Table of Content
1. School Feeding Programme
2. The Ghana School Feeding Programme
3. Goals of the Ghana School Feeding Programme
4. Objectives of the Ghana School Feeding Programme
5. Activities of the Ghana School Feeding Programme
6. Achievements of the Ghana School Feeding Programme
7. Challenges of the Ghana School Feeding Programme
8. Overcoming Challenges in the Ghana School Feeding Programme
9. Conclusion
1. School Feeding Programmes
School feeding programmes have emerged as a vital component of national educational and social policies worldwide (WFP, 2017). These initiatives, often implemented by governments or non-governmental organisations, aim to provide regular meals to schoolchildren with the overarching goal of improving their nutritional status, educational outcomes, and overall well-being (Adam, 2018; WFP, 2017). The roots of school feeding programmes can be traced back to the early 20th century, with various countries adopting and adapting these interventions to address specific socio-economic and health challenges within their populations (UNICEF, 2020).
The World Food Programme (2017) defines school feeding needs as the total number of malnourished children of primary school age who are currently enrolled in school (p. 5). According to the given definition, the World Food Programme (WFP) reports that approximately 66 million children in schools across 94 developing countries suffered from malnutrition. To address this issue, an annual budget of around US$3.2 billion was required to provide meals for these students. Furthermore, school feeding initiatives had already reached 22.6 million children in 68 countries by 2009 (WFP, 2009; Ahmed et al., 2017). However, despite this progress, a staggering 66 million youngsters attend school on a daily basis without having a lunch. Among this figure, 75 million individuals are not enrolled in educational institutions.
Historically, the primary motivation behind the establishment of school feeding programmes has been to alleviate malnutrition and hunger among students, particularly those from vulnerable and marginalised communities (Bundy et al., 2017). It is argued that nutrient deficiencies can significantly hinder cognitive development, academic performance, and overall physical health in children, thereby perpetuating cycles of poverty and limiting future opportunities (Bundy et al., 2017). The implementation of school feeding programmes seeks to break this cycle by ensuring that children have access to nutritious meals during school hours.
Research indicates that well-designed and effectively implemented school feeding programmes can yield a multitude of benefits beyond immediate nutritional improvements (UNICEF, 2020). Improved attendance rates, enhanced concentration levels, and increased cognitive abilities are among the positive educational outcomes associated with regular and adequate nutrition (Bundy et al., 2017). Furthermore, these programmes contribute to community development by promoting local agriculture, creating employment opportunities, and fostering a sense of social cohesion (Sarpong & Issahaku, 2020).
The global commitment to achieving Sustainable Development Goal 2, which aims to end hunger, achieve food security, improve nutrition, and promote sustainable agriculture, has propelled school feeding programmes into the spotlight as a critical intervention (UNICEF, 2019; WFP, 2020). Organisations such as the World Food Programme (WFP), UNICEF, and the Food and Agriculture Organisation (FAO) have been actively involved in supporting and advocating for the expansion and improvement of school feeding initiatives on a global scale.
Despite the recognised benefits, challenges and variations persist in the implementation and impact of school feeding programmes across different contexts. The effectiveness of these interventions depends on factors such as programme design, funding mechanisms, community engagement, and the broader socio-economic context. Additionally, understanding the cultural, regional, and contextual nuances is essential for tailoring school feeding programmes to specific populations.
2. The Ghana School Feeding Programme
The Ghana school feeding programme was established as part of the African Agricultural Development Pillar 3 effort, with the objective of enhancing food security and alleviating hunger in accordance with the United Nations Millennium Development Goals (MDGs). The Ghana school feeding programme was initiated in September 2005 as a pilot initiative, with the government of Ghana demonstrating a strong dedication to poverty reduction and receiving assistance from the Dutch government (Bukari & Hajara, 2015; Amoah & Moraes, 2020).
The main idea of the GSFP is to offer children in public primary schools and kindergartens in the most impoverished regions of the country a single hot and nutritious meal every day. This meal is made using locally sourced food items......
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