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A Network Policy Analysis of England's National Tutoring Programme: COVID-19 and the Embedding of the Private Sector in State Governance

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Title: A Network Policy Analysis of England's National Tutoring Programme: COVID-19 and the Embedding of the Private Sector in State Governance
Language: English
Authors: Bronwen M. A. Jones (ORCID 0000-0002-3300-6949), Patrick L. J. Bailey (ORCID 0000-0002-4045-7705), Alice Bradbury (ORCID 0000-0003-3269-6199)
Source: Education Policy Analysis Archives. 2025 33(60).
Availability: Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
Peer Reviewed: Y
Page Count: 25
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Foreign Countries, Tutoring, National Programs, COVID-19, Pandemics, Private Sector, Governance, Educational Policy, Neoliberalism, Privatization, Intervention, Elementary Secondary Education
Geographic Terms: United Kingdom (England)
ISSN: 1068-2341
Abstract: This paper examines the UK government's main intervention in education during and after the COVID crisis--the National Tutoring Programme (NTP)--which operated in England from 2020-24. It involves a truncated genealogy of the NTP which shows how, when learning loss emerged as a key policy problem, the private sector was promoted as the main policy solution. We trace the evolution and decline of the NTP in response to schools' experiences and needs. We also conduct a network analysis of the final iteration of the NTP and suggest that although it can be seen as a policy failure, it set a significant precedent in the extent to which the private sector became imbricated into the machinations of governance. We use the construct of heterarchical governance to argue that the NTP saw the establishment of a mezzanine level of governance which saw the involvement of the global education industry, with its concomitant neoliberal imaginary of education, embedded at a powerful level of the policy process. This raises questions about how privatisation might be conceptualised and articulated as well as raising concerns about the capacity for global actors to access and shape national education systems, notably during times of crisis.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1484503
Database: ERIC
FullText Text:
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  Data: A Network Policy Analysis of England's National Tutoring Programme: COVID-19 and the Embedding of the Private Sector in State Governance
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  Data: <searchLink fieldCode="AR" term="%22Bronwen+M%2E+A%2E+Jones%22">Bronwen M. A. Jones</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3300-6949">0000-0002-3300-6949</externalLink>)<br /><searchLink fieldCode="AR" term="%22Patrick+L%2E+J%2E+Bailey%22">Patrick L. J. Bailey</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4045-7705">0000-0002-4045-7705</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alice+Bradbury%22">Alice Bradbury</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3269-6199">0000-0003-3269-6199</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Education+Policy+Analysis+Archives%22"><i>Education Policy Analysis Archives</i></searchLink>. 2025 33(60).
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  Data: Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Tutoring%22">Tutoring</searchLink><br /><searchLink fieldCode="DE" term="%22National+Programs%22">National Programs</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Private+Sector%22">Private Sector</searchLink><br /><searchLink fieldCode="DE" term="%22Governance%22">Governance</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Neoliberalism%22">Neoliberalism</searchLink><br /><searchLink fieldCode="DE" term="%22Privatization%22">Privatization</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: 1068-2341
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  Data: This paper examines the UK government's main intervention in education during and after the COVID crisis--the National Tutoring Programme (NTP)--which operated in England from 2020-24. It involves a truncated genealogy of the NTP which shows how, when learning loss emerged as a key policy problem, the private sector was promoted as the main policy solution. We trace the evolution and decline of the NTP in response to schools' experiences and needs. We also conduct a network analysis of the final iteration of the NTP and suggest that although it can be seen as a policy failure, it set a significant precedent in the extent to which the private sector became imbricated into the machinations of governance. We use the construct of heterarchical governance to argue that the NTP saw the establishment of a mezzanine level of governance which saw the involvement of the global education industry, with its concomitant neoliberal imaginary of education, embedded at a powerful level of the policy process. This raises questions about how privatisation might be conceptualised and articulated as well as raising concerns about the capacity for global actors to access and shape national education systems, notably during times of crisis.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Tutoring
        Type: general
      – SubjectFull: National Programs
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Private Sector
        Type: general
      – SubjectFull: Governance
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Neoliberalism
        Type: general
      – SubjectFull: Privatization
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: United Kingdom (England)
        Type: general
    Titles:
      – TitleFull: A Network Policy Analysis of England's National Tutoring Programme: COVID-19 and the Embedding of the Private Sector in State Governance
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