How students in rural Kenya are discovering science through hands-on learning

When Kenya's Competency-Based Curriculum introduced junior school grades in primary schools, the challenge became even greater. Schools needed access to science equipment, trained teachers and stronger support systems to deliver the practical learning at the heart of the new curriculum, particularly across science, technology, engineering and maths (STEM) subjects.

To help meet some of those needs, Concern launched the STEM Education Project, with funding from global technology company Datatec. The initiative provides schools with mobile laboratories and practical science resources, and supports teachers to deliver more engaging STEM lessons.

So far, the programme has reached 3,420 students, including 1,782 girls and 1,638 boys in 16 junior schools, across Marsabit. 

The project began by supplying schools with mobile laboratories, integrated science kits and access to digital learning tools.

In a county where only 17% of schools have access to well-equipped laboratories, the provision of microscopes, chemicals, glassware, anatomical models and electrical equipment has opened up entirely new ways of learning.

For Grade 9 student Dartu from Sessi Junior Secondary School, the mobile laboratory has changed the way she experiences science.

"When our school received the mobile lab, we finally got to test for starch in a leaf instead of just reading about it," she said.

"We boiled the leaf, placed it in alcohol, and then added iodine solution. Watching the leaf turn blue-black was exciting because it proved that plants really make and store food through photosynthesis. For me, it was the first time science felt like discovery, not just memorising notes," said Dartu.

Galm, a Grade 9 student at Anona Junior Secondary School, said the resources have improved his class’s understanding of scientific concepts.

"We used to only draw circuit diagrams on the chalkboard and exercise books, but now with the science kits we can connect wires, bulbs and batteries ourselves,” he said.

"When the bulb lit up, the whole class cheered. It was the first time I realized electricity is not just theory – we can make it happen with our own hands," said Galm.

For many students, it was the first opportunity to work with real laboratory equipment rather than relying on textbooks or improvised materials.

The project has also invested in teachers, equipping them with the skills to make lessons more practical and inclusive. STEM teachers attended workshops delivered by the Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA), exploring student-centred teaching approaches and techniques for creating more engaging classrooms.

A Knowledge, Attitudes and Practices (KAP) survey found that teachers who completed the training showed a strong understanding of methods that encourage students to investigate ideas and learn through projects. The survey also reported greater use of technology and a stronger commitment to student-centred teaching.

At Somare Junior School, maths teacher Joseph Ndune introduced GeoGebra, a free online maths platform, to teach graphing inequalities. By helping students visualise mathematical concepts, the digital learning tool has made a challenging topic easier to understand while increasing classroom engagement.

These changes are already translating into stronger results. Assessment data from participating schools shows that most of them improved their integrated science performance between 2024 and 2025, with three schools recording particularly significant gains.

In many project schools, more than 60% of students met national expectations in integrated science assessments. More than half of students who completed the 2025 Kenya Junior School Education Assessment also chose STEM pathways for senior secondary school.

Students have also gained confidence beyond the classroom through Marsabit's annual science fairs.

In 2025, more than 5,500 students from 26 schools in the county participated under the theme Using STEM to Drive Towards a Sustainable Future. Their projects tackled everyday challenges, from producing biogas from cow manure to developing soil moisture sensors for monitoring drought, water-level detectors for tanks, plastic recycling systems, renewable energy models and reusable sanitary pads for women and girls.

As projects progressed through school, sub-county and county competitions, students demonstrated not only scientific knowledge but also teamwork, communication and problem-solving skills. Finalists showcased innovations including an automatic egg incubator, a hydropower model, a solar-powered home energy system and a mini wind turbine.

Girls accounted for around 70% of competitors at county level. Project schools Tiigo, St. Mary's and Kalacha went on to represent Marsabit at the Young Scientists Kenya National Science and Technology Exhibition in Nairobi alongside students from all 47 counties.

The project's impact has extended beyond the classroom to involve parents and attract additional funding.

School boards received training in governance, accountability and school improvement planning, strengthening parental engagement and helping schools attract additional financial support. As a result, some boards have secured funding for textbooks, computer equipment and infrastructure upgrades, including repairs to a solar power system at a girls' boarding school.

The programme's success has also attracted further investment from other donors, as well as Datatec, enabling it to expand from 16 to 27 schools.

Implemented in close partnership with Kenya's Ministry of Education, the project aligns with national education priorities while helping build long-term sustainability.

Many schools across Marsabit still lack adequate laboratories and digital learning resources. Even so, the STEM Education Project demonstrates what is possible when practical learning is matched with teacher development and community support.

As Kenya continues rolling out the Competency-Based Curriculum, initiatives like this are giving young people in one of the country's most underserved regions the skills, confidence and experience to pursue future opportunities in science, technology and innovation.

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