Challenges in Feeding Program and Enrolment of Preschool Children

There are various differences in pre-school feeding approaches. The choice of school feeding approach, therefore, depends on the program objectives. Similarly, there are significant differences in the appropriateness of the different approaches to local capacity and contexts [1]. For instance in school feeding program, the timing and composition of school meals depends on such local factors as; the length of the school day, the nutritional status of children, local eating habits, availability of commodities [1].

Caroline [2] states that feeding program in schools is characterized by various challenges affecting academic achievement and enrolment of pupils in pre-schools that range from socio-economical to psycho-cultural to governmental policy or socio-political factors affecting children, teachers and institutions of learning. 

World Food Program [3] states that financial burden of running the feeding program for pre-school children over the past years has been a challenge as the government has no clear policy and support about it. Generally, the cost of pre-school feeding programs will depend on several different factors, including the choice of the feeding approach, the composition and size of the rations, whether the food is purchased locally or imported, and the number of beneficiaries and school feeding days per year.

Ahmed [4] indicates that, majority of pre-school programs rely on community participation for daily implementation, while the overall management of the chain supply is often undertaken by an external partner. Such programs are often peripheral to the education sector management processes and the national budget.

Stakeholders’ involvement in running the pre-school feeding program is very important in balancing between the   program that  counts on the community participation and ownership, which is a very positive factor in feeding program sustainability, and programs that seek to be greatly funded by the community. There is a tendency to consider community sustained feeding program as an alternative in reducing dependency on external support, but this places significant expectations on the communities, which may not be able to fulfill. In Kenya, communities experience challenges such as; inadequate financing of the provision of firewood, employment of cooks, provision of kitchen materials, water and supervision of the utilization of the project’s funds among others while administering food program in pre-schools [5].

Caroline [2] indicates that, geography is the most frequent explicit criterion for targeting a pre-school feeding programs. Programs may be offered in some pre-schools or Sub-Counties and not in others. A poverty level and food security in the local community determines location and the parameters within which pre-school feeding program operates. In most cases, the geographic location and pre-school characteristics correlate with poverty level of the local community.

Objectives of the Study

The study therefore aimed at finding out the challenges in pre-school feeding program and their influence on both academic achievement and enrolment of pre-school children.

Research Design

The study used a descriptive survey research design. Descriptive survey research design was chosen because it is appropriate for educational research fact finding as it yields a great deal of information, which is accurate. It enables the researcher to gather data at a particular point in time and use it to describe the existing condition of nature [6]. The study aimed at gathering or collecting information and characteristics that are observable in the assessment of management of feeding program in Pre-Schools in Suna East Sub-County.

Methodology

Population of the study comprised of one (1) Sub-County Program Officer, 78 Head teachers and156 preschool teachers. Saturated sampling technique was used to select one (1) Sub-County Program Officer and simple random sampling technique used to select a sample size of 26 pre-school head teachers and 52 pre-school teachers (33% of the study population). This is a convenient size for a good survey [7]. Simple random sampling technique was used because it gives equal opportunities to all members of the target population as selected [8]. The instruments used to collect data were questionnaires and interview schedule. Primary data was collected using both open and closed ended questions on rating scales, which addressed the objective of the study. 

Reliability and Validity of Instruments

Validity of the Instrument: Validity refers to the degree to which the study instruments accurately reflect specific concepts that the researcher is attempting to measure. For validity of the research instruments to be determined, experts from the School of Education of Rongo University examined the content of the instruments. Recommended improvements and alterations on the items of the research instruments were adjusted as suggested by the experts before the instruments were finally taken into the field. This method of establishing validity of the instruments is recommended [9-10].

Reliability

To ensure reliability of the research instruments, a pilot study was carried out in three (3) schools, 3 head teachers and 6 pre-school teachers (12% of the study sample) were selected randomly and were excluded from the study. The instruments were self-administered and the process repeated after a period of two weeks. Pearson product moment correlation coefficient was used to determine the reliability of the questionnaires at the set alpha level of significance; α=0.05. The results of analysis obtained were; 0.78 for the pre-school head teachers’ questionnaires and 0.75 for the pre-school teachers’ questionnaires, which were considered reliable [11].

Data Collection Procedures

Before data collection, the researcher secured a research permit from the National Council for Science, Technology and Innovation (NACOSTI) through the Director, Post Graduate Studies of Rongo University. Thereafter, the researcher informed the County Director of Education and County Commissioner by presenting a letter of research authorization from NACOSTI. The researcher then informed the Suna East Sub-County Director of Education and ECDE Program Officer about the research study through a letter. This facilitated the researcher in notifying various Head teachers of pre-schools on the reasons for the study. Therefore, letters informing the pre-school head teachers on the research study were delivered to sampled head teachers two weeks before the researcher visited the pre-schools for data collection. For effective administration of pre-school teachers’ questionnaires, the researcher made personal visit(s) to sampled Pre-Schools and gave teachers relevant instructions on how to fill in the questionnaires. The researcher administered questionnaires to teachers and requested them to carefully fill in the questionnaires. The researcher gave them time to respond to the questions and finally collected the questionnaires before leaving for another station to avoid loss of questionnaires.

Methods of Data Analysis

Quantitative data from close-ended questions were analyzed using descriptive statistics in form of frequency counts, means and percentages [12] while t test was used to inferentially analyze the statistical significance difference between the rating of pre-school head teachers and pre-school teachers. However, qualitative responses to the open-ended questions, were organized, categorized and reported based on emergent themes and the analyzed data presented in tables.

Influence of Challenges in Feeding Program on Enrolment of Pre-School Children

The study sought to find out the challenges faced in pre-school feeding program and their influence on enrolment of pre-school children. In order to respond to the research question, the head teachers and pre-school teachers were required to state the challenges they faced in the process of administering the feeding program in pre-schools. 

Table 1: Responses on Challenges in Preschool Feeding Program                     

Table 2: Influence of Challenges in Feeding Program on Enrolment of Pre-School Children

Consequently, to capture the responses of both head teachers and pre-school teachers, open-ended questions were preferred since closed-ended questions limit the respondents to a set of responses, while open-ended questions give respondents freedom to express their opinions without the influence of the researcher ([13]. 

The responses of head teachers and pre-school teachers on the challenges faced in the implementation of feeding program were analyzed and summarized in form of frequency counts and percentages based on the emerging themes, and the results presented in Table 1.

Table 1 shows that majority of head teachers 18 (81.8%) and pre-school teachers 30 (85.7%) indicated that absence of government policy to support feeding program in pre-schools was the greatest challenge. This suggests that feeding program in pre-schools are not established within government policy frameworks. Githuku [14] supports the finding by stating that to improve school feeding program, the government should chip in.

The findings are in agreement with the Sub-County Program Officer’s response indicating that there was no government policy to support implementation of feeding program in pre-schools, although in his own opinion he felt that there was need for such program to be in place in order to motivate and increase enrolment of children in the pre-schools. The Sub-County Program Officer had this said;

“There is no government policy provision to support establishment of feeding program in pre-schools. This is a shortcoming since pre-school children cannot stay in school for long hours without meals. Otherwise, I would advocate for feeding program in order to motivate and improve enrolment of pre-school children”.

Similarly, Table 1 reveals that 15 (68.2%) head teachers and 25 (71.4%) pre-school teachers were in support that, absence of appropriate preparation room and serving points for pre-school children to take their meals was another great challenge affecting feeding program in the pre-schools. These findings concur with findings by Adenkule and Christina [15] indicating that, absence of a central place (Dining Hall) in schools where pupils could eat their meals constituted a challenge. He further observes that preparation of meals was contracted out to food vendors who cooked food in their respective homes and then transported it to various schools. This is evident in what one of the Head teachers disclosed during an interview with the researcher in which he was heard saying that it was practically not easy to assess the sanitary condition of the place where food was prepared. The head teacher was quoted saying;

“Assessment of sanitary condition of places where meals are prepared is practically difficulty because such rooms in some of the pre-schools are congested with firewood, utensils and big water containers.”

Also, the results in Table 1 indicate that, 14 (63.6%) head teachers and 20 (57.1%) pre-school teachers’ were in support that insufficient and inconsistent financial provisions from parents negatively affects feeding program in pre-schools. For instance, in an interview with a pre-school teacher, she stated that;

“Some parents fail to contribute money to support feeding program in good time, some do not pay completely and still claim that their children should eat, otherwise, they threaten to withdraw their children from the pre-schools.”

The findings are in agreement with Bwonda and Enos [13] who note that, most rural schools lack many items ranging from firewood to fuel kitchen stoves, clean water, and money to pay cooks. They therefore find it is difficult to provide daily meal services without burdening parents for missing inputs.

On the other hand, 2 (9.1%) head teachers and 8 (22.9%) pre-school teachers stated that some children disliked the meals they provided. This could be a rare challenge in pre-schools as confirmed by statistics and disclosed by a pre-school teacher who expounded on the challenges by asserting that;

“A few parents provide their children with expensive packed meals hence making those children from the less fortunate families to feel inferior and feel neglected”

Equally, Table 1 shows that 10 (45.5%) head teachers and 24 (68.6%) pre-school teachers were in support that unbalanced diet was another challenge they faced in the feeding program. The findings are consistent with UNICEF  which reports that most children suffer from moderate to severe underweight; moderate to severe wasting and moderate to severe stunting; an indication that very few consume iodized salt and few receive vitamin A supplements. 

In addition, Table 1 indicates that ineffective supervision of food preparation portrays the quality of food prepared and the environment in which the food is prepared. This was an average challenge in feeding program as evidenced by 4(18.2%) head teachers and 10(28.6%) pre-school teachers. The study findings concur with Adenkule and Christina’s (2016). Study findings indicating that inability to monitor the food preparation to ascertain its quality and that of the environment posed a major challenge. This difference in the magnitude of challenge could be a result of disparities in the policy environment guiding such programs.

Furthermore, 2(9.1%) head teachers and 5(14.3%) pre-school teachers indicated that over enrolment was not a challenge in feeding program. This could be because the school environment was not motivating pre-school children and consequently affected the enrolment in the pre-schools. Finally, 16(72.7%) head teachers and 29(82.9%) pre-school teachers stated that access to clean source of water was a major challenge that the pre-schools children experienced. 

According to, Netherlands Development Organization [16], some of the challenges experienced in school feeding program included; lack of kitchens, storage and dining halls, insufficient supply of food portions, lack of training in hygiene, lack of sanitation facilities and regular safe water, lack of transparency in records of food supply and payment procedures, and difficulties in monitoring preparation of meals, among others. In addition, Githuku [14] deduces that the challenges faced in sustaining school feeding programs in schools in Karaba Zone, Embu County, include; some parents being unable to provide the required money, getting firewood and payment of cooks. These challenges are in agreement with the findings of the study.

Generally, in order to find out the influence of challenges in feeding program on enrolment of preschool children in Suna East, the head teachers and pre-school teachers were further asked to state if the challenges had an impact on enrolment or not. Table 2 presents summarized responses.

Table 2 indicates that a total of 46(80.7%) head teachers and pre-school teachers affirmed that the challenges in feeding program had an impact on enrolment of pre-school children while a total of 11(19.3%) pre-school teachers differed in opinion. This suggests that the challenges in feeding program influence enrolment of pre-school children. Furthermore, Table 2 indicates 22(100%) head teachers and 24(68.6%) pre-school teachers acknowledged that challenges faced in feeding program impact negatively on enrolment of preschool children compared to 11(31.4%) pre-school teachers who objected. These findings imply that challenges in feeding program affect enrolment in pre-schools negatively. The findings concur with Githuku (2015) who reports that the challenges of feeding program affect negatively early childhood education enrolment to a moderate extent in Karaba Zone, Mbeere South in Embu County.

Based on the findings, the study concludes that administration of feeding program in Suna East Sub-County pre-schools was low and challenged with inadequate finances to facilitate provision of required facilities, clean water, and balanced and nutritious diet. This influences pupils’ academic performance and enrolment of children in pre-schools negatively.

Recommendations 

Study findings recommended that; County government should allocate funds to support feeding program in pre-schools.

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