Students taking part in international exchange programmes face their biggest test not in the classroom but in overcoming language barriers and adapting to unfamiliar cultures, Merishaw School Head Frasia Karua has said, noting that the experiences play a vital role in preparing learners for life in an increasingly connected world.
Speaking during an interview with Radio Generation on Friday, Karua said the school's cultural immersion programme is designed to expose students to different societies, allowing them to interact with people from diverse backgrounds while gaining a better understanding of different traditions, lifestyles and ways of thinking.
She said although adapting to new languages and customs can be difficult at first, the experience helps students develop important life skills, expand their outlook and build respect for people from different cultures.
Karua added that the programme also equips boys with the skills needed to become responsible global citizens by promoting adaptability, cross-cultural communication and appreciation of different ways of life.
She explained that every exchange programme is guided by learning objectives rather than tourism, with parents and students taking part in identifying possible destinations before the school makes the final choice based on educational value, affordability and the overall benefit to learners.
"We allow parents and children to suggest countries that they would like to visit. Now it's up to us to determine from that list which one we will gain the most in terms of empowering the students. Secondly, there is a cost issue, so some places are very costly to visit, and you want everyone to participate. There are checkpoints that we address when choosing a location, and we allow the parents to be part of it as well as the child. It is structured so that they don't just go and do what they want. There is an objective of learning."
Merishaw School is a private residential boys' school in Isinya, Kajiado County, with a student population of about 1,200 learners.
The institution offers Kenya's Competency-Based Education (CBE) from Grade 7 to Grade 12 and identifies itself as the "Home of the Boy Child", with a focus on academic excellence, leadership, STEM, sports, mentorship and character development.
Although the school follows the Kenyan curriculum rather than international programmes such as IGCSE or IB, it says it maintains a global outlook by admitting both local and international students and promoting cultural exchange programmes that prepare learners for international engagement.
Karua said language remains one of the greatest obstacles, especially when students travel to countries where English is not commonly spoken.
"I think one of the challenges has been language. For example, if we take our children to Spain and they cannot speak Spanish, the level of interaction or integrated learning may be impacted, especially in countries where the language spoken is not English."
She added that students also have to adjust to different cultural practices and social expectations, pointing to Japan as an example of a country where school routines differ from those familiar to many Kenyan learners.
"Children in Japan during lunchtime first of all have a serving duty. While they are serving, the rest can't touch their food. They can only eat when everybody has been served. Once you're served, if the child thinks that food is too much, they go back and say, 'Please reduce this portion. Maybe someone else needs it.' It addresses wastage and gluttony, and there is mutual respect and consideration for other people."
Karua said such practices may initially be unfamiliar to Kenyan students because they are used to different routines at home.
Even so, she maintained that exposure to different cultures enriches students both academically and socially by widening their perspective, strengthening their appreciation of diversity and helping them understand their place in the global community.