LOMA-local food – learning and nutrition for pupils and students


The initial LOMA project consisted of a combined development- and research project, that was conducted from 2011-2014.

Due to financial support from the Nordea-foundation, upscaling to five more schools during 2015-2017 has facilitated LOMA II project. This project is conducted in collaboration between University College Lillebelt, the Municipality of Svendborg, Herning, Aalborg and Ishoj.

It is  expected, that LOMA II will contribute to students’ development of components of food and healt-related action competence as learning outcomes. Among these are knowledge, insight, skills, motivation, ownership and critical thinking. Based on preliminary results from research on LOMA I project, there are  indications, that students at the whole school will develop healthier eating habits and experience comensality, sense of coherence and quality of life, when they participate in LOMA educational activities. Additional results from  LOMA I indicate, that social innovation was an outcome (Ruge and Mikkelsen 2013). This was caused by the establishment of educational links between school, local producers and food communities.

The conceptual framework is based on contemporary theories of learning ( Illeris 2003;Hattie 2009;) and theories from health promoting schools (Simovska and Jensen 2005). In addition, theories from foodscape studies (Dolphijn 2004; Brembeck 2009) and childhood studies are included in the interdisciplinary research framework. Social learning constitutes the core of the intervention, that encompass participation from both teachers, pedagogs and students (8-15 years) and teacher-students.

The evaluation of LOMA II will apply a mixed methods design, that facilitates a ‘realist’ approach to data collection and analysis (Pawson and Tilley 1998; Carlsson and Simovska 2012). Apart from more mainstream methods of measurement, action research strategies (Checkland 2000) will be applied at certain stages of the evaluation, e.g. during pilot-projets and in relation to students participation in the ‘mid-term-seminar’ of the project in 2016.

Project activities in LOMA I and LOMA II have been facilitated by ‘community of practices’ (Wenger 2000), that aim at promoting health, learning and sustainable development.


Brembeck, H. (2009). Children’s ‘Becoming’ in Frontiering Foodscapes. In James, A., Kjørholt, A. T., & Tingstad, V. . Children, food and identity in everyday life. Basingstoke, UK:Palgrave Macmillian.

Checkland, P. (2000). Systems thinking, systems practice. J Operational Research Society, 51 (5), 647. Hattie, J. (2009), “Visible learning – a synthesis of over 800 meta-analysis”, Routledge

Illeris, K. (2003). Learning, Identity and Self-orientation in Youth. Young, 11(4), 357-376. Jensen, B. B., and Simovska, V. (2005), “Involving students in learning and health promotion processes-clarifying why? what? and how?”, Promotion & Education, 12(3-4), 150. Sage Publications.

Langford, R., Bonell, C. P., Jones, H. E., Pouliou, T., Murphy, S. M., Waters, E., Campbell, R. (2014), “The WHO health promoting school framework for improving the health and well-being of students and their academic achievement”, Cochrane Database of Systematic Reviews, 4, Wiley Online Library.

Pawson R., Tilley N., (1998) Caring communities, paradigm polemics, design debates. Evaluation, 4 (1), 73-90.

Rayner, G. and Lang, T (2013). Ecological Public Health: Reshaping the conditions for good health. Routledge.

Ruge, D., and Mikkelsen, B. E. (2013), “Local public food strategies as a social innovation: Early insights from the LOMA-Nymarkskolen case study”, Acta Agriculturae Scandinavica, Section B–Soil & Plant Science, 63(sup1), 56-65. Taylor & Francis. SHE Network (2013),

“Terms of reference. Ratified at the SHE assembly meeting in Odense 2013”




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