EVALUACIÓN, CONTENIDO Y PRESENTACIÓN DE LAS OFERTAS 1Forma de Evaluación de las Ofertas

Two individual interviews, in which eight pre-prepared questions were asked, were conducted with the principals of the sampled schools. Four educators coordinator were involved in the study (N=4), the purpose of which was to find out whether or not the school feeding programme reduces absenteeism and dropout rates. Documents were examined to verify and substantiate data obtained in participant interviews with the principals, the educator coordinators and the learners.

4.3.1.4.1 Principals’ responses regarding school absenteeism and dropout rates

Both Principals believe that the school feeding programme reduces school absenteeism as they were convinced that learners were coming to school to enjoy the food. One principal said: “The programme has considerably decreased the rate of absenteeism at the school”. The impact of the school feeding programmes on educational outcomes is in that it appears to increase school enrolments and attendance and reduces absenteeism and the dropout rate (Ahmed, 2004:18; Dreze and Kingdon, 2001:23; Lazmaniah 1999:14). Principals were uncertain as to whether the SFP made a significant difference when it came to the dropout rate as they maintained that there were several reasons why learners left school, including personal problems, such as illness, and criminal as well as rape cases. In the two sampled schools it was reported that two learners left school because of poverty.

4.3.1.4.2 Educator coordinators responses regarding school absenteeism and dropout rates

All four participant educator coordinators acknowledged that the SFP reduces school absenteeism and the dropout rate. They also believe that the level of learner absenteeism has dropped in schools that participate in the programme. According to Ahmed (2004), school feeding leads to an increase in time spent in school; increased enrolment and attendance figures and a decrease in drop-out rates It may be conclude that the SFP, generally, meets the aims set by the department. The responses from educator coordinators support those of the principals when they maintain that the level of learner absenteeism has dropped in the schools that participate in the programme.

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4.3.1.4.3 Learner responses regarding school absenteeism and dropout rates

In terms of school absenteeism, the learner participants were asked the question, “Are you still sometimes absent from school even if you have the SFP? If so, why?” The researcher’s reason for asking this question was to ascertain whether or not the SFP was responsible for keeping children in schools. The following figure attests to the fact that the SFP has, indeed, had a positive impact on reduction of school absenteeism.

Figure 4.2: Perceived Impact of the SFP on Learners Absenteeism

Four learners (33%) admitted that they still absent themselves from school because they were not interested in certain types of food provided by the department on particular days, such as samp, soup, and fish; their reason being that samp and soup are tasteless and the fish smells. Eight of the learners (67%) said that they would not absent themselves from school as they would, then, spend the day on an empty stomach; they do not have much food at home. This finding is in agreement with the UNESCO document (2005:56) that states that the role of food is instrumental in providing school children with nutritional supplements, increasing access and establishing attendance in targeted areas.

33%

67%

Learners absenteeism

Absent Not Absent

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It is possible that the learners in this circuit are not accustomed to the food that is served. However, it may be suggested that the availability of the programme considerably decreases the rate of absenteeism at schools if the community, educators and learners are involved in the menu options.

4.3.1.4.4 Data collected from a document analysis

School documents were used to verify the data obtained during participant interviews. Verification entailed studying documents, such classroom registers, period registers and admission books. An analysis of class and period registers revealed that at least one or two learners reported absent per class due to illness or that there were no absences at all. According to the analysis of period registers, therefore, few learners were reported to be dodging periods. It may be conclude that, indeed, the SFP does reduce school absenteeism.

An examination of the admission books showed that enrolments were between 520 and 550 before 2010 when the feeding programme was introduced and daily absenteeism hovered around 6%. This situation changed with the introduction of feeding programme in 2010 in terms of a rise of enrolment in the capacity of the school, between 650 and 700 enrolments in each year in both sampled schools.

4.3.1.4.5 Data collected from observation

The researcher observed that learners were attending school in large numbers in both sampled schools; class attendance registers were marked seriously; and only little absenteeism was recorded. According to Del Rosso (1996:33), “the problems of malnutrition and ill health cannot be overcome by a school meal programme which provides less of the recommended daily allowance, but the SFP improves school attendance and academic performance as well as reduces the school drop-out-rate.” Nutrition appeared to be a most important determinant of scholastic performance. This findings was supported by principals’ responses although they appeared to be sceptical about whether the SFP brought about a significant difference when it came to the dropout rates as some learners were leaving school because of personal problems, such as illness, as well as because they were involved in criminal and rape cases.

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According to the observed documents, such as the period registers, the school feeding programme has led to a decline in school absenteeism. The researcher observed that on days when learners were fed rice, fish and papa, one or two learners would be reported as being absent or while on other days there were no absences per class. Learners seemed to be coming to school as early as possible. This finding is supported by what the UNESCO document (2005:56) states - that food is instrumental in providing school children with nutritional supplements, increasing access and establishing attendance in targeted areas.