Private Tutoring and Social Equity in Croatia and Bosnia &amp; Herzegovina

Jokić, Boris; Soldo, Andrea; Dedić, Zrinka Ristić

doi:10.1007/978-94-6209-237-2_2

Cited by 15 publications

(8 citation statements)

References 3 publications

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“…Students from higher socioeconomic background or those with more affluent parents are more inclined to participate in shadow education, and this phenomenon is consistent across Hong Kong, European Union, Croatia, Bosnia and Herzegovina, Malaysia and Japan (Bray, 2011;Bray and Kwok, 2003;Jokic et al, 2013;Jelani and Tan, 2012;Stevenson and Baker, 1992). Not only is this factor a determinant of participation, it is also claimed that the propensity to spend on shadow education increases in line with the household's expenditure level (Kanellopoulos and Psacharopoulos, 1997).…”

Section: Review Of Literature On Shadow Educationmentioning

confidence: 69%

Shadow Education in Malaysia: Identifying the Determinants of Spending and Amount of Time Attending Private Supplementary Tutoring of Upper Secondary School Students

Wan

Weerasena²

2017

JICE

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Section: Review Of Literature On Shadow Educationmentioning

confidence: 69%

Shadow Education in Malaysia: Identifying the Determinants of Spending and Amount of Time Attending Private Supplementary Tutoring of Upper Secondary School Students

Wan

Weerasena²

2017

JICE

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“…They have used largescale surveys to explore important issues of equity, computer education, and comparative analysis. These studies demonstrate that research with OST measured in large-scale surveys can provide new insights and explanations of the conditions that are necessary for student study time to affect student performance (Entrich, 2018;Joki c et al, 2013; Juha n ak, Zounek, Z alesk a, B arta, & Vl ckov a, 2018; Lavy, 2015;Runte-Geidel, 2013) and should help lead toward improved analyses in future studies.…”

Section: Measurement Of Ost With Cross National Comparisonsmentioning

confidence: 86%

The contribution of research on out-of-school-time on educational theories and practice: A review of European research between 1999 and 2019

Suter

Győri

2021

HERJ

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This paper summarizes the trends in research about student experiences in out-of-school time (OST) in countries of Europe. The analysis is based on a review of the content of research papers published between 1999 and 2019 in about 36 European countries. OST is recognized as an important aspect of students’ educational experiences that deserves increased research attention. A significant portion of students in all countries participate in OST activities either to improve their school performance or to engage in social activities. Under conditions where parents and students believe that the formal school system is weak, the OST educational experiences may be considered to be necessary to make a significant or necessary contribution to a student’s success compared with formal school itself. Because OST activities are undertaken in a free market their form and structure vary because of differences in the countries’ historical development, condition of public education, and the social, economic, cultural, and political factors that influence the educational systems. The analysis presents examples of how in some European countries conceptual models of OST have been expanded, adapted OST practices for regular school systems, and evaluated the outcomes. This review of the definitions of OST, of evaluations of its impact, and of the evidence for its effect on equality of educational opportunity throughout 36 European countries concludes that the studies provide contradictory messages. Greater consistency in conceptual development could be increased over time as researchers across countries review each other’s strategies and share methods and results.

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“…It was still not a focus of significant research in Hungary, though authors elsewhere in Eastern Europe focused on themes that likely had parallels (see e.g. Długosz, 2012;Joki c, Soldo, & Risti c Dedi c, 2013;Kub anov a, 2006;St'astn y, 2016).…”

Section: Some Hungarian Perspectivesmentioning

confidence: 99%

Learning from each other: Expanding and deepening international research on shadow education

Győri

Bray

2021

HERJ

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Research on private supplementary tutoring, widely known as shadow education, has a long history but only gathered intensity during the present century. This research has shown much diversity in the scale and nature of shadow education, but further mapping and analysis is needed to reduce gaps in understanding and to keep up with changes. The collection of articles in this special issue of the journal presents insights from parts of Africa, Asia and Europe; and this introductory essay juxtaposes these insights with Hungarian research. The domain of shadow education has many tensions, with both positive and negative implications for individuals, families, the field of education, and societies as a whole. International research helps with understanding these tensions, and in due course with appropriate action to address them. In the process, much can be learned from counterparts in different systems, countries and cultures, not only about the nature and impact of shadow education but also about methodological approaches to research.

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Private Tutoring and Social Equity in Croatia and Bosnia & Herzegovina

Cited by 15 publications

References 3 publications

Shadow Education in Malaysia: Identifying the Determinants of Spending and Amount of Time Attending Private Supplementary Tutoring of Upper Secondary School Students

Shadow Education in Malaysia: Identifying the Determinants of Spending and Amount of Time Attending Private Supplementary Tutoring of Upper Secondary School Students

The contribution of research on out-of-school-time on educational theories and practice: A review of European research between 1999 and 2019

Learning from each other: Expanding and deepening international research on shadow education

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