Zhou Ke’s research while affiliated with Henan University and other places

The condition of food insecurity and malnutrition for school-aged children and adolescents remains one of the most influential determinants of learning outcomes. Healthy and well-nourished students learn better, have a prodigious opportunity to thrive and fulfil their potential as adults, and increase their earning potential. The purpose of this study was twofold: a) to examine the implementation level of the school feeding programme and b) to identify the existing challenges that limit the school feeding programme from realizing its full potential in basic education schools. The study was directed by a descriptive research design, and 227 were selected using stratified and simple random sampling approaches, with 73.7% males and 26.3% females. The bulk of participants (39.2%) were between the ages of 30 and 40. Questionnaires and interview guides were used to obtain quantitative and qualitative data. The numeric data were descriptively examined using SPSS, and the qualitative data was studied using theme analysis. The study established a moderate level of school feeding implementation in terms of programmes coverage, school meal and cost, school meal preparation, and service. The study revealed different challenges hindering the effectiveness of the school feeding programme in basic education schools, including insufficient food served to the students in quantity and quality, inadequate materials and infrastructure, and unaffordable prices of required groceries from the market. To improve the efficiency and effectiveness of school feeding programmes, the Rwandan government and its partners in these programmes should raise the school feeding fund allotted to basic education institutions throughout the country. To the same extent, the Rwandan government is advised to a) transfer the school feeding fund to the schools for timely use, b) provide the schools with the necessary equipment and materials for cooking and serving meals to students, as well as the provision of required dining rooms, c) find an adequate way to fix the country's progressive price increase, and d) promote the school gardening concept (such as growing vegetables and other relevant crops).

The current state of physical inactivity of people can be traced back to the people who have been denied their fundamental human right to physical education and participation in school sports (PES). Growing up without the fundamental human right to free movement and participation in sports activities enabled students to stay physically inactive. The purpose of this study was to explore what is currently known about the role of PES in all areas of human development and SDGs and to raise awareness about PES, which has been shown to be on the decline. To increase the study’s overall efficacy, an external desk research approach was employed to gather relevant information published online: reports, policies, charters, recommendations, and other relevant articles from various electronic databases and websites of international organizations responsible for PES, culture, and health. PES benefits are discussed in all domains of human development, including physical and mental health, cognitive, psychosocial, and moral benefits. Contrary to its importance to human growth as a whole, PES has been sidelined since the end of the twentieth century. An awareness of the subject of PES has thus been raised as a backbone of the entire community in the twenty-first century, so as to translate the promises and policies of PES into realities and practices.

Background: Quality education produces substantial values for money, as people are educated, earnings grow, so do savings, so does investment, and in turn, so does the well-being of all. As such, human capital consists of the knowledge, skills, and health that people accumulate over their lives, enabling them to realize their potential as productive members of society. It has large payoffs for individuals, societies, and countries. These facts mark the contribution of quality education to the production of effective human capital as a cornerstone of knowledge-based economy. Materials and methods: The purpose of this study was to scrutinise what is currently known about Rwandan quality education, its remaining challenges and to suggest solutions upon the identified obstructions for the country to achieve its predetermined long-term goals. External Desk research method was used to collect relevant information already published online, published reports and policies, Government and related International education based organisations' published data, from different Rwandan government & ministerial websites, United Nations (UN) Agencies websites, World Bank (WB) website to enhance the overall effectiveness of this current research in light of education quality indicators in Rwanda namely: government spending in education, internal efficiency, access, equity, relevance, literacy and teachers' motivation. Results: The study established that expenditure on education as % of total government GNI & public expenditure remains insufficient. Internal efficiency discloses a weak cohort survival, low transition and completion rates. Access to education was revealed inadequate when it comes to proximity of schools, preschool education, health & nutrition services, language of instruction as it has been changing overtime, and inadequate access to current educational technology-high speed internet connection, adequate hardware & software, digital and online learning opportunities. The study also established an inadequate equity in distributing available scarce resources like professionally trained and qualified teachers, classrooms, desks, textbooks, computers, toilets, particularly in rural areas. Relevance of education was also revealed poor, for education to respond to the societal needs and labour market demands like provision of competent human resources on either national or international market as evidenced by Human Capital Index (HCI) of 0.36/1. As such, literacy rate keeps growing slowly i.e., 0.96% within 10years. At last, teachers' motivation was found insufficient enough to cover teachers' basic daily expenses since their pay falls far less than country' GDP/capital & purchasing power party. Conclusion: A conclusion upon such findings was therefore drawn that the expected long-term goals-transformation of Rwandan citizens into skilled human capital for social economic development of the country, achievement of access to quality, equitable and effective education for all and provision of human resource useful for the socioeconomic development through the education system, remain unfinished business by the year 2020. To this end, in regard to this conclusion, suggested solutions for the main identified obstructions were asserted in line of achieving the expected quality education for all.