Shadow Education in Myanmar: Private Supplementary Tutoring and its Policy Implications
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Shadow Education in Myanmar: Private Supplementary Tutoring and its Policy Implications Mark Bray, Magda Nutsa Kobakhidze and Ora Kwo. United Nations Educational, Scientific and Cultural Organization (UNESCO), Paris/ Comparative Education Research Centre (CERC), Hong Kong, 2020, 148 pp. CERC Monograph Series in Comparative and International Education and Development No. 13. ISBN 978-92-9223-649-6 (UNESCO), ISBN 978-988-14241-8-1 (CERC) Renxiang Tian1
© UNESCO Institute for Lifelong Learning and Springer Nature B.V. 2020
Having authored several books on the subject of private tuition, commonly referred to as “shadow education” (see for example, Bray 1999, 2003, 2009; Bray and Lykins 2012; Bray et al. 2013; Bray and Kwo 2014),1 Mark Bray revisits this domain with Magda Nutsa Kobakhidze and Ora Kwo. This book, however, differs from his previous publications in three aspects. First, its research on shadow education focuses on a single country – Myanmar. Second, it presents cross-border research commissioned by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and conducted by researchers from the University of Hong Kong (HKU) and Yangon University of Education (YUOE). Third, the book draws on both quantitative and qualitative data. Its six chapters are arranged clearly and logically, with a brief summary at the end of each chapter as well as extra information boxes inserted 1 Bray, M. (1999). The shadow education system: Private tutoring and its implications for planners. Paris: UNESCO International Institute for Educational Planning (IIEP). Bray, M. (2003). Adverse effects of supplementary private tutoring: Dimensions, implications and government responses. Paris: UNESCO IIEP. Bray, M. (2009). Confronting the shadow education system: What government policies for what private tutoring? Paris: UNESCO IIEP. Bray, M., & Lykins, C. (2012). Shadow education: Private supplementary tutoring and its implications for policy makers in Asia. Manila: Asian Development Bank. Bray, M., Mazawi, A. E., & Sultana, R. G. (2013). Private tutoring across the Mediterranean: Power dynamics and implications for learning and equity. Rotterdam: Sense Publishers. Bray, M., & Kwo, O. (2014). Regulating private tutoring for public good: Policy options for supplementary education in Asia. Hong Kong: The Central Printing Press.
* Renxiang Tian [email protected] 1
Chaoyang School, Guiyang, China
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in between, making it highly readable and enjoyable. In addition, the book includes a valuable appendix section that provides detailed tools and materials such as sample survey questionnaires and interview guides for future studies in this field, followed by a reference section. Building on previous research around the world, the first chapter outlines the global context of shadow education in terms of its scale, nature and relationship with mainstream schooling. The authors emphasise the omnipresence of shadow education at all levels of education worldwide. The tutoring co
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