The challenges of implementing distance education in Uganda: A case study


  • Gudula Naiga Basaza Uganda Martyrs University
  • Natalie B. Milman The George Washington University
  • Clayton R. Wright



distance education


This brief case study provides a pithy introduction to Uganda and outlines key factors that affect the implementation of distance education in the nation: poor infrastructure, the high cost of an education, an outdated curriculum, inadequate expertise in distance education, and poor attitudes towards distance learning. These factors are also evident in other African countries.

Author Biographies

Gudula Naiga Basaza, Uganda Martyrs University

PhD – Director, Center for Distance Learning Studies, Uganda Martyrs University P.O Box 5498 Kampala, Uganda, 256.77.460865,

Natalie B. Milman, The George Washington University

Associate Professor, Graduate School of Education and Human Development, The George Washington University

Clayton R. Wright

Clayton R. Wright, PhD, has been actively involved with a number of international collaborative efforts aimed at advancing educational systems through the use of learning technologies. He gained international experience with the Association of Canadian Community Colleges, the Canadian Department of Foreign Affairs and International Trade, the Commonwealth of Learning, the Commonwealth Secretariat, United Nations Children's Fund, and the United Nations High Commissioner for Refugees. Dr. Wright has led workshops about distance education, curriculum development, instructional design, and professional development, and conducted educational evaluations in many countries, including Bangladesh, Botswana, Brazil, The Gambia, Hungary, India, Japan, Kenya, Malaysia, Nigeria, Russia, Sierra Leone, Sri Lanka, St. Lucia, Switzerland, and Thailand. E-mail:



How to Cite

Basaza, G. N., Milman, N. B., & Wright, C. R. (2010). The challenges of implementing distance education in Uganda: A case study. The International Review of Research in Open and Distributed Learning, 11(2), 85–91.



Field Notes