DESCRIPTION OF EDUCATION POLICY, STRUCTURE AND PROVISIONSEducation Policies
Since 1954 the basic policy focus regarding education in Nepal has remained the same:Universalised access to quality basic and primary education, scientific, technical and work oriented secondary level education, and academically competent and economicdevelopment oriented tertiary education. Medium and long-term goals and targets of developments, including the goals and targets of educational development, are reflected inthe National Development Plans, which cover mostly a period of five years. In the currenttenth plan the important areas focussed include:
Human resources development,
in view of the situation that a large number of populations are illiterate and unskilled.
Sustainable development, poverty alleviation and reduction of regionaldisparities
in view of the existing subsistence agriculture based economy, lack of alternatives, and disparities among different region and communities.
Enhancing gender and social equity
regarding access to quality basic education
Enhancement of the quality of education
in view of the still underdeveloped educational provisions at all levels particularly at the primary and secondarylevel.
Developing literacy education for adults
functional to poverty alleviation
Higher education in the areas of applied science and technology.
Meeting the appropriate learning and life skills needs of all young people and adults
to enable them socially and economically.The national policies and the plans are implemented through a system of schools, higher education institutions and the universities as well as nonformal education classes. Thefollowing is a brief description of the institutional arrangements.
Education structure and institutional arrangements
The structure of educational provisions in Nepal basically consists of the followingarrangements:
Normal Agein YearsBelow 6 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22EducationLevel
Pre-primary/ ECD Primary Lower Secondary Secondary Higher Sec.Higher Education (University)
Source: Ministry of Education (2000).Pre-primary:
The concepts and practices regarding Early Childhood Development and Pre-primary education are emerging as important developments, but they are still not partof the formal national education structure. Children are not given any orientation or preparation for natural disaster.