Dyness Kejo’s research while affiliated with Eastern Africa Statistical Training Centre and other places

African leafy vegetables such as amaranth have been utilized since time immemorial both as food and as medicine. These vegetables grew naturally in most rural environments, but currently most of them are cultivated both for home consumption and for sale. The aim of this study was to identify the most preferred amaranth species and cooking and utilization practices, as well as the beliefs and attitudes that encourage or discourage use of this vegetable. The study was carried out in seven counties of Kenya and in three regions in Tanzania. Twenty Focus Group Discussions (FGDs) with members of the community and twenty Key Informant Interviews (KIIs) with agricultural and nutrition officers were conducted in the study areas to obtain information on preferred varieties, sources of amaranth vegetables, common cooking methods, alternative uses, beliefs and taboos surrounding amaranth consumption, and the challenges experienced in production and consumption. The findings of the study showed that amaranth is one of the most commonly consumed indigenous vegetables in Kenya and Tanzania. The preference for varieties and cooking habits differs depending on the community and individuals. Amaranthus dubius and Amaranthus blitum were most common in Kenya, while Amaranthus dubius and Amaranthus hypochondriacus were most common in Tanzania. Most people consumed these vegetables because they were affordable and available or because of circumstance of lacking other foods. Regarding cooking, final taste was mostly considered rather than nutritional attribute. Several alternative uses of amaranth such as uses as medicine and livestock feed were also reported, as well as some beliefs and taboos surrounding the vegetable. Training on nutritional attributes and promotion of food preparation practices that ensure maximum nutrient benefits from amaranth is needed at the community level to realize the nutritional importance of the vegetables. Hands-on training and demonstrations were the most preferred modes of passing information.

Malnutrition among children of school-going age is a challenge of serious concern in developing countries especially Sub-Saharan Africa. Many programs focus on mothers and under-5-year-old children, leaving the school going age unattended. It has been shown that school meals can reduce school absenteeism, improve concentration in class and reduce early dropouts. In Tanzania, successful home-grown school feeding programs are localized in few areas but have not been scaled-out. The objective of this study was to analyze the policy and organizational environment which enables or promotes home-grown school feeding approaches. The study consisted of a systematic review, key informant interviews and focus group discussions in Arumeru and Babati Districts, Tanzania. In total, 21 key informant interviews with 27 participants and 27 focus group discussions with 217 participants were conducted. The results show that Tanzania lacks a clear policy on school feeding; there are no guidelines for school meal quality, participation in school feeding programs is not mandatory, leading to many students being left out and going hungry. Students in private schools tend to be better off than those in public schools in terms of provision and quality of school meals. We recommend that policies and practices are developed based on positive experiences of home-grown school feeding programs implemented in Tanzania by the World Food Programme and Project Concern International and emphasize that these policies need to be developed in a multi-sectoral manner. A conceptual framework for improving home-grown school feeding in public schools in Tanzania highlights four critical components: leadership and public awareness; operational modalities; contributions from parents; and meal diversity and nutrition. The home-grown school feeding model provides mechanisms to improve diversity of meals and their nutritional value, increase participation of communities and inclusion of students. Parents will still be responsible for the largest part of food supplies, but the model also requires participation of multiple stakeholders, and provision of natural resources such as land and water by the local government for production of nutritious food for young students. Minimum levels of social protection are recommended to ensure that no student is denied school meals.