Insights from the First RLLL Program at SEKU

Recently, first-year students at South Eastern Kenya University (SEKU) participated in the Real Life Learning Lab (RLLL). Over the course of two five-day stays in the rural Kyavonda community students were exposed to various topics, including value addition in livestock systems, competitiveness in agriculture, quality management, and marketing. The program offered them a chance to work closely with local farmers, exploring real-world challenges such as preserving milk without refrigeration and adding value to honey production.

We spoke with one of the lecturers, dr. Daniel Mutua, Lecturer-Management Science, leading this initiative, who shared insights into the experience, challenges, and key takeaways from the program.

How was your experience with RLLL?

“Overall, the experience was very positive. It was a great learning opportunity for both the students and myself. Guiding students while engaging with the local community was incredibly rewarding. Designing the course was relatively easy because we co-created it with stakeholders—industry experts, potential employers, and community members. They helped shape the curriculum to address local needs. However, we faced challenges with bureaucracy when getting approval for students to go to the field, which delayed our plans. Cultural issues also emerged, as some students weren’t familiar with the community’s customs or language. We overcame these barriers by using interpreters or pairing students with those who spoke the local dialect.“

The lecturer emphasised the importance of mental preparation: “We made sure students understood that they would be living like the farmers—walking, using public buses, and sleeping in the same homes. This helped them adapt.”

What were the biggest challenges in managing such a large group?

“Logistics were the main challenge. The university didn’t provide transportation since this was not part of the plan, so we relied on public means. Coordinating 55 students, especially when we had to move from Kitui town to the main campus, required careful planning. Students were subdivided into groups of 5 with a leader to help in coordination.We used a WhatsApp group to communicate meeting points and travel details. Accommodation was arranged in advance, with farmers agreeing to host students, viewing them as part of the family. This mutual understanding made the living arrangements smoother.”

How did you ensure every student contributed meaningfully?

“Before the program began, I visited the community to get a sense of the environment. This helped me monitor the quality of the students’ work. I reviewed their plans, gave feedback, and ensured they aligned with the needs of the farmers. We stressed that this was a two-way learning experience—the students weren’t just there to help but also to learn from the farmers.”

Can you share an innovative solution that emerged from the program?

“One of the most impactful solutions came from a student who helped solve a pest problem. By creating a natural mixture using locally available ingredients, they demonstrated how the community could avoid buying expensive pesticides. The farmers were impressed and have since adopted this low-cost method. There was also the innovate idea of eliminating the middle man in the supply chain, where students linked the farmers with consumers from other regions. An app (mobile phone application) is in development regarding this idea.”

What lessons will you carry into the next RLLL?

“Proper planning and communication are key. It’s crucial to be familiar with the community before the program begins, to anticipate challenges, and to prepare both students and the community for the experience. Having at least two leaders, preferably a man and a woman, is also important to address gender-specific issues. We learned to emphasise the importance of knowledge—resources may be limited, but knowledge can have a lasting impact.”