SCHOOL
FEEDING
Feed minds, change lives
Thomas Yanga, Regional Director
World Food Programme Regional Bureau
for West and Central Africa, Dakar, Senegal
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 costeffectivess
• Home-Grown School Feeding
• WFP’s new school feeding policy
• The school feeding strategy 2010-2015 and the new approach
• The WB/WFP partnership
• The way forward
www.wfp.org
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.
www.wfp.org
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 (2002-03)
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).
www.wfp.org
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 (2000-06)
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.
www.wfp.org
SCHOOL FEEDING
SCHOOL FEEDING
Provision of food to school children
IN-SCHOOL MEALS
TAKE-HOME RATIONS
Children are fed breakfast, lunch or both
in school
Transfer of food resources to entire
families conditional upon school
enrolment and regular attendance of
children
MEALS
HIGH-ENERGY BISCUITS
AND SNACKS
www.wfp.org
SCHOOL FEEDING
Legend
Category 1
Category 2
Category 3
No data available
Sources: http://www.schoolsandhealth.org/Pages/SchoolNutritionFoodforEducation.aspx
School feeding: Country programs (2006-08)
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.
www.wfp.org
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.
www.wfp.org
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
WFP GLOBAL SCHOOL FEEDING MAP 2008
SCHOOL FEEDING OUTCOMES
Nutrition
Education
Gender
Value Transfer
Platform for
wider Socioeconomic
Benefits

Improved micronutrient and macronutrient intake
lead to enhanced nutrition and child health, increased
learning and decreased morbidity for students

School feeding can help to get children into school
and help to keep them there, through enhancing
enrolment and reducing absenteeism.

Proven positive contribution of school feeding to
gender equality. Access to school for OVCs, IDP, HIV
affected

School feeding transfer resources to households,
averting negative coping strategies and allowing
investments in productive assets

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.
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”.
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
www.wfp.org
THE THREE FOCUS AREAS
Aim to increase access for small-scale farmers through activities in three focus areas:
STRATEGIC
PROCUREMENT
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
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:
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:
• Increase productivity
• School feeding
• Produce better-quality crops
• Procurement and increased
agricultural production
• Lack of capacity to supply,
store and transport
commodities
• Manage natural resources
• Vulnerability to post-harvest
losses
• In line with CAADP pillar III
and NEPAD plans
• Mitigate risks in a
sustainable way
• Capacity of the country to
manage resources to
implement a cost-efficient
programme
www.wfp.org
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:
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
www.wfp.org
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 socioeconomic 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.
www.wfp.org
SF POLICY BASED ON 8 QUALITY STANDARDS
1.
Strategies for sustainability
2.
Sound alignment with national policy frameworks
3.
Stable funding and budgeting
4.
Needs based, cost-effective quality programme design
5.
Strong institutional arrangements for implementation,
monitoring and accountability
6.
Strategies for local production and sourcing
7.
Strong partnerships and inter-sector coordination
(Brazil training center for Government officials)
8.
Strong community participation and ownership
www.wfp.org
THE NEW APPROACH: OBJECTIVES
School Feeding New Approach – Main objectives
Improve quality
Improve effectiveness
Widen coverage
Increase reach
• improve targeting
• Identify the most appropriate
modalities and food baskets
• widen the benefits
Improve efficiency
• Assess costs, benefits and
tradeoffs
• 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
www.wfp.org
THE NEW APPROACH: ENABLERS
School Feeding New Approach – Main enablers
Competences
Clear strategy
• What countries, timeframe,
partners/ roles, resources
Structured methodology
Resources
Funds1
• Funding, to run specific national
and country-level initiatives
• Global funding, to run the
corporate-level SF program
• Analytical frameworks & tools
• Costs & ROI optimiz.schemes
Non–cash contributions
• Services and logistic assets
Solid implementation skills
• Long-term, cross-country,
large-scale experience
• Deep country-level knowledge
and relationships
• 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
1. Not allocated to field operations, materials and food
www.wfp.org
THE WB/WFP PARTNERSHIP
The partnership is articulated around three areas
School Feeding in the
policy framework
Strengthening
institutional capacity
Mainstream School Feeding
into national development
policies, plans and strategies,
with clearly defined
development objectives
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
www.wfp.org
WHERE ARE WE NOW?
Rethinking School Feeding: social safety nets, child
development, and the education sector
JOINT PUBLICATION
Result of a consultative process between WFP’s Policy
Division and the World Bank’s Human Development Network
Increased demands by governments for school feeding as a
response to the global crises in June 2008
SCHOOL FEEDING AS A
RESPONSE TO HIGH
FOOD PRICES
IMPLEMENTATION
SUPPORT
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
The implementation process of the new approach will be
done with the collaboration of WB in some countries.
www.wfp.org
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
www.wfp.org
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.
There are 66 million hungry
school age children in the
world.
WFP calculates that US$3.2
billion is needed per year
to reach all hungry school
age children.
23 million children go to
school hungry in Africa.
US$1.2 billion would allow
WFP to reach these 23
million.
www.wfp.org
THANK YOU