Cambridge Conference spotlights future ready education in Africa

By Buertey Francis BORYOR

The International Education group at Cambridge University Press & Assessment marked its first Cambridge International Schools Day in Sub-Saharan Africa on Saturday 21 February, 2026.

The one-day conference, held at the International Community School in Accra, was themed ‘Future Ready: Navigating a Changing Educational Landscape’, and brought together educators, school leaders and policymakers to examine how education systems can keep pace with rapid technological, economic and social change.

The discussions were grounded in findings from Cambridge’s global research study, Preparing Learners to Thrive in a Changing World, which captured the perspectives of nearly 7000 teachers and students across 150 countries on what readiness for the future truly means.

The report identified several priorities, notably strengthening students’ self-management and communication skills, while reframing the value of subject knowledge in an AI-driven era to ensure learners are prepared for life beyond school.

Leading through change in an age of uncertainty

In an interview with media at the event, Louise Hendey, Managing Director for Sub-Saharan Africa at Cambridge University Press & Assessment, urged school leaders to build resilience and readiness in the face of rapid transformation.

“Our ambition for the conference was to build connections, courage and shared responsibility, and to reaffirm the belief we hold deeply: that Africa’s schools, educators and learners are not simply helping students prepare for the future they will face, but for the future they want to create,” she added.

Her keynote address, ‘Leading through Chaos’, explored how school leaders can create coherence and calm in a world where digital overload, social fragmentation and chronic exhaustion increasingly influence learners’ well-being and engagement.

Embracing AI with confidence in the classroom

Juan Visser, Regional Director for Sub-Saharan Africa at Cambridge, unpacked the findings of the global study and addressed how schools should respond to artificial intelligence in classrooms.

In an interview on the sidelines of the conference, Mr Visser said research shows that self-management skills are vital for learner competitiveness. “As AI becomes more prevalent, learners risk becoming reliant on it to do the thinking for them. Schools must continue to teach strong self-management and ensure learners understand not just content, but what knowledge truly means,” he noted.

He described AI as an increasingly important tool but said it represents information, not knowledge. Also, he stressed that the human ability to interpret, evaluate and apply information remains central, and added that future-ready education requires environments where curiosity is encouraged, thinking is stretched, collaboration is purposeful and students build resilience and confidence.

Subject knowledge and transferable skills

A series of interactive sessions at the conference explored AI readiness, metacognition, critical thinking, communication skills and conflict management.

Araba Botchway, Executive Director of Admissions and Financial Aid at Ashesi University, facilitated the breakout session, ‘Subject Knowledge: Critical for Success in Higher Education and Beyond’. She underscored the need for learners to combine deep disciplinary knowledge with transferable skills such as critical thinking and adaptability.

Niall McNulty, Product Lead for AI and Edtech at Cambridge University Press & Assessment, also offered practical strategies for embracing AI confidently in schools.

The gathering underscored Africa’s growing role in international education conversations and highlighted the need for stronger collaboration among educators across the region.

About Cambridge

As the world’s largest provider of international education for learners aged three to 19, Cambridge currently serves nearly two million learners annually, with more than 10,000 schools in 160 countries forming part of its global community. Cambridge University Press & Assessment is part of the University of Cambridge. Its International Education group works with schools worldwide to build education systems that shape knowledge, understanding and skills. with the confidence and capability to thrive in a changing world.

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