Improved food security for Zambia and Kenya through strengthening the capacity of bioeconomy higher education institutions and reforming bio-entrepreneurship
Zambia and Kenya have struggled with food security problems because of frequent droughts. Limited access to food and poor transportation worsen the food crisis in both countries. Agriculture is important in Africa but is often seen as a tradition rather than a business, which has slowed down economic growth in the industry. In the PBL-BioAfrica project, the aim was to address the challenges in the agricultural sector by strengthening the capacity of bioeconomy higher education institutions supporting climate resilience and by promoting entrepreneurship among students and recent graduates. This was achieved through close collaboration between students, universities, businesses, and local communities.
During the four-year project coordinated by Häme University of Applied Sciences, new education and courses were developed at universities, such as study modules focusing on climate-smart agriculture and entrepreneurship. For example, in Kenya, Egerton University made entrepreneurship course mandatory for all students in the Faculty of Agriculture, and South Eastern Kenya University expanded it to all 8,000 students. Curricula were revised in collaboration with universities and businesses.
Education is shifting toward a competency-based approach in Kenya. The project’s timing was perfect as it helped the universities prepare themselves for the new situation. Curricula and teaching methods were updated to align with national strategies. The project achieved more than we initially hoped, methods expanding from agricultural faculties to entire universities. For instance, the University of Nairobi completely transformed its pedagogical strategy to problem-based learning.
– Eija Laitinen, Principal Lecturer, HAMK & Project Manager of PBL-BioAfrica
New businesses and future experts
The project encouraged students and recent graduates to embrace entrepreneurship as a driver of economic growth. Several student-led businesses emerged during the project, focusing on food processing, feed production, and agricultural machinery. Promoting entrepreneurship was seen particularly important in areas where it is often considered a last resort when salaried employment is hard to find. Through innovative entrepreneurship education, students gained a clearer understanding of the benefits and opportunities that entrepreneurship has to offer.
Another key aim of the project was to develop students’ working life skills in cooperation with industries. “Students no longer graduate like ‘spirits bottled up in jars’ as they are already solving real-world challenges during their studies” Laitinen summarizes. This work-life-oriented approach was also recognized at the Nairobi Innovation Week in May, where the University of Nairobi was awarded for advancing problem-based learning.
Many HAMK students also had the opportunity to participate in the PBL-BioAfrica project through various international student projects. This participation expanded their global perspective and provided a unique opportunity for professional growth.
Open universities reach villages and communities
During the project, the Finnish open university concept was adopted in Kenya and Zambia to meet the need for accessible, high-quality education for all regardless of background or prior learning. For example, in Zambia, Mulungushi University developed short courses addressing local needs, such as integrating dairy and grain production and beekeeping. These short courses were accessible even to rural populations unable to commit to long-term studies. In Kenya, open courses were designed in collaboration with local communities. This collaboration was fruitful, as interdisciplinary efforts brought better-quality fertilizer products and more efficient marketing strategies to the market, strengthening local livelihoods.
The developed courses also offer participants official certifications and the opportunity to accumulate credits toward a full degree. The concept was seen as bringing universities closer to communities, opening doors to education for diverse learners, and supporting sustainable development in the target countries.
Sustainable networks
The networks established during the project have strengthened cooperation between universities, businesses, and communities, both locally and internationally. PBL-BioAfrica also fostered the creation of a whole network centered around problem-based learning, offering African universities further opportunities to continue joint research, apply for new project funding, and share teaching materials. The project also strengthened HAMK’s networks in East Africa.
“Projects themselves are interactive learning processes. During this long project, we delved deeper into mutual learning among our project partners. This built trust. It has been incredible to see how much we have accomplished together,” Laitinen notes.
Problem-based learning (PBL) was integrated into teaching by transforming traditional methods to be more student-centered. This approach emphasizes hands-on learning where students solve real-world problems affecting local communities and businesses. The role of teachers shifted from information providers to learning facilitators, fostering student engagement, teamwork, and problem-solving skills. For instance, in Zambia, students designed solutions for marketing solar stoves and promoting green energy solutions, while in Kenya, they collaborated with local communities to develop fertilizer production.
About
The goal of the recently ended PBL-BioAfrica (Problem-Based Learning Bioeconomy Entrepreneurship and Capacity-Building Programme in Africa) project was to strengthen the capacity of bioeconomy entrepreneurship education in Kenya and Zambia through collaboration between universities. Problem-based learning methods and the use of digital tools in education were developed together with the teaching staff.
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