Implementation, Challenges and Sustainability of School Feeding Programmes in Rural Tanzania: Evidence from Musoma Rural District, Tanzania

This study examined the implementation, challenges, and sustainability of school feeding programmes in rural Tanzania, with a specific focus on Musoma Rural District. The study was guided by the view that school feeding programmes can improve school attendance, support academic performance, and enhance learners’ well-being by reducing short-term hunger. A non-experimental correlational research design was employed to compare schools with feeding programmes and those without. Data were collected from 133 respondents, including district officials, head teachers, teachers, students, parents, and cooks, using questionnaires, interviews, observation, and documentary review. Quantitative data were analysed using descriptive statistics, while qualitative data were analysed through content analysis. The findings showed that schools with feeding programmes recorded higher attendance rates and generally better academic performance than schools without feeding programmes. Student attendance in schools with feeding programmes ranged from 94.7% to 97.0%, compared to 78.0% to 83.0% in schools without feeding programmes. The study also found that inadequate community contributions, lack of safe and clean water, and poor infrastructure constrained school feeding programmes. Despite these challenges, opportunities for sustainability exist through school farming, community participation, local leadership support, and improved water harvesting practices. The study concludes that school feeding programmes are an important strategy for improving educational outcomes in rural primary schools, but their long-term success depends on stronger community involvement, infrastructure improvement, and greater government and donor support