphic

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

HEALTHCARE

WATER

GENDER

•

When you are malnourished you have problems taking medicines

•

Activity/ exercise

•

Reward nutrition committees that do the best job (in raising child nutrition) with more money for nutrition/ food for that community

•

Creating high demand for health/wellness will benefit from media movement

•

School must have clean water

•

Giving nutrition to children – diarrhea accomplishes nothing – so safe drinking water is as important as nutrition

•

Drink before you are thirsty!

•

Servers give different quantity of food to girls vs boys

•

Girls don’t get time to play

Nourishing schools | Instillmotion Consulting private limited | 2015

CREATING PROBLEM STATEMENT

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

CREATING PROBLEM STATEMENTS FOOD

WATER

HYGIENE AND SANITATION

Insights

Problem statement

Kids get food for life and not food for growth

We want all children to get food for growth (not just life) by creating awareness (through communication) and provision through family and school community including the cook/ purchaser

Availability of food within the geographical areas

Locally sourcing food for quality and economy through school, home and provider by communication and activity

Absence of safe drinking water in schools - rusted taps

Locally sourcing food for quality and economy through school, home and provider by communication and activity

Safe water is not available at playground

Tendency to drink any available water while playing

Lack of hygiene and sanitation in schools

To improve personal hygiene education in schools + homes by fun, games + experience with school staff, peers and parents

Nourishing schools | Instillmotion Consulting private limited | 2015

Insights

Problem statement

HEALTHCARE

Creating high demand for health/wellness will benefit

How can we screen all children at school (such that results can be a part of the annual school report) by leveraging locally available health resources through fun and play/activity?

METRICS AND MEASUREMENT

Quality of mid day meals is not consistent or monitored

How could we do community monitoring of mid day meals (quality and process) with data in the public domain?

Measuring agriculture - nutrition - consumption linkage

How do we incentivize communities to improve nutrition by having village health, sanitation & nutrition committees use technology to do an anthropometric measurement of children & measurement of food nutrient content? â&#x20AC;&#x2DC;

Servers give different quantity of food to girls vs boys

Teachers create playful activities when children learn to make sure that every child gets same amount of food, regardless of gender

Girls donâ&#x20AC;&#x2122;t get time to play

What kind of physical play can teachers/staff teach children, which require both boys and girls to play together?

GENDER

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Activity timeline

Nourishing schools | Instillmotion Consulting private limited | 2015

Wake - Up

Getting ready

Commuting to school

Classes

WATER - How can we provide children safe water at school? HEALTHCARE - Health/ wellness screening by CHW. 2*(start of year + 6 months) monthly for nutrition HYGIENE & SANITATION - To increase access to clean & maintained sanitation for girls at schools through local service providers using incentives/ pop culture & humorous media messaging

Break

Classes

FOOD - 1. Providing balanced diet to children at school and has by family school and provide through curriculum and experience 2. We want all children to get food for growth(not just life) by creating awareness (through communication) and provision through school

HEALTHCARE - How can we screen all children @ school (such that results can be a part of the annual school report) by leveraging locally available health resources through fun and play/activity

Commuting back home

Resting/Playing at Hom e

FOOD - We want all children to get food for growth(not just life) by creating awareness (through communication) and provision through family WATER - How can families provide safe water to play?

Study tim e

Dinner

FOOD - 1. Locally sourcing food for quality and economy through school, home by communication and activity through family, school and provider 2. Providing balanced diet to children at school and has by family school and provide through curriculum and experience

GENDER - What kind of physical play can teachers/staff teach children which require both boys and girls to play together?

HYGIENE & SANITATION - To improve personal hygiene in schools + homes by fun, games & experiences with school staff, peers and parents

GENDER - Teachers create playful activities where children learn to make sure that every child gets some amount of food, regardless of garden

METRICS & MEASUREMENT - 1. How could we do community monitoring of mid day meals(quality and process) with data in the public domain? 2. How do we incentivize communities to improve nutrition by having village health, sanitation & nutrition committees use technology to do an anthropometric measurement of children & measurement of food nutrient content?

ACTIVITY TIMELINE

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

BRAINSTORM, IDEATE SOLUTION & PROTOTYPE

Nourishing schools | Instillmotion Consulting private limited | 2015

Brainstorm, ideate solution & prototype

In this stage, teams were asked to brainstorm on concepts for the problem statement they had come up with. From the several concepts they had come up witj, they were asked to choose one concept or combine a few ideas to ideate on a single final concept. Further, teams were asked to make prototypes of the idea and presnt it to others to get feedback and have different perspective. This section has the list of selected final concepts under each theme.

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Final solution FOOD

Herbal garden with local medicinal plants and other resources – part of mid day meals – kitchen waste water can be re used – seeds given to students – a mobile application to track kids BMI on a regular basis

HEALTH CARE

Quarterly fest where school children participants in various activities/games. Games are designed in a way that they help record different nutrition/health metrics

METRICS AND MEASUREMENT

“My school, my right” – central hub that daily monitors the quality of food – centralized public domain to collect database – hand held device that monitors supplies, food and quality of them by question children on a random basis

GENDER

A board game which involves girls as a part of the game, that encourage girls and boys play together. Make your own game pieces SOLUTION & PROTOTYPE

Nourishing schools | Instillmotion Consulting private limited | 2015

WORKSHOP - 2 & 3

No of participants - 428 Participants- School children of age 9-13 We organized and conducted Design thinking workshops on general nutrition and hygiene with school going children from the schools run by Rural Development Foundation (28 students) and Voice for Girls (400 students) ; both based out of Hyderabad. The objective of these workshops were to involve these children in identifying different problems in and around their schools that is linked to nutrition and hygiene and therefore hold a discussion regarding solutions for the same. Below mentioned is the process followed for the workshops: • Ice breaker • Team formation – divided into 5 groups • Group identity creation • Teams picking up scenarios • Feel – problems identified in the given scenario • Imagine – brainstorming on the possible solutions • Ideate – building up on one solution • Presentation

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

HIGHLIGHTS

The students were asked to list down different problems that they face or things that should be improved in their school premises. Following are the most common problems listed down by the students 1. Eating space is not cleaned properly 2. No proper ventilation in classrooms 3. No water for washing hands 4. No water in toilets 5. No dustbins in toilets to dispose sanitary pads 6. Toilets are not cleaned properly 7. Kids do not pour water after they use the toilets 8. Workers and staffs combing hair in kitchen and eating area 9. Water pipelines are broken allowing the insects to get into 10. Students tend to eat without washing hands, as they feel very hungry/lazy/no water 11. Kitchen is not kept clean 12. Rotten vegetables are also used for cooking meals 13, Food is cooked very fast because of which there is no taste

Nourishing schools | Instillmotion Consulting private limited | 2015

When they were asked to come up with some solutions for these problems, the following are the ones which the kids proposed 1. Storing rain water 2. Place dustbins near the washing area, to throw the left over/waste after eating 3. Automated cleaning systems 4. Use bacteria to clean the toilets 5. Pedaling system in toilet to ensure flushing 6. Form school committees in school to take care things 7. Build water filters in school 8. Complain to the school authorities

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

INSIGHTS

The major insights that came out of these workshops are as below. 1. Students help each other 2. They were more excited in working as a team 3. Aware of the pros and cons of their actions 4. Students take no ownership of their environment 5. They are practical 6. Habituated to complain to the higher authorities on a issue 7. Students are aware of their actions 8. Proud of their own ideas and models 9. Aware of the ideal solutions but do not know how to make that happen 10. Teachers took pride in their students effort and outcomes 11. Students were happy to get involved in activities when instructed by their teachers 12. Students and teachers feel proud of their work when appreciated or acknowledged by higher authorities

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INCENTIVES

From the insights of the workshop, the following parameters were the motivating or demotivating factors for the students for their behavior and attitude. These parameters could be used as an incentive to motivate the students to engage with the toolkit. 1. Ownership 2. Independence 3. Rewards 4. Fun and play 5. Identity 6. DIY

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

CHILDREN

Interaction Map The first map shows the interactions that happens in a school environment and the key stakeholders involved in the system The second map shows one of the possible interaction chain that can happen through the toolkit, as the motivation factor should start from the top level management to trickle down to the students

HOME

GOVERNMENT

SCHOOL STAFF

SCHOOL HEAD

Resource

HOME

STUDENTS

SCHOOL STAFF

NOURISHMENT TOOLKIT

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Feedback

SCHOOL HEAD

Major findings

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

4.6 Major findings

- Children are very cheerful and happy - They are interested in anything that makes them happy - Gender inequality in most of the schools after puberty

by government as it is easy access to users through their supply chain - Children are very cheerful when with a group of people

- Bad school infrastructure

- Kids consume a little more than usual when having food with a few people around

- Bad quality of food

- There is no central monitoring system

- Not enough quantity of food given to kids

- BMI and health check ups do not happen in schools

- Food is served more to boys than girls - Groups formed on gender basis - Aware but not able to follow or afford - Parents find very difficult to change the behavior of kids - Emphasis on girls to work - Food delivered late in school - Very influenced by adâ&#x20AC;&#x2122;s and peers - Most of the products given by government does not reach students because of corruption - various initiatives are successful when supported

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- Parents want their kids to be healthy but they end up getting things that kids like when they ask - Parents and students are very much interested to try new things - Most often parents are not able to provide healthy food their children because either is not accessible or affordable

4.7 Themes

The major themes emerging from the research data are as follows which should be included in final strategy: Fun & Play Children are always excited when it has anything to do with playing games or any other activity apart from regular studies Awareness Children are not aware of the serious consequences cause by not having proper food and by not being hygiene. There is a lot of scope in creating awareness to children Responsibility Students and teachers act responsible only when tasks are assigned to them in particular. When assigned responsibility, they tend to put in effort

Influence All the stakeholders in the system are influenced by various things that makes changes in their behavior. Influence from advertisements, friends, neighbors and local community Access All basic necessities for a school and a student is been provided by government or other private organization as most of the kids cannot afford them. In a few cases even when they can afford to get what they want, it still remains inaccessible because of distance and the area they live in

Impact Even though there a bunch of organizations working to address the same problem, the impact of the program is not seen to be very effective in most places or it is not taken seriously because of various reasons

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Ideation & Conceptualization 5.1 Ideation 5.2 Exploration of concepts 5.3 Concept finalizing

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5.1 Ideation Ideation Once the themes were identified and the design directions were clear, I started to ideate on specific features that can possibly be added to the existing system. In this chapter, there is a list of features and ideas that came up during the brainstorming of concepts. At the end of this exercise, few concepts and features were put together to design the most feasible and effective system.

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

5.2 Exploration of concepts

Feature

Problem/ Function

Advantage

School garden curriculum Students to grow basic herbs and vegetables in schools and use it to cook for MDM.

Quality of vegetables and pulses used for school meals is not of good quality. Most schools do not have accessibility to vegetables

Children will be encouraged to eat vegetables as they grew it on their own

Herbal garden with local medicinal plants inside school premises

Malnourishment and bridging the accessibility problem

Home grown herbs can be used as emergency medicine and can be used in MDM

Seeds given to students and let them grow it at school or at home

Quality of vegetables and pulses used for school meals is not of good quality. Most schools do not have accessibility to vegetables

Sense of responsibility and accessibility to food at home

Quarterly fest where school children participants in various activities/ games. Games are designed in a way that they help record different nutrition/health metrics

Parents are not aware of their childrenâ&#x20AC;&#x2122;s health status most of the time & community meals and activities help improve physical and mental health

Community involvement will encourage and create awareness for a better future

Involve local vendors and source native fruits & vegetables - Stalls in schools reward kids who buy from here

Making local fruits & vegetables available to them would reduce cost

Accessibility, healthy supplements , gamifying the process would encourage students and create an excitement

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Value to the user

Investment required

Business advantages

Decisions

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Feature

Problem/ Function

Advantage

No one monitors the quality of food and feedback is not taken seriously or students are not able to complain when required

Standardizing the process and the quality of food will help a lot n the long run. Also, local officials would be cautious in decision making

A board game which involves girls as a part of the game, that encourage girls and boys play together. Make your own game pieces

Gender inequality that leads to increasing malnourished women and children

When gender inequality is addressed in a very young age, kids will be aware and respect the opposite gender, which will reduce malnourishment in a long run

Locally sourcing food for quality and economy through school, home and provider by communication and activity

Accessibility - distance and money

Finances, quality and quantity can be monitored and assured when local communities are involved and grown there

Card game provided to children, to educate them on nutrition

Lack of awareness and/or to change the not-soimportant attitude

Behavior change and understanding the importance of health & nutrition

DIY water filters and activity kits given to students, to make their own food and drink clean water

No motivation and incentive for children to do something on their own for their improvement

DIY kits would create an excitement and ownership towards what they make, this might trigger consumption of that product or plant

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Value to the user

Investment required

Business advantages

Decisions

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Nourishing schools | Instillmotion Consulting private limited | 2015

5.3 Concept finalizing

After listing down all the ideas, concepts and marking its value to customers, investment and business potential, the concepts were presented to the team members of Ashoka Foundation. They approve a few ideas depending upon their prior experience in the field, feasibility and resources. These elements were put together and the thought process and basic objective behind all those ideas were synthesized to come up with the final deliverable. The concept detailing of the final deliverable can be read in the next chapter.

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Nourishing schools | Instillmotion Consulting private limited | 2015

Final Deliverable 6.1 Final concept brief 6.2 Strategic Intervention 6.3 Design Intervention

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

6.1 Final concept

This concept was chosen to address the direct nourishment needs, nutrition intake, accessibility, affordability and to avoid the social & cultural aspects of food consumption

A service business system where, Ashoka foundation will tie up with schools in various region to take care and monitor health status of students on a regualr basis and provide them yearly health report cards linking their nutrition status and performance in studies. As part of the program, every school will beprovided with a small fruit cart who would sell fruits everyday for a minimal affordable price for kids in school, As part of the fruit cart, everytime a student purchases a portion, he/she will be given a collectible cards with illustrations (on awareness of health & nutrition) and reward points associated with that. This number of cards collected will be used to calculate the nutrition intake of that kid and matched to his/ her academic performance. Every academic year, one school from each region will be awarded â&#x20AC;&#x153;The healthy schoolâ&#x20AC;? award as recognition.

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FINAL CONCEPT

Charged depending upon the number of kids for 1 year enrollment ‘Healthy Bob’ approaches schools

Health report of students is sent to school once in two months

Aware about their child’s health status with remedies to it

School enrolls with ‘Healthy Bob’ initiative

Health cards sent to parents on detailed report of each child with remedies & fruit consumption from fruit van

‘Healthy bob’ provides a schedule on health check ups, fruit van, & health cards accordingly

Students are checked for their health status thrice a year

Fruit van - Students buy fruit plates for Rs.5/10 and earn points

School staff mentor & organize the whole session

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

DELIVERY SYSTEM

Fruits delivered to every school near that area Tie up with a local fruit wholesale commission

Fruits sent to local office every morning. Fruits are then cleaned, cut and packed for dispatch

Fruits and cards are given to kids when they purchase it for Rs.10/Rs.5 per plate School with the best student health record is awarded every year

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6.2 Strategic intervention

Who?

Where?

Public private schools located in tier 2 & 3 cities in India

The fruit stalls will be placed in front of schools or inside the schools depending on the permission and availability of space inside school

Places selected for the pilot run are - Bidar - Belgaum - Madurai Criteria of school selection - Minimum 250 students in school - Has basic infrastructure - Public private schools

Stake holders School children Fruit vendors Schools Parents

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Why?

How?

1. Children have pocket money and spend money outside school almost every-time they have money

1. Brand the whole fruit van to attract the kids

2. When the stall is not inside the school, children feel a sense of freedom of their choices and feel good 3. Providing other healthy food to children is expensive and children most often will not be able to afford 4. Seasonal fruits are generally cheaper than others, also by selling seasonal fruits they would also have fruits that grow locally

2. With every fruit plate they buy, they would be given a small card that would contain points and a graphic that would have various hygiene habits and nutritional details 3. When a child collects enough points from the card, they will be rewarded with an appreciation from school 4. Involve the local fruit vendor or equip someone who sells small eats outside school with a van 5. When a student collects a particular amount of total points by collecting the cards, that score would be marked on their special health report card along with the amount of calories consumed 6. Schools who enroll in this program will receive an health report card along with a fruit van selling fruits inside/outside school and regular health check ups

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6.3 Design Interventions

Branding

Play cards given by fruit stall

Branding the whole program which would include fruit vans, report cards, play cards. By creating a brand children and school members would feel a sense of pride in having enrolled to the program. A very attractive and fun branding to attract kids easily and make them feel light about health check ups at the same time communicating the importance

Play cards contains a graphic on nutrition, cleanliness and hygiene. This would contain the ideal situations and behaviors communicated through fun illustrations. It would also contain the average calorie intake of each child when they buy a fruit plate

Fruit van Color themes and the whole fruit vanâ&#x20AC;&#x2122;s design was proposed. To attract the children to the van, the whole van has to be branded with brand name, logo , display board with fruits name Health report cards Health report cards to be filled once in two months by a special group of people who would be doing health check ups. This report card would contain details about - BMI - Iron - Hb - Calorie intake from fruits The report card would have an detail report on each kidâ&#x20AC;&#x2122;s nutrition and health status and also provide necessary immediate remedies and actions for the same

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

7 Conclusion Implementation strategy

For implementation of this idea, interest and immense support from all the stake holders will have to be taken into consideration. Implementation will involve people and stategy needs to be planed out. The strategy and concept needs to refined to a greater depth and taken to the end customers Immediete actions for implementation:

Service plan

•

Identify people to be part of this system and brief them of their responsibillities

•

Identify vendors for supplying fruits and plan out the supply chain model

•

Identify vendors for printing the collectible cards

•

Designing of fruit van, cards, health report cards, health check up data entry cards

•

Set up localised centers to deliver

•

Doctors to be part of the team for regular monitoring of the check ups, consultation, and remedial plans

To run the whole service by providing the best experience to our schools and encourage students to enroll in our program, there is a compelling need

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to plan the whole service well in advance and assign tasks and responsibilities for each team. To run this as a business, following teams are critical to be built before launching the service: 1. Sales and Business development team 2. Operations team 3. School Interface team 4. Data entry and data collection 5. Finance team 6. Tech team In the following pages, you will be able to find detailed tasks and responsibilities of each team

Sales & Business development team Sales and Business development team is the most critical and important teams to start off the service business. Responsibilities: •

Visit schools in targeted areas/cities, pitch the service to the head of the school or the owner

•

Make brochures or/and presentations for the school pitch

•

Follow up with them regularly and confirm the order by getting an advance payment

•

Get details of number of students in each class

and their details •

Hand over the complete list of students to the school interface team before beginning of the academic year

•

Identify possible clients and do the sales pitch through out the year and increase the customer spectrum slowly

Details to be collected and presented to schools: To be collected: •

Total number of students - class wise

•

Age group

To be given: •

Time table of the entire year plan

•

Fruit van and names of assigned school interface team and vendors name

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Operations

School Interface

Operations team will be solely responsible for the smooth processing of everything to make sure the service is uninterrupted and delivered to meet the objectives

School interface team is the face of the whole organization, as they interact with the customers face to face regularly.

Responsibilities: •

Allocate a school interface person and a fruit van with a vendor to the signed school

•

Set up a central unit in all the localities, from where the fruits will be sent to every school

•

Tie up with local wholesale fruit commission to deliver fruits every day to the centers

•

Tie up with printers and get the cards printed

•

Set up a delivery channel to deliver fruits every day to schools along with the cards

•

School interface team would have nurses, doctors and general operation team members Responsibilities: •

Take care of the school requirements and convey it to the operations team to fulfill the needs

•

Visit schools regualry for feedback, orientation and others whenever required

•

Follow up with the delivery team on a daily basis to check the delivery of fruits to schools

Visit schools depending upon the time table for regular health check ups

•

Co-ordinate with the school interface team to plan the visits and others

Get the data from health check up and provide it to the data entry team

•

Decide the pricing of the fruits depending on the market price or decide what fruit to buy depending upon the market rate

Make sure data sheet of student’s mark sheets are collected from the school

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Finance Finance team would take care of all the payments related to operations, compensation, rent and any other expense that may come as part of fulfilling the service and also take care of the cash collection from enrolled schools on time

Data entry & Data collection Data entry team is important to digitize all the data of children. Health records, fruit purchase record and examination records Data collection team is responsible to visit the schools and collect the data sheet of students

Technology Technology team is responsible to reduce the man energy required to complete processes and actions Responsibilities: - Develop an automated system to match students performance level, health record and match it with the intake of fruits

Hungry people cannot be good at learning or producing anything, except perhaps violence. - Pearl Bailey India has the second largest number of children who are malnourished. There are so many individuals, NGOs, huge organisations, government and a lot many people across the world working towards addressing this problem in our country. Even though, there are a lot of existing systems and services addressing this issue, there was a compelling need to address the right target segment to change the behavior and thought process. Ashoka Foundation had nailed in identifying the target segmnet and strategically finding the right place to start this program. The system developed was given to Ashoka Foundation and they really liked the concept. Rite now, it is in the stage of pilot testing in 3 identified cities in three different states. Depending upon the respinses recieved, it will be re designed or improvised to start it full fledged in other cities and states.

- Develop and run a system to automate the operations process and supply chain process to track the system

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Learnings

â&#x20AC;&#x153;The individual who says it is not possible should move out of the way of those doing it.â&#x20AC;? This project to me is very close to my heart as I was given an opportunity to work to address a real critical problem in our country. It was a very bumpy ride through out the project. Into the project for a few weeks and I realised how big and serious is the problem that I am dealing and I felt a huge responsibility to design an effective system that will change the current scenario. And after few more days into the project I realised it is not just the design part of it that could change anything to solve this problem. There was a strong need for the government to take lead and political and legal actions that needs to be taken care immedietly to solve this problem in the country. Through this project I am not sure how much of a difference and impact it would create to the end user, but working in this has given me motivation to do more to improve this situation in our country. The time I have spent working on this project has made me learn to value what life has given me and to guide and help others at the time of need to create harmony in the space we live!

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Bibliography

Case studies 1. Research Findings On Mid Day Meal. 1st ed. Available at: http://www.mdm.nic.in. Accessed April 30, 2014. 2. Britannia, Naandi And GAIN:A Public-Private Partnership For Delivering Nutrition Through Fortification In India - 2008. 1st ed. worldbank; 2008. Available at: http://www-wds.worldbank.org. Accessed May 26, 2014. 3. Business Innovation To Combat Malnutrition. 1st ed. worldbank; 2007. Available at: http://www-wds. worldbank.org/. Accessed May 14, 2014. 4. Nutrition And Physical Performance In School Age Children - Improving Child Nutrition - The Achievable Imperative For Global Progress - 2013. 1st ed.; 2013. Available at: http://www.unicef.org. Accessed April 31, 2014. 5. Private And Public Schooling: The Indian Experience Geeta Gandhi Kingdon University Of Oxford. 1st ed.; 2005. Available at: http://hks.harvard.edu/. Accessed October 26, 2015.

Books 1. Osterwalder, Alexander, Pigneur, Yves, Business Model Generation : A Handbook for Visionaries, Game Changers, and Challengers, Published by Wiley 2. Osterwalder, Alexander, Pigneur, Yves, Value proposition design : How to Create Products and Services Customers Want, Published by Wiley 3. Stickdorn,Mark, Schneider,Jakob,This is Service Design Thinking : Basics-Tools-Cases , BIS Publishers (20 December 2012) 4. Kumar, Vijaya, 101 Design Methods: A Structured Approach for Driving Innovation in Your Organization, John Wiley & Sons; Original edition

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design

Web Links - Readings & Articles 1. Dehydration Influences Mood, Cognition. Psych Centralcom. 2015. Available at: http://psychcentral.com/ news/2012/02/20/dehydration-influences-mood-cognition/35037.html. Accessed April 26, 2014. 2. The Hunger Project. The Hunger Project: Empowering Women and Men to End Their Own Hunger. 2015. Available at: http://www.thp.org/?gclid=CNPmj97do78CFdUWjgodFDwARA. Accessed April 26, 2014. 3. Realmedicinefoundation.org. Childhood Malnutrition Eradication Program - Real Medicine Foundation. 2015. Available at: http://www.realmedicinefoundation.org/initiative/malnutrition-eradication-program-madhya-pradeshindia. Accessed April 26, 2014. 4. Worldbank.org. Projects : Nutrition and Health Project | The World Bank. 2015. Available at: http://www.worldbank. org/projects/P007392/nutrition-health-project?lang=en&tab=overview. Accessed April 26, 2014. 5. Childnutritionfoundation.net. Child Nutrition Foundation | Projects. 2015. Available at: http://childnutritionfoundation. net/projects/. Accessed April 26, 2014. 6. https://www.nestle.in. Nestlé Healthy Kids Programme. 2015. Available at: http://www.nestle.in/csv/nutrition/ nestle-healthy-kids-programme. Accessed June 12, 2014. 7. Synergos.org. Bhavishya Alliance: A Partnership for Child Nutrition. 2015. Available at: http://www.synergos.org/ partnerships/pcnindia.htm. Accessed June 13, 2014. 8. &rarr;. Dehydration Influences Mood, Cognition. Psych Centralcom. 2015. Available at: http://psychcentral.com/ news/2012/02/20/dehydration-influences-mood-cognition/35037.html. Accessed May 12, 2014. 9. All Body Ecology Articles. You May Be Dehydrated Even If You Drink Lots of Water: Dehydration Risks & Solutions. 2007. Available at: http://bodyecology.com/articles/dehydrated.php#.U8-TlvmSxgE. Accessed April 16, 2014. 10. Helen Keller International. Saving Sight & Lives with Vitamin A. 2015. Available at: http://www.hki.org/reducingmalnutrition/vitamin-a-supplementation/. Accessed April 15, 2014. 11. Drmcdougall.com. Dr. McDougall’s Health & Medical Center » Steps to Recovery. 2015. Available at: http://www. drmcdougall.com/health/education/free-mcdougall-program/steps-to-recovery/. Accessed April 18, 2014.

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12. Mail Online. Six colours of food is key to getting children to eat up (forming fun shapes will boost appeal too). 2012. Available at: http://www.dailymail.co.uk/femail/article-2083163/Six-colours-food-keygetting-children-eat-forming-fun-shapes-boost-appeal-too.html. Accessed April 15, 2014. 13. Lascurain K. How the Color of Your Nursery Can Affect Your Baby. Aboutcom Home. 2015. Available at: http://nursery.about.com/od/Color-Palettes/a/Color-Psychology.htm. Accessed April 22, 2014. 14. 2015. Available at: http://www.choosemyplate.gov/food-groups/grains.html. Accessed April 19, 2014. 15. The Times of India. Top 6 culinary herbs and their uses - The Times of India. 2015. Available at: http://timesofindia.indiatimes.com/life-style/food/food-reviews/Top-6-culinary-herbs-and-their-uses/ articleshow/15338837.cms. Accessed April 26, 2014. 16. Akshayapatra.org. AC Nielson Case Study|The Akshaya Patra Foundation. 2015. Available at: http:// www.akshayapatra.org/ac-nielson-case-study. Accessed May 19, 2014. 17. Motherchildnutrition.org. Overview of Malnutrition Situation in India - India - Mother, Infant and Young Child Nutrition & Malnutrition - Feeding practices including micronutrient deficiencies prevention, control of wasting, stunting and underweight. 2015. Available at: http://motherchildnutrition.org/india/overviewindia.html. Accessed April 25, 2014. 18. 1,000 Days. 1,000 Days | Why 1,000 Days. 2013. Available at: http://www.thousanddays.org/about/. Accessed April 25, 2014. 19. World Design Impact Prize. World Design Impact Prize | Laddoo Project. 2015. Available at: http:// worlddesignimpact.org/projects/project2013/18/. Accessed April 25, 2014. 20. Samindiaproject.org. Resources. 2015. Available at: http://www.samindiaproject.org/resources.html. Accessed April 26, 2014. 21. Swamisamarth.com. Malnutrition Project. 2015. Available at: http://www.swamisamarth.com/projects/ project_1_3.html. Accessed April 26, 2014. 22. Hetv.org. Malnutrition - Programmes for Mother and Child Nutrition - Health Education to Villages - Mother & Child Nutrition, Diarrhoea, Breastfeeding, Water, Sanitation, Hygiene, Dehydration and Oral Rehydration - hetv. 2015. Available at: http://hetv.org/programmes/nutrition.htm. Accessed April 26, 2014.

Sudharsanaa T | M.Des Strategic Design Management | National Institute of Design