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EdTech Monday Kenya, February 2023 Edition: Mainstreaming Hybrid Learning Models Of Learning In Kenya
Hybrid learning Involves the combination of in-person learning and remote learning and is not necessarily taught in a traditional classroom. It is increasingly being seen as a way of ensuring that all learners can be accommodated in a learning environment that can be in-person or virtual.
Almost 1.13 million children of primary school age (6 to 13 years old) were out of school in Kenya, according to an Out-of-School Children Initiative study conducted in Kenya in 2020. The situation was worsened due to the impact of COVID-19 related school closures, followed by drought in many of the focus counties. As a result, the pandemic became a key catalyst in the adoption of hybrid learning in Kenya. This transition was largely enabled by the proliferation of affordable and capable smartphones as well as other consumer electronics such as radios and televisions to receive educational programming.
EdTech has proven it can make hybrid learning more accessible and inclusive for learners at all levels in Kenya but at the same time its adoption and sustenance require a myriad of factors to be aligned in a way that makes it practical and successful. Key considerations such as access to technology infrastructure and human resources are some of the aspects that play a key role in the enablement of hybrid learning at scale.
Going forward, what are some of the key considerations for educational systems in Kenya to ensure that hybrid learning can be adopted more effectively and ensure its resilience and longevity for learners across all spectrums, geographies, and socioeconomic statuses in the country? What are some of the barriers to making this possible and at the same time what are the key enablers that can ensure its viability in the long term? What sort of fundamental changes need to be made to make hybrid learning accessible to learners in Kenya at scale?
In this conversation, we explored the challenges and opportunities of hybrid learning for learners in Kenya, and what this means for today and in the future. Our panelists were Wanjiku Gathoni, Regional Manager of Impact and Evaluation at Worldreader, Danielle Ochieng’, Education & Research Consultant at Ubongo, and James Kamau Gitiro, HP Idea Fellow, Microsoft Innovative Educator Expert and Teacher at Manyatta Primary School in Laikipia County.
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By Moses KemibaroHybrid learning Involves the combination of in-person learning and remote learning and is not necessarily taught in a traditional classroom. It is increasingly being seen as a way of ensuring that all learners can be accommodated in a learning environment that can be in-person or virtual.
Almost 1.13 million children of primary school age (6 to 13 years old) were out of school in Kenya, according to an Out-of-School Children Initiative study conducted in Kenya in 2020. The situation was worsened due to the impact of COVID-19 related school closures, followed by drought in many of the focus counties. As a result, the pandemic became a key catalyst in the adoption of hybrid learning in Kenya. This transition was largely enabled by the proliferation of affordable and capable smartphones as well as other consumer electronics such as radios and televisions to receive educational programming.
EdTech has proven it can make hybrid learning more accessible and inclusive for learners at all levels in Kenya but at the same time its adoption and sustenance require a myriad of factors to be aligned in a way that makes it practical and successful. Key considerations such as access to technology infrastructure and human resources are some of the aspects that play a key role in the enablement of hybrid learning at scale.
Going forward, what are some of the key considerations for educational systems in Kenya to ensure that hybrid learning can be adopted more effectively and ensure its resilience and longevity for learners across all spectrums, geographies, and socioeconomic statuses in the country? What are some of the barriers to making this possible and at the same time what are the key enablers that can ensure its viability in the long term? What sort of fundamental changes need to be made to make hybrid learning accessible to learners in Kenya at scale?
In this conversation, we explored the challenges and opportunities of hybrid learning for learners in Kenya, and what this means for today and in the future. Our panelists were Wanjiku Gathoni, Regional Manager of Impact and Evaluation at Worldreader, Danielle Ochieng’, Education & Research Consultant at Ubongo, and James Kamau Gitiro, HP Idea Fellow, Microsoft Innovative Educator Expert and Teacher at Manyatta Primary School in Laikipia County.