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Evaluation
of
the
administration
and
policy
implementation
of
the
universal
basic
education
home
-
grown
school
feeding
and
health
programme
in
Nigeria
Anho
Josif
Efe
Department
of
Educational
Administration
and
Policy Studies,
Faculty
of
Education,
Delta
State
University,
Abraka
Email:
efejosif@
yahoo.co.uk
Abstract:
This
works
is
on
evaluation
of the
administration
and
policy
implementation
of
the
Universal
Basic
Education
Home
Grown
School
Feeding
and
Health
Programme
(UBEHGSFHP)
which
was
established
to
improve
the
nutritional
status
of
school
children,
through
providing
adequate
meal
during
the
school
hours,
It
was
aimed
at
improving
health
needs
of
pupils
and
increase
enrolment,
and
school
attendance.
The
work
evaluates
how
the
programme
started
and
fared
in
other
countries
and
in
Nigeria,
the
pilot
study
did
not
even
take
off
in
some
states
designated
to
have
expel-/men
ted the
programme.
It
was
discovered
among
other
findings,
that
due
to
lack
of
government
interest,
monitoring
and
funding,
communities,
parents,
head
teachers,
school
administrators,
teachers
as
well
as
pupils
were
not
even
aware
of
the
programme.
This
made
the
implementation
level
low,
parents
were
therefore,
not
generally
disposed
to
the
implementation
due
to
varieties
reasons
of
religious
such
as,
traditional
and
superstitious
belief.
Vital
recommendations
aimed
at
amelioratering
or
totally
eradicating
the
problems
Went/lied
such
as
a
government
should,
embark
on
serious
public
enlightenment
campaign
to
awaken
awareness
where
oi9ered.
Keywords:
Administration,
Home-Grown,
School-Feeding,
Implementation,
Nutrition.
Introduction
Healthy
eating
habits
among
children
play
a
key
role
in
their
mental
and
physical
development
and
also
promote
growth
and
reduce
many
risks
associated
with
both
immediate
and
long-term
health
problems
(Bardi
P.L.,
Park,
J.E.,
Alkins,
S.,
Cald
Well,
P.
&
Pevitas,
CA,
2002).
Appropriate
nutrition
is
a
basic
human
need
that
remains
unmet
for
a
vast
number
of
children;
the
trend
of
malnutrition
in
Sub-Saharan
Africa
is
disturbing.
For
the
region
as
a
whole,
no
progress
has
been
made
in
reducing
the
prevalence
godchildren
malnutrition
over
the
past
15
years,
and
there
are
some
indications
that
the
situation
has
worsen.
Ethiopai
and
Nigeria
are
countries
in
the
Sub—Saharan
Africa
with
very
high
rate
of
malnutrition
(Getahun,
Z.,
Urga,
K.,
Genebo,
L
&
Nigatu,
A.,
2001);
Acjewara
&
Visser,
(2011).
Unfortunately
the
diets
commonly
offered
to
young
children
are
of
low
ulity
and
lack
variety,
which
is
the
key
to
specific
nutrient
adequacy.
They
are
usually
of
low
energy
and
nutrient
density and
as
a
result,
multiple
nutrient
deficiencies
are
common
in
this
age
group
(Oghimi
&
Ogunba,
2011).
Malnutrition
has
continued
to
be
public
health
problems
in
developing
countries
where
the
poor
socio-economic
condition
has
continued
to
work
in
synergy
with
malnutrition
(Olusanya,
2010),
Malnutrition
has
been
identified
to
affect
the
cognitive
development
of
children
(Polftt,
1995
Grantham
McGregor
and
Ani,
2001).
Apart
from
the
adverse
effect
of
malnutrition
on
the
cognitive
achievement
of
5chOol
children,
malnutrition
is
also
likely
to
result
in
poor
attendance
at
school,
low
health
status
which
will
invariably
lead
to
high
withdrawal
rate
(Olusanya,
2010).
The
Food
Consumption
and
Nutrition
Survey
in
Nigeria
(FCSN,
2001-2003)
reveal
that
children
were
stunted,
25%
were
underweight
and
9%
were
wasted.
Twenty
nine
(29.5%)
of
the
children
under
five
years
of
age
suffer
from
vitamin
A
deficiency
while
over
27%
were
at
different
stages
of
iron
and
iodine
deficiency
(Maziya-dpxon
et
al,
2004).
To
improve
the
nutritional
status
of
school
children,
the
Federal
Government
of
Nigeria
launched
the
Home
Crown
School
Feeding
and
Health
programme
in
September,
2005
under
the
coordination
of
the
Federal
Ministry
of
Education.
The
programme
aims
to
provide
a
nutritionally-adequate
meal
during
the
school
day
(UNICEF,
2006).
The
pilot
phase
(September,
2005)
July,
2006)
has
involved
twelve
(12)
states
in
the
six
geopolitical
zones;
Bauchi,
Edo,
Enugu,
Federal
Capital
Territory
(FCT),
mo,
Kano,
Kogi,
Nassarawa,
Niger,
Ogun,
Yobe
and
Osun
States,
although
it
has
not
been
operating
in
Delta
State.
According
to
the
Federal
Government’s
directive,
the
Federal,
State
and
Local
Government
were
to
fund
the
programme
with
State
and
Local
Government
providing
the
bulk.
Up
to
February,
2010,
a
total
sum
of
M2,881,271,987.00
has
been
spent
on
feeding,
deworming,
equipment
and
materials,
out
which
the
Federal
Government
has
released
only
N98,788,460
(HGSEFHP,
2010).
The
locus
of
the
programme
in
the
state
is
»
To
get
every
pupil
led
with
a
quantitatively
and
qualitatively
adequate
meal
each
school
day.
»
To
ensure
provision
of
healthy
and
inviting
school
environment.
»
Provision
of
health
facilities
to
take
care
of
pupil’s
health
needs
and
problems.
The
programme
is
also
aimed
at
boosting
food
production
and
farmers’
income
since
all
food
must
be
purchased
from
the
locality
where
schools
are
based.
The
school
environment
has
to
be
conducive
first
by
upgrading
the
infrastructures.
New
blocks
of
classrooms
were
to
be
constructed
through
the
intervention
of
the
Universal
Basic
Education
Commission
(UBEC).
There
were
to
be
well
equipped
and
well
furnished
programmes
secretariat.
Committees
as
stipulated
in
the
National
Programme Framework
were
to
be
inaugurated
as
the
State,
Local
Government
and
the
School
Levels.
The
Permanent
Secretary,
Ministry
of
Education
was
to
serve
as
the
Chairman
of
the
State
steering
Committee
(HGSFHP,
2010).
In
the
realization
of
the
central
role
of
nutrition
of
education,
the
Federal
Government
of
Nigeria
in
collaboration
with
New
Partnership
For
African
Development
(NEPAD),
World
Food
Programme
(\NFP),
United
Nations
International
Children’s
Fund
(UNICEF),
and
other
International
Development
Part
(IDPs),
developed
the
Home
Grown
School
Feeding
and
Health
Programme,
therefore,
it
is
a
new
protect
that will
support
government
action
to
deliver
cost
effective
school
feeding
programme
in
Sub-
Saharan
Africa.
The
project
was
proposed
to
promote
local
agriculture
and
benefit
rural
farmers
by
using
local-sourced
food,
providing
regular
orders
and
a
realizable
income
for
local
farmers,
‘the
majority
of
whom
are
women,
while
improving
‘the
education,
health
and
nutrition
of
children
(UNICEF,
2006).
Recently,
‘the
Federal
Government
of
Nigeria
under
‘the
new
leadership
of
General
M.
Buhari
re-lunched
‘the
school feeding
programme.
It
has
officially
taken
off
mn
Kaduna
state
under
‘the
leadership
of
EL-
Rufai.
Although
‘the
importance
of
education
has
been
internationally
acknowledge,
It is
estimated
that
in
developing
countries
as
many
as
26%
of
boys
and
30%
girls
of
primary
school
age
are
not
attending
school.
United
National
Development
Programme
(UNPP,
2003),
according
to
United
Nations
World
Food
Programme
(WFP)
(2005),
in
developing
countries,
almoSt
60
million
children
go
to
school
hungry
everyday
about
40%
of
them
in
Africa.
Among
‘the
poor,
‘there
is
often
not
enough
food
at
home,
and
most
schools
in
developing
countries
lack
canteens
or
cafeterias.
School
meals
are
a
good
way
“to
channel
vital
nourishment
‘to
poor
children.
Having
a
full
stomach
also
help
‘them
“to
concentrate
better
on
‘their
lessons
(WFP,
2005)
in
countries
where
school
attendance
is
low,
“the
promise
of
at
least
one
nutritious
meal
each
day
boosts
enrolment
and
promotes
regular
attendance. Parents
are
‘therefore
motivated
‘to
send
‘their
children
to
school
instead
of
keeping
‘them
at
work
or
care
for
siblings
(\NFP,
2005).
The
\NFP
also
believes
‘that
in
“the
poorest
part
of
the
world,
a
school
meal
programme
can
double
primary
school
enrolment
in
one
year.
Among
‘the
key
beneficiaries
are
girls
who
otherwise
may
never
be
given
“the
opportunity
‘to
learn.
In
Nigeria,
according
to
‘the
Federal
Ministry
of
Education,
FME
(2007),
over
90%
of
morbidity
and
80%
of
mortality
in
under-5
children
arise
from
four
causes:
malaria,
vaccine
preventable
disease,
diarrhea
and
acute
respiratory
infections
while
malnutrition
account
for
over
50%
of
such
mortality
(FME,
2007).
Purpose
of
the
Study
The
purpose
of
‘this
research
work
is
to
evaluate
the
Administration
and
Policy
Implementation
of
the
Universal
Basic
Education
Home
Grown
School
Feeding
and
Health
Programme
which
was
established
to
improve
the
nutritional
status
of
school
children,
by
providing
a
nutritionally
adequate
meal
during
‘the
school
day
and
provide
health
facilities
to
take care
of
pupil’s
needs
and
problems,
also
aimed
at
increasing
community
involvement
in
schools
and
motivate
parents
‘to
enroll
their
children
in
school
and
have
them
attend
regularly.
The
work
will
specifically
revealed
parents,
head
teachers
and
teachers
awareness
level,
government
commitment
in
‘terms
of
funding,
monitoring
and
general
implementation
level
in
pilot
states
of
the
Federal
Republic
of
Nigeria.
Possible
solution
will
be
offered.
Significance
of
the
Study
The
findings
from
‘this
work
will
be
of
immense
benefit
to
educational
managers
in
planning
or
re-
planning
‘this
or
other
related
programmes.
While
educational
administrators
will
find
‘the
findings
very
relevant
in
their
day-to-day
work
especially
in
‘the
areas
of
policy
implementation,
monitoring,
inspection,
supervision
and
evaluation
of
the
UBE
home
grown
school
feeding
and
health
programme
in
particular
and
other
educational
programmes
in
general.
Other
researchers,
students
and
practitioners
of
health
education
will
also find
the
work
interesting and
useful.
Statement
of
the
Problems
Good
meal
is
very
important
and
necessary
for the
mental
and
physical
development
of
a
child,
particularly,
children
within
the
age
of
schooling.
Inspite
of
this,
malnutrition
has
continued
to
be
a
public
health
problem
in
developing
countries
where
the
poor
socioeconomic
condition
has
continue
to
work
in
synergy
with
malnutrition
(Olusanya,
2010).
Developmental
psychologist
advice
that
children
be
provided
good
meals
to
enhance
their
cognition
and
physical
growth.
Therefore,
the
Universal
Basic
Education,
Home
Grown
School
Feeding
programme
could
have
served
as
an
incentive.
However,
according
to
Okpako
(2011)
Nigerians
have
not
accepted
the
programme
due
to
various
reasons.
In
Nigeria,
31%
of
children
under
5
years
of
age
are
said
to
be
malnourished.
Reports
on
infant
mortality
rate
in
Nigeria
2008
indicate
a
total
of
93.93
deaths
per
1,000
live
births,
with
most
of
the
deaths
traceable
to
malnutrition
problems.
The
question
now
is,
what
is
the
state
of
the
administration
and
implementation
of
the
programme
in
Nigeria?
What
plans
has
the
new
administration
of
President
Buhari
to
implement
the
programme?
How
can
such
constraints
that
hindered
the
previous
programme
be
removed
or
ameliorated?
This
is
the
reason
this
work
is
evaluating
the
administration
and
policy
implementation
of
the
Universal
Basic
Education
Home
Grown
School,
Feeding
and
Health
Programme.
Definition
of
Terms
The
following
terms/words
are
operationally
defined
below:
Administration:
This
is
the
implementation
of
programmes
through
monitoring,
supervision,
and
coordinating
of
human
and
non-human
resources
to
achieve
set
overall
objectives
and
goals
of
education.
Evaluation:
Check
against
set
out
aims
and
objectives
and
goals
if
they
meet
required standard
i.e.
determining
the
value
or
amount
of
success
in
achieving
pre-determine
objectives.
Home
Grown:
Food
products
grown
in
and
harvested from
the
pupils’
environment,
Malnutrition:
Lack
essential nutrients
in
pupils
diet
(poor
nutrition).
School
Feeding:
Feeding
which
takes
place
during
school
hours,
prepared
and
served
in
the
school
for
pupils.
School
Feeding
Programme
in
other
Countries
Inspite
of
the
common
objectives,
there
are
differences
in
many
significant
Ways,
in
the
methods
and
content,
from
one place
to
another,
one
country
to
another.
For
example,
some
programmes
provide
only
snacks,
whereas
others
provide
complete
meals.
In
terms
of
provision,
while
some
rely
solely
on
donated
products,
others
supplement
them
with
locally
purchased
commodities,
Even
among
programmes
the
offer
complete
meals,
sizes
and
the
composition
of
ration
vary
widely.
School
feeding
programmes
also
differ
significantly
in
terms
of
the
populations
they
serve;
some
reach
predominantly
malnourished
children,
others
do
not.
Similarly
some
operate
in
settings
where
primary
school
enrolments
are
high,
whereas
others
are
conducted
in
communities
where
only
small
privileged
minority
of
the
population
completes
5
or
6
years
of
schooling.
In
developing
countries,
it
is
reported
that
in
1962,
a
school
which
programme
was
initiated
in
the
Dominican
Republic
under
the
sponsorship
of
Centre
for
Applied
Research
and
Educational
Improvement
(CARE)
over
21400
children
throughout
the
country
were
being
served
daily.
CARE
and
the
Dominican
Government
began
discussions
on
ways
to
shift
the
programme
away
from
its
almost
complete
reliable
on
donated
commodities.
This
led
to
the
terminated
of
school
lunch
programme.
This
lead
Gall
and
Eckroad
as
reported
by
Daubi
(2009)
that
in
a
retrospective
analytic
study
examined
the
impact
of
this
dislocation
on
primary
school
enrolment
after
the
school lunch
programme
ended.
The
report
shows
that
from
a
sample
of
teachers
of
unSpecifled
size
provided
comments
on
how
they
perceive
the
impact
of
the
termination
of
the
programme.
The
report
shows
uniform
agreement
among
teachers
that
enrolment
had
been
adversely
affected,
The
investigators
further
examined
enrolment
records
over
11
years
for
four
primary
schools
in
and
around
Santigo
Rodriguez.
These
11
years
is
for
an
8
years
functional
lunch
programme
and
a
3
years
fun-functional
lunch
period.
The
result
shows
that
enrolments
had
dropped
by
23.4
percent,
teachers’
perception
on
the
possible
causes
of
the
decline
in
enrolment,
attributed
it
exclusively
to
the
termination
of
the
lunch
programme.
This
study
also
compared
urban
schools
with
rural
schools
and
found
that
enrolment
decline
in
the
rural
schools
more
than
that
of
the
urban
schools and
concluded
therefore
that
the
effects
of
terminating
the
programme
is
greater
in
rural
schools
than
urban
schools.
Furthermore,
the
differential
effects
on
boys/males
having
only
19
percent
decline
of
enrolment
compared
to
43percent
of
girls/females
decline
in
enrolment.
In
1981,
the
food
for
peace
programme
in
Ghana
was
evaluated
by
a
team,
including
members
from
Development
Association,
Inc.
L’SAID/Ghana,
nutritionist
serving
as
consultants,
programme
managers
and
teachers
reported
that
more
children
attended
when
there
have
meals.
The
report
also
shows
that
children
were
able
to
pay
greater
attention
to
their
lessons,
thus
facilitating
learning.
Most
teachers
noted
that
many
of
the
children
came
to
school
without
breakfast
and
without
the
free
lunch,
therefore
it
would
be
difficult
for
them
to
study.
The
World
Bank
Report
(2006)
shows
that
the
World
Bank
is
supporting
a
school
feeding
programme
for
children
in
cites-oleic
and
the
poor
areas
of
Haiti,
the
poorest
country
in
the
Western
hemisphere
an4
one
of
the
most
disadvantage
in
the
world
where
nearly
half
‘the
population
is
illiterate.
The
distribution
of
meals
began
on
September
25,
2006
to
5,600
school
children
in
cities—
oleic,
increasing
the
number
receiving
to
approximately
23,906
(43
percent
of
school
children
in
the
area).
The
programme
also
sustained
a
previous
programme
funded
under
a
LICUS
School
Feeding
Project
for
7,500
School
Children
in
Plateau
Central,
one
of
Haiti’s
poorest
areas.
The
schools
feeding
programme
is
also
being
sponsored
by
a
$250,000
grant
from
the
post—conflict
fund
and
a
$300,000
grant
from
the
Brazilian
government.
it
is
part
of
school
programme
which
aims
at
helping poor
areas
by
creating
hope
and
opportunity
particularly
in
Haiti’s
most
deprived
communities.
Caroline
Austey,
Country
Director
for
Caribbean
said
that
well-nourished
and
well-educated
children
represent
one
of
Hafti’s
best
hopes
for
a
better
future.
The
school feeding
programme
will
increase
the
number
of
children
in
school
in
some
of
‘the
poorest
areas
in
Hafti
and
improve
their
nutrition,
so
they
will
have
the
energy
to
learn,
parents,
teachers
and
the
children
have
reacted
positively
to
the
programme.
Nutrition
and
Cognitive
Development
The
detrimental
effects
of
undernourishment
have
been
attributed
to
permanent
structural
damage
to
the
brain
during
the
critical
growth
or
pregnancy
and
‘the
first
3
years
of
life,
when
brain
growth
is
most
rapid,
lower
birth
weights
are
associated
with
more
severely
cognitive
impairments,
Hack
et al
(1995)
studies
suggests
that
aspects
of
cognitive
development
occur
before
and
after
periods
of
rapid brain
growth,
suggesting
that
neurological
damage
from
undernourishment
may
occur
at
other
times
as
well,
Meets
et
al
(1995)
supporting
this
idea,
states
that
regardless
of
the
cause,
there
is
evidence
that
stunting
has
effects
on
motor
and
cognitive
development.
Research
by
the
Centre
of
Hunger
Poverty
and
Nutrition
Policy
(1994)
also
indicates
that
undernourishment
during
any
period
of
childhood,
even
from
relatively
short
episodes,
can
have
negative
effects
on
cognitive
development.
Pollftt,
E.,
Golub,
M.,
Gormon,
M.K.,
Grantham-McGregors,
S.,
Levitsky,
D.
Schorch,
B.
Stupp,
B.
and
Wachs,
I.
(1996)
writing
on
the
studies
of
the
effects
of
nutritional
supplementation
programmes,
suggest
that
these
programmes
may
ameliorate
the
effects
of
nutritional
deficits,
even
if
the
interventions occur
after
the
early
period
of
rapid
brain
growth.
In
a
research
report
published
by
the
University
of
California,
Berkeley
on
how
varying,
levels
of
food/energy
imtake
affect
the
individual’s
ability
to
function
in
society
with
respect
to
cognitive
development
and
social
function,
Calloway,
Wood,
Beall
and
Cattle
(1980)
noted
that
mild
to
moderate
malnutrition
acts
synergistically
with
social—
environmental
factors
to
affect
cognitive
function,
Studies
on
pre-school
and
school
age
children
are
consistent
with
these
findings,
they
then,
further
suggested
that
malnutrition
may
be
associated
with
deficient
performance
of
tasks
involving
short—term
memory
and
attention.
Nutritional
and
health
status
are
powerful
influences
on
a
child’s
learning
and
how
well
a
child
performs
in
school.
Children
who
lack
certain
nutrients
in
their
diet
(particularly
iron
and
iodine),
or
who
suffer
from
protein-energy
malnutrition,
hunger,
parasitic
infections
or
other
diseases,
do not
have
the
same
potential
for
learning
as
healthy
and
well—nourished
children.
Researchers
have
shown
that
weak
health
and
poor
nutrition
among
school—age
children
diminish
their
cognitive
development
either
through
physiological
changes
by
reducing
their
ability
to
participate
in
learning
experiences
or
both.
Deficiencies
of
critical
nutrients
such
as
iodine,
vitamin
A
and
iron
among
the
school
aged
are
pervasive
(Partnership
for
Child
Development,
1990).
This
calls
for
the
need
to
fortify
the
meals
served
with
iron
and
vitamins.
Fortification
of
school
rations
is
the
most
efficient
and
effective
route
to
alleviating
micronutrient
deficiencies
in
school
children
where
school
feeding
programmes
are
in
operations.
Kruger
and
Badenhorst
(1994)
revealed
that
in
South
Africa,
soup
fortified
with
iron
and
vitamin
C
was
provided
to
350
schools
in
an
area
of
low
socio-economic
development
on
the
cape
peninsula.
Results
showed
that
initially
12
percent
of
six
to
seven
year
old
and
20
percent
of
8
to
12
years
old
children
had
low
weight-
for-age,
and
49
percent
and
31
percent
had low
serum
Ferritin
C
a
measure
of
iron
deficiency/respectively.
As
follow
up,
after
15
weeks
of
intervention,
iron status
improved
significantly,
falling
from
49
percent
to
28
percent
in
6
to
7
years
old
children
and
31
percent
to
21
percent
in
8
to
12
years
old
children.
The
National
School
Lunch
Programme
(NSLP)
Act,
in
America
signed
by
President
Truman
in
1946,
officially
authorized
the
NSLP,
although
funds
had
previously
been
appointed
for
over
a
decade
without
specific
legislative
authority.
The
1966
Child
Nutrition
Act
expanded
the
programme
and
added
the
School
Breakfast
Programme
CSBP)
on
a
pilot
basis,
1975
legislation
made
the
SBP
permanent;
and
1998
legislation
expanded
the
NSLP
to
include
reimbursements
for
snacks
served
to
students
in
after—
school
educational
and
enrichment
programmes
(Schrim
and
Kirkendall,
2010).
India
is
also
said
to
have
a
long tradition
of
school
feeding
programme
(some
since
the
1920s)
largely
by
the
state
governments
with
some
external
assistance
(Akanbi
and
Alayande,
2011).
India
Supreme
Court
directed
the
state
governments
to
introduce
school
feeding
programme
in
all
government
and
government
assisted
primary
schools.
This
was
the
result
of
a
petition
from
the
people’s
Union
for
Liberties,
a
large
coalition
of
organizations
and
individuals
that
led
to
the
Right
to
Feed
Campaign
(Akanbi
and
Alayande,
2011).
In
Brazil,
the
school feeding
programme
is
in
the
country’s
national
constitution,
and
it
is
part
of
the
government’s
zero
Hunger
Programme.
Covering
nearly
37
million
children
each
year,
the
programme
is
among
the
largest
in
the
world.
Its
implementations
are
managed
by
an
independent
institution,
the
National
Fund
for
Development
of
Education
(FNDE),
created
in
1997,
to
be
responsible
for
the
disbursement
of
the
financial
resources
for
school
meals
in
each
municipality
(Akanbi
and
Alayande,
2011).
Impact
of
HGSEHP
on
Enrolment
in
the
Public
Primary
Schools
As
it
is
in
some
of
the
nations
of
the
world
such
as
Brazil,
Philippines,
Cambodia,
Mali,
El
Salvador,
Indonesia,
Ghana,
Bangladesh,
Ecuador
were
schools
feeding
programme
is
in
place,
data
indicates
that
the
programme
has
also
increased
attendance
and
enrolment
rates
over
the
years
(Akanbi
and
Ayande,
2011).
TABLE
1:
Expected
Impact
of
HGSFHP
on
the
Millennium
Development
Goals
CMPGS)
[
MDGS
(Goals)
[
Expected
Impact
of
HGSFHP
Eradication
of
extreme
hunger
and
|
Poverty
reduction
in
|
Reduction
of
child
poverty
community
hunger
Achieve
universal
primary
education
Increase
in
school
enrolment,
attendance,
|
retention,
completion
and
achievement
Gender
equality
and
empowerment
Correct
gender
imbalance
through
increase
girl-
|
child
enrolment
in
schools
|
Reduce
child
mortality
_
|
Improve
maternal
health
Improved
nutritional
and
health
status
of
learners
_
Improve
income
generation,
nutrition
and
health
education
I
—
Combt
HIV/AIDS,
malaria
and
TB
Improve
nutrition
and
health
status
of
Orphans
|
and
Vulnerable
Children
(OVC)
and
improve
_|
access
to
school
Ensure
environmental
sustainability
improve
water
supply,
hygiene
and
sanitation
and
-
_
__
a
greening
of
schools
:
id
Promote
global
partnerships
Improve
networking,
team
work
and
|
collaboration
between
the
school
and
___|
public/private
sector.
Source:
National
Guidelines
for
School]
Meal
Planning
and
Implementation
(FME,
2007)
According
to
Garram
(2010),
children’s
school
feeding
contributes
to
the
education
and
wellbeing
of
children. A
hungry
child
does
not
grow,
cannot
learn
as
well
and
laces
many
health
risks
in
the
future.
School
feeding
can
bring
children
into
school
and
out
of
hunger.
School
feeding
resounds
to
the
Millennium
Development
Goals
(MPGs)
related
to
hunger
and
poverty
(MPG
1)
education
(MPG
2)
and
gender
equality
(MPG
3),
and
indirectly
to
child
mortality
and
maternal
health
(MPG
4
and
5)
(Table
1).
>
School
feeding
leads
to
outcomes
that
are
mutually
reinforcing,
helping
to
lift
households
out
of
poverty
to
end
the
inter-generational
cycle
of
hunger,
It
also
facilities
education
and
particularly
for
girls,
leads
to
improve
food
security,
health
and
nutrition,
the
effects
of
which
all
contribute
to
ending
poverty
and
hunger.
>
Providing
food
for
consumption
at
school
can
relieve
immediate
short-term
hunger
which
is
very
beneficial
for
learning.
Alleviating
short-term
hunger
among
children
at
school
helps
to
improve
performance
on
school
tests
and
promote
normal
progression
from
one
level
to
another
it
completing
a
basis
education.
School
feeding
helps
close
the
gender
gap
in
schools
and
helps
to
empower
women,
When
girls
are
educated
they
are
more
likely
to
have
fewer
and
healthier
children
and
to
head
families.
Maternal
and
infant
mortality
rates
will
decrease
and
better
educated
girl
will
make
more
informed
choices
and
contributes
to
community
development.
Nutritional
and
health
status
are
powerful
influence
on
a
child’s
leaving
and
on
how
well
a
child
performs
in
school,
Suneon
and
Granthan-McGregor
(1980)
reports
that
in
America,
providing
breakfast
lust
to
prima
school
students
significant
increase
attendance
and
arithmetic
scores.
Other
Impacts/Values
of
the
Programme
Experience
shows
that
properly
designed
and
effectively
implemented
SEPs
can:
»
Alleviate
short—term
hunger
in
malnourished
or
otherwise
school
children
This
helps
to
increase
the
attention
and
concentration
of
students
producing
gains
in
cognitive
function
and
learning.
»
Motivate
parents
to
enroll
their
children
and
have
them
attend
regularly.
When
programmes
effectively
reduce
absenteeism
and
increase
the
duration
of
schooling,
educational
outcome
(performance,
dropout
and
repetition)
improve.
»
Address
specific
micronutrient
deficiency
in
school-age
children.
Most
important
of
these
are
iodine
and
iron,
which
directly
affect
cognition.
Meeting
the
iron
and
iodine
of
school
age
children
can
translate
into
better
school
performance.
>»
increase
community
involvement
in
schools,
particularly
where
programmes
depend
on
the
community
to
prepare
and
serve
meals
to
children,
Schools
with
their
communities
behind
them
are
more
effective
than
schools
with
less
community
involvement.
Problems
ofA4ministrtion
and
Implementation
From
interaction
with
parents
and
as
revealed
by
some
literature,
parents
are
not
disposed
to
the
implementation
of
the
Universal
Basic
Education
Home
Grown
School
Feeding
and
Health
Programme
for
the
following
reasons;
e
Most
parents
do
not
encourage
their
children
eating
food
prepared
outside
their
homes.
¢
Most
parents/guardians
do
not
want
their
children
eating
between
meals.
e
Parents/guardians
believe
in
food
poisoning
resulting
from
witchcraft
or
other
superstitious,
religious
and
traditional
beliefs.
e
Parents/guardians
think
school
meal
make
children
to
be
in—discipline
at
home
as
they
have
another
source
of
feeding.
e
Government
constraints:
The
programme
has
not
been
encouraged
by
successive
government
in
Nigeria
i.e.
the
Federal,
State
and
Local
Government
Areas
who
are
expected
to
contribute
their
garters
in
terms
of
funding,
and
the
provision
of
infrastructural
resources.
As
reported
by
Adepole
(2010)
it
is
sad
and
disheartening
that
out
of
the
twelve
(12)
pilot
states,
only
Osun
State
still
implement
the
programme.
All
other
states
never
funded
the
programme.
Recently,
Kaduna
state
started
the
pilot
study
in
Nigeria
January,
2016.
Summary
This
work
is
on
the
evaluation
of
administration
and
implementation
of
the
Universal
Basic
Education
Home
Grown
School
Feeding
and
Health
Programme,
The
HGSFHP
was
fended
by
the
Federal
Government
of
Nigeria
within
the
framework
of
the
1JBE
Act
of
2004.
It is
in
pursuance
of
the
Federal
Government’s
effort
to
achieve
Education
for
All
CEFA,
205),
and
attain
the
Millennium
Development
Goals
(MDGs).
The
sole
purpose
is
to
reduce
hunger
among
school
chil4ren
and
improve
their
nutritional
and
health
state.
The
programme
was
intended
to
be
home
grown,
school
based
and
community
4riven.
The
various
literature
reviewed
revealed
that
the
programme
can
be
very
useful
to
eradicate
poverty,
address
the
problem
of
malnutrition
among
nursery
and
primary
school
pupils,
improve
good
feeding
and
health
habit,
and
to
provide
balanced
diet
which
will
make
pupils
more
agile,
alert
with
good
cognition,
reduce
absenteeism
and
truancy
and
increase
pupils’
attention
span.
Findings
The
following
emerged
as
the
findings:
.
School
administrators,
teachers,
parents
and
pupils
are
not
even
aware
of
the
programme.
*
This
low
or
a
lack
of
awareness
creates
attitude
of
ignorance
and
non—acceptance,
ignorance
which
affects
the
implementation.
.
That
there
are
superstitions,
religious
and
traditional
belief
which
are
constraints
to
the
administration
and
implementation
of
the
programme.
.
Lack
of
government
commitment
and
release
of
fund
is
also
a
constraint.
*
The
programme
when
well
implemented
can
improve
parents—school,
parent—teachers,
teachers-pupils
relationship
and
involvement
in
school
administration.
Conclusion
SEPs
have
been
practiced
in
many
developed
and
developing
countries
for
several
decades.
As
already
indicated
it
is
therefore
a
worthwhile
exercise
in
Nigeria
so
as
to
enhance
nutrition
status,
increase
cognition
and
learning
outcomes,
increase
enrolments,
reduce
absenteeism
and
improve
parents’
involvement
in
school
administration.
However,
lack
of
government
commitment
in
implementing
the
programme,
low
awareness
of
parents and
teachers
are
constraints.
Recommendations
In
addition
to
the
laid
down
guidelines
toward
successful
implementation
of
SFPs,
the
following
recommendations
are
proffered:
>
Government
should
undertake
serious
enlightenment
and
publicity
campaign
to
awake
school
administrations,
teachers,
parents,
pupils
and
the
general
publics
awareness
of
the
programme.
»
Federal
government
of
Nigeria’s
HGSFHP
should
be
backed
up
with
a
legislative
act
and
to
include
all
the
thirty
six
(36)
states
including
FCT.
>
SEPs
shoul4
encompass
both
public
and
private
primary
and
junior
secondary
school
educational
institutions
across
the
country.
>
Qualified
food
scientists,
nutritionist,
dietitians
and
caterers
shoul4
be
involve4
in
running
the
programme
and
made
responsible
for
the
purchase
of
the
needed
food
items
to
be
cooked
in
the
schools.
>»
The
cooking
and
serving
should
be
executed
under
the
supervision
of
the
School
Based
Management
Committee
CSBMC)
and
serving
should
be
conducted
in
a
uniform
standard
measure
to
ensure
serving
of
standard
quality
meals.
»
Feeding
should
be
well
guided
by
a
menu
which
reflects
the
nutritional
need
for
energy
and
micronutrients
body
requirements
of
Nigeria
in
particular
geographical
area.
>
School
based
deworming
of
children;
an
integral
part
of
the
SFP
is
to
be
conducted
once
every
six
month
to
ensure
nutrition
and
education
outcome.
References
Adepolu,
P.
(2010).
Report
on
Home
Growth
School
Feeding
and
Health
Programmed
in
Osun
State
(Unpublished
Report).
Adewara,
S.O.
&
Viser,
M.
(2011).
U’se
of
Anthropometric
Measures
to
analyze
how
Sources
of
Water
and
Sanitation
Affect
Children’s
Health
in
Nigeria.
Environment
for
development
discussion
paper
series,
EFDDP
11-02
Akanbi,
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