The internal dynamics of privatised public education: Fee-charging supplementary tutoring provided by teachers in Cambodia

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

doi:10.1016/j.ijedudev.2016.04.003

“…Further when teachers are also tutors they may reserve their energies for the private lessons, knowing that they will receive their standard salaries provided their school-based work is not seriously problematic (see e.g. Bray et al 2016;Kobakhidze 2014;Hartmann 2013). These situations arise in almost all countries, including China, and create a need for what Kodakos and Kalavasis (2015) have called "border management models".…”

Section: Global Patterns and Implications Of Shadow Educationmentioning

confidence: 99%

Micro-neoliberalism in China: public-private interactions at the confluence of mainstream and shadow education

Zhang

¹

,

Bray

²

2016

Journal of Education Policy

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With its shift to a market economy gathering speed from the 1990s, the Chinese government embarked on an agenda that brought neoliberal forces into almost all sectors including education. The policies underpinned China's spectacular economic growth, but in education have had consequences that arguably are problematic. Drawing on a mixed-methods study in Shanghai, this paper examines 'micro-neoliberalism' in China's education system, i.e. privatization and marketization at the individual, family and institutional levels, with focus on blurring boundaries between public schooling and private supplementary tutoring. Some dimensions of these processes resulted from deliberate macro-level policies to decentralize control of schooling, raise performance, and empower private education. Other dimensions arose from the market behavior of individuals, families and institutions that countered government efforts to steer parental choice of schools and to reduce disparities between schools. Education policies are enacted not only in schools but also in the shadow sector which is commonly overlooked. This paper focuses on Shanghai but has implications for other parts of China; and since shadow education is expanding as a global phenomenon, it also has relevance to many other countries.

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“…This practice was seen as an effective strategy to attract students to opt for PT. Those who could afford PT thus hoped to maximize their chances for higher scores in the school-based examinations (i.e., monthly tests and semester exams) unlike their peers who could not afford (Bray, et al, 2016;Bray, et al, 2019;Brehm & Silova, 2014;Edwards, et al, 2019).…”

Section: Impacts Of Examination Policies and Reform In Cambodiamentioning

confidence: 99%

Revisiting Cambodian Private Tutoring: Insights Into Teachers’ Professional Misconduct

Soeung

¹

2021

JICE

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Cambodia uses a 'discouragement' strategy to manage teachers' engagement in supplying private tutoring (PT). However, previous studies have criticised teachers' professional misconduct in terms of promoting tutoring classes to ensure supplementary income. Currently, examination reforms alongside economic growth propose a new understanding of professional misconduct. Based on descriptive data from 93 students and in-depth interviews with 24 informants, who were tutees and their parents, tutors and school administrators respectively, this study found uncaring pedagogies to be a primary motivator for tutoring demand. This tended to have an association with the inadequate instructional time given to core examination subjects and implementation of the learner-based approach. Additionally, the examination reform brought positive changes in the teacher's behaviour. Although this study's findings are largely aligned with previous studies, it still sheds light on new perspectives regarding teachers' professional misconduct in Cambodia.

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“…There were three main reasons behind Cambodian teachers offering PT namely insufficient instructional time to complete the intended curriculum, large class size and inability to sustain on the government salary (Bray, Kobakhidze, Liu, & Zhang, 2016;Brehm, Silova, & Tuot, 2012;Dawson, 2009;. In this regard, previous studies pointed out some cases of professional misconduct being practised in the Cambodian context.…”

Section: Findings On Private Tutoring In Cambodiamentioning

confidence: 99%

“…Also, teachers focused more on theories/formula during the mainstream hours but did more practices in PT classes only (Brehm & Silova, 2014). Some teachers applied effective and caring pedagogies only during PT classes as a strategy to promote demand for PT (Bray, et al, 2016;Bray, Kobakhidze, Zhang, & Liu, 2018). Bray (2013) pointed out that students who did not pay for PT were likely to repeat their grade because schoolteachers were responsible for designing and rating the end-year examinations.…”

Section: Findings On Private Tutoring In Cambodiamentioning

confidence: 99%

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2021

JICE

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View full text Add to dashboard Cite

Cambodia uses a 'discouragement' strategy to manage teachers' engagement in supplying private tutoring (PT). However, previous studies have criticised teachers' professional misconduct in terms of promoting tutoring classes to ensure supplementary income. Currently, examination reforms alongside economic growth propose a new understanding of professional misconduct. Based on descriptive data from 93 students and in-depth interviews with 24 informants, who were tutees and their parents, tutors and school administrators respectively, this study found uncaring pedagogies to be a primary motivator for tutoring demand. This tended to have an association with the inadequate instructional time given to core examination subjects and implementation of the learner-based approach. Additionally, the examination reform brought positive changes in the teacher's behaviour. Although this study's findings are largely aligned with previous studies, it still sheds light on new perspectives regarding teachers' professional misconduct in Cambodia.

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The internal dynamics of privatised public education: Fee-charging supplementary tutoring provided by teachers in Cambodia

Cited by 48 publications

References 11 publications

Micro-neoliberalism in China: public-private interactions at the confluence of mainstream and shadow education

Micro-neoliberalism in China: public-private interactions at the confluence of mainstream and shadow education

Revisiting Cambodian Private Tutoring: Insights Into Teachers’ Professional Misconduct

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