This thesis explored the impact of Home grown school feeding program which were designed and implemented by WFP with its different partners in Rwanda between 2015 and 2020, with the aim to understand their impact on literacy improvement. Primary education is receiving much attention from governments of all countries and NGOs in recent times. However, poverty and hunger serves as barriers to achieving the Education for All (EFA) policy in Rwanda. To actualize the EFA in Rwanda, there was the introduction of some educational intervention programmes such as the capitation grant and the school feeding. School feeding programmes are safety net programmes as well as educational interventions ensuring that children with poor parents are given at least a meal a day at school. In Home grown school feeding program intervention (Rutsiro, Karongi, Nyaruguru and Nyamagabe districts), students get porridge and food respectively.
Therefore, this thesis adopted the qualitative research method to investigate how Home grown school feeding program contributes to literacy improvement in Rutsiro district, Rwanda. As a result, approximately one-third of our research sample is reading at or above the WCPM range. Besides this, there are differences in boys’ and girls’ performance at certain ranges of WCPM, with a quarter of the male sample reading no words at all compared to 11.8 percent of females. Girls also outperform boys at the 16-30 WCPM range, but this trend reverses at the highest WCPM range, with nearly a quarter of boys reading 41-56 WCPM but just 13.6 percent of girls. The findings show that students who could read aloud have much better comprehension ratings: 92.6 percent meet or exceed standard compared to 64.8 percent of those with lower oral fluency. The difference is even more marked when comparing the percentages in the exceeds category: 65.6 percent of students who read on their own answered 4-5 comprehension questions correctly compared to 35.9 percent of those who listened to the story.
Inhaltsverzeichnis (Table of Contents)
- DECLARATION
- DEDICATION
- ABSTRACT
- TABLE OF CONTENTS
- LIST OF TABLES
- LIST OF FIGURES
- ACKNOWLEDGEMENT
- CHAPTER ONE
- BACKGROUND AND RATIONALE OF THE STUDY
- 1.1. GENERAL INTRODUCTION
- 1.2. RESEARCH PROBLEM STATEMENT
- 1.3. LITERATURE REVIEW
- 1.4. OBJECTIVES OF THE RESEARCH
- 1.5. RESEARCH QUESTIONS
- 1.6. HYPOTHESIS OF THE RESEARCH
- 1.7. RESEARCH METHODOLOGY
- 1.8. SIGNIFICANCE OF THE STUDY
- 1.9. SCOPE AND LIMITATION OF THE RESEARCH
- 1.10. STRUCTURE AND SEQUENCE OF THE STUDY
- CHAPTER TWO
- CONTEXTUAL FRAMEWORK OF HOME GROWN SCHOOLFEEDING VERSUS LITERACY IMPROVEMENT ACROSS INTERNATIONAL CONTEXT
- 2.1. Introduction
- 2.2. Literacy
- 2.2.1. Meaning
- 2.2.3. History of literacy
- 2.2.4. Gender disparities
- 2.2.5. Impact of literacy on human beings' development
- 2.2.6. Rwanda's literacy rate rises
- 2.2.7. Literacy promotion efforts
- 2.2.8. Teaching literacy
- 2.3. HOMEGROWN SCHOOLFEEDING
- 2.3.1. Global understanding of schoolfeeding programme
- 2.3.2. NGOs and United Nations Contributions to Home grown schoolfeeding programme
- 2.3.3. Home grown school feeding programme and SDGs
- 2.4. Conceptual framework
- 2.5. Summary and conclusion
- CHAPTER THREE
- METHODOLOGY AND METHODS
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This research aims to explore the impact of Homegrown School Feeding Programs on literacy improvement in Rutsiro District, Rwanda, focusing on the programs implemented by the World Food Programme (WFP) and its partners between 2015 and 2020. The thesis investigates how these programs, designed to combat poverty and hunger, contribute to achieving the Education for All (EFA) policy in Rwanda.
- The impact of Homegrown School Feeding Programs on literacy improvement.
- The relationship between literacy skills and comprehension.
- The role of school feeding programs as educational interventions.
- The effectiveness of Homegrown School Feeding Programs in achieving the EFA policy in Rwanda.
- The differences in literacy performance between boys and girls.
Zusammenfassung der Kapitel (Chapter Summaries)
Chapter one provides the background and rationale for the research, outlining the research problem statement, objectives, research questions, hypothesis, methodology, significance, scope and limitations, and structure of the study. It establishes the context for exploring the impact of Homegrown School Feeding Programs on literacy improvement.
Chapter two delves into the contextual framework of Homegrown School Feeding Programs and their relationship to literacy improvement across international contexts. This chapter examines the meaning and history of literacy, gender disparities, the impact of literacy on human development, and Rwanda's efforts to promote literacy. It also explores the global understanding of school feeding programs, the contributions of NGOs and the United Nations, and the connection between these programs and the Sustainable Development Goals (SDGs).
Chapter three focuses on the methodology and methods employed in the research, providing a detailed explanation of the research design, data collection techniques, data analysis procedures, and ethical considerations.
Schlüsselwörter (Keywords)
The main keywords and focus topics of the thesis include Homegrown School Feeding Programs, literacy improvement, Rwanda, Education for All (EFA), World Food Programme (WFP), poverty, hunger, educational interventions, reading fluency, comprehension, gender disparities, and the Sustainable Development Goals (SDGs). These terms represent the core concepts and research areas explored in the study.
- Quote paper
- Ben Alexandre Mpozembizi (Author), 2021, Examining the Impact of Homegrown School Feeding Program on Literacy Improvement in Rutsiro, District, Rwanda, Munich, GRIN Verlag, https://www.grin.com/document/1004865
