Technical and Vocational Education training for multi-skilled is key in Uganda’s economy. Performance of students in Ugandan Technical
Institutions has always been poor and sometimes close to 72 percent failure. Creation of 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 performance by candidates. The performance however, 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 in
the Continuous Based Assessment mode. A qualitative survey research design was conducted in selected Technical Institutions in Uganda to
arrive at the findings.