french translation of : Grassroots Data, National Impact: The ICT Study Opening Doors Across Kenya
Some papers have the power to open doors and shape conversations. One such paper was recently produced in the highlands of Kericho, Kenya — now a testament both to the influence of solid data in advocacy and to the value of sustained local presence through County Education Networks.
“I didn’t know you before, but last year you came to request permission to conduct research in the schools here in Kericho. And today you have brought me the report, and I really appreciate it,” says Judith Chepkorir Chirchir.
She is a member of the County Executive Committee in Kericho, responsible for Education, Culture, and School Services, and a key stakeholder for civil society actors seeking to influence education policies and their implementation in the county. She is also someone with a very busy schedule, yet her door opened when members of the Elimu Yetu Coalition County Education Networks asked to share the final report on the integration of ICT in schools in Kericho and 10 other counties.
“We’d really like our children to be digitally literate, so the integration of ICT learning in schools is a priority to us. It is also an area, though, where we need more knowledge to decide the relevant initiatives, so we are very appreciative of this report and the dialogue with the Elimu Yetu Coalition County Education Network,” says Judith Chepkorir Chirchir.
Where National Policy Meets Classroom Reality
Elimu Yetu Coalition is the national education coalition in Kenya, and the County Education Networks are a structure they’ve had from the very beginning, ensuring the connection between national policy-making and the realities on the ground.
And the current report on ICT integration in schools is a great example.
“The government is advancing new initiatives on ICT integration in education, and as Elimu Yetu Coalition we want to ensure those policies address the realities in schools. To do that, we need insight into the actual challenges and needs schools are experiencing — and we need that information in a form that carries weight with policymakers when we present our recommendations,” says Loise Keingati, Campaigns Officer, Elimu Yetu Coalition.
We do not sit on this information. The children are telling us that this laptop is my future. What are we doing?
Everything we need to.Loise KeingatiCampaigns Officer, Elimu Yetu.
Integration of ICT in schools is a priority to us. It is also an area, though, where we need more knowledge, so we are very appreciative of this report.
Judith Chepkorir Chirchirmember of the County Executive Committee in Kericho
Through this study we finally understood the ICT ecosystem in our schools. With real evidence in our hands, we can now advocate with confidence for solutions that match the reality on the ground.
Valet BiiDirector, Liftorphan Organisation,
member of the Elimu Yetu County Education Network in Kericho.
The County Education Network structure gives us access to training and insights from the other counties and from the national level, so that we can turn the realities we see into evidence or arguments that shape policy.Brenda CheptooCo-founder, Rural Projects Support Facility,
member of the Elimu Yetu County Education Network in Kericho.
What 1,000 Schools Revealed
Members of 10 County Education Networks volunteered to conduct an extensive survey across 1,000 schools — including 100 in Kericho, where Brenda Cheptoo and Valet Bii were among the researchers. Both women are active in local civil society organisations that belong to the Elimu Yetu Coalition, and they believe they gained significantly from the close links to national-level advocacy.
“The County Education Networks are kept informed by Elimu Yetu Coalition about national priorities and developments, and we receive regular training that we apply in our local advocacy work. That is a huge advantage,” says Valet Bii.
In this instance, the volunteers were trained in research design as well as the practical aspects of data collection, and the direct encounters with teachers and students during the many school visits have provided new insights for Brenda Cheptoo and Valet Bii.
“Even though we live in Kericho and went to school here, we were still surprised by what we found. Internet access was rare, electricity unreliable, and many schools had laptops with outdated content because they were never updated or online. We hadn’t considered issues like secure storage of devices, or the fact that even where ICT tools and trained teachers were available, students still struggled — because they have no connectivity at home and little support from parents who are not digitally literate,” says Brenda Cheptoo.
From County Evidence to National Influence
The data from Kericho has been compiled with data from the other participating counties and published in the report, which according to Loise Keingati has already sparked quite some interest.
As in Kericho, the CENs in other parts of the country have used the findings to initiate dialogue with local authorities. And the Elimu Yetu Coalition Secretariat is working at the national level, sharing the data alongside our recommendations.
“The study has also opened entirely new doors — for example to UNICEF, who has shown interest, and to the major Kenyan telecom company Safaricom, who is using the findings to guide its social investments,” says Loise Keingati.
“So yes, this is really a strong example of how the national level has supported the local level to gather knowledge that has been processed by the national level and is now a resource for both national- and local-level advocacy,” she adds.
The ICT study:
UNDERSTANDING SCHOOL DIGITAL ECOSYSTEMS IN 10 COUNTIES IN KENYA
- The research was initiated because a policy was on its way and Elimu Yetu needed knowledge and evidence to influence this policy to have a positive impact on the quality of education.
- The key findings from 1,000 public schools across 10 counties:
• 92% of schools had received digital learning devices.
• Only 68% of schools were effectively utilising the digital devices provided.
• 94.7% of schools had electricity.
• Only 35.5% of schools had internet connectivity. - Among schools with internet access: 81% were using the internet for teaching and learning purposes and 85% reported improved quality of learning outcomes. Teacher ICT capacity remained low, with most schools having only 1–4 teachers trained in ICT. Learner adoption of ICT was high, with 78% of learners actively embracing the use of digital technologies in learning.
- Through the evidence generated, Elimu Yetu Coalition and the County Education Networks developed targeted county advocacy plans to promote digital skills in public schools. The evidence is also being used to inform long-term national policy engagement and guide equitable resource allocation.
- In addition, strengthened networks and partnerships are being leveraged to sustain and scale digital education initiatives across counties, and the project findings are being used to mobilise additional funding and strategic support for expanding digital literacy programmes.
- Data was collected in Kericho and 10 other counties and published in April 2025.
Click to access the study