By Ronald Kato Odongo
Uganda is entering another national examination season, with learners, teachers and parents focused on preparing candidates for success. At the same time, increasing internet access is changing how Ugandans learn, communicate and access information.According to the Uganda Communications Commission (UCC), Uganda had 20.5 million smartphones and 19.7 million mobile internet subscriptions by June 2026. Over the past five years, UCC has established 520 ICT laboratories in public secondary schools and tertiary institutions and provided subsidized high-speed internet to 400 schools. Through its partnership with UNICEF Uganda, the Airtel Africa Foundation has also connected 500 schools to fast internet, expanding access to digital learning.
Growing connectivity is already transforming learning. In the first half of 2026, data usage per customer increased by 21% to 7.2GB, while total data traffic rose by 42.1%. Airtel’s data customer base grew by 18.8% to 8.9 million. For learners preparing for PLE, UCE or UACE, the internet provides new opportunities to revise past papers, access lessons on demand, watch demonstrations and practice independently. Teachers, parents too, can also share additional learning materials beyond the classroom.
This is especially relevant as Uganda implements competency-based education, which emphasizes applying knowledge and skills rather than simply recalling information. Technology can support continuous learning by allowing students to revisit lessons, complete exercises and receive additional guidance outside school hours. Importantly, the internet is not a substitute for teachers but a tool that strengthens teaching and learning.
Technology may also help address challenges faced by learners who are unable to attend examinations because of exceptional circumstances. While absenteeism in national examinations remains low, thousands of candidates miss exams annually. Each absent learner represents a lost opportunity that deserves attention.This does not mean national examinations should move online immediately. Any digital assessment model would need robust safeguards to ensure fairness, credibility, security and equitable access.
However, it is a conversation worth exploring. Uganda already gained valuable experience during the COVID-19 pandemic when universities, including Makerere University, successfully conducted online teaching and examinations. As Uganda pursues its development goals and prepares young people for a changing economy, it should consider how technology can strengthen learning, support teachers and provide more flexible ways for students to demonstrate what they know.
The future of education is not a choice between classrooms and technology. Teachers will remain at the center of learning, but the internet can provide both teachers and learners with more tools, greater flexibility and better opportunities to succeed. As Uganda becomes more connected, when was the last time you helped a young one with a class project?
The writer is the Director Home Broadband, Airtel Uganda.
