In Nepal, the door of education (Modern education) was opened for general citizens only after the end of autocratic Rana regime in 1951 i.e. after the establishment of democracy. Before 1951 the door used to remain opened only for the members of ruling families and their courtiers. Although the history of higher education in Nepal is not long but it has mushroomed very fast in short period. Establishment of Trichandra College in 1918 was the historical achievement during  autocratic Rana regime. It was actually the first step in higher education and after the establishment of democracy a number of new colleges (both public as well as community) were opened. Till this date, there has been huge expansion on access to education resulting adult literacy about 50%.

However, quantity doesn't translate into quality. Nepalese education system is heavily blamed as old system of education which always focuses on quantity rather than quality. In the proper development of education, quality is the key issue. Thus, while talking about educational development, the constraints are required to identify. The economic expenditure doesn't always limit the quality education. For instance, in Nepal there is more expenditure in government colleges however students prefer private colleges here. Then, what are the different hidden issues and challenges in higher education of Nepal? The answer is necessary to reveal in this context. Heavy misuse of students by political bodies as muscles power, lack of regular update of curriculum, lack of well qualified and capable teachers, political appointment of Vice chancellors, deans and faculties etc are also major problems in Higher education of Nepal.

Because of these problems huge Nepalese educated population go to foreign shores especially United States, United Kingdom, Australia and India to pursue their higher education. In the present scenario, the percentage of youth going abroad in search of quality higher education is increasing each year. This outflow of youth severely hinders the development of nation because these people don't prefer to return back to their mother land. As the bright future of the nation is possible only by an educated population because the future of Nepal and direction of higher education are entwined.

If the brain drain continues in the same trend, the working generations in Nepal after a decade will be the population who are now engaged in stone pelting, vandalizing and street demonstration rather than a regular student of the class. From this statement we can imagine how development and higher education are entwined.

Tribhuwan University (TU) became the first university of Nepal and now there are six universities here. There are two academies B.P Koirala Institute of Health Science (BPKIHs), Dharan and National Academy of Medical Science at Bir hospital have been functioning like universities. Thus, higher education in Nepal has been growing exponentially as we have now over 600 colleges affiliated to these universities, Higher Secondary Education Board (HSEB), and more than 300,000 students are currently studying in those colleges.

Higher education is one of the most significant pillars of global competitiveness index (GCI) to explain country's share of world market for its product. However, Nepal was ranked 10^th from bottom in the list of 139 countries in GCI of 2010-2011.  

The different challenges in higher education of Nepal can be looked at both micro and macro levels. Some of those issues needs to be dealt in national level and few can be solved in university level.

Among several problems, access to higher education itself is a problem for general Nepalese of low standards. According to global education digest of 2007 it is only 6% which is seriously below south Asian average, 11% and global average, 24%. The main reason behind this lack of accessibility is poverty. Similarly, most of the vocational courses such as engineering and medicine are accessible for only high standard people of upper and upper middle class.

Likewise, the university teaching and learning system is very classic based on memorizing lessons and rote learning i.e. more focused on theoretical principles rather than practical application and learning skills useful in real life.