This paper aims to understand supplementary tutoring for rural school children in Bangladesh in the overall context of the out-of-school study of academic subjects. Characteristics of the tutors both free and remunerated, the cost involved in supplementary tutoring, reasons behind seeking tutoring support, and reported impact of such support were also explored. Data were collected from 905 students living in four rural locations in two sub-districts. The findings revealed that most of the children were involved in the out-of-school study; only a third took no support from tutors, over 26% received it for free, and almost 42% received it on payment. Supplementary tutoring providers were the parents, siblings, relatives, neighbours, teachers of their own and other educational institutions, and the coaching centres. Household members and a few others from all the categories provided it free of charge. Free providers were less educated and younger compared to the remunerated providers. A wide range of costs was involved. The parents reported a positive impact of remunerated supplementary tutoring on the academic performance of the students. The provision is however a source of intergenerational inequality among the students. Schools increased responsibility to the students of poorer families especially the first generation learners, in-school additional tutoring through community teachers, and community or state financing of such initiatives can be considered to reduce such inequality.
Author: Nath, Samir Ranjan
Type: Report
Year: 2007
