100072  Nigeria   SABER Country Report SCHOOL FEEDING 2015        Policy Goals Status 1. Policy Frameworks School feeding is included in the PRSP. There is also a published national policy on school health that encompasses school feeding as well as other  relevant documents.  2. Financial Capacity School feeding is included in the national planning process, yet only state budget lines exist.  3. Institutional Capacity and Coordination There is a multisectoral steering committee from at least three sectors that coordinates implementation. There is a fully staffed school feeding unit at the  national level. 4. Design and Implementation There is an M&E plan that is integrated into a national monitoring system. This M&E plan is used to refine and update programs. There are national standards  set on food modalities and the food basket. National standards on the procurement and logistics arrangements have also been developed. 5. Community Roles-Reaching Beyond Schools School feeding management committee comprises of teachers, parents, and community members, and there are mechanisms in place by which the  community can hold the school feeding programs accountable at national, regional, and school levels.       THEWORLDBANK NIGERIAۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2015  Povertyremainsachallengesinceitaffectsthe majority Introduction ofthecountry.In2010,approximately84percentofthe This report presents an assessment of school feeding population lived on $2 or less a day (2005 international policies and institutions that affect young children in prices). 5 In addition to more people falling below the Nigeria. The analysis is based on a World Bank tool international poverty standard of $2 a day in 2010 than developed as part of the Systems Approach for Better in2004,peopleinNigeriawerepoorerin2010thanthey Education Results (SABER) initiative that aims to werein2004.Thepovertygapat$2adayincreasedfrom systematically assess education systems against 46 percent to 50 percent. 6  High unemployment rates evidenceͲbased global standards and good practice to may be one contributing factor to the high levels of assist countries reform their education systems for poverty in Nigeria. 7 Inadequate access to improved properlearningforall. water and sanitation facilities also exacerbates poverty  conditions. In 2012, 31 percent of the urban population School feeding policies are a critical component of an hadaccesstoimprovedsanitationfacilitiescomparedto effective education system, given that children's health 25percentoftheruralpopulation.8Inthesameyear,79 and nutrition impact their school attendance, ability to percent of the urban population had access to an learn, and overall development. A school feeding improved water source compared to 49 percent of the program is a specific schoolͲbased health service, which ruralpopulation..9 canbepartofacountry’sbroaderschoolhealthprogram, and often a large amount of resources is invested in a EducationandHealthinNigeria school feeding program. SABERͲSchool Feeding collects, analyzes, and disseminates comprehensive information †—…ƒ–‹‘ on school feeding policies around the world. The overall Education in the Federal Republic of Nigeria has made objective of the initiative is to help countries design significant progress and is seen as an important tool for effective policies to improve their education systems, the country’s economic growth and poverty reduction. facilitate comparative policy analysis, identify key areas ThestructureoftheNigerianeducationsystemisknown to focus investment, and assist in disseminating good as the 6Ͳ3Ͳ3Ͳ4 system, wherein the first nine years are practice. basic education composed of six years of primary and threeyearsofjuniorsecondaryeducation,thenextthree yearsareseniorsecondaryeducation,andthefinalfour CountryOverview years are tertiary education. PreͲprimary education  spans three years and is not compulsory. 10 The Nigeriaisalowermiddleincomecountrylocatedonthe responsibility to provide the various levels of education western coast of Africa. It is one of most populous is divided between the federal, state, and local countries in the world. In 2013, its population was governments as outlined in the Constitution, although approximately 173.6 million; children 14 years old or some responsibilities are shared (concurrent), rather younger accounted for 44 percent of the population. 1 thanexclusive.Theaverageyearsofschoolingforyouths Nigeria’seconomyhasexperiencedpositivegrowthover (ages17–22years)hasbeenincreasing,from5.6in1990 the past decade. In 2013, the growth rate was 7.3 to8.6in2010. percent. 2 Despite possessing natural resources and  experiencingpositiveeconomicgrowth,Nigeria’sHuman Nigeria implemented its National Policy on Education in DevelopmentIndex(HDI)valuein2012was0.471,which 1977 and updated it in 2004. The policy states that the places the country 154th out of 187 countries. 3Its Gini government should provide universal access to basic coefficient in 2010 was 48.8, indicating unequal income education, which includes primary and lower secondary distribution.4 education.11Accesstoeducationhasnotbeenequalfor   1 7 WorldBank,2014a. FederalRepublicofNigeria,2013. 2 8 Ibid. WorldBank,2014a. 3 UNDP,2013. 9 Ibid. 4 10 WorldBank,2014a. UNESCOInternationalBureauofEducation,2011. 5 11 Ibid. GlobalEducationFirstInitiativeandGoodPlanetFoundation,2013. 6 Ibid.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 2 NIGERIAۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2015  all.OneineverythreeofprimaryschoolͲagechildrenstill a high percentage of students never finish secondary does not have access to primary education. To improve school. Only 29 percent of those who started school access, the government established the Universal Basic graduate from secondary school at the official Education Program in 2000 and later passed the graduating age of 17. Even if there is a delay up to age Universal Basic Education Policy in 2004 to expand the 24, only 75 percent finish secondary school, and the central government’s role in managing basic education remaining25percentneverfinishsecondaryschool. and to set the goal of providing free basic education to  allchildren by2015.12Thegrossprimaryenrolmentrate Education quality continues to be an issue in Nigeria. At increased from 98 percent in 2000 to 102 percent in the national level, 60 percent of students completing 2006,buttheratehasbeenslowlydeclining.In2010,the grade 4 and 44 percent of students completing grade 6 gross primary enrolment rate had decreased to 85 cannot read a complete sentence. About 10 percent percent.13 cannotadd numbersby theendofprimaryschool.Poor  learning outcomes are most severe in the north. More The majority of the children who have no access to thantwoͲthirdsofstudentsinthenorthremainilliterate primary education are in the north, in rural areas and even after completing primary school (grade 6), as poor households. The gross primary enrolment rate has compared to only 18 percent to 28 percent of students been declining since 2004, and in 2010, it was 85 in the south. In some states such as Yobe, low learning percent. 14 During the 1990s and early 2000s, Nigeria outcomes are extremely severe, with 92 percent of experienced a prolonged teachers’ strike which students unable to read and 31 percent unable to add contributedtopooreducationaloutcomes.Additionally, numbersbythelastgradeofprimary. in 2007, the Home Grown School Feeding (HGSF)  program was discontinued in a majority of states, Poor learning outcomes from primary education have thereby discouraging enrolment. 15 Some believe that translated to low passing rates at the end of secondary thiswasrelatedtogovernanceissues.Manychildrenare school, particularly for students from public or federal not ready for school because they did not receive schools in the north. English and mathematics passing adequate nutrition and preͲprimary cognitive rates from the West African Senior School Certificate stimulations.HalfofallthreeͲyearͲoldsarestunted,and Examination (WASSCE) have been below 40 percent twoͲthirds of children between four years to five years between2011and2013.Girls’passingrateisbetterthan oldarenotenrolledinpreͲprimaryeducation.Nutritional the boys’ even though more boys took the exam. Girls programsareinsufficient. outperforming boys on this exam may be a reflection of  thelargeinvestmentingirls’education. There is a relatively high promotion rate, with low  repetition and low dropout within each school cycle There is a dearth of qualified teachers in some areas of thanks to automatic promotion, but the transition rates Nigeria, but even qualified teachers do not necessarily between education levels are low as seen by the have the adequate professional knowledge and effectivetransitionratefromprimarytosecondarybeing competency to teach. In some states, such as Jigawa, 53 percent in 2008. 16 For example, the primary Kano and Bauchi, where about 90 percent or more completion rate in 2010 was 70 percent, which was an students are unable to read after finishing primary increase from 41 percent in 2008. 17 The dropout rate school, only about 40 percent to 50 percent of primary decreasedbyalmosthalf between2007and2010,from school teachers are qualified. 19  Furthermore, schools 52 percent to 21 percent.18Moreover, among students have little autonomy over the management of their ingrade6—thelastgradeofprimaryschool—11percent budgets, cannot hire and fire teachers, allow little drop out and 3 percent repeat the grade. On average, participation of parents and society in school finance, only37percentofstudentsfinishprimaryschoolontime have inadequate systems to assess and monitor by age 11, which may be due to late entry into primary students, and have low accountability to parents and school.Thesecondarycompletionrateisevenlower,and society.  12 16 Ibid. WorldBank,2014a. 13 17 WorldBank,2014b. Ibid. 14 Ibid. 18 Ibid. 15 NationalPopulationCommissioninNigeriaandRTI,2011. 19 UniversalBasicEducationCommission,2010.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 3 NIGERIAۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2015  Fundsforeducationcomefromadiversearrayofsources 2001and2005inallbutoneoftheninestates.Spending that vary by government and education levels. Federal onessentials,suchastextbooks,instructionalmaterials, funding for education comes from the Federation inͲservice training, and operations and maintenance, is Budget, as well as several major funds, including the inadequate. A large percentage, often around 90 Tertiary Education Fund (TETFund), the Universal Basic percent, of total public expenditure on education is Education (UBE) Intervention Fund, Science and absorbed by salaries, although the benchmark is 67 Technical Education PostͲBasic (STEPͲB) program, and percent. the Nigeria Information Technology Development  Agency(NITDA),amongothers.TheVirtualPovertyFund, Constraints on school attendance include poverty, the createdfrommoneysavedthroughtheHeavilyIndebted needtoprovidecareforinfantsiblingsorworkonafarm, Poor Countries (HIPC) initiative, has resulted in and gender—especially in the northern states, where substantialfundingfortheFederalMinistryofEducation. girls’ schooling depends on family income to a greater  extentthanboys’schoolingdoes.Eventhoughthereisa Approximately 80 percent of public expenditure for national policy of free basic education, 36 percent of education is sourced below the federal level from four public primary school students and 61 percent of junior main sources: state governments, local governments, secondary school students still pay for school tuition. directallocationsfromthefederalgovernment(through Total education expenditure for an average child from the UBE Intervention Fund and the Education Trust thepoorestquintiletoattendprimaryschool—including Fund), and private individuals and organizations, tuition, uniforms, textbooks, transportation, and other includingNGOsandinternationaldonorsinsomestates. related costs—accounts for oneͲfifth of per capita  income.ThatratioisaboutoneͲhalfforachildtoattend Besides federal allocation, the State Ministry of juniorsecondaryschool.Infact,householdscitedcostas Education is directly responsible for the financing of one of the top reasons for never sending their children junior and senior secondary education and stateͲlevel toschoolorsendingthemlate.Otherseriousconstraints tertiary education, while local governments are in the northern states include cultural/traditional responsible for the management and financing of practicesandreligiousbarriers. primary and preͲprimary education. With ratification of the UBE law in each state, local governments are HealthIssues expectedtofinancejuniorsecondaryeducation,butfew Povertyhindersthegovernment’seffortstoimprovethe states have finished transferring their junior secondary population’s health conditions. In 2012, communicable schools to local authorities. Local governments manage diseasesinadditionto maternal, prenatal,and nutrition andfinancepreͲprimaryandprimaryeducationalthough conditions accounted for 66 percent of deaths while 24 they do not have budgetary discretion in the allocation percentofdeathswereattributedtononͲcommunicable of budgetary resources since the wage bill is deducted diseases. HIV in particular affects 3 percent of the fromtheirshareoffederalallocations. populationbetweentheagesof15to49.   Accurate estimates of total public expenditure on Moreover,malnutritionisamajorprobleminNigeria.In education in Nigeria are difficult to know because of a 2012,7.3percentofthepopulationwasundernourished. lack of information on state government sectoral Children are especially impacted by poor nutrition. expenditures.Accordingtothe10Ͳyearstrategicplanby Among children aged five years old or younger, the the Federal Ministry of Education, total education prevalenceofacuteandchronicmalnutrition(heightfor expenditurein2006was5percentofGDP.In2007,total age) was 36 percent in 2011, a decrease from 2003. federal education spending, minus state and local Following a similar decreasing trend, acute malnutrition government area spending, accounted for 12.5 percent (weight for age) among children of the same age group of the federal budget. Excluding direct federal spending was 24 percent in 2011. Approximately 10 percent of through Universal Basic Education Commission (UBEC) childrenunderfiveyearsoldwerewasted,anindication andtheEducationTrustFund(ETF),totalstateeducation ofrecentnutritionaldeficiency.20 expendituresinrealtermsdeclinedsignificantlybetween  20 WorldBank,2014a.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 4 NIGERIAۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2015  TheCaseforSchoolFeeding are part of a longͲterm global goal to achieve Education  ForAllandprovidesocialprotectiontothepoor. School feeding programs, defined here as the provision of food to schoolchildren, can increase school Five Key Policy Goals to Promote School enrolment 21 and attendance—especially for girls. 22 Feeding When combined with quality education, school feeding  programs can increase cognition 23 and educational Therearefivecorepolicygoalsthatformthebasisofan success. 24 With appropriately designed rations, school effective school feeding program. Figure 1 illustrates feeding programs can improve the nutrition status of these policy goals and outlines the respective policy preschool and primary schoolͲaged children by leversandoutcomesthatfallundereachgoal. addressing micronutrient deficiencies. Combined with  local agricultural production, these programs can also The first goal is a national policy framework. A solid providesmallͲscalefarmerswithastablemarket.School policy foundation strengthens a school feeding feeding programs can provide shortͲterm benefits after program’s sustainability and quality of implementation. crises,helpingcommunitiesrecoverandbuildresilience, National planning for school feeding as part of the in addition to longͲterm benefits by developing human country’spovertyreductionstrategy(orotherequivalent capital.25School feeding programs can be classified into development strategies) conveys the importance the two main groups: inͲschool feeding (when children are government places on school feeding as part of its fed in school) and takeͲhome rations (when families are development agenda. For most countries that are given food if their children attend school regularly). A implementing their own national programs, school majoradvantageofschoolfeedingprogramsisthatthey feedingisincludedinnationalpolicyframeworks.28 offerthegreatestbenefittothepoorestchildren.Several  studies 26 have indicated that missing breakfast impairs The second policy goal for school feeding is financial educationalperformance. capacity. Stable funding is a prerequisite for  sustainability. However, where need is greatest, Present data suggests that almost every country is programstendtobethesmallestandthemostrelianton seekingtoprovidefoodtoitsschoolchildren.Therefore, external support. Funding for these programs can come especially for lowͲincome countries where most foodͲ from a combination of sources, such as nonͲ insecure regions are concentrated, the key issue is not governmental organizations (i.e., WFP) and the whether a country will implement school feeding government. When a program becomes nationalized, it programsbutratherhowandwithwhatobjectives. needs a stable and independent funding source, either  through government core resources or development The social shocks of recent global crises have led to an funding. In the long term, a national budget line for enhanced demand for school feeding programs in lowͲ school feeding is necessary for an effective and stable income countries as they can serve as a safety net for program. foodͲinsecurehouseholdsthroughanincometransfer.In  response to this amplified request, the United Nations The third policy goal is institutional capacity and World Food Programme (WFP) and the World Bank coordination. School feeding programs are better jointly undertook an analysis titled Rethinking School executed when an institution is mandated and Feeding. 27 This initiative sought to better understand accountable for the implementation of such a program. how to develop and implement an effective school Effective programs also include multisectoral feedingprogramasaproductivesafetynetthatispartof involvement from sectors such as education, health, the response to the social shocks, as well as a fiscally agriculture, and local government, as well as a sustainable investment in human capital. These efforts comprehensive link between school feeding and other  21 26 Ahmed,2004;Gelli,Meir,andEspejo,2007. Simeon and GranthamͲMcGregor, 1989; Pollitt, Cueto, and Jacoby, 1998; 22 Jacoby,Cueto,andPollitt,1996;Powelletal.,1998;Kristjanssonetal.,2007. Simeon,1998. 23 27 Whaleyetal.,2003;Kristjanssonetal.,2007;Jukesetal.,2008. Bundyetal.2009. 24 28 Tan,Lane,andLassibille,1999;Ahmed,2004;Adelmanetal.,2008. Bundyetal.2009;WFP,2012. 25 WFP,2013  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 5 NIGERIAۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2015  school health or social protection programs and responses to selected questions from the SABER School establishedcoordinationmechanisms. Feeding questionnaire by assigning point values to the  answers. The second tool is the SABER School Feeding The fourth policy goal is sound design and Frameworkrubricthatanalyzestheresponses,especially implementation. In order to maximize effectiveness, the written answers, based on the framework’s five schoolfeedingprogramsshouldclearlyidentifycountryͲ policygoalsandlevers.Formoreinformation,pleasevisit specific problems, objectives, and expected outcomes. the World Bank’s website on SABERͲSchool Health and The country’s context and needs should determine the School Feeding and click on the “What Matters” program’s beneficiaries, food basket (menus), food FrameworkPaperunderMethodology. modalities and supply chain. Countries and partners  should work towards creating a delicate balance   between international, national, and local procurement offoodstosupportlocaleconomieswithoutjeopardizing thequalityandstabilityofthefoodsupply.  ThelastpolicygoaliscommunityrolesͲreachingbeyond schools.Schoolfeedingprogramsthatarelocallyowned, incorporate contributions from local communities, and respond to specific community needs are often the strongest. These programs are most likely to make a successful transition from donor assistance to national ownership. Community participation should be considered at every stage, but without overburdening communitymembers. UseofEvidenceǦBasedTools  TheprimaryfocusoftheSABERͲSchoolFeedingexercise isgatheringsystematicandverifiableinformationabout the quality of a country’s policies through a SABERͲ School Feeding Questionnaire. This dataͲcollecting instrument helps to facilitate comparative policy analysis, identify key areas to focus investment, and disseminate good practice and knowledge sharing. This holistic and integrated assessment of how the overall policyinacountryaffectsyoungchildren’sdevelopment is categorized into one of the following stages, representing the varying levels of policy development thatexistamongdifferentdimensionsofschoolfeeding:  1. Latent:Noorverylittlepolicydevelopment 2. Emerging:Initial/someinitiativestowardspolicy development. 3. Established:Somepolicydevelopment 4. Advanced:Developmentofacomprehensive policyframework  Each policy goal and lever of school feeding is methodically benchmarked through two SABER analysis tools. The first is a scoring rubric that quantifies the  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 6 NIGERIAۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2015           Figure1:Policygoalsandpolicyleversforschoolfeeding                                                       SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 7 NIGERIAۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2015  Findings 1.PolicyFrameworksisADVANCED  Indicators Score Justification PolicyGoal1:Policy 1A.NationalͲlevel Schoolfeeding FrameworksinNigeria povertyreduction includedinPRSP; strategyorequivalent accompaniedby  PolicyLever: nationalstrategyas targetsby wellassectoral government; x Overarchingpoliciesforschoolfeedinginalignment policiesandstrategies strategieshave withnationalͲlevelpolicy identifyschool definedobjectives  feedingasan andsectoral A policy foundation helps strengthen the sustainability educationand/or responsibilities andaccountabilityofaschoolfeedingprogramaswellas socialprotection intervention,clearly the quality of its implementation. Nearly all countries definingobjectives with national ownership of programs have wellͲ andsectoral articulated national policies on the modalities and responsibilities objectivesofschoolfeeding.29 1B.AnevidenceͲ Publishednational  basedtechnicalpolicy policyonschool SchoolfeedingisincludedinNigeria’sNational Economic relatedtoschool  feedingaswellas and Empowerment Strategy (NEEDS). The government feedingoutlinesthe otherrelevant has also set milestones for school feeding programs in objectives,rationale, documents; theNEEDS.Therearealsopublishednationalpoliciesand scope,design,and multisectoral documentsonschoolfeeding.30Thedevelopmentofthis fundingand approachcovering policy involved multiple sectors for a wellͲrounded, sustainabilityofthe allfourotherpolicy programand goals collaborative approach. These sectors include the comprehensively Ministry of Agriculture, Ministry of Information and addressesallfour Communication, Ministry of Health, Ministry of Water otherpolicygoals Resources and Rural Development, Ministry of Finance,  andNationalPlanningCommission.                        29 30 WFP,2012. TheNationalSchoolHealthPolicy(2006)andImplementationGuidelines onNationalSchoolHealthProgramme(2006)includesschoolfeeding services.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 8 NIGERIAۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2015  PolicyGoal2:Financial 2.FinancialCapacityisEMERGING CapacityinNigeria Indicators Score Justification 2A.Nationalbudget Schoolfeedingis PolicyLever: line(s)andfundingis includedinnational x Governanceofthenationalschoolfeedingprogram allocatedtoschool  planningprocessyet throughstablefundingandbudgeting feeding;fundsare onlystatebudget disbursedtothe lineexists;school Stable funding is necessary for the longͲterm implementationlevels feedingprogram inatimelyand mainlyfunctionalin sustainabilityofaschoolfeedingprogram,especiallyone effectivemanner. Osunstate. thattransitionsfrombeingdonorͲfundedtogovernmentͲ  funded. School feeding programs supported by external partners generally rely on food aid, government inͲkind  donations, and/or government cash contributions. In order for the program to be sustainable and nationally   owned,theschoolfeedingprogramshouldhaveabudget line and be part of the government’s budgeting and planningprocess. School feeding is included in the national planning process yet is not funded through a national budget. In Osunstate,thebestpracticingstate,100percentofthe totalschoolfeedingbudgetcomesfromthegovernment, andnothing comesfrom externaldonors.Thebudgeted school feeding cost per child per year is about 9,750 naira.  Regionshavethecapacitytoplanandbudgettheirneeds and request resources from the central level to implement school feeding programs. Regions also have budgetlinesforschoolfeedingwhichcoverfood,eating and cooking utensils, cooking fuel, cooks’ salaries, food storage,foodtransportation,andprogrammanagement. At the local level, neither schools nor the ministries involvedhavebudgetlinesforschoolfeeding.TheSahara Energy Group (NGO) funds one local school feeding program, and the government in Osun state also helps financetheschoolfeedingprogram.  Schoolfeedingfundsarecurrentlybeingdisbursedtothe implementers in a timely and effective manner in Osun state. The bank releases money to food vendors based on the MOU with the Osun state government. To strengthen mechanisms for fund disbursement, the MOU was signed with the first bank, settled monthly by theOsunstategovernmentwithoutdelay.     SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 9 NIGERIAۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2015  PolicyGoal3:Institutional dedicatedtoschoolfeeding.Thestaffofthisunitisfully trainedandknowledgeableonschoolfeedingissues. CapacityandCoordination  inNigeria Therearealsoformalcoordinationmechanismsinplace between cross government stakeholders: these PolicyLevers: mechanisms include developing the national policy and x SchoolfeedinginterͲsectoralcoordinationand guidelines,usingmonitoringandevaluation(M&E)tools strongpartnerships for effective monitoring and oversight functions, and x Managementandaccountabilitystructures,strong leading others in the implementation of school feeding. institutionalframeworks,andmonitoringand AlthoughthereisnopreͲandinͲservicetrainingprogram evaluation in place to train staff at each level on school feeding program management and implementation, regional Implementingaschoolfeedingpolicyrequiressignificant officeshavesufficientstaff,knowledgeandresourcesto institutional capacity because the program is a complex fulfill their responsibilities. This interͲlevel coordination school health intervention. The policy should clearly is a key component of effective implementation for define the roles and responsibilities of stakeholders and schoolfeedingprograms. actors at all levels. Methodically increasing government  capacity to manage a school feeding program is 3.InstitutionalCapacityandCoordinationis important to the program’s longͲterm sustainability. A ESTABLISHED nationalinstitutionthatismandatedandaccountablefor Indicators Score Justification the implementation of the school feeding program is 3A.Multisectoral Multisectoral considered to be a best practice. This institution should steeringcommittee steeringcommittee have a specific unit that has adequate resources and coordinates  fromatleastthree implementationofa sectorscoordinate knowledgeable staff to manage the school feeding nationalschool implementation;no program. Moreover, policies that detail accountability feedingpolicy discussionofschool andmanagementmechanismscanhelpensureprogram feedinginany quality and efficiency, especially if the school feeding nationalͲlevel programisdecentralized. coordinationbody 3B.Nationalschool Fullystaffedschool Nigeria has a multisectoral steering committee feedingmanagement feedingunit;no coordinating the implementation of school feeding. The unitand  preͲor–inͲservice Ministry of Education also carries the mandate of accountability trainingavailable; managing and implementing the school feeding structuresarein coordination program. This concentrated leadership is a trait of place,coordinating mechanisms effective implementation. Other sectors are also a part withschoollevel betweennational, structures regional,andschool ofthissteeringcommittee,includinghealth,agriculture, levelsareinplace social protection, local government, and water, 3C.Schoollevel Formalmechanisms conveying a multisectoral, strong approach to managementand inplacebutnopreͲ implementation. However, school feeding was not accountability andinͲservice  discussed in any nationalͲlevel coordination body that structuresareinplace trainingprogramin dealswitheducation,health,agricultureandnutrition. placetotrainstaff  ateachlevelon Atthenationallevel,Nigeriahasaspecificunitthatisin schoolfeeding charge of the overall management of school feeding program within the lead institution and is responsible for managementand implementation coordinationbetweenthenational,regional,andschool levels.Theunitinchargeofimplementingschoolfeeding  hasasufficientamountofstaffgiventheresponsibilities  that the unit has been given. There are 10 people  working in this national unit, and all of them are fully  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 10 NIGERIAۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2015  PolicyGoal4:Designand availabilityoflocalfood.31Thefoodmodalitieshavealso beenchosenbasedontheobjectivesoftheprogram,the ImplementationinNigeria duration of the school day, and the feasibility of implementation. PolicyLever:  x Qualityassuranceofprogrammingandtargeting, Nigeria has national standards on food management, modalities,andprocurementdesign,ensuring procurement and logistics. There have been discussions designthatisbothneedsͲbasedandcostͲeffective on possible procurement modalities for school feeding that can be more locally appropriate, including the A wellͲdesigned school feeding policy that is based on possibility of linking procurement with agricultureͲ evidence is critical to the implementation of a quality related activities. This discussion involves encouraging schoolfeedingprogram.Thepolicycanincludedetailson smallholder farmers to produce more, by giving soft targeting the correct beneficiaries, selecting the proper loans and by buying off these farmers’ produce. There modalities of food delivery, and choosing a quality food havealsobeendiscussionsonpossible serviceprovision basket. Over time, the school feeding policy may be models for school feeding that could potentially create redesigned or modified according to reassessments of jobsforcommunitymembers,includingtheformationof theschoolfeedingprogram. cooperative farmers that would produce and sell to the government for school feeding and the employment of NigeriahasanM&Eplanfortheschoolfeedingprogram. peoplebycontractorstoworkatdistributioncenters. AllimportantM&Ecomponentsarecoveredexceptfora  systematic impact evaluation, program baseline report, The Ministry of Agriculture has been involved in making andsituationanalysis.Thesecomponentsareincludedin the connection between school feeding and national the Education Management Information System (EMIS) agriculturalproduction.Theinvolvementofgovernment in Nigeria. Experiences from the health sector convey agencies aids a smooth implementation system along that program effectiveness is enhanced when the national,regional,andlocallevels.Theprivatesectorhas implementation of a national school feeding strategy is been involved in making the connection between supportedbyanationalM&Estrategyagreeduponbyall farmers and the school feeding market only in Osun country partners and stakeholders. The M&E system in state. The private sector has been involved through the Nigeria is integrated into a national monitoring system FarmersAssociation(poultry,andotherproducts)aswell and is used to refine and update components of the ascontractors.32 program. Examples of this updating include rapid  appraisal of implementing states in 2007 and the At the school level, the requirements for the school monitoring of climate change in pilot states in 2012 in feeding program are not communicated to the Nigeriaandcrossriverstates. agriculture sector, which negatively impacts the links  betweenfoodproductionandtheschoolfeedingmarket. Nigeria has impact evaluations planned. The program However, there are complementary programs with also has objectives that correspond to the context of budgets that provide capacity building for smallholder Nigeria and the poverty reduction strategy. These farmers and the community for food processing and objectives, or targeting criteria, are important for two preparation.ThirtyͲonelocalgovernmentswerecovered reasons: first to keep the program within its budget by the program, and 9,750 naira was the cost per child constraintsandmaximizetheeffectofthespendingline peryearintheprogram. with the objectives, and second to ensure equity by  redistributingresourcestopoor,vulnerablechildren. Lookingforward,specificattentionmustbegiventothe  development of new ways for the agriculture and National standards on food modalities and the food education sectors to work together, including the basket have been set, which correspond to nutritional constructionofacoherentevidencebasefromwhichto content requirements, local habits and tastes, and the  31 32 PartnershipforChildDevelopmentandHomeGrownSchoolFeeding,2010. PartnershipforChildDevelopment,2014. Pg.23  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 11 NIGERIAۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2015  evaluate specific outcomes within each sphere (SABER Framework).  4.DesignandImplementationisADVANCED Indicators Score Justification 4A.Afunctional M&Eplanintegrated monitoringand intonational evaluationsystemisin  monitoringsystem; placeaspartofthe M&Eplanusedto structureofthelead refineandupdate institutionandused programsor forimplementation componentsofthe andfeedback program 4B.Programdesign Targetingcriteria identifiesappropriate thatcorrespondsto targetgroupsand  contextofcountryis targetingcriteria inplaceyetimpact correspondingtothe evaluationshavenot nationalschoolfeeding yetbeencarriedout policyandthe situationanalysis 4C.Foodmodalities Nationalstandards andthefoodbasket onfoodmodalities correspondtothe  andthefoodbasket objectives,localhabits areset;standards andtastes,availability correspondto oflocalfood,food nutritionalcontent safety,andnutrition requirements,local contentrequirements habitsandtastes, andavailabilityof localfood 4D.Procurementand Nationalstandards logisticsarrangements onprocurementand arebasedonprocuring  logistics aslocallyaspossible, arrangementshave takingintoaccountthe beendevelopedand costs,thecapacitiesof arebasedon implementingparties, procuringaslocally theproduction aspossible capacityinthe country,thequalityof thefood,andthe stabilityofthepipeline    SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 12 NIGERIAۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2015  PolicyGoal5:Community terms of community involvement are inadequate knowledge of their roles and responsibilities. Key Roles—ReachingBeyond stakeholders can be involved to support community SchoolsinNigeria engagement, including private sectors, civil societies,  NGOs, technical partners, community leaders, youths, PolicyLever: andwomen’swings.Theroleofthecommunityhasbeen x Communityparticipationandaccountability addressedinthenationalschoolhealthpolicy.   Therole of the community shouldbeclearlydefinedina 5.CommunityRolesͲReachingBeyondSchoolsis school feeding policy because community participation ESTABLISHED and ownership improves the school feeding program’s Indicators Score Justification 5A.Community Schoolfeeding chances of longͲterm sustainability. If the government participatesinschool management placestheresponsibilityofsustaining theschoolfeeding feedingprogramme  committee program on the community, the school feeding policy design, comprisesof should detail the guidelines, minimum standards, and implementation, teachers,parents, support for the community to implement the program. managementand andcommunity The school feeding policy can also include mechanisms evaluationand members,yetthis forthecommunitytoholdthegovernmentaccountable. contributesresources committeeisnot  involvedindesign At the school level, there may be a school management ofprogram;there committeecomposedof parents,teachers,and students aremechanismsin placebywhich thatactsasaliaisonbetweentheschoolandcommunity communitycan and that manages the school feeding program. Care holdschoolfeeding should be taken not to overburden the community, programs becauseinsomecasesthecommunitymayintroducefees accountableat to support the local school feeding program, which can national,regional, negatively impact enrolment rates. CommunityͲassisted andschoollevel school feeding programs are usually most successful in foodͲsecureareas.   To view the scores for all indicators and policy goals in There is a school feeding management committee that onetable,pleaserefertoAppendix1. involves parents, teachers and local community in the   management and implementation of the school feeding program.However,thiscommitteeisnotinvolvedinthe design of the program. This committee acts as the interface between the community and the school, managesandmonitorstheschoolfeedingprogram,and ensuresappropriateutilizationofthefoodintheschool. There is also a reporting mechanism through SchoolͲ BasedMonitoringCommittee(SBMC)meetingsbywhich the community can hold school feeding programs accountableatthenational,regional,andschoollevels.  Nigerian school feeding is schoolͲbased and community driven.SBMCimplementstheschoolfeedingprogramin schools, and members of the SBMC are from the community. SBMC is the source for food, procurement, process, cooking, and serving. SBMC reports to local government and communities. The main constraints in  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 13 NIGERIAۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2015  Conclusion Based on the above findings, school feeding in Nigeria can be seen as relatively advanced. Still, there are areas that could be strengthened moving forward. The following policy options represent possible areas where school feeding could be strengthened in Nigeria, based ontheconclusionsofthisreport. PolicyOptions: x Create federal budget line for school feeding oversight and state budget lines for those without them. x Conduct impact evaluations of existing school feeding efforts programs to improve and refine targetingofactivities. x Explorenewareasfortheagricultureandeducation sectorstoworktogether,including the construction ofacoherentevidencebasefromwhichtoevaluate specificoutcomeswithineachsphere    SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 14 NIGERIAۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2015  Appendix1 Table1.LevelsofDevelopmentofSABERSchoolFeedingIndicatorsandPolicyGoalsin Nigeria Systems Approach for Better Education Results: School Feeding Policy Framework STAGE OVERALL SCORE PER POLICY LEVER INDICATOR DOMAIN Latent Emerging Established Advanced Policy Goal 1: Policy frameworks School feeding included in published national-level poverty reduction strategy National-level poverty or equivalent national policy reduction strategy or School feeding included (including specifications as equivalent national There is recognition of in published national-level to w here school feeding w ill strategy as w ell as school feeding as an School feeding discussed poverty reduction strategy be anchored and w ho w ill sectoral policies and education and/or social by members and partners or equivalent national implement and strategies (education protection intervention, during preparation of policy (including accompanied by targets sector plan, nutrition but school feeding is not national-level poverty specifications as to w here and/or milestones set by the policy, social protection yet included in the reduction strategy, school feeding w ill be government); published policy) identify school published national-level equivalent national anchored and w ho w ill sectoral policies or feeding as an poverty reduction policy, or sectoral policies implement); published strategies have clearly education and/or social strategy, equivalent and strategies but not yet sectoral policies or defined objectives and protection intervention, national policy, or clearly defining sectoral policies and published strategies have clearly sectoral responsibilities, A defined objectives and including w hat school objectives and sectoral strategies sectoral responsibilities feeding can and cannot D responsibilities Overarching policies achieve, and aligned w ith V the national-level poverty for school feeding - sound alignment reduction strategy or A equivalent national strategy w ith the national A technical policy related to school N policy An evidence-based technical policy related feeding is published, C outlining the objectives, to school feeding rationale, scope, design, E outlines the objectives, rationale, scope, A technical policy related funding and sustainability of D to school feeding is the program and design, and funding published, outlining the comprehensively covering and sustainability of the There is recognition of A technical policy and objectives, rationale, all four other policy goals program and the need for a technical situation analysis under scope, design, funding w ith a strategy for local comprehensively policy related to school development by the and sustainability of the production and sourcing, addresses all four other feeding, but one has not relevant sectors that program and covering including links w ith policy goals yet been developed or address school feeding some aspects of all four agriculture development and (institutional capacity published other policy goals, small holder farmers; policy and coordination, including links w ith is informed by a situation financial capacity, agriculture development analysis of needs and design and aligned w ith national poverty implementation, and reduction strategies and community relevant sectoral policies participation) and strategies Policy Goal 2: Financial Capacity School feeding is included in the national planning process and is fully funded There is recognition of the School feeding is included through a national budget need to include school in the national planning School feeding is line consistent w ith the feeding in the national included in the national process and is fully funded school feeding policy and E planning process, but this through a national budget National budget line(s) has not yet happened; the planning process and line; all ministries involved situation analysis including M and funding are national funding is options for engaging w ith Governance of the allocated to school government is fully reliant stable through a budget in the program the private sector; budget E on external funds and implementation have a national school feeding; funds are line but unable to cover lines and plans also exist at feeding program - disbursed to the does not have provision in all needs; there is no budget line or funds regional and school levels, R the national budget to allocated; budget lines stable funding and implementation levels allocate resources to budget line at regional also exist at regional and sufficient to cover all the G budgeting (national, district and/or and school levels; expenses of running the school) in a timely and school feeding; there is existing school feeding school levels; school program ; school feeding I recognition of the need for feeding funds are effective manner mechanisms for funds are disbursed to disbursed to the funds are disbursed to the N the implementation implementation levels in a disbursing funds to the levels intermittently implementation levels in a timely and effective manner G implementation levels, but timely and effective and implementers have the these are not yet in place manner capacity to plan and budget as w ell as request resources from the central level     SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 15 NIGERIAۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2015  Policy Goal 3: Institutional Capacity and Coordination Multisectoral steering committee from at least three sectors (e.g. education, social protection, Multisectoral steering agriculture, health, local committee from at least government, w ater) tw o sectors (e.g. School feeding Multisectoral steering Sectoral steering coordinates implementation education, social coordination - strong committee coordinates Any multisectoral steering committee coordinates of a national school feeding protection, agriculture, partnerships and implementation of a committee coordination implementation of a policy; this government-led health, local government, inter-sector national school feeding efforts are currently nonsystematic national school feeding committee provides w ater) coordinates coordination policy policy implementation of a comprehensive coordination E (across international national school feeding agencies, NGOs, the private S policy sector and local business T representatives as w ell) and is part of a w ider committee A on school health and nutrition A school feeding unit A fully staffed school B A fully staffed school exists at the national feeding unit w ith a clear feeding unit exists at the L level, but it has limited mandate exists at the A specific school feeding resources and limited national level, based on national level, based on an I National school feeding assessment of staffing and management unit and unit does not yet exist at staff numbers and lacks an assessment of staffing resources needs, w ith a S the national level; a clear mandate; w hile and resources needs; accountability clear mandate, and pre- and Management and structures are in place, coordination betw een the coordination coordination mechanisms in-service training; H national, regional/local (if mechanisms betw een betw een the national, accountability coordinating w ith applicable), and schools the national, regional/local (if coordination mechanisms E structures, including school level structures betw een the national, staffing - strong is lacking regional/local (if applicable), and school regional/local (if applicable), D applicable), and school level are in place and institutional and school level are in place level are in place, they functioning in most framew orks for and fully functioning are not fully functioning instances implementation National guidance on Mechanisms for All schools have a required mechanisms School level managing school feeding Most schools have a mechanism to manage for managing school management and at the school level are mechanism to manage school feeding, based on feeding are available at accountability non-uniform and national school feeding, based on national guidance, w ith preand the school level, but structures are in place guidance on this is national guidance in-service training for these are not yet lacking relevant staff implemented fully Policy Goal 4: Design and Implementation The M&E plan for school feeding is integrated into national monitoring or The M&E plan for school A functional monitoring information management feeding is integrated into and evaluation (M&E) The importance of M&E is A government M&E plan systems and data collection national monitoring or system is in place as recognised, but exists for school feeding and reporting occurs information management part of the structure of government systems are w ith intermittent data recurrently at national, systems and data the lead institution and not yet in place for M&E collection and reporting regional and school levels; collection and reporting used for of school feeding occurring especially at analysed information is occurs recurrently at implementation and implementation the national level shared and used to refine national and regional feedback and update programs; levels baseline is carried out and program evaluations occur periodically Targeting criteria and a The need for targeting is targeting methodology Targeting criteria and a Program design recognised, but a exists and is implemented targeting methodology is Targeting criteria and a identifies appropriate situation analysis has not corresponding to the being developed targeting methodology target groups and yet been undertaken that national school feeding corresponding to the exists and is implemented targeting criteria assesses school feeding policy and situation analysis national school feeding corresponding to the corresponding to the needs and neither (including costings for policy; a situation national school feeding national school feeding targeting criteria nor a various targeting and analysis assessing policy and a situation policy and the situation targeting methodology needs is incomplete as analysis assessing needs designs); M&E information A analysis has been established as is used to refine and update Quality assurance of yet yet targeting and coverage on a D programming and periodic basis V targeting, National standards on food modalities, and National standards on modalities and the food A procurement design, Food modalities and food modalities and the National standards on basket have been ensuring design that the food basket food basket have been food modalities and the developed and correspond N is both needs-based correspond to the There is recognition of the developed and food basket have been to objectives, local habits C and cost-effective objectives, local habits need for national correspond to tw o or developed and correspond and tastes, availability of and tastes, availability standards for food more of the follow ing: to objectives, local habits local food, food safety E of local food, food modalities and the food objectives, local habits and tastes, availability of (according to WHO D safety (according to basket, but these do not and tastes, availability of local food, food safety guidelines), and nutrition WHO guidelines), and exist yet local food, food safety (according to WHO content requirements; M&E nutrition content (according to WHO guidelines), and nutrition information is used to refine requirements guidelines), and nutrition content requirements and update food modalities content requirements and food basket on a periodic basis National standards on National standards on procurement and procurement and logistics Procurement and logistics arrangements National standards on arrangements have been logistics arrangements have been developed procurement and logistics developed and are based on are based on procuring and are based on three arrangements have been procuring as locally as as locally as possible, There is recognition of the or more of the follow ing: developed and are based possible, taking into account taking into account the need for national procuring as locally as on procuring as locally as the costs, the capacities of costs, the capacities of standards for possible, taking into possible, taking into implementing parties, the implementing parties, procurement and logistics account the costs, the account the costs, the production capacity in the the production capacity arrangements, but these capacities of capacities of implementing country, the quality of the in the country, the do not exist yet implementing parties, parties, the production food, and the stability of the quality of the food, and the production capacity capacity in the country, pipeline; M&E information is the stability of the in the country, the the quality of the food, and used to refine and update pipeline quality of the food, and the stability of the pipeline procurement and logistics the stability of the arrangements pipeline    SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 16 NIGERIAۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2015  Policy Goal 5: Community roles--reaching beyond schools E The school feeding S The school feeding A school feeding management committee Community participates Systems and management committee management committee comprises representatives T Community comprises participation and in school feeding accountability exists but parent and representatives of of teachers, parents, and A program design, mechanisms are not yet community member community members and accountability - implementation, in place for consultation participation could be teachers, parents, and has clearly defined B strong community community members and participation and management and w ith parents and strengthened and communities have responsibilities and periodic L evaluation and community members on aw areness on the training. Accountability ow nership contributes resources the design, monitoring opportunity to monitor accountability mechanisms are in place by I (teachers, parents, mechanisms to hold (in-kind, cash or as and feedback of the and feedback on the w hich communities can hold children) labor) school feeding program school feeding program is school feeding programs school feeding programs S accountable at the school lacking level accountable at the school, H regional, and national levels E D  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 17 NIGERIAۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2015   SBMC SchoolͲBasedMonitoringCommittee Acknowledgements  ThisreportwaspreparedfromaSABER—SchoolFeeding UPC UniversalPrimaryCompletion questionnaire that was completed by staff of the  Ministry of Education, Ministry of Agriculture, Universal WASSCEWestAfricanSeniorSchoolCertificateExamination Basic Education Commission, and Osun State Program  Officer. WFP WorldFoodProgramme  We thank all the Nigerian participants at the school health and school feeding workshop that took place in References Banjul, The Gambia from 4th to 6th June 2013; and Adelman, S., H. Alderman, D. O. Gilligan, and K. Lehrer. particularly,DadaJ.Jospeh,NationalDeskOfficer,School 2008.“TheImpactofAlternativeFoodforEducation Health, Federal Ministry of Education; C. A. Ogu, School Programs on Learning Achievement and Cognitive Feeding Desk Officer, Federal Ministry of Education; C. Development in Northern Uganda.” IFPRI, Momeke, Deputy Director, Federal Ministry of Washington,DC. Agriculture;FatimaUsman,DeskOfficer,UniversalBasic Ahmed, A. U. 2004. “Impact of Feeding Children in Education Commission; and A. J. Oketayo, Programme School: Evidence from Bangladesh.” International Manager,OsunState. FoodPolicyResearchInstitute,Washington,DC.  Bundy, D. A. P., Burbano, C., Grosh, M., Gelli, A., Jukes, We also thank Paula Trepman and Angela Ha M.,andDrake,L.2009.“RethinkingSchoolFeeding: (Massachusetts Institute of Technology) for their Social Safety Nets, Child Development, and the significant contributions to the data analysis and Education Sector.” World Food ”‘‰”ƒ‡ ƒ† reporting. We thank the many people that have served ‘”Ž†ƒǡƒ•Š‹‰–‘ǡǤ as reviewers including Donald Bundy, Janet Holt, Andy Federal Republic of Nigeria. 2013. “Nigeria Millennium Tembon, Olatunde Adetoyese Adekola, Michelle Louie, Development Goals”. UNDP. Accessed from and Veronica Grigera (World Bank); Carmen Burbano http://www.undp.org/content/dam/undp/library/ (World Food Programme); Lesley Drake and  Kristie MDG/english/MDG%20Country%20Reports/Nigeri Watkins(PartnershipforChildDevelopment). a/MDGs%20Country%20Report%20KN%20051213  %20v2%200.pdf. Finally,wethanktheFederalMinistersofEducationand Agriculture; the Commissioner, Universal Basic Federal Republic of Nigeria. Federal Ministry of Education Commission and the Governor of Osun State, Education. 2006a. “National School Health Policy”. Nigeria, for allowing their staff members to attend the http://www.unicef.org/nigeria/School_Health_Poli Banjulmeeting,andtothemanyotherswhocontributed cy.pdf. inonewayortheothertotheproductionofthisreport. Federal Republic of Nigeria. Federal Ministry of Education. 2006b. “Implementation Guidelines on National School Health Programme”. Acronyms http://www.unicef.org/nigeria/Sch_Health_Prog.p FCUBE FreeCompulsoryUniversalBasicEducation df.  Gelli,A.,U.Meir,andF.Espejo.2007.“DoesProvisionof HGSF HomeGrownSchoolFeeding FoodinSchoolIncreaseGirls’Enrollment?Evidence  from Schools in SubͲSaharan Africa.” Food and M&E MonitoringandEvaluation  NutritionBulletin.28(2):149Ͳ55. NECO NationalExaminationsCouncil Global Education First Initiative and Good Planet  Foundation. 2013. “Accelerating Progress to 2015: NGO NonͲGovernmentalOrganization Nigeria”. Accessed from  http://educationenvoy.org/wpͲ PRSP PovertyReductionStrategicPlan content/uploads/2013/07/NIGERIAͲUNSEͲ  FINAL.pdf. SHN SchoolHealthandNutrition  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 18 NIGERIAۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2015  Jacoby, E., S. Cueto, and E. Pollitt. 1996. “Benefits of a Simeon,D.T.1998.“SchoolFeedinginJamaica:AReview School Breakfast Programme among Andean of its Evaluation.” American Journal of Clinical Children in Huaraz, Peru.” Food and Nutrition Nutrition67(4):790sͲ794s. Bulletin17(1):54Ͳ64. Tan, J. P., J. Lane, and G. Lassibille. 1999. “Student Jukes, M. C. H., L. J. Drake, and D. A. P. Bundy. 2008. 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WorldFoodProgramme(WFP).2013.‘’WFPRevised GranthamͲMcGregor. 1998. “Nutrition and SchoolFeedingPolicy’’.WorldFoodProgramme, Education: A Randomized Trial of the Effects of Rome. Breakfast in Rural Primary School Children.” AmericanJournalofClinicalNutrition68:873Ͳ9. WorldFoodProgramme(WFP).2012.“GlobalSchool FeedingSurvey”.WorldFoodProgramme,Rome. Simeon, D. T., and S. M. Grantham McGregor. 1989. “Effects of Missing Breakfast on the Cognitive FunctionsofSchoolChildrenofDifferingNutritional Status.” American Journal of Clinical Nutrition 49 (4):646Ͳ53.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 19 NIGERIAۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2015    www.worldbank.org/education/saber The Systems Approach for Better Education Results (SABER) initiative produces comparative data and knowledge on education policies and institutions,withtheaimofhelpingcountriessystematicallystrengthen their education systems. SABER evaluates the quality of education policies against evidenceͲbased global standards, using new diagnostic toolsanddetailedpolicydata.TheSABERcountryreportsgiveallparties with a stake in educational results—from administrators, teachers, and parents to policymakers and business people—an accessible, objective snapshot showing how well the policies of their country's education systemareorientedtowardensuringthatallchildrenandyouthlearn.  ThisreportfocusesspecificallyonpoliciesintheareaofSchoolFeeding. ThisworkisaproductofthestaffofTheWorldBankwithexternalcontributions.Thefindings,interpretations,andconclusions expressedinthisworkdonotnecessarilyreflecttheviewsofTheWorldBank,itsBoardofExecutiveDirectors,orthegovernments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations,andotherinformationshownonanymapinthisworkdonotimplyanyjudgmentonthepartofTheWorldBank concerningthelegalstatusofanyterritoryortheendorsementoracceptanceofsuchboundaries.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 19