More than 62,000 junior school teachers who completed a nationwide ICT course in June remain unpaid, creating disruption as schools install Digital Learning Programme hardware. This article explains the situation around KDEAP ICT training allowances, who is responsible, and what must happen next.
Key Takeaways
- 62,364 junior school teachers attended the June KDEAP ICT training and have not received their allowances.
- Training ran from June 24–26, 2026, alongside a large rollout of DLP Interactive Smart Boards (ISBs) and teacher laptops.
- The delay points to coordination problems between the TSC, ICT Authority, KDEAP and the Ministry of Education.
- Immediate actions requested: public allowance rates, clear payment timelines, streamlined payment channels, and dialogue with teacher representatives.
KDEAP ICT training allowances: what is the current problem?
Teachers who attended the three-day ICT course under the Kenya Digital Economy Acceleration Project (KDEAP) report no formal communication about allowance disbursement. Months after the sessions, many teachers are still waiting for payment, even as schools receive new laptops and Interactive Smart Boards.
Background and purpose of the June training
The June 2026 training aimed to build teacher skills for the Competency-Based Education (CBE) classroom. The program targeted digital integration in lesson planning, interactive content creation, and learner-centered teaching using technology. It was linked to the Kenya Primary Education Equity in Learning Program (KPEELP) and a Disbursement Linked Indicator that measures classroom use of digital content.
How the training was delivered
Officials used a cascade model: content development, Master Trainers, Trainers of Trainers, and rollout across 1,251 training centres. Multi-agency teams from the Teachers Service Commission (TSC), ICT Authority (ICTA), KEMI, KISE and other bodies handled logistics and technical support.
Impact on teachers and classrooms
While hardware has reached many schools, teachers who will use the devices are unpaid for the time and costs they incurred. Educators report borrowing money for transport and accommodation, rearranging household budgets, and experiencing stress from the lack of clear information.
The result is a gap between policy and practice: shiny new ISBs and laptops in classrooms can only improve learning if teachers are supported and motivated to use them.
Who is responsible?
- Teachers Service Commission (TSC) — developed the concept paper and coordinated professional development. Teachers expect the TSC to ensure fair and timely payments.
- ICT Authority (ICTA) — rolled out the hardware and is a co-stakeholder in ensuring teacher readiness and facilitation.
- KDEAP and Ministry of Education — responsible for project financing, oversight, and linking disbursement conditions to project results under KPEELP.
Recommended steps to resolve the allowance delay
To restore confidence and keep the digital shift on track, stakeholders should take clear, timely actions:
- Publish allowance rates: issue a joint TSC–ICTA statement showing approved rates per participant.
- Set a disbursement calendar: announce exact payment dates and the list of counties or teacher groups to be paid each week.
- Simplify payment channels: use direct bank transfers or payroll with SMS/portal notifications to each teacher to confirm payment.
- Open institutional dialogue: meet teacher representatives and union leaders to agree on financial MoUs for future training phases.
- Link payments to accountability: publish short reports showing funds released and recipients confirmed to reduce rumours and mistrust.
How teachers and schools can prepare while waiting
Teachers can continue preparing ICT-integrated lesson materials and practise with available DLP resources. For practical supports, see free curriculum and teaching resources that align with digital lessons, for example the CBC lesson plans and CBC curriculum designs. Schools preparing learners for exams can also refer to the KCPE exam resources while integrating digital teaching methods.
Conclusion
The KDEAP ICT training was a major step toward modern classrooms, but delayed allowances risk undermining teacher morale and project success. Immediate financial disclosure, clear timelines, reliable payment channels, and meaningful engagement with teachers will protect the investment in hardware and ensure the Digital Learning Programme translates into better learning outcomes.
