GS Spark: Journal of Applied Academic Discourse

GS Spark: Journal of Applied Academic Discourse, Volume 4, Issue 1, June 2026, -

Publication date: Jul 30, 2026

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Nepal has accomplished considerable improvements in literacy rates and school enrollment in the last few decades. However, substantial educational disparities persist across gender, caste and ethinicity terrestrial area, level of education, etc. The research assesses data from national censuses and the Ministry of Education to investigate literacy trends, enrollment patterns, and the distribution of teachers. Literacy rose to 76.2% in 2078 BS, marking a significant improvement from 54.1% in 2058 BS. Despite this, female literacy (69.4%) remains lower than male literacy (83.6%). Marginalized communities, such as Dalits and Muslims, as well as residents of rural or mountainous areas, experience numerous layers of disadvantages. This highlights that inequality often arises from the connection between social identity and location. Net enrollment decays significantly at secondary levels. Moreover, there is a shortage of female teachers in higher grades, which limits the duration that girls remain in school. Using Intersectionality Theory, the study demonstrates how these interconnecting variations produce unique educational encounters for certain groups. The results show the necessity for focused, multi-layered strategies. These should improve access, maintenance, and the quality of learning, ensuring that Nepal’s growing education system offers significant, inclusive and impartial opportunities for every student. This study provides a detailed, evidence-driven analysis of the structural and intersectional components influencing educational disparities in Nepal.

Educational disparities gender caste/ethnicity geographical region literacy rate

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