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Table of Contents
Contents Page
Title page 1-1
Table of contents 2-2
List of acronyms 3-3
1.0. About Oyo State 4-5
1.1. About CSACEFA Oyo State Chapter 6-6
1.2. Members of CSACEFA Oyo State Chapter 7-7
2.0. Executive Summary 8-8
3.0. Introduction/Background 9-9
3.1. Structure of NHGSFP 9-9
3.2. NHGSFP Concept 10-10
3.3. Aims and Objectives of NHGSFP 10-10
3.4. The Roles of FGN in NHGSFP 10-10
4.0. Overview of NHGSFP in Oyo State 11-11
4.1. The Roles of OYSG in NHGSFP 11-11
4.2. The Participation of farmers 12-12
4.3. The Participation of food vendors 12-12
5.0. Monitoring Exercise 13-13
5.1. The Activities Conducted 13-13
5.2. Strategies Adopted 13-13
5.3. Methodology/Data Sources 14-14
5.4. The Nature of Data Collected 14-14
5.5. Data Transmission Methods 14-14
5.6. The Project Team 15-15
5.7. Schools Visited/Involved 15-15
6.0. Findings/Results 19-26
6.1. Implications of Findings 27-28
6.2. Observed Outcomes 28-28
6.3. Challenges 29-29
6.4. Lessons Learnt 29-29
6.5. Recommendations 30-30
6.6. Limitations 31-31
6.7. Conclusion 31-31
7.0. References 32-32
7.0. Appendices 33-41
Appendix 001 – Monitoring Checklist 33-34
Appendix 002 – Letter of Introduction 35-35
Appendix 003 – Reporting Template 36-37
Appendix 004 – Picture Gallery 38-41
List of Map, Tables and Charts Map 001 – Map of Oyo State 4
Table 001 – Work distribution 15
Table 002 – Data analysis 16
Figure A – Total number of pupils in schools visited 17
Figure B – Total number of benefitting pupils 18
Figure C – Number of pupils benefiting to those who are not benefitting 19
Figure D – Quality of meal served 20
Figure E – Meal served regularly and irregularly 20
Figure F – Enough and not enough meal 21
Figure G – Condition/environment of serving meal 22
Figure H – Provision of eating utensils 23
Figure I – Duration of serving meal 24
Figure J – Roles of teachers 25
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List of acronyms
BVN Bank Verification Number
CCT Conditional Cash Transfer
CSACEFA Civil Society Action Coalition on Education For All
CSOs Civil Society Organisations
CT Core Team
FCT Federal Capital Territory
FGN Federal Government of Nigeria
FMoE Federal Ministry of Education
GAW Global Action Week
GCE Global Campaign on Education
GEEP Government Enterprises Entrepreneurship Programme
HGSF Home Grown School Feeding
KDFYEC Kola Daisi Foundation Youth Empowerment Centre
LGAs Local Government Areas/Authorities
MoA Ministry of Agriculture
MoB&P Ministry of Budget & Planning
MoE Ministry of Education
MoH Ministry of Health
MoJ Ministry of Justice
MoU Memorandum of Understanding
NHGSFP National Home Grown School Feeding Programme
NPP N-Power Programme
NSIP National Social Investment Programme
NT National Team
OYSG Oyo State Government
PCD Partnership for Child Development
PM Project Manager
RRA Recognition Reward and Award
SUBEB State Universal Basic Education Board
SWC State Working Committee
UBEC Universal Basic Education Commission
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1.0. About Oyo State
Oyo State also known as the
Pacesetter State is one of the 36
States of the Federal Republic of
Nigeria. Following, the
nationwide broadcast of February
3, 1976 by the then Military Head
of State, Oyo State and other 6
States were created to make
Nigeria a corporate body
comprising 19 component States.
The State initially included Osun
State, which was carved out
following another round of state
creation exercise of 1991. Ibadan
the capital city of the State had been the centre of administrative capital of the old Western Region of
Nigeria since the period of the British colonial rule
Oyo State is located in the South West Geo-political Zone of Nigeria. Latitude 8 degree and
Longitude 4 degree east bisect the State into four nearly equal parts. The State now covers a total of
28,454 square kilometers of landmass. It is bounded partly by Ogun State in the South, Kwara State
in the North. To the West, it is bounded partly by Ogun State and partly by the Republic of Benin,
while in the East it is bounded partly by Osun State and Ondo State.
The topography of the State is one of the gentle rolling lowland in the south, rising to a plateau 40
metres and above in the North. The State is well drained with rivers flowing from the upland in the
North/South direction. The major rivers are Ofiki, Ogun, Sasa, Oba and Opeki. The vegetation
pattern of the State is that of rain forest in the South and guinea savannah to the North. Thick forest
in the South gives way to grassland interspersed with trees in the North.
There are 33 Local Government Areas (LGAs) in the State: Afijio, Akinyele, Atiba, Atisbo, Egbeda,
Ibadan North, Ibadan North-East, Ibadan North-West, Ibadan South-East, Ibadan South-West,
Ibarapa Central, Ibarapa East, Ibarapa North, Ido, Irepo, Iseyin, Itesiwaju, Iwajowa, Kajola, Lagelu,
Map 001- Map of Oyo State showing the 3 Senatorial
Districts & 13 LGAs
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Ogbomoso North, Ogbomoso South, Ogo-Oluwa, Oluyole, Ona-Ara, Oorelope, Oriire, Olorunsogo,
Oyo East, Oyo West, Saki East, Saki West and Surulere.
The State is divided into three Senatorial Districts of Oyo North, Oyo Central and Oyo South. Oyo
North has 13 Local LGAs: Saki West, Saki East, Atisbo, Irepo, Olorunsogo, Kajola, Iwajowa,
Ogbomoso North, Ogbomoso South, Iseyin, Oorelope, Oriire and Itesiwaju. Oyo Central comprises
11 LGAs: Afijio, Akinyele, Egbeda, Ogo-Oluwa, Surulere, Lagelu, Oluyole, Ona-Ara, Oyo East, Oyo
West and Atiba. Oyo South consists of 9 LGAs: Ibadan North, Ibadan North East, Ibadan North
West, Ibadan South East, Ibadan South West, Ibarapa Central, Ibarapa East, Ibarapa North and Ido. In
all, the State has 33 LGAs.
The people of Oyo State are Yoruba with a common ancestor in Oduduwa. Within the State
however, there are sub-ethnic groups with distinct dialect peculiarities. The people of Oyo State may
be divided into five broad groups; Ibadans, Ibarapas, Oyos, Oke-Oguns and Ogbomosos.
Based on the 2006 census, Oyo State ranked 5th out of 36 states of the Federation and the Federal
Capital Territory (FCT) with its population of 5,591,589 comprising 2,809,840 males and 2,781,749
females.
Education: Oyo State is blessed with the following: **2,351 Public Primary Schools (Regular &
Special); 2,146 Private Nursery & Primary Schools; **57 Nomadic and Migrant Farmers’ Schools;
548 Junior Secondary Schools; 980 Public Senior Secondary Schools; 502 Private Senior Secondary
Schools; 7 Schools of Science; 5 Government Technical Colleges; A Polytechnic; 6 Universities; 2
Colleges of Education and 2 Economic Research Institutions. The State has 383,653 pupils in public
primary schools while the total number of primary school teachers is 21,267.
** Not certain
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1.1. About Civil Society Action Coalition on Education For All (CSACEFA) Oyo State Chapter
CSACEFA is a national coalition of Civil Society Organization (CSOs) working on Education issues
in Nigeria. Forty (40) Education CSOs who came together in the run-up to the year 2000 World
Education Summit in Dakar, Senegal formed the coalition. CSACEFA developed a core set of
positions and attended the Dakar World Summit to join in the call for quality education for all. The
Coalition has since expanded its membership to over Six hundred (600) CSOs covering 36 States of
Nigeria and the Federal Capital Territory (FCT) and has been engaging, advocating and inputting to
education policies and programmes at Local, National and International levels.
Some credible Education CSOs in Oyo State were part of the initial Forty (40) foundation members
of the Coalition. Therefore, the Oyo State Chapter of the Coalition was established in 2001 shortly
after the formation of the National body. Member Organisations of the State Chapter meet regularly
every last Wednesday of the month at Kola Daisi Foundation Youth Empowerment Centre
(KDFYEC) located inside the premises of Ibadan Civic Centre, Idi-Ape, Ibadan.
Since its formation in 2001, the Oyo State Chapter of the Coalition has executed quite a number of
educational projects in the State. In 2003, the State Chapter represented the South-West, Nigeria in
conducting an Action-Aid supported research, ‘The Impact of Cost of Access of Education in
Nigeria’. In 2007, the State Chapter monitored and evaluated the Federal Teachers’ Scheme (FTS) in
six Local Government Areas of Oyo State – Olorunsogo, Irepo, Oorelope, Saki West, Saki East and
Atisbo. Between 2007 and 2010, the State Chapter was actively involved in the monitoring and
evaluation of Universal Basic Education Commission (UBEC) and State Universal Basic Education
Board (SUBEB) projects in the State. On July 20, 2016, CSACEFA Oyo State Chapter in
collaboration with Educare Trust and Kola Daisi Foundation Youth Empowerment Centre organised
a joint Deliberative Discussion on the Current State of Education in Oyo State and issued a
communiqué after the discussion. Since 2015, the coalition has been in the forefront of encouraging
the state government to access the unprocessed UBEC Funds for the development of basic education
in the State. To this end, in 2016, it organised several advocacy visits to the relevant stakeholders in
the state and came up with a report on the visits/meetings, ‘For The Sake of The Future’. Every year,
the Oyo State Chapter joins other State Chapters in marking the Global Action Week (GAW) of the
Global Campaign on Education (GCE) with relevant activities.
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1.2. Members of CSACEFA Oyo State Chapter
Association of Nigerian Women In Business
Cedars for Human Welfare
Life Tree Community Care Foundation
Community Development Alliance and Health Foundation
Books Addiction Initiative
Rays of Hope Foundation
Youth Emancipation and Resource Agency
Community Development Voluntary Workers Initiative
Vital Empowerment Initiative
Fortune Health Plus Initiative
Open Learning Academy Africa
Endonamoo Transformation Global Initiative
Doing All To Excel and Stand
Wake Up Call
Critical Path Leadership Initiative
Rural People Development Initiative
Kola Daisi Foundation Youth Empowerment Centre
Educare Trust Nigeria
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2.0. Executive Summary
The National Home Grown School Feeding Programme (NHGSFP) is one of the components of the
National Social Investment Programme (NSIP) under the office of the Vice-President. The
programme aims to deliver a government-led, cost-effective school feeding programme with a
specific focus on the development of smallholder farmers and local procurement to spur growth in the
local economy. It is a programme that seeks to provide food for pupils in all public primary schools
in Nigeria using farm produce of Nigerian farmers. The direct beneficiaries of this programme are
farmers, food vendors and pupils.
The programme started in Oyo State in 2017 when there were just 7 States benefiting from it. In Oyo
State, only pupils in primary 1 to primary 3 are currently benefitting from the programme because the
State Government is yet to put down its counterpart funds that could make the inclusion of pupils
from primary 4 to primary 6 possible.
Carrying out monitoring exercise on NHGSFP is an attempt at knowing if the programme is being
implemented according to the plan or not; what progress is being made and what are the outcomes of
the programme so far. The Field Works/Monitoring Exercise on National/Oyo State Government
Home Grown School Feeding Programme in Primary Schools that took place between March 5 and
30, 2018 revealed among other things:
1. More boys are benefitting from the programme than girls
2. Pupils that are benefitting from the programme are more than those that are not benefitting
3. The programme started in benefitting schools at different dates
4. New vendors are being recruited for the programme – job creation.
5. Old vendors working in the schools before the commencement of the programme are no longer
working in the schools – unemployment.
6. Instances of low quality of meal were recorded in fewer schools.
7. Instances of high quality meal were recorded in more schools.
8. Teachers were observed performing multiple roles – supervision, evaluation and observation – to
ensure smooth running of the programme.
9. Community engagement of the programme is at its lowest ebb.
There is no doubt; the programme is gradually becoming more popular among primary school pupils,
their parents and teachers. It has helped in reducing truancy and absenteeism in schools. It has also
helped the pupils to remain focus on their studies.
9
3.0. Introduction/Background
In 2004, the Federal Government of Nigeria (FGN) started the implementation of Home Grown
School Feeding (HGSF) with the Federal Ministry of Education (FME) as the implementing agency
for a phased-pilot rollout, beginning with 12 States and Federal Capital Territory (FCT) selected from
the six geopolitical zones. The programme, shortly after the commencement, died naturally in 10
States and FCT, but only survived in Osun and Kano States.
In 2016, FGN rolled out its National Social Investment Programme (NSIP) which comprises
Conditional Cash Transfer (CCT), N-Power Programme (NPP), Government Enterprises
Entrepreneurship Programme (GEEP) and National Home Grown School Feeding Programme
(NHGSFP). NSIP, which is the largest single dedicated provision for social investment in Nigeria's
economic history, is chaired by the Vice-President. NHGSFP is being run in collaboration with
Partnership for Child Development (PCD) of Imperial College, London that signed a Memorandum
of Understanding (MoU) with FGN to offer technical assistance for the programme. PCD has a
record for successful technical assistance in various countries on child nutrition and school feeding.
3.1. Structure
The foundation of NHGSFP was built on a solid structure. A Core Team (CT) was inaugurated to
coordinate the program in collaboration with PCD and other relevant Ministries. The CT comprises a
Program Manager, an Operations Manager, a Funds Manager and a Monitoring & Evaluation
Manager. However, the National Team (NT), which comprises officers from the Ministry of
Education (MoE), Ministry of Health (MoH), Ministry of Agriculture (MoA), Ministry of Budget and
Planning (MoB&P) and Ministry of Justice (MoJ), ensures the smooth running of the programme. As
with other components of NSIP under the office of the Vice- President, the school feeding
programme funds are domiciled under MoB&P.
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3.2. The Home Grown School Feeding Concept
The Nigerian Home Grown School Feeding Programme otherwise known as the National Home
Grown School Feeding Programme (NHGSFP) seeks to provide food for pupils in all public primary
schools in Nigeria using food produced and purchased in Nigeria. The local farmers produce the raw
food to the programme. The local food vendors however prepare the food for the pupils. Children
benefit from the meal, which reduces hunger and improves education outcomes. It brings a multiplier
effect that will spur local economic activities.
3.3. Aims and objectives of NHGSFP
The program aims:
a. To improve the enrolment of primary school children in Nigeria and reduce the current dropout
rates from primary school which is estimated at 30%.
b. To address the poor nutrition and health status of many children who have been affected as a
result of poverty this has affected the learning outcomes of the children
c. To link the programme to local agricultural production has direct economic benefits and can
potentially benefit the entire community as well as the children.
d. To stimulate local agricultural production and boost the income of farmers by creating a viable
and ready market via the school feeding programme
e. To create jobs along the value chain and provides a multiplier effect for economic growth and
development.
3.4. The Roles of Federal Government in NHGSFP
At the commencement of the programme in 2016, FGN selected states to begin the implementation
process based on the multidimensional poverty index. 18 states selected at 3 States per geopolitical
zone. Some of the poverty indices used in selecting States are poor living standards, low educational
outcomes and high food and nutrition insecurity. At the earlier stage of implementation, FGN
selected 7 pilot States with biometrics in place with the hope of scaling up to 18 States in 2017. The
roles of FGN are:
Policy formulation
Standard setting
Resource mobilization (Fund primary 1-3 pupils in 18 initial states)
Oversight functions
Inaugurate State Working Committee
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4.0. Overview of the NHGSFP in Oyo State
Between 2009 and 2010 attempts were made by OYSG to implement HGSFP in the State. The plan
was to feed all pupils and students in both primary and basic schools. But the programme met its
death on arrival when rumours of food poisoning and attempted ritual killings through the programme
spread across the State.
After the inauguration of the State Working Committee (SWC) by FGN in 2016, the NHGSFP kicked
off in Oyo State on January 30, 2017. At this date, only 7 states out of 36 were benefitting from the
programme. OYSG proposed a total of 158,450 pupils in 2,408 public primary schools in the 33 local
government areas of Oyo State as potential beneficiaries of the programme. At the commencement of
the programme, OYSG promised to disburse N72.2million to 2,578 vendors who would cater for
158,450 pupils. The Project Manager (PM) in Oyo State, Folasade Adekunle at the kicked off event
on January 30, 2017 said that the food will cost N70 per plate for each pupil.
4.1. The Roles of OYSG in NHGSFP
Provide overall structure of public administration of the programme in the State
Fund primary 4-6 pupils as well as program operations
Build the existing capacity at different levels
Ownership of state design
In addition, all the 33 Local Government Authorities under OYSG will be saddled with the
responsibilities of implementing the programme and facilitating community engagement around it.
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4.2. The participation of farmers in NHGSFP
Interested farmers are required to register with the State Ministry of Agriculture as cooperatives to
supply farm produce on the menu list of the programme. Aggregators are also required in some States
to:
1. Facilitate linkage of local farmers to the programme through a guaranteed contract out-grower
scheme in the participating States.
2. Recommend and liaise with scheme managers to monitor and guide local farmers to produce the
required specifications
3. Provide finance to co-found the distribution and collection centres with cold-chain logistics with
the government of participating States
4. Show ability or plan to mop up local farm products even during school breaks and period of
oversupply.
4.3. The participation of food vendors in NHGSFP
Food vendors should be recruited from within the community where the benefitting schools are
located through adverts placement. Food vendors that are recruited into the programme must fulfil the
following conditions:
1. Each vendor must provide a surety that can stand for him or her to ensure commitment and good
conduct
2. Each vendor must live in the same vicinity with the school he or she will be providing service to
3. Each vendor will undergo health screening and be certified fit from a recognized government
hospital.
4. Each vendor should have access to a clean environment where he or she will store and cook the
food.
5. Each vendor should have minimum education criteria to be determined by the States
6. Each vendor must speak local dialect
7. Vendors could be clustered into cooperative groups during engagement with farmer cooperatives
which can facilitate reduced costs.
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5.0. The Monitoring Exercise
The assessment of ongoing NHGSFP and its progress took place between March 5 and 30, 2018.
Through the assessment, CSACEFA Oyo State Chapter wanted to know if the programme is going
according to the plan and producing real education targets that were set in the 2016-2020 Strategic
Plan of NHGSFP.
5.1. The activities conducted culminating in this final report are:
Fine tuning of concept, work distribution and Action Plan: This took place on February 8, 2018.
Fine tuning of account/budget: This also took place on February 8, 2018
Mobilization of members for work and testing of monitoring tool: This took place on February
22, 2018
Inauguration of Project Management Team and Report Writing Committee: This also took place
on February 22, 2018
Field works – visitation, monitoring of the programme in 15 schools, 9 LGAs and 3 Senatorial
Districts: This took place between March 5 and 30, 2018.
Submission of reports and filled checklists on the field works: This took place between April 10
and 27, 2018
Data analysis and Summary Report Writing: May 14, 2018 and June 10, 2018.
5.2. Strategies adopted
The Civil Society Action Coalition on Education For All (CSACEFA) Oyo State Chapter already has
member organisations that spread across the 3 Senatorial Districts of Oyo State. This made it possible
for the State Chapter to distribute works according to Action Plan made by CSACEFA National
Body, Abuja. According to the Action Plan, 15 primary schools in 9 Local Governments and 3
Senatorial Districts should be covered at the rate of 5 schools per Senatorial District. With this plan, 9
member organisations that are located in each of the 9 Local Government Areas were engaged,
encouraged and mobilized for field works. They were given the opportunity to select schools for the
monitoring exercise. This means that all the 15 schools were not selected prior to the field works.
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5.3. Methodology
Data Sources and Method Used
The data sources are mainly primary, since CSACEFA Oyo State Chapter used information available
at the 15 benefitting schools and essentially from NHGSFP monitored. The instances of secondary
sources took place during the review of NHGSFP that was incorporated into this final report.
For easy collation of relevant data from the fields, a monitoring checklist was developed and tested.
A reporting template was also developed to aid the narratives by the field workers. A checklist and a
reporting template were filled for each of the 15 schools. To enable unfettered access to all the 15
schools, a letter of introduction was written and copies were given to field workers to present to
headmasters/headmistresses of the 15 schools. At the end of the exercise that spanned a period of 4
weeks, 15 copies of the checklist and reporting template were filled and the data contained therein
culminated in this final report.
5.4. The nature of data collected
The two tools used by CSACEFA Oyo State Chapter were design to collate both qualitative and
quantitative data. While the reporting template was deigned to collate qualitative data, the checklist
was essentially designed to collate quantitative data.
To make the report writing easier, a general data analysis sheet was created. This made the reporting
officer to compute the simple statistical analysis of the 15 schools. The analysis is also included in
this report.
5.5. Data transmission methods
Data were transmitted directly to the Chief Reporting Officer by the 9 member organisations that
participated in the monitoring exercise from their respective offices.
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5.6. The Project Team
All members of CSACEFA Oyo State Chapter constituted the Project Team but the following 9
members participated in the field works:
(Table 001 below refers)
1. Cedar for Human Welfare – Ogbomoso North
2. Vital Empowerment Foundation – Ogbomoso South
3. Rural People Development Initiative – Kajola
4. Association of Nigerian Women In Business - Ido
5. Books Addiction Initiative – Afijio
6. Wake Up Calls – Egbeda
7. Life Tree Community Care Foundation – Ibadan North
8. Endonamoo Transformation Global Initiative
9. Doing All To Excel and Stand – Ibadan North East
5.7. They carried out the monitoring exercise in the following schools:
(Table 001 below refers)
1. Osupa Baptist Basic School I, Osupa – Ogbomoso North
2. Masifa D.C Basic School, Orita Naira – Ogbomoso North
3. Methodist Primary School 1, Arowomonle – Ogbomoso South
4. The Apostolic Primary School III, Olopomarun, Ogbomoso South
5. L.A. Basic School 1, Olole, Okeho – Kajola
6. St. Andrew’s Model Primary School, Omi-Adio – Ido
7. St. Peters Primary School 1, Apete - Ido
8. St. Peters Anglican Basic School, Jobele – Afijio
9. CAC Primary School, Wakajaiye – Egbeda
10. Ide Primary School – Egbeda
11. Community Primary School, Ikolaba – Ibadan North
12. Methodist Basic School II, New Bodija, Ibadan – Ibadan North
13. Community Primary School, Tose, Isale Awero – Akinyele
14. Islamic Mission School – Akinyele
15. Army Barracks Primary School – Ibadan North East
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Table 001: National/Oyo State Government Home Grown School Feeding Programme
Work Distribution Chart
S/No Senatorial District Local Government Area Number of Schools Organisation Responsible
1. Oyo North Kajola 1 Rural People Development Initiative
Ogbomoso North 2 Cedars for Human Welfare
Ogbomoso South 2 Vital Empowerment Foundation
Total 3 LGAs 5 Schools 3 Organisations
2. Oyo Central Afijio 1 Books Addiction Initiative
Akinyele 2 Endonamoo Transformation Global Initiative
Egbeda 2 Wake Up Call
Total 3 LGAs 5 Schools 3 Organisations
3. Oyo South Ido 2 Association of Nig. Women In Business
Ibadan North 2 Life Tree Community Care Foundation
Ibadan North East 1 Doing All To Excel and Stand
Total 3 LGAs 5 Schools 3 Organisations
Grand Total 9 LGAs 15 Schools 9 Organisations
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Table 002: National/Oyo State Home Grown School Feeding Programme (NHGSFP)
Data Analysis of the 15 copies of the checklist
LGA No of pupils in Sch
Total of pupils
Prog started
Vendor working in sch before
No of benefitting pupils (BP)
Total of BP
Quality of meal with value
Meal served everyday
When meal served
Meal enough
Conditn of serv Pupils enjoying meal
Knowledge of meal a day b4
Provision of utensils
How long to serve meal Role of teachers
Boys Girls Y N Y N Boys Girls Y N Y N BSH
DSH
ASH
Y N B S G Y N Y N S V P 0-20 20-40 40-60 S E O
Oyo N
Kajola 195 243 438 x x 125 145 270 x X x x x x
Ogb N 226 200 426 x x 118 100 218 x X x x x X x x x x x
120 110 230 x x 80 70 150 x x X x x x X x x x
Ogb S 160 140 300 x x 80 70 150 x x X x X x x x x x
170 180 350 x x 60 68 128 x x X x x x x x x x
Total 871 873 1744 463 453 916
Oyo C
Afijio 109 114 223 x x 57 59 116 x x X x X x x x x x x x
Akinyele
249 166 415 x x 143 96 239 x x X x X x x x x x x
210 200 410 x x 145 98 243 x x X x X x x x x x x
Egbeda
156 130 286 x x 62 58 120 x x X x x x x x x x
161 143 304 x x 66 70 136 x x X x x X x x x
Total 885 753 1638 473 381 854
Oyo S
Ido 198 154 352 x x 80 80 160 x x x X X x x x x
170 166 336 x x 60 71 131 x x x x X X x x x x
Ib N 119 131 250 x x 70 80 150 x x x X X x x x x x
118 145 263 x x 64 72 136 x x x x X X x x x x x
Ib NE 118 104 222 x x 50 75 125 x x x x X X x x x x x
Total 723 700 1423 324 378 702
Grand Total
2479 2326 4805 15 15 1260 1212 2472 7 4 11 4 15 5 9 6 9 15 15 3 12 2 6 4 15 6 7
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6.0. Findings/Results
Carrying out monitoring exercise is a way of knowing if the programme is going on according to the
plan or not, what progress is being made and what are the outcomes of the programme so far. The
Field Works/Monitoring Exercise on National/Oyo State Government Home Grown School Feeding
Programme in Primary Schools that took place between March 5 and 30, 2018 revealed the
following:
(Table 002 above refers)
1. The total number of pupils in all the 15 primary schools visited in 3 Senatorial Districts divided
into 9 Local Government Areas is 4,805 [2,479 boys (52%) and 2,326 girls (48%)]
Figure A: Total number of pupils in schools visited (Primary 1 to Primary 6)
0
500
1,000
1,500
2,000
2,500
3,000
3,500
4,000
4,500
5,000
Totalnumber ofpupils inschoolsvisited
Boys Girls Total
Series2
Series1
19
2. Out of 4,805 pupils in all the 15 primary schools visited only 2,472 [1,260 boys (51%) and 1,212
girls (49%)] are benefitting from the programme representing 51%. Out of 4,805 pupils, 2,333 are
not benefitting from the programme representing 49%. All the benefitting pupils are from Primary
1 to Primary 3 while pupils from primary 4 to primary 6 are not benefitting from the programme.
Those who are not benefitting are not happy.
Figure B: Total number of benefitting pupils in schools visited (Primary 1 to Primary 3)
0
500
1,000
1,500
2,000
2,500
Number ofbenefitting
pupils
Boys Girls Total
Series1
Series2
20
Figure C: Number of pupils benefitting to number of those who are not benefitting
3. The programme has started in all the 15 primary schools visited between March 5 and 30, 2018
representing 100%. All the 15 schools have different starting dates. The dates varied from January
to October 2017. However, this is not to say that the programme has started in all the primary
schools in Oyo State if one should go by the disparity in starting dates in 15 schools visited.
4. All the food vendors are new to all the 15 primary schools. This means they were not the vendors
selling food to the pupils before the commencement of the programme. They were obviously
recruited for the programme.
0
500
1000
1500
2000
2500
3000
3500
4000
4500
5000
Series3
Series2
Series1
21
5. Low quality of food served was recorded in 7 schools out of 15 representing 46%. High quality
food served was recorded in 4 schools out of 15 representing 27%. Quality of food served was not
observed in 4 schools out of 15 representing 27%.
Figure D: Quality of food served in 15 schools
6. Food is served every working day of the week in 11 schools out of 15 representing 73% while
meal is not served every working day of the week in 4 schools out of 15 representing 27%
Figure E: Meal served regularly every week and irregularly
0
2
4
6
8
10
12
14
16
Quality offood in 15
schools
Lowquality
Highquality
Indifferent Totalnumber of
schools
Series1
0
2
4
6
8
10
12
14
16
Serving mealregularly and
irregularly
Regularlyeveryweek
Irregularly Totalnumber of
schools
Series2
Series1
22
7. Meal was served during school hour in all the 15 schools visited
8. Meal was enough in 5 schools out of 15 visited representing 33% while meal was not enough in 9
schools out of 15 visited representing 60%. This was not observed in one school out of 15 visited
representing 7%.
Figure F: Enough/Not enough meal to pupils
0
2
4
6
8
10
12
14
16
Enough / notenough meal
to pupils
Enough Not enough Notobserved
Totalnumber of
schoolsvisited
Series1
23
9. Meal was served in a bad condition/environment in zero school out of 15 visited representing 0%.
Meal was served in a satisfactory condition/environment in 6 schools out of 15 visited
representing 40% while meal was served in a good condition/environment in 9 schools out of 15
visited representing 60%
Figure G: Condition/environment of serving meal
10. Pupils were observed to be enjoying the meal in all the 15 schools visited representing 100%
11. All the benefitting pupils in 15 schools visited have the knowledge of the type of meal that will be
served the next day. Vendors have menu list for the weekly meals of the school feeding
programme that they are following
0
2
4
6
8
10
12
14
16
Series1
24
12. 3 schools out of 15 visited (20%) were found to be providing plates and spoons to the pupils
while in 12 schools out of 15 visited (80%) parents were the ones providing plates and spoons to
the pupils.
Figure H: Provision of eating utensils
0
2
4
6
8
10
12
14
16
Provision ofeating
utensils
Schools Parents Total schoolsvisited
Series1
25
13. In 2 schools out of 15 (13%) visited it took the vendors between 0 and 20 minutes to serve the
pupils. In 6 schools out of 15 visited (40%), it took the vendor between 20minutes and 40minutes
to serve meal to pupils. In 4 schools out of 15 visited (27%), it took the vendor between
40minutes and 60minutes to serve the pupils. This was not observed in 3 schools out of 15 visited
(20%).
Figure I: Duration of serving meal
0
2
4
6
8
10
12
14
16
Durationof
servingmeal
0-20 20-40 40-60 Notobserved
Totalschoolsvisited
Series1
26
14. Teachers in 15 schools visited (100%) were seen performing a supervisory role to the free feeding
programme. Teachers in 6 schools (40%) were seen performing an evaluation role in addition to
their supervisory role. Teachers in 7 schools (47%) were seen performing an observatory role in
addition to their supervisory role.
Figure J: Roles of teachers
15. Some benefitting schools have two vendors attached to them while some have just one vendor
0
2
4
6
8
10
12
14
16
Role ofteachers
Supervisory Supervisory &Evaluation
Supervisory &Observatory
Series1
Series2
Series3
27
6.1. Implications of the findings
1. The disparity between the number of boys and that of girls in schools is shown in Figure A. Boys
are marginally more than girls in public primary schools. This is not so good for development of
the State.
2. Figure B buttresses the point in number 1 above. More boys are marginally benefiting from
NHGSFP than girls
3. From Figure C, it can be deduced that there are more pupils in primary1-3 than pupils in primary
4-6. Other things being equal, stakeholders should expect more pupils at the upper class of
primary schools in the not-too-distant future. This could be as a result of NHGSFP – more pupils
are being enrolled into primary schools
4. The fact that the programme did not commence at the same time in all the schools visited shows
that it is likely that some primary schools are still not benefitting from the programme. However,
what could have been responsible for this variation in commencement dates was the inability of
some vendors to access the funds from the recommended banks at the same time due to issues
around Bank Verification Number (BVN)
5. All the vendors are found to be newly recruited for the programme. The implication of this is that
some old vendors who plied their trades in schools before the commencement of the programme
must have been denied the opportunity of continuously making money in those benefitting
schools. It means jobs are being created for new vendors at the expense of known vendors in
schools.
6. The implication of low quality of meal in Figure D is obvious – bad health to pupils. This negates
the aim of addressing the poor nutrition and health status of pupils.
7. If meals are not being served regularly every working day of the week in some schools, it might
be as a result of irregular payments to vendors. To some vendors, the slogan is, ‘No Alert, No
Meal’.
8. Serving pupils meals during school hours at lunch break time shows strict compliance to the ideal
which is commendable
9. In some schools the quantity of meal is not enough for pupils. It sometimes leaves pupils yearning
for more and making them to lose concentration during lessons in classrooms.
10. No single vendor was caught serving food in a bad or unhygienic environment/condition. This
shows that the training of vendors on hygiene was adequate and commendable
28
11. Despite low quality and quantity in some schools visited, pupils were found to be enjoying their
free meals.
12. The prior knowledge of meal to be served the following day through programme menu helps the
parents and pupils to prepare their meals at home. The implication of this is that it ensures that
pupils do not eat the same meal they ate in schools at homes.
13. Since some schools were found to be providing eating plates and spoons to pupils, the source of
finance of such a kind gesture needs to be investigated in order not to put any financial burden on
parents.
14. Parents should also ensure that they provide clean eating plates and spoons to their wards
15. The implication of serving pupils meals for period longer than 40minutes is obvious – some
pupils will always be late to resume classes after the lunch break is over.
16. Teachers playing supervisory, observatory and evaluation roles are showing great responsibilities
towards the programme. They need to be recognised and rewarded.
6.2. Observed outcomes of NHGSFP against set aims and objectives
The success story of NHGSFP could be seen in the immediate outcomes of the programme in all the
15 schools visited:
1. It has significantly reduced truancy and absenteeism in benefitting classes (primary 1 to primary
3) of all the 15 schools visited
2. It has significantly improved the enrolment of pupils into primary schools
3. It has significantly helped the benefitting pupils to focus on their studies in the classrooms
4. It has helped to reduce the cost of access of primary education in the State. Poor parents are now
channelling their meagre resources on other areas such as transportation, uniform etc.
5. Parents are removing their wards from schools that are not benefitting and enrolling them in the
benefitting schools.
6. It has created job opportunities to the vendors who are predominantly women, and farmers who
are predominantly men. This must have had a multiplier effect on economic growth and
development.
29
6.3. Challenges
Some vendors are not promptly paid. This always makes the programme to stop temporarily in
such schools. The programme resumes when the vendors receive alerts for payments
Some vendors have banking problems – some do not have bank accounts in recommended banks
The distances between some schools and where some vendors receive foodstuff and other
ingredients are far. This often makes some foodstuff to get spoilt before arriving at the
destination.
OYSG is yet to honour its pledge of financially supporting the programme. This makes alienation
of significant percentage of pupils, especially those in primary 4, 5 and 6, from the programme. In
some cases, vendors have to divide a meal meant for a pupil among two or three pupils.
The increase in the enrolment rate in some benefitting schools has brought a challenge of scaling
up the programme in those schools.
The attitude of some teachers towards the programme is negative. This is because teachers are not
carried along in the scheme of things from the formative stage
6.4. Lessons Learnt
1. For proper implementation of any pro-poor programme of the government, relevant stakeholders
need to be carried along from the conception stage to the implementation stage
2. Monitoring exercise of a programme like this helps to confirm or reject rumours about the
programme
3. At the conception of the idea behind a programme, a thorough needs/resources assessment should
be conducted in all the proposed benefitting schools/communities to know exactly what they need
and what they can contribute.
30
6.5. Recommendations
Based on the gaps identified in the programme through the monitoring exercise, the following are the
recommendations that can help in bridging the gaps:
1. All education stakeholders in Oyo State need to intensify their efforts towards improving the
enrolment of girls in schools. This will remove the disparity between the number of boys and that
of girls benefitting from the programme
2. Oyo State Government should honour its pledge by providing its counterpart funds to the
programme. This will enable pupils from primary 4 to primary 6 to also benefit from the
programme.
3. There should be proper and constant independent monitoring and evaluation of the programme in
all the benefiting schools
4. To maintain standard and ensure quality of meals, supervisory teachers should always be
encouraged to perform their roles. Government should also put in place quality control
mechanism to ensure quality. A tracking method (Creating hotlines) where it will be possible to
report erring food vendors who plan to sabotage the programme through the provision of low
quality meals.
5. While ensuring quality of meals, the quantity should be enough to go round the benefitting pupils
in order for them to remain focus in class.
6. The issues around BVN should be properly addressed and resolved to enable food vendors have
unfettered access to their funds.
7. There should be prompt payment of funds through the recommended banks to the vendors.
8. Where vendors source for foodstuff should be closer to the benefitting schools or where vendors
prepare the meals to avoid spoilt or rotten foodstuff.
9. Parents should also support the programme by providing clean eating plates and spoons to their
wards. Parents should also ensure that their wards go to schools with enough drinking water to
prevent them from being dehydrated which can lead to a disease called ‘Kidney Stone’.
10. Oyo State Government can also institute Recognition, Reward and Award (RRA) scheme for the
best performing vendors of NHGSFP in all the three senatorial districts of the state.
11. The 33 Local Government Authorities should be encouraged to perform their role of facilitating
community engagement around the programme.
31
6.6. Limitations
The scope of the monitoring exercise and its findings are limited by:
1. Finance: As it is in most projects, the fund released for this exercise was not enough. CSACEFA
Oyo State Chapter would have loved its field workers to visit at least 10 schools per selected
Local Government Area in each Senatorial District, and that would have been 90 schools visited
and assessed instead of 15.
2. Project Design: CSACEFA Oyo State Chapter worked in accordance to the dictate of the
National Body of CSACEFA. Our Action Plan and Distribution of works were fashioned towards
the project design of the National Body. CSACEFA Oyo State Chapter would have loved to visit
6 schools per Senatorial District instead of 5.
3. Contents: CSACEFA Oyo State Chapter did not attempt to review any amount budgeted or spent
on the programme since we are not auditors. The exercise is limited to the functionality,
efficiency and effectiveness of the programme.
4. Research still needs to be conducted to know whether the programme has addressed the poor
nutrition and health status of many children who have been affected as a result of poverty, and to
know if the programme has positively affected the learning outcomes of the pupils .
6.7. Conclusion
The National Home Grown School Feeding Programme (NHGSFP), which started in 2016 at the
national level, kicked off in Oyo State on January 30, 2017. Despite the success of the programme in
all the 15 schools visited, there are still some challenges that need to be addressed. This report
highlighted 11 recommendations that can help to improve the programme and make it a template for
other states to copy.
Conclusively, since it was widely reported by the nine field workers that members of the public,
especially teachers and parents, would like NHGSFP to continue in Oyo State, the state government
should not only put down its counterpart funds to ensure the inclusion of pupils in the upper class of
primary education, but should also ensure thorough monitoring, evaluation and control of the
programme.
32
7.0. References
1. Federal Government of Nigeria. 2017. National Home Grown School Feeding Programme: The
Journey So Far
2. Federal Government of Nigeria. 2016. Nigeria Home Grown School Feeding Strategic Plan
(2016 – 2020)
3. Social Investment Team. 2016. Presentation on Nigerian Home Grown School Feeding
Programme (NHGSFP)
4. Yemi Osinbajo. 2016. Address by the Vice President, Federal Republic of Nigeria at the
launching of the NHGSF Strategic Plan
2016-2020
33
8.0. Appendices
Appendix 001.
CSACEFA Civil Society Action Coalition On Education For All (CSACEFA) Oyo State Chapter
… Advocating for quality education for all
FGN/Oyo State Government School Feeding Programme in Public Primary Schools in the State
Monitoring Checklist (Write or Tick As Appropriate)
Section A: About the school and the visit
1. Name of the school:
2. Address of this school:
3. Local Government Area:
4. Total number of pupils in this school (Pry 1 to 6):
Total number of boys: Total number of girls:
5. Date of visit:
6. Time of visit: Arrival………………………………….. Departure………………………………………
Section B: If the programme is not yet started in this school
7. Has the programme started in this school? YES or NO
If NO in 7, what could have been responsible (Tick A – D as appropriate)?
A. No Food Vendor is engaged
B. Problem from the government
C. Problem from the Food Vendor
D. The school has not been sensitized about the programme.
Section C: If the programme has started in this school
8. If YES in 7…
A. What is the name of the vendor (Optional?
B. Has the vendor been working in this school before the programme? YES or NO
C. When did the programme start in this school (Date)?
D. What primary class(es) is/are benefiting pupils?
E. How many pupils in this school (all together) are benefiting from this programme?
Number of boys? Number of girls ?
F. What is the Naira value of each meal?
G. Is the quality of the meal commensurate with the Naira value of the meal? YES or NO
H. Is the meal served everyday of the week? YES or NO
I. When is the meal served during the day? Before School Hours or During School Hours or After School
Hours
J. Is the meal usually enough for every benefiting pupil? YES or NO
K. Meal is served under which of the following conditions? Bad or Satisfactory or Good
34
L. Are the pupils always enjoying the meal? YES or NO
M. Do the pupils know what meal will be served the following day? YES or NO
N. Who provides pupils with plates, spoons and cups? School or Vendor or Parents
O. How long does it take for all pupils to be served with food? 0 – 20mins or 20 – 40mins or 40 – 60mins
P. What is the role of teachers in this programme? Supervision or Evaluation or Observation
Section D: The immediate results of the programme in this school (if it has started)
9. To what extent has the programme reduced truancy or absenteeism in this school?
Significantly or Insignificantly or No Reduction
10. To what extent has the programme made the pupils to focus on their studies?
Significantly or Insignificantly or No Change in Focus
11. . Do you think the programme should be stopped or continued? Stop or Continue
12. If you think it must be stopped, why?-------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------------
13. If you think it must be continued, why?-----------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
14. Any other observatory comments (You may use extra paper)?
35
Appendix 002.
CSACEFA CIVIL SOCIETY ACTION COALITION ON EDUCATION FOR ALL … Advocating for quality education for all
March 1, 2018
The Headmaster/Headmistress,
__________________________
__________________________
Dear Sir/Ma,
MONITORING OF FGN/OYO STATE GOVERNMENT FREE FEEDING IN PRIMARY SCHOOLS
LETTER OF INTRODUCTION – RURAL PEOPLE DEVELOPMENT INITIATIVE
The Civil society Action Coalition on Education for All (CSACEFA) is a coalition of NGOs, CBOs and FBOs
working on education issues in Nigeria. Forty (40) education NGOs who came together in the run-up to the
World Education Summit in Dakar in April 2000 formed the coalition. CSACEFA developed a core set of
positions and attended the Dakar Summit to join in the call for quality education for all.
The coalition has since expanded its membership to over six hundred (600) CSOs covering 36 States of
Nigeria and Federal Capital Territory (FCT) and has been engaging, advocating and inputting to education
policies and programmes at Local, National and International levels.
CSACEFA has been mandated by the Federal Ministry of Education to monitor the above mentioned
programme in all the States that have received funds to execute this laudable programme in primary schools as
a way of improving the programme in future. This monitoring project is not to find faults, but to work in
collaboration with the relevant stakeholders to make the Free Feeding Programme achive its objectives.
Rural People Development Initiative is a member of CSACEFA Oyo State Chapter which has been mandated
to monitor the programme in Kajola Local Government Area. Please give the representative of Rural People
Development Initiative your unflinching cooperation and support to be able to carry out the task.
Yours faithfully,
Chioma Osuji Kabiru Aliyu
Policy Advisor National Moderator
CSACEFA CSACEFA
Contact: National Secretariat, Suite 12, Trow Plaza Plot 520 Olu Awotesu Street, Behind Mr. Biggs, Jabi Abuja
Email: [email protected], Website: www.csacefa.org. Facebook: CSACEFANIGERIA
36
Appendix 003.
CIVIL SOCIETY ACTION COALITION ON EDUCATION FOR ALL (CSACEFA) OYO
STATE CHAPTER
MONITORING OF FGN/OYO STATE GOVERNMENT SCHOOL FEEDING PROGRAMME IN
SCHOOLS
REPORTING TEMPLATE
Name of Organisation:
Contact Address:
Email Address:
Phone number:
Coordinator:
Name of school visited:
Date of Reporting:
Location (Community/Local government/:
Briefly describe the
status of the
programme in this
school
Brief Summary of
what you observed
37
Success Story of
your observation
Challenges
encountered before,
during and after
your observation
Any human angle
story from the
pupil(s); teacher(s)
& vendor
Your three
recommendations
for the improvement
of this programme
photographs
including the
frontage of the
school with signpost
38
Appendix 004. Picture Gallery
Photographs of several meetings of the Project Team and Field Workers
39
Example of schools providing plates for pupils A vendor in one of the schools at Ido LGA
Example of low quality & quantity meal Benefiting pupils in one of the schools at Egbeda LG
A field worker posing with 4 teachers and a vendor at A field worker interviewing a benefiting pupil at
a school in Ogbomoso North LG a school in Ogbomoso North LG
40
A field worker posing with a teacher & 2 vendors at a Benefiting students at a school in Akinyele LG
School in Akinyele LG
Benefiting students at another school in Akinyele LG A vendor at work at a school in Akinyele LG
Example of a good meal at a school in Akinyele A field worker posing with benefiting students at
LG school in Ibadan North LG
41
A vendor at work in a school at Ibadan North LG Example of a good meal being served to pupils at
a School in Ibadan North LG
A vendor serving pupils at a school in Ogbomoso South LG A field worker posing with a vendor, a pupil & teachers at
a school in Ogbomoso South LG
A vendor serving pupils at a school in Ido LG Example of a low quality meal
