The Rise of Private Tutoring in PostSocialist Eurasia

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The Rise of Private Tutoring in Post-Socialist
Eurasia

• Monitoring Initiative of the Network of Education
  Policy Centers
• (supported by OSI)

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NETWORK OF EDUCATION POLICY CENTERS

• Mapped, supported and act in partnership with
  Open Society Institute Education Support Program
• 22 countries, 26 centers from CEE, SEE, CA,
  Caucasus, CIS

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MISSION OF POLICY CENTERS

• Emerged in the region in last couple of years
  addressing the need for
• Independent voice in maturing democracies and
  open societies
• Advocacy for equal opportunities in education,
  accountability, transparent and sustainable
  policy decisions
• Promotion of participatory policy processes
• Coupling research and policy practice

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COMMON FEATURES OF EPCS

• Strong local knowledge
• International contacts
• Links with key multinational organizations
• Diverse in nature, organizational structure,
  professional background, scope, size, and role in
  educational change
• Find more about NEPC on the web
  http//epc.objectis.net

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EPC EDUCATION MONITORING INITIATIVES

• Monitoring Private Tutoring
• Monitoring Drop-outs

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MONITORING OF PRIVATE TUTORING

• Key words equity, transparency, and corruption
• Raising the issue reasons, scope, cost, ethics
• Policy recommendations
• Advocacy and follow-up

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APPROACH

• Focus on local expertise vs. foreign experts
• Supporting local think-tanks policy NGOs as new
  actors in policy processes
• Local capacity development
• How to design policy research
• How to write policy papers
• Advocacy skills

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PARTICIPATING COUNTRIES

• Eastern Europe (Poland, Slovakia, Lithuania)
• South East Europe (BH, Croatia)
• Caucasus (Azerbaijan, Georgia)
• Ukraine

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DEFINITION

• Private tutoring (PT) refers to the tutoring in
  an academic subject which is provided by tutors
  for financial gain and which is additional to the
  provision by mainstream schooling (Bray, 1999)

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RESEARCH GOALS

• The scope of PT in the last phase of secondary
  education
• The context of PT (legal basis, policy decisions
  and educational environment)
• Impacts of the PT on equity, equal opportunities,
  and access issues in education
• PT related problems/issues
• Corruption and educational ethics
• Shadow education (hidden costs of public
  education)

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METHODOLOGY

• Theoretical and descriptive analysis of the
  phenomenon of private tutoring and its
  educational, socio-economical implications
• National case studies (qualitative)
• Quantitative survey of 1st year students at
  universities (population A)
• 8000 students (8 countries)
• Quantitative survey of secondary school students
  (population B)
• 2000 students (4 countries)

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CONTEXT The reasons for the rise of PT

• Declining education quality (compensation to
  failing education provision)
• Economic factors (low teacher salaries)
• Changing examination systems
• Centralized school leaving (Slovakia, Croatia)
• Centralized university admission (Azerbaijan)
• School leaving/university entrance exams
  (Lithuania, Poland)
• PT as profit making business
• Changing perceptions of PT (prestige, education
  value)

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DIFFERENT FORMS OF PT

• One-on-one private tutoring offered by
  individuals
• Preparatory courses offered by insitutions

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PRELIMINARY FINDINGS SCOPE

• PT Preparatory courses
• Azerbaijan 92 6
• Lithuania 75
• Georgia 66 3
• Poland 50 48
• Ukraine 68 38
• Croatia 35 42
• BH
• Slovakia

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PRIVATE TUTORING IN AZERBAIJANElmina
KazimzadeCIES ConferenceStanford, CAMarch
22-26, 2005
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KEY REASONS FOR PRIVATE TUTORING

• New, centralized university entrance testing
• introduced as anti-corruption measure in higher
  education during in the beginning of 1990s
• Gap between school curriculum and university
  entrance testing requirements
• High demand for higher education degrees as a
  guarantee for better employment

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SCOPE OF PRIVATE TUTORING
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SCHOOL CURRICULUM UNIVERSITY ENTRANCE EXAMS

• Was school preparation was sufficient to
  successfully pass university entrance exams?
• Absolutely yes 8
• Probably yes 16
• Dont know 10
• Probably no 29
• Definitely no 36

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PT INFLUENCE ON SUCCESSFULLY PASSING UNIVERSITY
ENTRANCE EXAMS

• How did PT influence the results of your
  university entrance exams?
• Absolutely helped 76
• Partially helped 22
• Did not help at all 1
• Cannot answer 2

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Private Tutoring in Poland

• Elzbieta Putkiewicz
• Institute of Public Affairs
• Warsaw University

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RESPONDENTS OPINIONS ABOUT PT Four ways of
perceiving private instruction selected (cluster
analysis)

• as a source of additional income for teachers
  the cluster is created by the following survey
  questions 3, 4, 5, 6, 13 and 14
• as a factor increasing the price of education,
  the cluster is created by the following survey
  questions 1, 12, 20, 22, 25 and 26
• as a way of preparing for university entrance
  exams, the cluster is created by the following
  survey questions 2, 15, 16, 23, 24 and 28
• as a way of compensating for school
  shortcomings, the cluster is created by the
  following survey questions 9, 10, 11, 18, 19 and
  21.

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Location of a secondary school vs. opinions on
PT (Average standardized indices exes and ANOVA
results)
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Familys financial standing vs. opinions
concerning PT (Average standardised indices and
ANOVA results)
24
Pearsons correlations between parents education
indices vs. aspects dimensions of opinions about
PT
plt0.05, plt0.01
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Taking and not taking PT vs. opinions concerning
them (Average standardised indexes and ANOVA
results)
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MONITORING PRIVATE TUTORING IN GEORGIAAnna
MatiashviliNino KutateladzeInternational
Institute for Education Policy, Planning
Management (EPPM)CIES ConferenceStanford,
CAMarch 22-26, 2005
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CONTEXT OF PRIVATE TUTORING IN GEORGIA

• Key Reasons for Private Tutoring
• Competitive University Entrance Exams
• Poor Quality of Mainstream Schooling
• Economic Circumstances of Mainstream Teachers

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SCOPE OF PRIVATE TUTORING
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PT DISTRIBUTION ACCORDING TO FAMILY SOCIAL STATUS
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REASONS FOR PT
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IMPACT OF PT ON ENTRANCE EXAMS
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STUDENTS ATTITUDES TOWARDS PT