Shadow education—Opportunity for development

AbstractH.A.R. Tilaar emphasizes to the importance of education based on culture, because education is process of culture. Therefore, between the education and culture has been greatly relation, because the education is not able to be separated from culture that has reflected and grown up dynamically in Indonesian society.The purpose of this research is to determine how the education based on culture according to H.A.R. Tilaar’s perspective. The object of this research was H.A.R. Tilaar’s Perspective which concerns to the education based on culture.The approach of this research was literature review. The source of the data were a text book written by H.A.R. Tilaar and other literatures related to this research. The technique of analyzing data were the content analysis of the text book written by H.A.R. Tilaar and other literatures.The result of this research are : (a) H.A.R. Tilaar conceptualizes the education as an culturing processes; (b) the education process is an culturing process through the interactive process between teachers and students; (c) it is necessary to the Government of Indonesia to correct the National education concept by proposing several aspects such as ; (1) the basic value of education; (2) to notice the function of sociological education; (3) the relation between culture and education; (4) the education as The Agent ofChange, and (5) to get the equalization of education opportunity; and (d) to grow up the creative and adaptive thinking toward education phenomenawhich always move dynamically in the environment of the Indonesian community which has its complexity.Keyword: Education, Culture.

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Book Review of 'Shadow Education: Private Supplementary Tutoring and Its Implications for Policy Makers in Asia' by Mark Bray and Chad Lykins, Hong Kong: Asian Development Bank and University of Hong Kong, 2012

SSRN Electronic Journal ◽

10.2139/ssrn.2346599 ◽

2013 ◽

Author(s):

Hai-Anh Dang

Keyword(s):

Hong Kong ◽

Asian Development Bank ◽

Shadow Education ◽

Development Bank ◽

Policy Makers ◽

Asian Development

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Comment on Hauser's Review of Education, Opportunity, and Social Inequality

American Journal of Sociology ◽

10.1086/226196 ◽

1976 ◽

Vol 81 (5) ◽

pp. 1175-1187 ◽

Cited By ~ 25

Keyword(s):

Social Inequality ◽

Education Opportunity

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Worldwide shadow education and social inequality: Explaining differences in the socioeconomic gap in access to shadow education across 63 societies

International Journal of Comparative Sociology ◽

10.1177/0020715220987861 ◽

2021 ◽

pp. 002071522098786

Author(s):

Steve R Entrich

Keyword(s):

Social Inequality ◽

International Student ◽

Student Assessment ◽

Theoretical Models ◽

Potential Effect ◽

Shadow Education ◽

Cultural Economic ◽

International Student Assessment ◽

National Differences ◽

Cross National

This article examines the cross-national differences in socioeconomic accessibility to shadow education (SE) across 63 societies. Drawing on arguments from two competing theoretical models either emphasizing cross-national cultural, economic, and institutional differences (e.g. model of secondary schooling, scale of SE) or universally working social reproduction mechanisms (e.g. enrichment features of SE), this study provides a novel approach to understanding the role of SE for social inequality. More specifically, while the first model explicitly allows equality in access to SE, the latter suggests that SE fosters inequality under all circumstances. Using data from the 2012 Program for International Student Assessment (PISA) and official sources, first, the difference in the probability of top in comparison to bottom socioeconomic strata to use SE is predicted separately for all societies, before analyzing what causes the found considerable cross-national variation in the socioeconomic gap in access to SE at the country level. Results indicate that differences in SE access are linked to incentives for high-performing students to use SE. These incentives are especially common in societies with higher educational institutional differentiation (e.g. early or mixed tracking schooling models). In societies with less stratified education systems, access to SE is more equal, wherefore the potential effect of SE to social inequality is dampened. Overall, findings suggest that simple generalizations based on existing theoretical models provide no comprehensive explanation for the connection between SE and inequality. Instead, prominent beliefs about the relationship between SE and inequality are questioned.

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