Patterns and determinants of private tutoring: The case of Bangladesh households

Pallegedara, Asankha; Mottaleb, Khondoker Abdul

doi:10.1016/j.ijedudev.2017.10.004

Cited by 44 publications

(29 citation statements)

References 20 publications

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“…In addition, average expenditure on private tuition has increased by over 60% in real terms in the 10-year period. From the bottom quartile, the proportion of households that had any tuition expenditure increased from 10% in 2000 to over 40% in 2010 (Pallegedara and Mottaleb 2018). Tutoring in English is an especially common practice (Mahmud and Bray 2017;Mahmud and Kenayathulla 2018).…”

Section: Participation Trends In Private Schooling and Tutoringmentioning

confidence: 99%

Private Schooling and Tutoring at Scale in South Asia

Joshi

2019

Global Education Systems

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The chapter reviews trends and reasons for increased private schooling and tutoring in South Asia, and the systemic implications and governance strategies to tackle this proliferation. Focusing primarily on the most recent 5 years of academic and gray evidence, I find that Bangladesh, India, Nepal, Pakistan, and Sri Lanka have experienced substantial growth in private tutoring. Private provision has grown due to a lack of adequate public supply. Parental demand for private schooling and increasingly tutoring is based on perceptions of better quality and interest in seeking a competitive advantage. Some systemic implications include concerns of equity and that the "shadow" system of private tutoring can begin to overshadow or supplant regular schooling. Regulatory systems in the region require significant reconsideration, given implementation challenges of existing regulations, and the growth and diversification of the private tutoring system.

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Section: Participation Trends In Private Schooling and Tutoringmentioning

confidence: 99%

Private Schooling and Tutoring at Scale in South Asia

Joshi

2019

Global Education Systems

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“…Because difference in schooling, whether formal or informal like shadow education, can rejuvenate difference in socio-economic class by intertemporal spread of economic, cultural, social capital and advantages (Edgerton, Peter, & Roberts, 2008). The amount spent on private supplementary tutoring increases with the expenditure level of households which means those who have high standard of living spend much on private tutoring (Pallegedara & Mottaleb, 2018). Pallegedara and Mottaleb (2018) also have shown that average lifetime of formal schooling of a family affirmatively manipulates the expenditure on shadow education.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The amount spent on private supplementary tutoring increases with the expenditure level of households which means those who have high standard of living spend much on private tutoring (Pallegedara & Mottaleb, 2018). Pallegedara and Mottaleb (2018) also have shown that average lifetime of formal schooling of a family affirmatively manipulates the expenditure on shadow education. If we look at private tutoring in English, examining socioeconomic and geographic patterns, it can be seen that tutoring in English is popular among students outside Dhaka and among students from lower socioeconomic class (Hamid, Khan, & Islam, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring Factors Influencing Satisfaction of the University Students Who Work as Private Tutors

Imtiaz¹

2018

IES

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Private Supplementary Tutoring (PST) have attracted enormous attention in recent days. Bangladesh experiences both forms of PST -formal and informal. There is a considerable amount of research based on the demand-side of PST. The tutors, who are the suppliers of PST in the market, are the center of attention in this paper. The forces that affect the satisfaction of a tutor from providing tuition have been investigated here through factor analysis and stepwise regression. Analyzing a set of tutors from University of Dhaka, tutoring environment and financial independence are found to have a positive relationship with the satisfaction level of a tutor. Transportation costs as well as disadvantageous factors of tutoring as in wasting productive time, hampering academic results, lack of recreation pull the level of satisfaction down. Tutors are thought to be self-concentrated since result and improvement of the tutees are absent from the formulation of their satisfaction. Driving a wedge of fellow feeling between tutors and tutees will enhance the quality of education.

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“…The system, which has become a worldwide phenomenon, is a growing phenomenon in Japan, Korea, Singapore, China, India, Sri Lanka, Bangladesh, the USA, and many developed and developing countries. The main reasons why the tutoring system is so widespread can be listed as follows (Bray, 2007;Bray & Kwo, 2014;Bray & Lykins, 2012;Pallegedara & Mottaleb, 2018;Tan, 2017;Tsiplakides, 2018;Zhang & Bray, 2018):…”

Section: Introductionmentioning

confidence: 99%

“…Dünya genelinde bir fenomen haline gelen sistem Japonya, Kore, Singapur, Çin, Hindistan, Sri Lanka, Bangladeş, ABD ve pek çok gelişmiş ve gelişmekte olan ülkede büyüyen bir olgudur. Özel ders sisteminin bu kadar yaygın olmasının belli başlı nedenleri şöyle sıralanabilir (Bray, 2007;Bray & Kwo, 2014;Bray & Lykins, 2012;Pallegedara & Mottaleb, 2018;Tan, 2017;Tsiplakides, 2018;Zhang & Bray, 2018):…”

Section: Introductionunclassified