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The paper has also contrasted the determinants of demand for private supplementary tutoring with those which shape demand for private schooling. In particular, James’ (1987, 1993) model of an excess/differentiated dichotomy cannot be applied to private tutoring in an either/or way. It may be added that the market for private tutoring is much more fl uid than that for schooling. Clients of private tutors can much more easily select the types, durations and intensities of services that they desire, and can instantly cease enrollment at any time that they are dissatisfi ed. Cessation of enrollment is considerably less easy in private school systems, since pupils, once registered, usually fi nd themselves locked into the private system by its curriculum, and are corre-spondingly excluded from the public system by the fact that they have not been following its curriculum. Analysis of demand for private tutoring can thus expose an important dimension of the broader theme of privately-provided education.
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