Our Community

Project Sites

"Like Bees we shall work!"


The WFD Peace Program

The programme started in 2013 and is operating in 9 wards out of 23 wards in Chimanimani district. The programme promotes conflict transformation activities that builds peace and community cohesion.

Through the democratically elected ward peace teams the people are given space to deal with conflicts within their communities.

This has empowered the people to deal with conflicts related to; unequal access to natural resources (water and land), power struggle, marginalization of the weak members of society (women and children) and youth with no future and unfair access to relief food and inputs.


The District Schools Program

Development Goal

The project contributes to a peaceful and safe environment for children in Chimanimani district.

Project Objective

School children, teachers and parents spearhead a shift towards child protection and constructive relationships within Chimanimani district and support access to education for children of economically disadvantaged backgrounds.


Sustainable Agriculture & Natural Resources Management

The organization was born out of the realization by the community members that Chikukwa land was slowly becoming a desert and the natural resource base which include soil, vegetation, water and animals was being lost. This implied the need for community voluntary initiative of which the neighborhood initiatives, homestead designs, community nurseries, gardens, orchards and watershed rehabilitation efforts started as way or recovery to the damage done over the years.

The department’s main objectives are to improve food and seed production and other skills of Chikukwa farmers, facilitate a community driven grazing scheme, Utilize both wetland and dry lands sustainably and offer excellent farmer experimentation opportunities & farmer to farmer learning through permaculture schoo


The project aims at creating safe and peaceful environment for children in Chimanimani district through strengthening child rights programs. This is achievable through the following key interventions:

  • Capacity-building in child protection and conflict transformation for child protection committees which include teachers, children and parents.

  • Advocacy through publication of child written newsletter articles.

  • Creation of platforms for district stakeholders on child protection programming.

  • Raising community awareness on child rights information and programs.

  • Participatory development and publication of child friendly manuals/booklets on child protection and positive trauma healing.

  • Implementation of abuse case management and response programs.

  • Setting up of safety nets for children through establishment of effective child protection committees.

  • Ensuring active participation in networking/collaborations with other like-minded organizations and or bodies.

  • Promotion of child interactive learning through implementation of child protection club activities in schools.

  • Development and testing of diverse PM&E tools and strategies for effective programming.

  • Supporting access to education for children with economically disadvantaged backgrounds.

  • Raising awareness on environmental/climate change through implementation of small agro-ecological projects in schools.

  • The rights of children have increased in the schools and the children`s environment
  • The awareness on environmental and climate change has increased in the pilot schools

Children take responsibility to form own child protection committees and clubs. They select their club patrons who mentor club activities. Children develop activity plans and implement them during child led club lessons which are on the school curriculum. Child committees are linked up with adult case management teams in their respective wards. Children initiate case management through reporting abuse cases. A case respond fund is utilized in responding to reported cases of child abuse.

Counseling services are offered to needy traumatized victims of abuse in schools. Information gaps between children and parents are closed through conducting sustained dialogues and awareness raising activities. Children actively participate in the development of child friendly manuals and booklets. Children write articles to express their rights. School leavers use pieces of theatre to create awareness about child rights.

Children receive training in environmental/climate change. Schools initiate and implement small agro-ecological projects. School climate change policies are developed and adopted. Community members and stakeholders are invited for a look and learn tour at the schools.