The Forum for African Women Educationalists (FAWE) is dedicated to eliminating gender-based violence in schools. In Malawi, Nigeria and Zimbabwe, FAWE implemented three projects to create safer, more inclusive learning environments for all students.

Violence in and around schools is a critical barrier to girls' education across sub-Saharan Africa. In the three target countries, Malawi, Nigeria and Zimbabwe, socio-economic factors and cultural norms contribute to violence and discrimination against girls. These factors can cause girls to drop out or lose interest in education altogether.

In Nigeria, limited access to quality education, and a lack of resources often leave girls vulnerable to school-related gender-based violence (SRGBV), as they may not have the power or resources to speak out against violence.

Similarly, Zimbabwe's ongoing economic instability has disproportionately affected girls' educational access and safety.

Malawi faces particularly acute challenges, with ongoing inflation significantly impacting the population, and struggles to meet basic needs increase risks of girls and young women experiencing unwanted sex in exchange for material goods.

Participants undertaking group-work during school-related gender-based violence training in Nigeria. Credit: FAWE Nigeria.

FAWE developed education, student empowerment and community engagement approaches to address SRGBV in schools across Malawi, Nigeria and Zimbabwe.

Strengthening educators' knowledge

To equip teachers and education staff with tools to identify, prevent, and respond to SRGBV effectively, FAWE hosted training sessions to empower their students with this knowledge.

The sessions revealed that many participants were initially unaware of subtle forms of violence embedded in teaching methods, language choices, and school environments.

"My attitude towards learners has changed and I will be more observant to the learners to identify SRGBV and address it before it is too late. I will observe my teaching language to ensure it is learner friendly and does not harm my students."
Mr. Austin Mbewe, Headteacher at Kachere Primary school, Malawi

The impact on participant attitudes and practices was profound. In a follow up training, participants said that 100% of teaching staff at their schools had developed full confidence in recognising SRGBV and felt equipped to take action. Teachers felt more comfortable in creating more inclusive classroom environments, whether it be through language or teaching methods.

"I will do my best to listen to any problem that learners bring to my attention and take it seriously. The training has helped me to change, and I will now be collaborating with other school and community structures in addressing SRGBV."
Mrs. Mary Kandaya, Headteacher at Namingalale Primary School, Malawi

Tuseme clubs: Empowering school-goers to create safer learning environments

Tuseme clubs in schools — Tuseme Clubs enable female youth empowerment. Credit: FAWE Africa.

Tuseme means "let us speak out" in Kiswahili. FAWE supported the establishment of Tuseme clubs, student-led clubs designed to enhance learners' self-esteem, leadership abilities, and social and life skills while promoting positive attitudes among boys toward girls' education. 33 Tuseme clubs were established across all three countries.

The clubs played a crucial role in identifying and addressing forms of violence, such as bullying, corporal punishments and name calling, that had become embedded in school culture. In particular, 70% of learners indicated certain types of bullying had been normalized and passed down to new learners.

Through peer-to-peer discussions and activities, students learned to recognize various forms of SRGBV and understood how to best respond and prevent them. The clubs successfully contributed to reducing incidents of bullying, name-calling, and fighting.

After its implementation, students and teachers reported that bullying had completely stopped in participating schools.

Mother Groups: Supporting girls’ education through a community-led approach

The Mother Groups brought together women who are passionate about girls' education to create supportive networks around schools and encourage students to return to their education. In Malawi, 21 Mother Groups were established across participating schools. Each group comprised 10 women from surrounding communities along with key school personnel.

Mother Groups implemented various interventions to support girls' education. Home visits were a primary way in which women could follow up on students who had dropped out of school. These visits provided opportunities to address family concerns, offer support, and facilitate re-enrollment where possible.

The effectiveness of this community-based approach can be seen in the Ulongwe zone of Malawi, where the Mother Group interventions successfully facilitated the re-admission of 8 students (7 girls and 1 boy) who had previously dropped out of school. This direct impact illustrates the power of community engagement in addressing barriers to education.

Students at St Andrews primary schools showcasing their club activities in Malawi. Credit: FAWE Malawi.

FAWE’s impact

The program achieved notable improvements in school safety and student engagement across these countries. Students reported increased enjoyment of their lessons and greater freedom to speak out about challenges they faced.

The most significant outcome was the decrease in reported SRGBV incidents across all three countries. In the Ulongwe zone in Malawi, cases reduced from 15 per month to 1 per month. At Seke 5 Secondary in Zimbabwe, cases dropped from 5 per term to 1. At Kwali Junior Secondary in Abuja Nigeria, there was a drop from 10 cases to 2 per term.

The program was successful in improving reporting mechanisms and support systems within schools. Students became more aware of their rights and felt more confident reporting SRGBV incidents. This shift led to increased disclosure rates while simultaneously reducing tolerance for violence within school communities.

FAWE developed and published a comprehensive School Related Gender Based Violence (SRGBV) manual on the usefulness of whole-school community collaboration to identify SRGBV and how to design tailored strategies for prevention, referral, and response. The Ministry of Education in all three countries committed to supporting FAWE in disseminating the SRGBV manual to additional schools and integrating its contents into national curricula.

The success of the Tuseme model contributed significantly to policy development, including support for Nigeria's federal ministry of education in approving an anti-bullying policy that was made available to schools nationwide.

FAWE’s comprehensive approach demonstrates that involving survivors' voices, parents and community members can create safe schools for all.