Open Call: Community Engagement for School Solarisation Project in Zimbabwe

UNICEF Zimbabwe is inviting Civil Society Organizations (CSOs) to partner in implementing Social and Behaviour Change (SBC) interventions that strengthen community ownership and protection of solar-powered infrastructure in schools. The initiative supports the solarisation of schools in Lupane and Hwange districts, promoting sustainable maintenance, community accountability, blended learning, and renewable energy solutions that improve education outcomes.

UNICEF Zimbabwe Call for Partnership: Social and Behaviour Change for School Solarisation

The United Nations International Children’s Emergency Fund (UNICEF) Zimbabwe is seeking qualified Civil Society Organization (CSO) partners to implement community engagement and Social and Behaviour Change (SBC) interventions that encourage the sustainable use, protection, and long-term maintenance of solar infrastructure installed in schools.

The partnership supports UNICEF’s broader goal of improving education, strengthening community resilience, expanding access to digital learning, and promoting renewable energy solutions in Zimbabwe’s education sector.

Program Overview

The partnership focuses on strengthening community ownership of school solar systems through community participation, Human-Centred Design approaches, and behaviour change strategies.

The initiative seeks to:

• Promote sustainable use of solar-powered school infrastructure.
• Increase community ownership and accountability.
• Improve access to quality education through reliable electricity.
• Strengthen blended and digital learning opportunities.
• Support renewable energy solutions in schools.
• Build long-term systems for maintenance and protection of solar assets.

The programme aligns with Zimbabwe’s national development priorities and UNICEF’s commitment to improving children’s education, protection, and participation.

Background

Many schools in rural Zimbabwe continue to face limited access to reliable electricity, making it difficult to introduce digital learning technologies and blended education models.

To address this challenge, UNICEF, with funding support from the Global Partnership for Education (GPE), is implementing a school solarisation programme across selected districts.

The upcoming Phase III of the project will focus on schools located in:

• Zaka District
• Lupane District
• Hwange District

Lessons from earlier implementation phases demonstrated that successful solarisation depends not only on installing equipment but also on ensuring that communities actively participate in protecting and maintaining the infrastructure.

Partnership Objectives

The partnership aims to:

• Strengthen community ownership of school solar systems.
• Promote positive social and behaviour change.
• Improve accountability for solar infrastructure.
• Encourage community-led maintenance systems.
• Support sustainable renewable energy solutions.
• Expand access to digital and blended learning.
• Increase youth participation in community development.
• Improve education outcomes for children.

Focus Areas

Eligible projects should contribute to one or more of the following areas:

• Communication for Development (C4D)
• Social and Behaviour Change (SBC)
• Human-Centred Design (HCD)
• Community engagement
• Capacity building
• Training and skills development
• Youth leadership and participation
• Education
• Learning outcomes
• Renewable energy awareness
• Community accountability
• Food Assistance for Assets
• Gender-responsive community engagement, including engaging men and boys

Expected Results

The partnership seeks to achieve several long-term outcomes, including:

• Increased community ownership of school solar infrastructure.
• Greater protection of solar systems from theft, vandalism, and misuse.
• Stronger maintenance and accountability systems.
• Increased participation of school management committees and local leaders.
• Improved collaboration between schools and surrounding communities.
• Sustainable operation and maintenance plans for solar systems.
• Greater use of renewable energy in education.
• Enhanced blended learning opportunities.

Who Can Apply?

UNICEF is seeking Civil Society Organizations (CSOs) with relevant technical expertise.

Organizations should have experience in areas such as:

• Social and Behaviour Change (SBC)
• Human-Centred Design (HCD)
• Community mobilization
• Education programmes
• Community engagement
• Capacity building
• Behaviour change communication
• Participatory development
• Youth engagement
• Rural community development

Applicants should demonstrate the ability to design and implement community-driven interventions that promote sustainable behavioural change.

Role of the Selected Partner

The selected CSO partner will support UNICEF by:

• Designing Human-Centred Design processes.
• Conducting community engagement activities.
• Implementing Social and Behaviour Change interventions.
• Gathering community insights and feedback.
• Supporting schools and communities during and after solar installation.
• Building local capacity for maintenance and accountability.
• Promoting community ownership of solar infrastructure.
• Encouraging positive behaviours that protect school assets.

Youth Participation

Young people play an important role in the partnership.

The programme encourages youth to become:

• Community innovators.
• Renewable energy champions.
• Peer educators.
• Advocates for sustainable school infrastructure.
• Agents of positive social change.

Their participation helps strengthen long-term community ownership while promoting leadership and innovation.

How the Partnership Works

The partnership will generally follow these stages:

1. UNICEF selects an experienced Civil Society Organization.
2. Community assessments and Human-Centred Design activities are conducted.
3. Community insights inform Social and Behaviour Change interventions.
4. Schools and communities participate in awareness and training activities.
5. Community-led maintenance and accountability systems are established.
6. Behaviour change and programme outcomes are monitored and evaluated.

Why This Partnership Matters

Reliable electricity is essential for improving education quality, especially in rural schools.

Solar-powered schools create opportunities to:

• Expand digital learning.
• Improve access to educational technology.
• Support teachers working in remote areas.
• Reduce dependence on unreliable energy sources.
• Promote environmentally sustainable development.

However, long-term success depends on community ownership.

By strengthening local engagement and accountability, the partnership helps ensure that solar infrastructure remains operational and continues benefiting learners for many years.

Tips for a Strong Application

Organizations preparing a partnership proposal should:

• Demonstrate experience in community engagement and behaviour change.
• Highlight expertise in Human-Centred Design approaches.
• Show successful implementation of education or renewable energy projects.
• Explain how local communities will be actively involved.
• Include realistic monitoring and sustainability plans.
• Demonstrate strong partnerships with local stakeholders.
• Present innovative approaches that encourage long-term ownership.

Common Mistakes to Avoid

Avoid these common proposal weaknesses:

• Focusing only on infrastructure rather than community ownership.
• Providing limited evidence of community engagement experience.
• Ignoring sustainability after project implementation.
• Not including youth participation strategies.
• Failing to explain behaviour change methodologies.
• Overlooking maintenance and accountability mechanisms.

Frequently Asked Questions (FAQs)

What is the UNICEF Zimbabwe school solarisation partnership?

It is a partnership opportunity for Civil Society Organizations to implement Social and Behaviour Change interventions that strengthen community ownership, protection, and sustainability of solar-powered infrastructure in schools.

Who can apply?

Eligible applicants are Civil Society Organizations with experience in Human-Centred Design, Social and Behaviour Change, community engagement, education, and capacity building.

Which districts are included in Phase III?

The school solarisation project will target:

• Zaka
• Lupane
• Hwange

Social and Behaviour Change interventions under this partnership will focus primarily on Lupane and Hwange.

What are the main objectives of the partnership?

The partnership aims to strengthen community ownership, improve maintenance of school solar systems, protect infrastructure from theft and vandalism, and support digital learning through sustainable renewable energy solutions.

Why is community engagement important?

Community participation helps ensure that solar infrastructure is properly maintained, protected, and used responsibly, increasing the long-term success of the investment.

How will young people be involved?

Young people will participate as innovators, community champions, and agents of change, promoting responsible use and sustainability of solar-powered school services.

What long-term outcomes are expected?

The initiative seeks to establish sustainable maintenance systems, improve community accountability, strengthen education through reliable electricity, promote renewable energy, and encourage collective responsibility for protecting school assets.

Conclusion

The UNICEF Zimbabwe Partnership for Social and Behaviour Change and School Solarisation provides an important opportunity for experienced Civil Society Organizations to help strengthen community ownership of renewable energy infrastructure in schools. By combining Human-Centred Design, community engagement, and behaviour change approaches, the initiative supports sustainable school solar systems, expands access to digital learning, empowers young people, and contributes to resilient, climate-friendly education systems across Zimbabwe.