Maseno University Explores Strategic Collaboration with Grace Project to Advance STEM Education
Maseno University has initiated discussions with the Grace Project, an education and research initiative founded by Mr. Joseph Matara, towards establishing a strategic collaboration under the Global Data-Driven STEM Education Initiative (GDSEI).
The proposed collaboration seeks to strengthen Science, Technology, Engineering and Mathematics (STEM) education through teacher professional development, educational research, digital innovation and data-driven approaches to teaching and learning.
Mr. Joseph Matara visited Maseno University on 9 September 2026 for an engagement with faculty members from the School of Education whose areas of expertise include Educational Research, Mathematics & Science Education, and Technology-enhanced learning. The meeting was convened by the Dean of Education, Prof. Maureen Olel, and provided a platform for the two sides to share experiences, identify areas of mutual interest and explore a framework for future collaboration.
During the engagement, Mr. Matara shared the history and evolution of the Grace Project, highlighting key milestones and lessons from its work in education. He explained that the initiative began in 2006 and has progressively developed programmes aimed at creating innovative learning opportunities for learners, strengthening teacher capacity and promoting educational engagement beyond the conventional classroom environment.
A significant milestone in the initiative was the establishment of a Junior School in 2011, initially serving learners at PP1 and PP2 before expanding to Grade 9. Mr. Matara noted that learners who have gone through the programme have continued to transition to High School and subsequently, to Senior School. The experience has provided the project with valuable insights into the importance of nurturing learners through innovative, participatory and practical approaches to education.
Mr. Matara also highlighted the Grace Project's reading and International Student Exchange Programme, which connects Kenyan learners with students from other countries through shared reading, book discussions and cultural exchange. The programme has enabled learners to interact with their peers internationally, exchange perspectives and develop communication and intercultural competencies. Kenyan students have also had opportunities to teach Kiswahili to their international counterparts while being exposed to foreign languages and cultures.
The Grace Project has further incorporated programmes in health and agriculture, with a particular focus on food security. These initiatives expose learners to practical challenges within their communities and demonstrate the relevance of education to everyday life. Through such engagements, learners are provided with opportunities to acquire practical knowledge, develop problem-solving skills and apply classroom concepts to real-world situations.
The international exchange programme also played a significant role in the introduction of robotics at the junior school level. The experience subsequently contributed to the project's growing focus on STEM education and technology-supported learning. Students from abroad participated in training teachers locally and contributed to the development of curriculum materials in Kenya. They later supported the training of high school teachers on the curriculum and participated as judges in robotics challenges held in Kenya.
The experiences shared by Mr. Matara underscored the importance of positioning learners as active participants in the learning process. The Grace Project's experience demonstrates that learning can be enriched when students are provided with opportunities to engage in practical activities, collaborate with peers, use technology and participate in initiatives that extend beyond the traditional classroom.
Another key lesson emerging from the engagement was the need to broaden the understanding of teacher professional performance beyond classroom-based instruction. Mr. Matara observed that teachers must increasingly be equipped to facilitate experiential learning, integrate technology into instruction, collaborate effectively with learners and colleagues and create opportunities for students to apply knowledge to practical challenges.
The proposed collaboration will draw on the complementary strengths of Maseno University and the Grace Project. Maseno University's expertise in Educational Research, Mathematics & Science Education and Technology-enhanced learning provides a strong academic and research foundation, while the Grace Project brings extensive practical experience in school-based innovation, teacher professional development, international student exchange, reading programmes, robotics and community-oriented learning.
Potential areas of collaboration identified during the meeting include joint Research, Teacher Professional Development, Curriculum Development, Technology-Enhanced Learning, Robotics and STEM Education, Student Centered Pedagogies, International Partnerships and the Application of Data to inform Educational Practice and Decision-Making. The partners may also explore opportunities to develop and pilot innovative educational interventions, evaluate their outcomes and generate evidence to inform the improvement and scaling of STEM Education Programmes.
The engagement comes at a time when Education Systems are increasingly seeking innovative approaches to prepare learners for a rapidly changing world shaped by Science, Technology and Digital Transformation. The proposed GDSEI collaboration presents an opportunity for Maseno University to contribute its academic and research expertise towards strengthening STEM Education while drawing on the practical experience and innovations developed through the Grace Project.
The visit by Mr. Matara marked an important step towards developing a sustainable partnership between Maseno University and the Grace Project. The proposed collaboration has the potential to strengthen teacher professional development, promote learner centered STEM education, advance digital innovation and generate research-based evidence for improving educational practice.
As discussions continue, Maseno University and the Grace Project look forward to developing a collaborative framework that will contribute to innovative, data driven and technology enabled STEM Education, with Teachers and Learners at the centre of Educational Transformation