The results of the Higher Secondary Certificate (HSC) and equivalent examinations under the country’s 11 education boards were published on Saturday, with the average pass rate standing at 52.12 per cent, the lowest in 22 years. Nearly 600,000 students failed this year, including more than 382,000 who could not pass English and ICT. These two subjects accounted for around 64 per cent of all failures.
Educationists attribute the disappointing results largely to a shortage of qualified teachers in English, ICT and science, alongside weaknesses in teaching methods. The pass rate among humanities students was also low, at just 42.17 per cent, pulling down the overall average.
Weaknesses in English education have persisted from the secondary level to higher education. Research has identified inadequate subject-specific teacher training as a major factor. According to a report by the Campaign for Popular Education, 56 per cent of teachers teaching English lack subject-specific training. A shortage of qualified teachers has also resulted in teachers from other disciplines being assigned to teach subjects after short-term training, compromising learning outcomes.
The problem is compounded by insufficient classroom practice, rote memorisation and a lack of practical, skills-based learning. Students often lack regular opportunities to practise reading, writing and speaking English. The Chairman of the Chattogram Education Board noted that widespread failures in English and ICT had pushed the board’s pass rate to its lowest level in 15 years.
Some educationists have also cited irregular attendance, declining interest in studies, excessive mobile phone use and inadequate parental supervision. Political and social instability following the mass uprising of 2024 may have further disrupted academic activities. Students in rural and marginalised communities also face additional barriers to quality education.
The Covid-19 pandemic, prolonged school closures, subsequent political instability and examinations based on shortened syllabuses undoubtedly disrupted students’ learning. However, these circumstances cannot fully explain the persistent weaknesses in educational outcomes. As long as the education system remains dominated by memorisation rather than understanding, students will struggle to develop the competencies they need.
We believe this year’s results should be treated as a warning about the quality of education, not merely as a decline in the pass rate. The purpose of education is not simply to secure good examination results but to equip students with knowledge, critical thinking and practical skills. Proficiency in core subjects such as Bangla, English and mathematics must therefore receive greater attention.
The government must urgently recruit qualified teachers, strengthen subject-specific training, improve classroom teaching and expand practical, skills-based learning. Assessment methods should reward genuine understanding rather than memorisation. Educational institutions must also ensure regular attendance and provide supportive learning environments, while parents should remain actively involved in their children’s education.
Offering unsuccessful students another examination opportunity may provide temporary relief, but it cannot resolve systemic weaknesses. We believe comprehensive and sustained reform is essential to improve learning outcomes and restore confidence in the education system. Without addressing the root causes, Bangladesh risks repeating the same disappointing results in the years ahead.
