Whose Visions for What Learning? Perspectives, Policies and Practices in Private Supplementary Tutoring

Abstract

<p>Private supplementary tutoring needs more attention. </p><p><br></p><p>In recent years it has become a huge global phenomenon. In some countries, especially in senior grades but also even in primary schooling, over 70% of students receive private tutoring alongside public schooling. The tutoring may be provided by companies, by teachers securing extra incomes, and by informal suppliers such as university students. </p><p><br></p><p>In 2023, the size of the industry was estimated at US$159 billion, and projected to reach US$288 billion by 2030. In comparison, US$97 billion was the estimated need to bridge the financing gap for the United Nations’ Sustainable Development Goal 4 (SDG4) on education. Families invest in tutoring to keep ahead in the competitive environment. In the process, they supplement the learning from schools, and provide employment and incomes for tutors. However, the tutoring can have a problematic backwash on schooling. It also maintains and exacerbates social inequalities, which undermines UNESCO’s goals of equal opportunities for all. </p><p><br></p><p>Among the core needs is improved regulation. Much can be learned from comparative analysis about what works in different circumstances.</p>