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

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Presentation on theme: "SCHOOL FEEDING Feed minds, change lives Thomas Yanga, Regional Director World Food Programme Regional Bureau for West and Central Africa, Dakar, Senegal."— Presentation transcript:

1 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 WFPs school feeding programmes Rationale for school feeding safety net interventions: outcomes and cost- effectivess Home-Grown School Feeding WFPs 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 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 MEALSHIGH-ENERGY BISCUITS AND SNACKS

7 SCHOOL FEEDING 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


11 Value Transfer Education Nutrition Gender School feeding transfer resources to households, averting negative coping strategies and allowing investments in productive assets School feeding can help to get children into school and help to keep them there, through enhancing enrolment and reducing absenteeism. Improved micronutrient and macronutrient intake lead to enhanced nutrition and child health, increased learning and decreased morbidity for students Proven positive contribution of school feeding to gender equality. Access to school for OVCs, IDP, HIV affected 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. SCHOOL FEEDING OUTCOMES

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

13 THE THREE FOCUS AREAS STRATEGIC PROCUREMENT Removing the barriers that small-scale farmers might face in accessing the school feeding market, such as: Lack of informationLack of information Insufficient capacity to meet traditional tendering requirementsInsufficient capacity to meet traditional tendering requirements Lack of capacity to supply, store and transport commoditiesLack of capacity to supply, store and transport commodities Vulnerability to post-harvest lossesVulnerability to post-harvest losses AGRICULTURAL DEVELOPMENT 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 productivityIncrease productivity Produce better-quality cropsProduce better-quality crops Manage natural resourcesManage natural resources Mitigate risks in a sustainable wayMitigate risks in a sustainable way In line with CAADP pillar III and NEPAD plansIn line with CAADP pillar III and NEPAD plans INSTITUTIONAL DEVELOPMENT 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 feedingSchool feeding Procurement and increased agricultural productionProcurement and increased agricultural production Capacity of the country to manage resources to implement a cost-efficient programmeCapacity of the country to manage resources to implement a cost-efficient programme Aim to increase access for small-scale farmers through activities in three focus areas:

14 WFPs NEW POLICY ON SCHOOL FEEDING WFPs 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 WFPs 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: 1.A relevant response to hunger in all contexts 2.An effective safety nets (in addition to education, nutrition and other development benefits) 3.A cost-effective, sustainable intervention

15 SCHOOL FEEDING AS A SAFETY NET School Feeding is an effective safety net It safeguards nutrition, education and gender equality and provides a range of socio- economic benefits It helps to protect vulnerable children during times of crises It confers a significant level of value transfer to those households with children enrolled in school or those with school-age children School Feeding can be an effective safety net in different contexts 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. 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 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 SF POLICY BASED ON 8 QUALITY STANDARDS

17 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 Competences 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 Resources Funds 1 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 Global Advocacy 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 School Feeding New Approach – Main enablers 1. Not allocated to field operations, materials and food

19 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? JOINT PUBLICATION SCHOOL FEEDING AS A RESPONSE TO HIGH FOOD PRICES Rethinking School Feeding: social safety nets, child development, and the education sector Result of a consultative process between WFPs Policy Division and the World Banks Human Development Network 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 IMPLEMENTATION SUPPORT The implementation process of the new approach will be done with the collaboration of WB in some countries.

21 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

22 THE NEED Just US$0.25 will fill a cup with porridge, rice or beans and give a monthly ration to take home. There are 66 million hungry school age children in the world. 23 million children go to school hungry in Africa. 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. US$1.2 billion would allow WFP to reach these 23 million.


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