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CHAPTER-I

INTRODUCTION

Children are the first call on agenda of development not only because young

children are the most vulnerable, but they are our supreme assets and also the future

human resources of the country. In these words, our Tenth Five Year plan (2002-07)

under lines the fact that the future of India lies in the future of Indian children. It is

now globally acknowledged that investment in human resource development is a pre-

requisite for economic development of any nation.

India has had a long experience since independence in attending to the well

being and development of children. The constitution of India itself recognizes the

rights of the children and safeguard their rights to survival, protection and

development. Article 14 of the constitution bestows rights to equality, Article 15(3)

empowers state to make special provision infavour of children. Article 24 prohibits

employment of children below 14 years in any factory or mine or hazardous

occupations, Article 39 prohibits abuse and exploitation, Article 45 provides free and

compulsory education up to 14 years and Article 47 stipulates that state shall

endeavor to raise the level of nutrition slid standard of living and improvement in

public health.

Early childhood constitutes the most crucial period in life, when the

foundations are laid for cognitive, social, emotional, physical (motor) development

and cumulative life for long learning. Survival, development and growth of a child

has to be looked at in a holistic manner and there have to be balanced linkages

between education, health and nutrition for proper development of a child.


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But unfortunately one of the burning problems of the small children is the scarcity of

a balanced diet. Protein Energy Malnutrition(PEM) or under nutrition among

preschool children assessed through weight deficit for age is the most sensitive

indicator of nutritional status of the community. The situation of malnutrition of

present is that a large number of children do not succumb to severe malnutrition but

they are vulnerable to subsequent infectious disease as they suffer from mild and

moderate malnutrition. They are also unable to achieve optimal physical and

cognitive growth and cannot derive complete benefit form subsequent schooling. The

wide prevalence of mild and moderate under nutrition among children makes

malnutrition an 'invisible' public health issue. In recent times interest in the problem

of food supply and nutrition has grown in almost all of the countries of the world and

India is no exception. Indian economists Agarwal and Alak Ghost Point out that the

food problem in India has three major aspects.

1. Quantitative aspect ie inadequacy of the supply of food grains.2.. Qualitative aspect ie lack of nutrition elements in food3. The aspect relating to high prices of food grains.

Importance of Education

The development of a nation is closely related to the development of its

human resources. Education is given a central place in human development.

Countries such as India approached education not only as an input in the formation of

human capital, but also on a basic tool of all round progress. In a fast changing world,

the educational system of a country is the main edifice on which the future of the


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nation rests. Education should empower the vast majority of the population in their

struggle against deprivation. It is now generally perceived that the basic problem of

access to schooling has largely overcome in Kerala.

The 53rd Round of the NSSO revealed that 38 percent of India's adult

population was illiterate in 1997, while the 1991 censes had found that 48 percent

were illiterate. The censes of India 2001 has revealed that the situation has further

improved and the illiteracy rate is 35 percent. India spends 34 percent of its GNP on

education. The government of India has taken several initiatives to eradicate

illiteracy, improve the quality of education, and get out of school children back into

the mainstream.

Kerala is a state in India with the highest percentage of literacy. The

government of Kerala has been spending 40% of the revenue receipts on education in

the state. Even though Kerala is a food deficite state, the government gives more

importance to education with a view to make the people cultured and matured enough

to lead a decent life.

The school and pre-school enrolment in classes I - V and pre-primary section

in the various states has been increasing over the years. Girls enrolment was only 44

percent at the primary stage and 40.5 percent at upper primary stage. Therefore public

investment in primary education cannot be reduced but should be rationalized in such

a manner as to promote the socially and economically weaker sections of the society.

Enrolment of students

The enrolment of students has been showing a declining trend for the last

several years. This trend may be due to the peculiar demographic syndrome being

experienced in the state for the past several years. The proportion of child population

is declining and this fact gets reflected in the actual enrolment rate. There is an

overall fall in the enrolment of students from 48.42 lakh in 2005 to 47.76 lakh in

2006 ie by 0.66 lakh students (1.36%) in the school education sector. The enrolment


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of students at lower primary level decreased slightly form 18.47 lakh in 2005 to 18.25

lakh in 2006, at upper primary level it decreased to 14.57 lakh from 14.70 lakh, and

at high school level it decreased to 14.94 lakh from 15.25 lakh.

Table 1.1

Enrolment details during 2005-06 is

Boys Girls Total

1 Lower primary 9.21 9.04 18.25

2 U.P 7.50 7.07 14:57

3 High School 7.62 7.32 14.94

Total 24.33 23.43 47.76

Source : Directorate of public instructions

Expenditure on Education

Kerala spent Rs. 3207.56 crore for education ( Excluding Art and Culture and

Sports and Youth Services) during 2004-05 against Rs. 3034.29 crore in 2003-04.

During 2005-06 it is estimate to have spent Rs. 3803.01 crore. This shows that state's

expenditure on education increased by 5.71 % in 2004-05 over 2003-04 and the

estimated expenditure in 2005-2006 over 2004-05 shows 18.56% increase.

Expenditure on education is incurred under both revenue and capital account.

In 2004-05 primary education accounted for 41.50 percent of the total expenditure on

education, secondary education including vocational education accounted for 35.78

percent, university and higher education 16.07 percent and technical education 4.99

percent. Further out of the total expenditure, 95.01 percent is earmarked for general

education and the remaining 4.99 for technical education of the 2004-05, expenditure


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of Rs.3207.56 crore, Rs. 3093.11 crore (96.43%) was non-plan and Rs. 114.45 crore

(3.57%) was plan.

Health

Health is a condition where all parts of the body work in proper co-ordination. It is a

state of physical, mental and social well-being and not merely the absence of disease.

A balanced diet is essential for maintaining good health.

In India, overpopulation, poverty and unemployment are serious problem.

Consequently, the poorer section of society are not able to provide sufficient food for

their families. This results in under nutrition. Under nutrition is defined as the

consumption of a lesser quantity of food than that required by the body. When the

diet is devoid of certain essential nutrients, it results in malnutrition. Malnutrition can

be identified by using body weight, body fat, protein stores and laboratory values

poor nutrition leads to poor health. The three leading causes of malnutrition are :

Poverty and lack of food

Ignorance and indifference

Disease or substance abuse, such as alcoholism.

Health, Nutrition and Education

The relation between health and education is often perceived as a one-way

street, with most discussion focusing on the role education can play in facilitating

health awareness and improving the health status of individuals and communities.

Usually left out of the debate is the critical and reciprocal nature of the link between

health and education, specifically in relation to children, whereby poor health and

nutrition can actually prove to be a barrier to attendance and educational

achievement. The most obvious medical evidence indicates that childhood disability,

chronic illness and extreme malnutrition of children are a direct impediment to


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.his/her participation in school. Further, the level of frequency, duration and severity

of illness that affects a child also influences the regularity and attendance of an

enrolled child. Further inadequate nutrition manifested in short-term hunger

syndrome, impacts on a child's ability to learn and retain new concepts. Several

studies especially those on Tamil Nadu. Mid day meal programme, have stressed the

benefits of a hot and cooked meal in school, particularly for children in poverty

situations. Dry rations seems to have little impact. No wonder the supreme court's

judgment on serving cooked meals in school instead of distributing dry rations was

welcomed by parents and children. (EFW November - 2003)

Background for Implementing the Programme

In India majority of the population (ie backward classes) is living in poverty.

Therefore going to school is not attractive for them. They strive for earning a

livelihood. To bring them to the mainstream of education,the government has

undertaken several steps. One such measure was giving free meals at schools. The

programme is known as the mid day meal scheme. The programme has multiple of

objectives. The programme attracts a large number of people into the field of

education . In many backward and tribal areas , the noon meal programme has

proved to be a real inducement for the children to come to school every working day.

The system is still on and is functioning with great success.

Objectives of study

1. To study the socio economic conditions of the beneficiares of thescheme. (Children)

2. To study the impact of the programme on the drop out rates andattendance ratio


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3. To study the fund provided by the government in various fiveyear plan for implementing this programme.

Methodology and Database

Primary data for the study was collected with the help of a questionnaire.

Discussions and interviews are conducted with the officers of A,E G office, DD Office,

Headmasters, parents, teachers and children. All of them were very co-operative in

providing sufficient information.

Primary data was collected from 5 schools, 30 students from each school,

making a total number of 120 students. The schools selected for the study are from

Elampalloor panchayath. Schools selected from the rural areas are Govt L.P.S

Perumpuzha , M.G.U.P.S Perumbuzha, K.G.V.U.P.S Perumpuzha , S.A.B.T.M.U.P.S

Perumpuzha and S.K.V.L.P.S Kundara.

The sources of secondary data are the Periodicals, like Economic and Political

Weekly, Economic Survey, Economic Review, Yojana, Kurukshetra etc.


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The present chapter is devoted to review the earlier studies on the Mid Day Meal

programme in India inorder to identify the gaps in research, which would help in

formulating the methodology of the present study and further directions of research. A

critical review of various studies undertaken by several researchers from time to time in

India is presented here.

Farzana Afridi study on the Midday Meals in Two Sates comparing the financial and

institutional organization of the programme. The study is based on primary and

secondary data. He has conducted study on two states Madhya Pradesh and Karnataka.

In his study he has done the comparison of the new 'Suruchi bhojan' with the old 'daliya'

programme in the government primary schools. In this study he suggests the need to

overhaul the administrative and financial organization of the scheme inorder to increase

its effectiveness. The study high lights the fact that as a result of the implementation of

the Mid day Meal programme there is successful increase in enrolment and attendance

rates. Finally he suggests urgent improvement in the nutritive content of meals and

related infrastructure requires earmarked funds and a transparent and and representative

agency for effectively implementing and monitoring the scheme, at the grad root level.

(EPW April 9,2005).


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Jean Dreze and Aparagita Goyal 'Future, of Mid-Day mealsstudied the impact

of Mid day meal scheme on child nutrition, school attendance and Social Equity (EPW

November 1, 2003). These achievement depend a great deal on the quality aspects of

mid-day meals. This article present the summary of the recent survey initiated by the

centre for Equity Studies (CES), New Delhi. The CES survey took place between

January and April 2003 and covered three states Chattisgrah, Rajasthan and Karnataka.

The survey findings is that the implementation of the programme has positive impact

on child nutrition, school attendance and Social equity.

Shailendra Singh and Kala Seethram Sridhar in their article government and

Private Schools Trends in Enrolment and Retention (EPW October 12, 2002) examine

the disparities across government and Private Schools in two cities of Uttar Pradesh-

Firozabad and Deoria. They made an attempt to estimate the out of school children in

these districts. The study found that the enrolment rate was higher in government (class

I) than in Private Schools. However performance(measured by the pass rate) was found

to be better private schools.The study attributed this to the regular homework given to

students in private schools, which it found to be absent in government schools. They

found that teacher quality and motivation have a significant impact on the learning

achievements of students and hence on enrolment and retention.

Brinda Viswanathan in her study 'Access to Nutrition's Meal Programmes'

Evidence from 1999-2000 NSS data-indicates that a large majority of children in India

from poorer households did not have access to the meal schemes operational in the

country. The present study used the most recent large sample household expenditure


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survey data of NSS to look at the access to meal programmes across states of India in

both rural and Urban sectors. Use of NSS data for analyzing access to school meal

programme has been attempted for the first time though this study. The analysis is

carried out across age groups of children, their economic status and across different

social and occupational groups. Wherever possible, broad comparisons are drawn on

the health status and educational attainment of children in regions where such schemes

are better functioning to those where it is not. The present study clearly highlights

better health and education achievement among children in states where such scheme

are in existence and it is imperative that the policymakers note of these and ensure the

success of the scheme once in place.

S. Chandrasekhar and Abhiroop Mukho Padhyay primary education as a

fundamental Right-Cost Implications'. To attain the goal of universal primary education

many developing country governments, including India, have abolished official fees in

primary education. The 86th

amendment to the Indian constitution made free and

compulsory education a fundamental rights for all children in the age group 6 -14 years.

There are other direct and indirect costs that can deter children from going to school. In

this paper, using a rich nation

wide dataset, the authors construct the incompressible direct cost of attending primary

schools in India, After controlling for the opportunity cost of going to school/ they found

that the direct cost of education adversely affect the probability of children going to

school, more so for children from poorer households. The results show that relative to

boys, girls are more likely to be affected by the direct costs of schooling. The authors find


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that making primary education completely free will not increase the attendance rate to 100

percent.

Dr. B.R. Kukreti and Manoj Kumar Saxena a case study of Dropout problem

among tribal students at schools level made an effort to find out the Causes of dropout

among tribal students. They gave some suggestions, which will be helpful in reducing

dropout rate among tribal students. The study was conducted in Bans Wara district in

Rajastan state. The authors selected Banswara district because in Rajastan state the

highest concentration of tribal population in noticed in Banswara district, that is 15.51

percent of total tribal population residing in Rajasthan. They use primary and secondary

data. Among the factors contributed to the problem of dropout the most important one

was noon-feeding programme.

Khandekar (1974) conducted a study on dropouts. Objectives of the study were.

1. To find out the Socio-Economic and environmental characteristics ofdropouts.

2. To ascertain the factors contributing to the dropping out from schools.3. To determine the educational background of the dropouts and their siblings4. To determine their motivation fo further education and vocational studies5. To ascertain their reaction to programme of rehabilitation and to invite theirown suggestion


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The study concluded that counseling, teaching and curriculum factors make their greatest

contribution in these institutions, that are more prone to having a higher drop out rate

because of ethnic and Socio economic characteristics of the pupils and size of the school.

Note

1. Daniel Schrier, '"The school dropout, a Profile", The Educational digest,XXX: 2(1964), 10-13

2. Harry H. Scales "Another look at the dropout problem". The journal ofEducational Reaserch 62:8(1969) 339-343.

3. Kenneth B. Hoyt, 'Guidance and Drop-outs, the Educational Digest'. 30:7(1965), 12-15

4. Khandekar M., "A study of Drop outs", in second survey of Research in

Education Society for Educational Research and Development, Baroda,

1979, p.478.


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CHAPTER-III

HISTORY OF THE MID DAY MEAL PROGRAMME

Mid Day Meal Programme

Free mid day meals for school students were first introduced is a Japanese

private school in the late 1880s, United State in 1946 and in Brazil in 1993.

School feeding programme originated in the southern districts of Travancore

and Cochin in the 1940's. The government of Cochin on the advice of W.R.

Aykroyal (Nutrition advisor to the Government of India) launched a scheme

in 1943 to provide free mid day meals to all chi ldren attending primary

schools in the state. A central committee was constituted and a secretary was

appointed to administer the fund. The expansion of the programme to cover all

students was proposed in 1957-59 during the first communist ministry. The

expansion was realized in 1961 when it was taken up by the cooperative for

American Relief Everywhere (CARE). In 1961 the scheme was reoriented and

extended to Malabar also, it was a joint venture of both U.S. A and Kerala

government (Educational Development in India). Initially, CARE undertook

to provide almost the entire commodity support for the scheme. Under the


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scheme, children attending lower primary and nursery classes were entitled to

a cooked noon meal at school. The commodities utilized in the CARE Kerala

Noon meal scheme started there journey many thousands of miles from the

united states of America to Kerala. To begin with, the milk powder, cornmeal

and vegetable oil or butter oil were processed and packed in the united states

and from the ports in the American Great lakes region, the Eastern Atlantic

and the Western Pacific Coasts, Ships loaded with health giving food travelled

the sealanes of the oceans to reach the ports of destination, one of which was

Cochin. All the cost up to the point, the original cost of food, processing and

shipping were borne by the. American people and CARE. At Cochin the

financial and administrative obligations of the Kerala government was

assumed-cost that covered the storage, transportation etc. In short a great deal

of time, dedicated effort and expenditure had gone into the Noon meal

scheme by the time the commodities reached Kerala. The noon meal scheme

was a co-operative venture between CARE and the ministry of Education of

Kerala. The department Education and its sub offices at the district level were

responsible for the storage, distribution and accounting of CARE donated supplies.

Thfe programme is, however need-oriented in the sense that only children whose

parents; expressed their wish to take part, were served with the meals.

The operation of the programme that involved the feeding to lakhs of

children was most complex and costly. Beyond the expenditure of government funds,

such avast programme required the co-operation and co-ordination of all involved to

ensure that the feeding programme was beneficial to children, the future citizens of


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India, at the highest level of efficiency ultimate credit was given to individual

headmasters and teachers of lower primary schools who diligently followed the

programme of daily feeding their student. The entire programme ultimately depended

upon the educators who had taken an additional task and interest for which there was

no reward except observing the nutritional benefits given to the young students.

The quantum of issue per child of CARE food materials is milk powder

- one ounce corn meal - two ounce veg/butter oil 1/4 ounce. The stock register of these

items are maintained by the schools. During 1964 /65 - 1970/71, the scheme covered

72-73% of the lower primary school children (UN, 1975: 42). Every child who came

under the scheme was fed at school, on an average, 110 days a year.

The field officers of CARE, Department field supervisors and Assistant

Educational officers often inspected the storage conditions of CARE food to ensure

that the Head of the school bestowed proper attention on the vital point. The

programme, it was found, not administered on proper lines. Moreover the benefits of

the programme did not reach the children. Preparation of the food was very poor-

inadequate boiling or partial cooking. The cook was blamed for the irregularity. This

did not satisfy the Department. Reports of CARE food being taken home reached the

department. The food served was to be consumed on the school premises and the

names of students who failed to do so were deleted from the sanctioned list. It was

also emphasized that CARE food should not be given to students in raw form. Pupils

who took food were expected to be better listeners during the afternoon hours, and


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their physical, mental and emotional outlook was expected to be more whole some

than if they were left without CARE feeding.

During 1980-81 CARE had supplied food materials required for 18 lakh pupils

of lower primary schools ie 80 gm grain and 5gm oil per

pupil per day. 19.88 lakh pupils got the benefit of the programme. From 81-82 onwards

they had reduced the supply of food gradually.

Introduction of mid day meal by the Government.

With the fall in the assistance from CARE since the early 1970s, a feeding

programme with Kanji (rice gruel) and pulses was introduced, from December 1984. It

was first introduced in lower primary schools in areas in which children of fisher folk or

of scheduled tribes formed the majority of the students/ The new mid day meal scheme

started by the government had to fulfill the following nutritional as well as educational

objectives.

Nutritional Objectives

To provide food supplements to children (6 to 11) years at school which

should supply at least one third of a day's calorie requirement and half of protein

requirements so as to improve the nutritional status of children.

Educational objectives

To improve school enrolment attendance of children and reduction of drop

out rates.


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The new programme was introduced to compensate for the gradual

withdrawal of CARE feeding. Thus in addition to 7,69,000 pupils who benefited from

CARE 1,135,461 pupils benefited by noon meal programme.

Owing to public pressure, the scheme was extended to all government and aided

lower primary schools in the state from December 1985. Later in 1987, government

extended the scheme to upper primary (UP) schools including Up section in high schools

by reorganizing it as a people's programme.

Unaided schools were kept out of the scheme. From December 1986 onwards

CARE had discontinued their supply and hence noon meal programme was introduced

in the six districts (Trivandrum, Quilon, Alleppy, Pathanamthitta, Cannore and

Kasargod) also where CARE feed was withdrawn from February 87 onwards.

The scheme was revised by constituting a mid day meal committee in each school

consisting of the Headmaster President of the PTA or his nominee, a representative

of the teachers in the school and a nominee of the local body

(Panchayat/Municipality). The selection of pupils to be brought under the scheme

was finalized by the Deputy Director of Education. In order to avoid wastage,

generally 50% of pupils in schools were selected for serving meals.

Feeding materials were to be supplied by the government though the civil

supplies corporation. All other costs were to be met by the meal committee through

collections made from the public. The meal committee was also responsible for

identifying the poor and needy students eligible for the noon meals which on an

average come to about half the number of students in a school.


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The Headmasters were asked to get the application form from the parents of

the pupils who were in need of noon meal from school. The committee selects the

eligible pupils and the list is send to the Assistant Educational officer. After

verification the list is forwarded to the Deputy Director of education. The number of

beneficiaries of the programme at the sub-district level as well as revenue district

level is finalized by the Deputy Director of Education strictly in accordance with the

guidelines approved by Government

The quantum of food materials provided per pupil per day (pre- primary) is 30 gm rice

and 15gm green gram and 60gm rice and 30gm for primary section. The minimum

condiments required for preparing side-dish is gathered from the local market. It is the

duty of the headmaster or the noon meal committee to make arrangements to prepare the

meals properly and serve it to the pupils with the assistance of the teachers. The

headmaster or a member of the noon- meal committee is asked by the department to test

the cooked food at first and be satisfied about its quality before it is served to the pupils.

Noon meals are not given to the pupils during the days of examination, Onam holidays,

Christmas holidays and other public holidays.

Noon Meal Programmes

Government of India and its Convergence with the State Scheme

Noon meal programme in Kerala State had commenced during December

1984. The Scheme consist of supplying cooked food to children using rice, pulses,


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coconut oil/palmolien oil. The state has an elaborate system working for this purpose.

Government of India scheme on noon meal will be merged with the existing scheme.

A gist of the implementation of the scheme is given below. The Assistant

Educational Officers approve the indent of food materials according to the number of

beneficiaries of each school. The Headmaster procures food materials (rice, pulses and

palmolien oil) from title outlets of Kerala State Civil Supplies Corporation viz., Maveli

stores. The state education Department pays the cost of food materials to the Civil

Supplies Corporation. Meal are prepared under the direct supervision of Headmasters

and it is served to the pupils with the help of teachers. For cooking food kitchen sheds

are provided in all the schools Contingent charges consisting of transportation charges,

preparation charges, fuel charges and condiment charges are paid to the Headmasters.

A Chart showing the Organisation set up of the scheme is given below

Director of public Instruction

Senior Administrator Assistant

Supervisiors

Assistant Educational Officers

Headmasters


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The members of the noon meal committee in each school are associated

with the programme.

Government of India has decided to implement the National Programme of

Nutritional support to primary education from 15th

August 1995.

Mid Day Meals in Primary Schools

The government of India launched the National Programme of Nutritional support to

primary Educator or the Mid day meal scheme in August 1995. When the mid day

meal scheme was launched in 1995, state governments (who were responsible for

implementing the scheme) were given two years to put necessary systems in place so

as to be able to provide cooked meals to primary school children. However , in the first

six years after the scheme was launched (ie until 2001), most states failed to put the

required arrangements, in place and instead provided students with monthly dry ratios

(wheat or rice) based on their attendance in school. The entire state of Kerala, and

some pockets of Madhya Pradesh and Orissa, began providing cooked meals in 1995.

In the five years since 2001, the situation changed quite dramatically. In an interim

order dated November 28, 2001 the Supreme Court directed all state government "to

implement the Mid Day Meal Scheme by providing every child in every school and

government assisted primary school with a prepared mid-day meal with a minimum

content of 300 calories and 8-12 grams of protein each day of school for a minimum of

200 days. Very few states, however, introduced cooked meals in primary schools


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before the Supreme Court's initial deadline of February 28, 2002. The deadline was later

extended to January 2005 by the Supreme Court.

State inaction prompted grassroots activities to start public mobilization

efforts. The first major campaign activity was an "'action day on mid day meals" on

April 9, 2002. In 100 districts across nine states, people expressed then dissatisfaction

with the state of implementation, of the SC's order. In Bangalore, children lined streets

with empty places, in other places, copies of the SC order were distributed. Following

the supreme court's orders and public mobilization, the government of India revised its

guidelines for the MDMS in 2004. According to these guidelines, the MDMS was

being fully implemented in 20 states and all seven union territories, and partially in the

remaining eight states. Since then the coverage of the MDMS has been further

extended, and today it Is close to universal.

It is worth noting that some states have gone beyond the scope of the mandated

coverage. The first major campaign For instanced, in Tamil Nadu and Kerala the

destitute and the aged are permitted to partake of the mid day meal in school. In Gujarat,

the scheme covers children from classes 1 to 7. The new guidelines in line with the

supreme court order dated April 20,2004, provided for meals to be served during the

summer vacations in drought -affected areas.

Finance for the Mid day Meal Scheme


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The MDMS is a centrally sponsored scheme. Grain (wheat or rice) for mid day

meals is supplied by the central government to the state government free of charge, at

the rate of 100 gm per day. Besides this, the central government also subsidies the

transport of grain from the nearest FCI depot to the primary school. Other costs include

the cost of ingredients (such as pulses, vegetable cooking oil), fuel costs and cook's

wages. The new guidelines are issued in 2004 these costs were to be borne by state

governments not providing cooked meals: dry ratios saved the states the additional of

cooking expenses.

Initially, the wage costs were met from the Jawahar Rozgar Yojana (JRY) in

1999, the JRY was revamped and these costs began to be borne by state governments.

Following the supreme court's orders the central government began providing additional

assistance. For instance, in December 2003 state governments were asked to earmark 15

percent of funds under the pradhan Mantri Gramodaya Yojana (PMGY) for meeting

cooking costs. In the revised Guidelines of 2004, contributions under PMGY were

discontinued, but the central government began providing Rs. 1 per child per school day

towards cooking costs. These costs were previously supposed to be borne by state

government.

The responsibility of providing physical infrastructure lies with state

government. Physical infrastructure includes a kitchen-cum- store, adequate water

supply for drinking and washing, cooking devices (stove) and utensils for cooking and

serving. State governments can use funds from several centrally funded schemes for

these purposes. For instance, Sampoorna Grameen Rozgar Yojana (SGRY) funds can be


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utilized for the construction of kitchen sheds in rural areas. Similarly in urban areas

funds available under the National slum Department programme can be used for the

construction of kitchen sheds. For drinking water, funds from SSA or Accelerated Rural

water supply programme can be utilized. Finally, utensils can be brought from the

annual SSA school grant of Rs. 2000.

The quantum of food materials provided per pupil per day is 30gm rice and

15gm green gram for pre-primary section and 60gm rice and 30gm green gram for

primary section. From 2005 onwards the programme of providing an egg to the children

started. Dry rations has to be given to the children who are consumers of the scheme

during the festival seasons (Onam, Christmas etc). In many backward and tribal areas,

the noon meal programme has proved to be a real inducement for the children to come

to school every working day.

"A free mid-day meal is provided to all children in government, corporation,

panchayat and municipal schools in the state. The main objective of mid-day meal

scheme was to boost enrollment and reduce dropouts. These objectives been

substantially attained, with dramatic impact on the enrollment and retention of children

in particular. Additionally it has provided employment to destitute men and women

work as cooks in the various noon meal centres in the state.

Cost of the Govt, to feed a child

Under the new scheme proposed by the central Government to spread primary

education, a poor and needy student would be allotted lOOgms of rice per working


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day. The state government is now redistributing this allotment and gives a student 60

gms of rice, 30 gms of green gram, which comes to Rs.1.50. The quality of rice given

to the children is the same as that which is distributed through the rationshops.

Benefit

By providing mid day meals the government is trying to provide.a safety net to

the poorest of the poor. Eventhough immediate economic will become an asset to the

country. At present the programme will reduce the drop out and increase the

attendance rates. The program was introduced for obtaining educational benefits.

The students who take lunch from schools come from economically and

socially backward communities or families. If these children are deprived of the

meals, they would become physically and mentally weak. A good part of the future

citizens will become a burden on the Government Healthy people are a great wealth to

the nation. The programme benefits much more in terms of human resources.

If the government stops the programme inequality between the rich ad the

poor students will widen. The rate of attendance will come down and there would be

more drop outs.


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Tabic 4.1

STATUS OF MID-DAY REALS AND PROVISION FOR

CONVERSION COSTS (as on 27 August 2006)

State/UT Proportion of children

covered by cooked

mid-day meal scheme

(%)

Provision for

conversion costs

Andhra Pradesh 100 Rs. 1.5-2Chatiisgarh 100 Rs.l

Delhi 100 Rs. 1.5-2

Gujarat 100 More than Rs.2

Hariyana 100 Rs. 1.5-2

Karnataka 100 Re. 1

Kerala 100 Rs. 1.5-2

Madhya Pradesh 100 Rs. 1.5-2

Maharashtra 100 Less than Re.l

Meghalaya 100 Not known

Mizoram 100 Not known

Nagaland 100 Not knownRajastan 100 Less than Re. 1

Sikkim 100 More than Rs. 2

Tamil Nadu 100 More than Rs.2

Tripura 100 More than Rs.2

Uttarachal 100 Re.l

Union Territories 100 Not known

Orissa 41 Less than Re.l

Goa 20 More than Rs.2


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Jharkhand 13 More than Rs.2

Punjab 12 Rs. 1.5-2

West Bengal 10 Re.l

Bihar 5 Re.l

Himachal Pradesh 3 Rs. 1.5-2

Anjnrhal Pradesh 0 Zero

Assam 0 ZeroJammu & Kashmir 0 Zero

Manipur 0 Zero

Uttar Pradesh 0 Zero

INDIAb

55 Rs.1.17

a. Children receiving cooked mid-day meal as a proportion of all childrenattending government primary schools.

b. Approximate figure (weighted averages of state-specific figures)

Essential quality norms for mid-day meal programmes

1. Nutritious hot cooked meal: Nutritious, cooked meals should beprovided though the year. The menu should offer variety to sustain the

interest of children and to enhance the nutritional value of the meal.

2. Micronutrient supplementation: all mid-day meal programmesshould include a "micronutrient supplementation" component

(as well as mass deworming if needed), to address common

micronutrient deficiencies among children.


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3. Adequate manpower: Every school should have trained staff toprovide mid-day meals with no interference to the normal school

routine. Each school should have at least a cook and a helper. All

cooks should undergo training on nutrition, hygiene, maintenance of

accounts, and other essential skills.

4.Adequate utensils: Each school should have the necessary utensils includingvessels for cooking, water, and plates.

5. Drinking water: Each school should have a reliable supply of cleandrinking water within the premises.

6. Kitchen and storage: Each school should have adequate infrastructurefor mid-day meals, including a kitchen and separate storage space.

7. Logistics management: reliable arrangements for timely delivery ofgrain and other supplies should be in place everywhere.

8. Supervision and monitoring : Effective arrangements should be madefor close supervision and monitoring of mid-day meal programmes, and

prompt action in the even of lapses such as food poisoning , disruption

in food supply , social discrimination, etc.

9. Social equity: All cooking staff should be women and preferenceshould be given to Dalits. There should be no discrimination in

the mid-day meal process based on the social background of

children or cooking staff.

10. School health programme: The mid-day meal programme should belinked with an active school health programme.


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Chapter V

CONCLUSION AND SUGGESTION

In this study we have examined the impact of the mid-day meals on the students of

schools in Elampalloor panchayath. The schools selected were S.A.B.T.M.U.P.S

Kureepally, KGV Govt. UPS Kundara, Govt. L.P.S Perumpuzha, M.G.U.P.S

Perumpuzha and S.K.V.L.P.S Kundara.

The main objectives was to find out the socio economic status of children

beneficiaries of the scheme, impact on attendance and drop out rate and to find out the

expenditure for implementing the programme.

When we analyse the socio economic condition of childrens beneficiaries of the

scheme it is found that they come mostly from economically backward families.


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With regard to attendance the study reveals that the percentage of attendance in

class is better among children who take mid day meals in schools. It is found that after

noon attendance is roughly the same as morning attendance.

An attempt was made to calculated the expenditure of the programme. The cost

to feed a child is Rs. 1.5(1 Even though immediate economic benefit cannot be

calculated, in the long run this scheme will bring out healthy educated citizens.

Findings

1. Mid day meals enhance school participation, especially in backward areas.2. Mid day meals improves daily school attendance, not just annual

enrolment. Many parents and most teachers report that it is easier to send

their children off to school each morning, especially the younger ones.

3. The programme makes it easier to retain children in school after the lunchbreak, since children who go home for lunch often do not return to school,

especially if distances are great. It is found that afternoon attendance is

roughly the same as morning attendance.

4. Mid day meals contribute to socialization, in a caste and class- riddensociety. Sharing a common meal helps erode caste prejudices and class

inequalities.


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5. Many children come to school on an empty stomach and find it hard toconcentrate in the classroom beyond a few hours. Providing children with

meals put an end to the phenomenon of 'classroom hunger'

6. Noon meals have also solved the problem of hunger in general7. Majority of the beneficiaries are low income families. They are also mostly

from backward classes. They didn't have enough study material. Inadequate or

insufficient income is the main reason for this.

8. School meals also contribute the liberation of women. When children are assured ahot nutritious meal outside the home, mothers are feed from the task of preparing

noon meals

9. Children are generally happy to get something to eat at school. This is not so muchbecause of hungry, or because the food is better than what they get at home, but

because they enjoy sharing of food with their friends.

Suggestions

1. Quality issues need urgent attention if the programme is to achieve full potential.

The quality of mid day meal programmes could be drastically enhanced by

introducing a minimum norm of Rs.2 per child everywhere.

2. Variety of foods should be introduced in schools. More varied and nutritious

lunch menus are recommended. There must also take steps to enhance the

nutritional content of mid-day meal programme


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3. Effective arrangements should be made for close supervision and monitoring of

mid-day meal programmes, and prompt action in the event of lapses such as food

poisoning description in food supply, social discrimination.

4. A high level expert Group should be formed to review the "National

Programme of Nutritional Support for Primary Education" (NPNSPE) in the

light of supreme court orders.

5. Financial allocation needs to be raised. A moderate amount of additional

expenditure could radically enhance the quality of mid-day meals. The fund

allocated for the programme should be properly utilized.

6. The behavior of teachers should be improved while serving the meals. They

should consider the children as their own children.

7. Close supervision and regular inspections are essential to achieve higher quality

standards. Better monitoring would also help to eradicate petty corruption such as

pilferage of food by various intermediaries.

8. The condition of kitchens should be improved.

9. "School health" programmes should be revived around the country and

integrated with mid day meal schemes. The mid day meal programme should

be linked with an active school health programme.

10. Every school should have trained staff to provide mid-day meals with no

interference to the normal school routine. Each school should have at least a

cook and a helper. All cooks should undergo training on nutrition, hygienic,

maintenance of accounts and other essential skills.


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11. Strict instructions should be issued to the effect that central assistance for mid

day meals is intended as a supplement to the resources already provided by state

governments, and not as a substitute for them.

12. The arrangements where grain is provided free of cost to state governments

through the FCI should continue. This responsibility should not be "transferred"

to the state governments.

13. The mid-day meal programme could be extended and linked to related programme such as micronutrient supplementation, health services and

nutrition education.

14. Ensure regular supply of food15. Side dashes like leafy vegetables, eggs etc should be provided at least twice a

week.

Conclusion

From the above study we can conclude that

1. Children, beneficiaries of the scheme are mostly from backward class(socially and economically) insufficient or lack of income is one of the main

reason for them to depend on this programme.

2. The programme has a positive impact on attendance and drop out rates. It increasethe attendance rate among the feeding students and reduce the drop out rate of

the beneficiaries of the programme.


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BIBLIOGRAPHY

Government of Kerala Orders

G.O. Ms 247/84/G.Edn. dated 14-11-1984

G.O. Ms 211/85/G.Edn. dated 31-10-1985

G.O. Ms 28/27/G.Edn. dated 02-02-1987. Supreme

Court Orders

Interim Order dated 28/11/2001.

Interim Order dated 20/04/2004.

Books and Articles

Agarwal, A.N (1996). Indian Economy Problems of Development and Planning. Wishawa

Prakashan New Delhi.

Brinda Viswanathan (2006). Access to Nutritious Meal Programme, EPW, Vol. 34.

Chandrasekhar S and Abhiroop Mukhopadhya. Primary Education as

a Fundamental Right.


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Chandrasekhar, Usha (2003): 'Nutrition Meal Progamme of Tamil Nadu, New Delhi,

August 1.

Daniel Schrier (1964). The School drop out , a profile, The Educational

Digest (10-13).

Dreze, Jean and Aparajita Goyal (2003) Future of Mid Day Meals EPW,

Vol. 14.

Dreze, Jean Universalisation with quality (2006), EPW, Vol. 34.

Economic Review 2005-2006.

Economic Review 2005-2006.

Farzana Afridi (2005). Mid War Meals in two states EPW, vol. 15.

Govt, of India (1995): 'Nutrition Support to Education', Report of the Committee on

Midday meals.

Hoyt. B. Kenneth (1965) Guidance and Dropout, the Educational Digest.

Khandekar. M (1979). A Case study of Drop out in second Survey of Research in

Education Society for Educational Research and

Development, Baroda.

Khera, Reetika (2002). 'Mid Day Meals in Rajastan', The Hindu, Nov. 13.

Nidhi Kotwal and Dr. Neelima Gupta. Reasons for School Drop outs among rural

Girls.

Rama Chandran Vimala, Kameshwaxi Jandhyala, Aarti Sahjee (2003): "Through the

Life Cycle of Children", Mimeo, New Delhi: EPW.


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Rao, V.K.R.V (1982). Food Nutrition and Child Development - Chung Publication -

Allahabad.

Ravi, J (2003). 'Mid Day Meal Scheme in Gujarat', Paper Presented at a workshop on

Mid-Day Meals programmes in schools in India convened by the Nutrition Foundation

of India, New Delhi, August 1.

Renuka Chowdhury - ICD's: India's Response to Early Child Development. Yojana.

Srivasta, Purnima (1991): Education Nutrition and Child Development, Chung

Publication - Allahabad.


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APPENDIX

Section A

Name of the student

(1) Type of family size Joint family system Single family system

(2) Occupation of the parent Govt./Public sector employee Agriculture/Coolie Self employed Household

(3) Do you have own Yes Yes No

(4) Area of the house (sq. feet) Below.200Sq.Feet Between 200-300 Sq.f. Between 300-500 Above 500

(5) Roof of the house Thatched Tiled Concrete

(6) Area of land Below 5 cents Between 5-10 cents Between 15-20cents Above 20 cents

(7) Monthly income of the parents (in Rs) Rs.1000-1500 Rs. 1500-2000 Rs.2500-3000

/ Above Rs.4000

(8) Is your house electrified


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Yes No(9) Do you have regular midday meal in all days

All days Majority Few days Not at all

(10) What is your opinion about the quality of meals Very Good Good Average Poor Very poor

(11) What is your opinion about the quantity of food Mere sufficient Sufficient Just enough Enough

(12) Condition of Kitchen (clean or not) Yes ' ' No

(13,) Can ypu listen properly after the meals served in afternoon

Yes No(14) Do you continue in schools if the meals was stopped

Yes No(15) Your opinion about the behaviour of teachers while serving the meals

Very loving Not loving Harsh(16) Do you have enough study materials

Yes No(17) Do you belong to which caste

Non-Reservation Group OBC SC and ST

(18.) Are you happy to eat a common dish at noon


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Yes No

children working

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