The promise of digital education in Uganda faces a sobering reality check as officials and industry leaders warn that rushing technology into classrooms without fixing underlying infrastructural divides could severely widen the gap between wealthy and marginalized learners.
Speaking at the EdTech Baraza in Kampala, Dennis Mujimba, spokesperson for the Ministry of Education and Sports, cautioned against adopting tech-driven mandates without clear pathways for equitable access. With basic necessities like stable electricity, internet connectivity, and hardware remaining out of reach for millions, the digital shift risks creating a multi-tiered education system.
‘If you mandate ICTs and say a topic must be delivered through technology, who is going to provide that gadget?’ Mujimba challenged the audience, pointing out that government-supported institutions represent only a fraction of the nation’s educational landscape. ‘Out of approximately 5,000 secondary schools nationwide, the government only oversees about 1,600. How will learners in the remaining schools access these digital learning facilities?’
To mitigate the cost burden on low-income families, Mujimba suggested exploring shared digital infrastructure models, similar to systems used in higher education abroad where common devices are provided within lecture rooms rather than requiring individual ownership.
The stark reality of Uganda’s digital readiness was underscored by data presented at the forum. Findings from a comprehensive digital readiness assessment of over 3,200 secondary schools-supported by the Mastercard Foundation’s Leaders in Teaching program-revealed that only one in five schools possesses the reliable electricity, devices, and connectivity required to sustain digital learning. More than a third of the surveyed schools operate with zero internet access.
Wariko Waita, Director of the Mastercard Foundation Centre for Innovative Teaching and Learning, emphasized that technology is not a magic wand for systemic structural flaws.
‘The real opportunity lies in using technology to respond directly to learners’ and educators’ needs, strengthen teaching, and build more inclusive, resilient education systems,’ Waita noted. She called for targeted investments in rural infrastructure and teacher training, stressing that vulnerable groups-including young women, learners with disabilities, and remote communities-are most at risk of being left behind. Through its EdTech Fellowship in partnership with Hive Colab, the foundation is currently working to scale 36 local education technology ventures over the next five years to build contextualized, inclusive learning tools.
Beyond infrastructure, media and academic experts at the Baraza highlighted the urgent need to realign digital learning with real-world skills and market demands. Flavia Tumusiime, Head of Broadcast at Nation Media Group Uganda, stressed that digital tools should foster critical thinking rather than simple rote learning.
‘Uganda’s vibrant, young population is our greatest opportunity, but that potential will be squandered if our youth are not equipped with practical, future-ready skills,’ Tumusiime said, reaffirming NMG’s commitment to supporting initiatives that improve tangible learning outcomes across the country.
Echoing these concerns, Prof. Mouhammad Mpezamihigo, Vice Chancellor of Equator University of Science and Technology, urged institutions to abandon rigid traditional frameworks in favor of rapid adaptability.
‘The take-home message is that we must be remarkably agile,’ Prof. Mpezamihigo stated. ‘Things are shifting rapidly around us, whether we run an educational institution or a business. Universities carry the fundamental responsibility of ensuring graduates can compete dynamically on the global job market.’
As the Ministry of Education prepares a comprehensive ICT in Education Policy alongside updated curriculum guidelines, Mujimba urged policymakers to cut through bureaucratic delays and focus on practical impact over procedural compliance.
‘We must move to a level where we assess our progress on actual delivery, not mere compliance with procedure,’ Mujimba concluded, highlighting that digital tools must ultimately teach students how to adapt to an evolving world. ‘At its core, we need to teach our learners how to learn.’