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.
Prince Charles Louis of the Palatinate with his Tutor Wolrad von Plessen in Historical 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 rulers, 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 Zhoudynasty 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[dubious–discuss] through focus and specialization in the training of tutors, application of tutoring, and evaluation of tutors.[2] 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 British and Irishsecondary schools, form tutors are given the responsibilities of a form or class of students in a particular year group (up to 30 students).[citation needed] They usually work in year teams headed by a year leader, year head, or guidance teacher. Form tutors will provide parents with most of the information about their child's progress and any problems they might be experiencing.[citation needed]
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.
A 2012 study by the Asian Development Bank and the Comparative Education Research Centre at the University of Hong Kong pointed out that private tutoring can dominate the lives of young people and their families, maintain and exacerbate social inequalities, divert needed household income into an unregulated industry, and create inefficiencies in education systems. It can also undermine official statements about fee-free education and create threats to social cohesion.[3]
In South Korea, nearly 90% of elementary students receive some sort of shadow education, termed there as Hagwon.[4] In Hong Kong, about 85% of senior secondary students do so.[5] 60% of primary students in West Bengal, India,[6] and 60% of secondary students in Kazakhstan receive private tutoring.[7]
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.[3] 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".[8] In some cases, successful Southeast Asian tutors will even embrace the title of "tutor". Online private tutor matching platform and online learning platform offering online learning materials are other creations.
In Cambodia, most tutoring is provided by teachers,[9] whereas in Hong Kong, it is provided by individuals, small companies or large companies.[10] In Mongolia, most tutoring is labor-intensive,[11] while entrepreneurs in South Korea make use of computers and other forms of technology.[3]
Policy
A 2012 study by the Asian Development Bank and the Comparative Education Research Centre at the University of Hong Kong recommended policymakers across the region take a closer look at how ‘shadow education’ affects family budgets, children's time, and national education systems. It suggested that in order to reduce the need for private lessons, improvements in mainstream schools should be made. Regulations are also needed to protect citizens.[3]
Some studies have estimated costs associated with "shadow education". In Pakistan, expenditures on tutoring per child averaged $3.40 a month in 2011. In India, average spending was lower, but still equated to about $12.51 per month.[14]
In Georgia, household expenditures for private tutoring at the secondary school level was $48 million in 2011.[15] In Hong Kong, the business of providing private tutoring to secondary schools reached $255 million in 2011.[16]
In India, a 2008 survey estimated the size of the private tutoring sector to be $6.4 billion.[17] In Japan, families spent $12 billion in 2010 on private tutoring.[9]
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.[18]
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.[19][failed verification]
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.[20]
Effectiveness
Research supports the literature that students who seek and receive tutoring services outperformed their counterparts.[21] However, private tutoring is not always effective in raising academic achievement; and in some schools students commonly skip classes or sleep through lessons because they are tired after excessive external study. This means that the shadow system can make regular schooling less efficient.[3]
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.[3]
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.[22]
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.[23]
When private tutoring is provided by well trained tutor however the effects can be dramatic, with pupils improving performance by two standard deviations.[24][25] See also Bloom's 2 Sigma Problem.
Types of tutoring
Tutoring in France, ca. 1950s
There can be an existing overlap between different types of tutoring with respect to the setting or location of tutoring, the size of tutor-learner pairings/groups, and the method of tutoring provided, for example, one-on-one peer tutoring can take place through online tutoring. Tutoring is typically private since it is exists independent of the system of public and private education, that is, one can be enrolled in public/private schooling and attend private tutoring services.
Academic coaching
Academic coaching is a type of mentoring applied to academics. Coaching involves a collaborative approach. Coaches try to help students learn how they best learn and how to operate in an academic environment. Tutors help students learn the material in individual courses while coaches help students learn how to be successful in school. In college, that includes such topics as: study skills, time management, stress management, effective reading, note-taking, test-taking, and understanding how to use a syllabus. Academic coaches meet with the student regularly throughout the semester. Coaches work with students in all kinds of situations, not just those who are struggling academically. Academic coaching also serves to help students prepare for entrance exams to gain entry to schools or universities, and it is particularly popular in Asia.[26] For example, in India, a majority of students, be it of any class or stream, visit a coaching center or a "study circle."[27]
In-home tutoring is a form of tutoring that occurs in the home. Most often the tutoring relates to an academic subject or test preparation. This is in contrast to tutoring centers or tutoring provided through after-school programs. The service most often involves one-on-one attention provided to the pupil. Due to the informal and private nature of in-home tutoring, there is limited substantial or conclusive information on in-home tutoring.
Online tutoring is another way for a student to receive academic help, either scheduled or on-demand. Sessions are done through an application where a student and tutor can communicate. Common tools include chat, whiteboard, web conferencing, teleconferencing, online videos and other specialized applets which make it easier to convey information back and forth. Online tutoring has relatively recently emerged as a mechanism to provide tutoring services in contrast to more traditional in-person teaching. Paired with in-person tutoring, some of the benefits include the opportunity for learning motivation growth for both the tutor and the tutee.[28]
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.[29]
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."[30]
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.
Peer tutoring
Peer tutoring refers to the method of tutoring that involves members of the same peer group teaching or tutoring one another. The characteristics of a peer tutoring group/pairing vary across age, socioeconomic class, gender, ethnicity. It has been defined as "a class of practices and strategies that employs peers as one-on-one teachers to provide individualized instruction, practice, repetition, and clarification of concepts"[31]
Tutoring response to COVID-19
COVID-19 negatively affected the academic success of students around the world.[32] Some countries (and at least one US state) initiated special tutoring programs to reduce this impact. A knock-on was the significant growth of the private online tutoring industry as parents tried to reduce the impact of missed classes.[33]
In May 2020, the Bill and Crissy Haslam Foundation, in partnership with organizations such as the Boys & Girls Clubs in the State of Tennessee, launched the Tennessee Tutoring Corps to recruit at least 1,000 qualified college tutors to help the most vulnerable K-6th grade students.[34] Some prominent education researchers have called on the U.S. to dramatically expand tutoring programs through organizations such as AmeriCorps.[35]
In June 2020, the Dutch Government was the first country to announce a plan to allocate the equivalent of $278 million US to provide extra school support such as summer schools, extended school days, and tutoring. The Ministry of Education proposed to recruit specially trained student-teachers to provide the tutoring.[36]
Also in June 2020, the British Government announced plans to spend £1 billion on an education "catch-up plan".[37][38] State primary and secondary schools will split £650 million in additional funding for the 2020-21 academic year to help their pupils catch up on education missed as a result of the coronavirus pandemic. Schools will have discretion on how the funds are used, however the Department for Education said it expects them to spend some of it on small group tutoring "for whoever needs it". The remaining £350 million will pay for the establishment of a "National Tutoring Programme", giving schools access to subsidised tutoring sessions and free coaches for up to two million disadvantaged pupils.
Effects
Academic performance
Studies have found that peer tutoring provides academic benefits for learners across the subject areas of "reading, mathematics, science, and social studies"[39] Peer tutoring has also been found to be an effective teaching method in enhancing the reading comprehension skills of students, especially that of students with a low academic performance at the secondary level in schools. Additionally, peer tutoring has been proven especially useful for those with learning disabilities at the elementary level, while there is mixed evidence showing the effectiveness of peer tutoring for those at the secondary level.[39]
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 effect sizes 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.[40]
Economic effects
Although certain types of tutoring arrangements can require a salary for the tutor, typically tutoring is free of cost and thus financially affordable for learners. The cost-effectiveness of tutoring can prove to be especially beneficial for learners from low-income backgrounds or resource-strapped regions.[41] In contrast, paid tutoring arrangements can create or further highlight socioeconomic disparities between low-income, middle-income and high-income populations. A study found that access to private tutoring was less financially affordable for low-income families, who thus benefited less from private tutoring as compared to high-income populations, who had the resources to profit from private tutoring.[42]
Issues
Tutoring as "shadow education"
Tutoring has also emerged as a supplement to public and private schooling in many countries. The supplementary nature of tutoring is a feature in the domain of what some scholars have termed "shadow education".[43] Shadow education has been defined as "a set of educational activities that occur out side formal schooling and are designed to enhance the student's formal school career."[44] The term "shadow" has four components to it: firstly, the existence of and need for tutoring is produced by the existence of the formal education system; secondly, the formal education system is the mainstream system and thus tutoring is its shadow; thirdly, the focus remains on mainstream education in schools; fourthly, tutoring is largely informal and unstructured as compared to formal or mainstream education.[45] As a consequence of the popularity of shadow education, private tutoring can sometimes overshadow mainstream education with more priority given to enrolling in private tutoring centers. Mark Bray claims that "Especially near the time of major external examinations, schools in some countries may be perceived by pupils to be less able to cater for their specific needs."[43]
Disproportionate use of tutoring services
In a 2009 research performed by the Institute of Education Sciences, statistics show that for the 2006–07 years, only 22 percent of students received tutoring services out of the 60 percent of those whose parents reported receiving information about the services. Conversely, only 13 percent of students receive tutoring services out of the 43 percent whose parents reported not receiving information about the services.[46]
Tutoring agency
A tutoring agency is a business that acts as an intermediary between people who are looking for tutors and tutors wishing to offer their services. The term tuition agency is an alternative term, used specifically in Singapore and Malaysia.
Tutoring around the world
Tutoring agencies are common in many countries including Australia, Canada, Malaysia, Singapore, the UAE, the U.K. and the U.S.A., although it is not regulated in most countries.[citation needed]
In the UK, after much discussion in the media, a limited company was set up in October 2013.[citation needed] The Tutors' Association was previously named The London Association Of Certified Financial Analysts.[citation needed]
In Singapore, tutoring agencies, also known as tuition agencies, are not regulated by the Ministry of Education.[47]
Controversies
In Singapore, parents and students have positive as well as negative comments.[48]
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.[47]
Professional associations
Name
Short name
Website
Operating area
Association for the Coaching and Tutoring Profession
A tutorial, in education, is a method of transferring knowledge and may be used as a part of a learning process. More interactive and specific than a book or a lecture, a tutorial seeks to teach by example and supply the information to complete a certain task.
Education in Hong Kong used to be largely modelled on that of the United Kingdom, particularly the English system. Since 2012, the overhaul of secondary school diploma has introduced changes to the number of school years as well as the two-tier general examinations. The DSE has replaced the old HKCEE and the A-levels. Education policy in Hong Kong is overseen by the Education Bureau and the Social Welfare Department.
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning. This learning process promotes a deeper level of learning than many other common teaching strategies.
English as a second or foreign language is the use of English by speakers with different native languages, often with students whose native language is not English and are learning to speak and write English, commonly among students. Language education for people learning English may be known as English as a foreign language (EFL), English as a second language (ESL), English for speakers of other languages (ESOL), English as an additional language (EAL), or English as a new language (ENL), which refers to the practice of studying English in a country where it is not the dominant language. These programs, especially ESL, are usually an academic subject, course, or program designed to teach English to students who are not yet proficient in the language. While some people only refer to learning in an English-speaking country, learning this language can also entail learning in a non-English speaking or non-native nation.
Education in Singapore is managed by the Ministry of Education (MOE). It controls the development and administration of state schools receiving taxpayers' funding, but also has an advisory and supervisory role in respect of private schools. For both private and state schools, there are variations in the extent of autonomy in their curriculum, scope of taxpayers' aid and funding, tuition burden on the students, and admission policy.
A cram school is a specialized school that trains its students to achieve particular goals, most commonly to pass the entrance examinations of high schools or universities. The English name is derived from the slang term cramming, meaning to study a large amount of material in a short period of time. The word "crammer" may be used to refer to the school or to an individual teacher who assists a student in cramming.
Most schools in Macau are private or subsidized schools. As of the 2023–2024 school year, there were 76 schools in Macau, including eight public schools and 68 private schools. Of the 73 schools that offered formal education, six were not a part of Macau's free education network. As of 2006 many of the schools in Macau are operated by Catholic organizations.
This is an index of education articles.
Mastery learning is an instructional strategy and educational philosophy, first formally proposed by Benjamin Bloom in 1968. Mastery learning maintains that students must achieve a level of mastery in prerequisite knowledge before moving forward to learn subsequent information. If a student does not achieve mastery on the test, they are given additional support in learning and reviewing the information and then tested again. This cycle continues until the learner accomplishes mastery, and they may then move on to the next stage. In a self-paced online learning environment, students study the material and take assessments. If they make mistakes, the system provides insightful explanations and directs them to revisit the relevant sections. They then answer different questions on the same material, and this cycle repeats until they reach the established mastery threshold. Only then can they move on to subsequent learning modules, assessments, or certifications.
An intelligent tutoring system (ITS) is a computer system that imitates human tutors and aims to provide immediate and customized instruction or feedback to learners, usually without requiring intervention from a human teacher. ITSs have the common goal of enabling learning in a meaningful and effective manner by using a variety of computing technologies. There are many examples of ITSs being used in both formal education and professional settings in which they have demonstrated their capabilities and limitations. There is a close relationship between intelligent tutoring, cognitive learning theories and design; and there is ongoing research to improve the effectiveness of ITS. An ITS typically aims to replicate the demonstrated benefits of one-to-one, personalized tutoring, in contexts where students would otherwise have access to one-to-many instruction from a single teacher, or no teacher at all. ITSs are often designed with the goal of providing access to high quality education to each and every student.
This glossary of education-related terms is based on how they commonly are used in Wikipedia articles. This article contains terms starting with T – Z. Select a letter from the table of contents to find terms on other articles.
Computer-supported collaborative learning (CSCL) is a pedagogical approach wherein learning takes place via social interaction using a computer or through the Internet. This kind of learning is characterized by the sharing and construction of knowledge among participants using technology as their primary means of communication or as a common resource. CSCL can be implemented in online and classroom learning environments and can take place synchronously or asynchronously.
English-language learner is a term used in some English-speaking countries such as the United States and Canada to describe a person who is learning the English language and has a native language that is not English. Some educational advocates, especially in the United States, classify these students as non-native English speakers or emergent bilinguals. Various other terms are also used to refer to students who are not proficient in English, such as English as a second language (ESL), English as an additional language (EAL), limited English proficient (LEP), culturally and linguistically diverse (CLD), non-native English speaker, bilingual students, heritage language, emergent bilingual, and language-minority students. The legal term that is used in federal legislation is 'limited English proficient'.
Tuition centres are cram schools. They are private educational institutions which offer tutoring in various subjects and preparation for specific tests and examinations. Cram schools with the title "tuition centre" are predominantly found in Malaysia or Singapore. In other countries they may have different names, such as hagwon, buxiban, or juku. Asians find that tuition classes are necessary for children to keep an edge in the competitive environment.
Self access language learning centers are educational facilities designed for student learning that is at least partially, if not fully self-directed. Students have access to resources ranging from photocopied exercises with answer keys to computer software for language learning. These centers are an outgrowth of a style of learning that can go by several names: learner-centered approach, learner autonomy or self-directed learning. These centers exist primarily in Asia, Europe and North America. Use of such facilities and the pedagogical theory they are based upon has its advantages and disadvantages. Proper use can result in a feeling of empowerment and better learning outcomes, but getting to the point where students and teachers can exploit them effectively can be problematic. For this reason, the structure of established self access centers varies from completely student-directed work with classroom immersion to programs that provide primarily tutor or instructor guidance for student work•
Literacy in the United States was categorized by the National Center for Education Statistics into different literacy levels, with 92% of American adults having at least "Level 1" literacy in 2014. Nationally, over 20% of adult Americans have a literacy proficiency at or below Level 1. Adults in this range have difficulty using or understanding print materials. Those on the higher end of this category can perform simple tasks based on the information they read, but adults below Level 1 may only understand very basic vocabulary or be functionally illiterate. According to a 2020 report by Gallup based on data from the U.S. Department of Education, 54% of adults in the United States lack English literacy proficiency.
Online tutoring is the process of tutoring in an online, virtual, or networked, environment, in which teachers and learners participate from separate physical locations. Aside from space, participants can also be separated by time.
Classwide Peer Tutoring (CWPT) is a variation of peer-mediated instruction that has been used in elementary, middle school, and high school classrooms. In CWPT students form pairs and take turns in the roles of tutor and student. Students earn points for their teams by participating in the tutoring and the winning team is recognized. Researchers have investigated CWPT's effectiveness in several different academic areas.
Self-Financing Higher Education in Hong Kong refers to educational programmes at the sub-degree level and above provided by local self-financing entities. Since the government announced the target of enabling 60% of secondary school graduates to receive higher education, the self-financing post-secondary education sector has experienced significant expansion with the aim of accommodating the emerging needs of the society.
Teaching English as a second (TESL) orforeign language (TEFL) and teaching English to speakers of other languages (TESOL) are terms that refer to teaching English to students whose first language is not English. The terms TEFL, TESL, and TESOL distinguish between a class's location and student population, and have become problematic due to their lack of clarity. TEFL refers to English-language programs conducted in countries where English is not the primary language, and may be taught at a language school or by a tutor. For some jobs, the minimum TEFL requirement is a 100-hour course; the 120-hour course is recommended, however, since it may lead to higher-paid teaching positions. TEFL teachers may be native or non-native speakers of English.
↑ 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.
↑ Kalikova, Saule & Zhanar Rakhimzhanova. 2009. "Private Tutoring in Kazakhstan", in Silova, Iveta (Ed.), Private Supplementary Tutoring in Central Asia: New Opportunities and Burdens.
1 2 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.
↑ 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
↑ Aslam, Monazza & Paul Atherton. 2011. "The "Shadow" Education Sector in India and Pakistan: The Determinants, Benefits and Equity Effects of Private Tutoring." Presentation at the UKFIET (United Kingdom Forum for International Education and Training) Conference, University of Oxford, 13–15 September.
↑ EPPM (International Institute of Education Policy, Planning & Management). 2011. Study of Private Tutoring in Georgia. Tbilisi: EPPM, p.29. (In Georgian)
↑ 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.
↑ Vora, Nikhil & Shweta Dewan. 2009. Indian Education Sector: Long Way from Graduation!. Mumbai: IDFC-SSK Securities Ltd., p.60.
↑ Kim, Sunwoong & Ju-Ho Lee. 2010. "Private Tutoring and Demand for Education in South Korea." Economic Development and Cultural Change 58(2), p.261.
↑ Sweller, John; Chandler, Paul (1994). "Why Some Material is Difficult to Learn". Cognition and Instruction. 12 (3): 185–233. doi:10.1207/s1532690xci1203_1.
1 2 Alzahrani, Turkey; Leko, Melinda (2018). "The Effects of Peer Tutoring on the Reading Comprehension Performance of Secondary Students with Disabilities: A Systematic Review". Reading & Writing Quarterly. 34: 1–17. doi:10.1080/10573569.2017.1302372. S2CID151801063.
↑ Song, Yang; Loewenstein, George; Shi, Yaojiang (2018). "Heterogeneous effects of peer tutoring: Evidence from rural Chinese middle schools". Research in Economics. 72: 33–48. doi:10.1016/j.rie.2017.05.002.
↑ Stevenson, David Lee; Baker, David P. (1992). "Shadow Education and Allocation in Formal Schooling: Transition to University in Japan". American Journal of Sociology. 97 (6): 1639–1657. doi:10.1086/229942. S2CID143012779.
↑ Bray, Mark (2009). Confronting the Shadow Education System: What Government Policies for What Private Tutoring?. Paris: International Institute for Educational Planning. p.13. ISBN978-92-803-1333-8.
1 2 Gerrard Lai (7 July 2011). "Tuition agencies largely unregulated". AsiaOne News. Singapore Press Holdings. Archived from the original on July 11, 2011. Retrieved 22 March 2013. The quality of private tutors is not the only complaint made against tuition agencies which, unlike tuition centres, do not have to be registered with the Ministry of Education (MOE) under the Education Act.
↑ "Should the tuition industry be regulated?". Singapore: EdVantage. 4 August 2012. Archived from the original on 22 November 2012. Retrieved 22 March 2013. Complaints against the industry are not uncommon, the Consumers Association of Singapore said
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