Project profile — Supporting Transition, Retention, and Training for Young Women and Girls



Overview 

CA-3-P007216001
$11,927,412
CARE Canada (CA-CRA_ACR-0010011116)
2020-02-27 - 2025-03-31
Operational
Global Affairs Canada
KFM Intl Dev Partnerships & Operations

Country / region 

• Zimbabwe (100.00%)

Sector 

• Secondary Education: Secondary education (11320) (100.00%)

Policy marker 

• Gender equality (principal objective)
• Environmental sustainability (cross-cutting) (not targeted)
• Participatory development and good governance (significant objective)
• Trade development (not targeted)
• Biodiversity (not targeted)
• Climate change mitigation (not targeted)
• Climate Change Adaptation (not targeted)
• Urban issues (not targeted)
• Desertification (not targeted)
• Children's issues (significant objective)
• Youth Issues (significant objective)
• Disaster Risk Reduction(DRR) (not targeted)
• Disability (significant objective)
• Indigenous Issues (not targeted)
• Nutrition (not targeted)
• ICT as a tool for development (not targeted)

Description 

The project aims to strengthen the capacities of adolescent girls and young women, and the broader education system that supports them. The project targets socio-economic barriers that are worsened by the lingering crisis in Zimbabwe, prohibiting girls’ sustained engagement in secondary education and/or training, and their successful transition into adulthood. Project activities include: (1) establishing mechanisms to spread awareness and information campaigns such as Social Analysis Actions groups and peer platforms; (2) facilitating safe spaces in schools and communities for girls to discuss adolescent sexual reproductive health; (3) developing a women and girls mentorship program and network for career, academic, psychosocial, and leadership support; and (4) strengthening advocacy skills and capacities for girls and boys to engage school authorities’ response to their needs and rights, including those of girls and boys with disabilities. The project works to bring together the school community system (schools, school development committees, parents, women and male learners, local leaders, authorities at the local and national levels) to define their own vision and plan for building resilient schools and systems relevant to the Zimbabwean context that are risk aware, safe, and innovative. This project works in partnership with the Coady Institute, which is committed to reducing poverty and transforming societies by strengthening local economies, by building resilient communities, and by promoting social accountability and good governance.

Expected results 

The expected outcomes for this project include: (1) reduced prevalence of harmful gender norms and socio-economic barriers to continued education and training; (2) improved provision of inclusive, equitable, safe, resilient, and disaster ready education services by national, sub-national, and local education governance structures; and (3) improved provision of relevant, diverse and accessible technical and vocational skills training opportunities.

Results achieved 

Results achieved as of March 2023 include: (1) decreased dropout rates of girls leaving school for employment due to financial barriers from 29.4% to 10.8%; (2) 88% of surveyed households utilized Village Savings and Lending Associations income to pay school fees. This indicates improved attitudes towards financing girls' education; (3) post-training assessment showed that 95% of teachers improved their knowledge of gender-responsive and inclusive education, leading to better planning and lesson delivery; and (4) increased women’s enrollment in technical skills training from 30% to 62%. The mentored students produced marketable products, including sliding gates and door locks, using the income to further their training.

Budget and spending 


Original budget $0
Planned disbursement $1,250,000
Transactions
Country percentages by sector
Type of finance Aid grant excluding debt reorganisation
Collaboration type Bilateral
Type of aid Project-type interventions
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