This dataset is a cross-sectional survey collected from two provinces in Pakistan (Punjab) and India (State of Gujarat). The sample included both urban and rural parts of the two countries. The dataset mainly looks at children’s learning and general life experiences in the early years of childhood (at ages 4 to 8). We assessed 1,129 children on tasks of basic numeracy, literacy, and social-emotional learning using a standardised measure of assessment, implemented at two points in time with a gap of 12 months. Also, we collected data on household characteristics, children's learning performance and a parents' survey of children's activities and learning outcomes.School enrolment of around 80% in India and Pakistan is lower than targets associated with Sustainable Development Goal 4 and functional levels of literacy and numeracy are inadequate even for many young children who are enrolled in school. This project, based on 1,500 young children from one province in Pakistan and one state in India, seeks to examine patterns of enrolment of children and school readiness by socio-economic group, family background, urban / rural locations and individual characteristics such as gender, disability and health. Attendance and progress at school will be analysed over one year, demonstrating how much of a difference school attendance can make to children’s cognitive development and health outcomes. The project aims to collect in-depth information from families and communities on their views of schools and any barriers to attendance, and conduct a systematic review of the evidence. The findings are expected to have policy implications on school enrolment, attendance and retention. The team's final project report was published on 20 September 2022, and a foreword has been authored by Ziauddin Yousafzai (Malala Yousafzai’s father).

This dataset is a longitudinal design in which the same households were followed and children were assessed at the baseline and after the gap of 12 months. This study involved trained and highly experienced enumerators leading to the initial sample of 1,129 children by involving 783 households from selected districts (both urban and rural areas) in Punjab, Pakistan and Gujarat, India depending on the population dynamics of the village and enumerators' access to the households. Children aged 3 to 8 (according to parental reports of children’s age) were assessed by standardised tests. Parents were surveyed by family questionnaires regarding household socioeconomic conditions, reasons for school choice, children's general health and interest in attending school, and experience of access to their children's education during lockdown.