• Version
• Download 85
• File Size 319.40 KB
• File Count 1
• Create Date August 2, 2018
• Last Updated August 2, 2018

The role of digital literacy in continuous based assessment in technical institutions in Uganda

The need for Technical and Vocational Education training for mult-skilled and creative labor force is a key ingredient in the science and technology led growth in Uganda’,s economy. Performance of students in Technical Institutions has been poor. Results released in 2009 show overall failure rates in community polytechnic colleges as high as 72 percent. In making an effort to improve this trend, the sector ministry put up an independent body, Uganda Business and Technical Examinations Board (UBTEB) to examine technical institutions. As part of the Competence Based Education and Training (CBET), the Board applies Continuous Based Assessment (CBA) mode. This is seen as pivotal in producing skilled labor. Performance by candidates however, continues to show a disappointing picture to-date and sometimes there are common delays in releasing the continuous assessment results causing processing and feedback challenges. This raises more questions than answers that need to be investigated. Could it be that the introduced Continuous Assessment has failed to move with increasing technology? or there are other reasons? This paper makes an attempt to analyze whether digital-based academic strategies bear the potential to produce desired skills in the Continuous Based Assessment mode. A qualitative survey research design was conducted in selected Technical Institutions in Uganda to arrive at the findings.Key Words: Digital Literacy, Continuous Based Assessment, Technical Institutions

Attached Files