On 25 April 2015, Nepal was struck by a severe earthquake that killed more than 8,800 people. Nepal is one of the world's poorest countries, with a gross national income (GNI) per capita of US$730 in 2013, similar to Afghanistan and Burkina Faso. Of 187 countries on the Human Development Index (HDI) 2014, Nepal was at position 145.
The rank of Nepal on the HDI is partly determined by the low level of education of its population. According to the Human Development Report 2014, the population 25 years and older of Nepal had on average 3.2 years of schooling in 2012.
This article takes a closer look at the level of education of the population of Nepal, based on an analysis of data from a 2011 Demographic and Health Survey (DHS). The DHS collected information on the highest grade of school completed for all household members 3 years and older, which can be used to calculate the years of schooling of individuals and the average years of schooling of the entire population or specific sub-groups. According to the DHS data, the population 25 years and older in Nepal has on average 3.3 years of schooling (Figure 1). The duration of primary education in Nepal is 5 years, which means that the average adult 25 years and older has less than completed primary education.
Urban residents have nearly twice as many years of schooling as rural residents, with 5.7 and 2.9 years respectively. There is a strong correlation between mean years of schooling and household wealth. Persons 25 years and older from the poorest household quintile have only 1.1 years of schooling on average, compared to 6.6 years in the richest quintile.
Figure 1: Mean years of schooling, population 25 years and older, Nepal 2011
Data source: Nepal Demographic and Health Survey, 2011.
Figure 1 also presents data for the development regions and ecological zones of Nepal. The country is administratively divided into five development regions (Far-Western, Mid-Western, Western, Central, and Eastern), 14 administrative zones, and 75 districts. The country is also divided into three ecological zones: Mountain, Hills and Terai. The development regions and ecological zones are shown in Figure 2. The epicenter of the April 2015 earthquake was in the Lamjung district in the Western development region. The capital Kathmandu, which was also severely affected by the earthquake, is in the Central development region.
The population in the Far-Western and Western development regions has 2.6 mean years of schooling, below the national average of 3.3 years. The population of the Western, Central and Eastern development regions is at or slightly above the national average. Residents of the Mountain zone have on average 2.2 years of schooling, while those in the Hill and Terai zone have 3.5 and 3.3 years, respectively.
Gender disparity in educational attainment affects all regions and sub-groups of the population in Figure 1. At the national level, women 25 years and older have only 2.2 years of schooling on average, compared to 4.6 years among men. There is a large gap between the mean years of schooling of men and women in both rural and urban areas of Nepal. Women from the poorest household quintile have only 0.5 mean years of schooling, less than any other group in Figure 1; men in the poorest quintile have 1.9 years of schooling. In the richest quintile, women have on average 6.2 years of schooling, compared to 8.1 years for men. Gender disparity is also present in all development regions and ecological zones.
Figure 2: Development regions, districts, and ecological zones of Nepal
Source: United Nations Nepal Information Platform, retrieved May 2015.
A comparison of different age groups reveals that in spite of the low average years of schooling Nepal has made impressive progress over the past decades. Younger cohorts have without exception more years of schooling than older cohorts (Figure 3). 20- to 24-year-olds have on average 6.9 years of schooling, compared to less than 1 year of schooling among those 65 years and older. In rural areas those 20-24 years old have on average 6.5 years of schooling and those in urban areas 8.5 years. The poorest residents of Nepal are still very much behind those from wealthier segments of the population but even here there has been an improvement among younger generations. 20- to 24-year-olds from the poorest quintile have on average 3.6 years of schooling. In the richest quintile, those aged 20-24 years have 9.6 years of schooling on average, more than any other group in Figure 3.
Figure 3: Mean years of schooling by age group, Nepal 2011
Data source: Nepal Demographic and Health Survey, 2011.
The disparity between women and men in younger cohorts is also far smaller than among older cohorts. Figure 4 shows two indicators of gender disparity. The difference between the mean years of schooling of men and women is plotted against the left vertical axis. Nationwide, 20- to 24-year-old women have on average 1.9 fewer years of schooling than men in the same age group.The biggest absolute gap is observed in the poorest household quintile; here, women 20-24 years have on average 2.8 fewer years of schooling than men. The smallest difference between male and female years of schooling, 0.7 years, is observed among 20- to 24-year-olds in the richest quintile.
A second indicator of gender disparity, female mean years of schooling as a percentage of male mean years of schooling, is plotted against the right vertical axis of Figure 4. At gender parity, this value is around 100%. In all groups in Figure 4, younger women are approaching the average years of schooling of men in the same age group. In Nepal as a whole, 20- to 24-year-old women have on average 76% of the years of schooling of their male peers. In the richest quintile, the youngest women have reached 93% of the years of schooling of men in the same age group. By contrast, young women from the poorest household quintile have only half the years of schooling of young men.
Over time, the increasing educational attainment among younger age groups will be reflected in the mean years of schooling of the entire population 25 years and older. Similarly, the gap between men and women will shrink. However, those in poor households and residents of certain regions - especially the Far-Western and Mid-Western region and the mountain zone - are lagging behind other parts of Nepal.
Figure 4: Gender disparity in mean years of schooling by age group, Nepal 2011
Data source: Nepal Demographic and Health Survey, 2011.
External links
- Nepal (Wikipedia)
- Nepal earthquake, April 2015 (Wikipedia)
- Development regions of Nepal (Wikipedia)
- Geography of Nepal (Wikipedia)
- Ecological zone map of Nepal (UN Nepal Information Platform)
- Nepal Demographic and Health Survey (DHS), 2011
- Human Development Report 2014 (UN Development Programme)
- Human Development Index and its components (UN Development Programme)
- GNI per capita, Atlas method (current US$) (World Bank)
- Duration by level of education (UNESCO Institute for Statistics)
Related articles
- Caste, ethnicity, and school attendance in Nepal
- Nepal: trends in primary education, 1980-2004
- Primary and secondary school attendance in Nepal
- Primary school attendance in Nepal, 1996-2006
- Secondary school attendance in Nepal, 1996-2006
- Mean years of schooling
- Mean years of schooling in Burkina Faso
- Educational attainment in India, 1950-2000
- Educational attainment in sub-Saharan Africa
- Educational attainment in Brazil since 1920
- Educational attainment in the United States, 1940-2009
- Poverty and educational attainment in the United States
- Poverty and educational attainment in the United States, part 2
Friedrich Huebler, 31 May 2015, Creative Commons License
Permanent URL: http://huebler.blogspot.com/2015/05/nepal.html
