Reflection on the Implementation Hurdles of Local School Feeding Programmes in Tanzanian Public Primary Schools: A Phenomenological Inquiry

Abstract

This study explored the implementation hurdles of locally initiated School Feeding Programs (LSFPs) in public primary schools in Tanzania, with a particular focus on the Karatu District. The study employed a qualitative phenomenological approach to gain an in-depth understanding of the challenges faced in implementing LSFPs. The study’s population comprised key stakeholders involved in LSFPs, including head teachers, local government officials, chairpersons of the school's meal committee, chairpersons of the school's committee, and parents. Purposive and convenient sampling techniques were utilised to select participants based on their roles and involvement in LSFPs. Data was collected through semi-structured interviews and focus group discussions, allowing for a comprehensive exploration of the participants' perspectives, experiences and perceptions. The selected schools that provide LSFPs were identified through a snowball sampling technique with assistance from local authority officials. Additionally, the document review method was employed to gather supplementary information by examining guidelines for food provision, minutes of parent meetings, records of meal rates received from parents and minutes of the school committee and school meals committee. Collected data were analysed inductively to generate themes. The findings indicate that there are variety of challenges threatening the sustainability of the school feeding programme. The challenges are grouped into three categories, which are climatic conditions such as shortage of rainfall, problems of governance like poor involvement of the communities, and integrity issues like mismanagement of LSFP by unethical individuals. The study recommends that increased funding, streamlined logistical assistance, increased actors’ involvement and strong monitoring and evaluation systems are pivotal.