A partnership between UNESCO and Chinese coding platform Codemao is helping introduce artificial intelligence (AI) education into Kenyan schools, offering a practical illustration of China’s argument that technology should advance humanity. Since the initiative began, more than 1,200 Kenyan students have received training, while 20 schools across four counties have established coding programmes.
For Augustine Nzuki, a teacher at Tala Township Primary School in Machakos County, the difference between theory and practice became apparent during a sponsored visit to Shenzhen, China. Having previously taught robotics largely in theory, he had the opportunity to operate a drone and interact with a robot for the first time. He now plans to share his experience with 20 neighbouring schools.
This train-the-trainer approach illustrates an important principle: AI progress is not simply about building increasingly sophisticated machines, but also about equipping people with the skills to use them. By extending coding and digital literacy to African educators and students, China is advancing its argument that AI should be an instrument of human development rather than an extension of geopolitical power.
The initiative forms part of a broader Chinese push for international AI cooperation. In July 2026, China advanced the establishment of the World Artificial Intelligence Cooperation Organisation (WAICO) in Shanghai, proposing a platform for collaborative innovation, inclusive development and coordinated governance.
