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Regulating private tutoring for public good: Policy options for supplementary education in Asia

By Mark Bray and Ora Kwo. Comparative Education Research Centre (CERC) Hong Kong, in collaboration with the United Nations Educational, Scientific and Cultural Organization (UNESCO), 2014, 93 pp. CERC Monograph Series vol. 10, ISBN 978‐988‐17852‐9‐9 (pbk)

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Notes

  1. Other reasons for regulating private tutoring (discussed in Chapter 3) include ensuring that citizens receive a good education from whatever source and that employers get value for money from the graduates they employ. Assuring quality of private provision ensures the long-term sustainability of the private education sector. Bad private providers can harm the reputation of the sector as a whole, excessive tutoring can damage children’s physical and mental health as well as depriving them of the opportunity to socialise, and inefficiencies arise in regular schooling since students are tired. Regulation of private tutoring also ensures that tutors pay tax as do other workers in other industries, and curbs corruption, e.g. when teachers deliberately reduce formal school so that private tutoring is demanded (pp. 26–34).

  2. The book presents the Hong Kong Government’s appeal to parents and students on choice of tutoring and tutoring company (pp. 54–55) as one example of educating and empowering consumers.

  3. Bray and Kwo contend that under certain circumstances this may be an ideal mode of operation (p. 51).

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  1. Centre for Open and Distance Learning, Mzuzu University, Private Bag 201, Luwinga, Mzuzu 2, Malawi

    Fred Gennings Wanyavinkhumbo Msiska

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  1. Fred Gennings Wanyavinkhumbo Msiska
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Correspondence to Fred Gennings Wanyavinkhumbo Msiska.

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Msiska, F.G.W. Regulating private tutoring for public good: Policy options for supplementary education in Asia. Int Rev Educ 62, 239–241 (2016). https://doi.org/10.1007/s11159-016-9531-3

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