INTEGRATING SEX-AND-GENDER IN ZIMBABWE’S FAMILY,
RELIGIOUS AND MORAL EDUCATION SYLLABUS

INTEGRATING SEX-AND-GENDER IN ZIMBABWE’S FAMILY,
RELIGIOUS AND MORAL EDUCATION SYLLABUS

GIFT MASENGWE

BEKITHEMBA DUBE

This article reviews and assesses the Family, Religious and Moral Education (FAREME)
syllabus’ treatment of sex-and-gender (SnG) perspectives. Family, Religious and Moral
Education lacks sufficient SnG socialisation perspectives, and we propose to use the Theory of
Change (ToC) to integrate these issues. Results suggest that 10% quantitative integration
of SnG content and objectives across all FAREME levels as well as qualitative combination of
SnG differences can empower learners to become advocates for SnG equality and respectful
religious practices in Zimbabwean schools. This study is informed by qualitative research
methodology. The ToC is the theoretical framework used to support the unbiased integration
of SnG-related issues into this qualitative study of the FAREME syllabus. Theory of Change
helps identify, select, place, mentor and monitor how SnG issues are holistically integrated
into the school syllabus. The review process advocates for a 10% quantitative integration
target of SnG content and objectives across all levels, considering there are only 10 cross-
cutting issues in the FAREME syllabus. Moreover, the study emphasises the qualitative
combination of biological and socio-cultural differences within religious phenomena
throughout the syllabus. This approach allows learners to develop a comprehensive
understanding of SnG perspectives

Theologia Viatorum

2025