St. Joseph's Technical Institute Kisubi

Integration of ICT in TVET Institutes since 2016 to date

By Kasozi Charles Bukenya | September 28, 2025, 5:16 PM

Overview: ICT Integration in TVET Institutions in Uganda (2016–Present)
Key Institutions
• UBTEB: Uganda Business & Technical Examinations Board – responsible for assessments, examinations, certificates/diplomas in business, technical, vocational training.
• DIT: Directorate of Industrial Training – focused on occupational/hands on competence, informal skills, recognition of prior learning etc.
• UVTAB: Uganda Vocational and Technical Assessment Board – newly formed by merging UBTEB + DIT (2025) to unify assessment/accreditation in TVET.
Policy and Strategy Frameworks
• TVET Policy 2019: This is central. It emphasises competence based training, aligning skills to labour market, strengthening public private partnerships, flexible delivery, workplace/practical orientation. ICT is part of modernising delivery, curriculum, expansion of assessment and management processes.
• Education Digital Agenda Strategy 2021 2025: A sector wide strategy to embed ICT in teaching, learning, assessment, administration, sports. Includes increasing access to ICT infrastructure, connectivity, harmonising fragmented ICT initiatives. Ministry of Education and Sports
• Digital Transformation Roadmap (FY 2023/24 2027/28): Broader national/institutional plan under the Digital Uganda Vision. Enhancing infrastructure, broadband, digital skills etc.
• Uganda Skills Development Project (USDP): Started in 2016, supporting reforms in TVET system including institutional strengthening, aligning with priority sectors. Though not exclusively about ICT, it supports modernization. Ministry of Education and Sports

Achievements
Here are what have been the main successes w.r.t ICT integration, assessment, curriculum, management etc.:
Area Achievements
Assessment & Examination Processes Introduction of modular assessment from ~2022 for National Certificates and Community Polytechnic Certificates to allow more flexible, shorter modules which can be assessed individually.
Automation / ICT systems: UBTEB improved its Examination Information Management System (EIMS), including online registration fee payments, result processing, coursework upload etc.
Online feedback, stakeholder engagement (workshops) focusing on leveraging ICT in assessments. uvtab.go.ug

Infrastructure and Equipment Support Through external donor & partner projects like UNESCO’s BEAR II: handover of laptops, projectors, smart interactive boards etc to a number of TVET institutions (including teacher training colleges etc) to support ICT in teaching and learning.
Curriculum & Content Alignment Integration of 21st century skills in the TVET policy, push for competency based curricula with ICT literacy, digital content and methodologies.
Partnerships between institutions to align their programmes: e.g. UBTEB with Kyambogo University for assessments.
Institutional Strengthening & Regulatory Reforms Assessment & accreditation guidelines updated for TVET institutions to comply with Ministry guidelines from 2024 onwards.
Merging of UBTEB and DIT into UVTAB (2025) to unify assessment, reduce duplication, improve consistency across assessments.
Development of TVET Qualifications Framework and required legal and policy structures via the TVET Act, TVET Council, etc.
Access, Equity & Inclusion Decentralisation of TVET admissions (making entry easier, closer to regions).
Affirmative action / scholarships for girls and persons with disabilities to access TVET, including support for assessment.
Increase in pass and competence acquisition rates (e.g. 81% success in July August 2023 series).

Challenges
Even with progress, several issues remain which hamper full integration of ICT in TVET and the effectiveness of assessment/curriculum.
Challenge Description
Insufficient infrastructure / equipment Many TVET institutions lack up to date ICT hardware, adequate computers, projectors; also connectivity (internet) is weak or costs are high.
Uneven power supply, connectivity, cost Some rural/remote institutions suffer unstable power, poor internet bandwidth, which limits use of ICT tools consistently.
Capacity of trainers & assessors Need for more professional development of instructors, assessors, verifiers in use of ICT, digital pedagogies, assessment of modules etc. Also, retaining industry linkage and updating skills.
Funding & delays Delays in funding release, underfunding of assessment centres/projects (e.g. UBTEB’s assessment centre delayed due to budget issues).
Curricular misalignment and slow review/updating Some programmes have outdated curricula, mismatch with labour market, slow development/approval of new modules, slow roll out of ICT enabled methodologies/content.
Regulatory / institutional fragmentation before UVTAB merger – overlapping mandates, lack of unified assessment authority etc. Also, compliance issues for private providers.
Equity & access gaps Despite progress, in some areas female participation, persons with disabilities, and rural learners are still under served. Costs of ICT, fees, connectivity are barriers.

Curriculum & Assessment (as affected by ICT)
• Curriculum efforts under TVET Policy 2019 emphasised embedding ICT literacy, digital pedagogies, 21st century skills, flexible delivery models. There is requirement for lecturer/trainer competencies in ICT, for digital content/resources.
• Assessment changed from purely end of programme traditional exams to modular assessment since ~2022, enabling students to take shorter modules, be assessed per module, then accumulate for certificate/diploma. This model is more flexible and allows partial completion/competence demonstration.
• Assessment management increasingly leverages ICT systems: online registration, result processing, data management, examinations information systems etc.
• Accreditation & accreditation guidelines updated: TVET institutions must meet Ministry guidelines, be registered, inspected, accredited. ICT readiness is becoming part of quality assurance.

Curriculum/Policy Areas Linking ICT (Specific Provisions)
From Session Paper No.1 of 2019, the TVET Policy etc.:
• Goal of ICT Integration in TVET: to equip trainees with 21st century skills and a knowledge society.
• Policies include “one device per lecturer”, “one device per student” in TVET; ensuring every TVET institution has adequate ICT infrastructure; enhancing digital content; ensuring lecturers/trainers are ICT literate.
Full Timeline: Key Events in ICT Integration in TVET Sector (2016–2025)
Here’s a chronological list of major milestones/events related to ICT integration in Uganda’s TVET sector from 2016 to 2025:
Year Key Event / Change
2016 The Uganda Skills Development Project (USDP) comes into effect (approved April 2015, effective October 2016), supporting TVET institutional reforms. This lays foundations for modernization including readiness for ICT integration. Ministry of Education And Sports

2019 Adoption of TVET Policy 2019, which formally emphasizes competence based training, public private partnership, flexible delivery, and ICT integration in TVET curricula, infrastructure, assessments.
2021 UNESCO’s BEAR II project hands over ICT equipment (laptops, projectors, interactive boards etc.) to several TVET institutions to support teaching, learning & resilience (especially post COVID disruptions). UNESCO
The Education Digital Agenda strategy (2021 2025) is put in place to deepen ICT across teaching, assessment and administration. Ministry of Education And Sports

2022 Roll out of modular assessment begins for Community Polytechnics and National Certificates under UBTEB, enabling shorter, flexible modules with ICT support in registration, assessment etc.
UBTEB begins construction of its Assessment Centre (a major infrastructure project) to support assessment capacity.
2023 Government launches the Digital Transformation Roadmap (FY2023/24 2027/28), aligning national digital infrastructure, digital services, skills etc.
UBTEB reports high success rates (e.g. ~81%) in July August 2023 modular and other assessments. Emphasis on ICT in examinations processes etc.
Stakeholder feedback workshops on “Leveraging ICT for effective and quality assessment” held by UBTEB. ubteb.go.ug

2024 Sweeping reforms announced by Ministry of Education & Sports: expanding access & equity, strengthening governance, investing in infrastructure & equipment, emphasizing industry led training and curricular strengthening. Some of these reforms include modernizing TVET institutions’ infrastructure and digital processes. Uganda Broadcasting Corporation
New assessment & accreditation guidelines for TVET institutions mandated, with private providers re inspection etc, for 2025. PML Daily

2025 Merger of UBTEB + DIT into UVTAB (Uganda Vocational & Technical Assessment Board) to streamline assessment and accreditation roles. KCI Institute
Inauguration of the TVET Council under the new TVET Act (2025), which provides a legal framework aligning TVET more strongly with current workforce/skills/modern methods including ICT. Uganda Broadcasting Corporation


Synthesis & Implications
• Over the period 2016 2025, Uganda has made steady progress in integrating ICT into the TVET sector, especially via policy frameworks (TVET Policy 2019, Education Digital Agenda, Digital Transformation Roadmap) and reforms in assessment (modular assessment, ICT in exam systems).
• However, implementation has been uneven: infrastructure and capacity remain weak in many institutions; funding and logistical issues cause delays.
• The 2025 merger into UVTAB is likely to help harmonize assessment, reduce duplication, and emphasise ICT in everything from accreditation to assessment, hopefully accelerating standards.
• The strong push for modular assessment, ICT enabled systems, and inclusion (women, PWDs) are positive trends.