WFP Policy Engagement and Technical

Assistance for the National Nutrition

Programme for School Children in
Indonesia (Progas): Learning,
Conclusions and the Way Forward
Program Gizi Anak Sekolah (Progas) 2016–2019

April 2021
Table of Contents
Executive Summary........................................................................................................................................ iv
Chapter 1. Introduction ............................................................................................................................................ 1
1.1. Background ............................................................................................................................................... 1
1.2. Purpose ...................................................................................................................................................... 1
1.3. Methodology ............................................................................................................................................. 2
Chapter 2. History and Evolution of School Feeding and WFP’s Role ............................................................... 3
2.1. School Feeding in Indonesia ........................................................................................................................ 3
2.2. WFP’s Role ....................................................................................................................................................... 5
Chapter 3. WFP Policy Dialogue and Technical Assistance for Progas under Indonesia CSP 2017–2020 .. 8
Pathway 1. Policy and Legislation .................................................................................................................. 8
Pathway 2. Institutional Effectiveness and Accountability ....................................................................... 11
Pathway 3. Strategic Planning and Financing............................................................................................. 12
Pathway 4. Stakeholder Design and Delivery............................................................................................. 15
Pathway 5. Engagement and Participation of Communities, Civil Society and the Private Sector .... 22
Chapter 4. Learning and Conclusions .................................................................................................................. 29
4.1. Learning ........................................................................................................................................................ 29
4.2. Conclusions .................................................................................................................................................. 31
Chapter 5. The Way Forward for WFP Indonesia ............................................................................................... 33
List of Acronyms ...................................................................................................................................................... 34
References ................................................................................................................................................................ 36
Annex 1. List of Outputs Accomplished............................................................................................................... 37
Annex 2. Progas Implementation Photos............................................................................................................ 41

List of Tables

Table 1: Evolution of School-Feeding Programme in Indonesia, 1990s–2019 ................................................ 4

Table 2: Districts Committed to Adopting Progas, Using Local Resources, 2017–2020............................... 13
Table 3: Progas Coverage and MoEC’s Allocated Budget, 2016–2019 ............................................................ 15
Table 4: Schools that Implemented Progas-like School Feeding with Financial Support from Cargill ...... 23

List of Figures
Figure 1: Evolution of School Feeding in Indonesia ............................................................................................. 3
Figure 2: Transition of School-Feeding Interventions over Time ....................................................................... 6
Figure 3: Infographics on LFBSM Outcomes ......................................................................................................... 6
Figure 4: Progas Cost-Benefit Analysis in Indonesia, 2018 ............................................................................... 13
Figure 5: Breakdown of a Single Meal Cost Component per Student ............................................................ 15
Figure 6: Geographical Coverage of Progas, 2016–2019 .................................................................................. 16
Figure 7: Progas Design .......................................................................................................................................... 17
Figure 8: School-Feeding Benefits for Children, Families and Communities................................................. 17

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Figure 9. Principles of Progas Breakfast .............................................................................................................. 19
Figure 10: Geographical Coverage of Progas Replication in Cargill’s Supported Areas, 2019–2020 ......... 24
Figure 11: Evolve-WFP Partnership Objective, Mechanism and Deliverables ............................................... 26
Figure 12: Nutrition Education Materials from WFP-Evolve Partnership ....................................................... 27
List of Photos
Photo 1: Cooking Groups ....................................................................................................................................... 18
Photo 2: Local Farmers Linked to Progas ............................................................................................................ 19
Photo 3: Students Conduct Activities in School Garden ................................................................................... 21
Photo 4: Activities Used to Promote the Consumption of Fruits and Vegetables to School Children ...... 26

List of Boxes
Box 1: Case Study: Pidie District ............................................................................................................................. 9
Box 2: Guidelines for Developing Local Food-based Recipes for Healthy Breakfast Menus for School
Children .................................................................................................................................................................... 18
Box 3: Beneficiary Success Story of Ely, a School Girl from Pasuruan District, East Java……………..…………24
Box 4: Beneficiary Success Story of Adit, a School Boy from Serang District, West Java………………………..25

Photo Credits
Photo 4 (page 26): WFP/Tania Barendz.
All other photos: WFP/Fauzan Ijazah.

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Executive Summary
The National Nutrition Programme for School Children in Indonesia, Program Gizi Anak Sekolah (Progas),
was operational between 2016 and 2019, funded through the Ministry of Education and Culture’s
(MoEC’s) national budget. It reached 339,414 school children in 2,135 schools in 22 provinces over this
period. Progas promoted healthy behaviours and improved intake of nutritious food and primary school
children’s nutrition knowledge. A nutritious meal was served at school three times a week. The World
Food Programme (WFP), with support from private sector donors (Cargill and Evolve), technically assisted
the programme design, implementation and monitoring at national and subnational levels during this
period. It also engaged in policy dialogue to institutionalize school feeding into the country’s education
and nutrition support systems.
The central Government’s support for school feeding in Indonesia concluded in 2019 with the end of
national-level funding for Progas, in alignment with the 2020–2024 National Medium-Term Development
Plan (RPJMN), which focuses on stunting reduction of children under two years of age.
This report presents the efforts, good practices and learnings identified from WFP’s policy engagement
and provision of technical assistance for school feeding in Indonesia. They are intended to inform the
Government, national and subnational stakeholders and development partners, including WFP, and
provide a basis for future endeavours to improve the nutritional status of school-aged children.
The identification of learnings and conclusions are structured along the five pathways of WFP’s
framework for policy engagement and technical assistance to government programmes:1 (1) policies and
legislation; (2) institutional effectiveness and accountability; (3) strategic planning and financing; (4)
stakeholder programme design, delivery, and monitoring and evaluation (M&E); and (5) engagement and
participation of communities, civil society and the private sector. In addition, the implementation of
Progas in the Pidie District of Aceh/Nanggroe Aceh Darussalam (NAD) serves as a success case for local
government commitment and budget allocation to school feeding. Results from the Systems Approach
for Better Education Results (SABER) study, a cost-benefit analysis and Progas surveys are incorporated
to validate conclusions.

Pathway 1: Policies and Legislation

Learning:
• Sustainability of school feeding was hampered by an incomplete policy framework and lack of
a national strategy or road map for Progas expansion. It resulted in an unstable central level
budget allocation and lack of systematic planning and budgeting for local level implementation.
• Sustainability was further constrained by lack of subnational ownership within the
decentralized education system. When ownership and budgetary support was transferred from the
MoEC authority to the regional authorities, there was inadequate policy support, insufficient
ownership, limited budget allocation and not enough local level implementation capacity. Therefore,
without national resources, the programme could not be sustained at the district and sub-district
level.
• Insufficient awareness and utilization of the national policy framework at the subnational
level. The central policy and regulatory framework in which Progas was embedded, such as the
Presidential Instruction on Healthy Living Community Movement (GERMAS) and the Presidential
Regulation on Strategic Policies on Food and Nutrition, were not well known nor adequately
disseminated to district governments. Thus, subnational authorities were not enabled to utilize the
existing central regulatory framework to sustain Progas.
• Persistently high stunting rates have led the Government to prioritise nutrition for children
under two years of age and pregnant and lactating mothers, as reflected in the RPJMN 2020–
2024. Thus, the importance of the nutritional status of school children in solidifying the nutritional

1
WFP. 2016 and 2020. WFP Corporate Framework for Country Capacity Strengthening (CCS)–CCS Toolkit Component. This paper summarizes positioning,
rationale, framework and approach to operationalization of country capacity strengthening in the context of WFP Country Strategic Plans:
https://newgo.wfp.org/documents/two-minutes-country-capacity-strengthening.
iv
 gains of the first 1,000 days has not yet been fully realized. As a result, budgetary commitments have
shifted from school feeding to other nutrition needs, leaving the significant potential of school
children untapped.

Conclusions:
• Coordination among (sub)national stakeholders and between national and subnational levels
is key to ensuring relevance to national priorities and local ownership. Determining the relevant
national policy framework from the start and alignment with and of regional priorities appears
essential for the sustainability of nutrition and other programmes in education.
• Without a policy framework and national strategy in place to improve nutrition of school-aged
children, nutrition programmes will not be integrated into education. A framework and strategy
in alignment with national education, social protection, health, and other government programmes
and initiatives is needed to support such integration. It is crucial that national stakeholders realize the
importance of investing in nutrition beyond the first 1,000 days, to maximize human development
potential in children’s lives and consolidate the gains made in the first 1,000 days.
• Improving nutrition of school-aged children needs a system for policy dialogue with high-level
decision makers, including parliament at central and local levels, based on evidence and new or
enhanced models agreed to.

Pathway 2: Institutional Effectiveness and Accountability

Learning:
• Limited inter-ministerial and inter-sectoral coordination and collaboration at central level. The
result was that the alignment and synergy between the sectors that are essential for successful school
feeding implementation were limited.
• The nonexistence of a formalized district mechanism for cross-sector coordination limited the
programmatic decision making and resource allocation. District-level multisectoral coordination
forums were found ineffective as they lacked regulatory support. This led to the inability of district
governments to position school feeding as a programme priority with secured budget beyond one
year.
Conclusions:
• Cross-sector collaboration is needed to achieve results in improving the health and nutrition
of school-aged children. It can enhance programme quality and effectiveness and should cover not
only nutrition but also health, agriculture, water and sanitation, social protection and education. A
multisectoral coordination mechanism would help support evidence review in the sector as well as
policy and strategy discussions among the members together with relevant development partners. It
is equally important to support the communication channels between national and local bodies
working on nutrition in education.

Pathway 3: Strategic Planning and Financing

Learning:
• The lack of subnational year-to-year resource and budget allocation was a limiting factor for
school feeding. Less than 15 percent of targeted districts had allocated a budget for one year of
implementation, and only one had a multi-year allocation. As at central level, at district level resources
were often prioritized towards stunting reduction. This left limited resources to commit to nutrition
for school-aged children. Allocating resources to improve the nutritional status of school-aged
children was difficult because there was and is no binding regulation to do so and they are not among
the main target groups of the National Strategy for Acceleration of Stunting Reduction 2018–2024.
• The relatively high unit cost of the Progas school feeding model was not sustainable. Inclusion
of associated costs other than meals, such as fuel, transportation, incentives for cooks, monitoring
and evaluation and school-fee management put an upward pressure on the unit cost.

v
• Underuse of local nutritious recipes led to limited local ownership and acceptance. People who
were responsible for organizing and preparing meals had little knowledge of the nutritious values of
local ingredients and recipes.
• Limited reliance on and engagement of local resources, especially women’s association (PKK)
volunteers. The role of the PKK volunteers was to create high-quality menus based on local
ingredients. The existence of a menu with meals that appeal to local families, however, is not sufficient
if it does not meet the nutritional needs of school children. Also, the nutritional knowledge related to
availability and use of local products appeared limited.

Conclusions:
• A life-cycle approach needs to be the basis of good nutrition for all. It is important that all
stakeholders, including consumers, producers, governments and others are aware that supporting a
child’s first 1,000 days does not come in isolation. If attention to good nutrition is lost after age two,
there is a high likelihood that nutritional gains are also lost.
• Nutrition education only works well if it is suitable to local context. It was observed that too high
unit costs, lack of engagement of local farmers and insufficient collaboration with women’s
associations (PKK) volunteers reduced the programme effectiveness.

Pathway 4: Stakeholder Programme Design, Delivery and Monitoring and

Evaluation
Learning:
• Limited stakeholder ownership due to lack of consultation. There was insufficient consultation
on targeting and limited involvement of local government during the preparation of the school-
feeding programme, resulting in low commitment to replicating and sustaining the programme at the
local level.
• Nutrition education materials were available, but delivery at the school level was inadequate.
The MoEC provided one set of printed nutrition education materials for each targeted school. This
package has not been integrated into the curriculum, and the delivery of nutrition education is not
supported by the teachers’ capacity. It is often considered as an additional activity for the teachers.
• Using local vegetables and fruits in every meal served was adhered to, but the use of the right
portions would have needed to be ensured.
• Linking local farmers with individual schools for direct supply was not sufficiently built up.
• School garden and fishpond activities were promoted at schools but insufficiently taken up.
The addition of school garden and fishpond activities into school nutrition guidelines, modules and
trainings was successful, including the effort to connect schools with their district agriculture and
fishery offices for technical support and the provision of seeds. Still, school gardens and fishponds
were insufficiently used for nutrition learning at schools.
• Gender equality was promoted but engagement of men from the community was not strong.
The school feeding programme promoted the participation of women and men, starting with the
participation of local farmers, maintenance of school gardens, nutrition education and programme
monitoring activities. Nonetheless, the engagement of men in meal preparation was not strong.
• The established monitoring and reporting online system improved accountability, but the
compliance of users such as schools and the District Education Office (DEO) would have needed to be
strengthened to support programme effectiveness and quality.

Conclusions:
• Engagement of local authorities from the onset enhanced local ownership and enabled better
planning. A close collaboration between DEO and District Agriculture Office (DAO) as well as with
village/sub-district government would be essential to ensure that nutrition in education programmes
serve the needs of the local schools and communities.
• Limited capacity of teachers to deliver nutrition messages to children hampers the
effectiveness of programmes that aim to improve the nutritional status of children in schools.

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 If nutrition messages are not included in school curriculums and teachers do not have such capacity,
it will be difficult to achieve an improved nutritional status of children.

Pathway 5: Engagement and Participation of Communities, Civil Society and

the Private Sector
Learning:
• Private sector engagement through corporate social responsibility funds and pilot project
activities was appreciated by the respective local governments. It facilitated replication of the
programme beyond the government-supported school-feeding areas and promoted the
consumption of fruits and vegetables by school children.
• In-kind community contribution was not sufficient. Community participation in school feeding
was limited to parents’ provision of eating utensils and daily drinking water, and involvement as
members of cooking groups or school committees. Thus, the potential of in-kind contributions from
the surrounding communities was not sufficiently explored.

Conclusions:
• Private sector engagement at school, local and central levels has the potential to make
nutrition in education programmes more acceptable and sustainable. The private sector is a
critical partner for mobilizing financial resources, enhancing programme quality and opening
opportunities for policy dialogue and technical assistance.
• Community members are an equally important group of stakeholders to make nutrition in
education programmes more viable. Involving them, and acknowledging and promoting their
contributions strengthens ownership and commitment.

The Way Forward for WFP Indonesia

Despite the conclusion of the Progas school-feeding programme in 2019, nutrition for school-aged
children should remain a priority. The Government of Indonesia and other stakeholders acknowledge
the existing nutrition challenges for school-aged children especially in light of the aggravating impact of
coronavirus disease (COVID-19) through school closures and their implications on education. The focus
on improving the nutritional status of school-aged children must remain high on the agenda, and
strengthening the inter-relationship between education, nutrition and health is one of the avenues to
follow.

WFP Indonesia through its Country Strategic Plan (CSP) 2021–2025 aims to support the Government of
Indonesia in reaching out to people who are vulnerable to malnutrition, which definitely includes school-
aged children. WFP foresees the following steps in its engagement for school-aged children.

1. WFP will continue emphasizing the importance of leaving no one behind, which includes ensuring
good nutrition for school-aged children to solidify the achievements made in the first 1,000 days. WFP
will continue to support improved nutrition for school-aged children through policy dialogue and
advocacy, and work towards stronger integration of nutrition outcomes for vulnerable groups
throughout the life cycle into government social protection and education programmes.
2. In close collaboration with the Ministry of National Development Planning (Bappenas), WFP will
facilitate multisector coordination for improved nutrition of school-aged children through existing
government platforms.
3. WFP will conduct assessments of barriers and enablers, to identify policy gaps and areas for
improvements and provide recommendations to address these.
4. WFP will support the Government in strengthening advocacy; conducting social and behaviour change
communication campaigns to improve nutrition for school-aged children; and enhancing nutrition
knowledge of teachers, facilitators, parents and caregivers through existing social protection
programmes and primary schools.
5. WFP will endeavour to support the Government in adapting and strengthening existing social
protection programmes to increase access to healthy diets for school-aged children and promote
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 positive behaviours. Moreover, in partnership with other stakeholders, WFP will be ready to support
the integration of nutrition education materials for school-aged children into the primary school
curricula and improve the quality of nutrition education through teacher trainings.
6. WFP will involve its Centre of Excellence in Brazil to expand engagement of stakeholders. It will put
together the four work streams to support the Government through (1) sharing knowledge and best
practices, (2) promoting increased investment in School Health Nutrition, (3) acting in partnership to
improve and advocate for School Health Nutrition, and (4) strengthening programmatic approaches
in key areas.
7. WFP will seek opportunities to align with the relevant policies and guidance of the Association of
Southeast Asian Nations (ASEAN) for improvement of nutrition of school-aged children.

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Chapter 1. Introduction
1.1. Background
The National Nutrition Programme for School Children, Program Gizi Anak Sekolah (Progas), was
a school-feeding programme of the Republic of Indonesia’s Ministry of Education and Culture
(MoEC) implemented from 2016 to 2019. It targeted primary school children and aimed to
promote healthy behaviours, improved nutritional intake and enhanced ability to learn. The
programme consisted of three components: delivery of healthy breakfast, nutrition education and
behaviour change. Under the WFP Country Strategic Plan (CSP) 2017–2020, WFP provided
technical assistance and engaged in policy dialogue with the MoEC, based on its own
expertise and experience in implementing school meals using local foods in Nusa Tenggara
Timur (NTT) and Papua provinces. WFP shared knowledge, expertise and best practices to
support the Government at (sub)national levels.
WFP received funds from the private sector for the provision of technical assistance and its
engagement in policy dialogue on school feeding. Cargill, a global food corporation,
simultaneously introduced such school feeding near Cargill operations with their corporate social
responsibility fund. Cargill Indonesia paid the cost of meals directly to an implementing local non-
governmental organization (NGO) that oversaw schools’ purchase, delivery and preparation of
meals. WFP provided technical assistance to this NGO and local governments, to ensure they met
the standards of the central Government’s school feeding programme. WFP also provided
technical advice to the local NGOs, which were engaged in the oversight of school feeding
implementation in areas funded by Cargill.

1.2. Purpose
The overall objective of this report is to document the outputs and lessons from WFP’s
contributions to the Government of Indonesia’s National Nutrition Programme for School Children
(Progas). The analysis focuses on the following dimensions:2
• the relevance, effectiveness and sustainability of WFP’s policy dialogue and technical
assistance engagement in support of Progas;
• the documentation of good practices, gaps and lessons; and
• learning, conclusions and a way forward for a comprehensive approach to improving nutrition
for school-aged children.
The target audience of this report includes WFP, donors such as Cargill (main contributor), Evolve
(funded the pilot project on strengthening nutrition education materials), WFP Friends Japan
(contributor) and the WFP Centre of Excellence in Brazil. Other users are government stakeholders
from various sectors, working on school feeding at (sub)national level: the National and Regional
Development Planning Agencies (Bappenas and Bappeda), the Coordinating Ministry of Human
Development and Cultural Affairs (Kemenko PMK), the Ministry of Home Affairs, MoEC (the budget
owner of Progas) and Provincial and District Education Offices. The audience also includes the
Ministry of Health (MoH), Ministry of Agriculture (MoA), Ministry of Religious Affairs (MoRA),
Ministry of Villages, Disadvantaged Regions and Transmigration (MoVDR) and other government
stakeholders; the national and international civil society; the United Nations and other
international development partners; and academia and research institutions engaged in health
and nutrition for school-aged children.

2
WFP. 2016 and 2020. WFP Corporate Framework for Country Capacity Strengthening (CCS)–CCS Toolkit Component.

1
1.3. Methodology
This report is based on analysis and desk reviews of monitoring reports; baseline and end-line
studies; findings, conclusions and recommendations of external and internal assessment reports;
annual country reports and the CSP 2017–2020 evaluation report.

2
Chapter 2. History and Evolution of School Feeding and
WFP’s Role

2.1. School Feeding in Indonesia

Figure 1 and Table 1 present the evolution of school-feeding programmes in Indonesia.

Figure 1: Evolution of School Feeding in Indonesia

Note: PMT-AS=Pemberian Makanan Tambahan-Anak Sekolah.

The Government of Indonesia through the MoEC launched its first national school-feeding
programme for primary schools (Pemberian Makanan Tambahan-Anak Sekolah/PMT-AS) in 1997,
following the issuance of Presidential Instruction No.1/1997.3 It targeted 2.3 million students in
disadvantaged rural areas across 175 districts of 21 provinces outside of Java and Bali.4 Aimed at
improving students’ physical fitness, attendance rate and learning outcomes, nutritious snacks
made from local ingredients were served three times a week. Funds were transferred to school
committees to plan, manage and account for programme implementation. This programme was
discontinued due to a budget cut in 2000 in line with the implementation of the regional autonomy
policy, with primary and secondary education put under the authority of local governments.
From 2005 to 2010, WFP implemented a school-feeding programme for over 800,000 primary
school children in the provinces of NTT, Nusa Tenggara Barat (NTB), East Java, North Sumatera,
South Sulawesi and Aceh/NAD as well as in the Greater Jakarta area (Jabodetabek). This
programme combined the distribution of micronutrient-fortified biscuits with health, hygiene and
nutrition education through improved teaching materials and techniques under the umbrella of
the School Health Coordination Board of the MoEC. The biscuits were locally produced and
fortified according to WFP specifications, approved by the MoH and distributed by WFP and
cooperating partners. Teachers were responsible for distributing the biscuits and imparting
nutrition education.
In 2010, PMT-AS was re-introduced and implemented by MoEC and MoRA. It covered primary
school children across remote isolated villages in 27 provinces, in one district per province. The
aim was to improve the nutritional status of school children with reference to Presidential

3
Presidential Instruction No.1 issued in 1997 on PMT-AS was the first school-feeding policy issued in Indonesia to support the 9-Year Basic
Education Obligatory Learning through the Nutrition and Health Improvement Programme for primary school children from public primary
schools (SD) and Islamic schools (MI).
4
Indonesia’s National Medium-Term Development Plan, 1998–2002.

3
Instruction No. 1/2010.5 The programme provided breakfasts using local foods at school three
times a week and covered almost 1.4 million students in kindergartens and primary schools,
including the Islamic schools Raudhatul Athfal (RA) and Madrasah Ibtidaiyah (MI).6 The programme
was implemented until 2011, following the National PMT-AS Guidelines issued through the Ministry
of Home Affairs Decree No.18/2011.7 It was discontinued following a budget cut by the Parliament
as a result of delays in fund transfers to schools, weak implementation capacity and lack of training
and guidance from central government, and lack of adequate monitoring and reporting.8
Table 1: Evolution of School-Feeding Programme in Indonesia, 1990s–2019

Supporting the Government’s PMT-AS revitalization, WFP, in close collaboration with local
governments, implemented a local-food based school meals (LFBSM) programme in three districts
of NTT and six districts of Papua between 2012 and 2015. This programme provided healthy meals
to students three times a week. The objectives of the programme were to enhance the nutritional
status of school children, improve learning outcomes, and support increased personal hygiene
and healthy behaviour. During this period, a total of 30,214 students in 153 primary schools
benefited. The LFBSM9 promoted integrated programmes that highlighted the importance of
cross-sectoral collaboration and coordination at district and community levels. It also encouraged
partnerships between schools and local farmers, thus supporting the economy of smallholder
farmers around the school community.
During 2016–2019, with the technical support of WFP Indonesia, the MoEC modelled the Progas
school-feeding programme in targeted districts, with the aim of supporting school children to
achieve their full potential in terms of health, learning absorption and productivity. Fully funded
by the MoEC’s national budget (APBN), Progas provided healthy breakfasts three times a week to
students as well as nutrition and social norms and behaviour education, following the Progas
Implementation Guidelines.
In accordance with the 2002 Constitutional Amendment, the Government is now allocating 20
percent of the national budget to the education sector. The financial resources available to the
education sector have increased by over 200 percent in real terms between 2002 and 2018. For

5
Presidential Instruction No.1/2010 on Accelerating the Implementation of National Development Priorities in 2010.
6
Government of Indonesia. 2013. PMT-AS Evaluation Report.
7
Ministry of Home Affairs. 2011. MoHA Decree No. 18/2011 on PMT-AS Guidelines.
8
See Footnote 5.
9
WFP. 2016. Evaluation on Local Food-Based School Meal (LFBSM) Programme in Indonesia: www.wfp.org/publications/lfbsm-evaluation.

4
fiscal year 2020, the education budget stood at IDR 508 trillion (US$34.5 billion)10 for pre-primary
to Grade 12 school education, higher (tertiary) education and vocational training. The increase in
financial resources has contributed to an increase in access to education. Subnational
governments are responsible for spending the largest share of their total budget on education, or
roughly 62 percent. However in 2018, more than one-fifth of the districts did not fulfil the 20
percent obligation. Low planning and execution capacity, and a lack of systematic monitoring
contributed to this situation. On average, subnational governments spent 75 percent of their total
education budget on salaries. In fact, 32 districts and cities spent even more than 90 percent of
their budget on salaries—and that’s not even counting non-civil servant teachers’ salaries. Non-
salary spending de facto comprises of only about 14 percent of subnational governments’ total
education expenditures. Hence government funding for school feeding is not easily available.
School feeding or improvement of nutrition for school-aged children has not been included in the
National Medium-Term Development Plan (RPJMN) 2020–2024. Rather, the Government has
prioritized investment into the first 1,000 days of life, with a target of reducing stunting to 14
percent by 2024.
Nonetheless, investment in school feeding and nutrition for school-aged children in general in the
first 8,000 days of a human being’s life is not only beneficial to optimize the results of investment
in the first 1,000 days, but particularly important to support the physical, psychosocial and
cognitive development of the child into a healthy and productive adult, with a focus on the age
range of 5–14 years.
Benefitting human capital development, the provision of a healthy breakfast can be a valuable
part of school-based health service programmes. The value of having breakfast transpired in a
World Bank research in Indonesia,11 where school children who had breakfast prior to going to
school had better test scores in most subjects, including maths. The cost-benefit analysis of the
Progas school feeding programme conducted by WFP in 2018 showed that an investment of US$1
generates as much as US$6.2 in the country's economy.12
Indonesia faces a triple burden of malnutrition, with declining but still very high stunting rates
among children under five years of age; growing prevalence of overweight and obesity, especially
among older children and adolescents; and persistent micronutrient deficiencies, including
anaemia.13 The COVID-19 pandemic has rendered many poor families unable to provide sufficient
nutritious food for their children,14 which has created a high risk for increased child malnutrition
including micronutrient deficiencies.

2.2. WFP’s Role

WFP initiated its first school-feeding intervention in 2005 as a food assistance programme, relying
solely on its own resources. This was implemented through local NGOs until 2010. Partners were
engaged through field-level agreements for distribution of biscuits fortified with vitamins and
minerals, reaching 530,000 primary school students affected by the tsunami and earthquake in
Aceh and food insecurity in Jabodetabek, East Java, NTB and NTT. There was no memorandum of
understanding between WFP and national or subnational governments. The district governments
indicated that they would not be able to replicate a school-feeding programme using fortified
biscuits, since procurement, transport and handling are complex. The national Government,
instead, recommended using locally grown foods, which led to a pilot school-feeding intervention

10
Based on an exchange rate of US$ 1.00 = IDR 14,721.
11
Yarrow., N., et al. 2020. Measuring the Quality of MORA's Education Services. Jakarta, World Bank.
12
WFP. 2018. School Meals Programme in Indonesia: Cost-Benefit Analysis,
13
Indonesia Basic Health Research (RISKESDAS). 2018.
14
UNICEF. 2020. COVID-19 and Children in Indonesia: An Agenda for Action to Address Socio-Economic Challenges.

5
implemented by WFP using local recipes in 2011 and the phase out of fortified biscuit distribution
(Figure 2).
Figure 2: Transition of School-Feeding Interventions over Time

In 2011, aligned with its Indonesia Country Programme 2011–2015, WFP enhanced its intervention,
by integrating technical assistance to the Government and shifting to the LFBSM Programme, first
in NTT in 2011 and then in Papua Province in 2012. Agreements were established with local
governments, and the role of community engagement was increased. The programme worked
with school committees, including teachers, and local communities, particularly farmers, shop
owners and volunteer cooks.
WFP was able to demonstrate that school feeding was an effective way to provide access to
nutritious meals, improve hygiene and health practices, increase attendance and active
participation in class and reduce drop-out rates. Based on this, the Government requested
technical assistance from WFP to revitalise its national school-feeding programme, through
Progas.15 (See Figure 3.)

Figure 3: Infographics on LFBSM Outcomes

15
SEAMEO RECFON. 2016. An Evaluation of the 2012–2015 Local Food-Based School Meals (LFBSM) Programme – Papua & Nusa Tenggara Timur
Provinces, Indonesia: www.wfp.org/publications/indonesia-local-food-based-school-meal-programme-evaluation.

6
Aligned with its CSP 2017–2020, WFP continued to shift its support from food assistance to policy
advocacy, technical assistance and knowledge sharing to enhance the Government’s investments
in food and nutrition security. In 2017, WFP supported the MoEC to scale up Progas to reach over
100,000 students in 600 primary schools located across 11 districts in 5 provinces. This was a
substantial increase compared to 2016, which reached about 40,000 students in 150 primary
schools across 4 districts in 2 provinces. An endline survey in the fourth quarter of 2017 found
that Progas had positive results on children’s dietary diversity, knowledge of hygiene and nutrition,
attendance and academic performance. It received overwhelmingly positive feedback from
children, parents, teachers and local farmers. Thus, Progas had helped address low calorie and
protein consumption among school-aged children. As a result, the programme was expanded to
64 districts in 2018.

WFP supported the Government in scaling up Progas from 4 districts in 2016, to 11 districts in
2017, to 64 districts in 2018. WFP provided technical assistance to formulate guidelines and
training modules and advised ministry and district officials in implementing, monitoring and
evaluating Progas. With WFP support, in 2019, the MoEC reached approximately 100,000 school
girls and boys from age 6 to 12 years old in 39 districts characterized by high poverty and stunting
rates.

7
Chapter 3. WFP Policy Dialogue and Technical Assistance
for Progas under Indonesia CSP 2017–2020

Globally, WFP’s policy dialogue and technical assistance with host governments focuses on “the
process through which individuals, organizations and societies obtain, strengthen and maintain
their capabilities to set and achieve their own development objectives over time. It is about
building on existing skills, knowledge, systems and institutions in governments to invest in and
manage hunger solutions.” WFP recognizes the criticality of national systems and services and that
the achievement of national development targets hinges on capacities of individuals,
organizations and societies to transform to reach development objectives.

The five critical pathways WFP used to support Progas, namely (1) policies and legislation; (2)
institutional effectiveness and accountability; (3) strategic planning and financing; (4) stakeholder
programme design, delivery and monitoring and evaluation; and (5) engagement and participation
of communities, civil society and private sector. For each pathway, achievements and experiences
are described.

Pathway 1. Policy and Legislation

A solid policy foundation strengthens a programme’s sustainability and quality of implementation.
National planning for school feeding as part of a country’s poverty reduction strategy (or other
equivalent development strategies) conveys the importance a government places on school
feeding as part of its development agenda. For most countries that are implementing their own
national programmes, school feeding is included in national policy frameworks.
Achievements
The System Approach for Better Education Results (SABER) is a tool developed by the World
Bank, designed to systematically assess education systems against evidence-based global
standards and best practices in an effort to help countries reform their education systems for
proper learning. WFP and the Government of Indonesia (represented by Bappenas and MoEC)
agreed to use SABER School Feeding (SABER-SF) as one of the tools to guide policy dialogue on
how to systematically strengthen the national school-feeding programme. In November 2017, WFP
supported the Government to conduct a Progas SABER-SF analysis at the central and district level,
the latter in Jayapura, Sorong, Southeast Maluku, Tangerang and Belu districts.16
The findings17 indicated that there was a need for additional investment into policy development
and implementation. The recommendations encouraged stakeholder engagement and consensus
building. The analysis process led to policy dialogue between relevant actors on how to support Progas
at the district level. Subsequently a multisector task force was established to support Progas
implementation. Roadmaps were developed to strengthen programme implementation and to
guide relevant allocation of district-level budgets in place of national funds.
Elevating Progas from a purely ministerial budget programme to a national budget programme
was discussed during the SABER exercise. Subsequently, key national and district government
officials participated in the first national workshop on homegrown school feeding in February
2018. Specific recommendations were made to transition the programme to the district level.18
(1) The sustainability of Progas as a national programme implemented by the regions needs to
be formulated in terms of implementation strategy, funding strategy, cross-sector (including

16
Bappenas and MoEC. 2018. Indonesia SABER School Feeding Country Report – 2018.
17
WFP and MoEC. 2017. School Feeding Conducted in Four Selected Districts: Summary Report of SABER.
18
WFP and Bappenas. 2018. National Workshop on SABER-School Feeding for Progas: Workshop Report.

8
 private and community) involvement, improvement of coordination, and regular supervision
of implementation including food safety, nutrition, and monitoring and evaluation.
(2) Nutrition education, which is integrated with personal hygiene and healthy lifestyle (PHBS),
needs to be improved. Progas could thus lay the foundation for enhancing human resource
quality in the future.
(3) School health efforts need to drive coordination and integration with relevant programmes
from other ministries and agencies. A discussion meeting among Bappenas, the MoEC, the
MoRA and WFP should be held prior to a multisector technical meeting.
(4) The multisector technical meeting should finalize the National Progas Roadmap and establish
a Progas Steering Committee.
Integration of Progas into the District Medium-Term Development Plan (Rencana
Pembangunan Jangka Menengah Daerah)/RPJMD): WFP and the MoEC carried out advocacy
missions to districts, which had shown strong support and enthusiasm to implement Progas.
Discussions with the district government emphasized the importance of Progas to be incorporated
into the RPJMD as it provides the legal basis for using district funding. Annual budget allocations
and technical arrangements would make the approach sustainable. The missions resulted in Pidie
and Natuna districts incorporating Progas into their budgets and starting school feeding in 2019.
Issuance of district government regulation: WFP provided technical assistance to the District
Governments of Pidie and Natuna to draft district-level decrees on Progas to be signed by the
Regent. This was to regulate procedures for programme implementation including criteria for
selecting sub-districts and schools, and the cost per child. WFP facilitated several consultations
with the Provincial governments resulting in draft decrees which would ensure budget allocations.
Box 1: Case Study: Pidie District

CASE STUDY: PIDIE DISTRICT

• Pidie District is in Aceh/NAD and consists of 23 sub-districts and 730 villages.
• The total population in 2018 was around 440,231 people—220,000 girls and 219,485 boys.
• There were 279 primary schools, 34,355 students and 3,884 teachers.
• The Head of Sociocultural Affairs of Bappeda in Pidie District took a personal interest in Progas,
demonstrating his commitment to the programme. He attended the MoEC’s Progas sensitization
event in Bogor in 2018.
• WFP and MoEC undertook a joint advocacy mission. There was support from the regency chief
(bupati).
• Progas was included in the RPJMD with multi-year commitment from 2019–2022.
• The district government issued a regulation on the implementation of Progas Guidelines in July 2019
• An outposted WFP staff assisted the local government in the formation of a Progas Coordination
Team at district level, supported by the issuance of the district head’s decree in October 2019, to
facilitate the coordination between technical sectors led by the Head of DEO.
• Regular coordination meetings were set to plan for the implementation of Progas in 2020.
• Note: Subsequently, from March 2020, the COVID-19 outbreak took place.

Government engagement in school-feeding global and regional forums: During the 2016–
2019 Progas period, WFP invited government staff to attend two Global Child Nutrition Forums
(GCNF),19 first in Montreal, Canada in 2017, then in Siem Reap, Cambodia in 2019. In Siem Reap,
WFP facilitated the exchange of school-feeding learnings between representatives of the
Government of Indonesia and other Asian countries, including the Philippines, Laos, Bhutan,
Cambodia and Nepal. WFP also facilitated a strategic dialogue between these government officials
and representatives from the WFP Centre of Excellence in Brazil. These discussions enabled the
Government to benefit from the knowledge and experience of other countries, including the

19
The Global Child Nutrition Forum (GCNF) is a global learning exchange and technical assistance conference held annually to su pport
countries in the development and implementation of sustainable school-feeding programmes.

9
importance of establishing an inter-ministerial platform on nutrition of school-aged children. The
dialogue with the Centre of Excellence in Brazil continued, and in July 2020, WFP Headquarters
provided resources to the WFP Indonesia office through the COVID-19 South-South Opportunity
Fund to support the Government’s establishment of a multi-stakeholder national platform for
school nutrition and the development of a nutrition roadmap for school-aged children.
Experiences
SABER-SF proved to be a useful tool. The Progas SABER-SF exercise facilitated discussions and
sharing of knowledge and experience on both policy and programme implementation for
improved programme integration and multisector coordination, both at and between central and
district levels. The process provided an opportunity for policy dialogue around school children’s
health and nutrition. It also enabled selected districts and national authorities to formulate a five-
year Progas roadmap.

Dissemination of Progas policy was insufficient to support implementation at district level.

SABER-SF findings indicated that centralized legal and policy frameworks are necessary to support
local governments’ integration of Progas into their RPJMD as well as district offices’ annual and
medium-term programme planning. Equally relevant is the use of central-level legal and policy
frameworks such as the Strategic Policies on Food and Nutrition,20 Healthy Living Community
Movement,21 and Child-friendly District (KLA – Kabupaten Layak Anak).22 During the
implementation of Progas 2016–2019, however, very few districts (Pidie and Natuna) included the
Progas policy and legal commitments in their RPJMD and issued district government regulations.
Findings from the SABER exercise also indicated that while the relevant central legal and policy
frameworks were in place, they were not known by district office representatives. Better
dissemination of central legal and policy frameworks would have been required.

Lack of involvement of the relevant national technical ministries for decision making on
Progas. Progas was perceived as a flagship MoEC programme. However, its position was fragile,
without national policy or a stable budget allocation. When the MoEC decided in 2019 to
discontinue school feeding due to budget shortage, the support for finding solutions at the
national level was insufficient because other technical ministries were only minimally involved in
Progas.
Insufficient policy dialogue at the national level. Progas did not create the momentum for
scaling up to a national programme. Policy dialogue at the national level would have needed to
involve higher ministerial levels of decision making and those working on the next RPJMN, the
formation of an inter-ministerial working group, a clearer WFP engagement strategy built on
lessons from the SABER-SF assessment, more frequent meetings and a focus on programme
sustainability. This could have led to the preparation of a national strategy and roadmap for
Progas.

20
Presidential Regulation No. 83/2017 on Strategic Policies on Food and Nutrition issued on 18 August 2017 is intended as a reference for the
Central Government, Regional Government, and stakeholders to improve food security and nutrition in a sustainable manner, realizing
quality and competitive human resources.
21
Presidential Instruction No. 1/2017 on Healthy Living Community Movement (GERMAS) issued on 27 February 2017 aims to accelerate and
synergize actions from promotive and preventive efforts to healthy life for increasing human productivity and reducing the burden of health
care financing due to disease.
22
The Ministry of State for Women's Empowerment and Child Protection Regulation No. 11/2011 on Child-Friendly Districts was issued on 23
December 2011 and is a mandatory regulation of district/city governments. It exists to support the government affairs in the field of
protection of children in the form of policies, programmes and activities for ensuring the fulfilment of children's rights, including health so
that children can live, grow, develop and participate optimally with dignity and humanity, and get protection from violence and
discrimination.

10
Pathway 2. Institutional Effectiveness and Accountability
This pathway entails forging partnerships to strengthen national institutions’ formal and informal
capacities. It also involves strategies that require dialogue, understanding and compromise among
governments, organizations and communities. Through partnership, WFP strived to enhance the
MoEC’s capacities and ensure effectiveness and accountability in Progas, whether through
strengthened coordination mechanisms between national and subnational levels or enhanced
information management and dissemination systems. This could have also included collaboration
to establish and promote mechanisms for monitoring and enforcing existing legislation and
policies.

Achievements
Institutional mandate and recognition: Progas was considered by the MoEC as a stimulant,
which would need to be continued by local governments to remain sustainable. Therefore, it was
deemed crucial that before the programme began, all relevant government planning parties at the
district level (especially Bappeda) be given a thorough briefing of the programme, as they were
expected to plan for its sustainability.
From 2017–2019, the MoEC held a yearly Progas sensitization meeting with the support of WFP.
The participants were the relevant Ministries—such as Bappenas, MoH and MoVDR—and the
subnational key stakeholders—such as Bappeda and DEOs—of all Progas target areas. The
subjects were formulation of the terms of reference and agenda, presentation modules, key
budget elements for Progas and the cost per beneficiary. This enabled participating local
governments to be well prepared for their budget planning. Through this initiative, WFP supported
the MoEC's role as the national institution responsible for Progas and performed a convening role
for exchange between the national and regional planning parties and technical education offices
in each District. From 2016 to 2019, the sensitization meetings took place in Bogor, Serpong and
Tangerang. They resulted in the Pidie District’s commitment to allocate funds to Progas for 2019–
2022 and Natuna District’s similar commitment for 2019–2020.
Coordination mechanism and accountability: WFP supported the MoEC team in conducting
coordination meetings for Progas at the district level during half-yearly supervision and
monitoring visits. WFP paired up with MoEC staff to carry out monitoring in a project area. In the
early days of Progas, WFP shared experiences with MoEC on methods of monitoring and
organizing coordination meetings during school visits. In the field, an audience session would be
scheduled with the Regent and the related technical team to get an implementation update as well
as advocate for the programme continuation. WFP and MoEC staff would also involve the Regent
or members of parliament to participate in school visits, raise awareness on benefits of Progas
and create a sense of ownership.
Progas coordination meetings at the district level were mostly held at the DEO with participants
from the Health Office, Agriculture Office, Village Community Empowerment Service, targeted
school principals and teachers, the Community Health Centre (Puskesmas) nutritionist and
representatives of cooking groups. The MoEC staff cross-checked on the status of Progas
disbursements and balances while WFP staff facilitated the discussions on implementation and
conducted training sessions for teachers on standard operating procedures of nutrition education
with the use of information, education and communication (IEC) materials. WFP and MoEC shared
the costs of these visits.
Formation of multisectoral Progas District Coordination Teams: Progas consisted of several
components related to health and nutrition, agriculture, food security and community
involvement. Therefore, a multisectoral forum to facilitate cross-sector coordination meetings at
the district level was needed. In Pidie District, in October 2019, an outposted WFP staff assisted
the local Government in the formation of a Progas Coordination Team to facilitate the coordination

11
between technical sectors by the Head of the DEO. The district offices of regional development
planning (Bappeda), health, agriculture and food security, maritime and fishery, village community
empowerment and the women’s association (PKK) volunteers were included. Several coordination
meetings were held to discuss planning for Progas implementation in 2020, including school
selection criteria and targets, and implementation of a training schedule before programme start.
Management Information System: In 2016 and 2017, the monitoring of Progas implementation
was conducted once or twice a year through joint field visits involving the MoEC, DEO and
nutritionists from the respective government-mandated Puskesmas located at sub-district level.
In order to make data entry into MoEC’s monitoring system more efficient, WFP assisted with the
development of an online reporting and monitoring (PMOL) system which was launched in June
2018. WFP provided web-based training to DEOs, Puskesmas and school staff on how to use and
analyse the PMOL data. The PMOL system was handed over to the MoEC’s server in 2019, and
from then on managed by the MoEC. Summary monitoring reports were issued each quarter to
provide implementation performance updates with regard to (1) provision of healthy breakfasts,
(2) nutrition education and (3) social norms and behaviour education. These reports were used by
the MoEC for corrective measures in districts or schools. The monitoring analysis was conducted
based on monthly data collected from schools and DEOs as well as the Puskesmas nutritionist
with inputs from the headmaster, students, and cooking groups. Beneficiary contact monitoring
with students was conducted by taking a sample of one school girl and one school boy per school.
Experiences
A national institutional coordination mechanism would have been required for horizontal
and vertical coordination: For the sustainability of Progas, the programme sensitization meeting
held every year before the programme’s start date was very important, however more intense
follow-up from the central level to targeted local governments would have been critical. The
MoEC’s appeal letter for sustainability of the programme should have been the basis for local
government fund allocations to Progas.
More frequent follow-up coordination meetings would have been required both horizontally
between the MoEC and other relevant technical ministries and vertically to facilitate the
coordination and flow of information between national and subnational level.
Since the beginning of Progas, WFP had underlined the importance of a Progas Working Group
formation at the national level to facilitate cross-sectoral coordination meetings and suggested to
include it in the Progas implementation guidelines. However, the MoEC considered the
subnational Progas Working Groups more relevant, while the formation of a national Working
Group was considered beyond their scope of authority. It would have been important to work
through a government institution that has the authority to form working groups at the central
level and may have led to coordination across sectors and ministries.

Pathway 3. Strategic Planning and Financing

This pathway discusses WFP strengthening the capacities of the Government to engage in strategic
planning and mobilizing resources to implement national action plans.
Achievements
Cost-benefit analysis study: WFP supported the MoEC in generating evidence on school feeding
for prioritization and policymaking. The 2018 cost-benefit analysis for Progas, sponsored by
MasterCard, aimed to quantify the benefits of investing in school feeding in Indonesia. The cost-
benefit analysis results were used to inform overall advocacy efforts of WFP and MoEC for
investments in a sustainable, nationally owned school-feeding programme and to illustrate the
long-term costs and benefits. Figure 4 displays an overview of the cost and benefit drivers from

12
this study, and indicates how each of the key driver values are generated over the lifetime of a
beneficiary (with all future benefits being discounted at their net present value).23
• Investment case: Every US$1 invested in school feeding will result in an economic value
return of up to US$6.20 over the lifetime of a beneficiary.
• Costs: The annual total cost of school feeding through meals amounts to US$107 per student
in primary school over a duration of six years.
• Benefits: The estimated value (net present value) for a single beneficiary over her/his lifetime
is US$3,949. The key benefit drivers contributing to this cost-benefit ratio are improved
education and increased productivity (60.4%) and a value transfer to the households (15.7%).

Figure 4: Progas Cost-Benefit Analysis in Indonesia, 2018

Sustainable financing: Progas was funded by the national budget (APBN) through the MoEC’s
annual budget allocation. Each of the selected districts received one to two years of funding
support for Progas from the central Government; cash was transferred from national to school
accounts. Since the beginning, the MoEC stated that after these one to two years, the local
government would need to take over the programme, using local revenue sources. Therefore,
incorporation of Progas into district policy and planning documents (RPJMD and RENSTRA) was
critical for programme scale-up and sustainability. Despite intensive advocacy support by WFP,
however, only a few district governments made the commitment to replicate Progas through local
funding covered under the APBD II (district level). Examples of districts that initially committed in
2017–2019: Kupang and Belu (NTT), Jayapura (Papua), Pidie and Pidie Jaya (NAD), Natuna (Kep.
Riau) and Deli Serdang (North Sumatera) districts. Some schools also continued school feeding
using their own resources, either from the school budget or from the community. However, only
Pidie District allocated multi-year local government funding from 2019–2022 while other districts
withdrew their funding allocation, such as Belu and Deli Serdang Districts.
Table 2: Districts Committed to Adopting Progas, Using Local Resources, 2017–2020
District/Province Year Budget Allocation (IDR) Number of Number of Number of
schools students feeding days
Kupang - NTT 2017 1.8 Billion 35 4785 77*
2018 1.2 Billion 34 4279 94**
Jayapura - Papua 2019 687.4 Million 6 1174 60
Pidie-NAD 2019-2022 8 Billion (2 16 1968 80
Billion/Year)
Pidie Jaya-NAD 2020 200 Million 3 N/A N/A
Natuna- Kep. Riau 2019 1.3 Billion 9 658 120
Rokan Hulu- Riau 2020 600 Million 10 600 60
Belu - NTT 2020 300 Million
Deli Serdang – North Sumatera 2020 2.7 Billion 15 755 88
Note: * includes 43 days bringing food from home; ** includes 44 days bringing food from home.

23
MasterCard, WFP, and MoEC. 2018. Cost-Benefit Analysis: National School Meals Programme in Indonesia: www.wfp.org/publications/national-
school-meals-indonesia-cost-benefit-analysis.

13
Experiences
More evidence-based policy dialogue would have been needed: The cost-benefit analysis was
disseminated to all relevant government and non-government stakeholders, and the results were
presented at a roundtable discussion between key government stakeholders, arranged by the
MoEC and WFP. But it was not enough. A more effective dissemination plan would have been
needed, as well as a series of national school-feeding workshops involving a broad range of
government policymakers and non-government actors, academic and research institutes, civil
society and relevant school-feeding implementers from national and local levels. Moreover, high-
level consultations and policy dialogues with key decision makers using the cost-benefit analysis
as an evidence basis would have been needed.
Lack of stable yearly amount for Progas schools: The national budget support for a particular
school only lasted for one year before it was moved to a new school; there were a few exceptions
where financial support from the national budget continued for two or three years. The
expectation was that, after the first year, funding would be taken up by the DEO and District Health
Office, and eventually supported by the local school stakeholders themselves. The number of
feeding days per year decreased from 120 in 2016, 108 in 2017, 98 in 2018, and finally 60 in 2019.
Although Progas was a part of the MoEC, the amount of allocated budget varied from year to year,
depending on negotiations between MoEC and the Parliament Consultation Meeting. In such a
situation it would have been important to also reach out to the parliament members responsible
for education (Commission X).
Sustainable financing remains a big challenge: By the end of the project in 2019, less than 15
percent of all Progas targeted districts in the country had implemented at least one year of Progas
with MoEC support. Only five districts had allocated budgets to support Progas, and only one was
a multi-year Progas allocation.24 There was no binding regulation regarding the local government
allocation of Progas funds, so there were only few districts that committed and mostly for one
year only. Even the Pidie DEO, which managed to allocate funds for 2019–2022, cannot guarantee
continuation. Instead, they would need to continuously convince Bappeda that the school belongs
to the Education Office, which can implement Progas. Support and involvement of the Ministry of
Home Affairs at the central level would have been required for a binding regulation on local
government budget allocation.
The unit cost of Progas was higher than PMT-AS: Progas provided a breakfast based on
guidance that followed a nutritious balanced diet, including a serving of local fruit at every meal.
So the unit cost of Progas was higher than the previous PMT-AS, which only provided snacks. The
unit cost of Progas per child not only consisted of the food costs but included associated costs for
fuel, transportation, incentives for cooks and management fees.

The MoEC transferred funds directly to each Progas school in two annual instalments. The cost
per child per breakfast ranged from IDR 10,000 to IDR 15,000, including food costs, fuel,
transportation, incentives for cooks, and management fees. (See Figure 5.)

24
WFP. 2018 Annual Country Report, 2019 Annual Performance Plan, and 2018 country briefs. Sub-national activities by WFP emphasized
awareness-raising and promotion of Progas to convince more district governments to allocate funds to Progas after national MoEC support
expired at the end of the first year. Despite advocacy efforts, the national budget for Progas was cut in 2019, leading to a significant reduction
in the number of meal days. District-level support was also hampered because Progas was a cross-sector initiative involving support from
the MoH through the sub-district Puskesmas staff. Moreover, even if multi-year district-level budgets had been available for Progas,
sustainability remained a big challenge as different schools within a district were targeted every year.

14
Figure 5: Breakdown of a Single Meal Cost Component per Student

Progas was seen as significantly more expensive than the earlier PMT-AS supplementary feeding
programme, and the Progas endline assessment reported that costs increased by 25 percent from
2016 to 2017. In 2019, WFP together with Bogor Agriculture University created alternative and
more diverse recipes made from local ingredients, which were cheaper and better adapted to
primary school children’s nutrition requirement. As a result, the cost per child decreased by 30
percent. The unit cost of Progas varied by region; costs could have been saved by using local
ingredients. The involvement of nutritionists in this proved very important.

Pathway 4. Stakeholder Design and Delivery

This pathway assesses WFP’s capacity strengthening of the MoEC in programme design, delivery,
and monitoring and evaluation. It also looks at design innovations to strengthen local, national
and regional capacities for sustainable Progas, and how to ensure sustained management of
inputs by national systems.
Achievements
Targeting: WFP supported the MoEC in 2016 to target beneficiaries most in need under Progas.
The Food Security and Vulnerability Atlas 2015 was used to determine food- and nutrition-insecure
priority areas. After this geographical targeting, the selection of schools was done by DEOs. Due
to budget constraints in the allocation from the MoEC to Progas, not all primary schools in the
selected districts were covered. Since its launch in 2016, Progas’ coverage expanded and
contracted, from 4 districts in 2016 to 11 districts in 2017, 64 districts in 2018, and 39 districts in
2019.
Table 3: Progas Coverage and MoEC’s Allocated Budget, 2016–2019
Coverage and Budget Year
2016 2017 2018 2019
Province 2 5 20 20
District 4 11 64 39
Schools 146 563 634 794
Students 38,457 99,988 100,136 100,833
Allocated budget (in million 57,000 187,000 182,483 61,542
IDR)
Unit cost/student (IDR) 12,000 15,000 15,000 10,000

15
Table 3 demonstrates that the number of targeted provinces and districts increased from 2016 to
2018, and in 2019 the district number decreased considerably from 64 to 39, in line with the lower
budget allocated for Progas (only 33 percent of the 2018 budget allocation). In terms of beneficiary
coverage, there was an increase by 160 percent from 2016 to 2017, and about 100,000 students
were covered until the end of Progas in 2019. The number of targeted primary schools increased
from 146 in 2016 to 794 in 2019.

Figure 6: Geographical Coverage of Progas, 2016–2019

Figure 6 shows the Progas coverage from 2016 to 2019. Due to the short nature of national funding
and the lack of local funding, the expansion could not be maintained.
Based on the experience of implementing LFBSM in NTT and Papua, WFP provided inputs on the
Progas design, which included the use of fresh food supplied from local markets and local farmers.
WFP facilitated the discussion at the school level between the headmasters and teachers, parents,
and village government. WFP also worked with communities surrounding schools, familiarizing
them with healthy recipes and identifying potential local farmers to supply schools with
vegetables, fruits and protein sources such as eggs, chicken, fish, and meat. In addition, parents
of students, as members of the cooking group, were involved in the preparation of a healthy
breakfast three times a week. Progas benefitted not only students but also teachers, cooking
teams, and communities, including local farmers and markets near participating schools.

16
Figure 7: Progas Design

Progas was a nutrition programme for school children in primary schools. It aimed to:
• Improve primary school children’s food intake by provision of a nutritionally balanced
breakfast.
• Improve students’ physical endurance.
• Improve students’ knowledge, attitudes and practices of balanced nutrition and good
personal hygiene.
• Increase attendance rates and students’ concentration in school.
• Increase students’ preference for and interest in nutritious local food.
• Increase community participation in school-feeding activities.
As a home-grown school-feeding programme, Progas was considered an investment with several
benefits:
1. Providing nutritious food to children as healthy meals for breakfast.
2. Enabling students to concentrate and retain knowledge.
3. Improving knowledge on personal hygiene and nutrition, converting knowledge into practice,
and supporting compliance with related social norms and behaviour.
4. Supporting local farmers and communities by creating a market for them at schools.

Figure 8: School-Feeding Benefits for Children, Families and Communities

17
MoEC conducted Progas briefings and trainings for school representatives, their respective DEOs,
and staff of Puskesmas with the support of MoH, the National Agency of Drug and Food Control
(BPOM), the Food Security Agency, the Ministry of Marine and Fisheries, SEAMEO RECFON, FEMA-
IPB, the Perhimpunan Rumah Sakit Seluruh Indonesia (PERSI), and WFP. Cooking training was
delivered to the community cooking groups, focusing on food hygiene and safety, menu planning,
food processing and preparation of meals. The constraints faced during the trainings were the
limited number of hard copies of Progas guidelines and modules. In 2019, the low budget also led
to fewer trainings of representatives of cooking groups by nutritionists. Instead, cooking groups
were trained by school principals or teachers, who had been trained on preparing healthy
breakfasts based on the Recommended Daily Allowance (RDA) for elementary school children.
Photo 1: Cooking Groups

Modalities, breakfast menus and nutritional norms: Progas delivered hot, nutritionally
balanced mid-morning meals three times a week, served during the first break around 9am. The
meals contained 400–500 kcal, 10–12 grams of protein and contributed 25–30 percent of the RDA
in terms of calories for the students. In 2016, Progas started with three nutritious recipes, which
evolved into seven recipes in 2017–2018. In 2019, meals were prepared following the Guidelines

Box 2: Guidelines for Developing Local Food-based Recipes for Healthy Breakfast Menus for
School Children
The Guidelines for Developing Local Food-based Recipes for Healthy
Breakfast Menus for School Children were developed by WFP with
advice from nutritionists of Bogor University (FEMA-IPB) in
collaboration with MoEC. They contain complete guidance on the
nutritional needs of primary-school-aged boys and girls, how to
prepare the nutritious meal/breakfast, how to choose high-quality
ingredients and estimated prices for preparing a menu. This recipe
book is a guide for preparing healthy breakfasts for children
according to their nutritional needs. It was very helpful for all the
Progas target regions and schools to serve a nutritious breakfast
that varies according to local taste and food availability. It is also
useful for parents when preparing breakfasts at home. The Progas
Recipe Book is available at Rumah Belajar, one of the biggest
platforms owned by MoEC, which is accessible by all schools in
Indonesia.

18
for Developing Local Food-based Recipes for Healthy Breakfast Menus for School Children,25 which
contain 34 diversified nutritious menus based on locally available foods in the community,
including local fruit. This book meets the needs of all target areas.

Figure 9 shows the Progas principles. The schools collaborated with nutritionists from Puskesmas
in each sub-district to ensure quality control of meals and integration of regular activities by school
health units (UKS), including weight and height monitoring, dental checks and deworming.

Linking local farmers and communities to

Figure 9. Principles of Progas Breakfast
schools: Progas schools generally procured
food either from local traditional markets
where local farmers sold vegetables, fruits,
fish, tofu, tempeh and eggs, or from local
farmers directly. Some schools established
networks with farmers, where they would
regularly place orders and have the food
delivered to the school. The local farmers
were often parents or grandparents of the
students. Prior to implementing Progas, the
schools conducted briefings for parents and
village officials and asked for their support.
Community support included participation in
school cooking teams and bringing drinking
water to schools for children. The community
also provided in-kind contributions such as
coconuts, vegetables, tubers, lime grass,
ginger, turmeric, and more. WFP promoted the role of women in Progas. Notably, 44 percent of
leadership roles in school management committees were held by women. The chairwomen of the
cooking groups were responsible for preparing the weekly menu for approval by the school
principal or focal point teacher, so that the weekly funds were released to the cooking group. In
addition, the cooking group was required to produce accountability reports on their weekly and
monthly expenditures.

Photo 2: Local Farmers Linked to Progas

25
Kemendikbud and WFP. 2019. Pedoman Pengembangan Resep Berbasis Pangan Lokal Menu Sarapan Sehat Untuk Anak Sekolah.

19
Nutrition education: WFP supported the MoEC to train teachers on how to deliver relevant
nutrition and personal hygiene messages through IEC materials including posters, flyers, comics
and games. The training on these materials was delivered by WFP during technical training
(Bimbingan Teknis) sessions that were organized by the MoEC annually at the regional level.
Training was also carried out at the district level by WFP together with MoEC staff during regular
supervision and monitoring visits. The last training session was supported by WFP with private-
sector funds. The training focused on handwashing, food diversification, consuming a nutritionally
balanced diet, highlighting the importance of eating breakfast, the “My Plate” initiative and the 10
messages of balanced nutrition linked to the Presidential Instruction on Healthy Living Community
Movement (GERMAS). Progas also supported students in developing behaviours that improved
nutritional status, including learning and practicing personal hygiene and handwashing before and
after meals. A challenge was how to integrate nutrition education into the curriculum of primary
schools at the right time of day. Some schools did it before lessons started, and some along with
the eating activities, often just before students ate their meals. However, teachers had limited
access to balanced diet nutrition education materials. SEAMEO RECFON therefore conducted
nutrition education online training for primary school teachers from July to October 2019.26
Healthy behaviour: Social behaviour, personal hygiene and healthy lifestyle (PHBS) activities were
important aspects of the students’ social norm and behaviour education component of Progas.
PHBS activities were always carried out routinely at schools, involving washing hands with soap
and running water, queuing orderly at the time of distributing food in class, praying before and
after eating, putting plates/cutlery in a designated place after eating, and bringing clean and safe
drinking water from home every day.
Incorporating protection and environmental health in Progas training modules:27 Poor
sanitation and hygiene practices—including unsafe food preparation, handling and
consumption—can lead to foodborne illnesses, which cause nutrient loss and poor absorption
capacity, thus contributing to malnutrition. Ensuring protection of beneficiaries through safe food
is a core part of WFP’s work and was emphasized in Progas, where freshly cooked meals were
prepared with local ingredients and tailored to customary dietary habits. The food was prepared
by cooking groups, comprised of women community members, with food safety being stressed as
an essential element. The cooking groups were trained in safe food practices that were applied
when preparing and cooking meals. WFP also assisted the MoEC to develop online monitoring
tools and successfully advocated for the inclusion of questions on food safety in the monitoring
guidelines. Technical trainings to safeguard against foodborne illnesses were supported by WFP
as well as their inclusions into Progas modules.
A complaint and feedback mechanism was set up and inserted in the Progas guidelines in 2019 to
create transparency and a channel of communication with the Government at both national and
subnational levels. WFP also advocated on the importance of zero food waste, avoided single-use
plastics, and provided reusable water bottles, plates and cutlery for students to reduce costs and
plastic waste.

26
SEAMEO RECFON. 2019. Informasi pelatihan dalam jaringan (online training): Gizi dan kesehatan peserta didik sekolah dasar Progas 2019:
http://mooc.seamolec.org/courses/course-v1:RECFON+RECSEA_001+2019_06/about.)
27
WFP. 2019. Annual Country Report.

20
Photo 3: Students Conduct Activities in School Garden

School gardens and fishponds: WFP promoted gardens and fishponds as spaces to connect
children with their food. School gardens were included as a specific topic in the Progas module,
and resource persons from the Ministry of Agriculture were invited to every annual regional
technical guidance training (BIMTEK) of MoEC. WFP assisted in linking the schools with Agriculture
and Fishery District Offices to provide technical support in setting up gardens and fishponds.
Trainings at schools were facilitated by agricultural extension workers, assigned by the Agriculture
and Food Security Offices upon request by the DEO that selected the schools. The DAO distributed
vegetable seeds to schools to start their gardens, and the District Fishery Office supplied fish fries.
This allowed children to learn about vegetable growing and fish cultivation and provided additional
food for the meals under school feeding.
Incorporating gender equality: As a result of WFP’s advocacy, Progas included incentives for
cooking groups. These incentives were to be paid to each cooking group member as payment for
their time preparing meals, and for transport expenses to and from the school. Approximately 98
percent of school cooks were women,28 and the incentive was a recognition of their contributions.
WFP also encouraged men to take part in preparing the meals. The incentives were also expected
to attract more men, which would provide positive gender role models for the children.
Impact of Progas: No robust evaluation study was conducted to analyse the impact of Progas
over its four-year time frame. However, the 2017 baseline and endline surveys and the 2018
endline survey conducted by SEAMEO RECFON were supported by WFP. The findings reflected an
increase of consumption of balanced and diversified meals, including vegetables and fruits;
improved knowledge on nutrition and personal hygiene as well as health-related behaviour;
improved concentration for academic performance; and a decrease of illness and school
absences. In addition to these surveys, WFP conducted an endline survey in the schools supported
by Cargill in 2017.29
The Progas Butterfly Effect: In early 2018, the Head of Sociocultural Affairs of Bappeda in Pidie
District, Aceh/NAD, attended a Progas session facilitated by the MoEC. His participation inspired
him to push for a fund allocation from the national budget for Progas implementation in Pidie.

28
See Footnote 29.
29
WFP. 2018. 2017 Endline Survey of Indonesia’s School Meals Programme (Pro-GAS): www.wfp.org/publications/2017-endline-survey-
indonesias-school-meals-programme-pro-gas.

21
When he was appointed Secretary of DEO in Pidie, he advocated for allocations from the district
budget for Progas and disseminated information about it. The butterfly effect was evident in the
way his advocacy efforts convinced others in Aceh/NAD of the effect Progas could have on the
well-being of students.
Experiences
Targeting: Progas targeting criteria were suitable to cover food-insecure and poor areas, but the
challenges remained in the lack of sustainability of selecting districts and schools. Clearer and
stronger planning would have been needed, and the intervention should have continued for a
reasonable number of years. Running a school-feeding programme as a one-year “teaser” before
moving on to another district or another school did not create ownership, sustainability, and thus
longer-term impact, neither on education nor on nutrition. A minimum duration of intervention
would have been essential.
Monitoring and evaluation system: The online monitoring and reporting system that was
developed in 2018 by WFP and the MoEC could be accessed by all targeted schools. Thus, the DEO
as direct supervisor of Progas implementation in the field, had a stronger role. About 70-80
percent of the DEOs regularly used the results of the monitoring and reporting system in 2018–
2019; this was not sufficient for good compliance. The Ministry would have needed to make the
standard operating procedures for online monitoring and reporting more binding for the system
to become more effective.
Linking with local farmers and communities: Local farmers had direct supply arrangements
with respective schools. Closer collaboration between the DEO and the DAO would have been
needed as well as involvement of the village/sub-district government. Thus, supply arrangements
from local farmers to schools could have been better based on the needs in each sub-district, to
make savings in transportation costs and allow product variation.
Nutrition education: Nutrition education in elementary schools is important for children to
develop an understanding of healthy nutrition. It should best be integrated firmly into the school
curriculum alongside regular training for classroom teachers. It should also be a component of
engagement between schools and the Puskesmas nutritionists.
School gardens and fishponds: The use of school gardens and fishponds can be an important
element of nutrition learning activities. Students would have needed to be involved more strongly
in planting and maintenance to foster their interest in vegetable growing and fish cultivation which
may have contributed to the consumption of nutritious food.
Promote gender equality: The involvement of both women and men in the implementation of
Progas, especially in food preparation at the school level, would have needed to be better
promoted so that the lessons from planning and preparing the Progas balanced nutrition menu
could have been transmitted by both women and men.

Pathway 5. Engagement and Participation of Communities, Civil Society

and the Private Sector
Achieving sustainable change requires community participation and engagement of civil society
and the private sector in the school-feeding programme’s design, delivery and benefit. WFP’s
technical assistance endeavoured to promote participation of the community, civil society and
private sector.
Achievements
Partnership with Cargill:30 Cargill has financially supported WFP for policy dialogue and technical
assistance activities as well as nutrition-awareness-raising campaigns in Indonesia. This has

30
WFP and Cargill. 2018. WFP and Cargill Advance Child Nutrition in Indonesia: Video: http://bit.ly/wfp-cargil-cooperation.

22
enabled WFP to engage with the MoEC and to support Cargill’s corporate social responsibility
project, working with local NGO partners for Progas replication in selected schools near Cargill’s
facilities. Support ranged from embedding a staff member in the MoEC from 2017 to 2019;
providing advice on programme design, guidelines and module development; sharing knowledge
and training with (sub)national government and Progas implementers, including Cargill staff and
local NGOs; creating and disseminating nutrition education materials; providing advice on the
development of programme implementation, (online) monitoring and reporting, evaluations,
baseline and endline studies; conducting advocacy missions to district governments; and
promoting GERMAS messages in schools and to Cargill employees.
In 2017 and 2019–2020, Cargill, through local NGOs, supported the replication of school feeding
in selected schools near Cargill’s facilities. Table 4 presents the list of schools that have
implemented Progas-like school feeding with financial support from Cargill. Figure 10 shows the
geographical locations of these schools.

Table 4: Schools that Implemented Progas-like School Feeding with Financial Support from Cargill

Outputs accomplished. Cargill funding to WFP was focused on four objectives: (1) to strengthen
MoEC’s capacity at the national level for sustainable Progas replication, scale-up and adoption; (2)
to support the national government to ensure the sustainability of the school-feeding programme
at the subnational level; (3) to encourage Cargill workers to adopt a more balanced diet and
promote GERMAS messages to Cargill employees through a social media campaign; and (4) to
extend Progas-like school feeding in locations near Cargill facilities. The detailed list of outputs
accomplished under these objectives can be found in Annex 1.

23
 Figure 10: Geographical Coverage of Progas Replication in Cargill’s Supported Areas, 2019–2020

Beneficiary success stories. During implementation and replication of the Progas model in
schools supported by Cargill’s corporate social responsibility, success stories were collected from
beneficiaries. They describe how Progas benefitted them and influenced their daily life.

Box 3: Beneficiary Success Story of Ely, a School Girl from Pasuruan District, East Java

Ely is a student from Pasuruan, East Java. She is 12 years old and
lives with her parents and three siblings. Within the past two
years, her father lost his job and is now a farm labourer. For Ely
and her fellow students in SD II Gunung Sari, the assistance from
Cargill and WFP is crucial, as they mostly come from low-income
families.

“The teachers provide us with a tasty breakfast at school three

times a week. My favourite meal is vegetable porridge with
chicken, but I also like corn vermicelli with chicken,” says Ely,
enthusiastically. ‘Since I started eating a healthy breakfast at
school, I no longer need to be hungry when I study. Studying while
being hungry usually makes me sleepy in class,” she adds.

Note: Ely’s success story is included in this booklet and has been published
in the WFP Annual Country Report 2017.

24
Box 4: Beneficiary Success Story of Adit, a School Boy from Serang District, West Java31

Adit used to have unhealthy eating habits at

school where he often bought food from the
local food vendors. “He used to buy snacks
from the street vendors around school and
often felt full from eating this food. It was not
very hygienic either. Now due to Progas, he is
having a tasty meal at school and is also
eating more regularly at home,” says Safitri,
Adit’s mother “Adit has now stopped buying
snacks from the street vendors.”

Another success story is from Lukas, a 20-year-old youth from Haliwen Village in Atambua District
Capital, Belu District/NTT, who joined the cooking group for Haliwen Primary School. “I was so
excited when they told me that I could join as a cook for Progas,” says Lukas. “Progas benefits not
only children. I am an orphan, I live with my older sister. Her income is often not enough to cover
both of our needs. The opportunity to cook for the children allows me to obtain some money every
month to add to the household income.” 32

Adaptation to COVID-19 pandemic context: Most regions in Indonesia have temporarily closed
their schools in response to the COVID-19 pandemic. This has impacted the implementation of
Progas in the Cargill-supported schools. WFP provided technical assistance Cargill’s cooperating
partners with alternative solutions to use the remaining funds through distribution of food baskets
and hygiene kits for the students, and IEC materials for display in the communities around the
school areas. The food basket consisted of rice, cooking oil, eggs, mung beans and iodized salt
while hygiene kits distributed included soap (handwashing and bathing), shampoo, toothpaste
and a toothbrush. The distribution of these items was completed by June 2020 and benefited 1,051
students, 46 teachers and 43 cooks in five Cargill-supported schools in Deli Serdang, Gresik,
Pasuruan, Serang and Amurang districts.

31
Lomas, G. 2017. “Fuelling Bodies and Feeding Dreams: Indonesia’s School Meals Programme Gives Children Hope For a Better Future.”
World Food Programme Insight. 17 December 2017. https://insight.wfp.org/the-difference-we-make-story-of-adit-8b0673a67bd3.
32
Lomas, G. 2017. “School Meals Bring Income and Opportunity to Indonesian Communities.” World Food Programme Insight. 18 December
2017. https://insight.wfp.org/the-difference-we-make-story-of-lukas-aa78b0437ab2.

25
Partnership with Evolve: With low fruit and vegetable consumption among children and
increasing childhood obesity in Indonesia, the risk of noncommunicable diseases later in life
increases. In partnership with Evolve, WFP has actively promoted fruit and vegetable consumption
by school children through nutrition education as part of Progas implementation under the
Promotion of Fruits and Vegetables Initiative (Gebyar Gebyur, Gerakan Makan Sayur dan Buah). This
initiative was piloted in one of the Progas intervention schools (SDN 02 Ciloa Kramatmulya,
Kuningan, West Java Province).
The focus of this two-year initiative (2019–2020) was the promotion of fruit and vegetable
consumption among school children by upgrading nutrition education materials, supporting the
implementation of a healthy food curriculum through MULOK 33 school garden and fishpond
activities and raising awareness. The school garden and fishpond were established as part of a
community mobilization programme to engage key influencers and persuade them to advocate
for the consumption of fruits, vegetables and fish within the community. Students were engaged
by providing a dynamic environment in which to observe, discover, experiment, nurture and learn.
Figure 11: Evolve-WFP Partnership Objective, Mechanism and Deliverables

Photo 4: Activities Used to Promote the Consumption of Fruits and Vegetables to School Children

33
MULOK is a curricular activity to develop competencies that are tailored to regional characteristics and potential, including regional
excellence. Such local content lessons are taught according to the resources or potential of the area where the school is located.

26
Support the MoEC to promote the
consumption of vegetables and
fruits in primary schools through
social and behaviour change
communication materials: In 2019,
with support from Evolve (formerly
known as the Annual Roundtable on
Food Innovation for Improved
Nutrition, or ARoFIIN), the MoEC
together with WFP rolled out the first
phase of a pilot campaign. Messages
on healthy and balanced diets
emphasizing fruit and vegetable
consumption were shared through Nutrition Guidance Book for Parents and Caregivers
different media and interactive
games, aiming to reach school girls and boys, parents and the community. WFP enhanced
interactive social and behaviour change communication tools, such as bingo cards and snake-and-
ladder board games, used by teachers to deliver messages in the classroom. WFP also developed
behaviour change communication materials for conveying the same messages to parents, and
explored the possibility of delivering messages on healthy and balanced diets through local
community gatherings. The pilot initiative also assisted in facilitating the adoption of the
messages, through the creation of a school garden and healthy canteen, which was supported by
the Agriculture and Food Security District Office. During this first phase, WFP started to assess the
effectiveness of using these behaviour change communication materials with the targeted
audiences through the selected change agents and local channels. The pilot was planned to be
implemented by the end of 2020 but had to be put on hold due to COVID-19. Information on the
WFP-Evolve campaign launch in Kuningan can be found on the Evolve website.34
The WFP-Evolve pilot nutrition-education materials include videos, lessons, games and more.

Figure 12: Nutrition Education Materials from WFP-Evolve Partnership

34
Evolve. 2020. “Program Gizi Anak Sekolah: Promoting Fruits and Vegetables Consumption among School Children through Community
Campaigning.” 17 February 2020. http://bit.ly/wfp-evolve-gebyar-gebyur-campaign-in-kuningan-district-west-java.

27
To mitigate the COVID-19 situation, WFP now collaborates with the Centre for Data and
Information Technology (Pusdatin) of the MoEC to produce the nutrition education materials
online in the form of animation, games, videos and short films. These will be used in primary
schools through the MoEC’s existing platforms such as Rumah Belajar, Education TV, collaboration
with TVRI and social media channels. Online assignments on balanced diets will be created and
tested in a school of SDN 02 Ciloa Kuningan West Java, and are planned to be subsequently
expanded for use throughout Indonesia.
A nutrition guidance book for parents and caregivers is being developed by WFP with advice from
the MoEC and MoH. This book will be shared through a WhatsApp group managed by primary
school teachers in the pilot school of Kuningan and through other social media channels for online
trial and later scale-up.
Experiences
Innovative private-sector partnership: The partnership between WFP, Cargill and Evolve
encouraged WFP to promote private-sector partnerships with the Government of Indonesia.
Funding from Cargill allowed WFP to engage in policy dialogue and provide technical assistance to
central and local governments in the context of Progas. This experience will be promoted with
relevant government parties who do not know about the benefits of such private-sector
cooperation. Likewise, the collaboration between WFP and Evolve and the role of private-sector
institutions in supporting the Government with the promotion of fruit and vegetable consumption
to school children needs to be shared with government parties so that they may invite other
private-sector entities to engage similarly.

28
Chapter 4. Learning and Conclusions
Global and regional forums provided the Government of Indonesia with exchange opportunities
on programmes aimed at nutrition in education. WFP has been able to facilitate such exchange of
knowledge and experience on nutrition in education programmes between Indonesia and other
countries. This has provided the Government of Indonesia with insights into how other
governments developed school-feeding programmes and what benefits were derived, which was
strengthened by policy dialogue with WFP’s Centre of Excellence in Brazil.

WFP has engaged in policy dialogue and provided technical assistance to the Government of
Indonesia to implement the national school-feeding programme, Progas and related services. The
Government did not pick up school feeding as a national programme as it decided to focus on the
prevention of stunting instead. Moreover, with schools closed due to the COVID-19 pandemic, a
number of innovative nutrition-related initiatives for school children and their parents have been
severely obstructed. Nonetheless, learning and conclusions from the Progas experience have
been outlined below, along the same pathways used for structuring the report.

4.1. Learning
Pathway 1: Policies and Legislation
• Sustainability of school feeding hampered by an incomplete policy framework and lack
of national strategy or road map for Progas expansion. It resulted in unstable central level
budget allocation and lack of systematic planning and budgeting for local level implementation.
• Sustainability further constrained by lack of subnational ownership within the
decentralized education system. When ownership and budgetary support was transferred
from the MoEC authority to the regional authorities, there was inadequate policy support,
insufficient ownership, limited budget allocation and not enough local level implementation
capacity. Therefore, without national resources, the programme could not be sustained at the
district/sub-district level.
• Insufficient awareness and use of national policy framework at the subnational level.
The central policy and regulatory framework in which Progas was embedded, including the
Presidential Instruction on GERMAS and the Presidential Regulation on Food and Nutrition,
were not well-known nor adequately disseminated to district governments. Thus, subnational
authorities were not enabled to use the existing central regulatory framework to sustain
Progas.
• Persistently high stunting rates led the Government to prioritize nutrition for children
under two years of age and pregnant and lactating mothers, as reflected in the RPJMN
2020-–2024. Thus, the importance of the nutritional status of school children in solidifying the
nutritional gains of the first 1,000 days has not yet been fully realized. As a result, budgetary
commitments have shifted from school feeding to other nutrition needs, leaving the significant
potential of school children untapped.

Pathway 2: Institutional Effectiveness and Accountability

• Limited inter-ministerial and intersectoral coordination and collaboration at central
level. The result was that the alignment and synergy between sectors, which are essential for
successful school feeding implementation, were limited.
• The non-existence of a formalized district mechanism for cross-sector coordination
limited the programmatic decision making and resource allocation. District level
multisector coordination forums were found ineffective as they lacked regulatory support. This
led to the inability of district governments to position school feeding as a programme priority
with a secured budget beyond one year.

29
Pathway 3: Strategic Planning and Financing
• The lack of subnational year-to-year resource and budget allocation was a limiting factor
for school feeding. Less than 15 percent of targeted districts had allocated a budget for one
year of implementation, and only one had a multi-year allocation. Similar to the central level,
district-level resources were often prioritized towards stunting reduction. This left limited
resources to commit to nutrition for school-aged children. Allocating resources to improve the
nutritional status of school-aged children was difficult, as there was and is no binding regulation
to do so and school-aged children are not among the main target groups of the National
Strategy for Acceleration of Stunting Reduction 2018–2024.
• The relatively high unit cost of the Progas school-feeding model was not sustainable.
Inclusion of associated costs other than meals—including fuel, transportation, incentives for
cooks, monitoring and evaluation and school fee management—put an upward pressure on
the unit cost.
• Underutilization of local nutritious recipes led to limited local ownership and
acceptance. People who were responsible for organizing and preparing meals had little
knowledge of the nutritious values of local ingredients and recipes.
• Limited reliance on and engagement of local resources, especially volunteers from the
women’s association (PKK). The role of PKK volunteers was to create high-quality menus
based on local ingredients. The existence of a local menu that tastes good, however, is not
sufficient if it does not meet nutritional needs of school children. Also, the nutritional
knowledge related to availability and use of local products appeared limited.

Pathway 4: Stakeholder Programme Design, Delivery, and Monitoring and

Evaluation
• Limited stakeholder ownership due to lack of consultation. There was insufficient
consultation on targeting and limited involvement of local government during the preparation
of the school-feeding programme, resulting in low commitment to replicating and sustaining
the programme at the local level.
• Nutrition education materials were available, but the delivery at school level was
inadequate. The MoEC provided one set of printed nutrition education materials for each
targeted school. This package has not been integrated into the curriculum, and the delivery of
nutrition education is not supported by the teachers’ capacity. It is often considered as an
additional activity for the teachers.
• Using local vegetables and fruits in every meal served was adhered to, but the use of the
right portions would have needed to be ensured.
• Linking local farmers with individual schools for direct supply was not sufficiently built up.
• School garden and fishpond activities were promoted at schools but insufficiently taken
up. The insertion of school garden and fishpond activities into school nutrition guidelines,
modules and trainings was successful, including the effort to connect the schools with the
district agriculture and fishery offices for technical support and the provision of seeds. Still,
school gardens and fishponds are insufficiently used for nutrition learning at schools.
• Gender equality was promoted but engagement of men was not strong. The school-
feeding programme promoted the participation of women and men to support maintenance
of school gardens, nutrition education and programme monitoring activities. Local farmers
were also engaged. Nonetheless, the engagement of men from the community in meal
preparation was not strong.
• The established monitoring and reporting online system improved accountability, but
the compliance of users, such as schools and the DEO, would have needed to be strengthened
to support programme effectiveness and quality.

30
Pathway 5: Engagement and Participation of Communities, Civil Society and
the Private Sector
• Private-sector engagement, through corporate social responsibility funds and pilot
project activities, was appreciated by the respective local governments. It facilitated
replication of the programme beyond the government-supported school-feeding areas and
promoted the consumption of fruits and vegetables by school children.
• In-kind community contribution was not sufficient. Community participation in school
feeding was limited to parents’ provision of eating utensils and daily drinking water, and
involvement as members of cooking groups or school committees. Thus, the potential of in-
kind contributions from the local surrounding communities was not sufficiently explored.

4.2. Conclusions
Pathway 1: Policies and Legislation
• Coordination among (sub)national stakeholders and between national and subnational
levels is key to ensuring relevance to national priorities and local ownership. Determining
the relevant national policy framework from the beginning and aligning with regional priorities
appears essential for the sustainability of nutrition and other programmes in education.
• Without a policy framework and national strategy in place to improve nutrition of
school-aged children, nutrition programmes will not be integrated into education. A
framework and strategy in alignment with national education, social protection, health and
other government programmes and initiatives is needed to support such integration. It is
crucial that national stakeholders realize the importance of investing in nutrition beyond the
first 1,000 days, to maximize human development potential in children’s lives and consolidate
the gains made in the first 1,000 days.
• Improving nutrition of school-aged children needs a system for policy dialogue with high-
level decision makers, including parliament at central and local levels, based on evidence
and new or enhanced models.

Pathway 2: Institutional Effectiveness and Accountability

• Cross-sector collaboration is one of the conditions to achieve results in improving the
health and nutrition of school-aged children. It can enhance programme quality and
effectiveness and should cover not only nutrition but also health, agriculture, water and
sanitation, social protection and education. A multisectoral coordination mechanism would
help support evidence review in the sector and policy and strategy discussions among
members and relevant development partners. It is equally important to support the
communication channels between national and local bodies working on nutrition in education.

Pathway 3: Strategic Planning and Financing

• A life-cycle approach needs to be at the basis of good nutrition for all. It is important that
all stakeholders—including consumers, producers, the government and others—are aware
that supporting the first 1,000 days does not come in isolation. If attention to good nutrition is
lost after two years of age, there is a high likelihood that nutritional gains are lost as well.
• Nutrition in education programmes only work well if they are suitable to local context.
It was observed that high unit costs, lack of engagement of local farmers and insufficient
collaboration with women’s association volunteers (PKK) reduced programme effectiveness.

31
Pathway 4: Stakeholder Programme Design, Delivery, and Monitoring and
Evaluation
• Engagement of local authorities from the onset enhances local ownership and enables
better planning. A close collaboration between DEO and DAO as well as with village/sub-
district governments would be essential to ensure that nutrition in education programmes
serve the needs of the local schools and communities.
• Limited capacity of teachers to deliver nutrition messages to children hampers the
effectiveness of programmes that aim to improve the nutritional status of children in
schools. If nutrition messages are not included in school curriculums and teachers do not have
the capacity to deliver them, it will be difficult to achieve an improved nutritional status of
children.

Pathway 5: Engagement and Participation of Communities, Civil Society and

the Private Sector
• Private-sector engagement at school, local and central levels has the potential to make
nutrition in education programmes more acceptable and sustainable. The private sector
is a critical partner for mobilizing financial resources, enhancing programme quality and
opening opportunities for policy dialogue and technical assistance.
• Community members are an equally important group of stakeholders to make nutrition
in education programmes more viable. Involving them and acknowledging and promoting
their contributions as indispensable strengthens ownership and commitment.

32
Chapter 5. The Way Forward for WFP Indonesia
Despite the Progas school-feeding programme not having been picked up as a priority programme
by the Government of Indonesia, nutrition for school-aged children remains important and should
remain a priority. The Government and other stakeholders acknowledge the existing nutrition
challenges for school-aged children especially in light of the aggravating impact of COVID-19
through school closure and their overall implication on education. The focus on improving the
nutritional status of school-aged children must therefore remain high on the agenda, and
strengthening the inter-relationship between education, nutrition and health is one of the avenues
to follow. WFP Indonesia through its CSP 2021–2025 aims to support the Government of Indonesia
in reaching out to people vulnerable to malnutrition, which definitely includes school-aged
children. WFP foresees the following steps in its continuing engagement for school-aged children.

1. WFP will continue emphasizing the importance of leaving no one behind, which includes
ensuring healthy nutrition for school-aged children to solidify the achievements made in the
first 1,000 days. WFP will continue to support improved nutrition for school-aged children
through policy dialogue and advocacy, and work towards stronger integration of nutrition
outcomes for vulnerable groups throughout the life cycle into government social protection
and education programmes.
2. In close collaboration with the Ministry of National Development Planning (Bappenas), WFP
will facilitate multisector coordination for improved nutrition of school-aged children through
existing government platforms.
3. WFP will conduct assessments of barriers and enablers, to identify policy gaps and areas for
policy improvements that benefit school-aged children and provide recommendations to
address these.
4. WFP will support the Government in strengthening advocacy, campaigning and conducting
social and behaviour change communication for nutrition improvement of school-aged
children and enhancing the nutrition knowledge of teachers, facilitators, parents and
caregivers through existing social protection programmes and primary schools.
5. WFP will endeavour to support the Government in adapting and strengthening existing social
protection programmes to enhance access to healthy diets for school-aged children and
promote positive behaviours. Moreover, WFP will be ready to support the integration of
nutrition education materials for school-aged children into the primary school curricula in
partnership with other stakeholders and improve the quality delivery of nutrition education
through teacher training.
6. WFP will involve its Centre of Excellence in Brazil to expand engagement of stakeholders. It will
put together the four work-streams in supporting the Government of Indonesia through (1)
sharing knowledge and best practices, (2) promoting increased investment in School Health
Nutrition, (3) acting in partnership to improve and advocate for School Health Nutrition, and
(4) strengthening programmatic approaches in key areas.
7. WFP will seek opportunities for alignment with the Association of Southeast Asian Nations
(ASEAN) policies and guidance for improvement of nutrition of school-aged children.

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List of Acronyms

APBN Anggaran Pendapatan dan Belanja Negara (national budget)

ASEAN Association of Southeast Asian Nations
Bappeda Badan Perencanaan Pembangunan Daerah (Regional Development Planning
Agency)
Bappenas Badan Perencanaan Pembangunan Nasional (National Development Planning
Agency)
BIMTEK Bimbingan Teknik (technical guidance)
BPOM Badan Pengawasan Obat dan Makanan (National Food and Drug Agency)
CCS Country Capacity Strengthening
COVID-19 Coronavirus disease
CSP Country Strategic Plan
DAO District Agriculture Office
DEO District Education Office
FEMA-IPB Fakultas Ekologi Manusia–Institut Pertanian Bogor (Faculty of Human Ecology,
Bogor Agriculture Institute)
GCNF Global Child Nutrition Forum
GERMAS Gerakan Masyarakat Hidup Sehat (Healthy Living Community Movement)
IDR Indonesian Rupiah
IEC information, education and communication
Jabodetabek Jakarta, Bogor, Depok, Tangerang, Bekasi; the Greater Jakarta area
Kcal kilocalorie
Kemenko PMK Kementerian Koordinator Bidang Pembangunan Manusia dan
Kebudayaan (Coordinating Ministry for Human Development and Cultural Affairs)
KLA Kabupaten Layak Anak (child-friendly district)
LFBSM Local Food-Based School Meals
M&E monitoring and evaluation
MI Madrasah Ibtidaiyah (equivalent to primary school)
MoEC Ministry of Education and Culture
MoH Ministry of Health
MoRA Ministry of Religious Affairs
MoVDR Ministry of Villages, Disadvantaged Regions and Transmigration
MULOK Muatan Lokal (local content/region-based additional lesson)
NAD Nanggroe Aceh Darussalam
NGO non-governmental organization
NTB Nusa Tenggara Barat (West Nusa Tenggara)
NTT Nusa Tenggara Timur (East Nusa Tenggara)
PERSI Perhimpunan Rumah Sakit Seluruh Indonesia (Association of Indonesia’s Hospitals)
PHBS Perilaku Hidup Bersih dan Sehat (personal hygiene and healthy lifestyle)
PKK Pemberdayaan Kesejahteraan Keluarga (Family Welfare Empowerment/Women’s
Association, a community organization that empowers women to participate in
Indonesia’s development)
PMOL Pelaporan dan Monitoring Online (online reporting and monitoring system)
PMT-AS Pemberian Makanan Tambahan Anak Sekolah (supplementary feeding for school
children)

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Progas Program Gizi Anak Sekolah (Nutrition Programme for School Children)
Puskesmas Pusat Kesehatan Masyarakat (government-mandated community health centres
at the sub-district level across Indonesia)
Pusdatin Pusat Data dan Teknologi Informasi (Centre for Data and Information
Technology, in MoEC)
RA Raudlatul Athfal (equivalent to pre-school education)
RDA recommended daily allowance
RENSTRA Rencana Strategis (strategic planning)
RPJMD Rencana Pembangunan Jangka Menengah Daerah (Regional Medium-Term
Development Plan)
RPJMN Rencana Pembangunan Jangka Menengah Nasional (National Medium-Term
Development Plan)
SABER System Approach for Better Education Results
SABER-SF System Approach for Better Education Results–School Feeding
SD Sekolah Dasar (primary school)
SDN Sekolah Dasar Negerim (state primary school)
SEAMEO RECFON Southeast Asian Ministers of Education Organization-Regional Centre for
Food and Nutrition
UKS Usaha Kesehatan Sekolah (School Health Unit)
WFP World Food Programme

35
References
Cargill. 2018. WFP and Cargill Advance Child Nutrition in Indonesia. Retrieved from http://bit.ly/wfp-
cargil-cooperation, 18 April 2021.

Evolve. 2020. Program Gizi Anak Sekolah: Promoting Fruits and Vegetables Consumption among School
Children through Community Campaign. Retrieved from www.evolveasia.org/program-gizi-anak-
sekolah-promoting-fruits-and-vegetables-consumption-among-school-children-through-
community-campaigning.

Government of Indonesia, Ministry of Home Affairs. Decree No. 18/2011 on PMT-AS Guidelines.

Government of Indonesia, Ministry of State for Women's Empowerment and Child Protection.
Regulation No.11/2011 on Child-Friendly District Policy.

Government of Indonesia, Presidential Instruction No. 1/1997 on PMT-AS.

Government of Indonesia, Presidential Instruction No. 1/2017 on Healthy Living Community Movement
(GERMAS).

Government of Indonesia, Presidential Instruction No.1/2010 on the 2010 National Development

Priorities.

Government of Indonesia, Presidential Regulation No. 83/2017 on Strategic Policies on Food and
Nutrition.

Lomas, G. 2017. “School Meals Bring Income and Opportunities to Indonesian Communities.”
World Food Programme Insight. 17 December 2017. Retrieved from https://insight.wfp.org/the-
difference-we-make-story-of-lukas-aa78b0437ab2, 18 April 2021.

MasterCard, WFP and Kementerian Pendidikan dan Kebudayaan. 2018. School Meals Programme
in Indonesia Cost-Benefit Analysis.

WFP (World Food Programme). 2016. 001 WFP Corporate Framework for Country Capacity
Strengthening (CCS). Retrieved from https://newgo.wfp.org/documents/two-minutes-country-
capacity-strengthening, 18 April 2021.

WFP. 2016. Evaluation Report on Local Food-Based School Meal (LFBSM) Programme in Indonesia.
Retrieved from www.wfp.org/publications/lfbsm-evaluation.

WFP. 2018. 2017 Endline Survey of Indonesia's School Meals Programme (Pro-GAS). Retrieved from
www.wfp.org/publications/2017-endline-survey-indonesias-school-meals-programme-pro-gas,
18 April 2021.

WFP. 2019. National School Meals in Indonesia – A Cost-Benefit Analysis. Retrieved from
www.wfp.org/publications/national-school-meals-indonesia-cost-benefit-analysis, 18 April 2021.

WFP. 2019. Annual Country Report 2019 – Indonesia. Retrieved from www.wfp.org/annual-country-
reports-2019, 18 April 2021.

WFP. 2020. Evaluation of Indonesia WFP Country Strategic Plan 2017–2020. Retrieved from
https://docs.wfp.org/api/documents/WFP-0000119821/download, 18 April 2021.

36
Annex 1. List of Outputs Accomplished
Objective 1: Strengthen MoEC’s capacity at the national level for sustainable Progas
replication, scale-up and adoption
Outputs 2017–2018 2019/2020
accomplished
Human resource One WFP staff embedded for 3 One WFP staff embedded for 3
support to MoEC full days/week full days/week
Guidelines and 2017 and 2018 Progas 2019 Progas Implementation
modules Implementation Guidelines and Guidelines and Modules
Modules developed developed
Sensitization and Briefing on Progas to local Briefing on Progas to local
training government representatives; government representatives;
training on Progas 2017 training on Progas 2019 modules
modules and recipes
Skype-based training on Progas
Online Reporting and Monitoring
by DEO, Puskesmas nutritionist
and schools in 38 districts
Skype-based training of cooking
groups on Progas recipes in 9
districts
Support to evidence- Progas baseline data collected in
focused study/ 4 provinces (Papua, West Papua,
assessment Maluku and NTT Provinces)
System Approach for Better
Education Result (SABER)
exercise completed in 5 districts
(Tangerang, Jayapura, Sorong,
Maluku Tenggara and Belu) and
SABER exercise at national level
Nutrition education 5 types of IEC materials printed Progas cooking recipes video
materials and distributed to 563 schools created and disseminated
through website and WhatsApp
group to local government,
targeted schools and cooking
groups
Advocacy materials Progas advocacy video, video
training modules and briefing kit
developed
Capacity strengthening Joint WFP-MoEC capacity
or joint advocacy strengthening missions
missions completed
Sponsoring MoEC, WFP and SEAMEO
government for RECFON joint delegation for 1st
participation in Southeast Asia School Feeding
international exchange Regional Meeting in Siem Reap,
Cambodia
MoEC and WFP attendance at 4 government representatives
Global Child Nutrition Forum from Bappenas, MoEC, SEAMEO
(GCNF) 2017 in Montreal, and Pidie District participated in

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 Canada, and 2019 in Siem Reap, Annual Global School Feeding
Cambodia Meeting 2019
Creation of new Progas 4 new Progas recipes created, 34 local food-based Progas
recipes reviewed and tested by WFP and recipes created, guidelines
SEAMEO RECFON developed and disseminated in
39 districts
Support to MoEC for Progas 2018 priority targeting
Progas targeting and area and key budget item
budgeting plan 2018 requirement plan developed by
MoEC & WFP
Support to national Supported national government
government other than (Kemenko PMK) to outline the
MoEC Healthy Breakfast at Village Level
Programme (SAPA DESA)
Initiated preparation of
multisector government
consultation for formation of
National Platform for Nutrition of
School-aged Children
Objective 2: Support the national government to ensure the sustainability of the school
feeding programme at the subnational level
Outputs 2017–2018 2019/2020
accomplished
Advocacy Missions Advocacy Mission to Natuna and
Pidie Districts
Advocacy Mission to Deli Serdang
District in North Sumatera
Province
Joint Advocacy Mission to
Pasaman District in West
Sumatera Province
Joint Advocacy Mission to Rote,
Alor, Sumba Barat Daya and
Flores Timur Districts in NTT
Trainings Training on Progas 2019
Implementation Guidelines and
Modules in Natuna and Pidie
Districts
Baseline survey Baseline survey in Pidie District

Objective 3: Encourage Cargill workers to adopt a more balanced diet/promote GERMAS

messages to Cargill employees through social media campaign
Outputs 2017-2018 2019/2020
accomplished
Nutrition menu for Review menu provided to Cargill
Cargill employees site canteens in 3 locations
(Serang, Pasuruan and Gresik)
Healthy messages 4 videos on healthy diets and
creation behaviours developed and

38
 disseminated through Cargill
Office and social media
Nutrition session on First healthy diet session
balanced diet and delivered to Cargill’s employees
weight management Second talk show (offline) on
healthy diets delivered to Cargill’s
employees
Online final talk show on
nutritious balanced diets

Objective 4: Extend Progas-like school feeding/meals in locations near Cargill facilities

Output accomplished 2017–2018 2019/2020
Sensitization and Cargill’s employees, NGO staff Multisector local government staff
training and key government staff in 4 districts sensitized on Progas
sensitized on Progas 2019
Implementation Guidelines
Cargill’s employees and NGO Progas training to local NGOs
staff trained on 6 Progas (JPIC, Armapala, Cempaka, YSB
Modules and BMP) in 5 districts
Cooking training in Serang, Progas sensitization and training
Pasuruan and Belu Districts to 8 schools of 5 districts (Deli
Serdang, Gresik, Pasuruan,
Amurang and Serang)
Progas new recipe training in
Pasuruan and Serang involving
women’s associations (PKK)
Training on IEC materials and
teachers’ capacity strengthening
for nutrition education
School garden training and
sustainable food area training
Training on reporting and
monitoring to NGOs BMP
Serang and Cempaka
School kitchen School kitchen renovation in 2
renovation schools of Serang and Pasuruan
Districts
Progas launching Support Progas launching in Support to Cargill for Progas
Serang and Pasuruan launch in Deli Serdang, Gresik and
Amurang Districts
Data collection Baseline data collection in 3 Baseline data collection in 2
Cargill selected schools and 3 Cargill schools and 2 non-
non-intervention/control intervention/control schools in
schools in Serang and Pasuruan Deli Serdang District
Districts
Design and printing of 5 types of IEC materials printed Videos on healthy diets and living
nutrition education and distributed to 4 Cargill messages developed and
materials selected schools disseminated through Cargill and
social media

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Advocacy meeting with Corporate social responsibility
local government meeting with Serang local
government and private sector/
corporate social responsibility
team
School gardens and School garden training and School gardens and fishponds
fishponds sustainable food area training established in 2 schools in Deli
Serdang District
Technical assistance Technical assistance for
during Covid-19 conversion of remaining feeding
pandemic days into food and hygiene kit
and COVID-19 education
materials for distribution in 5
locations

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Annex 2. Progas Implementation Photos

41
World Food Programme
Indonesia Country Office
Wisma Keiai, 9th Floor
Jl. Jend. Sudirman Kav. 3, Jakarta 10220
Tel. +62 21 570 9004

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