Given the paucity of research on youth transitioning from alternative care (i.e. care-leaving or leaving care) in Africa, the study sought to develop and test a methodology for a cross-country, comparative study on leaving care in Africa.

This paper investigates whether the Government of Zimbabwe’s Harmonized Social Cash Transfer (HSCT) Program, which combines cash transfers with complementary services, affects youth exposure to physical violence.

This brief from the Zimbabwe Education Cluster presents details on the humanitarian needs and response in Zimbabwe due to the COVID-19 crisis, including the acute needs of orphans and vulnerable children, children with disabilities, and others.

This article is a qualitative phenomenological study seeking to examine the perceptions, views and feelings of the orphans and vulnerable children (OVC), care-givers and community leaders on their experiences with Basic Education Assistance Module (BEAM) as a material and psychosocial support intervention in Zimbabwe.

This qualitative study used a case study design to explore the manifestations of the core psycho-social deficits associated with children domiciled in child headed households.

This paper examines the efficacy of extended family system in OVC care and support in the Gutu District of Zimbabwe.

The authors of this article contend that the government of Zimbabwe adopted traditional practices of child welfare in its National Orphan Care Policy, yet it did not also bring the apparatus (Ubuntu) which made the traditional practices successful in traditional society.

Vulnerable children and families need a strong social support network that acts as a safety net to effectively and sustainably respond to the situation of children and families at risk.

To investigate the challenges faced in addressing the needs of orphans and vulnerable children in Marondera, focus group discussions and interviews were utilised. Thematic analysis was used to analyse the data in this study and the data was presented in themes.

This Practitioner Guidance Paper shares the different approaches taken by three Family for Every Child Members to mitigate this disruption: moving to online learning for unaccompanied minors with METAdrasi in Greece; using the radio to provide far-reaching lessons with FOST in Zimbabwe; and engaging parents in their children's education using a socially-distanced homework collection system with CAP Liberia.