07.06.2024 - 16:00

Two Lectures in Hong Kong by Steve Entrich

Two Lectures at the Education University of Hong Kong, June 6, 2024, Moderator: YUNG Wai Ho

Talk 1: A Comparative Analysis of Shadow Education Systems: Insights from Hong Kong and Germany
Abstract
Shadow education, a metaphor for private supplementary tutoring, significantly influences educational trajectories worldwide. This presentation explores the underlying structures, cultural influences, and educational impacts of shadow education systems in Hong Kong and Germany. Drawing from our ongoing research, this presentation utilises both quantitative data and qualitative narratives to offer a comprehensive analysis of how these systems operate within different educational paradigms.
In Hong Kong, shadow education is pervasive, driven by a high-stakes exam culture and societal expectations. Conversely, Germany’s engagement with shadow education varies significantly, influenced by regional educational policies and less centralised examinations. This presentation will discuss the implications of these differences for educational equity and access, highlighting how socio-economic status influences the utilisation and effectiveness of shadow education. We will highlight the complexities and nuances of shadow education, comparing these two distinct contexts to better understand their roles in shaping educational success and social mobility.
Our findings suggest that while both systems aim to supplement mainstream education, the motivations, accessibilities, and outcomes differ markedly. These differences underscore the need for tailored educational policies that consider the unique cultural and systemic contexts of each region. The presentation will conclude with recommended strategies for policy-makers and educators to mitigate inequalities exacerbated by shadow education systems.

Talk 2: Education in East Asia and the West: The Role of Shadow Education for Educational Success and Inequality
Abstract
Families with advantaged socioeconomic status (SES) are believed to increasingly invest in shadow education (SE) to enhance their children’s school success and thereby ensure they maintain a high social status. The global rise in SE therefore points to increasing inequality in relative educational opportunities, because high SES families may significantly improve their children’s educational success at critical transition points in the education system by investing in SE. However, comparative research indicates significant cross-national differences in the functions and implications of SE. The author presents findings based on data of over 60 societies from the PISA study complemented by more detailed national panel data from the United States, Germany and Japan. Findings indicate that the implications of SE are intertwined with characteristics of education system and learning culture and deliver explanations for the oft-reported performance gap between East Asian and Western nations in international assessment tests.