KUCHING – Dr James ChunHan Loi, researcher and lecturer with the School of Foundation, Swinburne University of Technology Sarawak Campus was the sole speaker and South-East Asian participant at the prestigious UNESCO International Policy Forum on Private Supplementary Tutoring. Held on 28 and 29 October 2024, at UNESCO’s Paris Headquarters, the forum brought together 30 renowned experts to discuss the implications of private supplementary tutoring. Private supplementary tutoring is also known as shadow education.
James Loi presented findings from his landmark study of over 3,500 Malaysian secondary school students, a study that revealed the significant negative effects of shadow tutoring on students’ mental health. His research highlighted a critical correlation between excessive reliance on shadow tutoring and the onset of mental health challenges. It further sparked discussions on global education equity and student well-being.
According to James, shadow tutoring is expanding rapidly and globally due to high-stakes examinations, especially after disruptions to the global education system caused by the coronavirus pandemic.
“While shadow tutoring provides opportunities for academic support, it also worsens social inequalities and poses long-term challenges to students’ well-being,” he said. The forum agreed that this phenomenon requires urgent, evidence-based interventions and balanced regulations.
The forum highlighted that the global market for private tutoring exceeds the annual funding needed to achieve the UN’s Sustainable Development Goal 4: Quality Education in low- and lower-middle-income countries. Due to its rapid growth, shadow tutoring perpetuated inequalities, leaving underserved communities at a disadvantage.
James and the other participants also discussed critical policy that ensures regulations on shadow tutoring, while commercial in nature, are also educational, saying that it needs to be locally tailored and inclusive of key stakeholders such as parents. The need for equitable policies that complement, instead of competing with, public education system is aligned with Swinburne’s mission to foster inclusive quality education.
James was also invited to join the inaugural Community of Practice (CoP) on Private Supplementary Tutoring. Established by UNESCO’s Education Policy Section, this platform enables policymakers and experts to exchange knowledge, advocate for equitable regulations, and share best practices to support UNSDG Goal #4 (Quality Education) and #10 (Reduced Inequalities).
Swinburne Sarawak is committed to supporting research that examines the intersection of education, mental health, and equality. James’ work shed light on the need for more comprehensive data and thoughtful policies to regulate shadow tutoring. By addressing these issues, Swinburne aims to play a key role in driving forward the global conversation on education equity and well-being.
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