100073  Namibia   SABER Country Report SCHOOL FEEDING 2015      Policy Goals Status 1. Policy Frameworks SchoolfeedingismentionedinmanyofNamibia’sstrategydocumentsandsectorialpolicies. AnationalschoolfeedingpolicyinNamibiacurrentlydoesnotexist;however,thereisa  strongrecognitionfortheneedforsuchapolicy. 2. Financial Capacity ThenationaleducationbudgetincludesabudgetlinefortheNamibianSchoolFeeding Programme(NSFP).Thegovernmentcontributesover80percentofthefinancialneeds,  whiletheremainingcostsarecoveredbythecommunitythroughcashandinͲkind contributions.NSFPbudgetplans/linesareatthecentrallevelonly,andthereisastrong needtoputmechanismsinplacetoensurethetimelydisbursementoffunds. 3. Institutional Capacity and Coordination Currently,thereisnosteeringcommitteeinplacetocoordinatetheimplementationofNSFP inNamibia.TheMinistryofEducation(MOE)hasthemandateofmanagingand  implementingNSFP,andaspecificunitwithintheMOEexists.Thereisinsufficientstaffto undertaketherequiredfunctionsforschoolfeedingatboththenationalandregionallevels. 4. Design and Implementation AcomprehensivemonitoringandevaluationplanandawebͲbasedinformationsystemfor NSFPweredevelopedincollaborationwithWFPin2013.Beneficiarytargetingcriteria  correspondstotheobjectivesoftheprogramandthecountry’sneeds,andisreflectedinthe NSFPReferenceManual.Therearenationalstandardsforfooddistributionandthefood basketinplaceforallNSFPbenefitingschools. 5. Community Roles-Reaching Beyond Schools Eachschoolhasafunctioningschoolboardinvolvingparents,teachersandcommunity members.Theexpectationsofcommunitiesandtheirrespectiverolesandresponsibilities  areclearlydefinedintheNSFPReferenceManual.However,manycommunitiesfeelthe programreliestooheavilyoncommunitycontributionswithoutproperincentives,which maycontributetoalowlevelofparticipation.       THEWORLDBANK NAMIBIAۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2014  Introduction  Considering the economic condition of the country, This report presents an assessment of school feeding chronic under nutrition is a prevailing issue; 24 percent policies and institutions that affect young children in of Namibian children are stunted and 8 percent are Namibia. The analysis is based on a World Bank tool severely stunted. 6 Several strategies such as food developed as part of the Systems Approach for Better assistance, remittances, and social grants have been Education Results (SABER) initiative that aims to established by the Government of the Republic of systematically evaluate education systems against Namibiatoassistthe16percentseverelyand22percent evidenceͲbased global standards and good practice to moderately foodͲinsecure individuals and households in help countries reform their education systems to help the country.7These statistics indicate an important and ensurelearningforall. continued need for foodͲbased safety net programs,  suchastheNamibianSchoolFeedingProgramme(NSFP). School feeding policies are a critical component of an effective education system, given that children's health EducationandHealthinNamibia and nutrition impacts their school attendance, ability to learn, and overall development. A school feeding †—…ƒ–‹‘ program is a specific schoolͲbased health service, which Following the country’s independence in 1990, the canbepartofacountry’sbroaderschoolhealthprogram, government placed a high priority on reducing and often a large amount of resources are invested in a inequalities by providing equal access to quality school feeding program. SABERͲSchool Feeding collects, education for all children in Namibia. Article 20 of the analyzes, and disseminates comprehensive information NamibianConstitution(1990)8declaresthateducationis on school feeding policies around the world. The overall a basic universal right for all Namibians and made objective of the initiative is to help countries design primary education free and compulsory for all children. effective policies to improve their education systems, The Education for All: National Plan of Action (2002Ͳ facilitate comparative policy analysis, identify key areas 2015)9furtherenshrinesthegovernment’scommitment to focus investment, and assist in disseminating good to achieving universal education by outlining a strategy practice. toimprovingaccess,equity,andqualityineducation.  NamibiainBrief FormaleducationinNamibiaisdividedintofourphases: Namibia is an arid southern African country with a Lower Primary (preͲprimary to grade 4), Upper Primary population of 2.2 million people spread across 318,625 (grades 5Ͳ7), Junior Secondary (grades 8Ͳ10) and Senior square miles.1It is classified as an upperͲmiddleͲincome Secondary (grades 11Ͳ12). In addition to the formal country; however, income inequality and structural education system, the government also established the povertyarestillprevalent.2 NamibiaCollegeofOpenLearningtoprovideeducational  opportunitiesforadultsandoutͲofͲschoolyouth.10 Thegrossdomesticproduct(GDP)ofNamibiawas$13.1  million USD. The economy is dependent on its natural Early childhood development centres are under the resources and is vulnerable to natural disasters. After management of the Ministry of Gender Equality and experiencing negative economic growth in 2009, Child Welfare, which targets children 5 years old and Namibia’seconomyexperiencedanaverageGDPgrowth younger. The Ministry has the mandate to oversee the rate of six percent between 2010 and 2013.3 GDP per development of various aspects of early childhood capitaincreasedfrom$6,155USDin2000to$9,377USD (constant 2011 international USD) in 2013. 4 While poverty in Namibia is declining, almost a third of the populationisstillconsideredpoor.5  1 6 NamibiaStatisticAgency,2013. RepublicofNamibia,2013a. 2 7 RepublicofNamibia,2012a. RepublicofNamibia,2013b. 3 8 WorldBank,2014. RepublicofNamibia,1990. 4 9 Ibid. RepublicofNamibia,2002. 5 10 NamibiaStatisticAgency,2013. RepublicofNamibia,2002.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 2 NAMIBIAۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2014  development, care, and education as well as issues that conditions. Communicable diseases in Namibia include affectorphansandothervulnerablechildren(OVCs).11 HIV, tuberculosis, and malaria. Namibia has one of the  highest rates of HIV globally. The prevalence of HIV Education in Namibia is a top priority and received 22.4 amongst individuals between the ages of 15Ͳ49 has percent of the national annual budget in the 2012/13 graduallydeclinedfrom17percentin2003to14percent fiscal year—the highest of any sector in Namibia. 12 in2013.16However,thereportednumberoftuberculosis Primary school net enrolment rate is at 99.8 percent, cases has increased within the same time period. NonͲ withgenderparityatallgrades.13Literacyratesarehigh communicable diseases, such as hypertension and comparedtoregionalstandards:95percentfor15to24Ͳ diabetes, are also becoming a problem. In 2012, yearͲoldsand88percentforindividuals15yearsoldand approximately43percentofdeathswerecausedbynonͲ older.However,thepromotionrateforprimarygradesis communicablediseases.17 82 percent and 69 percent for secondary grades. A  concern facing the education sector in Namibia is the The maternal mortality ratio and infant mortality rate high proportion of learners repeating grades—about 15 havenotmadesignificantimprovementssince2000.The percent for primary and 22 percent for secondary maternal mortality ratio increased from 225 deaths per learners. 14 The secondary school completion rate (47 100,000livebirthsin1992to449deathsin2007mainly percent)isquitelowcomparedtocountrieswithsimilar due to HIV/AIDS and the lack of access to emergency economicconditions. obstetric care services. 18 Infant mortality rates have  decreased slowly. In 2013, the infant mortality rate was The government recognizes the importance of quality 35.2per1,000livebirths,whichisaslightdecreasefrom primaryeducationonpositivelyinfluencingthecountry’s thepreviousyear.Theneonatalmortalityrateremained economicandhealthindicators.Severalstrategiesarein steady at 21.8 deaths per 1,000 live births from 2012 to placetostrengthentheeducationsectorinNamibia. 2013. The underͲ5 mortality rate decreased very slowly  between2010and2013,withratesof56deathsand50 deathsper1,000livebirthsrespectively.19 ‡ƒŽ–Š  Health is another top priority for the Government of Nutrition is a priority and a multiͲsectoral Namibia. Although access to health care has improved, implementation strategy was developed in 2012 to thehealthcaresystemstillfacesseveralchallenges.First, address stunting in children under the age of five years rural and urban residents have unequal access to old.Approximately29percentofchildrenunderfiveare infrastructure and services. In 2012, only 17 percent of stunted, which may make them more susceptible to the rural population had access to improved sanitation disease and have a negative effect on cognitive facilities compared to 56 percent of the urban development. 20 Micronutrient deficiency is also a population. The gap in access to an improved water problem with the highest rate of anemia amongst sourceissmallerwith87percentoftheruralpopulation preschoolͲaged children and several regions with having access to an improved water source in 2012 populationsthatareiodinedeficient.21 compared to 98 percent of the urban population. 15 Access to clean water and sanitation facilities can TheCaseforSchoolFeeding improvehealthoutcomes. School feeding programs, defined here as the provision  of food to schoolchildren, can increase school Other health challenges include the high burden of enrollment 22 and attendance—especially for girls. 23 communicable diseases. In 2012, approximately 47 When combined with quality education, school feeding percent of deaths were caused by either communicable diseases or poor maternal, prenatal, and nutrition  11 18 Ibid. WorldHealthOrganizationandRepublicofNamibia’sMinistryofHealthand 12 UNESCO,2014. SocialServices,2010. 13 19 RepublicofNamibia,2012b. WorldBank,2014. 14 20 Ibid. NamibiaAllianceforImprovedNutrition,2013. 15 WorldBank,2014. 21 Ibid. 16 22 Ibid. Ahmed,2004;Gelli,Meir,andEspejo,2007. 17 23 Ibid. Jacoby,Cueto,andPollitt,1996;Powelletal.,1998;Kristjanssonetal.,2007.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 3 NAMIBIAۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2014  programs can increase cognition 24 and educational the government has fully funded and managed the success. 25 With appropriately designed rations, school programsincethen.29NSFPhasgrownintoanimportant feeding programs can improve the nutrition status of strategy that the government utilizes to increase preschoolͲ and primary schoolͲaged children by educational opportunities for vulnerable children; addressing micronutrient deficiencies. Combined with increase attendance, retention, and promotion rates; local agricultural production, these programs can also andtoprovideasafetynettofoodͲinsecurestudents.30 providesmallͲscalefarmerswithastablemarket.School  feeding programs can provide shortͲterm benefits after NSFP provides a daily midͲmorning meal of fortified crises,helpingcommunitiesrecoverandbuildresilience, maize meal to approximately 320,000 preͲprimary and in addition to longͲterm benefits by developing human primary school children in vulnerable areas throughout capital.26School feeding programs can be classified into all14regionsinNamibia.TheDirectorateofProgrammes two main groups: inͲschool feeding (when children are and Quality Assurance (PQA), under the Ministry of fed in school) and takeͲhome rations (when families are Education, is the formal government body that given food if their children attend school regularly). A coordinates, manages, and implements the school majoradvantageofschoolfeedingprogramsistheyoffer feeding program in Namibia. The NSFP unit’s main the greatest benefit to the poorest children. Several functions include food procurement, monitoring studies 27 have indicated that missing breakfast impairs implementation,andmaintainingoversightandexternal educationalperformance. controlofthefeedingprogram.   Present data suggests that almost every country is In 2012, the Ministry of Education (MOE) conducted an seekingtoprovidefoodtoitsschoolchildren.Therefore, operational review on NSFP, with technical assistance especially for lowͲincome countries where most foodͲ from WFP. The resulting NSFP Case Study 31 revealed insecure regions are concentrated, the key issue is not significant gaps and challenges that threatened the whether a country will implement schoolͲfeeding quality of school feeding in Namibia. In an effort to programsbutratherhowandwithwhatobjectives. improve the effectiveness of the program, the MOE  established a strategic partnership with WFP to get Social shocks of recent global crises led to an enhanced technical support in four main areas: policy guidance, demand for school feeding programs in lowͲincome capacity building and program support, knowledge countries as they can serve as a safety net for foodͲ generation,andmanagementandsystemstrengthening. insecure households through an income transfer. In response to this amplified request, the United Nations ‹˜‡‡›‘Ž‹…› ‘ƒŽ•–‘”‘‘–‡…Š‘‘Ž ‡‡†‹‰ World Food Programme (WFP) and the World Bank Therearefivecorepolicygoalsthatformthebasisofan jointly undertook an analysis titled Rethinking School effective school feeding program. Figure 1 illustrates Feeding. 28 This initiative sought to better understand these policy goals and outlines respective policy levers how to develop and implement effective school feeding andoutcomesthatfallundereachgoal. programs as a productive safety net that is part of the  response to the social shocks, as well as a fiscally The first goal is a national policy framework. A solid sustainable investment in human capital. These efforts policy foundation strengthens a school feeding are part of a longͲterm global goal to achieve Education program’s sustainability and quality of implementation. ForAllandprovidesocialprotectiontothepoor. National planning for school feeding as part of the country’spovertyreductionstrategy(orotherequivalent …Š‘‘Ž ‡‡†‹‰”‘‰”ƒ‹ƒ‹„‹ƒ development strategies) conveys the importance the The Government of Namibia took ownership of the government places on school feeding as part of its Namibian School Feeding Programme (NSFP) from the development agenda. For most countries that are United Nations World Food Programme (WFP) in 1996;  24 28 Whaleyetal.,2003;Kristjanssonetal.,2007;Jukesetal.,2008. Bundyetal.,2009. 25 29 Tan,Lane,andLassibille,1999;Ahmed,2004;Adelmanetal.,2008. RepublicofNamibia,2012a. 26 30 WFP,2013 Ibid. 27 31 Simeon and GranthamͲMcGregor, 1989; Pollitt, Cueto, and Jacoby, 1998; Ibid. Simeon,1998.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 4 NAMIBIAۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2014  implementing their own national programs, school considered at every stage, but without overburdening feedingisincludedinnationalpolicyframeworks.32 communitymembers.  The second policy goal for school feeding is financial •‡‘ˆ˜‹†‡…‡Ǧƒ•‡†‘‘Ž• capacity. Stable funding is a prerequisite for TheprimaryfocusoftheSABERͲSchoolFeedingexercise sustainability. However, where need is greatest, isgatheringsystematicandverifiableinformationabout programstendtobethesmallestandthemostrelianton the quality of a country’s policies through a SABERͲ external support. Funding for these programs can come School Feeding Questionnaire. This dataͲcollecting from a combination of sources, such as nonͲ instrument helps to facilitate comparative policy governmental organizations (i.e., WFP) and the analysis, identify key areas to focus investment, and government. When a program becomes nationalized, it disseminate good practice and knowledge sharing. This needs a stable and independent funding source, either holistic and integrated assessment of how the overall through government core resources or development policyinacountryaffectsyoungchildren’sdevelopment funding. In the long term, a national budget line for is categorized into one of the following stages, school feeding is necessary for an effective and stable representing the varying levels of policy development program. thatexistamongdifferentdimensionsofschoolfeeding:  1. Latent:Noorverylittlepolicydevelopment The third policy goal is institutional capacity and 2. Emerging:Initial/someinitiativestowardspolicy coordination. School feeding programs are better development. executed when an institution is mandated and 3. Established:Somepolicydevelopment accountable for the implementation of such a program. 4. Advanced:Developmentofacomprehensive Effective programs also include multiͲsectoral policyframework involvement from sectors such as education, health,  agriculture, and local government, as well as a Each policy goal and lever of school feeding is comprehensive link between school feeding and other methodically benchmarked through two SABER analysis school health or social protection programs and tools. The first is a scoring rubric that quantifies the establishedcoordinationmechanisms. responses to selected questions from the SABER School  Feeding questionnaire by assigning point values to the The fourth policy goal is sound design and answers. The second tool is the SABER School Feeding implementation. In order to maximize effectiveness, Frameworkrubricthatanalyzestheresponses,especially schoolfeedingprogramsshouldclearlyidentifycountryͲ the written answers, based on the framework’s five specific problems, objectives, and expected outcomes. policygoalsandlevers.Formoreinformation,pleasevisit The country’s context and needs should determine the the World Bank’s website on SABERͲSchool Health and program’s beneficiaries, food basket (menus), food School Feeding and click on the “What Matters” modalities and supply chain. Countries and partners FrameworkPaperunderMethodology. should work towards creating a delicate balance among   international, national, and local procurement of foods to support local economies without jeopardizing the qualityandstabilityofthefoodsupply.  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  32 Bundyetal.,2009;WFP,2012.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 5 NAMIBIAۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2014             Figure 1: Policygoals and policylevers for school feeding                                                       SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 6 NAMIBIAۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2014  Findings 1.PolicyFrameworksisEMERGING Indicators Score Justification PolicyGoal1:Policy 1A.NationalͲlevel Schoolfeeding FrameworksinNamibia povertyreduction includedinPRSP strategyaswellas  andEducation PolicyLever educationsectoral SectorPlan;but x Overarchingpoliciesforschoolfeedinginalignment policiesandstrategies withouttargets, identifyschoolfeedingas strategies, withnationalͲlevelpolicy aneducationand/or defined  socialprotection objectivesand A policy foundation helps strengthen the sustainability intervention,withclearly sectoral andaccountabilityofaschoolfeedingprogramaswellas definedobjectivesand responsibilities. the quality of its implementation. Nearly all countries sectoralresponsibilities with national ownership of programs have wellͲ 1B.AnevidenceͲbased Anationalpolicy articulated national policies on the modalities and technicalpolicyrelatedto onschoolfeeding objectivesofschoolfeeding.33 schoolfeedingoutlines  isnotdeveloped;  theobjectives,rationale, howeverthereis The recognition of the Namibian School Feeding scope,design,and astrong fundingandsustainability recognitionofits Programme (NSFP) as an important safety net is oftheprogramand importanceandit demonstrated by the inclusion of the program in seven comprehensively islistedinthe nationalstrategydocumentsandsectoralpolicies/plans, addressesallfourother NSFP5ͲyearRoad includingNamibia'sFourthDevelopmentPlan(NDP4)for policygoals. Map(2012Ͳ2017) 2012/13Ͳ2016/17, 34 Education and Training Sector asamilestone Improvement Plan (ETSIP) in 2005, 35 Education for All andactionitem. Policy (EFA) for 2002Ͳ2015,36National Plan of Action for  OVCs in 2006, 37 National Policy for School Health in  2008,38NationalDroughtPolicy&Strategyin1997,39and theNationalPolicyonHIV/AIDSfortheEducationSector  in 2003.40The National Strategic Plan for Nutrition also statesthattheMinistryofEducationoverseesthequality   and safety of the food served for the school feeding programme. 41 However, a separate national policy on schoolfeedinginNamibiaisnotyetinplace.TheMinistry of Education is partnering with WFP to begin work on developingaNSFPpolicy.            33 38 WFP,2012 RepublicofNamibia,2008.Pg.6 34 39 RepublicofNamibia,2012c. RepublicofNamibia,1997. 35 RepublicofNamibia,2005. 40 RepublicofNamibia,2003.Pg.5 36 41 RepublicofNamibia,2002.Pg.38 RepublicofNamibia,2011.Pg.46. 37 RepublicofNamibia,2006.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 7 NAMIBIAۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2014  PolicyGoal2:Financial expanding the staffing capacity, and incorporating additionalmonitoringactivities. CapacityinNamibia  PolicyLever From 2011Ͳ2014, the Global Fund to Fight AIDS, TB and Malaria financed the NSFP food needs (maize meal) for x Governanceofthenationalschoolfeedingprogram only two regions with a high population of the San throughstablefundingandbudgeting people, specifically Kunene and Otjozondjupa. 43 They contributedapproximately123,810USD,whichwasone Stable funding is necessary for the longͲterm percentofinvestmentinschoolfeeding.Theprovisionof sustainabilityofaschoolfeedingprogram,especiallyone fundsendedin2013/2104. thattransitionsfrombeingdonorͲfundedtogovernmentͲ  funded. School feeding programs supported by external Regionsandschoolsdonothaveadedicatedbudgetline partners generally rely on food aid, government inͲkind for NSFP, nor do they budget for NSFP activities. Some donations, and/or government cash contributions. In schools do make provision under the School order for the program to be sustainable and nationally DevelopmentFundorUniversalPrimaryEducationFund owned,theschoolfeedingprogramshouldhaveabudget for NSFP expenses. A few regions have begun to line and be part of the government’s budgeting and incorporateNSFPactivitieswithintheregionaleducation planningprocess. budget,althoughthisisnotstandardized.  ThebudgetfortheNamibianSchoolFeedingProgramme Previously,latereleaseoffundstoserviceprovidershas (NSFP) is incorporated within the national education caused delayed delivery of food to schools, threatening budget. It is listed under ‘Other Services’ (item 027), 42 the impact and the integrity of the program. There is a which also includes catering, workshops, training, strong need to put mechanisms in place to ensure the publishing, etc. While NSFP technically has its own disbursementoffundstoschoolfeedingimplementersin budget line, it is not listed under programs, which limits atimelyandeffectivemanner. its sustainability and recognition as an integral  intervention for quality learning. The Ministry of 2.FinancialCapacityisEMERGING Education’s goal is to list NSFP separately as a program line item under Primary Education and Secondary Indicators Score Justification Education,asthebeneficiarytargetgroupexpands. 2A.Nationalbudget TheNamibianSchool  line(s)andfundingis FeedingProgramme ThecurrentbudgetforNSFPmainlycoversthepurchase allocatedtoschool  isfundedfroma and distribution of food/maize blend (98 percent). The feeding;fundsare centralgovernment remaining 2 percent covers the cost of staff and the disbursedtothe budget.Fundsare overall management of NSFP, which is considered very implementationlevels notenoughtocover low in comparison with other countries. This leaves no inatimelyand alltheneeds.There effectivemanner. isnobudgetlinefor funds available for nonͲfood items or infrastructure schoolfeedinginthe needs (i.e., adequate storage places, kitchens, stoves, regionalandschool pots,andutensils). levels.Thereisa  needtoput The government contributes over 80 percent of the mechanismsinplace financialneedsfortheschoolfeedingprogram,whilethe toensurethe remaining costs are covered through community disbursementof contributions, most of which are inͲkind. As the budget fundsforschool priority is procuring food, the limited budget remains a feeding constraint against diversifying the food basket, implementersina timelyandeffective manner.  42 RepublicofNamibia,2012a.pg.57 of poverty than any other ethnic/tribal group in Namibia, and several 43 The‘San’peoplearegroupofformerhunterͲgatherercommunitiesthatare interventions and strategies are targeted to the San community, especially made up of different ethnic groups. The San population has the highest level programmesaroundincreasingeducationaloutcomesforSanlearners.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 8 NAMIBIAۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2014  PolicyGoal3:Institutional There are formal coordination mechanisms and structures in place among national, regional, circuit and CapacityandCoordination schoollevels,althoughstrongcommunicationislacking. inNamibia At the school level, the school board is responsible for the management of school feeding with guidance from PolicyLevers regionalandcircuitlevels. x SchoolfeedinginterͲsectoralcoordinationand  strongpartnerships The 2013 Namibian School Feeding Programme x Managementandaccountabilitystructures,strong Reference Manual details the guidelines, standards and institutionalframeworks,andmonitoringand procedures for effectively implementing the school evaluation feeding program. From 2013 to 2014, training was providedtoallMOEstaffinvolvedinNSFPmanagement Implementingaschoolfeedingpolicyrequiressignificant and implementation at central, regional, circuit, and institutional capacity because the program is a complex school levels. The trainings focused on the NSFP school health intervention. The policy should clearly standards, procedures, processes, monitoring activities, define the roles and responsibilities of stakeholders and and roles and responsibilities of stakeholders to actors at all levels. Methodically increasing government implement the school feeding program efficiently and capacity to manage a school feeding program is effectively. In early 2014, service providers were also important to the program’s longͲterm sustainability. A trainedontheirrolesandresponsibilitieswithinNSFP. nationalinstitutionthatismandatedandaccountablefor  the implementation of the school feeding program is There are three main national coordination considered to be a best practice. This institution should platforms/bodies where school feeding issues are have a specific unit that has adequate resources and discussed.ThefirstistheNamibiaAllianceforImproved knowledgeable staff to manage the school feeding Nutrition, a multiͲsector, multiͲstakeholder platform program. Moreover, policies that detail accountability that develops and coordinates the implementation of a andmanagementmechanismscanhelpensureprogram multiͲsectoral national nutrition strategy and manages quality and efficiency, especially if the school feeding nationalnutritionpromotionactivities.Thesecondisthe programisdecentralized. EducationandTrainingSectorImprovementProgramme (ETSIP), which is a strategy within MOE that is designed Currently, Namibia does not have a steering committee to accelerate the improvement of the education and in place that coordinates the implementation of the training sector in Namibia. NSFP developments are Namibian School Feeding Programme (NSFP). The discussed during ETSIP meetings. The third national Ministry of Education (MOE) has the mandate of coordination platform that incorporates NSFP issues is implementingtheschoolfeedingprogramtopreschools the Namibia Vulnerability Assessment Committee and primary schools in Namibia. Under the MOE, the (NAMVAC). NAMVAC conducts vulnerability DirectorateofProgrammesandQualityAssurance(PQA) assessments, the findings of which contribute to is responsible for the oversight of NSFP; however, the decisions made regarding school feeding main duties fall under the NSFP unit within the division implementationanddesign. ofManagementPlanningAppraisalandTraining(MPAT).   The NSFP unit’s responsibilities are heavily focused on commodity procurement, and little monitoring and strategic activities are performed. Monitoring and implementation activities are clearly highlighted in the NSFP Reference Manual (2013) 44 and integrated at all MOE levels (central, region, circuit and school). At both the national and regional levels, there are insufficient staff members to undertake the required functions for schoolfeeding.  44 RepublicofNamibia,2013d.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 9 NAMIBIAۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2014   3.InstitutionalCapacityandCoordinationis ESTABLISHED Indicators Score Justification 3A.MultiͲsectoral Asteering steeringcommittee committeeisnotin coordinates  placetocoordinate implementationofa theimplementation nationalschool ofNSFPinNamibia. feedingpolicy Therearenational coordination platforms/bodies whereschool feedingissuesare discussed. 3B.Nationalschool AnNSFPunitunder feedingmanagement MOEhasthe unitand  mandateof accountability implementingand structuresarein managingNSFP. place,coordinating Formalcoordination withschoollevel mechanismsarein structures. placeandfunction properlyinmost instances. 3C.Schoollevel Mechanismsfor managementand managingschool accountability  feedingatthe structuresarein schoollevelare place. uniformthrougha nationalreference manualthathas beenrevisedin 2013andisinplace inmostschools.      SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 10 NAMIBIAۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2014  PolicyGoal4:Design geographical, not at an individual level. Secondary learnersarenoteligibleforschoolfeeding. andImplementation  inNamibia There are national standards on food distribution and thefoodbasket46thatcorrespondtoprogramobjectives, PolicyLever: nutritionalcontentrequirements,localhabitsandtastes x Qualityassuranceofprogrammingandtargeting, andavailabilityoflocalfood.Thesestandardsareknown modalities,andprocurementdesign,ensuring and implemented at the school level in most instances. designthatisbothneedsͲbasedandcostͲeffective Foodsafetystandardsremainanissuesincetheprocess of storage and preparation of food at school levels are A wellͲdesigned school feeding policy that is based on notmonitoredproperly. evidence is critical to the implementation of a quality schoolfeedingprogram.Thepolicycanincludedetailson There are national standards on food management, targeting the correct beneficiaries, selecting the proper procurement and logistics 47 that include procuring as modalities of food delivery, and choosing a quality food locally as possible and taking into account the required basket. Over time, the school feeding policy may be factors of cost, capacity of implementing parties, and redesigned or modified according to reassessments of production capacity in the country. The procurement of theschoolfeedingprogram. themaizemealoccursatthecentrallevel,whiletenders areawardedtothreeserviceprovidersforthefollowing: TheMinistryofEducation(MOE),withtechnicalsupport i) procurement of sugar, salt, and soya protein blend, ii) from the World Food Programme (WFP), has developed procurement of maize meal, blending, packaging maize and initiated a comprehensive monitoring and meal blend, and transportation to regional warehouses, evaluation(M&E)plan45fortheNamibianSchoolFeeding and iii) transportation to schools from regional Programme (NSFP) that includes data collection tools, warehouses. data analysis, reporting, evaluations, budget planning,  andawebͲbasedsystem,knownastheNamibianSchool Approximately 75 percent of the total food used for FeedingProgrammeInformationSystem(NaSIS).NaSISis school feeding is produced locally, while 100 percent is anonlinedataͲcapturingsystem,whereimportantNSFP procured locally from Namibian businesses. The current informationiscapturedandstored.NaSISisaccessibleto service provision model of NSFP creates job and all NSFP actors, including MOE staff and service economic opportunities for Namibians and local providers.Inadditiontothemonitoringinformation,the businesses. There have been discussions on possible system also captures information on commodity procurement modalities for school feeding that can be managementandtracking.Datacollectiontakesplaceat more locally appropriate, such as linking school feeding the school level, verification occurs at the circuit level, to local smallͲscale farmers. However, given the aridity data entry occurs at the regional level, and reporting ofNamibia,ithasbeendecidedthatthismaynotbethe takesplaceatboth theregionalandnationallevels. The bestoptionforcommodityprocurementforNSFP. M&E plan and system were recently operationalized in   the second scholastic term of 2014; therefore, the data hasnotyetbeenusedtorefineandupdatetheprogram.  Previously the NSFP targeted orphans and other vulnerable children (OVCs) and learners in vulnerable areas; however, the targeting criteria and methodology havesincebeenadjusted.ThebeneficiariesofNSFPnow include all preͲprimary and primary students in foodͲ insecure areas, particularly in rural areas. Targeting is  45 RepublicofNamibia,n.d. RepublicofNamibia,2013d. 47 46 RepublicofNamibia,2013e.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 11 NAMIBIAۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2014   4.DesignandImplementationisESTABLISHED Indicators Score Justification 4A.Afunctional AwebͲbasedM&E monitoringand system,supported evaluationsystemisin  byanM&Eplan,is placeaspartofthe launchedand structureofthelead startingtobe institutionandused functional.Training forimplementation toinspectorshas andfeedback takenplace. 4B.Programdesign Anoperational identifiesappropriate reviewhasbeen targetgroupsand  undertakenthat targetingcriteria assessesschool correspondingtothe feedingneeds, nationalschoolfeeding whichhasfedthe policyandthe revisionoftargeting situationanalysis criteriaand methodology. 4C.Foodmodalities Nationalstandards andthefoodbasket forfoodmodalities correspondtothe  andthefoodbasket objectives,localhabits aresetand andtastes,availability functionalinmost oflocalfood,food instances. safety,andnutrition contentrequirements 4D.Procurementand Nationalstandards logisticsarrangements onprocurementand arebasedonprocuring  logistics aslocallyaspossible, arrangementsoccur takingintoaccountthe atthecentrallevel, costs,thecapacitiesof andareestablished implementingparties, andfunctioning. theproduction capacityinthe country,thequalityof thefood,andthe stabilityofthepipeline    SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 12 NAMIBIAۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2014  PolicyGoal5: cookthedailymeal.Communitymembersoftenrequest cash payment rather than the inͲkind incentives they CommunityRoles– receiveintheformoffood.Optionsforcashpaymentof ReachingBeyondSchools cooks/volunteers should be considered, as it will inNamibia increase community participation. Awareness of  community participation and expectations should be raised. PolicyLever:  x Communityparticipationandaccountability Community members are encouraged to participate in  theimplementationofschoolfeedingattheirrespective Therole of the community shouldbeclearlydefinedina schools through the school board, the school feeding school feeding policy because community participation subͲcommittee, or volunteering for NSFP. Community and ownership improves the school feeding program’s members are able to hold the school feeding program chances of longͲterm sustainability. If the government accountable by either reporting issues (i.e., placestheresponsibilityofsustaining theschoolfeeding mismanagementorabuse)totheschoolboardorschool program on the community, the school feeding policy administration. should detail the guidelines, minimum standards, and  support for the community to implement the program. 5.CommunityRolesͲReachingBeyondSchoolsis The school feeding policy can also include mechanisms EMERGING forthecommunitytoholdthegovernmentaccountable. Indicators Score Justification  5A.Community Thereareschool At the school level, there may be a school management participatesinschool committeesin committeecomposedof parents,teachers,and students feedingprogram  place,andtheir thatactsasaliaisonbetweentheschoolandcommunity design, rolesareidentified implementation, intheNSFP and that manages the school feeding program. Care managementand ReferenceManual, should be taken not to overburden the community, evaluationand 2013.Inpractice becauseinsomecasesthecommunitymayintroducefees contributesresources theserolesarenot to support the local school feeding program, which can fullyutilized. negativelyimpactenrollmentrates.CommunityͲassisted Awarenessof school feeding programs are usually most successful in community foodͲsecureareas. participationis  needed.Otherthan InNamibia,everyschoolhasaschoolboardthatincludes participationinthe parents, teachers, principals, and other community schoolboard,there arenomechanisms members. Within the school board, the school feeding forthecommunity subͲcommittee is directly responsible for coordinating toholdtheschool theoperationsoftheprogramonadailybasis.Theyare feedingprogram expected to solve implementation problems, fundraise, accountable. and mobilize the community to volunteer as cooks. The rolesofthecommunity,schoolboard,andschoolfeeding  subcommitteeareclearlyoutlinedintheNSFPReference To view the scores for all indicators and policy goals in Manual.48 onetable,pleaserefertoAppendix1.    In practice, there is a low level of community participation throughout the country, mainly due to the communities’ perception of high expectations for minimalincentives.Oneofthemajorchallengesschools faceisinmobilizingthecommunitymembers/parentsto  48 RepublicofNamibia,2013d.Pg.17Ͳ21  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 13 NAMIBIAۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2014  Conclusion Based on the above findings, there are areas that could be strengthened moving forward. The following policy options represent possible areas where school feeding could be strengthened in Namibia. The conclusions of thisreportandhavebeenreflectedinarevisedroadmap oftheNamibianNSFP. PolicyOptions: x Establish a National School Feeding Policy for Namibia. x Budget should correspond with program expansion and include nonͲfood based activities (i.e., M&E, nonͲfooditems,andcapacitybuildingofstaff). x Establish a separate budget line for NSFP, and regional education and school budgets should integrateNSFPͲrelatedactivities. x Establish a multiͲsectoral NSFP Steering Committee tocoordinatetheimplementationandimprovement ofNSFP. x Mobilize resources from the government and other sources for the diversification of the school feeding foodbasket. x Mobilize community participation by educating them about their roles and responsibilities and the importanceoftheNSFP.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 14 NAMIBIAۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2014  Appendix1 Table1.LevelsofDevelopmentofSABERSchoolHealthIndicatorsandPolicyGoalsin Namibia  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, E defined objectives and including w hat school objectives and sectoral strategies sectoral responsibilities feeding can and cannot M responsibilities Overarching policies achieve, and aligned w ith E the national-level poverty for school feeding - sound alignment reduction strategy or R equivalent national strategy w ith the national A technical policy related to school G policy An evidence-based technical policy related feeding is published, I outlining the objectives, to school feeding rationale, scope, design, N outlines the objectives, rationale, scope, A technical policy related funding and sustainability of G 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 NAMIBIAۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2014  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 corresponding to the needs and neither national school feeding corresponding to the (including costings for E policy; a situation national school feeding national school feeding targeting criteria nor a analysis assessing policy and a situation various targeting and S policy and the situation targeting methodology designs); M&E information needs is incomplete as analysis assessing needs analysis has been established as yet is used to refine and update T Quality assurance of yet targeting and coverage on a programming and periodic basis A targeting, National standards on food B modalities, and National standards on modalities and the food procurement design, Food modalities and food modalities and the National standards on basket have been L ensuring design that the food basket food basket have been food modalities and the developed and correspond I is both needs-based correspond to the There is recognition of the developed and food basket have been to objectives, local habits and cost-effective objectives, local habits need for national correspond to tw o or developed and correspond and tastes, availability of S and tastes, availability standards for food more of the follow ing: to objectives, local habits local food, food safety of local food, food modalities and the food objectives, local habits and tastes, availability of (according to WHO H safety (according to basket, but these do not and tastes, availability of local food, food safety guidelines), and nutrition E 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 D 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 NAMIBIAۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2014  Policy Goal 5: Community roles--reaching beyond schools The school feeding A school feeding The school feeding management committee E management committee Community Community participates Systems and management committee comprises comprises representatives M in school feeding accountability exists but parent and of teachers, parents, and participation and program design, mechanisms are not yet community member representatives of community members and E accountability - teachers, parents, and implementation, in place for consultation participation could be has clearly defined strong community management and w ith parents and strengthened and community members and responsibilities and periodic R participation and communities have ow nership evaluation and community members on aw areness on the accountability training. Accountability G contributes resources the design, monitoring opportunity to monitor mechanisms are in place by (teachers, parents, (in-kind, cash or as and feedback of the and feedback on the mechanisms to hold w hich communities can hold I children) school feeding programs labor) school feeding program school feeding program is accountable at the school school feeding programs N lacking accountable at the school, level regional, and national levels G  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 17 NAMIBIAۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2014  Acknowledgements NAMVAC Namibia Vulnerability Assessment Committee ThisreportispartofajointWorldBankGroupandWorld  Food Program effort to help countries strengthen their NaSIS NamibianSchoolFeedingProgramme  education system policies and institutions specifically in  InformationSystem relationtoschoolhealthandschoolfeeding.TheSABER  School Feeding tools were applied by the World Food NDP4 NationalDevelopmentPlanIV Program and this report was prepared from a SABER  School Feeding questionnaire completed by staff of the NSFP NamibianSchoolFeedingProgramme Ministry of Education, Namibian Agronomic Board,  UNICEF,andWorldFoodProgramme. OVC Orphansandvulnerablechildren   We thank the Ministry of Education in Namibia, the PQA Directorate of Programmes and Quality department of Programme Quality and Assurance for Assurance their cooperation in completing the SABERͲSF  questionnaire.  We extend our thanks to the Deputy PRSP PovertyReductionStrategicPlan Directors of Education, Chief Inspectors of Education,  InspectorsofEducation,RegionalHostelOfficersandthe SHN SchoolHealthandNutrition representatives from the Office of Prime Minister, the  MinistryofGenderEqualityandChildWelfare,Namibian WFP WorldFoodProgramme Agronomic Board, Council of Churches in Namibia and UNICEFwhoparticipatedinvalidatingtheanswersofthe References questionnaire.  Adelman, S., H. Alderman, D. O. Gilligan, and K. Lehrer. 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Lassibille. 1999. “Student Outcomes in Philippine Elementary Schools: An Evaluation of Four Experiments.” World Bank EconomicReview13(3):493Ͳ502. UNESCO. 2014. Education for All Global Monitoring Report2013/2014.Paris:UNESCO. Whaley, S. E., M. Sigman, C. Neumann, N. Bwibo, D. Guthrie, R. E. Weiss, S. Alber, and S. P. Murphy. 2003. “The Impact of Dietary Intervention on the CognitiveDevelopmentofKenyanSchoolChildren.” JournalofNutrition133(11):3965SͲ71S. WorldBank.2014.WorldDevelopmentIndicators2000Ͳ 2013 [statistics]. “Namibia”. Available from the World Bank World Development Indicators database. WorldFoodProgramme(WFP).2013.‘’WFPRevised SchoolFeedingPolicy’’.WorldFoodProgramme, Rome. WorldFoodProgramme(WFP).2012.“GlobalSchool FeedingSurvey”.WorldFoodProgramme,Rome. WorldHealthOrganizationandRepublicofNamibia’s MinistryofHealthandSocialServices.2010. “NamibiaCountryCooperationStrategy”. Windhoek:WorldHealthOrganization.Accessed from http://www.afro.who.int/en/namibia/countryͲ programmes.html. WorldHealthOrganization(WHO).2003.“Skillsfor Health,SkillsͲBasedHealthEducationIncludingLife Skills:AnImportantComponentofaChildͲ Friendly/HealthͲPromotingSchool.”Information SeriesonSchoolHealth.WHO,Geneva  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 20 NAMIBIAۣSCHOOLFEEDINGPOLICIES  SABERCOUNTRYREPORT|2014    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 21