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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]

• Three studies in India and Bangladesh use pro-WEAI to examine empowerment impacts of agricultural interventions and labor market changes. • Pro-WEAI shows potential in detecting empowerment impacts within the project lifespan. • Findings suggest the need for intentionality in designing women's empowerment projects. • It is important to collect data on both women and men to track progress toward both women's empowerment and gender equality. This introduction to a special section describes how a recently developed measure, the project-level Women's Empowerment in Agriculture Index (pro-WEAI) can be used to assess empowerment impacts of agricultural development interventions in India and Bangladesh as well as broader changes in rural labor markets. The special section comprises three papers. The first examines the impact of membership in self-help groups in five states in rural India on women's and men's empowerment and gender equality. The second presents experimental evidence from a pilot project in Bangladesh that provided trainings in agricultural extension, nutrition behavior change communication, and gender sensitization to husbands and wives together. The third investigates changes in women's roles within the jute value chain in the Southern Delta region of Bangladesh as household members migrate out of the study area and the availability of male labor declines. Although these papers focus on Bangladesh and India, pro-WEAI can be applied to impact assessments of agricultural development projects more generally. The three papers show both the usefulness of this new measure in detecting changes in empowerment indicators within the lifespan of a project and the value of having explicit empowerment objectives in agricultural development projects. The papers also demonstrate the value of having data on both men and women so that project designers can be more intentional about including both of them and monitoring outcomes for both to promote more gender equitable outcomes. [ABSTRACT FROM AUTHOR]