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This article maps the phenomenon across the 28 EU member states, identifying regional subpatterns and explaining the drivers of its growth. Southern Europe stands out over the longest period, while Eastern Europe’s prominence follows the Soviet collapse; Western Europe reflects marketization. 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This article maps the phenomenon, showing variations within Europe and analyzing its growth, underlying forces, and policy implications.  \nDesign/Approach/Methods: The article assembles a regional picture from available national sources. It focuses on the 28 members of the European Union.  \nFindings: Within Europe, four subregions may be identified. Most prominent for the longest duration has been Southern Europe, pushed by political forces and cultural factors. In Eastern Europe, shadow education became prominent following the collapse of the Soviet Union and accompanying economic and social structures during which teachers and others had to earn extra incomes. In Western Europe, the advent of marketization alongside government schooling has fueled the growth of shadow education. Only in Northern Europe does shadow education remain modest in scale, but it is growing there too.  \nOriginality/Value: The article identifies forces underlying the growth of shadow education in Europe and highlights policy implications. By contributing this regional perspective to the wider literature on shadow education, the article permits juxtaposition with patterns in East Asia and elsewhere.  \nCorresponding author:  \nMark Bray, Faculty of Education, East China Normal University, 3663 N. Zhongshan Rd., Shanghai 200062, China. Email: mbray@hku.hk  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nKeywords  \nEurope, market forces, policies, privatization, private tutoring, shadow education Date received: 30 August 2019; accepted: 1 November 2019  \nIntroduction  \nShadow education has become increasingly evident in Europe. This article draws on and updatesan earlier publication prepared for the European Commission (Bray, 2011) and addresses the 28 countries of the European Union.1 It is concerned with fee-paying lessons in academic subjects delivered outside school hours at primary and secondary levels. Following earlier literature (e.g., Bray, 1999, 2009; Stevenson & Baker, 1992), these lessons are described as shadow education because to a large extent (though with many variations) they imitate the mainstream: as the curriculum in the mainstream changes, so it changes in the shadow.  \nThe 2011 report was entitled The Challenge of Shadow Education. The word Challenge was chosen for two reasons. First, it was argued, the existence of shadow education is a challenge to mainstream school systems. The shadow sector exposes shortcomings in mainstream systems, which may offend advocates of mainstream schooling, and offers ways to compensate for at least some of these shortcomings. Second, the shadow education system raises fundamental issues for policymakers, who must devise appropriate responses and may find this a challenging task. The arena is complex and requires discerning polic","cbCaiirw5NMSSR4D","https://ap.wps.com/l/cbCaiirw5NMSSR4D","pdf",367033,34,"English","# Abstract\n# Introduction\n# The scale of private tutoring","[{\"question\":\"What does the article mean by “shadow education” in Europe?\",\"answer\":\"Shadow education refers to fee-paying academic lessons delivered outside school hours at the primary and secondary levels, often imitating the mainstream curriculum with variations across countries.\"},{\"question\":\"Which European subregions does the article identify, and what drives growth there?\",\"answer\":\"The article distinguishes four subregions. Southern Europe’s long-term prominence is linked to political and cultural factors; Eastern Europe’s rise follows the Soviet Union’s collapse; Western Europe’s growth is fueled by marketization and government schooling.\"},{\"question\":\"What policy implications does the article emphasize?\",\"answer\":\"Policymakers should pay much more attention to shadow education’s increasing scale and significance, balancing potential positive dimensions with problematic ones through reflection on expansion drivers and the use of regulation and steering, supported by comparative analysis.\"}]","Shadow Education in Europe: Growing Prevalence, Underlying Forces, and Policy Implications - Article | PDF",1792092211,86]