Greetings FAWEZI Community,

It is with great appreciation that I present this reflection on FAWEZI’s work during the second quarter of 2026. This period reflects our continued commitment to advancing equitable access to education, strengthening protection systems, and creating opportunities that empower girls and young women across Zimbabwe.

The quarter was characterised by significant progress under the FAWE/Mastercard Foundation Phase II Programme, a comprehensive programmatic visit under the UNICEF-supported Resilient, Innovative, Skilled, and Empowered Girls (RISE) Project, and strengthened partnerships across education, research, protection, health, and advocacy. Across all interventions, FAWEZI has remained committed to integrated, multi-sectoral approaches that expand access to education and skills, strengthen protection systems, promote gender-responsive learning environments, and position girls and young women as active agents of change.

Advancing Gender-Transformative Research and Safer STEM Environments: FAWEZI and Bindura University Secure SVRI Knowledge for Action Grant

A significant milestone during this quarter was the announcement of FAWEZI’s partnership with Bindura University of Science Education as recipients of the 2026 Sexual Violence Research Initiative (SVRI) Knowledge for Action to End Violence Against Women and Violence Against Children Research Grant.

The research initiative will focus on strengthening gender responsiveness and reducing Gender-Based Violence (GBV) within STEM faculties in Zimbabwe’s higher education institutions. Through the co-creation of an innovative Gender-Transformative Digital Hub, the initiative seeks to integrate GBV prevention, mentorship, psychosocial support, and leadership development into a scalable system that empowers women and girls pursuing Science, Technology, Engineering, and Mathematics (STEM) pathways.

This partnership brings together FAWEZI’s extensive experience in Gender-Responsive Pedagogy (GRP), GBV prevention, advocacy, and girls’ education with Bindura University of Science Education’s research and innovation expertise. Together, we look forward to contributing to safer, more inclusive STEM learning environments and generating evidence that informs policies and practices that advance gender equity in higher education.

Advancing Tertiary Education Access Pathways Through Regional Learning and Collaboration

FAWEZI, under the leadership of Executive Director Ms. Lydia Madyirapanze, spearheaded the planning and facilitation of a high-level STEM Bridging Programme benchmarking visit to Kampala, Uganda, from 3–8 May 2026. FAWEZI was represented during the visit by Ms. Madyirapanze and Monitoring and Evaluation Officer Mr. Edmond Shoniwa. The visit was hosted by FAWE Uganda, with the coordination and support of FAWE Africa, and was strengthened by the presence and leadership of FAWE Africa Executive Director, Dr. Martha Muhwezi, and Deputy Executive Director and Head of Programmes, Ms. Teresa Omondi-Adeitan.

The Zimbabwean delegation was led by the Permanent Secretary of the Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development, Professor Fanuel Tagwira, and brought together key stakeholders from Zimbabwe’s higher education ecosystem. These included representatives from the Ministry, the Zimbabwe Council for Higher Education, Women’s University in Africa, Bindura University of Science Education, Chinhoyi University of Technology, Midlands State University, the National University of Science and Technology, and FAWEZI.

The visit built on earlier engagements facilitated by FAWEZI, including the participation of a Ugandan delegation in Zimbabwe comprising representatives from Busitema University, Uganda’s National Curriculum Development Centre, the National Council for Higher Education, and FAWE Uganda. The participation of Professor David Olema from Busitema University contributed to the subsequent engagement between the Ugandan delegation, FAWEZI leadership, and the Permanent Secretary, Professor Fanuel Tagwira, which culminated in the Ministry’s endorsement of the benchmarking and learning visit to Uganda.

FAWE Uganda played an important role in supporting FAWEZI to plan and execute the visit and in coordinating engagements with Uganda’s higher education stakeholders and institutions. The delegation engaged the National Council for Higher Education Uganda, under the leadership of Professor Mary Okwakol, to understand the policy, regulatory, accreditation, and quality-assurance framework underpinning Uganda’s Higher Education Access Certificate. We sincerely appreciate the Council’s openness and willingness to share experiences and practical lessons on the programme’s regulation, accreditation, curriculum harmonisation, monitoring, and national recognition.

The delegation also engaged with Busitema University, Islamic University in Uganda, and Ernest Cook University as part of a structured learning and exchange process focused on Uganda’s Higher Education Access Certificate. The programme is a nationally recognised bridging pathway supporting students from vocational and foreign education systems, learners transitioning from Arts to Science, and those who do not meet conventional university entry requirements.

The benchmarking visit represented an important step towards the establishment of a contextually relevant and sustainable STEM Bridging Programme in Zimbabwe. It provided practical lessons from Uganda’s experience in implementing gender-responsive access programmes to inform the finalisation, accreditation, and pilot implementation of Zimbabwe’s Science Foundation Programme.

Convening University Leadership to Advance the National Science Foundation Programme

Building on lessons from the Uganda benchmarking visit, the Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development, in partnership with FAWEZI and the Zimbabwe Council for Higher Education, convened two high-level stakeholder engagements on 11 June 2026 at the Management Training Bureau in Msasa. The engagements brought together University Vice Chancellors during the morning session and Deans of Faculties of Science during the afternoon session to advance the implementation of Zimbabwe’s National Science Foundation Programme.

The convenings represented a significant milestone in Zimbabwe’s efforts to establish an inclusive, gender-responsive, and nationally coordinated pathway into tertiary STEM education. The proposed Science Foundation Programme seeks to enable young women and men from diverse backgrounds, including those who may not meet conventional university entry requirements, to access higher education and unlock their full potential.

The Vice Chancellors’ engagement was led by the Permanent Secretary of the Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development, Professor Fanuel Tagwira. FAWEZI Executive Director Ms. Lydia Madyirapanze set the context for the engagement, while the Chief Executive Officer of the Zimbabwe Council for Higher Education, Professor Kuzvinetsa P. Dzvimbo, presented findings from the Uganda benchmarking visit on adapting best practices for gender-responsive STEM pathways in Zimbabwean universities.

The engagement provided a platform for university leadership to reflect on the benchmarking findings and deliberate on institutional readiness, partnership frameworks, and the roadmap required for implementing the National Science Foundation Programme.

The subsequent engagement with Deans of Faculties of Science strengthened the focus on the academic and operational requirements for programme implementation. Ms. Lydia Madyirapanze set the context for the session, while Professor Kuzvinetsa P. Dzvimbo presented the Uganda benchmarking findings. Dr. Joyce Ndlovu, Dean of the School of Natural Sciences and Mathematics at Chinhoyi University of Technology, shared curriculum and pedagogical insights from Uganda and guided reflection on faculty-level gaps, capacity, and readiness for implementing the Science Foundation Programme.

The engagement enabled the Deans to deliberate on curriculum development, Gender Responsive Pedagogy, faculty capacity, institutional preparedness, quality assurance, and the proposed roadmap for implementation.

Together, the Vice Chancellors’ and Deans’ engagements strengthened institutional ownership and aligned policy leadership with faculty-level planning and implementation. The convenings reaffirmed the importance of a coordinated, flexible, equitable, and quality-assured pathway that enables more young people to access tertiary STEM education and contribute meaningfully to Zimbabwe’s human capital development, innovation, and industrialisation agenda.

Laptops Handover to Zimbabwe TVET Bursary Cohort 1 Programme Participants

A key highlight of the quarter was the official handover of laptops in partnership with the Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development to Zimbabwe TVET Bursary Cohort 1 programme participants under the FAWE/Mastercard Foundation Phase II Programme.

The 192 programme participants, comprising 152 females and 40 males, are enrolled across six institutions including Mutare, Kwekwe, Bulawayo, Gweru, and Harare Polytechnics, and Belvedere Technical Teachers College, where they are pursuing STEM-related programmes. The cohort includes 10 persons with disabilities (6 females and 4 males) and 13 refugees (4 females and 9 males)

The provision of digital learning tools marks an important step in equipping programme participants with the resources required to navigate technology-driven learning environments and enhance academic participation.

Strengthening Programme Governance and National Coordination

FAWEZI convened the National Coordination Committee Orientation as part of the FAWE/Mastercard Foundation Phase II Programme. The Committee was established to provide strategic leadership, coordination, advisory support, and accountability throughout programme implementation.

The engagement brought together representatives from the Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development; Ministry of Primary and Secondary Education; Ministry of Public Service, Labour and Social Welfare; Ministry of Women Affairs, Community, Small and Medium Enterprises Development; Commissioner for Refugees Office; Department of Disability Affairs; and Tertiary Education Services Council.

The orientation also included representatives from Leonard Cheshire Disability Zimbabwe, the Research and Advocacy Unit, alumni, and parents. This multi-stakeholder composition reflects the Committee’s role in bringing together Government, civil society, academia, the private sector, young people, and other strategic partners to support effective programme delivery.

The engagement was aimed at strengthening the operational readiness of the National Coordination Committee by providing an overview of the programme background, governance framework, safeguarding priorities, Monitoring, Evaluation, Accountability and Learning systems, coordination mechanisms, and the roles and responsibilities of Committee members in supporting programme implementation.

The meeting laid a strong foundation for strategic oversight, effective coordination, accountability, and informed participation in advancing inclusive education, STEM, TVET, entrepreneurship, leadership, and pathways to dignified and fulfilling work for marginalised young women and men across Zimbabwe

Amplifying Programme Impact through Strategic Communication and Storytelling

FAWEZI, represented Menard Ziko, Communication and Advocacy Officer and Wendy Muzite, FAWE Africa Alumni Chairperson participated in the FAWE/Mastercard Foundation Phase II Strategic Communication and Storytelling Bootcamp in Addis Ababa, Ethiopia.

Held under the theme “Amplify to Influence,” the Bootcamp brought together communication focal points, alumni representatives, and regional teams from across 10 African countries.

The Bootcamp provided an important platform for shared learning, collaboration, and the development of stronger communication approaches that position transformative education pathways, amplify scholar and alumni voices, and strengthen influence at both national and continental levels.

Promoting Mental Health, Student Voice, and Supportive Learning Environments

FAWEZI participated in the Culture and Mental Health Exposition hosted by Bindura University of Science Education, which brought together stakeholders to reflect on the relationship between cultural practices, social environments, community support systems, and mental wellbeing among young people.

During the exposition, FAWEZI shared experiences on mental health awareness and highlighted the role of gender-transformative approaches such as the TUSEME Model in creating safe spaces where students can express themselves, raise concerns, and develop confidence and resilience.

The engagement reinforced the importance of supportive learning environments where young people are empowered with knowledge, peer networks, and platforms that contribute to positive mental health outcomes.

Strengthening Collective Action for Inclusive and Quality Education

FAWEZI joined the Education Coalition of Zimbabwe (ECOZI) at the launch of its 2026–2030 Strategic Plan under the theme “Strengthening Voices, Shaping Policies, Transforming Education.” FAWEZI plays a critical role in ECOZI as the Chairperson of the Board.

The event marked a significant milestone in advancing collective efforts towards a more inclusive, equitable, and quality education system in Zimbabwe. Bringing together Government, civil society organisations, development partners, and education stakeholders, the launch reaffirmed the importance of collaboration in shaping policies and driving meaningful transformation across the education sector.

Standing in Solidarity with Refugees through Education and Skills Development

FAWEZI joined the Government of Zimbabwe, refugee communities, development partners, and other stakeholders in commemorating World Refugee Day 2026 at Tongogara Refugee Settlement under the theme, ‘Solidarity with refugees.’

The commemorations provided an opportunity to reaffirm our collective commitment to ensuring that refugees and asylum seekers have access to opportunities that enable them to rebuild their lives with dignity, hope, and purpose.

FAWEZI extends its appreciation to the FAWE Africa Deputy Executive Director and Head of Programmes, Ms. Teresa Omondi-Adeitan, who joined FAWEZI during the commemorations and delivered joint solidarity remarks alongside FAWEZI Executive Director, Ms. Lydia Madyirapanze. Their remarks highlighted the transformative power of education in creating pathways to self-reliance, inclusion, and sustainable livelihoods for refugee young women and men.

Advancing National Action on Adolescent Pregnancy Prevention and Management

FAWEZI participated in the official launch of the Multi-Sectoral Framework on the Prevention and Management of Adolescent Pregnancies, developed by the Government of Zimbabwe through the Ministry of Public Service, Labour and Social Welfare, with support from Government ministries, development partners, and the United Nations in Zimbabwe.

The framework provides a coordinated approach towards preventing and responding to adolescent pregnancies through strengthened access to sexual and reproductive health information and services, protective environments, economic empowerment, and improved support systems for adolescents.

This milestone directly supports FAWEZI’s work with students in TVET and other higher and tertiary education institutions. Through strengthening adolescent pregnancy prevention, safeguarding, access to information and services, and support for young mothers to continue their education, the framework contributes to safer and more inclusive learning environments in which young women can enrol, remain, and succeed.

Through the FAWE/Mastercard Foundation Phase II Programme, FAWEZI is currently supporting 152 young women studying towards STEM-related TVET programmes, complemented by mentorship, psychosocial support, safeguarding, life-skills development, and pathways to dignified and fulfilling work. The framework reinforces this work by addressing adolescent pregnancy as one of the barriers that can interrupt young women’s education and limit their participation and completion in TVET and other tertiary education programmes.

FAWEZI welcomes this important milestone and remains committed to working with Government and tertiary education institutions to ensure that young women, including adolescent mothers, are protected from exclusion, supported to continue their education, and empowered to complete their studies and realise their aspirations.

Strengthening Evidence-Based Programming Through RISE Project Programmatic Visit

FAWEZI, in partnership with UNICEF Zimbabwe, conducted a comprehensive RISE Project programmatic visit across Chipinge and Chitungwiza districts. The visit commenced with district-level stakeholder engagements led by the respective District Development Coordinators, providing platforms for Government ministries and departments, UNICEF, FAWEZI, education authorities, and district partners to review progress, share sector-level insights, identify implementation gaps, and strengthen coordinated action around the needs of adolescent girls and vulnerable learners.

In Chipinge, the District Stakeholders Meeting brought together the District Development Coordinator’s Office; Ministry of Primary and Secondary Education; Department of Social Development; National AIDS Council; Zimbabwe Republic Police Victim Friendly Unit; Ministry of Women Affairs, Community, Small and Medium Enterprises Development; Ministry of Youth Empowerment, Development and Vocational Training; and Ministry of Health and Child Care. The departments shared updates on their respective contributions to addressing the education, health, protection, and socio-economic challenges affecting adolescent girls.

In Chitungwiza, the engagement was similarly led by the District Development Coordinator and brought together UNICEF, FAWEZI, education authorities, and district heads of Government ministries and departments. The meeting included a district overview, a presentation on the RISE Project and achievements to date, and a plenary discussion on programme impact and recommendations. It was followed by an engagement between UNICEF and the District Schools Inspector, further strengthening alignment with district education priorities and structures

These engagements demonstrated the strength of the RISE Project’s integrated and multi-sectoral approach. Through collaboration with Government ministries and departments, the project is strengthening linkages and convergence across education, health, child protection, social welfare, youth empowerment, and community development. This coordinated approach supports learner identification, referral and case management, school readmission and retention, psychosocial support, prevention and response to child marriage, teenage pregnancy and gender-based violence, and access to health, protection, and skills-development services.

Importantly, the RISE Project complements Government efforts and strengthens existing district, school, and community structures rather than creating parallel systems. School Development Committees, Community Childcare Workers, Guidance and Counselling teachers, school authorities, Traditional Leaders, Ward Councillors, and Male Gender Champions are increasingly working together with relevant Government departments to identify vulnerable learners, facilitate referrals and follow-up, support school readmission, and promote safe and inclusive learning environments.

Spanning 5 wards and 30 project schools, the joint programmatic visit witnessed significant progress across education retention, child protection, STEM learning, health and nutrition, school safety, and community participation.

Field-Level Impact in Chipinge District

At Rimai Secondary School, the visit witnessed the impact of sustained advocacy and community sensitisation. Two girls who had dropped out of school because of child marriage and financial challenges were successfully readmitted to continue their education. The school’s pass rate also increased from 24.7% in 2024 to 42% in 2025.

The delegation observed a Tuseme and Youth Advocacy session and engaged with learners who had been successfully readmitted. Through these platforms, learners are developing the confidence to speak out on social issues, mentor their peers, and champion safe, inclusive, and STEM-responsive environments within their school and community.

At Chisuma Secondary School, delegates monitored live STEM lesson delivery following teacher training in Gender Responsive Pedagogy. Learners showcased their innovation through STEM-related projects, including a practical detergent-making demonstration. The school recorded an improvement in its pass rate from 12.3% in 2024 to 20.8% in 2025, while 33 girls were successfully readmitted to continue their education.

At Mahenye Primary School, delegates engaged with the school administration, out-of-school girls, the Guidance and Counselling teacher, School Development Committee members, Community Childcare Workers, Traditional Leaders, Male Gender Champions, the Ward Councillor, and learners participating in project-supported structures.

The visit included a STEM lesson observation and a tour of the school’s nutritional garden. While a malfunctioning water pump was identified as limiting the garden’s full production capacity, community commitment remained strong. The school also completed a perimeter fence to protect learners from wildlife and unauthorised intruders, demonstrating how findings from school safety audits are being translated into practical solutions.

Field-Level Impact in Chitungwiza District

At Seke 3 High School, the delegation toured the school’s active nutritional garden, observed a STEM lesson in progress, and engaged with Community Childcare Workers and out-of-school adolescent girls. Following a comprehensive safety audit, the school constructed an incinerator and a dedicated sanitary waste-disposal pit to improve menstrual hygiene management for girls.

At Seke 5 High School, delegates observed a vibrant Tuseme Club session in which learners confidently demonstrated leadership and advocacy skills while championing girls’ education, child protection, and gender equality.

As we reflect on the second quarter of 2026, FAWEZI’s work continues to demonstrate that sustainable transformation is achieved through strong partnerships, evidence-based programming, and meaningful participation of young women.

I extend my sincere appreciation to our partners, government institutions, communities, educators, 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.

With gratitude and renewed commitment,

Lydia Madyirapanze
Executive Director, FAWEZI