Edtech East Africa

Category: Regional EdTech Summits

  • EdTech Summits: Where “Event” Ends and Systems Change Begins

    By Jennifer Otieno

    Let’s be honest. The mere mention of a “professional event” often conjures images of fluorescent lights, lukewarm coffee, and an endless parade of PowerPoint slides that could lull a rock to sleep. We’ve all been there – dutifully exchanging business cards while secretly dreaming of our comfy couch and a good Netflix binge. But what if I told you there’s a different kind of gathering, one where the energy is palpable, the ideas flow freely, and you actually leave feeling energized, not drained?

    Welcome to the world of EdTech East Africa’s summits.

    At EdTech East Africa, we’re not just organizing “events.” We’re cultivating communities, sparking connections, and driving tangible change. And while some might casually lump us in with the usual conference crowd, our sentiment analysis data from past summits tells a very different story. So, let’s dive into why our summits are anything but typical.

    Beyond the Buzzwords: Crafting a Co-Created Vision

    Typical conferences often feature a lineup of “thought leaders” dispensing wisdom from on high, leaving attendees to passively absorb information. While there’s value in expert insights, we believe that true innovation stems from collective intelligence. Our summits are designed as dynamic spaces for co-creation, where every voice is heard and valued.

    Our sentiment analysis consistently highlights participants’ appreciation for the “inclusive” and “participatory” nature of our summits. Phrases like “I felt my ideas mattered” and “it was inspiring to build something together” pepper the feedback. This isn’t just fluffy feel-good rhetoric; it translates into concrete outcomes. For instance, our recent Kenyan summits have been instrumental in co-creating a shared vision for EdTech in Kenya. Imagine a diverse group of educators, innovators, policymakers, and learners, not just discussing challenges, but actively designing solutions and pathways forward. This collaborative spirit ensures that the vision is not just aspirational, but deeply rooted in the realities and aspirations of those it serves.

    From Anecdotes to Evidence: Influencing Policy with Real Impact

    One of the biggest frustrations with traditional events is the often-nebulous return on investment. You network, you learn a few things, but does it actually move the needle? For us, the answer is a resounding yes, especially when it comes to influencing policy.

    Kenya’s ICT in Education and Training Policy 2021 is a critical framework for the future of learning in the country. Our summits have become a vital feedback loop for this policy. Through structured discussions, breakout sessions, and direct engagement with Ministry of Education officials who are active participants (not just passive observers!), we gather rich, qualitative and quantitative data. This isn’t just a handful of opinions; it’s a collective voice, rigorously analyzed through sentiment tracking and thematic analysis.

    Our data provides irrefutable evidence for the Ministry of Education, showcasing not just what’s working, but also identifying critical gaps and areas for improvement in the policy’s implementation. Participants consistently express how “empowering” it is to contribute to national policy, with many noting that their feedback was “taken seriously.” This direct line of communication and evidence-based input is a stark contrast to the often-indirect and anecdotal feedback mechanisms available through typical channels. We don’t just talk about policy; we actively shape it.

    The Secret Sauce: Deepening Relationships and Addressing Power Dynamics

    Perhaps the most significant differentiator of our summits lies in our intentional focus on deepening relationships and addressing inherent power dynamics within the EdTech ecosystem. Typical events often reinforce existing hierarchies, with prominent speakers holding court and attendees vying for fleeting moments of their attention.

    Our sentiment analysis reveals a strong appreciation for the “level playing field” and “genuine connections” fostered at our summits. We proactively design activities and structures that encourage peer-to-peer learning and mentorship, breaking down barriers between established players and emerging innovators. Feedback often highlights the “unexpected collaborations” and “supportive environment” that leads to more meaningful and sustainable partnerships.

    We believe that true systems change isn’t just about sharing information; it’s about building trust and fostering a sense of shared purpose. By creating spaces where power dynamics are acknowledged and actively mitigated, we empower a broader range of actors to contribute, leading to a more robust and equitable EdTech ecosystem. It’s not about who has the biggest platform, but about who is willing to build together.

    More Than Just a “Talk Shop”: Real Action, Real Community

    Ultimately, what truly sets EdTech East Africa’s summits apart is that they are not mere “talk shops.” They are catalysts for action. The energy, the connections, the co-created vision, and the evidence-based insights all converge to mobilize our community to take collective action.

    Our summits are designed to be dynamic and engaging, fostering a sense of belonging and shared purpose. We’ve replaced the stiff formalities with interactive workshops, vibrant discussions, and opportunities for authentic networking. The goal isn’t just to disseminate information, but to ignite passion, inspire collaboration, and empower individuals and organizations to drive positive change in the East African EdTech landscape.

    So, the next time you hear about an EdTech East Africa summit, don’t picture another boring conference. Imagine a vibrant gathering where ideas collide, relationships flourish, and the future of education in East Africa is actively being shaped, one energized conversation at a time. It’s an experience that’s anything but typical, and frankly, a whole lot more fun.

    Join us for the 2026 Regional and National EdTech Summits! Please direct partnership inquiries to sally@edtech-eastafrica.com.

    Jennifer Otieno is the Co-founder and Executive Advisor of EdTech East Africa.

  • Reimagining Classrooms in Kenya’s Frontier Counties

    By Hillary Atindah

    A Facilitator’s Reflection on the Teachers’ Town Hall

    Hillary Atindah at the Town Hall session

    My work as a teacher trainee in Kenya’s frontier counties like Marsabit, Turkana, Samburu, Wajir, Isiolo and Garissa, has taught me to appreciate the deep resilience and innovation that pulses through classrooms.

    Frontier counties, for context, are geographically remote, economically marginalized regions bordering neighbouring countries in the Eastern and Northern parts of Kenya. These areas often face insecurity, harsh terrain, poor infrastructure, and historical underinvestment in education. Many schools lack basic facilities, reliable internet, and trained teachers. Yet amid these challenges, teachers are creating extraordinary impact, building learning environments with grit, love, and resourcefulness. I facilitated the Teachers’ Town Hall at the Frontier Counties EdTech Summit and witnessed these stories firsthand. The dialogue was deeply grounded in lived realities. Teachers from the North Eastern region took centre stage, and their voices echoed a truth we must all reckon with: change is already happening; we just need to pay attention. The discussion areas prompted teachers to share their challenges and thoughtful integration of technology in the classrooms. The discussion areas were:

    • Teachers as designers “Tech it your way”
    • Teachers as Researchers “Evidence Speaks”
    • Teachers as Policy Shapers
    • The Missing Piece: Parents
    • The Urgency and need of Social Emotional Learning: Aligning Mind, Heart, and Action

    Teachers as Designers

    Mr. Jamal Aden (Boystown primary and Junior school) shared how he restructured his lessons around limited electricity hours and learner availability. He runs outdoor literacy sessions in the early morning and uses storytelling circles to teach comprehension and critical thinking. His digital lessons are supplemented with printed materials produced using a community printer borrowed from a local youth group. 

    Lokho Daki (Garissa primary and Junior School) described repurposing old mobile phones into basic learning tools; pre-loading them with Kiswahili songs and digital readers for learners with no access to textbooks. It was a reminder that design in frontier regions means working with what you have, not what you wish you had.

    Teachers as Researchers

    Asha Yussuf (Iftin primary and Junior school) shared how she began tracking the performance of her lower primary students after introducing hands-on learning using bottle tops and stones to teach counting and addition. Within three weeks, she recorded a 30% improvement in comprehension and retention among struggling learners or time takers.

    She didn’t have a research grant or formal training in data analysis. What she had was curiosity, intentional tracking, and a desire to improve outcomes. In regions where academic research rarely reaches, teachers like her are leading bottom-up learning innovation-gathering, interpreting, and acting on evidence every day.

    Round table discussions during the Town Hall in Garissa

    Teachers as Policy Shapers

    Several educators from the frontier region questioned why they’re often excluded from policy development, especially regarding Competency-Based Education (CBE) reforms and digital learning strategies. One teacher asked,

    “Why are tech tools and CBE materials designed in Nairobi without input from those of us in the field?”

    Their call was clear: policies should be co-created with the people implementing them. Frontier teachers are not just implementers—they are frontline strategists, with critical insights on what works in low-resource, culturally complex settings.

    Parental Involvement

    Family engagement emerged as a critical, often overlooked factor. In the frontier region, low parental literacy and cultural barriers can distance families from school life. Garissa Primary and Junior School  is innovating by engaging parents during market days through community leaders and local radio. Another is using translated visual guides to explain CBE concepts to parents and caregivers. Teachers are stepping into new roles not only as educators but as mediators between home and school. Their message was powerful: if we want better learner outcomes, we must bring parents into the learning journey.

    The Urgency and Need for Social-Emotional Learning

    One of the most urgent and moving conversations happened when I asked, “How do we expect learners to perform when they come to school carrying emotional pain we never ask about?”

    For many educators in the frontier region, Social-Emotional Learning (SEL) is still an unfamiliar term but a deeply familiar need. Learners in frontier areas face trauma from drought, conflict, displacement, and early marriage. Teachers themselves navigate burnout, isolation, and systemic neglect. We must prioritise more structured SEL sessions  for both learners and teachers because true education goes beyond academics. It nurtures the mind (cognitive development), the heart (emotional well-being), and action (behaviour, empathy, and resilience). Embedding SEL into daily practice through check-ins, reflective storytelling, and peer support could transform classrooms into spaces of healing, not just instruction.

    My Take Away

    This Townhall made one thing clear: the classroom is not broken, it’s evolving in ways we can all learn from. Technology is only part of the equation. The real innovation lies in teacher agency, community connection, and context-specific design. The sooner we recognize frontier teachers as designers, researchers, and policy actors, the faster we move toward equitable, transformative education.

    Let’s stop prescribing solutions and start building trust with those already solving problems.

    Hillary Atindah is a Digital Literacy and Education Equity Advocate who believes that every child deserves an opportunity to thrive in an increasingly digital world. Connect with Hillary on LinkedIn.

  • Is EdTech in Kenya a Necessity or Privilege?

    By

    Mo Nyarinda

    Kenya has ‘forgotten’ education challenges which are often exposed when disaster strikes, take for instance the floods of April – May 2024. The news was awash with stories of destroyed classrooms, flooded classrooms and learning crises caused by the rain. According to The Impact of 2024 Deadly Floods on Schools research report, 1,967 schools were damaged, and 62 primary schools submerged by water as of May 2024. Resulting consequences of this was closure of schools, a directive by the government,  to protect learners from the floods, and risk of waterborne diseases. Apart from the state of the classrooms, there is the problem of teacher shortages, underfunding in education, curriculum changes and the very high cost of living to mention but a few. With such limited resources, recurring problems and competing priorities, why do we need education technology (EdTech)? Shouldn’t we solve the infrastructural and capacity issues we face before jumping to EdTech?

    I have travelled to the Coast, Central and North Eastern regions of Kenya attending the Pwani Regional EdTech Summit, Central EdTech Summit and the Frontier Counties EdTech Summit respectively, to find some answers to a few  conflicting questions: do we need EdTech in Kenya?  Is EdTech for the privileged? How do we bridge the gaps in education in Kenya?

    Contextualised Problems and Solutions

    In the first half of the year that I have spent engaging with key stakeholders in education in Kenya—teachers, learners, EdTech innovators, Ministry of Education representatives, development partners, local and international non governmental organisations—I have learnt that all education problems cannot fit in one basket. While some policy and infrastructural issues such as inadequate funding, lack of inclusivity, inadequate teacher professional development, policy issues plague all the Coastal, Central and North Eastern regions I have been to, some problems are specific to certain areas thus it is critical to address them at the local level and find sustainable solutions that work. 

    At the Pwani Regional EdTech Summit, the priority issues raised include but are not limited to increased school drop out tendencies for both boys and girls, low literacy levels, and child sextortion while in the Frontiers Region, systemic exclusion by the government, and cultural norms and stereotypes are the barriers to education. In the Central region, tech  integration in education systems was discussed more keenly with reference to the National ICT Survey statistics placing household laptop ownership at 9.3 %, and internet registration at 7.1 % as contributors to the digital divide in Central Kenya. So how can the Ministry of Education (MoE) tackle these education challenges and provide long term sustainable solutions for all learners in Kenya?

    First, I acknowledge that the government is not and cannot be an independent actor when it comes to education sector challenges. Different organisations and actors are developing sustainable solutions and creating impact in public schools in underserved communities in Kenya which I’ll dive into in a bit. This is achieved by ecosystem building organisations like EdTech East Africa, who gather education stakeholders in the same room through the regional and national EdTech Summits to discuss EdTech in Kenya, strengthen regional EdTech collaborations and form communities of practice for people to go about their work with shared knowledge and best practices. The summits are curated to give voice to teachers during the Teachers’ Townhall, to generate evidence and data that can influence policy in the ICT in Education and Training Policy (2021) public participation sessions and to showcase innovative, locally-driven solutions for inclusive digital learning via the Demos and Workshop sessions.

    My favourite session to attend in all the three summits has been the policy dialogues where participants are separated in groups to discuss and present their findings on a) equity and access, b) ICT for educators c) research and innovation, and d) digital safety and well being. The key take away in this session led by the Directorate of ICT in the Ministry of Education for me is always the varied responses on the implementation of the ICT in Education and Training Policy (2021). The session is designed to get responses on what’s working, what’s not working, what can be improved to leverage technology usage in Kenyan classrooms, and proposed solutions to transform education. I am often awed by how the government providing laptops and tablets to schools is both the thing that works and the thing that does not work in the three regions I have gone to. On the surface, providing these digital devices for learning is the first step in making EdTech in Kenya accessible. However, lack of internet bundles or even the entire internet infrastructure in rural areas, lack of electricity, resistance to EdTech adoption, maintenance costs of devices, ratio of ICT trained teachers to school population and competing home priorities are a major hindrance to adoption of EdTech in learning.

    I also enjoy the Themed Teachers’ Town Hall  which is an open conversation facilitated by a teacher on “Empowering Educators as Innovators in EdTech.” It is a dedicated space for teachers to locate and centre themselves in the EdTech conversation. The facilitator starts by asking open ended questions and passing the microphone to teachers. Usually, teachers highlight how they solve problems with local EdTech solutions, how they integrate technology in classrooms both as innovators and users, and how they monitor and evaluate the impact of EdTech solutions in classrooms. In a room full of EdTech entrepreneurs, the Ministry of Education, learners and development partners, teacher voices are critical as they are on the ground with learners, choosing what works best for their classrooms and driving EdTech usage or not. The importance of teachers in the EdTech ecosystem cannot be understated; they provide insightful feedback in real time to EdTech Practitioners attending the summit on their willingness to integrate new innovations in the classroom, their challenges with EdTech courseware and suggest any improvements that can be incorporated to make the EdTech solutions better for maximum impact.

    Is EdTech Necessary?

    On our drive to Garissa for the Frontier Counties EdTech Summit, I counted about four schools and saw many girls of school-going age walking around. They were either escorting donkeys to waterpoints or taking care of other younger children and I suppose helping their families with other chores. At a police checkpoint in Tana, more than seven girls approached our bus to ask for water bottles for storing milk. I thought and voiced this to one of the summit attendees I was travelling with, “This is so unheard of in my village in Kakamega. Every child of school-going age is in school and if they aren’t any neighbour will ask and report to the area chief for them to handle the matter.” At the same time, I also recognised that in my home area, there is some form of stability and our way of life is agriculture. Compared to the nomadic lifestyle, it is definitely a huge ask to expect learners in school when their families are moving in search of pasture, food and water. I think the realisation that EdTech is indeed a necessity happened for me at that time. 

    I had been privy to Learning Out Loud Workshop sessions hosted by several organisations during the EdTech summits such as LEWA Conservancy and their offline learning solutions in areas prone to human-wildlife interaction. The LEWA Education Programme uses Physics Education Technology (PHET Labs) to offer interactive science and math simulations that mimic real-world lab experiments. By using this technology, teachers in rural schools (where involved) have overcome lab equipment shortages and achieved practical learning outcomes for learners improving engagement and performance in science exams. I had seen NABU showcase how they create culturally relevant books and distribute them on a free mobile app with the goal of improving foundational learning. I had seen robotics and AI presentations in a modern world and I had seen the work of Pwani TeknowGalz in empowering girls to stay in school. But, I had not seen EdTech’s relevance yet in low-resource areas, until I saw the three girls from Mbaikini Girls Secondary who won the World Robotics Olympiad and until I saw a number of out of school girls on a weekday and thought of EdTech as an intervention.

    Transforming education in Kenya is possible and in alignment with Sustainable Development Goal 4; ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. EdTech in Kenya should not be exclusive to a select few who can afford it, nor should it replace traditional learning systems but complement it as a holistic approach to education. There is a growing need for digital learning to be adapted, especially post COVID-19 pandemic, which can be done through co-creating solutions with local communities based on evidence and data, encouraging ownership of EdTech innovations and implementing policies that work and fit in the digital era. As these shifts happen, we need proper classrooms, well stocked libraries and posting of teachers in schools all over Kenya to improve learning outcomes. And if ballot boxes can reach all public schools that serve as polling stations during general elections, surely education infrastructure can be improved in all schools.

  • Digital Literacy Boost: Insights from EdTech Summit in Northern Kenya

    By Abdimalik Hajir & Juliet Awuor

    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:

    1. “Hi, Mama Abu, Homework is available on WhatsApp, due on 1/7/2024.”
    2. “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.