Sweet potato is an important world staple with the potential to address hunger and malnutrition. The Agricultural Research Council of South Africa has led sweet potato breeding efforts in the country since 1952 and released several important cultivars. More detailed quality assessments are necessary in addition to general breeding criteria. The present study investigated sweet potato cultivars and elite clones for (1) their nutritional composition; (2) biochemical reaction to drought stress; (3) correlate biochemical reaction to root yield for possible identification of screening methods for drought tolerance in sweet potato. Orange-fleshed cultivars, in particular Bophelo, had superior contents of Fe, Zn, Mg, Ca, Mn, and dietary fiber. Cream-fleshed cultivars, particularly Ndou, were higher in starch and carbohydrate. When sweet potato cultivars were subjected to drought stress, significant changes were noted in most antioxidant enzymes, chlorophyll and proline concentrations, and ¹³C discrimination. All of these showed significant correlations with root yield. For screening of drought tolerance, the determination of nitrate reductase, proline, and chlorophyll concentrations at 60 days after planting are recommended. Ndou was less affected by drought stress. Bophelo and Ndou, which are gaining popularity on the informal market, have superior nutritional value and are good cultivar choices for food security and addressing malnutrition.

Objectives: To assess knowledge, perceptions and practices on food production amongst learners and educators, gardening activities and management of school food gardens in schools participating in the National School Nutrition Programme. Design: Cross-sectional survey. Setting: Ten purposively selected primary schools in each of the nine provinces of South Africa (total: n = 90). Subjects and outcome measures: Questionnaire data were collected from the garden administrators (n = 66), garden workers (n = 55), educators (n = 687) and learners (n = 2 547). A checklist was completed for the school garden (n = 66) by observation. Results: Sixty-six (73%) schools had a food garden, varying in size (100 m² – 6 000 m²). A variety of vegetables, but few fruit, were grown. Problems experienced with gardens were mostly lack of funds (59%), tools and infrastructure (47%), garden workers (53%) and technical support (50%). Few schools received external funding for food gardens. In 50% of gardens, crops were growing for > 6 months, and 30% of gardens provided fresh produce for school meals more than twice a week. Fifty-four percent (54%) of learners were involved in school gardens, and 67% had food gardens at home. Attitudes of learners and educators towards both food gardening and eating vegetables and fruit were generally positive; 68.4% of learners and 86.4% of educators indicated they like to eat vegetables every day. Conclusions: School food gardens as a vehicle for improving nutrition should be strengthened through training of educators and garden personnel, and support by external role players and policy directives are needed to enhance sustainability.