Looming gap in online skills threatens Kenya’s growing digital economy

Kenya may not have enough digital skills to drive the growing digital economy and ecosystems even with universities and other higher education institutions churning out computer science graduates each year, a recent white paper by the Africa Centre for Technology Studies has warned.

According to the document, computer science graduates from local universities are finding it hard to secure jobs, especially in start-ups and local companies affiliated to foreign firms.

“It has become necessary for me to undertake further courses before I can be comfortable in my current job. The digital world seems to be changing fast for academic institutions to catch up and graduates should be prepared for this shock,” observed Davis Makori, a 2021 Computer Science graduate from a local university who had struggled to find a placement before getting his first job in a start-up recently.

The white paper, which was released in partnership in partnership with Huawei and the United Nations Educational, Scientific and Cultural Organisation (Unesco) ICT talent cultivation for Kenya’s digital economy, policy makers should be alarmed by low digital skills availability considering Kenya’s growing digital economy.

Economic projections show that by 2026, the digital economy will contribute 25 per cent of Kenya’s Gross Domestic Product (GDP). In Africa alone, it will contribute only 5.2 per cent.

Millions work online

The apparent growth of the digital economy has not escaped the eyes of global firms, such as Google, Microsoft, Facebook and others, which have in recent years made Nairobi their African headquarters.

Projections also show that by 2030, over 50 per cent of jobs in the Kenyan market will require some level of digital skills to execute.

According to the paper, the country’s demand for digital skills i1n the job market is expected to be comparatively higher than other African countries.

A study conducted by the Kenya Private Sector Alliance (KEPSA) in 2021 revealed that at least 1.2 million Kenyans work online, earning an average of Ksh 20,773, highlighting the role digital skills played to boost earnings of young people especially during the Covid-19 restriction period.

On its part, the National Study on Digital and Digitally Enabled Work in Kenya, which was commissioned by the Ministry of Information , Communications and Technology (ICT) , revealed that the majority of online workers at 461,523 are digital marketers followed by website articles and academic writers at 266,402 and 168,022 respectively.

The white paper noted that the academic institutions are to blame for the dearth of digital skills.

“Kenya’s education system is extremely theoretical. Holders of ICT-related academic credentials are unaware about how to practically use their skills. In addition, there is minimal collaboration between universities and the industry,” observed the paper.

According to the paper, to resolve the looming digital skill predicament, key industry players need to get together and collaborate.

Learning institutions should also use more practical approaches to teaching ICT-related courses.

In addition, the government should offer national and institutional support to coordinate establishment of meaningful institution-industry partnerships.

Last year, the Kenya government launched a programme to train 20 million youths in digital skills as outlined in the Kenya National Digital Master Plan.

The then ICT cabinet secretary Joe Mucheru noted that the aim of the programme was to have digitally skilled citizen by equipping them with competences and expertise required for the digital economy and bridge the digital gap.

The government also recently announced plans to introduce coding in schools to boost future prospects for primary and secondary school students.

Technology firms such as Microsoft are also filling the gaps in skill availability set.

 Recently, Microsoft announced the launch of its global skilling programme in Kenya with the goal of increasing access to digital and foundational skills.

 Launched in June 2020, the programme has reached over 80 million globally offering digital skills. In Kenya, the global skills programme has impacted an estimated 189,000 people, with 4,471 Kenyans completing the Learning Paths through the initiative.

The courses allow learners to get skills, technology and opportunities they need to succeed in a changing economy.

“Digital transformation has accelerated across all industries, resulting in the creation of new tech and tech-enabled jobs and driving economic growth,” observed Phyllis Migwi, Microsoft Kenya Country Manager during the launch.

Migwi said the training prepares learners for tech and tech-enabled roles with new learning paths and certificates for some of the most in-demand roles in the digital economy, including administrative professional, project manager, business analyst, systems administrator, software developer and data analyst.

But more investment is needed to prepare for a versatile digital economy, according to Unesco.

Crosshead

Nations are now being called upon to accelerate attainment of these areas to give their students an edge in the coming years.

 Learners should also get skills on climate change and its impact on their lives, according to Ms. Audrey Azoulay, UNESCO’s Director General, speaking during the TES summit held at UNESCO headquarters in Paris, France.

 A high-level steering committee on Sustainable Development Goal Four on education, convened by Unesco last month called on world leaders to endorse green and digital transitions, advance gender equality, foundational learning, education in crisis contexts, and equitable and efficient education financing.

 “Ensuring calls to action are translated into concrete plans, nations should create new indicators measuring green and digital education at the national level, as wells as benchmarking by setting national targets on both,” observed Azoulay.

According to the action plans, countries could measure how many schools are green-accredited, and the extent to which national laws, policies and standards cover climate education.

On digital transformation, countries could measure the extent to which every school and child is connected to digital solutions.