9 USAP Community School alumni have successfully completed Capstone Fellowships in their community from January to June 2025, creating lasting impact on their community, and with a focus on the Sustainable Development Goals.
The Capstone Fellowship Program is a key initiative of Education Matters, stemming from the USAP Community School’s Capstone Projects class. This program empowers the USAP Community School graduating students (U6 students) to turn their well researched project solutions into real-world solutions and actually implement them thus positively impacting their communities in Zimbabwe.
Capstone Fellows receive mentorship, training, access to a network of industry experts, and seed funding to implement their project solutions in their communities. This year our 9 Fellows successfully completed Capstone Projects in partnership with members of their community, and with the guidance of Education Matters staff. Below you will find summaries of the projects completed.
Runyararo Esther Chakwizira
Esther’s project was on minimizing illegal dumpsites in Budiriro 2. She successfully worked with the community to clear and clean dumpsites and use the land to grow onions. Another success was communicating with the community leaders to get Geo Pomona to collect waste every Wednesday as waste was never collected in Budiriro 2. Geo Pomona is a waste management company.
Gibson Matongo
Gibson’s project was focused on enhancing community security in Border Gezi, Ha rare. Gibson led a patrol team that operated during the dark hours from 11pm to 5am. During the day, he compiled a list of every household’s contacts and shared with everyone so that people can easily call for help. With the help of volunteers, street lamps were installed. The project was a success because since January no robbery incidents were reported in Border Gezi.
Idirashe Mlambo
Idirashe’s project was aimed at curbing the spread of cholera and other diarrheal diseases in Dzoma village, Buhera. She built a total of 20 tippy taps on many households especially those with polygamous families. She also returned where she built tippy taps to repair them and raise awareness on the importance of washing hands after using the bathroom. Idirashe collaborated with village health workers and also got mentorship from Mrs. Sibanda who is the CEO of VIRL Financials.
Persuade Purazeni
Persuade spent six months working to reduce the high rate of school dropouts at Kutama Day High School. To address the challenge, Persuade started a poultry club. All the proceeds from the clubs go into buyng stationery and uniforms for students without the resources. The club was a success ultimately making the project successful. The school now has less dropouts and students now value education.
Melody Matavire
Melody’s project addressed the dismal failure of mathematics in Manicaland. The solution was to start a mathematics club at St. Dominic’s School. Melody taught maths at the school and helped students with their projects. After recording student attendance and observing their enthusiasm during club sessions, she concluded that 70% of the students in the club now have a positive attitude to mathematics.
Neka Ben Bukasa
The goal of the project was to create an inclusive society for people living with physical impairments in Tongogara Refugee camp. To meet the goal, Neka started a club that engages people living that engages people living with impairments in physical exercises. In addition, the club also taught the club members how to make liquid soap for sale inorder to support themselves financially. The club also partnered with an organization named Tambai Zimbabwe.
Usher Runozivei
Usher was a dance tutor at FACT preschool, where he not only taught toddlers how to dance but also made little friends. Usher’s project was on improving access to quality education that meet the demands of the Zimbabwean ECD Syllabus, for HIV kindergarten students who are faced with financial disparities. Usher reached out to many organizations and Childline Youth Network answered the call by donating some resources to the school.
Tresalyn Masheka
The project is aimed on inclusion of students with hearing and/or speech impairments. The project was done at Henry Murray School for the deaf where Tresalyn managed to start chess and mbira clubs. The chess club had a notable success as one of the players won a gold medal. Tresalyn also spoke about her project on GZU radio and will continue to let the community know of inclusion education with the help of teachers at Henry Murray.
Sostene Kashindi
Sostene was working inTongogara Refugee Camp where his project was aimed at reducing stress levels among the elderly people. He engaged the elderly in fun activities like cross country and watching movies on weekends. Although faced by a major challenge which is language barrier, Sostene has manged to eliminate the feeling of loneliness in most elderly people. 120 out of 190 participate in the fun activities organised by Sostene.
The Capstone Fellowship Program has a transformative impact on both the fellows and the communities they serve. Our students come from all 10 provinces of Zimbabwe, with many from rural and high-density areas where resources are limited. The fellowship places fellows at the heart of these communities, where their projects can address the most pressing issues.
For fellows, the program is a powerful stepping stone to a career of impact, offering a chance to build a professional network while still in school. It also fosters a sense of fulfilment as they begin to see the tangible results of their efforts to address real-world problems.
