Abstract
“Shadow education,” known as “for-profit” private supplementary tutoring or coaching, has operated all over the world, in both Western and non-Western countries, including many Asian countries such as Korea and Japan. In Thailand, this kind of “educational industry” has grown and spread rapidly since the early 1990s. While the mainstream or regular schooling aims to impart to students’ traditional knowledge and skills officially stated in the curriculum and courses set by an authorized party, private tutoring, which appears in various forms, provides students with additional information and coaching or training to prepare them well for a variety of examinations or to become well equipped with some specific skills, such as other languages, mathematics, performing arts, or sports. At present, many students or parents have interest in additional tutoring or invest more in this industry despite having been already burdened with heavy workloads from the system of formal schooling. Apart from sharing some intriguing data on the popularity of shadow education and its growth in Thailand, this chapter probes into the reasons behind such a phenomenon, its pros and cons, and also explores some policy strategies and guidelines to cope with private tutoring issues.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Abeles, Vicki. 2015. Beyond measure: Rescuing an overscheduled, overtested, underestimated generation. New York: Simon & Schuster.
Apichai Pantasen. 2003. Thammai tong kuat wicha [.Why tutoring schools?]. Thippanya Education Academy. http://www.thippanya.com/whythippanya.html.
Bray, Mark. 1999. The shadow education system: Private tutoring and its implications for planners. Paris: UNESCO International Institute for Educational Planning (IIEP).
———. 2003. Adverse effects of private supplementary tutoring: Dimensions, implications and government responses, Series: Ethics and Corruption. Paris: UNESCO International Institute for Educational Planning (IIEP). http://www.iiep.unesco.org/information-services/publications/abstracts/2003/etico-adverse-effects.html.
———. 2009. Confronting the shadow education system: What government policy for what private tutoring? Paris: UNESCO International Institute for Educational Planning (IIEP).
———. 2017. Schooling and its supplements: Changing global patterns and implications for comparative education, Presidential Address, Annual meeting of the Comparative and International Education Society, Atlanta, Georgia, March 8.
Bray, Mark, and Ora Kwo. 2014. Regulating private tutoring for public good: Policy options for supplementary education in Asia. Bangkok: UNESCO and Hong Kong/Comparative Education Research Centre, The University of Hong Kong.
Bray, Mark, and Chad Lykins. 2012. Shadow education: Private supplementary tutoring and its implications for policymakers in Asia. Mandaluyong City: Asian Development Bank and Hong Kong/Comparative Education Research Centre, The University of Hong Kong.
Bray, Mark, Magda Nutsa Kobakhidze, Junyan Liu, and Wei Zhang. 2016a. The internal dynamics of privatised public education: Fee-charging supplementary tutoring provided by teachers in Cambodia. International Journal of Educational Development 49: 291–299.
Bray, Mark, Ora Kwo, and Boris Jokic. 2016b. Researching private supplementary tutoring: Methodological lessons from diverse cultures. Hong Kong: CERC, The University of Hong Kong.
Brehm, William C. 2016. The structures and agents enabling educational corruption in Cambodia: Shadow education and the business of examinations. In The political economy of schooling in Cambodia: Issues of quality and equity, ed. Kitamura Yuto, D. Brent Edwards Jr., Chinnh Sitta, and James H. Williams, 99–119. New York: Palgrave Macmillan.
Buchmann, Claudia. 2002. Getting ahead in Kenya: Social capital, shadow education, and achievement. In Schooling and social capital in diverse cultures, ed. Bruce Fuller and Emily Hannum, vol. 13, 133–159. Amsterdam/Boston: JAI. Research in the Sociology of Education.
Byun, Soo-yong. 2014. Shadow education and academic success in the Republic of Korea. In Korean education in changing economic and demographic contexts, ed. Hyunjoon Park and Kyung-keun Kim, 39–58. Singapore: Springer. http://public.eblib.com/choice/publicfullrecord.aspx?p=1593344.
Champen. rue mai cha tong rian “kuetwicha” [Is tutoring necessary or not?] MyFirstBrain.com. http://www.myfirstbrain.com/main_view.aspx?ID=69246.
Chandler, Michael A. 2011. S. Korea tries to wrest control from booming private tutoring industry. TheWashington Post, April 3. https://www.washingtonpost.com/world/s-korea-tries-to-wrest-control-from-booming-private-tutoring-industry/2011/01/12/AFNXQfXC_story.html.
Crotty, James M. 2012. Global private tutoring market will surpass $102.8b by 2018. Forbes/Tech, October 30.
Dang, Hai-Anh, and F. Halsey Rogers. 2008. The growing phenomenon of private tutoring: Does it deepen human capital, widen inequalities, or waste resources? World Bank. http://siteresources.worldbank.org/INTPUBSERV/Resources/Dang_private_tutoring.pdf.
Dawson, Walter. 2009. The tricks of the teacher: Shadow education and corruption in Cambodia. In Buying your way into heaven: Education and corruption in international perspective, ed. Stephen P. Heyneman, 51–74. Rotterdam: Sense Publishers.
Dong, Alison, Batjargal Ayush, Bolormaa Testsgee, and Tumendelger Sengegodoris. 2006. Mongolia. In Education in a hidden marketplace: Monitoring of private tutoring, ed. Iveta Silova, Virginija Budiene, and Mark Bray. New York: Open Society Institute.
Dore, Ronald. 1976. The diploma disease: Education, qualification and development. London: Allen and Unwin.
Economic and Financial Indicators. 2018. The Economist, April 28–May 4, p. 80.
Ekamorn Iamsirirak, et al. 2013. Kolayut kanborihan rongrian kuet wicha phuea songsuem khwamrabphitchob to sangkom [Management strategies for tutoring schools to promote social responsibility]. Academic Journal of Eastern Asia University 3(2), July–December: 195–207.
Fry, Gerald W. 1981. Degreeism: Disease or cure? Higher Education 10: 517–527.
Hallak, Jacques, and Muriel Poisson. 2007. Corrupt schools, corrupt universities: What can be done? Paris: International Institute for Educational Planning, UNESCO.
Heyneman, Stephen P. 2012. Private tutoring and social cohesion. In Shadow education: Private supplementary tutoring and its implications for policy makers in Asia, ed. Mark Bray and Chad Lykins. Manila: CERC & ADB.
Kajit Foithong. 2014. The teachers’ skills, March 8. http://www.gotoknow.org/posts/517663.
Khunatham khong khru [Teachers’ ethics]. 2001. http://www.educ105.wordpress.com.
Kim, Young Chun. 2016. Shadow education and the curriculum and culture of schooling in South Korea. New York: Palgrave Macmillan.
Manachaya Uruyos, and Siwapong Teeraumpon. 2005. Private tutoring and economic growth. Faculty of Economics, Chulalongkorn University: The First National Conference of Economists, hosted by Thammasat University, Bangkok. 28 October.
Marimuthu, T., J.S. Singh, K. Ahmad, H.K. Lim, H. Mukherjee, S. Osman, T. Chelliah, J.R. Sharma, N.M. Salleh, L. Yong, T.L. Lim, S. Sukumaran, L.K. Thong, and W. Jamaluddin. 1991. Extra-school instruction, social equity and educational quality [in Malaysia]. Singapore: International Development Research Centre.
Meyer, John W. 1970. The charter: Conditions of diffuse socialization in schools. In Social processes and social structures, ed. W.R. Scott, 564–578. New York: Holt.
Mickey, Lisa D. 2015. Thai players move to the fore of women’s golf. New York Times, December 16. https://www.nytimes.com/2015/12/17/sports/golf/thai-golfers-are-making-gains-in-force-on-the-lpga-tour.html?_r=0.
November, Alan C. 2010. Empowering students with technology. Thousand Oaks: Corwin Press.
Office of the Permanent Secretary, Ministry of Education. 2015. Yutthasat kankae panha kankuatwicha botsarup samrab phu borihan (chabab rang). [Strategy for solving the problems of private tutoring: Executive summary (draft)]. Thailand: Ministry of Education.
Paitoon Sinlarat. 2002. Kuat wicha radab matthayomsueksa nai prathet Thai [Private tutoring for high school students in Thailand]. Bangkok: Office of the National Education Commission.
Parinya Kaewsainan. 2012. 11 hetpon thi wairun tong rian phiset [11 reasons why teenagers must take private supplementary tutoring]. MThai, August 18. http://www.teen.mthal.com/education/42030.html.
Rattana Lao. 2014. Analyzing the Thai state policy on private tutoring: The prevalence of the market discourse. Asia Pacific Journal of Education 34: 476–491.
Rongrian kuetwicha to rai khit chamkat 9 andab raek mi saka ruamkan kuab 300 haeng thua prathet chuang 7 pi thi phan ma khayai pi la 200–300 haeng. [Coaching schools have grown 9-fold with their being originally about 300 schools, with annual growth of 200–300 schools per year. Thaipublica, February 5, 2015. http://thaipublica.org/2015/02/tutorial-critical-study-of-Thailand.
Suraweera, A.V. 2011. Dr. Kannangara’s free education proposals in relation to the subsequent expansion of the tuition industry. Dr. C.W.W. Kannangara Memorial Lecture 22, Mahargama, Sri Lanka: Department of Research and Development, National Institute of Education.
ThaiPublica. 2013a. “Kuatwicha” matrathan kansueksa Thai: Rian “pheua sob” rue rian “pheua rianru” [“Tutoring as the standard of Thai education: Study for exams or study to learn and know”]. March 17. http://thaipublica.org/2013/03/tutorial-critical-study-of-thailand.
———. 2013b. Mua kunnaphap kansueksa Thai chai “kanaenchiwat” phupokhrong thum pi la kua muenlan hai dek kuatwicha “tik thuk” kho di & kho sia khong kanriankuatwicha [When test scores are used as the indicator of educational quality then parents each year invest more than 10,000 million (Baht) for their children to be tutored have made the correct choice: The advantages and disadvantages of tutoring]. September 9. http://thaipublica.org/2013/09/quality-of-thai-education.
———. 2016. Nganwichai kuatwicha “learn education” chi lek Thai Lost Focus riansutkao mai dai phon—su “blended education” kae panha khat khru [Research on coaching “learn education” shows that Thais have lost focus studying an old curriculum without results—need to pursue “blended education” to solve the problem of teacher shortages]. Thai Publica, March 21. http://thaipublica.org/2016/03/on-demand-shadow-education-1/.
Thamai chueng tong kuat wicha [Why must we go to coaching schools?] 2013. Kao thuk winnathi, November 23. http://www.sahavicha.com/?name=article&file=readarticle&id=2163.
Thammai tong “kuatwicha” mum mong khong dek mathayom [Why must we do cram schools and private tutoring? Secondary school students’ views on private tutoring and cram schools]. 2006. Hilight News, July 11. http://hilight.kapook.com/view/234.
Thippanya Education Academy. 2015a. http://www.thippanya.com. Thippanya Education Academy.
——— Education Academy. 2015b. http://www.thippanya.com/whythippanya.html.
Tutoring is a big business in Thailand. 2010. Asiaonenews, November 16. http://news.asiaone.com/News/Latest+News/Asia/Story/A1Story20101116-247431.html.
Williams, David. 2009. Curriculum ‘is too big and blunts teachers’ individuality. Public Finance, June15. http://www.publicfinance.co.uk/news/2009/06/curriculum-%E2%80%98-too-big-and-blunts-teachers%E2%80%99-individuality%E2%80%99.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Charoenkul, N. (2018). Shadow Education in Thailand: Thai and International Perspectives. In: Fry, G. (eds) Education in Thailand. Education in the Asia-Pacific Region: Issues, Concerns and Prospects, vol 42. Springer, Singapore. https://doi.org/10.1007/978-981-10-7857-6_25
Download citation
DOI: https://doi.org/10.1007/978-981-10-7857-6_25
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-10-7855-2
Online ISBN: 978-981-10-7857-6
eBook Packages: EducationEducation (R0)