Challenges Faced by School Feeding Committees in Sustaining School Feeding Programs in Public Primary Schools in Kilimanjaro Region

Janerose Mmari, Marcella Momanyi & Pascal Wambiya
The Catholic University of Eastern Africa
Email: janerosemmari7@gmail.com

Abstract: This study investigated the key challenges faced by School Feeding Committees in sustaining School Feeding Programs in public primary schools in the Kilimanjaro region. Institutional, Social Capital, and Stakeholder theories provided the theoretical framework. A convergent parallel design was employed, integrating quantitative and qualitative data. Quantitative data were collected through a cross-sectional survey, while qualitative insights were obtained using a descriptive phenomenological approach. The study targeted 991 schools across Hai, Siha, and Mwanga districts. Using stratified and simple random sampling, 302 participants (teachers, pupils, and SFC members) were selected. Data collection tools included questionnaires, interview guides, focus group discussions. Quantitative data were analyses using descriptive statistics while qualitative data were thematically analyzed. The challenges include insufficient and irregular parental contributions, largely due to widespread poverty among households whose children attend public schools; inadequate government endorsement that results in limited funding and lack of training for School Feeding Committees (SFCs); poor food storage infrastructure which leads to spoilage and waste; and the absence of a clear national policy guiding the implementation and resource mobilization for SFPs. Additionally, budget–expenditure mismatches, weak financial management skills among some committee members, and limited multi-sector engagement further undermine the effective operation of these programs. The study concludes that while the role of the community remains critical, this study affirms that lasting sustainability of school feeding programs requires a shared responsibility model. Government involvement provides the structure, reliability, and scale needed to support local energy and innovation. Only through an integrated approach – where community passion meets institutional strength – can school feeding programs achieve the consistency, quality, and resilience needed to meet the needs of all learners.