Standardised School Feeding Survey

2007 Country Status Report

ETHIOPIAJune 2008

Table of Contents1.SCHOOL FEEDING PROGRAM IN ETHIOPIA-------------------------------------------------------------------------------11.1 COUNTRY SITUATION ANALYSIS---------------------------------------------------------------------------------------11.2 POLICY FRAME WORK---------------------------------------------------------------------------------------------------21.3 OBJECTIVES OF THE FOOD FOR EDUCATION PROGRAM-------------------------------------------------------------31.4 ACHIEVEMENTS TO 2006------------------------------------------------------------------------------------------------3

II. THE SURVEY-----------------------------------------------------------------------------------------------------------5

2.1 OBJECTIVES---------------------------------------------------------------------------------------------------------------52.2 SIGNIFICANCE OF THE SURVEY------------------------------------------------------------------------------------------52.3 SCOPE AND LIMITATION-------------------------------------------------------------------------------------------------62.4 ORGANIZATION OF THE SURVEY REPORT------------------------------------------------------------------------------62.5 METHODOLOGY-----------------------------------------------------------------------------------------------------------6

2.5.1 Sample frame and sampling strategy----------------------------------------------------------------------------72.5.2 Design of survey tool, data collection and data processing--------------------------------------------------72.5.3 Methods of Data Analysis-----------------------------------------------------------------------------------------8

III. SURVEY FINDINGS-----------------------------------------------------------------------------------------------------8

3.1 THE FFE PROGRAMME---------------------------------------------------------------------------------------------------83.1.1 Monitoring-----------------------------------------------------------------------------------------------------------9

3.2 TYPE OF SCHOOL---------------------------------------------------------------------------------------------------------93.3 CHILD SAFETY AND PROTECTION---------------------------------------------------------------------------------------93.4 ABSOLUTE ENROLMENT--------------------------------------------------------------------------------------------------93.5 ATTENDANCE------------------------------------------------------------------------------------------------------------113.6 DROP-OUT----------------------------------------------------------------------------------------------------------------123.7 OFFICIAL LAST GRADE EXAMINATION PASS RATE------------------------------------------------------------------133.8 GENDER EQUITY---------------------------------------------------------------------------------------------------------133.9 QUALITY OF EDUCATION-----------------------------------------------------------------------------------------------143.10 THE ESSENTIAL PACKAGE--------------------------------------------------------------------------------------------15

3.10.1 Training on Skills based health education-------------------------------------------------------------------153.10.2 Training on nutrition education-------------------------------------------------------------------------------153.10.3: Training on HIV/AIDS prevention education---------------------------------------------------------------153.10.4 Training on Malaria Prevention Education------------------------------------------------------------------153.10.5 Training on school garden activities--------------------------------------------------------------------------163.10.6 Training on Psychosocial support-----------------------------------------------------------------------------163.10.7 Curriculum Development to Teachers------------------------------------------------------------------------163.10.8 Training on De-warming Education--------------------------------------------------------------------------163.10.9 Micronutrient supplementation to students------------------------------------------------------------------163.10.10 Provision of Educational materials--------------------------------------------------------------------------17

3.11 PARTICIPATION OF ACTORS IN THE IMPLEMENTATION OF THE FFE PROGRAMME-----------------------------173.12 SCHOOL LEVEL PROGRAM IMPLEMENTATION COST---------------------------------------------------------------193.13. FOOD PREPARATION AT SCHOOL------------------------------------------------------------------------------------20

3.13.1 Cooks Health examination-------------------------------------------------------------------------------------213.13.2 Cooks training---------------------------------------------------------------------------------------------------213.13.3 Incentives for cooks---------------------------------------------------------------------------------------------213.13.4 Time taken for cooking------------------------------------------------------------------------------------------22

3.14 FOOD DISTRIBUTION---------------------------------------------------------------------------------------------------243.14.1 Time taken for distribution-------------------------------------------------------------------------------------243.14.2 Timing of feeding------------------------------------------------------------------------------------------------25

3.15 FOOD DELIVERY, MANAGEMENT AND HANDLING-----------------------------------------------------------------263.15.1 Schools observation on quantity and quality of food delivered--------------------------------------------263.15.2 Delivery of correct ration size to pupils----------------------------------------------------------------------273.15.3 Losses and damages---------------------------------------------------------------------------------------------283.15.4 Reporting on the use of food-----------------------------------------------------------------------------------29

3.16 LOCAL CONTRIBUTION TO THE PROGRAMME----------------------------------------------------------------------293.17 PUPILS’ OPINION ON THE PROGRAMME-----------------------------------------------------------------------------30

3.17.1 Opinion on the like and dislike of the food-------------------------------------------------------------------303.17.2 Opinion on food delivery (regularity, quantities, quality)-------------------------------------------------313.17.3 Opinion on impact on alleviation of pupils’ short-term hunger-------------------------------------------33

IV. Summary and recommendations-----------------------------------------------------------------------------------------35

I. Background Information 1. The School Feeding Program in Ethiopia

1.1 Country Situation Analysis

Ethiopia is a low-income food-deficit country with a population of 77.5 million, the second

most populous nation in Africa. The population increases at a rate of 38,000 people every

week. It is among the poorest countries in Sub-Saharan Africa (SSA), with 31 million people

living below the poverty line (PASDEP, 2005) and a life expectancy of 49.9 years; gross

domestic product (GDP) per capita is US$97. The 2005 Human Development Index ranks

Ethiopia at 170th of 177 countries (UNDP, 2005).

The mainstay of the national economy is subsistence agriculture composed of small-scale

farming and livestock husbandry. The agricultural sector employs 85 percent of the country’s

labour force, contributes 45 percent of the GDP and accounts for 60 percent of total export

earnings. Agricultural productivity is weak, due to low use of purchased inputs, erratic rainfall

patterns, low soil fertility and environmental degradation.

1

Domestic food production has fallen behind demand and the asset base has been severely

depleted (PADEP, 2005). The country relies increasingly on food imports, most of which

enters the country as aid; emergency food aid is estimated at 10 percent of average grain

production. The food deficit is such that the country must increase its food production by

500,000mt per year if it is to keep pace with the consumption needs of its fast-growing

population.

Poverty and food insecurity are also impeded efforts to improve performance of the education

sector. In spite of significant progress in the past decade, the net enrolment rate at primary

level for 2005/2006 was 77.5 percent with a gender gap of 8.5 in favour of boys. There is also

considerable regional disparity (15.6 percent for Afar and 101.2 percent for Adds Ababa,

Educational Statistics Annual Abstract, 2005/06). Literacy rates demonstrate high urban–rural

disparities and a clear gender bias: male literacy is 49.9 percent and female literacy 26.6

percent (CSA, 2004, Welfare Monitoring Survey). Dropout rates of 14.4 percent at primary

level, poor attendance leading to a 3.7 percent rate of repetition and lack of household income

result in only 3.8 percent of the population attaining higher education.

1.2 Policy Frame Work

Recognizing the important role of Education in the development of society and reducing

poverty, the Government of Ethiopia has designed an Education and Training Policy (ETP)

and sets the year 2015 as a target for achieving Universal Primary Education, which is in line

with the targets of the Millennium Development Goals. The Government further expressed its

commitment to all goals of Education for All (EFA) as adopted at the World Education Forum

(Dakar, April 2000). The government recognition to invest in Education is also seen in the

Government’s Plan for Accelerate Sustainable Development to End Poverty and the Food

Security Strategies.

Moreover, the Government of Ethiopia has launched consecutive multi-year Education Sector

Development Programmes (ESDP) (ESDP I in 1997/98, ESDP II in 2002, ESDP III in 2006).

The Comprehensive Education Sector Development Programme, ESDP III have been

instituted through the Plan for Accelerated and Sustainable Development to End Poverty

(PASDEP 2006-2011) in consultation with sub-national government bodies and donor

community.

2

School feeding is one of the strategies adopted by the Ethiopian Ministry of Education to meet

ESDP goals and objectives. School Feeding is explicitly mentioned in ESDP II as part of the

Government’s Education Strategy to improve access, stabilize attendance, reduce dropout and

alleviate short term hunger for better learning. The same is also reflected in ESDP III.

Children-In-Local-Development-Based Food for Education (CHILD-based FFE) is currently

responding to the PASDEP strategy of expanding school feeding; it supports the UNDAF II

Basic Social Services outcome through improving access to quality education for primary

school children in food-insecure areas.

1.3 Objectives of the Food For Education Programme

The long term objective of the Food for Education (FFE) programme is to enable households

in food insecure areas to invest in the education of children, especially girls. A core part of the

strategy to promote and improve education is CHILD - Children in Local Development, which

involves training and capacity building for government partners and beneficiary communities

to plan and create assets beneficial to the school environment and community livelihoods. This

in turn will contribute to reaching the government’s objectives in the Education Sector

Development Program and Millennium Development Goals 2 and 3 of reaching Universal

Primary Education through expanding access and coverage for all, and promoting gender

equality and empowering women.

The immediate objectives of the program are to:

Contribute to increase in enrolment;

Contribute to stabilizing attendance and reducing dropouts, particularly for girls and for

children from pastoralist, food insecure and vulnerable populations;

Contribute to promote community education management, participation and educational

finance.

1.4 Achievements to 2006

School feeding in Ethiopia began in February 1994 with an initial pilot project covering 40

primary schools in selected zones of Amhara, Tigray, Afar and Oromia regions. The project

objectives were to: 1) increase enrolment and retention of children, particularly girls, in food

insecure areas; 2) increase community participation and increase households’ awareness about

education, especially for girls and its linkage to health, hygiene, HIV/AIDS and food security.

In 2007, first Semester, the programme covered 1030 schools in six regions, namely, Afar, 3

Amhara, Oromia, SNNPR, Somali and Tigray. A total of 653,036 children in food insecure

areas of the regions benefited from the program in first semester of 2007. An additional

programme component, the Girls Initiative, was introduced in 2005 in pastoral and semi

pastoral areas to encourage girls’ participation in education. This initiative provides support to

more than 70,000 girls with a take home ration of 2 litters of vegetable oil, subject to 80

percent attendance in school, every month.

According to the Mid Term Evaluation of the program conducted in 2005, the school feeding

program has demonstrated positive effect on school access (increase in enrolment and

attendance, and drop out decrease), particularly for girls. The findings of a RBM survey

conducted in 2006 showed that girl’s to boys’ ratio in WFP assisted schools reached 0.77:1,

attendance in WFP assisted school was 89.97% with girls attendance of 90.28, dropout

reduced to 9% percent which is much less than the national average of about 14%. The

program has also contributed much in establishing a community structure and building their

capacity to own the project through the newly introduced CHILD frame work initiative.

In spite of all aforementioned successes, the program has faced challenges in school

infrastructure and, water and hygiene due to increase in number of students in WFP assisted

schools. To address these challenges, Ministry of Education and World Food Programme

have initiated the Children In Local Development (CHILD) initiative in 2003. CHILD is a

community led planning tool that involves the whole community to improve the school

premises and education quality. CHILD is primarily intended to increase the sustainability and

impact of the school feeding program, build community solidarity with their schools, and

initiate lasting practical changes on the ground. It aims at assisting children and communities

to effectively plan for a more child-friendly school environment and enable schools to become

local development centres in the communities. Through the CHILD initiative, communities

are able to plan the most suitable and achievable activities by mobilizing their resources from

within the communities, local government offices, NGOs and UN agencies. 300 school

communities were trained with basic planning skill, partnership was created at all levels and

income generation activities (silk worm production, fattening, bee keeping etc) were

introduced, school gardens are well developed in 160 schools as demonstration centre and

Communities’ sense of ownership is enhanced.

Partnership was initiated with Project Concern International, GTZ and Population Service

International (PSI) and Nile Basin Initiative (NBI) to address community shortfalls and

4

implement the Essential package. With good successes observed in piloted schools and

recognition from stakeholders, CHILD is considered as a framework for FFE implementation

in the new Country Program (2007-2011). Although the down scaling due to resource

limitation has resulted in phase-out of many CHILD schools (116) from the feeding program,

the planning tool is currently operational in 184 schools.

II. The survey

2.1 Objectives

WFP Ethiopia Country Office has been conducting RBM surveys annually since 2004. The

major objectives were to obtain reliable information for Standard Project Report, monitor the

implementation of the project, and provide donors with evidence of project results and to

provide an insight into the project for decision making regarding the project direction. The

over all objectives of this year’s Standard School Feeding survey were to collect data on major

CHILD based FFE program output and outcome indicators set in the new Ethiopian Country

Program and the primary education indicators related both to access and quality using

standardized school feeding survey instruments.

The specific objectives of the survey are to:

1. Assess the changes in main education performance indicators such as; absolute

enrolment status of boys and girls, increase in attendance rate of boys and girls and

drop out rate in WFP assisted primary schools ;

2. Assess contribution of CHILD based FFE Program in enhancing children’s ability to

concentrate and learn in WFP assisted schools and;

3. Obtain reliable data and useful information for Standard Project Report which will be

used for internal decision making and donor reporting.

2.2 Significance of the survey

Concrete and evidence based performance information is of paramount importance for

adjusting program implementation anomalies and for future similar program design. The

survey results will contribute significantly to both partner and WFP decision making

processes on the program implementation. Moreover, it contributes for convincing donors

that their donations have contributed to keep children in school.

The findings of the survey could also be used as a baseline for future similar performance

surveys especially with regards to indicators specific to CHILD schools. Furthermore, the

5

findings can be used as a reference for further study on WFP assisted CHILD based FFE

program and it can contribute for stakeholders to better understand the contribution of the

CHILD based FFE program.

2.3 Scope and Limitation

The survey is limited only to 280 schools out of the 1030 program schools. Though a

stratified probability proportional to sample size technique was used in sampling schools

for the survey, the survey is not designed to get a statistically representative report at

regional level.

The absence of a proper recording system at school and consequently unavailability of

some data was the main limitation of the survey. The overlapping of the data collection

period with the Ethiopian National Population and Housing Census has further aggravated

the problem as some of the school directors were absent from school for participating in

the population census. On the other hand, difficulty to get parents, community leaders and

Food Management Committee in pastoral areas such as Afar, as they were far away from

the school area in search of pasture and water for their animals, limited discussion time

with community members and this might have limited the information that could be

obtained from the parents and feeding committees. Moreover, in some schools, it was

very difficult to get higher grade students which could have give good information about

the program owing to closure of the school for those students due to teachers participation

in the National Population and Housing census. Finally, the bulkiness of the questionnaire

has also negatively affected the quality of information gathered from the respondents as

some respondents may have given construed answers pass through the interview as quickly

as possible. However, the required data was collected using all possible means including

contacting the directors during their off time.

2.4 Organization of the survey report

The remaining part of the survey report is organized into two chapters. The next chapter

has 16 sub headings that deal with survey findings give emphasis to the major Education

sector and CHILD/FFE output and outcome indicators. A summary and recommendations

are presented in chapter four.

2.5 Methodology

6

2.5.1 Sample frame and sampling strategy The sample frame consisted of the entire set of WFP assisted schools in the country in

2007, which included a total of 1,030 schools. The sampling unit was the individual WFP

assisted school. A sample size of 280 schools was chosen to provide approximately 5

percent precision for programme level estimates at 50 percent with 95 percent confidence.

WFP assisted schools were stratified into CHILD and Non-CHILD schools with adequate

sample size to allow meaningful comparisons across the two groups. Probability

proportional to size (PPS) sampling, with enrolment as measure of size, was used to select

schools from all six WFP-assisted regions; namely Afar, Amahara, Oromia, SNNPR,

Somali and Tigray where the feeding program is operational (see table 1).

Table 1: Distribution of Sample Schools by region and stratum

Stratum by Region

Number of

schools

Proportion of

schools in sample

Number of schools

selected by region

and stratum

Afar non child 119 0.12 12

Amhara non child 103 0.10 41

Amhara child 119 0.12 49

Oromia non child 300 0.29 68

Oromia child 42 0.04 12

SNNPR non child 65 0.06 15

Somali non child 74 0.07 12

Somali child 10 0.01 2

Tigray non child 67 0.07 22

Tigray child 131 0.13 47

  1030 1.000 280

2.5.2 Design of survey tool, data collection and data processing

The school level questionnaire used in the survey was jointly developed by WFP and

UNESCO, and was based on the SSFS questionnaire developed by WFP in 2005. The new

survey was designed to provide a comprehensive overview of FFE in schools and included

sections on WFP’s Strategic Objective 4 outcome indicators, as well as on the role of the

different members of the community in the running of the FFE programme. As a result, the

questionnaire itself was rather lengthy and consisted of 23 modules. The primary data was

7

collected through face-to–face interview with parents, teachers, PTA members, community

leaders, school directors, cooks, students CHILD/FFE Committee, Food Management

Committees both in focus group and individually. The survey was also supplemented by

secondary data from school records. Prior to the data collection, a three day training

workshop was held by WFP and UNESCO in order to train the relevant WFP Field

Monitors and implementing partner staff involved in the data collection. The training

focused on the survey objectives, data collection methodology, interview techniques, and

on an in-depth analysis of the survey tool. The questionnaire was tested at field level and

feedback discussed before the start of actual data collection. The actual data collection was

performed in collaboration with implementing partners between May and June, 2007. Out

of the 280 schools in the sample, 262 (93.6 %) completed interviews, while 5 did not

complete and 13 could not be accessed due to security and other reasons. The 262

questionnaires were screened by the coordinators and the enumerators for consistency, and

then entered into a custom application built on a MS-SQL database in the WFP Country

Office.

2.5.3 Methods of Data Analysis

The data was exported from the database, cleaned and analysed using SPSS and STATA.

Estimation weights were used to generate programme wide estimates, as well as

comparisons between CHILD and Non-CHILD schools. In order to reduce the bias

resulting from school non-responses, adjustment cells were used to model the unit non-

responses. In this approach, units that are considered to be fairly similar are identified and

the non-response rate calculated for each group of units, called adjustment cells.

CHILD/Non-CHILD and geographical location criteria were used to allocate schools to

the different cells. The estimation weights for each school were then adjusted by using the

inverse of the non response rates of the appropriate adjustment cell (Lehtonen & Pakkinen,

1995). Estimations in this analysis included weighted averages, totals and proportions.

III. Survey findings

3.1 The FFE programme

In Ethiopia, the program provides one hot meal a day. In 2007, an estimated 76 percent of

WFP assisted schools provided food as breakfast or snack, 36 percent provided during

lunch. In the surveyed schools, a total of 23 percent children were provided with additional

take-home rations. There were on average 114 school feeding days out of an average of

172 school days per year. School feeding was provided on average on 73 percent of school

8

days. This indicates the need for improvement in the delivery time. The long bid

processing procedure in the government office has partly contributed to late delivery and

less feeding days from the plan which was 170 days.

3.1.1 Monitoring

WFP monitoring visits covered 58 percent of schools during the survey year of reference,

30 percent in the previous year and 6 percent two years before. The implementing partner

monitoring visits covered 75 percent of schools during the survey year of reference, 13

percent in the previous year and 1 percent two years before. The 75 percent partner

monitoring during the 2007 includes education sector supervisors’ school visit for non-

feeding activities follow up. Follow-up from the monitoring visits occurred for 65 percent

of schools from WFP and for 63 percent of schools for the implementing partner. Overall,

82 percent of schools were very satisfied or satisfied with the support given by WFP to

monitor, compared with 74 percent for the implementing partner.

3.2 Type of school

All of the WFP-assisted schools are day schools with a primary school component. 98

percent of WFP-assisted schools have a parent-teacher association (PTA), whilst 84

percent have a school management committee (SMC). Students have to pay school

contribution in 1 percent of schools, and wear and pay for uniforms in over 10 percent of

schools. Textbooks are free of charge in 83 percent of schools. The Ethiopian Government

Education Policy promotes universal free primary education.

3.3 Child safety and protection

Over 90 percent of head teachers found that the school and its compound were safe for

students, and that students and teachers felt safe in school. One percent of schools was

located in areas of continued fighting or was potential sites for recruitment or abduction.

Also, about one in five head teachers found that the journey to school was not safe for

students. Out of the total, about 73 percent of schools were fenced.

3.4 Absolute enrolment

Absolute enrolment is defined as the number of children enrolled in school as identified in

the school register. The estimated total school population in WFP-assisted schools in

Ethiopia in 2007 was 636,016 school children1 (including 290,244 girls and 345,772 boys

respectively), showing an overall 7 percent increase from the previous year estimates. In 1 The actual beneficiary population of 653,036 recorded by WFP’s monitoring system falls within the 95 percent confidence interval of the total beneficiary population estimate.

9

2007, all of the beneficiaries were enrolled in the official primary school grades (grades 1

to 8) and 38 percent of the total FFE beneficiaries were enrolled in CHILD schools.

At the school level, there were on average 286 girls and 341 boys enrolled per WFP-

assisted school. CHILD schools were on average about 50 percent larger than Non-CHILD

schools, with more girls and boys enrolled than Non-Child schools in every primary school

grades but grade 1, as shown in Figure 1. This could be due to the selection criteria of

schools for the CHILD initiative, which are schools with high enrolment and pressure on

school infrastructure and contribution of CHILD in the community and other stakeholders’

mobilization to expand the schools. This implies that concerted effort is required in order

to keep the standard in CHILD schools as high number of students in one class has

implications on the quality of education.

School level average girls' absolute enrolment, WFP assisted schools 2007.

0

10

20

30

40

50

60

70

80

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

WFP FFE assisted schools

WFP FFE assisted CHILD Schools

WFP FFE assisted NON-CHILD Schools

School level average boys' absolute enrolment, WFP assisted schools 2007.

0

10

20

30

40

50

60

70

80

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

WFP FFE assisted schools

WFP FFE assisted CHILD Schools

WFP FFE assisted NON-CHILD Schools

Figure 1: Average absolute enrolment in 2007, WFP-assisted schools (Source: SSFS 2007).

10

Average absolute enrolment drops between grades 1 and 5 by 41 percent for girls and by

26 percent for boys, indicating that more girls dropout as they move to the higher grade

though boys do as well. However, in CHILD schools, the drop in absolute enrolment

decreases to 16 percent for girls and 17 percent for boys- compared to 54 percent for girls

and 31 percent for boys in Non-Child schools. This finding indicates that drop-out may be

lower in CHILD schools, and that gender disparities in student retention may also be lower

in CHILD schools. These findings are also validated in section 3.6 below. The older

children dropout from school could be due to family demand for child labour as they grow

up and early marriage for girls.

3.5 Attendance

Monthly attendance rates as measured by pupil absentee days over high and low

attendance months were found to be above WFP’s target of 90 percent across all primary

school grades for both girls and boys, as shown in Table 1. A very small seasonal gap (in

the order of a few percentage points) in attendance rates between the high and low

attendance months was observed. Though average attendance rates for CHILD schools

were generally a few points greater than Non-CHILD schools, the differences were not

found to be statistically significant. WFP Ethiopia Country Office target for the year 2007

was 90% and the average achievement for both sexes is 91.5%.

Table 2: Average monthly attendance rates, high and low attendance months (Source: SSFS 2007).

WFP FFE assisted schools CHILD Non-CHILD

% School attendance % School attendance % School attendance

Girls, low attendance month

90 92 89

Girls, high attendance month

94 95 94

Boys, low attendance month

89 92 88

Boys, high attendance month

93 95 93

11

3.6 Drop-outDrop-out rates were calculated based on drop-out and enrolment figures for the 2006

school year. This is because the dropout for the year is only known by the end of the

semester/year. In 2006, in WFP assisted schools the average drop-out rate was found to be

9 percent for girls and 11 percent for boys. Particularly, drop-out rates appeared to be

highest in the lower primary school grades, decreasing from values of over 10 percent in

grade 1 to about 6 percent in grade 8, as shown in Figure 2. The overall drop-out rates

were found to be 7 percent lower in CHILD schools than in Non-CHILD schools for both

boys and girls (p<0.05). The target for the year was 8 percent. The failure to meet the

target could be due to late delivery of food to the schools.

School level average girls' drop out rate, WFP assisted schools 2006.

0%

2%

4%

6%

8%

10%

12%

14%

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

WFP FFE assisted schools

WFP FFE assisted CHILD Schools

WFP FFE assisted NON-CHILD Schools

Figure 2: Average drop-out rates in 2006, WFP-assisted schools (Source: SSFS 2007).

School level average boys' drop out rate, WFP assisted schools 2006.

0%

2%

4%

6%

8%

10%

12%

14%

16%

18%

20%

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

WFP FFE assisted schools

WFP FFE assisted NON-CHILD Schools

WFP FFE assisted CHILD Schools

12

3.7 Official last grade examination pass rateThe results of the SSFS showed that in 2006, in grade 8 (the last official primary school grade)

74 percent of girls and 78 percent of boys who attended the last official grade examination

actually passed the exam. The passing rate was 13% higher in CHILD schools than in Non-

CHILD schools for both boys and girls, however the difference was not statistically

significant. The difference could be due to: level of awareness created towards education in

the CHILD schools through participatory community planning and the attention given by the

community to their children and better learning environment created in CHILD schools.

3.8 Gender equityThe absolute enrolment gender ratio, or the number of girls divided by the number of boys

enrolled, can be used to assess the gender balance in school. In 2007, the average gender ratio

in WFP-assisted schools was found to be 0.89, (approximately 9 girls for every 10 boys

enrolled) indicating a slight imbalance favouring the enrolment of boys. However, the gender

ratio was up by 7 percent from 2006 (p<0.05) indicating that there was significant progress in

achieving gender equality in WFP-assisted schools. In 2007, the enrolment gender ratio was

found to be 7 percent higher in CHILD schools compared to Non-child schools, though the

difference was not statistically significant. In 2006, the difference between CHILD and non-

CHILD was 11 percent, and was statistically significant (p<0.05). Furthermore, in CHILD

schools the gender ratio drops at a lower rate between grades 1 and 8 than in Non-CHILD

schools (by 25 percent and 34 percent respectively in 2007, difference not statistically

significant), as shown in Figure 3. The sharp increase in gender ratio at grade seven may be

due to an increase in number of girls transferred from other lower primary schools to surveyed

schools upon completion of grade six.

13

Absolute enrolment gender ratio, school level average WFP assisted schools 2007.

0.00

0.20

0.40

0.60

0.80

1.00

1.20

1.40

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

WFP FFE assisted schools

WFP FFE assisted CHILD Schools

WFP FFE assisted NON-CHILDSchools

Figure 3: Average gender ratio in 2006, WFP-assisted schools (Source: SSFS 2007).

3.9 Quality of EducationAvailability of teachers and teaching materials and classroom conditions are amongst the many important issues that affect the quality of students’ learning in school. WFP assisted schools on average were found to have 8.7 classrooms and 12.5 teachers, and corresponding pupil to classroom ratio of 69.2 and pupil to teacher ratio of 49.3. Though CHILD schools had on average two more classrooms than Non-child Schools, CHILD schools were found to have 78.3 pupils per classroom, compared to 65.4 in Non-child Schools. On average CHILD schools had more teachers per school than Non-child Schools. 43 percent of teachers in CHILD schools were female, compared to 33 percent in Non-child Schools and the difference was statistically significant. Difference in pupil to teacher ratios between CHILD and Non-CHILD schools was not significant. On average, 87 percent of teachers in WFP-assisted schools received pre-service training.

Teacher absenteeism was not a problem in approximately 50 percent of schools, and was a serious problem in 18 percent of schools. 86 percent of schools received the last supervisory visit during the current school year, whilst 9 percent received it in the previous year. Curriculum development training to teachers was found to have been implemented in 41 percent of schools (65 percent of CHILD schools compared to 31 percent of Non-CHILD schools). Provision of educational materials (textbooks…etc…) was provided in 54 percent of schools (65 percent of CHILD schools compared to 50 percent to Non-CHILD schools).

One of the drawbacks of the feeding program is the pressure on school infrastructure. As indicated above, though efforts made through CHILD to mitigate this problem, the number of students per class in CHILD schools is above the standard which is believed to be 50 children per class. This is due to the schools selected for CHILD are large schools with the aforementioned problems already prevailing. Thus, the findings show that in order to keep the standard, a lot need to be done in CHILD schools.

14

3.10 The Essential PackageThe essential package is an intervention to improve the Health and Nutrition of school age children. The major activities under the Essential Package includes skill based training on health, nutrition, de-warming, HIV/AIDS prevention, malaria prevention, school garden activities, psychosocial support and curriculum development to teachers and students and micronutrient supplementation to students, provision of education materials and provision of fuel efficient stoves training for cooks and community.

WFP Ethiopia Country Office has been implementing these activities in WFP supported schools in collaboration with implementing partners and other stakeholders. The findings of the survey showed that the implementation of Essential Package activities is at emerging stage except for provision of educational materials which more than 50% of the surveyed schools reported have been provided with the materials such as textbooks (see table 3 explanations under each activity for details). The implementation of Essential Package activities is better in CHILD schools compared to the non-CHILD.

3.10.1 Training on Skills based health education The skills based health education was offered to teachers in 15% of WFP assisted surveyed CHILD schools and in 11% of Non-CHILD Schools. The findings show that the same training was given to students in 33% of WFP assisted surveyed CHILD schools and in 9% of the WFP assisted Non-child Schools in 2007. In general, the training was offered in 12% and 16% of WFP assisted surveyed schools to teachers and students, respectively. Comparing CHILD and non- CHILD schools on this regards, more training was given in CHILD schools (15% and 33% for teachers and students, respectively, see table 3 below for comparison). This implies that CHILD planning framework has enabled the school community to better organize themselves and plan to get attention from the stakeholders.

3.10.2 Training on nutrition education The nutrition education training was given in 9% of the WFP assisted surveyed schools to both teachers and students in 2007. Comparing CHILD and Non-child Schools, the same training was given to teachers in 23% WFP assisted Surveyed CHILD schools and in 3% of WFP assisted Non-CHILD schools in the same year. The findings of the survey also showed that the same training was given to students in 21% of WFP assisted surveyed CHILD schools and in 4% of WFP assisted Non-CHILD schools in 2007.

3.10.3: Training on HIV/AIDS prevention educationOut of the 262 surveyed schools only 30% and 38% reported that HIV/AIDS prevention training was given to teachers and students, respectively. Disaggregating the findings to CHILD and non-CHILD, the training was given to teachers in 59% of CHILD schools and 19% of Non-child Schools. The same training was given to students in 53% of CHILD schools and 32% of non-CHILD surveyed schools (see table 3 below).

3.10.4 Training on Malaria Prevention Education Malaria is one of the top health problems in Ethiopia. It is believed that it contributes to students’ absentees and some times to dropout from schooling. Giving training on malaria prevention such as use of mosquito net to students and teachers would help to alleviate the problem. The findings of the survey showed that training on malaria prevention was given to teachers in 13% of WFP assisted surveyed CHILD schools and 8% of WFP assisted surveyed Non-CHILD schools in 2007. The same training was given to students in 20% and 9% of CHILD and non-CHILD surveyed schools, respectively in the same year. In general, the

15

training was given in 9% and 16% of WFP assisted surveyed schools to teachers and students, respectively.

3.10.5 Training on school garden activitiesSchool garden is primarily done in the school for teaching purposes. Skill based gardening training helps to transfer knowledge of better farming practices to the community. The findings of the survey showed that gardening training to teachers was given in 12% of surveyed CHILD schools and only in 2% of surveyed Non-child Schools. The same training was given to students in 12% and 6% of CHILD and non-CHILD surveyed schools, respectively in 2007. In general, training was given in 5% and 8% of the WFP assisted surveyed schools to teachers and students, respectively in 2007.

3.10.6 Training on Psychosocial support A healthy psychosocial environment provides support to teachers, students and their families. A positive supportive climate at school can make a critical contribution to academic achievements. In line with this, WFP has recently started supporting provision of psychosocial support activities in collaboration with Project Concern International (PCI). Though the intervention started recently, the psychosocial training was given to teachers in 14% of surveyed CHILD schools and 2% of surveyed Non-child Schools in 2007. The same training was offered to students in 24% of surveyed CHILD schools and 5% of surveyed Non-CHILD s``chools in the same year. The findings of the survey showed in general, the psychosocial training is offered to teachers and students in 8% and 11% of the surveyed WFP assisted schools, respectively in 2007.

3.10.7 Curriculum Development to Teachers Out of the 262 WFP assisted surveyed schools, teachers in 41% of the schools have received training on curriculum Development in the survey year. Comparing CHILD and Non-CHILD schools, the percentage is 65% for CHILD schools and 31 for Non-CHILD schools.

3.10.8 Training on De-worming Education Systematic de-worming is one of the important activities of the Essential Package. WFP Ethiopia Country Office has been supporting de-worming activities in partnership with WHO and recently with PSI. In 2007, training was given to teachers in 2% of the WFP assisted surveyed schools. The findings of the survey showed that the same training was given to students in 5% of the WFP assisted surveyed schools. This shows that more needs to be done to improve the implementation of systematic de-worming activities which is very crucial to improve health and cognition capacity of children.

3.10.9 Micronutrient supplementation to students Micronutrient deficiencies can negatively affect the mental development and learning ability of children and their resistance to infection. Cognizant of this fact, WFP Ethiopia has been providing fortified food to children in WFP assisted schools since the beginning of the feeding program. The findings of the survey showed that micronutrient supplementation education was given in 12% of the WFP assisted surveyed schools in 2007. Similar to other activities, achievements in CHILD schools for this activity is also higher and the training on micronutrient supplementation was given to students in 37% of CHILD schools whereas the training was given for the same only in 2% of non- CHILD schools.

16

3.10.10 Provision of Educational materials The provision of education materials (such as textbooks) is very important to complement education of children. The findings of the survey indicated that 54% of WFP assisted surveyed schools provided with education materials. Comparing CHILD and Non-CHILD schools, 65% of WFP assisted surveyed CHILD schools received education materials whereas the Non-CHILD schools received 50%.

Table 3: Essential package activities at the schools, 2007

Head teacher responses

 WFP FFE

assisted schools

 WFP FFE assisted

CHILD schools

 WFP FFE assisted NON-CHILD

schools

Training activities Yes (%) Yes % Yes %

Training on skills-based health education to teacher(s) 12% 15% 11%Training on nutrition education to teacher(s) 9% 23% 3%Training on de-worming eradication to teacher(s) 2% 2% 2%Training on HIV/AIDS prevention education to teacher(s) 30% 59% 19%Training on malaria prevention to teacher(s) 9% 13% 8%Training on school gardening activities to teacher(s) 5% 12% 2%Training on psychosocial support to teacher(s) 8% 14% 6%Curriculum development training to teacher(s) 41% 65% 31%Training on fuel efficient stoves for cooks & community 3% 5% 3%Skills-based health education to pupils 16% 33% 9%Nutrition education to pupils 9% 21% 4%De-worming eradication treatment to pupils 5% 4% 5%HIV/AIDS prevention education to pupils 38% 53% 32%Malaria prevention education to pupils 16% 20% 14%Provision of mosquito nets to pupils 12% 20% 9%School gardening training to pupils 8% 12% 6%Provision of psychosocial support to pupils 11% 24% 5%Micronutrient supplementation to pupils 12% 37% 2%Provision of educational materials (textbooks, etc) 54% 65% 50%

3.11 Participation of actors in the implementation of the FFE programme

The findings of the survey showed that Food Management Committee (FMC) is the main actor in the implementation of the CHILD/FFE program at school level. Ninety eight percent (98%) of the surveyed schools have a functional Food Management Committee. The Committee is composed of parents, people living in the surrounding, pupils, teachers, head teachers, PTA and School Management Committee. All CHILD schools have a functional FMC. The number of the members is slightly higher for CHILD schools, i.e. 7 members.

The average number of the committee member is 6. The composition and number of the committee members slightly vary from region to region. About 30% of the members are women. Representation of women as head and deputy is limited. The regional comparison of gender composition of FMC shows that Tigray is in a better position by gender composition of the FMC members with 43% women representation.

17

Figure 4: Composition of the FMC by region, on average

The findings also showed that some members of the FMC have got training on program implementation. There is at least one member trained in WFP assisted schools. The CHILD schools are in a better position in terms of having higher number of trained FMC members. The average for CHILD schools is 2 whereas that of non-CHILD is one.

Table 4: Involvement in the FFE’s implementation, by actor and activity, on average

FMC PTA SMC Head teacher Teachers Parents Pupils Community Others

Cooking 3 1 1 1 5 2 10 2 3Food reception 3 3 3 1 6 41 88 34 2Distribution of snacks/meals 3 1 2 2 11 1 18 2 2

Distribution of THR 2 2 0 1 6 0 8 1 2

Storage 2 2 2 1 2 10 18 5 1Management and reporting on the food use

3 3 3 1 6 1 11 0 2

In general, all actors participate in different program activities undertaken at school. Almost all participate in cooking the snacks, food reception, distribution of snacks, distribution of take home ration, food storage and management and reporting on the use of food (see table 4 and figure 5).

18

Figure 5: Involvement in the FFE’s implementation, by actor and activity, on average

3.12 School level Program implementation Cost The average monthly school level cost for running the program is Birr 952. The major cost items included cooking, feeding utensils; cooks pay, fire wood, security guard salary, and water for cooking. The cost is Birr 935 for CHILD schools and Birr 973 for Non-CHILD schools (see figure 6 &7).

Figure 6: Average school-level costs per month incurred by running the FFE programme(in Birr)

19

Figure 7: Average school-level costs per month incurred by running the FFE programme, by region, in birr

3.13. Food Preparation at school

Almost all (99%) of the cooking has been done in the school compound. Exception is Oromia where 3% of the schools cooked the food out side the compound in the survey year.

All regions’ schools use wood as fuel for cooking. The majority of the schools (88%) use a three stone fire place as stove. An improved stove with smoke chimney was used only by 7% of the schools and improved stove without smoke chimney used only by 5% of the schools. Afar and Somali regions schools used three stone place exclusively whereas thirteen percent (13%) each in Amhara and SNNPR regions have improved stove with chimney.

Comparing CHILD and Non-CHILD schools, 90% of CHILD schools used three stone fire place whereas 86% of non-CHILD used the same. 10% of Non-child Schools have improved stove with chimney whereas only 4% of CHILD have the same.

The fuel efficient stoves are not being used by most of the surrounding community. A total of 89% of the surrounding community are not using the efficient stoves. Amhara region is exceptional as 29% of the schools surrounding community use the efficient stove.

Figure 8: Type of stove used by schools to cook snacks by region and in percentage of schools

20

3.13.1 Cooks Health examinationCooks regular health examination were conducted only in an average of 15% of the surveyed schools. Tigray is in a better position in terms of conducting cooks health examination (in 36% of the surveyed schools) and followed by Amhara (13% of surveyed schools).

Figure 9: Schools where there are regular health examinations for cooks, by region, in percentage of schools.

3.13.2 Cooks training On average, training was not given to about 60% of surveyed schools. However, the situation varies from region to region. The training was given to 59% and 55% of the surveyed schools in Tigray and Afar, respectively while none was given in Somali Region.

The training given was mainly focused on cooking and hygiene issues while the training on nutrition was given only for few. The interviewed cooks in 30% of surveyed schools indicated that they need training on cooking and hygiene and food storage/ nutritional issues.

Figure 10: Schools where training sessions were organized for the cooks, by region, in percentage of schools.

3.13.3 Incentives for cooks The cooks receive incentives for cooking in 81% of the surveyed schools. The situation varies from region to region and the percent of cooks receive incentives ranging from 54% to 100%. SNNPR is the region where only 54% of cooks receive incentives (see figure 11 for details by region).

21

Figure 11: Schools where the cooks receive incentives for cooking the snacks by region, in percentage of schools

Figure 12: Schools where the cooks receive incentives for cooking the snacks by region, in percentage of schools in kind of incentives

3.13.4 Time taken for cooking The time taken to cook snacks exceeds 30 minutes in most of the schools (figure 12). It takes more than one hour in more than 50% of the schools in Amhara, Oromia and SNNPR. Among the teachers and head teachers interviewed 7% reported that the food cooking time overlaps with teaching time. The teachers’ response varies from region to region (figure 13) and the maximum time is reported by Tigray Region respondents whereas the least is by SNNPR region respondents.

22

Figure 13: Time taken to cook the snacks in percentage of schools by region

Figure 14: Percentage of head teacher and teachers’ responded cooking time of snack overlaps with their teaching time by region

There is also variation in response of teachers in CHILD and Non-child Schools with regards to the overlap of cooking with teaching time. Only 2% of CHILD schools teachers and head teachers reported that the cooking time overlaps with teaching time whereas 10% of Non-child Schools reported the same (figure 15). This could be attributed to the improvement in schools management due to the training given and the schools selected for CHILD initiative implementation were in a better position compared to other schools.

Figure 15: Percentage of head teacher and teachers’ responded cooking time overlaps with their teaching time by CHILD and Non-CHILD Schools

23

3.14 Food distribution

3.14.1 Time taken for distribution Food distribution is done by cooks assisted by teachers. The food distribution takes 30 minutes to 1 hour in 65% of the surveyed schools (figure 16). The time taken for serving food varies from region to region and from school to school. 35 percent and 25 percent of surveyed schools in Oromia and SNNPR, respectively reported spend more than one hour on serving the food. In Afar and Amhara, 36% of surveyed schools reported that they spend less than 30 minutes in doing the same.

Figure 16: Time taken to distribute the snacks by region in percentage of schools (each day)

The time taken to distribute food is less in CHILD schools compared to the non-CHILD schools. About 53% of surveyed CHILD schools reported that it takes 30 minutes and/or less whereas 61% of non-child schools reported spend more than 30 minutes on the same ( figure 17).

Figure 17: Time taken to distribute the snacks by child and non-child schools, in percentage of schools (each day)

Among the teachers and head teachers interviewed, an average of 33% reported that the distribution time overlaps with teaching time (see figure 18). The percentage of teachers responded that the time of distribution overlaps with teaching time varies from region to region (see figure 18). The teachers’ concerns that distribution of food compete for their teaching time is high in non-child schools compared to CHILD schools respeondents. This could be due to improvement in time management due to training given in CHILD schools and involvement of community members in food distribution(figure 19).

24

Figure 18: Percentage of head teacher and teachers reported distribution of snack overlaps with teaching time

Figure 19: Percentage of head teacher and teachers responded feeding time compete for their teaching time by CHILD and Non-child Schools

3.14.2 Timing of feeding In most of surveyed schools (60%), the feeding time is half-way of the school day ( break time) (figure 20). Feeding is undertaken at the beginning and end of the school day in 21% and 19% of the surveyed schools, respectively.

There are some differences accross the regions in feeding time. Feeding is undertaken half-way of the school day in more than 50% of the schools in Amhara, SNNPR, Somali and Tigray while the same undertaken at the beginnning of the school day in 80% of the schools in Afar. In 52% of Oromia’s schools, it is undertaken at the end of the school day and needs to be changed to half way through the school day or beginning of the school day to meet the intended goal of feeding, the increaseing attentivness in the class.

25

Figure 20: Timing of distribution of snacks/meals during the school day/shift, by region, in percentage of schools

The differnce in feeding time of CHILD and Non-CHILD schools is not significant though 36% of the CHILD schools feed at the beginning of the school day (figure 21).

Figure 21: Timing of feeding during the school day in child and non-child schools, in percentage of schools

3.15 Food delivery, management and handling

3.15.1 Schools observation on quantity and quality of food delivered Most of the surveyed schools rated the quantity of food delivered met their expectation (always and most of the time) (figure 22) with exception of surveyed schools in Somali Region where 30% of the respondents considered quantity were only “sometimes” met their expectation. Five percent of surveyed Oromia schools also rated the quantity had never met their expectation.

26

Figure 22: Frequency by which food delivered by WFP is delivered in the expected quantity, by region

Though the response regarding quantity is considered satisfactory in general, the responses of surveyed schools relating to the quality are mixed with 54% not always finding the food to be of adequate quality versus 46% usually finding it of adequate quality. Tigray and SNNPR are exceptions with only 18% and 27% dissatisfied with the quality of food delivered, respectively (figure 23).

Figure 23: Quality of food received from WFP, by region, in percentage of schools

3.15.2 Delivery of correct ration size to pupils The daily ration size was correctly provided to pupils in 80% of surveyed schools. There is difference in delivery of correct ration size to students among regions. The Somali region schools were exceptional and 70% of the schools did not provide correct ration size. Likewise 41% of Tigray regions schools did not provide the correct ration size to pupils. The survey result also showed that 64% of surveyed Afar region schools provide more than the agreed ration size (figure 24)

27

Figure 24: Distribution of food to pupils in correct daily ration size by region in percentage of schools

3.15.3 Losses and damagesAbout 37% of surveyed schools reported food loss and damage at schools in 2007. The percentage of surveyed schools reported loss and damage at school ranges from 17%-60% (figure 25), highest in Amhara and lowest in Tigray. Though the percentage of schools which reported loss and damage is high, the amount of loss is not above the standard rate of storage loss and damage

Figure 25: Schools where losses / damage in 2007 reported by region in percentage of schools

The major causes of loss and damage reported are food delivery in bad condition, poor storage and theft in very few cases (figure 26). Food delivery in bad condition is the major cause of food loss and damage at CHILD schools (figure 27). Low storage loss at CHILD school could be due to capacity building training rendered to CHILD schools which enabled the school community to mobilize resources from different sources and construct necessary school infrastructures including a proper store.

28

Figure 26: Causes for the losses or damage at school in 2007 by region in percentage of schools

Figure 27: Causes for the losses or damage at school in 2007 by in child and non-child schools in percentage of schools

3.15.4 Reporting on the use of foodThe findings of the survey showed that majority of schools (86% of which 16% through WFP) report on the use of the food to its next higher level structure on a monthly basis (Graph 3.13.7) and 15% to the communities (figure 28). The communities are more informed on the use of food in Somali (33% of surveyed schools) followed by Amhara (23%) and SNNPR (20%). Communities were not informed on the use of food in Tigray and Afar.

Figure 28: Regularity of reporting on the use of food by region, in percentage of schools

3.16 Local Contribution to the Programme Different actors at local level contribute to the programme (figure 29). The contribution is usually in-kind with the exception of payment of cooks which is in cash. In kind contribution

29

of the community for building of canteens and store rooms is the highest and followed by contribution by the Ministry of Education which is personnel time contribution in most cases. Parents of pupils enrolled in the schools are more active in contribution of fire wood needed for cooking and remuneration of the cooks. Local authorities are also involved in contribution of the expenditure in-kind such as infrastructure building and supply of wood.

Figure 29: Actors who contribute to the FFE programme in percentage of surveyed schools

Parents’ failure to contribute to the program does not result in exclusion of pupils from receiving food in most surveyed schools (figure 30). The school uses the local administration and Parent Teachers Association to enforce parents to pay the required contribution and most parents pay the contribution, without any enforcement.

Figure 30: Exclusion from feeding due to parents’ failure to contribute by region in percentage of schools

3.17 Pupils’ opinion on the programme

3.17.1 Opinion on the foodQuestions to solicit students’ opinion of the program were posed to groups of students randomly selected. In general, the summary of response show that pupils like the food served at school (figure 31): Out of the interviewed pupils only an average of 7% of the pupils interviewed responded that they do not like the food. The response variation across the regions

30

and the difference between CHILD and Non-CHILD schools is insignificant. The major reasons indicated by students, who do not like the food are: the food is not good (62%) and the food is not diverse enough (26%). The percentage of pupils, who consider the food as not good, is high in Amhara and Tigray, 75% and 61%, respectively (figure 32). The reason could be related to the eating habit of pupils. Oromia’s pupils’ reason for dislike of the food is mainly lack of enough diversification.

Figure 31: Percentage of pupils like the food served at school by region

Figure 32: Reasons why pupils dislike the food served at the school in percentage of pupils interviewed by region

3.17.2 Opinion on food delivery (regularity, quantities, quality)Seventy six percent (76%) of interviewed pupils stated that there are school days with no food (figure 33). In Afar all interviewed students stated that there are school days with no food.

31

Figure 33: Percentage of pupils interviewed stated some school days with no food by region

The pupils were also asked to give their opinion whether the food given was sufficient or not. Seventy three percent (73%) of the pupils interviewed rated the food given is sufficient(figure 34). Pupils complain on the quantity of food is high in Somali and followed by Amhara, 59% and 34%, respectively.

Figure 34: Percentage of pupils interviewed on satisfaction of quantity given by region

Regarding quality of food, the summary of the findings of the survey on pupils’ opinion show that 13% of the pupils interviewed had already been sick after eating the food served at school (figure 35). The percentage of pupils sick after eating the food is high in Tigray and SNNPR, 18% and 20%, respectively. None reported sick in Somali region schools by eating the food. The reason for sickness after eating the food could be due to unfamiliarity with the food as most of the pupils interviewed reported that none happened at them after they have familiarized with the food. The reason could also be food spoilage due to poor handling and management at schools.

32

Figure 35: Percentage of pupils interviewed who had already got sick after eating the food delivered to school by region

3.17.3 Opinion on impact on alleviation of pupils’ short-term hungerForty three percent (43%) of interviewed pupils asserted that they do not eat at home before coming to schools. The number of pupils who asserted that they eat at home before coming to school (57%) is higher than those who do not do so(figure 36).

Fifty four percent (54%) of interviewed pupils asserted that they feel hungry in class before the food is served. The percentage of students stated they feel hungry in the class are 51%, 65% and 79% for Oromia, Amhara and Afar, respectively (figure 37).

Figure 36: Percentage of pupils interviewed who normally eat at home before coming to school by region

Figure 37: Percentage of pupils interviewed who feel hungry in classes by region

33

Most of the interviewed pupils asserted that they feel more attentive and concentrated in classes after they eat the snack at school than before (figure 38).

Figure 38: Percentage of pupils interviewed stated feel more attentive and concentrated in classes after the snack served at school by region

The pupils were also asked whether they will come to schools or not if there is no food at schools. Eighty percent(18%) of interviewed students said that they would not come to school if no more food delivered to schools. The number of pupils said they will not come to school if there is no food is high in Somali, 41% (figure 39).

Figure 39: Percentage of pupils interviewed who would still go to school eve no food will be given at school by region

34

IV. Summary and recommendationsIn general, the findings of survey showed that better output and outcome achievements are recorded in 2007 compared to 2006.

Average number of girls and boys enrolled per WFP assisted school in 2007 were 286 and 341, respectively. It increased by total of 10% over the previous year, 2006.The enrolment drops with increase in grade level from 1 to 5 and the drops are lower in CHILD schools than in Non-CHILD schools.

Monthly attendance rate achievement for 2007 as measured by pupil absence day over high and low attendance months was found to be 91.5% whereas the target was 90%. The average attendance rate for CHILD schools was generally a few percent greater than non-CHILD but the difference is not statistically significant.

The average dropout rate calculated based on 2006 data was found to be 9% for girls and 11% for boys. The dropout is higher in lower primary school grades. It is 7% lower in CHILD schools compared to the Non-CHILD schools.

The 2007 absolute enrolment average gender ratio was 0.89. It is 7% higher than the previous year. The gender ratio was found to be 7 percent higher in CHILD schools.

The participation of actors in program implementation is high. Ninety eight percent (98%) of the surveyed schools have a functional FMC of 6 members on average. Twenty nine percent (29%) of the surveyed schools’ FMC members are women.

The average monthly cost of running the program is Birr 952. The cost for CHILD schools (Birr 935) is slightly less than that of Non-CHILD schools (Birr 973).

Cooking is almost totally done in the school compound and all regions use fire wood as fuel. Most of the schools use the traditional three stone place cooking method, i.e. only 12% of the surveyed schools use improved stoves. Thus, such measures as the installation of energy efficient stoves in schools, training on their management and maintenance and establishment of wood lots in partnership with agencies working in promoting energy efficient stoves and environment protection are of paramount importance and WFP and BoE should focus in materializing implementation of such measures.

There was regular cooks’ examination in an average of 15% of the surveyed schools. On average, the training was given to 40% of the surveyed school cooks. The percentage of schools, who reported that the cooks received training, varies from region to region. About 80% of the cooks have been receiving incentives for cooking the food.

Thirty three percent (33%) of the interviewed teachers reported that distribution time overlaps with teaching time and they have concern that it competes for teaching time. About 80% of timing of feeding is appropriate in surveyed schools (60% half way of school day and 20% beginning of the school day). The average time taken to serve the food at school ranges from 30 minutes to 1 hour in 65% of the surveyed schools. The recommended feeding time is at the beginning of the class or break time. Thus, BoE and WFP needs to work hand in hand to bring the remaining 20% schools to recommended feeding time.

35

Almost all surveyed schools rated the quantity of food delivered is to their expectation. However, 54% of surveyed schools indicated that the quality of food delivered is not always of adequate quality. The daily ration was correctly provided in 80% of the surveyed schools.

Loss and damage is reported in 37% of the surveyed schools. The major reported causes are food delivery in bad condition and poor storage. Seasonal absenteeism which leads to food carryover is another cause of food loss and damage at schools. Storage loss is low in CHILD schools compared to the non-CHILD. This could be due to community participation enhancement training given to CHILD schools. In general, though the percentage of schools reported loss and damage are significant, the absolute figure in quantity is at WFP acceptable loss and damage rate.

Majority of the schools have been reporting on the use of the food to its next higher structure on a monthly basis and 15% to the community. However, the reports have not been compiled at the higher level and submitted to WFP regularly.

The findings of the survey showed that the program is well accepted and supported by the local community. Parents are major contributors of cooks pay. Food Management Committees, Kebele leaders and PTA are involved in mobilizing the community to contribute for the program. Parents’ failure to contribute for the program does not result in exclusion of pupils from receiving food in most of the surveyed schools.

Most of the interviewed students asserted that they like the food and food given was sufficient. However, 76% stated that there are school days with no food due to late delivery and cooking related problems.

Forty three percent (43%) of interviewed students don’t eat at home before coming to schools and 54% reported feel hungry in class before the food served. Most of the interviewed pupils stated that they feel more attentive and concentrated in class than before they eat the snacks and 18% of interviewed students said they would not come to the school if no more food delivered to the schools.

Evidences show that in addition to equity, the program is also contributing to efficiency and quality of education through CHILD. The CHILD schools had on average 2 more classes than the Non-child Schools. However, the survey findings indicated that more should be done to bring pupils to section ratio in WFP assisted schools in general and CHILD schools in particular to the standard. The average pupils to classroom ration in WFP assisted schools in survey year was 69:1 whereas the national average for primary school is 64:1( Educational Statistics Annual Abstract: 2006/07). The ratio for CHILD and non CHILD schools are 78.3:1 and 65.4:1, respectively. This is due to most of the schools selected for the CHILD are highly overcrowded schools. The Essential Package, an initiative to improve the health and nutrition of school children is also better implemented in CHILD schools compared to the Non-CHILD schools.

The findings of the survey in general showed that the program implementation is in progress to meet the intended goal. However, in order to further improve program performance, food delivery time should be improved to minimize the number of days with no feeding and avoid carryover which has contributed to food loss and damage at schools. Furthermore, the findings showed that though the report prepared at school level and has regularly been submitted to the next higher level, it has not been compiled and sent to WFP regularly. Therefore, BoFED, MoFED, MoE and WFP Country Office should take this issue as priority and take action.

36

Though the woreda level partner visits the schools regularly for education sector activities follow up, the CHILD/FFE program activities monitoring was not regular. Therefore, CHILD/FFE program monitoring should be mainstreamed in to regular supervisors’ school monitoring system. `

Silk production & Class room construction– CHILD school Tegile School in Meket woreda of Amhara Region

School Garden –CHILD School in Tigray Region

37