Disparity in Higher Education: A Case for Nepal

Abstract

The purpose of this chapter is to analyse disparity in Nepal’s Higher Education sector along gender, geographical and economic dimensions. The inequality in education is analysed for indicators that relate to both access and quality of higher education. The analysis is done for two time periods for observing trends in the indicators of higher education. The chapter analyses both demand side and supply side elements of access to higher education such as availability of higher education institutions (HEIs), government budget and scholarships. Through analysis of both demand side and supply side initiatives, we show that Nepal has made impressive achievements in increasing higher education enrolment; however, this level of gross enrolment rate (GER) is not enough to graduate to middle income status by 2030. The quality of higher education is poor in terms of providing input as well as teaching/learning processes. Teachers, students, university management and politicians should take responsibility for the failing state of higher education and take necessary actions to improve the quality of higher education.

Citation

Upadhyay, J., Tiwari, S. and Ghimire, D. (2018), "Disparity in Higher Education: A Case for Nepal", Hoffman, J., Blessinger, P. and Makhanya, M. (Ed.) Contexts for Diversity and Gender Identities in Higher Education: International Perspectives on Equity and Inclusion (Innovations in Higher Education Teaching and Learning, Vol. 12), Emerald Publishing Limited, Leeds, pp. 65-79. https://doi.org/10.1108/S2055-364120180000012006