• iFunza enables teachers to share real-time academic updates with parents via web and mobile platforms.

• The app has surpassed 5,000 downloads on Android and targets both urban and rural families with low-data, low-spec features.

• Schools use iFunza to reduce administrative costs and digitize communication and student-performance tracking.

iFunza aims to position itself as a new tool for academic support in Kenya. The application seeks to reinforce collaboration between teachers and parents to monitor student performance more efficiently.

The Kenyan edtech start-up developed iFunza as a web and mobile platform that allows teachers to share grades, assignments and observations in real time. Parents can access their children’s academic records instantly, regardless of their location.

Caroline Ndiangui and Martin Kariithi launched iFunza in 2019. The application operates on iOS and Android and has recorded more than 5,000 downloads on Play Store.

The app streamlines communication between schools and households. Automatic notifications inform parents of homework, absences or lateness, while teachers can send personalized messages to highlight academic challenges or congratulate progress. A centralized dashboard provides a clear view of student development, which enables faster and more tailored academic support.

iFunza works on low-spec smartphones and consumes limited data. The design targets families in both urban centers and rural areas. In a country where personal computer ownership remains limited, iFunza offers an accessible alternative that aligns with Kenya’s digital reality.

The platform helps schools reduce administrative expenses linked to manual report cards, parent notices or communication management. iFunza digitizes school administration and rationalizes pedagogical monitoring by making information accessible online, rapidly and securely.

In a context where education outcomes and student monitoring are major development priorities, iFunza can help improve academic achievement, strengthen accountability among parents, teachers and learners, and foster continuous dialogue around learning.

This article was initially published in French by Adoni Conrad Quenum

Adapted in English by Ange Jason Quenum