RE: RE: Petition Regarding The Monopolization Of The Robotics Category At The Kenya Science And Engineering Fair (KSEF) And The Exclusion Of Affordable, Open-Source Educational Robotics Platforms
Fred Sagwe
Subject: Petition Regarding The Monopolization Of The Robotics Category At The Kenya Science And Engineering Fair (KSEF) And The Exclusion Of Affordable, Open-Source Educational Robotics Platforms
Dear Margaret Njaggah,
The Robotics Society of Kenya (RSK) respectfully petitions the Kenya Science and Engineering Fair (KSEF), under the Ministry of Education, and draws the attention of the National Assembly to the following urgent concerns regarding the current management of the Robotics category within KSEF.
1. Background and Mission of RSK
The Robotics Society of Kenya (RSK) is a grassroots-driven, nonprofit organization dedicated to using robotics, artificial intelligence (AI), and STEM education as tools for sustainable development, digital inclusion, and youth empowerment. Registered in Kenya, RSK operates across schools, informal settlements, rural communities, and public institutions with a special focus on equity, disability inclusion, and digital transformation
2. Exclusive Use of LEGO Robotics Kits at KSEF
KSEF, a flagship co-curricular event under the Ministry of Education, has consistently restricted the Robotics category to the exclusive use of proprietary LEGO robotics platforms, namely LEGO Mindstorms and LEGO Education SPIKE. This single-sourcing practice has created a monopolized environment where more affordable, open-source alternatives are excluded or outright prohibited.
3. Financial Inaccessibility and Equity Barriers
LEGO robotics kits cost approximately Kshs 85,000 per unit—rendering them unaffordable for the vast majority of Kenyan public schools. The exclusion of cost-effective, open-source platforms such as:
● Arduino (Kshs 7,000)
● Raspberry Pi Pico (Kshs 1,500, locally manufactured by Gearbox Kenya & Gearbox Europlacer)
● BBC Micro:bit (Kshs 7,000)
unfairly limits participation and deepens inequalities in access to STEM and robotics education.
4. Discontinuation of LEGO Mindstorms
As of October 2022, LEGO officially discontinued the Mindstorms product line in favour of SPIKE Prime and SPIKE Essential—both of which are incompatible with legacy systems and increase costs for schools attempting to adapt.
5. Lack of Government Support for Robotics Clubs
Unlike other co-curricular activities such as music, drama, and sports, robotics clubs receive no structured policy or financial support from the Ministry of Education. This hinders their growth and limits national competitiveness in STEM education and innovation.
6. Importance of Inclusive Robotics Education
Robotics clubs are critical for nurturing creativity, innovation, and digital skills in students. They introduce learners to STEM, AI, data science, and IoT in engaging and practical ways—fostering soft skills such as collaboration and problem-solving. These are the very competencies required for the 21st-century workforce and national development.
7. Curriculum Alignment and National Policy Development
The Kenya Institute of Curriculum Development (KICD) has integrated the Robotics unit into the Grade 7–9 Computer Studies (Computer Science) curriculum under CBE. Additionally:
● RSK has submitted to KICD a proposal for a Prototype Curriculum Framework for Artificial Intelligence, Data Science, Robotics, and Cybersecurity (from primary to university).
● Robotics is foundational to AI and integral to global trends in automation across healthcare, agriculture, manufacturing, and transport.
● Kenya’s digital transformation strategies, including the Digital Masterplan 2022–2032, highlight the need to foster such competencies from an early age.
8. Introducing Robotics into the African Educational Curriculum
The African Union High-Level Panel on Emerging Technologies (APET) asserts that integrating robotics education into African schools can revolutionise learning, empower youth, and drive economic growth across the continent. Educational robotics empowers students to become creators rather than just users of technology, fostering confidence in their digital skills and hands-on engagement with technology. APET acknowledges that Africa is home to a vibrant and youthful population, brimming with untapped potential. Therefore, incorporating robotics into African schools offers a unique opportunity to cultivate these young minds, fostering innovation, technical skills, and economic growth. By providing learners with practical skills and a new perspective, incorporating robotics in the educational curriculum enables them to unlock the innovative potential to address the wide-ranging socio-economic challenges facing Africa.
9. Global Robotics Developments and Benchmarks
● Countries like the U.S., China, and EU are advancing national robotics strategies to drive innovation and economic competitiveness.
● In March 2025, major U.S. robotics companies called for a national robotics strategy.
● China will mandate AI education in schools by September 2025.
● The EU is expected to release a continental robotics strategy in 2025.
●
● President Trump's 2025 executive order aims to bolster AI education for American youth by creating a task force, launching a challenge, and prioritizing AI in federal education grants and research.
● The UAE is implementing a nationwide AI education curriculum for all government school students, making it the second country after China to adopt such a comprehensive policy focused on both technical and ethical AI understanding.
10. Robotics Markets and Economic Opportunity
● The global humanoid robotics market is projected to grow from USD 1.55B–3.28B in 2024 to potentially USD 371.95B in the coming decades.
● The global industrial robotics market is forecasted to grow from USD 17.78B–87.1B in 2024 to as high as USD 291.1B by 2035. Kenya stands to gain significantly by aligning with these trends through inclusive robotics education.
● Drones are vital robotic technologies with broad applications and a large projected market, thus their recognition as robots is important for policy and education globally. For Kenya, incorporating drones into robotics education using affordable technology can boost STEM skills and drive local innovation across various industries
11. Advocacy by the Robotics Society of Kenya
RSK has been actively involved in national policy development and advocacy, including:
● Submission of the Kenya Computer Science for All Bill, 2025 to the National Assembly.
● Drafting of the Kenya Robotics and Artificial Intelligence Society Bill, 2023.
● Petitioning for inclusion of robotics in the Kenya National Artificial Intelligence Strategy 2025–2030.
● Advocacy for the recognition of CSTA Kenya as a professional development body for CS educators.
● Publishing of critical reports such as “Integrating Raspberry Pi into Kenya’s CBC: Enhancing Computer Science, AI, Chess, and Robotics”
● ”.
● A call for a national conference on the UNESCO AI Guidance for Schools Toolkit.
PETITION REQUEST
In light of the foregoing, the Robotics Society of Kenya (RSK) respectfully requests that:
- The Ministry of Education and KSEF immediately lift the monopoly on LEGO robotics platforms and open the Robotics category to affordable, open-source systems like Arduino, Raspberry Pi, and Micro:bit.
- An inclusive policy be adopted to allow students from underserved schools to innovate using tools that reflect Kenya’s economic realities and local ecosystems.
- Government funding and policy support be provided for robotics clubs, similar to support given to other co-curricular activities like sports and drama.
- RSK be involved as a key stakeholder in reviewing and guiding robotics policies within KSEF and the Ministry of Education.
We urge KSEF and the Ministry of Education to ensure a fair, inclusive, and innovation-driven approach to robotics education—one that empowers all Kenyan students to participate and thrive.
We are available for stakeholder meetings, curriculum discussions, and collaborative pilots to support equitable robotics education across Kenya.
About the Robotics Society of Kenya :The Robotics Society of Kenya (RSK) is a nationally registered non-profit organization (Registration No. R.54783) committed to promoting computing and innovation across institutions and communities in Kenya. Our mission is to drive technological transformation through robotics, artificial intelligence (AI), physical computing, makerspaces, the Internet of Things (IoT), STEAM, chess education, and research.
We work collaboratively with educators, volunteers, industry partners, and sponsors to extend the benefits of emerging technologies to schools, classrooms, and underserved communities—both within Kenya and beyond.
RSK is at the forefront of advocacy, education, and innovation, with the vision of establishing Kenya as a leading hub for robotics and AI in Africa.
Thank you for your time and consideration.
Sincerely,
Signed,
Yours,
Fred Sagwe
Classroom Teacher, Sajiloni Girls Secondary, Co-founder & CEO, Robotics Society of Kenya, and Lead Organizer: Nakuru Scratch Educator Meetups
Email:roboticssoc...@gmail.com
Mobile:+254715949845
