Effectiveness of National Home-Grown School Feeding Programme in Abuja-Nigeria

Effectiveness of National Home-Grown School Feeding Programme in Abuja-Nigeria

IORLIAM, Emmanuel Igbalumun Vambe and ADAM, Abdulkarim

Department of Educational Foundations, Faculty of Education, University of Abuja.

DOI: https://doi.org/10.51244/IJRSI.2024.11120013

Received: 09 October 2024; Accepted: 15 October 2024; Published: 28 December 2024

ABSTRACT

This investigated the effectiveness the National Home-Grown School Feeding Programme (NHGSFP) in Federal Capital Territory, Abuja. The study was anchored by four research questions raised in line with the objectives of the study. The descriptive survey research design was employed for the study. Population of the study comprised 8,321 teachers in the public primary schools across the six Area Council in the FCT, Abuja. Sample size of the study was three hundred and sixty-eight (368) teachers. A modified 4-point Likert scale format questionnaire was used for data collection. Data obtained were analyzed using the descriptive statistics including frequency counts, percentage, mean, and standard deviation. It was found that the NHGSFP significantly improved school enrollment and attendance rates in public primary schools; had a positive effect on the nutritional status of pupils; improved in pupils’ academic performance especially in aspects such as concentration, cognitive function, and classroom participation; and it contributes significantly to the economic growth and development of host communities. It was recommended that funding for the programme should be sustained, Regular assessments should be conducted and training and capacity-building for farmers should be given attention.

Keywords: Home Grown, School Feeding, Effectiveness

INTRODUCTION

The National Home-Grown School Feeding Programme (NHGSFP) is one of the major elements of Nigeria’s social intervention initiatives, introduced under the administration of President Muhammadu Buhari in 2016 (Tijjani, Kaidal & Garba, 2017). NHGSFP is an aspect of the National Social Investment Programme (NSIP) aimed at improving the welfare of Nigerian citizens, particularly vulnerable groups such as school-aged children (Taylor & Ogbogu, 2016). The NHGSFP is designed to address multiple issues, including child malnutrition, low school enrollment and attendance, and the economic welfare of local farmers by linking school feeding programs with local agricultural production (Awojobi & Tinubu, 2020).

Despite the potential of the NHGSFP to address critical issues such as low school enrollment, child malnutrition, and poverty alleviation, its overall effectiveness in achieving these goals remains uncertain, particularly in the Nation’s capital, Federal Capital Territory (FCT), Abuja (Ayotunde, Yakubu & Uwaleke, 2020). While anecdotal evidence suggests that the program has had some positive impacts, there is limited empirical data to substantiate this.

In the Federal Capital Territory, where urban and rural disparities affect access to education and basic nutrition, public primary schools still face challenges such as fluctuating enrollment rates, inconsistent student attendance, and poor academic performance, which are often linked to hunger and malnutrition (Alabede, Sawyerr, Ogunruku & Yusuf, 2020). Additionally, logistical and operational issues, such as inconsistent funding, poor food quality, and irregular supply from local farmers, may be undermining the program’s implementation and long-term sustainability (Federal Government of Nigeria, 2017).

Furthermore, the extent to which the NHGSFP has contributed to local economic development by supporting smallholder farmers in Abuja has not been thoroughly assessed. Without concrete evidence, policymakers and stakeholders are unable to determine whether the program is meeting its objectives or where improvements are needed for better outcomes. Thus, this study addresses the effectiveness of the NHGSFP in Abuja by examining its impact on school enrollment and attendance, the nutritional health of students, and the benefits to local farmers.

Objectives of the Study

The following are the specific objectives of the study:

i. To examine the impact of the NHGSFP on school enrollment and attendance in public primary schools.
ii. To assess the effect of the NHGSFP on the nutritional status of pupils in public primary schools.
iii. To evaluate the influence of the NHGSFP on pupils’ academic performance in public primary schools.
iv. To analyze the economic benefits of the NHGSFP to local farmers focusing on the sourcing of food for the feeding programme.

Research Questions

The following research questions were raised for the study:

1. What is the impact of the NHGSFP on school enrollment and attendance in public primary schools?
2. How has the NHGSFP affected the nutritional status of pupils in public primary schools?
3. What is the relationship between the NHGSFP and pupils’ academic performance in public primary schools?
4. How has the NHGSFP contributed to the economic well-being of local farmers through the procurement of food supplies?

Overview of NHGSFP

Education in Nigeria, especially in rural and underserved communities, faces several challenges such as low school attendance, poor learning outcomes, and high dropout rates. These issues are often exacerbated by poverty, food insecurity, and malnutrition, which significantly hinder children’s cognitive development, learning abilities, and overall well-being (Tijjani, Kaidal & Garba, 2017; Alabede, Sawyerr, Ogunruku & Yusuf, 2020). Recognizing these challenges, the Nigerian government launched the NHGSFP to ensure that school-aged children have access to nutritious meals while attending school, which in turn would improve their academic performance, retention, and overall health. Key Objectives of the NHGSFP include the following (Federal Government of Nigeria, 2017):

1. Improve School Enrollment and Attendance. The NHGSFP aims to increase enrollment rates, particularly in public primary schools, by providing free, nutritious meals to students. In low-income areas, parents may be more motivated to send their children to school when they know that their basic nutritional needs will be met.

2. Enhance Nutritional Status. The program seeks to tackle child malnutrition by ensuring that children receive one free, balanced meal per day, thereby addressing issues of hunger and improving children’s health.

3. Boost local agricultural production. Through sourcing food supplies from local farmers, the NHGSFP focus on stimulate local economies, providing farmers with a stable market for their produce. This initiative aims to foster sustainable agricultural development, reduce poverty among smallholder farmers, and create job opportunities in local communities.

4. Support educational outcomes. Through improving children’s nutritional status, the NHGSFP aims to contribute to better cognitive development and academic performance. Well-nourished children are more likely to concentrate in class, participate in learning activities, and perform better academically. These are diagrammatically presented thus:

Source: FGN (2017)

This diagrammatical representation is the main focus of the NHGSFP. In the Federal Capital Territory (FCT), Abuja, the NHGSFP has been implemented across several public primary schools. The program’s objective in this region mirrors its national goals: to enhance school attendance, improve student nutrition, and support local agricultural communities. As a key administrative and political center, Abuja presents a unique context for the NHGSFP’s implementation, with a mix of urban, peri-urban, and rural communities (Federal Government of Nigeria, 2017).

Since its inception in Abuja, the program has been positively received by stakeholders, including school administrators, parents, and local farmers. However, the effectiveness of the program in achieving its stated objectives such as increasing school enrollment and attendance, improving students’ health and academic performance, and creating a sustainable link with local agricultural producers has not been comprehensively studied.

EMPIRICAL REVIEW

Related previous studies are chronologically as follows:

Taylor and Ogbogu (2016) assessed the effects of school feeding programme on school enrolment, retention, and academic performance of pupils in primary schools in Osun state. The survey research design was adopted for the study. Data of the study were obtained using both primary and secondary sources. The primary data were obtained through a structured questionnaire administered to116 respondents, and in-depth interview was conducted with 23 individual. The obtained data were analyzed appropriately. It was found that the school feeding programme in Osun State has resulted in an increase in pupils’ enrolment, retention as well as regularity and punctuality in school attendance which in turn has significantly enhanced pupils’ performance. Similarly, Mashiri (2017) investigated the implementation of the school feeding program in Nyamuroro primary school in Gokwe North District of Zimbabwe. The descriptive survey design was adopted. A sample size of forty-six (46) respondents was used in the study. Both quantitative and qualitative approaches were used for data collection. Data analysis based on the nature of the data. Findings of the study revealed that the community fully appreciated the government initiative of providing their children with food, there was awareness of the need to uphold the highest standard of hygiene as well as an appreciation of the impact of implementation of the program on the environment and, there was a need to educate the community on issues of hygiene and the environment.

Likewise, Tijjani, Kaidal and Garba (2017) examined effect of government feeding programme on school enrollment, attendance, retention and completion among secondary school students in Maiduguri, Borno State, Nigeria. Descriptive survey method was the research design adopted. Participants of the study were 934 students. A questionnaire was used for data collection. Descriptive and chi-square statistics were used for data analysis. Results showed that the school feeding programme improved the nutritional health status of the students, there was improvement in enrolment and attendance rate of students as well as retentive cognitive abilities thereby reducing the dropout rate. Equally, Tagoe (2018) examined the impact of school feeding program on school enrollment, attendance, retention and academic performance of primary schoolchildren in Ghana. The survey research design was adopted in the study. Twelve (12) participants were selected from six (6) selected schools in the Accra Central District of the Greater Accra Region. Data were collected through a semi-structured interview. Data of the study were analyzed using the thematic analysis. It was revealed that there is significant positive relationship between the SFP and enrollment, attendance, completion and the academic performances of primary school children.

Also, Mwendwa and Gori (2019) compared the relationship between school feeding programmes (SFP) and the pupils’ school attendance in public primary schools in Kitui County, Kenya. The survey research design was adopted in the study. One hundred and thirty-one (131) respondents participated in the study. Questionnaire and interview were used for data collection. Data of the study were analyzed using the descriptive and Pearson moment correlation statistics as well as thematic analysis. It was revealed that the school feeding program has significantly improved pupils’ enrolment, and attendance in schools. Furthermore, Adebisi, Adebisi, Jonathan, Ajani and Asogwa (2019) assessed the effect of national home growing school feeding program on the nutritional status of children of rural households in Osun State, Nigeria. The descriptive survey design was adopted. A total of 120 households were used for the study. A questionnaire was used for data collection. The data collected was analyzed using descriptive statistics, anthropometry, logistics regression model and chi-square analysis. Result of revealed that the national home growing school feeding program has positive effect on the nutritional status of children.

In the same way, Kiilu and Mugambi (2019) investigated the status of school feeding policy initiatives in primary schools in Kalama and Kola zones of Kenya. The descriptive survey design was employed in the study. 28 teachers and 55 class eight pupils participated in the study. Questionnaire was used for data collection. Data collected were analyzed with the use of descriptive statistics. It was revealed that the programme is effectively implemented. Also, Alhassan (2019) assessed the contribution of school feeding program in attracting Almajiri pupils into formal education system in the North Central States of Nigeria. The survey design was employed for the study. 1,860 Almajiris were used for the study. Questionnaire, focus group discussion guide, and key informant interview guide were used for data collection. Data collected were analysed using quantitative statistical tools of Mean and Standard Deviation, Chi-square Goodness of Fit and Analysis of Variance. Findings revealed that school feeding programme has significant influence in attracting Almajiri into formal education system in North Central States, Nigeria.

Moreover, Adepoju and Johnson (2020) assessed the nutrient content of the meal and the nutritional status of food served pupils under the home-grown school feeding program in Ilaro, Ogun State. The study descriptive survey design was employed. 250 pupils selected systematically from three government primary school in Ilaro town. A semi-structured and interviewer guide questionnaire was used to obtained socio-demographic characteristics of the respondents. Anthropometic measurement was done and classified using World Health Organization (WHO) standards. The food served to the selected pupils was measured, recorded in gram and its nutrient content was determined using Total Dietary Assessment (TDA) software while other data were analyzed using SPSS v.20.0. It was discovered that HGSFP was implemented in government primary school in Ilaro, but not all the meal served provided a third of the recommended daily intakes of macro and micro nutrient as well as vitamins as recommended by WHO.

Ayotunde, Yakubu and Uwaleke (2020) assessed the implementation of Home Grown-School Feeding Programme in UBE schools in South-West Nigeria. The research design used for the study was the cross-sectional survey research design. 379 respondents participated in the study. Implementation of Home Grown School Feeding Programme in UBE Schools Questionnaire was used for data collection. Descriptive statistics of mean and standard deviation and Pearson Product Moment Correlation was employed for data analysis. The findings of the study indicated that there was a significant relationship between provision of funds and implementation of home-grown school feeding programme in South-Western Nigeria UBE schools and there was a significant relationship between recruitment of food vendors and implementation of home grown school feeding programme in South-Western Nigeria UBE schools. In the same way, Awojobi and Tinubu (2020) investigated the impact of national home-grown school feeding programme in Nigeria. The descriptive survey design was adopted in the study. Data was collected using document review, interview, observation, and focus group discussion. Data collected were analyzed using the descriptive statistics. Finding of the study revealed the importance of school meals in enhancing the educational, health and nutritional status of pupils as it discovered significant impacts on school meals in improving the health and nutritional status of pupils. The study also discovered attendance, enrolment, dropout, and academic performance improved because of school meals. It was recommended that government of Nigeria should be more concern and committed to sustenance of the programme.

Alabede, Sawyerr, Ogunruku and Yusuf (2020) assessed the impacts of national home-grown school feeding programme on primary school pupils’ attendance and academic achievement in Oyo State, Nigeria. The descriptive survey research design was adopted. Data of the study were obtained through a structured questionnaire and checklist administered to teachers in thirty (30) randomly selected schools in Orire Local Government of the state. The data were analyzed using descriptive statistics and chi-square. Results showed that the school feeding programme has more impact on attendance than on academic achievement of pupils. Equally, Olajubutu, Adebayo and Olajubutu (2021) assessed the impact of Osun Elementary School Feeding and Health Programme (O-MEALS) on the enrolment and retention of rural primary schools in Osun State. The descriptive survey design was adopted. Multi stage sampling technique was used to select 188 respondents while data was collected through interview schedule. Percentages, Chi-square, PPMC and T-test were used for data analysis. Findings revealed that significant difference between pupils’ enrolment and retention rate before and after the commencement of OMEALS. Furthermore, pupils’ enrolment and retention after the commencement of O-MEALS was significantly related. Similarly, Musa (2021) assessed the effect of the national home grown school feeding programme on poverty reduction in Rijau Local Government Area, Niger State. Mixed-mode research design was adopted. Data of the study were collected using questionnaire and interviews. Data generated were analyzed using the descriptive statistics and the content analysis. The study revealed that the home grown school feeding programme has not reduced poverty in Rijau Local Government Area. Although, the programme has significantly reduced poverty among caterers, there is no statistical evidence to show same on local farmers, and local traders.

METHODOLOGY

The descriptive survey design was adopted. 8,321 teachers in the public primary schools across the six Area Council in the FCT make up the population of the study. Sample size of the study was three hundred and sixty-eight (368) teachers based on the www.calculator.net. A modified 4-point Likert scale format questionnaire was used for data collection. Options of the questionnaire include Strongly Disagree (1), Disagree (2), Agree (3), and Strongly Agree (4). The reliability index of the instrument was 0.87. This was generated through a pilot test with thirty (30) teachers within an Area Council whom were excluded in the main study. Data obtained were analyzed using the descriptive statistics including frequency counts, percentage, mean, and standard deviation.

DATA PRESENT AND DISCUSSION OF FINDINGS

Research Question One: What is the impact of the NHGSFP on school enrollment and attendance in public
primary schools?

Table 1: Impact of the NHGSFP on School Enrollment and Attendance

S/N	Item	SD	D	A	SA	x̄	σ
1	The introduction of the NHGSFP has led to a significant increase in pupils’ enrollment	22	29	103	214	3.38	0.87
2	The NHGSFP has made education more accessible to low-income families	18	44	136	170	3.24	0.85
3	The NHGSFP improves pupils’ daily attendance rates	22	46	134	166	3.21	0.88
4	The provision of daily meals under the NHGSFP reduces absenteeism in school and classroom	21	36	163	148	3.19	0.83
5	The school feeding program has been a major factor in sustaining current enrollment and attendance levels	54	88	135	91	2.71	0.99
6	Pupils are more regular in attending school due to the free meals provided by the NHGSFP	40	44	134	150	3.07	0.98
7	The NHGSFP has positive impact on both enrollment and attendance of pupils	24	81	97	166	3.10	0.96
General Mean						3.13

Data on Table 1 are for research question one which showed that none of the questionnaire items on the Table receive mean rating that is less than 2.50. The least mean raring was 2.71 while the maximum mean rating was 3.38. The general mean for the questionnaire items was 3.13. This implies that school enrollment and attendance in public primary schools in the FCT, Abuja have improved as a result of the NHGSFP.

Research Question Two: How has the NHGSFP affected the nutritional status of pupils in public primary schools?

Table 2: NHGSFP Affected the Nutritional Status of Students

S/N	Item	SD	D	A	SA	x̄	σ
1	The meals provided through the NHGSFP are nutritionally balanced and meet the dietary needs of students	10	36	137	185	3.35	0.77
2	Pupils seem more energetic and physically active in class after receiving meals through the NHGSFP	59	36	132	141	2.96	1.06
3	Pupils’ concentration and participation in class have improved as a result of the nutrition provided by the NHGSFP	24	44	122	178	3.23	0.90
4	Pupils seldom miss school due to hunger-related issues as a result of the NHGSFP	45	45	188	90	2.88	0.92
5	Provision of meals has reduced absenteeism due to health-related issues among students	63	103	105	97	2.64	1.05
6	The NHGSFP has had a positive overall impact on the nutritional status of pupils	47	119	127	75	2.63	0.95
7	The NHGSFP has made a significant difference in the health and nutritional well-being of pupils	72	100	129	67	2.52	1.00
General Mean						2.89

Data on Table 2 are for research question two which showed that none of the questionnaire items on the Table receive mean rating that is less than 2.50. The least mean raring was 2.52 while the maximum mean rating was 3.35. The general mean for the questionnaire items was 2.78. This implies that the nutritional status of pupils in public primary schools in the FCT, Abuja have improved as a result of the NHGSFP.

Research Question Three: What is the relationship between the NHGSFP and pupils’ academic performance in public primary schools?

Table 3: Relationship between the NHGSFP and pupils’ Academic Performance

S/N	Item	SD	D	A	SA	x̄	σ
1	There has been a marked improvement in pupils’ problem-solving and critical thinking abilities as a result of the NHGSFP	86	67	113	102	2.63	1.03
2	Pupils’ cognitive development has improved as a result of the NHGSFP, leading to better academic performance	62	69	117	120	2.80	0.98
3	NHGSFP contributes to more consistent learning and improved academic outcomes	57	82	115	114	2.78	0.99
4	NHGSFP have contributed to better concentration and focus during lessons, leading to improved academic outcomes	34	85	151	98	2.85	0.92
5	The nutritional support provided by the NHGSFP has a positive effect on students’ ability to retain information and perform well in exams	51	94	124	99	2.74	1.00
6	The NHGSFP has contributed to narrowing the academic achievement gap between well-nourished and undernourished students	52	78	105	133	2.87	1.01
General Mean						2.78

Data on Table 3 are for research question three. None of the questionnaire items on the Table receive mean rating that is less than 2.50. The least mean raring was 2.62 while the maximum mean rating was 2.87. The general mean for the questionnaire items was 2.78. This implies that the NHGSFP has improved pupils’ academic performance in public primary schools in the FCT, Abuja.

Research Question Four: How has the NHGSFP contributed to the economic well-being of local farmers through the procurement of food supplies?

Table 4: Contributions of NHGSFP to the Economic Well-being of Local Farmers

S/N	Item	SD	D	A	SA	x	σ
1	The NHGSFP has increased the demand for locally produced food supplies	64	91	91	122	2.74	1.03
2	Local farmers have benefited economically from the procurement practices of the NHGSFP	37	59	139	133	3.00	0.87
3	The procurement of food supplies through the NHGSFP has created more job opportunities for local farmers	45	85	120	118	2.85	0.96
4	The NHGSFP encourages local farmers to produce higher-quality food items	74	89	97	108	2.65	1.08
5	The NHGSFP has fostered schools- community relationships	73	91	93	111	2.66	1.06
6	The NHGSFP has positively impacted the sustainability of local agriculture	81	88	89	110	2.62	1.08
7	The NHGSFP contributes significantly to the economic growth and development of host community	53	64	142	109	2.83	1.05
General Mean						2.76

Data on Table 4 are for research question four. None of the questionnaire items on the Table receive mean rating that is less than 2.50. The least mean raring was 2.62 while the maximum mean rating was 3.00. The general mean for the questionnaire items was 2.76. Therefore, the NHGSFP contributed to the economic well-being of local farmers through the procurement of food supplies in the FCT, Abuja.

DISCUSSION OF FINDINGS

Based on the above outcomes, the findings of the study were discussed thus:

The NHGSFP has demonstrably had a positive impact on both the enrollment and attendance of pupils. The program not only meets a critical need for food but also enhances educational access and participation among low-income families. The interconnected nature of these outcomes suggests that school feeding programs like the NHGSFP are essential not just for immediate nutritional support but also for fostering a more inclusive and equitable educational environment.

This supports the findings of Taylor and Ogbogu (2016) who found that the school feeding programme significantly improved school enrolment, and retention of pupils in primary schools in Osun state. Also, Tijjani, Kaidal and Garba (2017) revealed significant positive effect of government feeding programme on school enrollment, attendance, retention and completion among secondary school students in Maiduguri, Borno State, Nigeria. Likewise, Tagoe (2018) revealed that school feeding program significantly enhanced school enrollment, attendance, retention of primary schoolchildren in Ghana. Equally, Mwendwa and Gori (2019) revealed significant relationship between school feeding programmes and pupils’ school attendance in public primary schools in Kitui County, Kenya. In the same way, Alhassan (2019) revealed that the school feeding program has significantly attracts Almajiri pupils into formal education system in the North Central States of Nigeria. Furthermore, Awojobi and Tinubu (2020) discovered improvement in attendance and enrolment as well as reduction in dropout rate in primary schools in Nigeria as a result of the NHGSFP. Correspondingly, Alabede, Sawyerr, Ogunruku and Yusuf (2020) revealed significant improvement in primary school pupils’ attendance due to national home-grown school feeding programme in Oyo State, Nigeria. More so, Olajubutu, Adebayo and Olajubutu (2021) reported significant impact of the Osun Elementary School Feeding and Health Programme (O-MEALS) on the enrolment and retention of rural primary schools in Osun State.

Also, in primary schools in the FCT, Abuja, the NHGSFP has made a significant difference in the health and nutritional well-being of pupils. Its focus on providing nutritionally balanced meals not only addresses immediate hunger but also promotes physical activity, concentration, and overall engagement in the classroom. The program’s benefits extend beyond individual pupils to create a healthier school environment and contribute to a more equitable education system.

This agrees with the findings of Mashiri (2017) that revealed effect implementation of the school feeding program in Nyamuroro primary school in Gokwe North District of Zimbabwe in relation to nutritional value of the food served. Also, Tijjani, Kaidal and Garba (2017) disclosed that government feeding programme improved the nutritional health status of the students in secondary school in Maiduguri, Borno State, Nigeria. Corroboratively, Adebisi, Adebisi, Jonathan, Ajani and Asogwa (2019) revealed that the national home growing school feeding program has positive effect on the nutritional status of children in Osun State. Nevertheless, Adepoju and Johnson (2020) discovered that HGSFP was implemented in government primary school in Ilaro, but not all the meal served provided a third of the recommended daily intakes of macro and micro nutrient as well as vitamins as recommended by WHO.

Similarly, the outcomes related to the impact of the National Home Grown School Feeding Programme suggest a broad range of positive effects on students’ cognitive development, academic performance, and overall learning experience in primary schools in the FCT, Abuja. Obviously, additionally, the program helps to reduce inequalities in education by narrowing the academic achievement gap between well-nourished and undernourished students, fostering a more equitable learning environment. This finding corroborates the findings of Taylor and Ogbogu (2016) who revealed significant effect the school feeding programme on performance of pupils in primary schools in Osun state. Similarly, Tagoe (2018) revealed positive impact of school feeding program on academic performance of primary schoolchildren in Ghana. Also, Awojobi and Tinubu (2020) reported improved academic performance of pupils in primary schools as a result of the national home-grown school feeding programme in Nigeria.
Equally, the NHGSFP has significantly increased the demand for locally produced food supplies, which has profound implications for local economies; local farmers have economically benefited from the procurement practices of the NHGSFP; the procurement of food supplies through the NHGSFP has also created more job opportunities for local farmers and agricultural workers; the NHGSFP encourages local farmers to produce higher-quality food items by establishing standards and requirements for the food served in schools; and the NHGSFP has positively impacted the sustainability of local agriculture by promoting environmentally friendly practices and local food systems. This finding is consistent with findings of Ayotunde, Yakubu and Uwaleke (2020) who disclosed that implementation of Home Grown-School Feeding Programme in UBE schools has significant economic implications in South-West Nigeria. Likewise, Musa (2021) revealed that the national home grown school feeding programme has significantly reduced poverty among caterers in Rijau Local Government Area, Niger State.

CONCLUSION AND RECOMMENDATIONS

The National Home Grown School Feeding Programme has demonstrated substantial benefits across multiple domains in public primary schools, particularly in terms of enrollment, attendance, nutritional status, academic performance, and its economic impact on local farmers in the FCT, Abuja. The following recommendations were proffered:

i. Sustained funding from government and non-governmental partners are essential to maintain effectiveness of the NHGSFP and sustain it.

ii. Regular assessments should be conducted to measure not only its influence on enrollment, attendance, and academic performance, but also on the overall health and well-being of pupils.

iii. There is need for training and capacity-building for farmers to improve and facilitate the linkages between farmers and schools for the quality and quantity of food supplied.

iv. Teaching pupils about healthy eating habits and the importance of nutrition should be prioritized for reinforcement of the long-term benefits of the program.

Based on the above recommendations, the NHGSFP can continue to have a profound and lasting positive impact on both the educational outcomes of pupils and the economic well-being of local farmers, while contributing to overall community development in the FCT, Abuja.

REFERENCES

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