Education remains a cornerstone of sustainable human and socio-economic development, yet children in the rural communities of Rivers State, Nigeria, continue to face profound educational inequities. Despite ongoing national and global efforts to advance inclusive and equitable quality education, structural barriers such as poverty, infrastructural deficits, teacher shortages, and policy inconsistencies persist. The EDUCARE Model, Empowering Disadvantaged and Underprivileged Children through Access, Reform, and Equity, was conceived to address these multidimensional challenges by integrating education, social protection, and livelihood empowerment within a unified and sustainable framework. This study seeks to design and evaluate a context-specific EDUCARE Model tailored to the realities of vulnerable children in rural Rivers State. The primary objective is to examine the interconnections among educational access, learning quality, child well-being, and governance sustainability, and how these collectively influence educational development through livelihood empowerment. The study adopts a conceptual and empirical synthesis approach, drawing from global, continental, and national literature to identify gaps and propose adaptive strategies for rural education reform. The analysis is theoretically grounded in Human Capital Theory, Systems Theory, and the Sustainable Livelihoods Framework, offering a multidimensional analytical foundation for model development. Findings reveal that sustainable rural education requires more than enrollment; it demands systemic integration of access, quality, well-being, and governance. Persistent challenges include decaying infrastructure, unmotivated teachers, inconsistent policies, and neglect of health and nutrition in schooling. Empirical evidence supports community-based education planning, teacher retention incentives, policy continuity, and livelihood-focused curricula as catalysts for lasting improvement. The study concludes that a sustainable EDUCARE Model must be holistic, inclusive, and locally adaptable, merging educational reform with social protection and economic empowerment. In Rivers State, the model provides a transformative pathway for building resilient, equitable, and quality education systems aligned with Sustainable Development Goal 4.