Early Childhood Care and Education in SAARC Countries: A Comparative Analysis of Policies, Access, Quality, Equity, and Developmental Outcomes

Abstract

In the region of South Asian Association of Regional Cooperation (SAARC) comprising of Bangladesh, India, Maldives, Nepal, Pakistan, Bhutan, Afghanistan and Sri Lanka there are significant differences in the access, quality, and equity of Early Childhood Care and Education (ECCE) which is the foundation for human development. Comparative evidence is still patchy and policy coordination is hindered in the region. The purpose of this review is to synthesize evidence on ECCE policies, access, quality, equity, and developmental outcomes across the countries of the SAARC region to identify patterns, disparities and opportunities for regional progress and development. Systematic scoping review of peer-reviewed literature and institutional reports (UNESCO, UNICEF, World Bank, national education ministries) for 2016–2024, including seminal prior studies. Data sources used in the search: Scopus, Web of Science, ERIC, institutional repositories. Critical appraisal applied. Thematic and comparative analysis based on Bronfenbrenner's ecological framework and rights based methods. There are significant disparities in ECCE access between rural and urban areas, and gender, socioeconomic and ethnic gaps exist in all SAARC countries. Although ECCE policies and initiatives have been documented in India and Bangladesh, there is low attendance for marginalised groups. There is a wide range of teacher quality, infrastructure and quality assurance mechanisms. Evidence on the impact of ECCE is limited and does not have comparable child developmental outcome data. Access is disproportionately impacted by conflict, climate vulnerability and migration in Afghanistan, Nepal and Bangladesh. There is still a lack of public funding of ECCE in the region. There is an urgent need to invest in equitable and quality ECCE in the SAARC countries, using a coordinated governance, sustainable financing, qualified workforce building and data systems. Knowledge sharing and harmonisation of standards can be achieved by regional cooperation within SAARC. ECCE in SAARC is inequitable and under-funded. A coordinated and consistent approach to evidence-based policy reform, multisectoral coordination, and international support is needed to provide all children access to nurturing, quality ECCE as a foundation for lifelong learning, social inclusion and sustainable development.