Africa-Press – Zimbabwe. A STUDY by the Forum for African Women Educationalists Zimbabwe (FAWEZI) notes that 65,9% of girls complete secondary education as compared to 70% of boys.
The statistic also points out that participation in Science, Technology, Engineering, and Mathematics (STEM) related subjects in Zimbabwe remains disproportionately low for girls due to social norms, lack of role models and limited access to gender-responsive teaching.
The RISE: Resilient, Innovative, Skilled & Empowered Girls Project, a new initiative hosted on November 25 and 26 at Chitungwiza Publicity Hall by FAWEZI with support from the United Nations Children’s Fund (Unicef) seeks to empower adolescent girls in the districts of Chipinge and Chitungwiza through education, leadership, and life skills, with a particular focus on STEM.
The two-day dialogue brought together over fifty girls for discussions with key stakeholders including various line ministries such as Health and Child Care, and Women Affairs, Community and Small and Medium Enterprise Development, among others.
It highlighted safety, empowerment and overall well-being concerns affecting out-of-school adolescent girls from Chitungwiza and surrounding areas.
Through plenary sessions, participants learned how to prevent child marriage, teen pregnancy and gender-based violence (GBV); how to identify and report abuse; and how to improve their menstrual health and hygiene.
The sessions also included information on Human Papillomavirus (HPV), a common sexually transmitted infection.
This gave them opportunities to share personal experiences including community risks that they encounter.
Programme activities were led by a coalition of key stakeholders from government and civil society, encompassing the health, protection and community development sectors.
Key partners comprising the Department of Social Development, Zimbabwe Republic Police’s Victim Friendly Unit, Women Affairs, Community and Small and Medium Enterprise Development ministry, the Youth Aspire Development Trust and the National Aids Council, among others.
Conversations reflected on practices rooted in gender inequality that control female sexuality, including child marriages, teen pregnancy, gender-based violence, sexual abuse and the steps on how to report it.
Several girls recounted missed educational opportunities due to a lack of family support.
Others shared stories of experiencing GBV and sexual harassment at home and in their communities, as well as the challenge of navigating an intimidating justice system.
Faines Dadeya (21) recounted leaving school to work and take care of her ill mother.
She also described peer experiences of sexual assault that is often met with disbelief from their communities, and young girls who, after reporting rape, were denied support and accused of lying and suspected of having multiple partners.
She explained that as young girls, bound by childhood marriages and early pregnancies, their desire to continue their education was thwarted by the fear of humiliation by classmates as well as the struggle to provide for their child.
These traumas, she revealed, led to depression and suicidal thoughts.
“The reason we brought the RISE project in this district is because we want to help in addressing the challenges raised by the girls,” Wendy Muzite, the FAWEZI project assistant told NewsDay Life & Style.
“Our programming also includes a forum that brings girls, parents, and service providers together.
“This creates a safe space for the girls to discuss the issues they face, while allowing parents to voice their own concerns and contribute to solutions.”
The RISE programme seeks to reach 24 000 adolescent girls and 15 000 community members over its 15-month implementation period.
To comprehensively address these barriers, the project employs a multi-sectoral approach that integrates education, protection and health interventions to bolster adolescent girls’ rights, agency and participation.
Its key strategies include promoting girls’ engagement in STEM through mobile labs, mentorship and competitions, while simultaneously building teacher capacity in gender-responsive pedagogy.
The project also fosters adolescent leadership by training girls as peer educators and advocates, and strengthens community engagement through local dialogues, awareness campaigns, and partnerships with parents and protection committees. Furthermore, it supports students’ well-being and learning outcomes by establishing nutritional gardens in schools.
FAWEZI is affiliated to the Forum for African Women Educationalists (FAWE).
FAWE is a Pan-African non-governmental organization created and led by African women who champion gender equity and equality as well as quality in education across the continent.
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