Despite the centralized nature of education management in the Nepal, universities operate autonomously and the funding they receive is channeled through the University Grants Commission (UGC). UGC is responsible for allocation and disbursement of grants to universities and their campuses. Also, the commission is charged with regulating the activities of universities and formulating policies and programmes on establishment of new universities (IBE 2011). Some of the measures aimed at improving the status of higher education in Nepal include; improvement in physical facilities, curriculum update, reform of examination system, production of multilingual materials, research and training (UNESCO 2008).

The TVET sub-sector is comprised of both public and private institutions, though the private technical training institutes tend to cater for the relatively wealthier population due to very high fees. The Center for Technical Education and Vocational Training (CTEVT) is a national apex body of TVET sub-sector committed to the production of technical and skillful human resources required by the nation. The limited capacity of TVET institutions necessitates the development of cost-effective skills development schemes for the wider population. As it is, deprived groups and poor backgrounds have little access to the existing technical education or vocational training opportunities  (UNESCO, n.d., 2008).

One of the key challenges facing higher education in Nepal is limited access as evidenced by the low transition to this level of education and the low GER at approximately 10%  (UNESCO n.d., 2008). In particular, female students, those from poor and disadvantaged families and social backgrounds have the least access to higher education because of high household poverty and restricted financial assistance. Consequently, the Government has implemented the second higher education project, which includes students' financial assistance trust fund (scholarship and student loans) to poor and disadvantaged students. The goal is not only to expand the number of students who enroll in tertiary education but also to develop a more efficient, effective and equitable system (Wold Bank 2011).

As is the case with higher education, equitable access to TVET education is likewise skewed against women, rural poor and those located in geographically difficult regions of the country. As a response measure, a TVET Annex Programme has been designed and implemented in general secondary schools in order to enhance equity in accessing technical and vocational education and training. The Annex programme uses the existing physical and human resources and is managed and operated by the School Management Committee of the school, offering technical education programmes  (UNESCO 2008).

The Government of Nepal (GoN) has designed and implemented a number of policy initiatives targeted at improving the quality aspect of education at higher education and TVET levels. At higher education level, a Quality Assurance and Accreditation Council (QAAC) was established and works in collaboration with universities and other tertiary institutions to improve the quality of higher education. In the TVET sub-sector Total Quality Management for TVET Institutions programmes have been implemented under the theme; "Do the right things, right the first time, every time." The program seeks to help enhance quality through staff development programmes, designing learner-centered programmes and improving planning in TVET institutions. The government also continues to procure instructional materials, training teachers/facilitators and promoting public-private partnership (UNESCO 2008).

Although the universities in Nepal are autonomous institutions, they are mandated to report to the Ministry of Education, which is the overarching governing body for education country wide. The Council for Technical Education and Vocational Training (CTEVT) is a national autonomous institution responsible for the management of technical and vocational education and training (TVET) in Nepal. CTEVT is committed to the production of technical and skillful human resources required to promote sustainable socio-economic development of the nation (UNESCO 2008).

The national strategies and priorities illustrated here are consistent with those layed out in the major national policy documents such as the Three Year Interim Plan (2007-2010) and the School Sector Reform Plan (2009-2015) of Nepal, these include:

• Increasing opportunities for higher education and TVET to disadvantaged students, through the development of various academic programme delivery modalities.  The provision of scholarships and soft student loans to targeted groups can also help improve access;
• Quality and relevance of higher education and TVET programmes to the world of work are lacking. Hence, policy reformulation along the emerging context of globalization and competitive market situation is equally crucial;
• Promote cooperation and collaboration among higher education and TVET institutions thus improving coordination between the respective institutions under TVET and higher education;
• Promoting Public-Private Partnership (PPP) for increasing investment on TVET and higher education, especially for targeted groups should be a policy priority; and
• Bridging non-formal education with vocational skills development for marginalized girls by utilizing Community Learning Centers (CLCs) under the broader scheme of Skills for Employment is crucial  (UNESCO 2008) .