Implementation Status of Tanzania’s National School Feeding Guideline: A Case Study of Morogoro Municipality

Abstract

Aims: In the context of Tanzania’s National School Feeding and Nutrition Services Guideline (2020), this study aimed to assess its implementation in primary schools, focusing on meal provision and parental contributions as key operational components. Methodology: A cross-sectional study design combining quantitative and qualitative methods was conducted in primary schools in Morogoro Municipality between June and August 2025.Data were collected from 10 primary schools (six public and four private). Quantitative data were obtained through structured surveys administered to 381 pupils in grades 5–7. Qualitative data were collected through key informant interviews with 10 head teachers and focus group discussions with 25 school food committee members. Quantitative data were analysed using descriptive statistics and independent-samples t-tests, while qualitative data were analysed thematically to explore school-level practices related to meal provision and parental contributions. Results: School meals comprised 3.55 food groups, with private schools providing significantly more diverse meals than public schools (p < .001). Most public schools relied on simple and repetitive meals, primarily cereals and legumes, reflecting limited and irregular parental contributions and constrained storage facilities. Qualitative findings indicated that head teachers and teachers played a central role in menu planning and programme management, with decisions largely shaped by resource availability rather than full adherence to guideline standards. Parental contributions were the primary source of financing across all schools, though contributions were often insufficient to support diversified meal provision. Conclusion: The findings suggest a gap between national school feeding policy expectations and school-level implementation capacity. Differences in meal diversity and financing arrangements appeared to reflect variation in household economic capacity and school-level resources. Strengthening school-level technical support for menu planning, together with improved communication and reporting mechanisms, may improve adherence to guideline standards. In addition, clearer operational guidance, standardized reporting mechanisms, and stronger mechanisms for parent involvement may support more consistent and equitable implementation of school feeding programmes.