MDMreport

EVALUATION OF THE ONGOING MID DAY MEAL PROGRAMME IN PRIMARY SCHOOLS OF CHHATTISGARH STATE
Commissioned by the Directorate of Public Instruction, Raipur, Chhattisgarh
[2008]
AIDE ET ACTION - SOUTH ASIA No. 21, II Cross Street, Trustpuram, Kodambakkam Chennai - 600024
Evaluation of the on going Mid Day Meal Programme in Primary Schools of Chhattisgarh State
Table of Contents
Acknowledgements Executive summary CHAPTER-I 1.0 Back ground 2.0 Objectives of study 3.0 Scope of study 4.0 Study parameter 5.0 Methodology for study 5.1 Sampling: 5.2 Focus of Research 5.3 Review of Literature 5.4 Tools for Data Collection 5.5 Interview Schedule 5.6 Qualitative Methods 5.7 Data Collection and Analysis 5.8 Plan for Data Collection 5.9 Timeline
6.0 Dissemination workshop
CHAPTER- II
7.0 State Profile of Chattisgarh 7.1 Chattisgarh state at a glance 8.0 Social and economic indicators in the State 9.0 Educational profile of Chattisgarh 9.1 School set-up 9.2 Enrollment Status 9.3 Enrollment Status in Primary Schools 9.4 Drop-outs (by category, gender for each stage) 9.5 District wise enrollment characteristic 10.0 Health indicators for Chattisgarh CHAPTER III 11.0 BACKGROUND OF MID DAY MEAL SCHEME 11.1 Genesis of current midday meal programme in India 12.0 Economic Logic behind MDM Scheme 13.0 A right to food: the contribution of midday meals 14.0History of Mid Day Meal with respect to Chattishgarh state 15.0 MDM in Chhattisgarh 15.1 Basic Philosophy of Mid Day Meal Scheme: 15.2 District wise MDM scheme running in schools 16.0 Management Structure for Implementation of Mid-Day-Meal Programme in Chhattisgarh State 17.0 Salient Features of Scheme Implementation in the year 2007-08 18.0 Highlights of State norms and Expenditure norms etc. 19.0 Implementation Model at the school level
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20.0Weekly Menu and its Nutritional Assessment 20.1 Food Grain Flow 21.0 Budget for MDM programme 21.1 For the year 2007-08 21.2 For 2005-06 22.0 Fund Flow process: State to village level 22.1 Fund allocation under MDM scheme 23.0 Enrolment, attendance and retention of students of disadvantaged section 23.1 Schools statistics enrollment in primary level and avail MDM Scheme are as follows. 23.2 Enrolment in upper-primary schools and avail MDM scheme 24.0 Infrastructure 25.0 Retention CHAPTER IV 26.0 Number of children surveyed 27.0 A description of the event from cooking to eating the meal: 27.1 Timing of MDM meal distribution. 28.0 MDM Menu and its nutritional assessment 28.1 Accompaniments with main menu 28.2 Supplement food; 28.3 Frequency of channa murra 29.0 Festival season menu 30.0 Quality and quantity of MDM meal 31.0 District wise response in percentage for food served in MDM children like or dislike 31.1 Quantity issues: 31.2 Utensils brings from home 32.0 Quality of Food served under MDM scheme: 33.0 Health and Hygiene 33.1 Lack of proper hygiene a major problem 33.2 Washing space for hand wash and cleaning of utensils 33.3 Water facilities 33.4 Distance between schools to water facility 34.0 Major findings from childrens survey 34.1 Nutritional value of food: 34.2 Calorific/protein value of the mid day meal provided along with menu prescribed. 35.0 Social equity 36.0 Enrolment, attendance and retention of students 36.1 Inadequate infrastructure and poor usage of existing facilities aggravated the problem of poor hygiene 36.2 Little emphasis on gaining any supplementary benefits from such a large school feeding programme 36.3 Storage facilities CHAPTER V 37.0 SJBS surveyed in 16 districts 38.0 Knowledge and awareness of SJBS in state Run MDM programme 39.0 Role of SJBS in implementation of Mid day meal scheme in schools 39.1 Supervision and monitoring process 40.0 Broad role of SJBS in Monitoring of Programme and impact parameters 40.1 Role and responsibility of SJBS 41.0 Frequency of SJBS meeting 41.2 Overall roles and responsibility of SJBS 42.0 SJBS perception about the Teachers role in MDM
43.0 Suggestion of SJBS for making MDM more effective: CHAPTER VI 44.0 No. of Teachers surveyed in 580 schools in 16 districts 45 .0 Total no of Children registered under MDM scheme in last year and current year 45.1 Gender wise enrolment of children in percentage for current and previous year 46.0Mid Day Meal school implementing in school 46.1 Type of Cooked meal provided under MDM scheme in their school 47.0 Govt. support for MDM programme 47. 1 Allocated MDM money is sufficient for MDM food provision 47.2 District wise response of teachers perception about the MDM money 47.3 Cooking material procured 48.0 Cooking Agency responsible for preparation of meal. 49.0Infrastructure availability in Schools 49.1 District wise responses for Infrastructure available 49.2 Percentage wise response 50.0 Hygiene and cleanliness 50.1 District wise response for hygiene and cleanliness 50.2 Monitoring process for Hygiene and cleanliness 50.3 Lack of proper hygiene a major problem 51.0 Monitoring food quality 51.1Quality of food through tasting process 51.2 Frequency of food quality checking 51.3 District wise MDM cooked food qualities 52.0 Involvement of parents committee/JBS in monitoring process of cooked meal 53.0 Frequency of monitoring of cooked meal 53.1 Reasons for not involving parents committee/JBS in monitoring process of cooked meal 54.0 Menu displayed in school 54.1 Place for menu display 54.2 Who decided the menu? 54.3 Aware ness of children about Menu: 55.0 Place of eating and serving of MDM food 55.1Hygiene and cleaning of premises 55.2 Lack of proper hygiene a major problem 56.0 Records of implementation of MDM Scheme 56.1 MDM records maintained 57.0 Utilization certificate 58.0 Monitoring visits 58.1 No. of official visits last year district wise 59.0 JBS involvement 60.0 Parents involvement in implementation of MDM programme 60.1 Drop out rate children 61.0 Enrollment of children with disabilities 62.0 Contribution of MDM for increase in nutritional status in children 63.0 Social equity 64.0 Suggestions for MDM Improvement 65.0 Overall observations
CHAPTER VII
66.0 District and Block level officer interviewed for MDM evaluation study 67.0 Districts and Blocks adherence to the MDM guidelines issued by GOI 68.0 Meeting on MDM attended by Government officials 69.0 Grievance redressal mechanism 69.1No. of cases registered and resolved last year 69.2 Cases registered during the current year [as on survey date] 70.0 Linking of MDM scheme to other department schemes 71.0 Reporting system followed 72.0 Suggestions for improvement of MDM programme CHAPTER VIII 73.0 Cooking Agency 74.0Who is Cooking Agency in school 75.0 Selection of Cooking Agency 75.1Awareness about the calorie count 75.2 Calorie count child wise 75.3 Nutritive value of 100 gms of wheat, rice & chapattis 76.0 Over response of cooking agency in 16 districts 76.1 Ranges of response 77.0 Brochure for calorie count 77.1 Literacy levels of cooking agency personnel 78.0 Decision of amount to be cooked for meal 79.0 Who is involved in cooking [no. of people] 80.0 Opinion about the cooked food 81.0 Transfer of funds to the bank 82.0 Monitoring of cooking process 83.0 Infrastructure Availability CHAPTER IX Conclusions and Findings CHAPTER X Recommendations References Annexure Central Assistance released to States/UTs under Mid-Day Meal Scheme during 2007-08 as on 29.11.07 Allocation of Central Assistance under Mid Day Meal Scheme for the year 2007-08 List and summary of 20 schools in Jashpur and Raigarh districts Case studies District- wise information on lifting and utilization of food grains at school level during 2007-08 for Primary Stage (Classes I -V) Annual Work Plan : Kitchen Devices Procurement 2007 -08 Annual Work Plan :Kitchen Shed Construction 2007 -08 Annual Work Plan :Kitchen Shed Construction [Through Convergence] 2007 -08 Annual Work Plan :Kitchen Shed Construction [Through Convergence] 2008 -09 District - wise information on Cooking Assistance released and Utilized * during 2007 - 08 for Primary Stage (Classes I-VI)
Acknowledgements Aide et Action South Asia wishes to thank the Commissioner of DPI Ms.Nidhi Chibber IAS for her support, keen interest as well as insightful comments at every stage of the evaluation. Thanks are also due to Mr.Kawrathi Additional Director, P.Ramesh- Assistant Director and Mr.Suresh Tripathy- Joint Director for their cooperation. Overall guidance for this evaluation was provided by Mr.Ravi Pratap Singh- Regional Director, Aide et Action South Asia. His attention to details has helped in sharpening many aspects of the evaluation. Mr.Pravin Bhope- Regional Manager (Bhopal Region) of Aide et Action had supported the data collection in the most effective and efficient manner. Without his support, this study would not have been possible. Mr. Suresh Kapse of Aide et Action deserves a special mention for his key role in this entire evaluation. His patience is remarkable. My colleague Shadans timely support had lessened my stress considerably. Most importantly, we are greatly indebted to the children, teachers/headmasters, members of the Jan Bhagidhari Samiti and cooking agency personnel for their time and patience to answer to our queries. For making the dissemination workshop an event to remember with the participation Shri.Brij Mohan Aggarwal- Minister for Education, Mr.Nand Kumar IAS, Secretary School Education and over 200 government officials, we are grateful to Ms.Nidhi Chibber. Dr.Sridevi Srinivasan Head-EduAction Aide et Action- South Asia
The concept of nutritional support to education is not new in India country and it dates back to 1925 when Madras Corporation developed a school lunch program. However it was only in 1995
EXECUTIVE SUMMARY
that such a scheme was launched at the national level in order to provide nutritional support to students in primary schools. The objective of this scheme was to give boost to universalization of primary education and to impact the nutrition of students in primary classes. The Mid Day Meal (MDM) scheme has been revised in 2004 and as per the Supreme Court directive it envisages provision of cooked, nutritious Mid Day Meal to primary and secondary school children. Importantly, it mentions about setting-up of an appropriate mechanism for quality checks. Despite these developments, over the decades, the problems of malnutrition, anaemia, vitamin-A and Iodine deficiency are very common among children in India. Today, ninety-four percent of children in the age group of 6 to 9 are mildly, moderately, or severely underweight! About 67.5 percent of children under 5 years, and 69 percent of adolescent girls suffer from anaemia due to iron and folic acid deficiency. The important thing to consider is that the expenditures on this programme have been huge. For example in 2003-04 the expenditure was Rs. 1400 crores and 2007-2008 budget of the central government has allocated about Rs. 7324 crores for the MDM scheme. Mid-Day Meal Programme was first initiated in Chhattisgarh in 1943 when erstwhile Koriya princely state instituted Gur-Chana meals in all the 18 schools existing at that time in Koriya. Since mid 1990s, the tribal blocks (ITDP blocks) in the state started the MDM programme. The programme got universalised in all state run/aided primary schools in 2001 after the Supreme Court ruling. The programme allocation increased from 70 paisa per child per day to Rs. 1 and in April 2005 to Rs. 2 (plus 100 gm rice per child/day). In addition, government provides the Cooks honorarium. MDM got a big boost in 2005 when the amount was raised to Rs. 2. Chhattisgarh Government implemented a new comprehensive menu for MDM which included Rice, Vegetables, Dal, Papad and Achar (Daily), Sweet (twice a month) and Eggs (subject to parents approval). Alongside Government stepped up efforts to involve women in MDM delivery and monitoring. Womens Self Help Groups were actively encouraged to join the programme. ICDS workers helped in the transition period by supporting the Self Help Group (SHG) women. Mitanins focused on mobilising community to take active interest in improving quality and regularity of MDM and promoted the service motive in improving child nutrition by serving a nutritious meal with adequate variety and taste. Initially, NGOs in Chhattisgarh did not play the role of implementers in MDM. Instead, NGOs played the role of facilitating community monitoring of MDM. But organizations like Pahel and Akshayapatra are now involved in the cooking of MDM at centralized kitchens and distributing them to schools in the urban areas. Cooked meal was served in all Primary schools in M.P till 31st March 1997.Whereas free food grains was given by GOI, State Government spent 0.75 paise/beneficiary/ day as conversion cost. The State of Madhya Pradesh stopped giving cooked Mid-Day-Meal in Primary Schools of Community Development Blocks from April 1997.Whereas cooked meal was still served in Tribal Development Blocks. In Community Development Blocks food grains @ 100 gms/ day for 20 days in a month was given through fair price shops.Consequent to the order of Supreme Court of India in SLP No. 196/2001 dated 28th November 2001, Chhattisgarh started serving cooked hot meal in all the Primary Schools from 1st April 2002. Conversion cost was kept at 75 paise. Later on, conversion cost was increased to Rs 1/ beneficiary/day on 23rd Feb 2004, From September 2004, Government of India decided to give Rs1/beneficiary/day as conversion cost. In the state level continues to give Rs1/beneficiary/day. Thus increasing the conversion cost to Rs 2/benefiary/day. Mid-Meal-Programme's revised guidelines of NP-NSPE 2006 (earlier known as National Programme for Nutritional Support to Primary Education but currently National Programme for Mid -Day- Meal), increase the conversion-cost per child per day @ Rs 1.50, in order to increase nutritional level of the students and indeed Chhattisgarh is only state in India where state's share is remain Rs 1.00 i.e.60-40 ratio and Rsn2.50 per child is the conversion cost in the state. This study is part of DPI s attempt to understand not just the impact of MDM in primary schools of Chhattisgarh but to take stock of the difficulties in implementation, as well as the perspectives of various stakeholders involved in the implementation as well as monitoring of the programme.
CHAPTER-1
1.0 Back ground 2.0 Objectives of study 3.0 Scope of study 4.0 Study parameter 5.0 Methodology for study 5.1 Sampling 5.2 Focus of research 5.3 Review of Literature 5.4 Tools for Data Collection 5.5 Interview Schedule 5.6 Qualitative Methods 5.7 Data Collection and analysis 5.8 Plan for Data Collection 6.0 Dissemination Workshop
1.0 Background Education plays a vital role in the development of human potential. State Governments are spending considerable portion of their limited resources to provide educational facilities all over the country. In spite of these efforts the goal of cent per cent universalisation of elementary education appears to be far and elusive due to inherent socio-economic factors present in the society. Free and compulsory education up to the age of 14 years is the constitutional commitment and it is estimated that Primary school children (6-14 years) form about 20% of the total population. Most of the children from low socio-economic society suffer from under nutrition, more often they drop out from schools at an early age, which directly affects their personality development. Poor enrollment and high school dropout rate are attributed to the poor nutritional status of the children compounded by poor socio-economic conditions, child labour and lack of motivation. Nutrition support to primary education is considered as a means to achieve the objective of providing free and compulsory universal primary education of satisfactory quality to all the children below the age of 14 years by giving a boost to universalisation of primary education through increased enrollment, improved school attendance and retention and promoting nutritional status of primary school children simultaneously. Introduction of mid day meal scheme (MDM) in India occurred almost a century ago. It was the then Madras Corporation that first developed a school lunch programme way back in 1925. However, it was about 50 years later that such a scheme was given any serious attention at the national level. In the year 1974, the National Policy on Children declared that countrys children are its supreme human resource. This policy enjoined the state to ensure full physical and mental development of children. Later, the National Programme of Nutritional support to Primary Education (Mid Day Meal Scheme) was launched in 1995. The objective of this scheme was to give boost to universalization of primary education and impacting on nutrition of students in primary classes 1. At about that time the union territory of Delhi did implement a Mid Day Meal scheme. Recently, a revised Mid Day Meal Scheme has been launched in 2004 23. The incumbent government at the centre has emphasized its implementation in its Common Minimum Programme. It envisages provision of cooked, nutritious Mid Day Meal to primary and secondary school children. Importantly, it mentions about setting-up of an appropriate mechanism for quality checks. Despite these developments over the decades, the problem of malnutrition, anemia, deficiency in vitamin A and Iodine is very common among children in India. Today, 94 percent of children in the age group of 6 to 9 are mildly, moderately, or severely underweight! About 67.5 percent of children under 5 years and 69 percent of adolescent girls suffer from anemia due to iron and folic acid deficiency 3. Mid day meal programmes (MDM) aimed at improving the nutritional status of poor children and at ensuring better school enrollment have been functioning in various states of the country for over five decades. With the Supreme Court directive of November 28, 2001 to State Governments to introduce cooked mid day meals in schools, there has now been a renewed interest in MDM in different states in the country. Moreover, there exists today a better enabling environment, which is conducive to the successful implementation of MDM.
Government of India. Guidelines of National Programme of Nutritional Support to Primary Education [Mid Day Meal Scheme], http://education.nic.in/htmlweb/mdm/mdm1995.htm 2 Government of India. Guidelines of Revised National Programme of Nutritional Support to Primary Education [Mid Day Meal Scheme], http://education.nic.in/htmlweb/mdm/mdm2004..htm 3 Government of India. Task Force Report on Micronutrients, D/WCD, 1996.
1
The adoption of Sarva Shiksha Abhiyan (SSA) as a National Policy, has contributed to this. Also, a number of Self Help Groups (SHG) and other womens groups are active and several NGOs are willing to participate. The media is, at present, highlighting the need for strengthening such programmes. In consonance with the National Policy, MDM encourages social interaction between different communities and thus contributes to social equity. The universalized mid-day meal scheme now covers nearly 12 crore children in the country making it perhaps the worlds largest school feeding programme. However, issues pertaining to regularity and quality of meal continue to evoke concern, necessitating new approaches to monitoring and supervision. One effective intervention could be to empower mothers to watch feeding of the children. The physical presence of at least one mother (or more than one, wherever possible) could ensure that a good quality meal is served every day without interruption. This would lessen dependence on monitoring through external supervisors/inspectors who are anyway unable to oversee all schools on a daily basis, given the magnitude of the programme. 2.0 Objectives of the Study The study examined the extent to which the programme has progressed in achieving its objectives and has evaluated the ongoing Mid Day Meal programme in primary schools of Chhattisgarh State. The objectives of the study were To understand the infrastructure and institutional arrangements for Mid Day Meal scheme in the State. To assess the performance of Mid Day Meal Scheme in the State To study the Impact of scheme on enrollment, attendance and nutritional status of children To suggest the ways and means for effective implementation of the programme.
3. o Scope of the Study This gave the Scope to understand the following The arrangements for logistics and timely availability of monetary assistance The diet served adheres to the prescribed limits both in terms of quantity and quality. To assess whether the scheme reaches all the eligible children. The control mechanism for effective implementation of the scheme (Monitoring and Evaluation system) 5. To find out whether the scheme is implemented regularly and what is its status of implementation 6. Up to what extent the objectives have been achieved on following aspects and up to what extent? a. Increase in enrolments. b. Increase in regularity of attendance and its extent. c. Reduction in dropouts. d. Impact on nutritional status. 7. The perceptions of stakeholders on the implementation of the Mid Day Meal Scheme relating to the constraints in the implementation of the scheme and how it can be made more effective. 1. 2. 3. 4.
4.0 Study parameters
Study parameters
Background Characteristics of Respondents Children Parents Members of PTA Members of PRI School Teachers Cooks Role of Key Stakeholders in Mid Day Meal Scheme Participation of Children in Mid Day Meal Scheme Participation of Parents Mid Day Meal Scheme Participation of members of PTA in Mid Day Meal Scheme Participation of School Teacher in Mid Day Meal Scheme Participation of Community members in Mid Day Meal Scheme Participation of SHGs in Mid Day Meal Scheme Participation of Members of PRI in Mid Day Meal Scheme Participation of Non Governmental Organization in Maid Day Meal Scheme Institutional Arrangement for implementing of Mid Day Meal Scheme Organizational set up at various levels Implementation structures for Mid Day Meal Scheme
Performance of Mid Day Meal Scheme
Coverage and status of MDM Infrastructure facilities Synergistic Support to Mid Day Meal Scheme Logistics and Management in MDM Manpower involved in MDM Food Supplementation Monitoring and Supervision of MDM
Impact of Mid Day Meal Scheme
School Indicators Nutritional Indices Indicators for Scholastic Capabilities Social Equity Parameters
5.0 Methodology for Study

Objectives of study Primary Data Collection
Survey Method was used for this study.
Scope of Study
Secondary Data Collection

History and Philosophy of MDM Demographic profile of the State Social and economic indicators in the State, including literacy rates, health indicators (IMR, MMR), sex ratio, poverty ratios, etc Number of Primary schools, Upper Primary schools, High schools Calorific/ protein value of the mid day meal Food grains management Status of procurement of kitchen devices Case Studies from other sources others
Methodology of study
Process development for data collection Data Analysis Tools and techniques Literature review methods Others analytical methods
Through questionnaire o Children o Teachers o Cooking Agency o SJBS o Officials Focused Group Discussion: VECs and teachers etc Case Studies through discussion
Data Collection Methods Analysis of primary data
Review of Literature
Conclusions and Major findings
Performance of Mid Day Meal Scheme Coverage and status of MDM Infrastructure facilities Synergistic Support to Mid Day Meal Scheme Logistics and Management in MDM Manpower involved in MDM Food Supplementation Monitoring and Supervision of MDM
Impact of the scheme
On Children Nutritional Indices Enrollment status Retention Rate others
Monitoring Mechanism Grievance Redressal system Transparency & Accountability at School level (esp. w.r.t Food grains and Cash for cooking Assistance) Quality of Food Grains Procurement process others
Status Kitchen shed Washing areas Food serving areas Cooking utensils Cooking agency salary Others
Others Indicators for Scholastic Capabilities Social Equity Parameters Food Menu
Recommendations And Suggestions

Effective Implementation process for Procurement of goods Simplified monitoring tools for quality assessment of cooked and purchased foods grains Motivational techniques for increasing enrollment of children and retention rate Redefining teachers role and responsibility others
The Supreme Court ruling and the expressed commitments of the government on this issue make it imperative that MDM scheme not only gets implemented it gets implemented with desired results. The budget allocation for the scheme is enormous, and the challenge of successful delivery of the scheme in terms of child development indices is equally enormous. Therefore, the broad objective of this study has been to clearly identify some of the critical issues associated with the MDM scheme and to do an objective evaluation in terms of efficiency in delivery system and service quality (which includes food safety, food nutrition and organoleptic aspects). Broadly, we addressed three critical aspects of the scheme: managerial, technical and school logistics issues. Managerial issues pertain to understanding the planning and administration of the scheme by the central, state and local governments, and identification of their roles and interdependencies. For technical issues we identified nutritional and food safety concerns. This involved understanding technical standards in terms of nutritional recommended daily allowances (RDA) for children; food safety norms in terms of contamination during the cooking and serving process. Then there are logistical issues which pertain to actual day to day running of the scheme in government schools. This would involve logistical issues such as procurement, storage, preparation, and serving and disposal of food. We adopted a two fold approach: (a) Field visits to schools in located in blocks (b) Document working of the MDM at the macro and micro level i.e., working of the policy at various governmental levels and, working of the preparation and delivery of food at the school level. This is done through observations regarding food hygiene, food quality and end user expectations. 5.1 Sampling The sampling strategy used for the study is multistage stratified random sampling, in which sample schools have been selected from all 16 districts of the state. From each district maximum 5 and minimum 2 blocks have been selected. In order to ensure proper representation of ruralurban and roadside areas from each of these blocks 10 schools have been included, in which 4 were from remote area, 2 from road side schools and 2 from urban area.
SAMPLE COVERAGE BLOCK 02, SCHOOL 20 SAMPLE COVERAGE BLOCK 02, SCHOOL 20 SAMPLE COVERAGE BLOCK 05, SCHOOL 50 SAMPLE COVERAGE BLOCK 02, SCHOOL 20 SAMPLE COVERAGE BLOCK 05, SCHOOL 50 SAMPLE COVERAGE BLOCK 04, SCHOOL 40 SAMPLE COVERAGE BLOCK 02, SCHOOL 20
SAMPLE COVERAGE BLOCK 05 SCHOOL 50 SAMPLE COVERAGE BLOCK 04, SCHOOL 40 SAMPLE COVERAGE BLOCK 04, SCHOOL 40 SAMPLE COVERAGE BLOCK 04, SCHOOL 40 SAMPLE COVERAGE BLOCK 05, SCHOOL 50 SAMPLE COVERAGE BLOCK 02, SCHOOL 20 SAMPLE COVERAGE BLOCK 02, SCHOOL 20
SAMPLE COVERAGE BLOCK 05, SCHOOL 50
SAMPLE COVERAGE BLOCK 05, SCHOOL 50
Sl No.
Districts Name
Number of blocks
Sample Blocks
Sample Schools
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Total
Koriya Surguja Jashpur Raigarh (Chhattisgarh) Korba Janjgir- Champa Bilaspur (Chhatisgarh) Kawaradha Rajnandgaon Durg Mahasamund Dhamtari Kanker Baster Dantewada Raipur
5 19 8 9 5 9 10 4 9 12 4 4 7 14 11 15 145
2 5 4 4 2 4 5 2 4 5 2 2 2 5 5 5 58
20 50 40 40 20 40 50 20 40 50 20 20 20 50 50 50 580
5.2 Focus of research

It was felt that a study of the midday meal scheme in Chattisgarh would be useful, particularly to see quantity and quality of the meal served, as well as its potential impact on learning, on nutrition, on enrolment, and on attendance. Media reports about the midday meal scheme are generally restricted to a crisis as for example when there is food poisoning and children fall ill. Even in such a situation the issue is politicized to embarrass the party in power rather than from any concern about what can be done to solve the problem. The focus of evaluation has been to probe into the current functioning of the cooked midday meal scheme in the state -- right from when the time grain leaves the godowns of the FCI to when it comes in its cooked form to the school and is delivered to the children; and to suggest guidelines for a smoother implementation of the scheme. 5.3 Review of Literature Several reports have been generated during the implementation of MDM programme. These reports have been analyzed on the basis of the objectives of the study. The reports produced by various departments and other agencies were also reviewed. The content analysis of these documents forms the base of the formation of survey tools for the study. 5.4 Tools for Data Collection The evaluation has been conducted by administering structured questionnaires to different groups of stakeholders in the project. However, wherever appropriate, observational and participatory methods such as key informants interview, focus group discussions and observation methods were used to gather qualitative information. Qualitative data contains reasons for success and failure, best practices, worst practices and recommendation. For the collection of primary data, tools have been prepared jointly in consultation with the MDM cell of DPI, Chhattisgarh. Following tools were used for the collection of data.
5.5 Interview Schedule The collection of quantitative data has been done with the help of pre-designed and pre-tested questionnaires/schedule for various stakeholders like Education officials, Teachers, VEC members, community members agencies/NGOs involved in the implementation of the programme. The interview schedule has covered the information related to the infrastructure and institutional arrangements for Mid Day Meal Scheme, the performance of Mid Day Meal Scheme, enrollment, attendance and nutritional status of children and has also collected suggestions for improvement of the implementation of the programme from the stakeholders. 5.6 Qualitative Methods Focused Group Discussion: Separate FGDs were conducted with concerned department officials, VECs and teachers so as to understand the status of utilization of funds, bottlenecks and its impact on the set objectives. Such discussions helped in conducting the SWOT analysis on mechanism of implementation of the programme. Case Studies: Case studies reflect the success stories as well as stories of failure for experiential learning. They cover the approach adopted to implement, roles of all stakeholders including state and district administration, Jan Bhagidari committees, teachers and other Agencies/NGOs.
5.7 Data Collection and analysis After preparation of tools, survey was conducted for data collection. A dedicated team was placed to fulfill the task and a three days training was imparted before sending researchers in the field. After pilot testing of tools final data collection was carried out. 5.8 Plan for Data Collection There were 60 field investigators who collected data from the 16 districts. They spent around 6 weeks to collect data from 16 districts in 580 primary schools. During their survey, they had interactions with teachers, Community members, education officials, VEC members, members of the agencies/NGOs involved in the MDM programme. They also organized group discussions and participatory methods to collect relevant information for the purpose of this evaluation. 6.0 Dissemination Workshop Once the data was analysed and a draft report prepared, a dissemination workshop was jointly organized by Aide et Action South Asia and Department of Public Instruction, Chattisgarh to share the findings of the study with a range of officials involved in implementation and also to discuss the strategies for effective implementation of Mid Day Meal programme in the state. The Dissemination workshop was held on 15th February 2009 at Raipur with over 200 officials of the state participating. Minister of Education for Chhattisgarh State, Mr.Brij Mohan Aggarwal was the chief guest. Other key functionaries of the government who were present were Shri.Nand Kumar IAS - Secretary to the Govt- School Education, Mrs.Nidhi Chibber IAS- Commissioner DPI, Commissioner for Tribal Welfare, 26 District Education Officers, 32 Block Education officers, 10 District Managers of Civil Supplies Division ( Nagrik Apurti Nigam), 10 Janpad Panchayat CEOs, 2 Zilla Panchayat CEOs, 2 Nutritionists/ Dieticians, 2 Nutrition officers from UNICEF, CG and 1 person from Akshayapatra NGO that provides centralised kitchen services in Bhilai and adjoining schools. Some of the key recommendations of this report were also reiterated by the Minister and the Education Secretary to the Government in their respective speeches. All the officials present in the workshop were divided into different groups where they discussed specific topics for the better management of mid day meal programme. These were then presented at the plenary. The
proactive commissioner, Department of Public Information, Government of Chhattisgarh took part in the day long discussions and also assured to take up the recommendations with the steering group. Intervening during one of the group presentations she said that there needs to be a change in the mind set of the officers. We have to move beyond the basic question of whether children get food or not. MDM has many facets. We need to understand this. She also added that officers during their visits should speak to a wide range of stakeholders to understand practical difficulties. Officials should spend atleast one whole day every month for this purpose. This dissemination workshop thus provided a platform for an interface with the Commissioner and various other officials involved in the implementation of the scheme. Detailed discussions were held both within the various groups as well as at the larger forum.
CHAPTER-2
7.0 State Profile of Chhattisgarh 7.1 Chhattisgarh state at a glance 8.0 Social and economic indicators in the State 9.0 Educational Profile of Chhattisgarh 9.1 School Set-Up 9.2 Enrollment Status 9.3 Enrollment Status in Primary School 9.4 District wise enrollment characteristic 10.0 Health indicators for Chhattisgarh
7.0 State Profile of Chhattisgarh hhattisgarh region popularly known as "The Rice Bowl of India became the 26tth state of the Country on 1st November 2000 after it was separated from the then largest state of the country- Madhya Pradesh. The newly formed state possesses ample variations in physical and cultural features and is aiming to achieve rapid progress in its economic spheres and because of rapid development and in terms of per capita income ranks second in the country after Andhra Pradesh. Chhattisgarh is made up of 16 very large districts. It is bound in the north by Uttar Pradesh and Jharkhand, in the east by Orissa, in the South by Andhra Pradesh and in the West by Madhya Pradesh and Maharashtra. Chhattisgarh is the ninth largest state in India with an area of approximately 135000 sq kms, bigger than states such as Tamilnadu. In terms of population, Chhattisgarh ranks 17th on all India level, 32% and 12% of the state's population comprises of scheduled castes and scheduled tribes respectively 7.1 Chattisgarh state at a glance The Demographic features of the State can be seen in the table below:Indicators Area North South Length East West Length Capital No of Revenue Divisions No of District No of Tahsils N0 of Development Blocks No of Tribal Development Blocks No of Community Blocks No of Towns No of Corporations In State 135000 sqkm 360Km 140Km Raipur 3 16 96 146 85 61 97 10 In Country Remarks As per Chhattisgarh at a Glance 2002
No of Villages No of Panchayats Population Rural Population Urban Population Population Density Population Growth Sex Ratio Literacy Literacy-Male Literacy-Female Scheduled Caste Population Scheduled Tribe Population Largest District in area Smallest District in area Highest Population Lowest Population Total no. of Tribes Higher Secondary Schools Secondary Schools Middle Schools Primary Schools
20308 9820 20795956 82.61% 17.39% 154 18.06% 990 65.18% 77.86% 52.40% 12.19% 32.46% Sarguja Dhamtari Raipur Kawardha 42 2079 1953 12143 32763
72.22% 27.78% 324 21.34% 933 64.80% 75.30% 53.70% 16.20% 8.20%
As per census 2001 As per Chhattisgarh at a Glance 2002
8.0 Social and economic indicators in the State Education forms the backbone of any social and economic development initiative, Chhattisgarh has shown healthy improvement in its literacy rate over the last decade and has achieved remarkable improvement (almost doubled in the same period), and the male literacy is higher than the national average. The literacy rates in Chhattisgarh compares better than most of its six neighbors. Chhattisgarh is committed to its agenda of imparting education to all and has allocated a significant share of its plan outlay for this sector. Plan outlay for the social sector at 15% , Chhattisgarh has to traverse a long path to achieve the targets it has set for itself, where in Chhattisgarh would universalize Primary Education and carve a niche for itself by creating regional best-in-class education infrastructure.
ITEMS UNIT DETAILS
Geographical Area In `000 Sq. Km. 135 Percentage of Forest area to Per cent 45 Geographical area POPULATION CHARACTERISTICS 2001 Decennial Growth Rate Per cent Density Per Sq. Kms. Sex ratio Females per `000 Males Percentage of Rural Population to total Per cent Population Percentage of Urban Population Per cent to total Population Percentage of Male Population Per cent to total Population Percentage of Female Population to total Per cent Population
(+) 18.06 154 990 79.92 20.08 50.48 49.52
Percentage of Scheduled Castes Population to total Population Percentage of Scheduled Tribe Population to total Population Literacy Rate 2001 Total Literacy Rate Females Males STATE INCOME 2000-01(Q) Net State Domestic Product at current prices Per capita income at current Prices Net State Domestic Product at constant (1993-94) prices Per capita income at constant (1993-94) prices SCHOOL EDUCATION 2000-01
Per cent (1991) Per cent (1991) Per cent Per cent Per cent Crores Rupees Crores Rupees
12.20 32.40 65.12 52.28 77.86 24142 11663 16137 7796
Percentage of Pre- Primary/Primary schools Per cent to total institutions Percentage of Middle schools Per cent to total institutions Percentage of High schools/Higher Per cent Secondary to total institutions HEALTH 2000-01 No. of allopathic hospitals, dispensaries, Nos. C.D. Health Centre, PHC's, Sub health Centre-per lakh population Rural population covered per PHCs '000 Source: Directorate of Economics & Statistics, Chhattisgarh,2002
78.24 15.76 6.00 25 28
9.0 Educational Profile of Chattisgarh The School Education in Chhattisgarh is mainly under the control of School Education Department. It conducts educational activities from pre-primary to Higher Secondary Education within the state. Out of 16 Districts in the state, 4 districts are predominantly community development districts where a tribal block doesn't exist but rest 12 districts are mixed tribal districts. In the Tribal belt schools of 85 blocks of 12 districts are looked after by the Tribal Welfare Department and community belt and schools of 61 blocks of 9 districts are looked after by the School Education Department. Some Missionary Organizations, Local Bodies & Private Institutions are also engaged in providing education in the state. 9.1 School Set-Up The types of schools & their set-up in the state are as follows Primary School (class 1 to 5) Upper Primary School (Class 6 to 8) High School (Class 9-10) Higher Secondary School (11-12) 9.2 Enrollment Status: Enrolment of Primary Schools Enrolment of Upper Primary Schools 2931838. 1095754.
9.3 Enrollment Status in Primary School Category SC ST OBC Boys 250968 475088 653660 Girls 242530 431242 617905 Total 493498 906330 1271565 9.4 District wise enrollment characteristics
Name of District No of Block Study Block
Minority 8671 6252 14923
Others 139662 105860 245522
Total 1528049 1403789 2931838
Study Schools
Enrolment of Primary Schools (Total)
Koriya Surguja Jashpur Raigarh (Chhattisgarh) Korba Janjgir- Champa Bilaspur (Chhatisgarh) Kawaradha Rajnandgaon Durg Mahasamund Dhamtari Kanker Baster Dantewada Raipur
5 19 8 9 5 9 10 4 9 12 4 4 7 14 11 15 145
2 5 4 4 2 4 5 2 4 5 2 2 2 5 5 5 58
20 50 40 40 20 40 50 20 40 50 20 20 20 50 50 50 580
65952 299132 99695 143383 136026 172680 310380 108204 170926 306465 116687 84166 92103 212856 159761 428338
Total
10.0 Health indicators for Chhattisgarh Name of District Durg Kanker Surguja Korba Koriya Jashpur Raipur Dhamtari Proportion (%) of children aged 0-3 years who are underweight for age 21.4 19.2 13.3 17.9 16.5 17.2 17.3 19.5
Dantewada Kawardha Raigarh Bilaspur Janjgir - Champa Rajnandgaon Mahasamund Bastar Narayanpur Bijapur
22.4 18.5 22.2 22.6 20.1 24.0 22.0 25.7 25.4 28.0
(Source: UNICEF, Chattisgarh)
CHAPTER-3
11.0 BACKGROUND OF MID DAY MEAL SCHEME 11.1 Genesis of current midday meal programme in India 12.0 Economic Logic behind MDM Scheme 13.0 A right to food: the contribution of midday meals 14.0History of Mid Day Meal with respect to Chhattisgarh state 15.0 MDM In Chhattisgarh 15.1 Basic Philosophy of Mid Day Meal Scheme: 15.2 District wise MDM scheme running in schools 16.0 Management Structure for Implementation of Mid-Day-Meal Programme in Chhattisgarh State 17.0 Salient Features of Scheme Implementation in the year 2007-08 18.0 Highlights of State norms and Expenditure norms etc. 19.0 Implementation Model at the school level.20.0Weekly Menu and its nutritional assessment 20.1 Food Grain Flow 21.0 Budget for MDM programme 21.1 For the year 2007-08 21.2 For 2005-06 22.0 Fund Flow process: State to village level 22.1 Fund allocation under MDM scheme 23.0 Enrolment, attendance and retention of students of disadvantaged section 23.1 Schools Statistics enrollment in primary level and avail MDM Scheme are as follows. 23.2 Enrolment in upper-primary school and children availing MDM Scheme 24.0 Infrastructure 25.0 Retention
11.0 BACKGROUND OF MID DAY MEAL SCHEME 11.1 Genesis of current midday meal programme in India
School-feeding programmes in India are most commonly associated with Tamil Nadu where
such programmes have been in operation since 1956, and became really important after the Chief Minister of Tamil Nadu, M.G. Ramachandran expanded their coverage rapidly in 1982 and after. 4 The success of Tamil Nadu's noon-meal programme 5 and the comfortable position with regard to foodstocks in the country led to the setting up of a National Programme of Nutritional Support to Primary Education (NPNSPE) in 1995; all children in government, local-body and governmentaided primary schools were to be provided with a cooked meal / processed food. 6 The objective was to boost universalisation of primary education by increasing enrolment, retention and attendance, and simultaneously impact the nutritional status of children in the 6-10 age group. Unfortunately most states did not follow Tamil Nadus example of providing a cooked midday meal to its primary school children, and chose instead to provide 3 kgs of foodgrain to children enrolled in primary school, with the caveat that they must have 80% attendance in school. In practice, this did not happen and while the dry ration scheme succeeded in pushing up enrolment, it had little impact on improving attendance, and impacting retention levels. The drive to actually provide cooked midday meals in all government and governmentassisted primary schools came about in response to public interest litigation on the right to food, initiated by the Peoples Union for Civil Liberties (PUCL, Rajasthan) in 2001. The context was overwhelmingly convincing 50 million tonnes of foodgrain lying idle in FCI godowns coexisting with widespread hunger in the country particularly in drought-affected Rajasthan and Orissa. The Supreme Court passed an order directing all States to start providing cooked midday meals within six months. The meal was to have a minimum content of 300 calories and 8-12 grams of protein each day of school and provided for a minimum of 200 days in the year. 7 Not all states were responsive to the Supreme Courts order of 2001. Even by May 2002, some states had made little progress, and in May 2003, the Supreme Court asked the laggard states 8 to implement the scheme in at least 25% of the districts which were poor. By March 2004, 14 states (including Delhi) were providing cooked midday meals to all primary school children, 9 states were implementing the scheme partially and 4 states were distributing foodgrain.
See Rajivan (2003) for a comprehensive account of the history of school feeding programmes in Tamil Nadu. See Babu and Hallam (1989) cited in Ramachandran (2003) who did an evaluation of the Tamil Nadu midday meal scheme in 1984 and found a highly significant increase in school enrolment due to school nutrition. 6 Under this programme the HRD Ministry in the central government allocates free foodgrains for primary school children at the rate of 100 gm per child for ten months in the year. 7See SC order, 28 Nov. 2001. 8 Bihar, UP and Jharkhand in particular.
4 5
The most commonly used excuse was lack of resources. While the central government provided the foodgrain and part of the transportation and conversion costs, states had to bear some of these costs themselves. This lack of resources reflects the priorities of the politicians. According to one expert, Politicians and bureaucrats tend to be lukewarm about the free mid-day meal programme because there are very few rent-seeking opportunities in such low-budget schemes. 9 Another reason for such lukewarm response from bureaucrats could be the difficulties of implementing such a massive scheme at a level where the meals provided have a minimum quality. 10 The Supreme Courts specification about giving preference to dalit cooks has met with opposition by certain high caste families. 11 The programme has also met with stiff resistance in some states where the politicians have belonged to a regional party or the main Opposition party (the Congress), and been unwilling to put out the resources for a programme for which the party at the Centre (the BJP upto 2004) was likely to get all the credit. 12While midday meals are a step in the right direction in terms of improving child health and nutrition, they are unlikely to be sufficient to make a dent in the problem. In a recent study 13 which compared children in the 6-10 age group across 5 countries, India fared the worst even though the children were from the better off districts of Baroda, Ahmedabad and Rajkot in Gujarat. The children were undernourished, underweight and full of infection in spite of the children getting midday meals. A recent review of school feeding projects also indicates that the evidence that school feeding programmes are able to improve micronutrient status or overall health and nutrition of the child is weak. 14 This is not an argument against the need for the school meal; only that the situation with regard to health and nutrition is drastic and not as easily improved as sometimes indicated. In the Supreme Court orders of 28 Sept. 2001, the States were asked to implement fully eight different schemes on food security. 15 Clearly, the contribution of the midday meal scheme to food security was seen in the context of other schemes running concurrently. Tamil Nadu provides a good role model -- the noon meal scheme runs in conjunction with the ICDS and the TN integrated nutrition programme. 16 Mid Day Meal in schools has had a long history in India. In 1925, a Mid Day Meal Programme was introduced for disadvantaged children in Madras Municipal Corporation. By the mid 1980s three States viz. Gujarat, Kerala and Tamil Nadu and the UT of Pondicherry had universalized a cooked Mid Day Meal Programme with their own resources for children studying at the primary stage. Mid Day Meal was also being provided to children in Tribal Areas in some States like Madhya Pradesh and Orissa. By 1990-91 the number of States implementing the mid day meal programme with their own resources on a universal or a large scale had increased to twelve, namely, Goa, Gujarat, Kerala, Madhya Pradesh,Maharashtra, Meghalaya, Mizoram, Nagaland, Sikkim, Tamil Nadu, Tripura and Uttar Pradesh. In another three States, namely Karnataka, Orissa and West Bengal, the programme was being implemented with State resources in combination with international assistance
Dr. A.S. Seetharamu, professor of education at the Institute of Social & Economic Change, Bangalore, cited in Parikh and Yasmeen (2004). However, reports suggest that people have found a way round the scheme to divert money to their own coffers. See footnote 11. 10 See Parikh and Yasmeen (2004). 11 Reports have come in from both Karnataka and Rajasthan. See also a study done by IIDS which documents how dalit cooks were opposed in a majority of the villages in Rajasthan and in a substantial proportion of villages in AP and TN (see Thorat and Lee, 2005). 12 See Devraj (2004).
9
13
See Gopaldass note on the FRESH initiative. The FRESH initiative was launched at the World Education Forum in Dakar in 2000 to promote an integrated approach to school health, nutrition and education for the school-aged child. 14 See Bennett (2003). 15 These include ICDS, targeted PDS, old-age pension scheme, maternity scheme for BPL women, annapurna scheme, antyodaya anna yojana, family benefit scheme, and the midday meal scheme. 16 See Rajivan (2003).
6.0 Economic Logic Behind MDM Scheme 17 The simplest answer to implementing the spirit of MDM scheme could have been to give direct income support to eligible disadvantaged households. Consider the choice a household makes between spending money on food for the children and spending money on other goods. The preference for these two goods for a household is shown by an indifference curve I as shown in Figure 1.
At the same time, the household has its budget (income) constraint given by the line segment AB. Given the preferences and the income constraint, a household chooses a bundle (F, G) that maximizes its utility. If government or NGOs for that matter, give direct income support to the targeted households, there is no guarantee that food consumption of the children will go up. As shown in Figure 1.2, with income support, the household budget constraint shifts outward, say to line segment MN. The household preference for the two goods is such (indifference curve II) that food consumption of the children may go down further, for disadvantaged households may choose other goods even more. This perverse choice results because disadvantaged households do not have full information about nutritional aspects and the long term benefits of healthy upbringing. Another solution to this could be on the lines of Food Stamps Program that is implemented in the United States. Disadvantaged households are given food stamps which they can exchange for food items in the grocery shops. For example, a four member household which has gross income level of Rs $26,000 or a net income level of Rs $20,000 or less is eligible for about $500 worth of food stamps per month. However, such food stamp scheme may not work in the context of Indias MDM scheme for the same reason mentioned above. A secondary market may evolve for food stamps where disadvantaged households may sell the food stamps to relatively well-off households at discounts and use the money for other goods as mentioned above. And, even if the households use the stamps for their own use, one does not know how much will go to the children. Therefore, the situations will be similar to the one described in Figure 2
17
Source: Food Stamps Program, http://www.fns.usda.gov/fsp/applicant_recipients/fs_Res_Ben_Elig.htm
The long term solution to this problem is to have an extension activity to educate disadvantaged households about the importance of nutrition and healthy growth of children. Basically, this amounts to changing the household preferences (indifference curves I and II in the diagrams above) in favour of food consumption by the children. If this is achieved by health ministries and departments at various governmental levels in the long run, then one can think of providing income support or food stamps to disadvantageous households. However, one is uncertain about how long is the long run and what would be the degree of impact of the extension activity. Hence, something urgent needs to be done in the short and the medium run. The solution lies in providing incentive in such a fashion that households choose to send their children to school and make efforts to increase childrens food consumption. This possibility is described in Figure 3. Instead of giving income support or food stamps, government or an NGO organizes to provide lunch in (mostly) government run schools where children of the disadvantage households get enrolled. The new budget line of the disadvantageous households is now GDN. i.e., since, no income support is given, no food stamps are distributed, and children take their lunch at school (parents cannot resell the lunch), the MD part of the spending option is just not available to the households. Given the household preferences are not changed, the optimal decision occurs at point D, a corner solution. Households do not alter their spending on other goods but they end up providing higher consumption of food to their children. Indifference curve III represents this situation where the household has a higher level of satisfaction as compared to no-scheme situation. As described in Figure 1.2, if the MD portion of the budget line was available to households, they would have increased their satisfaction further by being on the indifference curve II. But that situation is not socially optimal as disadvantageous households do not have full information about nutritional aspects and long term benefits of healthy upbringing
7.0 A right to food: the contribution of midday meals In public opinion, the midday meal scheme is generally seen as a populist measure, as just another welfare scheme through which some benefits may trickle down to the poor, while a considerable amount is siphoned off by functionaries at all levels. 18 Increasingly there are activists and researchers who are trying to draw attention to the lack of food security, 19 and mounting an ongoing Campaign for the Right to Food. 20 Linked to this have been the earlier campaign to make education a fundamental right and the more recent campaign to guarantee employment to landless labourers.
18
For example, in February 2003 the inspector of schools in Midnapore district was charged for the criminal offence of selling rice meant for the mid-day meal scheme in the open market -- in collusion with administrators and a private contractor (op. cit.). 19 The PIL which led to the Supreme Court order in 2001 making cooked midday meals mandatory in government schools is a notable example. Efforts have been made to draw attention to the functioning of government programmes providing some measure of food security to the poor ICDS for the under sixes, the Public Distribution system, and midday meals for school children. 20 See the website of the Right to Food Campaign (www.righttofoodindia.org).
14.0History of Mid Day Meal with respect to Chattisgarh state

1925 1943 1980 1990 1991 1995 2001 2002 2005
National Level chronology
Introduced Mid Day Meal Programme for disadvantage d children in Madras Municipal Corporation.
3 States viz. Gujarat, Kerala and Tamil Nadu and the UT of Pondicherry had universalized a cooked Mid Day Meal
States implementing the mid day meal programme with their own resources on a universal or a large scale had increased to twelve, namely, Goa, Gujarat, Kerala, Madhya Pradesh, Maharashtra, Meghalaya, Mizoram, Nagaland, Sikkim, Tamil Nadu, Tripura and Uttar Pradesh.
The Nationa l mid-day meal schemewas initiated in 1995
Few states were providing cooked meals, but most were only giving monthly dry rations of foodgrain to school children.
The number of states providing cooked meals rose sharply from early 2002 onwards, after a Supreme Court order (dated 28 November 2001) directed all State Governments to introduce cooked mid-day meals in primary schools.
Chattisgarh state chronology
Mid-Day Meal Programme was first initiated in Chhattisgarh in 1943 when erstwhile Koriya princely state instituted GurChana meals in all the 18 schools existing at that time in Koriya.
Mid 1990s, the tribal blocks (ITDP blocks) in the state started the MDM programme.
Programme got universalised in all state run/aided primary schools in 2001 after the Supreme Court ruling. The programme allocation increased from 70 paisa per child per day to Rs. 1 and in April 2005 to Rs. 2 (plus 100 gm rice per child/day). In addition, government provides the Cooks honorarium
MDM got a big boost in 2005 when the amount was raised to Rs. 2. Chhattisgarh Government implemented a new comprehensive menu for MDM which included Rice, Vegetables, Dal, Papad and Achar (Daily), Sweet (twice a month) and Eggs (subject to parents approval)
Today, twenty-three out of thirty-five States and UTs have achieved full coverage of primary schools under the cooked mid-day meal programme .The defaulters include some of the larger states such as Bihar, Uttar Pradesh and West Bengal. As a result, only 55 % of all children entitled to cooked meals are covered today. 15.0 MDM in Chhattisgarh 15.1 Basic Philosophy of Mid Day Meal Scheme The Mid-Day Meal (MDM) Programme is just what the name implies-providing cooked meals in schools. The idea is simple; the impact significant. Many children reach school on an empty stomach in the morning, either because they are not hungry at that time or because their parents are too busy to arrange an early breakfast, or they are just too poor. Hunger is a barrier to learning.
Mid-Day Meal Programme was first initiated in Chhattisgarh in 1943 when erstwhile Koriya princely state instituted Gur-Chana meals in all the 18 schools existing at that time in Koriya. Since mid 1990s, the tribal blocks (ITDP blocks) in the state started the MDM programme. The programme got universalized in all state run/aided primary schools in 2001 after the Supreme Court ruling. The programme allocation increased from 70 paisa per child per day to Rs. 1 and in April 2005 to Rs. 2 (plus 100 gm rice per child/day). In addition, government provides the Cooks honorarium.
Koriya Experience: Role Of Mitanins In Koriya district of Chhatisgarh, Mitanins formed Community Monitoring Committees (dekh rekh samitis) at hamlet level to monitor food programmes including MDM. Mitanins along with other women started visiting the schools. They fought against teacher absenteeism, confronted the negligent teachers and petitioned the administration. They encourage parents of out of school/dropped out children to send their children to schools and opposed caste discrimination against Dalit children in serving of MDM. They were able to enlist the support of better teachers in monitoring MDM. Mitanins are women Community Health Volunteers selected by hamlet based communities. Mitanin programme started by government in Chhattisgarh in 2003 now has 60,000 Mitanins, one for each of the rural hamlets in the state. Mitanin programme looks at ill health as a problem having social causes related to malnutrition, gender discrimination, environmental degradation and lack of education. Therefore, apart from ensuring access to health care services, Mitanins mobilise communities especially women around issues of food, education, womens empowerment and environment to tackle the root causes of ill health. From April 2005 onwards, Mitanins started monitoring as well as supporting the womens Self Help Groups who were entrusted the task of providing MDM by the state government. As a result of the high levels of community mobilization around MDM, Mitanins, other village women, SHGs, teachers, panchayats and administration were able to work jointly to achieve low teacher absenteeism, highly regular and good quality meals. Source: MID-DAY MEAL PROGRAMME: ROLE OF MITANINS IN CHHATTISGARH Rajinder Paul**
MDM got a big boost in 2005 when the amount was raised to Rs. 2. Chhattisgarh Government implemented a new comprehensive menu for MDM which included Rice, Vegetables, Dal, Papad and Achar (Daily), Sweet (twice a month) and Eggs (subject to parents approval).
Alongside Government stepped up efforts to involve women in MDM delivery and monitoring. Womens Self Help Groups were actively encouraged to join the programme. ICDS workers helped in the transition period by supporting the Self Help Group (SHG) women. Mitanins focused on mobilising community to take active interest in improving quality and regularity of MDM and promoted the service motive in improving child nutrition by serving a nutritious meal with adequate variety and taste. NGOs in Chhattisgarh did not play the role of implementers in MDM. Instead, NGOs played the role of facilitating community monitoring of MDM. Cooked meal was served in all Primary schools in M.P till 31st March 1997.Whereas free food grains was given by GOI. State Government spent 0.75
paise/beneficiary/ day as conversion cost. The State of Madhya Pradesh stopped giving cooked Mid-Day-Meal in Primary Schools of Community Development Blocks from April 1997, whereas cooked meal was still served in Tribal Development Blocks. In Community Development Blocks food grains @ 100 gms/ day for 20 days in a month was given through fair price shops. Consequent to the order of Supreme Court of India in SLP No. 196/2001 dated 28th November 2001, Chhattisgarh started serving cooked hot meal in all the Primary Schools from 1st April 2002. Conversion cost was kept at 75 paise. Later on, conversion cost was increased to Rs 1/ beneficiary/day on 23rd Feb 2004, from September 2004, Government of India decided to give Rs1/beneficiary/day as conversion cost. At the state level Rs1/beneficiary/day still continues. Thus increasing the conversion cost of Rs 2/benefiary/day. Mid-Meal-Programme's revised guidelines of NP-NSPE in 2006 as earlier it was known by name National Programme for Nutritional Support to Primary Education but presently programme is known as National Programme for Mid -Day- Meal, increased the conversion-cost per child per day @ Rs 1.50, in order to increase nutritional level of the students and indeed Chhattisgarh is only state in India where state's share remains Rs 1.00 i.e.60-40 ratio and Rsn2.50 per child is the conversion cost in the state. 15.2 District wise MDM scheme running in schools Name of District No of No of schools where Block MDM scheme is running Koriya 5 1010 Surguja Jashpur Raigarh (Chhattisgarh) Korba Janjgir- Champa Bilaspur (Chhatisgarh) Kawaradha Rajnandgaon Durg Mahasamund Dhamtari Kanker Baster Dantewada Raipur Total 19 8 9 5 9 10 4 9 12 4 4 7 14 11 15 145 4494 1892 2096 1556 1620 2573 1120 1891 2321 1333 908 1596 3460 2323 3126 33319* Sample MDM scheme Captured under study
20 50 40 40 20 40 50 20 40 50 20 20 20 50 50 50
580
(*As on 31st Dec., 2008)
16.0 Management Structure for Implementation of Mid-Day-Meal Programme in Chhattisgarh State The success of the Mid Day Meal Programme revolves around the manner in which it is implemented at the school. Gram Panchayat and village education committees play an important role for the success of Mid Day Meal Programme. Gram Panchayats and VEC may be approached by community members to help the school management in ensuring efficient cooking, serving and cleaning operation. Teacher should under no circumstance, be assigned responsibilities that will interfere with teaching learning. Teachers should be involved in ensuring that-
(i) Good quality and whole some food is served. (ii) The actual serving and eating is undertaken in a spirit of togetherness and hygienic conditions. (iii) Entire process is completed in 30-40 minutes. Community members should be encouraged to their observations on the implementation of the Mid-Day-Meal Programme. The Nodal Department at the state level is School Education Department and for effective implementation of this scheme, "A Mid-Day-Meal Cell has been established and since 23rd July 2007 the Cell looks after State's Mid-Day-Meal Programme having an Additional Director of Public Instructions who heads this Cell which coordinates with other related departments. 17.0 Salient Features of Scheme Implementation in the year 2007-08 Provisioning of Central Assistance of Rs 33.42 Crore of the year 2006-07 Special Initiatives for the construction of 5570 KitchenTwo days State-level Workshop conducted on 19th &20th November shed in Second Supplement Budget 2007 for the development of material of MDM Programme in local dialect of Chhattisgarh state. of 2007-08 and out of which 2785 Over 25 participants participated in the workshop and prepared an kitchen-sheds are under excellent material in local language i.e. in Chhattisgarh dialect and construction. written material is final and ready for printing in the form of Provisioning of Central Assistance of pamphlets to be circulated to the schools and parents. As School Education is being imparted by School Education Rs 11.98 Crore of the year 2006-07 Department as well as Tribal Welfare Department, with the aim to for utensils and other necessary improve coordination between them for better data collection and kitchen appliances in Second reporting, a one day workshop on 5 January 2008 was held for Supplement Budget of 2007-08 and officers of school education department, tribal welfare department and rural department and training was given to them regarding out of which 22400 Primary Schools filling up of QPRS and preparation of AWP&B. were to be provided kitchen-Devices st March 2008. before 31 Under MME,(06-07) out of Rs 127.77 lakhs , 2194 schools have been provided weighing machines and height measurement scales with 59 lakhs. Rupees 51,21,200 have been distributed to districts for the purchase of computer, stationery, furniture and to conduct training, hire vehicle for inspection and salary of contractual computer operator. For the extension and strengthening of State level Mid-Day-Meal Cell Rupees 2.00 lakhs used for the purchase of computers, furniture, almirahs and other necessary things required for the Cell and required amount is kept for external study of Mid-Day-Meal Programme of Chhattisgarh. Similarly under MME, Rs 127.21 lakhs for the year 2007-08, over 2365 schools will be provided weighing machine and height measurement scale. Out of 146 Block of state in first phase 73 Blocks will be provided computer and other necessary things, and some amount to be spent for capacity building and training. 18.0 Highlights of State norms and Expenditure norms etc. Food grains are given at the rate of 100 grams /child/day. Conversion cost is given from this year at the rate of Rupees 2.50/child/day.In addition to this the State Government bifurcated the amount of wages payable to cook in the budget allocation itself i.e. Rupees 15/per day/per cook. The Food must have at least 450 calories and 12 grams of protein and regarding this, instructions are circulated to all CEOs, DEOs from Secretary and Director of School Education. There are instructions that green vegetables and dal must be given every day. Fruits and eggs are to be given wherever and whenever possible. Only Iodized Salt is to be used for cooking. Regular health check-up is being carried out with the help of District Health Department once in a year. As per norms of NP-NSPE 2006, with the help of District Health Department de worming and VitaminA tablets distributed in primary schools along with iron and folic acid tablets. Food grains are lifted from FCI by the Nagrik Apurti Nigam (NAN), NAN then supplies the food grain to District
Civil Supplies Department. The food grain is lifted from FPS by the village panchayats and supplied to schools. In order to stop lengthy procedure of lifting and distribution of food grains to village panchayat for MDM Programme, state government will take initiative to provide MDM food grains in advance i.e. quarterly on the basis of enrolment figures before the academic session commences and after one quarter, demand of food grains will be on the basis of actual benefited students under this scheme.
19.0 Implementation Model at the school level Village Panchayat makes arrangements for cook in schools and procures all the materials necessary for cooking of food. The Programme is supervised by village panchayats at the school level. The School Jan Bhagidari Samiti(VEC) is also involved in the monitoring and supervision of the programme and very soon under MME(Monitoring, Management and Evaluation) teachers, members of VEC and member of women's Self Help Group will be given training for better implementation of MDM programme in the state; in Raipur District all SHG's are trained and doing very well. Pamphlets, brochure and literature are developed and given for printing and very soon it will be distributed to schools and village panchayats for effective implementation of MDM programme. Teachers supervise cooking and distribution of food. Instructions have been issued to all field officers, that sample of food grains from every allotted stock be labeled and maintained by the Head Masters for the entire year, as per the Government order. So that inspection authority at time of inspection can mention sample food grains of cooked food in the report. Mitanins of the state have a vital role in monitoring the programme in addition to their health work. Instructions have been given that all government officers on tour must visit schools at the time when MDM serves to supervise and taste the food. Monitoring and evaluation is being carried out regularly and as per guidelines i.e. under the chairmanship of District Collector, a monitoring committee has been formed to monitor MDM centre and report is submitted in prescribed formats and accordingly problems are sorted out and instructions are issued to the DEOs by the District Collectors to address the problem. Even Collectors and CEOs of Districts are instructed to review MDM Programme in time-limit meeting of every week. At State level also all officers of Education Office have been allotted districts to monitor the programme and submit the report in the prescribed format. 20.0Weekly Menu and its nutritional assessment State Government has directed vide order No. 1298/MDM/2005 of Panchayat and Rural Development, dated 24.03.2005, that children should be given rice, dal, vegetables, papad and achar everyday. Some sweet or Khir should be given at least twice a week, as far as possible seasonal fruits should be given, iodized salt should be used for cooking of food, iron folic acid tablets and vitamin-A should be given. At least one medical check-up, with the help of the Health Department should be organized, wherever parents agree eggs may also be given and innovation in recipe should be encouraged. Registers will be maintained in every MDM Centre, where at least one or two students will write his/her comments about the quality of food of that particular day and teacher will certify the statement made by the students. However there is no system of assessing the nutritional value in school at present but with the help of State Health Resource Centre it is proposed that the State Government will communicate caloric and protein content and nutritional value of common food items to all the schools and also indicate some suitable and useful recipe, so that schools can assess the nutritional value of the food being served, by providing brochure and pamphlets of nutritional value contained in food to each and every school of the state. A workshop had been organized in which experts and field level teachers were invited and materials were developed in local dialect i.e. in Chhattisgarh language and soon, after printing the material in the form of pamphlets and brochure it will be distributed in every school of every village in the state.
20.1 Food Grain Flow Food Corporation of India [FCI] Nagrik Apurti Nigam (NAN) Village Panchayat Schools
Food Grains
Fair price shop
Locally purchase the vegetables etc
Food grains are lifted from FCI by the Nagrik Apurti Nigam (NAN), NAN then supplies the food grain to District Civil Supplies Department. The food grain is lifted from FPS by the village panchayats and supplied to schools. 21.0 Budget for MDM programme Budget allocation; this includes the requirement for feeding in schools. Year Allocation 2007-08 2006-07 Plan 170.45 137.48 Non-Plan 0 0 Total 170.45 137.48 Plan --N.A-100.88 Provision for MDM in State Budget Expenditure Non-Plan --N.A---N.A-Total --N.A-100.88
Budget allocation and Expenditure

2007-08 2006-07 200 150 Amount in 100 crore 50 0 Allocation expenditure
21.1 For the year 2007-08
(i) Component of Central assistance received out of 102.45 crore and against this allocation the state government provisioned 101 crores in the budget in which state's contribution is 68 crore rupees. The entire expenditure is done for conversion of food grains
into meal. 21.2 For 2005-06 (i) Component of Central assistance received (ii) State Component : Rs 8668.74 Lakh : Rs 7375 Lakh
The entire expenditure is done for conversion of food grains into meal
22.0 Fund Flow process: State to village level

State Government (School Education and Tribal Development Department) CEO Zila Panchayat
Director Public Instructions & Commission Tribal Welfare
CEO Janpad Panchayat
Village Panchayat
22.1 Fund allocation under MDM scheme
S. No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Name of District Rajnandgaon Raipur Dhamtari Kabirdham Jashpur Koria Sarguja Durg Raigarh Bilaspur Janjgir Kanker Bastar Mahasamund Korba Dantewada Total
Allocation for 2007 - 08 73226450 167291213 27720140 36201000 57044000 41381340 142372000 127660000 39648840 122942230 75098980 55700000 114595000 57968240 72046000 102265000 1313160433
23.0 Enrolment, attendance and retention of students of disadvantaged section Formats have been developed to gather information regarding benefit of MDM especially to disadvantaged children and the information shall be maintained and updated at the school, block, district and state level. The information is collected from the ground level through VEC, BEO, DEO and DPO of SSA, where the data is collected and very soon Nodal Department under MME norms will establish its own website in order to collect data and will be able to generate reports through online information system. To ensure transparency and openness in all aspects of programme implementation, parents of the student can obtain information from the school through the Right of Information Act, including inter-alia, food grain management, ingredients procurement and cooking staff. Procurement of cooking devices in this financial year over 22400 schools will be covered because every school is given Rupees 5000/ to buy utensils to replace the old and damaged equipments. The department issued instructions to all CEO's of concerned Zilla-Panchayat and DEOs to display on a weekly menu at the school and monthly basis as suo-moto information under the Right to Information Act.
23.1 Schools Statistics enrollment in primary level and avail MDM Scheme are as follows
SN o 1 Type of Institutions P.S.Government+LB+ Government Aided Percentage Grand Total No of Institutions 34220 34220 Total Enrolment 3111277 3111277 Boys 1619913 52.07 1619913 Girls 1491354 47.93 1491354 SC 449579 14.45 449579 ST 977252 31.41 977252
23.2 Enrolment in upper-primary school and availing of MDM Scheme S.N. Name of District 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Raipur Mahasamund Dhamtari Durg Rajnandgaon Kawardha Bilaspur Jangir-Champa Korba Raigarh Jashpur Surguja Koria Kanker Jagdalpur Dantewada Total No. of children for 2007-08 (Enrolment) Classes Vl-VIII (Govt+LB+GA) 147171 51052 47122 139068 70249 27607 94510 74861 45077 58934 32308 77387 22961 35686 81684 24476 1030153 No. of children for 2007-08 (Likely to avail MDM) Classes Vl-VIII (Govt+LB+GA) 147171 51052 47122 139068 70249 27607 94510 74861 45077 58934 32308 77387 22961 35686 81684 24476 1030153
Children Enrollm ent and avail MDM scem e
160000 No.of children for 2007-08 (Enrolment) Classes Vl-VIII (Govt+LB+GA)
140000
120000 No.of children for 200708(Likely to avail MDM) Classes Vl-VIII (Govt+LB+GA)
100000
Number
80000
60000
24.0 Infrastructure 40000 In the state, the department of school Education is providing separate provision in every year for the construction of Kitchen-Shed.The provision is made so far as follows:20000
Raipur
Mahasamund
Dhamtari
Durg
Rajnandgaon
Kawardha
Bilaspur
JangirChampa
Korba
Raigarh
Jashpur
Surguja
Koria
Kanker
Jagdalpur
Dantewada
Districts
S No 1 2 3 4
Year 2004-05 2005-06 2006-07 2007-08
Sanctioned Amount Rs 27.39 crore Rs 4.49 crore Rs 4.42 crore Rs 2.00 crore
No of Kitchen-Shed 6372 1046 1029 333
In all total of 36.30 crore provided in the last three year budget for the construction of kitchensheds and for year 2007-08 2.00 crore is released to 09 District for the construction of 333 kitchen-Sheds. Apart from state budget, under SSA, since its inception total number of 8735 kitchen-Sheds are sanctioned in new school building and as far as progress is concerned 3958 are completed and 3362 kitchen sheds are in progress. Over 8780 kitchen-sheds are completed. Even central assistance of Rupees 33.42 crore for the construction of 5570 kitchen-sheds has been provisioned in second supplementary budget of the state and both the department has released the allocation to their respective districts and around 2785 kitchen sheds are started. The State Government is implementing the programme as per norms of NP-NSPE guidelines 2006 of Government of India and its instructions are issued time to time. Regular monitoring is being done, at the state level by the Chief Secretary, at the district level by the district collector and at the block level by the SDO. Recently under the top five programme of Honorable Chief Minister of the state the MDM programme is one of the important programme of review and the Chief Secretary of the state reviews the programme. Prescribed formats are issued to all district collectors so that monthly off-take of food grains and utilization of cooking cost and complaints if pending is reviewed by Chief Secretary. That this programme is to be implemented in close convergence and coordination with other department is also reviewed in these meetings. 25.0 Retention Drop-outs in primary schools are caused due to multifarious reasons, like seasonal migration, lack of motivation among the parents and lack of proper infrastructure, etc. These causes vary from school to school and no single reason can be attributed to this. Capacity building and trainings are conducted for different categories of persons under SSA and MME of Mid Day Meal Programme and accordingly they are trained to serve meals in hygienic manner and their managing capacity is strengthened to hold the programme. As previous figures show MDM has enhanced enrolment in schools and consecutively drop-out rate has reduced.
CHAPTER-4
ANALYSIS AND FINDINGS FROM CHILDRENS QUESTIONNAIRE:
26.0 Number of children surveyed 27.0 A description of the event from cooking to eating the meal 27.1 Timing of MDM meal distribution. 28.0 MDM Menu and its nutritional assessment 28.1 Accompaniments with main menu 28.2 Supplement food 28.3 Frequency of Channa Murra 29.0 Festival season menu 30.0 Quality and quantity of MDM meal 31.0 District wise response in percentage for food served in MDM children like or dislike 31.1 Quantity issues: 31.2 Utensils brings from home 32.0 Quality of Food served under MDM scheme 33.0 Health and Hygiene 33.1 Lack of proper hygiene a major problem 33.2 Washing space for hand wash and cleaning of utensils 33.3 Water facilities 33.4 Distance between schools to water facility 34.0 Major findings from childrens survey 34.1 Nutritional value of food 34.2 Calorific/protein value of the mid day meal provided along with menu prescribed. 35.0 Social equity 36.0 Enrolment, attendance and retention of students 36.1 Inadequate infrastructure and poor usage of existing facilities aggravated the problem of poor hygiene 36.2 Little emphasis on gaining any supplementary benefits from such a large school feeding programme 36.3 Storage facilities
26.0 Number of children surveyed A total of 5770 school children were surveyed from 580 schools who are availing the MDM scheme being implemented throughout the state. The district wise details of surveyed children are: NO of childrens surveyed in districts No of District Children 744 Sarguja Bilaspur 607 563 Rajnandgaon Dantewada 211 625 Raipur Dhamteri 108 498 Raigarh Durg 461 199 Mahasamand 149 Koria Jashpur 304 169 Korba Jhangagir 277 200 Kanker Jaghalpur 434 No of Children 221 Kabirdham Kabirdham 221 434 Jaghalpur Kanker 200 277 Jhangagir Korba 169 304 Jashpur Koria 149 461 Durg
Districts
Mahasamand Raigarh Raipur Rajnandgaon Sarguja Total
199 498 625 563 744 5,770
Dhamteri Dantewada Bilaspur 0
108 211 607 100 200 300 400 500 600 700 800
No of childrens
27.0 A description of the event from cooking to eating the meal Hot cooked mid day meal food preparation process has the following steps from cooking to eating process. The meal preparation begins when the cook (and helpers wherever applicable) comes to the school; this usually starts in late morning. Food is cooked in cooking sheds of school or in open area where cooking sheds are not available. Sometimes food is also prepared in the house of SHG members or the Panchayat President. Serving the meal was a smooth procedure in some schools whereas in many schools, it was observed to be haphazard. The helper or teachers distribute the meal to children ranging from one to two persons to serve the meal. Children in class 5 were many times observed helping in serving the meal. Generally, children lined up outside the classroom or verandah and each child brought a plate in which food was served. After eating the meal the children returned to the classroom in some schools. A total of 580 schools were visited, covering 16 districts. Out of these 580 schools, mid-day meal was ongoing in most of the schools. Expected starting time 10.30- 11.00 am but not defined as it varies from school to school and district to district. Process Grains quantity dal, rice removed from food grain bags which is stored in storage room of schools Total time for finishing process 15-30 min. Maximum time required for removing the grains and counting for Remarks Counting the actual no. of children present for defined food grain is not requirement
11.00-11.30 am depends upon the quantity and type of vegetable. 11.30-12.30 pm or till 1.00 pm depends upon the quantity and type of vegetable. This includes vegetables cutting time also 1.00-1.15-20pm
or elsewhere. This is selected on the records of previous days attendance of children in schools Vegetables requirement Washing the grains with water Washing the vegetable etc. Cooking of Food grains Cooking of vegetables
cooking purposes.
actually followed in field.
15-30 min . maximum time
Hand pump water is used for washing purposes. Hand pump water is used for cooking purposes.
45-60 min.
Serving the food process
15-20 min
1.15-2.00 pm
Food eating process
30-45 min
Mostly cook, helper and teachers are involved in serving the meal. The quantity of serving is approximately known to children Children gather at food serving areas from 1 pm and after eating the food they go either to the class, playground or home.
27.1 Timing of MDM distribution. Timing of distribution of Mid day meal 10District 11am 11-12noon Bastar Bilaspur Dantewada Dhamteri Durg Jashpur Jhangagir Kabirdham Kanker Korba Mahasamand Koriya Raigarh Raipur Rajnandgaon Sarguja In 70% of the districts, the time of distribution of mid day meal is between 12-1pm. And in 25% the timing was between 1 & 2 pm. Only Durg district showed that mid day meal was served during morning between 10 & 11 am.
12-01pm
1-2pm
28.0 MDM menu and its nutritional assessment 16 districts reported the menu of MDM was dal, rice and subji with accompaniments like papad, achar, khir, chana, laddu received sometimes on a weekly basis or infrequently. All 16 districts followed the routine menu- dal, rice and subji and 30 to 40% districts followed weekly to fortnightly accompaniments like sweet khir, papad and pickle. Iodized salt is being used for cooking of dal and subji. No seasonal fruits were found to be given to children during survey.
Food Grains
Dal Rice subji Papad Pickle Sweet khir
Districts
Accompaniments
Laddu Bhiga Chana/ Phalli E g g Puri kurma Sonpapdi
Bilaspur Dantewada Dhamteri Durg Jashpur Jhangagir Jaghalpur Kabirdham Kanker Korba Koria Mahasamand Raigarh Raipur Rajnandgaon Sarguja Legend Daily Weekly Fortnightly to monthly Infrequentl y
28.1 Accompaniments with main menu The distribution of accompaniments varies from district to district. The following accompaniments were found to be given in different districts during the survey: Accompaniments District Frequency Pickle All 16 districts Weekly Papad All 16 districts Weekly Sweet khir All 16 districts Fortnightly to Monthly Egg Jashpur and Kanker Infrequently Laddu Jashpur Infrequently Bhiga Chana/Phalli Raipur Infrequently Puri kurma Rajnandgaon and janjangir Infrequently Sonpapdi Jashpur Infrequently 28.2 Supplement food Chana Murra, supplementary food was also provided with MDM food to children. It was found to be distributed on twice a week basis in most of districts during the survey. In Surguja district, it was found that chana murra was given during the closing of school on a daily basis. Dantewada and Kanker districts show that chana murra was given on a weekly basis. Most of districts [8095%] show that channa murra was received by children along with MDM.
28.3 Frequency of Channa Murra Frequency of Channa Murra District Basthar Bilaspur Dantewada Dhamteri Durg Jashpur Jhangagir Kabirdham Kanker Korba Mahasamand Koriya Raigarh Raipur Rajnandgaon Sarguja 29.0 Festival season menu 74% of respondents mentioned that there is no change in menu during festival season. 21% of respondents mentioned that the only change is that accompaniments are received during festival time. 5 % did not respond to this question.
District No % Yes % No response %
Daily
Twice a week
weekly
Remarks with MDM with MDM with MDM with MDM with MDM with MDM with MDM with MDM with MDM with MDM with MDM with MDM with MDM with MDM with MDM with Closing of school
Bilaspur Dantewada Dhamteri Durg Jashpur Jhangagir Kabirdham Jaghalpur Kanker Korba Koria Mahasamand Raigarh Raipur Rajnandgaon Sarguja
75.29 48.34 10.19 84.38 35.86 99.28 73.76 34.33 76.00 78.70 79.87 95.98 83.33 75.36 77.26 97.31
24.71 42.65 88.89 6.29 43.42 0.00 13.12 52.76 23.50 21.30 17.45 2.51 12.25 24.64 17.94 0.67
0 9.0 0.9 9.3 20.7 0.7 13.1 12.9 0.5 0.0 2.7 1.5 4.4 0.0 4.8 2.0
30.0 Quality and quantity of MDM meal In terms of taste, the quality of the meal was found to be edible by a majority of children. In terms of nutritive value, the food provided was supposed to satisfy a minimum in terms of calories and protein teachers were informed that the meal will have 300 calories and 8-12 gms of protein. What this translates to in terms of quantity or the rationale for this quantity was not explained to the teachers. As a result, the quantity distributed was at a random basis. And in 90% of the schools visited, the menu was monotonous with the same rice, dal and potatoes being repeated. From observation and from discussions with the children during the survey, it appeared that the amounts distributed varied in Bilaspur, Korba ,Koria Raigarh and Jashpur . There was an incentive for the distributors to give the younger ones a little less since distribution started with the youngest and then went up to the next grade and so on. For one thing, it increased the possibility that there would not be less for the older children. It also increased the possibility that there would be some left even after distributing the food to all the children. This in some schools meant second helpings for some children, and in others, a perk for the distributor.
Overall response for MDM food quantity

1.06 8.51
90.43
No response
No
yes
MDM Food quantity served No response

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%
No
Percentage
K or M ia ah as am an d
or ba
r R R ai pu
ew ad a
ila sp u
Ja sh p
Jh an g
ab ird h
ha m
ai ga rh
an ke r
al pu r
Districts
Children like or dislike the served MDM food 93% of surveyed children responded that they like the MDM served food and 5% children responded that they dislike the food, because they dislike rice and wanted pooris instead. 2% children did not respond to this question. Most of children responded negatively for this question from following districts District Bilaspur Durg Jashpur Jhangagir Kabirdham Korba Koria Mahasamand Sarguja No response 0 0.43 2.63 0.36 8.60 11.24 0.00 1.01 0.40 No 8.57 8.89 2.30 9.39 4.52 5.33 2.01 1.01 20.43 Yes 91.4 90.7 95.1 90.3 86.9 83.4 98.0 98.0 79.2
Ranking for MDM food disliked by children District % for dislike Ranking food Sarguja 20.43 I Jhangagir 9.39 II Durg 8.89 III Bilaspur 8.57 IV Korba 5.33 V Kabirdham 4.52 VI Koria, and 1-2% VII Mahasamand Source primary Survey Sept, 2008
31.0 District wise response in percentage for childrens like or dislike of food served in MDM Many children were thrilled with the hot cooked meal. They found the meal tasty and it ensured that they were in school at least for the first half of the day. Some made certain qualifications. A 10 year old girl in class 5 remarked, for example, that she enjoyed the meal except when the food has less salt or the rice was undercooked. Some parents were happy with the meal because it made their children so much keener to go to school (this was said about both boys and girls and also about children of all ages).
aj na nd
Ja gh
an t
ga on
ur g
te ri
ag ir
am
ur
Dist. Wise response in % for childrens like or dislike for food served Served food Children Like or dislike
Sarguja Rajnandgaon Raipur Raigarh Mahasamand Koria Korba
Districts
No response
No
Yes
Kanker Kabirdham Jaghalpur Jhangagir Jashpur Durg Dhamteri Dantewada Bilaspur 0 20 40 60 Percentage 80 100 120
31.1 Quantity issues: Some parents and children who were happy with the quality of the meal were unhappy about the quantity. And there were some unhappy with both. Their reasons for dissatisfaction: The food was not sufficient for growing children. It was absurd to make children stand in such long lines for such little food. Many felt the food was too little to make a difference to a childs hunger. Parents in some districts wanted eggs to be part of the menu Some children made some additional comments related to quantity of food provided. A class 5 student noted that in her school younger children were given less food. A class 5 boy noted that they were given variable quantities since theirs was the last class to get the meal. One child said the server hit them with the spoon if they asked for more. But again a little less than half of the parents and children did not have any complaints about the quantity of food being distributed. For some the food was a substitute for what they might eat at home. Some of these children were small eaters anyway. This included younger children and some older girls. For others, the food was a supplement to their regular intake. In several cases, after eating the food at school, the child came home during recess and ate what was available and then went back to school. The children who reported this pattern were generally boys. 31.2 Utensils brought from home
Most of children reported that they brings plates and water from the home, the reason is that water is not served from the helpers or cook and if they need water they have to bring water by themselves. The reason for bringing the plates is that after eating in classroom they can take the food to home if remaining in plate. While the notion of purity and pollution causing discrimination may not be ruled out, the DPI confirmed to us at the dissemination workshop that plates were not to be provided by the government and it was the duty or responsibility of other stakeholders like the community or the panchayats to support by providing these to children.
District Bilaspur Dantewada Dhamteri Durg Jashpur Jhangagir Jaghalpur Kabirdham Kanker Korba Koria Mahasamand Raigarh Raipur Rajnandgaon Sarguja
Utensils that children bring from home Plates Katori Glass water
32.0 Quality of Food served under MDM scheme Surprisingly >92% of children responded that the MDM is better than home cooked food or on par with it while 2 to 3 % children did not respond to this question. 5 to 6% children responded that the food is not better than home because there is no variety in food and sometimes the food is cold, rice is not well cooked and so on. 33.0 Health and Hygiene Most of children [98%] responded that they wash their hands before and after eating of food but with soap is none. This shows that children with help of teachers maintain the personal hygiene but not in proper manner. The helpers clean the serving areas where food is served before and after the meal. 33.1 Lack of proper hygiene a major problem No precautionary measures are taken for maintaining hygiene while serving the food, little emphasis seemed to be placed on their general cleanliness or training of cook and helpers. When the serving spoon, in one case, fell on the ground, the spoon was simply replaced in the bag. In no school, did investigators see any cleaning up of the area where the food would be served or where the children would eat. In some schools, where children ate out in the open grounds, dust and dirt could well have found its way into the food.
What was also very serious was the fact that no one insisted that children wash their hands before the meal and rarely a child did. The importance of washing ones hands with soap before eating was completely overlooked. Hygiene was a casualty even when there was adequate supply of water in the school, which was rare. Children did wash their fingers and sometimes their plate after the meal. Even this was often done in an erratic way in the corner of classrooms, in corridors without a drainage outlet. When the meal was eaten in classrooms it sometimes created a mess with dal and rice spilling on the ground.
33.2 Washing space for hand wash and cleaning of utensils Washing space: 52% schools in 16 districts were found to lack additional washing space for utensils. In most of cases it was found that the distance between serving of meal place to hand pump is too far, 100-200mts and most of time helpers or cook bring water in bucket or take the utensils near to hand pump to wash them. There is no provision to purchase detergents or other materials to clean the utensils. Most of the cooks and helpers mentioned that they wash the utensils with mud or ash. 33.3 Water facilities
Overall response of availability of water facility
Availability of Additional space for w ashing utensis no response No Yes
3%
52%
45%
In the 580 schools surveyed, there was a handpump within the school premises. Most of hand pumps, around 70-80% were working while 20% were damaged.
5.51
No
Yes
94.5
Availability of drinking water facility in school No 120.00 100.00 Yes
percentage
80.00 60.00 40.00 20.00 0.00
sp ur an te w ad a D ha m te ri D ur Ja g sh pu Jh r an ga gi Ja r gh al pu Ka r bi rd ha m Ka nk er Ko rb a M Ko ah ria as am an d R ai ga rh R R ai aj na pur nd ga on Sa rg uj a D
Districts
Bi la
33.4 Distance between schools to water source During our survey, it was found that there are handpumps located in schools but the distance from kitchen to water source varies from school to school in the various districts surveyed. Distance of water point facility District 50 mts 100mts 150mts >150mts Bilaspur Dantewada Dhamteri Durg Jashpur Jhangagir Jaghalpur Kabirdham Kanker Korba Koria Mahasamand Raigarh Raipur Rajnandgaon Sarguja 34.0 Major findings from childrens survey During the primary survey that was conducted between September to November 2008, it was found that most of the districts had routine menu and the frequency of providing an accompaniment with mid day meal varies from weekly to monthly basis. Channa murra is provided daily to twice in a week basis. The quantity of food is adequate and most of districts maintain the timing of distribution of meal. State Government has directed vide order No 1298/MDM/2005 of Panchayat and Rural Development, dated 24.03.2005, that children should be given rice, dal, vegetables, papad and achar everyday. Some sweet or khir should be given at least twice a week, as far as possible seasonal fruits should be given, iodized salt should be used for cooking of food, iron folic acid tablets and vitamin-A should be given with the help of health department at least one medical check-up in a year should be organized, wherever parents agree eggs may also be given and innovation in recipe should be encouraged. However, many of these are not routinely followed in schools. In fact, during our survey, we did not find weighing machines and height scales in most of the schools though money has been spent under this head. This shows lack of monitoring at every level and is a serious concern emerging from this evaluation. 34.1 Nutritional value of food: Registers are maintained in every school, however there is no system of assessing the nutritional value in school at present. But with the help of local nutrition institutes, it is suggested that the State Government should communicate caloric and protein content and nutritional value of common food items to all the schools and also indicate some suitable and useful recipes, so that schools can assess the nutritional value of the food being served by providing brochure and pamphlets of nutritional value contained in food to each and every school of the state.
Though some pamphlets and brochures have been made in Chhattisgarh (according to the MDM cell), none of the schools visited made an emphatic mention of it. 34.2 Calorific/protein value of the mid day meal provided along with menu prescribed In Chhattisgarh everyday hot cooked meal is provided to children according to prescribed menu and even menu is displayed in every primary school in the state. Though instructions have been circulated to all District Collectors, CEO's and District Education Officers to ask the local bodies and cooking agencies to prepare menu chart with the help of local representative and Parent teacher association based on the availability of local food stuff, the meal provided is monotonous with almost little variation. 35.0 Social equity Most of children [97%] responded that they sit together and eat the MDM meal. The place of eating is either near to kitchen of in verandah or inside the school. Most of children sit in line with their utensils [plate] or stand in a queue to get the meal from the person serving. However, during our survey, we found instances of untouchability in some places. In Berla bock of Durg district, it was mentioned that some children do not eat in schools because of untouchability.
36.0 Enrolment, attendance and retention of students Every day on the basis of previous days attendance, cooks are provided food grains by the cooking agency or by village sarpanch. At school level, head of the schools maintain the register and at the time of inspection present the register before the inspection authority. Every day, food grains are measured as per attendance and cooked by the designated cooking agency. The children sometimes carry their own utensils and in some blocks utensils have been provided by school development committees. They are made to wash their hands, sit together and have their meals. Cleaning up, after eating is also emphasized upon. The process is supervised by school teacher and public representatives. Efforts are on to involve parents in this work. 36.1 Inadequate infrastructure and poor usage of existing facilities aggravated the problem of poor hygiene In some schools, poor hygiene was related to inadequate infrastructure. In one school for example where construction had not been completed, the facilities for provision of water- for drinking and washing were not yet in place. The new toilet block was also not functional. In yet another school, the hand pump was not functional and children had to use a nearby lake for washing hands and plates. In many schools, children brought water with them to drink. The situation with toilets was also poor. In nearly every school, there were dirty toilets. In some cases, the toilets were just locked up and children encouraged going out in the open. Sometimes this area could be just behind the classrooms where children ate their food.
36.2 Little emphasis on gaining any supplementary benefits from such a large school feeding programme Opportunities to take advantage of supplementary benefits were not used as much as possible. In particular, little attention was paid to the socialization value of the scheme. In one of the sample schools, all the children had been given similar steel plates for their food, a step towards making the meal a common experience. Ultimately the teachers role in using the meal for object lessons in socialisation, hygiene, nutrition and so on is crucial, but there was little evidence of this. 36.3 Storage facilities None of the schools had a separate storage room. Rice and cereals are either stocked in one of the classrooms or in the house of the panchayat president or SJBS members. This creates problems during cooking, as rice is brought from the residence of the president on a daily basis. Also, the rice and cereals procured are not weighed, leaving the headmaster with no information on the quantity of foodgrains available in stock. In one instance in Raipur district Abhanpur block, SHG women expressed difficulty in maintaining excess food grains while in the same block another group said that they do not get food grains on time.
CHAPTER-5
ANALYSIS OF SJBS
37.0 SJBS surveyed in 16 districts 38.0 Knowledge and awareness of SJBS in state Run MDM programme 39.0 Role of SJBS in implementation of Mid day meal scheme in schools 39.1 Supervision and monitoring process 40.0 Broad role of SJBS in Monitoring of Programme and Impact Parameters 40.1 Role and responsibility of SJBS 41.0 Frequency of SJBS meeting 41.2 overall Roles and responsibility of SJBS 42.0 SJBS perception about the Teachers role in MDM 43.0 Suggestion of SJBS for making MDM more effective
37.0 SJBS surveyed in 16 districts A total 1350 SJBS were surveyed from 580 schools availing the MDM scheme which is being implemented through out the state. The district wise details of SJBS surveyed are: District Bilaspur Dantewada Dhamteri Durg Jashpur Jhangagir Jaghalpur Kabirdham Kanker Korba Koria Mahasamand Raigarh Raipur Rajnandgaon Sarguja Total No of SJBS
No of SJBS surveyed in districts
350 48 48 103 384 180 106 4 71 128 60 34 386 216 174 196 1350
No of SJBS

Districts
196 174 216 386 34 60 128 71 4 106 180 384 103 48 48 350 0 50 100 150 200 250 300 350 400 450
Kanker Kabirdham Jagdalpur Jhangagir Jashpur Durg Dhamteri Dantewada Bilaspur
Numbers
38.0 Knowledge and awareness of SJBS in State run MDM programme

Teachers awareness about of MDM in 16 district SJBS overall overall knowledge MDM programme
1.3
SJBS are aware of the state run mid day meal scheme which is implemented through district/janpad panchayat.
0.3 No response No Yes 98.4
120 100
SJBS awareness about MDM programme
knowledge of MDM scheme in teachers
Percentage
80 Yes 60 40 20 0 No No response
Districts
K M or ah ia a sa m a nd R ai ga rh R ai R p aj na ur nd ga on S ar gu ja
B i la sp D an ur te w ad a D ha m te ri
ur g Ja sh pu r Jh an ga gi Ja r gd al p ur K ab ird ha m
K an
K or ba
ke r
SJBS source of knowledge about MDM programme

160 140
teachers sources of knowledge for Sources of Information MDM
number of response
120 100 80 60 40 20 0
No Response Govt. Officials Gram Panchayat Janapad Panchayat Others School Teachers / HR Zilla Panchayat
ur g
Ka nk er
Ko ria
ar h
ur
te ri
Ko rb a
ha m
ad a
sh pu
ga on
sp ur
an d
lp u
ag i
an te w
Ka bi rd
Bi la
ah as
Jh
Ja
Districts
The main source of knowledge of SJBS are fellow members of SJBS, janpad and Gram Panchayat.
31% of SJBS reported they came to know of this scheme through Zila Panchayat and 50% of SJBS mentioned that their knowledge about MDM is through other members of SJBS and principals of schools. In Sarguja , Bilaspur, jhanjangir, jagdalpur, koriya district more than 55% SJBS mentioned that they aware about the programme implementation process through district panchayat. They mentioned that they were aware of their roles and responsibility in the implementation of Mid day meal scheme Overall % of Sources of Information
% for teachers of knowledge Overall % wise sourcesource of knowledge
2% 31%
8%
4%
aj n
an d
Ja
2% 3%
50%
39.0 Role of SJBS in implementation of Mid day meal scheme in schools Considering the massive nature of the programme, monitoring and inspection are important activities in the programme. Role of SJBS
Role of teachers in implementation Role of SJBS in implementation of MDM scheme 2% 3% 0% 31%
No Response Checking of quality of food by tasting process Monitoring / Supervision of scheme Others Procurement process
64%
64% of SJBS think that their role in MDM scheme is monitoring and supervision of the scheme implemented in their areas. 31% responded that they have specific role for monitoring of scheme, as well as checking the quality of cooked food by tasting process. 2% SJBS mentioned that their role is in procurement process. This shows that SJBS who involved in MDM scheme were not clear about their roles and responsibilities for the implementation of this scheme.
Sa rg uj
ha m
an g
gd a
am
ai g
ai p
No Response Govt. Officials Gram Panchayat Janapad Panchayat Others School Teachers / HR Zilla Panchayat
39.1 Supervision and monitoring process supervision and monitoring process Checking attendance register N Cooks/helper punctuality N Water Arrangement Y Material Arrangement Y Tasting the food Y Timely distribution of Food Y Health and hygiene of area N Motivation of Children enrolment N Menu Assessment N Nutritional Standards N Children health N Others N Legend Yes Y No N
Role and responsibility of SJBS in MDM
SJBS should be involved in ensuring that (a) good quality, wholesome food is served to children, and (b) the actual serving and eating is undertaken in a spirit of togetherness, under hygienic conditions, and in an orderly manner so that the entire process is completed in 30-40 minutes. It should however, be ensured that the food prepared is tasted by 2 3 adults including at least one teacher before it is served to children.
source National Programme of Nutritional Support to Primary Education, 2006 [Mid-Day Meal Scheme Guidelines]
Most of SJBS understand their role in tasting of food quality which translates to quantity and mostly whether the ratio of salt is ok or less and so on. SJBS did not know the methods or did not attempt to check the ratio of water and dal during cooking and final stage. Most of the SJBS members checked food during monitoring by thinking that quality is merely linked to proportion of salt in food. They are not aware and do not have sufficient knowledge of checking the quality of cooked food. Monitoring of hygienic condition of food preparation and place of serving was completely missing during discussions and during survey of SJBS. The interpretation of MDM guidelines is not strictly followed at steps of implementation of cooking food as well as in maintaining place for serving and eating. 40.0 Broad role of SJBS in Monitoring of Programme and Impact Parameters
Programme parameters Regularity and wholesomeness of mid-day meal served to children Who may monitor? Representatives of Gram Panchayats/ Gram Sabhas Members of Committee of Mothers/VEC/PTA/SMDC SJBS Representatives of Gram Panchayats/ Gram Sabhas Members of Committee of Mothers/VEC/PTA/SMDC SJBS Representatives of Gram Panchayats/ Gram Sabhas Members of Committee of Mothers/VEC/PTA/SMDC SJBS Frequency of Monitoring Daily Remarks SJBS play a crucial role in maintaining the regularity of MDM actively. But in very few instances we found members regularly visiting schools. No motivation efforts made to promote social and gender equity among children In this, SJBS monitoring varies from school to school. In some schools, there is active involvement but in many schools it was observed that they hardly visit schools.
Promoting social and gender equity Cleanliness in cooking, serving and consumption of midday meal
Daily
Daily
40.1 Role and responsibility of SJBS School Jan Bhagidari Samiti play an important role in implementation of Mid day meal scheme in schools. The SJBS plays major role to ensure transparency and openness in all aspects of programme implementation, including foodgrains mangement, ingredients procurement, cooking and serving, appointment of cooking staff, construction of kitchen sheds, and procurement of cooking devices. All schools display the daily menu under MDM programme, the daily utilization of food grains and cooking cost. Registers are maintained for keeping an account of food grains, cooking cost, cooking devices, funds under MME etc to make it open for public scrutiny at all levels i.e. State, District( Village Panchayat), Block (Janpad Panchayat) and Village Panchayats. Since PRI's in the state are actively involved in the implementation of the programme, it is subject to social audit as in other rural development work being implemented by them. But in practice, the SJBS did not display any proactive effort in soliciting information or monitoring based on information sought. Even in places where the SJBS members were active, they hardly went beyond the cooking and serving of the meal. There is a critical need to give them sufficient relevant information and a clearer understanding of their roles. 41.0 Frequency of SJBS meeting : District wise response for frequency of SJBS meeting
Frequency of Meeting of SJBS
100% 80% 60% Weekly 40% 20% 0% Quarterly Monthly Half Yearly Fortnightly
Percentage wise
Ko M ri a ah as am an d R ai ga rh
Bi la sp ur an te w ad a D ha m te ri D ur g Ja sh pu r Jh an ga gi r Ja gd al pu Ka r bi rd ha m Ka nk er Ko rb a
R ai pu aj r na nd ga on Sa rg uj a
Annually No Response
Districts
59% of respondents from 16 districts mentioned that the SJBS meeting happened regularly in an
interval of one month. But of the district respondents, 20% reported that SJBS meeting is held once in a quarter.10% reported that SJBS met once in a year- they are Sarguja, Mahasamanad and Jhanjgir districts. The reason mentioned was Overall percentage for response for SJBS meeting that meetings were postponed from month to quarterly and from quarterly to half yearly due to non-availability of all members. No SJBS 3% 3% 10% mentioned that the next meeting date is fixed 20% 2% 3% during the meeting. This reflects the improper time management and fails to support the smooth running and implementation of programme. Few SJBS members also mentioned that sometimes the meetings are organized when some problem 59% happens in MDM, i.e. lack of fund, inferior cooked food, food poisoning cases or delay in procurement processes.
No Response Annually Fortnightly Half Yearly Monthly Quarterly Weekly
41.2 Overall Roles and Responsibility of SJBS Quality of food Districts Food Grain cooked Tasting food food Bilaspur Dantewada Dhamteri Durg Jashpur Jhangagir Jagadalpur Kabirdham Kanker Korba Koria Mahasamand Raigarh Raipur Rajnandgaon Sarguja Y Y Y Y Y Y Y Y Y
Motivational role increase enrollment Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Hygiene ensuring food material
Y Y Y
Y Y
Y Y Y Y Y Y Y Y Y Y Y
Y Y
ROle of SJBS
10% 9% 30%
Quality of food Motivational role Hygiene ensuring food material
51%
51% SJBS members think that they play a major role in the implementation of MDM scheme and bring the impact for increasing enrollment as this indicates the successfully running of schools in villages or panchayat. Approximately 81 % responded to multiple roles that SJBS has to play including a role in maintaining quality of food served under MDM scheme. But most of SJBS mentioned the following as the role of SJBS:
a. b. c.
Checking the quality of cooked food by tasting and ensuring that the scheme is implemented Motivational role to increase enrollment in school Maintaining the records for MDM scheme
42.0 SJBS perception about the Teachers role in MDM

Perception about teachers role in MDM
5% 2% 13% 1%
No Response
perception about teachers dual responsibility role
2%
Involvment of teachers needs to improve Sufficently involved
28%
No Response Burdensome Positive
79%
Teachers involvement is necessary and indispensibl Teachers roles in MDM should be redefined
70%
SJBS are very positive about the teachers role and responsibility, but they thought the role should be more defined so teachers are highly motivated for implementation of MDM scheme SJBS were generally positive about the meal. Since they were not involved in supervising the cooking or the distribution, most did not feel it was an additional work responsibility. Also they felt it was useful in their schools where there were many children from deprived socioeconomic backgrounds. But there were SJBS who were negative for various reasons. Several SJBS preferred dry food because it was easier to check quantity or quality or nutritive value or it was easier to give it to the children. One teacher came up with an additional argument. Dry food had less chance of being confused by parents as a substitute for food they provided at home. One teacher felt most of the children were not rice-eaters and would have preferred wheatbased food. One head teacher was greatly against the scheme. He felt that there was little point providing a midday meal when they were unable to provide proper drinking water in the schools. Although the situation with regard to drinking water is being given attention, we also found that this was still a problem. SJBS plays a crucial role in the success of the midday meal scheme. They have to monitor the quantity and quality of the meal served to the children on an everyday basis. They need to minimize its impact on teaching time They need to maximize supplementary benefits such as socializing children of different backgrounds to eat together. At a deeper level, they need to be sensitized to be less patronizing to children in their care. Such attitudes are particularly irksome when parents themselves feel that the children getting food reflects on perceptions about their poverty and inability to feed their children. Most important of all, they need to be made aware of how parents and children are depending on them. 43.0 Suggestion of SJBS for making MDM more effective Monitoring and Supervision of MDM: MDM should be checked regularly and for this purpose special officer should be assigned so that he can check the quality and quantity of MDM implementation process regularly. Meals quality sample checked through scientific manner by an assigned agency and records should be maintained on a regular basis. Time for serving mid day meal A time should be assigned for mid day meal to be served and this should be strictly monitored by parents committee and teachers. Supply of MDM food grains Regular checkup made to check the quantity of MDM food grains. Cooking material should be made available as per the menu of MDM. Checking of Quality Utensil cleaning materials Training to cooks and helpers Sufficient training to cooks and helpers to be provided for o Cleanliness o Hygiene maintenance o Others New infrastructure requirement Old cooking and serving vessels needs to be replaced from time to time LPG for cooking purpose.
CHAPTER-6
ANALYSIS OF TEACHERS QUESTIONNAIRRE
4.0 No of Teachers surveyed in 580 schools in 16 districts 45 .0 Total no of Children Registered under MDM scheme in last year and current year 45.1 Gender wise enrolment of children in percentage for current and previous year 46.0Mid Day Meal school implementing in school 46.1 Type of Cooked meal provided under MDM scheme in their school 47.0 Govt. support for MDM programme 47. 1 Allocated MDM money is sufficient for MDM food provision 47.2 District wise response of teachers perception about the MDM money 47.3 Cooking Material procured 48.0 Cooking Agency responsible for preparation of meal. 49.0Infrastructure availability in Schools 49.1 District wise responses for Infrastructures available 49.2 percentage wise response 50.0 Hygiene and cleanliness 50.1 District wise response for hygiene and cleanliness 50.2 Monitoring process for Hygiene and cleanliness 50.3 Lack of proper hygiene a major problem 51.0 Monitoring food quality 51.1Quality of Food through tasting process 51.2 Frequency of food quality checking. 51.3 District wise MDM cooked food qualities 52.0 Involvement of parents committee/JBS in monitoring process of cooked meal 53.0 Frequency of monitoring of cooked meal 53.1 Reasons for not involving parents committee/JBS in monitoring process of cooked meal 54.0 Menu displayed in school 54.1 Place for menu displayed 54.2 Who decided Menu 54.3 Aware ness of children about Menu: 55.0 Place of eating and serving of MDM food 55.1Hygiene and Cleaning of premises 55.2 Lack of proper hygiene a major problem 56.0 Records of implementation of MDM Scheme 56.1 MDM records maintained 57.0 Utilization certificate
58.0 People visited 58.1 No of official visited last year district wise 59.0 JBS involvement 60.0 Parents involvement in implementation of MDM programme 60.1 Drop out rate children 61.0 Increase enrollment of children with disabilities 62.0 Contribution of MDM for increase in Nutritional status in children 63.0 Social equity 64.0 Suggestions for MDM Improvement 65.0 Overall observations
44.0 No of Teachers surveyed in 580 schools in 16 districts Mid Day Meal Programme is credited with encouraging enrolment & attendance. After the Universalisation of the Mid Day Meal Programme significant numbers of research studies have pointed out to both enhanced enrolment and retention level in primary schools. Some studies have also indicated higher performance levels. Schools teacher plays a major role in implementation of mid day meal scheme in school, to ensure transparency and openness in all aspects of programme implementation. A total of 1010 teachers were surveyed from 580 schools who are involved in implementing the MDM scheme in different districts of Chhattisgarh state. The district wise details of teachers surveyed are: District Bilaspur Dantewada Dhamteri Durg Jashpur Jhangagir Jagdalpur Kabirdham Kanker Korba Koria Mahasamand Raigarh Raipur Rajnandgaon Sarguja Total Teachers surveyed 93 37 22 65 192 49 78 56 26 45 39 35 95 122 100 92 1,010
Teachers surveyed in 16 district Sarguja Rajnandgaon Raipur Raigarh Mahasamand Koria

Name of Districts
92
Teachers surveyed
100 122 95 35 39 45 26 56 78 49 192 65 22 37 93
Korba Kanker Kabirdham Jagdalpur Jhangagir Jashpur Durg Dhamteri Dantewada Bilaspur 0
50
100
Numbers
150
200
250
45 .0 Total no of Children Registered under MDM scheme in last year and current year Previous Year [06-07] Current Year [07-08] Boys Girls Total Boys Girls Total Districts Bilaspur 8953 7699 16652 9259 7845 17104 Dantewada 1379 1295 2674 1272 1426 2698 Dhamteri 817 849 1666 912 904 1816 Jagdalpur 3562 3428 6990 3446 3380 6826 Kabirdham 1045 1039 2084 2210 301 2511 Kanker 876 647 1523 816 647 1463 Korba 2494 1982 4476 2327 1884 4211 Mahasamand 1580 2035 3615 1831 1763 3594 Raigarh 4072 3759 7831 4312 4127 8439 Raipur 12458 12496 24954 12780 12511 25291 Rajnandgaon 6958 6815 13773 7020 6698 13718 Sarguja 5815 5360 11175 5449 5215 10664
While our data shows a moderate increase in enrolment, there is no conclusive evidence that this may be attributed to MDM. 45.1 Gender wise enrolment of children in percentage for current and previous year The results shows that the number of boys and girls enrolled has almost remained the same during the current and previous years. The percentage of girls enrollment shows a marginal decline in all districts while it is not significant. Gender wise % of children enrolment Districts
Bilaspur Dantewada Dhamteri Durg Jhangagir Jagdalpur Kanker Korba Mahasamand Raigarh Raipur Rajnandgaon Sarguja Total Last Year Boys 53.8 51.6 49.0 46.1 46.8 51.0 57.5 55.7 43.7 52.0 49.9 50.5 52.0 51.0 Girls 46.2 48.4 51.0 53.9 53.2 49.0 42.5 44.3 56.3 48.0 50.1 49.5 48.0 49.2 Current Year Boys 54.1 47.1 50.2 47.8 47.5 50.5 55.8 55.3 50.9 51.1 50.5 51.2 51.1 51.0 Girls 45.9 52.9 49.8 52.2 52.5 49.5 44.2 44.7 49.1 48.9 49.5 48.8 48.9 49.0
46.0Mid Day Meal school implementing in school 92% of teachers responded that the MDM Scheme is being implemented in their School. 7% of teachers responded in negative and these schools belong to jhanjgir and kabirdham districts. As survey was conducted in 580 schools, it was seen during the survey that in 5 to 6 schools the MDM scheme is not functioning. 46.1 Type of Cooked meal provided under MDM scheme in their school Most of teachers mentioned during survey, that their school served hot cooked meal to children. The type of menu is dependent upon the availability of food grains and the availability of seasonal vegetables in the market.
Implementation of Mid Day meal scheme in School
1%
7%
92%
No Response No Yes
Type of MDM Food served 1% 2% 10% 10% 1% 38%
38%
Dal Rice Subji veg curry Papad Pickle Egg
The details of response with combination of food menu: % Food menu 76 Dal+ Rice 47.0 Govt.Rice+ Subji for 86 Dal+ support MDM programme 98 Dal+ Rice+ Subji+ Pickle The responses were:
Item Food grains Money Both Cooking and serving Vessels Stationery and other contingency
State govt support for MDM
18%
Yes/TR 704/1010 503 /1010 707/1010 360/1010
26%
13%
18% 25%
Food grains Both Stationery and other contigency Money Cooking and serving Vessels
503/1010 TR= Total 1010 teachers surveyed for this question in 580 schools.
More than 25% of teachers mentioned that Government supplied the food grains and money, the money which is paid for purchasing the vegetable cooking oils and salary of cook and helper. 26 % respondents mentioned that only food grain is supplied from central government and rest is being borne by state government. But most of teachers are not aware about the state and central components in MDM scheme. 47. 1 Sufficiency of allocated money for MDM food provision
Overall response of teachers about MDM money
No Response 13 7 No Yes
80
80% teachers responded to this question in positive and 13% teachers did not give any response to this question. 7% teachers felt that the money is not sufficient for smooth running of MDM scheme. More than 30% teachers in korba district responded in negative to this question. They feel that as per MDM daily menu the money is not sufficient.
47.2 District wise response of teachers perception about the MDM money
MDM money is sufficient for food
Sarguja Rajnandgaon Raipur Raigarh Mahas am and Koria Korba
No Response No Yes
District
Kanker Kabirdham Jagdalpur Jhangagir Jas hpur Durg Dham teri
Dantewada Aide et Action SouthBilas pur Asia

0 20 40 60 pe r ce ntage 80 100 120
47.3 Cooking Materials procured

Cooking Material procured 4% 27% 13%
55% of teachers responded that the daily to monthly requirement of food grains cooking oils and salt etc is purchased from local shop, but they prefer to procure vegetables from village haats and this varies from district to district.
55%
1%
No Response
Local Shop
Other
Specified Supplier
Village Haat
48.0 Cooking Agency responsible for preparation of meal Cooking agency in rural areas of districts is decided by Panchayat body of the concerned village because cooking costs are transferred to their account.
Nagar panchayat is involved in Surguja where survey conducted in town area school and 3 teachers responded positively for this question. 42% teachers mention that Gram panchayat is responsible for designating cooking agency. The Gram Panchayat decides the cooking agency as per the ability of cooking experience in cooking others.
% wise response for cooking agency

11% 2% 42% 4%
40% Gram Panchayat SHG Others
1% Nagar panchayt Teachers
0% NGO No response
In around 40% of the 580 schools, under MDM scheme surveyed, SHG is the cooking agency responsible. 49.0 Infrastructure availability in Schools
Infrastructure available for MDM NR NO Yes
42 storage vessel 14 44 48 storage food grain 22 31
Infrastructure
73 vessel 5 23 63 space 12 25 0 10 20 30 40 Percentage 50 60 70 80
49.1 District wise responses for Infrastructure availability for smooth running of MDM Spaces District wise % of availability in Schools Kitchen space for cooking Kabirdham reported only 2 % availability Sarguja and Kanker reported 35 to 45% availability And most of districts reported > 60 availability Dhamteri reported 100% Space for eating for children Kabirdham reported only 33 % availability And most of district reported > 50 availability Dhamteri reported 100% Space for washing of utensils No district mentioned availability of designated space for washing. Space for storage of food Koria reported only 18 % availability Grains Billaspur,Sarguja, Jagdalpur, Rajnandgaon, and Kanker reported 30 to 55% availability And most of districts reported > 60 availability Dhamteri reported 100% Space for vessels Jashpur reported 18% Kabirdham reported lowest 33% Sarguja, Rajnandgaon, Raipur reported less than 50% And most of districts reported > 50 availability Dhamteri reported 100% 49.2 Percentage wise positive response for availability in 16 districts % wise response in Yes for question Kitchen Vessels for cooking space and eating 80 69 100 82 69 60 68 2 41 77 54 65 68 68 54 36 63 80 74 100 67 89 72 73 33 76 89 61 57 87 74 54 50 73
District
Storage space Food Grain 51 63 100 70 30 63 51 33 47 71 18 48 63 41 46 38 48 Vessel 49 40 100 61 18 64 46 33 41 66 52 59 38 36 36 42
Bilaspur Dantewada Dhamteri Durg Jashpur Jhangagir Jagdalpur Kabirdham Kanker Korba Koria Mahasamand Raigarh Raipur Rajnandgaon Sarguja Total
district wise response for infrastructure availability Sarguja Rajnandgaon Raipur Raigarh Mahasamand Koria Korba 36 54 68 68 65 54 77 41 33 68 60 69 82 100 69 80 74 80 76 33 73 72 89 67 100 63 51 40 49 51 63 30 70 18 61 100 100 46 64 57 61 18 89 47 41 71 66 50 54 74 87 48 38 36 46 36 41 63 52 38 59
Districts
Kanker
Kabirdham 2 33 Jagdalpur Jhangagir Jashpur Durg Dhamteri Dantewada Bilaspur
50
100
150
200
250
300
350
400
450
percentage
kitchen space vessel for cooking and eating storage space for Food Grain storage space for Vessel
50.0 Hygiene and cleanliness

Overall response of Hygine and cleaniless during cooking process
12%
0%
88%
No Response No Yes
Most of the teachers interviewed [88%] responded that they maintain hygiene and cleanliness during cooking process. The activities done during the cooking process: Helpers and cook clean the cooking area and clean hands before cutting the vegetables. Clean the area after cooking Wash the utensils Maintain cleanliness in use of water.
50.1 District wise response for hygiene and cleanliness

District wise response for Hygiene and Cleanliness
27 0 2 0 1 9 3 1 2 22 19 32 14 17 14 12 8 8 0 6 0 0 19 29 31 31
49 85 106 82
districts
Kanker Kabirdham Jagdalpur Jhangagir Jashpur Durg Dhamteri Dantewada Bilaspur
Yes No 57 179 53 No Response
92 50 100 no of response 150 200
50.2 Monitoring process for Hygiene and cleanliness

Monitoring method for maintain hygiene and Cleanliness
The methods used for monitoring are visual perception; Water storage in clean and dry places Washing rice and dal by fresh water Clean the serving and vegetable cutting and cooking area Visual monitoring of food serving areas. There are no records maintained to note any kind of irregularity found during monitoring. Only visual inspection is done by teachers during the process.
3% 4%
11%
82%
dry place for water clean the area washing rice and dal monitoring the place
50.3 Lack of proper hygiene a major problem No precautionary measure taken for maintaining hygiene during serving the food, little emphasis seemed to be placed on general cleanliness or training of cook and helpers.
In school, investigators did not see any cleaning up of the area where the food would be served or where the children would eat. In some schools, children ate out in the open grounds, in dust and dirt. Children did wash their hands and their plate after the meal. But there is no separate place for washing their plates and hands. Wherever the meal was eaten- either in the corridor or open ground, it always created a mess with dal and rice spilling on the ground and usually the place does not seem to be cleaned after the meal on a regular basis.
checking the quality of cooked food
51.0 Monitoring food quality 83% of teachers responded, that their role in MDM scheme is monitoring and supervision of the scheme implemented in their schools, as well as checking the quality of cooked food by tasting process. 6% teachers did not taste the food regularly.
11% 6%
83%
No Response
No
Yes
Quality of Cooked Food
51.1Quality of Food through tasting process 45% of teachers mentioned that the food quality is satisfactory and 39% teachers mentioned that the quality is good and 16 % mentioned that the food quality is average. They said wherever SHG is cooking the food quality of cooked meal is good and taste is found to be good.
16% 45%
39%
Average Good Satisfactory
Frequency of checking quality
51.2 Frequency of food quality checking. 51% teachers mentioned that they check the food quality on a weekly basis. Most of teachers refrained from responding to this question. 7% teachers mentioned that they check the quality of cooked food on a monthly basis. Few teachers responded that they check the quality of food daily basis.
42%
51% 7% 0%
No Response daily Monthly Weekly
51.3 District wise MDM cooked food qualities are: District Bilaspur Dantewada Dhamteri Durg Jashpur Jhangagir Jagdalpur Kabirdham Kanker Korba Koria Mahasamand Raigarh Raipur Rajnandgaon Sarguja Legend Good 52.0 Involvement of parents committee/JBS in monitoring process of cooked meal 82% of teachers responded to this question in positive that they involved JBS/ parents group or individual parents to check and taste the food quality of cooking meal. 7% teachers responded in negative and 11% did not respond to this question.
Gram panchayat SHG Nagar Panchayat NGO Teachers
Average
Satisfac tory
JBS/ Parents involved in checking quality of Cooked foods
11% 7% No Response No Yes 82%
53.0 Frequency of monitoring of cooked meal There is no standard time and day for tasting of cooked food meal. Teachers mentioned that it depends upon their will when they want to check the quality of food. On an average JBS/parents group check the quality sometimes/some places daily and some time once in week or month. 53.1 Reasons for not involving parents committee/JBS in monitoring process of cooked meal The reason for not involving JBS/ parents is not clearly defined. Few teachers mentioned it depends upon their will and motivation to come to school and taste the food quality. Some time they come but food is not ready and some time they visited during when food is in cooking process.
Menu displayed in schools 9% 5%
86%
54.0 Menu displayed in school 86% teachers mentioned that the menu is displayed in schools. The menu of MDM meal has day wise details of what is provided to children as cooked food. 5% teachers mentioned that the menu is not displayed in school and 9% teachers did not respond to this question. The accompaniments are not displayed in menu, like for instance sweet, khir etc. The district wise response for MDM menu displayed in School is:
Menu displayed in School
Rajnandgaon Raipur Raigarh Mahasamand Koria Korba 0 0 02 0 0 0 0 04 0 1 1 1 2 3 0 1 1 0 0 0 6 0 0 0 20 40 60 80 14 19 29 92 100 120 140 160 180 200 46 9 27 13 186 8 15 Yes 16 31 60 No No Response 23 24 27 82 85 106
Districts
Kanker Kabirdham Jagdalpur Jhangagir Jashpur Durg Dhamteri Dantew ada Bilaspur
no of respondent
Districts like kabirdham , Korba and Durg responded negatively for this question in a range of 10 to 40% of the total districts surveyed in the state. The reason varies from district to district. District KabirDham Durg Durg Jagdalpur, and Reason Updated menu is not available Menu give to Cooks/ SHG They displayed in board but now its not displayed Menu give to Cooks/ SHG Place is not available
Kabirdham
Menu give to Cooks/ SHG
54.1 Place for menu display Teachers mentioned that the display of the menu depends upon following factors; a) Menu displayed in regional language b) The place where menu displaced easily accessible and readable by community/ parents Group etc. 51 % teachers responded that the MDM menu displayed inside the school and 26 % responded that menu is placed in the wall where the food served to children.6 % teachers replied that menu in verandah and 4% replied that it is put up in the corridor.
Place for Menu Display
2% 26%
11%
4% 6%
51%
No Res pons e In the varanda s chool ka s am na wali diwar
Balcony In the s chool School ke s am ne
54.2 Who decides Menu? MDM menu depends upon the availability of fund from central government and state government. 36% The decision of menu depends upon the following factors a) Nutrition in food which is required for child growth. 1% b) Availability of 2% 1% funds c) Availability of food grains
Decision of menu
11% 1% 0%
No Response B.O Collector Janpad Panchayat / SDM / Tehsildar / Collector Nagar Panchayat Others Parents Group SJBS / Community Tahasildar
34% 1% 13%
The decision for selection of MDM menu is based on the active involvement of district and block authorities. During survey 34% of respondents
said that the menu is decided in close collaboration of janpad panchayat with support of SDM Block officer and tehsildar.36% of respondents mentioned that the menu is selected by block officer and teachers. Area Rural area Town area Menu selection Gram/ janpad Panchayat with support of block officer and teachers Nagar Panchayat, SJBS and parents committee with support of teachers
54.3 Awareness of children about Menu 85% of the children are aware about the menu of MDM. 6% of the respondents mentioned that children are not aware about the menu. Teachers mentioned that children understand that they receive the cooked meal from school and awareness of menu depends upon the age factor of child and also upon the ability of children to read and write .
Children awareness about Menu
9%
6%
85%
No Response
No
Yes
The reason for children not aware about the MDM menu is: a) children of younger age cannot read or write b) basic understanding about food is low c) more interested in food rather than the menu, as some of the children live below poverty line. 55.0 Place of eating and serving of MDM food 68% of teachers responded that the food is served either in corridor or verandah of school where children can sit comfortably and can enjoy their food. 16% responded that in some schools children eat the food inside the class room Over all the places for eating the food are; a) Inside the classroom b) In corridor/veranda h c) On open ground d) Other.
Children eating place
12%
0% 16%
4% 68%
No Response Inside the class Verandah
Ground Others
55.1Hygiene and Cleaning of premises Most of teachers [67%] responded that cooks wash and clean the area of eating and serving on a regular basis. 20% teachers said that children of older age are also included in cleaning of serving and eating area. They said where SHG is involved in cooking process they clean the area with help of assigned helper before and after the meal process.
Cleaning of premises by
0% 0% 13%
20%
67%
No Response Others
Children Teachers
Cook
55.2 Lack of proper hygiene a major problem No precautionary measure taken for maintaining hygiene during serving the food. Little emphasis seemed to be placed on their general cleanliness or training of cook and helpers. In no school, investigators saw any cleaning up of the area where the food would be served or where the children would eat. In some schools, children ate out in the open grounds in dust and dirt. 56.0 Records of implementation of MDM Scheme 89% of teachers mentioned that they maintain the records for implementation of school, these records include enrollment of children food grains received and utilized expenditure in preparation of food salary of cooking agency others 56.1 MDM records maintained: The records maintained in MDM Panji or MDM register 75% responded that the maintenance MDM records of implementation is in MDM Panji which is a format where they keep the daily to weekly expenditure MDM register is also part of Panji where 13 % responded they maintain the records.
Maintenance of records of MDM 10% 1%
89%
No Response No Yes
MDM records maintain though 12% 13%
75%
No Response
MDM Pinji
Rigester
57.0 Utilization certificate Most of districts responded that they regularly submit the utilization certificate to higher authorities. The district wise responses are:
Utilization certificate submit to authorities No Response

Districts
No
Yes
Kanker Kabirdham Jagdalpur Jhangagir Jashpur Durg Dhamteri Dantew ada Bilaspur 0 20 40 60 80 100 no of response 120 140 160 180 200
85% teachers responded that the submit utilization certificate to higher authorities on a regular basis, this UTC included enrollment of children under MDM food grains received and utilized expenditure in preparation of food salary of cooking agency others 58.0 People visited 80% of the teachers responded that last year officials from different departments visited their MDM scheme. 58.1 No of official visited last year district wise District No Bilaspur 17 Dantewada 8 Dhamteri 5 Durg 4 Jashpur 11 Jhangagir 4 Jagdalpur 8 Kabirdham 4 Kanker 9 Korba 3 Koria 3
Overall response of Utilisation Certificate

No Response No Yes
13% 2%
85%
% of People visited
No Response No Yes
12% 8%
80%
Mahasamand Raigarh Raipur Rajnandgaon Sarguja Total
9 14 12 5 9 125
A total of 125 government officials visited for monitoring of schools in 16 districts
No of official visited MDM Schem e

Districts
Kanker
No
Kabirdham Jagdalpur Jhangagir Jashpur Durg Dhamteri Dantewada Bilaspur

0 2 4 6 8 Number 10 12 14 16 18
59.0 JBS involvement JBS is involved in monitoring and implementation of programme and they play a major role in the programme to ensure transparency and openness in all aspects of programme implementation, including foodgrains mangement, ingredients procurement, cooking and serving, appointment of cooking staff, construction of kitchen sheds, and procurement of cooking devices.
Involvement of JBS/ parents committee

14% 11%
No Response No
All schools display the daily menu under Yes 75% MDM programme, the daily utilization of food grains and cooking cost. Registers maintained for keeping an account of food grains, cooking cost, cooking devices, funds under MME etc are open to public scrutiny at all levels i.e. state, District ( Village Panchayat), Block (Janpad Panchayat) and village panchayats. Since PRI's in the state are actively involved in the implementation of the programme, it is subject to social audit as in other rural development work being implemented by them.
75% teachers responded that they involved JBS for monitoring purposes. 60.0 Parents involvement in implementation of MDM programme The detailed roles and responsibilities of SJBS are: Quality of food Districts Food Grain Bilaspur Dantewada Dhamteri Durg Jashpur Jhangagir Jagadalpur Kabirdham Kanker Korba Koria Mahasamand Raigarh Raipur Rajnandgaon Sarguja cooked food Tasting food increase enrollment of children Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Hygiene of children Motivational role ensuring food material in school
Y Y Y
Y Y Y Y
Y Y
Y Y Y
Y Y
Y Y Y Y Y Y Y Y Y Y Y
Y Y
60.1 Drop out rate children 73 % of teachers mentioned that the dropout rate of children is decreased due to successful of MDM scheme. 13% teachers responded in negative which in effect means that the enrolment remains the same as per last year and that there is no significant increase in enrolment.
Dropout rate decreased
14% 13%
No Response No 73% Yes
The district wise responses are:

District wise response of dropout rate
Districts
Kanker Kabirdham Jagalpur Jhangagir Jashpur Durg Dhamteri Dantewada Bilaspur 0 20 40 60 80 100 120 140 160 180 200
No Response No Yes
number of response
Districts Jaspur, Bilaspur, Dhamteri and Sarguja reported that there is no overall increase in enrollment and that it remains the same as previous year. 61.0 Increased enrollment of children with disabilities 46 % of teachers mentioned that there is an increase in enrollment of children with disabilities 32 % teachers responded in negative.
46%
Enrollment increase of special needs children
22% No Response No Yes 32%
District wise response of teachers
Specially needs children response district wise Sarguja Rajnandgaon Raipur Raigarh Mahasamand Koria Korba Kanker Kabirdham Jagdalpur Jhangagir Jashpur Durg Dhamteri Dantewada Bilaspur 0
04 5 5 17 18 14 12 15 18 12 46 41 24 5 3 8 9 13 9 5 8 10 6 16 6 3 48 40 20 45 25 128 0 14 10 16 15 34 39 43 33 21 43 80 12
12
No Response No Yes
20
40
60
80
100
120
140
160
180
200
Kabirdham, Sarguja, Koria, Raipur etc district reported that there is no increase in enrollment of children with disabilities. 62.0 Contribution of MDM for increase in Nutritional status in children 85% teachers felt that MDM food has enhanced the status of nutrition in children and their growth. Most teachers felt that MDM food helps in Removing hunger of children Nutritious daily food Hygienic food
MDM contribution in Nutritional status of children

14% 1%
85%
No Response No Yes
63.0 Social equity Most of teachers [97%] responded that children sit together and eat the MDM meal. The place of eating is either near to kitchen or in verandah or inside the school. Most of children sit in queue with their utensils [plate ] or stand in a queue to get the food from the person serving.
64.0 Suggestions for MDM Improvement: Training of teachers: Series of training to be conducted for teachers to increase their motivation in MDM programme The training may be conducted for a) how to check the quality of raw food material b) scientific methods for quality checkup of cooked food Time for serving mid day meal A time should be assigned for mid day meal to be served and this should be strictly monitored by parents committee and teachers. Supply of MDM food grains Regular checking of the quantity of MDM food grains. Cooking material should be made available as per the menu of MDM. Strict vigilance of mid day meal programme by a special officer. Utensil washing materials Training to cooks and helpers Sufficient training to cooks and helpers to be provided for o Cleanliness o Hygiene maintenance o Others New infrastructure requirement Old cooking and serving vessels needs to be replaced time to time LPG for cooking purpose. 65.0 Overall observations Appointment and selection of the cook No specific pattern of appointment of the cook surfaced. In some schools, the JP President or the mukhiya of the village randomly asked one of their acquaintances to prepare the food, while in others, the headmaster appointed the person of his choice. Maintenance of records The records-MDM registers and receipts of materials purchased (dals, salt and oil)-were poorly maintained by the school authorities. In particular, the schools did not maintain registers regarding allocation of rice from the block office to the school. Role of teachers It was noted that teachers are involved in the process of procuring rice from the block office. In the absence of delivery of rice from the block office, the teachers along with the headmaster or the JP President travel to the block.
Impact of midday meal As per the headmaster and teachers of the schools surveyed, midday meal has brought about an increase in the enrollment of children. An enhancement in the attendance of students has also been observed due to the scheme. According to the teachers, children look forward to the meals provided and are enthusiastic to come to schools.
CHAPTER-7
District and Block level Official analysis
66.0 District and Block level officer are covered for MDM evaluation study 67.0 District and Block following the MDM guidelines issued by GOI. 68.0 Meeting on MDM attended by Govt official 69.0 Grievance redressal Mechanism 69.1No of cases registered and resolved last year 69.2 Cases register present year [till the survey conducted] 70.0 Linking of MDM scheme to department scheme: 71.0 Reporting system followed 72.0 Suggestions for improvement of MDM programme
66.0 District and Block level officers interviewed A total of 44 officers of district and block level were interviewed for this study in 31 blocks of 8 district in Chattishgarh state. The survey was conducted between the months of September and October, 2008. # 1 2 3 4 5 6 7 District
Bilaspur Durg Jashpur Jhangagir Korba Raigarh Rajnandgaon
Block covered 5 5 3 4 2 3 4 5 31
No. of official interviewed 12 2 3 2 5 9 6 5 44
No. of official interviewd

Sarguja 11% Rajnandgaon 14% Bilaspur 27%
Bilaspur Durg Jashpur Jhangagir

Durg 5%
Korba Raigarh Rajnandgaon Sarguja
8 Sarguja Total
Raigarh 20%
Korba 11%
Jhangagir 5%
Jashpur 7%
Awareness about the Govt of India guidelines for Mid Day Meal programme.
District wise awareness of MDM programme
5 6 9 1 0 0 0 0 0 2 4 6 8 10 2 12 12 14 2 3 4
Sarguja Rajnandgaon Raigarh

Districts
0 0 0
Yes No
Korba Jhangagir Jashpur Durg Bilaspur
No of response
98% Govt official responded that they are aware of the different components of Govt of India MDM scheme which include: A) Framework of MDM B) Guidelines on MDM of Govt of India C) Nutritional standards set by Govt of India D) Infrastructure availability for MDM i.e Kitchen shed, Cooking and eating vessels.
Overall response for MDM awareness
2%
No Yes
98%
E) District role and responsibility implementation of programme. F) Others
for
Most of officials mentioned that they are aware about the philosophy of MDM programme and how it supports for physical development and growth of the child. 67.0 District and Block following the MDM guidelines issued by GOI.
District w ise response for follow ing of GoI MDM Guidelines 5 6 9 1 0 0 0 0 0 2 4 6 8 10 2 12 12 14 2 3 4
0 0 0
Yes No
Overall response for District following GoI MDM Guidelines

2%
Districts
No Yes
98%
No of response
98% Govt official responded that they follow the MDM guidelines issued by the Government of India: 2 % responded negatively and this emerged from Korba district. The reason is not defined by officials. Most of officials mentioned that the GoI guidelines are implemented by them Supervision & Joint Inspection of Quality of Food Grains Transparency & Accountability at School level (esp. w.r.t Food grains and Cash for cooking Assistance) Mobilization of mothers Quarterly assessment of the programme through District Institutes of Education & Trainings. Grievance Redressal system Infrastructure Creation of Drinking Water Facility Kitchen devices & utensils Kitchen shed Fuel etc. Capacity Building Role of Teachers
68.0 Meeting on MDM attended by Govt official

Meeting attended by Govt officials
Official involvement
9%
2%
23%
26%
issues of MDM in district/Block Strengthening of Grievance redressal mechanism Monitoring of MDM
89%
26%
25%
No Response
No
Yes
Strengthning the flow of Communication
89% of officials mentioned that they hold regular MDM meeting and discuss the implementation issues that arise from time to time. 9% of the officials did not respond to this question. The officials involvement for MDM meeting are categorised in following category Issues of MDM in district/Block Strengthening of Grievance redressal mechanism Monitoring of MDM Flow of Communication The district wise responses of Govt official in Participation are: Total official surveyed 44 Issues of MDM in district/Block Strengthening of Grievance redressal mechanism Monitoring of MDM Strengthening the flow of Communication 69.0 Grievance redressal Mechanism
No Respons e Total No Yes
Grievance redressal Mechanism
39 37 38 34
1 2 3 4 5 6 7 8
District
Bilaspur Durg Jashpur Jhangagir Korba Raigarh Rajnandgaon Sarguja
0 0 0 0 0 0 1 2 3
4 0 2 0 1 0 3 0 10
8 2 1 2 4 9 2 3 31
12 2 3 2 5 9 6 5 44
70% 7% 23% No Response No Yes
Total
70% of officials mentioned that in their district Grievance Redressal mechanism is established and functioning well. Any irregularity in MDM meal implementation is reported under this mechanism and resolved by the concerned officers. 23 % responded in negative for this question while 7% did not respond to this question. 69.1No of cases registered and resolved last year # 1 2 3 4 5 6 7 8 District Bilaspur Durg Jashpur Jhangagir Korba Raigarh Rajnandgaon Sarguja Total Cases registered 28 1 14 10 15 81 0 2 151 Resolved Cases 28 1 14 8 15 81 0 2 149
Cases registered and resolved last year
Cases registered 149 151 resolved Cases
No of cases Registered and resolved

2 0
Sarguja Rajnandgaon Raigarh 0
Cases registered
resolved Cases
81 15 8
81 15 10
14 1
Districts
Korba Jhangagir Jashpur Durg Bilaspur 0 10 1
14
28
28 20 30 40 50 60 70 80 90
No of cses registed and resolved
Total 151 cases registered and 149 had been resolved through Grievance redressal Mechanism. 69.2 Cases registered- present year [till the time of the survey]
No. of Cases 2 1 0 0 0 0 0 0
94% 6%
District Bilaspur Durg Jashpur Jhangagir Korba Raigarh Rajnandgaon Sarguja
No. of Cases 11 0 0 12 3 21 0 0 47
Cases registered and resolved current year
Cases registered resolved Cases
Total
Cases registered and resolved [till survey conducted] 0 0 0 0 0 0 0 0 0 0 1 2 0 5 10 11 15 20 25 3 12 21 Cases resolved Cases Registered
Districts
Numbers of cases
A total of 47 cases had been registered and highest number of 21 cases was registered in Raigarh district. 3 cases have been resolved till now which is only 6% of total registered cases. Highest cases registered under the embezzlement of fund which is 6 in following district
Case of embezzlement of MDM funds S. No. 1 2 3 4 5 6 7 8 Total District Bilaspur Durg Jashpur Jhangagir Korba Raigarh Rajnandgaon Sarguja No Response 4 0 0 0 1 1 1 2 9 No 8 0 3 1 3 7 5 2 29 Yes 0 2 0 1 1 1 0 1 6 Total 12 2 3 2 5 9 6 5 44
70.0 Linking of MDM scheme to other department schemes

# District Healt h dept Water and sanitatio n 11 0 3 2 5 7 3 2 33 Civil supply
40
No of respondent
Linking of MDM scheme to other dept
1 2 3 4 5 6 7 8 Total
Bilaspur Durg Jashpur Jhangagir Korba Raigarh Rajnandgaon Sarguja
10 0 3 2 5 8 4 2 34
10 2 3 2 5 8 5 4 39
38 36 34 32 30 Health department water and sanitation department civil supply
71.0 Reporting system followed % wise response of district about the reporting system followed Block to District 91.7 100.0 100.0 100.0 100.0 100.0 66.7 60.0 District to State 41.7 100.0 33.3 50.0 80.0 77.8 50.0 0.0 Block to district level reporting system 89% responded that they followed block to district level reporting system District to state level reporting system 52% responded that they followed district to state level reporting system This is due to the fact that we had interviewed officers from both block as well as district.
District Bilaspur Durg Jashpur Jhangagir Korba Raigarh Rajnandgaon Sarguja
Reporting System [Block to District level]
Reporting System [District to State level]
11%
No Yes
48% 52%
No Yes
89%
72.0 Suggestions for improvement of MDM programme About salary increase Some officials suggested that the salary of cook and helpers should be increased General Responsibility of each implementation partner needs to be concisely defined by looking their role and motivation. Allocation of money school wise should be increased o For infrastructure o For food grains o For cooking vessels
CHAPTER-8
ANALYSIS OF COOKING AGENCY INVOLVED IN PREPARATION OF FOOD
73.0 Cooking Agency 74.0Who is cooking agency in school 75.0 Selection of Cooking Agency 75.1Awareness about the calorie count 75.2 Calorie count child wise: 75.3 Nutritive value of 100 gms. of Wheat, Rice & Chapatis 76.0 Over response of cooking agency in 16 districts. 76.1 Ranges of response shown below: 77.0 Brochure for calories count 77.1 Read and write 78.0 Decision of amount to be cooked for meal. 79.0 Who involved for cooking [no of people] 80.0 Opinion about the cooked food, 81.0 Amount transferred on time to bank 82.0 Monitoring of cooking process; 83.0 Infrastructure
73.0 Cooking Agency In 580 schools 809 persons from cooking agency were interviewed in 53 blocks of 16 districts Cooking agency plays a major role in MDM programme for final phase of implementation. The roles for cooking agency are Sorting / cleaning of Food Grain Cutting of vegetables Mixing/ Seasoning Cooking Cleaning the areas for serving Serving the vessels/ food Cleaning the vessel Cleaning up
No of response from cooking agency
200 180 160 140
181
number
120 100 80 60 40 20 0 36 24 10 6 34 43 27 22 11 16 95 68 47 86
103 no of res pons e
74.0Who is cooking agency in school 50% responded that SHG is cooking agency for schools. 43% responded that Gram panchyat is cooking agency which means that the Panchayat recruited the cooking person. 2% responded that Jan Bhagidari Samiti is the cooking agency. 75.0 Selection of Cooking Agency The decision for recruitment of cooking agency is decided jointly. During survey 63% responded that gram panchayat decided the cooking agency and 22% responded that jan bhagidari committee
ila s an pu te r w a D da ha m te ri D Ja ur gd g al p Ja ur sh Jh pu an r K gag ab i i rd r ha m K an ke r K or ba M ah Ko as riy am a an R d ai ga rh R R aj ai na pu nd r ga o S n ar gu ja D

dis tricts
Cooking Agency in schools

0% 3% 2%
50%
43%
2%
No Response Others School Jan Bhagidari Samiti Nagar Panchayat Panchayat SHG
decided the cooking agency. 5% mentioned that community had decided the cooking agency.
22%
Who decided cooking Agency
2% 4%
4%
5%
No Response Community / JBS Gram Panchayat Janpad Panchayat / SDM / Tehsildar / Collector Others Teachers / HM
63%
75.1Awareness about the calorie count District wise response in percentage

District Bilaspur Dantewada Dhamteri Durg Jagdalpur Jashpur Jhangagir Kabirdham Kanker Korba Koriya Mahasamand Raigarh Raipur Rajnandgaon Sarguja No Response No Yes
Overall response of cooking agency

Knowledge of calorie count
Total
2 0 0 11 15 1 2 0 4 5 0 0 0 2 11 11 4
78 67 100 56 53 87 91 83 63 95 64 81 72 78 68 68 76
20 33 0 33 32 12 7 17 33 0 36 19 28 20 21 21 20
20%
4%
76%
No Response No Yes
75.2 Calorie count child wise Nutritive value of 100 gms. of Wheat, Rice & Chapatis decided by GoI guidelines under National Programme of Nutritional Support to Primary school MDM programme revision 2006. Item Food Grain [Wheat/Rice] Pulses Vegetables[Incl. Leafy] Oil and Fat Salt and Condiments Quantity in gm. 100 20 50 5 Calorie count 340 70 25 45 Protein Value in gm 6 5 0 0 -
Source: GoI guidelines under National Programme of Nutritional Support to Primary school MDM programme revision 2006 pp -44
75.3 Nutritive value of 100 gms. of Wheat, Rice & Chapatis Name of foodstuff Energy Protein Fat (gm) (Calories) (gm) 1 2 3 4 5 Wheat (whole) Wheat flour (whole) Wheat chapatis Rice raw (milled) Rice parboiled (milled) 346 341 267 345 346 11.8 12.1 8.0 6.8 6.4 1.5 1.7 0.67 0.5 0.4
Carbohydrates (gm) 71.2 69.4 53.4 78.2 79.0
Source: Nutritive Value of Indian Foods, National Institute of Nutrition (1978).
76.0 Over response of cooking agency in 16 districts. Most of cooking agency personnel responded to this question the amount/ quantity of food grains used for cooking purposes of meal. The response for rice and dal used for cooking purpose varies in range from district to district. As per survey a) Quantity of rice is 100 to 250 gms per children. b) Quantity of dal is 10 gm to 50 gm per child c) Quantity of vegetables is not defined as it was mentioned that it is purchased in bulk for daily cooking and also depends upon the availability in market.
Overall response for calorie wise count
6% 4% 7%
3% 1% 2%
2%
1%
5%
69% No Response 100 gm rice /child 100 grams Rice, 20 Dal 100gm rice, 10 gm dal / child 100gm rice, 20gm dal 100gm rice, 25gm dal, 50gm 100gm rice, 50gm dal, 20gm oil, 50gm curry 140 gm rice for every student 150 grams rice 200-250gm rice, 20gm dal
76.1 Ranges of response shown below: 100 gm 100 100gm 100gm Districts
rice /child grams Rice, 10 Dal rice, 20 gm dal / child rice, 25gm dal
100gm rice, 25gm dal, 50gm
100gm rice, 50gm dal, 20gm oil, 50gm curry
140 gm rice for every student
150 grams rice
200250gm rice, 20gm dal
Bilaspur Dantewada Dhamteri Durg Jagdalpur Jashpur Jhangagir Kabirdham Kanker Korba Koriya Mahasamand
Raigarh Raipur Rajnandgaon Sarguja Legend in red color box represents the positive response of more than 3 peoples. When asked the calorie value that was provided under the MDM menu, the responses were not forthcoming as most of cooking personnel did not respond to this question. The ranges of answer are: Calorific Value 450 calorie 500 calorie Not responded District wise response Raipur Jagdalpur, Bilaspur, Dantewada, Dhamteri,Durg, Jashpur, Jhangagir, Kabirdham, Kanker, Korba, Koriya, Mahasamand, Raigarh, Sarguja, Rajnandgaon As per NSP 2006 it has been decided to raise the nutritional norm from the existing 300 calories and 8-12 grams of protein to minimum 450 calories and 12 grams of protein. 77.0 Brochure for calories count The brochure is available with cooking agency personnel in local language; this brochure is provided by the agency who selected them for cooking purposes. 28% responded that the brochure is Brouchure provided for calorie count available with them, 64% responded that the MDM calorie count brochure is not available with them and 8 % did not 8% 28% respond for this question. Most of cooking agency personnel mentioned that they are not aware about the MDM brochure which mentioned the calorie count. 77.1 Read and write
No Response No
64%
Yes
cooking personnel can read and write
20% 0%
In order to understand whether the cooking agency personnel are literate, we asked them whether they knew how to read and write. 80% of the respondents did not respond to this question. 20% of the respondents mentioned that they can read Hindi language. However, most of them mentioned that they cannot write. Further we probed whether any person had read out or explained the brochure to them. This was completely negative with only 3 people responding positively out of 809 respondents.
80%
No Response
No
Yes
78.0 Decision of amount to be cooked for meal. 96% respondents mentioned that the amount for cooking is decided by the teachers. 3% respondents mentioned that they decided by themselves. They mentioned that amount is decided based on the number of children who attended school on the previous day.
96% No Response themselves Teachers
Amount decided for cooking food

1% 3%
79.0 Who involved for cooking [no of people] 63% respondents mentioned that there is a single cook involved for food preparation process. The sequences of cooking were explained as:
No of people involved for cooking

10% 0% 1% 26%
No Response Children Cook & Helper One Cook

63%
Teachers
Person Cook Helpers Teachers Children
Involvement in cooking process For cooking process, removing the food grain etc, Cutting vegetable, cleaning areas, distribution of food, washing etc. Distribution of food, checking the taste of food Checking the taste of food, cleaning of area, distribution of food
80.0 Opinion about the cooked food 53% mentioned that the cooked food tastes good and is of good quality. 6% of respondents mentioned that the food quality is very good. 30% mentioned that quality is average, due to poor quality of food grains and ingredients. SHG that was working as cooking agency mentioned that they cooked food in the same way as they cooked at home.
Opinion about food

6% 2% 9%
0%
No Response Above Average Average Good

30% 53%
Poor Very Good
81.0 Amount transferred on time to bank District wise responses are:

Amount transferred on time to bank
Sarguja Rajnandgaon Raipur Raigarh 0 Mahasamand Koriya 0
6 9 50 30 15 83 12 18 40 22 7 28 25 23 37 41 40 36
23 36 56 72 69
91
36
Districts
Korba Kanker Kabirdham 0 Jhangagir Jashpur
14 56 17 49
60 35 39 100 100 52
Overall response 12 53 Jagdalpur 31% of respondent mentioned that the money 8 53 Durg transferred on time but 51% did not responded Dhamteri 0 18% mention that they did not received money on time Dantewada 0
Bilaspur
23 25
In Durg, Jagdalpur, kabirdham districts, the 20 40 60 80 response for no is > 0 50% Rest district mentioned in range of 15 to 36%.percentage of response
No Response No Yes
100
120
Amount of money transferred o bank account on time 18%
51% 31%
No Response
No
Yes
Frequency for receiving the money The frequency of receiving money varies monthly to quarterly to annually 36% mentioned that they received money on monthly basis 22% mentioned they received money on quarterly basis 15 % mentioned that they received money in every two month. This shows that there
Frequency for recieving the money 22% 27%
0% 15% 36% No Response Anually Every Two Months Monthly Quarterly
is no defined rule for payment to cooking. 82.0 Monitoring process; of cooking

cooking process monitoring 3%
80% responded that teachers are involved for monitoring of cooked food quality with help of parents group. 16% reported that officials from Panchayat come and check the quality of food. 83.0 Infrastructure Kitchen Shed availability (in %)
District Bilaspur Dantewada Dhamteri Durg Jagdalpur Jashpur Jhangagir Kabirdham Kanker Korba Koriya Mahasamand Raigarh Raipur Rajnandgaon Sarguja No Response No Yes
80%
0%
16% 1%
Total
0 0 0 3 18 1 0 0 4 5 0 0 0 2 0 0 2
21 25 60 36 29 29 2 0 15 32 18 38 22 13 34 48 27
79 75 40 61 53 70 98 100 81 64 82 63 78 85 66 52 71
No Response Health officer from nagar nigam Panchayat Members Parents / Jan Bhagidari Samiti Teachers
Availability of Kitched Shed district wise

Sarguja Rajnandgaon Raipur Raigarh Mahasamand Koriya Korba 5
District
48 34 2 13 22 38 18 32 15 100 2 98 29 18 3 36 60 25 21 0 20 No Yes 40 75 79 60 29 61 70 81 82 64 85 78 63 66
52
Kanker 4 Kabirdham Jhangagir Jashpur 1 Jagdalpur Durg
Overall kitchen shed availability
53
2 27 No Response No Yes 71
Dhamteri Dantew ada Bilaspur
40
80
100
120
No Response
percentage of response
71% responded that kitchen shed is available in their schools and if not available they cook in alternative places available. Presently cooking place Alternative place for cooking presently The alternative places for cooking are a) Inside the classroom that is not used b) In panchayat office c) In open ground 0% 12% No Response
0%
Other Infrastructure availability District wise responses for infrastructure available for smooth running of cooked day meal are categorized as: Spaces Kitchen space for cooking
15%
0% 73%
in office In Open in our house Inside the Class Panchayat Office
District wise % of availability in Schools Kabirdham reported only 2 % availability Sarguja and Kanker reported 35 to 45% availability And most districts reported > 60 availability Dhamteri reported 100% Kabirdham reported only 33 % availability And most districts reported > 50 availability Dhamteri reported 100% No district mentioned availability of designated space for washing Koria reported only 18 % availability Bilaspur,Sarguja,Jagdalpur,Rajnandgaon, and Kanker reported 30 to 55% availability And most districts reported > 60 availability Dhamteri reported 100% Koria did not report and Jaspur reported 18%. Kabirdam reported lowest 33% Sarguja, Rajnandgaon, Raipur reported less than 50% And most of districts reported > 50 availability Dhamteri reported 100%
Space for eating for children Space for washing of utensils Space for storage of food Grains
Space for vessels
District
Bilaspur Dantewada Dhamteri Durg Jashpur Jhangagir Jagdalpur Kabirdham Kanker Korba
% wise response availability of other infrastructure kitchen space vessel for cooking and storage space eating Food Grain Vessel 51 80 80 63 69 74 100 100 100 70 82 67 30 69 89 63 60 72 51 68 73 33 2 33 47 41 76 71 77 89
49 40 100 61 18 64 46 33 41 66
Koria Mahasamand Raigarh Raipur Rajnandgaon Sarguja Total
54 65 68 68 54 36 63
61 57 87 74 54 50 73
18 48 63 41 46 38 48
52 59 38 36 36 42
district wise response for infrastructure availability Sarguja Rajnandgaon Raipur Raigarh Mahasamand Koria Korba 36 54 68 68 65 54 77 41 33 68 60 69 82 100 69 80 74 80 76 33 73 72 89 67 100 63 51 40 49 51 63 30 70 18 61 100 100 46 64 57 61 18 89 47 41 71 66 50 54 74 87 48 38 36 46 36 41 63 52 38 59
Districts
Kanker
Kabirdham 2 33 Jagdalpur Jhangagir Jashpur Durg Dhamteri Dantewada Bilaspur
50
100
150
200
250
300
350
400
450
percentage
kitchen space vessel for cooking and eating storage space for Food Grain storage space for Vessel
84.0 Remuneration 92% respondents mentioned that the remuneration they receive is very less 5% mentioned that they do not get remuneration but we could not determine the reasons despite probing 3% did not respond to this question Some responded that they get daily money and some mentioned that they received on a weekly basis.
Remuneration recieved
3% 5%
92%
No Response No Yes
The amounts of remuneration are Frequency Daily Monthly Monthly Amount 35 to 4o 300 to 500 500-1000 Districts Rajnandgaon, Jashpur, Dhamteri, Jagdalpur Korba Sarguja, Dantewada, Mahasamand, Jashpur Jhangagir Kanker, Bilaspur, Durg, Koria, Raipur, Kabirdham
CHAPTER-9
FINDINGS AND OBSERVATIONS

84.0 Concluding Observations 85.0 Over all finding s and performance of MID day meal in state: 85.1. Deficiencies in terms of fulfilling of Supreme Court orders. 85.2 Potential benefits of the midday meal programme 85.3 Reducing the gender gap. 85.4. Some guidelines for advocacy with parents and teachers
84.0 Concluding Observations The concept of implementing Mid Day Meal Scheme (MDM) is almost a century old in India although, its presence was only in a few regions, such as, the then Madras Presidency. In the post independence period, attempts have been made, with some success, to implement MDM in various states including Tamil Nadu, Delhi and Gujarat. However, if one looks at the indices that measure child health, one realizes the inadequacy of such schemes. For example, 69 percent of adolescent girls in India suffer from anaemia due to iron and folic acid deficiency, and 94% of children in the age group 6-9 years are mildly, moderately or severely underweight. In the recent past, however, the importance of implementation of the MDM scheme has caught the attention of the judiciary and the government. More than Rs. 1400 crores are being spent annually on this programme. In fact, the latest 2007-2008 budget of the central government has allocated about Rs. 7324 crores for this programme. The scheme is important in terms of its potential for substantially improving the health of the younger generation of the country. Despite its recent beginnings, Chhattisgarh state is demonstrating a positive trend in the implementation of the MDM programme. The observations and findings emerging from this study are intended to bolster and strengthen the efforts of the DPI towards effective implementation of the MDM programme. 85.0 Over all finding and performance of MID day meal in the state The Supreme Courts injunctions since 2001 have been extremely important for Chattisgarhs primary school children. Today 4, 02, 2261* children in 47,175* schools are being provided freshly cooked food on school days. The school survey revealed all the children enthusiastically queuing up and eating the food provided, so there is no doubt that the authorities are doing something right.
*(source: Directorate of Public Instructions, Chattisgarh as on 31.12.2008)
Our survey also indicated that feedback from children and parents was crucial for the meal to have a better impact, whether it be through PTA meetings or otherwise. Sizeable proportions of children were happy with the food, and often wished the menu had a little variation Children were very enthusiastic about certain menus, and not about others. Children noted a monotony in the menu and wished they had eggs, fruits, or sweets occasionally
There is considerable scope for improvement on several levels. 85.1. To begin with, we shall highlight the deficiencies in terms of fulfilling of Supreme Court orders. a. Quality and quantity of meal served is likely to be below the minimum stipulated by the Supreme Court: Our research did not indicate that even this minimum goal of 300 calories and 812 gms of protein was being met. Our findings are based on observation of the food distributed in school and conversations with the children during the household survey. Many children mentioned that the quantities given varied, and that the quality varied (less or more vegetables for example, and lots of water in the sabzi).
b. Quality of rice provided by FCI was not of good quality as specified by the Supreme Court: The Supreme Court orders also specifically requires that the foodgrain made available by FCI be of good quality. However, there were complaints about the quality of rice by 30% of respondents involved in the cooking process. c. Infrastructure to enable the scheme to function at optimum was not present in the school: Infrastructural facilities such as the kitchens, washing spaces in schools were far from adequate. A cause for concern is the fact that despite investments made for infrastructure, these were not visible in the 580 schools that were surveyed. 85.2 Potential benefits of the midday meal programme a. Impact on nutrition Is it a substitute or a supplement. Parents in our Chattisgarh survey did not feel that the cooked midday meal affected their childs food intake or eating patterns. In such a situation, the school meal would be a supplement to the childs normal intake and hence have some impact on their nutrition status and their overall health status. Of course the extent of the impact would depend very much on the extent and quality of the nutritional input, and the childs health status overall. The meal needs to go beyond the minimum in terms of nutrients provided. GoI guidelines recommend that midday meals should seek to provide for each school child, on each school day, roughly a third of the daily nutrient requirement in the form of a hot fresh cooked meal. This translates into an energy requirement of 350-500 kilocalories depending on the age of the child (and corresponds to about 100-125 gms of cereal). Apart from cereals, the meal should contain a good quantity of vegetables, particularly green, leafy vegetables, to combat deficiencies in micronutrients. There was no attempt to meet this standard in the Chattisgarh midday meal scheme. In particular Chattisgarhs menus pay scant regard to vegetables, specially green, leafy vegetables. The midday meal scheme needs to be linked with other health inputs. Parents need nutrition and health education so they can be aware of the widespread undernourishment among children in this age group, its impact and what can be done about it. Our survey indicated that without this, parents themselves saw the midday meal only as necessary for other poorer families, even when they themselves could be considered disadvantaged in terms of their relative standard of living. In addition, the childs system has to be such as to be able to benefit from this dietary supplement. Several studies indicate that a nutritional supplement has limited value if given in isolation. Experts indicate that the combination of the midday meal with such health inputs could make a difference to the childs learning capacity. Judging from the mixed reaction of teachers to the cooked midday meal scheme in Chattisgarh, it is clear that teachers also need to have much greater awareness of the rationale behind the cooked midday meal scheme and the potential impact on education of this and other inputs into the childrens health. b. Supplementary benefits of the midday meal scheme were not being explored The DPI has ensured that the midday meal is cooked in the schools and there has been some control on the quality and quantity of the meal provided. More could be done on various levels. Schools especially teachers were neglecting the chance to teach the children something about hygienic eating habits, related both to personal hygiene and understanding the importance of the cleanliness of the surrounding areas. In fact the way in which the distribution of the meal was
organised in schools was a powerful and negative demonstration of a lack of attention to issues of hygiene and overall cleanliness. Children from different classes could be deliberately encouraged to sit and eat together. In a limited way, the impact on socialisation among children was being realised to some extent without having Various aspects of a cooked meal could be made part of the curriculum. The meal gives teachers a chance to use a daily and shared experience in classroom teaching. For example, names of vegetables / colours / size / consistency for the younger ones; the nutritive value of different foods for the older ones. Parents could be encouraged to have more contact and hence more communication with the school. Corporate houses or organizations could be encouraged to adopt schools and provide additional funds if required. c. The cooked midday meal scheme in Chattisgarh is having a positive impact on education through improving equity and reducing the gender gap The meal is drawing children to school, particularly those from poor families. Enrolment has not increased greatly but one of the important contributions of MDM, as envisaged, is the reduction in drop outs. Teachers and parents indicate that attendance of children is much better and that the cooked meal is key to it. Our visits to the school suggested that the meal is a great highlight of the school day and children genuinely welcome it. 85.3 Reducing the gender gap It has the potential to significantly improve the attentiveness of children who come from the poor family. Impact on teaching time: Our study did show that the teachers are spending considerable amount of time in the implementation of MDM. In some schools, they implement the programme directly while in most cases they are to monitor and ensure that the meal is served to children and there is some level of adherence to guidelines. Where SHGs are implementing, teachers play a supportive role. SJBS members interviewed were of the opinion that though the MDM was a programme that had many advantages, the school is primarily a place for learning and that education should not be relegated to the background. 85.4. Some guidelines for advocacy with parents and teachers We came across so many misconceptions and half-truths, that we felt parents and teachers would benefit from having more information. 1. A cooked midday meal is closely related to the childrens learning: its purpose is to make school more attractive for children, 21 and thus improve enrolment and attendance and reduce dropping out, to improve attentiveness, memory and learning, 22 particularly in the context in which many children come to school on an empty stomach in the morning, 23 and to reduce the likelihood of children leaving school early because of hunger. 2. There are other positive impacts of putting a cooked midday meal in place:
21 22
Directly through providing food and through giving them an activity which they can look forward to. See Levinger (1996) cited in Ramachandran (2003). 23 NFI (2003) makes the point that a good early morning breakfast is not part of the household routine. This was corroborated by our survey as discussed earlier.
Children can learn about hygienic eating habits, related both to personal hygiene and understanding the importance of the cleanliness of the surrounding areas. Children are often more receptive to teachers. Eating the same food in a society divided by caste and class is useful for the socialization of children Children get a chance to learn healthy and nutritious eating habits. 24 Children have a natural tendency to prefer snacks (mostly high in sugar, salt and / or oil) but these are generally less nutritious than a cooked meal. It can reduce children buying snacks from vendors. With such snacks, they dont get value for money in terms of nutrition, and unhygienic preparation may lead to children falling ill and missing school. Irregular attendance is a common problem.
3. Why is dry food not a substitute for providing a hot cooked meal to children in the school itself. Its direct nutritional impact on the child is likely to be far lower compared to a cooked meal. The child takes the food home: bread or biscuits or fruit and may or may not eat it later. The child is attracted to a hot cooked meal, so he/she is more likely to come to school, and may be able to learn more. 4. Parents could do with some input on nutrition, particularly as the UNICEF causal model of malnutrition highlights inadequate knowledge as a basic cause. 25 What are the calorific values of foods and what constitutes a meal for a 5 or 6 year old; for a 7 or 8 year old; for a 9 or 10 year old. How the ability to absorb nutrition is greatly reduced by frequent infections such as diarrhoea and respiratory infections. And that the vulnerability to these infections is greatly increased among the undernourished. Nutrition and health education is vital for parents, teachers and the community at large. 26 For parents in particular Parents need assurance that the government is concerned about the quality of the midday meal and has a scheme in place to ensure that the food is fresh and nutritious and tasty. Parents should be motivated to participate more in the process of MDM They need to be better informed about what the midday meal is supposed to provide. The quantity and content of the school meal is not enough to substitute for a meal. Parents need to understand that the consequences of poor nutrition and health status are poor mental and physical growth of children. For teachers in particular Teachers play a crucial role in the success of the midday meal scheme. Consistent and rigorous monitoring of the quantity and quality of the meal served to the children. Teachers need to take efforts to minimize its impact on teaching time Teachers need to be aware of other unseen benefits such as socializing children of different backgrounds to eat together. Teachers should also be made aware not to make children or parents feel that they are being done a favour by providing the food. It should not reflect on perceptions about their poverty and inability to feed their children. Most important of all, teachers need to be made aware of how parents and children are depending on them.
24
NFI (2003) stresses how the midday meal could also be an opportunity to disseminate health and nutrition education to the parents and community at large. 25 Nalamdana is a Chennai based organisation doing research on the knowledge gaps about nutrition among adolescents and young mothers in urban slums. See Nalamdana. 26 Rajivan (2003) discusses these issues in detail.
CHAPTER-10
RECOMMENDATIONS
Recommendations
While our survey showed that the MDM programme has been functioning in most of the schools surveyed, there needs to be concerted efforts at ensuring food safety, quality as well as optimum utilization of resources. There is an urgent need to ensure that all necessary information is shared with all those involved in this programme. Primarily, it needs to be stressed that MDM is a right and not benevolence on part of the teacher, the Panchayat president or the SHG. In our observation and interaction, it was noted in some places that those in charge of the MDM seem to display a sense of power. While the MDM is an entitlement of every child attending school to ensure his/her growth and development, it is the joint responsibility of the teachers, various groups within the community (especially parents, SJBS members, SHG groups, Youth groups) to support and enhance the effectiveness of the programme. While the government needs to tighten its own monitoring mechanisms, local level monitoring is essential for the success of this scheme. Chhattisgarh has already 75,000 strong SHGs functioning at villages and these should serve as cooking agencies at the local level. At places where the SHGs are not involved in the cooking, they should actively support the implementation process by cleaning the premises, support to the cooks in serving and so on. 50% of the schools surveyed have SHGs as the cooking agency but similar problems of lack of involvement and active participation of SJBS or parents persist even in those schools. Efforts should be taken by the government to ensure that these women are trained and informed on the various aspects of MDM. With huge allotment in the current budget (2008-09) for the MDM (Rs8000 crores), it is critical that monitoring- both from the government as well the community- is enhanced. The DPI should ensure that inter departmental coordination meetings are organized at periodic intervals to understand not just their contribution but to realize the necessity of interdepartmental linkages. A programme that has various departments coming into playHealth, Nutrition, Education, Revenue/Rural Development, Civil Supplies & Finance- has to have an inbuilt mechanism to ensure coordination and convergence. Each department working in isolation leads to many slips as is evident. The roles and responsibilities of the officials at the state, district and block level needs to be clearly spelt out. They need to understand the programme in totality as well as their specific roles. Knowing what they contribute to can itself be a motivation for executing their responsibilities.
Information Sharing: First and foremost, all stakeholders involved in the implementation of the MDM need to be aware of each and every component of the MDM. This should not be limited to mere sharing of guidelines but a process whereby parents, JBS, and teachers come together with village Panchayat/janpad Panchayat members and can discuss the programme details with block level or district level officials. Our study shows that there is no clear information or awareness about the MDM programme among various stakeholders. For instance, 50% of SJBS members interviewed said they knew about the programme from other members. Though 51% of the members knew they had a role to perform they were not clear about it. With only 20% of persons involved in cooking being able to read hindi, it is not advisable to distribute brochures on calorie count and so on. It is essential to change the strategy with the aim of achieving the larger objective. Strategies suggested
All officers- BEO, DEO and other top officials including the panchayat members to be given trainings and all relevant information about MDM shared. At the village/ level: Posters be prepared and pasted at every school with key features, roles and responsibilities of teachers, SJBS and parents towards MDM. This poster should also contain a contact number for registering complaints and feedback. Persons employed in cooking should be aware of the calorie count, the importance of the meal and so on. Information may be shared to them at the village level through street plays or through SHG members. Panchayat members need to understand the importance of active involvement of the community in the process of implementing the MDM and should discuss the importance of MDM as an entitlement during gramsabhas. Capacity Building: There should be periodical orientation programmes to sensitize the implementers, teachers as also JBS members, by dovetailing with the large-scale capacity building and orientation undertaken by the SSA across the country towards the nutritional needs of the children. Teachers should be persuaded to stop viewing the MDM programme as a source of disruption and distraction of classroom teaching. Periodical capacity building for all stakeholders especially teachers, SJBS, Cooking agency about all aspects of MDM- MDM as a right, nutritive value, socialising aspects of MDM, hygiene and cleanliness etc. For the cooking agency personnel, specific training needs to be imparted regarding the importance of their personal hygiene in addition to the cleanliness maintained during the cooking and serving process and methods that prevent loss of nutritional value of food during the cooking process. For instance, when cooks suffer from cold, diarohea, or vomiting what kind of precautions they need to maintain and the implications of it for children. Cooks should also be aware of the importance of garbage disposal, use of iodised salt, covering the vessel during cooking and so on. Effective Participation: For the programme to be effective and successful there should be active participation from the community including parents and teachers, SHGs, local women groups of the area and the Panchayat. Parent teacher association should work together for the betterment of the programme and also to sort out any problem, which may arise while implementing the programme. 79% of SJBS members felt that teachers play a critical and indispensable role in the implementation of MDM with 70% of them stating that this dual responsibility (teaching and monitoring of MDM) of teachers is positive. However, our study shows that teachers spend anywhere between 2 to 3 hours in the MDM process (as against the 30-45 minutes that was envisaged) which significantly reduces the teaching time. This impact on teaching time can be considerably reduced only if there is active involvement of the community. Inclusion of the underprivileged women of the village would also provide them with employment opportunity and social security. Also there should be cooperation from Department of Women and Child Development, GOI for training of the personnel. Strategies suggested: Government should communicate that they are committed to MDM- positive press releases, advertisements in the media, involvement of ministers and other heads to communicate the importance of community participation and that MDM is an entitlement for children. Government should take steps to motivate participation of local community for monitoring. For this purpose, motivation campaigns may be held at village/block level. DPI could also look at the involvement of senior citizens in monitoring the programme at local level. Another useful strategy would be promoting involvement of local nutrition institutions and home science colleges for value addition and monitoring through their student (training) placement and various other such opportunities.
Infrastructure: Our study shows that less than 60% of the schools surveyed in 16 districts had adequate infrastructure facilities. 27% of schools had no kitchen sheds. An adequate infrastructure should be provided to the schools to carry out the preparation of the meals like separate kitchen or cooking area, storage space, proper utensils for cooking, serving and eating, provision of safe water for cooking, washing etc. Also each school should provide clean toilets and safe drinking water. There should be an emphasis on hygienic practices and environmental sanitation. Based on a physical survey, and the gaps identified, the needs can be established and these can be filled in a time-bound manner by pooling funds from various development schemes. Thorough monitoring needs to be undertaken to ensure that the allotment for infrastructure like kitchen sheds, periodical replacement of cooking vessels etc are effectively utilized. Links should be established with other development programmes like the Total Sanitation Campaign for the construction of toilets and potable drinking water in schools and to take care of similar other infrastructure needs. Meal Content: Monotony of the meal should be broken. Even on festive occasions only 21% of schools had any change in the menu. The recipe should include enough vegetables, particularly dark green leafy vegetables, as far as possible, every day. The menu should be varied to ensure better acceptability of the meals by the children. Wherever there is adequate space in the school, efforts should be made to encourage school gardens involving school children. It is important that apart from nutritive value, hygienic quality of food should also be ensured. This will imply that school should have access to safe drinking water and clean toilet facilities. Quality of Raw Materials: There should be a system of monitoring the quality of raw materials used, the hygienic quality of the cooked meal and feeding patterns at the schools. Synergy of various government departments: Officials from different departments associated with MDM like Health, Nutrition, Education, Revenue/Rural Development, Civil Supplies, Finance etc., should be made aware of their specific roles with an emphasis on the need to work in tandem with other departments. The DPI should proactively ensure that discussion of MDM programme becomes part of a mandatory (regular) agenda items of other coordination meetings such as DRDA coordination meeting or block level meetings so that departments engage and appreciate the linkages. Strengthening monitoring By officials Our survey has revealed that only 125 officials have visited in the past year. It is suggested that officials from other departments like Rajiv Gandhi Shiksha Mission, Health and Social welfare too monitor MDM when they visit blocks/villages and feed into the regular monitoring mechanism of the MDM programme. Even the CAG report 2007 mentions that there has been no fixed target for inspection of schools. This is one area where the DPI should focus and work with other departments to draw up a clear monitoring plan. Additionally, a reporting mechanism has to be developed whereby their feedback is recorded for further action. Community Based Monitoring: While it is indeed true that monitoring by government officials need to be strengthened; it is necessary, at the same time, to enhance community level monitoring. Though it is mandatory for the teacher to check the quality of food by tasting every day, 51% of teachers interviewed said they tasted on a weekly basis while 42% of them did not respond. It is the active involvement and participation of local community that would lead to a successful programme as is amply evident in schools where MDM is successfully running. Model schools should be identified by the Block/District officials so that exposure trips
(for officials, SHGs, panchayat members, parents) may be arranged within the block/district to motivate participation of groups. Linking aspects of MDM to the curriculum: MDM and its various aspects should be linked to teach/explain relevant chapters of existing curriculum through practical lessons so that there is more awareness both on the part of the teacher as well as the children. They could also use MDM to teach practical lessons on hygiene and sanitation, importance of nutrition, kinds of food and their nutritive value, cooking methods that prevent the loss of nutritive value of food, weights and measurements, basic sums of mathematics-related with addition, subtraction, multiplication, division. The methodology of such practical training should be such that it also involves children in the management and monitoring of the programme thereby promoting greater transparency. Aide et Action supports and promotes alternate spaces for learning that goes beyond the syllabi and the confines of the school. In Maharashtra, for instance, we are working in 40 villages where the spirit of inquiry and learning of children and youth are enhanced by increasing awareness about their surroundings and linking up the practical with the theoretical. These children are supported to learn about various issues through discussion amongst themselves as well as with elders in the village. This project is called the liberate school. This is to illustrate the fact that it is possible to use MDM process to teach various concepts as is evident from our experience. Employing destitute, widows as cooks: The DPI may accord importance to the excluded groups of women like dalit women- separated, widowed in employment as cooks. This also contributes to womens empowerment as has been successfully demonstrated by Tamilnadu. This would also ensure that caste barriers are broken thereby contributing to one of the key objectives of MDM programme. Developing MIS: Management information system should be developed in making the programme more effective. This MIS should have details of not just the food grains lifted from NAN and utilization (which is already done) but should also record qualitative facts such as the level of involvement of community, the use of infrastructure, a complaint mechanism where any citizen can question irregularities, best practices and so on. These should be fed into the MIS by the village/block/district level officers.
REFERENCES
Babu, S.C. and J.A. Hallam (1989), Socio-Economic Impacts of School Feeding Programmes, Food Policy, February, cited in Ramachandran (2002). Bennett, Jon (2003), Review of School Feeding Projects, Programme of Advisory Support Services for Rural Livelihoods, DFID. De, A., C. Noronha and M. Samson (2005), On the brink of adulthood: Glimpses of schooling and work in the lives of adolescents, Draft report. Deshmukh-Ranadive, Joy (2002), Space for Power, New Delhi: Rainbow Publishers and CWDS. Devraj, Ranjit (2004) Development India: Free Meals for Children Less than Palatable, in www.ipsnews.net/interna.asp?idnews=23520 Dreze, Jean and Aparajita Goyal (2003), The future of mid-day meals, Economic and Political Weekly, 1 November. Dreze, Jean and S. Vivek (2005), Draft of Midday Meal Handbook. Fourth Report of the Commissioner to the Supreme Court. Gopaldas, Tara (n.d.), Towards Effective School Health: The FRESH Initiative, Bangalore, http://www.righttofoodindia.org/data/fresh.pdf. Government of India (2004), Guidelines For Central Assistance Under The National Programme For Nutritional Support To Primary Education. ---Parliamentary Standing Committee on Human Resource Development, 144th Report. Government of NCT of Delhi (c.2000), Evaluation Study Report on Mid-day Meal Programme, Planning Department, Government of NCT of Delhi, Delhi. Indian Standards Institution (1972, 1995), Code for hygienic conditions for establishment and maintenance of mid-day school meal programmes, www.indianstandards.com, ISI Standards, Food and Agriculture, Food Hygiene, item no. 18, IS 6541, Bureau of Indian Standards. Iyer, Lalita (2004), Serving with pride, The Week (Andhra Pradesh), 12 December. Levinger, Beryl (1996), Nutrition, Health and Education for All, Education Development Centre, Inc., cited in Ramachandran (2002). Mari Bhat, P.N. and Zavier (1999), Economic and Political Weekly, vol. 34, nos. 42 and 43. Municipal Corporation of Delhi (2005), Circulars and Orders Related to Education, Department of Education, MCD and SCERT, Delhi. --- (2005b), Note on midday meal in Delhi, Department of Education. Nalamdana, see www.nalamdana.org Nutrition Foundation of India (2003), A Report of the Workshop on Mid-day meal programmes in schools in India The way forward. ... (2003-04), Reports on their evaluation, available with MCD. ---(2005), Evaluation of Mid-day Meal Scheme in MCD Schools of Delhi, note on NFI website. Parikh, Kalpana and Summiya Yasmeen (with Mona Bharbaya, Hemalatha Raghupathi and Srinidhi Raghavendra) (2004), Groundswell For Mid-Day Meal Scheme, http://www.indiatogether.org/2004/jan/pov-midmeal.htm.
Rajivan, Anuradha K. (2003), History of Direct Nutrition Schemes in Tamilnadu, http://www.righttofoodindia.org/data/fresh.pdf Ramachandran, Nira (2002), Introducing the concept, in Nira Ramachandran and Lionel Massun, Coming to Grips with Rural Child Work: A Food Security Approach, Institute for Human Development, New Delhi. Rana, Kumar (2004), The Possibilities of Mid-day Meal Programme in West Bengal, Pratichi Trust, see website of Right to Food Campaign www.righttofoodindia.org Supreme Court orders, Text available in Living with Hunger: background documents prepared for a public hearing on hunger and the right to food, Delhi, 10 Dec. 2003. Thorat, Sukhadeo and Joel Lee (2005), Caste Discrimination and Food Security Programs, Indian Institute of Dalit Studies, Economic and Political Weekly, September XL, vol.39.
ANNEXURES
ANNEXURE-1 Central Assistance released to States/UTs under Mid-Day Meal Scheme during 2007-08 as on 29.11.07 Sl. No. States/UTs 1 2 Non-NER States Andhra Pradesh Bihar Chhattisgarh Goa Gujarat Haryana Himachal 7 Pradesh Jammu & 8 Kashmir 9 Jharkhand 10 Karnataka 11 Kerala 12 Madhya Pradesh 13 Maharashtra 14 Orissa 15 Punjab 16 Rajasthan 17 Tamilnadu 18 Uttarakhand 19 Uttar Pradesh 20 West Bengal Total UTs with legislature 21 Delhi 22 Puducherry Total 1 2 3 4 5 6 Amount (Rs. in lakhs) 3 23385.71 28587.04 12430.55 268.23 12013.77 5029.06 2569.15 3072.20 10994.42 19100.67 6193.56 34628.27 31066.95 22404.68 6315.25 32781.69 15043.29 2478.47 66347.52 35694.37 370404.83 2418.31 196.04 2614.35
UTs without legislature 23 A&N islands 24 Chandigarh 25 D&N Haveli 26 Daman & Diu 27 Lakshadweep Total NER STATES 28 Arunachal Pradesh 29 Assam 30 Manipur 31 Meghalaya 32 Mizoram 33 Nagaland 34 Sikkim 35 Tripura Total GRAND TOTAL
92.39 252.73 159.87 52.84 0.00 557.83
580.09 5262.34 946.32 2755.18 397.29 1001.20 321.70 1803.75 13047.88 386624.88
Allocation of Central Assistance under Mid Day Meal Scheme for the year 2007-08
(Rs. In lakh)
Sl. No.
States/UTs
Allocation
1 2 Non-NER States 1 Andhra Pradesh 2 Bihar 3 Chhattisgarh 4 Goa 5 Gujarat 6 Haryana 7 Himachal Pradesh 8 Jammu & Kashmir 9 Jharkhand 10 Karnataka 11 Kerala 12 Madhya Pradesh 13 Maharashtra 14 Orissa 15 Punjab 16 Rajasthan 17 Tamilnadu 18 Uttarakhand 19 Uttar Pradesh 20 West Bengal Total UTs with legislature 21 Delhi 22 Puducherry Total UTs without legislature 23 A&N islands 24 Chandigarh 25 D&N Haveli 26 Daman & Diu
9 21475.08 33975.74 11692.79 252.17 11471.07 5328.01 2088.39 3443.28 14402.03 16744.41 5959.34 37919.74 28783.73 20881.29 5069.26 30799.56 12682.47 2671.91 61520.21 33338.67 360499.17 3366.44 168.00 3534.44 102.86 189.85 149.39 45.25
Lakshadweep Total NER STATES 28 Arunachal Pradesh 29 Assam 30 Manipur 31 Meghalaya 32 Mizoram 33 Nagaland 34 Sikkim 35 Tripura Total GRAND TOTAL
27
24.27 511.63 1001.59 16097.79 1105.65 2526.30 380.99 783.71 373.47 1819.89 24089.38 388634.62
ANNEXURE-2 Allocation of Central Assistance under Mid Day Meal Scheme for the year 2007-08
(Rs. In lakh)
Sl. No.
States/UTs
Allocation Primary Stage Cooking cost MME Kitchen Sheds Kitch en Devic es 6 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 514.4 0 0.00 0.00 0.00 128.3 5 0.00 0.00 557.2 5 0.00 616.37 2179.83 2699.59 12.72 16.00 56.00 69.00 0.00 3686.66 94.00 4831.84 124.00 1163.83 30.00 0.00 0.00 1070.44 27.00 434.54 11.00 113.76 0.00 2742.94 11872.01 13637.88 5728.47 27971.79 27018.31 16507.49 4631.20 24325.41 12035.38 2304.21 49419.82 30620.62 67.97 294.19 337.95 141.95 693.14 669.51 409.06 114.76 602.78 298.24 57.10 1224.62 758.78 0.00 0.00 76.20 3928.20 0.00 2551.20 0.00 1366.80 77.40 0.00 0.00 0.00 3.00 Upper Primary Stage (1.10.07-31.3.08) Cooking MME cost
Total
1 2 Non-NER States Andhra 1 Pradesh 2 Bihar 3 Chhattisgarh 4 Goa 5 Gujarat 6 Haryana Himachal 7 Pradesh Jammu & 8 Kashmir 9 Jharkhand 10 Karnataka 11 Kerala Madhya 12 Pradesh 13 Maharashtra 14 Orissa 15 Punjab 16 17 18 19 20 Rajasthan Tamilnadu Uttarakhand Uttar Pradesh West Bengal
5 0.00
17266.56 28318.17 10245.09 246.07 10122.78 4764.41 1923.96
427.87 701.72 253.87 6.10 250.84 118.06 47.68
0.00 0.00 0.00 0.00 0.00 0.00
21475.08 33975.74 11692.79 252.17 11471.07 5328.01 2088.39 3443.28 14402.03 16744.41 5959.34 37919.74 28783.73 20881.29 5069.26 30799.56 12682.47 2671.91 61520.21 33338.67
4692.21 120.00 1068.91 27.00 1378.55 35.00 315.30 8.00 4267.22 109.00 264.45 7.00 302.60 8.00 10060.5 2 258.00 1910.31 48.96
7999.80 Total 301702.57 UTs with legislature 21 Delhi 3285.04 22 Puducherry 163.94 Total 3448.97 UTs without legislature 23 A&N islands 100.38 24 Chandigarh 183.31 25 D&N Haveli 117.07 26 Daman & Diu 44.16 27 Lakshadweep 23.69 Total 468.60 NER STATES 28 Arunachal 866.86 Pradesh 29 Assam 13770.52 30 Manipur 1071.71 31 Meghalaya 2372.31 32 Mizoram 369.04 33 Nagaland 761.85 34 Sikkim 364.84 35 Tripura 1723.98 Total 21301.11 GRAND TOTAL 326921.25 7476.19 81.40 4.06 85.47 2.49 4.54 2.90 1.09 0.59 11.61 20.50 325.67 25.35 56.11 8.73 18.02 8.63 40.77 503.77 8077.04 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 7999.80
1200. 00 0.00 0.00 0.00 0.00 2.00 0.00 0.00 0.00 2.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 1202. 00
41069.6 1050.9 5 6 0.00 0.00 0.00 0.00 0.00 28.42 0.00 0.00 28.42 111.22 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 1.00 3.00
360499.1 7 3366.44 168.00 3534.44 102.86 189.85 149.39 45.25 24.27 511.63
1953.48 48.12 8.59 0.00 95.88 2.00 3.22 0.00 3.85 0.00 0.00 0.00 54.14 1.00 2230.38 54.12 43328.4 1106.0 5 8
1001.59 16097.79 1105.65 2526.30 380.99 783.71 373.47 1819.89 24089.38 388634.6 2
ANNEXURE- 3
List of 20 schools covered in Raigarh and Jashpur districts Block: Gharghoda District : Raigarh Sl. No. 1 2 3 4 5 6 7 8 9 10 Name of the school Govt.Primary School Doram Govt.Primary Boys School Gharghoda Govt.Primary Girls School Gharghoda Govt.Primary School Tumidih Govt.Primary School Raikera Govt.Primary School Amlidipa Govt.Primary School Teram Govt.Primary School Barod Govt.Primary School Badegubhata Govt.Primary School Tenda
Block: Dharamjaigarh, District: Jashpur Sl. No. 1 2 3 4 5 6 7 8 9 10 Name of the school Govt.Primary School Balajhar Govt.Primary School Karmitikra Govt.Primary School Palideeh Govt.Primary School Shivpur Primary Boys School Pandripani ( Private) Kanya Aashram Buldenga Govt.Primary school Chatasarai Govt.Primary School Jamjhor Govt.Primary School Khutapani Govt.Primary School Pharsatoli
In addition to the 560 sample schools covered to understand the status of implementation of Mid day meal in Chattisgarh, 10 more schools each in Raigarh and Jashpur districts were also covered. 10 schools of Gharghoda block of Raigarh district and 10 schools of Dharamjaigarh block of Jashpur district were selected. A total of 110 children, 20 teachers/headmasters, members of Janbhagidari samiti and cooks were surveyed in these 20 schools.
Total coverage
70 60 50 40 30 20 10 0 Children Teachers JBS Cook
Categories
Jashpur Raigarh
All the children interviewed said that mid day meal is provided to them in the school. However, most of these children complained that papad, achhar, kheer etc. are not provided regularly. Out of 10 selected schools of Jashpur district, in only 2 schools, chana murra is provided to children, in the rest 8, either it has been discontinued or has never been given. Similar is the situation in the selected schools of Raigarh district. Children agreed that adequate quantity of food is given to them and they like the taste of it. In most of the schools of Jashpur, kitchen shade and room for keeping utensils and food grains has been constructed or is under construction while in Raigarh out of the 10 selected schools only 5 had a kitchen shade to cook food. In all the 20 schools JBS was functional but their role was limited to supervision of the mid day meal activities once in a month. The situation of mid day meal in these schools were found similar to other schools covered in the study. In most of these schools, mid day meal is being managed by the Village Panchayat or Local women self helf groups with support form the members of Janbhagidari Samiti/Palak Samiti. Though food is provided as per the menu chart but children often complain that items like fruits and sweets are not given or rarely given. Issues related to infrastructure like kitchen shade and additional room for storage of food grains remain by and large the same. Teachers were of the opinion that the provision of mid day meal in the schools has improved the enrollment and regular attendance but at the same time government should take measures for improving qualitative aspects. They advocated for an increase in the compensation for cooks and also more allocation for procurement of fuel.
ANNEXURE- 4
CASE STUDIES
CASE STUDY I Shashkiya Prathmik Shala, Rajatalab, Block: Gharseevan, Raipur It is around 1 oclock when the van carrying mid day meal for children of Government Primary School, Rajatalab arrives. It is a Tuesday and the meal consists of rice and vegetable curry (potatoes and gram) packed in two different steel containers. The cooked meal is being supplied by Pahel, a non - government organization that has been providing mid day meal for schools since last three years. The Mid day meal routine The school runs in two shifts, morning shift for girls and afternoon shift for boys. For both the shifts, meal is provided at different hours, after delivering the containers, the workers of Pahel, get the register signed by teachers of the school. There is helper who serves the food to children and takes care of cleanliness of the place where children eat. There is an hour break for children to eat their lunch and relax before classes resume. Food is served in the corridor in front of the classrooms. School has sufficient number of serving plates for all the children to eat. Before ringing the bell for lunch, the helper keeps all the plates on a shelf for children to pick and take their food. There is a sudden bedlam among children to wash their plates and stand in the queue for taking lunch. A teacher joins the helper in serving food to
children. There is hand pump in the school campus where children wash their plates and drink water. Children take their lunch and sit in the corridor to have their meal. Teachers speak Teachers of the school were appreciative of the mid day meal programme in the school. One of the teachers said, Meal supplied by external agencies is a better way than preparing it at school, preparing meals at school was cumbersome as it required the involvement of teachers and loss of teaching hours. However, there should be an improvement in the menu and meals should also be provided on 15th August (Independence Day) and 26th Jan (Republic Day) when children come to school to celebrate these festivals but return
home without food. Another teacher said that teachers take care of the food supplied and served to children. They oversee the quality of meal everyday. She told though the quality of food is all right, sometimes during the summer months, cooked pulses (daal) turn rancid. In that case, we dont give it to children and complain to the suppliers next day. Children Speak An interaction with the children showed that they want a change in the menu and better vegetables to be served. They said that second helpings are usually provided and food is adequate however, the taste has to be improved. Umesh, a student of Std. IV said, We do not like the chutney served on Wednesday so many children do not eat lunch that day. Most of the children complained that fruits and sweets are mentioned in the menu chart but they are never provided. Helper Speaks The helper in the school serves the food and cleans the place after children have their lunch. She is paid Rs. 20 per day by the Municipal corporation. However, her remuneration is given only after every three months.
Researchers Observation In addition to the feedback and suggestions provided by teachers and children, there are some nuanced observations that throw light on the issues of hygiene and health hazard. The premises where food was served to children was full of cow dung, corridor where children eat their lunch was unclean and a dog was lingering around when children were having their lunch. A sense of discipline and hygiene was also lacking among children, most of them ate with their shoes on. Though these issues can be lightly dismissed but they point to the qualitative aspect of effective implementation of MDM and can not be ignored. The helper started cleaning the place while some children were still having their lunch, unmindful of the fact that all the dust was going directly in to their food. All these evidences show that quality improvements are adequately required in schools, even where cooked meals are provided by external agencies. Orientation of teachers/helpers, close supervision by members of education committees and regular inspections are essential to achieve higher quality standards.
CASE STUDY II Oriya Prathmik Shala, Khursipar, Block: Durg, District: Durg The timings for mid day meal in the school has been changed to 10.30 a. m in the morning owing to the change of school hours due to hot weather. The cook has prepared lunch (rice and vegetable curry) for children of the school and is waiting for the recess bell to ring. There are two big utensils, one full of rice and one with vegetable curry, children will come in a queue to take their lunch and will sit on the verandah to eat. Meal has been prepared on the make shift earthen chulha (stove) besides the school verandah. There was a hand pump in the school campus for drinking water and washing plates after cooking. Children had brought their plate that was given to them by the government some time back. Mid day meal: Teachers Responsibility The mid day meal programme in the school is managed by the teachers of the school. They are responsible for implementing and supervising the preparation of meal in the school and provision of lunch to children. One teacher of the school has been given the responsibility for coordinating the mid day meal activities. He is responsible for procurement of rice from the government distribution centres (PDS), and all other procurements of cooking oil, vegetables, spices etc. though rice, spices and cooking oil are procured on a monthly basis, vegetables are generally bought from the nearby market on a daily basis. Involvement of teachers in the cooking of mid day meal in the school results in loss of teaching hours sometime, though the teachers in this school try to manage and balance the work along with classroom activities. Teachers were of the opinion that if some external agency takes the responsibility of mid day meal in the school, their burden would definitely be lessened. However, they seem to be concerned about the quality of meal served by external agencies. One of the teachers said, We keep close supervision of the cooking process in the school and ensure that food served to children is healthy and hygienic. Teachers of the school want to provide better food to children but feel that there are constraints of time and finances. Researchers Observation The mid day meal programme is managed well by the teachers in the school. Though teachers spend time in supervise and coordinating mid day meal in the school, precious teaching hours are rarely disrupted. However, managing mid day meal in the school seems a tedious task for teachers and like other school, the responsibility should be given to some external agency that provides cooked meal or can be managed by SHG groups in the village. Another important observation was
that the school lacks in infrastructural facilities for cooking, there is neither a kitchen shade to cook nor, a proper stove. The cook complained that she is paid only Rs. 18 per day for cooking and payments are untimely and irregular.
Case study III Madarsa Husania, Tazia Chowk, Block: Station Marauda, District Durg The Madarsa is run by Darul uloom Yathimkhana Committee without any government support. It has residential as well as day boarding system. There were 19 children who live and study in the madarsa and there are about 40 children who come and study in the madrasa during day time. For all the children who live in the madarsa, food and accommodation is provided but for the day students, no mid day meal is provided. The madarsa imparts education in Urdu and Arabic to children. However, in the year 2006 - 07, government curriculum for primary schools was introduced; government support was provided to the Madarsa in that year in terms of teachers salary. But, after a year, the madarsa committee had to discontinue the government curriculum due to lack of other support from government departments and non availability of teachers. Now, education in Arabic and Urdu are imparted to the children During the interaction with the members of the committee, it was found that an application for initiating mid day meal programme in the school has been given in the block office; however no action has been taken for initiating the same till now.
Case study IV Shaskiya Balak Prathmik Shala, Block Colony, Block: Abhanpur, District: Raipur Since last four years, the responsibility of Mid day meal in the school has been given to Ekta Mitanin Svamya Sahayta Samuh, a local SHG group. The group has 10 members and has been active in the area for some time. Two members of the SHG cook the food for the children of the school. Cooking of mid day meal in the school The secretary of the SHG group takes care of the overall cooking process of mid day meal in the school. She manages the procurement of rice and vegetables etc, cooking gas and all other necessary items needed for cooking. The cooks who are also the members of the SHG group start the cooking process at around 10 am in the morning. Rice, vegetables, pulses and spices are kept in the house of the secretary of the group; the cooks come to her house and take everything to school to start the cooking process. The school campus is quite spacious; though there is no specific room to be called as kitchen shade but one of the unused rooms of the school serves the purpose of cooking. Water for cooking is taken from the hand pump in the school campus. The utensil provided to the school by the government has been stolen so the SHG group members use their own utensils for cooking food. The food is cooked on gas stoves especially provided for the purpose. Rice for mid day meal is procured from the government distribution store, the headmaster of the school signs the demand coupon for procuring rice and hands it over to the SHG for procurement. Pulses, vegetables and spices are bought from the local market on daily or weekly basis. Views of the SHG members The SHG group looks at the responsibility of mid day meal more as a service for children rather than as a work for their group. They were of the view that since the responsibility of cooking has been taken by their SHG, they are continuing it. The money has for last two months has not come, so we are managing from our own funds. Secretary of the SHG said. They said that in spite of Rs.2.58 paise per child money provided by the government, dal, padad and achar are provided to children everyday. As per the decision within the SHG group, the two cooks get Rs. 36 each per day for cooking mid day meal. The SHG members strongly advocated for separate allocations for cooks so as to ensure better and improved quality of food for children. SHG members were of the opinion that it is very difficult to cook food when the attendance of children in the school is less as the total money given to SHG is at the rate of Rs. 2.58 per child. (They are paid Rs. 2.58 * no. of child present in the school). Another difficulty faced by the group is that of over procurement of rice that remains unutilized for months leading to spoilage.
Views of the headmaster Though the headmaster was appreciative of the food provided by SHG group, he was also of the view that there should be separate compensation for cooks in each school. He explained that as the SHG is provided the amount on the basis of each child in the school, cooking becomes a problem when at times, the attendance in the school is low. (They are paid Rs. 2.58 per child that means that if there only 10 children in the school, the SHG would be given only Rs. 25.8 that day @ 25.8* 10). Researchers Observation Interaction with SHG members, headmaster, teachers, children and a close observation of the cooking process showed that the mid day meal programme is being run effectively in the school. Food is cooked in a hygienic way and is provided in accordance with the menu chart. However, there were certain issues that need immediate attention. One of them is over procurement of rice at times that leads to its hoarding in the house of secretary of the SHG group. Rice procured three months back is still being used. Due to inadequate and insufficient storage facilities, the rice that is cooked everyday was full of rat excreta. Though the rice is cleaned thoroughly before cooking, it may prove to be harmful for children. Another issue is that of payment of cooks, during the interaction with headmaster, it came to light that when the number of children in the school is very less, the SHG group insists that cooking would be difficult owing to no separate allowances for cook. These issues need to redressed so that the whole purpose of mid day meal is served efficiently and without any hiccups.
Case Study V Shaskiya Prathmik Shala, Uperwara, Block: Abhanpur, District: Raipur The school has over 200 students studying. Jai Mata Di SHG group has been providing mid day meal to children since 2005. The SHG has 13 members; two of them cook food for the school children. The cooks are paid Rs. 35 per day each for cooking and cleaning. An interaction with teachers, members of SHG and Jan bhagidari samiti showed that there are some issues in procurement of rice. Rice is not provided on time and the quantity is often less than mentioned on paper. Rice for the month of March has still not come, so SHG group is buying it from village grocery shop. The members of the group complained that they have not received the money from December 2008. In such cases, they have to buy ration and all other stuff from the village grocery shop on credit basis and at times it becomes difficult to provide meal to children. Few other important issues that came to light during the interaction. There is a problem of water supply in the school, the hand pump in the school campus does not function well so children bring their own water bottles and the cooks bring water from outside to cook food. Though water supply through boring is available in the village, there is no connection for the supply to the school. A room for kitchen shade has been recently constructed in the school but it is being used for keeping construction material. Presently, cooking is done in a makeshift room besides the classrooms. During the interaction with one of the Jan bahgidari samiti members, whose ward was also studying in the school, it was found that many parents do not allow their children to take the mid day meal provided in the school. The reason given for this was that most of the children belong to financially better off families and do not like the food. Researchers observation Though, mid day meal is running in the school, there are certain problems right from procurement of rice to adequate supply of water for cooking and drinking that the government cannot overlook. Mid day meal programme can function in the right spirit only when all the logistic support and enabling environment is provide by the government.
Case study VI Shaskiya Prathmik Shala, Gatapar, Block: Abhanpur, Dist: Raipur Mid day meal is provided in the school as per the menu chart. Local SHG group has been managing the programme in the school. There is an additional room in the school that serves as the kitchen shade for cooking and serving food to children. Meal is cooked on earthen stoves. All children in the school eat mid day meal, they bring their utensils for taking food. Mid day meal in the school starts with Chana murra (Puffed rice and roasted gram), children stand outside the kitchen room to take their food. Two children along with a cook serve food. Rice, pulses, vegetable, papad and achar is served to all the children. They take their food and go to the old school building to eat their food. The place where children have their food is rarely cleaned; it was full of dirt and filth. As the hand pump in the school campus does not work properly, some children bring their own water bottle. Availability of clean drinking water is a problem; children go to the pond behind the school to wash their plates after eating. An important issue that comes to light in the case for this school is that mid day meal programme can achieve its objectives successfully only if government provides adequate infrastructure facilities in schools. Providing lunch to children in the scorching sun negates the spirit of mid day meal and child care. Adequate and proper drinking water facilities in the schools are also must for the success of the programme.
Case study VII Shaskiya Prathmik Shala, Katulbodh, Block: Durg, Dist: Durg Mid day meal programme in the school is being run by Durg Nagar Nigam (Municipal Corporation) that provides cooked meal to children. Mid day meal is being provided by the Nagar Nigam since last three years. The Nagar nigam has sub - contracted the responsibility to some private agency that supplies meal in schools. Teachers Opinion Teachers were of the opinion that provision of cooked meal has reduced their work load as now they get more time to look after teaching activities in the school. Earlier, when mid day meal was prepared in the school, teachers had to continuously get involved in the cooking process. However, the teachers said that the quality of food provided has deteoriated over the years. Earlier, fruits and sweets were given on Saturday which is not served now. Almost similar kind of food is given everyday- A teacher of the school. On asking whether, mid day meal scheme in the school has increased the enrollment figures in the schools, teachers were of the opinion that there has not been any drastic change in the enrollment figures as around 50% of the children in the school do not eat mid day meal, either they bring their own lunch or go home to have their food. Teachers said that Janbhagidari samiti has been formed in the school but it is not active and none of the members either come to school or take interest in any of the activities including mid day meal. Government officials also visit the school only once in a year. Interactions and observations show that there is a serious lax in the monitoring mechanism for mid day meal programme. Any initiative can function successfully and efficiently only if regular checks and balances are in place, due to lack of proper monitoring mechanism, the quality of food has gone down and most of the time food is not provided as per the menu.
Case study VIII Shaskiya Prathmik Shala, Gunderdehi, Block: Gunderdehi, Dist: Durg Mid day meal in the school is managed by SHG group, one member of the group cooks the food for children. The SHG group has given the responsibility of procurement of rice, vegetables and all other cooking material to a contractor. He provides everything to the SHG group to cook the food, children were of the opinion that the quality of food has gone down drastically since the contractor has started procurement of vegetables, pulses etc. Though food is provided as per the menu chart, the quality of food is not good. Around 50% of children in the school do not eat the mid day meal provided in the school. I stopped eating food in the school the day I found an insect in rice A student of Std. III. The children said that there parents also insist them not to eat the mid day meal provided in the school due to issues of hygiene. There is only one cook in the school who prepares food; there is no helper to clean the place. Children clean the place after the lunch is over. They complained that food is not provided on Independence Day and Republic Day though they remain in the school on these days. Ashustosh of Std.IV said, Food should be provided on Independence Day and Republic Day. It was observed that the school lacked in infrastructure facilities even for teaching, cleanliness and maintenance were completely ignored. The verandah where children take their meal is not cleaned regularly. Qualitative aspects of mid day meal needs serious thoughts, as evident in the case of contaminated rice and poor quality of pulses and vegetables.

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EVALUATION OF THE ONGOING MID DAY MEAL PROGRAMME IN PRIMARY SCHOOLS OF CHHATTISGARH STATE

Commissioned by the Directorate of Public Instruction, Raipur, Chhattisgarh

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4.0 Study parameters

Performance of Mid Day Meal Scheme

Impact of Mid Day Meal Scheme

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5.0 Methodology for Study

Survey Method was used for this study.

Secondary Data Collection

Data Collection Methods Analysis of primary data

Conclusions and Major findings

Impact of the scheme

On Children Nutritional Indices Enrollment status Retention Rate others

Recommendations And Suggestions

SAMPLE COVERAGE BLOCK 05, SCHOOL 50

SAMPLE COVERAGE BLOCK 05, SCHOOL 50

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5.2 Focus of research

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As per census 2001 As per Chhattisgarh at a Glance 2002

(+) 18.06 154 990 79.92 20.08 50.48 49.52

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12.20 32.40 65.12 52.28 77.86 24142 11663 16137 7796

78.24 15.76 6.00 25 28

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Minority 8671 6252 14923

Others 139662 105860 245522

Total 1528049 1403789 2931838

Enrolment of Primary Schools (Total)

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Source: Food Stamps Program, http://www.fns.usda.gov/fsp/applicant_recipients/fs_Res_Ben_Elig.htm

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14.0History of Mid Day Meal with respect to Chattisgarh state

National Level chronology

The Nationa l mid-day meal schemewas initiated in 1995

Chattisgarh state chronology

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Fair price shop

Locally purchase the vegetables etc