Shadow education: patterns and scale of private supplementary tutoring in English in secondary education at urban Dhaka in Bangladesh

Mahmud, Rafsan; Kenayathulla, Husaina Banu

doi:10.1080/03057925.2017.1340827

Cited by 25 publications

(14 citation statements)

References 12 publications

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“…The study focuses on the mixed impacts of private supplementary tutoring with an emphasis on amount disparities of tutoring implications between urban and rural locations. The exploration of “mixed implications” contributes to Bangladeshi tutoring literature because previous studies (Hamid et al , 2009; Mahmud and Bray, 2017; Mahmud and Kenayathulla, 2018; Manzoor, 2013; Nath, 2007) have mostly addressed demand determinants, scales and patterns of private tutoring. The drawback of private tutoring, a significant feature, has been highlighted in this paper and shown how tutoring brings tension to pupils’ learning at times.…”

Section: Discussionmentioning

confidence: 99%

Mixed implications of private supplementary tutoring for students’ learning

Mahmud

2019

IJCED

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Purpose Private supplementary tutoring, common in many countries, has mixed (both positive and negative) dimensions that impact student learning. Private supplementary tutoring runs parallel to mainstream schooling and provides lessons before or after school hours in exchange for additional fees. The purpose of this paper is to focus on how private supplementary tutoring benefits students’ learning in secondary education. It also identifies the drawbacks of tutoring, and shows variations in and between urban and rural locations. Design/methodology/approach The paper employed a mixed methods approach using a survey and individual interview collected from two different research settings: urban and rural. Grades 8 and 10 were purposefully chosen for data collection. A sample of 802 participants, including 401 students and their 401 parents (either mothers or fathers), participated in the survey, in addition to 48 interviewees comprising students, parents and teachers. Findings At times, pupils’ educational perspectives are influenced by the conflicting (positive/negative) standpoints of tutoring issues. The paper finds mixed impacts of private tutoring with a focus on disparities of implications between urban and rural locations. It identifies positive aspects such as learning attainment, exam preparation, relationship growth and lesson practice, as well as negative perspectives, such as an examination-centered aim and hamper of mainstream school learning. Originality/value The study contributes to the awareness of private supplementary tutoring that benefits students’ learning while also bringing disadvantages. It shows implications of fee-charging tutoring which may relate to students’ family socio-economic situations. The paper addresses private tutoring in general (including English and all other subjects) in most cases, and, more specifically, private tutoring in English as a subject in some cases.

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Section: Discussionmentioning

confidence: 99%

Mixed implications of private supplementary tutoring for students’ learning

Mahmud

2019

IJCED

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“…Much international research on ST describes private tutors as schoolteachers tutoring as a second job or working full time as tutors. This situation has been observed in, for example, China (Zhang 2014), Bangladesh (Mahmud and Kenayathulla 2018), Central Asia, Eastern Europe (Popa and Acedo 2006;Silova 2010), Russia (Kozar 2013), and African countries such as Ethiopia (Tarekegne and Kebede 2017). There is no doubt that tutors other than teachers also provide tutoring services in the above-mentioned countries.…”

Section: Research On Private Tutorsmentioning

confidence: 99%

A question of time and place: student tutors’ narrative identities in for- and non-profit contexts in Sweden

Karlsson

2020

Compare: A Journal of Comparative and International Education

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This paper takes a neo-institutional approach to the increase in supplementary tutoring (ST) in Sweden, understanding it as an ongoing expansion of the institution of formal education. A narrative analysis of tutors' narrated experiences of for-and non-profit tutoring improves our understanding of how actors animate the cultural clusters of the meaning of formal education in new educational contexts. The narrative identities of stand-by and self-sacrificing tutors illustrate how time and interpretation are crucial aspects of private tutoring in the dominant discourse on the importance of testing in formal education. The paper discusses the re-emergence of ST in Sweden and argues that the social and spatiotemporal settings of for-and non-profit tutoring relate to Swedish mainstream education in different ways, and that nonprofit tutoring merits more attention from comparative international research on ST.

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“…It is common phenomenon that private supplementary tutoring is considered as shadow education (Bray & Silova, 2006). In addition, shadow education is known as a service of private supplementary tutoring which exists simultaneously with mainstream schooling and 'shadow' the regular school system (Bray, 2014) and it has an additional fee to be operated (Mahmud & Kenayathulla, 2017). Hence, the term 'shadow education' refers to private education by informal education institutions or tutoring informally by individual teacher.…”

Section: Review Of Literature Shadow Educationmentioning

confidence: 99%

Online English Shadow Education: EFL Learners’ Perspective

Tarigan

Lasnumanda

2020

LJLAL

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A number of shadow education (private supplementary tutoring) of English have emerged in Indonesia regarding the fulfillment of students’ variety of needs in learning English that is not fully accommodated in mainstream schooling. Apparently, the services provided in shadow education have been transferred in online setting due to the rapid advancement of technology. This research aims at observing the EFL learners’ perspective on online English shadow education. With descriptive qualitative design, the subjects were involving 28 EFL learners experiencing English shadow education in KII online English course. The data were collected from the questionnaire developed in closed- and open-ended format. This research reports the result of a survey research on EFL learners’ perspective on online English shadow education that EFL learners’ participation were not only led by the same reasons of the conventional one but the practicality also contributes on it and challenges faced by the learners were revealed as well. Technical issues such as bad internet connection and limited interaction between the tutor and the learner were the major case in online English shadow education. Moreover, EFL learners also admitted that they suffer from self-regulation learning strategy and it relates to teaching pedagogy as well. These results have implications for EFL practitioners aiming at better understanding current EFL learners.

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Shadow education: patterns and scale of private supplementary tutoring in English in secondary education at urban Dhaka in Bangladesh

Cited by 25 publications

References 12 publications

Mixed implications of private supplementary tutoring for students’ learning

Mixed implications of private supplementary tutoring for students’ learning

A question of time and place: student tutors’ narrative identities in for- and non-profit contexts in Sweden

Online English Shadow Education: EFL Learners’ Perspective

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