scholarly journals A ‘SHADOW EDUCATION’ TIMESCAPE: AN EMPIRICAL INVESTIGATION OF THE TEMPORAL ARRANGEMENTS OF PRIVATE TUTORING VIS-À-VIS FORMAL SCHOOLING IN INDIA

2022 ◽  
pp. 1-17
Author(s):  
Achala Gupta
Keyword(s):  
Empirical Investigation ◽  
Private Tutoring ◽  
Shadow Education ◽  
Formal Schooling

Is Shadow Education Becoming the ‘New’ Formal? Effects of Pedagogical Approaches of IIT-JEE Coaching on School Education in the City of Delhi

2019 ◽  
Vol 17 (1) ◽  
pp. 14-44 ◽  
Author(s):  
Shalini Punjabi
Keyword(s):  
Formal Education ◽  
Indian Institute ◽  
School Education ◽  
Policy Implications ◽  
Pedagogical Practices ◽  
Shadow Education ◽  
Formal Schooling ◽  
Entrance Exam ◽  
Institute Of Technology ◽  
The City

Formal education has always been the principal model through which societies educate their young. Today, however, schools are seen as non-analytical and are being replaced by logic-based approach of competitive examinations. In India, the growth of shadow education, which is preponderant at the level of secondary education, is providing informal avenues through which the youth garner knowledge and skills. One such avenue is the private coaching for the Joint Entrance Exam to enter into the premier Indian Institute of Technology(s). The article draws on an exploratory study carried out in the city of Delhi and examines the credentialing strategies of IIT aspirants through Joint Entrance Exam coaching and how the pedagogical practices of coaching institutes influence the perceptions and proclivities of aspirants and their families towards school education. I also discuss the policy implications of such practices for formal schooling.

Shadow Education and Allocation in Formal Schooling: Transition to University in Japan

1992 ◽  
Vol 97 (6) ◽  
pp. 1639-1657 ◽  
Author(s):  
David Lee Stevenson ◽  
David P. Baker
Keyword(s):  
Shadow Education ◽  
Formal Schooling ◽  
Transition To University

Worldwide Shadow Education: Outside-School Learning, Institutional Quality of Schooling, and Cross-National Mathematics Achievement

2001 ◽  
Vol 23 (1) ◽  
pp. 1-17 ◽  
Author(s):  
David P. Baker ◽  
Motoko Akiba ◽  
Gerald K. LeTendre ◽  
Alexander W. Wiseman
Keyword(s):  
Mathematics Achievement ◽  
High Stakes Testing ◽  
Policy Implications ◽  
Shadow Education ◽  
Formal Schooling ◽  
High Stakes ◽  
School Activities ◽  
National Characteristics ◽  
School Learning ◽  
Cross National

The growth of structured, outside-school activities for improving students’ mathematics achievement is an enduring feature of modern schooling with major policy implications. These "shadow education " activities mimic, or shadow, formal schooling processes and requirements. Using extensive cross-national data from the Third International Mathematics and Science Study, we examine shadow education as a macro-phenomenon of modern schooling through its (a) prevalence, (b) strategies for use, and (c) associated national characteristics. We find that shadow education is prevalent worldwide, but that there is consider­able cross-national variation in its use. Contrary to findings from single country studies, we find most shadow education is remedial in nature. We then test hypotheses concerning the national origins of shadow education and its impact on nations’ production of mathematics achievement. Our results show that institutional factors of education, including limited access and lower levels of funding, drive the use of shadow education, instead of high-stakes testing and national achievement incentives. We conclude by discussing implications for both educational policy and theory regarding the degree to which institutional­ization of mass schooling increasingly dominates contexts of schooling.

scholarly journals Learning, Teaching, and Researching in Shadow Education in Hong Kong: An Autobiographical Narrative Inquiry

2019 ◽  
Vol 2 (1) ◽  
pp. 64-76 ◽  
Author(s):  
Kevin Wai-Ho Yung
Keyword(s):  
Hong Kong ◽  
Nonprofit Organizations ◽  
Private Tutoring ◽  
Shadow Education ◽  
Education Inequality ◽  
Reflective Journals ◽  
Personal Experiences ◽  
Strict Regulation ◽  
Autobiographical Narrative

Purpose: This article aims to illustrate from the author’s insider perspective the lived experiences of engaging in private tutoring in Hong Kong as a tutee, a tutor, and a researcher and draw implications on several issues arising from the prevalence of shadow education. Design/Approach/Methods: This article adopted an autobiographical narrative approach. Data were collected through the author’s memoir of events, stimulated by the tutorial materials he used when he was a tutee and a tutor, his own video-recorded lessons of tutoring, and reflective journals from his research projects. Findings: Various issues are discussed based on the narrative of the author playing different roles in the tutoring industry, including (1) the positive and negative washback on mainstream education, (2) the lack of strict regulation of the quality of tutors and advertisements, and (3) how shadow education may exacerbate education inequality and how some tutorial companies and nonprofit organizations are addressing the issue. Originality/Value: This article, to the best of the author’s knowledge, is the only one that discusses the issues of shadow education from an author’s own personal experiences as a tutee, a tutor, and a researcher. It illustrates how practices and policies of the private tutoring industry are evolving in Hong Kong from an insider perspective.

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