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Adapting social and financial education for adolescents in Zimbabwe: A qualitative study of the Aflateen+ program

Author

Listed:
  • Nyoka, Stephen
  • Kakumura, Fortunate
  • Mutevere, Miriam
  • Dzinamarira, Thulani
  • Moyo, Cynthia
  • Vambe, Tinotenda
  • Chokudinga, Valentine
  • Mugoniwa, Tawanda
  • Moyo, Enos
  • Dzinamarira, Tafadzwa

Abstract

In sub-Saharan Africa, adolescent girls often face compounded vulnerabilities, including early marriage, limited access to quality education, and economic exclusion, which impede their potential to contribute meaningfully to their communities. To address these challenges, innovative and evidence-based strategies, such as financial literacy programs, are needed to equip young girls with the skills and resources required to overcome structural barriers. One such intervention is training adolescents on financial literacy. The Abdullah Dzinamarira Foundation (ADF) implemented the Aflateen+ curriculum in Zimbabwe over two years, reaching 1725 adolescents through various channels. The program, prioritizing inclusivity, trained 160 trainers to deliver the curriculum effectively. As part of the mid and end term evaluation, this study aimed to explore the lessons learned from ADF’s implementation of the Aflateen+ curriculum, focusing on its impact on adolescent girls, the strategies employed to navigate implementation challenges, and recommendations for scaling up similar programs.

Suggested Citation

  • Nyoka, Stephen & Kakumura, Fortunate & Mutevere, Miriam & Dzinamarira, Thulani & Moyo, Cynthia & Vambe, Tinotenda & Chokudinga, Valentine & Mugoniwa, Tawanda & Moyo, Enos & Dzinamarira, Tafadzwa, 2025. "Adapting social and financial education for adolescents in Zimbabwe: A qualitative study of the Aflateen+ program," Evaluation and Program Planning, Elsevier, vol. 111(C).
    • Handle: RePEc:eee:epplan:v:111:y:2025:i:c:s0149718925000588
    DOI: 10.1016/j.evalprogplan.2025.102591
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    References listed on IDEAS

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    1. Small, Sarah F. & van der Meulen Rodgers, Yana, 2023. "The gendered effects of investing in physical and social infrastructure," World Development, Elsevier, vol. 171(C).
    2. Jennifer McCleary-Sills & Lucia Hanmer & Jennifer Parsons & Jeni Klugman, 2015. "Child Marriage: A Critical Barrier to Girls' Schooling and Gender Equality in Education," The Review of Faith & International Affairs, Taylor & Francis Journals, vol. 13(3), pages 69-80, September.
    3. Sarah Baird & Laura Camfield & Anita Ghimire & Bassam Abu Hamad & Nicola Jones & Kate Pincock & Tassew Woldehanna, 2021. "Intersectionality as a Framework for Understanding Adolescent Vulnerabilities in Low and Middle Income Countries: Expanding Our Commitment to Leave No One Behind," The European Journal of Development Research, Palgrave Macmillan;European Association of Development Research and Training Institutes (EADI), vol. 33(5), pages 1143-1162, October.
    4. Stephanie Psaki & Nicole Haberland & Barbara Mensch & Lauren Woyczynski & Erica Chuang, 2022. "Policies and interventions to remove gender‐related barriers to girls' school participation and learning in low‐ and middle‐income countries: A systematic review of the evidence," Campbell Systematic Reviews, John Wiley & Sons, vol. 18(1), March.
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