Private tutoring: A critical analysis of world experiences (original) (raw)
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The private tutoring phenomenon: international patterns and perspectives
2006
Although private tutoring has existed for centuries, it has attracted little attention in the academic and education policy literature. This situation began to be remedied in the 1990s, but the topic remains in great need of further study. A number of studies refer to private supplementary tutoring as “shadow education”(eg, Stevenson and Baker, 1992; Bray, 1999; Baker and LeTendre, 2005), highlighting its relationship to mainstream education systems.
PRIVATE TUTORING: PROBLEMS AND SOLUTIONS
In recent decades the civilized world became very serious in the quality of education at all levels of education, in this regard, special attention is paid to the fundamental steps – the school education. There are no doubts that anykind of reforms that were implemented in Georgia in the field of education was Western experience of sharing. However, this issue is moot: how do we properly share Western experience? Which country’s education system was taken to sample example? Why do we not learn from leading European countries, such as Finland and Norway, Germany and England? These are the questions that are often heard in the Society. Education reform within the general education system was to ensure transparency and quality of the many changes planned and implemented. This has changed and become more transparent system of financing, to some extent with increased amount of funding. The schools have the exacted orientation of the objectives as set up by professional standards for teachers, through school boards. In schools, more decision-making based on the school management is provided by local needs and interests. It has also developed a new general education. Within the general regulations governing teaching, general education, national objectives and curriculum; new textbooks were written and changed to the school management’s model. The organization, "Transparency International ISO" Research (2005); according to the results, since the introduction of the national examinations, Georgia has significantly reduced the level of corruption in higher education institutions in the enrollment process. Although these changes represent an important basis for improving the quality of education, the system is facing many problems which are yet to be solved. School-based non-academic level, faulty guidelines compromise the establishment of the national curriculum. Gaps and ineptitude of some the school teachers established unhealthy situation, growing technical processes, having read the book off the students and poor social conditions which has opened the door to private tutoring institutions’ increase in number. This causes loss of schools’ authority. Education policy analysis, education level and school to identify, national education goals, national exams preparedness are to highlight the key issues that the work agenda develops, on the basis of the research aimed to set national exams preparation problems and present its ways and means to improve the organization of search.
2013
We would like to thank the participants from all five countries for contributing their time and for speaking openly about the private tutoring phenomenon. This research would not have been possible without their willingness to share their views and experiences. We would also like to thank our institutions for providing continuous professional and personal support in conducting the research. In the case of Azerbaijan, we would like to personally thank Naila Ismayilova who served as Project Coordinator in the first phase of the project, Elchin Rashidov who worked as a researcher and Vitaly Radsky who contributed to the Chapter "The Roles of Parents in the Decision Concerning the Use of Private Tutoring Services".
Education in a hidden marketplace: Monitoring of private tutoring
This book presents the results of a study that examines how education has been affected by private tutoring in nine former socialist countries: Azerbaijan, Bosnia and Herzegovina, Croatia, Georgia, Lithuania, Mongolia, Poland, Slovakia, and Ukraine. The comparative study is the first document of its kind in the former socialist countries that looks into the main factors behind the phenomena; its scale, cost, geographic spread and subjects involved; the educational, social, and economic impact of private tutoring on the education system; the policy options and alternative approaches. The publication consists of an in-depth international comparative overview; country reports prepared by nine Education Policy Centers and their partners as well as a set of recommendations for policymakers. It can be useful for national legislative bodies, education ministries, school administrators, local authorities, policymakers, and other education stakeholders to help raise awareness of the problems and benefits of private tutoring. It can also serve as an advocacy tool in the effort to make national education policies more equitable for all students.
Negative Effects of Private Tutoring on Stakeholders from Teachers' Perspective
e-International Journal of Educational Research, 2022
Private lessons, also known as shadow education, are an auxiliary element of the education system both in the world and in our country. The fact that mathematics course requires using many high-level cognitive skills at the same time and the current state of mathematics achievement in central exams are among the reasons why the demand for private lessons for mathematics is higher than for other courses. Conducted studies generally focus on the reasons why students take private lessons. The purpose of this research is to determine the negative effects of the private lesson process on teachers, students, and parents from the perspective of teachers who give private lessons. In the study, descriptive research model was used because of revealing an existing situation. The study group consists of 108 mathematics teachers, who were determined by using the convenient sampling method and had private tutoring experience. The data collection process was carried out with 3 open-ended questions developed by the researchers asking the opinions of the teachers about the negative effects of private lessons on teachers, students and parents. The data of the research were collected online using "Google Form" in the fall semester of the 2020-2021 academic year. The obtained data were analyzed by content analysis method. According to the data obtained, the teachers stated that private lessons can reduce the self-esteem, motivation and interest of the teacher. It has been determined that the private lesson process can cause negativities such as the teacher's being away from formal education, experiencing various health problems, and feeling stress and anxiety. It was determined that the students who took private lessons could not find enough time for their social environment, their stress/anxiety levels increased, and they could distance themselves from formal education and alienate themselves from private lessons. The most common negative effect of private tutoring on parents is temporal and financial difficulties. In addition, private lessons can cause anxiety and stress on the parents. These results were compared with the results of similar studies in the literature and the study was completed by making various suggestions.
CAUSES OF THE SPREAD OF PRIVATE TUTORING PHENOMENON A FIELD STUDY AT A CENTER IN ALGERIA
This research discusses the phenomenon of private tutoring, which has become a significant threat to the education system by creating academic inequalities and hindering students' equal opportunities for university enrollment. The study explores the prevalence of private tutoring at the secondary level in Ghardaia and investigates the reasons behind its widespread adoption. It also examines whether educational elements, such as teachers and the curriculum, influence the prevalence of private tutoring. Additionally, the research explores the role of families in encouraging their children to adopt this educational pattern. The descriptive-analytical methodology was employed, utilizing a questionnaire with 23 items distributed across three axes: reasons related to the student, reasons related to the teacher and curriculum, and reasons related to the family. The questionnaire was administered to a sample of individuals in Ghardaia. After analyzing the responses, the study found that the majority of the sample attributes the spread of private tutoring largely to reasons associated with the family, significant encouragement from families for their children to join private tutoring, and perceived teacher inadequacy in academic achievement. The dense curriculum was also identified as a crucial factor leading students to opt for private tutoring.
THE DEMAND FOR PRIVATE TUTORING IN TURKEY
This chapter focuses on the private tutoring phenomenon in Turkey. It seeks to analyse the impact of the revision of primary school curriculum on the demand for private tutoring. It also outlines various academic, economic and social implications of this phenomenon. Based on interviews with school management and teachers in eight public schools in Ankara, the chapter discusses the perceived contradictions and tensions in relation to the introduction of competency based curriculum in a highly exam-oriented education system. It highlights teachers' concerns with regard to student learning and the implications of learning 'less' in mainstream schools on students' further educational and career possibilities. The majority of teachers who participated in this study believed that the revised curriculum has inadvertently contributed to the intensification of the demand for private tutoring. The chapter underscores the importance of aligning education policies in order to avoid such unintended consequences.
Within Turkish educational sytem growing each passing year up to now, the private tutoring system that has been benefited by almost every sector of society from the past to the present, has always been discussed in all assets. Faced with the danger of closing before, these institutions are now on the agenda with the closure again. Private courses are the institutions providing education in a wide range from elementary students to college students, even college graduates, foreign languages, computer training courses, etc. in our country can be opened with the permission of Ministry of National Education (MEB). We need to investigate the revealing reasons of these institutions serving a broad range of education and why they are so preferred rather than discussing their closure or conversion. In this study, the reasons for the demand for private courses, historical development, some examples in the world, positive and negative criticisms directed at these institutions are eveluated in the theoretical framework, suggestions on our education system and the closure process are made, as an alternative charter school model is presented in general outline. Key Words: Private tutoring, discussions about tutoring, charter schools, Ministry of National Education, education.
Inequalities in Private Tutoring
This phenomenological qualitative study analyzes the lived experiences of eleven Bangladeshi higher secondary students in mainstream schools to provide insight into their thoughts, feelings, beliefs, values, and assumptions of private tutoring in English (PT-E). The study also focused on PT-E that contribute to inequalities between students who have access to private tutoring and those who do not. Each participant participated in a one-to-one in-depth semi-structured interview. Using phenomenological analysis, 321 significant statements and three themes emerged. The data show that unequal practice, discrimination due to financial capability, and social psyche for PT-E that influences students to widen the negative impacts of PT-E between students, particularly those who do not have an access in private tutoring of English (PT-E).