education 31 May 2026 Daily Monitor (Uganda)
Nearly 40% of Uganda's Secondary Schools Lack Digital Learning Infrastructure
A recent report indicates that a significant portion of Ugandan secondary schools are ill-equipped to support digital learning, lacking essential infrastructure like electricity, internet, and devices. This digital divide is most pronounced in rural areas, particularly in the Northern and Eastern regions of the country. Source: https://www.monitor.co.ug/uganda/news/national/40-of-secondary-schools-not-ready-for-digital-learning-report-5480436
A comprehensive study assessing the readiness of secondary schools for digital learning has revealed a stark reality: approximately 40% of these institutions are not equipped to facilitate online or technology-enhanced education. The assessment, conducted between December 2025 and March 2026 across 3,257 schools nationwide, found that 1,277 schools lack the fundamental infrastructure necessary for digital learning.
These ‘unplugged’ schools are characterized by a severe deficit of electricity, internet connectivity, and student devices. Ms. Janet Akao, an education officer at Unicef Uganda, highlighted during the report’s release that these challenges are disproportionately affecting schools in rural areas, with a notable concentration in Northern and Eastern Uganda.
Further complicating the picture, another 41% of schools are only semi-connected. While they may possess electricity and some internet access, frequent disruptions hinder effective digital integration. Only about 20% of the assessed schools are considered fully ICT-ready, boasting reliable power, internet, and adequate devices relative to their student population. These ICT-ready schools are predominantly located in urban centers.
The report also pointed to severe disparities in device availability. Some schools with hundreds of students shared a mere handful of computers, with certain rural schools reporting a ratio of one device for every 300 students. Additionally, nearly 78% of schools indicated insufficient digital learning content.
Despite Uganda’s national strategies to embrace digital transformation in education, the persistent infrastructural gaps pose a significant hurdle. Experts emphasize that interventions must be tailored to the specific needs of different schools to ensure equitable access and avoid widening educational disparities.
This report was conducted under the Leaders in Teaching Uganda Programme with support from Unicef, the Ministry of Education and Sports, and the Association of Secondary School Headteachers.