People in the Loop: How Kenya Is Leading the Way on Evidence-Driven and Participatory EdTech Policy-Making 

Key Highlights

• For education policy to be truly effective and impactful, it must be deeply rooted in the voices and perspectives of those it intends to serve.
• The participatory approach ensures that the policy evolves in a way that truly addresses the needs and aspirations of the Kenyan education system.
• Direct engagement of policymakers in these discussions is laying the groundwork for the buy-in and shared ownership of policy implementation among members of the EdTech ecosystem.

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Policy evolution, at its heart, is a dynamic process. It’s not a static document etched in stone but a living framework that adapts and refines itself based on real-world experiences and evolving needs. 

For education policy to be truly effective and impactful, it must be deeply rooted in the voices and perspectives of those it intends to serve. This is where the concept of “people in the loop” becomes paramount, ensuring that the insights and experiences of stakeholders directly inform the ongoing development and implementation of educational strategies.

A new model for policy development

In Kenya, a compelling example of this principle in action is the collaborative work between the Ministry of Education (MoE) and our team at the EdTech Hub, a global research partnership empowering education leaders to make evidence-based decisions about the use of technology to improve teaching and learning. Together, we are championing a participatory approach to the evolution of the ICT in Education and Training Policy 2021, recognising that a policy crafted in isolation risks being out of sync with the realities on the ground. 

Our efforts to actively engage a diverse range of stakeholders—from teachers and school leaders to entrepreneurs and community-based organisations—underscore the vital role of inclusive consultation in shaping effective educational futures.

With the MoE’s Directorates of Policy, Partnerships and East African Community Affairs, Junior School Education and ICT, we have co-designed and co-facilitated a series of workshops at regional EdTech Summits, hosted by EdTech East Africa in partnership with EdTech leaders from the local communities. These summits, held in the Pwani region (Mombasa), the Central region (Meru) and the Frontier Counties (Garissa), have served as vital platforms for bringing together a rich tapestry of voices. 

Teachers have shared their experiences integrating technology in classrooms, school leaders have offered insights into the practicalities of implementation, entrepreneurs have showcased innovative solutions, and community-based organisations have highlighted the unique needs of their local contexts. Researchers, too, have contributed their expertise, ensuring that policy discussions are informed by evidence and data.

What the summits revealed

These regional summits are not mere talk shops; they are carefully structured consultation workshops where the policymakers from the Ministry of Education gain a direct line to the evidence emerging from the ground. 

From the regional summits, we discovered that;

• There is a disconnect between the ICT in Education and Training Policy 2021 and the experiences of practitioners on the ground. Notably, only 1 out of 100 participants at the Pwani Summit and 2 out of 60 in the Central Summit reported having heard of the 2021 policy, and none had read it. This starkly illustrates the gap between national policy formulation and grassroots implementation. 
• Practitioners are unable to effectively leverage the government’s intended goals and resources as outlined in the policy, leading to fragmented implementation of ICT interventions and diminished impact of investments in this area. By actively listening to lived experiences of ICT integration in classrooms in diverse contexts, policymakers gain a firsthand understanding of the challenges and opportunities associated with the ICT in Education and Training Policy 2021. This direct engagement ensures that policy evolution is not based on abstract theories but on the tangible realities of implementation, fostering a more responsive and effective policy framework.
• Direct engagement of policymakers in these discussions significantly increases the buy-in and ownership of policy implementation among the practitioners and the EdTech ecosystem. This interaction validates their voices and experiences, lending credibility to their contribution and strengthening the legitimacy of the policy itself.

We have one more planned regional summit in Western Kenya (Kisumu) to ensure we reach diverse communities and ensure that a wide spectrum of perspectives informs the policy’s ongoing development.

Aligning development partners

Beyond regional consultations, we have also extended our engagement to the broader ecosystem of education development partners. A dedicated stakeholder consultation within the Education Development Partners Coordination Group (EDPCG) EdTech sub-group has provided a platform for aid organisations, philanthropic donors, Big Tech companies and international non-governmental organisations (INGOs) to contribute their insights. 

These partners often play a significant role in supporting the implementation of educational policies, and their perspectives on the ICT in Education and Training Policy 2021 and its progress to date are invaluable for ensuring alignment and maximising impact. This inclusive approach recognises that effective policy evolution requires collaboration across all actors within the education sector.

Furthermore, we are committed to ensuring that the wealth of evidence generated through these consultations is systematically integrated into the policymaking process. To this end, we are actively working with Innovations for Poverty Action (IPA) to incorporate the emerging findings into the Kenya Education Evidence Hub (EEH). This crucial mechanism within the MoE serves as a central repository for research, data, and insights relevant to education policy. 

By channelling the evidence gathered from stakeholder consultations into the EEH alongside traditional literature reviews, previous and peripheral policy analysis, and synthesis of public education data, the MoE is strengthening its capacity for evidence-based policy creation, evolution, and implementation. This ensures that future policy decisions are informed by both rigorous data and the lived experiences of those most affected.

Toward a more grounded, inclusive policy future

The collaborative efforts between the Kenyan Ministry of Education and EdTech Hub serve as a powerful illustration of the ’people in the loop’ principle in action. By prioritising inclusive and meaningful engagement with a diverse range of stakeholders, we are fostering a more responsive, relevant, and ultimately more effective ICT in Education and Training Policy. 

This commitment to actively listening to and learning from teachers, school leaders, entrepreneurs, community members, researchers, and development partners ensures that the policy evolves in a way that truly addresses the needs and aspirations of the Kenyan education system. As the policy continues to be shaped by these ongoing dialogues and the evidence they generate, it holds the promise of a more equitable and technologically empowered future for Kenyan learners. 

The journey of policy evolution is a continuous one, and by keeping the ‘people in the loop,’ Kenya is paving the way for educational policies that are not only well-informed but also deeply rooted in the realities of the nation. We encourage our partners from the public and private sectors to join us on this journey, reflecting on their own practices and embracing a participatory approach to strengthen their work.