Kenya’s educational reform
Kenya embarked on a significant educational reform in 2017 by introducing the Competency-Based Education (CBE) framework. This shift departs from the traditional exam-oriented 8-4-4 education system, which consists of eight years at the primary school level, four at the secondary school level, and four at the university level. The new education system will be structured as (2-6-3-3-3), referring to two years in pre-primary, six years in primary school, three years in junior school, three years in senior school, and three years in tertiary institutions. This approach aims for a more holistic education that nurtures learners’ talents, competencies, and skills (Heto et al., 2020).
However, the reform of secondary and university education is still underway. Grade 9 will be included in the Junior School level of the CBE framework beginning in 2025. This shift is intended to better prepare students with the skills and competencies required for the changing work economy and higher education expectations. The new curriculum emphasises the value of practical knowledge, personalised learning, and preparing pupils for life after school, whether in further education, work, or entrepreneurship. (Ondeng, 2024.)
While the CBE framework emphasises the development of practical skills, critical thinking, imagination, creativity, communication, collaboration, digital literacy, learning to learn, and problem-solving abilities (Kabita & Ji, 2017), its implementation encounters several challenges. Limited resources, outdated teaching methods, and resistance from stakeholders, such as parents and teachers, toward change, along with cultural factors, may hinder the adoption of more student-centred approaches. This article examines how the Proakatemia team learning model, which focuses on collaboration and real-world problem-solving, could address some of these challenges and contribute to the success of CBE Kenya.
Proakatemia team learning model
As part of their exchange program, the Kenyan trainees had the opportunity to explore the Proakatemia team learning model at TAMK. This model is rooted in collaborative learning. Other key features of the model include:
- Team Enterprises: Students collaborate on projects that simulate real businesses.
- Learning Contracts: Teams set goals and define responsibilities collectively.
- Dialogue and Reflection: Weekly discussions foster critical thinking and self-awareness.
- Coaching Support: Coaches facilitate rather than instruct, ensuring students drive their learning process.
Students work in teams to tackle real-world projects, which fosters a hands-on, practical approach to education. The core principle is that students, rather than passive recipients of knowledge, are active participants in their learning journey. The model integrates practical business projects, peer-led learning, and coaching principles. Students form and operate team enterprises, making learning deeply collaborative and entrepreneurial. (Nevalainen et al., 2020.)
Students work in teams to tackle real-world projects, which fosters a hands-on, practical approach to education.
Proakatemia’s operating principles emphasise the importance of student autonomy. Students take an active role in managing their learning, which allows them to develop critical problem-solving, communication, and leadership skills. Students are encouraged to take ownership of their education by forming teams, making decisions, and working together on projects. Teachers function as facilitators, guiding students without dictating the learning process. This model emphasises skill development in communication, leadership, and teamwork – critical skills for success in today’s workforce. (Nevalainen et al. 2020.) The model aligns with the principles of competency-based education by promoting learning through practice and real-world applications, which is highly relevant to Kenya’s educational reforms’ direction.
Kenyan trainees’ insights on Proakatemia team learning
Kenyan trainees found the Proakatemia model transformative. Students work collaboratively on projects, managing everything from planning to execution, fostering ownership and accountability. Discussions with students revealed that team-based learning enhances leadership, communication, and critical thinking – skills often underdeveloped in traditional classrooms. One student noted, “Proakatemia has taught me to think critically and lead projects in a way that I feel confident about entering the job market.”
Staff emphasised their role as facilitators, guiding students through challenges rather than lecturing. This approach builds independence and adaptability – the key traits for today’s dynamic work environment.
Adapting the Proakatemia model in Kenya: opportunities and challenges
The trainees notice significant opportunities and challenges when reflecting on the potential for adapting Kenya’s Proakatemia team learning model. One of the model’s most important benefits is its emphasis on collaboration and teamwork. These are critical competencies for students in Kenya, where soft skills such as communication, leadership, and teamwork are often underdeveloped in traditional classrooms. By adopting a team learning approach, Kenyan students could better prepare for the demands of the modern world of work.
However, cultural challenges could hinder the adoption of this model. In Kenya, the educational system has historically been teacher-centered, with students viewing teachers as the primary source of knowledge. In this context, shifting towards a more student-centered model may be challenging with teacher and student resistance, especially in rural areas where traditional educational practices are more entrenched.
Photo 1 TAMK Proakatemia coaches and Kenyan trainees in a dialogue circle, facilitating equal participation and collaborative thinking among the participants (Photo: Ilkka Piiroinen)
Moreover, the successful implementation of the Proakatemia model would require adequate resources. Kenyan schools, particularly in rural areas, may need more infrastructure for project-based learning, such as reliable internet access, adequate learning materials, or sufficient classroom space. These resource disparities could impede the widespread adoption of the model nationwide.
Conclusions and recommendations
The Proakatemia team learning model aligns closely with Kenya’s competence-based education goals. Model fosters essential skills for student success, such as communication, leadership, and teamwork. Finland’s education system is internationally commended for its focus on collaborative learning and competency-based approaches. Finnish education prioritises student autonomy and problem-solving, much like the Proakatemia model. The successful implementation of cooperative learning in Finland offers a valuable reference for Kenya to consider when adopting similar methods within the Competency-Based Curriculum (CBC) framework.
In Kenya, the traditional authority dynamic between teachers and students, where educators are viewed as the primary sources of knowledge, may challenge implementing the Proakatemia model. Shifting these perspectives and fostering a mutual respect and collaboration culture is crucial for successfully adopting this approach.
The Proakatemia team learning model aligns closely with Kenya’s competence-based education goals.
Resource constraints, particularly in rural areas, present significant barriers to implementing the Proakatemia model. Investments in infrastructure, such as access to digital tools, will be essential for ensuring equitable access to this type of learning. The government and private sector, including technology firms, should collaborate to provide cost-effective digital resources and online learning platforms. Initiatives such as offering affordable tablets, mobile education tools, or offline digital materials could help bridge the digital divide in rural communities.
Proakatemia model can contribute to Kenya’s vision of a more practical, skill-based education system by fostering skills directly applicable to the workforce. Gradual implementation through pilot projects, coupled with teacher training and support, can facilitate the adaptation of the model to Kenya’s unique educational context. Kenya could select a few schools from different regions, both rural and urban, to serve as pilot sites for implementing the Proakatemia model. These schools would provide an opportunity to test the feasibility of collaborative learning methods and evaluate the necessary infrastructure requirements.
About the Erasmus + program
The Erasmus+ program can support integrating the Proakatemia team learning model into Kenya’s educational culture in an adapted way. By offering mobility and project funding, the program enables deeper collaboration in the future. This commitment to fostering knowledge, skills, and competencies will empower individuals, strengthen institutions and organisations, and promote sustainable development while ensuring equity, prosperity, and social inclusion locally and globally. (Erasmus+, 2025.)
References
Erasmus+. 2025. Part A: General information about the Erasmus+ Programme. Erasmus+ Programme Guide. European Commission. Read on 9.1.2025. https://erasmus-plus.ec.europa.eu/programme-guide/part-a
Heto, P. P. K., Odari, M. H., & Sunu, W. 2020. Kenya’s 2017 basic education curriculum framework: A comprehensive review. Journal of Interdisciplinary Studies in Education, 9(SI), 192-210. Read on 25.11.2024. https://kicd.ac.ke/wp-content/uploads/2017/10/CURRICULUMFRAMEWORK.pdf
Kabita, D. N., & Ji, L. 2017. The Why, What and How of Competency-Based Curriculum Reforms: The Kenyan Experience. Current and Critical Issues in Curriculum, Learning and Assessment, In-Reflection No. 11. IBE-UNESCO. Referred 10.1.2025 https://unesdoc.unesco.org/ark:/48223/pf0000250431
Nevalainen, T., Lindell, M., & Parkkila, V. 2020. Operating Principles in TAMK Proakatemia. TAMK-blog. 26.4.2024. Read on 21.11.2024. https://sites.tuni.fi/tamk-pub/business/operating-principles-in-tamk-proakatemia-timo-nevalainen-mikael-lindell-and-ville-parkkila.
Ondeng, B. 2024. Govt affirms commitment to smooth transition to Grade 9. Kenya News 8.11.2024. Read on 16.12.2024. https://www.kenyanews.go.ke/govt-affirms-commitment-to-smooth-transition-to-grade-9/
Authors
Faith Chemutai
Master of Education student majoring in Curriculum Studies at Koitaleel Samoei University College (Kenya). Faith is in her second year of Master’s studies and expects to graduate in 2025. Her studies focus on Curriculum Studies, and she intends to pursue a PhD in the same field, further deepening her expertise and academic contributions.
Josephat Kiplimo Tum
Master of Education student majoring in Educational Administration at Koitaleel Samoei University College (Kenya). Josphat is in his second year of Master’s studies, with an expected graduation in 2025. His focus lies in Educational Administration, and he plans to continue his academic journey by pursuing a PhD in Research, Development, and Innovation within the same field.
Eeva Heikkilä
RDI Specialist at Tampere University of Applied Sciences. Eeva specialises in implementing high-quality national and international projects, ensuring alignment with TAMK’s strategic goals and desired outcomes. Her expertise includes project implementation, RDI development, and building domestic and global networks. She is particularly active in Erasmus+, Interreg, and mobility projects.
Ilkka Piiroinen
Senior Lecturer at the Social and Health Care Unit of Expertise. Ilkka holds a PhD in epidemiological research, focusing on the connection between orientation to life and mortality. As a lecturer, he teaches anatomy of the musculoskeletal system, physiotherapy, pain-related topics, and health sector entrepreneurship. He also supervises bachelor’s and master’s theses and participates in various projects.
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