Community Participation in the Implementation of School Feeding Programmes in Public Inclusive Primary Schools in Chunya District Council, Tanzania

Abstract

Community participation is important to the implementation and sustainability of school feeding programmes in public inclusive primary schools, particularly where learners with disabilities may require additional support during meals. This study examined community participation in the implementation of school feeding programmes in public inclusive primary schools in Chunya District Council, Tanzania. A mixed-methods approach using a convergent parallel design was adopted. The study involved 21 schools and 210 questionnaire respondents, comprising 21 head teachers, 42 teachers, and 147 parents/guardians, while key informants were purposively selected for interviews. Data were collected through structured questionnaires, semi-structured interviews, and observation checklists. Quantitative data were analysed using SPSS Version 21, while qualitative data were analysed thematically. The findings showed substantial participation in collecting firewood, reported by 95.24% of head teachers, 83.33% of teachers, and 81.63% of parents. Participation in feeding learners with disabilities was reported by 57.14% of head teachers and 95.24% of both teachers and parents. Participation in cooking food was lower, at 23.81% of head teachers, 23.81% of teachers, and 20.41% of parents. The findings indicate that community members contribute to programme implementation through different activities, although participation varies by activity. Strengthening communication, shared responsibility, and community involvement may support more consistent implementation of school feeding programmes in public inclusive primary schools.