Privatization, marketization, investment, and competition of education have become a global phenomenon with significant implications. While research on demand and patterns of shadow education are increasingly available across the world, very little is known about the scope of parents’ investments, family burden, and students’ workload. This paper focuses on shadow education in Dhaka, Bangladesh. Shadow education is defined as fee-based private supplementary tutoring that replicates the official school system. The study conducted on shadow education uses an explanatory sequential mixed methods design with quantitative data from questionnaires of 354 participants, involving students and parents, and qualitative data from interviews of 24 participants, including students, parents, and teachers. The aim of this paper is to examine how parents’ investments in their children’s private tutoring create high expectations and competition that bring financial burden to families in a disadvantaged society. It addresses the experiences of students’ workloads due to extra lessons of several subjects in a day, exam preparation pressure, and parents’ and peer pressures in the desire not to lag behind. It shows how students deal with time shortages for workloads from extra lessons and deprive themselves of sports and social activities, which are part and parcel of being a mentally, emotionally, and physically healthy human being. The study draws on the theories of educational privatization, competition, investment, and capability approach, which are then associated with the research contexts of this paper.

教育的私有化，市场化，投资和竞争已成为具有重大意义的全球现象。尽管全世界对影子教育的需求和方式的研究越来越多，但对父母的投资范围，家庭负担和学生的工作量知之甚少。本文重点介绍孟加拉国达卡的影子教育。影子教育被定义为仿照官方学校系统的收费私人补习。关于影子教育的研究使用了一种解释性的顺序混合方法设计，该方法采用了来自354名参与者（包括学生和父母）的问卷中的定量数据，以及来自24名参与者（包括学生，父母和老师）的访谈中的定性数据。本文的目的是研究父母如何在子女的私人补习上进行投资，以期产生高期望和竞争，从而给处于不利地位的家庭带来经济负担。它解决了由于一天中多个科目的额外课程，考试准备压力以及父母和同伴的压力而导致的工作量不足的愿望。它显示了学生如何解决因课外工作而造成的时间紧缺，并剥夺了参加体育和社交活动的能力，而这是成为心理，情感和身体健康的人的一部分。该研究借鉴了教育私有化，竞争，投资和能力方法的理论，然后将其与本文的研究背景相关联。