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EdTech Collective Action Goal 3: Inclusive, accessible, and responsive to learners’ needs.
By Aileen Waitaaga Kimuhu

Throughout our conversations, a profound question lingers in the quiet corners of our minds: How do we make learning great?

Is it the curriculum alone, meticulously designed and thoughtfully sequenced, that cultivates greatness? Or perhaps the magic lies in the educators, the torchbearers of wisdom who kindle the flames of curiosity through exceptional EdTech tools? It may be that “great learning” is not an output expected of our educators, but an outcome of engaged and motivated learners.

Still, for all the things “great learning” could be, what we do know is that learning is made great when everyone can and does participate. And right now, our learning is not great.

Despite the existence of policies designed to improve equality of access and opportunity, equitable access is still a dream. Where equality means treating everyone the same, “equity means recognizing that we do not all start from the same place and must acknowledge and make adjustments to imbalances.” It is the difference between giving everyone a seat at the table and acknowledging that some seats might be shorter than others or that the table itself is not accessible to everyone. As such, related to equity is the question of accessibility. If something is accessible, then it can be used, understood, and shared by everyone. Unfortunately, and to reiterate, education in Kenya is neither equal, equitable, nor accessible.

Unequal, Inequitable, Inaccessible.

Despite policies like free primary and secondary education, increased capitation grants, and the accommodation of special needs learners, education continues to be a privilege. You are more likely to receive an education if you are able-bodied and economically privileged. You are more likely to receive an education if you are male and live in an urban area. And you are more likely to receive an education if you live in a male-headed household. This is before we factor in the content of our curricula, which is often inaccessible, reflects colonial mindsets, and fails to account for the diversity of human experience. This is before we remember that our attempts to make our education more inclusive are often met with heavy resistance from stakeholders for practical and dogmatic reasons. And this is before we, critically for our purposes, consider the digital divide. As noted by the International Labour Organisation:

“Even as digitalisation generates opportunities to increase accessibility to education in Kenya, the digital divide has continued to grow larger for groups that have benefited least from the infrastructural development of information and communication technologies”

Thus, edTech, rather paradoxically, risks leaving people behind or, perhaps worse still, pushing those who were already behind, even further back. A great example of this is the state of digital education, as it applies to special needs learners in Kenya. Despite recognising the potential of, and the necessity for, digital education for special needs learners, very few to no resources have been availed to make this type of learning a practical reality. This was confirmed by a 2022 study on the implementation of Kenya’s Digital Literacy Programme in Special Needs Schools. This is before we get into the technology itself, which may be poorly designed, quickly assembled, and fail to reflect local contexts.

Therefore, as we work to improve the acquisition of foundational literacy and numeracy and ensure that our youth have the skills they need for the future, we must ask how the rising edTech tide can be used to lift all learners.

The Workshop

This was the question the third Collective Action Friday workshop addressed. Together with RELI (The Regional Education Learning Initiative in East Africa), we explored how we could develop educational technology that is inclusive, accessible, and responsive to the different needs of learners. And, as with the workshops that came before, we focused on establishing a shared understanding of the problem. As a result, this workshop doubled as a discussion of the elephant in the room: the limits of educational technology.

Unveiling the Barriers

As discussions unfolded, we candidly addressed the barriers that continue to hinder the realization of inclusive education through EdTech. Infrastructure inequalities, varying digital literacy levels, and economic disparities were identified as significant roadblocks. As were, inadequate funding and cultural norms. In fact, and on the point of funding, edTech in Africa is severely underfunded. According to Disrupt Africa’s 2022 African Tech Startups Funding Report, edTech startups received a mere $24.6 million in funding. Compare this to the $1.5 billion received by fintech, the $220 million for transport-based startups, or the $556.7 million for eCommerce. And on the point of cultural norms, a 2021 Working Paper on “Understanding Barriers to Girls’ Access and Use of EdTech in Kenya During Covid-19” affirmed the impact of gendered roles on the accessibility of edTech solutions. They found that “Girls may be discouraged from accessing or using computers due to social and cultural norms, and are instead expected to contribute more heavily than boys to household chores, care for family members, and family income.” Thus, EdTech solutions that fail to account for the nuances in achieving learning outcomes will merely exacerbate these barriers, rather than resolve them.

Ultimately, we soberly acknowledged that technology, while a potent catalyst, is not a panacea, and highlighted the necessity of multi-faceted solutions that encompass policy changes, teacher training, and community engagement.

The Enablers of Change

Amidst the contemplation of challenges, the workshop illuminated the enablers that hold the potential to spark transformative change. Collaborative partnerships, where edTech companies, educational institutions, and governments unite forces, emerged as a crucial strategy. Additionally, the role of localized content creation and context-sensitive design was emphasized as a means to ensure that technology resonates with diverse learners. The workshop championed the notion that customization when wielded effectively, can amplify the impact of EdTech interventions. Another enabler was an equity framework presented by RELI’s Deborah Kimathi. Dubbed the EQUIP Framework, it called upon edTech pioneers, innovators, and designers to do four things to centralise equity in the design and use process. These are; (1) needs assessment and asset mapping to gauge the needs of your consumers; (2) application through an interactive tool that allows real-time feedback; (3) recommend minimum requirements that account for community needs; finally (4) explore mitigating strategies.

We then dissected and debated this framework; engaging in thought-provoking discussions that revealed the intricate nuances of what equity truly entails. While the conversation was marked by a diversity of viewpoints, a shared commitment to unraveling the complexities of equity bound participants together in a shared endeavour.

Conclusion

However, where, in previous workshops, we left with more answers than questions, in this workshop we left with more questions than answers. And that’s a great thing! Questions often tell you more than answers. The right questions will tell you where the gaps are in your knowledge and thinking. They will expose what you don’t know, you don’t know. Above all, the right questions will foster discussion and collaboration. So as we prepare for the Kenya EdTech Summit 2023, here are some questions to ponder:
1. How do we balance scale and contextualisation (the local relevance and use)?
2. Given that terms like “equitable”, “accessible”, and “underresourced” have specific connotations that refer to specific communities, how do you convince funders that you mean everyone? Not just a few?
3. How do we design EdTech for everyone? Is it even possible?
4. Where are the fracture points in the process of extending equity, inclusivity, and accessibility to education?
5. Above all, how do we make learning great? And what does this mean?
See you at the EdTech Summit!
17 August 2023
Collective Action Fridays workshops; Goal 1: Cultivating Foundational Literacy and Numeracy for All Learners

By: Aileen Waitaaga Kimuhu

As I sat, surrounded by digital activists, learning design experts, business analysts, researchers, and civil engineers in the first Collective Action Friday Workshop, I couldn’t help but think of the parable of the Blind Men and the Elephant.

I’m sure you may have heard the story, but if you don’t, here’s a brief summary.

Long ago, six blind men were invited to examine an elephant. When they encountered the gentle giant, the men encircled the elephant and focused on the parts that were accessible to them. As a result, each man came to a different conclusion as to the creature before them. The guesses ranged from a wall and rope to a deadly spear or sinister snake. As they bickered, with each man insisting that they were right and everyone else was wrong, a wise man watched in reflective silence before asking “How can each of you be so certain you are right?” He reminded them that the elephant is a large creature and that each of them had only touched one part. As he walked away, leaving them to their squabbles, he advised “Perhaps if you put the parts together, you will see the truth.”

This was the mission of the first Collective Action Fridays workshop on foundational literacy and numeracy, which took place on 14th July 2023 organized by EdTech East Africa in partnership with the EdTech Hub –– to combine the threads we each hold to create a nuanced, comprehensive and inclusive tapestry. Given the challenges of enabling foundational literacy and numeracy in our education systems, understanding the many ways illiteracy and innumeracy manifest is key.

Jennifer Otieno (EdTech East Africa Founder and CEO) remarked that the goal of these workshop series was to continue a conversation started in 2022 at the inaugural Kenya EdTech Summit. As such the workshop aimed to foster a deeper understanding of the problem, explore the nuances between foundational literacy and learning, and identify the barriers and enablers of effective instruction. The sessions were led by Joan Mwachi (World Reader, Board Member) and Ciku Mbugua (EdTech Hub, Innovation and Country Lead).

Foundational Literacy and Numeracy? or Foundational Learning?

The workshop commenced with a thought-provoking discussion on the distinction between foundational literacy and learning. Foundational Literacy and Numeracy (FLN) skills are, broadly speaking, the ability to read and comprehend basic texts, understand numerical concepts (like numbers), and solve simple mathematical problems such as addition and subtraction. In Kenya, 3 out of 5 Grade 4 learners cannot read an appropriate Grade 3 text. While only 50% of Grade 4 learners can solve an appropriate Grade 3 Math problem.

Conversely, foundational learning is broader; referring to the technical and soft (i.e. socio-emotional learning) skills students need to acquire to entrench the building blocks for a life of learning. While both are crucial, there is no guarantee that the technical ability to read, write and comprehend basic sums imparts the ability to navigate the relationships that mediate and define our world. As some of us noted, these socio-emotional/cultural awareness skills “don’t just happen.” They must be cultivated. Especially, within the context of a rapidly evolving society. Socioemotional skills bless us with the capacity to navigate a human, not merely a technical, world; imparting the ability to build bridges, regulate one’s self, and make and evaluate and make ethical decisions.

Thus, we (participants) engaged in a stimulating discussion about what to focus on. Given the opportunity costs involved, this discussion is necessary as it will help us determine which competencies to prioritise and what targets to realise and how. In the end, we kept our focus on foundational literacy and numeracy skills; recognising that without the ability to read and write, individuals are excluded from the environments in which their socio-emotional skills are performed.

Emerging Themes

With a shared understanding of the significance of foundational literacy and numeracy, we turned our attention to identifying the barriers and enablers of effective instruction. Several key challenges emerged during the discussions, including the lack of infrastructure, socio-economic and geographical limitations, decontextualized teacher training and professional development, technophobia, poorly designed technology, and policy implementation. To counter these barriers, the workshop participants also identified various enablers that can facilitate effective instruction. Rather interestingly, parallels could be drawn between enablers and barriers.

For example: where policies like the ICT in Education and Training (2021), Digital Literacy Programme (2016), and National ICT Policy (2016) work together to foster interest in and direct focus towards foundational literacy and how technology can be used to that effect, policy guidelines like the implementation of the capitation grant (the per-student allotment that schools receive) constrain the efficacy of those policies. They limit the practical application of well-intentioned policies, thus turning what should be an enabler into a barrier.

Other dual-purpose factors include infrastructure. While the current state of Kenya’s digital infrastructure enables EdTech in the pursuit of FLN, the gaps in our digital infrastructure disproportionately impact marginalised communities who suffer the most from the lack of FLN. The result is that 5 million primary school students, many of them economically, socially, and politically marginalised, are left behind.

Alternatively, consider the quality of existing content. Although the Kenya Institute of Curriculum Development creates incredible resources that are accessible and adaptable, many of these resources privilege literacy acquisition in English, rather than the, far more effective, use of mother tongue. As a result, the resources, while useful, do not reflect the reality on the ground. Indeed, it seems that some enablers allow us to make well-intentioned plans that are challenged by the barriers that frustrate realistic and sustainable implementation.

However, there are plenty of enablers that are, at best, a neutral good. Enablers like our ability to access and participate in global networks that support educators. Or the fact that more parents are expressing an interest in their children’s education beyond their academic performance and prospects. Perhaps the most promising enabler we identified was our youth. Over 80% of our population is below 35 years. This translates to 42 million people who are willing and able to make the transition from analogue to digital. 42 million people are willing to invest in education and digital technologies. 42 million people who are not only willing to try, but also keep trying until we get it right. The latter is particularly important because the change we seek is neither the result of bold action nor ingenuity but of consistency and persistence.

Conclusion

Ultimately, this first Collective Action Fridays workshop proved to be a crucial platform for reflection, dialogue, and collaboration in addressing the challenges of foundational literacy and numeracy in our education system. By examining the nuances between foundational literacy and learning, participants recognized the need for a balanced approach that empowers individuals with both essential skills and the ability to adapt to our rapidly changing world.

Moreover, the identification of barriers and enablers sheds light on the multifaceted nature of the issue. By leveraging technology, fostering collaborative partnerships, involving communities, and embracing innovative teaching approaches, we can create a transformative impact on foundational literacy instruction.

The workshop served as a reminder that foundational literacy and numeracy are not standalone goals but rather the bedrock upon which a lifetime of learning is built. It is through collective action and an unwavering commitment to addressing these challenges that we can equip future generations with the necessary skills to thrive in a world driven by knowledge and innovation.

In this vein, EdTech East Africa launched a platform that brings together educators, policymakers, storytellers, curriculum designers and activists (basically anyone who is invested in and dedicated to realising the Collective Action Agenda), to the table. The platform allows us to support each other, challenge each other, and share new ideas and techniques to better our work in the EdTech ecosystem. Thus, truly embracing the lesson of the Parable of the Elephant and the Blind Men; that only by combining our perspectives and intuitions, can we move towards a complete understanding of the problems before us. Only then, can we begin collectively solving the problems at hand.

12 August 2023
EdTech Collective Action Goal 2: Skills for the Future

I am young. Not young in the “youth is a state of mind” young, but young as a biological fact. Yet, my youth did not spare me from the realities of a rapidly changing world. In the last three years alone, we have seen the rise of artificial intelligence, blockchain technologies, and rapid technological integration. Economic crises have not only challenged what it means to be a worker, they have challenged the fundamental purpose of employment, shifted the types of work available, and changed what it means to be a valuable worker. Meanwhile, our increasingly divided communities threaten our already tenuous grasp on stability and security. And, to be honest, this is not what I, or my peers, signed up for.

As a result of the aforementioned disruption, nearly 50% of Kenya’s unemployed are youth (approx 1.54 million people). Macroscopically, McKinsey estimated that over half of the job activities that currently exist today are projected to no longer be needed in 2055. But if the jobs of the future do not exist today, how can we prepare our youth for them? If the problems of the future are in their infancy today, how can we prepare our youth to address and acknowledge them? Essentially, how do we keep our youth wired to the future, if the future is constantly in flux?

These were the questions we attempted to answer at the second Collective Action Fridays Workshop on 4 August 2023. This workshop was co-hosted by Jobtech Alliance, whose research helped ground our insights and point to areas of further exploration. Like with the first Collective Action Friday on Foundational Literacy and Numeracy (14 July 2023), we gathered to, as Jennifer Otieno (EdTech East Africa Founder and CEO) mentioned, continue the dialogue we began in 2022. At the Kenya EdTech Summit 2022, we identified youth employability and skill development as one of our five areas of interest. To further the discussions at the next Kenya EdTech Summit 2023, this workshop focused on confirming a common understanding of the problem before us.

As such, we began with a very simple question, what skills will be needed for the future of work?

Identifying the Skills for Future Success

First, we agreed that neither traditional academic knowledge nor technical skills are sufficient for the future. To adapt and flourish in the future job landscape, our youth must possess a diverse skill set that includes not only technical expertise (like coding, prompt engineering, and data management) but also crucial soft skills. Skills such as critical thinking, problem-solving, creativity, adaptability, and emotional intelligence emerged as the foundation for success. The last of these is particularly key.

The University of Queensland defines emotional intelligence as the “ability to maneuver and interact with your own emotions as well as those of other people.” This includes the ability to; “(1) perceive and identify emotions. (2) think and reason using emotions; (3) understand emotions and how they change and; (4) regulate your emotions and manage the emotions of others.” This goes beyond managing the impact of, so-called, “negative” emotions like anger, frustration, stress, or managing conflict. It includes cultivating “positive” emotions like empathy, inspiration, and joy. Given that many of us will work because we have to (as a matter of economic survival), and not because we want to, the ability to cultivate joy in our work lives is paramount. Not only as a matter of productivity, or a question of worker resilience but as an issue of fundamental health.

As a result, these emotional intelligence, specifically, and socio-emotional skills, in general, are increasingly relevant. Especially, as we relegate more and more technical, ethical, and moral decisions to algorithms that are not only beyond our comprehension; but also reflect and exacerbate the biases that haunt our world. Thus, success in the workplace is and will be, not only defined by your ability to manage and capitalise on technological change but also by the human beings that drive and are affected by it. This is why, according to Capgemini, 76% of executives agree that AI and automation will increase the demand for emotional intelligence skills. And our workshop participants agreed. Every group mentioned the need for socioemotional skill development as a prerequisite for workforce participation and empowering our youth to solve the problems of the future.

Tailoring Skills for African Youth

The discussion then pivoted to the unique challenges faced by African youth and the specific skills required to succeed in the future of work within the continent. By 2055, Africans (in particular African youth), will be a quarter of the world’s workforce. Many entering fields we could not imagine. Some may dominate familiar industries that have been fundamentally changed, like agriculture or health. While others may not even work in Africa, and extend their talents to others. Therefore, we first need to understand what Africa’s future will look like; beyond purple-prose policies and impotent ideas.

We agreed that given the rise of remote work opportunities, and the push for governments to export African labour, our youth will need to learn cultural competencies and how to navigate cultural differences in the workplace (a fact echoed by the Mastercard Foundation). We also agreed that resilience will need to be imparted to our youth. Resilience in the face of climate change and the misallocation of resources of global resources.

We also agreed that, while technical skills like coding, digital literacies, prompt engineering, and data analysis are universally valuable, we also recognised the importance of incorporating local context into educational curricula. This way, our youth are not only prepared to solve problems of global significance in the areas that are most relevant to them, but they are also prepared to adapt global solutions to local contexts. Indeed, localisation is critical when tailoring skills for our youth.

Identifying Barriers and Enablers

In the final part of the workshop, we engaged in a candid conversation about the barriers hindering the development of employability skills among the youth and the enablers that can drive positive change.

We acknowledged that our primary barrier was our failure to adequately train and empower our youth. And that this failure went to the very foundation of their learning. For example, how can we expect our youth to be digitally literate in the future, when we have not sufficiently invested in infrastructure, and capacity building in the present? How can we expect our youth to be critical thinkers if they were not given the opportunity to develop foundational literacies? These barriers – a lack of foundational skills, poor infrastructure, and capacity-building opportunities, unequal resource distribution, and poor support systems – exacerbated the wider systemic problems that leave our youth unprepared and disempowered. All philosophising aside, we acknowledged that to address these barriers, a collaborative effort involving governments, educational institutions, NGOs, and the private sector was essential. We also recognised that, for all our failings, we were headed in the right direction.

African nations are leveraging technology to bridge education gaps; promoting vocational training programs, and creating mentorship opportunities. A great example of this is the Government of Kenya’s Ajira Digital platform which provides free access to digital skills training and vacancies for young Kenyans. Another is the JobTech Alliance (our co-hosts). JobTech Alliance is an ecosystem-building initiative that aims to link digital platforms which connect people to work opportunities that build livelihoods for each other in order to catalyse large-scale meaningful employment. The ecosystem allows platforms to share resources and insights on the problem of youth unemployment so that our responses can be targeted and relevant. Enablers like these have the potential to allow the present to become a breeding ground for a generation of resilient, well-equipped, and conscientious youth.

However, we must also recognise that the aforementioned enablers only work if the problem is a failure of training but not a failure of the environment. If the barrier is the latter, then investing in training is tantamount to placing a bandaid on a gushing wound. For example, what is the point of training our youth to be entrepreneurs, if the economy is not ready to receive their entrepreneurial outputs? More importantly, how can we invest in training our youth, if there are no jobs for them to pursue? Indeed, the Brookings Institute argues that: “many people in Africa do not so much lack skills or education as the opportunity to apply their knowledge and skills in ways that drive their countries forward economically.” Right now, our economies are not ready to shoulder the burden and privilege of our dynamic and youthful populations. And neither an incubator hub nor a six-month coding course will change this. As a result, we also discussed the need for our economy to change in order to embrace our newly trained workers or for public policy to better manage the export of our workers.

Conclusion

Ultimately, the workshop achieved its objectives of establishing a common agenda. Yet this is not its’ most significant outcome. I would argue that particular distinction lies in the source of these insights; the youth.

The workshop was dominated by youth voices, perspectives, and experiences – from the conclusions JobTech Alliance presented, to the conversations we had on our tables. We led the conversation as we agreed on, and defined, the core skills needed for future success, tailoring these skills to the context of African youth. We felt guided as we identified and evaluated the barriers and enablers that keep us trapped in the present. We no longer felt alone and understood how our unique contributions advance our collective agenda. Significantly, as we spoke, each of us lay claim to the future we sought to create, and found visionaries, advocates, project managers, founders, policymakers, and government officials who were willing to get us there. People who were willing to help us achieve the dreams that powered our first forays into adulthood. People who were willing and able to help us manifest the futures we “signed up for.”

Let’s keep this conversation going on the EdTech East Africa platform. Implementing the insights gained from the workshop will require sustained effort and collaboration from all stakeholders.

12 August 2023
Introducing Kenya’s EdTech Collective Action Fridays: Nurturing Innovation in Education
In an increasingly digital world, the integration of technology in education has become a crucial component in preparing learners for the challenges and opportunities of the future. Recognizing the significance of this transformation, EdTech East Africa is proud to present the inaugural workshop series of Kenya’s EdTech Collective Action Fridays.

The EdTech Collective Action Fridays workshops will span five weeks, commencing on July 14th and concluding on August 25th. Each session will be curated around one of the five specific Collective Action goals. Put together, these goals reflect the challenges and opportunities of tech integration in education. Ultimately encouraging, and in some cases provoking, all of us – learners, educators, administrators, parents, government officials, and experts – to action.

The Collective Action Goals

Launched in November 2022, the Collective Action Goals identify the challenges that characterise Kenya’s EdTech space. These goals are grounded in the government’s ICT in Education and Training Policy 2021, which aims to promote an inclusive enabling environment for ICT in education by mobilising resources, empowering parents, educators, and administrators, and enhancing curriculum development.

The Collective Action Agenda synthesises this policy into five actionable goals upon which resources can be mobilised, stakeholders empowered, and curriculums enhanced. Notably, the Agenda embraces and embodies the collaborative spirit emphasised in the 2021 policy; directing our attention to five focus areas. They are: (1) foundational literacy & numeracy; (2) skills for the future; (3) equity and inclusion; (4) capacity building for educators and parents; and (5) digital infrastructure and enabling policy. In so doing, these Goals do more than present a way forward. They affirm the reality that educational technology is only as impactful as its reach. And aim to expand this reach.

Overview of the Workshop Series

Accordingly, each workshop is facilitated by a panel of vibrant moderators and partners who are experts in their respective fields. Our experts will bring a wealth of experience and a deep understanding of the challenges and opportunities that arise when integrating technology into education.
1. Cultivating Foundational Literacy and Numeracy for All Learners | 14 Jul
The first workshop will focus on empowering learners with essential literacy and numeracy skills. Participants will explore innovative approaches, digital tools, and resources that can enhance foundational learning for students across Kenya.

The workshop will be co-hosted with EdTech Hub, an organisation that conducts rigorous academic research to provide evidence-based advice about how to use technology in education. Presently, EdTech Hub is researching how digital personalised learning can improve foundational literacy and numeracy outcomes. As well as how to improve phone-based learning and the role it can play in curriculum delivery. This is addition to their work with the Kenya Institute for Curriculum Delivery, assisting them in the technological aspects of the Competency Based Curriculum. EdTech Hub also runs a course for EdTech entrepreneurs that helps support the integration of evidence into the design and deployment of edtech tools for improving foundational literacy and numeracy. e
1. Empowering Learners for the Digital Workforce and Society | 4 Aug
The second workshop will delve into equipping learners with the necessary skills to thrive in a digital-centric workforce and society. Discussions will centre around emerging technologies, digital literacy, and ways to prepare students to solve the problems of the future.

This workshop will be co-hosted with Jobtech Alliance, an ecosystem-building organisation that works with digital platforms that connect people to work opportunities that build livelihoods.
1. Developing Inclusive and Accessible Technology in Education | 11 Aug
Inclusivity and accessibility are vital for ensuring that all learners have equal opportunities to excel. The third workshop will explore how technology can be harnessed to cater to diverse learner needs, enabling personalised learning experiences for students with different abilities.

This workshop will be hosted by the Regional Education Learning Initiative (RELI) is a network of educational institutions, nonprofits, and state-sponsored organisations committed to ensuring accessibility and inclusivity in education across Africa.
1. Strengthening the Capacity of Education Leaders | 18 Aug
The fourth workshop will focus on empowering teachers, pedagogical leaders, parents, and caregivers with the skills and knowledge needed to make data-driven decisions in education. Participants will explore how data analytics and evidence-based practices can inform and enhance teaching and learning outcomes.
1. Forging Reliable and Sustainable Digital Infrastructure and Policies | 25 Aug
The final workshop will emphasise the importance of reliable digital infrastructure and evidence-driven policies in supporting resilient learning environments. Participants will discuss strategies for building robust technological infrastructure and explore policies that promote the effective and sustainable integration of technology in education.

Each workshop will be designed to be interactive and engaging, encouraging active participation from attendees. Participants will have the opportunity to contribute their ideas, share best practices, and collaborate with peers, fostering a sense of collective action and community-driven change.

Throughout the workshop series, attendees will work together to construct a comprehensive systems map that showcases the interconnections between various stakeholders, technologies, policies, and challenges in the EdTech ecosystem in Kenya. This visual representation will provide a valuable resource for understanding the complex dynamics of the educational landscape and identifying opportunities for collaboration and innovation.

Conclusion:

Kenya’s EdTech Collective Action Fridays present an exciting opportunity for educators, policymakers, entrepreneurs, and other stakeholders in the education sector to come together, share ideas, and collectively shape the future of education in Kenya. By focusing on the five Collective Action goals, these workshops aim to foster a holistic approach to leveraging technology in education, ultimately benefiting learners and paving the way for a more inclusive, innovative, and resilient education system.

Yet, they are more than a series of workshops designed to bring together a diversity of perspectives dedicated to improving education quality. Indeed, by creating a collaborative space, Collective Action Fridays remind us that no single actor is responsible for addressing the shortcomings in our education system. They remind us that we are not alone in our desire to fully realise educations’ transformative capabilities, and what is required of us is not a series of large leaps, but small, consistent steps toward the dream we all seek.

This vision is nothing less than a new social contract for education. One that is cognizant of our relationships with each other, with the planet, and with technology, and aims to nurture and strengthen them. One that is appreciative of the Kenyan context, and reflects our needs, capabilities and limitations. A social contract, that must be implemented.

Ultimately, this Collective Action Fridays invites us to do. For that reason alone, it has valuable lessons for each and every one of us.
10 July 2023