Abstract
Background: Among disadvantaged students attending Institutions of Higher Learning in South Africa, food insecurity is an emerging but largely hidden issue that can negatively affect academic performance, physical and mental health, wellness, and behaviour, and adversely influence student retention and graduation rates. While there are food assistance programmes in place at various universities, Technical and Vocational Education and Training (TVET) colleges fall outside of this kind of assistance.
Aim: The study sought to explore the food security needs of disadvantaged students attending a TVET college in Ekurhuleni, Gauteng.
Method: Guided by human rights theory, the study adopted a mixed methods approach where quantitative and qualitative data provided complementary data on food insecurity among TVET college students. Qualitative data were collected via observations and face-to-face interviews with 20 purposefully selected TVET college students while quantitative data were derived from the Household Food Insecurity Acccess Scale administered to these same students. Interviews were also held with three Department of Higher Education and Training representatives. Qualitative data were analysed using thematic analysis while the quantitative data were analysed via descriptive statistics.
Findings: Key findings were that while at primary and high school, students had access to the National School Nutrition Programme; however, this assistance was not provided at the tertiary level. Eighteen of the 20 students were categorized as food insecure in that they did not have access to an adequate supply of nutritious food. Students reported that hunger and food insecurity had adversely affected their attendance at college and their ability to concentrate. They had been compelled to resort to negative coping strategies such as restricting food intake. Key informants from the Department of Higher Education and Training identified poverty and child-headed households, and lack of food programmes and policies as contributing to food insecurity. Both groups recommended the need for strong leadership, student inclusion in decision-making and the provision of food assistance by the DoHET.
Conclusion: Findings suggest that students’ right to food was violated, and their experience of food justice and social justice had been compromised as they did not have access to a fair and equitable supply of food resources.
Keywords: hunger, food security, food insecurity, Technical and Vocational Education and Training (TVET) colleges, disadvantaged students, Sustainable Development Goal 2, food assistance programmes, academic performance, psychosocial well-being