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
 Target population: disadvantaged children (scheduled
castes/scheduled tribes), girls, child laborers
Program Context (continued)
CRS/India
 USAID/FFP:
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 (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 hardto-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-Objectives
& Interventions

Improve educational quality
 Train
education providers in childcentered, multi-grade methodologies
 Initiate
school clusters to improve
support structure for teachers
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
RESULTS
Category
Effectiveness
Access
93% enrollment rates in formal
schools & bridge courses in
villages in program areas in AP
Quality
51% of trained teachers effectively
using child-centered teaching
methods in first year
Community Management
Broad community involvement
beyond just parents: youth,
employers, teachers, gov’t
Overall Program Effectiveness
Evolution of the program from
exclusive school-feeding to holistic
education program
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)

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
 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?