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1.
The global expansion of mass schooling has greatly increased opportunities for low-income families, and governments have devoted much effort to equalising access and quality in education systems. Alongside regular schooling, the so-called shadow education system of private supplementary tutoring has grown rapidly across the world. The fact that rich families can purchase more and better quality shadow education undermines the achievements of increased equality of opportunities in formal schooling. Drawing on a mixed-methods study in Shanghai, China, the article shows how shadow education has offset school equalisation policies through differentiation of access and through sorting mechanisms. Shadow education occupies a space beyond strict government control in which privileged families and elite schools ignore and mediate the equalisation policies, seeking competitive advantages. Uneven access to shadow education and tracking within it shape, maintain, and exacerbate inequitable schooling experiences at individual and institutional levels. 相似文献
2.
“影子教育”之全球扩张：教育公平、质量、发展中的利弊谈 总被引：1，自引：0，他引：1
"影子教育"这一术语已被广泛用于描述利用校外时间对学校科目进行的私人补充教育。在世界上的一些地区,"影子教育"已作为一种显著的教育现象历经了几十年,而在另一些地区,则是在近几年才变得突出。"影子教育"在全球逐渐扩张,中国也不例外。它给政策制定者、教师、家庭和学生带来了一系列挑战。"影子教育"在有些方面是有益的,但在有些方面却带来了问题。 相似文献
3.
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
4.
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
5.
With its shift to a market economy gathering speed from the 1990s, the Chinese Government embarked on an agenda that brought neoliberal forces into almost all sectors including education. The policies underpinned China’s spectacular economic growth, but in education have had consequences that arguably are problematic.
Drawing on a mixed-methods study in Shanghai, this paper examines ‘micro-neoliberalism’ in China’s education system, i.e. privatization and marketization at the individual, family, and institutional levels, with focus on blurring boundaries between public schooling and private supplementary tutoring. Some dimensions of these processes resulted from deliberate macro-level policies to decentralize control of schooling, raise performance, and empower private education. Other dimensions arose from the market behavior of individuals, families, and institutions that countered government efforts to steer parental choice of schools and to reduce disparities between schools. Education policies are enacted not only in schools but also in the shadow sector which is commonly overlooked. This paper focuses on Shanghai but has implications for other parts of China; and since shadow education is expanding as a global phenomenon, it also has relevance to many other countries. 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.
Shengli Zhan Mark Bray Dan Wang Chad Lykins Ora Kwo 《Asia Pacific Education Review》2013,14(4):495-509
This paper examines Hong Kong students’ perceptions on the effectiveness of private supplementary tutoring relative to mainstream schooling. Drawing on survey and interview data, it shows that large proportions of secondary school students receive private tutoring. Students generally perceive private tutoring and private tutors to be more effective in the provision of examination support compared with mainstream schooling and teachers. However, perceptions vary according to students’ self-reported academic levels and motives for taking private tutoring. The operations of the parallel sector of private tutoring have significant implications for the nature of schooling and therefore need to be considered by teachers and school administrators. The Hong Kong data contribute to the international analysis of private tutoring and add a significant component to the wider conceptual literature. 相似文献
8.
Shadow education, also widely known as private tutoring or supplementary education, has attracted increasing research attention in the past two decades. The global expansion of shadow education, as well as its penetration to different educational stages and social classes, are believed to have far-reaching implications for the overall educational landscape. However, despite a steadily growing body of literature, no study to date has systematically reviewed the influences of shadow education from an ecological perspective. Therefore, borrowing Bronfenbrenner's ecological systems theory, this paper aims to provide a comprehensive overview of how shadow education influences different levels of educational ecosystems (i.e. individuals, micro-, meso-, exo-, and macro-system). Based on 74 empirical studies published between 2000 and 2020, the review reveals complex influences exerted by shadow education on multiple systems (e.g., students, mainstream schooling, families, and larger socioeconomic structures), contributing to a more sophisticated understanding of this phenomenon. The paper then discusses how the rise of shadow education creates significant changes to the ecology of education in which it operates, and concludes with implications for future practice and research. 相似文献
9.
Dorian A. Barrow Samuel N. Lochan 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2012,11(1):405-422
Globally, private supplementary tutoring is a huge business and the practice is expanding rapidly in many regions of the world where it never existed before. In some of these regions it is posing a novel set of challenges for education planners and policy makers. The aim of this study was to examine the extent to which supplementary tutoring is impacting on the goals of the formal education system in Trinidad and Tobago (T&T). The participation rate in supplementary tutoring at primary school level in T&T was found to be high (88.2 per cent at Standard Five level), with the majority of the students being privately tutored by their regular school teachers. Their main motivation for taking private tutoring lessons was to try to secure a place in one of the few elite secondary schools in the country. The authors of this paper admit that there is no quick solution to the problem, especially if it is understood as a part of the process of cultural change. They contend that the key to breaking the elitist tradition lies in modifying public understanding about education and convincing parents and citizens at large that a wide range of options and opportunities exists outside the narrow confines of the old colonial economy and the old colonial schools. 相似文献
10.
基于构像理论,采用了质性研究方法考察13名母亲为孩子报培训班的动因、目标和执行策略。通过访谈调查发现,课外补习既是各类家庭追求优质教育资源的一种主动选择,也是弱势家庭面对自身文化水平不高、时间冲突等问题时的无奈之举。在参与补习的孩子中,重视综合素质的培养在低龄儿童母亲中较为常见,当孩子进入中学之后,素质培养逐渐让位于文化课程的补习。基于此,父母应该树立理性的教育补习观;补习机构应提高课程品质;政府不仅要促进优质教育资源的均衡发展、规范补习教育,还需在政策制定上充分考虑弱势家庭的现实困境。 相似文献
11.
Private supplementary tutoring has long existed in Bangladesh, as elsewhere in the world, but in recent decades has become much more visible. Much tutoring “shadows” or reproduces formal schooling as fee-based academic teaching outside school hours. This paper focuses on school factors that shape demand for private supplementary tutoring in English at the secondary level, drawing on data gained from both quantitative and qualitative methods. The paper is especially concerned with urban and rural variations, noting that rates of tutoring are greater in urban areas but that many factors converge to create similarities. Private tutoring in English is highly demanded because English is a compulsory course; and in addition to being a subject in its own right, it assists in the learning of other subjects. While private tutoring may support the academic learning of some pupils, it also has problematic dimensions. As such, the spread of tutoring across urban and rural areas is not necessarily to be welcomed. 相似文献
12.
Private supplementary tutoring, widely known as shadow education, has been viewed by many families around the world as a necessary complement to schooling. The analysis presented draws on questionnaire and interview data from secondary school students, teachers, principals, parents and other stakeholders in Myanmar. Parents displayed institutional mistrust in their perception of the inadequacy of public schooling to meet their children's needs. Organisational and interpersonal mistrust were also evident. The matters of mistrust relate to the theme of accountability in education, which requires systems for regulation and monitoring. The regulations on tutoring in Myanmar were widely ignored and were arguably worse than useless. The article is grounded in the context of Myanmar but has considerable insights for the wider literature. 相似文献
13.
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
14.
The concept of hidden curriculum has become well established. It addresses the contexts of learning, the actions of students’ peers and teachers, and other domains which shape learning but are not part of official syllabuses. The concept of a hidden marketplace for private tutoring, widely known as shadow education, is less established but also becoming part of general understanding of the complementarities of regular and supplementary instruction. This paper brings the two literatures together to examine the values transmitted, mostly unintentionally, by shadow education in Cambodia. Most of this shadow education is delivered by regular teachers, commonly to their existing students and in their existing schools. The paper considers the impact of shadow education not only on the students who do receive it but also on those who do not. Patterns in Cambodia differ from those in more prosperous countries, but have parallels with other low-income countries. The authors suggest that much more attention is needed to the dynamics and impact of shadow education, including relationships between actors and the values that shadow education transmits as part of the hidden curriculum. 相似文献
15.
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
16.
This article contributes to the debates about the priorities of education reform in Egypt and approaches to reducing the students’ reliance on private tutoring. It presents the results of five focus group discussions with first year students in the Faculty of Economics and Political Science (FEPS), Cairo University, to understand their experiences with private tutoring during the high stakes final year of high school. The article concludes that private tutoring represents a façade of the pedagogical, social, and emotional support functions that schools should perform. This contributes to our understanding of why private tutoring in Egypt has come to supplant, rather than supplement, formal schooling. 相似文献
17.
补习教育带给家庭和社会一种及其矛盾的情感,它本身不仅是具有深远的经济意义的产业,而且会对社会产生复杂的影响.为了向公众描绘一个更加清晰和全面的关于补习教育的图景,选取北京8所普通小学和5所普通中学的2 089名被试,以学校、家庭、个人为背景变量分别探讨影响数学补习次数和态度的因素.结果表明:(1)中等水平学校学生数学补习行为最积极.(2)母亲受教育水平较高,子女参加数学补习行为较积极.(3)小学生参加数学补习时间较多,态度较积极;中等数学水平学生补习态度最积极.(4) Logistic回归分析显示,学校水平、母亲受教育水平和年级对中小学生数学补习时间的累积贡献率为8.5％.分层线性回归分析显示,年级对中小学生数学补习态度的贡献率为4％. 相似文献
18.
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
19.
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
20.
Parents in the United States have had the legal right to choose the school their child attends for a long time. Traditionally, parental school choice took the form of families moving to a neighborhood with good public schools or self-financing private schooling. Contemporary education policies allow parents in many areas to choose from among public schools in neighboring districts, public magnet schools, public charter schools, private schools through the use of a voucher or tax-credit scholarship, virtual schools, or even homeschooling. The newest form of school choice is education savings accounts (ESAs), which make a portion of the funds that a state spends on children in public schools available to their parents in spending accounts that they can use to customize their children's education. Opponents claim that expanding private school choice yields no additional benefits to participants and generates significant harms to the students “left behind” in traditional public schools. A review of the empirical research on private school choice finds evidence that private school choice delivers some benefits to participating students—particularly in the area of educational attainment—and tends to help, albeit to a limited degree, the achievement of students who remain in public schools. 相似文献