 Private Subtractory Tutoring: The Negative Impact of Shadow Education on Public Schooling in MyanmarJunyan Liu and Mark Bray International Journal of Educational Development, 2020, vol. 76, issue C Abstract: An expanding literature focuses on the so-called shadow education system of private supplementary tutoring, and contributes to understandings of the nexus between in-school and out-of-school learning. This paper, contextualised in broader literature, draws on questionnaire and interview data from students, teachers, principals, parents and other stakeholders in Myanmar, and observes that shadow education may subtract as well as supplement. For some decades, public education in Myanmar has suffered from financial stringency, large classes, and overloaded curriculum. Students and their families have sought private tutoring, particularly from public school teachers, to supplement school education; and teachers and other providers have welcomed the revenue that they can earn. As a result, private tutoring has become embedded in the lives of many students and teachers, and has consumed time and energy supposed to be spent on school education. However, the private tutoring has also helped to keep the school system running. Keywords: Myanmar; private supplementary tutoring; public education; shadow education (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:76:y:2020:i:c:s0738059320303722 DOI: 10.1016/j.ijedudev.2020.102213 Access Statistics for this article International Journal of Educational Development is currently edited by Stephen P Heyneman More articles in International Journal of Educational Development from Elsevier |
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