SHADOW EDUCATION

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SHADOW EDUCATION

• PRIVATE TUTORING AND ITS IMPLICATIONS IN NINE
  POST-SOCIALIST COUNTRIES
• (supported by OSI)

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MONITORING OF PRIVATE TUTORING

• Key words equity, quality, transparency, and
  corruption
• Raising the issue reasons, scope, cost, ethics
• Policy recommendations
• Advocacy and follow-up

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APPROACH

• Focus on local expertise vs. foreign experts
• Supporting local think-tanks policy NGOs as new
  actors in policy processes
• Local capacity development
• How to design policy research
• How to write policy papers
• Advocacy skills

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PARTICIPATING COUNTRIES

• Eastern Europe (Poland, Slovakia, Lithuania)
• South East Europe (BH, Croatia)
• Caucasus (Azerbaijan, Georgia)
• Ukraine
• Mongolia

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DEFINITION

• Private tutoring (PT) refers to the tutoring in
  an academic subject which is provided by tutors
  for financial gain and which is additional to the
  provision by mainstream schooling (Bray, 1999)

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DIFFERENT FORMS OF PT

• One-on-one private tutoring offered by
  individuals
• Preparatory courses offered by institutions

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RESEARCH GOALS

• The scope of PT in the last phase of secondary
  education
• The context of PT (legal basis, policy decisions
  and educational environment)
• Impacts of the PT on equity, equal opportunities,
  and access issues in education
• PT related problems/issues
• Corruption and educational ethics
• Shadow education (hidden costs of public
  education)
• Quality of schooling mainstream

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METHODOLOGY

• Theoretical and descriptive analysis of the
  phenomenon of private tutoring and its
  educational, socio-economical implications
• National case studies (qualitative)
• Quantitative survey of 1st year students at
  universities (population A)
• 9000 students (9 countries)
• Quantitative survey of secondary school students
  (population B)
• 2000 students (4 countries)

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CONTEXT Factors driving the demand for private
tutoring

• Declining education quality - compensation to the
  poor quality of education in mainstreem schools
• Economic factors - low teacher salaries
• Changing examination systems help students to
  increase their competitive edge in the
  educational market
• Centralized school leaving (Slovakia, Croatia)
• Centralized university admission (Azerbaijan)
• School leaving/university entrance exams
  (Lithuania, Poland, Bosnia and Hercegovina)

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GENERAL CHARACTERISTICS OF PRIVATE TUTORING

• The scale of private tutoring
• 69 of students sampled reported having received
  some type of supplementary PT during the last
  grade of secondary school
• Over 80 in Azarbaijan and Georgia
• Less in Balkan countries and Slovakia
• Types of private tutoring
• Inwhole sample 39 received private tutoring
  lessons, 13 preparatory courses and 17 both
  types

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The scale of private tutoring by country (both
types of private tutoring)
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GENERAL CHARACTERISTICS OF PRIVATE TUTORING

• The intensity of PT
• In countries with higher proportions of students
  received tutoring the tutoring is more intense
  and students take tutoring classes for more
  subjects

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Findings
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GENERAL CHARACTERISTICS OF PRIVATE TUTORING

• The cost of private tutoring
• Azerbaijan, Georgia and Ukraine report spending
  highest proportions of income on private tutoring
  lessons in one subject
• In Azerbaijan the average private tutoring
  lessons in one subject cost approximately 4.3 of
  GDP per capita in contrast to Croatia where the
  cost is approximately 0.9 GDP per capita

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SOCIAL AND EDUCATIONAL IMPLICATIONS

• The impact on mainstreem schooling
• Positive PT may increase motivation for
  learning
• Negative PT may disturbe the dinamics of
  teaching and learning in mainstreem schooling and
  disrupt school curricula
• Social inequalities
• 41 of students who estimated their family
  welfare as above the average used PT compared
  with 28 of students who indicated that their
  family welfare was bellow the average
• 70 of students belive that students of wealthy
  parents can hire better tutors
• PT is more widespread in urban areas and among
  students whose parents have higher education

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SOCIAL AND EDUCATIONAL IMPLICATIONS

• Corruption in education
• Two types of unethical use of private tutoring
• compulsory private tutoring explicitly offered
  by school teachers to their own students
• referral system of potential tutees among
  teachers from different schools

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RECOMMENDATIONS

• Raising public awareness about the phenomenon of
  private tutoring
• Regulating private tutoring to reduce corruption
  and inequities
• Ensuring adequate salaries for teachers
• Initiating public debate on the phenomenon of
  private tutoring

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Findings
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Findings