For the second year running, Uganda’s Primary Leaving Examination (PLE) results have ignited controversy, sparking questions about fairness, transparency, and the integrity of our national examinations.
The 2025 PLE results, like those of 2024, have left parents, teachers, and education experts unsettled, raising concerns that can no longer be ignored.
The most vocal complaints have come from parents whose children attend traditionally high-performing urban schools. Many were shocked when pupils from rural and lesser-known schools demonstrated marked improvement, leading some to speculate about bias in grading.
While it may be tempting to frame these shifts as favoritism, the reality is likely more complex.
Primary school teacher Eric Kikomeko notes that the 2025 exam papers, especially in Social Studies and Science, were “extremely technical and heavily worded,” demanding comprehension skills that can challenge learners of this age. Rather than deliberate bias, such factors may account for unexpected performance patterns.
Yet the persistence of these controversies over two consecutive years points to a deeper problem: a systemic trust deficit. Parents and educators need clarity on why some schools’ performance has declined while others have improved. Education expert Dr Mary Gorret Nakabugo stresses the need for an independent, structured investigation to understand these shifts.
This is not about assigning blame; it is about restoring confidence in a system that shapes the future of millions of children. Without transparency, each new examination cycle risks further eroding public trust and reinforcing perceptions of inequity.
Professor Anthony Muwaga Mugagga of Makerere University School of Education and External Studies agrees that a formal inquiry would help restore credibility. Uneb, as the custodian of national examinations, has a responsibility to ensure grading processes are fair, transparent, and perceived as such.
This requires robust quality assurance, clear communication of marking standards, and prompt resolution of anomalies. Learners, teachers, and schools should not bear the stress and reputational risk of a system whose fairness is questioned.
Beyond examinations themselves, the broader context of inequality in Uganda’s education system must be addressed. Urban schools often benefit from better infrastructure, more qualified teachers, and access to private resources — advantages that historically translated into higher aggregates.
When rural and public schools improve, it should be celebrated, not treated with suspicion. Nevertheless, the government must continue to invest in infrastructure, learning materials, and teacher capacity across the country. Strengthening schools nationwide is the only way to eliminate perceptions of bias and level the playing field.
Parents also have a role to play in rethinking success. Dr Nakabugo warns against equating achievement solely with top aggregates, a mindset that places undue pressure on learners and educators alike. Emphasizing holistic learning, critical thinking, and skills development over mere scores can create healthier educational environments and reduce undue anxiety.
The repeated PLE controversies are a wake-up call for all stakeholders — Uneb, the Ministry of Education, teachers, school administrators, and parents alike. It is time for decisive action: independent investigations, strengthened examination design and marking, investment in public schools, and education for the public on interpreting results responsibly.
Only through such measures can Uganda build a PLE system that is equitable, credible, and trusted by all.
The lessons of the last two years are clear: ignoring these concerns risks perpetuating suspicion, inequality, and mistrust. Uneb and other stakeholders must act decisively to ensure that every learner’s effort is recognized fairly and every result stands beyond reproach.