For Strathmore University student Irene Vaati, a third-year Statistics and Data Science major, the decision to join the Accelerated Learning Programme(ALP) was rooted in a desire for meaningful, human-centred impact. Her Service-Based Learning journey began at two different organizations but neither placement gave her the fulfillment she was looking for because it was more of desk-work. She wanted more than just theory. “One thing that drew me into teaching under the ALP program was to make a direct impact and be in touch with the beneficiary on the ground,” she says.
Her placement at Ushirika Schools felt intentional from the start. Irene chose the school because she sensed a deeper need for engagement. “I felt there was more need to really engage the students and help them understand concepts in a free way where they can explain things in their own words,” she adds.
Watching learners gain confidence in numeracy quickly became one of her greatest rewards. “It’s fulfilling to see improvement and confidence growing in the students,” she reflects.
Transitioning from ALP training to real teaching came with its fair share of challenges. “At first I was shy and calm, and it was hard to blend with the kids and connect theory to practice, but there was hope. I could see light,” Irene remembers. That early uncertainty gradually gave way to encouragement as routines formed and learners settled.
Within the first week, she began noticing behavioural shifts that strengthened her settlement. “At first they were very jumpy, but as days went by, they calmed down and I saw progress,” Irene explains. Moments of hesitation among students slowly gave way to eager participation. “Some who were shy to raise their hands were now asking me, ‘Teacher, give me another question,’” she adds with pride.
Adjusting to the school environment and the wider community of Kibera also required openness and humility. It was her first time there, and she admits, “It was a new culture for me; less formal than what I was used to—but it helped me see life from a different perspective.” The experience broadened her understanding of both community and education.
Relationships at the school quickly became a highlight of her placement. “Teachers were very open, and I felt like we could talk easily,” Irene notes warmly. With the students, the connection felt even more personal. “I feel like all my students are my friends because they freely tell me their stories and experiences.”
One particularly memorable moment involved a reserved learner who struggled with multiplication. “She used to give up when she felt defeated, but after we talked and she solved a question, she confidently went to the board to teach others,” Irene recounts. To her, this moment symbolised real change, “it showed me that sometimes the issue isn’t ability, but fear.”
The ALP training proved instrumental in shaping her teaching methods. “The training helped me learn how to present concepts in very simple ways. Techniques like the ladder method for multiplication and the use of bundles, charts, and number tools made lessons more engaging, she explains. “It taught me that teaching isn’t about how much content you cover, but the impact you make.”
For Irene, impact is measured through growth, no matter how small. She sums it up by saying: “If I find a learner at one level today and tomorrow they’ve moved even one step forward, that’s impact.” Her data-driven mindset has also shaped her approach, allowing her to track progress and identify where support is needed most.
The transformation in the classroom has been visible both academically and socially. “There has been real growth; students have moved from addition to subtraction, from subtraction to multiplication, and even to division,” Irene observes.
Discipline and enthusiasm have also improved. “Now they rush to class when the bell rings and even ask to learn math during lunch,” she notes with excitement.
Beyond mathematics, Irene discovered unexpected opportunities to pass on knowledge she learned from her grandfather to the next generation. “I ended up teaching music because it’s something I learned from my grandfather,” she says.
The experience has profoundly shaped her personally. “It has taught me resilience because sometimes you teach today and tomorrow they’ve forgotten,” Irene reflects. She also highlights discipline as a key lesson adding that she has “learned to create routines and keep students engaged, and that has helped me grow as a person”.
Ultimately, the placement deepened her understanding of service and leadership. For her, leadership is not authority but commitment, and she believes that meaningful impact begins with genuine care.“Service must come from the heart and requires intentionality and responsibility,” Irene concludes thoughtfully.
Irene encourages other students to approach service learning with purpose. “Be intentional about the impact you want to make. Don’t do SBL just for the requirement,” she adds. The experience opened her eyes to different realities and possibilities. “It helped me see life from another angle and connect with people in ways I never had before,” Irene says.
Article Written by Nekesa Teresa
