Kenya, located in East Africa, has a rather complex educational history that has evolved from colonial and missionary influences to the current structure. Initially, digital access and education in rural Kenya were considered segregated. There was a strong focus on serving the interests of the colonial powers and religious institutions rather than being seen as a source for the people of Kenya.

Kenya operates an education system that is structured around a 2-6-6-3 framework. This framework includes no more than two years of “pre-primary,” six years of primary, six years of secondary, which is split into three years of junior and three years of senior secondary and a minimum of three years of tertiary education.

COVID-19 and the Kenyan Education System

Children have had to endure more than what most people would consider a “fair amount” when it comes to the education switches in Kenya during the worldwide COVID-19 pandemic. In 2020, school closures disrupted learning for more than 17 million children. In 2021, it was encouraging to see things seemingly return to normal. With children scoring higher test results and a safe return to school, everything seemed to be back on track.

However, for many of Kenya’s children, the return to school did not coincide with a return to normality. This was mainly due to the learning loss that both younger and rural children experienced in 2020 and because some children have still not returned to school. This resulted in what seemed like a lost hope for learning and education in rural Kenya.

According to an article published by Whizz Education titled “Measuring the Impact of COVID-19 on Learning in Rural Kenya,” it was found that 53% of students show declines in their levels of maths knowledge or “maths age.” The average loss among those students was 13 months, meaning that their maths age had regressed by more than a year from where it was before the start of school closures.

The learning loss was greater in the lower grades than the higher ones, which is most likely why these results were not reflected in exams. Girls were far more impacted than boys. Additionally, much more than their counterparts in richer urban areas, those in poorer rural regions experienced an increase in already existing inequalities. If children lost math skills during school closures, it is safe to assume they also lost reading, writing and other crucial skills.

The Digital Literacy Program

Launched in 2013, Kenya’s Digital Literacy Program (DLP) is a government initiative to integrate digital technologies such as laptops, tablets and projectors. It also includes tools like DLP content servers, digital wireless routers and power solutions, including solar power for off-grid schools. The program’s overall goal is to expand and improve education in rural Kenya.

Kenya’s DLP has connected rural communities in Kenya to a broader variety of information that goes beyond the scope of just Africa. Furthermore, using digital learning tools has increased student engagement in recent years, promoting a more engaging and relevant school environment for students.

This program has also fostered community development by enabling students and residents to participate in various online activities, connect with others and explore economic and educational opportunities.

Looking Forward

To this day, initiatives are being put in place to help Kenya expand its digital access for education. One of these key initiatives is called the National Digital Masterplan. This plan aims to improve digital literacy in schools by focusing on the digital infrastructure, government services, skills development and innovation.

Another key initiative to help Kenya expand its digital access for education is known as the DigiSchool Connectivity Project. This collaborative initiative in Kenya focuses on integrating Information and Communication Technology (ICT) into everyday teaching. Led by Kenya’s Ministry of Education and ICT Authority, also in partnership with UNESCO and Huawei, this project’s goal is to provide safe and reliable internet access to schools all across Africa. It has already been implemented in two phases, connecting approximately 34 schools and six special education schools.

– Simone Sanchez

Simone is based in Huntington, NY, US and focuses on Technology and Solutions for The Borgen Project.

Photo: Flickr