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With the onset of the COVID-19 pandemic, researchers and policymakers began to pay attention to the expected number of out-of-school children and emerging learning crises in developed countries, where self-isolation, social distancing, and access to education through technology are possible on a wide scale. Within the region of South Asia, and among the impoverished communities of Bangladesh, India and Pakistan, this situation is quite the opposite, where millions of people still live below the poverty line, and technology-driven education is not yet a privilege. Despite the utmost commitment to provide free and quality education to all, the three nation-states prioritised healthcare over other businesses, delaying the policy response to the educational and learning crises. In this paper, the authors examine the policy responses from each country and conclude that inequities are not being adequately addressed, and that remote learning initiatives are not producing comparable results to prepandemic learning. The authors suggest that to make education accessible, equitable, and to improve student learning outcomes, the countries need to invest in school leader capacity building, and strengthening of the technology infrastructure and resources [ABSTRACT FROM AUTHOR]