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Community-led school feeding practices : : a diagnostic of operations and issues for consideration / / Innocent Mulindwa Najjumba, Charles Lwanga Bunjo, David Kyaddondo, and Cyprian Misinde
| Community-led school feeding practices : : a diagnostic of operations and issues for consideration / / Innocent Mulindwa Najjumba, Charles Lwanga Bunjo, David Kyaddondo, and Cyprian Misinde |
| Autore | Najjumba Innocent Mulindwa |
| Pubbl/distr/stampa | Washington, DC : , : International Bank for Reconstruction and Development/The World Bank, , [2013] |
| Descrizione fisica | 1 online resource (pages cm) |
| Disciplina | 371.7/16096761 |
| Altri autori (Persone) | NajjumbaInnocent Mulindwa |
| Collana | World Bank Studies |
| Soggetto topico |
School children - Food - Uganda
Children - Nutrition - Uganda |
| ISBN |
1-4619-1885-5
0-8213-9744-3 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; 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
Figure 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 Figure 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 Box 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 Figure 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 Flexibility for Responsiveness to Sociocultural and Other Contextual Issues |
| Record Nr. | UNINA-9910786187003321 |
Najjumba Innocent Mulindwa
|
||
| Washington, DC : , : International Bank for Reconstruction and Development/The World Bank, , [2013] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Improving Learning in Uganda . Volume III School-based management, policy, and functionality [[electronic resource] /] / Innocent Mulindwa Najjumba, James Habyarimana, and Charles Lwanga Bunjo
| Improving Learning in Uganda . Volume III School-based management, policy, and functionality [[electronic resource] /] / Innocent Mulindwa Najjumba, James Habyarimana, and Charles Lwanga Bunjo |
| Autore | Najjumba Innocent |
| Pubbl/distr/stampa | Washington D.C., : World Bank, c2013 |
| Descrizione fisica | 1 online resource (133 p.) |
| Disciplina | 371.2/07096761 |
| Altri autori (Persone) |
HabyarimanaJames
BunjoCharles Lwanga |
| Collana | A World Bank Study |
| Soggetto topico |
School improvement programs - Uganda
School children - Food - Uganda Curriculum planning - Uganda Teacher effectiveness - Uganda School-based management - Uganda |
| Soggetto genere / forma | Electronic books. |
| ISBN | 0-8213-9849-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Contents; Acknowledgments; About the Authors; Abbreviations and Acronyms; Executive Summary; Legislative Context of School-Based Management; Tables; Table ES.1: Potential Policy and Programmatic Options; Chapter 1 Introduction; Background to the Study; Table 1.1: Key Primary Education Indicators; Study Scope and Data; Report Structure; Chapter 2 Policy and Regulatory Framework of School-Based Management in Uganda; Boxes; Box 2.1: Current Membership to SMC; Figures; Figure 2.1: Overall Objective of SMCs in Uganda, 1969-2010; Figure 2.2: Evolution of SMC's Roles in Uganda, 2001-2010
Chapter 3 Capacity of School Management CommitteesSMC Members' Knowledge and Perceptions about Their Roles; Figure 3.1: Reported Functions of SMCs by SMC members; Uganda 2011; Figure 3.2: Access to SMC Handbook and Education Act, SBM Survey 2011; Figure 3.3: Head Teachers' Perceptions about SMC Members; Uganda SBM Survey, 2011; Figure 3.4: Most Important Problems Facing Public Schools; Uganda SBM Survey, 2011; Figure 3.5: Most Important Problems Facing Private Schools; Uganda SBM Survey 2011; Figure 3.6: Most Serious Problems Faced by Schools as Identified by Head Teachers, UNPS 2009/10 Capacity Development Efforts for SMCsFigure 3.7: SMC Knowledge about Key Aspects in the School vis-à-vis Head Teachers' Reports; Uganda 2011; Box 3.1: USAID/UNITY Project SMC Training Model; Supervisory Support to Schools from the Districts as Another Capacity Enhancement Measure; Figure 3.8: Months Since the DEOs and DIS' Visit to Schools by Type of School and Region; SBM Survey; Uganda 2011; Box 3.2: Summary of Findings; Figure 3.9: Percent Distribution of Schools Visited by District and Other Officials in the Last 12 Months in Uganda; UNHS 2009/10; Notes Chapter 4 Functionality of School-Based Management StructuresWho Participates and Avenues of Participation in School Governance; Figures 4.1a-c: Existence of School Improvement Plans by Type of School and Region; SBM Survey Uganda, 2011; Figure 4.2: Most Important Objective of the SIP by School Type and Region; SBM Survey Uganda, 2011; Figure 4.3: Year When the School Development Plan was Developed; SBM Survey Uganda, 2011; Figure 4.4: Role Played by SMC Members in the School Development Planning Process; SBM Survey Uganda, 2011 Table 4.1: Likelihood of SMC Members Engagement with the Head Teacher in the School Planning Process SBM Survey Uganda, 2011; Table 4.2: Likelihood of Participation in the Endorsement of the Most Recent Plan by SMC Members; SBM Survey, 2011; Box 4.1: Constraints to SMC Participation in the SIP Process-Views from Focus Group Discussions; Figure 4.5: SMC Members' Satisfaction with Planning and Budgeting Processes; SBM Survey Uganda, 2011; Table 4.3: Likelihood of Being Satisfied with the School Budgeting Process by SMC Sociodemographic Attributes; SBM Survey, 2011 Box 4.2: Constraints to SMC Participation in the Budgeting and Financial Management Process-Views From Focus Group Discussions |
| Record Nr. | UNINA-9910463224203321 |
|
Najjumba Innocent
|
||
| Washington D.C., : World Bank, c2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Improving Learning in Uganda . Volume III School-based management, policy, and functionality [[electronic resource] /] / Innocent Mulindwa Najjumba, James Habyarimana, and Charles Lwanga Bunjo
| Improving Learning in Uganda . Volume III School-based management, policy, and functionality [[electronic resource] /] / Innocent Mulindwa Najjumba, James Habyarimana, and Charles Lwanga Bunjo |
| Autore | Najjumba Innocent |
| Pubbl/distr/stampa | Washington D.C., : World Bank, c2013 |
| Descrizione fisica | 1 online resource (133 p.) |
| Disciplina | 371.2/07096761 |
| Altri autori (Persone) |
HabyarimanaJames
BunjoCharles Lwanga |
| Collana | A World Bank Study |
| Soggetto topico |
School improvement programs - Uganda
School children - Food - Uganda Curriculum planning - Uganda Teacher effectiveness - Uganda School-based management - Uganda |
| ISBN | 0-8213-9849-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Contents; Acknowledgments; About the Authors; Abbreviations and Acronyms; Executive Summary; Legislative Context of School-Based Management; Tables; Table ES.1: Potential Policy and Programmatic Options; Chapter 1 Introduction; Background to the Study; Table 1.1: Key Primary Education Indicators; Study Scope and Data; Report Structure; Chapter 2 Policy and Regulatory Framework of School-Based Management in Uganda; Boxes; Box 2.1: Current Membership to SMC; Figures; Figure 2.1: Overall Objective of SMCs in Uganda, 1969-2010; Figure 2.2: Evolution of SMC's Roles in Uganda, 2001-2010
Chapter 3 Capacity of School Management CommitteesSMC Members' Knowledge and Perceptions about Their Roles; Figure 3.1: Reported Functions of SMCs by SMC members; Uganda 2011; Figure 3.2: Access to SMC Handbook and Education Act, SBM Survey 2011; Figure 3.3: Head Teachers' Perceptions about SMC Members; Uganda SBM Survey, 2011; Figure 3.4: Most Important Problems Facing Public Schools; Uganda SBM Survey, 2011; Figure 3.5: Most Important Problems Facing Private Schools; Uganda SBM Survey 2011; Figure 3.6: Most Serious Problems Faced by Schools as Identified by Head Teachers, UNPS 2009/10 Capacity Development Efforts for SMCsFigure 3.7: SMC Knowledge about Key Aspects in the School vis-à-vis Head Teachers' Reports; Uganda 2011; Box 3.1: USAID/UNITY Project SMC Training Model; Supervisory Support to Schools from the Districts as Another Capacity Enhancement Measure; Figure 3.8: Months Since the DEOs and DIS' Visit to Schools by Type of School and Region; SBM Survey; Uganda 2011; Box 3.2: Summary of Findings; Figure 3.9: Percent Distribution of Schools Visited by District and Other Officials in the Last 12 Months in Uganda; UNHS 2009/10; Notes Chapter 4 Functionality of School-Based Management StructuresWho Participates and Avenues of Participation in School Governance; Figures 4.1a-c: Existence of School Improvement Plans by Type of School and Region; SBM Survey Uganda, 2011; Figure 4.2: Most Important Objective of the SIP by School Type and Region; SBM Survey Uganda, 2011; Figure 4.3: Year When the School Development Plan was Developed; SBM Survey Uganda, 2011; Figure 4.4: Role Played by SMC Members in the School Development Planning Process; SBM Survey Uganda, 2011 Table 4.1: Likelihood of SMC Members Engagement with the Head Teacher in the School Planning Process SBM Survey Uganda, 2011; Table 4.2: Likelihood of Participation in the Endorsement of the Most Recent Plan by SMC Members; SBM Survey, 2011; Box 4.1: Constraints to SMC Participation in the SIP Process-Views from Focus Group Discussions; Figure 4.5: SMC Members' Satisfaction with Planning and Budgeting Processes; SBM Survey Uganda, 2011; Table 4.3: Likelihood of Being Satisfied with the School Budgeting Process by SMC Sociodemographic Attributes; SBM Survey, 2011 Box 4.2: Constraints to SMC Participation in the Budgeting and Financial Management Process-Views From Focus Group Discussions |
| Record Nr. | UNINA-9910786117703321 |
|
Najjumba Innocent
|
||
| Washington D.C., : World Bank, c2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Improving Learning in Uganda . Volume III School-based management, policy, and functionality [[electronic resource] /] / Innocent Mulindwa Najjumba, James Habyarimana, and Charles Lwanga Bunjo
| Improving Learning in Uganda . Volume III School-based management, policy, and functionality [[electronic resource] /] / Innocent Mulindwa Najjumba, James Habyarimana, and Charles Lwanga Bunjo |
| Autore | Najjumba Innocent |
| Pubbl/distr/stampa | Washington D.C., : World Bank, c2013 |
| Descrizione fisica | 1 online resource (133 p.) |
| Disciplina | 371.2/07096761 |
| Altri autori (Persone) |
HabyarimanaJames
BunjoCharles Lwanga |
| Collana | A World Bank Study |
| Soggetto topico |
School improvement programs - Uganda
School children - Food - Uganda Curriculum planning - Uganda Teacher effectiveness - Uganda School-based management - Uganda |
| ISBN | 0-8213-9849-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Contents; Acknowledgments; About the Authors; Abbreviations and Acronyms; Executive Summary; Legislative Context of School-Based Management; Tables; Table ES.1: Potential Policy and Programmatic Options; Chapter 1 Introduction; Background to the Study; Table 1.1: Key Primary Education Indicators; Study Scope and Data; Report Structure; Chapter 2 Policy and Regulatory Framework of School-Based Management in Uganda; Boxes; Box 2.1: Current Membership to SMC; Figures; Figure 2.1: Overall Objective of SMCs in Uganda, 1969-2010; Figure 2.2: Evolution of SMC's Roles in Uganda, 2001-2010
Chapter 3 Capacity of School Management CommitteesSMC Members' Knowledge and Perceptions about Their Roles; Figure 3.1: Reported Functions of SMCs by SMC members; Uganda 2011; Figure 3.2: Access to SMC Handbook and Education Act, SBM Survey 2011; Figure 3.3: Head Teachers' Perceptions about SMC Members; Uganda SBM Survey, 2011; Figure 3.4: Most Important Problems Facing Public Schools; Uganda SBM Survey, 2011; Figure 3.5: Most Important Problems Facing Private Schools; Uganda SBM Survey 2011; Figure 3.6: Most Serious Problems Faced by Schools as Identified by Head Teachers, UNPS 2009/10 Capacity Development Efforts for SMCsFigure 3.7: SMC Knowledge about Key Aspects in the School vis-à-vis Head Teachers' Reports; Uganda 2011; Box 3.1: USAID/UNITY Project SMC Training Model; Supervisory Support to Schools from the Districts as Another Capacity Enhancement Measure; Figure 3.8: Months Since the DEOs and DIS' Visit to Schools by Type of School and Region; SBM Survey; Uganda 2011; Box 3.2: Summary of Findings; Figure 3.9: Percent Distribution of Schools Visited by District and Other Officials in the Last 12 Months in Uganda; UNHS 2009/10; Notes Chapter 4 Functionality of School-Based Management StructuresWho Participates and Avenues of Participation in School Governance; Figures 4.1a-c: Existence of School Improvement Plans by Type of School and Region; SBM Survey Uganda, 2011; Figure 4.2: Most Important Objective of the SIP by School Type and Region; SBM Survey Uganda, 2011; Figure 4.3: Year When the School Development Plan was Developed; SBM Survey Uganda, 2011; Figure 4.4: Role Played by SMC Members in the School Development Planning Process; SBM Survey Uganda, 2011 Table 4.1: Likelihood of SMC Members Engagement with the Head Teacher in the School Planning Process SBM Survey Uganda, 2011; Table 4.2: Likelihood of Participation in the Endorsement of the Most Recent Plan by SMC Members; SBM Survey, 2011; Box 4.1: Constraints to SMC Participation in the SIP Process-Views from Focus Group Discussions; Figure 4.5: SMC Members' Satisfaction with Planning and Budgeting Processes; SBM Survey Uganda, 2011; Table 4.3: Likelihood of Being Satisfied with the School Budgeting Process by SMC Sociodemographic Attributes; SBM Survey, 2011 Box 4.2: Constraints to SMC Participation in the Budgeting and Financial Management Process-Views From Focus Group Discussions |
| Record Nr. | UNINA-9910811194803321 |
|
Najjumba Innocent
|
||
| Washington D.C., : World Bank, c2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Improving learning in Uganda [[electronic resource] ] . Volume 1 Community-led school feeding practices / / Innocent Mulindwa Najjumba ... [et al.]
| Improving learning in Uganda [[electronic resource] ] . Volume 1 Community-led school feeding practices / / Innocent Mulindwa Najjumba ... [et al.] |
| Pubbl/distr/stampa | Washington, DC, : International Bank for Reconstruction and Development/The World Bank, [2013] |
| Descrizione fisica | 1 online resource (113 p.) |
| Disciplina | 371.7/16096761 |
| Altri autori (Persone) | NajjumbaInnocent Mulindwa |
| Collana | World Bank Studies |
| Soggetto topico |
School children - Food - Uganda
Children - Nutrition - Uganda |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-4619-1885-5
0-8213-9744-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; 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
Figure 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 Figure 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 Box 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 Figure 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 Flexibility for Responsiveness to Sociocultural and Other Contextual Issues |
| Record Nr. | UNINA-9910462859803321 |
| Washington, DC, : International Bank for Reconstruction and Development/The World Bank, [2013] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Improving learning in Uganda . Volume 1 Community-led school feeding practices / / Innocent Mulindwa Najjumba ... [et al.]
| Improving learning in Uganda . Volume 1 Community-led school feeding practices / / Innocent Mulindwa Najjumba ... [et al.] |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Washington, DC, : International Bank for Reconstruction and Development/The World Bank, [2013] |
| Descrizione fisica | 1 online resource (pages cm) |
| Disciplina | 371.7/16096761 |
| Altri autori (Persone) | NajjumbaInnocent Mulindwa |
| Collana | World Bank Studies |
| Soggetto topico |
School children - Food - Uganda
Children - Nutrition - Uganda |
| ISBN |
1-4619-1885-5
0-8213-9744-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; 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
Figure 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 Figure 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 Box 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 Figure 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 Flexibility for Responsiveness to Sociocultural and Other Contextual Issues |
| Altri titoli varianti | Community-led school feeding practices |
| Record Nr. | UNINA-9910813529903321 |
| Washington, DC, : International Bank for Reconstruction and Development/The World Bank, [2013] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
