Strengthening the sustainable development of vocational education and training in Kenya by integrating workplace-based learning and improving the ICT skills of teachers and pupils through the use of solar energy and energy-efficient equipment

Background and Problem

The Kenyan government has introduced a new curriculum called the ‘Competency Based Curriculum’, which offers opportunities for practical work and specialisation at the basic education levels. The curriculum integrates practical learning into the country's education system.

In 2017, a further reform of the country's education system replaced the previous 8-4-4 system with the current 2-6-3-3-3 system. This comprises two years of pre-primary education, six years of primary school, three years of lower secondary and three years of upper secondary education, as well as three years of university education.

The reform placed emphasis on the need to incorporate new technologies into learning. In this regard, building digital competences among learners and teachers remains an important priority for the Kenyan government. The DEVISE4KE project responds to this need not only by investing in ICT infrastructure but also by closing the most important training gaps and supporting teachers and learners in expanding their digital competences. It also promotes work-based learning through learning and work tasks at the participating schools. The project team has carried out a detailed ICT needs analysis of the selected schools and a comprehensive analysis of industry's ICT requirements and the associated skills of learners making the transition from school to the world of work. On the basis of the findings obtained, and in line with the government's educational policy focuses and priorities, solutions are being developed for a digital transformation of the participating Kenyan educational institutions. These include, for example, the installation of photovoltaic systems to ensure a reliable electricity supply for the ICT equipment to be installed at the schools in a subsequent step. A comprehensive training programme to build competences among learners and teachers is also planned.

Research question

• What digital competences (with reference to DigComp and DigCompEdu) do students and teachers in Homa Bay possess?

• What competence needs do local companies in Homa Bay see for their workforce (technical, social, methodological and digital competences)?

• How can such competences be fostered through learning and work tasks?

Approach

In DEVISE4KE, three secondary schools with VET classes in a rural region of Kenya are being equipped with photovoltaic systems and low-energy IT devices. Through these measures, together with teaching and learning activities for teachers, the aim is to enable digitally supported, competence-promoting and work-based learning for the students on site.

To answer the research questions, a design-based research (DBR) approach was chosen for the research design. The ICT competences of students and teachers were identified using standardised questionnaires, which also contained some open questions. Company surveys were conducted using semi-structured qualitative interview guides. A conditions analysis at the schools took the form of a visit by the German research team in collaboration with Rongo University and included expert interviews with the school management.

Results

The following key results will be produced over the course of the project:

• Equipping the VET schools with photovoltaic systems (for a reliable green energy supply) and energy-efficient devices (for digital learning/teaching, e.g. Raspberry Pi, tablets, projectors, mobile phones and servers).

• Introduction of work-based learning (digitally supported learning and work tasks) by referencing authentic work processes in the curricula.

• Strengthening the link between the school-based VET system and industry.

• Establishment of a self-sufficient learning environment for digital teaching in schools, even without an internet connection.

• Delivery of innovative teaching and learning training activities for teachers and other local stakeholders, as well as multiplier events.

• Recognition by the Kenyan Ministry of Education of two of the teacher training modules developed.

Dissemination and Transfer Activities

Dissemination activities to date have comprised the participation of the Spanish colleagues in two EU project events organised by TKNIKA in the Basque Country and the ITB's participation in the NordYrk Conference in Iceland from 3 to 6 May 2024. The Kenyan partners presented the results at a conference hosted by the university and at a DAAD conference in Nairobi. At ECER 2025, the ITB and Warnborough College will present new project results. In addition, regular updates are published on LinkedIn, the project website and Facebook.