School Feeding Policy Environment: cross country review Samrat Singh Research Associate.

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Presentation transcript:

School Feeding Policy Environment: cross country review Samrat Singh Research Associate

RESEARCH FRAMEWORK 18 country review of school feeding policy/legal frameworks (PCD-WFP) Ongoing technical assistance in Ghana, Nigeria, Kenya and Mali

POLICY ENVIRONMENT

REGULATORY SYSTEM Defined by set of legislative and executive instruments Articulates ‘rights’, sets out objectives and establishes the institutions/processes

BENEFITS OF A COMPREHENSIVE REGULATORY SYSTEM Defined and secure budgetary allocation Longitudinal sustainability Multi-agency harmonization Efficiency and Transparency Sectoral/policy convergence Institutional foundation

KEY ISSUES AND FINDINGS Issue 1: LEGISLATIVE FRAMEWORK Primary legislation, secondary legislation and process Findings: Highly variable No + correlation b/w right to food & legislative engagement Well established frameworks  policy linkages

CROSS COUNTRY COMPARISON OF LEVEL OF LEGISLATION AND THE REGULATORY APPROACH

Issue 2: DEFINING OBJECTIVES Clearly defined objectives, policy coherence Findings : Nutrition & Education Farm linkages Gender equity

Issue 3: DECENTRALIZATION Devolution in governance/ management, conformity with local laws, difference b/w devolution-power & functions. Findings : Most countries  decentralized management Brazil, England, Scotland, India- substantial Ecuador- centralized Nigeria-outside state apparatus Ethiopia, Malawi- well developed decentralized governance

Issue 4: FARM LINKAGES Local procurement, agricultural production, defining ‘local’, supply chain implications. Findings: Chile/Bangladesh-modality constraints Specific mandate & mechanism- Brazil,US,Ecuador,Tanzania England/ Scotland- encouraged-constrained by EU law Mali,Ghana- included in objectives Well developed procurement law  better linkages

CROSS COUNTRY COMPARISON OF PROCUREMENT GUIDELINES AND FARM LINKAGES

Issue 5: TARGETING Defined in legislation/policy, principles/mechanisms, review. Findings: Universality  access/availability Brazil- Rights based social inclusion, RSA-Needs based Rights based (Brazil)/needs based(RSA)/non- constitutional entitlement based (England)

ILLUSTRATION:NIGERIA 20 states  2 states Universal Basic Education Act, 2004 provides for school lunch  limited impact Development of state level policy & legislation (framework/detailed) (Osun state) Federal guidelines/platform for harmonization and cross learning

Thank you Samrat Singh