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Title: Private tuition in Kenya and Mauritius : policies, practices and parents' perceptions examined from an ecological systems perspective
Author: Ciero Paviot, Laura
ISNI:       0000 0004 5363 1666
Awarding Body: UCL Institute of Education
Current Institution: University College London (University of London)
Date of Award: 2015
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Since 1990 the Education for All (EFA) movement has acted as a worldwide commitment to the delivery of primary education as a basic human right. Reducing inequalities in terms of school access and academic achievement became a major concern in developing countries where education reforms were inspired by the EFA initiative. This was the case in Kenya and Mauritius, although evidence from the SACMEQ I (1995) and II (2000) survey studies reveals that these two countries presented the highest incidence of private tuition in the southern and eastern Africa region. In turn, such findings raise concern because they appeared to challenge the EFA objectives of quality and equality. The aim of the present thesis is to examine the phenomenon of private tuition in relation to the provision of primary education of good quality to all pupils (EFA initiative) in Kenya and Mauritius. Drawing on Bronfenbrenner’s theory on the ecology of human development the micro, meso and macro systems are examined as the three levels of the ecological environment of private tuition. In this way, attention was focussed on two critical points: (a) the position of parents in relation to the provision of paid extra lessons and (b) the potential tensions between the different ecological levels regarding the notion of educational equality put forward by EFA (the macro level), the national educational policies implemented for primary school (meso level) and the pupils’ school context (micro level). Survey data from Grade 6 pupils who participated in the SACMEQ III (2007) study reveals that paid extra lessons are delivered inside public (government) schools by pupils’ school teachers outside official hours. In addition, interviews with a sample of sixty parents reveal that in Kenya, private tuition is perceived not only as an important academic support but also as a safe environment where pupils are supervised by responsible adults, whereas in Mauritius private tuition is perceived as crucial for academic advancement. In conclusion, it was found that in both countries private tuition represents an integral component within their mainstream education systems.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: Psychology and Human Development