Edtech East Africa

Tag: Collective Action Goal 4

  • 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.

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

    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.

  • Pwani EdTech Summit affirms that Collaboration is the KEY key to EdTech Transformation

    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.

  • Western EdTech Summit Sparks Innovation Dialogues from the Ground Up

    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.

  • Measuring impact strengthens the capacity of those closest to the learners 

    Measuring impact strengthens the capacity of those closest to the learners 

    By Josaya Wasonga

    If a tree falls in the forest, and there’s no one around to hear it, does it make a sound? Sounds like a trick question, right? But it’s not. It’s the age-old question that pits reality versus perception. 

    And that’s what Collective Action Goal 4 at the 2023 Kenya EdTech Summit sought to shine a spotlight on. The Summit was co-created by several EdTech stakeholders organized by EdTech East Africa, and sponsored by Mastercard Foundation and other sponsors. 

    For context’s sake, let’s rephrase the question: If EdTech innovations make seismic waves and there’s no one to measure the impact, does it cause a change or disturbance in the atmosphere? Sound causes change or disruption in the airwaves. “We don’t have to continue measuring the impact the way we do if it’s not working,” the facilitator, Grace Maureen, said. “That’s why we’re here; to learn from each other.” 

    Digital divide

    Grace works at Metis Collective. At Metis, they amplify and connect with innovators and help them to innovate for systemic change. They bridge the learning gaps with free programmes. One is the six-month fellowship, where they empower education leaders to turn their innovative ideas into practical solutions. 

    Metis piloted InnovateEd two months ago. It’s training that helps teachers solve problems. Currently, they are in what they call the empathise stage. This is where they go to their students, ask questions, and do a root-cause analysis. 

    Metis learned that those closest to the learners lack tools, resources, and a community of partners. These individuals in close proximity—teachers, pedagogical leaders, parents, and caregivers—need to strengthen their capacity to lead data-driven, inclusive digital learning. These players may be physically closest to the learners, but as long as they are worlds apart as long as the digital divide exists between them. 

    Purpose-driven conversations

    The purpose of Collective Action Goal 4 was to help participants think through how they can measure progress toward the end goal of Inclusive digital learning. In the first collective conversation at the EdTech Workshop that took place in August, attendees talked about the enablers and barriers to strengthening the capacity of those closest to the learners and developed indicators.

    The other purpose was to build on that conversation that players in the EdTech field need to develop our teachers. They also need inclusive curriculum integration, digital tools, collaboration, and engaging students, among others. That’s one end of the equation. 

    The other end is measuring progress toward the goal of being inclusive in digital learning. And while we’re at it, it’s not just about strengthening the capacity but realising that all the players are data-driven and can measure and share findings with the communities of practice. 

    “Let’s not leave measuring to the government and the big institutions,” Maureen advised. “We can contribute to that conversation from wherever we are.” 

    Measuring tools

    “How do you measure progress toward your end goal?” Maureen asked the sixty-four-thousand-dollar question. “Which tools are you using and what are you measuring? It could be that, as a teacher, you are measuring student engagement or learning outcomes.”

    Silence. 

     

    “Or you don’t measure?” Maureen quipped. “That’s also an answer. If I hear someone say they’ve realised that they’re not measuring anything, that would be great.”

    That takes us back to the age-old question. If we EdTech players are not measuring their impact, how will they know what they are doing right? Or wrong?  

    When it comes to measuring, there are different strokes for different subjects. There is measuring progress and learning outcomes based on the 8-4-4 system and the CBC, the latter being more descriptive. There are measurement tools provided by the government: like the Early Grade Reading Assessment (EGRA) and the Early Grade Mathematics Assessment (EGMA). 

    There are also classroom measurements that educators generate according to how they have taught the syllabus. At the end of the term, a teacher sets an exam based on what they have taught. This exam is moderated by other teachers, who will say whether the teacher has followed the syllabus and met the objectives. The pass will be percentage or descriptive. 

    Ideally, the goals of any measuring tool ought to be threefold. One is to measure impact. Two, strengthen the capacity of learners. And third, to strengthen the capacity of those closest to the learners. However, more often than not, most measuring tools accomplish the first two goals but barely scratch the surface of the third. 

    “The tool should be holistic,” Maureen pointed out. “You need to include all stakeholders. As a teacher, you don’t, for instance, look at data in isolation. The parents and caregivers also contribute to that goal.” 

    Actionable insights

    “We should come up with actionable insights. What metrics will I start measuring?” Maireen asked. “If you are an EdTech-preneur, what metrics are you going to use to measure your progress?” 

    “We measure revenue,” a participant said. “It’s important because we’re a for-profit organisation. We spend a lot of money to do content and want to get a return on investment and see if it’s worth it.” 

    A player like Ntemata, emphasises the teacher who, in their opinion, is the driver of learning. They measure the quality and wellness of the teacher. They measure how a teacher enhances learning in a classroom. Their assessment tool is supposed to support the teacher to achieve 100% engagement with the learner. They believe if they can strengthen the teacher’s capacity, then, they will have better learning outcomes. 

    Actionable insights are not just the preserve of some stakeholders in the ecosystem but for all and sundry. A pedagogical leader or EdTech-preneur can, for instance, look for the usage of apps and study the trends on the backend to arrive at actionable insights. 

    Learning metrics

    There are different learning metrics for different learning scenarios. Let’s take the case study of Ziwani Primary School. Its metrics are professional development, inclusive pedagogy in curriculum integration, digital tools and infrastructure, collaboration and community building, student engagement, learning outcomes, and parental and caregiver empowerment. 

    Ziwani Primary School has implemented inclusive education for children with diverse needs. Emily is a fourth-grade student with autism and has shown remarkable progress in her social skills and academic performance since joining the inclusive programme. She has made friends, become more engaged in class activities, and is meeting academic benchmarks. However, the school’s focus on Emily’s success has led to less attention given to other students with diverse needs. 

    “If you’re working in Ziwani Primary School—as a teacher, pedagogical leader, policymaker, EdTech-preneur—what metrics would you use to measure success?” Maureen asked. “How do you ensure the metrics consider the needs of all students with diverse needs, not just Emily?” 

    “The key metric is inclusive pedagogy and curriculum integration,” one attendee opined. “This is because some of the learners are being neglected. They’re not fully engaged. The indicators in this case could be diversity in curriculum materials. This is because the other learners do not deal with the same challenges as Emily.” 

    “The other metric is learning outcomes,” another attendee chimed in. “Because if you’re feeling neglected, which means they’re not at the level they’re supposed to be at. They are not achieving the learning outcomes. One of the indicators would be competency in teaching.” 

    Learning metrics have a lot to do with measuring impacts to strengthen those closest to the learners. For starters, as Valamis states: “By gathering data throughout the process and carefully analyzing real-life results, learning metrics offer a way of accurately assessing the strengths and weaknesses of a particular course to determine whether it achieved its goal.” 

    Measuring the impact of a fallen tree

    We’re back to para one. If a tree falls in the forest and there’s no one around to hear it, does it make a sound? Well, there’s more to this than meets the eye. The tree falls on other flora and fauna. The impact of a fallen tree tremendously affects the surrounding habitat. 

    But then again, if there’s no one around to, in the context of EdTech, measure the impact, it would be akin to a lost opportunity. Why? The capacity of other forms of life that are closest to the tree—teachers, pedagogical leaders, parents, and caregivers—cannot be effectively strengthened. 

  • Goal 4: Empowering Those Closest to Learners to Lead Data-Driven Inclusive Learning

    Goal 4: Empowering Those Closest to Learners to Lead Data-Driven Inclusive Learning

    By Aileen Waitaaga Kimuhu

    When I was younger, I never paid much attention to who was teaching me. If I had, I would have realised that everyone was my teacher. Not just my mother, or my subject teachers. But the faceless heads of departments that helped design my curriculums, and the nameless government officials that told them what to put in and what to take out. If I had paid attention, I would have noticed the unique ways each of these people contributed to my education.

    But since I wasn’t paying attention, I never questioned whether it is fair to hold teachers solely responsible for educating our children. I rarely interrogated whether it is appropriate for a nameless individual to design a curriculum they have no hand in implementing. I did not wonder how each of them was prepared to teach me. 

    This is why I participated in the fourth Collective Action Friday workshop, hosted by EdTech East Africa and co-hosted by METIS. The workshop focused on the fourth Collective Action Goal – to fortify the capacity of those closest to learners (educators, pedagogical leaders, and caregivers). It progressed a conversation that began at the Kenya EdTech Summit 2022 where we agreed that capacity building for all educators was something we needed to address. In this workshop, we discussed the barriers and enablers that frustrate and nurture, respectively, collective action in this area.

    Here’s what we found.

    The Beginning

    We began by introducing ourselves and quickly learned that the room was full of decision-makers, policy chasers, and dream enablers. This was important as it allowed us to emphasize the indispensable role of collective action in realizing our shared goals. Thereafter, we broke into three distinct groups – parents, pedagogical leaders, and teachers – and dove into identifying the obstacles and facilitators of capacity building in our respective roles. This segmentation is important because it informs the problem-solving process and helps us design solutions that respond to contexts and needs. 

    For example, the lack of digital literacy skills was cited among all three groups as a barrier. However, parents were more concerned with the gaps in their knowledge about online safety, safeguarding, and digital citizenship. While educators and pedagogical leaders were more concerned with the lack of traditional digital skills (computer literacy, digital literacy, and coding). 

    Once again, government policy was cited as an enabler and a barrier. Where pedagogical leaders found that existing policy enables them to develop contextualised solutions, teachers and parents disagreed. For these two groups, the mere existence of policy did not inherently translate into seamless contextual adaptation, practical implementation, or a nuanced grasp of its implications. This is exemplified notably in the evolving role parents are now expected to play in our Competency-Based Curriculum (CBC). Although CBC champions social justice, equity, and civic leadership, pedagogical leaders did not, as one participant noted, consider how the intricacies of gender-based role divisions within the household would affect its implementation. For example, how can we expect learners to internalise potent lessons on gender equity and equality if the same values aren’t actively practised within the confines of the home? How can we invite men, who are often relegated to the role of occasional “babysitters” of their own children, to participate in their children’s education? How do we unburden mothers when the term “caregiver” connotes the feminine and maternal? 

    Turning to enablers, each group identified shifting perspectives and a willingness to learn as enablers. Therein suggests that the biggest tool in our arsenal is the environment in which we operate. Yet, and perhaps for the first time in our Collective Action Friday Workshop series, we acknowledged that these barriers weren’t seen as roadblocks, but rather as stepping stones. They represented the terrain to traverse, highlighting the undeniable truth that adversity often births innovation. 

    Thus begging the following: What can we do about it? 

    Introducing Metis

    This is where Metis, and the formidable Grace Wairimu, come in. Metis is a for-impact organisation that equips, connects, and amplifies proximate leaders creating contextualised solutions for a world where all learners thrive. They achieve this objective by way of three programmes; (1) A 6-month fellowship; (2) InnovatED and; (3) ReimaginED. With an impressive track record, they’ve impacted an astounding 4 million learners over the past 5 years through their community-driven initiatives. Not to mention, they’ve provided invaluable Home Learning Guides to 135,000 families and mentored 100 teachers in cultivating student-centered classrooms across the country (you can read all about it here, here, and here).

    With an impressive track record, Metis has impacted an astounding 4 million learners over the past 5 years through their community-driven initiatives.

    Grace began her presentation with a series of true/false statements about how we feel about the state of digital learning in Kenya. The final statement was “We have reasons to be hopeful about inclusive digital learning,” and everyone agreed. But when pressed on why, one reason sparked a eureka moment in every single mind in the room. MPESA. 

    While not an EdTech tool, MPESA showed us that we can scale up affordable and accessible solutions. MPESA showed us that people can be adopters if the solutions proposed respond to their local realities and needs. MPESA showed us that we can overcome, seemingly, impossible problems like infrastructure, financing, and government policy environments. Ultimately, MPESA showed us that if we can do it once, we can do it again and again and again. 

    The Path Forward: Charting Actionable Insights

    Once we remembered this cardinal truth, we returned to our enablers and barriers. Returning to our groups, we transitioned into an invigorating dialogue about the necessary information stakeholders need to effectively tackle these shortcomings and amplify the potential of these opportunities. Put simply, what do we need to know? And how do we need to know it?

    As discussions flowed, the consensus emerged that the challenge at hand transcends mere information availability; it’s rooted in the nuanced art of delivery. This realization propelled the conversation towards an imperative question: How can we harness existing communication channels such as SMS, radio broadcasts, podcasts, YouTube, and others, to effectively disseminate information concerning online safety, digital literacy, and the cutting-edge horizons of educational technology? The groups grappled with the task of crafting solutions that are not only accessible but also deeply relevant to the diverse stakeholders within the educational ecosystem. The emphasis was on addressing the ‘how’ – how can these channels become conduits for knowledge that empower educators to confidently navigate the digital landscape, ensuring that no one is left behind on the journey towards educational innovation?

    And, more importantly, how will we know we were successful? We’ll leave this question for you to ponder for the Kenya EdTech Summit ‘23, where we’ll continue to have forward-looking conversations.

    Conclusion

    Ultimately, the fourth Collective Action Friday workshop left an indelible mark on every participant. It was a reminder that education isn’t confined to the walls of a classroom; it is a dynamic interplay of diverse roles working in harmony to uplift learners. Furthermore, the workshop reaffirmed the necessity of collaboration between those who design education, and those tasked with implementing it in all its forms. 

  • Introducing Kenya’s EdTech Collective Action Fridays: Nurturing Innovation in Education

    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.