Global Educators Convene in Cambridge to Shape Learning

A quick poll in the main auditorium showed almost equal numbers of newcomers and repeat attendees. Among the first‑timers was Neslihan Okutgen of Istanbul, Turkey. Her school, which opened in 2025, serves students from nursery through secondary level. Okutgen said her primary goal was to connect with other Cambridge school leaders and explore the benefits of joining the Cambridge network.

First‑time participants and returning delegates

She arrived without a fixed agenda, hoping to learn what might help shape her institution’s growth. “I want to see what I can bring back for my school and for myself as a leader,” she told reporters.

Zambia’s perspective on a global curriculum

Returning to the conference for a second time was Dr. Lusungu Kumwenda, founder and school director of Totally Kids Daycare and Nursery in Lusaka. She started the school in 2019, initially focusing on early childhood care. Demand from parents has since expanded the program to include Year 5, and the school plans to sit its first Cambridge Checkpoint exams in 2028.

Dr. Kumwenda highlighted how the Cambridge curriculum aligns with Zambia’s new National Education Policy 2025 and its competence‑based assessment framework. “Cambridge promotes engagement, responsibility, reflectiveness and confidence through its Learner Attributes,” she said. “That’s important because education is more than just academics; it needs to develop the things that make us human too.”

She also pointed to climate‑change education as a pressing need. Zambia’s reliance on hydropower suffered during the 2024–2025 drought, which forced schools to cut activities to conserve electricity. “We moved toward solar power, and our students now understand climate change from lived experience,” Kumwenda explained.

Inspired by experts at the conference, she intends to launch a climate‑smart project in her school, aiming to turn drought lessons into a broader educational initiative.

Networking and future collaborations

Okutgen and Kumwenda highlighted the value of networking. Kumwenda noted that the conference “really provided me with a platform where I then got to network with colleagues—other school leaders that have been exposed to the Cambridge curriculum for some time and from whom I can learn.”

Attendees discussed potential partnerships, ranging from joint teacher‑training programs to student exchange initiatives. Several schools expressed interest in sharing resources for climate education, recognizing that practical experiences can complement textbook learning.

Overall, the conference showcased a blend of ambition and pragmatism. New leaders like Okutgen seek guidance, while seasoned directors such as Kumwenda bring concrete projects to the table. The event’s emphasis on learner attributes, sustainability and cross‑border collaboration suggests that the Cambridge Schools Conference will continue to serve as a catalyst for educational development worldwide.

Education evolves worldwide.