Demand intensity, market parameters and policy responses towards demand and supply of private supplementary tutoring in China

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.

“…At the same time, urban areas tend to have greater supply of tutoring because they have sufficient density of population to justify operation of businesses (Kim & Park, 2013;Kwok, 2010).…”

Section: Private Supplementary Tutoring: Demand and Supplymentioning

confidence: 99%

School factors underlying demand for private supplementary tutoring in English: urban and rural variations in Bangladesh

Mahmud

Bray

2017

“…75 -77). Kwok (2010) elaborated on this in his comparative research between Hong Kong, Macao and Mainland China. Even though each case adopted laissezfaire and consumerism approaches to regulate private tutoring, the policy feature is distinctive depending on its socio-economic and political context.…”

Section: Government Policy On Private Tutoring In Asiamentioning

confidence: 99%

Analyzing the Thai state policy on private tutoring: the prevalence of the market discourse

Lao

2014

Private tutoring in academic subjects, which is provided for a fee and which takes place outside standard school hours, has become a global phenomenon. It is also very visible in Thailand. This paper draws on qualitative method including documentary analyses and semi-structured interviews with Thai policy elites, to understand the Thai state policy on the issue. Using a theory of the state, particularly the concepts of policy text and policy discourse, it analyses the Thai state policy responses to regulate private tutoring. While the state has given much attention to commercial regulations for safety and customers' protection, little attention has been given to the educational aspects such as curriculum, quality assessment and qualification of the tutors. Analyses of policy texts and interviews with Thai policymakers at the Office of Private Education Commission and the Office of Education Council showed that the Thai state regulation on private tutoring is dominated by the market ideology. The Thai state was unequivocally embracing "public-private partnership", treating students as consumers and endorsing private tutoring as a contributor to the development of Thailand's human resources. This paper contributes to the empirical evidence on private tutoring in Thailand and offers a theoretical framework to further analyze and understand the state policy on private tutoring.

“…Additionally, parents from these sectors are more financially capable to pay for tutorial services, given that fees are fairly substantial. However, recent research studies show that shadow education is also evident in the rural areas (de Castro & de Guzman, 2013) and in the public or government schools (Bray, Zhan, Lykins, Wang, & Kwo, 2014;Kwok, 2010). Thus, it would be interesting to investigate how attitudes toward shadow education are shaped by the diversity in the type of school and location.…”

Section: Relationship Between Formal School Profile and Attitudes Towmentioning

confidence: 99%

A structural equation model of the factors affecting Filipino university students' shadow education satisfaction and behavioural intentions

Castro

Guzman

2014

The overall intent of this exploratory study is to test a model that considers demographic characteristics, attitudes toward shadow education and shadow education institutions' service attributes as antecedents of satisfaction level and behavioural intentions among a select group of Filipino university students. To test the seven hypotheses in the proposed model, a total of 959 university students were recruited from one of the comprehensive universities in the capital of the country to participate in accomplishing a multi-aspect survey questionnaire. Results of the exploratory factor analysis yielded three distinct attitudes toward shadow education, namely: successoriented, compensatory-oriented or efficacy-oriented. Structural equation modelling revealed two competing models of almost similar significant predictors. The model manifested that the aforementioned attitudes are being affected by the student clienteles' problems with academic performance and their perceived quality of education received from secondary school. Additionally, the efficacy-orientation of its clientele and the dependability of the tutor directly affect students' satisfaction level, which further translates to repeat patronage and recommendations. Theoretical and managerial implications of the study are also discussed in this paper.