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School feeding programme as a service delivery mechanism to improve academic perfomance of learners at Tshishonga Primary SchoolChaka, Rememberance 03 November 2014 (has links)
MPM / Oliver Tambo Institute of Governance and Policy Studies
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The effect of school feeding programmes in addressing food insecurity in the Mutale Municipality of Vhembe District, Limpopo Province in South AfricaDaitai, Ella 18 May 2017 (has links)
MA (Sociology) / Department of Sociology / This study focused on the effects of the school feeding programmes in addressing food insecurity in Mutale Municipality of Vhembe District, Limpopo Province. The study placed school feeding programmes within the wider context of social assistance and a component for securing food for the wellbeing of Mutale rural inhabitants. The major problem identified in this study was the inadequacy of governmental interventions, specifically the social assistance component, to eliminate food insecurity in rural areas. This failure motivated the researcher to venture into an investigation of the school feeding programme and its impact, as a social intervention, in addressing food insecurity among rural citizenry. The study openly delineated various factors contributing to the ruthless chronic food insecurity which has ravaged many families in rural areas. On the theoretical framework, the research incorporated the Capability Theory and the Entitlement approach as the foundational basis of the study. The qualitative approach was used to ensure an in-depth understanding of the contribution of school feeding programmes as a right based in-kind social safety net implemented by the government in addressing the discourse of food insecurity on a rural setting. Respondents of the study included the supervisor at circuit level, the school principal, educators, food handlers, smallholder farmers, learners and their parents. The researcher utilised Quota sampling in the selection of respondents. The researcher gathered data through the use of interviews, non-participant observation and document analysis. The findings of this study were analysed by organizing the data and presenting it in a descriptive manner. Literature revealed that the provision of feeding schemes at schools have the capability to stimulate an enabling environment which can empower rural families with adequate resources essential for eliminating food insecurity. However, this study found out that the feeding scheme marginally created employment, reduced poverty and hunger and increased health and nutrition education among the community members. The programme achieved minimal results as it confronted implementation constraints which ruined its capacity to exterminate rural food insecurity.
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Challenges in implementing the National School Nutrition Programme for achieving educational objectives: a case study of schools in Vhembe District, Limpopo, South AfricaTshisikhawe, Mbulaheni Paul 18 September 2017 (has links)
DEd (Curriculum Studies) / Department of Curriculum Studies / Although on its introduction the focus of the National School Nutrition Programme (NSNP)
was to improve health and nutritional status of South African school children, it was put
in place to improve school attendance, curb absenteeism and drop-out by children of
school going age as a result of hunger and poverty. It was also meant to improve the
learning capacity of children since access to nutritious meals has the potential to improve
their concentration levels during instructional discourses, which can enhance the quality
of educational outcomes. This study explored the views of education stakeholders on the
challenges they encountered in implementing the NSNP in achieving its educational goals
at two schools in the Vhembe District in South Africa. Specifically, the study investigated
how the NSNP influences school access, attendance and participation at schools that are
benefiting from the NSNP in an endeavour to establish strategies for improving the quality
of schooling. Abraham Maslow’s theory of hierarchy of needs was applied to explain how
children’s basic needs can be a foundation to their educational needs and aspirations. A
case study design involving two schools was adopted for the study and the qualitative
research approach was employed. Purposive sampling method was employed to select
two secondary school principals, ten secondary school class teachers per school, ten
learners who were beneficiaries of the NSNP and ten of their counterparts who were not
on NSNP per school, and two circuit NSNP officers. Individual and focus group interviews,
documentary study and observations were used to collect data, which were analysed
thematically. The findings of the study revealed that: the National School Nutrition
Programme is a credible strategy for learners from poor backgrounds to access schooling
and reduce their school drop-out; there was no clear difference in academic performance
between leaners who participated and those who opted out of the Programme; educators
felt overwhelmed by administrative work for the feeding programme, which compromised
on their co-responsibilities; there were inadequate workshops to equip service providers
of the Programme; food was provided under poor hygiene conditions which made some
learners to opt out of the Programme; Programme records had inaccurate information.
Based on the main study findings, the study recommended that the programme should
continue as the majority of learners were benefiting; the Programme should have its own
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administrative personnel; there should be regular staff development workshops on the
Programme; schools should erect proper infrastructure for food storage and service; a
multi- ministerial team of experts from health, education Programme; and all schools that
have the Programme should maintain nutrition gardens for provision of fresh food. Finally,
for the effective role-taking by duty-bearers for the Programme, the study concluded by
recommending a model called the Increasing Achievement Mode for the National
School Nutrition Programme.
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