Uganda is a developing country East Africa.
 population of 33.4 million
 Uganda has 29 universities, 5 public and 24
private (New Vision, 2011).
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Teacher education was introduced by theEuropeans

Teacher training ranges from
Grade III certificate
 Diplomas Bachelors degree Postgraduate qualifications.
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Policies and procedures designed to equip
prospective teachers with the knowledge, attitudes,
behaviors and skills they require to perform theirtasks effectively in the classroom, school and wider
community (Snoek & Žogla, 2009).
"All formal and informal activities and experiencesthat help to qualify a person to assume theresponsibility as a member of the educational
profession or to discharge his responsibility mosteffectively, Dictionary of education, as sighted by
Sajith (2011).
In the context of this presentation, teacher
education refers to professional education ofteachers towards attainment of attitudes, skills andknowledge considered desirable so as to make themefficient and effective in their work in accordancewith the need of a society at any point in time
(Osuji, 2009).

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TeacherPre-service

Pre-service

Education

QualifiedProfessionalTeacher

Pre-service teacher education
Offered to someone who has joined
the course to become an educator
but has not yet completed training
to be a teacher. Pre-service teacher
occurs before teachers enter theprofession and/or take up
employment in a range of different
education institutions (UNESCO,2011).
In-service teacher education
Received by already qualified
teacher. It includes all the fields ofstaff developments training suchas, orientation, refresher courses,
workshops and seminar pertaining
to pedagogy (Nansamba &Nakayenga, 2003)

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Honeyman (1993) describes distance education as aprocess to create and provide access to learningwhen the source of information and the learners are
separated by time and distance, or both.
ICT supported Distance education
Where delivery is via computer (online), audioconferencing, two-way video, or other electronicmeans. Encompasses a wide spectrum oftechnologies to reach learners at a distance and isdesigned to encourage learner interaction andcertification of learning (Greenberg, 1998).

At the moment KYU runs three
distance teacher education programs; Bachelor of Education (Bed.) Diploma in Primary Education External(DEPE) Diploma in Special Needs Education

External (DSNEE).

The adaptation of ICT in Education in Uganda is a resultof the United Nations and the Millennium Development
Goals MDGs announced at its fifty-fifth general assembly.
The developing countries had to reach certain standards
by 2015. Target 18 asserts “In co-operation with theprivate sector, make available the benefits of newtechnologies, especially information andcommunications.” This is measured by the number ofcomputers, cell phones or telephones per 100 persons(United Nations, 2000 and infoDev & ITU, 2011).
The 2003 report of the sub-committee on ICT andGovernance presented at the Third Meeting of theCommittee on Development Information (CODI III)
encouraged African countries, to complete their nationalICT policies. Uganda being a signatory to the MDG had
to abide by putting in place the national ICT policy
framework (Torach et. el, 2009), and later theformulation of an educational sector ICT policy in 2005
(Uganda Ministry of Education and Sports, 2005) tocontribute to achieving of the Millennium Development
Goals. (Wamakote et al, 2010).

About Kyambogo university, UgandaKyambogo University is the second largest University in the country
2003 as a Public University by merging three institutes namely;
Institute of Teacher Education Kyambogo (ITEK)
Uganda Polytechnic Kyambogo (UPK)
Uganda National Institute of Special Education (UNISE)
It is located in Kampala District (KYU, 2006 and www.kyambogo.ac.ug).
Has a total of six Faculties divided into 27 Departments
402 teaching staff and 625 non-teaching staff.
Students include Postgraduate, Undergraduate, Diploma and Certificate students
totaling nearer to 16,547 students (KYU, 2010).
KYU provides Internet services to students
Has also developed a Web presence for students
Digitization of the online curriculum (Connect-ed, 2004).

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Providing for the development and implementation of aconsistent set of training programs

Provide for ICT knowledge to different levels and users
categories.

The ICT-Based Educational Content for ICT-based teaching
resources

Providing e-teaching resources on a website and Intranet
web servers

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Establishment of ICT labs with a considerable number ofcomputers with wireless connections to the Internet e.g. atODeL
Acquire equipment for the development of educational CDROMs (ODeL, 2010 and AVU, 2010).

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Inaugurated in 2007 as an effort of The Open,Distance and e-Learning (ODeL)ODeL refers to Open, Distance and e-Learning (ODeL)This is a Centre in KYU that manages and administers
the Bachelor of Education Degree program through a
blended Distance Mode
There is use of CD-ROM learning materials, e-mail,
Telephone (through on-line)
limited face-to-face, print materials and assignments(www.kyu)
October 2007 was colorful month in which ODeL wasofficially commissioned in KYU (The New Vision,October 2007).

Kampala — A NEW education system, electronic learning, is here. The Open Distance and e-Learning (ODeL) will
mainly assist students, who wish to study at home.

Silvano Kibuuka
16 October 2007
Kampala — A NEW education system, electronic learning, is here. The Open Distance ande-Learning (ODeL) will mainly assist students, who wish to study at home.
All a student needs is a computer and Internet connection to access the programme.
Source: New vision

The African Virtual University(AVU)The African Virtual University(AVU) established in 1997 as a
World Bank project for HigherEducation in Africa and center ofoperations in Washington
AVU has Headquarters in Nairobi,Kenya.
ODeL is funded by The AVU jointlywith the African Development
Bank (ADB).
There are other 10 universities
with AVU across Africa, including
KYU (Gabona, 2008).
The subjects taught are
Mathematics, Physics, Chemistry,
Biology and ICT.
The ODeL centre has set up asatellite station at Kyambogo for
on-line communication.

Face-to-face teachingheld include direct
instruction, supervision,counseling, consultationand library contact(www.kyu).
ODeL program isblended in nature sinceembodies face-to-faceelements, group
discussions as well as
online instruction (Tabor,2007 and Vaughan &Norman, 2010).

Source: 2011 African Virtual University [AVU].

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The courses under ODeL
were designed by uniting
curricula from all theparticipating African
universities to write 73 emodules.
When the modules get to amember university, lecturers
select out aspects that best
suits their needs within thecontexts of the B. Ed.
(Science) programs.
Representatives fromuniversities across Africa
have developed the emodules (AVU, 2011) which
can be acquired from OER@AVU [Open Education
Resources @ AVU].
Courses are summarized into
four main subject
combinations as seenMediaA computer with internet (Optional)

Web-based Materials

Online resources

Recorded Materials on CD-Rom/DVD

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Recorded Materials on CD-Rom/DVD

Cost effectiveness

Nature of ContentCosts
Power supply
Limited skills & Lack of familiarity

AVU over dependence
Harmonizing of theModules

Misconception

Public opinion
Learner antecedes

Learner
Challenges

Leaner Attitudes
Learner Income

Education

Infrastructure
Challenges of ICT supported Teacher

Organizational
Challenges

Organizational Challenges
Technological infrastructureOver dependence on AVU
Harmonizing of the modules
Cost effectivenessMisconception of the‘Openness’ of the program
Learner Challenges
Student antecedes
Public opinion towards
Distance Learning in Uganda
Learner incomeLearner Attitude
Organizational Challenges andLearner Challenges
The nature of science subject
Expense and cost effetenessCost EffectivenessIrregular electrical power
supplyLimited skills
Lack of familiarity

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Increase in telecommunication use

YEAR

UsersPopulation% PenGDP p.c.*

UsageSource

2000

40,00024,400,0000.1 %US$ 410ITU

2006

500,000

28,574,909

1.7 %US$ 280

ITU

2007

750,000

30,262,610

2.5 %US$ 280

ITU

2008

2,000,000

31,367,972

6.4 %US$ 300

ITU

2010

3,200,000

33,398,682

9.6 %US$ 460ITU

The university has designed an ICT policy and is alreadybeing enacted.
 KYU Strategic Plan 2007/2008 – 2011/2012
 Modules are powerful media and distance Open Education Resources portal OER@AVU.

reinforces and sustains Universal Secondary
Education (USE) in Uganda by increasing thenumber of graduate secondary teachers.
 enhances high quality teaching staff for thedisadvantaged rural schools.
 Supports the normal school teaching routine
where Teachers do not have to take leave Offers in-service distance education in science
disciplines.
 Convenient for teachers with family ties.
I would like to express my appreciation
for the tremendous work of the Centre
for the Study of International
Cooperation in Education (CICE),
whose continued support andorganization of my presentations has
been so helpful. I am thankful to allscholars who have accorded me theirdear time to attend this seminar.