Authors: Pulkit Raikwar, Gautham Shine

ABSTRACT

This paper focuses on a comparative India-based exploration of the policy frameworks and institutional reforms
expected to help achieve sustainable development goal 4 ( Quality Education) in the choice of countries in the South Asian region India, Bangladesh, Nepal, Sri Lanka and Pakistan. Having acknowledged education as the key pillar to sustainable development, the paper explores how these countries are converging their education policies with SDG 4 goals (4.1 – 4.7) that include universal access to education, gender equality, quality education, and lifelong learning.

Based on secondary research sources, including UNESCO, UNICEF, World Bank, and national education policy reports, the study analyzes the variation between the governance models, financing scheme, teacher education changes, and digital inclusion. Results show that there has been a significant improvement in access and gender equity yet inequality in quality, monitoring, and resource distribution persists. India National Education Policy (NEP) 2020 presents a revolutionary policy that unites digital learning and inclusivity, whereas Bangladesh and Sri Lanka are promising in terms of gender parity and ICT-promoting quality improvement. It is observed in the paper that SDG 4 in South Asia can be achieved through regional cooperation, evidence-based policymaking and institutional reforms that are sustained.

Keywords: SDG 4, Quality Education, India, South Asia, Policy Framework, Institutional Reform, Inclusive Learning