rqweForumforAfricanWomenldu i i o ps Zi sb b e2024-2028Change Through Equitable andQuality Education
COPYRIGHT: This publication may not be reproduced for any purposes without prior written permission from FAWEZI. FAWEZI cannot be held responsible for any inaccuracies. Parts of this publication may be copied for use in research, advocacy, and education, provided that the source is acknowledged.©Forum for African Women Educationalists Zimbabwe (FAWEZI). 2024.
Forum for African Women Educationalists Zimbabwe2024-2028 Strategic PlanChange through Equitable and Quality Education.
Contents:Acronyms and Abbreviations Acknowledgements ForewordExecutive Summary01INTRODUCTION1. BACKGROUND2. CONTRIBUTION TO EDUCATION DEVELOPMENT IN ZIMBABWE3. PROCESS OF DEVELOPING THE 2024-2028 STRATEGIC PLAN02WHO WE ARE1. ABOUT FAWEZI2. FAWEZI’S TRACK RECORD3. WHO WE WORK WITH: STAKEHOLDERS AND PARTNERS03 HOW WE WORK: OUR APPROACH3.1 KEY ELEMENTSOF OUR APPROACH04 CONTEXT AND SITUATIONAL ANALYSIS1. EXTERNAL CONTEXT ANALYSIS2. OVERVIEW OF THE POLICY ENVIRONMENT3. KEY FINDINGS FROM DATA COLLECTED AND INFORMATION GATHERED4. S.W.O.T. ANALYSIS5. SUGGESTION FOR INCREASING FUNDING IN THE ORGANISATION6. KEYINDICATORS IN THE PRIMARY AND SECONDARY SCHOOLS SECTOR7. KEY EDUCATION INDICATORS IN HIGHER AND TERTIARY EDUCATION8. KEY EDUCATION SECTOR CHALLENGES05 THEORY OF CHANGE06 STRATEGIC FRAMEWORK1. OUR VISION2. OUR MISSION3. OUR MOTTO4. VALUES AND GUIDING PRINCIPLES5. STRATEGIC OBJECTIVES1. Strategic Objective I2. Strategic Objective 23. Strategic Objective 307 IMPLEMENTATION AND COORDINATION1. FINANCIAL RESOURCE NEEDS2. RESOURCE MOBILISATION3. IMPLEMENTATION OF THE STRATEGIC PLAN4. GOVERNANCE AND MANAGEMENT1. FAWEZI GENERAL ASSEMBLY2. FAWEZI EXECUTIVE COMMITTEE (THE BOARD)3. FAWEZI SECRETARIAT4. FAWEZI ALUMNI09 ANNEXESFAWEZI ORGANOGRAMSTRATEGIC PLAN IMPLEMENTATION FRAMEWORK08 MONITORING, EVALUATION, REPORTINGAND LEARNING 291. OVERVIEW2. MONITORING3. EVALUATION4. REPORTING5. LEARNINGiii iii iv0104101122232334
Acronyms and AbbreviationsiCONTINENTAL EDUCATION STRATEGY FOR AFRICAEARLY CHILDHOOD DEVELOPMENTEDUCATION COALITION OF ZIMBABWEEDUCATION SECTOR STRATEGIC PLANEDUCATIONAL MANAGEMENT INFORMATION SYSTEMFORUM FOR AFRICAN WOMEN EDUCATIONALISTSFORUM FOR AFRICAN WOMEN EDUCATIONALISTS ZIMBABWEMONITORING, EVALUATION, RESEARCH, AND LEARNINGMINISTRY OF PRIMARY AND SECONDARY EDUCATIONMINISTRY OF HIGHER AND TERTIARY EDUCATION, INNOVATION SCIENCE AND TECHNOLOGY DEVELOPMENTNATIONAL DEVELOPMENT STRATEGY 1PERFORMANCE MANAGEMENT PLANPRIVATE VOLUNTARY ORGANISATIONSUSTAINABLE DEVELOPMENT GOALSSCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICSSEXUAL AND GENDER-BASED VIOLENCETECHNICAL AND VOCATIONAL EDUCATION AND TRAININGWOMEN'S COALITION OF ZIMBABWESRGBV WG SCHOOL-RELATED GENDER BASED VIOLENCE WORKING GROUPCESAECOZIESSPEMISFAWEFAWEZIMERLMoPSEMHTEISTDNDS1PMPPVOSDGsSTEMSGBVTVETWCOZECD
The Forum for Afric6fi Womefi Educ6tiofi 6lists Zim b 6bw e (FAWEZI) extefids itsprofoufid 6ppreci6tiofi to 6ll ifidividu6ls 6fid ifistitutiofis whose cofitributiofis wereifistrumefit6l ifi the developmefit of the FAWEZI Str6tegic Pl6fi 2024 - 2028.FAWEZI is gr6teful to the Forum for Afric6fi Womefi Educ6tiofi6lists (FAWE) Regiofi6lSecret6ri6t for their str6tegic le6dership, techfiic6l guid6fice, 6fid commitmefit toefisurifig th6t 6ll thirty-four (34) N6tiofi6l Ch6pters 6re 6ligfied ufider 6 ufiifiedfr6mework. The developmefit of this pl6fi is, therefore, firmly 6fichored ifi the bro6derFAWE Afric6 Str6tegic Pl6fi 2024 - 2028, reflectifig 6 sh6red visiofi 6fid collectivego6l to 6dv6fice gefider equ6lity 6fid equity ifi educ6tiofi 6cross the cofitifiefit.FAWEZI is proud to echo this visiofi 6fid cofitribute to the fietwork's cofitifiefit6l go6lsthrough cofitextu6lly relev6fit 6fid respofisive str6tegies.This str 6 tegy w 6 s 6 result of cofisult 6 t iofis with FAWEZI m em be r s, ExecutiveCommittee, Secret6ri6t, Alumfii, Dofiors 6fid St6keholders. The befiefici6ries of ourifitervefitiofis 6lso g6ve us field experiefice 6fid ifispirifig stories of ch6fige which,throughout the ye6rs, fiourished our w6y of workifig 6fid ififormed our str6tegicthifikifig. The successes, lessofis le6rfit, experiefices 6fid ch6llefiges dr6wfi fromthe previous str6tegy helped to sh6pe this str6tegy too.He 6 r t felt th 6 fiks g o to the FAWEZI Executive C o m m i t t e e for their cofitifiuedgoverfi 6 fice, oversight 6 fid str 6 tegic directiofi t hroug hout the process . Theirefig6gemefit 6fid guid6fice h6ve beefi critic6l ifi sh6pifig 6 str6tegic pl6fi th6t isboth visiofi6ry 6fid groufided ifithe re6lities of our oper6tiofi6l cofitext.FAWEZI 6lso recogfiises 6fid 6ppreci6tes the dedic6ted efforts of the Secret6ri6t.Their le6dership 6fid te6mwork were pivot6l ifi cofisolid6tifig evidefice, f6cilit6tifigst6keholder efig6gemefits, 6fid 6ligfiifig ifistitutiofi6l priorities.FAWEZI is equ6lly ifidebted to the techfiic6l cofisult 6ficy support te6m, whose6fi6lytic6l expertise, f6cilit6tiofi support 6fid cofitextu6l ifisights 6 dde d rigour,bre6dth 6fid depth to the str6tegy formul6tiofi process.FAWEZI extefids sificere 6ppreci6tiofi to its fufidifig p6rtfiers 6fid supporters for theircommitmefit to the org6fiis6tiofi's visiofi 6fid missiofi. Their fifi6fici6l support 6fidcofitifiued p6rtfiership h6ve beefi ifistrumefit6l ifi 6dv6ficifig FAWEZI's efforts toimprove 6ccess to qu6lity Gefider -Respofisive educ6tiofi ifi Zimb6bwe. FAWEZI istruly gr6teful for their trust, coll6bor6tiofi, 6fid belief ifi our work. As FAWEZI emb6rksofi the implemefit6tiofi of its Str6tegic Pl6fi 2024 - 2028, 6ligfied with the bro6derFAWE fietwork, the or g 6 fi is6 tiofi looks forw 6 rd to cofitifiued efig6 gemefit 6 fidcollective 6ctiofi. This Str6tegic Pl6fi represefits fiot ofily 6 ro6dm6p for our fiext fiveye6rs, but 6lso FAWEZI's cofitributiofi to the bro6der FAWE movemefit's 6gefid6 forificlusive 6fid equit6ble educ6tiofi ifi Afric6.Together, FAWE 6fid FAWEZI c6fi drive me6fiifigful progress 6fid cre6te 6 moreequit6ble future for 6ll.iiACKNOWLEDGEMENTS
FOREWORDProfessor Ruth B GoraForum for African Women Educationalists ZimbabweIt is with a deep sense of purpose and strategic foresight that I present the FAWEZIStrategic Plan 2024 - 2028. This strategy builds upon the solid foundation laid bythe organisation's previous strategic plan; drawing on lessons learned,achievements recorded, and emerging opportunities within Zimbabwe'seducation landscape. While reaffirming FAWEZI's role as a vital actor inZimbabwe's education and gender equity landscape, this strategy alsodelineates the organisation's deliberate alignment with the broader aspirationsof the FAWE Africa Strategic Plan 2024 - 2028.The development of this strategic plan is firmly anchored in the broader FAWEAfrica Strategic Plan 2024 - 2028, reflecting the shared continental vision andcollective ambition to dismantle systemic barriers that hinder girls' access toqualit y education. FAWEZI is proud to echo this vision and contributemeaningfull y to the network's continental goals, through contextuall yresponsive a n d locall y driven strategies.The plan outlines a roadmap for the next five years, guided by three coreobjectives: enhancing access to quality education and training; generating andutilising research evidence to inform policy and practice; and strengtheninginstitutional capacity for sustainable impact. These priorities speak to theevolving educational needs of girls and young women in Zimbabwe, focusing oninclusion, equity, and empowerment, especially in Science, Technology,Engineering, and Mathematics (STEM) and Technical Vocational EducationTraining (TVET) for marginalised populations.FAWEZI remains resolute in its commitment to evidence-based advocacy,communit y engagement, and strategic partnerships. The organisation'sapproach continues to centre on collaboration with the government, educators,communities, private sector and development partners, recognising thatsustainable change in gender equality in education is only achievable throughcollective effort. The period 2024 - 2028 presents a unique opportunity to deepenFAWEZI's impact, broaden its reach, and scale its innovations. With the worldapproaching the 2030 deadline for the Sustainable Development Goals, FAWEZI'swork remains not only relevant but essential. This Strategic Plan serves asFAWEZI' s compass in n a v i g a t i n g this decisive m o m e n t , enabl i ng theorganisation to respond to emerging needs while maintaining fidelity to its coremission. .I extend m y gratitude to all those who contributed to the development of thisPlan; the FAWEZI General Assembly, Executive Committee, Secretariat, partners,beneficiaries and stakeholders across Zimbabwe. Their input and dedicatione n s u r e d t h a t t h i s p l a n i s r o o t e d i n b o t h a m b i t i o n a n d r e a l i t y .As FAWEZI moves forward, I invite all like-minded actors to walk this journey withus. Let us move forward with purpose, united in our resolve to realise a Zimbabweand an Africa where gender no longer determines one's educational destiny.Executive Committee Chairpersoniii
EXECUTIVE SUMMARYThe FAWEZI S t r a t e g i c P l a n 2 0 2 4 - 2 0 2 8 se ts a n a m b i t i o u s a n dtransformative agenda to advance gender equality and empower girls andw o m e n through education across Zim babwe . In alignm ent with theFAWE Africa Strategic Plan 2024 - 2028, this plan reaffirms FAWEZI'scommitment to breaking down barriers, promoting inclusion, and ensuringthat every girl and wom an in Zimbabwe can access quality education andr e a l i s e h e r f u l l p o t e n t i a l .FAWEZI's vision is that of an inclusive society where all gender disparities ineducation are eliminated, and girls and women are holistically empowered for socio-economic transformation. The mission is to enhance provision ofand access to quality education and training opportunities for girls and women in Zimbabwe. Guided by that vision and mission, the FAWEZIStrategic Plan 2024 - 2028 focuses on three interconnected strategic o b j e c t i v e s -St r a t e g i c O bj ecti v e I : T o e n h a n c e p r o vi s i o n a n d acces s t o q u a l i tyeducation and training opportunities for girls and women in Zimbabwe;Strategic Objective 2: To contribute towards generation and utilisation of researchevidence to inform education policy and practice; andStrategic Objective 3: To enhance institutional capacity of FAWEZI to deliver itsm a n d a t e ( n e t w o r k i n g , l e a d e r s h i p , t e c h n i c a l a n d f i n a n c i a l ) .The strategic objectives are guided by five strategic pillars which are aligned with the broader FAWE strategic pillars , namely: Quality Education, Advocacy and PolicyInfluence, Knowledge Generati on a n d Dissemination, c a p a c i t y Strengthening, and Collaboration and Networking. The FAWEZI pillars are as follows:Qu6lity Educ6tiofiFAWEZI will ifitefisify efforts to efisure equit6ble 6ccess to qu6lity educ6tiofi for girls 6fid womefi,with 6 p6rticul6r focus ofi STEM, TVET, 6fid the tr6fisitiofi from prim6ry to terti6ry levels.Key ifitervefitiofis ificlude promotifig p6rticip6tiofi ifi STEM 6fid TVET, 6ddressifig sexu6l 6fidgefider-b6sed violefice ifi schools, supportifig sexu6l 6fid reproductive he6lth rights, providifig burs6ries(ificludifig m6rgifi6lised groups such 6s persofis with dis6bilities 6fid refugees), 6fid 6dvoc6tifig forgefider-respofisive ped6g og y 6fid policies ifi prim6ry, secofid6ry 6fid terti6ry educ6tiofi systems.FAWEZI will 6lso ch6mpiofi ecofiomic empowermefit, re-efitry for teefi mothers, clim6te ch6fige6d6pt6tiofi ifi educ6tiofi, 6fid ififr6structure developmefit to cre6te s6fe 6fid ificlusive le6rfiifigefivirofimefits.FAWEZI will 6mplify its voice to ififluefice decisiofi-m6kifig processesto promote gefider respofisive policies, pr6ctices, str6tegies, 6fidifivestmefits ifi educ6tiofi. By efig6gifig with policym6kers,goverfimefits, 6fid st6keholders, we will 6dvoc6te for policy ch6figesth6t prioritise gefider equ6lity ifi educ6tiofi.Fosterifig Coll6bor6tiofi 6fid NetworkifigThroughout this pl6fi, FAWEZI will foster coll6bor6tiofi 6fidfietworkifig 6t glob6l, regiofi6l, fi6tiofi6l, provifici6l 6fid districtlevels to lever6ge resources, expertise, 6fid fietworks. By joifiifigforces with like-mifided org6fiis6tiofis, co6litiofis, dofiors, 6fidifistitutiofis, we will ificre6se our collective imp6ct ifi 6dv6ficifig gefider equ6lity ifi educ6tiofi.Gefier6tifig & Utilisifig Rese6rch Evidefice to Ifiform Policy & Pr6cticeRecogfiisifig the critic6l role of evidefice ifi drivifig ch6fige,FAWEZI will strefigthefi its c6p6city to gefier6te, syfithesise,6fid use rese6rch to ifiform policy 6fid pr6ctice. Thisificludes exp6fidifig kfiowledge m6fi6gemefit, fosterifigp6rtfierships with ufiiversities, colleges, polytechfiics, 6fidrese6rch ifistitutiofis, 6fid developifig 6 robust Mofiitorifig,Ev6lu6tiofi, Rese6rch, 6fid Le6rfiifig (MERL) fr6mework.Efih6ficifig Ifistitutiofi6l C6p6city for Sust6ifi6ble Imp6ctTo deliver ofi its m6fid6te, FAWEZI will ifivest ifi strefigthefiifig itsifistitutiofi6l systems, goverfi6fice structures, 6fid hum6fi resourcec6p6city. This ifivolves reviewifig 6fid upd6tifig org6fiis6tiofi6l policies6fid procedures, buildifig st6ff c6p6city, promotifig good goverfi6fice6fid le6dership, efih6ficifig visibility 6fid membership efig6gemefit, 6fiddiversifyifig resource mobilis6tiofi str6tegies. FAWEZI will 6lso lever6gecommufiic6tiofi str6tegies, p6rtfierships, 6fid 6lumfii fietworks to6mplify its imp6ct 6fid efisure sust6ifi6bility.Advoc6cy & Policy IfiflueficeSTRATEGIC PILLARS5PILLARPILLARPILLARPILLARPILLARiv
The three strategic objectives will be achieved through FAWEZI's continuedadaptation to changes within the operating environment and acknowledgingemerging issues in pursuance of its vision and mission. Consequently, thisstrategy will continue to place emphasis on addressing educational barriers toaccess, retention and completion with the ever-changing context.As we start another journey of this strategy, we wish to thank all the friends andpartners of FAWEZI for their technical and financial support. We look forward tocontinued partnership and support in the successful implementation of the newstrategic plan, so that FAWEZI grows in strength and competitiveness as a keyplayer in supporting the education of girls.It is our sincere hope and pride that this strategy will surely enrich the FAWEZInarrative. We feel greatly honoured and proud to implement these thoughtfulideas for the next five years.Executive DirectorLydi6 M6dyir6p6fizeForum for African Women Educationalists Zimbabwe
EDUCATION EMBRACES EVERYONE
1.1INTRODUCTIONFAWEZI is driven by a compelling vision: an inclusive society where all genderdisparities in education are eliminated, and girls and women are holisticallyempowered for socio-economic transformation. As a FAWE national chapter,FAWEZI is committed to advancing gender equality and empowering girls andwomen through education, recognising education as a critical catalyst for socialand economic development.This strategic plan has been developed in response to the evolving educational,social, and technological landscape in Zimbabwe. Despite significant progress inpromoting gender parity in primary and lower secondary education, challengespersist, particularly at the upper secondary and tertiary levels. Factors such asteenage pregnancy, early marriage, poverty, and school-related gender-basedviolence (SRGBV) continue to hinder girls' retention and completion rates.Additionally, cultural norms and infrastructural deficits remain barriers to girls' fullparticipation in education.Recent cultural and technological changes have intensified the need for FAWEZIto adapt and expand its focus. The growing demand for Science, Technology,Engineering and Mathematics (STEM) education, alongside Technical andVocational Education and Training (TVET), reflects Zimbabwe's commitment topreparing girls and young women for the modern workforce. Moreover, there is anincreasing recognition of the importance of mental health support andcomprehensive sexual and reproductive health education within schools toaddress the holistic needs of learners. .Building on FAWEZI's successes in combating gender-based violence, promotingsexual and reproductive health rights and influencing education policy, thisstrategic plan seeks to consolidate and scale these efforts. It also aims to addressemerging challenges such as the impact of climate change on education, theneed for digital innovation, and the inclusion of marginalised groups, including girlsliving with disabilities and refugees.FAWEZI's Strategic Plan (SP) is anchored in collaboration and partnership. Werecognise that sustainable change requires the engagement of governmentministries, civil society, development partners, communities, and the private sector.Through these partnerships, FAWEZI will continue to advocate for gender-responsiveeducation policies, promote safe and inclusive learning environments andempower girls and women to become agents of change in Zimbabwe.FAWEZI is committed to innovative and adaptive approaches that ensure girls andwomen are not left behind, but are equipped to thrive in a rapidly changing world.Overall, this strategic plan provides a roadmap for FAWEZI's work over the next fiveyears, focusing on enhancing access to quality education, strengthening evidence-based advocacy, and building institutional capacity to sustain impact. It isdesigned to respond to Zimbabwe's unique context, while aligning with the broadercontinental goals of FAWE Africa, contributing to a future where every girl andwoman in Zimbabwe can fully realise her right to education and empowerment.INTRODUCTION101
1.2CONTRIBUTION TO EDUCATION DEVELOPMENT ZIMBABWE02This Strategic Plan was developed through a consultative and participatory approach.Stakeholders input from various engagements were incorporated into the plan.Documents reviewed included strategic plans for MoPSE, MHTEISTD and FAWE,Amended Education Act, Gender Analysis of the Education Sector, SituationalAnalysis of the Early Warning Systems, Education Management Information System(EMIS) data, Joint Monitoring Visit Reports, National Development Strategy 1 (NDS1)and FAWEZI reports. In addition, literature on contemporary issues concerning girlsand women's education (local and international) was reviewed to define keyconcepts.1.3PROCESS OF DEVELOPING THE 2024-2028 SPFAWEZI plays a pivotal role in advancing education development in Zimbabwe bypromoting gender equality and empowering girls and women through education.The organization's work directly supports Sustainable Development Goals (SDGs),particularly SDG 4 (Quality Education) an d SDG 5 (Gender Equality), bychampioning gender-responsive education policies and practices.FAWEZI collaborates closely with key stakeholders, including the Ministry of Primaryand Secondary Education (MoPSE) and the Ministry of Higher and Tertiary Education,Innovation, Science and Technology Development (MHTEISTD), to implement actionsthat promote girls' education. Its initiatives are aligned with the Continental EducationStrategy for Africa (CESA) and support the African Union's Agenda 2063, focusing onimproving access, equity, quality, and relevance of education, as well as advancingwomen's rights to education, leadership, and economic empowerment.By influencing policy and addressing systemic barriers such as socio-cultural norms,poverty, and limited resources, FAWEZI advocates for policies that enhance girls'participation in education. Through these efforts, FAWEZI contributes to effectivegender transformation in education syste m s an d promotes sustainablesocio-economic development in Zimbabwe.
FAWEZI is committed to innovative and adaptive approaches thatensure girls and women are not left behind, but are equipped tothrive in a rapidly changing world.03
FAWEZI is a membership-based organisation that was launched in March 1998 andregistered as a welfare organisation in terms of subsection (5) of section 9 of theWelfare Organisations (Chapter 93) in 1999, Registration No: W/O: PVO: 11/99. FAWEZIregistered as a Private Voluntary Organisation in terms of subsection (5) ofsection 9 of the Private Voluntary Organisation Act (Chapter 17:05), Registration No.PVO 150/23 in 2024.FAWEZI's founding members included: the former Minister of Education,Dr . F a y K in g C h u n g ; f or m e r D e p u t y S p e a k er , Ed n a h M a d z o n g w e ;former Public Service Commissioner, Dr. Hope Sadza; former Zimbabwe's HighCommissioner in Namibia, Mary Mubi; former Chief Educational Psychologist,the late Dr. Tommie Marie Samkange; the first w oman to enroll at theUniversity College of Rhodesia, now the University of Zimbabwe, the lateDr. Sarah Kachingwe; Professor Rudo Gaidzanwa; the late Salome Nyoni who wasthen the Deputy Secretary of Women's Affairs; and the former Principal of BelvedereTeachers College, Mrs. Jannie Makawa..WHO WE ARE2.1ABOUT FAWEZI2FAWEZI has provincial chapters in all the 10 provinces of Zimbabwe. Its membersare drawn from the MoPSE and MHTESITD and other individuals with an interest ineducation. FAWEZI has Memorandam of Understanding with the MoPSE and MHTEISTD.04FAWEZI founding members
2. FAWEZI TRACK RECORD1. POLICY AND COMMUNITY ADVOCACYInfluenced policy dialogue and action for equitable education: FAWEZI's jointadvocacy with the Education Coalition of Zimbabwe through Global Action Week onEducation national commemorations (2019 - 2024) led to increased governmentattention and policy discussions on inclusive education, directly contributing tonational commitments for all learners, especially girls and marginalised groups.Leveraged on annual World Teachers' Day to advocate for improved workingconditions, professional development opportunities, and social recognition forteachers, particularly those working in marginalised communities.·Participated in and used the annual International Day of the Girl Child as anopportunity to advocate for girls' rights, including access to quality education,protection from violence, and opportunities for leadership and empowerment.Conducted community advocacy on the Policy Circular P.35, Amended EducationAct and Marriages Act to support re-entry of pregnant girls in schools.·Produced a Policy brief on Whole School Approach to prevent SRGBV: MinimumStandards and Monitoring Framework..·Engaged with Parliamentary Portfolio Committee on Education to discuss challengesand solutions for improving girls' education.05
2.2.2 DEMONSTRATIVE INTERVENTIONSFAWEZI has implemented a range of impactful interventions to promote genderequality and prevent Sexual and Gender-Based Violence (SGBV) in Zimbabweanschools and communities:Whole School Approach: Piloted in 10 schools in Chitungwiza and Shamva districts, thisinitiative built the capacity of 20 school leaders, 101 teachers (58 female, 43 male),and reached 10,256 learners (5,256 girls, 5,000 boys) and 20 community membersto foster safe, inclusive learning environments.Spotlight Initiative: Trained 65 non-teaching staff (42 female, 23 male) from 32schools in Muzarabani, Rushinga, and Bulilima on SGBV identification and response,benefiting 13,448 learners with SGBV awareness. Developed a training manual andguidelines for 72-hour GBV Response Desks.TORCHES Project: Using the SASA! Together methodology, reached 32,241 communitymembers (including 943 persons with disabilities) in Chitungwiza and Shamva.Tuseme Clubs in 10 schools directly reached 13,144 learners and indirectly 23,680,empowering girls and boys as advocates for gender equality and SGBV prevention.Facilitated access to justice for 95 SGBV survivors.Economic Empowerment: In 2023, trained 107 youth and women (including personswith disabilities) in financial literacy and business management. .INWASH Project: Improved WASH facilities at Mt Matedzi Secondary in Manicaland, benefiting 194 learners (103 girls, 91 boys), 6 staff, and 200 community members.DREAMS Programme: Expanded access to education for 1,000 out-of- schooladolescents (483 girls, 517 boys) in Beitbridge and Matobo, trained 140 teachers,and empowered 50 community members to run learning centres.Design for Change: Promoted innovation among 10 learners in Harare Metropolitan and Zvishavane.Hygiene Support: Provided hygiene packs to 450 girls in Guidance and Counselling rooms.School Security: Improved safety for 636 learners (312 girls, 324 boys) and 24 staff at Madziwa Mine Secondary through fence installation.Community Learning: Reached 1,070 out-of-school teens (430 boys, 640 girls) in rural and border towns through innovative programmes.SGBV Prevention: Trained 139 non-teaching staff (87 female, 52 male), 750 learners(375 girls, 375 boys), and 60 teachers (30 female, 30 male) in SGBV and harmful practices prevention, and developed GBV desk guidelines.STEM Promotion: Enhanced girls' participation in STEM through provision oflaboratory equipment, Gender Responsive Pedagogy training, mentorship, andadvanced weather stations, reaching over 1,300 learners.06
2.2.3 EVIDENCE GENERATIONCofiducted 6 b6selifie 6fid 6fi efid-lifie survey ofithe prev6lefice of School Rel6ted Gefider B6sed Violefice.The fifidifigs ififormed progr6mme desigfi 6fid fi6tiofi6l policy, le6difig to improved school s6fety st6fid6rds 6fid pr6ctices.123407Cofiducted rese6rch ofi the fi6ture of household 6fid commufiity child protectiofi structures durifig lockdowfi. This cofitributed to strofiger child protectiofi systems, m6kifig schools 6fid commufiities s6fer for childrefi.Produced 6 documefit6ry ofi the successes 6fid ch6llefiges of the commufiity le6rfiifig progr6mme which r6ised 6w6refiess 6fid ifispired replic6tiofi of successful 6ppro6ches to liter6cy 6fid fiumer6cy ifi m6rgifi6lised 6re6s. This documefit6ry cofitributedto strofiger child protectiofi systems, m6kifig schools 6fid commufiities s6fer for childrefi.Cofiducted rese6rch ofi the “6v6il6bility, 6ccept6bility 6fid 6fford6bility of ificlusive 6fid respofisive gefider-b6sed violefice (GBV) essefiti6l services ifi Zimb6bwe” with Actiofi Aid Zimb6bwe, Leofi6rd Cheshire Dis6bility Zimb6bwe 6fid FACT Zimb6bwe. The rese6rch fifidifigs helped to ifiform fi6tiofi6l efforts to m6ke GBV services more 6ccessible, 6ccept6ble, 6fid 6fford6ble, especi6lly for womefi 6fid girls with dis6bilities.FAWEZI
2.2.4 STRENGTHENING PARTNERSHIPS AND NETWORKING1.Developed and signed Memorandum of Understanding with Plan InternationalZimbabwe and World Vision aimed at fulfilling the education for girls, women andyoung people in Zimbabwe. Through this partnerships, FAWEZI has benefitted fromcapacity building in communications, resource mobilisation an d finance.2. Was re-elected Chairperson of the Education Coalition of Zimbabwe (ECOZI)resulting in participation in key education spaces such as the Education CoordinatingGroup, Joint Sector Review, and being a member of the Task Force for developingthe Zimbabwe Global Partnership for Education Partnership Compact and jointadvocacy. .3. Participated in the Quarterly Joint Monitoring of Schools and generated evidence on challenges faced by schools and incorporated this in resource mobilisation efforts.08
2.3 WHO WEWORK WITH:STAKEHOLDERSAND PARTNERSPOLICY MAKERS INFLUENCERSUNICEF UNESCOUnited Nations Girls Education Initiative Zimbabwe Health InterventionsFHI 360Action Aid Zimbabwe The Coca Cola Foundation Urgent Action FundAmplify ChangeNon-Governmental Organisations Faith Based Organisations Community Based Organisations Private SectorGirls and Women Boys and Men SchoolsTeachersSchool Development Committees Teachers and Non-Teaching StaffParents, local traditional and religious leaders CommunitiesBENEFICIARIESNETWORKS IN GENDER AND EDUCATIONEducation Coalition of Zimbabwe (ECOZI) Women's Coalition of Zimbabwe (WCOZ)National Association of Non-Governmental Organisations (NANGO) Zimbabwe National Council for the Welfare of Children (ZNCWC) School-related Gender Based Violence Working GroupPARTNERSCATEGORY STAKEHOLDERSMinistry of Primary and Secondary EducationMinistry of Higher and Tertiary Education, Innovation Science and Technology Development Ministry of Women Affairs, Community, Small andMedium Enterprises DevelopmentMinistry of Public Service, Labour and Social Welfare Ministry of Health and Child CareMinistry of Finance, Economic Development and Investment Promotion FAWEOther FAWE Chapters Parliamentary Portfolio Committees ParliamentariansGender Commission and other Commissions FAWEZI Alumni Network09
HOW WE WORK OUR APPROACH0102 A D V O C A C Y A N D POLICY INFLUENCEFAWEZI engages in evidence-based advocacy toinfluence education policy and practice, ensuring thatgirls' and women's needs are prioritised.RESEARCH AND KNOWLEDGE GENERATIONFAWEZI conducts research and generates knowledgeon girls' education, providing valuable insights that 03 inform policy and practice.04E V I D E N C E - B A S E D A D V O C A C YWe make informed decisions based on currentbest evidence, advocating for policy reforms andchanges to address structural barriers and reducegender disparities in access, retention, andeducational performance for girls and women.C O M M U N I T Y E N G A G E M E N TFAWEZI works with local communities to raise awarenessabout the importance of girls' education and to promotea supportive environment for girls to learn and thrive.We co-create solutions with communities of practice,drawing on their experiences to influence educationoutcomes for girls and women in Zimbabwe.05C A P A C I T Y B U I L D I N GFAWEZI provides capacity-building support toeducators, policymakers, and community leaders,enhancing their ability to promote girls' educationand address gender disparities. 0607 P R I V A T E S E C T O R E N G A G E M E N TWe strategically engage with the private sector, applyingprivate sector principles to catalyse investments towardsrealising girls' and women's education in Zimbabwe.3.1KEY ELEMENTSOF OUR APPROACHFAWEZI adopts a comprehensive and holistic approach to promoting gender equality,girls' education, and women's empowerment in Zimbabwe. The key elements of ourapproach are designed to influence policy reform and drive positive change incommunities where we work, in partnership with other stakeholders.KEY ELEMENTSPartnerships and Strengthening Networks:We build and strengthen networks, fostering collaboration,knowledge sharing, and mentorship to advance girls'education and women's empowerment in Zimbabwe.310
We prioritize meaningful results and long-term outcomes for girls and women, educators, and the educational system with a focus on creating positive and lasting impact on individuals, communities, and society.
CONTEXT AND SITUATIONAL ANALYSISThe context and situational analysis provide an overview of the external and internal environments and factors in which FAWEZI is operating which also enabled the identification of gaps and in turn influenced FAWEZI's Strategic priorities and direction.4.1EXTERNAL CONTEXT ANALYSISZimbabwe's National Development Strategy 1 (2020) envisions an empowered,prosperous upper middle-income society by 2030, prioritising investment in humancapital through education and skills development. Education is constitutionallyguaranteed as a right under Article 26 of the UN Declaration of Human Rights andSection 75(1)(a) and (b) of Zimbabwe's Constitution. The Ministry of Primary andSecondary Education (MoPSE) strives to provide quality, inclusive, and equitableeducation for all children. Significant progress has been made towards universalprimary education, with Gender Parity Indices at or above 1 in the primary sector.The education sector emphasises increased uptake of STEM subjects across all levelsand promotes Public-Private Partnerships to support STEM education. Despite theseadvances, challenges remain in ensuring access, quality, equity, and inclusivitythroughout the education system.4.2 OVERVIEW OF THE POLICY ENVIRONMENTAccording to the Zimbabwe ESSP (2021 - 2025), the Zimbabwe education policy environment is influenced by goals and priorities of global and regional policy initiatives that include:UN Sustainable Development Goals, 2015 - 2030 African Agenda 2063Continental Education Strategy for Africa, 2016-2025Southern African Development Community Framework for Care and Support for Teaching and LearningOn the domestic front, the Education Sector Strategic Plan is influenced by key aspects of Zimbabwe's policy and strategy documentation including:Vision 2030National Development Strategy 2021-2025 Inclusive Education Policy (2003)School Health Policy (2018) ICT Policy 2022-2027Education 5.0 (2020)Non-Formal Education Policy (2015 updated 2025)4.3 KEY FINDINGS FROM DATA COLLECTED AND INFORMATION GATHEREDData were collected via self-administered questionnaires from a diverse group of FAWEZI stakeholders, including Board members, staff, partners, Gender Focal Personsin government ministries and Gender Focal Teachers in schools. The focus was on assessing the 2019–2023 Strategy's performance and lessons to inform the 2024–2028 Strategy.411
Key achievements identified include:Successful implementation of projects such as the Whole School Approach to Prevent School-Related Gender-Based Violence and SASA Together!Formation, renewal and strengthening of partnerships.Increased active involvement in policy engagement and advocacy.12These successes were attributed to good governance and strong Board support, recognized as organisational strengths.However, stakeholders also noted challenges impacting implementation:COVID-19 disruptions.Economic instability and erratic exchange rates affecting planning and project execution.Limited infrastructure and resources within FAWEZI. Cultural and social barriers hindering girls' education. Coordination difficulties with stakeholders.Insufficient administrative and staff funding.Limited resources for evidence-gathering activities.Many of these challenges were also identified as organisational weaknesses and external threats.
STRENGTHS4.4 SWOT AnalysisThe following as the strengths, weaknesses, opportunities and threats of FAWEZI were discovered:Empowerment of girls an d w o m e n through relevant an d supportive education programmes such as STEM.Strategic partnerships with Government ministries, universities and development partners.Experienced and committed staff with strong capacity in programming and advocacy.Memorandam of Understanding with MoPSE and MHTEISTD.Good working relationship with partners in education and gender issues. PVO status giving organisation legality and credibility.Strong governance, with policies and procedures in place. Good working relationship with the Board.WEAKNESSESLimited funding, leading to limited internal resources to sustain projects beyonddonor funding and to extend projects to marginalised and remote areasHeavy reliance on donor fundingInconsistent data collection and documentation across s o m e projects.Inadequate institutional research on cross cutting issues such as climate change.Lack of robust and diverse fund-raising strategiesLow visibility in provinces.OPPORTUNITIESCreation of a Gender section with a Director in MoPSECreation of an Early Warning System and Gender Analysis in the Education Sectorto monitor the education sector with particular emphasis on girls' education.MOU with MHTEISTD, universities and polytechnicsPartnerships with complementary organisationsGrowing interest in girls' education and digital skills development post-COVID-19.Expanding networks for regional collaboration through FAWE Africa.Increased donor appetite for innovation in education and youth empowerment.Partnerships and collaborations with the Government, private sector, civil societyorganisations.THREATSEconomic instability an d unstable exchange rates negatively affectingprogramme costs and operationsPolitical changes, instability and policy shifts that may deprioritize gender equality.Cultural r e si st a n c e to girls' e m p o w e r m e n t in s o m e co mmu niti e s .Climate-related risks such as droughts and floods disrupting school attendanceand destroying infrastructure.C o m p e t itio n fro m t he m a n y p ar tner s wor k in g o n g e n d e r i s su e s .Low funding for staff salariesReduced subscriptions from members.13
4.5 SUGGESTIONS FOR INCREASING FUNDING INTHE ORGANISATIONThe consulted stakeholders suggested the following strategies to help FAWEZI increase funding• Launching local and external fundraising activities• Brand marketing the organisation to attract new members and increase visibility;• Increase membership fees and encourage members to pay membership fees;• Joint application for funding with partners• Diversifying the donor base; and• Creation of a reserve accountIn addition to fundraising strategies, there is also need to use adaptive programming,strengthening community and stakeholder engagement. There is also need to focusmore on girls with disabilities, those who are household heads and those who are inclimate vulnerable and conflict affected areas6. KEY EDUCATION INDICATORS INTHE PRIMARY AND SECONDARY SCHOOLS SECTORThe indicators of education in Zimbabwe reveal how effectively the education sectoris performing with reference to gender issues. Hence each indicator provides datathat is desegregated by sex. The indicators include:Demand for Education as measured by school age population vis-à-vis number of schools;Access to education as measured by intake rates; Participation in education as measured by enrolment rates;Transition rates that measure how learners move from one level of education to the next one;Completion rates that measure how many learners of a specific age successfully com plete a n educational level.1. DEMAND FOR EDUCATIONThe demand for education relates to the projected populations of school-goingchildren vis-à-vis the number of schools that are available for the provision of theeducation service. In 2019, MoPSE estimated that there was need for an additional1 500 primary schools and 3 000 secondary schools to cater for an estimated sixmillion school age population.(Primary and Secondary Education Statistics Report, 2024).The Education Sector Strategic Priority 1 in the Education Sector Strategic Plan(2021-2025) alludes to “… improved school infrastructure to increase access toquality, equitable and inclusive education”. The data that will be provided in thissection will be desegregated by sex to find the disparities between the sexes forpurposes of decision making.14
ECD PRIMARY LOWER SECONDARY UPPER SECONDARYMALES FEMALES TOTALFigure 1: School age population by school level and sex in Zimbabwe, 20245000000450000040000003500000300000025000002000000150000010000005000000There are slightly more females than males at ECD, primary and lower secondaryschool levels, but there are slightly fewer females demanding education at uppersecondary school level as shown by a GPI of 0.98.4.6.2 ACCESS TO EDUCATIONAccess measures new learners who enter the first classes of primary and secondarylevels, which are Grade 1at primary school level and Form 1at the secondary schoollevel. The official entry ages are 6 years and 13 years at primary and school levels,respectively. These are me asu re d by Apparent Intake Rates (AIR) an dNet Intake Rates (NIR). Apparent Intake Rates show how learners access education,regardless of their age, while Net Intake Rates denote learners of the official age.The graphs below show the AIR (%) and NIR (%) at primary and secondary schoollevels in Zimbabwe in 2024.Figure 2: Apparent intake rates in Zimbabwe, 2024 (a) and Net intake rates in Zimbabwe, 2024 (b)( a ) Apparent Intake Rates % in Zimbabwe, 2024 (b) Net Intake Rates % in Zimbabwe, 202420406080100120140ECD0PRIMARY ECDMALES FEMALES TOTAL5101520253035PRIMARY0The AIR for entry into grade 1 of primary school for all learners was above 100%,signifying the presence of over- and under-age children in grade 1. On the otherhand, the NIR showed that there were very few children of the official entry age whoentered grade 1(28.11%), confirming the presence of over- and under-age children.The NIR showed that more girls entered grade 1at official entry age of six years witha GPI of 1.08. At the secondary school level, the NIR showed that more girls enteredForm 1at the official entry age of 13 years with a GPI of 1.2715The graph below shows the school going age population against the number of schools in Zimbabwe in 2024.
4.6.3 Participation in the Education SystemParticipation in the education system is measured using Gross and Net Enrolment Rates (GER and NER). The graphs below illustrate the Gross and Net Enrolment Rates at different levels of education.MALES FEMALES TOTALThe two graphs show that there were more girls who participated in education at all levels of education, except the ECD level where there was parity.4.6.4 Transition RatesTransition Rates provide information on how learners transition from one cycle of levels of education. In Zimbabwe, this is from Grade 7 to Form 1 and from Form 4 to Lower 6 (Form 5). The graph below depicts this transition in the 2023-2024 academic year. Figure 4 below shows that the transition rates from primary school level into secondary school level as well as from lower into upper secondary school level in Zimbabwe indicate more females transitioning into secondary and upper secondary school levels as shown by GPIs of 1.08 and 1.27 respectively.Figure 4: Transition rates from primary to secondary education and Lower to upper secondary education 2024Figure 3: Gross Enrolment Ratios in Zimbabwe, 2024 (a) and Net Enrolment Ratios in Zimbabwe, 2024 (b)(a) Gross EnroIment ratios % in Zimbabwe, 2024 (b) Net EnroIment ratios % in Zimbabwe, 2024140 140120 120100 10080 8060 6040 4020 200 0ECD PRIMARY LOWERSECONDARYUPPERSECONDARYECD PRIMARY LOWERSECONDARYUPPERSECONDARY100908070605040302010MALES FEMALES TOTAL017%18%17%FORM4 TO FORM 61678%81%80%GRADE 7 TO FORM 1
ECD PRIMARY LOWER SECONDARY UPPER SECONDARYMALES FEMALES TOTAL1008060402004.6.5 Completion RatesCompletion Rates describe the number of learners of a specific age group whosuccessfully complete a particular level of education, such as ECD, Primary, LowerSecondary and Upper Secondary School levels. The next graph shows thecompletion rates by level of education and sex percentages in Zimbabwe in 2024.Figure 5: Completion rates in ZimbabweCompletion rates % in Zimbabwe 202417The completion rates at ECD and primary school levels are high. However, at thelower and upper secondary school levels the completion rates decreased. This ispartly due to the cost of tuition and examination fees.Indicators reveal strong de m a n d for education at both primary and secondarylevels, with gender parity achieved and, in some cases, higher female participationan d completion rates. This progress reflects targeted efforts an d partnershipsfocused on girls' education, notably involving FAWEZI. To build on these gains, thereis a need to scale up initiatives through increased funding, enhanced fundraising,stronger partnerships, and capacity strengthening of FAWEZI.MHTEISTD envisions equipping graduates with skills that drive societal development throughtransformative science and technology (Education 5.0, 2020).The Ministry aims to raise the proportion of critically skilled experts from 30% in 2020to 51% by 2025, requiring all higher education programs to align with the Education5.0 framework. This framework expands the traditional pillars of Teaching, Research,and Community Service to include Innovation an d Industrialisation, emphasisinge n t r e p r e n e u r sh i p a n d quality g o o d s a n d services .4.7 Key Education Indicators in Higher and Tertiary EducationHu man capital development is essential for Zimbabwe's industrial growth. TheMHTEISTD is responsible for training skilled labour by promoting science, technology,an d innovation. Key indicators of the higher an d tertiary education sector'sper fo rmanc e include enrolment rates, graduati o n rates, g e nder parity, an dcurriculum relevance, reflecting its impact on economic growth and human capitaldevelopment.
4.7.1 Enrolment RatesEnrolment rates in higher and tertiary education measure the proportion of thetertiary age population enrolled in higher and tertiary education, especially insciences and technology. The graph below shows the enrolment rates by sex,percentage and GPI.Figure 6: Enrolment Rates (%) in Tertiary Education by Sex in Zimbabwe, 2013In 2013 there were more males who enrolled into tertiary education as indicated bya GPI of 0.92. However, from 2018 more females enrolled in Tertiary Educationinstitutions.A total of 117 328 students enrolled into tertiary education in 2020 as shown inFigure 7 below. In general, the enrolment rose between 2018 and 2020 and overall,there were more females who enrolled into tertiary education between 2018 and2020, as shown by the GPIs that were above 1.Figure 7: Enrolment Rates (%) in Tertiary Education by Sex in Zimbabwe, 2018-2020474645MALE FEMALEMALES FEMALES525150494847.9652.045654525048464442402018 2019 2020Male 46.14 45.95 45.77Female 53.86 54.05 54.2318
4.7.2 Graduation RatesGraduation rates are an indicator of how many students complete their studieswithin a specific period. They can also be an indicator of how effective the supportsystems for students are and the nature and accessibility of resources for thestudents. Figure 8 below shows the graduation rates of students in the tertiaryeducation system in Zimbabwe in 2013..In the graph above, students who graduated from the different fields of sciencesare shown. Where there are high numbers of students who graduated were in areasthat were not pure sciences such as Arts and Humanities, and Social Sciences. In thepure sciences areas (Natural Science, Engineering and Technology, Medicine andHealth Sciences and Natural Sciences), there were very few graduates.4.7.3 Gender Parity and EquityGender parity and equity are indicators of the extent to which higher educationinstitutions have embraced issues of inclusivity and the extent to which they havegone to solve gender issues in their institutions. Although it was indicated above thatmore females enrolled in tertiary education institutions, further analysis showed thatmore females enrolled in universities that offered Arts, Education, Social Studies andSocial Sciences while more males enrolled in universities that offered sciences andtechnology. The following graph shows this trend in tertiary education institutions thatare mandated to offer sciences and technology.52.1223.98.85NATURAL SCIENCE19ARTS & HUMANITIESMEDICINE & HEALTH SCIENCESNATURAL SCIENCESENGINEERING & TECHNOLOGIESSOCIAL SCIENCES
10 20 30 40 50 60 70 80 90 100The enrolment rates in TVET institutions show that enrolment numbers increased from 2018 to 2019 and then dropped in 2020. However, the GPIs are less than 1 showing that there were fewer females than males who enrolled in the TVET institutionsThe illustrations show that in all the institutions that offer science and technology, the female enrolment was less than 50%. The female enrolment is concentrated inthe Arts, Education and Social Sciences career paths that do not earn as much as careers in the sciences, economically prejudicing females, same as in TVET programs as shown in the figure below.Figure 10: Enrolment Rates (%) in TVET Institutions by Sex in Zimbabwe, 2020202020182019MALEFEMALE252015105303540MANICALAND STATEUNIVERSITY OFAPPLIEDSCIENCEHARAREINSTITUTE OFTECHNOLOGYMARONDERAUNIVERSITY OFAGRICULTURALSCIENCE &TECHNOLOGYNATIONALUNIVERSITY OFSCIENCE &TECHNOLOGY35 3944 44Figure 9: Females accessing STEM education in selected Zimbabwean tertiary education institutions,2020 (%).504520
4.7.4 RELEVANCE OF THE CURRICULUMZimbabwe's Vision 2030 main goal is to grow Zimbabwe to be an upper middleincome economy nation (NDS1, 2020). Thus, there is need for the citizens ofZimbabwe to be developed and trained to skilled experts. This means it is essentialthat the curriculum that is taught in higher and tertiary education institutions isrelevant to the needs of industry and the students. Illustrations show thecourses studied in the tertiary education institutions. These revealed that moremales studied science courses while females studied arts, humanities andsocial sciences. However, the overall graduation rates showed that fewer studentsstudied the essential science and technology courses.4.8 KEY EDUCATION SECTOR CHALLENGESAccording to NDS1, (2020), Zimbabwe ESSP (2021 - 2025) the Zimbabwe EducationSector faces several challenges that include:• Infrastructure Shortages: Rapidly increasing learner populations have led toovercrowded classrooms, with pupil-to-classroom ratios rising sharply between2013 and 2019. Many schools lack adequate facilities, with rural schools particularlyaffected.• Unequal Quality of Education: A widening gap exists between well-resourcedurban schools and underfunded rural schools, exacerbated by reliance on parentalfees, limiting equitable access to quality education.• Inadequate Financing: Prolonged economic downturns have severely constrainededucation funding. Budget allocations remain below international targets, with adisproportionate share spent on salaries rather than infrastructure. Delays andunderfunding hamper school construction and maintenance, with only a fraction ofplanned schools completed recently.• Access and Inclusivity Barriers: Despite policies like automatic promotion,transition rates and completion remain low, especially for disadvantaged groupssuch as learners with disabilities and girls affected by child marriage and teenagepregnancy. High tuition fees and limited scholarships restrict access to highereducation.• Limited Technological Resources: Higher and tertiary institutions lack sufficientfunding for modern technology and infrastructure, impacting learning quality andaccess.• Inadequate Staff Training: Insufficient training and low morale among educatorsaffect teaching quality and learner outcomes.These challenges are compounded by economic instability, brain drain, andsystemic under funding, threatening the sector's ability to deliver inclusive, qualityeducation and meet Zimbabwe's development goals.21
THEORY OF CHANGEIF FAWEZI delivers inclusive education and support interventions (such as bursaries,safe spaces, SRHR, MHM, STEM promotion, school re-entry, and climate resilienceprogrammes), engages in evidence-based advocacy to influence gender-responsivepolicies and end child marriage, strengthens the capacities of individuals,communities, institutions, and systems, builds strategic collaborations, and investsin its own institutional development,THEN girls and young women in Zimbabwe will experience increased enrolment,retention, and completion of education in safe, inclusive, and gender-responsivelearning environments—supported by eng age d communities, stronger policyframeworks, and a high-performing, resilient FAWEZI driving sustainable change,BECAUSE sustained, multi-level interventions—grounded in research, partnerships,a n d robust institutional c a p a c i t y — create the n e ce ssary conditions forgender-equitable education, empower girls and women with critical life skills, anddrive socio-economic transformation in an inclusive Zimbabwe..522
STRATEGIC FRAMEWORK6An inclusive Zimbabwe where genderdisparities are eliminated and girls andwomen are holistically empowered forsocio-economic transformation.23To enhance provision of and accessto quality education and trainingopportunities for girls and womenin Zimbabwe.Change through Equitable and Quality Education
6.4 VALUES AND GUIDING PRINCIPLESFAWEZI is m a d e up of hardworkingindividuals who value teamwork andthrough teamwork the organisationachieves greatness. FAWEZI is committedto quality delivery of service to its clientsthrough working together with humilityand passion0504030201ACCOUNTABILITYFAWEZI ac kn owledges that it is entrusted withresources of taxpayers on the promise of delivering apublic service - en h an c in g ac c ess a n d qualityeducation for the marginalised w omen an d girls inour society. FAWEZI proudly embraces its duty ofanswerability an d accepts responsibility for all itsactions..24TEAM WORKSAFEGUARDING & CHILD PROTECTIONFAWEZI values the protection andsafety of all children and undertakesthat its work should never at any pointput any child at risk of experiencing anyform of vulnerability. FAWEZI takesserious exception to the actions of anymember of the organisation whichexpose children to any kind of harm.RESPECTFAWEZI believes in embracing diversityas a strength and that individual doesnot have to be special to earn others’respect. Every member of FAWEZI is boundby the written and unwritten duty to haveregard for the feelings, wishes and rightsof others.INTERGRATIONFAWEZI values honesty, transparencyand professionalism in discharge of dutyFawezi believes in hard work & commitmentto do what is best for society
5. STRATEGIC OBJECTIVESFAWEZI's Strategic Plan (2024-2028) is guided by five strategic pillars which arealigned with those of its parent organisation, FAWE, namely Quality Education,Advocacy and Policy Influence, Knowledge Generation and Dissemination, CapacityStrengthening, and Collaboration and Networking. These pillars and initiatives highlightFAWEZI's commitment to promoting inclusive and equitable quality education,empowering girls and women, and driving socio-economic transformation. Thisstrategic plan will focus on three objectives which feed into the five strategic pillarsas illustrated below:1. Strategic Objective I:To enhance provision and access to quality education and training opportunities for girls and women in ZimbabweSTRATEGIC PILLARS OUTCOMESProvide bursary support and scholarships for girls, boys, young women and men, including persons with disabilities and refugees in schools, colleges and universities.Promote sexual reproductive health rights (SRHR) among adolescents.Promote educational opportunities for out-of-school youths (OSY).Lobby and provide infrastructure support including classrooms and otherstructures, Low-Cost Boarding Facilities and WASH facilities.Promote interventions to prevent and respond to School-related Genderbased violence (SRGBV) and create safe andInclusive learning environments.Promote Gender Responsive Pedagogy from ECD to tertiary level.Conduct interventions to address education in emergencies.Promote re-entry into school for teen mothers and young women who dropout due to pregnancy.Establish TUSEME Clubs in schools and tertiary institutions.Establish Mother Support Groups (MSG).Promote Science, Technology, Engineering and Mathematics (STEM) in schools, colleges and universities.Promote Menstrual Hygiene Management (MHM) approaches for girls and young women in schools, colleges and universities (provision of sanitaryware, gender-responsive infrastructure, sensitisation and awareness raisingon MHM).Support Mentorship, role modelling and coaching in schools, colleges and universities.Promote mental health approaches in schools, colleges and universities.Promote entrepreneurial skills and economic empowerment for girls, boys,women and men including persons with disabilities and refugees.Promote climate change resilient programs in schools.Promote internship, volunteerism and giving back to communities among young people.Promote equitable access to inclusive education for all learners.Increased enrolment and retention rates of girls and young women in schools and tertiary institutions.Improved academic performance and completion rates of girls.Enhanced quality of teaching and learning environments.Enhanced safety in and around school environments.Increased access to girl-friendly infrastructure and facilities.QUALITY EDUCATIONAdvocate for development, review and implementation of policies and lawsthat support girls' and women's education, inclusion and safety in education.25Engage with governments and stakeholders to prioritise girls' education.Influence gender responsive budgeting in education.Build alliances with other organisations to amplify advocacy efforts.Conduct community sensitisation on the girls and women's education.Lobby for the ending of child marriages.Lobby for inclusive learning environments for girls, boys, young women andmen in schools, colleges and universities.ADVOCAY& POLICY INFLUENCEPolicies and laws that support girls' education aredeveloped, implemented, and enforced.Increased budget allocations for girls' education.Stakeholders and policymakers prioritise girls' education.
Conduct research on effective teaching and learning practices for girls' education.Identify and document best practices in education policy and programming.Inform education quality improvement initiatives withresearch evidence.Research evidence informs education quality improvement initiatives.Effective teaching and learning practices are identified and promotedConduct research on girls' education challenges and solutions.Utilise data and evidence to inform advocacy and programming.Share best practices and lessons learned.Research evidence informs education policy and programming.Best practices and lessons learned are documented and shared.Increased awareness and understanding of girls' education challenges and solutions.Build capacity of educators and school administrators tosupport girls' education.Strengthen organisational capacity of partners and stakeholders on promoting access to education.Develop and implement capacity-building programs for staff, members and EC on promoting access to education.Provide training and mentorship for girls and young women on promoting access to education.Educators and school administrators have enhanced capacity to support girls' education.Girls and women have increased skills and confidence.Organisations and stakeholders have increased capacity to support girls' education.Build partnerships with governments, NGOs, and private sector organisations.Collaborate with other organisations to leverage resources and expertise.Facilitate networking among stakeholders and partners.Participate in national, regional, and global forums toadvance girls' education.Strong partnerships and alliances support girls' education.Increased resource mobilisation and leveraging for girls' education.Stakeholders and partners work together to advance girls' education.6.5.2. Strategic Objective 2:To contribute towards generation and utilisation of research evidence to inform education policy and practiceSTRATEGIC PILLARS OUTCOMESUse research evidence to advocate for policy changes that support girls' education.Analyse and disseminate policy briefs and research findings to stakeholders.Engage policymakers and influencers with researchbased recommendations.Research-based advocacy influences policy decisions on girls' education.Policymakers and stakeholders use research evidence to inform decisions.Conduct research studies and evaluations on girls' education.Develop and disseminate knowledge products (reports, briefs, etc).Create platforms for sharing research findings and promoting evidence-based decision-making.26High-quality research studies and reports are produced and disseminated.Research findings and recommendations inform education policy and practice.Increased awareness and utilisation of research evidence among stakeholders.Qu6lity Educ6tiofi Advoc6cy 6fid Policy IfiflueficeKfiowledge Gefier6tiofi 6fid Dissemifi6tiofi&Gefier6tiofi Kfiowledge Dissemifi6tiofi Coll6bor6tiofi 6fid Networkifig C6p6city Strefigthefiifig
STRATEGIC PILLARSBuild capacity of researchers, policymakers, and practitioners to generate and utilise research evidence.OUTCOMESResearchers, policymakers, and practitioners have increasedcapacity to generate and utilise research evidence capacitybuilding programs enhance research skills and infrastructure.Research partnerships and collaborations are established and strengthened.Stakeholders and partners work together to generate and utilize research evidenceIncreased sharing and dissemination of research findings and best practices.Provide training and mentorship on research methods and evidence-based decision-making.Utilising evidence-based research to inform FAWEZI advocacy strategies and influence policy and practice.Organising and hosting conferences on girls and women's education.Participating in research conferences and symposia.Partner with research institutions, universities, and organisations to generate research evidence.Facilitate networking and collaboration with researchers, policymakers, and practitioners to promote evidence-based decision-making.Network and collaborate with like-minded organisations tosupport quality education initiatives.Capacity Strengthening Collaboration and Networking6.5.3. Strategic Objective 3:To enhance institutional capacity of FAWEZI to deliver its mandate (networking, leadership, technical and financial)STRATEGIC PILLARSEnhance FAWEZI Secretariat, members and EC's capacity todeliver their mandate.OUTCOMESEnhanced institutional support for provision of quality education.Enhanced leadership capacity and effective advocacy and policy influence.Knowledge Generation and Dissemination: Strong technical capacity that supports research, knowledge management, and dissemination.Strengthen leadership capacity to effectively advocate forgirls' education.Produce and disseminate documentaries on girls and women education.Qu6lity Educ6tiofi27Advoc6cy 6fid Policy Ififluefice
STRATEGIC PILLARSDevelop research and knowledge management capacity toinform programming and advocacy.Enhance technical capacity to generate and disseminate knowledge products.Expanding the knowledge management function of FAWEZI (capturing, organising, evaluating, sharing, and retaining information assets).Developing a robust MERL framework for FAWEZI.OUTCOMESKfiowledge Gefier6tiofi& Dissemifi6tiofi Capacity Strengthening Collaboration and NetworkingEnhanced MERL system for generating evidence for advocacyto promote policy and practice in favour of girls' education.Strengthen institutional leadership and governance structures.Conduct Annual General Meeting as per provisions in theFAWEZI Constitution.Review the organisation's policies, procedures, manuals and administrative systems.Develop/strengthen the FAWEZI's operational systems (HR,Finance, Programmes, MERL).Review and implement results of due diligence. Organisational Capacity Assessment, donor spot checks, and systems audits.Identification capacity needs and supporting professional development of team members.Train staff in organisational policies.Enhance the visibility and vibrancy of FAWEZI through utilisation on social media, newsletters and other traditional methods.Develop a Strategy for membership recruitment and retention.Finalise and operationalise advocacy strategy.Develop alumni database and support their activities.Enhance technical capacity of staff in key areas (for example, program management, and finance)FAWEZI's staff, systems, and structures are strengthened.Institutional capacity to deliver programs and services isenhanced.Strengthen networking capacity to build partnerships and alliances.Enhance institutional capacity to manage and maintain partnerships.Develop collaboration strategies to leverage resources and expertise.28Enhanced networking capacity for effective partnerships and collaborations.Strong and effective leadership that guides theorganisation.Enhanced technical capacity that supports program delivery and innovation.Improved financial management and sustainability thatenable long-term planning and delivery.Strong relationships with stakeholders and partners thatsupport resource mobilisation and collaboration.
IMPLEMENTATION& COORDINATION7.1FINANCIAL RESOURCE NEEDSFAWEZI will draw up a detailed programme-based budget which will enable the organisation to carry out activities in line with the outlined strategic objectives.To effectively implement this SP, FAWEZI will consider a mix of strategies forgenerating revenue to achieve sustainability and maximise impact. This willinclude writing proposals and grant applications, business plans, holdingf u n draising events, crowdfun ding, a n d other form s of donations .FAWEZI will revive past partnerships, strengthen existing ones whilst buildingmore diverse ones.Successful implementation of the Strategic Plan requires commitment fromthe FAWEZI Secretariat, Executive Committee (EC), and members, with strongsupport from government ministries, development partners, and stakeholders.Annual work plans and budgets, developed by the Executive Director andapproved by the EC, will guide implementation. The EC will oversee progress toensure focus and accountability, while FAWEZI members will contribute insightsand feedback. Development partners will provide financial resources, technicalexpertise, an d best practices to help achieve the plan's objectives.This section presents FAWEZI's governance and management arrangements that will facilitate the implementation of the strategic plan.7.4.1 FAWEZI General AssemblyThe General Assembly is made up of members drawn from the MoPSE, MHTEISTD and other individuals with an interest in promoting gender equality in education.7.4 GOVERNANCE AND MANAGEMENT7.3 Implementation of the Strategic Plan7.2 Resource Mobilisation729
CHAIRPERSON PROF RUTH B. GORA30VICE CHAIRPERSON PROF SUNUNGURAI CHINGARANDESECRETARYDr. Shupikai ZebronVice Secretary Caroline DiminguTreasurer:Dr. Varaidzo DenhereCommittee Member: Dr. Eng. PrudenceKadebu7.4.3 FAWEZI SecretariatFAWEZI is headed by an Executive Director who is supported by the ProgrammeManager and the Finance Manager. Other supporting departments includeProgrammes, Advocacy, Communications, and Monitoring and Evaluation.7.4.4 FAWEZI AlumniThe Alumni network comprises young women and men who have benefitted fromthe interventions of FAWEZI. Through the alumni, FAWEZI harnesses the intellectualand technical resources as well as the energy of these young women and men andutilises it to foster positive change in the social, cultural and economic context, andto inspire schoolgirls and boys to remain focused on education.7.4.2 FAWEZI Executive Committee (The Board)FAWEZI is governed by a six-member Executive Committee that provides overallpolicy guidance and direction. The EC meets quarterly to receive and review reportsfrom the Secretariat. The EC is elected every three years by the General Assembly.
Monitoring, Evaluation, Reporting and LearningFAWEZI is committed to a robust and adaptive MERL framework to effectively track, document, and utilise results from this Strategic Plan. The framework aims to:8.1OVERVIEW81 24 3Each intervention under this plan will have its own MERL plan – as may be developedby donors, by FAWEZI, or jointly-aligned within a comprehensive FAWEZI MERL Strategyspanning the plan's duration. A detailed logical framework (logframe) will guidesystematic tracking of objectives, outcomes, outputs, and indicators, enabling earlyidentification of challenges and evidence-based adjustments.A dedicated MERL Committee, including the Executive Director, Head of Programmes,M&E Officers, and technical staff, will oversee implementation, meeting quarterly toreview progress and recommend course corrections. Annual progress reports will besubmitted to the FAWEZI Board and stakeholders.31SYSTEMATICALLY DOCUMENTAND DISSEMINATE KNOWLEDGEFROM ADVOCACY AND PROGRAMIMPLEMENTATIONENHANCE CONTINUOUSM O N I T O R I N G A N DEVALUATION TO GENERATEACTIONABLE INSIGHTS &BESTPRACTICESPROMOTE TRANSPARENCY,A C C O U N T A B I LI T Y , A N DA D A PT I V E M A N A G EM EN TTHROUGH TIMELYINFORMATIONSTRENGTHEN FAWEZI’ CAPACITYFOR EVEIDENCE-BASED PROGRAMMINGDATA MANAGEMENT, AND KNOWLEDGESHARING
8.2 MONITORINGDATA COLLECTION & ANALYSISSTAKEHOLDER ENGAGEMENT12 INDICATORTRACKINGVALIDATIONROUTI N E GATH ERI N G OF QUAN TI TATIV E AN DQUALITATIVE DATA DISAGGREGATED BY GENDER,AGE, DISABILITY, ETC. FAWEZI WILL ADOPT DIGITALTOOLS LIKE ODK, KOBO TOOLBOX, SURVEYMONKEY,AND CLOUD-BASED STORAGE FOR SECURE, REAL-TIMEDATA MANAGEMENT. ANALYSIS WILL UTILISE SOFTWARESUCH AS NVIVO, ATLAS.TI, SPSS, STATA, POWER BI,AND MYSQL.32DATA VERIFICATION THROUGHFIELD VISITS,CONSULTATIONSAND SURVEYSREGULAR FEEDBACK FROM BENEFICIARIES, PATTERNS GOVERNMENT, ANDCOMMUNITIES TO ENRICH MONITORINGPROGRESS AGAINST INDICATORS TRACKED INA CENTRALISED DATABASE WITH PERIODIC SUMMARY REPORTS.M O N I T O RI N G W I LL FO LLO W F A W EZ I ’ SPERFORMANCE MANAGEMENT PLAN (PMP),I N D I C A T O R PERFO RM A N C E T RA C K I N GTABLE, AND TARGET MATRIX, WITH KEY ACTIVITIES INCLUDING; 1TO 4341 23 4
Annual Performance Reviews to assess progress, identify challenges, and informstrategy adjustments, with findings shared for transparency and learningMid-Term Review: An independent evaluation to assess progress, document lessons,and recommend improvements; the MERL Committee will oversee follow-upEnd-Term Evaluation: Conducted six months before plan conclusion to evaluateimpact, sustainability, and inform future strategies8.4 REPORTINGFAWEZI reporting systems will include:Quarterly Reports: Updates on implementation status, achievements, challenges,and lessons learnedBi-Annual Reports: Comprehensive overviews facilitating mid- cycle reflectionand course correctionAnnual Reports: Summaries of yearly progress, key outcomes, and integration oflessons, widely disseminated to stakeholdersAnnual Work Plan and Tracker: A measurable work plan with a tracker to generatequarterly, bi-annual, and annual implementation reports supporting adaptivemanagement338.5 LEARNINGLearning is intergral to FAWEZI’s continuous improvement:Performance Review and Reflection Processes (PRRPs): Periodic sessions to reflecton progress, challenges, and adapt strategiesLearning Workshops and Outcome Harvesting: Annual workshops to analyseoutcomes, capture intended and unintended results and identify best practicesStakeholder Forums: Annual forums for members, partners, government, andbeneficiaries to share knowledge and foster collaborationKnowledge Management: Documentation and dissemination of research, casestudies, and lessons learned to inform policy and program design nationallyand regionallyThrough this integrated MERL framework, FAWEZI will ensure effective tracking,learning, and accountability, driving continuous enhancement of its programsand advocacy to empower girls and women in Zimbabwe.8.3 MONITORING
FAWEZI GENERAL ASSEMBLYPrograms Manager (Headof Programs)EXECUTIV EDIRECTOR FAWEZI EXECUTIVE COMMITTEE TRUSTEEFinance & Administration Manager (Head of Finance& Administration)SENIOR FINANCE AND ADMINISTRATION OFFICER FINANCE & ADMINISTRATION/ OFFICER/ ACCOUNTANTFINANCE & ADMINISTRATION ASSISTANT FINANCE & ADMINISTRATION ASSISTANTINFORMATION, COMMUNICATION & TECHNOLOGY OFFICER INFORMATION, TECHNOLOGY/ ASSOSCIATE OFFICERSENIOR HUMAN RESOURCES & SAFEGUARDING OFFICERHUMAN RESOURCES &SAFEGUARDING OFFICERSENIOR ADVOCACY &PARTNERSHIP OFFICER ADVOCACY & PARTNERSHIP OFFICERADVOCACY & PARTNERSHIP ASSOCIATE/INTERNHUMAN RESOURCES &SAFEGUARDING ASSISTANT HUMAN RESOURCES &SAFEGUARDING ASSOCIATE/INTERN OFFICE ASSISTANTOFFICE CLEANER/ MESSENGERADVOCACY & PARTNERSHIP ASSISTANTSENIOR MONITORING, EVALUATION, RESEARCH,& LEARNING OFFICERBUSINESS DEVELOPMENTOFFICERSENIOR COMMUNICATION OFFICER SENIOR PROGRAMS OFFICER PROGRAMS OFFICER PROGRAMS ASSISTANT PROGRAMS ASSOCIATE/INTERN MONITORING, EVALUATION, RESEARCH, & LEARNING OFFICER MONITORING, EVALUATION, RESEARCH, & LEARNING ASSISTANT MONITORING, EVALUATION, RESEARCH, & LEARNING ASSOCIATE/INTERN BUSINESS DEVELOPMENT ASSOCIATE/INTERN COMMUNICATION OFFICER COMMUNICATION OFFICER ASSISTANT COMMUNICATION OFFICER ASSOCIATE/ INTERNEXECUTIVE DIRECTORS’EXECUTIVE ASSISTANTTHE FAWEZI ORGANOGRAM9ANNEXES 1FINANCE & ADMINISTRATION ASSISTANT/INTERN34
Number of interventionsPromote equitable access to inclusive education for all learners conductedANNEX 2: STRATEGIC PLAN IMPLEMENTATION FRAMEWORKKEY INTERVENTIONSKEY PERFORMANCE INDICATORS TIME FRAME BUDGET (USD$)QUALITY EDUCATION PILLAR ‘24 ‘25 ‘26 ‘27 ‘28Provide bursary support and scholarships for girls, boys,youngwomen and men, including persons with disabilities and refugees in schools, colleges and universities.Number of girls, boys, youngwomen and men supportedwith bursaries 5 021 186.00Promote sexual reproductive health rights(SRHR) among adolescents.Promote educational opportunities forout-of-school youths (OSY).Lobby and provide infrastructure support includingclassrooms and other structures, Low-Cost BoardingFacilities and WASH facilities.Promote interventions to prevent and respond to Schoolrelated Gender based violence (SRGBV) and create safe and inclusive learning environmentsPromote Gender Responsive Pedagogy from ECD to tertiarylevel.Conduct interventions to address education in emergenciesPromote re-entry into school for teen mothers and young women who drop out due to pregnancy.Number of girls reached withSRHR programmes 64 980.00Number of OSY supported 45 245.00Number and type of facilitiesconstructed 95 450.00Number of schools reached 63 560.00Number of teachers trained 1 375 826.00Number of interventions held 143 000.00Number of teens supported. 42 450.00Establish TUSEME Clubs in schools and tertiary institutionsNumber of girls and young women reached 76 221.00Establish Mother Support Groups (MSG). Number of MSG established 56 000.00Promote Science, Technology, Engineering and Mathematics (STEM) in schools, colleges and universities.Number of schools, colleges &universities reached 285 435.00Promote Menstrual Hygiene Management (MHM) approaches for girls and young women in schools, colleges and universities(provision of sanitary ware, gender-responsive infrastructure,sensitisation and awareness raising on MHM)Number of MSG established 65 000.00Support Mentorship, role modelling and coaching in schools,colleges and universities.Number of schools, colleges and universities reached 165 890.00Promote mental health approaches in schools, collegesand universities.Number of girls and young women supported 2 394 000.00Promote entrepreneurial skills and economic empowerment forgirls, boys, women and men including persons with disabilitiesand refugees.Number of girls, boys, young women and men reached 319 872.00Promote climate change resilient programmes in schools Number of climate change programmes implemented 65 000.00Promote internship, volunterism and giving back tocommunities among young people.Number of girls, boys, young women and men reached 45 125.0065 890.00ADVOCACY AND POLICY INFLUENCEAdvocate for development, review and implementation ofpolicies and laws that support girls' and women's education,inclusion and safety in education.Number of advocacy platformson influencing policies on girls’ education attended 40 000.00Engage with governments and stakeholders to prioritise girls'educationInfluence gender responsive budgeting in educationBuild alliances with other organisations to amplifyadvocacy effortsConduct community sensitization on the girls and women’s educationLobby for the ending of child marriagesNumber of engagements ongirls’ education attended 12 000.00Number of activities conductedto influence gender-responsivebudgeting in education78 560.00Number and type of alliancesbuilt 15 000.00Number of communitiesreached 13 000.00Number of sessions on ending child marriages conducted 23 000.00Lobby for inclusive learning environments for girls, boys,young women and men in schools, colleges and universitiesNumber of activities conducted forinclusive learning environments 67 000.00KNOWLEDGE GENERATION & DISSEMINATIONConduct research on girls' education challenges and solutions Number of reaches conducted 32 000.00Utilise data and evidence to inform advocacy and programming Number of evidence-basedadvocacy activities conducted 16 000.00Share best practices and lessons learned Number of best practices & bestpractices produced & shared43 000.00 35Strategic Objective I: To enhance provision and access to quality education and training opportunities for girls and women in Zimbabwe
ANNEX 2: STRATEGIC PLAN IMPLEMENTATION FRAMEWORKKEY INTERVENTIONSKEY PERFORMANCE INDICATORS TIME FRAME BUDGET (USD$)CAPACITY STRENGTHENING ‘24 ‘25 ‘26 ‘27 ‘28Build capacity of educators and school administrators tosupport girls' educationNumber of capacity buildinginitiatives conducted promotingaccess to education 24 250.00Strengthen organizational capacity of partners and stakeholders on promoting access to educationDevelop and implement capacity-building programs forstaff, members and EC on promoting access to educationNumber of partners and stakeholders engaged incapacity building promotingaccess to education16 250.00Number of capacity buildingsconducted for staff on promotingaccess to education44 600.0036Provide training and mentorship for girls and young women on promoting access to educationNumber of girls and young womenmentored on promoting access to educationParticipate in national, regional, and global forums to advance girls' educationNumber and type of fora on girls’education participated inCOLLABORATION AND NETWORKINGBuild partnerships with governments, NGOs, and private sectororganisationsNumber and type ofpartnerships built 28 000.00Collaborate with other organizations to leverage resourcesand expertiseNumber and type ofcollaborations built 17 650.00Facilitate networking among stakeholders andpartnersNumber of networking foraorganised for stakeholders 9 800.0040 000.0046 350.00Number and type of bestpractices in education policy and programming documented4 000.00Conduct research on effective teaching and learningpractices for girls' educationIdentify and document best practices in education policyand programmingInform education quality improvement initiatives withresearch evidenceNumber of researches on teaching and learning practicesfor girls’ education conductedNumber of policies influencedby evidenceADVOCACY AND POLICY INFLUENCEUse research evidence to advocate for policy changes thatsupport girls' educationNumber of policy change activities conducted 24 000.00Analyse and disseminate policy briefs and researchfindings to stakeholdersNumber of policy briefsproduced 13 500.00Engage policymakers and influencers with research-based recommendationsNumber of advocacy activitiesconducted with policymakers 16 000.00Number of training initiativesconducted10 000.00Number strategies, policies and practices influences by evidence18 000.00Number of conferences in girls’education hosted45 260.00Build capacity of researchers, policymakers, and practitioners to generate andutilise research evidenceProvide training and mentorship on research methodsand evidence-based decision-making.Utilising evidence-based research to inform FAWEZIadvocacy strategies and influence policy and practicOrganising and hosting conferences on girls and women’seducationNumber of capacity buildinginitiatives conductedKNOWLEDGE GENERATION & DISSEMINATIONConduct research studies and evaluations on girls'educationNumber of research on girls’education conducted 16 000.00Develop and disseminate knowledge products(reports, briefs, etc.)Number and type of knowledgeproducts developed 10 000.00Create platforms for sharing research findings and promoting evidence-based decision-makingExistence and active use ofknowledge sharing platforms..14 000.00CAPACITY STRENGTHENINGQUALITY EDUCATIONParticipating in research conferences and symposia Number of research conferencesand symposia attended32 000.0012 000.0015 000.0012 250.00Strategic Objective 5: To contribute towards generation and utilisation of research evidence to inform education policy and practice
Strategic Objective 2: To contribute towards generation and utilisation of research evidence to inform education policy and practiceConduct research on effective teaching and learningpractices for girls' educationIdentify and document best practices in education policyand programmingInform education quality improvement initiatives withresearch evidenceNumber of policies influencedby evidenceADVOCACY AND POLICY INFLUENCEUse research evidence to advocate for policy changes thatsupport girls' educationNumber of policy change activities conducted 24 000.00Analyse and disseminate policy briefs and researchfindings to stakeholdersNumber of policy briefsproduced 13 500.00Engage policymakers and influencers with research-based recommendationsNumber of advocacy activitiesconducted with policymakers 16 000.00Number of training initiativesconducted10 000.00Number strategies, policies and practices influences by evidence18 000.00Number of conferences in girls’education hosted45 260.00Build capacity of researchers, policymakers, and practitioners to generate andutilise research evidenceProvide training and mentorship on research methodsand evidence-based decision-making.Utilising evidence-based research to inform FAWEZIadvocacy strategies and influence policy and practicOrganising and hosting conferences on girls and women’seducationCAPACITY STRENGTHENINGNumber of capacity buildinginitiatives conductedKNOWLEDGE GENERATION & DISSEMINATIONConduct research studies and evaluations on girls'educationNumber of research on girls’education conducted 16 000.00Develop and disseminate knowledge products(reports, briefs, etc.)Create platforms for sharing research findings and promoting evidence-based decision-makingNumber and type of knowledgeproducts developed 10 000.00Existence and active use ofknowledge sharing platforms..14 000.00Participating in research conferences and symposia Number of research conferencesand symposia attended12 000.0015 000.0012 250.00KEY PERFORMANCE KEY INDICATORS INTERVENTIONS TIME FRAME BUDGET (USD$)‘24 ‘25 ‘26 ‘27 ‘28Number of researches on teaching and learning practicesfor girls’ education conducted 32 000.00Number and type of bestpractices in education policy and programming documented4 000.00QUALITY EDUCATIONCOLLABORATION AND NETWORKINGPartner with research institutions, universities, and organisations to generate research evidenceNumber of partnershipsestablished 23 000.00Facilitate networking and collaboration with researchers,policymakers, and practitioners to promoteevidence-based decision-makingNetwork and collaborate with like-mindedorganisations to support quality education initiatives.Number of collaborationsconducted with practitioners 13 000.00Number of collaborationsestablished on qualityeducation18 000.0037
Strategic Objective 3: To enhance institutional capacity of FAWEZI to deliver its mandate (networking, leadership, technical & financial).KEY INTERVENTIONS TIME FRAMEStrengthen leadership capacity to effectively advocate forgirls' educationNumber of capacity buildinginitiatives held for leadersKNOWLEDGE GENERATION & DISSEMINATIONDevelop research and knowledge management capacity toinform programming and advocacyNumber of capacity buildinginitiatives held 18 500.00Enhance technical capacity to generate and disseminateknowledge products.Number of capacity buildinginitiatives conducted 8 500.00Expanding the knowledge management function of FAWEZI(capturing, organising, evaluating, sharing, and retaininginformation assets)Expanded knowledgemanagement function 12 000.00Developing a robust MERL framework for FAWEZI Existence of a FAWEZI MERLframework26 000.0035 250.00CAPACITY STRENGTHENINGStrengthen institutional leadership and governance structuresCapacity strengtheningactivities held 65 300.00Conduct Annual General Meeting as per provisions in theFAWEZI Constitution.AGM held as per constitution 30 400.00Review the organisation’s policies, procedures, manuals and administrative systems.Number of policies developedand reviewed5 500.00Develop/strengthen the FAWEZI’s operational systems (HR, Finance, Programmes, MERL)Review and implement results of due diligence,Organisational Capacity Assessment assessments, donorspot checks, and systems auditsIdentification capacity needs and supporting professionaldevelopment of team members.Train staff in organisational policiesEnhance the visibility and vibrancy of FAWEZI throughutilisation on social media, newsletters and othertraditional methodsDevelop a Strategy for membership recruitment and retentionFinalise and operationalising advocacy strategy.Develop alumni database and support their activitiesNumber of systems developedand strengthened 16 250.00Number of reports ofimplementation conducted15 600.00Capacity needs assessment reports produced 25 000.00Number of staff trainedin policies 12 000.00Quarterly newsletters & AnnualReports produced Social MediaPlatform reports15 000.00Development of a Membership Strategy Reports on implementation of the advocacy strategy10 000.00Alumni database and report 14 000.00Type and number of capacitybuilding initiatives done for staff 16 550.00Enhance technical capacity of staff in key areas(for example, program management, and finance)Type and number of capacitybuilding initiatives done for staff13 450.00BUDGET (USD$)QUALITY EDUCATION ‘24 ‘25 ‘26 ‘27 ‘28Enhance FAWEZI secretariat, members and EC ‘s capacity todeliver their mandateNumber of Capacity- buildingsessions held45 000.00ADVOCACY AND POLICY INFLUENCECOLLABORATION AND NETWORKINGStrengthen networking capacity to buildpartnerships and alliancesNumber and type of initiativesdone to enhance capacity 24 000.00Enhance institutional capacity to manage and maintain partnershipsDevelop collaboration strategies to leverageresources and expertiseNumber of initiatives done toenhance institutional capacityto manage partnerships15 000.00Number of partnershipsestablished for resourcemobilisation and expertise22 500.0038TOTAL 11,698,400.00