The Pacific’s commitment to nurturing the potential of its youngest learners took centre stage in December 2024 as Early Childhood Education and Care (ECCE) educators, ministry officials, and specialists gathered in Nadi, Fiji, for the School Readiness Reflection Gathering Workshop. Held from December 3rd to 6th, the workshop marked the culmination of the pilot phase of the School Readiness Project, an initiative led by the Pacific Community’s (SPC) Educational Quality and Assessment Programme (EQAP) in partnership with the Australian Council for Education Research (ACER), regional governments, and the United Nations Children’s Fund (UNICEF). Funded by the Asian Development Bank (ADB), this project aligns with the broader goals of the Pacific Regional Education Framework (PacREF) by preparing the region’s youngest learners for formal education and improving literacy and numeracy outcomes across all levels. Over the course of four days, workshop participants including ECCE educators from eight Pacific Island countries reviewed the outcomes of the project’s pilot phase, which focussed on understanding how students transition into the first years of primary school and identifying ways to support this transition effectively. The School Readiness Tool, adapted from the World Bank’s early Human Capability Index (eCHI) tool, has been contextualised to meet the unique needs of diverse Pacific communities. This workshop provided an opportunity to reflect on the implementation of this tool, share lessons learnt, and plan the way forward for scaling and sustaining the initiative. Mr Laiyakini Marasaya, Senior Curriculum Specialist for Early Childhood Education in Fiji, highlighted the local impact of the contextualised tool. He noted that “…the contextualisation of the School Readiness Tool has allowed us to address the unique needs of students across different settings in Fiji, from rural to urban areas. By capturing data across eight key developmental domains, it enables teachers to make informed decisions rather than relying on hearsay. This tool empowers educators to focus on holistic development, laying a strong foundation for lifelong learning and ensuring students are well-prepared not just for primary school but for their entire educational journey and beyond”. Participants from across the region shared insights into the strategies they have adopted to prepare children for a successful transition to primary education. Tonga, as an early adopter of the early Human Capability Index (eHCI), provided valuable perspectives on integrating innovative tools into their school readiness frameworks. Mr Hepeti Takeifanga, Director of Primary and ECE in Tonga, highlighted that the eHCI tool has been incredibly valuable for Tonga, especially for young learners in early childhood education. He stated that: “…we see the importance of using these tools for Tonga, especially the ECE students. It’s very helpful for teachers as well, and to make sure their task and their plans for teaching of ECE children, because our focus is to be more child centered in Tonga. At the same time, the autonomy of tools is very important, just to make sure it’s relevant across the Pacific region, not for Tonga only, but for the region, because we are coming to a time that we have to benchmark the standard across the Pacific region.” SPC reaffirmed its dedication to advancing early childhood education across the Pacific. Discussions during the workshop laid the groundwork for future collaborations, with an emphasis on sustaining the momentum of the project and expanding its reach to underserved areas. Dr Michelle Belisle, Director of EQAP, reflected on the project’s achievements. She noted that, “…some of the most impactful results would be the idea of understanding where children are and what they need in terms of supports to be able to transition into the next level of schooling, into formal education, and being able to use real data to understand that and then put resources and interventions where they’re needed most.” Dr Belisle also emphasised the importance of early learning and SPC’s mission to improve education for all learners. She highlighted the importance of supporting young learners as they transition from home to formal schooling. This involves not only building foundational skills in literacy and numeracy but also nurturing social and emotional development. By equipping children with these essential skills, they are better prepared to fully benefit from the next stages of education, ensuring a smooth transition into formal learning. Moving forward, Belisle explained that EQAP would work with interested countries, ministries of education, and teachers to scale the tool, ensuring it is accessible and usable by classroom teachers. The commitment and collaboration demonstrated during the workshop reflect the region’s ongoing efforts in working towards achieving Sustainable Development Goal 4 (Quality Education) as part of the global 2030 Agenda.