2013年-世界发展银行全球_Private_Tutoring_in_Vietnam__A_Review_of_Current_Issues_and_Its_Major_Correlates_40页_546kb

Summary of "Private Tutoring in Vietnam: A Review of Current Issues and Its Major Correlates"

Core Content

This paper by Hai-Anh H. Dang from the World Bank provides an updated analysis of private tutoring (also referred to as supplementary education) in Vietnam, examining its reasons, scale, cost, form, intensity, and legality. The study aims to understand the factors influencing student participation in private tutoring and contributes to the ongoing policy debates regarding its role in the education system.

Main Points

1. Context of Vietnam's Education System

• Vietnam's education system has evolved significantly since the "doi moi" (renovation) process in 1986, marked by economic growth and improvements in basic education.
• The system is structured into three levels: primary (grades 1–5), secondary (grades 6–12), and tertiary (university and graduate levels).
• Despite progress, the system is still characterized by a public education dominance, with most schools being government-run, and the tertiary level being the most privatized.
• The centralized nature of the system, along with rigid tertiary education structures, has led to a growing demand for supplementary education.

2. Supplementary Education Overview

• Supplementary education is a shadow education system that complements the mainstream system and is widely used in Vietnam.
• It is seen as a means to improve academic performance, especially in preparation for high-stakes exams such as the university entrance examination.
• The importance of exams in the Vietnamese education system is a key driver of supplementary education.

3. Reasons for Supplementary Education

• The main reasons for attending supplementary education include:
  • Preparing for examinations (42%–47% of responses)
  • Catching up with the class (13%)
  • Acquiring better skills for future employment (13%)
  • Enjoying the subject matter (6%–11%)
• Other reasons include poor quality of school lessons and childcare.
• A significant portion (26%) of teachers and administrators believe students attend extra classes to please teachers, and 36% think that low teacher salaries drive the demand for supplementary education.

4. Scale of Supplementary Education

• In 2006, 63% of upper secondary students attended supplementary education, compared to 46% at lower secondary and 32% at primary levels.
• There is a notable urban-rural gap, with urban students more likely to attend supplementary education.
• The proportion of students attending supplementary education increased slightly from 1998 to 2006, especially at the primary level, but decreased at the secondary level due to education reforms that reduced the emphasis on end-of-level exams.

5. Intensity of Supplementary Education

• Wealthier households spend significantly more on supplementary education than poorer ones.
• The mean expenditure on supplementary education for the wealthiest 20% of households is 14 times higher than for the poorest 20%.
• On average, students in Vietnam spend 89 hours per year on supplementary education, with urban students spending twice as much time as rural students.

6. Forms of Supplementary Education

• Supplementary education can be organized by parents, teachers, schools, or private centers.
• Classes range from one-on-one tutoring to large group sessions in centers.
• In major cities, supplementary education centers are a popular and widespread form, often located near universities.

7. Cost of Supplementary Education

• Weekly fees for school-organized supplementary education vary:
  • Primary: US$0.34
  • Lower secondary: US$0.4
  • Upper secondary: US$0.73
• Fees during school breaks are 5%–38% higher than during the school year.
• Private tutoring sessions can cost US$60–75 per course, making them the most expensive form of supplementary education.

8. Legality and Government Regulation

• The Vietnamese government has issued several legal documents to regulate and control supplementary education.
• Circular No. 15/MOET outlines measures to manage the growth of private tutoring, including restrictions on teaching hours, banning primary school tutoring, and requiring permits for private tutoring.
• Violations can result in severe penalties, including firing of school principals.
• The government does not fully ban supplementary education, but also does not encourage it, instead opting for strict control due to its mixed impacts.

Key Correlates

• Household income is strongly correlated with the likelihood of attending supplementary education.
• Student grade level influences participation, with higher grades showing higher rates of tutoring.
• Ethnicity and household size are also important correlates, though less studied in previous literature.
• Urban-rural disparities are significant, with urban students more likely to engage in supplementary education.

Conclusion

The paper highlights the complex relationship between supplementary education and the broader education system in Vietnam. While it is a common and often necessary practice for students, it is also associated with inequity, corruption, and financial burden on families. The government's approach is one of control and regulation, rather than outright prohibition or encouragement, reflecting an awareness of both the benefits and drawbacks of the phenomenon. The study emphasizes the need for further research into the causal relationships between tutoring and academic outcomes, as well as the broader implications for educational equity and policy design.