CHAPTER 1: INTRODUCTION

1.1 Policy Context / Background Education is both a constitutional right and a key driver of Nairobi's economic and social transformation. However, hunger and malnutrition remain critical barriers to learning. Evidence shows: a) A hungry child cannot concentrate, learn effectively, or perform well. b) Learners spend over 75% of their time in school, consuming more than half of their daily food intake there. c) Globally, every $1 invested in school feeding yields $9 in social and economic returns through improved education, productivity, and health. For Nairobi, a city where 60% of residents live in informal settlements and face high levels of food poverty, school feeding is not just an educational intervention, but also a social protection measure, a public health tool, and an economic stimulus that strengthens local food systems.

1.2 Evolution of School Feeding in Kenya Kenya's school feeding journey demonstrates progressive expansion and institutionalization: a) Pre-independence era (1940s–1960s): Missionaries and communities initiated small feeding programs in schools. b) 1979: Maziwa ya Nyayo milk program launched by President Moi, boosting enrolment and attendance nationwide. c) 1980s–1990s: Partnership with the World Food Programme (WFP) extended meals to arid and semi-arid regions, covering 1.2 million learners. d) 2008: The Home-Grown School Meals Programme (HGSMP) launched, linking school meals with local farmer supply chains. e) 2018: The Government of Kenya fully took over school feeding, ending direct WFP support. f) 2023: Nairobi County, under Governor Sakaja, launched Dishi na County, a flagship program delivering nutritious daily meals at KSh 5 per child, supported by 17 central kitchens and Tap2Eat technology. By 2025, the program was already reaching 318,751 learners across 219 schools. Nairobi is uniquely positioned to consolidate past gains and set a national benchmark for county-led school feeding.

CHAPTER 2: SITUATIONAL ANALYSIS

2.1 National and County Trends

2.1.1 Education Access, Equity, and Inclusivity a) Since the introduction of Free Primary Education (2003), enrolment has grown significantly, with over 10.1 million learners in primary schools, 8.5 million of whom are in public schools. b) Despite high literacy rates (98.8% men, 96.9% women), poverty and food insecurity hinder school attendance in Nairobi’s informal settlements, where over 60% of residents live. c) In 2022, 14.8% of Nairobi households were food-poor (KCHS 2021), forcing many children to rely on school meals as their primary source of nutrition. d) National assessments (NASMLA, 2020) show that 13.1% of Grade 3 pupils did not take breakfast daily; irregular meals strongly correlate with poor performance. Implication: School feeding improves enrolment, retention, transition, and learning outcomes — especially for vulnerable groups such as girls, children with disabilities, and those from low-income households.

2.1.2 Health and Nutrition a) Nairobi faces a triple burden of malnutrition: i. Undernutrition – 11% stunted, 5.3% underweight, 3% wasted (KDHS 2022). ii. Micronutrient deficiencies – 16.5% of school-age children are anaemic, with iron and zinc deficiency widespread. iii. Overnutrition – 6% overweight, reflecting poor dietary diversity. b) Adolescents are at particular risk: 26% of boys and 12% of girls are underweight. c) Poor access to WASH services worsens nutrition outcomes: 75% of slum dwellers buy water from kiosks, only 3% have public tap access, and 8% still practice open defecation. d) The Cost of Hunger in Africa (2019) shows Kenya lost 6.9% of GDP in 2014 due to child undernutrition (KSh 373.9 billion). Implication: School feeding is not just food provision; it is a public health and economic productivity intervention.

CHAPTER 3: POLICY FRAMEWORK, STATEMENTS & STRATEGIES

3.1 Core Values The Nairobi City County School Feeding Policy is anchored on values that reflect both governance and service delivery commitments: a) Accountability – Transparent management of funds, meals, and outcomes. b) Integrity – Zero tolerance for corruption, leakages, or mismanagement. c) Quality – Commitment to high nutritional and safety standards. d) Equity & Inclusion – Prioritizing vulnerable learners, including those with disabilities and from informal settlements. e) Partnership – Multi-sectoral and cross-cutting collaboration. f) Community Empowerment – Recognizing parents, schools, and communities as central actors. g) Innovation – Leveraging technology, digital systems, and climate-smart practices. h) Dignity & Child-Centeredness – Ensuring no child is stigmatized or excluded. i) Resilience – Building food systems that withstand shocks (climate, economic, political).

3.2 Guiding Principles ) Right to Food: Every learner has a right to adequate, nutritious, and safe food. b) Sustainability: Ensure financial, institutional, and food system sustainability. c) Transparency & Efficiency: Clear standards, reporting, and digital monitoring. d) Collaboration: Strong Co-ordination among the county, national, and partners. e) Adaptability: Ability to respond to emergencies, shocks, and changing needs. f) Evidence-Based: Decisions and reforms guided by data, research, and continuous learning.

3.3 Policy Statements and Strategies/Policy Direction Overall Policy Statement The Nairobi City County Government, in collaboration with its stakeholders, will enhance access to safe, diverse, and nutritious meals for all learners in basic education institutions 3.3.1 Education Access, Equity, and Inclusivity Policy Statement: The Nairobi City County Government, in collaboration with the National Government and other stakeholders, shall provide diversified and healthy school meals to all learners enrolled in pre-primary and primary schools in the county. Strategies a) Expand coverage to all ECDE, Primary, and Junior schools, prioritizing informal settlements and underserved wards. b) Infrastructure development – build and equip modern ECDE centres and kitchens, particularly in high-need areas. c) Targeted support – prioritize children with disabilities, orphans, and vulnerable children. d) Strengthen linkages between meals, enrolment, and performance through school reporting systems. e) Promote inclusivity by ensuring gender-sensitive feeding approaches (e.g., encouraging adolescent girls’ retention). Expected Outcomes Higher enrolment, reduced absenteeism, improved transition to Junior Secondary, especially in informal settlements