Uganda SABER Country Report SCHOOL FEEDING 2014         Policy Goals Status 1. Policy Frameworks  SchoolfeedingisnotincludedinthepublishedPRSPordiscussion.A publishednationalpolicyonschoolfeedingdoesnotexist. 2. Financial Capacity Schoolfeedingisincludedinthenationalplanningprocess,yetthereisno national,regional,orlocalbudgetlineforschoolfeeding.Thesefundsarenot  disbursedinaneffectivemanner. 3. Institutional Capacity and Coordination  Thereisamultisectoralsteeringcommitteethatincludesdevelopersfromat leastthreesectorstocoordinateimplementationofschoolfeeding.A nationallevelschoolfeedingunitexists,yetitlackssufficientstaff, knowledge,andresources. 4. Design and Implementation  TheM&Eplanisinplace,yetitisnotintegratedintoawidernational monitoringsystem.Nationalstandardsonfoodmodalitiesandthefood basketareset,yettherearenonationalstandardsonfoodmanagement, procurementandlogistics. 5. Community Roles-Reaching Beyond Schools  Asystemofregionalworkshopsisinplaceforconsultationwithparentsand communitymembersonthedesign,monitoring,andfeedbackofschool feeding.      THEWORLDBANK UGANDAۣSCHOOLFEEDING  SABERCOUNTRYREPORT|2014  Introduction hasincreasedfrom27percentofthepopulationin2000 This report presents an assessment of school feeding to30percentin2012.7 policies and institutions that affect young children in Uganda. The analysis is based on a World Bank tool EducationandHealthinUganda developed as part of the Systems Approach for Better Uganda has significantly expanded access to education Education Results (SABER) initiative that aims to since the implementation of the Universal Primary systematically assess education systems against Education (UPE) reform in 1997. The gross primary evidenceͲbased global standards and good practice to enrolment ratio dramatically increased from 70 percent assist countries reform their education systems for in 1996 to 117 percent in 1997. 8 By 2011, primary properlearningforall. enrolment was estimated at 8.1 million children (50  percentgirls),resultinginagrossenrolmentratioof110 School feeding policies are a critical component of an percent,thelowestithadbeensincethepassageofthe effective education system, given that children's health UPE reform in 1997. 9 Following a similar trend, the and nutrition impact their school attendance, ability to expectedprimarycompletionratehasbeendeclining.In learn, and overall development. A school feeding 2011, the expected primary completion rate was 35 program is a specific schoolͲbased health service, which percent, which was lower than the previous year’s rate canbepartofacountry’sbroaderschoolhealthprogram, of48percent.10Ingeneral,completionandachievement and often a large amount of resources are invested in a ratesarelow.Over50percentofprimarypupilsingrades school feeding program. SABERͲSchool Feeding collects, 3and6performedbelowthedesiredminimumaverage analyzes, and disseminates comprehensive information (50percent)fornumeracyandliteracy. on school feeding policies around the world. The overall objective of the initiative is to help countries design Student absenteeism in Uganda is high. One in three effective policies to improve their education systems, children in primary school does not attend school every facilitate comparative policy analysis, identify key areas day (Figures 1 and 2). In island and fishing community to focus investment, and assist in disseminating good districts (Apac,Kalangala),anddistricts withagricultural practice. estateͲ or plantationͲbased livelihoods (Mityana, Kyenjojo), absenteeism may be higher than one out of CountryOverview everytwochildren.Lowattendanceaffectslearningand Uganda is a lowͲincome country in SubͲSaharan Africa hinders effective use of educational inputs. Teacher withapopulationof37.6millionpeopleandapopulation absenteeismisestimatedat27percent.Otherproblems, growthrateof3.3percentin2013.1GDPpercapitainthe some identified by the head teachers, include: poor country has been rising since 2000 when it was $883 to textbook utilization by both teachers and learners, their $1,365 in 2013 (constant 2011 international dollar) due limited availability notwithstanding; high number of to macroeconomic and political stability 2 Despite school dropͲouts as reflected in the low completion positive economic growth and rising GDP per capita, rates; and low learner attendance. Irregular student povertyiswidespreadandparticularlyprevalentinrural attendancehasbeenpartlyattributedto:lackofmidͲday areas. 3 The poverty gap at $2 a day (PPP) was 27.4 meals at school; low teacher attendance; low societal percentin2009,whichislowerthanitwasin2006(36.4 appreciation of the longͲterm benefits of schooling and percent).4Uganda’s human development index in 2013 hence low learner support, as manifested in the lack of ranked it number 161 out of 187 countries, placing it in basic scholastic materials (books and pens/pencils); and the low human development category. 5 Despite the lateenrollmentforschool(Figure2). improvementinlifeexpectancyfrom48yearsin2000to 59 years in 20126, the prevalence of undernourishment  1 6 WorldBank.2014a. WorldBank.2014a. 2 7 Ibid. Ibid. 3 8 U.S.GlobalHealthPrograms,2011. WorldBank.2014b. 4 9 WorldBank.2014a. Ibid. 5 UNDP,2013. 10 Ibid.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 2 UGANDAۣSCHOOLFEEDING  SABERCOUNTRYREPORT|2014  Figure1:LearnerAbsenteeismbyGrade,UNPS2009/10 reinforcing school infrastructure developments to supporttheexpansion. AsashareofGDP,publicexpenditureoneducation was 3.3percentin2012.13In2012,expenditureoneducation was 14 percent of total government expenditure. 14 Expenditure on primary education as a percentage of government spending on education was 54 percent while secondary education received 25 percent in 2012.15 Health Uganda faces several health challenges. In 2012, approximately 60 percent of deaths were caused by  communicable diseases in addition to maternal, Source:DatafromtheUgandaBureauofStatisticsandcomputedby prenatal, and nutrition conditions while 27 percent of authors in “Improving Learning in Uganda Vol. 1: CommunityͲLed SchoolFeedingPractices”in2013.11 deaths were caused by nonͲcommunicable diseases. 16  Prevalent communicable diseases in Uganda include Figure2:MostSeriousProblemsFacedbySchoolsas HIV/AIDS, tuberculosis, malaria, and neglected tropical IdentifiedbyHeadTeachers,UNPS2009/10 diseases (NTDs). 17 For example, approximately 7.2 percent of individuals between the ages of 15 and 49 were infected with HIV in 2012.18Health problems are exacerbated by inadequate access to clean water and sanitationfacilities.Approximately34percentofpeople in Uganda use improved sanitation facilities with no major differences between urban and rural areas.19The difference in living conditions for rural and urban residentsbecomesapparentwhencomparingthesetwo populations’ access to an improved water source. Roughly 95 percent of the urban population had access to an improved water source in 2012 when only 75 Source:DatafromtheUgandaBureauofStatisticsandcomputedby percentoftheruralpopulationhadaccess.20 authors in “Improving Learning in Uganda Vol. 1: CommunityͲLed SchoolFeedingPractices”in2013.12  Maternalandchildhealthconditionsaccountforalarge Thegovernmentisthusfacedwiththedualchallengeof proportion of Uganda’s health burden although maintaining high enrolment levels and ensuring quality morbidityandmortalityratesforthesegroupshavebeen service delivery in order to reach both national declining. 21 The fertility rate has decreased over time development goals and the Millennium Development fromanaverageof6.9childrenperwomanin2000to6 Goals on education. Government and development children per woman in 2012.22The infant mortality rate partners’effortsarecurrentlyfocused onimprovingthe significantly decreased from 89 percent in 2000 to 45 provision of key inputs for quality teaching and learning percent in 2012. 23 Deaths were caused by pneumonia, processes, especially with regard to qualified teachers, asphyxia, prematurity, congenital abnormalities, and instructional materials, and curriculum reforms, and other health conditions. 24 In addition, malnutrition decreasedfrom45percentin2000to34percentin2012  11 18 Najjumba,I.M.,Bunjo,C.L.,Kyaddondo,D.,andC.Misinde,2013. WorldBank.2014a. 12 19 Ibid. Ibid. 13 20 UNESCO,2014. Ibid. 14 WorldBank,2014b. 21 UBOS.2002.UDHS.Kampala:UBOS 15 22 Ibid. WorldBank.2014a. 16 23 WorldBank,2014a. Ibid. 17 24 GovernmentofUganda,2010. GovernmentofUganda,2010.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 3 UGANDAۣSCHOOLFEEDING  SABERCOUNTRYREPORT|2014  among children five years old and younger. There has insecure regions are concentrated, the key issue is not also been increased access to deworming and whether a country will implement schoolͲfeeding micronutrient supplementation programs. 25 The programsbutratherhowandwithwhatobjectives. prevalenceofwastingamongchildrenunderfiveyearsof  age was 4.8 percent in 2011 while the prevalence of Social shocks of recent global crises led to an enhanced anemia among children in the same age group was 56 demand for school feeding programs in lowͲincome percent in 2011, both lower than the previous years’ countries as they could serve as a safety net for foodͲ rates.26 insecure households through an income transfer. In  response to this amplified request, the United Nations Physical and psychological abuse remains an issue in World Food Programme (WFP) and the World Bank Uganda.In particular,sexualandgenderͲbasedviolence jointly undertook an analysis titled Rethinking School is common. 27 Limited funding and transportation Feeding. 35 This initiative sought to better understand resources reduce health workers’ capacity to address how to develop and implement effective school feeding sexualandgenderͲbasedviolence.28 programs as a productive safety net that is part of the response to the social shocks, as well as a fiscally sustainable investment in human capital. These efforts TheCaseforSchoolFeeding are part of a longͲterm global goal to achieve Education  ForAllandprovidesocialprotectiontothepoor. School feeding programs, defined here as the provision of food to school children, can increase school Five Key Policy Goals to Promote School enrolment 29 and attendance—especially for girls. 30 When combined with quality education, school feeding Feeding programs can increase cognition 31 and educational Therearefivecorepolicygoalsthatformthebasisofan success. 32 With appropriately designed rations, school effective school feeding program. Figure 3 illustrates feeding programs can improve the nutrition status of these policy goals and outlines respective policy levers preschoolͲ and primary schoolͲaged children by andoutcomesthatfallundereachgoal. addressing micronutrient deficiencies. Combined with  local agricultural production, these programs can also The first goal is a national policy framework. A solid providesmallͲscalefarmerswithastablemarket.School policy foundation strengthens a school feeding feeding programs can provide shortͲterm benefits after program’s sustainability and quality of implementation. crises,helpingcommunitiesrecoverandbuildresilience, National planning for school feeding as part of the in addition to longͲterm benefits by developing human country’spovertyreductionstrategy(orotherequivalent capital.33School feeding programs can be classified into development strategies) conveys the importance the two main groups: inͲschool feeding (when children are government places on school feeding as part of its fed in school) and takeͲhome rations (when families are development agenda. For most countries that are given food if their children attend school regularly). A implementing their own national programs, school majoradvantageofschoolfeedingprogramsisthatthey feedingisincludedinnationalpolicyframeworks.36 offerthegreatestbenefittothepoorestchildren.Several  studies 34 have indicated that missing breakfast impairs The second policy goal for school feeding is financial educationalperformance. capacity. Stable funding is a prerequisite for  sustainability. However, where need is greatest, Present data suggests that almost every country is programstendtobethesmallestandthemostrelianton seekingtoprovidefoodtoitsschoolchildren.Therefore, external support. Funding for these programs can come especially for lowͲincome countries where most foodͲ from a combination of sources, such as nonͲ  25 32 Ibid. Tan,Lane,andLassibille,1999;Ahmed,2004;Adelmanetal.,2008. 26 33 WorldBank.2014a. WFP,2013 27 34 Ibid. Simeon and GranthamͲMcGregor, 1989; Pollitt, Cueto, and Jacoby, 1998; 28 GovernmentofUganda,2010. Simeon,1998. 29 35 Ahmed,2004;Gelli,Meir,andEspejo,2007. Bundyetal.,2009. 30 36 Jacoby,Cueto,andPollitt,1996;Powelletal.,1998;Kristjanssonetal.,2007. Bundyetal.,2009;WFP,2012. 31 Whaleyetal.,2003;Kristjanssonetal.,2007;Jukesetal.,2008.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 4 UGANDAۣSCHOOLFEEDING  SABERCOUNTRYREPORT|2014  governmental organizations (i.e., WFP) and the disseminate good practice and knowledge sharing. This government. When a program becomes nationalized, it holistic and integrated assessment of how the overall needs a stable and independent funding source, either policyinacountryaffectsyoungchildren’sdevelopment through government core resources or development is categorized into one of the following stages, funding. In the long term, a national budget line for representing the varying levels of policy development school feeding is necessary for an effective and stable thatexistamongdifferentdimensionsofschoolfeeding: program.   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 accountable for the implementation of such a program. 4. Advanced:Developmentofacomprehensive Effective programs also include multisectoral 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 methodically benchmarked through two SABER analysis school health or social protection programs and tools. The first is a set of scoring rubrics that quantifies establishedcoordinationmechanisms. the responses to selected questions from the SABERͲ  School Feeding questionnaire by assigning point values The fourth policy goal is sound design and to the answers. The second tool is the SABERͲSchool implementation. In order to maximize effectiveness, FeedingFrameworkRubricsthatanalyzestheresponses, schoolfeedingprogramsshouldclearlyidentifycountryͲ especially the written answers, based on the specific problems, objectives, and expected outcomes. framework’s five policy goals and levers. For more The country’s context and needs should determine the information, please visit the World Bank’s website on program’s beneficiaries, food basket (menus), food SABERͲSchoolHealthandSchoolFeedingandclickonthe modalities and supply chain. Countries and partners “WhatMatters”FrameworkPaperunderMethodology. should work towards creating a delicate balance among international, national, and local procurement of foods to support local economies without jeopardizing the qualityandstabilityofthefoodsupply.  ThelastpolicygoaliscommunityrolesͲreachingbeyond schools.Schoolfeedingprogramsthatarelocallyowned, incorporate contributions from local communities, and respond to specific community needs are often the strongest. These programs are most likely to make a successful transition from donor assistance to national ownership. Community participation should be considered at every stage, but without overburdening communitymembers.  UseofEvidenceͲBasedTools  TheprimaryfocusoftheSABERͲSchoolFeedingexercise isgatheringsystematicandverifiableinformationabout the quality of a country’s policies through a SABERͲ School Feeding Questionnaire. This dataͲcollecting instrument helps to facilitate comparative policy analysis, identify key areas to focus investment, and  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 5 UGANDAۣSCHOOLFEEDING  SABERCOUNTRYREPORT|2014      Figure3:Policygoalsandpolicyleversforschoolfeeding                        SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 6 UGANDAۣSCHOOLFEEDING  SABERCOUNTRYREPORT|2014  Findings 1.PolicyFrameworksisLATENT Indicators Score Justification PolicyGoal1:Policy 1A.NationalͲlevelpoverty Schoolfeeding FrameworksinUganda reductionstrategyor notincludedin  equivalentnationalstrategy  thepublished aswellassectoralpolicies PRSPor PolicyLever: andstrategiesidentify discussion schoolfeedingasan x Overarching policies for school feeding in educationand/orsocial alignmentwithnationalͲlevelpolicy protectionintervention,  clearlydefiningobjectives A policy foundation helps strengthen the sustainability andsectoralresponsibilities andaccountabilityofaschoolfeedingprogramaswellas 1B.AnevidenceͲbased Thereisno the quality of its implementation. Nearly all countries technicalpolicyrelatedto published with national ownership of programs have wellͲ schoolfeedingoutlinesthe  schoolfeeding articulated national policies on the modalities and objectives,rationale,scope, policy. objectivesofschoolfeeding.37 design,andfundingand sustainabilityofthe  programand In Uganda, school feeding is not included in the comprehensivelyaddresses published Poverty Reduction Strategic Plan (PRSP) and allfourotherpolicygoals was not discussed during the preparation of this PRSP. The government has not set targets for school feeding  programs in the PRSP either. There is also no school feeding policy, but there is an implicit statement in the   National Orphans and Other Vulnerable Children Policy that school feeding programs can target vulnerable children.38There is a draft of school feeding guidelines written by the education sector that a national multisectoral taskforce can use to guide the developmentofanationalschoolfeedingpolicy.  There is apparent ambivalence in Uganda’s response becauseithasauniquesituation.Whileitdoesnothave a national school feeding program, it does have a targeted school feeding program covering the Karamoja regiononly.Italsohasanationalsecretariat(TheProject Management Unit) dedicated to all matters concerning food that has changed much of the responsibility for examining “sustainable” ways of feeding children at school. However, this responsibility is within an explicit government policy (Education Act 2010) that feeding a childatschoolistheresponsibilityoftheparent.39        37 39 WFP,2012 ScalingUpNutrition,2012. 38 GovernmentofUganda,2013.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 7 UGANDAۣSCHOOLFEEDING  SABERCOUNTRYREPORT|2014  2.FinancialcapacityisLATENT PolicyGoal2:Financial Indicators Score Justification CapacityinUganda  2A.Nationalbudget Schoolfeeding line(s)andfundingare includedinnational allocatedtoschool  planningprocess, PolicyLever: feeding;fundsare butnonational, disbursedtothe regional,orlocal x Governance of the national school feeding implementationlevels budgetlinefor programthroughstablefundingandbudgeting inatimelyand schoolfeeding; effectivemanner fundsnotdisbursed Stable funding is necessary for the longͲterm ineffectivemanner sustainabilityofaschoolfeedingprogram,especiallyone thattransitionsfrombeingdonorͲfundedtogovernmentͲ  funded. School feeding programs supported by external   partners generally rely on food aid, government inͲkind donations, and/or government cash contributions. In order for the program to be sustainable and nationally owned,theschoolfeedingprogramshouldhaveabudget line and be part of the government’s budgeting and planningprocess. School feeding is included in the national planning processinUgandabutitisnotfundedthroughanational budget. School feeding is included in general terms, but thereisnospecificbudgetlineforit.AboutUS$220,000 is budgeted for the school feeding and school health ProgrammeManagementUnit’srunningcostsperyear.  At a regional level, districts do not have the capacity to plan and budget their needs. Regions do not have a budget line for school feeding. At a more local level, neither schools nor each ministry involved in the programhaveabudgetlineforschoolfeeding.  The World Food Programme has financed a regional schoolfeedingprogramforKaramoja,achronicallyfood deficient area and droughtͲstricken region, but this intervention terminated effectively in December 2013 after 30 years of support.40Other agencies like SNV and World Vision support a variant of homegrown interventionsinsomepartsofthecountry.  The government has not received funds from the Education for AllͲFast Track Initiative for school feeding. There is no national school feeding program although a policy is in place for a parentͲled school feeding program.41   40 41 Ariong,2013. Najjumbaetal.,2013.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 8 UGANDAۣSCHOOLFEEDING  SABERCOUNTRYREPORT|2014  national unit, with 19 of them fully dedicated to school Policy Goal 3: Institutional feeding. The staff are not fully trained and CapacityandCoordination knowledgeable on school feeding issues. There are  informal coordination mechanisms in place between inUganda cross government stakeholders. The program steering committee draws representatives from ministries for PolicyLevers: education, local government, health, gender and WFP. x School feeding interͲsectoral coordination and This committee reviews operational plans, progress strongpartnerships reports, and activities constrained by existing policy x Management and accountability structures, framework. stronginstitutionalframeworks,andmonitoring  andevaluation At the regional level, there are no preͲ or inͲservice training programs in place to train staff at each level on Implementingaschoolfeedingpolicyrequiressignificant school feeding program management and institutional capacity because the program is a complex implementation. Regional offices do not have sufficient school health intervention. The policy should clearly staff, knowledge, and resources to fulfill their define the roles and responsibilities of stakeholders and responsibilities. actors at all levels. Methodically increasing government  capacity to manage a school feeding program is 3.InstitutionalCapacityandCoordinationinUgandais important to the program’s longͲterm sustainability. A ESTABLISHED nationalinstitutionthatismandatedandaccountablefor Indicators Score Justification the implementation of the school feeding program is 3A.Multisectoral Multisectoral considered to be a best practice. This institution should steeringcommittee steeringcommittee have a specific unit that has adequate resources and coordinates  fromatleastthree knowledgeable staff to manage the school feeding implementationofa sectorscoordinates program. Moreover, policies that detail accountability nationalschool implementation feedingpolicy andmanagementmechanismscanhelpensureprogram 3B.Nationalschool Schoolfeedingunit quality and efficiency, especially if the school feeding feedingmanagement existsatnational programisdecentralized. unitand level,butlacks  accountability sufficientstaff, The Ministry of Education carries the mandate of structuresarein knowledge,and managing and implementing the school feeding place,coordinating resources program. This concentrated leadership is a trait of withschoollevel effective implementation. Uganda has a multisectoral structures steering committee coordinating the implementation of 3C.Schoollevel Informal school feeding. Other sectors are also a part of this managementand coordination steering committee, including education, health, accountability  mechanismsin agriculture, local government, and water. The steering structuresareinplace place;nopreͲorinͲ servicetraining; committee was set up to examine the possibilities and regionaloffices modalities of a national school feeding program, but it don’thave doesnothaveaclearworkplanorobjectives. sufficientstaff,  knowledge,and At the national level, there is a specific unit within the resourcestofulfill Ministry of Education in charge of the overall theirresponsibilities management of school feeding and responsible for coordinationbetweenthenational,regional,andschool levels. However, this responsible unit in charge of implementing school feeding does not have a sufficient amount of staff given the responsibilities that the unit has been given. There are 21 people working in the  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 9 UGANDAۣSCHOOLFEEDING  SABERCOUNTRYREPORT|2014  Department also undertook an evaluation. Progress PolicyGoal4:Designand reports and specific program implementation Implementationin documentswereproduced,namelythe document titled  the Plan of Operations (WFP). Its objectives were to Uganda increase enrolment and attendance, especially that of girlsatschool,toimprovecognitiveperformanceinclass, PolicyLever: to reduce shortͲterm hunger, and to reduce dropouts x Quality assurance of programming and andabsences. targeting, modalities, and procurement design,  ensuring design that is both needsͲbased and Uganda’sprogramalsohasobjectivesthatcorrespondto costͲeffective the context of the country and the poverty reduction strategy. These objectives, or targeting criteria, are A wellͲdesigned school feeding policy that is based on important for two reasons: first, to keep the program evidence is critical to the implementation of a quality within its budget constraints and maximize the effect of schoolfeedingprogram.Thepolicycanincludedetailson the spending line with the objectives, and second, to targeting the correct beneficiaries, selecting the proper ensure equity by redistributing resources to poor and modalities of food delivery, and choosing a quality food vulnerablechildren. basket. Over time, the school feeding policy may be  redesigned or modified according to reassessments of National standards on food modalities and the food theschoolfeedingprogram. basket have been set in the nutrition plan. However, these standards do not address levels of detail that A governmentͲled strategy for the monitoring and include nutritional content requirements, local habits evaluation(M&E)ofanationalschoolfeedingprogramis and tastes, and the availability of local food. Food the cornerstone for the development of a sustainable modalitieshavebeenchosenbasedontheobjectivesof andefficientM&Esystem.42UgandahasanM&Eplanfor the program, the duration of the school day, and the the school feeding program. This monitoring and feasibilityofimplementationinthecontextofthespecial evaluation plan is in relation to the special Karamoja Karamojaprogram. Project. All important M&E components are covered  exceptaprogrambaselinereport.Thereisnostatistician There are no national standards on food management, in the project management unit, and progress is procurement and logistics. In the initial stages of measured on the basis of previous performance in discussion of a homegrown school feeding program, absence of a base line study. The school feeding M&E there were discussions on possible procurement plan in Uganda has been used to refine and update modalities for school feeding that could be more locally components of the program. For example, takeͲhome appropriate, including the possibility of linking rationsforgirlswerediscontinuedwhengirls’enrolment procurementwithagricultureͲrelatedactivities. andthatofboysreached50:50.   The Ministry of Agriculture has been involved in making Experiencesfromthehealthsectorconveythatprogram the connection between school feeding and national effectivenessisenhancedwhentheimplementationofa agricultural production. The Ministry of Agriculture was national school feeding strategy is supported by a involved in the planning of a Home Grown School national M&E strategy agreed upon by all country Feedingprogramdraft,includingprovisionofstatisticsof partnersandstakeholders.However,theM&Eplanisnot agriculturalproduction.Theinvolvementofgovernment integrated into a national monitoring or information agencies aids a smooth implementation system along managementsystem. national,regional,andlocallevels.Theprivatesectorhas  not been involved in making the connection between Impact evaluations have been carried out and farmersandtheschoolfeedingmarket. completed.In2007,theFAOdidanevaluationofschool In 2011, the special program for Karamoja had 104,000 feeding, and in 2010, the Ministry of Education M&E beneficiaries and about 12,000,000 primary school  42 GelliandEspejo,2013.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 10 UGANDAۣSCHOOLFEEDING  SABERCOUNTRYREPORT|2014  children.Lookingforward,aspecificareaforattentionis to develop new ways for the agriculture and education sectorstoworktogether,includingtheconstructionofa coherent evidence base from which to evaluate specific outcomeswithineachsphere(SABERFramework).  4.DesignandImplementationisESTABLISHED Indicators Score Justification 4A.Afunctional M&Eplanincludes monitoringand mostcomponents evaluationsystemisin  andisusedtorefine placeaspartofthe andupdate structureofthelead programs;however, institutionandused M&Esystemnot forimplementation integratedinto andfeedback nationalmonitoring orinformation managementsystem 4B.Programdesign Targetingcriteria identifiesappropriate andtargeting targetgroupsand  methodologyexists targetingcriteria andcorrespondsto correspondingtothe contextofthe nationalschoolfeeding countryandthe policyandthe povertyreduction situationanalysis strategy;M&E informationusedto refineandupdate coverage 4C.Foodmodalities Nationalstandards andthefoodbasket onfoodmodalities correspondtothe  andthefoodbasket; objectives,localhabits standardsdonot andtastes,availability correspondto oflocalfood,food nutritionalcontent safety,andnutrition requirements,local contentrequirements habitsandtastes, andtheavailability oflocalfood 4D.Procurementand Thereareno logisticsarrangements nationalstandards arebasedonprocuring  onfood aslocallyaspossible, management, takingintoaccountthe procurementand costs,thecapacitiesof logistics implementingparties, theproduction capacityinthe country,thequalityof thefood,andthe stabilityofthepipeline    SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 11 UGANDAۣSCHOOLFEEDING  SABERCOUNTRYREPORT|2014  5.CommunityrolesͲreachingbeyondschoolsis PolicyGoal5:Community EMERGING Roles–ReachingBeyond Indicators Score Justification  5A.Community Systemsand SchoolsinUganda participatesinschool accountability PolicyLever: feedingprogram  mechanismsarenot design, yetinplacefor x Communityparticipationandaccountability implementation, consultationwith  managementand parentsand Therole of the community shouldbeclearlydefinedina evaluationand community school feeding policy because community participation contributesresources membersonthe and ownership improves the school feeding program’s design,monitoring andfeedbackofthe chances of longͲterm sustainability. If the government schoolfeeding placestheresponsibilityofsustaining theschoolfeeding program program on the community, the school feeding policy should detail the guidelines, minimum standards, and  support for the community to implement the program.  The school feeding policy can also include mechanisms To view the scores for all indicators and policy goals in forthecommunitytoholdthegovernmentaccountable. onetable,pleaserefertoAppendix1.    At the school level, there may be a school management committeecomposedof parents,teachers,and students thatactsasaliaisonbetweentheschoolandcommunity and that manages the school feeding program. Care should be taken not to overburden the community, becauseinsomecasesthecommunitymayintroducefees to support the local school feeding program, which can negatively impact enrolment rates. CommunityͲassisted school feeding programs are usually most successful in foodͲsecureareas.  Uganda has school management committees and parentͲteacher associations, but they lack the capacity and autonomy to manage a school feeding program. 43 The community works with the school feeding program through contributing firewood, yet constraints appear when it comes to expectations of financial facilitation. The role of the community has also not been addressed in the national school feeding policy. Key stakeholders can be involved to support community engagement, includingthevillageandparishcouncilleaders.         43 Najjumbaetal.,2013.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 12 UGANDAۣSCHOOLFEEDING  SABERCOUNTRYREPORT|2014  Conclusion Based on the above findings, there is a growing foundation for essential school feeding programming in Uganda. The targeted program in one region is encouraging. Still, there are areas that could be strengthened moving forward. The following policy options represent possible areas where school feeding could be strengthened in Uganda, based on the conclusionsofthisreport. PolicyOptions: x Strengthen school feeding inclusion on the national level by including it, along with specific goals, in the PovertyReductionStrategicPlan. x Establish national, regional and local budgets for schoolfeeding. x Expandandstrengthenimplementationofschool feedingprogramsacrossseveralregions,including regionalcapacitybuildingthroughpreͲorinͲservice trainingprogramsatthemanagementand implementationlevels. x Establishspecificworkplan,objectivesand proceduresforthenationalmultisectoralschool feedingsteeringcommittee. x Createnationalstandardsonfoodmanagement, procurementandlogistics. x StrengthenlocalandcommunityͲfocusedschool feeding,includingestablishmentoflocal committeesandimplementinghomegrownschool feedingwhereappropriate.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 13 UGANDAۣSCHOOLFEEDING    SABERCOUNTRYREPORT|2014  Appendix1 Table1.LevelsofDevelopmentofSABERSchoolFeedingIndicatorsandPolicyGoalsinUganda Systems Approach for Better Education Results: School Feeding Policy Framework STAGE OVERALL POLICY LEVER INDICATOR SCORE PER Latent Emerging Established Advanced DOMAIN Policy Goal 1: Policy frameworks School feeding included in published national-level poverty reduction strategy or equivalent national policy National-level poverty (including specifications as reduction strategy or School feeding included There is recognition of to where school feeding will equivalent national in published national-level school feeding as an be anchored and who will strategy as well as School feeding discussed poverty reduction strategy education and/or social implement and sectoral policies and by members and partners or equivalent national protection intervention, accompanied by targets Overarching policies strategies (education during preparation of policy (including but school feeding is not and/or milestones set by for school feeding - sector plan, nutrition national-level poverty specifications as to where yet included in the the sound alignment policy, social protection reduction strategy, school feeding will be published national-level government); published with the national policy) identify school equivalent national anchored and who will poverty reduction sectoral policies or policy feeding as an policy, or sectoral policies implement); published LATENT strategy, equivalent strategies have clearly education and/or social and strategies but not yet sectoral policies or national policy, or defined objectives and protection intervention, published strategies have clearly sectoral policies and sectoral responsibilities, clearly defining defined objectives and strategies including what school objectives and sectoral sectoral responsibilities feeding can and cannot responsibilities achieve, and aligned with the national-level poverty reduction strategy or equivalent national strategy  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 14 UGANDAۣSCHOOLFEEDING    SABERCOUNTRYREPORT|2014  A technical policy related to school feeding is published, An evidence-based outlining the objectives, technical policy related rationale, scope, design, to school feeding funding and sustainability of outlines the objectives, A technical policy related the program and rationale, scope, to school feeding is comprehensively covering design, and funding published, outlining the all four other policy goals and sustainability of the There is recognition of A technical policy and objectives, rationale, with a strategy for local program and the need for a technical situation analysis under scope, design, funding production and sourcing, comprehensively policy related to school development by the and sustainability of the including links with addresses all four other feeding, but one has not relevant sectors that program and covering agriculture development policy goals yet been developed or address school feeding some aspects of all four and (institutional capacity published other policy goals, small holder farmers; policy and coordination, including links with is informed by a situation financial capacity, agriculture development analysis of needs and design and aligned with national implementation, and poverty community reduction strategies and participation) relevant sectoral policies 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 with the feeding in the national process and is fully funded included in the national school feeding policy and 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 and funding are national funding is options for engaging with government is fully reliant in the program Governance of the allocated to school stable through a budget the private sector; budget 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 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 budgeting (national, district and/or and school levels; expenses of running the LATENT school feeding; there is school levels; school school) in a timely and existing school feeding program ; school feeding recognition of the need for feeding funds are effective manner funds are disbursed to funds are disbursed to the mechanisms for disbursed to the the implementation implementation levels in a disbursing funds to the implementation levels in a levels intermittently timely and effective manner implementation levels, but timely and effective and implementers have the these are not yet in place manner capacity to plan and budget as well as request resources from the central level    SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 15 UGANDAۣSCHOOLFEEDING    SABERCOUNTRYREPORT|2014  Policy Goal 3: Institutional Capacity and Coordination Multisectoral steering committee from at least three sectors (e.g. education, social protection, agriculture, health, local Multisectoral steering government, water) committee from at least coordinates implementation two sectors (e.g. of a national school feeding School feeding Multisectoral steering Sectoral steering Any multisectoral steering education, social policy; this government-led coordination - strong committee coordinates committee coordinates committee coordination protection, agriculture, committee provides partnerships and implementation of a implementation of a efforts are currently health, local government, comprehensive inter-sector national school feeding national school feeding nonsystematic water) coordinates coordination coordination policy policy implementation of a (across international national school feeding agencies, NGOs, the policy private sector and local business representatives as well) and is part of a wider committee on school health and nutrition A fully staffed school A school feeding unit A fully staffed school feeding unit exists at the exists at the national feeding unit with a clear national level, based on an level, but it has limited mandate exists at the assessment of staffing and A specific school feeding resources and limited national level, based on resources needs, with a National school feeding unit does not yet exist at staff numbers and lacks an assessment of staffing clear mandate, and pre- ESTABLISHED management unit and the national level; a clear mandate; while and resources needs; and accountability coordination between the coordination coordination mechanisms in-service training; structures are in place, Management and national, regional/local (if mechanisms between between the national, coordination mechanisms coordinating with accountability applicable), and schools the national, regional/local (if between the national, school level structures structures, including is lacking regional/local (if applicable), and school regional/local (if staffing - strong applicable), and school level are in place and applicable), institutional level are in place, they functioning in most and school level are in frameworks for are not fully functioning instances place implementation and fully functioning National guidance on All schools have a Mechanisms for required mechanisms mechanism to manage School level managing school feeding Most schools have a for managing school school feeding, based on management and at the school level are mechanism to manage feeding are available at national guidance, with accountability non-uniform and national school feeding, based on the school level, but preand structures are in place guidance on this is national guidance these are not yet in-service training for lacking implemented fully relevant staff    SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 16 UGANDAۣSCHOOLFEEDING    SABERCOUNTRYREPORT|2014  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 with 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 targeting methodology The need for targeting is exists and is implemented Targeting criteria and a Quality assurance of Program design recognised, but a corresponding to the targeting methodology is Targeting criteria and a programming and identifies appropriate situation analysis has not national school feeding being developed targeting methodology targeting, target groups and yet been undertaken that policy and situation corresponding to the exists and is implemented modalities, and targeting criteria assesses school feeding analysis national school feeding corresponding to the procurement design, corresponding to the needs and neither (including costings for policy; a situation national school feeding ensuring design that national school feeding targeting criteria nor a various targeting and analysis assessing policy and a situation is both needs-based policy and the situation targeting methodology designs); M&E information needs is incomplete as analysis assessing needs and cost-effective analysis has been established as is used to refine and update yet yet targeting and coverage on ESTABLISHED a periodic basis National standards on food National standards on modalities and the food Food modalities and food modalities and the National standards on basket have been the food basket food basket have been food modalities and the developed and correspond correspond to the There is recognition of the developed and food basket have been to objectives, local habits objectives, local habits need for national correspond to two or developed and correspond and tastes, availability of and tastes, availability standards for food more of the following: to objectives, local habits local food, food safety 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 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 requirements guidelines), and nutrition content requirements and update food modalities content requirements and food basket on a periodic basis  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 17 UGANDAۣSCHOOLFEEDING    SABERCOUNTRYREPORT|2014  National standards on National standards on procurement and logistics procurement and arrangements have been Procurement and logistics arrangements National standards on developed and are based logistics arrangements have been developed procurement and logistics 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 following: developed and are based possible, taking into taking into account the need for national procuring as locally as on procuring as locally as account costs, the capacities of standards for possible, taking into possible, taking into the costs, the capacities of implementing parties, procurement and logistics account the costs, the account the costs, the implementing parties, the the production capacity arrangements, but these capacities of capacities of implementing production capacity in the in the country, the do not exist yet implementing parties, parties, the production country, the quality of the quality of the food, and the production capacity capacity in the country, food, and the stability of the the stability of the in the country, the the quality of the food, and pipeline; M&E information pipeline quality of the food, and the stability of the pipeline is the stability of the used to refine and update pipeline procurement and logistics arrangements Policy Goal 5: Community roles--reaching beyond schools The school feeding management committee The school feeding comprises representatives A school feeding management committee of teachers, parents, and Community participates Systems and management committee Community comprises community members and in school feeding accountability exists but parent and participation and representatives of has clearly defined program design, mechanisms are not yet community member accountability - teachers, parents, and responsibilities and periodic implementation, in place for consultation participation could be strong community community members and training. Accountability management and with parents and strengthened and participation and communities have mechanisms are in place evaluation and community members on awareness on the ownership accountability by contributes resources the design, monitoring opportunity to monitor (teachers, parents, mechanisms to hold which communities can (in-kind, cash or as and feedback of the and feedback on the children) school feeding programs hold EMERGING labor) school feeding program school feeding program is accountable at the school school feeding programs lacking level accountable at the school, regional, and national levels        SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 18 UGANDAۣSCHOOLFEEDING  SABERCOUNTRYREPORT|2014  Acknowledgements UNAP UgandaNutritionActionPlan,2012Ͳ2017 (UN)FAO(UnitedNations)FoodandAgriculturalOrganization ThisSABER—SchoolFeedingReportwaspreparedfrom UNPS UgandaNationalPopulationSurvey aSABER—SchoolFeedingquestionnairecompletedby SHN SchoolHealthandNutrition staffoftheMinistryofEducationandSportsandthe SSA SubͲSaharanAfrica MinistryofAgriculture,AnimalIndustryandFisheries. UPE UniversalPrimaryEducation  WFP WorldFoodProgramme We thank all the Ugandan participants at the 4th annual meetingoftheEasternandSouthernAfricanNetworkof References Education Sector School Health, Nutrition and HIV focal points, that took place in Kampala, Uganda, from Adelman, S., H. Alderman, D. O. Gilligan, and K. Lehrer. 2008. “The Impact of AlternativeFood forEducation Programs December6Ͳ8,2011;andparticularly,Dr.DanielNkaada, on LearningAchievement and Cognitive Development in Commissioner of Basic Education, Ministry of Education NorthernUganda.”IFPRI,Washington,DC. and Sports; Ms. Santa Ojok, Principal Education Officer, Ahmed, A. U. 2004. “Impact of Feeding Children in School: School Health and Nutrition, Ministry of Education and Evidence from Bangladesh.” International Food Policy Sports;Ms.NancyAdero,Nutritionist,NationalPlanning ResearchInstitute,Washington,DC. Authority; Susan Oketcho, Focal Point Person, School Ariong, Steven. 2013. “Karamoja schools to miss lunch after Health, Nutrition, and HIV, Ministry of Education and WFP pulls out”. Daily Monitor. Accessed from Sports; Ms. Harriet Mary Ajilong, Ministry of Education http://www.monitor.co.ug/News/National/KaramojaͲ and Sports; and John B. Z. Adonga, Finance and Liaison schoolsͲtoͲmissͲlunchͲafterͲWFPͲpullsͲout/Ͳ Officer,MinistryofEducationandSports. /688334/1685898/Ͳ/1415qc/Ͳ/index.html.  Bundy,D.A.P.,Burbano,C.,Grosh,M.,Gelli,A.,Jukes,M.,and We also thank Fahma Nur and Amina Denboba for data Drake,L.2009.“RethinkingSchoolFeeding:SocialSafety collection during the meeting, Paula Trepman and Nets, Child Development, and the Education Sector.” Angela Ha (Massachusetts Institute of Technology) for World Food Programme and World Bank, Washington, their significant contributions to the data analysis and DC. reporting. We thank the many people that have served Education(PreͲPrimary,Primary,andPostͲPrimary)Act. as reviewers including Donald Bundy, Andy Tembon, FAO. 2007. Evaluation Report of the WFP Uganda Country Innocent Mulindwa, Michelle Louie, and Janet Holt Program. (World Bank); Carmen Burbano (World Food Gelli, A., and F. Espejo. 2013. “School feeding, moving from Programme); and Lesley Drake and  Kristie Watkins practice to policy: reflections on building sustainable (PartnershipforChildDevelopment). monitoring and evaluation systems”. Public health  nutrition16(6);995Ͳ9. Finally, we thank the Ministers of Education and Sports Gelli,A.,U.Meir,andF.Espejo.2007.“DoesProvisionofFood of Uganda for allowing the Ministry staff members to in School Increase Girls’ Enrollment? Evidence from attend the focal points’ meeting in Kampala, and to the Schools in SubͲSaharan Africa.” Food and Nutrition manyotherswhocontributedinonewayortheotherto Bulletin.28(2):149Ͳ55. theproductionofthisreport. Government of Uganda. 2013. “National Orphans and Other Vulnerable Children Policy”. Accessed from http://www.mglsd.go.ug/wpͲ Acronyms content/uploads/2013/07/policies/National%20OVC%2  0Policy.pdf. EFA EducationforAll GDP GrossDomesticProduct GovernmentofUganda.2010.“HealthSectorStrategic HGSFP HomeGrownSchoolFeedingProgram Plan III”.  Accessed from M&E MonitoringandEvaluation http://www.health.go.ug/docs/HSSP_III_2010.pdf. NAP NationalActionPlan GovernmentofUganda.MinistryofEducation&Sports.2010. PPP PurchasingPowerParity Evaluation Report on the Karamoja School Feeding PRSP PovertyReductionStrategicPlan Project. SABER SystemsApproachforBetterEducationResults GovernmentofUganda.MinistryofEducation&Sports.2004. UBOS UgandaBureauofStatistics HomegrownSchoolFeedingProgram.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS  19 UGANDAۣSCHOOLFEEDING  SABERCOUNTRYREPORT|2014  Government of Uganda. Uganda Bureau of Statistics. 2010. Scaling Up Nutrition. 2012. “Uganda: SUN Country Summary StatisticalAbstract. September 2010”. Accessed from GovernmentofUganda.UgandaDevelopmentPlan. http://scalingupnutrition.org/wpͲ content/uploads/2012/10/FINALͲUGANDAͲ GovernmentofUganda.“UgandaNutritionActionPlan2011Ͳ SUMMARY.pdf. 2016”. Accessed from http://www.unicef.org/uganda/Nutrition_Plan_2011.pd Simeon,D.T.,andS.M.GranthamMcGregor.1989.“Effectsof f. Missing Breakfast on the Cognitive Functions of School Children of Differing Nutritional Status.” American Jacoby, E., S. Cueto, and E. Pollitt. 1996. “Benefits of a School JournalofClinicalNutrition49(4):646Ͳ53. BreakfastProgrammeamongAndeanChildreninHuaraz, Peru.”FoodandNutritionBulletin17(1):54Ͳ64. Simeon,D.T.1998.“SchoolFeedinginJamaica:AReviewofits Evaluation.” American Journal of Clinical Nutrition 67 Jukes, M. C. H., L. J. Drake, and D. A. P. Bundy. 2008. “School (4):790sͲ794s. Health, Nutrition and Education for All: Levelling the PlayingField.”CABIPublishing,Wallingford,UK. Tan, J. P., J. Lane, and G. Lassibille. 1999. “Student Outcomes in Philippine Elementary Schools: An Evaluation of Four Kristjansson, E., V. Robinson, M. Petticrew, B. MacDonald, J. Experiments.”WorldBankEconomicReview 13 (3):493Ͳ Krasevec, L. Janzen, T. Greenhalgh, G. Wells, J. 502. MacGowan, A. Farmer, B. J. Shea, A. Mayhew, and P. Tugwell. 2007. “School Feeding for Improving the Whaley,S.E.,M.Sigman,C.Neumann,N.Bwibo,D.Guthrie,R. Physical and Psychosocial Health of Disadvantaged E.Weiss,S.Alber,andS.P.Murphy.2003.“TheImpactof Elementary School Children.” Cochrane Database of Dietary Intervention on the Cognitive Development of SystematicReviews1. Kenyan School Children.” Journal of Nutrition 133 (11): 3965SͲ71S. Najjumba, Innocent Mulindwa, Charles Lwanga Bunjo, David Kyaddondo, and Cyprian Misinde. 2013. Improving WorldBank.2014a.WorldDevelopmentIndicators1990Ͳ2013 Learning in Uganda Vol. 1: CommunityͲLed School [statistics]. “Uganda”. Available from the World Bank Feeding Practices. Washington, DC: World Bank. WorldDevelopmentIndicatorsdatabase. doi:10.1596/978Ͳ0Ͳ8213Ͳ9743Ͳ5 License: Creative World Bank. 2014b. Education Indicators 1990Ͳ2013 CommonsAttributionCCBY3.0 [statistics].“Uganda”.AvailablefromWorldBankEdStats PCD (The Partnership for Child Development). 2012.“Schools database. and Health: FRESH Homepage” PCD, London. World Bank, 2011. Strengthening school based management http://www.freshschools.org/Pages/HealthRelatedScho in Uganda. Analysis of training programs and inspection olPolicies.aspx. reportsforemergingissues.Inceptionreport.Submitted Politt, E., S. Cueto, and E. R. Jacoby. 1998. “Fasting and byAsiimweJohnBosco,March2011. Cognition in WellͲ and UnderͲnourished Schoolchildren: World Health Organization (WHO). 2003. “Skills for Health, A Review of Three Experimental Studies.” American SkillsͲBased Health Education Including Life Skills: An JournalofClinicalNutrition67(4):779sͲ784s. Important Component of a ChildͲFriendly/HealthͲ Powell, C. A., S. P. Walker, S. M. Chang, and S. M. GranthamͲ PromotingSchool.”InformationSeriesonSchoolHealth. McGregor. 1998. “Nutrition and Education: A WHO,Geneva. Randomized Trial of the Effects of Breakfast in Rural World Food Programme (WFP). 2013. ‘’WFP Revised School Primary School Children.” American Journal of Clinical FeedingPolicy’’.WorldFoodProgramme,Rome. Nutrition68:873Ͳ9. World Food Programme (WFP). 2012. “Global School Feeding UBOS.2002.UDHS.Kampala:UBOS Survey”.WorldFoodProgramme,Rome.         SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS  20 UGANDAۣSCHOOLFEEDING  SABERCOUNTRYREPORT|2014   www.worldbank.org/education/saber   The Systems Approach for Better Education Results (SABER) initiative produces comparative data and knowledge on education policies and institutions,withtheaimofhelpingcountriessystematicallystrengthen their education systems. SABER evaluates the quality of education policies against evidenceͲbased global standards, using new diagnostic toolsanddetailedpolicydata.TheSABERcountryreportsgiveallparties with a stake in educational results—from administrators, teachers, and parents to policymakers and business people—an accessible, objective snapshot showing how well the policies of their country's education systemareorientedtowardensuringthatallchildrenandyouthlearn.  ThisreportfocusesspecificallyonpoliciesintheareaofSchoolFeeding. ThisworkisaproductofthestaffofTheWorldBankwithexternalcontributions.Thefindings,interpretations,andconclusionsexpressed inthisworkdo notnecessarilyreflecttheviews ofTheWorldBank,itsBoard of ExecutiveDirectors,orthegovernmentstheyrepresent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other informationshownonanymapinthisworkdonotimplyanyjudgmentonthepartofTheWorldBankconcerningthelegalstatusofany territoryortheendorsementoracceptanceofsuchboundaries.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS  2