ABSTRACT
The underfunding of government schools in a significant challenge that undermines the quality of students, particularly in the economically disadvantaged areas. This research paper examines the lack of basic facilities which includes proper classrooms, clean drinking water, toilets, libraries and playgrounds, sanitation facilities for girls which affects the quality of education, mental and physical health of the students. This paper examines the multifaceted impact of insufficient financial resources on educational outcomes, focusing on student achievement, teacher morale, social infrastructure and long-term societal consequences. The school environment is so suffocating that the students are dissuaded from attending the classes which is why the dropout rate is very high. In technical sense, education is the process by which society deliberately transmits its accumulated knowledge, skills and values. Teachers quality is the overarching factor in the entire process of the education system. To enhance the quality of education system in schools today we need teachers who can perform not only inside the classroom but also with the entities outside the school system. This paper also explores the broader societal implications of underfunded education systems, particularly the perpetuation of social inequality and limited opportunities for students from the low-income backgrounds. Very little research efforts have been carried out to delve into these issues. This article presents the discussion of the varied demographic and other discussion of the Karnataka states, status of dropout students, government initiatives regarding primary education in the study area. The present study focuses to explore the issues & challenges of government schools in Tamil Nadu.
Keywords: Government schools, lack of infrastructure, lack of basic facilities, lack of trained teachers, issues and challenges.
INTRODUCTION:
The quality of education in government schools is a fundamental pillar of societal progress, offering opportunities for upward mobility and equal access to knowledge. However, many government schools, particularly those in economically disadvantaged areas, struggle with chronic underfunding, which severely affects their ability to provide high-quality education. Underfunding in education refers to the insufficient allocation of financial resources to meet the operational, academic, and infrastructural needs of schools. This issue is particularly pervasive in public education systems where funding is often dependent on local, state, or national budgets, which may not adequately account for the diverse needs of schools serving low-income communities. The consequences of underfunding extend beyond immediate academic outcomes, affecting long-term socio-economic mobility. Students from underfunded schools, especially those from disadvantaged backgrounds, are more likely to face barriers to higher education and employment opportunities, perpetuating cycles of poverty and social inequality. Moreover, the lack of investment in education hinders the development of critical thinking, creativity, and essential life skills that are crucial for the future workforce.