Researchers at Nazarbayev University’s Graduate School of Education have published the first mixed-methods study to examine fee-based private tutoring among primary-age students in rural Kazakhstan, foregrounding children’s own perspectives. The paper “
Examining the nature, effectiveness and implications of shadow education in rural Kazakhstan: A participatory study of primary school students” appeared online on 22 May 2025 in the
British Educational Research Journal
Guided by Bronfenbrenner’s ecological theory and the “new sociology of childhood,” the study combined a structured survey (N=662) with participatory methods—focus-group interviews and children’s drawings (N=60) in seven mainstream schools serving rural communities around Astana, Almaty, and Semey.
Key insights
What is the main issue that the paper addresses?
The paper investigates the nature, effectiveness and implications of fee-based private tutoring (‘shadow education’) among Grade 6 students in rural Kazakhstan, highlighting its educational, social and economic impacts and addressing the gap in research on primary students' perspectives in rural contexts.
What are the main insights that the paper provides?
Key insights include rural students' use of tutoring mainly for improving subject comprehension rather than selective school entry, its perceived benefits (e.g., enhanced confidence and social skills) and identified drawbacks (e.g., financial strain, reduced leisure time), suggesting a need for equitable educational policy responses and enhancing student wellbeing in rural regions.
What the team found
- Participation: 43.5% of pupils received fee-based tutoring in the previous 12 months.
- Format & access: Small-group, face-to-face sessions were most common (35.2%), reflecting affordability in rural settings; ~27% reported online tutoring.
- Purpose: Unlike urban peers who often prepare for high-stakes selection, rural pupils mainly sought tutoring to deepen subject understanding and improve day-to-day school performance. Only ~6.6% cited preparation for selective school entrance exams.
- Affordability: 60.7% of tutored pupils reported monthly spending of ≤ 20,000 KZT, largely due to group formats and lower rural pricing.
- Perceived benefits & trade-offs: Children described greater confidence, clearer explanations, and better communication skills, alongside reduced leisure time and, for some families, financial strain.
Dr. Anas Hajar, Associate Professor at GSE and Chair of the Research Committee, said:
“Rural children told us clearly and creatively that tutoring is less about cramming for elite selection and more about making everyday learning click. Their voices should inform how we design support in underserved areas.”
Co-author Mehmet Karakus added:
“Policy needs to meet pupils where they live: strengthen rural school resources, ensure transparent and affordable tutoring, and expand equitable preparation routes online and in-school so geography and income don’t set a child’s ceiling.”
The authors recommend:
- Investing in teacher capacity and learning resources in rural schools;
- Offering free or subsidized preparatory programs and hybrid online options outside major cities;
- Clearer regulation to avoid conflicts of interest when schoolteachers tutor their own pupils;
- Monitoring pupils’ well-being and time-use, not just test scores.