Shaping the future: Uganda’s Digital Education Practitioners

As part of the Mastercard Foundation Scholars Program at the University of Edinburgh, the Digital Education Practitioner Network initiative aims to build practitioner networks and enhance digital capacity for universities in Sub-Saharan Africa through cohorts undertaking an MSc in Digital Education.

Recognising the diverse contexts of digital education, this project trains representatives from participating universities, who then translate their experiences into policies and practices to foster digital inclusion at their own institutions.

The project will see the recruitment of three cohorts of 12 Mastercard Foundation Scholars. Each cohort will complete the MSc programme in two to three years, with Scholars representing academic institutions from different regions of the continent. As well as participating in the academic programme, each cohort has the opportunity to meet together for an in-person Digital Education workshop as well as access mentoring and research supports as part of the practitioner network.

David Mpanga, Ggaliwango Marvin, and Sarah Bimbona joined the MSc Digital Education programme in 2023 with distinct but complementary aspirations. They are participating in the Uganda region.

Each practitioner has had impactful experiences on the MSc Digital Education programme and anticipates significant impacts on their institutions through their participation in the Digital Education Practitioner Network programme. Find out more about their experiences below:

David Mpanga is a Ugandan from the central region, who grew up in, and continues to live in, different rural areas. With over 13 years as a high school chemistry and physics teacher and more than a decade as a lecturer in information systems at Bugema University, David specialises in data modelling, business process modelling, and enterprise software systems.

He is currently working on a pilot project for online STEM vocational training for girls in Uganda and aims to further his research in digital education to the PhD level, focusing on AI adoption in STEM education.

David sought formal training in online course design and effective teaching to enhance his professional skills in the STEM field. He says, “My aspirations have not changed, but rather developed, in that I am exploring opportunities to become a researcher in the field of Digital Education in the context of Sub-Saharan Africa. I want to contribute to the understanding of how disadvantaged communities can really navigate the Edtech environment.”

When asked what  his most impactful experience been so far in the MSc Digital Education program, he says:

David plans to enhance the online learning platform at Bugema University with effective course design, despite systemic constraints.

He explains, “After my MSc programme, I will engage my Head of Department, relevant Deans, and DVC Academics at Bugema University to pilot the transformation of our graduate school online course design and learning, starting with the course units I teach. This will enable the graduate school leaders to develop an effective online teaching policy and the campus-wide implementation framework.”

Ggaliwango Marvin, also from Uganda, hails from the bustling and diverse streets of Kampala. He says, “Kampala is an entrepreneurial, traditional innovation village where anything can be sold to you, including humour. As a son of the soil, I have navigated the challenges and triumphs of everyday life within the lively ghettos and streets with consistent creativity, a strong sense of community, perseverance and resilience.”

Trained as a computer scientist and machine learning engineer, Ggaliwango lectures at Makerere University. The MSc programme has significantly enhanced his teaching skills, enabling him to produce competent students and work on impactful projects like "Generative AI for Accelerated Competency-Based Teacher Training in Crisis Contexts" in refugee camps. Ggaliwango envisions leveraging digital tools to enhance learning experiences and bridge educational gaps in diverse contexts.

Ggaliwango has experienced a profound shift from being a Machine Learning Engineer to becoming an educator, inspired by discussions with experts and diverse forms of assessment that go beyond traditional exams.

When asked what his most impactful experience been so far on the MSc Digital Education, he says:

Ggaliwango has already developed courses on the Makerere University E-Learning Platform and is working on responsible AI utilisation in education with colleagues at the Nigeria Centre for Disease Control and Prevention (NCDC) and other public universities. He aims to influence national policy and secure funding for scalable initiatives.

Ggaliwango envisions hosting annual Digital Education Conferences, collaborating on multi-country research projects, and establishing Digital Education Research Labs within educational institutions.

Sarah Bimbona, born in Kabale district of Uganda near the Rwandan border, brings a unique blend of cultural heritage from the Bakiga and Baganda communities.

Despite early life hardships, Sarah pursued education vigorously, earning a PhD and becoming a full-time employee at Makerere University. Initially a marketing and management student  with limited experience in education, she has since designed an online course for unemployed youth to learn entrepreneurship and work-related skills, using her new skills to impact the educational landscape in Uganda.

Sarah aimed to equip herself with the latest trends and technologies in digital education to transform her teaching practices and enrich her learners' experiences.

Sarah's initial focus has broadened to include teaching not only those in formal education but also unemployed youth, as exemplified by her recent online course development.

When asked what has been her most impactful experience so far on the MSc Digital Education, she says:

Sarah has gone on to design further courses on climate change and youth entrepreneurship that are under discussion with relevant ministries in Uganda. She plans to organise knowledge transfer workshops, assist in curriculum development, and advocate for technological integration at the university level.

Sarah sees the network supporting all sectors by focusing on professional development, collaborative research, mentorship, community engagement, and advocating for improved digital infrastructure and affordable internet.

The MSc Digital Education programme as part of the Mastercard Foundation Digital Education Practitioner Network has profoundly impacted David, Ggaliwango, and Sarah, equipping them with the skills and knowledge to transform digital education in Uganda and beyond.

Their experiences and aspirations highlight the potential of digital education to bridge gaps and foster inclusion, driving meaningful change in their communities and institutions. Together, they aim to create a vibrant, sustainable community that meets the educational needs of Uganda.