NationTalk: Inuit in Canada experience the highest documented prevalence of food insecurity of any Indigenous people in an industrialized country. Yet there is no coordinated, national approach to addressing Inuit food insecurity.
A report co-developed by ITK, Inuit partners and the federal government has found that the well-being of students in Inuit Nunangat would benefit from a coordinated school food program.
Our 2023 report makes a case for the delivery of a cost-effective, accessible, and Inuit-specific meal program to be implemented in the 75 schools in Inuit Nunangat, the Inuit homeland encompassing 51 communities across the Inuvialuit Settlement Region (Northwest Territories), Nunavut, Nunavik (Northern Québec), and Nunatsiavut (Northern Labrador). This costing model was revised in September 2023 to reflect inflation.
ITK is seeking $1.79 billion to implement and sustain a school food program across Inuit Nunangat over the next 15 years. The implementation of the program would require secure, long-term investments in human resources and infrastructure.
7.0 Recommended Next Steps
There are many complex considerations to developing and operating an Inuit school food
program. This costing exercise completes one key part in a multi-step process to develop and
implement a school food program that will help to strengthen food security in Inuit Nunangat.
The following sections share recommended steps that can be taken to build on the insights
gained during this project to continue working towards the implementation and operations
phases.
Funding
Long term, reliable, and predictable financial support must be obtained in order to move forward with planning for, developing, and implementing an Inuit Nunangat school food program. This will facilitate the required planning, discussion, onboarding, mobilization, and preparation necessary to move this important work forward. Funding will have to be flexible to allow for implementation at a regional level and allow for carry over funding from year to year, as capacity is built.
Networking and community building
Each school food program will rely on a network of individuals, organizations, and associations
to operate the school food program in their community. Many discussions, negotiations, and
partnerships will be necessary to build strong community networks that link school
boards/authorities, provincial and territorial governments, land claim organizations, and regional
non-profits. Regionally, coordinators will need to form connections with suppliers, transport
personnel, kitchen staff, and more. This process will undoubtedly take time and so discussions
should begin as soon as possible. Discussions should also be initiated to identify roles and
responsibilities for each partner involved in school food program delivery.
Relationships and discussions with other partners (territorial, provincial, district) should
commence so that this program is implemented with strong support and coordination.
Implementation plan
A detailed implementation plan should be developed and include details on planning and
operations, role descriptions and associated tasks, schedules, supplier networks, resource
allocations, and more. Above all, the plan should identify clear, actionable steps that will
develop and kickstart a school food program that can be implemented in a regionally
appropriate way.
Supporting resources
Each school food program will require resources and tools to support day-to-day operations and planning. It will be beneficial to start developing these resources early so that they can support regional or national activities including hiring, resource mobilization, and network-building. Examples of supporting resources include (but are not limited to): job descriptions, menus, nutrition guides, portion guides, supplier lists, best management practices, and more.
Country food
Feedback from experts during the engagement sessions demonstrated that incorporating
country food into a school food program is key, but will be challenging, complex, and will require
different considerations in each region or even community. Detailed research will be needed in
each region, to understand options related to hunters, suppliers, transportation, and storage.
Similar research will be necessary to understand jurisdictional health and safety requirements
and any current approaches to accommodate for culturally appropriate foods. Developing a
country food strategy would help address these needs by building a plan for how to integrate country food in the Inuit Nunangat school food program.
Regional specifications
Engagement participants were extremely supportive of the goal to offer an Inuit Nunangat school food program, however, many suggested that the program would need to include space for regional variations in program delivery. In order to prepare for implementation, more research should be done to understand regional requirements. For example, training programs may differ based on the proximity of nearby communities. Some regions may have the capacity to include an educational component in their school food program while others may choose to offer a similar school meal program. Understanding these preferences or differences at an early stage will be key.
School survey
More detailed school and community information will be needed to support program development and implementation. It will be helpful to develop an Inuit Nunangat survey asking for information related to kitchen infrastructure, local food suppliers, and any existing school food programs. This would help resolve a key data gap noted in the desktop research, and ground program development in more accurate information.
Monitoring, evaluation, and learning
A clear monitoring, evaluation, and learning process will need to be developed, to inform program coordinators and operators about early successes and areas for improvement once the school food program has begun. This process should also include reporting requirements, which will help justify continued funding and support to the Inuit Nunangat school food program. The monitoring, evaluation, and learning process should also include opportunities to share best practices and lessons learned among regional coordinators, to capitalize on learning opportunities and potential program improvements.