This study investigates the role of national ICT agencies in facilitating access to digital academic content in Ugandan higher education. Specifically, it examines the impact of the Research and Education Network for Uganda (RENU) and the National Information Technology Authority-Uganda (NITA-U) on two contrasting institutions, Makerere University (public) and Kampala International University (private). Using a qualitative case study design, data was collected through semi-structured interviews with 30 participants, including ICT administrators, academic staff, and students. Observation of ICT infrastructure and Document review of institutional ICT policies and national strategic plans complemented the interviews. Thematic analysis was used to interpret the findings. Significant disparities in ICT access were found between the two institutions. Public Universities benefited from strong partnerships with national ICT agencies and robust infrastructure, while private Universities faced barriers including limited connectivity, inadequate devices, and minimal engagement with national programs. The study also revealed systemic gaps in national ICT policies, particularly the exclusion of private institutions from key infrastructure initiatives. Recommendations include expanding government funding to private universities, improving technical capacity, and developing inclusive ICT strategies that prioritize equity. The findings have critical implications for doctoral education, where digital access directly influences research quality, supervision, and academic progression. This study contributes original insights into how national ICT policies affect institutional access to online academic content in developing countries. It offers evidence-based recommendations to support digital equity and enhance doctoral education outcomes in Uganda and similar contexts.