It is with great appreciation that I present this reflection on FAWEZI’s work during the third quarter of 2026.
The quarter was characterised by strategic programme monitoring and learning engagements under the FAWE/Mastercard Foundation Phase II Programme, the inception of the O3 PLUS Phase II Programme, the inception of the SVRI-supported PROGEN-Hub for STEM Project, advancement of Zimbabwe’s National Science Foundation Programme, and expanded implementation of the Resilient, Innovative, Skilled and Empowered Girls (RISE) Project.
Strengthening Programme Learning, Accountability and Regional Collaboration Through Joint Monitoring and Learning Visits
A significant highlight during this quarter was FAWEZI’s participation in and hosting of Joint Monitoring and Learning Visits under the FAWE/Mastercard Foundation Phase II Programme in Zimbabwe and Zambia, in collaboration with the Mastercard Foundation, FAWE Africa, and FAWE Zambia.
The visits brought together representatives from government, higher and tertiary education institutions, programme participants, alumni, and implementing partners to assess programme progress, reflect on lessons emerging from implementation, and strengthen collective accountability. Importantly, the engagements provided opportunities to hear directly from young women and men pursuing tertiary education and TVET programmes, whose experiences continue to demonstrate the transformative impact of inclusive education pathways.
The visits reinforced the importance of learning, knowledge exchange, and partnership in strengthening programme delivery. They further highlighted the value of investing in second-chance education, STEM, TVET, leadership development, and pathways to dignified work for marginalised young women and men across the region.
Strengthening Student Health and Wellbeing Systems Through O3 PLUS Phase II
Another important milestone during the quarter was the inception of the O3 PLUS Phase II Programme, implemented under the leadership of the Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development, with UNESCO’s technical leadership.
FAWEZI convened the Inception Meeting and Workshop on Student Health and Wellbeing Policies, bringing together government, regulatory bodies, higher and tertiary education institutions, civil society organisations, and development partners. The programme seeks to strengthen student wellbeing systems and institutional responses to issues affecting health, safety, gender equality, and educational success across Zimbabwe’s higher and tertiary education sector.
Building on this momentum, FAWEZI convened a dedicated engagement with 21 Higher and Tertiary Education Institutions to develop Terms of Reference, establish institutional core teams, and identify priority policy gaps. These engagements laid the foundation for the development and implementation of gender-responsive, student-centred, and rights-based policies that strengthen safeguarding, improve student wellbeing, and create safer learning environments.
Advancing Gender-Responsive Higher Education Through the PROGEN-Hub for STEM Project
The quarter also marked an important step towards strengthening gender responsiveness and addressing Gender-Based Violence within STEM learning environments through the inception of the PROGEN-Hub for STEM Project.
Implemented in partnership with Bindura University of Science Education and supported by the Sexual Violence Research Initiative (SVRI), the project seeks to promote gender responsiveness in higher education through an integrated mentorship network and community-centred support hub approach.
The inception meeting brought together higher and tertiary education institutions, the Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development, the Tertiary Education Services Council, the Zimbabwe Council for Higher Education, and other stakeholders to establish a shared understanding of the project and agree on implementation arrangements. Discussions focused on Community-Based Participatory Research approaches, safeguarding, ethical considerations, risk mitigation, mentorship systems, and the development of a Gender-Transformative Digital Support Hub.
This initiative represents an important contribution towards creating safer, more inclusive, and supportive STEM learning environments while generating evidence to inform policy and practice within higher education institutions.
Advancing National STEM Access Pathways Through the National Science Foundation Programme
FAWEZI continued to support the formulation of Zimbabwe’s National Science Foundation Programme (NSFP) under the FAWE/Mastercard Foundation Phase II Programme.
In partnership with the Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development and the Zimbabwe Council for Higher Education, FAWEZI convened a high-level technical meeting with university academic registrars and university leadership from across the country to strengthen consensus on the institutional and operational framework required for successful programme implementation.
The organisation further supported a national curriculum development workshop involving thirteen higher and tertiary education institutions. The workshop resulted in the successful finalisation of the National Science Foundation Programme curriculum and standardised learning materials for Mathematics, Biology, Chemistry, and Physics, which will support programme accreditation and delivery.
These engagements represented a major step towards establishing an inclusive, nationally coordinated, and gender-responsive pathway into tertiary STEM education, expanding opportunities for young women and men who may not meet conventional university entry requirements.
Strengthening Mentorship, Safeguarding and Student Success
Another milestone during the quarter was strengthening support systems for students enrolled under the FAWE/Mastercard Foundation Phase II Programme.
FAWEZI convened a two-day Annual Mentors Training, bringing together mentors, institutional focal persons, representatives from government, and programme stakeholders. The training strengthened capacities in mentorship, safeguarding, psychosocial support, communication, gender and social inclusion, and career guidance.
FAWEZI also collaborated with the Harare Institute of Technology and UNESCO to deliver safeguarding, life-skills, and risk-management orientation sessions for first-year students. These engagements contributed to strengthening awareness of safeguarding risks, promoting safe reporting mechanisms, and ensuring students are better equipped to navigate higher education environments safely and successfully.
The organisation further celebrated the achievements of graduates at the Harare Polytechnic Graduation Ceremony, reaffirming the importance of sustained investment in STEM education pathways and young people’s transition into meaningful careers and employment.
Advancing Girls’ Leadership, Protection and Empowerment Through the RISE Project
The UNICEF-supported Resilient, Innovative, Skilled and Empowered (RISE) Girls Project continued to deliver meaningful results during the quarter through strengthened partnerships, community engagement, and evidence-based programming.
A major highlight was the High-Level National Project Sensitisation Meeting, which brought together key government ministries and development partners to review progress, reflect on lessons learned, and strengthen collaboration towards improving education, protection, leadership, and STEM opportunities for adolescent girls.
The quarter also saw FAWEZI participate in national platforms advocating for adolescent girls, including the World Population Day Commemorations, where a RISE Project participant shared experiences on how the Tuseme Model and Youth Advocacy Guide are strengthening girls’ confidence, leadership, and participation.
These engagements reinforced the importance of a coordinated multi-sectoral approach in addressing barriers affecting adolescent girls, including child marriage, teenage pregnancy, gender-based violence, poverty, school dropout, and underrepresentation in STEM fields.
Strengthening Community-Level Impact and Multi-Sectoral Collaboration
At community level, the RISE Project continued to strengthen leadership, protection, and empowerment outcomes for adolescent girls through reflective dialogues, empowerment workshops, mentorship engagements, and monitoring visits across Chipinge and Chitungwiza districts.
Reflective dialogues and empowerment workshops created safe spaces for in-school and out-of-school adolescent girls to strengthen leadership, advocacy, decision-making, and communication skills while discussing issues affecting their education, health, and wellbeing. The activities brought together government stakeholders, community leaders, educators, and adolescent girls, reinforcing collective responsibility for supporting girls’ development and success.
FAWEZI also facilitated refresher mentorship sessions for Community Childcare Workers, strengthening capacities for the early identification, referral, and management of cases related to child marriage, teenage pregnancy, gender-based violence, and school dropout. The engagements strengthened collaboration among community structures, government stakeholders, and Male Gender Champions, all of whom play a critical role in advancing child protection and girls’ empowerment.
Monitoring and support visits conducted across project schools further demonstrated progress in the implementation of Gender Responsive Pedagogy, child protection systems, STEM clubs, Tuseme activities, learner re-admission efforts, climate resilience initiatives, nutritional gardens, and preparations for STEM fairs. These interventions continue to contribute towards safer, more inclusive, and gender-responsive learning environments where girls are able to remain in school and realise their potential.
Strengthening Strategic Partnerships, Innovation and Evidence-Based Learning
Throughout the quarter, FAWEZI continued to strengthen its contribution to national, regional, and continental dialogues on education, innovation, and development.
The organisation participated in the Innovating Education in Africa Expo, where innovative approaches to expanding STEM education and digital learning opportunities were showcased. FAWEZI also participated in the Harare Polytechnic Research and Innovations Expo, the National Child Protection Conference, Zimbabwe Monitoring, Evaluation and Learning Week, and the NANGO NGO Expo.
In addition, FAWEZI engaged the Ministry of Information, Publicity and Broadcasting Services to explore opportunities for collaboration in amplifying stories that promote equitable and quality education. These engagements strengthened learning, visibility, collaboration, and advocacy while reinforcing FAWEZI’s commitment to evidence-based programming and continuous improvement.
As we reflect on the third quarter of 2026, FAWEZI’s work continues to demonstrate that sustainable transformation is achieved through strong partnerships, innovation, evidence-based programming, and meaningful participation of young people.
I extend my sincere appreciation to our partners, government institutions, communities, educators, development partners, and young people for their continued collaboration and commitment. Together, we are advancing pathways that ensure every girl and young person is safe, empowered, and able to realise their full potential.
Menard Ziko