Spatializing a global education phenomenon: private tutoring and mobility theory in Cambodia

Edwards, D. Brent; Le, Hang M.; Sustarsic, Manca

doi:10.1080/02680939.2019.1610192

Cited by 18 publications

(17 citation statements)

References 36 publications

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“…About 81% of the respondents claimed that 81-100% of their classmates opt for PT while the remaining 19% responded that 61-80% of their classmates opt for PT. These results indicated that most students tended to view PT at this grade as mandatory for them to succeed in the national examination although they had to invest both time and money (Edwards, et al, 2019). Students in the social science strand spent about 40 hours in PT per month whereas their peers in the science strand spent about 100 hours per month.…”

Section: Resultsmentioning

confidence: 96%

“…Bray (2013) pointed out that students who did not pay for PT were likely to repeat their grade because schoolteachers were responsible for designing and rating the end-year examinations. In addition, teachers were more inclined to favour their tutees not only during classroom learning activities but also for examinations by giving them more care, emphasising tests during PT prior to the test date and giving tutees higher scores (Bray, et al, 2016;Bray, et al, 2018;Bray, Liu, Zhang, & Kobakhidze, 2019;Edwards, Le, & Sustrarsic, 2019). Some teachers would also allow tutees to cheat during the examinations as well as make fun of non-tutees in class (Maeda, 2019).…”

Section: Findings On Private Tutoring In Cambodiamentioning

confidence: 99%

“…This practice was seen as an effective strategy to attract students to opt for PT. Those who could afford Sopha Soeung PT thus hoped to maximize their chances for higher scores in the school-based examinations (i.e., monthly tests and semester exams) unlike their peers who could not afford (Bray, et al, 2016;Bray, et al, 2019;Brehm & Silova, 2014;Edwards, et al, 2019).…”

Section: Impacts Of Examination Policies and Reform In Cambodiamentioning

confidence: 99%

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Untitled

2021

JICE

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Cambodia uses a 'discouragement' strategy to manage teachers' engagement in supplying private tutoring (PT). However, previous studies have criticised teachers' professional misconduct in terms of promoting tutoring classes to ensure supplementary income. Currently, examination reforms alongside economic growth propose a new understanding of professional misconduct. Based on descriptive data from 93 students and in-depth interviews with 24 informants, who were tutees and their parents, tutors and school administrators respectively, this study found uncaring pedagogies to be a primary motivator for tutoring demand. This tended to have an association with the inadequate instructional time given to core examination subjects and implementation of the learner-based approach. Additionally, the examination reform brought positive changes in the teacher's behaviour. Although this study's findings are largely aligned with previous studies, it still sheds light on new perspectives regarding teachers' professional misconduct in Cambodia.

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Section: Resultsmentioning

confidence: 96%

Section: Findings On Private Tutoring In Cambodiamentioning

confidence: 99%

Section: Impacts Of Examination Policies and Reform In Cambodiamentioning

confidence: 99%

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2021

JICE

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“…This practice was seen as an effective strategy to attract students to opt for PT. Those who could afford PT thus hoped to maximize their chances for higher scores in the school-based examinations (i.e., monthly tests and semester exams) unlike their peers who could not afford (Bray, et al, 2016;Bray, et al, 2019;Brehm & Silova, 2014;Edwards, et al, 2019).…”

Section: Impacts Of Examination Policies and Reform In Cambodiamentioning

confidence: 99%

Revisiting Cambodian Private Tutoring: Insights Into Teachers’ Professional Misconduct

Soeung

2021

JICE

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“…In Cambodia, de-facto privatization is the many forms of private tutoring previously described. The over-emphasis of access to education without a recognition of the system's limitation offer additional ways of understanding the emergence of the private tutoring system not simply as a way to increase teacher salaries due to an under-funded education system (Dawson, 2009) but also as a way to fill the quality gap in public education that results from too many children in school and a curriculum perceived to be too "full" to complete within the allotted time (Brehm et al, 2012; see also Edwards, Le, & Sustarsic, 2019).…”

Section: Primary Pupilmentioning

confidence: 99%

All education for some? International development and shadow education in Cambodia

Brehm¹,

Aktas

2019

IJCED

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Purpose The purpose of this paper is to compare two UNESCO reports on educational development in Cambodia, one from 1955 and the other from 2010, in order to understand how the global education development agenda has impacted shadow education. Design/methodology/approach The study is conducted through a textual comparison of two UNESCO reports written 50 years apart. Findings Although the educational problems facing Cambodia were similar in both reports, the recommendations differed in important ways. The 1955 report advised the country to expand slowly access to education in order to maintain quality, while the 2010 recommended quickly expanding access. A major difference found in the reports regarded the issue of fees in schooling, which did not appear in 1955. School fees in Cambodia are typically extracted through the system of private tutoring, known in the academic literature as shadow education. Such an insight, this paper argues, suggests that the difference in development approach between the two reports is one of the reasons shadow education has flourished in the country. Originality/value Through a historical comparison of development efforts in one country, it becomes clear that the education development agenda is partly to blame for the rise of shadow education.

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Spatializing a global education phenomenon: private tutoring and mobility theory in Cambodia

Cited by 18 publications

References 36 publications

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Untitled

Revisiting Cambodian Private Tutoring: Insights Into Teachers’ Professional Misconduct

All education for some? International development and shadow education in Cambodia

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