Despite substantial progress in expanding access to primary education through the Universal Primary Education (UPE) programme, improving learning outcomes remains a major policy challenge in Uganda. The recently released 2025 Primary Leaving Examination (PLE) results indicate modest improvements in overall performance but reveal persistent gaps in subject mastery and gender disparities, underscoring the need for evidence-based interventions. One promising strategy is the integration of Information and Communication Technology (ICT) into teaching and learning; however, there is limited nationally representative evidence on its effectiveness in improving learner achievement. This study proposes to evaluate the impact of ICT adoption on learning outcomes among Ugandan primary schools by linking the 2025 Baseline Education Census with school-level PLE results. ICT adoption will be measured using a composite index capturing schools' access to and educational use of digital technologies. Given the non-random adoption of ICT, the study will employ quasi-experimental matching techniques to estimate its causal effect on Mathematics, English, Science, Social Studies, and overall PLE performance. The findings will provide robust evidence to guide future investments in educational technology and support evidence-based education policymaking in Uganda and other low-income countries.
Project leader: Steven Katende
Project researchers:
Scientific mentors: Nicky Nicholls
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No working papers.
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No proposals.
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