CHAPTER ONE
INTRODUCTION
1.1Â Â Â Â Background to the Study
Simply put, school feeding is the distribution of meals to children via schools. Different nations, according to Oyefade Adeniyi (2014), have one or a mix of the two feeding modes in place for diverse goals. They may, however, be divided into two categories: in-school meals and take-home rations, which provide food to families if their children attend school. In-school meals have traditionally been the most common kind of school food intervention. School feeding may be divided into two types: programs that give meals and programs that provide high-energy biscuits or snacks in order to increase school enrollment, retention rates, and address gender and socioeconomic inequities (Akanbi, B.O, 2013). According to Uduku, Abasi (2011), there are “indications of a considerable shift in thinking regarding school feeding, with many components of this new thinking being vigorously pushed under the heading of “home grown school feeding.” Every year, the Globe Food Program gives food to millions of schoolchildren throughout the world as an incentive to get them to go to school and stay there. The initiative focuses on communities with the lowest enrollment rates and the greatest potential for improving children’s educational skills (WFP, 1999). WFP began a worldwide effort in 2001 to increase access to education for millions of children throughout the globe. By that time, there were 66 million hungry schoolchildren in the globe (World Food Program, 2001). School lunches, according to Ahmed, V.O (2004), enhanced student involvement in school. In comparison to schools where no feeding programs were offered, Ahmed discovered that school feeding boosted enrollment, lowered dropout rate, raised attendance, and enhanced performance in participating schools.
