SSC results expose deeper cracks in secondary education

Bangladesh’s secondary education system is facing growing questions over its curriculum, teaching quality and assessment methods after the 2026 SSC and equivalent results posted a combined pass rate of just 62.25 percent �" the lowest in 19 years.

A total of 690,608 candidates failed this year, while the number of students securing GPA-5 fell for the fourth consecutive year, highlighting concerns that go beyond students’ individual performance.

The combined pass rate stood at 83.04 percent in 2024 before falling to 68.45 percent in 2025 and 62.25 percent this year �" a decline of nearly 21 percentage points in two years.

Educationists say the results should not be viewed simply as a failure of students. Rather, they have exposed weaknesses across the education system, including curriculum discontinuity, learning gaps, inadequate teacher preparation and excessive dependence on examination-based assessment.

Former Chairman of the Department of Economics at the University of Dhaka, economist and educationist Professor M. M. Akash said the examination system depends on several stages, from question-setting and printing to evaluation and supervision.

“The examination system and results depend entirely on the integrity of the examiners, the question-setting process, the evaluation system, the printing and distribution of question papers to different examination centres, and finally, the vigilance of the invigilators,” he said.

“Merely taking legal measures and turning such issues into criminal offences will create more problems than solutions. Relevant stakeholders and experts must sit together to identify the root causes of anomalies in examination results,” he added.

Former teacher of the Department of Mass Communication and Journalism at the University of Dhaka and educationist Prof Dr Abul Mansur Ahmed said the quality of teaching in schools needs to be reviewed.

“The lessons taught in schools need to be revisited, and the quality of teachers should also be assessed,” he said.

He said students’ poor performance in mathematics and English deserved particular attention, noting that even some GPA-5 recipients performed poorly in the subjects.

“Teaching methods and the curriculum need to be properly coordinated,” he said, adding that authorities should investigate why students from 312 educational institutions failed despite those institutions having teachers.

Professor Dr Nasir Ahmad of the Department of History at Jagannath University said the results should not lead to a blame game.

“There is no scope to judge the education system simply by looking at how many students passed or failed at a particular time. What is needed now is correction and refinement,” he told The Daily Observer.

“Education is the backbone of a nation. To strengthen it, the entire system needs to be reviewed in an integrated manner,” he added.

CURRICULUM DISRUPTION
One of the major concerns following the results is the lack of continuity in the curriculum. Many students began their secondary education under the new curriculum but later had to prepare for the SSC examination under a different curriculum and assessment framework.

Students and parents said the changes created difficulties in understanding textbooks, teaching methods and examination requirements.

Sadika Tasnim Ishika, a GPA-5 recipient from Khilgaon National Ideal School and College, said she was delighted with her result but acknowledged the difficulties faced by students.

“I am very happy with my result. However, we studied under the new curriculum, and many of us were disappointed with it. I believe this was one reason why many of our classmates could not perform well,” she said.

Her father, Kamruzzaman, said there was a lack of continuity between the ninth and tenth grades.

“Students started studying under the new curriculum but later returned to the creative curriculum introduced in 2012,” he said, adding that political instability and other adverse circumstances may also have affected the results.

Several teachers, speaking on condition of anonymity, said frequent changes in the education system had created additional pressure on both teachers and students.
LEARNING GAPS, EXAM PRESSURE
Educationists also pointed to learning losses caused by the Covid-19 pandemic. The prolonged closure of educational institutions disrupted learning, particularly among students developing basic academic skills. Although many later moved to higher grades, their learning gaps were not always adequately addressed.

At the same time, the education system has long placed strong emphasis on examination results. Coaching, guidebooks, suggestions and rote memorisation have consequently become common features of academic preparation.

Experts said modern education requires more than memorising information. Students need critical thinking, problem-solving skills, communication abilities, digital literacy and the capacity to apply knowledge in real-life situations.

Teacher training, they said, must receive greater priority. Introducing a new curriculum without adequately preparing teachers can create confusion and reduce its effectiveness.

Education reform should therefore go beyond changing textbooks and include teacher development, classroom practices, learning materials, assessment methods and institutional capacity. The assessment system also needs reform. Alongside examinations, greater emphasis should be placed on practical work, projects, presentations, research, problem-solving and creative thinking.

The 2026 SSC results, therefore, should be treated as more than examination statistics. They offer an opportunity to identify weaknesses in the secondary education system and undertake evidence-based reforms.

The key question is no longer simply how many students passed or obtained GPA-5, but whether students are acquiring the knowledge, skills and reasoning abilities needed for the future.

Bangladesh now faces a broader choice: whether to maintain an education system focused mainly on examination success or build one capable of producing skilled, creative and responsible citizens.