Namibia School Feeding : SABER Country Report 2015

This report presents an assessment of school feeding policies and institutions that affect young children in Namibia. The analysis is based on a World Bank tool developed as part of the systems approach for better education results (SABER) initiative that aims to systematically assess education systems against evidence based global standards and good practice to assist countries reform their education systems for proper learning for all. SABER school feeding collects, analyzes, and disseminates comprehensive information on school feeding policies around the world. The overall objective of the initiative is to help countries design effective policies to improve their education systems facilitate comparative policy analysis, identify key areas to focus investment, and assist in disseminating good practice.

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Bibliographic Details
Main Author: World Bank Group
Format: Report biblioteca
Language:English
en_US
Published: World Bank, Washington, DC 2015-01
Subjects:SKILLS, SANITATION, EDUCATIONALOUTCOMES, COMMUNITIES, EFFECTIVE EDUCATION, PRIMARY STUDENTS, BASIC EDUCATION, SCHOOLͲFEEDING, NATIONAL SCHOOL, RURALPOPULATION, TEACHERS, SCHOOL FEEDING, EARLY CHILDHOOD DEVELOPMENT, UNIVERSAL RIGHT, NUTRITION STATUS, HEALTH EDUCATION, EDUCATION POLICY, ETHNIC GROUPS, EDUCATIONFORALL, LEARNING ACHIEVEMENT, LIFE SKILLS, HEALTH CARE, SCHOOL HEALTH, EDUCATIONAL OPPORTUNITIES, JOB, SCHOOLLEVEL, ENROLLMENTRATES, ADULTS, INDEPENDENCE, RURAL POPULATION, COMMUNITY PARTICIPATION, LITERACY, KNOWLEDGE, JUNIOR SECONDARY, SCHOOLFEEDING, DIABETES, SCHOOLCHILDREN, EDUCATION FOR ALL, AID, SCHOOL BUDGETS, QUALITY OF EDUCATION, TRAINING, EDUCATION PLANNING, EDUCATION POLICIES, GENDEREQUALITY, HIGHEREDUCATION, UNIVERSALPRIMARYEDUCATION, PRIMARYGRADES, COMMUNITYPARTICIPATION, SECONDARY SCHOOL, STUDENT OUTCOMES, SCHOOLLEVELS, LEARNING, ACCESS, EDUCATION SYSTEM, SCHOOL DEVELOPMENT, TUBERCULOSIS, SCHOOL COMPLETION, PRIMARY SCHOOL, HIV/AIDS, SCHOOL LEVELS, UNEQUAL ACCESS, SCHOOL LEVEL, NATIONALEDUCATIONBUDGET, PRIMARY SCHOOLS, SCHOOL MANAGEMENT, EDUCATION SYSTEMS, LEARNERS, NET ENROLMENT, GENDERPARITY, UNIVERSAL EDUCATION, TRANSPORTATION, QUALITY LEARNING, VALUES, HIV, SCHOOLS, NATIONALEDUCATION, PRIMARYEDUCATION, SCHOOL ATTENDANCE, PARTICIPATION, GENDER, SCHOOLHEALTH, VULNERABLECHILDREN, CHILDDEVELOPMENT, SIGNIFICANTIMPROVEMENTS, EDUCATIONBUDGET, NET ENROLMENT RATE, SCHOOL BREAKFAST, EARLY CHILDHOOD, NATIONAL EDUCATION, SCHOOL CHILDREN, NUTRITION, GIRLS’ENROLLMENT, ELEMENTARY SCHOOL, QUALITY EDUCATION, EDUCATION, EQUALITY, COMMUNITY SCHOOL, SERVICE TRAINING, NATIONALSCHOOL, HEALTHCARE, FORMALEDUCATION, HEALTHEDUCATION, VULNERABLE CHILDREN, TECHNICAL SUPPORT, COMMUNITY, FEES, PRIMARY EDUCATION, ENROLMENT RATE, ELEMENTARY SCHOOLS, INCLUSION, SCHOOLͲAGED CHILDREN, SCHOOL PROGRAM, AIDS, SAFETY, SCHOOL, COGNITIVEDEVELOPMENT, PRIMARY SCHOOL CHILDREN, TECHNICALSUPPORT, GENDER EQUALITY, LITERACYRATES, OPENLEARNING, SCHOOL COMMITTEES, SANITATION FACILITIES,
Online Access:http://documents.worldbank.org/curated/en/2015/10/25145600/saber-school-feeding-country-report-namibia-2015
http://hdl.handle.net/10986/22992
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