Annex page 1 Annexes Page 1. Progress indicators 2 2. PTA strategy document 7 3. IPHD organizational charts 11 4. School feeding and disappointing learning outcomes 16 5. School quality interventions and learning effects 19 6. The challenge of getting girls educated 22 7. Food aid and cashew nuts: damaging to GB food security? 24 8. Protocol for health and nutrition observations 26 9. Nutritional aspects of IPHD school feeding 30 10. Field trip reports 33 11. List of persons contacted 48 12. Bibliography 49 13. A comment on the USDA monitoring and evaluation policy 53 14. Evaluation Terms of Reference 55 15. Options for conditions of inadequate teacher training 68 16. Steps toward graduation and sustainability 70
Transcript
Annex page 1
Annexes Page
1. Progress indicators 2
2. PTA strategy document 7
3. IPHD organizational charts 11
4. School feeding and disappointing learning outcomes 16
5. School quality interventions and learning effects 19
6. The challenge of getting girls educated 22
7. Food aid and cashew nuts: damaging to GB food security? 24
8. Protocol for health and nutrition observations 26
9. Nutritional aspects of IPHD school feeding 30
10. Field trip reports 33
11. List of persons contacted 48
12. Bibliography 49
13. A comment on the USDA monitoring and evaluation policy 53
14. Evaluation Terms of Reference 55
15. Options for conditions of inadequate teacher training 68
16. Steps toward graduation and sustainability 70
Annex page 2
Annex 1 Progress Indicators
ACTIVITY Beneficiaries Observations 2012/2013 school
year 2013/2014 school year
School lunches (food available for 105,250 according to the agreement)
142,230 children (December 2012 – enrollment deadline)
145,944 children (December 2013 – enrollment deadline)
By December 2013, 145,944 children were enrolled in the 688 schools and kindergartens supported by the school lunch program and received their meals. Please note that the current FFE-023 program was meant to end in June 2014 (end of the school year 2013/2014). Due to late arrival of commodities the first meals started to be served in October 2012, at the beginning of the school year 2012/2013.
Health Interventions (105,250)
142,230 children 145,944 children During the life of the agreement were distributed to children the following medicine: Mebendazol (316,000 pills – 105,250 children), Vitamins (1,200,000 pills – 40,000 children), and Iron sulphate (1,200,000 pills – 40,000 children) in the beneficiary schools and kindergartens. In addition 20,000 impregnated mosquito nets were distributed to selected schools and kindergartens.
Development of PTAs & Community Associations
314 PTAs & SMCs (school management committees) set up in 157 schools
From October 2012 to March 2015, 314 new structures were established. Virtually all students’ parents are members of the local PTAs. The leadership of each PTA and SMC has 5 members; therefore, only these structures number 1565 persons which means that the total numbers of PTA members exceeds easily 2,500 as foreseen in the agreement. NB: since 2007 total number of PTAs created in GB = 669 (figure by March 2015) The same for SMC.
Improve girls’ attendance
2,900 2,900 (June 2014) Selected girls from 40 schools in the regions of Oio and Cacheu
Repair & Improve school kitchens
80 (+80 receiving equipment) = 160
80 schools were selected and benefitted from kitchen reparation/construction. In addition, other 80 schools (with 14,000 students) received kitchen equipment.
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Improve school infrastructure
150 schools 9 schools in the regions of Quinara and Tombali were built (4) or repaired (5) in partnership with UNICEF under the project “Escola Amiga da Crianca”. 1 school was built by IPHD in partnership with Tufts University representatives as a result of their private initiative to raise money in this purpose.
IPHD purchased school equipment (school desks, tables and chairs for teachers, blackboards) for the schools already built under previous programs:
2,000 school desks; 111 blackboards; 111 tables and 111 chairs for teaching staff;
468 tables and 936 chairs for pre-school children, 26 tables and chairs for teaching staff.
School gardens & technical assistance
60 60 new gardens were established. The total number of school benefiting from school gardens created by IPHD under consequent programs is 210. All schools representatives received training, refreshing sessions, seeds and tools
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PROGRESS INDICATORS
Objective 1: Access, entry and continuation
Base line School year 2012/2013
School year 2013/2014
Increase/ Decrease
Total enrollment 105,250 142,230 145,944 +2.61%
1.1 Enrollment boys 54.3% 73,901 75,759 + 2.51% (1,858)
IPHD supplied school kits (school bag, pencil, pen, copybook etc.) ONLY to the 2,900 girls from 40 schools in the regions of Cacheu and Oio, selected under the component “Improve Girls’ Attendance”. All these 2,900 girls received their school kits. See above
2.5 Printed materials to support literacy/ numeracy
IPHD was involved in the nation-wide textbooks distribution (over 1,600,000 text books and manuals). The manuals were ordered by UNICEF and the distribution was financially supported by UNICEF and Plan International. Over 90% of IPHD schools were supplied with textbooks.
2.6 Teachers receiving training
48% IPHD did not provide specialized training on literacy and numeracy. However, under different components specialized training and refreshing sessions were organized as follows:
2400 teachers attended the training sessions on malaria prevention and health intervention program.
254 teachers attended training and refreshing sessions on school gardening/horticulture
Objective 3: Nutrition
School year 2012/13
School year 2013/14
3.1 Number of take-home rations distributed
0 0 While some other FFE programs provide take-home rations, this was never part of IPHD.
3.2 Number of daily meals 26,881,470 27,583,416
Since in June 2014 we had a positive balance of commodities they were distributed during the school year 2014/2015. The number of meals served from Oct. 2014 to June 2015 is 17,660,685.
3.3 Percent of participating schools implementing health and
Baseline: 80%
100% During the current agreement health and nutrition education for students was implemented in all 688 schools and
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nutrition education of students
kindergartens supported by the program
3.4 Percent of participating schools with established prophylactic programs (de-worming, vitamins etc.)
Baseline: 75%
100% During the current agreement prophylactic programs were implemented in all 688 schools and kindergartens supported by the program
3.5 Percent of participating schools with established health care provider visits to the schools
Baseline: 20%
NA The MOH of GB foresees the introduction of this health care provider in the near future based on governmental available funds. UNICEF assists in the measles vaccination program.
Objective 4: other donor support
4.1 No of donors 7 6 Main donors during the current program: UNICEF; Plan International; Tufts University; Alaska Salmon Board; US Medical Missionaries; PTAs; AMIC.
4.2 Dollar amount of donor contribution
500,000 1,825,000
During the project life the other donors contributed as following: UNICEF; Plan International; US Medical Missionaries; Tufts University; Alaska Salmon Board. The largest donation was 1.6M in textbooks from UNICEF. Some donations were in-kind.
4.3 Percent of cost sharing 10.2%
4.4 Percent of donor support
27%
4.5 Participant’s independent contribution
145,000 This includes the cost of airfares, to regional training seminars, costs of shipping medical supplies to GB, cost of HQ salaries, etc. for 2 and a half years, as these costs are not included in the agreement budget. Also included are three visits to HQ and related expenses not programed in the USDA budget.
Objective 5: Community Development
5.1 Percent of schools where parents provide a defined level of input
85% 100% Currently in all schools and kindergartens parents contribute/are asked to contribute financially or in kind to the school life activities. Despite the legal provision that the education is free in Guinea Bissau all parents are required to provide a certain contribution. There are no systematic data available on this issue.
5.2 Percent of schools with parents groups (PTA/SMC)
75% 97% By March 2015, PTA structures existed in 669 out of 688 schools participating in the current FFE-023 program . The total number of PTAs developed is 1,100 which includes many schools not supported by IPHD – e.g., schools supported by WFP in Gabu and Bafata, as well as schools without a food program. Total membership for all PTAs exceeds 15,000.
5.2 Number of complementary programs, e.g. develop school
150 60 During the current program 60 new gardens were established so that they added to the previously existing 150 gardens. The total
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gardens number of gardens currently existing is the supported schools and kindergartens is 210.
5.3 Build/repair community water systems
13 55 wells 228 hand
washing systems
Under the current program IPHD constructed 55 wells in beneficiary schools. In partnership with UNICEF, IPHD was involved in developing the program “Washing Hands with Soap”. Washing basins were made and installed in 28 participating schools (7 primary schools and 21 kindergartens) in the region of Oio. In addition, IPHD ordered and distributed another 200 washing systems to primary schools and kindergartens in the regions of Biombo, Tombali, Quinara and Bissau.
5.4 Number of latrine and/or kitchen repairs and constructions
96 80 kitchens
IPHD did not built/repair latrines under the current program. 80 kitchens were built/repaired – see above “Repair & Improve school kitchens”
5.5 Number of nutrition and health education classes in community for adults
25 Throughout the FFE-023 life time there were organized 1,770 information and aware-raising sessions in schools and communities. The number of adults (parents, community members) attending the sessions was over 38,000.
Objective 6: Graduation/Sustainability
Percent of schools transitioning into PTA or government supported feeding program
0% No school transitioned into government or PTA supported school feeding program. Transition plans fell victim to the coup d’etat.
Number of training sessions for capacity building of indigenous organizations to assist in the establishment of school feeding or education programs
35 50 IPHD organized and directly conducted or sponsored/ financed training and seminars for the PTAs structures at all levels (local, sector, regional, national). The 50 training sessions refer exclusively at these capacity building activities carried out for the PTAs. For other training and seminars see above.
Percent of government increased support to education sector
11.8% NA Reliable data not available. The percentage supplied by MOE is subject to revision.
Percent of donor support vs. percent of indigenous support
87%/13% In all schools in the program there is a support from the parents/communities for the school activities. It depends very much on the community wealth and the involvement of the local PTA. However, we don’t have data regarding the degree of support.
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Annex 2 NPTA-GB National Plan of Action 2014 - 2016
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Annex 3 IPHD Organizational charts
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ORGANIGRAMA IPHD – GB 2013/2014 school year
Assistente Director
Programs Coordinator
Adminst & finances
Director
Augusto Sá
Adrian Balan
Louis Ulrich
Health Intervention
Pta´s and infrastruture
Supervision
Monitoring
and Inspection
1. Resp: Francisco J. Cá2. Zeca Pinto3. Sana Nandenhe4. Mansal Djau5. Bacar Bassi Djassi6. José Tomé7. Tito Lima8. Raimundo Có9. Aliu Sonco10. Dulceneia Pereira11. Sande Camara
PTA´s national team 1.Presd: Armando C. Landim2.Caramadu Turé3.Duarte Dabo
1.. Resp: Augusto Sanca2. Segunda Djoco3. Danilda Teixeira4. Jureima Fernandes
1. Resp: Christophe Tendeng
2. Duarte Quadé
3. Abdoulaye Dieng
School Canteen General Office
Regional Education Office
Regional and sectorial Education
inspectors
Logistics
1.. Resp: Madiu Queta
2. Odete Baticam3. Rui Lopes
Drivers: 1. Alberto Mango
2. Augusto Biague3. Antonio Silva4. Nimbau Ié
Office repairs mainten
ace
1, Nuno Correia2.Elizeu A. I Silva3. Moises 4. Emily Faye
Annex page 13
ORGANIGRAMA IPHD – GB 2014/2015 school year
Assistente Director
Programs Coordinator
Adminst & finances
Director
Augusto Sá
Adrian Balan
Louis Ulrich
Health Intervention
Pta´s and infrastruture
SupervisionMonitoring
and Inspection
1. Resp: Francisco J. Cá2. Zeca Pinto3. Bacar Bassi Djassi4. José Tomé5. Tito Lima
AMIC regional Collaborators
none
1. Silvina Tavares
1.Resp: Maurício Gomes
2. Celestino Gomes
1.. Resp: Augusto Sanca2. Danilda Teixeira3. Jureima Fernandes
1. Resp: Christophe Tendeng
2. Duarte Quadé
School Canteen General Office
Regional Education Office
Logistics
1.. Resp: Madiu Queta
2. Odete Baticam3. Rui Lopes
Drivers: 1. Alberto Mango
2. Augusto Biague3. Antonio Silva
Office repairs mainten
ace
1, Nuno Correia2.Elizeu A. I Silva3. Moises Cumba4. Emily Faye
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Annex 4 School Feeding and Disappointing Learning Outcomes
Section 5.4 of this evaluation reports a distressing finding of the recent MICS study1:
Test scores are significantly lower in schools offering school feeding than in other schools. How
can this be explained? Three possibilities come to mind:
1. FFE schools might have been selected among the poorer districts and populations in GB on
the basis that the better-off students and schools have no need for such programs. Since
socio-economic status, parental education and nutrition levels of students are all positively
related to learning outcomes and academic achievement, a cross-sectional study at a single
point in time would show lower performance in FFE schools. However, this would reveal
more about social stratification than about student learning. Test scores would express class
differences rather than any negative effects of school feeding.
2. A second explanation focuses on student selection rather than school selection. The
enrolment increases caused by school feeding have disproportionately attracted students
from poorer and more distant homes. While the standerd recruitment of a school remains the
same, those extra 20% or 30% of students attracted specifically by school feeding are
recruited from more disadvantaged backgrounds. This will lower the average performance
levels not of individual students but of classes and entire schools. Feeding does not
discourage learning but it changes the selection of students.
3. A third explanation centers on school feeding as a disruption of teaching. The waiting time,
eating and cleanup can easily absorb one quarter, or more, of the already modest number of
hours spent in school. The reduced attention among hungry students waiting to be fed and
exposed to kitchen odors cannot help either. We have also been told repeatedly that there are
some students who simply vanish after the meal. Most authors in the field stress that school
feeding increases attendance, i.e., the number of days spent in school; it should not be
forgotten that these days count fewer hours spent on-task.
At the present time, all this is speculation. As long as the MICS data is not publicly available there
is no way we can draw any definitive conclusions for GB.
What has been found in other, comparable programs? Are there any good, comparative studies
using panel designs, control groups and independent measures for the learning outcomes? One of
the best of such studies has been done in Uganda, a randomized prospective field experiment
following very large samples of students over two years. Here is what it reported, among many
other results:
“If school meals increase enrollment rates and attendance, as expected, classrooms may become
over-crowded and teaching quality may decrease. Similarly, if school feeding represents a
significant burden on the teachers' time, learning time may be reduced. Thus, unless additional
financial and human resources are available, school feeding programs have the potential to worsen
(student learning) …” Indeed, the study found at least some clearly negative results: “For math,
both programs lead to a significant increase in scores for boys but no impact for girls. For literacy
exams, boys exhibit no impact while the program leads to a significantly negative impact for girls
literacy.” (Adelman et al., 2008).
Many studies have found weak or insignificant results. E.g., research done in Argentina reports that
“the presence of school meal service improves only the performance of the children in the
Language test scores, whereas it does not affect the
Math test scores and dropouts” (Adrogue and Orlicki, n.d.).
1 It is most unfortunate that we are not allowed to present those MICS data tables at this time. They are truly impressive
and raise issues that must be dealt with in any continuation of the program.
Annex page 17
An excellent study done in Kenya shows that school feeding does have a positive effect on test
scores but that effect is weak. School feeding apparently increased test scores by 3.7% but urban
residence had a much larger effect, 17.4%, and adequately trained teachers almost doubled the
numbers of higher-scoring students. A partial explanation of this weak, and sometimes negative,
impact of school feeding is found in student selection: “A final issue to be addressed is the presence
of unintended negative outcomes derived from school feeding. On average and including the ECD
preschoolers, the schools that offer a school meal have 125 more students and the average class
has 11 more students per teacher (56 as compared to 45). There is qualitative evidence that parents
will move their children to a school with meals, wherever school options are available. The
increased population of students seeking a meal puts significant stress on the physical
infrastructure and the learning environment of the school.” (Finen, Timothy et al. 2010).
Research done in Burkina Faso found similarly disappointing results. “We use a prospective
randomized trial to assess the impact of two school feeding schemes on educational and health
outcomes of children from low income household in northern rural Burkina Faso. … While we did
not observe any significant impact on raw scores on mathematics, we observed that the time-
adjusted scores on mathematics improved slightly for girls.” (Kazianga et al., 2009).
Several review studies have reported on disappointing or even negative learning outcomes
connected to school feeding. Examples are:
Jomaa, L.T. et al. (2011)
Analysis of the articles revealed relatively consistent positive effects of school feeding in its
different modalities on energy intake, micronutrient status, school enrollment, and
attendance of the children participating in SFPs compared to non-participants. However,
the positive impact of school feeding on growth, cognition, and academic achievement of
school-aged children receiving SFPs compared to non-school-fed children was less
conclusive.
Schlossman, Nina et al. (2013)
Test scores: The effect of school feeding on student performance is not clear. Two studies
found that school feeding improved overall test scores … while one did not. This
relationship is even less clear when tests become subject specific, such as focusing on math
(three studies found improvement while three others did not) or languages (one study
showed improvement, four did not, and one got mixed results).
Cognitive testing: None of the four studies that looked at cognitive tests found an effect with
school feeding. These tests, e.g., asking students to repeat a list of numbers, write crosses as
fast as they can, or count backwards, were designed to assess memory, learning, and
attention.
McEwan, P.J. (2013)
“Randomized evaluations of small-scale interventions in very poor settings – usually WFP
or researcher-initiated programs in Africa – show some effects on attendance rates, fewer
on enrollments, and from zero to small effects on measures of cognitive ability and
academic achievement.”
One of the many WFP reports (2013b) has put the general consensus quite clearly:
“School feeding can only help if the other major elements that are prerequisites for learning
– such as teachers, textbooks, curriculum and an environment conducive to learning – are
also in place.”
What all this points to is the following:
Annex page 18
Relatively few studies have used designs that truly solve the attribution problem, allowing
us to assess the learning impact of school feeding independently of all other variables.
Well-designed quantitative studies generally find, if any, a weak association of SF and at
least some types of learning. If the data are classroom averages, the association can be
negative.
Negative impacts of rapid enrolment increase and other disruptive effects of SF are
frequently lamented and rarely controlled.
As SF is expensive it does not appear to be the most cost-effective way of boosting human
capital formation.
All studies praise the approaches which combine SF with health and school quality
interventions.
Annex page 19
Annex 5 School quality interventions and learning effects
This section will compare the effects on student learning claimed for various interventions at the
school level.2 It is well known that learning depends on many factors such as characteristics of the
home environment, parental education level, students’ motivation, intelligence, health, nutrition
status and more. Many of them are interdependent and beyond the reach of educational planners.
The one place which planners can work on is the school.
School quality can be subdivided into several groups of variables related to school expenditures,
material inputs, teacher quality, teaching practices and school management. In a classic study of
empirical evidence concerning the student learning impact of these variables, Bruce Fuller (1991)
came to the conclusion that while the influence of school quality factors was undeniable the
evidence was sometimes quite contradictory. He also found that the impact of school feeding
programs was positive in all of the five studies reviewed. Only seven of the 27 – in reality 28 –
relationships proved to be so unmistakably positive (see the Table below, taken from Fuller).
More recent studies of the impact of school feeding come to much less supportive conclusions.
Bundy et al. (2009) spend very little space in their book on school feeding on the learning impact of
this very large industry. When they do talk about it the most they dare affirm is “once the children
are in school, the programs can contribute to their learning”. No evidence is provided suggesting
that school feeding increases learning by itself. Learning improvements are due to deworming,
micronutrients and other targeted interventions. Even more critical is the study representing the
views of the world’s leading experts in the field (Schiefelbein et al., 1998): school feeding programs
of all kinds rank very low, and free school lunches for all (of the IPHD type) rank last of all 40
educational interventions considered (see Table 4 below, taken from Schiefelbein et al.), at least as
far as cost-effectiveness is concerned. Given all this evidence, Colby et al. (2000) simply exclude
and ignore school feeding in their excellent review of school quality issues and approaches.
One criticism found in all four of these top-level reviews is that the methodologies and data sources
of the various studies are so different and sometimes so weak, that comparison and generalization of
results is nearly impossible. Very rarely have researchers really solved the attribution problem:
singling out one variable and affirming that it makes so much of a difference in learning outcomes
has been difficult throughout. Not a single study has ever shown that school feeding, and school
feeding alone, has resulted in improved student learning.
For GB the situation is no better. The finest effort, the 2014 MICS study, did look at school feeding
but its design characteristics preclude any definitive conclusions concerning any learning effects.
There was no baseline, no before-and-after testing, no randomized trial, and no purposely
established control group. Above all, the effort was purely descriptive, without guidance from
theory, formal hypotheses or international comparison.
It appears that over many years of several large scale school feeding programs nobody in GB so far
has asked whether school feeding is the best, most cost-effective way of promoting student learning.
Could the investment of $18 M in the present IPHD (2-year) program have produced better results
had it gone into textbooks, teacher training or other school quality factors? International evidence
suggests that (a) other interventions are indeed much more efficient and (b) that school feeding can
have positive impacts only provided it is combined with other interventions aimed more directly at
school quality.
2 There are hundreds of studies on school quality interventions and hundreds more on school feeding alone. We shall
use only four state-of-the-art contributions, each one reviewing dozens of empirical studies. Two are classics (Fuller,
1991, and Schiefelbein et al., 1998), concentrating on work done roughly from 1970 to 1990, and two are more recent
(Colby et al, 2000 and Bundy et al., 2009).
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Annex 6 The challenge of getting girls educated
The case for girls’ education has been made many times. It can be summarized by invoking the
effects on higher incomes, delayed marriage, fewer children, healthier families, less exposure to
HIV/AIDS and reduced poverty. The saying is correct: “Give a girl an education and she’ll change
everything.” Getting girls enrolled in school is an obvious first step but two more things are needed:
girls will have to stay in primary school for many years and they will have to learn enough to
achieve basic literacy and numeracy. Staying in school until the end of the primary cycle can also
expose them to teaching about health, hygiene and many practical aspects of their life; much of this
is directly related to achieving the positive impacts of investments in girls’ education. Promotion to
secondary school and other learning contents are important, too, but the preschool and primary
levels are the main concerns in the context of IPHD.
SSA is one of the areas of the world where girls’ education levels are still lowest but even here
significant progress has already been achieved. In GB the net primary enrolment rate for girls has
improved from 38.5 in 1999/2000 to 55.9 in 2003/2004, an impressive gain over a period of only
four years (IMF, 2007:17). Positive effects linked to improved educational access can also be
observed, such as the strong increase in youth literacy levels, from 46% to 65%, combined with a
gender parity improvement from 0.61 to 0.83 (UIS/UNESCO, 2012). Over the past three decades,
more girls in GB have been enrolled in schools, and more girls have reached an acceptable level of
literacy, if not more.
Still, there is a long way to go – in terms of literacy, GB still ranks 199th out of 225 countries in the
UNESCO data base. Staying in school is a particularly important issue for girls, after the relatively
high initial enrolments. While 80% of boys enrol initially and 74% are still in school to begin the
second cycle of basic education in year 5 (P5), the corresponding numbers for girls are only 75%
and 53%. The drop-off for girls is especially significant during the fourth year, coinciding with
socially important transition rituals that can keep girls out of school for two months. Another factor
is the more limited availability of schools providing more than four grade levels, 27% of 1725
schools in 2012.
Figure A-1 Percentage of children enrolled in school, by age level
Source: MICS presentation, 2015c.
While gender differences in educational access are being reduced, in particular for the first years of
primary education, they do remain very large in terms of knowledge acquisition. This is in no way
due to genetic factors. The best recent study in GB shows that, if anything, girls are ahead of boys
by age 6 in terms of literacy, numeracy, physical and emotional development, and learning in
general. At that age, the same percentage of boys and girls (31%) enter first grade (MICS, 2015a).
Annex page 23
The educational disadvantage of girls is thus entirely produced by socio-cultural norms and
educational policies. Together, these norms and policies produce the cumulative disadvantage
expressed in the following table.
Table A-1 Educational disadvantage of girls
Variable Value Year
Literacy rate, 12-24, female 69 2012
Literacy rate, 12-24, male 80
Net enrolment rate, Primary, female 68 2012
Net enrolment rate, Primary, male 71
Completion rate, Primary, female 57 2010
Completion rate, Primary, male 71
Net enrolment rate, Secondary, female 6 2000
Net enrolment rate, Secondary, male 11
Source: UNESCO Dakar, 2014
The triple challenge for educational policy makers is to (1) get girls enrolled, (2) to keep them in
school and (3) to ensure that useful learning is taking place.
The first point is the least difficult and least controversial. To make school attendance
attractive and economically rational, school feeding has proven to be a very successful
approach.
The second point is more complex and requires a combination of factors. Parents must be
convinced that schools are a safe, healthy environment for their daughters and that school
attendance is economically advantageous both in the short run (via school lunches, take-
home rations or scholarships) and in the long run (via employment opportunities). Since the
interventions target girls special care must be taken to make such targeting acceptable.
The third point is the critical one: without learning gains, schooling is worthless.
Improvements in school quality and the allocation of scarce resources are indispensible –
though not impossible at all. (See Annex 5).
Annex page 24
Annex 7 Food aid and cashew nuts: damaging to GB food security?
Following Steven Kyle (2015), we can summarize the role of cashew exports in the GB economy as
follows:
The price of cashew largely determines rural incomes in GB. Nothing else has a comparable
impact.
Cashew price fluctuations create more uncertainty and risk, and sudden poverty, than
anything else.
World market price fluctuations are not the only source of risk; government stop-and-go
policies can do much damage as well.
Most Guineans are now net buyers of rice, at wildly fluctuating prices, expressed in cashew
earnings terms.
Eighty-five percent of Guinea-Bissau farmers produce 98% of the country’s export earnings by
selling cashew nuts (WFP, 2015). But they do not do much processing other than the initial sun-
drying. The steaming, shelling, peeling, roasting, salting, packaging and marketing are mostly done
in India and other Asian locations. GB is thus a producer of raw resources; the big profits are being
made somewhere else. Since the country is so totally sold on cashew production, it is extremely
vulnerable to price fluctuations. The terms of trade of a Kg cashew are best expressed not in US$ or
FCFA but in what the impoverished farmers need most: food. Here is a compilation done by WFP
for the years leading up to 2013.
As seen in this graph, from 2012 to 2013 the price of rice tripled. Such a price shock will
immediately be reflected in price increases for other foodstuffs. For a population that spends much
of its household budget on food and already has 75% of households living below the poverty line
(WFP, 2015), such extreme price hikes can only mean malnutrition, hunger and death.
GB is by no means the only country that has worked itself into such a trap. What would be the way
out of this classical “Dutch disease” setting? Four possibilities are currently debated and tried in
similar cases
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Many countries have achieved a high level of self-reliance and food security by doing more
than just exporting raw resources. If transformation can be done domestically, preferably by
domestic firms, the resource curse can become a resource blessing. This takes a strong state,
effective institutions and skill and influence in international trading bodies. Rich countries
can do it, poor countries with “soft states” typically cannot.
Instead of working on domestic transformation and import substitution one can try to
improve the terms of trade for the resource. International fair trade movements and domestic
restructuring to eliminate middlemen have become significant players in the coffee trade. A
fledgling movement in cashew trade exists but appears far from successful so far (see
Fairtrade-advocacy.org and Africancashewalliance.com).
Some governments disengage themselves from rural development altogether, concentrating
investment, institutional development, industrial activity and everything else in cities, often
just the capital city. Such “urban bias” (Lipton, 1977) can be achieved by direct subsidies,
tax advantages and sometimes simply by efficient or “laissez-faire” management of the
economy. It leaves rural areas to their own devices, open for international firms who profit
from continued rural poverty.
Revolutionary change has been tried as well, as exemplified by experiments in “African
socialism”. Portuguese-speaking Angola, Moçambique and Guinea-Bissau at one time went
down that path. Massive foreign aid from the Soviet Union made the experiment sustainable
for a while but the countries eventually emerged from this neo-colonial dominance with
civil wars, economic ruin and new forms of the resource curse.
Can foreign aid change all that and lead GB to an era of food security and prosperity? HPID with its
McGovern-Dole approach can be seen as one attempt of doing this. As shown in section 5.1 of this
report, IPHD cannot be blamed for distorting the market and causing increased food insecurity.
Cashew exporters are doing that. So we can say with certainty that the program is doing no harm.
Can we state with the same conviction that IPHD will lead to economic development as intended by
McGovern-Dole? We can state that only conditionally. If FFE results in more children learning
more in GB schools, then IPHD (and the US taxpayer) will have contributed to the development of
one of the poorest populations in the world. The “more children” part of the condition has been
demonstrated; the “learning more” part still needs better empirical proof. Without the latter, the
former makes no sense.
Annex page 26
Annex 8 Field visit protocol
Food for Education Program, Guinea Bissau
Region:
Name of School:
Date:
Facility Assessment
Names and designation of interviewee:
# of Shifts offered:
Number of grades:
Number of children enrolled in last academic year:
# girls:
# boys:
Number of teachers:
When did the school start receiving food under FFE:
When did it stop:
How many days per week are meals provided:
Does the school provide any other food to the students in addition to School meals:
Does the school have a kitchen?
Type of kitchen:
Sufficient cooking utensils:
What meal was prepared yesterday:
Source of water:
Sanitary facilities (ground pit/ Latrine/other) and separate for boys/girls (yes/no)
Hand washing facilities:
Does the school have a lunch committee? Yes/No Since
Annex page 27
Does the school have a PTA: Yes/No Since
Other initiatives at the school:
o School garden
How often are vegetables used from the garden
o VMS/Micronutrient
o Anti malaria
o Mosquito nets
o De worming
o Infrastructure and repairs
o Others
Annex page 28
Parent Interviews
Number of family’s present:
Education of the parents:
In the last year, did the family receive any other food/income assistance?
Childs grade:
Distance to primary school:
How does the child get to school/time taken:
How many meals per day did your family eat in the last 24 hours. Describe:
What did your child eat yesterday:
Did your child receive a meal everyday of school in the last month:
Does your child bring food home from school to share:
How does the school feeding benefit your child?
How does the school feeding benefit your household?
Do you contribute anything to the school meals?
Are you a member of the PTA or SLC?
Has the meal program made any impact on the diet diversity at home/improved nutrition education?
Any other comments/feedback about the school meal program:
Teacher Interviews
Number of teachers present:
Annex page 29
How much distance do children have to travel to get to school. How do they travel?
Did you observe changes in students’ classroom performance since the school meals? Describe.
Have you noticed any change in quality of learning in school after the school feeding program has been introduced in your school? (no change, better, improved)
What changes have occurred in the lives of the students families and in local community dynamics.
What resources have been invested by parents and local communities to support the program objectives?
Annex page 30
Annex 9: Nutritional aspects of IPHD school feeding
Through this section, we will discuss the school feeding under the IPHD system in the context of
nutritional guidelines for healthy school aged children and country specific context.
According to the United Nations World Food Program, 66 million primary school age children go
hungry every day, with 23 million hungry children in Africa alone (WFP, 2009). Direct
consequences of chronic hunger are general malnutrition (wasting and stunting) and
specific micronutrient deficiencies including Iodine, Vitamin A and Iron and Anemia. Guinea
Bissau is no different, according to the World Bank there remains limited access to nutritious food
in the country with high levels of food insecurity (World Bank, 2013). According to IFPRI (2014),
the 2014 Global Hunger Index (GHI) score for Guinea-Bissau is 13.7, categorized as a “serious”
level of hunger. This combined with micronutrient deficiencies, malaria and intestinal worms create
an environment of ill health for the school going child.
The nutritional status of school-aged children impacts their health, cognition, and subsequently their
educational achievement. School feeding and associated activities are a fitting platform to provide
health and nutrition services to disadvantaged children in low income countries. Although school
feeding has been around since the 1930s (Tomlinson, 2007), there are no guidelines for the
nutritional composition or menu designs of school based meals.
Quantitative aspects:
The table at the end of this annex includes the macronutrient calculations for the 5 kilo commodity
basket provided by IPHD per child per month (21 school days) based on the enrollment figures
provided by MoE at the beginning of the school year, October. The enrollment however is open for
3 months across GB and usually about 20-30% additional children get enrolled by December. The
rations calculated in October stay the same through out the year essentially meaning that the food
distributed by IPHD is shared by more children. Accounting for this, on average the child receives
approximately 800 kcals per meal which is above the international averages for school meals
(Aliyar 2012). And even though some children walk or bike long distances (10-12 kms) to get to
school, in the real world if they weren’t at school they would be involved in chores and labor such
that their energy expenditure would at least be the same if not higher. Considering that on average
children eat one major meal a day and 2-3 seasonal snacks (Cashews, mangoes, peanuts, bread), the
school lunch is contributing to a vital part of their calorie intake. Another consideration here is the
substitutive effect of these meals to home diets, a concern often raised with school feeding
programs. Parents at IPHD schools confirmed that in fact the children miss their family meal
because the timing of the family meal and school lunch is the same. Despite the substitutive effects,
empirical evidence suggests that there is a part addition of calories among school-aged children,
particularly when baseline energy intake is low (Adelman, 2008).
Qualitative aspects:
If meals provided through school feeding are more nutritious than foods eaten at home, then the
impact of the program on the quality of the child’s diet is dependent on the share of the child’s daily
consumption that comes from the school meal. And, like in GB if in fact the child’s one major meal
is a school meal, the nutritional quality of the meal becomes very important. The major
commodities provided by IPHD under FFE include rice, pinto beans, potato flakes and Vitamin A
fortified oil. In addition, on few occasions IPHD had distributed some local products and through
the school garden initiative and PTAs encouraged use of fresh produce.
Diet diversity and meal frequency are good proxy indicators for positive outcomes and adequate
micronutrient density of foods (Finen, 2010). Most parent interviews (and the MICS 2000 data)
confirmed a meal frequency of 1 meal/day and at least for the current season, a lack of diet
diversity. Interviews with local nutrition experts confirm the lack of diet diversity, however mostly
Annex page 31
due to lack of knowledge/creativity. Acknowledging the impact of seasonal and geographical
variations on levels of food insecurity, local experts opined that people can still diversify their
meals with locally available produce if they are taught how to.
A few qualitative concerns and comments in the context of school meals are –
The most common meal during visits was often potato flakes with sugar. The school teachers
and cooks cited convenience of preparation as the main reason for the popularity of this meal.
Although easy to prepare, such a meal has a low nutrient density. The quality of such a meal can
be greatly improved were the potato flakes cooked with some vegetables, beans or local fish,
peanuts or even milk powder.
There is a high likelihood that when available, the home meal is cooked in Palm oil or peanut
sauce and will have a small quality of fish (fresh or dry), providing more proteins and key
nutrients than some of the school meal options. But of course we are talking about a food
insecure population, they are not always guaranteed a home meal especially in the dry seasons.
Perhaps, the school meals can include the use of these ingredients in addition to the 4 imported
staples, either by providing small quantities of these additional ingredients or by encouraging
the PTA and SLC to make contributions. Besides qualitative improvements, this strategy will
pave the way for sustainable practices and the meals will be culturally better suited.
The timing of the meal is worth considering too. During a four hour school session, if the meal
is provided half way, which is mostly the case, children could be distracted by the meal
preparation and the anticipation of food and spend a significant amount of time waiting for
meals. Perhaps the meals can be prepared before school hours and distributed before the
commencement of lessons.
The quality of food stemming from differences in storage, sanitation, and preparation practices are
important considerations too but were beyond the scope of the current TOR and the time allotted for
field visits.
Besides school feeding, IPHD also carried out various complementary activities such as
micronutrient distribution, anti malaria initiatives and deworming to name a few. Although there is
no way to quantify the impact of such activities on micronutrient status, as a proxy indicator a
reduction in drop out and absenteeism following such initiatives could point towards the positive
impact on micronutrient status.
Overall, IPHDs outreach, networks and distribution systems are indeed noteworthy. By
strengthening complementary activities such as fortification or supplementation, nutrition education
and awareness amongst the children and parents, encouraging the use of local ingredients (for
diversity, improved diet quality and focus on sustainable practices), the program can have greater
impact on the health and nutrition of the school going children and their communities in Guinea
Bissau.
Basket (21 school days)
5 Kg basket/child/month i.e. 21 school days Calories Protein Fat
2 kilo rice 7300 142 14
1.5 kilo beans 5100 313.5 16.5
1/2 kilo potato flakes 1790 41.75 1.95
1 kilo oil 8840 1000
Total (Per child/month) 23030 497.25 1032
Per day/ Per child distribution estimate 1096.7 23.7 49.2
Per day/ Per child consumption estimate 822.5 17.8 36.9
Annex page 32
**Daily REA (Recommended Energy Allowance for children 7-10 years
old is 2000 kcal and 28g protein for light to moderate activity levels;
Source RDA-NRC 1989 used by IPHD for commodity estimations
**Walking at moderate speed will burn 65-70 kcals/hour in children;
Source Calorielab
Annex page 33
Annex 10 Field trip reports
Dotted line: Field trips between May 19 and May 27,
2025
Solid line: Field trip May 11-13, 2015
The model school: a generous, safe, clean, well-lit classroom, appropriate furniture and school
supplies, individual students’ backpacks, a good meal.
The reality: a baraca instead of a classroom, make-do furniture, virtually no textbooks and other
supplies – but a meal will be served, thanks to IPHD.
Annex page 34
10.1 Field trip May 19 – 27, 2015
Cacheu, Oio, Quinara, Tombali
Field visits were conducted between May 19th and May 27th 2015. The tool used to collect data is
attached in Annex 8, a sample form with data from the school is at the end of this section, and
others can be made available upon request.
Summary of field visits and meetings with experts:
Most parent interviews (and the MICS study) confirmed a meal frequency of 1 meal/day and
at least for the current season, a lack of diet diversity.
Interviews with local nutrition experts confirm the lack of diet diversity, however mostly
due to lack of knowledge/creativity. Acknowledging the impact of seasonal and
geographical variations on levels of food insecurity, local experts opined that people can still
diversify their meals with locally available produce if they are taught how to.
Parent Interviews: Most parents voiced that the school lunch program benefits their
household since the child eats less at home and they save some money spent on food.
Almost all parents interviewed at the IPHD schools, whether or not PTA members,
contributed in some way towards the school lunch program and related activities. Parents in
those regions where the school meal program was discontinued in the last academic year
said that their children were less motivated to go to school and are tired/sleepy during the
school day.
Teacher Interviews: Teachers mentioned that retention through the school day is easier with
the school meals and that the children are able to focus better when they are provided meals.
They are more alert and appear healthy. They added that the enrollment and attendance is
higher because of the school meals, even for girls. However, in their opinion, the drop out in
grade 4 is still very high especially for girls since this is the time the girls start assuming
household responsibilities. Most teachers at IPHD schools appreciated the efforts and
involvement of the PTA and School Lunch committees in various activities.
Motivation was cited by many parents and teachers at those schools who did not receive
food in the past academic year, the general feedback was that the children are not as
motivated to go to school and some teachers also mentioned a lack of focus in the absence
of school meals.
A couple of schools visited started receiving food in 2011-2012. However the PTA’s at
these schools started as early as 2008. This is because of IPHD’s initiative to promote PTAs
even in schools not under the FFE program. Further, the trainings by IPHD on various
aspects such as hygiene, conflict resolution, education awareness etc were also offered to
such PTAs that were/are outside the FFE program. This was mentioned by the staff and
corroborated in the field, providing evidence for IPHD’s vision in strengthening community
involvement.
The school lunch committee at one of the schools under the PAM program in Oio region
was not very active, the teachers of the school also mentioned that the PTA was not very
active or motivated.
Annex page 35
Interesting Quotes
President of the PTA for one of the schools visited, “The FFE program has had a huge
positive impact on our community. IPHD also helped us with the well and now that we have
our own water we are motivated to start the school garden next year. We like the way IPHD
works with us, not just for us.”
School teacher, “The most important change for us that even in the most sensitive period of
cashew harvest, more children stay in school instead of running away to the field in the past
years.” To verify this claim, I tried to get attendance data for this school (Silvano Rodriques)
from the MOE records. The FFE program for this school started in 2011-2012. The drop in
attendance between March and April for this school in 2010-2011 was 3.3% and in the
subsequent 4 years, less than 1%.
School director/teacher, “We have a very supportive and participatory PTA structure here
thanks to the efforts of our partners, IPHD. The parents are very involved and more
sensitized about the importance education. Schools have benefitted from IPHDs entry into
the country. Earlier, only WFP was supporting some schools but truthfully they were not
very efficient. Since IPHDs programs reach and impact have been stronger, its work and
presence have motivated WFP to be more efficient with their initiatives”.
Teacher, “The community also gains from what the children are taught in school. An
example of this is the hygiene campaign by IPHD and UNICEF. The messages were
transferred to the parents of the children by the children themselves. Another very important
impact has been the reduction of strikes, the entire community comes together to avoid such
situations, to motivate teachers to continue teaching.
Teacher at a school that stopped receiving school meals; “Now that they don’t receive food,
they keep running out of class in search for it, some manage to buy bread around the school,
some run home and don’t come back for that day.” And “Now that we are not receiving the
program, many families are struggling. Some times, parents are working extra to support the
food for the children.”
Parent Quote, “this program has resulted in normalizing level of the grade to the child’s age.
Earlier, children used to go to school at much later ages. But with all the sensitization
activities and efforts of the PTA, parents are more willing to send their children to school at
an appropriate age.”
When asked about meals eaten in the past day at one of the schools, there was laughter in
the room, one of the parents exclaimed, but we hardly eat, it is embarrassing for us to tell
you. Some of the responses at this school were, a meal of dry fish and dry green leaf with
rice and cashew fruit and rice. Yet another parent quoted, “Mangoes in the morning,
mangoes in the afternoon and mangoes in the night”.
Parent, “Getting enough food is a big problem for our community. The production is never
enough to support families throughout the year. As parents, we can sleep well only knowing
that our child is not going to bed hungry. Almost always there is no breakfast, for the
children or the adults. At least when the children went to school, they used to get a mid
morning meal there.”
Annex page 36
Example of data collection in the field:
Food for Education Program, Guinea Bissau
Region: Oio Name of School: Sylvano Rodriques Date: May 20 2015 Facility Assessment
Names and designation of interviewee: School Director and 9 teachers
# of Shifts offered: 2 (4 hours/shift)
Number of grades: 1-9
Number of children enrolled in last academic year: 746 (for primary school, i.e. grades 1-6) # girls: 332 # boys: 414
Number of teachers: 30 (19 with teacher training diploma)
When did the school start receiving food under FFE: 2011
When did it stop: NA
How many days per week are meals provided: 5
Does the school provide any other food to the students in addition to School meals: Yes, vegetables from the school garden and occasionally the PTA provides fish powder for the meals.
Does the school have a kitchen? Type of kitchen: Open Sufficient cooking utensils: Yes, supplied by IPHD
What meal was prepared yesterday: Beans and vegetables from the garden
Source of water: Public standpipe
Sanitary facilities (ground pit/ Latrine/other) and separate for boys/girls (yes/no)
Hand washing facilities: Yes, provided by IPHD
Does the school have a lunch committee? Yes/No Since 2011
Does the school have a PTA: Yes/No Since 2010
Other initiatives at the school: o School garden YES
How often are vegetables used from the garden: almost daily
o VMS/Micronutrient o Anti malaria YES o Mosquito nets YES o De worming o Infrastructure and repairs YES o Others Kitchen equipment, hand washing facility.
Parent Interviews
Number of family’s present: 3
Education of the parents: primary for two and secondary for one parent
In the last year, did the family receive any other food/income assistance? No
Childs grade: 1 through 5 for the 3 parents
Distance to primary school: 500 meters maximum
How does the child get to school/time taken: Walk
How many meals per day did your family eat in the last 24 hours. Describe: There was laughter in the room when this question was asked, one of the parents exclaimed, but we hardly eat, it is embarrassing for us to tell you. One family responded that in the past day they had a meal of dry fish and dry green leaf with rice. The other 2 families explained that they consumed cashew fruit and rice.
What did your child eat yesterday: The meal at school, usually that meal is enough for the child and so the child doesn’t eat at home. Also, we eat the one meal at mid day and that is when the children are at school.
Annex page 37
Did your child receive a meal everyday of school in the last month: Yes
Does your child bring food home from school to share: No
How does the school feeding benefit your child? Yes, he won’t starve. Even if we don’t have enough food at home to provide, at least the child will be fed at school. And children have the will to go to school and focus.
How does the school feeding benefit your household? It saves us money and time. The child eats less at him so more food is available to other family members. Initially we used to save some for the children but they never ate after they came back from the school. So we started preparing less food.
Do you contribute anything to the school meals? Yes, our time and labor whenever the school needs it. We work with the school on the garden, on any maintenance issues that arise.
Are you a member of the PTA or SLC?
Has the meal program made any impact on the diet diversity at home/improved nutrition education? But we hardly have anything to eat, if our choices are so limited how can we add variety.
Any other comments/feedback about the school meal program: The PTA is very active in this school, they gather funds for the cooks salary, manage and monitor the use of meal supplies, water the school garden and contribute ingredients such as salt and fish powder. The regional Secretary of the PTA was also present amongst the parents and he was proud to share that he believes in practicing what he preaches so he sends his wife to school too. According to him, the problem of food insecurity is very high, Guineans are very poor and this program supports these problems. Another parent added that this program has resulted in normalizing level of the grade to the child’s age. Earlier, children used to go to school at much later ages. But with all the sensitization activities and efforts of the PTA, parents are more willing to send their children to school at an appropriate age.
Teacher Focus group discussion
Number of teachers present: 11
How much distance do children have to travel to get to school. How do they travel?
Anywhere between 2-12 kms, a lot of children have bicycles.
Did you observe changes in students’ classroom performance since the school meals? Describe.
Enrollment has increased, drop out is much less than before and there is better learning as shown by the improved test scores of the children over the years.
Have you noticed any change in quality of learning in school after the school feeding program has been introduced in your school? (no change, better, improved)
What changes have occurred in the lives of the students families and in local community dynamics.
The community also gains from what the children are taught in school. An example of this is the hygiene campaign by IPHD and UNICEF. The messages were transferred to the parents of the children by the children themselves. Another very important impact has been the reduction of strikes, the entire community comes together to avoid such situations, to motivate teachers to continue teaching.
What resources have been invested by parents and local communities to support the program objectives?
Parents have contributed their time, money and been very active for raising awareness. Ours is a very active PTA.
Annex page 38
10.2 Field trip June 11 – 13, 2015
Tombali, Quinara, Oio, Bissau
Summary observations
School infrastructure is being improved. Some buildings are new or renovated, much work
is being done on water wells, latrines, kitchens and school furniture. Still, many schools
work under very difficult conditions. Most of the 18 schools visited had at least some
informal classrooms (baracas) which according to teachers makes teaching and learning
difficult.
In some cases the amount of motivation and goodwill is truly astounding. We visited one
school (#3) where all of the 14 teachers (only 1 with a diploma) have been working without
salary for years, in 4 classrooms and 5 baracas, without complaint and with common sense
and determination. This was one of the few schools where every student had textbooks
(except one class where a bureaucratic foul-up caused delays) and other materials, where
discipline was exemplary and students were excited about presenting a play and where
school feeding appeared very efficient.
Textbook supply is a problem throughout the system. Instead of September, books tend to
arrive in December and distribution sometimes is in January or even later.
We found no evidence of a study plan or curriculum, teachers guides or other supportive
pedagogical material. Such essential input was probably in use in three of the 18 schools but
it was not much in evidence. Given the results of the MICS study tests it is unlikely that
most teachers follow the national curriculum. However, there was evidence that most
teachers did take attendance.
Qualified teachers are in very short supply. Only two schools (#1, 13) were close to what we
would consider adequate staffing, with all but one teachers having diplomas. On average,
fewer than half of the teachers have diplomas.
Some community schools (like #10) look like private enterprises with extremely low
capitalization. We did not see any children sitting in the dirt but sometimes the benches were
little better. There were entire schools where not a single child had a desk.
We tried hard to find one school totally unsupported by any program but we failed. Even
where the regional inspector assured us of the absence of any support we usually found that
some NGO had actually paid for the building or supplied some books.
The schools have no depth in staffing. If a teacher is absent, the children are sent home. If
the cook is sick, there is no meal, if the director has a family emergence, the school may
simply close.
Our visit coincided with the cashew harvest. Many children were not in school and we did
not find a single classroom that was packed to capacity. The national sudent-teacher ratio of
38-48 (depending on sources) appears plausible.
The ages in each class varied widely. Overaged children are filling many spaces and there
does not appear to be much attention given to this issue.
Many schools are very small, teaching only the first two or four years of the primary cycle.
This is frequently mentioned as a problem for students who want to continue until the end of
primary school.
Annex page 39
República da Guiné-Bissau International Partnership for Human Development – IPHD-GB
Relatório de missão de avaliação externa Final do 04 ano do programa IPHD
No âmbito desta missão efetuada pela equipa constituída por: Uli Locher, Avaliador do programa, Luís Ulrich – Director nacional adjunto de IPHD,
Braima Augusto Sá – Coordenador de IPHD, Mauricio Gomes - Responsável do programa PTA´s, Celestino Gomes – Assistente do Responsável do
Programa PTA´s e Armando Correia Landim – Presidente de ANPEE-GB. Tendo como objetivo da missão, análise da performance e impacto do programa
IPHD nas escolas e/ou nas regiões beneficiárias em termos quantitativos e qualitativos durante 04 anos.
Para o efeito, a equipa além dos encontros feitos com as Direcções Regionais de Tombali, Quinara e as estruturas de URAPEE-Tombali, Quinara e Oio e
USAPEE-Bissorã, visitou e reuniu com a direcção de 05 escolas na região de Tombali, 07 na região de Quinara e 06 na região de Oio, conforme o quadro
abaixo.
Nº Escolas e situação geográfica
Estatística Questões Respostas Constrangimentos Prioridade ou necessidades caso continuar IPHD
01 EBU de Camaiupa, região de Tombali, sector de Catió
- Director: Segunda Texeira; - Presidente APEE: Domingos Correia; - 4 Salas de aulas; - 1 Direcção e 1 armazém; - 1 Residência aos professores; - 8 Professores: 2 contratados e 6 efectivos. Nos 6 efectivos, 1 é in diplomado e 5 diplomado;
- Houve impacto nos alunos com a intervenção de IPHD? - Estão felizes com o progresso dos alunos? - Há estrutura de APEE? - Géneros alimentícios são suficientes aos alunos? O que deve ser feito para a melhoria da
Segundo Directora, houve grande impacto positivo com a intervenção de IPHD, pós diminuiu a taxa de desistência e abandona escolar; aumento de qualidade de infraestruturas escolares; aumento de nº de alunos; aumento de níveis de aprendizagem, permanência dos alunos na escola, ambiente favorável para aprendizagem. Disse que estão felizes com o progresso dos alunos pelo que houve bons aproveitamentos. A escolar é de iniciativa comunitária, só depois reabilitada pela IPHD e UNICEF. Na escola existe estrutura de APEE
- Longo percurso diário a Sector de Catió dos alunos que concluíram 6º ano.
A. Cantina escolar; B. Equipamentos e
Infraestruturas escolar;
C. Formação e capacitação dos professores.
Annex page 40
- 228 Alunos no inicio do programa contra 438 actual; - Nível: 1º Ano a 6º Ano de escolaridade. Cantina: IPHD
escola? O que faz a APEE para o sucesso dos alunos?
assim como da CGE, criada pela IPHD. Os géneros alimentícios são insuficiente devido o aumento de nº de alunos de 128 para 438. A APEE e CGE, na medida das suas possibilidades contribuem em: Mão de obras na construção de salas de aulas, cozinhas aos alunos, e seguimentos dos seus educandos.
02 EBU de Cuduco 1, região de Tombali, sector de Catió
- Director: Marinho N´denh Nhatba; Presidente de APEE: Lassana Camara; - 4 Salas de aulas; - 1 Direcção e 1 armazém; - 9 Professores: 3 contratados não diplomados e 6 efectivos diplomados; - Nível: 1º Ano a 6º Ano de escolaridade. - 438 Alunos; - 38 Alunos por sala.
- Resultados dos alunos são bons? - Como podem comparar resultados dos alunos em ralação a outra escola apoiada pela IPHD? - Quem responsável pela contratação dos professores?
Segundo o Director, os resultados são bons graças a melhoria da infraestruturas escolar e a inserção de cantina escolar nas escolas; Pós 73% dos alunos do 5º Ano sabem ler e escrever corretamente; O Ministério da Educação Nacional que é competente para contratação dos professores e não a APEE que apenas contribuem para a melhoria da qualidade do ensino; Usam dados estatísticos para fazer comparação dos resultados dos alunos nas escolas.
Falta de água potável devido a avaria da bomba existente na escola;
Continuidade da cantina escolar; Construção de um centro de formação e capacitação dos professores.
03 Orfanato Sembé Djassi, região de Tombali, sector de Catió
Director: Sembé Djassi - 4 Salas de aulas; - 5 Salas de barracas; -Jardim em construção pelo UNICEF; - 74 Alunos jardim; - 383 Alunos ensino
Segundo o Director: a escola funcionou durante 11 anos gratuitamente, só depois que a estrutura de APEE instituem uma contribuição mensal de 300 xof como fundo social escolar. Nos 14 professores, 3 são contratados e 11 são voluntários sem salário. Todos os alunos receberam livros no mês de Novembro com excepção do 6º
Insuficiência de salas de salas;
Cantina escolar; Infraestrutura escolar e sua vedação; Equipamento de salas e gabinete dos professores; Formação e capacitação dos professores.
Annex page 41
básico; Nível: jardim a 6º Ano; - 14 Professores, 1 diplomado e 13 não diplomado; - 418 Alunos em 2013/2014 contra 457 em 2014/2015.
ano que não estava previsto porque não existia no ano lectivo transato.
04 EBE Camassompa, região de Tombali, sector Catió
- 2 Salas de aulas Só visitamos poço de água revestido feito pela IHPD.
05 EBE de N´tunghane, região de Quinara sector de Buba
Director: Secuna Biai. - 345 Alunos; - 2 Salas de aulas.
Fizeram uma apresentação teatral, ilustrando toda a acção de IPHD. Demostrou que as crianças usufruem de géneros alimentícios. Os mosquiteiros devem ser de usos para as crianças de forma a evitar paludismo.
06 EBE Simão Gomes, região de Quinara, sector de Buba
Director: Francisco António Jerno. - 3 Salas de aulas; - 276 Alunos de 1º a 6º ano; - 7 Professores, 6 diplomados e 1 in diplomado.
Com a cantina escolar e melhoria da infraestrutura, houve progresso nos alunos?
Pelo Director, houve progresso nos aluno porque a aprendizagem está associada a situação da escola. Pós beneficiaram de IPHD construção de escola e carteiras para duas salas de aulas.
Carteiras para uma sala de aula. Insuficiência de infraestrutura escolar.
Cantina Escolar; Aumentar infraestruturas escolares; Equipamentos de salas de aulas.
07 EBE Nhala Buba, região de Quinara, sector de Buba
Director: Arlindo Brandão Lopes. - 2 Salas de aulas; - 3 Professores, 2 diplomados e 1 não diplomado; - 128 Alunos em 2014/2015;
Annex page 42
- 156 Alunos em 2013/2014; - Nível: 1º a 4º ano.
08 EBE Saredonha, região de Quinara, sector Buba
Director: Bubacar Candé. - 3 Salas de aulas, só 1 sala em funcionamento; - 2 Professores. - 85 Alunos: 45 1º ano, 33 2º ano e 3 alunos do 3º ano; - Nível: 1º ano a 3º ano. Cantina escolar - PAM
Quem construiu a escola? Houve seguimento após a sua construção? Há algumas organizações na escola?
Pelo Director, Não houve nenhum seguimento após construção da escola pelo Fundo do Governo de EUA. A escola tem a estrutura de APEE e CGE mas não funciona regular já a três anos. A escola tem três salas de aulas, dantes funcionava duas salas devido a falta de carteira, agora funciona só com uma sala.
Falta de carteiras e necessidade de acabamento da obra.
09 EBE de Samba Sabali, região Quinara, sector de Buba.
Director: Mavadi Sani. Nível: 1º ano a 3º ano; - 104 Alunos me 2014/2015; - 108 Alunos em 2013/2014; - 2 Salas de aulas; - 3 Professores,
A escola não tem cantina escolar, construída pelo DIVUTEC. Recebe assistência técnica e pedagógica do Efectiv Intervention. 35 Alunos de pré-escolar recebem apoio do Efectiv Intervention.
Falta Cantina escolar
10 Escola Comunitária Masatu, região Quinara, sector de Buba
Director: Matias João da Silva. - 3 Salas de aulas; - 4 Professores contratados; - 348 Alunos de 1º ano a 4º ano
A escola é comunitária privada funciona numa casa privada.
11 Escola Comunitária Abubacar Sidibe Nema 2, região
Director: Abubacar Sidigui. - 3 Salas de aulas;
A escola funciona em dois turnos: 08H00 – 12H00 e 15H00 – 18H00. Uma sala para aulas de madrassa – manhã e
Annex page 43
Quinara, sector Buba
- 2 Salas aulas português - 1 Sala madrassa; - 105 Alunos; - 3 Professores contratado pela comunidade; - Propina: 1500 Xof / Mês
tarde e 2 salas para aulas português – manhã e tarde. A escola é financiada pela organização para o desenvolvimento humano.
12 EBE de Saltinho, região de Tombali, sector de Quebo
Director: Marcelino Insabé. - 2 Salas de aulas; - 1 Direcção e 1 armazém; - 2 Professores todos diplomados efectivos; - 137 Alunos de 1º ano;
Produção hortícola é suficiente para o consumo? Têm estoque?
Segundo o Director: a produção hortícola consegue cobrir dois períodos de aulas (1º e 2º) com excedente em jacatu. O trabalho e a gestão da horta são feitos pela Direcção da escola e APEE. A IPHD através da cantina e melhoramento da infraestrutura escola contribuiu bastante para o normal funcionamento das aulas, diminuiu bastante a greve dos professores. A escola beneficiou de carteiras pela IPHD para duas salas.
13 EBE de Malafo, Região Oio, sector Mansao
Director: Evaristo Pina Ié. - 7 Salas de aulas; - 8 Professores não diplomado; - Nível: 1º ano a 6º ano; - 350 Total alunos;
Os professores de vez em quanto participam nos seminários de capacitação organizado pelo MEN e ONGs parceiros da educação.
14 EBE de Wedequeia, região de Oio, sector de Mansoa
Director: Aquite Quedum. - 2 Salas de aulas; - 40 Total alunos;
Annex page 44
- Nível: 1º a 5º ano; - 3 Professores não diplomado, 1 efectivo e 2 contratados estatais.
15 Jardim Gabriela Fernandes, região de Oio, sector de Mansoa
Só visitamos fogão melhorado.
16 Jardim e escola Luanda 2, região Oio, sector Mansoa.
Director: José Luís A. W. Imbadji. - Nível: Pré-escolar a 2º ano; - 98 Total alunos; - 1 Professor não diplomado mais, em formação na escola dos professores; Propina: 500 xof/Mês.
A escola funciona numa casa privada. Perspetiva de construir um edifício para o efeito segundo Director; Receberam livros no mês de Novembro de 2014. Livros são insuficiente pelo que, falta 6 alunos para receber.
17 Esc. Comunitária de Dando, região de Oio, sector de Bissorã
Director: Aladje Seidi. - 2 Salas de aulas, 1 direcção e 1 armazém; - 1 Sala de barraca; - 3 Professores não diplomando, 1 contratado estatal e 2 por comunidade; Inscrição: 250 xof; - 187 Alunos de 1º ano a 2º ano.
Há estrutura de APEE na escola? Receberam livros?
Segundo presidente de CGE, Mamadi Seidi, há estruturas de APEE assim como da CGE. Aliás a comunidade que assegura alimentação dos professores e salário de dois professores. Receberam livros em Janeiro, atraso pelo facto de a escola não estava contemplando na lista (é uma no nova escola). A escola é construída pela IPHD em colaboração com a comunidade.
18 Jardim I. M Catolica/ Irma Daniela, região de
Directora:Fatima Sanha. - 270 Alunos de pré-
Por que é que houve aumento dos alunos em relação
O aumento dos aulos deve-se pelo desempenho dos professores e cantina escolar.
Annex page 45
Oio, sector Bissorã
escolar a 4º ano contra 216 do ano anterior; - 8 Salas de aulas; - Propina: 2000 xof/mês;
ao ano transato? A escola tem duas cozinheiras pago pela direcção da escola. Há contribuições de APEE de 600 xof/trimestre para fundo social escolar. Fazem duas refeições diário aos alunos.
Encontros com DRE Tombali, Quinara, Estruturas de URAPEE-Tombali, Quinara e Oio e USAPEE-Bissorã
- 365 Professores na região de Quinara; - 125 Prof. Efectivos; - 141 Prof. Novos ingressos; - 99 Prof. Contratados; - 60 Anos idade para reforma; - 0.02% Taxa de perdas de professores anual; - 12 São nº de professores aposentados no ano 2014; OBS: todos esses dado é da região de Quinara.
Que sucesso fez a IPHD? Têm iguais tratamento em relações as outras regiões? Há reciclagem dos professores?
Nos encontros as ambas DRE e as Estruturas da APEE, agradeceram a acção da IPHD e solicita a sua continuidade se possível. Pós a IPHD contribuiu bastante com a cantina escolar, melhoria da infraestrutura escolar, água nas escolas, criação e capacitação das estruturas de APEE, horta escolar, etc. A cantina escolar influenciou muito quanto ao aumento dos nº de alunos assim como o nível de aprendizagem. Graça a IPHD, houve aumento de visão dos pais em relação aos seus educandos. A nível dos parceiros como IPHD, tratamento é igual em toda sua área de intervenção sem descriminação. Quanto ao MEN há grande disparidade devido a situação geográfica das regiões. Por Exemplo: Na colocação dos professores. Há reciclagem dos professores organizado pelos parceiros e MEN mais não é regular. Apesar que há perspetiva para a criação de Centros provinciais de formação, Há
Falta de energia na DRE; Insuficiência dos professores;
- Cantina escolar; -Infraestrutura escolar; - Formação e capacitação dos professores.
Annex page 46
grande necessidade urgente de criação de centros de formação de professores para minimizar insuficiência dos professores e aumentar a qualidade dos professores. Quanto a distribuição dos livros devem ter em consideração os dados estatísticos dos alunos e fazer um projeção de modo a poder cobrir todos os alunos.
Bissau, 15 de Maio de 2015.
Annex page 47
Annex page 48
Annex 11 List of persons contacted for this evaluation
IPHD William M. Pruzensky, President
Adrian Balan, Country director, GB
Louis Ulrich, Deputy director
Augusto Braima, National coordinator
Mauricio Gomes, Program coordinator, PTA
Sylvina Tarvares, Supervisor/Liaison officer
Celestino Gomes, Asst. PTA program coordinator
Augusto Sanca, Accountant
Armando Correia Landim, National PTA president
Duarte Dabo, NPTA secretary
Odete Baticam, Coordinator of health programs
Government of Guiné-Bissau
Maria Odete da Costa Semedo, Minister of education
Domingas Maller, Secretary of State for Health
L. Krishoshtima, Nutrition office of MoH
Paulina Mendes, Director, School canteen office, MoE
UNICEF Cristina Brugiolo, Chief of education
Patrick Nkengne, Policy analyst, Pôle de Dakar2
Adalgisa Santos Ramos, Consultant for maternal and child health
World Food Program
Ussama Osman, Country director
Jose Cabral, SF program director
AMIC Laudolino Carlos Medina, Executive secretary
Fernando Ca’, Administrator
Others Nina Schlossman, Global Food and Nutrition
Susan Roberts, Tufts University
School directors are listed in Annex 10
Annex page 49
Annex 12 Bibliography
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2015 Bissau Farmgate Cashew Prices Up; Government to Boost Exports. April 24.
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2009 Wars, Guns, and Votes. Democracy in dangerous places. New York: Harper Perennial.
Del Rosso, J et al.
1996 Class action : improving school performance in the developing world through better health
and nutrition. World bank.
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2015 Guinea-Bissau: National Education Profile. 2014 Update. http://www.fhi360.org/
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