UNESCO’s Global Skills Academy: expanding digital and AI skills across TVET systems in Kenya

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Launched in 2025, the programme aims to equip educators to use AI responsibly, effectively and confidently, while preparing students for a rapidly evolving labour market in which AI is becoming a foundational workplace competence. 

With implementation planned across six countries worldwide, the ambition is to train and certify over 500,000 teachers and students by the end of 2026, leveraging UNESCO’s network of TVET institutions. In Kenya, the programme was first rolled out with Machakos University and the Kenya School of TVET (KSTVET), before expanding to 21 additional TVET institutions. More than 200 teachers have since been enrolled and upskilled through structured AI learning pathways on Microsoft Learn, marking an important milestone in strengthening AI competencies across the TVET sector. 

With the support of Machakos University, KSTVET and five UNEVOC Centres, Kenya is now contributing to the development of a broader national framework for AI and digital skills integration across TVET systems.

National ownership as the foundation for scale

A central feature of the Global Skills Academy’s strategy is national ownership. The programme is designed to be embedded within government-led education and training systems in order to support nationwide scale, ensure alignment with national priorities, and strengthen long-term sustainability.

Kenya has played a leading role in demonstrating how public-private partnerships and TVET networks, fuelled by national leadership, can be mobilized to advance a country’s digital transformation agenda and become part of a national system-wide transformation.

Kenya’s experience provides a concrete example of how a national implementation strategy can be established. The Ministry of Education and key national authorities – the Technical and Vocational Education and Training Authority (TVETA), the Technical and Vocational Education and Training Curriculum Development, Assessment and Certification Council (TVET CDACC) and the Ministry of Information, Communications and the Digital Economy – have played an instrumental role in expanding institutional access through national TVET networks, supporting the integration of AI literacy into policies and curricula, and helping ensure quality.

The national institutional framework has been essential to accelerating digital transformation at scale, while supporting equitable access across the country through Microsoft’s online learning platform and localized learning content.

The Kenyan experience is also increasingly being considered as a potential regional model to support future implementation and scaling efforts in neighbouring countries such as the Uganda and the United Republic of Tanzania, where the programme is entering its first phase. Other participating countries include Ghana, India and Malaysia.

From educator readiness to student reach

The programme is now moving towards its next chapter: digitalization and direct learner engagement. This stage will leverage a train-the-trainer model to expand AI skills among students in participating countries. Teachers trained through the programme will support learners in developing practical AI competencies through online courses leading to Microsoft-issued AI certification. 

This cascade model is designed to generate a sustainable multiplier effect, with new groups of students trained at the start of each academic term.

In Kenya, 23 institutions, including UNEVOC centres and National Polytechnics, will be supported by more than 200 AI-trained educators who will guide students through personalized digital skills pathways, in 2026.

Since its launch in Kenya, the programme has gained strong traction with participation reaching 100% of the Kenya School of TVET (KSTVET) and accounting for over 5,300 beneficiaries as of end of May 2026. Engagement is driven predominantly by students, who represent more than 93% of beneficiaries.

The year 2026 will focus on consolidating a broader digital TVET ecosystem, strengthening institutional coordination and accelerating the transition towards scalable digital learning and certification pathways.

A model for global replication

Kenya is demonstrating how to move from educator training to nationwide student reach in AI literacy. The strategy, partnerships and implementation framework established in Kenya will inform the roll-out of the programme in five additional countries: Ghana, India, Malaysia, Uganda and the United Republic of Tanzania.

Beyond national implementation, the programme aims to contribute to the emergence of regional cooperation frameworks and communities of practice around AI and digital transformation in TVET systems.

Through this six-country initiative, UNESCO’s Global Skills Academy and its partners are helping to build more resilient, inclusive and future-oriented TVET systems. By equipping educators with the knowledge and tools to teach AI and digital skills, the initiative seeks to ensure that learners are not only prepared for the jobs of today but are empowered to shape the economies and societies of tomorrow.

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• Country page: Kenya
• Region: Africa
• SDG: SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
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This article is related to the United Nation’s Sustainable Development Goals.

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