The Decision for Shadow Education in Japan: Students’ Choice or Parents’ Pressure?

Entrich, Steve R.

doi:10.1093/ssjj/jyv012

Cited by 52 publications

(51 citation statements)

References 25 publications

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“…In a context where school systems are stretched and sufficient resources are not available to meet the needs of all learners (Ravalier & Walsh, ), parents who—under neoliberal models of governance—are increasingly held responsible for children's outcomes are likely to turn to the market for help if they are financially able to do so (Olmedo & Wilkins, ; Pearce et al ., ). Their children—who have been schooled in the need for academic success—are likely to agree with them (Entrich, ). This confluence of socio‐economic factors creates nascent demand for private tuition and as this article demonstrates, educational entrepreneurs are then well groomed by business manuals about how to fashion their product to fulfil this need.…”

Section: Discussionmentioning

confidence: 99%

“…Budding private tutors can advertise for business but, in an industry for which there are no formal entry requirements (Kirby, ; Bray, ), they require strategies to convince potential clients that their service is a valuable one. The manuals cast parents as the clients, undervaluing the role played by young people in shaping tuition usage (Entrich, ; Holloway & Kirby, ). Tutors who are either qualified teachers, or employ such through their agency, are advised to advertise this fact, and use it in their face‐to‐face sales pitch to parents, as they are recognised as education professionals (Aurini, ; Edmond & Hayler, ).…”

Section: Representations Of Private Tuition In Business Manualsmentioning

confidence: 99%

“…Rising numbers of parents are responding to the neoliberal injunction that they behave as consumers in education markets by purchasing private tuition, exerting that which is cast as moral agency to calculate what is best for their child and pursue competitive advantage for them (Olmedo & Wilkins, ; Doherty & Dooley, ). Young people too have been responsibilised, and growing numbers respond to the internalised imperative to pass key examinations by willingly participating in private tuition (Entrich, ; Pimlott‐Wilson, ).…”

Section: Introduction: Education Markets and The Supplementary Educatmentioning

confidence: 99%

See 2 more Smart Citations

Marketising private tuition: Representations of tutors’ competence, entrepreneurial opportunities and service legitimation in home tutoring business manuals

Holloway

Pimlott‐Wilson

2019

British Educational Res J

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Education researchers have explored the marketisation of schools resulting from neoliberal education policy, but little attention has been paid to supplementary education markets. Supplementary education services, such as private tuition, are delivered outside of school but designed to improve performance within it. A small body of research demonstrates that the private tuition market in the UK and the USA is burgeoning, and that students' access to this service is differentiated by region, class and ethnicity. These emerging demand-side analyses are vital, but they cannot tell us about the educational entrepreneurship that shapes the supply of private tutoring services. This article addresses this lacuna through a discourse analysis of manuals, published as part of the developing tutoring support industry, that are designed to guide would-be entrepreneurs through the establishment of a private tuition business. This analysis excavates manuals' treatment of: tutors' motivation to work in the sector and their competence to do so; strategies to be employed in the marketisation of tuition services; and the need to build trust to ensure business legitimation in an unregulated industry. In conclusion, the article sets a new agenda for research into fast-developing supplementary education markets that explores: (i) the dynamics of this expanding educational workforce of private tutors; (ii) the ways marketisation addresses and augments parental anxiety about children's education; and (iii) the need for safeguarding and quality control in private tuition.

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Section: Discussionmentioning

confidence: 99%

Section: Representations Of Private Tuition In Business Manualsmentioning

confidence: 99%

Section: Introduction: Education Markets and The Supplementary Educatmentioning

confidence: 99%

See 1 more Smart Citation

Marketising private tuition: Representations of tutors’ competence, entrepreneurial opportunities and service legitimation in home tutoring business manuals

Holloway

Pimlott‐Wilson

2019

British Educational Res J

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“…Families opt for private tutoring if they expect it to improve their child's academic achievement and if they believe the benefit of academic achievement and specific academic certificates to be greater than the (especially financial) burden 440 K. Guill et al of tutoring. Reproducing families' social status is seen as a strong motivator behind decisions not only for specific academic tracks (Breen & Goldthorpe, 1997), but also for private tutoring (Vincent & Maxwell, 2014;Entrich, 2015). As private tutoring costs are less relevant for wealthy families, tutoring attendance is theoretically and empirically dependent on families' economic resources (Tansel & Bircan, 2006;Buchmann et al, 2010;Jung & Lee, 2010;Kim & Park, 2010;Guill, 2012;Hille et al, 2016).…”

Section: Micro-level Factorsmentioning

confidence: 99%

A two‐level study of predictors of private tutoring attendance at the beginning of secondary schooling in Germany: The role of individual learning support in the classroom

Guill

Lüdtke

Schwanenberg

2019

British Educational Res J

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More and more students attend private supplementary tutoring to improve their academic achievement. Private tutoring might be understood as a reaction to insufficient instructional quality in school, especially regarding individual support. However, it might also be possible that parents generally see insufficient grades as an indicator of lacking support and engage a tutor in hopes of improvement or to enhance a competitive edge for their children. So far, the relationship between tutoring attendance and perceived individual learning support during classroom lessons has not been tested. We used multilevel analyses based on N = 2,842 students in 102 Grade 5 classrooms at German academic track schools to test for a relationship between private tutoring in several subjects and students’ shared perception of the instructional quality in these subjects. On the individual level, we controlled for typical predictors of private tutoring such as academic achievement and family income, as well as for additional variables such as working behaviour and parental homework assistance. In classrooms with more individual support, students were less likely to start private tutoring in English. However, we did not find comparable relationships for tutoring in mathematics and German. Therefore, school principals and educational policy‐makers should monitor the incidence of private tutoring and consider within‐school structured tutoring programmes as an effective measure to improve academic achievement and to meet parents’ desire for individualised instruction.

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“…Japan, according to S.R. Entrich (2015), explored the reality of shadow education. Shadow education, which is a set of educational activities that occur outside formal schooling and are designed to enhance the students' formal career (Entrich, 2015), demands high economical investment, which can foster educational inequality (Konakayama & Toshihide, 2008) in Japan.…”

Section: Is There a Place For Icts In Assessment In The 4th Industriamentioning

confidence: 99%

Can ICT Help Cambodian Students Become the Solution for Improving Education in the Country?

Corrado¹,

Flinn²,

Tungjan³

2019

JOMEINO

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We are entering the fourth industrial revolution and Cambodia needs to be ready. Technologies are changing not only the way we do things but our entire life. One of the spheres affected by this revolution is Education. "Education is the movement from darkness to light", said Professor Allan Bloom, and Cambodia is still in the shadow. The low percentage of its Gross Domestic Product (GDP) doesn't provide enough resources to all the schools and the young generations are affected by this. But, can Cambodia try to resolve this problem beginning from the resources it already has? Recognized theories and researches proofed the effectiveness of learning by teaching, so why Cambodia doesn't use this as a resource and an opportunity? ICT can change and it is already changing education, and with the help of students, it can make the difference in the country. In this paper, we provide an overview of the education within the country, and we analyze the possibilities and issues that Cambodia can have and would face along the way of preparing itself for the fourth industrial revolution.

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The Decision for Shadow Education in Japan: Students’ Choice or Parents’ Pressure?

Cited by 52 publications

References 25 publications

Marketising private tuition: Representations of tutors’ competence, entrepreneurial opportunities and service legitimation in home tutoring business manuals

Marketising private tuition: Representations of tutors’ competence, entrepreneurial opportunities and service legitimation in home tutoring business manuals

A two‐level study of predictors of private tutoring attendance at the beginning of secondary schooling in Germany: The role of individual learning support in the classroom

Can ICT Help Cambodian Students Become the Solution for Improving Education in the Country?

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