Shadow education, the practice of private tutoring outside formal schooling, has become pervasive in Asia. Driven by intense exam competition and dissatisfaction with mainstream education, it plays a significant role in the region's educational landscape. However, its implications and regulatory frameworks still need to be studied and better understood. This book, Shadow Education in Asia: Policies and Practices, addresses this gap by comprehensively analyzing shadow education policies and practices in Asia. Despite its prevalence, shadow education's impact on students, families, and educational systems is complex and multifaceted. The lack of comprehensive research and understanding has led to challenges regulating and integrating shadow education into formal educational systems. Policymakers and educators struggle to address issues such as educational equity, student well-being, and the quality of education provided through shadow education. This book aims to inform policy discussions and reform efforts, ultimately contributing to a more nuanced understanding of this phenomenon and its role in Asia's educational landscape.

In all parts of Asia, households devote considerable expenditures to private supplementary tutoring. This tutoring may contribute to students' achievement, but it also maintains and exacerbates social inequalities, diverts resources from other uses, and can contribute to inefficiencies in education systems. Such tutoring is widely called shadow education, because it mimics school systems. As the curriculum in the school system changes, so does the shadow. This study documents the scale and nature of shadow education in different parts of the region. Shadow education has been a major phenomenon in East Asia and it has far-reaching economic and social implications.

This volume tackles perceived myths surrounding the academic excellence of East Asian students, and moves beyond Western understanding to offer in-depth analysis of the crucial role that shadow education plays in students’ academic success. Featuring a broad range of contributions from countries including Japan, China, Taiwan, and Singapore, chapters draw on rich qualitative research to place in the foreground the lived experiences of students, teachers, and parents in East Asian countries. In doing so, the text provides indigenous insights into the uses, values, and meanings of shadow education and highlights unknown cultural and regional aspects, as well as related phenomena including trans-boundary learning culture, nomadic learning, individualized learning, and the post-schooling era. Ultimately challenging the previously dominating Western perspective on shadow education, the volume offers innovative theorization to highlight shadow education as a phenomenon which cannot be overlooked in broader discussion of East Asian educational performance, systems, and policy. Offering pioneering insights into the growing phenomenon of shadow education, this text will benefit researchers, academics, and educators with an interest in international and comparative education, curriculum studies, and East Asian educational practices and policy. Those interested in the sociology of education and educational policy will also benefit from this book.

This book focuses on the so-called shadow education system of private supplementary tutoring. In parts of East Asia it has long existed on a large scale and it is now becoming increasingly evident in other parts of Asia and in Africa, Europe and North America. Pupils commonly receive fee-free education in public schools and then at the end of the day and/or during week-ends and vacations supplementary tutoring in the same subjects on a fee-paying basis.Supplementary private tutoring can have positive dimensions. It helps students to cover the curriculum, provides a structured occupation for pupils outside school hours, and provides incomes for the tutors. However, tutoring may also have negative dimensions. If left to market forces, tutoring is likely to maintain and increase social inequalities, and it can create excessive pressure for young people who have inadequate time for non-academic activities. Especially problematic are situations in which school teachers provide extra tutoring in exchange for fees from their regular pupils.This book begins by surveying the scale, nature and implications of the shadow education system in a range of settings. It then identifies possible government responses to the phenomenon and encourages a proactive approach to designing appropriate policies.

Recent years have brought global expansion of private supplementary tutoring alongside regular school systems. This expansion has far-reaching implications for the nurturing of new generations, for social and economic development, and for the operation of school systems. Some dimensions are positive while other dimensions are problematic. Supplementary tutoring is especially visible in Asia. The formats of tutoring range from one-to-one provision to large classes. Some tutoring is provided by teachers and by specialist companies, while other tutoring is provided informally by university students and others. Using a comparative lens, this book examines possible government responses to the expansion of private supplementary tutoring. In general, the book suggests, the sector should be given more attention. The work shows wide diversity in the regulations introduced by governments in the Asian region. It notes not only that these governments can learn much from each other, but also that policy makers in other parts of the world can usefully look at patterns in Asia. The book also stresses the value of partnerships between governments, tutoring providers, schools, teachers' unions, and other bodies.

This volume combines an analysis of PISA with a description of the policies and practices of those education systems that are close to the top or advancing rapidly, in order to offer insights for policy in the United States.

This book enables Western scholars and educators to recognize the roles and contributions of shadow education/hakwon education in an international context. The book allows readers to redefine the traditional and limited understanding of the background success behind Korean schooling and to expand their perspectives on Korean hakwon education, as well as shadow education in other nations with educational power, such as Japan, China, Singapore, and Taiwan. Kim exhorts readers and researchers to examine shadow education as an emerging research inquiry in the context of postcolonial and worldwide curriculum studies.

The OECD Programme for International Student Assessment (PISA) examines not just what students know in science, reading and mathematics, but what they can do with what they know. Results from PISA show educators and policy makers the quality and equity of learning outcomes achieved elsewhere ...

This comprehensive handbook is the ultimate reference work, providing authoritative and international overviews of all aspects of schools and schooling in Asia. Split into 19 sections it covers curriculum, learning and assessment, private supplementary tutoring, special education, gender issues, ethnic minority education and LGBTQI students in Asian schools. The volume displays the current state of the scholarship for schools and schooling in Asia including emerging, controversial and cutting-edge contributions using a thematic approach. The content offers a broad sweep of the region with a focus on theoretical, cultural and political issues as well as identifying educational issues and priorities, such as curriculum, assessment, teacher education, school leadership, etc., all of which impact students and learning in multiple ways. The Routledge International Handbook of Schools and Schooling in Asia brings together experts in each area to contribute their knowledge, providing a multidimensional and rich view of the issues confronting the region’s school and education systems. Chapters 34, 35, 36, 37, and 38 of this book are freely available as downloadable Open Access PDFs at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.