Public Disclosure Authorized Ugandadocuments.worldbank.org/curated/en/... · SABER r. School Feeding collects, analyzes, and disseminates comprehensive information on school feeding

THE WORLD BANK

UgandaSCHOOL FEEDING

SABER Country Report

2014

Policy Goals Status1. Policy Frameworks

School feeding is not included in the published PRSP or discussion. Apublished national policy on school feeding does not exist.

2. Financial CapacitySchool feeding is included in the national planning process, yet there is nonational, regional, or local budget line for school feeding. These funds are notdisbursed in an effective manner.

3. Institutional Capacity and CoordinationThere is a multisectoral steering committee that includes developers from atleast three sectors to coordinate implementation of school feeding. Anational level school feeding unit exists, yet it lacks sufficient staff,knowledge, and resources.

4. Design and ImplementationThe M&E plan is in place, yet it is not integrated into a wider nationalmonitoring system. National standards on food modalities and the foodbasket are set, yet there are no national standards on food management,procurement and logistics.

5. Community Roles-Reaching Beyond SchoolsA system of regional workshops is in place for consultation with parents andcommunity members on the design, monitoring, and feedback of schoolfeeding.

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UGANDA SCHOOL FEEDING SABER COUNTRY REPORT |2014

SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 2

IntroductionThis report presents an assessment of school feedingpolicies and institutions that affect young children inUganda. The analysis is based on a World Bank tooldeveloped as part of the Systems Approach for BetterEducation Results (SABER) initiative that aims tosystematically assess education systems againstevidence based global standards and good practice toassist countries reform their education systems forproper learning for all.

School feeding policies are a critical component of aneffective education system, given that children's healthand nutrition impact their school attendance, ability tolearn, and overall development. A school feedingprogram is a specific school based health service, whichcan be part of a country’s broader school health program,and often a large amount of resources are invested in aschool feeding program. SABER School Feeding collects,analyzes, and disseminates comprehensive informationon school feeding policies around the world. The overallobjective of the initiative is to help countries designeffective policies to improve their education systems,facilitate comparative policy analysis, identify key areasto focus investment, and assist in disseminating goodpractice.

Country OverviewUganda is a low income country in Sub Saharan Africawith a population of 37.6million people and a populationgrowth rate of 3.3 percent in 2013.1 GDP per capita in thecountry has been rising since 2000 when it was $883 to$1,365 in 2013 (constant 2011 international dollar) dueto macroeconomic and political stability 2 Despitepositive economic growth and rising GDP per capita,poverty is widespread and particularly prevalent in ruralareas. 3 The poverty gap at $2 a day (PPP) was 27.4percent in 2009, which is lower than it was in 2006 (36.4percent). 4 Uganda’s human development index in 2013ranked it number 161 out of 187 countries, placing it inthe low human development category. 5 Despite theimprovement in life expectancy from 48 years in 2000 to59 years in 20126, the prevalence of undernourishment

1 World Bank. 2014a.2 Ibid.3 U.S. Global Health Programs, 2011.4 World Bank. 2014a.5 UNDP, 2013.

has increased from 27 percent of the population in 2000to 30 percent in 2012.7

Education and Health in Uganda

Uganda has significantly expanded access to educationsince the implementation of the Universal PrimaryEducation (UPE) reform in 1997. The gross primaryenrolment ratio dramatically increased from 70 percentin 1996 to 117 percent in 1997. 8 By 2011, primaryenrolment was estimated at 8.1 million children (50percent girls), resulting in a gross enrolment ratio of 110percent, the lowest it had been since the passage of theUPE reform in 1997. 9 Following a similar trend, theexpected primary completion rate has been declining. In2011, the expected primary completion rate was 35percent, which was lower than the previous year’s rateof 48 percent.10 In general, completion and achievementrates are low. Over 50 percent of primary pupils in grades3 and 6 performed below the desired minimum average(50 percent) for numeracy and literacy.

Student absenteeism in Uganda is high. One in threechildren in primary school does not attend school everyday (Figures 1 and 2). In island and fishing communitydistricts (Apac, Kalangala), and districts with agriculturalestate or plantation based livelihoods (Mityana,Kyenjojo), absenteeism may be higher than one out ofevery two children. Low attendance affects learning andhinders effective use of educational inputs. Teacherabsenteeism is estimated at 27 percent. Other problems,some identified by the head teachers, include: poortextbook utilization by both teachers and learners, theirlimited availability notwithstanding; high number ofschool drop outs as reflected in the low completionrates; and low learner attendance. Irregular studentattendance has been partly attributed to: lack of mid daymeals at school; low teacher attendance; low societalappreciation of the long term benefits of schooling andhence low learner support, as manifested in the lack ofbasic scholastic materials (books and pens/pencils); andlate enrollment for school (Figure 2).

6 World Bank. 2014a.7 Ibid.8 World Bank. 2014b.9 Ibid.10 Ibid.



Figure 1: Learner Absenteeism by Grade, UNPS 2009/10

Source: Data from the Uganda Bureau of Statistics and computed byauthors in “Improving Learning in Uganda Vol. 1: Community LedSchool Feeding Practices” in 2013.11

Figure 2: Most Serious Problems Faced by Schools asIdentified by Head Teachers, UNPS 2009/10

Source: Data from the Uganda Bureau of Statistics and computed byauthors in “Improving Learning in Uganda Vol. 1: Community LedSchool Feeding Practices” in 2013.12

The government is thus faced with the dual challenge ofmaintaining high enrolment levels and ensuring qualityservice delivery in order to reach both nationaldevelopment goals and the Millennium DevelopmentGoals on education. Government and developmentpartners’ efforts are currently focused on improving theprovision of key inputs for quality teaching and learningprocesses, especially with regard to qualified teachers,instructional materials, and curriculum reforms, and

11 Najjumba, I.M., Bunjo, C.L., Kyaddondo, D., and C. Misinde, 2013.12 Ibid.13 UNESCO, 2014.14 World Bank, 2014b.15 Ibid.16 World Bank, 2014a.17 Government of Uganda, 2010.

reinforcing school infrastructure developments tosupport the expansion.

As a share of GDP, public expenditure on education was3.3 percent in 2012.13 In 2012, expenditure on educationwas 14 percent of total government expenditure. 14

Expenditure on primary education as a percentage ofgovernment spending on education was 54 percentwhile secondary education received 25 percent in2012.15

HealthUganda faces several health challenges. In 2012,approximately 60 percent of deaths were caused bycommunicable diseases in addition to maternal,prenatal, and nutrition conditions while 27 percent ofdeaths were caused by non communicable diseases.16

Prevalent communicable diseases in Uganda includeHIV/AIDS, tuberculosis, malaria, and neglected tropicaldiseases (NTDs). 17 For example, approximately 7.2percent of individuals between the ages of 15 and 49were infected with HIV in 2012.18 Health problems areexacerbated by inadequate access to clean water andsanitation facilities. Approximately 34 percent of peoplein Uganda use improved sanitation facilities with nomajor differences between urban and rural areas.19 Thedifference in living conditions for rural and urbanresidents becomes apparent when comparing these twopopulations’ access to an improved water source.Roughly 95 percent of the urban population had accessto an improved water source in 2012 when only 75percent of the rural population had access.20

Maternal and child health conditions account for a largeproportion of Uganda’s health burden althoughmorbidity andmortality rates for these groups have beendeclining. 21 The fertility rate has decreased over timefrom an average of 6.9 children per woman in 2000 to 6children per woman in 2012.22 The infant mortality ratesignificantly decreased from 89 percent in 2000 to 45percent in 2012.23 Deaths were caused by pneumonia,asphyxia, prematurity, congenital abnormalities, andother health conditions. 24 In addition, malnutritiondecreased from 45 percent in 2000 to 34 percent in 2012

18 World Bank. 2014a.19 Ibid.20 Ibid.21 UBOS. 2002. UDHS. Kampala: UBOS22 World Bank. 2014a.23 Ibid.24 Government of Uganda, 2010.



among children five years old and younger. There hasalso been increased access to deworming andmicronutrient supplementation programs. 25 Theprevalence of wasting among children under five years ofage was 4.8 percent in 2011 while the prevalence ofanemia among children in the same age group was 56percent in 2011, both lower than the previous years’rates.26

Physical and psychological abuse remains an issue inUganda. In particular, sexual and gender based violenceis common. 27 Limited funding and transportationresources reduce health workers’ capacity to addresssexual and gender based violence.28

The Case for School Feeding

School feeding programs, defined here as the provisionof food to school children, can increase schoolenrolment 29 and attendance—especially for girls. 30

When combined with quality education, school feedingprograms can increase cognition 31 and educationalsuccess. 32 With appropriately designed rations, schoolfeeding programs can improve the nutrition status ofpreschool and primary school aged children byaddressing micronutrient deficiencies. Combined withlocal agricultural production, these programs can alsoprovide small scale farmers with a stable market. Schoolfeeding programs can provide short term benefits aftercrises, helping communities recover and build resilience,in addition to long term benefits by developing humancapital.33 School feeding programs can be classified intotwo main groups: in school feeding (when children arefed in school) and take home rations (when families aregiven food if their children attend school regularly). Amajor advantage of school feeding programs is that theyoffer the greatest benefit to the poorest children. Severalstudies34 have indicated that missing breakfast impairseducational performance.

Present data suggests that almost every country isseeking to provide food to its school children. Therefore,especially for low income countries where most food

25 Ibid.26 World Bank. 2014a.27 Ibid.28 Government of Uganda, 2010.29 Ahmed, 2004; Gelli, Meir, and Espejo, 2007.30 Jacoby, Cueto, and Pollitt, 1996; Powell et al., 1998; Kristjansson et al., 2007.31 Whaley et al., 2003; Kristjansson et al., 2007; Jukes et al., 2008.

insecure regions are concentrated, the key issue is notwhether a country will implement school feedingprograms but rather how and with what objectives.

Social shocks of recent global crises led to an enhanceddemand for school feeding programs in low incomecountries as they could serve as a safety net for foodinsecure households through an income transfer. Inresponse to this amplified request, the United NationsWorld Food Programme (WFP) and the World Bankjointly undertook an analysis titled Rethinking SchoolFeeding. 35 This initiative sought to better understandhow to develop and implement effective school feedingprograms as a productive safety net that is part of theresponse to the social shocks, as well as a fiscallysustainable investment in human capital. These effortsare part of a long term global goal to achieve EducationFor All and provide social protection to the poor.

Five Key Policy Goals to Promote SchoolFeedingThere are five core policy goals that form the basis of aneffective school feeding program. Figure 3 illustratesthese policy goals and outlines respective policy leversand outcomes that fall under each goal.

The first goal is a national policy framework. A solidpolicy foundation strengthens a school feedingprogram’s sustainability and quality of implementation.National planning for school feeding as part of thecountry’s poverty reduction strategy (or other equivalentdevelopment strategies) conveys the importance thegovernment places on school feeding as part of itsdevelopment agenda. For most countries that areimplementing their own national programs, schoolfeeding is included in national policy frameworks.36

The second policy goal for school feeding is financialcapacity. Stable funding is a prerequisite forsustainability. However, where need is greatest,programs tend to be the smallest and themost reliant onexternal support. Funding for these programs can comefrom a combination of sources, such as non

32 Tan, Lane, and Lassibille, 1999; Ahmed, 2004; Adelman et al., 2008.33 WFP, 201334 Simeon and Grantham McGregor, 1989; Pollitt, Cueto, and Jacoby, 1998;Simeon, 1998.35 Bundy et al., 2009.36 Bundy et al., 2009; WFP, 2012.



governmental organizations (i.e., WFP) and thegovernment. When a program becomes nationalized, itneeds a stable and independent funding source, eitherthrough government core resources or developmentfunding. In the long term, a national budget line forschool feeding is necessary for an effective and stableprogram.

The third policy goal is institutional capacity andcoordination. School feeding programs are betterexecuted when an institution is mandated andaccountable for the implementation of such a program.Effective programs also include multisectoralinvolvement from sectors such as education, health,agriculture, and local government, as well as acomprehensive link between school feeding and otherschool health or social protection programs andestablished coordination mechanisms.

The fourth policy goal is sound design andimplementation. In order to maximize effectiveness,school feeding programs should clearly identify countryspecific problems, objectives, and expected outcomes.The country’s context and needs should determine theprogram’s beneficiaries, food basket (menus), foodmodalities and supply chain. Countries and partnersshould work towards creating a delicate balance amonginternational, national, and local procurement of foodsto support local economies without jeopardizing thequality and stability of the food supply.

The last policy goal is community roles reaching beyondschools. School feeding programs that are locally owned,incorporate contributions from local communities, andrespond to specific community needs are often thestrongest. These programs are most likely to make asuccessful transition from donor assistance to nationalownership. Community participation should beconsidered at every stage, but without overburdeningcommunity members.

Use of Evidence Based Tools

The primary focus of the SABER School Feeding exerciseis gathering systematic and verifiable information aboutthe quality of a country’s policies through a SABERSchool Feeding Questionnaire. This data collectinginstrument helps to facilitate comparative policyanalysis, identify key areas to focus investment, and

disseminate good practice and knowledge sharing. Thisholistic and integrated assessment of how the overallpolicy in a country affects young children’s developmentis categorized into one of the following stages,representing the varying levels of policy developmentthat exist among different dimensions of school feeding:

1. Latent: No or very little policy development2. Emerging: Initial/some initiatives towards policy

development.3. Established: Some policy development4. Advanced: Development of a comprehensive

policy framework

Each policy goal and lever of school feeding ismethodically benchmarked through two SABER analysistools. The first is a set of scoring rubrics that quantifiesthe responses to selected questions from the SABERSchool Feeding questionnaire by assigning point valuesto the answers. The second tool is the SABER SchoolFeeding Framework Rubrics that analyzes the responses,especially the written answers, based on theframework’s five policy goals and levers. For moreinformation, please visit the World Bank’s website onSABER School Health and School Feeding and click on the“What Matters” Framework Paper under Methodology.



Figure 3: Policy goals and policy levers for school feeding



Findings

Policy Goal 1: PolicyFrameworks in Uganda

Policy Lever:

Overarching policies for school feeding inalignment with national level policy

A policy foundation helps strengthen the sustainabilityand accountability of a school feeding program as well asthe quality of its implementation. Nearly all countrieswith national ownership of programs have wellarticulated national policies on the modalities andobjectives of school feeding.37

In Uganda, school feeding is not included in thepublished Poverty Reduction Strategic Plan (PRSP) andwas not discussed during the preparation of this PRSP.The government has not set targets for school feedingprograms in the PRSP either. There is also no schoolfeeding policy, but there is an implicit statement in theNational Orphans and Other Vulnerable Children Policythat school feeding programs can target vulnerablechildren.38 There is a draft of school feeding guidelineswritten by the education sector that a nationalmultisectoral taskforce can use to guide thedevelopment of a national school feeding policy.

There is apparent ambivalence in Uganda’s responsebecause it has a unique situation. While it does not havea national school feeding program, it does have atargeted school feeding program covering the Karamojaregion only. It also has a national secretariat (The ProjectManagement Unit) dedicated to all matters concerningfood that has changed much of the responsibility forexamining “sustainable” ways of feeding children atschool. However, this responsibility is within an explicitgovernment policy (Education Act 2010) that feeding achild at school is the responsibility of the parent.39

37 WFP, 201238 Government of Uganda, 2013.

1. Policy Frameworks is LATENT

Indicators Score Justification1A. National level povertyreduction strategy orequivalent national strategyas well as sectoral policiesand strategies identifyschool feeding as aneducation and/or socialprotection intervention,clearly defining objectivesand sectoral responsibilities

School feedingnot included inthe publishedPRSP ordiscussion

1B. An evidence basedtechnical policy related toschool feeding outlines theobjectives, rationale, scope,design, and funding andsustainability of theprogram andcomprehensively addressesall four other policy goals

There is nopublishedschool feedingpolicy.

39 Scaling Up Nutrition, 2012.



Policy Goal 2: FinancialCapacity in Uganda

Policy Lever:

Governance of the national school feedingprogram through stable funding and budgeting

Stable funding is necessary for the long termsustainability of a school feeding program, especially onethat transitions from being donor funded to governmentfunded. School feeding programs supported by externalpartners generally rely on food aid, government in kinddonations, and/or government cash contributions. Inorder for the program to be sustainable and nationallyowned, the school feeding program should have a budgetline and be part of the government’s budgeting andplanning process.

School feeding is included in the national planningprocess in Uganda but it is not funded through a nationalbudget. School feeding is included in general terms, butthere is no specific budget line for it. About US $220,000is budgeted for the school feeding and school healthProgramme Management Unit’s running costs per year.

At a regional level, districts do not have the capacity toplan and budget their needs. Regions do not have abudget line for school feeding. At a more local level,neither schools nor each ministry involved in theprogram have a budget line for school feeding.

The World Food Programme has financed a regionalschool feeding program for Karamoja, a chronically fooddeficient area and drought stricken region, but thisintervention terminated effectively in December 2013after 30 years of support.40 Other agencies like SNV andWorld Vision support a variant of homegrowninterventions in some parts of the country.

The government has not received funds from theEducation for All Fast Track Initiative for school feeding.There is no national school feeding program although apolicy is in place for a parent led school feedingprogram.41

40 Ariong, 2013.

2. Financial capacity is LATENT

Indicators Score Justification2A. National budgetline(s) and funding areallocated to schoolfeeding; funds aredisbursed to theimplementation levelsin a timely andeffective manner

School feedingincluded in nationalplanning process,but no national,regional, or localbudget line forschool feeding;funds not disbursedin effective manner

41 Najjumba et al., 2013.



Policy Goal 3: InstitutionalCapacity and Coordinationin Uganda

Policy Levers:

School feeding inter sectoral coordination andstrong partnershipsManagement and accountability structures,strong institutional frameworks, and monitoringand evaluation

Implementing a school feeding policy requires significantinstitutional capacity because the program is a complexschool health intervention. The policy should clearlydefine the roles and responsibilities of stakeholders andactors at all levels. Methodically increasing governmentcapacity to manage a school feeding program isimportant to the program’s long term sustainability. Anational institution that is mandated and accountable forthe implementation of the school feeding program isconsidered to be a best practice. This institution shouldhave a specific unit that has adequate resources andknowledgeable staff to manage the school feedingprogram. Moreover, policies that detail accountabilityand management mechanisms can help ensure programquality and efficiency, especially if the school feedingprogram is decentralized.

The Ministry of Education carries the mandate ofmanaging and implementing the school feedingprogram. This concentrated leadership is a trait ofeffective implementation. Uganda has a multisectoralsteering committee coordinating the implementation ofschool feeding. Other sectors are also a part of thissteering committee, including education, health,agriculture, local government, and water. The steeringcommittee was set up to examine the possibilities andmodalities of a national school feeding program, but itdoes not have a clear work plan or objectives.

At the national level, there is a specific unit within theMinistry of Education in charge of the overallmanagement of school feeding and responsible forcoordination between the national, regional, and schoollevels. However, this responsible unit in charge ofimplementing school feeding does not have a sufficientamount of staff given the responsibilities that the unithas been given. There are 21 people working in the

national unit, with 19 of them fully dedicated to schoolfeeding. The staff are not fully trained andknowledgeable on school feeding issues. There areinformal coordination mechanisms in place betweencross government stakeholders. The program steeringcommittee draws representatives from ministries foreducation, local government, health, gender and WFP.This committee reviews operational plans, progressreports, and activities constrained by existing policyframework.

At the regional level, there are no pre or in servicetraining programs in place to train staff at each level onschool feeding program management andimplementation. Regional offices do not have sufficientstaff, knowledge, and resources to fulfill theirresponsibilities.

3. Institutional Capacity and Coordination in Uganda isESTABLISHED

Indicators Score Justification3A. Multisectoralsteering committeecoordinatesimplementation of anational schoolfeeding policy

Multisectoralsteering committeefrom at least threesectors coordinatesimplementation

3B. National schoolfeeding managementunit andaccountabilitystructures are inplace, coordinatingwith school levelstructures

School feeding unitexists at nationallevel, but lackssufficient staff,knowledge, andresources

3C. School levelmanagement andaccountabilitystructures are in place

Informalcoordinationmechanisms inplace; no pre or inservice training;regional officesdon’t havesufficient staff,knowledge, andresources to fulfilltheir responsibilities



Policy Goal 4: Design andImplementation inUganda

Policy Lever:

Quality assurance of programming andtargeting, modalities, and procurement design,ensuring design that is both needs based andcost effective

A well designed school feeding policy that is based onevidence is critical to the implementation of a qualityschool feeding program. The policy can include details ontargeting the correct beneficiaries, selecting the propermodalities of food delivery, and choosing a quality foodbasket. Over time, the school feeding policy may beredesigned or modified according to reassessments ofthe school feeding program.

A government led strategy for the monitoring andevaluation (M&E) of a national school feeding program isthe cornerstone for the development of a sustainableand efficient M&E system.42 Uganda has anM&E plan forthe school feeding program. This monitoring andevaluation plan is in relation to the special KaramojaProject. All important M&E components are coveredexcept a program baseline report. There is no statisticianin the project management unit, and progress ismeasured on the basis of previous performance inabsence of a base line study. The school feeding M&Eplan in Uganda has been used to refine and updatecomponents of the program. For example, take homerations for girls were discontinued when girls’ enrolmentand that of boys reached 50:50.

Experiences from the health sector convey that programeffectiveness is enhanced when the implementation of anational school feeding strategy is supported by anational M&E strategy agreed upon by all countrypartners and stakeholders. However, theM&E plan is notintegrated into a national monitoring or informationmanagement system.

Impact evaluations have been carried out andcompleted. In 2007, the FAO did an evaluation of schoolfeeding, and in 2010, the Ministry of Education M&E

42 Gelli and Espejo, 2013.

Department also undertook an evaluation. Progressreports and specific program implementationdocuments were produced, namely the document titledthe Plan of Operations (WFP). Its objectives were toincrease enrolment and attendance, especially that ofgirls at school, to improve cognitive performance in class,to reduce short term hunger, and to reduce dropoutsand absences.

Uganda’s program also has objectives that correspond tothe context of the country and the poverty reductionstrategy. These objectives, or targeting criteria, areimportant for two reasons: first, to keep the programwithin its budget constraints and maximize the effect ofthe spending line with the objectives, and second, toensure equity by redistributing resources to poor andvulnerable children.

National standards on food modalities and the foodbasket have been set in the nutrition plan. However,these standards do not address levels of detail thatinclude nutritional content requirements, local habitsand tastes, and the availability of local food. Foodmodalities have been chosen based on the objectives ofthe program, the duration of the school day, and thefeasibility of implementation in the context of the specialKaramoja program.

There are no national standards on food management,procurement and logistics. In the initial stages ofdiscussion of a homegrown school feeding program,there were discussions on possible procurementmodalities for school feeding that could be more locallyappropriate, including the possibility of linkingprocurement with agriculture related activities.

The Ministry of Agriculture has been involved in makingthe connection between school feeding and nationalagricultural production. The Ministry of Agriculture wasinvolved in the planning of a Home Grown SchoolFeeding program draft, including provision of statistics ofagricultural production. The involvement of governmentagencies aids a smooth implementation system alongnational, regional, and local levels. The private sector hasnot been involved in making the connection betweenfarmers and the school feeding market.In 2011, the special program for Karamoja had 104,000beneficiaries and about 12,000,000 primary school



children. Looking forward, a specific area for attention isto develop new ways for the agriculture and educationsectors to work together, including the construction of acoherent evidence base from which to evaluate specificoutcomes within each sphere (SABER Framework).

4. Design and Implementation is ESTABLISHEDIndicators Score Justification

4A. A functionalmonitoring andevaluation system is inplace as part of thestructure of the leadinstitution and usedfor implementationand feedback

M&E plan includesmost componentsand is used to refineand updateprograms; however,M&E system notintegrated intonational monitoringor informationmanagement system

4B. Program designidentifies appropriatetarget groups andtargeting criteriacorresponding to thenational school feedingpolicy and thesituation analysis

Targeting criteriaand targetingmethodology existsand corresponds tocontext of thecountry and thepoverty reductionstrategy; M&Einformation used torefine and updatecoverage

4C. Food modalitiesand the food basketcorrespond to theobjectives, local habitsand tastes, availabilityof local food, foodsafety, and nutritioncontent requirements

National standardson food modalitiesand the food basket;standards do notcorrespond tonutritional contentrequirements, localhabits and tastes,and the availabilityof local food

4D. Procurement andlogistics arrangementsare based on procuringas locally as possible,taking into account thecosts, the capacities ofimplementing parties,the productioncapacity in thecountry, the quality ofthe food, and thestability of the pipeline

There are nonational standardson foodmanagement,procurement andlogistics



Policy Goal 5: CommunityRoles – Reaching BeyondSchools in UgandaPolicy Lever:

Community participation and accountability

The role of the community should be clearly defined in aschool feeding policy because community participationand ownership improves the school feeding program’schances of long term sustainability. If the governmentplaces the responsibility of sustaining the school feedingprogram on the community, the school feeding policyshould detail the guidelines, minimum standards, andsupport for the community to implement the program.The school feeding policy can also include mechanismsfor the community to hold the government accountable.

At the school level, there may be a school managementcommittee composed of parents, teachers, and studentsthat acts as a liaison between the school and communityand that manages the school feeding program. Careshould be taken not to overburden the community,because in some cases the communitymay introduce feesto support the local school feeding program, which cannegatively impact enrolment rates. Community assistedschool feeding programs are usually most successful infood secure areas.

Uganda has school management committees andparent teacher associations, but they lack the capacityand autonomy to manage a school feeding program.43

The community works with the school feeding programthrough contributing firewood, yet constraints appearwhen it comes to expectations of financial facilitation.The role of the community has also not been addressedin the national school feeding policy. Key stakeholderscan be involved to support community engagement,including the village and parish council leaders.

43 Najjumba et al., 2013.

5. Community roles reaching beyond schools isEMERGING

Indicators Score Justification5A. Communityparticipates in schoolfeeding programdesign,implementation,management andevaluation andcontributes resources

Systems andaccountabilitymechanisms are notyet in place forconsultation withparents andcommunitymembers on thedesign, monitoringand feedback of theschool feedingprogram

To view the scores for all indicators and policy goals inone table, please refer to Appendix 1.



ConclusionBased on the above findings, there is a growingfoundation for essential school feeding programming inUganda. The targeted program in one region isencouraging. Still, there are areas that could bestrengthened moving forward. The following policyoptions represent possible areas where school feedingcould be strengthened in Uganda, based on theconclusions of this report.

Policy Options:Strengthen school feeding inclusion on the nationallevel by including it, along with specific goals, in thePoverty Reduction Strategic Plan.Establish national, regional and local budgets forschool feeding.Expand and strengthen implementation of schoolfeeding programs across several regions, includingregional capacity building through pre or in servicetraining programs at the management andimplementation levels.Establish specific work plan, objectives andprocedures for the national multisectoral schoolfeeding steering committee.Create national standards on food management,procurement and logistics.Strengthen local and community focused schoolfeeding, including establishment of localcommittees and implementing homegrown schoolfeeding where appropriate.

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ishe

d

Sch

ool f

eedi

ng in

clud

ed

in p

ublis

hed

natio

nal-l

evel

po

verty

redu

ctio

n st

rate

gy

or e

quiv

alen

t nat

iona

l po

licy

(incl

udin

g sp

ecifi

catio

ns a

s to

whe

re

scho

ol fe

edin

g w

ill b

e an

chor

ed a

nd w

ho w

ill

impl

emen

t); p

ublis

hed

sect

oral

pol

icie

s or

st

rate

gies

hav

e cl

early

de

fined

obj

ectiv

es a

nd

sect

oral

resp

onsi

bilit

ies

Sch

ool f

eedi

ng in

clud

ed in

pu

blis

hed

natio

nal-l

evel

po

verty

redu

ctio

n st

rate

gy

or e

quiv

alen

t nat

iona

l pol

icy

(incl

udin

g sp

ecifi

catio

ns a

s to

whe

re s

choo

l fee

ding

will

be a

ncho

red

and

who

will

im

plem

ent a

nd

acco

mpa

nied

by

targ

ets

and/

or m

ilest

ones

set

by

the

gove

rnm

ent);

pub

lishe

d se

ctor

al p

olic

ies

or

stra

tegi

es h

ave

clea

rly

defin

ed o

bjec

tives

and

se

ctor

al re

spon

sibi

litie

s,

incl

udin

g w

hat s

choo

l fe

edin

g ca

n an

d ca

nnot

ac

hiev

e, a

nd a

ligne

d w

ith

the

natio

nal-l

evel

pov

erty

re

duct

ion

stra

tegy

or

equi

vale

nt n

atio

nal s

trate

gy

LATENT

UGA

NDA

SCHO

OLFEED

ING

SABE

RCO

UNTR

YRE

PORT

|201

4

SYSTEM

SAP

PROAC

HFO

RBE

TTER

EDUCA

TIONRE

SULTS

15

An

evid

ence

-bas

ed

tech

nica

l pol

icy

rela

ted

to s

choo

l fee

ding

ou

tline

s th

e ob

ject

ives

, ra

tiona

le, s

cope

, de

sign

, and

fund

ing

and

sust

aina

bilit

y of

the

prog

ram

and

co

mpr

ehen

sive

lyad

dres

ses

all f

our o

ther

po

licy

goal

s (in

stitu

tiona

l cap

acity

an

d co

ordi

natio

n,

finan

cial

cap

acity

, de

sign

and

im

plem

enta

tion,

and

co

mm

unity

pa

rtici

patio

n)

Ther

e is

reco

gniti

on o

f th

e ne

ed fo

r a te

chni

cal

polic

y re

late

d to

sch

ool

feed

ing,

but

one

has

not

ye

t bee

n de

velo

ped

or

publ

ishe

d

A te

chni

cal p

olic

y an

d si

tuat

ion

anal

ysis

und

er

deve

lopm

ent b

y th

e re

leva

nt s

ecto

rs th

at

addr

ess

scho

ol fe

edin

g

A te

chni

cal p

olic

y re

late

d to

sch

ool f

eedi

ng is

pu

blis

hed,

out

linin

g th

e ob

ject

ives

, rat

iona

le,

scop

e, d

esig

n, fu

ndin

g an

d su

stai

nabi

lity

of th

e pr

ogra

m a

nd c

over

ing

som

e as

pect

s of

all

four

ot

her p

olic

y go

als,

in

clud

ing

links

with

ag

ricul

ture

dev

elop

men

t

A te

chni

cal p

olic

y re

late

d to

sc

hool

feed

ing

is p

ublis

hed,

outli

ning

the

obje

ctiv

es,

ratio

nale

, sco

pe, d

esig

n,

fund

ing

and

sust

aina

bilit

y of

the

prog

ram

and

co

mpr

ehen

sive

ly c

over

ing

all f

our o

ther

pol

icy

goal

s w

ith a

stra

tegy

for l

ocal

pr

oduc

tion

and

sour

cing

, in

clud

ing

links

with

ag

ricul

ture

dev

elop

men

t an

dsm

all h

olde

r far

mer

s; p

olic

yis

info

rmed

by

a si

tuat

ion

anal

ysis

of n

eeds

and

al

igne

d w

ith n

atio

nal

pove

rty

redu

ctio

n st

rate

gies

and

re

leva

nt s

ecto

ral p

olic

ies

and

stra

tegi

es

Polic

y G

oal 2

: Fin

anci

al C

apac

ity

Gov

erna

nce

of th

e na

tiona

l sch

ool

feed

ing

prog

ram

- st

able

fund

ing

and

budg

etin

g

Nat

iona

l bud

get l

ine(

s)

and

fund

ing

are

allo

cate

d to

sch

ool

feed

ing;

fund

s ar

e di

sbur

sed

to th

e im

plem

enta

tion

leve

ls

(nat

iona

l, di

stric

t and

/or

scho

ol) i

n a

timel

y an

d ef

fect

ive

man

ner

Ther

e is

reco

gniti

on o

f the

ne

ed to

incl

ude

scho

ol

feed

ing

in th

e na

tiona

l pl

anni

ng p

roce

ss, b

ut th

is

has

not y

et h

appe

ned;

the

gove

rnm

ent i

s fu

lly re

liant

on

ext

erna

l fun

ds a

nd

does

not

hav

e pr

ovis

ion

in

the

natio

nal b

udge

t to

allo

cate

reso

urce

s to

sc

hool

feed

ing;

ther

e is

re

cogn

ition

of t

he n

eed

for

mec

hani

sms

for

disb

ursi

ng fu

nds

to th

e im

plem

enta

tion

leve

ls, b

ut

thes

e ar

e no

t yet

in p

lace

Sch

ool f

eedi

ng is

in

clud

ed in

the

natio

nal

plan

ning

pro

cess

and

na

tiona

l fun

ding

is

stab

le th

roug

h a

budg

et

line

but u

nabl

e to

cov

er

all n

eeds

; the

re is

no

budg

et li

ne a

t reg

iona

l an

d sc

hool

leve

ls;

exis

ting

scho

ol fe

edin

g fu

nds

are

disb

urse

d to

th

e im

plem

enta

tion

leve

ls in

term

itten

tly

Sch

ool f

eedi

ng is

incl

uded

in

the

natio

nal p

lann

ing

proc

ess

and

is fu

lly fu

nded

th

roug

h a

natio

nal b

udge

t lin

e; a

ll m

inis

tries

invo

lved

in

the

prog

ram

im

plem

enta

tion

have

a

budg

et li

ne o

r fun

ds

allo

cate

d; b

udge

t lin

es

also

exi

st a

t reg

iona

l and

sc

hool

leve

ls; s

choo

l fe

edin

g fu

nds

are

disb

urse

d to

the

impl

emen

tatio

n le

vels

in a

tim

ely

and

effe

ctiv

e m

anne

r

Sch

ool f

eedi

ng is

incl

uded

in th

e na

tiona

l pla

nnin

g pr

oces

s an

d is

fully

fund

ed

thro

ugh

a na

tiona

l bud

get

line

cons

iste

nt w

ith th

e sc

hool

feed

ing

polic

y an

d si

tuat

ion

anal

ysis

incl

udin

g op

tions

for e

ngag

ing

with

th

e pr

ivat

e se

ctor

; bud

get

lines

and

pla

ns a

lso

exis

t at

regi

onal

and

sch

ool l

evel

s,

suffi

cien

t to

cove

r all

the

expe

nses

of r

unni

ng th

e pr

ogra

m ;

scho

ol fe

edin

g fu

nds

are

disb

urse

d to

the

impl

emen

tatio

n le

vels

in a

tim

ely

and

effe

ctiv

e m

anne

ran

d im

plem

ente

rs h

ave

the

capa

city

to p

lan

and

budg

etas

wel

l as

requ

est

reso

urce

s fro

m th

e ce

ntra

l le

vel

LATENT

UGA

NDA

SCHO

OLFEED

ING

SABE

RCO

UNTR

YRE

PORT

|201

4

SYSTEM

SAP

PROAC

HFO

RBE

TTER

EDUCA

TIONRE

SULTS

16

Polic

y G

oal 3

: Ins

titut

iona

l Cap

acity

and

Coo

rdin

atio

n

Sch

ool f

eedi

ng

coor

dina

tion

- stro

ng

partn

ersh

ips

and

inte

r-se

ctor

coor

dina

tion

Mul

tisec

tora

l ste

erin

g co

mm

ittee

coo

rdin

ates

im

plem

enta

tion

of a

na

tiona

l sch

ool f

eedi

ng

polic

y

Any

mul

tisec

tora

l ste

erin

g co

mm

ittee

coo

rdin

atio

n ef

forts

are

cur

rent

ly

nons

yste

mat

ic

Sec

tora

l ste

erin

g co

mm

ittee

coo

rdin

ates

im

plem

enta

tion

of a

na

tiona

l sch

ool f

eedi

ng

polic

y

Mul

tisec

tora

l ste

erin

g co

mm

ittee

from

at l

east

tw

o se

ctor

s (e

.g.

educ

atio

n, s

ocia

l pr

otec

tion,

agr

icul

ture

, he

alth

, loc

al g

over

nmen

t, w

ater

) coo

rdin

ates

im

plem

enta

tion

of a

na

tiona

l sch

ool f

eedi

ng

polic

y

Mul

tisec

tora

l ste

erin

g co

mm

ittee

from

at l

east

th

ree

sect

ors

(e.g

. ed

ucat

ion,

soc

ial

prot

ectio

n,

agric

ultu

re, h

ealth

, loc

al

gove

rnm

ent,

wat

er)

coor

dina

tes

impl

emen

tatio

nof

a n

atio

nal s

choo

l fee

ding

polic

y; th

is g

over

nmen

t-led

co

mm

ittee

pro

vide

s co

mpr

ehen

sive

coor

dina

tion

(acr

oss

inte

rnat

iona

l ag

enci

es, N

GO

s, th

e pr

ivat

ese

ctor

and

loca

l bus

ines

s re

pres

enta

tives

as

wel

l) an

dis

par

t of a

wid

er c

omm

ittee

on s

choo

l hea

lth a

nd

nutri

tion

ESTABLISHED

Man

agem

ent a

nd

acco

unta

bilit

y st

ruct

ures

, inc

ludi

ng

staf

fing

- stro

ng

inst

itutio

nal

fram

ewor

ks fo

r im

plem

enta

tion

Nat

iona

l sch

ool f

eedi

ng

man

agem

ent u

nit a

nd

acco

unta

bilit

y st

ruct

ures

are

in p

lace

, co

ordi

natin

g w

ith

scho

ol le

vel s

truct

ures

A s

peci

fic s

choo

l fee

ding

un

it do

es n

ot y

et e

xist

at

the

natio

nal l

evel

; co

ordi

natio

n be

twee

n th

e na

tiona

l, re

gion

al/lo

cal (

if ap

plic

able

), an

d sc

hool

s is

lack

ing

A s

choo

l fee

ding

uni

t ex

ists

at t

he n

atio

nal

leve

l, bu

t it h

as li

mite

d re

sour

ces

and

limite

d st

aff n

umbe

rs a

nd la

cks

a cl

ear m

anda

te; w

hile

co

ordi

natio

nm

echa

nism

s be

twee

n th

e na

tiona

l, re

gion

al/lo

cal (

if ap

plic

able

), an

d sc

hool

le

vel a

re in

pla

ce, t

hey

are

not f

ully

func

tioni

ng

A fu

lly s

taffe

d sc

hool

fe

edin

g un

it w

ith a

cle

ar

man

date

exi

sts

at th

e na

tiona

l lev

el, b

ased

on

an a

sses

smen

t of s

taffi

ng

and

reso

urce

s ne

eds;

co

ordi

natio

n m

echa

nism

s be

twee

n th

e na

tiona

l, re

gion

al/lo

cal (

if ap

plic

able

), an

d sc

hool

le

vel a

re in

pla

ce a

nd

func

tioni

ng in

mos

t in

stan

ces

A fu

lly s

taffe

d sc

hool

fe

edin

g un

it ex

ists

at t

he

natio

nal l

evel

, bas

ed o

n an

as

sess

men

t of s

taffi

ng a

nd

reso

urce

s ne

eds,

with

a

clea

r man

date

, and

pre

- an

din

-ser

vice

trai

ning

; co

ordi

natio

n m

echa

nism

s be

twee

n th

e na

tiona

l, re

gion

al/lo

cal (

if ap

plic

able

),an

d sc

hool

leve

l are

in

plac

ean

d fu

lly fu

nctio

ning

Sch

ool l

evel

m

anag

emen

t and

ac

coun

tabi

lity

stru

ctur

es a

re in

pla

ce

Mec

hani

sms

for

man

agin

g sc

hool

feed

ing

at th

e sc

hool

leve

l are

no

n-un

iform

and

nat

iona

l gu

idan

ce o

n th

is is

la

ckin

g

Nat

iona

l gui

danc

e on

re

quire

d m

echa

nism

s fo

r man

agin

g sc

hool

fe

edin

g ar

e av

aila

ble

at

the

scho

ol le

vel,

but

thes

e ar

e no

t yet

im

plem

ente

d fu

lly

Mos

t sch

ools

hav

e a

mec

hani

sm to

man

age

scho

ol fe

edin

g, b

ased

on

natio

nal g

uida

nce

All

scho

ols

have

a

mec

hani

sm to

man

age

scho

ol fe

edin

g, b

ased

on

natio

nal g

uida

nce,

with

pr

eand

in

-ser

vice

trai

ning

for

rele

vant

sta

ff

UGA

NDA

SCHO

OLFEED

ING

SABE

RCO

UNTR

YRE

PORT

|201

4

SYSTEM

SAP

PROAC

HFO

RBE

TTER

EDUCA

TIONRE

SULTS

17

Polic

y G

oal 4

: Des

ign

and

Impl

emen

tatio

n

Qua

lity

assu

ranc

e of

pr

ogra

mm

ing

and

targ

etin

g,

mod

aliti

es, a

nd

proc

urem

ent d

esig

n,

ensu

ring

desi

gn th

at

is b

oth

need

s-ba

sed

and

cost

-effe

ctiv

e

A fu

nctio

nal m

onito

ring

and

eval

uatio

n (M

&E

) sy

stem

is in

pla

ce a

s pa

rt of

the

stru

ctur

e of

th

e le

ad in

stitu

tion

and

used

for

impl

emen

tatio

n an

d fe

edba

ck

The

impo

rtanc

e of

M&

E is

re

cogn

ised

, but

go

vern

men

t sys

tem

s ar

e no

t yet

in p

lace

for M

&E

of

sch

ool f

eedi

ng

impl

emen

tatio

n

A g

over

nmen

t M&

E p

lan

exis

ts fo

r sch

ool f

eedi

ng

with

inte

rmitt

ent d

ata

colle

ctio

n an

d re

porti

ng

occu

rrin

g es

peci

ally

at

the

natio

nal l

evel

The

M&

E p

lan

for s

choo

l fe

edin

g is

inte

grat

ed in

to

natio

nal m

onito

ring

or

info

rmat

ion

man

agem

ent

syst

ems

and

data

co

llect

ion

and

repo

rting

oc

curs

recu

rren

tly a

t na

tiona

l and

regi

onal

le

vels

The

M&

E p

lan

for s

choo

l fe

edin

g is

inte

grat

ed in

to

natio

nal m

onito

ring

or

info

rmat

ion

man

agem

ent

syst

ems

and

data

col

lect

ion

and

repo

rting

occ

urs

recu

rren

tly a

t nat

iona

l, re

gion

al a

nd s

choo

l lev

els;

an

alys

ed in

form

atio

n is

sh

ared

and

use

d to

refin

e an

d up

date

pro

gram

s;

base

line

is c

arrie

d ou

t and

pr

ogra

m e

valu

atio

ns o

ccur

pe

riodi

cally

ESTABLISHED

Pro

gram

des

ign

iden

tifie

s ap

prop

riate

ta

rget

gro

ups

and

targ

etin

g cr

iteria

co

rres

pond

ing

to th

e na

tiona

l sch

ool f

eedi

ng

polic

y an

d th

e si

tuat

ion

anal

ysis

The

need

for t

arge

ting

is

reco

gnis

ed, b

ut a

si

tuat

ion

anal

ysis

has

not

ye

t bee

n un

derta

ken

that

as

sess

es s

choo

l fee

ding

ne

eds

and

neith

er

targ

etin

g cr

iteria

nor

a

targ

etin

g m

etho

dolo

gy

has

been

est

ablis

hed

as

yet

Targ

etin

g cr

iteria

and

a

targ

etin

g m

etho

dolo

gy is

be

ing

deve

lope

d co

rres

pond

ing

to th

e na

tiona

l sch

ool f

eedi

ng

polic

y; a

situ

atio

n an

alys

is a

sses

sing

ne

eds

is in

com

plet

e as

ye

t

Targ

etin

g cr

iteria

and

a

targ

etin

g m

etho

dolo

gy

exis

ts a

nd is

impl

emen

ted

corr

espo

ndin

g to

the

natio

nal s

choo

l fee

ding

po

licy

and

a si

tuat

ion

anal

ysis

ass

essi

ng n

eeds

Targ

etin

g cr

iteria

and

a

targ

etin

g m

etho

dolo

gy

exis

ts a

nd is

impl

emen

ted

corr

espo

ndin

g to

the

natio

nal s

choo

l fee

ding

po

licy

and

situ

atio

n an

alys

is

(incl

udin

g co

stin

gs fo

r va

rious

targ

etin

g an

d de

sign

s); M

&E

info

rmat

ion

is u

sed

to re

fine

and

upda

teta

rget

ing

and

cove

rage

on

a perio

dic

basi

s

Food

mod

aliti

es a

nd

the

food

bas

ket

corr

espo

nd to

the

obje

ctiv

es, l

ocal

hab

its

and

tast

es, a

vaila

bilit

y of

loca

l foo

d, fo

od

safe

ty (a

ccor

ding

to

WH

O g

uide

lines

), an

d nu

tritio

n co

nten

t re

quire

men

ts

Ther

e is

reco

gniti

on o

f the

ne

ed fo

r nat

iona

l st

anda

rds

for f

ood

mod

aliti

es a

nd th

e fo

od

bask

et, b

ut th

ese

do n

ot

exis

t yet

Nat

iona

l sta

ndar

ds o

n fo

od m

odal

ities

and

the

food

bas

ket h

ave

been

de

velo

ped

and

corr

espo

nd to

two

or

mor

e of

the

follo

win

g:

obje

ctiv

es, l

ocal

hab

its

and

tast

es, a

vaila

bilit

y of

lo

cal f

ood,

food

saf

ety

(acc

ordi

ng to

WH

O

guid

elin

es),

and

nutri

tion

cont

ent r

equi

rem

ents

Nat

iona

l sta

ndar

ds o

n fo

od m

odal

ities

and

the

food

bas

ket h

ave

been

de

velo

ped

and

corr

espo

nd

to o

bjec

tives

, loc

al h

abits

an

d ta

stes

, ava

ilabi

lity

of

loca

l foo

d, fo

od s

afet

y (a

ccor

ding

to W

HO

gu

idel

ines

), an

d nu

tritio

n co

nten

t req

uire

men

ts

Nat

iona

l sta

ndar

ds o

n fo

odm

odal

ities

and

the

food

ba

sket

hav

e be

en

deve

lope

d an

d co

rres

pond

to

obj

ectiv

es, l

ocal

hab

its

and

tast

es, a

vaila

bilit

y of

lo

cal f

ood,

food

saf

ety

(acc

ordi

ng to

WH

O

guid

elin

es),

and

nutri

tion

cont

ent r

equi

rem

ents

; M&

Ein

form

atio

n is

use

d to

refin

ean

d up

date

food

mod

aliti

esan

d fo

od b

aske

t on

a pe

riodi

c ba

sis

UGA

NDA

SCHO

OLFEED

ING

SABE

RCO

UNTR

YRE

PORT

|201

4

SYSTEM

SAP

PROAC

HFO

RBE

TTER

EDUCA

TIONRE

SULTS

18

Pro

cure

men

t and

lo

gist

ics

arra

ngem

ents

ar

e ba

sed

on p

rocu

ring

as lo

cally

as

poss

ible

, ta

king

into

acc

ount

the

cost

s, th

e ca

paci

ties

of

impl

emen

ting

parti

es,

the

prod

uctio

n ca

paci

ty

in th

e co

untry

, the

qu

ality

of t

he fo

od, a

nd

the

stab

ility

of t

he

pipe

line

Ther

e is

reco

gniti

on o

f the

ne

ed fo

r nat

iona

l st

anda

rds

for

proc

urem

ent a

nd lo

gist

ics

arra

ngem

ents

, but

thes

e do

not

exi

st y

et

Nat

iona

l sta

ndar

ds o

n pr

ocur

emen

t and

lo

gist

ics

arra

ngem

ents

ha

ve b

een

deve

lope

d an

d ar

e ba

sed

on th

ree

or m

ore

of th

e fo

llow

ing:

pr

ocur

ing

as lo

cally

as

poss

ible

, tak

ing

into

ac

coun

t the

cos

ts, t

he

capa

citie

s of

im

plem

entin

g pa

rties

, th

e pr

oduc

tion

capa

city

in

the

coun

try, t

he

qual

ity o

f the

food

, and

th

e st

abili

ty o

f the

pi

pelin

e

Nat

iona

l sta

ndar

ds o

n pr

ocur

emen

t and

logi

stic

s ar

rang

emen

ts h

ave

been

de

velo

ped

and

are

base

d on

pro

curin

g as

loca

lly a

s po

ssib

le, t

akin

g in

to

acco

unt t

he c

osts

, the

ca

paci

ties

of im

plem

entin

g pa

rties

, the

pro

duct

ion

capa

city

in th

e co

untry

, th

e qu

ality

of t

he fo

od, a

nd

the

stab

ility

of t

he p

ipel

ine

Nat

iona

l sta

ndar

ds o

n pr

ocur

emen

t and

logi

stic

s ar

rang

emen

ts h

ave

been

de

velo

ped

and

are

base

d on pr

ocur

ing

as lo

cally

as

poss

ible

, tak

ing

into

ac

coun

tth

e co

sts,

the

capa

citie

s of

im

plem

entin

g pa

rties

, the

pr

oduc

tion

capa

city

in th

e co

untry

, the

qua

lity

of th

e fo

od, a

nd th

e st

abili

ty o

f the

pipe

line;

M&

E in

form

atio

n is

us

ed to

refin

e an

d up

date

pr

ocur

emen

t and

logi

stic

s ar

rang

emen

ts

Polic

y G

oal 5

: Com

mun

ity ro

les-

-rea

chin

g be

yond

sch

ools

Com

mun

ity

parti

cipa

tion

and

acco

unta

bilit

y -

stro

ng c

omm

unity

pa

rtici

patio

n an

d ow

ners

hip

(teac

hers

, par

ents

, ch

ildre

n)

Com

mun

ity p

artic

ipat

es

in s

choo

l fee

ding

pr

ogra

m d

esig

n,

impl

emen

tatio

n,m

anag

emen

t and

ev

alua

tion

and

cont

ribut

es re

sour

ces

(in-k

ind,

cas

h or

as

labo

r)

Sys

tem

s an

d ac

coun

tabi

lity

mec

hani

sms

are

not y

et

in p

lace

for c

onsu

ltatio

n w

ith p

aren

ts a

nd

com

mun

ity m

embe

rs o

n th

e de

sign

, mon

itorin

g an

d fe

edba

ck o

f the

sc

hool

feed

ing

prog

ram

A s

choo

l fee

ding

m

anag

emen

t com

mitt

ee

exis

ts b

ut p

aren

t and

co

mm

unity

mem

ber

parti

cipa

tion

coul

d be

st

reng

then

ed a

nd

awar

enes

s on

the

oppo

rtuni

ty to

mon

itor

and

feed

back

on

the

scho

ol fe

edin

g pr

ogra

m is

la

ckin

g

The

scho

ol fe

edin

g m

anag

emen

t com

mitt

ee

com

pris

es

repr

esen

tativ

es o

f te

ache

rs, p

aren

ts, a

nd

com

mun

ity m

embe

rs a

nd

com

mun

ities

hav

e ac

coun

tabi

lity

mec

hani

sms

to h

old

scho

ol fe

edin

g pr

ogra

ms

acco

unta

ble

at th

e sc

hool

le

vel

The

scho

ol fe

edin

g m

anag

emen

t com

mitt

ee

com

pris

es re

pres

enta

tives

of

teac

hers

, par

ents

, and

co

mm

unity

mem

bers

and

ha

s cl

early

def

ined

re

spon

sibi

litie

s an

d pe

riodi

ctra

inin

g. A

ccou

ntab

ility

m

echa

nism

s ar

e in

pla

ce

by

whi

ch c

omm

uniti

es c

an

hold

scho

ol fe

edin

g pr

ogra

ms

acco

unta

ble

at th

e sc

hool

, re

gion

al, a

nd n

atio

nal

leve

ls

EMERGING



AcknowledgementsThis SABER—School Feeding Report was prepared froma SABER—School Feeding questionnaire completed bystaff of the Ministry of Education and Sports and theMinistry of Agriculture, Animal Industry and Fisheries.

We thank all the Ugandan participants at the 4th annualmeeting of the Eastern and Southern African Network ofEducation Sector School Health, Nutrition and HIV focalpoints, that took place in Kampala, Uganda, fromDecember 6 8, 2011; and particularly, Dr. Daniel Nkaada,Commissioner of Basic Education, Ministry of Educationand Sports; Ms. Santa Ojok, Principal Education Officer,School Health and Nutrition, Ministry of Education andSports; Ms. Nancy Adero, Nutritionist, National PlanningAuthority; Susan Oketcho, Focal Point Person, SchoolHealth, Nutrition, and HIV, Ministry of Education andSports; Ms. Harriet Mary Ajilong, Ministry of Educationand Sports; and John B. Z. Adonga, Finance and LiaisonOfficer, Ministry of Education and Sports.

We also thank Fahma Nur and Amina Denboba for datacollection during the meeting, Paula Trepman andAngela Ha (Massachusetts Institute of Technology) fortheir significant contributions to the data analysis andreporting. We thank the many people that have servedas reviewers including Donald Bundy, Andy Tembon,Innocent Mulindwa, Michelle Louie, and Janet Holt(World Bank); Carmen Burbano (World FoodProgramme); and Lesley Drake and Kristie Watkins(Partnership for Child Development).

Finally, we thank the Ministers of Education and Sportsof Uganda for allowing the Ministry staff members toattend the focal points’ meeting in Kampala, and to themany others who contributed in one way or the other tothe production of this report.

Acronyms

EFA Education for AllGDP Gross Domestic ProductHGSFP Home Grown School Feeding ProgramM&E Monitoring and EvaluationNAP National Action PlanPPP Purchasing Power ParityPRSP Poverty Reduction Strategic PlanSABER Systems Approach for Better Education ResultsUBOS Uganda Bureau of Statistics

UNAP Uganda Nutrition Action Plan, 2012 2017(UN)FAO (United Nations) Food and Agricultural OrganizationUNPS Uganda National Population SurveySHN School Health and NutritionSSA Sub Saharan AfricaUPE Universal Primary EducationWFP World Food Programme

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Ahmed, A. U. 2004. “Impact of Feeding Children in School:Evidence from Bangladesh.” International Food PolicyResearch Institute, Washington, DC.

Ariong, Steven. 2013. “Karamoja schools to miss lunch afterWFP pulls out”. Daily Monitor. Accessed fromhttp://www.monitor.co.ug/News/National/Karamojaschools to miss lunch after WFP pulls out//688334/1685898/ /1415qc/ /index.html.

Bundy, D. A. P., Burbano, C., Grosh, M., Gelli, A., Jukes, M., andDrake, L. 2009. “Rethinking School Feeding: Social SafetyNets, Child Development, and the Education Sector.”World Food Programme and World Bank, Washington,DC.

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Gelli, A., U. Meir, and F. Espejo. 2007. “Does Provision of Foodin School Increase Girls’ Enrollment? Evidence fromSchools in Sub Saharan Africa.” Food and NutritionBulletin. 28 (2): 149 55.

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The Systems Approach for Better Education Results (SABER) initiativeproduces comparative data and knowledge on education policies andinstitutions, with the aim of helping countries systematically strengthentheir education systems. SABER evaluates the quality of educationpolicies against evidence based global standards, using new diagnostictools and detailed policy data. The SABER country reports give all partieswith a stake in educational results—from administrators, teachers, andparents to policymakers and business people—an accessible, objectivesnapshot showing how well the policies of their country's educationsystem are oriented toward ensuring that all children and youth learn.

This report focuses specifically on policies in the area of School Feeding.

This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressedin this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent.The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and otherinformation shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of anyterritory or the endorsement or acceptance of such boundaries.

www.worldbank.org/education/saber

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Public Disclosure Authorized Ugandadocuments.worldbank.org/curated/en/... · SABER r. School Feeding collects, analyzes, and disseminates comprehensive information on school feeding