On December 8, 2025, the Strathmore School of Humanities and Social Science convened an education workshop dubbed ‘Transformative Education Through Personalized Attention in Frontier Regions,’ bringing together teachers, education innovators, and community leaders from across the country.

The workshop was officially opened by Dr. Mukami Njoroge, who delivered opening remarks on behalf of the Dean of the School of Humanities and Social Sciences. In her address, Dr. Njoroge emphasized the central role of the humanities in shaping ethical, reflective and service-oriented leaders. She noted that disciplines such as philosophy and ethics remain at the heart of Strathmore University’s formative mission, providing students with a holistic education that equips them to respond thoughtfully to societal challenges. Her remarks set the tone for the day.

Long before the main speaker took the podium, a quiet electricity filled the air, an unspoken sense that the gathering ahead would stretch far beyond policy discussions or standard educational rhetoric. What united everyone present was a shared conviction that education, at its most fundamental level, is a profoundly human enterprise.

A solemn prayer opened the morning, but the atmosphere shifted palpably when the keynote speaker, a renowned science teacher and Franciscan friar, Peter Tabichi, stepped forward. His message landed with both simplicity and force. Education, he insisted, is not merely the transmission of knowledge but the work of honoring the inner life of every child. Frontier regions, he argued, are not only vast landscapes or resource-lean communities but they are also the unexplored emotional terrains within each learner. This spans from their fears, their untold stories, to their fragile hopes.

He spoke of the profound difference it makes when a child feels genuinely seen. Personalized attention, in his view, begins with knowing a learner by name, understanding their story, and nurturing their dreams long before they have the courage to speak them aloud. To Tabichi, transformative education is a matter of dignity in action. It involves forming human beings who can stand tall, serve their communities, and hold on to hope even when life grows harsh. This, he emphasized, is far more urgent than simply producing workers for an economy.

The keynote set the emotional temperature of the room. What followed was a series of stories that illustrated the very principles Tabichi championed. Raquel Capistrano shared the journey of Another Kind of Christmas, an initiative offering girls from Turkana County a path into education through the generosity and sacrifice of volunteers. Then came Eileen Flannigan, founder of Girls on Fire, whose programme works to build confidence, courage, and leadership in young women. These narratives, steeped in resilience and possibility, reminded the audience that personalized attention is often a lifeline extended in the simplest, most human ways.

The panel discussion that followed brought together five experts from across the education ecosystem, each offering a frontline perspective on the conversation. Their insights flowed as interlocking pieces of one larger truth. No child thrives alone.

Dr. Irene Nyamu underscored the importance of foundational learning, insisting that education must begin with presence. For her, acknowledging each student, i.e., truly seeing them, is an act of affirmation that shapes their sense of self and possibility. Luis Borallo drew the audience’s attention to the vital role of parents, reminding listeners that hope is nurtured at home as much as in the classroom. When families walk alongside teachers, he said, transformation becomes a shared journey.

Theresa Pereira spoke with visible conviction about the students reached through her foundation’s need-based scholarships. Poor performance, she noted, is rarely a choice. More often, it is the weight of circumstance. Her work is rooted in the belief that every child has potential waiting to be unlocked when given a fair chance. Faith Inyancha then shifted the conversation toward collaboration, urging educators and community organizations to see partnership as the engine of meaningful, scalable change. And finally, Victor Malombe grounded the dialogue with a practical reminder that each school is its own ecosystem. According to him, transformation depends on embracing what works locally rather than importing one-size-fits-all solutions.

Another panel on Youth Voices highlighted the role of young people as active contributors to educational transformation, rather than passive recipients of support. Moderated by Evans Ijakaa, the session brought together youth leaders and volunteers whose lived experiences demonstrated the power of personalized attention, mentorship and service-learning in shaping both individual growth and community impact. Through honest and reflective dialogue, the panel discussed how youth-led initiatives are reimagining education in frontier and underserved contexts.

Panelists shared diverse yet interconnected journeys. Catherine Mumo, founder of Nawiri Sisters, spoke to the importance of dignity-affirming spaces, psychosocial support and mentorship in enabling adolescent girls to overcome stigma and remain engaged in learning. Bossville Witaba, a Macheo Achievement Program alumnus, reflected on how structured academic support and sustained mentorship transformed his educational trajectory, illustrating the long-term impact of intentional, learner-centred interventions. Kim Beideck, an Another Kind of Future volunteer, highlighted the role of service learning and cross-cultural engagement in fostering empathy, global citizenship and sustainable community partnerships, while Lydia Ogweno, a Girls on Fire Leaders alumna, emphasized the significance of safe spaces in nurturing confidence, leadership and advocacy among young women.

The workshop also featured the presentation of a research paper titled Service Learning in Higher Education: How My Mentoring and Community Service Work Supported the Holistic Growth of My Mentees, authored by Christina Garashie. The study explored how mentoring, leadership talks and structured community service have contributed to the holistic development of young people, particularly in the context of Gen Z and the evolving challenges they face. Grounded in both theory and lived practice, key findings revealed the role of service learning in supporting personalized attention and improving education for children in frontier regions. It also acknowledged the important role volunteers play in transforming the lives of the communities they serve. Evidence from the research revealed that community service was a great way of nurturing leadership values, resilience and personal growth among mentees. Mentees grew in communication, compassion, humility, self-motivation, emotional intelligence, initiative, teamwork, and developed a sense of responsibility.

By the time the conversation drew to a close, it was clear that transformative education does not begin with grand reforms or large budgets. It begins with attention. With listening. With the courage to look beyond statistics and see the human being in front of you. If Tabichi’s keynote offered the compass, the panel provided the map, a collective reminder that when educators choose to see children fully, they help shape futures.

The event ended without fanfare, but its message stayed with those who attended. For in the end, transformative education is not a distant ideal. It is an everyday decision, one that begins with a single, powerful act. Seeing a child.

Article written by Barbara Omondi.