谁的教育愿景？课外辅导的多元视角、政策与实践

The Global Education 2030 AgendaUNESCO, as the United Nations’ specialized agency foreducation, is entrusted to lead and coordinate theEducation 2030 Agenda, which is part of a globalmovement to eradicate poverty through 17 SustainableDevelopment Goals by 2030. Education, essential toachieve all of these goals, has its own dedicated Goal 4,which aims to“ensure inclusive and equitable qualityeducation and promote lifelong learning opportunitiesfor all.”The Education 2030 Framework for Actionprovides guidance for the implementation of thisambitious goal and commitments.Published in 2025 by the United Nations Educational, Scientific and Cultural OrganizationThis publication is available in Open Access under the Attribution-ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) license(http://creativecommons.org/licenses/by-sa/3.0/igo/). By using the content of this publication, the users accept to bebound by the terms of use of the UNESCO Open Access Repository (https://www.unesco.org/en/open-access/cc-sa).Images marked with an asterisk (*) do not fall under theCC-BY-SAlicense and may not be used or reproduced withoutThe designations employed and the presentation of material throughout this publication do not imply the expressionof any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area orof its authorities, or concerning the delimitation of its frontiers or boundaries.The ideas and opinions expressed in this publication are those of the authors. They are not necessarily those of UNESCO – a global leader in educationEducation is UNESCO’s top priority because it is abasic human right and the foundation for peaceand sustainable development. UNESCO is theUnited Nations’ specialized agency for education,providing global and regional leadership to driveprogress, strengthening the resilience and capacityof national systems to serve all learners. UNESCOalso leads efforts to respond to contemporaryglobal challenges through transformative learning,with special focus on gender equality and Africaacross all actions.7, place de Fontenoy, 75352 Paris 07 SP, France© UNESCO 2025ISBN 978-92-3-100772-9DOI https://doi.org/10.54675/XTAZ4435the prior permission of the copyright holders.UNESCO and do not commit the Organization.Author: Mark BrayCover credit: fizkes/Shutterstock.com*Designed by UNESCO Private supplementary tutoring needs more attention.Private supplementary tutoring has become a global phenomenon, with significantuptake across a wide range of countries. In Egypt, Greece, Mauritius and Myanmar,for example, over 70% of students engage in private tutoring alongside their regularschooling. While enrolment rates are especially high in senior grades, tutoring is alsowidespread in junior grades and spans all income groups. This tutoring is provided byprivate companies, teachers securing extra incomes, and informal suppliers such asuniversity students. In 2023, the size of the private tutoring sectorwas estimated at US$159 billion and projected to reachUS$288 billion by 2030. For context, the 2023 annualfinancing gap for the United Nations SustainableDevelopment Goal 4 (SDG4) on education wasestimated at US$97 billion. While private tutoringoffers an avenue for families to supplement theirchildren’s education, this phenomenon brings aboutchallenges, including exacerbating social inequalitiesand creating disparities in access to quality education.This paper examines the global prevalence andimplications of private supplementary tutoring. Itprovides an in-depth analysis of diverse perspectives onthe phenomenon, in particular those of families aiming tosecure academic success for their children, and points to the needfor improved regulation and policy interventions.By showing how the private tutoring landscape has evolved globally and highlightingimportant lessons from international experiences, the paper provides insights to guideeffective policymaking. Core elements include the factors driving the growth of thetutoring sector, its impact, and implications for policy-makers, schools, tutoringproviders parents and other stakeholders.“Since wars begin in the minds of men andwomen it is in the minds of men and womenthat the defences of peace must be constructed”Over70% of studentsreceive fee-chargingtutoring alongsidefee-free publicschooling in somecountries andgrades ForewordAs we reshape the future of education, it is essential to consider learning outside as well as inside the classroom.We must also recognize the growing and increasingly complex involvement of public, private and other non-stateactors in the design, delivery, and monitoring of education.This report addresses private supplementary tutoring, a phenomenon that has gained extra prominence acrosscountries due to concerns about student learning losses and the rise of online tutoring platforms during and afterthe COVID-19 pandemic.Private tutoring has complex implications. It can benefit slower learners and challenge faste