Nairobi: 240 Junior School County Trainers from 47 counties have successfully completed a three-day intensive training on the use of virtual laboratories at the Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA). The training programme is aimed at enhancing the teaching and learning of Science, Technology, Engineering, and Mathematics (STEM) subjects in junior schools by equipping teachers with digital simulation capabilities to support their practical lessons, particularly in schools lacking physical laboratory facilities.
According to Kenya News Agency, Acting Director, STEM Training at CEMASTEA, John Livingstone Makanda, emphasized the importance of the programme in bridging gaps in access to practical STEM learning by integrating technology into classroom teaching. The initiative is designed to equip teachers with the knowledge and competencies needed to effectively use virtual laboratories in teaching, thereby enhancing their delivery and learning of STEM subjects.
‘We are rolling out a massive training for junior school teachers; these virtual labs are simulations that will support our teachers to deliver practical lessons even in cases where they do not have physical laboratories,’ Makanda stated. He explained that the initiative stemmed from a study conducted by CEMASTEA and the Ministry of Education in 2023 and 2024, which identified ongoing challenges in accessing adequate laboratory facilities in schools.
The themed workshop, ‘Harnessing Virtual Labs for Effective Learning in STEM Subjects’, aims to equip trainers with cutting-edge digital tools and innovative teaching approaches to address resource shortages and enhance STEM content delivery in classrooms. Makanda noted that 240 County Trainers will support the nationwide rollout of the virtual laboratories programme.
Beginning next week, approximately 7,000 junior school teachers teaching STEM subjects will be trained countrywide to enhance their capacity to support learners through practical and technology-driven STEM instruction. This training is expected to improve access to quality teaching and learning resources while advancing digital literacy, a key competency under the Competency-Based Curriculum (CBC).
‘We believe this initiative will go a long way in addressing the shortage of teaching and learning resources in junior schools while enhancing digital literacy, which is one of the core competencies in the new curriculum,’ Makanda added. He also highlighted encouraging progress in learner participation, noting that enrolment in the STEM pathway at the junior school level has surpassed 50 percent.
Ongoing support from the Information and Communication Technology Authority (ICTA) was cited, with schools being provided with smart screens and other digital resources. ‘These resources will support this initiative and help us reach every school, every STEM teacher, and every learner in the STEM classroom,’ Makanda said.
Participants expressed optimism about the initiative’s potential to strengthen STEM education by providing practical and interactive learning experiences. James Ondieki Ratemo, a County Trainer from Nyamira County, described the programme as transformative, as it exposed participants to new innovations and digital skills. He noted that trainers would begin cascading the training to teachers in their respective counties soon.
Zaituni Ali, a trainer from Mombasa County, highlighted the virtual laboratory initiative’s potential to bridge the gap caused by limited learning resources. ‘We are optimistic that the programme will empower teachers and bring resources virtually, helping bridge the gap caused by limited infrastructure,’ Ali said.
