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A framework to link school feeding with local agricultural production

HOME-GROWN SCHOOL FEEDING. A framework to link school feeding with local agricultural production. WHAT IS HOME-GROWN SCHOOL FEEDING?. “ Home-Grown School Feeding (HGSF) is a school feeding programme that provides food produced and purchased within a country ”.

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A framework to link school feeding with local agricultural production

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  1. HOME-GROWN SCHOOL FEEDING A framework to link school feeding with local agricultural production

  2. WHAT IS HOME-GROWN SCHOOL FEEDING? “Home-Grown School Feeding (HGSF) is a school feeding programme that provides food produced and purchased within a country”. Linking school feeding to local agricultural production Increasing small-scale farmers’ access to the school feeding market SPECIFIC OBJECTIVES Encouraging improved production practices among small-scale farmers Increasing direct purchase from smallholders www.wfp.org

  3. WHAT IS HOME-GROWN SCHOOL FEEDING?/2 • KEY ISSUES • Designing country-specific HGSF programmes, built on existing interventions to benefit from synergies • Assuring minimum nutritional standards are maintained • Maintaining a continuous supply of food to schools • Ensuring food quality and safety • Countering corruption and bureaucratic inefficiency • Reducing costs of procurement from small-scale farmers • Preventing price increases • Avoiding increasing the community’s work load and distracting teachers from other responsibilities www.wfp.org

  4. THE THREE FOCUS AREAS Aim to increase access for small-scale farmers through activities in three focus areas: STRATEGIC PROCUREMENT AGRICULTURAL DEVELOPMENT INSTITUTIONAL DEVELOPMENT • Removing the barriers that small-scale farmers might face in accessing the school feeding market, such as: • Lack of information • Insufficient capacity to meet traditional tendering requirements • Lack of capacity to supply, store and transport commodities • Vulnerability to post-harvest losses • Tailoring assistance packages (e.g. improved seeds, fertilizers and other agricultural inputs at subsidized prices) to the least advantaged small-scale farmers to help them: • Increase productivity • Produce better-quality crops • Manage natural resources • Mitigate risks in a sustainable way • Contextual support that exists and may need to be developed for the appropriate design and implementation of HGSF. This includes policies, rules and strategies related to: • School feeding • Procurement and increased agricultural production • Capacity of the country to manage resources to implement a cost-efficient programme www.wfp.org

  5. HGSF SEQUENCING www.wfp.org

  6. CASE STUDY: BRAZIL Universal coverage (49,300,000 beneficiaries) US$1.1 billion budget in 2009 1. Strong presence in the policy framework 2. The programme is one of the social programmes to increase children’s access to food, education and nutrition 3. Monetary incentives from Bolsa familia INSTITUTIONAL AND POLICY ARRANGEMENTS 1. Review of the menu to make it locally produced 2. Food procurement highly decentralized and largely school-based (school procures fruit, vegetables, meat and bread from local producers) 3. The Ministry of Agriculture’s Food Procurement programme organizes and trains the small farmers to become suppliers 4. School feeding committes ensure quality of food 5. Brazil is enacting a law to establish that at least 30 percent of the food used by the school feeding programme should be procured locally. PROCUREMENT www.wfp.org

  7. THANK YOU

  8. CASE STUDY: THAILAND SCHOOL LUNCH PROGRAMME SLP in 30,000 schools About 1,800,000 primary school children benefiting (30% of total) 1. Programme implemented under the initiative of the Ministry of Education. 2. Since 2001, the Ministry of Interior, has also been involved as part of the wider decentralization process. 3. The Ministry of Education manages the interest from the Fund for School Lunch of Primary School, whereas the Ministry of Interior, provide supplementary funding for the cost of free lunch for economically disadvantaged children. 4. Individual schools exercise authority over the actual use of the grant and the implementation of the programme. INSTITUTIONAL AND POLICY ARRANGEMENTS 1. Decentralized system, individual schools are given the authority to determine the procurement method. Informal purchasing process that does not involve public tenders; there is no formal procurement mechanism or emphasis to promote local sourcing. 2. Despite this absence of formal policy, most schools (around 90 percent) purchase perishable food items (such as fresh vegetables and meat) from local producers, often via local markets. PROCUREMENT www.wfp.org

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