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Breakfast, midday meals and academic achievement in rural primary schools in Uganda: implications for education and school health policy

机译:乌干达农村小学的早餐,正餐和学习成绩:对教育和学校卫生政策的影响

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Background: Underachievement in schools is a global problem and is especially prevalent in developing countries. Indicators of educational performance show that Uganda has done remarkably well on education access-related targets since the introduction of universal primary education in 1997. However, educational outcomes remain disappointing. The absence of school feeding schemes, one of the leading causes of scholastic underachievement, has not been given attention by the Ugandan authorities. Instead, as a national policy, parents are expected to provide meals even though many, especially in the rural areas, cannot afford to provide even the minimal daily bowl of maize porridge.Objective: To assess and demonstrate the effect of breakfast and midday meal consumption on academic achievement of schoolchildren.Design, Materials and Methods: We assessed household characteristics, feeding patterns and academic achievement of 645 schoolchildren (aged 9–15 years) in Kumi district, eastern Uganda, in 2006–2007, using a modified cluster sampling design which involved only grade 1 schools (34 in total) and pupils of grade four. Household questionnaires and school records were used to collect information on socio-demographic factors, feeding patterns and school attendance. Academic achievement was assessed using unstandardized techniques, specifically designed for this study.Results: Underachievement (the proportion below a score of 120.0 points) was high (68.4%); in addition, significantly higher achievement and better feeding patterns were observed among children from the less poor households (p??1.0).Conclusion: We observed that underachievement was relatively high; inadequate patterns of meal consumption, particularly for the most poor, significantly higher scores among children from ‘less poor’ households and a significant association between academic achievement and breakfast and midday meal consumption.
机译:背景:学校的学业不良是一个全球性问题,在发展中国家尤为普遍。教育绩效指标表明,自从1997年普及初等教育以来,乌干达在与教育机会有关的目标上做得非常好。但是,教育成果仍然令人失望。缺乏学校供餐计划是导致学业成绩不佳的主要原因之一,但乌干达当局并未予以重视。取而代之的是,作为一项国家政策,即使许多人,尤其是农村地区的父母,即使每天只能吃很少量的玉米粥,也需要父母提供饭食。设计,材料和方法:我们采用改良的整群抽样设计方法,对2006-2007年乌干达东部库米地区的645名学龄儿童(9-15岁)的家庭特征,进食方式和学习成绩进行了评估仅涉及一年级的学校(总共34所)和四年级的学生。使用家庭问卷和学校记录来收集有关社会人口统计学因素,进食方式和入学率的信息。结果:未达到理想水平(得分低于120.0分的比例)很高(68.4%);未达到目标的得分(低于120.0分的比例)很高。此外,贫困家庭的儿童获得了显着更高的成就和更好的喂养方式(p ?? 1.0)。膳食消费模式不足,尤其是对于最贫困的人群,“贫困程度较低”家庭的儿童得分明显较高,并且学业成绩与早餐和中午膳食消费之间存在显着关联。

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