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Conference Paper: Roles of Teachers in Myanmar: Private Supplementary Tutoring
| Title | Roles of Teachers in Myanmar: Private Supplementary Tutoring |
|---|---|
| Other Titles | Intersections of Equity, Quality and Ethics: Shadow Education Provided by Teachers in Myanmar |
| Authors | |
| Issue Date | 2017 |
| Publisher | Comparative Education Society of Hong Kong. |
| Citation | Comparative Education Society of Hong Kong (CESHK) 2017 Spring Annual Conference, Education University of Hong Kong, Hong Kong, 24-25 March 2017 How to Cite? |
| Abstract | This paper focuses on teachers’ involvement in tutoring and its policy implications in Myanmar. Private tutoring has long been a major phenomenon in the country, and informal evidence suggests that it has expanded over the years. Teachers commonly supplement their incomes through private tutoring, reflecting both systemic problems and deeper socioeconomic challenges behind the façade of fee-free public education.
The paper draws on interviews with teachers, parents, students and school principals from Yangon region collected in 2016 and 2017. Major patterns of tutoring in Myanmar will be identified for better understanding of the fundamental changes in public-private educational provision and its impact on teachers’ lives and society. |
| Description | Session 4: Panel: Private supplementary tutoring in Asia - paper 3 |
| Persistent Identifier | http://hdl.handle.net/10722/247996 |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Kobakhidze, MN | - |
| dc.date.accessioned | 2017-10-18T08:36:05Z | - |
| dc.date.available | 2017-10-18T08:36:05Z | - |
| dc.date.issued | 2017 | - |
| dc.identifier.citation | Comparative Education Society of Hong Kong (CESHK) 2017 Spring Annual Conference, Education University of Hong Kong, Hong Kong, 24-25 March 2017 | - |
| dc.identifier.uri | http://hdl.handle.net/10722/247996 | - |
| dc.description | Session 4: Panel: Private supplementary tutoring in Asia - paper 3 | - |
| dc.description.abstract | This paper focuses on teachers’ involvement in tutoring and its policy implications in Myanmar. Private tutoring has long been a major phenomenon in the country, and informal evidence suggests that it has expanded over the years. Teachers commonly supplement their incomes through private tutoring, reflecting both systemic problems and deeper socioeconomic challenges behind the façade of fee-free public education. The paper draws on interviews with teachers, parents, students and school principals from Yangon region collected in 2016 and 2017. Major patterns of tutoring in Myanmar will be identified for better understanding of the fundamental changes in public-private educational provision and its impact on teachers’ lives and society. | - |
| dc.language | eng | - |
| dc.publisher | Comparative Education Society of Hong Kong. | - |
| dc.relation.ispartof | Comparative Education Society of Hong Kong (CESHK) 2017 Spring Annual Conference | - |
| dc.title | Roles of Teachers in Myanmar: Private Supplementary Tutoring | - |
| dc.title.alternative | Intersections of Equity, Quality and Ethics: Shadow Education Provided by Teachers in Myanmar | - |
| dc.type | Conference_Paper | - |
| dc.identifier.email | Kobakhidze, MN: nutsak@hku.hk | - |
| dc.identifier.authority | Kobakhidze, MN=rp02303 | - |
| dc.identifier.hkuros | 280547 | - |
| dc.identifier.hkuros | 280395 | - |
| dc.publisher.place | Hong Kong | - |