In a significant development in Pakistan’s education sector, the implementation of the new matric and intermediate grading policy has officially been postponed until 2026. The decision, made by relevant educational boards and endorsed by federal and provincial authorities, has stirred widespread discussion among academic circles, students, parents, and teachers.

The move aims to allow more time for comprehensive reforms and stakeholder readiness. While the policy aimed to introduce a modernized grading scale aligned with international standards, experts believe the delay reflects the system’s need for thorough structural adjustments.

Why Was the New Grading Policy Postponed?

According to the Federal Board of Intermediate and Secondary Education (FBISE), the postponement of the grading policy was necessary due to logistical and technical hurdles. Implementing a new policy across all educational boards simultaneously requires alignment in training, curriculum design, exam pattern reforms, and digital infrastructure.

As per a report by the Inter Board Committee of Chairmen (IBCC), many provincial boards lacked the preparedness needed for a uniform rollout in 2025. Hence, after consultations with curriculum developers, examination bodies, and education ministries, the timeline was revised to 2026.

What Was the Proposed New Grading Policy?

The new matric and intermediate grading system was designed to replace the traditional percentage-based marking system with a more detailed Grade Point Average (GPA) and letter-grade structure. Similar to models used in countries like Finland and Malaysia, the system proposed a shift to relative grading and competency-based evaluation.

Key Elements of the Policy:

• Letter grading (A+, A, B, etc.) replacing raw marks

• Introduction of GPA and CGPA at secondary and higher secondary levels

• Reduction in high-stakes testing pressure

• More emphasis on conceptual understanding over rote memorization

Educational platforms like Alif Ailaan and Teach the Future Pakistan had previously supported this initiative, arguing that modern grading systems improve equity and reduce student stress.

Impact on Students and Institutions

The postponement of the matric and intermediate grading policy will directly affect nearly 2.5 million students appearing for board exams in 2025. Many of them were already undergoing orientation sessions and mock exams based on the proposed system.

“Many schools had initiated teacher training workshops for the upcoming changes. Now we have to go back to the conventional methods,” says Saima Qureshi, a secondary school principal in Lahore.

Possible Consequences:

• Students will continue to receive numeric percentage-based results for at least one more academic year

• Institutions that invested in transitional training may need to realign their resources

• Curriculum designers will have extended timelines to integrate formative assessments

On the brighter side, many educationists believe this extra time will help ensure quality implementation without rushing the transition.

Educational Policy Trends in 2025

The delay in this grading policy implementation also reflects broader trends in education governance across Pakistan in 2025. Multiple boards are moving toward digitized assessments, curriculum decentralization, and equity-based learning initiatives.

A recent analysis by the Pakistan Education Statistics 2025 reveals that while 68% of institutions in Punjab and Sindh support grading reform, only 39% in Balochistan and KP have the infrastructure to adapt immediately.

This gap in readiness is one of the major reasons behind the collective decision to push the rollout to 2026.

Reactions from Stakeholders

Teachers’ Associations:

The All Pakistan Teachers Association (APTA) has welcomed the delay, citing the need for in-depth training and pilot testing. “Policy changes without capacity building will only increase confusion,” APTA Secretary General noted.

Students:

While some students expressed relief over avoiding abrupt changes in exam patterns, others felt disheartened after preparing under the new framework. “We attended orientation seminars and bought new guidebooks—now it feels like wasted effort,” commented an 11th-grade student from Karachi.

Academic Analysts:

Independent analysts argue that the delay is logical if used constructively. According to education researcher Dr. Imran Saleem, “Reforms should be data-driven and context-sensitive. If authorities use this time for professional development and infrastructure setup, the 2026 launch could be smoother and more successful.”

What Happens Next?

With the new grading system deferred until 2026, boards will continue to operate under the old evaluation models. However, according to the Ministry of Federal Education, pilot testing and feedback collection will continue in select districts throughout 2025.

This phased rollout strategy may help avoid the common pitfalls of abrupt nationwide changes in assessment policies.

FAQs: Implementation of New Grading Policy

Q1: Why was the new matric and intermediate grading policy delayed?

A: The implementation was postponed due to lack of preparedness across several provincial boards, as well as the need for additional teacher training and infrastructure setup.

Q2: What grading system was being proposed?

A: The new system aimed to replace percentage marks with GPA and letter grades, encouraging concept-based evaluation and reducing exam pressure.

Q3: Will students in 2025 still follow the old grading system?

A: Yes, all matric and intermediate students in 2025 will be assessed under the existing percentage-based evaluation model.

Q4: What benefits are expected from the new grading policy in 2026?

A: The revised policy is expected to promote fairness, reduce academic pressure, align with international standards, and offer a better reflection of student capabilities.