World Hunger Series 2006 Hunger and Learning Paul Howe, Policy Adviser United Nations World Food Programme Presentation at the University of Pavia February 22, 2007 World Food Programme, Rome, 2006.

The global hunger situation Hunger’s impact on learning Learning’s impact on hunger Hunger, learning and national development The way forward World Food Programme, Rome, 2006.

The global hunger situation World Food Programme, Rome, 2006.

The simple story ... Some progress has been made overall Undernourished: 823.1 million in 1990 to 820.2 million in 2006 in the developing world Underweight: 162.2 million in 1990 to 146 million in 2006 But not enough to meet the Millennium Development Goals Halve, between 1990 and 2015, the proportion of people who suffer from hunger

Hunger indicators worsening in some countries Source: WFP 2006

Hunger is related to a number of issues but learning is one of the most important

Problems with hunger and learning exist across the world

2. Hunger’s impact on learning World Food Programme, Rome, 2006.

Undernutrition damages neuron networks in children’s brains Neuron from severely undernourished child Neuron from normal child Source: Monckeberg 2004 (?)

Iodine deficiencies in early childhood have lasting impacts on intelligence Source: Ma and others 1994

Hunger also limits learning at school age and in adulthood Hunger at school age Lowers attendance at school Makes it hard to concentrate May cause further damage Hunger in adulthood Lowers attendance at training Does not cause further long-term damage to mental capacity

3. Learning’s impact on hunger World Food Programme, Rome, 2006.

Stimulation in early childhood affects the growth of the brain Extremely abandoned Source: Monckeberg 2004 (?)

Stimulation leads to higher IQs even in the long run Source: Grantham-McGregor and others 1994

Female learning at school age (and adulthood) is correlated with better child nutrition Source: WFP 2006

Female education is the most significant factor in reducing undernutrition Women’s status 12% Women’s education National food availability 43% 26% 19% Health environment Source: Smith and Haddad 2000

4. Hunger, learning and national development World Food Programme, Rome, 2006.

Reduced hunger and improved learning expand people’s opportunities At the individual level, people can: Take on more fulfilling work Read books Participate in local council meetings Care better for loved ones – and the next generation At an aggregate level, expanded opportunities and choices for millions

Hunger and learning reduce economic growth through two pathways Undernutrition Limited learning Mental damage Nutritional damage Annual cost of doing nothing about child hunger and undernutrition is between US$20-30 billion US$500 billion to $1 trillion in lost productivity and income over the lifetime of today’s undernourished children 2 to 3 percent of annual GDP lost to malnutrition in some countries Less schooling Less capacity Small stature Ill-health Less ‘human capital’ Weaker ‘human engine’

5. The way forward World Food Programme, Rome, 2006.

Micronutrient supplementation/ fortification ‘Knowledge tree’ identifies the right interventions for hunger and learning Micronutrient supplementation/ fortification

Food fortification can improve birthweight Source: Shrimpton and others 2003

Political choices are difficult but can be influenced ‘Frankly, we have other priorities’ Stress that improvement in child growth can be achieved in two years – while they are still in office Commission opinion research among the clients themselves Ensure that regular reports about the programme appear in the media

Economic choices are difficult but benefits often outweigh costs ‘We cannot afford these kinds of interventions’

Dramatic improvements are possible: the case of child mortality in Chile Source: Monckeberg 2005

Key messages from the report Hunger damages mental ability; yet learning can help address hunger Hungry children must be reached early, but targeted inteventions needed throughout life cycle There are challenges, but solutions can be found National governments must make the political commitment to act, but require the full support of the international community