Assessing the Implementation of Feeding Program in Educational Achievement in Community Secondary Schools at Kigamboni Municipality, in Dar es Salaam Region, Tanzania

Authors

  • Bona Evaresty Sanare Makubusho Secondary School
  • Daniel Onyango Saint Augustine University of Tanzania
  • Prospery Mwansa Mwila St. Augustine University of Tanzania

DOI:

https://doi.org/10.61227/jtlc.v1i2.231

Keywords:

Acadmic Camping, National Examination Results, Student Preparedness, Motivation and Confidence

Abstract

This study investigates the implementation of the School Feeding Program (SFP) and its influence on educational achievement in community secondary schools within Kigamboni Municipality, Tanzania. Employing a mixed-methods approach, the research explores how stakeholder participation particularly in financial oversight affects the effectiveness and sustainability of the SFP. Data collected from teachers, head teachers, parents, and education officers through questionnaires and interviews. The findings reveal limited and inconsistent involvement of teachers and parents in budget planning and financial decision-making, contributing to inefficiencies in program management. Although stakeholder engagement fosters transparency and accountability, inadequate government funding and weak communication structures hinder program outcomes. The study concludes that institutionalizing stakeholder participation and ensuring equitable funding are essential to achieving the SFP’s educational and nutritional objectives. Recommendations include consistent government funding for both day and boarding students, regular financial meetings, and capacity-building initiatives to strengthen financial management and program sustainability.

 

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Additional Files

Published

2025-12-17

 

How to Cite

Sanare, B. E., Onyango, D., & Mwila, P. M. (2025). Assessing the Implementation of Feeding Program in Educational Achievement in Community Secondary Schools at Kigamboni Municipality, in Dar es Salaam Region, Tanzania. Journal of Teaching, Learning & Curriculum, 1(2), 343–356. https://doi.org/10.61227/jtlc.v1i2.231

Issue

Vol. 1 No. 2 (2025): Journal of Teaching, Learning & Curriculum (JTLC)

Section

Articles

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Copyright (c) 2025 Authors

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This work is licensed under a Creative Commons Attribution 4.0 International License.

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