The Transformation of Private Tutoring:

Education in a Franchise Form

Janice Aurini and Scott Davies

Summary

The activity of tutoring is changing, from the traditional “shadow education”

that closely follows school curriculum, to something that is increasingly
school-like and motivated and shaped by the development imperatives of
franchised businesses.

• A 2003 Ontario study revealed a substantial demand for tutoring

services: 24% of parents with school-aged children had recently
hired tutors, and 50% of parents Canada-wide said they would hire
a tutor if it were affordable

• Historically, for-profit education ventures have not been successful

competing directly with public schools; this is changing as tutoring
businesses have embraced the concept of franchising

• Franchises are now the main force behind the growth and
transformation of Canadaʼs tutoring industry

• Franchising has two major impacts on business practices: 1)

standardization of product offerings; and 2) expansion of the
offerings any particular business might engage in

• The activity of tutoring has been molded by these franchising forces,

leading to the growth of “learning centres,” focusing on securing
customers for extended periods, and increasingly becoming
“school-like”

• Learning centres how grown to transcend the traditional services

offered by tutors, and many have developed their own independent
curriculum
 • This deviation from shadow education has infused tutoring with a
tougher business orientation

• Tutoring businesses have benefited and capitalized upon parental

uncertainties, confusion, and unease with the public school system

• The outlook for the private tutoring sector appears rosy, fueled by
two complementary forces: 1) research suggests parents are
increasingly taking a more proactive stance towards their childrenʼs
education; and 2) education is becoming increasingly competitive

• In this climate, specialized, tailored, and personalized educational

services are increasingly valued over the mass “one best system”

Keywords

Tutoring: A form of supplementary education that does not compete

directly with public schools. Traditionally, tutoring has existed on the fringes
of the public education system, providing students with extra assistance
that is difficult to obtain in regular schools.

Shadow Education: a term for the traditional role of tutoring. Shadow

education closely follows the curricula of the public school system, and
focuses on homework support and test preparation. It is usually provided
by individual tutors.

Franchising: A business practice wherein a corporation sells to a local

investor the rights to a name brand and product in exchange for fees and
royalties. Local businesspeople own their outlet. Their financial stake in the
business motivates them to deliver the product developed by the franchise
efficiently and successfully in order to grow their business.

Learning Centres: Business enterprises that expand beyond subject-

centered programs, instead operating with a “skill-building” model that
allows the use of more portable and generic programs. Sample offerings at
franchised learning centres include reading comprehension, study skills,
note-taking, time management, and test-taking strategies.
Discussion Questions

1. “Teachers generally lack the commercial ambition required to

successfully run a franchise.”
(Paraphrase from franchiser interview, Aurini and Davies 2004).

Does an economic imperative have any legitimate home in an

educational learning environment?

Would it be dangerous or progressive to introduce an element of

“commercial ambition” in to the public education system?

2. “Franchising...links small businesses to centralized networks.”

(Aurini and Davies 2004).

Teachers can become very isolated and detached in their individual

classrooms. Technology—and more specifically, the Internet—disrupts
this isolation and allows teachers to make connections with centralized
networks. Students and their parents also now have the ability to
network with each other and education providers worldwide.

Will this ability inevitably move public education closer towards the
competitive economic model of private tutoring?