The EdTech Summit 2024: Kenyan Edition, held on the 12th and 13th of September 2024, ended on a high note after two days of intense and insightful discussions. During the crowning ceremony to celebrate a decade of impact in EdTech, leveraging technology for education, in a room full of energy, the CEO and co-founder of EdTech East Africa, Jennifer Cotter – Otieno announced a board that will help chart the direction of EdTech East Africa towards the next 10 years.
Jennifer started by appreciating partners and stakeholders who have walked the decade-long journey together as an EdTech ecosystem. She reminisced about the reason behind forming the EdTech community. She recalled the first Nairobi EdTech Meetup in 2014, with 20 people keen on creating a professional connection among people working in the EdTech space in Nairobi.
“Three national and four regional Summits later, we have gathered what works and what needs improvement in building impactful teaching and learning through technology for the benefit of our learners,” she said.
Jennifer shared experiences and feedback from the regions of coast, western, and central Kenya, appreciating the good work that the different regions of Kenya are doing to support technology in education programs. She also asked the teams from the regions to share more feedback and positive stories of their achievements.
Jennifer also thanked the host of the national summits, the Center of Mathematics, Science, and Technology in East Africa (CEMASTEA), for their hospitality, sign language interpreters for making the event inclusive, Conference in a Box, their logistics partners, and her EdTech East Africa team for their hard work in putting this Summit together.
“At EdTech East Africa, we believe in the power of the ecosystem. That’s why we always involve a working group of different members of our EdTech ecosystem in curating the agenda,” she said. “This year, leaders in our ecosystem, from diverse organizations working on education and technology, co-created engaging conversations at the summit.” She added.
She highlighted that the members of the working group included: Mastercard Foundation, Directorate of Higher Education, MoE, EdTech Hub, Nairobi County, Akili Network, Mtoto News, Metis, Kenya Connect, Save the Children, Loho Learning, Nyansapo AI, The Action Foundation, International Rescue Committee (IRC), Safaricom Foundation, and EdTech East Africa.
Eliud Chemweno, the Head of the EdTech Ecosystem at Mastercard Foundation, attested that it was an amazing time for the EdTech community. “This is the third year we are gathering for the Summit, and listening to the great testimonials indicates that we are on the right path,” he said.
He highlighted some key points to consider moving forward. First, he discussed the need to design solutions with learners in mind, for this will make the programs more impactful. He also talked about intentionality by designing programs with learners with disabilities in mind. Eliud called upon the members of the EdTech ecosystem to engage more, continue with the conversations, and come up with more impactful ideas that benefit learners. Lastly, he thanked Jennifer for organizing a successful 3rd EdTech Summit and bringing partners and stakeholders together.
This was a unique networking moment for all, and the attendees are just a small representation of the entire EdTech community, which includes over 4,000 members.
The attendees were full of jubilation as they networked and toasted their glasses to the next decade of impact in EdTech’s work. Jennifer Cotter-Otieno, the CEO and co-founder of EdTech East Africa, used the occasion to introduce the new five board members, including Missy Mwendwa-Kago, her co-founder. EdTech East Africa’s board consists of:
Missy Mwendwa, co-founder and board chair of EdTech East Africa and CPO at Educate!,
In a pre-recorded speech, Missy Mwendwa said she was enthusiastic and excited to transition from her role as Chief Operating Officer at EdTech East Africa and take up this more strategic role to lead EdTech East Africa’s vision forward. Like her co-founder, Jenn, her speech was reminiscent of how the EdTech community started a decade ago, in November 2014, and the 10-year journey of collective growth.
She stressed the need for an inclusive community, more meaningful conversations, and the importance of data-driven approaches to education reforms. Missy stressed that EdTech East Africa’s mission is clear, and there is so much to do in the next ten years. “Our journey is far from over,” she said.
Wrapping up
“I believe this is just the beginning of meaningful conversations,” said Jennifer. She called upon teachers, parents, and stakeholders to engage in more meaningful discussions to promote tech-driven ideas that benefit all learners. The end of the EdTech Summit 2024: Kenya Edition was a time to reflect on the milestones achieved and focus on better ways to bring impactful change in education technology. She cautioned that this should not just be about meeting and feeling good about our community, but that every learning should be taken back to better our work in EdTech.
During the Kenyan edition of the 2024 EdTech Summit, one of the hot topics of discussion was the role of EdTech in emergencies. The moderator of this particular session was Ciku Mbugua of EdTech Hub. Ciku leads a portfolio of work in Kenya, which bridges the gap between research and ensuring the research gets in the right hands. One of the things EdTech Hub is thinking keenly about is how to leverage tech to continue learning during emergencies.
The panelists were Hannington Mwenda from Save the Children and Abdinoor Alimahdi, an educational technologist and founder of M-Lugha.
Hannington is an evangelist for education in emergencies. His work involves embedding technology education with thematic areas like nutrition and health as well as teacher professional development.
Abdinoor’s dream is to drastically increase literacy and numeracy levels in Northern Kenya. His app, M-Lugha, is making gigantic strides toward realizing that dream. It is used in 23 secondary schools in Northern Kenya. This small gadget contains Form 1 to 4 video lessons offline. It doesn’t need internet access; it is like a local LAN. Within a 100-meter radius when turned on, 100 users can access it. All the content is approved by the Kenya Institute of Curriculum Development (KICD).
Dire stats
Recently, the End Learning Poverty For All campaign at the AU pointed out a dire statistic: nine out of ten children in Africa are not reading and doing math at the right level. For a continent that has the most young population, this should be cause for concern.
The consolation is that this is an African figure, and our numbers as Kenya are not that bad. We might pride ourselves as the ones carrying the continent. But still. A lot remains to be done. And that’s taking into account that we are always in emergency mode; if it’s not flooding, it is protests or teacher strikes. Or, you-name-it. Which disrupts the academy calendar.
“COVID caused us to lose valuable time,” Ciku stated. “And now, any time now, we could be waiting for an emergency or another. So we can’t afford, and we also can’t afford to think that learning can only happen in school.”
So, what are stakeholders supposed to do? Think outside the box. Heck, scratch that. Think like there is no box. Either that or our learning and learners will always be at the mercy of unmitigated emergencies.
Thinking like there is no box
Save the Children has mastered the art of thinking like there is no box. Their job description is “sector of education in emergencies.” One of their biggest jobs involves getting children to school. This means understanding the full scope of education—all the enrollment to teachers, to parents, then to content itself—the learning content, and then to assessments.
“One of the biggest areas has been tracking enrollment,” Hannington said. “Tracking enrollment in two ways. Number one, first of all, getting children; when it’s an emergency, making sure we know how many children have been affected.
“And then there is the framework. You have all the area officers for education, who have the numbers of the various headteachers, and the headteachers have the parents’ numbers. So, that way, you’re able to quickly translate how many people are affected.”
From that feed, Save the Children can quickly and accurately process what percentage of learners are affected by an emergency and how many can access a digital device for continued learning. The next step is assessing what school calendar they are in. Were they nearing an assessment? Were they just opening school? Were they transitioning to a new year? Answering the above questions enables them to counteract emergencies—not with guesswork and guesstimation—but with accurate data and correct solutions.
Well, they are not called Save the Children for nothing.
Technopreneurship and emergencies
The sixty-four thousand dollar question is, How do you build an app that you know can be used at any time? Many edtech apps are designed for the teacher to use during normal times. However, during an emergency, children are either at home or, due to migratory lifestyles, they are in far-flung and often inaccessible places. Thus, teachers cannot be solely relied upon to ensure that education continues.
M-Lugha – whose motto, “First Language First,” aptly describes what they are doing, believes that every region has its own unique challenges and cookie-cutter solutions are a recipe for failure.
“We have a unique challenge and a solution that is not homegrown,” Abdinoor said. “And in most cases, you find solutions that are imported and normally brought to us, which most of the time doesn’t work for us.” M-Lugha primarily serves the communities in North Eastern Kenya, which consists of eight counties. These share almost similar challenges. For starters, they have a culture whereby young learners don’t enroll first in a secular education but start, from a young age, at madrassas, which are Islamic-themed classes.
This presents a challenge in that a student who is approximately 15 years old can be in grade one or two, which causes apathy. Eventually, they’ll drop out because they will not feel they have the skills. When M-Lugha Techies were developing their app, they considered such issues, as well as the language of instruction and cultural sensitivity. They also made sure the app was offline because of the issue of internet connectivity, besides the fact that their device is self-learning. This means learners do not necessarily need teachers to help them navigate the device. Everything is localized inside the app, which makes it easy to interact with and does away with the fear of gadgets that some people may have.
“This was a home-grown solution, and there’s no need for developing a solution for a community that you know obviously will be challenged,” Abdinoor pointed out. “Because we had a challenge with power, we also introduced solar-charged tablet devices.”
Cyclic emergencies
Is it an emergency if it is cyclic? Is it an emergency if we know it will happen yet we do not prepare for it until it comes crashing in?
“If floods catch you flat-footed, as a country, we have a problem,” Hannington said. “There are indicators for such things as droughts and floods. As such, there should be a dissemination framework for that information to get to teachers, learners, and parents.”
Even with that information, a preparedness plan should be done by the people on the ground—the folks who wear the shoes and know where it pinches—as contexts are different from one part of the country to another.
That’s why it’s important to have EdTech conversations regularly so players in the EdTech space can come up with different preparedness plans and not wait until an emergency has happened to start planning.
“If we’re going to get a method of dealing with education when there’s an emergency, then it’s got to fit in with that specific place,” Hannington concurred. “But, unfortunately, we’re not learning. We’re not learning from all these mistakes that keep happening.”
It’s all about anticipating emergencies, having all systems in place, and activating them if and when there is a need. It’s also about continuous monitoring and evaluation of such systems and drills to keep them always well-oiled and ready for any eventuality. Even the dams in the Netherlands went through many years of being tested by flood waters and being re-engineered to ensure they worked to perfection.
Infrastructure and partnerships
Proper infrastructure is the difference between a preparedness plan working during emergencies and a plan not working. Sadly, the issue of infrastructure is a thorn in the flesh for many players in the EdTech space.
The flip side is that whereas some areas and schools lack the most basic infrastructure, there are schools with resources that have remained unutilized for many years.
“Sometime back we did an episode on the implementation of the Digital Literacy Program,” Ciku said. “I remember we traveled far and wide, and you can’t believe the tablets we found in very remote schools. Sometimes even the number of tablets exceeds the number of enrolments.”
This is where political will and partnerships come in. The reason why Abdinoor is able to do what he is doing is because of the Frontier Counties Development Council (FCDC).
FCDC is an impactful organization and has good relations with county governments in the Northeastern province. When they speak, the counties listen.
Having such partners in one’s corner makes speaking to county governments less daunting.
Formulating a rapid response protocol
Formulating a rapid response protocol is not rocket science. One needs to answer several questions, though. Can you design a protocol to rapidly deploy your solution or your intervention when disruption occurs? What’s the first thing you would do? What are the support systems? What are the things you need to be in place to address the challenges that may arise?
Once you have your response plan, you must ensure it ticks at least three boxes. One, ensure it works. Two, ensure it has the requisite support systems. Three, ensure it can be sustained and scaled. Number three includes making sure it can be sustained over long-term disruptions and that it can be scaled to include new users.
For instance, if tomorrow the government announces there is a shutdown because of the outbreak of monkeypox, what’s the first thing you will do? How do we deploy the solution, and how do we ensure that the support around it works to perfection?
Scaling up a rapid response protocol
Scaling a response protocol can be done by breaking down the silo mentality and building cross-cutting partnerships. It can also be done by getting rid of the competition mentality and getting more in collaboration mode.
By leveraging each other’s networks and strengths to create stronger and far-reaching solutions. For as they say, if you want to travel fast, run alone, but if you want to travel further, run with others. The grass is always enough for everyone, but only if players allow others to graze in each other’s pastures and whet their thirst in each other’s wells.
Collaborations happen when there is trust. And trust takes tons of time to build. But once that happens and the whole ecosystem is built, stakeholders can feed each other and celebrate each other’s successes.
All this can be done if everyone trains their lens on one goal. And, in this case, the goal is getting our children to learn. That’s the primary goal. All other things are secondary. That’s the non-negotiable profit. The other monetary rewards that may come are only the icing on the cake.
Conclusion
Will we have emergencies? Absolutely. You can bet your bottom dollar on that. Will we always be prepared? That should be our goal. It’s better to be prepared with a wet blanket to meet a fire than to only have twiddling fingers. Will our plans always work like a dream? Nope. Even the best systems are fraught with snafus. C’est la vie.
But we must keep all hands on deck. We must make concerted efforts, individually and collectively, to ensure that we meet emergencies—not with knee-jerk reactions—but with concrete actionable plans that can be deployed at the touch of a button. Then and only then will we help increase foundational literacy and numeracy levels.
On the second day of the 2024 EdTech Summit, a dynamic discussion unfolded around the future of educational technology and the path to achieving it. The Summit which ran for two days was held on September 12 and 13 at Cemastea, Karen. As the summit celebrated its 10th anniversary, it became evident that the imagination and vision of its participants would shape EdTech’s next chapter.
According to Jennifer Cotter-Otieno, CEO of EdTech Kenya, “This year’s summit was about members of the ecosystem telling each other what they wanted for the next ten years.” To facilitate this, vision casting sessions were held, where delegates were divided into groups to explore various topics and share their aspirations for EdTech over the next decade. These sessions were particularly engaging thanks to the presence of an educator in our group, who provided valuable first-hand insights into the everyday experiences of teachers using technology in the classroom.
Social and emotional learning (SEL), as defined by the Child Mind Institute, refers to how children develop essential social and emotional skills. This encompasses managing difficult emotions, making responsible decisions, coping with stress, setting goals, and fostering healthy relationships.
Teachers play a crucial role in SEL, as Caroline Mendel, PsyD, a clinical psychologist and Senior Director of Clinical Services, School, and Community Programs at the Child Mind Institute, explains that these skills are not innate but require explicit instruction and consistent reinforcement.
To ensure the success of social and emotional learning (SEL) in a digital environment, it is crucial to keep teachers motivated. Teaching is more than just delivering education—it requires engaging, inspiring, and connecting with students on a deeper level, which is no simple feat.
Achieving this demands passion, creativity, and a strong commitment to making a lasting impact in students’ lives. To achieve this level of success, the teacher needs to be stable both emotionally and socially. However, Joyce from Mang’u High School stated that a lot of teachers in Kenya are already feeling overburdened with their numerous duties, which include lesson planning, assessments, teaching, and participation in students’ extracurricular activities.
To equip Kenyan teachers for leading digital social and emotional learning, the delegates proposed the following key strategies:
1. Integrate digital learning as a core course in teacher training programs.
2. Simplify and promote technology as an essential tool for teaching.
3. Incorporate ongoing professional development for teachers, both during training and in their workplaces.
4. Lighten the administrative burden on teachers, enabling them to focus on becoming effective facilitators of learning.
5. Digitize education from the national level down to rural schools, ensuring equitable access to digital resources.
Incorporating digital learning as a course is essential. We discussed that equipping teachers with digital skills during their initial training would streamline the process, even though it’s important to provide tech training to current educators. Joyce highlighted that many older teachers hesitate to use technology in the classroom because they lack the necessary skills.
As a result, they often rely on younger colleagues or tech-savvy students for assistance. According to Kurasa, this skill gap is largely due to limited access to technology infrastructure, insufficient training opportunities, and resource constraints in educational institutions. Furthermore, older teachers’ resistance to change has slowed their adoption of technology in teaching.
Simplified technology plays a key role in enhancing social and emotional learning (SEL) by making the experience more interactive and accessible. Often, educators and students perceive technology as complicated and unfamiliar, creating a barrier To drive widespread adoption of EdTech, tech entrepreneurs and solution providers must prioritize ease of use and accessibility.
They should design platforms that anyone can navigate, regardless of their technical skills. With the growing prevalence of mobile devices, developing mobile-friendly apps can extend learning opportunities to any location at any time, reducing the stress of incomplete or delayed tasks.
Incorporating easy-to-use educational games is another effective way to boost SEL, particularly for students. Simplifying technology in this way transforms it from intimidating to an engaging and enjoyable learning tool.
Julius Muriithi, the Evidence and Communications Manager at Dignitas, emphasized the importance of mindset change when implementing Teacher Professional Development (TPD) programs in marginalized areas. He noted that many teachers in these regions lack the necessary formal training and need empowerment to embrace new teaching approaches.
Through TPD, these teachers are exposed to new challenges, such as incorporating technology into their classrooms. Julius highlighted that their approach involves coaching teachers over time, ensuring they gradually master new concepts. This method enables students in these marginalized areas to benefit from tech-integrated learning as their teachers become more adept and confident.
One notable achievement this year was the EdTech Summit in Northern Kenya that was held at Garissa University, where education and technology experts convened to discuss the future of learning in frontier Counties. The initiative aims to bridge the gap in both social and emotional learning through technology integration.
Teachers and students in the Frontier counties stand a chance to be better equipped digitally in the next ten years if Edtech drives more of such initiatives.
Fridah Ngari, CEO of Ntemata, an online platform that automates teacher assessments and tracks competency-based learning, suggested incorporating tools like badges, progress reports, and feedback loops to enhance the professional development process. She stressed the importance of motivating teachers during training, a point echoed by Joyce, who observed that many teachers previously involved in TPD felt demotivated without proper support.
The other way to foster digital learning in the next decade is by lightening teachers’ administrative tasks. The mountain of papers I have to mark, evaluate, and grade right now would shock you if you looked inside my car, Joyce said, providing a glimpse into the onerous workload of a typical teacher in Kenyan schools.
Mr. Mureithi echoes this reality, noting that many teachers he’s trained often manage up to seven lessons a day. On top of this, they’re expected to handle various administrative tasks, extracurricular activities, and the rigorous assessment of students—tasks that school principals frequently monitor closely. In most government schools, large class sizes further complicate the already demanding responsibilities.
This heavy workload leaves teachers feeling overburdened and stressed, reducing the time they have to focus on what they truly enjoy—teaching. To ease this pressure, web developers should prioritize creating solutions that reduce, rather than add to, teachers’ administrative duties. Joyce pointed out that while teachers love teaching, they find the grading process exhausting.
If her school adopted a tech solution that automated grading and assessment, she could reclaim valuable time to explore, learn, and implement innovative digital tools focused on social and emotional learning. Lessening this administrative burden is critical for enhancing both teacher well-being and the overall learning experience.
The gap between private and public schools in Kenya is significant, especially when it comes to resource allocation. Public schools, which serve the largest student populations, often receive far fewer resources. For social and emotional learning (SEL) to be successfully digitized, the government must prioritize the digitization of education from urban centers to rural schools.
Over the past few years, Kenya has been making notable strides in digitizing its education system. On September 30, 2016, the Kenyan government launched the Digital Literacy Programme, distributing digital devices to schools nationwide. The goal was to provide 1.2 million devices to public schools, a move that, according to the then ICT Minister Joe Mucheru, was intended to transform not only the education sector but the entire economy.
While this marked the beginning of an exciting tech journey, much more remains to be done. A report by the International Labour Organization (ILO) highlights that the digital divide has continued to widen, particularly for those groups that have benefited the least from ICT infrastructure developments.
In response, the government has enacted ICT reforms, bringing high-speed internet, computers, tablets, and other digital tools to schools through initiatives funded by the Ministry of Education, Science, and Technology. Additionally, partnerships with organizations such as the Network Initiative for Computers in Education, Microsoft, and Oracle have supported these efforts.
Government involvement at the national level is critical, particularly in helping rural teachers access online resources and infrastructure that will enable them to seamlessly integrate SEL into their daily teaching As Fridah explained, students in schools that have fully embraced digital learning are more advantaged because they have access to global opportunities.
Students using e-portfolios can secure scholarships and international opportunities, unlike those in rural areas using traditional methods. Given that this project’s complexity necessitates cooperation between numerous agencies and organizations, the government will continue to be a crucial force in bringing stakeholders together and realizing the Hon. Mucheru’s vision.
Integrating digital tools for social and emotional learning (SEL) is transforming education in Kenya, with a vision to enhance inclusivity and digitize learning nationwide over the next decade. Incorporating digital learning as a key course aims to simplify technology’s role in education, making it a powerful tool for both teaching and student development.
Professional development training for teachers will be critical, equipping them to utilize these technologies effectively while easing administrative tasks through automation. This strategy aims to bring digital education not only to urban centers but also to rural schools, fostering a more equitable and modernized educational system across Kenya in the next decade.
So, what is collective Action? Collective Action refers to actions taken together by a group of people whose goal is to enhance their condition and achieve a common objective. It involves individuals working together to address shared interests or concerns, often through organized efforts that result in social change. In the context of the EAC Regional Education Conference, this would involve the participants working together to develop and implement strategies for improving education in the region. This includes sharing best practices, advocating for policy changes, and forming partnerships to support educational initiatives.
EdTech East Africa is made up of a community of innovators and enablers using technology to improve access, quality, and relevance of education and to produce more inclusive, effective, and resilient learning across East Africa. The EdTech ecosystem has an additional layer of complex problems that no single actor can overcome alone. EdTech East Africa invites ecosystem actors to share their diverse viewpoints and experiences to create a more evidence-based, collaborative approach to technology-enabled teaching and learning in East Africa.
EdTech East Africa:
Facilitates collaboration by building clarity and empathy for improved collaboration among stakeholders from different parts of the EdTech ecosystem.
Fosters innovation through discovery, celebration, and amplifying EdTech innovations.
Strengthens Collective Action by connecting and organizing EdTech innovators and enablers around shared goals to create a coordinated, evidence-driven movement around the use of technology to improve education for all.
One of the sessions that stood out for me was the EdTech Hub, an EdTech East Africa partner, session on learning resilience. The question was, “How do you build resilience if you don’t have the right data to make decisions?” Reflecting inward, EdTech East Africa is on a movement towards evidence-driven, technology-enabled teaching and learning, and as an ecosystem builder co-ordinating the Collective Action Agenda, we must combine efforts and expertise to address the challenges we face in the education sector in the region. After all, no stakeholder can resolve on their own, and the core function of collective action is to build resilience in a system by putting in place sustainable measures to address the challenges.
At the conference, we went on to explore cross-cutting themes around Stronger and Resilient Education education systems; effective implementation of Competency-Based curricula, Strengthening teacher capacity to deliver Foundational Learning and Secondary Education using EdTech; 21st Century competencies for Each Child; Data and Accountability for SDG 4.1.1, Children Furthest Behind; Confronting the Language Question; Regional Strategies for Youth Employability; Harmonisation of TVET and Development of a Regional TVET Qualifications Framework.
All of these themes are reflected in EdTech East Africa’s Collective Action goals, which are:
Cultivate foundational literacy, numeracy, and social-emotional learning for all learners
Skills for the future
Develop technology that ensures Equity and Inclusion for resilient learning
Strengthen the capacity of leaders of learning (teachers, parents, caregivers)
Develop sustainable digital infrastructure and evidence-driven policy to support resilient learning
As I presented my session alongside Lyra and PEAS, the question that echoed in the room and in other sessions was how to leverage technology to create the enabling environment that will provide the data to inform decisions made in and about education resilience in the region.
Collectively, we need to build a model that can be replicated across the region to avoid duplication of work and unintentionally creating further exclusion and marginalization.
Some key takeaways:
Data and evidence remain an issue; From lack of data to access and accountability, deliberate efforts must be made to address this real gap.
Collective action and collaboration are the way to go, at regional and continental levels. No stakeholder, no country can solve the region’s challenges independently. We must pool our efforts for meaningful change.
How do we better integrate issues of poverty, climate, and conflict into education? This trilemma is a primary cause of school dropouts, learners being left behind, and missing out on the opportunities that education provides.
We need to intentionally prioritize agency as an ecosystem both at micro and macro levels in the sector, whether it is financing, teacher training, competency-based curriculum, assessments, data management, or policies.
The collective action model can be replicated at the country level and fed into the regional level. We welcome partnerships to make this happen as we await the establishment of a regional network to strengthen the multi-sectoral partnerships for education in the EAC region and transform the vision into actionable items.
Joan Mwachi has led the Collective Action efforts and is a Board Member for EdTech East Africa.
IREX is a development and education organization committed to cultivating leaders, empowering youth, strengthening institutions, and increasing access to quality education and information because it is the best hope for a brighter today and tomorrow. In Kenya, KPLAY implements a holistic, gender-responsive, play and technology project in 309 schools in Kwale and Kilifi.
A second research-based project seeks to evaluate the effectiveness of technology in improving learning outcomes and girls’ digital literacy in primary schools in Kilifi. School leaders’ understanding of the benefits of LTPT (Learning Through Play and Technology) has increased, enabling them to effectively support teachers in incorporating LTPT into the classroom. In addition, parents, community leaders, and trusted community-based organizations support LTPT in their schools and advocate for its inclusion. Government champions are now advocating for LTPT scaling across Kwale and Kilifi and its inclusion in professional development modules.
EdTech East Africa is collaborating with IREX, leveraging the WhatsApp platform, which has features to enhance parental empowerment and engagement activities. Some engagement tips are creating parent groups for communication and resources, updates and tips; capacity building on how to use the resources effectively; and more. Parents receive regular, short messages that are easy to digest. Videos and voice notes enhance instructions, and parents/teachers can consult privately regarding the learner’s progress.
Learn more about the Parental Empowerment and Engagement Activities that complement Kplay at home in the document below:
EdTech East Africa brought tech gurus to a summit held at Garissa University in Garissa to explore the future of education technology in the Frontier Counties.
A daylong summit that culminated in the launch of a pilot project for a digital literacy program for eight frontier counties brought together policymakers, education technology practitioners, educators, researchers, and government representatives from Kenyan frontier counties.
Abdinoor Alimahdi, the founder of M-Lugha, who was among the technology enthusiasts at the summit, demonstrated how young learners can access content through an application in different Kenyan languages.
“M-Lugha is a literacy-based solution, a translation service, and early childhood or basic education for adults. We understand the region’s lack of teachers and are bridging the gap using digital learning skills,” he said.
He said they will train teachers in eight Frontier counties who will train learners in digital skills.
He described how to use M-Lugha and emphasized its significance for schools, even those in remote areas, because it operates within a 100-meter radius and has KICD-approved content. The content he noted can be downloaded for future use and plays a significant role, especially in areas that experience a shortage of teachers, such as the northeastern region.
Abdinoor urged residents in the region to put more emphasis on technology in the early years of learning, noting that some courses might be obsolete soon and adding that the world is moving towards technology.
He noted that their ultimate goal is to enable young university graduates with visual impairments to access inclusive employment opportunities.
David Osinya, a program officer at Kilimanjaro Blind Trust, demonstrated how the Orbit Reader 20 works with visually impaired children. He noted that the previous braille gadget was large and expensive, unlike the orbit reader, which he said was a removable memory card.
Visually impaired staff members also use it to read books or take notes. It is, however, not an internet-enabled gadget. It’s called the reader 20 since it has 20 cells. A visually impaired individual can read, take notes, and access content stored in the orbit reader.
He explained that their organization focuses on providing digital literacy, decoding STEM subjects, employability skills for visually impaired communities, and offering support system devices for people with visual impairments. He noted that their ultimate goal is to enable young university graduates with visual impairments to access inclusive employment opportunities.
The Kilimanjaro Blind Trust is based in Nairobi but works in various counties. In Garissa, they support the Garissa primary school. They also support several schools in Mandera and Masrsabit. According to Osinya, they also train technicians in various schools so that they learn how to handle the device.
Garissa Governor Nathif Jama, who graced the occasion, said the digital literacy conversation is critical in the Frontier Counties region. He appreciated the Summit sponsors, underscoring the importance of technology to learners at an early age.
“As the chair of ASAL counties in the Council of Governors, I appreciate all other partners who, with dedication, continue to empower communities through technology. Such an initiative is a significant milestone in their efforts to ensure that people in the region gain the necessary knowledge and skills to survive the digital age, ultimately creating employment opportunities and fostering economic growth,” he said.
The EdTech summit, the governor noted, has come at the right time when Garissa and other FCDC counties are investing in digital learning. Garissa, in particular, is working on internet connectivity, ICT laps, digital hubs in the sub-counties, and GIS implementations, which will launch in the coming week.
The pilot project for digital literacy targets up to 14, 000 schoolchildren in Northern Kenya who will have access to computing lessons for the first time, equipping them with vital digital skills for the future.
The Raspberry Pi Foundation, in partnership with the Frontier Counties Development Council (FCDC) and the M-Lugha Foundation, will lead the initiative. Thousands of schoolchildren aged 8–14 in eight FCDC counties will benefit from computing lessons, a significant boost to upskilling young people in the country’s arid areas. Key terms will be translated into Somali, Borana, Turkana, and other local languages to aid comprehension. The M-Lugha Foundation, spearheading the project across eight counties, will manage these translations.
According to Wariara Waireri of the Raspberry Pi Foundation, “We are delighted to be partnering with FCDC and the M-Lugha Foundation in this exciting project to ensure young people living in these communities have access to high-quality computing lessons and resources, supported by the most recent research.”
“The curriculum has been specially adapted for Northern Kenya, so it feels more relevant to the students’ lives, providing them with vital skills for the future.” She added.
The summit featured various panelists discussing the unique context of EdTech in the frontier counties. Abdullahi Maalim of the FCDC moderated the discussion. The panelists included Stephen Ajanga from the regional Teachers Service Commission, Anil Khamis from Aga Khan University, and Dr. Mohamed Dahir, an education specialist and member of the Mandera County Education Task Force.
Dr. Mohamed Dahir stated that blaming insecurity, infrastructure, connectivity, and other factors for the lack of education in the region is no longer tenable. He emphasized that it is a leadership issue, whether it involves political leaders, heads of institutions, or Boards of Management (BOMs), and that they need to step up and resolve the issues within their reach.
He emphasized the importance of engaging all stakeholders, including children, parents, and education professionals, in serious discussions to resolve the issues revolving around education. He noted that these discussions should focus on solutions rather than placing blame on the sector’s problems.
He noted that the region’s problem is the excessive localization and long tenure of staff, citing the example of the head of an institution who has remained at the same school for over 20 years.
Stephen Ajanga, a regional representative of the Teachers Service Commission (TSC), noted that the current teacher shortage is a result of the government’s 1998 policy that froze employment. He mentioned that the TSC is working to bridge this gap by recruiting more teachers. Additionally, he highlighted that affirmative action, which allows teachers in the region to be recruited on permanent contracts, also addresses the shortage.
He said over 3000 local students are currently in various teacher training schools, hence the anticipation that the teacher shortage will be resolved in the coming years.
Anil Khamis from Aga Khan University noted the distinction between digital natives and digital immigrants. He explained that digital immigrants—the older generation, including teachers—were not born into the digital age. In contrast, digital natives, the young children born into a world with technology, need to be equipped with digital skills. He emphasized the importance of training teachers, as they are crucial agents of change in this rapidly evolving technological world.
In the Collective Action Workshops moderated by Joan Mwachi, participants discussed foundational learning and basic literacy skills by creating personas in the ASAL areas. They focused on Halima, a woman from Garissa who left school to marry and now runs a small shop, earning 15,000 KES monthly. The discussion highlighted her use of WhatsApp for communication with her children’s teachers, who send updates on their progress and follow-up messages.
It was observed that children often relay information from teachers to parents. Sometimes, teachers send their students to ask their parents to check WhatsApp for communication. They believe this practice can significantly enhance learning and keep parents informed about their children’s well-being.
Here are two sample messages shared by participants:
“Hi, Mama Abu, Homework is available on WhatsApp, due on 1/7/2024.”
“Salaam aleykum, mama Abu, Kazi ya ziada hesabu moja hadi kumi.”
Local convenings like the EdTech East Africa event at Garissa University play a crucial role in exploring and implementing solutions tailored to the unique challenges of ASAL (Arid and Semi-Arid Lands) regions. Bringing together local stakeholders, policymakers, and technology experts, these summits foster discussions that lead to the development of targeted initiatives such as digital literacy programs and innovative educational tools. They ensure that solutions are relevant and responsive to the specific needs of communities in Northern Kenya, aiming to equip youth with essential digital skills and empower them for future success in the digital age.
As the world evolves, everything is taking on a new shape, with digital space taking over in all sectors and introducing new technologies.
Kenya is one of the countries that is quickly evolving and ensuring that it is not left behind by introducing digital working spaces not only in offices but also in schools. The introduction of the CBC was one of the new technologies that were introduced in learning institutes, especially in public schools.
Today, EdTech community experts are working towards promoting digital literacy in schools in Kenya and ensuring that learners, teachers, and parents are introduced to and made aware of the importance of technology in schools.
Despitethe efforts by governments, the EdTech community, and other stakeholders to ensure that there is inclusivity of technology among learners, there is still a gap when it comes to learners with disabilities who have been left out, especially those who are mentally handicapped.
The Action Foundation head of programs, Stephen Ikonya, noted that Kenya has a big gap in inclusion and that women, girls, and children with disabilities have always been left out of technology programs.
Schools are also struggling to get resources that can enable digital literacy learning in their institutions because it is expensive and hard to maintain.
The language barrier among learners, teachers, and illiterate parents is still a challenge that needs to be addressed. Teachers cannot also contextualize the content to ensure inclusion in classrooms.
Philip Okidi, a teacher at Pwani Secondary School for the Deaf, said that schools and educational institutions should prioritize accessibility and diversity in STEM. He called upon all stakeholders to ensure that girls are not denied the opportunity to access their rights to go to school because most parents do not allow them to attend school. He said that learners with disabilities should also be given postsecondary digital support just to ensure that they do not sit home idle.
The government and key stakeholders were called upon to ensure that teachers are retooled to enable inclusivity.
The national government, through the Ministry of Education, has also come out to support the initiative of digital literacy in schools by providing training to teachers.
Dr. Robert Juma Wamalwa, a member of the Presidential Working Party on Education Reforms, stated during the 2024 Pwani EdTech Summit that the government and its agencies have started a journey that goes beyond the bounds of conventional education thanks to the winds of technological innovation.
In this rapidly evolving digital landscape, he said that the interception of education and technology has become the cycle of progress shaping the way children learn, how they are taught, and ultimately the future of society.
Dr. Wamalwa said that there is a need for the EdTech community, the government, and other stakeholders to reflect on the power of collaboration and imagination because the digital era has presented opportunities to enhance the learning experience, breaking down barriers and creating a conducive environment for learners around the globe.
The 2024 Pwani summit took place in Mombasa at the Close the Gap Hub. Jecinter Nduta, manager at Close the Gap Hub, a tech incubation hub where the 2024 Pwani summit took place, said that Close the Gap, a Belgium company, was brought to Mombasa to make it more inclusive for Mombasa people because there was huge innovation potential.
Changing the Norm
EdTech East Africa, supported by the Mastercard Foundation, is working closely with East African countries to ensure that learners are introduced to digital literacy.
It is a network that began 10 years ago to bring EdTech communities together in Kenya with a focus on three goals, coordination, transparency, and action. It has since grown to an EdTech East Africa community of over 4000 individuals.
Dr. Wamalwa said that the Ministry of Education and the Ministry of ICT are working together with EdTech East Africa, which plays a very crucial role in delivering technology by developing ICT infrastructure for curriculum delivery and assessment to improve digital literacy among teachers’ parents and other key stakeholders. “EdTech also has a role to play in ensuring that there are enhanced accelerated education programs for marginalized learners and learners with special needs.” Dr. Robert Juma Wamalwa.
The EdTech East Africa chief executive officer and Kenya Co-Lead at EdTech Hub, Jeniffer Cotter-Otieno, said in her remarks that the organization aims to bring communities together to create relationships and forge the way forward. “Pwani EdTech Summit is about something bigger than any individual or organization; this is about us coming together. As individuals, we cannot change EdTech in Kenya, but together, it is possible, and we have the opportunity to use technology to make that transformation happen,” said Jennifer.
“We all believe that, as partners, it is important to use evidence as our common language for what allows us to make the most informed decision about how we use technology in teaching and learning. We have the responsibility of transforming the education sector in Kenya, and together, we can make that transformation,” she noted.
The CEO noted that EdTech East Africa has an agenda of helping African governments close the gaps that exist in the education sector. They are working towards having evidence-based technology by enabling teaching and learning in schools.
Evidence-based Tech
On her part, EdTech Hub executive director Verna Lalberharie noted that the EdTech Hub is a global research partnership and has a role to focus on and make sure that decision-makers, regardless of where they sit in the digital ecosystem, have access to vigorous evidence and a lot of work in regards to technology and education.
She noted that there is a need for critical evidence that will guide developers in providing tech solutions. “There is still limited evidence on the work in low-income countries in regards to technology, so how do we as developers or policymakers handle enthusiasm, including teachers as co-creators? Their role is very essential. Parental engagement is a very critical component because children who grow up in low-literacy environments where parents lack education resources, capacity, and connections in schools that need to support the development of children’s education; therefore, we need to partner with schools to ensure that we make this happen,” Verna Lalberharie noted.
She noted that measuring learners’ experiences is critical, adding that there is still a gap in the social and emotional learning of children and their mental and physical status. Her call to action to the government, EdTech community, and other stakeholders was that as they work on EdTech solutions, they need to take into consideration how they consider the children.
Innovation Manager East Africa, Brink Kenya, and Co-Lead EdTech Hub, Ciku Mbugua, said that they want to generate and continuously use evidence to improve and upscale in sub-Saharan Africa.
She said that EdTech Hub has a new project called Ubora Bora, which is expected to be launched on February 27, 2024, under the partnership of the Gates Foundation, who are the funders.
The new project will help enable continuous improvement and remind the education system to use evidence.
“EdTech is already doing upscale and long-term research, but we want to do speed implementation research; we want to help unlock certain things in the implementation journey. We have to work with the government and provide solutions for government productivity,” Ciku Mbugua said.
She noted that system integration goes hand in hand with scale and that the strength of evidence needs to work with the goal. The new project will fund the governments, but the partners will work with the governments.
EdTech East Africa Collective Action Lead Joan Mwachi said that evidence is key, and they cannot talk about what works if they don’t talk about what works. This is because with technology, it is easy to talk about it, but those who are not in technology need evidence to believe that it works.
“We are in the process of making adaptive change consumable; we are in the era of making AI; we are now talking about intersections in education and AI: AI for learning and AI for teaching.
How are we adapting to these things? How are we preparing our teachers, what are our policies saying, and how do we use the platform of foundational learning to address skills for the future? It is all connected in one way or another, and each one of us has a role to play in that space,” said Joan Mwachi.
The key areas include a common agenda where they want to use technology to close the gap and shared measurement systems, and this entails mutually reinforcing activities. She said that if the EdTech community works together collectively, they will make a change that will work.
Another key to the collaborative effort is continuous communication. Joan said that the community platform is what EdTech has for people. On the backbone support, she noted that their role as an organization is to try and bring everyone together and coordinate the efforts of the community.
“Edtech is a catalyst; the members sit on the table of reforms because they work in one voice. What we are doing is embedded in the Ministry of Education’s vision to support teachers to have the required skills. We have partners who are working to ensure that we have co-facilitators in all areas, identifying skills that are needed in the future, and who are working towards producing technology that ensures equity and inclusion,” Joan Mwachi noted.
Call to Action
To strengthen the use of technology in schools beyond the connectivity infrastructures that can be used, the government and key stakeholders were also called upon to ensure that teachers are given access to the devices, especially by the school heads and the Ministry of Education.
Stakeholders were called upon to also ensure that young people are involved in this technology implementation in schools because they are more likely to embrace and adapt technology than the teachers.
The government was also urged to come up with evidence-driven policies that will make technology yield in schools.
“It is very important to start working with teachers and not for teachers; let them contribute to the making and validation of solutions.” William is an EdTech community member.
The representative of the Presidential Working Party on Education Reforms, Dr. Robert Juma Wamalwa, said that the Ministry of Education has support from the Ministry of ICT in the implementation of technology in schools because it cannot make it on its own.
“The Ministry of Education on its own cannot make it; it needs an extra hand and support in achieving the goals towards introducing technology to learners, and that is why EdTech East Africa plays a very crucial role in this to leverage technology at all levels of education by defaulting on ICT infrastructure for curriculum delivery and assessment to improve digital literacy among teachers, parents, and other key stakeholders,” Robert Wamalwa noted.
He said that the Presidential Working Party on Education Reforms recommended that the Ministry of Education enhance and accelerate education programs for marginalized learners and learners with special needs while upscaling inclusivity, an area in which he said EdTech will have to play a crucial role.
We also recommended the framework for operationalizing the National Open University of Kenya. This alone presents a transformative opportunity for technology to play a central role in shaping the future of education. These are the areas which he said EdTech needs to swim in.
He called upon collaboration between the government, education institutions, and the private sector as an essential player in the success of these reforms.
He noted that he is very close to the EdTech community because they are the team that can help the government achieve or fulfill the recommendations they have on the table both nationally, regionally, and even globally.
“If we talk of the African Union, that is where every country within the region must come. We need serious stakeholders and partners like the EdTech community and other opportunities because we have increased access to learning, inclusive quality education, relevance in learning and teaching, and parent and teacher professional development.
Online courses are something that EdTech East Africa can do because, within the EdTech community, we have a team of innovators who have a lot of energy to implement this.
EdTech East Africa has a plan to hold their summits in all 47 counties to create awareness of the importance of technology in schools. The next summit will be held in North and Northern Eastern, Central, and then come back to Nairobi for the 2024 national summit.
About the AuthorMs. Aura is a communication consultant, a storyteller, and a writer. She is a journalist working with Radio Africa Group, where she writes for The Star Newspaper.
It is a hot, humid Tuesday morning on February 20th, and guests are slowly streaming in to attend the EdTech East Africa organised Pwani EDTech Summit.
A first of its kind, the event brought together EdTech experts based in the Coast region as well as innovators working in the coastal part of Kenya.
Close the Gap, an incubation hub nurturing the most outstanding tech innovations in the Coast region, is this edition’s host, with a well-organized venue suited exactly for that kind of audience.
The summit was not only to discuss the innovations but also to come up with other solutions that will see more learners, especially in remote and marginalized areas, get access to EdTech learning tools.
It was also to shed light on the importance of collaboration between government agencies, innovators, and other EdTech practitioners to make the learning transformation a success.
The inclusion of innovators meant they demonstrated their work to other parties for the sake of making their work known to more people and also forming connections.
Presidential Working Party on Education Reforms (PWPER) member Dr. Eng Robert Wamalwa officially opened the summit, highlighting why the intersection of technology and education is shaping learning and the future of society.
“This summit is a catalyst for change where education is not confined to classrooms. This is a journey that will change the destiny of education,” Wamalwa said, setting the mood for the day-long engagement.
He also noted the importance of leveraging the use of technology to empower learners and institutions. As an ambassador for ED Tech, he said it was time that government officials, education players, and the private sector collaborate to see not only Kenya but all the African Union countries benefit from this.
Jacinta Nduta, Close the Gap’s hub manager, was appreciative of EdTech East Africa considering the hub as a venue for the largest EdTech summit in the coastal region.
She said the hub offers co-working spaces, meeting rooms, and physical shops for computers whose prices are way below the market prices. These computers allow a wider population to access affordable laptops.
Their latest innovation is the Digitruck, which moves from one school to another to teach coding to learners, especially those who do not have physical premises or infrastructure that would promote education in tech, such as electricity or machines.
EdTech East Arica Co-Founder Jennifer Cotter-Otieno was in awe of the attendance, noting how this was just a noble idea with ten people ten years ago but is now attracting tens of hundreds of players in the sector.
“We decided to hold a summit in Mombasa because we wanted to bring all the communities represented from across the country.”.
“We cannot change the education sector in Kenya individually, but when we do it together, it is possible.”
On the partnership, she said the Mastercard Foundation had played a major role as a sponsor for this and other EdTech East Africa initiatives, such as the EdTech Mondays, a programme that discusses various issues in the industry and features several players.
Collaboration
EdTech Hub Executive Director Verna Lalbeharie noted that with Ed Tech, it was key to co-create innovations with teachers, parents, and caregivers to be able to have an all-round working system.
“There is limited evidence of what works in low- and middle-income countries. We need more collaborative research that will enhance the design and the platforms that we use for learning.”
A key issue was the importance of parent engagement, even as she said that teachers had shown enthusiasm.
“Parents cannot expose children to teaching at an early age; therefore, collaboration with caregivers can help prompt them to meet the challenges expected because they know what they need.”
She also noted that the learner’s wellness was important in transition. Verna said the physical health, mental health, and all-around wellness of those learning also contribute to the success of the tools used and their effectiveness.
Collaboration stood out in the day-long interactions that not only involved speeches by key organizers but also plenaries and group discussions organized to shed light on the various technologies that have been applied to support learners in their education.
In her opening speech, Jennifer Cotter-Otieno said this was not just an event, but the summit was a platform to create relationships that forge the way forward in the fast-growing sector.
“We want to create an evidence-driven movement, create transparency, and also catalyze action so that we can do our work more efficiently.”
This was not possible without the inclusion of key government players.
For instance, the presidential working party on education reforms, represented by Dr. Robert Juma Wamalwa, came up with recommendations for improving the learning cycle.
“Let us reflect on the power of collaboration and imagination,” Dr. Wamalwa said, adding that PWPER had come up with recommendations for education, with the Ministry of Education, the Ministry of ICT, and EdTech playing a major role in the education transformation.
He also said the other recommendation was for the Ministry of Education to enhance inclusivity, which will be an opportunity for EdTech to play a role in the fast-transforming and evolving education sector due to technology.
Other than the role of the government, innovators were also asked to collaborate, as opposed to working in silos, to be able to bring out the best in their work. Innovators join forces, especially those with similar innovations, to avoid the replication of ideas.
Collective Action
Joan Mwachi’s Collective Action Workshop session brought to light how stakeholders are preparing for the use of artificial intelligence in terms of policies and how technology can help close this gap.
“If we work collectively, we will achieve the changes we want,” said Joan.
She said successful collaboration efforts include having a common agenda, a shared measurement system, mutually reinforcing activities, continuous communication, and a backbone support organization.
“EdTech has started a movement that I think will lead us to achieving this,” added Joan.
Demonstrations of Working Innovations in Coast Region
In one of the breakouts, Stem Impact Center Kenya ran a demonstration on how to use the coding app dubbed SCRATCH, which uses a block model for coding.
Stem Impact Center, the youth development non-profit organization, leverages Science, Technology, and Innovations (STI) to enhance technical skills development, youth empowerment, employment creation, entrepreneurship, and innovation.
The showcased programming language and online platform allow users to create stories, games, and animations. Scratch promotes computational thinking and problem-solving skills, creative teaching and learning, self-expression and collaboration, and equity in computing.
Children as young as six years old can use this, which is one of the technological learning solutions that is effective in some Coast region schools. For instance, the drag-and-drop program can be used to ease learning, and its adaptation of the Kiswahili and English languages makes the tool more relatable.
The highlight of the demo session was when participants were offered laptops to attempt to create characters and conversations using the block model. This also involved individual voice recordings to personalize the characters and being guided on how to arrange the code blocks to make successful stories from the characters.
“Most learners love it when they hear their voices, which makes the tool more relatable,” a representative from the STEM Impact Center said. They added that the innovation was willing to offer workshops for both teachers and learners in new schools to get to know how the tool works.
Taking Digital Personalized Learning in ECDs a notch higher
In the other session, Janice Mutegi and Joseph Gatonye, passionate ECD teachers, took advantage of the forum to explain to the attendees how an innovation of EIDU is working to help learning in preschools.
“We are bringing digital personalized learning (DPL) to Kenya to support teachers’ efforts in teaching,” said Janice.
Through the tool, learners have access to digital personalized learning content in math and literacy. The Kenya Institute of Curriculum Development (KICD) has approved all content, and it is fully in line with the new competency-based curriculum (CBC).
Her co-presenter, Mr. Gatonye, said they are working in steps with partners to ensure the DPL is introduced in class to support the teacher’s efforts and also have a structured pedagogy that is digitised to help teachers have some uniform way to deliver the competency-based curriculum (CBC) better and ensure ECDE officers have a platform or tool to monitor and support learning.
So far, the team has visited 37 counties and says their goal is to serve all 12+ million public pre-primary and primary students across the country by 2027, making Kenya the first country in the world to have a fully digitized education system.
Mr. Gatonye said they had developed a digital learning platform and worked with the county governments to identify schools and then help the teachers deliver the CBC curriculum.
To ensure teachers are capacity-built, they used a master training approach for early childhood development officers. They also support monitoring through class observations and cluster meetings, and EIDU officers support tech issues.
In the case study, Jane said ECDE learning in the classroom has shown considerable improvement in terms of materials in the Coast region.
“However, in every classroom you visit, different teachers have different strategic methods of covering their lessons. Even though they are using CBC designs from KICD, they have different priorities,” she said.
The project, however, still faces a challenge because there are few tools to support teachers in the coverage of their lessons.
Local education officers monitoring learning also turned out to be a challenge. The duo, however, said EIDU has joined hands with the county government to ensure learning outcomes are improved through the use of enhanced tools to support the learner, the teacher, and the officers.
Their sessions also included group questions for participants to brainstorm how best teachers can be supported through training and capacity building when it comes to the application of the DPL tools in schools.
To be highly noted was the need to not just target the teachers but also to include community leaders and parents and use existing platforms.
Participants also suggested that there should be webinars for teacher training so that they do not have to move out of the classroom. The other suggestion was training outside of class hours.
To make this more effective, groups suggested that young teachers should be targeted in the training since they are more adaptive to digital tools.
As teachers, it was also important to note that there were factors to be considered when it came to the dosage of the tools for the learners. Participants said key considerations would be the concentration span of the learners, the activity type, and the type of learner to know how long each one will take to use the tools.
Creating Visibility
As the summit came to an end, Ed Tech East Africa called for the need to increase the visibility of creators and their projects to a larger audience.
This is after it turned out that even though there were great innovations, they were not highlighted, and people and various stakeholders were not aware of what was happening in the Ed Tech space in the coastal region and other parts of the country.
Ms Joan said highlighting such innovations to a greater audience will not only foster growth but also open avenues for collaboration with interested investors and innovators from other parts of the world
More summits and opportunities
In her closing remarks, Jennifer said this was the first of the many regional summits.
The next summit will be held in the Northern Kenya Region and another one in the Central Region before it goes back to Nairobi. “These summits will hold discussions that reflect on the technology being used and whether it is working in these specific regions,” said the co-founder.
About the author:
Ms. Cece Siago is a bilingual multimedia communication specialist and consultant. With over seven years of experience in the communication and media industries, she develops compelling stories with a bias in technology, education, climate, health, and the environment. She has worked with the Nation Media Group as a reporter based in the Coast region, with her multimedia work published in The East African, The Daily Nation, Business Daily, and Taifa Leo (Swahili), among others.
EdTech East Africa, spearheaded by visionary co-founder and CEO Jennifer Cotter-Otieno, is not just an organization. It is a movement, a vibrant ecosystem of stakeholders working together to reshape the educational landscape through technology.
From a humble beginning as EdTech Nairobi, this powerhouse has grown to over 4,000 members, united by a common goal: inclusive, evidence-driven technology use in education. Their reach goes beyond the city limits, thanks to partners who share their passion. The summit in Western Kenya exemplifies their commitment to building a truly inclusive movement.
The goals of EdTech Conversations are clear and ambitious:
● Coordinated action: Ensure technology in education is used inclusively and effectively.
● Transparency and clarity: bridge the communication gap between diverse stakeholders.
● Action, not just talk: drive policies, practices, and real-world impact.
This isn’t a one-off event. EdTech Conversations have been ongoing for two years, attracting more voices and evidence with each session. It’s about building a collective narrative—a tapestry woven from diverse experiences and perspectives.
Who attends?
The Western EdTech Summit, hosted at Tom Mboya University in Homabay, was a microcosm of the movement itself. From product developers to community educators, from research scientists to digital infrastructure builders, everyone with a stake in education’s future was present. It was a powerful reminder that change requires a village.
The event was not just about sharing stories. Dr. Manos Antonios’s presentation of the 2023 Global Education Monitoring Report on Technology and Education offered a critical look at this evolving field. Key takeaways?
● Scale and Scope of Technology: Despite significant deployment in higher education, technology has yet to transform primary and secondary education. Only one in ten students use digital devices regularly in classrooms.
● Rapid Change and Lack of Evidence: Education technology products change rapidly, approximately every three years. This pace outstrips the ability of research to keep up. In the UK, only 7% of products have undergone rigorous testing. In the US, only 2% of apps in the government clearinghouse have evidence of a moderate or high impact on learning. Despite the lack of evidence, technology adoption continues at a rapid pace, with technology providers generating much of the available evidence.
● Impact on Learning: The impact of technology on learning is best described as context-dependent. Some educational technologies improve some types of learning in some contexts. Broader societal issues related to equity and equality should inform decisions on the use of technology in education.
● Human-Centered Vision of Education: Technology in education should put the best interests of learners and teachers at the center. The suitability and value of these tools need to be proven concerning a human-centered vision of education. It’s important to consider who these tools might leave behind.
Dr. Antonios also shared a four-point compass that his team had developed for education policymakers:
● Look Down: Assess if the technology is appropriate to your context and learning needs.
● Look Back: Ensure focus on the marginalized.
● Look Up: Consider whether your choices are scalable.
● Look Forward: Plan to support a vision for sustainable development in the future.
Western Kenya Grassroot Education Technology Case Studies
Angaza Elimu
Mr. Kiko Muuo, CEO of Angaza Elimu, provided demonstrable proof of the potential in the case study he presented. His pilot project in GIGA schools demonstrated the effectiveness of personalized learning and teaching. Angaza Elimu, a digital tool, boosted student engagement and performance, with boys showing higher adoption and improvement in science and social studies.
● Angaza Elimu: It proved to be an effective tool for facilitating student engagement inside and outside the classroom, with measurable improvements in student performance over its usage period.
● Gender Differences: Across almost all schools, boys had higher levels of engagement and adoption of Angaza Elimu and outperformed girls.
● Subject Performance: Science and social studies were the subjects where Angaza Elimu facilitated the highest increases in student performance.
● Teacher Upskilling: Teachers require upskilling that builds digital literacy as well as learning greater digital pedagogy principles. Increased digital competency among teachers and access to digital tools enhance the capacity of teachers to adapt teaching methods to deliver the national curriculum.
Challenges remain:
● Internet Access: Consistent access to the Internet remains a key challenge for the adoption of digital learning and teaching in schools.
● Device Availability: There is a lack of enough devices, with a best-case scenario of a 1:2 device-to-student ratio per class in each school. This leads to the significant challenge of device scrambling.
● Teacher Training: There is a strong need for ad hoc and ongoing in-person teacher training components that build teachers’ comfort and confidence to utilize digital tools.
Edutab Africa
Mr. Mike Mumbo, the CEO and Founder of Edutab Africa, presented the second case study. It clearly showed the importance of teamwork by stakeholders for rural learning. In two remote Trans Nzoia schools, Edutab Africa is using Moodle to provide offline digital education, transforming how teachers use technology and integrate playful learning. This ongoing collaboration with local NGOs, schools, and the Ministry of Education highlights the crucial role of partnerships in empowering rural communities.
Collective Action Goals Workshop
The participants in particular gave careful consideration to the collective action objectives under Joan Mwachi’s leadership at EdTech East Africa. From the workshop, it was clear that education today faces a critical turning point. A coordinated effort with specific objectives that prioritize inclusivity, innovation, and empowerment is necessary to prepare students for the opportunities and challenges of the future. The five EDTech East Africa collective goals are very clear and specific:
1. Building the foundations: Literacy and numeracy aren’t relics of the past; they’re the pillars upon which future skills are built. Ensuring every learner, regardless of background or circumstance, grasps these core competencies is paramount. The key is to use a shared measurement system, using tools like EGra and EGma to assess literacy and numeracy skills across different programs
2. Future-Proofing Skills: The world of work is evolving at breakneck speed. It was clear to all that learners should be equipped with the critical thinking, collaboration, and digital fluency they need to solve problems, adapt to change, and navigate the complexities of a digital future.
3. Technology for All: Technology can be a powerful equalizer, but only if it is designed for inclusivity and accessibility. From diverse content to user interfaces that cater to different learning styles, we must ensure technology serves every learner, not only a select few.
4. Empowering the Frontlines: Teachers, school leaders, parents, and caregivers are the closest allies of learners on their educational journey. By strengthening their capacity to create data-driven, inclusive, and engaging digital learning experiences, we empower them to guide and inspire.
5. Building a Resilient Ecosystem: Sustainable digital infrastructure, reliable connectivity, and evidence-based policies are the bedrock of a resilient learning environment. Investments in these areas ensure everyone has equal access to quality digital education, no matter where they learn.
On the last goal, the participants were introduced to the ICT integration model, a framework for government-private sector collaboration to ensure equity, quality, and research in technology-enabled education.
Conclusion
EdTech East Africa is taking the conversations to the grassroots, and the Western EdTech Summit was just the beginning of an exciting journey. Expect more summits in different parts of Kenya, spearheaded by EdTech East Africa. The future of education looks brighter than ever.
If you were not at the Braeburn School in Nairobi on November 14, 2023, you missed a memorable spectacle. Groups of animated young engineers and scientists were at work, showcasing their innovative ideas to judges, their peers, mentors, and relatives.
Lincoln Mwangi, a parent of two children who participated in the event, expressed his pleasure at what he had experienced. Another parent, who prefers to be called ‘Sunny’, said she was eager to hear from her young son, a pupil at Rosslyn Academy Nairobi, about his experience in the competition.
Had you managed to attend the event, you would have seen the youngsters scramble to assemble their engineering projects on Lego boards. You would have watched them race to complete assembling their projects ahead of their peers in the fierce competition for the top honours. Teamwork and innovation were on full display too.
The best was yet to come, as the competitors waited anxiously for the winners to be announced.
The time arrived. The audience seated inside the Braeburn Theatre was treated to some memorable moments.
It was all about the young participants’ range of emotions and behaviour when called up to the podium to receive their awards.
Some raced up the stairs when their names were called out. Others performed jigs of happiness on stage as they waited to be handed their awards. Yet others walked majestically to accept their awards and posed stylishly for the photoshoot. Each time, loud applause escorted the winners—and all recipients of certificates—to the podium. However, the whistles and screams when some winners were announced were simply deafening. The frenzied jubilation had some members of the audience chuckling in amusement. The joy of some of the winners, their parents, and relatives was unbridled. It was a sight worth watching.
All these actions showed how much the young engineers and scientists appreciated participating in the competition and how much they loved the awards they received.
The occasion was the 1st Young Engineers Pan Africa STEM (science, technology, engineering, and mathematics) competition in 2023.
The competition produced many winners—not just the ones who emerged first or second in their respective categories. Team Tanzania, comprising learners from different schools, scooped the overall winners’ trophy.
The competition’s head judge, Seth Odongo, explained that the winning team displayed excellent teamwork, had the best presentation, and delivered the most innovative project.
He emphasised that the winning project must have been in line with the competition’s theme, ‘zero hunger’, in support of one of the 17 Sustainable Development Goals (SDGs).
Under the category of learners below five years old, Peponi School’s juniors won the award for Best Presentation, pipping Banda School. Braeside took the award for Best Teamwork, ahead of the Academy of Dance and Art juniors. The Children’s House ended with the Best Innovation award, with Peponi School emerging as the first runner-up.
In the senior category of the competition, various schools won awards. Team Tanzania won the Best Presentation award. Africa International finished as the first runner-up. The teamwork produced a tie, with Brookhouse Karen and Nova Pioneer sharing the top honours, ahead of Braeside. Peponi won the Best Innovation award, with Abacus Senior placing second.
Mr. Mwangi, whose children, aged four and six, participated in the competition, said it was commendable to catch them young. “It is good to start challenging them when they are still young,” he explained, adding that his sons were excited about the competition.
He said: “My youngest son likes creating stuff and found the competition fun.”
Abacus, the school his sons attend, has an engineering club where young learners get to innovate.
Mr. Mwangi said he didn’t know about the competition until he saw a flyer. “I think this is a good idea,” he said while watching his sons join other competitors for a deserved snack break after the competition had ended.
Co-operative Bank’s Ms. Wanjiku Kabiru, who was among the guests who presented certificates to the participants, echoed Mr. Mwangi’s sentiments.
She said: “It is a good idea to bring the aspiring scientists and engineers here and keep them busy this way.”
Ms. Kabiru suggested that the competition should be replicated because, in the end, “all participating children are winners.”
More than 20 school teams participated in the competition, which also attracted participants from Uganda.
Kenya Space Agency’s acting director of space and technology development, Mr. Charles Mwangi, was among the guests at the event. Also in attendance were the head of Young Engineers Uganda, Ms. Maureen Karamagi, and her Tanzanian counterpart, Ms. Benazir Kurji.
Others included tech firm Peak & Dale Solutions Limited’s strategy lead, Mr. Victor Abuor. Young Scientists’ Ag national director, Ms. Carina Too, was also present, as was EdTech East Africa’s Collective Action Lead, Joan Mwachi.
The head of Young Engineers Kenya, Ms. Faith Gathungu, says the next competition will be held in another African country next November. The host country will be announced soon.
She says all schools should participate in the competition to encourage their learners to become friends with STEM.
Ms. Gathungu adds that this is an opportunity to learn how to relate to STEM subjects from other countries. The competition also increases awareness of the importance of critical thinking skills, problem-solving skills, and creativity.
She asserts that STEM matters in Africa because “it will prepare our future generations for the jobs of the future that are yet to be created, thereby increasing our competitive edge globally.”
Ms. Gathungu thanks the sponsors, who included Young Scientists Kenya and the Institution of Engineers of Kenya (IEK), who both provided judges for the event: Kenya Space Agency, Unga Ltd., Peak & Dale, Cooperative Bank, and the Braeburn Group of Schools. She also appreciates all the schools and the learners who participated in the contest.
