Those reactions are compounded by cultural factors. Many families continue to prioritize educating their sons over their daughters. As a result, many school-aged girls end up engaging in domestic work, farm labor, and even early marriage instead of getting an education. This is particularly true for children in grades 4-6 in rural areas.
In addition to food insecurity and families’ common responses to it, poor health is a major concern. Children in Burundi miss an average of 16 days of school per year due primarily to preventable illnesses related to diarrhea and to fever from malaria and parasite infestations. Further, developmental damage resulting from early malnutrition (between the ages of six months and five years) also keeps children from gaining the full benefits of the schooling they receive.
Even when children are able to attend school regularly, the quality of education they receive is severely limited.
- School infrastructure is inadequate.
- Teacher training is poor.
- Teachers often lack basic curriculum and supplies.
- Students often lack basic materials such as textbooks, notebooks, and pencils.
- School schedules are often irregular as a result of teachers’ migration and strikes.
- Classrooms are often overcrowded and many don’t even have enough desks and chairs.
Notwithstanding these obstacles, a number of studies, including a WFP/WV July 2008 School Feeding project evaluation report, have conclusively shown that well-run school feeding programs do help to improve education conditions, especially if they form part of a more integrated approach.
The WFP 2001 feasibility study on Burundi’s education system and WFP/WV July 2008 School Feeding project evaluation findings conclude that school feeding projects increase enrollment, have a moderate effect on reducing short-term absences, and, most importantly, have a greater effect on limiting prolonged absences.
Nevertheless, it is also clear that “standalone” school feeding projects are simply not enough by themselves to achieve desired outcomes, especially given all the inherent challenges in Burundi. Clearly, a strong and integrated set of activities is needed to better position Burundian children to successfully complete their primary education.
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