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Measuring private tutoring

Methodological lessons and insights from Francophone Africa

Bibliographic Data

ID11920061
AuthorsM Bray (0000-0002-5886-1570, University of Hong Kong, corresponding author), Abdel Rahamane Baba-Moussa (INEPS - Université d’Abomey Calavi, Abomey, Benin)
Year2023
Volume55
Issue2
Pages210-225
Publication date2023-08-21
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueCompare A Journal of Comparative and International Education (JOURNAL)
Journal identifiersISSN: 0305-7925 • E-ISSN: 1469-3623
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/03057925.2023.2246375
OpenAlexW4386027860
LanguageEN
Citations received2
References cited22

This paper examines and builds on an earlier contribution to this journal focusing on private supplementary tutoring–widely known as shadow education–in Francophone West and Central Africa. Drawing on wider literature about research methods in this domain, it examines the basis for the numerical estimates presented in the original article and supplements those statistics with data from a subsequent survey. The paper stresses the significance of the topic, and highlights methodological lessons not only for these African settings but also more widely. In this way it contributes to further research agendas relating not only to private tutoring but also to methods in cross-national surveys of educational achievement

French · Humanities · Library science · Political science · Shadow (psychology · Sociology · Computer Science · Global Educational Reforms and Inequalities · Psychology

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Unique citing works2
Citations per year0,67
Citation span2023 - 2024 (2)
Citation velocityrecent
Highly citedNo
Citation typesNeutral: 2
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