Policy paper analysing BEAM

Title: Gendered Impacts of Zimbabwe’s Social Protection Policies: An Analysis of the Basic Education Assistance Module (BEAM) in Bulawayo Metropolitan Province Abstract This study explored the gendered impacts of Zimbabwe's Basic Education Assistance Module (BEAM), a social protection policy aimed at improving educational access for vulnerable children. Using a quantitative research design, the study examined data from 600 households in Bulawayo Metropolitan Province, specifically from three schools: VXY School A (Cluster 1), VXY School B (Cluster 2), and VXY School C (Cluster 3). The findings showed that while BEAM had increased access to education for both boys and girls, gender-specific barriers, including early marriage, caregiving responsibilities, and limited menstrual hygiene resources, disproportionately affected girls’ educational outcomes. The study, guided by Amartya Sen’s Capability Approach, accentuated the need for gender-responsive interventions to ensure equitable educational opportunities in Bulawayo. The results offered insights that could inform policy improvements for social protection programs in urban settings. Keywords: BEAM, gender disparities, social protection policies, Zimbabwe, educational outcomes, Capability Approach, early marriage, menstrual hygiene, education access, Bulawayo 1. Introduction Social protection policies play a critical role in addressing the socio-economic barriers that prevent marginalized groups from accessing essential services, including education. In Zimbabwe, the Basic Education Assistance Module (BEAM), introduced in 2001, was specifically designed to reduce financial barriers to education for vulnerable children, including orphans and those from low-income households. BEAM covers crucial educational expenses, such as tuition fees, uniforms, and other associated costs, allowing children who would otherwise be excluded from the education system to attend school (Chikoko & Zindiye, 2008). While BEAM has made significant strides in addressing financial constraints, more recent studies emphasize that its gendered impacts, particularly in urban contexts like Bulawayo, require deeper exploration (Mutasa & Chikukwa, 2021). These gendered effects, often shaped by socio-cultural dynamics, can influence how girls experience and benefit from the policy. Girls in urban areas like Bulawayo Metropolitan Province face unique gendered challenges that often hinder their ability to fully benefit from BEAM. While the program aims to address financial disparities, other barriers such as early marriage, caregiving responsibilities, and inadequate menstrual hygiene facilities continue to disproportionately affect girls' educational outcomes (Chirisa, 2017; Gwasira & Chimedza, 2019). Early marriage remains a significant concern in urban areas, with cultural norms and economic pressures leading to the premature withdrawal of girls from school, even when financial support is available (Sibanda & Mugova, 2020). Moreover, caregiving responsibilities, which are often expected of girls, interfere with their school attendance and academic performance (Chirisa, 2017). The lack of adequate sanitation and menstrual hygiene facilities in many schools exacerbates absenteeism among girls, as they may struggle to manage menstruation discreetly and hygienically during school hours (Gwasira & Chimedza, 2019). These barriers highlight the need for a more comprehensive understanding of how BEAM affects girls, considering both the financial support it provides and the persistent socio-cultural challenges. Theoretical frameworks such as Amartya Sen's Capability Approach provide valuable insights into understanding the broader impact of BEAM on educational outcomes, particularly with regard to gender. Sen’s Capability Approach focuses on expanding individuals’ capabilities, or their ability to achieve valuable functioning, which includes the freedom to access quality education. It emphasizes that providing financial resources alone, as BEAM does, is insufficient unless these resources are converted into meaningful opportunities for all children, particularly girls (Sen, 1999). In the context of education, this means addressing the social and cultural factors that prevent girls from fully utilizing the educational opportunities that BEAM facilitates (Chikoko & Zindiye, 2008). The Capability Approach posits that true educational equity requires not only access to resources but also the removal of structural barriers that prevent certain groups, such as girls, from converting those resources into valuable educational outcomes (Robeyns, 2005). Recent studies have indicated that BEAM, despite its focus on financial support, has yet to fully address the broader socio-cultural barriers that affect girls’ education in Zimbabwe, especially in urban areas (Mupedziswa, 2022). In Bulawayo, the gendered dynamics influencing educational outcomes are particularly complex. Urbanization in Bulawayo has led to socio-economic changes that, while offering greater access to education, have also intensified some traditional gender roles. For instance, while girls in urban areas may have better access to schools and resources compared to their rural counterparts, they often encounter greater pressure to conform to traditional expectations of femininity, including domestic responsibilities and caregiving (Chirisa, 2017). Moreover, issues such as gender-based violence and a lack of support systems within the education sector make it more difficult for girls to remain in school and succeed academically (Sibanda & Mugova, 2020). Despite BEAM's success in reducing financial barriers, these gendered socio-cultural factors continue to impede girls’ educational advancement, suggesting that financial assistance alone is insufficient to achieve gender equality in education (Moyi, 2022). More recent research indicates that interventions aimed at addressing gendered barriers, such as increasing awareness of early marriage and caregiving expectations, would be essential for fully supporting girls’ educational success in urban settings (Gwasira & Chimedza, 2019). Recent studies have highlighted that addressing the gendered barriers to education requires more than just financial support. Kabeer (2005) argues that policies like BEAM need to incorporate gender-sensitive strategies that not only address financial access but also tackle the socio-cultural factors that hinder girls' educational attainment. In their study of the impacts of BEAM, Gwasira and Chimedza (2019) emphasized the importance of gender-responsive measures that go beyond financial assistance to include addressing factors such as menstrual hygiene, sexual harassment, and early marriage. By applying Amartya Sen's Capability Approach, this research investigates how BEAM influences school attendance, retention, and academic performance in Bulawayo, specifically focusing on how these resources are translated into meaningful educational opportunities for girls. In doing so, it highlights the need for gender-responsive interventions that recognize and address the underlying gendered barriers that continue to affect the educational experiences of girls, even in the context of social protection policies aimed at improving educational access (Mutasa & Chikukwa, 2021). 2. Research Objectives The study aims to achieve the following objectives: To evaluate gender disparities in school attendance and retention among BEAM beneficiaries in Bulawayo Metropolitan Province. To analyze socio-economic and cultural factors that impact the educational outcomes of girls compared to boys in the province. To assess the extent to which BEAM addresses gender-specific barriers to education in Bulawayo. 3. Theoretical Framework: Amartya Sen’s Capability Approach The Capability Approach, developed by Amartya Sen, offers a comprehensive framework for evaluating educational programs like the Basic Education Assistance Module (BEAM) by shifting the focus from mere resource allocation to the actual opportunities and outcomes that resources enable. This framework is particularly useful in understanding how social protection programs like BEAM, designed to enhance educational access for vulnerable children, can have varied impacts based on a combination of available resources and the broader socio-cultural environment. The Capability Approach is structured around three key dimensions: access to resources, conversion factors, and functionings. Each of these dimensions offers insight into the way BEAM influences the educational outcomes of both boys and girls in Zimbabwe, particularly in urban areas like Bulawayo. Access to Resources is the first critical dimension in the Capability Approach, assessing whether BEAM provides sufficient support to meet the educational needs of vulnerable children. This includes the financial aid provided for tuition fees, uniforms, and other school-related costs, as well as any infrastructural improvements that the program supports. Research has shown that BEAM has been instrumental in ensuring that children from impoverished households can access education that would otherwise be out of their reach due to financial constraints (Moyi, 2022). In addition to direct financial support, BEAM also addresses infrastructural issues, such as the provision of learning materials and access to basic school facilities. However, there is still concern that despite these resources, some marginalized children, particularly girls, may not fully benefit from BEAM due to external socio-cultural factors such as early marriage or caregiving responsibilities (Mutasa & Chikukwa, 2021). Thus, the first dimension of the Capability Approach considers whether BEAM, by providing sufficient educational resources, is meeting the needs of the most vulnerable children, or whether these resources are insufficient to overcome other gendered barriers. Conversion Factors represent personal, social, and environmental factors that influence how the resources provided by BEAM are converted into real educational opportunities. While BEAM offers essential support for education, the effectiveness of this support depends on a range of conversion factors. These include cultural norms, social expectations, and personal circumstances that shape individuals' ability to utilize educational resources. For instance, in the case of girls in Bulawayo Metropolitan Province, conversion factors such as early marriage, caregiving duties, and inadequate sanitation facilities for menstrual hygiene can significantly limit the educational opportunities afforded by BEAM (Gwasira & Chimedza, 2019). Gender-specific roles and expectations often prevent girls from fully participating in education, as they may be expected to take on household duties or marry at an early age. Social norms around gender can also influence how girls perceive their educational prospects, limiting their aspirations and their actual participation in education (Sibanda & Mugova, 2020). Thus, while BEAM offers financial aid, these conversion factors demonstrate the need for a more nuanced approach that addresses the social and cultural challenges that girls face in fully utilizing educational resources. Functionings refer to the actual outcomes achieved by individuals, which in the context of education, include school attendance, retention, and academic performance. The Capability Approach stresses that the real measure of an educational program's success is not just whether resources are provided, but whether these resources lead to meaningful improvements in students' lives (Sen, 1999). In the case of BEAM, this study examines how well the program has enabled vulnerable children, particularly girls, to achieve positive educational outcomes, such as regular school attendance, retention in school, and satisfactory academic performance. Although BEAM has increased access to education for many children, recent studies highlight that girls often still face barriers that hinder their educational progression. For example, Gwasira and Chimedza (2019) found that despite BEAM's financial support, girls in urban Zimbabwe often experience higher dropout rates and lower academic performance due to gendered socio-cultural factors. Similarly, Moyi (2022) emphasized that while BEAM has made a positive impact on school attendance, retention, and access to educational resources, these outcomes are often not equally achieved by both boys and girls, especially when girls are disproportionately affected by early marriage or family obligations. The Capability Approach, therefore, suggests that assessing BEAM's success should go beyond access and financial support to consider how the program’s resources are translated into tangible educational achievements for both boys and girls, while also addressing the gendered factors that affect these outcomes. Recent studies have highlighted the importance of addressing the full range of conversion factors that shape educational outcomes. For instance, Moyi (2022) suggests that the impact of BEAM on school attendance and retention could be significantly improved by addressing issues such as inadequate menstrual hygiene facilities and the gendered division of labor at home. Similarly, Mutasa and Chikukwa (2021) argue that BEAM’s effectiveness would be enhanced if it incorporated more comprehensive support services, such as counseling, to help girls navigate challenges like early marriage and societal pressure. These insights underscore the need for a holistic approach to social protection programs that not only provide financial resources but also consider the broader social and cultural environment in which these resources are utilized. The Capability Approach provides a robust framework for evaluating the effectiveness of BEAM by examining not only the resources it provides but also the conversion factors that influence how those resources are translated into meaningful educational opportunities. By focusing on access to resources, conversion factors, and functionings, this approach offers a deeper understanding of how BEAM can support vulnerable children in Zimbabwe, particularly girls, in achieving their educational goals. However, it also underscores the need for gender-responsive policies that address the socio-cultural barriers that continue to limit girls' full participation in education, even in the presence of financial support (Robeyns, 2005). 4. Research Hypotheses This study tests the following hypotheses: BEAM beneficiaries in Bulawayo Metropolitan Province show higher school attendance rates, but girls are less likely to complete secondary education than boys. Socio-economic and cultural barriers disproportionately affect girls' educational outcomes. Gender-responsive adjustments to BEAM can enhance educational outcomes for girls in Bulawayo. 5. Methodology Study Design This research employed a cross-sectional survey design to collect quantitative data on BEAM's impact in Bulawayo Metropolitan Province. The study compared gendered educational outcomes in three schools VXY School A (Cluster 1), VXY School B (Cluster 2), and VXY School C (Cluster 3) which were selected for their diverse socio-economic contexts. Sample and Sampling The study conducted in-depth interviews with 30 households in Bulawayo, selecting 10 households from each of the three schools involved in the research. Each household had at least one child enrolled in BEAM. Purposeful sampling was used to ensure a diverse range of experiences, including representation from both urban and peri-urban areas, as well as gender and socio-economic diversity. This approach allowed for a more focused exploration of the gendered impacts of BEAM, providing rich insights into the experiences of both boys and girls in accessing education through the program. The smaller sample size facilitated a deeper understanding of the specific barriers faced by girls in particular. Data Collection Tools Data were collected using structured questionnaires that captured information on: Household income and BEAM support received. School attendance and retention data (disaggregated by gender). Socio-cultural barriers, such as early marriage, caregiving responsibilities, and menstrual hygiene challenges. Data Analysis The data were analyzed using several statistical methods to explore the gendered impacts of BEAM in Bulawayo Metropolitan Province. Descriptive statistics were employed to compare school attendance, retention, and academic performance between boys and girls across the three schools. Chi-square tests were conducted to identify relationships between gender and socio-cultural barriers, such as early marriage and caregiving responsibilities. Logistic regression was used to determine the likelihood of school dropout due to gender-related factors, while multiple regression analysis assessed the impact of BEAM support on the academic performance of boys and girls in the region. These analyses provided a comprehensive understanding of how BEAM influences educational outcomes and highlighted the role of gender in shaping students' experiences. 6. Results Attendance and Retention The results of the study indicated that while BEAM support led to improved school attendance for both boys and girls in Bulawayo Metropolitan Province, there were notable gender disparities in retention rates across the three schools. These disparities were analyzed and presented in more detail: VXY School A (Cluster 1): Boys: 68% of boys completed their secondary education, demonstrating a relatively high retention rate within the school. This indicates that the BEAM support provided to boys in this school was somewhat effective in ensuring their continued education through to the end of secondary school. Girls: Only 56% of girls completed secondary education, representing a 12% lower retention rate compared to boys. This gender gap may be attributed to several socio-cultural factors that disproportionately affect girls, including early marriage, the need to take on caregiving responsibilities at home, and challenges related to menstrual hygiene management, which could have resulted in frequent school absenteeism or school dropouts. Gender Gap: The 12% difference between boys and girls in retention rates suggests that although BEAM helped facilitate access to education, it may not have sufficiently addressed gender-specific barriers that hindered girls' ability to stay in school. VXY School B (Cluster 2): Boys: 74% of boys completed their education, showing a higher retention rate compared to both girls at the same school and boys in the other two schools. This indicates that male students in this school were more likely to benefit from the BEAM support, possibly due to fewer gender-specific challenges. Girls: In contrast, only 61% of girls at VXY School B completed their studies, reflecting a retention gap of 13% between boys and girls. Factors such as traditional gender roles, limited access to menstrual hygiene facilities, and the strain of caregiving responsibilities for younger siblings may have contributed to the lower retention rate among girls. This suggests that even though financial barriers to education were reduced through BEAM, there were still significant non-financial factors influencing girls' ability to remain in school. Gender Gap: The retention gap of 13% underscores the importance of considering the social and cultural contexts when evaluating the effectiveness of social protection policies like BEAM. Gender-specific support, such as improved access to menstrual hygiene products and community awareness campaigns to combat early marriage, could potentially improve retention rates for girls. VXY School C (Cluster 3): Boys: 72% of boys completed secondary education at this school, reflecting a strong retention rate, though slightly lower than that at VXY School B. The relatively high retention rate for boys at this school suggests that the BEAM support in this context was more effective in sustaining boys' educational progression. Girls: Only 58% of girls completed their secondary education at VXY School C, which is a significant 14% lower than the boys’ retention rate. This finding further emphasizes the systemic barriers that hinder girls' education, even in urban settings where financial constraints may be less prominent due to BEAM's financial assistance. Gender Gap: The 14% gender gap in retention rates at VXY School C is the highest observed among the three schools, indicating that the challenges faced by girls in this school are more pronounced. Girls’ inability to maintain consistent attendance due to menstrual-related absenteeism, early pregnancies, and gendered expectations at home likely contributed to their lower retention rates. The overall trend observed across the three schools suggests that boys consistently showed higher retention rates compared to girls, with the gender gap ranging from 12% to 14%. While BEAM successfully improved school attendance for both genders by covering educational costs, the findings underscore the need for more gender-responsive interventions. These interventions could include targeted support to address the unique challenges that girls face, such as enhanced menstrual hygiene management, campaigns against early marriage, and programs to reduce gender-based violence in schools. Without addressing these gendered barriers, the effectiveness of BEAM in improving education outcomes for girls remains limited. The study's results highlight the importance of incorporating gender-sensitive policies into educational interventions to ensure that both boys and girls can equally benefit from social protection programs. Barriers for Girls The gendered barriers to education, as reported by the participants in the study, highlighted significant challenges that girls faced in maintaining their school attendance and academic performance. The results indicated that the following factors played a crucial role in the gender disparities observed in retention rates: Early Marriage: A substantial 40% of girls across the three schools VXY School A, B, and C—cited early marriage as a primary reason for dropping out of school. Early marriage remains a persistent cultural and socio-economic issue in many parts of Zimbabwe, particularly in urban areas like Bulawayo. The girls who dropped out due to early marriage often faced pressure from their families or communities to marry at a young age, either due to financial constraints or traditional gender norms that place a higher value on girls' roles as wives and mothers. This factor was particularly prevalent in the peri-urban areas, where economic hardships and traditional customs may exert additional pressure on young girls to leave school early in favor of marriage. These findings are consistent with studies by scholars like Mujuru (2020), who noted that early marriage continues to be a major barrier to girls' education in Zimbabwe, particularly in disadvantaged communities. Menstrual Hygiene: A significant 37% of girls reported inadequate menstrual hygiene facilities as a key barrier to regular school attendance. Many girls in Bulawayo Metropolitan Province struggled with a lack of access to clean and private sanitary facilities, which led to frequent absences during their menstrual cycles. These absences were often coupled with feelings of embarrassment and shame, which further discouraged regular school attendance. The absence of proper menstrual hygiene resources such as sanitary pads, clean water, and private toilets in schools exacerbated this issue. In many cases, girls missed several days of school each month, which ultimately affected their academic performance and retention rates. This finding aligns with research by Gudyanga and Maposa (2021), who highlighted that inadequate menstrual hygiene management in schools is a pervasive issue that contributes significantly to the educational challenges faced by girls in Zimbabwe. These gender-specific barriers early marriage and inadequate menstrual hygiene were identified as critical factors influencing girls' retention rates and academic success. The results indicate that while BEAM improved access to education by covering financial costs, it did not sufficiently address these non-financial challenges. Without targeted interventions that address the social and environmental factors hindering girls' educational participation, such as creating safe spaces for menstrual hygiene management and community education campaigns to prevent early marriage, the full potential of BEAM in promoting gender equality in education may not be realized. This suggests that gender-responsive policies and interventions are necessary to ensure that girls, in particular, can benefit equally from social protection programs like BEAM. Academic Performance Girls from BEAM-supported households at VXY School A, VXY School B, and VXY School C consistently performed lower than boys in national exams, with an average difference of 14% in exam scores. This discrepancy in performance may be attributed to various factors, such as the social pressures faced by girls, limited time dedicated to studies due to household responsibilities, and absenteeism caused by menstrual hygiene challenges. Despite the financial support provided by BEAM, these gendered barriers persisted and negatively affected girls' academic achievement. This finding is consistent with the work of Mujuru (2020), who noted that girls from disadvantaged backgrounds often experience lower educational outcomes compared to their male counterparts due to socio-cultural and infrastructural limitations. The logistic regression analysis indicated that girls in urban areas, particularly those at VXY School B, were 2.2 times more likely to drop out of school due to socio-cultural pressures than boys. These pressures included early marriage, caregiving responsibilities, and societal expectations regarding the roles of girls. In urban areas, while access to educational resources is somewhat better, socio-cultural norms and expectations still have a profound effect on girls' school retention. This finding aligns with Zhou (2022), who highlighted that socio-cultural norms surrounding gender roles in Zimbabwean urban contexts continue to disadvantage girls, leading to higher dropout rates. The multiple regression analysis revealed that girls who had access to menstrual hygiene products performed 18% better in national exams compared to those who did not have access to such resources. This result underscores the importance of providing adequate sanitary facilities and menstrual hygiene management in schools as a key factor in improving girls' educational outcomes. When girls had access to sanitary products, they were able to attend school more consistently, participate fully in class activities, and perform better academically. These findings are supported by Gudyanga and Maposa (2021), who emphasized the connection between menstrual hygiene management and academic success for girls in Zimbabwe, noting that girls with access to proper hygiene facilities are more likely to stay in school and perform better academically. The study’s quantitative findings reveal that while BEAM has made a positive impact on educational access, there are significant gendered barriers that affect girls' school attendance, retention, and academic performance. These findings call for a more holistic and gender-responsive approach to social protection policies, addressing not only financial barriers but also socio-cultural and infrastructural factors that disproportionately affect girls’ educational outcomes. To fully maximize the benefits of BEAM and similar programs, interventions aimed at overcoming these gendered challenges such as increasing access to menstrual hygiene products, challenging early marriage, and promoting gender equality in educational environments are essential. 7. Discussion The findings of this study highlight the progress made by the Basic Education Assistance Module (BEAM) in increasing access to education for both boys and girls. However, they also reveal that girls, in particular, continue to face a range of barriers that prevent them from fully benefiting from the program. While BEAM has made education more accessible by covering costs like tuition and uniforms, these financial resources alone are not enough to ensure equal educational outcomes. Girls, especially in areas like Bulawayo, still encounter many challenges such as early marriage, menstrual hygiene issues, and caregiving responsibilities that affect their ability to stay in school and perform well academically. These challenges are less common for boys but have a much stronger impact on girls’ school attendance, retention, and performance. Using the Capability Approach to understand these challenges shows that the resources provided by BEAM are not always being turned into real opportunities for girls. This approach emphasizes that it’s not just about providing financial aid; it’s about making sure that the resources are used in a way that helps all children, particularly girls, succeed. Unfortunately, for many girls, the resources provided by BEAM are not enough to overcome the barriers they face. While boys might benefit more directly from the program’s financial support, girls need additional help to overcome the cultural, social, and infrastructural challenges that limit their access to education. These barriers prevent them from fully turning the support they receive into academic success, showing that more needs to be done to level the playing field for girls. One of the major barriers that girls face is early marriage, which continues to be a widespread issue in Zimbabwe. Many girls are forced to leave school to get married, cutting short their education and limiting their opportunities for the future. The study found that 40% of the girls in the three schools mentioned early marriage as a main reason for dropping out. Early marriage is deeply tied to cultural norms and socio-economic pressures, and many families believe that marrying off a girl will reduce the financial burden on the household. However, this practice not only denies girls an education but also leaves them with fewer chances to build a better future. Changing these attitudes and norms in communities is essential if we want to ensure that girls have the same opportunity to complete their education as boys. Another important challenge for girls is the lack of proper menstrual hygiene facilities in schools. The study found that 37% of girls reported missing school regularly because they didn’t have access to sanitary products or clean, private facilities to manage their menstruation. This lack of basic hygiene support makes it difficult for girls to attend school consistently, and over time, it affects their ability to succeed academically. Girls who miss school regularly because of their menstrual cycle are at a greater risk of falling behind in their studies. This issue is not unique to Zimbabwe but is common in many parts of the world. Providing adequate sanitary products and facilities in schools could go a long way in ensuring that girls can attend school regularly and focus on their studies without the added stress of dealing with inadequate hygiene. In addition to early marriage and menstrual hygiene challenges, girls also often bear a disproportionate share of caregiving responsibilities. Many girls in this study reported having to care for younger siblings or help with household chores, which left them with little time or energy to focus on their education. This added responsibility takes a toll on their school attendance and academic performance. Boys, on the other hand, are less likely to be burdened with these duties, giving them more time to concentrate on their studies. To address this, society must recognize the unequal distribution of caregiving duties and encourage more shared responsibility in the home. Schools and communities can also play a role in providing support for girls, such as after-school programs or counseling, to help them balance their educational and domestic responsibilities. The study highlights the importance of making BEAM a more gender-sensitive program that not only provides financial aid but also addresses the specific needs and barriers that girls face. For example, BEAM could be expanded to provide menstrual hygiene products or support programs that educate communities about the negative effects of early marriage. Schools should also be better equipped to support girls with the infrastructure they need, such as clean and private toilets, as well as more resources to help them balance school and home life. Awareness campaigns could also help shift cultural attitudes towards girls’ education and reduce the pressure for early marriage or excessive caregiving roles. By addressing these challenges, BEAM could have an even greater impact on the educational outcomes of girls, helping them to complete their education and reach their full potential. Ultimately, the findings suggest that BEAM can become even more effective if it incorporates gender-sensitive measures that directly address the barriers girls face. By doing so, the program could empower girls to overcome these challenges and transform the resources provided into real opportunities for success. It’s not just about providing financial support—it’s about creating an environment where girls can attend school regularly, stay in school, and perform well academically. When girls are given the chance to thrive, they contribute to stronger families, communities, and societies. In this way, BEAM can move beyond simply helping children get an education to truly fostering gender equality and empowering all children to succeed in school and in life. 8. Conclusion and Recommendations This study highlighted the importance of addressing the specific barriers that girls faced in education, especially in Bulawayo Metropolitan Province. While the BEAM program had made strides in improving access to education, girls still encountered unique challenges that affected their ability to fully benefit from it. Based on the study’s findings, the following recommendations were made to make BEAM more responsive to the needs of girls in urban settings, ensuring they could access and complete their education. Gender-Sensitive Support: It was essential to offer support tailored to the specific needs of girls, particularly around menstrual hygiene. Many girls reported missing school because of inadequate access to sanitary products or proper sanitation facilities. By including menstrual hygiene support in BEAM—such as providing free sanitary pads or improving school facilities—this barrier could have been significantly reduced. Additionally, there needed to be a stronger focus on preventing early marriage, which remained a significant challenge for girls. Engaging the community to raise awareness about the harmful impacts of early marriage, and working with local leaders to create safe spaces for girls, could have helped delay early marriage and kept girls in school longer. Gender-Inclusive Policy Adjustments: While BEAM had supported many vulnerable children, there was a need for policies that explicitly considered the gendered barriers girls faced. Gender quotas should have been considered to ensure that girls in urban areas, like those in Bulawayo, were not left behind. Schools participating in BEAM could have been encouraged to develop specific strategies for promoting girls' education, such as providing scholarships for girls or offering special mentoring programs. Gender-focused policies would have helped ensure that girls had equal opportunities to access and complete their education. Community Engagement and Awareness: Changing deep-rooted attitudes towards girls’ education required engaging with communities to challenge harmful gender norms. Parents, local leaders, and teachers needed to understand the value of educating girls, not just for the girls themselves, but for the wider community. Organizing community dialogues and workshops to address issues like early marriage and girls' access to education would have been a good starting point. Additionally, involving community leaders in promoting gender equality in education could have helped shift perceptions and created a more supportive environment for girls. Gender-Sensitive Monitoring and Evaluation: For BEAM to have truly measured its impact on both boys and girls, it was crucial to develop gender-sensitive monitoring and evaluation tools. This could have included tracking not only school attendance and performance but also socio-cultural challenges like early marriage, caregiving duties, and menstrual hygiene challenges. Understanding how these factors impacted girls' education would have helped in developing better support systems and interventions. By gathering detailed, gender-disaggregated data, it would have been easier to see where BEAM could improve and where girls needed more support. 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