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PUBLIC UNIVERSITIES ADMISSIONS Board (PUJAB) is a committee comprising representatives from all public universities to oversee the public university admissions. The PUJAB offices are housed at Makerere University Senate building.

PUJAB conducts government admissions for the eight public universities of Makerere, Gulu, Kabale, Kyambogo, Lira, Muni, Busitema and Mbarara University of Science and Technology (MUST), as well as Makerere University Business School (MUBS). Government sponsors 4,000 students every academic year. 3,000 are admitted on academic merit while another 1,000 are admitted on the district quota system.

The application form for placement of students to public universities is completed by Senior Six Leavers who wish to be considered for admission under government sponsorship to the Public Universities and to other Tertiary Education Institutions. The form is used to collect information on applicants and this information will later be processed on computer. Each applicant must complete the application form.. Normally, the students leave school with the forms for LC1 and LC3 signatures to verify their districts of origin.

Applicants are liable for admission only if their academic credentials are genuine as approved by Uganda National Examinations Board (UNEB). Applicants who sat A’Level examinations in the previous years can also apply provided that their results are valid for government sponsorship if they sat for exams within three years back.

The PUJAB Forms can be collected from the Academic Registrar’s Office on Level 3, Senate Building, Makerere university.

Download PUJAB-2017-18-FULL information document HERE

It includes all details on courses available for sponsorship in all the public universities, the weighting creteria and cuttoff points for the past three years.

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See you at WordCamp Kampala 2017 as we discuss Web Development with WordPress

I have been confirmed as one of the speakers at the forthcoming WordCamp Kampala 2017, to be held @OutboxHub from 16th to 17 December 2017. I am going to lead two sessions, one on SSL and another on WordPress Child themes.

What are WordCamps?

WordCamps are casual, locally-organized conferences covering everything related to WordPress, the leading open source content management software (CMS) that powers over 75 million sites on the web (over 25% of the world’s websites).

WordCamps are attended by people ranging from blogging newbies to professional web developers and consultants, and usually combine scheduled programming with unconference sessions and other activities. For more information on common WordCamp elements, read about what to expect at a WordCamp.

The first WordCamp was organized in San Francisco by Matt Mullenweg in 2006, and since then local communities around the world have organized hundreds of others. Our neighbours in Kenya had theirs, WordCamp Nairobi last month.

What shall we focus on at WordCamp Kampala 2017?

WordCamp Kampala 2017 will focus on enlightening the Kampala community on the various online opportunities for starting an online career using WordPress  – from digital marketing, Website development, plugin and theme development for revenue purposes.

We shall be blessed with the opportunity of life-changing training sessions from the various experienced speakers that will be at the Kampala WordCamp. Check out the schedule at for details.


How can you be a part of the WordCamp Kampala 2017?

To attend the WordCamp, Book and pay for your tickets today through our official event website at here using PayPal or VISA.

The ticket prices go for only 20,000 Ugshs which caters for meals and breakfast for both days, an after party and a WordCamp shirt. Your Ticket will give you access to all the activities that will consist of training, competition and fun.

Alternatively,  you can simply book your ticket by paying  through  Airtel Money to 0703493615 or MTN Mobile Money: 0770718625. For assistance please call 0759811704 or 0703493615

Outbox Hub, the venue for the WordCamp Kampala , is located at Soliz House Plot 23 Lumumba Avenue, Kampala.

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UNEB releases Subsidiary ICT Support Files 2017, grants public download

Uganda National Examination Board (UNEB) has released this year’s Support Files for Subsidiary ICT practical papers S850/2 and S850/3, and for the first time, uploaded them to their publically accessible resource portal, where anyone can download without need for logging in to the system.

This is going to be the second time support files are to be used during Subsidiary ICT Practical examinations since thier introduction in 2016. The concept of ICT examination Support Files is new Uganda, but has been used before by international examination bodies like Cambridge IGCSE.

What are Support Files?

Support Files’ are specimen files that are provided to students in softcopy for use during the computer practical examinations. The support files may include named word documents, spreadsheet files, text files, image files, etc., and are usually referred to in the question paper by their file names and file extensions. A candidate may be requested to open or load a given file from the support files folder and do certain tasks with it such as save as, copy and paste, format, insert table, image etc. All the candidates are supposed to do is to ensure that they can locate the required support file and follow the instructions on the question paper.

How did UNEB avail support files last year?

Last year, the support files were restricted –   downloading them was only accessible by school administrators and after logging in to the UNEB eReg schools web portal, whose login credentials are officially sent to registered center head masters. However, many schools don’t have examination centers and so they could not get the login credentials. Additionally, some center headmasters lost the passwords while others found difficultly in logging in to their schools portals due to computer literacy challenges. Many ICT Teachers and Computer Laboratory attendants found challenges accessing the support files in time, yet they are meant to get the support files 1 week to the examination date, in order to distribute them on to the candidates desktops as per the UNEB Guidelines.

The other challenge faced by the teachers was the format in which the support files were provided. The support files were downloadable as .rar archive which can can not open on windows operating system without installing a third party archive software such as WinRAR. To solve this challenge, this year UNEB has simply zipped the files into .zip archives which can be opened easily on Windows even without need for installing additional software.

What are the UNEB Guidelines for Usage of Support Files?

According to a 27th June 2016 UNEB Circular on Usage of Support Files, the following were stated as the guidelines:

  • Support Files shall be uploaded on the UNEB portal one week before the practical examination.
  • The uploaded files shall be in a folder that reflects the current year e.g. “UNEB Support Files 2016”
  • The schools should download the files on a CD and test them to find out if they are running and opening.
  • The computers in the laboratory should be checked and cleaned.
  • The computer teachers should then put the Support Files on the Computer Desktops in the Computer Laboratory.
  • Candidates should not access the laboratory after the Support Files have been put on the Desktops until the time of the practical examination.
  • After each shift and before the next shift of the examination, the Computer teacher should be allowed in the laboratory to make sure each Desktop has only the original Support Files


Teachers warned against disclosing support files to candidates

During a recent ICT Teachers retooling workshop, teachers were warned against showing UNEB support files to their candidates before the exam. It was noted that some teachers even try to predict possible questions to be set basing on the support files. However, the teachers were made to realize that it is actually dangerous to ‘spot’ or ‘guess’ questions for the candidates. There is very little that someone can do with the support files alone without the actual question papers, different unpredictable questions can be asked on the same support files. Teachers are cautioned against giving hints to students on the support files to be used because this confuses the students the more. Some panicky students will for example do a task such as calculating the sum of numbers in a spreadsheet as predicted by their teacher even when there is no question on the question paper to that effect. Additionally, as per the UNEB guidelines, students should not have prior knowledge of the support files and a teacher who violates this guideline commits examination malpractice.

Downloading Support Files for this year

Paper Two and Paper Three 2017 Subsidiary ICT Examinations are going to be done on Thursday 30th November and Friday 1st December respectively as indicated on the 2017 UNEB 2017 examinations timetable . The support Files for use in the examination room can be downloaded from the public resources section of the UNEB eReg portal   [Direct Links: S850/2 Support Files 2017 and S850/3 Support Files 2017] or by logging in to the private schools portal here.

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Walking by Faith, Not by Sight

We walk by faith, not by sight . . . while we do not look at the things which are seen, but at the things which are not seen. (2 Corinthians 5:7; 4:18)

The Christian life is a walk. It is comprised of day by day steps from where we are to where the Lord wants us to go (both spiritually and geographically). This walk is undertaken by faith, not by sight. “We walk by faith, not by sight.”


Walking by sight is the natural manner by which human beings walk. This is true both for literal walking, as well as for taking the proverbial journey through life. When engaged in physical walking, people rely upon visual data (along with input from other human senses: like sound, smell, and touch). Likewise, as the unredeemed are engaged in their trek through life, they set their course and proceed by that which their natural abilities provide.

We who know the Lord Jesus Christ cannot walk in this manner in His kingdom. We must walk by faith, by depending upon our Lord, His word, and the work of grace by His Holy Spirit. Spiritual progress is made “while we do not look at the things which are seen, but at the things which are not seen.”

So often, things are not as they appear to be in the natural. Consider Joseph being sold to slave traders by his jealous and deceitful brothers. It did not look like Joseph was being groomed to be Prime Minister in Egypt. Think of Pharoah and his army closing in on Israel, as they were trapped beside the Red Sea. It did not look like Israel would be delivered, while the Egyptian army would be destroyed. Remember young David standing before gigantic Goliath. It did not look like the giant would be defeated, while David would enjoy a thorough victory. Only eyes of faith could really appreciate what was actually happening.


The cross of our Lord Jesus is undoubtedly the greatest example of things not always being what they appear to be. As Jesus hung upon the cross, it appeared that godless men had defeated the most godly man that ever lived. “Jesus of Nazareth, a Man attested by God to you by miracles, wonders, and signs which God did through Him in your midst . . . Him . . . you have taken by lawless hands, have crucified, and put to death” (Acts 2:22-23). Yet, in fact, God was at work, preparing a resurrection victory over sin and death for all who would believe. “Whom God raised up,

having loosed the pains of death, because it was not possible that He should be held by it” (Acts 2:24).


The Source of Faith

Looking unto Jesus, the author and finisher of our faith. (Hebrews 12:2)

In order to grow in grace, we must live by faith. “Therefore it is of faith that it might be according to grace” (Romans 4:16). We cannot progress spiritually by the use of our natural, Adamic faculties. We must walk by faith in the Lord and His word. “We walk by faith, not by sight” (2 Corinthians 5:7). Yet, where do

we get faith? What is the source of faith?


Jesus is the source of our faith: “Jesus, the author . . . of our faith.” If we have saving faith in Christ, it was brought into being by Him. Our faith was authored by Jesus in a revelatory and relational manner. He revealed to us the truth we needed to know (through sermons, personal witnesses, tracts, audio tapes, books, Bible reading, or whatever). Then, He invited us into a relationship with Himself.


First, He told us the truth about our need. “For all have sinned and fall short of the glory of God . . . For the wages of sin is death” (Romans 3:23 and 6:23a). Then, He told us the truth about His loving work on our behalf. “But God demonstrates His own love toward us, in that while we were still sinners, Christ

died for us” (Romans 5:8). All the while, His Spirit was convicting us of the reality of these matters. “And when He [the Holy Spirit] has come, He will convict the world of sin, and of righteousness, and of judgment” (John 16:8). Ultimately, Jesus invited us to trust in Him for the gift of salvation. “Come to Me, all you who labor and are heavy laden, and I will give you rest . . . the gift of God is eternal life in Christ Jesus our Lord” (Matthew 11:28 and Romans 6:23b). Basically, Jesus revealed Himself to us as one who could be trusted to save our souls, so we placed our hope in Him. Thereby, He authored faith in us.


Now, where are we to go for more faith (for the developing of our faith)? Jesus is the source for this need as well: “Jesus . . . the . .. finisher of our faith.” The one who brought faith into being in us now wants to perfect our faith (to bring it on into mature development) in the same manner that He began it. Initially, we had to have Jesus revealed to us to have faith authored in us. Now, we must have a continuing revelation of Him through His word, if our faith is to be increasingly built up.



Heavenly Father, I want to walk with You by faith. I desire to respond to the circumstances of life by what You have said in Your word and by what You are able to do. Too many times, I have set my course by sight, relying upon the appearance of things.   I praise You for authoring faith in me. Thank You for convincing me of my need of forgiveness of sins. Thank You for revealing to me Your great work on the cross. Thank You for inviting me to enter into a relationship with You. Please continue to reveal Yourself to me that my faith might grow and mature, Teach me to trust in You more and more, in Jesus name, Amen.


Download more similar daily devotionals for the whole year here.

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Love for God’s Word

Loving God’s Commands
“How I delight in your commands! How I love them!” Psalm 119:47 NLT
How do you feel about God’s Word? Do you sometimes struggle with having a real desire to read His Word… to keep listening faithfully to what He says? Perhaps your time in God’s Word feels a bit dry or maybe confusing. You keep reading the Bible, but more out of duty than love.

Do you know that you can learn to love His Word? Psalm 119 is full of language that gushes over God’s commands, laws, and decrees – God’s Word. The Psalmist says, “Truly, I love your commands more than gold, even the finest gold.” (Psa. 119:127)

God is truly honored when we love Him and His words. It is does not delight God’s heart when we either begrudgingly read the Bible or skip it all together. He desires that we would seek out His input, because we have learned to love His ways. We will find true life as a result of hearing and following His Word.

Increase Your Appetite
“How sweet your words taste to me; they are sweeter than honey. Your commandments give me understanding; no  wonder I hate every false way of life.” Psalm 119:103-104 NLT
When you have no appetite, food does not appeal to you. When you’re not hungry for God’s Word, it also does not appeal to you. The more hungry you are, the more input, nourishment and direction you will want from God. Hunger is a critical component in learning to love God’s Word.

How can you increase your appetite for God’s Word? How does your physical stomach grow? It grows as you eat more and more food. Actually, when you eat a lot, you expand your stomach and your capacity to eat more. The less you eat, the less you will feel like eating. It is the same with God’s Word. The more of His words that you take in, the more you will desire to listen to His voice. The less you take time to listen to God through His Word, the less you will desire knowing His ways.

Your very practical choice to feast on God’s Word (reading it in greater and greater amounts) will result in your spiritual stomach expanding. Your appetite for God and His ways will increase. Your love for His Word will grow. This is something that you can do. You can’t change your feeling of desire for God, but you can choose to increase your appetite. This will happen through regular and large doses of “feeding” on His Word.

The first step to increase your appetite for God’s Word is simply reading it often in large amounts. The next step is obedience to the Word. Before you walk away from reading the Bible, ask God what step of obedience He has for you. Knowledge does not show our loyalty and love to God. Obedience does. It is obedience that will greatly increase our love for God and his precious words.
Power of the Word
“For the word of God is alive and powerful. It is sharper than the sharpest two-edged sword, cutting between soul and spirit, between joint and marrow. It exposes our innermost thoughts and desires.” Hebrews 4:12 NLT

One reason we can find it difficult to love God’s Word is that we don’t realize what it does. The Bible is unlike any other book. How is it different? It is alive… it speaks directly into our lives today.

How is this possible? The Holy Spirit takes God’s perfect Word and applies it into our unique situation right now. God has spoken through His Word, and He still speaks through the Holy Spirit.

The Word of God is like a sharp sword. It brings clear truth into our lives, dividing between right and wrong. His Word goes deep into the core of our being, as it searches our motivations and patterns of thinking. It is His words alone that bring real transformation. He alone is able to penetrate past our excuses, the lies and confusion.

Will you open your life up to the convicting and transforming work of God’s Word? If you knew that there was one book that had the secret to transform your life for the best, wouldn’t you want to read it? Don’t run from the sword. Run to it. 
God’s Word is Clear
“The commandments of the Lord are right, bringing joy to the heart. The commands of the Lord are clear, giving insight for living.” Psalm 19:8 NLT

Have you ever been frustrated by unclear directions? GPS signal lost, Google maps playing up? This can be pretty common. But there is a confusion that brings heaviness and stress. We can feel very insecure when we don’t know our clear boundaries.

We need our Father’s loving boundaries to be safe and know real freedom. It is his boundaries, or commands, that actually brings joy to our hearts. The Father does not toy with us. He does not leave us guessing. His specific directions take us right where we need to go.

We can learn to love the safety that the Father’s commands bring. Don’t be fooled with the thought that no boundaries brings freedom. Independence actually brings heaviness and insecurity.

Find God’s clear directions in His Word. It’s all laid out for you. All the insights for living are found there. As you read the Bible today, find a command that God speaks and thank him for it. Then, follow his directions. 
Digging for Riches
“I have rejoiced in your laws as much as in riches. I will study your commandments and reflect on your ways.” Psalms 119:14-15 NLT
The thrill of the hunt, the joy of finding buried treasure can be yours as you dig into God’s Word. Some truths can be gleaned from the surface of the Scriptures. But other treasures must be searched for. It is to this great adventure that God calls us.

We are instructed to study God’s Word, not as one preparing for a test, but as one hunting for buried treasure. For surely there will be a great reward. So pause longer over certain words and phrases in the Bible. Ask more questions regarding the context and meaning of a passage. But remember – the point of all this study is to find Jesus. He is your reward.

The Bible tells us to reflect on God’s ways. This means to ask the question how a passage specifically applies to your life. Never leave a passage of Scripture without “reflecting,” or personally responding in obedience to God’s voice. Otherwise, His Word will not be alive in your life. It will just be another text book.

Read Psalm 119:33-40. What treasures can you find? Will you reflect on God’s personal word to you through this passage?
The Word Preserves
“Turn my eyes away from worthless things; preserve my life according to your word.” Psalms 119:37 NLT

What do you spend your time looking at? We devote time gazing at what we love. The internet, tv, Netflix, social media… what catches your eye and holds your attention?

The psalmist desires to turn his eyes away from worthless things. He knows that a continued gaze on worthless things will end up decaying his life. What are the worthless things that would erode your love for Jesus and his words?

Sometimes, the good is the enemy of the best. Even fixing our attention on good things (studies, hobbies, ministry, news, mobile phone) can spoil our love for the best – Jesus and his words.

When we spend time gazing on Jesus’ words, our life is preserved. Choosing to read, reflect on and obey the Bible has amazing effects for all of life. Most importantly, it seals in (preserves) the life of Jesus within us. It is his life that brings vision, comfort, wisdom, and power to our everyday lives.

What worthless things have you been giving attention to over God’s Word? Make a change. Limit your gaze on “good things” and learn to love the best thing – God’s Word.

Just Do It
“But the man who looks intently into the perfect law that gives freedom, and continues to do this, not forgetting what he has heard, but doing it–he will be blessed in what he does.” James 1:25 NIV

You’ve been reading about it long enough. You’ve intended to start, wanted to follow through, hoped to complete it. But it’s time for action. “Don’t merely listen to the word, and so deceive yourselves. Do what it says.” (James 1:22 NIV)

Good intentions only go so far. Obedience is a choice. It is an action. It is obedience that brings the Word of God alive in your life. When you obey what God says (and not just read about it), blessing is promised to you.

How do you find the obedience step written in God’s Word? It takes a continual intent looking… “to look intently into the perfect law that gives freedom and continue to do this….”

This intent looking is literally to stoop sideways. This phrase is used in three Gospels when Peter, John and Mary stooped to look into the empty tomb. This was not a quick glance, but a peering into, getting a better view, letting the eyes adjust to the light, changing the body position to gain understanding, a determined effort not to forget what you just saw.  This should be your posture when reading God’s Word.

Keep listening and looking until you have your obedience step from God for the day. Is there something that you’ve been putting off starting or completing that God has already spoken to you about? Just do it. 
Chew On It
“Do not let this Book of the Law depart from your mouth; meditate on it day and night, so that you may be careful to do everything written in it. Then you will be prosperous and successful.” Joshua 1:8 NIV
How can you develop a love for God’s Word? Chew on it. The Lord commanded Joshua to keep Scripture constantly on his lips. Think about it. Ponder it. Chew on it. This command came with a promise. If Joshua chose to obey His command of meditation, he would be prosperous and successful.

Today, you can know this same prosperity and success as you obey God’s command to meditate on His words. The dictionary definition of meditation can be likened to a cow chewing its cud. The cow chews its food, lets it settle, burps it up, chews again, lets it settle, burps it up, chews again…. Are you getting the picture (not a nice one :))?

The idea of meditation is going over and over a passage of Scripture so that you are gaining all the “nutritional value” out of it. As you think and reflect on a Bible passage, God continues to speak to you. The world’s form of meditation is an attempt to empty oneself of stress and conflicting emotions. God’s way is to fill yourself with truth.

This is why Bible memorization is so beneficial. As you memorize, you take God’s Word with you as you go. The Holy Spirit speaks to you from His Word all throughout the day. So don’t be afraid to memorize. Start small (one verse) and expand. Try it for 3 minutes every day.

Start chewing on God’s Word. Prosperity and success are promised to you!
God Breathed It
“All Scripture is God-breathed and is useful for teaching, rebuking, correcting and training in righteousness, so that the man of God may be thoroughly equipped for every good work.” 2 Timothy 3:16-17 NIV
Why do we lose motivation in reading God’s Word at times? We forget that it is actually the very words of God himself. He breathed it. It is not man-made. This sets the Bible apart from any other book.

That Scripture is God-breathed has implications for your life. It should have the final say or authority over all your decisions. The Bible sets the boundaries for all of life. You may have lots of opinions and philosophies, but there is one absolute truth – the Word of God.

Does the Bible have this kind of sway over your life? Or is it merely suggestive – a good read with wise sayings?

Because the Bible is the very words of God, it useful for every part of life – for teaching, correcting, training in righteousness and for your equipping to do every good work. When you read and obey God’s Word, you will walk in God’s steps.
Treasure God’s Word
“I have hidden your word in my heart that I might not sin against you.” Psalm 119:11 NIV

Why do we lock away our valuables? Why do we hide precious possessions in safes and vault boxes? We don’t want anyone to steal what is so valuable to us. We go to great lengths to secure our most expensive assets.Is there anything more important to you than the very words of God? To what lengths would you go to secure His words within you? We should not let people, busyness or other distractions steal away the Word of God in our lives.

How can we “hide” or “treasure” God’s Word in our hearts? Spend a minute or two each day memorizing a portion of Scripture. You can focus on different passages that relate to a similar topic. Or perhaps you can memorize a whole chapter by adding one verse each day.

A good place to start is memorizing the promises of God. Begin hiding God’s Word in your heart today!

Further Study for God’s Word

During the years 2008/2009 when I was a student at Busitema University, I served as the Prayer Secretary for Nagongera Campus Christian Union. During those days, I complied devotional messages which we used to share during Morning Glory, Lunch Hour and Evening Fellowships.

I am very glad to present to you these devotionals, and I thank God for his mighty pure, powerful, faithful, righteous, true, sure, spiritual, and holy living word. It is food, light and life giving.[google-drive-embed url=”” title=”DOWNLOAD:- Daily Devotions Jan-June.pdf” icon=”” style=”download”]

[google-drive-embed url=”” title=”DOWNLOAD:- Daily Devotions July – Dec.pdf” icon=”” style=”download”]

For Every day of the year, “words to live by have been…” provided, and a prayer at the end of each sharing. I encourage you to read your bible every day and always ask the Lord to guide you in all truth {JOHN 16:13 (John 14:17, 26; 15:26; John 14:17, 26, 1John 2:20, 27)} in your devotional time as you read these devotionals, and meditate on God through the prayer.


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For as low as UGX 150K, Let me register, host and design your website

Many people think that owning and maintaining a website is very expensive. That’s why many companies, institutions and prominent individuals (including ICT professionals) still don’t have official web presence.

A business owner asked three website developers to submit a proposal to design her company website. She supplied the developers with the same “requirements document” that listed the website’s goals and functions. A week later each of the three web developers came back to the client with their estimates.

The first one had priced the project at UGX 200,000, the second had priced it at UGX 450,000 and the final web developer estimated the project at UGX 1,200,000!

Believe it or not, we often hear stories like this. Unfortunately, most people have no way of knowing which bids are unrealistically low, which are outrageously inflated and which are in the right ballpark.

Basic-Business Informational Website Components and Costs:

This website is the most common type of small-business website. It usually has under 20 pages. The types of content areas you will typically see on these sites are; Home, About, Team, Mission/Vision, Services, Press, Testimonials, Blog, News, Photo Gallery/ Slide Show, Contact. The website is focused on promoting the brand, marketing businesses services, and providing information.

On average, if all you need is a basic website, the following figures can be applied to estimating the cost of a small business website:

  • Domain Name – 40,000 per year.
  • Hosting – 60,000 a year or more (depending on size, traffic and hosting services)
  • Web Planning, Design and Development Time – minimum 50,000, if there are no advanced  requirements /  features, and availability of content and images.
  • Continued Website Maintenance – (negotiable depending on number/type of updates required). If it is a CMS based website, the owner of the website should actually be in position to easily make updates on the website by himself/herself free of charge.

Important Factors that Contribute to Website Cost

When preparing to budget web design costs, be sure to ask yourself the following questions:

  • Is this a brand new site or a redesign of an existing site?
  • How prepared are you? Have you prepared a detailed content / information for the website?
  • Have graphics already been created and selected for the site?
  • Do you need multimedia elements (video, social media etc.) on the site?
  • Do you need other special features such as membership, SEO (search engine optimization) or ecommerce?
  • Who is going to maintain the site after it has been launched?

What I offer my clients

  • I usually do the following for  my web clients
  • Planning and organizing of content on the website
  • Configuring and setting up and installing website software/ scripts
  • Free Secure Socket Layer (SSL) certificate for using HTTPS protocol
  • Monitoring and basic support
  • Free training on how to use and update the website.

Check out some of the projects I have worked on in the past listed here on my website:

To ORDER, visit our CENTER4WEBPRESENCE( and search for a domain name of your choice, choose a hosting package and finally checkout to complete registering your order. I am the admin of this system, and I will see your order and process it. Immediately upon payment, your domain name will be activated and I will get in touch with you concerning website design or free setup and uploading your already designed website. The whole process  is usually completed within one week. Call / WhatsApp me on +256706060740 / +256776960740 for additional guidance.

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Here’s Yet another ICT Teachers Retooling Workshop


Photo: Teachers in a practical session during the 2014 ICT Retooling workshop at Kololo Senior Secondary School.

Teachers’ ICT Retooling Workshops are a series of 5-day residential training workshops supported by Uganda Communications Commission and coordinated my Uganda Ministry of Education, Science, Technology and Sports intended to equip teachers with the skills and knowledge to effectively teach ICT in their schools.

Background: The introduction of Information Communication Technology for advanced level students suffered a setback especially in rural secondary schools because of lack of qualified instructors and computers.

To solve the problem of shortage of computers, the Ministry of Education and Sports (MoES), in conjunction with the Uganda Communications Commission (UCC), through UCC’s Rural Communications Development Fund(RCDF) supported the establishment of ICT laboratories to enhance integration and penetration of Information and Communication Technology (ICT) in secondary schools in Uganda.The ICT laboratories were installed in over 1,027 secondary schools and tertiary educational institutions. However, secondary schools that have ICT infrastructure do not adequately use it due to lack of skills and low ICT literacy levels of school managers, teachers and Students.

The availability of teachers who can integrate ICT in the teaching and learning in Ugandan secondary schools is very limited however the unskilled teachers and headteachers can be re-trained / retooled to acquire the necessary ICT skills to improve the teaching and learning. Through in-service training, teachers and School managers are provided with modern computer skills and others are completely re-tooled to become computer literate. This enables ICT integration in the teaching and learning. This is done by provision of the desired skills to the teachers who will turn integrate these skills through modern methods of teaching using E-platforms. The main Aim/objective of the project is to influence the integration of ICT in the teaching and learning in Secondary Schools in Uganda.

Expected results/outcomes

  • Improved methods of teaching and learning in secondary Schools using ICT tools.
  • Improved and increased means of sharing knowledge by teachers and students with the use of ICT.
  • Increased access to ICT resources by teachers, students and administrators.

Several ICT retooling workshops have been held in the recent years [ eg 2013, 2014,  and 2016] from the time ICT was introduced at A level as a subsidiary subject compulsory for some students.

About this year’s retooling workshop 2017

Current Information indicates that Shift one starts on Sunday September 3rd 2017 while shift two starts on Sunday 10th to 17th at Kololo senior secondary school.

  • It’s residential but participants may choose to commute from home as long as you they attend in time.
  • Accommodation, meals and training will be catered for free of charge.
  • No allowances will be given to participants.
  • Letters of invitation to be issued to only those that complete the training.
  • If your school is not among those invited as per the lists below but you wish to attend, please contact Mr. Kalema Golooba Ayub , the lead trainer, responsible for program development, implementation and evaluation to inquire if there are places still available for the taking.

Below is the list of schools invited for training per shift.

Shift One Reporting Date: Sunday September 3rd 2017

1 Abim Abim Ss
2 Abim Lotuke Seed Ss
3 Adjumani St Mary Assumpta S.S.S
4 Adjumani Biyaya S.S.S
5 Agago St Charles Lwanga  Kalongo
6 Alebtong Apala Ss
7 Alebtong St Theresa Girls Ss  Alanyi
8 Amolatar Aputi Sec Sch
9 Amolatar Alemere Comp.S.S
10 Amuria Amuria S.S
11 Amuria Orungo H.S
12 Amuru Keyo S.S
13 Amuru Pabbo S.S
14 Apac Aduku S.S.
15 Apac Ikwera Girls .S.S
16 Arua Arua Public .S.S
17 Arua Ediofe Girls
18 Budaka Kamonkoli College
19 Budaka Iki – Iki S.S
20 Bududa Bududa Sec.Sch.
21 Bududa Shitumi Seed S.S
22 Bugiri Bukooli College
23 Bugiri Namasere H.S
24 Buikwe Nyenga Ss Kigudu
25 Bukedea Bukedea S.S
26 Bukedea Kongunga H.S
27 Bukomansimbi Mbulire S.S
28 Bukomansimbi St Victor’s Kitaasa S.S
29 Bukwo Amanang S.S
30 Bukwo Kabei S.S Seed
31 Bulambuli Nabbongo S.S
32 Bulambuli Buginyanya Comprehensive S.S.S
33 Bullisa Bugungu S.S.S
34 Bullisa Biiso War Memorial S.S
35 Bundibugyo Kakuka Hill S.S
36 Bundibugyo Semuliki High School Izahura
37 Bushenyi Bweranyangi Girls S.S
38 Bushenyi Kyabugimbi S.S.
39 Bushenyi Kyeizooba Girls S S S
40 Busia Buwembe S.S
41 Busia Lumino Polytecnic
42 Butaleja Mulagi Girls
43 Butaleja Busolwe Sss
44 Butambala Lukalu S.S.S
45 Butambala Kibibi S.S
46 Buyende Kidera S.S
47 Dokolo Kangai S.S
48 Dokolo Agwata S.S
49 Gomba Mpenja S.S.S
50 Gomba St Leonard’s S.S Maddu
51 Gulu Christ the King PTC
52 Gulu Sir. Samuel Baker School
53 Hoima Bwikya Muslim S.S
54 Hoima Kitara S.S.S
55 Hoima Duhaga S.S
56 Ibanda Ishongororo H.S
57 Ibanda Kagongo S.S
58 Iganga St Paul S.S. Nasuti
59 Iganga Bubinga H.S
60 Isingiro Aisha Girls
61 Isingiro Bukanga Ss
62 Jinja Pilkington College Muguluka
63 Jinja Kakira High
64 Kaabong Kaabong S.S
65 Kabale St. Mary’s College Rushoroza
66 Kabale St Pauls Bukinda
67 Kabarole Kahinju S.S
68 Kabarole Kibiito S.S
69 Kaberamaido Kalaki S.S
70 Kaberamaido Kaberamaido Comp.S.S
71 Kalangala Bishop Dunstan Nsubuga
72 Kalangala Sserwanga Lwanga Memo. Sss
73 Kaliro Budini S S S
74 Kaliro Kaliro High School
75 Kalungu Holy Family Kyamulibwa
76 Kalungu St Balikuddembe S.S Lwabenge
77 Kampala Kitebi S.S
78 Kampala Old Kampala S.S.S
79 Kamuli Buzaaya S.S
80 Kamuli Balawoli S.S
81 Kamwenge Rwamwanja S.S
82 Kamwenge Kyabenda S.S
83 Kanungu San Giovan School
84 Kanungu Bishop Comboni College Kambuga
85 Kapchorwa Sipi S.S
86 Kapchorwa Kapchorwa S.S.S
87 Kasese Bwera S.S
88 Kasese Kisinga Vocational S.S
89 Katakwi Katakwi H.S
90 Katakwi Toroma S.S.
91 Kayunga Kanjuki S S
92 Kayunga Kitatya S.S
93 Kibaale St Edwards  Bukumi
94 Kibaale Kagadi Ss
95 Kibingo Bugongi S.S
96 Kibingo Kibingo Girls S.S.S
97 Kiboga Bamusuta S. S
98 Kiboga Lwamata Seed Sec Sch
99 Kibuku Buseta S.S
100 Kiruhura Kanoni S.S.S
101 Kiruhura Kazo S.S.S
102 Kiryandongo Kigumba S.S
103 Kisoro St Getrude’s Girls Voc. S.S.S
104 Kisoro St Paul Mutolere S.S.S
105 Kitgum Namokora Voc.S.S
106 Kitgum Arch-Janani Luwumu Mem. College
107 Koboko Nyangilia S.S
108 Koboko Nyai S.S.S
109 Kole Aculbanya .S.S
110 Kole Aboke High S.S
111 Kotido Kotido S.S.S
112 Kumi Kumi Technical School
113 Kumi Wiggins S.S
114 Kween Chemanga Seed S.S
115 Kween Chemwania S.S
116 Kyankwanzi St Joseph’ S S. Vvumba
117 Kyankwanzi St Joseph’s Vocational S.S Kigando
118 Kyegegwa Humura Sec.School
119 Kyegegwa Wekomire Sec.School
120 Kyenjojo Kyenjojo S.S
121 Kyenjojo Kyarusozi S.S
122 Lamwo Palabek S.S
123 Lamwo Padibe Secondary
124 Lira Doctor Obote College Boroboro
125 Lira Agweng .S.S
126 Luuka Busalamu S.S
127 Luuka Kiyunga S.S
128 Luweero Luteete S.S.S.
129 Luweero Buzzibwera S.S.S.
130 Lwengo Sseke S.S
131 Lwengo Nakateete S.S
132 Lyantonde St Gonzaga’s Ss Kijukizo
133 Lyantonde Lyantonde Sss
134 Manafwa Bubulo Girl’s H.S
135 Manafwa Namisindwa Ss
136 Maracha Maracha S.S
137 Maracha Yivu Ss
138 Masaka Kikungwe S.S
139 Masindi Masindi S.S.S
140 Masindi Kinyara S.S.S
141 Mayuge Bunya S.S
142 Mayuge Kigandalo S.S.S
143 Mbale Nyondo Sec.Sch.
144 Mbale Nakaloke S.S
145 Mbarara Kashaka Girls
146 Mbarara Rutooma S.S
147 Mitooma Masheruka Girls S S
148 Mityana Namutamba Sec.Sch.
149 Mityana St Joseph S.S Kakindu
150 Moroto Moroto H.S

Shift Two Reporting Date: Sunday September 10th 2017

151 Moyo Metu S.S
152 Moyo Itula S.S.S
153 Mpigi Kibuuka Memorial S.S.S
154 Mpigi St Maria Goretti Katende
155 Mubende Kasenyi S.S
156 Mubende Kasambya Parents
157 Mukono Kasawo S.S.S
158 Mukono Mukono H.S
159 Nakapiripirit Namalu Ss
160 Nakapiripirit Nakapiripirit SSS
161 Nakaseke Kiwoko  S.S.
162 Nakaseke Kaloke Christian High
163 Nakasongola Nakasongola S.S
164 Nakasongola Kakooge S.S.S
165 Namayingo Buswale Ss
166 Namayingo Sigulu Seed S.S
167 Namutumba Kisiki College Namutumba
168 Namutumba Ivukula Ss
169 Napak Kangole Girl’s S.S.S
170 Nebbi Pakwach Ss
171 Ngora Mukura Mem. S.S.S
172 Ngora Kobwin S.S.Seed
173 Nsiika Butare S.S
174 Ntungamo Ruhaama S.S.
175 Ntungamo Kagamba Secondary School
176 Nwoya Koch Goma S.S
177 Otuke Adwari SS
178 Oyam Atapara S.S.S
179 Oyam Acaba S.S
180 Pader Pajule S.S.
181 Pallisa Kabwangasi Ss
182 Pallisa Kakoro H.S
183 Patongo Lira Palwo S.S.
184 Rakai Kakoma S.S.S
185 Rakai St Mary’s S.S. Ssanje
186 Rubirizi Ndekye S.S.S
187 Rubirizi St Michael H.S. Rugazi
188 Rukungiri Immaculate Heart Nyakibaale
189 Rukungiri St Jerome S.S Ndama
190 Sembabule Lwemiyaga Ss
191 Sembabule St Ann’s S S Ntuusi
192 Serere Serere S.S
193 Serere Kyere Ss
194 Sironko Budadiri Girls’s.S
195 Sironko Buhugu S.S.S
196 Soroti Allaince High School
197 Soroti St Elizabeth S.S.S Kidetok
198 Tororo Atiri S.S
199 Tororo Asinge S S
200 Wakiso Nsangi Secondary School
201 Wakiso Kings College Buddo
202 Yumbe Yumbe S.S
203 Yumbe Romogi Seed S.S.
204 Zombo Uringi S.S.S
205 Zombo Nyapea College St. Aloysius
206 Arua Bando Army Sec Sch
207 Budaka Naboa S.S.S
208 Bugiri Naminyagwe Muslim Ss
209 Buikwe Ngogwe Baskerville Ss
210 Bukedea St Theresa S.S Okunguro
211 Bukomansimbi Uganda Maryrs Buyoga S.S.S
212 Bulambuli Tunyi S.S.S
213 Bulambuli Buluganya S.S
214 Bushenyi Kyeibaare  Girls Ss
215 Bushenyi Ishaka Adventist College
216 Busia Riverside High
217 Busia Buhehe S.S
218 Butaleja Busabi Sss
219 Butaleja Mugulu Hs
220 Butambala Kaggulwe S.S
221 Butambala Kitagobwa S.S
222 Buyende Budiope
223 Buyende Baligeya Mem. Seed S.S Nkondo
224 Gomba Bukandula Mixed S.S
225 Gulu Sacred Heart Ss Gulu
226 Hoima Kakindo S.S
227 Hoima Buhanika Seed S.S
228 Ibanda Ibanda  S  S
229 Iganga Itanda SS
230 Iganga Iganga  S S
231 Isingiro Kyezimbire Ss
232 Isingiro Ntungu Ss
233 Jinja Kiira College  Butiki
234 Jinja Busede College Bugaya
235 Kabale St Maria Gorrete  Rushoroza
236 Kabale Kigata High .School
237 Kabarole Ruteete S.S
238 Kabarole Kagote Seed
239 Kaberamaido Lwala Girl’s S.S
240 Kaliro Namugongo Seed S.S
241 Kalungu Lutengo S.S
242 Kalungu Kyagambiddwa
243 Kampala Kololo H.S
244 Kampala Kololo S.S.S
245 Kampala St Denis Ssebugwawo  Ggaba
246 Kampala Mengo S.S.S
247 Kamuli Namasagali College
248 Kamuli Bugulumbya S.S
249 Kamwenge Kamwenge S.S.S
250 Kamwenge Mpanga Parents SS
251 Kamwenge Bigodi S.S
252 Kanungu Kambuga Sss
253 Kanungu Nyamiyaga S.S
254 Kasese Saad Memorial S.S
255 Kasese St Thereza Girls’ S.S Nsenyi
256 Kibaale Uganda Martyrs Centenary Ss Kakumiro
257 Kibaale St Albert’s Sss Kakindo
258 Kibingo Kabwohe  S.S
259 Kibingo Rweibaare S.S
260 Kibuku Kibuku Ss
261 Kiruhura Lake Mburo Sss
262 Kiryandongo Kibanda S.S.S
263 Kisoro Kabami S.S.S
264 Kisoro Busanza S.S.S
265 Kisoro Sesesme S.S
266 Kumi Kanyum  S.S
267 Kyankwanzi Nankandula . S.S
268 Kyegegwa Kasule Seed Sec.Sch.
269 Lira Lango College
270 Luweero Luwero S.S.
271 Luweero Kalasa College
272 Lwengo Kakolongo
273 Lwengo Ndagwe S.S
274 Manafwa St John College Magale
275 Manafwa Lwakhakha Sss
276 Maracha Oleba S.S Seed
277 Masaka St Anthony S.S Kayunga
278 Masaka Masaka S.S
279 Masindi Bwijanga S.S
280 Masindi St Paul S.S Pakanyi
281 Mayuge Kaluuba H.S
282 Mbale Musese Sec.School
283 Mbale Mbale S S
284 Mbarara St Pauls  S.S. Kagongi Seed
285 Mbarara Nombe Secondary Sch
286 Mbarara Nyamitanga S.S.
287 Mitooma Mahungye S.S.S
288 Mitooma Kigarama Mixed Secondary
289 Mityana Bujubi S.S
290 Mpigi St Mark S.S Kamengo
291 Mpigi St Mary’s  Nkozi S.S
292 Mubende Bagezza Seed S.S
293 Mubende Kitenga S.S.S
294 Mubende St Andrew Kaggwa Madudu S.S.S
295 Mubende Myanzi S.S.S
296 Mubende Kakungube S.S
297 Mukono St Charles Lwanga S.S  Bukerere
298 Mukono Namasumbi Moslem Sch
299 Ntoroko Karugutu S.S
300 Ntoroko Rwebisengo S.S

Download Full List


NB: More details about this workshop will be communicated as information becomes available.

ICT Teachers are advised to follow / join this facebook group and page and this WhatsApp group to link up with fellow teachers and keep informed about these retooling workshops and other developments regarding ICT teaching in Uganda.

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Mr. Mukalele Rogers, a Teacher at Kololo Senior Secondary School, Kampala, guiding Students using computers in a computer Lab. Digital Education is on the rise in Uganda
Photo Caption: Mr. Mukalele Rogers, an ICT Teacher at Kololo Senior Secondary School, Kampala, guiding Students using computers in a computer Lab in July 2017. Digital Education is on the rise in Ugandan Schools.

Ugandan Educational digital resource sharing and E-learning systems on the rise

Educational digital resource sharing and e-learning is emerging as a viable means to improve the quality of education in Uganda. The digital divide in Uganda is reducing, because many schools across the country have acquired ICTs and this has given rise to great demand for digital resources (such as PowerPoint presentations) to aid the teaching and learning process, yet materials on international e-learning systems are not prepared and categorized according to the Ugandan curriculum. Because of this challenge, many schools are developing websites and publishing digital educational resources on eLearning sections of their websites. Many individuals and companies have also established online platforms for eLearning and resource sharing.

Some of the popular publically-accessible eLearning and Educational resource sharing systems that have emerged in the recent years include E-Learn Uganda, Gayaza High School e-tutoring Website, KayeDex Online education platform, Mwalimu Learning Platform,, Sharebility Uganda, WALKTRACK EDU Platform and Yaaka Digital Learning Network


E-Learn Uganda

E-learn Uganda is a Ugandan based platform trying to improve the access to secondary school content in Uganda. The Vision for E-learn Uganda is dream that instead of taking long hours on social media, students can also access content for their level on our platform. “We realized that most students across the country access internet but in most cases use it to access only social media. ”


Gayaza High School e-tutoring Website

Gayaza High School developed an e-learning platform that is hosted by the School website as a sub-domain. It is an educational resource platform where content developed by the Gayaza High School teachers and students is uploaded to be freely shared or accessed by learners and educators in the country and the rest of the global community. These resources include downloadable subject-based self-evaluation exercises generated using an integrated software suite, lesson notes, video clips, audio recordings and useful links to resources on the World Wide Web. Gayaza was selected as a Microsoft Pathfinder School because of its potential to create scalable and replicable educational digital resources capable of influencing schools in the community, country and the world.

The School formed a partnership with MTN-Uganda to enrich and roll out the e-learning program to the rest of the country based on the following objectives:

  • To ensure that quality educational resources reach remote schools and disadvantaged communities.
  • To train teachers and students in e-learning and the integration of ICT in the teaching and learning process.
  • To improve or enhance the quality of education in schools.
  • To promote the spirit of cooperation/collaboration between schools within the country.
  • To enhance 21st Century skills, innovative teaching/learning practices in schools and ensure education transformation.
  • To narrow or bridge the gap between the urban and rural schools.

Ronald Ddungu, the Deputy Head Teacher says that they adopted an inclusive approach to e-Learning where teachers actively integrate technology into teaching. Students can access, homework and carry out research in a timely manner to further compliment the education curriculum in Uganda. “The use of technology in schools in Uganda helps to improve the delivery of the curriculum. Gayaza High School works closely with other schools and mentors their teachers in adopting the use of technology in their work”,

KayeDex Online education platform

KayeDex, is an online application providing convenient ways of creating, storing, and sharing collections of Educational information and projects. KayeDex is promoting awareness, knowledge share and innovation in the Uganda education sector. You can search 1000’s of past papers + solutions, Search & compare schools, practice curriculum based Quizzes and Tests.

“The original basis of the project was to ensure all schools in Uganda have some sort of web presence, after getting a large number of requests to build websites for schools. But we soon realised that schools did not have sufficient capital for website development and maintenance, so the idea was spawned to build a platform where schools, could build manage their own website. Further research also supported our idea, less than 10% of schools in Uganda have websites. From there the project was expanded to digitizing thousands of exam past papers and solutions and making them available to students to download. We have also added functionality to help students with their revision, but providing curriculum based tests and quizzes.”

Socially, this application will enable the entire communities to get information about any school in Uganda, by searching and comparing schools basing on different metrics such as location (interactive map),  past UNEB performance and levels etc. Give access to remote communities to a vast database online of past exam papers and solutions.

Technologically it will comprehend the drive to encourage ICT development within the education sector and will help the country through the young generation to embrace and adopt to this information Technology Era.

The unique attributes of this application are;

  • It allows more than 500,000 schools to create and have fully functional dynamic websites managed by their school administrators with minimal basic computing skills.
  • Student can also search for education resources, practice for exams by doing curriculum based quizzes and tests.
  • Students and teacher can share material, ie upload their own content (notes, past papers, quizzes)
  • Digitalised past papers and solutions which can be accessed from both the web and desktop version of the application.
  • With SMS integration, schools can also cheaply and effectively communicate to parents and students.


Mwalimu Learning Platform

Mwalimu Platform is an Open Educational Resource initially built to support education in Uganda but with expansion prospects to East Africa and Africa.

It started in 2012 as a community outreach project of Gulu University’s Department of Computer Science with funding from Google’s CS4HS, before transforming into an independent platform managed by its creators under Eurekalinks Ltd in collaboration with the Department of Computer Science.

Currently Mwalimu Platform surpports;

  • eLearning for Secondary Schools (SEET)
  • eLearning for Primary Education(Under Development)
  • Digital Literacy of in-service teachers and their life-long learning is an e-learning platform that provides free education resources to students in primary and secondary school. As an open education resource, this web application provides students with free and accessible learning material which comes at a cheaper cost and creates a more interesting revision environment for the students. Services offered include Online Self-test quizzes, E-library, Virtual Lab, students’ lifestyle and leisure news (Wolox), career guidance and counselling programs aiming to help students make more informed and better educational and career choices.


Sharebility Uganda

Sharebility Uganda is an Educational Digital Resource Pool for Ugandan Schools. The teachers are encouraged to generously upload their digital resources in their possession to the pool. Resources are freely and directly accessible, and there are quality assurance measures like ratings, reporting and comments features.
Sharebility maximizes the utilization of available e-learning resources for academic purposes through a give-and-take paradigm, connecting the various stakeholders in schools and promoting a culture of sharing and receiving open digital resources to promote education in Uganda.

Some of the attributes of the Sharebility Uganda System include the following:

  • The system enables all users to search and find resources based on the supplied keywords.
  • The system enables unregistered users to register and create accounts.
  • The system authenticates users during login, using their emails and passwords.
  • The system enables users to upload and download resources to and from the system.
  • The system enables users to view and edit their profile page information.
  • The system captures, stores and retrieves comments about each of the system resources.
  • The system has administrator tools for moderating content and user activity by blocking users violating system policy and deleting inappropriate content and comments.
  • The system enables the administrators to re-categorize the digital resource contents being uploaded by various contributors.
  • The system keeps track of the number of times a particular resource is downloaded and automatically gives a list of the top trending resources.
  • The system enables the administrator reply to user inquires and reported issues.
  • The system can automatically open the resource documents for preview/reading within the browser (no need for 3rd part software on client machine).
  • The system keeps track of the user signups per district and displays the map of Uganda showing system usage patterns.



Walktrack Edu Platform is an educational website that provides free & open educational resources for both teachers & students across Uganda. It provides important resources for secondary and university, although emphasis has been put on secondary. The resources include Classroom notes, Powerpoint presentations, Questions & Answer booklets, Short books and Past papers. The core motivation to put these resources here is to provide free high quality educational resources to Uganda’s digital generation so as to enhance quality learning especially in northern Uganda.


Yaaka Digital Learning Network

The Yaaka Digital Learning Network is a forum, an academic resource, a job listing, a tutoring aid and a peer-to-peer knowledge sharing platform all in one. Yaaka is designed like an interactive social network, where teachers and students can share academic knowledge and materials. It allows skilled teachers to tutor remotely and earn extra income, and its users benefit from each other’s experience and guidance.

The network, which was launched in March 2015, already has around 11,000 users. Students and teachers range from pre-primary school to university level, and academic, social or extracurricular activity materials are shared in the form of text, audio, audio-visual or video content. Online classes are also held for those with internet-connected devices. Students and teachers just need to register to access or offer learning materials.


Educational digital resource-sharing refers to the use of learning resources (course content, research, assessment materials, etc.) in digital format by different learners located in more than one educational institution. However, sharing educational digital resources efficiently and effectively is a challenge. One barrier is that currently available resources have not been described accurately and do not readily interoperate. In this context, collaborations can reduce costs associated with designing and implementing commonly used resources (i.e. sharing of reusable learning objects housed in a common repository). It is therefore important that frameworks are explored on how best the sharing of these educational resources may be made possible.

E-learning refers to the utilization of ICT tools, services and digital content in education. E-learning presents enormous opportunities to significantly facilitate the effectiveness of delivering the learning contents and gaining access to an immense pool of educational information if appropriately utilized, and it has also gained global recognition as a method to improve the teaching and learning processes aimed at creating an economy powered by technology and propelled by information and knowledge. E-learning in schools is used both by students and staff in the process of exchanging information and gaining knowledge, as well as for communication and easy access to educational information at a cheaper cost.

ICTs provide an array of powerful tools that may help in transforming the present isolated, teacher-centered and text-bound classrooms into rich, student-focused, interactive knowledge environments. Consequently, digital e-learning is increasingly being suggested as an alternative to, or a way to enhance, traditional educational approaches since it can overcome many of the challenges involved in reaching undeserved students.

Current trends in e-learning recognize that in order to support different teaching and learning paradigms, e-learning should deal with more than simply reading online lessons: – content as well as communication and collaboration have to be supported in a personalized manner by e-learning systems. Current trends also show that online learning will be increasingly diverse to respond to different learning cultures, styles, and motivations. Personalization and adaptability will continue to be key issues in modern e-learning environments as they improve the knowledge acquisition process.

To facilitate online learning, various e-learning systems have been developed and are being used to provide a medium by which course materials can be delivered and accessed in a web-based platform as well as to provide the technology medium for interaction among the learning community. In order to improve their design, there is need for regular evaluation to assess the extent to which they continue to meet the goals of learning and their impact.

However, the power of e-learning is more than technology; it includes the social dynamics of networking. The revolutionary impact of e-learning lies not simply in having a multimedia platform on a single desktop. It is the combined power of a worldwide network of such computers – that connects authors, instructors and learners globally – with the immediacy of text, graphics, audio and video, as well as interactivity and collaborative sharing. Therefore, as Uganda increasingly embraces ICT in education and e-Learning  , it is essential to develop ways to encourage and facilitate collaboration and cooperation.


ICTs provide an array of powerful tools  helping in transforming the present isolated, teacher-centered and text-bound classrooms into rich, student-focused, interactive knowledge environments. This enhances the traditional educational approaches since it can overcome many of the challenges involved in reaching undeserved students in Uganda. By pooling resources and taking advantage of each other’s expertise, learning providers can build adequate capacity, reduce redundancy in infrastructure and reduce costs. The growing trend of distributed heterogeneous educational resource sharing and eLearning systems  can realize the inter-connection, inter-communication and sharing, reduce the cost of educational resources and speed up the process of access to resources for teaching and learning. Consequently, the time and cost that would have been incurred by an institution is sharable amongst the partners through a give-and-take commitment. This is the reason why several countries have adopted the norm of being part of educational networks and associations.

Know of other Ugandan Educational digital resource sharing and E-learning systems not mentioned here? Let us know in the comments!

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Makerere Introduces new BIST program.

Makerere University has introduced a new program which is going to replace two programs Bachelor of Information Technology (BIT) and Bachelor of Information Systems (BIS), starting this academic year 2017/2018.
The new program, dubbed Bachelor of Information Systems and Technology (BIST) is being introduced at a time BIS and BIT programs are being phased out at the University. BIT and BIS programs have been having very many cross cutting course units (over 80%) and the new BIST program combines the core course units which were originally under Information Systems and Information Technology.

25 Government Sponsorship BIST slots up for grabs

Last year as the S6 candidates were filling in the PUJAB (Public Universities Joint Admissions Board) Forms, many were puzzled as they realised that both BIT and BIS were not included among the available programs at Makerere University for 2017/2018 academic year. So candidates who wanted to pursue Computing and ICT related courses were left with only two options, Computer Science and Software Engineering. Now Makerere University has announced that it is receiving fresh applications for this new program as follows:

College of Computing and Information Technology (CoCIS)
(a) Government Programme (25 slots)
1. BST Bachelor of Information Systems & Technology (3 Years) Government sponsorship for Ugandans only. NB: Students already admitted on government will not be considered.
(b) Private Programme

2. BST Bachelor of Information Systems & Technology Day Programme (200 slots)
3. BSI Bachelor of Information Systems & Technology Evening Programme (200 slots)

Admission Requirements for BIST:
Direct Entry Scheme
(i) An Ordinary Uganda Certificate of Education with at least 5 passes, or its equivalent, and;
(ii) At least two Principal Passes obtained at the same sitting at A’ Level (UACE) or its equivalent as follows:
Essential: Two best done of Biology, Chemistry, Physics, Mathematics, Economics, Geography and Entrepreneurship.
Relevant: Any other best done subject of all A’Level subjects
Desirable: General Paper, Sub-Maths or Computer Studies
Diploma Holders Entry Scheme
(i) Candidates should possess at least a Second Class (Lower Division) Diploma in Computer Science or any other Diploma with Business or Computing aspects from any recognized Institution.
(ii) Candidates who completed full series of CCNA training (1-4 stages) under the aegis of the CISCO programme.
The Deadline for submitting applications for these slots has been slated for Friday 31st August, 2017.

Application Procedure:
(i) Application forms for A’level and Diploma/Degree Holder applicants can be picked from Office 314, Level 3 Senate Building. Other relevant information can be obtained from Undergraduate Admissions Office, Level 3, Senate Building, Makerere University, or can be downloaded from our Website with effect from Thursday 17th August, 2017.

Further information regarding admission requirements and tuition fees  can be found at: .

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2012 Jinja College Candidates of UCE Computer Studies ready to start the practical paper 840/2 in the computer lab.

NB: Compete Reports on all subjects can be downloaded from the UNEB website at

Download PDFS



 The paper consists of three sections; A, B and C. Section A contains 20 compulsory Multiple Choice Questions (MCQ) drawn from the whole syllabus. Section B contains 6 compulsory structured questions drawn from the whole syllabus. Section C contains 3 theoretical practical questions drawn from the topics; Elementary Computer Programming, Trends in Computing, System Start-Up and Configuration, Computer Communication and Networking and Computer Hardware. The candidate answers only one question.

The level of difficulty of the paper was the same as that of the previous year 2015. The UCE 2016 candidates’ performance was the same as that of the previous year.


Question Analysis


The questions required candidates to select the most appropriate answer from the given choices per question.

 Popularity: All the questions were compulsory

 Weaknesses of candidates: Some candidates used guesswork to pick the alternatives.

 Advice to Teachers: They should guide the students on how to answer MCQs appropriately.


 Question 21. 

 The question tested candidate’s knowledge of early computing devices and the generation of computers. The candidates were required to state the features of a modern computer.

Popularity: It was popular and attempted by majority of the candidates.

 Weaknesses of candidates

  • Some candidates could not relate the computing device to the inventor. Candidates just mentioned any computing device during the mechanical error and associated it with Blaisé Pascal.
  • Some candidates failed to state reasons for the features given. Many learners were challenged by the meaning of modern computer as opposed to the traditional characteristic features of a computer.

 Advice to Teachers

  • Teachers should clearly relate the early computing devices invented to their respective inventor.
  • The teachers should guide learners on explaining the reasons for the respective characteristic features in each generation of computers.
  • The teachers also need to be careful in clarifying and explaining the current trends in computing world in aspects of observable changes today.


Question 22.

(a) Required candidates to give a brief description of what peripheral devices are.

 Weakness of candidates

Many candidates could not draw a clear difference between peripheral devices and other parts of a computer system.

(c) Giving categories of computer hardware.

Weakness of candidates

Many candidates were giving examples instead of categories.

(c) Outlining situations under which a computer user can carry out warm booting.

The question required candidates to give the rationale or need for warm booting a computing device.

Weaknesses of candidates

Candidates lacked knowledge about warm booting while others simply tried to define it.

 Popularity: Generally part (a) and (c) were not popular while part (b) was.

 Advice to Teachers

Teachers should relate the technical terms to practical sessions to enable learners have a clear- cut distinction between terms.

Question 23. 

The candidates were required to demonstrate their practical skills of data management using electronic spreadsheets and databases.

Weaknesses of candidates

  • Candidates failed to demonstrate their practical knowledge into theory.
  • Some candidates failed to write the correct spreadsheet formula syntax.

 Popularity: It was popular but failed by majority.

Advice to Teachers

  • Teachers should emphasize the need for proper syntax for formula and function expressions in spreadsheets and database.
  • The teachers should endeavor to make learners to understand the theory behind every practical operation.
  • The application and roles or functions of the various database objects must be emphasized.

Question 24. (a)

Candidates were required to define terms used in computer communication with examples. Weakness

  • Some candidates did not have knowledge of the given terms.
  • Some candidates were relating the terms to non-electronic communication means. Popularity: It was not popular. Few candidates who attempted it failed.

 Advice to Teachers

  • Teachers should clearly enable learners to distinguish between the technical terms used in computer communication, where possible tour or have field studies for practical experiences.
  • The modes of data communication should be demonstrated clearly with practical examples.
  • Teachers should avoid giving non-electronic means or data switches as examples.

Question 24. (b)

Candidates were required to state the advantages of using Internet in business transactions. Popularity: It was popular and passed by many candidates.


  • Some candidates resorted to giving general applications of Internet in other fields other than business related advantages.
  • Some candidates were simply giving advantages of computer.

Advice to Teachers

Teachers should enable learners to grasp question understanding drills by knowing where the stem of the question lies and decide on the most appropriate key.

 Question 25. 

 Candidates were required to demonstrate knowledge of the two word processing features.


Many candidates did not have knowledge of the given terms as applied in word processing in theory.

Popularity: Not popular and many candidates failed this question.

 Advice to Teachers

Teachers should demonstrate the understanding of certain unique features practically and also have written notes for candidates as they handle practical sessions.

Candidates were required to give advantages of word processing software over a manual typewriter.


Candidates could not clearly state the advantages of word processing software over a manual typewriter.

 Advice to Teachers

Teachers should expose the learners to both word processing environments and tools for learners to demonstrate and appreciate a clear understanding.

(c), (d) and (e) Candidates were required to explain meaning of features in a presentation program and state an example of a presentation program.

 Popularity : It was popular.

 Weakness of Candidates

Many candidates lacked knowledge of the use of the stated features.

 Advice to Teachers

Teachers should use a practical approach to enable learners understand the concepts clearly.

Question 26.

(a) and (b). Candidates were required to demonstrate understanding of utility programs.

Popularity: It was popular.

 Weakness of candidates

  • Some candidates lacked a clear-cut general description and examples of utility programs.
  • Some candidates could have been misled by incorrect information from pamphlets on the market.

 Advice to Teachers

Teachers are advised to leaners to simply not photocopy information from pamphlets to learners but rather make sense out of such literature.

  • Candidates were required to give advantages of off-shelf software.
  • Popularity: It was popular.


Weakness of candidates

Candidates mainly stated “uses” instead of “advantages” as required by the question.

 Advice to Teachers

Teachers should clearly explain the differences between uses, functions and advantages.

  • Candidates were required to give considerations while developing a computer program.
  • Popularity: It was popular


Weakness of candidates

Many candidates did not understand what the question required.

 Advice to Teachers

Teachers should tell learners to be creative in their question approach.

SECTION C- Practical Theory Questions

Question 27. 

 (a) Candidates were required to demonstrate an understanding of the computer configuration, system startup, repair and maintenance.

Popularity: Not popular.

 Weakness of candidates:  Candidates showed lack of knowledge of troubleshooting.

Advice to Teachers

  • Teachers need to use practical approaches in explaining some of the technical troubleshooting terms to learners.
  • The teachers need to expose learners to interfaces that portray errors or problems during use of a computer.
  • Teachers should practically guide leaners in maintenance and repair of computer systems.
  • Encourage leaners to attend maintenance sessions in the computer laboratory. (b) Candidates were required to state signs and symptoms of a computer with hardware and software problems.

 Weakness of candidates

  • Some candidates merely reproduced work from their notes which was not applicable to the question.
  • Many candidates misunderstood the question to mean computer crimes or security issues.

 Popularity: It was not popular

 Advice to Teachers

Teachers should tell learners to be creative while answering such questions which are open ended.

Question 28. 

(a) Candidates were required to explain observable symptoms that can be based on to conclude that a computer has mal-ware.

Weakness of candidates

  • The candidates had no knowledge of the term malware.
  • Candidates just related the options in 27(a) as solutions in question 28(a).
  • Candidates also confused the term malware for disadvantages of computers.

Popularity: Not popular.

 Advice to Teachers

  • Teachers should clearly explain the possible meanings of computer terminologies like computer infections.
  • They should use varied terms to explain the meaning of malicious infections, which include: malware, viruses, spyware and various attacks to computer systems.

(b) The question required candidates to describe measures that can be put in place to safeguard computers against malware.

Popularity: Not popular although candidates who attempted it scored very highly.

 Weakness of candidates

Candidates had no knowledge of the possible measures used to counteract/safeguard computers against malware.

 Advice to Teachers

Teachers should categorize the measures used to safeguard computers to various system attacks.

Question 29. 

 (a) Candidates were required to explain the advantages of networking in a school setting/environment.

Popularity: It was the most popular question.

Weakness of candidates

  • Candidates stated advantages of Internet instead of a network setup in a school.
  • Some candidates stated benefits of using computers in a school.
  • Some candidates gave shallow explanations of networking.

Advice to Teachers

Teachers should clearly distinguish the networking terms from Internet basics and the World Wide Web.

(b) Candidate were required to explain the different types of topologies. Popularity: It was popular and attempted by most of the candidates.

 Weakness of candidates

  • Candidates showed lack of knowledge of what a network topology is.
  • Candidates confused the network topologies for types of networks.
  • Candidates also confused a server for a hub or concentrator or switch.

 Advice to Teachers

Teachers should assess the leaners in these concepts in aspects of definition, illustrations, explanations and descriptions.


The paper consists of two Sections; A and B. Section A contains one compulsory question drawn from word processing and spreadsheets.  Section B contains three (03) Questions drawn from Database, Web Design and Computer Presentations.  The candidates answer any two questions.

The paper was easier than that of the previous year, 2015.  The candidates of UCE 2016, performed better than those of the previous year.

Question Analysis


Question 1 (a) Word Processing

Candidates were asked to typeset a given text and later on apply general formatting including page formatting.

Since it was a compulsory question; it was attempted by most candidates.

Weakness of candidates

  • The candidates had problems with inserting page numbers.
  • The candidates could not easily make a heading outside the columns.

Question 1(b) Spreadsheets

Required the candidates to enter statistical data in a spreadsheet  and carry out calculations.  In addition, they were supposed to represent the work using a pie chart.

Popularity of the question

Being a compulsory question, it was attempted by most candidates.

Weakness of candidates

  • It was hard to sort data in ascending order according to total column.  It was hard inserting a tittle on the chart.

Advice to Teachers

  • Teachers should emphasize good use of functions and formulas in spreadsheets.
  • Teachers should emphasise qualities of a good illustration.


Question 2. Presentation

Required to prepare a presentation using the given data.  Also to insert charts and graphics.

The question was popular; it was attempted by most candidates.

Weakness of candidates:

  • They could not easily insert an organizational chart.
  • They could not easily insert graphics in required locations.

Advice to Teachers

  • Students need to do a lot of practice.
  • Expose students to different types of charts.

Question 3. Web Designing 

Required candidates to demonstrate their understanding of web designing by designing a hotel website with all the active links and pages.

It was the least attempted question.

Weaknesses of candidates:

  • Candidates did not know how to link web pages.
  • They never knew how to create a web banner.
  • Some failed to save their work as a website

Advice to Teachers:

  • Teach all the examinable applications including web designing.
  • Expose students to a variety of web designing software.
  • Emphasise qualities of a good website including a banner.

Question 4. Database Management System

Required candidates to prepare a database, enter data and create a form, a query and reports.

It was a popular question and most candidates attempted it.


  • Candidates had problems with the use of the right criteria.
  • They had problems with the field properties in the table.

Advice to Teachers:

  • Emphasize proper designing of the table.
  • Print all the objects of the database.
  • Emphasize proper use of wild cards.





 The paper is made up of twenty (20) compulsory structured questions set from the entire syllabus.  The paper was of the same level of difficulty as that of the previous year 2015. The candidates of UACE 2016 performed better than those of the previous year.

Question Analysis

Question 1.

Candidates were required to give reasons why students in secondary should not be allowed to have mobile phones.

Popularity: Very popular and passed well.

Weakness:  Some candidates instead gave merits of using phones in school.

Advice to Teachers

Involve students in critical thinking exercises and also teach about the common ICT devices/tools clearly spelling there use, advantages and demerits in everyday life.

Question 2.      (a) and (b)

 The question required candidates to give the importance of servicing and maintenance of computers and state the activities involved in order to service and maintain the computer. Popularity:  It was popular.


  • The candidates confused activities with precautions for computer use in 2(b).
  • The candidates also confused the activities in 2(b) to be security measures while using a computer.

Advice to Teachers

  • Teachers should involve students in practical/hands-on activities of servicing and maintenance of computers as spelt out in the syllabus.
  • Teachers should guide students when servicing and maintenance are needed and done while taking good care of the computers.

Question 3.

The question required candidates to state the file path from the command line interface given in 3(a) and give a method/step of recovering a file which has been accidentally deleted on the desktop.

Popularity:  Popular but most failed.


Some failed due to lack of exposure to the command line interface or the DOS prompt. Most teachers emphasize the graphical user interface in teaching.

 Advice to Teachers

Teacher should expose students to all possible user interfaces and when to apply them.  Students should be exposed to practical activities involved in file management.

  Question 4.     

Candidates were required to describe the terms in reference to devices as used in ICT. Popularity:   It was popular.


 Candidates failed to bring out key features and also failed to use keywords expected of them in describing the devices given.

Advice to Teachers:

 Teachers should emphasize during the teaching, practical exposure to computer hardware devices and explain appropriately the related terms and uses of these components.

  • The students should also be taught the operations/working mechanisms of computer hardware

Question 5.

Candidates were required to define a file extension and give the associated file extension for the given file types.

Popularity:  It was popular


  • Candidates failed to give the definition of a file extension but rather gave the use of a file extension.
  • Some candidates also failed to distinguish between a file extension from a file name for 5(a) and others could not give the appropriate file extensions for the different file types given in 5(b).

                Advice to Teachers

  • While teaching, teachers should give a clear cut distinction between a file, a filename and a file extension.
  • Teachers should also give students many file extensions for each file created using the respective programs.

Question 6.        

Candidates were required to define the term output devices and as well as give categories of printers and their respective examples.  Popularity:  It was popular and majority passed it.


 Some candidates used the same term “Output” in their definition in 6(a).

  • Some candidates interchanged the examples of printers for categories while other candidates were stating brand names of printer instead of giving the categories.
  • Some candidates mistook categories to mean mechanisms of printing in 6(b).

Advice to Teachers

  • Teachers should clearly give synonyms of words while defining terms to avoid use of the same words or phrases to define a given term.
  • Teachers should also emphasize categories of printers, mechanisms of printing and the examples of printers while teaching.
  • Teachers should explain clearly the meaning of words such as categories, classifications, types, examples, forms, and when to apply them.

Question 7.

Candidates were required to distinguish between system software and application software and also give language translators.  Popularity:  It was popular but most failed question.


  • Some candidates misinterpreted the language translators for natural human language translators and thus gave answers like Kiswahili, Luganda, Chinese, Japanese, and French.
  • Some candidates misinterpreted the language translators to mean programming tools like linkers and debuggers.

Advice to Teachers

  • Teachers should emphasize the use of the keyword “end user” in definition of application software and also give use of conjunctions such as “while”, “whereas”, “on the other hand” so that the two statements flow to set them apart as in 7(a).
  • Teachers should also endeavor to emphasize the difference between language translators and programming tools.


Question 8.  

Candidates were required to clearly differentiate between computer hardware and computer software and also give other categories of computer hardware apart from storage hardware given. Popularity:  It was popular.


  • Some candidates failed to give the keyword to make a clear cut difference between computer hardware and computer software in 8(a).
  • Some candidates mistook other categories of computer hardware to mean examples of storage hardware.
  • Other candidates gave responses for any hardware components they are aware of.
  • Some candidates don’t take time to exhaustively read and understand the demand of the question.

Advice to Teachers

  • Teachers should teach the categorization spelt out in the syllabus and associated examples that fall in each category of hardware.
  • Teachers should also spell out such words that can be used interchangeably such as “category”, “type”, “forms” and when they should be used while teaching.

Question 9.  

Candidates were required to state “True” or “False” against the forms of software distribution in the question.  Popularity: It was popular and averagely passed.


  • Some candidates showed lack of knowledge of forms of software distribution.
  • Other candidates failed to stick to the question rubric and thereby resorted to appending ticks and crosses for “True” and “False” respectively.
  • Others used the word “Yes” for true and “No” for false.

 Advice to Teachers

Teachers should always emphasize to students to adhere to the examination rubric and also advise the students to thoroughly read the instructions carefully and follow them to avoid losing marks for being careless.

Question 10. 

Candidates were required to define the term “motherboard” and identify components housed on the motherboard.  Popularity:   It was popular.


Some candidates failed to define the term “motherboard” but rather gave their responses as one of the components of the system unit.

Advice to Teachers

  • Teachers should teach students the difference between motherboard and system unit.
  • Teachers should expose students to items/components referred to as hardware and be able to define and describe them in relation to their nature, make up and mechanism of work.

Question 11.

Candidates were required to define the given terms in11(a) as used in publication software, give publication software and name a document that can be produced using a publication software. Popularity:  It was popular.


  • Some candidates failed to define the terms “Frame” and “Template” but were rather merely referring to a frame as a border and majority had no idea about a template.  Some candidates had limited scope of examples of desktop publication software.

 Advice to Teachers

  • Teachers should clearly describe features of publication software to students.
  • They should also teach students the practical theory and allow them to take notes.

Question 12. 

Candidates were required to fill the table using appropriate application software and state the purpose of the corresponding application software stated.   Popularity: It was popular.


Some candidates misinterpreted categories of application software for examples of application software in these categories while others had no idea about the purpose of some categories of application software.

Advice to Teachers

Teachers should teach students the uses of different categories and examples of software.

Question 13.

Candidates were required to suggest ways/methods of protecting data and software. Popularity: It was popular.


Some candidates gave responses for protecting computer laboratory and computer hardware.

 Advice to Teachers

Teachers should clearly spell out aspects to do with software and hardware protection and not to substitute them.

Question 14. 

Candidates were required to give the benefits of using e-mail service and ordinary post service to send documents.  Popularity: It was popular.


  • Some candidates gave comparative points of e-mail service over ordinary post which was not the requirement of the question.
  • Other candidates gave disadvantages of e-mail service over ordinary post and vice versa.
  • Some candidates instead gave uses of the two services rather than their benefits.

Advice to Teachers

Teachers should clearly teach students the uses, advantages/benefits and demerits of these related service platforms.

Question 15. 

Candidates were required to give the application/use of the knowledge of the common modern technologies given in real life situations.  Popularity: It was popular.


Some candidates lacked knowledge of the technologies due to lack of exposure and hence not appropriately use the terms given to complete the statements.

Advice to Teachers

Teachers should expose students to such technologies through use of simulations, study field trips as in other subjects and use demonstration.

Question 16.

Candidates were required to distinguish between a hyperlink and a homepage and also identify netiquette guidelines while using the Internet.  Popularity:  It was not popular. Weakness 

  • Some candidates had no knowledge of what a hyperlink is.
  • Other candidates confused netiquettes to mean disadvantages of using the Internet.

Advice to Teachers

  • Teachers should teach students most or all the terminologies and use of Internet practically.
  • Teachers should also teach students giving a clear distinction between netiquettes for Internet use and the computer ethics.

Question 17. 

Candidates were required to give examples of wireless transmission media in 17(a) and limitations of wireless transmission media in (b).  Popularity: It was popular though most failed it. Weakness 

Some candidates mistook the technologies or platform e.g. WIFI, Bluetooth upon which the transmission media operates as transmission media.

Advice to Teachers

Teachers should teach students the different technologies or platforms which are based on wireless transmission media.

Question 18. 

Candidates were required to show knowledge of use of the terms given to complete the statements correctly.  Popularity:  It was popular.


Some candidates failed to sort and choose appropriately the correct term to suit a particular statement due to lack of knowledge and exposure to the application interface and hence failed to match the terms to statements.

Advice to Teachers

Teachers should explain clearly the terms especially during practical sessions so that students can appropriately use them in practical theory questions of this nature.

Question 19. 

Candidates were required to explain the terms given as used in Information and Communication Technology.  Popularity: It was popular but failed by majority of the candidates.


Some candidates failed to bring out the key words expected of them in explaining the terms.

 Advice to Teachers

Teacher should emphasize during teaching the meaning of these terms and also how to approach such questions that call for explanation.

Question 20.

Candidates were required to outline five uses of intranets in an organization. Popularity:  It was popular but failed by majority of the candidates.


  • Some candidates confused intranets with the Internet and hence gave responses in relation to Internet use.
  • Some candidates gave points related to advantages gained after using intranets.

Advice to Teachers

  • Teachers should teach clearly the difference between intranet, extranet and the Internet in terms of their uses, advantages/benefits and disadvantages.
  • Teachers should always encourage students to read carefully and internalize the demand of a question.




The paper consists of five questions set from the topics; Word Processing, Electronic Spreadsheets, Electronic Presentation, Electronic Publication and Databases. A candidate answers any three questions.

The level of difficulty of the paper was the same as that of the previous year, 2015. The performance of the candidates was better than that of the previous year.

Question Analysis


1a. Open the file:      OUR FOCUS. rtf          and save it as your name and personal number.


It was popular to all candidates who attempted the number, many of them managed to save as required. –    Identifying the exact support file

–    Renaming the file was a challenge to most of



Several exercises in loading, exporting, importing and opening files.  Explain to students how to rename all files using the save as feature.
B. set the page size to


Not very popular. Very few candidates were able to customize the page size to the required format.


Candidates left the page to the letter-default setting. Encourage students to have hands on learning methods and carry out variety of exercises.
C. i). Set the titles and subtitles to Times New  Romans font size  22

(ii) bold and underline the two sub titles

(c) apply  another color to the titles

It was Popular because most of them were able to format as instructed


A few who failed simply skipped the question.

Some candidates applied highlight color rather than font color that was required by the question.


Avail students with exercises that require candidates to use these common and regular formatting skills on the home ribbon.
e).(i) type text in the text box The skill was popular and majority of the candidates who attempted it got it right. Some candidates failed to add text in the provided text box, they instead  typed below the text box Emphasize the use of auto shapes and manipulation of all the other options available to the shapes.


f)i).change the numbered list to a bulleted list. It was very popular because more than 90% were conversant with this skill. Avail students with exercises that require them to use these common and regular formatting skills on the home ribbon.
f). (ii) correct symbol for R the registered trademark. It was not popular since many candidates who tried W/P failed this skill. Majority of candidates did not attempt this subsection Teachers should encourage the use of symbols in their daily exercises.
g. insert an endnote It was not very popular, very  few attempted this section. Candidates did not know how and where to   insert the endnote.  Some could not differentiate between footnote and endnote.

Some candidates referenced wrongly.


Encourage students to have hands –on learning methods and carry out variety of exercises.

Teachers should emphasize that document referencing should be exact, if the student references wrongly, the whole reference would be wrong.

The teachers should also introduce the various document referencing tools and characteristics.

(h). insert the image in the document. Was popular. Some candidates inserted images from other sources other than the required support file. Teachers should demonstrate the use of support files and explore several image formatting options.


j). Save and print all your work. Very popular. Almost all the candidates who attempted the question had the printouts. Teachers should train and encourage students to print. Printouts are not only backups but also carry some marks




a) The candidates were required to use spreadsheet application to enter data that was provided; save it. It was popular to all candidates who attempted the number, many of them managed to save as required. – Some candidates entered the data in format that could not ease arithmetic manipulation Train students the skill of reorganizing data in a format that would facilitate arithmetic manipulation.
b) insert a suitable heading for the data It was popular Some candidates failed to insert a row for the title.

Other candidates typed unrelated titles

The teachers should emphasize the principles of inserting rows and columns in electronic spreadsheets.
ci). Use of formulas to determine increase and decrease. Was not very popular. Some candidates were simply confused about which formula/ function to use. Teachers should train their students in all possible spreadsheet functions and application areas.
d). create a 3-D column chart It was popular The candidates used wrong chart, selected wrong data, and failed to  name axes Teachers must emphasize chart categories, types and characteristics of a good chart.
f) Save and print all your work. Very popular. Almost all the candidates who attempted the question had the print outs. Teachers should train and encourage students to print. Printouts are not only backups but also carry some marks







a. Open the file sports club.mdb and save it as your name and personal number. It was popular to all candidates who attempted the number, many of them managed to save as required. Renaming the file was a challenge to most of them Several exercises in loading, exporting, importing and opening files.

Explain to students how to rename all files using the save as feature.

b(i).Assign lookup data types to the field house.  Was popular. Teachers should avail students with an opportunity to use all the available data types.
ii). Allocate appropriate data types to the fields. It was Popular because most of them were able to use data types like text and currency. Most candidates failed to select the appropriate data types. Should thoroughly explain the use of each data type especially when introducing database.
d). Sort the field FEES in ascending order. It was not very popular. Most of the candidates who attempted, failed to sort the data using the field fees balance. Teachers should explain all table features and allow students to practice their use.
e). Create a form with all fields in the table and call it sports form. It was popular .Many candidates created the form using form wizard. Some candidates who used form wizard failed to name the form Teachers should expose students  to all possible ways of making database objects
f. Create a query and use

it to extract all female candidates whose contacts start with 077 and 078 and name it sports query.

It not was popular, very few attempted this section. Candidates did not know how and where to use the required wild card * and use of logical operators like “AND” and “OR”. Teachers should expose students to all possible ways of data filtering criteria techniques.
g. Generate a report from the sports query.

Name it sports report.

Not very popular. Candidates failed to create a report from the query they instead created a report from a wrong data source; the table. Teach students  how to make a report from various database objects like query, table or both.
h. Save and print all your work. Very popular. Almost all the candidates who attempted the question had the print outs. Print settings were poor in that most candidates table and report were scattered on several pages. Teachers should show students how to use designs that fit the form on one page.




a). Candidates were required to show the skill of copy and paste

from a support file

•       They were also required to show the skill of creating slides.

•       Candidates were

also required to clearly locate where to type the title and the given content.

It was popular to all candidates who attempted the number, many of them managed to save as required. Most candidates were not familiar with copying and pasting a relevant literature.


Teacher should develop skills  of   locating relevant literature from support files.


b) Candidates were required to show a skill of copying actual image and pasting it in a right location.  

It was popular

A few candidates   showed the skill of copying and pasting but in wrong location.  

Teachers should train their students  all possible image manipulation options

c).   Candidates were required to show the

skill of applying animation and transition specifically to titles only.

Was  very popular A few who failed to apply the required skills simply misunderstood animation to transition and would apply one of them only. Teachers should train their students all possible animation options like: custom animation, transition sound, and speed, slide advance, set rehearse timing etc.
(e) Candidates were required to apply the skill of inserting action buttons on the left side of each slide. The skill was popular. Majority of  the candidates failed to add action buttons, they were instead using auto shapes and others used action buttons but failed to activate them The teacher should emphasize appropriate use and manipulation of all auto shapes. Should also expose students to a variety of exercises that can develop the skills
(g) Candidates were required to show the skill of saving and printing the presentation as a handout.


It was popular Some candidates ignored the change of the file name and others did not include their personal number. Teachers should emphasize the skill of saving and renaming of files as this is one of the tools of identifying candidate’s files.

Teachers should also train students the various methods of printing electronic presentations  such as notes page and handout printing to economize resources .



a). Candidates were required to create a publication of an

invitation card”

It was not popular. Some candidates who attempted this question created some publication which is not an invitation card”.

Some candidates did not provide for the three required number of signatories.


Teacher should introduce to student the various forms of publications.
b) Candidates were required to insert or create a logo. It was not popular Some candidates could not insert a logo from the gallery nor design their own.

Some candidates could not provide for a logo in their invitation card.



Access and creative skill of logos must be introduced to students.


c). Candidates were required to insert any Boarder Art” on the card It was not popular




Some candidates could not provide for a Boarder Art on the card Teachers should show students all possible publication designs skills and tools.
(d) Candidates were required to reproduce three cards from the first designed card, and fit them onto one page.


It was unpopular. Some candidates could only provide for one invitation card.


Students should be introduced to all methods of multiple copy production options.






The paper consists of five questions set from the topics; Word Processing, Electronic Spreadsheets, Electronic Presentation, Electronic Publication and Databases. A candidate answers any three questions.

The level of difficulty of the paper was the same as that of the previous year, 2015. The performance of the candidates was better than that of the previous year.

Question Analysis


  • Required candidates to: 

Load the given file moralpaper.docx and save it as the candidates’ name and personal number.  

              Few candidates could not save in the required name but majority did.

              Advice to Teachers

Teachers show students how to save their work using the given file name.  

  • Required: Underline the heading using any underlining style.

              Some candidates failed to underline.

  • Required candidates to:   Change the boarder to 6pt width.

              Some candidates failed to do it.

              Advice to Teachers

Teachers should teach students various ways of customizing paragraph and page borders.

  • Required candidates to: Center align the entire document.

              Most of the candidates who attempted this question got it correct.

  • Required candidates to: Identify the support file picture bet1.jpg and insert it as a header.

 Most of the candidates located and successfully inserted the picture in the header area. Some candidates located the image but failed to insert it in the header area. A few of the candidates completely failed to locate the image.

              Advice to Teachers

Teachers should show the students how to insert a picture from a given file and place it in a specified location in the document.  

  • Required candidates to: Insert their names and personal numbers as footer.

              Most of the candidates successfully inserted their names and personal numbers as footers.

  • Required candidates to: Insert the page numbers at the bottom starting from page 5.

 Some candidates simply inserted a page number but it did not start at 5. Others manually typed the page number in a text box as a footer.

              Advice to Teachers

Teachers should teach students the concept of Editing Footers and Page numbering in detail.

  • Required candidates to: Insert any auto shape and format it using color green and order it behind text.

              Most of the candidates managed to exhibit all the three skills required in the question.

              Advice to Teachers

Teachers should emphasize the concept of colour contrast should one be required to work with background images and/or colour in text

  • Required candidates to: Hyperlink the word addictive to  

 Many candidates applied it on “addiction” and others just typed the real word and linked it to other documents.

              Advice to Teachers

Teachers should teach students how to work with various types of hyperlinks in all applications.

  • Required candidates to:

              Copy the entire document and paste to any page of the same document.

              Most of the candidates successfully copied the document to the next page

  • Required candidates to: Save and print their work

              Most of the candidates saved their work with the correct file names and location required.  


  • Required candidates to:

Load the support file products.xls and save it in their own name and personal number.  

              Some candidates could not save in the required name but majority did.

              Advice to Teachers

Teachers should emphasize the saving skills with correct file name and file location.

  • Required candidates to: Insert three columns.

              A few candidates did not add the columns.

              Advice to Teachers

Teachers should teach students to read each question in the question paper to its finest detail.

  • Required candidates to:

 Calculate; Total Cost Per Product, Total Sales Per Product and Profit Per Product using suitable functions or formulas.

              Some candidates did not apply the right formulas or functions.

              Advice to Teachers

Teachers should give students a variety of questions which require the use of formulas/functions.

  • Required candidates to: Format all money values with a dollar currency symbol.

 Some candidates applied the pound symbol, some did not apply a symbol at all whereas majority who attempted the question applied the correct symbol ($).

  • Required candidates to: Format all values to one decimal place.

              Many candidates left their values as a default value of two decimal places.

              Advice to Teachers

Teachers should explore the Application with their students more thoroughly and show them how to customize the default format settings such as using dollar currency symbols and changing to one decimal place and text orientation.

  • Required candidates to: Center all the column headers.

              Majority of candidates who attempted the question did it correctly.

This is one of the skills where candidates exhibited highest level of proficiency.

  • Required candidates to: Rename sheet 1 as shop 1.

              Many of the candidates managed to do the question correctly.

              Advice to Teachers

Teachers should show students how to customize the default Worksheet format settings such as renaming worksheets.

  • Required candidates to: Copy all data to sheet 2 and rename sheet 2 as shop 2.

              Some candidates failed to copy and paste the work on sheet 2.  

              Advice to Teachers

Teachers should teach students how to switch between more than one worksheet.

  • Required candidates to:

Filter data and show only products whose profits exceed $100,000.       Majority of candidates failed to filter the data as required.

              Advice to Teachers

 Teachers should teach students more about the data analysis features in the Application such as basic data sorting and data filtering.

  • Required candidates to: Save and print.

              Majority of the candidates successfully printed their work.

              Advice to Teachers

Teachers should emphasize to students about setting the spreadsheet files to appear only in the expected print area to avoid print-outs of pieces of the worksheets.

Question 3: DATABASE

  • Required candidates to:

 Use the data base management software to design the student data base and save it as their name and personal number.

              Most of the candidates were able to save their work using the given file name

  • Required candidates to:

              Design and populate a students’ data table.

 Most of the candidates who attempted this question successfully populated the table but did not do well in choosing suitable data types and assigning appropriate primary key field.

              Advice to the Teachers

 Teachers should clearly teach the students how to choose suitable data types with regard to the given data. The concept of choosing an appropriate primary key should also be emphasized despite the fact that modern versions of the Microsoft Office Applications allows a user to proceed with data entry without identifying a primary key.

  • Required candidates to: Create another table with students’ clearance data.

 Many candidates who attempted this question successfully populated the table but did not do well in choosing suitable data types and assigning appropriate primary key field.

              Advice to Teachers

Teachers should clearly teach the students how to choose suitable data types other than text data type i.e. when Date/Time, currency, Number, Auto-number etc. data types should be applied.

  • Required candidates to: Create one-to-one relationship between the two tables.

 Many of the candidates who attempted this question did not successfully create the one-toone relationship.

              Advice to Teachers

Teachers should give students more exercises that require them to create relationship between tables.

  • Required candidates to: Create a form using students’ data table.

            This question was the most popular and most of the candidates successfully created the form but did not insert the form header.

              Advice to Teachers

Besides creating the database object (Form), teachers should teach students how to customize these database objects such as including customized headers and footer on the form.

  • Required candidates to:

Create a report using data from both tables, group the records by class, arrange records in ascending order of names and include a report footer.

 Many of the candidates did not attempt this question, even the few who attempted the question did not successfully exhibit all the skills required by the question (grouping, sorting and Report footer).

However, the question was dependent on question (d); a candidate who did not correctly create a one-to-one relationship would not successfully group the records as required in the question.

              Advice to Teachers

Teachers should do thorough teaching of creating and customizing the various database objects.


(g)       Required candidates to: 

              Create query for students’ clearance table and calculate fees balance and other debts.

 Most candidates did not attempt this question, even the few who attempted the question could not feed in the correct formula to generate the calculated query required in the question.

              Advice to Teachers

Teachers should give students exercises testing various query types (select and calculated queries).



  • Required candidates to: Design a four-slide presentation and save it.

 A few candidates failed to save the presentation. Most of them successfully generated the 4 slides with required content though the correctness of the data on ‘Services offered by ecommerce’ was lacking.

              Advice to Teachers

Teachers should point it out to students that much as the practical exam tests skill, it is important to use correct data especially if the topic being discussed is on the teaching syllabus of Sub ICT.

  • Required candidates to: Show skills of applying transitions and animations in the presentation.

Most of the candidates successfully attempted the question. Some of them could not differentiate between animations and transitions and therefore ended up applying only one of the effects.

              Advice to Teachers

 Teachers should thoroughly explore all the possible multimedia effects which can be used in creating an electronic presentation (Animation and motion paths, Transitions, Sound effects, Video clips, etc.)

  • Required candidates to: Apply relevant Clip Art images on all slides

 Most of the candidates successfully applied Clip Art images but their relevance was lacking. Some applied only one Clip Art on one slide; while others used the Clip Art image as their slide background.

              Advice to Teachers

Teachers should show students how to choose and apply appropriate clip Art.

  • Required candidates to: Insert a header of their name and personal number on each slide.

 Although the applications used e.g. Microsoft Office PowerPoint; had no in-built feature to insert a header on each slide, most of the candidates improvised methods of inserting a header such as manually inserting a textbox in the header area or using the Notes and Handouts Header.

  • Required candidates to: Save and make a print-out

              Most candidates managed to make print-outs of their presentation.

              Advice to Teachers

Teachers should allow their students more hands-on sessions in printing and explore with them the various methods of printing electronic presentation such as hand-outs, notes pages and slides.


  1. Required candidates to: Generate a given publication structure and save it.

 Most of the candidates successfully saved the file. Some candidates used related auto shapes other than the given ones.

              Advice to Teachers

Teachers should emphasize skills of drawing and manipulating objects and shapes

  1. Required candidates to:  Insert text from the given file “Wash. rtf” into the respective auto shapes created.

Many candidates were able insert the text into the drawn auto shapes. Some of them completely failed to insert the text in any or all the 3 auto shapes.

              Advice to Teachers

Teachers should take students through several practical exercises that require the use of support files.

  1. Required candidates to: Insert bullets on the text in the auto shapes.

Most of the candidates successfully inserted the bullets though some inserted the bullets on only 1 or 2 sets of text/auto shapes.

              Advice to Teachers

Teachers should teach students a variety of publication types and methods of creating the publications.

  1. Required candidates to: Apply a light background fill colour in each of the auto shapes.

The skill was successfully exhibited by most of the candidates who attempted the number although some candidates chose fairly dark shades and not light shades as had been stated in the question.

Advice to Teachers

Teachers are advised to emphasize the concept of colour contrast should one be required to fill colour in the background of text.

  1. Required candidates to: Change the thickness/weight of the arrows to 3pt size.

Some candidates lacked the skill of adjusting/formatting the thickness of the arrows.

              Advice to Teachers

 Teachers should teach the skills of drawing, inserting and formatting shapes in the publication program.

  1. Required candidates to: Insert a picture from the file NO GERMS in the text box and resize the picture to fit.

Most candidates successfully exhibited the required skills. Few candidates failed to insert the picture in the stated location.

              Advice to Teachers

Teachers should emphasize skills of inserting, resizing and moving images in electronic publications.

  1. Required candidates to:  Insert a footer of his/her name and personal number.

Many candidates successfully exhibited the required skill. Few of them failed to insert the footer.

              Advice to Teachers

Teachers should emphasize inserting a footer for any publication for personalization and easy identification of the student’s work.

  1. Required candidates to: Save changes made to the publication and print a hardcopy.

A few of the candidates failed to save their publication in their personal names and personal numbers.

              Advice to Teachers

Teachers should emphasize the skill of saving at the beginning of a question.

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Sharebility is BACK and BIGGER!

For exactly  20 hours, we sadly experienced downtime at Sharebility Uganda. The system at was not accessible because the bandwidth originally allocated to the system was exceeded due to high a volume of downloads.

Increasing cost of maintaining Sharebility

Of recent, we have been experiencing a high volume of traffic for downloading files from sharebility. On average, over totaling to over 300 Mbs are downloaded daily, that is why the bandwidth was depleted.

Sharebility is becoming more expensive to host because of the increasing resource needs (including hosting server disk storage space and data transfer bandwidth ). Because of this, I have introduced some income generation features such as google adverts for sustainability of the system.

Savior on the Block

Our system partners, Jubilee Web Host, have given us an unbelievable offer in the spirit of sharebility. The have now offered us five (5) times as much space and bandwidth at no cost! We now have 5GB disk space and 50GB bandwidth to pool, store and share our digital educational resources.

Other New Developments

We have also integrated email notifications automatically sent out to users when they register or upload resources to sharebility. Search engine optimization has also been extensively done and most of the traffic coming to sharebility originates from Google search.

Why Uganda should continue embracing Sharebility

Educational resource sharing is emerging as a viable means to improve the quality of education. By pooling resources and taking advantage of each others expertise, learning providers can build adequate capacity, reduce redundancy in infrastructure and reduce costs.

The design of a distributed heterogeneous educational resource sharing platform can realize the inter-connection, inter-communication and sharing, reduce the cost of educational resources and speed up the process of access to resources for teaching and learning.

Consequently, the time and cost that would have been incurred by an institution is sharable amongst the partners through a give-and-take commitment. This is the reason why several countries have adopted the norm of being part of educational networks and associations.

Sharebility is a system that is designed to enhance the traditional educational approaches since it can overcome many of the challenges involved in reaching underserved teachers and students in Uganda. Lets embrace the spirit of Sharebility by promoting the culture of sharing and receiving open digital educational resources to promote education in Uganda.

Follow us to keep updated

You can follow the #sharebility updates on Twitter and Facebook pages using the @SharebilityUg handle.

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Makerere University To Acquire New Student Management Information System

Makerere University is looking to overhaul its system responsible for storage of administration, finance and student data. This comes after allegedly some staff in the academic section “hacked” the system and altered marks for students.

The accused staff have since been arrested but the alleged tampering with the system caused a delay in issuance of transcripts to students who graduated in February 2017. Added to this, the accused staff also allegedly altered students’s marks and listed some 58 students into the 67th graduation booklet.

Makerere administration has been apologising to the affected students and promised quick action.

The International Tertiary System (ITS) that integrates finance, human resource and academic data was brought in to Makerere from Stellenbosch University about ten years ago. It was a donation costing about $700,000.

Now the University wants to upgrade the ITS, which is unique and was tailor-made for Stellenbosch University and has since become obsolete.

“We have been operating a system purchased from South Africa but it is now obsolete that is why some unscrupulous staff managed to beat it. So we shall either upgrade it in the medium term or buy a new system,” said Prof Barnabas Nawangwe, the deputy vice chancellor in charge of finance.

Prof Nawangwe explained that either decision would rely on the cost but only if they failed to agree on upgrading the ITS with a new version would they buy a new system.

When Makerere administration realised that there were anomalies on the 67th graduation list, they halted the issuance of transcripts which affected over 14,895 students.

Prof John Ssentamu Ddumba, Makerere University vice chancellor, instructed the IT team to clean up the system and ensure that it is not tampered with again.

In mid March 2017, Mr. Alfred Masikye, the academic registrar wrote to all university stakeholders alerting them on a temporary shut down in processing transcripts which alarmed the recently graduated students who wanted their transcripts for either further studies or to apply for jobs.

According to Masikye’s communication the university management had discovered that names of 58 students had their marks altered and henceforth withdrew them pending further investigations.

Press reports show that as early as 2015, Makerere withheld about 14,000 students’ transcripts until they verified their results. Prior to that incident, in 2008 a meeting had noted that the ITS was insecure and ill functioning.

A source who did not want to be named told me that since inception, the ITS has always had major flaws and was incompatible with Makerere University.

One of the reasons is that the ITS was never configured to Makerere’s requirements but implemented the way it was working at Stellenbosch University, the source said. “It was like do it here as you did it there. It was also a donation and the administrators could not refuse it.”

Stellenbosch University and Makerere University have major variables. As a software that was tailor-made to Stellenbosch, its failures or repairs meant calling someone from South Africa, which was costly, the source said.

She said the two universities with major differences could not be aligned to fit the ITS at Makerere. For instance while the ITS was using the calendar year in Stellenbosch, Makerere uses an academic year so data inout and storage was a challenge.

Makerere university, as its legacy, has always registered students using registration numbers but the ITS system uses a ten-digit student number. When this anomaly was realised the Makerere administration started issuing student numbers on top of the registration numbers to fit the system.

Users at the administration level complained and they requested that one of numbers be dropped but Makerere had to keep its legacy of registration number so both of them were maintained causing more chaos.

The other issue is that the ITS would allow students to register online only after paying at least 60 percent of the tuition fees. The way the ITS was modelled is that it would automate registration with that data input from finance and enable the student to register.

Since Stellenbosch University is a state-subsided most of its students would have no problem with that requirement but Makerere has been in running battles with students to pay their school fees on time.

However, another source who also preferred anonymity says the students results management system responsible for input, storage and administration of student marks and production of transcripts was locally designed.

He said Makerere is just not saying the truth about the problem and not effectively managing issuing of transcripts to graduated students on time.

Makerere University officials, however said the two were aligned so the locally made system, which was tampered with by its staff was aligned to the ITS and students records would be imported into it. But the matter would soon be resolved.

Article by Esther Nakazzi

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