It is with great appreciation that I present this reflection on FAWEZI’s work during the first quarter of 2026. This period marks a continuation of our commitment to translating programme investments into impact across Zimbabwe.
The quarter was characterised by scaled programme delivery under the UNICEF-supported Resilient, Innovative, Skilled, and Empowered Girls (RISE) Project, alongside continued advancement of the FAWE/Mastercard Foundation Phase II Programme and strengthened partnerships at national, regional, and global levels. Across all interventions, FAWEZI has remained committed to integrated, multi-sectoral approaches that reinforce protection systems, expand access to education and skills, and position girls and young women as active agents of change.
Launch of O3 PLUS Phase II and Strategic Partnership with UNESCO: Advancing Health, Wellbeing, and Inclusive Tertiary Education
A key milestone of this quarter was FAWEZI’s engagement at the launch of Phase II of the United Nations Educational, Scientific and Cultural Organization (UNESCO) O3 PLUS Programme in Bulawayo on 27 March 2026.
FAWEZI is delighted to enter a new strategic partnership with UNESCO under O3 PLUS Phase II programme. We appreciate the thrust of this initiative, which focuses on creating a sustainable and enabling environment for students in tertiary education. This collaboration directly aligns with FAWEZI’s ongoing work with Higher Education Institutions, where we remain committed to promoting gender-responsive environments and ensuring that young women have the support needed to thrive academically and personally.
Targeting 52 tertiary institutions across all 10 provinces in Zimbabwe, the partnership will leverage existing institutional structures and resources to:
Promote safe, inclusive, and health-promoting tertiary institutions.
Integrate SRHR, GBV prevention, and STEM awareness in tertiary education.
Empower young women and men through gender-transformative approaches.
Leverage peer education, digital tools, and role models.
Strengthening Skills Pathways and Systems: FAWE/Mastercard Foundation Phase II Programme
A key engagement during the quarter was the convening of the TVET Bursary Cohort 1 Recruitment Feedback and Cohort 2 Planning Meeting, which brought together key stakeholders from the Ministry of Higher and Tertiary Education, Science, Innovation and Technology Development, Ministry of Primary and Secondary Education, Ministry of Women Affairs, Community, Small and Medium Enterprises Development, and the Ministry of Public Service, Labour and Social Welfare, including the Department of Social Development and Department of Disability Affairs.
The meeting also included representatives from Tongogara Refugee Settlement, FAWEZI Executive Committee members, and partner institutions including Harare, Bulawayo, Mutare, Kwekwe, Gweru, and Belvedere Technical Teachers Colleges. The engagement reviewed progress and lessons from the TVET Cohort 1 recruitment process, with feedback shared by Provincial and National Selection Committees to strengthen transparency, inclusivity, and effectiveness.
The dialogue reaffirmed a shared commitment to expanding equitable access to TVET opportunities for young women and men as a pathway to skills development, employment, and inclusive education.
At the regional level, FAWEZI Secretariat participated in the FAWE/Mastercard Foundation Phase II Training of Trainers held in Kampala, Uganda from 22–27 February 2026, alongside FAWE National Chapters and the Regional Secretariat. The training strengthened alignment on key programme manuals, including the Extended Orientation Programme (EOP), Safeguarding, Mentorship, Gender Strategy, and Alumni Strategy, ensuring standardised and high-quality programme implementation across countries.
Further reinforcing regional collaboration, FAWEZI participated in the FAWE Africa 81st Board Meeting and National Chapters Learning and Engagement Forum in Nairobi, Kenya, with representation from FAWEZI Executive Committee members including Prof. R. Gora, Prof. S. Chingarande, Dr. S. Zebron, Mrs. C. Dimingu, and Executive Director Ms. Lydia Madyirapanze. These engagements strengthened strategic alignment between governance and programme implementation, ensuring that continental priorities are informed by country-level realities.
FAWEZI also convened a Young Women’s Convening, bringing together 90 young women from Harare Polytechnic and Belvedere Technical Teachers’ College, FAWEZI Executive Committee, secretariat, alumni, and representatives from the Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development (MHTEISTD), Tertiary Education Service Council (TESC), National AIDS Council (NAC), and Youth Aspire Development Trust (YADT), as well as teaching staff from Belvedere Technical Teachers’ College and Harare Polytechnic. The platform strengthened dialogue, leadership, and advocacy on safe and inclusive learning environments and opportunities for young women in tertiary and technical education.
FAWEZI also joined partners and Government at the commemoration of World Radio Day 2026 and official commissioning of Tongogara Refugee Settlement FM Community Radio that serves a population of 11,329 officially registered refugees (5,356 females and 5,973 males, with 49% youth) and surrounding communities. This platform expands opportunities for inclusion, advocacy, and access to information, particularly for vulnerable and marginalised populations. FAWEZI looks forward to expanding collaboration to ensure voices especially those of girls and young women are heard, informed, and empowered.
Strengthening Protection, Education Systems, and Adolescent Empowerment: UNICEF-Supported RISE Project
A key highlight of this quarter was the rollout of the Youth Advocacy Guide and Tuseme Model trainings in Chitungwiza and Chipinge districts, targeting 220 in-school and 40 out-of-school adolescent girls, under the RISE Project. These training presented a significant step in advancing girl-led advocacy and strengthening adolescent participation in addressing issues that affect their lives. Girls were equipped with the skills to identify, analyse, and respond to critical challenges such as teenage pregnancy, child marriage, gender-based violence, and menstrual health management.
Importantly, the convening contributed to the establishment of Tuseme clubs and the development of girl-led Community Action Plans, reinforcing sustainable platforms for youth voice, community engagement, and accountability.
FAWEZI handed over seed packs to 30 Rise project schools (20 in Chitungwiza and 10 in Chipinge) to support the establishment and strengthening of school-based nutritional gardens, contributing to improved learner wellbeing, enhanced practical learning, and the promotion of sustainable, school-led resilience initiatives. The seed packs comprising crops such as maize, beans, onions, and leafy vegetables are helping schools to continuously integrate agriculture into learning processes, linking classroom knowledge with hands-on application.
Strengthening Child Protection Systems: From Community Structures to School-Based Mechanisms
FAWEZI continues to prioritise strengthening of child protection systems through targeted capacity-building initiatives at both community and school levels. The convening of Child Protection Committees workshop for 20 Chitungwiza project schools enhanced shared understanding of child rights frameworks, safeguarding principles, and coordinated response mechanisms.
Complementing this, mentorship programmes for Guidance and Counselling teachers were conducted with the 30 (20 in Chitungwiza and 10 in Chipinge) project schools, bringing together Guidance and Counselling teachers, School Heads, and School Development Committee (SDC) members. These engagements strengthened school-level systems for early identification, prevention, referral, and response to protection risks, including child marriage, gender-based violence, and teenage pregnancy.
Participants enhanced their capacities in psychosocial support, survivor-centred approaches, case management, and referral pathway utilisation, contributing to stronger coordination between schools, communities, and service providers.
Advancing Safe and Inclusive Learning Environments through Gender Responsive Pedagogy
FAWEZI convened Gender Responsive Pedagogy (GRP) trainings for teaching and non-teaching staff from the 30 project schools (20 in Chitungwiza and 10 in Chipinge).
A total of 151 participants were reached, including:
107 teaching staff 57 in Chitungwiza (22 M &35 F) 50 in Chipinge (28 M & 22F)
44 non-teaching staff 20 in Chitungwiza (6M & 14 F) 24 in Chipinge (16 M & 8 F)
Participants enhanced their ability to address diverse learner needs, integrate critical areas such as menstrual health management (MHM), sexual and reproductive health and rights (SRHR), and HPV awareness, and apply gender-responsive approaches to STEM education. These efforts are contributing to improved participation, retention, and performance of girls, particularly in STEM fields.
School Safety and Learning Environments: Strengthening Accountability through Safety Audits
FAWEZI conducted comprehensive Safety Audits across 30 RISE project schools in Chitungwiza and Chipinge, aimed at systematically identifying and mapping safe and unsafe spaces within school environments.
The audits engaged school staff and students to gather insights on safety concerns across classrooms, playgrounds, restrooms, and other facilities. This process enabled the identification of potential hazards and gaps in safety standards, informing the development of detailed reports and actionable recommendations.
This initiative underscores FAWEZI’s commitment to ensuring safe, inclusive, and protective learning environments, while strengthening accountability and compliance with safety standards across project schools.
Reaching the Most Vulnerable: Empowering Out-of-School Girls and Strengthening Community Engagement
Recognising the unique vulnerabilities faced by out-of-school adolescent girls, FAWEZI convened sensitisation workshops in Chipinge and Chitungwiza, reaching a total of 216 participants (100 in Chitungwiza and 116 in Chipinge).
These engagements provided safe spaces for girls to access critical information on SRHR, child marriage and GBV prevention, life skills, and referral pathways. Through participatory approaches, girls strengthened their confidence, decision-making abilities, and awareness of available support services.
High-Level Engagements and Strategic Visibility
FAWEZI’s work during the quarter was further strengthened through high-level engagements and strategic visibility platforms that reinforced partnerships, policy alignment, and programme influence.
Showcasing Girls’ STEM Achievements – UNICEF Deputy Regional Director Ms. Alison Parker’s Hopley Visit to Southlands Academy, Hopley
FAWEZI actively engaged during a high-level visit by UNICEF Deputy Regional Director Ms. Alison Parker to Southlands Academy in Hopley under the Transforming Adolescent Girls Opportunities through STEM and Skills Development (TAGO) Project. The visit, which also included the UNICEF Country Representative Ms. Etona Ekole and the UNICEF Chief of Education, Ms. Joëlle Ayité, brought together government officials, FAWEZI representatives, and school stakeholders. Learners showcased innovations in STEM supported by the mobile science laboratory donated under the project, highlighting the transformative impact of practical learning tools in strengthening girls’ participation, confidence, and performance in STEM fields.
Strengthening Collaboration Through Knowledge Exchange with Uganda’s Higher Education Stakeholders
FAWEZI hosted a distinguished delegation from Uganda led by Susan Opok, Executive Director of FAWE Uganda. The delegation also included Professor David Olema, Dean of the Faculty of Science at Busitema University; Dr. Maria Nakachwa Semakula, Principal Higher Education Officer at the National Council for Higher Education, Uganda; and Dr. James Droti Asile, Curriculum Specialist – Chemistry at the National Curriculum Development Centre, Uganda.
The team actively participated in the FAWE/Mastercard Foundation Phase II Programme Bridging Programme engagements with partner institutions including the National University of Science and Technology, Chinhoyi University of Technology, Midlands State University, Bindura State University, the Zimbabwe Council for Higher Education (ZIMCHE), and a courtesy visit to the Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development Permanent Secretary, Professor Fanuel Tagwira, where the team participated through experience sharing on Uganda’s Higher Education Access Certificate, a bridging pathway supporting access to tertiary education.
Their participation strengthened regional collaboration and knowledge exchange aimed at enhancing inclusive and responsive bridging pathways for young women and men transitioning into higher education.
Courtesy Call and Strategic Programme Updates to the Permanent Secretary, MHTEISTD
FAWEZI paid a courtesy visit to the Permanent Secretary in the Ministry of Higher and Tertiary Education, Science, Innovation and Technology Development, Professor Fanuel Tagwira, together with a distinguished delegation from FAWE Uganda.
The visit included a briefing on progress made under the FAWE/Mastercard Foundation Phase II Programme, particularly the TVET Bursary Cohort 1 recruitment, uptake of STEM-related programmes in higher and tertiary education, and experience sharing on Uganda’s second chance pathways including the Higher Education Access Certificate, a bridging pathway supporting access to tertiary education under the programme.
The engagement underscored the value of regional learning and collaboration in strengthening pathways to equitable access to higher and tertiary education.
As we reflect on the first quarter of 2026, FAWEZI’s work continues to demonstrate that sustainable impact is achieved through integrated programming, strong partnerships, and meaningful participation of girls and young women.
I extend my sincere appreciation to our partners, government, communities, and young people for their continued collaboration and commitment. Together, we are shaping a future where every girl is safe, empowered, and able to realise her full potential.
Menard