Shadow Education

Hom nay hoc mon "Nghien cuu giao duc dai hoc" nhung ma ca buoi chi thao luan ve "shadow education", "cram schools", "Private tutoring"  and "buxiban" ( tieng Trung). Thay chu de nay cung muon viet mot bai ve van de quan ly day them - hoc them o VN, co le bai hoc cua Dai Loan la gan gui voi VN nhat. Nhat dinh se viet bai nay...

Mot so tai lieu tham khao

http://unesdoc.unesco.org/images/0018/001851/185106ben.pdf

http://unesdoc.unesco.org/images/0018/001851/185106e.pdf

http://www.nesse.fr/nesse/activities/reports/the-challenge-of-shadow-education-1

http://ganjalyanyura.wordpress.com/2012/11/02/mark-brays-book-confronting-the-shadow-education-system-what-government-policies-for-what-private-tutoring/

http://www.manilatimes.net/index.php/news/top-stories/26180-shadow-education-booming-in-asia

‘Shadow education’ booming in Asian 

Published on 05 July 2012, Written by Mayvelin U. Caraballo

Policy makers across Asia should think of ways to ensure that the private tutoring industry or “shadow education” works with, not against, the mainstream education system, a new report produced by the Asian Development Bank (ADB) and the Comparative Education Research Center (CERC) at the University of Hong Kong said on Wednesday.

The report said that the booming shadow education is less about remedial help for students and much more about competition and creation of differentials. It added that in Asia, this type of education may also dominate the lives of young people and their families, maintain and exacerbate social inequalities, divert needed household income into an unregulated industry, and create inefficiencies in education systems.

“Shadow education is expanding at an alarming rate. It is already most extensive in the Asian region, and increasing proportions of household income are being spent on private tutoring,” said Jouko Sarvi, practice leader for education in ADB’s Regional and Sustainable Development Department.

Moreover, the report added that costs associated with shadow education are staggering. 

It cited cases in Pakistan, where expenditures on tutoring per child averaged an equivalent of $3.40 a month in 2011, a significant amount considering 60 percent of Pakistan’s population lives on less than $2 per day. 

In Hong Kong, the business of providing private tutoring to secondary schools reached $255 million in 2011, while Japanese families spent a whopping $12 billion in 2010 on private tutoring.

Furthermore, the report revealed that the demand for private tutoring is partly driven by negative perceptions of traditional schooling and the belief that extra lessons are essential for academic success. 

However, it added that private tutoring is not always effective in raising academic achievement; and in some schools students commonly skip classes or sleep through lessons because they are tired after excessive external study. This means that the shadow system can make regular schooling less efficient.

The report also noted that some teachers are also focusing more on private lessons than regular classes, leading to another cause of inefficiency. 

“This can lead to corruption when teachers deliberately teach less in their regular classes in order to promote the market for private lessons,” it said. 

“Policy makers would be wise to look at why parents feel they need to engage private tutors,” said CERD director professor Mark Bray, who co-authored the report with Chad Lykins.

The report urged policy makers across the region to take a closer look at how shadow education affects family budgets, children’s time, and national education systems. Policy makers should then design regulations to protect consumers while focusing on improvement in mainstream schools in order to reduce the need for private lessons.