For years, many parents in Bagamoyo, Pwani, believed
that children should simply follow instructions.
Decisions were made by adults, and young people
were expected to listen rather than contribute. At
school, students rarely had platforms to express their
views, and children who struggled to learn were often
labeled as stubborn or difficult. Today, that story is
changing.
Through a 10-week Life Skills Training Campaign
implemented by OCODE in partnership with Uwezo
Tanzania under the ALiVE project, communities are
beginning to see children not merely as recipients of
guidance, but as active problem-solvers capable of
contributing ideas, making decisions, and helping
shape their own futures.
According to Rajabu Mshamu, one of the facilitators of
the campaign, the transformation did not happen
overnight. It started with helping community members
understand that life skills are not abstract concepts
taught only in classrooms, they are practical abilities that people use every day to navigate
challenges.
“Life skills are not something strange that people do not have,” Rajabu explains. “We are born
with the potential to think, communicate, and solve problems. The challenge is learning how to
use those abilities effectively in our daily lives. That is why we focused on helping people
understand problems, identify their root causes, and find solutions together.”
The campaign brought together parents, students, teachers, and religious leaders through
community meetings, school activities, and discussions in places of worship. Rather than
delivering lectures, facilitators encouraged participation and dialogue.
“We did not want to come as experts who know everything,” Rajabu recalls. “We wanted people
to feel that they were part of the process. We sat with them, listened to their experiences, and
worked together to find solutions. When people feel respected and heard, they are more willing
to embrace change.”
One of the most significant outcomes emerged in families. Before the training, many parents
viewed children as too young to contribute meaningfully to household decisions. However, as
discussions on problem-solving and communication deepened, parents began recognizing that
their children could offer valuable perspectives.
Rajabu remembers one example that stood out.
“We started hearing parents say things we had never heard before. A father who was planning
to buy a farm told us that instead of making the decision alone, he sat down with his children
and asked, ‘We are thinking of buying a farm. What do you think? Do you have any ideas that
could help us make a better decision?’ That may sound like a small thing, but for many families
it was a major shift. Parents were beginning to see that children also have ideas worth listening
to.”
The change extended beyond decision-making. The training challenged harmful assumptions
about children with learning difficulties. Previously, some parents described such children as
hard-headed or stubborn. Through practical demonstrations using locally available materials
such as pots, household items, and everyday objects, parents learned that many learning
challenges require support and understanding rather than punishment.
“Many parents realized that the problem was not that the child was difficult,” Rajabu says. “The
real issue was that they had never understood how the child learns. Once they started using
simple materials from their homes and engaging with their children differently, they saw
progress. They stopped blaming the child and started looking for solutions.”
Despite these successes, the journey was not without challenges.
Some parents initially worried that teaching children to express their opinions would encourage
arrogance or disrespect toward elders. However, as they began witnessing positive changes in
their homes, schools, and communities, attitudes gradually shifted.
“At first, some people thought we were teaching children to challenge authority,” Rajabu says.
“But over time they saw that we were teaching them how to think, communicate, and solve
problems responsibly. The more people experienced the benefits, the more they wanted to be
involved.”
The growing demand for additional life skills training became one of the clearest indicators of
success. Community members began requesting sessions on self-awareness and other life
skills beyond problem-solving, demonstrating both ownership of the initiative and a desire for
continued learning.
For Rajabu, the transformation can best be described through a simple metaphor.
“When we started, it felt like we were crawling. People were unsure, and many did not
understand why these skills mattered. Today, we can confidently say we are walking. Parents
are involving children in decisions, teachers are listening more, and communities are solving
problems together. We have not reached the finish line yet, but we are moving forward. And if
we continue building on these foundations, the day will come when we are running.”
This demonstrates that meaningful change does not always begin with large investments or
complex interventions. Sometimes it starts with a conversation, a parent asking a child for their
opinion, a teacher listening to a student’s idea, or a community choosing to solve a problem
together.And in those moments, lives begin to change.