The Central Board of Secondary Education (CBSE) announced the Class 10 and 12 results this week, revealing an encouraging narrative of academic perseverance. Over 24,000 students scored above 95%, and more than 2 lakh crossed the 90% threshold—milestones that naturally spark celebration across households and schools in India. These results reflect dedication, long hours of preparation, and immense support from families and educators. However, beyond the jubilation lies a deeper layer of introspection that demands national attention.
 This year’s results, like those in previous years, reiterate the dichotomy of excellence and inequality in our education system. While some students have clearly thrived, others continue to struggle—often due to systemic limitations rather than lack of effort or intelligence. The time is ripe not only to honor our achievers but also to question what these achievements truly signify. Are these high scores representative of real learning and intellectual growth, or do they highlight a system that rewards memorization and test-taking over creativity and understanding?
Rote Learning vs Real Understanding
 The conversation around academic excellence in India often centers on marks. But marks, though measurable, are not always meaningful. Educators have long expressed concern that our examination system promotes rote memorization. The Annual Status of Education Report (ASER) 2023 confirmed these fears: over 40% of Class 10 students were unable to solve basic division problems, and many Class 12 students struggled with reading comprehension suited for lower grades. These findings reveal a troubling disconnect between academic performance on paper and actual cognitive development.
 This discrepancy underscores the issue of ‘learning poverty’—a term popularized by the World Bank in a 2021 study. The paradox it presented was stark: despite rising enrollment and pass percentages, foundational learning continues to stagnate. The implication is clear—students are moving through the system without acquiring core competencies, and the examination results are masking the true health of our education landscape.
Employability and the Skills Gap
 A broader and equally pressing concern is the link between academic performance and employability. The India Skills Report 2024, developed in collaboration with Wheebox, AICTE, and CII, found that only 49.5% of Indian graduates were considered employable. These figures include students who performed well in their board exams, demonstrating a troubling gap between scholastic success and workplace readiness.
  This issue is particularly visible in technical education. Reports from NASSCOM indicate that nearly 80% of Indian engineering graduates are not equipped with the skills demanded by employers. From poor communication skills to a lack of problem-solving abilities, the deficiencies are widespread and rooted in an education system overly focused on theoretical knowledge and under-invested in real-world application.
The Need for Holistic Education
 Educational thought leaders like Sir Ken Robinson and Dr. Howard Gardner have repeatedly emphasized that intelligence is multi-dimensional. Standardized tests, which dominate Indian academic evaluation, fail to assess creativity, emotional intelligence, interpersonal skills, ethical reasoning, and practical aptitude. These are precisely the capabilities that employers and society value in the modern era.
 The National Education Policy (NEP) 2020 recognizes this limitation and marks a radical shift in educational philosophy. It proposes competency-based learning, formative assessments, and a curriculum that balances academic rigor with life skills, values, and vocational training. Yet, the implementation of these ideals remains inconsistent. The spirit of NEP must translate into classroom practice, teacher training, and institutional accountability.
Beyond the Top Percentile: Celebrating All Forms of Success
 While we rightly laud those who score 95% and above, we often overlook the equally significant stories of students who overcame adversity. Consider the student who scored 60% while juggling household responsibilities, or the one who struggled with learning disabilities yet managed to pass. These students may not make newspaper headlines, but their journeys are a testament to courage, resilience, and growth.
 UNESCO’s assertion that “true equity in education is not about equal results—but equal opportunities to develop individual potential” is especially relevant here. Our system must be inclusive, not just in access but in recognition. Every child’s achievement, however modest, deserves validation.
Mental Health and the Cost of Academic Pressure
 The pursuit of high marks also brings a heavy emotional toll. Mental health issues among students are on the rise. The pressure to perform can lead to anxiety, depression, and even self-harm. In an age where competition begins early and margins between success and failure are razor-thin, it becomes vital to reconsider how we define academic achievement.
 Schools must evolve into spaces that prioritize emotional well-being alongside intellectual growth. Teachers and administrators need to be trained to identify and support students facing mental health challenges. Parents, too, play a critical role in fostering balanced expectations and unconditional encouragement.
A New Vision for Assessment and Learning
 Reimagining education requires us to challenge long-standing assumptions. Should exams be the primary benchmark for learning? Can we create a culture where curiosity is valued more than conformity? How can technology be used to personalize learning without making it transactional?
 To begin with, assessments must shift from one-time summative exams to a blend of diagnostic, formative, and portfolio-based evaluations. This allows for a more comprehensive understanding of a student’s progress and potential. Schools should also encourage interdisciplinary learning, creative projects, and civic engagement.
Empowering Teachers and Schools
 None of these transformations can occur without empowering educators. Teachers must be seen not just as content-deliverers but as mentors and facilitators. Continuous professional development, better remuneration, and greater autonomy are crucial for motivating teachers to adopt innovative practices.
 Similarly, schools need structural freedom to design context-specific curricula and learning models. A one-size-fits-all approach cannot cater to the diversity of learners in India. Encouraging partnerships with local industries, NGOs, and universities can also enrich the educational experience.
From Learning to Lifelong Growth
 In the fast-changing world of AI, climate change, and global disruption, the future belongs to those who can learn, unlearn, and relearn. Education must prepare students not just for the first job but for a lifetime of adaptation and growth. This requires nurturing traits like curiosity, grit, empathy, and ethical reasoning.
 In this context, success in board exams becomes only a milestone—not the destination. True education is a continuous journey that goes beyond report cards and rankings.
A Call to Celebrate—and Transform
 The CBSE results for 2025 offer much to be proud of, but they must also inspire us to question and evolve. We cannot afford to equate high scores with high quality. We need to move from a culture of rank obsession to one of meaningful learning.
It’s time to celebrate the toppers, but also to remember every student’s story. It’s time to acknowledge our achievements, but also to confront our blind spots. It’s time to reform our system, not out of criticism but out of care.
 Let us envision an education system that empowers every learner to think, feel, imagine, and act with purpose. Let us build a future where success is not measured solely by grades but by the growth, contribution, and character of our young citizens.
 As Albert Einstein wisely said, “Education is not the learning of facts, but the training of the mind to think.” Now is the moment to make that vision a reality.