Bengaluru : The Karnataka Government has revised the minimum passing marks for school board examinations, lowering the SSLC (Class 10) pass mark from 35% to 33% and the II PUC (Class 12) pass mark from 35% to 30%, effective from the 2025–26 academic year.
The move aims to align Karnataka’s evaluation criteria with national education boards such as CBSE and reduce academic stress among students. However, the decision has sparked debate among education experts over its long-term academic implications.
Rationale Behind the Decision
The revision follows a 15-day public consultation, during which the state’s Department of Education received 701 letters in support and only eight objections.
Officials stated that the new system will boost overall pass percentages, align Karnataka with national standards, and improve student morale. The changes are also based on recommendations from the Karnataka Administrative Reforms Commission–2 (KARC-2).
New Pass Mark Criteria
For SSLC (Class 10):
- Students must score a minimum of 33% overall, including internal and external marks.
- This equals 206 marks out of 625 in total.
- A minimum of 30 marks per subject is mandatory to qualify.
For II PUC (Class 12):
- A minimum of 30 marks per subject is required, including theory and internal assessments.
- The overall pass percentage is set at 33%, equivalent to 198 marks out of 600.
- These criteria apply to regular, repeat, and private students from the 2025–26 academic session onwards.
Addressing Academic Performance
The change comes amid growing concerns over Karnataka’s educational performance.
According to the All-India Survey on Higher Education (AISHE) 2021–22, Karnataka ranks 15th nationally with a Gross Enrolment Ratio (GER) of 36.2%, behind neighbouring states like Tamil Nadu (46.8%) and Puducherry (61%).
Officials hope that the reduced pass thresholds will raise pass percentages, enhance inclusivity, and motivate more students to pursue higher education.
Mixed Reactions from Experts
Education experts have voiced mixed reactions to the policy.
While some educators welcome the move as a student-friendly reform, others argue that it could dilute academic standards.
Critics believe the decision focuses on statistical improvement rather than genuine learning outcomes, calling for systemic reforms in teaching methods, evaluation patterns, and skill-based learning instead.
Experts also point out that Karnataka’s decision mirrors the Tamil Nadu model, indicating a trend toward improving pass rates rather than addressing core educational challenges.
A Balancing Act for Education Policy
The Karnataka government’s decision marks a major policy shift in the state’s education framework. While intended to ease pressure on students and standardize assessments nationally, the move has reignited debate over whether lowering pass marks truly enhances educational quality or merely inflates performance data.
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