Summary of Findings

Final: Overall, WFP school feeding operations reached 132,247 students in the 2001-2002 school year. The GFEI contribution implemented during the same year helped feed 62,348 of the students participating in WFP’s program. The contribution reached 33,010 boys and 29,338 girls in 73 primary schools. In 2003, enrollment in the GFEI-assisted schools increased to 63,725 (33,237 boys and 30,486 girls) and the program covered 95 schools - an increase of 1,377 pupils and 22 schools. As enrollment began to increase, the gender gap between boys and girls began to narrow. In some schools, more girls are enrolled today than boys. In addition, more parents are sending their children, especially girls, to school.

Midterm: Approximately 60,000 primary school children in 260 rural public schools receive a morning beverage and lunch 160 days a year. Several non-governmental organizations (NGO’s) participate in training sessions for parent-teacher associations to ensure that members of the community, particularly women, are actively involved in the management of school canteens and are aware of educational problems. Enrollment levels have increased significantly—more than 100% in the first years of implementation.

Final: The Gambia is one of the poorest and least developed countries in the world. It was ranked 160th out of 173 countries in the 2000 UNDP Human Development Report. With a population of about 1.3 million, The Gambia has one of the highest population growth rates in the Sahel Region, at 4.2% per annum. The infant mortality rate is 128 per 1,000.

The WFP intervention in The Gambia is designed to assist the government, particularly the Department of State for Education, to achieve national development goals. These include improving access to basic education while at the same time improving its quality and relevance. The Department places particular emphasis on promoting girls’ education and community participation in the education process. Parent-teacher associations are highly encouraged in order to increase involvement and interest.

Midterm: The Gambia is both a least developed country and a low-income, food-deficit country. It is ranked 165th on the Human Development Index of 1998 and has one of the highest population growth rates in the sub-Saharan region.

The national literacy rate is over 90%, but in areas such as the Upper River Division, the rate is only 52% for men and 22% for women. School enrollment rates in rural areas are only 49%, with striking disparities between girls and boys. Poor primary school achievement is also highlighted by low attendance and high dropout rates, especially for girls. Household poverty, cultural practices, and inadequate school facilities contribute to the poor education system.

Final: WFP had difficulties with the commodities in The Gambia. In August of 2001, The Gambia received a consignment of 597.80 MT of rice, but was only able to distribute 261.35 MT to schools. Government Health Authorities found the remaining 336.45 MT to be infested, and they condemned the remainder in September 2002.

Throughout the 2001-2002 school year, The Gambia received 4,067 metric tons of commodities through GFE. The shipments included rice, oil, a corn-soya blend and canned meat. During the following school year, 1,590 metric tons of rice was received in February of 2003. The reduced supply of rations affected program coverage and impact. The change also resulted in concerns on the part of parents and headmasters.

The vegetable oil was particularly appealing to students and their families since parents cannot afford to include the commodity in their diets at home.

Final: The immediate objectives of WFP’s school feeding program are to provide food aid as an incentive to:

The WFP GFE program provides beneficiaries with two meals a day – breakfast and lunch. Parents also benefit indirectly through savings in food costs. The program also encourages the establishment of school farms and gardens. The small-scale activity helps children learn basic environmental principles and planting techniques. The ability to see the plants grow and eat portions of their own harvest adds variety to their meals and the surplus is sold to meet other development costs at the school.

Midterm: Following a year-long temporary assistance effort, the project will target food-insecure rural areas with low elementary school attendance rates. WFP food aid is used to help poor families send their children to school. Meanwhile, complementary activities are undertaken in coordination with the Government of The Gambia, parent/teacher associations, the World Bank, the United Nations Children’s Fund (UNICEF), and NGO’s. These activities include rehabilitation or expansion of schools, improvement in the school environment for girls, training more female teachers, revisions in the curriculum, and support for community-based organizations.

In 2002, with funds donated by CIDA and the World Bank, WFP, the Departments of State for Health and Education and WHO began a de-worming program in beneficiary schools in Regions three and five. Training workshops for teachers and health inspectors were held and communities were advised about the causes and effects of intestinal worms and how to prevent infestation. Mebendazole or Praziquantel were given to the children depending on the type of worms that were present.

In August of 2001, with US $38,000 donated by a Japanese NGO, Shinnyo-en, the Country office purchased cooking and serving utensils, which were distributed to beneficiary schools including those supported by the GFEI. The government of Austria also contributed some of the canned meat, supplementing the commodity donations.

WFP also conducted a baseline survey in 2002. Results from the survey, which will help track the program’s progress and impact over time, will be available in the coming year.

Final: Before the program began, children went home or searching for food during daytime school breaks. After students left the premises, they seldom returned. Most came to school without having breakfast at home and some of the younger children even refused to make the walk in the morning.

With the initial expansion of the program, more children enrolled in school, attendance was regular and student retention rates increased. Teachers reported that student academic performance had improved, as had their ability to retain what was taught. Children willingly attended school regardless of the distance they had to travel and they stayed in school throughout the day.

The assurance of school meals also attracted younger siblings of school children. Children too young to attend primary schools started accompanying their older brothers and sisters to class in hopes of receiving a portion of the school meals. As a result, some schools were obliged to start pre-school classes, resulting in the extension of school feeding to children who had not been part of the original program design. It is now clear, however, that they must be included in the program.

In interviews conducted by members of the parent-teacher associations and community groups, parents said they were happy to send their children to school if meals were available. The additional food source for children helps the parents manage their meager food supplies at home.

The introduction of a de-worming program increased the already higher rates of attendance in WFP-assisted programs. Today, children seldom stay home with stomach pains and the weakness associated with intestinal worm infestation.

Midterm: Approximately 60,000 primary school children in 260 rural public schools receive a morning beverage and lunch 160 days a year. Several NGO’s are tasked with training sessions for parent-teacher associations to ensure that members of the community, particularly women, are involved in managing school canteens and in addressing local educational problems.

"When food is not available, attendance is poor, especially among the pupils in lower classes." - Headmaster

"When food is not available, we would force our children to go to school but when there is food nobody [has to] tell children to go to school – they go by themselves." - Parent

75% of the children in this school come to school without breakfast. When children are hungry, they cannot learn and many sleep in class." - Senior Teacher

At a school in Jokadu (North Bank Division), the headmaster reported that 260 pupils were enrolled in school. When food was not available only 80 – 100 pupils attended school daily.