In 2020, Uganda launched a pioneering lower secondary curriculum aimed at shifting education from a theory-based to a competency-based approach. This transition seeks to equip students with practical skills, critical thinking, and digital literacy vital for the 21st-century workforce. A core element of this vision is the integration of Information and Communication Technology (ICT), mandated to develop skills like collaboration, research, and innovation.

However, a significant digital divide threatens to undermine this educational reform. While the curriculum requires access to computers and the internet for both teaching and learning, the reality—particularly in rural areas—is one of severe technological exclusion. Schools often lack computer labs, reliable electricity, and affordable internet. Teachers, despite their willingness, face major hurdles due to inadequate equipment, limited training, and high operational costs, making it difficult to deliver digital instruction effectively.

This disparity is highly visible in rural community schools. For example, among the seven secondary schools in Nabuyoga, Mulanda, and Pajwenda Sub-Counties in Tororo—our pilot district—none have computer labs or stable internet access. This infrastructure gap prevents students and teachers from gaining the hands-on digital experience demanded by the curriculum, thus deepening the gap between urban and rural learners.

The consequences are serious. Without ICT access, rural students are disadvantaged—ill-prepared for national exams, higher education, or modern jobs. This systemic failure is reflected nationwide: in 2023, 14,879 students failed the Uganda Certificate of Education (UCE), and 28,845 could not achieve two principal passes at the advanced level, most of whom came from rural communities.

This problem extends beyond education; it threatens national development, social equity, and economic growth.

The iFancy BRIDGE project proposes a transformative, mobile-led solution to close the digital divide impeding Uganda’s competency-based curriculum in rural schools. Recognizing the severe impact of lacking computers and the internet, BRIDGE delivers fully equipped mobile digital labs directly to schools on a scheduled basis.

Each mobile unit provides reliable satellite internet (such as Starlink), computers, and power solutions—enabling teachers to conduct research, develop digital lesson plans, prepare reports, and create practical projects for students. Teachers also receive on-site technical support and facilitation, helping them confidently incorporate ICT into their teaching as required by the new curriculum.

For students, the mobile lab offers hands-on access to computers and the internet, allowing them to build digital literacy, conduct research, collaborate on projects, and develop essential STEM skills.

Through a sustainable, shared-resource model, BRIDGE ensures that both teachers and students in rural communities—such as those in Tororo—can fully participate in 21st-century learning. This approach not only promotes academic success but also fosters digital inclusion, enhances teacher capacity, and promotes long-term educational equity.