A Journey along the Frontier: My Attempts to Bring Accountability to Shadow Education in Australia and Beyond
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| Title: | A Journey along the Frontier: My Attempts to Bring Accountability to Shadow Education in Australia and Beyond |
|---|---|
| Language: | English |
| Authors: | Mohan Dhall (ORCID |
| Source: | ECNU Review of Education. 2024 7(1):111-130. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Foreign Countries, Accountability, Private Education, Tutoring, Tutors, Coaching (Performance), Deception, Integrity, Legal Problems, Consumer Education, Educational Vouchers |
| Geographic Terms: | Australia |
| ISSN: | 2096-5311 2632-1742 |
| Abstract: | This article provides insights into stakeholders' challenges while bringing educational accountability to private tutoring providers through a self-regulation model. There is no participant involved in this narrative inquiry study. Policymakers may be ambivalent about bringing accountability as their families may benefit from private tutoring. This account is written from the perspective of a teacher-trained tutor who has worked with policymakers to address some of the challenges. This first-person narrative describes the experience of establishing a national peak body to bring greater accountability to private tutoring providers. This peak body is unique because it positions the educational interests of students as at least equal to providers' commercial interests. The author believes that greater accountability for tutoring businesses is required in all markets and that issues will not resolve through self-regulation alone. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1413570 |
| Database: | ERIC |
| Abstract: | This article provides insights into stakeholders' challenges while bringing educational accountability to private tutoring providers through a self-regulation model. There is no participant involved in this narrative inquiry study. Policymakers may be ambivalent about bringing accountability as their families may benefit from private tutoring. This account is written from the perspective of a teacher-trained tutor who has worked with policymakers to address some of the challenges. This first-person narrative describes the experience of establishing a national peak body to bring greater accountability to private tutoring providers. This peak body is unique because it positions the educational interests of students as at least equal to providers' commercial interests. The author believes that greater accountability for tutoring businesses is required in all markets and that issues will not resolve through self-regulation alone. |
|---|---|
| ISSN: | 2096-5311 2632-1742 |
