The challenges often experienced in running a school feeding programs and suggest ways of
sustaining that school feeding program
Name
DPSY 8573 - Child and Adolescent Health
2022
Introduction
The teacher in charge of Farming activities was transferred was transferred to another school has
taken sometimes before another teacher could be found to take over this responsibilities and the
garden had been noticeably neglected during the first half of 2011.
Sufficient water by far the most frequently mentioned problem with crop cultivation concerned
the climate lack of rainfall and drought. The location of this school has relatively dry climate so
the school faces a problem with watering their crops. The borehole but harvesting rainwater and
storing in tanks. This is an appropriate measure in solving the problem of insufficient water for
crop cultivation in school farm.
Leadership school farming is usually the responsibility of one teacher which means the success
of school farming activities is not only dependent on factors such as land water and support but
also individual qualities like teachers organizational skills, enthusiasm, dedication etc. in this
school it did very well in terms of school farming in 2010 producing sufficient quantity o kales,
cabbages and maize that could feed the school the whole year.
Professional support, threw sudden disappearance of NGOs created a vacuum in terms of
professional assistance. The role of extension officers from the ministry of agriculture has been
marginal by the fact that only two respondent said heir school received extension officers in
2005 its very important that this vacuum be filled.
Steep and rapid rise in food prices that has resulted in an increasing number of parents no longer
being able to afford school lunch for their children .this has become major obstacle to expansion
of provision of lunch to pupils.
Sufficient land not enough is by for the frequently mentioned answer to why non cultivating
school does not grow crops. The school compound is smaller for crop garden studies have shown
that most schools with availability of land did not have to be a major constraint to start or expand
crop cultivation.
Conclusion
The school feeding program enhanced the school enrolment, retention of school going children
and completion of the ECDE course and primary education respectively. It has also created a
child friendly school (CFS) of which children like school more than their homes. This has
aroused children’s interest in learning which has gone a long way in improving the academic
performance of the school. The school feeding program has also improved the healthy and
nutritional status of the learners. It’s evident that the program has led to good health of the
learners in that many children as earlier on do not attend medical clinics/dispensaries for medical
attention.
Recommendation
The following are some of the recommendations for the success of the school feeding program
i. The government to support the school feeding program for sustainability
ii. Mobilization of the community and sensitization of the school feeding program
iii. All the stakeholders should be involved in provision of moral and financial support to the
school feeding program.
iv. Use of technology in food production to enhance maximum productivity.
v. Delegation responsibilities for effective management and supervision of the school
feeding program
vi. Transparency and accountability for effective implementation of the feeding program.
Reference
1. CRS (2001) assisted education program manual catholic relieve service
2. Bennet (joh 2003 sept) review of schools feeding project department for international
development
3. Alex (2002) improving nutrition and agriculture through the promotion of school garden
programs
4. Budy, Donald, school health and nutrition: policy and program (2005)the united nations
university
