A Kenyan engineer studying in the USA, Dan Iro is living a reality that once existed only in the imagination of a curious boy growing up in Kisumu County.

Long before university admission letters, education financing and visa interviews entered his world, Dan was fascinated by things that moved.

As a child, aeroplanes and toys captured his attention. He did not simply want to play with them; he wanted to understand what made them work. That curiosity eventually led him into mechanical and manufacturing engineering.

But there was another dream that was developing alongside his fascination with machines, the possibility of one day travelling beyond Kenya to continue his education.

Years later, after university, professional experience, financial uncertainty and an extended study abroad journey, Dan finally boarded his first flight out of Kenya.

His destination was the United States.

His next chapter: a Master’s in Business Analytics at the University of South Dakota.

A Childhood Curiosity That Became an Engineering Career

Dan grew up in Kisumu County in a family where education was taken seriously.

As the only boy among his sisters, he remembers being encouraged to focus on school despite the challenges his family faced.

His childhood curiosity naturally pulled him toward engineering. Anything mechanical, particularly something with moving parts, made him want to understand how it functioned.

That interest eventually took him to the University of Nairobi, where he pursued Mechanical and Manufacturing Engineering and graduated in 2019.

Finishing university, however, was only the beginning.

Like many young graduates, Dan now had to translate academic knowledge into professional experience.

An opportunity through the Public Service Commission placed him at the Geothermal Development Company, where he worked within drilling operations and gained exposure to geothermal energy and steam drilling.

The experience introduced him to an industry that would shape his professional interests.

From Engineering to Energy, Business and Entrepreneurship

Dan’s career did not follow one narrow path.

After gaining experience in the energy sector, he later worked for close to two years as a business development consultant.

The role required a different set of skills.

Instead of focusing only on machinery and technical systems, he was interacting with clients, pitching ideas and developing professional relationships.

Later, Dan returned to his engineering roots through self-employment. Together with a university friend, he ventured into freelance engineering and fabrication work.

Across these different roles, one ambition remained.

He wanted to pursue a master’s degree.

The biggest obstacle was not a lack of interest or professional direction.

It was financing.

The Master’s Dream That Would Not Go Away

Dan had initially imagined pursuing postgraduate studies in project management, hoping to combine the qualification with his engineering background and experience in energy.

But as his career developed, he began noticing something else.

Engineering decisions increasingly depended on data.

His work had exposed him to information that needed to be analysed before important operational or business decisions could be made.

That realization gradually opened another academic direction: data and business analytics.

The idea made sense.

Rather than walking away from engineering, Dan could add analytical skills to his technical foundation and use both in industries such as energy.

The question remained: how would he afford to make that next academic step?

Discovering the International Scholars Program

Dan first heard about the International Scholars Program through his aunt, a strong supporter of education and career advancement.

She sent him a link.

Dan did what many prospective students do when they encounter an unfamiliar study abroad opportunity. He researched.

He came across Bob Mwiti and listened to discussions about the program through podcasts. He also watched testimonials from students who had already navigated university applications, visa preparation and travel through ISP.

The stories gave him hope, but he did not rush.

For much of 2023, Dan continued researching and trying to understand whether the opportunity was genuine and suitable for him.

By early 2024, he was ready and took a step toward the future. He enrolled.

Receiving confirmation that his documents had been reviewed and that he had been accepted into the program became the first major milestone.

He was nowhere near the airport, but the journey had finally started.

Finding the Connection Between Engineering and Business Analytics

Through career advisory sessions, Dan reconsidered what kind of master’s program would best complement his experience.

His engineering background had taught him how systems work.

His time in the energy sector had shown him the importance of evidence-based decisions.

His business development experience had exposed him to another side of organisations.

Business Analytics offered a way to connect those worlds.

Dan eventually settled on the Master’s in Business Analytics at the University of South Dakota.

Admission followed.

It was a major breakthrough, but another familiar challenge immediately returned: money.

Getting accepted into an American university and being able to pay for the opportunity are two different things.

For Dan, education financing had been one of the barriers preventing him from pursuing graduate school earlier.

Through the ISP financial advisory process, he received guidance on applying for an education loan.

The financing process moved forward, easing one of the biggest concerns he had carried into the study abroad journey.

The Visa Interview and a Yellow Slip

With admission and funding progressing, Dan turned his attention to the visa.

He used visa preparation materials, reviewed previous interview experiences and participated in mock sessions. He also practised independently and sought insights from people who had already gone through the embassy process.

When his interview day finally arrived, he felt prepared to explain his own story.

The visa officer asked why he was travelling to the United States.

Then came a question Dan had anticipated: why Business Analytics after Mechanical Engineering?

His answer connected the two.

Dan explained that he wanted to strengthen his data analysis capabilities and combine them with his engineering background, particularly because decision-making in engineering and the energy sector relies heavily on data.

He was also asked how he intended to repay his education loan.

Then came the moment he had been waiting for.

The officer reached for a slip.

It was yellow.

Dan’s heart sank.

He had expected a blue slip and initially assumed the application had failed.

But as the officer continued explaining, Dan realized his case was going into administrative processing rather than ending in an outright refusal. He was asked to submit links to his online profiles, and his passport remained with the embassy while processing continued.

“Mama, I Made It”

When the visa process eventually moved forward successfully, there was one person Dan wanted to call first.

His mother.

She had supported his education from childhood and worked through difficult circumstances to ensure her children could go to school.

Life had become even harder after Dan’s father died while he was in Form Two.

Dan had watched his mother continue carrying the family through those challenges.

So when the opportunity he had pursued for years finally became real, his first call home carried far more than news about a visa.

It was a shared victory.

For his mother, the moment was overwhelming. She remembers sitting down at work and praying after receiving the news.

For Dan, the opportunity was never going to affect only him.

He saw it as something that could eventually create a positive impact for his family and those around him.

From a Toy Aeroplane to His First Flight Abroad

Departure day came. The boy who had once held a toy aeroplane and imagined travelling beyond Kenya was finally about to board a real one.

It was Dan’s first flight abroad.

From Nairobi, he travelled to Doha before crossing the Atlantic to Chicago. Another flight took him to Sioux Falls, followed by the journey to Vermillion, South Dakota.

There, the dream became daily life.

Dan was now a graduate student at the University of South Dakota.

Building a New Skill Set at the University of South Dakota

At USD, Dan began his Master’s in Business Analytics with courses including Business Analytics Fundamentals, Data Management and Business Essentials.

Business Essentials was particularly important because his previous education had been rooted in engineering rather than business.

Instead of viewing that difference as a disadvantage, Dan sees the program as an opportunity to add another dimension to his professional knowledge.

He has also found support in lecturers who make time for consultations when students need additional help.

Outside the classroom, he is adjusting to life in Vermillion, experiencing university sports and recreational facilities while settling into an entirely new environment.

A Dream Fulfilled and Another Journey Beginning

Dan Iro’s story is not simply about becoming a Kenyan engineer studying in the USA.

It is about what happens when a childhood dream survives adulthood.

The young boy who was fascinated by aeroplanes, toys and anything mechanical has come a long way from those early days of curiosity.

His passion opened the door to mechanical and manufacturing engineering at the University of Nairobi, where he graduated before beginning his career at a geothermal power plant.

He later ventured into business development, gaining experience beyond the engineering field. Yet, the ambition to advance his education abroad remained. Through the International Scholars Program (ISP), he secured admission to the University of South Dakota, turning a long-held aspiration into reality.

Today, he is building on the foundation he has laid while exploring new possibilities in engineering.

Dan knows reaching America is not the finish line.

Now he has to make the opportunity count.

Looking back at the struggles, applications, waiting and preparation, he describes the journey as worth it.

His story is a reminder to Kenyan students and professionals that some dreams take years to develop.

They may change shape along the way.

But with preparation, persistence, guidance and the willingness to keep moving, an ambition that once existed only in childhood can eventually become a destination on a boarding pass.

For Dan Iro, that destination was the United States and the dream he once imagined is now the life he is living.

This inspiring story is brought to you by The International Scholars Program (ISP), a one-stop global mobility platform empowering bright talent to study, live, and work abroad. Through diverse pathways including academic study, cultural exchange, permanent residency, and vocational training, ISP unlocks global opportunities without limits.

Through our Academic Study Pathway, we have built strong global partnerships to ensure a seamless master’s journey; from school admissions and funding to visa applications, travel arrangements, and studying abroad. Regardless of your undergraduate background, ambitious students can pursue STEM-designated master’s programs with the structure, guidance, and global network needed to turn aspirations into achievements.

Don’t miss out on this fantastic opportunity! Apply today at www.internationalscholarsprogram.com

US Office:
Wells Fargo Center.
100 S. Ashley Drive, Suite 600,
Tampa, FL, 33602.
Tel: +1 (813) 333 10860

Nairobi, Kenya Office:
The Mirage, Tower 1, 8th Floor,
Off Waiyaki Way next to Nairobi GTC,
Westlands, Nairobi.
Tel: +(254) 742 849 555

Meru, Kenya Office:
Royal Business Park, 7th Floor, Njuri Ncheke St,
Meru, Kenya.
Tel: +(254) 796 756 726

The Trump administration is proposing a dramatic new fee on the Optional Practical Training program used by international students to gain work experience in the United States, with the Department of Homeland Security seeking to charge schools $70,000 for a student’s initial participation and $30,000 for subsequent participation.

The proposal, released by U.S. Immigration and Customs Enforcement on Wednesday and scheduled for publication in the Federal Register on Oct. 8, would apply the charges to schools certified to enroll F-1 international students. The fee would have to be paid before a school’s designated official could recommend a student for OPT. (Federal Register Public Inspection)

The proposal is not a $70,000 bill that the government would directly send to each student. The regulatory text places the payment obligation on the educational institution. DHS says, however, that schools could potentially seek outside funding, including contributions from employers or other organizations. (Federal Register Public Inspection)

What the proposed fee would cover

OPT allows F-1 students to undertake employment related to their field of study during or after their academic program. Under current rules, students can generally receive up to 12 months of OPT at each educational level. Eligible STEM graduates can receive an additional 24-month extension, for as much as three years of post-completion practical training. UU.S. Immigration and Customs Enforcement

Under the proposed rule, the first OPT recommendation for an F-1 student would trigger the $70,000 payment, regardless of whether the student uses pre-completion or post-completion OPT. A later OPT recommendation would trigger the $30,000 charge. DHS specifically says the subsequent fee would also apply to STEM OPT. (Federal Register Public Inspection)

The proposal therefore could result in $100,000 in fees for a student who receives an initial OPT authorization and later uses a STEM OPT extension.

DHS estimates that between 88,374 and 194,554 students could participate annually in OPT under different scenarios, while STEM OPT participation could range from 74,088 to 95,384 students. Based on those assumptions, the department estimates annual fee collections of between $8.4 billion and $16.5 billion, with a primary estimate of $12.4 billion. (Federal Register Public Inspection)

Those figures are estimates, not expected collections under a finalized policy. DHS acknowledges that the size of the proposed fees could substantially reduce participation and says it cannot confidently predict how many schools would continue recommending students for OPT. (Federal Register Public Inspection)

DHS says the proposal targets fraud and program abuse

DHS says the fees are intended to combat fraud, strengthen the immigration system and protect U.S. workers. The proposal points to previous investigations involving fraudulent OPT employment arrangements, including cases involving purported employers and worksites that did not actually provide the jobs represented to immigration authorities. (Federal Register Public Inspection)

The department cites an ICE investigation in Northern Virginia in which officials said they found evidence of nonfunctional or staged worksites and supervisors who were unfamiliar with requirements for employing foreign students. DHS also refers to a 2026 investigation involving more than 10,000 F-1 students associated with employers it characterized as highly suspect. (Federal Register Public Inspection)

DHS also argues that the expansion of STEM OPT has created a substantial employment pathway outside the congressionally capped H-1B system. The proposed rule notes that 165,524 F-1 students participated in STEM OPT in 2024, compared with the annual statutory H-1B cap. (Federal Register Public Inspection)

The administration’s rationale is therefore broader than simply raising revenue: the rule describes the fees as a mechanism intended to discourage fraudulent or inappropriate use of OPT and to reduce what DHS considers an avenue for bypassing other employment-based immigration restrictions. (Federal Register Public Inspection)

Colleges could face substantial costs

The financial responsibility would fall initially on institutions rather than directly on students. DHS identified 2,478 schools that enrolled F-1 students who participated in OPT during the 2022-24 period and treated them as the population potentially affected by the proposal. (Federal Register Public Inspection)

The department’s own analysis illustrates how large the financial exposure could become. It estimates that 1,389 small institutions could be affected and that, after the transition period, 98 of them could face maximum annual fee impacts exceeding 20% of their estimated annual revenue if historical OPT participation continued. (Federal Register Public Inspection)

That analysis assumes historical participation patterns continue even after the fees are imposed. DHS separately acknowledges that the proposed charges could cause institutions to reduce the number of students they recommend for OPT. (Federal Register Public Inspection)

The broader higher-education consequences could extend beyond OPT revenue itself. NAFSA, an association representing international educators, estimates that international students contributed $42.9 billion to the U.S. economy and supported more than 355,000 jobs during the 2024-25 academic year. Its latest projections, which do not include students on OPT, estimate that a potential decline of up to 111,000 international students could reduce economic contributions by as much as $3.4 billion. Those are NAFSA’s estimates, rather than government forecasts. NNAFSA+1

The proposal comes with a relatively short public-comment window

One detail in the initial account of the proposal requires correction.

The public-comment period is 30 days, according to the proposed rule. A separate 60-day period applies to comments concerning the information-collection requirements under the Paperwork Reduction Act. (Federal Register Public Inspection)

The proposal is not yet a final rule. DHS says it will consider public comments and may change the rule before issuing a final version. Under the proposed text, the fees would apply prospectively to OPT recommendations dated on or after the rule’s effective date. The proposed transition language specifies an effective period beginning 60 days after publication of a final rule. (Federal Register Public Inspection)

For readers who want to examine the underlying material, the most important documents are the DHS/ICE proposed rule in the Federal Register record, ICE’s official explanation of OPT and STEM OPT requirements, and USCIS’s current fee schedule for employment authorization applications.

What happens next

The proposal will now enter the federal rulemaking process. Universities, students, employers and other interested parties can submit comments addressing the fee levels, DHS’s legal authority, the economic assumptions and the practical consequences of requiring institutions to make payments of tens of thousands of dollars before recommending students for employment authorization.

The proposal itself acknowledges that its effects are difficult to predict. DHS expects some institutions and students to change their behavior in response to the cost, but the department says it cannot reliably quantify the resulting reduction in OPT participation. (Federal Register Public Inspection)

That uncertainty is likely to be central to the debate over the proposal: the administration says the fees are necessary to address fraud, immigration-system integrity and protection of U.S. workers, while the practical effect will depend heavily on whether universities continue to absorb the cost, shift some or all of it elsewhere, or stop recommending some students for OPT.

Undergraduate scholarships for Kenyan students can make the difference between seeing an American university education as an impossible dream and viewing it as an opportunity worth preparing for. Speaking to students at Nkuene Girls, Bob Mwiti addressed one of the biggest concerns young people and their families face when considering education in the United States: cost.

Using his own experience studying in America, Bob explained the financial realities students may encounter, the importance of scholarships and education financing, and why academic preparation should begin long before a student boards a flight.

His central message to the students was simple. Studying in the United States can be expensive, but talented Kenyan students should not automatically rule out the possibility simply because their families do not have millions of shillings available for university fees.

Understanding the Cost of Studying in America

Bob began by giving the students a practical example from his own graduate education in the United States.

He explained that a master’s program at a relatively modest American university could cost around $50,000, which he estimated at roughly KES 6 million.

For many Kenyan families, finding that amount of money for education would be extremely difficult.

That reality led Bob to ask an important question: how many talented Kenyan students could realistically afford such costs without access to scholarships, financing or other forms of support?

Not many.

It was this challenge, he told the students, that contributed to the creation of the International Scholars Program.

Rather than allowing the cost of international education to automatically exclude academically capable students, the idea was to create pathways that could connect them with universities, scholarships and education financing.

Why the International Scholars Program Was Created

Bob explained that the International Scholars Program was established to support bright students seeking opportunities to study in the United States.

The program initially focused on graduate students before later expanding to include undergraduate applicants.

That expansion was particularly relevant to the students at Nkuene Girls, who were approaching the end of secondary school and beginning to think seriously about what would come next.

For some of them, university education in Kenya may be the next step.

For others, Bob wanted them to understand that opportunities outside the country could also be explored.

The objective, according to his address, is to connect qualified students with universities while helping them navigate scholarships and other funding options that can make international education more accessible.

Undergraduate Scholarships for Kenyan Students Require Preparation

Bob was also careful to make one thing clear: scholarships are competitive.

Being interested in studying abroad is not enough.

Students who want access to strong universities and substantial financial support need to position themselves academically.

One of the areas he highlighted was SAT preparation.

Within the International Scholars Program pathway he described to the students, applicants seeking the most competitive scholarship opportunities are expected to perform strongly on the SAT.

Bob explained that the SAT is scored out of 1600 and that ISP looks for a score of at least 1300 for students targeting its top scholarship pathway.

The program also provides SAT preparation to help students work toward that target.

For the Nkuene Girls students, this meant that preparation for studying abroad could begin while they were still in secondary school.

Why Strong SAT Performance Can Matter

According to Bob, a strong SAT score can help position a student more competitively when seeking admission and scholarships at American universities.

He used some of the world’s most selective institutions as an example of just how intense competition for university places can become.

Top universities receive applications from highly accomplished students from around the world, meaning excellent grades alone may not automatically guarantee admission.

His message was not that every student must attend an institution such as Harvard or Stanford.

Rather, it was to demonstrate that international university admission can be highly competitive and students must take their preparation seriously.

For Kenyan students hoping to secure significant scholarship support, strong academic performance can therefore become an important part of building a competitive application.

Academic Performance Still Matters

Beyond the SAT, Bob explained the academic expectations associated with different undergraduate pathways within ISP.

For the top tier scholarship cohort he described, students are expected to have strong KCSE results, including at least an A minus, alongside the required SAT performance.

This pathway is intended for students pursuing substantial scholarship opportunities that may help with both tuition and living expenses.

Bob then addressed students who may not achieve an A minus.

Their international study ambitions, he explained, do not necessarily have to end.

The program also has another pathway for students who meet different academic requirements and may be able to pursue options involving education financing, family-supported funding or other arrangements.

That distinction was important.

Not every student will follow exactly the same route to an American university.

Some may compete for scholarships.

Others may combine partial scholarships with financing.

Some families may have access to their own funding.

What matters is understanding which pathway fits the student’s academic results and financial circumstances.

Scholarships Are Not Simply Free Money

One of the important lessons from Bob’s address was that students need to understand how scholarship opportunities actually work.

Universities determine the scholarships they offer, and students compete for those opportunities.

This means a student needs to build a strong profile rather than assuming that joining a study abroad program automatically guarantees a scholarship.

Academic results matter.

Standardized testing may matter depending on the pathway and institution.

Preparation matters.

And students need to begin thinking about these requirements early enough to give themselves a realistic chance of competing.

For Nkuene Girls students preparing to complete secondary school, Bob’s message was therefore as much about preparation as it was about opportunity.

Planning Early for Undergraduate Study in the USA

Bob also spoke about timelines.

Students do not simply complete high school one month and depart for America the next.

University selection, applications, testing, scholarship consideration, funding arrangements and immigration processes all take time.

He explained that students within the program commonly begin university in the United States around major academic intakes such as August or January.

For students approaching graduation, planning ahead becomes essential.

If America is part of the goal, the preparation needs to begin early.

That can mean researching universities, preparing for required tests, understanding funding options and ensuring academic documents are ready.

Support That Extends Beyond University Admission

Bob also emphasized that the International Scholars Program’s role does not necessarily end when a student secures admission and travels to America.

Moving abroad introduces new challenges.

International students have to adjust to another country, succeed academically and eventually begin thinking about their professional lives after graduation.

According to Bob, the community built through the program is intended to provide support beyond simply helping students reach the United States.

He told the students that hundreds of learners had already gone through the program and referred to the substantial education financing that had been facilitated for that community.

For prospective students, this means the study abroad journey should be viewed as more than securing an admission letter.

It is a longer process involving education, adjustment, career development and informed decisions about what comes after graduation.

Turning Academic Excellence Into Global Opportunity

Bob Mwiti’s address at Nkuene Girls ultimately challenged students to see academic performance as something that can create opportunities far beyond the classroom.

The cost of studying abroad is real.

Competition for scholarships is real.

And gaining admission to strong universities requires preparation.

But those realities do not mean talented Kenyan students should immediately conclude that international education is beyond their reach.

For students interested in undergraduate scholarships for Kenyan students, the journey begins with understanding what universities are looking for and preparing accordingly.

Strong KCSE results can matter.

SAT preparation can matter.

Researching universities can matter.

And understanding the different ways an international education can be financed can prevent students from dismissing opportunities too early.

Bob’s message to the Nkuene Girls students was therefore not simply, “Go and study in America.”

It was a call to prepare.

Work hard academically.

Understand the competition.

Explore scholarship and funding pathways.

And recognize that a student’s financial background does not necessarily have to define the limits of her ambition.

For a young person preparing to leave high school, university may feel like the beginning of an entirely new world.

With the right preparation, Bob’s message was that the world they are preparing to enter could be much bigger than they imagined.

This inspiring story is brought to you by The International Scholars Program (ISP), a one-stop global mobility platform empowering bright talent to study, live, and work abroad. Through diverse pathways including academic study, cultural exchange, permanent residency, and vocational training, ISP unlocks global opportunities without limits.

Through our Academic Study Pathway, we have built strong global partnerships to ensure a seamless master’s journey; from school admissions and funding to visa applications, travel arrangements, and studying abroad. Regardless of your undergraduate background, ambitious students can pursue STEM-designated master’s programs with the structure, guidance, and global network needed to turn aspirations into achievements.

Don’t miss out on this fantastic opportunity! Apply today at www.internationalscholarsprogram.com

US Office:
Wells Fargo Center.
100 S. Ashley Drive, Suite 600,
Tampa, FL, 33602.
Tel: +1 (813) 333 10860

Nairobi, Kenya Office:
The Mirage, Tower 1, 8th Floor,
Off Waiyaki Way next to Nairobi GTC,
Westlands, Nairobi.
Tel: +(254) 742 849 555

Meru, Kenya Office:
Royal Business Park, 7th Floor, Njuri Ncheke St,
Meru, Kenya.
Tel: +(254) 796 756 726