I served as one of the judges at two regional events — the Western region event at Mbarara High School and the Central region event at ISBAT University. I also witnessed the national finals, where four regional winners competed, and Trinity College Nabbingo (Central) emerged as the 2025 champions.
- Expanding participation and innovation
With about 50 schools submitting projects and participating at the regional level, this year’s competition registered a record number of entries. I recall my own students taking part in the early days of the ACIA Awards, when participation was limited to a handful of schools. This time, however, UCC’s ambitious mobilization brought schools from across the country on board.
This expansion is a promising indicator of growing interest in ICT innovation at the secondary level. Like all innovations, the initiative must continue to evolve and adapt to new realities to remain meaningful and impactful.
2. Emerging indicators of quality education
Empirical evidence from the competition suggested that the quality of education in Uganda’s secondary schools is improving. The projects demonstrated learner-centered pedagogy — students were articulate, creative, and highly collaborative. The competition also reflected a more balanced curriculum, integrating academic, vocational, digital, and life skills learning rather than focusing solely on exams.
The relevance of the curriculum was clear: students addressed issues that mattered to them while linking their work to national, continental, and global development goals. Their learning outcomes were remarkable — strong communication, problem-solving, research, and digital literacy skills were on full display.
The competency-based curriculum and expanded access to ICT resources in schools have levelled the playing field for learners. If you asked me, the National Curriculum Development Centre (NCDC) should have been present to take note and learn from this living evidence of educational transformation.
3. Recognizing and supporting teachers
A particularly commendable improvement was the recognition of teachers. This year, UCC awarded teachers from the top four schools at the finals, a welcome gesture that acknowledges their critical role in guiding and inspiring learners.
I remember the first ACIA Awards in 2010, where teachers were rarely invited to such events. Seeing this change is encouraging. However, I propose that UCC and the Ministry of Education go further by developing a teacher professional development framework aligned with the ICT Clubs program.
Such a system would enhance teacher competence, motivation, and collaboration. It could also foster a community of innovative educators working with UCC, the ministry, and partners to drive ICT integration across schools, similar to the Microsoft Partners in Education model, which has successfully tiered teacher- and school-led innovations globally.
4. A case for broader recognition
While judging the competition, I found it painful to accept the “winner-takes-all” system. Several schools presented outstanding projects worthy of recognition. Schools such as Mt. St. Mary’s College Namagunga, St. Mary’s College Kisubi, St. Henry’s College Kitovu, Bombo Army Secondary School, and Luwero Secondary School submitted impressive projects that could easily have won in other regions.
I recommend that UCC adopts a multi-tiered recognition framework, where projects within a certain range of excellence are all acknowledged as “outstanding.” This would make the program fairer, more inclusive, and aligned with the spirit of equitable access to quality education.
5. Toward a more inclusive program
Looking ahead, the competition should be democratized to allow all secondary schools in Uganda to participate, not just UCC-established ICT Clubs. With ICT now integrated into every subject under the new curriculum, participation should reflect that inclusivity.
Schools should also be permitted to submit multiple projects, as many institutions have diverse innovations deserving recognition. For example, Mbarara High School had several strong projects but could only present one due to current rules.
6. Hosting innovation where it belongs
Finally, I applaud ISBAT University for hosting the regional competitions at educational institutions rather than hotels, as was done in the past. Bringing the program closer to learners made it more inclusive, inspiring, and relevant. It also provided universities an opportunity to showcase their programs to future students — a true win-win model.
In conclusion, the 2025 NCC and ICT Clubs Competition demonstrated that Uganda’s education system is on a transformative path. The learners’ creativity, teachers’ dedication, and UCC’s commitment all point toward a future where ICT is not just a subject but a tool for national development.
The challenge now is to sustain and scale these gains through inclusivity, fairness, and continued teacher empowerment, ensuring that innovation becomes a culture, not just a competition.
