Data collected from documents analysis

Key documents were reviewed as part of data collection in this theme. The SFP has a number of guidelines and documents for programme implementation. The schools visited have some of these guidelines and circulars which keep all schools informed on SFP regulations and standards. Principals and educator coordinators of the sampled schools made the following key documents available:

 The White Paper on the Reconstruction and Development Programme (1994)  The guideline for the management of the NSNP

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The analysis of these documents shed some light on whether the sampled schools implemented SFP programme according to Guidelines.

An analysis of the Menu time-tables (2014:2) information indicated that “feeding should take place by 10h00 on every school day.” It became evident that all the schools were providing meals according to menu time-tables; meals were provided five days a week as required; and learners were receiving food during the first break period which is between 10h00 and 12h00. This analysis was in line with what educator coordinators said, for example: “We make sure food is prepared according to time table”.

According to the White Paper on the Reconstruction and Development Programme (1994:29), learners must have access to quality food and basic nutrition as enshrined in the South African Constitution and in the International Children’s Charter. It was evident that educators’ roles and responsibilities are in line with these documents as the educator coordinators indicated during interviews: “We make sure that food delivered are of good quality”(Educator Coordinator ?).

An analysis of the Guideline for the Management of NSNP (2004:8-9) revealed that principals’ responses were in line with this guideline, i.e., that their roles were to put systems in place; to ensure the proper implementation of the programme and the safekeeping of the resources supplied for the NSNP; and to authorize invoices, etc. It was also found that educator coordinators responses were supported by these documents which stipulated that delegated educator coordinators should carry the following responsibilities in school where SFP is provided:

 Ensure that food delivered to school was of specified quality;  Not accept inferior quality food items;

 Monitor and support food handlers;

 Ensure that food is prepared in the right way and according to menu time- tables;  Immediately report any irregularities to the circuit.

The findings from the document analysis corroborate the responses recorded from the structured interviews as well as from observation.

90 4.3.1.1.4 Data collected from observation

Saunders, Lewis and Thornhill (2000:219) define participant observation as a situation where the researcher attempts to participate fully in the lives and activities of subjects and become a member of their group, organization or community. This enables them to share experiences by not only observing what is happening but also feeling it, without changing the situation. De Vos et al. (2000:280) define participant observations as a qualitative research procedure that studies the natural and everyday set-up in a particular community or situation.

Exposure to the site settings enabled the researcher to gather first-hand experience as she interacted with principals and educator coordinators. Guided by the observation schedule tool she was able to actively participate on site whilst assuming a participant-observer role. It was observed that all meals were being served between 09h35 and 10h10 in the schools visited; meals were prepared in accordance with the provincial menus; the schools served their hot meals as specified in the menu; and they complied with menu time-tables. These findings were in line with the responses given by the educator coordinators when they said that their role “[was] to make sure learners are getting food on time and daily and that food is prepared according to time table”. The observation was also supported by what is stated in the Menu time-tables (2014:2) that “feeding should take place by 10h00 every school day.”

It was also observed that the monitoring of SFP activities in the schools visited were mainly undertaken by the educator coordinators which include daily quality control activities, like tasting the meals served to the learners; ensuring correct invoicing; checking deliveries from the suppliers in terms of quantities and quality - no expired goods. During the interviews with educator coordinators it was said that “we make sure that food delivered is of good quality, we taste the food before learners eat and monitoring food handlers”.

In one of the schools visited, one educator coordinator was busy checking the calculated quantities on the delivery note; signed for the delivered items before the supplier left; and checked the quality of the delivered food in the presence of the supplier. This was according to what is stated in the Guideline for the Management of the National School Nutrition Programme (2013:8). It was also observed that principals’ files for SFP documents and circulars were kept on their bookshelves in support of their saying: “Our roles are to authorize invoices for payment

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of food handlers as well as record keeping of SFP documents, and we are responsible for the management and administration of the programme”.

The researcher became aware of one or two challenges regarding the role and responsibilities of stakeholders in the schools. Firstly, as a result of challenges experienced in the delivery of food, there was a time where menus were substituted with the food that was available. Pap was the main food item that was seen, and mentioned, to be often substituted with rice. It may be conclude that key food items should be regularly served to the learners if the programme is to be effective. Secondly, as key stakeholders at their respective schools, educator coordinators and principals may be called at any given time, including during periods; over weekends; and late after school, if a delivery is to take place. As one of their roles and responsibilities delivery of food can only be done in the presence of these stakeholders to ensure quality and accuracy of items reflected on the invoice.