Missing data: what we know and what we need to know about private supplementary tutoring
Recent decades have brought considerable expansion of private supplementary tutoring. This phenomenon is widely called shadow education because much of it mimics schooling. Initially it gained prominence in East Asia, but is now visible throughout the world, with far-reaching implications for econom...
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| Pubblicato in: | URI:https://journals.openedition.org/ries, |
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| Autore principale: | |
| Natura: | Article ou chapitre numérique |
| Lingua: | Anglais |
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Revue internationale d'éducation de Sèvres
2024
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| Accesso online: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Riassunto: | Recent decades have brought considerable expansion of private supplementary tutoring. This phenomenon is widely called shadow education because much of it mimics schooling. Initially it gained prominence in East Asia, but is now visible throughout the world, with far-reaching implications for economies, societies, and education systems. It promotes learning and provides employment for tutors; but it also demands substantial household expenditures, maintains and exacerbates social inequalities, and can have a backwash on schooling. Despite these considerations, reliable and comprehensive data are scarce. This article commences with a picture that can be drawn from the available data, and then highlights data gaps. It stresses the need for more and better data to aid decision-making not only by governments but also by schools, families and other stakeholders. |
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