Bundy, Donald

Person:
Bundy, Donald

Health, Nutrition and Population, Africa Region, World Bank

Fields of Specialization

school health; school feeding; neglected tropical diseases; onchocerciasis; deworming; infectious disease; child development

Departments

Health, Nutrition and Population, Africa Region, World Bank

Last updated: July 23, 2024

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”.

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Publication Search Results

Now showing 1 - 10 of 17

School Meals Are Evolving: Has the Evidence Kept Up?
(Published by Oxford University Press on behalf of the World Bank, 2024-02-23) Alderman, Harold; Bundy, Donald; Gelli, Aulo
School meal programs are popular social programs. They are provided to 61 percent of primary students in high-income countries but to a smaller share of students in less wealthy countries. There is a body of evidence documenting their contribution to education, health and nutrition, and social protection. But in each domain, program objectives have evolved: schooling is recognized to be more about learning than grades obtained; nutrition goals include healthy diets that reduce risks of non-communicable diseases and are more environmentally responsible; social protection programs aim to respond to acute crises and address chronic poverty. In addition to assisting in these sectors, school meal programs are tasked with creating food systems that assist smallholder farmers, an endeavor that has yet to be extensively studied. This review examines the latest evidence on these evolving dimensions of school meal programs. Findings suggest that while there is a strong evidence base for school meals, there are also specific gaps in the evidence of effectiveness and a particular lack of clarity around costs. The country-led School Meals Coalition, developed in response to COVID pandemic-related school closures, has brought new momentum to national programs and new urgency for reliable evidence on effectiveness and costs.
Disease Control Priorities, Third Edition: Volume 8. Child and Adolescent Health and Development
(Washington, DC: World Bank, 2017-11) de Silva, Nilanthi; Bundy, Donald A. P.; Horton, Susan; Jamison, Dean T.; Patton, George C.
About the Series From its inception, the Disease Control Priorities series has focused attention on delivering efficacious health interventions that can result in dramatic reductions in mortality and disability at relatively modest cost. The approach has been multidisciplinary, and the recommendations have been evidence-based, scalable, and adaptable in multiple settings. Better and more equitable health care is the shared responsibility of governments and international agencies, public and private sectors, and societies and individuals, and all of these partners have been involved in the development of the series. Disease Control Priorities, third edition (DCP3) builds upon the foundation and analyses of the first and second editions of Disease Control Priorities (DCP1 and DCP2) to further inform program design and resource allocation at global and country levels by providing an up-to-date comprehensive review of the effectiveness of priority health interventions. In addition, DCP3 presents systematic and comparable economic evaluations of selected interventions, packages, delivery platforms, and policies based on newly developed economic methods. DCP3 presents its findings in nine individual volumes addressed to specific audiences. The volumes are structured around packages of conceptually related interventions, including those for maternal and child health, cardiovascular disease, infectious disease, and surgery. The volumes of DCP3 will constitute an essential resource for countries as they consider how best to improve health care, as well as for the global health policy community, technical specialists, and students.
Global School Feeding Sourcebook: Lessons from 14 Countries
(London: Imperial College Press, 2016-05) Drake, Lesley; Woolnough, Alice; Burbano, Carmen; Bundy, Donald; Drake, Lesley; Woolnough, Alice; Burbano, Carmen; Bundy, Donald
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.
Rethinking School Feeding Social Safety Nets, Child Development, and the Education Sector
(World Bank, 2009) Bundy, Donald; Grosh, Margaret; Jukes, Matthew; Drake, Lesley
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.
School Feeding Programs and Development : Are We Framing the Question Correctly?
(Published by Oxford University Press on behalf of the World Bank, 2012-08) Alderman, Harold; Bundy, Donald
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.
40 Years of the APOC Partnership
(Public Library of Science, 2015-05-14) Roungou, Jean-Baptist; Yameogo, Laurent; Mwikisa, Chris; Boakye, Daniel A.; Bundy, Donald A. P.
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.
Micronutrient Supplementation and Deworming in Children with Geohelminth Infections
(Public Library of Science, 2014-08-07) Rajagopal, Selvi; Hotez, Peter J.; Bundy, Donald A. P.
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.
Economic Impact of HIV and Antiretroviral Therapy on Education Supply in High Prevalence Regions
(Public Library of Science, 2012-11-16) Risley, Claire L.; Drake, Lesley J.; Bundy, Donald A. P.
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.
Rethinking School Health : A Key Component of Education for All
(World Bank, 2011-02-24) Bundy, Donald
Education is one of the most important drivers of the development of individuals and societies. It not only has powerful implications for the creation of human capacity, but also helps people realize their full potential and expand their connections with the world. Economic analyses repeatedly demonstrate that education gives a high economic return within the life - span of an individual and is a key factor underlying the economic growth of nations. Viewed from these perspectives, the decision at the turn of the millennium of governments and development partners to pursue the goal of Education for All (EFA) was not only an important contribution to one sector, but the launch of an endeavor with major implications for the future of humanity. The early perception of the goal of EFA was that all children should have access to education-every child should be able to exercise the right to go to school. This limited goal soon broadened to address the quality of the education that a child received at school and the factors that ensured the child was able to stay in school long enough to learn enough. These additional objectives have expanded the goal of EFA, so that it now aims to ensure that every child has the opportunity to complete an education of good quality, although definitions of quality and completeness remain under discussion. The question now is not whether school health and school feeding programs are necessary to EFA, but how they can be implemented at meaningful scale in the poorest countries, which need them the most.
Accelerating the Education Sector Response to HIV : Five Years of Experience from Sub-Saharan Africa
(World Bank, 2010) Patrikios, Anthi; Bundy, Donald; Mannathoko, Changu; Tembon, Andy; Manda, Stella; Sarr, Bachir; Drake, Lesley
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.