Creative Accelerator Program
Zimbabwe Fashion Week Trust
(
Non-governmental organization (NGO)
)
#SDGAction55100
Description
The objective of the Creative Accelerator Program (CAP) at Zimbabwe Fashion Week Trust (ZFWT) in partnership with Chinhoyi University of Technology (CUT) is to empower creatives to reach their full potential and succeed in the fashion industry. CAP aims to achieve this objective through a 13-week, creative-focused program that provides rigorous self-evaluation, intensive mentorship, and project-based work. Specifically, CAP seeks to:
Enhance Creative Skills: By offering workshops and practical exercises, CAP aims to enhance participants' creative skills in areas such as visual identity, surface embellishments, draping, and brand building.
Provide Mentorship: CAP provides mentorship from industry experts, allowing participants to learn from successful fashion designers and marketers and gain insights into real-world fashion design scenarios.
Foster Innovation: CAP encourages participants to think innovatively and develop unique and sustainable fashion brands that reflect African identity and contemporary design practices.
Create a Supportive Community: CAP aims to create a supportive community of creatives who can collaborate, share ideas, and support each other in their creative endeavors.
Overall, the objective of the CAP initiative is to empower creatives in Zimbabwe to become successful and impactful contributors to the fashion industry, both locally and globally.
The Creative Accelerator Program (CAP) at Zimbabwe Fashion Week Trust (ZFWT) is carried out through a combination of interactive workshops and practical exercises designed to enhance participants' creative skills and knowledge. Here's how the initiative is implemented:
Workshops: CAP conducts interactive workshops led by industry experts. These workshops cover a range of topics, including understanding visual identity, African fashion brand's visual identity, surface embellishment techniques, draping, African identity, and contemporary draping practices beyond fashion. The workshops provide participants with valuable insights into real-world fashion design scenarios and allow them to learn from successful fashion designers and marketers.
Practical Exercises: In addition to workshops, participants engage in hands-on activities as part of practical exercises. These exercises include developing their own mood boards, creating surface embellishments in line with the theme, and evaluating their own brand identities to create a competitive visual identity. These practical exercises enable participants to apply theoretical knowledge to practical scenarios, gain valuable experience, and enhance their creative skills. The combination of workshops and practical exercises in CAP ensures that participants receive comprehensive training and support to reach their creative potential and succeed in the fashion industry.
The Creative Accelerator Program (CAP) at Zimbabwe Fashion Week Trust (ZFWT) in partnership with Chinhoyi University of Technology (CUT) includes arrangements for capacity-building and technology transfer to enhance the skills and knowledge of participants. Here's how these aspects are incorporated into the program:
Capacity-Building Workshops: CAP conducts workshops led by industry experts to build the capacity of participants in various areas such as visual identity, surface embellishment techniques, draping, and brand building. These workshops provide participants with the knowledge and skills needed to succeed in the fashion industry.
Mentorship Program: CAP offers a mentorship program where participants are paired with experienced professionals in the fashion industry. Mentors provide guidance, support, and knowledge transfer to help participants develop their skills and achieve their goals.
Technology Transfer: CAP incorporates technology transfer by introducing participants to new technologies and tools used in the fashion industry. This includes software for designing, pattern making, and digital marketing, among others. Participants are trained on how to use these technologies effectively to enhance their creative work.
Practical Exercises: Participants engage in hands-on practical exercises that allow them to apply the knowledge and skills they have learned. These exercises help to reinforce learning and build confidence in using new technologies and techniques. CAP's arrangements for capacity-building and technology transfer aim to equip participants with the necessary skills, knowledge, and tools to succeed in the fashion industry and contribute to its growth and innovation.
The Creative Accelerator Program (CAP) at Zimbabwe Fashion Week Trust (ZFWT) is governed by a structured framework that ensures transparency, accountability, and efficiency in its operations. Here's a detailed description of how the initiative is governed:
Advisory Board: CAP is overseen by a talented and knowledgeable Advisory Board comprising active professionals and entrepreneurs from various fashion and arts-related fields. The Advisory Board plays a crucial role in shaping the program's direction, curriculum, and overall strategy. They provide valuable insights and skills that help create a base curriculum with subject pillars such as Technology in Fashion, Cultural Preservation, Building a Sustainable Brand, and Effective Leadership.
Annual Evolution: The program evolves every year based on the specifications of that particular group of cohorts. This ensures that the curriculum remains relevant and up-to-date with current trends and industry requirements.
Partnerships: CAP is offered in partnership with Chinhoyi University of Technology (CUT), Department of Clothing & Textile Technology in the School of Arts & Design. This partnership brings academic expertise and resources to the program, enhancing its overall quality and impact.
Financial Support: CAP is proudly supported and funded by The Culture Fund of Zimbabwe Trust and The European Union. This financial support ensures the program's sustainability and enables it to offer valuable resources and opportunities to participants.
Program Management: The day-to-day management of CAP is overseen by a dedicated program manager who ensures that the program runs smoothly and efficiently. The program manager is responsible for coordinating with the Advisory Board, partners, and participants to ensure that the program's objectives are met.
In conclusion, the governance structure of CAP at Zimbabwe Fashion Week Trust ensures that the program is well-managed, responsive to the needs of its participants, and aligned with industry standards and best practices.
To measure the impact of the Creative Accelerator Program (CAP) at Zimbabwe Fashion Week Trust (ZFWT) in achieving its objectives, several critical assessments are used. These assessments include:
Pre- and Post-Workshop Assessments: These assessments are conducted to evaluate the participants' understanding of fashion design concepts before and after attending the workshops. Significant improvements in understanding and confidence are observed, indicating the effectiveness of the program in imparting knowledge and skills.
Feedback from Participants, Educators, and Media: The program has received overwhelming positive feedback from participants, educators, and media involved in the program. This feedback reflects the program's success in inspiring and motivating cohort members, enriching their creative goals, and fostering creativity through mentorship and project-based work.
Demonstrated Learning Outcomes: The program has demonstrated significant positive outcomes in students' understanding of draping in fashion design, creating a competitive visual identity, and creating surface decorations with intended visual effects. This indicates that the program is successful in imparting practical knowledge and skills to participants.
Impact on the Fashion Ecosystem: By addressing challenges and leveraging lessons learned, the program contributes to the diversity and innovation of the Zimbabwean fashion ecosystem. This impact is a critical measure of the program's success in empowering young fashion designers and driving positive change in the industry.
Updated Gantt Chart: The program has updated its Gantt chart to allow students to showcase what they have learned in the program. This showcases the program's commitment to continuous improvement and its focus on tangible outcomes for participants.
Overall, these assessments offer valuable insights into the impact of the Creative Accelerator Program and provide a basis for ongoing evaluation and improvement of the program's effectiveness in achieving its objectives.
Chinhoyi University of Technology, Department of Clothing & Textile Technology in the School of Arts & Design (CUT), The Culture Fund of Zimbabwe Trust, The European Union, The British Council
SDGS & Targets
Goal 4
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
4.1
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
4.1.1
Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
4.1.2
Completion rate (primary education, lower secondary education, upper secondary education)
4.2
By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
4.2.1
Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2
Participation rate in organized learning (one year before the official primary entry age), by sex
4.3
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
4.3.1
Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
4.4
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
4.4.1
Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
4.5
4.5.1
Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
4.6
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
4.6.1
Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
4.7
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
4.7.1
Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment
4.a
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
4.a.1
Proportion of schools offering basic services, by type of service
4.b
4.b.1
Volume of official development assistance flows for scholarships by sector and type of study
4.c
By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States
4.c.1
Proportion of teachers with the minimum required qualifications, by education level
Goal 5
Achieve gender equality and empower all women and girls
5.1
End all forms of discrimination against all women and girls everywhere
5.1.1
Whether or not legal frameworks are in place to promote, enforce and monitor equality and non‑discrimination on the basis of sex
5.2
5.2.1
Proportion of ever-partnered women and girls aged 15 years and older subjected to physical, sexual or psychological violence by a current or former intimate partner in the previous 12 months, by form of violence and by age
5.2.2
Proportion of women and girls aged 15 years and older subjected to sexual violence by persons other than an intimate partner in the previous 12 months, by age and place of occurrence
5.3
5.3.1
Proportion of women aged 20-24 years who were married or in a union before age 15 and before age 18
5.3.2
Proportion of girls and women aged 15-49 years who have undergone female genital mutilation/cutting, by age
5.4
Recognize and value unpaid care and domestic work through the provision of public services, infrastructure and social protection policies and the promotion of shared responsibility within the household and the family as nationally appropriate
5.4.1
Proportion of time spent on unpaid domestic and care work, by sex, age and location
5.5
Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic and public life
5.5.1
Proportion of seats held by women in (a) national parliaments and (b) local governments
5.5.2
Proportion of women in managerial positions
5.6
Ensure universal access to sexual and reproductive health and reproductive rights as agreed in accordance with the Programme of Action of the International Conference on Population and Development and the Beijing Platform for Action and the outcome documents of their review conferences
5.6.1
Proportion of women aged 15-49 years who make their own informed decisions regarding sexual relations, contraceptive use and reproductive health care
5.6.2
Number of countries with laws and regulations that guarantee full and equal access to women and men aged 15 years and older to sexual and reproductive health care, information and education
5.a
Undertake reforms to give women equal rights to economic resources, as well as access to ownership and control over land and other forms of property, financial services, inheritance and natural resources, in accordance with national laws
5.a.1
(a) Proportion of total agricultural population with ownership or secure rights over agricultural land, by sex; and (b) share of women among owners or rights-bearers of agricultural land, by type of tenure
5.a.2
Proportion of countries where the legal framework (including customary law) guarantees women’s equal rights to land ownership and/or control
5.b
5.b.1
Proportion of individuals who own a mobile telephone, by sex
5.c
Adopt and strengthen sound policies and enforceable legislation for the promotion of gender equality and the empowerment of all women and girls at all levels
5.c.1
Proportion of countries with systems to track and make public allocations for gender equality and women’s empowerment
Goal 8
Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all
8.1
8.1.1
Annual growth rate of real GDP per capita
8.2
Achieve higher levels of economic productivity through diversification, technological upgrading and innovation, including through a focus on high-value added and labour-intensive sectors
8.2.1
Annual growth rate of real GDP per employed person
8.3
Promote development-oriented policies that support productive activities, decent job creation, entrepreneurship, creativity and innovation, and encourage the formalization and growth of micro-, small- and medium-sized enterprises, including through access to financial services
8.3.1
Proportion of informal employment in total employment, by sector and sex
8.4
Improve progressively, through 2030, global resource efficiency in consumption and production and endeavour to decouple economic growth from environmental degradation, in accordance with the 10-Year Framework of Programmes on Sustainable Consumption and Production, with developed countries taking the lead
8.4.1
Material footprint, material footprint per capita, and material footprint per GDP
8.4.2
Domestic material consumption, domestic material consumption per capita, and domestic material consumption per GDP
8.5
8.5.1
Average hourly earnings of female and male employees, by occupation, age and persons with disabilities
8.5.2
Unemployment rate, by sex, age and persons with disabilities
8.6
8.6.1
Proportion of youth (aged 15-24 years) not in education, employment or training
8.7
Take immediate and effective measures to eradicate forced labour, end modern slavery and human trafficking and secure the prohibition and elimination of the worst forms of child labour, including recruitment and use of child soldiers, and by 2025 end child labour in all its forms
8.7.1
Proportion and number of children aged 5‑17 years engaged in child labour, by sex and age
8.8
Protect labour rights and promote safe and secure working environments for all workers, including migrant workers, in particular women migrants, and those in precarious employment
8.8.1
Fatal and non-fatal occupational injuries per 100,000 workers, by sex and migrant status
8.8.2
Level of national compliance with labour rights (freedom of association and collective bargaining) based on International Labour Organization (ILO) textual sources and national legislation, by sex and migrant status
8.9
By 2030, devise and implement policies to promote sustainable tourism that creates jobs and promotes local culture and products
8.9.1
Tourism direct GDP as a proportion of total GDP and in growth rate
8.10
Strengthen the capacity of domestic financial institutions to encourage and expand access to banking, insurance and financial services for all
8.10.1
(a) Number of commercial bank branches per 100,000 adults and (b) number of automated teller machines (ATMs) per 100,000 adults
8.10.2
Proportion of adults (15 years and older) with an account at a bank or other financial institution or with a mobile-money-service provider
8.a
8.a.1
Aid for Trade commitments and disbursements
8.b
By 2020, develop and operationalize a global strategy for youth employment and implement the Global Jobs Pact of the International Labour Organization
8.b.1
Existence of a developed and operationalized national strategy for youth employment, as a distinct strategy or as part of a national employment strategy
SDG 14 targets covered
| Name | Description |
|---|
Deliverables & Timeline
CAP Program Graduation
Resources mobilized
Partnership Progress
Feedback
Action Network
Share
Timeline
Entity
Region
- Africa
Geographical coverage
Other beneficiaries
Participants: The primary beneficiaries are the cohort members of CAP who gain theoretical and practical knowledge in surface embellishment and decoration, draping in fashion design, and fashion brand business and management courses. They also benefit from intensive mentorship, project-based work, and the opportunity to enrich their individual creative goals.
Educators: Educators involved in the program benefit from the opportunity to share their knowledge and expertise with the participants, fostering creativity and innovation in the fashion industry.
Media: Media outlets benefit from covering the program, gaining insights into the latest trends and developments in the fashion industry and showcasing the achievements of the participants.
Fashion Industry: The fashion industry in Zimbabwe benefits from the program by having access to a new generation of talented and skilled fashion designers who can contribute to the industry's growth and innovation.
Community: The local community benefits from the program's impact on the fashion ecosystem, which can lead to job creation, economic growth, and cultural enrichment.
Overall, the project work of CAP benefits a wide range of stakeholders, creating a positive impact on the fashion industry and the community at large.
Countries
Contact Information
Marshall, Director
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