2015年-世界发展银行全球_Zanzibar_School_Feeding___SABER_Country_Report_2015_17页_1mb

Summary of Zanzibar School Feeding Policy Report (2015)

Core Content

This report evaluates the current status of school feeding policies and institutions in Zanzibar as part of the SABER initiative, which aims to improve education systems through evidence-based global standards. It outlines the five key policy goals for effective school feeding programs and assesses Zanzibar's progress against these goals.

Main Policy Goals and Key Findings

1. Policy Frameworks

• Status: Emerging
• Key Points:
  • School feeding is included in Zanzibar's Poverty Reduction Strategy Paper (PRSP), but there is no published national policy on school feeding.
  • The PRSP includes school feeding as an intervention to increase enrollment and improve nutrition, but sectoral responsibilities and objectives are not clearly defined in a comprehensive policy.
  • A national policy framework is necessary to ensure sustainability and quality of implementation.

2. Financial Capacity

• Status: Latent
• Key Points:
  • There is no dedicated budget line for school feeding at the national, regional, or local level.
  • No mechanisms are in place to improve this situation.
  • School feeding is not funded through a national budget, and regions lack the capacity to plan and budget for the program.
  • The program does not have stable and independent funding, which is essential for long-term sustainability and national ownership.

3. Institutional Capacity and Coordination

• Status: Latent
• Key Points:
  • Zanzibar lacks a multisectoral steering committee to coordinate school feeding across sectors.
  • There is no national school feeding management unit, and coordination between levels is missing.
  • The Ministry of Education is responsible for managing school feeding, but no specific unit is established within the ministry.
  • No accountability structures are in place at the national, regional, or school levels.
  • Training programs for staff at regional and school levels are absent, which limits the capacity to manage and implement the program effectively.

4. Design and Implementation

• Status: Latent
• Key Points:
  • No monitoring and evaluation plan exists for the school feeding program.
  • No national standards for food modalities, food baskets, or procurement and logistics arrangements are established.
  • The food basket and modalities are not based on local needs, nutritional content, or feasibility of implementation.
  • No situation analysis has been conducted to identify the needs of the program, and no targeting criteria are defined.
  • No impact evaluations have been planned or carried out, resulting in a lack of progress reports and implementation documents.

5. Community Roles - Reaching Beyond Schools

• Status: Latent
• Key Points:
  • There is no school feeding management committee involving parents, teachers, and the local community.
  • Community participation is limited, and no mechanisms exist for the community to contribute resources or be involved in program design and implementation.
  • Community involvement is crucial for long-term sustainability, but it is currently lacking in Zanzibar.

Key Information

• Zanzibar's Education System:

  • Follows a 2-6-4-2-3 structure, with primary and secondary education aligned with mainland Tanzania.
  • Despite progress, challenges such as low secondary enrollment, inadequate facilities, limited access to textbooks, and language transition issues persist.

• Health in Zanzibar:

  • The main health concerns are malaria and HIV/AIDS, but progress has been made in reducing mortality rates.
  • Child malnutrition remains a challenge, with 12% stunting and 16% underweight among children.
  • A school feeding program was launched in 2014 by the World Food Programme and local partners, providing meals to 5,000 children using locally produced food.

• Benefits of School Feeding:

  • Increases school enrollment and attendance, especially for girls.
  • Enhances cognitive development and educational success when combined with quality education.
  • Helps address micronutrient deficiencies and supports local economies through the purchase of locally grown food.

• Policy Recommendations:

  • Develop a national school feeding policy.
  • Establish budget lines at all levels (national, regional, and school).
  • Create a national steering committee and school feeding unit within the Ministry of Education.
  • Implement a monitoring and evaluation system.
  • Conduct a comprehensive situation analysis and define targeting criteria.
  • Promote community participation through the establishment of school feeding management committees.

Conclusion

Zanzibar's school feeding program is in an early stage of development, with limited policy, financial, institutional, and community support. To achieve long-term sustainability and effectiveness, the country needs to establish a comprehensive national policy, stable funding mechanisms, institutional coordination, clear program design, and community involvement. These actions will help align the program with global best practices and support the broader goals of Education For All and social protection for vulnerable children.