ABSTRACT
The Sustainable Development Goals, which focus on inclusion, equity, and quality, have reignited debate on whether these overarching aims of education are compatible in practice. This chapter explores the dilemma of primary school leaving exams. Attention is paid to Uganda, where the primary leaving exam creates different levels of exclusion, resulting in over 50% of exam takers in 2014 being denied access to government-funded secondary schools. To overcome this conflict between inclusion and perceived quality in practice, policy options are explored, with likely outcomes shaped by the extent test scores have been internalized as quality markers in a country.
