Why Teacher ICT Training Was Disrupted During Gen Z Protests In Kenya

The nationwide Gen Z demonstrations have had ripple effects far beyond city streets, affecting government programmes, businesses and public services across Kenya. Among the latest casualties is the ongoing Information and Communication Technology (ICT) training for Junior School teachers under the Kenya Digital Education and Assessment Programme (KDEAP), with scheduled sessions in Nairobi and Kiambu counties experiencing major disruptions.

Teachers travelling to various training centres reported delays caused by roadblocks, heightened security checks and limited public transport, making it difficult to arrive on time for the sessions. In several venues, attendance remained unusually low during the morning hours, raising questions about whether the planned programmes could proceed as scheduled.

The disruptions highlight the broader challenge of maintaining education programmes during periods of national unrest, particularly initiatives that depend on physical attendance and coordinated logistics.

Also Read: Explainer: What Is Behind Moi University Lecturers Strike Warning Despite Sh6 Billion Bailout

Why the teacher ICT training matters

The ICT training programme is part of the government’s wider effort to strengthen digital learning in Kenyan schools.

Junior School teachers are expected to integrate technology into classroom instruction, digital assessments and learner management systems. Equipping educators with practical digital skills has therefore become a critical component of education reforms aimed at improving learning outcomes.

Rather than being a routine workshop, the sessions are intended to prepare teachers for long-term adoption of technology across the education sector.

How Gen Z protests affected teacher movement

One of the biggest obstacles facing participants was transportation.

Teachers travelling from different parts of Nairobi and Kiambu encountered heavy security deployments and extensive checks along key routes. According to reports from affected participants, movement slowed considerably as law enforcement officers conducted screening exercises on motorists and passengers.

Public transport operators also adjusted services in response to the demonstrations, reducing the number of vehicles operating on certain routes or avoiding affected areas altogether.

For many teachers, reaching designated venues became an unpredictable journey that took significantly longer than expected.

Attendance remained low at several training centres

Early reports from multiple locations suggested that only a small number of participants had arrived by mid-morning.

Organisers reportedly faced uncertainty over whether enough teachers would attend to justify proceeding with scheduled activities or whether sessions would need to be delayed.

Reported situation at training venues

The situation demonstrated how external events can quickly disrupt carefully planned educational programmes.

What is KDEAP

The Kenya Digital Education and Assessment Programme, commonly known as KDEAP, is designed to modernise teaching and learning through technology.

Its objectives include improving digital literacy among teachers, supporting technology-enabled instruction and enhancing assessment methods in schools.

Training sessions play an essential role because many classroom innovations depend on teachers being confident in using digital tools and platforms.

Without adequate preparation, introducing new technologies into schools becomes significantly more difficult.

Why digital skills training is becoming increasingly important

Education systems around the world are embracing technology at a rapid pace.

Kenya has also invested in digital infrastructure, online learning resources and competency-based education reforms that require teachers to adapt continuously.

ICT training helps educators:

• Integrate digital tools into classroom lessons.

• Improve learner engagement.

• Manage electronic assessments.

• Access online teaching materials.

• Enhance communication with learners and parents.

• Build confidence when using educational technology.

Interruptions to such programmes may therefore delay broader education objectives if alternative arrangements are not made.

Junior School teachers face unique digital demands

Junior School teachers occupy a particularly important position within ongoing education reforms.

They are expected to deliver lessons using approaches that combine traditional teaching methods with technology-driven resources, requiring both pedagogical expertise and digital competence.

Continuous professional development ensures teachers remain equipped to meet changing curriculum requirements while responding to evolving learner needs.

Impact of transport disruptions on education programmes

Transport reliability often receives little attention until disruptions occur.

Large-scale training initiatives depend on hundreds of participants travelling from different regions to central venues within fixed schedules. Even relatively minor delays can affect registration, group activities and facilitator planning.

Challenges reported during the disruptions

The experience illustrates how logistical challenges can quickly cascade into operational problems.

Broader effects of demonstrations on public services

Public protests often influence sectors beyond those directly involved in demonstrations.

Education programmes, healthcare appointments, business meetings and government services may all experience interruptions when movement becomes difficult or security measures intensify.

Training initiatives requiring physical attendance are particularly vulnerable because participants cannot always switch immediately to alternative arrangements.

In this instance, teacher development activities became an indirect casualty of events unfolding elsewhere.

Also Read: Top Comoros Official Hospitalized in Nairobi Amid Rising Tensions in Moroni

Could virtual training provide an alternative

One question raised by the disruptions is whether future ICT programmes should include online participation options.

Virtual learning platforms became more common during the COVID-19 pandemic and demonstrated that many forms of professional development can be delivered remotely.

Hybrid models combining physical workshops with online sessions could improve resilience during unexpected disruptions while allowing teachers who face travel challenges to continue participating.

However, practical demonstrations and collaborative exercises may still require face-to-face interaction depending on programme objectives.

Why teacher professional development cannot be ignored

Education reforms succeed only when teachers receive adequate support.

Introducing new technology without proper training risks creating gaps between policy ambitions and classroom reality. Professional development helps educators gain confidence while ensuring learners receive consistent experiences regardless of school location.

Regular training also encourages teachers to exchange ideas and best practices, strengthening implementation across the country.

Concerns among education stakeholders

The disruptions prompted calls for timely communication regarding revised schedules should attendance remain affected.

Teachers often make personal travel arrangements and adjust school responsibilities to participate in official programmes. Clear updates help minimise uncertainty while allowing participants to plan effectively.

Stakeholders may also seek assurances that those unable to attend because of circumstances beyond their control will receive opportunities to complete the training later.

Balancing public order with continuity of services

Periods of national demonstrations present difficult balancing acts for authorities.

Maintaining security and protecting public safety remain priorities, yet governments and institutions must also consider continuity in essential services such as education.

Finding practical ways to minimise disruption to teacher development programmes could become increasingly important if future events create similar mobility challenges.

Flexible scheduling, decentralised venues and digital participation options may all contribute to greater resilience.

What delayed ICT training means for schools

A postponed workshop does not necessarily derail education reforms, but repeated interruptions could slow implementation timelines.

Teachers awaiting specialised instruction may postpone planned classroom activities until they receive official guidance or practical demonstrations. Schools preparing to integrate new digital resources may also need to adjust internal schedules.

The longer disruptions continue, the greater the likelihood that education calendars require modification to accommodate missed sessions.

Also Read: Rio Ferdinand To Open International Doors For Arusha Through AFCON 2027

Looking ahead

Kenya’s commitment to digital learning remains unchanged despite temporary logistical setbacks.

Teacher ICT training continues to play a central role in preparing educators for technology-driven classrooms and strengthening implementation of national education initiatives. Although demonstrations and transport challenges disrupted attendance at several centres in Nairobi and Kiambu, education stakeholders are likely to prioritise completing the programme once conditions allow.

The experience also offers valuable lessons about planning large-scale professional development activities during periods of uncertainty. Building flexibility into future training schedules and exploring hybrid delivery methods could help ensure that essential learning programmes remain accessible even when unexpected events affect travel and public movement.