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2021 – School Feeding Programme Factsheet – WFP Malawi, May 2021

The benefits of school meals extend beyond the classroom, they are an investment in the child’s future and a key safety net within the Government’s Malawi National Social Support Policy (MNSSP). Daily school meal provides a strong incentive to send children to school and keep them there. School meals also support development so children can become healthy and productive adults.

School feeding has high return on investment. For every US$1 invested in school feeding, US$20 are returned to education (through human capital) and to the local economy.

WFP’s school meals programme in Malawi has reduced absenteeism by 5 percent and dropout rates by 2.9 percent.  Attendance increased from 77 percent to 92 percent.

Under the United Nations Joint Programme on Girls’ Education, where diversified school meals are provided alongside other interventions, a sharp reduction in drop-out rates for girls from 15.6 percent to 5.2 percent.

Evidence in Malawi also suggests positive impact of school feeding on literacy, dietary diversity, and health and nutrition.

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2021 - wfp in un joint programme in malawi, may 2021.

2021 – Life-cycle Approach to Building Resilience Factsheet – WFP Malawi, May 2021

2021 – Social Protection Factsheet – WFP Malawi, May 2021

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National School Feeding Program

Published by Christopher Webb Modified over 6 years ago

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Presentation on theme: "National School Feeding Program"— Presentation transcript:

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Managing the Feeding Program - PowerPoint PPT Presentation

Managing the Feeding Program

Lactating/egg laying. optimize, often times maximize, dry matter ... sows- lactating 10-20 lbs. feed intake guidelines ruminants and horses. dry matter intakes ... – powerpoint ppt presentation.

• Meet their needs for energy, protein (amino acids), minerals and vitamins
• to optimize their health, growth, and performance
• Animals need certain amount of each nutrient
• Feed Intake governs the concentration of each nutrient needed in the diet
• Measured as dry matter intake (DMI)
• To calculate dry matter intake
• Feed intake multiplied by dry matter percent divided by 100
• DMI smaller than as fed amount
• DMI such that needs for maintenance meet
• Mature Dogs and Cats
• Mature horses with little exercise
• Rapidly Growing
• Lactating/egg laying
• Optimize, often times maximize, dry matter intake
• Animal factors
• Environmental factors
• Diet Factors
• Feeding practices
• Social hierarchy
• Timid animals eat less than boss animals unless management intervenes
• Age of growing animals
• Very Young animals eat less than slightly older animals
• Level of performance
• Higher producing animals eat more than lower producing animals
• Body weight of animals
• Genetics lean lines of pigs and poultry
• Temperature/Humidity
• Hot/humid weather --- decrease dry matter intake
• Cold weather --- dry matter intake increases
• Ventilation
• Temperature and Odor control
• Palatability of diet
• Energy density of diet
• Ruminants---
• Forage Quality
• Relates to digestibility of forages
• Legumes grasses
• Higher fiber contents decrease DMI
• Endophyte-infected Fescue
• Improperly formulated diets decrease DMI
• Length of storage
• Keep dry do not allow to sweat
• Storage environment keep out of sun and weather
• Rodent control
• Medicated feeds feed to appropriate species and obey withdrawal time periods
• Most Important.
• Under control of the Animal Owner
• Rations fed to Animals
• 1st. Ration formulated by nutritionist
• 2nd Ration fed by the animal owner
• 3rd Ration consumed by the animal
• 4th Nutrients absorbed and available to the tissues for growth, milk production, egg laying etc.
• Measure actual feed intake
• Actual feed consumed not amount fed
• Then adjust to meet animals needs
• Records for feed purchases and feedout times
• Adequate space to eat and drink water
• Easy access to feed and water
• Access to feed Ad lib intakes versus limit feeding (Performance level vs maintenance)
• Group by size or stage of productivity
• Laying Hens
• 0.25 lbs feed per day
• 10-25 lb pigs 0.75- 1 lbs as fed/day
• 25-50 lb pigs 2 lbs
• Grower- 50-120 lbs 3.5-4 lbs
• Finishing- 120-250 lb 6 lbs
• Sows maintenance 5-6 lbs (limit fed)
• Sows- lactating 10-20 lbs
• Dry matter intakes
• Horses 2-2.5 BW
• Sheep 3-4 BW
• Goats 3-4 BW
• Beef- Stockers 2.5-3.0 BW
• Beef-Cow-Calf 2.0-3.0 BW
• Dairy Heifer 2.5-3.0 BW
• Dairy- Lactating cow 3-4 BW
• Feed intake governs performance especially higher performance times in an animals lifecycle
• Water intake governs feed intake
• Minimize competition
• Adequate bunk and water space
• Size of groups or facility design
• Provide comfortable surroundings
• Feed diets that match animal needs
• Group by age or stage of productivity
• Measure feed intakes - How does it relate to needed feed intakes
• Free choice versus limit feeding

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School - Based Feeding Program

Sep 15, 2014

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School - Based Feeding Program. Financial Operations (DSWD–DepED Partnership Program). How funds are released?. DSWD - FO shall transfer the funds in full (100%) to the DepED Regional Office upon signing of the MOA and the submission of the required documents.

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Presentation Transcript

School - Based Feeding Program Financial Operations (DSWD–DepED Partnership Program)

How funds are released? • DSWD - FO shall transfer the funds in full (100%) to the DepED Regional Office upon signing of the MOA and the submission of the required documents. • Regional Allocation for SBFP as per RA 10633 Gen. Appropriation Act FY 2014 .

Total Amount and Allocation:

DepEDRO (Regional Office) shall transfer the funds to DOs (Division Offices) upon submission of WFP (Work and Financial Plan) with the list of schools and the target beneficiaries based on Nutritional Status SY 2013-2014 Baseline Report. Schools to be covered by partners shall not be included in the DepED-DSWD funds except when the food provided by the partner is milk or other nutritional beverages.Upon receipt of the funds and the required documents from the schools, a check shall be prepared and issued by the DO in favor of the School Principal/Head. The remaining allocation of the recepient schools shall be released upon submission of the liquidation report pertaining to the previous releases.

Transfer & Liquidation of Funds Flowchart DSWD Field Office DepED Regional Office DepED Division Office Forge a MOA Process the release of fund after DepED’s submission of the required documents 1. Receive and record the fund 2. Issue Official Receipt Upon receipt of the funds from RO & the required documents from schools prepare and issue checks in favor of School Principal/Head Transfer fund to Division Office Record Liquidation Consolidate and submit liquidation report duly received by COA Auditor 1. Process & submit to RO liquidation report duly received by COA Auditor 2. Prepare and submit to RO monthly narrative physical & financial accomplishment

Eligible Expenses • Procured locally available food commodities • Basic cooking utensils, common office supplies needed for the preparation of reports, minimal transportation expenses, water, LPG, charcoal, firewood and kerosene

Division Office shall prepare and issue checks (cash advance) in favor of the School Principal/ Head if…. • Work and Financial Plan of the schools were submitted and approved by SDS with the list of target beneficiaries based on NS SY 2013-2014 Baseline Report • School Principals/Head were bonded • Previous cash advance were liquidated (specific to SBFP)

Reminder: • The manual on the Simplified Accounting Guidelines and Procedures for the use of Non-Implementing Units/Schools shall be adopted to account for the receipts, utilization and liquidation of funds of non-implementing units. • Allocation from canteen proceeds and other related income generating projects may also be utilized for this purpose. • The school principals/heads shall be responsible in ensuring prompt liquidation of funds to the DO.

Liquidation of Funds • The Division Office shall process the liquidation reports and submit to DepED RO a liquidation report duly certified by the DO Accountant and approved by the SDS and duly acknowledged and received by the DO COA. • The DepED RO shall submit within 30 days after completion of the project to DSWD-FO a final liquidation report on the utilization of funds duly certified by the Accountant, approved by the Regional Director and received by Regional Office Auditor.

Liquidation of Funds • Upon post audit, any disallowance in audit after receipt of the Audit Suspensions, Disallowances and Charges (ASDC) and the Credit Notice (CN) issued by the DO COA Auditor shall be recorded and adjusted in both books of accounts of DSWD-FO and DepED DO. • DepED shall refundto DSWD any unused funds 30 days after the program completion.

Regional Office Journal EntriesAccount Name UACS Code Dr. Cr. Cash Collecting Officer 1010101000 XXX Due to NGAs 2020105000 XXX To record receipt of funds from DSWD Cash –Treasury /Agency Deposit, Regular 1010401000 XXX Cash Collecting Officer 1010101000 XXX To record deposit of fund to the National Treasury Cash MDS Trust 1010406000 XXX Cash-Treasury/Agency Deposit, Regular 1010401000 XXX To record receipt of NCA from BTR Due to NGAs 2020105000 XXX Cash MDS Trust 1010406000 XXX To record transfer of fund to Division Office

Division Office Journal Entries Account Name UACS Code Dr. Cr. Cash Collecting Officer 1010101000 XXX Due to NGAs 2020105000 XXX To record receipt of fund from RO Cash in Bank-LCCA Current Account 1010202000 XXX Cash Collecting Officer 1010101000 XXX To record deposit of fund to the bank OR Cash MDS Trust 1010405000 XXX Due to NGAs 2020105000 XXX To record fund transfer thru NTA Financial Assistance to NGAs5021402000 XXX Cash in Bank-LCCA Current Account/Cash MDS Trust1010202000 XXX To record grant of cash advance to school head Food Supplies Expenses 5020305000 XXX Financial Assistance to NGAs 5021402000 XXX To record liquidation of cash advance to school head Due to NGAs 2020105000 XXX Subsidy from Other National Government Agencies 4030102000XXX To record liquidation of fund to RO

UACS code308601 070010811005 112402000000000000 2020105000 Funding Source Code Custodial Funds Trust Receipts Inter Agency Transfer fund Organization Code Location Code DepED Region XI Division of Davao City Davao City MFO/PAP Object Code No MFO/PAP Trust Receipts Due to NGAs

r Sample Cash Disbursement Register

Sample Liquidation Report

Sample Statement of Receipts and Disbursement (SORD) Liquidation Report of RO to DSWD

Thank You....

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Earn ce wherever you love to be.

Feeding Interventions for Autism

Course excerpt from Autism: The New Spectrum of Diagnostics, Treatment & Nutrition

Escape Extinction

There are two forms of escape extinction:

1. Non-removal of the spoon (the spoon is not removed until the child has accepted the food). 2. Physical guidance (involves a gentle pressure to the child’s jaw to open the mouth).

It is widely believed that food refusal and other negative mealtime problems are primarily maintained by negative reinforcement. By being uncooperative at mealtimes, children succeed in escaping from eating, and this is highly reinforcing. In using escape extinction in feeding, non-removal of the spoon and physical guidance are both used as preventions from escaping from the feeding situation. If parents allow children to leave the table when they refuse to eat, they are reinforcing maladaptive feeding problems. This parenting behavior has been shown to cause some feeding problems (Bui et al., 2013).

Escape extinction has been demonstrated as an effective tool for increasing consumption of non-preferred foods. Adding positive reinforcement (access to preferred foods, toys, and attention) to the treatment improves compliance and reduces the level of problem behaviors during mealtime.

Simultaneous Presentation

Simultaneous presentation involves presenting both the child’s preferred and non-preferred foods at the same time. This method has been shown to increase acceptance of previously rejected foods. The child is either given the preferred food once the non-preferred food has been eaten (for example, asking the child to take a bite of carrots and allowing a bite of ice cream after the carrots are swallowed) or given the two food items together in one bite (gradually increasing the ratio of non-preferred to preferred until the non-preferred food is accepted on its own).

An example of simultaneous presentation of foods involves putting all the food to be eaten on a spoon at once with the test food at the tip and the reward food behind it. For example, ground carrot at the tip followed by ground chocolate chip cookie. Or if a child prefers juice and refuses water, a small amount of water can be added to a cup of juice. Over time, the amount of water added can be increased until the child drinks water alone.

Behavior Momentum

Behavior momentum involves presenting an initially empty spoon to the child’s mouth, followed by a small bite on the spoon. This technique has been reported to increase food acceptance and consumption. The amount of food on the spoon is gradually increased until the child accepts spoonful amounts of the food.

Reinforcement Procedures

Reinforcement of appropriate behaviors has been shown to be highly effective in motivating children with autism (Bui et al., 2013). Verbal praise is the most commonly used to reinforce, but alternatives such as ‘token systems’ where the child can earn tangible rewards (i.e. candy, stickers, etc.) is sometimes necessary.

An example of differential reinforcement of acceptance would be if a preferred video was shown before eating and then turned off. During the trial, when a food was tried or eaten, the video would be played for a specified period.

Premack Principle

Similar to reinforcment is a principle of operant conditioning originally identified by David Premack in 1965. According to this principle, some behavior that happens reliably (or without interference by a researcher), can be used as a reinforcer for a behavior that occurs less reliably.

For example, most children like to watch television — this is a behavior that happens reliably (they learn to like TV all on their own and it is something they will do willingly without any interference from their parents) — and parents often use this behavior to reinforce something children like to do less such as cleaning their room. So, some parents might condition children to clean their room by rewarding room cleaning with television watching. This procedure was often paired with shaping, another parent-reported successful technique.

Stimulus Fading

In stimulus fading, the overall goal is for the child to eventually eat without needing prompts. The least intrusive prompts are used so the child does not become overly dependent on them when learning a new behavior or skill.

Prompts are gradually faded out as new positive eating behavior is learned. For example, learning to unscrew the toothpaste lid may start with physically guiding the child’s hands, to pointing at the toothpaste, then just a verbal request. The same method can be used when trying a new food, guiding the child’s hand to pick up a fork or spoon with the food, pointing at the food on the plate, and then finally just asking the child to try a bite.

Appetite Manipulation

Using appetite manipulation, new foods are only presented when the child is hungry to increase the likelihood of trial behaviors. This method takes advantage of the natural reinforcers for eating (reduction in hunger, taste, etc.). Preferred foods should be limited to the greatest extent possible. Hydration should be offered in non-caloric liquids. This method is often difficult for parents who are concerned that the child may not get the nutrition they need if food is withheld to the point of physical hunger.

Shaping is a teaching technique that comes from behaviorism, a field of psychology established by B.F. Skinner, by which a child is rewarded for successful approximation of a target skill. The goal is for the child to overcome his/her fear of trying something new. For example, a child might first only have to smell a new food, later would be required to lick it, and then asked to eat increasingly larger portions. It is important not to underestimate the extremely small amount of a new food which is tolerable to a selective eater.

Repeated Exposures

Still another procedure reported to be effective in treating food select`ivity is multiple presentations of non-preferred foods, in which parents continue to present a rejected food over many trials (even months). Eventually, the child will become less fearful of the novel food when it becomes familiar (Kral et al., 2013). This is a common strategy for other families with children without ASD and familiarity is commonly considered to occur after a child has had at least ten exposures to a new food item.

Social Modeling

For some children with ASD, parents have reported success in treating feeding problems with social modeling, which involves peers or family members serving as examples of appropriate eating behavior. Other, less reported procedures that have been effective according to parents include use of visual cues and menus.

Involvement in Food Preparation

The theory is that children who are involved in the growing, selection, and or preparation of food are more likely to eat it. Although, there have not been any studies that have addressed this for children with ASD, parents report this is not a helpful practice. Anecdotal reports indicate that children with ASD will participate in these activities, but participation has no relation to whether or not the child will accept the food.

Making Choices

Children with ASD need structured environments and having to choose what to eat may reduce the chance of a meal happening. Remember the division of responsibility. Parents should select and provide the food, it’s up to the child how much and what to eat of what is provided.

Practitioners who are working with families and children with ASD should be encouraged to consider whether the treatments they are using to deal with feeding difficulties are evidence-based. Feeding difficulties get no better or worse without treatment. However, they can and do impact nutritional status. Parents should seek treatment as soon as a problem occurs because these problems can lead to nutritional deficits that affect growth rates and the risk is greatest in children under age five. Little is known about how early and ongoing poor eating habits and nutrition affect the motor, cognitive, and behavioral development of children with autism. This is an important area for future research (Volkert & Vaz, 2010).

A literature review found only low-level evidence for the effectiveness of feeding programs in autism spectrum disorder. Twenty-three studies were assessed, but none had more than five participants. Positive results were seen in increasing the amount of food eaten, but inconsistent in improving the range of foods eaten (Marshall, Ware, Zivani, Hill, and Dodrill, 2015).

Because children with ASD often have a number of other traits that result in poor social acceptance, successfully addressing feeding problems could result in improved social acceptance in important settings such as school cafeterias, birthday parties, and restaurants.

Much more research is needed on effective feeding practices in children with ASD so that ineffective practices can be eliminated and subsequent nutritional deficits may be corrected early rather than after they result in negative effects on a child’s growth, development, and health. “Further research in the form of prospective randomized controlled trials is recommended to fully evaluate the impact of intervention in this group. Use of a well-considered range of outcome measures to capture long-term and wider-ranging impacts, as well as the involvement of a multidisciplinary team, are also advised given the complex nature of feeding difficulties” (Marshall, Ware, Zivani, Hill, and Dodrill, 2015).

• CE Credit: 4 Hours
• Target Audience: Psychologists | Counselors | Social Workers | Occupational Therapists | Marriage & Family Therapists | Nutritionists & Dietitians | School Psychologists | Teachers
• Learning Level: Intermediate
• Course Type: Online

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Food Guide Pyramid Lesson for Pre-K to Celebrate Global Food Day

Help pre-k students celebrate Global Food Day and learn about the importance of healthy food at the same time with this template! It’s filled with cute and colorful drawings of anthropomorphic food and stars that will delight young learners, making it easier to keep their attention while you tell them...

Download the Food Wheel presentation for PowerPoint or Google Slides and start impressing your audience with a creative and original design. Slidesgo templates like this one here offer the possibility to convey a concept, idea or topic in a clear, concise and visual way, by using different graphic resources. You...

Meal Planner Infographics

These new infographics are perfect for those who want to organize their meals. Determine what will be for lunch, dinner or breakfast and choose one of our designs: calendars, timelines, graphs and circles. There are also many illustrations of cutlery in different styles, such as flat, realistic or hand-drawn. It’s...

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