ICT in Education Archives - Camara Education

Madam Wachuka, Principal Changamwe Girls, receives the equipment consignment for the new DLC

New Project Announcement from Camara Education Kenya

February 25, 2026

by Sean Miskelly ICT in Education Kenya School Sponsorship & Support

With support from The Bloom Foundation (TBF) and the Departmental Grants Programme (DGP), Camara Education Kenya is implementing the Digital Inclusion and Offline AI Pilot Project (Do-AI) at Changamwe Girls Secondary School in Mombasa County and Kirumbi Girls Secondary School in Kilifi County. Each school received a fully networked Digital Learning Centre (DLC) with 25 computers and a server, as well as educational software and the Camara Classroom Network Management System (CCNMS) to track uptime and utilisation.

We also met school leaders and Boards of Management members to agree on the practical conditions for success and signed Memoranda of Understanding (MoUs). The sessions confirmed receipt and functionality of the infrastructure and emphasized responsible use, long-term sustainability, and awareness of emerging digital learning tools including offline Artificial Intelligence (AI). This also ensures the equipment are fully utilised and remain impactful in the years to come.

Upcoming activities include teacher training on ICT-integrated pedagogy, a module on responsible AI in schools, and hands-on use of Camara’s Offline AI Assistant which runs on school computers without internet. Our Digital Skills team will support each school to form and run an ICT club where students practice skills not taught in curriculum such as coding, graphics, web development, among others. Stay tuned for these and more updates!

We appreciate the partnership with TBF, DGP, the Ministry of Education and the schools.

#TBF #DGP #MoEKenya #CamaraEducation #DigitalLearningCentres #ICTLeadership

International Day of Education

January 27, 2026

by Sean Miskelly Ethiopia Girls' education ICT in Education

International Day of Education 2026

On her first day in a coding class, she didn’t imagine building a game. Weeks later, she created a learning game, one that introduces Ethiopian cultural musical instruments, their sounds, and the stories behind them.

“My name is Yemariyam Misraketsehay, and I am a Grade 10 student at Dilla Don Bosco High School. During last year’s coding training, my four friends and I worked on a project that was assigned to us. Using Scratch software, we created a learning program focused on Ethiopian cultural musical instruments. The program begins by introducing three traditional instruments: Begena, Kirar, and Masinko. When you click on Begena, it shows the history of the instrument, explains what it is, and demonstrates how it can be practiced. In the history section, the content is narrated, and users can also read it by themselves. The following pages explain the biblical history of the Begena. Another section introduces the different parts of the Begena. By touching each part, learners can understand its meaning and biblical background. For example, when you touch the Kenber, the program explains what it represents. The final section, which we believe is especially helpful for the PVA (Performing Visual Art) subject, is the training section. Here, students can hear the notes of the Begena by exploring each string. Many children see instruments like the Begena or Kirar and call them a guitar or piano instead of identifying their correct cultural names. This is why we created this project—to help students better understand Ethiopian cultural instruments, especially elementary school students. It can also strongly support students’ learning PVA. While music is often taught theoretically in class, access to real instruments is limited. With these computers, students can practice more, explore freely, and learn by interacting. Since many students are eager to touch and experience these instruments, we hope this program will help them practice, learn, and explore more. In the future, we hope to add more features. For now, we hope students will use what we have created and continue learning through it.”

The impact of reusing retired corporate laptops to power AI-enabled classrooms in low-income schools, without internet access.

January 15, 2026

by Sean Miskelly Camara ICT in Education Our Impact Sustainability & Green ICT

Sangurur Primary School in Kenya welcomes a Second Computer Lab

November 4, 2025

by Sean Miskelly ICT in Education Kenya Our Impact

In 2024, Camara Education Kenya installed a networked computer lab at Sangurur Primary School, providing 25 client computers and a server, and trained teachers to integrate ICT across the curriculum. Since then, our team has continued to offer technical support, expanding digital inclusion for learners, teachers, and the wider community in rural Elgeyo Marakwet County, a region facing significant infrastructure and resource challenges.

Following the success of the first lab, the school has now received a second computer lab. Our technical team completed installation, network configuration, and internet testing to ensure everything is fully operational.

With both labs active, more students can access quality digital resources, and teachers can further integrate technology into lessons, equipping learners with essential digital skills and preparing them for a connected future.

Camara Education Launches AI-Powered Learning Initiative

October 2, 2025

by Sean Miskelly Camara Events & Fundraisers ICT in Education

Last week, Camara Education officially launched our AI-powered learning programme, bringing together supporters and friends who share our commitment to transforming education in under-resourced schools across Africa.

We extend our heartfelt thank you to Bookstein Projects, all our guests, and our board members who attended for their invaluable support. We are deeply grateful to all our donors, whose generosity makes our work possible and allows us to continue transforming education in under-resourced schools.

At the event, we highlighted the Camara AI-Assistant, a simple yet powerful tool already making a difference in Ethiopia:

Runs on low-cost computers that schools already have
Built around the local curriculum, ensuring direct relevance for teachers and students
Fully functional offline, allowing access in schools without internet connectivity

We are seeking support to:

Continue improving the AI-Assistant
Upgrade school computer labs
Train teachers to use the tool effectively

With international aid declining, private support has never been more important. Every contribution has a direct impact:

£50 provides five children with access to the AI-Assistant
£500 provides fifty children with access

We invite you to support Camara Education and help ensure that technology reaches every classroom, empowering students and teachers alike.

Major Milestone for AI in Education in Ethiopia

August 27, 2025

by Sean Miskelly Ethiopia ICT in Education

A Major Milestone for AI in Education in Ethiopia

We are proud to share that the Ministry of Education has officially endorsed Camara Education Ethiopia to lead the next phase of our Offline AI rollout across the country.

Over the past month, our team has collaborated closely with the Ministry to adapt, pilot, and refine this AI-powered learning tool. Together, we’ve ensured it aligns with national education priorities and is tailored to meet the needs of learners in a wide range of contexts, from pre-primary classrooms to teacher education colleges.

This endorsement marks a significant step forward in expanding equitable access to quality digital learning resources for students and educators across Ethiopia.

We are deeply grateful to the Ministry for their trust and partnership. Together, we are unlocking new possibilities for the future of education through innovative, inclusive, and accessible learning solutions.

UNICEF–Camara Digital Education Project Update

June 30, 2025

by Sean Miskelly Ethiopia ICT in Education Partnerships Teachers & Educators

Thanks to UNICEF’s generous support, Camara Education Ethiopia has established fully equipped Digital Learning Centres in 25 primary schools and 5 Colleges of Teacher Education, and provided 15 pre-primary schools with UNICEF-donated laptops loaded with digital resources for teacher’s professional development use, including lesson planning and digital skills development. Over 1,044 teachers and instructional leaders have also received training in digital skills and technology integration, many of whom had never previously used a computer.

This initiative, targeting UNICEF-supported regions (Afar, Gambella, Oromia, South Ethiopia, and Southwest Ethiopia), is designed to help disadvantaged children develop foundational skills and unlock brighter futures through digital learning. Ultimately, the project aims to reach out to 31,000 children (50% girls) in the target schools.

To create a vibrant, play-based learning environment, we’ve introduced smart textbooks, educational games, and interactive simulations aligned with the new curriculum and tailored to boost literacy and numeracy. These digital resources are intuitive and engaging, giving students hands-on, enjoyable ways to learn.

Our training has empowered teachers to confidently use technology in the classroom, creating active and playful learning experiences that nurture essential skills. Instructional leaders are now better equipped to mentor and support teachers, raising the overall quality of education.

The response from teachers has been overwhelmingly positive, with many excited about the transformation they’re seeing in their classrooms and among their students.

“My name is Lubaba Endris, and I am an IT teacher and focal person at Hibret Primary School in Bonga Gimbo. I recently completed “digital skills and technology integration” training delivered by Camara Ethiopia, with generous support from UNICEF.

Following the training, I am now cascading this knowledge to other teachers in my school. The feedback from the teachers has been positive and very encouraging. For many, it’s their first time engaging with this kind of technology, and they’ve found that using computers and the digital content makes teaching much more interactive and enjoyable.

The computers provided to our school have been essential not only for teachers but especially for our students. They now have the opportunity to learn more practically, rather than theoretically. The Digital Learning Centre has quickly become the most popular room in the school. Students are always eager to spend time there, exploring new lessons and developing digital skills that will be important for their futures.

It’s wonderful to see how technology is transforming the learning environment. It’s making lessons more engaging and encouraging students to be more confident and curious, which is exactly what education should do.

Camara is introducing AI into classrooms

May 6, 2025

by Sean Miskelly ICT in Education

Watch the above video about how Camara Education is introducing AI into classrooms.

Michelle’s Journey into AI and Meteorology

April 29, 2025

by Sean Miskelly Camara ICT in Education Kenya Our Impact

Growing up, Michelle Mukami attended Mariakani Primary School, where there was no electricity, let alone digital resources. Learning science was tough—experiments were just words in a textbook, and understanding concepts without seeing them in action felt impossible.

Everything changed when she joined Kambi Mawe Girls Secondary School. For the first time, she sat in front of a real computer, thanks to the STEM Steps Project, a partnership between Camara Education and Dell Technologies. It was a game-changer! Through interactive simulations, Michelle finally saw science come to life. Complex topics that once felt confusing started making sense, and she discovered a love for technology—especially AI.

AI didn’t just help her understand science better; it changed the way she thought. She became more analytical, solving problems step by step. That’s when inspiration struck—what if AI could help predict rainfall patterns? Farmers in her community struggle with unpredictable weather, and she dreams of creating an AI-powered system to help them plan better.

“AI has opened my mind to endless possibilities. I want to use technology to solve real-world problems, starting with helping farmers predict rainfall and fight climate change,” Michelle says with determination.

Now, Michelle is determined to pursue meteorology and use AI to improve weather forecasting. Her goal? To help combat climate change and make life easier for farmers. From a school with no electricity to a future driven by technology, Michelle’s journey proves that with the right opportunities, anything is possible!

Technology Boosts Enrolment

February 19, 2025

by Sean Miskelly Camara ICT in Education Kenya

The Makueni Integrated Vocational Empowerment Centre (MIVEC), a County Technical Training Institute, has witnessed a significant surge in student enrolment, largely driven by the introduction of new technology. The availability of computers and laptops, provided through the STEM STEPS Project, has made a remarkable impact, particularly on ICT courses.

Boniface Vundi, the Centre Manager, attributes this growth to the increased access to technology, which has opened new doors for learners. “We’ve seen an impressive 41.62% rise in ICT student enrolment this year,” Vundi said. “The availability of computers has made our institution more appealing to students who are eager to gain digital skills.”

The increase in ICT enrolment is not the only positive development at MIVEC. The overall number of students at the centre has also grown, with more learners from various disciplines now embracing technology in their coursework. “Access to computers was previously a limitation, but now, students have the resources for hands-on practice, which has encouraged those in other fields to take up ICT-related units,” added Vundi.

The impact of the new technology is also evident in the growing number of hours students are spending on computers. More time is being dedicated to digital learning, research, and skill development, further enhancing the academic experience. “With extended computer hours, our students can meet assignment deadlines, engage in online learning, and even develop personal projects,” Vundi stated. “This has truly been a game-changer for us.”

The STEM STEPS Project has proven essential in transforming technical training at MIVEC. As the role of technology in education continues to grow, the centre is committed to expanding its ICT infrastructure to meet the increasing demand. Vundi concluded, “Our goal is to equip students with practical digital skills that will prepare them for the job market. With continued support, we can create even more opportunities for young people in our county.”