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Following the successful conclusion of the second phase of implementation of the UNESCO-Korean Funds-in-Trust (KFIT II) on Information Communication and Technology (ICT) Transforming Education in three West African countries (Côte d’Ivoire, Ghana and Senegal), the initiative is extending to Uganda, Tanzania and Namibia. From 30 July – 1 August 2024 Uganda hosted a follow up workshop of official launch of the third phase of implementation of the project initially held in Paris, France in March 2024. This initiative is a 4-year project aiming to design, pilot test, and scale up technology-enabled open school systems that can connect school-based and home-based learning to ensure the continuity and quality of learning whether in normal or crises situations.

To streamline the KFIT III rollout in Uganda, 25 key education stakeholders gathered in Kampala for a 3-day session to develop a comprehensive project results framework. Participants included representatives from the Ministry of Education and Sports, Uganda National Institute for Teacher Education, National Teacher Council, Civil Society Organizations, Teacher Unions, Academia, UNESCO Regional Office (Nairobi), and KFIT Secretariat (Paris). The framework will define outcomes, activities, outputs, targets, indicators, and budgeting, ensuring smooth project implementation. Stakeholder engagement is expected to enhance ownership and sustainability of the project.

The UNESCO-KFIT III project in Uganda is expected to focus on four outcome areas of; ICT in Education policy formulation, Digital content and platform development, and Educator and Learner capacity strengthening, as prioritized by Uganda education stakeholders.

Through collaborative brainstorming sessions, stakeholders collectively outlined and projected key strategic output level activities across the four outcome levels that mirrors Uganda’s aspiration of transformation within the education sector. Development of strategies and guidelines to support ICT in Education implementation, mapping of existing Learning Management Systems, and developing a standardized national e-learning platform were some of the prioritized key interventions expected to be realized under the project. 

Even more significant for both the educator and learner competency development are activities including curriculum development to enhance ICT training that elicit competencies, Co-creation of courses and programs customized and accessible across the new national e-platform.

Project costing and budget considerations were prioritized, ensuring that the planned activities are financially viable and sustainable. The workshop facilitated a thorough examination of the resources required and the allocation of the budget across the various outcomes.

Mr. Joseph Kikomeko – the Commissioner Teacher Education and Training Development commended the initiative, stating, “the implementation and integration of UNESCO-KFIT III project will support the ongoing reforms within the education sector in Uganda by enhancing the country’s resilience to support continuity of teaching and learning during times of crisis.” He implored all stakeholders to take full advantage of this planning phase to propose effective interventions that are impactful, sustainable, and aligned with our educational goals and needs.

Mr. Charles Draecabo – the Senior National Projects Coordinator in Uganda, implored the education sector leadership to identify existing relevant policies upon which to anchor and expound the issues on ICT in Education. He stated that, “It is imperative that we ground our ICT in Education initiatives within the framework of existing policies to ensure coherence and facilitate effective implementation.” This will ensure that the country builds on established guidelines and create a robust foundation for integrating technology into Uganda’s educational system, thereby enhancing its reach and impact.

This framework, supported by the active engagement of key stakeholders, sets the stage for a transformative impact on Uganda’s education sector, ensuring that both educators and learners are equipped with the necessary tools and competencies to thrive in a technology-enabled learning environment.