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, based on the participation at the primary level over the past 10 years, there is still a low presence of women in leadership and decision-making positions, which is disappointing.

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 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this regard, the University Grants Commission, along with many other universities and university-affiliated colleges, do not publish data on gender segregation. It seems that individuals and bodies in leadership, policy-making, and regulatory bodies need to be serious about this kind of gender sensitivity.

Surveys show that women make up only 14-15 percent of Nepali universities and 6-7 percent of professors. On the one hand, women's participation is not satisfactory at the elementary level, while on the other hand, their presence is even more disappointing at the higher levels of education. 

The above-mentioned figures raise a serious question as to why women's enthusiastic presence at the university level does not occur after they enter the academic and research sectors. Where are women left out in the middle stages? This is a matter of discovery and concern. This 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 Nepal government 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 discussion at the public or academic level about the low representation of women in the educational sector also the reason why such problems have not been addressed? 

On the one hand, patriarchal values ​​and gender roles on the other hand—social expectations such as marriage and caregiving responsibilities—deeply constrain women’s educational advancement and presence. Our society tends 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, society, and state systemic traditions further reinforce gender inequality and limit 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 simply accepted the provision of reservation as a formality, which does not address the real structural challenges in the path of women’s educational advancement. 

It seems urgent to address the issue of silent inequality in the Nepali education sector. On the other hand, the challenge of achieving the United Nations' Sustainable Development Goal of Gender Equality (SDG-5) by 2030 is equally pressing. It is necessary to explore the reasons behind these wide gender gaps and increase women's equal participation in the educational 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 educational 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 necessary to create a women's network and a women-friendly national policy. In addition, 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 fulfill their institutional responsibility to monitor progress.