Self-Financing Schools

Since the early 1990s schools in Zambia have established small income generating activities like chicken projects or gardens to raise extra money for their running costs. However, the most vulnerable schools in the country have always struggled to raise the money to start-up a school business and often lack the technical knowledge to launch and run the businesses successfully. In 2019, the Ministry of Education implemented a new policy that made income generating activities compulsory at all schools in response to the rising costs of essential resources like chalk and paper.

Since 2011 our model has supported schools to launch and sustain a number of diverse businesses to enable the schools to become financially and environmentally sustainable. This often includes establishing clean sources of water at schools (boreholes and water harvesting systems) and providing access to solar power if there is no mains electricity. The businesses are managed by our student-led Enterprise Committees who receive training through SCZ’s Enterprise Committee Training scheme.

Between March 2019 - April 2022 we piloted a new “Agricultural Hubs for Sustainable Schools Project” in partnership with iSchool, the Ministry of Education and the Ministry of Agriculture. This 3 year project aimed to reduce schools long-term overheads through the introduction of innovative e-learning technology and by establishing a school-run agri-business which will improve local farmers access to farming input tools.

In May 2019 our baseline showed that 61% of a sample of 500 families that we interviewed taking part on the project had less than K500 (30 dollars) a month to spend on their household essential items like food, soap and firewood. This could be broken down into 61% of the families living off US 1.07 a day in 2019. Only 13% had more than K800 ($50) a month (or $1.70 a day) and 3% had more than K1500 ($90) a month (or $3.20 a day)

At the end of our Agricultural Hubs for Sustainable Schools Project we had -

-Trained over 1,950 rural farmers in adaptive farming strategies whilst providing them with to access to farming input tools through our school-run agricultural hub shops. This led to a 300% increase in farmers growing maize and a 20% increase in families collecting and storing rainwater.

-Seen a 25% reduction in extreme poverty in our 500 targeted households, whilst 5% of families had risen above the World Bank poverty line for Zambia

Vocational Education

For many young people in rural Zambia, completing school does not automatically lead to further education or employment. Our vocational education work helps young people develop practical skills, confidence and experience that can be used to pursue livelihoods, start enterprises or continue their education. We combine hands-on training with entrepreneurship, financial literacy and climate-resilient approaches, working with schools and communities to create opportunities that reflect local needs and resources.

Rather than separating vocational education from the classroom, we use school-based enterprises and practical learning to connect education with real-world opportunities. Young people can learn through agriculture, tailoring, carpentry, poultry, IT, entrepreneurship and other locally relevant activities, while schools develop enterprises that can generate income and be reinvested in education.

Young Farmers

Since 2014, our Young Farmers programmes have given children and young people practical experience in organic and regenerative agriculture. Training has included composting, mulching, crop rotation, tree planting, rainwater harvesting, seed saving and sustainable food production, alongside budgeting, marketing and managing an agricultural enterprise.

More than 3,100 children and young people have now gained vocational skills through SCZ programmes, with agriculture remaining an important pathway because of its relevance to local livelihoods and food security. We have also supported young people to progress into professional agricultural training, with former participants going on to share their knowledge with other farmers in their communities.

Young Tailors

Tailoring has become one of SCZ's longest-running vocational pathways. Since the establishment of the Young Tailors Club at Kariba South Primary, more than 140 students have developed tailoring skills, with the school enterprise going on to receive international recognition.

The programme also demonstrates how vocational education can respond to issues affecting girls' education. Young people have produced reusable menstrual products using locally available and recycled materials, linking practical skills, enterprise and menstrual health.

This work is now expanding through the Climate Resilience Centre, where our first permanent building provides a dedicated space for tailoring and weaving. The Centre will enable young people to develop production skills and explore income-generating opportunities, including the production of reusable menstrual products and period underwear, while also providing space to learn and preserve local Tonga weaving traditions.

School Enterprises and Entrepreneurship

Our school enterprise approach gives young people the opportunity to learn by doing. Across our partner schools, students have been involved in enterprises including tailoring, agriculture, poultry, carpentry and other small businesses. These activities develop practical skills in budgeting, production, marketing, teamwork and financial management while creating opportunities for schools to generate their own resources.

To date, we have supported the development of 14 school businesses, which have generated more than £35,000 in profit reinvested into schools. This demonstrates the potential for vocational education to contribute not only to young people's livelihoods but also to the financial sustainability of the schools themselves.

We also encourage young people to take these skills beyond school. Through enterprise challenges, start-up support, savings groups and follow-up with former participants, we are increasingly interested in what happens after training: whether young people continue using their skills, establish businesses, generate income and contribute to their households and communities.

Girls, Skills and Staying in School

Vocational education has also played an important role in our work to address the barriers that can prevent girls from completing their education. Through the Next Generation Girls and Inter-Generation Girls Alliance, girls at risk of leaving school have been able to access practical skills alongside entrepreneurship, SRHR education, mentoring and support from their families and communities.

The wider impact of this work is reflected in the fact that more than 90% of participants in the Inter-Generation Girls Alliance remained in school, while our longer-term follow-up is helping us understand what happens to participants after they complete the programme — including whether they continue their education, enter employment, start enterprises, remain involved in savings groups and experience improvements in household food security.

Climate Resilience Centre

The next stage of our vocational education work is centred on the Climate Resilience Centre, which brings together many of the skills and approaches we have developed through our work with schools.

The Centre provides a practical space for tailoring and weaving, IT and entrepreneurship, regenerative agriculture, food processing, environmental learning and enterprise development. Its demonstration gardens will allow young people to learn about climate-smart food production, while the Centre's income-generating activities will create opportunities for young people and contribute to the Centre's own long-term financial sustainability.

Our ambition is for the Centre and our wider vocational programmes to provide opportunities for at least 500 young people each year, helping young people develop skills that are relevant to their lives and communities and creating pathways towards livelihoods, enterprise and greater resilience.

Our approach is ultimately about more than teaching a skill. It is about creating meaningful opportunities for young people to learn, experiment, earn and build on their own ideas, while strengthening the schools and communities around them.

Literacy Development

Promoting Literacy for Every Child

At School Club Zambia, we believe that literacy is the foundation for a brighter future—starting from the very earliest stages of a child's life. Yet, in Zambia, literacy levels in rural areas lag far behind those in cities. While the national literacy rate is approximately 62.6%, only about 49.8% of rural residents can read and write, compared to 78.2% in urban regions. This gap underscores the urgent need to ensure all children have access to quality education.

Since 2016, we’ve been dedicated to transforming this reality. We’ve created vibrant, interactive outdoor learning spaces at our partner schools to inspire curiosity and engagement beyond the classroom. We’ve also provided re-training courses for teachers, supplied e-learning equipment, established pre-school classrooms, and distributed specialised English as a Second Language books through our partner, Happy Readers in Zimbabwe.

Thanks to these efforts, we’ve seen remarkable progress—reading levels have jumped from just 5% to over 60% in many schools! But we know there is still much work to do. We continually seek innovative ways to advance literacy so that every child leaves school equipped with the skills and confidence to succeed.

In November 2021, we partnered with Gursney Overseas Aid to build two additional pre-school classrooms and train 10 early childhood educators. Our goal remains clear: to unlock the potential of every child through access to high-quality, inclusive education that empowers them for a lifetime.

Girls Education

Empowering Girls in Rural Zambia: Breaking Barriers and Building Futures

Girls in Zambia, particularly in rural areas like Sinazongwe where School Club Zambia operates, face extraordinary challenges. Deep-rooted cultural norms and economic hardships contribute to stark inequalities. UNICEF reports that 31% of young women in Zambia are married before the age of 18, and 28% have their first child by that age. Tragically, 77% of girls in rural areas will never complete a full 12 years of schooling, limiting their opportunities and perpetuating cycles of poverty and inequality.

Globally, over 650 million women were married before the age of 18, and Zambia is ranked among the top 20 hotspots for child marriage by Girls Not Brides. Poverty, gender inequality, and limited access to education are the key drivers—especially during drought years, when families see marriage as a way to reduce their economic burden by having one less mouth to feed.

Over the past decade, we have developed a girl-led, multi-faceted approach to address these challenges. Our programmes focus on empowering girls with the tools, information, and confidence to stay in school and reach their full potential. This includes providing safe spaces for girls to manage their menstrual health, distributing culturally preferred reusable sanitary wear—designed and made by the girls themselves—and offering vital information on sexual and reproductive health rights.

We also ensure consistent efforts to end period poverty across 11 schools by distributing sanitary products and actively participating in annual Menstrual Health Day events. These celebrations raise awareness within the community about the importance of menstrual health and break down taboos surrounding periods.

Monica, School Club Zambia’s Programme Assistant, shares:
"The issues facing girls are complex and require a multi-tiered approach. It is not just about distributing menstrual health products to keep girls in school if they do not understand why they are bleeding each month. Girls have told us stories about being terrified, thinking they have HIV the first time they bleed. We need to do more to support these girls and prevent them from not attending school due to issues that are well within our control to help."

Additionally, girls are involved in promoting health services at local clinics, helping to establish youth-friendly corners where they can access support and information. Our goal is to foster an environment where girls are informed, confident, and supported to make choices that shape their futures.

Success Stories and Impact

In January 2020, we launched a pioneering two-year project, “Girls of Sinazongwe: a child-led approach to reducing girl absenteeism,” supported by the UK Government’s FCDO under UK Aid Direct. The results have been remarkable: a 40.4% reduction in school absenteeism among girls and a 900% increase in family planning service usage at six local clinics—significantly improving health outcomes and keeping girls in education.

In April 2024, we celebrated the conclusion of a three-year project in partnership with Play It Forward, the Scottish Government, and Comic Relief. This initiative aimed to re-enrol 750 girls back into school through a sport-for-change model. Over the course of the project, 445 girls re-entered education, paving the way for brighter futures and breaking the cycle of poverty.

The programme also delivered notable improvements in literacy and numeracy, with a 32% increase in literacy rates and a 36% rise in numeracy skills among participating girls. The establishment of a girls’ football league not only promoted health and teamwork but also provided a platform for teaching vital life skills and raising awareness about sexual and reproductive health rights. Furthermore, entrepreneurship training and micro-finance initiatives enabled many girls to start small businesses, fostering financial independence and resilience.

Our Commitment

We believe that every girl deserves the chance to learn, lead, and succeed. Through our targeted programmes, community engagement, and strategic partnerships, we are working tirelessly to remove barriers and unlock the potential of Zambia’s girls—creating a future where gender equality is a reality, not just a goal.