Introduction

The COVID-19 pandemic has brought unprecedented impact to everyone and in particular to

school activities, including its school feeding program.  School feeding program are targeted
social safety nets that provide educational and health benefits to the most vulnerable
children. The implementation of the school feeding programs in many countries has shifted to
its new form since its beneficiaries is now home-based. In the closure of schools, several
modalities were employed to substitute the daily meal that children received in school. These
alternatives include take home rations, cash transfers and alternative hot meals. In the
Philippines, the Department of education released new guidelines to implement the school-
based feeding program during pandemic. The pandemic has not ended, nevertheless, the
school environment is being prepared to design school activities with the perspective
that COVID-19 is treated as endemic. According to UNESCO (2020), as schools reopen, the
priority is to provide a safe environment and then children to return in pre-COVID-19 numbers
and to help them regain their health and nutrition after the rigours of the lockdown and
exclusion. It is in this regard that it will be interesting and beneficial for schools and Department
of Education in general to evaluate the changes in school-based feeding program during COVID
19 pandemic to provide new learning’s and action plan for the continuation of offering school-
based feeding program until full transition to face to face classes

Statement of the Problem

In light of the changes encountered due to the COVID 19 and the implementation of school-
based feeding program, the proposed study will evaluate the school-based feeding program of
a selected school during COVID 19 pandemic specifically the following questions will be
answered: 
1.How did the school-based feeding program changed due to  the  pandemic in terms of
the following:
      a. Context,
      b. Program, Goals, and Objectives,
      c. Implementation, and 
      d. Outcome? 
2.What is the evaluation of the implemented school-based feeding program during the new
normal? 
3.What are the factors that promote or hinder successful implementation of the school-based
feeding program during new normal?

Significance of the Procedure

Scope and Limitation

For this proposed study the scope will include respondents that satisfies this criteria: those with
direct role in planning and implementation of school-based feeding program such as
school feeding coordinator and staffs. The researcher has limited data gathering due to
restriction of the prevailing COVID-19 situation because the researcher has no access to the
school and stakeholder during the implementation only recorded data and reports will be
examined and explored. The study will focus on one school and will be limited to a number of
respondents.  There will be no actual observation during distribution of nutritious food
products and milk.

RRL

Very briefly, I would like to present a general history of school-based feeding program in the
Philippines. Since 1997, the Department of Education has been implementing school based
feeding program. It was called Breakfast Feeding Program aimed to address short-term hunger.
From merely addressing short term hunger it shifted to addressing undernutrition.  In 2005, it
was called School-Based Feeding program.  Through the years it underwent several changes in
terms of beneficiaries, coverage, and delivery mode. In 2018, the Masustansiyang Pagkain Para
sa Batang Pilipino was signed into law. It institutionalized a National Feeding Programme for
Undernourished Children in Public Day Care, Kindergarten and Elementary Schools to Combat
Hunger and Undernutrition in Philippines. 

Guidelines

When COVID-19 pandemic happened, school-based feeding programs around the world made
major adjustments. For instance, in Costa Rica, schools set up collection points for distributing
food baskets to families.  In Kerala, India, teachers communicated with families to collect
or distribute food baskets in their localities.  In the Philippines, the Department of Education
released new guidelines in implementing the school-based feeding program. It was intended to
guide schools in planning, implementation, and managing SBFP. The guidelines state the policy
undertaking, framework and describe the delivery mechanism. The ultimate goal is to improve
the nutritional status of the beneficiaries. 

Why is it important to deliver school-based feeding program even during pandemic? It is

because, in general, school-based feeding programs have provided positive effects that justify
its continuation. An example is the evaluation conducted by Hall, A., et al. (2007) which
indicated that Vietnamese children who were given a snack with 300 kcal of energy and
micronutrients significantly gained more weight and height than children who were not fed in
schools. Feeding programs also promote health consciousness and foster students’ healthy
habits, which affects not only their lives in the long term, but also the life of their family
members.

There are several evaluation designs and models used in evaluating projects and programs. In
2020, the WFP conducted an analysis of the state of school feeding describing the impact of
COVID-19 on school feeding around the world and presented what can be done to restore this
global safety net. An impact evaluation of the SY 2013-2014 implementation of the school-
based feeding program was conducted by Philippine Institute of Development Studies.  In 2021,
a Global Survey of School meal programs was conducted. This survey asks about national or
large-scale school feeding programs.  One of the evaluation models is the CIPP model given by
Stufflebeam in 1983 which includes four elements Context, input, Process and Product. The
CIPP evaluation model is based on the view that the most important purpose of evaluation is
not to prove but to improve. It is a move against the view that evaluations should be "witch
hunts" or only instruments of accountability. Instead, it sees evaluation as a tool by which to
help make programs work better for the people they are intended to serve. 

Research Design

This is a case study that will utilize an evaluation method. It will be a case study of

one school implementing the feeding program where every major process will
be evaluated. Case study is the most appropriate to use for this study because it allows a small
unit to be studied, put emphasis on in-depth investigation of school-based feeding program in
its real-life settings, and understand the different aspects of the school-based feeding program.
This research design will also provide detailed insights of the school-based feeding program
capturing information on how, what and why questions in its natural context.  The CIPP model
is the chosen evaluation model because it takes into consideration that the paramount function
of evaluation which is to foster improvement, provide accountability records, and promote
increased understanding of the phenomenon under review.
Research Locale

Tipas Elementary School-Main is the chosen research locale for the study. A public elementary
school situated in Barangay Tipas, Taguig City. It was purposively chosen because of its
performance in implementing the program. It is a recipient of several awards like Best
Implementer of School-Based Feeding Program and Best Implementer
of Gulayan sa Paaralan Program.  It is selected with the assumption that if we need to learn the
best practices in implementing the school-based feeding program, a school such as this is the
most appropriate to evaluate. When guidelines for implementation of school-based feeding
program change, it is wise to see how the most able schools respond to the changes; their
strategies can be basis for improvement or provide standard for other schools.  

Sample and Sampling Technique

A purposive sampling technique will be utilized. The respondents will be selected based on the
predetermined criteria based on their involvement in the planning, purchasing, and
implementing of the school-based feeding program in the chosen school.

Instruments

There are two instruments for the study.  The first is questionnaire lifted from the 2021 Global
Survey of School Meals conducted by Global Child Nutrition Foundation. The questionnaire was
modified to make it suitable to the existing study. The second instrument is the interview guide
with semi-structured open-ended questions.

Data Gathering Procedure

For the gathering of data, there will be an initial request for permission from the target school.
In program evaluations, it is important to establish rapport and secure commitment from the
administrators. It is essential that they want the program to be evaluated. In this regard, I have
already contacted the target school and they are willing to participate if this study is approved.
After the logistic arrangements, there will be collection of pertinent documents, administration
of self-administered questionnaire, and interview. 

Data Analysis

The data and responses will be analyzed using content analysis and descriptive statistics under
the lens of the CIPP model. Content analysis for interview data and  documents   that will
contain information in the Content, Input, Process and Product. Descriptive statistics will be
used to present the information about the data being studied. The descriptive statistics will be
subsequently used for data with numerical characteristics such as the profile of the
beneficiaries and change in nutritional status of the beneficiary pre-and post-feeding. 
Ethical Consideration

The ethical practice of voluntary participation and informed consent will be observed. Non-
maleficence - minimal risk because there will be no children or those in the disadvantaged
groups will be involved in the study. The data will primarily come from reports and
documents. The researcher will be the only person who will have the access to the data and will
be stored with utmost care. 

Introduction

The COVID-19 pandemic has brought unprecedented impact to everyone and in particular to

school activities, including its school feeding program.  School feeding program are targeted
social safety nets that provide educational and health benefits to the most vulnerable
children. The implementation of the school feeding programs in many countries has shifted to
its new form since its beneficiaries is now home-based. In the closure of schools, several
modalities were employed to substitute the daily meal that children received in school. These
alternatives include take home rations, cash transfers and alternative hot meals. In the
Philippines, the Department of education released new guidelines to implement the school-
based feeding program during pandemic. The pandemic has not ended, nevertheless, the
school environment is being prepared to design school activities with the perspective
that COVID-19 is treated as endemic. According to UNESCO (2020), as schools reopen, the
priority is to provide a safe environment and then children to return in pre-COVID-19 numbers
and to help them regain their health and nutrition after the rigours of the lockdown and
exclusion. It is in this regard that it will be interesting and beneficial for schools and Department
of Education in general to evaluate the changes in school-based feeding program during COVID
19 pandemic to provide new learnings and action plan for the continuation of offering school-
based feeding program until full transition to face to face classes.

Statement of the Problem

In light of the changes encountered due to the COVID 19 and the implementation of school-
based feeding program, the proposed study will evaluate the school-based feeding program of
a selected school during COVID 19 pandemic specifically the following questions will be
answered:  
1.How did the school-based feeding program changed due to  the  pandemic in terms of
the following:
      a. Context,
      b. Program, Goals, and Objectives,
      c. Implementation, and 
      d. Outcome? 
2.What is the evaluation of the implemented school-based feeding program during the new
normal? 
3.What are the factors that promote or hinder successful implementation of the school-based
feeding program during new normal?

Scope and Limitation

For this proposed study the scope will include respondents that satisfies this criteria: those with
direct role in planning and implementation of school-based feeding program such as
school feeding coordinator and staffs. The researcher has limited data gathering due to
restriction of the prevailing COVID-19 situation because the researcher has no access to the
school and stakeholder during the implementation only recorded data and reports will be
examined and explored. The study will focus on one school and will be limited to a number of
respondents.  There will be no actual observation during distribution of nutritious food
products and milk.

RRL

Very briefly, I would like to present a general history of school-based feeding program in the
Philippines. Since 1997, the Department of Education has been implementing school based
feeding programs. It was called Breakfast Feeding Program aimed to address short-term
hunger. From merely addressing short term hunger it shifted to addressing undernutrition.  In
2005, it was called School-Based Feeding program.  Through the years it underwent several
changes in terms of beneficiaries, coverage, and delivery mode. In 2018, the Masustansiyang
Pagkain Para sa Batang Pilipino was signed into law. It institutionalized a National Feeding
Programme for Undernourished Children in Public Day Care, Kindergarten and Elementary
Schools to Combat Hunger and Undernutrition in Philippines. 

When COVID-19 pandemic happened, school-based feeding programs around the world made
major adjustments. For instance, in Costa Rica, schools set up collection points for distributing
food baskets to families.  In Kerala, India, teachers communicated with families to collect
or distribute food baskets in their localities.  In the Philippines, the Department of Education
released new guidelines in implementing the school-based feeding program. It was intended to
guide schools in planning, implementation, and managing SBFP. The guidelines state the policy
undertaking, framework and describe the delivery mechanism. The ultimate goal is to improve
the nutritional status of the beneficiates. 

Why is it important to deliver school-based feeding program even during pandemic? It is

because, in general, school-based feeding programs have provided positive effects that justify
its continuation. An example is the evaluation conducted by Hall, A., et al. (2007) which
indicated that Vietnamese children who were given a snack with 300 kcal of energy and
micronutrients significantly gained more weight and height than children who were not fed in
schools. Feeding programs also promote health consciousness and foster students’ healthy
habits, which affects not only their lives in the long term, but also the life of their family
members.

There are several evaluation designs and models used in evaluating projects and programs. In
2020, the WFP conducted an analysis of the state of school feeding describing the impact of
COVID-19 on school feeding around the world and presented what can be done to restore this
global safety net. An impact evaluation of the SY 2013-2014 implementation of the school-
based feeding program was conducted by Philippine Institute of Development Studies.  In 2021,
a Global Survey of School meal programs was conducted. This survey asks about national or
large-scale school feeding programs.  One of the evaluation models is the CIPP model given by
Stufflebeam in 1983 which includes four elements Context, input, Process and Product. The
CIPP evaluation model is based on the view that the most important purpose of evaluation is
not to prove but to improve. It is a move against the view that evaluations should be "witch
hunts" or only instruments of accountability. Instead, it sees evaluation as a tool by which to
help make programs work better for the people they are intended to serve

Research Design

This is a case study that will utilize an evaluation  method. It will be a case study of

one school implementing the feeding program where every major process will
be evaluated. Case study is the most appropriate to use for this study because it allows a small
unit to be studied, put emphasis on in-depth investigation of school-based feeding program in
its real-life settings, and understand the different aspects of the school-based feeding program.
This research design will also provide detailed insights of the school-based feeding program
capturing information on how, what and why questions in its natural context.  

Research Locale

Tipas Elementary School-Main is the chosen research locale for the study. A public elementary
school situated in Barangay Tipas, Taguig City. It was purposively chosen because of its
performance in implementing the program. It is a recipient of several awards like Best
Implementer of School-Based Feeding Program and Best Implementer
of Gulayan sa Paaralan Program.  It is selected with the assumption that if we need to learn the
best practices in implementing the school-based feeding program, a school such as this is the
most appropriate to evaluate. When guidelines for implementation of school-based feeding
program change, it is wise to see how the most able schools respond to the changes; their
strategies can be basis for improvement or provide standard for other schools.  

Sample and Sampling Technique

A purposive sampling technique will be utilized. The respondents will be selected based on the
predetermined criteria based on their involvement in the planning, purchasing, and
implementing of the school-based feeding program in the chosen school.

Instrument

There are two instruments for the study.  The first is questionnaire lifted from the 2021 Global
Survey of School Meals conducted by Global Child Nutrition Foundation. The questionnaire was
modified to make it suitable to the existing study. The second instrument is the interview guide
with semi-structured open-ended questions.

Data Gathering Procedure

For the gathering of data, there will be an initial request for permission from the target school.
In program evaluations, it is important to establish rapport and secure commitment from the
administrators. It is essential that they want the program to be evaluated. In this regard, I have
already contacted the target school and they are willing to participate if this study is approved.
After the logistic arrangements, there will be collection of pertinent documents, administration
of self-administered questionnaire, and interview. 

Data Analysis

The data and responses will be analyzed using content analysis and descriptive statistics under
the lens of the CIPP model. Content analysis for interview data and  documents   that will
contain information in the Content, Input, Process and Product. Descriptive statistics will be
used to present the information about the data being studied. The descriptive statistics will be
subsequently used for data with numerical characteristics such as the profile of the
beneficiaries and change in nutritional status of the beneficiary pre-and post-feeding

Ethical Consideration

The ethical practice of voluntary participation and informed consent will be observed. Non-
maleficence - minimal risk because there will be no children or those in the disadvantaged
groups will be involved in the study. The data will primarily come from reports and
documents. The researcher will be the only person who will have the access to the data and will
be stored with utmost care.