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This study was aimed at assessing the demand and supply of private tutoring in the upper primary schools of Ethiopia. To achieve this objective a cross-sectional survey research design was employed. Data were collected from 866 upper primary school students, 370 teachers, and 26 school principals. Accordingly, four regions (two from the relatively developed and two from the emerging regions) and one city administration were selected as sample regions by using simple random sampling technique. Again from each region the capital town of each sample regions was selected as sample towns through purposive sampling technique. Then from each sample town three government schools and three private schools were selected by simple random sampling technique. Finally, from each selected sample schools 50% of the students and all the teachers of the sample schools and the principal of the school were taken as sample of the study by purposive sampling techniques. Data were collected through questionnaires', interview, and focus group discussion. The result shows that students received supplementary private tutoring in addition to learning in mainstream schools and started this program when they are grade 7-8. In Ethiopian context the private tutors are the mainstream teachers of the students and other teachers in the same school. The main driving force for students to participate in the supplementary tutorial is due to their parents and friends push. Students receive the tutorial in one-to-one base. The major reason students need supplementary private tutoring is education-related purpose that is to improve their academic score.

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Despite increasing focus on the importance of self–regulated learning for undergraduate students in universities in recent years, very little is known about its specific features in universities in developing countries, in general, and Ethiopia, in particular. This study examined the relationships of self-regulated learning strategies (SRLSs) with perceived learning and further assessed the relationships within the SRLS components in Ethiopian public universities. For this, the authors adopted Pintrich’s self-regulation theory as a guiding framework and used structural equation modeling (SEM) analysis. The sample used in the analysis pooled survey data from three randomly selected public universities and included volunteer undergraduate students having a major in Business and Economics and Engineering and Technology fields (n = 1142; male = 700 and female = 442), with mean age = 21.98 and SD = 2.50. The results indicated that the student SRLS and perceived learning gains scores were average values in terms of the magnitude of those measured variables. A two–step hierarchical regression analysis showed that the five components of SRLS that emerged from SEM analysis significantly predicted students’ perceived learning over and above the control variables (ΔR2 ≥ 0.38 and 39%) for the total samples. Moreover, the regression results showed that greater predictions were observed for the help–seeking component (0.35 ≤ β ≥ 0.47) than others, significantly positively predicting the perceived learning for the total samples. Overall, the findings of this study indicate that the SRLSs are relevant mechanisms to aid student success in higher education. The implications of the study are highlighted.