PARTS CONTENT REFERENCE

INTRODUCTION Malnutrition, in every form, presents significant threats to human World Health
health. Today the world faces a double burden of malnutrition that includes Organization (2016).
both under nutrition and overweight, especially in developing countries. Improving nutrition,
Hunger and inadequate nutrition contribute to early deaths for mothers, improving potential:
infants and young children, and impaired physical and brain development in Leaving no-one behind
the young. At the same time, growing rates of overweight and obesity in the fight against
worldwide are linked to a rise in chronic diseases such as cancer, malnutrition in all its
cardiovascular disease and diabetes - conditions that are life-threatening forms. A Side event to
and very difficult to treat in places with limited resources and already the High Level Political
overburdened health systems (World Health Organization, 2016.) Forum on July 19, 2016.
In the Philippines, malnutrition remains a significant public health Conference Room 5 at
concern with a staggering 3.4 million children who are stunted (short for United Nations
their age) and more than 300,000 children under 5 years who are severely Headquarters, New
wasted. This continues to be a serious child health problem, with the York, USA
Philippines being highly disaster-prone. The risk of malnutrition increases in
the aftermath of emergencies (UNICEF Philippines, 2015) Presented at the DLSU
A national nutrition survey reveals that, 20 percent of Filipino Research Congress 2017
children aged 0 to 5 are underweight while 30 percent are stunted or too De La Salle University,
short for their age. The Philippines ranked 9th in the world, with the most Manila, Philippines
number of stunted children according to a UNICEF study. To address the June 20 to 22, 2017
high burden of Severe Acute Malnutrition (SAM) in the country, the THE IMPLEMENTATION
Philippine Nutrition Cluster prioritized the urgent need to support the OF THE SCHOOL -
development of national protocols and policy on the management of SAM BASED FEEDING
for children under five years of age. This was achieved through its PROGRAM (SBFP) IN
community-based management of acute malnutrition (CMAM) working THE SCHOOLS DIVISION
group led by the Department of Health (DOH). The broad objective of this OF TARLAC PROVINCE
prioritization was to improve the access and availability of life-saving Luzviminda G. Rivera,
services for children with SAM through the institutionalization of SAM RN, LPT, PAD, MSN,
management within the national and local health systems, in both MPA-HM, DPA
emergency and non-emergency settings (UNICEF-Philippines, 2016).
The Department of Education issued DO 15, S. 2018 Supplemental DO 15, S. 2018
Guidelines on the Implementation of School-Based Feeding Program for Supplemental
Fiscal Year 2018 the Department of Education, through the bureau of Guidelines on the
learner support Services School Health Division, shall Implement School Implementation of
Based Feeding Program (SBFP) for fiscal year 2018, which aims to School-Based Feeding
contribute to the improvement of classroom attendance and school Program for Fiscal Year
performance of target beneficiaries to more than 85% per year, and 2018
encourage learners to go to school every day. For Fiscal Year 2018, SBFP
covers all undernourished learners from all kinder learners in the
Philippines Plan of Action for Nutrition (PPAN) priority areas to address
stunting. The supplemental guidelines on the implementation of SBFP for
Fiscal Year 2018, and the Manual on Community Participation in
Government Procurement are enclosed for reference. DepEd Order No. 39,
s. 2017 entitled Operational Guidelines on the Implementation of School
Based Feeding Program shall also be used as reference in the
implementation of the program.

THEORITICAL Maslow’s Hierarchy of Human Needs CHALLENGES FACING

FRAMEWORK SCHOOL FEEDING
This study was guided by the human needs theory of Abraham Maslow PROGRAMME IN ISINYA
(1943). According to this theory, there are certain minimum requirements DIVISION, KAJIADO
that are essential to decent standards of living. These are known as COUNTY
physiological needs. They include food, shelter, health and clothing. They by
are primary needs and have to be catered for before other needs such as BEATRICE WANGARI
security and shelter, sense of belonging and affection, love, esteem and MUNUHE
finally self-actualization are pursued. Maslow proposed that man’s drive
towards certain direction can be arranged in a hierarchical order according A PROJECT REPORT
to his needs as follows. SUBMITTED TO THE
The first level of physiological needs is the basic needs of everyone which INSTITUTE OF
are food, shelter and clothing. Security of the self is the second hierarchy of ANTHROPOLOGY,
needs by Maslow. The third level is social need, which is a need to belong GENDER AND AFRICAN
to a certain group or association. This includes friendship, love and STUDIES IN PARTIAL
 belonging. The fourth level is self-esteem, which is a sense of self-respect FULFFILMENT OF HE
and self-motivation. It also includes how one may relate to other people. REQUIREMENTS FOR
The last level is of self-actualization, whereby man strives towards a viable THE DEGREE OF
experience and personal growth. MASTER OF ARTS IN
Maslow says that a human being goes through a hierarchy needs starting GENDER AND
with lower needs to higher needs. Example teachers or parents should DEVELOPMENT
ensure that they provide nutritious foods to the child in order to have a STUDIES OF THE
healthy growth. Safety and security needs are referred to as freedom from UNIVERSITY OF
fear and anxiety and also protection from emotional harm. Children should NAIROBI
be provided with safety and security so as to do well in school and even at NOVEMBER, 2014
home. Failure to provide security creates discontentment. The social needs p.22
include love and belonging where children should be acceptable and Source: Maslow, A. H.
provided with friendship. The self-esteem needs are the prestige needs (1970). Motivation and
whereby one feels he/she wants to be recognized. This makes children feel Personality (2nd Ed.),
proud of themselves. The utmost need is the self-actualization, which is the New York: Herper and
motive to become all that a person is able to be. This requires self-drive so Row.
as to achieve the goal one desires.
According to Maslow’s hierarchy of needs, it demonstrates that when
needs are met or fulfilled, pupils are generally happy and contented. The
atmosphere in the school is good and learning goes on smoothly. The
reverse is true in that when the needs are not met or fulfilled there is
discontentment.
This model highlights the importance of food provision and security. From a
broader view of development, it means that countries must also struggle to
provide basic needs for use by their population. For a developing country
like Philippines, it means that poverty must be prevented by making basic
needs like food, clothing and shelter available to all citizens. Since man
cannot survive without food, the government should make an effort to
reduce food insecurity, especially amongst vulnerable groups like children.

CHAPTER 2: REVIEW TEACHERS PROFILE TEACHING

OF RELATED AGE COMPETENCE AND
LITERATURE The concept age pertains to the length of time that one has exist STUDENTS
duration of life; the time of a person or a thing has existed since birth PERFORMANCE IN
beginning. EDUKASYONG
Encarta dictionary (2007) defines age in education as the level of the PANTAHANAN AT
DEMOGRAPHIC development equivalent to the average person of a particular life. PANGKABUHAYAN
PROFILE Benzoin (2009) stated that the performance of older workers differs, (EPP) AT PARANAQUE
from that younger ones. Usually older workers are more exposed to work ELEMENTARY SCHOOL
experience and can be expected to have a better job performance.
GENDER RODEL CANAYA
Groiler New Webster Dictionary (1992) defines gender as the sum of APOSTOL
characteristic structures and functions by which an organism is classified as 2012
male or female.
The differences in the desire to achieve between male and female are
the differing the expectations on the basis of sex. According to Fehr (2002)
(in Musives, 2003) stating the D.C McClelland’s theory of achievement and
motivation, high need achievers lend to be independent or autonomous in
performance and decision making. The like to take responsibility for their
action.
Males would like to be practical, shrewd, assertive, and dominating.
Females would like to be loving, affectionate, and impulsive.

CIVIL STATUS
Sensagent website (2010) defines civil status as the condition of being
married or unmarried. According to Riserid (2010), civil status means the
status of a person in private law, between the moments of birth and death,
and this status reflects the main elements whereby person are
differentiated from one another, such as percentage, nationality, name,
residence, sex, and legal capacity.

HIGHEST EDUCATIONAL ATTAINMENT

Educational attainment refers to a person’s experience, training and
education in relation to one’s present character, status, etc.
 Navarro (2008) (in Ricardo 2009), pointed out that educational
attainment is the preparation of teacher which includes the particular
degree he has acquired in college and other studies related his line of
specialization.

AREA OF SPECIALIZATION
According to Ezeudu and Utazi (2014) as cited to ISBE (2002) a
competent teacher is qualified given field of study and such a teacher
demonstrate knowledge in the content area. He further states that such a
teacher understands the centralconcepts, methods of inquiry and structure
of the discipline. And that this enables the teacher to teach the content
he/she needs in an advanced level of knowledge. Area of specialization
enables the teacher to adequately address detailed higher order questions
in the field of the study thereby enabling the teacher to demonstrate a
clear, conceptual and systematic understanding of the course content.

RANK/POSITION
According to Salvador (2005), (in Agar 2011), academic rank means
hierarchal classification of teaching positions, which are differentiated
salary ranges and increments. In her study, she mentioned of limited
findings on the faculty evaluation system developed in the University of
Washington.

YEARS OF SERVICE
Multiple studies using data from Carolina and Florida show that
the average teacher with 1-2 years of experience are more effective than
teachers with no experience. (Clotfelter, Ladd and Vigdo, 2007a, 2007b;
Hariss and Saas, 2007)

FOREIGN LITERATURE FEEDING PROGRAM

According to Regenade (1993), feeding programs contribute to good
children’s performance. She stated that in most impoverished settings,
short term effects are worthwhile (food as a human right). She also stated
that there is impact of education and the link between hunger and learning.
She also found out that children who are hungry or chronically
malnourished are less able to learn regardless of the setting.
According to Peralta as cited by Osano, (2003), School Feeding
Programs (SFP) are intervention option that, under certain circumstances
and administrative arrangements, can have an impact on nutritional status,
learning ability, attendance and drop-out rates. The quantity and the
quality of food provided, the time of day it is provided, the nuttitional
status of the children and the mechanism for implementation all affect the
measured outcomes of the program. He also stated that feeding program is
considered as the best practices in education projects.
In conformity with Galal (2005), children who receive meals are
generally healthier, more receptive, energetic, and easier to teach.
Following WFP recommendations, some ASAL school districts have begun
providing fortified morning biscuits to get a jumpstart on the cognitive and
nutritional benefits of feeding (Finan, 2010; Galal, 2005). Though significant
gains have been achieved throughout the country in terms of educational
expansion and accessibility, rural Kenyans continue to lag far behind their
urban counterparts. Between the years 2002 and 2007, although Kenya‟s
net primary school enrollment increased from 77 percent to 92 percent,
enrollment in the ASAL increased from 17 percent to 29 percent (Finan,
2010).
According to Bundy (2006) the programs vary widely from country
to country in design, implementation, and evaluation. Nutrition education
is usually tied in with feeding programs. Two studies that evaluated the
school feeding program in Jamaica, the first examined 115 children aged
12-13 years old who were enrolled in three classes in a poor, rural school
and the other conducted in a metabolic ward, examined the effect of
missing breakfast on cognitive function in 90 children aged 9-10 y and of
differing nutritional status. The result indicate that alleviation of hunger
was one of the mechanism by which of school feeding improved the
academic achievement in the previous study. Undernourished children are
more likely to benefit from school feeding programs than are adequately
nourished children.
School feeding programs are visible safety net used by political
leaders around the world. Communities that participate in these programs
can see the tangible benefits to their children, such as their children being
fed regularly or families supplied with additional food, and the visibility of
such programs acan be attributed back to the politicians who support them.
Food for education programs are typically targeted towards populations
that are food insecure, reside in areas with high concentrations of low
socioeconomic status families, or the face poor attendance and enrollment.
In the developing countires, SFP is usually not set up to target specific
children at a school, but rather all students attending a school are
recipients in the program. This mar reduce the cost effectiveness of the
program if not all the students receiving the food from the program belong
to families who are food insecure or of low socioeconomic status (Adelman
et al. 2009)
Primary school enrolment in Kajiado County has lagged behind for
several decades. According to Achoka, et al. (2007) only one out of three
children in Kajiado County attends primary school and a large majority of
those in school also drop-out before completion. One of the most often
cited reasons for this state of affairs are hunger. Interventions such as the
SFP in Kajiado‟s arid and semi-arid areas are therefore necessary to enable
children benefit from free primary education, and also boost retention and
primary school completion rates. The School Feeding Programs therefore
has the potential to increase access to primary education, reduce dropout
rates, and improve academic achievement of pupils. However, lack of clear
cut policies, sustainability, accessibility and increased enrollments and the
school feeding modalities of the programs, could lead to major constraints
that limit the success of the school feeding programs (Machocho, 2011).
According to Jensen (2010), school feeding mostly takes place within
the context of broad national school reform programs. These reforms
should focus on other essential inputs to education and learning such as
teacher development, curriculum reforms and student assessment.
National ministries or organizational dealing with education should not be
encouraged to take on school feeding at the expense of other educational
inputs as it is difficult politically to refuse food aid. According to Pediatre
(2001), attendance and school performance are greatly enhanced by school
feeding program. Many schools are already struggling to manage barely
functional education systems and to assume the additiona burden of food
distribution.
Lawson (2012) School feeding program as a social safety net has
been popular in developing countries as an instrument for achieving the
Millennium Development Goals. These programs are frequently targeted
towards populations that are food insecure and reside in areas with high
concentrations of families from low socioeconomic status, or towards
schools that face poor attendance and enrollment of students. There are
many studies that have evaluated the impacts of school feeding. However,
the evidence on the impact of these programs is not always conclusive.
Thus by addressing the inadequacies of the programs in the past, the
DepED feeding program has evolved to the current form of the SBFP. In its
current form, the SBFP has retained the main features of the BFP namely,
the 100- 120 feeding day duration; the use of standardized recipes with
malunggay and the 20-day cycle menu, with each meal providing the child
with at least 300 additional calories; the establishment of a school-based
feeding core group; involvement of volunteer parents in the preparation of
meals and the feeding of children; devolved procurement and financial
reporting procedures; and the prescribed complementary activities
consisting of deworming of the beneficiaries prior to the start of the
feeding program; waste segregation, management and composting;
integration of the Essential Health Care Program in the implementation of
the SBFP;
 According to Lambers (2013), there has been urging to establish
appropriate school feeding programs. Brown (2013) recently visited Haiti
and saw what difference school feeding program makes to children.

FOREIGN STUDIES A number of Australian researchers have also recently begun

conducting research on diet and its association with symptoms of mental
illness. In a large-scale Western Australia study researchers examined 1,631
adolescents (14-year-olds) and found two main food patterns: a ‘Western’
dietary pattern, which consisted of high intakes of take-away foods, soft
drinks, confectionary, refined grains and full fat dairy products; and a
‘healthy’ dietary pattern, which consisted of high intakes of whole grains, IMPACT OF SCHOOL
fruit, vegetables, legumes and fish (Ambrosini et al. 2009). FEEDING PROGRAMS
A study by the same research group identifies that higher scores of ON EDUCATIONAL,
psychological symptoms relating to internalizing (e.g., NUTRITIONAL, AND
withdrawal/depression) and externalizing behavior (e.g., AGRICULTURAL
delinquency/aggression) were associated with a ‘Western’ dietary pattern, DEVELOPMENT GOALS:
whereas a ‘healthy’ dietary pattern was associated with a decrease in A SYSTEMATIC REVIEW
symptoms (Oddy et al. 2009). OF LITERATURE
There are many studies and reviews that examine the effectiveness By
and benefits of school feeding programs. The review by Bundy et al. (2009) Ty M. Lawson
suggests that appropriately designed school feeding programs increase
access to education and learning and improve children’s health and
nutrition, especially when integrated into comprehensive school health and
nutrition programs.
Lahey & Rosen (2010) researched that nutrition affects leraning
and behavior and suggested that diet can influence cognition and behavior
in many ways, which include the condition of not enough nutrition or the
condition of the lack of certain nutrients. About one third of children who
completed a food habit questionnaire had inadequate fruit and vegetable
intake. These students also showed the poor school performance as
compared to those students who had an adequate intake of fruits and
vegetables. (SARDO)
Buttenheim et al (2011) conducted a study on the impact
evaluation of school feeding programs in Lao PDR financially supported by
the World Food Program and the World Bank Research Committee. This
study evaluates school feeding programs in three northern districts of the
Lao People’s Democratic Republic (Lao PDR). Feeding modalities included
on-site feeding, take-home rations, and a combination. District-level
implementation of the intervention sites and selective take-up present
considerable evaluation challenges. To address these limitations, the
authors use difference-in-difference estimators with propensity-score
weighting to construct two plausible counter factuals. They find minimal
evidence that the school feeding schemes increased enrollment or
improved children’s nutritional status. Several robustness checks and
possible explanations for null findings are presented.
Justin Ellis of Turning Points Consultancy (2012) conducted a study
on Namibian School Feeding Program. This study is the first step of a longer
term engagement between the World Food Program country office and the
government of Namibia to improve the school feeding program in the
country. It is an operational review of the current school feeding program
with a focus on design and implementation of the program, its policy
frameworks, institutional set up, funding and planning arrangements and
community participation. The objectives of the study are: to strengthen the
evidence based on school feeding in Namibia; analyze the school feeding
program as it is today using the five standards for and provide
recommendations to government on the way forward data for this case
study was collected mainly through qualitative methods. An inception
workshop was held at the beginning of the process to discuss the
methodology. A validation workshop was held at the end of the study to
validate the findings. Key informants in the education system, and in other
relevant agencies, were interviewed. Focus group discussions were held
with school managers, cooks, learners and parents. Fifteen schools in six of
Namibia’s thirteen regions9 were visited during the first two weeks of June
2012 to gain a detailed understanding of the NSFP at the local level. It was
felt that the regions selected would cover both rich and poor communities,
while including northern, central and southern parts of the country.

McEwan (2012) conducted a study on the impact of Chile’s school

feeding program on education outcomes Chile operates one of the oldest
and largest school feeding programs in Latin America, targeting higher-
calorie meals to relatively poorer schools. This study evaluates the impact
of higher-calorie meals on the education outcomes of public, rural schools
and their students. It applies a regression-discontinuity design to
administrative data, including school enrollment and attendance, first-
grade enrollment age and grade repetition, and fourth grade test scores.
There is no evidence, across a range of specifications and samples, that
additional calories affect these variables. The study suggests that the focus
of Chilean policy should further shift to the nutritional composition of
school meals, rather than the caloric content.
Chepkwony et.al (2013) conducted a study on School Feeding
Program and Its Impact on Academic Achievement in ECDE in Roret
Division, Bureti District in Kenya. The purpose of this study is to establish
the relationship, if any, between type of school and success of school
feeding program, and to determine the relationship, if any, between school
feeding program and academic achievement among ECD children. The
target population was Head teachers in Roret Division, Bureti District. The
schools were first placed in two strata of public and private category then
schools were randomly selected comprising of 24 Head teachers. Data was
collected through questionnaires administered to the Head teachers in the
ECD centres. Observation and checklist was used by the researcher to verify Assessment on SBFP
what had been said by respondents and validate what was reported (School-Based Feeding
through questionnaire. The data collected was presented analyzed and Program), Nutritional
reported in terms of percentages, frequencies, means, chi-square and F- Status and Academic
test. The results obtained indicate that schools providing SFP showed high Performance of Grade
academic achievement among ECD children. The study is significant as it IV Pupils in the Division
provides DICECE officers, teachers, Parents, QASO and policy makers to of Bacoor:
establish functional and sustainable SFP in all ECD centres with a view to Basis for Academic
improving health and academic performance in both public and private Intervention Program
schools in Kenya.
Sumabalan (2013) illustrtate the effects of Busog-Lusog Talino (BLT)
Feeding Program to the nutritional status and academic performance of
Grade 2 pupils. The study concluded that teh BLT program not
onlyimproved the butritional status of the respondents but also increased
their academic performance level. Also, Rohner et al (2013) took another
perspective by viewing the effect of child feeding behavior on stuntung,
underwieght, and lack of nutrients found in young Filipino children. This
survey was conducted in 5 urban areas and data gathered on 1784
respondents. Result showed that 26% of teh children were stunted, 18%
were underwieght, 5% were wasted, 42% anemic, 28% iron dificient, and
3% were Vitamin A deficient. Findings confiremd that teh relationship of
socio-econimic status, use of cheaper cooking oil and absence of
multivitamins intake with stunting.
Chinyoka (2014) conducted a study on the impact of poor nutrition
on the academic performance of grade seven learners in case of Zimbabwe.
Its main objective is to identify mitigation policies and measures designed
to reduce negative effects of poor nutrition on children’s academic
performance. Malnutrition remains one of the major obstacles to human
well-being affecting all areas of a child's growth and development, including
performance in the classroom. The study is grounded in Maslow’s
motivational and needs theory.
Similar epidemiological study on malnutrition concerning
five years old children has been conducted by Yadav et. al (2016)
in India that reveals that although there is declining tendency of
under-nutrition in the past three years, 26 more. Studies also
reveal that malnutrition was more prevalent among children from
rural families and from lower socioeconomic status. Maternal
education and occupational status had significant effect on child’s
nutritional status. To diminish the load of malnutrition in the
 children, a collective attempt by the government, non-
governmental organizations and the community is crucial.
Effective, efficient and equitable program should be designed to
reduce child malnutrition. Indian government is having Integrated
Child Development Services (ICDS), which at the national levels
having high coverage, but utilization of ICDS services is low. For
attainment of best possible nutrition and growth in children,
targeted short-term strategies addressing underlying risk factors
and more long-term poverty alleviation strategies may be needed.
The necessity of having of creating and providing an efficient and
equitable programs to address issues on nutrition and malnutrition
as cited above in the studies conducted in India has been
supported by other studies on the evaluation of school feeding
program as one of the intervention adopted by 27 some countries.
In Kenya, study has been conducted to evaluate the effect of
school based feeding program on nutritional status and anemia in
an urban slum. The objective of the study is to evaluate the effect
of a school feeding program in the slums of Nairobi (Kenya) on
anemia and nutritional status, together with an investigation for
socioeconomic determinants that may overrule this effect. Sixty-
seven children at the St. George primary school in Kibera
participated in the school feeding program for 1 year and data
concerning anemia rate, nutritional status and socioeconomic
status were collected during a medical health check. Data were
compared with a control group of children attending the same
school, of the same age and with the same gender distribution
without participation in a feeding program.

The research studies from different countries presented similar

and related findings of the conditions of children suffering from
malnutrition and the importance of developing and implementing efficient,
equitable and effective well-planned and well managed programs on health
and nutrition through exerted effort of both the local national and local
government in collaboration of different agencies.

LOCAL LITERARTURE The school feeding program in the Philippines has been one of the DECS Memorandum no.
government’s most successful education and mitigation initiatives. The 336 s. 1998
feeding program which started in 1996 has resulted to increased SUPPLEMENTARY
enrollment, improved school attendance and reduced drop-out rate of FEEDING PROGRAM
pupils. September 16, 1996, Roxanne A. Salem, School Division IMPLEMENTATION: IT’S
Superintendent of Laguna signed the Division Memorandum No. 66 s. 1996 EFFECT TO THE
to undertake steps on improving the health and nutrition status of the NUTRITIONAL STATUS
school children in line with the government’s thrust for quality education. OF SELECTED
(Salcedo, 2011) ELEMENTARY SCHOOL
In the Philippines, the Department of Education has implemented SANTA CRUZ LAGUNA
various supplementary feeding programs, one of which is the Applied S.Y 2010-2011
Nutrition Program that includes a supplementary feeding program together VYRNA REYES SALCEDO
with food production and nutrition education. Since 1985, DECS started the
Alternative School Nutrition Program which provided targeted schools with
seed money from school canteen operations. Proceeds go to
supplementary feeding of severely and moderately underweight school
children with snacks made from local commodities. In line with this, DECS
Memorandum no. 336 s. 1998 “Implementing the National Feeding
Program started.
In 2011, about 32% of Filipino children 5–10 years were
underweight, stunted (33.6%), and wasted (8.5%) (DOST‐FNRI, 2011). SUPPL EMENT Article
The Department of Education (DepEd) instituted a Integrated school based
school nutrition program that included a regular school‐based feeding nutrition programme
program and a school garden program called Gulayan sa Paaralan improved the
Program. The school‐based feeding program was first launched in 1997 to knowledge of mother
address short‐term hunger among public schoolchildren. In 2011, it was and schoolchildren
revitalized targeting the severely wasted children from kindergarten to Imelda Angeles‐
Grade 6 with funding support from the national government. The Agdeppa1 | Emilita
120‐day revitalized feeding program is expected to improve the nutritional Monville‐Oro2 | Julian
status from severely wasted to normal status, improveclassroom F. Gonsalves2 |
attendance by 85%to 100%, and improve the children's health and nutrition Mario V. Capanzana1
values and behavior (DepEd Order No. 37 S; Department of Education,
2012).

The Philippine National Nutrition Survey conducted by the Food and

Nutrition Research Institute (FNRI) revealed the prevalence of the following
among children aged 5–10 years old: underweight (32.0%), stunting
(33.6%), and wasting (8.5%) (FNRI-DOST 2011). Anemia prevalence among
schoolchildren aged 6–12 years was 20% (FNRI-DOST 2008).
According to Santos (2016) as cited to Rodriguez (2014) that
children must eat three basic food groups every day to ensure optimal
growth and development, the Go, Grow, Glow food. The national Nutrition
Council (NCC) emphasizes the role of good nutrition in child development.
NCC advises children to eat a variety of nutritious meals everyday- including
go (for energy), grow (for tissue and muscle development) and glow foods
(for body regulation and protection). (SARDO)
To address undernutrition among schoolchildren, the Philippines
had implemented school nutrition programs that included deworming, Philippine Journal of
school feeding, and vegetable gardening. Science
Deworming is a regular national program of the Department of 147 (4): 677-691,
Education (DepEd) administered twice a year, usually in July and January, December 2018
starting 2007 until 2010 (DepEd 2007). In 2011, the deworming activity was ISSN 0031 - 7683
included in the Guidelines on the Implementation of the Breakfast Feeding Date Received: 10 Nov
Program as a complementary activity (DepEd 2012). 2017
Imelda Angeles-
According to DePEd order 51 s. 2016 under eligible activities, Agdeppa1*, Emilita
schools are expected to conduct a nutritional assessment of kindergarten to M. Oro2, Clarita R.
grade 6 pupils, during the first 3 weeks of June of school year 2016-2017. Magsadia1
Each school is expected to identify the severely wasted (SW) and wasted
(W) children not later than July 2016. The names of those SW and W, Leveraging Schools as
profile, and details of the school should be provided by the respective Platforms for Effective
School Division Office before July 2016. Timely submission was aimed at School-Based Feeding
initiating the timely start of the program and to allow the school’s 120- Programs
feeding-day cycle to be completed. Project Implementation‘
2016-2018
The Department of Education of the Philippines issued DepED Order Emilita Monville Oro,
No. 54, s. 2013-Guidelines on the Implementation of School Feeding RN, MPH
Programs. The DepED Order was issued in support of the Philippine Plan of Country Director,
Action for Nutrition (PPAN) as approved by the National Nutrition Council Philippine Program
Governing Board through NNC-GB Resolution No. 1, s. 2012, the
Department of Education (DepED) has advocated school feeding programs
for the past years to improve the nutritional status of the undernourished The Department of
pupils and students. This Order is being issued to guide the regional, Education of the
division, and school officials in implementing school-initiated and/or Philippines issued
sponsored feeding programs, thereby ensuring that the objectives of the DepED Order No. 54, s.
program are achieved. The DepED implements the School Feeding 2013-Guidelines on the
Programs (SFPs) to address the undernutrition problem among the learners Implementation of
in order to improve school attendance and to reduce dropout in schools. School Feeding
The SFPs may be school-initiated or sponsored by individuals, non- Programs
government organizations (NGOs) and private companies.
For the initial implementation of the School Based Feeding The DepED issued DO
Program in the Philippines, the DepED issued DO 37, s. 2014 - 37, s. 2014 -
Implementation of the Department of Education (DepED) and Department Implementation of the
of Social Welfare and Development (DSWD) Funded School-Based Feeding Department of
Program (SBFP) for School Year (SY) 2014-2015. The Department of Education (DepED) and
Education (DepED), through the Health and Nutrition Center (HNC), and the Department of Social
Department of Social Welfare and Development (DSWD), shall implement Welfare and
the School-Based Feeding Program (SBFP) for School Year (SY) 2014-2015 to Development (DSWD)
address the undernutrition problem and short-term hunger among public Funded School-Based
school children. For this school year, the Program will prioritize 562,262 or Feeding Program (SBFP)
100% of the Kindergarten to Grade 6 pupils categorized under severely for School Year (SY)
 wasted in all schools based on the nutritional status report as of SY 2011- 2014-2015.
2012. The Program will also cater to pupils from Kindergarten to Grade 6
categorized under wasted if funds are still available. The 120-day Feeding
Program is expected to improve the nutritional status of the children which
is expected to result in 85-100% classroom attendance and improve the
children’s health and nutrition values and behavior. The Program shall also
be implemented in partnership with local government units (LGUs), and
non-government organizations (NGOs), and civic society organizations
(CSOs). The schools' division offices (SDOs) are expected to initiate and
orient the LGUs and Program had its initial implementation in SY 2014-
2015.
School-Based Feeding Program (SBFP) was implemented in
coordination with the Department of Social Welfare and Development
(DSWD), and other partner stakeholders intended to cover 562, 262
severely wasted (SW) for School Year 2014-2015. For School Year 2015-
2016, DepEd will continue to implement the DepEd SBFP in accordance
with Republic Act (RA) 10651, the General Appropriations Act (GAA) of
2015 which will cover 532, 752 wasted (SW) and 627, 403 wasted (W)
school children from Kinder to Grade 6 based on July 2015 Baseline
Nutritional Assessment. The priority should be given from Kinder to Grade 3 (DepEd Order No. 33,
wasted pupils due to high level of dropout rate, vulnerability to illnesses, s. 2015).
and undernutrition. More so, they are considered at their critical stage of
mental and physical development. On the other hand, at least 80% of the
beneficiaries are targeted to be rehabilitated to normal nutritional status at
the end of 120 feeding days. Also, it aims to increase classroom attendance
from 85% to 100% and to improve the pupil’s health and nutrition values
and behaviour (DepEd Order No. 33, s. 2015).

LOCAL STUDIES Since 1997, the Department of Education (DepED) has implemented
school-based feeding programs (SBFPs). The DepED’s first SBFP, then called
Breakfast Feeding Program (BFP), aimed to address short-term hunger.
Through the years, the SBFP shifted focus from addressing short-term
hunger to addressing under nutrition among public primary pupils. The
SBFP also underwent changes in target beneficiaries, coverage, and service
delivery mode. This policy note summarizes the results of an impact
evaluation (IE) study of the SBFP and its complementary activities in SY 13-
14 (Tabunda et al., 2016).

The SBFP of DepED involves feeding primary pupils for 100-120

feeding days using a 20-day cycle of standardized recipes with malunggay.
Each meal has at least 300 calories; this is lower than (876) calories per
meal in feeding programs elsewhere (Adelman et al. 2008). Further, SBFP RESULTS OF AN IMPACT
gives lower feeding days compared to 180 feeding-day-average in EVALUATION STUDY OF
developing countries (Bundy et al. 2009). DEPED’S SCHOOL-
In the Philippines, malnutrition remains as one of the biggest BASED FEEDING
problem that constrain school-age from attending or performing well in PROGRAM
school. by
Ana Maria L. Tabunda,
To implement the SBFP, each school head establishes its SBFP core Jose Ramon G. Albert,
group (CG), and involves volunteer parents in preparation of meals and and Imelda Angeles-
feeding of children. The SBFP also devolves procurement and financial Agdeppa
reporting; and is complemented with other DepED programs of deworming,
Gulayan sa Paaralan Program (GPP), and Essential Health Care Program
(EHCP).
In School year (SY) 13-14, daily feeding budget for SBFP stood at 16
PHP per beneficiary, covering both food (PHP 15 per pax) as well as
administration and monitoring expenses (PHP 1 per pax). The DepED had a
total budget of PHP 77.5M for SBFP in SY 13-14 to feeding a fraction of the
severely wasted pupils in public primary schools. The number of SBFP
beneficiaries (40,361) was 7.2% of the more than half a million (562,262)
severely wasted primary school students across the Philippines.
 According to the latest studies by the Food and Nutrition Research
Institute (FNRI) during the National Nutrition Summit, almost one in every SARDO FEEDING
Filipino children aged 6 to 10 years old are underweight and under height PROGRAM: ITS EFFECT
for their age. The prevalence was highest among those 9 to 10 years old. ON THE NUTRITIONAL
The magnitude and severity of underweight school-age children were very STATUS AND ACADEMIC
high in the provinces, particularly those in the Bicol region, Western PERFORMANCE OF
Visaysas region, and MIMAROPA (Mindoro, Marinduque, Romblon, and STUDENTS
Palawan). The study results echo a World Health Organization report that AMY GUTIERREZ-
over 30 percent of children in the country are malnourished. SANTOS 2016
The study conducted by Rivera, (2012) on the School-Based Feeding
Program of Tarlac revealed that SBFP implementation as to its coverage is
outstanding while the duration and resources is very satisfactory and the The Department of
financial allocation and facilities are adequate. In addition, the study also education issued DM
revealed that SBFPs complimentary activities such as ‘Gulayan sa Paaralan’ NO. 187 S. 2019
and the ‘Essential Health Care Program were highly implemented. through the Bureau of
Furthermore, the strategies used by the feeding program implementers are Learners Support
generally very satisfactory. Services- School Health
Based on the foregoing findings and conclusions, the researcher Division
recommends the continuation of the school-based feeding program (SBFP)
and the strengthening of the Gulayan sa Paaralan and Essential Health Care
Program, Constant and strict monitoring and evaluation of the program
should also be conducted. Linkages with parents and local government
units and other stakeholders should also be encouraged. Accountability of
school heads and other school personnel on the implementation of the
SBFP should be strengthened.
Mancuso et al. (2013) conducted a study on the School Feeding
Program’s role in forming eating habits to identify teaching managers'
perceptions regarding the relationship of school feeding and the promotion
of healthy eating habits among students. A descriptive study with a
qualitative approach was developed in the city of Guarulhos (Southeast
Brazil). Key informants from municipal public schools were interviewed.
Public schools were selected (n=13) and classified as to the level of social
exclusion, size and economic activity of the region where the school was
located. Pedagogic coordinators and school principals were individually
interviewed with semi-structured questions. The results of the study were
from school principals and pedagogical coordinators' perceptions, three
categories were identified: Food in the school context; School feeding
program's role and the Concept of food and nutrition security, which
indicate that they considered meals as part of school routine in order to
attain physiological needs of energy and nutrients. Their answers also
indicated that they did not consider school meals as a pedagogical action
related to their specific responsibilities.

The Department of Education (DepEd) recognizes the importance of

good nutrition for the improvement of academic performance of learners.
It is considered to be sound investment in education as it is associated with IMPACT OF SCHOOL-
increased enrolment, improved attendance, better performance, decreased BASED FEEDING
repetition and decreased dropout. Hence, DepEd proposed in the 2014 PROGRAM ON THE
Budget a School-Based Feeding Program (SBFP) that will cater to a targeted PHYSICAL
562,262 severely wasted (SW) school children in Kinder to Grade 6 GROWTH, ACADEMIC
nationwide. The proposal was approved but the budget was lodged with PERFORMANCE, AND
the Department of Social Welfare and Development (DSWD) as President SOCIAL DEVELOPMENT
Benigno Aquino Directed the DSWD to implement a national feeding OF
program that will cover the daycare center pupils and the school children. STUDENTS IN HOLY
SPIRIT ELEMENTARY
The Department of education issued DM NO. 187 S. 2019 through SCHOOL, QUEZON CITY
the Bureau of Learners Support Services- School Health Division Dr. Gregorio A. Reyes
(BLLSS_SHD) continue to implement the school based feeding program
(SBFP) nationwide in accordance with the General Appropriation Act (GAA)
for the Fiscal Year (FY) 2019 and Republic Act No. 11037 “Masusutansyang
Pagkain Para sa Batang Pilipino.
The above cited literature by different authors are about the
importance of School Feeding Program which play a great role in improving
child’s nutritional status, academic performance.