Household expenditures on private tutoring: emerging evidence from Malaysia

Kenayathulla, Husaina Banu

doi:10.1007/s12564-013-9289-2

Cited by 33 publications

(20 citation statements)

References 16 publications

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“…This growing trend in achievement gap between children from less and more affluent families may be in part a result of differences in parental investment in children's learning experience. A recent study, for example, found that high-income households in Malaysia spend more money on their children's private tutoring (Kenayathulla 2013). Research on trends and patterns of parenting practices and family investment in children's education and development between high SES and low SES families can enhance our understanding of the changing socioeconomic achievement gaps; we plan to explore such issues in future work.…”

Section: Discussionmentioning

confidence: 99%

Patterns and trends in achievement gaps in Malaysian Secondary Schools (1999–2011): gender, ethnicity, and socioeconomic status

Saw

2015

Educ Res Policy Prac

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Educational inequality is a highly debated yet empirically understudied topic in Malaysia. This paper examines the patterns and trends of academic achievement gaps by student social groups in Malaysia, drawing upon nationally representative data for the most recent four cohorts (1999, 2003, 2007, and 2011) of eighth-grade Malaysian students from the Trends in International Mathematics and Science Study. Results show that while the achievement gaps by gender (female vs. male) and ethnicity (Malay vs. non-Malay) existed at various time points and have changed over time, the magnitudes of change were small. Most alarmingly, the achievement gaps both in math and in science between students from high and low socioeconomic families have rapidly widened and became more prominent than gender and ethnicity gaps in recent years. If this trend continues, it will have dire consequences for economic equality and social stability in the society. To reduce educational achievement gaps, policymakers and educators should play a more active role in supporting academically disadvantaged students, especially those who are from underprivileged backgrounds.

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Section: Discussionmentioning

confidence: 99%

Patterns and trends in achievement gaps in Malaysian Secondary Schools (1999–2011): gender, ethnicity, and socioeconomic status

Saw

2015

Educ Res Policy Prac

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“…But, they still try their best to send their children to the best tutor that they can afford. In addition, non-profit organizations such as the Parents Teachers Associations also co-sponsor private tutoring classes (Kenayathulla, 2013). For providers of private tutoring, this is the opportunity to earn additional income.…”

Section:  Diversity Of View Pointsmentioning

confidence: 99%

“…Access to tutoring centers is limited in rural areas. Private tutoring is less common among rural communities (Kenayathulla, 2013). In rural areas, informal tutoring classes are commonly arranged by school authorities or parent teacher associations.…”

Section: Places As the Main Component Of Private Tutoring Policy Implmentioning

confidence: 99%

“…Tutoring can be conducted in private tuition centers, individualized or small group tutoring in a teacher's home or a student's home (Kenayathulla, 2013). Increasingly, there have been online tutoring programs such as the Score A program recognized by the Malaysian Ministry of Education.…”

Section: Introductionmentioning

confidence: 99%

“…Private tutoring has become a commonly rooted practice in Malaysia. Parents often view private tutoring as an avenue for enabling their children to excel in examinations (Kenayathulla, 2013). This has enforced various regulations to monitor the implementation of private tutoring.…”

Section: Introductionmentioning

confidence: 99%

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Private Tutoring in Malaysia: The Nexus Between Policy, People and Place

Kenayathulla¹,

Magaswari²

2017

MOJEM

Self Cite

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Private tutoring is becoming a common phenomenon in Malaysia. Unlike other countries in the world where private tutoring is banned, in Malaysia the government has legally allowed the teachers to tutor. Indeed, it has enforced various regulations to monitor the implementation of private tutoring. This research deployed qualitative methodology to investigate the existing policies and regulations governing private tutoring in Malaysia. The research involved documentary analyses; semi-structured interviews and observations. Semi structured interviews were conducted with 10 respondents including district education officers, principals, teachers and parents in Selangor and Kuala Lumpur. Additionally observations were also conducted in two private tuition centers in urban areas. The findings indicate that many regulations can be used to monitor the implementation of private tutoring policy. However, there needs to be a balance between regulatory control, self-regulation, consumer protection and education. This depends on the capacities and priorities of the government and the extent of collaboration between partners. In the Malaysian case, regulations exist for teachers as well as private tutoring centers; however, continuous monitoring is needed both at the school and district level. Partnerships with media, Teachers Associations and other educational departments are quite limited.

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Human Trafficking and Exploitation in Southeast Asia: Applying AsianCrit to Context, Policy, and Educational Possibilities

Lemke,

Hna

2024

The Palgrave Handbook on Modern Slavery

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Household expenditures on private tutoring: emerging evidence from Malaysia

Cited by 33 publications

References 16 publications

Patterns and trends in achievement gaps in Malaysian Secondary Schools (1999–2011): gender, ethnicity, and socioeconomic status

Patterns and trends in achievement gaps in Malaysian Secondary Schools (1999–2011): gender, ethnicity, and socioeconomic status

Private Tutoring in Malaysia: The Nexus Between Policy, People and Place

Human Trafficking and Exploitation in Southeast Asia: Applying AsianCrit to Context, Policy, and Educational Possibilities

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