From Educational Policy to Sustainable Practice: Addressing Inequality in South Asian Education Systems

Abstract

This study examines how education policies in Pakistan, India, Bangladesh, Nepal and Sri-Lanka align with SDG 4 on Quality Education and SDG 10 on reduced inequalities, with intention to rural-urban divide to promote fair education and justice. Through a qualitative, comparative review of secondary sources, the paper evaluates flagship interventions, including Pakistan’s Ehsas Stipend and Punjab Nutrition Programmes, India’s Mid-Day Meal Scheme, Bangladesh’s Primary Education Development Programme, and inclusive-education reforms in Nepal and Sri-Lanka. Findings show real gains in enrolment and retention, yet financial, cultural, and monitoring gaps still undermine equitable access. In the end, it was revealed that resources need to be distributed fairly, policies need to be put into action properly for long-lasting results, and all stakeholders have to be included. Suggestions focus on working together in the region and using technology to fill in gaps in education