The 64th Kenya National Drama and Film Festival in Nyeri is exposing a growing digital divide in Kenya’s education system, as technology-driven performances increasingly overshadow entries from rural schools.

What is meant to be a celebration of creativity has, in many ways, become a contest of technological capability. Schools with access to modern equipment, reliable internet, and technical training are commanding the stage, while their counterparts from rural areas struggle to keep pace.

Digital interaction

At the centre of this shift is the Competency-Based Education (CBE), which emphasises digital integration, multimedia production, and innovative presentation.

While the model is designed to nurture creativity and practical skills, its heavy reliance on technology is now raising concerns about equity in national competitions.

As performances enter the second day, the contrast is striking. Well-resourced institutions are presenting polished productions enhanced with digital backdrops, advanced sound design, and film elements.

Meanwhile, many rural schools limited by inadequate infrastructure are forced to rely on traditional staging, putting them at a clear disadvantage.

Despite these disparities, the festival is also offering a glimpse into the promise of CBE when effectively implemented.

Learners are increasingly using the stage to engage with real-world issues, producing performances that go beyond entertainment to address governance, climate change, mental health, and social justice.

The integration of technology has enabled students to tell richer, more dynamic stories, blending creativity with critical thinking and innovation.

Among the standout performances is that of BuruBuru 1 Comprehensive School, which impressed judges in the newly introduced video category.

Their production, “Mazingira”, brought together Grade 5 and 6 learners in a powerful, child-centred piece addressing environmental degradation and climate change.

Presented through a digital format, the performance highlighted how CBE is reshaping classrooms, placing learners at the centre of storytelling while equipping them with skills to tackle global challenges.

Speaking at Kagumo Teachers Training College, trainer Clarkson Ochieng Okatch said the project was designed to make environmental conservation relatable to young learners.

“We are here at Kagumo Teachers Training College with an item under the video class, which is a new genre introduced this year. Our video song ‘Mazingira’ was composed and performed by Grade 5 and 6 learners, focusing on the effects of environmental degradation and climate change,” he said.

He noted that the video format allowed students to communicate their message more effectively while instilling a sense of responsibility for protecting the environment and future generations.

“We are trying to highlight that as human beings, we can take care of the environment in such a way that we preserve our future generations. If we destroy the environment today, then we are going to destroy the next generation. The video format allowed learners to communicate their message creatively and effectively,” he said.

CBE era

In a separate but equally thought-provoking performance, Adonai Growland Schools turned the spotlight on parenting in the CBE era.

Their live TV broadcast piece, “The Voice of a Child”, challenged parents to support rather than dictate their children’s career paths.

The production underscored a key principle of CBE nurturing individual talents and competencies.

Trainer Susan Makale said the performance reflects real-life experiences where children are often pushed into predefined professions, at the expense of their passions.

“Our school was presenting a live TV broadcast about the voice of a child. Our main aim was to let parents and the world understand that in this CBE era, they are supposed to allow children to practise their competencies,” she said.

Adding a powerful personal touch, performer Beulyn Schola incorporated a real-life success story into the production, inviting a guest who defied parental pressure to pursue his dream and now thrives internationally.

“When children are allowed to do what they love, they will grow with it even as they join senior school, and it will be good for them because they are pursuing what they truly enjoy. Empowering learners is key to the success of competency-based education,” she added.

As the festival unfolds, it presents a dual narrative, a powerful demonstration of innovation and the potential of CBE and also a stark reminder that unequal access to technology could undermine its promise.