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With many countries having reached universal primary and secondary education, parents are increasingly investing in private tutoring as a means of ensuring that their children attend the best schools and universities. However, unlike the returns to years of schooling and effects of school quality on student achievement, the effects of spending on private tutoring have received limited attention. This chapter studies the impact of tutoring on higher educational outcomes using exogenous variation in tutoring expenditure caused by the imposition of a curfew on the operating hours of tutoring institutes in Korea. The estimated effects of the curfew highlight the severity of the college entrance rat race, with a 10 p.m. curfew constraining tutoring expenditure and increasing sleeping hours. I find diminishing marginal effects of tutoring on college entrance and positive effects on degree completion while the impact on college major followed varies across disciplines.

This study explores the development trajectory of private tutoring in Bangladesh. Specifically, it illustrates how private tutoring has emerged and expanded in the country's education system and examines how governments have responded on this issue.

The authors adopted a case study methodology for this study. Data were gathered from different secondary sources such as books, official documents, scholarly articles, and newspaper reports. The data analysis process consists of three-phases of activities: data reduction, data display, and conclusion drawing/verification.

Private tutoring historically existed in Bangladesh. It is rapidly expanded in the country's education system – from primary to higher secondary level. Currently, it has reached an industrialization stage, where commercial coaching has become a major type of tutoring. The expansion of private tutoring is the inevitable result of the continued privatization and marketization of education. To bring the private tutoring under a framework, the government has taken some regulatory measures that can be characterized as “laissez-faire.” The existing measures are largely ineffective, as the policy makers followed an “top-down” approach when framing the policies.

This study, to the best of the authors' knowledge, is the first to target the historical aspects of private tutoring in Bangladesh. It has potential to fill out the literature gap on private tutoring by analyzing its policy aspect.

Building on my earlier work (Dang, 2007, 2008), this chapter provides an updated review of the private tutoring phenomenon in Vietnam including the reasons, scale, intensity, form, cost, and legality of these classes. In particular, this chapter offers a comparative analysis of the trends in private tutoring between 1998 and 2006 using all available data.

This chapter analyzes data from different sources, including (i) the 2006 Vietnam Household Living Standards Measurement Survey (VHLSS), (ii) the 1997–1998 Vietnam Living Standards Measurement Survey (VLSS), (iii) the 2008 Vietnam Household Testing Survey (VHTS), and (iv) local press in Vietnam. Quantitative methods are used.

Several (micro-)correlates are examined that are found to be strongly correlated with student attendance at tutoring, including household income, household heads’ education and residence areas, student current grade level, ethnicity, and household sizes. In particular, I focus on the last three variables that received little attention in the previous literature on the determinants of tutoring.

This chapter provides an updated and systematic review of the private tutoring phenomenon in Vietnam. Findings are highly relevant to the ongoing debates on private tutoring among all stakeholders in Vietnam, as well as policymakers/researchers in other countries. Suggestions are proposed on current gaps in the literature for future research.

The chapter highlights some of the challenges of research on supplementary education, and indicates ways in which the challenges were tackled in one particular study on Chongqing Municipality, China.

The Chongqing research investigated the determinants of demand for shadow education by Grade 9 students, using a mixed-methods design. A questionnaire was used to collect data from students and parents on various background details and on the nature of the tutoring that they or their children had received. Interviews of a smaller number of respondents provided qualitative data that supplemented and illuminated the quantitative responses.

Different methodological decisions may have different implications. The sampling strategies in the study limited the generalizability but increased the feasibility of the fieldwork and comparability of findings. The top-down strategy of gaining access secured high response rates in the surveys, but to some extent decreased some participants’ willingness to provide information on gray areas. Interviews generated deep and detailed data, but some sensitive topics were intentionally avoided. Informal chats with note taking were constrained in depth and breadth by random time slots and venues, and some details were difficult to record. However, the approach expanded the horizons and facilitated the triangulation of information.

Discussion focuses on collection of data, and stresses the importance of cultural, social, and economic contexts. The chapter may be seen as a case study that provides insights into methods for researching forms of supplementary education. Methodological lessons from the fieldwork in Chongqing have wider relevance, particularly in settings where regular teachers provide extra private classes.

The purpose of the study is twofold: to offer a theoretical model that illuminates families' motivation to invest in private tutoring and to consider the implications of such investments in the context of South Korea. Given that parents invest in private tutoring for their child if the perceived expected benefits, at the time of enrollment, are greater than the direct and indirect costs of such tutoring, the study explores how private tutoring may affect educational inequities and possibly lead to inferior social outcomes.

A theoretical model based on the human capital approach was developed. Three questions based on stylized facts were addressed: (1) Why would a household send a child to private tutoring? (2) Why do different households invest in different amounts of private tutoring? (3) Why may a household over-invest in private tutoring?

The findings of this study indicate that the demand for private tutoring services decreases with the costs of private tutoring, while increasing as levels of academic readiness and aptitude, levels of household education, levels of current wealth and expected returns to private tutoring increase. These findings imply that private tutoring may exacerbate social inequities and cause an inferior social outcome, but that a government can influence the demand for tutoring through taxation.

This study did not address the non-pecuniary benefits that may be derived from private tutoring. The most important limitation and potential source of weakness of the study is that the model is theoretical. These results therefore need to be interpreted with caution.

The study indicates the need for private households, as well as government officials, to carefully consider the costs and benefits of private tutoring in South Korea. Although the study focuses on South Korea, the findings may apply to other countries in which private tutoring offerings are prominent.

The educational choices that families make for their children have important financial and social implications in all countries, but especially in South Korea. The important implication is that private tutoring will tend to aggravate educational and social inequality.

The existing body of research on private tutoring investment in South Korea suggests that the phenomenon is ubiquitous, growing and spreading to other countries. Furthermore, the motivation behind households' decisions to invest in private tutoring for their children is not always addressed in the published literature. Also, far too little attention has been paid to the economic impact private tutoring has on households and children, as well as society in general.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

The basic structure of Korea's formal education system is 6-3-3-4. This school system, which was established soon after its independence from Japan after World War II, has not been changed very much until recently. Primary education covers grades 1–6. Kindergarten has not been a part of the official school system until now, although making it a part of the pubic school system has been under discussion for some years. In the secondary education sector, there are two levels of schools: middle schools covering grades 7–9, and high schools covering grades 10–12. After 12 years of formal education, students advance to higher education. Typically, undergraduate degree (B.A. or B.S.) takes four years.

This chapter examines the policy context, characteristics, and challenges of supplementary tutoring in the United States, with a specific focus on the supplemental educational services (SES) mandate of the No Child Left Behind Act (NCLB). This government-sponsored tutoring is particularly an interesting case of the United States, where privately funded tutoring is increasingly integrated into a public policy.

After introducing the details of SES program and examining major forces that influenced the introduction of this program, the chapter provides a summary on the scale of SES with a particular focus on a historical period when this program was most pervasive. It also discusses challenges of this policy and notes some recent policy changes due to NCLB reauthorization. The main sources of data for this study include two major federal reports on SES as well as the empirical studies on the effectiveness of supplementary tutoring in the United States.

An examination of policy contexts reveals that both federal and market forces contributed to the development of supplementary tutoring in the United States. While the number of tutoring providers and eligible students increased, evaluation studies have found either a small or insignificant effect of publicly funded tutoring. Communications among schools, families, and tutoring providers need to be more effective.

Although SES of the NCLB have exclusively been examined in the American context in the previous studies, this study suggests that other countries may learn from its policy context, practices, and challenges to reflect on supplementary tutoring in their own school systems.

This study systematically maps the research trends in the domain of “shadow education” over the last 40 years using metadata extracted from the SCOPUS database. The results reveal that the outputs of shadow education research have grown exponentially within the last decade. Bray and his colleagues from the University of Hong Kong, East China Normal University, and the Education University of Hong Kong have been the most prolific and influential research team. They are followed by Park and Byun from the USA, who have mostly worked on East Asian contexts. The USA, Hong Kong, South Korea, and the People’s Republic of China, have been the main sources of contributions and the University of Hong Kong has been the leading university in this field. Educational studies, economics, psychology, linguistics, and sociology have been the main disciplines researched within shadow education. Shadow education studies have revealed how shadow education can be a major instrument for maintaining and exacerbating social inequalities. They have also largely focused on the tangible (quantifiable) benefits related to improving students’ examination results. This study’s results stress the importance of regulating the private tutoring market, suggesting areas for ongoing research.