School feeding as a vehicle towards better literacy and improved nutrition

• In Event: Improving early grade literacy through sustainable school meals programmes

Proposal

Lao PDR has some of the poorest education indicators in the region, despite literacy rate improvement over the past years. Inequalities in dropout and literacy rates are particularly evident across diverse ethno-linguistic groups and urban and rural areas (UNICEF 2015). Moreover, the quality of education remains a challenge (WFP 2021). Several studies have shown that school feeding enhances learning and increases school access and attendance (Derese and Marisennayya 2023).
The National School Lunch Programme (NSLP) aims to address inequalities and improve education quality, school attendance, enrolment, short-term hunger, and poor nutrition behaviours, especially for marginalized groups. Since 2002, WFP has been working in partnership with the Government of Lao PDR (GoL) in supporting school lunch programmes. WFP’s support includes assistance for the meals, school infrastructure improvements; nutrition education and literacy support; agricultural support at schools and their communities; and technical support and capacity strengthening for the GoL at all levels. Since 2019, WFP has gradually started to handover schools to the GoL’s management.
The relevance, effectiveness, efficiency and impact of school meals on preschool and primary school children was evaluated covering the period from 2017 to 2022. The evaluation utilized a mixed method approach including both theory-based and quasi-experimental methods. 450 students and other stakeholders from 20 intervention and 5 comparison schools were assessed at baseline, midterm, and endline. Quantitative data from surveys was used to estimate outcome changes. Difference-in-difference methodology for assessing causal contribution and multivariate regression was employed to estimate the effect of the intervention while controlling for extenuating factors. Qualitative data was used for triangulation.
The Evaluation found improvements in child literacy; school enrollment, attendance, and attentiveness; strengthened teacher capacity; enhanced community ownership; improved dietary practices; and increased agricultural knowledge. However, challenges were identified in the GoL’s education system, with low learning outcomes and literacy standards among children from disadvantaged backgrounds and remote areas.
Special attention in the evaluation was paid to the handover phase of schools from WFP to GoL management, which highlighted both positive outcomes and challenges. An important step towards sustainability was the GoL’s issuance of a decree defining the principles, regulations and measures for the management and monitoring of school meals, which was developed using recommendations from previous evaluations. The decree also officialised and increased the government’s monetary contribution to the NSLP.
Challenges were identified in mainstreaming gender and disabilities into the NSLP, including ensuring the inclusion of children with disabilities and achieving outcomes for women’s empowerment, minorities, and non-Lao-speaking students. As next steps, targeted strategies and interventions to monitor and improve equal access, outcomes, and inclusion for these marginalized groups will be developed, including addressing language barriers, enhancing accessibility, and providing tailored support for persons with disabilities.
This presentation is relevant to the Global Literacy SIG and to individuals interested in learning about challenges and effective practices for sustaining a large-scale school-based intervention through government handover.

Author

• Rumbidzayi Machiridza, UN World Food Programme