Educational Transformation and Gender Dynamics in Nepal: A Comprehensive Analysis of Literacy, Enrollment, Attainment, and Higher Education

Abstract

Educational access and attainment in Nepal have improved significantly over the last decades, but inequalities based on gender and geographical location continue to affect learning outcomes and higher-education enrollment. This study examines the patterns and inter-census changes in literacy, enrollment, educational attainment, and higher education distribution in Nepal. A quantitative, descriptive, and comparative research approach was used by utilizing secondary data such as the National Population and Housing Census (NPHC) 2021 and the earlier census data, complemented by education management information system (EMIS) reports, and publications from NPC and the University Grants Commission. Gender gaps over time and across regions were analyzed through comparative methods. The findings reveal notable increases in literacy, attendance, near-universal primary education, and greater female participation. However, gender disparities persist in higher education, STEM fields, and access in certain regions. The location of universities and field of study choices remains structurally biased, limiting fair progress. The transformation of education in Nepal is still incomplete. It is now essential to focus policies on improving quality, retention, gender-responsive strategies, and diversifying higher education opportunities to foster equitable and sustainable progress.