Last updated: 03/5/2019

Basic Information

Country
Geographic area
Population group
Children, Persons with disabilities

Programme Details

Programme objectives

To enhance access to primary and secondary education for orphans and vulnerable children.

References
Jongwe, T.R. et al. 2014. “Safety Net Complementarities: An in-depth analysis of the safety nets provided in Zimbabwe and their possible contribution to the labour market, economic growth and poverty reduction.” Presentation at the PEP general meeting, Santa Cruz, Bolivia, 5–8 May. Accessed 26 February 2016. <http:// www.pep-net.org/sites/pep-net.org/files/typo3doc/pdf/files_events/2014_Bolivia_conference/PIERI_12653.pdf>.
Start date
2001
References
Jongwe, T.R. et al. 2014. “Safety Net Complementarities: An in-depth analysis of the safety nets provided in Zimbabwe and their possible contribution to the labour market, economic growth and poverty reduction.” Presentation at the PEP general meeting, Santa Cruz, Bolivia, 5–8 May. Accessed 26 February 2016. <http:// www.pep-net.org/sites/pep-net.org/files/typo3doc/pdf/files_events/2014_Bolivia_conference/PIERI_12653.pdf>.
Coverage
194,000 (2015)
Programme expenditure
USD8.2 million

Targeting and eligiblity

Targeting methods
Categorical Targeting
Community-Based Targeting
References
Smith, H. et al. 2012. Process and Impact Evaluation of the Basic Education Assistance Module (BEAM) in Zimbabwe – Final Evaluation Report. Reading, UK: CfBT Education Trust, Harare: Impact Research International, and Parkwood, South Africa: Paul Musker and Associates. Accessed 26 February 2016. <http://www.unicef.org/evaldatabase/files/BEAM_Evaluation_Final_Report.pdf>.
Targeted areas
Nationwide
References
Smith, H. et al. 2012. Process and Impact Evaluation of the Basic Education Assistance Module (BEAM) in Zimbabwe – Final Evaluation Report. Reading, UK: CfBT Education Trust, Harare: Impact Research International, and Parkwood, South Africa: Paul Musker and Associates. Accessed 26 February 2016. <http://www.unicef.org/evaldatabase/files/BEAM_Evaluation_Final_Report.pdf>.
Target groups
Orphans and vulnerable children; children with disabilities.
References
Smith, H. et al. 2012. Process and Impact Evaluation of the Basic Education Assistance Module (BEAM) in Zimbabwe – Final Evaluation Report. Reading, UK: CfBT Education Trust, Harare: Impact Research International, and Parkwood, South Africa: Paul Musker and Associates. Accessed 26 February 2016. <http://www.unicef.org/evaldatabase/files/BEAM_Evaluation_Final_Report.pdf>.
Eligibility criteria
Beneficiaries are orphaned and vulnerable children (aged 6–19), at primary- or secondary-school level. Includes children who have never been to school or who have dropped out due to poverty or children who are currently in school but failing to pay the fees. Ten per cent of beneficiaries should be children with disabilities.
References
Smith, H. et al. 2012. Process and Impact Evaluation of the Basic Education Assistance Module (BEAM) in Zimbabwe – Final Evaluation Report. Reading, UK: CfBT Education Trust, Harare: Impact Research International, and Parkwood, South Africa: Paul Musker and Associates. Accessed 26 February 2016. <http://www.unicef.org/evaldatabase/files/BEAM_Evaluation_Final_Report.pdf>.
Eligibility reassessment (if any)
Annual reassessment

Coverage and other information

Type of benefits
School fee waivers
Amount of benefits
School tuition, levies and examination fees, based on the amount charged by each school.
Payment/delivery frequency
Payment is made every school term (there are three school terms in a year).
References
Smith, H. et al. 2012. Process and Impact Evaluation of the Basic Education Assistance Module (BEAM) in Zimbabwe – Final Evaluation Report. Reading, UK: CfBT Education Trust, Harare: Impact Research International, and Parkwood, South Africa: Paul Musker and Associates. Accessed 26 February 2016. <http://www.unicef.org/evaldatabase/files/BEAM_Evaluation_Final_Report.pdf>.
Benefit delivery mechanism
Direct bank transfers to schools bank accounts.
Benefit recipients
Students
Minimum and maximum duration of benefits (if any)
Minimum of one year
Monitoring and evaluation mechanisms and frequency
School rapid assessments, spot checks and termly district monitoring An impact evaluation of the programme was also conducted in 2012 by CfBT Education Trust, Impact Research International and Paul Musker and Associates.
References
Smith, H. et al. 2012. Process and Impact Evaluation of the Basic Education Assistance Module (BEAM) in Zimbabwe – Final Evaluation Report. Reading, UK: CfBT Education Trust, Harare: Impact Research International, and Parkwood, South Africa: Paul Musker and Associates. Accessed 26 February 2016. <http://www.unicef.org/evaldatabase/files/BEAM_Evaluation_Final_Report.pdf>.