Regulating teacher-provided private supplementary tutoring in Azerbaijan : challenges and possible responses / y Mehpara Ahmadova

Abstract

The growing scale of shadow education, particularly teacher-provided private supplementary tutoring, led to diverse implications for educational, social and economic areas during the last two decades in Azerbaijan. Nevertheless, it remained out of attention of the Azerbaijani government’s policy for a long time. Using data from interviews with 16 representatives of major stakeholders (parents, teachers, principals, and policymakers) and analysis of policy documents, this study attempts to understand how the Azerbaijani government approaches the matter, what the challenges of regulation are, and how these stakeholders see the effective governmental response. The classification of basic policy scenarios suggested by M. Bray and O. Kwo is used for identification of present and preferred governmental response. The findings reveal that laissez faire is the government’s present approach, yet the stakeholders would like to see shadow education regulated and controlled.