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Article: Accountability and (mis)trust in education systems: Private supplementary tutoring and the ineffectiveness of regulation in Myanmar

TitleAccountability and (mis)trust in education systems: Private supplementary tutoring and the ineffectiveness of regulation in Myanmar
Authors
Issue Date2020
PublisherWiley-Blackwell Publishing Ltd. The Journal's web site is located at http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1465-3435
Citation
European Journal of Education: research, development and policies, 2020, v. 55 n. 3, p. 361-375 How to Cite?
AbstractPrivate supplementary tutoring, widely known as shadow education, has been viewed by many families around the world as a necessary complement to schooling. The present paper focuses on Myanmar, and draws on questionnaire and interview data from secondary school students, teachers, principals, parents and other stakeholders. Parents displayed institutional mistrust in their perception of inadequacy of schooling to meet their children’s needs. Organisational and interpersonal mistrust were also evident. The matters of mistrust relate to the theme of accountability in education, which requires systems for regulation and monitoring. The regulations on tutoring in Myanmar were widely ignored and were arguably worse than useless. The paper is grounded in the Myanmar context, but has considerable insights for the wider literature.
Persistent Identifierhttp://hdl.handle.net/10722/286093
ISSN
2023 Impact Factor: 2.8
2023 SCImago Journal Rankings: 0.971
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorLiu, J-
dc.contributor.authorBray, M-
dc.date.accessioned2020-08-31T06:59:00Z-
dc.date.available2020-08-31T06:59:00Z-
dc.date.issued2020-
dc.identifier.citationEuropean Journal of Education: research, development and policies, 2020, v. 55 n. 3, p. 361-375-
dc.identifier.issn0141-8211-
dc.identifier.urihttp://hdl.handle.net/10722/286093-
dc.description.abstractPrivate supplementary tutoring, widely known as shadow education, has been viewed by many families around the world as a necessary complement to schooling. The present paper focuses on Myanmar, and draws on questionnaire and interview data from secondary school students, teachers, principals, parents and other stakeholders. Parents displayed institutional mistrust in their perception of inadequacy of schooling to meet their children’s needs. Organisational and interpersonal mistrust were also evident. The matters of mistrust relate to the theme of accountability in education, which requires systems for regulation and monitoring. The regulations on tutoring in Myanmar were widely ignored and were arguably worse than useless. The paper is grounded in the Myanmar context, but has considerable insights for the wider literature.-
dc.languageeng-
dc.publisherWiley-Blackwell Publishing Ltd. The Journal's web site is located at http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1465-3435-
dc.relation.ispartofEuropean Journal of Education: research, development and policies-
dc.rightsPreprint This is the pre-peer reviewed version of the following article: [FULL CITE], which has been published in final form at [Link to final article using the DOI]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. Postprint This is the peer reviewed version of the following article: [FULL CITE], which has been published in final form at [Link to final article using the DOI]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.-
dc.titleAccountability and (mis)trust in education systems: Private supplementary tutoring and the ineffectiveness of regulation in Myanmar-
dc.typeArticle-
dc.identifier.emailBray, M: mbray@hkucc.hku.hk-
dc.identifier.authorityBray, M=rp00888-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1111/ejed.12409-
dc.identifier.hkuros313146-
dc.identifier.volume55-
dc.identifier.issue3-
dc.identifier.spage361-
dc.identifier.epage375-
dc.identifier.isiWOS:000596019700006-
dc.publisher.placeUnited Kingdom-
dc.identifier.issnl0141-8211-

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