An expanding literature focuses on the so-called shadow education system of private supplementary tutoring, and contributes to understandings of the nexus between in-school and out-of-school learning. This paper, con-textualised in broader literature, draws on questionnaire and interview data from students, teachers, principals, parents and other stakeholders in Myanmar, and observes that shadow education may subtract a swell las supplement. For some decades, public education in Myanmar has suffered from financial stringency, large classes, and overloaded curriculum. Students and their families have sought private tutoring, particularly from public school teachers, to supplement school education; and teachers and other providers have welcomed the revenue that they can earn. As a result, private tutoring has become embedded in the lives of many students and teachers, and has consumed time and energy supposed to be spent on school education. However, the private tutoring has also helped to keep the school system running.
在推进教育治理体系和治理能力现代化建设的过程中，社会组织以其独立性、客观性、专业性在教育评估领域发挥着越来越重要的作用。随着社会组织参与督导评估工作的开展，制度缺失、法律缺位、缺乏认证标准、准入程序简单、评估机制不健全等问题制约着社会组织参与督导评估的有效性。在多元治理视域下，社会组织与教育督导分属不同的领域，具有各自的独立性与特征，构建以教育督导为主、社会组织多方参与的新型评价体系，才能更好地发挥多主体的增益之效。为此，要打破传统对教育督导评估的路径依赖，可以通过加强立法建设、强化制度供给、构建认证标准、规范准入程序与评估机制，拓宽社会组织参与督导评估的路径；同时加强社会组织的专业资质与专业能力建设，建立健全社会组织参与督导评估的治理机制，以实现社会组织与督导评估的有效对接。
传统课堂教学简单易行，且利于知识传递但不利于提升学生的思维品质，项目式学习可以发展学生的推理能力但耗时较多且需要较高的物质条件，因而难以实施。论证式教学兼具两者之美而无二者之弊。本文在考察现代论证的概念及其在教育实践应用的基础上，分析了论证的教育价值，构建了一个基于不同学习阶段的论证式教学模式，并指出论证式教学不仅有利于培养高阶思维能力，也有利于培养新时代所需要的论证能力。在全球化的大竞争时代，提升论证能力就是提升国家的竞争力和创新力，迈向论证式教学因此是我国课堂改革必要且关键的一步。
