Texila American University Zambia (TAUZ) has continued its commitment to national development and educational transformation by conducting a capacity-building training for teachers in Kitwe and Ndola under the theme “Empowering Teachers for Zambia’s New Curriculum: Enhancing STEM Education, ICT Integration, and Career Readiness.”
The training, held on the Copperbelt, was aimed at equipping educators with practical knowledge and strategies to effectively implement Zambia’s revised curriculum, with a particular focus on Science, Technology, Engineering, and Mathematics (STEM), the use of Information and Communication Technologies (ICT) in teaching, and fostering career readiness among learners.
The sessions were led by TAUZ’s experienced faculty member, Mr. Harrison Kalenga, who delivered highly interactive and insightful presentations. Teachers were taken through key components of the new curriculum and explored innovative ways to integrate technology into classroom teaching. The training also highlighted the importance of aligning school programs with future career trends to ensure learners are adequately prepared for higher education and the workforce.
Speaking during the sessions, Mr. Kalenga emphasized the crucial role of teachers in national development and the need for continuous professional development to stay relevant in the evolving education landscape. “Empowering teachers means empowering the future of this country. At TAUZ, we are proud to be part of this important journey,” he said.
Participants expressed gratitude to Texila American University Zambia for taking the initiative to support teachers and improve the quality of education delivery. Many noted that the training was timely and would significantly enhance their approach to teaching and learner engagement.
TAUZ continues to demonstrate leadership in higher education and community engagement by taking practical steps to support Zambia’s education reforms in line with the country’s Vision 2030 and the Ministry of Education’s strategic objectives.
