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 participated in a high-level STEM Bridging Programme benchmarking visit to Kampala, Uganda, hosted by FAWE Uganda, strengthened by the presence and leadership of FAWE Africa Executive Director, Dr. Martha Muhwezi, and Deputy Executive Director, Ms. Teresa Omondi-Adeitan.

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

The delegation engaged with FAWE Uganda as part of a structured learning and exchange process focused on FAWE’s Higher Education Access Certificate. Piloted in 2017 and accredited in 2019, in Uganda the programme is recognised as a fourth pathway into university education supporting students from vocational backgrounds, foreign education systems, and those who narrowly miss conventional 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.

Building on lessons from the Uganda benchmarking visit, the Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development, in partnership with FAWEZI, convened a National Stakeholder Engagement Meeting on the implementation of the Science Foundation Programme under the FAWE/Mastercard Foundation Phase II Programme.

The meeting sought to establish an inclusive and nationally coordinated pathway into tertiary STEM education, enabling 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 engagement was attended by the Permanent Secretary for the Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development, Professor Fanuel Tagwira; the Chief Executive Officer of the Zimbabwe Council for Higher Education, Professor Kuzvinetsa Dzvimbo; University Vice Chancellors; STEM Faculty Deans; and other key stakeholders from Zimbabwe’s higher and tertiary education sector.

The meeting provided a platform to review lessons and best practices from the benchmarking visit to Uganda and to deliberate on the vision, governance structures, institutional readiness, quality-assurance mechanisms, and partnership frameworks required for the successful implementation of a nationally coordinated Science Foundation Programme in Zimbabwe.

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 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.

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, and informed participation in advancing inclusive education, STEM, TVET, entrepreneurship, and leadership opportunities for girls and young women 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.”

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.

FAWEZI welcomes this important milestone and remains committed to initiatives that keep girls in school, promote gender equality, and strengthen systems that enable adolescents to access the information and support required to 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 witnessed significant progress across education retention, child protection, STEM learning, and community participation. A total of 102 learners (67 females and 35 males) have been successfully re-admitted across the 30 project schools, while stronger reporting mechanisms, vocational skills training, and school-based resilience initiatives continue to strengthen support systems for vulnerable learners.

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 through which 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 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 previously out-of-school girls were successfully readmitted to continue their education. These gains demonstrate the importance of continued collaboration to inspire, support, and empower every learner and ensure that no girl is left behind in the pursuit of quality education and excellence.

At Mahenye Primary School, delegates engaged with School Development Committee members, Village Heads, Community Childcare Workers, and learners involved in Tuseme, Youth Advocacy, STEM, and Child Protection Committees.

The visit featured interactive discussions on lessons from Youth Advocacy Guide training, monitoring of Gender Responsive Pedagogy implementation, and a tour of the school’s nutritional garden. The school’s STEM Club demonstrated an innovative roof-water harvesting model developed by learners.

While a malfunctioning water pump was identified as limiting the garden’s full production capacity, community commitment and collaboration remained strong. The school also completed a perimeter fence to protect learners from wildlife and unauthorised intruders, contributing to a safer and more secure learning environment.

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.vFollowing 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