Wajir County has embarked on a transformative initiative to enhance Science, Technology, Engineering, and Mathematics (STEM) education through virtual laboratories.
Over 100 junior school teachers are currently undergoing intensive training to integrate digital lab technology into their classrooms, addressing the challenges of limited physical laboratory infrastructure in the region.
The training, spearheaded by the Ministry of Education in partnership with the Centre for Mathematics, Science, and Technology Education in Africa (CEMASTEA), aims to equip educators with the skills necessary to implement Competency-Based Curriculum (CBC) effectively.
By leveraging technology, the initiative seeks to improve STEM learning outcomes, particularly in marginalized areas where access to conventional laboratories remains a challenge.
Bridging Infrastructure Gaps Through Technology
Dr. Koriyow Hussein Ali, the County Director of Education in Wajir, underscored the significance of the training, describing it as a crucial step in modernizing science education in the region.
“This training is providing teachers with the ability to use virtual labs, which is essential in areas like Northern Kenya where laboratory resources are scarce. By incorporating digital simulations, students can grasp scientific concepts more effectively despite the infrastructural limitations,” he stated.
The five-day training, held at Wajir High School, has attracted 111 junior school teachers from various sub-counties, achieving full attendance.
The STEM Programme Coordinator at CEMASTEA, Makoba Kizito, emphasized that the programme is designed to empower teachers with digital tools that will improve the quality of STEM education and inspire students to explore STEM-related career paths.
“Our objective is to train teachers in integrating virtual labs into their lessons. This will not only enhance the teaching experience but also make STEM subjects more interactive and appealing to students,” Kizito explained.
Enhancing Teacher Capacity and Student Engagement
The training covers a range of essential topics, including learner-centered teaching strategies, digital pedagogy, and mentorship.
These approaches aim to enable teachers to guide students in applying STEM knowledge to real-world situations.
According to Abdurrahman Ali Hassan, a representative of the trainers, the selection process ensured inclusivity, with teachers chosen from all sub-counties based on school representation.
“The skills acquired in this programme will enhance classroom delivery and ultimately benefit learners. We want teachers to not only understand virtual labs but also effectively incorporate them into daily instruction,” he said.
Teacher Perspectives on Virtual Labs
Teachers participating in the training have expressed optimism about the programme’s potential to revolutionize STEM education.
Soheila Abdi, a teacher from Waso Junior Secondary School, highlighted how virtual labs enhance student engagement and comprehension.
“The CBC framework allows students to interact with experiments multiple times, improving their understanding of scientific concepts. Virtual labs make learning more accessible and enjoyable,” she noted.
A Step Toward Equitable STEM Education
The Kenyan government’s commitment to leveraging technology for education is expected to bridge the gap in science learning, particularly in underserved regions.
By training teachers in digital lab integration, the initiative ensures that students—regardless of their geographical location—have access to quality STEM education.
As trained teachers return to their respective schools, they are set to play a crucial role in driving CBC implementation and making STEM learning more effective, interactive, and impactful for future generations.
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