Mobilizing CSR to Educate Bangladesh's Street Children

Published on: September 20, 2026

Successful achievement of SDG 4 to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all in Bangladesh depends on ensuring inclusive access or enrolment, active participation, and effective completion of the primary education cycle for each and every child. In this regard, street and underprivileged children need to be brought under basic education alongside being provided with technical education with a view to developing them into a skilled workforce. It is estimated that there are around 1.5 million street children in Bangladesh, and a significant portion of these children live in Dhaka and other major cities. In addition, a massive number of underprivileged children live in slums or specific urban areas around the country. Most of them are out of school and victims of illiteracy. To meet their basic needs for survival, they are compelled to become child labourers. Their potential to contribute to the economy is at risk, as they often lack basic necessities such as food, clean water, shelter, and, most importantly, education.

Nowadays, these children engage in various informal jobs, such as garbage picking, begging, selling goods on the streets, or working in hazardous conditions in workshops, restaurants, or factories. Many face exploitation, including physical and sexual abuse, human trafficking, and forced labour. Street and underprivileged children often suffer from malnutrition and lack access to healthcare services. They are also frequently stigmatized, limiting their opportunities for integration into society. Access to formal education is extremely limited for them, resulting in most remaining uneducated. Many have never attended primary school or have dropped out due to poverty or the demands of their daily struggle for survival. This lack of education further perpetuates the cycle of poverty, limiting their employment prospects and trapping them in a life of hardship.

Education is vital for building a skilled workforce. A recent survey says that nearly three in four (71.8%) children in street situations can neither read nor write, leaving them with a lifelong disadvantage and grim prospects for the future. The high illiteracy rate among street and underprivileged children limits their ability to gain formal employment or develop entrepreneurial skills, reducing their economic productivity and contribution to national growth. Illiteracy often compels them to engage in informal job markets, and thus they contribute poorly to the socioeconomic development of the country due to their unwanted existence in the vicious cycle of illiteracy and poverty. Moreover, because of their limited access to quality learning, they rarely get the opportunity to demonstrate their potential, talents, or creativity and contribute them to the country’s development. The exclusion of street and underprivileged children from primary education also widens the gap between rich and poor, exacerbating economic inequality. This imbalance can lead to social unrest and hinder sustainable development.

Bangladesh, along with many other countries, is likely to face an acute challenge in bringing street and underprivileged children into foundational literacy and numeracy (FLN) programmes with tailored technical and vocational education and training (TVET) because of cuts to global education funding. This decline in international support may have harmful effects on programmes undertaken by INGOs and NGOs for their education. To address the pivotal challenge of educating these children, several issues might be considered by policymakers.

Corporate entities might be encouraged to form partnerships with the government to address this massive challenge. Under MoUs with corporate entities, they might be encouraged to set up and operate Learning Centres (LCs) for street and underprivileged children within or near the shelters or communities where they live in large numbers. Alternatively, corporate entities may consider launching mobile learning centres in buses, vehicles, or boats in areas where street or underprivileged children live or work so that they feel comfortable attending the centres. LCs could offer foundational education in literacy and numeracy, along with tailored technical and vocational training aligned with the needs of the sponsoring corporate entities. In return, learners of LCs could be offered pathways to employment in those industries or companies for a specified duration after completing their education. There should be clear terms and conditions in the MoUs regarding salaries, benefits, incentives, further skills development training, risk allowances for learners employed by corporate industries, as well as reasonable requirements of the corporate entities.

LCs need to deploy committed young teachers and vocational instructors, as well as engage volunteers for mentoring and monitoring. Centres may offer classes at times convenient for learners. Corporate entities may offer meals or snacks, learning materials, and clothing to encourage attendance. Moreover, the families of these children may be provided with financial incentives through the government’s Social Safety Net alongside free medical treatment to encourage them to prioritize education. LCs should also have opportunities to provide life-saving education, psychological counselling, and support for trauma-affected children to help them focus on learning. Such a philanthropic approach falls squarely within the remit of Corporate Social Responsibility (CSR) of corporate entities. In return for their engagement with the above-mentioned philanthropic initiatives, corporate entities could be provided with additional benefits, such as tax exemptions and faster, less complicated administrative and utility services.

Ongoing education programmes through Sishu Kalyan Primary Schools, run by the Children’s Welfare Trust, may be extended to city corporation and other urban areas, providing learners with opportunities for both basic and technical education. Corporate entities may also be encouraged to contribute generously to the trust fund. Considering the harmful effects of reductions in global funding on the successful implementation of SDG 4 in Bangladesh, coordinated efforts between the government and corporate entities are inevitable to bring street and underprivileged children under basic and job-based tailored technical education. Last but not least, achieving the targets of SDG 4 through educating street and disadvantaged children may enable them to survive with dignity and illuminate their lives through lifelong learning.