About this document

This study establishes the baseline status of digital infrastructure, internet connectivity, and teacher digital competencies in Uganda’s rural primary schools before the implementation of the Digitally Enabled Community-Centred Early Childhood Development Approach (DECEDA) project. DECEDA is a community-centred intervention funded by the Uganda Communications Commission through the Universal Service and Access Fund.

The study employed an explanatory sequential mixed-methods design. Quantitative survey data were collected from 104 teachers and 31 head teachers across 31 schools in 30 districts representing Uganda’s five regions. These data were complemented by 78 key informant interviews and direct classroom observations. Quantitative data were analysed using descriptive statistics and cross-tabulations, while qualitative data were analysed thematically. Triangulation of the different data sources strengthened the validity of the findings.

The findings reveal three interrelated challenges. First, digital infrastructure is severely inadequate: most schools lack ICT laboratories, functional digital devices, dedicated ICT personnel, and formal ICT plans, pointing to broader gaps in institutional planning and resourcing. Second, internet connectivity remains limited and unaffordable. Mobile data is the predominant means of access, but it is often unreliable, and most schools have no dedicated budget for internet services. Third, teachers’ digital competencies are generally low. Most teachers have not received formal training in integrating ICT into teaching, lack confidence in using digital tools, and have limited access to peer-learning and professional support networks. These challenges also vary by region and gender.

Overall, the findings demonstrate that last-mile connectivity challenges in Uganda’s rural primary schools extend beyond internet access to include infrastructure, affordability, institutional readiness, and teacher capacity. Addressing them will require coordinated policy, investment, institutional-planning, and capacity-building interventions. As a comprehensive, multi-regional school-level baseline, the study provides actionable evidence to guide policymakers, development partners, and school leaders in advancing inclusive and sustainable digital education in Uganda.