Book review: Shadow education in Myanmar: private supplementary tutoring and its policy implications
Book review: Shadow education in Myanmar: private supplementary tutoring and its policy implications
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书评：缅甸的影子教育：私人补习及其政策启示
DOI：
10.1108/jice-03-2023-051
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发表时间：
2023
期刊：
影响因子：
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通讯作者：
Asakura Takamichi
中科院分区：
文献类型：
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作者：
Izumi HORIKOSHI;Changhao LIANG;Rwitajit MAJUMDAR;Hiroaki OGATA;大畑健二;大畑健二;大畑健二;大畑健二;大畑健二;谷塚光典・青木一・藤崎聖也・大畑健二;森下孟・大畑健二;信州大学教育学部;Asakura Takamichi
本书分析了缅甸私立补习的盛行情况，这种补习在全球范围内被认为是相对于学校教育的“影子教育”，其积极和消极方面在国际上越来越多的文献中得到了讨论。影子教育在缅甸被称为“补习”。学费的存在早已为人所知，但尚未得到充分分析，2015 年大选后重大政治变化引起的关注正是本书的背景。第一作者马克·布雷(Mark Bray)自1996年以来在全球范围内出版了大量有关影子教育的书籍和文章。本书由香港大学、仰光教育大学和联合国教科文组织合作，收集了缅甸最大城市仰光市区和城郊地区的数据。调查结果显示，学费很常见（接受调查的九年级学生中有 86.2% 接受学费），而且尽管有严格的规定，许多教师 (47.7%) 出于收入和其他动机而提供学费。这些统计数据表明了让学费“走出阴影”并在教师、学生、家长和其他利益相关者之间进行对话的重要性。这张图可以被视为探索正规教育与非正规教育共存的一种方式。该书还深入探讨了缅甸强调教育背景的社会的形成，类似于Dore（1976）观察到的“文凭病”，以及学校教育面临的挑战。本书首先根据以往的研究，介绍了影子教育在各国的盛行情况及其与学校教育的关系，概述了国际背景（第一章）。随后概述了缅甸的社会、经济和教育体系（第 2 章）。下一章描述了本研究（第 3 章）所采用的定量和定性调查的过程。然后从学生及其家长（第 4 章）和教师（第 5 章）的角度报告这些调查的结果。最后一章讨论了研究结果在融资、社会不平等、教学和监管方面的政策影响（第 6 章）。
This book analyses the prevalence in Myanmar of private supplementary tutoring, which has been recognised globally as “shadow education” vis-a-vis school education and whose positive and negative aspects have been discussed internationally in a growing literature. Shadow education is referred to as “tuition” in Myanmar. Tuition has long been known to exist but has not been adequately analysed, and the attention it received due to major political changes following the 2015 general elections is the backdrop to this book. The first author, Mark Bray, has published numerous books and articles on shadow education worldwide since 1996.In this book, under the collaboration between the University of Hong Kong, the Yangon University of Education and UNESCO, data were collected in urban and peri-urban areas of Yangon, the largest city in Myanmar. The findings show that tuition is common (86.2% of Grade nine students surveyed receive it) and that, despite strict regulations, many teachers (47.7%) provide tuition for income and other motives. These statistics point to the importance of bringing tuition “out of the shadow” and engaging in a dialogue between teachers, students, parents and other stakeholders. This picture can be seen as a way to explore the coexistence of formal and nonformal education. The book also provides insight into the formation of a society in Myanmar that emphasises educational background, similar to the “diploma disease” that Dore (1976) observed, and the challenges facing school education. In this book, the prevalence of shadow education in various countries and its relationship with school education is first presented based on previous research, providing an overview of the international context (Chapter 1). This is followed by an overview of the social, economic and educational systems in Myanmar (Chapter 2). The next chapter describes the process of conducting the quantitative and qualitative surveys adopted for the study (Chapter 3). The findings from these surveys are then reported from the perspective of students and their parents (Chapter 4) and teachers (Chapter 5). The last chapter discusses the policy implications of the findings in terms of financing, social inequalities, teaching and regulation (Chapter 6).