Harnessing Digital Technology for Competency-Based Education in Kenya: The KPLAY Initiative

• In Event: Innovative approaches to improving learning outcomes: Lessons from Kenya, Tanzania and Nepal

Proposal

The United Nations' 2030 Sustainable Development Agenda emphasizes high-quality, inclusive education as essential for global progress. As the world becomes more interconnected and reliant on technology, digital literacy is now vital in modern education. Recognizing this, Kenya has integrated digital literacy into its Competency-Based Curriculum (CBC), which focuses on fostering creativity, problem-solving, and critical thinking.

In response to the CBC, the KPLAY initiative introduced "Learning through Play with Technology," an innovative approach that enhances teaching and learning through digital tools. KPLAY collaborates with national and local authorities to ensure the project's alignment with policy, while also engaging parents through radio programs and play fiestas to promote sustainability.

A key aspect of KPLAY's strategy is teacher retooling. Teachers are trained to incorporate digital skills and play-based activities into their lessons, which improves foundational literacy, numeracy, and social-emotional learning (SEL). The integration of technology in the classroom has transformed learning into a more engaging and meaningful experience for students.

KPLAY has also established communities of practice at the school level, providing continuous support to teachers. System-embedded coaches and Curriculum Support Officers (CSOs) further assist teachers in effectively implementing the CBC, ensuring sustained integration of technology in education. These support structures have been instrumental in building teacher confidence and competence.

So far, KPLAY has impacted approximately 90,000 learners, 309 schools, and over 2,100 teachers. Reports indicate that classrooms have become more vibrant, with students actively engaged in learning through games and technology. A learner assessment showed that over 70% of students were happier with the new methods, leading to a 90% school attendance rate. Technology is now used across subjects like mathematics, English, and science, enhancing critical thinking, language skills, and creativity. An endline assessment is planned for November 2024 to evaluate long-term impacts.

A standout feature of KPLAY's initiative is the integration of coding into the curriculum using platforms like Scratch. Teachers are trained to teach coding and use tools like PowerPoint and Excel to present data and improve their teaching. After-school Scratch clubs have emerged as a popular activity, where students showcase their technological skills, public speaking abilities, and critical thinking.

The success of these clubs has been highlighted in county-level competitions, where students demonstrate their coding skills and learn from peers. These competitions provide a platform for students to apply coding in various learning areas, reinforcing their understanding of CBC’s core competencies. The enthusiasm and creativity displayed by students underscore the effectiveness of KPLAY's approach.

In conclusion, KPLAY's "Learning through Play with Technology" initiative exemplifies how digital technology can enhance education in Kenya. By retooling teachers, engaging parents, and fostering communities of practice, KPLAY is equipping Kenyan students with the skills they need to succeed in an increasingly digital world. The multimodal participatory literacies theoretical framework forms the foundation of this approach, making it a critical part of Kenya's education reform.

Authors

• Briyan Jacob Onyango Musumba, IREX

• Lucy W Maina, International Research & Exchanges Board (IREX)