HSC Results Once Again Expose Gaps in Our Education System

The publication of the 2026 Higher Secondary Certificate (HSC) and equivalent examination results on Saturday has once again brought the deep-rooted weaknesses of our education system into sharp focus. The overall pass rate has fallen to 52.12 per cent from 58.83 per cent last year, while the number of GPA-5 achievers has dropped from 69,097 to 40,084. With the pass rate reportedly at its lowest in a decade and more than half a million students failing, these figures cannot be dismissed as another disappointing examination outcome. Rather, we should see them as a reflection of how effectively our schools and colleges teach, assess and support students.

For years, our classrooms have largely encouraged students to memorise information and reproduce it in examinations. However, as assessments increasingly demand critical thinking, problem-solving and the practical application of knowledge, the limitations of this approach are becoming harder to ignore. Surely, students cannot be expected to develop these skills when their everyday lessons rarely encourage them to question, analyse or think independently. The growing disparity between institutions makes the situation even more concerning. This year, 293 institutions recorded a zero pass rate, compared with 202 last year, while only 139 achieved a 100 per cent pass rate. Such a wide gap should prompt us to examine whether teacher shortages, inadequate facilities, overcrowded classrooms and weak academic supervision are holding students back. Clearly, students do not enjoy equal opportunities to learn, and examination results alone cannot explain why.

Meanwhile, the difference between boys’ and girls’ performance also deserves closer examination. Girls recorded a pass rate of 56.31 per cent, compared with 47.75 per cent for boys, although boys remained slightly ahead in GPA-5 achievements. Rather than jumping to conclusions, we need to understand how family responsibilities, financial pressures and access to academic support may affect students differently. The government’s decision to allow candidates who failed one or two subjects another opportunity is welcome. Nevertheless, a second chance at an examination will mean little without remedial classes, proper guidance and support to address their 
learning gaps.

Against this backdrop, the government must look beyond pass rates and undertake a thorough review of teaching methods, subject-wise performance and institutional conditions. Colleges with consistently poor results need qualified teachers, better facilities and regular academic supervision, not merely blame. We should also learn from successful institutions and strengthen teacher training so that classroom instruction keeps pace with changing assessment standards. Unless these shortcomings receive sustained attention, the same inequalities will continue to undermine students’ performance.

Ultimately, we must recognise that the purpose of higher secondary education goes far beyond securing university admission or earning a GPA-5. Students need the knowledge and confidence to think independently, communicate effectively and prepare for working life. Maintaining academic standards is essential, but every student deserves a fair opportunity to meet them. The 2026 HSC results have exposed gaps that we can no longer afford to overlook. What we need now is not another round of criticism after the results, but sustained efforts to make our education system more effective, equitable and responsive to students’ needs.