ABSTRACT
The circular representation of the model suggests that elements of previous policy drivers remained in Food and Cooking Skills Education (FCSE) pedagogy and re-emerged as society developed. This model has some attraction, as it highlights the importance of policy context and could be used to explain how FCSE has met multiple policy needs at particular times. National and global drivers are in turn shaped by a range of personal drivers that influence the extent to which people cook. Informal cooking skills education is an important route into further learning and employment, especially for groups of people such as those who did not achieve their potential whilst at school, women returning to work after child bearing and those with special needs. Whatever the theoretical issues, rationales and justifications for teaching people how to cook in any country, FCSE is susceptible to the problems caused by limited and diminishing resources.
