Nepal’s school education system includes one year of pre-primary education, followed by eight years of basic education (Grades 1–8) and four years of secondary education (Grades 9–12). The Constitution of Nepal guarantees free and compulsory basic education and free secondary education for all children.
Within this framework, school education is delivered through three main types of institutions: government-aided public/community schools, privately funded institutional schools, and religious schools such as Vihars, Madarasas, and Gurukuls/Ashrams.
According to the recent study conducted by the Ministry of Education, the composition of school going population is about 22%. Majority of children start the schooling around the age of 3, irrespective of gender.
Early Childhood Education
Early Childhood Development and Pre-Primary Classes (ECD/PPCs) in Nepal are delivered through a range of modalities, including school-based centers, community-based centers, and privately managed institutions often labeled as Nursery, Kindergarten, or Montessori schools.
Government-funded Early Childhood Education and Development (ECED) centers are free for all children, with the government covering teachers' salaries and providing a per-child funding (PCF) grant of Rs. 500.
Community-based ECED centers, which are located outside schools, are often supported by local governments or international/non-governmental organizations (I/NGOs). Their facilitators are locally appointed but must meet government qualifications, and their salaries are shared among the government, I/NGOs, and parents.
Under the School Education Sector Plan (SESP), efforts are being made to bring these centers under nearby schools for better management. Additionally, privately run kindergartens—mostly in urban areas—operate independently without government support and charge fees to parents.
In the academic year 2024/25, a total of 41,284 Early Childhood Education and Development Centers (ECEDs) were in operation. Among them, 33,470 centers (81.1%) were school- and community-based and operated by the government, 7,814 centers (18.9%) were privately managed, and 527 centers (1.3%) functioned within traditional or religious schools.
According to government directives, the minimum required class size for an ECED center is 25 students. The total enrollment in ECEDs reached 1,301,428 children, with 47.6% (618,852) enrolled in government-funded and religious ECEDs, while the remaining 52.4% (682,576) attended privately operated centers. The Gross Enrolment Rate (GER) in ECED rose to 102.8% in 2024/25, although the enrollment rate of 4-year-old children remained at 70.2%. Despite these developments, gender parity continues to be a concern, with only 82 girls enrolled for every 100 boys, resulting in a Gender Parity Index (GPI) of 0.82. Additionally, Dalit children account for 15.3% of total ECED enrollment, while children with disabilities represent just 0.67%, highlighting the need for more inclusive early childhood education initiatives.
Each ECED teacher is required to have at least a Secondary Education Examination (SEE) qualification, equivalent to Grade 10. Preference is given to female teachers, based on the belief that women are generally more nurturing and better suited for working with young children. However, in the absence of qualified female candidates, male teachers may also be appointed to these positions.
Formal School System
Nepal’s formal school system involves structured teaching and learning within classroom settings and is divided into two main levels: Basic and Secondary education. Schools in Nepal are broadly categorized into community schools, which are publicly funded, and institutional schools, which are privately funded through fees paid by guardians. Although some schools are religious in nature, they are still required to follow the national curriculum set by the government.
In the academic year 2024/25, data was collected from 35,447 schools, of which 27,298 (77.0%) were community and religious schools, and 8,149 (23.0%) were institutional schools. Among the provinces, Bagmati has the highest proportion of institutional schools at 31.5%, while Karnali has the lowest at 8.6%. Lumbini Province stands out with the highest number of religious schools (474 or 8.3%), whereas Karnali has just 7 religious schools, accounting for only 0.2%.
Basic Level Education: Grades 1-8
Nepal has a total of 35,447 schools, of which 23,905 (67.4%) are basic schools offering education from Grades 1 to 8, and the remaining 11,542 (32.6%) are secondary-level schools. Among community and religious schools, 20,085 are basic schools, while 3,820 (16.0%) institutional schools operate at the basic level. This indicates a significant gap in the continuity of education, particularly in community schools.
About 84.0% of students in community schools are required to shift to a different school to pursue secondary education, whereas only 16.0% of institutional school students face such a transition. This highlights the need to strengthen the structure and availability of secondary education within community schools to ensure smoother academic progression for all students.
Secondary Level Education: Grades 9-12
In Nepal, 7,468 schools—accounting for 21.1% of the total—offer Grades 1 to 10 or various combinations up to Grade 10. Additionally, 3,953 schools (11.2%) provide education up to Grade 12 or offer different combinations of Grades 6 to 12.
Among the 6,493 schools offering secondary education up to Grade 10, 3,401 (52.4%), including religious schools, are community schools, while 3,092 (47.6%) are institutional. Likewise, of the 5,049 schools offering education up to Grade 12, 3,812 (75.5%) are community-managed (including religious ones), and 1,237 (24.5%) are institutional.
The Ministry of Education plays a central role in overseeing Nepal's entire education system, from policy formulation and curriculum development to the establishment and regulation of schools across all seven provinces. In addition to the Ministry, several regulatory bodies function at different levels to ensure smooth implementation and monitoring. The Secondary Education Examination (SEE) Board is responsible for conducting and managing Grade 10 examinations nationwide.
For Grades 11 and 12, the National Examination Board (NEB) oversees examination processes, certification, and overall academic regulation. These institutions work in coordination to maintain educational standards, ensure uniform assessment practices, and support the progression of students through the school system.
Vocational Education
Many students believe that formal education can provide academic knowledge whereas there are another group of students who work towards vocational education to gain practical knowledge on the respective subject matter. Vocational education includes the short-term courses and hands-on experience that emphasizes on the concept "learning by doing".
Recognizing the critical role of vocational education in developing a skilled workforce, all levels of government actively support technical and vocational training. The Council for Technical Education and Vocational Training (CTEVT) and the Centre for Education and Human Resource Development (CEHRD) offer a range of programs, including pre-diplomas, diplomas, and technical streams for Grades 9 to 12. The pre-diploma program, an 18-month course, serves as a foundation for the four-year diploma programs available through CTEVT-affiliated schools and institutes. Currently, there are 413 pre-diploma and 492 diploma institutes, totaling 905 institutions under CTEVT’s support nationwide.
In parallel, CEHRD facilitates technical education for Grades 9 to 12 in 537 schools across the country. Among the provinces, Koshi has the highest concentration of these schools at 20.9%, while Karnali has the lowest at 6.9%. These schools offer specialized courses in six fields: plant science, animal science, computer engineering, electrical engineering, civil engineering, and music—helping bridge the gap between academic learning and practical workforce needs.
References:
Early Childhood Education and care in Nepal, https://www.childresearch.net/projects/ecec/2013_05.html
ncenepal, Basic and secondary education, http://ncenepal.org.np/wp-content/uploads/2017/11/Exploration-of-Educational-Statistics-Provincial-Perspectives.pdf
DoE, School Sector Development Plan, https://www.doe.gov.np/article/376/school-sector-development-planenglish-1.html
Education in numbers, https://moe.gov.np/assets/uploads/files/Education_in_Figures_2017.pdf
