Kenya: connectivity at scale and the classroom work that follows

The context

Kenya’s Last Mile Connectivity of Schools programme is connecting public primary schools across multiple counties. Reported benefits include access to digital content, virtual laboratories, teacher integration of digital tools and inclusive resources for children with disabilities.

What the public evidence shows

• Connectivity is targeted toward underserved communities.
• Teacher integration is tracked alongside learner reach.
• Inclusive resources are part of the programme.
• The programme has a defined national scale target.

What Asmbly takes from the case

Asmbly should treat connectivity as an opportunity to reduce teacher friction, not as permission to add more online tasks. The value proposition must be clear even when access is shared or intermittent.

What cannot be assumed

Connected schools still vary in device availability, class size and teacher readiness. Reach statistics should not be read as equal depth of use.