Bangladesh School Feeding Program (2017-2020): End-Term Evaluation Overview

The United States Department of Agriculture (USDA) McGovern-Dole Food for Education program is a vital source of support for school feeding initiatives globally. In Bangladesh, a significant grant was awarded covering the period 2017-2020, implemented in partnership with the UN World Food Programme (WFP). A comprehensive end-term evaluation, completed in late 2020/early 2021, provides critical insights into the program’s effectiveness and offers valuable lessons for future interventions. This article details the key findings of that evaluation, contextualizing them within the broader landscape of school feeding in Bangladesh.

Background: School Feeding in Bangladesh and the McGovern-Dole Program

Bangladesh has historically faced challenges related to food security and nutritional deficiencies, particularly among school-aged children. These issues impact school enrollment, attendance, and, crucially, learning outcomes. School feeding programs, therefore, have become a cornerstone of efforts to improve educational attainment and child health. Prior to the 2017-2020 McGovern-Dole program, Bangladesh had existing national school feeding initiatives, but these were often underfunded and lacked the scale to reach all vulnerable children. The McGovern-Dole program aimed to augment these efforts, specifically targeting primary school children in geographically disadvantaged areas.

The USDA's McGovern-Dole program is authorized under Section 416 of the Food, Conservation, and Energy Act of 2008. It provides assistance in the form of U.S. agricultural commodities and financial/technical assistance to support school feeding programs in developing countries. The program’s goals extend beyond simply providing food; it also focuses on improving literacy, health, and hygiene.

Key Findings of the WFP End-Term Evaluation

The WFP evaluation utilized a mixed-methods approach, including quantitative data from school attendance records, nutritional assessments, and student test scores, as well as qualitative data gathered through focus group discussions with students, teachers, and parents. The evaluation covered approximately 700 primary schools across several districts in Bangladesh, reaching over 200,000 students.

• Increased Enrollment and Attendance: The evaluation confirmed a statistically significant increase in both enrollment and attendance rates in schools receiving the McGovern-Dole food assistance. Schools experienced an average increase of 8% in enrollment and a 12% improvement in daily attendance compared to control schools.
• Improved Nutritional Status: Mid-Upper Arm Circumference (MUAC) measurements indicated a positive correlation between participation in the school feeding program and improved nutritional status, particularly among children at risk of malnutrition. The program provided fortified rice and vegetable oil, contributing to micronutrient intake.
• Enhanced Learning Outcomes: While the impact on learning outcomes was more nuanced, the evaluation showed a modest but positive effect on student performance in core subjects like Bengali and mathematics. This effect was more pronounced among girls and children from marginalized communities.
• Cost-Effectiveness: The evaluation determined that the McGovern-Dole program was a cost-effective intervention, with a relatively low cost per child benefiting from the program. However, the evaluation noted that logistical challenges and administrative costs could be reduced through improved supply chain management.

Challenges and Lessons Learned

The evaluation also identified several challenges encountered during the program implementation. These included:

• Supply Chain Disruptions: Seasonal flooding and infrastructure limitations occasionally disrupted the supply of food commodities to remote schools.
• Storage Capacity: Some schools lacked adequate storage facilities to properly preserve the food, leading to potential spoilage.
• Community Ownership: The evaluation suggested that strengthening community involvement in the program could enhance sustainability and ensure long-term benefits.
• Monitoring and Evaluation Systems: While a monitoring system was in place, the evaluation recommended strengthening data collection and analysis to better track program impact and identify areas for improvement.

Recommendations for Future School Feeding Programs

Based on the evaluation findings, several recommendations were made for future school feeding programs in Bangladesh:

• Strengthen Supply Chain Management: Invest in infrastructure improvements and explore alternative transportation methods to ensure reliable food delivery, even during adverse weather conditions.
• Enhance Storage Capacity: Provide schools with adequate storage facilities and training on proper food preservation techniques.
• Promote Community Ownership: Engage local communities in the planning, implementation, and monitoring of school feeding programs.
• Invest in Teacher Training: Provide teachers with training on nutrition education and the importance of school feeding programs.
• Improve Monitoring and Evaluation: Strengthen data collection and analysis systems to better track program impact and identify areas for improvement.

Conclusion

The USDA McGovern-Dole Food for Education program in Bangladesh (2017-2020), implemented in partnership with the WFP, demonstrably improved school enrollment, attendance, and nutritional status among primary school children. The end-term evaluation provides valuable insights into the program’s effectiveness and offers practical recommendations for future interventions. By addressing the challenges identified and implementing the recommended improvements, Bangladesh can continue to leverage school feeding programs as a powerful tool to improve educational attainment and child health.