Supporting Climate Change Adaptation and Mitigation in 6 schools under Binga district through promotion of solar powered nutritional gardens, fish farming and indigenous chicken projects.
? Teach For Zimbabwe (TFZ) [www.tachforzimbabwe.org ] is a not-for-profit organisation (Trust MA 1400 / 2018) registered in the Republic of Zimbabwe (ROZ) and a partner of the Teach For All (TFA) Global network [www.teachforall.org] , which has a growing network of over 60 partner organizations in various countries across the world.
? TFZ vision statement focuses on reshaping educational systems to be inclusive and representative of the highest-need communities. Our vision is to ensure that all children have access to equitable and holistic education regardless of their gender, socio-economic status, or geographic location.
? TFZ mission statement
TFZ recruits, selects and deploys diverse University graduates for two-year fellowships to teach critical subjects in low-income primary and secondary schools in rural and marginalized communities. As part of the global movement to advocate educational equity TFZ has partnered with the Ministry of Primary and Secondary Education (MoPSE)
TFZ activities
TFZ currently has 100 fellows who have been placed in three provinces namely Matebeleland North [Binga] , Masvingo[Chiredzi] and Mashonaland East [Mutoko] in more than 50 schools. Fellows are the implementers of the projects on the ground as they are the ones stationed in our placement districts. Fellows are responsible for managing TFZ projects at local level in consultation with the communities, school administration and learners. The fellows report directly to the school heads and there is a TFZ District Leadership Coach based in each of our districts of operation who would be responsible for monitoring the work the fellows are doing throughout the project. The fellows are paid an annual allowance for the two year period. Before deployment for the 2 year fellowship which starts annually in January, all fellows undergo six weeks intensive pre-institute training. The activities include classroom teaching methods, community engagement projects, leadership and personal development, financial literacy, entrepreneurship and partnerships/networking and climate change. Before deployment for the 2 year fellowship which starts annually in January, all fellows undergo six weeks intensive pre-institute training. The activities include classroom teaching methods, community engagement projects, leadership and personal development, financial literacy, entrepreneurship and partnerships/networking and climate change. TFZ have co-created the modules for each of the areas key strategic areas with local and international organizations. Our 1st Cohort 2021 just completed their 2 year fellowship in December 22nd and as the 1st Alumni group they will continue to advocate for educational equity in the different sectors of the economy. Through the approach of collective stakeholder collaboration in education TFZ hopes to accelerate their vision by empowering and equipping teachers, learners and communities with leadership, entrepreneurial, critical skills, and decision-making competencies to enhance quality and holistic education in Zimbabwe. TFZ is driven and motivated by the motto, ?It takes a village to educate a child? hence the need to collaborate with various stakeholders in the provision of a holistic education which includes climate change and conservation.
d) (i) Briefly describe organizational structure, governance and administrative framework, including staff numbers, roles, etc. Provide an indication of the legal status with any supporting registration/legal documentation as annex. If none, provide an elaboration of its nature of existence. Provide recent audited financial statement if any.
TFZ has a complement of eleven members of staff constituted by the CEO, the Head of Finance, Head of Development, Manager Training and Support. Recruitment Manager, two leadership coaches, Development Assistant, RSM Officer and Security officer; who are all employed on full time basis. Our CEO is a seasoned educationist and an economist, while our Head of Finance is a seasoned banker. Our Training and Support Manager has extensive experience in training and the 2x District Leadership Coaches have Masters? degree and are drawn from their placement areas and are also former educators. We have a highly experienced Recruitment Manager as well as two officers to support the RSM and Development departments. We have just recruited the Manager of Alumni to manage our first group of alumni who is a TFZ alumni himself. We also have highly experienced Board Members which include the educationist guru Professor C. Nziramasanga who led the famous Nziramasanga Commission of inquiry in the education sector of Zimbabwe. We will engage one of our alumni ? Edson Dongo who is highly experienced in climate change and conservation to manage the project on the grass root level. Each department within TFZ has an annual strategy that guides the way activities are conducted to meet annual targets- recruitment, selection and matriculation, training, and development strategies. Our organization has finance and Human resources policies that are used to guide the day to day running of the organization
i) How many direct and indirect beneficiaries (gender segregated) are in the project?
Number of Direct beneficiaries Number of indirect beneficiaries
Number of Boys Number of Girls Number of Boys Number of Girls
100 200 2092 2459
iii) How many members are in the project committee (gender segregated). List the names of project committee members and IDs
Our proposal is to replicate what we have been doing in Mutoko and Chiredzi for the past years. We work with the TFZ fellows, the District Schools Inspectors, the local authorities, SDC members; school authorities and learners. However, currently we are in our second year in Binga, last year we conducted our research, recruited University graduate youths and networked with the local stakeholders. This year we have placed thirty-one fellows in Binga starting in the beginning of the new school term in January 2023. We have however started our school climate change activities and the following 6 out of 31 fellows will be implementing the GEFSGP project.
School Boys Girls Total Fellow Phone numbers Sex Club name ID Number Water Garden Electricity
Binga High 310 328 638 Andrew
Pasipanodya 0774339475 M Baobab 06-061271 M06 Yes Yes Yes
Manjolo Primary 459 476 935 Fortunate Nyika 0779173335 F Red Ivory 67-147204 Q67 Yes Yes Yes
Siachilaba Secondary 155 195 350 Marshall Chakauya 0775601838 M Mukando 22-2011694 H83 Yes Yes Yes
Kariyangwe High 266 332 598 Asiriya Mudenda 0773611419 F Tamarind 06-099290 M06 Yes Yes Yes
Binga Primary 420 604 1024 Tsitsi Ndhlondhlo 0773951440 F Mopane 23-09341 E23 Yes Yes Yes
Kariyangwe Primary 452 395 847 Hannah Mudenda 0783901253 F Zakalanda 06-077595 F06 Yes Yes Yes
Total 2062 2330 4392
As we venture into Binga the proposal is to set up a committee comprising the groups mentioned above as follows:
Description Number of participants
Binga District Schools Inspector 1
Binga Social Services Officer 1
SDC members 2
School heads 2
TFZ fellows 2
TFZ Project manager 1
Learners 4
Name Gender ID Number
Dr. Miriam Siwela Female 08-499746D18
Edson Dongo Male 32-147446A49
Andrew Pasipanodya Male 06-061271 M06
Fortunate Nyika Female 67-147204 Q67
Marshall Chakauya Male 22-2011694 H83
Asiriya Mudenda Female 06-099290 M06
Tsitsi Ndhlondhlo Female 23-09341 E23
Hannah Mudenda Female 06-077595 F06
iv) If there is no project Committee in existence, indicate the management structure that will be in place for this project and what will be the role
Teach For Zimbabwe management would manage the project with the support of the District, schools and community members. The SDC would represent the communities and the parents and would be responsible for coordination between the parents and the schools. There would be a TFZ graduate fellow at each participating school who is responsible for managing the project at local level in consultation with the communities, school administration and learners. The fellows report directly to the school heads and there is a TFZ District Leadership Coach based in Binga who would be responsible for monitoring the work the fellows are doing throughout the project. The TFZ Project Manager who has expertise in climate change issues will be responsible for the project management, monitoring and evaluation while the TFZ senior management will be responsible for the overall program oversight and administration.
iv) What is your Current Annual budget: USD626,581
v) Does the organization have a Constitution Certificate of Registration, please attach a copies.
https://drive.google.com/file/d/1CmXccCE26AfZtPEovka9CzI7Oa4MBLEz/view?usp=share_link
vi) Has the organisation received a previous grant from other sources? If Yes, indicate in the table provided below; If No, place N/A in the table below:
Project Name Name of financing partner/donor agency Amount (USD) Year (Grant Period)
Catalyst fund 2019 Teach For All 25,000.00 01/02/2019 to 31/01/2020
Catalyst fund 2020 Teach For All 25,000.00 01/01/2020 to 31/12/2020
TFZ fellowship Paul Tudor Jones 25,000.00 01/08/2021 to 31/07/2022
Africa Fund 2020 Teach For All 74,000.00 01/01/2020 to 30/09/2020
ProFuturo 2021 Telefonica Foundation and Lacaixa Foundation 88,455.00 01/01/2021 to 31/12/2021
Africa Fund 2021 Teach For All 3,500.00 01/10/2020 to 30/09/2021
Don?t Stop Learning Teach For All 52,500.00 01/01/2021 to 31/05/2022
Education Out Loud 2021 Global Partnership For Education (Oxfam IBIS grant agent) 4,950.00 01/03/2021 to 31/07/2021
TFA Catalyst 2022 Teach For All 130,000.00 01/10/2021 to 30/09/2022
ProFuturo Telefonica Foundation and Lacaixa Foundation 103,315.00 01/01/2022 to 31/12/2022
Skoll Foundation Teach for All 18,500.00 01/01/2022 to 31/12/2022
Financial Literacy Ernst and Young 10,000.00 01/11/2021 to 30/11/2022
Education Out Loud 2022 Global Partnership For Education (Oxfam IBIS grant agent) 167,281.00 01/11/2021 to 30/04/2024
Future for Education 2022 Teach For All 60,500.00 01/01/2022 to 31/12/2022
Go Teach DPDHL 19,689.98 01/01/2022 to 30/11/2022
TFA Catalyst 2023 Teach For All 157,000.00 01/10/2022 to 30/09/2023
TFZ Fellowship Paul Tudor Jones (Malilangwe) 66,000.00 01/01/2023 to 31/12/2024
Let Girls Thrive Teach For All 300,000.00 01/10/2022 to 30/09/2025
e) Describe previous experience relevant to the proposed project, including activities related to global environmental issues; or experience with projects that focus on sustainable development at community level.
Teach For Zimbabwe has experience in the field of climate change through our rural youth leadership 2 year fellowship program. Through the support of our global organisation Teach For All, we have developed a Climate Change module which now forms part of our six weeks pre-training program conducted before the fellows are placed in the rural marginalized schools. The module is targeted at training fellows/teachers to equip them with relevant resources to teach their learners on Climate Education.
Since 2021, TFZ has been involved in climate change and sustainability issues in all our two operational districts that is Chiredzi and Mutoko. The two districts face severe droughts leading to food and water shortages and violent storms leading to the destruction of schools and other important infrastructure. Due to all these climate change calamities, TFZ through the fellowship program has embarked on various environmental and conservation activities in order to equip the learners and community with the necessary livelihood options and habits. The activities emphasized on hunger prevention, nutritional provisions, climate education and conservation agriculture.
Our fellows in 12 of our schools have managed to start climate action and conservation clubs in their respective schools. In Zimbabwe despite a National climate Change Learning Strategy, climate change is not part of the curricula, this motivated us to teach children in schools about the causes, impacts, mitigation and adaptation to climate change in our operational schools.
The two districts have severe water shortages leading to our fellows coming up with strategies to teach the learners and community about conservation agriculture and water harvesting techniques. As these communities are agro-based emphasis was on good agricultural practices that conserve moist and agricultural tillage with minimum disturbances to the soil regenerative power. Composting, mulching and biological control of pests were other club activities.
Nutritional gardens were set up, these gardens act as information centers for the community as far as dietary issues are concerned. There was great improvement in terms of the health of the learners as the gardens provided for the principal nutritional dietary requirements. The respective schools for the past two years were able to provide food for their supplementary feeding schemes for the children thereby alleviating hunger and starvation among the learners.
The schools were also engaged in land reclamation, biodiversity preservation and tree planting and protection. In all the operational schools the clubs managed to create Seed Banks of both indigenous and exotic trees. Tree planting and protection was also a major activity in the clubs as deforestation is rampant in these districts.
Clean up campaigns that lead to the re-use of plastic materials to decorate and ornament school grounds and used tins and tyres creating hanging gardens. The activities promoted effective collaboration and teamwork as they move around the school yard and local community shops. The learners also managed to write environmental articles, poems and plays and educated the community about climate change and environmental stewardship.
Through all this work, one of our fellows Edson Dongo was invited to physically present his projects on Renewable energy teaching and learning resources organized by International Renewable Energy Agency (IRENA) in Abu Dhabi last year in July 2022. He was also invited to present by AIME and Learning Planet On their you tube channel which attracted a lot of attention to mention but a few.
Our fellows have launched clubs at their respective schools to teach students about climate change and environmental sustainability. Beyond building awareness, these fellows are providing their students with opportunities to apply what they are learning to address challenges they are seeing in their communities and practicing sustainable activities such as organic farming, recycling, tree protection, and water preservation. One of our fellows Edson represented our global network at the Teachers COP where his initiative was selected out of 268 climate education project submissions. His project was selected as one of four winning projects and he was awarded the opportunity to present at an official Science for Climate Action COP27 side-event.
f) Please indicate the organization?s prior engagement with GEF SGP (e.g. grantee, partner, etc.), i.e. Has the organization received a previous grant from the GEF Small Grants Programme? (Yes) (No). If yes, complete the table below. If NO, insert N/A in the table.
Project Number Project Title & Location Total Grant received Summary of achievements Gaps to be addressed by grant being applied
N/A
PART 2: PROJECT PROPOSAL
SECTION A: PROJECT FRAMEWORK
1. Project Summary
Teach For Zimbabwe?s core work is the fellowship where we have university graduates of diverse disciplines placed in marginalised schools with the mandate to improve access to holistic, quality and relevant education for the marginalised learners. Our internationally tested and proven fellowship model is the basis upon which this proposal is built. Binga District has 125 Primary Schools and 47 Secondary Schools and TFZ operates in 21 of these schools. We have selected 6 schools to pilot for this project with 3 Primary Schools and 3 Secondary Schools. TFZ fellows are strategically placed in the schools and provide tailor made solutions for the communities they serve. Despite a National Climate Change Learning Strategy, the vast majority of teachers and communities do not have the knowledge, confidence or context specific materials to teach and engage in climate education. Given the impacts of climate change in Binga District, that is, hunger, droughts, poor agricultural yields, land degradation, poor nutritional; climate change mitigation and adaptation in schools cannot be ignored. With the support of TFA and our climate change related partners we will adapt and tailor-make the existing climate change modules that will equip our fellows and other teachers with knowledge and confidence to apply climate change education to their context and teaching. This will ensure that all learners in the respective schools and communities are equipped to be resilient and knowledgeable in the face of climate change. All These activities will contribute to the National Climate Change Learning Strategy and will impact schools, communities, countries, individuals and internationally.
The proposal is to provide knowledge and skills for learners and communities to practice organic or conservation agriculture through having nutritional gardens and fish farming. We will mainly target dried fish and dried vegetables. Selected schools would have a food vacuum sealer that can assist with preservation of their vegetables and fish. Our clubs will work with the communities to dry the fish, package it and market it to Bulawayo, Victoria Falls and Harare.
The proposal is to have climate action and conservation clubs in schools that will speak about local impacts of climate change and potential solutions and do practical outside activities like conservation agriculture, seed collection, tree planting and protection, fish farming, re-use of plastic materials, clean up campaigns, use of renewable energy and all these provide livelihood options for the community. For all the activities learners will understand the practical applicability of their learning and their agency for building climate solutions.
TFZ would provide the selected schools with seedlings and relevant inputs for the gardens, however it is the responsibility of the schools to maintain these nutritional gardens and fish ponds. TFZ
teachers/fellows will provide the basic financial literacy education for club members and women involved in the drying of vegetables and fish.
Through the project we propose to take a conscious decision that ensures that there is no discrimination between boys and girls in terms of participation in these projects at the schools. Empowering women and girls to take part in diverse climate change projects in the schools in order to contribute in the utilization of their local resources. Girls will have as much access as girls to the project resources and services. As a start we are targeting to have clubs of 20 members (10 girls and 10 boys) at each participating school. This implies that for our pilot we would directly work with about 120 learners (20 club members x 6 participating schools).
2. Project Justification and Baseline
Problem Analysis:
State the
Problem/Issue or
Challenge Binga is a district facing severe droughts leading to food and water shortages, hunger and starvation, deficiency diseases among children, land degradation, poor agricultural yields, poverty and lack of mainstream climate and environmental education. Without proper climate mitigation and adaptation, communities that rely on agriculture are affected. These human actions deteriorating the environment are mitigated by climate mitigation and adaptation strategies in which schools and communities play key roles.
What are the causes of the problem/issue or challenge? Direct Causes Indirect Causes
1. Severe droughts, leading to food and water shortages.
2. climate change effects
3. Schools/educators lack the space, knowledge and skills to engage learners in climate education in and outside the classroom.
4. Climate change education is not integrated in the school curriculum. 1. Collaboration between government departments has been poor and the curriculum has been too theoretical.
2. Ignorance.
3. Tragedy of commons.
3. Project Goal, Objectives, Activities, Outputs and Outcomes
Please describe the project framework and implementation plan by completing the table 1 below:
a) Overall Goal/Primary Objective: Proposed project should include environmental objective, along with development/livelihood objective as relevant.
b) Specific objectives: List all objectives to be addressed by project
c) Activities: List all activities to be implemented per objective
d) Project Outputs: Please describe measurable changes which will have occurred by the end of the project as a result of the planned intervention (e.g. XX hectares of community management conservation area established. XX community members is trained and improved on waste management).
e) Project Outcome: Please describe what will be produced as project results, in terms of changes in the institutional and behavioral capacities, changes in knowledge, attitudes, beliefs, policies, livelihoods and environmental conditions.
(For this section, please complete the Results Framework Table below)
Table 1 - Results Framework: (This is the most important part of the project proposal. Please take your time and use the guidelines provided)
GOAL
(Every project should
have one goal) OBJECTIVES ACTIVITIES
(activities must contribute to the achievement of objectives. Sometimes it takes more than one activity to achieve an objective) INDICATORS FOR PLANNED ACTIONS OUTPUTS OUTCOMES
To nurture global citizens who are equipped with the tools, mindsets, and skills to collectively mitigate the climate crisis, promote climate justice, and build resilience in the face of climate change 1. To increase and enhance the knowledge and skill base of the learners in schools and surrounding communities through awareness creation and provision of information on climate change impacts, mitigation and adaptation.
1.1. Re-development of the climate change module
1.2. Conduct training workshops with teachers at participating schools (TFZ has a technical partner with in-depth knowledge on fish farming)
1.3. Conduct training workshops with the communities surrounding the participating school
1.4. Creation of climate change learner clubs at participating schools (20 members per club)
1.5. Creation of climate related women clubs in the communities surrounding the participating schools (10 members per club and these will be identified by community leadership)
aseline: No module
Target: 1 module
Baseline: No
Target: 1 workshop for TFZ fellows
Baseline: 0
Target: 6 clubs (20
members each
Baseline: 0
Target: 6 clubs (20 members each
Baseline: 0
Target: 6 clubs (10 women each)
1.1 Climate change module created and shared with schools and stakeholders.
1.2 System teachers in the participating schools capacitated with knowledge and skills on climate change adaption and mitigation strategies.
1.3 Communities (through the women clubs) are capacitated with knowledge and skills on climate change adaptation and mitigation strategies
Improvement in knowledge, attitude and practices of learners, teachers, school communities pertinent to climate education.
2. To improve nutrition and human well-being through leveraging on locally available resources
2.1. Creation of well protected nutritional gardens at each
selected school (Size of the garden vary with each school)
2.2. Creation of fish ponds at each selected school measuring 10x10x1.5
2.3. Capacitate learners and women with Food preservation skills
2.4. Assist learners and communities (through the clubs) to access markets for their dried fruits, fish and vegetables.
2.5. To support learners and communities with equipment for food preservation Baseline:
Target: 5 nutritional gardens (1 per selected school)
Baseline: 0 Target: 3 fish ponds )1 per participating
school)
Baseline: 0
Target: 6 women and learner clubs created.
Baseline: 0
Target: TFZ Alumni and stakeholders to support with marketing of produce
Baseline: 0
Target: 6 vacuum sealers (1 per participating school) 2.1. The selected schools have a functional nutritional garden
2.2. The 3 selected schools have functional fish ponds
2.3. Learners and women (through clubs) fully capacitated food preservation skills.
2.4. Community produce marketed through support of
TFZ
2.5. Each school has a vacuum sealer to assist with food preservation
Improved nutrition and human well-being for the learners and surrounding communities.
3. To engage and mobilize learners and communities to proactively participate in climate change adaptation and mitigation strategies 3.1. Planting of trees indigenous and fruit trees at each participating school and surrounding communities.
3.2. Establishment of a school nursery for indigenous and fruit trees.
3.3. Provide learners with landscaping and waste management skills.
3.4. Creation of seedbanks at each participating school. Baseline: No trees planted
Target: 2000 trees (10 trees per learner for the 200 club members)
Baseline: No nurseries in place
Target: 10 nurseries (1 per participating school)
Baseline: No Clean and environmentally friendly schools.
Target: 10 Clean and environmentally friendly schools
Baseline: no seed banks
Target: 10 seedbanks 3.1. 2000 trees planted at the 10 schools and surrounding communities.
3.2. Each participating school has a nursery
3.3. Well-maintained school grounds
3.4. Each participating school has a seed bank A community that is adaptive to climate change issues
? TFZ vision statement focuses on reshaping educational systems to be inclusive and representative of the highest-need communities. Our vision is to ensure that all children have access to equitable and holistic education regardless of their gender, socio-economic status, or geographic location.
? TFZ mission statement
TFZ recruits, selects and deploys diverse University graduates for two-year fellowships to teach critical subjects in low-income primary and secondary schools in rural and marginalized communities. As part of the global movement to advocate educational equity TFZ has partnered with the Ministry of Primary and Secondary Education (MoPSE)
+ View more
and other stakeholders to work collectively to provide inclusive and holistic curriculum for learners especially in the highest need communities. TFZ activities
TFZ currently has 100 fellows who have been placed in three provinces namely Matebeleland North [Binga] , Masvingo[Chiredzi] and Mashonaland East [Mutoko] in more than 50 schools. Fellows are the implementers of the projects on the ground as they are the ones stationed in our placement districts. Fellows are responsible for managing TFZ projects at local level in consultation with the communities, school administration and learners. The fellows report directly to the school heads and there is a TFZ District Leadership Coach based in each of our districts of operation who would be responsible for monitoring the work the fellows are doing throughout the project. The fellows are paid an annual allowance for the two year period. Before deployment for the 2 year fellowship which starts annually in January, all fellows undergo six weeks intensive pre-institute training. The activities include classroom teaching methods, community engagement projects, leadership and personal development, financial literacy, entrepreneurship and partnerships/networking and climate change. Before deployment for the 2 year fellowship which starts annually in January, all fellows undergo six weeks intensive pre-institute training. The activities include classroom teaching methods, community engagement projects, leadership and personal development, financial literacy, entrepreneurship and partnerships/networking and climate change. TFZ have co-created the modules for each of the areas key strategic areas with local and international organizations. Our 1st Cohort 2021 just completed their 2 year fellowship in December 22nd and as the 1st Alumni group they will continue to advocate for educational equity in the different sectors of the economy. Through the approach of collective stakeholder collaboration in education TFZ hopes to accelerate their vision by empowering and equipping teachers, learners and communities with leadership, entrepreneurial, critical skills, and decision-making competencies to enhance quality and holistic education in Zimbabwe. TFZ is driven and motivated by the motto, ?It takes a village to educate a child? hence the need to collaborate with various stakeholders in the provision of a holistic education which includes climate change and conservation.
d) (i) Briefly describe organizational structure, governance and administrative framework, including staff numbers, roles, etc. Provide an indication of the legal status with any supporting registration/legal documentation as annex. If none, provide an elaboration of its nature of existence. Provide recent audited financial statement if any.
TFZ has a complement of eleven members of staff constituted by the CEO, the Head of Finance, Head of Development, Manager Training and Support. Recruitment Manager, two leadership coaches, Development Assistant, RSM Officer and Security officer; who are all employed on full time basis. Our CEO is a seasoned educationist and an economist, while our Head of Finance is a seasoned banker. Our Training and Support Manager has extensive experience in training and the 2x District Leadership Coaches have Masters? degree and are drawn from their placement areas and are also former educators. We have a highly experienced Recruitment Manager as well as two officers to support the RSM and Development departments. We have just recruited the Manager of Alumni to manage our first group of alumni who is a TFZ alumni himself. We also have highly experienced Board Members which include the educationist guru Professor C. Nziramasanga who led the famous Nziramasanga Commission of inquiry in the education sector of Zimbabwe. We will engage one of our alumni ? Edson Dongo who is highly experienced in climate change and conservation to manage the project on the grass root level. Each department within TFZ has an annual strategy that guides the way activities are conducted to meet annual targets- recruitment, selection and matriculation, training, and development strategies. Our organization has finance and Human resources policies that are used to guide the day to day running of the organization
i) How many direct and indirect beneficiaries (gender segregated) are in the project?
Number of Direct beneficiaries Number of indirect beneficiaries
Number of Boys Number of Girls Number of Boys Number of Girls
100 200 2092 2459
iii) How many members are in the project committee (gender segregated). List the names of project committee members and IDs
Our proposal is to replicate what we have been doing in Mutoko and Chiredzi for the past years. We work with the TFZ fellows, the District Schools Inspectors, the local authorities, SDC members; school authorities and learners. However, currently we are in our second year in Binga, last year we conducted our research, recruited University graduate youths and networked with the local stakeholders. This year we have placed thirty-one fellows in Binga starting in the beginning of the new school term in January 2023. We have however started our school climate change activities and the following 6 out of 31 fellows will be implementing the GEFSGP project.
School Boys Girls Total Fellow Phone numbers Sex Club name ID Number Water Garden Electricity
Binga High 310 328 638 Andrew
Pasipanodya 0774339475 M Baobab 06-061271 M06 Yes Yes Yes
Manjolo Primary 459 476 935 Fortunate Nyika 0779173335 F Red Ivory 67-147204 Q67 Yes Yes Yes
Siachilaba Secondary 155 195 350 Marshall Chakauya 0775601838 M Mukando 22-2011694 H83 Yes Yes Yes
Kariyangwe High 266 332 598 Asiriya Mudenda 0773611419 F Tamarind 06-099290 M06 Yes Yes Yes
Binga Primary 420 604 1024 Tsitsi Ndhlondhlo 0773951440 F Mopane 23-09341 E23 Yes Yes Yes
Kariyangwe Primary 452 395 847 Hannah Mudenda 0783901253 F Zakalanda 06-077595 F06 Yes Yes Yes
Total 2062 2330 4392
As we venture into Binga the proposal is to set up a committee comprising the groups mentioned above as follows:
Description Number of participants
Binga District Schools Inspector 1
Binga Social Services Officer 1
SDC members 2
School heads 2
TFZ fellows 2
TFZ Project manager 1
Learners 4
Name Gender ID Number
Dr. Miriam Siwela Female 08-499746D18
Edson Dongo Male 32-147446A49
Andrew Pasipanodya Male 06-061271 M06
Fortunate Nyika Female 67-147204 Q67
Marshall Chakauya Male 22-2011694 H83
Asiriya Mudenda Female 06-099290 M06
Tsitsi Ndhlondhlo Female 23-09341 E23
Hannah Mudenda Female 06-077595 F06
iv) If there is no project Committee in existence, indicate the management structure that will be in place for this project and what will be the role
Teach For Zimbabwe management would manage the project with the support of the District, schools and community members. The SDC would represent the communities and the parents and would be responsible for coordination between the parents and the schools. There would be a TFZ graduate fellow at each participating school who is responsible for managing the project at local level in consultation with the communities, school administration and learners. The fellows report directly to the school heads and there is a TFZ District Leadership Coach based in Binga who would be responsible for monitoring the work the fellows are doing throughout the project. The TFZ Project Manager who has expertise in climate change issues will be responsible for the project management, monitoring and evaluation while the TFZ senior management will be responsible for the overall program oversight and administration.
iv) What is your Current Annual budget: USD626,581
v) Does the organization have a Constitution Certificate of Registration, please attach a copies.
https://drive.google.com/file/d/1CmXccCE26AfZtPEovka9CzI7Oa4MBLEz/view?usp=share_link
vi) Has the organisation received a previous grant from other sources? If Yes, indicate in the table provided below; If No, place N/A in the table below:
Project Name Name of financing partner/donor agency Amount (USD) Year (Grant Period)
Catalyst fund 2019 Teach For All 25,000.00 01/02/2019 to 31/01/2020
Catalyst fund 2020 Teach For All 25,000.00 01/01/2020 to 31/12/2020
TFZ fellowship Paul Tudor Jones 25,000.00 01/08/2021 to 31/07/2022
Africa Fund 2020 Teach For All 74,000.00 01/01/2020 to 30/09/2020
ProFuturo 2021 Telefonica Foundation and Lacaixa Foundation 88,455.00 01/01/2021 to 31/12/2021
Africa Fund 2021 Teach For All 3,500.00 01/10/2020 to 30/09/2021
Don?t Stop Learning Teach For All 52,500.00 01/01/2021 to 31/05/2022
Education Out Loud 2021 Global Partnership For Education (Oxfam IBIS grant agent) 4,950.00 01/03/2021 to 31/07/2021
TFA Catalyst 2022 Teach For All 130,000.00 01/10/2021 to 30/09/2022
ProFuturo Telefonica Foundation and Lacaixa Foundation 103,315.00 01/01/2022 to 31/12/2022
Skoll Foundation Teach for All 18,500.00 01/01/2022 to 31/12/2022
Financial Literacy Ernst and Young 10,000.00 01/11/2021 to 30/11/2022
Education Out Loud 2022 Global Partnership For Education (Oxfam IBIS grant agent) 167,281.00 01/11/2021 to 30/04/2024
Future for Education 2022 Teach For All 60,500.00 01/01/2022 to 31/12/2022
Go Teach DPDHL 19,689.98 01/01/2022 to 30/11/2022
TFA Catalyst 2023 Teach For All 157,000.00 01/10/2022 to 30/09/2023
TFZ Fellowship Paul Tudor Jones (Malilangwe) 66,000.00 01/01/2023 to 31/12/2024
Let Girls Thrive Teach For All 300,000.00 01/10/2022 to 30/09/2025
e) Describe previous experience relevant to the proposed project, including activities related to global environmental issues; or experience with projects that focus on sustainable development at community level.
Teach For Zimbabwe has experience in the field of climate change through our rural youth leadership 2 year fellowship program. Through the support of our global organisation Teach For All, we have developed a Climate Change module which now forms part of our six weeks pre-training program conducted before the fellows are placed in the rural marginalized schools. The module is targeted at training fellows/teachers to equip them with relevant resources to teach their learners on Climate Education.
Since 2021, TFZ has been involved in climate change and sustainability issues in all our two operational districts that is Chiredzi and Mutoko. The two districts face severe droughts leading to food and water shortages and violent storms leading to the destruction of schools and other important infrastructure. Due to all these climate change calamities, TFZ through the fellowship program has embarked on various environmental and conservation activities in order to equip the learners and community with the necessary livelihood options and habits. The activities emphasized on hunger prevention, nutritional provisions, climate education and conservation agriculture.
Our fellows in 12 of our schools have managed to start climate action and conservation clubs in their respective schools. In Zimbabwe despite a National climate Change Learning Strategy, climate change is not part of the curricula, this motivated us to teach children in schools about the causes, impacts, mitigation and adaptation to climate change in our operational schools.
The two districts have severe water shortages leading to our fellows coming up with strategies to teach the learners and community about conservation agriculture and water harvesting techniques. As these communities are agro-based emphasis was on good agricultural practices that conserve moist and agricultural tillage with minimum disturbances to the soil regenerative power. Composting, mulching and biological control of pests were other club activities.
Nutritional gardens were set up, these gardens act as information centers for the community as far as dietary issues are concerned. There was great improvement in terms of the health of the learners as the gardens provided for the principal nutritional dietary requirements. The respective schools for the past two years were able to provide food for their supplementary feeding schemes for the children thereby alleviating hunger and starvation among the learners.
The schools were also engaged in land reclamation, biodiversity preservation and tree planting and protection. In all the operational schools the clubs managed to create Seed Banks of both indigenous and exotic trees. Tree planting and protection was also a major activity in the clubs as deforestation is rampant in these districts.
Clean up campaigns that lead to the re-use of plastic materials to decorate and ornament school grounds and used tins and tyres creating hanging gardens. The activities promoted effective collaboration and teamwork as they move around the school yard and local community shops. The learners also managed to write environmental articles, poems and plays and educated the community about climate change and environmental stewardship.
Through all this work, one of our fellows Edson Dongo was invited to physically present his projects on Renewable energy teaching and learning resources organized by International Renewable Energy Agency (IRENA) in Abu Dhabi last year in July 2022. He was also invited to present by AIME and Learning Planet On their you tube channel which attracted a lot of attention to mention but a few.
Our fellows have launched clubs at their respective schools to teach students about climate change and environmental sustainability. Beyond building awareness, these fellows are providing their students with opportunities to apply what they are learning to address challenges they are seeing in their communities and practicing sustainable activities such as organic farming, recycling, tree protection, and water preservation. One of our fellows Edson represented our global network at the Teachers COP where his initiative was selected out of 268 climate education project submissions. His project was selected as one of four winning projects and he was awarded the opportunity to present at an official Science for Climate Action COP27 side-event.
f) Please indicate the organization?s prior engagement with GEF SGP (e.g. grantee, partner, etc.), i.e. Has the organization received a previous grant from the GEF Small Grants Programme? (Yes) (No). If yes, complete the table below. If NO, insert N/A in the table.
Project Number Project Title & Location Total Grant received Summary of achievements Gaps to be addressed by grant being applied
N/A
PART 2: PROJECT PROPOSAL
SECTION A: PROJECT FRAMEWORK
1. Project Summary
Teach For Zimbabwe?s core work is the fellowship where we have university graduates of diverse disciplines placed in marginalised schools with the mandate to improve access to holistic, quality and relevant education for the marginalised learners. Our internationally tested and proven fellowship model is the basis upon which this proposal is built. Binga District has 125 Primary Schools and 47 Secondary Schools and TFZ operates in 21 of these schools. We have selected 6 schools to pilot for this project with 3 Primary Schools and 3 Secondary Schools. TFZ fellows are strategically placed in the schools and provide tailor made solutions for the communities they serve. Despite a National Climate Change Learning Strategy, the vast majority of teachers and communities do not have the knowledge, confidence or context specific materials to teach and engage in climate education. Given the impacts of climate change in Binga District, that is, hunger, droughts, poor agricultural yields, land degradation, poor nutritional; climate change mitigation and adaptation in schools cannot be ignored. With the support of TFA and our climate change related partners we will adapt and tailor-make the existing climate change modules that will equip our fellows and other teachers with knowledge and confidence to apply climate change education to their context and teaching. This will ensure that all learners in the respective schools and communities are equipped to be resilient and knowledgeable in the face of climate change. All These activities will contribute to the National Climate Change Learning Strategy and will impact schools, communities, countries, individuals and internationally.
The proposal is to provide knowledge and skills for learners and communities to practice organic or conservation agriculture through having nutritional gardens and fish farming. We will mainly target dried fish and dried vegetables. Selected schools would have a food vacuum sealer that can assist with preservation of their vegetables and fish. Our clubs will work with the communities to dry the fish, package it and market it to Bulawayo, Victoria Falls and Harare.
The proposal is to have climate action and conservation clubs in schools that will speak about local impacts of climate change and potential solutions and do practical outside activities like conservation agriculture, seed collection, tree planting and protection, fish farming, re-use of plastic materials, clean up campaigns, use of renewable energy and all these provide livelihood options for the community. For all the activities learners will understand the practical applicability of their learning and their agency for building climate solutions.
TFZ would provide the selected schools with seedlings and relevant inputs for the gardens, however it is the responsibility of the schools to maintain these nutritional gardens and fish ponds. TFZ
teachers/fellows will provide the basic financial literacy education for club members and women involved in the drying of vegetables and fish.
Through the project we propose to take a conscious decision that ensures that there is no discrimination between boys and girls in terms of participation in these projects at the schools. Empowering women and girls to take part in diverse climate change projects in the schools in order to contribute in the utilization of their local resources. Girls will have as much access as girls to the project resources and services. As a start we are targeting to have clubs of 20 members (10 girls and 10 boys) at each participating school. This implies that for our pilot we would directly work with about 120 learners (20 club members x 6 participating schools).
2. Project Justification and Baseline
Problem Analysis:
State the
Problem/Issue or
Challenge Binga is a district facing severe droughts leading to food and water shortages, hunger and starvation, deficiency diseases among children, land degradation, poor agricultural yields, poverty and lack of mainstream climate and environmental education. Without proper climate mitigation and adaptation, communities that rely on agriculture are affected. These human actions deteriorating the environment are mitigated by climate mitigation and adaptation strategies in which schools and communities play key roles.
What are the causes of the problem/issue or challenge? Direct Causes Indirect Causes
1. Severe droughts, leading to food and water shortages.
2. climate change effects
3. Schools/educators lack the space, knowledge and skills to engage learners in climate education in and outside the classroom.
4. Climate change education is not integrated in the school curriculum. 1. Collaboration between government departments has been poor and the curriculum has been too theoretical.
2. Ignorance.
3. Tragedy of commons.
3. Project Goal, Objectives, Activities, Outputs and Outcomes
Please describe the project framework and implementation plan by completing the table 1 below:
a) Overall Goal/Primary Objective: Proposed project should include environmental objective, along with development/livelihood objective as relevant.
b) Specific objectives: List all objectives to be addressed by project
c) Activities: List all activities to be implemented per objective
d) Project Outputs: Please describe measurable changes which will have occurred by the end of the project as a result of the planned intervention (e.g. XX hectares of community management conservation area established. XX community members is trained and improved on waste management).
e) Project Outcome: Please describe what will be produced as project results, in terms of changes in the institutional and behavioral capacities, changes in knowledge, attitudes, beliefs, policies, livelihoods and environmental conditions.
(For this section, please complete the Results Framework Table below)
Table 1 - Results Framework: (This is the most important part of the project proposal. Please take your time and use the guidelines provided)
GOAL
(Every project should
have one goal) OBJECTIVES ACTIVITIES
(activities must contribute to the achievement of objectives. Sometimes it takes more than one activity to achieve an objective) INDICATORS FOR PLANNED ACTIONS OUTPUTS OUTCOMES
To nurture global citizens who are equipped with the tools, mindsets, and skills to collectively mitigate the climate crisis, promote climate justice, and build resilience in the face of climate change 1. To increase and enhance the knowledge and skill base of the learners in schools and surrounding communities through awareness creation and provision of information on climate change impacts, mitigation and adaptation.
1.1. Re-development of the climate change module
1.2. Conduct training workshops with teachers at participating schools (TFZ has a technical partner with in-depth knowledge on fish farming)
1.3. Conduct training workshops with the communities surrounding the participating school
1.4. Creation of climate change learner clubs at participating schools (20 members per club)
1.5. Creation of climate related women clubs in the communities surrounding the participating schools (10 members per club and these will be identified by community leadership)
aseline: No module
Target: 1 module
Baseline: No
Target: 1 workshop for TFZ fellows
Baseline: 0
Target: 6 clubs (20
members each
Baseline: 0
Target: 6 clubs (20 members each
Baseline: 0
Target: 6 clubs (10 women each)
1.1 Climate change module created and shared with schools and stakeholders.
1.2 System teachers in the participating schools capacitated with knowledge and skills on climate change adaption and mitigation strategies.
1.3 Communities (through the women clubs) are capacitated with knowledge and skills on climate change adaptation and mitigation strategies
Improvement in knowledge, attitude and practices of learners, teachers, school communities pertinent to climate education.
2. To improve nutrition and human well-being through leveraging on locally available resources
2.1. Creation of well protected nutritional gardens at each
selected school (Size of the garden vary with each school)
2.2. Creation of fish ponds at each selected school measuring 10x10x1.5
2.3. Capacitate learners and women with Food preservation skills
2.4. Assist learners and communities (through the clubs) to access markets for their dried fruits, fish and vegetables.
2.5. To support learners and communities with equipment for food preservation Baseline:
Target: 5 nutritional gardens (1 per selected school)
Baseline: 0 Target: 3 fish ponds )1 per participating
school)
Baseline: 0
Target: 6 women and learner clubs created.
Baseline: 0
Target: TFZ Alumni and stakeholders to support with marketing of produce
Baseline: 0
Target: 6 vacuum sealers (1 per participating school) 2.1. The selected schools have a functional nutritional garden
2.2. The 3 selected schools have functional fish ponds
2.3. Learners and women (through clubs) fully capacitated food preservation skills.
2.4. Community produce marketed through support of
TFZ
2.5. Each school has a vacuum sealer to assist with food preservation
Improved nutrition and human well-being for the learners and surrounding communities.
3. To engage and mobilize learners and communities to proactively participate in climate change adaptation and mitigation strategies 3.1. Planting of trees indigenous and fruit trees at each participating school and surrounding communities.
3.2. Establishment of a school nursery for indigenous and fruit trees.
3.3. Provide learners with landscaping and waste management skills.
3.4. Creation of seedbanks at each participating school. Baseline: No trees planted
Target: 2000 trees (10 trees per learner for the 200 club members)
Baseline: No nurseries in place
Target: 10 nurseries (1 per participating school)
Baseline: No Clean and environmentally friendly schools.
Target: 10 Clean and environmentally friendly schools
Baseline: no seed banks
Target: 10 seedbanks 3.1. 2000 trees planted at the 10 schools and surrounding communities.
3.2. Each participating school has a nursery
3.3. Well-maintained school grounds
3.4. Each participating school has a seed bank A community that is adaptive to climate change issues
- Hide
Project Snapshot
Grantee:
Teach for Zimbabwe
Country:
Zimbabwe
Area Of Work:
Climate Change Mitigation
Climate Change Mitigation
Climate Change Mitigation
Climate Change Mitigation
Climate Change Mitigation
Operational Phase:
OP7 Y3 (July 22-June 23)
Grant Amount:
US$ 49,635.10
Co-Financing Cash:
US$ 1,500.00
Co-Financing in-Kind:
US$ 53,913.20
Project Number:
ZIM/SGP/OP7/Y3/STAR/CC/2023/04
Start Date:
6/2023
End Date:
7/2025
Status:
Currently under execution
Project Characteristics and Results
Inovative Financial Mechanisms
Brochures/Flyers 1000 flyers with climate change awareness information
Documentary video/DVD There would be video clips of the work the fellows and learners are doing in schools
Newsletters Quarterly newsletter (one per term)
Photo Stories Pictures and photos will be taken for all events and activities and showcased on the TFZ social media pages
A website with information from the project. Teach For Zimbabwe website
A Facebook Page with information from the project. Teach For Zimbabwe Facebook page
OTHER All Teach For Zimbabwe social media handles
Promoting Public Awareness of Global Environment
Brochures/Flyers 1000 flyers with climate change awareness information
Documentary video/DVD There would be video clips of the work the fellows and learners are doing in schools
Newsletters Quarterly newsletter (one per term)
Photo Stories Pictures and photos will be taken for all events and activities and showcased on the TFZ social media pages
A website with information from the project. Teach For Zimbabwe website
A Facebook Page with information from the project. Teach For Zimbabwe Facebook page
OTHER All Teach For Zimbabwe social media handles
Emphasis on Sustainable Livelihoods
Historically, the Binga people were forcibly displaced from the resource-rich flood plain of the Zambezi River to the dry, marginal escarpments of the same river to facilitate the construction of the Kariba Dam in the late 1950s. The same community is now suffering from the impacts of climate change and variability which have rendered their environment even drier and less productive (M. Matsa, 2019). The districts is affected by limited agricultural potential due to poor agro-ecological conditions and the presence of wildlife and animal diseases. Binga is also far from markets and therefore receive poor supplies of food at high prices, while earning low prices for items like livestock which are sold out of the area. A study by Matsa (2019) ?show that although the Tonga community is getting some assistance from NGOs and the central government, the assistance is not sustainable partly because it doesn?t incorporate Tonga traditional knowledge systems which have been the bedrock of Tonga Community resilience for generations?. Our proposal incorporates the different community players including the leaders hence we will be able too incorporate these traditional knowledge systems into our project. We will use a community drive approach and the aim is that the project would assist in alleviation of hunger through the nutritional gardens, conservation agriculture and food preservation. We envisage that in the long run the learners and communities would be able to do these activities at a large scale hence be able to market the products and produce for income. Despite being regarded as one of the country's poorest districts, Binga is endowed with vast natural resources that include wild animals, hot springs, timber, and the mighty Zambezi River waters. The project will leverage on the vast natural resources found in Binga to improve the livelihoods off the people. The fruits, vegetables and fish that are found in Binga would be preserved through vacuum sealing for long term consumption and even for sale.
Significant Participation of Indigenous Peoples
The project is designed in a way that capacitates the schools, the learners and the communities. The information servers and vacuum sealers would remain the property of the school during and after the project life. We hope there will be other partners who will continue to provide documentaries, stories and videos on climate change that will be served on the digital information servers. The TFZ fellowship is also an ongoing program hence there would always be fellows in Binga to conduct the climate change education given the income that will have been generated in the previous projects. The learners, schools and communities will remain in Binga even after the project and the knowledge and skills that would be acquired would remain with them.
Capacity - Building Component
The servers that would come with the project is an innovation that allows learners and communities to access climate change related learning content and material without the need for Wi-Fi. The servers can be a way to capture and store traditional knowledge. All climate change related content will be loaded in the servers for future generations. The project will also bring the vacuum sealers for food preservation. Art (dramas) and debate would be used as a way of conveying climate change education in schools and communities. This project is also an innovative way of linking the education system to climate change issues. It can be a positive step in the integration of climate change education in the school curriculum.
Notable Community Participation
What are the specific needs of men, women, youth and persons with disabilities.
Our project is centered around the school hence the categories are centred around learners
CATEGORIES Needs
Boys Knowledge, skills, equipment for gardens, fish ponds and food preservation
Girls Empowerment, Knowledge, skills, equipment for gardens, fish ponds and food preservation
) Indicate the roles you identified in the first column then insert your responses in each cell.
Boys Attending club sessions, construction of garden and fish pond tending the school garden and attending to the fish ponds
Girls Food preservation, attending clubs
Are there any constraints affecting participation of men, women, youth and persons with disabilities?
Boys There might be a clash between academic activities and climate change related activities even with household activities
Girls There might be a clash between academic activities and climate change related activities even with household activities
What strategies can be implemented to address these constraints faced by men, women, youth and persons with disabilities.
CATEGORY STRATEGIES
Boys Working together with the school administration and communities so that there is no clash of activities
Girls Working together with the school administration and communities so that there is no clash of activities
Boys Get a better understanding and appreciation of the program including getting a sense of ownership Knowledge and skills on climate change issues, improved nutrition and well being Adequately informed and skilled about climate change adaptability and mitigation
Girls Get a better understanding and appreciation of the program including getting a sense of ownership Knowledge and skills on climate change issues, improved nutrition and well-being Adequately informed and skilled about climate change adaptability and mitigation
Gender Focus
What are the specific needs of men, women, youth and persons with disabilities.
Our project is centered around the school hence the categories are centred around learners
CATEGORIES Needs
Boys Knowledge, skills, equipment for gardens, fish ponds and food preservation
Girls Empowerment, Knowledge, skills, equipment for gardens, fish ponds and food preservation
Community Members Knowledge, skills, equipment for gardens, fish ponds and food preservation
Persons with Disabilities Inclusivity in access of knowledge, skills, equipment for gardens, fish ponds and food preservation
iii) Indicate the roles you identified in the first column then insert your responses in each cell.
Categories ROLES
Boys Attending club sessions, construction of garden and fish pond tending the school garden and attending to the fish ponds
Girls Food preservation, attending clubs
Community Members Provision of indigenous knowledge, provision of land and labour for construction of gardens and fish ponds
Persons with Disabilities Attending club sessions, construction of garden and fish pond tending the school garden and attending to the fish ponds
iv) Are there any constraints affecting participation of men, women, youth and persons with disabilities? Please list.
CATEGORIES CONSTRAINTS
Boys There might be a clash between academic activities and climate change related activities even with household activities
Girls There might be a clash between academic activities and climate change related activities even with household activities
Community Members Selection of just a few members of the community can be misconstrued for segregation
Persons with Disabilities There might be a clash between academic activities and climate change related activities even with household activities
v) What strategies can be implemented to address these constraints faced by men, women, youth and persons with disabilities.
CATEGORY STRATEGIES
Boys Working together with the school administration and communities so that there is no clash of activities
Girls Working together with the school administration and communities so that there is no clash of activities
Community Members The selection will be done through community leadership
Persons with Disabilities Working together with the school administration and communities so that there is no clash of activities
vi) How will men, women, youth and persons with disabilities benefit through the project cycle and beyond the project?
CATEGORY PROJECT DESIGN PROJECT IMPLEMENTATION POST PROJECT
Boys Get a better understanding and appreciation of the program including getting a sense of ownership Knowledge and skills on climate change issues, improved nutrition and well being Adequately informed and skilled about climate change adaptability and mitigation
Girls Get a better understanding and appreciation of the program including getting a sense of ownership Knowledge and skills on climate change issues, improved nutrition and well-being Adequately informed and skilled about climate change adaptability and mitigation
Community Members Get a better understanding and appreciation of the program including getting a sense of ownership Knowledge and skills on climate change issues, improved nutrition and well being Improved livelihoods
Persons with Disabilities Get a better understanding and appreciation of the program including getting a sense of ownership Knowledge and skills on climate change issues, improved nutrition and well being Adequately informed and skilled about climate change adaptability and mitigation
+ View more
SGP Country office contact
Ms. Tsitsi Wutawunashe
Phone:
263-4-338846/44
Fax:
(263) 700946
Email:
Luckson Chapungu
Email:
Address
P.O. Box 4775
Harare, AFRICAN REGION, 264-4-
Harare, AFRICAN REGION, 264-4-
Visit the Zimbabwe Country Page