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- Publisher Website: 10.1080/03057925.2023.2246375
- Scopus: eid_2-s2.0-85168507189
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Article: Measuring private tutoring: methodological lessons and insights from Francophone Africa
Title | Measuring private tutoring: methodological lessons and insights from Francophone Africa |
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Authors | |
Keywords | Africa methodology PASEC Private tutoring shadow education |
Issue Date | 21-Aug-2023 |
Publisher | Taylor and Francis Group |
Citation | Compare: A Journal of Comparative and International Education, 2023 How to Cite? |
Abstract | This paper examines and builds on an earlier contribution to this journal focusing on private supplementary tutoring–widely known as shadow education–in Francophone West and Central Africa. Drawing on wider literature about research methods in this domain, it examines the basis for the numerical estimates presented in the original article and supplements those statistics with data from a subsequent survey. The paper stresses the significance of the topic, and highlights methodological lessons not only for these African settings but also more widely. In this way it contributes to further research agendas relating not only to private tutoring but also to methods in cross-national surveys of educational achievement. |
Persistent Identifier | http://hdl.handle.net/10722/345561 |
ISSN | 2023 Impact Factor: 1.6 2023 SCImago Journal Rankings: 0.960 |
DC Field | Value | Language |
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dc.contributor.author | Bray, Mark | - |
dc.contributor.author | Baba-Moussa, Abdel Rahamane | - |
dc.date.accessioned | 2024-08-27T09:09:38Z | - |
dc.date.available | 2024-08-27T09:09:38Z | - |
dc.date.issued | 2023-08-21 | - |
dc.identifier.citation | Compare: A Journal of Comparative and International Education, 2023 | - |
dc.identifier.issn | 0305-7925 | - |
dc.identifier.uri | http://hdl.handle.net/10722/345561 | - |
dc.description.abstract | This paper examines and builds on an earlier contribution to this journal focusing on private supplementary tutoring–widely known as shadow education–in Francophone West and Central Africa. Drawing on wider literature about research methods in this domain, it examines the basis for the numerical estimates presented in the original article and supplements those statistics with data from a subsequent survey. The paper stresses the significance of the topic, and highlights methodological lessons not only for these African settings but also more widely. In this way it contributes to further research agendas relating not only to private tutoring but also to methods in cross-national surveys of educational achievement. | - |
dc.language | eng | - |
dc.publisher | Taylor and Francis Group | - |
dc.relation.ispartof | Compare: A Journal of Comparative and International Education | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.subject | Africa | - |
dc.subject | methodology | - |
dc.subject | PASEC | - |
dc.subject | Private tutoring | - |
dc.subject | shadow education | - |
dc.title | Measuring private tutoring: methodological lessons and insights from Francophone Africa | - |
dc.type | Article | - |
dc.identifier.doi | 10.1080/03057925.2023.2246375 | - |
dc.identifier.scopus | eid_2-s2.0-85168507189 | - |
dc.identifier.eissn | 1469-3623 | - |
dc.identifier.issnl | 0305-7925 | - |