Own the Memory, Rent the Intelligence

Part of Sovereign AI for Education Systems: A Practical Guide for Ministries. This post applies the same control question to any organisation choosing an AI vendor.

Twice this year I have sat with the strategy team of a Big Four firm and heard the question their clients keep asking: which AI model should we standardise on? GPT, Claude or Gemini? A US model or a Chinese one? Closed or open-weight?

I hear the same question from ministries, assessment bodies and publishers across Africa and the Gulf. Model choice matters. Different models bring different capabilities, costs, risks and constraints. But it is the wrong first decision.

The assets that compound over time are the memory you accumulate and the methods you build around the model. Those should remain yours. The model should be replaceable. This post sets out why, what the three layers are, what it looks like in my own work, and a three-question test you can run on any AI deployment this week.

What you are really buying when you “adopt AI”

When an organisation, or an individual, adopts AI, it is usually acquiring three different things at once. Most products bundle them so tightly that the boundaries disappear. That is convenient at the start. It also makes it hard to see where the lasting value sits, and what you would lose if you left.

1. The memory layer

This holds the records, documents, decisions, correspondence and history of how you or your organisation works. It also includes the structure around those records: relationships, provenance, metadata and version history.

Everyone agrees they should control their data. Many assume they already do because a product offers a CSV export. But a pile of rows is not a working memory. If the relationships, history and structure disappear on export, much of the useful context disappears with them.

2. The method layer

This is the layer that gets the least attention, and it is where your working methods become explicit and executable. It includes the schemas that structure information, the workflows that move it, the prompts and rules that guide the model, the permissions and review gates that constrain it, and the evaluations that tell you whether it is working. It also includes the routing logic that decides which task goes to a model and which needs a person.

When a team spends six months getting an AI assistant to handle intake properly, the value is not only in the model or the records. It sits in the method the team has worked out: what to collect, how to classify it, which exceptions matter, when to escalate and how to check the result. That method is often the least portable part of an AI deployment. It is also the part I care most about, because it is where professional judgement lives. I write about capturing it in Expertise Encoding.

3. The intelligence layer

This is the model itself, the part everyone argues about: which lab, which benchmark, which release. It is also the layer that changes fastest. A model that leads this quarter may be overtaken next quarter, and prices move just as quickly.

What ownership means in practice

For me, ownership is practical, not legal. Can I inspect it, change it, version it, export it intact and move it without asking a vendor for permission? You can own the method while renting the infrastructure it runs on. Control matters at the points where your judgement and institutional memory build up.

Build inside a vendor’s walls and your workflows may be written in its configuration language. Your automations may live in its runtime. Your prompts, review steps and accumulated judgement may exist only inside its interface. You may be able to export the records, but not take the method with you in a form another system can run.

This is no longer only an architecture preference. The European Union’s Data Act, which has applied since 12 September 2025, includes rules to help customers switch between providers of data processing services and to improve interoperability. Portability has become a policy question.

Renting more of the stack can still be the right call. Managed platforms provide support, security, integrations and reliability. Building your own method layer brings maintenance, versioning and key-person risks, and managed dependency can be worth paying for. The risk is letting that dependency deepen without noticing it, testing it or pricing the exit.

What this looks like on my desk

I have spent the past year running a small version of this architecture across my own work, in a system I call NiallOS. My working memory sits in a structured database on infrastructure I control. It holds projects, documents, extracted evidence, decisions, commitments, contacts and journal entries. Around it sits a set of scripts, plain-text instructions and scheduled routines. A morning brief is ready before my working day starts. Meeting context is prepared before I ask. New research in my field is scanned each week. At the end of a working session, the relevant updates are written back into the system.

No single part is the breakthrough. The value comes from every routine sharing the same memory and the same methods.

Since I built it, I have changed the underlying models several times. I have used US frontier models, Chinese open-weight models routed through an aggregator, and different models for different roles depending on cost and capability. Changing the provider connection took minutes. No records had to move. The core workflows did not have to be rebuilt. The morning brief arrived the next day as usual, sometimes slightly smarter and sometimes slightly cheaper.

That does not mean a new model is automatically safe for every task. Models behave differently, and prompts, structured outputs, tool use and safety behaviour all need testing. The US National Institute of Standards and Technology’s AI Risk Management Framework treats evaluation as contextual and ongoing, which is the right expectation. A replaceable model still has to earn its place in a live workflow. What the architecture changes is the cost of that evaluation: I can test a different model against the same records and methods without rebuilding the system around it first.

Some models reach my system through an aggregator, a service that routes requests between providers. That is another dependency, but the records and methods still live elsewhere, and the route can be replaced.

This is the operational fact underneath the argument. The model provider can change. The memory and the method keep compounding. Compare a team whose prompts, automations and review steps live only inside one vendor’s assistant. For them, changing provider means more than choosing a new model. They have to reconstruct how the work was being done.

When control has to extend into the model

For many individuals and organisations the pattern is simple. Hold the memory and method somewhere you control, then call the model through an interface you can replace.

Some institutions need to move the control boundary further. I work with ministries, regulators and assessment bodies in the Gulf and across Africa. In some of these settings, law, data classification policy, contracts or institutional risk appetite require certain learner or citizen data to stay in-country or on premises. The intelligence has to come to the data, rather than the data going out to the intelligence.

That can mean running open-weight models on infrastructure the institution controls. This gives more operational control over the model layer, but it is not complete sovereignty. Licences, hardware, operators, security and update paths still matter. The sovereign AI guide for ministries covers those infrastructure choices in more detail.

The capability picture has also shifted. Stanford’s 2026 AI Index reported that in March 2026 the leading closed model was 3.3% ahead of the leading open-weight model on the Arena leaderboard. That does not make every open model suitable for every task, and running frontier-scale models locally still needs serious infrastructure and skills. It does mean open-weight models are now credible options for many workloads where local control matters.

The layers can be separated, but only by design. You have to draw the boundaries, write down the dependencies that remain and test whether switching actually works.

What this means for education systems

Education has a particular reason to care. A ministry’s curriculum, assessment frameworks, marking guidance and years of learner records are exactly the kind of memory that compounds. The way its officials moderate marks, review content or support teachers is exactly the kind of method that should not live only inside a vendor’s product. Procurement cycles are long, contracts outlast model generations, and the people who negotiated a deal have often moved on by the time it needs renewing.

So when an education organisation buys an AI service, I would want four things written into the agreement or the design:

  1. The right to export records together with their structure, relationships and history, in a documented format, at any time and at the end of the contract.
  2. Prompts, workflow definitions, rubrics and evaluation sets held in files or systems the organisation governs, not only in the vendor’s interface.
  3. A model interface that can be pointed at a different provider, or a locally hosted model, without rebuilding the service.
  4. A tested exit plan: what would be moved, retested and approved again, by whom, and how long it would take.

None of this stops a ministry from using commercial tools. It means the ministry chooses the dependency rather than discovering it later.

A three-question portability test

When the “which model?” conversation starts, in a boardroom, a team meeting or your own head, start with three questions instead.

  1. Where does our memory live? Could we take the records, relationships, history and structure with us tomorrow?
  2. Where is our method written down? Is it held in files and systems we govern, or only in a vendor’s configuration screens?
  3. If we changed model provider next month, what would we have to rebuild, retest and approve again?

If the answers are “inside their product”, “inside their product” and “almost everything”, you have made a deep platform commitment. That may still be the right commercial choice. But it should be explicit, bounded and revisited as the market changes.

You do not need to self-host everything to apply the principle. A one-person system can use a structured database, plain-text workflows and a thin routing layer. An institutional version will also need identity and access controls, audit logs, monitoring, evaluation, backups, disaster recovery and clear procurement terms. The scale changes. The ownership test does not.

Try the test on one live workflow. The parts that break will show you where the dependency sits.

Own the memory, own the method, rent the intelligence

Model capability will keep moving, and that is good news if you are set up to benefit from it. The method you develop and the memory you accumulate should still be there when it does.

If you are working through these choices for a ministry, an assessment body or an education organisation, see Work with me or get in touch. For the wider policy picture, start with Sovereign AI for Education Systems, and for how I capture working methods so AI can use them, see Expertise Encoding.

Context Engineering: The Next Evolution Beyond Prompt Engineering

If you’ve been using AI tools like ChatGPT or Claude, you’ve probably experienced this frustration: every time you start a new conversation, you have to re-explain who you are, what you need, and the context for your work. It’s like introducing yourself to the same colleague every single day.

This is the fundamental limitation of prompt engineering – and it’s why the field is rapidly evolving toward something more powerful: context engineering.

The Problem with Prompt Engineering Alone

Prompt engineering has been the dominant approach to working with AI: craft the perfect instructions, get better results. But here’s the challenge:

Every conversation starts from zero. You must re-specify your context, preferences, constraints, and requirements with every single prompt.

If you’re a teacher in South Africa working with CAPS curriculum, this might look like:

  • “You are a South African teacher”
  • “Use CAPS curriculum standards”
  • “Create materials for Grade 7”
  • “Consider multilingual classrooms”
  • “Use South African examples and context”
  • “Align with DBE guidelines”

Research shows that 80% of prompt engineering effort goes into re-establishing basic context, not describing the actual task. This is inefficient, inconsistent, and doesn’t scale.

Read more

The Complete Guide to n8n Workflow Automation for Education and Training

This is the hub for n8n in education and training: what it is, where it fits, and the main use cases. The pipeline write-up is automating online learning creation. The accuracy write-up is RAG in n8n.

Last reviewed: 31 August 2026.

The education and training landscape is transforming. From K-12 schools managing thousands of student communications to corporate L&D departments coordinating complex learning pathways, to business schools delivering world-class MBA programs, organizations face an overwhelming operational challenge: managing increasingly complex workflows across disconnected technology systems while maintaining focus on what matters most – effective learning and development.

Enter n8n, an open-source workflow automation platform that’s quietly revolutionizing how educational institutions operate. Unlike expensive enterprise solutions that lock organizations into rigid ecosystems, n8n offers a flexible, cost-effective approach to automation that adapts to your unique educational context.

This comprehensive guide explores how education and training organizations are using n8n to automate repetitive tasks, integrate disparate systems, enhance content quality, and create seamless learner experiences – all while working within tight budget constraints.

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Implementing RAG in n8n for Educational Content Workflows

This page is the RAG and vector-database sibling: how to ground generated educational content in your own curriculum sources. Start with the n8n hub if you need the wider picture.

Last reviewed: 31 August 2026.

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Fundamentals of Prompting

Lesson 1, Prompt Engineering Module

In this 30-minute session, we explored the foundations of effective prompt engineering using our 10/10/10 format: instruction, demonstration, and practice. The core focus was the CRAFT framework, a systematic approach to writing prompts that consistently generate high-quality AI outputs. We also examined common pitfalls that prevent people from getting the results they need, and introduced practical techniques for immediate improvement.

This session is part of our “Your Journey from AI Curious to AI Confident” programme, designed to equip Cambridge staff with practical AI skills they can apply immediately in their daily work.

What is the CRAFT framework?

CRAFT is a five-component framework that transforms vague requests into precise, effective prompts. Each letter represents a critical element:

Context provides the background and situation. Rather than asking “Write an email,” you might specify “I need to inform our department about a policy change affecting annual leave.”

Role defines who the AI should act as. This might be “Act as an experienced HR communications specialist” or “Respond as a technical documentation writer.”

Action states the specific task to complete. Be explicit: “Draft a 200-word email announcement” rather than “Help me with this.”

Format specifies the structure of the output you need. Do you want bullet points, a formal letter, a table, or JSON data? State this clearly.

Tone sets the voice and style. Should the output be formal, conversational, technical, or empathetic? This prevents mismatches between your needs and the AI’s response.

When you combine these five elements, you create prompts that consistently deliver relevant, appropriately structured results. The framework is flexible—not every prompt requires all five elements, but considering each one significantly improves your outcomes.

When the output is a learning task or a question, name the cognitive demand in the Action. “Write some questions” is ambiguous. “Write five Remember stems, then five Evaluate stems, using this Bloom’s Taxonomy question-stem bank” is an Action you can check.

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Rapid Prototyping AI Products with Claude Projects

From Hypothesis to Working Prototype in Days

Developing AI-powered products traditionally requires months of development and significant technical resources. Using Claude Projects, we transformed this timeline from months to days, testing five critical AI capabilities and building a fully functional automated lesson plan generation system for South African teachers. This article explores how hypothesis-driven prototyping with Claude Projects enables rapid validation of AI product concepts before committing to full-scale development.

Introduction

The gap between AI capability and practical implementation remains a significant barrier in educational technology. While large language models demonstrate impressive potential, translating that potential into reliable, curriculum-aligned tools requires answering fundamental questions: Can AI reliably research curriculum documents? Can it follow complex multi-step processes? Can it integrate with existing systems? Can it produce professionally formatted outputs?

Rather than spending months building infrastructure to test these questions, we used Claude Projects as a rapid prototyping environment. Within one week, we moved from concept to a working system that generates comprehensive, curriculum-aligned lesson plans for the South African CAPS curriculum, complete with professional formatting, WordPress integration, and evaluation capabilities.

Why This Matters:

Educational technology development often fails not from lack of ambition but from building solutions before validating core assumptions. Rapid prototyping allows educators and developers to test AI capabilities quickly, identify limitations early, and make informed decisions about scaling production systems.

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Automating WordPress SEO Optimisation with MCP and Claude Code

A Case Study in AI-Powered Site Management

This case study demonstrates how AI automation via the Model Context Protocol and Claude Code transformed a labour-intensive WordPress SEO optimisation project into a streamlined, chat-based workflow. What would typically require hours of manual WordPress administration was completed in two sessions without accessing the admin interface, addressing 11 critical errors, optimising 52 pages, and implementing strategic internal linking across 40 posts.

Note – I am not an SEO-bro or marketing guru, but have been running my own websites for years.

Where we started!

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Why I Built an AI Twin to Run My Life

Claude Code terminal open while building a personal AI operating system

Last reviewed: 5 November 2026.

“AI will save you so much time!” Silicon Valley promised. So I tried everything. ChatGPT for writing assistance. Claude for research summaries. Gemini for project management. Copilot for planning. Every morning started the same way: ten minutes explaining my context to whichever AI I was using that day.

“I’m Director of Product and Innovation, Sub-Saharan Africa, at Cambridge University Press & Assessment…”

“I need this in British English for an education audience…”

“Keep it practical, I’m building training programmes…”

Then I’d finally get to the actual work. AI was supposed to save time. Instead, I felt busier than ever.

I was drowning in AI tool overload while still doing everything manually.

The working laboratory is now NiallOS. The method behind it is expertise encoding. The ownership argument that came out of this work is Own the Memory, Rent the Intelligence.

The AI promise vs reality

In 2023 and 2024 the pitch was simple: AI will transform knowledge work, automate everything, and free up your week. My reality in a Cambridge product and innovation role looked different. I was designing training programmes for education leaders, working with organisations such as UNICEF and KFAS, creating workshop materials and curricula, publishing public writing on AI in education, and staying current on EdTech practice across Sub-Saharan Africa.

AI was supposed to save time on routine tasks, help me focus on strategic work, make complex work manageable, and give me breathing room.

What actually happened? Every morning became an AI context-switching marathon. ChatGPT for brainstorming workshop activities. Claude for analysing research papers. Back to ChatGPT for LinkedIn drafts. Gemini for curriculum outline suggestions. Each tool required a fresh start and a fresh explanation of who I was and what I was building.

I calculated the daily context tax. I wasn’t using AI to work smarter. I was managing a portfolio of AI tools, each one needing setup, context and translation. It felt like having five junior assistants who all had amnesia every morning.

Claude Code terminal open while building a personal AI operating system
Claude Code becoming the shell for a personal operating system

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Transforming Educational Publishing with AI

A Practical Workshop Framework

As organisations across higher education and publishing confront the challenge of integrating artificial intelligence into their operations, the question is no longer whether to adopt AI, but how to do so effectively. At Cambridge, we have been running an internal training programme focused on what we term “AI-ifying the organisation” – helping teams understand, adopt, and implement AI tools in ways that enhance rather than replace human expertise.

This article documents our approach to training publishing professionals in AI capabilities, drawing from a comprehensive workshop delivered on AI and Educational Publishing. Rather than treating AI as a mysterious black box, we focus on practical techniques that publishing teams can implement immediately, whilst also addressing the critical change management and upskilling requirements that successful AI adoption demands.

The framework we developed serves dual purposes: demonstrating what is genuinely possible with current AI technology, and providing a replicable training structure that other organisations can adapt to their own contexts. Throughout this article, we share specific examples, prompting techniques, and workflow implementations that have proven effective in real-world publishing scenarios.

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AI Fundamentals for Educators: AI, Language Models, Capabilities and Ethics

This page brings together the four lessons of the AI Foundations module from the Cambridge AI Lunch and Learn series: what AI is, how large language models work, what they can and cannot do, and how to use them responsibly.

Lesson 1, AI Foundations Module

In our first foundational session, we demystified artificial intelligence by exploring what it actually is—and what it isn’t. The key insight? AI doesn’t follow rules like traditional software; it recognizes patterns learned from vast amounts of data, much like how you learned to recognize cats through examples rather than explicit instructions.

We distinguished between different types of AI (Large Language Models, Computer Vision, Predictive AI, and Generative AI) and discovered that AI is already embedded in our daily lives – from email spam filters to smartphone facial recognition. Through practical exercises, participants experienced how AI can adjust its communication style for different audiences and solve multi-constraint problems like planning office pizza orders with dietary restrictions.

The takeaway: AI is a powerful tool for augmentation, not replacement, and like any tool, it requires understanding its capabilities and limitations before we can use it
effectively.

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10 Simple Prompts for Cambridge Teachers to Use with AI Chatbots

Ready-to-use prompts for lesson planning, activities and classroom resources

I’ve created 10 easy prompts that give Cambridge teachers immediate access to syllabus and assessment content, suggestions for effective teaching delivery, ideas for engaging classroom activities, and resources you can use in class or share directly with students. The beauty of these AI chatbots is their accessibility; they work on mobile devices and require no special setup or additional data inputs.

I’ve tested these prompts across ChatGPT, Claude and Gemini, and here’s what I’ve found: they’re remarkably similar in terms of capabilities, so use whichever one you are familiar with or have access to. For the demos, I’ve pretended to be an IGCSE Business Studies teacher, but you can adapt the prompts for your subject and level.

The key insight? If you’re a thoughtful teacher who knows how to check and verify outputs, these tools can genuinely increase your productivity and potentially improve your teaching practice. I’ve included all the prompts in the slides so you can test them out yourself, get ideas for lessons, find suggestions for activities, and create content for both your lessons and students. When the model writes questions, check the cognitive level against a stem bank rather than trusting the verb. I keep Bloom’s Taxonomy question stems beside the output.

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Vibe Coding: How South Africans Can Build Software by Simply Describing What They Want

An approach to programming that could enhance digital skills development across the country

I’m a big fan of Cursor for coding with AI, and this movement now has a name – “vibe coding” – which allows people to create programmes by describing what they want in natural language and letting AI handle much of the actual coding. As South Africa grapples with developing digital skills and implementing new coding curricula in schools, vibe coding represents a potentially transformative approach that could democratise software development across the country.

The timing couldn’t be better. With the Department of Basic Education rolling out coding and robotics as part of the new curriculum framework, and the country’s ongoing push to develop digital literacy, vibe coding offers a bridge between traditional programming education and practical software creation. Rather than spending months learning syntax and programming languages, South Africans can now focus on problem-solving and creative thinking while AI handles the technical heavy lifting.

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