education 16 August 2026 Daily Monitor (Uganda)
Kigezi Education Stakeholders Demand ICT Resources for New Curriculum
Education stakeholders in Uganda's Kigezi sub-region are calling on the government to provide essential Information and Communication Technology (ICT) equipment to schools, citing it as crucial for the successful rollout of the Competency-Based Curriculum (CBC). The plea comes amid concerns over existing infrastructure gaps, funding limitations, and the need for updated training. Source: https://www.monitor.co.ug/uganda/news/national/kigezi-stakeholders-call-for-ict-equipment-to-support-new-curriculum-5560108
Stakeholders across the Kigezi region have voiced urgent concerns regarding the implementation of the new Competency-Based Curriculum (CBC), highlighting a critical need for enhanced Information and Communication Technology (ICT) facilities in schools.
During a recent two-day dialogue hosted by the Uganda National Institute of Teacher Education (UNITE) in Kabale, participants including educators, local leaders, and students emphasized that inadequate ICT infrastructure, particularly in rural areas, poses a significant threat to the CBC’s success. They pointed to limited funding and a need for a mindset shift as additional hurdles.
Opinion leaders stressed that improved infrastructure and financial support are vital for both teachers and learners to adapt effectively to the curriculum’s demands. School inspectors also called for specialized training to better monitor CBC implementation and ensure its proper rollout.
Students present at the forum specifically requested reliable internet access and computers, underscoring the digital divide. They further suggested that improved teacher salaries, working conditions, and housing would significantly boost curriculum adoption and effectiveness.
Concerns were also raised about the need for broader education reforms that align with current needs and the importance of teacher motivation. Experts suggested exploring how emerging technologies, such as artificial intelligence, could be integrated into teacher education programs to better meet community needs.
The dialogue, aimed at gathering stakeholder experiences and concerns related to teacher education, is expected to inform future training programs, both for current and aspiring teachers, as highlighted by UNITE officials. The recommendations from this engagement are seen as crucial steps toward strengthening the education system in line with the new curriculum’s objectives.