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Brief History
Existed in Tamil Nadu since the 1960s
In 1995, Government of India implemented it as the National Programme of Nutritional Support to Primary Education Many states provided only dry rations until 2001 Cooked meals only provided in Gujarat, Kerala, Tamil Nadu and parts of Madhya Pradesh and Orissa MG Ramachandran extended midday meals to all primary school in Tamil Nadu
Status today
Beneficiaries
All states provide cooked meals to all primary school children In 2006, 130 million children got cooked food everyday
My children say they like the food. In fact, they actually like going to school now.
Bhagyamma, a Dalit housewife
Source: Parvathi Menon (2003), Frontline,V20(15).
Achievements
Enrolment, retention and attendance Nutritional impact
Nutrition: Quantity
Prescribed food quantity
300 grams of grain & 8-12 grams of protein Increased to 450 grams of grain and 12 grams of protein in the 2006 Guidelines
Is this adequate?
Requirements of children aged 5 years are very different from the requirements of children aged 10 years.
Nutrition: Quality
Depends on:
Menu (plain boiled rice) Cooking practices Hygiene conditions (kitchens, drinking water)
Supplement or Complement?
Menu is important e.g., if children are given plain boiled rice at school and parents stop feeding them at home, then there will be a net loss. No clear evidence yet in India, but..
Qualitative Supplement
With the introduction of a varied menu, recent research suggests that improved menus have an impact. Improved menus meet up to 22% of RDA as opposed to 11% where the old menu was served
(Source: Chhindwara Study in Madhya Pradesh, Afridi, 2005)
Educational benefits
Impact on learning:
Eliminates classroom hunger - children able to concentrate better as many children would come to school on an empty stomach Makes school environment more fun
Educational benefits
Can be realised if teachers are teaching rather than organizing meals and children are not made to help with cooking
Preparing and distributing MDM to about 60100 children is like managing a wedding lunch every day!
Teacher interviewed by CUTS MDM survey in Chittorgarh, Rajasthan
Implementation
Realization of benefits depended crucially on adequate infrastructure being in place
Kitchens, utensils for cooking and serving Cooks, helpers, organizers Drinking water, wood for fuel on/near school premises Procurement practices
Infrastructure
Importance of infrastructure:
Hygienic cooking not possible without these, esp. water Chances of disruption of regular teaching activities, esp. kitchens and cooks Corruption in the system, in the absence of proper storage facilities
Infrastructure
No kitchens, no cooks, no utensils, no water, when it was operationalised in 2002
Improvements since then
Most schools have water and utensils now Separate kitchens still an issue
Community Participation
Scattered instances of community
parents contributed towards improving menus, or purchase of utensils Self-help groups In urban areas, involvement of NGOs
Acknowledgements
This presentation was prepared by Reetika Khera for a Food for Education seminar organized by JUNAEB-WFP in Santiago, Chile (11-13 June, 2007). For more information on Indias Mid-Day Meal Scheme, please visit www.righttofoodindia.org.
Photographs and map from Frontline (www.flonet.com), Rama Lakshmi (Washington Post) and Sohail Akbar