With information being a powerful equalizer, MTN Uganda has taken ‘another step’ in closing the digital divide by opening an ICT lab at St. Mary’s Ediofe Girls School in Arua. By providing 10 working desktop computers and free internet for a year, the lab has already inspired discussions on corporate responsibility, digital equity, and the future of education in rural Uganda.
Why digital inclusion in schools really matters
ICT lab is much more than a space of computers and technology. It’s an opportunity multiplier. In Uganda and other African nations, the importance of digital literacy is rapidly increasing alongside traditional reading and writing skills. Even though urban schools are getting better at access to the internet, rural areas are still experiencing a significant bottleneck.
Uganda’s Bureau of Statistics revealed that internet usage in the country was roughly 29.1% in 2023, with rural areas experiencing even less connectivity. For students in regions like Arua, that lack of access doesn’t just mean they can’t browse the web. It means they’re cut off from online learning platforms, university application portals, coding bootcamps, open-source resources, and even digital career opportunities that urban students take for granted.
The intervention of MTN in this situation is noteworthy. It provides more than just hardware; it also connects to the wider world. The significance of this matter is even greater for a girls’ school situated in underprivileged surroundings.
Corporate responsibility or strategic investment?
Despite my regular reporting on Africa’s tech, startups and policy issues in my writing, I’m unsure whether the corporate pursuits are PR or lasting change.
With MTN Uganda, it feels like a bit of both—and that’s not necessarily a bad thing. Their business depends on people using digital tools, so it makes sense to cultivate digital literacy, especially in underserved markets. They are simultaneously addressing actual community needs. The balance between business interest and impact is what sustainable corporate responsibility entails.’
The MTN Foundation’s 2024 impact report reveals that educational institutions receiving equivalent ICT assistance saw an average of 30% improvement in ICT exam scores over two academic periods. In certain schools, girls were enthusiastic about coding and basic digital design and established computer science clubs.
What happens after the first year?
Sustainability is a constant concern for projects like this. Who settles the internet bill after a year has passed? What entity is in charge of maintaining the machines after they fail? Are there any extended programs for teacher training?
Whether there’s a maintenance or extension plan for MTN is still unknown, but I think this situation calls for some public-private collaboration. If the Ministry of Education can integrate ICT support into its national school infrastructure plans and if local governments can provide co-funding, these projects will become permanent fixtures rather than temporary boosts.
We need to consider collaborating with edtech companies and NGOs that focus on digital upskilling as well. After the computers are set up, the next challenge is to ensure that students use them effectively for coding, digital research, and business purposes.
A meaningful step in the right direction
The Ediofe Girls School’s support by MTN Uganda is a small but crucial gesture. It won’t resolve all the problems in Uganda’s education system. Yet, it sets a valuable example, especially in an age when digital inclusion should be embraced as ingrained in the national agenda and not dismissed.
We often talk about “leaving no one behind” in the digital age. But unless projects like this reach more rural schools, girls in places like Arua will remain spectators in a world increasingly shaped by technology.
MTN has shown that it’s possible to act—now it’s time for others to follow.
