The global diversity of shadow education

Árnyékoktatás: alapfogalmak, kutatás, lehetőségek

“…Ezen belül azonban sokkal nagyobb és sokkal vegyesebb tanári összetétellel találkozunk. Az árnyékoktatási tanárok között ugyanúgy találhatunk képzett, mint képzetlen oktatókat (Gordon Győri 1998;Kobakidze-Suter 2020), praktizáló tanárokat (Mayer 2003), pályaelhagyókat vagy nyugdíjasokat, tanárképzésben részt vevő vagy más felsőoktatási hallgatókat (Ceglédi-Szabó 2014), vagy akár középiskolás diákokat (Bankó 2009;Ho Nga Hon 2010).…”

Editorial

“…What is and what is not shadow education? While some authors understand it merely as tutoring in academic school subjects in addition to regular school instruction for a fee, others may also include non-academic subjects, fee-free tutoring or activities other than tutoring, such as learning from pre-scripted online tutorials without the assistance of a tutor or learning using Artificial Intelligence (Kobakhidze & Suter, 2020) .…”

Worldwide shadow education and social inequality: Explaining differences in the socioeconomic gap in access to shadow education across 63 societies

“…Although SE was long viewed as an exotic East Asian “cultural oddity” (Baker, 2020), it is now a substantial topic in comparative sociology and education (Zhang and Bray, 2020). With good reason, SE has become a major global phenomenon, a part of mass schooling in many societies and probably the most significant international trend in education in the 21st century (Bray, 2017; Byun et al, 2018; Entrich, 2018; Gordon Győri, 2020; Kim and Jung, 2019; Kobakhidze and Suter, 2020; Mori and Baker, 2010; Šťastný and Kobakhidze, 2020; Wiseman, 2013). Against the background of the observed worldwide increase in the participation in both major forms of SE in recent decades (Bray, 2017; Park et al, 2016), the often-reported tight linkage between socioeconomic status (SES), SE investment, and academic outcomes of students indicates major implications for educational opportunities and inequalities in educational attainment.…”

“…However, other researchers paid more attention to the differences in the prevalence of SE (scale and intensity of use), its supply and organization, as well as the modal use (enrichment vs remediation) across countries and regions (Aurini et al, 2013; Baker et al, 2001; Bray, 2017; Byun et al, 2018; Kobakhidze and Suter, 2020; Park et al, 2016). Some studies report that the influence of the students’ SES on their participation in SE is variable across countries (esp.…”