Expanding Informal Sector Activities in Dhaka City. A Case Study of Education Coaching
©2017
Textbook
77 Pages
Summary
The study of urban informal sector education has gained importance and expanded the scope and contents of the study in the last thirty years. One of the major challenges for geographers is finding the dynamics of this sector, as it is expanding gradually and a huge number of students are related to this activities. This research examines the role of education coaching as an urban informal activity. Dhaka city as a center of education has been experiencing the proliferation of coaching centers for the last twenty years. The mushrooming of coaching centers is symptomatic of the failure of Bangladesh’s education system as a whole. Formal education institutions are failing to provide students with necessary instructions in the classrooms. This is why the guardians and their wards are making a beeline for education coaching. This research aims to describe the process of growth of coaching centers as an informal sector activity with a special emphasis on students’ involvement in this process. As an empirical research, it follows a detailed questionnaire survey and direct interview method. This study discusses the size of economy controlled by the coaching centers, students’ dependency on coaching and the impact of these phenomena.
Excerpt
Table Of Contents
CONTENTS
PAGE NO.
ACKNOWLEDGEMENT
3
ACRONYMS
7
ABSTRACT
8
CHAPTER ONE: GENERAL INTRODUCTION
9-22
1.1 Introduction
9
1.2 Statement of the Problem
9-10
1.3 Definition of the Informal Sector
10-11
1.3.1 Towards the Definition
11-12
1.4 Aims and Objectives
12
1.5 Significance of the Study
12-13
1.6 Conceptual Framework of the Study
13
1.6.1 Explanations of the Key Variables
14
1.6.2 Process of Getting Students' Involvement
15-16
1.7 Research Hypothesis
16
1.8 Methodology of the Study
16-17
1.8.1 Source of Data
17
1.8.2 The Study Area
17-18
1.8.3 Selection of the Respondents and Sample Size
18
1.8.4 Questionnaire Design
19-20
1.9 Research Design
21
1.10 Scope and Limitation of the Study
22
1.11 Organization of the thesis
22
CHAPTER TWO: EDUCATION SYSTEM IN BANGLADESH AND
EVOLUTION OF COACHING IN THIS SYSTEM
23-28
2.1 History of Education in Bangladesh Perspective
23-25
2.2 Dhaka: A Center of Education
26
2.3 Background of Coaching Centers' Development
26-27
2.4 Impact of Education Coaching on Society
27-28
2.5 Commercial Aspect
28
CHAPTER THREE: EDUCATION COACHING AS AN INFORMAL
ACTIVITY: ITS DEVELOPMENT AND STUDENTS'
INVOLVEMENT IN THIS ACTIVITY
29-40
3.1 Introduction
29
3.2 Education Coaching in Dhaka City
29
3.3 General Characteristics
30-31
3.4 Types of Coaching Centers and Their Branches
31-32
3.5 Location of the Coaching Center
33
3.6 Nature of Employment
36
3.6.1 Teachers of the Coaching Centers
37
3.6.2 Others Staff of the Coaching Centers
38
4
3.7 Students' Involvement as a Service Provider in this Sector
39
3.8 Students' Involvement as a Service Receiver in this Sector
39
3.9 Conclusions
40
CHAPTER FOUR: DETERMINANTS OF THE SIZE OF THE
ECONOMY
41-46
4.1 Introduction
41
4.2 Income Generated by the Coaching Center
41-43
4.3 Investment Pattern
43
4.4 Expenditure Pattern for the Students
44
4.5 Net Turnover per Year
45
4.6 Conclusions
46
CHAPTER FIVE: STUDENTS' DEPENDENCY ON EDUCATION
COACHING
47-60
5.1 Introduction
47
5.2 Social Factors
47
5.2.1 Educational Background of the Parents
47
5..2.2 Who Influence the Children to Take Extra Coaching
49
5.2.3 Occupational Pattern of Guardians and their Opinion towards the
Necessity of Education Coaching
50
5.3 Economic Factors
52
5.4 Other Circumstances
53-60
5.5 Conclusions
60
CHAPTER SIX: IMPACT OF EDUCATON COACHING: AN OPINION
SURVEY
61-65
6.1 Introduction
61
6.2 National Level Experts and Their Opinion
61-65
6.3 Conclusions
65
CHAPTER SEVEN: SUMMERY AND CONCLUSIONS
66-68
7.1 Summery and Conclusions
66-68
7.2 Guideline for Future Research
68
LIST OF TABLES
Table 3.1: Number of Branches in Dhaka of the surveyed Coaching Centre
32
Table 3.2: Number of Branches outside of Dhaka of the surveyed Coaching
Centre
32
Table 3.3: Total number of employee of the coaching surveyed centre
36
Table 3.4: Number of permanent employee of the surveyed coaching centre
37
Table 3.5: Number of temporary employee of the surveyed coaching centre
37
Table 3.6: Teachers' qualification of the surveyed coaching centre
37
Table 3.7: Salary for the teacher surveyed coaching centre
38
Table 3.8: Honorarium for the Director of the surveyed coaching centre
38
Table 3.9: Salary for the managerial staff of the surveyed coaching centre
39
Table 3.10: Base year students number of surveyed coaching centre
39
5
Table 3.11: Last year (2010) students' number of surveyed coaching centre
40
Table 3.12: Number of students enrolled in coaching centers surveyed 2011
40
Table 4.1: Distribution of expenditure (per month) on education coaching
41
Table 4.2: Admission fee of the surveyed coaching centre
42
Table 4.3: Course fee (monthly) of the academic coaching centre
43
Table 4.4: Subject wise fee of the academic coaching centre surveyed
43
Table 4.5: Rent of office building (head office) of the coaching centre
surveyed
44
Table: 4.6 Nature of the promotional activity
44
Table 4.7: Cost of promotional activity (per year)
44
Table 4.8: Services provided by the coaching centre
45
Table 4.9: Net turnover per year of the surveyed coaching centre
45
Table 5.1: Level of education of the parents and guardians of the respondent
students
48
Table 5.2: Distribution reasons behind sending their wards to the coaching
49
Table 5.3: Source that influence the students in making decision of taking extra
coaching
49
Table 5.4: Reasons for taking extra education coaching
50
Table 5.5: Occupation pattern of the parents and guardians of the students
surveyed
51
Table 5.6: Guardians' response as to the necessity of education coaching
51
Table 5.7: Reasons behind negative comments
52
Table 5.8: Monthly education expenditure of the parents and guardians of the
student
53
Table 5.9: Students' opinion towards formal school education
54
Table 5.10: If sufficient, then why take coaching
54
Table 5.11: Reasons behind negative responses
55
Table 5.12: Students' opinion towards the necessity of coaching in our
education system
56
Table 5.13: Reasons behind students' opinion
56
Table 5.14: Family income level and expenditure on education coaching
57
Table 5.15: Students' satisfaction in the services of coaching centre
58
Table 5.16: Services of coaching centre preferred by the respondents
59
Table 5.17: Impact of coaching on students' result
59
Table 6.1: Summery of the opinions of national level expert
62-63
LIST OF FIGURES
Figure 1: Cause and indicators that create a condition for the development of
education coaching as an informal activity.
13
Figure 2: Students' involvement (as service receiver) in this sector
15
Figure 3: Research Design
21
6
ACRONYMS
H.S.C Higher Secondary Certificate
S.S.C Secondary School Certificate
ILO International Labor Organization
EBSEB East Bengal Secondary Education Board
SBA School Based Assessment
MBA Master of Business Administration
UGC University Grant Commission
MoE Ministry of Education
Figure 4: Changing the pattern of education coaching from home based to
semi formal form
27
LIST OF MAPS
Map 1: Location of Selected Schools
19
Map 2: Distribution of Coaching Center in Dhaka City
30
Map 3: Location of Selected Coaching Center
34
Map 4: Branches of Coaching Centers's Outside of Dhaka
35
REFERENCES
69
APPENDICES
70-74
7
Abstract:
The study of urban informal sector education has gained importance and expanded the scope
and contents of the study in last thirty years. One of the major challenges of geographers to
find the dynamics of this sector, as it is expanding gradually and a huge number of students
are related to this activities. This research examines the role of education coaching as an
urban informal activity. Dhaka city as a center of education has been experiencing the
proliferation of coaching centers since last twenty years. The mushrooming of coaching
centers is symptomatic of the failure of our education system as a whole. Formal education
institutions are failing to provide the students with necessary instructions at the classroom.
This is why the guardians and their wards are making a beeline for education coaching. This
research aims to describe the process of growth of coaching centers as an informal sector
activity with a special emphasis on students' involvement in this process. As an empirical
research, it follows detailed questionnaire survey and direct interview method. This study
discusses the size of economy controlling by the coaching centers, students' dependency on
coaching and the impact of this phenomena. It has been found in the study the study that
parents' concern and desire for better result play important role to students' involvement in
coaching. About 96.67 percent students take extra education coaching. It concludes that this
informal sector activity is creating a negative impact on our education system and there is
much room for further research to explore different aspects of this activity.
Keywords: Informal sector, education coaching, formal education, students, dependency on
coaching.
8
CHAPTER ONE
GENERAL INTRODUCTION
1.1 Introduction
Informal sector is that part of an economy which is beyond official recognition and record
and which produces productive, useful and necessary goods and services without formal
system of control. Informal sector activities constitute a major part of the urban economy in
the Third World countries like Bangladesh. It provides employment more than 60 percent of
the labour force (Islam, 2010). Bangladesh is an overpopulated country. Population growth
rate of Bangladesh is about 1.54 percent and growth rate of population of the capital city
Dhaka is about 4.2 percent (Population Census, 2001). This unusual growth of population in
Dhaka have been due to various factors such as natural increase, migration from rural to
urban and migration from other cities owing to greater attraction of employment. But the
formal sector is not sufficient to provide services to the increasing population. So, people
have to engage themselves in the informal activities. As a result, different types of informal
activities are flourishing day by day in the city. Education Coaching is one of them. It has
been operating in the city both in informal and semi formal manner. The pattern and process
of its growth and development is directly or indirectly linked with the space, history, culture
and socio-economic condition of the country. This study will focus on the growth and
development of the sector as well as the nature and students' dependency on this informal
activity.
1.2 Statement of the problem
Education coaching is one of the fundamental problems for the development of our national
education system. It is however, not a new phenomenon. It has been practicing for ages
through in different forms and under different circumstances. It is very interesting and at the
same time a subject of deep concern that in recent decades there have been substantial
increases of coaching centers in Dhaka city. At present it has sprung out all over the city as
an informal activity. Students cannot think of getting an admission at any level- from primary
to the highest seat of learning without going through this coaching centre, which is a threat to
our education system. The impact of this informal activity is quite visible in our society and
reflected as a negative consequence for the education system as well as urban economy.
Education is the gradual process of acquiring knowledge. It is widely recognized that
education serves as an engine for the community. It plays a vital role in all around
9
development of the society. Earlier economists argued that the purpose is to produce
competent human resources in order to develop a state (Kotler, 2006). In 1980's scholars
argued that the purpose of education is to train its consumers in order to contribute both in
economic and social human needs contexts which will ultimately provide a balanced national
development. Modern and contemporary education is necessary for this development. It has
increased the quality of education. But at the same time it has created an opportunity for
marketization of education in the form of coaching, which is unethical.
The informal sector has been growing in Dhaka city in such a way that it can no longer be
considered as a temporary phenomenon. Coaching centre has become one of the largest
informal activities of the city where investment is nominal but the return is phenomenal. An
incongruous and irrelevant situation is found in the city of Dhaka and it is expanding fast in
other cities and towns of the country which seems to be very unethical. We cannot deny this
situation as time has created this situation. The existence of so many coaching centers sketch
the practical situation of the education system of our country. Probably the government does
not have or very little control over these institutions. They remain isolated from the existing
government rules. However, there has been little investigation and research on urban informal
sector education in Bangladesh, and those studies are not adequate to explain the problem and
prospect of this sector. So, it needs a scientific study to explain its dynamics in terms of
economy, employment generation and students' dependency on this sector.
1.3 Definition of the informal sector
The informal sector is an important addition into the economy of Third World country. The
informal sector as its name suggests is not formal in character. Thus the economic activities
in any field not formally recognized by the authority may be included activities under
informal sector. In the absence of a clear definition, the concept remained hazy and
boundaries were indistinct. The picture began to clear in 1971, when Keith Hart compiled a
list of income earning opportunities among resident of a slum area in Accra in Ghana, in
which he contrasted the informal income earning opportunities with that of formal sector. The
distinguishing characteristic used was wage earning employment as against self-employment.
Sethuraman(1976) provides a useful direction by suggesting some multiple criteria for
identifying informal enterprises. These are: (1) the enterprises distribute output directly to the
consumer, (2) members of the household head of the enterprise work in it, (3) it does not
observe fixed hours of operation. However, in search of workable definition of the informal
10
sector, the concept developed by the International Labour Organization (ILO). During early
1970s, the ILO enunciated the concept of the informal sector which was regarded as having
the following characteristics:
xNon wage earning
xUnauthorized and unregulated operation
xLabour intensive and adapted technology
xNon formal sources of education and skills
xReliance on indigenous resources
Informal sector consists of small scale units engaged in the production or distribution of
goods and service operated whether on individual or household basis with the primary
objectives of generating employment and income to the participants notwithstanding the
constraints on capital.
Over the last 35 years, the ILO in particular has presided over, conducted and sponsored
hundreds of studies to better understand the myriad of social, economic, environmental and
political issues relating to the informal economy in the cities. Most of this research has been
focused on cities in less developed countries. There is a wide variety of informal activities
ranging from micro to macro level. Most of these activities have evolved from local necessity
and unemployment situation. These activities have both advantages and disadvantages.
In 2002, the ILO defined the informal economy as "all economic activities by workers and
economic unit that are in law or in practice not covered or insufficiently covered by
formal arrangements" (ILO 2002). The new definition broadens the focus from just looking at
the characteristics of unregulated enterprises to include unregulated wage earners and
employment relationship.
1.3.1 Towards the Definition
Education coaching as an informal activity has been practicing in the country for ages. But
the practice was very limited in the past. Then it was not viewed as a part of economy. But in
recent decades, the proliferation of these coaching centers has compelled the researchers to
consider it as a part of informal economy. However, education coaching has a different form.
Generally, they are operating in three forms- in organized coaching centers, coaching in
teachers' home and private tutors in students' home. Two types of education coaching are
found in the city- academic coaching and admission coaching. Coaching for different classes
and different subjects and for exam preparation coaching is included in academic coaching.
11
Admission coaching provides special coaching for school, college, and university and MBA
admission. However, they have no authority to provide formal certificate. Some of the
coaching centers have trade license and pay tax to the government, but the vast sector is
operating in an unregulated manner. Official recognition and security of employment is
absent. At the empirical level, education coaching as an informal activity is defined to
comprise those enterprises which satisfy one or more of the following conditions.
x Easy entry in the job market
x Lack of formal educational qualification
x Low wages and does not have any fixed wage structure
x Does not observe fixed hours of operation
x Does not have fixed number of employee
x No official recognition and job security
x Unregulated and competitive market
1.4 Aims and objectives
The aim of this study is to understand the process of growth of coaching centers as informal
activity and its role in the economy. It aims to identify the condition under which they absorb
students and generate employment and income. It also aims to investigate if there would be
any relationship between formal sector institutions and informal coaching centers. More
specifically, the objectives of this research are:
1. To study the size of economy the coaching centers control in the city.
2. To estimate what proportion of students come through these coaching centers.
3. To study the process of getting students' involvement as well as the pattern of
development of coaching centers in the informal sector activities.
1.5 Significance of the Study
Geographers ask what factors control the pattern of distribution of a phenomenon and the
impact that the phenomenon creates on the space. The more advanced an urban economy is,
the greater the inevitability of the shift of economic activity from informal to formal spheres.
Based on this assumption, Third World cities like Dhaka will generate more informal
economic activities than the more advanced urban counterparts in more developed countries,
and are therefore more worthy of research. Thus the significance of the study lies in the fact
that enormous coaching centers have been established on the base of Dhaka and their service
is becoming valuable for the students. Millions of students are getting informal services from
12
them. Many people including the teachers and the students are involved in this process. The
money, generated from the sector is also phenomenal. However, little is known about the
dynamics of this sector in terms of its process of development and pattern of activities. It is
necessary to understand this sector whether the sector stands as counter pole of the formal
education sector. This study is an attempt to find out the total process of the sector as an
informal activity in the city.
1.6 Conceptual framework of the study
An informal economic activity is one which is unregulated, unregistered, and does not pay
tax to the government. Cumbersome entry procedures push entrepreneurs into the informal
economy, where businesses pay no taxes and many of the benefits that regulation is supposed
to provide are missing. As a result different types of informal activities are found in the city.
Education coaching is one of them. It is operating both in formal and semi formal way. That
is why it is very important to know the determinants of the activity. The study considers the
size of this informal economy, growth of coaching centre and students' involvement to these
coaching centers. The following diagram is considered for the development of education
coaching in the informal sector:
Figure 1: Cause and indicators that create a condition for the development of education
coaching as an informal activity.
Causes Indicators
Development of
education coaching as
an informal activity
Demand for quality
education
Competition for better
result
Insufficient teacher
and infrastructure
problem in the formal
institution
Unregulated activities
Provide no formal
degree
Income generation
Expenditure
Tax payment
Investment pattern
13
1.6.1 Explanations of the key variables
· Problems in the formal educational institution: Problems in the formal educational
institution create a situation for taking extra education coaching. Two major problems
of many government and non-government are insufficient teacher and inadequate
infrastructure.
· Demand for quality education: Education is necessary for all kind of development.
And demand for education is increasing with the increasing number of population.
But sometimes formal educational institutions cannot fulfill this demand. So, students
have to take extra coaching. As a result, coaching centers are growing.
· Competition for better result: Competition has been increased for better result to get
access to better educational institutions. For this higher class, middle and higher
middle class families send their wards to the coaching centers.
· Unregulated activities: A leap frog development of education coaching has been
found in recent decades. Government has no control over them. They are doing their
activities in an unregulated manner.
· Income generation: Income generated by an informal activity is a good indicator to
measure its size of the economy.
· Expenditure pattern: Education coaching is a different type of informal activity. Its
expenditure pattern for its consumer will provide information about the range of
services.
· Tax payment: Informal enterprises are characterized as informal because they rarely
comply with tax payment. So, it is an indicator to identify the nature of education
coaching as an informal activity.
· Investment pattern: Most of the informal activities invest very low amount of money
for starting its business. Investment pattern reflects the process of growth of these
activities.
14
1.6.2 Process of Getting Students' Involvement
Like many others informal activities, it is very difficult to sketch the pattern of its
development and the process of its operating system. Different types of coaching have
evolved to serve different purpose. But the process of getting students' involvement is more
or less same. Following diagram will depict the process of getting students' involvement
Figure 2: Students' involvement (as service receiver) in this sector
The role of education is to develop human resources, build the nation and making linkage
between knowledge and empowerment. Education should be a means to empower people to
become active participant in the community. Education must be the right of the citizens not
their opportunity. But what actually we see the privileged ones in the society have the right
and opportunity whereas the neglected section receives very scantly of education.
Dhaka city, the nerve centre of business, commerce and education of the country, hosts
people of various categories. But the number of education institutions is not adequate to serve
the demand of these people. The wards of middle and higher middle class study in privately
established educational institutions. But to get wards admission into these institutions seems
to be nightmare ordeal to the guardians. After getting admission into these institutions,
guardians have to bear a constant headache till the wards pass the public examination due to
various unhealthy practices developed in these institutions over the year
Due to the limited seats in these institutions many deserving candidates are deprived of
admission facilities which throw the guardians into a world of despair. After the admission
Problems in the
formal educational
institutions
Parents' concern and
their income push them
to take extra education
coaching
Education coaching
Operating in an
informal or semi
formal process
Academic
coaching
Admission
coaching
Desire for getting
admission on a
good institution
Gap between the
public exam. and the
admission test
Desire for better result
15
every students bound to read three or more private tutors which claims three or four times
more expenditure than that of usual tuition fee.
For getting admission a little kid is also to undergo a hard admission test and the contents of
one test are quite unmatchable for their age. These standards are getting tougher and tougher.
And guardians are getting more conscious and competitive minded. As a result coaching is
evolving in our education arena.
1.7 Research Hypotheses
Informal activity is the largest sector of urban economy by employments. There is a growing
appreciation among scholars in urban development and design, especially those involved in
the `Everyday Urbanism' movement (kaliski,1999), of the informalization of urban space
driven largely by informal economic activities. Informal activities and its variation have
compelled academics to define their impact on urban environment. Education coaching is one
of them. It is providing service to the education sector in an informal way. This research tries
to identify the spatial pattern of this activity and the processes that are involved in the
development of this pattern. The research has the following hypotheses:
H
1
: Problems in the formal educational institutions are positively associated with the
growth of extra coaching activities.
H
2
: Students' family income is directly related to their involvement in the extra
education coaching.
H
3
: Students' results are positively related to their engagement in the education coaching.
1.8 Methodology of the Study
Different types of coaching centers are expanding in the city but no information is found
about their process of development and operating system. The research has been conducted
under the topic of "Expanding Informal Sector Activities in Dhaka City: A Case Study of
Education Coaching". All empirical research in such field must be exploratory not only
because of the problems of definition but also because of the lack of adequate statistical
information. The research methodology followed in this study is therefore exploratory. Both
qualitative and quantitative approach has been applied for the nature of investigation and
circumstances of the research topic.
The study has been conducted according to the following sequences:
16
1. Relevant literature from secondary sources was reviewed to outline the nature of the
problem of informal sector with particular reference to education coaching.
2. Number of education coaching in Dhaka City was collected from the secondary
sources.
3. Twenty coaching centers have been selected for the detailed study.
4. Finally, a questionnaire survey was undertaken to generate primary data for the study.
5. Relevant expert opinion has been taken.
1.8.1 Source of Data
The secondary sources include published materials and official documents like books,
journals, magazines, newspapers, reports, leaflets etc.
Primary data were collected in several stages, by conducting questionnaire surveys. The first
target was to select coaching centers of different categories to collect information about their
growth and development process. Thus, the first stage of primary survey was to choose
coaching centers at various locations.
The second target was to collect information from students about the reasons for taking extra
education coaching. The students from higher classes at secondary level were selected.
The third stage of questionnaire survey was a follow-up study with the guardians after getting
information from the students.
The fourth stage of primary investigation was in-depth interviews that are conducted with the
experts and intellectuals. The experts were chosen from various disciplines as well as
occupational categories.
1.8.2 The Study Area
The study focuses on the present situation of education coaching as an expanding informal
activity in Dhaka city. Thus, the whole Dhaka city is the study area. However, the study
needs to generate primary data from appropriate respondents. So, it is necessary to select
educational institutions as well as coaching of various types from different location. In terms
of location, it would have been ideal; if those were selected from all over the city. Due to
limitation of time and resource, the researcher considered three educational institutions and
twenty coaching centers.
Among the educational institutions a boys' school, a girls' school and a combined (both
boys' and girls') category school are selected. The institutions are- Government Laboratory
High School, Agrani Girls' School and New Poltan Line School and College. These three
17
institutions are chosen for various reasons. The reasons are: One of them is government and
others are non-government schools. Government Laboratory High School and Agrani girls'
School are renowned in the city but New Poltan Line School and College is unfamiliar. In
order to get diversified information they are selected.
Twenty coaching centers are selected from different location of the city. It is very difficult to
depict the actual statistics of an informal activity like education coaching. However, scanning
of their advertisement, promotional activities and others unpublished documents, the
researcher identified that around one hundred and twenty three coaching centers are operating
in the city. Among them ten academic and ten admission coaching are selected. This sample
will help the researcher to understand and extract different information related with the
process of development and size of economy controlled by the coaching centers.
1.8.3 Selection of the Respondents and Sample Size
1. Students and their guardians: 240 cases are selected through 480 (240 students and
240 guardians) questionnaires as this sample size can easily be manageable. Among
these half are for boys and half are for girls. Half of the students are from class VIII
and half of them are from class X. The students have been selected from higher class
(class VIII and class X) so that they can give information properly. Another reason for
selecting students from this level is that they can understand their needs and they have
their own views for taking extra education coaching. The guardians are interviewed in
order to get insight into the subject matter.
2. Coaching Centers: 20 cases are selected for detailed study. Ten admission coaching of
different categories and ten academic coaching of different categories are selected.
Thus the variation will help to provide diversified information about the development
education coaching as an informal activity.
3. National level experts: The respondents at the national level were selected from a
cross section of people attached to the field of education and research. Twenty experts
are selected. The researcher tries to consider all the stakeholders related to this field.
18
Map 1: Location of Selected Schools
1.8.4 Questionnaire Design
Questionnaire is designed in four categories to extract data from four levels of respondents.
First, the questionnaire is designed for the students considering the variables that cover
information related to the process of getting their involvement to the coaching centre. It also
seeks to find out the relationship between their results and engagement in the coaching
centre. The questionnaire is semi-structured in nature.
Secondly, the questionnaire is designed for the guardians. It covers information related to the
occupation, monthly income-expenditure and reasons for sending their wards to the coaching
centre. It seeks to find out that if there would be any relationship between students' family
19
Details
- Pages
- Type of Edition
- Erstausgabe
- Publication Year
- 2017
- ISBN (Softcover)
- 9783960672135
- ISBN (PDF)
- 9783960677130
- File size
- 6.5 MB
- Language
- English
- Institution / College
- University of Dhaka – Department of Geography and Environmental Science
- Publication date
- 2017 (November)
- Grade
- A
- Keywords
- Informal sector education coaching formal education students dependency on coaching Bangladesh Urban management Urban informal sector education
- Product Safety
- Anchor Academic Publishing
