(Mis)Trust and (Abuse of) Authority in Cambodian Education: Parallel Lessons in the Shadow

Bray, Marc; Liu, Junyan; Zhang, Wei; Kobakhidze, Magda Nutsa

doi:10.1007/978-3-658-27172-5_2

Cited by 11 publications

(22 citation statements)

References 4 publications

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“…In particular, most teachers offer private tutoring classes to their students. These classes are considered necessary for the completion of the school curriculum; yet only a share of student can afford them resulting in increasing inequality (Bray et al, 2019;Marshall and Fukao, 2019). 4 We conducted surveys with 200 students and focus group discussions with 32 students in grade 8 and held interviews with teachers, parents, and education experts.…”

Section: Education In Cambodiamentioning

confidence: 99%

Occupational aspirations and investments in education: Experimental evidence from Cambodia

Gehrke¹,

Lenel²,

Schupp³

2022

Preprint

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We analyze whether an interest exploration tool, combined with information about potential careers, paths to higher education and ?financing options can provide guidance to students in rural Cambodia, help them develop long-term career goals and thereby motivate them to continue with school. We target the intervention to adolescents in grade 9, who are about to decide whether to enroll in high school. The intervention was conducted just before schools were closedfor a period of six months due to COVID-19. We use survey data, as well as individual-level administrative data obtained from treatment and control schools to track educational decisions during and after school closure. Our fi?ndings suggest that the intervention if at all reduced educational investments. We fi?nd these effects are driven by low-performing students. Students that ranked in the lower half of their class prior to the intervention are less likely to study during school closure, perform worse in the ?final exam and are less likely to transition to high school. Studying potential underlying mechanisms, our analyses suggest that our intervention made low-performing students aware of alternative career paths and more realistic in their expectations.

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Section: Education In Cambodiamentioning

confidence: 99%

Occupational aspirations and investments in education: Experimental evidence from Cambodia

Gehrke¹,

Lenel²,

Schupp³

2022

Preprint

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“…A further recommendation for school leaders is to address ethical issues (which this study helped to uncover) in discussions with schoolteachers and other community members, and to ensure that paid extra lessons are indeed an optional extra and not essential for the completion of the core curriculum (Bray et al, 2019). Monitoring the impact of school-PT partnerships on student achievement (and achievement gaps), attitudes and other non-cognitive outcomes (e.g., through student questionnaires or tests) is desirable to evaluate the meaningfulness of the partnership.…”

Section: Schools and Teachers Working Together With Private Tutorsmentioning

confidence: 99%

“…So far, the research of such school and PT partnerships has focused on the context either of developing countries with relatively low-quality schooling and low accountability, such as Myanmar, India or Cambodia (Bray et al, 2020(Bray et al, , 2019Ghosh & Bray, 2020), or of those on the other extreme, for example, Korea, Japan or Shanghai -China (Kim & Jung, 2019;Yamato & Zhang, 2017;Zhang & Bray, 2017). The present research thus complements these studies with findings from a context somewhere "in between" these two extremes, that is, the Czech Republic, a post-socialist country in the center of Europe, where students display a largely average level of achievement (e.g., OECD, 2016), where schools' accountability for students' results is relatively low and at the same time schools have considerable autonomy (Dvořák et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…Previous studies (e.g., Bray et al, 2020Bray et al, , 2019Ghosh & Bray, 2020) acknowledged the importance of the principal's leadership in determining a school's policies toward the PT phenomenon, to enhance its positive aspects while avoiding associated issues. Awareness of the possible benefits and risks of partnerships between schools and PT providers is thus important for school principals, who are the main decision makers about such partnerships in most contexts.…”

Section: Introductionmentioning

confidence: 99%

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School Partnerships with Private Tutoring Providers: Weighing the Risks and Benefits by Czech School Principals

Šťastný

Chvál

Walterová

2021

Leadership and Policy in Schools

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The paper describes various forms and modes of partnerships and cooperation between mainstream schools and private tutoring providers, and their risks and benefits as perceived by Czech school leaders. Its main findings are drawn from interviews with management representatives of 43 lowersecondary schools. Schools displayed tutors' advertisements, recommended private tutors to students, cooperated with tutors or offered school premises for private tutoring. Some forms and modes of collaboration could be mutually beneficial, whilst others were at the edge of ethical practices. Most principals carefully weighed perceived benefits and risks of such partnerships, but others practiced a laissez-faire school policy.

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“…Data for grade 6 students were 10 percent higher than a 1999 study (Bray, 1999b) of 77 primary schools, and similar to a 2011 survey of eight primary schools in three locations (Dawson, 2011). Overall, private tutoring in Cambodia has been recognized by scholars as a leading cause of educational inequality in the post-1990 era (Bray, Liu, Zhang, & Kobakhidze, 2019). A closer look at the UNESCO reports between these two moments offers additional insight into why tutoring emerged in the first place, and challenges development efforts to recognize the complexity of partnerships and privatization in Cambodian education system (and beyond).…”

Section: Cambodia Post-1990: the Emergence Of Private Tutoringmentioning

confidence: 99%

All education for some? International development and shadow education in Cambodia

Brehm¹,

Aktas

2019

IJCED

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Purpose The purpose of this paper is to compare two UNESCO reports on educational development in Cambodia, one from 1955 and the other from 2010, in order to understand how the global education development agenda has impacted shadow education. Design/methodology/approach The study is conducted through a textual comparison of two UNESCO reports written 50 years apart. Findings Although the educational problems facing Cambodia were similar in both reports, the recommendations differed in important ways. The 1955 report advised the country to expand slowly access to education in order to maintain quality, while the 2010 recommended quickly expanding access. A major difference found in the reports regarded the issue of fees in schooling, which did not appear in 1955. School fees in Cambodia are typically extracted through the system of private tutoring, known in the academic literature as shadow education. Such an insight, this paper argues, suggests that the difference in development approach between the two reports is one of the reasons shadow education has flourished in the country. Originality/value Through a historical comparison of development efforts in one country, it becomes clear that the education development agenda is partly to blame for the rise of shadow education.

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(Mis)Trust and (Abuse of) Authority in Cambodian Education: Parallel Lessons in the Shadow

Cited by 11 publications

References 4 publications

Occupational aspirations and investments in education: Experimental evidence from Cambodia

Occupational aspirations and investments in education: Experimental evidence from Cambodia

School Partnerships with Private Tutoring Providers: Weighing the Risks and Benefits by Czech School Principals

All education for some? International development and shadow education in Cambodia

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