2014年-世界发展银行全球_Uganda_School_Feeding___SABER_Country_Report_2014_21页_519kb

Summary of School Feeding Policies and Institutions in Uganda

Core Content

This report provides an assessment of school feeding policies and institutions in Uganda, based on the World Bank's SABER initiative. It outlines the current status of school feeding in the country, highlighting five key policy goals and the associated challenges and opportunities.

Main Policy Goals and Key Findings

1. Policy Frameworks

• Status: Latent
• Key Points:
  • There is no published national policy on school feeding.
  • School feeding is not included in the Poverty Reduction Strategic Plan (PRSP) or discussed during its preparation.
  • The National Orphans and Other Vulnerable Children Policy contains an implicit statement about targeting vulnerable children through school feeding.
  • A draft of school feeding guidelines exists, which can be used by a national multisectoral taskforce to develop a national policy.

2. Financial Capacity

• Status: Latent
• Key Points:
  • School feeding is included in the national planning process but lacks a dedicated budget line at national, regional, or local levels.
  • Funding is not disbursed effectively.
  • The school feeding and school health Programme Management Unit has a budget of about US $220,000 per year.
  • There is no national school feeding program, though a parent-led policy exists.
  • The government has not received funding from the Education for All-Fast Track Initiative for school feeding.

3. Institutional Capacity and Coordination

• Status: Established
• Key Points:
  • A multisectoral steering committee, including representatives from at least three sectors, coordinates the implementation of school feeding.
  • A national school feeding unit exists within the Ministry of Education but lacks sufficient staff, knowledge, and resources.
  • There are no pre- or in-service training programs for staff at the regional level.
  • Informal coordination mechanisms exist between cross-government stakeholders.
  • The steering committee reviews operational plans, progress reports, and activities, but lacks a clear work plan or objectives.

4. Design and Implementation

• Status: Established
• Key Points:
  • A monitoring and evaluation (M&E) plan exists but is not integrated into a national monitoring system.
  • National standards on food modalities and the food basket are set, but there are no standards on food management, procurement, and logistics.
  • The M&E plan is used to refine and update components of the program.
  • The program has targeting criteria that align with the national school feeding policy and the poverty reduction strategy.
  • The Ministry of Agriculture has been involved in linking school feeding with national agricultural production.
  • The private sector is not involved in connecting farmers with the school feeding market.

5. Community Roles - Reaching Beyond Schools

• Status: Emerging
• Key Points:
  • A system of regional workshops is in place to consult with parents and community members on the design, monitoring, and feedback of school feeding.
  • These workshops are essential for ensuring that the program responds to community needs.
  • Community participation is important but should not be burdensome.

Key Information

• Education and Health Context:

  • Uganda has expanded access to education since the 1997 Universal Primary Education (UPE) reform.
  • However, completion and achievement rates remain low, with over 50% of primary pupils in grades 3 and 6 performing below the minimum average for numeracy and literacy.
  • High student absenteeism is a significant issue, with one in three children not attending school every day.
  • Teacher absenteeism is estimated at 27%, contributing to low attendance.
  • Health challenges include communicable diseases, maternal and child health issues, and malnutrition.

• Health Statistics:

  • In 2012, 60% of deaths were due to communicable diseases, maternal, and nutrition conditions.
  • Malnutrition decreased from 45% to 34% among children under five.
  • Anemia prevalence among children under five was 56% in 2011.
  • Limited funding and transportation resources hinder the response to sexual and gender-based violence.

• School Feeding Benefits:

  • School feeding programs can increase enrollment and attendance, especially for girls.
  • They can improve cognition and educational success when combined with quality education.
  • These programs can address micronutrient deficiencies and support local economies through agricultural linkages.

• Policy and Implementation:

  • The SABER-School Feeding initiative categorizes policy development into four stages: Latent, Emerging, Established, and Advanced.
  • The current status of school feeding in Uganda is mixed, with some aspects being established and others still latent.
  • The Ministry of Education is responsible for managing the school feeding program, but it lacks the capacity to do so effectively.

Conclusion

Uganda faces significant challenges in developing and implementing a comprehensive school feeding policy. While there are some institutional and planning efforts in place, the lack of a national policy, dedicated funding, and effective implementation mechanisms hinders the program's sustainability and impact. Strengthening these areas is essential to improving education outcomes and addressing the nutritional needs of children, especially the most vulnerable.