Laikipia County is a dry place where dust swirls across rough roads and acacia trees give little shade. Children here walk several kilometers to reach school. At St. Peters Withare Secondary School—which has 137 students—learning materials used to be very limited. Pupils often shared textbooks, there were no practical experiments in science lessons, and teachers relied mostly on a chalkboard to explain complicated ideas.
Today, something amazing is happening in the school’s classrooms. You can hear projectors running and students talking excitedly around computer screens. A teacher shows a chemistry experiment on a whiteboard, and for the first time, students see animated images of molecules bonding. Nearby, Form Four students eagerly read mock exam papers from top national schools—materials they never had before in this part of Laikipia County.
This big change is thanks to a partnership between Ol Pejeta Conservancy, known for protecting rhinos, and ARES Education, a Kenyan NGO that brings offline digital learning to schools. Together, they are proving that even in places with very few resources, schools can offer world-class education if they have the right tools
The Education Crisis in Rural Kenya
For teacher Pauline Ngetha, who has worked at St. Peters Withare Secondary for nine years, the struggles of teaching in rural Kenya are personal. “When I arrived, we didn’t even have enough textbooks for everyone,” she says. “In literature classes, we sometimes only had one copy of a set book, and the teacher had to read it out loud. Imagine trying to study ‘The River Between’ when you’ve never held the book.”
These challenges mirror those found across rural Kenya. Withare Secondary was started in 2012 by parents who wanted better opportunities for their children. It began with just 15 students and big dreams. But there was no science lab, teacher shortages were common, and many students missed class during droughts to help with livestock. The school’s mean KCSE score was around 1.9—far below the national average of 4.0 to 5.0.
The digital divide was the biggest hurdle. Urban schools used e-learning and digital tools, but Withare didn’t have internet at all. “Our students competed against peers who had all these resources,” Pauline explains. “It felt like running a race where some start halfway ahead.”
The ARES Revolution
In 2019, Ol Pejeta Conservancy—famous for saving rhinos—joined with ARES Education to bring offline learning to Withare. ARES (African Renewable Energy Systems) had spent years developing a portable, battery-powered server filled with Kenya’s curriculum, interactive lessons, video tutorials, and past exam papers—all without needing the internet.
Teachers at Withare call it the “magic box.” Along with this server, Ol Pejeta provided 10 desktop computers, solar panels for reliable power, and thorough teacher training. The effects were immediate. For the first time, chemistry students watched animated videos of molecules. History classes viewed old footage of Kenya’s independence struggle. Math teachers projected complex equations and solved them step-by-step on interactive software.
One of the biggest changes was the new exam resources. “Suddenly we had past papers from top schools like Alliance and Mang’u,” Pauline says. “Our students saw how good exams look and practiced with the same materials as the best schools in Kenya.”
A Conservancy’s Vision: Why Ol Pejeta Supports Education
It may seem strange for a wildlife conservancy to invest in digital education, but Ol Pejeta’s Senior Education Officer, Kelvin Gitau, sees it differently. “We can’t protect rhinos if local communities are struggling,” he says. “When children see education as a way out of poverty, they are less likely to turn to poaching or harmful land use.”
Ol Pejeta goes beyond just giving equipment. Their staff works with teachers to blend conservation themes into lessons. ARES’s library includes wildlife documentaries that show students the environments right outside their doors. “Many kids live near the conservancy but had never seen a rhino,” Kelvin notes. “Now they not only see them on video—they also learn about DNA analysis in conservation, the economics of ecotourism, and how climate change affects local habitats. We’re building the next generation of conservationists.”
Transforming Teaching and Learning
Classrooms at Withare have changed dramatically. Where teaching used to rely on lectures and chalkboards, lessons are now lively and hands-on. Pauline shows a biology lesson on cell division using 3D animations. Students lean in, fascinated by the chromosomes lining up and splitting. “The difference in student engagement is huge,” she says. “Before, I might spend a whole class drawing mitosis on the board, and many would remain confused. Now they see it, and it stays with them.”
Digital resources have also improved exam prep. Form Four student Martha remembers feeling anxious before her national exams because she hadn’t practiced enough. “We only had our school’s tests,” she says. “Now we practice with papers from across Kenya. When I sit for the exams, I’ll recognize the patterns.” Collins, another Form Four student, adds, “We have past papers going back years. We can see which topics appear often. If a math concept shows up regularly, we focus on it.”
Measurable Results and Impact
The numbers show real progress. Since Withare started using ARES, its KCSE mean rose from about 1.98 to 2.33 in 2024—a major step in Kenya’s tough grading system. But the benefits aren’t just about marks. Computer skills have soared among students and teachers. “Many had never touched a computer before,” Pauline says. “Now they can type documents, use spreadsheets, and navigate operating systems. These skills will help them in college and beyond.”
Student ambitions have also grown. Where few once considered studying past secondary school, many now dream of joining university. Martha, who aims to study environmental science, says, “Before, school felt like a dead end. Now I feel I can compete with anyone in Kenya.”
Challenges and the Road Ahead
Despite these gains, problems remain. With just 20 computers for 137 students, lab time is limited. Literature still lacks enough digital content, and the school struggles with late fee payments from parents. But the future looks bright. Ol Pejeta plans to expand the program to more schools, while ARES is adding new content like vocational training in coding and renewable energy—skills that match Kenya’s growing job market.
During lunch break, many Withare students stay in the computer lab to revise. Their faces, lit by the screens, symbolize hope in a place where education was once scarce. Pauline smiles as she watches them. “We’re not just teaching facts,” she says. “We’re teaching them how to learn, think, and dream of bigger possibilities. That’s the real magic.”
Outside, a herd of zebras roams across the conservancy lands, reminding us of the balance between human progress and nature. Thanks to this unique partnership, Withare’s students are ready to keep that balance as Kenya’s future leaders, professionals, and maybe even conservationists. The offline learning revolution has arrived in rural Kenya, and it’s changing lives one lesson at a time