The nutritional quality of feeding programs in Botswana junior secondary schools and the contribution of family and consumer sciences/home economics teachers to meal quality

A review of literature revealed nutritional imbalances in school feeding programs where students received nutrients in excess of international reference standards in developed countries and below the standards in developing countries. Virtually no research had been conducted in Botswana schools to analyze the nutritional quality of meals students receive, nor had there been any research investigating the impact that participation by FCS/HE teachers in school feeding programs has on the nutritional quality of school meals.

The purpose of the present study was to investigate the nutritional quality of feeding programs in junior secondary schools in Botswana, Southern Africa. In addition, the study determined if participation by FCS/HE teachers in programs makes a difference in the quality of these meals. School meals were assessed against the Ministry of Education (MOE) and food-group national standards.

The study was based on responses from 67 school food service supervisors and 125 FCS/HE teachers, randomly selected from the 206 junior secondary schools in Botswana. The school food service supervisors responded to a Menu Quality Survey instrument, adapted from a food frequency questionnaire that was designed specifically to assess the food intake of populations. This instrument was used to obtain data pertinent to the specific foods and serving portion sizes offered to students in Botswana junior secondary schools. FCS/HE teachers responded to a Teacher Participation Survey instrument, developed by the researcher, to ascertain teachers' influence and positive attitudes toward school lunch.

Results of the study indicated that students in Botswana junior secondary schools receive meals consisting of foods from the three food groups (Energy Giving, Body Building, and Protective). The majority of the boarding schools met or exceeded the MOE and the national standards for Energy Giving foods while the majority of the non-boarding schools exceeded these requirements for Body Building and Protective foods. The nutritional quality of school meals was not significantly changed by teacher participation.

Findings from this study have practical implications for up-dating menu planning tools to ensure students receive nutritious meals. Findings also indicated that activities involving FCS/HE teachers in programs should be conducive to impacting the nutritional quality of the meals.