1. Feed minds, change lives
SCHOOL FEEDING
Feed minds, change lives
Thomas Yanga, Regional Director
World Food Programme Regional Bureau for West and Central Africa, Dakar, Senegal

2. STRUCTURE OF THE PRESENTATION
Overview on education and hunger
Definition of school feeding/overview of WFP’s school feeding programmes
Rationale for school feeding safety net interventions: outcomes and cost- effectivess
Home-Grown School Feeding
WFP’s new school feeding policy
The school feeding strategy and the new approach
The WB/WFP partnership
The way forward

3. OVERVIEW: HUNGER
66 million primary school age children attend school hungry; 23 million are in Africa alone. 80% of these 66 million is concentrated in 20 countries.
The impact of the global hunger and food insecurity emergency was dramatically amplified by the financial crisis.
The poor often do not have enough food at home, and most schools in developing countries do not have canteens or cafeterias. On empty stomachs, children have problems concentrating on their lessons.
A daily school meal boosts learning by allowing children to focus on their studies and not on their stomachs.

4. HUNGER
Legend
< 4%
5-19%
20-34%
> 35%
No data available
Source: FAO State of Food and Agriculture, 2007
Hunger: Percentage of population below the minimum level of dietary energy consumption ( )
The proportion of the population below the minimum level of dietary energy consumption, referred to as the prevalence of undernourishment, is the percentage of the population that is undernourished or food deprived. Standards derived from an FAO/WHO/UNU Expert Consultation (FAO et al. 2004).

5. PRIMARY SCHOOL COMPLETION
Legend
< 4%
5-19%
20-34%
> 35%
No data available
Source: UNESCO Institute for Statistics in EdStats, 2008
Primary school completion rate, total ( )
75 million school-age children (55% of them girls) do not attend school; 47% of them live in sub-Saharan Africa.
Primary completion rate is the total number of students in grade 6 (excluding repeaters) divided by the total number of children of grade age. Data is from latest available year.

6. HIGH-ENERGY BISCUITS AND SNACKS
SCHOOL FEEDING
SCHOOL FEEDING
Provision of food to school children
IN-SCHOOL MEALS
Children are fed breakfast, lunch or both in school
TAKE-HOME RATIONS
Transfer of food resources to entire families conditional upon school enrolment and regular attendance of children
MEALS
HIGH-ENERGY BISCUITS AND SNACKS

7. SCHOOL FEEDING School feeding: Country programs (2006-08)
Legend
Category 1
Category 2
Category 3
No data available
Sources:
School feeding: Country programs ( )
Category 1: Countries where school feeding is available in most schools, sometimes or always with subsidies for some or all children; Category 2: Countries where school feeding is available in most schools some of the time; Category 3: Countries where school feeding is available primarily in the most food insecure regions.

8. WFP AND SCHOOL FEEDING
WFP provides feeding to an average 22 million children in school, about half of whom are girls, in some 70 countries, for a total value of almost half a billion.
WFP is also assisting 730,000 pre-school children in 13 countries through school feeding programmes.

9. WFP SCHOOL FEEDING IN WEST AND CENTRAL AFRICA
WFP provides feeding to an average of 4 million children in school in 19 countries in West and Central Africa .
Cape Verde nationally owned school feeding from 2010
Essential minimum package (teachers, classrooms, water, sanitation, books etc)
Partnership is key (World bank, Brazil, donors)
Multi-sectorial approach demanding Interministerial plan of action

10. WFP GLOBAL SCHOOL FEEDING MAP 2008

11. Platform for wider Socio-economic Benefits
SCHOOL FEEDING OUTCOMES
Nutrition
Improved micronutrient and macronutrient intake lead to enhanced nutrition and child health, increased learning and decreased morbidity for students
Education
School feeding can help to get children into school and help to keep them there, through enhancing enrolment and reducing absenteeism.
Gender
Proven positive contribution of school feeding to gender equality. Access to school for OVCs, IDP, HIV affected
Value Transfer
School feeding transfer resources to households, averting negative coping strategies and allowing investments in productive assets
SEE ALSO THE BACKUP SLIDES FOR SOME EVIDENCE
School Feeding Programmes in place around the world today have demonstrated five main outcomes.
Safety nets: school feeding can transfer about 11% of household expenditure to households for each child who participates. That is quite high considering that the average cash transfer programme transfers around 15%-20%. This is a new policy focus for WFP and is referred to later in the presentation.
Education: SF is an intervention that has proven educational benefits, both on improving school participation and cognitive abilities. It can have a major impact on enrolment, attendance, learning and cognitive development.
Nutrition: There are clear nutritional benefits for schoolchildren of providing foods which have been fortified with micronutrients. Programmatic evidence suggests that de-worming through schools is safe, cheap and remarkably cost-effective. School feeding in many cases presents the vehicle or channel for delivery.
Equitable access: Evidence shows that school feeding has a particular strong effect on enhancing school participation among girls. Also, in areas with high HIV prevalence, emerging evidence shows that school feeding has the potential of enhancing enrolment, attendance and progression of orphans and other vulnerable children.
Local development: local purchase for school feeding becomes a win-win situation for the children and for local farmers and local economies. Community self-reliance can be strengthened through a programme which is locally-driven and planned. This is a new strategic focus for WFP and is referred to later in the presentation.
Platform for wider Socio-economic Benefits
Linkages to health and nutrition/ essential package interventions. Spin offs to community development, local production, in particular when food is being sourced from poor, smallholder farmers.

12. WHAT IS HOME-GROWN SCHOOL FEEDING?
“Home-Grown School Feeding (HGSF) is a school feeding programme that provides food produced and purchased within a country”.
Linking school feeding to local agricultural production
Increasing small-scale farmers’ (SSF) access to the school feeding market
SPECIFIC OBJECTIVES
Encouraging improved production practices among small-scale farmers
Increasing direct purchase from smallholders

13. THE THREE FOCUS AREAS STRATEGIC PROCUREMENT AGRICULTURAL DEVELOPMENT
Aim to increase access for small-scale farmers through activities in three focus areas:
STRATEGIC PROCUREMENT
AGRICULTURAL DEVELOPMENT
INSTITUTIONAL DEVELOPMENT
Removing the barriers that small-scale farmers might face in accessing the school feeding market, such as:
Lack of information
Insufficient capacity to meet traditional tendering requirements
Lack of capacity to supply, store and transport commodities
Vulnerability to post-harvest losses
Tailoring assistance packages (e.g. improved seeds, fertilizers and other agricultural inputs at subsidized prices) to the least advantaged small-scale farmers to help them:
Increase productivity
Produce better-quality crops
Manage natural resources
Mitigate risks in a sustainable way
In line with CAADP pillar III and NEPAD plans
Contextual support that exists and may need to be developed for the appropriate design and implementation of HGSF. This includes policies, rules and strategies related to:
School feeding
Procurement and increased agricultural production
Capacity of the country to manage resources to implement a cost-efficient programme
Strategic procurement: the purchasing process that supplies food to the school feeding programme in such a way that small-scale farmers benefit by ensuring that the procurement process is “strategic”. This means removing the barriers that small-scale farmers face in accessing the school feeding market, such as lack of information, insufficient capacity to meet traditional tendering requirements, lack of capacity to supply, store and transport commodities and vulnerability to post-harvest losses.
Agricultural development: activities intended to help small-scale farmers increase productivity, produce better-quality crops, manage natural resources and mitigate risks in a sustainable way. This entails the provision of assistance packages (e.g. improved seeds, fertilizer and other agricultural inputs at subsidized prices) to the least advantaged small-scale farmers so they can produce food in greater quantities and be able to supply the school feeding programme.
Institutional development: support for appropriate design and implementation of the HGSF programme. This includes the policies, standards, rules and strategies related to school feeding, procurement and increased agricultural production and to national capacity building to fund, manage and implement a cost-efficient programme and document results.

14. WFP’s new policy on SF is based on recent analytical work
WFP’s NEW POLICY ON SCHOOL FEEDING
WFP’s new policy on SF is based on recent analytical work
Rethinking School Feeding: social safety nets, child development, and the education sector
A joint WB/WFP publication highlighting the importance of mainstreaming school feeding into national policies and plans. It provides guidance on how to develop and implement effective school feeding programmes
Learning from Experience: good practices from 45 years of school feeding
A review of WFP’s experience in school feeding over 45 years that identifies best practices and key quality standards to ensure the sustainability and effectiveness of school feeding programmes
Home-Grown School Feeding: a framework to link school feeding with local agricultural production
Opportunities to link school feeding with local agricultural production and the benefits of doing so.
The new policy repositions school feeding as:
A relevant response to hunger in all contexts
An effective safety nets (in addition to education, nutrition and other development benefits)
A cost-effective, sustainable intervention

15. School Feeding is an effective safety net
SCHOOL FEEDING AS A SAFETY NET
School Feeding is an effective safety net
It helps to protect vulnerable children during times of crises
It safeguards nutrition, education and gender equality and provides a range of socio-economic benefits
It confers a significant level of value transfer to those households with children enrolled in school or those with school-age children
Emergency and protracted crisis: School feeding encourages children to enter and remain in school by providing a food value transfer to the household on the condition the children attend class.
School Feeding can be an effective safety net in different contexts
Post conflict/disaster, transition: SFPs can restore the educational system, it can encourage the return of IDPs and refugees by signalling that basic services are operating and it is thus safe to return home.
Chronic hunger: In more stable situations, SFPs should become an increasingly integral safety net of government policies and strategies to alleviate hunger and poverty.

16. Strategies for sustainability
SF POLICY BASED ON 8 QUALITY STANDARDS 1.
Strategies for sustainability
Sound alignment with national policy frameworks
Stable funding and budgeting
Needs based, cost-effective quality programme design
Strong institutional arrangements for implementation, monitoring and accountability
Strategies for local production and sourcing
Strong partnerships and inter-sector coordination (Brazil training center for Government officials)
Strong community participation and ownership 2. 3. 4. 5. 6.
The new approach leads to a new generation of school feeding programmes, that are based on eight quality standards. These standards are aspirational, and essential to frame the design and implementation of sustainable school feeding programmes:
A strategy for sustainability:  Elements of sustainability are embodied in a comprehensive roadmap, a transition strategy that will be agreed upon with government and WFP and all school feeding stakeholders, by including milestones, timing, targets and benchmarks for achievements;
National policy framework: National planning for school feeding should ensure that the government has identified the most appropriate role for school feeding in its development agenda, Poverty Reduction Strategies, education, nutrition or social protection sectors, or in sectors policies or plans which form the basis for basket funding or sector-wide approach that determine the allocation of donor resources;
Stable funding and budgeting: Stable funding is a prerequisite for sustainability. As the programme becomes national, it needs a stable funding source independent of WFP. This funding may be through government core resources or through development funding. In the long term, a national budget line for school feeding is needed;
Needs based, cost-effective quality programme design: School feeding programmes should be needs and design based according to a correct assessment of the situation in the country. Programme targeting is important to select the correct beneficiaries and to choose the right modalities of food delivery and a food basket with the right quality. Complementary actions such as food fortification and deworming should be a standard part of any school feeding programmes;
Strong institutional arrangements for implementation, monitoring and accountability: A government institution or ministry should be responsible for the implementation of the school feeding programme and adequate resources, staff capacity, management skills, knowledge, and technology at central and sub-national levels made available. Robust implementation arrangements are necessary to ensure quality food and resources are managed transparently through adequate monitoring and reporting mechanisms.
Strategy for local production and sourcing: Producing from the local market whenever feasible, is key to achieving sustainability while encouraging agricultural growth. School feeding programmes should include an action plan for local sourcing. Connecting small-scale farmers to markets and ensuring that a deliberate, incremental strategy is in place to tie supply to school feeding demand is important. Countries and partners should carefully balance international, national and local procurement of food to support local econommies without jeopardizing the quality and stability of the food pipeline.
Strong partnerships and inter-sector coordination: Well-designed school feeding programmes include the involvement of many sectors, such as education, health, agriculture and local government, along with: an explicit link between school feeding and other school health and nutrition or social protection programmes; a coordination mechanism (task force, working groups, sector group, etc.); and strong operational partnerships.
Community participation and ownership: School feeding programmes that respond to community needs, are locally owned and that incorporate some form of parental or community contribution tend to be the strongest programmes most likely to graduate successfully from donor assistance. Programmes that include this component from the beginning and consistently maintain it have the most success. 7. 8. 16

17. Secure sustainability School Feeding New Approach – Main objectives
THE NEW APPROACH: OBJECTIVES
Improve quality
Improve effectiveness
improve targeting
Identify the most appropriate modalities and food baskets
widen the benefits
Improve efficiency
Assess costs, benefits and tradeoffs
Widen coverage
Increase reach
Estimated need to provide SF to 66M school children
Additional 75 million children worldwide not attending school
A more effective and efficient implementation of the SF
Secure sustainability
Ensure transition to sustainable nationally owned programmes
Support mainstream of SF into national policies
Enhance national Governments technical capacity for implementation
Provide additional assistance with resourcing and financing strategies
Coordinate partnerships
Key to shift School Feeding ownership to national governments and mainstream it into national policies
School Feeding New Approach – Main objectives

18. THE NEW APPROACH: ENABLERS
School Feeding New Approach – Main enablers
Competences
Resources
Global Advocacy
Clear strategy
What countries, timeframe, partners/ roles, resources
Structured methodology
Analytical frameworks & tools
Costs & ROI optimiz.schemes
Solid implementation skills
Long-term, cross-country, large-scale experience
Deep country-level knowledge and relationships
Funds1
Funding, to run specific national and country-level initiatives
Global funding, to run the corporate-level SF program
Non–cash contributions
Services and logistic assets
Goods (e.g. food, drugs,..)
Workforce / secondments
Relationships with local governments and SH
High-level endorsement from major influencers
Executive Directors of UN agencies
Chairmen of private or public bodies
Testimonials
Major testimonials as of today:
President of the World Bank
Former Ghana President John Kufour
HRH Princess of Thailand
Key for WFP to set Global Partnerships
in order to complete the set of enablers
1. Not allocated to field operations, materials and food

19. The partnership is articulated around three areas
THE WB/WFP PARTNERSHIP
The partnership is articulated around three areas
School Feeding in the policy framework
Mainstream School Feeding into national development policies, plans and strategies, with clearly defined development objectives
Strengthening institutional capacity
Develop institutional capacity to implement school feeding programmes in an effective, cost-efficient and sustainable manner
Support sustainability
Promote transition in the longer term towards nationally-owned and resourced school feeding programmes

20. WHERE ARE WE NOW?
Rethinking School Feeding: social safety nets, child development, and the education sector
Result of a consultative process between WFP’s Policy Division and the World Bank’s Human Development Network
JOINT PUBLICATION
Increased demands by governments for school feeding as a response to the global crises in June 2008
The World Bank, under its group cooperation with WFP, funded the expansion of 5 school feeding programmes in Burundi, Central African Republic, Guinea-Bissau, Haiti and Liberia
SCHOOL FEEDING AS A RESPONSE TO HIGH FOOD PRICES
IMPLEMENTATION SUPPORT
The implementation process of the new approach will be done with the collaboration of WB in some countries.

21. G8 SUMMIT STATEMENT ON FOOD SECURITY
THE G8: CALL FOR FOOD SECURITY
“Delivering food, cash and vouchers through effective emergency assistance as well as through national safety-nets and nutrition schemes, such as food and cash for work, unconditional cash transfer programs, school feeding and mother-and-child nutrition programs, is an imperative goal”.
G8 SUMMIT STATEMENT ON FOOD SECURITY
Access to adequate and affordable nutritious food is a critical aspect of food security. Emergency assistance will remain an important means through which national authorities, supported by WFP and other specialized Agencies, Funds and Programmes, together with non-governmental organizations, can provide help to people facing acute hunger.
Delivering food, cash and vouchers through effective emergency assistance as well as through national safety-nets and nutrition schemes, such as food and cash for work, unconditional cash transfer programs, school feeding and mother-and-child nutrition programs, is an imperative goal”

22. With US$50 a child can be fed for an entire school year.
THE NEED
Just US$0.25 will fill a cup with porridge, rice or beans and give a monthly ration to take home.
With US$50 a child can be fed for an entire school year.
WFP calculates that US$3.2 billion is needed per year to reach all hungry school age children.
There are 66 million hungry school age children in the world.
US$1.2 billion would allow WFP to reach these 23 million.
23 million children go to school hungry in Africa.

23. THANK YOU