MARSHAL OWACH
Digital Strategy & Transformation Advisor
DIGITAL LITERACY
LAB
A Structured Extracurricular Program for Secondary Schools
Helping students move from passive internet use to informed, responsible, and opportunity-aware digital participation.
3 TERMS
27 Facilitated Sessions
AGES 13–19
All Secondary Levels
UGX 250K
Per Student / Per Term
www.marshalowach.com/digitalliteracylab
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marshal@marshalowach.com
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+256 752 951 330
1. THE REALITY IN OUR SCHOOLS TODAY
Your students are already living digital lives. By the time a child reaches secondary school in Uganda, they have likely owned a smartphone, opened a social media account, encountered AI-generated content, and experienced at least one uncomfortable or confusing moment online — all without a single structured conversation about any of it.
THE DIGITAL REALITY OF UGANDAN SECONDARY STUDENTS
- 74%of Ugandan youth aged 15–35 use the internet — the majority via mobile (NITA-U)
- ~60%of young Ugandans report encountering misinformation online regularly (Africa Digital Rights Hub)
- Rapidincrease in AI tool use among students — with almost no formal guidance from schools
- 1 in 3adolescents in Africa has experienced cyberbullying or online harassment (UNICEF)
Uganda's existing ICT curriculum was designed for a different era. It teaches students to operate software. It does not teach them to think critically about the digital systems shaping their behaviour, their identity, and their future opportunities. The gap between what schools teach and what students need is widening — fast.
Digital Literacy Lab was built to close that gap — not with another computer class, but with a structured, conversation-led, practitioner-delivered program that meets students where they already are.
2. ALIGNED WITH UGANDA'S NATIONAL DIGITAL AGENDA
This program does not sit outside Uganda's policy framework — it advances it directly. Decision-makers at every level of government have identified digital literacy, AI readiness, and youth skills development as national priorities. Schools that host Digital Literacy Lab are acting on that agenda.
Uganda's New Competency-Based Curriculum (NCDC)
The National Curriculum Development Centre's reformed lower secondary curriculum explicitly embeds ICT Literacy, Critical Thinking, and Information Literacy as core Generic Skills required across all subjects. The curriculum calls for learner-centred, practical, and real-world-relevant delivery — exactly the model Digital Literacy Lab provides.
Where the timetable introduces these skills conceptually, the Lab gives students 90 minutes a week to practise them in depth — exploring real platforms, real AI tools, and real digital challenges with professional guidance.
National Development Plan III & NDP IV (National Planning Authority)
Uganda's NDP III and the forthcoming NDP IV both position digital transformation and youth skills as central pillars of national development strategy. The National Planning Authority identifies the digital skills gap — particularly among young people — as a critical bottleneck to Uganda's economic growth and private sector competitiveness.
The NPA's Vision 2040 calls for Uganda to produce digitally capable citizens who can participate in, and shape, a knowledge economy. Digital Literacy Lab is a direct investment toward that vision — delivered one school cohort at a time.
NITA-U and Uganda's Digital Transformation Roadmap
The National Information Technology Authority of Uganda (NITA-U) has identified digital literacy as a foundational pillar of Uganda's Digital Transformation Roadmap. The Ministry of ICT and National Guidance has called for expanded digital skills programs for youth, recognising that access to technology without digital literacy produces risk — not opportunity.
What Government Authorities Are Calling For:
- NCDC: Practical, competency-based learning that builds ICT literacy, critical thinking, and real-world skills
- NPA / NDP IV: A digitally skilled youth population that can contribute to Uganda's knowledge economy
- NITA-U: Digital literacy programs that move citizens from passive use to active, safe, and productive digital participation
- Ministry of ICT: Structured AI and digital skills development for young Ugandans, delivered responsibly and at scale
A school that partners with Digital Literacy Lab is not simply offering an extracurricular activity. It is demonstrating that it takes the national agenda seriously — and that it is prepared to equip its students for the world they will actually inhabit.
3. WHY MARSHAL OWACH DELIVERS THIS — AND WHY IT MATTERS
Most digital literacy programs in schools are delivered by ICT teachers who were trained to teach software operation — not digital transformation. Digital Literacy Lab is different because of who is in the room.
MARSHAL OWACH
Digital Strategy & Institutional Transformation Advisor
Marshal Owach works at the intersection of digital strategy, institutional capacity, and social impact. He has spent his career helping organisations — from civil society to policy bodies to cultural institutions — move from tactical digital use to strategic, sustainable digital transformation.
What Marshal Brings to Your Students
Sessions are not lectures about the internet. They are facilitated conversations and hands-on experiences, led by someone who has spent years advising organisations on the same challenges students face — navigating digital complexity, building credibility online, using AI tools responsibly, and creating digital work that has real impact.
Professional Experience
- Advised 40+ civil society organisations on digital strategy, tools, and AI adoption
- Led digital and AI literacy curriculum development at national and regional levels
- Designed and facilitated civic hackathons, digital governance forums, and policy dialogues on AI and technology
- Supported organisations in cultural, creative, and advocacy sectors to build sustainable digital programs
- Led digital communications, research visibility, and knowledge documentation for policy and research bodies
Relevance to Students
- Teaches from real professional practice — not textbooks
- Brings current, real-world AI and digital trends directly into the classroom
- Models what a successful digital career pathway actually looks like
- Connects digital literacy to opportunity — not just safety and risk
- Brings a practitioner's clarity to complex topics that school ICT curricula haven't yet addressed
This is not a course taught from a manual. It is a professionally curated learning experience delivered by someone whose daily work sits at the frontier of digital strategy, AI ethics, and institutional digital transformation.
4. PROGRAM STRUCTURE
Digital Literacy Lab runs over three terms aligned to Uganda's academic calendar. Each term is self-contained and builds progressively on the last. Students may enroll for a single term or continue across all three.
FORMAT
Weekly sessions
DURATION
9 weeks per term
SESSION LENGTH
90 minutes
COHORT SIZE
No maximum; large groups sub-divided
Sessions are conversation-led, practically oriented, and grounded in real-world digital environments. Every term concludes with a student project and showcase — giving students a tangible artefact of their learning and an opportunity to present their thinking to peers, teachers, and parents.
5. THE CURRICULUM — THREE TERMS OF DIGITAL TRANSFORMATION
TERM 1 — Digital Foundations & Responsible Internet Use
Theme: Understanding the Internet You Use
Students begin not with technology concepts — but with themselves. They examine their own digital habits, explore how platforms are designed to shape behaviour, and build the foundational awareness that makes everything else possible.
| WEEK | SESSION | WHAT STUDENTS EXPLORE |
|---|---|---|
| 01 | The Internet Beyond Social Media | What the internet actually is; how it is structured; what lies beyond the apps students use daily |
| 02 | How Platforms Make Money | Algorithms, attention economics, and why platforms are designed the way they are |
| 03 | Digital Footprints & Permanence | What data you leave behind; who sees it; why it matters more than students realise |
| 04 | Social Media & Identity | How online identity is constructed, managed, and misrepresented |
| 05 | Online Reputation & Consequences | Real cases of reputational damage; how to protect your digital presence |
| 06 | Cyberbullying & Digital Conflict | How online conflict escalates; how to respond; when and how to report |
| 07 | Misinformation & Online Manipulation | How false information spreads; deepfakes; how to verify what you see |
| 08 | Online Safety: Scams, Privacy & Phishing | Practical skills for protecting yourself and others online |
| 09 | Reflection & Term Project | Project: My Digital Responsibility Blueprint — personal digital use plan, privacy checklist, posting guidelines |
Term 1 Project: My Digital Responsibility Blueprint
Each student produces a personal digital use plan, a privacy checklist, and a set of responsible posting guidelines — a practical document they can actually use and share with family.
TERM 2 — Digital Creation, AI Awareness & Opportunity
Theme: From Consumer to Creator
Students shift from understanding digital risk to understanding digital opportunity. They are introduced to AI tools in a structured, ethical, and practical context — and they begin producing their own digital content.
| WEEK | SESSION | WHAT STUDENTS EXPLORE |
|---|---|---|
| 01 | Introduction to Artificial Intelligence | What AI is, how it works in everyday tools, and why it matters for students' futures |
| 02 | How AI Tools Work | Large language models, image generation, and recommendation systems — explained simply |
| 03 | Using AI Responsibly | Accuracy, bias, plagiarism, and the ethical questions that come with AI use |
| 04 | Content Creation Basics | Writing, visual design, and video — the building blocks of digital content |
| 05 | Digital Storytelling & Influence | How compelling online narratives are built; what makes content spread |
| 06 | Introduction to the Creator Economy | How people build audiences, income, and influence through digital platforms |
| 07 | Online Monetisation Pathways | Age-appropriate overview of freelancing, content creation, and digital service models |
| 08 | Designing a Digital Project | Students plan and begin developing their own digital mini-project |
| 09 | Project Finalisation & Showcase | Project: Digital Innovation Mini-Project — a responsible blog concept, video, or digital campaign |
Term 2 Project: Digital Innovation Mini-Project
Students produce a meaningful digital artefact — a blog concept, short video, or digital campaign — demonstrating their ability to create responsibly, ethically, and with purpose.
TERM 3 — AI Literacy, Critical Thinking & Future Readiness
Theme: Preparing for the AI Age
Students engage with the bigger picture: AI, automation, and the future of work. They develop the critical thinking and problem-solving skills that will determine whether they are shaped by technological change — or help shape it.
| WEEK | SESSION | WHAT STUDENTS EXPLORE |
|---|---|---|
| 01 | How AI Models Are Trained | Data, machine learning, and the human choices embedded in AI systems |
| 02 | AI Bias & Ethical Concerns | How AI can reflect and amplify inequality; what responsible AI looks like |
| 03 | Automation & The Future of Work | Which jobs are changing; which skills remain irreplaceably human |
| 04 | AI in Africa & Emerging Opportunities | How African innovators are using AI; what Uganda's digital future might look like |
| 05 | Digital Entrepreneurship Thinking | How to identify digital opportunities; the mindset of digital entrepreneurs |
| 06 | Problem-Solving & Design Thinking | Structured approaches to identifying and solving real problems with digital tools |
| 07 | Building a Digital Solution Concept | Students begin developing a digital or AI-assisted response to a real school or community challenge |
| 08 | Project Refinement | Iteration, feedback, and presentation preparation |
| 09 | Digital Futures Showcase | Project: Digital Futures Challenge — presented to peers, parents, and school leadership |
Term 3 Project: Digital Futures Challenge
Students identify a real problem in their school or community and propose a digital or AI-assisted solution. Final presentations are open to parents and school leadership — a public demonstration of learning that goes far beyond a standard exam result.
6. THE VALUE TO YOUR SCHOOL, STUDENTS, AND PARENTS
For School Leadership
- Positions your school as actively responding to Uganda's new competency-based curriculum and the national digital agenda
- Differentiates your school in a competitive environment where parents are increasingly asking what schools are doing to prepare students for an AI-driven world
- Delivers measurable, visible outcomes: student projects, digital portfolios, and end-of-term showcases
- Requires zero additional infrastructure — no new computer labs, no extra teachers, no new budget lines
- Strengthens your school's digital responsibility and safeguarding culture
For Teachers
- Provides structured support for the Generic Skills the NCDC curriculum now requires schools to develop — without additional burden on classroom teachers
- Introduces students to AI tools in a supervised, age-appropriate setting, reducing the risks of unguided experimentation
- Complements classroom work by developing the critical thinking and communication skills that improve performance across all subjects
For Parents
- Your child's smartphone use becomes a subject of structured, professional conversation — not a source of anxiety
- Your child gains practical skills in digital safety, AI literacy, and responsible content creation
- Your child leaves with a portfolio of real digital work — tangible evidence of capability beyond academic grades
- Your child is introduced to digital career pathways and earning models that are already active globally, including in Uganda
For Students
- Practical understanding of how the platforms they use every day actually work — and how to use them to their advantage
- Guided, hands-on experience with AI tools in an ethical and critically-informed context
- Digital portfolio pieces that stand out in university applications, scholarship applications, and job interviews
- The confidence to participate in digital spaces as an informed, capable, and creative agent — not a passive consumer
7. SAFEGUARDING AND RESPONSIBLE PRACTICE
Digital Literacy Lab takes the responsibility of working with young people online seriously. The program is designed with safeguarding at its core — not as an afterthought.
Program Safeguards
- All AI and internet tool use is age-appropriate and supervised
- Parental consent required for all participants
- Clear student code of conduct covering online activity
- All sessions facilitated in a structured, supervised environment
- Alignment with the school's existing ICT and safeguarding policies
Responsible AI Practice
- AI tools introduced through a critical literacy lens — not uncritical adoption
- Students learn to question, verify, and evaluate AI outputs
- Ethical use of AI discussed explicitly in every relevant session
- No student personal data shared with external platforms without consent
- Online activities monitored and guided throughout
8. RELEVANT IN UGANDA. READY FOR THE WORLD.
Uganda's digital economy is not developing in isolation. The same technological forces shaping digital life in Kampala are shaping it in Nairobi, London, Lagos, and Singapore. Students who develop digital literacy and AI awareness in secondary school will not only be better equipped for Ugandan opportunities — they will be competitive globally.
The skills developed in Digital Literacy Lab are directly relevant to:
- Cambridge International and IB programs that explicitly include digital citizenship and media literacy outcomes
- University applications where demonstrated critical thinking and digital competency increasingly stand out
- The African Continental Free Trade Area (AfCFTA) digital economy — where digitally literate African youth will hold disproportionate advantage
- International scholarship programs in technology, policy, and development that look for applicants with demonstrated digital awareness
- The global creator and gig economy, where young Ugandans with digital skills can build income from anywhere
This program is designed to be relevant beyond the UNEB system. Schools with Cambridge, IB, or internationally- oriented student populations will find the curriculum and outcomes a natural and compelling fit.
9. BEYOND THE CLASSROOM — MENTORSHIP PATHWAY
Students who demonstrate exceptional curiosity, commitment, or emerging talent in digital skills may be invited into an extended mentorship pathway — small-group or one-to-one guidance that goes deeper than the regular program allows.
Mentorship focuses on the areas where students show the most promise:
- Digital creativity and responsible content creation
- Responsible AI exploration and critical digital thinking
- Online research, knowledge building, and information literacy
- Early-stage digital project development
- Digital citizenship and emerging leadership
Mentorship sessions may run outside the regular school timetable and involve project-based learning, small-group guidance, or direct practical work. The goal is to move selected students from digital literacy toward digital leadership — building the confidence and skills of Uganda's next generation of digital practitioners.
10. INVESTMENT AND ENROLLMENT
Digital Literacy Lab operates on a transparent, term-based model. Fees are paid per student per term and cover all facilitation, materials, and project delivery.
UGX 250,000
per student · per term
The fee includes:
- Weekly 90-minute facilitated sessions by Marshal Owach
- All learning materials, activities, and project resources
- End-of-term student project development and showcase
- Digital portfolio documentation and progress feedback
Payment may be processed through the school or directly to the facilitator. Each term is standalone; students may enroll term-by-term. Multi-term school partnerships are available and encouraged.
LET'S HAVE A CONVERSATION
Marshal Owach
Digital Strategy & Institutional Transformation Advisor
Your students are already online. The question is whether they are prepared.