Teachers Undergo Training in Digital Labs to enhance STEM education.
More than 100 junior school teachers in Wajir County are being trained on utilizing virtual laboratories to improve instruction in Science, Technology, Engineering, and Mathematics (STEM) subjects.
This initiative, led by the Ministry of Education in partnership with the Centre for Mathematics, Science, and Technology Education in Africa (CEMASTEA), seeks to tackle school infrastructure challenges by adopting digital solutions.
Dr. Koriyow Hussein Ali, Wajir’s County Director of Education, emphasized the importance of the training, considering it a crucial step toward effectively implementing the Competency-Based Curriculum (CBC).
He pointed out that virtual labs are particularly beneficial in areas like Northern Kenya, where laboratory facilities are scarce. He explained that by integrating digital tools into learning, students can understand scientific principles more effectively, even in the absence of physical labs.
“This training is equipping teachers with skills to use virtual labs, which is essential in regions like Northern Kenya, where laboratory infrastructure is limited. By integrating technology into learning, students can grasp scientific concepts effectively despite the scarcity of physical labs,” he said.
Training Participation and Goals
According to Makoba Kizito, the STEM Programme Coordinator at CEMASTEA, the training, held at Wajir High School, has witnessed full attendance, with 111 junior school teachers taking part.
He highlighted that the primary goal is to equip educators with the expertise to incorporate virtual labs into their teaching. He also noted that this strategy would enhance the quality of STEM education while inspiring more students to explore STEM-related career paths.
Kizito further elaborated that the program covers learner-centered instructional methods and mentorship to help teachers guide students in understanding STEM subjects through real-world applications.
Abdurrahman Ali Hassan, representing the trainers, stressed the long-term benefits of the initiative. He explained that teachers from all sub-counties were selected based on school representation, ensuring widespread inclusivity.
He asserted that the skills acquired through the program would enhance educators’ effectiveness in classroom delivery, ultimately benefiting students.
“Teachers from all sub-counties have been selected based on school representation, ensuring inclusivity. The skills gained here will make educators more effective in classroom delivery, ultimately benefiting learners,” he said.
One of the participants, Soheila Abdi from Waso Junior Secondary School, shared her excitement about the program, recognizing the role of virtual labs in engaging students and reinforcing their comprehension of scientific concepts.
Read Also: CEMASTEA Extends Science Training to Junior Schools
She observed that the new curriculum’s interactive nature allows students to conduct experiments repeatedly, strengthening their understanding.
The government remains dedicated to improving STEM education by incorporating technology-driven solutions, which is expected to narrow the gap in science learning, particularly in marginalized regions.
With trained teachers returning to their respective schools, they are anticipated to play a pivotal role in ensuring that CBC implementation is both effective and transformative for students.
Teachers Undergo Training in Digital Labs to enhance STEM education.
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