After School Tutoring: Evidence from a Randomized Controlled Trial Presenter: Ummul Ruthbah Co-author: Asad Islam Extended Abstract Numerous initiatives to improve educational outcomes all around the world have been taken in last few decades, but low levels of learning in most developing countries continue to remain a persistent barrier (Prichett, 2004; Uzewo, 2012). There are a number of challenges such as inadequate infrastructure and resources to facilitate learning, high cost of hiring teachers relative to small budgets, and the reluctance of qualified teachers to work in the rural areas where the needs are the greatest (Muralidharan and Sundararaman 2013). In many countries, parents often feel the need to supplement school-based education with private tutoring. Private tutoring now coexists with mainstream schooling and mimics the regular school system (Bray and Lykins, 2012). 1 Policy makers and educational experts are also debating the pertinence of private tutoring, and whether it should be allowed to coexist with traditional system of education.2 An academically weak child might fall behind at school, and hence might need more individual attention, which can be provided by private tutors. Many parents consider the level of instruction delivered at school not adequate and they resort to private tutoring to achieve acceptable academic standards (Kim and Lee 2010). In addition, because parents in developing countries are less educated, they may be less able to help their children with homework and need to rely on outside tutoring instead.
1 Substantial private tutoring industries can be found in countries as economically and geographically diverse as Cambodia, Egypt, Japan, Kenya, Morocco, Romania, Singapore, the USA, and the UK (Dang and Rogers 2008), and India. In Japan, 70% of students receive private tutoring by the time they complete middle school; 83% students in Malaysia receive tutoring by the time they reach senior secondary school (Bray 2007; Dang and Rogers 2008; Bray 2011). 83.1% of primary school students, 92.8% of middle school students, and 87.8% of high school students in South Korea attend private tuitions (Kim and Lee 2010). In Sri Lanka, 80% of sixth graders and 75% of eleventh graders take tutoring classes (Bray 2006). Over 50% Nepali secondary school students take tutoring classes (Jayachandran 2014). Supplementary private tutoring is also widely practiced in developed countries. 2 There are also arguments that private tutoring can result from corruption in the education system in some developing countries, where teachers require their students to go to their extra classes to supplement their income (Jayachandran 2014; Emran, Islam and Shilpi 2018).