The Kenya National Examinations Council (KNEC) is set to introduce digital assessments in senior schools starting 2027, a move aimed at integrating technology into teaching, learning and assessments, while preparing learners for an increasingly digital global economy.
According to the Council’s Chief Executive Officer, Dr. David Njengere, KNEC has made significant strides in the successful implementation of e-assessment in teacher-training colleges which has provided essential feedback and lessons ahead of the planned rollout in schools.
“KNEC has successfully rolled out e-assessment in all teacher training colleges examinations. Over 37,000 trainees have graduated over the last three years,” said Njeng’ere.
The CEO stated that council will begin rolling out the e-assessments in senior schools next year to establish its effectiveness and identify areas that may require fine-tuning before it is rolled out nation-wide.
“This strategy not only ensures that all teachers are highly proficient in digital literacy but also provides an opportunity to generate personalized data useful in identifying areas of strength and weakness at trainee, college and national levels,” said Njengere.
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According to Dr. Njeng’ere, these reforms are grounded in the ICT in Education and Training Policy (2021) and the National Education Sector Strategic Plan (NESSP 2023) supported by the Computer-Based Testing Framework introduced in 2023.
He acknowledged that the traditional examination model is increasingly costly, slow and disproportional with the current state of the workplace. He believes that digital assessment will improve efficiency, reduce costs and strengthen data-driven decision-making.
Discourse at the third Annual Educational Assessment Symposium underscored that several students encounter digital systems for the first time during national examinations, affecting performance and widening inequality between well-resourced and marginalized schools.
The symposium noted that digital assessment is designed to develop skills such as digital skills such as digital literacy, adaptability and problem-solving in tech-driven environments.
Njeng’ere affirmed that introducing these systems early in schools helps build learner confidence with digital examinations. Furthermore, he noted that e-assessment has already facilitated remote marking for teacher education exams, significantly lowering expenses related to examiner travel and housing.
The system aims to fast-track result processing through automated grading and digital score tallying, while also supporting personalized learning and early intervention through real-time analytics.
Catherine Masila, the KNEC Assistant Director of ICT, stated that digital assessment is becoming a worldwide benchmark.
“Digital assessment is the new global currency of learning,” she said, adding that real-time data improves policy decisions compared to delayed paper-based systems.
She pointed out that adaptive technologies can enhance inclusion by supporting special needs students through audio-visual and voice-based formats. Additionally, she noted that employers increasingly demand verifiable digital competency records rather than traditional certificates.
Significant hurdles remain regarding insufficient ICT infrastructure, poor typing proficiency among learners and limited teacher training. Issues of cybersecurity, data protection and academic integrity also persist.
To mitigate cheating, institutions are employing the use of lockdown browsers, restricted networks and offline systems that block unauthorised access during exams. Despite these obstacles, KNEC’s digital initiative has grown from a pilot of 45 candidates in 2021 to over 50,000 candidates in 2025 across more than 100 learning institutions.
By Frank Mugwe
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