In Oyo State 11-11 4.1

Table of Contents Contents Page Title page 1-1 Table of contents 2-2 List of acronyms 3-3 1.0. About Oyo State 4-5 1.1. About CSACEFA Oyo State Chapter 6-6 1.2. Members of CSACEFA Oyo State Chapter 7-7 2.0. Executive Summary 8-8 3.0. Introduction/Background 9-9 3.1. Structure of NHGSFP 9-9 3.2. NHGSFP Concept 10-10 3.3. Aims and Objectives of NHGSFP 10-10 3.4. The Roles of FGN in NHGSFP 10-10 4.0. Overview of NHGSFP in Oyo State 11-11 4.1. The Roles of OYSG in NHGSFP 11-11 4.2. The Participation of farmers 12-12 4.3. The Participation of food vendors 12-12 5.0. Monitoring Exercise 13-13 5.1. The Activities Conducted 13-13 5.2. Strategies Adopted 13-13 5.3. Methodology/Data Sources 14-14 5.4. The Nature of Data Collected 14-14 5.5. Data Transmission Methods 14-14 5.6. The Project Team 15-15 5.7. Schools Visited/Involved 15-15 6.0. Findings/Results 19-26 6.1. Implications of Findings 27-28 6.2. Observed Outcomes 28-28 6.3. Challenges 29-29 6.4. Lessons Learnt 29-29 6.5. Recommendations 30-30 6.6. Limitations 31-31 6.7. Conclusion 31-31 7.0. References 32-32 7.0. Appendices 33-41 Appendix 001 – Monitoring Checklist 33-34 Appendix 002 – Letter of Introduction 35-35 Appendix 003 – Reporting Template 36-37 Appendix 004 – Picture Gallery 38-41

List of Map, Tables and Charts Map 001 – Map of Oyo State 4 Table 001 – Work distribution 15 Table 002 – Data analysis 16 Figure A – Total number of pupils in schools visited 17 Figure B – Total number of benefitting pupils 18 Figure C – Number of pupils benefiting to those who are not benefitting 19 Figure D – Quality of meal served 20 Figure E – Meal served regularly and irregularly 20 Figure F – Enough and not enough meal 21 Figure G – Condition/environment of serving meal 22 Figure H – Provision of eating utensils 23 Figure I – Duration of serving meal 24 Figure J – Roles of teachers 25

List of acronyms

BVN Bank Verification Number CCT Conditional Cash Transfer CSACEFA Civil Society Action Coalition on Education For All CSOs Civil Society Organisations CT Core Team FCT Federal Capital Territory FGN Federal Government of Nigeria FMoE Federal Ministry of Education GAW Global Action Week GCE Global Campaign on Education GEEP Government Enterprises Entrepreneurship Programme HGSF Home Grown School Feeding KDFYEC Kola Daisi Foundation Youth Empowerment Centre LGAs Local Government Areas/Authorities MoA Ministry of Agriculture MoB&P Ministry of Budget & Planning MoE Ministry of Education MoH Ministry of Health MoJ Ministry of Justice MoU Memorandum of Understanding NHGSFP National Home Grown School Feeding Programme NPP N-Power Programme NSIP National Social Investment Programme NT National Team OYSG Oyo State Government PCD Partnership for Child Development PM Project Manager RRA Recognition Reward and Award SUBEB State Universal Basic Education Board SWC State Working Committee UBEC Universal Basic Education Commission 3

1.0. About Oyo State Map 001- Map of Oyo State Oyo State also known as the showing the 3 Senatorial Districts & 13 LGAs Pacesetter State is one of the 36 States of the Federal Republic of Nigeria. Following, the nationwide broadcast of February 3, 1976 by the then Military Head of State, Oyo State and other 6 States were created to make Nigeria a corporate body comprising 19 component States. The State initially included Osun State, which was carved out following another round of state creation exercise of 1991. Ibadan the capital city of the State had been the centre of administrative capital of the old Western Region of Nigeria since the period of the British colonial rule

Oyo State is located in the South West Geo-political Zone of Nigeria. Latitude 8 degree and Longitude 4 degree east bisect the State into four nearly equal parts. The State now covers a total of 28,454 square kilometers of landmass. It is bounded partly by Ogun State in the South, Kwara State in the North. To the West, it is bounded partly by Ogun State and partly by the Republic of Benin, while in the East it is bounded partly by Osun State and Ondo State.

The topography of the State is one of the gentle rolling lowland in the south, rising to a plateau 40 metres and above in the North. The State is well drained with rivers flowing from the upland in the North/South direction. The major rivers are Ofiki, Ogun, Sasa, Oba and Opeki. The vegetation pattern of the State is that of rain forest in the South and guinea savannah to the North. Thick forest in the South gives way to grassland interspersed with trees in the North.

There are 33 Local Government Areas (LGAs) in the State: Afijio, Akinyele, Atiba, Atisbo, Egbeda, Ibadan North, Ibadan North-East, Ibadan North-West, Ibadan South-East, Ibadan South-West, Ibarapa Central, Ibarapa East, Ibarapa North, Ido, Irepo, Iseyin, Itesiwaju, Iwajowa, Kajola, Lagelu, 4

Ogbomoso North, Ogbomoso South, Ogo-Oluwa, Oluyole, Ona-Ara, Oorelope, Oriire, Olorunsogo, Oyo East, Oyo West, Saki East, Saki West and Surulere.

The State is divided into three Senatorial Districts of Oyo North, Oyo Central and Oyo South. Oyo North has 13 Local LGAs: Saki West, Saki East, Atisbo, Irepo, Olorunsogo, Kajola, Iwajowa, Ogbomoso North, Ogbomoso South, Iseyin, Oorelope, Oriire and Itesiwaju. Oyo Central comprises 11 LGAs: Afijio, Akinyele, Egbeda, Ogo-Oluwa, Surulere, Lagelu, Oluyole, Ona-Ara, Oyo East, Oyo West and Atiba. Oyo South consists of 9 LGAs: Ibadan North, Ibadan North East, Ibadan North West, Ibadan South East, Ibadan South West, Ibarapa Central, Ibarapa East, Ibarapa North and Ido. In all, the State has 33 LGAs.

The people of Oyo State are Yoruba with a common ancestor in Oduduwa. Within the State however, there are sub-ethnic groups with distinct dialect peculiarities. The people of Oyo State may be divided into five broad groups; Ibadans, Ibarapas, Oyos, Oke-Oguns and Ogbomosos.

Based on the 2006 census, Oyo State ranked 5th out of 36 states of the Federation and the Federal Capital Territory (FCT) with its population of 5,591,589 comprising 2,809,840 males and 2,781,749 females.

Education: Oyo State is blessed with the following: **2,351 Public Primary Schools (Regular & Special); 2,146 Private Nursery & Primary Schools; **57 Nomadic and Migrant Farmers’ Schools; 548 Junior Secondary Schools; 980 Public Senior Secondary Schools; 502 Private Senior Secondary Schools; 7 Schools of Science; 5 Government Technical Colleges; A Polytechnic; 6 Universities; 2 Colleges of Education and 2 Economic Research Institutions. The State has 383,653 pupils in public primary schools while the total number of primary school teachers is 21,267.

** Not certain

1.1. About Civil Society Action Coalition on Education For All (CSACEFA) Oyo State Chapter

CSACEFA is a national coalition of Civil Society Organization (CSOs) working on Education issues in Nigeria. Forty (40) Education CSOs who came together in the run-up to the year 2000 World Education Summit in Dakar, Senegal formed the coalition. CSACEFA developed a core set of positions and attended the Dakar World Summit to join in the call for quality education for all. The Coalition has since expanded its membership to over Six hundred (600) CSOs covering 36 States of Nigeria and the Federal Capital Territory (FCT) and has been engaging, advocating and inputting to education policies and programmes at Local, National and International levels.

Some credible Education CSOs in Oyo State were part of the initial Forty (40) foundation members of the Coalition. Therefore, the Oyo State Chapter of the Coalition was established in 2001 shortly after the formation of the National body. Member Organisations of the State Chapter meet regularly every last Wednesday of the month at Kola Daisi Foundation Youth Empowerment Centre (KDFYEC) located inside the premises of Ibadan Civic Centre, Idi-Ape, Ibadan.

Since its formation in 2001, the Oyo State Chapter of the Coalition has executed quite a number of educational projects in the State. In 2003, the State Chapter represented the South-West, Nigeria in conducting an Action-Aid supported research, ‘The Impact of Cost of Access of Education in Nigeria’. In 2007, the State Chapter monitored and evaluated the Federal Teachers’ Scheme (FTS) in six Local Government Areas of Oyo State – Olorunsogo, Irepo, Oorelope, Saki West, Saki East and Atisbo. Between 2007 and 2010, the State Chapter was actively involved in the monitoring and evaluation of Universal Basic Education Commission (UBEC) and State Universal Basic Education Board (SUBEB) projects in the State. On July 20, 2016, CSACEFA Oyo State Chapter in collaboration with Educare Trust and Kola Daisi Foundation Youth Empowerment Centre organised a joint Deliberative Discussion on the Current State of Education in Oyo State and issued a communiqué after the discussion. Since 2015, the coalition has been in the forefront of encouraging the state government to access the unprocessed UBEC Funds for the development of basic education in the State. To this end, in 2016, it organised several advocacy visits to the relevant stakeholders in the state and came up with a report on the visits/meetings, ‘For The Sake of The Future’. Every year, the Oyo State Chapter joins other State Chapters in marking the Global Action Week (GAW) of the Global Campaign on Education (GCE) with relevant activities.

1.2. Members of CSACEFA Oyo State Chapter

 Association of Nigerian Women In Business  Cedars for Human Welfare  Life Tree Community Care Foundation  Community Development Alliance and Health Foundation  Books Addiction Initiative  Rays of Hope Foundation  Youth Emancipation and Resource Agency  Community Development Voluntary Workers Initiative  Vital Empowerment Initiative  Fortune Health Plus Initiative  Open Learning Academy Africa  Endonamoo Transformation Global Initiative  Doing All To Excel and Stand  Wake Up Call  Critical Path Leadership Initiative  Rural People Development Initiative  Kola Daisi Foundation Youth Empowerment Centre  Educare Trust Nigeria

2.0. Executive Summary The National Home Grown School Feeding Programme (NHGSFP) is one of the components of the National Social Investment Programme (NSIP) under the office of the Vice-President. The programme aims to deliver a government-led, cost-effective school feeding programme with a specific focus on the development of smallholder farmers and local procurement to spur growth in the local economy. It is a programme that seeks to provide food for pupils in all public primary schools in Nigeria using farm produce of Nigerian farmers. The direct beneficiaries of this programme are farmers, food vendors and pupils.

The programme started in Oyo State in 2017 when there were just 7 States benefiting from it. In Oyo State, only pupils in primary 1 to primary 3 are currently benefitting from the programme because the State Government is yet to put down its counterpart funds that could make the inclusion of pupils from primary 4 to primary 6 possible.

Carrying out monitoring exercise on NHGSFP is an attempt at knowing if the programme is being implemented according to the plan or not; what progress is being made and what are the outcomes of the programme so far. The Field Works/Monitoring Exercise on National/Oyo State Government Home Grown School Feeding Programme in Primary Schools that took place between March 5 and 30, 2018 revealed among other things: 1. More boys are benefitting from the programme than girls 2. Pupils that are benefitting from the programme are more than those that are not benefitting 3. The programme started in benefitting schools at different dates 4. New vendors are being recruited for the programme – job creation. 5. Old vendors working in the schools before the commencement of the programme are no longer working in the schools – unemployment. 6. Instances of low quality of meal were recorded in fewer schools. 7. Instances of high quality meal were recorded in more schools. 8. Teachers were observed performing multiple roles – supervision, evaluation and observation – to ensure smooth running of the programme. 9. Community engagement of the programme is at its lowest ebb. There is no doubt; the programme is gradually becoming more popular among primary school pupils, their parents and teachers. It has helped in reducing truancy and absenteeism in schools. It has also helped the pupils to remain focus on their studies. 8

3.0. Introduction/Background

In 2004, the Federal Government of Nigeria (FGN) started the implementation of Home Grown School Feeding (HGSF) with the Federal Ministry of Education (FME) as the implementing agency for a phased-pilot rollout, beginning with 12 States and Federal Capital Territory (FCT) selected from the six geopolitical zones. The programme, shortly after the commencement, died naturally in 10 States and FCT, but only survived in Osun and Kano States.

In 2016, FGN rolled out its National Social Investment Programme (NSIP) which comprises Conditional Cash Transfer (CCT), N-Power Programme (NPP), Government Enterprises Entrepreneurship Programme (GEEP) and National Home Grown School Feeding Programme (NHGSFP). NSIP, which is the largest single dedicated provision for social investment in Nigeria's economic history, is chaired by the Vice-President. NHGSFP is being run in collaboration with Partnership for Child Development (PCD) of Imperial College, London that signed a Memorandum of Understanding (MoU) with FGN to offer technical assistance for the programme. PCD has a record for successful technical assistance in various countries on child nutrition and school feeding.

3.1. Structure

The foundation of NHGSFP was built on a solid structure. A Core Team (CT) was inaugurated to coordinate the program in collaboration with PCD and other relevant Ministries. The CT comprises a Program Manager, an Operations Manager, a Funds Manager and a Monitoring & Evaluation Manager. However, the National Team (NT), which comprises officers from the Ministry of Education (MoE), Ministry of Health (MoH), Ministry of Agriculture (MoA), Ministry of Budget and Planning (MoB&P) and Ministry of Justice (MoJ), ensures the smooth running of the programme. As with other components of NSIP under the office of the Vice- President, the school feeding programme funds are domiciled under MoB&P.

3.2. The Home Grown School Feeding Concept The Nigerian Home Grown School Feeding Programme otherwise known as the National Home Grown School Feeding Programme (NHGSFP) seeks to provide food for pupils in all public primary schools in Nigeria using food produced and purchased in Nigeria. The local farmers produce the raw food to the programme. The local food vendors however prepare the food for the pupils. Children benefit from the meal, which reduces hunger and improves education outcomes. It brings a multiplier effect that will spur local economic activities.

3.3. Aims and objectives of NHGSFP The program aims: a. To improve the enrolment of primary school children in Nigeria and reduce the current dropout rates from primary school which is estimated at 30%. b. To address the poor nutrition and health status of many children who have been affected as a result of poverty this has affected the learning outcomes of the children c. To link the programme to local agricultural production has direct economic benefits and can potentially benefit the entire community as well as the children. d. To stimulate local agricultural production and boost the income of farmers by creating a viable and ready market via the school feeding programme e. To create jobs along the value chain and provides a multiplier effect for economic growth and development.

3.4. The Roles of Federal Government in NHGSFP

At the commencement of the programme in 2016, FGN selected states to begin the implementation process based on the multidimensional poverty index. 18 states selected at 3 States per geopolitical zone. Some of the poverty indices used in selecting States are poor living standards, low educational outcomes and high food and nutrition insecurity. At the earlier stage of implementation, FGN selected 7 pilot States with biometrics in place with the hope of scaling up to 18 States in 2017. The roles of FGN are:

 Policy formulation  Standard setting  Resource mobilization (Fund primary 1-3 pupils in 18 initial states)  Oversight functions  Inaugurate State Working Committee 10

4.0. Overview of the NHGSFP in Oyo State Between 2009 and 2010 attempts were made by OYSG to implement HGSFP in the State. The plan was to feed all pupils and students in both primary and basic schools. But the programme met its death on arrival when rumours of food poisoning and attempted ritual killings through the programme spread across the State.

After the inauguration of the State Working Committee (SWC) by FGN in 2016, the NHGSFP kicked off in Oyo State on January 30, 2017. At this date, only 7 states out of 36 were benefitting from the programme. OYSG proposed a total of 158,450 pupils in 2,408 public primary schools in the 33 local government areas of Oyo State as potential beneficiaries of the programme. At the commencement of the programme, OYSG promised to disburse N72.2million to 2,578 vendors who would cater for 158,450 pupils. The Project Manager (PM) in Oyo State, Folasade Adekunle at the kicked off event on January 30, 2017 said that the food will cost N70 per plate for each pupil.

4.1. The Roles of OYSG in NHGSFP

 Provide overall structure of public administration of the programme in the State  Fund primary 4-6 pupils as well as program operations  Build the existing capacity at different levels  Ownership of state design

In addition, all the 33 Local Government Authorities under OYSG will be saddled with the responsibilities of implementing the programme and facilitating community engagement around it.

4.2. The participation of farmers in NHGSFP

Interested farmers are required to register with the State Ministry of Agriculture as cooperatives to supply farm produce on the menu list of the programme. Aggregators are also required in some States to: 1. Facilitate linkage of local farmers to the programme through a guaranteed contract out-grower scheme in the participating States. 2. Recommend and liaise with scheme managers to monitor and guide local farmers to produce the required specifications 3. Provide finance to co-found the distribution and collection centres with cold-chain logistics with the government of participating States 4. Show ability or plan to mop up local farm products even during school breaks and period of oversupply.

4.3. The participation of food vendors in NHGSFP

Food vendors should be recruited from within the community where the benefitting schools are located through adverts placement. Food vendors that are recruited into the programme must fulfil the following conditions: 1. Each vendor must provide a surety that can stand for him or her to ensure commitment and good conduct 2. Each vendor must live in the same vicinity with the school he or she will be providing service to 3. Each vendor will undergo health screening and be certified fit from a recognized government hospital. 4. Each vendor should have access to a clean environment where he or she will store and cook the food. 5. Each vendor should have minimum education criteria to be determined by the States 6. Each vendor must speak local dialect 7. Vendors could be clustered into cooperative groups during engagement with farmer cooperatives which can facilitate reduced costs.

5.0. The Monitoring Exercise The assessment of ongoing NHGSFP and its progress took place between March 5 and 30, 2018. Through the assessment, CSACEFA Oyo State Chapter wanted to know if the programme is going according to the plan and producing real education targets that were set in the 2016-2020 Strategic Plan of NHGSFP.

5.1. The activities conducted culminating in this final report are:  Fine tuning of concept, work distribution and Action Plan: This took place on February 8, 2018.  Fine tuning of account/budget: This also took place on February 8, 2018  Mobilization of members for work and testing of monitoring tool: This took place on February 22, 2018  Inauguration of Project Management Team and Report Writing Committee: This also took place on February 22, 2018  Field works – visitation, monitoring of the programme in 15 schools, 9 LGAs and 3 Senatorial Districts: This took place between March 5 and 30, 2018.  Submission of reports and filled checklists on the field works: This took place between April 10 and 27, 2018  Data analysis and Summary Report Writing: May 14, 2018 and June 10, 2018.

5.2. Strategies adopted

The Civil Society Action Coalition on Education For All (CSACEFA) Oyo State Chapter already has member organisations that spread across the 3 Senatorial Districts of Oyo State. This made it possible for the State Chapter to distribute works according to Action Plan made by CSACEFA National Body, Abuja. According to the Action Plan, 15 primary schools in 9 Local Governments and 3 Senatorial Districts should be covered at the rate of 5 schools per Senatorial District. With this plan, 9 member organisations that are located in each of the 9 Local Government Areas were engaged, encouraged and mobilized for field works. They were given the opportunity to select schools for the monitoring exercise. This means that all the 15 schools were not selected prior to the field works.

5.3. Methodology

Data Sources and Method Used

The data sources are mainly primary, since CSACEFA Oyo State Chapter used information available at the 15 benefitting schools and essentially from NHGSFP monitored. The instances of secondary sources took place during the review of NHGSFP that was incorporated into this final report.

For easy collation of relevant data from the fields, a monitoring checklist was developed and tested. A reporting template was also developed to aid the narratives by the field workers. A checklist and a reporting template were filled for each of the 15 schools. To enable unfettered access to all the 15 schools, a letter of introduction was written and copies were given to field workers to present to headmasters/headmistresses of the 15 schools. At the end of the exercise that spanned a period of 4 weeks, 15 copies of the checklist and reporting template were filled and the data contained therein culminated in this final report.

5.4. The nature of data collected

The two tools used by CSACEFA Oyo State Chapter were design to collate both qualitative and quantitative data. While the reporting template was deigned to collate qualitative data, the checklist was essentially designed to collate quantitative data.

To make the report writing easier, a general data analysis sheet was created. This made the reporting officer to compute the simple statistical analysis of the 15 schools. The analysis is also included in this report.

5.5. Data transmission methods Data were transmitted directly to the Chief Reporting Officer by the 9 member organisations that participated in the monitoring exercise from their respective offices.

5.6. The Project Team All members of CSACEFA Oyo State Chapter constituted the Project Team but the following 9 members participated in the field works: (Table 001 below refers) 1. Cedar for Human Welfare – Ogbomoso North 2. Vital Empowerment Foundation – Ogbomoso South 3. Rural People Development Initiative – Kajola 4. Association of Nigerian Women In Business - Ido 5. Books Addiction Initiative – Afijio 6. Wake Up Calls – Egbeda 7. Life Tree Community Care Foundation – Ibadan North 8. Endonamoo Transformation Global Initiative 9. Doing All To Excel and Stand – Ibadan North East

5.7. They carried out the monitoring exercise in the following schools: (Table 001 below refers) 1. Osupa Baptist Basic School I, Osupa – Ogbomoso North 2. Masifa D.C Basic School, Orita Naira – Ogbomoso North 3. Methodist Primary School 1, Arowomonle – Ogbomoso South 4. The Apostolic Primary School III, Olopomarun, Ogbomoso South 5. L.A. Basic School 1, Olole, Okeho – Kajola 6. St. Andrew’s Model Primary School, Omi-Adio – Ido 7. St. Peters Primary School 1, Apete - Ido 8. St. Peters Anglican Basic School, Jobele – Afijio 9. CAC Primary School, Wakajaiye – Egbeda 10. Ide Primary School – Egbeda 11. Community Primary School, Ikolaba – Ibadan North 12. Methodist Basic School II, New Bodija, Ibadan – Ibadan North 13. Community Primary School, Tose, Isale Awero – Akinyele 14. Islamic Mission School – Akinyele 15. Army Barracks Primary School – Ibadan North East

Table 001: National/Oyo State Government Home Grown School Feeding Programme

Work Distribution Chart

S/No Senatorial District Local Government Area Number of Schools Organisation Responsible

1. Oyo North Kajola 1 Rural People Development Initiative

Ogbomoso North 2 Cedars for Human Welfare

Ogbomoso South 2 Vital Empowerment Foundation

Total 3 LGAs 5 Schools 3 Organisations 2. Oyo Central Afijio 1 Books Addiction Initiative

Akinyele 2 Endonamoo Transformation Global Initiative

Egbeda 2 Wake Up Call

Total 3 LGAs 5 Schools 3 Organisations 3. Oyo South Ido 2 Association of Nig. Women In Business

Ibadan North 2 Life Tree Community Care Foundation

Ibadan North East 1 Doing All To Excel and Stand

Total 3 LGAs 5 Schools 3 Organisations Grand Total 9 LGAs 15 Schools 9 Organisations

Table 002: National/Oyo State Home Grown School Feeding Programme (NHGSFP) Data Analysis of the 15 copies of the checklist

LGA No of pupils in Total Prog Vendor No of Total Qualit Meal When meal Meal Conditn of serv Pupils Knowled Provision of How long to serve meal Role of Sch of started workin benefitting of BP y of served served enough enjoying ge of utensils teachers pupils g in sch pupils (BP) meal everyd meal meal a before with ay day b4 value Boys Girls Y N Y N Boys Girls Y N Y N BS DS AS Y N B S G Y N Y N S V P 0-20 20-40 40-60 S E O H H H Oyo N Kajola 195 243 438 x x 125 145 270 x X x x x x Ogb N 226 200 426 x x 118 100 218 x X x x x X x x x x x 120 110 230 x x 80 70 150 x x X x x x X x x x Ogb S 160 140 300 x x 80 70 150 x x X x X x x x x x 170 180 350 x x 60 68 128 x x X x x x x x x x Total 871 873 1744 463 453 916 Oyo C Afijio 109 114 223 x x 57 59 116 x x X x X x x x x x x x Akiny 249 166 415 x x 143 96 239 x x X x X x x x x x x ele 210 200 410 x x 145 98 243 x x X x X x x x x x x Egbed 156 130 286 x x 62 58 120 x x X x x x x x x x a 161 143 304 x x 66 70 136 x x X x x X x x x Total 885 753 1638 473 381 854 Oyo S Ido 198 154 352 x x 80 80 160 x x x X X x x x x 170 166 336 x x 60 71 131 x x x x X X x x x x Ib N 119 131 250 x x 70 80 150 x x x X X x x x x x 118 145 263 x x 64 72 136 x x x x X X x x x x x Ib NE 118 104 222 x x 50 75 125 x x x x X X x x x x x Total 723 700 1423 324 378 702

Grand 2479 2326 4805 15 15 1260 1212 2472 7 4 11 4 15 5 9 6 9 15 15 3 12 2 6 4 15 6 7 Total

6.0. Findings/Results Carrying out monitoring exercise is a way of knowing if the programme is going on according to the plan or not, what progress is being made and what are the outcomes of the programme so far. The Field Works/Monitoring Exercise on National/Oyo State Government Home Grown School Feeding Programme in Primary Schools that took place between March 5 and 30, 2018 revealed the following: (Table 002 above refers) 1. The total number of pupils in all the 15 primary schools visited in 3 Senatorial Districts divided into 9 Local Government Areas is 4,805 [2,479 boys (52%) and 2,326 girls (48%)] Figure A: Total number of pupils in schools visited (Primary 1 to Primary 6)

5,000

4,500

4,000

3,500

3,000

2,500 Series2 2,000 Series1 1,500

1,000

500

0 Total Boys Girls Total number of pupils in schools visited

2. Out of 4,805 pupils in all the 15 primary schools visited only 2,472 [1,260 boys (51%) and 1,212 girls (49%)] are benefitting from the programme representing 51%. Out of 4,805 pupils, 2,333 are not benefitting from the programme representing 49%. All the benefitting pupils are from Primary 1 to Primary 3 while pupils from primary 4 to primary 6 are not benefitting from the programme. Those who are not benefitting are not happy. Figure B: Total number of benefitting pupils in schools visited (Primary 1 to Primary 3)

2,500

2,000

1,500

Series1 1,000 Series2

500

0 Number of Boys Girls Total benefitting pupils

Figure C: Number of pupils benefitting to number of those who are not benefitting

5000 4500 4000 3500 3000 2500 2000 1500 1000 Series3 500 Series2 0 Series1

3. The programme has started in all the 15 primary schools visited between March 5 and 30, 2018 representing 100%. All the 15 schools have different starting dates. The dates varied from January to October 2017. However, this is not to say that the programme has started in all the primary schools in Oyo State if one should go by the disparity in starting dates in 15 schools visited.

4. All the food vendors are new to all the 15 primary schools. This means they were not the vendors selling food to the pupils before the commencement of the programme. They were obviously recruited for the programme.

5. Low quality of food served was recorded in 7 schools out of 15 representing 46%. High quality food served was recorded in 4 schools out of 15 representing 27%. Quality of food served was not observed in 4 schools out of 15 representing 27%. Figure D: Quality of food served in 15 schools

8 Series1 6

0 Quality of Low High Indifferent Total food in 15 quality quality number of schools schools

6. Food is served every working day of the week in 11 schools out of 15 representing 73% while meal is not served every working day of the week in 4 schools out of 15 representing 27% Figure E: Meal served regularly every week and irregularly

16 14 12 10

8 Series2 6 Series1 4 2 0 Serving meal Regularly Irregularly Total regularly and everyweek number of irregularly schools

7. Meal was served during school hour in all the 15 schools visited

8. Meal was enough in 5 schools out of 15 visited representing 33% while meal was not enough in 9 schools out of 15 visited representing 60%. This was not observed in one school out of 15 visited representing 7%. Figure F: Enough/Not enough meal to pupils

6 Series1 4

0 Enough / not Enough Not enough Not Total enough meal observed number of to pupils schools visited

9. Meal was served in a bad condition/environment in zero school out of 15 visited representing 0%. Meal was served in a satisfactory condition/environment in 6 schools out of 15 visited representing 40% while meal was served in a good condition/environment in 9 schools out of 15 visited representing 60% Figure G: Condition/environment of serving meal

16 14 12 10 8 6 4 2 0 Series1

10. Pupils were observed to be enjoying the meal in all the 15 schools visited representing 100%

11. All the benefitting pupils in 15 schools visited have the knowledge of the type of meal that will be served the next day. Vendors have menu list for the weekly meals of the school feeding programme that they are following

12. 3 schools out of 15 visited (20%) were found to be providing plates and spoons to the pupils while in 12 schools out of 15 visited (80%) parents were the ones providing plates and spoons to the pupils. Figure H: Provision of eating utensils

8 Series1 6

0 Provision of Schools Parents Total schools eating visited utensils

13. In 2 schools out of 15 (13%) visited it took the vendors between 0 and 20 minutes to serve the pupils. In 6 schools out of 15 visited (40%), it took the vendor between 20minutes and 40minutes to serve meal to pupils. In 4 schools out of 15 visited (27%), it took the vendor between 40minutes and 60minutes to serve the pupils. This was not observed in 3 schools out of 15 visited (20%). Figure I: Duration of serving meal

16 14 12 10 8 6 Series1 4 2 0 Duration 0-20 20-40 40-60 Not Total of observed schools serving visited meal

14. Teachers in 15 schools visited (100%) were seen performing a supervisory role to the free feeding programme. Teachers in 6 schools (40%) were seen performing an evaluation role in addition to their supervisory role. Teachers in 7 schools (47%) were seen performing an observatory role in addition to their supervisory role.

Figure J: Roles of teachers

10 Series1 8 Series2 6 Series3

0 Role of Supervisory Supervisory & Supervisory & teachers Evaluation Observatory

15. Some benefitting schools have two vendors attached to them while some have just one vendor

6.1. Implications of the findings

1. The disparity between the number of boys and that of girls in schools is shown in Figure A. Boys are marginally more than girls in public primary schools. This is not so good for development of the State. 2. Figure B buttresses the point in number 1 above. More boys are marginally benefiting from NHGSFP than girls 3. From Figure C, it can be deduced that there are more pupils in primary1-3 than pupils in primary 4-6. Other things being equal, stakeholders should expect more pupils at the upper class of primary schools in the not-too-distant future. This could be as a result of NHGSFP – more pupils are being enrolled into primary schools 4. The fact that the programme did not commence at the same time in all the schools visited shows that it is likely that some primary schools are still not benefitting from the programme. However, what could have been responsible for this variation in commencement dates was the inability of some vendors to access the funds from the recommended banks at the same time due to issues around Bank Verification Number (BVN) 5. All the vendors are found to be newly recruited for the programme. The implication of this is that some old vendors who plied their trades in schools before the commencement of the programme must have been denied the opportunity of continuously making money in those benefitting schools. It means jobs are being created for new vendors at the expense of known vendors in schools. 6. The implication of low quality of meal in Figure D is obvious – bad health to pupils. This negates the aim of addressing the poor nutrition and health status of pupils. 7. If meals are not being served regularly every working day of the week in some schools, it might be as a result of irregular payments to vendors. To some vendors, the slogan is, ‘No Alert, No Meal’. 8. Serving pupils meals during school hours at lunch break time shows strict compliance to the ideal which is commendable 9. In some schools the quantity of meal is not enough for pupils. It sometimes leaves pupils yearning for more and making them to lose concentration during lessons in classrooms. 10. No single vendor was caught serving food in a bad or unhygienic environment/condition. This shows that the training of vendors on hygiene was adequate and commendable

11. Despite low quality and quantity in some schools visited, pupils were found to be enjoying their free meals. 12. The prior knowledge of meal to be served the following day through programme menu helps the parents and pupils to prepare their meals at home. The implication of this is that it ensures that pupils do not eat the same meal they ate in schools at homes. 13. Since some schools were found to be providing eating plates and spoons to pupils, the source of finance of such a kind gesture needs to be investigated in order not to put any financial burden on parents. 14. Parents should also ensure that they provide clean eating plates and spoons to their wards 15. The implication of serving pupils meals for period longer than 40minutes is obvious – some pupils will always be late to resume classes after the lunch break is over. 16. Teachers playing supervisory, observatory and evaluation roles are showing great responsibilities towards the programme. They need to be recognised and rewarded.

6.2. Observed outcomes of NHGSFP against set aims and objectives The success story of NHGSFP could be seen in the immediate outcomes of the programme in all the 15 schools visited:

1. It has significantly reduced truancy and absenteeism in benefitting classes (primary 1 to primary 3) of all the 15 schools visited 2. It has significantly improved the enrolment of pupils into primary schools 3. It has significantly helped the benefitting pupils to focus on their studies in the classrooms 4. It has helped to reduce the cost of access of primary education in the State. Poor parents are now channelling their meagre resources on other areas such as transportation, uniform etc. 5. Parents are removing their wards from schools that are not benefitting and enrolling them in the benefitting schools. 6. It has created job opportunities to the vendors who are predominantly women, and farmers who are predominantly men. This must have had a multiplier effect on economic growth and development.

6.3. Challenges

 Some vendors are not promptly paid. This always makes the programme to stop temporarily in such schools. The programme resumes when the vendors receive alerts for payments  Some vendors have banking problems – some do not have bank accounts in recommended banks  The distances between some schools and where some vendors receive foodstuff and other ingredients are far. This often makes some foodstuff to get spoilt before arriving at the destination.  OYSG is yet to honour its pledge of financially supporting the programme. This makes alienation of significant percentage of pupils, especially those in primary 4, 5 and 6, from the programme. In some cases, vendors have to divide a meal meant for a pupil among two or three pupils.  The increase in the enrolment rate in some benefitting schools has brought a challenge of scaling up the programme in those schools.  The attitude of some teachers towards the programme is negative. This is because teachers are not carried along in the scheme of things from the formative stage

6.4. Lessons Learnt

1. For proper implementation of any pro-poor programme of the government, relevant stakeholders need to be carried along from the conception stage to the implementation stage 2. Monitoring exercise of a programme like this helps to confirm or reject rumours about the programme 3. At the conception of the idea behind a programme, a thorough needs/resources assessment should be conducted in all the proposed benefitting schools/communities to know exactly what they need and what they can contribute.

6.5. Recommendations

Based on the gaps identified in the programme through the monitoring exercise, the following are the recommendations that can help in bridging the gaps:

1. All education stakeholders in Oyo State need to intensify their efforts towards improving the enrolment of girls in schools. This will remove the disparity between the number of boys and that of girls benefitting from the programme 2. Oyo State Government should honour its pledge by providing its counterpart funds to the programme. This will enable pupils from primary 4 to primary 6 to also benefit from the programme. 3. There should be proper and constant independent monitoring and evaluation of the programme in all the benefiting schools 4. To maintain standard and ensure quality of meals, supervisory teachers should always be encouraged to perform their roles. Government should also put in place quality control mechanism to ensure quality. A tracking method (Creating hotlines) where it will be possible to report erring food vendors who plan to sabotage the programme through the provision of low quality meals. 5. While ensuring quality of meals, the quantity should be enough to go round the benefitting pupils in order for them to remain focus in class. 6. The issues around BVN should be properly addressed and resolved to enable food vendors have unfettered access to their funds. 7. There should be prompt payment of funds through the recommended banks to the vendors. 8. Where vendors source for foodstuff should be closer to the benefitting schools or where vendors prepare the meals to avoid spoilt or rotten foodstuff. 9. Parents should also support the programme by providing clean eating plates and spoons to their wards. Parents should also ensure that their wards go to schools with enough drinking water to prevent them from being dehydrated which can lead to a disease called ‘Kidney Stone’. 10. Oyo State Government can also institute Recognition, Reward and Award (RRA) scheme for the best performing vendors of NHGSFP in all the three senatorial districts of the state. 11. The 33 Local Government Authorities should be encouraged to perform their role of facilitating community engagement around the programme.

6.6. Limitations The scope of the monitoring exercise and its findings are limited by: 1. Finance: As it is in most projects, the fund released for this exercise was not enough. CSACEFA Oyo State Chapter would have loved its field workers to visit at least 10 schools per selected Local Government Area in each Senatorial District, and that would have been 90 schools visited and assessed instead of 15.

2. Project Design: CSACEFA Oyo State Chapter worked in accordance to the dictate of the National Body of CSACEFA. Our Action Plan and Distribution of works were fashioned towards the project design of the National Body. CSACEFA Oyo State Chapter would have loved to visit 6 schools per Senatorial District instead of 5.

3. Contents: CSACEFA Oyo State Chapter did not attempt to review any amount budgeted or spent on the programme since we are not auditors. The exercise is limited to the functionality, efficiency and effectiveness of the programme.

4. Research still needs to be conducted to know whether the programme has addressed the poor nutrition and health status of many children who have been affected as a result of poverty, and to know if the programme has positively affected the learning outcomes of the pupils .

6.7. Conclusion

The National Home Grown School Feeding Programme (NHGSFP), which started in 2016 at the national level, kicked off in Oyo State on January 30, 2017. Despite the success of the programme in all the 15 schools visited, there are still some challenges that need to be addressed. This report highlighted 11 recommendations that can help to improve the programme and make it a template for other states to copy.

Conclusively, since it was widely reported by the nine field workers that members of the public, especially teachers and parents, would like NHGSFP to continue in Oyo State, the state government should not only put down its counterpart funds to ensure the inclusion of pupils in the upper class of primary education, but should also ensure thorough monitoring, evaluation and control of the programme.

7.0. References

1. Federal Government of Nigeria. 2017. National Home Grown School Feeding Programme: The Journey So Far 2. Federal Government of Nigeria. 2016. Nigeria Home Grown School Feeding Strategic Plan (2016 – 2020) 3. Social Investment Team. 2016. Presentation on Nigerian Home Grown School Feeding Programme (NHGSFP) 4. Yemi Osinbajo. 2016. Address by the Vice President, Federal Republic of Nigeria at the launching of the NHGSF Strategic Plan

2016-2020

8.0. Appendices

Appendix 001. CSACEFA

Civil Society Action Coalition On Education For All (CSACEFA) Oyo State Chapter

… Advocating for quality education for all

FGN/Oyo State Government School Feeding Programme in Public Primary Schools in the State

Monitoring Checklist (Write or Tick As Appropriate)

Section A: About the school and the visit

1. Name of the school: 2. Address of this school: 3. Local Government Area: 4. Total number of pupils in this school (Pry 1 to 6): Total number of boys: Total number of girls: 5. Date of visit: 6. Time of visit: Arrival………………………………….. Departure………………………………………

Section B: If the programme is not yet started in this school

7. Has the programme started in this school? YES or NO If NO in 7, what could have been responsible (Tick A – D as appropriate)? A. No Food Vendor is engaged B. Problem from the government C. Problem from the Food Vendor D. The school has not been sensitized about the programme.

Section C: If the programme has started in this school

8. If YES in 7… A. What is the name of the vendor (Optional? B. Has the vendor been working in this school before the programme? YES or NO C. When did the programme start in this school (Date)? D. What primary class(es) is/are benefiting pupils? E. How many pupils in this school (all together) are benefiting from this programme? Number of boys? Number of girls ? F. What is the Naira value of each meal? G. Is the quality of the meal commensurate with the Naira value of the meal? YES or NO H. Is the meal served everyday of the week? YES or NO I. When is the meal served during the day? Before School Hours or During School Hours or After School Hours J. Is the meal usually enough for every benefiting pupil? YES or NO K. Meal is served under which of the following conditions? Bad or Satisfactory or Good 33

L. Are the pupils always enjoying the meal? YES or NO M. Do the pupils know what meal will be served the following day? YES or NO N. Who provides pupils with plates, spoons and cups? School or Vendor or Parents O. How long does it take for all pupils to be served with food? 0 – 20mins or 20 – 40mins or 40 – 60mins P. What is the role of teachers in this programme? Supervision or Evaluation or Observation

Section D: The immediate results of the programme in this school (if it has started)

9. To what extent has the programme reduced truancy or absenteeism in this school? Significantly or Insignificantly or No Reduction 10. To what extent has the programme made the pupils to focus on their studies? Significantly or Insignificantly or No Change in Focus 11. . Do you think the programme should be stopped or continued? Stop or Continue 12. If you think it must be stopped, why?------13. If you think it must be continued, why?------

14. Any other observatory comments (You may use extra paper)?

Appendix 002. CSACEFA CIVIL SOCIETY ACTION COALITION ON EDUCATION FOR ALL … Advocating for quality education for all

March 1, 2018 The Headmaster/Headmistress,

______

Dear Sir/Ma, MONITORING OF FGN/OYO STATE GOVERNMENT FREE FEEDING IN PRIMARY SCHOOLS

LETTER OF INTRODUCTION – RURAL PEOPLE DEVELOPMENT INITIATIVE

The Civil society Action Coalition on Education for All (CSACEFA) is a coalition of NGOs, CBOs and FBOs working on education issues in Nigeria. Forty (40) education NGOs who came together in the run-up to the World Education Summit in Dakar in April 2000 formed the coalition. CSACEFA developed a core set of positions and attended the Dakar Summit to join in the call for quality education for all.

The coalition has since expanded its membership to over six hundred (600) CSOs covering 36 States of Nigeria and Federal Capital Territory (FCT) and has been engaging, advocating and inputting to education policies and programmes at Local, National and International levels.

CSACEFA has been mandated by the Federal Ministry of Education to monitor the above mentioned programme in all the States that have received funds to execute this laudable programme in primary schools as a way of improving the programme in future. This monitoring project is not to find faults, but to work in collaboration with the relevant stakeholders to make the Free Feeding Programme achive its objectives.

Rural People Development Initiative is a member of CSACEFA Oyo State Chapter which has been mandated to monitor the programme in Kajola Local Government Area. Please give the representative of Rural People Development Initiative your unflinching cooperation and support to be able to carry out the task.

Yours faithfully,

Chioma Osuji Kabiru Aliyu Policy Advisor National Moderator CSACEFA CSACEFA

Contact: National Secretariat, Suite 12, Trow Plaza Plot 520 Olu Awotesu Street, Behind Mr. Biggs, Jabi Abuja Email: [email protected], Website: www.csacefa.org. Facebook: CSACEFANIGERIA

Appendix 003.

CIVIL SOCIETY ACTION COALITION ON EDUCATION FOR ALL (CSACEFA) OYO STATE CHAPTER MONITORING OF FGN/OYO STATE GOVERNMENT SCHOOL FEEDING PROGRAMME IN SCHOOLS REPORTING TEMPLATE Name of Organisation:

Contact Address:

Email Address:

Phone number:

Coordinator:

Name of school visited:

Date of Reporting:

Location (Community/Local government/:

Briefly describe the status of the programme in this school

Brief Summary of what you observed

Success Story of your observation

Challenges encountered before, during and after your observation

Any human angle story from the pupil(s); teacher(s) & vendor

Your three recommendations for the improvement of this programme

photographs including the frontage of the school with signpost

Appendix 004. Picture Gallery Photographs of several meetings of the Project Team and Field Workers

Example of schools providing plates for pupils A vendor in one of the schools at Ido LGA

Example of low quality & quantity meal Benefiting pupils in one of the schools at Egbeda LG

A field worker posing with 4 teachers and a vendor at A field worker interviewing a benefiting pupil at a school in Ogbomoso North LG a school in Ogbomoso North LG

A field worker posing with a teacher & 2 vendors at a Benefiting students at a school in Akinyele LG School in Akinyele LG

Benefiting students at another school in Akinyele LG A vendor at work at a school in Akinyele LG

Example of a good meal at a school in Akinyele A field worker posing with benefiting students at LG school in Ibadan North LG

A vendor at work in a school at Ibadan North LG Example of a good meal being served to pupils at a School in Ibadan North LG

A vendor serving pupils at a school in Ogbomoso South LG A field worker posing with a vendor, a pupil & teachers at a school in Ogbomoso South LG

A vendor serving pupils at a school in Ido LG Example of a low quality meal 41