By Lillian Kamara | The internet is a powerful tool for sharing information, knowledge and opportunities needed in the enjoyment of our everyday lives. Since the first case of COVID-19 (coronavirus) was reported in 2019, the virus has spread to many countries including Uganda. With its spread, countries have taken on different measures such as imposing partial lockdowns and curfews to combat the virus. However, some of these measures have drastically affected the socio-economic aspects of life of many countries including Uganda.
In Uganda, the partial lockdown led to the closure of schools and non-essential services. With schools closed, and an uncertainty about the actual date when they will open, the government was forced to rely on the use of different information communication technology (ICT) such as radio, television and internet based platforms to deliver learning materials to the learners. This has placed an extraordinary strain on the education system and further unsettling an already struggling system especially in rural areas where access to ICT is still a challenge.
Whereas the move to provide e-learning is commendable, its underscored by the current digital divide in the country where most Ugandans still lack access to ICT and internet. According to the latest figures released by the communications regulator, telephone subscription stands at 66% per 100 inhabitants while 16.9M Ugandans access the internet. Meanwhile, only 1.6M Ugandans have access to pay television. Meanwhile the continued implementation of the Over the Top Tax (OTT) or social media tax introduced in July 2018 still poses a challenge for many Ugandans especially students. Social media users are required to pay a tax of UGX200 ($0.05) per day to access various Internet access. This tax imposed has pushed the cost of basic internet access further out of reach for millions of low-income Ugandans. This poses a heavy burden for many Ugandans especially students who are the main social media users.
Additionally, the shift from classroom schooling to digital schooling has left educators stranded especially those in rural areas who face accessibility challenges to ICT.
Nonetheless, there have been collective efforts by different stakeholders to steer up plans to promote eLearning. The Uganda Communication Commission (UCC) in partnership with the National Curriculum Development Centre NCDC in 2019 embarked on establishing modern computer laboratories in more than 1,300 government-owned secondary schools across the country. Additionally, the UCC through the Rural Communications Development Fund (RCDF) is conducting capacity building programmes aimed at enhancing the integration of ICTs in teaching and learning.
As part of the Covid-19 response, the education ministry has provided a framework for provision of continued learning through different mediums of communication like TV, Radio and the Internet. Further the ministry partnered with UNICEF and the National Information Technology Authority (NITA-U) to provide a free and easy to use digital learning platform called Kolibri, which seeks to improve their learning, specifically in Mathematics and Science subjects. Several other initiatives have been set up to enable students access learning materials during the lockdown.
However, to fully appreciate the above initiatives there is a need to equip both learners and educators with the necessary digital skills. Thus educators need to adjust their teaching methods to cope with the new changes. Educators should be able to cause change or affect the learner beyond the chalk and blackboard while learners need to be taken through an adaptability process as they transition to digital education. Therefore, before implementation, due care should be taken to train both educators and learners to build capacity for ensuring widespread technology adaptation and implementation.
As further discussed in internet governance, a decentralised approach that involves multi stakeholders has proven to be more effective in internet growth. Shaping the internet involves various contributions from different actors to address various issues. Thus, for e-learning to fully work, there needs a change in the policy frameworks that will improve the accessibility and affordability of internet services for all. This among others include a reduction in the cost of computing gadgets and investment into initiatives that acclimatise educators and learners especially in rural areas with the use of digital tools and platforms.
To this end, it’s necessary for the chapter to work closely with the government and other actors to empower learners and teachers with the right skill set and knowledge so as to close the accessibility gap at grassroots level. This will further improve the use of ICT to educate and securely deliver education services in Uganda.