Education challenges in rural Nepal

The low learning achievements of students in rural Nepal limits their opportunities to study and work in the future.

In remote districts, schools have poor facilities and most teachers do not have access to training.

Many children do not attend school or drop out due to discrimination caused by gender, disability, or caste.

Improving access to a quality education

Improved school facilities and better trained teachers helps more children complete a quality education.

Financial and social barriers which prevent girls and lower caste children attending school are addressed, and access for children with disabilities is improved.

A project creating a more inclusive and quality education for girls in Bajura district is impacting more than 1,500 school children. This 3-year project is being delivered in three Rural Municipalities of Bajura district by SAHAS Nepal.

A new four-year School Education Enhancement Project being delivered in partnership with UMN began in July 2023, which aims to improve the access and quality of education in East Rukum district.

Two girls with school books

Education in Nepal: FIVE FACTS

Children from poor families are often forced to quit school.

Less than 10% of children from the lowest Dalit caste will complete their schooling because they have to help their families with farming work, or have to walk long distances to attend classes.

The education of girls is still not a priority in some households.

31% percent of girls are engaged in child labour, compared to 19% of boys. Access to education decreases when girls come from low castes or disadvantaged ethnic groups.

Family needs often trump the need for education.

Between the ages of 11 and 16 there is a massive school drop out rate. In total, there are more than 770,000 out-of-school children aged 5 to 18.

Untrained teachers can damage life prospects.

Inadequately trained teachers and insufficient materials are major obstacles to a quality education. Across two of the schools surveyed, only 50% of teachers are trained. By the end of secondary school, 63% of students are highly unlikely to have the skills to be engaged in gainful jobs.

Schools themselves may be an obstacle.

At school, Nepali children are affected by the poor condition of basic facilities such as classrooms, toilets and a lack of clean drinking water. During their research our partner came across children who stated that unsafe toilet facilities ‘forced [them] to go to open places’ instead.

Stories of hope