Costs, and cost-outcome of school feeding programmes and feeding programmes for young children. Evidence and recommendations

Kristjansson, Elizabeth; Gelli, Aulo; Welch, Vivian; Greenhalgh, Trisha; Liberato, Selma C.; Espejo, Francisco

doi:10.1016/j.ijedudev.2015.11.011

Cited by 40 publications

(34 citation statements)

References 18 publications

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“…India's midday meal scheme is thought to be one of the least expensive in the world. By our estimates, discussed earlier, the cost of midday meal provision is US$ 10 per child per year; Kristjansson et al (2016) independently comes to the same estimate. This means that the cost of providing midday meals for the full 5 years of primary school amounts to US$50 per child.…”

Section: Reading Scoresupporting

confidence: 52%

School feeding and learning achievement: Evidence from India's midday meal program

Chakraborty

Jayaraman

2019

Journal of Development Economics

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We study the effect of the world's largest school feeding program on children's learning outcomes. Staggered implementation across different states of a 2001 Indian Supreme Court Directive mandating the introduction of free school lunches in public primary schools generates plausibly exogenous variation in program exposure across different birth cohorts. We exploit this to estimate the effect of program exposure on math and reading test scores of primary school-aged children. We find that midday meals have a dramatic positive effect on learning achievement: children with up to 5 years of primary school exposure improve their test scores by approximately 10-20%. We further investigate various channels that may account for this improvement including enrollment and nutrition-learning effects, heterogeneous responses by socio-economic status, complementary schooling inputs, and intra-household redistribution. JEL-Codes: I210, I250, O120. in Burkina Faso find positive effects of school feeding programs on school participation. 2 In a rare non-randomized evaluation of an extant national program, McEwan (2013) uses a regression discontinuity design to study the effect of Chile's long-established school feeding program on (among other things) fourth-grade test scores. The discontinuity comes from the fact that students received meals with different caloric content depending on a school-level "vulnerability" index cutoff. McEwan (2013) finds that there is no difference in test performance when the caloric content of meals is increased.

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Section: Reading Scoresupporting

confidence: 52%

School feeding and learning achievement: Evidence from India's midday meal program

Chakraborty

Jayaraman

2019

Journal of Development Economics

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“…Our finding of no significant change in the prevalence of stunting was in agreement with those from previous studies conducted in South Africa (46) , Brazil (47) and Palestine (48) , as well as a meta-analysis (49) finding that food distribution programmes had little or no effect on improving height-for-age over similar time frames.…”

Section: Discussionsupporting

confidence: 93%

Short-term nutrition and growth indicators in 6-month- to 6-year-old children are improved following implementation of a multidisciplinary community-based programme in a chronic conflict setting

Simonyan¹,

Sargsyan²,

Balalian

et al. 2019

Public Health Nutr.

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Objective:We investigated short- and long-term indicators of malnutrition and diet before and after the community-based ‘Breaking the Cycle of Poverty’ multidisciplinary intervention.Design:A historically and geographically controlled study using data collected in 2013 and 2016. We compared the prevalence of short-term indicators (anaemia, breast-feeding duration and minimum dietary diversity) and long-term indicators (stunting and wasting) in exposed communities at two time points. We then compared these factors in geographic areas exposed or not exposed to intervention. We conducted logistic regression analyses on the 2016 sample to measure associations between living in intervention communities and child growth indicators.Setting:Berd region, a chronic conflict zone near the north-eastern border of Armenia and Azerbaijan.Participants:Children aged 6 months to 6 years.Results:Analyses included data from 2013 comprising 382 children, and data from 2016 comprising 348 children living in communities where the programme was implemented, and 635 children from unexposed communities. Anaemia prevalence in exposed communities was significantly lower in 2016 v. 2013 (10·9 v. 19·1 %, P < 0·01). Minimum dietary diversity (79·0 v. 68·1 %, P < 0·001) and breast-feeding duration (13·0 v. 11·5 months, P < 0·002) were significantly improved in exposed communities. Prevalences of stunting (11·5 v. 10·2 %, P = 0·57) and wasting (4·8 v. 2·0 %, P = 0·07) were not significantly different. Odds of anaemia were significantly lower (OR = 0·24, 95 % CI 0·16, 0·36) in intervention communities.Conclusions:Exposure to a community-based multidisciplinary intervention reduced the rate of anaemia and improved dietary indicators.

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“…SFPs are transfer programmes that are intended to curb the burdens of hunger, malnutrition and ill‐health on school‐age children. The programme is often implemented by the World Food Program in partnership with governments and is proven to increase school enrolment, school attendance and learning (Kristjansson et al ., ).…”

Section: Theoretical Backgroundmentioning

confidence: 97%

Assessing the Effectiveness of Foreign Aid in the Education Sector in Africa: The Case of Primary Education

Yogo¹

2017

African Development Review

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Since 2000, Official Development Assistance has played a crucial role in efforts related to the achievement of MDGs. This is especially the case in sub‐Saharan Africa (SSA) which is the world's largest recipient of foreign aid. This paper assesses the effectiveness of aid and its efficient use in achieving universal primary education in sub‐Saharan Africa. The impact of aid is assessed for a sample of 35 SSA countries over the decade 2000–10. The results suggest that higher aid to education significantly increases primary completion rate. This result is robust to the use of various methods of estimation, the inclusion of instrument to account for the endogeneity of aid and the set of control variables included in regressions. Our findings suggest that education aid can be used as a policy instrument to achieve the fourth Sustainable Development Goal (SDG) which is to ensure inclusive and quality education for all and promote lifelong learning.

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Costs, and cost-outcome of school feeding programmes and feeding programmes for young children. Evidence and recommendations

Cited by 40 publications

References 18 publications

School feeding and learning achievement: Evidence from India's midday meal program

School feeding and learning achievement: Evidence from India's midday meal program

Short-term nutrition and growth indicators in 6-month- to 6-year-old children are improved following implementation of a multidisciplinary community-based programme in a chronic conflict setting

Assessing the Effectiveness of Foreign Aid in the Education Sector in Africa: The Case of Primary Education

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