Evaluating the Efficacy of the Remedial Program: A Three-year Trend Analysis (2023-2025)

Eyob Ayenew

doi:doi:10.11648/j.sjedu.20251306.11

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Evaluating the Efficacy of the Remedial Program: A Three-year Trend Analysis (2023-2025)

Eyob Ayenew^*

Published in Science Journal of Education (Volume 13, Issue 6)

Received: 29 September 2025 Accepted: 28 October 2025 Published: 3 December 2025

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Abstract

Remedial education is basic catch-up education that is designed to address learning gaps to students who have fallen below minimum standards. Remedial learning usually focuses on reteaching basic knowledge and skills to reach standardized benchmarks for typical students of a certain age. Considering this concept in to account, the Ministry of Education of Ethiopia starts to give remedial program for those students who could not fulfill the minimum standard to join in to Higher Education Institutions. This article therefore, is designed to assess the three-year trend analysis (2023–2025) on the effectiveness of Ethiopia’s remedial higher education program, designed to bridge gaps for students not meeting higher education institutions entry requirements. The study reveals a sharp decline in both enrollment and pass rates over this period. While initial pass rates were promising (80.9% in private institutions in 2023), they plummeted to 24.1% in private and 56.3% in public institutions by 2025. Key drivers include policy shifts regarding cut-off scores, student preference for public institutions, and a critical change in assessment methodology-shifting from a blended (30% institutional/70% central) to a fully centralized (100%) exam system. This change exposed previously masked issues such as institutional grade inflation and inadequate student preparation, particularly in private institutions. The report concludes that the program’s credibility and effectiveness are under severe threat. It urges immediate reforms, including enhanced quality assurance, standardized competency-based assessments, addressing public-private performance disparities, and increasing transparency to ensure the program fulfills its purpose of developing genuine student competency.

Published in	Science Journal of Education (Volume 13, Issue 6)
DOI	10.11648/j.sjedu.20251306.11
Page(s)	188-192
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2025. Published by Science Publishing Group

Keywords

Remedial Program, Competency, Trend Analysis, Efficacy

References

[1]	Denzin, N. K. (2017). Compensatory education and social policy. Routledge.
[2]	Ganga, E., Cortada, M., & Rius, M. (2018). Developmental education: A bridge to success. Journal of Higher Education Theory, 18(4), 45-59.
[3]	Glaziou, P., Sismanidis, C., Zignol, M., & Floyd, K. (2016). Academic upgrading in public health training. Bulletin of the World Health Organization, 94(8), 631–632.
[4]	Hu, Z., & Liu, Y. (2017). Preparatory education and college readiness. International Journal of Educational Development, 55, 40-49.
[5]	Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012.
[6]	MoE. (2022). National framework for remedial education. Ministry of Education.
[7]	Perin, D. (2013). Remediation in the community college: An evaluative review. Community College Review, 41(2), 87–111.
[8]	Yolak, B. B., Kaya, A., & Boz, N. (2019). The multi-dimensional impacts of remedial courses on student development. Educational Sciences: Theory & Practice, 19(2), 45-60.

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Ayenew, E. (2025). Evaluating the Efficacy of the Remedial Program: A Three-year Trend Analysis (2023-2025). Science Journal of Education, 13(6), 188-192. https://doi.org/10.11648/j.sjedu.20251306.11

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ACS Style

Ayenew, E. Evaluating the Efficacy of the Remedial Program: A Three-year Trend Analysis (2023-2025). Sci. J. Educ. 2025, 13(6), 188-192. doi: 10.11648/j.sjedu.20251306.11

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AMA Style

Ayenew E. Evaluating the Efficacy of the Remedial Program: A Three-year Trend Analysis (2023-2025). Sci J Educ. 2025;13(6):188-192. doi: 10.11648/j.sjedu.20251306.11

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@article{10.11648/j.sjedu.20251306.11,
  author = {Eyob Ayenew},
  title = {Evaluating the Efficacy of the Remedial Program: A Three-year Trend Analysis (2023-2025)
},
  journal = {Science Journal of Education},
  volume = {13},
  number = {6},
  pages = {188-192},
  doi = {10.11648/j.sjedu.20251306.11},
  url = {https://doi.org/10.11648/j.sjedu.20251306.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20251306.11},
  abstract = {Remedial education is basic catch-up education that is designed to address learning gaps to students who have fallen below minimum standards. Remedial learning usually focuses on reteaching basic knowledge and skills to reach standardized benchmarks for typical students of a certain age. Considering this concept in to account, the Ministry of Education of Ethiopia starts to give remedial program for those students who could not fulfill the minimum standard to join in to Higher Education Institutions. This article therefore, is designed to assess the three-year trend analysis (2023–2025) on the effectiveness of Ethiopia’s remedial higher education program, designed to bridge gaps for students not meeting higher education institutions entry requirements. The study reveals a sharp decline in both enrollment and pass rates over this period. While initial pass rates were promising (80.9% in private institutions in 2023), they plummeted to 24.1% in private and 56.3% in public institutions by 2025. Key drivers include policy shifts regarding cut-off scores, student preference for public institutions, and a critical change in assessment methodology-shifting from a blended (30% institutional/70% central) to a fully centralized (100%) exam system. This change exposed previously masked issues such as institutional grade inflation and inadequate student preparation, particularly in private institutions. The report concludes that the program’s credibility and effectiveness are under severe threat. It urges immediate reforms, including enhanced quality assurance, standardized competency-based assessments, addressing public-private performance disparities, and increasing transparency to ensure the program fulfills its purpose of developing genuine student competency.
},
 year = {2025}
}

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TY  - JOUR
T1  - Evaluating the Efficacy of the Remedial Program: A Three-year Trend Analysis (2023-2025)

AU  - Eyob Ayenew
Y1  - 2025/12/03
PY  - 2025
N1  - https://doi.org/10.11648/j.sjedu.20251306.11
DO  - 10.11648/j.sjedu.20251306.11
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 188
EP  - 192
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20251306.11
AB  - Remedial education is basic catch-up education that is designed to address learning gaps to students who have fallen below minimum standards. Remedial learning usually focuses on reteaching basic knowledge and skills to reach standardized benchmarks for typical students of a certain age. Considering this concept in to account, the Ministry of Education of Ethiopia starts to give remedial program for those students who could not fulfill the minimum standard to join in to Higher Education Institutions. This article therefore, is designed to assess the three-year trend analysis (2023–2025) on the effectiveness of Ethiopia’s remedial higher education program, designed to bridge gaps for students not meeting higher education institutions entry requirements. The study reveals a sharp decline in both enrollment and pass rates over this period. While initial pass rates were promising (80.9% in private institutions in 2023), they plummeted to 24.1% in private and 56.3% in public institutions by 2025. Key drivers include policy shifts regarding cut-off scores, student preference for public institutions, and a critical change in assessment methodology-shifting from a blended (30% institutional/70% central) to a fully centralized (100%) exam system. This change exposed previously masked issues such as institutional grade inflation and inadequate student preparation, particularly in private institutions. The report concludes that the program’s credibility and effectiveness are under severe threat. It urges immediate reforms, including enhanced quality assurance, standardized competency-based assessments, addressing public-private performance disparities, and increasing transparency to ensure the program fulfills its purpose of developing genuine student competency.

VL  - 13
IS  - 6
ER  -

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Author Information

Eyob Ayenew

Ministry of Education, Addis Ababa, Ethiopia

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http://orcid.org/0009-0001-7122-1156

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APA Style

Ayenew, E. (2025). Evaluating the Efficacy of the Remedial Program: A Three-year Trend Analysis (2023-2025). Science Journal of Education, 13(6), 188-192. https://doi.org/10.11648/j.sjedu.20251306.11

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ACS Style

Ayenew, E. Evaluating the Efficacy of the Remedial Program: A Three-year Trend Analysis (2023-2025). Sci. J. Educ. 2025, 13(6), 188-192. doi: 10.11648/j.sjedu.20251306.11

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AMA Style

Ayenew E. Evaluating the Efficacy of the Remedial Program: A Three-year Trend Analysis (2023-2025). Sci J Educ. 2025;13(6):188-192. doi: 10.11648/j.sjedu.20251306.11

Copy | Download

@article{10.11648/j.sjedu.20251306.11,
  author = {Eyob Ayenew},
  title = {Evaluating the Efficacy of the Remedial Program: A Three-year Trend Analysis (2023-2025)
},
  journal = {Science Journal of Education},
  volume = {13},
  number = {6},
  pages = {188-192},
  doi = {10.11648/j.sjedu.20251306.11},
  url = {https://doi.org/10.11648/j.sjedu.20251306.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20251306.11},
  abstract = {Remedial education is basic catch-up education that is designed to address learning gaps to students who have fallen below minimum standards. Remedial learning usually focuses on reteaching basic knowledge and skills to reach standardized benchmarks for typical students of a certain age. Considering this concept in to account, the Ministry of Education of Ethiopia starts to give remedial program for those students who could not fulfill the minimum standard to join in to Higher Education Institutions. This article therefore, is designed to assess the three-year trend analysis (2023–2025) on the effectiveness of Ethiopia’s remedial higher education program, designed to bridge gaps for students not meeting higher education institutions entry requirements. The study reveals a sharp decline in both enrollment and pass rates over this period. While initial pass rates were promising (80.9% in private institutions in 2023), they plummeted to 24.1% in private and 56.3% in public institutions by 2025. Key drivers include policy shifts regarding cut-off scores, student preference for public institutions, and a critical change in assessment methodology-shifting from a blended (30% institutional/70% central) to a fully centralized (100%) exam system. This change exposed previously masked issues such as institutional grade inflation and inadequate student preparation, particularly in private institutions. The report concludes that the program’s credibility and effectiveness are under severe threat. It urges immediate reforms, including enhanced quality assurance, standardized competency-based assessments, addressing public-private performance disparities, and increasing transparency to ensure the program fulfills its purpose of developing genuine student competency.
},
 year = {2025}
}

Copy | Download

TY  - JOUR
T1  - Evaluating the Efficacy of the Remedial Program: A Three-year Trend Analysis (2023-2025)

AU  - Eyob Ayenew
Y1  - 2025/12/03
PY  - 2025
N1  - https://doi.org/10.11648/j.sjedu.20251306.11
DO  - 10.11648/j.sjedu.20251306.11
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 188
EP  - 192
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20251306.11
AB  - Remedial education is basic catch-up education that is designed to address learning gaps to students who have fallen below minimum standards. Remedial learning usually focuses on reteaching basic knowledge and skills to reach standardized benchmarks for typical students of a certain age. Considering this concept in to account, the Ministry of Education of Ethiopia starts to give remedial program for those students who could not fulfill the minimum standard to join in to Higher Education Institutions. This article therefore, is designed to assess the three-year trend analysis (2023–2025) on the effectiveness of Ethiopia’s remedial higher education program, designed to bridge gaps for students not meeting higher education institutions entry requirements. The study reveals a sharp decline in both enrollment and pass rates over this period. While initial pass rates were promising (80.9% in private institutions in 2023), they plummeted to 24.1% in private and 56.3% in public institutions by 2025. Key drivers include policy shifts regarding cut-off scores, student preference for public institutions, and a critical change in assessment methodology-shifting from a blended (30% institutional/70% central) to a fully centralized (100%) exam system. This change exposed previously masked issues such as institutional grade inflation and inadequate student preparation, particularly in private institutions. The report concludes that the program’s credibility and effectiveness are under severe threat. It urges immediate reforms, including enhanced quality assurance, standardized competency-based assessments, addressing public-private performance disparities, and increasing transparency to ensure the program fulfills its purpose of developing genuine student competency.

VL  - 13
IS  - 6
ER  -

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