Technical and Vocational Education and Training (TVET) for multi-skilled workers is key to Uganda’s economy. Performance of students in Ugandan technical institutions has always been poor, sometimes close to 72% failure. The creation of the Uganda Business and Technical Examinations Board (UBTEB) was one such effort to address this problem.

As part of the Competence-Based Education and Training (CBET), the Board applies Continuous Based Assessment (CBA) to improve candidate performance. However, performance continues to show a disappointing picture to date.

This paper makes an attempt to analyze whether digital-based academic strategies bear the potential to produce desired skills under the Continuous Based Assessment mode. A qualitative survey research design was conducted in selected technical institutions in Uganda to arrive at the findings.