África – jp.ik

Promover a Educação Digital em Grande Escala no Quénia

Maria Ferreira — Thu, 23 Jul 2026 08:42:19 +0000

Investing in education is the route for the development of a nation.

Kenya Digital Literacy Programme

jp.ik has more than 25 years of experience in the field of ICT, occupying a place of leadership and reference not only in its national market, but also internationally. Since the beginning jp.ik has been devoted to the distribution of high-end technological solutions and since 2008 jp.ik has invested in the field of ICT applied to Education, becoming pioneer in the delivery of a revolutionary educational project based on three dimensions – engineering, technology and training – offering a full, integrated and customized educational solution respecting the traits of each project and ruled by the UN Sustainable Development Goals.

From Europe to Latin America, from Asia to Middle East and North Africa and sub-Saharan Africa jp.ik is present in more than 70 countries, leading a digital revolution in Education as a facilitator for the educational system modernization; empowering teachers and engaging students.

Who & where

The lack of qualified teachers in terms of using and interacting with ICT, the lack of equipments, the still high-priced equipments, the lack of Internet connection or a barely existent one are a few of the distinctive features of a country very eager to bring its own educational system into the 21st century and investing in its own economic and social growth through investing in the Education of its children.
Extremely aware of the importance of technology as a catalyst for the academic success, social inclusion and the economic growth, the Kenyan Government decided that it was urgent to redesign the Education model and bring it to the New Millennium.

What

In 2013 the Kenyan Government kicked off the Digital Literacy Programme built upon a multi stakeholder approach with the participation of several government organizations, committing to the integration of ICT in every single public Primary Schools of Kenya.
In order to implement this Government initiative, it was launched a public competition and 8 proposals were presented, among them Lenovo, Huawei and HP. jp.ik strongly believes in the importance of the participation of local agents for the development of this type of projects. For this reason, jp.ik presented its proposal in collaboration with Moi University. Once more jp.ik’s expertise and know-how in the field of Education was recognized and jp.ik won 2 from the 3 batches.

How

jp.ik participation in this educational project includes equipping 13 500 classrooms; capacitating 30 000 teachers and impacting 695 000 students. jp.ik’s role, in partnership with Moi University, highlights its own capacity to delivery full, integrated and innovative technological solutions which are customized according to the essence of each project. This means that the solution designed by jp.ik regarding the Kenyan educational project settles in its three areas of expertise:

Engineering: an assembly plant which accommodates a post sale service and a call center in Moi University.

Technology: set up of digital classrooms and Classroom Management software and the delivery of equipments to teachers and students.

Training: capacitating teachers, students and the assembly plant workers in accordance to their skills and their jobs specifications.

When

This educational project in collaboration with Moi University which started during the last quarter of 2015 is already in development phased into three stages:

Proof of concept

• Setting up of 79 digital classrooms;
• Training 145 teachers;
• Delivering 6197 equipments.

Phase II

• Implementation of the project in large scale. In the field there is a team of 300 professionals directly involved in the project.
• 100 classrooms are set up per day, in other words, 500 per week.
• An average delivery of 25.000 equipments per week.

Phase III

• Total of 13.500 digital classrooms
• Total of 45.000 teachers trained
• Total of 695.000 students impacted

Why

For a Government investing in the Education means to ensure its Nation’s future; to secure its economic development, and to uphold cultural and intellectual enrichment of its citizens and social inclusion. Thereby investing in the modernization of an educational system, bringing it to the 21st century is not, at all, a closed project. The ramifications that impact society and which are the outcomes of this kind of revolutionary educational projects are present in a variety of sectors of society:

Engineering

• New job creation (directly and indirectly): All the people involved in the project and the workers of the assembly plant; Fostering industrial and economic developmentof adjacent areas (paper, plastic); Promoting the development of new skills.

• Boosting business growth: Setting up a factory locally decreases the distance between demand-supply by lowering costs and the selling price. Diversifying of the portfolio (rising from tablets to smartphones, desktops and portable PCs) increase competitiveness.

Technology

Delivering technological devices to the school community which promotes a first approach to educational technologies.
Delivering Classroom Management software essential for teachers in order to prepare and conduct classes.

Training

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Capacitar as Comunidades Locais para a Integração das Tecnologias Educativas em África

Maria Ferreira — Thu, 23 Jul 2026 08:39:00 +0000

jp.ik reaches about one thousand educational agents in Africa with a meaningful approach to EdTech integration

Boosting an educational (r)evolution through an innovative EdTech approach.

Executive Summary

For the last eight years jp.ik has been gathering knowledge and expertise regarding an effective and efficient integration of high level pedagogical and technological solutions in the field of education.
In Africa the main purpose of jp.ik training projects has been the improvement of learning and development of conditions through pedagogical innovation. In order to achieve this purpose jp.ik has been working together with local agents all around the world – from Europe to Latin America, from Asia to Middle East and North Africa to sub-Saharan Africa – to develop high-end educational projects which offer a mix of innovative and integrative pedagogical solutions based on cutting-edge technologies.

Context

The main purpose of jp.ik training projects in Africa has been the improvement of learning aside the development of economic and social conditions through pedagogical innovation based on the use of high-end technologies.
Therefore jp.ik’ s vision towards education relies on a meaningful integration of Educational Technologies (EdTech) in learning environments which should be strongly linked with local educational stakeholders. This means that the training must be designed and implemented as a comprehensive approach to EdTech integration, considering not only the technological dimension, but also all the elements that are part of the ik-Model – technologies, content, processes, relations and signification.
Technology is changing the way we perceive our surrondings; is changing the way we relate to each other; is changing how we engage withcauses and values; is changing how we access and gather information; is changing how we learn.

Therefore it is clear that technology plays an important role in Education, mainly in terms of providing access to quality information and, consequently, to quality Education. With 68 training courses held in Angola, Benin, Gabon, Ivory Coast, Kenya, Morocco and South Africa, jp.ik has reached out 1350 educational agents in order to:

• Improve their lifelong learning skills.
• Use EdTech to leverage students academic performance.

All the training courses have been focused on methodologies that consider the local curricula and the Sustainable Development Goals as the core of the assignments that have Educational Technologies as exploration and production resources.

An overview of jp.ik
educational projects in Africa

In Angola 11 training courses were held involving 138 educational agents, with both teachers and elements from the Ministry of Education in charge of supervising the entire training and implementation process.
For these educational projects the main goals were to:
• Enable professional development of Angola’s faculty through the implementation of technological resources and the contingent need of revising the pedagogical practices.
• Increase literacy in the country, using the new technologies to access meaningful information.

“
“This training is essential to launch and sustain the project, because there are many tools I’ve
never used before.”

– Angolan Teacher

“Learning is easy. There is a very strong connection between technology and pedagogy.”

– Angolan Educational Agent from the ME

In Kenya 49 training courses were held for 494 educational agents including Master Trainers (MOI University teachers, training coordinators, ICT technicians and coordinators) and Primary
teachers.
The main goal of these educational projects was to:
• Leverage learning conditions and access, making always the links between global perspectives and local reality through DigiSchool Project.

“
“Am sure the jp training is what made us competent to perform well during the teachers training.”

– Kenyan Master Trainer from Moi University

In Morocco 1 training course was conducted for a group of 4 educators.
The main goal of this educational project was to:
• Promote opportunities for learning-based interactions amongst hospitalized children.

“
“We are now able to create empowering opportunities for our children, even though they stay here for many months.”

– Moroccan Educator at the Maison de l’enfant

In Benin 1 training course was promoted for 6 ICT technicians and coordinators.
The main goal of this educational project was to:
• Build local capacity to autonomously recognize and use the Classroom Management Software basic operations.

In Gabon 3 trainings courses were implemented with 62 teachers and ICT managers.
The main goal of these educational project was to:
• Build local capacity to setup, maintain and use the Classroom Management Software basic operations.

“
“It was an excellent opportunity to practice everything with a lot of support from our trainers. I feel we are really well-prepared to start the work now!”

– Gabonese Teacher

In Ivory Coast 1 training course was implemented with 11 pedagogic coordinators.
For this educational project the main goals were to:
• Enhance the pedagogical practices through the implementation of cutting edge technological resources.
• Develop teachers’ community practices.

“
“It was really interactive and the trainers were always there for us. Work with the students’ computers during training is essential to the success of any ICT integration project in schools.”

– Ivorian ICT Coordinator

“It was well-structured. Trainers were highly competent. Training had a strong practical
dimension.”

– Ivorian Pedagogical Coordinator

In South Africa 2 training courses were held for 15 teachers and ICT technicians.
The main goal of these educational projects was to:
• Enhance the quality of education provision and social and economic opportunities for youth through skills development programes and training.
• Drive the professionalism, teaching skills and computer literacy.

“
The bar must be lifted especially now that the Education landscape – and subsequently some of the teachers’ roles – have changed

South African School Director

Impact of educational agents training for a meaningful EdTech integration in Africa

How jp.ik programmes boost education in Africa

A meaningful agregation of EdTech in learning environments is strongly related with training the local educational stakeholders.
This training has to be designed and implemented as a comprehensive approach to EdTech integration, considering not only the
technological dimension, but also all the elements that are part of the ik-Model – Technologies, Content, Processes, Relations and
Signification. All the ik-Learning Courses are well-founded on these premises.

In sub-Saharan African countries the great demand for tertiary education makes distance education increasingly relevant. This strengthens African experience regarding distance education and technology to make educational opportunities grow. By considering cultural, social and ethnographic diferences and demands, ik-Learning training is having impact on:

Academic performance

Learning through peers

Controlling and preventing absenteeism

Controlling and preventing retention rates

Teachers professional development

Media and digital literacy

Lifelong learning

Bringing parents to schools

Media and digital literacy

More autonomy / Agency in decision making

In summary

Inspiring and providing new opportunities in the field of education

In this scenario of boosting education through an innovative approach intertwining pedagogy and technology, jp.ik invests on inspiring and providing new opportunities for present and future generations having Education as the route for a society’s economic and social growth and development.
Up to now Jp.ik action in Africa covered 7 countries; reached out to 1350 educational agents; and promoted 68 training courses.

Africa Training Chart

Total of educational agents who participated in the training courses in Africa

Total of training courses conducted in Africa