Skip to main content

Our publications

Policy briefs

What organization for tutoring? (Policy Brief 315 - January 2013)

What organization for tutoring? (Policy Brief 315 - January 2013)


Support public and private schooling is more combat social and territorial inequalities in access to knowledge.

  • What organization for tutoring?

The school is still crossed by deep inequalities. The number of students not proficient in the basic knowledge of French a year before the end of compulsory schooling has increased: in 2009, 20% of 15 year olds encountered significant difficulties reading, against 15% in 2000. In addition, the school competition tends to grow. In this context, the devices support public school successive primary school to high school to reduce inequalities in learning, reduce failure and help parents track their child's education. They emanate from the Ministry of National Education (MEN) and they form part of the policy of the city, the question of their audiences and their effectiveness.

Moreover, France is the largest market for private tutoring in the European Union and in 2011 a turnover of 1.5 billion euros. These courses are overwhelmingly unreported, despite the tax benefits since 2005.

By limiting the study to support school materials on the program of National Education, an inventory of the main devices reveals their diversity and social inequalities, cultural and territorial.


  • Tutoring supervised by the Ministry of Education, a concept with blurred
  • The "school support" in urban policy
  • Private tutoring, instead of social inequalities, cultural and territorial
  • Author: Marie-Cecile Naves, Social Issues Department.

Keywords: school, tutoring, private lessons, inequality, students, teachers.


Centre d’analyse stratégique