TECH SPARK Africa Advances Simulation-Based Learning for Skills Development

Repositioning Higher Education for Skills, Innovation, and Transformation

Speaking at the ceremony, the Vice Chancellor, Professor Engineer Quinton C. Kanhukamwe, at HIT, emphasized the strategic role of higher education in national development, noting that higher education must be repositioned at the centre of industrialisation, innovation, and sustainable social transformation . He further highlighted the role of virtual simulation learning in enabling experiential learning environments that foster innovation, problem-solving, and industry-relevant competencies.

These perspectives align closely with the objectives of TECH SPARK Africa, which seeks to bridge the gap between theory and practice by embedding immersive, real-world learning experiences within STEM and higher technical education programmes.

Reflecting on the significance of the milestone, Mrs. Rachael Chikoore, Dean of the School of Information Science and Technology at HIT and focal person for the TECH SPARK Africa project, underscored that the ceremony represented more than the conclusion of a training programme. She noted that it demonstrated the value of sustained partnerships with UNESCO ROSA in empowering institutions to adopt innovative learning tools, while also strengthening their capacity to serve students and wider communities. She further emphasized the importance of building on this momentum through continued collaboration and joint efforts.

Her reflections highlight the central role of institutional ownership and partnership-driven approaches in ensuring that digital innovation initiatives translate into lasting educational impact.

Looking Ahead: Supporting Simulation Modules Development

Building on the completion of the training, UNESCO ROSA will continue to support trained educators at HIT, NUST, and BIUST in the design, development, and integration of simulation-based learning courses in 2026. Planned next steps include partnering with private sector education technology providers, establishment of specialised task teams, continued technical and pedagogical support, alignment of simulation modules with national curricula and labour market needs, and the collection of evidence to inform policy development and system-wide digital transformation.