1.1 Project Summary
The proposed action builds upon an existing initiative on Integrated Land Use Design (ILUD) in Shurugwi District, introduced in November 2015. The project aimed at improving the technical capacity of schools to become excellent centres of learning and advocacy for communities to adapt to the effects of climate change, land use management and improve food and nutrition diversification and income sources. It also sought to empower schools and young people to advocate with local leaders, Rural District councils, Ministries and relevant parliamentary portfolio committees to come up with environmentally resilient policies, laws and budgets.
Between November 2015 and now, the following activities were done to reduce Land Degradation and promote Sustainable Forest Management.
1. Conducted a participatory rapid needs assessment around land degradation and forestry. In this assessment chiefs, Councilors, village Heads, women, school staff and pupils participated and shared their observations and future thoughts on how to reduce land degradation and increase forestry activities as well as offering a wider choice of food and nutrition sources.
2. SCOPE conducted a training of trainers? course for teacher facilitators. The course covered such topics like rain water harvesting soil fertility management, waste recycling, holistic health and nutrition, nursery management, biodiversity and ecosystem regeneration, land reclamation and social enterprises like bee-keeping, mushroom, fish, non-timber forest products making. These trainers came from 6 schools; 4 Primary schools; Musavezi, Dorset, Dombwe, Tumba, Nyamakari and Dorset Secondary school. The trained facilitators then cascaded the training to their fellow teachers and pupils at the schools.
3. The teachers and pupils established 200m2 -500m2 school gardens where vegetables and fruit trees were planted and ensured ground cover for those sections of the school where it was bare. They also started work on gully reclamation at the schools and in sections surrounding the schools. All these activities helped teachers and pupils better respond and prepare children for climate change adaptation and resilience building in the face of the 2015/2016 elnino induced drought. By the start of 2017, parents, teachers and pupils began to see the need to engage local leaders, Rural District councils, to come up with environmentally resilient policies, laws and budgets, that help the locally communities to be more prepared for the shocks.
SCOPE and District Ministry of Primary and Secondary Education staff then conducted half yearly monitoring and Evaluation visits to ensure project was on course and achieving intended outcomes. Feedback reports were sent to each school.
Building on these activities, the proposed action targets 2 Primary Schools and 1 Secondary School and 3 neighboring villages. To come up with these schools, SCOPE had meetings with community leaders including the Councilors; chiefs and Village heads, women groups, parents and teachers who then prioritized the selected schools. This selection process was collaborated by the fact that SCOPE has been implementing programs in these schools and the M&E reports indicated these schools will be good pilot schools for this intervention. The remaining schools will be incorporated as more funds become available. This action will target the teachers and pupils at the 3 out of 6 schools while in the community this action will target the adults and out of school youths from the three villages as shown in the table below


Table 1: Direct Beneficiaries per each school
Name of school Adults -over 35 years Youth ? 15-35 yrs Children -less than 15 yrs Total
Men Women boys girls boys girls
Nyamakari, Secondary 50 63 140 190 80 90 950
Dombwe, Primary 60 73 55 75 120 129 779
Musavezi Primary 57 70 45 55 148 153 781
Total 167 206 240 320 348 372 1653


Table 2: Indirect Beneficiaries per each school * Its assumed that in each of the age groups 2 other peers will be influenced and a total of 5-6 more people influenced per household
Name of school Adults -over 35 years Youth ? 15-35 yrs Children -less than 15 yrs Total
Men Women boys girls boys girls
Nyamakari, 100 126 280 380 160 180 1226
Dombwe, 120 146 110 150 240 258 1024
Musavezi 114 140 90 110 296 306 1056
Total 334 412 480 640 696 744 3306

Following the previous action, this project now seeks to address the identified gaps in the table below;
Item Description and targets Results that have been achieved in terms of Integrated Land Use Design in the 6 schools Gaps to be addressed by GEFSGP
1. Targetted Nyamakari, Dombwe, Musavezi, Dorset, Tumba schools
2. Whole school land design mapping of available resources and redesigning of school grounds
3. Polycultures; diversified growing of food crops and trees
4. Rainwater harvesting
5. Waste recycling at source
6. 1. Each school managed to re-design their school grounds to show the integrated Land use design approach (orchards & gardens)
2. Integrated crops, flowers and fruit trees
3. Limited infield rain water harvesting technologies at schools
4. Gully reclamation
5. Integrated pest management (biological control of pests and diseases)
6. Open nutrition gardens
7. Identified areas for advocacy with local leaders and rural district council

1. ?50% of the ground sections of the school yards are still bare
2. Orchard Nutrition gardens require security from livestock, one of the school Musavezi used a lot of trees to fence the garden.
3. Need for perennial water supply for year round production of diversified food and fruits in gardens and in the whole school designs
4. Social enterprises eg beekeeping, fish farming and mushroom and moringa production not yet started
5. Land reclamation done within school premises not in the villages and needs to be done there too.
6. Previous project targeted in school children and teachers. There is also need to cover youths, adults and other villagers around the school
7. Woodlots for firewood, construction timber (for replacement of garden poles and other construction activities not yet established
8. There was limited plant diversity so there is need to increase the variety of crops, fruit and non-timber trees
9. There is need for refresher trainings for teachers and new trainings incorporating the villagers
10. No exhibitions were done to showcase food, fruits, non-timber products

Following the minimal progress done by the project to date, this action aims to:
1. Strengthen the school integrated land use designs through a weeklong integrated land use design training covering the gaps identified in the schools? technical capacity, offer follow up training and support on agro ecological aspects, food processing and preservation and high value crops processing, packaging and marketing of the facilitator teachers, children and youth peer leaders in school. Profiling and training of peer leaders among out of school youth. Training of the school, and youth peer leaders on how to develop and implement integrated land use management.
2. Introducing and extending this concept to out of school youth through the informal education and villagers from the 3 neighboring villages through involving the school representatives, local leaders, to attend the training. Facilitating open forums, field days and learning tours for them to be able to manage their land and forest resources sustainably. Ultimately this will improve the community livelihoods and quality of life ensuring that their children attend school regularly and greatly improve class performance and pass rates.

GEFSGP funding is needed to overcome significant barriers to sustainable land use management by youth. Some of the key gaps include:
- Insufficient capacity to address the growing problems of land degradation especially at local levels
- Lack of incentives for youth to invest in sustainable agriculture practices and Uncoordinated and lack of integrated land management systems.
This project is based on a full and detailed identification and analysis of root causes of land degradation and barriers with the communities based on GEF baseline surveys of December, 2015 and a recent assessment of June/ July 2017. The assessment conducted by SCOPE in partnership with Ministry of Education concluded that the ILUD project in Shurugwi needs more support. It demonstrated success in influencing growing food sustainably but only very limited quantity insufficient to cater for the needs of the school based feeding. In the previous agriculture season 2016/2017 schools managed to harvest an average of 1 tonne maize, pumpkins, sweet potatoes, beans, cowpeas. Significant yield was obtained in maize which is very limited in calories hence the need to promote diversified growing of cereals and vegetables rich in micro nutrients. Only 20% of the aspects of the whole landscape design and agro ecology principles were fully embraced. The missing aspects including, seed saving, crop diversification, mulching/ groundcover in cropping areas, limited infield rainwater harvesting, with very few planting around the school classrooms leaving the schools with ?50% bare landscapes. The same reviews also showed that the schools were somewhat ?islands?, or silo? not spreading the concepts to the communities. This project thrust is intentionally extended to the villages neighbouring the schools. It is also proposed that the work is supported and maintained over eighteen (18) months to ensure the regeneration of the ecological aspects of soil water, vegetation are significant.

The project is designed and structured in such a manner as to allow for training and education on agro ecological principles, design in the early stages first two months, followed by input support in sustaining independent production using the agro ecological principles followed by sustained productivity, monitoring and support.


Map 1 of Shurugwi in Midlands Province of Zimbabwe

Fit with GEF operational Programmes and strategic priorities
The project fits well within both the existing GEFSGP operational and strategic priorities as it falls within the designated landscape, Shurugwi District. This action is within the agro-ecological approaches that address land degradation and biodiversity through integrating trees, crops and animals at school and in the villages surrounding the schools. It also addresses the pillars of sustainability; social, ecological, economic and cultural.
1. Socially just, by providing diverse nutritious foods and fruits rich in micronutrients thereby addressing such conditions as child stunting, kwashiorkor and other health conditions. It helps to build school-community relations, integration through teachers helping villagers to establish their own nutrition gardens and orchards as well as getting training in better land use practices through demonstrations and attending trainings, and open forums at the school.
2. Culturally by affording children, youths and villagers to reconnect to nature and regenerate their local biodiversity. This also enhances the villages to be able to celebrate their local foods, seeds, fruits and conserve the forests and water sources.
3. Economically by pursuing such social enterprises using the locally available resources like beekeeping, nursery management and sales. These will produce products that will be sold locally at the various growth point enterprises and other markets.
It will engage schools in enhancing their food gardens, tree nurseries, woodlots, water harvesting and organic soil fertility management using a tool called permaculture towards fostering sustainable land and forest management ? seeking to balance environmental management with development needs. Amongst other things, it will set-up youth market and nutrition gardens, community woodlots, establish community nurseries for tree planting for reforestation, In addition the project will establish 6 consolidated 50*50m (2500m2) school gardens for the 3 schools and 3 out of school youth groups. Out of school youth groups will cater for up to 50 youths, aimed at producing food and incomes using the agro ecological principles. Thus the action will reach to 560 in school and out of school youth 15-35 and 1653 direct participants including children and the community villagers. It will ultimately benefit 12550 indirect beneficiaries in Shurugwi District. ILUD is a whole landscape design knitting together the different agro systems within the selected whole school landscapes and homesteads for youth and adults. The project attempts to empower young people to demonstrate ecological good practices that include crop diversification, organic soil fertility management and reclaiming of the degraded landscapes. It promotes social inclusion through participation of female youth, local women, children and youth. The project addresses 7 sustainable development goals (SDGs); goal 1; end poverty in all its forms, goal 2; zero hunger, goal 4 quality education, goal 12: responsible consumption and production, Goal 13: Climate action: and Goal 15: life on land aiming at protecting restoring and promoting sustainable use of terrestrial ecosystem. The project also links to the national thrust Zimbabwe Agenda for Sustainable socio economic transformation cluster 1 on food security and nutrition and the ZUNDAF strategies for 2016-2020.

1.2 Organizational Background and Capacity to implement the project
SCOPE Zimbabwe is a vibrant and practical environmental education Programme, housed and working closely with the Ministry of Primary and Secondary Education (MOPSE) and the Environmental Management Agency (EMA). It was launched in 1994, after registration in 1992. Its origins are in assisting schools to redesign and rationalize land use for sustainable resource use. Established to facilitate protection of children and youth from environmental hazards in their living and learning spaces. Integral to SCOPE work is the use of a tool called the integrated land use design (ILUD). ILUD is a transformative step by step process for communities to demonstrate agro ecology. It is an inclusive and participatory process that school communities use to implement permaculture . It brings together the different school stakeholders to develop a whole school map and a community resilience plan, focused on regenerative design principles, which aimed at building partnerships between the school children, the community and the teachers. SCOPE has over two decades of practical application of ecological principles it has extensive experience of project management, growing into five other countries? contexts in Malawi, Zambia, Uganda, Kenya and Ghana. SCOPE first projects were in 1989. The organization has implemented environmental management projects with schools focusing on greening schools and building resilience in a changing climate. Until 2014 the organization was known as the SCOPE Programme, operating as a Programme under the Zimbabwe Institute of Permaculture in partnership with the Ministry of Primary and Secondary Education operating as a voluntary coordinating body for the Zimbabwe Institute of Permaculture Welfare W/O 02/92. In 2015, it got registered as an independent Trust, Schools and colleges Permaculture (SCOPE) Zimbabwe MA080/2015. SCOPE Zimbabwe also taps into the experience of the other Zimbabwe Institute of Permaculture; units Fambidzanai permaculture Centre, Participatory ecological land use management (PELUM), Natural farming network and the research arm on developing and coordinating sustainable practices.
SCOPE also seeks to provide educational institutions with a design tool and process to develop integrated land use using permaculture principles focused on three thematic areas
- Sustainable agriculture and nutrition security
- Environment, (water harvesting, biodiversity, renewable energy and recycling)
- Inclusive and holistic education (social entrepreneurship & sustainable lifestyles education)
In the last two decades SCOPE has worked with young people in over 200 schools in the 10 Provinces of the country in both urban and rural Zimbabwe, transforming bare landscapes into lush and edible landscapes that are able to meet the social, ecological and economic needs of the young people and their communities. This has greatly contributed towards addressing land degradation, biodiversity loss, food and nutrition security addressing mostly the need for diversified foods rich in micro nutrients through the schools integrated land use design projects.
This project will utilize the following stakeholders:
Stakeholder / Partners Role in the project
Teachers Will be main facilitators and volunteers to cascade trainings to children and youth in school.
Spearhead participatory monitoring for the school and community project
Headmasters Mobilizing teachers and children for the project
Monitoring and evaluation support
Children Participants; peer learning
Local Authority Authorisation (MOU), land provision, M&E
Local Leaders Mobilization, tools seeds and labour.. Policy development and oversight
Councilors M&E
Parents and youths Participants; labour and tools input; Peer learning
School Development Committees (SDC) Policy development; M&E
Relevant Ministries e.g Environment Management Agency (EMA), Agriculture, Education, Youth, Women?s Affairs Training and support; technical backup; M&E; policy guidance; mobilisation
Other Civil Society Organisations in the wards selected Collaboration; documentation; learning and sharing
Church groups in the wards selected Mobilisation
Media groups Documentation; cases studies ; stories of most significant changes; advertisement
Local business people Input supply;
Other schools Peer learning and sharing

Scope has qualified technical and experienced staff to implement this action. Scope also has a project vehicle available to be seconded to this action. Scope has a current MOU with the Shurugwi Rural District Council. Scope also has MOUS with Ministries of Environment, Education, Agriculture and Women?s Affairs. For over a decade SCOPE has been implementing environmental projects in Midlands Province and therefore has a good will with the communities in the project area.

1.3 Project Objectives and Expected Results
? Problem statement or challenge the project intends to address

In December, 2015, in an as yet, unpublished report by the Institute of Environmental Studies (IES) indicated widespread and severe land degradation caused by deforestation, unsustainable agriculture and overgrazing of rangelands in Shurugwi was indicated. This has resulted in a wide variety of moderate to severely degraded landscapes, leading to genetic erosion of indigenous shrub and tree species which are well adapted to local conditions and many of which have become endangered. This has led to significantly bare areas (>50%) of total land cover. Furthermore, there is evident genetic erosion of potentially significant agro-biodiversity occurring, as the land races such as sorghum, and other locals? seeds which are most genetically diverse, are being replaced by High Yielding Varieties as farmers attempt to compensate for the diminished productivity of an unhealthy ecosystem. The importance of maintaining the genetic bank of these crops for potentially useful characteristics it seems has been lost. This situation has impacted negatively on food and nutrition, water and other ecosystem services leading to large-scale humanitarian food relief operations in the area.

Land tenure issues, with insecurity of tenure has also resulted in lack of incentives for sustainable land and forest management calling for more awareness on these issues. Range and forest lands are exploited as open access resources, negating the possibilities of sustainable land management. Effective and coordinated approaches to integrated land and resources management have not been fully developed. Capacities of participatory, integrated land management are still low especially at decentralized levels . As such, land degradation and the ultimate consequences of food insecurity, lack of water access is on the increase. Among the most affected and vulnerable are women, children and youth . Many, especially young children, due to their size, physiology and behaviour, are more vulnerable than adults to environmental hazards and risks associated with the environment, for example, access to clean and safe drinking water, diversified foods rich in micro nutrients, pollution, litter and garbage on landfills. They are more exposed to toxins in proportion to their body size and they have more years ahead of them in which they may suffer longer effects from exposure .

Although progress has been made in reducing mortality from environmentally mediated diseases, more action needs to be done to focus on addressing new threats from increased industrialization, urbanization, agricultural commercialization and climate change . The proposed action aims at empowering young people as active participants in addressing the environmental threats. That could continue to affect the future generations who have to live for an extended period with the deteriorating environment bequeathed to them by earlier generations.

? Overall project goal/primary objective

The overall goal of the project is to facilitate holistic resource management for 3 schools and 3 surrounding villages in Shurugwi for them to address land degradation, deforestation water shortages and food shortage through an integrated innovative climate smart technology transfer, and policy support towards improving community livelihoods and resilience.

? Specific objectives
This presents three projects in schools working under four key objectives:

1. To build the capacity of 3 schools and 3 villages in Shurugwi ward 13 and 15 for forest and agricultural land management in order to restore local ecosystem services essential in addressing nutrition and livelihood needs by March 2019
2. To facilitate an enabling environment for 1653 youth, children and adults to plan, monitor, adapt and advocate for sustainable forest and land use management by March 2019.
3. To engage children and youth in (applied learning in support of the new curriculum) focusing on practical sustainable land use and forest management in Shurugwi to secure continued flow of multiple ecosystem services such as; water provision, soil control, carbon storage and sequestration essential in providing for the nutrition, dietary and livelihood requirements.
4. To enable youths, adults and children to undertake social enterprises (in line with the new curriculum life skills and applied learning) in plants and beekeeping in order for them to diversify their incomes and improve their livelihoods.
The attainment of these objectives is dependent on the three outcomes:
i) Increased level of knowledge of learners, educators at three schools and out of school youth within age range of 15-35 years on how to regenerate ecosystem services to support food and nutrition productivity.
ii) Increased understanding of the critical role of the ecosystem services, land resources, water and forest management in order to minimize land degradation and increase the community income diversity.
iii) Increased understanding and practical engagement in social enterprises aimed at diversifying the youth and community?s income using locally available resources.

Key outcome indicators
i. At least 67% of the schools and 50% of the households in the 3 villages (at least 20% of them being women) meet at least 50% of the quality defined criteria for agro-ecology.
ii. At least 50% of the schools landscapes and the established gardens are growing a minimum of 5 diversified foods and multiplying 3 varieties of indigenous seeds by the end of the project.
iii. By 2019, at least 67% of the schools and out of school youth groups have increased yearly incomes by 20% through their diversified production, high value crops and value addition.


? Rationale/justification of the project
1. The project builds upon an integrated land use design project introduced in Shurugwi District in November 2015, whose goal was to transform the face of the schools in demonstrating climate resilience. The proposed action aims at strengthening integrated land use management through engaging children and youth in climate smart innovative agro ecology technologies to secure continued flow of multiple terrestrial ecosystem services such as; water provision, soil control, carbon storage and sequestration essential in providing for the nutrition, dietary and livelihood requirements. SCOPE has leant over the last two decades that it makes sense for many contexts to work with children and youth through schools as entry points to sustainable community development. It is in schools that the next generation of leaders is found, schools are places were the future and the present interface. Schools are centers were local communities in Zimbabwe meet local authorities and thus schools have a high status in their communities. Schools can easily become demonstration sites for appropriate technologies inland and forest for climate change adaptation an mitigation, including good practices of land use management and food and nutrition issues. Instead of bare school grounds, schools become abundant food forests and gardens, where school children can eat diversified foods rich in micro nutrients instead of bare health hazards grounds. More so they can become places where children learn in the most practical ways how to regenerate top soil and biodiversity, how to replenish water tables, recycle waste and access renewable energies. The integrated land use design approach addresses the most urgent need of children, food availability using locally available resources then move to broader social cultural and economic aspects of sustainable development. Schools become hubs of inspiration from where these innovative technologies can spread into the broader community. A long term aim is to influence the new curriculum into adopting the innovative, participatory and sustainable technologies. The new curriculum has a niche on applied learning; learners are expected to engage more in nature and practice agriculture, geography and biology aspects. This project offers children the experience to practice the learning aspects in the different subjects within the new curriculum; science and technology, agriculture, geography and climate change as a cross cutting issue. The project emphasizes on the two global and national priorities environmental issues; climate change and air pollution affecting children and youth and 7 sustainable development goals (SDG); SDG 1: End poverty in all its forms everywhere
In particular it addresses target 5 of that goal which is: By 2030, build the resilience of the poor and those in vulnerable situations and reduce their exposure and vulnerability to climate-related extreme events and other economic, social and environmental shocks and disasters
2. SDG2: End hunger, achieve food security and improved nutrition and promote sustainable agriculture
3. SDG 4: Ensure inclusive and quality education for all and promote lifelong learning
In particular it addresses Target 4 which states that: 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. SDG12 : Ensure sustainable consumption and production patterns
5. SDG13: Take urgent action to combat climate change and its impacts
SDG 15: life on land aiming at protecting restoring and promoting sustainable use of terrestrial ecosystem. The project also links to the national thrust Zimbabwe Agenda for Sustainable socio economic transformation cluster 1 on food security and nutrition and the ZUNDAF strategies for 2016-2020.

1.4 Description of Project activities

Table 1: Objectives, activities, outputs and outcomes

1. OBJECTIVE 1: To build the capacity of 3 schools and 3 villages in Shurugwi ward 13 and 15 for forest and agricultural land management in order to restore local ecosystem services essential in addressing their nutrition and livelihood needs by March 2019

Outputs Activities Outcome
1. Output 1: ILUD and agro ecology implementation is enhanced and strengthened in 3 schools and 3 villages.
Indicators for planned actions:
? Number of focal teachers, community representatives, school, and youth peer leaders in attendance in a weeklong ILUD session.
? Number of follow up sessions conducted on specific agro ecological principles.
? Number of CSOs and other local partners in attendance in the follow up workshop sessions on agro ecological principles.
? At least 70% of the trained youths and children are able to implement the taught principles in school and at home
? At least 4 weeklong workshops are conducted with the schools and the youth groups.
? Number of households that adopt the relevant practices
Baseline:
? 1500 children and youth
? 2000 women
? Limited knowledge on agroecology

Target:
? 4 * weeklong ILUD training
? 4* community resilience plans.
? 5 follow up training sessions for learners, peer group leaders and local village leadership.
1. Conduct sensitization meeting with Rural District stakeholders in Shurugwi
2. Conduct week-long training for the school facilitators, Environment management Agency (EMA) representatives and Ministry if Primary and secondary education (MOPSE) officials on comprehensive agro ecology aspects, to ensure enhanced implementation in schools and communities.
3. To provide constant and focused follow up sessions on specific agro ecological principles e.g. water harvesting and other aspects as on their community resilience plan.
4. To conduct follow up and technical support visits per school term.
5. Community outreach
6. Conduct one- annual project review meeting with school facilitators, pupils? representatives and MOPSE, EMA and other stakeholders Increased knowledge in agro ecology skills to address environmental management and nutrition by learners and educator

2. OBJECTIVE 2: To facilitate an enabling environment for youth to plan, monitor, adapt and advocate for sustainable forest and land use management.
Outputs Activities Outcome
Output 2:Integrated land use design systems incorporating agro ecological principles are put in place in schools and villages e.g water harvesting technologies, recycling, organic soil fertilization, local seed saving

Indicators for planned actions:
? Number of participating schools designs enhanced to harvest water
? Percentage of waste sorted and recycled in the school.
? Percentage of the schools supplying fruits and vegetables for consumption during school feeding.
? percentage of the schools that have their ground covered and regenerated with live and ground mulch
? Number of the schools that have embraced crop diversification with local seeds and varieties.
? Number of schools with improved asset base

Baseline:
? 2500 children and youth
Target:
? 6 *50*50 orchard gardens
? Edible landscapes ? whole school designs
? 100% of participating schools designs are enhanced to harvest water.
? 70% waste is sorted at source and recycled in the school.
? 50% of the schools supply fruits and vegetables for consumption during school feeding.
? Over 67% of the participating schools have their ground covered and regenerated with live and ground mulch
? 100% of the schools have embraced crop diversification with at least 5 crops in their gardens and five different crops integrated with at least 5 fruit trees including local varieties.
? At least 3 schools and 15 households showcase fuel energy efficient utilisation
? Improved school asset base
Establishment of 3 consolidated gardens at 3 schools Nyamakari, Dombwe, Musavezi which are responsive to the nutritional needs and priorities of the young people using the agro ecological approach
Establishment of 3 consolidated gardens for out of school youth groups for the 3 villages
- Drilling of 3 solar powered boreholes and equipping boreholes with solar pumps in a sustained effort to supply water to enable year round productivity.
- Procurement and distribution of inputs (fencing material, seeds, seedlings to project participants)
- Facilitate exchange visits between school communities.
- Conduct competitions and field days to showcase and celebrate best practices.- Support and follow up to design their garden, apply permaculture principles
- At least 67% of the schools and 50% of the households in the 3 villages (at least 20% of them being women) meet at least 50% of the quality defined criteria for agro-ecology.
- Improved sustainable management of land and forest resources;
- Increased fresh diverse food for school based feeding and household use.
- Increased use of more diverse local seed varieties by schools in their designs promoting adoption by local communities.

1. OBJECTIVE 3: To engage children and youth in (applied learning in support of the new curriculum) focusing on practical sustainable land use and forest management in Shurugwi to secure continued flow of multiple ecosystem services such as; water provision, soil control, carbon storage and sequestration essential in providing for the nutrition, dietary and livelihood requirements.
Outputs Activities Outcome
Output 3:
1600 children and youth 55% are females engage in practical regenerative design skills to rehabilitate and conserve their communities
Indicators for planned actions:
? % of the bare landscapes reclaimed
? % of the school feeding meals supplied with fresh diverse produce from the school gardens.
? Number of malnutrition cases reduced Diversity and range of quality and quantity of plant species.
? Number of gulleys? rehabilitated.
? Number and length of infield and catchment rain water harvesting facilities established
? Number of species and crops grown and yields obtained on school grounds.
? Length of live fence and number of trees and species used for live fence.
? Increased proportion of organic matter, number of compost and amount of manure generated
? Number of legumes trees and crops promoted
? Number of waste collection points and amount of waste recycled.
? Proportion of land under mulch.
Baseline:
? 3 schools and communities
? 1600 children and youth
? Limited water harvesting techniques
? Limited area of the bare landscapes reclaimed
? High levels of malnutrition cases
? few plant species being conserved.
? Number of gulleys? rehabilitated.
? Length of live fence in schools.
? Limited amount of organic matter produced
? Limited number of legumes trees and crops grown
?
Target:
? 3 school woodlots and 3 community woodlots to be established
? >67% of schools providing fresh diverse food for school based feeding.
? >50% of the bare landscapes reclaimed.
? > 50% of the schools feeding meals are supplied with fresh diverse produce from the school gardens.
? Number of malnutrition cases reduced by 20%
? Diversity and range of quality and quantity of plant species increased by 30%.
? At least 100% of gulleys? rehabilitated.
? A minimum of 5 species and crops grown and yields on school grounds.
? 100% of all fences planted with live fence and number of trees and species used for live fence.
? A minimum of 3 diversified legume trees and crops grown in the orchard garden and whole school designs.
? At least 3 waste collection points established
? 80% of the productive grounds under mulch.
? Access routes defined
? A minimum of 3 fast growing species established fo r live fence along a 10 hectare fenced area. ? Rehabilitation of degraded landscapes focusing on
- Gulley reclamation
- Establishment of 6* 1 hectare woodlots/ with a minimum of 2000 multipurpose fast growing trees close to each of the 3 schools
- Crop diversification through growing of legumes, intercropped with cereal and fruit trees in gardens and around schools and scaling up production.
- Establishing rain water harvesting structures in the 6 schools ? please indicate the structures to be established.
- Growing of vetiver, moringa, and sisal as live fencing, using multi purposes tree species.
- Organic soil improvement, use of composting at all schools
- Waste management and recycling done in all schools and selection of waste at point
- Promoting ground cover through mulching and intercropping i. At least 50% of the schools landscapes and the established gardens are growing a minimum of 5 diversified foods and multiplying 3 varieties of indigenous seeds by the end of the project.
ii. Improved active engagement of children and youth in solving environmental problems

1. OBJECTIVE 4: To enable 3306 youths, adults and children to undertake social enterprises in plants and beekeeping in order for them to diversify their incomes and improve their livelihoods.
Outputs Activities Outcome
Output 4: Integrated land use design systems incorporating social enterprises ? woodlot and beekeeping, nursery and vegetable production.
Indicators for planned actions:
? Number of high value trees in the woodlot
? Quantity of honey harvested and taken to the market.
? Amount of money generated from plant and vegetable sales

Baseline:
? 1600 children and youth
? High vulnerability and limited income sources
Target:
? 3* I hectare woodlots planted with 2000 plants of moringa olifeira, leucaena, sesbania sesban, syzigium cordatum, ficus capensis
? Moringa products used for making tea, and cosmetic products
? A minimum of five beehives are placed introduced to the woodlots for honey production.
? Children are engaged in production of wax and other products for sale
? 50% of the trees are ready and sold as firewood by March 2019 Establishment of 6 integrated woodlots and beekeeping projects at each of the schools Nyamakari, Dombwe, Musavezi and for 3 out of school community youth groups. Improved sustainable income diversity sources using locally available resources
i. By 2019, at least 67% of the schools and out of school youth groups have increased yearly incomes by 20% through their diversified production, high value crops and value addition.