Parents’ Awareness, Forms, and Extent of Participation in Supporting Pre-Primary Schools' Feeding Programmes in Tanzania

Abstract

This study examined parents’ awareness, forms and extent of participation in supporting pre-primary schools’ feeding programmes. Data were collected in Mvomero District, where pre-primary schools employ a variety of school-feeding practices. A mixed research approach was used to gather qualitative and quantitative data from 130 respondents. Data were collected using focus group discussions, interviews, and questionnaires involving head teachers, teachers, district education officers, ward education officers, parents, and school committee members. Quantitative data were analysed through descriptive analysis, while qualitative data were analysed through thematic analysis. Findings revealed that most parents did not visit the school to evaluate and monitor the programme; moreover, their contribution level in terms of money (36%) and materials (20%) was also low. The only activity in which most parents engaged was joint planning for the programme (70.0%), usually done at the beginning of the programme. The study concluded that most parents did not adequately fulfil their roles in supporting the implementation of school-feeding programmes. The study recommends intervention by the government and development stakeholders to educate parents on playing their part according to national guidelines for school feeding. This will help prevent school-age children from vulnerability to malnutrition and enhance sustainable growth and practical learning.