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Private supplementary tutoring (PST) is a phenomenon growing throughout the world. Looking at regions such as East Asia where it is already vast and comparing with regions where it remains modest but is rising, some authors have argued that countries must act quickly to discourage negative societal implications which arise when PST grows. One underpinning suggestion here is the notion that addressing PST may be time-critical. Drawing on insights from political science on the nature of continuity and change, in this paper I explore the possibility that societies could become substantially 'locked in' to complex patterns of dependence on PST. I report on the case of South Korea, drawing on interviews with experts in the Korean education system. I show that parents have been incentivised progressively over time to layer 'shadow education' over public schooling, particularly in times of heightened anxiety. Governments meanwhile have faced disincentives to restrict PST and public school teachers have had to adjust to becoming perceived as offering a residual service. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of the study is twofold: to offer a theoretical model that illuminates families' motivation to invest in private tutoring and to consider the implications of such investments in the context of South Korea. Given that parents invest in private tutoring for their child if the perceived expected benefits, at the time of enrollment, are greater than the direct and indirect costs of such tutoring, the study explores how private tutoring may affect educational inequities and possibly lead to inferior social outcomes. Design/methodology/approach: A theoretical model based on the human capital approach was developed. Three questions based on stylized facts were addressed: (1) Why would a household send a child to private tutoring? (2) Why do different households invest in different amounts of private tutoring? (3) Why may a household over-invest in private tutoring? Findings: The findings of this study indicate that the demand for private tutoring services decreases with the costs of private tutoring, while increasing as levels of academic readiness and aptitude, levels of household education, levels of current wealth and expected returns to private tutoring increase. These findings imply that private tutoring may exacerbate social inequities and cause an inferior social outcome, but that a government can influence the demand for tutoring through taxation. Research limitations/implications: This study did not address the non-pecuniary benefits that may be derived from private tutoring. The most important limitation and potential source of weakness of the study is that the model is theoretical. These results therefore need to be interpreted with caution. Practical implications: The study indicates the need for private households, as well as government officials, to carefully consider the costs and benefits of private tutoring in South Korea. Although the study focuses on South Korea, the findings may apply to other countries in which private tutoring offerings are prominent. Social implications: The educational choices that families make for their children have important financial and social implications in all countries, but especially in South Korea. The important implication is that private tutoring will tend to aggravate educational and social inequality. Originality/value: The existing body of research on private tutoring investment in South Korea suggests that the phenomenon is ubiquitous, growing and spreading to other countries. Furthermore, the motivation behind households' decisions to invest in private tutoring for their children is not always addressed in the published literature. Also, far too little attention has been paid to the economic impact private tutoring has on households and children, as well as society in general. [ABSTRACT FROM AUTHOR]

Shadow education contributes to the learning and academic careers of Korean students. It benefits, in particular, gifted students who are strongly motivated and who outperform their peers academically. In this study, we explored the innovative characteristics of shadow education curricula for gifted students in terms of curricular programmes, methods, and teaching-learning materials. Also, we explored how shadow education practices meet the academic abilities and needs of students. Informed by a literature review and qualitative research methods, the results reveal how common shadow education is; effects of shadow education; and innovative elements used in shadow education for gifted students in Korea. Overall, we found that shadow education plays a crucial role in gifted education; it is a necessary component for understanding academic excellence among students in Korea. The findings are helpful for teachers, curriculum developers, and policymakers as they explore how public schooling can help to support strongly motivated and academically advanced students. [ABSTRACT FROM AUTHOR]

Using two nationally representative datasets, this paper examines how the imposition of a curfew on private cram schools affects the consumption of private tutoring services as well as the time use patterns of Korean high school students. To identify the impact of the curfew, this study capitalizes on inter-city/province variation in private cram school regulatory ordinances and estimates a difference-in-differences estimator between the years of 2009 and 2012. The findings indicate that the curfew was ineffective in reducing the level of household expenditure or the total number of hours spent on private tutoring. However, imposition of the curfew was found to be associated with increases in time spent on sleeping as well as in internet usage for non-academic purposes. Interestingly, changes in time use patterns were not found among students in the highest socio-economic status group indicating that the curfew policy may have certain unintended consequences. Policy implications are discussed. [ABSTRACT FROM AUTHOR]

A Web-based form-focused intelligent computer-assisted language learning (ICALL) tutoring system equipped with a process-oriented corrective feedback function was developed to investigate the extent to which such a program may serve as a viable method of teaching grammar to Korean secondary and elementary students. The present study was also intended to explore the overall efficacy of two different types of corrective feedback on errors made by students while using the process-oriented tutoring program. In addition, the current research attempted to identify the distribution pattern of errors made by English as a foreign language (EFL) learners across error types combining grammar and cognitive strategies. Finally, the research surveyed subjects’ attitudes toward the ICALL tutoring program and assessed its ability to help them acquire grammatical concepts. Overall, the statistical analysis reveals that a form-focused ICALL tutoring system that provides process-oriented feedback may serve to facilitate EFL learners’ acquisition of grammatical concepts, and that the majority of subjects think favorably of the ICALL tutoring program. [ABSTRACT FROM PUBLISHER]

To shed light on the effectiveness of educational inputs for student outcomes, this paper examines the effect of private tutoring expenditures on the academic performance of middle school students in South Korea. To address endogeneity, the paper uses instrumental variables, first-difference, propensity-score matching and nonparametric bounding methods. We apply these methods to a panel dataset from South Korea, the Korea Education Longitudinal Study. The results show that the true effect of private tutoring remains, at most, modest. Instrumental variables (first-difference) estimates suggest that a 10-percent increase in expenditure raises a test score by 0.03 standard deviations or 1.1 percent (0.002 standard deviations or 0.08 percent). Matching estimates imply that the same amount of increase in expenditure leads to a 0.33 to 0.72 percent higher average test score. The tightest bounds of the effect of tutoring reveal that a 10-percent increase in expenditure improves the test score by a low of 0 to a high of 2.01 percent, while statistical tests fail to rule out zero effects. The modest effects of private tutoring found in the present study are comparable to the effects of public school expenditures on test scores and earnings estimated in previous studies. [ABSTRACT FROM AUTHOR]

Widespread use of “shadow education,” is a major policy issue in East Asia, especially South Korea, where officials view it as harmful to educational and fiscal equity. Although previous research emphasizes functional explanations, this study takes an institutional approach, exploring how students’ desire for prestigious matriculation influences their parents’ spending on shadow education. It is around that that “prestige orientation” (1) significantly predicts parent spending, especially among students of lower socioeconomic status, and (2) yields strong impact among students with the least likelihood of prestigious matriculation. Such findings indicate that Korean shadow education serves purposes that are as much symbolic as instrumental. [ABSTRACT FROM PUBLISHER]