A fireside panel on Transformative Education at the 21st RUFORUM Annual General Meeting (AGM) in Gaborone, Botswana, has provided a critical space for discussing the systemic reforms required to make higher education in Africa truly transformative.
The panel which brought together Prof. Isaac Kibwage, Vice-Chancellor of Egerton University, alongside Prof. Emmanuel Suh from the University of Bamenda and Dr. DeBrenna Agbényiga of the international University of Grand-Bassam, Ivory Coast. They reflected on strategies, lessons, and institutional approaches that move transformative education beyond pilot initiatives to scalable, sustainable models.
The AGM discussion emphasised that transformative education is not simply about teaching methods, but also about aligning university systems, governance, partnerships, and resources to produce graduates equipped to address real-world challenges. They emphasized on the importance of connecting universities with communities, governments, and industry to ensure relevance stood out.
Prof. Kibwage explained, “For education to be transformative, it must respond to the real problems our communities face. Universities cannot operate in isolation; they must co-create solutions with local governments, industry partners, and community stakeholders to prepare students for meaningful impact.”
Drawing on Egerton University’s experience under the TAGDev 1.0 Program, the Vice Chancellor highlighted how partnerships with government and private sector, farmers, cooperatives, and agri-food industries inform research priorities and curriculum design.
These engagements embed experiential learning opportunities into students’ training, enabling them to apply theory in practical contexts, develop entrepreneurial skills, and transition smoothly into employment or enterprise creation after graduation.
Curriculum reform emerged as another crucial area for transformation. The panellists emphasized the need for living curricula that are continuously updated through co-creation with faculty, students, alumni, and industry partners. Integrating entrepreneurship, ethical leadership, and values-driven learning ensures graduates not only possess technical competencies but also the mindset and skills needed for societal impact.
Panellists also discussed mechanisms for monitoring and refining programs, including dissemination seminars, stakeholder consultations, and periodic program reviews that capture emerging industry needs and innovations.
“Curriculum must be dynamic, reflecting both global trends and local realities, and it must empower students to solve problems, innovate, and lead,” Prof. Kibwage noted.
Policy frameworks, governance, and leadership were consistently highlighted as enablers of transformation.
The discussants emphasized the importance of institutionalizing practices through leadership commitment, clear performance metrics, and capacity-building programs for faculty and administrators.
It emerged that governance structures must empower students to participate in decision-making, while university policies should support innovation, entrepreneurial ventures, and partnerships that strengthen learning outcomes.
Examples from Bamenda University illustrated how aligning institutional reforms with national regulations and standards, including the creation of certification systems for student innovations, can open pathways for students to take their solutions to market.
The discussion also addressed challenges that universities face, including resistance to curriculum reform, limited practical infrastructure, and industry concerns about graduate readiness. Panellists emphasized the need to invest in laboratories, training facilities, digital tools, and mentorship platforms.
They also highlighted outreach initiatives, particularly in agriculture, to make disciplines more attractive to young people and address entrenched perceptions about career paths.
Establishing communities of practice and regional collaboration hubs was presented as a strategy for sharing best practices, learning from failures, and scaling successful innovations across institutions.
Finally, the panel explored metrics for evaluating transformative education. Measuring success requires looking beyond academic results to assess graduate readiness, enterprise creation, community engagement, and alignment with national development priorities. Evidence-based reflection, peer learning, and continuous improvement were emphasized as critical for sustaining transformation and ensuring that reforms are institutional rather than temporary.
The fireside chat concluded with a clear message: transformative education requires deliberate, coordinated action across curriculum, governance, partnerships, and resource mobilization.
Prof Kibwage in his closing remarks emphasized, “True transformation happens when universities embed change into their structures, policies, and culture, so it does not depend on individuals but becomes part of the institution itself.”
The discussants reached a common ground that when universities align learning with societal needs, empower students and faculty, and foster strategic partnerships, they create graduates capable of driving innovation, enterprise, and community development across Africa.
