Youth Leading Change: A Conversation with Zambia’s Champion for Child-Led Learning
As the world celebrates International Day of Education 2026 with its theme honouring youth as co-creators of education, Natasha Nyangwete’s story exemplifies this vision perfectly. An early childhood education (ECE) teacher from Zambia, she represents a new generation of educators challenging traditional teaching methods and reshaping our understanding of learning itself.
GPE KIX spoke with Natasha about her journey, her vision for transforming ECE in Zambia and why young people must be recognised as equal partners in solving education challenges.
Early childhood teachers in Zambia have long faced stigma; however, you have committed your career to revolutionizing early childhood education (ECE). What motivated you to pursue this field?
For a long time, ECE in Zambia was misunderstood and undervalued because it began informally, with community members caring for children without formal training. Even after the government formalised ECE in 2013, negative perceptions persisted, with early years teachers often seen as less qualified despite the sector’s formal recognition. While community attitudes are slowly improving, this history is what first motivated me to change how early learning and those who teach it are valued in my country.
Interestingly, my teaching journey was not something I immediately recognised. My mother saw my passion for working with children before I did. So, I began with a diploma in ECE, then pursued a degree, and along the way, my interest grew not just in teaching but in how children learn best. I became increasingly convinced that children should be allowed to learn through their natural interests rather than being forced into rigid academic structures too early.
Through my work with the Zambia Open Community School (ZOCS) and my involvement in the GPE KIX Scaling The School Readiness Initiative, I had the opportunity to put this philosophy into practice.
What changes do you want to see in education, and why are they important to you?
I want to see education systems move away from rigid, one-size-fits-all approaches and instead allow children to learn through their natural interests. I see that they already have an idea of what they want to do and how they want to learn, but we often limit them by imposing knowledge that does not truly support their development. Some children want to cook, others want to fix things, and some want to create art. When we allow children to explore their passions and interests, we can better identify their talents and guide them in meaningful ways. This shift is important to me because learning should feel relevant and empowering, not restrictive or burdensome.
You have been involved in the GPE KIX Scaling the School Readiness Initiative in Zambia, where you were recognised for your work in play-based learning and received a scholarship to pursue your Master’s degree. How did that opportunity change your approach to teaching?
The GPE KIX Initiative was a turning point for me. Being recognised for my work in play-based learning and receiving a scholarship to pursue my Master’s degree strengthened my confidence in child-centred approaches. It helped me better understand how learning can be anchored in children’s interests while still supporting academic development. I began to see more clearly that reading, writing, and mathematics should support children’s dreams and the activities that bring them joy. When children understand this, learning stops feeling like a burden and becomes something meaningful and motivating. This experience also encouraged me to support other educators in embracing these approaches.
In some communities, putting child-centred learning into practice often requires challenging long-held beliefs, especially among parents. How do you convince parents and community members that play is actually learning?
Convincing parents and community members requires patience and demonstration. Many parents initially believe that learning only happens when children are seated at desks, writing or completing worksheets. Through the GPE KIX Scaling the School Readiness Initiative, I learned to connect the home and school environments by showing parents that guided, responsible play leads to better learning outcomes. When parents see that children are more engaged, safer, and developing essential skills through play, their perceptions begin to change. Over time, even sceptical parents start to understand that play is not the opposite of learning; it is a powerful way of learning. Parents observed improvements in children’s confidence, communication, and willingness to participate in learning activities. This was observed from my Master's study, which worked very closely with the home learning environment.
As a young educator, why is it important for young people to have a genuine voice in education decisions, not only as students but as partners?
Young people need to have a genuine voice because they bring fresh perspectives to the challenges in education. Young people are not only learners; they are also problem solvers who experience the system firsthand. When young educators and students are excluded from decision-making, we miss opportunities for innovation and change. Treating young people as partners rather than passive participants helps create education systems that are more responsive, inclusive, and effective.
GPE KIX connects researchers, policymakers, and practitioners to share evidence and innovations that address local education challenges. How can young people contribute to and benefit from this kind of collaboration?
Through platforms such as GPE KIX, young people share evidence from their own practice, engage with research findings, write articles, contribute to case studies, use social media, and participate in learning dialogues. They can frame their ideas in ways that policymakers and decision-makers understand and respect.
At the same time, exposure to evidence-informed discussions strengthens their confidence and credibility in research literacy, critical thinking, and policy engagement. It helps them identify what has worked, what has already been tested and where the gaps remain. They can advocate for change with clarity and purpose, whether by influencing classroom practices, engaging communities, or engaging in policy discussions. It also allows them to engage more effectively with policymakers and practitioners. Through this dialogue, collaboration becomes a two-way process in which young people, policymakers, funders, and education leaders can contribute to the evidence base and grow through it.
Access to evidence is only powerful when it is used intentionally to influence practice and policy. How can young leaders use research and evidence from projects like GPE KIX to actually make change happen?
Research and evidence provide young leaders with a strong foundation for advocating for change. When young people use evidence from programs like GPE KIX, their ideas become more credible and harder to ignore. Evidence helps transform personal experiences into informed arguments that can influence policy discussions, community practices, and classroom approaches. By drawing on research findings, case studies, and data from GPE KIX-supported initiatives, as young leaders, we are better positioned to identify what works, why it works, and under what conditions. Through this channel, we can move beyond advocacy based on passion alone and instead engage policymakers, school leaders, and communities with informed, solution-oriented proposals.
A Different Breed of Learner
Natasha's ultimate vision is hopeful: classrooms producing "a different breed" of learners, independent, self-motivated, and genuinely engaged. Students who understand that mastering reading, writing, and math helps them pursue their passions, not fulfil someone else's expectations.
On this International Day of Education, Natasha reminds us that meaningful youth engagement demands more than consultation; it requires trust, collaboration, and space for young co-creators to act as equal partners with valuable insights.
