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1.
Walter Dawson 《Asia Pacific Education Review》2010,11(1):14-24
This paper examines private tutoring systems in three East Asian countries (Japan, South Korea, and Cambodia) with the purpose
of examining the relationship between those systems and formal education systems. The study of private tutoring systems in
each nation can be used to reveal the inadequacies of the formal education system in meeting the ideal of equal opportunity
of education in relation to high-stakes examinations. In each nation, the private tutoring system functions as a “shadow education
market” to absorb unmet demand for additional education in a parasitic relationship with the formal system. Governments have
enacted various policies to respond to the growing private tutoring systems which have proven largely ineffective and often
led to further expansion. Pedagogical and curricular practices in the private tutoring systems have functioned to increase
“anxiety” and “insecurity” in regard to the formal education system with the purpose of expanding the market. Studies of mass
schooling systems and equal opportunity are incomplete without due consideration toward the role of the private tutoring system.
Efforts toward education policy-making and reform to further the ideal of equal opportunity of education must be informed
by such research on private tutoring. 相似文献
2.
Education researchers have explored the marketisation of schools resulting from neoliberal education policy, but little attention has been paid to supplementary education markets. Supplementary education services, such as private tuition, are delivered outside of school but designed to improve performance within it. A small body of research demonstrates that the private tuition market in the UK and the USA is burgeoning, and that students’ access to this service is differentiated by region, class and ethnicity. These emerging demand-side analyses are vital, but they cannot tell us about the educational entrepreneurship that shapes the supply of private tutoring services. This article addresses this lacuna through a discourse analysis of manuals, published as part of the developing tutoring support industry, that are designed to guide would-be entrepreneurs through the establishment of a private tuition business. This analysis excavates manuals’ treatment of: tutors’ motivation to work in the sector and their competence to do so; strategies to be employed in the marketisation of tuition services; and the need to build trust to ensure business legitimation in an unregulated industry. In conclusion, the article sets a new agenda for research into fast-developing supplementary education markets that explores: (i) the dynamics of this expanding educational workforce of private tutors; (ii) the ways marketisation addresses and augments parental anxiety about children's education; and (iii) the need for safeguarding and quality control in private tuition. 相似文献
3.
Husaina Banu Kenayathulla 《Asia Pacific Education Review》2013,14(4):629-644
Private tutoring has been a burgeoning phenomenon in Malaysia for decades. This study examines the determinants of private tutoring expenditures in Malaysia using the 2004/2005 Household Expenditures Survey and applies hurdle regression models to the data. The results indicate that total household expenditures, household head’s level of education, household head’s gender, number of school-age children, and home ownership are important determinants of private tutoring expenditures in Malaysia. In comparison with Malay households, Chinese and Indian households have a higher likelihood of enrolling their children in private tutoring and spending on private tutoring. Indigenous households are less likely to spend for tutoring, but once their children are enrolled, they spend more than their Malay counterparts. Regional characteristics are also important determinants of private tutoring expenditures. 相似文献
4.
Hania Sobhy 《Compare》2012,42(1):47-67
Most secondary school students in Egypt enrol in private tutoring in almost all subjects throughout the school year. A large proportion of students have stopped attending school altogether due to their reliance on tutoring. This study of how educational markets are perpetuated at school level finds that in the technical track catering to the working classes, the market is forced upon students through physical and verbal intimidation by teachers receiving below subsistence wages. In the more middle class general secondary track, pressure to enrol in tutoring is less direct and the market is promoted as a necessity for competitive exam readiness, despite its unclear dividends. The result has been a de-facto privatization of secondary education facilitated by a state that has determined the material conditions of teachers, failed to prevent related abuse and corruption, and reduced its investment in education to the point that the market has effectively emptied out and displaced public schooling. 相似文献
5.
A growing number of students around the world receive private tutoring in academic subjects. Such tutoring is widely called shadow education because it mimics regular schooling as the school sector grows, so does the shadow; and as the curriculum in the school changes, so does the curriculum in the shadow. Private tutoring has long been a significant phenomenon in East Asia, but has not received adequate research attention.This paper focuses on private tutoring in Hong Kong. It draws on data collected through questionnaires from students in Grades 9 and 12, and analyzes the factors which shape the demand for private tutoring. The paper highlights the influence of school, family and individual factors on students’ demand, and reports on students’ declared reasons for taking private tutoring. It commences with a broad comparative picture, and concludes by showing what the Hong Kong data add to wider conceptual understanding. 相似文献
6.
Private Subtractory Tutoring: The Negative Impact of Shadow Education on Public Schooling in Myanmar
An expanding literature focuses on the so-called shadow education system of private supplementary tutoring, and contributes to understandings of the nexus between in-school and out-of-school learning. This paper, contextualised in broader literature, draws on questionnaire and interview data from students, teachers, principals, parents and other stakeholders in Myanmar, and observes that shadow education may subtract as well as supplement. For some decades, public education in Myanmar has suffered from financial stringency, large classes, and overloaded curriculum. Students and their families have sought private tutoring, particularly from public school teachers, to supplement school education; and teachers and other providers have welcomed the revenue that they can earn. As a result, private tutoring has become embedded in the lives of many students and teachers, and has consumed time and energy supposed to be spent on school education. However, the private tutoring has also helped to keep the school system running. 相似文献
7.
With the increasing attention on improving student achievement, private tutoring has been expanding rapidly worldwide. However, the evidence on the effect of private tutoring is inconclusive for education researchers and policy makers. Employing a comprehensive dataset collected from China in 2010, this study tries to identify the effect of private tutoring on student achievement in the National College Entrance Exam (NCEE) of China. This study finds that private tutoring has mixed and heterogeneous effects on mathematics, Chinese language, and English language respectively and on the NCEE total score. The average effect of private tutoring is not significant, but it may have a significant and positive effect on urban students with lower achievement or in schools with certain quality. Students from schools with more educational inputs are more likely to benefit from private tutoring. 相似文献
8.
In the academic literature, private supplementary tutoring is widely known as shadow education, in part because it is commonly indistinct and because much of its content mimics that in mainstream schooling. Around the world, shadow education has become an important part of students' lives and in some places it diminishes the body that it mimics. This paper builds on studies that have focused on relationships between schooling and shadow education. The paper uses the conceptual lens of privatisation-by-default, and employs qualitative methods to understand the roles of both government and private schools in promoting tutoring in West Bengal, India. It finds that substantial proportions of shadow education emanate from and are fostered by school systems. On the one hand private tutoring as a form of privatisation-by-default gives freedom of choice, but on the other hand it limits choice. Further, school-bred tutoring can have a negative backwash on school systems. As such, private supplementary tutoring is not just a neutral shadow but affects the body that it imitates. The study recommends researchers to look back at schools to gain a deeper understanding of private supplementary tutoring. 相似文献
9.
《International Journal of Educational Development》2006,26(1):98-110
This study is an attempt to outline and to account for the professional identity and practice of the Romanian teachers since the beginning of the 1990s. An increasingly austere economy as well as profoundly altered social conditions and a number of educational reforms resulted in a marked diminution of the teacher's social and professional status. One of their principle strategies to offset this steady tendency has been to invest ever more time and effort in private tutoring. Their aim is thus to retrieve their lost authority and to counterbalance recent education policy changes. Supplementary private tutoring has grown into a parallel system of education that displays features commonly associated with the very notion of professionalism: technical culture, a commitment to service ethic, and autonomy in planning and implementing their practice. Furthermore, supplementary private tutoring helps Romanian teachers to secure advantages that are otherwise denied to them: it is rather as private tutors than as professionals that they enjoy a relatively respectable social status, economic rewards, and even political influence. 相似文献
10.
Vít Šťastný 《Compare》2017,47(4):561-579
In many parts of the world, shadow education has become a major enterprise. Such is the case of the countries of the former Eastern Bloc, including the Czech Republic, which is in scope of this article. The study analyses the Internet supply of private tutoring lessons in academic subjects and assesses the micro- and macro-factors influencing the offered lesson price as set by private tutors. Based on the quantitative content analysis of 2058 individual tutor profiles advertising online, the author found a very unequal distribution of tutors within the country and a considerable proportion of mainstream schoolteachers acting as private lesson providers. The higher the formal education and age of the tutor, the higher the price they offer per lesson. Male tutors set higher prices than female tutors, and tutoring in foreign languages is generally more expensive than in any other subject. The results suggest that the features of private tutoring supply have implications for equity in education. 相似文献
11.
Samir Ranjan Nath 《Educational studies》2008,34(1):55-72
Using the databases created under Education Watch, a civil society initiative to monitor primary and basic education in Bangladesh, this paper explores trends, socioeconomic differentials and cost in private supplementary tutoring among primary students and its impact on learning achievement. The rate of primary school students getting access to private supplementary tutoring is increasing at two percentage points per year and reached 31% in 2005. Incidence of private tutoring was greater among boys and urban students than respective counterparts. Educated parents and well‐off families were more likely to arrange supplementary tutoring for their children. A wide variation in the cost for private tutoring prevailed. The tutees spent 46% of their total private expenditure for education on supplementary tutoring. Supplementary tutoring helped students learn more than those who had no such support. Private tutors for primary school students have become a well‐accepted norm. Finally, a number of social implications are discussed. 相似文献
12.
Private tutoring is a widespread phenomenon in many developing countries, including Vietnam. Using the Vietnam Living Standards Surveys 1997–1998 and 1992–1993 for analysis, this paper finds evidence that private tutoring in Vietnam is a necessity in the household budget for both primary students and lower secondary students, and the trend to attend private tutoring is stronger at higher education levels. There is no evidence of gender discrimination in expenditure on private tutoring. Ethnic minority students spend less on private tutoring at the primary level but not at the lower secondary level, as do students living in rural areas. However, spending on private tutoring would fall significantly if the qualifications of primary school teachers are increased. Private tutoring is found to have significant impact on a student's academic performance, but the influence is larger for lower secondary students. This paper contributes to the available estimation techniques by extending the simultaneous Tobit model of Amemiya [(1974). Multivariate regression and simultaneous equation models when the dependent variables are truncated normal. Econometrica, 42(6), 999–1012] to a joint Tobit-ordered probit econometric model to address the possible endogeneity of household spending on private tutoring. 相似文献
13.
Private tutoring in Eastern Europe and Central Asia: policy choices and implications 总被引：1，自引：0，他引：1
Iveta Silova 《Compare》2010,40(3):327-344
Private tutoring has become increasingly visible in Eastern Europe and Central Asia since the collapse of the socialist bloc in the early 1990s. Yet, this unprecedented growth of private tutoring, in its varied forms and arrangements, has remained largely unnoticed by policymakers in the region. Based on the data from the cross‐national studies of private tutoring in 12 countries, this explorative study examines factors driving the demand for private tutoring and discusses government responses to private tutoring in Azerbaijan, Bosnia and Herzegovina, Croatia, Georgia, Lithuania, Mongolia, Poland, Slovakia, and Ukraine (research conducted in 2004–2005) and Kazakhstan, Kyrgyzstan, and Tajikistan (research conducted in 2005–2006). The article analyzes various policy contexts and examines challenges that confront education stakeholders and policymakers as they formulate their responses to the rapidly‐spreading and constantly‐changing phenomenon of private tutoring. Finally, the article discusses whether, and to what extent, the existence of regulatory mechanisms influences the scope, nature, and implications of private tutoring across the countries of Eastern Europe and Central Asia. 相似文献
14.
This article considers moral agendas projected onto parents that mobilise them to supplement school literacy education with private tutoring. The theoretical frame draws on the concepts of responsibilisation as emerging market-embedded morality, ‘nudge’ social policies, edu-business and hidden privatisation in education. This framing is applied to two empirical moments: firstly, debates around the Australian government’s ‘Tutorial Voucher Initiative’ of 2004; and secondly, tutoring advertisements and items in school newsletters collected in early 2016. In the first moment, parents were somewhat reluctant to take up free supplementary tutoring; in the second, private literacy tutoring is increasingly normalised and legitimated as parents are nudged to supplement the work of the school. 相似文献
15.
从近代学校的兴起到学校系统在工业化国家的确立再到其他国家的仿效,公共大众学校教育在全球推广普及.然学校教育对学业成绩的残酷投注而其自身在提升学业成绩上的能力不足,驱使家庭购买大量校外辅导及相关服务以助子女取得学业佳绩,这在一些国家业已成为学校教育的制度化组成部分.通过效法并补充学校教育同时辅以世界教育文化的助推,课外辅导（影子教育）得以在全球扩张并挑战着学校教育.辅导机构有望成为教育组织系统的有机构成;学校在课程设置、运作管理等方面亦呈现与辅导机构相似、兼容之端倪.学校与辅导机构在明争暗合中形影游移、界限模糊,衍生一种混合型教育组织或有可能.依此而论,消除校外“辅导热”大抵是个伪命题. 相似文献
16.
17.
Wei Zhang 《European Journal of Education》2020,55(3):388-404
Parents in many cultures invest significant proportions of household incomes in the so-called shadow education system of private supplementary tutoring. Parts of the literature attribute intensive tutoring to East Asian cultural traditions and to so-called tiger parenting. Based on a mixed-methods study in Shanghai, this article examines tiger parenting through a socio-economic lens to show the roles of shadow education in achieving parental goals. The study shows that tiger parenting is most evident in middle-class families. In order to transmit or increase social advantages inter-generationally, such parents use private tutoring to prepare their children for successful academic trajectories in mainstream education. The strategy is driven by anxieties related to social status in the rapidly changing risk economy. Shadow education has provided parents with new means to increase family cultural capital which not only facilitates school performance but also reinforces class dispositions. The study highlights the importance of understanding tiger parenting in the culture of class, in addition to other cultural factors. It challenges the simplistic attribution of tiger parenting to Confucianism by revealing dimensions that run counter to the Confucian conception and tradition of parenting. It also extends the conceptualization of family cultural capital by unpacking the processes of tutoring as externalized parenting in the era of global expansion of shadow education. 相似文献
18.
高中生教育补习支出:影响因素及政策启示 总被引：13，自引：0，他引：13
应用高中生调查数据，本研究探讨了中国高中生教育补习支出及其影响因素。研究显示：中国背景下教育补习主要是“补差”，即教育补习主要帮助成绩落后学生提高成绩；地区背景、城乡背景和家庭社会经济地位等因素对教育补习支出有显影响。有关教育补习的政策应考虑教育补习合法性并力图减少教育补习活动对社会弱势群体的不利影响。 相似文献
19.
Mark Bray 《Asia Pacific Education Review》2014,15(3):381-389
Recent decades have brought global expansion of private supplementary tutoring, widely known as shadow education. Such tutoring consumes considerable resources and is usually viewed by participating households as an investment that will increase the recipients’ academic achievements. However, research on the effectiveness of tutoring has delivered inconclusive and even contradictory findings. Part of the reason lies in definitions and foci of research, since private supplementary tutoring may have many different formats, delivery mechanisms and intensities. As with other types of education, it is important also to investigate the qualities of the instructors and the motivations of the students. This creates a complex research arena, in which practical challenges arise from shortcomings in the instruments for securing data and limitations in methods for analyzing the data. This paper assesses the current state of the literature and makes recommendations for the future research agenda. 相似文献
20.
Percy Lai Yin Kwok 《Asia Pacific Education Review》2010,11(1):49-58
Based on some longitudinal studies of private tutoring in twelve cities, towns, municipalities and provinces of China, the paper endeavours to depict demand intensity, articulate market parameters and reflect on policy responses towards the demand-supply mechanism of the vast shadowy educational phenomena at primary and secondary levels. Such educational phenomena are so hidden that there is a complete lack of official statistical figures in measuring the full scale of tutoring and identifying tutors in some cases. In Hong Kong and Macao, parents and their schooling children take up responsibilities to consume various types of tutoring without state intervention into quality assurance. In Mainland China, local ministries of education prohibit home tutoring delivered by daytime teachers to their daytime students whilst take a laissez-faire approach towards mass tutorials that run in private business sphere. Lastly, a multi-level societal movement framework is recommended with strategic action plans in school practitioners’ and policy-makers’ perspectives for effectively monitoring or hampering the growth of such shadowy educational phenomena in China. 相似文献