Locked in: understanding the ‘irreversibility’ of powerful private supplementary tutoring markets

Abstract

Private supplementary tutoring (PST) is a phenomenon growing throughout the world. Looking at regions such as East Asia where it is already vast and comparing with regions where it remains modest but is rising, some authors have argued that countries must act quickly to discourage negative societal implications which arise when PST grows. One underpinning suggestion here is the notion that addressing PST may be time-critical. Drawing on insights from political science on the nature of continuity and change, in this paper I explore the possibility that societies could become substantially 'locked in' to complex patterns of dependence on PST. I report on the case of South Korea, drawing on interviews with experts in the Korean education system. I show that parents have been incentivised progressively over time to layer 'shadow education' over public schooling, particularly in times of heightened anxiety. Governments meanwhile have faced disincentives to restrict PST and public school teachers have had to adjust to becoming perceived as offering a residual service.

Extending the Comparisons of Shadow Education and Its Nexus With Schooling

“…Indeed ROK has one of the strongest school systems in the world as assessed for example by the Organisation for Economic Co-operation and Development (OECD, 2014). Yet families still feel the need to invest in shadow education, in part because it is now an established routine and part of the culture (Exley, 2022), and in part because they have aspirations for further social advance or at least consolidation of existing social status (Hultberg et al, 2021). Various government initiatives have sought to reduce demand for shadow education by improving further the quality of schooling, but shadow education remains vigorous (Lee et al, 2022).…”