Analysing the Shadows: Private Tutoring as a Descriptor of the Education System in Georgia

Autor/in	Bregvadze, Tamar
Titel	Analysing the Shadows: Private Tutoring as a Descriptor of the Education System in Georgia
Quelle	In: International Education Studies, 5 (2012) 6, S.80-89 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Tutoring; Tutorial Programs; Supplementary Education; Parent Surveys; Educational Quality; Equal Education; Educational Assessment; Educational Indicators; Educational Change; Educational Methods; Intervention; Program Effectiveness; National Surveys; Interviews; Elementary Secondary Education; General Education; Family Income; Predictor Variables; Enrollment Influences; Maximum Likelihood Statistics; Parent Attitudes; Use Studies; Regression (Statistics); Georgia Republic + Suchen Sie Ihr Suchwort? Ausland; Förderkonzept; Nachhilfeunterricht; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Ergänzungsunterricht; Quality of education; Bildungsqualität; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Bildungsreform; Educational method; Erziehungsmethode; Interviewing; Interviewtechnik; Allgemein bildendes Schulwesen; Allgemeinbildung; Familieneinkommen; Prädiktor; Elternverhalten; Benutzerschulung; Regression; Regressionsanalyse
Abstract	During the past decade Georgia has received strong international support for education reform, and it represents an interesting case by which the effectiveness of particular interventions in the region can be assessed. Most attempts to analyse progress within the system have so far been concentrated on two aspects of formal education: private and public schools. This article analyses the dynamics of change from a different angle, and focuses attention on a third important, but shadow aspect of the education system: supplementary private tutoring. A representative survey of parents of school-age children and university entrants describes the scope, drivers and effects of private tutoring in Georgia. These findings are then used to analyse the effectiveness of the system in terms of the criteria of quality and equity. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01