By KT Reporter
As the national Senior Five selection and admission process continues following the release of the 2025 Uganda Certificate of Education (UCE) results, teachers from leading secondary schools are cautioning parents against imposing preferred subject combinations, particularly science-based ones, on their children.
During the ongoing admissions, headteachers or their representatives suggest subject combinations based on a learner’s UCE performance in key subjects. However, teachers interviewed noted that these initial suggestions are frequently revised following discussions with the student and parents.
Wilson Ndeze, Deputy Headteacher at Ntare School in Mbarara shared that in his experience, parents often impose combinations, especially science ones, on their children without considering the learner’s input. “The student’s perspective is critical, yet it is sometimes ignored,” he observed.
Similar concerns were raised by Emmanuel Kanyope from Bweranyangi Girls’ Secondary School in Bushenyi, a renowned girls’ institution. He advised that a learner’s personal interests and future aspirations should remain at the heart of any combination decision.
Kanyope said that some parents unilaterally make choices, which can negatively affect performance if the students are assigned subjects they dislike.
He added that parents frequently push for science combinations in pursuit of specific high-status careers like medicine or engineering, even when the child shows no interest. From his experience, some learners succeed in the subjects, proceed to university programmes chosen by their parents, only to abandon those fields after graduation in favour of their true passions, resulting in wasted time, resources, and potential.
Education experts and school administrators have long highlighted that mismatched subject choices can lead to poor motivation, lower A-Level results, and higher dropout risks. With the shift to the competency-based curriculum and strong overall UCE performance in 2025, more students qualify for A-Level, intensifying competition for popular science slots in top schools.
Officials recommended open dialogue involving the learner, parents, teachers, and career guidance counsellors to align combinations with both academic strengths and genuine interests. For those not securing preferred science options, viable alternatives include arts, business, or vocational pathways, which also lead to rewarding careers and university opportunities.
Stuart Sserugo added that the learners financial background and other factors should also be considered while picking a combination noting that some learners take on combination pass but fail to proceed if they miss out on government sponsporships for the high-contest courses.
However, Mary Frances Atima, chairperson of the National Selection Committee, warned that poor subject placement remains a major weakness in the transition from O Level to A Level.
She said some schools assign subject combinations without assessing a learner’s strengths, interests, or career goals. In many cases, administrators focus on filling classes and securing fees instead of offering proper academic guidance.
Atima noted that students often accept combinations without understanding university entry requirements or job market demands. As a result, some complete A Level with subjects that limit admission options for competitive courses such as medicine, engineering, or law.She thus urged schools to strengthen career guidance and involve parents early to prevent learners from making choices that narrow their future opportunities.
During the selection process, many leading secondary schools tightened admission criteria for science combinations such as PCB, PCM, and BCM. Most required at least three As in the relevant O Level subjects. Others accepted two As and one B. A few top schools admitted candidates with one A and two Bs.
The strict cutoffs reflect strong demand for science streams. Government policy continues to prioritize STEM fields – that is Science, Technology, Engineering and Maths. Careers in medicine, engineering, and technology attract many high performers. Yet even well equipped schools have limited laboratory space and science teachers.
Analysis by our reporter shows that a large share of successful candidates were assigned science combinations. This raises concern about whether existing laboratories, equipment, and qualified teachers will meet the increased load.
Commenting on the rising number of learners choosing science subjects, Kedrace Turyagyenda said the trend benefits the country’s development agenda. She noted that stronger enrollment in sciences builds the workforce needed for industrialization, technology, and innovation.
Turyagyenda added that the Ministry of Education and the government will address gaps in laboratories, teachers, and learning materials to support the growing demand. She said resources will be allocated to ensure schools are equipped to handle the increase in science candidates.
Meanwhile, top schools set comparable standards for Arts combinations, though demand remains lower. Most required at least a C in the subject selected. Headteachers stressed that schools do not assign a subject at A Level if a learner did not study it at O Level.
Wilson Ndeze of Ntare school said that the aim is to protect academic performance and maintain subject continuity. However he added that an exception exists for Literature in English, since all learners study English and Economics which is not offered at O’level.
He noted that in rare cases, a learner who passed Mathematics at O Level may take Entrepreneurship at A Level, subject to academic review.
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