Exploring Financial Assistance and Aspirations of Students from Sylhet: The Role of Family Support

Abstract

This study explores the aspirations of individuals in Sylhet to study abroad, identifying their preferred countries and the underlying motivations for these choices. Furthermore, it examines the financial aspects of international education, analyzing typical budget allocations, the correlation between family background and financial capacity, and the strategies employed to manage expenses. This study collects data regarding the financial requirements of studying abroad, particularly focusing on the cost associated with the language test, enrollment cost in different courses and cost of going abroad. Primary data was collected using quantitative techniques, supplemented by in-depth interviews (IDIs), case studies, and document reviews. Data collection took place in Sylhet between June and October 2024, utilizing responses from six coaching centers located in Modina Market, Amborkhana, Zindabazar, and Uposhohor, as well as online Google form. A total of 190 respondents participated in data collection, including 132 candidates preparing for the IELTS examination. Following data screening, 14 responses were excluded due to incomplete information, while four participants were identified as retaking the test. For data classification and interpretation, MS Excel and STATA-16 were employed for data entry, cleaning, and tabular analysis and summary statistics. The findings indicate that 86.93% of participants aspire to pursue higher education abroad, while 10.22% intend to seek employment opportunities overseas through the IELTS examination. The majority prefer destinations in Europe, with England being the most favored. Family members with a business background are the most likely to go overseas. The estimated budget for studying in Europe ranges from 11 to 15 lakh taka, whereas those seeking employment opportunities require approximately 21 to 25 lakhs taka. Additionally, the results reveal that 60.23% of participants rely on financial support from their family members. Upon arrival in a foreign country, they face challenges related to language barriers and lack of technical skills, necessitating continued dependence on family assistance. Given that individuals from developing nations face significant financial constraints, the study emphasizes the burden placed on families in sustaining the necessary budget for international education, consequently, it recommends that prospective students proactively acquire comprehensive information and technical skills to facilitate informed decision making and optimize budget utilization. Moreover, the study suggests that governmental authorities revise financial policies to establish reliable terms and conditions for student loan access, ensuring affordability and financial security for aspiring international students.