Formal schooling and private tutoring: valuesembedded in the curriculum in China

Abstract

This study aims at finding out values in the curriculum of formal schooling and private tutoring in China’s context. Value is an important component of education. As schools’ values have great influence on students’ developing values, it is significant to study values experienced by students in both formal schooling and private tutoring. The present study adopts a qualitative research method with case studies of two secondary students who go to both public formal schools at weekdays and private tutorial institutes at weekends in Guangzhou, China. Data collection consists of documents and interviews.

The present study identifies and analyzes stated values in the curriculum of both formal schooling and private tutoring and values perceived by students. Comparison between these two educational systems is drawn. Also, comparison between stated values and perceived values are being made.

Distinctive differences in values between formal schooling and private tutoring are identified as collectivism vs. individualism, curriculum for moral education vs. nil curriculum for moral education, and non-consumerism vs. consumerism. The two systems also share similar values such as quality and efficiency on teaching and learning and success on scores. There are some gaps between what educational institutes claim and what students perceive in practice. They are all-round development vs. all-subject development on exam success, student-centre development vs. economic efficiency and aspirations in life vs. success in realistic world. The findings suggest a need to rethink the educational aims in an era of transformation in China.