File Download
  Links for fulltext
     (May Require Subscription)
Supplementary

Article: Private subtractory tutoring: The negative impact of shadow education on public schooling in Myanmar

TitlePrivate subtractory tutoring: The negative impact of shadow education on public schooling in Myanmar
Authors
KeywordsMyanmar
private supplementary tutoring
public education
shadow education
Issue Date2020
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/ijedudev
Citation
International Journal of Educational Development, 2020, v. 76, article no. 102213 How to Cite?
AbstractAn expanding literature focuses on the so-called shadow education system of private supplementary tutoring, and contributes to understandings of the nexus between in-school and out-of-school learning. This paper, contextualised in broader literature, draws on questionnaire and interview data from students, teachers, principals, parents and other stakeholders in Myanmar, and observes that shadow education may subtract as well as supplement. For some decades, public education in Myanmar has suffered from financial stringency, large classes, and overloaded curriculum. Students and their families have sought private tutoring, particularly from public school teachers, to supplement school education; and teachers and other providers have welcomed the revenue that they can earn. As a result, private tutoring has become embedded in the lives of many students and teachers, and has consumed time and energy supposed to be spent on school education. However, the private tutoring has also helped to keep the school system running.
Persistent Identifierhttp://hdl.handle.net/10722/294595
ISSN
2023 Impact Factor: 2.8
2023 SCImago Journal Rankings: 0.899
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorLiu, J-
dc.contributor.authorBray, M-
dc.date.accessioned2020-12-08T07:39:11Z-
dc.date.available2020-12-08T07:39:11Z-
dc.date.issued2020-
dc.identifier.citationInternational Journal of Educational Development, 2020, v. 76, article no. 102213-
dc.identifier.issn0738-0593-
dc.identifier.urihttp://hdl.handle.net/10722/294595-
dc.description.abstractAn expanding literature focuses on the so-called shadow education system of private supplementary tutoring, and contributes to understandings of the nexus between in-school and out-of-school learning. This paper, contextualised in broader literature, draws on questionnaire and interview data from students, teachers, principals, parents and other stakeholders in Myanmar, and observes that shadow education may subtract as well as supplement. For some decades, public education in Myanmar has suffered from financial stringency, large classes, and overloaded curriculum. Students and their families have sought private tutoring, particularly from public school teachers, to supplement school education; and teachers and other providers have welcomed the revenue that they can earn. As a result, private tutoring has become embedded in the lives of many students and teachers, and has consumed time and energy supposed to be spent on school education. However, the private tutoring has also helped to keep the school system running.-
dc.languageeng-
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/ijedudev-
dc.relation.ispartofInternational Journal of Educational Development-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.subjectMyanmar-
dc.subjectprivate supplementary tutoring-
dc.subjectpublic education-
dc.subjectshadow education-
dc.titlePrivate subtractory tutoring: The negative impact of shadow education on public schooling in Myanmar-
dc.typeArticle-
dc.identifier.emailBray, M: mbray@hkucc.hku.hk-
dc.identifier.authorityBray, M=rp00888-
dc.description.naturepostprint-
dc.identifier.doi10.1016/j.ijedudev.2020.102213-
dc.identifier.scopuseid_2-s2.0-85085662855-
dc.identifier.hkuros320424-
dc.identifier.volume76-
dc.identifier.spagearticle no. 102213-
dc.identifier.epagearticle no. 102213-
dc.identifier.isiWOS:000540697900009-
dc.publisher.placeUnited Kingdom-
dc.identifier.issnl0738-0593-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats