Every year in Uganda, a familiar ritual unfolds: thousands of children line up for ‘interviews’, from those moving to Primary One to teenagers transitioning from primary to O-Level, or from O-Level to A-Level.
Parents wait anxiously as schools test learners for ‘readiness,’ while schools decide who to admit. But what if we turned the tables, should children really be the ones interviewed, or should the schools be the ones answering the tough questions? I speak as both a parent and an education specialist.
Three years ago, I searched for a pre-primary school for my daughter. I visited 38 schools in Kampala and neighbouring districts before finally finding one that met the standards I believed every young child deserves; safe, nurturing, play-based, and staffed with teachers who truly understand early learning focused on developing competences and not grades.
She has now spent three wonderful years there, growing in confidence, curiosity, and compassion. And as she prepares to move to Primary One, I find myself asking: should she be interviewed to ‘qualify’ for school, or should the school she will be joining be the one interviewed?
Many parents are in the same situation, moving their children from pre-primary centres to primary schools, or from one education level to another. Yet at each transition point, schools increasingly use ‘interviews’ as a gate-keeping tool.
For some, these interviews have little to do with assessing learning needs and more to do with creating an image of exclusivity, a marketing gimmick that makes schools seem elite or ‘hard to join.’ But a confident school that knows what it offers should not fear admitting any child. It should be ready to meet learners where they are and support them to thrive.
The reality of Uganda’s education landscape reinforces why this debate matters. Only about nine percent of children aged between three and five attend a registered pre-primary school, while roughly 60 percent are not enrolled in any formal early education at all. As a result, many children enter Primary One without the foundational skills they need. Unicef’s 2023 findings show that only about one-third of Ugandan children aged between 48 and 59 months are developmentally on track in literacy, numeracy, and social-emotional skills.
Meanwhile, gross primary enrolment stands at nearly 120 percent, but net enrolment remains below 80 percent, suggesting that many learners enter school late or repeat grades. These gaps persist through later stages. At O-Level, thousands of learners drop out before sitting their final exams, while A-Level transition rates remain below 40 percent. The numbers tell one story: while access has improved, quality and fit are where the system struggles most.
This is why interviews, when used poorly, miss the point. Uganda’s education challenge is not about filtering out learners, it is about ensuring every school is prepared to support the diverse abilities and backgrounds of the learners who come through their doors.
A child may not ‘perform well’ in an interview, but that says more about how they were taught, and the inequities in opportunity, than about their potential. Parents, therefore, have both the right and the responsibility to interview schools before enrolling their children.
Education is one of the largest investments a family makes, and it should be based on informed choices, not prestige or pressure. Before paying fees, parents should ask: What approach to learning does the school follow, is it child-centred, play-based, and inclusive?
How are teachers trained, and what is the teacher-child ratio? How is wellbeing supported across transitions, from pre-primary to primary, primary to O-Level, or O-Level to A-Level? How are parents engaged as partners in their children’s learning?
How does the school measure success, by grades alone, or by holistic growth? How do schools take care of the spiritual and moral aspects of children? How do they nurture talent? The list can be longer based on what a parent stands for. If a school cannot answer these questions transparently, it may not be the right fit.
The focus should shift from testing children to testing systems. From pre-school to A-Level, readiness should not be defined by a one-off interview but by how well schools nurture curiosity, resilience, and lifelong learning. When learners feel supported and included, performance follows naturally. So this ‘interview season,’ whether your child is entering Primary One or Senior One, Or Senior Five, remember, the real question is not whether your child is ready for school, but whether the school is ready for your child. After all, a truly good school doesn’t select children, it grows them.