Education in Senegal: An Evaluation of Food for Education as Interventions for Social Development
in Volume 8, Issue 4 — September 12, 2011
In order to support and sustain efforts in economic development, the developing world must confront the larger task of addressing social development. By investing in its own human capital through education, a community stands a better chance of sustaining and improving upon progress made in other development indicators. As such, it is necessary to examine educational systems to find where they are failing and which groups of a society they are not reaching. This paper examines education in Senegal through an inclusive, asset-building framework. An asset-building framework uses the local skills and resources of a community to
develop infrastructure and capacities that can be sustained long-term, as opposed to short term charitable donations or brief injections of foreign aid. In order to address the major deficits in the Senegalese educational system, this paper explores two food for education programs, the PROGRESA/Oportunidades program in Mexico and the Mid-day meal program in India. By critically evaluating these programs, their context, successes and criticisms, the paper explores the potential for a food for education development intervention in Senegal.