Abstract
Shadow education is regarded by the majority of Greek students as a means to improve their school performance and maximize their chances of admission to higher education institutions. The financial crisis that struck Greece in 2009, has left its marks on all sectors of its economy; employers and employees in shadow education institutions have also been affected to a significant extend. The purpose of this study is to investigate private tutors’ working conditions as they have evolved in the period of the financial crisis. It is also examined the engagement of private tutors with financially vulnerable social groups and the degree at which the former alters their financial expectations in order not to exclude the latter from receiving complementary tutoring. 
 
 <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0767/a.php" alt="Hit counter" /></p>
Highlights
Primary and secondary education in Greece is free and public with the costs of operating the education system being covered by the state’s (Psacharopoulos & Papakonstantinou, 2005; Zambeta & Kolofousi, 2014)
Shadow education is not a phenomenon that has emerged in recent years (Giavrimis et al, 2018)
It has a long tradition in the Greek education system (Polychronaki, 2003)
Summary
Primary and secondary education in Greece is free and public with the costs of operating the education system being covered by the state’s (Psacharopoulos & Papakonstantinou, 2005; Zambeta & Kolofousi, 2014). In Greece, receiving some form of complementary, or as more frequently referred to “shadow” education is very common; Greek students receive shadow education in order to improve their school performance and in most cases to enhance their preparation in view of the exams admitting them to state-owned higher education institutions (Giavrimis, Eleftherakis & Koustourakis, 2018; Kang, 2007; Lee, Kim & Yoo, 2007) and constitutes a social need (Kelpanidis & Polymili, 2012). It is not uncommon though nowadays that Greek students often start receiving some form of complementary education since their primary school years, the attendance to shadow education courses is peaked during secondary education (Kanellopoulos & Psacharopoulos, 1997). Shadow education is considered as a key of success in competitive examinations of students trying to enter higher education, while being an indicator of social prestige (Kassotakis & Verdis, 2013)
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
