Abstract

Improving children's educational, social and economic opportunities in a country like Bangladesh requires English proficiency. In rural Bangladesh, particularly in Mazu and Madhobpur villages, however, children's development is frequently hindered by limited access to proper English education. This study examines the role of the government in ensuring equitable access to learning English and its effects on rural children. In 2025, a mixed-method approach was implemented which involved household surveys, semi-structured interviews with parents and teachers, and policy analysis. The findings show that although free textbooks and compulsory English classes have expanded access to English education, significant challenges remain. Some of the problems faced are lack of teacher training, scarce resources and weak digital and physical infrastructure. These obstacles hinder the transformative potential of English education for disadvantaged children in rural Bangladesh. The study highlights the importance of stronger government support, better resource allocation and community engagement in promoting empowerment, cognitive growth and social mobility. Policy reforms are necessary to ensure that all rural children have equal opportunities to benefit from English education in line with Sustainable Development Goal 4 Quality Education.

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