Literaturnachweis - Detailanzeige
| Autor/inn/en | Hajar, Anas; Sagintayeva, Aida; Izekenova, Zhanna |
|---|---|
| Titel | Private Supplementary Tutoring at a Transition Point in Kazakhstan's Education System: Its Scale, Nature, and Policy Implications |
| Quelle | In: European Education, 55 (2023) 1, S.16-29 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Hajar, Anas) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1056-4934 |
| DOI | 10.1080/10564934.2023.2179926 |
| Schlagwörter | Private Education; Tutoring; Secondary School Students; Student Characteristics; Foreign Countries; Educational Policy; Equal Education; COVID-19; Pandemics; College Entrance Examinations; Student Attitudes; Test Preparation; Parent Background; Educational Attainment; Higher Education; Family Income; Kazakhstan |
| Abstract | This quantitative study examined the scale, nature and effectiveness of private supplementary tutoring (PT) at one of the transition points in Kazakhstan's education system during the COVID-19 pandemic. The data were collected from 366 secondary school students. The findings show that 73.8% of participants received PT, mainly to help them prepare for the university entrance examination. Seventy-four percent of fathers and 83% of mothers were holders of university degrees and they had the economic means to invest in more and better PT for their children. Thus, PT has the potential to be a force for reducing equity, and so effective policies to regulate PT should be adopted. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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