The Forum for African Women Educationalists Zimbabwe (FAWEZI) convened a one-day meeting under the O3 PLUS Phase II Programme to support 21 Higher and Tertiary Education Institutions (HTEIs) in strengthening institutional approaches to student health and well-being.

The meeting focused on developing Terms of Reference (ToRs), establishing institutional core teams and creating practical roadmaps to address gaps identified through institutional policy reviews, particularly in the prevention of and response to gender-based violence (GBV).

The engagement marked an important step towards translating policy review findings into coordinated institutional action, with the aim of creating safer, more inclusive and supportive learning environments for students.

From Policy Reviews to Practical Action

Building on previous institutional policy reviews and discussions, participating HTEIs examined priority gaps across three key pillars: awareness, prevention and response.

These pillars provide a foundation for strengthening institutional approaches to student health and well-being, including raising awareness of students’ rights, preventing GBV and ensuring appropriate mechanisms are in place to respond to incidents and concerns.

The meeting provided an opportunity for institutions to identify priority areas requiring attention and establish dedicated core teams to coordinate the process of strengthening, adopting and implementing relevant policies.

Developing Terms of Reference for these teams was an important step towards clarifying their roles, responsibilities and contributions to institutional policy development and implementation.

Strengthening Institutional Ownership and Accountability

The establishment of institutional core teams and the development of practical roadmaps are intended to support a more coordinated approach to addressing identified policy gaps.

Through these processes, participating institutions are working towards policies that are gender-responsive, student-centred and grounded in human rights principles. Such policies are essential in promoting dignity, equality, student participation and appropriate support for those affected by GBV.

The focus on institutional ownership also reinforces the importance of embedding student health and well-being within governance and operational systems rather than treating them as isolated activities.

Building Safer and More Inclusive Learning Environments

Through O3 PLUS Phase II, FAWEZI contributes to broader efforts to strengthen student health and well-being systems across Zimbabwe’s higher and tertiary education sector.

The meeting represented progress towards ensuring that institutional commitments are supported by clear responsibilities, practical implementation plans and stronger mechanisms for prevention and response.

By supporting 21 HTEIs to translate policy gaps into actionable roadmaps, FAWEZI continues to champion safer, more inclusive and gender-responsive learning environments where every student can pursue their education with dignity, security and equal opportunity.