Real-Life Learning in Action: The SEKU students’ perspectives

Participating students: Stephen Kidawa, Sarah Munyiva, Derrick Kimeu, and Ann Njeri

During our last INSSPIRE meeting in Wote, Kenya, I had the opportunity to sit down with four enthusiastic students – Ann, Sarah, Dereck, and Stephen – from the South Eastern Kenya University (SEKU), who directly participated in, or had the chance of experiencing the Real-life Learning Lab (RLLL) activities in the Kyavonda community.

We gathered outside the conference room in a relaxed atmosphere, surrounded by the peaceful ambiance of nature. The students were eager to talk, and our conversation flowed naturally, when they shared personal experiences and insights from their participation. It was clear they appreciated the chance to voice their stories, and I was equally grateful for the opportunity to listen to their perspectives. Their reflections revealed not only the academic learning benefits of this hands-on approach but also the profound personal and social growth they experienced.

Learning Beyond the Classroom

For Stephen, a SEKU student in the School of Business and Economics studying Project Planning and Management, the RLLL was an eye-opening opportunity to apply theoretical knowledge to real-world situations. “Our curriculum is largely theory-based, and the RLLL gave us the chance to take what we learned in the classroom and apply it practically,” Stephen shared. During the RLLL activities, Stephen and his peers worked with local farmers from the Kyavonda community, advising them on ways to market their produce more effectively and exploring the concept of the circular economy. Stephen’s interaction with the community also allowed him to learn about traditional practices that, in many ways, complemented what he had learned academically. “The local farmers had methods that could be incorporated into our syllabus, especially in areas like milk production.”

One challenge Stephen highlighted was the language barrier, as he did not speak the local dialect. However, this provided an additional layer of learning, as he had to rely on interpreters and adapt to the local customs. He also touched on the harsh environmental conditions, such as extreme heat and water scarcity, which gave him a new appreciation for the resilience of the communities they worked with.

Bridging Knowledge Gaps Through Collaboration

Sarah, a SEKU student from the same department, echoed similar sentiments, emphasizing the importance of multilingualism and adapting to different dialects even within the same language. Her experience at the RLLL also opened her eyes to the differences in agricultural practices, particularly in pest control. “The local farmers used organic methods, and their papayas were some of the sweetest I’ve ever tasted,” Sarah noted. This discovery highlighted the importance of local knowledge and how traditional practices could yield significant results without the use of synthetic chemicals.

Sarah also discussed how water scarcity and long distances to water sources were major challenges for the community. She compared this to her hometown, where more advanced water systems allowed easier access. This comparison deepened her understanding of the diverse challenges rural communities face.

Teamwork and Problem-Solving Under Pressure

Derick, another SEKU student studying Project Planning and Management, emphasized how the RLLL encouraged teamwork and resilience. The students were often left to work independently, which helped them develop leadership and collaboration skills. “We had to support each other, especially when one of us struggled with the research tools,” Derick recalled.

He also noted how the RLLL broadened his understanding of community needs, particularly the different priorities across demographics. “While women were more focused on the family’s well-being, the youth and fathers were more interested in how farming could increase income,” Derick explained. This insight into the varied perspectives of different groups within the community helped him and his team tailor their interventions more effectively.

Innovative Solutions for Community Challenges

Throughout the RLLL, the students not only learned from the community but also brought innovative solutions to the table. Stephen, for instance, developed an innovation to address the issue of water salinity, which is a significant problem in the region. His solar-powered desalination system could potentially provide clean water for agricultural use, helping farmers grow healthier crops. “I was inspired to create a solution after learning about the severe water scarcity in Kyavonda,” Stephen shared.

Sarah added another practical solution, suggesting the installation of simple gutter systems to harvest rainwater, which would alleviate some of the water challenges during the dry season. Both ideas demonstrate how student engagement in real-world problems can lead to sustainable solutions for communities.

A Transformative Experience

The RLLL wasn’t just about academic learning for these students; it was also a deeply transformative experience on a personal level. Ann, a student of Commerce, reflected on how the enriched curriculum built her confidence and improved her research skills, even though she didn’t directly participate in the fieldwork. She noticed how her peers, who did engage in the lab, were more outspoken and confident in voicing their ideas.

The RLLL also fostered networking opportunities, not just among students, but between the university and the community. Derick noted how the experience helped bridge the gap between the academic world and the local Kyavonda community, promoting mutual learning and respect. “It created a platform where we can collaborate and co-create solutions with the community,” he said.

The “Sweetness” of the RLLL

The Real-Life Learning Lab has proven to be a powerful tool for bridging theoretical knowledge with practical application. By immersing themselves in the community, these students gained invaluable insights that extended beyond the classroom, developing skills in leadership, collaboration, and problem-solving. Their experiences reflect the true potential of experiential learning—empowering students to engage with real-world issues and come up with innovative solutions that benefit both themselves and the communities they serve.

Through programs like the RLLL, we continue to nurture the next generation of leaders and change-makers, ensuring that they are not only well-prepared academically but also deeply connected to the challenges and opportunities in the world around them.