The concerns emerged after the release of results showed unexpected shifts in performance between traditionally high-performing urban schools and lesser-known rural institutions.
Many parents from established private schools expressed surprise after learners from rural and government schools registered significant improvement.
While some parents questioned whether there was bias in grading, education specialists say the issue requires a careful and evidence-based review rather than speculation.
While some parents questioned whether there was bias in grading, education specialists say the issue requires a careful and evidence-based review rather than speculation.
Primary school teacher Eric Kikomeko raised concerns about the nature of the examination papers, especially in Social Studies and Science.
He noted that the level of difficulty may have affected how learners performed across different schools.
“When we reviewed the papers after the exams, we found that the questions were extremely technical and heavily worded, demanding a level of comprehension that is quite high for learners of that age,” Kikomeko said.
He dismissed claims that rural schools were deliberately favoured, explaining that performance changes could also reflect evolving teaching methods and increased effort in government-supported schools.
According to him, the long-standing belief that urban schools must always dominate results may no longer reflect the reality on the ground.
Education expert Dr Mary Gorret Nakabugo also called for a structured and independent study to establish the real reasons behind the shifts in performance.
“There is a need for an independent investigation to clearly explain why some schools that had consistently performed well declined, while others registered significant improvement,” Dr Nakabugo said.
She emphasized that the findings would help education authorities identify gaps in teaching, assessment, or curriculum delivery, while also addressing public concerns about fairness in national examinations.
Dr Nakabugo further urged parents to change their perception of academic success, warning that too much focus on top aggregates places unnecessary pressure on learners and teachers.
Professor Muwaga Mugagga, Principal of the Makerere University School of Education and External Studies, supported the call for a formal inquiry, saying it would help restore public confidence in the national assessment system.
Education stakeholders also used the discussion to highlight the need for continued investment in public schools.
Education expert Dr Mary Gorret Nakabugo also called for a structured and independent study to establish the real reasons behind the shifts in performance.
“There is a need for an independent investigation to clearly explain why some schools that had consistently performed well declined, while others registered significant improvement,” Dr Nakabugo said.
She emphasized that the findings would help education authorities identify gaps in teaching, assessment, or curriculum delivery, while also addressing public concerns about fairness in national examinations.
Dr Nakabugo further urged parents to change their perception of academic success, warning that too much focus on top aggregates places unnecessary pressure on learners and teachers.
Professor Muwaga Mugagga, Principal of the Makerere University School of Education and External Studies, supported the call for a formal inquiry, saying it would help restore public confidence in the national assessment system.
Education stakeholders also used the discussion to highlight the need for continued investment in public schools.
Experts argue that improvements in infrastructure, teacher training, and learning materials in rural areas could be contributing to the changing performance trends.
They noted that if government schools continue to improve, the long-held gap between urban and rural education outcomes may gradually narrow.
They noted that if government schools continue to improve, the long-held gap between urban and rural education outcomes may gradually narrow.
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