100071   Zanzibar  SABER Country Report SCHOOL FEEDING 2015          Policy Goals Status 1. Policy Frameworks SchoolfeedingisincludedinthePovertyStrategicReductionPlan(PRSP).  However,thereisnopublishednationalpolicyonschoolfeeding. 2. Financial Capacity  Thereisnobudgetlineavailableforschoolfeedingatthenational,regional, orlocallevel.Therearealsonomechanismsinplacetoimprovethis situation. 3. Institutional Capacity and Coordination  Thereisnomultisectoralsteeringcommitteethatcoordinatesthe implementationofschoolfeeding.Thereisalsononationalschoolfeeding managementunitinplace,orcoordinationbetweenlevels. 4. Design and Implementation Thereisnomonitoringandevaluationplaninplace.Nationalstandardsfor foodmodalitiesandthefoodbasketarenotset.Further,nationalstandards  onprocurementandlogisticsarrangementshavenotbeenestablished. 5. Community Roles-Reaching Beyond Schools  Thereisnoschoolfeedingmanagementcommitteethatinvolvesparents, teachersandthelocalcommunityinthemanagementandimplementationof theschoolfeedingprogram.       THEWORLDBANK ZANZIBARۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2015  Introduction compulsory and free. Currently, the structure of the This report presents an assessment of school feeding formaleducationsystemaccordingtothe2006Zanzibar policies and institutions that affect young children in Education policy is 2Ͳ6Ͳ4Ͳ2Ͳ3, which is 2 years of preͲ Zanzibar. The analysis is based on a World Bank tool primaryeducation,6yearsofprimaryeducation,4years developed as part of the Systems Approach for Better of secondary education ordinary level, 2 years of Education Results (SABER) initiative that aims to secondary education advanced level, and a minimum of systematically assess education systems against 3yearsofhighereducation. evidenceͲbased global standards and good practice to  assist countries reform their education systems for Currently, the education system in Zanzibar is closely properlearningforall. aligned with the system on the mainland. For primary  education, the curriculum and examinations are School feeding policies are a critical component of an managed in Zanzibar; for secondary education, the effective education system, given that children's health Zanzibar authorities follow the same curriculum and and nutrition impact their school attendance, ability to examinations as on the mainland. The curriculum is learn, and overall development. A school feeding designed and developed by the Tanzania Institute of program is a specific schoolͲbased health service, which Education and examinations are conducted by the canbepartofacountry’sbroaderschoolhealthprogram, ExaminationsCouncilofTanzania. and often a large amount of resources are invested in a  school feeding program. SABERͲSchool Feeding collects, Zanzibar’s education sector has seen significant analyzes, and disseminates comprehensive information achievementsoverthelastyearsbutdauntingchallenges on school feeding policies around the world. The overall remain.In2012,grossenrolmentrates(GER)were121.5 objective of the initiative is to help countries design percent for primary school, 113.5 percent for basic effective policies to improve their education systems, Education (Standard 1ͲForm 11), and 86.6 percent for facilitate comparative policy analysis, identify key areas secondary (Form 1ͲForm 11). The major constraints and to focus investment, and assist in disseminating good challenges affecting the education sector in Zanzibar practice. includelowparticipationrates,particularlyatsecondary  levels, inadequate facilities, limited access to textbooks, and the difficult transition between primary and ZanzibarinBrief secondary school caused by the abrupt change in Zanzibar is comprised of two large islands, Unguja and languageofinstruction. Pemba, and a number of smaller islets, and lies  approximately40kmoffthecoastofmainlandTanzania. Secondaryeducation,particularlythefirstfouryears(to  O Level), was identified as the most urgent priority for In 1964, Zanzibar merged with Tanganyika to form the reform.Atthesecondarylevel,thefollowingissueswere United Republic of Tanzania. However, Zanzibar has a identified: (i) inadequate access and poor facilities (ii) large degree of autonomy, including having its own poorEnglishlanguage proficiencyforstudents (iii)poor legislative,judicial,andexecutivebranches.Zanzibarhas English language skills for many secondary teachers (iv) itsownministriessuchasEducation,Health,Agriculture, underͲqualified and unqualified teachers (v) lack of Finance, Planning, Trade and many others. According to teaching/learning materials and (vi) ineffective a 2012 population and housing census, Zanzibar has a implementationofdecentralization. population of 1,303,568 inhabitants with a population  growth rate of 2.8 percent. Zanzibar has experienced Financing is considered a responsibility of the positive economic growth with an average growth rate Revolutionary Government of Zanzibar (RGZ). Tertiary of 6 percent between 2007 and 2010. education is a “union matter” according to the  Constitution. Education spending as a share of the EducationandHealthinZanzibar governmentbudgetandofGDPhasbeenincreasingand iscurrentlyintherangeof 4.0percentto4.5 percentof †—…ƒ–‹‘ GDP and about 18.5 percent of government spending Following the Education Act of 1982, the provision of and is targeted to reach 21 percent over the next few basic education up to secondary level was made years.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 2 ZANZIBARۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2015  ‡ƒŽ–Š regularly). A major advantage of school feeding programs is that they offer the greatest benefit to the One of the main priorities of the RGZ is its population’s health. Malaria and HIV/AIDS are two health concerns poorest children. Several studies 9 have indicated that but progress has been made towards reducing the missingbreakfastimpairseducationalperformance. number of deaths caused by these diseases. The  HIV/AIDS prevalence rate was 0.6 percent due to Present data suggests that almost every country is seekingtoprovidefoodtoitsschoolchildren.Therefore, government interventions. Moreover, the infant mortality rate and underͲfive mortality rate have both especially for lowͲincome countries where most foodͲ decreased.1 insecure regions are concentrated, the key issue is not  whether a country will implement schoolͲfeeding ZanzibarisoneoftheregionsinTanzaniawithhighrates programsbutratherhowandwithwhatobjectives. of chronic food insecurity and food energy deficiency,  although, of the various regions in Tanzania, Zanzibar The social shocks of recent global crises has led to an had one of the lowest rates of seasonal food shortages. enhanced demand for school feeding programs in lowͲ Children in Zanzibar were also the least likely to be income countries as they can serve as a safety net for stunted,buttheprevalenceofstuntingandunderweight foodͲinsecurehouseholdsthroughanincometransfer.In children was higher in Zanzibar than in other regions of response to this amplified request, the United Nations Tanzania,at12percentand16percentrespectively.2To World Food Programme (WFP) and the World Bank combatchildmalnutrition,theWorldFoodProgramme’s jointly undertook an analysis titled Rethinking School Home Grown School Feeding, Partnership for Child Feeding. 10 This initiative sought to better understand Development, and Table for Two partnered to launch a how to develop and implement effective school feeding school feeding program in 2014 that uses locally programs as a productive safety net that is part of the produced food. The program provides 5,000 children response to the social shocks, as well as a fiscally with a school meal. 3  sustainable investment in human capital. These efforts  are part of a longͲterm global goal to achieve Education ForAllandprovidesocialprotectiontothepoor. TheCaseforSchoolFeeding School feeding programs, defined here as the provision ‹˜‡‡›‘Ž‹…› ‘ƒŽ•–‘”‘‘–‡…Š‘‘Ž ‡‡†‹‰ of food to schoolchildren, can increase school Therearefivecorepolicygoalsthatformthebasisofan enrolment4and attendance—especially for girls.5When effective school feeding program. Figure 1 illustrates combined with quality education, school feeding these policy goals and outlines the respective policy programs can increase cognition 6 and educational leversandoutcomesthatfallundereachgoal. success. 7 With appropriately designed rations, school  feeding programs can improve the nutrition status of The first goal is a national policy framework. A solid preschool and primary schoolͲaged children by policy foundation strengthens a school feeding addressing micronutrient deficiencies. Combined with program’s sustainability and quality of implementation. local agricultural production, these programs can also National planning for school feeding as part of the providesmallͲscalefarmerswithastablemarket.School country’spovertyreductionstrategy(orotherequivalent feeding programs can provide shortͲterm benefits after development strategies) conveys the importance the crises by helping communities recover and build government places on school feeding as part of its resilience, and also longͲterm benefits by developing development agenda. For most countries that are human capital. 8 School feeding programs can be implementing their own national programs, school classifiedintotwomaingroups:inͲschoolfeeding(when feedingisincludedinnationalpolicyframeworks.11 childrenarefedinschool)andtakeͲhomerations(when  families are given food if their children attend school  1 7 RevolutionaryGovernmentofZanzibar,2010. Tan,Lane,andLassibille,1999;Ahmed,2004;Adelmanetal.,2008. 2 WorldFoodProgramme.2013a. 8 WFP,2013b. 3 9 Doege,S.L.,2014. Simeon and GranthamͲMcGregor, 1989; Pollitt, Cueto, and Jacoby, 1998; 4 Ahmed,2004;Gelli,Meir,andEspejo,2007. Simeon,1998. 5 10 Jacoby,Cueto,andPollitt,1996;Powelletal.,1998;Kristjanssonetal.,2007. Bundyetal.,2009. 6 11 Whaleyetal.,2003;Kristjanssonetal.,2007;Jukesetal.,2008. Bundyetal.,2009;WFP,2012.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 3 ZANZIBARۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2015  The second policy goal for school feeding is financial the quality of a country’s policies through a SABERͲ capacity. Stable funding is a prerequisite for School Feeding Questionnaire. This dataͲcollecting sustainability. However, where need is greatest, instrument helps to facilitate comparative policy programstendtobethesmallestandthemostrelianton analysis, identify key areas to focus investment, and external support. Funding for these programs can come disseminate good practice and knowledge sharing. This from a combination of sources, such as nonͲ holistic and integrated assessment of how the overall governmental organizations (i.e., WFP) and the policyinacountryaffectsyoungchildren’sdevelopment government. When a program becomes nationalized, it is categorized into one of the following stages, needs a stable and independent funding source, either representing the varying levels of policy development through government core resources or development thatexistamongdifferentdimensionsofschoolfeeding: funding. In the long term, a national budget line for  school feeding is necessary for an effective and stable 1. Latent:Noorverylittlepolicydevelopment program. 2. Emerging:Initial/someinitiativestowardspolicy  development. The third policy goal is institutional capacity and 3. Established:Somepolicydevelopment coordination. School feeding programs are better 4. Advanced:Developmentofacomprehensive executed when an institution is mandated and policyframework accountable for the implementation of such a program.  Effective programs also include multisectoral Each policy goal and lever of school feeding is involvement from sectors such as education, health, methodically benchmarked through two SABER analysis agriculture, and local government, as well as a tools. The first is a scoring rubric that quantifies the comprehensive link between school feeding and other responses to selected questions from the SABER School school health or social protection programs and Feeding questionnaire by assigning point values to the establishedcoordinationmechanisms. answers. The second tool is the SABER School Feeding  Frameworkrubricthatanalyzestheresponses,especially The fourth policy goal is sound design and the written answers, based on the framework’s five implementation. In order to maximize effectiveness, policygoalsandlevers.Formoreinformation,pleasevisit schoolfeedingprogramsshouldclearlyidentifycountryͲ the World Bank’s website on SABERͲSchool Health and specific problems, objectives, and expected outcomes. School Feeding and click on the “What Matters” The country’s context and needs should determine the FrameworkPaperunderMethodology. program’s beneficiaries, food basket (menus), food   modalities and supply chain. Countries and partners 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. •‡‘ˆ˜‹†‡…‡Ǧƒ•‡†‘‘Ž• TheprimaryfocusoftheSABERͲSchoolFeedingexercise isgatheringsystematicandverifiableinformationabout  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 4 ZANZIBARۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2015           Figure1:Policygoalsandpolicyleversforschoolfeeding                                                                                       SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 5 ZANZIBARۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2015  Findings  1.PolicyFrameworksisEMERGING PolicyGoal1:Policy Indicators Score Justification FrameworksinZanzibar 1A.NationalͲlevel Schoolfeeding povertyreduction includedinPRSP; PolicyLever strategyorequivalent  accompaniedby x Overarchingpoliciesforschoolfeedinginalignment nationalstrategyaswell targetsby withnationalͲlevelpolicy assectoralpoliciesand government; strategiesidentifyschool strategieshave  feedingasaneducation defined A policy foundation helps strengthen the sustainability and/orsocialprotection objectivesand andaccountabilityofaschoolfeedingprogramaswellas intervention,clearly sectoral the quality of its implementation. Nearly all countries definingobjectivesand responsibilities with national ownership of programs have wellͲ sectoralresponsibilities articulated national policies on the modalities and 1B.AnevidenceͲbased Nopublished objectivesofschoolfeeding.12 technicalpolicyrelatedto nationalpolicyon  schoolfeedingoutlines  schoolfeeding School feeding is included in the published poverty theobjectives,rationale, available reduction strategy in Zanzibar. In the Zanzibar Strategy scope,design,and fundingandsustainability for Growth and Reduction of Poverty (2010Ͳ2015), oftheprogramand school feeding is listed as one of the interventions to comprehensively increaseenrolmentandnutrition.13Thegovernmenthas addressesallfourother also set milestones for school feeding programs in the policygoals Poverty Reduction Strategic Plan (PRSP), conveying that   the Zanzibar government not only recognizes the importance of school feeding programs but also recognizestheimportanceofsettinggoalsandimproving the effectiveness of these programs. However, there is nopublishednationalpolicyonschoolfeeding.  12 13 WFP,2012. RevolutionaryGovernmentofZanzibar,2010.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 6 ZANZIBARۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2015  PolicyGoal2:Financial CapacityinZanzibar PolicyLever x Governanceofthenationalschoolfeedingprogram throughstablefundingandbudgeting Stable funding is necessary for the longͲterm 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 process in Zanzibar, yet school feeding is not funded through a national budget. Regions do not have the capacity to plan and budget their needs and request resources from the central level to implement school feedingprograms.Further,noregion,schoolorministry involved in the program has a budget line for school feeding. Although school feeding is recognized at a national level, a budget must be initiated at all levels in Zanzibar.Furthermore,theschoolfeedingfundsarenot being disbursed to the implementers in a timely and effectivemanner.Thereareproblemswithcoordination andfunds.  2.FinancialcapacityisLATENT Indicators Score Justification 2A.Nationalbudget Nobudgetline line(s)andfunding availablefor areallocatedto  schoolfeedingat schoolfeeding;funds national,regional, aredisbursedtothe orlocallevel;no implementation mechanisms levelsinatimelyand recognizedto effectivemanner improve     SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 7 ZANZIBARۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2015  PolicyGoal3:Institutional not have sufficient staff, knowledge and resources to fulfilltheirresponsibilities. CapacityandCoordination  inZanzibar InterͲlevel coordination is a key component of effective  implementation for school feeding programs, and PolicyLevers Zanzibarshouldcontinuetoworktowardsestablishinga x SchoolfeedinginterͲsectoralcoordinationand foundationforcoordinationofschoolfeedingatvarious strongpartnerships levels. x Managementandaccountabilitystructures,strong  institutionalframeworks,andmonitoringand 3.InstitutionalCapacityandCoordinationinZanzibar evaluation isLATENT Indicators Score Justification Implementingaschoolfeedingpolicyrequiressignificant 3A.Multisectoral Nomultisectoral institutional capacity because the program is a complex steeringcommittee steeringcommittee school health intervention. The policy should clearly coordinates  coordinatingthe define the roles and responsibilities of stakeholders and implementationofa implementationof actors at all levels. Methodically increasing government nationalschool schoolfeeding capacity to manage a school feeding program is feedingpolicy important to the program’s longͲterm sustainability. A 3B.Nationalschool Nonationalschool nationalinstitutionthatismandatedandaccountablefor feedingmanagement feeding unitand  managementunitin the implementation of the school feeding program is accountability place;coordination considered to be a best practice. This institution should structuresarein betweenlevels have a specific unit that has adequate resources and place,coordinating lacks knowledgeable staff to manage the school feeding withschoollevel program. Moreover, policies that detail accountability structures andmanagementmechanismscanhelpensureprogram 3C.Schoollevel Mechanismsfor quality and efficiency, especially if the school feeding managementand managingschool programisdecentralized. accountability  feedingatthe structuresareinplace schoollevelare Zanzibar has given the Ministry of Education the nonͲuniformand mandate of managing and implementing the school nationalguidance onthisislacking feeding program. This concentrated leadership is a necessary trait of effective implementation. Zanzibar  does not have a multisectoral steering committee coordinatingtheimplementationofschoolfeeding.    School feeding was not discussed in any nationalͲlevel coordination body that deals with education, health, agriculture, and nutrition. Also, within the Ministry of Educationthereisnospecificunitinchargeoftheoverall management of school feeding and responsible for coordinationbetweenthenational,regional,andschool levels.  Therearenocoordinationmechanismsinplacebetween crossͲgovernment stakeholders. At more local levels, therearenopreͲorinͲservicetrainingprogramsinplace to train staff on school feeding program management andimplementation.Regionalanddistrictofficesalsodo  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 8 ZANZIBARۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2015  PolicyGoal4:Designand potentially create jobs and profitͲmaking opportunities forcommunitymembers. ImplementationinZanzibar  The Ministry of Agriculture has not been involved in PolicyLever making the connection between school feeding and x Qualityassuranceofprogrammingandtargeting, national agricultural production, and the private sector modalities,andprocurementdesign,ensuring hasnotbeeninvolvedinmakingtheconnectionbetween designthatisbothneedsͲbasedandcostͲeffective farmers and the school feeding market. At the school level, the requirements for the school feeding program A wellͲdesigned school feeding policy that is based on are not communicated to the agriculture sector to evidence is critical to the implementation of a quality support the links between food production and the schoolfeedingprogram.Thepolicycanincludedetailson schoolfeedingmarket. targeting the correct beneficiaries, selecting the proper  modalities of food delivery, and choosing a quality food National standards on food modalities and the food basket. Over time, the school feeding policy may be basket have been set, which correspond to nutritional redesigned or modified according to reassessments of content requirements, local habits and tastes, and the theschoolfeedingprogram. availability of local food. The food modalities have also beenchosenbasedontheobjectivesoftheprogram,the A governmentͲled strategy for the monitoring and duration of the school day, and the feasibility of evaluation(M&E)ofanationalschoolfeedingprogramis implementation. the cornerstone for the development of a sustainable  and efficient M&E system. 14 Zanzibar does not have a There are no complementary programs with budgets to monitoring and evaluation plan for the school feeding provide capacity building for small holders and to help program.Sincenoimpactevaluationshavebeenplanned the community with storage, food processing, or or carried out, there are no progress reports and no preparation.Theactualcostperchildperyearforschool specific program implementation documents available. feeding is unknown, along with the total number of Further, the program does not have objectives that districts and the number of schoolchildren covered by correspondtothecontextofthecountryandthepoverty theprogram. reduction strategy. These objectives, or targeting   criteria,areimportantfortworeasons:first,tokeepthe programwithinthebudgetconstraintsandmaximizethe effectofspendinginlinewiththeobjectives,andsecond, to ensure equity by redistributing resources to poor, vulnerable children. But no situation analysis has been undertakenandnofuturegoalshavebeenset.  There are no national standards on food modalities and the food basket. Food modalities have not been chosen based on the objectives of the program, the duration of the school day, and the feasibility of implementation. There are also no national standards on food management, procurement and logistics. There have also been no discussions on possible procurement modalities for school feeding that can be more locally appropriate, including the possibility of linking procurement with agricultureͲrelated activities. Furthermore,therehavebeennodiscussionsonpossible service provision models for school feeding that could  14 GelliandEspejo,2013.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 9 ZANZIBARۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2015  4.DesignandImplementationisLATENT Indicators Score Justification 4A.Afunctional M&Esystemnotin monitoringand place evaluationsystemisin  placeaspartofthe structureofthelead institutionandused forimplementation andfeedback 4B.Programdesign Situationanalysis identifiesappropriate hasnotyetbeen targetgroupsand  undertakenthat targetingcriteria assessesschool correspondingtothe feedingneedsand nationalschoolfeeding neithertargeting policyandthe criterianora situationanalysis targeting methodologyhas beenestablished asyet 4C.Foodmodalities Nationalstandards andthefoodbasket forfoodmodalities correspondtothe  andthefood objectives,localhabits basketnotset andtastes,availability oflocalfood,food safety,andnutrition contentrequirements 4D.Procurementand Nationalstandards logisticsarrangements onprocurement arebasedonprocuring  andlogistics aslocallyaspossible, arrangements takingintoaccountthe havenotbeen costs,thecapacitiesof established implementingparties, theproduction capacityinthe country,thequalityof thefood,andthe stabilityofthepipeline     SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 10 ZANZIBARۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2015  PolicyGoal5:Community  The RGZ has not set up a school feeding management rolesͲreachingbeyondschools committeethatcouldinvolveparents,teachersandlocal  community in the management and implementation of PolicyLever the school feeding program. Community involvement is x Communityparticipationandaccountability lackingandthereislittlecommunityindependenceinthe  school feeding program. The government should help Therole of the community shouldbeclearlydefinedina communitiesparticipateintheschoolfeedingprogram. school feeding policy because community participation  and ownership improves the school feeding program’s 5.CommunityrolesͲreachingbeyondschoolsis chances of longͲterm sustainability. If the government LATENT placestheresponsibilityofsustaining theschoolfeeding Indicators Score Justification program on the community, the school feeding policy 5A.Community Systemsand should detail the guidelines, minimum standards, and participatesinschool accountability support for the community to implement the program. feedingprogram  mechanismsarenot The school feeding policy can also include mechanisms design, yetinplacefor forthecommunitytoholdthegovernmentaccountable. implementation, consultationwith  managementand parentsand At the school level, there may be a school management evaluationand community committeecomposedof parents,teachers,and students contributesresources membersonthe that acts as a liaison between the school and the design,monitoring andfeedbackofthe community and manages the school feeding program. schoolfeeding Care should be taken not to overburden the community, program becauseinsomecasesthecommunitymayintroducefees to support the local school feeding program, which can  negatively impact enrolment rates. CommunityͲassisted  school feeding programs are usually most successful in To view the scores for all indicators and policy goals in foodͲsecureareas. onetable,pleaserefertoAppendix1.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 11 ZANZIBARۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2015   Conclusion school feeding that coordinates multisectoral activitiesfor schoolfeedingatthenational,regional The following policy options represent possible areas andschoollevels. whereschoolfeedingcouldbestrengthenedinZanzibar, x Create a monitoring and evaluation plan for the basedontheconclusionsofthisreport. school feeding program. Carry out a comprehensive PolicyOptions situation analysis, as well as impact evaluations of ongoingprograms. x Establish a national school feeding policy for x Support the participation of the community in the Zanzibar. planning and implementation of school feeding x Create budgets for school feeding with national, through the establishment of school feeding regional and school level budgets. Create management committees at each school that mechanismsforregionalandschoolleaderstoplan, involves parents, teachers and the local community budgetandrequestfunding. in the management and implementation of the x EstablishaschoolfeedingunitwithintheMinistryof schoolfeedingprogram. Educationtoimplementschoolfeedingnationally.In  addition,establishanationalsteeringcommitteefor    SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS  12 ZANZIBARۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2015   Appendix Table1.LevelsofDevelopmentofSABERSchoolFeedingIndicatorsandPolicyGoalsin Zanzibar   SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS  13 ZANZIBARۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2015       SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS  14 ZANZIBARۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2015   Acknowledgements References This SABERͲSchool Feeding Report was prepared from a Adelman, S., H. Alderman, D. O. Gilligan, and K. Lehrer. SABERͲSchool Feeding questionnaire completed by staff 2008.“TheImpactofAlternativeFoodforEducation oftheMinistryofEducation. Programs on Learning Achievement and Cognitive  Development in Northern Uganda.” IFPRI, We thank all the Zanzibar participants at the 4th annual Washington,DC. meetingoftheEasternandSouthernAfricanNetworkof Ahmed, A. 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Lassibille. 1999. “Student documents/ena/wfp259829.pdf. Outcomes in Philippine Elementary Schools: An Evaluation of Four Experiments.” World Bank WorldFoodProgramme(WFP).2013b.‘’WFPRevised EconomicReview13(3):493Ͳ502. SchoolFeedingPolicy’’.WorldFoodProgramme, Rome. Whaley, S. E., M. Sigman, C. Neumann, N. Bwibo, D. Guthrie, R. E. Weiss, S. Alber, and S. P. Murphy. WorldFoodProgramme(WFP).2012.“GlobalSchool 2003. “The Impact of Dietary Intervention on the FeedingSurvey”.WorldFoodProgramme,Rome.         SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS  16 ZANZIBARۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2015    www.worldbank.org/education/saber  The Systems Approach for Better Education Results (SABER) initiative collectsdataonthepoliciesandinstitutionsofeducationsystemsaround the world and benchmarks them against practices associated with student learning. SABER aims to give all parties with a stake in educational results—from students, administrators, teachers, and parents to policymakers and business people—an accessible, detailed, objectivesnapshotofhowwellthepoliciesoftheircountry'seducation systemareorientedtowardensuringthatallchildrenandyouthlearn.  Thisreportfocusesspecificallyonpoliciesintheareaofschoolfeeding. This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressedinthisworkdonotnecessarilyreflecttheviewsofTheWorldBank,itsBoardofExecutiveDirectors,orthegovernments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations,andotherinformationshownonanymapinthisworkdonotimplyanyjudgmentonthepartofTheWorldBank concerningthelegalstatusofanyterritoryortheendorsementoracceptanceofsuchboundaries.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS  2