On the bustling afternoons of Dhaka University, amid the rush of students and lectures, a quieter story unfolds—one of children balancing work, survival, and the desire to learn.
Nine-year-old Yasin sells flower garlands, 14-year-old Rakib peddles cotton candy, and 13-year-old Rukaiya dreams of studying even as she works alongside her mother. Their lives raise a pressing question: Are their dreams just human-interest stories, or can they spark real change?
For months, The School of Ghashful, a volunteer-driven initiative, has been running informal education sessions around the TSC area. Limited space, scarce administrative support, and the children’s heavy work schedules have made the mission a constant challenge.
Over four months, the program has grown. While classes still take place near the TSC swimming pool, sessions now reach six residential halls. More than 20 children working in hall canteens and shops are connected to education: three in Kabi Sufia Kamal and Ruqayyah Halls, five in Fazilatunnesa Mujib Hall, four in Fazlul Huq Muslim and Dr Muhammad Shahidullah Halls, and two in Amar Ekushey Hall.
The curriculum covers Bangla, English, and mathematics. Children also learn songs, poems, and social skills to help them navigate daily life.
Yet, challenges remain. Attendance is irregular, and continuity is difficult. Newaz Sharif Arman, president of The School of Ghashful, said: “Keeping children engaged regularly is the biggest challenge. Even when canteen or shop owners cooperate, sessions are frequently disrupted.”
Rukaiya, who still sells flowers with her mother, said: “I want to study, but if I don’t work, our family cannot survive.” Rakib attends classes occasionally, but earning money remains his priority. A child worker at Fazilatunnesa Mujib Hall said: “I studied up to class five, but I forgot almost everything. Now I learn from volunteers five days a week.”
Volunteer Prema Kundu Arushi said: “We’ve conducted 13 sessions so far. Usually 10–15 volunteers are involved, but only 10 manage the sessions regularly. Our goal is not just to teach; we also try to make families understand the importance of education.”
Although around 80 volunteers are associated with the program, only a few are consistently active. Winter clothing and other support have been provided, but safety, space, and administrative cooperation remain major concerns.
Arman said the program hopes to expand to all 18 halls, but success depends on dedicated volunteers and institutional support.
Professor Shamim Ahmed of Dhaka University’s Institute of Education and Research said: “Hundreds of thousands of children in Bangladesh remain outside formal education. Work responsibilities and life realities limit their opportunities. Initiatives like The School of Ghashful are vital, but long-term change requires administrative action, policy implementation, sufficient funding, and family awareness. Goodwill alone cannot ensure children’s education, health, and social skills.”
Even at one of the country’s leading universities, the futures of these children remain fragile, reliant largely on volunteer goodwill. The bigger question remains: Will institutions finally take responsibility for their education, protection, and development, or will their dreams continue to hang in the balance?