Why HSC pass rate plummets to 58.83%, lowest in 21 years
GPA-5 achievers fall to 69,097 from 1,45,911 last year
Highlights
- Results inflated in AL's tenure, masked real learning gaps
- Stricter marking, no grace marks lowered pass rates this year
- July Uprising trauma among students another factor
- Students were unprepared for full-length, full-syllabus exams
- Overreliance on rote memorisation hindered analytical thinking
- Instability in schools, inadequate teacher pay worsens results
The average pass rate for the Higher Secondary Certificate (HSC) and equivalent examinations in 2025 has registered the lowest rate in the last two decades, with nearly 5,08,701 students failing to clear the exams.
The results, published simultaneously across all education boards today (16 October), show the national average pass rate across the 11 education boards – nine general, madrasah, and technical – stood at 58.83%.
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Bite-Sized: How HSC results reached a 21-year low from 2004 to 2025
The number of GPA-5 scorers collapsed as well, only 69,097 students achieved the highest score, compared to 1,45,911 the year before.
This figure marks the lowest success rate since 2004, when the pass rate was 47.74%.
Officials and educators said the abrupt plunge is the fault of accumulated issues, such as stricter marking, pandemic-induced learning loss, curriculum shifts, and a longstanding reliance on rote memorisation.
"This year's SSC and HSC results have been an eye-opener," said Education Adviser CR Abrar.
He said the results reveal that the country has long ignored the real learning crisis. "It starts in primary education, yet we focus on pass rates and GPA‑5s, masking deeper weaknesses. It's time to prioritise genuine learning over mere numbers," he added.
Prof Khondokar Ehsanul Kabir, chairman of the Dhaka Education Board, said the results were not a mistake – it was the reality of the country's education system.
"The answer scripts were evaluated strictly by the book. No more grace marks or leniency," he added.
He also blamed students' weakness in English, Mathematics, and ICT.
Ziaul Kabir Dulu, head of the Guardian Unity Forum, said "Nowhere is learning happening effectively. Most students rely on coaching, which itself is often ineffective."
He said it is needed to identify why expected outcomes are not being achieved and adopt constructive measures.
July Uprising trauma
Guardians said the July uprising last year, and following instability in educational institutions has taken a psychological toll on students, reflecting in this year's poor results.
They said political unrest in campuses disrupted academic focus, leaving many students vulnerable and unable to concentrate on their studies.
Jannatul Ferdous Poroma, an HSC examinee from Cantonment Public School and College, Rangpur, said, "Many of us were traumatised after witnessing the brutality during the July uprising. Some of our friends were injured, and we received no counselling or support afterward," she said.
Covid hangover
For the second time since the Covid-19 pandemic, the HSC exams were held in full length and full syllabus.
"We are seeing the aftershocks now," said Manzoor Ahmed, professor emeritus at BRAC University. "These students lost critical classroom time, never fully recovered, and are now being tested at full scale."
The academician added, "In previous years, evaluation was not up to the mark. I would say this year's result is comparatively more dependable. However, the urban-rural disparity in performance is evident. To overcome this, we need strong political decisions and genuine willingness from political parties."
"Students could memorise facts, but they couldn't write analytical answers or solve problems," said an examiner from Rangpur Cantonment Public School and College on condition of anonymity.
Memorisation fails under rigorous assessments
Academics also said Bangladesh's secondary education system for years has encouraged rote memorisation over critical thinking. That approach may have sustained pass rates when exams were predictable or lenient, but the shift to a more rigorous assessment has exposed fundamental weaknesses.
Professor Mohammad Moninoor Rashid of Dhaka University's IER, explains, "The previous regime published vague and fabricated results to portray political success. By overvaluing answer sheets, they created barriers to genuine learning and international standards. Memory-based assessments are never comprehensive, they only offer a partial picture."
Former caretaker government adviser Rasheda K Chowdhury said, "Those schools likely lack qualified teachers. Yet the government has not taken meaningful steps to address this crisis. This isn't a disaster but an exposure of systemic weaknesses."
She added that instability in schools, teacher shortages, and inadequate pay are key causes. "In rural areas, qualified English or ICT teachers are scarce. We also lack research-based data to pinpoint gaps. Increasing investment in education is essential to overcome these challenges."
Regional disparities
The results reveal wide disparities between education boards. Dhaka led with a 64.62% pass rate, followed by Barishal (62.57%) and Rajshahi (59.40%), while Cumilla (48.86%), Jashore (50.20%) and Sylhet (51.86%) lagged.
Female students outperformed males, with a 62.97% pass rate versus 54.60%. Some 37,044 females achieved GPA‑5, compared with 32,053 males.
The Madrasah Board outperformed many general boards at 75.61%, while the Technical Board recorded 62.67%. Educators warn the decline could worsen without urgent action.
Overseas centres saw 279 of 291 students pass, a 95.88% success rate.
Nationwide, 345 institutions recorded a 100% pass rate, while 202 schools reported zero passes. Students dissatisfied with their results can apply for re-scrutiny or challenge marks via the official portal.
