The Improving Girls Access through Transforming Education (IGATE) programme is an innovative, 4 year, $25 million DFID Girls Education Challenge (GEC) Fund programme aimed at improving access, retention and learning outcomes in approximately 43,000 school girls while benefiting a total population of approximately 90,000 through a multi-layered approach to intervention. Focusing on the biggest barriers to girls (and boys) success in school, IGATE is operating activities in 10 district and 4 provinces in Zimbabwe. IGATE is working through 8 partners, World Vision UK, World Vision Zimbabwe, CARE International in Zimbabwe, SNV, the Evangelical Fellowship of Zimbabwe (EFZ), the Union for the Development of the Apostolic Church in Zimbabwe Africa (UDACIZA), World Bicycle Relief (WBR) and Happy Readers. Through this partnership, IGATE is able to create a multi-layered consortium that attacks the major barriers in a girl’s life as it relates to education outcomes.
IGATE operates its Theory of Change (Toc) around the following models of intervention: Power Within Girls Clubs focusing on girls self-esteem, gender equity beliefs and civic engagement, Mother’s Groups focusing on truancy, support to children at risk and to families in need, Menstrual Hygiene training and support, Village, Savings and Lending (VSL) groups which helps improve families capacity to save, lend and generate income to pay for school fees and other necessities, School Development Committee (SDC) training helping to improve schools business and management skills as well as increasing focuses on gender-related initiatives, Religious Bodies support to improve understanding among conservative groups on gender empowerment, Communities Supporting Girls Education (CSGE) groups which focus on improving local level advocacy for services, Reading Clubs to improve children’s literacy outcomes, Male Champion support to increase men’s involvement in community based girls empowerment projects and the Bicycle Education Empowerment Programme (BEEP) reducing the barrier of distance.