SCHOOL FEEDING

Feed minds, change lives

Thomas Yanga, Regional Director

World Food Programme Regional Bureau for West and Central Africa,

Dakar, Senegal

www.wfp.org

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 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 FEEDINGProvision of food to school children

IN-SCHOOL MEALSChildren are fed breakfast, lunch or both

in school

TAKE-HOME RATIONSTransfer 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

LegendCategory 1Category 2Category 3No 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.

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

Value TransferValue Transfer

EducationEducation

NutritionNutrition

GenderGender

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

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

WHAT IS HOME-GROWN SCHOOL FEEDING?

www.wfp.org

““Home-Grown School Feeding (HGSF) is a school feeding programme Home-Grown School Feeding (HGSF) is a school feeding programme that provides food produced and purchased within a countrythat provides food produced and purchased within a country”.”.

SPECIFIC SPECIFIC OBJECTIVESOBJECTIVES

Linking school feeding to local Linking school feeding to local agricultural productionagricultural productionIncreasing small-scale farmers’ (SSF) Increasing small-scale farmers’ (SSF) access to the school feeding marketaccess to the school feeding marketEncouraging improved production Encouraging improved production practices among small-scale farmerspractices among small-scale farmersIncreasing direct purchase from Increasing direct purchase from smallholderssmallholders

THE THREE FOCUS AREAS

www.wfp.org

STRATEGIC STRATEGIC PROCUREMENTPROCUREMENT

Removing the barriers that Removing the barriers that small-scale farmers might face small-scale farmers might face in accessing the school feeding in accessing the school feeding market, such as:market, such as:

• Lack of informationLack of information

• Insufficient capacity to meet Insufficient capacity to meet traditional tendering traditional tendering requirementsrequirements

• Lack of capacity to supply, Lack of capacity to supply, store and transport store and transport commoditiescommodities

• Vulnerability to post-harvest Vulnerability to post-harvest losseslosses

AGRICULTURAL AGRICULTURAL DEVELOPMENTDEVELOPMENT

Tailoring assistance packages Tailoring assistance packages (e.g. improved seeds, fertilizers (e.g. improved seeds, fertilizers and other agricultural inputs at and other agricultural inputs at subsidized prices) to the least subsidized prices) to the least advantaged small-scale farmers advantaged small-scale farmers to help them:to help them:

• Increase productivityIncrease productivity

• Produce better-quality cropsProduce better-quality crops

• Manage natural resourcesManage natural resources

• Mitigate risks in a Mitigate risks in a sustainable waysustainable way

• In line with CAADP pillar III In line with CAADP pillar III and NEPAD plans and NEPAD plans

INSTITUTIONAL INSTITUTIONAL DEVELOPMENTDEVELOPMENT

Contextual support that exists Contextual support that exists and may need to be developed and may need to be developed for the appropriate design and for the appropriate design and implementation of HGSF. This implementation of HGSF. This includes policies, rules and includes policies, rules and strategies related to:strategies related to:

• School feedingSchool feeding

• Procurement and increased Procurement and increased agricultural productionagricultural production

• Capacity of the country to Capacity of the country to manage resources to manage resources to implement a cost-efficient implement a cost-efficient programmeprogramme

Aim to increase access for small-scale farmers through activities in three focus areas:Aim to increase access for small-scale farmers through activities in three focus areas:

www.wfp.org

WFP’s NEW POLICY ON SCHOOL FEEDING

WFP’s new policy on SF is based on recent analytical workWFP’s new policy on SF is based on recent analytical work

Rethinking School Rethinking School Feeding: social safety Feeding: social safety

nets, child nets, child development, and the development, and the

education sectoreducation sectorA joint WB/WFP publication A joint WB/WFP publication

highlighting the importance of highlighting the importance of mainstreaming school feeding mainstreaming school feeding

into national policies and into national policies and plans. It provides guidance on plans. It provides guidance on

how to develop and how to develop and implement effective school implement effective school

feeding programmesfeeding programmes

Learning from Learning from Experience: good Experience: good

practices from 45 years practices from 45 years of school feedingof school feeding

A review of WFP’s experience A review of WFP’s experience in school feeding over 45 years in school feeding over 45 years

that identifies best practices that identifies best practices and key quality standards to and key quality standards to ensure the sustainability and ensure the sustainability and

effectiveness of school feeding effectiveness of school feeding programmesprogrammes

Home-Grown School Home-Grown School Feeding: a framework Feeding: a framework to link school feeding to link school feeding with local agricultural with local agricultural

productionproductionOpportunities to link school Opportunities to link school

feeding with local agricultural feeding with local agricultural production and the benefits of production and the benefits of

doing so.doing so.

The new policy repositions school feeding as:The new policy repositions school feeding as:

1.1. A relevant response to hunger in all contextsA relevant response to hunger in all contexts

2.2. An effective safety nets (in addition to education, nutrition and other An effective safety nets (in addition to education, nutrition and other development benefits)development benefits)

3.3. A cost-effective, sustainable interventionA cost-effective, sustainable intervention

www.wfp.org

SCHOOL FEEDING AS A SAFETY NET

School Feeding is an effective safety netSchool Feeding is an effective safety net

It safeguards nutrition, It safeguards nutrition, education and gender education and gender equality and provides equality and provides a range of socio-a range of socio-economic benefitseconomic benefits

It helps to protect It helps to protect vulnerable vulnerable children during children during times of crisestimes of crises

It confers a significant It confers a significant level of value transfer level of value transfer to those households to those households with children enrolled with children enrolled in school or those with in school or those with school-age childrenschool-age children

School Feeding can School Feeding can be an effective be an effective

safety net in safety net in different different contextscontexts

Emergency and protracted crisis: Emergency and protracted crisis: School feeding encourages children to enter School feeding encourages children to enter and remain in school by providing a food value transfer to the household on the and remain in school by providing a food value transfer to the household on the condition the children attend class.condition the children attend class.

Post conflict/disaster, transition: Post conflict/disaster, transition: SFPs can restore the educational system, it can SFPs can restore the educational system, it can encourage the return of IDPs and refugees by signalling that basic services are encourage the return of IDPs and refugees by signalling that basic services are operating and it is thus safe to return home.operating and it is thus safe to return home.

Chronic hunger: Chronic hunger: In more stable situations, SFPs should become an increasingly In more stable situations, SFPs should become an increasingly integral safety net of government policies and strategies to alleviate hunger and integral safety net of government policies and strategies to alleviate hunger and poverty.poverty.

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.

1.

3.

4.

5.

6.

7.

8.

SF POLICY BASED ON 8 QUALITY STANDARDS

www.wfp.org

www.wfp.org

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

www.wfp.org

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

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

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 Partnershipsin order to complete the set of enablers

School Feeding New Approach – Main enablers

1. Not allocated to field operations, materials and food

www.wfp.org

THE WB/WFP PARTNERSHIP

The partnership is articulated around three areasThe partnership is articulated around three areas

School Feeding in the School Feeding in the policy frameworkpolicy framework

Mainstream School Feeding Mainstream School Feeding into national development into national development

policies, plans and strategies, policies, plans and strategies, with clearly defined with clearly defined

development objectivesdevelopment objectives

Strengthening Strengthening institutional capacityinstitutional capacity

Develop institutional capacity Develop institutional capacity to implement school feeding to implement school feeding programmes in an effective, programmes in an effective,

cost-efficient and sustainable cost-efficient and sustainable mannermanner

Support sustainabilitySupport sustainabilityPromote transition in the Promote transition in the

longer term towards longer term towards nationally-owned and nationally-owned and

resourced school feeding resourced school feeding programmesprogrammes

www.wfp.org

WHERE ARE WE NOW?

JOINT PUBLICATIONJOINT PUBLICATION

SCHOOL FEEDING AS A SCHOOL FEEDING AS A RESPONSE TO HIGH RESPONSE TO HIGH

FOOD PRICESFOOD PRICES

Rethinking School Feeding: social safety nets, child Rethinking School Feeding: social safety nets, child development, and the education sectordevelopment, and the education sector

Result of a consultative process between WFP’s Policy Result of a consultative process between WFP’s Policy Division and the World Bank’s Human Development Division and the World Bank’s Human Development NetworkNetwork

Increased demands by governments for school feeding as a Increased demands by governments for school feeding as a response to the global crises in June 2008response to the global crises in June 2008

The World Bank, under its group cooperation with WFP, The World Bank, under its group cooperation with WFP, funded the expansion of 5 school feeding programmes in funded the expansion of 5 school feeding programmes in Burundi, Central African Republic, Guinea-Bissau, Haiti and Burundi, Central African Republic, Guinea-Bissau, Haiti and LiberiaLiberia

IMPLEMENTATION IMPLEMENTATION SUPPORTSUPPORT

The implementation process of the new approach will be The implementation process of the new approach will be done with the collaboration of WB in some countries.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.

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.

THANK YOU