Faith Based Organisations and Education - A Case Study from Zimbabwe

The paper will share the successes and challenges of the complex process of engagement with faith-based organisations (FBOs) as part of the efforts to increase adolescent girls’ attendance, participation and retention in... [ view full abstract ]

The paper will share the successes and challenges of the complex process of engagement with faith-based organisations (FBOs) as part of the efforts to increase adolescent girls’ attendance, participation and retention in school. A RCT study conducted in Zimbabwe showed that the engagement of FBOs in a social norm change process contributed to sustainable, improved learning and leadership skills development among girls, empowering church communities to identify and address barriers to education.   3.5 million Zimbabweans belong to conservative Apostolic Churches. The learning process is shaped by religious and cultural norms that influence girl's agency and role in society, and by the value that this particular faith places on girls’ education. These are compounded by extreme poverty and economic crises, as well as broader traditional gender norms, violence and migration, contributing to limit learning outcomes and later on, life choices for adolescent girls.   The IGATE project implemented a holistic, girl-centred approach to enhance learning outcomes and retention, working with FBOs to create spaces for girls to apply leadership skills, enhance participation in class, prevent and address cases of abuse, and to shift traditional norms to boost retention and completion. Apostolic communities became progressively more integrated in education processes and are actively contributing in addressing barriers to girls’ education. The process enabled teachers, parents, faith and community leaders to build a more sustainable, integrated, effective and resilient education process.