Abstract
This paper analyses relationships between private supplementary tutoring and mainstream schooling in urban Maharashtra, India. The role of private tutoring progressively expands from the lower to the higher grades, and is especially visible in Classes 11 and 12 when it seems to supplant rather than supplement mainstream schooling. The paper notes the complex interplay of social, economic and educational factors in the shifting relationships, and has relevance not only for other parts of India but also other countries. The dynamics of private tutoring should be considered when conceptualising educational processes and devising policies for schooling, especially in relation to social inequalities and the efficiency of school systems.
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