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

Abstract

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.

Entrepreneurial leadership of academic managers in cram schools under double reduction policy in China: conceptualizing competencies and resilience (El liderazgo emprendedor de los gestores académicos en los centros de apoyo al estudio ante una política de reducción doble en China: conceptualización de las competencias y la resiliencia)

“…Without any explorations into leadership and resilience issues, other past international research literature focused on collaborations between daytime schools/governments and cram schools in some regions (Šťastný et al, 2021; Yamato & Zhang, 2017) and a wide range of government policy responses towards mass tutoring from international perspectives (Bray, 2009). Meanwhile, previous educational and social studies either conceptualized leadership models (Ho et al, 2021; Leithwood & Beatty, 2008; Stewart, 2006) or addressed resilience issues (Bhamra et al, 2011; Cooper et al, 2013; Duchek, 2018) without any scrutiny of their interrelationships.…”

“…En Japón se reclutan organizaciones profesionales independientes para coordinar o facilitar clases grupales (Yamato & Zhang, 2017). Asimismo, en Chequia, algunos centros escolares gestionan clases privadas a través de la colaboración entre los centros escolares habituales y los proveedores de clases complementarias (Šťastný et al, 2021), de modo que se ofrecen clases particulares a cambio de un pago adicional a aquellos estudiantes (o a sus padres) que lo necesiten. La literatura internacional también revela un amplio reconocimiento gubernamental respecto al valor social de los centros de apoyo al estudio, tanto a nivel local como nacional, internacional e incluso global (Bray & Zhang, 2023).…”

“…Sin un análisis de los aspectos relacionados con el liderazgo y la resiliencia, otros estudios internacionales se centran en la colaboración entre las escuelas tradicionales o los gobiernos y los CS en algunas regiones (Šťastný et al, 2021; Yamato & Zhang, 2017) y en el amplio rango de respuestas políticas gubernamentales a las clases complementarias a gran escala desde perspectivas internacionales (Bray, 2009). Entretanto, diversos estudios pedagógicos y sociales conceptualizan modelos de liderazgo (Ho et al, 2021; Leithwood & Beatty, 2008; Stewart, 2006) o abordan cuestiones relacionadas con la resiliencia (Bhamra et al, 2011; Cooper et al, 2013; Duchek, 2018) sin analizar posibles correlaciones.…”

“…Independent professional organizations are recruited to coordinate or provide group or mass tutoring (Yamato & Zhang, 2017). Similarly, paid private tutoring services through collaborations between daytime schools and tutoring providers (Šťastný et al, 2021) are governed by some schools in Czechia to provide paid tutoring lessons to needy students and parents. International literature review also reveals the governments’ wide recognition of societal values of cram schools in local, national, cross-national and global perspectives (Bray & Zhang, 2023).…”