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Food-Assisted Education in India. CATHOLIC RELIEF SERVICES March 22, 2004. Program Context. CRS/India USAID/FFP Title II DAP (2002-2006) 63 coordinating partners 4,600 schools preschools, primary schools, and outreach programs (satellite schools, bridge course camps) 350,000 children

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food assisted education in india

Food-Assisted Education in India


March 22, 2004

program context
Program Context


USAID/FFP Title II DAP (2002-2006)

  • 63 coordinating partners
  • 4,600 schools
    • preschools, primary schools, and outreach programs (satellite schools, bridge course camps)
  • 350,000 children
    • Target population: disadvantaged children (scheduled castes/scheduled tribes), girls, child laborers
program context continued
Program Context (continued)


    • 19,000 metric tons/year
    • $1 million cash resources over 5 years
  • CRS private funding:
    • $4.9 million cash resources over 5 years
program context continued5
Program Context (continued)

Andhra Pradesh

  • Rate of female illiteracy - 68% - highest in India
  • Only 35% of the children complete primary education
  • Drop out rates of SC - 73%, ST - 82%
  • Largest percentage of child laborers in India
  • Roughly 85% of girls aged 7-14 are working instead of going to school (hybrid cotton seed farms)

CRS/India Education Objective:

Increase opportunities for disadvantaged children, especially girls, to participate in quality primary education

sub objective interventions
Ensure access

Provide school meals

Expand outreach education programs to hard-to-reach, out-of-school children

Mobilize community groups (youth groups, parents, Village Education Committees) to undertake campaigns for education

Involve government authorities in program

Sub-Objective & Interventions
sub objectives interventions
Improve educational quality

Train education providers in child-centered, multi-grade methodologies

Initiate school clusters to improve support structure for teachers

Sub-Objectives& Interventions

Types of Outreach Education Programs

      • Motivation Camps
      • Short-term bridge course camps
      • (3-6 months)
      • Long-term bridge course camps
      • (18-24 months)
      • Satellite Schools
learning and change
Learning and Change

Food must be complemented by other resources to improve educational quality & sustainability

FAE programs that use alternative delivery models are effective at reaching most vulnerable children

School feeding can prevent migration due to droughts (children stay in school b/c of availability of food)

learning and change continued
Learning and Change (continued)

Working with PTAs/communities has spill-over effects (civil society, social capital, political capital)

Preparing communities for “what comes next” is critical

issues for further study
Issues for Further Study
  • Are FAE programs an effective way to ensure access to education for children affected by HIV/AIDS? What complementary activities are most effective in reaching this group?
  • How are education indicators affected when school feeding ends? (How) have communities continued to support education when SF is withdrawn?
  • How have FAE programs helped to build social/political capital of communities?