Bachelor of Education in Digital Pedagogy and STEM Teaching
Uganda's shortage of qualified science and mathematics teachers is the upstream cause of the shortage of engineers, clinicians and technologists this University exists to produce. Teacher education in the region is also frequently criticise...
Employment thesis
What this programme is designed to produce
Forward publishes the destination of every programme before you enrol. If the thesis stops holding, the programme is reviewed and, where necessary, retired. Next review: 2031.
Roles
- Secondary school teacher of mathematics, physics, chemistry, biology or computing
- head of department
- curriculum and assessment specialist
- teacher trainer
- education officer
- science programme coordinator
- education technology specialist in a school network.
Employer types
- Government and private secondary schools
- international schools
- teacher training institutions
- ministries of education and district education offices
- examinations bodies
- education non- governmental organisations
- and tutoring and education technology companies.
Target outcomes we hold ourselves to
- A structurally guaranteed domestic market with acute shortage in mathematics and the sciences, plus substantial international demand for qualified STEM teachers.
Compulsory · The Forward Core
How the Core works →Every Forward programme, including this one, carries the same five cross-cutting requirements. They are graded, not optional.
- AI Fluency
- Quantitative Reasoning
- Ethics and African Context
- Human-Advantage Skills
- Enterprise
Includes 12 months paid work-integrated learning
Am I eligible?
Check yourself against the published requirements
7 questions written specifically for Bachelor of Education in Digital Pedagogy and STEM Teaching. Every answer is checked against a requirement Forward has published, and the result tells you which page that requirement comes from. Indicative only, the admissions office decides on your full file.
What is the highest qualification you hold or are completing?
Curriculum structure
The same degree, in both pathways
Every Forward programme is published in both pathways: Path One, the term plan of two six-month terms, and Path Two, the block sequence of twelve four-week blocks. Same competencies, same assessments, same award. Toggle to see this programme in each.
Path One term plan shown
Path One · The Term Model
| Code | Course | CU | Hours |
|---|---|---|---|
| FDC 101 | AI Fluency I: How Intelligent Systems Work Both | 4 | 2-2-0 |
| EFH 110 | Teaching Subject A: Advanced Content I Both | 5 | 3-2-2 |
| EFH 111 | Teaching Subject B: Advanced Content I Both | 5 | 3-2-2 |
| EFH 112 | Foundations of Education, Psychology and Development Objective | 4 | 3-2-0 |
| EFH 113 | Classroom Practice Foundations and Microteaching Performance | 4 | 1-0-6 |
| Code | Course | CU | Hours |
|---|---|---|---|
| FDC 102 | Quantitative Reasoning and Evidence Both | 4 | 2-2-0 |
| EFH 130 | Teaching Subject A: Advanced Content II Both | 5 | 3-2-2 |
| EFH 131 | Teaching Subject B: Advanced Content II Both | 5 | 3-2-2 |
| EFH 132 | Pedagogy and Subject Teaching Methods Performance | 5 | 1-0-8 |
| EFH 133 | Assessment for and of Learning Both | 3 | 1-2-2 |
| COP 190 | Workplace Immersion (4 weeks, recess term) Performance | 0 | 0-0-0 |
| Code | Course | CU | Hours |
|---|---|---|---|
| FDC 201 | Ethics, Society and the African Context Both | 4 | 2-2-0 |
| EFH 210 | School Practice I: Supervised Teaching Placement Performance | 6 | 0-0-0 |
| EFH 211 | Digital Pedagogy and Intelligent Classroom Practice Performance | 5 | 2-2-4 |
| EFH 212 | Practical Science and Mathematics Teaching Laboratory Performance | 5 | 1-0-8 |
| EFH 213 | Inclusive Education and Special Needs Both | 2 | 1-0-2 |
| Code | Course | CU | Hours |
|---|---|---|---|
| FDC 202 | Human Advantage: Argument, Writing and Teams Both | 4 | 2-2-0 |
| COP 290 | Co-operative Education Placement I (6 months) Performance | 10 | 0-0-0 |
| EFH 230 | Teaching Subject A: Advanced Content III Both | 5 | 3-2-2 |
| EFH 231 | Teaching Subject B: Advanced Content III Both | 3 | 1-2-2 |
| Code | Course | CU | Hours |
|---|---|---|---|
| FDC 301 | AI Fluency II: Building, Evaluating and Auditing Both | 4 | 2-2-0 |
| COP 390 | Co-operative Education Placement II (6 months) Performance | 10 | 0-0-0 |
| EFH 310 | School Practice II: Extended Teaching Placement Performance | 6 | 0-0-0 |
| EFH 311 | Classroom Management, Behaviour and Wellbeing Both | 2 | 1-0-2 |
| Code | Course | CU | Hours |
|---|---|---|---|
| FDC 302 | Enterprise, Employability and Financial Literacy Both | 4 | 2-2-0 |
| FDC 401 | AI Fluency III: Domain Deployment, Governance and Assurance Both | 3 | 1-2-0 |
| FDC 402 | Capability Portfolio and Day One Preparation Both | 3 | 1-2-0 |
| EFH 330 | Teaching Capstone: Evidenced Classroom Improvement Project Performance | 8 | 0-2-14 |
| EFH 331 | Educational Leadership, Research and Professional Practice Both | 4 | 2-2-2 |
Total credit units: 132
Curriculum source
Forward University Curriculum Compendium
Assessment
Coursework + project + integrated exam
Work-integrated learning
12 months paid co-operative education
Your week at Forward
A typical week on Bachelor of Education in Digital Pedagogy and STEM Teaching
Path One, the Term Model: your own pace across a six-month term, one live session a week, short flexible lessons, and assessment on demand.
Monday
Tuesday
Wednesday
Thursday
Friday
Curriculum explorer
Drill into the degree, step by step
Choose a study path, then a year, then a term or block, then a course. Credit totals add up as you go, and every course shows what comes before it and what it unlocks.
Step 1, choose a year
Step 2, choose a term
TERM 1 (SIX MONTHS) | FORMERLY YEAR 1, SEMESTER 1
Year 1 · this step is worth 22 CU
Cumulative
22
Programme total
132
22 CU of 132 CU completed by the end of this step (17%)
Step 3, choose a course
Pick a course to see the detail
Credits, assessment, prerequisites and what each course unlocks later.
The twelve Forward capabilities
What this programme develops in you
Every Forward degree develops the same twelve cross-cutting capabilities. The profile below is the level this programme is designed to develop and verify by graduation, on the four-level scale in Part B2 of the Curriculum Compendium. Every claim above Level 2 is verified by someone other than the teaching lecturer.
- C1Intelligent Systems Fluency CriticalLevel 4 of 4, Leading
- C2Quantitative and Evidential ReasoningLevel 4 of 4, Leading
- C3Ethical and Contextual JudgementLevel 4 of 4, Leading
- C4Communication and Persuasion CriticalLevel 4 of 4, Leading
- C5Disciplinary Mastery CriticalLevel 4 of 4, Leading
- C6Technical Production and CraftLevel 3 of 4, Independent
- C7Problem Framing and Systems ThinkingLevel 4 of 4, Leading
- C8Collaboration and Multidisciplinary Teaming CriticalLevel 4 of 4, Leading
- C9Enterprise, Value and Commercial LiteracyLevel 3 of 4, Independent
- C10Professional Conduct and Workplace PerformanceLevel 4 of 4, Leading
- C11Learning to Learn and Adaptive CapacityLevel 4 of 4, Leading
- C12Stewardship and Public ContributionLevel 4 of 4, Leading
Critical capabilities for this programme: Intelligent Systems Fluency · Communication and Persuasion · Disciplinary Mastery · Collaboration and Multidisciplinary Teaming. A graduate cannot pass out of this programme below the stated level on any capability marked critical.
Programme Learning Outcomes
What you will be able to do
Each outcome is assessed, and each is tagged with the Forward capabilities it is verified against.
- PLO 1Demonstrate deep, current mastery of two teaching subjects.
- PLO 2Plan, teach and assess lessons that produce evidenced learning in real classrooms.
- PLO 3Manage a classroom, including behaviour, inclusion and diverse prior attainment.
- PLO 4Use intelligent systems, digital resources and low technology alternatives appropriately.
- PLO 5Design and interpret assessment, including diagnosing why a student is failing.
- PLO 6Teach science and mathematics practically with available or improvised apparatus.
- PLO 7Uphold professional conduct, safeguarding and the ethical duties of a teacher.
Why this programme exists
Uganda's shortage of qualified science and mathematics teachers is the upstream cause of the shortage of engineers, clinicians and technologists this University exists to produce. Teacher education in the region is also frequently criticise...
Admission requirements
UACE with two principal passes in the subjects to be taught, drawn from Mathematics, Physics, Chemistry, Biology, Agriculture, Economics or Computer Studies, plus UCE with five passes including Mathematics and English. Admission is subject to the requirements of the Ministry of Education and Sports and the National Teachers Council in force at the time of admission, and includes an interview and a suitability check. Alternative pathways: Foundation Year, diploma entry with advanced standing, mature age entry and recognition of prior learning, all governed by Part A5 and Part G. Online applicants additionally complete the compulsory Digital Readiness orientation under Part D6.
Education Futures
Other open programmes in this School
Bachelor of Science in Learning Engineering and Educational Artificial Intelligence
Education technology is the fastest growing category of educational spending in Africa and the least evidenced. Systems are procured on demonstration rather than on learning gain, and almost nobody inside ministries, schools or companies is...
View programme BSc (Hons)Bachelor of Science in Psychology and Human Performance Science
Uganda has one of the lowest ratios of mental health professionals to population in the world, at the same time as workplaces, schools and universities are being asked to manage psychological wellbeing with almost no trained capacity. This ...
View programme MEdMaster of Education in Learning Design and Educational Artificial Intelligence
Serving teachers, lecturers, trainers and education leaders are being asked to redesign teaching and assessment for a world with intelligent systems, largely without support. This intensive programme gives them the learning science, design ...
View programme MScMaster of Science in Workforce Development and Skills Systems
Every government and large employer in the region is now running skills programmes, and most of them cannot say what those programmes achieved. With thirty nine per cent of skills globally expected to change by 2030 and eighty five per cent...
View programme DoctorateDoctor of Education in Educational Transformation
An applied doctorate for education leaders and system reformers who need to conduct rigorous research on a problem inside their own institution or system rather than pursue a purely academic career. As with the Doctor of Business Administra...
View programme