MEALS IN PRIMARY SCHOOLS IS AN EMERGENCY AND A THREAT TO ACHIEVING SDG 4. A CASE OF UGANDA.

Yasmine Sherif Education Cannot Wait (ECW) Street Child Theirworld Euan Wilmshurst

When the Minister of Education in Uganda released the 2022 Primary Leaving National Examination (PLE) results at the start of 2023. The facts continued to highlight the challenges in the Uganda education system.

It was noted that over 1 million children dropped out before completing primary school. Out of the 1,880,000 who enrolled in primary one in 2016 only 832,654 (44.2%) registered for PLE.

It was again observed that, 20,844 dropped out after registering (they did not sit for the exams);

97,109 children received ungraded results and could not continue for secondary or vocational education; 95,702 got division 4, which also meant that they didn’t continue to secondary school.

This means that only 618,999 children (32.9%) of all children who enrolled in primary one successfully completed primary seven and could continue to secondary school. The journey of formal education for 67% of these children largely came to an end. Their path to a meaningful life took several turns, and many of them must have lost hope and stayed in their village and possibly caused other children to drop out and majority resided in rural schools under the universal primary education (UPE) program.?

With that background allow me explore how a meal program in primary schools can narrow the challenge and most especially now that world leaders and education players return from the 78 United Nations General Assembly crafting ways on achieving SDGs by 2030.

To improve transition, school attendance, performance, and the quality of education in rural Uganda schools, implementing a comprehensive meal program can be highly beneficial. This program should focus on addressing the nutritional needs of the students, as well as promoting regular attendance and active participation in school activities.

Firstly, providing nutritious meals in primary rural schools can significantly improve students' overall health and well-being. Adequate nutrition is essential for cognitive development, which directly impacts students' ability to concentrate, learn, and perform well academically. By ensuring that students receive balanced meals, their physical and mental capacities can be enhanced, leading to improved academic performance. The absence of meals in schools is directly linked to child marriages, teenage pregnancies, street children, child labor, unskilled labor force, unemployment, crime and instability leading to refugee population among others.

In addition, offering meals in schools can act as a strong incentive for parents to send their children to school regularly. In many rural areas, poverty and food insecurity are prevalent, and parents often struggle to provide adequate meals for their children. By eliminating this concern, parents are more likely to prioritize education and send their children to school consistently. This, in turn, reduces dropout rates and improves overall attendance.

Moreover, meals in schools can create a positive and conducive learning environment. When students are well-nourished, they are more likely to be attentive, engaged, and actively participate in classroom activities. This not only enhances their learning experience but also promotes a sense of belonging and community within the school.

Furthermore, the implementation of a meal program can have a positive impact on the local economy. Sourcing food locally can support small-scale farmers and create income-generating opportunities within the community. This can lead to increased economic stability and improved livelihoods for the local population.

To ensure the success of such a program, it is crucial to involve the local community, parents, and teachers in its planning and implementation. This collaborative effort can help tailor the meals to meet local dietary preferences and cultural norms and ensure sustainability in the long run.

In summary, by providing nutritious meals in primary rural schools, Uganda can improve transition rates, increase school attendance, enhance academic performance, and ultimately improve the overall quality of education in these schools in it’s journey of achieving its SDG 4 priorities by 2030.

Geoffrey Kasangaki

Country Director, Asante Africa Foundation Uganda