Background
The integration of Information and Communication Technology (ICT) in education is globally acknowledged as a transformative force for improving teaching, learning, and institutional develop-ment. Uganda recognizes ICT as a key driver of socio-economic change and has incorporated it into national policies such as the Draft National ICT Policy (2014), the Digital Uganda Vision, and sectoral strategies like the Ministry of Education and Sports’ Digital Agenda. Agencies such as NITA-U and UCC spearhead infrastructure and regulation, and initiatives like the Pilot Digital Skills Acceleration Program (2023 -2026) aim to enhance digital skills among learners and teachers. However, while
Uganda’s ICT environment is evolving, sustained investment, stable policies, and strong coordination are necessary to fully realize digital education transformation. At the continental level, the Continental Education Strategy for Africa (CESA)1 promotes harnessing ICT for access, quality, and relevance in education, while global frameworks like the Qingdao and Incheon Declarations emphasize digital
inclusion, particularly for marginalized groups. These commitments align with tools like the UNESCO ICT Competency Framework for Teachers, which stresses integrating ICT into teacher training and curricula.
Objectives and Scope of the Evaluation
- Conduct an in-depth assessment of Uganda’s policy framework to understand its implications for supporting the integration of ICT in
education - Identify and document gaps in the National ICT Policy and the Digital Agenda Strategy, and propose actionable recommendations for developing guidelines to enhance their implementation, particularly at the school level.
- Prepare a position paper advocating for the establishment of a standalone ICT in Education Policy, complete with detailed implementation guidelines to drive effective integration of ICT in education
Scope of the Assignment
This assignment involved;
1. Assessment of the adequacy of the Draft National ICT Policy and the Digital Agenda Strategy (DAS) in supporting ICT integration in education. A review of other key national policies
relevant to digital transformation in the education sector was also done. This assessment was done across seven parameters, which are:
a. Relevance: How current ICT policies are integrated in the Ugandan education sector at all levels.
b. Adequacy: How the current ICT Policies’ content uniquely addresses the needs of the education sector in Uganda in relation to integrating ICT in pedagogy.
c. Effectiveness: How the current ICT policies provide a structured framework for ICT integration in the Ugandan Education sector.
d. Efficiency: How the current ICT policy provisions advocate for institutional coordination and resource planning in supporting the integration of ICT in education.
e. Equity: How current ICT policies are inclusive (responsiveness and consideration) for gender, PWDs, refugees, among others
f. Compliance: How the current ICT Policies adhere to other existing legal frameworks, international declarations and resolutions.
g. Sustainability: Review of the ICT policies’ ability to provide a long-term guiding framework for the integration of ICT in education in the long run.
2. In addition, benchmarking from other countries with successful ICT integration strategies was conducted to identify best practices that can inform policy recommendations. These were selected based on the availability of the ICT in Education Policy and the ICT development index.
3. Key Informant interviews were also undertaken with various stakeholders. These included one respondent from the Ministry of Education and Sports
4. The study assessed compliance with international standards, identifying gaps, and providing evidence-based recommendations to enhance policy effectiveness.
5. Development of a Research Report and a Position Paper: A research report and position paper have been developed