The Constitution of Nepal envisages equal rights and participation of women and men. Since the promulgation of the Constitution in 2015, the numerical participation of women in the primary levels of the political and civil service has increased, which is a positive development. However, according to the participation at the primary level in the past 10 years, the presence of women in leadership and decision-making positions is still low, which is a disappointing aspect.

According to the University Grants Commission's 2023/2024 report, female participation in higher education in Nepal is increasing significantly, with 56.5 percent of total university enrollment and the Gender Parity Index (GPI) reaching 1.3. The commission's data says that women's representation at the undergraduate level is 57.6 percent and at the postgraduate level is 48.7 percent. However, at the higher education level of MPhil-PhD it is 22.4 percent and 17.7 percent respectively. Since the promulgation of the 2015 constitution, the presence of women in the entry-level civil service has reached 30 percent.

However, serious gender disparities persist in the academic and research sectors. Even in this digital age, it is difficult to get accurate data on women's representation in the academic sector. In this regard, the University Grants Commission and many other universities and their affiliated colleges do not publish gender-segregated data. It seems necessary for the people and bodies in leadership, policy-making, and regulation to be serious about this kind of gender sensitivity. Surveys show that the presence of women in Nepali universities is only 14-15 percent and 6-7 percent at the professorial level. On the one hand, women's participation is not satisfactory at the elementary level, while on the other hand, there is an even more disappointing presence at the higher levels of the educational system.

The above-mentioned figures raise a serious question as to why there is no encouraging presence of women at the university level after they enter the academic and research fields. Where are women left out in the middle stage? This is a matter of discovery and concern. Such a situation is called a 'leaky pipeline' in English. It clearly shows how deep social, cultural, institutional, and policy obstacles there are in the way of women's educational progress. This shows that even though the Government of Nepal has introduced reservation policies for women in education and employment, they are limited to a formality. These policies do not address the root causes of inequality. The state should pay equal attention to equality along with equality while formulating policies. Is the lack of critical public or academic discussion about the underrepresentation of women in education also a reason why such problems have not been addressed?

Patriarchal values ​​on the one hand, and gender roles on the other—social expectations such as marriage and caregiving responsibilities—deeply restrict women's educational progress and presence. In our society, there is a tendency to view women's higher education as a transitional period to be passed before marriage rather than a path to a long-term academic or professional life. Many women who want to advance in academic, research, or leadership roles have to struggle a lot for support from family, society, and the state, which discourages them from continuing to advance. These family, social, and state systemic traditions are further reinforcing gender inequality and limiting women's representation.

Although Nepal's constitution and educational policies formally advocate for gender equality and ensure reservation quotas for women, their implementation is often superficial and procedural. Universities have accepted the reservation provision as a mere formality, which does not address the real structural challenges in the path of women's educational progress.

It seems necessary to address the issue of silent inequality in the Nepali education sector as soon as possible. On the other hand, the challenge of achieving the United Nations' 'Sustainable Development Goal Gender Equality' (Goal-5) by 2030 is equally pressing. It is necessary to explore the reasons behind these wide gender gaps and increase the equal participation of women in the education sector to diversify knowledge creation, promote gender equality, ensure equitable opportunities, and make educational and social development inclusive and sustainable. Various effective steps need to be taken in the Nepali education sector to ensure equal participation of women.

It seems that the reservation policy needs to be implemented more effectively through policy reforms. Capacity building programs for female faculty members, mentoring programs, scholarship arrangements for higher education, support for research, and leadership development programs are indispensable. Similarly, it is also necessary to create a women's network and a women-friendly national policy. In addition, it seems that attention should be paid to women-friendly infrastructure such as flexibility in maternity leave, flexible work schedules, and childcare in universities. Universities and the University Grants Commission should regularly publish gender-based data and monitor progress. We women should also challenge patriarchal perceptions and move forward by changing ourselves with the times. On the other hand, it is also important for the family, society, and the state to increase cooperation and support for women's educational and professional journey. In addition, the state and related bodies should pay attention to providing equal opportunities to women in appointments, promotions, research, grants, and decision-making processes.