Uganda School Feeding

This report presents an assessment of school feeding policies and institutions that affect young children in Uganda. 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. 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.

Bibliographic Details

Main Author:	World Bank Group
Format:	Technical Paper biblioteca
Language:	English en_US
Published:	World Bank, Washington, DC 2014-01
Subjects:	SKILLS, SANITATION, EFFECTIVE EDUCATION, BASIC EDUCATION, NATIONAL SCHOOL, RURALPOPULATION, TEACHERS, SCHOOL POLICY, SCHOOL ENROLMENT, SCHOOLING, INSTRUCTIONAL MATERIALS, NUMERACY, SCHOOL DAY, NUTRITION STATUS, HEALTH EDUCATION, SCHOOL MANAGEMENT COMMITTEES, SCHOOLͲFEEDING, EDUCATIONFORALL, LIFE SKILLS, SCHOOL HEALTH, SCHOOLLEVEL, QUALITY TEACHING, COMMUNITY PARTICIPATION, ACCESS TO EDUCATION, GIRLS’ ENROLLMENT, LITERACY, KNOWLEDGE, SCHOOLFEEDING, COGNITIVE DEVELOPMENT, PRIMARYPUPILS, EDUCATION FOR ALL, SCHOOLCHILDREN, REGIONALWORKSHOPS, SCHOOL [STATISTICS, QUALITY OF EDUCATION, TRAINING, EDUCATION POLICIES, TEACHER ASSOCIATIONS, SCHOOL DROP, UNIVERSALPRIMARYEDUCATION, PRIMARY COMPLETION RATE, COMMUNITYPARTICIPATION, SCHOOLͲAGED CHILDREN, STUDENT OUTCOMES, SCHOOL MANAGEMENT COMMITTEE, HEADTEACHERS, EDUCATIONAL INPUTS, PUBLICEXPENDITUREONEDUCATION, LEARNING, ACCESS, EDUCATION SYSTEM, SCHOOL DEVELOPMENT, TUBERCULOSIS, PRIMARY SCHOOL, TEACHING, HIV/AIDS, SCHOOL LEVELS, ENROLMENTRATIO, SCHOOL LEVEL, ENROLMENT RATES, NUTRITIONAL STATUS, LEARNERS, EDUCATION SYSTEMS, SCHOOL MANAGEMENT, PRIMARY COMPLETION, SERVICETRAINING, EDUCATION FORALL, VALUES, SCHOOLS, PRIMARYEDUCATION, SCHOOL ATTENDANCE, HEAD TEACHERS, CURRICULUM REFORMS, SCHOOLHEALTH, VULNERABLECHILDREN, TEXTBOOK, PRIMARYCOMPLETION, LIFEEXPECTANCY, SCHOOL CHILDREN, QUALIFIED TEACHERS, NUTRITION, ELEMENTARY SCHOOL, GROSSENROLMENT, CURRICULUM, TEACHER, SCHOOL FEEDING, SANITATIONFACILITIES, GROSSENROLMENTRATIO, PRIMARYCOMPLETIONRATE, QUALITY EDUCATION, EDUCATION, COMMUNITY SCHOOL, SERVICE TRAINING, NATIONALSCHOOL, ENROLMENT LEVELS, LIVING CONDITIONS, VULNERABLE CHILDREN, COGNITIVE FUNCTIONS, COMMUNITY, LEARNER SUPPORT, FEES, PRIMARY EDUCATION, ENROLMENT RATIO, ELEMENTARY SCHOOLS, COGNITIVEPERFORMANCE, PARENTͲTEACHER ASSOCIATIONS, SCHOOL, LEARNINGACHIEVEMENT, SCHOOL INFRASTRUCTURE, SECONDARY EDUCATION, PRIMARY SCHOOL CHILDREN, PUBLICEXPENDITURE, SANITATION FACILITIES,
Online Access:	http://documents.worldbank.org/curated/en/2016/05/26354534/uganda-school-feeding https://hdl.handle.net/10986/24471
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