Demand and Supply of Supplementary Private Tutoring in Upper Primary Schools of Ethiopia

Abstract

This study was aimed at assessing the demand and supply of private tutoring in the upper primary schools of Ethiopia. To achieve this objective a cross-sectional survey research design was employed. Data were collected from 866 upper primary school students, 370 teachers, and 26 school principals. Accordingly, four regions (two from the relatively developed and two from the emerging regions) and one city administration were selected as sample regions by using simple random sampling technique. Again from each region the capital town of each sample regions was selected as sample towns through purposive sampling technique. Then from each sample town three government schools and three private schools were selected by simple random sampling technique. Finally, from each selected sample schools 50% of the students and all the teachers of the sample schools and the principal of the school were taken as sample of the study by purposive sampling techniques. Data were collected through questionnaires', interview, and focus group discussion. The result shows that students received supplementary private tutoring in addition to learning in mainstream schools and started this program when they are grade 7-8. In Ethiopian context the private tutors are the mainstream teachers of the students and other teachers in the same school. The main driving force for students to participate in the supplementary tutorial is due to their parents and friends push. Students receive the tutorial in one-to-one base. The major reason students need supplementary private tutoring is education-related purpose that is to improve their academic score.

Comparative research on shadow education: Achievements, challenges, and the agenda ahead

“…Also during the second decade, much work either implicitly or explicitly employed an ecological lens (e.g., Jokić, 2013;Mischo, 2014;Paviot, 2015;Zhang & Bray, 2017;Zhang & Yamato, 2018). The decade brought more focus on the supply of tutoring (e.g., de Castro & de Guzman, 2013;Zambeta, 2014), as well as further work on demand (e.g., Długosz, 2012;Kim & Lee, 2010;Liu, 2017), and on both together (e.g., Melese & Abebe, 2017;Št'astný, 2016). Much of this work considered different categories of providers, contrasting in particular the activities of companies of different sizes, regular schoolteachers who offered supplementary support, and informal providers such as university students and retirees.…”

The Demand for Private Tutoring in Turkey: An Analysis of Private Tutoring Participation and Spending

“…Therefore, parents may see PT as a way of achieving these goals. Melese and Abebe (2017) state that parents and friends are the driving force for students to receive PT and that there is widespread demand, especially among students who will take national exams. Accordingly, the main reason why students resort to PT is to improve their academic scores.…”

La tutoría académica con niños de educación básica primaria desde un Centro de Escritura Digital. Estudio de caso intrínseco

“…Contrario a lo esperado, los puntos de vista fueron divergentes, en tanto la tercera parte de los estudiantes de 3°, 4° y 5° optaron por una respuesta afirmativa, justificada en la posibilidad de mejorar su rendimiento académico y aprender más, utilizando expresiones como "ganar el año, aprender mejor los temas, aprender más sobre la escritura, necesitamos ayuda de vez en cuando"; mientras que otro grupo en estos mismos grados (entre el 19% y 38%) plantearon una respuesta negativa, básicamente amparados en razones que aluden a una disminución de su autonomía, entre ellas "uno en la vida tiene que aprender y ya que los profesores nos ayuden en las tareas eso es regalar la materia; no me gustaría porque yo confió en mis capacidades; yo soy El primero, refleja la pertinencia que la tutoría tuvo para los niños al ser presentada como propuesta pedagógica de acompañamiento, bajo el mismo enfoque didáctico de su institución escolar, con los mismos profesores y sin costos económicos adicionales. Los resultados reportados por investigaciones de diferentes latitudes sobre las tutorías privadas, externas a la jornada regular en la educación primaria y con costos extras para las familias, presentan análisis concluyentes relacionados con su funcionamiento, como una estrategia pedagógica contemporánea la cual contribuye a obtener ventajas en el desempeño educativo (Sriprakash, Proctor & Hu, 2016); la variabilidad de su oferta y demanda en el fortalecimiento de competencias para mejorar los resultados de pruebas censales (Guill & Lintorf, 2019) y el mejoramiento de oportunidades educativas para facilitar la movilidad social (Melese & Abebe, 2017). Los resultados del estudio colombiano que aquí se reportan, contrastan parcialmente con los tres casos referidos (australiano, alemán, etíope), en tanto la tutoría centrada en la escritura académica hace parte del proceso de formación de la institución educativa, fundamentado en su mismo enfoque pedagógico y curricular; supera la perspectiva remedial ofrecida con enfoque de equidad, independientemente del entrenamiento para la aprobación de pruebas censales.…”