Edtech East Africa

Tag: Collective Action Goal 2

Call for Technology inclusion in schools during the 2024 Pwani EdTech Summit

By Aura Ruth

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.

Despite the 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.

28 February 2024
Pwani EdTech Summit affirms that Collaboration is the KEY key to EdTech Transformation

By Cece Siago

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.

28 February 2024
Western EdTech Summit Sparks Innovation Dialogues from the Ground Up
By Kennedy Kachwanya

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.
29 January 2024
Paving the way for a thriving digital workforce and society

By Nancy Marangu, Communication and public policy analyst

The Kenya EdTech Summit 2023, would not have been complete without delving into the concerns of ensuring learners have the requisite skills to thrive in the current digital workforce. This is with the appreciation of the dynamic landscape of the 21st century. I had the privilege of attending the Collective Action Workshop on Goal 2 at the Kenya EdTech Summit. Goal 2 of Kenya’s EdTech Collective Action Agenda is to Ensure learners have the skills they need to solve the problems of the future and thrive in a digital workforce and society.

Whereby the traditional face of education is undergoing a profound transformation, evolving into dynamic learning ecosystems that cultivate adaptability, innovation, and the paramount ability to innovate. Acknowledging the pivotal role of education in national development, Kenya has embarked on a transformative journey, placing substantial emphasis on nurturing problem-solving skills among learners to thrive in an era dominated by digital advancements.

To this end, the government has invested in seeking to understand the education industries better, including their market structures and innovation processes, to create a more mature relationship with the education sector. This is with the appreciation that the innovation in the industry – which develops the products and services that could drive innovation in schools – does not happen in isolation from what is happening in the education sector. It is only when there is an innovation-friendly culture in education systems, supported by an innovation-friendly business environment and policies, will industries start to engage in risk-intensive research and development.

Repackaging STEM: A Keystone of Transformation

At the heart of this educational transformation lies the repackaging of STEM (Science, Technology, Engineering, and Mathematics) education and training – a flagship project integral to Kenya Vision 2030. The ambitious endeavor is poised to cultivate experiential learning, innovation, and creativity while magnetizing learners toward STEM-related disciplines. The fundamental objective is to harmonize comprehensive programs in education, training, research, and development, alongside nurturing innovation in science and technology at all educational levels. The Ministry of Education, as outlined in the Sessional Paper No. 1 of 2019, is ardently executing its role in equipping all learners with fundamental STEM literacy. This proficiency is pivotal in enabling them to navigate and excel in a rapidly transforming world. Furthermore, the initiative aims to bridge the skills gap by ensuring an adequate supply of skilled labor in STEM fields, which is fundamental for technological advancements and robust economic growth.

One 2023 Kenya EdTech summit participant who sought anonymity, argued that educational innovations can improve learning outcomes and the quality of education provision. For example, changes in the educational system or in teaching methods can help customize the educational process. The participant further noted that new trends in personalized learning rely heavily on new ways of organizing schools and the use of information, communication, and technology. They also added that innovations could help enhance equity in the access to and use of education, as well as equality in learning outcomes.

According to Michael Mumbo of Edutab Africa, STEM ought to also embed entrepreneurship education to ensure learners can cultivate entrepreneurial skills through problem-solving activities and contextual learning based on interactive projects and games. By contrast, entrepreneurship education for upper secondary school students and young adults is more typically based on providing information and developing the practical knowledge and skills needed to run a business.

Accordingly, Eng. Juma Robert, another participant, said that there is a need for sustained public investment in an efficient system of knowledge creation and diffusion: most of the key technologies in use today, including the Internet and genomics, have their roots in public research, illustrating how essential public investments are.

At a time when the world economy faces many long-term challenges, public investment needs to focus on durable benefits, rather than short-term outcomes. Support for business innovation should be well-balanced and not overly reliant on tax incentives. Incentives should be complemented with well-designed, competitive grants that can be better suited to the needs of young innovative firms and can also be focused on the areas with the highest impact.

Increased access and participation in the digital economy: digital technologies offer a large potential for innovation, growth, and greater well-being. However, policy action is needed to preserve the open Internet, address privacy and security concerns, and ensure access and competition. Digitally enabled innovation requires investment in new infrastructure such as broadband, but also in ensuring there will be enough spectrum and Internet addresses for the future.

9 October 2023
Coding as a life skill for children

By Nancy Marangu

The relationship between education and technology has improved swiftly, thereby paving the way for the emergence of educational technology. Coding (programming) is one of the 21st-century skills that was showcased by Lemuel Kinyanzwii, Mastercard Foundation EdTech Fellow, during the second edition of the Kenya EdTech Summit. Coding or computer programming can enhance the problem-solving capabilities of learners of all ages, therefore, necessitating the development of an educational programming environment for young learners.

Consequently, within the evolving digital world, where technology continues to revolutionize every facet of life, understanding and interacting with it is no longer just an advantage, it is a necessity. The reason the event co-creators had to ensure that conference participants had the opportunity to see live demo sessions. Smart Brains Kenya, an EdTech solution that empowers schools to conduct quality coding and robotics programs independently, showcased coding, once a specialized skill for tech enthusiasts, and how it has emerged as a crucial life skill, especially for children. According to Lemuel Kinyanzwii, the growing realization among educators is that teaching coding to children will not only make it easier for them to understand how information technology works but also give them a skill for life.

As new education models gain traction, discussions about how to incorporate programming skills and the “maker mindset” throughout the curriculum are influencing the incorporation of coding into the curriculum. This is with the appreciation that equipping children with coding skills from an early age empowers them to navigate the digital landscape effectively, fostering critical thinking, problem-solving, and creativity. This can be facilitated by the proliferation of computers, smartphones, and tablets which have become increasingly popular among children. Most children learn to use these electronic devices before they learn how to read and write. They become computer-literate at an early age.

Moreover, older children now realize the opportunities that maker space presents to them, however, maker mindset often requires some programming skills. This requires parents and teachers to encourage children to learn how to code so that they can understand how the technology works. A growing realization among educators is that teaching coding to children will give them a skill for life.

Essentially, coding involves breaking down complex problems into smaller, more manageable parts and devising a sequence of steps to solve them. This process cultivates logical thinking and sharpens problem-solving skills. Children learn to approach challenges systematically, a skill that is transferable to various aspects of life. Moreover, coding is a creative process that allows children to transform their imaginative ideas into reality. Whether they are building a game, story, or a website, coding sparks creativity and encourages out-of-the-box thinking. This creative aspect of coding is crucial for nurturing innovation, a quality that will be invaluable in their future careers and endeavors.

Besides, understanding how to code requires the ability to analyze a problem, identify patterns, and formulate efficient solutions. Children learn to think analytically, consider multiple approaches, and choose the best one. This analytical thinking carries over into their academic pursuits and daily decision-making. Consequently, a single line of code can significantly impact a program’s outcome. Thus, attention to detail is paramount in coding.

Children learn the importance of precision and accuracy, avoiding errors that can disrupt the desired functionality of their programs. What is more, within the ubiquitous world of technology, coding knowledge can significantly expand children’s future opportunities. Whether they choose a career in software development or not, coding proficiency is increasingly valued in various professions. It is a skill that sets them apart and enhances their employability giving them a competitive advantage.

Accordingly, as youth unemployment rates are high in most of the developed countries, computing skills would be the game changer to fill the “skills gap” between the number of technology jobs and the people qualified to fill them. As the “maker mindset” becomes more mainstream, the absence of such skills, especially coding, will prevent young people from connecting with people globally involved in a wide array of digital maker projects, such as robotics, artificial intelligence, and gamification.

Conclusively, coding for children is more than just a technical skill, it is a life skill that is a “maker mindset”. It enhances cognitive abilities, nurtures creativity, and prepares children for the future. Parents, educators, and policymakers should recognize the value of coding in children’s education and ensure that it is integrated into the curriculum and extracurricular activities. By doing so, we empower our children to thrive in an increasingly digital and technology-driven world.

Coding as a life skill for children

The relationship between education and technology has improved swiftly, thereby paving the way for the emergence of educational technology. Coding (programming) is one of the 21st-century skills that was showcased by Lemuel Kinyanzwii, Mastercard Foundation EdTech Fellow, during the second edition of the EdTech Summit. Coding or computer programming can enhance the problem-solving capabilities of learners of all ages, therefore, necessitating the development of an educational programming environment for young learners.

Consequently, within the evolving digital world, where technology continues to revolutionize every facet of life, understanding and interacting with it is no longer just an advantage, it is a necessity. The reason live demo sessions were included in the two-day event sponsored by Mastercard Foundation. Smart Brains Kenya, an EdTech solution that empowers schools to conduct quality coding and robotics programmes independently, showcased coding, once a specialized skill for tech enthusiasts, and how it has emerged as a crucial life skill, especially for children. According to Lemuel Kinyanzwii, the growing realization among educators is that teaching coding to children will not only make it easier for them to understand how information technology works but also give them a skill for life.

As new education models gain traction, discussions about how to incorporate programming skills and the “maker mindset” throughout the curriculum are influencing the incorporation of coding into the curriculum. This is with the appreciation that equipping children with coding skills from an early age empowers them to navigate the digital landscape effectively, fostering critical thinking, problem-solving, and creativity. This can be facilitated by the proliferation of computers, smartphones, and tablets which have become increasingly popular among children. Most children learn to use these electronic devices before they learn how to read and write. They become computer-literate at an early age.

Moreover, older children now realize the opportunities that maker space presents to them, however, maker mindset often requires some programming skills. This requires parents and teachers to encourage children to learn how to code so that they can understand how the technology works. A growing realization among educators is that teaching coding to children will give them a skill for life.

Essentially, coding involves breaking down complex problems into smaller, more manageable parts and devising a sequence of steps to solve them. This process cultivates logical thinking and sharpens problem-solving skills. Children learn to approach challenges systematically, a skill that is transferable to various aspects of life. Moreover, coding is a creative process that allows children to transform their imaginative ideas into reality. Whether they are building a game, story, or a website, coding sparks creativity and encourages out-of-the-box thinking. This creative aspect of coding is crucial for nurturing innovation, a quality that will be invaluable in their future careers and endeavors.

Besides, understanding how to code requires the ability to analyze a problem, identify patterns, and formulate efficient solutions. Children learn to think analytically, consider multiple approaches, and choose the best one. This analytical thinking carries over into their academic pursuits and daily decision-making. Consequently, a single line of code can significantly impact a program’s outcome. Thus, attention to detail is paramount in coding.

Children learn the importance of precision and accuracy, avoiding errors that can disrupt the desired functionality of their programs. What is more, within the ubiquitous world of technology, coding knowledge can significantly expand children’s future opportunities. Whether they choose a career in software development or not, coding proficiency is increasingly valued in various professions. It is a skill that sets them apart and enhances their employability giving them a competitive advantage.

Accordingly, as youth unemployment rates are high in most of the developed countries, computing skills would be the game changer to fill the “skills gap” between the number of technology jobs and the people qualified to fill them. As the “maker mindset” becomes more mainstream, the absence of such skills, especially coding, will prevent young people from connecting with people globally involved in a wide array of digital maker projects, such as robotics, artificial intelligence, and gamification.

Conclusively, coding for children is more than just a technical skill, it is a life skill that is a “maker mindset”. It enhances cognitive abilities, nurtures creativity, and prepares children for the future. Parents, educators, and policymakers should recognize the value of coding in children’s education and ensure that it is integrated into the curriculum and extracurricular activities. By doing so, we empower our children to thrive in an increasingly digital and technology-driven world.

9 October 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