DIGITAL TRANSFORMATION IN PUBLIC ADMINISTRATION AND DATA-DRIVEN DECISION-MAKING: A REVIEW OF TURKANA COUNTY GOVERNMENT

Abstract

Digital transformation is increasingly becoming a focal point for organizations and governments worldwide, including Kenya. In Kenya, the 2010 Constitution introduced devolution, decentralizing governance, enabling county-level implementation of government programs, and extending governance to the grassroots. Among the functions devolved to counties is Early Childhood Development and Education (Pre-primary education), aimed at enhancing efficiency, transparency, and accountability in governance. Turkana County, inhabited primarily by the Turkana people with a history of nomadic pastoralism, views Pre-primary education as crucial for initiating academic life. Embracing digital transformation in Pre-primary education implementation represents a significant shift. The study focused on Turkana County Government's strategies for digital transformation in Pre-primary education and identified key objectives: Assessing digital inclusion in public administration in Turkana County; recommending practical implementation of two systems: Turkana Early Childhood Development Education Management Information System and Continuous Database Updating system; and establishing sustainability measures for data-driven decision-making. The study employed a descriptive research design involving observation and desktop review of county online platforms and libraries. Information gathered affirmed the status of digital transformation in Pre-primary education and guided recommendations. Turkana County Government has implemented two digital systems: Turkana Early Childhood Development and Education Management Information System (a website) and Continuous Database Updating System (Data entry and updating system). The website hosts programs and data related to pre-primary education management, including teacher and learner information, infrastructure development, feeding programs, policy updates, and reports on supervision and evaluation of teachers. Recommendations for successful digital transformation included investing in community engagement for program sustainability, strengthening administrative structures, and enhancing digital technology in Pre-primary education. These measures aim to ensure efficient and effective management of Pre-primary education programs. In conclusion, the Turkana County Government's adoption of the two digital systems marks a significant step towards modernizing Pre-primary education management. By following the study's recommendations, Turkana County can achieve enhanced governance and educational outcomes through digital transformation, thereby serving as a model for similar initiatives across Kenya's counties.