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IPPCF Frameworks: School Meals

  • Glossary Term (GT)
  • Capacity Building Practices for this IPPCF
  • WoG Practices for this IPPCF
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The term "School Meals Programs generally refers to initiatives and services provided by schools usually with the support from other agencies and funders to ensure that students have access to nutritious and balanced breakfast, lunch and snacks during the school day. These programs are designed to promote the learning, health and well-being of students. Howe-grown school meal programs have agriculture ministries, agencies involved to procure food from local farmers and prodducers.  Other nutrition services, such as nutrition supplements,  can be delivered in school-based and school-linked feeding programs. SM programs should be delivered as part of broader school food and nutrition programs that can also be linked to other services supporting vulnerable children, families or communities.
A  School Meals framework for intersectoral or inter-ministy coordination (IPPCF) can involve several sectors, including education, health, agriculture and social protection ministries as well as private, philanthropic organizations.  The components of a school meal program can include increasing access to breakfast and lunch and snacks during the school day, contextually relevant nutrition guidelines, classroom and informal education about food and nutrition, procurement of local foods, parent and community involvement and coordination of government and other sources of funding.
There is considerable research on the impact of school meal programs on student participation in school, student learning, student health & wellness and educator as well as parent satisfaction.
The Word Food Program, WHO, the UN Food & Agriculture Organization (FAO) and the World Bank have published frameworks on school meals. The global School Meals Coalition has also created a consensus statement.
  • See the evidence, examples or guidance about capacity-builing and systems change strategies for this IPPCF in the second tab (above) on this page.
  • See the Section on School Food & Nutrition in this web site for more information and discussion of a multi-component approach to school food & nutrition. 
See our List & Checklist of leading
Multi-Component Approaches (MCAs) & Multi-Intervention Programs (MIPs)
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Use the drop-down menu below to access more information on each IPPCF
Multi-Component Approaches (MCAs)
​Promoting Educational Success
  - Inclusive, Equitable Child-Friendly
​- Early Childhood Education
- Social, Emotional, Life (Living) Skills
- Students with Disabilities
- Transition to Work or Training
Barriers to Inclusion & Equity
- Out of School/Dropouts
- Gender related Barriers
- School Health & Nutrition
- Healthy Schools
- Discrimination/Racism
- Safe Schools (Violence, Bullying)
- Safe Schools (Crime, Drugs)
- Community Schools (Poverty)
- Disaster Risk Reduction
- Global Citizenship
- Peace Education
- Education for Sustainable Development
- Conflict-Affected Countries
- Low resource Countries
- Indigenious Schooling
- Minority Communities
Building Core Components
- Macro-Policy & Coordination (FRESH Framework)
- Integrated Student Services
- Physical Resources (WASH) 
- Safe School Buildings
- Curriculum & Extended Education (H&LS/PSH/HWB)
Multi-intervention programs (MIPs)
​​​Child Development
-  Child growth & development
-  Vision,
-  Hearing
-  Child Abuse & Neglect
-  Family Violence
-  Child Sexual Abuse 
-  Menstrual health & hygiene
Healthy/Risky Behaviours
-  HIV/STI, Sexual Health 
-  Sbstance abuse/tobacco use
-  Physical activity
-  Accidental injury/safety
-  Mental health/illness
- NCDs
-  Chronic health conditions
-  Sun safety
-  Evironmental hazards
-  Climate crisis health threats (Heat, Floods, Zika virus, Dengue Fever)
-  Infectious Diseases
- Immunization/Vaccinations
-  Oral/dental health
-  School Feeding/Meals
-  Obesity/overweight
Child Safety/Security
-  Child Trafficking/ Exploitation
-  Refugee students/immigrants
-  Bullying, Cyber Bullying
-  Gangs, gang involvement
-  Isolation, alienation, violent extremism, school shootings
This summary was first posted in in November 2023. It was revised on 16-12-2023 and is now published as a "first draft". We encourage readers to submit comments or suggested edits by posting a comment below or on the Mini-blog & Discussion Page for this section.
This tab on this page provides examples of, evidence for, and guidance about capacity building systems/organizational change practices that have been used with this Intersectoral Policy-Program Coordination Framework (IPPCF).

These are several examples (Good & Bad) of capacity-building/systems change practices for this IPPCF:




Here are sources of evidence (research & fact-finding) of capacity-building/systems change for this IPPCF:
  • The reports on the State of School Feeding World Wide are tracking capacity-related changes within government ministries. The 2022 report describes the sources of funding for SM programs, the status of school meals policy frameworks (CB#?), the in-country coordination with other school social protection programs such as deworming, water and sanitation, micronutrient supplementation and school gardens. 


Here are some of the many guidance documents/reports promoting capacity-building/systems change for this IPPCF:
  • The World Food Program has identified 30 low resource countries as a priority need. The WFP 2020-30 Strategic Plan is to scale up the SM programs in these countries so that their governments can take over the programs. The WFP approach to countries it is supporting will change to sharpen its advocacy and facilitation roles, improve sustainability by better understanding country priorities (CB#) and ensure program integration within education and broader school nutrition and health programming (CB#) . Better integration within the plans of education, health, agriculture and social protection ministries is also required, The plan (p 27) describes Kenya's experience in digitizing data management, training education officers(CB#) and changing coordination structures (CB#) . Implementing Home Grown School Meal programs is described as one strategy leading to better program sustainability.  The work done by WFP will match these local country needs, with the creation of a research consortium to document the benefits and cost-effectiveness of SM programs, persuading other funders to blend their funding at the country level, and supporting UN inter-agency cooperation (CB#) on school health and nutrition programs. 
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This summary was first posted in in November 2023 as a "first draft". We encourage readers to submit comments or suggested edits by posting a comment below or on the Mini-blog & Discussion Page for this section.
This tab on this page provides examples of, evidence for, and guidance about how this framework (IPPCF) has been or can be applied to build or be part of Whole of Government (WoG) or inter-ministry approaches to the education and overall development of children & adolescents. (This not the same as using WoG approaches to strengthen a specific program or IPPCF (framework - which is examined in the tab on capacity-building), the WoG approach is supporting the whole child.)

These are several examples (Good & Bad) of how this IPPCF be part or strengthen Whole of Government approaches on the education and development of the whole child:
  • The WFP 2020-30 Strategic Plan (p 27) describes Kenya's experience in digitizing data management, training education officers and changing coordination structures (CB#8).


Here are sources of evidence (research & fact-finding) of how this IPPCF be part or strengthen Whole of Government approaches on the education and development of the whole child:
  • The reports on the State of School Feeding World Wide are tracking capacity-related changes within government ministries. The 2022 report describes the sources of funding for SM programs, the status of school meals policy frameworks, the in-country coordination (WoG#14) with other school social protection programs such as deworming, water and sanitation, micro-nutrient supplementation and school gardens.


Here are some of the many guidance documents/reports on how this IPPCF be part or strengthen Whole of Government approaches on the education and development of the whole child:

  • The World Food Program has identified 30 low resource countries as a priority need. The WFP 2020-30 Strategic Plan is to scale up the SM programs in these countries so that their governments can take over the programs. The WFP approach to countries it is supporting will change to sharpen its advocacy and facilitation roles, improve sustainability by better understanding country priorities (WoG#3) and ensure program integration within education and broader school nutrition and health programming. Better integration within the plans of education, health, agriculture and social protection ministries is also required (WoG#20), The plan (p 27) describes Kenya's experience in digitizing data management, training education officers and changing coordination structures. Implementing Home Grown School Meal programs is described as one strategy leading to better program sustainability.  The work done by WFP will match these local country needs, with the creation of a research consortium to document the benefits and cost-effectiveness of SM programs, persuading other funders to blend their funding at the country level (WoG#21), and supporting UN inter-agency cooperation on school health and nutrition programs. 















          See the related pages on Multi-Intervention Programs (IPPCFs) School Feeding and School Food & Nutrition in this section
          Also see our larger collection of wiki-summaries on Food & Nutrition in another section on this web site

This summary was first posted in in November 2023. It was revised on 13-12-2023 and is now published as a "first draft". We encourage readers to submit comments or suggested edits by posting a comment below or on the Mini-blog & Discussion Page for this section.

​For updates and reader comments on this section of this web site, go to our
Mini-Blog on Common Topics &Terms

Here is our list of topics for this section:
- Introduction & Overview
- Education Equity, Inclusion & Success - Intersectoral Policy-Program Coordination Frameworks (IPPCFs) (published at global level)
- Multi-component Approaches (MCAs)
- Core Components         - School Culture & Climate
          - Staff Wellness
          - Student Conduct & Discipline
          - Engaging/Empowering Youth
          - Parent Participation
          - Community Involvement
  • Physical Environment & Resources
- Multi-Intervention Programs (MIPs)
  • How to Build a Multi-Intervention Program
- Single Interventions (Issue-Specific Programs, Policies, Services, Practices)

- Learning/Behaviour Models (LBMs)

- Behaviour & Learning Theories

- Government/Inter-sector Actions & Levers - Workforce Development
  • Workforce Planning in HPSD
  • Teacher Education & Development
    - Early Childhood Educators
    - Primary School Teachers
    - Secondary PSHE Specialists
    - Home Economics Specialists
    - Physical Education Specialists
    - School Counsellors
    - School Psychologists
    - School Principals
  • Preparing Other Professionals to Work with or within Schools
    - School Nurses
    - School Social Workers
    - School Resource (Police) Officers
    - Security/Civil Protection Guards
    - Teaching/Learning Assistants
    - School Administrative/Clerical Staff
    - School Maintenance Staff
    - Pastoral Counsellors
    - Community Volunteers & Elders
    - Emergency Relief Aid Workers
    - Development Aid Workers
- Systems Approaches
  • A Systems Focused Paradigm
  • Contextualizing Approaches & Programs
  • Implement, Maintain, Scale Up & Sustain Programs & Approaches
  • System & Organizational Capacities
  • Integrate Within Education System Mandates, Concerns & Constraints
  • Better Use of Systems Science & Organizational Development Tools