Goa's rising SSC pass rates reflect a system that is designed to minimise failure, not measure merit
As a child of the 1970s, we were used to dreading our 'finals', especially the SSC and HSSC exams. We prepared for the same intensely. There was a month of 'study holidays' given prior to exams in those days. One can recall going to the quiet village temple atop the hillock, to revise and study. My friends Gladwyn, late Noel, also spent much of the sunlight hours there, often with a short break for lunch.
When the results came, there was a fifty-per cent chance of failing. Only half the class passed in the public exams. The remaining simply 'ducked', as it was cruelly called then. We took failure in our stride, and went ahead. If you worked hard, of course, the chances of failure were less. Yet, some kids also took a 'drop' (sometimes, repeatedly) so that they could get better results in their finals, and improve their chances of getting admissions to professional education, like engineering or architecture.
Then, there was the issues of the passing percentage too. If you got a first class, even if was just 61 or 62 per cent, it was quite an attainment. Suddenly, more students started getting distinctions (75% and above). Today, that 'grade inflation' has grown even more acute. Students are reporting marks in their 90s, some even getting 97 and 98 per cent marks in some subjects, or in the entire exam. These high marks have become the subject of online memes.
In the past few days, we were told that 94.51% students cleared their SSC exams. Furthermore, some 178 schools have achieved the magic figure of 100% results! More schools are now boasting about 100% results.
This is not a case of students suddenly turning out to be “smarter.” This trend could be seen as flowing out of a mix of policy choices, evaluation practices and systemic incentives that have been pushing results upward repeatedly. For instance:
* Built-in system pressure to keep pass rates high: Boards like the Goa Board of Secondary and Higher Secondary Education are under pressure (from parents, schools and government) to avoid large failure rates. High failure rates could mean a political and social backlash. Schools’ reputations depend heavily on results. Goa's declining birth rates make the competition for students tougher. Seen together, this means a structural bias to “ensuring most students pass”.
* Easier passing threshold and grading system: Passing mark is just 33% per subject; it used to be 35% in our times. Using grade bands (not marks) softens outcomes. Now, a student is considered "passed" if they secure at least a Grade G (33%-40% range). Borderline students are often pushed into pass categories.
* Moderation, grace marks and “adjustments”: Indian boards routinely use grace marks for borderline cases. Moderation is also offered to balance “difficult” papers. Then, there's internal assessment weightage. All systematically reduce failures.
* Continuous internal assessment and school support: Marks don’t come only from the final exam anymore. Instead there are (i) Internal assessments (ii) Practical/project marks (iii) Pre-board coaching. The focus is to cross the pass threshold, not necessarily to excel.
* Targeted support for weak students: Across India, rising pass rates are linked to: (i) Remedial classes (ii) Tracking weak students (iii) Focus on “slow learners”.
* There’s a broader shift in education philosophy: (i) Earlier: exams filtered students (ii) Now: exams certify basic completion.
* Pandemic-era legacy still affecting trends: 2021 saw artificially high results (almost 100%) due to alternative evaluation. Since then, boards have not returned to harsh pre-2020 standards. This permanently shifted expectations upward.
Everyone is happy. Teachers stay in jobs. The government can claim credit. Parents face less pressures. Students have something to brag about. But, on the other hand, meaningless high pass rates can bring in their own problems. For one, just passing an exam no longer reflects real competence.
'Credential inflation' means nearly everyone clears their SSC, but the certificate itself loses its value. Employers start demanding higher credentials for the same jobs. This pushes students to go in for longer years of education, without gaining skills necessarily.
Then, there's the issue of weak foundational skills. If students get promoted without mastering basics (language, numeracy, for example), then the gaps get compounded over time. Later training becomes harder; productivity suffers. Haven't we seen graduates struggling to fill forms, write a letter or read a book?
Teaching standards decline. The focus could shift to "get everyone over 33%", rather than encouraging deep learning. Employers will show growing mistrust too.
Goa's economy (given its links with tourism, hospitality, pharma, logistics, healthcare and financial services) needs to impart proper skills in its young people. Among these: reliable soft skills, basic numeracy, digital literacy and work discipline. Instead, we see unemployment, underemployment, a skill mismatch or an aspiration mismatch.
Enhanced productivity is essential if wages are to go up in Goa. Education that creates skills is needed if Goa is to adapt to the new sectors, like healthcare, niche manufacturing and digital services.
There's another aspect to this debate: newspaper headlines have often expressed surprise of how "girls beat boys" at the rankings yet again. Consider the global debate, we might be barking up the wrong tree. There is a growing body of evidence of how education is leaving boys behind. Modern schooling increasingly rewards consistency, language skills and self-discipline. Girls on average, align with these demands earlier than boys.
Ultimately, Goa's rising SSC pass rates reflect a system that is designed to minimise failure, not measure merit.
If local skills are not properly built, then firms will prefer to import labour. Locals will then be left with the choice of remaining unemployed, or seeking work abroad. Both these patterns are very visible in today's Goa.
The choice is ours?
