An Essential Package of School-Based Interventions

AN ESSENTIAL PACKAGE OF SCHOOL-BASED
INTERVENTIONS IN SOUTHERN AFRICA:
REGIONAL STRATEGY FOR COUNTRY ACTION
JULY 2005

An Essential Package of School-Based Interventions for Southern Africa
Contents
Acronyms 4
Executive Summary 5
Background 6
Assessment Missions 6
Meeting of UNICEF/WFP Representatives 6
Strategic Framework Development Workshop 7
Context and Problem Statement 7
Humanitarian Crisis 7
HIV and AIDS 7
Education 8
Early Childhood Education 9
School Environment 10
Adolescent Girls 10
Dropout 10
Nutrition 10
Underweight 11
Stunting 11
Iodine deficiency 12
Salt iodization 12
Water, Sanitation and Hygiene Education 12
Orphans and Vulnerable Children 12
Education for All 13
Relevant Policy Frameworks and Commitments 13
Dakar Framework for Action 13
UNGASS Commitments 14
Relevant Declarations on Violence 14
WFP and UNICEF Contributions to Basic Education 14
Rationale for a Regional Framework for Country Action 16
Enhancing WFP/UNICEF Partnership 16
Southern Africa Regional Strategy 17
Proposed Strategy and Course of Action 18
Objectives of Regional Strategy 18
Specific Objectives 18
Geographical Coverage 18
Core Interventions in Schools 19
Gender-Sensitive and Child-Friendly Education 19
Early Childhood Education 20
Getting Orphans into School 20
Health and Nutrition 21
Food-for-Education 21
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TNT Volunteer Programme 21
Deworming and Micronutrient Supplementation 22
Potable Water and Sanitary Latrines 23
Malaria Prevention 23
Life Skills Education 24
Health, Nutrition and Hygiene Education 24
HIV and AIDS Prevention, Care and Support 24
School Gardens 25
Improved Stoves 26
Advocating for Supportive Policies and Legislation 26
Regional Coordination and Monitoring 27
References 28
Annex 1 - List of Workshop Participants 29
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Acronyms
AIDS Acquired Immuno-Deficiency Syndrome
CIDA Canadian International Development Assistance
CRC Convention on the Rights of the Child
DHS Demographic and Health Surveys
EFA Education for All
FAO Food and Agriculture Organisation
FTI Fast Track Initiative
FBOs Faith-Based Organisations
FRESH Focusing Resources on Effective School Health
GER Gross Enrolment Rate
HIV Human Immuno-Deficiency Virus
ICCIDD International Coordinating Committee on Iodine Deficiency Disorders
IDD Iodine Deficiency Disorders
ITN Insecticide-treated net
IQ Intelligence Quotient
MALP Monitoring Learning Achievement at Lower Primary School Level
MDG Millennium Development Goals
MICS Multiple Indicator Cluster Survey
MOU Memorandum of Understanding
NEPAD New Partnership for African Development
NER Net Enrolment Rate
NGOs Non-Governmental Organisations
OVC Orphans and Vulnerable Children
SADC Southern African Development Community
SCN United Nations System Standing Committee on Nutrition
SSA Sub-Saharan Africa
UN United Nations
UNDAF United Nations Development Assistance Framework
UNDG United Nations Development Group
UNDP United Nations Development Programme
UNESCO United Nations Educational, Scientific and Cultural Organisation
UNICEF United Nations Children’s Fund
UNFPA United Nations Population Fund
UNGASS United Nations General Assembly Special Session on HIV/AIDS
UNGEI United Nations Girls Education Initiative
VAM Vulnerability Analysis and Mapping
WFP World Food Programme
WHO World Health Organization
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Executive Summary
The Millennium Development Goal 2 and the Education for All objective aim to ensure that by 2015 all
children, boys and girls alike, are able to complete a full cycle of good quality primary education. Food for
Education programmes can contribute to achieving that goal. Experience has shown that when school
meals are offered, enrolment and attendance rates increase, and students’ ability to concentrate and learn is
dramatically improved.
However, one of the key obstacles to achieving this goal lies in the significant health and nutritional
problems that affect school-age children in developing countries, causing low enrolment, absenteeism,
early dropout and poor classroom performance. Obviously, school feeding activities alone do not lead to
improved nutritional status resulting in improved educational achievement. School feeding has to be one
intervention among others designed to improve the health and nutritional status of school children.
The southern African region is characterized by a complex mix of changing contexts. There are both
positive and negative political, socio-economic trends. Democratic climates in countries like Botswana and
South Africa, are laying the groundwork for sustainable development. A post–conflict country, Angola is
busy building structures and relationships for peaceful co-existence. Notwithstanding, there are countries
in southern Africa which have to grapple with drought compounded by the HIV and AIDS pandemic.
Needless to say, the HIV and AIDS pandemic has negative impact on children as demonstrated by the sky
rocketing number of orphans and other vulnerable children. Therefore, the social sectors including
education are not being implemented in a stable situation in the region, but in a dynamic, insecure and
constantly changing environment.
In spite of the negative forces, only Angola has net enrolment rate (NER) for girls (28%) below the sub-
Sahara Africa average (59%) and four countries - Angola (28%), Mozambique (56%), Swaziland (77%) and
Zambia (66%) - have girls NER below the developing countries average (80%). Mozambique at 55% has a
low proportion of children who reach grade five. Completion of primary schooling is necessary for all
children so that they can acquire basic literacy and life skills.
Southern African national governments, with the support of UNICEF, WFP and other partners, have
decided to tackle the Millennium Development Goals challenge including education and HIV and AIDS
by making available to all school children a package consisting of: early childhood development; basic
education; food for education; parasite control; water supply; sanitation; hygiene, health and nutrition
education; malaria prevention; life skills training; HIV prevention, care and support; school gardens; and
improved stoves in school feeding kitchens.
The proposed combination of interventions, known as an Essential Package of School-Based
Interventions for Southern Africa: Regional Strategy for Country Action will be implemented under the
ownership and leadership of national governments. It will be part of the Millennium Development Goals
and EFA strategies for enhancing partnerships around education between WFP, UNICEF and other
United Nations agencies, international and bilateral donors and NGOs. The regional strategy will also
serve as a model for possible expansion and replication in other regions. While this document outlines the
core interventions on the strategic level, detailed implementation plans will be developed at the regional
and country levels.
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1. Background
The process of developing a regional strategy on an essential package of core interventions in schools
which spanned over eight months, included assessment missions, WFP and UNICEF Representatives’
meeting and a regional workshop.
1.1 Assessment missions
The aim of the assessment missions was to identify opportunities for coordinated WFP/UNICEF
programming to improve access to education, development, growth, and health of vulnerable children
through school based interventions in the six southern Africa countries affected by humanitarian crisis.
These countries were Lesotho, Malawi, Zimbabwe, Zambia and Mozambique. Swaziland could not be
visited due to time constraints. The missions were undertaken from July to September 2003. The
objectives of the missions included the following:
• Identify opportunities for improved integration of activities through enhanced partnerships;
• Identify an essential package of appropriate activities to be provided through support to education
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programmes;
• Identify country level priorities to be reflected in a regional strategy on an essential package of core
interventions in schools;
• Assess the potential for channelling targeted support to vulnerable groups through school based
activities;
• Provide a basis for drafting operational plans of action at country level;
• Draw up a regional framework for action in the education sector that includes an outline of the key
roles and responsibilities of WFP, UNICEF and other key stakeholders.
In each country, discussions were held with a wide variety of stakeholders including Ministries of
Education, Ministries of Health, UNICEF and WFP Country Offices, the world Bank, NGOs, and
donors at central level; and through field visits discussions were held with regional government
representatives, head teachers and their staff, community members as well as school children themselves.
In addition, a wide variety of documentation was reviewed and existing initiatives were taken into account.
The mission report recommended an essential package of health and nutrition interventions for
implementation in schools to improve the quality of education, which formed the basis for the regional
strategy development.
1.2 Meeting of UNICEF/WFP Representatives
In January 2004, UNICEF and WFP Representatives from the Southern Africa region met in
Johannesburg. The meeting focused on how the collaboration between UNICEF and WFP could be
enhanced. The Representatives agreed on the need to identify concrete interventions for collaborative
programming between WFP and UNICEF in Girls’ Education, Nutrition, HIV/AIDS and OVC. The
meeting conclusions and recommendations included the following:
• The education sector provides an important entry point for collaborative work between the two
agencies;
• The assessment mission report should provide a good reference point towards developing inter-agency
collaboration around school based interventions, both at country and regional level;
• The meeting endorsed the recommendation for a joint school-based interventions workshop between
WFP and UNICEF to be held towards the end of February 2004; and
• The workshop should identify and recommend an essential package of core interventions at school
level for consideration at country level, and develop a framework for collaborative action plans
between UNICEF and WFP at country level.

1.3 Strategic Framework Development Workshop
At the end of February 2004, a regional workshop brought together Ministries of Education officials,
WFP School Feeding Programme focal points and UNICEF Education Programme Officers from 10
Southern African countries (Angola, Botswana, Lesotho, Malawi, Mozambique, Namibia, South Africa,
Swaziland, Zambia and Zimbabwe), as well as Tanzania. The objective of the workshop was to identify
core elements for an essential package of activities and develop a regional strategic framework for school-based
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interventions.
The objectives were met through participatory techniques, including focused presentations followed by
discussions, sharing of experience of current WFP/UNICEF collaboration at country level and group
work to identify core interventions in girls’ education, health and nutrition, HIV/AIDS, water and
sanitation, child protection, school gardening and life skills.
2. Context and Problem Statement
There is limited access to quality education, retention, performance and completion in Southern African
countries. Some of the factors that have affected the provision of quality education in the Southern
African countries include the humanitarian crisis, poor school environment, limited educational facilities,
poor infrastructure, lack of supportive policy and legislation for free basic education and re-entry policy
for teenage girls who dropped out of school due to pregnancy, lack of school grants targeting orphans,
absenteeism due to illness, gender based violence and sexual harassment by educators, or other learners,
and nutritional problems.
2.1 Humanitarian Crisis
Food insecurity in the southern Africa region is at its worst due to a volatile mix of recurrent drought and
floods, disruptions to commercial farming, poor economic performance, weak agricultural and governance
policies and depletion of grain reserves. In addition to drought and lost productivity, the region has the
highest HIV prevalence rates in the world. The HIV/AIDS epidemic has reduced national resilience to
deal with the current food security shocks. The impact of HIV/AIDS is changing family structures, with
increasing number of elderly- and child-headed households. The region has the highest recorded number
of orphans worldwide which is expected to rise. Coping and care capacities are overburdened with the
unprecedented increase in orphaned and vulnerable children. High levels of chronic malnutrition among
children under five years of age, which range from 23% in Namibia up to 54% in Malawi, characterize the
nutritional situation in the region. Traditional knowledge such as locally adapted agricultural technologies
may be gradually lost as working age adults die and are unable to pass on their skills to their children.
Increasing vulnerability as measured by asset depletion, poor and limited food consumption is evident in
large parts of the region (CHS 2003/4).
2.2 HIV and AIDS
It is well documented that high prevalence and severity of diseases increase food insecurity. Even worse,
both factors are interrelated. An analysis of HIV/AIDS and food security in southern Africa
(SADC/FANR, 2003) found the following associations between HIV/AIDS and food security:
- Households without active adults had 31% less income than households with active adults;
- Households with two chronically ill adults had 66% less income than households without
chronically ill adults;
- Households in Zambia, in which the head of household was chronically ill, planted 53% less than
in households without a chronically ill person;
- In Zambia households with a chronically ill adult were 21% more food insecure than those
without a chronically ill adult.

Fig.1: Estimated adult HIV prevalence in Southern Africa
South Africa
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3.9
12.2
14.7
16.5
21.3 21.5
24.6
28.9
37.3
38.8
45
40
35
30
25
20
15
10
5
0
Angola
Mozambique
Malawi
Zambia
Namibia
Zimbabwe
Lesotho
Botswana
Swaziland
Source: UNAIDS, 2003
HIV/AIDS is fuelling the vulnerability seen in the region, by attacking the core of people’s lives and
livelihoods. Recent studies indicate dramatically increasing levels of adult and child morbidity and
mortality as a consequence of HIV/AIDS. Because of HIV/AIDS, decades of development gains have
been lost and efforts to reduce poverty and improve living standards have been severely undermined.
Fighting chronic food insecurity is now even more of an uphill struggle when the number of HIV/AIDS
orphans is soaring and the number of farmers, rural workers and agricultural extension officers is
plummeting. HIV/AIDS is, for the foreseeable future, changing the demographic profiles of entire
countries as it ravages the productive generation. And as such it directly impacts families’ and
communities’ ability to feed themselves. Figure 1 shows the prevalence of HIV among adults in southern
Africa.
2.3 Education
Every child has the right to education and it is vital for children’s futures that they attend school and take
full advantage of this right. Schools can provide children with a safe, structured environment, the
emotional support and supervision of adults and the opportunity to learn how to interact with other
children and develop social networks. Education equips children with skills to lead a better life as they
grow up and it can also reduce children’s risk of HIV infection by increasing relevant knowledge,
awareness, skills and opportunities.
A complex mix of changing contexts characterizes the southern Africa region. There are both positive and
negative political, socio-economic trends. Democratic climates in countries like Botswana and South
Africa, are laying the groundwork for sustainable development. A post–conflict country, Angola is busy
rebuilding structures and relationships for peaceful co-existence. Notwithstanding, there are countries in
southern Africa which have to grapple with drought and floods compounded by the HIV/AIDS
pandemic. Needless to say, the HIV/AIDS pandemic has negative impact on children as demonstrated by
the sky rocketing number of orphans and other vulnerable children. Therefore, the social sectors including
education are not being implemented in a stable situation in the region, but in a dynamic, insecure and
constantly changing environment.

In spite of the negative forces, only Angola has a NER for girls (28%) below the sub-Sahara Africa
average (59%) and four countries - Angola (28%), Mozambique (56%), Swaziland (77%) and Zambia
(66%) - have girls NER below the developing countries average {80%} (table 1). Mozambique at 55% has
a low proportion of children who reach grade five. Completion of primary schooling is necessary for all
children so that they can acquire basic literacy and life skills. Furthermore, the situation of illiteracy is
serious amongst adults. The estimates show that less than one-third (29%) of women know how to read
and write in Mozambique followed by less than half (47%) in Malawi. If present trends continue,
Zimbabwe, South Africa, Namibia and Botswana have a high chance of achieving all three of the Dakar
goals; Lesotho, Malawi and Swaziland are likely to miss at least one goal, while Angola, Mozambique and
Zambia are at serious risk of not achieving any of the three goals1.
Table 1: Key education indicators in targeted countries
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Country
Primary
education
GER,
Boys (%)
Primary
education
GER,
Girls (%)
Primary
education
NER,
Boys (%)
Primary
education
NER,
Girls (%)
% of pupils
who reach
grade 5,
Boys
% of
pupils
who reach
grade 5,
Girls
Adult
literacy
rate,
age 15+,
male (%)
Adult
literacy
rate,
age 15+,
female
(%)
Angola 80 69 32 28 76 76 -- --
Botswana 103 103 79 83 96 -- 75 80
Lesotho 123 125 81 88 89 -- 73 94
Malawi 149 143 81 81 79 -- 75 47
Mozambique 110 87 63 56 55 32 60 29
Namibia 106 106 76 81 95 -- 83 81
South Africa 107 103 89 90 99 -- 86 85
Swaziland 103 98 76 77 94 -- 81 79
Zambia 81 76 66 66 88 -- 85 72
Zimbabwe 100 98 82 83 94 -- 93 85
Average
92 80 64 59 83 73 69 53
SSA
Average,
developing
countries
105 96 86 80 89 -- 81 66
Source: The State of the World’s Children (UNICEF, 2005)
The low literacy levels amongst women are a serious handicap for the economic and social development
and for efforts to reduce the endemic poverty in the region. Determined, joint efforts by all concerned
partners, governments and the international community are therefore urgently needed to reverse the
situation. The regional strategy on integrated school-based interventions is a response to this challenge.
2.3.1 Early Childhood Education
Early childhood development is a critical component of programming for education. The issues of under-achievement,
repetition and high dropout rates are still a major challenge for educators and policy makers.
Many of the problems of underachievement at both the primary and secondary levels have been traced to
the early years where the foundation for learning is laid. Early learning programmes can make a difference
in preparing a solid foundation for learning and in promoting gender equity by providing a good start to
girls as well as boys and by promoting positive gender socialization.
1 Education for All – Is the World on Track? EFA Global Monitoring Report 2002 ; UNESCO, Paris, 2002

2.3.2 School Environment
When primary education is of poor quality, children are not likely to be motivated to complete schooling.
Most schools in Southern African countries are characterized by low achievements, particularly among
girls; inconducive physical environments; unattractive classrooms; old-fashioned teaching/learning
methods; inadequate teaching/learning materials; and absence of teacher support systems that have
resulted in poor quality education. The situation is exacerbated by low teacher motivation and moral, and
inadequate teacher training.
2.3.3 Adolescent girls
Adolescence is defined as 10-19 years (WHO, 1986). Girls and young women are highly vulnerable to
HIV/AIDS, and a lack of education makes them more so. Girls are at greater risk than boys because of
gender inequalities in status, power, and access to resources. Greater risk arises from practices that
encourage girls to accept older men as partners in preference to their peers (the “sugar daddy” syndrome).
Adolescent pregnancy is alarmingly common in the region, and is one of the main causes of school
dropout.
In addition to the health and nutritional risks, adolescent pregnancy often jeopardises women’s
opportunities for education and training (Miller, 1996). Many schools expel teenage girls when they
become pregnant, depriving them of future educational opportunities and making it even more difficult
to reach this exceptionally vulnerable group. Demographic and Health Surveys show that the average
age of first marriage and first birth are lower where women are also less likely to attend school (Macro
International, 1994).
Furthermore from the age of 10 years, girls are at a particularly vulnerable stage as their education is
often interrupted by the high demand placed on them to assist in domestic work, as well as early
marriage.
2.3.4 Dropout
Enrolment is essential to education access, but remaining in school is equally important for learning. The
main reasons for pupil dropout are: the monetary cost of schooling [i.e. school fees and cost of books];
early pregnancy; early marriage; loss of parents; lack of safety in traveling to school; failed the exams
and/or had to repeat a grade; children of migrant workers – seasonal work are other reasons for dropping
out.
As parents fall sick with AIDS, primary coping measures involve withdrawing children from school to
save on school fees, books and uniforms, and children are left to help care for sick family members by
taking up adult tasks and income earning. In Mozambique 70% of non-orphans attend school while
approximately 32% of double orphans are out of school. In Tanzania, the school attendance rate for non-orphans
living with at least one parent is 71`% but for double orphans it is only 52% (DHS, 1999). Much
of the burden of caring for people living with HIV/AIDS and for orphans falls on women and girls.
When illness strikes a family or children are orphaned, very often it is the girls who first drop out of
school, care for younger siblings and take on adult tasks. Due to their lower social status, girls and women
in many circumstances are more vulnerable to sexual abuse and exploitation than boys and men.
Orphaned girls or girls living in HIV affected households are especially vulnerable.
2.4 Nutrition
The main nutritional problems facing the school-age child include stunting, underweight, anaemia and
iodine deficiency and, on the basis of information from recent surveys, vitamin A deficiency may also be
an important problem in this age group. There have been numerous studies of the factors that may limit
school children’s cognitive development and their ability to participate fully in the learning process. In
developing countries, these studies have focused on the effects of stunting, wasting, micronutrient
deficiencies, short-term hunger and helminth infections.
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2.4.1 Underweight
Trends in underweight prevalence are the key consideration, telling us about progress in nutrition itself,
and more generally in human development. Available data for the last 15 years indicate that the prevalence
of underweight has gone down slightly in the region (SCN, 2004).
The WHO classifications of the prevalence of underweight are: <10%, low prevalence; 10-19%, medium;
20-29%, high and ≥30%, very high. Table 2 shows that in southern African countries the prevalence of
underweight is medium in Swaziland (10%), South Africa (12%), Zimbabwe (13%), Botswana (13%) and
Lesotho 18%); high in Malawi (22%), Namibia (24%), Mozambique (24%) and Zambia (28%); and very
high in Angola at 31%.
2.4.2 Stunting
Stunting is associated with a long-term inadequate dietary intake, most often closely related to repeated
episodes of illness and poor quality diets. Studies indicate that stunting is associated with lower
achievement levels in school children. Severe stunting in the first two years of life has been found to be
strongly associated with lower test scores in school children aged 8-11 years. In addition, lower test scores
were related to later enrolment, increased absenteeism and repetition of school years among stunted
children (Mendez, 1999).
A study in the Philippines showed that children, who were stunted earliest in life, before six months of
age, were the most severely stunted by age two. The same children scored significantly lower on
intelligence tests at 8 and 11 years of age than children who were not stunted (UNICEF, 1998).
Table 2: Relevant Nutrition indicators in targeted countries
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Country
% of children <5
under-weight
% of children <5 stunted
% of households consuming
iodized salt
Angola
31
45
35
Botswana
13
23
66
Lesotho
18
46
69
Malawi
22
45
49
Mozambique
24
41
62
Namibia
24
24
63
South Africa
12
25
62
Swaziland
10
30
59
Zambia
28
47
77
Zimbabwe
13
27
93
Source: The State of the World’s Children (UNICEF, 2005)
WHO has established ranges that can be used to classify populations on the basis of stunting. For children
under five years old, a low prevalence of stunting is <20%, whereas 20-29% indicates a medium
prevalence, 30-39% a high prevalence, and ≥40% a very high prevalence (WHO, 1995b). Table 2 shows

that in southern Africa, the prevalence of stunting is medium in Botswana (23%), Namibia (24%), South
Africa (25%) and Zimbabwe (27%); is high in Swaziland (30%); and very high in Mozambique (41%),
Angola (45%), Malawi (45%), Lesotho (46%), and Zambia (47%).
2.4.3 Iodine deficiency
Iodine deficiency affects an estimated 1.6 billion people worldwide and an estimated 60 million school-age
children. The consequences of iodine deficiency include severe mental retardation, goitre, hypothyroidism,
abortion, stillbirths and low birth weight and mild forms of motor and cognitive deficits. Adolescent girls
are an important target group for intervention due to their risk of pregnancy and the adverse
consequences of iodine deficiency on foetal development.
School-age children are often the target population of iodine deficiency disorders (IDD) assessments
because of their physiological vulnerability and their accessibility. Observational studies carried out over
the past 30 years (reviewed by the Partnership for Child Development, 1996), have found that school-age
children living in iodine-deficient areas have lower IQs and poorer cognitive and motor function than
school-age children living in iodine-sufficient areas. Research has also shown that concurrent iodine
deficiency reduces cognitive performance in school children (Huda, 1999) A meta-analysis of 18 studies
on a total of 2,214 subjects showed that mean cognitive and psychomotor performance scores were 13.5
IQ points lower in iodine deficient individuals (Bleichrodt, 1994).
2.4.4 Salt iodization
In 1990, Heads of State and Government from more than 70 countries met at the World Summit for
Children to set a number of ambitious goals for children, including the goal of eliminating iodine
deficiency disorders by the year 2000. Universal iodisation of salt was identified as the permanent and
sustainable solution to the global IDD problem. It is now mandatory for manufactured salt to be iodised
in most countries.
Much has been achieved in improving the coverage of households with iodised salt. However, there is a
wide variation of household consumption of iodised salt in the southern Africa region, which ranges from
35% in Angola to 93% in Zimbabwe (Table 2). Despite these achievements, it is estimated that 32% of
southern African school children aged 6-12 years are iodine deficient.
2.4.5 Water, Sanitation and Hygiene Education
Safe water, sanitation facilities and hygiene education in schools have a profound impact on the health
of children, on learning, the teaching environment, and on girls’ education. Promotion of sanitation,
hygiene and water programmes in schools is justified because of the potential high risk of disease
transmission if facilities are either non-existent, in a poor state of repair or incorrectly used. In
addition, studies show that school aged children can provide effective links with their peers (child to
child) and the wider community in communicating important hygiene messages as well as promoting
improved sanitation.
2.5 Orphans and Vulnerable Children
The AIDS-orphaned child is not just another orphan, but a child who suffers from unique pressures and
influences which may lead to depression, hopelessness and psychological trauma later in life. Because the
concept of ‘orphanhood’ is relatively new in African communities where children who have lost parents
have customarily been incorporated into extended families, we need to know much more about
‘orphanhood’ and the material, psychological and social deprivation that accompanies it. We need to know
more about AIDS orphans in particular, and how educators can work with social and health workers,
sociologists and psychologists, and behavioural scientists and managers to comprehend and address their
needs.
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Table 3: No. of Orphans in Southern Africa by country
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Country
Number of Orphans
Namibia
57,000
Swaziland
65,000
Lesotho
100,000
Angola
110,000
Botswana
120,000
Mozambique
470,000
Malawi
500,000
Zambia
630,000
Zimbabwe
980,000
South Africa
1,100,000
Source: UNAIDS, 2003
Children orphaned by HIV/AIDS face a higher risk of malnutrition and stunting, as seen through sub-national
studies of the impact of an adult death on child nutrition. In Tanzania, research shows that the
loss of either parent and the death of other adults in the household will worsen a child’s height for age and
increase stunting. The nutritional survey for Zimbabwe, which weighed and measured nearly 42,000
children shows that a higher percentage of orphans are malnourished than non-orphans. The risk is high
that these children will never develop to their full physical and intellectual capacity (Africa’s Orphaned
Generation, 2003). Table 3 shows the number of orphans in southern Africa by country.
3 Education for All
3.1 Relevant Policy Frameworks and Commitments
State parties recognize the right of the child to education and with a view to achieving this right
progressively and on the basis of equal opportunity, they shall in particular: make primary education
compulsory and available free to all; take measures to encourage regular attendance at schools and the
reduction of drop-out rates- CRC Art. 28 a/e
3.1.1 Dakar Framework for Action
The Millennium Development Goal 2 is Achieve Universal Primary Education – ensure that all boys and girls
complete a full course of primary education by 2015. This implies creating an environment in schools and in basic
education programmes in which children are both able and enabled to learn. Such an environment must
be inclusive of children, effective with children, friendly and welcoming to children, healthy and protective
for children and gender sensitive (UNESCO, 2000). Education for All represents the commitment of
governments and the international community, particularly UNESCO, UNDP, UNICEF, UNFPA, WFP
and the World Bank, along with NGOs and bilateral partners, to realize that goal.
The Dakar Framework for Action, adopted at the World Education Forum (Dakar, 2000) to reaffirm the
global commitment to EFA, sets six major goals within the context of a global strategy for the reduction
of poverty. These include: expanding and improving comprehensive early childhood care and education;
ensuring that by 2015 all children have access to and complete free and compulsory primary education of
good quality; ensuring that the learning needs of all young people and adults are met through equitable
access to appropriate learning and life skills programmes; achieving a 50% improvement in levels of adult

literacy by 2015; eliminating gender disparities in primary and secondary education by 2005 and achieving
gender equality in education by 2015; and improving all aspects of the quality of education and ensuring
excellence of all so that recognized and measurable learning outcomes are achieved by all.
As noted in the World Declaration on Education for All (Jomtien, 1990) and reaffirmed in Dakar, poor
health and nutrition are crucial underlying factors for low school enrolment, absenteeism, poor classroom
performance and early school dropouts. In many developing countries, access to school, learning and
school performance are compromised due to ill health, hunger and malnutrition, which affect a significant
proportion of school-age children.
Parasite infection, malaria, anaemia, micronutrient deficiencies and short-term hunger in school are among
the major health and nutrition problems affecting school-age children in developing countries. Addressing
health and nutrition is particularly relevant for improving learning and development of girls and other
disadvantaged children such as those affected by HIV/AIDS since they are often most malnourished and
least healthy.
3.1.2 UNGASS Commitments
Forty eight countries have signed the United Nations General Assembly Special Session on
HIV/AIDS9UNGASS 2001 Declaration of commitment related to Children orphaned and made
vulnerable by HIV/AIDS, which states that “by 2003 develop (and by 2005 implement) strategies to
strengthen government, family and community capacities to provide a supportive environment for
orphans and girls and boys infected and affected by HIV/AIDS with counseling, support, schooling and
other services to protect children from all kinds of abuse, violence, exploitation, discrimination, trafficking
and loss of inheritance (UNGASS Doc para 65)”.
3.1.3 Relevant Declarations on Violence
The Convention of the Rights of the Child contains several provisions that relate to the protection of
children against violence. Article 19 contains the general prohibitions that relate to the protection of
children against violence and abuse: "States parties shall take all appropriate legislative, administrative,
social and educational measures to protect the child from all forms of physical or mental violence, injury
or abuse, neglect or negligent treatment, maltreatment or exploitation, including sexual abuse, while in the
care of parent(s), legal guardian(s) or any other person who has the care of the child" CRC, Article 19(1).
In addition to legislative measures, States should also take other protective measures related to the
identification, reporting, referral, investigation, treatment and follow up of instances of child maltreatment
(Art 19(2)). Other related provisions within the CRC that deal with specific aspects of violence, abuse and
exploitation include: Separation from parents following abuse and neglect (Art. 9) Protection of children
from traditional practices (Art 24(3) School discipline without violence (Art 28(2) Protection from sexual
exploitation (art 34).
3.2 WFP and UNICEF Contributions to Basic Education
Among the United Nations Development Group (UNDG), UNICEF and WFP are most closely linked as
both agencies have a strong field presence, and complementary mandates. Partnership between UNICEF,
with expertise in basic education, health and nutrition, water and environmental sanitation, HIV/AIDS
prevention and awareness and life skills training; and WFP, with its expertise in food for education, allows
for each organisation to exercise its comparative advantage while maximising impact. Strengthened
partnership between these two agencies and respective governments provides an opportunity to fulfil the
right of every child to education, and to contribute to the implementation of the FRESH (Focusing
Resources on Effective School Health) Framework2, which seeks to help countries overcome health
problems that interfere with teaching and learning.
2 The FRESH initiative was launched at the World Education Forum in Dakar (April, 2000) to promote an integrated approach
to school health, nutrition and education for the school-age child as a key strategy to achieve EFA.
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Both WFP’s and UNICEF’s aim is to get more vulnerable children, particularly girls into school, ensure
that they stay in school and that they are equipped with the basic tools they need to succeed in later life.
To this end, UNICEF’s assistance to governments includes supporting and sustaining policies, practices
and monitoring mechanisms to decrease the number of out of school girls in the region, to promote
quality learning and to build capacity for ensuring learning outcomes in literacy, numeracy and life skills.
Specifically, UNICEF supports governments:
• To accelerate and increase access for girls and boys to quality basic education, with a particular focus
on the MDG and EFA goal of gender parity by 2005;
• To accelerate the implementation and monitoring of girls' education in all countries through the
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UNGEI and other partnerships;
• To enhance the capacity of countries to programme and monitor gender, sexuality and HIV/AIDS in
education initiatives, and take them to scale.
• To advance knowledge, skills and values for education programming related to safety, security and the
rights of children in and out of school.
• To strengthen the implementation of Monitoring Learning Achievement at Lower Primary School
Level (MALP) mechanisms that focus on literacy, numeracy, life skills education and gender parity.
To ensure the access to education by children orphaned and made vulnerable by HIV/AIDS, UNICEF
works towards:
ƒ Advocating for free education and promoting opportunities for vulnerable children
ƒ Target interventions to reduce non-fee costs of education such as subsidies through schools and
communities, bursaries and loans, community grants.
ƒ Support the establishment and strengthening of community networks to identify orphans and
vulnerable children and provide protection, care and support
ƒ Expand alternatives and flexible access to quality education, including non-formal approaches,
flexible instruction hours and acceleration and catch-up programmes
ƒ Support to quality community based early childhood care, education and development
programmes for 0-5 year olds
ƒ Support to the expansion of school links with community social services and faith based
organizations
WFP works with national governments to increase the role of food for education programmes, including
school feeding. Research has shown that school feeding programmes have a significant impact on
education. They help get poor children into school, help them stay in school and help them learn while
they are there. In some countries, school feeding programmes have doubled enrolment within a year, and
produced a 40% improvement in academic performance in just two years. Children who receive a
nourishing meal at school stay in school longer, particularly girls. WFP programmes provide take home
rations to girls as an incentive for parents to send their daughters to school in areas where there is a
disparity between girls and boys enrolment, and encourage daily attendance.
In addition to increasing enrolment and attendance, there are secondary benefits of school feeding. The
preparation of meals can be used as a setting for enriched teaching-learning processes in school.
Furthermore, school feeding programmes can act as a vehicle to motivate parents to take a more active
part in the organization of the school and the community at large.
In many countries, WFP provides orphans food in the form of “take home rations”. The school meals
attract orphans to class and keep them off the streets, while take-home rations encourage families who are
poor that care for orphans to continue doing so. Thus, this type of food aid assistance helps both to
improve the orphans’ school attendance and to support the families that provide them care and shelter.

4. Rationale for a Regional Framework for Country Action
Educating children is an investment in the future of their communities and country. Above all, it has been
proven by independent research that girls and women having completed the primary school cycle can
better control their reproductive health and related decisions. This aspect alone is of incommensurable
value in southern Africa where population growth and fertility rates are still high.
Strengthened partnerships are potentially one of the most effective strategies available in the drive to help
countries achieve the EFA and MDG goals relating to education. Undoubtedly, both UNICEF and WFP
stand to gain from enhanced collaboration by capitalising on each other’s comparative advantages and
complementing each other’s efforts. Some of the facilitating factors identified by the workshop
participants include the following:
ƒ There is good working relations between the Heads of Agencies in all countries in the region;
ƒ The two agencies share common objectives on girl’s education, nutrition and HIV/AIDS;
ƒ A new global MOU between UNICEF and WFP, which reflects the many opportunities for
collaboration that exist between the two agencies beyond emergencies, was signed by the respective
Executive Directors in July 2005;
ƒ Both Executive Directors are committed to strengthening collaboration between their
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organizations;
ƒ Implementation of UNDAF including the harmonization of programme cycles facilitates joint
programming;
ƒ All Governments in the region are committed to implementing free (but not mandatory) education
policies, which still provide opportunities to redress missed opportunities in ensuring access to
quality basic education, and in providing all children the opportunity to fully develop their
individual capacities. Both UNICEF and WFP fully support this development;
ƒ Donors are supportive of closer collaboration among UN agencies as they recognize that it is only
by working together that the UN agencies can maintain coherence and credibility, and accomplish
demonstrable and lasting results.
4.1 Enhancing WFP/UNICEF Partnership
Throughout 2004, WFP and UNICEF reviewed their joint work with a view to enhancing collaboration
between the two organisations. The primary aim was to move ahead on identifying synergies and
complementarities in programme delivery through joint programming towards the achievement of
common goals and targets. The new global Memorandum of Understanding reflects more accurately the
current joint work and provides a framework within which to operate.
The Millennium Development Goal which seeks to achieve universal primary education, states that, “by
2015, children everywhere, boys and girls alike, will be able to complete a full course of primary
schooling.” Both national governments and the international community including UNICEF and WFP
have accepted that challenge. UNICEF and WFP seek to contribute to the achievement of the goal by
enabling access to and improving the quality of basic education for all school children living in rural areas.
This is to be achieved by making available to all these children a package consisting of food for education
and complementary inputs of school health, nutrition, water and sanitation, education on HIV/AIDS and
basic education support. These areas are the focus of UNICEF’s and WFP’s programmes and mandate.
In an effort to help national governments reach the EFA goals, WFP and UNICEF have increased
collaboration and coordination with other UN Agencies, donors and NGOs. Using UNDAF as a
foundation, the strategy outlined in this proposal will more effectively use resources through the
harmonization of programmes among UN agencies, specifically targeting the regional and/or country
offices of the WFP, UNICEF, FAO, WHO, and UNESCO.

4.2 Southern Africa Regional Strategy
The Southern Africa regional strategy is adapted from the Sahelian Alliance model3 and targets ten
southern African countries including Angola, Botswana, Lesotho, Malawi, Mozambique, Namibia, South
Africa, Swaziland, Zambia and Zimbabwe4. This group of countries shares common characteristics,
including unstable weather, crop failures, depleted food reserves, and the highest prevalence of
HIV/AIDS. With the exception of South Africa, Botswana and Namibia, major social and economic
indicators suggest a region that is acutely poor, and economically stagnant. Job opportunities are few, and
unemployment is high.
However, the region began many years ago to improve regional cooperation and focus on cross-cutting
issues through the development of regional organizations and institutions such as SADC (Southern Africa
Development Community), and more recently NEPAD (New Partnership for African Development).
Such networks aim at assisting the region in becoming economically viable. Approaching development
through a regional approach furthers regional integration, and allows for leveraging of resources. Such
regional cooperation should now also be extended to the education sector in order to accelerate progress
on girls’ education. A regional network of food for education and school health and nutrition programmes
would encourage information-sharing and cross-border cooperation that will outlast donor support, in
addition to contributing to the elimination of disparities between countries in the region.
To contribute to the EFA goals, the Governments/WFP/UNICEF model, based on partnership, will
expand and strengthen food for education programmes and deliver an essential package of core
interventions to every child in the programmes. The package consists of support to basic education, food
for education, promotion of girls’ education, systematic deworming, provision of potable water and
separate latrines for boys and girls at school, health/nutrition/hygiene education, micronutrient
supplementation/fortification, education on HIV/AIDS, psychosocial support, prevention of malaria
through insecticide-treated nets (ITNs), school gardens and fuel-efficient stoves for preparation of school
meals. In addition to the educational benefits for each child, the implementation of this package will serve
to enhance the quality and equity of education overall.
Additionally, the proposed southern Africa regional strategy comes into step with the World Bank
supported EFA Fast Track Initiative (FTI), launched in June 2002, which offers donor financing to
support universal primary education within selected countries. Mozambique and Zambia are included in
the first group of 18 developing countries to benefit from the FTI.
Given the number of partners who share the common goal of EFA and the Millennium Goal on
education, this approach requires joint planning and programme implementation, as well as a strong
coordination of resources. The leadership of this partnership rests with national governments who have
pledged their commitment to the implementation of a regional strategy. Each government will engage its
partners, and together develop implementation plans that will maximize impact while addressing
important issues such as community involvement and capacity building, as well as defining phase-out
strategies.
The strategy puts into place a more harmonised, integrated and results-oriented monitoring and evaluation
system at regional and country levels. The system focuses on a results-based framework and includes
standardised baseline and evaluation surveys, a strategy for harmonisation of monitoring systems and a
strategy for the integration of the WFP-supported satellite-based ARGOS monitoring system.
3 The Sahelian Alliance for Action on School Health and Nutrition comprises of the nine countries in the Sahel viz. Burkina Faso, Cape Verde,
Chad, Gambia, Guinea Bissau, Mali, Mauritania, Niger and Senegal.
4 WFP supports school based activities in Angola, Lesotho, Malawi, Mozambique, Swaziland, Zambia and Zimbabwe, but not in Botswana,
Namibia and South Africa.
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5. Proposed Strategy and Course of Action
The proposed strategy encompasses all stakeholders and partners, with special emphasis on governments
and NGOs. The different components of the strategy will be integrated and harmonized throughout the
implementation stage. The minimum level of collaboration includes agreements on geographical targeted
areas and/or technical division of responsibilities.
The implementation framework for the regional strategy for country action should be planned in a
carefully phased manner, so as to allow for a progressive expansion of the integrated package of core
interventions in schools, taking into account the level of resources involved, administrative and logistics
requirements. It therefore targets the rural, food insecure areas and communities in the 10 southern Africa
region countries.
5.1 Objectives of Regional Strategy
By 2015, all primary school age children in rural areas of the 10 southern Africa countries will be enrolled
in primary school and will benefit from a school feeding programme, including complementary
interventions on health, nutrition, protective enabling environment and support to basic education from
WFP (where present), UNICEF and their partners.
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5.2 Specific Objectives
1) To contribute to increasing enrolment of girls and boys through the provision of food for
education.
2) To contribute to stabilizing attendance, preventing drop-out of girls and boys.
3) To improve academic performance of girl and boy students (by relieving short-term hunger
through school feeding, improving the quality of education and the health and nutrition of school
children.
4) To accelerate access to water, hand washing and sanitary facilities in primary schools and to
ensure that they are gender sensitive.
5) To advocate for effective social policies that ensure a protective enabling environment for
children.
6) To support schools in providing key basic information on life skills for personal hygiene, sexual
and reproductive health, psycho-social support, HIV and AIDS prevention and vocational
training.
5.3 Geographical Coverage
The 10 southern African countries are the target for this strategy. Within each country, the governments,
in collaboration with their partners, have already identified certain areas as having low enrolment rates,
particularly for girls; being food insecure and meeting the vulnerability criteria necessary for the on-going
UNICEF and WFP interventions under the regular development activities, emergency, and protracted
relief and recovery either in support of the social sector or rural development. The objectives of the WFP
VAM (Vulnerability Analysis and Mapping) targeting process are principally: 1) to identify those areas and
populations that are most vulnerable to food insecurity and 2) to characterise the food insecurity and
vulnerability issues faced in each of these areas.
The vulnerability analysis will be further refined, in close coordination with national authorities and
operational partners, so as to meet the specific requirements of this regional initiative vis-à-vis the basic
education goals. Selection criteria which will be used to identify intervention areas, include i) gender-specific
indicators of enrolment and attendance; ii) gender-specific indicators of educational efficiency
such as drop-out, promotion, repetition rates and examinations at the end of the primary school; iii)
household food security indicators; iv) average distance of schools from homes of pupils; and v) regional
and/or household socio-economic and nutritional indicators.

The process includes a determination as to whether WFP food aid will be an appropriate part of the
solution to educational problems and, if so, how best to use it. This strategy will target those areas where
Food for Education programmes are recommended, and will therefore have the most impact.
5.4 Core Interventions in Schools
The activities outlined below constitute an essential set of complementary activities that, when
implemented simultaneously, will result in a maximum impact on school children. This approach responds
to the recommendation of both formal and informal research that suggests that food aid interventions,
including food for education, often have greater development impact when and where they are linked to
other development assistance. For school feeding programmes to reach their full potential, they should be
coordinated with other efforts to facilitate access to schooling and improve its quality. Research also
suggests that in order to maximize the benefits of school feeding programmes, priority should be given to
their integration into comprehensive school education and health interventions, in particular their
combination, when relevant, with intestinal helminth control programmes.
The new WFP/UNICEF MOU includes three technical matrices on HIV and AIDS, Nutrition and
Education, which are designed to guide regional and country offices on joint implementation of
interventions. The Education matrix includes interventions of the jointly developed essential package.
During the joint WFP and UNICEF workshop in February 2004, with government officials’ participation,
it was noted that the two agencies are collaborating at varying levels.
5.4.1 Gender-Sensitive and Child-Friendly Education
Basic education development requires teacher training, payment of teachers’ salaries, provision of school
supplies, curriculum development, and classroom construction/rehabilitation. The major responsibility in
this area lies with governments who must ensure teachers’ salaries, and also work with donors to prioritize
education activities. Schools are a potentially vital resource for addressing the broader needs of vulnerable
children, children in need of protection, orphans and other children made vulnerable by HIV and AIDS.
They can be engaged as community resources providing much needed support and services.
UNICEF collaborates with governments to support activities that ensure quality, equity and relevance of
education. This includes:
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ƒ Improvement of infrastructure -
construction of schools and
rehabilitation of classrooms and
improvement of management
and record keeping in schools.
ƒ Support for curriculum
development, training of
teachers and provision of
school supplies and materials.
ƒ Advocacy for policies that make
basic education a national
priority; and effective social
policies that, ensure a protective
enabling environment for
children; advocacy for
compulsory and free primary
education, which offers some of
the most promising policy
interventions to promote girls’ education.
ƒ At community level, UNICEF supports programme communication and public information to
encourage families to send their children to school.

WFP’s support can complement with food for work activities where appropriate. Aspects of basic
education that might benefit from WFP-assisted food aid include: training, on a selective basis, for
voluntary teachers and support staff in most deprived communities (food aid can be used to support);
increasing access to education (food for work can be used to support food insecure persons in the
community with the construction and rehabilitation of schools and school facilities, including water
points, latrines, playgrounds, roads from village to school, etc.).
5.4.2 Early Childhood Development
To meet the goal of education for all, both girls and boys must be given a fair chance to benefit from
school. Intervening early offers all children the possibility to fully participate in and benefit from
educational opportunities. Hence, UNICEF and WFP will advocate for and support expansion of
strategies for early learning and primary school transition with a focus on gender socialization.
5.4.3 Getting Orphans into School
Efforts to improve access to education for orphans and other vulnerable children revolve around the
importance of education itself. Education for All is a compelling goal for all nations (UNESCO 2000). It
improves both the lives of children and the economic and social well being of countries. A child who
knows how to read, write and do basic arithmetic has a solid foundation for continued learning
throughout life. Education gives children a better chance for a full, healthy and secure life.
Increasing the number of orphans who attend school is one of the highest priorities and greatest
challenges to governments, NGOs, donors, agencies and local communities in achieving the goal of
Education for All. The major obstacles currently limiting orphans’ access to education are: lack of
finances; increased family responsibilities; discrimination, stigma and trauma; skepticism about the value
of primary education and poor educational quality. Economic hardship and reduced parental care and
protection mean that orphans and vulnerable children are likely to lose out on education about how to
avoid HIV infection and may be more susceptible to abuse and exploitation than others. UNICEF and
WFP should vigorously advocate for political commitment and leadership, participatory planning and
inter-sectoral partnership to protect orphans and vulnerable children (OVC), all of which should be
founded in a rights-based approach.
To ensure the access to education by children orphaned and made vulnerable by HIV and AIDS, there is
need to scale-up governments and UNICEF efforts by;
ƒ Advocating for free and mandatory basic education and promoting opportunities for orphans’
and other vulnerable children’s access to quality education.
ƒ Targeting interventions to reduce non-fee costs of education through subsidies for schools and
communities, bursaries, loans and community grants.
ƒ Supporting the establishment and strengthening of community networks to identify orphans and
vulnerable children and provide protection, care and support.
ƒ Expanding alternatives and flexible access to quality education, including non-formal approaches,
flexible instruction hours and acceleration and catch-up programmes.
ƒ Supporting quality community based early childhood care, education and development
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programmes for 0-5 year olds.
ƒ Supporting the expansion of school links with community social services and faith based
organizations.

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5.4.4 Health and Nutrition
A. Food-for-Education
Among possible food for education (FFE) interventions are take home rations targeted to girls, orphans
and other vulnerable children who attend school regularly, in-school meals or snacks to reduce short-term
hunger along with associated cognitive impediments, and food for work targeted to teachers or parents
engaged in activities to improve schooling outcomes. Food for education also serves as an excellent
platform for interventions that improve schools and keep children healthy. WFP works with governments
to support school FFE programmes in rural food insecure areas. In those targeted areas, WFP secures
food supplies and transport, and work with governments and other partners to ensure delivery and
distribution. Food for Education programmes can:
ƒ Alleviate short-term hunger in malnourished or otherwise well-nourished school children. Doing
so helps to increase attention and concentration of students producing a gain in cognitive
function and learning.
ƒ Motivate parents to enroll their children in school and have them attend more regularly. When
school feeding effectively reduces absenteeism and increases the duration of schooling,
educational outcomes (performance, gender gaps, dropout, and repetition) improve.
ƒ Increase community involvement in
schools, particularly where
programmes depend on the
community for preparing and
serving meals to children. Schools
with their communities behind them
are more effective than those with
less community involvement.
ƒ Increase enrolment and retention of
children orphaned and made
vulnerable by HIV and AIDS.
ƒ Ease the burden of hosting families
of OVC by contributing to
household access to food through
take home rations.
ƒ Reduce gender gap in enrolment
through provision of take home
rations.
TNT Volunteer Programme
The School Feeding Service Unit in WFP-Rome is involved in a campaign to expand and improve food
for education activities worldwide. One aspect of the global campaign is to increase private sector
involvement in school feeding. In 2002, WFP developed a new partnership with TNT, a logistics, package
delivery and mail service company, based in the Netherlands. TNT has approximately 148,000 employees
and works in some 60 countries to provide services in more than 200 countries.
One of the main objectives of the volunteers is to assist the schools in meeting the WFP standards for
participation in the school feeding programme. Immediate benefits are gained through improvements in
infrastructure, uninterrupted school feeding in all seasons, and improved conditions for the kitchen crew.
In Malawi, the TNT volunteers’ activities include supplying school kitchens with iron roofs; construction
of food storage facilities; provision of fuel-efficient stoves; supplying schools with materials to implement
school gardens; and provision of spoons to ensure that children do not use pencils to eat their school
meals.

B. De-worming and Micronutrient Supplementation
Systematic deworming. Intestinal parasitic helminth infections5 are a major public health problem
throughout the world. Global prevalence of infection in school-age children are estimated at: roundworm
35%, whipworm 25% and hookworm 26% (PCD, 1997). School-age children are the most heavily infected
group for many helminths infections, both in terms of prevalence and intensity of infection. Helminth
infections (particularly hookworm) have been shown to cause iron deficiency anaemia (IDA), reduce
growth and may negatively affect cognition (Stoltzfus, 1997b). When these consequences of infection are
taken into account, parasitic helminths are estimated to account for over 12% of the total disease burden
in children aged 5 to 14 years making this the single largest contributor to the disease burden of this group
(World Bank, 1993).
A child that is regularly receives deworming medication is more active in school, grows and learns better,
and is more resistant to other infections. Deworming tablets cost only a few cents a dose, and trained
teachers can easily and safely distribute them.
WFP has collaborated with governments, WHO, the World Bank, and the Canadian International
Development Assistance (CIDA) to implement de-worming (and related hygiene education) in WFP-assisted
schools. WHO links to the Ministries of Health to conduct studies to determine the types of
parasites and appropriate drugs for controlling them. Governments, with support from WHO, the World
Bank and WFP, have trained teams of representatives of each participating WFP country office, Ministry
of Health and Ministry of Education in how to plan and carry out a de-worming campaign. The
programme was launched in 2001 in sub-Sahara Africa. To date, 33 countries have integrated deworming
activities in their school feeding programmes.
In some countries, UNICEF carries out the de-worming campaigns in WFP-assisted schools. WFP’s goal
is to expand de-worming activities to include all its school-feeding and maternal/child nutrition
programmes worldwide (where intestinal parasites are a serious problem).
Micronutrient fortified foods or supplementation. Deficiencies of iron and iodine are among the most
harmful types of malnutrition with regard to cognition. Iron deficiency renders children listless, inattentive
and uninterested in learning. Research literature suggests a causal link between iron deficiency anaemia
and less than optimal behaviour for learning. Poor performance on a wide range of achievement tests
among iron deficient children in school has been consistently documented. Iron deficiency weakens the
child’s immune system, physical development, cognitive ability and school performance and causes
fatigue. Meeting the iron and iodine needs of school-age children can translate into better school
performance.
Close WFP-UNICEF cooperation with micronutrient fortification exists in a few countries. Given the
overlap and clustering of nutrient deficiencies in deficient populations, for example anaemia is more
effectively treated with vitamin A and iron supplementation compared to iron supplementation alone,
therefore multiple micronutrient supplementation would be a cost-effective strategy to address multiple
nutrient deficiencies in the school age population.
Accordingly, through the food for education programme, WFP provides foods fortified with
micronutrients to improve the micronutrient status of school children. This is in line with WFP’s
commitment to provide not only adequate calories but also high quality food. For example, all WFP-supplied
salt is fortified with iodine, cooking oil is fortified with vitamin A (and sometimes with vitamin D
as well), and corn-soya blend is fortified with a mixture of vitamins and minerals needed for a healthy life.
5 Parasitic helminths include the intestinal geohelminths : roundworm (Ascaris lumbricoides), whipworm (Trichuris trichiura) and Hookworm (Necator
americanus and Ancylostoma duodenale) and the schistosomes Schistosoma haematobium (urinary) and S. mansoni (intestinal).
- 22 -

- 23 -
C. Potable Water and Sanitary Latrines
In many schools, water and sanitary facilities are absent. The goal
is to provide each school with a clean water supply. This could be
hand pumps or protected wells as is appropriate. Community
participation is solicited whenever possible.
The lack of adequate, separate sanitary facilities in schools is one
of the main factors preventing girls from attending school.
Hence, each school will be equipped with two separate latrine
blocks to ensure separate facilities for boys and girls, and ensure
girls’ privacy as per the Sphere Standards. The technical choices
are made according to local conditions, the total number of
school children, and the maintenance potential. Washstands for
hand washing are installed near the sanitary blocks.
UNICEF provides supplies and equipment for potable water and
latrines including installation cost. Potentially, WFP food for
work could be used to support installation and repair of hand
pumps and construction of pit latrines.
D. Malaria Prevention
Of preventable medical causes of school absenteeism, it is estimated that malaria accounts for 13-50%
school days missed per annum (Trape, 1993; Rogier, 1999). The evidence also suggests that brain insult, as
a consequence of cerebral malaria, in early childhood may have an effect on a child’s cognitive and
learning ability (Snow, 1996). It is estimated that up to 40,000 school age children die of malaria every year
in southern Africa. In endemic areas, over 30% of school children are infected with malaria leading to
poor student concentration in class.
School-based malaria prevention programmes are a good example of how schools can make a
contribution to community health. Children can be important for change in malaria control programmes.
Skills based health education can give children the ability to recognize the signs and symptoms of malaria
and to recognize the need to seek treatment.
Skills based health education through schools can also help promote a community wide understanding of
malaria with particular emphasis on the need for community based control measures such as the use of
impregnated bed nets. Schools can serve as a focus for synchronized impregnation of bed nets and
distribution. UNICEF will provide the impregnated treated nets (ITNs). WFP will use its network of
logistics to distribute the ITNs to schools. UNICEF will also support the skills based health education
activities in schools.
5.4.4 Life Skills Education
Life skills relates to social skills of learning to live with oneself and with others, family roles which relate to
understanding one’s responsibilities as a member of the family. A third category of skills relates to the
defense of one’s rights while the fourth group is about survival skills or making a living. These four
categories of life skills are catered for in the following aspects: health, nutrition and hygiene education;
HIV and AIDS prevention; school gardens; improved stoves; and Education, Care and Support.

E. Health, Nutrition and Hygiene Education
Hygiene promotion is now seen as an intrinsic element of any water and sanitation initiative and, in the
context of school health, is now a central focus for school sanitation and hygiene programmes. There is
increasing recognition of the importance of promoting safe hygiene behaviour among school children not
simply because of its importance in the immediate school environment but also because of the
communication opportunities and potential influence on the family and future families.
Health and nutrition education focuses upon the development of knowledge, attitudes, values, and life
skills needed to make the most appropriate and positive health-related decisions. UNICEF supports these
activities. School feeding lends itself very well to practical lessons on these topics.
F. HIV and AIDS Prevention, Care and Support
AIDS undermines efforts to educate the current generation and robs nations of the benefit of education
provided to members of the generation before. Under these circumstances, education systems must
respond to the challenges of the negative impacts of HIV and AIDS. But more than this, education
systems have an essential role to play in reversing the very pandemic that threatens it.
Preventing HIV infection among children and youth is of paramount importance in stemming the AIDS
epidemic. It is generally accepted, therefore, that schools have a key role to play in promoting attitudes
and imparting knowledge and skills that will encourage young people to behave in ways that will minimise
the risk of infection. However, research in many countries shows that sexual and reproductive health
education is most effective when it is taught in schools before children become sexually active and before
they have acquired negative attitudes and practices that could put them at risk of contracting HIV. Young
people, especially those between 6 and 14 years offer a window of hope in stopping the spread of HIV
and AIDS if life skills programmes have reached them. They need support and skills to postpone starting
sexual activity. In the absence of a cure, the best way to deal with HIV and AIDS is through prevention by
developing and/or changing behaviour and attitudes.
If the young people are to be part of the solution to the
HIV/AIDS pandemic, they must urgently be exposed to HIV
and AIDS messages and prevention skills. Not only do they
need knowledge about HIV and AIDS, but they also need to
be equipped with skills to put that knowledge in practice.
Because a fairly high percentage of the youth in the region are
still in school, particularly in southern Africa, education
systems have an essential role to play in providing them with
the knowledge and skills needed to reverse the trends. The
importance of Life Skills education in the prevention and
management of HIV and AIDS cannot be overstated. It helps
develop a variety of skills including those of decision making,
communication, negotiation, critical thinking, stress
management and conflict resolution. It helps in building self-esteem
and confidence in the learner and helps boys and girls
to learn how to relate to each other.
Schools need to be transformed into places that are “friendly” to AIDS-affected children and young
people - more "child seeking", more "child-caring", more effective, healthier, and more protective. They
must have greater capacity to find, accept, and reintegrate AIDS-affected children; a greater understanding
of both their education and their emotional and psycho-social needs; and a more tolerant, caring, and
nurturing environment.
An essential component of this is that no child – including AIDS-affected children -- should be excluded
from school as a result of the failure to pay for it. The Dakar Framework for Action declared that primary
education should be "free and compulsory…free of tuition and other fees, and that everything possible be
- 24 -

done to reduce or eliminate costs such as those for learning materials, uniforms, school meals, and
transport…No one should be denied the opportunity to complete a good quality primary education
because it is unaffordable”.
A comprehensive approach is required to make this happen. No single or simple strategy will suffice.
Governments need to develop relevant policies (guaranteeing the right of AIDS-affected children to
education, prohibiting discrimination and harassment); schools and education systems need to provide life
skills-based education; and serve as the venue for needed health and nutrition services (school nutrition,
trauma counseling).
EFA and the MDG goals for education cannot be achieved without the urgent attention to HIV/AIDS.
UNGASS (UN General Assembly Special Session) targets and the MDG for HIV/AIDS, malaria and
other diseases cannot be achieved without the active contribution of the education sector. This
emphasizes the urgent need for governments to strengthen the education systems’ capacity to maximize
the window of opportunity in the fight against HIV/AIDS and to improve the school health and nutrition
programmes.
They must be seen as part of the "care response" to AIDS, not only to their pupils, but also in their
communities, to AIDS-affected families (households headed by single parents, grandparents, and children
themselves), tracking and tracing the lives and well-being of these families, providing peer education and
volunteer help to families, etc.
UNICEF will support this activity and may require collaboration with UNAIDS and WHO at the country
level. WFP’s food for work could be used to support training activities. WFP and UNICEF will work
together with UNFPA to support governments in developing policies and curriculum for primary school
education.
G. School Gardens
School-based gardening programmes can be an excellent means of introducing new ideas about gardening
and a useful channel for reaching others in the community, as children tend to be more open than adults
to the adoption of new ideas. The promotion of school gardens aims at different objectives, including:
- 25 -
ƒ Educational objectives: Giving
pupils knowledge and skills for better
agricultural productivity and
sustainable agricultural practices, giving
environmental education a sustainable
and practical dimension, changing
attitudes towards agriculture and rural
life, and increasing school attendance;
ƒ Economic objectives: Lowering the
costs of schooling and school feeding
and creating income;
ƒ Nutritional objectives: Improving
food diversity to combat micronutrient
deficiencies among school children and
improving overall food security.
At global level, a new partnership has been forged by governments, FAO and WFP to link school gardens
with food for education programmes to build on synergies resulting from the two agencies’ capacities and
comparative advantages.

In Mozambique, the Junior Farmer Field and Life Schools (JFFLS) is a project coordinated by FAO
which provides training to orphans and vulnerable children in agricultural knowledge, life skills, nutrition,
health and HIV and AIDS. The orphans also attend schools adjacent to the JFFLS, which are currently
included in the WFP-supported day school feeding programme.
In addition, WFP collaborates with FAO on a school garden project in the provinces of Gaza,
Inhambane and Tete. The objective of this project is to contribute to HIV and AIDS mitigation through
providing school students with practical knowledge and skills. These students live in areas that are highly
vulnerable due to the impact of food insecurity compounded with HIV and AIDS. The project promotes
diversified livelihoods and healthy living through strengthening environmental awareness and garden
based learning in primary schools.
H. Improved Stoves
The impact of large-scale school feeding programmes on the environment is of concern to national
governments and their partners. Environmental degradation is a leading cause of food insecurity, and
therefore WFP regards environmental interventions in
schools as a long-term investment in local food security.
Issues such as inefficient wood energy use in school
kitchens and lack of appropriate waste disposal, amongst
others, affect the children’s and teachers’ health and cause
negative environmental impacts.
These problems can only be alleviated by adopting short-and
medium-term measures to increase the efficiency with
which these fuels are utilised. Such measures include the
installation of energy efficient kitchen stoves in schools for
the school feeding programmes and training on their
management and maintenance; establishment of wood lots
and appropriate waste disposal system in schools. National
governments and WFP, together with UN agencies and
NGOs, are exploring ways to integrate these activities, as
well as to obtain the required technical and financial
resources to do so.
WFP has already begun supporting governments in the use
of fuel efficient stoves in school feeding programmes. For
example, in Lesotho women were consulted in what type
of fuel efficient stoves were most appropriate and acceptable. Their input was used to design a fuel
efficient stove that was later used in income generating activities for the women.
5.4.5 Advocating for Supportive Policies and Legislation
Governments in the region have made great progress in the last two years in setting out their vision for
education for all (through free education policies), and in integrating HIV and AIDS awareness in the
school curricula. Governments have also initiated policy dialogue on school health promotion. The
opportunity now exists to build on these achievements and develop policies on the specific details of how
school health interventions may be operationalized. In this regard, UNICEF and WFP should:
ƒ Advocate for school health programmes that combine school health policies, a safe and secure
school environment for both teachers and learners, skills based health education and school
health services that explicitly address HIV and AIDS;
ƒ Support the development of policies and practices that favour access to quality education, gender
equity supported by schemes and mechanisms that ensure school attendance and effective
learning;
- 26 -

ƒ Support programmes aimed at addressing the underlying social, cultural and economic factors
that contribute to adolescent sexual activity and childbearing;
ƒ Advocate for legislation that promote girls’ education to ensure that girls are enrolled in school
and supported to stay in school till completion;
ƒ Encourage family and community support for delayed marriages and childbearing;
ƒ Design and provide sensitive and confidential reproductive health services that respond to young
people’s particular needs; help them make informed decisions about and negotiate safer sex; and
emphasise the prevention of unwanted pregnancy, unsafe abortions and sexually transmitted
infections.
5.5 Regional Coordination and Monitoring
The implementation of the strategy will be coordinated, monitored and supported by governments with
the support of the Regional Offices in Nairobi (ESARO) and Johannesburg (ODJ). The Regional Offices
will support Country Offices in the following ways:
• Assist in developing a monitoring system which will build on existing systems within the
Ministries of Education and will use data governments already collect as part of their regular
school census and Education for All monitoring. The monitoring system will also build on
standardized baseline and evaluation surveys applied in all WFP-assisted school feeding
programmes. The plan is to integrate Argos, an innovative satellite-based monitoring system that
covers randomly selected schools and supports efficient monitoring in Lesotho, Malawi and
Mozambique, in the ministries of education information system.
• Oversee and monitor the implementation of the strategy and evaluate the achievement of
objectives. In addition, they will provide an overview that will include activities carried out at the
regional level. Country Offices will monitor the implementation of the strategy and prepare
reports for implementing partners, donors and external parties.
• Provide backstopping support on the implementation of activities. This includes the facilitation of
regional agreements and networks between governments, NGOs, and United Nations partners;
and the facilitation of an exchange of experiences through expert panels, country visits, study
tours, and the coordination of activities with other regional initiatives such as the World Bank
Fast Track Initiative, FRESH, and other education-related flagship programmes. The Regional
Offices will also provide support, as needed, to help strengthen national capacities to implement,
monitor basic education, school feeding, health and nutrition activities.
• Organise technical meetings with representatives from the Ministries of Education and Health,
NGOs and UN agencies involved. The purpose of the meetings will be to review the process of
the implementation of the strategy and to move the work forward. Their frequency can be
reduced as appropriate during the course of project implementation.
• Organise an annual high-level regional conference to review the implementation process and the
strategy’s progress. The frequency of those meetings will be subject to change.
• WFP and UNICEF will develop a plan of action, including selection of common indicators for
monitoring and evaluation purposes to guide the implementation process.
- 27 -

6. REFERENCES
Bleichrodt N, Born PM (1994) A meta-analysis of research on iodine and its relationship to cognitive development. In the Damaged
Brain of iodine Deficiency: Neuromotor, Cognitive, Behavioural and Educative Aspects, ed. Stanbury JB. Port Washington,
NY: Cognizant Comm: unications.
Del Rosso JM and Marek T (1996) Class Action. Improving School Performance in the Developing World through Better Health and
- 28 -
Nutrition, World Bank: Washington, DC.
Dreischer AW and Freiburg (2002) Improving child nutrition and agricultural education through the promotion of School Garden
Programs: first draft Concept Note on School Gardens. FAO: Rome.
Huda SN, Grantham-McGregor SM, Rahman KM, Tomkins A (1999) Biochemical hypothyroidism secondary to iodine
deficiency is associated with poor school achievement and cognition in Bangladeshi children. Journal of Nutrition 129: 980-987.
Macro International (1994) Women’s lives and experiences: A decade of research findings from the Demographic and Health Surveys
Program. Calverton, Maryland: Macro International.
Mendez MA, Adair LS (1999) Severity and timing of stunting in the first two years of life affect performance on cognitive tests in late
childhood.. Journal of Nutrition 129: 1555-1562.
Miller del Rosso J, Marek T (1996) Class action: Improving school performance in the developing world through better health and
nutrition. Washington, D.C.: World Bank.
Partnership for Child Development (1996) Review of school-based health and nutrition interventions.
Pollitt E and Mathews R (1998) Breakfast and cognition: an integrative summary. American Journal of Clinical Nutrition 67, 804S-
813S.
Rogier C et al (1999) Plasmodium falciparum clinical malaria in Dielmo, a holoendemic area in Senegal : no influence of acquired
immunity on initial symptomatology and severity of malaria attacks. American Journal of Tropical Medicine and Hygiene 60:410-
420.
SCN (2004) 5th Report on the World Nutrition Situation: Nutrition for Improved Development Outcomes. SCN Secretariat:
Geneva.
Snow RW et al (1996) Estimating mortality, morbidity and disability due to malaria among Africa’s non-pregnant population.
Bulleting of the World Health Organisation 77: 624-640.
Demographic and Health Survey (DHS). Tanzania Reproductive and Child Health Survey 1999. Macro International Inc. Calverton,
Maryland, USA 2000.
Trape JF et al (1993) Malaria morbidity among children exposed to low seasonal transmission in Dakar, Senegal and its implications
for malaria control in Tropical Africa. American Journal of Tropical Medicine and Hygiene 49: 356-369.
UNESCO (1990) World Declaration on Education for All: Meeting Basic Needs. World Conference 1990; Jomtien,
Thailand.
UNESCO (2000) The Dakar Framework for Action. Education for All: Meeting our Collective Commitments. Adopted by the
World Education Forum, Dakar, Senegal: April 2000.
UNESCO (2002) Education for All: Is the World on Track? EFA Global Monitoring. Paris: UNESCO.
UNESCO/UNICEF/WHO/World Bank (2000) Focusing Resources on Effective School Health: a FRESH Start to Enhancing
the Quality and Equity of Education. UNESCO: Paris.
UNICEF (1998) The State of the world’s Children: Focus on Nutrition. New York: UNICEF
UNICEF/UNAIDS (1999) Children orphaned by AIDS: front-line responses from Eastern and Southern Africa. UNICEF-ESARO.
World Bank (2000b) The World Bank and Girls' Education. World Bank: Washington, D.C.
WHO (1986) Young People’s Health – A Challenge for Society. World Health Organization: Geneva.

- 29 -
ANNEX 1
List of Workshop Participants
No. Country Name Responsibility/Agency Phone Number/Email
1. ANGOLA Francisco Basili
Education Project
Officer
UNICEF-Angola
Tel: (244-2) 331 010
Fax: (244-2) 337 037
fbasili@unicef.org
2.
Luisa Grilo
National Director for
Basic Education
Ministry of Education-
Angola
Tel: (244-2) 239 1919
Cell: (244-2) 091 204 858
luisagrilo@ebonet.net
3.
Elise Marie Eve
Benoit
Programme Officer
Policy
WFP-Angola
Tel: (244-2) 267 072
Elise.Benoit@wfp.org
4. BOTSWANA Mmamiki
Kamanakao
Project Officer, IECD
UNICEF-Botswana
Tel: (267) 395 1909
Fax: (267) 395 1233
mkamanakao@unicef.org
5.
Hildah
Mokgolodi
Senior Education
Officer
Guidance &
Counselling
MOE-Botswana
Tel: (267) 364 7542
Fax: (267) 397 3842
hmolgolodi@gov.bw
6. Mfolo Mfolo
Senior Teacher
Guidance &
Counselling
MOE-Botswana
Tel: (267) 392 2658
Fax: (267) 392 4063
Mfolo77@hotmail.com
7. LESOTHO Nadi Albino
Project Officer,
Education
UNICEF-Lesotho
Tel: (266) 223 15801
Fax: (266) 223 10248
nalbino@unicef.org
8.
Mahlape Koali Programme Clerk SFP
WFP-Lesotho
Tel: (266) 223 23989
Fax: (266) 223 10239
Mahlaphe.Koali@wfp.org
9.
Veronique
Stephen Sainte
Luce
Programme Officer
WFP-Lesotho
Tel: (266) 223 23989
Fax: (266) 223 10232
Veronique.Sainte-Luce@wfp.org
10. MALAWI Bernard
Gatawa
Project Officer,
Education
UNICEF-Malawi
Tel: (265-1) 770 788
Fax: (265-1) 773 162
bgatawa@unicef.org
11.
Patricia Saukila Programme Officer
WFP-Malawi
Tel: (265-1) 774 666
Fax: (265-1) 775 904
Patricia.Saukila@wfp.org
12. Dorothy Khonje
Principal Planning
Officer
MOEST-Malawi
Tel: (265-1) 789 422
Fax: (265-1) 788 064
trackers@malawi.net
13.
Belinda
Abraham
Project Officer, WES
UNICEF-Malawi
Tel: (265 -1) 770 770
Fax: (265 -1) 773 162
babraham@unicef.org

- 30 -
14. MOZAMBIQUE
Joseph
Chamunorwa
Vere
Education Project
Officer
UNICEF-Mozambique
Tel: (258-1) 481 168
Fax: (251-1) 491 679
jvere@unicef.org
15. Anne Teigen
Programme Officer
Education
WFP-Mozambique
Tel: (258-1) 494 321
Anne.Teigen@wfp.org
16.
Carlos Dos
Santos
Education Project
Officer
UNICEF-Mozambique
Tel: (258-1) 491 023
Fax: (251-1) 491 679
cadossantos@unicef.org
17. Liselotte
Pedersen
Education Project
Officer
UNICEF-Mozambique
Tel: (258-1) 491 023
Fax: (251-1) 491 679
lpedersen@unicef.org
18. NAMIBIA
James Victor
William
Diedricks
Education Officer
UNICEF-Namibia
Tel: (264) 612 046 263
Fax: (264) 612 046 206
jdiedericks@unicef.org
19. SOUTH AFRICA Mmabatho
Ramagoshi
Director Gender Equity
Unit
Dept. of Education,
RSA
Tel: 27 12 312 5420
Fax: 27 12 312 5218
Ramagoshi.m@doe.gov.za
20. Mary Monolela
Dept. Director Gender
Equity Unit
Dept. of Education,
RSA
Tel: 27 12 312 5428
Fax: 27 312 5218
Monolela.m@doe.gov.za
21. Misrak Elias Representative
UNICEF-South Africa
Tel: 27 12 354 8235
Fax: 27 12 354 8293
melias@unicef.org
22. Andrea Berther
Project Officer
Education
UNICEF-South Africa
Tel: 27 12 354 8258
Fax: 27 12 354 8293
aberther@unicef.org
23. SWAZILAND Connie Zambi
Programme Assistant
School Feeding
WFP-Swaziland
Tel: (268) 404 4962
Fax: (268) 404 7880
Connie.Zambi@wfp.org
24. Nomzamo T.
Dlamini
Programme Manager
Save the Children-
Swaziland
Tel: (268) 404 3255
Fax: (268) 404 4719
zdlamini@savethechildren.org.sz
cc: childsave@realnet.co.sz
25. TANZANIA Emmanuel
Kitwala
Programme Assistant
WFP-Tanzania
Tel: (255) 222 666 700
Fax: (255) 222 667 502
Emmanuel.Kitwala@wfp.org
26. ZAMBIA Audrey
Mwansa
Equity & Gender
Component
Manager/Planning &
Research Officer
MOE, Zambia
Tel: (260-1) 252 768
Fax: (260-1) 263 602
Audreymwa2001@yahoo.com
27. Maijken
Hansen
Programme Officer
WFP-Zambia
Tel: (260-1) 254 332
Fax: (260-1) 252 955
Majken.Hansen@wfp.org
28. Sibi Lawson
Marriott
Head, Education
Section
WFP-Zambia
Tel: (260-1) 254 332
Fax: (260-1) 252 955
Sibi.Lawson@wfp.org

- 31 -
29.
Margaret
Abosede
Akinware
Project Officer,
Education
UNICEF-Zambia
Tel: (260-1) 252 055
Fax: (260-1) 253 389
makinware@unicef.org
30. ZIMBABWE Idzai Gweme
Education Officer
Curriculum Dev. Centre
MOE, Zimbabwe
Tel: (263-4) 333 818
Fax: (263-4) 333 996
31. Cecilia Baldeh
Education Project
Officer
UNICEF-Zimbabwe
Tel: (263-4) 703 941
Fax: (263-4) 731 849
cbaldeh@unicef.org
32. Saul Murimba Director, SACMEQ
UNESCO-Zimbabwe
(263-4) 477 6775
s.murimba@unesco.org
33. ESARO Changu
Mannathoko
Regional Education
Advisor
UNICEF-Nairobi
Tel: (254) 20 622 199
Fax: 254 20 622 678/9
cmannathoko@unicef.org
34. Richard Mabala Programme Officer
UNICEF-ESARO
Tel: 254 20 622 382
rmabala@unicef.org
35.
Atieno Odenyo Project Officer, OVC
UNICEF-ESARO
aodenyo@unicef.org
36. Nomtuse Mbere
Facilitator
Johannesburg, south
Africa
Tel: 27 11 807 5477
Cell: 27 083 456 4387
Fax: 27 11 807 54
37.
Jael Olang’
Programme Assistant
UNICEF-ESARO
Tel: (254) 20 622 307
jolang@unicef.org
38. Eunice
Wambugu
Senior Secretary
UNICEF-ESARO
Tel: (254) 20 622 021
ewambugu@unicef.org
39. NGOs Steffen
Horstmeier
Regional programme
Officer
World Vision-
Johannesburg
Tel: 27 11 375 4600
Fax: 27 11 475 0334
steffen_horstmeier@wvi.org
40. WFP REGIONAL
OFFICE (ODJ) Dinesh Parakh Programme Officer
WFP-ODJ
Tel: 27 11 517 1612
Fax: 27 11 517 1642
Dinesh.Parakh@wfp.org
41.
Mutinta
Nseluke
Hambayi
Programme Officer
Nutrition
WFP-ODJ
Tel: 27 11 517 1649
Fax: 27 11 517 1642
Mutinta.Hambayi@wfp.org
42. Ivan Lloyd
National Programme
Officer
WFP-ODJ
Tel: 27 11 517 1533
Fax: 27 11 517 1642
Ivan.Lloyd@wfp.org
43.
Pansi Mihowa
Katenga
National Programme
Officer
WFP-ODJ
Tel: 27 11 517 1544
Fax: 27 11 517 1642
Pansi.Mihowa-Kitenga@wfp.org
44. Wanja Kaaria Regional M&E Officer
WFP-ODJ
Tel: 27 11 517 1580
Fax: 27 11 517 1642
Wanja.Kaaria@wfp.org
45. WFP
HIV/AIDS/AFRICA Odette Kweli
Programme Assistant
HIV/AIDS Service
WFP-ODJ
Tel: 27 11 517 1649
Fax: 27 11 517 1642
Odette.Kweli@wfp.org

- 32 -
46.
Francesca
Erdelmann
Programme Officer
HIV/AIDS Service
WFP-ODJ
Tel: 27 11 517 1649
Fax: 27 11 517 1642
Francesca.Erdelmann@wfp.org
47. UNICEF/RIASCO Claudia
Hudspeth
Southern Africa
Nutrition & Health
Officer
UNICEF-Johannesburg
Tel: 27 11 517 1606
Fax: 27 11 517 1642
chudspeth@unicef.org
48. Jerry Dyer RIASCO Coordinator
UNICEF-Johannesburg
Tel: 27 11 517 1606
Fax: 27 11 517 1642
pdyer@unicef.org
49. HEADQUARTERS Flora Sibanda-
Mulder
Senior Advisor,
UNICEF/WFP
Collaboration
WFP-Rome
Tel: 39 06 6513 2511
Fax: 39 06 6513 2854
flora.sibanda-mulder@wfp.org

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