KENET / KMTC — Digital Inclusion Faculty Training at National Scale

Context

The Kenya Education Network (KENET) engaged me to lead a national digital inclusion and faculty capacity‑building initiative supporting the Kenya Medical Training College (KMTC). The project aimed to strengthen online teaching, learning, and administration by equipping faculty across KMTC campuses with practical skills for blended and online delivery.

The engagement involved 144 lecturers drawn from 71 KMTC campuses across Kenya, delivered through a series of structured, hands‑on virtual workshops.

Challenge

KMTC was scaling blended learning across a large, geographically distributed institution. While an LMS was available, faculty capacity to design interactive eLearning content, upload and manage learning materials, and deliver effective online instruction was uneven. The initiative required a consistent, scalable training model that could support quality and digital inclusion across campuses.

Constraints

• Large participant cohort distributed across multiple campuses
• Fully virtual delivery requiring high engagement in remote settings
• Varying levels of digital confidence and prior experience among faculty
• Need to balance content development skills with instructional delivery practices
• Dependence on an existing LMS and institutional workflows

Decisions & Approach

To build real instructional capability, I designed and led a hands‑on, practice‑oriented training model:

• Leading virtual workshops on developing interactive eLearning modules for blended learning
• Training participants on uploading, structuring, and managing content within the institutional LMS
• Providing structured, ongoing support as lecturers developed their own online modules
• Guiding faculty on both content development and online delivery practices
• Co‑developing an assessment rubric with faculty training experts
• Leading the assessment of KMTC faculty outputs using the agreed rubric to ensure quality and consistency

Outcome & Insight

Faculty across participating campuses demonstrated improved capability in developing, managing, and delivering online learning content. The assessment process helped standardize expectations and instructional quality across a large, distributed institution.