School Feeding
Beneficiary Selection:
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Children must be between the
ages of 3 and 14 years.
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Children must be attending a
pre-school or a primary school.
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The program is targeted
specifically to marginal schools, particularity in
rural areas.
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JAM needs to receive an
invitation from the community stating that they want
assistance for their children.
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Through our research on each
school, it must be evident that the parents are
actively involved in the activities of the school,
and that the children are in need of nutritional
intervention.
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Priority is given to poor
schools in rural areas where protein and energy
malnutrition (PEM) are clearly a problem.
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The community is required to
form a Parent Teacher Association (PTA) before the
school can be accepted as part of the school-feeding
program. This is done to ensure full community
support of the program.
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Through the signing of a
contract with the PTA, we promote community
ownership. This results in a program that is both
accepted by the community, and implemented by the
community, in partnership with JAM and thus ensures
long-term sustainability.
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School Feeding Operations
and Monitoring:
JAM has the following monitoring system in
place, based on the World Food Programme model for
monitoring and evaluation;
The distribution of the ration is either
bi-weekly or monthly
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The more remote
and isolated rural schools receive their rations
monthly, but this is the exception rather than the rule
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Rations are
delivered to the school and placed in the care of an
identified point person, who then distributes these to
the children before the day's classes begin or during
the first break
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The ration and
distribution is recorded by the school and recorded in
the JAM monitoring report book
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The monitoring
form is completed each month and figures confirmed by
the JAM Program Supervisor
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Monitoring is a
joint monitoring process between JAM and the Department
of Education.
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Distributions and
daily activities at the schools are randomly 'spot
checked' by JAM Managers and Monitors on a regular basis
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The effects of the
intervention on learning are gleaned from the educators
and test results; it should however be noted that these
results are not conclusive.
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At the end of each
school year, a baseline survey is carried out and the
results compared with the original baseline survey.
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