Reimagining Film Education in Kenya: The Influence of the Kenya National Drama and Film Festival (KNDFF)

Abstract

The inclusion of the film category in the Kenya National Drama and Film Festival (KNDFF) since 2012 has marked a critical shift in how film and performing arts are integrated within Kenya’s education system. As the Competency Based Curriculum (CBC) continues to emphasize learner-cantered, skills-based approaches, the KNDFF emerges as a rich co-curricular platform that aligns closely with CBC’s objectives in creativity, collaboration, communication, and critical thinking. This study examines the evolving influence of the KNDFF on the development of film education in Kenyan schools and colleges. Drawing from ongoing research within the CBC framework, it explores how participation in the festival shapes pedagogical practice, nurtures learner competencies, and contributes to cultural literacy. The discussion also reflects on the methodological framework guiding this inquiry, which incorporates qualitative tools such as interviews, focus group discussions, and document analysis. Preliminary insights highlight the potential of KNDFF in enhancing experiential learning, fostering digital storytelling skills, and reinforcing national identity through film narratives. However, structural challenges—such as limited teacher preparation, lack of formal curricular recognition, and uneven access to production resources—continue to constrain its educational impact. This study contributes to the body of knowledge on co-curricular learning and educational communication by highlighting the intersection between festival-based learning and formal curriculum implementation. The findings provide evidence for policy reforms and curricular adjustments to institutionalize co-curricular platforms like KNDFF within national education systems. This has implications for arts-based education, teacher training, and the development of Kenya’s creative economy.