Examination for elimination

Nawani, Disha

doi:10.4324/9781315107929-6

Cited by 6 publications

(9 citation statements)

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“…Overall, teachers' abilities have been reported to be evaluated quantitatively, such as by the regularity of attendance, number of days taken to finish the curriculum and complete the necessary paperwork for maintaining records, in-service training sessions attended, and students' marks on internal and board exams (Nawani, 2017;Ramachandran et al, 2005).…”

Section: Complementarymentioning

confidence: 99%

Variegated Roles of and Relationships Between Private Tutoring and Schooling: Insights From the State of Maharashtra, India

Bhorkar

2023

ECNU Review of Education

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Purpose The relationship between private tutoring (PT) and mainstream education is among the complex themes characterizing PT discourses in the literature. This study examined the complications of practices and processes in tutoring and schooling to elucidate different roles played by PT and its relationship with mainstream education. Design/Approach/Methods This study used qualitative data from a diverse set of 37 PT providers from the State of Maharashtra, India, to delineate their roles and explore their relationship with schooling in this context. Findings The classification of PT providers’ roles into complementary, accommodating, competing, and substitutive ones demonstrated a diverse range of relationships between PT and mainstream education. Further analysis showed that these relationships are dynamic in nature, and the boundaries between them are blurred. Originality/Value Research in the field of PT has been consistently pointing toward a perplexing mixture of positive and negative outcomes resulting from its relationship with mainstream education. This study transcended the positive vis-à-vis negative binary approach by contributing to the deeper understanding of PT relationships. Furthermore, it exemplified how future studies can disentangle the complexities of such relationships by deploying flexible, context-specific theoretical approaches.

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Section: Complementarymentioning

confidence: 99%

Variegated Roles of and Relationships Between Private Tutoring and Schooling: Insights From the State of Maharashtra, India

Bhorkar

2023

ECNU Review of Education

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“…Further, teachers are widely reported to be disempowered both in their classrooms and within the overall education ecosystem (Kumar, 2005). In the classroom, the teachers' pedagogical processes are largely dictated by the government's expectation to strictly adhere to curricular and examination demands (Anand, 2023;Nawani, 2017;Ramachandran et al, 2005). Within the larger educational context, teachers' requirement to maintain records pertaining to the accountability mechanisms and school data management systems have been reported to have further reduced their autonomy (Sarangapani, 2020;Sayed et al, 2020).…”

Section: Background Context and Literature Reviewmentioning

confidence: 99%

“…These PT providers commented on aligning their teaching-learning processes to meet the gap left by the misalignment between such demands and what schools actually deliver. With its centrality around examinations, the larger system requires students to secure high scores for them to be able to progress onto their coveted higher education path (Nawani, 2015(Nawani, , 2017. Even those without such aspirational goals need to pass either the secondary or higher secondary school examination to pursue a vocational diploma or degree (Kumar, 2009).…”

Section: Influence Of Schools On Teaching-learning Processes In Pt Ce...mentioning

confidence: 99%

“…Asimismo, se indica de forma generalizada que los docentes carecen de poder, tanto en las aulas como en el ecosistema educativo en general (Kumar, 2005). En las clases, los procesos pedagógicos que dirigen los docentes vienen dictados mayoritariamente por las expectativas gubernamentales de una adherencia estricta a las exigencias curriculares y de los exámenes (Anand, 2023;Nawani, 2017;Ramachandran et al, 2005). En un contexto educativo más amplio, se señala que el requerimiento de que los docentes mantengan registros vinculados a determinados mecanismos de rendición de cuentas y a los sistemas de gestión de datos escolares ha socavado aún más su autonomía (Sarangapani, 2020;Sayed et al, 2020).…”

Section: Antecedentes Contextuales Y Revisión De La Literaturaunclassified

“…Estos proveedores comentaron el ajuste de sus procesos de enseñanza-aprendizaje para llenar el vacío dejado por la falta de alineamiento entre esas exigencias y lo que las escuelas ofrecen en realidad. Centrado en los exámenes, el sistema educativo general requiere que los estudiantes logren puntuaciones altas para poder acceder a la vía de educación universitaria deseada (Nawani, 2015(Nawani, , 2017. Incluso aquellos sin grandes aspiraciones y objetivos necesitan aprobar los exámenes de secundaria para cursar un diploma vocacional o un grado universitario (Kumar, 2009).…”

Section: Influencia De Los Centros Escolares En Los Procesos De Enseñ...unclassified

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Teaching-learning dynamics between schools and tutoring centres in India: a virtuous or vicious cycle? (Las dinámicas de enseñanza-aprendizaje en los centros escolares y los centros de tutorías privadas en la India: ¿ciclo virtuoso o ciclo vicioso?)

Bhorkar

2023

Journal for the Study of Education and Development: Infancia y

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Unpacking the linkages between mainstream education and private tutoring is fundamental for advancing knowledge on tutoring's implications for learners and systems of learning. This paper explores the micro-processes of teaching-learning at schools and tutoring centres to provide a nuanced understanding of the dynamics between them, in the context of India. Using qualitative data from lesson observations, interviews and focus group discussions with 85 participants, the paper explicates the teaching-learning processes in these two settings. The findings and analysis illuminate how actors in one setting shape their responses based on their perceptions of the other, thus influencing their pedagogical practices. The cyclic nature of the resulting dynamics highlights the negative implications for mainstream education in terms of undermining the implementation of progressive pedagogical reforms and inhibiting the need for systemic interventions to resolve incongruities and misalignments within the larger education system. This could result in a potentially vicious feedback loop. The non-binary exploration of this feedback loop has wider global relevance in terms of the nuances added to the theme of private tutoring's negative outcomes. RESUMENDesentrañar las interconexiones entre la educación convencional y las tutorías privadas es esencial para avanzar en nuestro conocimiento de las implicaciones de las tutorías para los estudiantes y los sistemas de aprendizaje. En este artículo se exploran los micro procesos de enseñanza-aprendizaje en las escuelas y en los centros de aprendizaje para facilitar un conocimiento matizado de las dinámicas entre ambos, en el contexto de la India. Mediante datos cualitativos de las observaciones de las clases, entrevistas y discusiones grupales focales con 85 participantes, este artículo explica los procesos de enseñanza y aprendizaje en ambas ARTICLE HISTORY

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Linguistic Diversity and Marginality in South Asia

Agnihotri¹

2019

Handbook of Education Systems in South Asia

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Examination for elimination

Cited by 6 publications

References 0 publications

Variegated Roles of and Relationships Between Private Tutoring and Schooling: Insights From the State of Maharashtra, India

Variegated Roles of and Relationships Between Private Tutoring and Schooling: Insights From the State of Maharashtra, India

Teaching-learning dynamics between schools and tutoring centres in India: a virtuous or vicious cycle? (Las dinámicas de enseñanza-aprendizaje en los centros escolares y los centros de tutorías privadas en la India: ¿ciclo virtuoso o ciclo vicioso?)

Linguistic Diversity and Marginality in South Asia

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