published in: African Development Review, 2022, 34 (2), 268-279
This paper examines the determinants of private tutoring in five major Middle East and North Africa (MENA) countries, Egypt, Algeria, Lebanon, Morocco, and Tunisia. The paper uses data extracted from the SAHWA Youth Survey (2016) and runs a probit model. The main findings indicate that age, receiving financial support, having educated parents, and living in urban areas increase the demand for private tutoring. Conversely, the results show that being a male student or a child of an employed mother would decrease the need for a private tutor. The empirical findings propose potential policy implications for MENA countries facing exacerbating gaps in the education system while emphasizing the challenges hindering public schools from delivering quality education.
We use cookies to provide you with an optimal website experience. This includes cookies that are necessary for the operation of the site as well as cookies that are only used for anonymous statistical purposes, for comfort settings or to display personalized content. You can decide for yourself which categories you want to allow. Please note that based on your settings, you may not be able to use all of the site's functions.
Cookie settings
These necessary cookies are required to activate the core functionality of the website. An opt-out from these technologies is not available.
In order to further improve our offer and our website, we collect anonymous data for statistics and analyses. With the help of these cookies we can, for example, determine the number of visitors and the effect of certain pages on our website and optimize our content.