LEADER 05643oam 22006855 450 001 9910786187003321 005 20200520144314.0 010 $a1-4619-1885-5 010 $a0-8213-9744-3 024 7 $a10.1596/978-0-8213-9743-5 035 $a(CKB)2670000000325532 035 $a(EBL)1114610 035 $a(OCoLC)827209070 035 $a(SSID)ssj0000914606 035 $a(PQKBManifestationID)11496833 035 $a(PQKBTitleCode)TC0000914606 035 $a(PQKBWorkID)10862646 035 $a(PQKB)10454261 035 $a(MiAaPQ)EBC1114610 035 $a(Au-PeEL)EBL1114610 035 $a(CaPaEBR)ebr10644881 035 $a(CaONFJC)MIL428356 035 $a(The World Bank)17480196 035 $a(US-djbf)17480196 035 $a(EXLCZ)992670000000325532 100 $a20121001d2013 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aCommunity-led school feeding practices : $ea diagnostic of operations and issues for consideration /$fInnocent Mulindwa Najjumba, Charles Lwanga Bunjo, David Kyaddondo, and Cyprian Misinde 210 1$aWashington, DC :$cInternational Bank for Reconstruction and Development/The World Bank,$d[2013] 215 $a1 online resource (pages cm) 225 1 $aWorld Bank Studies 300 $a"A World Bank study". 311 $a0-8213-9743-5 320 $aIncludes bibliographical references. 327 $aCover; Contents; Foreword; Acknowledgments; About the Authors; Abbreviations; Executive Summary; Study Methodology and Scope; Results; Tables; Table O.1: Summary of Existing Community-Led Practices; Issues for the Government to Consider; Possible Strategic Actions; Recommendations for Next Steps; Chapter 1 Introduction; Background and Rationale; Figures; Figure 1.1: Learner Absenteeism by Grade, UNPS 2009/10; Figure 1.2: Most Serious Problems Faced by Schools as Identified by Headteachers, UNPS 2009/10; Figure 1.3: Children 6-12, Who Are in Primary School and Had No Breakfast, UNHS 2009/10 327 $aFigure 1.4: Percentage of Pupils Who Get Breakfast at Home QEI Baseline, Uganda 2009; Figure 1.5: Teachers Who Think That Lack of Food Causes Absenteeism at Lower Primary: QEI Baseline, Uganda 2009; Figure 1.6: Teachers Who Think That Lack of Meals Causes Absenteeism at Upper Primary: QEI Baseline, Uganda 2009; School Feeding and Learning-Scientific Evidence; Methodology; Report Structure; Note; Chapter 2 The National Policy Framework on School Feeding; Note; Chapter 3 Community-Led School Feeding Practices; Home-Packed Food for Consumption by Pupils at School 327 $aFigure 3.1: Percentage of Pupils Who Carry Their Own Lunch to School by District, QEI Uganda 2009 Table 3.1: SWOT Analysis of Home-Packed Meals; Preparation and Provision of Hot Meals to Pupils at School; Boxes; Box 3.1: Home-Packed Meals for Pupils in St. Elizabeth Bujuni Primary School, Kibaale District; Table 3.2: Type of Contributions Made, by Observed School and District, Uganda 2011; Box 3.2: In-Kind Food Contributions in Kotolut Primary School, Bukedea District; Table 3.3: Cash Contributions for Hot Meals, by School, and Estimated Cost for DEOs and Head Teachers 327 $aBox 3.3: School Gardening for School Feeding in Bulawula Primary School, Kayunga District Box 3.4: School Gardening for School Feeding in Okure Primary School Community, Soroti District, with Support from the WFP; Figure 3.2: Percentage of Primary School Who Get Lunch at School; QEI Baseline, Uganda 2009/10; Figure 3.3: Percentage of Primary School that Provide Lunch at School; UNPS, 2009/10; Table 3.4: SWOT Analysis of Hot Meals at School; Returning Home for Lunch by Pupils; Table 3.5: SWOT Analysis of Food Vending and Canteens at School 327 $aFigure 3.4: Percentage of Primary Pupils Who Go Home for Lunch QEI Baseline, Uganda 2009; Table 3.6: SWOT Analysis of Pupils Going Home for Lunch; Community Contributions to Externally Supported Initiatives; Box 3.5: Millennium Village Project in Itungu Mixed Primary School of Isingiro District; Table 3.7: SWOT Analysis of Community Contributions; Chapter 4 Emerging Issues for Consideration; Coverage of Community-Led Initiatives; Table 4.1: Selected Schools by Region, Enrollment, and Coverage of the Observed School Feeding Option, Uganda 2011 327 $aFlexibility for Responsiveness to Sociocultural and Other Contextual Issues 330 $aThis report is among the first analyses in Africa to examine how parents and communities have taken up the challenge of feeding their children during the school day. It carries important messages for countries throughout Africa and beyond that are seeking to develop sustainable, community-led school feeding programs.Many school systems in Africa have expanded through the introduction of mass education. Uganda has been at the forefront of this reform process and currently grappling with improving the quality of education as is the case with many other countries in the region. Quality enhancement 410 0$aWorld Bank e-Library. 606 $aSchool children$xFood$zUganda$vCase studies 606 $aChildren$xNutrition$zUganda$vCase studies 615 0$aSchool children$xFood 615 0$aChildren$xNutrition 676 $a371.7/16096761 700 $aNajjumba$b Innocent Mulindwa$01495433 701 $aNajjumba$b Innocent Mulindwa$01495433 712 02$aWorld Bank. 801 0$bDLC 801 1$bDLC 906 $aBOOK 912 $a9910786187003321 996 $aCommunity-led school feeding practices$93831311 997 $aUNINA