Korepetycje – powszechność, uwarunkowania i konsekwencje w lokalnym systemie edukacji

Popularity of private tutoring stems from a belief in its positive impact on academic achievement, even though research does not provide any clear evidence of its effectiveness. The effects of out-of-school tuition may be conditioned by various environmental factors, which is why it is important to monitor the phenomenon and its consequences for local education systems. The aim of the study was to evaluate the prevalence, determinants and effects of private tutoring among seventh-graders of public elementary schools in Ostrołęka. The study involved 400 pupils (84% of the population) and 371 of their parents (78% of the population), using school achievement tests and a questionnaire for parents. The results showed that paid private tuition is not an effective strategy of supporting students in school difficulties. Pupils who were provided with private tutoring in fact had average lower scores in end-of-year maths tests, compared to students with similar end-of-term grades and socio-economic status who had to do without this form of support. The results should encourage a more attentive monitoring of the quality and effects of private tutoring and also of the role played by this form of support in the achievement of students who experience varying degrees of school difficulties. The study has showed that perhaps other methods of providing support to such students should be sought, including those more closely linked to the formal education system.

The Three E’s of Private Tuition in India: Expansion, Expenditure, and Effect

Private tuition (PT) is a common phenomenon in India. Today, it is a multi-billion U.S. dollar (USD) market and the third major contributor of household expenses in India. However, “the effect of PT on academic achievement of the students” is a subjective statement and is being questioned by its very outcomes. Literature reveals that PT has neither a “positive” nor a “null” effect on an individual’s learning. However, assertively, we can conclude that PT comes with a baggage of “toxic by-products” for mainstream education. It necessitates implementing a regulatory mechanism for PT. Nevertheless, institutions need to extend additional support.

META-PARENTING, A NEW CONCEPT IN THE INDIA CONTEXT

Introduction: Parental cognition leads to parental behaviour which in turn affects the child. Meta-parenting, a type of parental cognition is being researched widely in the last 5 years. The association of meta-parenting and children outcome has never been made especially in adolescent population. Aim:The study aims to assess difference between Meta-Parenting of mothers and fathers and assess adolescents correlated to meta-parenting. Material& Method:A cross-sectional, correlational design was used, Sample consisted of 425 parents of adolescents aged 13-17 years (from class 8-12) from various schools and private tuition centres in Delhi. Tools used were Meta-parenting questionnaire (MPQ), Results & Discussion: Results suggested no difference between males and females on the meta-parenting scale. Adolescent age, class, and birth order correlated to meta-parenting subscales. Conclusions:Meta-parenting is not dependent on parents gender.

A REVIEW OF CAMBODIAN PRIVATE TUTORING: PARASITIC AND SYMBIOTIC FUNCTIONS TOWARDS THE MAINSTREAM SYSTEM

Offering private tutoring (PT) to their students is legal in Cambodia. However, teachers are banned from engaging in PT during official hours and holidays. Literature has proven common root causes across contexts such as low salaries, class size, insufficient instructional times and high-stakes examinations. With a new attempt, this narrative paper aims to discuss PT and its effects from the different stakeholders’ perspectives and to reflect PT functions towards mainstream education. On the one hand, symbiosis generates a ‘dependency system,’ divided into two relationships such as ‘commensalism’ between PT and the mainstream system, and ‘mutualism’ between supply and demand side including the mainstream system. On the other hand, parasitism (professional misconduct) exists owing to policy implementers’ laissez-faire approach in exercising the approved codes of conducts. Hence, the parasitism remains in the public classrooms owing to the lack of accountability and monitoring system of the in-charge stakeholders. Its presence enlarges the capacity of the dependency system to cast a shadow over the incomplete shape and size of the mainstream system. Thus, it should be alerted that when it is oversized, this symbiotic function may downplay the mainstream system and moves it away from the core attention of the demand side. Keywords: Cambodia, extra lesson, private tuition, shadow education, supplementary tutoring. Cite as: Soeung, S. (2021). A review of Cambodian private tutoring: Parasitic and symbiotic functions towards the mainstream system. Journal of Nusantara Studies, 6(1), 42-58. http://dx.doi.org/10.24200/jonus.vol6iss1pp42-58

Private Tuition: High Stakes and Thorny Issues

Private tuition or shadow education is a self-contained activity. It is a system that exists parallel to the national education system. The scale of private tuition has witnessed a worldwide skyrocketing increase. The present research sheds light on the determinants that lead to the demand/ supply of private tuition. It examines the issue from the perspectives of the tutors, the tutees and the parents. The stratified sample in the study represents the population of JamaleddineElafghani Secondary School Mascara. The research tools utilised are a questionnaire to the learners, an interview to both the parents and the teachers and observation of sessions of PT to have a complete image of the situation under study. The results demonstrate that the national education system inadequacies like high stake examination, inexperience teachers and large classes have a great impact on the widespread of this phenomenon. The recommendation we suggest is regulating and thus harnessing this activity, or finding an alternative.