A Wake-Up Call for Bangladesh’s Education System

A popular saying in our society goes, "Failing an examination is harder than passing it." However, this long-held belief is gradually losing its relevance. The declining pass rates in recent years, particularly the 52.12 per cent recorded in the 2026 HSC examinations, suggest that failing an examination is no longer as difficult as it once was. With a pass rate of just 52.12 per cent, the HSC results are more than an examination outcome. They raise serious questions about the quality of education, students’ preparedness, teaching methods and the overall learning environment in the country.

The results of the 2026 Higher Secondary Certificate (HSC) and equivalent examinations have emerged as a warning sign for Bangladesh’s education system. This year, the overall pass rate stood at just 52.12 per cent, meaning nearly half of the examinees failed to pass. Of the 1,270,583 registered candidates, around 646,685 passed, while 40,084 secured GPA-5. These results cannot be viewed merely as a failure on the part of students. Rather, they raise important questions about weaknesses at different levels of the education system, institutional preparedness, the quality of classroom teaching, and the examination and assessment process.

A Growing Concern

An analysis of examination results over the past few years shows a declining trend in the pass rate. The fall has become particularly evident in 2025 and 2026.

The pass rate dropped by 6.71 percentage points in 2026 compared to the previous year. Meanwhile, the number of students securing GPA-5 fell from 69,097 in 2025 to 40,084 this year. This represents a decline of 29,013 in the number of top achievers in just one year.

However, an important distinction needs to be made when comparing these figures. A direct comparison between the 2021 and 2022 results and those of recent years may not be entirely appropriate, as examinations during the Covid-19 pandemic were held under shortened syllabuses and modified assessment systems.

Therefore, the 2026 results should be analysed in the context of changes in examination methods, syllabuses and assessment practices. Nevertheless, the significant decline in both the pass rate and the number of GPA-5 achievers between 2025 and 2026 is undoubtedly alarming. Notably, this year's pass rate is the lowest since 2004.

What Went Wrong?

Several factors may have contributed to the poor results. The most significant include learning gaps among students, irregular classroom attendance, a shortage of qualified teachers and weaknesses in teaching methods.

First, the impact of the Covid-19 pandemic may still be affecting students' academic performance. The prolonged closure of educational institutions during the pandemic created gaps in students' acquisition of basic knowledge and skills. 

Second, the shortage of qualified and subject-specific teachers has further complicated the situation. Without adequately trained teachers in important subjects such as English, mathematics and information and communication technology (ICT), students cannot develop the necessary foundational skills. 

Third, poor classroom attendance and a lack of academic engagement among students must also be taken into account. According to the observation of the Dhaka Education Board chairman, average classroom attendance at many institutions is only 30 to 35 per cent. 

Performance Gap Between Science and Humanities Students

Another significant aspect of the results is the difference in pass rates among academic groups. The pass rate in the science group stood at 73.12 per cent, while it was 50.77 per cent in business studies and only 42.17 per cent in humanities.

This means humanities students performed considerably worse than their science counterparts. The reasons behind this disparity require thorough investigation by the Ministry of Education and the respective education boards. In particular, students' weak performance in ICT has emerged as a concern among humanities candidates.

No Students Passed at 293 Educational Institutions

One of the most alarming findings of this year's results is that not a single student passed at 293 educational institutions across the country. In contrast, only 139 institutions achieved a 100 per cent pass rate. The failure of all examinees at an educational institution cannot be dismissed as a coincidence. It raises serious questions about the learning environment, teacher availability, quality of instruction, student attendance and institutional management. Authorities must investigate why all students at certain institutions failed while students elsewhere achieved satisfactory results. 

Raising Pass Rates Alone Is Not the Solution

Education Minister ANM Ehsanul Hoque Milon has described this year's results as unsatisfactory. Meanwhile, Prime Minister's Adviser on Education and Primary and Mass Education Mahdi Amin has said the government is moving away from the previous practice of artificially increasing pass rates and GPA-5 numbers, placing greater emphasis on the genuine assessment of students' merit. Indeed, transparency and impartiality in the assessment system are essential to ensuring educational standards. Increasing marks or setting easier question papers simply to raise pass rates cannot be a sustainable solution.

What Needs to Be Done?

The government and the Ministry of Education must prioritise several measures in response to these results.

First, a comprehensive review of educational standards is essential. Authorities should analyse the subjects in which students performed poorly, the education boards with the weakest results and the types of institutions facing the greatest challenges. Such an assessment would help identify the underlying causes.

Second, the teacher shortage must be addressed. Qualified teachers should be recruited, particularly in key subjects such as English, mathematics and ICT. Existing teachers should also receive regular professional training.

Third, classroom attendance must be ensured. Students should be encouraged to attend classes regularly, while teachers' accountability and the quality of classroom instruction must be strengthened.

Fourth, additional support should be provided to academically struggling students. Educational institutions should identify students who are falling behind and arrange extra classes, subject-specific assistance and regular assessments. Particular attention should be given to the weaknesses of students in the humanities and business studies groups.

Fifth, institutional accountability must be strengthened. Each of the 293 institutions where no student passed should undergo an individual assessment. At the same time, successful practices adopted by institutions with 100 per cent pass rates should be studied and replicated elsewhere.

Education Quality Should Get Priority

The future of a country depends on an educated, skilled and creative population. The higher secondary level serves as a crucial bridge between school education and students' entry into higher education and professional life. Weak academic foundations at this stage can have adverse consequences for higher education, employment prospects and the development of a skilled workforce.

Ultimately, the purpose of education should not be limited to passing examinations or securing GPA-5. Its real objective is to develop knowledge, critical thinking, creativity, analytical abilities and moral values among students.

…………………………

The writer is a Senior Sub-Editor  at Daily Sun. He can be reached at [email protected]