As Kenya joined the world in marking World Youth Skills Day, attention turned to whether young people are acquiring the skills required to thrive in an increasingly digital economy. At the national celebrations, one message stood out, preparing a digitally skilled workforce cannot begin at university or at the point of employment. It must start with strong foundational learning.
This perspective shaped the high-level panel discussion, Unlocking Digital Talent for the Labour Market, which brought together representatives from government, industry, academia and development organisations to explore how digital skills can expand opportunities for young people and prepare them for the future of work.
Representing Mizizi Elimu Afrika, Manager, Research, Dr Charles Gachoki joined panelists from Huawei Kenya, KEPSA, RCM College, M-Lab East Africa and Pamoja for Transformation. He challenged stakeholders to reconsider when digital learning should begin.
“As much as our organisation is primarily focused on foundational learning, I am interested in this because digital skills should begin at the foundational level, not at the other end of the spectrum,” he said.
Discussions about artificial intelligence, digital innovation and emerging technologies often focus on higher education, employment and entrepreneurship. However, the ability to engage confidently and responsibly with technology is built much earlier.
Children first need strong literacy, numeracy, critical-thinking and problem-solving skills. These provide the foundation upon which more advanced digital competencies can be developed. Teachers must also be adequately prepared to help learners understand and use technology effectively, safely and responsibly.
“The goal of building digital skills in foundational learning is not to turn every eight-year-old into a programmer or software engineer. It is to make them fluent, critical and confident with digital tools so that, by secondary school, they can choose a career path and already have the baseline skills to build on,” Dr Gachoki explained.
The panel also highlighted the need for stronger collaboration among education institutions, government and industry. Such partnerships can help ensure that what young people learn is responsive to the demands of a rapidly evolving labour market.
Huawei Kenya’s Michael Kamau encouraged young people to complement their academic qualifications with industry certifications and practical experience.
“The individual who is able to go beyond their academic qualification and engage with the industry they want to work in will have a place in the future,” he noted.
Other panellists highlighted emerging opportunities in areas such as cloud computing, artificial intelligence, business process outsourcing and online work. They encouraged young people to take advantage of government-supported digital-skills programmes and industry partnerships designed to strengthen employability.
However, access remains unequal. Limited digital infrastructure, particularly in rural and underserved communities, risks excluding many young people from these opportunities. Addressing this divide will require sustained investment in infrastructure, relevant teacher development and partnerships that connect classroom learning with practical opportunities.
Mizizi Elimu Afrika partnered with Nation Media Group for the Skill Up Africa event, held as part of the national World Youth Skills Day celebrations at the Kenyatta International Convention Centre (KICC). Under the theme Future Skills, Innovation and Opportunity for Kenya’s Youth, the event reinforced the importance of equipping young people to participate meaningfully in a changing economy.
For Mizizi Elimu Afrika, the message is clear, Kenya’s digital future begins long before young people enter the labour market. It begins in classrooms where children acquire the foundational skills, confidence and curiosity they need to learn, adapt and thrive.
