Karnataka lowers SSLC pass marks from 35 to 33%, from 35 to 30% for PUC

“We want to increase the pass percentage and introduce a uniform system aligned with CBSE and other boards,” said Primary and Secondary Education Minister Madhu Bangarappa.

The move implements recommendations from the fourth report of the Karnataka Administrative Reforms Commission-2.

Under the new rules, Secondary School Leaving Certificate students must secure an overall 33 per cent, combining internal assessment and external examination — at least 206 marks out of 625 — while maintaining a minimum of 30 marks in each subject to pass.

For Pre-University Course students, the requirement is a minimum of 30 marks in each subject, including written and practical/internal assessments, with an overall 33 per cent score — 198 out of 600 marks — to clear the course.

The amended rules apply to regular, repeat, and private students appearing for SSLC and PUC-2 examinations during the 2025-26 academic year.

The decision comes amid concerns about Karnataka’s educational performance. According to the All-India Survey on Higher Education (AISHE), Karnataka ranked 15th nationally in 2021-22 with a Gross Enrolment Ratio of just 36.2 per cent — significantly lower than neighbouring Tamil Nadu at 46.8 per cent and Puducherry at 61 per cent.

Education department officials hope the reduced passing threshold will improve pass percentages while maintaining alignment with national educational standards and boosting student confidence statewide.

Niranjanaradhya, an education expert, told the media that the government’s decisions seem to have no logical thought.

“The current system perpetuates colonial-era benchmarks. British administrators established 35 per cent as the passing threshold, despite maintaining 65-70 per cent standards in their own country. After 75 years of freedom, the education system should elevate standards rather than diminish them,” he said.

“This policy borrows from Tamil Nadu’s model and suggests the minister’s focus lies in statistical outcomes rather than substantive educational improvement,” he added