One Meal a Day

for the schoolchildren of Mozambique

 1
Introduction
Relevant Context

Fig. 1: Mozambique (Australian Government Department of

Foreign Affairs and Trade, n.d.).
Social/Economic Indicators
“Short term”

Education Mean years of Literacy rate (%)

expenditures schooling ◎ Male: 73.3
(as % of GDP) ◎ Male: 4.6 ◎ Female: 45.4
◎ 6.5% of GDP ◎ Female: 2.5 ◎ Total: 58.8
(Central Intelligence Agency,
(United Nations Development
Programme, 2013., p. 1).
◎ Total: 3.5 (United 2015, p. 1).
Nations Development
Programme, n.d., p. 1).
Social/Economic Indicators
“Long term”

Population below Labour force by Gender inequality

$1.90 a day (%) occupation (%) index
◎ 46.1 ◎ Agriculture ◎ 0.574
(Central Intelligence Agency, 2015, p. 1). ◉ 81 (United Nations Development Programme, n.d.,
p. 1).
◎ Industry
◉ 6
◎ Services
◉ 13
(Central Intelligence Agency, 2015, p. 1).
Current programmes
◎ Malnutrition → Children are distracted (World Vision International, 2016,November

3)

◉ Performance level increased as programme began

◎ Aim: (World Vision International, 2016,November 3)

◉ Reduce short term hunger

◉ Enhance local agriculture
◉ Involve local farmers & school community
◉ Improve health
￮ How to store food
◉ Boost literacy rate for children
◉ Boost capacity for teachers
 Current programmes
◎ Daily school meals prepared by local volunteers (World Vision International, 2016,November 3)

◎ Benefits of programme: (World Vision International, 2016,November 3)

◉ Community involvement
◉ Brain development
◉ Improve quality of teachers and education
 Research question
To what extent does providing one nutritious meal at
school per day raise literacy rate in Mozambique, and
eventually target gender inequality and create
opportunities for entrepreneurship, triggering a
virtuous cycle of development?
 Thesis
Providing one nutritious meal per day at a
school in Mozambique will raise literacy
rates of both boys and girls, leading to the
promotion of gender equality and
entrepreneurship, breaking the vicious
cycle of poverty.
Connection between CS & RQ
◎ Mozambique:
◉ Poverty
￮ Children working
◉ Cultural mindset
￮ Girls not educated
￮ Trade off teenage brides
◉ Further barriers (after poverty)
￮ Infrastructure
￮ Learning materials
￮ Teacher training
￮ Safe environment
Vicious cycle
Connection between CS & RQ
◎ Mean years of schooling: (United Nations Development Programme, n.d)

◉ Male (years): 7.9

◉ Female (years): 5.8

◎ Literacy Rate: (Central Intelligence Agency, n.d)

◉ Total: 76.6 %
◉ Male: 82 %
◉ Female: 71.4 %

◎ Government expenditure on education (% of GDP): (Central Intelligence Agency, n.d)

◉ 6.0 %
 Ghana Feeding
Programme
◎ Government aim: (World Feeding Programme, 2016 March 24)

◉ Reduce hunger
◉ Increase school enrollment and attendance
◉ Increase domestic food production
◉ Community involvement

◎ One nutritious meal per day

◉ Spending 80 % of food cost in local communities
 2
Argument
 Sources of “barrier”
◎ Statistics
◉ Low mean years of schooling
◉ Low education expenditures (?)
◉ Poverty
◉ Gender inequality

◎ Statistics (World Vision International, 2016,November 3)

◉ Difficulty focusing
◉ Malnutrition
◉ School drop-out rate (knoema.com, 2013)
￮ 69.3 % (2013)
 Defining the audience
◎ Who will fund the project?
◉ U.S Department of Agriculture
￮ Funding
￮ Supplying seeds for local farmers

◉ NGO
￮ Funding
￮ Support
Example of another country
overcoming barrier
◎ Government aim: (World Food Programme, 2016, March 24)

◉ Reduction of hunger
◉ Domestic food production

◎ Programme: (World Food Programme, 2016, March 24)

◉ One hot nutritious meal per day

◉ Spending at least 80 % of cost went to local communities
 Recommendations
(mechanisms for addressing barrier)

◎ Role of domestic government

◉ Initially more education expenditure
￮ Lower tuition fee
◉ Address gender inequality
￮ Promoting new mindest

◎ Role of international community

◉ Donations for programme
◉ Investing in local businesses
 Solution
◎ One nutritious meal at school
◉ Rethink government spending (2 years)
◉ Hands-on involvement of NGO’s (ongoing)
◉ 1) Urban
◉ 2) Rural
◉ Cost
￮ Farmer’s crop
￮ Teacher training
￮ Materials
◉ Manpower
￮ NGO’s
￮ Trained teachers
￮ Farmers
How solution improves education
◎ Social
◉ Community involvement
◉ Child development
￮ Brain development
￮ Decrease of malnutrition

◉ Cheaper for families

￮ Do not have to spend money on lunch
How solution improves education
◎ Economy
◉ Local farmers (providing ingredients)
◉ Educating women
◉ Entrepreneurship
￮ Stronger economy
● Higher income
○ More spending on education
Virtuous cycle of development
 3
Conclusion
 Back to RQ and thesis
◎ RQ = first steps
◎ Targets GI & entrepreneurship because:
◉ Girls at school
◉ Cheaper for parents/families (meal)
◉ Lowers fertility rate
◉ More money/awareness to start & manage businesses
 Next steps
◎ Infrastructure
◎ Changing cultural mindset
◉ Encourage girls to stay in school

◎ Teacher training
◎ Materials
◉ Teacher
◉ Students

◎ Entrepreneurship
 References
Australian Government Department of Foreign Affairs and Trade. (n.d.). [Mozambique]. Retrieved from

http://smartraveller.gov.au/Countries/africa/east/Pages/mozambique.aspx

Central Intelligence Agency. (2018, April 24). Mozambique. In World Factbook. Retrieved May 2,

2018, from https://www.cia.gov/library/publications/the-world-factbook/geos/mz.html

Central Intelligence Agency. (2018, May 1). Ghana. In The World Factbook. Retrieved May 4, 2018,

from https://www.cia.gov/library/publications/the-world-factbook/geos/gh.html

United Nations Development Programme. (n.d.). Human Development Report - Ghana. Retrieved from

http://hdr.undp.org/en/countries/profiles/GHA
 References
United Nations Development Programme. (n.d.). Human Development Report - Mozambique. Retrieved

from http://hdr.undp.org/en/countries/profiles/MOZ

World Food Programme. (2016, March 24). Ghana prepares school feeding bill [Fact sheet]. Retrieved

May 4, 2018, from wfp.org website:

https://www.wfp.org/centre-of-excellence-hunger/blog/ghana-prepares-school-feeding-bill

World Vision International. (2016, November 3). Food for education: A holistic catalyst in

Mozambique [Fact sheet]. Retrieved May 2, 2018, from worldVisionInternational.org website:

https://www.wvi.org/food-assistance/article/food-education-holistic-catalyst-mozambique
Thank you!

Any questions?