Private Tuition in Cambodia: Evidence from Urban and Rural Upper Secondary Schools

Abstract

This study compares private tuition (PT) patterns and perceptions regarding teaching and learning in public schools versus PT classes in urban and rural Cambodia. Using quantitative data from 108 tutors and 165 12th graders, followed by 21 interviews that included principals, we find that urban students are the main drivers of PT; they trust the quality of tutors they are familiar with, while their rural peers view PT as more effective when provided by their teachers. Nonetheless, examination reform may have prompted more students to seek PT with tutors who could provide adequate knowledge and skills, as opposed to their teachers. Furthermore, hurried teaching was perceived as a common response to dealing with inadequate instructional time and the pressures of trying to implement a learner-based approach. This investigation provides new insights into issues relating to teacher professionalism and students' choice of PT in Cambodia.

Private Supplementary Tutoring in Cambodia Educational System: What Matters for Policies?

“…Similarly, the OECD report (2017) notes that high levels of anxiety among students in systems heavily reliant on private tutoring can detract from overall student well-being, reinforcing the need for balanced educational approaches that prioritize student welfare alongside academic achievement. To this end, policy interventions could focus on enhancing intrinsic motivation within students and fostering an environment that values holistic development, as suggested by Vora (2019) and Chim & Soeung (2023). These advocates for educational reforms emphasize the need to diminish academic pressure and promote holistic growth.…”

“…This literature review provides an overview of key studies examining the prevalence, determinants, effects, and policy implications of PST in Cambodia. Research indicates that PST is widespread across Cambodia, with a large proportion of students participating in private tutoring outside formal schooling hours (Buchmann et al, 2010;Chim, & Soeung, 2023Jeffery & Tsuyoshi, 2019. Surveys conducted in urban and rural areas have consistently reported high rates of PST enrollment, suggesting its entrenched nature in Cambodian society.…”

“…While it aims to enhance student learning and performance, the unchecked expansion of shadow education raises signi cant concerns regarding educational equity, quality, and the burden on students and families (Brehm, 2016;Bray et al 2019). Despite its widespread adoption, there is a profound lack of comprehensive understanding and effective policy frameworks to regulate and integrate private supplementary tutoring within the national educational strategy (Ngel, 2022;Chim & Soeung, 2023). The absence of robust regulatory mechanisms leads to disparities in educational outcomes, where only students from better-off families can afford high-quality tutoring, thereby exacerbating socioeconomic inequalities.…”