Abstract
Intense competition and educational privatization have fostered demands for student personalization, leading to shadow education becoming entrenched in the Asian education sector. Its social influence is expanding and far-reaching, which has attracted many scholars to study this issue. Scholars have been arguing about the adverse effects of shadow education on widening the inequality of social problems, increasing students’ psychological pressures, and also the moral conflicts that teachers face. This position paper explores and discusses the rationality of shadow education from three dimensions: social, psychological, and economic. It argues that shadow education should exist as a co-curricular or supplement to formal mainstream education because it serves as a mirror that can reflect the missing parts of formal education, as shadow education can assist lower academic performing students and cater to need-oriented functions under-utilized within mainstream education. This article concludes with some recommendations for education policymakers in the Thailand Ministry of Education (MOE) in Thailand regarding the rising of the shadow education phenomenon. With stronger oversight of shadow education operators, improved communication between mainstream schools and parents, and increased financial support to the public education sector, a dynamic synergy between mainstream schools, shadow education operators, parents and students can be achieved.
Highlights
Introduction of Shadow EducationShadow education, known as private tutoring or private supplementary tutoring, is commonly practiced in Asia, generating billions of dollars in revenue each year, and spreading across the globe at a remarkable speed (Bray & Liu, 2016). Stevenson and Baker (1992) first advocated shadow education after an in-depth investigation into the remedial education of Japanese high school students; they described shadow education as a range of educational activities outside of the school to improve academic performance and opportunities to further education
Scholars have been arguing about the adverse effects of shadow education on widening the inequality of social problems, increasing students’ psychological pressures, and the moral conflicts that teachers face. This position paper explores and discusses the rationality of shadow education from three dimensions: social, psychological, and economic. It argues that shadow education should exist as a co-curricular or supplement to formal mainstream education because it serves as a mirror that can reflect the missing parts of formal education, as shadow education can assist lower academic performing students and cater to need-oriented functions under-utilized within mainstream education
From the above points mentioned and discussed, this paper concludes that shadow education should co-exist with mainstream schools as effective and supportive supplementary provision, together creating a positive synergy that fulfills a complete education system for students, parents, and teachers
Summary
Known as private tutoring or private supplementary tutoring, is commonly practiced in Asia, generating billions of dollars in revenue each year, and spreading across the globe at a remarkable speed (Bray & Liu, 2016). Stevenson and Baker (1992) first advocated shadow education after an in-depth investigation into the remedial education of Japanese high school students; they described shadow education as a range of educational activities outside of the school to improve academic performance and opportunities to further education. Contrary to the researchers who support this claim, there is research that supports shadow education as empirical evidence confirms that students who receive additional support respond with better academic performance (Bray, 2007; Dang, 2007; Hu et al, 2015; Song & Xue, 2017; Kim & Jung, 2019; Xue & Fang, 2020) This position paper argues that shadow education should exist as a co-curricular or supplement to formal mainstream education, because it serves as a mirror that can reflect the missing parts of formal education, such that shadow education can assist lower academic performing students and cater to need-oriented functions under provided within mainstream education
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
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 call
