Archival Sense
JF-Expert Member
- Dec 16, 2025
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A new national assessment has revealed that nearly 4 out of every 10 secondary schools in Uganda lack even the most basic requirements for digital learning, including electricity, internet connectivity, and digital devices. The study further found that only 1 in every 5 schools is fully prepared for digital education, exposing deep inequalities in access to technology across the country's education system.
The study, conducted in 3,257 secondary schools between December 2025 and March 2026, found that 1,277 schools, representing 39 percent of those assessed, lack the basic infrastructure needed to support digital learning.
Speaking during the release of the findings in Kampala last week, UNICEF Uganda Education Officer Janet Akao described these institutions as "unplugged" schools.
“Up to 39 percent of the schools are unplugged, meaning they do not have the foundational infrastructure to support digital learning. They do not have electricity, internet, and the devices,” Ms Akao said.
The assessment was carried out under the Leaders in Teaching Uganda Programme with support from UNICEF, the Ministry of Education and Sports, and the Association of Secondary School Headteachers. It sought to establish the status of ICT infrastructure in secondary schools, identify existing gaps, and assess the level of support available for digital education.
According to the report, the challenge is particularly severe in rural areas, especially in Northern and Eastern Uganda. Of the 1,277 unplugged schools, 517 are government aided, 491 are private community schools, and 187 are private faith based institutions.
The study further found that 1,372 schools, representing 41 percent of those assessed, are only partially connected. These schools have electricity and some level of internet access but experience frequent disruptions that hinder effective digital teaching and learning.
Only 671 schools, or 20 percent, were classified as ICT-ready. These institutions have reliable electricity, stable internet connectivity, and a reasonable number of devices to support learners and teachers. Most of these schools are concentrated in urban areas, particularly in Central Uganda.
The findings also highlight stark inequalities in access to digital devices. In some schools, computer laboratories contain only a handful of outdated machines, while others with enrolments of more than 2,000 students share just 50 computers. In parts of Northern and Eastern Uganda, the ratio stood at one device for every 300 students.
Beyond infrastructure challenges, nearly 78 percent of schools reported that available digital learning content was insufficient to meet educational needs.
The report comes as Uganda seeks to place digital transformation at the centre of education through the National Digital Agenda Strategy and the Education Sector Strategic Plan 2024/25–2030/31. These initiatives aim to integrate information and communication technology into teaching, learning, assessment, and school management while preparing learners for an increasingly digital economy.
However, researchers caution that progress will remain uneven unless interventions are tailored to the realities faced by different schools.
“Unreliable power makes internet access volatile, and internet access without adequate devices limits its value for learners. Understanding them together is important for designing effective interventions,” said UNICEF Education Research Specialist Joaquin Carceles.
He noted that while Uganda has laid a solid foundation for digital transformation, significant disparities remain.
“Learners across different schools have different experiences of digital learning depending on their schools’ profile. One size fits all approaches that disregard these differences are inefficient for ICT ready schools or insufficient for unplugged schools, and may widen gaps across learners rather than closing them,” the report states.
Ms Akao emphasized that future investments should be guided by the specific needs of individual schools, arguing that targeted interventions will be essential if Uganda is to achieve equitable digital education for all learners.
Daily Monitor
The study, conducted in 3,257 secondary schools between December 2025 and March 2026, found that 1,277 schools, representing 39 percent of those assessed, lack the basic infrastructure needed to support digital learning.
Speaking during the release of the findings in Kampala last week, UNICEF Uganda Education Officer Janet Akao described these institutions as "unplugged" schools.
“Up to 39 percent of the schools are unplugged, meaning they do not have the foundational infrastructure to support digital learning. They do not have electricity, internet, and the devices,” Ms Akao said.
The assessment was carried out under the Leaders in Teaching Uganda Programme with support from UNICEF, the Ministry of Education and Sports, and the Association of Secondary School Headteachers. It sought to establish the status of ICT infrastructure in secondary schools, identify existing gaps, and assess the level of support available for digital education.
According to the report, the challenge is particularly severe in rural areas, especially in Northern and Eastern Uganda. Of the 1,277 unplugged schools, 517 are government aided, 491 are private community schools, and 187 are private faith based institutions.
The study further found that 1,372 schools, representing 41 percent of those assessed, are only partially connected. These schools have electricity and some level of internet access but experience frequent disruptions that hinder effective digital teaching and learning.
Only 671 schools, or 20 percent, were classified as ICT-ready. These institutions have reliable electricity, stable internet connectivity, and a reasonable number of devices to support learners and teachers. Most of these schools are concentrated in urban areas, particularly in Central Uganda.
The findings also highlight stark inequalities in access to digital devices. In some schools, computer laboratories contain only a handful of outdated machines, while others with enrolments of more than 2,000 students share just 50 computers. In parts of Northern and Eastern Uganda, the ratio stood at one device for every 300 students.
Beyond infrastructure challenges, nearly 78 percent of schools reported that available digital learning content was insufficient to meet educational needs.
The report comes as Uganda seeks to place digital transformation at the centre of education through the National Digital Agenda Strategy and the Education Sector Strategic Plan 2024/25–2030/31. These initiatives aim to integrate information and communication technology into teaching, learning, assessment, and school management while preparing learners for an increasingly digital economy.
However, researchers caution that progress will remain uneven unless interventions are tailored to the realities faced by different schools.
“Unreliable power makes internet access volatile, and internet access without adequate devices limits its value for learners. Understanding them together is important for designing effective interventions,” said UNICEF Education Research Specialist Joaquin Carceles.
He noted that while Uganda has laid a solid foundation for digital transformation, significant disparities remain.
“Learners across different schools have different experiences of digital learning depending on their schools’ profile. One size fits all approaches that disregard these differences are inefficient for ICT ready schools or insufficient for unplugged schools, and may widen gaps across learners rather than closing them,” the report states.
Ms Akao emphasized that future investments should be guided by the specific needs of individual schools, arguing that targeted interventions will be essential if Uganda is to achieve equitable digital education for all learners.
Daily Monitor
