Although there have been noticeable achievements registered in enhancing access to education at all levels of the system, the Government of Nepal (GoN) continues to face a major challenge of ensuring equity in access to education service for its citizens. While the gross enrolment ratios (GER) for ECCE, primary and secondary are estimated to about 66.2%, over 107% and about 68% respectively, the gender parity index (GPI) for primary and secondary are approximately 0.98 (2015 MDGs on course to be met) and 0.83 respectively. Similarly, at tertiary level the GER is about 10%. The inequities and disparities in inclusion between genders and castes/ethnic groups are mainly as a result of apparent household poverty levels, mountainous terrain of the country and its susceptibility to natural disasters such as floods and earthquakes (UNESCO 2008, World Bank n.d.(a)).
The quest for good quality education for all children, particularly girls and disadvantaged children is yet another challenge that the Nepal education authorities have to address. The level of school attendance varies between rural and urban, as well as among geographical regions, with rural and disadvantaged ethnic groups recording low quality of education thus low attendance rates. The completion rates for primary and secondary levels of education are still below the desired 100% target, with that of primary being approximately 95% and that for secondary level around 80% (World Bank n.d.(a)). In addition, adult literacy rate in Nepal is only slightly above 60%. There is a need for more trained teachers, relevant instructional materials, as well as regular and effective monitoring, support, supervision and evaluation country-wide and especially in disadvantaged rural areas, all geared towards supporting early childhood education, secondary education, vocational education, higher education and adult literacy (UNESCO 2008, UNESCO n.d.).
The major source of funding for education comes from the government, with support from donors operating in the country. The total expenditure on education as a percentage of GDP is above 3% and approximately 17% of the total national budget. The primary education sub-sector absorbs approximately 60% of the total expenditure. The share of foreign assistance in the education budget is about 28%. In addition to public expenditure, households and communities (private sector) spend a substantial proportion of their resources on their children's education in the form of lump-sum admission fee each year in public schools in addition to examination fees and other fees despite the government's declaration of free primary education (UNESCO 2008, 2010).
The School Sector Reform Plan (SSRP) 2009-2015 aims at integrating basic and secondary education, improving quality and relevance of education, elimination of gender disparity through promoting gender equity planning and programming, decentralizing education management and mobilizing resources from local governments, communities, NGOs/CSOs (UNESCO 2008).
The Three Year Interim Plan (TYIP) 2007-2010 sought to make all citizens literate by ensuring access to all and to provide quality and employment-oriented education, and making all levels of education equitable and inclusive (UNESCO 2008).
