Skip to main content
SpringerLink
Log in

(Mis)Trust and (Abuse of) Authority in Cambodian Education: Parallel Lessons in the Shadow

  • Chapter
  • First Online:
Extended Education from an International Comparative Point of View

Abstract

Across the globe, recent decades have brought huge growth of private supplementary education delivered alongside regular schooling. Some types of supplementary education are widely called shadow education because their curricula mimic those of mainstream classes. In Cambodia, supplementary parallel classes are commonly taught by the same teachers as in regular schooling, to some of the same students, and in their own schools. When recruiting students for the private lessons, the teachers use the authority conferred on them as teachers. This can damage trust in the school system, but most families lack power to challenge the arrangements. While Cambodia may be an extreme case, the chapter suggests that basic patterns have relevance to many countries.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
eBook
USD 16.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 16.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Asian Development Bank (1996). Cambodia: Education sector strategy study. Manila, Philippines: Asian Development Bank.

    Google Scholar 

  • Asian Development Bank (2014). Cambodia: Country poverty analysis 2014. Mandaluyong City, Philippines: Asian Development Bank.

    Google Scholar 

  • Aurini, J., Davies, S., & Dierkes, J. (Eds.) (2013). Out of the shadows: The global intensification of supplementary education. Bingley, UK: Emerald.

    Google Scholar 

  • Benveniste, L., Marshall, J., & Araujo, M.C. (2008). Teaching in Cambodia. Washington DC: The World Bank.

    Google Scholar 

  • Bray, M. (1999a). The shadow education system: Private tutoring and its implications for planners. Paris, France: UNESCO International Institute for Educational Planning (IIEP).

    Google Scholar 

  • Bray, M. (1999b). The private costs of public schooling: Household and community financing of primary education in Cambodia. Paris, France: UNESCO International Institute for Educational Planning (IIEP).

    Google Scholar 

  • Bray, M. (2009). Confronting the shadow education system: What government policies for what private tutoring? Paris, France: UNESCO International Institute for Educational Planning (IIEP).

    Google Scholar 

  • Bray, M.; Kobakhidze, M. N.; Liu, J., & Zhang, W. (2016). The internal dynamics of privatised public education. Fee-charging supplementary tutoring provided by teachers in Cambodia. International Journal of Educational Development, 49, 291-299.

    Google Scholar 

  • Bray, M., Kobakhidze, M. N., Zhang, W., & Liu, J. (2018). The hidden curriculum in a hidden marketplace. Relationships and values in Cambodia’s shadow education system. Journal of Curriculum Studies, 50(4), 435-455.

    Google Scholar 

  • Bray, M. & Kwo, O. (2014). Regulating private tutoring for public good. Policy options for supplementary education in Asia. Hong Kong: Comparative Education Research Centre, The University of Hong Kong; Bangkok, Thailand: UNESCO.

    Google Scholar 

  • Bray, M. & Lykins, C. (2012). Shadow education. Private supplementary tutoring and its implications for policy makers in Asia. Mandaluyong City, Philippines: Asian Development Bank; Hong Kong: Comparative Education Research Centre, The University of Hong Kong.

    Google Scholar 

  • Bray, M.; Zhang, W., Kobakhidze, M. N., & Liu, J. (2015). Researching private supplementary tutoring in Cambodia: contexts, instruments and approaches. In M. Bray, O. Kwo, & B. Jokić (Eds.), Researching private supplementary tutoring. Methodological lessons from diverse cultures (pp. 219-244). Hong Kong: Comparative Education Research Centre, The University of Hong Kong; Dordrecht, Netherlands: Springer.

    Google Scholar 

  • Cambodia, Ministry of Education, Youth and Sport (2015). Education statistics and indicators 2014-2015. Phnom Penh, Cambodia: Department of Planning, MoEYS.

    Google Scholar 

  • Chandler, D. (2007). A history of Cambodia, 4th edition. London, UK: Taylor and Francis.

    Google Scholar 

  • Collas, T. (2013). Le public du soutien scolaire privé. Cours particuliers et façonnement familial de la scolarité. [Users of private tutoring in France: Varieties of scholastic support and family shaping of education]. Revue française de sociologie, 54(3): 465-506.

    Article  Google Scholar 

  • Dawson, W. (2009). The tricks of the teacher. shadow education and corruption in Cambodia. In S. P. Heyneman (Ed.), Buying your way into heaven: Education and corruption in international perspective (pp. 51-74). Rotterdam, Netherlands: Sense.

    Google Scholar 

  • Harris-Van Keuren, C. (2016). Looking for Matthew. The effects of private tutoring on the educational outcomes of fourth grade public school students in Cambodia (PhD dissertation, Columbia University). Retrieved from https://academiccommons.columbia.edu/doi/10.7916/D8BV7GGG.

  • Hartmann, S. (2013). Education “home delivery” in Egypt. Private tutoring and social stratification. In M. Bray, A. E. Mazawi, & R. G. Sultana (Eds.), Private tutoring across the Mediterranean. Power dynamics and implications for learning and equity (pp. 57-75). Rotterdam, Netherlands: Sense.

    Google Scholar 

  • Jayachandran, S. (2014). Incentives to teach badly. After-school tutoring in developing countries. Journal of Development Economics, 108, 190-205.

    Article  Google Scholar 

  • Jokić, B. (Ed.) (2013). Emerging from the shadow. A comparative qualitative exploration of private tutoring in Eurasia. Zagreb, Croatia: Network of Education Policy Centers.

    Google Scholar 

  • Kobakhidze, M. N. (2014). Corruption risks of private tutoring: Case of Georgia. Asia Pacific Journal of Education, 34(4), 455-475.

    Article  Google Scholar 

  • Marshall, J. H. & Fukao, T. (2019). Shadow education and inequality in lower secondary schooling in Cambodia. Understanding the dynamics of private tutoring participation and provision. Comparative Education Review, 63(1), pp.98-120.

    Google Scholar 

  • Napporn, C. & Baba-Moussa, A. R. (2013). Accompagnement et soutien scolaires: l’expérience béninoise [School guidance and support: the Benin experience]. Revue international d’éducation de Sèvres, 62, 79-88.

    Google Scholar 

  • NGO Education Partnership (2007). The impact of informal school fees on family expenditure. Phnom Penh, Cambodia: NGO Education Partnership.

    Google Scholar 

  • Oller, A. C. (2011). Le coaching scolaire en France: émergence d’un nouveau marché éducatif [School coaching in France: Emergence of a new educational market]. Éducation comparée, 6, 181-202.

    Google Scholar 

  • Silova, I., Būdienė, V., & Bray, M. (Eds.) (2006). Education in a hidden marketplace. Monitoring of private tutoring. New York: Open Society Institute.

    Google Scholar 

  • Sopha, A., Anderson, C., & Syrom, C. (2015). Teaching hours in primary schools in Cambodia. Phnom Penh, Cambodia: NGO Education Partnership.

    Google Scholar 

  • Sophonnara, S. (1994, September 23). Outrage over plan to ban private lessons. Phnom Penh Post. Retrieved from https://www.phnompenhpost.com/national/outrage-over-plan-ban-privatelessons

  • Stewart, S. (2013). Everything in di dark muss come to light: A postcolonial examination of the practice of extra lessons at the secondary level in Jamaica’s education system (PhD Dissertation, University of Denver). Retrieved from https://digitalcommons.du.edu/cgi/viewcontent.cgi?article=1999&context=etd

  • Tandon, P. & Fukao, T. (2015). Educating the next generation. Improving teacher quality in Cambodia. Washington DC: The World Bank.

    Google Scholar 

  • United Nations Development Programme (2014). Curbing private tutoring and informal fees in Cambodia’s basic education. Phnom Penh, Cambodia: United Nations Development Programme.

    Google Scholar 

  • United Nations Development Programme (2018). About Cambodia. Retrieved from http://www.kh.undp.org/content/cambodia/en/home/countryinfo.html

  • Voluntary Service Overseas (VSO) (2009). Advocacy case study: Cambodia – Fighting against informal school fees. Retrieved from https://www.yumpu.com/en/document/view/50627505/fighting-against-informal-school-fees-in-cambodia-vso

Download references

Author information

Authors and Affiliations

  1. Faculty of Education, East China Normal University, Shanghai, China

    Marc Bray

  2. Institute of Curriculum and Instruction, East China Normal University, Shanghai, China

    Junyan Liu & Wei Zhang

  3. Comparative Education Research Centre, The University of Hong Kong, Hong Kong, China

    Magda Nutsa Kobakhidze

Authors
  1. Marc Bray
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Junyan Liu
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Wei Zhang
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Magda Nutsa Kobakhidze
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Marc Bray .

Editor information

Editors and Affiliations

  1. Freie Universität Berlin, Berlin, Berlin, Germany

    Marianne Schüpbach

  2. Freie Universität Berlin, Berlin, Berlin, Germany

    Nanine Lilla

Rights and permissions

Reprints and permissions

Copyright information

© 2019 Springer Fachmedien Wiesbaden GmbH, part of Springer Nature

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Bray, M., Liu, J., Zhang, W., Kobakhidze, M.N. (2019). (Mis)Trust and (Abuse of) Authority in Cambodian Education: Parallel Lessons in the Shadow. In: Schüpbach, M., Lilla, N. (eds) Extended Education from an International Comparative Point of View. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-27172-5_2

Download citation

  • DOI: https://doi.org/10.1007/978-3-658-27172-5_2

  • Published:

  • Publisher Name: Springer VS, Wiesbaden

  • Print ISBN: 978-3-658-27171-8

  • Online ISBN: 978-3-658-27172-5

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation