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maximum likelihood estimation results and marginal effects for private tutoring expenditures, 1994, Turkey
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This is the first study on private tutoring in Turkey. Private tutoring especially for the purpose of preparing for the competitive university entrance examination is an important, widespread phenomenon in Turkey. Private tutoring centers are commonly referred to as “dersane” in Turkish. This study first gives an overview of private tutoring center...
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... order to overcome this problem, we assigned a value of one in the place of zero for private tutoring expenditures. Table 4 gives the maximum likelihood estimation results of the Tobit model of private tutoring expendi- tures, the associated unconditional marginal effects, and the marginal effects conditional on positive private tutoring expenditures, according to Eqs. (4) and (5), respectively. The appendix table gives the means and standard deviations of the variables for the groups of households with zero and positive private tutoring expenditures. ...Similar publications
This article explores the process, reasons, and determinants of private tutoring as perceived by the high school students in Şanlıurfa, Turkey. This is a survey study and the quantitative data for the study was collected with a questionnaire from 1329 high school students during the spring semester in 2019. According to the findings, almost half of...
This is the first study on private tutoring in Turkey. Private tutoring especially for the purpose of preparing for the competitive university entrance examination is an important, widespread phenomenon in Turkey. Private tutoring centers are commonly referred to as "dersane" in Turkish. This study first gives an overview of private tutoring center...
This study investigated the relative influence of factors and persons in college major choice and procedural justice perceptions of 449 undergraduate students enrolled in 1 private and 2 public universities in Turkey. Results showed that students found themselves to be the most influential person in their choice of college major, followed by parent...
Citations
... The Probit model first proposed by Ashford and Sowden [44], and mainly recognized as the most suitable for the analysis of the use and adoption of innovations [45][46][47], was also adopted in this study to highlight the factors determining the use of CE strategies. Relevant for binary response variables, this model is useful for dissociating two distinct groups in a sample, as in this study, aimed at separating the factors influencing the choice to use from those attributed to non-users. ...
Although the circular economy (CE) has emerged as an innovative approach to address the challenges of protecting natural resources, the use of its strategies remains in its infancy, particularly in West Africa. This study examines the factors influencing the use of CE strategies in the wood and forestry sector in Benin. This study relied on a methodological approach based on surveys, using interview guides to collect information in both the southern and northern zones of the country. This information was collected at the level of the different actors directly involved in this sector, to identify the factors that influence the use of CE strategies using Probit models. The results show that access to information, the number of years of professional experience, the age of the actors and the type of training received are the determining factors in the use of these strategies (the models statistically significant at the 1% level). Other factors, such as knowledge of the costs and benefits of different strategies, are also identified as fundamental. Furthermore, a high financial capacity and an excess or overload of information are identified as the limiting factors for the use of these strategies.
... Böylelikle yükseköğretime erişim ile ilgili elitist yaklaşımın devam ettiği söylenebilir (Sianou-Kyrgiou, 2008). Özellikle Doğu Asya'da, 'kurslar' yaygın ve geniş bir endüstridir (Tansel ve Bircan, 2006). Güney Kore ve Çin'de yükseköğretim sınavında başarılı olabilmek için öğrencilerin okul dışı kurslara yoğun ilgi gösterdiği, hatta Çin'de 2016-2020 aralığında %47 oranında bu kurslara katılımın artış gösterdiği ifade edilmektedir (Kim, 2024). ...
... Türkiye'de de yükseköğretime ilişkin çok yoğun bir rekabet vardır. Bu nedenle birçok veli çocuklarını kurslara yollama çabasındadır (Tansel ve Bircan, 2006). Özel kurs merkezleri olarak geçmişte dershane sistemi popülerdi, fakat bu dershaneler 15 Temmuz 2016 tarihinde kapatılmışlardır. ...
... Özel ders veren kurumlar, "özel öğretmenin belirli konuları maddi bir kazanç karşılığında öğrettiği resmi okul sistemi dışındaki eğitim" olarak tanımlanabilir. Özel kursların arkasındaki iki nedenin, okul derslerini desteklemek için bireyselleştirilmiş bir eğitime ihtiyaç duyulması (Kim ve Lee, 2010), böylece ebeveynlerin sosyal avantajlarının çocuklarına aktarılmasının sağlanması (Stevenson ve Baker, 1992) ve birkaç şanslı kişiden biri olarak sosyal-ekonomik merdivende yükselme şansını artırmak için merkezi standart sınavlara daha iyi hazırlanmak olduğu tahmin edilmektedir (Tansel ve Bircan, 2006). Alanda gerçekleştirilen çalışmalarda, yükseköğretime kabul edilmede sosyal adaletsizliğe (Finger vd., 2024), üniversiteye kabulde gerçekleştirilen dil sınavlarının yol açtığı eşitsizliklere (Roshid vd., 2024), Çin'de azınlıkların yükseköğretime kabullerinin genişletilmesine değinen (Zhang ve Archer, 2024), Güney Afrika üniversitelerine kabullerde ırk dayanaklı kabullerinin karmaşıklığına (Sehoole vd., 2024), Brezilya'da üniversiteye kabullerde yaşanan sıkıntılara (Tavares Mendes ve de Andrade Rufato, 2024), Asya kökenli Amerikalıların üniversiteye kabullerde yaşadıkları sıkıntılara (Grossman vd., 2024), Amerika'da yükseköğretime kabullerde ırksal ayrımcılığın devam ettiğine (Muñiz ve Samayoa, 2024), yurt dışındaki ülkelerden Finlandiya üniversitelerine öğrenci kabul edilmesinde uygulanan İngilizce dil yeterliliği sınavının oluşturduğu yeni sömürgecilik türüne (Ojwang, 2025), yükseköğretime kabullerde pozitif ayrımcılığın önemine (Bocado ve Nicole, 2024), yükseköğretime geçişte gerçekleştirilen sınavlara hazırlıkta yapay zeka yazılımlarından biri olan Chat GPT'nin özel öğretmen olarak kullanılabileceğine değinen (Beltozar-Clemente vd., 2024) çalışmalara rastlanmaktadır. ...
Bu araştırmanın amacı, ulusal sınavlara hazırlık sürecinde destekleyici hazırlık kurslarını farklı paydaşların perspektifinden değerlendirmektir. Araştırma ilişkisel tarama deseninde betimsel bir çalışmadır. Çalışmanın katılımcıları tabakalı küme örnekleme yöntemiyle belirlenen, 12. Sınıf lise öğrencileri, üniversite birinci sınıf öğrencileri ve lise öğretmenleridir. Veri toplama araçları olarak; kişisel bilgi formu, ölçek ve yarı yapılandırılmış görüşme formu kullanılmıştır. Nicel verilerin analizinde betimsel istatistikler, nitel verilerin analizinde ise içerik analizi ve betimsel analizden faydalanılmıştır. Araştırmanın bulgularında, lise son sınıf öğrencileri, lisans öğrencileri ve öğretmenlerin, üniversite sınavına çalışma süresi ve kurslara harcanması gereken paraya ilişken benzer fikirlere sahip oldukları, sınava hazırlanma sürecinde; üç grubunda bireysel çalışmanın en yararlı yol olduğunu ifade ettikleri, alınan eğitimin niteliğin bakımından öğretmenlerin lise ve lisans öğrencilerine kıyasla daha olumlu algıya sahip oldukları belirlenmiştir. Ayrıca üniversite sınavının sonucuna yönelik beklentide, öğretmenlerin ve lise öğrencilerinin daha olumlu düşünceye sahip oldukları görülmüştür. Üç katılımcı grubunun da sınavın kendileri üzerinde duygusal açıdan olumsuz etkiler yarattığını bildirdikleri ve hem öğrencilerin hem de öğretmenlerin görüşüne göre bu sınavın geleceği belirleyen önemli bir aşama olduğu sonucuna ulaşılmıştır.
... Education in Turkey is one of the essential functions of the state, such as justice, security, and health, and is carried out under the state's control and supervision. The fundamental way of realizing economic growth and development depends on realizing economic relations with the supply and demand elements of education on a healthy basis (Tansel and Bircan, 2006). ...
To ensure sustainable economic growth and development, human capital is an essential factor of production that should be addressed at least as much as physical capital. Human capital is essential for better regulation, planning, and implementation of physical capital. Economic growth and development are the cause as well as the result of education. As the quality of education increases, economic growth will increase, and the effect of increasing economic growth will be reflected in the education sector. These two values not only positively influence each other, but also feed each other. In this study, which started with the definition and importance of education and education economics, the research continued by explaining the economics of education in detail through various items. It is aimed to examine the economics of education, the historical dimension of education economics, education supply-demand, education in the labor market, and essential education indicators using country data. Human capital is necessary for realizing sustainable growth and development in the long term, and to ensure this process is effective, human capital training can only be achieved through education. It is necessary to invest in quality education. These investments return by increasing the country’s social and economic welfare in the long run. It was observed that education investments in OECD countries and Turkey have increased significantly in recent years. Education should be increased both quantitatively and qualitatively. More effective and efficient educational policies should be determined and implemented without compromisese.
... Por su lado, con base en el caso de la enseñanza superior gratuita y para todas(os) en Grecia, Psacharopoulos y Papakonstantinou (2005) examinaron patrones de gasto hacia miembros de hogares en preparación para el ingreso al nivel superior. En cambio, Tansel y Bircan (2006), al igual que Acar, Günalp y Cilasun (2016), analizaron determinantes de inversión privada en la matrícula escolar para hogares en Turquía. Finalmente, Rizk y Owusu-Afriyie (2014) tomaron el caso de Egipto y evaluaron el efecto del ingreso -en correspondencia con diversas características sociodemográficas-sobre patrones de asignación de gastos educativos entre niñas y niños en edad escolar. ...
The microeconomic research about private expenditures on educational goods and services shows that the variation in investment levels reflects differences in income, socio-demographic characteristics, and the average number of household members. There are few studies in Latin America, however, that also explore the income elasticity of educational demand. This article addresses this important gap in Mexico, using data from the 2020 National Survey of Household Income and Expenditures. By means of Engel curves and tobit regression analysis, this article outlines the values assigned to education according to family traits. In particular, the results show that, as we focus on economically wealthier households, education is no longer a superior good, without becoming a necessity good. In addition, the data show evidence of gender differences that are opposite to those pointed out in the peer-reviewed literature.
... According to Tansel and Bircan (2006), tertiary education has always been seen as a luxury rather than a need or as an elite activity (Harris, 2013). In such a dynamic environment, selecting the best higher education institution is extremely important for all students (Tamtekin Aydın, 2015), and the process of ...
Higher education is becoming more competitive due to recent events like globalization and the rise of private colleges both domestically and internationally. Fierce rivalry among Vietnam’s higher education institutes (HEI) to draw students in with a variety of policies. The research conducted a survey based on the choice and brand equity models with the data collection from 788 students. Primary data were analyzed by the SPSS and PLS software with the SEM linear structural model and discovered that the university’s brand equity (BE) has a significant effect on students’ attractiveness. The HEI’s policies positively affect their characteristics and image that can increase the university’s BE. The mediator testing showing school image can increase the effect of School characteristics or brand equity as well as on policies. The research finding that for rising up the admission, HEI should focus on building strong BE by making a good image of school.
... al., 2014). In studies on private tutoring, the reasons for taking private tutoring, the experiences in the process and the results are discussed (Akdemir & Kılıç, 2022;Tansel & Bircan, 2006;Yıldız et. al., 2022). ...
The aim of this study was to distil the qualitative research on shadow education in Türkiye and to present an original synthesis that would help to solve the problems. Qualitative studies from different databases with specific inclusion criteria (n=8) were selected and analyzed using the meta-synthesis method. The findings of the studies were the primary themes, their systematic comparison and analysis were the secondary themes, and the synthesis was made through the examination and discussion of the relationships between the themes and categories. According to the findings, the reasons for shadow education were identified as preparation for high-stakes tests, overcrowded classrooms, the need to compensate for students' learning deficits, teachers' lack of qualifications and parents' demands. While the positive results of shadow education are that students develop regular study habits and improve their academic performance, the negative results are that students do not have the opportunity to socialize, do not have time for the arts and sports, educational inequality increases, the school is devalued and the curriculum dysfunctionalized, education becomes rote and test-driven, pressure to perform and stress increases among students, and parents face serious financial burdens. As a final synthesis; it is recommended to produce more models for transition between grade-levels, to reduce the quality differences between public schools and class sizes, to organize free central mock exams, to increase the quality of supportive courses conducted in public schools, to support the professional development of teachers, and to take measures to increase students' self-regulation skills. Recommendations for institutions/individuals involved in shadow education include legalizing and taxing private tuition, increasing supervision of private tuition/study centers and raising awareness of professional ethics among educators.
... Por su lado, con base en el caso de la enseñanza superior gratuita y para todas(os) en Grecia, Psacharopoulos y Papakonstantinou (2005) examinaron patrones de gasto hacia miembros de hogares en preparación para el ingreso al nivel superior. En cambio, Tansel y Bircan (2006), al igual que Acar, Günalp y Cilasun (2016), analizaron determinantes de inversión privada en la matrícula escolar para hogares en Turquía. Finalmente, Rizk y Owusu-Afriyie (2014) tomaron el caso de Egipto y evaluaron el efecto del ingreso -en correspondencia con diversas características sociodemográficas-sobre patrones de asignación de gastos educativos entre niñas y niños en edad escolar. ...
La investigación microeconómica sobre el gasto privado en bienes y servicios educativos muestra que la variación en los niveles de inversión corresponde a diferencias en el ingreso, características sociodemográficas y al número de miembros de los hogares. Sin embargo, son escasos los estudios al respecto en América Latina, en los que además se explore la elasticidad del ingreso en la demanda educativa. Este trabajo aborda esta brecha en México, utilizando datos de la Encuesta Nacional de Ingresos y Gastos de los Hogares de 2020. A través de curvas de Engel y análisis de regresión tobit, el trabajo expone los valores asignados a la educación según rasgos familiares. Concretamente, los resultados muestran que, al acercarnos a hogares económicamente más ricos, la educación deja de ser un bien superior, sin llegar a ser un bien de necesidad. Adicionalmente, los resultados muestran evidencia de sesgos de género opuestos a aquellos apuntados en la literatura especializada.
... Private tuition offers enhanced learning opportunities, personalized learning styles, and improved performance, with parents actively monitoring their children's progress (Makworo, 2012;Mwebi & Maithya, 2016). Families invest more time and money in informal educational activities to ensure their children's successful transition from high school to university and occupational career (Stevenson & Baker,1992;Tansel & Bircan, 2006). Therefore, it is possible to view private tutoring as a market reaction to the public education system's mediocrity (Kim & Lee, 2001;Tansel & Bircan, 2006). ...
... Families invest more time and money in informal educational activities to ensure their children's successful transition from high school to university and occupational career (Stevenson & Baker,1992;Tansel & Bircan, 2006). Therefore, it is possible to view private tutoring as a market reaction to the public education system's mediocrity (Kim & Lee, 2001;Tansel & Bircan, 2006). ...
... Some studies indicate that the impact of private tutoring is generally small but can sometimes be statistically significant (Kuan, 2011;Zhang, 2013). Private tutoring expenditures are higher in urban areas compared to rural areas (Tansel & Bircan, 2006). The private tutoring and formal schooling sectors offer similar learning options, but their impact on student outcomes is often overlooked, despite variations in demand across schools with varying characteristics (Dang, 2007;Kim & Chang, 2010;Kim & Park, 2010). ...
Parents' perception of private tuition significantly impacts a child's educational journey. Positive
attitudes boost academic growth, boost confidence, address individual needs, foster responsibility, and
reflect cultural and social factors. Positive attitudes also encourage collaboration with educators, aligning
educational goals and fostering open communication. So, the present study aimed to assess the level of
perception and attitude among the parents of daily wage earners. A cross-sectional survey method has
been employed to accomplish the purpose of the study among the daily wage-earning parents of school-
going children. The present study consisted of 267 samples, comprising daily wage earners parents, by
employing a random sampling method from Nadia District, West Bengal, India. A standardized
perception and attitude scale towards private tuition, with Cronbach’s alpha values of 0.81 and 0.79,
respectively, was administered to collect data from the sample (daily wage earners parents). The findings
of the study indicate significant differences in perceptions and attitudes towards private tuition based on
factors such as gender, location, and educational qualifications. It has been found that attitudes and perceptions of private tuition have a moderately positive correlation. This study contributes to our
knowledge of the significance of private tuition in the educational landscape and provides insightful
information for future studies and the formulation of societal policies.
... Por su lado, con base en el caso de la enseñanza superior gratuita y para todos en Grecia, Psacharopoulos & Papakonstantinou (2005) examinaron patrones de gasto hacia miembros de hogares en preparación para el ingreso al nivel superior. En cambio, Tansel & Bircan (2006), al igual que Acar, Günalp & Cilasun (2016), analizaron determinantes de inversión privada en matrícula escolar para hogares en Turquía. Finalmente, Rizk & Owusu-Afriyie (2015) tomaron el caso de Egipto, y evaluaron el efecto del ingreso -en correspondencia con diversas características sociodemográficas-sobre patrones de asignación de gastos educativos entre niños en edad escolar. ...
La investigación microeconómica alrededor del gasto privado en bienes y servicios educativos muestra que la variación en niveles de inversión corresponde a diferencias en el ingreso, características sociodemográficas, y el número de miembros de los hogares. Sin embargo, escasos estudios han enfocado esta dinámica en América Latina, además de explorar la elasticidad del ingreso en la demanda educativa. Este estudio aborda esta brecha, concentrándose en México, y utilizando datos de la Encuesta Nacional de Ingresos y Gastos de los Hogares de 2020. A través de Curvas de Engel y Análisis de Regresión Tobit, se exponen los valores asignados a la educación según rasgos familiares. Concretamente, los resultados muestran que, al acercarnos a hogares económicamente más ricos, la educación deja de ser un bien superior, sin llegar a ser de necesidad. Adicionalmente, los resultados muestran evidencia de sesgos de género opuestos a aquellos apuntados en la literatura especializada.
... Literature on private supplementary tutoring is growing worldwide (Bray 2021, Exley 2022Kim et al. 2022;Mahmud, 2019;Pallegedara 2018;Tansel and Bircan 2006). We also find a good number of studies on this issue in India (e.g. ...
... It has been exhibited that the household expenditure on private tuition is a significant global phenomenon and it raises considerable concerns about the question of reproduction of socioeconomic regional and many other forms of inequalities (Bray 2013;Bray and Lykins 2012;Choudhury et al. 2021;Mandikiana 2021). For instance, Tansel and Bircan (2006) found in the context of Turkey that private tutoring is widespread in the country, particularly for preparing for university entrance exams, for which the households spend 1-15% of family budgets. SESs are often costly and beyond reach for most families (Tansel and Bircan 2006). ...
... For instance, Tansel and Bircan (2006) found in the context of Turkey that private tutoring is widespread in the country, particularly for preparing for university entrance exams, for which the households spend 1-15% of family budgets. SESs are often costly and beyond reach for most families (Tansel and Bircan 2006). Parents sacrificed even vacations and new automobiles to enrol their children in private tuition centres (Aurini and Davies 2004). ...
The paper, based on a primary survey, explores the inequalities in access and household investment on the market-based ‘supplemental educational services’ (SESs) in post-compulsory school education (i.e. secondary level of education) in Haryana, a northern state in India. We find that around 44% of students access SESs in secondary education in Haryana, and it varies considerably across socioeconomic groups such as class, caste and gender. Results from the two-step Heckman selection model suggest that access to and household investment in SESs is significantly determined by household factors and school characteristics. We also find that SESs in Haryana are not homogenous, vary widely in content delivery and private costs. Nearly 56% of the students (mainly from socio-economically underprivileged groups) attend the low-cost and low-quality private tuition centres, while their better-off counterparts attend the more organised medium- and high-cost tuition services, and this widens the already existing inequality in educational opportunities in the state. The study suggests to stringently regulate the flourishing commercial SESs market to minimise growing educational inequality in the state.
