Guidelines on School Feeding and Nutrition Intervention Programme

Transcription

1 G G THE REPUBLIC OF UGANDA Ministry of Education and Sports Guidelines on School Feeding and Nutrition Intervention Programme For use in Universal Primary Education (UPE) and Universal Post Primary Education and Training (UPPET) School Systems ENHANCING EDUCATION PERFORMANCE IN UGANDA: i

2 Table of Contents FOREWORD... iv ACKNOWLEDGEMENT... v ACRONYMS/ ABBREVIATIONS...viii Introduction... 9 SECTION ONE : GUIDELINES ON SCHOOL FEEDING AND NUTRITION INTERVENTION IN UPE AND UPPET SCHOOL SYSTEMS Goals and objectives Goals Objectives Target Groups a. Primary Targets b. Secondary Target School Food Committee (SFC) Functions of the School Food Committee Form of Contribution to the School Food Programme Orphans and Other Vulnerable School Children (OVC) Cash Contribution for School Food School Feeding Register Accountability for School Food Finances Audit of School Food Accounts Food Contribution in Kind by Parents Penalties for Default in Contributions to School Food Food Procurement and Transportation Food Storage and Preservation at School Hygiene and Sanitation Food Hygiene Personal Hygiene Environment Hygiene School Food Preparation and Service School Kitchen First Aid Kits and Safety Equipment Food Safety Nutrition and Care Nutrition Intervention, Education and Awareness Promotion Supplementary Packed Foods School Gardening and Local Food Production Special Projects Local Authorities to Make Ordnances for Food Security in the Homesteads Penalties for Default under the Provisions of these Guidelines Government Contribution ii

3 SECTION TWO: STAKEHOLDERS ROLES AND RESPONSIBILITY The Ministry of Education and Sports (MOES) Ministry of Health (MOH) National Parliament Development partners District Education and Health Authorities School Governing bodies (SMCs&BOGs) Teachers Learners Community groups e.g. Churches, social groups, NGOs, farmers, private Industries and individuals Mass media CHAPTER THREE: MONITORING, EVALUATION AND REPORTING Introduction The M&E Framework Table 1: M&E Matrix for Result Based Monitoring and Evaluation of School Feeding Programme Table 2: Dissemination Strategy Annex 1: Nutrient groups, functions and sources: Function Deficiency and Toxicity Symptoms and Major Food Sources (Cross-refer to annex 2) Annex 2: Energy and protein requirements for school age children Annex 3: Composition per 100grams Edible Portion of Locally Available Annex 4: Logical Framework For School Feeding Programme iii

4 FOREWORD Feeding and nutrition at school are important for Uganda, as it empowers the school children and their parents in significant ways. Thus, feeding and nutrition education programs are necessary in schools since they have been known to promote and improve physiological growth, school enrolment, learning and overall cognition. Other benefits include improved community participation, classroom concentration, and children s inclass performance. Where nutrition and feeding programs are not well developed, or are lacking altogether, the results are negative effects on child growth, development, and educational achievement In addition, returns to family and national investment in education are compromised. Consequently, national economic and human development suffers. These guidelines underscore the role of school feeding and nutrition as a tool for enhancing and strengthening access to quality education, and for underwriting the achievement of Education for All (EFA) objectives in Uganda. It is a strategic guide for operationalizing and/or implementing the recent Cabinet directive specifying the separate modes of financing in-school feeding programs in rural, and in urban schools. In approving a school feeding program for UPE and UPPET school systems, Cabinet noted that (a) most guardians and parents have failed to fulfill their responsibility of feeding their children while they are at school; (b) reducing hunger and malnutrition was a critical element in improving attendance, and (c) there were available options of feeding children at school, at some cost to Government. Other authorities for these guidelines include the (Pre-Primary, and Post Primary) Education Act, 2008; the Uganda Child Statute, 1996; the United Nations Convention on the Rights of Children, 1989; the Uganda Nutrition Action Plan, , and most importantly, the National Development Plan, and the Constitution of the Republic of Uganda (1995). Lastly, the guidelines have been developed through consultative efforts of a large number of stakeholders both in the Government and Private Sectors. We therefore, reiterate Governments firm commitment to implementing these Uganda National School Feeding Guidelines. MAJ. (RTD.) ALUPO JESSICA ROSE EPEL (MP) MINISTER OF EDUCATION AND SPORTS iv

5 ACKNOWLEDGEMENT The Ministry of Education and Sports (MoES) developed an earlier draft of these guidelines with significant inputs from, and in collaboration with the Ministry of Health (MOH) and the United Nations World Food Program (UNWFP). MoES further acknowledges with gratitude the assistance of the World Bank in financing a survey of parent led school feeding practices across the country and sharing the output with Government. The Bank rendered additional financial assistance for revising the guidelines in light of developments arising from a Cabinet directive, disseminating and validating the same in regional workshops attended by a wide cross section of stakeholders, and production and dissemination of promotional materials. MOES further appreciates the contribution of UNICEF toward the development of these guidelines. The following institutions and individuals helped the completion of the Guidelines in various ways: Ministry of Agriculture, Animal Industries and Fisheries Ms. Beatrice Namaloba Mr. Bambona Alex Ministry of Gender, Labour and Social Development Ms. Kiwumuru Lyda Ministry of Health Mrs. Ursula Wangwe, Nutritionist; Ms. Rebecca Mirembe, Nutritionist; Dr. Jeremiah Twa - Twa, Assistant Commissioner, Health Services:, Mr. Ahimbisibwe Emmanuel, Senior Clinical Officer & Head of School Feeding; Mr. Opio Bosco, Senior Health Inspector; Mr. Tim, Nutritionist; Mr. Babughirana Geoffrey, and Mr. Lule Albert, Nutritionist, Gulu Regional Referral Hospital. Ministry of Local Government Mr. Kakonge Umar Mr. Winyi Geoffrey Ministry of Education and Sports Dr. Nkaada Daniel, Commissioner, Basic Education; Ms Santa Ojok, Principal Education Officer; Ms Nahirya Sarah, TIET; Ms Catherine Mugerwa Catherine, Senior Education Officer; Mr. Deus Monday, Instructional Materials Unit; Ms Birabwa Monica, Instructional Materials Unit; Ms Akello Lillian, Secretary, Basic Education; Mr. Ronald Kabunga, EPPAD/Statistics; Mr Evans Jjemba, EPPAD/Statistics, Mr John Adonga, Finance & Liaison Officer/WFP. Ms. Ateng Santa, Senior Education Officer, SG and Mrs Susan Oketcho, Principal Inspector, Vocational Education/Training; v

6 The Ministry also acknowledges the contributions of all members of the Basic Education Working Group, the Monitoring and Evaluation Working Group, as well as the Sector Policy Management Working Group of the Ministry of Education and Sports for their committed guidance towards finalizing these school feeding and nutrition intervention guidelines. Dietetics Association Mr. Muhumuza Richard, and Mr. Twaha Rwegyema. Kyambogo University: Mr. Peter Rukundo (lecturer Nutritionist) World Food Programme Mr. Komborero Chirenda, Program Officer, Chronic Hunger; Mr. Ahimbisibwe Martin, Nutritionist World Bank Dr. Innocent Mulindwa UNICEF Dr. Valentini Andrea Mwanamugimu Mulago Hospital Mrs. Mugisha Jenifer, Medical Officer. MoES owes a special debt to the Principals of the host PTCs (Canon Apollo Kaggwa, Loro, Ndegeya, and Soroti Core PTCs), who provided their facilities at extremely short notice, and participants at the 4 Regional Workshops who unstintingly gave of their time, and fully participated in the proceedings, thus amply enriching the draft hereby presented. The participant sample was drawn from District-, Sub-county-, educational institution- and community level stakeholders, with district level representation comprising LC V Chairpersons, Chief Administrative Officers, District Education Officers, District Inspectors of Schools and others. These districts were: Western Region: Buhweju, Buliisa, Bushenyi, Isingiro, Kabale, Kasese, Kibaale, Kiruhura, Kisoro, Kyenjojo, Lyantonde, Masindi, Mbarara, and Ntoroko; Eastern Region: Abim, Bududa, Bukedea, Busia, Butaleja,Jinja, Kaabong, Kamuli, Kapchorwa, Katakwi, Mbale, Namayingo, Serere, and Tororo; vi

7 Northern Region Adjumani, Agago, Alebtong, Apac, Arua/Arua Municipality, Gulu, Kitgum, Koboko, Kole, Lira/Lira Municipality, Nebbi, Nwoya, and Oyam; Central Region: Kalangala, Kalungu, Kayunga, Kiboga, Kyankwanzi, Lwengo, Mpigi, Mubende, Nakaseke, Nakasongola, Rakai, Sembabule, and Wakiso. vii

8 ACRONYMS/ ABBREVIATIONS BoG BRMS BTVET CBO CSO EFA EPPAD GoU M&E MDG MoA MoES MoFPED MoGLSD MoH MoLG NGO OPM OVC PTA RDA RDC SMC UFNP UN UNAP UNICEF UNWFP UPE UPPET USE Board of Governors Basic Requirements and Minimum Standards Business, Technical, Vocational Education and Training Community Based Organization Civil Society Organization Education for All Education Planning and Policy Analysis Department Government of Uganda Monitoring and Evaluation Millennium Development Goal Ministry of Agriculture Ministry of Education and Sports Ministry of Finance, Planning and Economic Development Ministry of Gender Labor and Social Development Ministry of Health Ministry of Local Government Non-Governmental Organization Office of the Prime Minister Orphans and other Vulnerable School Children Parents Teachers Association Recommended Dietary Allowance Recommended Daily Calorie School Management Committee Uganda Food and Nutrition Policy United Nations Uganda Nutrition Action Plan United Nations Children's Fund United Nations World Food Programme Universal Primary Education Universal Post Primary Education and Training Universal Secondary Education viii

9 Introduction The Ministry of Education and Sports recognises that feeding at school is an essential component of a child friendly school, and that not feeding a child at school is a violation of children s rights under the United Nations Declarations on the Rights of the Child, and other international protocols and conventions to which Uganda is signatory. These Guidelines are intended to assist implementation of a parent-led school feeding programme to improve child health, nutrition and educational performance. They are intended for use by School governing bodies (SMCs and BoGs) and Local Authorities (sub-county, district and urban). The Guidelines are issued in conformity with the Education Act (Article 13, sub-section 5(2c)) which states that The responsibility of parents and guardians shall include providing food, clothing, shelter, medical care and transport. These guidelines are also in conformity with the Cabinet directive per Action Extract from Minute No. 85 (CT 2012) of 14 th March, 2012 specifying methods of implementation of a school Food Programme (SFP) in urban and rural areas. 9

10 SECTION ONE GUIDELINES ON SCHOOL FEEDING AND NUTRITION INTERVENTION IN UPE AND UPPET SCHOOL SYSTEMS 1.1 Goals and objectives 1.11 Goals The main Goal of the programme is to contribute towards improved quality of life and cognitive performance in class of school going children Objectives The school feeding programme objectives include the following: a) Promoting school enrolment and attendance and reducing short-term hunger; b) Promoting in-class concentration, cognition and other performance; c) Improving nutritional and health status of school going children; d) Promoting community participation and commitment towards school activities, and e) Stimulating economic development by building numerate and literate human capital Target Groups This policy guideline has primary and secondary targets, namely: a. Primary Targets (i) School going children in Pre-primary, Primary and Secondary schools. (ii) Students in Post Primary institutions b. Secondary Targets (i) (ii) (iii) 1.2 School Food Committee (SFC) Teaching and non-teaching staff in educational institutions. Parents, guardians and School Governing bodies. Line Ministries, NGOs/CBOs, Community Leaders including Religious, Civil and Cultural leaders The School Food Committee is a sub-committee of the school governing body SFC shall be composed of members of the School Finance and Development Sub-committee as stipulated in the Education (Pre-primary, Primary and Post-primary) Act,

11 The School Food Committee will use the existing leadership (Chairperson, Secretary and Treasurer) of the School Finance and Development Subcommittee Quorum shall be 3 members present In case of a tie in voting, the Chairperson shall have a second, or casting vote The term of a School Food Committee shall be 3 years and each member shall only serve for a maximum of 2 terms The SFC is accountable to the Governing Body which is ultimately accountable for all school finances and food contributions. 1.3 Functions of the School Food Committee Subject to approval by the School Governing body, the SFC shall: 1.31 Determine the quantities of food staples to be contributed per term with reference to recommended daily calorie allowance In the case of cash equivalent, determine the amount of money equivalent of such food staples to be contributed per term by parents who opt to pay in cash Make accountability every school term for food contributed or procured Produce monthly, termly, and annual reports to the Governing body, and Sub county/urban/ district councils 1.35 Keep proper inventory of such food stocks Handle complaints about quality and quantity that may arise Through the school Food Focal Person, supervise the daily preparation of food, and ensure proper hygiene and sanitation in the food preparation area Arrange for, and supervise the periodic health checks of kitchen workers by Health Inspectors and public health personnel 1.39 Arrange for, and supervise the periodic fumigation of food stores In collaboration with the Head teacher and Head of Agriculture Dept in the school liaise with the sub-county Agriculture and NAADS extension workers to supervise activities in school gardens geared towards production of supplementary nutrients In the case of urban schools, the SFC will, subject to approval by the school governing body and relevant local authority determine the types of food to be procured/contributed, number and nature of meals (solid meals or semisolid) and the variation with respect to grade (e.g.mid-morning porridge for P1-2, lunch, or both). 1.4 Form of Contribution to the School Food Programme 1.41 The School Food Committee in all areas, rural or urban, shall determine in what form resources should be contributed, after consulting all stake-holders (School governing body and Foundation Bodies).

12 1.42 Having regard to the relative convenience of each mode of contribution for parents in a particular school, such contribution may take the form of: a) Agreed quantity of good quality beans and seed maize in kind b) Cash equivalent of the agreed food staples at the parent s option The School Food Committee may vary the food staples in the food basket if other food staples in any season are cheaper than the standard staples specified herein, provided that such staples are cereals and pulses of equivalent nutritional value (Please see Annex1) Contribution for feeding teachers, support staff and orphans and vulnerable children (OVC) shall be computed and added pro rata to each (non OVC) child s contribution over and above his or her recommended daily calorie (RDC) allowance. Thus each child shall have made a contribution that includes his/her own recommended daily allowance, plus the total recommended daily allowances of all teachers, support staff and OVCs divided by the total number of pupils. 1.5 Orphans and Other Vulnerable School Children (OVC) 1.51 Schools with support from parents shall provide appropriate Nutritional care and support to vulnerable children Schools are encouraged to engage vulnerable households in sustainable livelihood programmes and income generating activities. 1.6 Cash Contribution for School Food 1.61 The amount of cash to be contributed each period shall be determined, in respect of each parent, by the school governing body but in agreement with the Education Act A Management Committee shall deposit all its funds on the School Management Committee Account and shall requisition funds as required for management of the school accounts as per (Pre-Primary, Primary and Post Primary Education Act 2008 (part ix (10) (2) 1.63 The amount of cash to be contributed may be revised when need arises No child may be excluded from class, or otherwise punished because of the parent s failure or refusal to contribute for school meals. 12

13 1.7 School Feeding Register The Head teacher shall keep and maintain a school feeding register, to ensure that every child eats something at lunch time. Termly summaries of this register shall be forwarded to the school Governing Body for corrective action, if need be. 1.8 Accountability for School Food Finances 1.81 The Treasurer of the SFC shall account for food finances every term on behalf of the School Food Committee to the Governing body and other relevant stakeholders. 1.9 Audit of School Food Accounts 1.91 Food accounts shall be kept and audited in compliance with the Local Government Act and other relevant legislation on public finances Sub-Accountants (sub-county accountants) shall avail themselves to guide school food committees on how to keep food accounts Chief Administration Officers shall make provision for internal audit of school feeding books of accounts Food Contribution in Kind by Parents Food staples (beans and seed maize) may be contributed in kind if a contribution in kind is the preferred mode for that school Depending on market price movements due to seasonality of crops, other pulses and cereals with similar nutritional values may be substituted for beans, such as cowpeas or pigeon peas; in the case of maize, substitutes may include other cereals such as millet and sorghum or tubers such as Cassava, Sweet- and Irish potatoes Food contribution per term shall be calculated by reference to Recommended Daily Calorie (RDC) intake multiplied by the number of school days in the term Food contributions shall be made per school term (three times a year), or monthly if preferred by the school governing body Actual food quantities contributed per child will be agreed upon in the school governing body meetings and approved by the District or other local authority council In the case of an urban school, the school governing body in consultation with the local authority Council will agree on the type and variety of food in respect of which money shall be contributed by parents (solid meals or semisolid like porridge) and the number of meals to be given to children with

14 14 respect to grade, and at what times (i.e. mid-morning break especially for P1 P2, or lunch time, or both) Where contributions are in kind, parents would still be required to pay some money each term, determined by the SFC, approved by the school governing body and relevant local authority, to cover expenses incidental to food preparation Teachers and support staff are entitled to eat food contributed in kind or in cash Parents in rural areas who opt to contribute cash are allowed upon approval by the school governing body Penalties for Default in Contributions to School Food Districts shall pass ordinances bylaws providing for suitable penalties to parents who default in contributing to school feeding Food Procurement and Transportation All schools shall have a functional procurement committee The Finance and Development Sub-Committee of the Governing body is the School Procurement Committee (SPC), unless a separate procurement committee is constituted Procurement Committees shall observe the provisions of the Public Procurement and Disposable of Public Assets Act to the full extent possible Abridged, simplified procurement guidelines shall be issued for use at school level District authorities shall allocate funds for training to build capacities of SFCs All food shall be procured from the school catchment area wherever possible The time and method of transportation should aim to minimize food spoilage and nutrient loss Food Storage and Preservation at School All schools shall have adequate and appropriate food storage facilities A designated member of the SFC is responsible for receiving food into, and issuing out of the store The store in-charge and another member of the School Food committee regularly take stock, and prepare reports for the SFC and school governing body Proper documents on food receipts and issues are kept at all times Food stock records are periodically audited by the District internal auditors Food stores are fumigated at least once each term to prevent vector and vermin infestation.

15 1.137 Different food commodities are stocked separately for effective stock management. The first in first out (FIFO) principle applies in utilization of, and accounting for food stocks; all expired food stocks are discarded Schools are encouraged to use safe locally available preservation methods such as air drying, sun drying and smoking, to ensure longer shelf life District Agricultural Officers shall make arrangements for training school in charges of food stores in preservation methods Hygiene and Sanitation Food Hygiene a) Food utensils shall be kept clean and dry at all times. b) Fruits and vegetables shall be washed and sanitized before consumption. All other food preserved with chemicals shall be rinsed; such rinsing must be verified by a member of the school food committee. c) Food shall be covered during and after preparation, and always served appropriately serve hot food hot and cold food cold. d) Food vending in or near school premises shall be regulated, and the facilities regularly inspected by members of the SFC Personal Hygiene a) All kitchen staff shall undergo a routine medical examination, at least every six months. b) Kitchen staff shall practice personal hygiene at all levels, e.g. hand washing after visiting the toilet and before food preparation; keep nails short, and always cover hair while preparing food. c) Hand wash facilities a stand and wash basin shall be installed near food serving areas for use before and after eating Environment Hygiene a) All Schools shall provide sanitary equipment at all times. b) All schools shall always have a clean safe water source for drinking and for cooking. c) School toilets and latrines shall be constructed at least 30 meters away from the kitchen, while water and soap shall always be provided so that pupils can wash their hands after visiting the toilet, before eating and after eating. d) Rubbish pits shall be constructed for the proper management of kitchen and other waste. 15

16 16 e) Arrange for and supervise the periodic health check of kitchen workers by health inspectors from MoH School Food Preparation and Service Schools shall have standard menus and dietary plans that are easy to interpret, whilst mindful of the need for micronutrients and possibilities of side dishes of common, inexpensive but mineral- and vitamin-rich green vegetables Effort shall be made to ensure that all foods are prepared aggregately at schools so as to ensure that food quality is consistent, and that food is served hot. Under special circumstances, such as in case of allergies and illness, the school management may in agreement with parents accept specially prepared food Food preparation methods shall aim to conserve resources such as utensils, energy, fuel and nutrients during cooking Food shall be thoroughly cooked, but not over-cooked Ensure food palatability, acceptability and appeal as much as possible School authorities shall actively supervise school meal preparation and service Kitchen staff shall be trained in fire-fighting and other safety measures School Kitchen All schools shall have a kitchen in accordance with BRMS (public health Guidelines of 1964 with emphasis on environmental conservation, safety and security) Recruitment of kitchen staff shall be based on merit and professionalism Kitchen, dining hall and food stores must be at least 30 metres away from the pit latrine First Aid Kits and Safety Equipment All schools shall have first aid kits All school kitchens shall have fire-fighting equipment Food Safety All schools shall have documentation displayed prominently in the kitchen and dining areas on how to identify food contamination and who should be immediately notified (Consult School Safety and Security Regulations) All schools should ensure a Safe and Healthy learning environment.

17 1.183 In case of a food poisoning outbreak, health authorities shall be immediately notified All food materials especially beans and maize that are preserved using chemicals shall be rinsed more than two times in clean water. Note: For detailed safety measures, consult the Basic Required Minimum Standards (BRMS) Nutrition and Care Schools may include a variety of foods in the menu in addition to the cereal and pulses staples to ensure diet adequacy and diversity, with emphasis on fruits and vegetables All schools may as appropriate, consider procurement and consumption of fortified foods to boost nutrient intake Schools shall promote physical activities and sports for a healthy living All schools and caretakers shall fully be involved in integrated child health interventions including de-worming, immunization, and nutrient supplementation for the children Half day schools shall provide meals that contribute at least 1 /3 of the Recommended Daily Allowance (RDA) for sex and age, while boarding schools shall provide meals that contribute 100% of the Recommended Daily Allowance (RDA). (Refer to annex ii) Rural schools may, wherever possible grow early maturing vegetables and fruits, especially dark leafy green vegetables known to be rich in iron and vitamins, as a supplement to the mandatory basic fare of posh and beans Nutrition Intervention, Education and Awareness Promotion Nutrition education shall be integrated into existing curriculum and cocurriculum activities as a means of promoting adequate nutrition practices. Nutrition education books shall be introduced in the long run as supplementary materials for teachers and pupils Nutrition intervention and education shall be provided to all schools with the purpose of creating empowered and literate people and improving their skill, knowledge, and competence in nutrition considering entire cycle of lifelearning process. This will include nutrition education, school gardens, micro gardens, and teacher training and parents involvement Nutrition education shall be delivered in all schools with the purpose of promoting lifelong healthy eating habits, creating an empowered and nutrition-literate population, and improving peoples skills, knowledge and competences in nutrition. 17

18 1.204 Teachers shall be trained in nutrition education. The recommended teacher training comprises two major subjects: nutrition (the basics of food, nutrition, food security, food hygiene and sanitation), as well as pedagogical techniques for nutrition education Nutrition education shall be also extended to school governing bodies and Parents All schools shall be encouraged to have school gardens and micro-gardens as demonstration and pedagogical tools. Where possible, school gardens can also supply some food to the schools kitchen Awareness raising about school nutrition and its promotion will target parents, cultural and political leaders and the community at large The Ministry of Health shall take the lead in the promotion of nutrition training Local Authorities shall form committees to promote nutrition interventions awareness, and monitor school nutrition in particular, and child nutrition in general Supplementary Packed Foods Children may be permitted to carry to school supplementary packed foods such as, fruits or ghee All schools shall develop guidelines stipulating the type and handling of supplementary packed foods All supplementary packed foods should be nutritionally adequate and wholesome Clean and air packed (air tight) containers are emphasized in the packaging of supplementary food All schools shall inspect all supplementary packed foods carried into the school Supplementary packed foods should be stored and eaten in clean and safe environments Food vending in, and or near schools, shall be regulated Schools shall regulate food items to be sold in the school canteens and should keep records of such regulations School Gardening and Local Food Production School gardens will be used as pedagogical tools Schools are encouraged to fully utilize available school land by establishing demonstration gardens where vegetables, fruits, and other early maturing crops can be grown. 18

19 1.223 Involvement of students in food production and agricultural activities must be encouraged as an integrated part of learning, without exploitation of the students, and with due regard to international conventions relating to child labour No child/student shall be involved in any agricultural activities for any form of discipline or punishment Where space permits schools are encouraged to maintain woodlots that can serve as shade, windbreaks, wood fuel, or as a means of conserving environment Where land for gardening is not available, schools are encouraged to utilise hanging gardens, boxes or pots for growing vegetables that do not take up much space, e.g. Mushrooms, onions, etc Schools shall put safety measures in place during school gardening giving due attention to age, sex and health Special Projects School Administrations shall encourage the setting up of special projects, such as poultry, goat rearing etc to use up kitchen waste Government will, as finances allow, provide fruit and other tree seedlings to all schools through NAADS Schools shall work hand in hand with Government to install and maintain water harvesting systems School Administrations are encouraged to explore systems that convert human and other waste into biogas, fertilisers etc Local Authorities to Make Ordnances for Food Security in the Homesteads Local Authorities in areas that have agricultural land shall cause their Councils to pass bylaws providing for a reasonable degree of food security in every homestead, and constitute Committees on child feeding and nutrition, one of whose functions would be to work with sub-county chiefs and other authorities to sensitise communities on food security and child nutrition issues Penalties for Default under the Provisions of these Guidelines After the approval of these Guidelines, the Minister shall, by statutory instrument specify penalties for default under each guideline The provisions herein relating to food safety, accountability and reporting equally apply to private registered schools that operate under the publicprivate partnership for provision of education services. 19

20 1.26 Government Contribution Government shall contribute to policy formulation, Coordination and quality assurance of School Feeding Programme The Ministry through NCDC in collaboration with interested partners shall integrate nutrition education into the existing curriculum at different levels to promote awareness and nutrition education. 20

21 SECTION TWO STAKEHOLDERS ROLES AND RESPONSIBILITY 2.1 The Ministry of Education and Sports (MOES) (i) (ii) (iii) (iv) (v) Design, coordinate and monitor the programme. Provide relevant policies and guidelines. Mobilize resources. Integrate school feeding programmes into existing education systems and planning processes. Build capacity of districts and schools to implement the programme. 2.2 Ministry of Health (MOH) (i) Provide technical support through setting standard and providing the necessary components of the school feeding programme. (ii) Coordinate all stakeholders and partners concerned with nutrition and school feeding. (iii) Participate in monitoring and evaluation of the programme. 2.3 Office of the President (i) The Minister In-Charge of Security and also holding the portfolio Minister of the Presidency and Kampala Capital City Authority to prepare and present a paper on the Community Mobilization Strategy for Cabinet consideration. NOTE: MoES and MoH will liaise with other arms of government such as Ministry of Agriculture, Ministry of Trade and Industries, and others, to implement the relevant aspects of the guidelines 2.4 National Parliament (i) (ii) (iii) (iv) (v) (vi) (vii) Legislate and press relevant polices to support the implementation of the guidelines. Ensure compliance with the existing laws and guidelines. Mobilize resources and community for the programme. Advocate for school feeding programme. Monitor the utilization of all the food contributions (in-kind or cash) made. Participate in school feeding development programmes through fund raising. Solicit for the programme funds from NGOs and other interested parties. 21

22 2.5 Development partners (i) (ii) (iii) (iv) Support the government agencies in the implementation and monitoring process Strengthen Advocacy for school feeding. Provide Technical Assistance to the MoES to implement the Guidelines including the M&E Framework. Provide school nutrition/ hygiene education supplementary materials. 2.6 District and Municipal Education and Health Authorities (i) (ii) (iii) (iv) (v) (vi) (vii) (viii) (ix) Help develop bye laws and ordinances to support school feeding programme. Provide technical advice on school feeding to the political and cultural leaders particularly through the District Council. Assist schools to set up school demonstration gardens. Sensitize parents and communities about school feeding programme. Build capacity for the implementation of school feeding programme. Supervise, monitor and evaluate the school feeding programme. Institute district school feeding committee that oversees the implementation of the school feeding programme. Organize briefs or workshops and seminars for parents, guardians, teachers, students and interested parties to ensure successful implementation of the school feeding programme. Ensure adherence to hygiene, sanitation, safety and security guidelines in schools while implementing the school feeding programme. 2.7 School Governing bodies (SMCs & BOGs) (i) (ii) (iii) (iv) (v) (vi) (vii) (viii) (ix) (x) (xi) (xii) Generate funds for the school feeding programme. Mobilize the Community to advance the school feeding and nutrition agenda. Budget for school feeding. Support school management on school feeding program. Participate in monitoring and evaluation of school feeding programme. Participate in development of school feeding policies. Demand accountability for the school feeding programme. Set remedies and implement rewards for the management of school feeding programme. Participate in menu development. Coordinate and monitor the participation of each stakeholder. Protect the school garden. Report regularly on the financial and operation status of the school feeding programme to parents and community leaders. 22

23 2.8 Parents 2.9. Teachers (i) Parents of Universal Pre-Primary, Primary and Post Primary Education and Training (UPPET) Program in urban areas to pay cash for a hot meal at lunch time at a sum to be agreed upon by the School Management Committees (SMC) and Board of Governors (BoGs). (ii) Parents in rural areas make contributions in kind, in form of beans and maize and thereafter mobilize themselves to prepare hot meals for children (Ghana model). (i) (ii) (iii) (iv) (v) Train and coordinate the participation of pupils and parents in the nutrition education initiatives. Institute a committee to participate in the monitoring of the programme. Provide appropriate guidance and counseling. Contribute to school feeding improvement by fully participating in staff meetings and community school feeding works such as school gardening. Ensure complete adherence of learners to hygiene, sanitation and safety measures Learners (i) Actively participate in the implementation of the programme. (ii) Participate in the monitoring of the programme. (iii) Link the community with pertinent knowledge. (iv) Contribute to maintenance of hygiene, sanitation and healthy environment for successful implementation of the school feeding programme. (v) Participate in training on school gardens and micro-gardens. (vi) Make effort to inform their parents and guardians on the effects of school feeding on general academic performance Community groups e.g. Religious and social groups, NGOs, farmers, private Industries and individuals (i) Contribute to the promotion safety and security of the school and the school feeding (ii) Participate in food production (iii) Provide labour and other resources for operationalizing the programme (iv) Promote environment conservation (v) Participate in monitoring and evaluation (vi) Disseminate the information about the sensitization initiatives organized by the school on nutrition, hygiene and health to the local community. 23

24 2.12 Mass media (i) Convey accurate messages on school feeding programmes in the country. (ii) Participate in monitoring and evaluation. (iii) Promote awareness, advocacy, dissemination and reporting on the school feeding programme. (iv) Mobilize the community to support the programme. 24

25 CHAPTER THREE MONITORING, EVALUATION AND REPORTING 3.1 Introduction To ensure efficiency and effectiveness in the implementation of the school feeding programme, and to achieve the intended results, with transparency and accountability in the use of the limited resources, MoES and other stakeholders have designed a robust and results - based Monitoring and Evaluation system linked to the National Integrated Monitoring and Evaluation System for tracking the implementation process, evaluating progress, and providing feed-back for corrective action. 3.2 The M&E Framework The framework for monitoring and evaluation will comprise: (i) The Logical Framework, indicating the objectives of the school feeding programme, key activities, expected outcomes, measurable indicators, means of verification, and the assumptions, attached as Annex 4. (ii) M&E Matrix, for result - based monitoring and evaluation of the School Feeding Programme (Table 1 below) shows result indicators, baseline data and the targets for the school feeding programme. It further illustrates how often the reporting should be done, the required data collection instruments, and responsibility centres for data collection (iii) Monitoring and Evaluation Methods: these will vary depending on the different levels of the results framework. At higher levels, the monitoring and evaluation processes for implementation of the programme will require both qualitative and quantitative methods of data collection. Baseline surveys will be conducted using questionnaires and interview guides. At Output and activities levels (refer to logical framework) more reliance will be on qualitative approaches which include observation, focus group discussions and quarterly review meetings and reporting during activity monitoring. (iv) Monitoring and Evaluation tools will include questionnaires, interview guides and checklists. The contents of both the questionnaires and checklists will be generated directly from the programme logical framework/matrix. 25

26 Table 1: M&E Matrix for Result Based Monitoring and Evaluation of School Feeding Programme Result Indicators per Objective Baseline Targets Data Collection and Reporting FY 2012/13 Frequency and Reports Data Collection Instruments Responsibility for Data Collection Objective 1. To improve pupils /students participation at education institutions % increase in Attendance rates % reduction in Dropout rates Gender balance % increase in Net enrolment ratios % increase in retention rates Objective 2. To improve pupils/students performance in all Education institutions. Performance index Pass rates Completion rates Repetition rates Transition rates. Objective 3. Improve nutritional and health status of school going children Percentage of school children below the minimum level of dietary consumption Prevalence of malnourished children in schools Prevalence of stunted, severely stunted children in schools (height for age) Prevalence of wasted, severely wasted (weight for height) Prevalence of obesity Iodine deficiency Anemia Vitamin A deficiency Proportion of schools providing a uniform meal to all learners Morbidity rates (as a result of poor nutrition) Objective 4. Improve community participation in the school activities. % of parents contributing to feeding of their children in schools. % of parents participating in the schools general meetings (PTA, etc) % of parents participating in school supervision visits. % of parents participating in other schools activities- (indicate the activities). 26

27 (v) Reporting M&E Results Reporting of the monitoring and evaluation results will be done in two phases: Termly Progress reports: These will include information on key activities and outputs of the indicators highlighted in both the logical framework and in the M&E Matrix (Arrangements for Result Based Monitoring and Evaluation of School Feeding Programme) against the set targets for the school term (Table 1 above). Termly reports shall be used by the sector to review the progress of the programme and for forward planning. Annual Progress Reports: At the end of every financial year, annual progress reports on the School Feeding Programme will be incorporated into the Education and Sports Sector Annual Performance Report (ESSAPR) highlighting key sector interventions under the programme, achievements against set targets, constraints/challenges and recommendations for the way forward. (vi) Dissemination Strategy A number of key policy documents shall be disseminated to relevant stakeholders for effective sensitization of implementers of the School Feeding Programme, more especially at educational institution levels. Table 2 highlights the dissemination strategy to be employed by the sector. Table 2: Dissemination Strategy Documents for Dissemination School Feeding Policy School Feeding Guidelines Termly Monitoring Reports Evaluation Reports Stakeholders Consultative Workshop Report Annual Progress Reports National Educational Institutions Local Governments Development Partners x x x x x x x x x x x x x x x x x x x x x x x x General Public 27

28 Annex 1: ANNEXES Nutrient groups, functions and sources: Function Deficiency and Toxicity Symptoms and Major Food Sources (Cross-refer to annex 2) Nutrient Functions Deficiency symptoms Toxicity symptoms Sources Carbohydrates Major energy source; Ketosis Whole breads; protein sparing, cereals and necessary for normal other fortified or fat metabolism, glucose enriched grain is the sole source of energy for the brain; products, potatoes, corn, many sources also legumes fruits provide dietary fibre. and vegetables Proteins Anabolism of tissue Kwashiorkoredema, Azotemia, Meat, fish, proteins; helps reddish acidosis, poultry, egg yolk, maintain fluid balance, pigmentation of hyperammonemia cheese, yoghurt energy source, hair and skin, fatty and legumes formulation of liver, retardation of immunoglobulin, growth in children, maintenance of acidbase diarrhea, balance, important part of enzymes and dermatitis, decreased T-Cell hormones lymphocytes with increased Fats and oils Concentrated energy source, protein sparing, insulation for temperature maintenance, supplies essential fatty acids, carries fatsoluble vitamins A,D,E,K Source: secondary infection Eczema, low growth rate in infants, lowered resistance to in infection, hair loss Protein rich foods (meat, dairy products, egg yolk, nuts), butter margarine, cream, salads oils and dressings, cooking and meat fats, vegetable oils and fats

29 Annex 2: Energy and protein requirements for school age children School level Age group (Years) Range of energy requirements for males (Kilocalories) Range of Energy requirements for females (Kilocalories) Protein requirements for males (grams) Protein requirements for females (grams) Fats Nursery/Pre-Primary Lower Primary (P1-P2) Middle Primary (P3-P4) Upper Primary (P5-P7) Ordinary level secondary (S1-S4) Advanced level (S3-S6) Source:

30 Annex 3: Composition per 100 Grams of Edible Portion of Locally Available and Commonly Eaten Food Staples in Nutrient - Uganda S/n Foods and food groups Kilocalories (kcal) Protein (g) Iron (mg) Vitamin A (Ug RE) Cereals 1. Maize meal (96% extraction) Maize meal refined & fortified (60% Fortified extraction) 3. Millet, finger Rice Bread, white Wheat flour for bread Starchy roots, tubers and fruits 7. Cassava fresh (Mani hot) Green cooking banana (Matooke) Potatoes, Irish Potatoes, sweet yellow Yam fresh Grain legumes 12. Beans, dry Groundnuts, dry Simsim seeds Peas Meat, fish, milk and related products 16. Beef Poultry (Chicken) Eggs Milk, whole Fish, fresh Fruits and vegetables 21. Tomatoes, raw Onions Cabbages Yellow bananas Water melon Carrots Sugars, syrups, bread and margarines 27. Sugar, white Honey Margarine Fortified Source: East African Food Composition,

31 Annex 4: LOGICAL FRAMEWORK FOR SCHOOL FEEDING PROGRAMME Narrative Summary Performance Indicators Means of verification Assumptions Goal: Quality Education for All Purpose: To provide for, support, guide, coordinate, regulate and promote quality education and sports to all persons in Uganda for National Integration, individual and National Development. % increase in literacy levels % reduction in poverty levels % increase in the quality of the labour force % increase in life expectancy % increase in Attendance rates % reduction in Dropout rates Gender parity % increase in Net enrolment ratios % increase in retention rates Performance index Pass rates Completion rates Repetition rates Transition rates. Proportion of school going children below the minimum level of dietary consumption Prevalence of malnourished children in schools Proportion of schools providing a uniform meal to all learners UBOS Census reports UDHS reports Statistical abstract MoES Fact Sheet Performance League Table Educational Sector Annual Performance Report Field Monitoring reports MOH Abstract Household surveys School Management Records (Inventory books, bank statements, accountability files, existence of cooks in schools) Minutes of the schools general meetings and attendance lists. Records of parent s participation in the school activities. Schools comply by filling the annual statistical forms Proper record keeping at schools Continuous budgetary provision for collection of data from the schools. Data captured by HMIS Data captured by EMIS Funds available for field monitoring Existence of school nurse and sickbay Households survey conducted annually Parents ability to contribute towards their children s feeding 31

32 Narrative Summary Performance Indicators Means of verification Assumptions Outputs Sector School Feeding Policy in place Sector School Feeding Policy disseminated School Feeding Guidelines in place. School Feeding Programme implemented in Educational institutions Community members sensitized about the programme School Feeding Guidelines disseminated to all educational institutions (PTA, SMC) and local authorities under the purview of the ministry. School Feeding Advocacy Programme conducted School feeding programme monitored on quarterly basis. Stakeholders consultative workshop reports written and disseminated Food contributions accounted for Workplans incorporating corrective actions arising from monitoring and evaluation prepared for next year Morbidity rates (as a result of poor nutrition) % of parents contributing to feeding of their children in schools. % of parents participating in the schools general meetings % of parents participating in the school supervision visits. % of parents participating in other school activities...copies of the sector school feeding policy printed. 385 Copies of sector school feeding policy distributed to 385 members of parliament, and 20 Copies of sector school feeding policy distributed to 20 Members of Top Management of Ministry of Education and Sports 112 Copies of sector school feeding policy distributed to 112 Local Governments Sector School Feeding Policy uploaded on the Ministry website. Copies of the school feeding guidelines distributed in all 32 Records of Sector Policies Schools records (inventory books), feeding register School records Sensitization reports Monitor to check schools with school feeding guidelines Advocacy reports Monitoring reports Stakeholders input into the School feeding guidelines and policy Stakeholders willingness to implement the School Feeding Policy and Guidelines. Sector School feeding policy formulated and approved School feeding guidelines developed and approved Availability of funds to sensitize parents about the school feeding policy Political commitment /good will Availability of funds to disseminate the guidelines

33 Narrative Summary Performance Indicators Means of verification Assumptions educational institutions under the purview of the Ministry. Quarterly progress reports on the school feeding programmes in schools made and distributed Proportion of the community members sensitized on the school feeding programme. Copies of the stakeholders consultative workshop reports No of Advocacy programmes conducted among different stakeholders. No. of education institutions sensitized on school feeding programmes. Proportion of parents contributing towards the feeding of their children either in kind or in cash to schools Accountability files for the funds received from parents as their contribution towards lunch. 33

34 Narrative Summary Performance Indicators Means of verification Assumptions Activities (i) (ii) (iii) (iv) (v) (vi) (vii) Formulate School feeding policy for the sector Formulate school feeding guidelines for Educational institutions under the purview of the Ministry of Education and Sports Disseminate the School Feeding Policy and guidelines Sensitize the community on the school feeding guidelines Monitor the implementation of the school feeding policy and guidelines Advocate for the feeding programme Calculate how much each parent should contribute either in kind or cash towards feeding of their children (viii) Conduct stakeholders consultation workshops for their input into the policy and the guidelines (ix) (x) Account for parents contributions Monitor and evaluate the implementation of the programme activities. (xi) Implement the School Feeding Programme in Educational institutions. Inputs Budgetary resources Human resource Technology resources (i.e. computers) verification Work plans Accounting records Action plan Adequate budgetary resources to facilitate the formulation of the policy and guidelines on school feeding. Adequate skilled personnel to guide on the technical aspects of health and nutrition matters Political will to advocate for school feeding programme. Adequate resources to monitor the implementation of the school feeding program. Participation of stakeholders in the consultative workshops 34