외국의 사교육 수요시장 및 수요관리 정책 동향 분석

Abstract

[Purpose] The purpose of this study was to analyze foreign private tutoring demand markets and demand management policy trends. The aim was to present implications necessary for managing the domestic private tutoring market. [Methods] In this study, using 103 domestic and foreign research materials, domestic and foreign private tutoring demand markets were analyzed in terms of participation rates of private tutoring, gaps in private tutoring expenses between classes, participation backgrounds and its purposes, and response measures and policies trends for private tutoring demand management were further analyzed as well. [Results] First, the participation rate results of private tutoring over all showed increasing trends across East and West countries regardless of rich or poor, capitalist or socialist, and its more increase due to the COVID-19 pandemic. The participation rates of private tutoring was higher among students with parents in socioeconomic status, who lived in cities, and had top grades, and the gaps in private tutoring expenses between classes were a factor causing social imbalance. Second, the backgrounds and purposes of participating in private tutoring were being formed by being linked to current or changing education, social culture, economy and policy. Although they were somewhat different depending on the education systems and overall conditions of each country, there was the common ground arisen from parents' human nature and desire who wanted their children to live a stable life in the future. While the backgrounds and purposes of private tutoring participation were driven from expectations for usefulness of private tutoring, it partially led to the factor causing the harmful effects of private tutoring. Third, each government's measures and policies for private tutoring demand management were somewhat different depending on the government's perspective on private tutoring and its level of the economy, but those most representative ones included strengthening public education, expanding after-school and care services, supporting the vulnerable social group, improving tests in schools and entrance examination systems, and reforming curricula in schools. These policies lowered students' burden of learning and parents' burden of educating and raising their children, but did not produce clear results in reducing the demand for and dependence on private tutoring. [Conclusion] In order to manage the private tutoring demand market, the multifaceted and complex aspects surrounding private tutoring must be understood deeply, and realistic policies suitable for interests of individuals and their society must be established through evaluations of the harmfulness and usefulness of private tutoring.