Life-Changing Mentorship for Tanzanian Girls

When people see a 2-Day Challenge (2DC) project completed by a Year 2 Kisa Project scholar in Tanzania, they often focus on the visible results: a renovated facility, improved learning environment, or a community need that has been addressed. What they do not see is the journey that happens behind the scenes.

Before a project comes to life, scholars spend months learning how to identify challenges, engage with communities, develop solutions, write proposals, create budgets, and navigate unexpected obstacles. Throughout this journey, GLAMI mentors play a critical role in guiding scholars every step of the way.

Across the Kilimanjaro and Arusha teams, GLAMI mentors described a similar process of helping scholars transform ideas into meaningful action. Through mentorship, scholars not only learn how to complete a project, but also develop the confidence, leadership, and problem-solving skills needed to become changemakers in their communities.

Helping Scholars Find the Right Problem

 Every 2DC journey begins with community assessment. One of the first challenges scholars face is identifying a problem they can realistically address. Many scholars naturally gravitate toward large-scale issues such as poor roads, flooding, or inadequate infrastructure challenges that require resources far beyond the scope of a 2 Day Challenge project.

“It all starts in the classroom during the Kisa sessions,” explains mentor Alice. “Most of the time when they start brainstorming, they think of very huge problems like roads or floods, which are beyond their capacity.” Rather than providing solutions, mentors guide scholars through a process of reflection and critical thinking. Through discussions, observations, and conversations with community members, scholars learn how to identify challenges that are both meaningful and achievable.

“I always do my best to guide them to understand that the challenges they are trying to solve should be within their capabilities,” Alice adds. This process helps scholars understand that creating change does not always require solving the biggest problem. Sometimes it starts with addressing a challenge that is practical, urgent, and within their reach.

Learning to Listen Before Taking Action

Once scholars identify a potential challenge, GLAMI mentors guide them through validating their findings. This stage involves conducting interviews, engaging community members, and gathering information to better understand the root causes of a problem and its impact on the community. For many scholars, this is their first experience carrying out community assessments and interacting with local leaders and stakeholders.

“We teach them communication skills when conducting community assessments,” explains Genoveva. “How to interact with elders, seek consent, ask questions respectfully, how they should dress, and how to present themselves.”

Through this process, scholars learn the importance of listening before proposing solutions. They begin to understand that meaningful projects are grounded in genuine community needs rather than assumptions. At the same time, they develop valuable skills in communication, active listening, research, and decision-making.  

Turning Ideas into Action

Identifying a challenge is only the beginning. The next step is transforming an idea into a practical and achievable project. Mentors support scholars as they brainstorm solutions, evaluate different options, and determine what can realistically be accomplished within the available time and resources. This stage introduces scholars to proposal writing, project planning, budgeting, and resource mobilization.

Rather than making decisions for them, mentors encourage scholars to take ownership of the process and think critically about every aspect of implementation. According to GLAMI mentor Glory, scholars gain a wide range of skills during this stage. “They develop teamwork skills as they collaborate with fellow scholars, planning skills as they organize project activities, and budgeting skills as they manage project resources.”

As scholars prepare their proposals, they learn how to break down ideas into actionable steps, estimate costs, identify resources, and plan for successful implementation. These experiences provide practical lessons that extend far beyond the completion of a single project.

Navigating Challenges Along the Way

Like any real-world project, the 2DC journey is not without obstacles. Mentors shared that scholars often encounter unexpected setbacks as they move from planning to implementation. “In some cases, after conducting community assessments and identifying a challenge, scholars return home during the holiday period only to discover that the issue has already been addressed by another individual or organization,” explains Genoveva.

“When this happens, we encourage them to revisit their findings, identify another community need, and begin the planning process again.” Scholars may also face difficulties collecting information from community members. Some people are hesitant to participate in interviews, while others may misunderstand the purpose of the assessment or expect financial compensation.

Logistical challenges can also arise. Because scholars often live in different regions during school holidays, coordinating group projects can be difficult. At the same time, they must balance project preparation with academic responsibilities, examinations, and school schedules. To help scholars overcome these challenges, mentors encourage flexibility, persistence, and effective communication.

The goal is not simply to complete a project. It is to help scholars develop the resilience and leadership skills needed to navigate challenges and adapt when plans change.

Watching Scholars Grow

For many mentors, the most rewarding part of the 2DC journey is witnessing the transformation that takes place along the way. Glory recalls the story of Fatuma, a scholar who was initially quiet and rarely participated in class discussions. During the implementation of her group’s poultry farming project, however, she emerged as a leader. She helped identify project resources, coordinate logistics, and guide her fellow scholars throughout implementation.

“The poultry farm is still running up to date,” says Glory. “They have a number of chickens, and the vegetable garden is nourished.” Fatuma’s growth was so remarkable that she was later recognized as the best scholar during graduation. For mentors, stories like Fatuma’s serve as a reminder that the true impact of 2DC goes beyond the projects themselves.

More Than a Completed Project

While scholars leave the 2DC experience with stronger communication, leadership, teamwork, planning, and problem-solving skills, they also gain something equally important: confidence in their ability to create change. Through continuous guidance, encouragement, and practical support, mentors help scholars transform challenges into opportunities and ideas into action.

As Holiness reflects, “Mentorship helps scholars discover their potential and understand that they have the power to contribute solutions to challenges in their communities.” Ultimately, the success of a 2-Day Challenge is measured not only by the projects completed, but by the young leaders who emerge from the process believing they can make a meaningful difference in their communities.