Analysis of Challenges Facing schools in Implementing School Feeding Program in Rwanda: A Case of Public Secondary Day Schools in Nyamasheke District

Abstract

This study assessed the implementation of the school feeding program in public secondary day schools in Nyamasheke District, Rwanda, with a focus on resource adequacy, stakeholder involvement, and implementation challenges. The program, aimed at improving student health, attendance, and academic performance, faces multiple barriers. A mixed-methods approach was used, incorporating quantitative data from 94 students and qualitative insights from 15 key informants, including head teachers, teachers, and parent representatives. The findings revealed serious resource constraints, with low mean scores indicating inadequacies in trained cooks (mean = 2.26), cooking stoves (mean = 2.28), and dining infrastructure (mean = 2.28). Only 2 out of 5 schools had access to running water, and most had just two stoves for more than 300 students. Food variety was also limited (mean = 2.34), with some schools serving the same meal, such as maize porridge, throughout the week. Stakeholder involvement was minimal; in one school, only 100 out of 400 parents paid the required 195,000 RWF per term, largely due to poverty and unemployment. Support from local authorities and NGOs was sporadic, with only two schools receiving temporary food assistance. Additional challenges included rising food prices, poor road conditions, and lack of transportation. Monitoring and evaluation were weak (mean = 4.14), with few schools consistently assessing meal quality or student outcomes. The study concludes that insufficient resources, limited stakeholder engagement, and logistical hurdles compromise the effectiveness of the program. It recommends increased government funding, flexible parental contribution models, enhanced NGO coordination, and stronger monitoring systems to improve delivery, quality, and sustainability.