Public Disclosure Authorized Zanzibar - World Bank€¦ · combat child malnutrition, the World...

THE WORLD BANK

ZanzibarSCHOOL FEEDING

SABER Country Report

2015

Policy Goals Status1. Policy Frameworks

School feeding is included in the Poverty Strategic Reduction Plan (PRSP).However, there is no published national policy on school feeding.

2. Financial CapacityThere is no budget line available for school feeding at the national, regional,or local level. There are also no mechanisms in place to improve thissituation.

3. Institutional Capacity and CoordinationThere is no multisectoral steering committee that coordinates theimplementation of school feeding. There is also no national school feedingmanagement unit in place, or coordination between levels.

4. Design and ImplementationThere is no monitoring and evaluation plan in place. National standards forfood modalities and the food basket are not set. Further, national standardson procurement and logistics arrangements have not been established.

5. Community Roles-Reaching Beyond SchoolsThere is no school feeding management committee that involves parents,teachers and the local community in the management and implementation ofthe school feeding program.

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

WB406484

Typewritten Text

100071

ZANZIBAR SCHOOL FEEDING POLICIES SABER COUNTRY REPORT |2015

SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 2

IntroductionThis report presents an assessment of school feedingpolicies and institutions that affect young children inZanzibar. 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.

Zanzibar in BriefZanzibar is comprised of two large islands, Unguja andPemba, and a number of smaller islets, and liesapproximately 40km off the coast of mainland Tanzania.

In 1964, Zanzibar merged with Tanganyika to form theUnited Republic of Tanzania. However, Zanzibar has alarge degree of autonomy, including having its ownlegislative, judicial, and executive branches. Zanzibar hasits own ministries such as Education, Health, Agriculture,Finance, Planning, Trade and many others. According toa 2012 population and housing census, Zanzibar has apopulation of 1,303,568 inhabitants with a populationgrowth rate of 2.8 percent. Zanzibar has experiencedpositive economic growth with an average growth rateof 6 percent between 2007 and 2010.

Education and Health in Zanzibar

Following the Education Act of 1982, the provision ofbasic education up to secondary level was made

compulsory and free. Currently, the structure of theformal education system according to the 2006 ZanzibarEducation policy is 2 6 4 2 3, which is 2 years of preprimary education, 6 years of primary education, 4 yearsof secondary education ordinary level, 2 years ofsecondary education advanced level, and a minimum of3 years of higher education.

Currently, the education system in Zanzibar is closelyaligned with the system on the mainland. For primaryeducation, the curriculum and examinations aremanaged in Zanzibar; for secondary education, theZanzibar authorities follow the same curriculum andexaminations as on the mainland. The curriculum isdesigned and developed by the Tanzania Institute ofEducation and examinations are conducted by theExaminations Council of Tanzania.

Zanzibar’s education sector has seen significantachievements over the last years but daunting challengesremain. In 2012, gross enrolment rates (GER) were 121.5percent for primary school, 113.5 percent for basicEducation (Standard 1 Form 11), and 86.6 percent forsecondary (Form 1 Form 11). The major constraints andchallenges affecting the education sector in Zanzibarinclude low participation rates, particularly at secondarylevels, inadequate facilities, limited access to textbooks,and the difficult transition between primary andsecondary school caused by the abrupt change inlanguage of instruction.

Secondary education, particularly the first four years (toO Level), was identified as the most urgent priority forreform. At the secondary level, the following issues wereidentified: (i) inadequate access and poor facilities (ii)poor English language proficiency for students (iii) poorEnglish language skills for many secondary teachers (iv) under qualified and unqualified teachers (v) lack ofteaching/learning materials and (vi) ineffectiveimplementation of decentralization.

Financing is considered a responsibility of theRevolutionary Government of Zanzibar (RGZ). Tertiaryeducation is a “union matter” according to theConstitution. Education spending as a share of thegovernment budget and of GDP has been increasing andis currently in the range of 4.0 percent to 4.5 percent ofGDP and about 18.5 percent of government spendingand is targeted to reach 21 percent over the next fewyears.



One of the main priorities of the RGZ is its population’shealth. Malaria and HIV/AIDS are two health concernsbut progress has been made towards reducing thenumber of deaths caused by these diseases. TheHIV/AIDS prevalence rate was 0.6 percent due togovernment interventions. Moreover, the infantmortality rate and under five mortality rate have bothdecreased.1

Zanzibar is one of the regions in Tanzania with high ratesof chronic food insecurity and food energy deficiency,although, of the various regions in Tanzania, Zanzibarhad one of the lowest rates of seasonal food shortages.Children in Zanzibar were also the least likely to bestunted, but the prevalence of stunting and underweightchildren was higher in Zanzibar than in other regions ofTanzania, at 12 percent and 16 percent respectively.2 Tocombat child malnutrition, theWorld Food Programme’sHome Grown School Feeding, Partnership for ChildDevelopment, and Table for Two partnered to launch aschool feeding program in 2014 that uses locallyproduced food. The program provides 5,000 childrenwith a school meal. 3

The Case for School FeedingSchool feeding programs, defined here as the provisionof food to schoolchildren, can increase schoolenrolment4 and attendance—especially for girls.5 Whencombined with quality education, school feedingprograms can increase cognition 6 and educationalsuccess. 7 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 by helping communities recover and buildresilience, and also long term benefits by developinghuman capital. 8 School feeding programs can beclassified into two main groups: in school feeding (whenchildren are fed in school) and take home rations (whenfamilies are given food if their children attend school

1 Revolutionary Government of Zanzibar, 2010.2 World Food Programme. 2013a.3 Doege, S.L., 2014.4 Ahmed, 2004; Gelli, Meir, and Espejo, 2007.5 Jacoby, Cueto, and Pollitt, 1996; Powell et al., 1998; Kristjansson et al., 2007.6 Whaley et al., 2003; Kristjansson et al., 2007; Jukes et al., 2008.

regularly). A major advantage of school feedingprograms is that they offer the greatest benefit to thepoorest children. Several studies 9 have indicated thatmissing breakfast impairs educational performance.

Present data suggests that almost every country isseeking to provide food to its schoolchildren. Therefore,especially for low income countries where most foodinsecure regions are concentrated, the key issue is notwhether a country will implement school feedingprograms but rather how and with what objectives.

The social shocks of recent global crises has led to anenhanced demand for school feeding programs in lowincome countries as they can serve as a safety net forfood insecure 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. 10 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.

There are five core policy goals that form the basis of aneffective school feeding program. Figure 1 illustratesthese policy goals and outlines the respective policylevers and 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.11

7 Tan, Lane, and Lassibille, 1999; Ahmed, 2004; Adelman et al., 2008.8 WFP, 2013b.9 Simeon and Grantham McGregor, 1989; Pollitt, Cueto, and Jacoby, 1998;Simeon, 1998.10 Bundy et al., 2009.11 Bundy et al., 2009; WFP, 2012.



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 nongovernmental 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.

The primary focus of the SABER School Feeding exerciseis gathering systematic and verifiable information about

the 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, anddisseminate 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 scoring rubric that quantifies theresponses to selected questions from the SABER SchoolFeeding questionnaire by assigning point values to theanswers. The second tool is the SABER School FeedingFramework rubric that analyzes the responses, especiallythe written answers, based on the framework’s fivepolicy goals and levers. For more information, please visitthe World Bank’s website on SABER School Health andSchool Feeding and click on the “What Matters”Framework Paper under Methodology.



Figure 1: Policy goals and policy levers for school feeding



Findings

Policy Goal 1: PolicyFrameworks in Zanzibar

Policy Lever

Overarching policies for school feeding in alignmentwith 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.12

School feeding is included in the published povertyreduction strategy in Zanzibar. In the Zanzibar Strategyfor Growth and Reduction of Poverty (2010 2015),school feeding is listed as one of the interventions toincrease enrolment and nutrition.13 The government hasalso set milestones for school feeding programs in thePoverty Reduction Strategic Plan (PRSP), conveying thatthe Zanzibar government not only recognizes theimportance of school feeding programs but alsorecognizes the importance of setting goals and improvingthe effectiveness of these programs. However, there isno published national policy on school feeding.

12 WFP, 2012.

1. Policy Frameworks is EMERGING

Indicators Score Justification1A. National levelpoverty reductionstrategy or equivalentnational strategy as wellas sectoral policies andstrategies identify schoolfeeding as an educationand/or social protectionintervention, clearlydefining objectives andsectoral responsibilities

School feedingincluded in PRSP;accompanied bytargets bygovernment;strategies havedefinedobjectives andsectoralresponsibilities

1B. An evidence basedtechnical policy related toschool feeding outlinesthe objectives, rationale,scope, design, andfunding and sustainabilityof the program andcomprehensivelyaddresses all four otherpolicy goals

No publishednational policy onschool feedingavailable

13 Revolutionary Government of Zanzibar, 2010.



Policy Goal 2: FinancialCapacity in Zanzibar

Policy Lever

Governance of the national school feeding programthrough 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 Zanzibar, yet school feeding is not fundedthrough a national budget. Regions do not have thecapacity to plan and budget their needs and requestresources from the central level to implement schoolfeeding programs. Further, no region, school or ministryinvolved in the program has a budget line for schoolfeeding. Although school feeding is recognized at anational level, a budget must be initiated at all levels inZanzibar. Furthermore, the school feeding funds are notbeing disbursed to the implementers in a timely andeffective manner. There are problems with coordinationand funds.

2. Financial capacity is LATENT

Indicators Score Justification2A. National budgetline(s) and fundingare allocated to

school feeding; fundsare disbursed to theimplementation

levels in a timely andeffective manner

No budget lineavailable for

school feeding atnational, regional,or local level; nomechanismsrecognized to

improve



Policy Goal 3: InstitutionalCapacity and Coordinationin Zanzibar

Policy LeversSchool feeding inter sectoral coordination andstrong partnershipsManagement and accountability structures, stronginstitutional frameworks, and monitoring andevaluation

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.

Zanzibar has given the Ministry of Education themandate of managing and implementing the schoolfeeding program. This concentrated leadership is anecessary trait of effective implementation. Zanzibardoes not have a multisectoral steering committeecoordinating the implementation of school feeding.

School feeding was not discussed in any national levelcoordination body that deals with education, health,agriculture, and nutrition. Also, within the Ministry ofEducation there is no specific unit in charge of the overallmanagement of school feeding and responsible forcoordination between the national, regional, and schoollevels.

There are no coordination mechanisms in place betweencross government stakeholders. At more local levels,there are no pre or in service training programs in placeto train staff on school feeding program managementand implementation. Regional and district offices also do

not have sufficient staff, knowledge and resources tofulfill their responsibilities.

Inter level coordination is a key component of effectiveimplementation for school feeding programs, andZanzibar should continue to work towards establishing afoundation for coordination of school feeding at variouslevels.

3. Institutional Capacity and Coordination in Zanzibaris LATENT

Indicators Score Justification3A. Multisectoralsteering committeecoordinatesimplementation of anational schoolfeeding policy

No multisectoralsteering committeecoordinating theimplementation ofschool feeding

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

No national schoolfeedingmanagement unit inplace; coordinationbetween levelslacks

3C. School levelmanagement andaccountabilitystructures are in place

Mechanisms formanaging schoolfeeding at theschool level arenon uniform andnational guidanceon this is lacking



Policy Goal 4: Design andImplementation in Zanzibar

Policy Lever

Quality assurance of programming and targeting,modalities, and procurement design, ensuringdesign that is both needs based and cost 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.14 Zanzibar does not have amonitoring and evaluation plan for the school feedingprogram. Since no impact evaluations have been plannedor carried out, there are no progress reports and nospecific program implementation documents available.Further, the program does not have objectives thatcorrespond to the context of the country and the povertyreduction strategy. These objectives, or targetingcriteria, are important for two reasons: first, to keep theprogramwithin the budget constraints and maximize theeffect of spending in line with the objectives, and second,to ensure equity by redistributing resources to poor,vulnerable children. But no situation analysis has beenundertaken and no future goals have been set.

There are no national standards on food modalities andthe food basket. Food modalities have not been chosenbased on the objectives of the program, the duration ofthe school day, and the feasibility of implementation.There are also no national standards on foodmanagement, procurement and logistics. There havealso been no discussions on possible procurementmodalities for school feeding that can be more locallyappropriate, including the possibility of linkingprocurement with agriculture related activities.Furthermore, there have been no discussions on possibleservice provision models for school feeding that could

14 Gelli and Espejo, 2013.

potentially create jobs and profit making opportunitiesfor community members.

The Ministry of Agriculture has not been involved inmaking the connection between school feeding andnational agricultural production, and the private sectorhas not been involved inmaking the connection betweenfarmers and the school feeding market. At the schoollevel, the requirements for the school feeding programare not communicated to the agriculture sector tosupport the links between food production and theschool feeding market.

National standards on food modalities and the foodbasket have been set, which correspond to nutritionalcontent requirements, local habits and tastes, and theavailability of local food. The food modalities have alsobeen chosen based on the objectives of the program, theduration of the school day, and the feasibility ofimplementation.

There are no complementary programs with budgets toprovide capacity building for small holders and to helpthe community with storage, food processing, orpreparation. The actual cost per child per year for schoolfeeding is unknown, along with the total number ofdistricts and the number of schoolchildren covered bythe program.



4. Design and Implementation is LATENTIndicators Score Justification

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

M&E system not inplace

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

Situation analysishas not yet beenundertaken thatassesses schoolfeeding needs andneither targetingcriteria nor atargetingmethodology hasbeen establishedas yet

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

National standardsfor food modalitiesand the foodbasket not set

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

National standardson procurementand logisticsarrangementshave not beenestablished



Policy Goal 5: Communityroles reaching beyond schools

Policy LeverCommunity 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 thecommunity and manages the school feeding program.Care should 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.

The RGZ has not set up a school feeding managementcommittee that could involve parents, teachers and localcommunity in the management and implementation ofthe school feeding program. Community involvement islacking and there is little community independence in theschool feeding program. The government should helpcommunities participate in the school feeding program.

5. Community roles reaching beyond schools isLATENT

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.



ConclusionThe following policy options represent possible areaswhere school feeding could be strengthened in Zanzibar,based on the conclusions of this report.

Policy Options

Establish a national school feeding policy forZanzibar.Create budgets for school feeding with national,regional and school level budgets. Createmechanisms for regional and school leaders to plan,budget and request funding.Establish a school feeding unit within the Ministry ofEducation to implement school feeding nationally. Inaddition, establish a national steering committee for

school feeding that coordinates multisectoralactivities for school feeding at the national, regionaland school levels.Create a monitoring and evaluation plan for theschool feeding program. Carry out a comprehensivesituation analysis, as well as impact evaluations ofongoing programs.Support the participation of the community in theplanning and implementation of school feedingthrough the establishment of school feedingmanagement committees at each school thatinvolves parents, teachers and the local communityin the management and implementation of theschool feeding program.



Appendix

Table 1. Levels of Development of SABER School Feeding Indicators and Policy Goals inZanzibar



AcknowledgementsThis SABER School Feeding Report was prepared from aSABER School Feeding questionnaire completed by staffof the Ministry of Education.

We thank all the Zanzibar 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, December 68, 2011; particularly, Hassan J. Muhsin, HIV/AIDS FocalPoint and Safia A. Rijaal, Administrative Officer andSchool Health and Nutrition Focal Point with theMinistryof Education.

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 Shwetlena Sabarwal, AndyTembon, Donald Bundy, 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 Minister of Education of Zanzibarfor allowing the Ministry staff members to attend theKampala focal points’ meeting, and the many others whocontributed to the production of this report.

Acronyms

M&E Monitoring and Evaluation

NGO Non Governmental Organization

PRSP Poverty Reduction Strategic Plan

SHN School Health and Nutrition

SSA Sub Saharan Africa

UPC Universal Primary Completion

WFP World Food Programme

ReferencesAdelman, S., H. Alderman, D. O. Gilligan, and K. Lehrer.

2008. “The Impact of Alternative Food for EducationPrograms on Learning Achievement and CognitiveDevelopment in Northern Uganda.” IFPRI,Washington, DC.

Ahmed, A. U. 2004. “Impact of Feeding Children inSchool: Evidence from Bangladesh.” InternationalFood Policy Research Institute, Washington, DC.

Bundy, D. A. P., Burbano, C., Grosh, M., Gelli, A., Jukes,M., and Drake, L. 2009. “Rethinking School Feeding:Social Safety Nets, Child Development, and theEducation Sector.” World Food Programme andWorld Bank, Washington, DC.

Doege, S.L. 2014. “Fighting Poverty in Zanzibar byFeeding School Children”. FoodTank. Accessed fromhttp://foodtank.com/news/2014/07/how feedingschool children in zanzibar could reduce poverty.

Gelli, A., and F. Espejo. 2013. “School feeding, movingfrom practice to policy: reflections on buildingsustainable monitoring and evaluation systems”.Public health nutrition 16 (6); 995 9.

Gelli, A., U. Meir, and F. Espejo. 2007. “Does Provision ofFood in School Increase Girls’ Enrollment? Evidencefrom Schools in Sub Saharan Africa.” Food andNutrition Bulletin. 28 (2): 149 55.

Jacoby, E., S. Cueto, and E. Pollitt. 1996. “Benefits of aSchool Breakfast Programme among AndeanChildren in Huaraz, Peru.” Food and NutritionBulletin 17 (1): 54 64.

Jukes, M. C. H., L. J. Drake, and D. A. P. Bundy. 2008.“School Health, Nutrition and Education for All:Levelling the Playing Field.” CABI Publishing,Wallingford, UK.

Kristjansson, E., V. Robinson, M. Petticrew, B.MacDonald, J. Krasevec, L. Janzen, T. Greenhalgh, G.Wells, J. MacGowan, A. Farmer, B. J. Shea, A.Mayhew, and P. Tugwell. 2007. “School Feeding forImproving the Physical and Psychosocial Health ofDisadvantaged Elementary School Children.”Cochrane Database of Systematic Reviews 1.

Politt, E., S. Cueto, and E. R. Jacoby. 1998. “Fasting andCognition in Well and Under nourishedSchoolchildren: A Review of Three ExperimentalStudies.” American Journal of Clinical Nutrition 67(4): 779s 784s.



Powell, C. A., S. P. Walker, S. M. Chang, and S. M.Grantham McGregor. 1998. “Nutrition and

Education: A Randomized Trial of the Effects ofBreakfast in Rural Primary School Children.”American Journal of Clinical Nutrition 68: 873 9.

Revolutionary Government of Zanzibar. 2010. “TheZanzibar Strategy for Growth and Reduction ofPoverty: 2010 2015 (ZSGRP MKUZA II). Accessedfromhttp://planipolis.iiep.unesco.org/upload/Tanzania%20UR/Zanzibar/Zanzibar Mkuza II 2010 2015.pdf.

Simeon, D. T., and S. M. Grantham McGregor. 1989.“Effects of Missing Breakfast on the CognitiveFunctions of School Children of Differing NutritionalStatus.” American Journal of Clinical Nutrition 49(4): 646 53.

Simeon, D. T. 1998. “School Feeding in Jamaica: A Reviewof its Evaluation.” American Journal of ClinicalNutrition 67 (4):790s 794s.

Tan, J. P., J. Lane, and G. Lassibille. 1999. “StudentOutcomes in Philippine Elementary Schools: AnEvaluation of Four Experiments.” World BankEconomic Review 13 (3): 493 502.

Whaley, S. E., M. Sigman, C. Neumann, N. Bwibo, D.Guthrie, R. E. Weiss, S. Alber, and S. P. Murphy.2003. “The Impact of Dietary Intervention on the

Cognitive Development of Kenyan School Children.”Journal of Nutrition 133 (11): 3965S 71S.

World Bank. The United Republic of Tanzania. 2007.Project Appraisal Document (PAD) for a ZanzibarBasic Education Improvement project. Report No:38855 TZ. Washington D.C.

World Health Organization (WHO). 2003. “Skills forHealth, Skills Based Health Education Including LifeSkills: An Important Component of a ChildFriendly/Health Promoting School.” InformationSeries on School Health. WHO, Geneva.

World Food Programme. 2013a. “Comprehensive FoodSecurity & Vulnerability Analysis Tanzania 2012”.Accessed fromhttp://documents.wfp.org/stellent/groups/public/documents/ena/wfp259829.pdf.

World Food Programme (WFP). 2013b. ‘’WFP RevisedSchool Feeding Policy’’. World Food Programme,Rome.

World Food Programme (WFP). 2012. “Global SchoolFeeding Survey”. World Food Programme, Rome.



The Systems Approach for Better Education Results (SABER) initiativecollects data on the policies and institutions of education systems aroundthe world and benchmarks them against practices associated withstudent learning. SABER aims to give all parties with a stake ineducational results—from students, administrators, teachers, andparents to policymakers and business people—an accessible, detailed,objective snapshot of 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 conclusionsexpressed in this work do not necessarily reflect the views of TheWorld Bank, its Board of Executive Directors, or the governmentsthey represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors,denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bankconcerning the legal status of any territory or the endorsement or acceptance of such boundaries.

www.worldbank.org/education/saber

Public Disclosure Authorized Zanzibar - World Bank€¦ · combat child malnutrition, the World...

Documents

Transcript of Public Disclosure Authorized Zanzibar - World Bank€¦ · combat child malnutrition, the World...