Edtech East Africa

Tag: Kenya EdTech Summit 2023

  • 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. 

  • It takes a village to improve foundational tech-enabled literacy 

    It takes a village to improve foundational tech-enabled literacy 

    By Josaya Wasonga

    Let’s take a trip to Sobral. You don’t know where Sobral is? No problem. Google Maps’ got you. From the map, Sobral looks like a tiny dot with nothing to write home about. But don’t let that tiny dot deceive you. Because? Sobral has got a world of a story to tell. 

    Sobral, a municipality in Ceará in Brazil, has a population of 200,000 inhabitants. Among Brazil’s 26 states, Ceará has the fifth lowest GDP per capita. Ceará and Sobral had low levels of literacy 20 years ago. Then an education revolution of sorts happened. 

    According to The World Bank, “in just over a decade, Ceará improved the quality of education so much faster than the rest of Brazil. Among them, Sobral went from a bottom-ranked municipality to become first for both primary and lower secondary education and to reach  levels of education quality comparable with those of world-class education systems as measured by PISA.”

    Ceará has the lowest rates of learning poverty in Brazil and features 10 of the 20 top-ranked municipalities. Sobral has some of the best primary schools in Brazil. The outstanding educational results of Ceará and Sobral students are well above what would be expected given the socioeconomic context in which they live and learn.

    What happened? What changed? How did Sobral do it? That’s what Dr. Samuel Marigat and other educationists went to find out in 2022. The trip, which was under the South-South (Kenyan Chapter) Programme, was to understand why a rural village has such high literacy levels and for educationists to learn the importance of foundational literacy. It’s this knowledge that Dr. Marigat and other players came to share at the 2023 Kenya EdTech Summit. The two-day summit, which was co-created by different players in the EdTech space, led by EdTech East Africa and sponsored by Mastercard Foundation, the EdTech Hub, Oracle Academy, and Amazon Web Services. 

    “At the end of the programme, we asked ourselves, ‘What do we go and implement?’” said Dr. Marigat, who’s a Curriculum Support Officer (CSO) at the Teachers Service Commission. “I said we will go to Kirinyaga. The South-South agreed to support us on this initiative in Kirinyaga.”

    Kirinyaga rising 

    In 2020, in terms of education, the most dropped county in Kenya was Kirinyaga. There are 200 public schools and 200 private schools in this county that are located in Central Kenya. 

    Most foundational literacy programmes are led and funded by development partners. Unfortunately, when the partner leaves, the programme dies. Dr. Marigat was adamant that Kirinyaga’s turnaround would be government-led; from gun to tape. 

    “The teachers belong to the GoK and are paid by the GoK,” Dr. Marigat explained. “Ditto the heads of departments and CSOs and others. Because it’s government-led, we ensure there’s sustainability. Personalities go, but offices do not. The systems will remain.” 

    “Because it’s a government-led initiative, we move at the pace of the government. Two, we don’t allow partners to cut and paste their programmes. In Kirinyaga, we say we cook our mukimo – a local delicacy in Central– our way.”

    The more, the merrier

    Though Kirinyaga’s foundational literacy turnaround is Caesar-led, it is also multisectoral. It is community-centric. As the Swahili proverb warns: “You can’t kill a louse with one finger.” The team to kill illiteracy consists of Dr. Marigat, the country director of education, an official representing the Minister of Education, a steering team representing all the sectors, and a technical team that’s currently working on a manual. Other players who have seats in this roundtable are teachers, heads of institutions, County Directors, parents, CECs, the business community, and elected leaders. 

    Their approach is four-pronged. One; NGOs and other development partners remain in a position of support. Two; everyone moves at the government’s pace and is allowed to be the pace-setters. Three; they are collecting and learning from shared local data. And four; they have crafted roles and working teams that allow the government to take the lead. 

    A project on early childhood literacy and numeracy which was carried out in 400 randomly-selected villages in a rural district of Uttar Pradesh, India concluded that: “In order to fully optimise the potential of the community, there is a particular need to strengthen mechanisms for school-community engagement, recognising that home, school and the broader community are all important sites for children’s learning. This could involve implementing mechanisms for regular communication, coordination, and collaboration between teachers, parents, and communities around how best to support children’s learning.”

    Fixing the foundation

    A building can only go as high and be as solid as its foundation. The foundation’s depth must be commensurate to the weight it will carry and the type of soil the edifice will stand on. Every construction material used must be A1. From planning to execution, there are no cutting corners. 

    Education is a building that houses a nation’s hopes and aspirations. This means that learning outcomes cannot be wished away until foundational literacy is fixed. The mission of education stakeholders in Kirinyaga is to ensure every learner can read by Grade 3. They are aware that Grades 1 to 3 are the foundation. If this isn’t done right, a catastrophic collapse awaits the county and country. 

    “When we say most learners can read, if there’s one learner who can’t read, is that okay?” Dr. Marigat posed. “When we say 99% can read; what if that 1% is your child, how would you feel? It’s never okay when there’s one child who can’t read.” 

    In their initiative, no child will be left behind. To achieve this, the team’s work focuses on material development, pedagogy for early grades, and formative assessment. Besides, they have got a much-needed shot in the arm; by putting all ECD teachers on permanent and pension, the county government isn’t just walking the talk but also making the foundation firmer. 

    Evidence-based learning 

    John Adams said, “Facts are stubborn things; and whatever may be our wishes, our inclinations, or the dictates of our passions, they cannot alter the state of facts and evidence.” 

    Facts. Evidence. Two legs that make educational initiatives run, without which such initiatives cannot go anywhere. And Dr. Marigat knows this too well: “We prided ourselves that we were doing well, but evidence showed otherwise.”

    Having learnt their lesson, Kirinyagans are doing things differently. The teachers have developed learning materials, which cover four weeks. Every Thursday, without fail, they assess every learner to check their competence level. Thereafter, they start remedial work for learners who have not met the standard. They want to know – and not guestimate – if their learners are meeting the standard. 

    After the assessment, they have a rubric that has been developed in partnership with the Kenya National Examinations Council (KNEC) and the Kenya Institute of Curriculum Development (KICD). That’s where technology comes in. They get real-time data because their attention is on formative evaluation. They use the evidence brought by the data to inform learning and what interventions are needed for each learner. 

    Tech and teachers

    In Kirinyaga County, every school has a minimum of 40 gadgets. Many of these gadgets are still brand new. Part of the reason why the laptops are still new is because teachers are struggling. 

    The gadgets are also safe. It’s very tempting to think of the learner when talking about the use of tech in education. 

    “Let’s put the learners on the back burner. They’re not missing anything,” Ciku Mbugua said. “Let’s not focus on the teachers just to say we’re building technology skills.” 

    “Let’s equip them to use technology in their day-to-day work. Once the teachers start to perceive technology as an assistant, a tool that makes their tasks easier, then we’re going somewhere. If we want to build the capacity of teachers, we need to figure out how to leverage data; and how they can collect, understand, and use data to make decisions in the classroom. How do we begin a culture of data?”

    In Kirinyaga, teachers are “tech-ing” their homework game. They write links to videos the learners need to take to their parents to watch. This has made the parents more involved. It has made parents realise they have a central role to play. It has made them realise that, like the traditional African fireplace, it takes three stones to cook. 

    This supports the hypothesis that: If pedagogical leaders, teachers, and parents are equipped with the mindset and competency to support the appropriate use of data, teachers and learners will receive targeted impactful support that will ensure every child can read with fluency and comprehension. 

    Policy

    The role of policy in any foundational literacy effort cannot be overemphasised. Before you do anything, ask yourself: “Am I introducing something that’s contrary to policy?” Check the policy.  

    Even the team in Kirinyaga is toeing the policy line. They are implementing what’s within government policy. They are using digital learning devices from the government. They are not introducing anything new. They brought an official from KNEC when they were introducing their assessment tools. 

    “Government is about structures,” Dr. Marigat advised. “If you want to discuss the curriculum, go to KICD. If it’s about assessment, talk to KNEC. If it’s teacher management, go to TSC. We cannot talk about publishing books if it’s not approved by the right government agency.” 

    Here’s the thing. Situations may seem to be alike. But that’s not always the case. There’s a place for learning from others. There’s a place for visiting success stories like Sobral and, like a sponge, soaking in all the lessons. But there’s grave danger in blindly bringing an intervention that worked in other countries and thinking it will work locally. For instance, in nomadic communities, the schools follow the children. 

    When you go to the village, first find out what works in the village. Then, as they say, work it. 

    10 down, 90 to go

    Dr. Marigat’s team has currently done 10% of all the schools in Kirinyaga County. Next January, they want to roll out the initiative in all the schools in Kirinyaga. That’s 20 of the total 200 public schools, which are scattered in the 81 sub-locations. 

    There’s an African proverb that says it takes a village to educate a child. A village is made up of people, policies, and potentials. These are what these intrepid educationists will have to tap into to realise their dream of making Kirinyaga the Sobral of Africa. 

  • Paving the way for a thriving digital workforce and society

    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.

  • EdTech can help turn African emergencies into paths of opportunity

    EdTech can help turn African emergencies into paths of opportunity

    By Josaya Wasonga

    During World War II, U.S. leaders realised that nearly 16 million American men and women who were serving in the armed forces would be unemployed when the war finally ended and that this could cause another depression and widespread economic instability similar to the aftereffects of the 1929 stock market crash. To prevent that, experts studied the issue and recommended a series of education and training programs. 

    On Jan. 10, 1944, Congress passed the GI Bill of Rights because it offered federal aid to help veterans buy homes, get jobs, and pursue an education, and in general helped them to readjust to civilian life.

    Within its first seven years of use, about 8 million veterans took advantage. U.S. college and university degree holders more than doubled between 1940 and 1950. Within 50 years, the number of Americans with advanced degrees rose nearly 20 percent. By July 1956, when the bill initially expired, almost half of the 16 million World War II vets had gotten education or training through the GI Bill.

    In 1990, President George H.W. Bush summed up the bill’s impact: “The GI Bill changed the lives of millions by replacing old roadblocks with paths of opportunity.”

    Youth power

    During the Town Hall session at the 2023 EdTech Summit, Joseph Nsengimana pointed out that, as other continents are aging, Africa is getting younger. Nsengimana is the Director of the Mastercard Foundation’s Centre for Innovative Teaching and Learning in ICT. The summit was co-created by several edtech players and was sponsored by the Mastercard Foundation and EdTech East Africa. 

    “According to the UNICEF Report, Africa will be home to 2 in 5 children by 2050,” Nsengimana gave the stats. “This is an asset. But it’s only an asset if we can invest in this abundant human resource. It’s important to keep the focus on why we’re all here. Education is why we’re all here. Education technology is the means to accomplish what it is we’re trying to do.” 

    “How do we educate our children in emergencies? How do we make sure we’re taking advantage of all available tools? Whether under a tree or inside a classroom; we have to ensure our children are learning.” 

    2050 is 27 years away. 27 years seems like a long time. 27 years sounds like Africa has all the time in the world to get her act together and seize her rightful place. But in this fast-paced world, that’s a blink of an eye; what with different emergencies side-tracking Africa, causing her to waste valuable time and talents. 

    Learning goes on

    Nobody knows how we can educate our children in emergencies than Jane Maweu, who’s the Education Program Officer at Save The Children International. Maweu, who works in Dadaab Refugee Camp, refers to herself as a trained teacher who’s no longer in the classroom but supports what happens in the classroom. 

    The Dadaab refugee complex has a population of 218,873 registered refugees and asylum seekers as of the end of July 2020. The first camp was established in 1991 when refugees fleeing the civil war in Somalia started to cross the border into Kenya. A second large influx occurred in 2011, when some 130,000 refugees arrived, fleeing drought and famine in southern Somalia. 

    Let’s put it into context. Dadaab has a larger population than the world’s eight least populated countries. Put together. 

    “We deal with populations we refer to as ‘people on the move’; they’re moving from their home countries because of war or unrest,” Maweu explained. “During their transitory process, they have missed education. When they arrive in Dadaab, we have to pick the learning pieces.”

    As if that’s not a big enough challenge, Maweu talked about double jeopardy. The refugee situation is an emergency, and then there are other bolts out of the blue: COVID-19 and El Nino. 

    “I ensure learning continues during emergencies,” Maweu said. “During Covid-19, many children were left out of school. This forced us to think outside the box.”

    No organisation can fly solo during emergency missions. Save The Children has partnered with Library For All which provides gadgets for the learners. Sesame Workshop has also joined the mission. They provide content that targets ECD learners. 

    “We have teachers who have no exposure to what happens. They’re untrained,” Maweu expounded. “They came from neighbouring countries or were born and brought up in the refugee camp and became teachers in the camp. How do we ensure these teachers can use technology to enhance equity in learning?” 

    “We’ve been training these teachers to build their capacity. We’re also partnering with EDU Africa to help these teachers with skills and tools to enhance quality education.” 

    Refugee camps have several challenges. There’s a lack of infrastructure. Families live in tents. Some live in semi-permanent structures. There’s an increasing number of children. There’s also the issue of language. 

    Tech isn’t the be-all and end-all. Tech can only do so much. On the issue of language, the players in Dadaab have tried to contextualise the content by translating it into Somali. That, too, has brought another challenge. The Somali language has several dialects. 

    “Technology will not replace teachers, but teachers with technology in hand are the ones who will replace the teachers without technology,” said Dr. Sam Marigat, the TSC County Director for Kirinyaga. 

    “That should be our foundation when we start discussing EdTech. Technology will supplement teaching. I don’t think technology will replace learners who are lagging behind in learning outcomes. 

    Education under attack

    In an article published in the Global Coalition to Protect Education from Attack, attacks on education in Kenya were reported between 2013 and 2017 with similar frequency to what was reported from 2009 to mid-2013, with a slight uptick in attacks on schools in 2017, due to al-Shabaab’s increased activity that year. 

    In 2014, terrorists killed quarry workers in Wajir. The victims were non-locals. Fearing for their safety, non-local teachers packed and left. 

    “The Wajir governor, Ahmed Abdullahi approached us, saying they had about 400 schools in the region but very few locals were heading these institutions,” said Mahmood Ali, the Managing Director of MwalimuPLUS. “He told us they had tried to bring back the teachers who left, but they adamantly refused.”

    “That time there was no MwalimuPLUS. We were just a technology company. We did a little bit of research and that’s how MwalimuPLUS was born. We gave the governor the idea that we could solve the problem with the schools that had teachers.” 

    Ali’s team got down to brass tacks. They developed and used some models to start training. It worked. They approached the governor and advised him that the teachers he had could be supplemented using technology. They could give the county a product that was ready for students to use. AI would assist them by knowing the individual students, how they are performing, and tailoring content solutions for them. 

    “For those areas that had internet connectivity, we could teach using the same platform from Nairobi,” Ali explained. “We hired experienced teachers who were about to retire. The teachers were teaching from Nairobi.” 

    “We wanted to ensure the product worked. We went to the government to seek clearance to use the product. Then we came to CEMASTEA in 2017 where we did a pilot with about 23 schools, which worked well.” 

    MwalimuPLUS is now not only in conflict areas but also in non-conflict locations. Which just goes to show that local emergencies have local solutions. And it also goes to show that, when education is under attack, the best form of defense is creativity. 

    Partnerships

    There’s an African proverb that says “If you want to go fast, go alone; if you want to go far, go together”. MwalimuPLUS wants to go far. Which is why they don’t walk alone. They walk with donors, NGOs, national and county governments, and wellwishers. 

    “It’s good to form communities of practice,” said Martin Chungu from Save The Children. “We have done that with different stakeholders; from content creators to gadget providers. Such collaborations are key.” 

    “And to ensure sustainability, we must involve key government stakeholders. Even if some of these organisations are doing small projects, the learning outcomes go a long way in helping the children.”

    Chungu’s colleague Eric Nyawara echoed his sentiments, saying that EdTech players should avoid working in silos.  

    “When developing EdTech tools, we should incorporate all the stakeholders so we can have tools we can easily scale up and replicate because African problems are more or less similar,” Nyawara said. 

    “Whatever you’re doing, I want you to know the government is a custodian and has the principal responsibility to do all the things you’re doing,” Dr. Marigat said. “The government can reach every nook and cranny of the country. Even during emergencies, the government has systems and structures in place to reach out to people in difficult and hard-to-reach situations. 

    Undiscussed emergencies

    “When we’re talking about education in emergencies, do we only confine ourselves to flooding, et al?” An audience member asked. “What about the children who cannot comprehend some of the basic learning they are supposed to know? Isn’t this also an emergency?”

    The answer could lie in remedial programmes. In 2019, researchers evaluated a technology-aided learning, after-school programme in urban India. Children who were the furthest behind saw the greatest improvement in this randomised controlled trial. Those who took part in the intervention “experienced twice the test score value-added in math and 2.5 times that in Hindi” compared to the control group. The authors identified that personalised learning software played a greater role in determining improved learning outcomes than the grade level in which the child is enrolled. 

    A second audience member talked about yet another undiscussed emergency; children with disabilities, whose numbers are increasing. This participant called for more inclusivity, as she was concerned that any intervention that comes up does not put learners with disabilities in mind. 

    Paul Lynch, Et Al say “Robust research is needed to evaluate the conceptualisation, design, testing, and impact of appropriate technology in relation to different environmental conditions (such as gender; age; location – urban, peri-urban, and rural; public/private schools; curriculum area) to meet the needs of the full range and diversity of learners with disabilities in low and middle-income communities”. 

    Turning point 

    To turn African emergencies into paths of opportunity, we ought to take a cue from the U.S., circa 1944. We must study prevailing and future continental and global issues. We must come up with education and training programs to mitigate these issues. These initiatives must involve all leaders. In our different spaces and spheres, we’re all leaders. We must do all these things like our lives depend on it. Wait a sec. Our lives actually depend on it. 

    “The triangle of education at the foundational level is knowledge transmission and acquisition. This is followed by the skills and then character,” the Town Hall moderator, John Kimotho stated. “But in 2050, the foundational level will be character.”

    2050 sounds strangely familiar, right? If not, let me refresh your memory. The year 2050 is precisely when Africa’s young population will have peaked. 

  • Coding as a life skill for children

    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.

  • Learning Out Loud with PICO

    Learning Out Loud with PICO

    By Fidelis Makhambala

    The Learning Out Loud sessions were a favorite among participants of the EdTech Summit 2023, organized by EdTech East Africa and sponsored by Mastercard Foundation, EdTech Hub, Oracle Academy, and Amazon Web Services. It was an opportunity to dive into real-world situations and exercise creativity in solving challenges. In this case, they were grouped into teams and told to picture themselves in charge of an organization that offered education to children in marginalized communities. 

    They were to come up with ways to increase enrolment and attendance among school children. It was an immersive experience. The excitement was in working against the clock to come up with the best viable ideas. Great suggestions were presented, ranging from developing cheaper, entry-level learning devices to rewarding the most engaged parents. It was a fun way to learn and be involved. 

    After every team had presented, participants were eager to listen to the main presentation. Partly to find out whether their ideas would work in real life and out of new-found appreciation for the environment PICO was operating. 

    Pastoralists Integrated Concerns Organization (PICO) is an indigenous community-based organization that seeks to address issues affecting the pastoralist communities within Kajiado County, such as climate change, education, and social empowerment. 

    Jeremiah Kutanya co–founded the organization in 2018 as a response to the challenges he had faced during his younger years while taking care of his parents’ livestock. He often had to skip school whenever it fell on him to take them out for grazing and watering. As if this was not enough, his journey to school involved a 20km round-trip, leaving him too exhausted to concentrate on his learning. He would wake up as early as 3 a.m. to just make it to class on time. Not to mention the risk of meeting wild animals that roamed freely in those parts. He vowed to help children facing the same situation if he ever got the chance. PICO uses best practices and accessible technology in its activities. 

    PICO employs the TaRL learning method to improve literacy and numerical skills. This is carried out in a fun way using locally available materials. Organizations such as Naconect, Grica Kenya and Keep Kenya Learning (KKL) help provide tech-enabled educational resources. 

    Community Learning Centers and Child Safety 

    Before kicking off, PICO had conducted a survey to understand the issues that impeded the learning of school-age children. The survey revealed that the children traveled an average of 10 kilometers to school, leading to lateness and poor concentration from fatigue. 

    In some cases, parents opted to keep the children at home and tasked them with herding cattle until they were old enough to undertake the journey to school. Explaining the effect of late enrolment, Jeremiah said, “Being in class with younger pupils affected the children’s learning attitude and subsequent performance.”

    PICO has established Community Learning Centers close to where the children live. The education programs cater to learners from grade 1 to grade 5. This is because foundational education is critical for the overall academic success of the child. PICO works with five primary schools and one secondary school, which then enroll these learners and transition them into the formal learning system. The schools also register them into the National Education Management Information System (NEMIS).

    The Community Learning Centers help retain the children within the education system. Whenever a child missed classes for two consecutive days, the team visited the child’s home to understand the reasons behind his/her absence. They would then provide the necessary support to ensure learning resumed. In cases of teenage motherhood, PICO ensures the learner can continue with her studies after giving birth. To equip untrained teachers with pedagogical training and learning strategies, the organization runs radio programs under the Pastoral School concept.

    PICO maintains a community library equipped with laptops, tablets, and books donated by the locals. Sitting areas are furnished with cowhide, which is used by learners during study sessions. Volunteers are on hand to assist in training.

    Keeping Parents Engaged 

    Parental involve­ment boosts the child’s well-being and confidence, which are essential for success. As KICD states, the engagement of parents creates an enabling environment for the school to build on. Working in conjunction with Naconnect, PICO created a handbook for parental engagement programs that provide skills for learning at home. 

    Parents are empowered through providing basic training that allows them to access educational content using feature phones. Content is sent to them based on the learner’s level. This training equips parents to differentiate various types of messages they receive on their phones, enabling them to support their children’s learning. Learners earn performance points redeemable through cash.

    Engaging parents was not without hitches. Occasionally, a parent would be reluctant to let his child attend classes when he could be at home helping out with the chores. Negotiation would then be required, with an agreement reached on the number of hours that would be set aside for learning.

    Use of Volunteer Teachers

    The Community Learning Centers are manned by volunteers with a minimum of high school education. They are then trained in the TArL methodology. Criteria for selection are a demonstrable passion for service and a commitment to work for a specific period. The latter is to prevent disruption of learning should the young volunteer leave unexpectedly.

    Lessons into The Future

    The learning-out-loud session proved to be an eye-opener on the challenges faced by pastoralist communities in accessing education. By empowering parents, better learning outcomes are achieved. Parental engagement is an essential component in sustainable learning among pastoral communities.