A recent UNESCO report noted that the Japanese, Koreans and Vietnamese
adopted China’s examination system a very long time ago, resulting in examinations
being entrenched in these countries for over a thousand years (Hill
2010). In these systems, students are continuously preparing for examinations,
causing students and their parents to remain in a state of high anxiety.
The pressure on students to do well can lead to tragic consequences in
extreme cases, and there is also a tendency for schools and teachers to focus
on the examination and to ‘ignore aspects of the curriculum that are not
tested directly and that do not contribute to better examination results, such
as extended writing, project work, [and] oral communication’ (Hill 2010: 10).
The culture of competition is fuelled by parental belief that extra educational
coaching would secure better grades and better chances in life for their children.
Consequently, many school-age children are sent to after-school supplementary
tuition classes. The mushrooming of an after-school tuition industry
in Asia is said be partly driven by the pressures of competition with the ‘intensification
of globalisation, and facilitated by the increasing acceptability of
marketisation in the education sector’ (Bray 2013: 2). It has been reported that
in South Korea, nearly 90% of elementary school students, 73% of middle
school students and 60% of general high school students receive some form
of supplementary education (Kim 2010: 302), while a similar number (90%)
of elementary students in China and about 85% of senior secondary students
in Hong Kong receive supplementary education (Bray and Lykins 2012: x).
A negative outcome is denying children and young people non-study time that
could see them participating in arts and sports essential for their well-rounded
development. Social inequalities are also perpetrated by a culture where rich
families can afford to access better quality and longer hours of supplementary
tuition than less well-off families, thereby creating disparities which may
threaten social cohesion. This culture could also create inefficiencies in education
systems, particularly where teachers are allowed to engage in the business
of private tutoring. Some teachers might deliberately minimize their efforts at
schools and devote their energies to earning supplementary income from the
supplementary education system (see Bray and Lykins 2012).
A recent UNESCO report noted that the Japanese, Koreans and Vietnameseadopted China’s examination system a very long time ago, resulting in examinationsbeing entrenched in these countries for over a thousand years (Hill2010). In these systems, students are continuously preparing for examinations,causing students and their parents to remain in a state of high anxiety.The pressure on students to do well can lead to tragic consequences inextreme cases, and there is also a tendency for schools and teachers to focuson the examination and to ‘ignore aspects of the curriculum that are nottested directly and that do not contribute to better examination results, suchas extended writing, project work, [and] oral communication’ (Hill 2010: 10).The culture of competition is fuelled by parental belief that extra educationalcoaching would secure better grades and better chances in life for their children.Consequently, many school-age children are sent to after-school supplementarytuition classes. The mushrooming of an after-school tuition industryin Asia is said be partly driven by the pressures of competition with the ‘intensificationof globalisation, and facilitated by the increasing acceptability ofmarketisation in the education sector’ (Bray 2013: 2). It has been reported thatin South Korea, nearly 90% of elementary school students, 73% of middleschool students and 60% of general high school students receive some formof supplementary education (Kim 2010: 302), while a similar number (90%)of elementary students in China and about 85% of senior secondary studentsin Hong Kong receive supplementary education (Bray and Lykins 2012: x).A negative outcome is denying children and young people non-study time thatcould see them participating in arts and sports essential for their well-roundeddevelopment. Social inequalities are also perpetrated by a culture where richfamilies can afford to access better quality and longer hours of supplementarytuition than less well-off families, thereby creating disparities which maythreaten social cohesion. This culture could also create inefficiencies in educationsystems, particularly where teachers are allowed to engage in the businessof private tutoring. Some teachers might deliberately minimize their efforts atschools and devote their energies to earning supplementary income from thesupplementary education system (see Bray and Lykins 2012).
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