Since March 2025, Given Sichilima has been working part-time for the Foundation. Last year, he launched the "Playing with Technology" project. This project gives secondary school students the opportunity to take classes outside the regular curriculum on how to use computers in all kinds of equipment, ranging from traffic lights to thermometers and robotic arms. The computers are small but "real," and the equipment is "toy-sized." This keeps costs down (€40 for a set used by two students).
The idea behind the project is that to achieve a sufficient technical level in industry and society, it's essential that children are exposed to technology through play at a young age. In countries like Zambia, this is rarely the case, especially in rural areas and less affluent urban neighborhoods. With the "Playing with Technology" project, we aim to give secondary school students this opportunity.
Below is Given's report on the past year and a look ahead to next year.
Over the past year 2025, I have been working with Munali Secondary School, a government-funded school in Lusaka that serves students from Grade 8 to Grade 12, mostly aged 15 to 19 years (some up to 20). Unlike private schools, many learners here come from families with limited access to technology. For most of them, this program is their first hands-on experience with computers beyond basic classroom use.
I meet the students twice a week, every Thursday and Friday, for two hours per session. This program is voluntary and runs outside their normal timetable, which shows their strong motivation to learn. Despite their busy school schedules, attendance has remained high, with about 40 students participating weekly in two groups.
During the sessions, students learn how computers work in real life. Using small programmable computers (Raspberry Pi), they connect sensors and simple motors and write basic programs in Python (a beginner-friendly programming language). Through this, they understand how technology controls traffic lights, security systems, smart homes, and industrial machines. We also introduce them to Artificial Intelligence in simple terms, showing how data helps computers make decisions, such as in phone face recognition or recommendation systems.
One of the most encouraging moments was when a group of students designed and built a small robot that could sort red and black blocks. Their creativity and teamwork led to an invitation to Sweden to complete the project, which greatly boosted their confidence and showed what they are capable of when given the opportunity.
This training improves their chances for further education. Many students now express interest in studying computer science, engineering, and ICT after secondary school. In
Zambia, there is a growing demand for technically skilled people, especially in areas such as software development, automation, networking, and data systems. While some may question the relevance of AI and robotics, these skills are becoming essential globally, and Zambia must prepare its youth to compete internationally and drive local innovation.
Planning for 2026
In 2026, I plan to continue at Munali Secondary School, working with both returning students and new participants. At the same time, we will expand to higher institutions, starting with:
Evelyn Hone College
Information and Communications University (ICU)
This will allow continuity from secondary to tertiary level.
We will also introduce a project-based Raspberry Pi competition among code clubs. Students will form teams and solve real-world problems using technology. Winners will receive educational prizes such as books, small learning grants, or branded T-shirts. This will encourage creativity, teamwork, and innovation.
School selection will be based on:
Willingness of school management to support the program
Availability of interested students
Priority to government schools and public institutions
Our long-term goal is to build a strong pipeline of young technologists who can contribute to Zambia’s digital transformation.
Given Sichilima, January 2026
Since March 2025, Given Sichilima has been working part-time for the Foundation. Last year, he launched the "Playing with Technology" project. This project gives secondary school students the opportunity to take classes outside the regular curriculum on how to use computers in all kinds of equipment, ranging from traffic lights to thermometers and robotic arms. The computers are small but "real," and the equipment is "toy-sized." This keeps costs down (€40 for a set used by two students).
The idea behind the project is that to achieve a sufficient technical level in industry and society, it's essential that children are exposed to technology through play at a young age. In countries like Zambia, this is rarely the case, especially in rural areas and less affluent urban neighborhoods. With the "Playing with Technology" project, we aim to give secondary school students this opportunity.
Below is Given's report on the past year and a look ahead to next year.
Over the past year 2025, I have been working with Munali Secondary School, a government-funded school in Lusaka that serves students from Grade 8 to Grade 12, mostly aged 15 to 19 years (some up to 20). Unlike private schools, many learners here come from families with limited access to technology. For most of them, this program is their first hands-on experience with computers beyond basic classroom use.
I meet the students twice a week, every Thursday and Friday, for two hours per session. This program is voluntary and runs outside their normal timetable, which shows their strong motivation to learn. Despite their busy school schedules, attendance has remained high, with about 40 students participating weekly in two groups.
During the sessions, students learn how computers work in real life. Using small programmable computers (Raspberry Pi), they connect sensors and simple motors and write basic programs in Python (a beginner-friendly programming language). Through this, they understand how technology controls traffic lights, security systems, smart homes, and industrial machines. We also introduce them to Artificial Intelligence in simple terms, showing how data helps computers make decisions, such as in phone face recognition or recommendation systems.
One of the most encouraging moments was when a group of students designed and built a small robot that could sort red and black blocks. Their creativity and teamwork led to an invitation to Sweden to complete the project, which greatly boosted their confidence and showed what they are capable of when given the opportunity.
This training improves their chances for further education. Many students now express interest in studying computer science, engineering, and ICT after secondary school. In
Zambia, there is a growing demand for technically skilled people, especially in areas such as software development, automation, networking, and data systems. While some may question the relevance of AI and robotics, these skills are becoming essential globally, and Zambia must prepare its youth to compete internationally and drive local innovation.
Planning for 2026
In 2026, I plan to continue at Munali Secondary School, working with both returning students and new participants. At the same time, we will expand to higher institutions, starting with:
Evelyn Hone College
Information and Communications University (ICU)
This will allow continuity from secondary to tertiary level.
We will also introduce a project-based Raspberry Pi competition among code clubs. Students will form teams and solve real-world problems using technology. Winners will receive educational prizes such as books, small learning grants, or branded T-shirts. This will encourage creativity, teamwork, and innovation.
School selection will be based on:
Willingness of school management to support the program
Availability of interested students
Priority to government schools and public institutions
Our long-term goal is to build a strong pipeline of young technologists who can contribute to Zambia’s digital transformation.
Given Sichilima, January 2026