Analysing the Shadows: Private Tutoring as a Descriptor of the Education System in Georgia

Abstract

During the past decade Georgia has received strong international support for education reform, and it represents an interesting case by which the effectiveness of particular interventions in the region can be assessed. Most attempts to analyse progress within the system have so far been concentrated on two aspects of formal education: private and public schools. This article analyses the dynamics of change from a different angle, and focuses attention on a third important, but shadow aspect of the education system: supplementary private tutoring. A representative survey of parents of school-age children and university entrants describes the scope, drivers and effects of private tutoring in Georgia. These findings are then used to analyse the effectiveness of the system in terms of the criteria of quality and equity.

The impact of shadow education on student academic achievement: Why the research is inconclusive and what can be done about it

“…In line with much existing literature (e.g., Bray 1999;Bregvadze 2012;Lee et al 2009;Silova 2009;Silova et al 2006), the definition of private supplementary tutoring adopted by this paper has three components. First, the adjective private indicates that the tutoring is provided in exchange for a fee.…”

Emerging from the shadow: a comparative qualitative exploration of private tutoring in Eurasia

“…Furthermore, while both Croatia and Estonia have experienced a growth in enrolment, there was a decline in the percentage of the eligible cohort entering tertiary education in Georgia. This is in contrast to previous evidence from Azerbaijan and Georgia, which indicates that the growth in the number of places in tertiary education is not parallel to the growth in the interest of potential students Bregvadze, 2012). In light of the rising demand for tertiary education and the fact that the number of subsidised (state-financed) places available in all five countries is limited, it is not surprising that admission to tertiary education represents a key competitive point within each educational system.…”

Academic Performance of Students: the Effect of Class Room Level Factors and Private Tutoring

“…For example, in countries like Canada, Hong Kong, Japan, Singapore, the United Kingdom and the United States of America [4,5,6] display a remarkable growth rate in PT. The volume of PT is ranging from 30 to 90 percent worldwide [2,3,7]. When observing the general features of PT it can be noted that students with higher socio-economic status tend to spent more time and money on PT than students with lower socio-economic status [8].…”

“…Irrespective of the school grade, from junior secondary to senior secondary level most of the school children tend to attend private tuition classes in addition to day to day schooling. The intensity of PT is gradually increasing when students get promoted to higher school levels [7]. Students in senior secondary level (grades 12 and 13) tend to attend private tuition classes rather than attending the formal school sessions during the terms of tertiary education entrance exams.…”