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Soukromé doučování a vzdělávací politiky v Evropě

100%
Šťastný V.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2014
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vol. 24
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issue 3
353–374
EN
he objective of this paper is to identify and classify European countries according to Bray’s typology of education policies towards private supplementary tutoring (1999, 2009) and, based on literature review, show implemented regulations and their impact. In the first part the author defines private supplementary tutoring and describes its possible implications for formal education system and its equity. In the second part Bray’s typology of education policies towards private tutoring and its chronological evolution is introduced. Policy types are demonstrated on specific examples of European countries. In the third part the author discusses the current situation in the Czech Republic. In Europe it is possible to identify not only the countries which support private tutoring (France), but also countries which regulate it in some way (Lithuania, Germany, Slovakia) or also those ignoring it (Croatia). Mentioned examples show the variability of shadow education system in various contexts and up to now reactions of educational stakeholders. Ignoring of this phenomenon in the Czech Republic contrasts with the recommendations of recognized experts. At the same time we lack relevant research findings that would support political decisions.
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Equity Related Concerns: Impact of Private tutoring in India

75%
Sharma H.
Journal of Education Culture and Society
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2019
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vol. 10
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issue 2
299-308
EN
Aim. The paper attempts to explore the impact ofrivate tutoring in light of the equity-related concerns especially in the context of the Indian society. Private tutoring is a phenomenon that has been an intrinsic part of the Indian education system since the 1980s. Methods. The paper is an outcome of the Masters of Philosophy dissertation work of the scholar submitted to National University of Education Planning and Administration, Delhi, India. Results. The structure of private tutoring is such that it mimics the regular school curriculum and modifies itself to match the needs of the school and the children. Any changes in the regular school curriculum bring a change in its supplement as well. It thus behaves like a shadow of the regular schools. Though private tutoring was believed to enhance learning opportunities of weak students, it has now become a 'parity of prestige' issue. Conclusion. The expansion of tutoring has begun to deepen the inequalities already prevalent in the stratified schooling system and society at large.
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