Report: Let's Read — How Tusome Leveraged EdTech to Improve National Learning Outcomes

Executive Summary

A common assumption made in EdTech programmes is that the decision about the choice of technology, be it hardware or software, is the most critical one in determining improved learning outcomes. In practice, however, this decision is only one of many other fundamental factors and questions that need to be explored. The case study discussed in this brief, Tusome in Kenya, presents an example of how technology should serve and not guide national reform programmes. What the Tusome programme and others like it illustrate is that there are many other factors at play. Trust, capacity, and accountability are some but not all of the considerations that can make the difference between adoption or abandonment of an EdTech intervention.

In 2013, the Kenyan government implemented an educational system reform aiming to increase education quality. It is widely known that national reforms to increase education quality take significant time to plan, implement, and realise results. The Tusome programme was implemented in Kenya in an attempt to fast track improvements using EdTech. This programme used tablets to enhance teacher coaching and oversight. Tusome is lauded as an EdTech success story, as it markedly improved national learning outcomes related to children’s literacy, and the use of tablets positively impacted teacher behaviours.

Main Takeaways

1. Tusome was a technology-enabled education intervention that successfully improved national learning outcomes. The programme

leveraged tablets to support teacher coaching.

2. Pedagogy before technology. The Tusome programme focused on improving teaching practice before introducing any kind of technology.

3. Building teacher and stakeholder capacity was central to Tusome’s design and success. The programme not only provided both

pedagogical and technology training but clearly established roles and responsibilities.

4. Fostering trust among teachers and Curriculum Support Officers (CSOs) was a key success factor. Tusome did this through clear, transparent communication, and addressing local needs.

5. The use of tablets supported transparency and accountability, encouraging constructive feedback and shared responsibility.

6. Targeted use of technology. The tablets were not viewed as a silver bullet but instead used as a tool to support a very specific aspect of teacher coaching.