Schools In Settlements Research Articles

A pályaorientációs szemléletű mentorálás módszerei – A Tanítsunk Magyarországért Program gödöllői tapasztalatai

In our study, we undertake to present the methods of career guidance-focused mentoring activity applied at the Hungarian University of Agricultural and Life Sciences in connection with the Teach for Hungary program and discuss its experiences. Mentor training, as well as support for children studying in schools in settlements cut off from information and activity opportunities, is also carried out in accordance with the traditions of the "Gödöllő School". In this regard, we should note that the counselling higher education training program in our country has the longest history at the MATE Szent István Campus (predecessors: GATE, SZIE). The intellectual capital, experience and all-encompassing ethos gathered in the consulting courses, which have been operating for more than 30 years and run under different names and at different levels, are already called the "Gödöllő School" in the literature (Borbély-Pecze, 2022). The development of methods used in career counselling in our country (Szilágyi, 1993) and their continuous development (Szilágyi, 2023) can be linked to this school. Some of these elements were also used among the high school students receiving mentoring within the framework of the TH program. In the following, we would like to present, together with their theoretical background, the methods that the students learned during the TM1 mentor training course and then used during the program.

School Security and Academic Self-Concept Among Pupils in Primary Schools in Informal Settlements in Kibra Sub-County, Nairobi County, Kenya

This study purposed to investigate the influence of school security on the academic self-concept of pupils in primary schools in informal settlements in Kibra Sub-County, Nairobi County, Kenya. The social cognitive theory guided this research. The study employed a survey research design. The target population comprised 138 head teachers, 203 teacher counsellors, and 9536 learners in Class VII, totaling 9877 respondents, from which a sample of 385 respondents was determined using Yamane’s formula. Questionnaires were used to collect data from learners in Class VII, as were interview guides for head teachers and teacher-counsellors. Piloting was conducted among 38 respondents from primary schools in informal settlements in Kibra sub-county to establish validity and reliability. The opinions of educational psychology professionals were used to confirm the study's validity. The split-half method was used to calculate reliability, and the reliability coefficient (r = 0.728; p<0.05) at the 0.05 level of significance revealed a high degree of internal dependability. The tests were carried out at a 0.05 level of significance. Test of the null hypothesis indicated that there was a significant statistical relationship between school security and academic self at r=0.668, p=0.001<0.05. The study concluded that levels of pupils’ academic self-concept in primary schools in informal settlements can be enhanced through provision of adequate school security. The study recommended that the Ministry of Education should ensure that primary schools have security guards and fences and should comply with standards for child-friendly school environment. The main beneficiaries of this study will be learners in the primary schools in the informal settlements when the policy makers improve the school environment hence their academic self-concept will be enhanced.

The Influence of Ecological Systems on Primary School Learner Performance in Informal Settlements in Namibia

Learners’ underperformance in primary schools in informal settlements is a concern worldwide. Families living in urban informal settlements of Windhoek, Namibia face overwhelming social and economic challenges, which affect children’s academic performance. A qualitative inquiry was informed by Bronfenbrenner’s ecological theory with reference to the microsystem, mesosystem, and the exosystem, which emphasizes the complex interactions between individuals and their environment. Three primary schools were selected in the informal settlements of the Khomas Region, Windhoek, Namibia and a purposive sample of participants was chosen comprising school teachers, principals, school board chairpersons, parents, and Grade 7 learners. Data were collected by semi-structured individual interviews and analyzed according to themes. Findings indicated that challenges in the microsystem (poverty and socio-economic context), mesosystem (parental engagement and peer pressure), and exosystem (school infrastructure) were the main contributory factors to poor learner performance in the selected schools. The interconnectedness between learners and their ecological systems and how these systems interact have a direct bearing on learner performance.

PEER GROUP LEARNING ENVIRONMENT ON PERFORMANCE OF LEARNERS IN RHINO CAMP REFUGEES SETTLEMENT, MADI–OKOLLO DISTRICT. A CROSS–SECTIONAL STUDY.

Introduction The purpose of the study was to examine how the peer group learning environment influences learners' performance in primary schools within the Rhino Camp Refuge Settlement. Methodology The study adopted a descriptive correlational and cross-sectional survey design, utilizing a mixed research approach. Data analysis was performed using SPSS version 23. The target population of the study was 151 respondents, consisting of primary seven learners at three selected primary schools in the Rhino Camp settlement. The sample size of the study was determined to be 108 respondents. Results 71% of the respondents were male and 29% were female. There was a positive correlation between peer group learning environment and learners' performance, with a Pearson correlation coefficient of 0.543**. This correlation was statistically significant at the 0.01 level (2-tailed). Peer group learning environment has a significant positive impact on learners' performance. A conducive and supportive learning environment within the peer group contributes to better academic performance. Conclusion Group learning in a peer environment has a positive influence on learners' performance in primary schools within Rhino Camp Refuge Settlement. It fosters a favorable learning environment, promotes active participation, enhances motivation, improves communication skills, fosters cultural understanding, and provides emotional support. These findings highlight the potential benefits of implementing group learning strategies in primary schools in refugee settlements. Recommendation Schools should create a conducive learning environment that promotes peer interaction and mutual learning.

Донское просвещение в эпоху реформ и революций (середина ХIХ в. – первая треть ХХ в.)

The periods of reforms of the 19th century, revolution, civil war and Soviet construction of the 1920s of the 20th century, unprecedented in the concentration of innovations in the Don enlightenment, are investigated. The author traces the formation of the legal statuses of the estate-Cossack and peasant schools of the Don region, the emergence of female and secondary education in the region. Changes in the educational space of the Region of the Don Army (RDA) are associated with the inclusion in 1878 of the Rostov region and the Taganrog city government in its composition. An analysis of various types of RDA schools showed that there were twice as many parish schools in military villages and farms as there were schools in peasant settlements. The primary school of the Synod, after growth in the 1880s, lost its position at the beginning of the twentieth century due to the low level of education. The peculiarities of secondary education in the region are the class-Cossack character of gymnasiums in the Cossack centers of the Department of Internal Affairs, the priority development of military Cossack educational institutions, the provision of benefits to specialists of Cossack origin. The establishment of the Don Polytechnic Institute in Novocherkassk meant that, in terms of the development of education, the RDA rose to a level comparable to the central regions of the country, at the same time, most school-age children did not have access to educational institutions. During the Civil War on the territory of the White Cossack quasi-state “The Great Army of the Don”, the learning process was not interrupted, and functioned according to the laws of the estate school. The Soviet Unified Labor School, separated from the church and representing equal rights to education for representatives of all social groups and nationalities, was formed after the end of the Civil War. The system-forming link was the state administration of education, acting in line with the decisions of the Communist Party. In the 1920s and the country made a leap from mass illiteracy of the population to the introduction of universal compulsory primary education, which stopped the constant reproduction of the illiterate when new generations entered life. Development of the Don regional educational space system in the 19th-20th centuries became a progressive civilizational process.

Inclusion in a Settlement School in Presidente Figueiredo-AM: a study from the perspective of equity and human rights

The study aimed to describe how the process of inclusion of people with disabilities in the settlement school has occurred. The debate is articulated with the following problematization: how has the inclusion of people with disabilities occurred in settlement schools? To this end, we carried out bibliographic and documentary research to meet specific objectives: a) present the concept of equity in light of the Universal Declaration of Human Rights and public inclusion policies; b) discuss the complexity of the inclusion process in a settlement school; identify the facilitating and hindering factors in implementing school inclusion for students with disabilities. When presenting the context of inclusion in settlements, we saw that these discursive practices introduced by inclusion policies constitute strategies based on Foucault's concept of biopolitics and governmentality, thinking about diversity and difference from the perspective of the State.

Correlation between Exposure to Domestic Violence and the Academic Performance of Pupils in Kenyan Public Primary Schools

Domestic violence poses a significant risk to pupils' academic performance, particularly in informal settlements, jeopardizing their chances of attaining their academic potential and becoming useful members of the community. This study investigates the relationship between exposure to domestic violence and academic performance among pupils in public primary schools in informal settlements, Nairobi County, Kenya.. The research, guided by Family Stress Theory, employed a descriptive design and targeted a population of 61,034 pupils. The sample size of 390 participants was determined using Krejcie and Morgan's formula, selected through purposive sampling, focusing on sub-counties with informal settlements, schools enrolling students from these areas, and pupils in classes 4, 5, and 6. Research instruments included an adapted Violence Exposure Scale for Children-Revised to measure domestic violence exposure and a record sheet for academic achievement. A pilot study with 42 pupils was conducted to ensure instrument validity and reliability, yielding a reliable coefficient of α=0.785 for the Exposure to Domestic Violence Scale. Data collection involved selecting participants, distributing questionnaires while ensuring data confidentiality. Data was coded, entered, and cleaned for analysis using IBM SPSS version 21. Descriptive statistics, such as percentages and frequencies, analyzed demographic data. Inferential statistics, including Pearson's correlation, were employed to examine the relationships between independent and dependent variables. Findings revealed a statistically significant, albeit weak, negative association between domestic violence exposure and academic performance. Pupils with higher exposure exhibited lower academic performance, highlighting the disruptive impact of domestic violence. The study recommends proactive measures, such as parental sensitization programs, to mitigate domestic violence's impact on academic performance, fostering an environment that supports academic success and overall well-being for pupils.

Teacher-Learner Interactions and Academic Self-Concept in Informal Settlement Primary Schools in Kenya

This study investigates the influence of teacher-learner interactions on pupils' academic self-concept in primary schools located in informal settlements in Kibra sub-county, Nairobi County, Kenya. The study employed a survey design. The target population comprised 138 head teachers, 203 teacher counsellors, and 9536 learners in Class VII, totaling 9877 respondents, from which a sample of 385 respondents was determined using Yamane’s formula. Stratified sampling was used to create seven (7) different strata based on the zones, according to the Independent Electoral and Boundaries Commission of 2012. From each zone, five (5) schools, one (1) head teacher, and one (1) teacher-counsellor were selected using purposive sampling. However, from each sampled school, nine (9) learners in Class VII were selected using a simple random method to avoid bias and favouritism. This sampling procedure involved a sample of 35 head teachers, 35 teacher-counsellors, and 315 learners in Class VII. Questionnaires were used to collect data from learners in Class VII, as were interview guides for head teachers and teacher-counsellors. Piloting was conducted among 38 respondents from primary schools in informal settlements in Kibra sub-county to establish validity and reliability. The opinions of educational psychology professionals were used to confirm the study's validity. The split-half method was used to calculate reliability, and the reliability coefficient (r = 0.728; p<0.05) at the 0.05 level of significance revealed a high degree of internal dependability. The goals guided the theme analysis of qualitative data, which was then presented in narrative style. Statistical Packages for the Social Sciences (SPSS 23) was used to do a descriptive analysis of the quantitative data (frequency counts, mean, and percentages) and an inferential analysis in order to evaluate the hypotheses, and the results were shown in frequency tables and bar graphs. The results revealed that teacher support, supervision, encouragement, and individualised teaching strategies play a crucial role in shaping pupils' perceptions of their academic abilities. The findings emphasise the significance of these interactions in fostering a positive learning environment and improving academic self-concept. It is concluded that effective teacher-learner interactions can positively impact students' self-perception and motivation to excel academically. Recommendations include promoting training for teachers to enhance their interactions with students, thereby contributing to improved academic self-concept in primary school settings.

School Buildings in the Urban FABRIC as a Result of 21st-Century Suburbanisation: Case Studies on Two Middle-Sized Towns in the Agglomeration of Budapest, Vác and Dunakeszi

Our study explores the question: what kind of landscape situations emerge between the urban fabric and a school building as a result of 21st-century suburbanisation? To answer this question, we will compare a traditional school town and a suburban settlement. Located less than thirty kilometres from Budapest, the traditional town is Vác, one of the most important historical school towns in Hungary. Dunakeszi, on the other hand, directly borders the capital and was a rural settlement at the beginning of the 20th century. This settlement is a typical example of urban sprawl. Its schools have occupied a place in the urban fabric since the second half of the 20th century. During our research, we used thick description and thoroughly analysed where the buildings are situated within the given urban structure, how their appearance can be described, and what their architecture communicates. Our basic argument is that while traditional settlement schools are a central element of the urban fabric, in the suburbs, schools occupy empty spaces of ‘leftover plots’ or develop new campuses in the interurban landscape. The results showed that regardless of the historical past of a given settlement, 21st-century educational institutions create separated, closed campuses in areas affected by suburbanisation processes. The primary reason for moving out is simply a lack of space in downtown areas, which is universally apparent in larger cities. The various roles and tasks schools fulfil also contribute to the process, for example the integration of sports fields or the increasing expectation to be accessible by car.

Invisible Bias in Nominating and Selecting Gifted Students

One objective of gifted education is to provide fair opportunities for all children, including access to the nomination and selection procedures for gifted programs and services. This study aims to identify invisible biases in the nomination of gifted students in the National Gifted Identification Project (Mawhiba Test) during the periods of 2014, 2015, and 2017. The participants were limited to students nominated in Al Ahsa, in the Eastern Province of Saudi Arabia, which includes students from rural, urban, and settlement schools. There was a total sample of 74,199 male students and 74,097 female students. The study followed the descriptive approach, and the Chi-square test was used to measure whether the location variable (i.e., the school’s location) was independent of the number of candidates. The results showed a significant correlation between the location and the number of male and female candidates. Additionally, the results indicated a significant decrease in the percentage of male and female students in settlement schools, which requires the relevant authorities to reconsider the procedures followed in nomination and selection, especially in remote areas and settlements. KEYWORDS Gifted students, disadvantaged students, rural, urban, settlement schools, Mawhiba Test, underrepresentation

Children’s safety and security in non formal pre-primary schools: The intervention measures

This study sought to come up with intervention measures that could be put in place to mitigate the challenges experienced in non-formal schools to enhance safety and security of children. Purposive sampling was used to select Nairobi City County and all the pre-primary schools attached to non-formal schools in informal settlements in the county and the head teachers/managers and teachers working in these pre-primary schools. A sample size of 54 pre-primary schools was selected. A total number of 136 participants from the sampled pre-primary schools participated in the study comprising of 78 preschool teachers, 54 head teachers, and four education officers. The findings revealed various intervention measures by participants such as intervention by: county government, school management such as picking and dropping children, fencing school and having lockable gates.

Tablets in Hungarian Primary Schools

The increasing interest in introducing tablets into education as well as many countries’ education policies (see Digital Education Strategy) support the integration of the above-mentioned mobile devices (Mulet, van de Leemput & Amadieu, 2019). Accordingly, several governments are presently procuring or have already supplied a significant number of students with these devices (Tamim et al., 2015). Similar to most international large-scale initiatives, there are remarkable variances in tablet-supported education. The different school conditions (infrastructure, framework, human resources) result in the diversity of technological integration. In our research, in order to learn more about the infrastructural conditions at schools’ institutional levels, with online questionnaires we examined 145 primary schools using tablets in their education. We were looking to answer the following, questions: (1) what kind of infrastructural conditions are characteristic of the different institutions? (2) What kind of differences in infrastructural conditions are there between the schools in different settlements? To sum up the results, we can observe significant differences in the number of tablets, their hardware, accessories and software, along with differences in internet access and the regulation thereof.

Lower thriving among females with hearing impairment than males - a cross-sectional study of 185 primary and secondary students in Greenland

ABSTRACT The prevalence of ear infections and hearing i mpairment among Greenlandic children is amajor public health problem, and studies investigating the association between hearing impairment and thriving among Greenlandic children are scarce. The aim of this study was to examine the association between hearing impairment and thriving in asample of school-children in Sisimiut, Greenland. This cross-sectional study included children from 5th to 10th grade from two schools in Sisimiut and two schools located in nearby settlements. Participants filled out aquestionnaire and underwent ear examination and audiometry. Binary logistic regression examined the associations of hearing impairment and thriving variables defined as self-rated health, headache and school satisfaction. 179 children participated from schools in Sisimiut, and 6 children were from schools in settlements. The prevalence of hearing impairment was 10% among school-children in Sisimiut. There was atendency among girls with hearing impairment to have higher odds ratios for low self-rated health, often headache and low school-satisfaction. This study indicates that girls with hearing impairment are more susceptible to low thriving compared to girls with normal hearing. Interventions targeting the thriving of hearing impairment among children in Greenland should take gender differences into account.

Praćenje kvaliteta urbanog ambijentalnog vazduha na lokacijama predškolskih i školskih ustanova u Srbiji

Exposing children to environmental pollutants during periods significant for their physiological development can lead to long-lasting health effects, dysfunction, and disease. The aim of this paper was to focus on a relatively scarce ambient AQ monitoring practice at the locations of preschol and school institutions in Serbia, within the local network of AQ monitoring stations. This was a cross-sectional study covering period 2015 to 2020. Measuring points (SO2, NO2, soot, PM10) were in front of kindergardens, primary and secondary schools in urban settlements. Results originate from the continuous public health programme conducted by the Institute of Public Health of Serbia. Only PM10 and B(a)P values at some points have exceeded annual limit values in front of chosen facilities in 2020. In sum, both the absolute number of urban ambient AQ measuring points monitored by the local network of Institutes of Public Health and those in front of the educational facilities have increased in this period: from 73/17 to 172/26. In a percentual view, these facilities are chosen more seldom within this time frame, dropping from 23.29 to 15.12% of all AQ monitoring points. As such facilities are mainly located at important city intersections, in order to assess the exposure to air pollution of vulnerable population groups (children from preschool to adolescence age), there is a need to locate measuring points near them.

The Sustainability and Scalability of Private Sector Sanitation Delivery in Urban Informal Settlement Schools: A Mixed Methods Follow Up of a Randomized Trial in Nairobi, Kenya

There are considerable challenges to achieving the Sustainable Development Goals’ target of universal access to basic sanitation in schools. Schools require safe, clean, and sex-segregated facilities for a large number of students. Robust and affordable solutions are needed to address the economic, spatial, social, institutional, and political factors which contribute to poor sanitary conditions in informal settlements. In 2015, we undertook a randomized controlled trial to assess the feasibility of private sector sanitation delivery (PSSD) in 20 primary schools, in informal settlements of Nairobi, Kenya. Our preliminary evaluation after one year of service delivery suggested that PSSD of urine-diverting dry latrines with routine waste collection and maintenance provided a feasible, lower-cost alternative to the government standard delivery (GSD) of cistern-flush toilets or ventilated improved pit latrines. We conducted a mixed-methods follow-up study to assess sanitation delivery over 3–4 years and investigate prevailing drivers and barriers that may influence the scalability of PSSD. The conditions of newly constructed and rehabilitated GSD facilities diminished quickly, reverting to the conditions of existing facilities, indicating lower sustainability compared to sanitation delivered from the private sector. Barriers in financial aspects related to the ongoing implementation of PSSD emerged, particularly among public schools, and few were able to pay for continued service. Our study demonstrates that the engagement of the private sector may lead to improvements in affordable, safely managed sanitation for schools and their students. Yet, to reach a sustained scale, additional guidance is needed on how to develop these partnerships, streamline procurement and contracting processes, and incorporate appropriate financing mechanisms.

Clustering of lifestyle risk behaviours and its determinants among school-going adolescents in a middle-income country: a cross-sectional study

BackgroundLifestyle risk behaviours such as smoking, alcohol consumption, physical inactivity, sedentary behaviour and low fruit/vegetable intake have been identified as the major causes of chronic diseases. Such behaviours are usually instigated in adolescence and tend to persist into adulthood. Studies on the clustering of lifestyle risk behaviours among adolescents are scarce, particularly in developing countries. Therefore, the present paper aimed to determine the clustering of lifestyle risk behaviours and its determinants among school-going adolescents in Malaysia.MethodsData were extracted from a cross-sectional study, the Malaysian Adolescent Health Risk Behaviour (MyAHRB) study, which was conducted from May to September 2013 across 11 states in Peninsular Malaysia. A two-stage proportionate-to-size sampling method was employed to select a total of 3578 school-going adolescents aged 16–17 years from 20 selected schools in urban and rural settlements, respectively. The MyAHRB study adopted a set of self-administered questionnaires adapted from the Global School-based Student’s Health Survey (GSHS) and the Youth Risk Behaviour Surveillance.ResultsThe results from the analysis of 2991 school-going adolescents aged 16–17 years showed that 16 (in boys) and 15 (in girls) out of 32 combinations of lifestyle risk behaviours clustered. Girls (aOR 2.82, 95% CI: 2.32–3.43) were significantly more likely to have clustered risk behaviours than boys; however, no significant associated factors were observed among girls. In contrast, boys of Malay descent (aOR 0.64, 95% CI: 0.46–0.89) or boys who had at least three friends (aOR 0.65, 95% CI: 0.43–0.99) were less likely to engage in multiple risk behaviours.ConclusionThe present study demonstrated the clustering of multiple risk behaviours that occurred in both genders; these results suggest that multiple behaviour intervention programmes, instead of programmes based on siloed approaches, should be advocated and targeted to the high-risk sub-populations identified in the present study.

Relações de gênero no movimento dos trabalhadores sem terra - MST: perspectivas a partir da concepção pedagógica do movimento

The study aims to identify of the gender relations within the Landless Workers Movement (MST) and if the educational process has contributed to the actions and discussions on the topic. This work is part of a project entitled Theoretical and practical conceptions education and work in the MST and had the financing CNPQ. In this study, the methodology uses the qualitative approach and the bibliographical research, document and data collection. Data collection consisted of interviews with coordinators of schools in settlements and a former leader of the National Movement Gender Sector. As a result, we have identified the development of gender issues in the MST, some progress was made, for example, joint ownership, giving legally women the same rights of ownership and use of land and also the participation of women in 50% of all the Movement's political bodies which required great effort and enhanced process of forming the same. However, remains the great challenge of creating possibilities for greater equality in the division of work and opportunities for women landless.

The Impact of Depopulation for Changes in the Network of General Education Schools

The purpose of the research was to reveal the impact of depopulation for changes in the network of general education schools in problem regions in Lithuania. The topic of the research – problem regions of Lithuania which include 22 sparsely populated municipalities (hereafter – the SPM) where a rural population density does not exceed 12,5 inh/km2. During the research, it was established that depopulation, decreasing population and number of school students affects the degradation of the network of general education schools. This is especially obvious in SPM, where the number of population is decreasing fast: 2001–2017 the number of population in the country decreased by 18 %, in SPM – 28 %; 2001–2016 the number of general education schools in country decreased by 49 %, in SPM – 62 %. This trend is especially striking in Northern East and Southern municipalities of Lithuania which are attributable to problem regions due to the growing social and spatial exclusion. There are no assumptions about the change in the demographic situation in the near future and this means that the network of schools will continue to decrease, only schools in bigger settlements of administrative centers of municipalities have more chances to remain. In order to at least stop the disappearance of the network of general education schools in SPM, there should be reduced requirements for rural schools (lower number of school students in classes, lower obligatory workload for teachers, supplements to salary for teacher etc.), the reorganization of schools should be more deliberate, etc.

RELATIONSHIP BETWEEN SOCIO-ECONOMIC CLASS AND THE LEVEL OF POSTTRAUMATIC STRESS DISORDER RESULTING FROM THE 2007/2008 POST ELECTION VIOLENCE AMONG PRIMARY SCHOOL PUPILS IN KIBERA AND KAYOLE SETTLEMENTS, NAIROBI

This study sought to determine whether there was any relationship between socio-economic class and the level of posttraumatic stress disorder resulting from the post election violence among primary school children in Kenya. The target population included all the standard seven pupils in six primary schools in Kibera and Kayole settlements. A proportionate random sample of 164 pupils in each location was selected. Three instruments were used. They were: Personal Experiences During Post Election Violence, Psychological Stability Scale, and Post Traumatic Experience Psychological Scale. The results showed that there was no significant difference between pupils of different socioeconomic status in levels of PTSD. It is recommended that children from all levels of socioeconomic status require post-violence services appropriate to their age, the scope and nature of the disaster, and their immediate circumstances. They should be provided with enhanced parent-teacher communications and there be available school psychologists and counselors trained in family intervention within the school setting. These are basic requirements for successful intervention and treatment of childhood posttraumatic stress disorder. The establishment of school-based programs from early childhood onward that teach conflict resolution, emotional literacy, and anger management skills is also desirable.

Assessing the Food Safety Attitudes and Awareness of Managers of School Feeding Programmes in Mpumalanga, South Africa.

The managers of school feeding programmes are responsible for ensuring the safety of the food which is provided to schoolchildren, but very few studies have been conducted on the food safety knowledge and awareness of these managers. The objective of this study is to evaluate the food safety attitudes and awareness of managers of the National School Nutrition Programme (NSNP) in schools in Mpumalanga, a province of South Africa. A cross-sectional survey study was conducted in which questionnaires were used to collect data from 300 NSNP food service managers. The majority of schools offering NSNP meals were located in informal settlements and most were found to lack basic resources such as electricity (power supplies to the food preparation facility) and potable tap water in their kitchens. No school was found to have implemented the hazard analysis and critical control points (HACCP) programme, and only a few staff had received food safety training. Food safety implementation is worst in informal schools in rural areas due to limited resources and infrastructure. The NSNP food service managers in some schools-especially those located in rural settlements-were found to have little knowledge and awareness of HACCP. These results indicate an urgent need to provide NSNP managers with food safety training and resources (potable water supplies, electricity, dedicated food preparation facilities), particularly in schools in rural settlements.