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Perceptions of teachers and learners on introducing breakfast under the school feeding programme : a case of lessons learnt from the provision of breakfast as an emergency relief measure in Eswatini
Thesis (MNutr)--Stellenbosch University, 2020.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2020
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| _version_ | 1867614079071289344 |
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| access_status_str | Open Access |
| author | Gamedze, Thobile Lefty |
| author2 | Koornhof, Liesbet |
| author_browse | Gamedze, Thobile Lefty Koornhof, Liesbet |
| author_facet | Koornhof, Liesbet Gamedze, Thobile Lefty |
| author_sort | Gamedze, Thobile Lefty |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MNutr)--Stellenbosch University, 2020. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/108475 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:46:20.037Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2020 |
| publishDateRange | 2020 |
| publishDateSort | 2020 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/108475 Perceptions of teachers and learners on introducing breakfast under the school feeding programme : a case of lessons learnt from the provision of breakfast as an emergency relief measure in Eswatini Gamedze, Thobile Lefty Koornhof, Liesbet Silaula, Sabina Stellenbosch University. Faculty of Medicine and Health Sciences. Dept. of Global Health. Human Nutrition. School breakfast programs -- Eswatini School children -- Nutrition -- Eswatini School children -- Food -- Eswatini Teachers -- Attitudes -- Eswatini School children -- Attitudes -- Eswatini National school lunch program -- Eswatini UCTD Thesis (MNutr)--Stellenbosch University, 2020. ENGLISH SUMMARY: School feeding programmes (SFPs) are widespread; however, they differ from country to country, and countries continually seek ways to improve their programmes depending on the beneficiaries’ needs. In 2016, Eswatini provided an emergency breakfast from September to December 2016 as a response to the El Nino-induced drought experienced in 2015/2016. The researcher aimed to describe the perceptions of both teachers and learners on the emergency breakfast, determine if the perceptions differed according to gender or school location (urban and rural) and to make recommendations based on lessons learnt from the breakfast to inform programming and policy direction regarding the SFP in Eswatini. A cross-sectional descriptive study involving 10 secondary schools, 10 teachers and 929 learners in Form 2 and Form 4 aged between 14 and 19 years from the Manzini region of Eswatini was done. The respondents completed tailor-made questionnaires with both close-ended and open-ended questions. The questionnaires had four sections on: demographic data, perceptions on the quality of the breakfast, perceived impact of the breakfast and a free-writing section for expressing views on the breakfast. Close-ended questions using either a 5-point Likert or a dichotomous scale were used. The results showed that the quality of the emergency breakfast was perceived positively by both teachers and learners. Most learners responded positively to the quality attributes as follows: good appearance (n=693, 77%), correct smoothness (n=689, 74.7%), tasted good (n=706, 76.7%), and adequacy of portion served (n=630, 69.2%). Most learners from rural schools (>70%) were positive in their perception. Urban and rural schools differed significantly (p < 0.001) in their perceptions, except with adequacy of the breakfast. Females accepted the quantity served (p < 0.001) more than male respondents. All teachers from urban schools (n= 3) had a positive perception of the breakfast quality. Rural schools were also positive (mean > 4.00 on the breakfast quality but diverse regarding adequacy (Coefficient of Variation CV=32%). There was near consensus among female teachers regarding appearance, taste and acceptability (mean >4.70, CV < 11%). Most learners preferred being served the breakfast before assembly (n = 667; 73%) and teachers concurred. The impact of the breakfast was also positive as almost three quarters of learners reported eating breakfast at school (n= 680, 74.2%). Peer influence accounted for only about 1 in 6 (n= 158, 17.3%). More learners from rural schools reported eating breakfast at home and at school, compared to urban counterparts (p < 0.001). Most teachers (n=9,90%) perceived learners to be more alert and attentive, and a majority (n = 8; 80%) indicated that the breakfast improved school attendance. Most of the teachers (n = 6; 60%) revealed that more boys than girls consumed the breakfast. The breakfast improved learning and punctuality and its discontinuation negated the gains. Teachers and learners want breakfast as part of the SFP. Conclusively, the respondents had positive perceptions of the quality and impact of the emergency breakfast and the lessons learnt from the perceptions are useful for making recommendations for school feeding policy and programming. AFRIKAANSE OPSOMMING: Skoolvoedingsprogramme (SVP's) kom wydverspreid voor, maare verskil van land tot land; lande soek voortdurend maniere om hul programme te verbeter na gelang van die behoeftes van die begunstigde. In 2016 het Eswatini van September tot Desember 2016 'n noodontbyt aan leerlinge voorsien in reaksie op die El Nino ge-induseerde droogte in 2015/2016. Die navorser het gepoogl om die persepsies van onderwysers en leerders rakende die skoolontbyt te beskryf, asook om vas te stel of persepsies verskil volgens geslag en skoolligging (stedelik en landelik). Die doel was om ingeligte aanbevelings rakende die SVP in Eswatini te maak vir programbeplanning en beleidsrigting. 'n Beskrwywende, deursnitstudie was uitgevoer by 10 sekondere skole. Tien onderwysers en 929 leerders, in vorm 2 en 4, tussen 14 en 19 jaar oud, uit die Manzini-streek van Eswatini was ingesluit. Onderwysers en leerders het 'n doelgerig-ontwerpte vraelys, met geslote asook oop vrae, voltooi. Die vraelys het vier afdelings gehad - demografiese gegewens, persepsies oor die gehalte van die ontbyt, ervaring oor die impak van die ontbyt en 'n oop afdeling om menings oor die ontbyt te gee. Geslote vrae is gestel met behulp van 'n 5-punt Likert of tweeledige skaal Die resultate het getoon dat die gehalte van die noodontbyt positief deur onderwysers sowel as leerders waargeneem word. Die meeste leerders het soos volg positief op die kwaliteitseienskappe gereageer: goeie voorkoms (n = 693, 77%), korrekte konsistensie (n = 689, 74,7%), goeie smaak (n = 706, 76,7%), en porsie-grootte is voldiende (n = 630, 69,2%). Die meeste leerders van plattelandse skole (> 70%) se persepsie was positief. Stedelike en plattelandse skole het aansienlik verskil (p <0,001) in hul persepsies, behalwe oor die hoeveelheid ontbyt. Meer vroue het die hoeveelheid bedien as genoeg beskou (p <0,001) as manlike respondente. Alle onderwysers van stedelike skole (n = 3) het 'n positiewe persepsie oor die ontbytkwaliteit gehad. Landelike skole was positief (gemiddeld > 4,00 ten opsigte van die ontbytgehalte, maar uiteenlopend ten opsigte van toereikendheid (Koeffisient van Variasie KV = 32%). Daar was bykans konsensus onder vroulike onderwysers oor voorkoms, smaak en aanvaarbaarheid (gemiddeld> 4.70, CV <11%) Die meeste leerders verkies dat hulle die ontbyt voor die oggendbyeenkoms bedien word (n = 667; 73%). Die impak van die ontbyt was positief, aangesien bykans driekwart van die leerders berig het dat hulle ontbyt op skool geeet het (n = 680, 74,2%). Portuurgroep beinvloed slegs ongeveer 1 op 6 (n = 158, 17,3%). Meer leerders van plattelandse skole het ontbyt tuis en skoolontbyt geeet in vergelyking met stedelike ewekniee (p <0,001). 'n Meerderheid onderwysers (n = 9,90%) het leerders as wakkerder en oplettend beskryf en aangedui dat die ontbyt die skoolbywoning verbeter (n = 8; 80%). Meeste onderwysers (n = 6; 60%) het genoem dat meer seuns as meisies ontbyt geeet het. Skoolontbyt het leer en stiptelikheid verbeter, en die staking daarvan het winste omgekeer. Onderwysers en leerders wil skoolontbyt in die SVP he. Die studie het positiewe persepsies oor die kwaliteit en impak van die noodontbyt bevind en die lesse wat geleer is, is nuttig om aanbevelings te maak vir skoolvoedingsbeleid en -programmering. Masters 2020-02-25T15:44:13Z 2020-04-28T15:15:25Z 2020-02-25T15:44:13Z 2020-04-28T15:15:25Z 2020-02-25 Thesis http://hdl.handle.net/10019.1/108475 en_ZA Stellenbosch University xvii, 142 pages : illustrations, includes annexures application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | School breakfast programs -- Eswatini School children -- Nutrition -- Eswatini School children -- Food -- Eswatini Teachers -- Attitudes -- Eswatini School children -- Attitudes -- Eswatini National school lunch program -- Eswatini UCTD Gamedze, Thobile Lefty Perceptions of teachers and learners on introducing breakfast under the school feeding programme : a case of lessons learnt from the provision of breakfast as an emergency relief measure in Eswatini |
| title | Perceptions of teachers and learners on introducing breakfast under the school feeding programme : a case of lessons learnt from the provision of breakfast as an emergency relief measure in Eswatini |
| title_full | Perceptions of teachers and learners on introducing breakfast under the school feeding programme : a case of lessons learnt from the provision of breakfast as an emergency relief measure in Eswatini |
| title_fullStr | Perceptions of teachers and learners on introducing breakfast under the school feeding programme : a case of lessons learnt from the provision of breakfast as an emergency relief measure in Eswatini |
| title_full_unstemmed | Perceptions of teachers and learners on introducing breakfast under the school feeding programme : a case of lessons learnt from the provision of breakfast as an emergency relief measure in Eswatini |
| title_short | Perceptions of teachers and learners on introducing breakfast under the school feeding programme : a case of lessons learnt from the provision of breakfast as an emergency relief measure in Eswatini |
| title_sort | perceptions of teachers and learners on introducing breakfast under the school feeding programme a case of lessons learnt from the provision of breakfast as an emergency relief measure in eswatini |
| topic | School breakfast programs -- Eswatini School children -- Nutrition -- Eswatini School children -- Food -- Eswatini Teachers -- Attitudes -- Eswatini School children -- Attitudes -- Eswatini National school lunch program -- Eswatini UCTD |
| url | http://hdl.handle.net/10019.1/108475 |
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