Contributive Impacts of Food for Education Programme on Educational Sustainable Achievement in Primary Schools in Adamaoua region of Cameroon

Abstract

The main objective of this study is to investigate the Contributive impact of the Food for Education Program on the educational sustainable achievement in Primary Schools in Adamawa region of Cameroon. The concepts adopted in the exploration of this study were: contingency planning, sustainable management, strategic evaluation and sustainable educational achievement. These concepts are fundamental in the sustainable management of food for education project and the overall education projection. The theories use in this study was: contingency theory, stakeholders’ theory and the complexity theory. These explain the concepts in the context of the implementation of food for education programme. The study adopted qualitative research approach with case study research design. The analyses are done based on the sample of 10 stakeholders representing the projection at the organisational, school and community level. A structured interview guide and a passive observation were used for data collected. The data was made up of natural transcripts of the respondents, documents and field pictorial snaps shots. The data was presented and analysed based on the qualitative hermeneutic-interpretative approach from which the thematic concerns and content are based on the informant point of view. After analysis and discussion of findings of this we hypothesised as follow: HA1: contingency planning has a significant impact on sustainable educational achievement in primary schools in Adamaoua region of Cameroon. HA2: sustainable management from the stakeholder’s perspective has a significant impact on sustainable educational achievement in primary schools in Adamaoua region of Cameroon. HA3 strategic evaluation from the complexity management view has a significant contribution to sustainable educational achievement in primary schools in region Adamaoua of Cameroon. From these hypotheses, a Model was developed for the conception and development of educational projects. This model is called CREEPF MODEL of educational sustainable achievement (conception - realisation - evaluation foresight). Therefore, the stakeholder, contingency and complexity approaches contributed tremendously in the effective implementation of food for education programmes and sustainable educational achievement in Cameroon primary sector of education.