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Direct linkBarbara Laster; Rebecca Rogers; Tiffany Gallagher; D. Beth Scott; Sheri Vasinda; Pelusa Orellana; Joan Rhodes; Theresa Deeney; Rachael Waller; Mary Hoch; Leslie Cavendish; Tammy Milby; Melinda Butler; Tracy Johnson; Shadrack Msengi; Cheryl Dozier; Shelly Huggins; Debra Gurvitz – Contemporary Issues in Technology and Teacher Education (CITE Journal), 2024
Literacy clinics have a long history of providing supplemental assessment and instruction to students with literacy needs, but they were tested during the COVID-19 pandemic, as many pivoted from a face-to face format to three-way remote learning. This study provides a window into how literacy clinics at this moment of transformation in education…
Descriptors: COVID-19, Pandemics, Literacy, Foreign Countries
Jasmin Näpfli; Kirsten Schweinberger – International Journal for Research on Extended Education, 2024
The intended effects of Extended Education Offerings (EEOs) depend on their quality and structure. As a result, there is an increasing focus on examining concepts of quality in extended education. Children's views on the quality of EEOs can differ from those of adults, as they have specific knowledge about EEO. This study investigates children's…
Descriptors: Foreign Countries, Educational Quality, Childrens Attitudes, Supplementary Education
Hany Zayed – British Journal of Sociology of Education, 2025
This article examines how shadow education is changing with digital platforms. Using the case of Egyptian education, it argues that digital learning platforms and social media platforms are profoundly penetrating Egypt's private tutoring landscape in a process of platformization. Rather than adding an online type of tutoring to an already-existing…
Descriptors: Tutoring, Private Education, Supplementary Education, Educational Technology
Jesse Albert Torenbosch; Jonathan Darling; Joke Vandenabeele – Ethics and Education, 2024
Following the work of Jacques Derrida and modern educational authors, this article argues that Western education currently holds mainstream formal educational practices as the standard by which all other educational practices should be judged. This is a problem because this positions every other educational practice, including non-formal education…
Descriptors: Educational Philosophy, Educational Practices, Supplementary Education, Foreign Countries
Falk Scheidig – International Journal of Lifelong Education, 2024
The COVID-19 pandemic led to a marked increase in the number of online courses in adult education. However, such courses are viewed ambivalently because, on one hand, they are associated with digitalisation processes and an increased accessibility, reach, and flexibility of learning opportunities, whereas, on the other hand, there are concerns…
Descriptors: Adult Education, Online Courses, Foreign Countries, Supplementary Education
Kamtungtuang Suante; Mark Bray – Asia Pacific Journal of Education, 2025
The so-called shadow education system of private supplementary tutoring has in some contexts been described as privatization by default rather than by government policy. An allied literature shows that while such tutoring claims to supplement, it may also undermine schooling. This paper, with data from Myanmar, identifies ways in which shadow…
Descriptors: Privatization, Tutoring, Private Education, Foreign Countries
Peter Teo; Dorothy Koh – Educational Philosophy and Theory, 2024
Shadow education, or supplementary private tutoring, has expanded to become a multi-billion-dollar industry worldwide, capitalising on the desires of parents and their children to succeed and excel in education. In doing so, shadow education draws upon and reproduces cultural capital represented by knowledge, skills and educational credentials and…
Descriptors: Private Education, Web Sites, Discourse Analysis, Cultural Capital
Laurence New-Moore; Gusti Agung Ayu Mas Pramitasari – Compare: A Journal of Comparative and International Education, 2024
Following the work of Tamatea and Pramitasari in the Bali Coding Class (2018), we ask if liberal empowerment can sit alongside Bourdieu's social reproduction theory in framing a non-formal education coding class for rural Balinese youth. While a review of critical theory informed literature suggests not, we appropriate the work of Mills to read…
Descriptors: Foreign Countries, Coding, Rural Youth, Nonformal Education
Julia Steenwegen; Noel Clycq; Jan Vanhoof – Research Papers in Education, 2023
Supplementary schooling can play an important role in the educational trajectory of minoritised youth. Yet, our knowledge of the communities' motives for organising education and the purposes the schools pursue remains limited. Existing literature tends to understand supplementary schools either as resisting ongoing inequity in mainstream society…
Descriptors: Supplementary Education, Diversity, Minority Group Students, Foreign Countries
Ren, Ping; Dou, Zhongchen; Wang, Xici; Li, Simeng; Wang, Lidong – Asia-Pacific Education Researcher, 2023
Private supplementary tutoring (PT) has expanded significantly and attracted widespread public interest in China in recent years. It deserves systematic empirical research and reflection, given its crucial theoretical and practical implications. Based on the data of a large-scale survey and testing project, this study examined its effects on the…
Descriptors: Private Education, Supplementary Education, Tutoring, Mathematics Instruction
Jha, Sanjeev Kumar – Journal of Education, 2023
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…
Descriptors: Private Education, Tutoring, Foreign Countries, Supplementary Education
Yuhuan Zhang; Xiaohui Wu; Shuang Chen; Chengcheng Cui; Yahan He; Lidong Wang – Educational Studies in Mathematics, 2024
Supplementary private tutoring (PT) is commonly implemented worldwide, particularly among countries with highly competitive school systems and high-stakes examinations. Families often consider PT to promote their children's skills and address any gaps in children's learning. However, PT generally requires a considerable amount of family resources,…
Descriptors: Tutoring, Mathematics Achievement, Foreign Countries, Secondary School Mathematics
Jonas Yassin Iversen – European Educational Research Journal, 2025
In Arabic literacy education in Europe, whether within mainstream education or in supplementary schools, instruction is a translocal endeavour at its core. The socio-historical conditions and ways of knowing embedded in traditional ways of teaching Arabic literacy are still deeply intertwined with the teaching of Arabic literacy in the diaspora.…
Descriptors: Foreign Countries, Arabic, Literacy Education, Native Language
Vít Štastný – European Journal of Education, 2025
Shadow education (various forms or types of private supplementary tutoring) and its implications and determinants have been explored by the scholarly literature, yet gaps remain in the understanding of its complex relationships with mainstream schooling in various national settings. This study reduces one of these gaps by scrutinising the role of…
Descriptors: Foreign Countries, Parent Attitudes, Satisfaction, Tutoring
Bannykh G.; Kostina S.; Zaitseva E. – Teaching Public Administration, 2024
Modern conditions of public administration are formed in the BANI world (Grabmeier, 2020), unstable, disturbing, uniquely technological and digital. How many of today's civil servants are capable of functioning in such a world through current training and professional development systems? This issue is particularly relevant for post-Soviet…
Descriptors: Government Employees, Public Administration Education, Training, Foreign Countries
