ABSTRACT
This chapter explores supplementary tutoring in Sweden and Russia, two countries with rather different contexts that have received little attention in research on private supplementary tutoring (PST). It discusses targeted supplementary tutoring by drawing on national policies and marketing advertisements of tutoring services, arguably a part of the media spectacle of PST. Economic, cultural and educational factors are recognised as ‘drivers’ of supplementary tutoring. The institutional perspective also points to an increase in government interest and a further institutionalisation of supplementary education. In contrast to government-initiated reforms of regular education, the development of PST has largely been a bottom-up process. Globalisation, new technologies, a less stable political situation, better-educated citizens’ calls for influence and discussions about the knowledge society has promoted changed relations between the state, the market and the civil society. In Sweden-PST the specific method of the pedagogical practice “consists of three key components: clear objectives, effective work structure and continuous follow-up.
