Highlights from CAMFED Regional Meeting in Zambia to scale the Learner Guide Program
The CAMFED Regional Meeting held in Lusaka, Zambia, on November 6-7, 2024, brought together government representatives, 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 to discuss the adaptation, scaling and implementation of the Learner Guide model and integrating elements of the program into national education systems in Zambia and Zimbabwe.
With around 100 attendees—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 — the discussions focused on reviewing progress from previous regional meetings, sharing research findings, identifying strengths and challenges, and outlining a scaling plan, including resource mobilization and government integration strategies.
Buildings on the 2021-2023 GPE KIX project Scaling a Youth-led Social Support and Mentorship Program to Improve Quality of Education for Marginalized Girls in Tanzania, Zambia and Zimbabwe, the meeting also explored co-creation approaches with governments in Zambia and Zimbabwe to integrate the model sustainably.
"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 nurtures 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 Chilanga, Executive Advisor - Government Relations, CAMFED International.
"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.
The role of Learner Guides in transforming education systems
Learner Guides Justina Musenge and Patience Chenda (pictured) participated in the Regional Meeting, having been actively involved in implementing the My Better World program in Zambian schools. Through their leadership, mentorship, and advocacy, these young women have played a crucial role in ensuring that the My Better World program thrives, while developing the skills, values, and confidence needed to drive positive change in their communities. Through their efforts, they are creating a ripple effect that extends far beyond the classroom, helping to nurture a generation equipped with the skills, values, and confidence to build a better world.
Key Learnings/Outcomes
The meeting highlighted progress in aligning the Learner Guide Program with national education goals in Zambia and Zimbabwe. Government endorsement has strengthened, but policy adaptation and resource allocation remain challenges. Research under GPE KIX reinforced the program’s role in improving marginalized girls' education through peer mentorship, psychosocial support, and life skills development. Findings emphasized the need for context-specific approaches to scaling. Both countries have supportive education frameworks that value youth leadership and gender-sensitive policies, creating a conducive environment for program integration.
"Zimbabwe is dedicated to extending the Peer Educator Program [its adaptation of the Learner Guide model] 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.
Reflections and lessons learned from Tanzania
Tanzania's Scaling Technical Working Group (TWG) has been instrumental in coordinating expansion efforts aligning local needs and national goals. As it implements the Peer Facilitator model, [the government’s adaptation of the Learner Guide program] one of the key lessons from Tanzania’s scaling journey is the government’s full ownership of key components of the program, including the recruitment, training, and incentivization of Peer Facilitators. By assuming these responsibilities, the government ensures the long-term sustainability and effectiveness of the Learner Guide Program. Adult Education Officers play a crucial role in bridging schools and government structures, supporting program implementation. Initial challenges in including young men as Facilitators were addressed through structured screening and cultural engagement. A blended training approach, combining in-house and onsite learning, has effectively built facilitator capacity.
Meeting deliberations, highlights and actions for Zimbabwe
Zimbabwe’s Ministry of Primary and Secondary Education (MoPSE) approved the My Better World program for use in schools, integrated either through direct teacher-led lessons or with Peer Educators enhancing classroom learning. Peer Educators act as facilitators, not teachers, supporting students in confidence-building, study habits, and referrals for additional support. In the community, they serve as role models, work with local stakeholders, and promote school attendance. They also operate under the guidance of counseling teachers, reporting their activities regularly. SAC members agreed to explore Tanzania’s co-delivery approach to involving boys and young men as Peer Educators.
Next steps
The next step for the SAC and STC members in Zimbabwe and Zambia will be to work in co-creation with CAMFED to develop their road maps for the co-delivery of the Learner Guide Peer Educator intervention in each country. These plans will be further developed in 2025.
Photos from the Regional Meeting in Lusaka, Zambia are available for download here
