THE ROLE OF PRIVATE SUPPLEMENTARY TUTORING IN ENROLLMENT TO NIS

Abstract

Private tutoring (PT) is a widespread phenomenon in Kazakhstan and has been extensively examined in relation to high-stakes examinations (Kalikova & Rakhimzhanova, 2009; Silova, 2009; Hajar & Karakus, 2023). Previous research has shown that PT is often linked to higher performance and greater access to state-funded higher education (Hajar et al., 2023). However, while the broader implications of PT have been researched, its specific role in admission to Nazarbayev Intellectual Schools (NIS) remains underexplored. NIS are elite, state-funded schools with a competitive, exam-based selection process that admits less than 1% of the student cohort (Mehisto, 2015). To address this research gap, the present study investigates the extent of parental investment in PT and parents’ perceptions of its effectiveness in gaining admission to NIS. Drawing on Bourdieu’s (1986) theory of social reproduction, the study employed a cross-sectional survey design with 403 parents of students enrolled at NIS. Findings indicate that 82% of students received PT, with significant variation in duration, intensity, and cost. While duration and intensity of PT positively correlated with perceived effectiveness, cost did not. Parents also described both benefits (e.g., tailored preparation, psychological readiness) and challenges (e.g., inconsistent quality and financial strain) associated with PT. Findings suggest that PT operates as a mechanism through which families with greater capital secure educational advantage, deepening educational inequality.