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Guyana's Hinterland Community-Based School Feeding

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Guyana's Hinterland Community-Based School Feeding Public Disclosure Authorized GUYANA’S HINTERLAND COMMUNITY-BASED SCHOOL FEEDING PROGRAMME MINISTRY OF EDUCATION / WORLD BANK Public Disclosure Authorized IMPACT EVALUATION 2007-2009 Latin America and the Caribbean Region Public Disclosure Authorized The World Bank Report prepared by: Suraiya Ismail, Public Health Nutritionist, Director, Social Development Inc. Christian Borja-Vega, Economist, The World Bank Angela Demas, Senior Education Specialist, The World Bank Public Disclosure Authorized Edward Jarvis, EFA-FTI Program Coordinator, Guyana Ministry of Education July 13, 2012 Abbreviations BMI Body Mass Index DMP Daily Meal Programme (India) EFA-FTI Education for All - Fast Track Initiative FPD Food Policy Division GDP Gross Domestic product GoG Government of Guyana GPRS Guyana Poverty Reduction Strategy HAZ Height for age z score NAS National Assessment Scores NCERD National Centre for Educational Resource Development NCHS National Centre for Health Statistics (USA) R1 Round 1 Survey (baseline) R2 Round 2 Survey (midterm) R3 Round 3 Survey (final) SDI Social Development Inc SF 0 Schools where no feeding had started by Round 3 (control schools) SF 1 Schools where feeding had starting by Round 3 (treatment schools) SFP Community-based School Feeding Program SPSS Statistical Package for the Social Sciences WB World Bank WFP World Food Program WHO World Health Organization ii Acknowledgements This study presents the findings of a three year impact evaluation that was financed by the Guyana Education for All-Fast Track Initiative and the World Bank. The impact evaluation was developed in partnership with the World Bank team, Social Development Inc., and the Government of Guyana team, including impact evaluation design, field work, analysis, and writing of the study. Overall guidance and editing were provided by Angela Demas, Sr. Education Specialist at the World Bank, and valuable inputs were provided by Evelyn Hamilton, Chief Planning Officer of the Guyana Ministry of Education. Alonso Sánchez was instrumental in the analytical work for Round 2, and he was a main contributor to the study. We are grateful for the contributions of the enumerators, partnering agencies including staff at the Ministry of Education, Health, Agriculture, Amerindian Affairs, and Local Government. We thank the Regional Education Offices and the officers from the Department of Education at Bartica, Mabaruma and Moruca. To the EFA-FTI team from the Ministry of Education, led by Mr. Edward Jarvis, EFA-FTI Coordinator, we would like to acknowledge their excellent support and express sincere gratitude for their efforts in making the impact evaluation a possibility. We would also like to extend our deepest thanks to the training officers from the Ministry of Health (Food Policy Division), the Ministry of Education and the Social Development Inc., (SDI), with a special thanks to Mrs. Howard and Dr. Suraiya Ismail for so skillfully ensuring high standards in measurement and data collection. We wish to extend special thanks to Miss Claudette Phoenix of NCERD for the efficiency and speed with which she made the national assessment scores available to us. Lastly, we would like to thank the hinterland school communities for their willingness and enthusiasm to participate in the impact evaluation of their Community-Based School Feeding Program. To the above persons and to anyone else who contributed in any way to the successful implementation of the study but whose names we cannot now remember, we would like to extend our sincere thanks and gratitude for your inputs in this exercise which seeks to improve access by pupils to quality primary education by attending to their nutritional needs. iii Table of Contents Abbreviations .................................................................................................................................. ii Acknowledgements ........................................................................................................................ iii Executive Summary ........................................................................................................................ 1 1 Introduction ............................................................................................................................. 5 1.1 Guyana and its people ...................................................................................................... 5 1.2 Guyana’s educational system ........................................................................................... 5 2 Education for All – Fast Track Initiative (EFA-FTI): Program description ........................... 6 2.1 Program rationale and components .................................................................................. 6 2.2 The impact evaluation of the community-based school feeding program ....................... 7 2.3 Context and Locations of treatment and control schools ................................................. 8 3 Methodology ......................................................................................................................... 13 3.1 Study design ................................................................................................................... 13 3.2 Survey instruments ......................................................................................................... 15 3.3 Training and fieldwork ................................................................................................... 16 3.4 Data management and analysis ...................................................................................... 16 3.5 The samples .................................................................................................................... 17 4 Descriptive Statistics and Impact Estimation ....................................................................... 18 4.1 Outcomes: The students ................................................................................................ 19 4.1.1 School attendance ................................................................................................... 19 4.1.2 Students’ nutritional status ...................................................................................... 23 4.1.3 Students’ academic performance ............................................................................ 26 4.1.4 How students behave .............................................................................................. 30 4.2 Outcomes: The communities ......................................................................................... 33 4.2.1 Parental participation in school activities ............................................................... 33 4.2.2 Safety net and price shocks ..................................................................................... 34 4.3 Impact analysis: What was the impact of the school feeding program? ....................... 44 4.3.1 Health Indicators ..................................................................................................... 45 4.3.2 School Enrollment .................................................................................................. 47 4.3.3 Students’ attendance ............................................................................................... 50 4.3.4 Educational Attainment .......................................................................................... 51 4.3.5 Households’ food consumption and Food Price Volatility Impacts ....................... 55 5 The schools and their communities....................................................................................... 61 5.1 The learning environment .............................................................................................. 61 5.1.1 The schools and their staff ...................................................................................... 61 5.1.2 The students ............................................................................................................ 63 5.2 The parents, their households and communities ............................................................ 64 5.2.1 Socio-demographic profiles of parents and their households ................................. 64 5.2.2 Household possessions and access to services and amenities ................................ 66 5.2.3 How children get to school ..................................................................................... 67 6 Conclusions ........................................................................................................................... 68 7 REFERENCES ..................................................................................................................... 71 ANNEX 1...................................................................................................................................... 76 ANNEX 2...................................................................................................................................... 78 iv ANNEX 3...................................................................................................................................... 79 ANNEX 4...................................................................................................................................... 83 ANNEX 5.................................................................................................................................... 123 List of Tables, Maps and Figures Table 1:
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