The review of ICT requirements to suit Competency-Based Education and Training in Higher Education in Uganda

Background By 2027, Higher Education Institutions (HEIs) in Uganda are expected to receive learners who have been studying under revised A-Level curriculum, which is competency-based. The essence of Competency-Based Education and Training (CBET) hinged on the notion of paradigm shifts from teacher-centered to learner-centered methods. Therefore, to maximize student potential, it would be prudent to match learning requirements with appropriate learning strategies as required by the CBET. Hence, this policy brief is intended to support the cause by identifying and putting together some of the key ICT policy requirements needed to support CBET development. Policy and Implications Notably, Information and Communication Technology (ICT) is among the key drivers of CBET and learner-centered methods. Hence, a proactive ICT policy that suit learner-centered techniques would be essential. Therefore, it is prudent in this policy brief to match ICT teaching/learning strategies with learning requirements. Otherwise, HEIs would run the risk of restricting student learning outcomes in the absence of proactive ICT policy. Recommendation Overall, this policy brief would guide curriculum development stakeholders by offering implementation strategies, by supporting administrators with the essential requirements for orienting teachers, and raise awareness among student body. Specifically; HEIs should incorporate ICT pedagogy training into staff development programs; implement national digital learning strategies in line with education policies; and use blended and flexible learning models to increase access and flexibility in educational systems. Conclusion A well aligned ICT learning strategies would maximize student potential, and make learning more effective. Hence, matching ICT teaching/learning strategies with students’ learning requirements is beneficial to HEIs. In this case, HEIs will be able to effectively utilize technology in teaching and learning through strategic capacity training, and institutional regulations, as well as promoting interactive and self-directed learning. Therefore, the need for a clear framework for digital pedagogy, and digital learning would be beneficial.