Discuss and evaluate best practices through engaging in a literature review in order to document/report on, the influence of poverty and feeding schemes as an external determinant on

Question

the education systems of the countries (South Africa and the two selected developing countries).

Answer 1

Literature Review on the Influence of Poverty and Feeding Schemes on Education Systems

Introduction

Poverty is a pervasive issue that significantly impacts education systems globally. In developing countries, the interplay between poverty and educational outcomes is particularly pronounced. This literature review focuses on South Africa and two other developing nations—India and Kenya—to examine how poverty and feeding schemes act as external determinants of educational access, retention, and quality.

Conceptual Framework

1. External Determinants of Education: External determinants refer to factors outside the direct control of the educational system and include socio-economic conditions, health, nutrition, and government policies.
2. Poverty: Poverty affects children's ability to attend school, their engagement while in school, and their overall academic performance.
3. Feeding Schemes: School feeding programs are initiatives aimed at improving the nutritional status of children and, by extension, educational outcomes.

The Influence of Poverty on Education

Poverty negatively influences education through multiple pathways:

• Access to Education: Families in poverty often prioritize immediate survival over long-term investments in education. Children may drop out of school to assist with family income or are unable to pay for basic school fees and materials (UNESCO, 2020).
• Quality of Education: Poor communities often have underfunded schools, which lack proper facilities, qualified teachers, and adequate teaching materials (Baker et al., 2016).
• Cognitive Development: Malnutrition associated with poverty restricts cognitive development and academic performance (Sullivan et al., 2018).

Country-Specific Contexts

1. South Africa

   • Context: South Africa faces high levels of inequality, with disparities in educational resources based on socio-economic status.
   • Impact: Studies have shown that poverty contributes to high dropout rates and poor academic performance. The National School Nutrition Programme (NSNP) aims to mitigate these effects by providing meals to disadvantaged students, improving attendance and concentration in class (Mann, 2017).
   • Best Practices: Combining nutritional support with educational resources and community engagement has proven effective in enhancing educational outcomes (Van der Berg, 2016).

2. India

   • Context: India is home to a significant percentage of the world’s impoverished population. Education for All (EFA) initiatives have aimed to combat this.
   • Impact: A study by Jha and Jha (2020) reported that children from lower socio-economic backgrounds face obstacles such as health issues and inadequate school infrastructure. Mid-Day Meal Schemes have been implemented in schools to provide nutritious meals, which directly correlate with increased enrollment and attendance.
   • Best Practices: Effective implementation of feeding schemes, complemented by local community involvement and support services, has shown to boost educational outcomes (Tilak, 2019).

3. Kenya

   • Context: Kenya has made significant strides in improving access to education, but poverty continues to be a barrier.
   • Impact: Research by Orodho (2015) indicates that impoverished households often struggle to afford school uniforms and supplies, preventing children from attending school. School Feeding Programs have increased enrollment rates, particularly among girls.
   • Best Practices: Integrating health and nutritional education within the feeding schemes has enhanced their efficacy—coupled with governmental policies aimed at reducing educational costs for low-income families (Kibe & Mwangi, 2021).

Evaluation of Best Practices

1. Integrated Approaches: Successful programs often integrate feeding schemes with educational support, health services, and community engagement.
2. Stakeholder Involvement: Involving local communities in the planning and execution of feeding schemes helps ensure they are culturally appropriate and effective.
3. Continuous Assessment: Regular assessment and evaluation of feeding programs and educational initiatives are essential to adapt and improve strategies based on real-time feedback and changing circumstances.

Conclusion

Poverty serves as a significant external determinant of educational systems in South Africa, India, and Kenya. Feeding schemes, while not a panacea, play a crucial role in alleviating some of the negative impacts of poverty. The literature suggests that best practices which combine nutritional support with educational and community interventions yield the best outcomes. Continued investment in these programs, tailored to local needs and contexts, will be crucial in advancing educational equity in developing countries.

References

• Baker, D. P., et al. (2016). Educational Attainment and Its Effect on Poverty Outcomes.
• Jha, J., & Jha, P. (2020). Education in India: A Comprehensive Overview.
• Kibe, W., & Mwangi, E. (2021). Evaluation of School Feeding Programs in Kenya.
• Mann, S. (2017). The National School Nutrition Programme in South Africa.
• Orodho, J. A. (2015). The Effect of Poverty on the Performance of Learners in Kenya.
• Sullivan, A., et al. (2018). Malnutrition and Cognitive Development: An Overview.
• Tilak, J. B. G. (2019). Effective Practices in School Feeding Programmes.
• UNESCO. (2020). Global Education Monitoring Report: Education and Poverty.
• Van der Berg, S. (2016). Education Inequality in South Africa.