WHAT ARE THEY BUYING IN PRIVATE TUITION? MICRO-LEVEL PERSPECTIVE ON THE PRACTICE OF PRIVATE TUITION BY GRADE 9 STUDENTS IN KALE TOWNSHIP, MYANMAR

Kam Tung Tuang Suante

Abstract


Private tuition is the practice of academic teaching and learning from outside of the school hour with a fee but a few studies acknowledged what private tuition provides to the receivers beyond the teaching of academic subjects. In this study, the data were subtracted from 1119 Grade 9 students’ survey reports and 18 interviewees’ responses from Kale Township, Myanmar. The study revealed 88% the students receive different forms of private tuition and 69.1% of them are in private boarding tuition. Besides, it highlighted students got supportive services for their learning in private tuition in addition to the academic teachings. 

 

Article visualizations:

Hit counter

DOI

Keywords


private tuition, private tutoring, shadow education, Myanmar, learning environment, high school

References


Bray, M. (2009). Confronting the shadow education system: What government policies for what private tutoring? Paris, UNESCO: International Institute for Educational Planning.

Bray, M., & Kwo, O. (2014). Regulating private tutoring for public good: policy options for supplementary education in Asia. The Hong Kong University; comparative Education Research Centre. https://doi.org/10.1080/02188791.2014.961629

Bray, M., & Kwo, O. (2015). Designing and implementing mixed approaches to shadow education research: Experiences and lessons in Hong Kong. In M. Bray, O. Kwo, & B. Jokić (Eds.). Researching private supplementary tutoring: Methodological lessons from diverse cultures (p.3). The University of Hong Kong: Comparative Education Research Centre (CERC), The University of Kong Kong, and Dordrecht: Springer. ©CERC

Bray, M., Kwo, O., & Jokić, B. (2015). Researching private supplementary tutoring methodological lessons from diverse cultures. The University of Hong Kong: Comparative Education Research Centre (CERC), The University of Kong Kong, and Dordrecht: Springer. ©CERC

Bray, M., & Lykins, C. (2012). Shadow education: Private supplementary tutoring and its implications for policy makers in Asia. Emerging Trends in the Social and Behavioral Sciences. https://doi.org/10.1007/s11159-012-9324-2

Cayubit, R. F. O., Castor, J. Y. S., Divina, E. J. S., Francia, R. M. S., Nolasso, R. T. P., Villamiel, A. J. E., Viloria, A. I. S., & Zarraga, M. T. G. (2014). A Q analysis on the impact of shadow education on the academic life of high school students. Psychological Studies, 59 (3), 252-259. doi: 10.1007/s12646-014-0260-z

Cheo, R., & Quah, E. (2005). Mothers, maids and tutors: An empirical evaluation of their effect on children’s academic grades in Singapore. Education Economics, 13(3), 269-285. doi: 10.1080/09645290500073746

Dang, H., & Rogers, F. H. (2008). How to interpret the growing phenomenon of private tutoring: Human capital deepening, Inequality increasing, or waste of resources? World Bank Research Observer, 23(2), 161-200. doi: 10.1093.wbro.lkn004

Davies, S., Quirke, L., & Aurini, J. (2006). The new institutionalism goes to the market: The challenge of rapid growth in private K-12 education. In H. Meyer & B. Rowan (Eds.). The new institutionalism in education. State University of New York Press, Albany.

Gibson, S. (1992). Non-government expenditure on education. Working Paper Series: No. 4.3. Education Sector Study Project. Yangon: Myanmar Education Research Bureau. Retrieved in 30 September, 2016 from http://unesdoc.unesco.org/images/0014/001440/144024eo.pdf

Ireson, J., & Rushforth, K. (2011). Private tutoring at transition points in the English education system: its nature, extent and purpose. Research Papers in Education, 26(1), 1-19. doi: 10.1080/02671520903191170

Jheng, Y.-J. (2015). The influence of private tutoring on middle-class students’ use of in class time in formal schools in Taiwan. International Journal of Educational Development, 40, 1–8. https://doi.org/10.1016/j.ijedudev.2014.11.019

Kobakhidze, M. N. (2014). Corruption risks of private tutoring: case of Georgia. Asia Pacific Journal of Education, 34(4), 455-475. doi: 10.1080/02188791.2014.963506

Lee, S. K. (2014). Shadow education in the southeast of South Korea: Mothers’ experiences and perspectives of shadow education (Doctoral Dissertation). Available from ProQuest Dissertations and Theses Database. (UMI No. 3643637).

Lee, C. J., Lee, H., & Jang, H. M. (2010). The history of policy responses to shadow education in South Korea: Implications for the next cycle of policy responses. Asia Pacific Education Review, 11(1), 97–108. https://doi.org/10.1007/s12564-009-9064-6

MOE (2017). အစိုးရသစ် သက်တမ်းတစ်နှစ်တာအတွင်း ပညာရေးဌာန၏ ဆောင်ရွက်ချက်များ [Educational development of newly government within one year]. Retrieved in 4 April, 2017 from http://www.moe.gov.mm/content?q=content/

National Curriculum Review in Myanmar (2013). Technical input for CESR working group. JICA Study Team; Pyuichi Sagiyama, Curriculum and textbook specialist. PADECO Co., Ltd. Retrieved from http://www.cesrmm.org/index.php/en/documents/category/17-basic-education?download=31:cesrphase1nationalcurriculum-final1jica

National EFA Review Report (2014). Education for All 2015 National Review Report: Myanmar. The Government of the Republic of the Union of Myanmar: Ministry of Education.

Paviot, L., Heinsohn, N., & Korkman, J. (2008). Extra tuition in Southern and Eastern Africa: Coverage, growth, and linkages with pupil achievement. International Journal of Educational Development, 28(2), 149–160. https://doi.org/10.1016/j.ijedudev.2007.02.003

Silova, I. (2010). Private tutoring in Eastern Europe and Central Asia: policy choices and implications. Compare: A Journal of Comparative and International Education, 40 (February 2016), 327–344. https://doi.org/10.1080/03057920903361926

Stevenson, D. L., & Baker, D. P. (1992). Shadow education and allocation in formal schooling: transition to university in Japan. The American Journal of Sociology, 97(6), 1639–1657.

Thapa, A. (2011). Does private school competition improve public school performance? The case of Nepal (Doctoral Dissertation, Columbia University, USA). Retrieved from https://academiccommons.columbia.edu/catalog/ac:132305

Thein, P. (2015). ပညာရေးအသုံးစရိုတ် ထပ်မံတိုးမြှင့်မည် [Expenditure for education will uplift]. 7daydialy News, No.744. Retrieved in 21 September, 2016 from http://www.7daydaily.com/story/37968

Tun, N. L., & Hlaing, Z. M. (2015). အစိုးရကျောင်း၊ကိုယ်ပိုင်ကျောင်းနှင့် အင်တာနေရှင်နယ်ကျောင်းရွေးချယ်မှု [The choice for public school, private school, or international school]. 7daydaily News, 14 (8). Retrieved in 21 September, 2016 from http://www.7daydaily.com/story/36259

Zhang, W. (2013). Private supplementary tutoring received by grade 9 students in Chongqing, China: determinants of demand, and policy implications [Doctoral Dissertation]. University of Hong Kong, Pokfulam, Hong Kong SAR. http://dx.doi.org/10.5353/th_b5177326

Zhang, W., & Bray, M. (2016). Micro-neoliberalism in China: public-private interactions at the confluence of mainstream and shadow education. Journal of Educational Policy, 1-19. doi:10.1080/02680939.2016.1219769

Zhang, Y., & Liu, J. (2016). The effectiveness of private tutoring in China with a focus on class-size. International Journal of Education, 46, 35-42. doi: 10.1016/j.ijedudev.2015.11.006

Zheng, P. (2015). The relationship between shadow education and mathematics achievement in the United States and China (Shanghai) (Master Thesis). Available from ProQuest Dissertations and Theses Database. (UMI No. 1594796).




DOI: http://dx.doi.org/10.46827/ejes.v0i0.865

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Kam Tung Tuang Suante

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).