Person:
Bundy, Donald
Author Name Variants
Fields of Specialization
school health; school feeding; neglected tropical diseases; onchocerciasis; deworming; infectious disease; child development
Degrees
Departments
Health, Nutrition and Population, Africa Region, World Bank
Externally Hosted Work
Contact Information
Last updated
January 31, 2023
Biography
Donald A.P. Bundy is the World Bank’s Lead Health and Education Specialist and Health Program Leader for Africa. In this capacity he also serves as the Coordinator of the African Programme for Onchocerciasis Control (APOC); one of most successful public-private partnerships for onchocerciasis control and elimination in Africa. Before joining the World Bank, he was Professor of Epidemiology at Oxford University, and is currently visiting professor at George Washington University, Imperial College (London) and the London School of Hygiene and Tropical Medicine. He was the founder of the Partnership for Child Development, a civil society organization that now promotes health and education in more than 50 countries. Dr. Bundy continues to shape the discourse on child development through his role as Lead Editor of a volume in the Disease Control Priorities (DCP) project; an ongoing effort to assess disease control priorities and produce evidence-based analysis to inform health policymaking in developing countries. He has authored more than 300 publications, including three best-selling books, and has twice been awarded the prestigious
CINE Golden Eagle for his work in documentary film making, which includes an award-winning television series called “Behind the Crisis”.
Publication Search Results
1 - 10 of 16
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School Feeding Programs and Development : Are We Framing the Question Correctly?
(Published by Oxford University Press on behalf of the World Bank, 2012-08)School feeding programs are politically popular interventions. They are, nevertheless, difficult to assess in terms of effectiveness since their impact is partially on education and partially on school health. They are, additionally, a means to augment consumption by vulnerable populations. The authors look at recent evidence from in-depth studies and argue that while school feeding programs can influence the education of school children and, to a lesser degree, augment nutrition for families of beneficiaries, they are best viewed as transfer programs that can provide a social safety net and help promote human capital investments. -
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40 Years of the APOC Partnership
(Public Library of Science, 2015-05-14)The fight against onchocerciasis (river blindness), one of the most devastating neglected tropical diseases (NTDs), has mobilized significant resources and brought together diverse public and private stakeholders. Affected communities, governments of endemic countries, non-governmental development organizations (NGDOs), donors, and researchers are contributing, each in their own way, to what is considered today as one of the major public health achievements of recent decades in Africa. Onchocerciasis is losing ground, and its elimination in Africa is now possible within a reasonable timeframe. -
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Micronutrient Supplementation and Deworming in Children with Geohelminth Infections
(Public Library of Science, 2014-08-07)Soil-transmitted helminth (also known as “geohelminth”) infections are among the most common chronic infections worldwide. The World Health Organization (WHO) estimates that almost 900 million children require treatment (also known as deworming) for geohelminth infection, while the 2010 Global Burden of Disease Study estimates that more than 5.2 million disability-adjusted life years (DALYs) are attributable to geohelminth infection. In 2001, the World Health Assembly resolved to treat 75% of children at risk for morbidity from these geohelminths by 2010. However, WHO reported that by 2010 only approximately one-third of all children at risk had achieved access to mass drug administration (MDA). Treating the remaining two-thirds by 2020 is the target of the 2012 London Declaration for Neglected Tropical Diseases. -
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Economic Impact of HIV and Antiretroviral Therapy on Education Supply in High Prevalence Regions
(Public Library of Science, 2012-11-16)We set out to estimate, for the three geographical regions with the highest HIV prevalence, (sub-Saharan Africa [SSA], the Caribbean and the Greater Mekong sub-region of East Asia), the human resource and economic impact of HIV on the supply of education from 2008 to 2015, the target date for the achievement of Education For All (EFA), contrasting the continuation of access to care, support and Antiretroviral therapy (ART) to the scenario of universal access. -
Publication
Courage and Hope : Stories from Teachers Living with HIV in Sub-Saharan Africa
(World Bank, 2009)It is estimated that there are currently approximately 122,000 teachers in Sub-Saharan Africa who are living with HIV, the vast majority of whom have not sought testing and do not know their HIV status. Stigma remains the greatest challenge and the major barrier to accessing and providing assistance to these teachers. The idea to collect stories from teachers living with HIV was inspired during the Association for the Development of Education in Africa (ADEA) biennial meeting in Libreville, Gabon, in March 2006. At the conclusion of the meeting, Margaret Wambete shared a moving account of her life as a teacher living with HIV in Kenya. Margaret's presentation alluded to the fact that teachers living positively, in part due to their leadership role and in part due to their visibility in society, experience a unique set of challenges related to their HIV-positive status. To emphasize the human dimension of these stories, the technical team worked with journalists rather than researchers. A seasoned journalist responsible for the education section of a major Kenyan newspaper led eight local journalists in documenting these stories. Working with teacher unions and networks of HIV-positive teachers in various countries, a number of HIV-positive teachers were identified as willing participants for this project. The journalists each interviewed teachers living with HIV from their home country and recorded their stories. Once collected, the stories were vetted for accuracy of interpretation and then reviewed more widely at the meeting of the African networks of ministry of education HIV&AIDS focal points in Nairobi in November 2007. From the interactions, the journalists learned that news conferences, reports, or press statements they rely on for information about HIV are not enough. Understanding the HIV challenge requires close association with those living with the HIV virus. These individuals have moving personal testimonies that cannot be captured through hard facts and figures. Only through close interaction can people living with HIV express their fears, needs, and aspirations. Personal testimonies from the teachers are a powerful tool for spreading the message on HIV. Facts and figures are important, but listening to those who have lived through the experiences telling their stories makes the message more potent. The lessons journalists learned from the exercise will surely help them and readers of this book in redefining their perception about HIV, especially in relation to professionals such as teachers. -
Publication
Accelerating the Education Sector Response to HIV : Five Years of Experience from Sub-Saharan Africa
(World Bank, 2010)The work described in this review shows the commitment of education teams throughout Africa to contribute to the multisectoral response to HIV/AIDS. It is also a testament to the leadership shown by ministries of education, in helping the new generation of children and youth grow up better able to challenge HIV, and in providing care and support for the educators who often represent more than half the public sector workforce. The work described in this review does not suggest any single solution. Instead, the approach is based on the recognition that Africa is a diverse continent, and countries need to find their own local approaches to the epidemic. The Regional Economic Communities (RECs) of the African Union have been instrumental in encouraging locally specific responses, and recognizing that HIV knows no frontiers, in coordinating responses among neighbors. The countries of East, Central, and West Africa, working through the RECs, have created sub-regional networks of ministry of education HIV/AIDS focal points; these networks have been key to sharing information and developing capacity, and so to accelerating and strengthening responses at the national level. The review shows how, over the last five years, the leadership in ministries of education has been crucial in mobilizing these activities, and also emphasizes that effective implementation depends on the full participation of all stakeholders. Education staff, educators, and learners all have a role to play, as do parent-teacher associations, teachers' unions and the many civil society organizations, including faith-based organizations that are so important in the non-formal sector. The review also demonstrates the commitment of the development partners, and their efforts to harmonize their contribution toward strengthening the education agenda. -
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Rethinking School Feeding Social Safety Nets, Child Development, and the Education Sector
(World Bank, 2009)This review highlights three main findings. First, school feeding programs in low-income countries exhibit large variation in cost, with concomitant opportunities for cost containment. Second, as countries get richer, school feeding costs become a much smaller proportion of the investment in education. For example, in Zambia the cost of school feeding is about 50 percent of annual per capita costs for primary education; in Ireland it is only 10 percent. Further analysis is required to define these relationships, but supporting countries to maintain an investment in school feeding through this transition may emerge as a key role for development partners. Third, the main preconditions for the transition to sustainable national programs are mainstreaming school feeding in national policies and plans, especially education sector plans; identifying national sources of financing; and expanding national implementation capacity. Mainstreaming a development policy for school feeding into national education sector plans offers the added advantage of aligning support for school feeding with the processes already established to harmonize development partner support for the education for all-fast track initiative. -
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Global School Feeding Sourcebook: Lessons from 14 Countries
(London: Imperial College Press, 2016-05)This sourcebook documents and analyzes a range of government-led school meals programs to provide decision-makers and practitioners worldwide with the knowledge, evidence and good practice they need to strengthen their national school feeding efforts. The sourcebook includes a compilation of concise and comprehensive country case-studies. It highlights the trade-offs associated with alternative school feeding models and analyzes the overarching themes, trends and challenges which run across them. -
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A Sourcebook of HIV/AIDS Prevention Programs : Education Sector-Wide Approaches
( 2008)This sourcebook aims to support efforts by countries to strengthen the role of the education sector in the prevention of HIV/AIDS. It was developed in response to numerous requests for a simple forum to help countries share their practical experiences of designing and implementing programs that are targeted at school-age children. The sourcebook seeks to fulfill this role by providing concise summaries of programs, using a standard format that highlights the main elements of the programs and makes it easier to compare the programs with each other. All the programs are summarized in section two, which allows those seeking advice on program design to browse through the various options and identify those that might reward further study. The full program reports for each country are given in section three. Each program report follows the same format, so the reader can more easily find those aspects of the program that are of specific interest. The consistent design also allows for ease of comparison between programs. There are four main sections within each full program report. Part A gives an overview of the program, describing the rationale, the aims and objectives, the target audience, the components, and the main approaches. Part B describes the process from the initial needs assessment, through the development of materials and training, to the practical details of implementation. There is an attempt made to estimate unit costs, but these should be seen only as indicative, because the number of beneficiaries is often uncertain and because costs in newly implemented programs may be artificially high. Part C provides an assessment and comprises lessons learned. This section begins with comments from implementers on the challenges faced and the lessons learned, followed in a few cases by a description of any formal evaluation of the program. The final part explores the extent to which the program complies with a set of benchmarks that, on the basis of expert opinion, contribute to an effective program. Part D gives details of the organizations involved with the program, including their contact information. It lists all the materials that are available to the reader, along with an order code number. -
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Education and Vulnerability : The Role of Schools in Protecting Young Women and Girls from HIV in Southern Africa
( 2008)Education has a potentially important role to play in tackling the spread of HIV, but is there evidence that this potential is realized? This analysis combines the results Of previous literature reviews and updates them with the findings of recent randomized controlled trials and a discussion of possible mechanisms for the effect of schooling on vulnerability to HIV infection. There is a growing body of evidence that keeping girls in school reduces their risk of contracting HIV. The relationship between educational attainment and HIV has changed over time, with educational attainment now more likely to be associated with a lower risk of HIV infection than earlier in the epidemic. Educational attainment cannot, however, be isolated from other socioeconomic factors as the cause of HIV risk reduction. The findings of this analysis suggest that the equitable expansion of primary and secondary schooling for girls in southern Africa will help reduce their vulnerability to HIV. Evidence of ineffective HIV prevention education in schools underlines the need for careful evidence-based programme design. Despite the challenges, recent provisional evidence Suggests that highly targeted programmes promoting realistic options for Young adults may lead to safer sexual behaviour. Targeted education programmes have also been successful in changing students' attitudes to people living with HIV and AIDS, which is associated with testing and treatment decisions. This reduction in stigma may be crucial in encouraging the uptake Of Voluntary Counselling and testing, a central strategy in the control of the epidemic. Expansions of carefully designed and evaluated school-based HIV prevention programmes can help to reduce stigma and have the potential to promote safe sexual behaviour. (c) 2008 Wolters Kluwer Health vertical bar Lippincott Williams & Wilkins