Konferencijos

Būdienė, Virginija

doi:10.15388/actpaed.2009.22.3058

Cited by 1 publication

(3 citation statements)

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“…Lithuania also has a system of gymnasiums, which were reintroduced in the 1990s after the country regained its independence. The gymnasiums take the best and most motivated students and teachers, and their reintroduction fueled the demand for private tutoring (Būdienė & Zabulionis, 2006; MOSTA, 2014).…”

Section: Actors Purposes and Approachesmentioning

confidence: 99%

“…Most obviously, it risks the temptation for teachers to reduce the effort they put into their normal duties in order to increase demand for their services outside school hours (Jayachandran, 2014). This has certainly been considered a problem in Lithuania (Būdienė & Zabulionis, 2006, p. 216). In addition to undermining the quality of mainstream schooling, the system may also lead to elements of favoritism.…”

Section: Actors Purposes and Approachesmentioning

confidence: 99%

“…Families in Eastern Europe have faced more dramatic economic transitions than their counterparts in Western Europe and have become used to the idea that education has become to some extent a marketable commodity like many other components of daily life. Thus in Lithuania, for example, the respondents surveyed by Būdienė and Zabulionis (2006, p. 231) felt that ideally the education system should be such that nobody would need private supplementary tutoring; but they also recognized that realities had changed since the Communist era and that the market-driven economy included education as well as other sectors.…”

Section: Implications For Policymakersmentioning

confidence: 99%

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Shadow Education in Europe: Growing Prevalence, Underlying Forces, and Policy Implications

Bray

2020

ECNU Review of Education

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Purpose: Private supplementary tutoring, widely known as shadow education, has long been visible in East Asia, and now has spread to other parts of the world including Europe. This article maps the phenomenon, showing variations within Europe and analyzing its growth, underlying forces, and policy implications. Design/Approach/Methods: The article assembles a regional picture from available national sources. It focuses on the 28 members of the European Union. Findings: Within Europe, four subregions may be identified. Most prominent for the longest duration has been Southern Europe, pushed by political forces and cultural factors. In Eastern Europe, shadow education became prominent following the collapse of the Soviet Union and accompanying economic and social structures during which teachers and others had to earn extra incomes. In Western Europe, the advent of marketization alongside government schooling has fueled the growth of shadow education. Only in Northern Europe does shadow education remain modest in scale, but it is growing there too. Originality/Value: The article identifies forces underlying the growth of shadow education in Europe and highlights policy implications. By contributing this regional perspective to the wider literature on shadow education, the article permits juxtaposition with patterns in East Asia and elsewhere.

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Section: Actors Purposes and Approachesmentioning

confidence: 99%

Section: Actors Purposes and Approachesmentioning

confidence: 99%

Section: Implications For Policymakersmentioning

confidence: 99%

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