Kenya Seeks AI Curriculum Experts in World Bank-Backed School Digital Literacy Drive

ICT Authority invites education consultancies to help integrate digital skills into the Competency-Based Curriculum, with gender inclusion and artificial intelligence experience among the requirements.

Kenya is seeking specialist firms to help bring digital literacy and artificial intelligence skills into its school curriculum, as the government steps up efforts to prepare learners for a technology-driven economy.

The Information and Communications Technology Authority (ICTA) has invited consulting firms to express interest in an assignment to integrate digital literacy into the Competency-Based Curriculum (CBC), with a focus on gender-inclusive learning.

The consultancy is being undertaken through the Kenya Digital Economy Acceleration Project (KDEAP), a government programme supported by the World Bank to expand digital access, strengthen skills and improve participation in the digital economy.

According to the tender notice issued on Tuesday, October 13, interested firms must demonstrate relevant education-sector experience, technical expertise and the capacity to deliver the assignment. Experience in developing artificial intelligence curricula is also among the requirements outlined in the notice.

The selected firm will have 40 calendar weeks from the start of the contract to complete the work.

The assignment marks another step in Kenya’s effort to prepare learners for a future in which digital skills are increasingly important. However, the immediate task is to develop a curriculum approach that can be used in schools, rather than a direct announcement of new devices or funding for individual institutions.

What the new consultancy will cover

ICTA wants the selected consultant to work with the government on integrating digital literacy into the CBC through strategies that take gender differences into account.

The tender notice does not specify the exact subjects or grade levels that will be affected. Details of the curriculum changes will therefore depend on the assignment’s terms of reference and the work undertaken with the relevant education agencies.

Digital literacy can cover a range of skills, including using digital devices, finding and assessing information online, communicating safely, protecting personal information and understanding how technology can support learning.

The additional emphasis on artificial intelligence points to the growing importance of helping learners understand emerging technologies. Depending on the curriculum developed, this could include learning how AI tools work, recognising their limitations, checking generated information and using them responsibly.

The tender also places emphasis on gender inclusion. This matters because expanding access to technology does not automatically mean every learner has the same opportunity to use it.

Differences in access to devices, internet connectivity, digital learning materials and support can affect how learners participate. The consultancy is expected to help the government consider these issues when integrating digital skills into the curriculum.

AI education push gains momentum

The consultancy comes as the government expands its digital learning programme in public junior schools.

On July 11, 2026, Deputy President Kithure Kindiki launched the ICT Integration in 10,000 Junior Schools Project at Kaptarkok Primary and Junior School in Elgeyo Marakwet County.

The programme is designed to expand technology-supported teaching through digital classroom equipment and improved access to learning resources. The Communications Authority of Kenya reported that the initiative would cover more than 10,000 public junior schools.

The launch demonstrated how technology could connect classrooms in different parts of the country. But introducing equipment is only one part of digital education. Teachers also need appropriate training and learning materials, while schools need reliable connectivity and technical support.

The new curriculum consultancy addresses a different part of that challenge: what learners should be taught and how digital literacy should fit into the existing curriculum.

For the programme to deliver lasting benefits, the curriculum, teacher preparation and classroom resources will need to work together.

World Bank project supports Kenya’s digital ambitions

KDEAP is a wider digital development programme implemented by the government through ICTA, with World Bank support.

When the World Bank announced financing of US$390 million for the first phase in April 2023, it said the programme would support wider access to high-speed internet, improvements in education and selected public services, and skills development for the digital economy.

Its education-related work includes support for digital literacy and the development of digital skills among learners and teachers.

The latest consultancy is part of that broader effort. It should not be confused with a separate grant of new funding to schools: the tender concerns specialist services to help integrate digital literacy into the curriculum.

The wider ambition is to ensure that more Kenyans can participate in an economy increasingly shaped by digital services and technology.

For schools, that means preparing learners not only to operate devices but also to understand digital information, make sound decisions online and develop skills they can use in further education and employment.

Firms face strict experience requirements

ICTA has set out several conditions for firms seeking the assignment.

Applicants must be registered consulting firms whose core business is education, with at least five years of relevant experience. They must also demonstrate that they have the technical and managerial capacity to complete the work.

Firms are required to provide details of comparable assignments they have undertaken. These include client names and addresses, the scope and value of each project, and the period during which the work was completed.

The information will help ICTA assess whether applicants have the experience needed to carry out the assignment.

Interested firms have until Wednesday, October 28, 2026, at 10am to submit their expressions of interest, according to the notice.

The deadline is for expressions of interest, which form part of the procurement process. It is not the date when the new curriculum is expected to be introduced in schools.

What the project means for learners

The success of the initiative will ultimately depend on whether the curriculum changes can be translated into meaningful classroom learning.

That requires more than adding digital terminology to lesson plans. Teachers need clear guidance, suitable learning materials and the confidence to teach the skills expected of learners.

Schools also need to be considered in their different circumstances. A school with reliable internet access and sufficient equipment may be able to offer practical digital lessons more easily than one facing shortages of devices or electricity.

Gender inclusion will also need to be reflected in how the curriculum is designed and delivered, so that all learners have opportunities to develop digital skills.

The government has already begun expanding digital learning infrastructure in junior schools. The next challenge is ensuring that the technology is matched by relevant content and effective teaching.

For Kenyan learners, the value of the new consultancy will not be measured simply by the completion of a report. It will depend on whether the resulting curriculum helps them use technology confidently, understand the risks and opportunities of artificial intelligence, and prepare for a changing world of work.

About the Author

Maureen Onyango is a journalist passionate about storytelling, life coaching and spiritual lessons. She studied at the Kenya Institute of Management and enjoys telling stories that inform, inspire and empower communities.