Public Disclosure Authorized SABER Country Report SCHOOL FEEDING 2015
Policy Goals Status 1. Policy Frameworks SchoolfeedingismentionedinmanyofNamibia’sstrategydocumentsandsectorialpolicies. AnationalschoolfeedingpolicyinNamibiacurrentlydoesnotexist;however,thereisa
Public Disclosure Authorized strongrecognitionfortheneedforsuchapolicy.
2. Financial Capacity ThenationaleducationbudgetincludesabudgetlinefortheNamibianSchoolFeeding Programme(NSFP).Thegovernmentcontributesover80percentofthefinancialneeds, whiletheremainingcostsarecoveredbythecommunitythroughcashandinͲkind contributions.NSFPbudgetplans/linesareatthecentrallevelonly,andthereisastrong needtoputmechanismsinplacetoensurethetimelydisbursementoffunds.
3. Institutional Capacity and Coordination Currently,thereisnosteeringcommitteeinplacetocoordinatetheimplementationofNSFP inNamibia.TheMinistryofEducation(MOE)hasthemandateofmanagingand implementingNSFP,andaspecificunitwithintheMOEexists.Thereisinsufficientstaffto undertaketherequiredfunctionsforschoolfeedingatboththenationalandregionallevels. Public Disclosure Authorized 4. Design and Implementation AcomprehensivemonitoringandevaluationplanandawebͲbasedinformationsystemfor NSFPweredevelopedincollaborationwithWFPin2013.Beneficiarytargetingcriteria correspondstotheobjectivesoftheprogramandthecountry’sneeds,andisreflectedinthe NSFPReferenceManual.Therearenationalstandardsforfooddistributionandthefood basketinplaceforallNSFPbenefitingschools.
5. Community Roles-Reaching Beyond Schools Eachschoolhasafunctioningschoolboardinvolvingparents,teachersandcommunity members.Theexpectationsofcommunitiesandtheirrespectiverolesandresponsibilities areclearlydefinedintheNSFPReferenceManual.However,manycommunitiesfeelthe programreliestooheavilyoncommunitycontributionswithoutproperincentives,which maycontributetoalowlevelofparticipation. Public Disclosure Authorized
THEWORLDBANK NAMIBIAۣSCHOOLFEEDINGPOLICIES SABERCOUNTRYREPORT|2014 Introduction Considering the economic condition of the country, This report presents an assessment of school feeding chronicundernutritionisaprevailingissue;24percent policies and institutions that affect young children in of Namibian children are stunted and 8 percent are Namibia. The analysis is based on a World Bank tool severely stunted. 6 Several strategies such as food developed as part of the Systems Approach for Better assistance, remittances, and social grants have been Education Results (SABER) initiative that aims to established by the Government of the Republic of systematically evaluate education systems against Namibiatoassistthe16percentseverelyand22percent evidenceͲbased global standards and good practice to moderatelyfoodͲinsecureindividualsandhouseholdsin help countries reform their education systems to help thecountry.7Thesestatisticsindicateanimportantand ensurelearningforall. continued need for foodͲbased safety net programs, suchastheNamibianSchoolFeedingProgramme(NSFP). School feeding policies are a critical component of an effectiveeducationsystem,giventhatchildren'shealth EducationandHealthinNamibia andnutritionimpactstheirschoolattendance,abilityto learn, and overall development. A school feeding programisaspecificschoolͲbasedhealthservice,which Following the country’s independence in 1990, the canbepartofacountry’sbroaderschoolhealthprogram, government placed a high priority on reducing andoftenalargeamountofresourcesareinvestedina inequalities by providing equal access to quality schoolfeedingprogram.SABERͲSchoolFeedingcollects, educationforallchildreninNamibia.Article20ofthe analyzes, and disseminates comprehensive information NamibianConstitution(1990)8declaresthateducationis onschoolfeedingpoliciesaroundtheworld.Theoverall a basic universal right for all Namibians and made objective of the initiative is to help countries design primaryeducationfreeandcompulsoryforallchildren. effective policies to improve their education systems, The Education for All: National Plan of Action (2002Ͳ facilitatecomparativepolicyanalysis,identifykeyareas 2015)9furtherenshrinesthegovernment’scommitment to focus investment, and assist in disseminating good toachievinguniversaleducationbyoutliningastrategy practice. toimprovingaccess,equity,andqualityineducation. NamibiainBrief FormaleducationinNamibiaisdividedintofourphases: Namibia is an arid southern African country with a LowerPrimary(preͲprimarytograde4),UpperPrimary populationof2.2millionpeoplespreadacross318,625 (grades5Ͳ7),JuniorSecondary(grades8Ͳ10)andSenior squaremiles.1ItisclassifiedasanupperͲmiddleͲincome Secondary (grades 11Ͳ12). In addition to the formal country; however, income inequality and structural educationsystem,thegovernmentalsoestablishedthe povertyarestillprevalent.2 NamibiaCollegeofOpenLearningtoprovideeducational opportunitiesforadultsandoutͲofͲschoolyouth.10 Thegrossdomesticproduct(GDP)ofNamibiawas$13.1 million USD. The economy is dependent on its natural Early childhood development centres are under the resources and is vulnerable to natural disasters. After management of the Ministry of Gender Equality and experiencing negative economic growth in 2009, Child Welfare, which targets children 5 years old and Namibia’seconomyexperiencedanaverageGDPgrowth younger.TheMinistryhasthemandatetooverseethe rateofsixpercentbetween2010and2013.3GDPper development of various aspects of early childhood capitaincreasedfrom$6,155USDin2000to$9,377USD (constant 2011 international USD) in 2013. 4 While poverty in Namibia is declining, almost a third of the populationisstillconsideredpoor.5
1NamibiaStatisticAgency,2013. 6RepublicofNamibia,2013a. 2RepublicofNamibia,2012a. 7RepublicofNamibia,2013b. 3WorldBank,2014. 8RepublicofNamibia,1990. 4Ibid. 9RepublicofNamibia,2002. 5NamibiaStatisticAgency,2013. 10RepublicofNamibia,2002. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 2 NAMIBIAۣSCHOOLFEEDINGPOLICIES SABERCOUNTRYREPORT|2014 development,care,andeducationaswellasissuesthat conditions. Communicable diseases in Namibia include affectorphansandothervulnerablechildren(OVCs).11 HIV,tuberculosis,andmalaria.Namibiahasoneofthe highest rates of HIV globally. The prevalence of HIV EducationinNamibiaisatoppriorityandreceived22.4 amongst individuals between the ages of 15Ͳ49 has percent of the national annual budget in the 2012/13 graduallydeclinedfrom17percentin2003to14percent fiscal year—the highest of any sector in Namibia. 12 in2013.16However,thereportednumberoftuberculosis Primary school net enrolment rate is at 99.8 percent, caseshasincreasedwithinthesametimeperiod.NonͲ withgenderparityatallgrades.13Literacyratesarehigh communicable diseases, such as hypertension and comparedtoregionalstandards:95percentfor15to24Ͳ diabetes, are also becoming a problem. In 2012, yearͲoldsand88percentforindividuals15yearsoldand approximately43percentofdeathswerecausedbynonͲ older.However,thepromotionrateforprimarygradesis communicablediseases.17 82 percent and 69 percent for secondary grades. A concern facing the education sector in Namibia is the The maternal mortality ratio and infant mortality rate highproportionoflearnersrepeatinggrades—about15 havenotmadesignificantimprovementssince2000.The percent for primary and 22 percent for secondary maternalmortalityratioincreasedfrom225deathsper learners. 14 The secondary school completion rate (47 100,000livebirthsin1992to449deathsin2007mainly percent)isquitelowcomparedtocountrieswithsimilar due to HIV/AIDS and the lack of access to emergency economicconditions. obstetric care services. 18 Infant mortality rates have decreasedslowly.In2013,theinfantmortalityratewas The government recognizes the importance of quality 35.2per1,000livebirths,whichisaslightdecreasefrom primaryeducationonpositivelyinfluencingthecountry’s thepreviousyear.Theneonatalmortalityrateremained economicandhealthindicators.Severalstrategiesarein steadyat21.8deathsper1,000livebirthsfrom2012to placetostrengthentheeducationsectorinNamibia. 2013.TheunderͲ5mortalityratedecreasedveryslowly between2010and2013,withratesof56deathsand50 deathsper1,000livebirthsrespectively.19 Health is another top priority for the Government of Nutrition is a priority and a multiͲsectoral Namibia.Althoughaccesstohealthcarehasimproved, implementation strategy was developed in 2012 to thehealthcaresystemstillfacesseveralchallenges.First, addressstuntinginchildrenundertheageoffiveyears rural and urban residents have unequal access to old.Approximately29percentofchildrenunderfiveare infrastructureandservices.In2012,only17percentof stunted, which may make them more susceptible to theruralpopulationhadaccesstoimprovedsanitation disease and have a negative effect on cognitive facilities compared to 56 percent of the urban development. 20 Micronutrient deficiency is also a population. The gap in access to an improved water problem with the highest rate of anemia amongst sourceissmallerwith87percentoftheruralpopulation preschoolͲaged children and several regions with having access to an improved water source in 2012 populationsthatareiodinedeficient.21 compared to 98 percent of the urban population. 15 Access to clean water and sanitation facilities can TheCaseforSchoolFeeding improvehealthoutcomes. Schoolfeedingprograms,definedhereastheprovision of food to schoolchildren, can increase school Other health challenges include the high burden of enrollment 22 and attendance—especially for girls. 23 communicable diseases. In 2012, approximately 47 Whencombinedwithqualityeducation,schoolfeeding percentofdeathswerecausedbyeithercommunicable diseases or poor maternal, prenatal, and nutrition 11Ibid. 18WorldHealthOrganizationandRepublicofNamibia’sMinistryofHealthand 12UNESCO,2014. SocialServices,2010. 13RepublicofNamibia,2012b. 19WorldBank,2014. 14Ibid. 20NamibiaAllianceforImprovedNutrition,2013. 15WorldBank,2014. 21Ibid. 16Ibid. 22Ahmed,2004;Gelli,Meir,andEspejo,2007. 17Ibid. 23Jacoby,Cueto,andPollitt,1996;Powelletal.,1998;Kristjanssonetal.,2007. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 3 NAMIBIAۣSCHOOLFEEDINGPOLICIES SABERCOUNTRYREPORT|2014 programs can increase cognition 24 and educational the government has fully funded and managed the success. 25 With appropriately designed rations, school programsincethen.29NSFPhasgrownintoanimportant feeding programs can improve the nutrition status of strategy that the government utilizes to increase preschoolͲ and primary schoolͲaged children by educational opportunities for vulnerable children; addressing micronutrient deficiencies. Combined with increase attendance, retention, and promotion rates; local agricultural production, these programs can also andtoprovideasafetynettofoodͲinsecurestudents.30 providesmallͲscalefarmerswithastablemarket.School feedingprogramscanprovideshortͲtermbenefitsafter NSFP provides a daily midͲmorning meal of fortified crises,helpingcommunitiesrecoverandbuildresilience, maizemealtoapproximately320,000preͲprimaryand inadditiontolongͲtermbenefitsbydevelopinghuman primaryschoolchildreninvulnerableareasthroughout capital.26Schoolfeedingprogramscanbeclassifiedinto all14regionsinNamibia.TheDirectorateofProgrammes twomaingroups:inͲschoolfeeding(whenchildrenare and Quality Assurance (PQA), under the Ministry of fedinschool)andtakeͲhomerations(whenfamiliesare Education, is the formal government body that given food if their children attend school regularly). A coordinates, manages, and implements the school majoradvantageofschoolfeedingprogramsistheyoffer feeding program in Namibia. The NSFP unit’s main the greatest benefit to the poorest children. Several functions include food procurement, monitoring studies27have indicated that missing breakfast impairs implementation,andmaintainingoversightandexternal educationalperformance. controlofthefeedingprogram. Present data suggests that almost every country is In2012,theMinistryofEducation(MOE)conductedan seekingtoprovidefoodtoitsschoolchildren.Therefore, operational review on NSFP, with technical assistance especially for lowͲincome countries where most foodͲ from WFP. The resulting NSFP Case Study 31 revealed insecureregionsareconcentrated,thekeyissueisnot significant gaps and challenges that threatened the whether a country will implement schoolͲfeeding quality of school feeding in Namibia. In an effort to programsbutratherhowandwithwhatobjectives. improve the effectiveness of the program, the MOE established a strategic partnership with WFP to get Socialshocksofrecentglobalcrisesledtoanenhanced technical support in four main areas: policy guidance, demand for school feeding programs in lowͲincome capacity building and program support, knowledge countries as they can serve as a safety net for foodͲ generation,andmanagementandsystemstrengthening. insecure households through an income transfer. In responsetothisamplifiedrequest,theUnitedNations World Food Programme (WFP) and the World Bank Therearefivecorepolicygoalsthatformthebasisofan jointly undertook an analysis titled Rethinking School effective school feeding program. Figure 1 illustrates Feeding. 28 This initiative sought to better understand thesepolicygoalsandoutlinesrespectivepolicylevers howtodevelopandimplementeffectiveschoolfeeding andoutcomesthatfallundereachgoal. programsasaproductivesafetynetthatispartofthe response to the social shocks, as well as a fiscally The first goal is a national policy framework. A solid sustainableinvestmentinhumancapital.Theseefforts policy foundation strengthens a school feeding arepartofalongͲtermglobalgoaltoachieveEducation program’ssustainabilityandqualityofimplementation. ForAllandprovidesocialprotectiontothepoor. National planning for school feeding as part of the country’spovertyreductionstrategy(orotherequivalent development strategies) conveys the importance the The Government of Namibia took ownership of the government places on school feeding as part of its Namibian School Feeding Programme (NSFP) from the development agenda. For most countries that are UnitedNationsWorldFoodProgramme(WFP)in1996; 24Whaleyetal.,2003;Kristjanssonetal.,2007;Jukesetal.,2008. 28Bundyetal.,2009. 25Tan,Lane,andLassibille,1999;Ahmed,2004;Adelmanetal.,2008. 29RepublicofNamibia,2012a. 26WFP,2013 30Ibid. 27SimeonandGranthamͲMcGregor, 1989;Pollitt,Cueto,and Jacoby, 1998; 31Ibid. Simeon,1998. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 4 NAMIBIAۣSCHOOLFEEDINGPOLICIES SABERCOUNTRYREPORT|2014 implementing their own national programs, school considered at every stage, but without overburdening feedingisincludedinnationalpolicyframeworks.32 communitymembers. The second policy goal for school feeding is financial Ǧ capacity. Stable funding is a prerequisite for TheprimaryfocusoftheSABERͲSchoolFeedingexercise sustainability. However, where need is greatest, isgatheringsystematicandverifiableinformationabout programstendtobethesmallestandthemostrelianton the quality of a country’s policies through a SABERͲ externalsupport.Fundingfortheseprogramscancome School Feeding Questionnaire. This dataͲcollecting from a combination of sources, such as nonͲ instrument helps to facilitate comparative policy governmental organizations (i.e., WFP) and the analysis, identify key areas to focus investment, and government.Whenaprogrambecomesnationalized,it disseminategoodpracticeandknowledgesharing.This needsastableandindependentfundingsource,either holistic and integrated assessment of how the overall through government core resources or development policyinacountryaffectsyoungchildren’sdevelopment funding. In the long term, a national budget line for is categorized into one of the following stages, school feeding is necessary for an effective and stable representing the varying levels of policy development program. thatexistamongdifferentdimensionsofschoolfeeding: 1. Latent:Noorverylittlepolicydevelopment The third policy goal is institutional capacity and 2. Emerging:Initial/someinitiativestowardspolicy coordination. School feeding programs are better development. executed when an institution is mandated and 3. Established:Somepolicydevelopment accountablefortheimplementationofsuchaprogram. 4. Advanced:Developmentofacomprehensive Effective programs also include multiͲsectoral policyframework involvement from sectors such as education, health, agriculture, and local government, as well as a Each policy goal and lever of school feeding is comprehensive link between school feeding and other methodicallybenchmarkedthroughtwoSABERanalysis school health or social protection programs and tools. The first is a scoring rubric that quantifies the establishedcoordinationmechanisms. responsestoselectedquestionsfromtheSABERSchool Feedingquestionnairebyassigningpointvaluestothe The fourth policy goal is sound design and answers. The second tool is the SABER School Feeding implementation. In order to maximize effectiveness, Frameworkrubricthatanalyzestheresponses,especially schoolfeedingprogramsshouldclearlyidentifycountryͲ the written answers, based on the framework’s five specific problems, objectives, and expected outcomes. policygoalsandlevers.Formoreinformation,pleasevisit Thecountry’scontextandneedsshoulddeterminethe theWorldBank’swebsiteonSABERͲSchoolHealthand program’s beneficiaries, food basket (menus), food School Feeding and click on the “What Matters” modalities and supply chain. Countries and partners FrameworkPaperunderMethodology. shouldworktowardscreatingadelicatebalanceamong international,national,andlocalprocurementoffoods to support local economies without jeopardizing the qualityandstabilityofthefoodsupply. ThelastpolicygoaliscommunityrolesͲreachingbeyond schools.Schoolfeedingprogramsthatarelocallyowned, incorporatecontributionsfromlocalcommunities,and respond to specific community needs are often the strongest. These programs are most likely to make a successfultransitionfromdonorassistancetonational ownership. Community participation should be
32Bundyetal.,2009;WFP,2012. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 5 NAMIBIAۣSCHOOLFEEDINGPOLICIES SABERCOUNTRYREPORT|2014 Figure1:Policygoalsandpolicyleversforschoolfeeding SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 6 NAMIBIAۣSCHOOLFEEDINGPOLICIES SABERCOUNTRYREPORT|2014 Findings 1.PolicyFrameworksisEMERGING PolicyGoal1:Policy Indicators Score Justification 1A.NationalͲlevel Schoolfeeding FrameworksinNamibia povertyreduction includedinPRSP strategyaswellas andEducation PolicyLever educationsectoral SectorPlan;but x Overarchingpoliciesforschoolfeedinginalignment policiesandstrategies withouttargets, identifyschoolfeedingas strategies, withnationalͲlevelpolicy aneducationand/or defined socialprotection objectivesand A policy foundation helps strengthen the sustainability intervention,withclearly sectoral andaccountabilityofaschoolfeedingprogramaswellas definedobjectivesand responsibilities. the quality of its implementation. Nearly all countries sectoralresponsibilities with national ownership of programs have wellͲ 1B.AnevidenceͲbased Anationalpolicy articulated national policies on the modalities and technicalpolicyrelatedto onschoolfeeding objectivesofschoolfeeding.33 schoolfeedingoutlines isnotdeveloped; theobjectives,rationale, howeverthereis The recognition of the Namibian School Feeding scope,design,and astrong Programme (NSFP) as an important safety net is fundingandsustainability recognitionofits oftheprogramand importanceandit demonstratedbytheinclusionoftheprograminseven comprehensively islistedinthe nationalstrategydocumentsandsectoralpolicies/plans, addressesallfourother NSFP5ͲyearRoad includingNamibia'sFourthDevelopmentPlan(NDP4)for policygoals. Map(2012Ͳ2017) 34 2012/13Ͳ2016/17, Education and Training Sector asamilestone Improvement Plan (ETSIP) in 2005,35Education for All andactionitem. Policy(EFA)for2002Ͳ2015,36NationalPlanofActionfor OVCs in 2006, 37 National Policy for School Health in 2008,38NationalDroughtPolicy&Strategyin1997,39and theNationalPolicyonHIV/AIDSfortheEducationSector in2003.40TheNationalStrategicPlanforNutritionalso statesthattheMinistryofEducationoverseesthequality and safety of the food served for the school feeding programme. 41 However, a separate national policy on schoolfeedinginNamibiaisnotyetinplace.TheMinistry ofEducationis partneringwith WFPto beginworkon developingaNSFPpolicy.
33WFP,2012 38RepublicofNamibia,2008.Pg.6 34RepublicofNamibia,2012c. 39RepublicofNamibia,1997. 35RepublicofNamibia,2005. 40RepublicofNamibia,2003.Pg.5 36RepublicofNamibia,2002.Pg.38 41RepublicofNamibia,2011.Pg.46. 37RepublicofNamibia,2006. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 7 NAMIBIAۣSCHOOLFEEDINGPOLICIES SABERCOUNTRYREPORT|2014 PolicyGoal2:Financial expanding the staffing capacity, and incorporating CapacityinNamibia additionalmonitoringactivities. PolicyLever From2011Ͳ2014,the Global Fund to Fight AIDS, TBand MalariafinancedtheNSFPfoodneeds(maizemeal)for x Governanceofthenationalschoolfeedingprogram only two regions with a high population of the San throughstablefundingandbudgeting people, specifically Kunene and Otjozondjupa. 43 They contributedapproximately123,810USD,whichwasone Stable funding is necessary for the longͲterm percentofinvestmentinschoolfeeding.Theprovisionof sustainabilityofaschoolfeedingprogram,especiallyone fundsendedin2013/2104. thattransitionsfrombeingdonorͲfundedtogovernmentͲ funded.Schoolfeedingprogramssupportedbyexternal Regionsandschoolsdonothaveadedicatedbudgetline partnersgenerallyrelyonfoodaid,governmentinͲkind forNSFP,nordotheybudgetforNSFPactivities.Some donations, and/or government cash contributions. In schools do make provision under the School orderfortheprogramtobesustainableandnationally DevelopmentFundorUniversalPrimaryEducationFund owned,theschoolfeedingprogramshouldhaveabudget for NSFP expenses. A few regions have begun to line and be part of the government’s budgeting and incorporateNSFPactivitieswithintheregionaleducation planningprocess. budget,althoughthisisnotstandardized. ThebudgetfortheNamibianSchoolFeedingProgramme Previously,latereleaseoffundstoserviceprovidershas (NSFP) is incorporated within the national education causeddelayeddeliveryoffoodtoschools,threatening budget.Itis listed under ‘Other Services’(item027),42 theimpactandtheintegrityoftheprogram.Thereisa which also includes catering, workshops, training, strongneedtoputmechanismsinplacetoensurethe publishing, etc. While NSFP technically has its own disbursementoffundstoschoolfeedingimplementersin budgetline,itisnotlistedunderprograms,whichlimits atimelyandeffectivemanner. its sustainability and recognition as an integral intervention for quality learning. The Ministry of 2.FinancialCapacityisEMERGING Education’sgoalistolistNSFPseparatelyasaprogram line item under Primary Education and Secondary Indicators Score Justification Education,asthebeneficiarytargetgroupexpands. 2A.Nationalbudget TheNamibianSchool line(s)andfundingis FeedingProgramme ThecurrentbudgetforNSFPmainlycoversthepurchase allocatedtoschool isfundedfroma anddistributionoffood/maizeblend(98percent).The feeding;fundsare centralgovernment remaining 2 percent covers the cost of staff and the disbursedtothe budget.Fundsare overallmanagementofNSFP,whichisconsideredvery implementationlevels notenoughtocover lowincomparisonwithothercountries.Thisleavesno inatimelyand alltheneeds.There effectivemanner. isnobudgetlinefor funds available for nonͲfood items or infrastructure schoolfeedinginthe needs (i.e., adequate storage places, kitchens, stoves, regionalandschool pots,andutensils). levels.Thereisa needtoput The government contributes over 80 percent of the mechanismsinplace financialneedsfortheschoolfeedingprogram,whilethe toensurethe remaining costs are covered through community disbursementof contributions,mostofwhichareinͲkind.Asthebudget fundsforschool priorityisprocuringfood,thelimitedbudgetremainsa feeding constraint against diversifying the food basket, implementersina timelyandeffective manner. 42RepublicofNamibia,2012a.pg.57 of poverty than any other ethnic/tribal group in Namibia, and several 43The‘San’peoplearegroupofformerhunterͲgatherercommunitiesthatare interventions and strategies are targeted to the San community, especially madeupofdifferentethnicgroups.TheSanpopulationhasthehighestlevel programmesaroundincreasingeducationaloutcomesforSanlearners. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 8 NAMIBIAۣSCHOOLFEEDINGPOLICIES SABERCOUNTRYREPORT|2014 PolicyGoal3:Institutional There are formal coordination mechanisms and CapacityandCoordination structuresinplaceamongnational,regional,circuitand schoollevels,althoughstrongcommunicationislacking. inNamibia Attheschoollevel,theschoolboardisresponsiblefor themanagementofschoolfeedingwithguidancefrom PolicyLevers regionalandcircuitlevels. x SchoolfeedinginterͲsectoralcoordinationand strongpartnerships The 2013 Namibian School Feeding Programme x Managementandaccountabilitystructures,strong ReferenceManualdetailstheguidelines,standardsand institutionalframeworks,andmonitoringand procedures for effectively implementing the school evaluation feeding program. From 2013 to 2014, training was providedtoallMOEstaffinvolvedinNSFPmanagement Implementingaschoolfeedingpolicyrequiressignificant and implementation at central, regional, circuit, and institutionalcapacitybecausetheprogramisacomplex school levels. The trainings focused on the NSFP school health intervention. The policy should clearly standards,procedures,processes,monitoringactivities, definetherolesandresponsibilitiesofstakeholdersand and roles and responsibilities of stakeholders to actorsatalllevels.Methodicallyincreasinggovernment implement the school feeding program efficiently and capacity to manage a school feeding program is effectively. In early 2014, service providers were also important to the program’s longͲterm sustainability. A trainedontheirrolesandresponsibilitieswithinNSFP. nationalinstitutionthatismandatedandaccountablefor the implementation of the school feeding program is There are three main national coordination consideredtobeabestpractice.Thisinstitutionshould platforms/bodies where school feeding issues are have a specific unit that has adequate resources and discussed.ThefirstistheNamibiaAllianceforImproved knowledgeable staff to manage the school feeding Nutrition, a multiͲsector, multiͲstakeholder platform program. Moreover, policies that detail accountability thatdevelopsandcoordinatestheimplementationofa andmanagementmechanismscanhelpensureprogram multiͲsectoral national nutrition strategy and manages quality and efficiency, especially if the school feeding nationalnutritionpromotionactivities.Thesecondisthe programisdecentralized. EducationandTrainingSectorImprovementProgramme (ETSIP),whichisastrategywithinMOEthatisdesigned Currently,Namibiadoesnothaveasteeringcommittee to accelerate the improvement of the education and in place that coordinates the implementation of the training sector in Namibia. NSFP developments are Namibian School Feeding Programme (NSFP). The discussed during ETSIP meetings. The third national Ministry of Education (MOE) has the mandate of coordination platform that incorporates NSFP issues is implementingtheschoolfeedingprogramtopreschools the Namibia Vulnerability Assessment Committee and primary schools in Namibia. Under the MOE, the (NAMVAC). NAMVAC conducts vulnerability DirectorateofProgrammesandQualityAssurance(PQA) assessments, the findings of which contribute to is responsible for the oversight of NSFP; however, the decisions made regarding school feeding maindutiesfallundertheNSFPunitwithinthedivision implementationanddesign. ofManagementPlanningAppraisalandTraining(MPAT). The NSFP unit’s responsibilities are heavily focused on commodity procurement, and little monitoring and strategic activities are performed. Monitoring and implementationactivitiesareclearlyhighlightedinthe NSFP Reference Manual (2013)44and integrated at all MOElevels(central,region,circuitandschool).Atboth the national and regional levels, there are insufficient staffmemberstoundertaketherequiredfunctionsfor schoolfeeding. 44RepublicofNamibia,2013d. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 9 NAMIBIAۣSCHOOLFEEDINGPOLICIES SABERCOUNTRYREPORT|2014 3.InstitutionalCapacityandCoordinationis ESTABLISHED Indicators Score Justification 3A.MultiͲsectoral Asteering steeringcommittee committeeisnotin coordinates placetocoordinate implementationofa theimplementation nationalschool ofNSFPinNamibia. feedingpolicy Therearenational coordination platforms/bodies whereschool feedingissuesare discussed. 3B.Nationalschool AnNSFPunitunder feedingmanagement MOEhasthe unitand mandateof accountability implementingand structuresarein managingNSFP. place,coordinating Formalcoordination withschoollevel mechanismsarein structures. placeandfunction properlyinmost instances. 3C.Schoollevel Mechanismsfor managementand managingschool accountability feedingatthe structuresarein schoollevelare place. uniformthrougha nationalreference manualthathas beenrevisedin 2013andisinplace inmostschools.
SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 10 NAMIBIAۣSCHOOLFEEDINGPOLICIES SABERCOUNTRYREPORT|2014 PolicyGoal4:Design geographical, not at an individual level. Secondary andImplementation learnersarenoteligibleforschoolfeeding. inNamibia There are national standards on food distribution and thefoodbasket46thatcorrespondtoprogramobjectives, PolicyLever: nutritionalcontentrequirements,localhabitsandtastes x Qualityassuranceofprogrammingandtargeting, andavailabilityoflocalfood.Thesestandardsareknown modalities,andprocurementdesign,ensuring andimplementedattheschoollevelinmostinstances. designthatisbothneedsͲbasedandcostͲeffective Foodsafetystandardsremainanissuesincetheprocess ofstorageandpreparationoffoodatschoollevelsare A wellͲdesigned school feeding policy that is based on notmonitoredproperly. evidence is critical to the implementation of a quality There are national standards on food management, schoolfeedingprogram.Thepolicycanincludedetailson 47 targetingthecorrectbeneficiaries,selectingtheproper procurement and logistics that include procuring as modalitiesoffooddelivery,andchoosingaqualityfood locallyaspossibleandtakingintoaccounttherequired basket. Over time, the school feeding policy may be factors of cost, capacity of implementing parties, and redesigned or modified according to reassessments of productioncapacityinthecountry.Theprocurementof theschoolfeedingprogram. themaizemealoccursatthecentrallevel,whiletenders areawardedtothreeserviceprovidersforthefollowing: TheMinistryofEducation(MOE),withtechnicalsupport i)procurementofsugar,salt,andsoyaproteinblend,ii) fromtheWorldFoodProgramme(WFP),hasdeveloped procurementofmaizemeal,blending,packagingmaize and initiated a comprehensive monitoring and mealblend,andtransportationtoregionalwarehouses, evaluation(M&E)plan45fortheNamibianSchoolFeeding and iii) transportation to schools from regional Programme (NSFP) that includes data collection tools, warehouses. data analysis, reporting, evaluations, budget planning, andawebͲbasedsystem,knownastheNamibianSchool Approximately 75 percent of the total food used for FeedingProgrammeInformationSystem(NaSIS).NaSISis schoolfeedingisproducedlocally,while100percentis anonlinedataͲcapturingsystem,whereimportantNSFP procuredlocallyfromNamibianbusinesses.Thecurrent informationiscapturedandstored.NaSISisaccessibleto service provision model of NSFP creates job and all NSFP actors, including MOE staff and service economic opportunities for Namibians and local providers.Inadditiontothemonitoringinformation,the businesses. There have been discussions on possible system also captures information on commodity procurementmodalitiesforschoolfeedingthatcanbe managementandtracking.Datacollectiontakesplaceat morelocallyappropriate,suchaslinkingschoolfeeding theschoollevel,verificationoccursatthecircuitlevel, tolocalsmallͲscalefarmers.However,giventhearidity data entry occurs at the regional level, and reporting ofNamibia,ithasbeendecidedthatthismaynotbethe takesplaceatboththeregionalandnationallevels.The bestoptionforcommodityprocurementforNSFP. M&Eplanandsystemwererecentlyoperationalizedin thesecondscholastictermof2014;therefore,thedata hasnotyetbeenusedtorefineandupdatetheprogram. Previously the NSFP targeted orphans and other vulnerable children (OVCs) and learners in vulnerable areas;however,thetargetingcriteriaandmethodology havesincebeenadjusted.ThebeneficiariesofNSFPnow include all preͲprimary and primary students in foodͲ insecure areas, particularly in rural areas. Targeting is
45RepublicofNamibia,n.d. 47RepublicofNamibia,2013d. 46RepublicofNamibia,2013e. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 11 NAMIBIAۣSCHOOLFEEDINGPOLICIES SABERCOUNTRYREPORT|2014
4.DesignandImplementationisESTABLISHED Indicators Score Justification 4A.Afunctional AwebͲbasedM&E monitoringand system,supported evaluationsystemisin byanM&Eplan,is placeaspartofthe launchedand structureofthelead startingtobe institutionandused functional.Training forimplementation toinspectorshas andfeedback takenplace. 4B.Programdesign Anoperational identifiesappropriate reviewhasbeen targetgroupsand undertakenthat targetingcriteria assessesschool correspondingtothe feedingneeds, nationalschoolfeeding whichhasfedthe policyandthe revisionoftargeting situationanalysis criteriaand methodology.
4C.Foodmodalities Nationalstandards andthefoodbasket forfoodmodalities correspondtothe andthefoodbasket objectives,localhabits aresetand andtastes,availability functionalinmost oflocalfood,food instances. safety,andnutrition contentrequirements 4D.Procurementand Nationalstandards logisticsarrangements onprocurementand arebasedonprocuring logistics aslocallyaspossible, arrangementsoccur takingintoaccountthe atthecentrallevel, costs,thecapacitiesof andareestablished implementingparties, andfunctioning. theproduction capacityinthe country,thequalityof thefood,andthe stabilityofthepipeline
SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 12 NAMIBIAۣSCHOOLFEEDINGPOLICIES SABERCOUNTRYREPORT|2014 PolicyGoal5: cookthedailymeal.Communitymembersoftenrequest CommunityRoles– cash payment rather than the inͲkind incentives they receiveintheformoffood.Optionsforcashpaymentof ReachingBeyondSchools cooks/volunteers should be considered, as it will inNamibia increase community participation. Awareness of community participation and expectations should be raised. PolicyLever: x Communityparticipationandaccountability Community membersareencouraged toparticipatein theimplementationofschoolfeedingattheirrespective Theroleofthecommunityshouldbeclearlydefinedina schools through the school board, the school feeding school feeding policy because community participation subͲcommittee, or volunteering for NSFP. Community and ownership improves the school feeding program’s membersareabletoholdtheschoolfeedingprogram chances of longͲterm sustainability. If the government accountable by either reporting issues (i.e., placestheresponsibilityofsustainingtheschoolfeeding mismanagementorabuse)totheschoolboardorschool program on the community, the school feeding policy administration. should detail the guidelines, minimum standards, and supportforthecommunitytoimplementtheprogram. 5.CommunityRolesͲReachingBeyondSchoolsis Theschoolfeedingpolicycanalsoincludemechanisms EMERGING forthecommunitytoholdthegovernmentaccountable. Indicators Score Justification 5A.Community Thereareschool Attheschoollevel,theremaybeaschoolmanagement participatesinschool committeesin committeecomposedofparents,teachers,andstudents feedingprogram place,andtheir thatactsasaliaisonbetweentheschoolandcommunity design, rolesareidentified implementation, intheNSFP and that manages the school feeding program. Care managementand ReferenceManual, should be taken not to overburden the community, evaluationand 2013.Inpractice becauseinsomecasesthecommunitymayintroducefees contributesresources theserolesarenot tosupportthelocalschoolfeedingprogram,whichcan fullyutilized. negativelyimpactenrollmentrates.CommunityͲassisted Awarenessof schoolfeedingprogramsareusuallymostsuccessfulin community foodͲsecureareas. participationis needed.Otherthan InNamibia,everyschoolhasaschoolboardthatincludes participationinthe parents, teachers, principals, and other community schoolboard,there arenomechanisms members.Withintheschoolboard,theschoolfeeding forthecommunity subͲcommittee is directly responsible for coordinating toholdtheschool theoperationsoftheprogramonadailybasis.Theyare feedingprogram expectedtosolveimplementationproblems,fundraise, accountable. andmobilizethecommunitytovolunteerascooks.The rolesofthecommunity,schoolboard,andschoolfeeding subcommitteeareclearlyoutlinedintheNSFPReference Toviewthescoresforallindicatorsandpolicygoalsin Manual.48 onetable,pleaserefertoAppendix1. In practice, there is a low level of community participationthroughoutthecountry,mainlyduetothe communities’ perception of high expectations for minimalincentives.Oneofthemajorchallengesschools faceisinmobilizingthecommunitymembers/parentsto 48RepublicofNamibia,2013d.Pg.17Ͳ21 SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 13 NAMIBIAۣSCHOOLFEEDINGPOLICIES SABERCOUNTRYREPORT|2014 Conclusion Basedontheabovefindings,thereareareasthatcould be strengthened moving forward. The following policy optionsrepresentpossibleareaswhereschoolfeeding could be strengthened in Namibia. The conclusions of thisreportandhavebeenreflectedinarevisedroadmap oftheNamibianNSFP.
PolicyOptions: x Establish a National School Feeding Policy for Namibia. x Budgetshouldcorrespondwithprogramexpansion and include nonͲfood based activities (i.e., M&E, nonͲfooditems,andcapacitybuildingofstaff). x Establish a separate budget line for NSFP, and regional education and school budgets should integrateNSFPͲrelatedactivities. x EstablishamultiͲsectoralNSFPSteeringCommittee tocoordinatetheimplementationandimprovement ofNSFP. x Mobilizeresourcesfromthegovernmentandother sourcesforthediversificationoftheschoolfeeding foodbasket. x Mobilize community participation by educating themabouttheirrolesandresponsibilitiesandthe importanceoftheNSFP.
SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 14 NAMIBIAۣSCHOOLFEEDINGPOLICIES SABERCOUNTRYREPORT|2014
Appendix1 Table1.LevelsofDevelopmentofSABERSchoolHealthIndicatorsandPolicyGoalsin Namibia Systems Approach for Better Education Results: School Feeding Policy Framework
STAGE OVERALL SCORE PER POLICY LEVER INDICATOR Latent Emerging Established Advanced DOMAIN Policy Goal 1: Policy frameworks School feeding included in published national-level poverty reduction strategy National-level poverty or equivalent national policy reduction strategy or School feeding included (including specifications as equivalent national There is recognition of in published national-level to w here school feeding w ill strategy as w ell as school feeding as an School feeding discussed poverty reduction strategy be anchored and w ho w ill sectoral policies and education and/or social by members and partners or equivalent national implement and strategies (education protection intervention, during preparation of policy (including accompanied by targets sector plan, nutrition but school feeding is not national-level poverty specifications as to w here and/or milestones set by the policy, social protection yet included in the reduction strategy, school feeding w ill be government); published policy) identify school published national-level equivalent national anchored and w ho w ill sectoral policies or feeding as an poverty reduction policy, or sectoral policies implement); published strategies have clearly education and/or social strategy, equivalent and strategies but not yet sectoral policies or defined objectives and protection intervention, national policy, or published strategies have clearly sectoral responsibilities, clearly defining sectoral policies and E defined objectives and including w hat school objectives and sectoral strategies sectoral responsibilities feeding can and cannot M responsibilities achieve, and aligned w ith Overarching policies E the national-level poverty for school feeding - reduction strategy or R sound alignment equivalent national strategy w ith the national G A technical policy related to school policy An evidence-based feeding is published, technical policy related I outlining the objectives, to school feeding rationale, scope, design, N outlines the objectives, A technical policy related funding and sustainability of rationale, scope, G to school feeding is the program and design, and funding published, outlining the comprehensively covering and sustainability of the There is recognition of A technical policy and objectives, rationale, all four other policy goals program and the need for a technical situation analysis under scope, design, funding w ith a strategy for local comprehensively policy related to school development by the and sustainability of the production and sourcing, addresses all four other feeding, but one has not relevant sectors that program and covering including links w ith policy goals yet been developed or address school feeding some aspects of all four agriculture development and (institutional capacity published other policy goals, small holder farmers; policy and coordination, including links w ith is informed by a situation financial capacity, agriculture development analysis of needs and design and aligned w ith national poverty implementation, and reduction strategies and c ommunity relevant sectoral policies participation) and strategies Policy Goal 2: Financial Capacity School feeding is included in the national planning process and is fully funded There is recognition of the School feeding is included through a national budget need to include school in the national planning School feeding is line consistent w ith the feeding in the national process and is fully funded included in the national school feeding policy and E planning process, but this through a national budget National budget line(s) planning process and situation analysis including has not yet happened; the line; all ministries involved M and funding are national funding is options for engaging w ith government is fully reliant in the program Governance of the allocated to school stable through a budget the private sector; budget E on external funds and implementation have a national school feeding; funds are line but unable to cover lines and plans also exist at does not have provision in budget line or funds R feeding program - disbursed to the all needs; there is no regional and school levels, the national budget to allocated; budget lines stable funding and implementation levels budget line at regional sufficient to cover all the allocate resources to also exist at regional and G budgeting (national, district and/or and school levels; expenses of running the school feeding; there is school levels; school school) in a timely and existing school feeding program ; school feeding I recognition of the need for feeding funds are effective manner funds are disbursed to funds are disbursed to the mechanisms for disbursed to the N the implementation implementation levels in a disbursing funds to the implementation levels in a levels intermittently timely and effective manner G implementation levels, but timely and effective and implementers have the these are not yet in place manner capacity to plan and budget as w ell as request resources from the central level
SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 15 NAMIBIAۣSCHOOLFEEDINGPOLICIES SABERCOUNTRYREPORT|2014 Policy Goal 3: Institutional Capacity and Coordination Multisectoral steering committee from at least three sectors (e.g. education, social protection, Multisectoral steering agriculture, health, local committee from at least government, w ater) tw o sectors (e.g. School feeding Multisectoral steering Sectoral steering coordinates implementation education, social coordination - strong committee coordinates Any multisectoral steering committee coordinates of a national school feeding protection, agriculture, partnerships and implementation of a committee coordination implementation of a policy; this government-led health, local government, inter-sector national school feeding efforts are currently nonsystematic national school feeding committee provides w ater) coordinates coordination policy policy comprehensive coordination implementation of a E (across international national school feeding agencies, NGOs, the private S policy sector and local business T representatives as w ell) and is part of a w ider committee A on school health and nutrition A school feeding unit A fully staffed school B A fully staffed school exists at the national feeding unit w ith a clear feeding unit exists at the L level, but it has limited mandate exists at the national level, based on an A specific school feeding resources and limited national level, based on I National school feeding assessment of staffing and unit does not yet exist at staff numbers and lacks an assessment of staffing management unit and resources needs, w ith a S the national level; a clear mandate; w hile and resources needs; accountability clear mandate, and pre- and coordination betw een the coordination coordination mechanisms H Management and structures are in place, in-service training; national, regional/local (if mec hanis ms betw een betw een the national, accountability coordinating w ith coordination mechanisms applicable), and schools the national, regional/local (if E structures, including school level structures betw een the national, is lacking regional/local (if applicable), and school staffing - strong regional/local (if applicable), D applicable), and school level are in place and institutional and school level are in place level are in place, they functioning in most framew orks for and fully functioning are not fully functioning instances implementation National guidance on Mec hanis ms f or All schools have a required mechanisms School level managing school feeding Most schools have a mec hanis m to manage for managing school management and at the school level are mechanism to manage school feeding, based on feeding are available at accountability non-uniform and national school feeding, based on national guidance, w ith preand the school level, but structures are in place guidance on this is national guidance in-service training for these are not yet lacking relevant staff implemented fully Policy Goal 4: Design and Implementation The M&E plan for school feeding is integrated into national monitoring or The M&E plan for school A functional monitoring information management feeding is integrated into and evaluation (M&E) The importance of M&E is A government M&E plan systems and data collection national monitoring or system is in place as recognised, but exists for school feeding and reporting occurs information management part of the structure of government systems are w ith intermittent data recurrently at national, systems and data the lead institution and not yet in place for M&E collection and reporting regional and school levels; collection and reporting used for of school feeding occurring especially at analysed information is occurs recurrently at implementation and implementation the national level shared and used to refine national and regional feedback and update programs; levels baseline is carried out and program evaluations occur periodically Targeting criteria and a The need for targeting is targeting methodology Targeting criteria and a Program design recognised, but a exists and is implemented targeting methodology is Targeting criteria and a identifies appropriate situation analysis has not corresponding to the being developed targeting methodology target groups and yet been undertaken that national school feeding corresponding to the exists and is implemented targeting criteria assesses school feeding policy and situation analysis national school feeding corresponding to the corresponding to the needs and neither (including costings for E policy; a situation national school feeding national school feeding targeting criteria nor a various targeting and analysis assessing policy and a situation S policy and the situation targeting methodology designs); M&E information needs is incomplete as analysis assessing needs analysis has been established as is used to refine and update T yet Quality assurance of yet targeting and coverage on a A programming and periodic basis targeting, National standards on food B modalities, and National standards on modalities and the food procurement design, Food modalities and food modalities and the National standards on basket have been L ensuring design that the food basket food basket have been food modalities and the developed and correspond I is both needs-based correspond to the There is recognition of the developed and food basket have been to objectives, local habits and cost-effective objectives, local habits need for national correspond to tw o or developed and correspond and tastes, availability of S and tastes, availability standards for food more of the follow ing: to objectives, local habits local food, food safety H of local food, food modalities and the food objectives, local habits and tastes, availability of (according to WHO safety (according to basket, but these do not and tastes, availability of local food, food safety guidelines), and nutrition E WHO guidelines), and exist yet local food, food safety (according to WHO content requirements; M&E nutrition content (according to WHO guidelines), and nutrition information is used to refine D requirements guidelines), and nutrition content requirements and update food modalities content requirements and food basket on a periodic basis National standards on National standards on procurement and procurement and logistics Procurement and logistics arrangements National standards on arrangements have been logistics arrangements have been developed procurement and logistics developed and are based on are based on procuring and are based on three arrangements have been procuring as locally as as locally as possible, There is recognition of the or more of the follow ing: developed and are based possible, taking into account taking into account the need for national procuring as locally as on procuring as locally as the costs, the capacities of costs, the capacities of standards for possible, taking into possible, taking into implementing parties, the implementing parties, procurement and logistics account the costs, the account the costs, the production capacity in the the production capacity arrangements, but these capacities of capacities of implementing country, the quality of the in the country, the do not exist yet implementing parties, parties, the production food, and the stability of the quality of the food, and the production capacity capacity in the country, pipeline; M&E information is the stability of the in the country, the the quality of the food, and used to refine and update pipeline quality of the food, and the stability of the pipeline procurement and logistics the stability of the arrangements pipeline
SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 16 NAMIBIAۣSCHOOLFEEDINGPOLICIES SABERCOUNTRYREPORT|2014 Policy Goal 5: Community roles--reaching beyond schools The school feeding The school feeding A school feeding management committee E management committee Community participates Systems and management committee comprises representatives Community comprises M in school feeding accountability exists but parent and of teachers, parents, and participation and representatives of program design, mec hanis ms ar e not y et c ommunity member community members and E accountability - teachers, parents, and implementation, in place for consultation participation could be has clearly defined strong community community members and R management and w ith parents and strengthened and responsibilities and periodic participation and communities have evaluation and community members on aw areness on the training. Accountability ow nership accountability G contributes resources the design, monitoring opportunity to monitor mechanisms are in place by (teachers, parents, mechanisms to hold (in-kind, cash or as and feedback of the and feedback on the w hich communities can hold I children) school feeding programs labor) school feeding program school feeding program is school feeding programs accountable at the school N lacking accountable at the school, level regional, and national levels G
SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 17 NAMIBIAۣSCHOOLFEEDINGPOLICIES SABERCOUNTRYREPORT|2014
Acknowledgements NAMVAC Namibia Vulnerability Assessment Committee ThisreportispartofajointWorldBankGroupandWorld FoodProgramefforttohelpcountriesstrengthentheir NaSIS NamibianSchoolFeedingProgramme educationsystempoliciesandinstitutionsspecificallyin InformationSystem relationtoschoolhealthandschoolfeeding.TheSABER School Feeding tools were applied by the World Food NDP4 NationalDevelopmentPlanIV Program and this report was prepared from a SABER SchoolFeedingquestionnairecompletedbystaffofthe NSFP NamibianSchoolFeedingProgramme Ministry of Education, Namibian Agronomic Board, UNICEF,andWorldFoodProgramme. OVC Orphansandvulnerablechildren We thank the Ministry of Education in Namibia, the PQA Directorate of Programmes and Quality department of Programme Quality and Assurance for Assurance their cooperation in completing the SABERͲSF questionnaire.We extend our thanks to the Deputy PRSP PovertyReductionStrategicPlan Directors of Education, Chief Inspectors of Education, InspectorsofEducation,RegionalHostelOfficersandthe SHN SchoolHealthandNutrition representatives from the Office of Prime Minister, the MinistryofGenderEqualityandChildWelfare,Namibian WFP WorldFoodProgramme Agronomic Board, Council of Churches in Namibia and UNICEFwhoparticipatedinvalidatingtheanswersofthe References questionnaire. Adelman,S.,H.Alderman,D.O.Gilligan,andK.Lehrer. ThediscussionsallowedMOEandWFPtodeterminethe 2008.“TheImpactofAlternativeFoodforEducation stage for each indicator and policy goal during the Programs on Learning Achievement and Cognitive Namibia School Feeding Programme Review Meeting, Development in Northern Uganda.” IFPRI, hostedbytheMinistryofEducationinWindhoekonJuly Washington,DC. 17Ͳ18,2014. Ahmed, A. U. 2004. “Impact of Feeding Children in School: Evidence from Bangladesh.” International Wethankthemanypeoplethathaveservedasreviewers FoodPolicyResearchInstitute,Washington,DC. including Arun R. Joshi, Patricio V. Marquez, Andy Chi Bundy,D.A.P.2011.“RethinkingSchoolHealth:AKey Tembon, and Michelle Louie (World Bank); Dina Component of Education for All.” Directions in Aburmishan(WorldFoodProgramme);andBachirSarr Development.WorldBank,Washington,DC. (PartnershipforChildDevelopment). Gelli,A.,U.Meir,andF.Espejo.2007.“DoesProvisionof FoodinSchoolIncreaseGirls’Enrollment?Evidence Acronyms from Schools in SubͲSaharan Africa.” Food and EFA EducationforAll NutritionBulletin.28(2):149Ͳ55. Jacoby,E.,S.Cueto,andE.Pollitt.1996.“Benefitsofa ETSIP EducationandTrainingSectorImprovement School Breakfast Programme among Andean Plan Children in Huaraz, Peru.” Food and Nutrition Bulletin17(1):54Ͳ64. GDP GrossDomesticProduct Jukes, M. C. H., L. J. Drake, and D. A. P. Bundy. 2008. “School Health, Nutrition and Education for All: M&E MonitoringandEvaluation Levelling the Playing Field.” CABI Publishing, Wallingford,UK. MOE MinistryofEducation
SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 18 NAMIBIAۣSCHOOLFEEDINGPOLICIES SABERCOUNTRYREPORT|2014 Kristjansson, E., V. Robinson, M. Petticrew, B. RepublicofNamibia.2012c.Namibia’sFourthNational MacDonald,J.Krasevec,L.Janzen,T.Greenhalgh,G. Development Plan 2012/2013 – 2016/2017. Wells, J. MacGowan, A. Farmer, B. J. Shea, A. Accessed from Mayhew,andP.Tugwell.2007.“SchoolFeedingfor http://www.npc.gov.na/?wpfb_dl=37. ImprovingthePhysicalandPsychosocialHealthof RepublicofNamibia.2011.StrategicPlanforNutrition Disadvantaged Elementary School Children.” 2011Ͳ2015.MinistryofHealthandSocialServices: CochraneDatabaseofSystematicReviews1. Windhoek, Republic of Namibia. Accessed from Namibia Alliance for Improved Nutrition. 2013. MultiͲ https://extranet.who.int/nutrition/gina/sites/defa sectoral Nutrition Implementation Plan, Results ult/files/NAM%202011%20Final_strategic_Plan_for Framework,andDashboardofIndicators.Accessed _Nutrition_14_March_2011%20%282%29.pdf from Republic of Namibia. Ministry of Health and Social http://www.unicef.org/namibia/Namibia_Report_ Services. 2008. National Policy for School Health. on_the_MultiͲsectoralCIP_100913).pdf. Windhoek:PrimaryHealthCareServices. NamibiaStatisticsAgency.2013.ProfileofNamibia: Facts, FiguresandOtherFundamentalInformation. Republic of Namibia. Ministry of Education. 2006. Windhoek,Namibia. EducationSectorPolicyforOrphansandVulnerable Politt,E.,S.Cueto,andE.R.Jacoby.1998.“Fastingand Children. Accessed from Cognition in WellͲ and UnderͲnourished http://www.unicef.org/infobycountry/files/NPAfor Schoolchildren: A Review of Three Experimental OVCͲVol1.pdf. Studies.”AmericanJournalofClinicalNutrition67 Republic of Namibia. 2005. The Strategic Plan for the (4):779sͲ784s. Education and Training Sector Improvement Powell, C. A., S. P. Walker, S. M. Chang, and S. M. Programme: 2005Ͳ2020. Accessed from GranthamͲMcGregor. 1998. “Nutrition and http://planipolis.iiep.unesco.org/upload/Namibia/ Education: A Randomized Trial of the Effects of Namibia_ETSIP_2005Ͳ2020.pdf. Breakfast in Rural Primary School Children.” RepublicofNamibia.MinistryofBasicEducation,Sport, AmericanJournalofClinicalNutrition68:873Ͳ9. andCulture.MinistryofHigherEducation,Training, RepublicofNamibia.2013a.NamibiaDemographicand andEmploymentCreation.2003.NationalPolicyon HealthSurvey.Windhoek,Namibia. HIV/AIDS for the Education Sector. Accessed from Republic of Namibia. 2013b. Emergency Food and http://www.safaids.net/files/National%20HIVAIDS NutritionSurvey.Windhoek,Namibia. %20and%20Education%20Policy.pdf. Republic of Namibia. Ministry of Education. 2013d. Republic of Namibia. 2002. Education For All National Namibian School Feeding Programme Reference Plan of Action 2002 – 2015. Accessed from Manual.Windhoek:DirectorateofProgrammesand http://planipolis.iiep.unesco.org/upload/Namibia/ QualityAssurance. Namibia%20EFA%20NPA.pdf. Republic of Namibia. Ministry of Education. 2013e. RepublicofNamibia.NationalDroughtTaskForce.1997. TenderSpecificationsfor:ProvisionofSugar,Protein “National Drought Policy & Strategy”. Accessed and Salt; Provision of Maize Meal, Blending and from Transportation; and Transporters. Windhoek: http://www.mawf.gov.na/Documents/app.htm. DirectorateofProgrammesQualityandAssurance. RepublicofNamibia.1990.Constitution.Accessedfrom RepublicofNamibia.MinistryofEducation.2012a.“The http://www.orusovo.com/namcon/. Namibian School Feeding Programme: A Case RepublicofNamibia.N.d.“NamibianSchoolFeeding Study”. Accessed from Programme Monitoring and Evaluation Plan”. http://documents.wfp.org/stellent/groups/public/ MinistryofEducation. documents/newsroom/wfp252281.pdf. Simeon, D. T., and S. M. Grantham McGregor. 1989. Republic of Namibia. 2012b. Strategic Plan 2012Ͳ2017. “Effects of Missing Breakfast on the Cognitive Windhoek,Namibia. FunctionsofSchoolChildrenofDifferingNutritional
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SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 20 NAMIBIAۣSCHOOLFEEDINGPOLICIES SABERCOUNTRYREPORT|2014 www.worldbank.org/education/saber
TheSystemsApproachforBetterEducationResults(SABER)initiative produces comparative data and knowledge on education policies and institutions,withtheaimofhelpingcountriessystematicallystrengthen their education systems. SABER evaluates the quality of education policiesagainstevidenceͲbasedglobalstandards,usingnewdiagnostic toolsanddetailedpolicydata.TheSABERcountryreportsgiveallparties withastakeineducationalresults—fromadministrators,teachers,and parentstopolicymakersandbusinesspeople—anaccessible,objective snapshot showing how well the policies of their country's education systemareorientedtowardensuringthatallchildrenandyouthlearn. ThisreportfocusesspecificallyonpoliciesintheareaofSchoolFeeding.
ThisworkisaproductofthestaffofTheWorldBankwithexternalcontributions.Thefindings,interpretations,andconclusions expressedinthisworkdonotnecessarilyreflecttheviewsofTheWorldBank,itsBoardofExecutiveDirectors,orthegovernments they represent.The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations,andotherinformationshownonanymapinthisworkdonotimplyanyjudgmentonthepartofTheWorldBank concerningthelegalstatusofanyterritoryortheendorsementoracceptanceofsuchboundaries.
SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 21