Regional meeting marks progress for Learner Guide model adaptation and implementation at scale
Shaping a future in which marginalized girls can thrive and become leaders
A Regional Meeting held in Lusaka, Zambia, on November 6th-7th, 2024, brought together Governments, Scaling Advisory Committee (SAC) members from Zimbabwe and Tanzania, and Scaling Technical Committee (STC) members from Zambia with researchers from Altamont Group and CAMFED staff. The group discussed:
- ongoing adaptation of the Learner Guide(Peer Mentor) model* for government uptake,
- implementation plans for integrating elements of the program into national education systems,
- key learnings emerging from Tanzania where the model is already being delivered at scale.
The meeting expanded on a research project (2021-2023) made possible by support from the International Development Research Centre (IDRC) and the Global Partnership for Education and Knowledge Innovation Exchange (GPE KIX), and explored the integration and scaling of elements of the youth-led mentorship program in Zambia and Zimbabwe sustainably, through a co-creation model.
As we expand the Learner Guide Program in Zambia, Zimbabwe, and Tanzania, we're not just changing education; we’re shaping a future where marginalized girls can thrive and become leaders. Through our collaboration with governments and alignment of efforts, we’re establishing a framework that fosters youth-led mentorship and life skills initiatives, ensuring every girl, regardless of her circumstances, has the opportunity to succeed. This shared commitment to equitable education lays the groundwork for long-lasting transformation.Barbara Chilangwa, Executive Advisor - Government Relations, CAMFED
Participation and expertise from every level of the education sector
The meeting was attended by approximately 100 experts including Ministry of Education officials from Zambia, Zimbabwe and Tanzania; National Youth Development Council members; Teaching Service Commission chairpersons; representatives of the Zambia National Education Coalition (ZANEC); the Technical Education, Vocational and Entrepreneurship Training Authority (TEVETA); Teacher Training colleges; Altamont Group; and media houses, as well as by CAMFED graduates in the CAMFED Association of women leaders (including those trained as Learner Guides) and CAMFED staff from Zambia, Zimbabwe, Tanzania and the UK.
The role of Learner Guides in transforming education systems
Learner Guides including Patience and Justina (pictured) participated in the Regional Meeting, having been actively involved in the implementation of the My Better World self-development and wellbeing program delivered by Learner Guides in Zambian schools. Through their leadership, mentorship, and advocacy, the young women are playing a crucial role in ensuring that the My Better World program succeeds, while developing the skills, values, and confidence needed to drive positive change in their communities.
By actively participating in the program’s development, advocating for its expansion, and fostering collaborative relationships with various stakeholders, Learner Guides are playing a pivotal role in shaping the next generation of powerful young leaders. They are creating a ripple effect that extends far beyond the classroom, helping to foster a generation equipped with the life skills, values, and confidence to build a better world.
Key learnings and outcomes from the Regional Meeting
At the meeting, the alignment of the Learner Guide model with the goals of national education systems in Zambia and Zimbabwe was clearly demonstrated. Both countries have supportive education frameworks that value youth leadership and gender-sensitive policies, creating a conducive environment for program integration. Participants underscored the need for tailored approaches that consider the local context and specific needs of each community. GPE KIX research reinforced the Learner Guides’ role in improving learning outcomes for marginalized girls through peer mentorship, psychosocial support, and life skills development. Government representatives offered their strong endorsement of this, although there was recognition in the discussions that policy adaptation and resource allocation remain challenges.
Zimbabwe is dedicated to extending the Peer Educator Program to all 72 districts, building on the successful implementation in 42 districts. This initiative aims to empower thousands of students by equipping them with essential life skills, leadership abilities, and a collaborative mindset, all of which will contribute to their academic and personal growth. In partnership with organizations like CAMFED Zimbabwe, we are committed to overcoming educational barriers and ensuring that every child has the opportunity to succeed.Mr. Moses Mhike, Permanent Secretary, Ministry of Primary and Secondary Education, Zimbabwe
Through the Learner Guide Program, 246,653 children, including both boys and girls, in CAMFED partner schools in Zambia are receiving vital support such as life skills training, study groups, and specialized referrals. This initiative plays a key role in helping marginalized girls, especially those at risk of early marriage, stay in school. As we integrate the program into the national education system, we are excited to expand its reach, ensuring even more learners benefit and contribute to Zambia's educational progress.Mr. Charm Kalimbika, Acting Permanent Secretary, Ministry of Education, Zambia
Reflections on what has been learned from Tanzania
- The Technical Working Group (TWG) has been vital in ensuring the expansion process is coordinated and aligned with local needs and national goals, as well as to help it maintain momentum.
- The government’s full ownership of key components of the program, including the recruitment, training, and incentivization of youth mentors is essential to the long-term sustainability and effectiveness of the Learner Guide model.
- The inclusion of Adult Education Officers as Program Coordinators has supported the implementation and management of the program, creating bridges between the central government and schools.
- Young men stepping up as youth mentors — following careful planning, rigorous screening processes, and the involvement of government structures to address concerns — has been a successful part of the initiative.
- A blended training approach, combining in-house and onsite training, has proven effective for preparing youth mentors to take up their roles and in addressing logistical constraints.
Meeting deliberations, highlights and actions for Zimbabwe
- Zimbabwe’s Ministry of Primary and Secondary Education (MoPSE) has approved the My Better World workbook for use in schools, where it can be delivered by teachers or through teachers bringing youth mentors into the classroom.
- It was specified that the role of the youth mentor is one of a learning facilitator, rather than a teacher. It encompasses a key and distinct set of responsibilities — in schools, in communities, in collaboration with the Ministry, and in advancing child protection. This ranges from helping students build confidence and study skills, to conducting home visits to at-risk children in line with MoPSE policies and guidelines such as the ‘Early Warning System.’
- The meeting attendees agreed to draw learning from the experience of co-delivery in Tanzania on the potential involvement of boys and young men as youth mentors.
The next steps for working groups in Zimbabwe and Zambia will be to continue co-creation with CAMFED to develop their road maps for the co-delivery of the Learner Guide intervention in each country. These plans will be further developed in 2025.
A version of the article was first published on the GPE KIX website.
*Known in Zambia and Malawi as the Learner Guide Program, in Zimbabwe as the Peer Educator Program, and in Tanzania as the Life Skills Facilitator program.