LEARNING FROM EXPERIENCE

Good practices from 45 years of school feeding

Marc Regnault de la MothePolicy, Planning and Strategy DivisionWorld Food Programme

ANALYTICAL PROCESS AND SELECTION

Collection of all SF evaluations and case studies within WFP archive

Removal of old data and poor evaluations

Removal of redundancies (on the basis of available evidence)

33 COUNTRIES33 COUNTRIES+ workshop findings+ workshop findings

Main findings (trends, Main findings (trends, successes and constraints)successes and constraints)

Selection of nine illustrative Selection of nine illustrative case studiescase studies

134 evaluations and case studies134 evaluations and case studies

70 evaluations and 70 evaluations and case studiescase studies

33 evaluations 33 evaluations and case and case studiesstudies

POLICY IMPLICATIONSSCHOOL FEEDING QUALITY STANDARDS FOR PROGRAMME DESIGN AND IMPLEMENTATION

Sound alignment with the national policy framework

Stable funding and budgeting

Evidence-based programme design

Strong institutional and implementation arrangements

Strong partnerships and inter-sector coordination

Strong community participation and ownership (teachers, parents, children)

MAIN FINDINGS/1FINDING GOOD PRACTICES LESSONS LEARNED

1.Embedding school feeding in national policy frameworks

1.1 - Documenting and articulating the case for school feeding in a country

1.2 - “Being in the room” when policy decisions are made

1.3 - Facilitating discussions on school feeding with stakeholders (Pakistan)

1.1 - Governments need to consider school feeding as a priority

1.2 - Stakeholders from all sectors have to be involved (Malawi)

2.Finding interim funding solutions in view of the inclusion of school feeding in the national budget

2.1 - Ensuring agreement on milestones and timeframe for the transition (El Salvador)

2.2 - Assessing the cost of school feeding (Malawi)

2.1 - Stable and predictable funding is needed

2.2 - Finding the right balance between community participation and financing (Ethiopia)

MAIN FINDINGS/2FINDING GOOD PRACTICES LESSONS LEARNED

3.Planning handover arrangements in advance

3.1 - Involving high-level political figures to increase ownership of the programme (El Salvador)

3.2 - Enhancing local procurement to facilitate handover (Kenya)

3.1 - Need to provide guidance to country offices

3.2 - Need to coordinate parallel programmes

3.3 - Cash resources untied to tonnages delivered

4.A sound, in-depth assessment; defining objectives, targeting, and selection of modality and food basket

4.1 - Delivering a comprehensive, integrated package (Ethiopia, Lao PDR)

4.2 - Addressing gender inequality (Pakistan)

4.3 - Selecting the most appropriate modality (Afghanistan)

4.1 - Geographical targeting as opposed to individual or school-based (Kenya, Pakistan)

MAIN FINDINGS/3FINDING GOOD PRACTICES LESSONS LEARNED

5.Linking institutional set-up and implementation arrangements

5.1 - Having an institution that manages and implements school feeding with a strong inter-sector coordination (Lao PDR)

5.2 - Designing procuring and logistics arrangements (Brazil, Indonesia, Cambodia/Tanzania)

5.3 - Adapting M&E to existing systems (Kenya)

5.1 - Using school gardens mostly for educational purposes

6.Involving communities

6.1 - Using community-led planning tools (Ethiopia)

6.1 - Lack of involvement negatively affects ownership of the programme (Afghanistan)

CASE STUDIES vs. QUALITY STANDARDSQUALITY STANDARDS FOR PROGRAMME DESIGN AND IMPLEMENTATION COUNTRY RATIONALE

Sound alignment with the national policy framework Lao PDR A strong presence in the

policy framework

Stable funding and budgeting El Salvador Interim funding solutions for handover

Evidence-based programme design

Afghanistan Piloting different food baskets

Pakistan Tackling gender inequalities

Uganda Providing a comprehensive package

Strong institutional and implementation arrangements

Brazil A strong network of partners

Kenya Local procurement to facilitate handover

Strong partnerships and inter-sector coordination Malawi

Partnering to improve food basket, deworming and local procurement

Strong community participation and ownership (teachers, parents, children) Ethiopia Involving communities

through CHILD

THANK YOU