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Tutoring is private academic help, usually provided by an expert teacher; someone with deep knowledge or defined expertise in a particular subject or set of subjects. with his tutor Wolrad von Plessen, in traditional dress]] A tutor, formally also called an academic tutor, is a person who provides assistance or tutelage to one or more people on certain subject areas or skills. The tutor spends a few hours on a daily, weekly, or monthly basis to transfer their expertise on the topic or skill to the student (also called a tutee). Tutoring can take place in different settings.
Royal tutors, the personal instructors of future Monarch, have always enjoyed importance and prestige. In particular, the Grand Tutor (太傅, tàifù) was one of the three great lords of the royal court of the Zhou dynasty dynasty of ancient China. Similar positions remained in very high importance across East Asia into the modern era.
By some accounting, methods of tutoring only began to become more structured after the 20th century through focus and specialization in the training of tutors, application of tutoring, and evaluation of tutors. From the 20th century onwards, with the rapid spread of mainstream education, the demand for tutoring has also increased as a way to supplement formal education.
In the United Kingdom and Ireland, private tutoring, outside school, is common for students who need extra support in one or more subjects, particularly leading up to exams. In Ireland this is known as grinds.
In the British higher education system, a tutor is a general term for someone delivering tutorials, individually or in small groups. See tutorial system.
In South Korea, nearly 90% of elementary students receive some form of shadow education, usually in Cram school termed Hagwon.Kim, Kyung-Keun. 2010. "Educational Equality", in Lee, Chong Jae; Kim, Seong-yul & Adams, Don (eds.), Sixty Years of Korean Education. Seoul: Seoul National University Press, p.302. In Hong Kong, about 85% of senior secondary students do so.http://klncc.caritas.org.hk/private/document/644.pdf , Caritas, Community & Higher Education Service. 2010. Private Supplementary Tutoring of Secondary Students: Investigation Report. Hong Kong: Caritas. 60% of primary students in West Bengal, India,http://www.pratham.org/aser08/ASER_2010_Report.pdf . , Pratham. 2011. Annual Status of Education Report 2010. and 60% of secondary students in Kazakhstan receive private tutoring.Kalikova, Saule & Zhanar Rakhimzhanova. 2009. "Private Tutoring in Kazakhstan", in Silova, Iveta (Ed.), Private Supplementary Tutoring in Central Asia: New Opportunities and Burdens.
Demand for tutoring in Asia is exploding; by comparison globally, shadow education is most extensive in Asia. This is partly due to the stratification of education systems, cultural factors, perceptions of shortcomings in regular school systems, and the combination of growing wealth and smaller family sizes. Therefore, the education sector has become a profitable industry which businesses have created different kinds of products and advertisement such as "the king/queen of tutorial", a usual advertisement tactic of Hong Kong tutorial centers that has spread to South Korea, Thailand, Sri Lanka, and India where tutors achieve "celebrity-like status". In some cases, successful Southeast Asian tutors will even embrace the title of "tutor". Online private tutor matching platforms and learning platform offering online learning materials are other product offerings.
In Cambodia, most tutoring is provided by teachers,Dawson, Walter. 2010. "Private Tutoring and Mass Schooling in East Asia: Reflections of Inequality in Japan, South Korea, and Cambodia." Asia Pacific Education Review 11(1):14-24. whereas in Hong Kong, it is provided by individuals, small companies or large companies.http://www.iias.nl/article/facing-shadow-education-system-hong-kong , Kwo, Ora & Mark Bray. 2011. "Facing the Shadow Education System in Hong Kong." IIAS Newsletter (University of Leiden, International Institute for Asian Studies) In Mongolia, most tutoring is labor-intensive,Dong, Alison, Batjargal Ayush, Bolormaa Tsetsgee, & Tumendelger Sengedorj. 2006. "Mongolia". In Iveta Silova, Virginija Būdienė, & Mark Bray (Eds.), Education in a Hidden Marketplace: Monitoring of Private Tutoring. New York: Open Society Institute, pp.257-277 while entrepreneurs in South Korea make use of computers and other forms of technology.
On 24 July 2021, the Double Reduction Policy got promulgated jointly by the General Office of the Chinese Communist Party and the State Council of the People's Republic of China. The policy reclassified tutoring institutions in China as non-profit organizations, which solved the over-reliance of Chinese students on after-school tutoring classes, and reduced the additional financial burden on Chinese families. Chinese families spend 40 to 50 percent of their total domestic spending on tutoring. The double reduction policy's regulation of shadow education has improved the quality of school curriculum during the Compulsory education period and relieved the inequality of educational resources caused by the economic gap.
In Georgia, household expenditures for private tutoring at the secondary school level was $48 million in 2011.EPPM (International Institute of Education Policy, Planning & Management). 2011. Study of Private Tutoring in Georgia. Tbilisi: EPPM, p.29. (In Georgian) In Hong Kong, the business of providing private tutoring to secondary schools reached $255 million in 2011.Synovate Limited. 2011. Marketing survey of tutoring businesses in Hong Kong, cited in Modern Education Group Limited (2011), Global Offering (for stock market launch), Hong Kong, p.96. The estimated size of the private tuition industry in India was estimated to be worth around $70 billion in 2017.
In South Korea, where the government has attempted to cool down the private tutoring market, shadow education costs have nonetheless continually grown, reaching $17.3 billion in 2010. Household expenditures on private tutoring are equivalent to about 80% of government expenditures on public education for primary and secondary students.Kim, Sunwoong & Ju-Ho Lee. 2010. "Private Tutoring and Demand for Education in South Korea." Economic Development and Cultural Change 58(2), p.261.
In the United States, the tutoring market is fragmented. Some online tutoring marketplaces, however, have managed to aggregate a large number of private tutors on their platform and also tutoring data. For example, one such site has over 34,000 registered tutors in California and made public their tutoring hourly rate data.
In the United Kingdom, the cost of tuition is dependent upon a variety of factors such as subject, level (Key Stages, GCSE or A-Level), tutor experience and whether the lesson takes place virtually or in person. If you are looking to receive online tutoring from a qualified UK teacher with a verified certificate it will cost between £30 & 40 per hour. It is also common in the UK to apply for tutoring sessions through your local school if you are struggling to help subsidise the cost through the National Tuition Programme.
In many countries, individuals can become tutors without training. In some countries, including Cambodia, Georgia, Kazakhstan, Lao PDR, and Tajikistan, the pattern of classroom teachers supplementing their incomes by tutoring students after school hours is more a necessity than a choice, as many teachers’ salaries hover close to the poverty line.
In South Korea, the number of private tutors expanded roughly 7.1% annually on average from 2001 to 2006, and by 2009 the sector was the largest employer of graduates from the humanities and social sciences.Kim, Kyung-Min & Daekwon Park. 2012. "Impacts of Urban Economic Factors on Private Tutoring Industry." Asia Pacific Education Review 13 (20), p.273.
Teachers who spend more time focusing on private lessons than regular classes can cause greater inefficiencies in the mainstream school system. Situations in which teachers provide extra private lessons for pupils for whom they are already responsible in the public system can lead to corruption, particularly when teachers deliberately teach less in their regular classes in order to promote the market for private lessons. (2025). 9789087907280, BRILL. ISBN 9789087907280
When private tutoring is provided by well trained tutor however the effects can be dramatic, with pupils improving performance by two standard deviations, a result known as Bloom's 2 sigma problem.
Online tutoring is now a very popular way for students at top higher education institutions to earn money to support their studies during term time, but not all universities are in favour of this.
One of the potential drawbacks of online tutoring stems from the influx or sensory overload of information from different materials. "For example, material presented in multiple modalities run the risk of interrupting the learner from a coherent learning experience, of imposing a “split attention” effect (the mind cannot concentrate on two things simultaneously), or of overloading the learner's limited supply of cognitive resources."
The tutor ensures the development of individual educational programs for students and accompanies the process of individualization and individual education at school, university, in additional education systems.
One study suggests that phonologically based reading instruction for first-graders at risk for learning disability can be delivered by non-teachers. In the study, non-certified tutors gave students intensive one-to-one tutoring for 30 minutes, 4 days a week for one school year. The students outperformed untutored control students on measures of reading, spelling, and decoding; with ranging from .42 to 1.24. The tutoring included instruction in phonological skills, letter-sound correspondence, explicit decoding, rime analysis, writing, spelling, and reading phonetically controlled text. Although the effects diminished at the end of second grade, the tutored students continued to significantly outperform untutored students in decoding and spelling.
In the UK, after much discussion in the media, a limited company was set up in October 2013. The Tutors' Association was previously named The London Association Of Certified Financial Analysts.
In Singapore, tutoring agencies, also known as tuition agencies, are not regulated by the Ministry of Education.
Tutoring centers (tuition centers) must be registered with the Singapore Ministry of Education. However, tutoring agencies are not. Instead, tutoring agencies are required to register with the Accounting and Corporate Regulatory Authority (ACRA) under the Business Registration Act. There is a history of poor compliance and consumer complaints.
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