2. I. BRIEF DESCRIPTION OF THE ISSUE OR PROBLEM
School Based Feeding
Program
DepEd under the Bureau of Learner Support Services (BLSS) – School Health
Division (SHD)
SBFP provides nutritious food products and pasteurized or sterilized milk to undernourished
learners. It aims to address hunger, contribute to nutritional status, improve school
performance and learning outcomes, and increase the cognitive function and
academic performance of the learners
3. School Based Feeding Program (SBFP)
• Deped Order no. 39, s. 2017 - this policy establishes the guidelines for the
implementation of the school-based feeding program for SY 2017 to 2022.
• Deped Order no. 31, s. 2021 - Operational Guidelines on the Implementation of the School
Based Feeding Program for SY 2020-2021
• Deped Order no. 10, s. 2022- Supplemental Guidelines on Deped Order No. 31 s. 2021
• Deped Order no. 138 s. 2022- Supplemental Guidelines on Deped Order No. 31 s. 2021
(Sept.2022)
R.A. No. 113O7 or the Masustansyang pagkain para sa Batang Pilipino Act provides that "[t]he
state recognizes the vital role of the youth in nation-building, arnd shall promote, and protect their
physical, moral, spiritual, intellectual, and social well-being. In recognition of the demonstrated
relationship between food and nutrition, and the capacity of students to develop and learn, the
State shall establish a comprehensive national feeding program that will address the problem of
undernutrition among Filipino children.,, (Section 2)
4. School Based Feeding Program (SBFP)
Goals of the SBFP are :
◦ To rehabilitate at least 70% of severely wasted beneficiaries to normal nutritional
status at end of 100 to 120 feeding days;
◦ To increase classroom attendance by 85% to 100%
◦ To improve the children's health and nutrition values and behavior.
To ensure effectiveness and sustainability of SBFP, complementary activities are
undertaken
◦ Deworming of beneficiary children
◦ Program implementers undertake waste segregation, management and composting;
and integrate the Essential Health Care Program (EHCP) in SBFP
◦ Schools grow vegetable gardens under Gulayan sa Paaralan Project (GPP)
5. School Based Feeding Program (SBFP)
In the past six (6) years,
the DepEd through the
Bureau of Learner Support
Services (BLSS) – School
Health Division (SHD) has
done policy improvements to
make sure that the feeding
program meets its
objectives.
Starting SY 2012-2013,
the program was called
School Based Feeding
Program (SBFP) so as
not limit the feeding to
breakfast only.
After SY 2008-2009,
program shifted to
addressing undernutrition
or malnutrition among
elementary children
enrolled in public schools.
DepED’s in-school feeding
program, initially called
the Breakfast Feeding
program, was first
launched in 1997 to
address short-term
hunger among public school
children.
6. School Based Feeding Program
• The SBFP shall cober only Public
school and the primary beneficiaries
are all severely wasted, wasted,
severely stunted, and stunted
learners. In case of excess funds, all
learners in Last Mile Schools with 100
enrollees and below, the pupils-at-risk-
of dropping-out (PARDOs), indigenous
people (IP) learners, and those coming
from indigent families, shall be
considered as secondary beneficiaries
Nutritious Food Products
a. Enhanced Nutritious
b. Milky Bun
c. Fortified/ Enriched Bread
d. Iron-Fortified rice for a maximum of 5
days (3509 x 5 days)
e. Nutri-packs
Pasteurized / Sterilized Milk
Primary Beneficiaries
School-based/delivery/rationing for 120 days
Specifications
Duration:
7. Financial Requirements:
For the milk component, the budget is computed at P20.00 per beneficiaries
per feeding day, with the following breakdown: P19.00 for the milk and P1.00
for operational expenses.
P20.00 per beneficiary per feeding day, with the following breakdown: P18.00
for the food items (hot meals/NFP) and P2.00 for operational expenses
FUND AVAILMENT: The implementation of SBFP is funded under the Genera-
l Appropriations Act for the year, and the years thereafter. The release of fund
each year is governed by a National Budget Circular (NBC) issued by the
Department of Budget and Management (DBM).
9. School Heads shall strategize the implementation plan for
SBFP, especially for the blended or modified learning set-up of the
BE-LCP.
Progress monitoring shall be conducted to assess the
efficiency of implementation of the program in school, division and
national level.
10. II. ISSUE OR PROBLEM ANALYSIS -IDENTIFICATION
OF RELATED ISSUES OR PROBLEM
Other challenges reported for the country were:
difficulty in convincing some parents to assist,
resulting in the implementation burden falling on the shoulders of teachers;
and some corruption that occurred as fund allocations were
decentralized.
Assessment of School Based Feeding Program by Philippines Institute of Demographic Studies (PIDS0)
https://gcnf.org/wp-content/uploads/2021/01/CR_Phillipines_09_2020.pdf
11. II. ISSUE OR PROBLEM ANALYSIS -IDENTIFICATION
OF RELATED ISSUES OR PROBLEM
contaminated milk distributed in schools in the area under the School-Based
Feeding Program (SBFP)..(Santa Catalina, Negros Oriental)
https://www.pna.gov.ph/articles/1175026
12. II. ISSUE OR PROBLEM ANALYSIS -IDENTIFICATION
OF RELATED ISSUES OR PROBLEM
the insufficiency of the feeding area, eating and kitchen utensils, handwashing,
and tooth brushing area.
https://www.pna.gov.ph/articles/1175026
13. II. ISSUE OR PROBLEM ANALYSIS -IDENTIFICATION
OF RELATED ISSUES OR PROBLEM
the budget allocated per pupil is not enough to satisfy the recipients'
needs within the 120-day feeding program
https://ojs.aaresearchindex.com/index.php/aajmrcp/article/view/555
14. III. AT LEAST FIVE (5) RELATED LITERATURE OR STUDIES RELATED TO THE ISSUE OR PROBLEM
14
RESULTS OF AN IMPACT EVALUATION STUDY OF DEPED’S SCHOOL-BASED
FEEDING PROGRAM
by Ana Maria L. Tabunda, Jose Ramon G. Albert, and Imelda Angeles-Agdeppa
As in the process evaluation study conducted on the SBFP (Albert et. al. 2015), the study found
inconsistencies in verbal descriptors for nutrition status recorded in SBFP forms and nutrition status reports, and
verified pre-feeding and post-feeding nutrition status computed from birthdates and weight and height
measurements also recorded therein. To determine the postfeeding nutrition status of more children, missing post-
feeding dates were imputed by using the latest post-feeding date recorded for children belonging to the same
school, or using the date of the last feeding day mentioned by the school head.
Field interviews and FGDs suggest that the SY 13-14 SBFP program was generally
implemented well, with majority of school heads, teachers and parents expressing appreciation for SBFP
and with sizeable percentages of heads and teachers expressing a desire to see SBFP continued and
expanded.
The program also promoted a culture of care and active participation among stakeholders.
The SBFP was found to be helping improve attentiveness and sociability of beneficiary pupils. Teacher’s
reported most beneficiaries enrolled in their classes improved in attentiveness during feeding (96%) as
well as after (95%). The children also became more sociable during the feeding (97%), a development that
was sustained after the feeding (96%). Improvement in class attendance was also reported by teachers for
94% of beneficiaries; 92% of the children sustained good attendance.
15. III. AT LEAST FIVE (5) RELATED LITERATURE OR STUDIES RELATED TO THE ISSUE OR PROBLEM
15
Impacts of school feeding on educational and health outcomes of school-age
children and adolescents in low- and middle-income countries: protocol for a
systematic review and meta-analysis
By Dongqing Wang and Wafaie W. Fawzi
School feeding programs have been and will continue to be essential for the provision of nutrients,
improvement of academic performance, and the promotion of a healthy lifestyle in LMICs. Therefore, there is a
strong political will to continue to fund new programs and to expand on existing programs. The design and
implementation of school feeding programs in LMICs should be based on the established benefits of such
programs on specific educational and health outcomes of children and adolescents, for which an updated evidence
base is needed. The report also highlighted a need to strengthen the evidence base on the potential benefits of
school feeding. Drake et al. reviewed the design and implementation of 14 school feeding programs in LMICs
They concluded that there is no one size-fits-all model for school feeding programs, given that different
countries approach school feeding programs with different objectives. However, they did identify some
good practices that are likely applicable across countries, such as the inclusion of fruits and vegetables,
the collaboration with local smallholder farmers, and the incorporation of school feeding programs as the
component of a much broader curriculum of nutrition and health education.
file:///C:/Users/Teacher/Downloads/s13643-020-01317-6%20(1).pdf
16. III. AT LEAST FIVE (5) RELATED LITERATURE OR STUDIES RELATED TO THE ISSUE OR PROBLEM
16
Practices and Experiences of School based Feeding Program (SBFP)
Implementation at San Juan Elementary School
by Khimberly L. Dimaculangan Teacher III, Department of Education, DEPED, Philippines
From the research findings, that school feeding program plays vital role in the pupils
’education. It is also the absence of school feeding program in most of the learners has been among the
contributors of insufficient performance among the pupil. The School Feeding Program helps the pupils to
perform well in all the activities done in school. It also the pupils achieve a better education if they have a
good health. On the other hand, School Feeding Program become more effective with proper implementation and
practices to attain the objectives of the Deped in School Based Feeding Program (SBFP) to eliminate or to lessen
the number of pupils who are malnourished. The pupils achieve the healthy body and mind with proper nutrition.
Therefore, through the proper practices of the school feeding program we attained the objectives of School Based
Feeding Program (SBFP).
file:///C:/Users/Teacher/Downloads/s13643-020-01317-6%20(1).pdf
17. III. AT LEAST FIVE (5) RELATED LITERATURE OR STUDIES RELATED TO THE ISSUE OR PROBLEM
17
Problems Encountered by School-Based Feeding Program Beneficiaries and Their
Academic Performance
by Daren Joy D. Vizcocho
From the findings of the study, the researcher draws the following conclusions: First, a typical beneficiary of the
school-based feeding program is an undernourished female in the late childhood stage, with at least three siblings
and a child of a regularly employed parent or guardian with a monthly income below the minimum family financial
requirement. Second, the SBFP beneficiaries suffers social disintegration, exhibits unpleasant behavior and do not
have enough money to buy healthy food in school. Third, the beneficiaries of the school feeding program attained
the same level of academic performance with a slight change in their final numerical grades on the average before
and after the implementation of the SBFP. Fourth, a significant change in the academic performance of the
beneficiaries before and after they undergo the program implied that the implementation of the SBFP is effective
and improves the academic performances of the program recipients. Fifth, beneficiaries of different age and sex
suffer and encounter different social, behavioral and economic problems. Sixth, minimizing and eliminating the
causes and sources of the problems of the feeding beneficiaries will consequently improve their academic
performances. Lastly, the success and effectiveness of the SBFP implementation could be indicated and
measured by an increase in the school performance of the beneficiaries.
file:///C:/Users/Teacher/Downloads/ProblemsEncounteredbySchool-
BasedFeedingProgramBeneficiariesandTheirAcademicPerformance%20(1).pdf
18. III. AT LEAST FIVE (5) RELATED LITERATURE OR STUDIES RELATED TO THE ISSUE OR PROBLEM
18
Implementation of School-Based Feeding Program and Its
Effect on the Physical Growth and Academic Performance
By Mark Joseph M. Lu , Ramil L. Dacal
Majority of the beneficiaries was at satisfactory level before and after the
implementation of the school-based feeding program when it comes to the
level of academic performance. Feeding program has an effect on the physical
growth and academic performance however it doesn’t show big significant
difference. The level of physical growth and academic performance of the
respondents are varied and not comparable across their profile variables which
include sex and age.
file:///C:/Users/Teacher/Downloads/300-Article%20Text-822-1-10-20201205%20(2).pdf
19. The School Feeding Program helps the pupils to learn better if
they have a good health. The pupils achieve the healthy body
and mind with proper nutrition. School Feeding Program become
more effective with proper implementation and practices to attain
the objectives of the Deped in School Based Feeding Program
(SBFP) to eliminate or to lessen the number of pupils who are
malnourished.
Josephine Medina
Nurse – SDO Pampanga
IV. RESULTS OF MINI-SURVEYS CONDUCTED,OBSERVATION OR
INTERVIEW ON STAKEHOLDERS’ PERCEPTION ABOUT THE ISSUE OR
PROBLEM
20. Maganda ang programang School Based Feeding Program dahil
marami itong natutulungan na mga mag-aaral na malnourished
na alam naman natin na halos nanggaling sila sa mga mahihirap
na pamilya. Bilang Health and Nutrition leader sa central school
ng distrito, isa itong malaking responsibilidad sa akin dahil
minsan kailangan mong pumunta ng madaling araw kapag
idedeliver na ang mga Food packs at mga gatas. Para sa mga
guro dagdag trabaho siya lalo na dati nung nagluluto pa pero sa
ngayon dahil nakapack na, distribution na lang ang ginagawa
natin.
Cynthia Pineda
Health & Nutrition Leader – Mitla ES
IV. RESULTS OF MINI-SURVEYS CONDUCTED,OBSERVATION OR
INTERVIEW ON STAKEHOLDERS’ PERCEPTION ABOUT THE ISSUE OR
PROBLEM
21. “Masaya ku kapag atin feeding kasi atin kung pamangan.”
Maria Alegria Nulud
SBFP Beneficiary
IV. RESULTS OF MINI-SURVEYS CONDUCTED,OBSERVATION OR
INTERVIEW ON STAKEHOLDERS’ PERCEPTION ABOUT THE ISSUE OR
PROBLEM
22. 1.Individual monitoring and follow up should be done at home with the family support to extend the feeding
program.
2. For the SBFP Coordinators, they should connect with other agencies/ linkages. Tap the support from the
Rural Health Units and LGU’s Participation of different stakeholders. Conducting of seminars to the parents of
the beneficiaries for them to in light about the importance of having a good nutrition.
3. Schools-based feeding beneficiaries must undergo individual monitoring and strictly implementation of the
school-based feeding program for better results especially to the students with age of 8 and below to minimize
the number of underweight on the higher level.
4. For the School Heads, they should involve professional social workers at different levels of steps and
structure to get technical support for further effect and quality of the service delivery of the program, they
could also tap the help of stakeholders, donors and the community at large so as to enhance the efficiency
POSSIBLE RECOMMENDATIONS
23. 4. For the School Heads, they should involve professional social workers at different levels of steps and
structure to get technical support for further effect and quality of the service delivery of the program, they
could also tap the help of stakeholders, donors and the community at large so as to enhance the efficiency
and effectiveness of the program.
5. Budgetary allotment for School-Based Feeding Program must increase for at least 25 pesos per
beneficiaries to support more nutritious food.
POSSIBLE RECOMMENDATIONS
25. GUIDANCE ON COVID-19 VACCINATION FOR
DEPED TEACHING AND NON-TEACHING
PERSONNEL
DepEd Task Force COVID-19 MEMORANDUM No. 372
Vacc2School campaign aims to inform, educate, and engage
the Department’s stakeholders in promoting the vaccination
drive and other related policies to mitigate COVID-19.
The campaign was also contextualized to support
the BIDA Solusyon Plus sa COVID-19 campaign of the
Department of Health (DOH) in the education sector.
25
26. (1) as recipients or
beneficiaries of the
vaccine,
DepEd will participate in three levels
(2) as members of the
different task group on
vaccination
(3) as champions for
advocacy of the
immunization program.
28. https://doh.gov.ph/covid19-vaccination-dashboard
VACCINATION STATUS in the PHILIPPINES
As February 4, 2022 – The Department of Education
(DepEd) shared that four out of five or 80.25% of
teaching and non-teaching personnel were already
vaccinated against COVID-19 in the latest vaccination
report from the field.
Based on the national summary of DepEd’s vaccination
status, the number of vaccinated now stands at
779,002 out of 970,730 personnel from field offices and
schools. It is 7.7% (70,990) higher than the reported
figure last November 2021.
29. https://doh.gov.ph/covid19-vaccination-dashboard
VACCINATION STATUS in the PHILIPPINES
As of Aug.19,2022- only 19% of learners
have been fully vaccinated against COVID-19, the
Department of Education (DepEd) at the start of School
Year 2022-2023.
Initial data released by the Department of Education
(DepEd) showed that just 5,663,984 kindergarten,
elementary and high school students have received at
least one dose of COVID-19 vaccine, and only
5,285,437 received a second dose and are considered
fully vaccinated.
30. Related Literature:
Reducing Vaccine Hesitancy in the Philippines
Several factors related to information are among the reasons for
hesitancy. Lack of information about vaccines, misinformation about their
efficacy or side effects, mistrust, and underestimation of benefits compared to
overestimation of risks and costs of vaccination, are among the potential
reasons.
https://thedocs.worldbank.org/en/doc/9b206c064482a4fbb880ee23d6081
d52-0070062021/original/Vaccine-Hesitancy-World-Bank-Policy-Note-
September-2021.pdf
31. Related Literature:
COVID-19 vaccine perceptions and hesitancy amongst parents of school-aged
children during the pediatric vaccine rollout
Child COVID-19 acceptance and intent to vaccinate younger
children were highly associated with parent COVID-19 acceptance highlighting
an opportunity to implement dual parent and child public health interventions.
https://www.sciencedirect.com/science/article/pii/S0264410X2201221X?vi
a%3Dihub
32. Related Literature:
Vaccine Acceptance and Hesitancy among College Students in Nevada: A
State-Wide Cross-Sectional Study by Leslie Elliott, Kanyeemengtiang Yang
Interestingly, among students who were reluctant to get the vaccine,
approximately 15–17% said they wanted to protect themselves and family
members; it is unclear whether these respondents meant they believed the
vaccine to be harmful to self and others, or whether they were conflicted about
their hesitancy and these reasons would eventually affect their decisions to
receive the vaccine.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8779422/
33. Related Literature:
Students’ Views on Vaccination against COVID-19 Virus and Trust in Media
Information about the Vaccine: The Case of Serbia
by Iva Šiđanin , Biljana Ratković Njegovan , Bojana Sokolović
A survey conducted among students in the Republic of Serbia on
their attitudes towards vaccination against the COVID-19 virus, as well as trust
in media reports on the subject, showed a strong suspicion in relation to both
issues. Given that slightly less than half of the surveyed students
expressed a completely negative attitude towards vaccination, it is
realistic to expect that even with all the measures taken by the state, the
pandemic cannot be stopped faster.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8704984/
34. Issue / Problem
Vaccine brand
hesitancy and
brand preferences.
Religious beliefs
do not support
vaccines.
Misinformation
spread by
networks
Vaccines are
viewed as unsafe
and deadly.
35. VACC 2 SCHOOL ay programa ng DepEd para mapataas ang
paniniwala ng mga magulang, mag-aaral at DepEd personnel na
kaya tayong protektahan ng bakuna.
Josephine Medina
Nurse – SDO Pampanga
IV. RESULTS OF MINI-SURVEYS CONDUCTED,OBSERVATION OR
INTERVIEW ON STAKEHOLDERS’ PERCEPTION ABOUT THE ISSUE OR
PROBLEM
36. Vaccination protects me from COVID-19 and it also serves
as a protection for my family and my pupils.
Leona Marie P. Sagun
Teacher 1 – Mancatian ES
IV. RESULTS OF MINI-SURVEYS CONDUCTED,OBSERVATION OR
INTERVIEW ON STAKEHOLDERS’ PERCEPTION ABOUT THE ISSUE OR
PROBLEM
37. Hindi ko po muna ipapabakuna yung anak ko kasi bagong
diskubre palang ang bakuna baka mayroon siyang lifetime effect
sa katawan. Iingatan ko na lang ang anak ko.
Nona Nulud
Parent
IV. RESULTS OF MINI-SURVEYS CONDUCTED,OBSERVATION OR
INTERVIEW ON STAKEHOLDERS’ PERCEPTION ABOUT THE ISSUE OR
PROBLEM
38. POSSIBLE RECOMMENDATIONS
1.Highlighting vaccination as a
social norm. Talk about
vaccination as though it’s no big
deal and a normal part of life. You
can also mention how you and
others have or plan to get
vaccinated.
2.Pivoting to the real risks of the
disease in question to address
myths and misinformation. A lot of
misleading information on the
COVID-19 vaccines focuses on real
vaccine side effects, such as heart
inflammation (myocarditis), without
the context that such vaccine side
effects are very rare, especially
when compared to the risk of
myocarditis from COVID-19 itself.
3.Sharing your vaccination story.
Supplementing facts with your own
story helps build trust. Sharing the
good (“I’m so glad I’m protected
now!”) and the bad (“But, man, was
my arm sore for the rest of the day.”)
shows that you don’t have an
agenda.
42. 2 out 5
Elaborate on the featured statistic.
95%
Elaborate on the featured statistic.
123 million
Elaborate on the featured statistic.
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45. S
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W
Weaknesses
Where do you need
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resources adequate?
What do others do
better than you?
O
Opportunities
What are your goals?
Are demands
shifting? How can it
be improved?
T
Threats
What are the
blockers you're
facing? What are
factors outside of
your control?
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