IGATE-T - Improving Gender Attitudes, Transition and Education Outcomes

Spotlight on Sustained Impact

Four years after the programme end, we re-visited two Districts, Mangwe and Nkayi, and found high levels of continuing traction in environments where projects ‘come and go’.

Notable shifts appeared:
From non-readers being a hidden issue, this has become a national education priority – ‘Reading is a tool – without reading, no learning [School Leader].’
From teacher isolation and top-down trainings, there is belief and commitment to the power of teacher collaboration – ‘We share ideas amongst ourselves and sometimes invite outside resource persons. It is a continuous process [Teacher].’
From schools and communities isolated from each other, respect and support for each other has grown – ‘We include learners and parents, so they are for everyone, and everyone owns it [School Leader]’.

Reflections on what has and is enabling these shifts foreground District Education Officials’, school leaders’ and teachers’ strong conviction of the benefits of these approaches from their lived experiences of implementing in practice. World Vision has been and is a strong collaborator with these communities for 20+ years. Further, the roll out of the National Catch-Up Strategy and embedding in the subsequent FCDO TEACH programme gave crucial impetus.

For more details, see this research brief.
 

Improving the foundational learning and life chances of marginalised girls

In collaboration with the government of Zimbabwe, IGATE-T sought to improve the life chances of over 70,000 marginalised girls by supporting their learning and helping them to transition from primary education to post-primary options such as secondary school or community-based learning. IGATE-T is a Girls Education Challenge project, funded by UK aid.

In disadvantaged rural primary and secondary schools in Zimbabwe, baseline studies showed that most learners needed help with foundation skills—for example, only 7% of learners were proficient in reading with understanding by Form 2 in secondary school. 

Improving learning in schools

IGATE-T’s whole school development programme, designed and led by The Open University set out to empower learners in Zimbabwe with strong foundations in literacy and numeracy. The programme uses supported open learning approaches for teacher development. Teachers learn by carrying out new activities in their classrooms, guided by professional development modules and videos, and by planning, sharing and reflecting together.

The (IGATE-T) programme increased access to formal and informal education for 123,333 girls and boys in 9 districts in Zimbabwe.

By the endline evaluation, learners had experienced significant, positive improvements in literacy and numeracy since midline. Scores improved most for those who had been the weakest learners.

Now, after commenting as staff members, we sit down [together] and evaluate ... the outcome of the learners and we discover that some of the learners ... miss some points... we then agree to go back to the Modules and refer to where the missed concepts are found. Then we advise each other to go and teach these particular concepts

School Head, Mangwe District

To find out more about the whole school development programme, see IGATE (2022) Knowledge Products: Whole School Development and Community Learning Circles

Improving learning in communities

In response to schools’ closure in the pandemic, the IGATE programme mobilised community members to help children in their community continue learning during the lockdown. They shared Daily Learning Activities with children and caregivers through WhatsApp, text and handwritten notes. As restrictions eased, the approach then expanded to include reading and numeracy cards and activities for use in small community learning groups.

To find out more about the community learning programme, see IGATE (2022) Knowledge Products: Whole School Development and Community Learning Circles