A review of literature revealed nutritional imbalances in school feeding programs
where students received nutrients in excess of intemational 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, Southem Afiica. 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
instmment, adapted from a food frequency questionnaire that was designed specifically to
assess the food intake of populations. This instnmient was used to obtain data pertinent to
the specifíc foods and serving portion sizes offered to students in Botswana junior
secondary schools. FCS/HE teachers responded to a Teacher Participation Survey
instmment, developed by the researcher, to ascertain teachers' influence and positive
attitudes toward school lunch.
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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 nonboarding
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.