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Findings highlight legal-level tutoring responses, centered on closing tutoring organizations and regulating online tuition fees.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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is the purpose of this study on Korea’s shadow education policies?","Question",{"text":63,"@type":64},"The study systematically reviews Korea’s shadow education policies during the COVID-19 pandemic and considers implications for future policy development.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the study analyze policy documents and evidence sources?",{"text":68,"@type":64},"It uses an analytical framework for shadow education policies, reviewing revised decrees, policies, and regulations from the Korean Ministry of Education and policy notices from the Korea Association of Hagwon, then triangulates with news media.",{"name":70,"@type":61,"acceptedAnswer":71},"What do the findings indicate about tutoring regulation during COVID-19?",{"text":72,"@type":64},"Tutoring policies are identified at the legal level in response to COVID-19, with public debate focusing on closing tutoring organizations and ensuring online tuition fees follow government 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Normal University  \nECNU Review of Education 2021, Vol. 4(3) 652–666 ª The Author(s) 2021 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/20965311211013825](DOI: 10.1177/20965311211013825)[ ](DOI: 10.1177/20965311211013825)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: This study systematically reviews Korea’s shadow education policies during the COVID-19 pandemic and the implications for shadow education policy development in the future.  \nDesign/Approach/Methods: In terms of approach, this policy review analyzes selected documents using the analytical framework of shadow education policies. Selected documents comprise recently revised decrees, policies, and regulations issued by the Korean Ministry of Education, as well as policy notices issued by the Korea Association of Hagwon. Data are supplemented by triangulation with news media content.  \nFindings: This study identifies tutoring policies at the legal level in response to the COVID-19 pandemic. Government debate regarding shadow education largely centers on the closing of tutoring organizations and ensuring that online tuition fees adhere to government regulation. In respect to the expansion of the government-led shadow education partnership, the government’s increasing role in education has served to restrict the shadow education market.  \nOriginality/Value: The Korean government has adjusted its shadow education policies in response to COVID-19, altering its legal and economic status. An examination of Korea’s recent shadow education policies suggests future trends in the revision and development of shadow education in the country.  \nCorresponding author:  \nHuiyan Piao, Faculty of Education, East China Normal University, 3663 North Zhongshan Road, Shanghai, 200062, China.  \nEmail: [park0251@foxmail.com](park0251@foxmail.com)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nKeywords  \nCOVID-19 pandemic, Korea, shadow education, tutoring policies Date received: 6 November 2020; accepted: 11 April 2020  \nIntroduction  \nShadow education in Korea, and the government regulation thereof, has attracted the attention of many countries (Bray & Lykins, 2012, p. 67) . According to the Korean Statistical Information Service (KOSIS, 2020), approximately 74.5% of all K–12 students received shadow education in 2019. Moreover, Organisation for Economic Co-operation and Development (OECD) data on private spending on education in OECD countries reveal that Korea has the highest gross domestic product expenditure on shadow education in Asia (OECD, 2020) .  \nBray originally advanced the concept of private supplementary tutoring in a metaphorical way as shadow education (Bray, 1999; Bray & Kwo, 2014) . In Korea, the phenomenon is called Sa Gyo Yuk—that is, private education. The Korean concept of shadow education refers to education that differs from the public education provided in schools. Some Korean scholars (Kim, 1999; Kwon, 2016) refer to private school education as public education and shadow education as equivalent to Sa Gyo Yuk (private education) . The Hagwon Act (The Act on the Establishment and Operation of Private Teaching Institutes and Extracurricular Lessons, 2019) defines shadow education as “private education,” which includ","cbCaimJPqfX3WIGc","https://ap.wps.com/l/cbCaimJPqfX3WIGc","pdf",180849,15,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n## Originality/Value\n# Introduction\n## Concept of shadow education and regulation context\n## Typology of tutoring providers and legal governance","[{\"question\":\"What is the purpose of this study on Korea’s shadow education policies?\",\"answer\":\"The study systematically reviews Korea’s shadow education policies during the COVID-19 pandemic and considers implications for future policy development.\"},{\"question\":\"How does the study analyze policy documents and evidence sources?\",\"answer\":\"It uses an analytical framework for shadow education policies, reviewing revised decrees, policies, and regulations from the Korean Ministry of Education and policy notices from the Korea Association of Hagwon, then triangulates with news media.\"},{\"question\":\"What do the findings indicate about tutoring regulation during COVID-19?\",\"answer\":\"Tutoring policies are identified at the legal level in response to COVID-19, with public debate focusing on closing tutoring organizations and ensuring online tuition fees follow government regulation.\"}]","Shadow Education Policy in Korea During the COVID-19 Pandemic - systematic policy review | PDF",1792092205,38]