GLOBAL FAMILY ENLIGHTENMENT ORGANIZATION(GLOFEO) updated its Projects page.

MAIN INTERVENTIONS.

• Marital family counseling and therapy
• Conflict Resolution (Mediation)
• Psycho-social Education and Support
• Empowering vulnerable groups (Orphans, aged, widows and PLWHA) with basic needs.
• Community capacity building for economic strengthening.
• Gender Advocacy and Community mobilization for self-Development.
• Youth empowerment and mental transformation for self-reliance.
• Consultancy in project design, implementation, Evaluation and Monitoring

2.0. Changes in the District under this outcome area: (with and without/UNDP support project)

2.1. Positive changes with the project

a)      Improved knowledge among fish farmers on proper feeds and feeding as well as water quality management for fish farming. Raised awareness on fish pond management, i.e. clearing surrounding environments.

b)      Increased farmers’ skills on recommended fish pond construction and harvesting techniques – water inlet and outlet system, pond elevation (slope designing) and harvesting basin.

c)       Acquired modern harvesting gears, i.e harvesting basin constructed and fishing nets supplied.

d)      Increased community interest to start up fish farming.  These include:

·         About 4 prospective male fish farmers in Mishenye village.

·         A group of 6 members (5 women and 1 man in Bujugo village).  This prospective fish farming group has trained by Abesiga group (as a multiplier effect) and it is about completing the construction of a fish pond.

e)      Increased household income accrued from increased number of chicken supplied by the project. Most of supplied chicken are currently laying eggs.

f)       Raised community awareness in upland rice variety with high yield  and tolerant to drought

g)      Improved knowledge and skills among cassava farmers on field management especially proper fertilizer application, spacing and weeding.

h)      Increased cassava production reflected by increased number of farmers adopting the production.  At least 10 people showed interest on improved cassava variety (MKOMBOZI) in Musira village. The reasons include high yields of the variety, its tolerance to cassava mosaic disease and of recent, and its high market demand in dry form. This is a good indicator for improved household income in future.

i)        Growing interest among farmers with regard to sunflower production. One peasant has started growing sunflower in Kyamulaile village.

3.0. What has the project done to contribute to this outcome?

Awareness raising/brokering:

Radio programmes under this project have led to a surge of local peasants seeking information on various agricultural extension services and support from Maruku Agricultural Research Institute (ARI Maruku). ARI Maruku officials have confirmed the influx of information seekers by physically visiting the facility or calling on phone a few days in the aftermath of MAF Radio Talk shows. However, there is need for designing Listenership Monitoring Tool (LMT) to ascertain whether the surge of people seeking information from ARI Maruku could be  a result of information shared through the Radio Live Talk Shows. The programs aired through a local fm radio station and listeners were allowed to call in for clarifications or questions to invited experts from Agricultural Research Institutes.

Although the intervention was basically being implemented in a few wards of Bukoba, callers were received as far as from Karagwe, Muleba and Ngara Districts. Apart from giving clarification to listeners concerns, the hosted extentionists provided their contacts in case there was need for additional assistance.  The commonly asked questions revolved around control of crop diseases and availability of high yielding and disease resistant crop varieties. Besides agricultural experts, progressive farmers were also invited to the radio programmes demonstrating as good role models. Their contribution in totality have positively impacted on increased awareness and hence the durability of attained results. A mountain of publicity materials distributed during the project also contributes to this outcome.

B: Output Dimension:

1.0. Durability of Results including Capacity development and institutional Arrangement:

1. The project intervention in this area was designed with a clear plan to ensure the durability of results through developing skills and systems.  All the measures and interventions had a clear exit strategy. For instance all interventions starting from the selection of crops to the project execution were based of the findings provided by the baseline survey. The earmarked intervention crops were identified by respondents of the particular baseline and hence reflect community desire which remains a vital determinant aspect for the project sustainability.
2. The project implementers did not impose new systems but strived to maintain the existing structures like selecting operational and best performing farmers groups to champion the practical part of the project. The concrete evidence around this description is fish farming groups in Butelankuzi and Kemondo. The groups were engaged in fish farming even before MAF inception and hence were ideally eligible as a mechanism for sustaining the project instead of introducing new groups which would normally disintegrate upon the project exit phase.

2.0. Changes in capacities of counterparts/areas as a result of the project intervention

1. Added knowledge and skills for ward extension workers on proper poultry management practices, fertilizer utilization in cassava, sunflower and upland rice productions.
2. Increased knowledge in maintaining/sustaining public private partnerships ie collaboration of the district council with the NGO in implementing the project
3. Improved linkages and inter dependencies among stakeholders, for instance link with suppliers of goods and services like SIDO - Shinyanga, Intermech Engineering Ltd – Morogoro.

C. Gender

1.0. Gender results achieved at this point.

1. Training on proper crops management (Upland rice, sunflower and cassava) involved 24 participants of whom 10 were men and 14 women of ages ranging between 20 – 50 years from Musira, Kyamulaile, Migara, Kyema and Mishenye villages. At least one farmer for each crop can demonstrate proper fertilizer applications and use of improved seed variety.
2. Training in proper fish farming involved 25 participants from Mishenye, Bujugo and Kanazi villages of whom 13 were men and 12 women of average ages ranging from 22 to 65 years. All fish ponds are fenced, well netted to protect fish from predators. Farmers now know proper fish planting, feeding and timely harvesting.
3. Raised community motivation to start up upland rice production. At least 10 people, 2 men and 8 women in Mishenye – Butelankuzi showed aroused interest by asking sources of improved upland rice seed variety as they visited  Mr Pastory Simeo, the upland rice farmer linked to MAF project.

  1.1 Impact of trainings on SACCOS, fish farming, cassava, sunflower and upland rice production

1. 1 fish farmer in Mishenye (Butelankuzi) accesses low interest loans by being a member of JUHUDI SACCOS BWAGULA
2. Well managed farms and ponds which will result into increased productivity and thus improved household food security and income. These include 14 fields of cassava of 7 acres on average in Musira and Kyamulaile villages, 5 of upland rice of 3.15 acres in Kyema, Mishenye, Nyakabanga, Migara and Musira, 1 field of sunflower of ¼ an acre size in Kyamulaile village. With good management, we expect to produce 98 tons of fresh cassava, 6.3 tons of paddy and 0.2 tons of sunflower at harvesting.
3. Raised communities’ awareness on importance of alternative crop farming like sunflower and upland rice productions in Kyamulaile, Musira and Mishenye villages.

D.  South-South cooperation:

The project implementing partners conducted a study tour to Uganda during the project. The aim of this tour was to enable the participants to borrow a leaf on best practices attained by their Ugandan counterparts in fighting poverty and hunger through agricultural interventions. Uganda has made significant progress with respect to MAF intervention objectives in crops and livestock keeping which encompass a lot of knowledge shared during the tour.

The type of support received by MAF project implementers from Uganda is an opportunity to visit various agricultural sites, the National Agricultural Research Development Institute (NARDI) in Kampala and individual progressive farmers. Another tour destination was Kajansi Fish Farming Institute which is run by Uganda government in collaboration with China. The team also paid visit to The Ugandan Vice Presidents Office Section on Poverty Alleviation better known as Prosperity for All. The cooperation provided through this activity was very effective in terms of the following results:

1. The tour opened cross border linkages between Bukoba District Council and Ugandan counterparts for legally importing improved technologies like highly yield producing mangoes and the rest for our farmers;
2. The participants  acquired proper fish farming technologies  regarding feeds, feeding and oxygen - bubbling equipment facilitating fish breathing;
3. The visiting team was assured of a wider fish market available for fish farmers in all East African Countries and all around the world; The Ugandan vice presidents office assured Tanzanian visiting team close working ties in terms of securing market opportunities of agricultural products and technologies. The visiting delegation was assured that the market for fish and poultry products was huge and yawning.
4. The participants increased their  knowledge on different upland rice seed varieties, tolerant to drought and diseases  for improving farmers yield;
5. The team which included SCO representatives, Council technocrats and farmers  were oriented on post harvest management and processing of cassava and other crops like tangerine to produce a variety of products for increasing shelf life and value addition; and
6. Particularly the LGA staff improved their knowledge on Institutional Interventions for bridging the vacuum of youth unemployment. The Ugandan popular intervention Prosperity for All is designed for income generating for youth and vulnerable communities. This programme is a replica of Tanzania’s Strategy for Economic Growth and Poverty Reduction (MKUKUTA).

“

MRADI WA NYUMBA YA MICHEZO YA WATOTO”
Mradi Wa Nyumba ya michezo ya watoto ni wazo lilopendekezwa na Ndugu Michael Ambirk Kutoka Nchini Denmark. Mradi huu utatekelezwa Kwa kushirikiana baina ya Mashirika mawili: EDUCATION WORLWIDE lililoko nchini DENMARK pamoja Na GLOBAL FAMILY ENLIGHTENMENT ORGANIZATION (GLOFEO)-liliko Bukoba Tanzania.
Mradi huu utatekelezwa katika mtaa wa MATOPENI katika kata ya Kashai kama sehemu ya kuanzia, na kama itadhihirika kuleta matokeo chanya unaweza kupanuka na kuendeshwa katika sehemu nyingine endapo vyanzo vya mapato vitapatikana na kuwa endelevu.
 
LENGO KUU LA MRADI:
“Watoto katika jamii wanapata eneo ambalo wataweza kujenga ujuzi/maarifa na nidhamu kupitia matumizi ya midoli yenye ubora, michezo, kujumuika na wenzao kujifunza tamaduni na kupata uwezekano wa kupeleka midoli mipya katika familia zao Ili kukuza kizazi cha watoto wenye akili angavu, wabunifu na raia wenye weredi na uadilifu.”
 
Malengo ya muda mfupi:
Kituo cha kujifunzia njia sanifu, kinachotoa mafunzo ya ujuzi wenye changamoto kwa watoto ndani ya jamii, chenye muundo kamili kinachoweza kujiendesha chenyewe.
Watoto katika jamii wanaongeza ujuzi na maarifa ya kijamii ili kumudu changamoto za maisha ya baadaye.
Mabadiliko ya kimaendeleo yanayojitokeza ndani ya jamii yatokane na ushawishi wa shughuli zinazofanywa na kituo.
SEHEMU YA KUTEKELEZA MRADI.
Mradi huu utatekelezwa katika mtaa wa MATOPENI wenye jumla ya kaya 3000 ndani ya nyumba za kupanga na wakazi wapatao 4080 katika kata ya Kashai. Matopeni inapakana na uwanja wa ndege, Ziwa Victoria na nyanda za juu kidogo- Kilimahewa. Matopeni Kama lilivyo jina lake ni sehemu yenye maji mengi kwani ni njia ya vyanzo vya mito kuelekea ziwani. Mtaa wa Matopeni   hugeuka kuwa tope katika nyakati za mvua kwani maji hujaa kila sehemu na kuwafanya wakaazi kupata shida ya kusafiri kutoka sehemu moja kwenda nyingi, njia hazipitiki, watoto hawapati sehemu ya kuchezea na nyumba wakati mwingine hujaa maji na kuwalazimu baadhi ya waakazi kuhamia kwa jamaa zao mpaka mvua zitakapokatika.
Miundombinu katika mtaa wa Matopeni ni duni na hivyo jamii inayoishi katika mtaa huu kutopata huduma nzuri za kijamii kama vile ELIMU,AFYA,MAJI SAFI NA SALAMA,NISHATI,BIASHARA, AJIRA,SEHEMU ZA BURUDANI NA MICHEZO.
Kwa sababu ya ukosefu wa huduma za kijamii, jamii ya Matopeni inaishi katika hali ya ufukala wa kiwango cha juu na hatimaye kukosa uwezo wa kumudu gharama za maisha.
 
HUDUMA YA ELIMU: Mtaa wa Matopeni hauna shule ya msingi wala shule ya sekondari. Watoto wa mtaa wa matopeni wanasoma katika shule zilizombali na mtaaa kama vile, Kashai S/M, Tumaini S/M, Bilele S/M, Mafumbo S/M na kwa upande wa shule ya sekondari watoto wengi husafiri umbali mrefu sana kwani shule hizi ziko mbali sana.
 
HUDUMA YA AFYA: Huduma ya afya Kwa jamii ya matopeni ni duni na hupata shida wakati wa mvua kwani mindo mbinu si ya kudumu. Wananchi pia hawana vyoo vya kudumu na hivyo ni rahisi kupata mlipuko wa magonjwa.
 
MAJI SAFI NA SALAMA: Matopeni huathiliwa na upitaji wa vijito vinayvopeleka maji katika ziwa Victoria, wanajamii wa matopeni hutumia fursa hiyo kutumia maji hayo kwa ajili ya matumizi ya nyumbani kama vile,kupikia,kufulia nguo,kuoga,kuoshea vyombo na wakati mwingine kunywa. Maji hayo si Safi na salama kwani hupita kwenye familia ndani ya mtaa wenye shughuli hizo hizo na hatimaye maji hayo kuwa machafu.
 
NISHATI: Familia zilizopo katika mtaa wa Matopeni hutumia kuni na mkaa kama nishati ya kupikia. Mkaa hupatikana Kwa shida na ukipatikana huwa na bei kubwa sana khali inayowafanya wakaazi kuishi kwa shida. Kuni zinazotumika kwa kupikia hutolewa vijijini na watu wenye mtaji na kuwauzia wengine, hivyo kuni nazo ni shida na zikipatika huwa na bei ya juu sana.
Umeme, familia nyingi katika mtaa wa Matopeni hutumia mafuta ya taa kama nishati kuangazia ndani ya nyumba. Miundo mbinu ya umeme ipo lakini wananchi hawewezi kumudu gharama za kuweka umeme ndani ya nyumba zao na kulipia bili za kila mwezi.
 
BIASHARA: Biashara zinazofanyika katika mtaa wa Matopeni ni ndogondogo kwa sababu ya mazingira, Aina za biashara katika mtaa huu ni: maduka madogomadogo, uuzaji wa samaki, mafundi uashi, ufundi baiskeli, upakaji rangi pamoja na saluni za kike na kiume.
AJIRA: Wanafamilia wengi ndani ya mtaa wa Matopeni wamejiajiri katika sekta binafsi na kwa shughuli ndogondogo. Wanawake wengi wameanzisha vibanda vya kuuza chakula, vijana wamejiari kuendesha pikipiki, huku wanaume wakifanya vibarua kwenye sekta za ujenzi,uselemala,kuuza maduka ya matajiri. Hivyo ukosefu wa mtaji umesababisha familia nyingi kutopata/kutoa huduma nzuri kwa wanafamilia wake.
 
BURUDANI NA MICHEZO: Mtaa wa matopeni umezingirwa na maji sehemu zote na hivyo jamii inayoishi hapo kutopata sehemu za kufanya michezo ya aina mbalimbali kwa ajili ya kujiburudisha na kujenga mahusiano bora kwa njia ya michezo.
Watoto na watu wazima husafiri umbali mrefu kwenda kucheza michezo mbalimbali kwa ajili ya burudani, hali hii huzorotesha viapaji vya watoto na vijana na hivyo kudumaza akili na ushirikiano duni katika jamii, michezo huwaleta watu karibu.
 
MALEZI: Familia nyingi ndani ya mtaa wa Matopeni hutegemea kipato cha kila siku ili kuweza kupata mahitaji ya siku, hali hii imesababisha wazazi kutopata muda wa malezi kwa watoto na hatimaye watoto wenyewe kugeuka walezi wa familia pindi wazazi wawapo katika mihangaiko ya kutafuta riziki ya siku. Hali ngumu ya maisha ya wakazi wa Matopeni imesababisha kuvurugika kwa ndoa nyingi na migogoro isiyoisha na hatimaye kuongeza dimbwi la umasikini katika familia. Wnaume wengi wametelekeza familia zao kwa sababu ya kukosa namna ya kutunza familia. Yote haya humuathili mtoto kwa kiasi kikubwa kwani elimu ya awali itokayo kwa wazazi ameikosa na hivyo kudumaza uwezo wa watoto.
 
Ni muhimu kurejesha malezi haya kwa kuvumbua njia nyingine mbadala itakayowezesha watoto kujitambua na hatimaye kujenga jamii yenye uwezo wa kujitegemea.
 
 
 
MNYAMBULISHO WA TATIZO-CHANZO:
Watoto wa eneo la matopeni hukua wakiwa na changomoto nyingi za kimazingira ambazo kwa kiwango kikubwa zina athiri ukuaji wao kiakili, kisaikolojia na kimahusiano. Sababu za kiuchumi na ukuaji wa tekinolojia hutoa mchango mkubwa sana katika kuathili ukuaji na uelewa wa mtoto, sababu nyingine ni kama vile miundo mbinu duni ya kupitisha maji (mifereji bora na madaraja ya kudumu) ambapo mtuamo wa maji husababisha milipuko ya magonjwa kama vile malaria. Ukosefu wa vyoo vya kudumu kutokana na hali ya kuwa maji maji ambayo mara nyingi husababisha magonjwa kama vile minyoo pamoja na homa ya matumbo. Lishe duni pia ni changamoto kwa watoto waliochini ya miaka mitano kwani nayo inayoathili ukuaji wa kiakili na kimwili.
 
Suala la mahusiano baina ya mzazi na mtoto kwa sasa pia ni changamoto, awali watoto walikulia na kulelewa katika jamii ambayo ilithamini kuwa karibu na watoto wao muda mwingi ikiwemo jamii ya matopeni. Hata hivyo uhusiano huo baina ya wazazi na watoto haukuwapa fursa watoto kujenga uwezo wa kiakili, kwani Watoto walishiriki katika shughuli za watu wazima na vilevile mara zote walijifunza ujuzi mbalimbali kwa kujaribu kuiga shughuli zao ama kupewa maelekezo kutoka kwa watu wazima.
Katika jamii ya Matopeni kama zilivyo jamii nyingine, suala la michezo kwa watoto wadogo sio kipaumbele ukilinganisha na shughuli za kiuchumi (biashara ndogondogo) na kazi za nyumbani. Hali kama hiyo humfanya mtoto kutokuwa na fursa ya kujifunza vitu vipya kulingana na umri alionao.
 
Wazazi kufanya kazi mbali na makazi yao na kuwaacha watoto nyumbani na walezi wasio kuwa na uzoefu wa malezi bora nayo ni changamoto, na kwa mazingira haya video huchukuwa fursa kubwa za kuwajaza watoto elimu ambayo haiendani na maadili na tamaduni husika.
 
Jamii ya Matopeni nayo inachangamoto ya kuwa na tabaka la wasionacho na walionacho.Tofauti hii pia imeathili mahusiano baina ya watoto na watoto, mfano, watoto wanaotoka katika familia duni huenda katika shule za umma zenye vifaaa na mazingira duni ya kujifunzia na kufundishia ukilinganisha na shule za watu binafsi au mashirika ya dini zenye mazingira na vifaa bora.
 
Utamaduni wa kuwapeleka watoto wadogo katika shule za bweni pia nayo ni changamoto, Hali hii inaathiri makuzi kutokana na lishe duni inayotolewa shuleni, hali hii pia huathili uwezo wa kukua kiakili na kimwili. Vilevile huathiri mahusiano baina ya mtoto na wazazi .
 
Baada ya muda wa shule kwa watoto wa Matopeni pia ni changamoto kwani mara kwa mara watoto huonekana wakizurura na kutanga tanga ovyo mtaani, baadhi ya watoto hutumia muda wao katika vibanda vyenye kuonyesha mikanda ya Video ,mara nyingi mikanda hii huwa haizingatii umri hivyo kuathiri uelewa na makuzi ya kimaadili.
 
Watoto wanaopata fursa ya kuandikishwa shule/chekechea nao huwa na changamoto kama vile ,uhaba wa vifaa vya kufundishia na kujifunzia, uchache wa walimu pamoja miundo mbinu duni ( vyoo,madawati,vitabu,madarasa). Kutokana na hali hiyo watoto hulazimika kuwa sikiliza watu wazima na kufuata kile anachoambiwa. Hali Kama hii haiwapanui watoto uwezo wa kuwa wabunifu ama kuwa wadadisi.
 
Jamii ya Kashai kama zilivyo jamii zingine nchini watoto hukaliliwa kutokuwa na uzoefu hivyo mara nyingi mawazo yao huwa hayapokelewi wala kuthaminiwa si katika ngazi ya familia lakini pia katika ngazi za juu kwa sababu watoto wanaaminika kwa kutokuwa ukomavu wa uelewa wa kutosha ambao unaweza kuwa msaada kwa watu wazima Hali hiyo pia huathili uwezo wa kujiamini, kuwa wabunifu na wadadisi.
Kutokana na mfumo wa elimu kutoipa kipau mbele elimu ya awali, mara nyingi elimu hii imekuwa ikiachwa katika mikono ya elimu isiyo ya mfumo rasmi, na kuicha mikononi mwa watu binafsi ama mashirika ya dini, ama kukosekana kwa mtaala rasmi wa elimu ya awali huongeza changamoto ya ujifunzaji wa mtoto.
Suala la adhabu Kwa watoto shuleni bado pia ni changamoto, mara nyingi watoto katika umri mdogo hukutana na tatizo la kupigwa viboko pale waposhindwa kufuata vema maagizo kutoka kwa walimu ama walezi wao. Pamoja na viboko pia watoto wamekuwa wakikutana na tatizo la vitisho kutoka kwa walimu wenye dhamana, ama kwa watoto wakubwa. Mazingira Kama hayo huathiri uwezo wa watoto kujifunza na pia humjengea mtoto hisia za kuchukia mazingira ya shule na hivyo kuathiri uwezo wa kujifunza.
Katika mazingira ya nyumbani watoto pia hukumbana na vitisho kadhaa ikiwemo lugha za matusi na maelekezo yasiyoendana na uwezo wa uelewa wao. Mazingira kama hayo humjengea mtoto hali ya uoga na kutojiamini na pia kupunguza uwezo wa kujifunza. Pia mazingira Kama hayo humtengenezea mtoto fursa adimu ya kupanua uwezo wa kuwa mbunifu, mdadisi na pia humpunguzia uwezo wa kufikiri, kujitambua na hatimae kupoteza vipaji vyake asilia. Hivyo, ni muhimu sana kwa watoto kupewa fursa ya kukuza hisia zao kabla ya kufundishwa mambo makubwa.

KIPINDI CHA UTEKELEZAJI WA MRADI.
 
Mradi huu utatekelezwa kwa kipindi cha miaka sita na utafanyika kwa awamu tatu.
 
Kipindi cha mpito mwaka mmoja na nusu (1 ½).
Katika kipindi hiki kutakuwa na mchakato wa kuanzisha nyumba ya watoto ya michezo, mafunzo kwa watoa huduma wa kituo chenyewe na ukusanyaji wa midoli ya michezo kutoka kwa wahisani mbalimbali.
 
Kipindi cha kusimika/Kuimalisha shughuli miaka miwili (2miaka):
 
Kuanzisha kalakana, uzalishaji wa midoli (sanaa) ya kiasili, shughuli za utamaduni za kiasili.Mijadala, midahalo na mikutano ya wazazi, walezi na wadau wengine.
Hatua ya mwisho: Kuanzisha viwanja vya michezo, Mahusiano na taasisi nyingine za kitaaluma, Kuanda mpangokazi wa shughuli za vijana, Kuanzisha mpango wa mafunzo kwa watu wazima kuhusiana na tamaduni, mahusiano ya kijamii na elimu ya usanifu na ubunifu.
WALENGWA NA WASHIRIKI.
Kundi mahususi la walengwa ni watoto wa jinsi zote wanaoishi katika mtaa wa Matopeni na maeneo jirani. Mtaa wa Matopeni una jumla ya wakazi wapatao 4080, wanawake wakiwa 2010, watoto 920 na wanaume 1040.
Wakazi wa mtaa wa matopeni wanaweza kuganyika katika makundi kama ifuatavyo:
 

Mwanzoni mwa mradi watapokelewa watoto wenye umri kati ya miaka 3 hadi 10, baadae shughuli zitawajumuisha watoto wa rika zote ikiwa ni pamoja na vijana.
Kundi la pili katika mradi huu utawahusisha wazazi na walezi wa watoto. Wazazi watahusika kupitia kwa watoto wao kutokana na shughuli zinazofanywa ndani ya mradi na pia watahusika moja kwa moja kwa kuhudhuria mafunzo mbalimbali yatakayotolewa na kituo kutokana na mpango kazi utakaoandaliwa mahususi.
 
Kundi la tatu ni viongozi na watunga sera juu ya masuala ya Elimu kama vile Maafisa elimu,walimu,maprofesa, wakuu wa vyuo,viongozi wa serikali na viongozi wa siasa.
Pia watoa huduma wa kituo hiki na wale wote watakaoajiriwa watahusika moja kwa moja kupata na kutoa huduma ndani ya mradi huu.
NYUMBA YA MICHEZO:
Kituo kitaanzishwa kweye nyumba itakayotafutwa ndani ya mtaa (Nyumba kamili) itakayokuwa na vyumba vingi, vyumba hivi vitapangwa katika mfumo kulingana na hatua za michezo au ugumu wa ujifunzaji wa mchezo; vyumba vitapangwa kwa mfumo ufuatao:
 

 
Katika vyumba vyote kutakuwa na uwezekano wa kuchora kile walichokifanya/jifunza, baadae kutatengwa chumba maalumu kwa ajili ya uchoraji na shughuli nyingine za kiubunifu. Michoro ya watoto itafanyiwa maonesho kwa watu mbalimbali kama sehemu ya kujifunza na kufundisha vipaji, watoto pia watafundishwa kuheshimu na kuthamini kazi za watoto wenzao na hivyo kupinga na kudharau kazi za wengine havitaruhusiwa. Watoto watafundishwa jinsi ya kufanya kazi pamoja ambapo watoto wenye uzoefu watawafundisha wale ambao si wazoefu.
 
Kutakuwa na chumba kikubwa kitakachotumika kama sehemu ya kufundishia watu wazima juu ya masuala mbalimbali ya kijamii,sehemu ya kuhadithia hadithi kwa watoto na sehemu hiyo pia itatumika kwa michezo ya ndani ya maonesho ya watoto kulingana na makundi yao.
 
Nje ya nyumba hiyo kutaandaliwa uwanja wa michezo utakaozungushiwa fensi, matumizi ya uwanja huo yatafanyika kwa mpangilio maalumu ya kitaalam.
Katika mazingira ya nyumba hiyo ya michezo, kutaanzishwa kalakana ya kutengeneza sanaa na midoli ya asili kwa ajili ya kuwauzia wanajamii. Kalakana hiyo itahudumiwa na wataalamu watakaopewa mafunzo maalumu ya utengenezaji wa sanaa/midoli, mafundi selemala na wahunzi wenye ujuzi wataajiriwa katika kalakana hiyo.
Sehemu ya mapokezi kutakuwa na duka litakalouza sanaa/midoli mbalimbali vitakavyozalishwa ndani ya kalakana.
 
 
Mtoto akicheza mchezo  wa kuunganisha vipande vya twiga kwa kuangalia picha.

WATOTO NDANI YA NYUMBA.
Mwanzoni watapokelewa watoto wenye umri wa miaka 3 hadi 10.
Katika kila chumba kutakuwa na mhudumu mwenye utaalam wa kutumia midoli (toys) na mpole, mnyenyekevu kwa watoto na mwenye uwezo wa kuelekeza watoto.
Wakati wa kuingia kwenye nyumba ya michezo kila mtoto atalipa kiasi cha Tsh. 1000 kwa kuhudhuria mara tano na atatumia masaa mawili kila atakapohudhuria, mtoto atapewa kadi ya mahudhurio, kadi hii itaonesha mtoto yuko katika hatua gani na kiwango cha uelewa wa hatua hiyo. Mtoto atapitia hatua ya kwanza hadi hatua ya mwisho kulingana na mpango wa kituo.
 
Baada ya mtoto kupewa kadi ya mahudhurio, ataenda kwenye chumba cha kubadilishia nguo na atapewa nguo maalumu (uniform) kwa ajili ya matumizi awapo ndani ya nyumba, nguo zake zitaweka mahali salama na kufungiwa mpaka atakapomaliza shughuli zake za siku. Kila chumba kitakuwa na uwezo wa kutumika na watoto 10, mhudumu atawaelekeza jinsi ya kutumia midoli na atawahimiza watoto kushirikiana katika kujifunza, na mtoto hataruhusiwa kuingia ngazi nyingine bila kufaulu ngazi ya awali. Maendeleo ya mtoto yataandikwa kwenye kadi yake ya mahudhurio na hivyo kumpa mtoto changamoto ya kufanya jitihada ili apande ngazi inayofuata.
UTHABITI WA MRADI.
Baada ya watoto kurudi nyumbani watajadili na wenzao pamoja na wazazi wao juu ya shughuli nzima zilizofanyika ndani ya kituo, hii itawafanya watoto wawaombe wazazi kuwanunulia midoli watakayotumia pindi wawapo nyumbani au kununuliwa vitabu vya hadithi vinavyohusu sanaa/midoli waliyojifunza ndani ya kituo.
Wazazi wa watoto watapenda kupata taarifa zaidi juu ya matumizi ya midoli na hivyo kuonana na viongozi wa kituo kwa ajili ya kupata taarifa zaidi, wazazi pia watahudhuria mikiutano na mafunzo yatakayoandaliwa na kituo.
Malipo yatakayotokana na kiingilio yatatumika kuwalipa wahuduma na shughuli za kiutawala. Midoli itakayotumika kwenye kituo hiki itatolewa na wafadhili wanaotengenza midoli hiyo na hivyo midoli itakayozaliswa ndani ya kituo itakuwa ya kuuza kwa ajili ya kupata fedha za kuendesha shughuli za kituo.
 
Kituo kitaarika wanafunzi wa kigeni kuja kufaynya mafunzo yao kwa njia ya vitendo katika kituo hiki na katika kufanya hivyo,vifaa vya kufanyia kazi vitaongezeka kwani mafunzo ya aina mbalimbali yataendeshwa na wanafunzi hao ili kuipatia jamii ujuzi na maarifa mapya yanayoendana na mabadiliko ya sayansi na teknolojia. Kituo hiki pia kitashirikiana na taasisi za elimu hapa nchini ikiwa na pamoja na kuwaarika wanafunzi wa kitanzania kuja kufanya mazoezi kwa njia ya vitendo.
 
 
 
watoto wakiunganisha barabara ya reli na kuipitsha treni hiyo iliyotengenezwa kwa kuunganisha vipande.

Baadhi ya watoto wakiangalia jinsi treni inavyopita kwenye reli iliyotengenezwa kwa kuunganisha vipande vya mbao.


Ndugu Michael Arbirk kutoka Denmark akizungumza na staff ya GLOFEO jinsi ya kutekeleza mradi huu wa nyumba ya michezo ya watoto.

 Mkurugenzi wa GLOFEO akieleza mpango kazi wa kuendesha mradi wa nyumba ya michezo ya watoto.