THE recent uproar over the abysmally low pass rates in the Higher Secondary Examination conducted by the Board of Intermediate and Secondary Education Karachi has exposed deep flaws in our educational system. Students and parents argue these results unfairly disadvantage Karachi’s youth, especially compared to higher pass rates in other provincial BISEs. This disparity has reignited the divisive Karachi versus interior Sindh debate, which obscures the systemic issues plaguing examination boards.
Instead of addressing the operational inefficiencies of BISEs, discussions often devolve into accusations of resource encroachment and ethnic bias. Critical questions about why examination boards are failing and what reforms are needed are sidelined.
In 2016, my research group analysed a decade of exam papers from English, mathematics, and science across five provincial BISEs. The findings were troubling: most questions tested rote memorisation instead of higher-order thinking skills, many were repeated from previous years, and some textbook chapters were entirely ignored. These practices contradicted the national curriculum’s objectives.
These findings were presented to Chief Minister Syed Murad Ali Shah, who, in 2017, commissioned a performance audit of one BISE. The audit, conducted by education experts from Sukkur IBA University, uncovered significant systemic issues. One of the key problems was the presence of underqualified staff, with many employees lacking the necessary qualifications and continuing to rely on outdated methods. The process of paper setting was equally flawed, as senior teachers, without formal training or access to essential tools like a ‘table of specifications’, often resorted to recycling questions from previous years.
Karachi’s HSE results mirror a broken system.
Adding to the inefficiencies, the research cell of BISE was found to be completely inactive. This left the board without the ability to make data-driven decisions to enhance the system. The assessment process was also deeply compromised, as teachers were expected to check 60 scripts within an eight-hour shift, allowing a mere 36 seconds per question, which significantly impacted the accuracy and fairness of grading. Furthermore, the grievance redressal mechanism was ineffective, offering students only the option to request a recount of their marks, with no provision for a re-evaluation to address potential marking errors. These systemic failures underscored the need for reforms in the examination system.
Our recommendations included training staff, creating item banks, implementing rubrics, introducing e-assessment systems, and engaging third parties for quality assurance. We also suggested reducing the weightage of intermediate marks in university admissions to discourage rote learning and corruption. Unfortunately, these proposals remain largely unimplemented.
Reformist efforts at individual BISEs have often led to dramatic but necessary reductions in pass rates. For example, Muhammad Abbas Baloch, as commissioner of Hyderabad, implemented strict measures against cheating during the 2019 BISE Hyderabad examination, resulting in only 50 per cent of students passing. Similarly, Nisar Ahmed Siddiqui, as commissioner of Sukkur, oversaw the 1992 BISE Sukkur examinations to curb malpractice, leading to historically low results. While these fluctuations triggered a backlash, they reflect the impact of addressing entrenched issues in a flawed system.
A recurring challenge is the lack of coordination among BISEs. Each board operates independently, leading to inconsistencies in practices and outcomes. Natural variations in regional challenges can explain some disparities, but consistent pass rates across disconnected BISEs often indicate systemic inefficiencies rather than genuine achievement. A province-wide overhaul is essential to establish common standards and ensure fair assessments without compromising integrity.
The root problem lies in the politicisation of education. Genuine progress requires shifting the focus from rhetoric to policy changes that ensure transparency, rigour, and fairness in assessments. If BISEs resist reforms, calls to shift exams to a third party will intensify. One can only hope that such demands stem from a genuine effort to improve the examination system rather than serving as another political gimmick.
As a society, we must demand accountability and resist the temptation to politicise education. The students of Karachi — and Sindh at large — deserve an examination system that fosters merit and critical thinking. Without comprehensive reforms, the cycle of mediocrity and division will continue, depriving students of the future they deserve.
The writer is a professor of education at Sukkur IBA University, and currently working as dean, Faculty of Language Studies at Sohar University, Oman.
Published in Dawn, February 5th, 2025
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