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Global Food for Education Program
Learning Environment Improved
Just as GFE stimulated jobs and community involvement, it also brought increased attention to the quality of education in the schools served. Private organizations, community members, and parents involved with food delivery and administration activities in the school noted the need for other educational interventions. These groups routinely took action to provide what was lacking, recognizing that while feeding the children was critical to improve learning, many other factors have an impact.
Several programs, including Bolivia, the Dominican Republic, Georgia, Albania, Guatemala and others, instituted a teacher-training element to complement their GFE program.
There were new curriculum development programs in countries such as Albania, Bosnia and Herzegovina, and Georgia.
In Vietnam, Land O’ Lakes (LOL) constructed separate bathrooms for girls in more than 800 schools.
In Lebanon, Kyrgyzstan, and several other countries, GFE projects included the distribution of equipment, learning materials, and school supplies.
In Moldova, officials planned to wire schools participating in GFE for electricity, if the schools did not already have electricity.
In Lebanon, some GFE schools were equipped with computers with Internet access.
The WFP in Tajikistan reported a greater respect for the role of teachers and an increase in the number of educators. The expanded involvement of community members in education led to increased contributions of fresh vegetables, firewood, and cooking facilities.
In the Dominican Republic, new schools and classrooms were built to accommodate the influx of newly enrolling students.
In Nepal, the WFP partnered with community schools established through UNDP’s Community Owned Primary Education Program. This program helped to improve access to and the quality of primary education.
The WFP in Tanzania reported that through the donor support from the Japanese government, new classrooms were constructed and water and sanitation systems improved to accommodate the increased student enrollment. Teacher training was conducted to enhance the ability of teachers to provide HIV/AIDS education.
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