The private tutoring industry in Taiwan: government policies and their implementation

Song, Zhan

doi:10.1080/02188791.2014.960796

Cited by 11 publications

(8 citation statements)

References 16 publications

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“…Returns from schooling are a useful indicator of the productivity of education and incentive for individuals to invest in their own capital (Psacharopoulos and Patrinos 2004). Educational privatization encourages rearrangement of government (public) and market (private) practices through educational efficiency and parental choice (Belfield and Levin 2002;Levin 2001Levin , 2010Murphy 1996;Zhan 2014). Usually, parents invest in private tutoring for their children's education, while exceptions are found in some countries.…”

Section: Discussionmentioning

confidence: 99%

“…Usually, parents invest in private tutoring for their children's education, while exceptions are found in some countries. For example, out-ofschool programs are provided by schools and invested by the government in South Korea (Zhan 2014). The efficiency of the school system improves by reaching the unreached and increasing access to education or developing learning outcomes through fostering competition (Watanabe 2015).…”

Section: Discussionmentioning

confidence: 99%

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Learning in the shadows: parents’ investments, family burden, and students’ workload in Dhaka, Bangladesh

Mahmud

2021

Asia Pacific Educ. Rev.

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Privatization, marketization, investment, and competition of education have become a global phenomenon with significant implications. While research on demand and patterns of shadow education are increasingly available across the world, very little is known about the scope of parents' investments, family burden, and students' workload. This paper focuses on shadow education in Dhaka, Bangladesh. Shadow education is defined as fee-based private supplementary tutoring that replicates the official school system. The study conducted on shadow education uses an explanatory sequential mixed methods design with quantitative data from questionnaires of 354 participants, involving students and parents, and qualitative data from interviews of 24 participants, including students, parents, and teachers. The aim of this paper is to examine how parents' investments in their children's private tutoring create high expectations and competition that bring financial burden to families in a disadvantaged society. It addresses the experiences of students' workloads due to extra lessons of several subjects in a day, exam preparation pressure, and parents' and peer pressures in the desire not to lag behind. It shows how students deal with time shortages for workloads from extra lessons and deprive themselves of sports and social activities, which are part and parcel of being a mentally, emotionally, and physically healthy human being. The study draws on the theories of educational privatization, competition, investment, and capability approach, which are then associated with the research contexts of this paper.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Learning in the shadows: parents’ investments, family burden, and students’ workload in Dhaka, Bangladesh

Mahmud

2021

Asia Pacific Educ. Rev.

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“…The provision of supplementary education is a contentious issue that presents a policy conundrum to national governments. State practices vary from attempts to curb the industry, through efforts to regulate it, or ignore its existence, to policies that legitimate the sector and seek to co-opt its benefits for the national good ( Choi and Cho, 2016 , Doherty and Dooley, 2018 , Yamato and Zhang, 2017 , Zhan, 2014 , Zhang and Bray, 2017 ). Their dilemma stems from the fact while on balance tuition is considered to increase human capital ( EEF, 2018 ), this efficacy comes at the cost of equality.…”

Section: Supplementary Education Economic Geographies and Covid-19mentioning

confidence: 99%

“…One ethical question that attracts surprisingly little attention in the supplementary education literature is whether private tutoring is actually needed (though this is a matter on which states have developed different standpoints ( Choi and Cho, 2016 , Doherty and Dooley, 2018 , Yamato and Zhang, 2017 , Zhan, 2014 , Zhang and Bray, 2017 ). The issue of need is an important one as while pre-pandemic supplementary education was seen to raise children’s attainment, intensive tuition was also judged to be detrimental to their psychological well-being ( EEF (Education Endowwment Foundation), 2018 , Kuan, 2018 ).…”

Section: Covid-19 and The Economic Geography Of Private Tuitionmentioning

confidence: 99%

Supplementary education and the coronavirus pandemic: Economic vitality, business spatiality and societal value in the private tuition industry during the first wave of Covid-19 in England

Pimlott‐Wilson

Holloway

2021

Geoforum

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This paper challenges geographers to examine the lucrative, but vastly understudied, global supplementary education sector (e.g. private tuition; learning centres; cram schools). It marks a break from research in Geographies of Education on locational, socio-cultural and political-economy issues, by concentrating directly on the economic geography of this metaphorically monikered ‘shadow education’ sector. Centred on the first wave of the coronavirus pandemic, the paper’s aim is to investigate the impact of COVID-19 on the economic vitality, business spatiality and societal value of private tuition in England. Methodologically, it utilises in-depth interviews with tutors providing one-to-one instruction in English, maths or science in the regionally-differentiated tuition market. The findings demonstrate business vitality was impacted: COVID-19 related disruption to schooling produced a profound economic shock for the tuition industry, though new opportunities also emerged from the crisis. Business spatiality was fundamentally rewritten, not only in terms of delivery but also as local markets became national ones. The social value of the industry was drawn into question, as the service was both vital and regressive in its distribution. In conclusion, the paper argues geographers of education must: (i) Embrace research on supplementary education in its own right and as it articulates with state education provision; (ii) Pursue economic analyses which consider both how markets work to produce unequal outcomes for potential consumers, and how they emerge as a space of educational entrepreneurship for those seeking to make a living; and (iii) Urgently examine how the coronavirus pandemic is rewriting processes across the education system.

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“…This is an important bottom-up approach wherein students, teachers and parents are free to express their opinions. Alternatively, Malaysia could adopt the hotline system that has been established at the Taipei Education Bureau and Consumer Protection Committee to receive complaints from the public relating to private tutoring issues and also to provide consultancy services to the public (Zhan, 2014).…”

Section: Malaysian Online Journal Of Educational Management (Mojem)mentioning

confidence: 99%

Private Tutoring in Malaysia: The Nexus Between Policy, People and Place

Kenayathulla¹,

Magaswari²

2017

MOJEM

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Private tutoring is becoming a common phenomenon in Malaysia. Unlike other countries in the world where private tutoring is banned, in Malaysia the government has legally allowed the teachers to tutor. Indeed, it has enforced various regulations to monitor the implementation of private tutoring. This research deployed qualitative methodology to investigate the existing policies and regulations governing private tutoring in Malaysia. The research involved documentary analyses; semi-structured interviews and observations. Semi structured interviews were conducted with 10 respondents including district education officers, principals, teachers and parents in Selangor and Kuala Lumpur. Additionally observations were also conducted in two private tuition centers in urban areas. The findings indicate that many regulations can be used to monitor the implementation of private tutoring policy. However, there needs to be a balance between regulatory control, self-regulation, consumer protection and education. This depends on the capacities and priorities of the government and the extent of collaboration between partners. In the Malaysian case, regulations exist for teachers as well as private tutoring centers; however, continuous monitoring is needed both at the school and district level. Partnerships with media, Teachers Associations and other educational departments are quite limited.

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The private tutoring industry in Taiwan: government policies and their implementation

Cited by 11 publications

References 16 publications

Learning in the shadows: parents’ investments, family burden, and students’ workload in Dhaka, Bangladesh

Learning in the shadows: parents’ investments, family burden, and students’ workload in Dhaka, Bangladesh

Supplementary education and the coronavirus pandemic: Economic vitality, business spatiality and societal value in the private tuition industry during the first wave of Covid-19 in England

Private Tutoring in Malaysia: The Nexus Between Policy, People and Place

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