The state of public education in many regions remains a concern, as schools continue to struggle with a severe lack of basic resources. From overcrowded classrooms to outdated infrastructure, the challenges faced by these institutions are numerous and often overlooked. The gap in educational quality between public and private institutions is widening, leaving the most vulnerable children with few options.

In many areas, especially in rural and densely populated urban slums, public schools are grappling with inadequate facilities. Basic necessities such as clean drinking water, functional toilets, electricity, and even furniture are often missing from these institutions. For students and teachers alike, the environment can be demotivating and unsupportive of learning. Despite these challenges, parents continue to rely on these schools, as private education remains an unaffordable option for the majority.

A primary concern is the lack of proper infrastructure. Many public schools were built when towns were smaller, and as populations grew, the infrastructure failed to keep pace. As a result, classrooms are overcrowded, and educational materials are scarce. This underfunding leads to a significant quality gap, leaving students without access to the resources they need to succeed.

Teachers are also impacted by the lack of support. In some regions, absenteeism is a serious issue, with educators failing to show up for class regularly. This absenteeism, coupled with the absence of basic teaching materials, creates an environment where educational activities cannot take place effectively. The result is a generation of children whose educational outcomes are compromised before they even begin.

In communities where public schools are inadequate, many parents are turning to religious seminaries (Madaris) as an alternative. While these institutions often provide shelter and care, they do not offer the same quality of education that a modern school would. For many, it’s a last resort, as they cannot afford the fees of private institutions. Unfortunately, this shift towards seminaries means that students miss out on a comprehensive education that prepares them for a future beyond basic religious studies.

Programs aimed at supplementing education, such as the Home Schools Program run by an NGO in some areas, have also faced difficulties. Despite their efforts to bring education to underserved communities, these initiatives have not been as successful as hoped, often due to a lack of community interest or trust in non-traditional schooling methods.

The solution to these issues lies in increased funding, a commitment to improving infrastructure, and a renewed focus on teacher attendance and accountability. Only then can public schools begin to offer the kind of education that children in these communities deserve. Until these challenges are addressed, the cycle of poverty and limited opportunity will continue to affect generations of children who are denied their right to quality education.