Private tutoring in Wales: patterns of private investment and public provision

Abstract

This paper seeks to contribute to the growing research base about the extent and significance of ‘shadow education’ through drawing on data from a national survey of over 1000 key stage 2, 3 and 4 pupils in Wales and over 200 of their parents. Wales provides an important lens to look at shadow education because of the political commitment by the Welsh Government to universal public education and equality of outcomes. Our data indicate that the incidence of private tutoring is both like and unlike that found in England. In terms of individuals, the patterns of uptake are similar, with private tutoring being an investment made largely by more educated and advantaged parents. However, there are interesting differences at the institutional and national level which may reflect the distinctive features and priorities of the Welsh education system. These findings underscore the importance of examining the growing phenomenon of private tutoring as a system effect as much as an individual decision.

Keywords:

• Private tuition
• Wales
• shadow education
• educational inequalities
• private investment

Acknowledgement

This paper is based on research supported by the Wales Institute of Social & Economic Research, Data & Methods (WISERD). WISERD is a collaborative venture between the Universities of Aberystwyth, Bangor, Cardiff, South Wales and Swansea. The research that this publication relates to was undertaken through WISERD Education and was funded by HEFCW (Higher Education Funding Council for Wales). Kimberley Horton, Kathryn Sharp and Kevin Smith assisted in the collection of data.

Notes

1. Although the survey covered England and Wales, the number of pupils in Wales was too small to undertake any meaningful comparisons.

2. Average capped points score is used as a measure of attainment by school for key stage four. The higher the score the more successful the school has been in terms of attainment.