UNIVERSALISATION AND QUALITY OF ELEMENTARY EDUCATION OF BIMSTEC COUNTRIES: A COMPARATIVE INVESTIGATION

Abstract [English]

The enhancement and universalisation of elementary education are vital for global discussions on Sustainable Development Goal 4 (SDG-4). BIMSTEC countries (Bangladesh, Bhutan, India, Myanmar, Nepal, Sri Lanka, and Thailand) are facing challenges like enrolment, retention, and infrastructure. Objectives of the study include examining the policy frameworks, constitutional provisions, and governmental initiatives undertaken by BIMSTEC countries to enhance elementary education, as well as comparing the elementary education systems of these countries with respect to universal focus, quality improvement, and inclusivity strategies. This study employed a qualitative approach using document-based analysis along with comparative investigation strategy to explore the policy frameworks, constitutional provisions, and governmental initiatives undertaken by BIMSTEC countries to strengthen elementary education. The result found that BIMSTEC countries have taken strategies to enhance elementary education across three main areas like universal access, quality improvement, and inclusivity. Countries in the BIMSTEC region, including Bangladesh, Myanmar, India, Bhutan, Nepal, Sri Lanka, and Thailand focus on compulsory primary education, quality enhancement, and inclusivity in their educational systems. While Bangladesh and Myanmar advocate for access, India mandates education for ages 6-14, and Bhutan offers free education. Quality efforts vary with initiatives such as improving learning outcomes in Bangladesh and fostering holistic education in Bhutan. Inclusivity is emphasized through various strategies, including stipends for disadvantaged groups in Bangladesh and reservation policies in India, highlighting a commitment to equitable education across the region.