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EDUCATIONAL OUTCOMES OF SCHOOL FEEDING INTERVENTION: EVIDENCE FROM RURAL NORTHERN GHANA

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Abayomi, O. EDUCATIONAL OUTCOMES OF SCHOOL FEEDING INTERVENTION: EVIDENCE FROM RURAL NORTHERN GHANA / O. Abayomi. - Текст : электронный // Russian Journal of Agricultural and Socio-Economic Sciences. - 2014. - №3 (27) Март. - URL: https://znanium.com/catalog/product/502563 (дата обращения: 29.03.2024). – Режим доступа: по подписке.
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RJOAS, 3(27), March 2014

EDUCATIONAL OUTCOMES OF SCHOOL FEEDING INTERVENTION: EVIDENCE FROM RURAL NORTHERN GHANA

Oloruntoba Abayomi, Musah, Bukari, Researchers
Department of Agricultural Extension, Rural Development and Gender Studies University for Development Studies, Tamale, Ghana
E-mail: yomitoba@hotmail.com; oabayomi@uds.edu.gh




                ABSTRACT




The study investigated how policy intervention could have significant impact on beneficiaries. Using quasi-experimental design, 360 pupils from participating and non-participating schools in a feeding program were selected from a rural setting. Instrument for data collection was validated, pre-tested and administered on cross-section of respondents. Data were analyzed using descriptive statistics, t-test and regression analyses. Findings show that significant differences existed in educational outcomes as participating pupils performed better in core subjects of English Language, Mathematics and Integrated Science. In terms of socioeconomic determinants, findings show that selected variables such as sex of pupils and number of dependents in the family had directly impacted on the performance of pupils. The study also found causal link between the school feeding intervention and others as one of the multiplier effects was not only an increased enrolments by almost a quarter, but reduced dropout and absenteeism rates. This implied that the policy environments was sufficiently pro-poor and effective since it has strengthened the standard of foundational primary school and completion rate envisaged in the educational policy. It is recommended that further policy options that would facilitate the scaling-up of the program in the entire intervention area be formulated.




                KEY WORDS
                Educational outcomes; Academic performance; School feeding program; Ghana.




     Over the last decade the high rates of pupil’s dropout, absenteeism and low enrolments has been the bane of problems hindering the completion of primary schooling in vastly food insecure and disadvantaged communities in developing countries. Food security is the access by all people at all times to enough food for an active, healthy life, while on the contrary, the food-insecure households do not consume an adequate diet to maintain a healthy life. Therefore, when viewed against access to primary education, schooling of children of poor households could lead to unsavoury consequences. More worrisome is the trend in enrolment for girls which has continued to reduce unabated relative to boys which seems to be the order of the day especially among children from poorer households. The scenario painted a gloomy picture necessitating policy intervention from regional and national governments. The United Nations Millennium Development Goals (MDGs) and the Comprehensive African Agricultural Development Program (CAADP) Pillar-3 of the New Partnership for Africa Development (NEPAD) Program formulated policies for achieving universal primary education, food security and the reduction of hunger among the poor and vulnerable children in African countries. The Goal 2 of the UN-MDG seeks to achieve universal primary education with a target of ensuring that children, boys and girls alike will be able to complete a full course of primary schooling.
     In Ghana, formal education remains the core pillar of human development with 18, 579 primary schools (GoG, 2010). The Universal Basic Education (UBE) which has become a right, mandatory and free for all pupils culminated into a dramatic improved access to primary education without corresponding attention to quality. For instance, Okyerefo et al., (2011) citing GoG (2008) and Etsey (2005) reported that there has been evidence of significant drop in the academic performance of pupils during the Basic Education Certificate Examinations in public schools between 2007 and 2010. In 2007, approximately 39 per cent that sat for the examination had aggregate 31-60 and the overall pass rate of 63 per cent. Again, Sarah et al., (2010) posited that despite the numerous efforts to improve the quality of primary

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