3. Published in 2012 by:
UNIVERSITY GRANTS COMMISSION
Sanothimi, Bhaktapur, Nepal
Post Box : 10796
Telephone : (977-1) 6638548, 6638549, 6638550
Fax : 977-1-6638552
E-mail: ugc@ugcnepal.edu.np
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4. EDUCATION MANAGEMENT INFORMATION SYSTEM . Report on Higher Education 2009/10
FOREWORD
U
niversity Grants Commission (UGC) is pleased to bring the third volume of the Annual Higher
Education EMIS Report. This is a part of the higher education system capacity development
towards information based decision, planning, and monitoring. As a part of the system capacity
development, UGC has established a section that works on the education management information
system (EMIS) and undertakes the tasks of collecting higher education data from universities and their
affiliated campuses analyze them and publish the report on regular basis. The purpose of this EMIS
system is to support effective and efficient use of education data for harmonious planning and monitoring.
UGC is now planning for a computerized data coordination system with the provision of electronic
interfacing the data sources.
As in the past issues, this publication lists the current statistical status of Nepalese higher education.
The report focuses on a set of important higher education system indicators as well as SHEP indicators.
It also presents an analysis of the statistical trend on important indicators such as number and distributions
of campuses, enrolment, gross enrolment ratio (GER), GPI, graduates number, teachers, student-teacher
ratio, public financing on higher education as compared to gross domestic product (GDP), national
budget, and education budget. The report presents a trend analysis of some of the data from 2005-09.
Some important new features have been added to this year's publication - distribution of higher education
campuses in district wise in the form of geographic information system (GIS) maps is one of the important
features. The distributions of the campuses are also presented on the basis of ecological belts and
development regions. The other important features added include the expansion of the number of
campuses, student enrolments and GPI by zones.
The report is expected to be useful for policymakers, managers, researchers and other stakeholders
including the development partners, teachers, and students. We would highly appreciate feedback and
suggestions for its improvement.
We would like to express our acknowledgements to the authorities and officials of Tribhuvan University
(TU), Nepal Sanskrit University (NSU), Kathmandu University (KU), Pokhara University (PokU),
Purbanchal University (PU), B.P. Koirala Institute of Health Sciences (BPKIHS), National Academy of
Medical Sciences (NAMS), and Patan Academy of Health Sciences (PAHS) for their kind cooperation
in providing the data for the report preparation. We are also grateful to the Ministry of Education (MOE),
Ministry of Finance (MOF), Central Bureau of Statistics (CBS), the World Bank, and the UNESCO Institute
for Statistics (UIS) for their cooperation and support to UGC EMIS. Finally, we would like to express
our thanks to the efforts of the UGC EMIS team, the advisor, the reviewer, and the language editor who
have worked hard to bring this report in the present form.
Mr. Bhola Nath Pokharel Prof. Ganesh Man Gurung, Ph.D.
Member-Secretary Chairman
University Grants Commission University Grants Commission
III
5. EDUCATION MANAGEMENT INFORMATION SYSTEM . Report on Higher Education 2009/10
ABBREVIATIONS AND ACRONYMS
AAS Agriculture and Animal Sciences
BPKIHS B. P. Koirala Institute of Health Sciences
CBS Central Bureau of Statistics
DOE Department of Education
EDJ Educationally Disadvantaged Janajati
EMIS Education Management Information System
GDP Gross Domestic Product
GER Gross Enrolment Ratio
HE Higher Education
HSS Humanities and Social Sciences
IDA International Development Association
Intl International
IT Information Technology
KU Kathmandu University
LBU LumbiniBauddha University
M. Phil. Master of Philosophy
MOE Ministry of Education
MOF Ministry of Finance
MOPH Ministry of Population and Health
na Not Available
n/a Not Applicable
NAMS National Academy of Medical Sciences
NSU Nepal Sanskrit University
OCE Office of the controller of examination
PCL Proficiency Certificate Level
PGD Post-Graduate Diploma
Ph.D. Doctor of Philosophy
PokU Pokhara University
Pop Population
PU Purbanchal University
S&T Science and Technology
SHEP Second Higher Education Project
STR Student Teacher Ratio
TU Tribhuvan University
UGC University Grants Commission
UIS UNESCO Institute for Statistics
IV
6. EDUCATION MANAGEMENT INFORMATION SYSTEM . Report on Higher Education 2009/10
TABLE OF CONTENTS
FOREWORD III
ABBREVIATIONS AND ACRONYMS IV
EXECUTIVE SUMMARY VI
1. Introduction 1
1.1 Organization of the Report 1
1.2 Methodology 2
1.3 Scope and Limitations 3
2. Universities and Campuses 8
3. Higher Education Enrolment 22
4. Gender Parity Index in Higher Education 33
5. Pass Rates in Higher Education 37
6. Higher Education Graduates 40
7. Gross Enrolment Ratio in Higher Education 44
8. Public Financing for Higher Education 45
9. Teachers 47
10. Student - Teacher Ratios 49
11. Campus Size 50
12. Recent Trends 51
12.1 Number of Campuses 51
12.2 Enrolment 52
12.3 Graduates 58
12.4 Public Financing 60
Annexes 63
Annex 1. Definitions of all Levels 63
Annex 2. Brief Description of Higher Education System of Nepal 64
Annex 3. Brief Description of Universities and Academies 66
Annex 4. Statistical Tables 74
Annex 5. Gender Disaggregation of Enrolment and GPI 76
Annex 6. Examination Appeared and Passed Students 79
Annex 7. Data Collection Process 81
Annex 8. Campus-wise Enrolments by Region, Faculty, Program, Level 82
Annex 9. The Programs of Different Universities 128
Annex 10. EMIS Indicators 137
Annex 11. Introduction of UGC 139
V
7. EDUCATION MANAGEMENT INFORMATION SYSTEM . Report on Higher Education 2009/10
EXECUTIVE SUMMARY
Universities and Campuses
I
n Nepal, there are six functioning universities mountains. In region-wise distribution, 15.8
in the academic year 2009/10: Tribhuvan percent are in the Eastern Development region,
University (TU), Kathmandu University (KU), 51.5 percent in the Central Development region,
Pokhara University (PokU), Purbanchal 19.5 percent in Western Development region, 6.9
University (PU), Nepal Sanskrit University (NSU), percent in Mid-western Development region, and
and Lumbini Bauddha University (LBU). Apart 6.2 percent in Far western Development region.
from those universities there are three autonomous Only two universities TU and NSU have campuses
medical academies offering higher education, in all the five regions.
which are- National Academy of Medical Sciences
(NAMS), B.P. Koirala Institute of Health Sciences In total there are 607 unitary campuses (that offer
(BPKIHS), and Patan Academy of Health Sciences program in single faculty) and 375 multiple
(PAHS). LBU does not have any program and campuses (that run program in more than one
thus not included in the present analysis. faculties). The total number of campuses from
general faculties (management, HSS, education,
Higher education institutions of Nepal offer law and sanskrit) and technical faculties (S&T,
academic programs from Bachelor level to Ph.D., engineering, medicine, forestry, AAS and ayurved)
but some of the university/medical academy is 1,528 out of which 88 percent fall under general
(especially TU, NSU, KU and BPKIHS) have also faculties and 12 percent are under technical
been offering Proficiency Certificate Level (PCL) faculties.
courses in some of their campuses and they are in
the process of phasing out. The distribution of campuses by faculty is;
management 568 (35.9 percent), education 465
The universities have mainly two types of (29.4 percent), humanities 284 (18 percent), law 9
campuses: constituent and affiliated. The affiliated (0.6 percent), sanskrit18 (1.1 percent), S&T 74 (4.7
campuses are either private or community-based. percent), medicine 65 (4.1 percent), engineering
36 (2.3 percent), agriculture 4 (0.3 percent), forestry
This report offers information on the status of 3 (0.2 percent) and ayurved 2 (0.1 percent).
higher education (HE) in universities, medical In the years 2005 - 2009, the number of campuses
academies and their campuses including the figure has grown from 571 to 982 (average annual growth
of PCL and other (languages teaching) programs. rate by 14.4 percent and the net growth is 72
percent) due to the steep rise in the number of
In 2009/10, there are altogether 982 total campuses,
affiliated campuses, majority from TU. The average
out of which 14 (TU 7 and NSU 7) and 1 campus
annual growth rate of overall affiliated campuses
have the PCL and other program respectively. Out
is 16.6 percent (net growth by 84.5 percent); this
of the total campuses, 88 are constituent (9.0
trend in case of TU affiliated campuses is even
percent), 595 are private (60.6 percent) and 299 are
steeper to 20.4 (net growth by 110.3 percent) during
community (30.4 percent) campuses. Among 894
2005-09.
affiliated campuses, 66.6 percent are private 33.4
percent are community campuses.
Enrolment in Higher Education
Thus, in total there are 967 HE only campuses that In 2009/10, total HE enrolment (excluding PCL
run program from bachelor and above. and other students) is 376,869; TU claiming the
largest share of 333,683 (88.5 percent) whereas
In terms of the ecological belts 61.1 percent
enrolments in PCL and others (trainings) are 39,019
campuses are in hills (highest), followed by 34.1
and 4,840 respectively.
percent in tarai and 4.8 percent (lowest) in the
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8. EDUCATION MANAGEMENT INFORMATION SYSTEM . Report on Higher Education 2009/10
The distribution of total student enrolment in the whole period. Continuous increase in
higher education across the ecological belts is: 62.2 enrolment is observed in the bachelor's and
percent (highest) in hills, 2.9 percent, (lowest) in master's levels whereas it is decreased by16.8
mountains, and 34.9 percent in tarai. The percent every year at the PCL, with a net fall in
distribution across the development regions is 55.2 enrolment by 52 percent in the whole period. The
percent (largest) in the Central region 7.3 percent analysis based on the type of campuses showed
(smallest) in Far western region, 14 percent in the average annual enrolment growth rate in the
Eastern region, 15.9 percent in Western region, constituent campuses is 6.1 percent (net growth
and 7.5 percent in Mid-western region. Constituent by 26.9 percent), in the community campuses 33.5
campuses hold the largest share (41 percent) of percent (net growth by 218 percent), and in the
the students followed by the community campuses private campuses 29.5 percent (net growth by 182
(33 percent) and private campuses (26 percent). percent).
University-wise, the share of the students with TU Among the universities; the annual enrolment
is 88.5 percent, PU 4.9 percent, PokU 3.5 percent, growth rate of TU is 17.8 percent (net growth by
KU 2.4 percent, NSU 0.3 percent, BPKIHS 0.3 92.2 percent) whereas in other universities average
percent, NAMS 0.1 percent, and PAHS 0.0 percent. annual enrolment growth rate of KU 19.1 percent
(net growth by 101.5 percent), PokU 23.8 percent
The enrolment proportion by program faculty type (net growth by 134.6 percent) PU 20.4 percent (net
is very high (88.8 percent of the total) in the general growth by 109.8 percent), and NSU decreased by
faculty programs (40.5 percent in education, 28.8 7.5 percent (net decreased by 26.6 percent) from
percent in management, 18.4 percent in humanities 2005-09.
and social sciences, 0.8 percent in law, and 0.2
percent in sanskrit) whereas participation of the
students in technical faculties programs is only11.2
Share of Girls in HE Enrolment
percent (3.9 percent in S&T, 3.7 percent is in The girl student's enrolment in HE in the year
engineering, 3.2 percent in medicine, 0.3 percent 2009/10 is only 40.7 percent. The distribution of
in agriculture, 0.1 percent in forestry and none in girl student's enrollment in terms of the ecological
ayurved). belts, are above 35 percent in each belt :( hills 41.5
percent, tarai 39.1 percent, and mountain 41.3
Looking at the level-wise enrolment bachelor's percent).
level has the highest share (82.3 percent) and it is
small in the higher level study (master's 17.4 Similarly by university wise, the girls' enrolment
percent, M. Phil. 0.1 percent, and Ph.D., 0.1 percent). proportions in NAMS is highest (46.3 percent),
followed by BPKIHS (41.4 percent), TU (41.1
Of the total students enrolled for Ph.D. in 2009/10 percent), KU (41.4 percent), PU (39.9 percent),
the faculty-wise distribution pattern for the general PokU (32 percent), PAHS (30.1 percent), and NSU
faculty programs is as follows: education 16.3 (16.2 percent).Comparatively the share of girls'
percent, humanities and social sciences 30.3 enrolment in medical academies is higher than in
percent, management 3.6 percent, sanskrit 5.3 universities probably due to the attraction of girls
percent. For the technical faculty programs the to study nursing program.
pattern is: S&T 33.1 percent, engineering 3.8
percent, forestry 0.0 percent, medicine 0.0 percent, The share of girl's enrolment in three different
and agriculture 4.6 percent and ayurved 0.0 types of campuses is: community campuses 48.0
percent. Similarly, the distribution of the M. Phil. percent, private campuses 45.3 percent and
students also showed that more students are constituent campuses 31.7 percent.
enrolled in general faculty programs (management
23.7 percent, humanities and social sciences 44.4 The proportion of girls enrolment in general
percent, and education 30.6 percent) whereas only faculty is 91.5 percent (largest) -(education 46.9
1.3 percent is enrolled in technical faculties. percent, management 26.3 percent, humanities
and social sciences 17.7 percent, sanskrit 0.1 percent,
HE enrolment rose by an average of 21.4 percent and law 0.5 percent) whereas only 8.5 percent of
per annum from 2005 to 2009 (changing from 173, them are in technical faculties (S&T 2.6 percent,
546 to 376,869), a total growth of 117.2 percent for engineering 1.6 percent, medicine 4.1 percent,
VII
9. EDUCATION MANAGEMENT INFORMATION SYSTEM . Report on Higher Education 2009/10
forestry 0.0 percent, agriculture 0.1 percent and percent of students in technical faculties is 59.5
ayurved 0.0 percent). percent (medicine 94 percent , agriculture 97
percent, S&T 60.3 percent, and engineering 46.5
A growing trend can, however, be seen in the percent), and general faculties is 34.5 percent
percentage of girls' enrolment in HE from 2005 to (management 33.3 percent, humanities and social
2009 (35 percent in 2005, 37 percent in 2006, 39 sciences 36 percent, education 34.7 percent, law
percent in 2007, 40 percent in 2008, and 40.7 in 24.9 percent, and sanskrit 48.0 percent). The overall
2009), witnessing a net growth in the percentage HE pass-percent in 2007 was 35 percent, in 2008
of girls enrolment by 5.7 percent from 2005 to 2009. it was 38.3 percent and in 2009 it is 36.7 percent.
Gender Parity Index (GPI) Graduates
GPI in HE (excluding PCL students) is 0.7 for this The figure of the number of graduates included
year 2009/10. In the three ecological belts it is 0.7 in this report is based only on the number of
for both hills and mountain, and 0.6 for tarai. students included in the grace list prepared by
Similarly, the GPI across the development regions related universities for the convocation programs.
are: 0.8 (highest) for the Western region, 0.5 (lowest) The total number of HE graduates (excluding PCL
for the Mid-western region, 0.7 each for Far students) from 2005 to 2009 is 183,324. This showed
western, Central and Eastern regions. that averages of 36.7 thousand students graduate
every year. Analysis of graduates' figures between
GPI showed a decreasing trend with rise in the
2005-09, shows that the average annual growth
academic levels i.e. bachelor's 0.8, PGD 0.6,
rate of graduated students is 20.3 percent with a
master's 0.4, M. Phil. 0.2, and Ph.D. 0.2. In faculty-
net growth of 110 percent.
wise analysis, for the technical faculties showed
the largest figure and it is 1.0 for medicine, 0.4 for In 2009/10, out of the 54,519 students graduated
S&T, 0.3 for forestry, 0.2 for engineering and from various universities 44,966 graduated from
agriculture and 0.0 for ayurved. Similarly, the GPI bachelor's level; 9,435 from the master's level; 56
in general faculty programs showed the largest earned their Ph.D. degree, 50 M. Phil. and 12 of
index 0.9 for education, 0.6 for both management them obtained PGD. Majority of these graduates
and humanities and social sciences. (89 percent) are from TU. The faculty-wise
distribution of graduates for general faculties is:
There is a slight rise in the GPI from 2005 to 2009:
education 25.5 percent, humanities and social
2005 (0.5), 2006 (0.6), 2007 (0.6), 2008 (0.7), and
sciences 20.5 percent, management 25.1 percent
2009 (0.7).
and sanskrit 1.1 percent whereas for the technical
faculties it is: engineering 17.1 percent, medicine
Pass Percent 3.4 percent, S&T 6.2 percent, forestry 0.2 percent
According to the analysis of the students and agriculture 0.4 percent.
examinations data received through related
universities and their OCEs, the overall HE pass Gross Enrolment Ratio (GER)
rate is 36.7 percent (38 percent at the bachelor's
In Nepal, like in many other countries tertiary
level and 33 percent at the master's level) in the
education gross enrolment ratio considers the
year 2009/10.
number of young people in the five-year age group
By university, overall pass rate of KU is 91 percent following the higher secondary school leaving age,
(highest); TU 34 percent (lowest), PokU is 63 that is usually,17-21 (17-19 for bachelor's level and
percent; PU is 43 percent and NSU48 percent. Due 20-21 for master's level). The GER calculated for
to unavailability of the examination data of medical 2009/10 stood at 13.1 percent (for the boys it is
academies, the report does not cover the pass rates 15.4 percent and for girls it is 10.8 percent). Majority
of these academies. of the students (17.7 percent) are in the bachelor's
level followed by 5.9 percent in the master's level.
The pass percent of private campuses is 44 percent,
community campuses 34 percent and constituent Overall, GER showed a growing trend over the
campuses is 36 percent. Similarly, the average pass years (2005-09) and it rose from 6.6 percent to 13.1
VIII
10. EDUCATION MANAGEMENT INFORMATION SYSTEM . Report on Higher Education 2009/10
percent with an average growth by 2 percent per funding set aside per enrolled student in
annum. The GER for the boys rose from 8.6 percent constituent campuses of HE institutions showed
to 15.4 percent and for girls from 4.5 percent to a rising trend from Rs 10,903 in 2005/06 to Rs 16,
10.8 percent (during 2005-09). 779 in 2009/10. University-wise average subsidy
per enrolled student for the period of 2005-09 is
Public Financing Rs 13, 344 in which NSU received an average
amount of Rs 64,393 and KU received Rs 3,040.
The public financing for higher education is made For TU, PU and PokU the figures are Rs 12,644,
by the government in order to improve the quality Rs 43,299, and Rs 38,009 respectively. In the case
of education in Nepal. of the constituent campuses average per student
funding was Rs 13,344; however for students of
The universities and community campuses in
community campuses it was just a nominal amount
Nepal get government grants through the Ministry
of Rs 784 over the period 2005-09.
of Education channelized bythe University Grants
Commission. The universities have been receiving
block grants (i.e. regular and development grants) Teachers
whereas small token regular grants go to the This study presents data on teachers of the
community campuses. In case of medical constituent and community campuses but does
academies the funds are made available to them not include information on the teacher of the
directly through the Ministry of Health and private campuses because their data were not
Population. Over the nine years,( 2001-09), the available.
government has allocated an average of only 10.3
percent of the education budget on higher In 2009/10, the total number of teaching staff
education (excluding the budget for medical (including instructors) is 14,528, however, this
academies). number excluding the instructors stood at 11,138.
The percentage of rank-wise overall distribution
Up to the year 2000, the government expenditure of the teachers is: Professors 7 percent, Readers
on higher education was 15.6 percent but it was /Associate Professors 22 percent, Lecturers 50
not the case in the later years. The percentage share percent and Assistant Lecturers 22 percent.
of HE budget from the total government education University-wise share of Professors in TU is 6
budget, between 2000/01 and 2005/06 declined percent, NSU 9 percent, KU 16 percent, PokU 5
steadily (15.6 percent in 2000, 11.9 percent in 2001, percent, PU 0 percent, NAMS 36 percent, BPKIHS
10 percent in 2002, 9.8 percent in 2003, 9.4 percent 36 percent, and PAHS 20 percent. Similarly, in
in 2004, and 9.1 percent in 2005).It increased slightly case of the Readers the breakdown is TU 22 percent,
in 2006 (10.6 percent) and in 2007(11 percent), but NSU 16 percent, KU 11 percent, and PU 26 percent,
declined again in 2008 (9.5 percent) and it came to PokU 3 percent NAMS 29 percent, BPKIHS 18
10.7 percent in 2009. percent, and PAHS 25 percent.
Although the total amount allocated for higher
education was almost doubled (changing from Rs Student-Teacher Ratios
1,828 million to 4,966 million) between 2000 and In 2009/10, the overall average student-teacher
2009, but it remained an average of only around ratio (number of students per teacher) is 22:1
1.5 percent of the total state expenditure. In terms including instructors whereas it is 29:1 excluding
of the percent of GDP it changed from 0.3 percent instructors. The student-teacher ratio is maximum
(2005) to 0.4 (2009). at NAMS (1:1) and PAHS (1:1) followed by NSU
(4:1), TU (30:1), KU (20:1), PokU (20:1), PU (21:1),
Around 90 percent of the total budget, allocated and BPKIHS (10:1).
each year for HE goes to TU. The average public
IX
11.
12. SECTION-1
1. INTRODUCTION
UGC through its Education Management Information System (EMIS) has been endeavoring to ensure
the quality of higher education data by standardizing the process of data colletion, their effective
management and their timely publication so as to establish UGC as a data coordinating system.
Accordingly, a set of EMIS indicators have been prepared, statistical data forms developed and data
publication brouhgt out annually.
This is the third attempt in our endeavor to bring out such comprehensive statistical information annually.
The main purpose of this volume is to provide adequate, accurate, timely and reliable data to the education
stakeholders.
This EMIS Report on higher education has covered a broad range of topics that include information
about higher education institutions (universities, medical academies and their campuses), student
enrolment, pass rates, gender parity index (GPI), graduates, higher education system, trend analysis
(2005-09), teachers, academic programs, public financing with respect to the GER etc.
In this particular report, higher education refers to the education starting from undergraduate level i.e.
bachelors, to the post graduate diploma (PGD), masters, M. Phil., and Ph.D. levels. However, this report
also includes information about the Proficiency Certificate Level (PCL) programs under the different
universities and academies.
1.1 Organization of the Report
This report offers both statistical information and analysis of data on higher education. It is divided into
12 sections; the first section starts with the Introduction which is further divided in to three sub sections
describing the organization, methodology adopted and scope and limitations of this report. The second
section provides background information on universities, number of their campuses, distribution of the
campuses by the development regions, and universities/medical academies campuses on the maps.
Section 3 gives information on university-wise enrolment status, type of campuses, region of location,
level of education, and gender analysis of the available data.
Section 4 offers data on Gender Parity Index (GPI) by level, region, faculty, campus type and university
and Section 5 provides information on pass rates of universities and different types of campus. The
information on pass rates was obtained from the examination sections of respective universities. Section
6 presents information on university-wise, campus type-wise, and level-wise distribution of graduates.
Section 7 provides the gross enrolment rates for bachelor and master degrees and higher education as
a whole.
Section 8 presents information on the government financing for universities channeled through the UGC.
The figures for public financing in this report do not cover the entire sector for higher education, as the
three medical academies are also being financed through ministries other than MOE. Information on
teachers is presented in section 9; however, the data on teachers remain incomplete, as it was not made
available to UGC by several institutions for various reasons. The limitations of the analysis are mentioned
in the section. Section 10 lists the average student/teacher Ratio (STR) in the campuses by university
and type of campus and Section 11 provide the student enrolment size of the campus by university and
type of campus. The last section, section 12 analyses the trends of total campuses, enrolment, graduates,
and public financing from the year 2005 to 2009.
1
13. EDUCATION MANAGEMENT INFORMATION SYSTEM . Report on Higher Education 2009/10
The annexure are followed by the main text of the report. It includes a total of 11 annexes. Whereas annex
1 provides definitions of concepts and terminologies used in the report, the second one offers a brief
description of the higher education system in Nepal (likely to be useful to those not familiar with the
higher education sector in Nepal) and the third annex presents brief descriptions of the universities and
academies. Annex 4 contains statistical tables with analysis of the numbers of graduate students by
university, level and faculty and Annex 5 presents overall GPI. Annexes 6 and 7 represent the examination
data and data collection process. In Annex 8, analysis of regional campus-wise enrolment status: in
various faculties, program and level are presented. Annex 9 lists the academic program offered by
universities under different faculties and levels. The remaining two annexes 10 and 11 present EMIS
indicators and a brief introduction of UGC and SHEP respectively.
1.2 Methodology
This report was prepared with direct or indirect contributions of the concerned universities, their planning
divisions, Office of the Controller's of Examination (OCE) and Dean's Offices as well as various government
and HE funding agencies. Relevant documents from UGC, universities, planning divisions, OCE, Dean
Offices, Ministry of Education (MOE), Ministry of Finance (MOF) and Central Bureau of Statistics (CBS)
were used to prepare this report. The pre-defined EMIS indicators of higher education together with its
dummy tables have been used as a basis. The data were collected from universities and community
campuses by using statistical data collection forms developed by UGC. Data on student enrolment and
status of teachers of most of the universities, constituent campuses were collected through their planning
divisions whereas data on community campuses were collected by UGC directly from the campuses.
Data on private campuses, enrolments in Tribhuvan University (TU) and overall pass percentages were
collected from their examination offices. The enrolment data for TU affiliated private campuses is,
however, ascertained by assuming that the number of students enrolled is equal to the number of students
appeared in the examinations.
1.2.1 Data Collection
Tools: After the establishment of EMIS section in UGC, it first identified and prepared higher
education system indicators (Annex 10) and designed dummy tables in order to prepare and publish
the report. Thus, the system indicators, dummy tables, and statistical data collection forms were the
main tools used in data collection. Based on those indicators, two types of questionnaires (statistical
data collection forms) were prepared; one for the collection of data directly from community campuses
and the other one to collect aggregated data from the universities.
Methods and Techniques: The data were collected from secondary sources1 using data collection
forms based on the statistical indicators. The concept of data mining is used in which the collected
documents and reports were processed to extract the required information.
1.2.2 Data Processing:
The EMIS section has established the centralized data keeping system in the UGC. The section has
created a simple database system in order to store and manage the data. The system is maintained
carefully so as to have control over the collected data, their coding, entry and verification.
A questionnaire-oriented data entry system was set up to make the representation of collected data
systematic. In order to prevent data contamination, official codes, authorized range, consistency
and extreme case check systems were included.
1
Data and information stored and published in universities and their OCE and campuses.
2
14. EDUCATION MANAGEMENT INFORMATION SYSTEM . Report on Higher Education 2009/10
1.3 Scope and Limitations
The constituent, community and private campuses of universities are the three main institutions that
offer higher education in Nepal2. Constituent campuses, which receive substantive public funds, are the
integral parts of the universities. Community campuses receive only token regular grants but private
campuses do not receive any. Universities provide academic affiliation to both community and private
campuses, which are collectively called affiliated campuses. This report provides statistical information
segregated by the type of campus. A universally accepted definition of a community campus, however,
does not exist. Campuses eligible for UGC grants, meeting parameters set by UGC are classified as
community campuses. Another parameter used by the UGC to identify community campuses is through
their membership in the Public (community) Campus Association. The number of campuses eligible for
the UGC grants is 299 as of 2009/10. Though the current report provides information primarily for the
year 2009/10, an attempt has been made to provide trend analysis of the last five years-2005/06, 2006/07,
2007/08, 2008/09, and 2009/10 wherever possible. Full information on enrolment, however, is not
available as certain universities do not have a fixed deadline for admission. Similarly, data about most
of the TU private campuses were not available directly through campuses. Hence, the number of students
appearing in the examination from a private campuses in an academic year is taken as the enrolment
data of the campus for that particular year.
Higher education in Nepal includes regular bachelor and master degrees, M. Phil. and Ph.D. programs
including post-graduate diploma programs. In some universities the Proficiency Certificate Level (PCL)
programs equivalent to the higher secondary education (grades 11-12) has not yet been phased out
completely. Thus, the information on the residual PCL program has also been included in this report.
2
Beside these, there are some campuses in Nepal that also offer higher education degrees affiliated to foreign universities.
3
15. EDUCATION MANAGEMENT INFORMATION SYSTEM . Report on Higher Education 2009/10
District wise distributions of the higher education campuses in Nepal:
Distribution of higher education campuses across districts:
In Nepal, out of the total 75 districts, 73 of them have higher education campuses (see in Map 1.4). Two
districts (Mustang and Manang) do not have any campuses yet. Huge number of campuses (247 of the
total campuses) can be found in Kathmandu district whereas six districts (Humla, Jumla, Kalikot, Dolpa,
Jajarkot, and Rasuwa) have only one campus each. By ecological belts, the hill has huge number (near
about 62 percent) of campuses followed by tarai (about 34 percent) but mountain has least number of
campuses (about 4 percent). Looking the campuses distributions by development region wise, the highest
proportion of campuses can be found in Central region (51.5 percent) and lowest in Mid-western and
Far western (about 6.5 percent in each) region while the Eastern and Western regions has 15.8 percent
and 19.8 percent campuses respectively.
Distribution of university wise campuses across districts:
The district wise distribution of each university campuses can be seen in Map 1.5. Among the universities,
TU's campuses are more evenly dispersed across the most of the districts (except Mustang and Manang).The
remaining universities have not spread their campuses in all the districts as of 2009/10. TU's campuses
can be found in 73 districts and the largest numbers of campuses are located in Kathmandu district and
one campus each can be seen in Humla, Jumla, Kalikot, Dolpa, Jajarkot, and Rasuwa. Similarly, NSU has
its campuses in 15 districts (average 1 campus in each district), KU's campuses are in 9 districts (with
2 campuses in each district), PokU campuses in 11 districts (with average 4.5 campuses in each districts),
PU campuses in 17 districts (with average 6 campuses in each districts). The medical academies (NAMS,
BPKIHS, and PAHS) do not have any campuses in other districts. Finally, as compared to other districts
the huge number of all university's campuses can be found in Kathmandu district.
Distribution of type of higher education campuses across districts:
The district-wise campuses distribution by types i.e. constituent (publicly funded), community (privately
funded but not for profits), and private (privately funded, for profits), is presented on Map 1.6. Among
the type of campuses, the community and private campuses are more evenly scattered across districts
(70 and 60 districts respectively) while the share of constituent campuses is in only 35 districts. Thus,
the community and private campuses play significant role in providing higher education access to the
students of different geographically located places. Out of the total constituent campuses, large number
(20) of campuses can be found in Kathmandu district. Likewise, out of total community campuses, 29
of them are in Kathmandu district which is more than in other districts. The districts, where community
campuses cannot be found are Jumla, Bhojpur, Saptari, Manang, and Mustang.
4
19. SECTION-2
2. UNIVERSITIES AND CAMPUSES
T
he main objective of this section is to provide the highlights of HE institutions of Nepal
(universities/academies and their campuses - constituent and affiliated) with their enrolment
status (female, total), and number of teaching faculties. Share of private and community campuses
and number of campuses by level of studies and faculties are also presented in this section.
Higher education program officially started in Nepal during 1918 AD with the establishment of Tri-
Chandra College during the Rana regime. Only after four decades of this initiation, the first university
i.e. Tribhuvan University (TU) was established in 1959 AD. It took almost two and half decades for the
government of Nepal to adopt multi-university concept. Thereafter, Mahendra Sanskrit University (MSU)
(present NSU) was established in 1986 AD with a concentration on Sanskrit education and traditional
Ayurved education. After the restoration of democracy in 1990, other universities such as Kathmandu
University (KU 1991 AD), Purbanchal University (PU - 1994 AD), Pokhara University (PokU - 1997 AD),
Lumbini Baudha University (LBU - 2005 AD) and some autonomous medical academies - BP Koirala
Institute of Health Sciences (BPKIHS - 1993), National Academy of Medical Sciences (NAMS- 2002), and
Patan Academy of Health Sciences (PAHS - 2009 AD) have been established. By 2009/10, there are
altogether six full functional universities and three medical academies.
The recently established universities began their programs of studies in HE in a few constituent campuses
but later they also started to give affiliation to the other private or community campuses. Private campuses
are those campuses which are managed by promoters/share holders whereas the campuses which are
supported by local communities are classified as the community campuses.
Table 2.1 presents the highlights of these higher education institutions in terms of the number of constituent
campuses, community campuses, private campuses, student enrolment and number of teaching faculties.
Table 2.1 Highlights of the higher education institutions in Nepal, 2009/10 (excluding PCL)
University/Academy Number of Campuses HE Enrolment Number of
Teachers
Constituent Community Private Total Female, % Total
1. Tribhuvan University (TU), 1959 56 294 434 784 41.1 333,683 13,259*
2. Kathmandu University (KU), 1991 6 0 15 21 41.4 8,909 341
3. Pokhara University (PokU), 1997 4 0 46 50 32.0 13,171 50
4. Purbanchal University (PU), 1994 3 4 88 95 39.9 18,490 49
5. Nepal Sanskrit University (NSU),1986 9 1 4 14 16.2 1,281 419
6. Lumbini Bauddha University (LBU), 2005 0 0 0 0 0 0 na
7. B.P. Koirala Institute of Health Sciences (BPKIHS), 1993 1 0 0 1 41.4 1,072 183
8. National Academy of Medical Sciences (NAMS), 2002 1 0 0 1 46.3 203 142
9. Patan Academy of Health Sciences (PAHS), 2009 1 0 0 1 30.0 60 85
Total 81 299 587 967 40.7 376,869 14,528
*It includes number of teachers in community campuses’ also.
As the figures indicate, TU is the largest higher education institution in Nepal in terms of the number
of campuses and students/teachers strength. It has 56 constituent campuses, over 700 affiliated colleges,
more than three hundred thousand students and over thirteen thousand teachers. Similarly, PU and
PokU have also expanded their reach in different parts of the country through their 95 and 50 colleges
respectively. KU and NSU have comparatively less number of constituent and affiliated campuses. Out
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20. EDUCATION MANAGEMENT INFORMATION SYSTEM . Report on Higher Education 2009/10
of a total 967 HE campuses, 81 are constituent, 299 community3 and 587 private4 campuses. Very large
number of private campuses shows the domination of private sector in higher education. Although
universities generally provide academic affiliation to both the community and private campuses,
community campuses are exclusively affiliated to TU, NSU and PU only, whereas private campuses are
affiliated to all universities except LBU. In case of the medical academies each of them is having only
one constituent campus.
Figure 2.1 Share of different universities in HE
enrolment (%), 2009/10
Figure 2.1 shows that the TU enrolls the most number PU 4.9
PokU 3.5 BPKIHS 0.3
of students (88.5 percent) in the higher education KU 2.4
followed by PurU (4.9 percent) and PokU (3.5 NSU 0.3
NAMS 0.1
percent). KU holds 2.4 percent of the total student
PAHS 0
enrolment in the higher education.
TU 88.5
Source: Table 2.1
Table2.2 Distribution of HE enrolment in different ecological belts of five development regions, 2009/10
Ecological Region
Belt Eastern Central Western Mid - Western Far Western Total
Female% Total Female% Total Female% Total Female% Total Female% Total Female% Total
Mountains 39.1 2,438 54 3,129 0 0 30.6 1,544 36.9 3,943 41.3 11,054
Hills 47.5 11,184 40.9 167,300 46.8 37,010 34.1 13,843 31.2 5,032 41.5 234,369
Tarai 39.9 38,966 38.4 37,611 41.8 23,422 42.1 13,010 33.1 18,437 39.1 131,446
Total 41.5 52,588 40.6 208,040 44.9 60,432 37.6 28,397 33.3 27,412 40.7 376,869
Figure 2.2 Distribution of HE enrolment in different
ecological belts (%), 2009/10
Geographically, the student concentration is higher
in the hill area with 62.2 percent whereas in the
mountains and the tarai the enrolment is 2.9 percent
and 34.9 percent respectively. In terms of the
Development Regions, majority of the students are Tarai 34.9
enrolled in the Central Development region (55.2
percent) whereas the lowest enrolment is in the Far Hill 62.2
Western Development region (7.3 percent).
Mountain 2.9
Source: Table 2.2
3
Campuses listed in UGC for receiving regular grants support.
4
This includes campuses which may also be eligible as community campuses.
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21. EDUCATION MANAGEMENT INFORMATION SYSTEM . Report on Higher Education 2009/10
Figure 2.3 Distribution of HE enrolment in different zones, 2009/10
400,000 376,869
350,000
300,000
250,000
Enrolment
200,000
160,374
150,000
100,000
50,000 31,783
16,724
26,902 25,925 29,685
3,845
15,883
1,544
10,823 13,002 10,129 13,661 16,589
0
Sagarmatha
Dhawalagiri
Mahakali
Janakpur
Narayani
Bagmati
Lumbini
Gandaki
Karnali
Mechi
Koshi
Bheri
Rapti
Total
Seti
Source: Table 3.15 Zone
The zone-wise distribution of enrolment is shown in the Figure 2.3; with the highest share in the Bagmati
zone 42.6 percent, whereas the lowest in the Karnali zone- only 0.4 percent. Similarly, the distribution
in Narayani- 8.4 percent, Lumbini- 7.9 percent, Gandaki- 7.1 percent, Koshi - 6.9 percent, Bheri - 4.4
percent, Seti 4.4 percent, Janakpur - 4.2 percent, Sagarmatha - 3.6 percent, Mechi- 3.5 percent, Mahakali-
2.9 percent, Rapti 2.7 percent, and Dhawalagiri- 1.0 percent.
Figure 2.4 Share of private campuses in each university total campuses (%), 2009/10
100 92.0 92.6
90
80
71.4
70
60.7
60 55.4
50
%
40
30 28.6
20
10 0.0 0.0 0.0 0.0
0
TU KU PokU PU NSU LBU BPKIHS NAMS PAHS Total
University
Figure 2.4 presents the share of private campuses in each university along with the percentage of their
campuses. Among five universities, the largest share of private campuses are affiliated to PU (92.6
percent) followed by PokU (92.0 percent), KU (71.4 percent) and TU (55.4 percent). The figure for NSU
is only 28.6 percent.
Table 2.3 Number of HE campuses by ecological belt in five development regions, 2009/10
Ecological Belt Region
Eastern Central Western Mid - Western Far Western Total
Mountain 11 17 0 6 12 46
Hill 35 396 122 22 16 591
Tarai 107 85 67 39 32 330
Total 153 498 189 67 60 967
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22. EDUCATION MANAGEMENT INFORMATION SYSTEM . Report on Higher Education 2009/10
Table 2.3 provides the distribution of HE campuses indifferent ecological belts across the development
regions. The hills claim the highest proportion (61.1 percent) of the number of campuses followed by
the tarai (34.1 percent), whereas the mountains have the lowest (4.8 percent) proportion. In terms of the
Development regions, the distribution is; Eastern 15.8 percent, Central 51.5 percent, Western 19.5 percent,
Mid-western 6.9 percent, and Far western 6.2 percent.
Figure 2.5 Regional distribution of HE campuses across ecological
belts (%), 2009/10
Mountain Hill Tarai
80 79.5
70 69.9
64.6
61.1
60 58.2
53.3
50
% 40 35.4
32.8 34.1
30 26.7
22.9
20.0
20 17.1
10 7.2 9.0
3.4 0.0 4.8
0
Eastern Central Western Mid-Western Far Werstern Total
Development Regions
Region-wise distribution of campuses in percentages across the ecological belts is shown in Figure 2.5.
In case of the Eastern region, the tarai belt has the highest percent of campuses (69.9 percent of total
eastern region campuses). Similarly, the distributions in Mid-western and Far-western tarai are 58.2
percent and 53.3 percent respectively. However, in the Central and Western regions the percentages of
campuses in the hill belt are higher than in the other belts (79.5 percent and 64.6 percent respectively).
Figure 2.6 Total Number of campuses across zone, 2009/10
400
374
350
300
Number of campus
250
200
150
100 97
75 74 66
58
50 34 43 36 32
28 27
17
6
0
Sagarmatha
Dhawalagiri
Mahakali
Janakpur
Narayani
Bagmati
Lumbini
Gandaki
Karnali
Mechi
Koshi
Bheri
Rapti
Seti
Zone
The distribution of the total number of campuses (including PCL only campuses) across different zones
are presented in Figure 2.6 according to which the number in Bagmati 374 (38.7 percent), Bheri 34
(3.5percent), Dhawalagiri 17 (1.8 percent), Gandaki 75 (7.8percent), Janakpur 58 (6.0 percent), Karnali
6 (0.6 percent), Koshi 74 (7.7 percent), Lumbini 97 (10 percent), Mahakali 28 (2.9percent), Mechi 43 (4.4
percent), Narayani 66 (6.8 percent), Rapti 27 (2.8percent), Sagarmatha 36 (3.7 percent) and Seti 32
(3.3percent).
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23. EDUCATION MANAGEMENT INFORMATION SYSTEM . Report on Higher Education 2009/10
Table 2.4 Number HE campuses of universities in
different regions, 2009/10
Region University
TU KU PokU PU NSU BPKIHS NAMS PAHS Total
Eastern 120 1 0 30 1 1 0 0 153
Central 388 17 25 60 6 0 1 1 498
Western 160 2 18 5 4 0 0 0 189
Mid - Western 61 1 3 0 2 0 0 0 67
Far Western 55 0 4 0 1 0 0 0 60
Total 784 21 50 95 14 1 1 1 967
The distribution of campuses of different universities across the development region is presented in
Table 2.4. TU and NSU are the only universities having campuses in all five development regions. A
substantial number of the campuses of all universities are located in the Central region- 49.5 percent of
TU, 42.9 percent of NSU, 81 percent of KU, 63.2 percent of PU, and 50 percent of PokU (Figure 2.7).
Figure 2.7 Region-wise distribution of university HE campuses, 2009/10
Eastern Central Western Mid-Western Far-Western
100.0 100.0 100.00
100
90
81.0
80
70
63.2
60
49.5 50.0
50
%
42.9
40 36.0
31.6
30 28.6
20.4
20 15.3 14.3
10 9.5
7.8 7.0
4.8 4.8 0.0 6.0 8.0 5.3 0.0 0.0 7.1 7.1
0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0
0
TU KU PokU PU NSU BPKIHS NAMS PAHS
University
Table 2.5 Number of HE campuses by: region, university and campus type, 2009/10
Region University
TU KU PokU PU NSU BPKIHS NAMS PAHS Total Total
Campus
Campus Type
Constituent
Constituent
Constituent
Constituent
Constituent
Constituent
Constituent
Constituent
Constituent
Affiliated
Affiliated
Affiliated
Affiliated
Affiliated
Affiliated
Affiliated
Affiliated
Affiliated
Eastern 12 108 0 1 0 0 3 27 1 0 1 0 0 0 0 0 17 136 153
Central 26 362 6 11 0 25 0 60 3 3 0 0 1 0 1 0 37 461 498
Western 11 149 0 2 4 14 0 5 2 2 0 0 0 0 0 0 17 172 189
Mid - Western 4 57 0 1 0 3 0 0 2 0 0 0 0 0 0 0 6 61 67
Far Western 3 52 0 0 0 4 0 0 1 0 0 0 0 0 0 0 4 56 60
Total 56 728 6 15 4 46 3 92 9 5 1 0 1 0 1 0 81 886 967
Table 2.5 gives the information on distribution of constituent and affiliated campuses of universities
across the development regions. TU and NSU have constituent campuses in all development regions
which is not the case for other universities. TU is the only university having affiliated campuses in all
development regions. TU has highest share of campuses in all regions. The Central development region
has more constituent (46.4 percent) and affiliated campuses (49.7 percent). Distribution of PCL only
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24. EDUCATION MANAGEMENT INFORMATION SYSTEM . Report on Higher Education 2009/10
campuses across the development Table 2.6 PCL only campuses by region and university, 2009/10
regions is shown in Table 2.6. Only Region University
TU and NSU are still having PCL TU KU PokU PU NSU BPKIHS NAMS Total
only campuses (1.4 percent of the Eastern 1 0 0 0 2 0 0 3
total). Most of them are in the Central 5 0 0 0 1 0 0 6
Central and Western development Western 0 0 0 0 4 0 0 4
regions (43 percent and 27 percent Mid - Western 1 0 0 0 0 0 0 1
respectively) and none in the Far- Far Western 0 0 0 0 0 0 0 0
western region. Total 7 0 0 0 7 0 0 14
Table 2.7 PCL only campuses by campus type and university, 2009/10
Campus Type University
TU KU PokU PU NSU BPKIHS NAMS Total
Constituent 3 0 0 0 3 0 0 6
Affiliated Community 0 0 0 0 0 0 0 0
Private 4 0 0 0 4 0 0 8
Affiliated Total 4 0 0 0 4 0 0 8
Total 7 0 0 0 7 0 0 14
Table 2.8, 2.9, and 2.10 show the Table 2.8 Number of HE campuses by campus type in five
number of HE campuses by their regions, 2009/10
types in terms of development Campus Type Region
regions, universities and per million Eastern Central Western Mid - Western Far Western Total
population respectively. Constituent 17 37 17 6 4 81
Affiliated Community 40 118 79 26 36 299
In the Central region, distribution Private 96 343 93 35 20 587
Affiliated Total 136 461 172 61 56 886
of campuses per million population
Total 153 498 189 67 60 967
is 44.1 which is the highest figure
in terms of campus density followed
by the Western region with 30.5. In
spite of the significant difference in Table 2.9 Number of HE campuses by campus types in different
universities, 2009/10
the levels of development of the Far
Campus Type University
western development region, the
TU KU PokU PU NSU BPKIHS NAMS PAHS Total
campus density of this region is
Constituent 56 6 4 3 9 1 1 1 81
higher than that of the Mid-western
Affiliated Community 294 0 0 4 1 0 0 0 299
region. Although the number of Private 434 15 46 88 4 0 0 0 587
campuses in Eastern region is more Affiliated Total 728 15 46 92 5 0 0 0 886
than 2.5 times than that of the Far Total 784 21 50 95 14 1 1 1 967
western region, the campus density
of Mid western region is very close
to that of the Far western region.
Table 2.10 Number of HE campuses by region with per million of
populations, 2009/10
Campus Type Region
Eastern Central Western Mid - Western Far Western All
Constituent 2.8 3.8 3.1 1.7 1.5 3.0
Affiliated Community 4.8 9.8 10.4 4.5 8.3 8.0
Private 12.5 30.4 17.1 9.4 9.1 19.0
Affiliated Total 17.2 40.2 27.4 13.9 17.4 27.0
Total 20.0 44.1 30.5 15.6 18.9 29.9
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25. EDUCATION MANAGEMENT INFORMATION SYSTEM . Report on Higher Education 2009/10
Figure 2.8 Distribution of campus type in development
regions (%), 2009/10
Figure 2.8 gives the distribution of various Constituent Community Private
types of campuses across the development 60 58.4
regions, the numbers of constituent,
50
community and private campuses and the 45.7
data are skewed in favor of the central 40 39.5
region.
%
30
26.4
21.0 21.0
20
16.4 15.8
13.4 12.0
10 7.4 8.7 6.0
4.9 3.4
0
Eastern Central Western Mid-Western Far Western
Region
Campuses with only bachelor's level program are located in all development regions whereas most of
the campuses offering M. Phil. or Ph.D. programs are located only in the Central region. At the same
time 75.2 percent of the total campuses have only bachelor's program and only very small number of
campuses offer master's, M. Phil., and Ph.D. program (Table 2.11).
Table 2.11 Regional distribution of the total number of campuses by level, 2009/10
Level Region All
Eastern Central Western Mid-Western Far Western
PCL only Campuses 3 6 4 1 0 14
PCL and Bachelor’s 5 6 5 2 2 20
PCL, Bachelor’s, and Master’s 8 17 8 3 1 37
Bachelor’s only Campuses 120 398 157 56 51 782
Master’s only Campuses 2 6 2 1 0 11
Bachelor’s and Master’s 17 60 17 5 6 105
Bachelor’s, Master’s, M. Phil., and Ph.D. 0 1 0 0 0 1
Master’s and M. Phil. 0 1 0 0 0 1
Bachelor’s, PGD, and Master’s 1 2 0 0 0 3
PGD only Campuses 0 1 0 0 0 1
Bachelor’s, Master’s, and Ph.D. 0 2 0 0 0 2
Master’s, M. Phil., PGD, and Ph.D. 0 1 0 0 0 1
Master’s, M. Phil., and PGD 0 1 0 0 0 1
Others only Campuses 0 1 0 0 0 1
PCL, Bachelor’s, and Master’s, M.Phil., Ph.D. 0 1 0 0 0 1
PCL, Bachelor's, Master's, Others, Ph.D. 0 1 0 0 0 1
Table 2.12 presents the number of campuses in terms of the levels of study programs they offer in different
regions. The central region holds more campuses in all levels whereas the mid-western and far western
region has relatively fewer numbers of campuses.
14
26. EDUCATION MANAGEMENT INFORMATION SYSTEM . Report on Higher Education 2009/10
Table 2.12 Total number of campuses by level of study in five regions, 2009/10
Level Region All
Eastern Central Western Mid-Western Far Western
Up to Bachelor's 125 404 162 58 53 802
Up to PGD, Master's, M. Phil. 28 88 27 9 7 159
Up to Ph.D. 0 6 0 0 0 6
Above bachelor’s 28 94 27 9 7 165
HE campuses (excluding PCL only campuses) 153 498 189 67 60 967
PCL only campuses 3 6 4 1 0 14
Others only campuses 0 1 0 0 0 1
HE campuses with PCL 156 504 193 68 60 981
All campuses 156 505 193 68 60 982
Campuses with PCL 16 31 17 6 3 73
Campuses with Bachelor's 151 488 187 66 60 952
Campuses with PGD 1 5 0 0 0 6
Campuses with Master's 27 93 27 9 7 163
Campuses with M. Phil. 0 5 0 0 0 5
Campuses with Ph.D. 0 6 0 0 0 6
Figure 2.9 Campuses by level of study (%), 2009/10
Out of the total campuses, campuses which offer
Up to Up to Ph.D. 0.6
programs up to the bachelor's level programs are PGD, Master's,
highest (81.7 percent of HE campuses) but M.Phil. 16.2
there are only few campuses with program up to
the Ph.D. level (0.6 percent of HE campuses)
(Figure 2.9).
Up to
Bachelor's 81.7
Source: Table 2.12
Figure 2.10 Region-wise distribution of campuses with
Program up to bachelor's level (%), 2009/10
Figure 2.10 shows the region-wise distribution of
Far Western
campuses based on level of study (up to Bachelor). 6.6
The central region has the largest percentage of Mid-Western
7.2
such campuses (about 50.4 percent) and the far Eastern
western region has the lowest but it is nearly equal 15.6
to that of mid-western region.
Western
20.2
Central
50.4
Source: Table 2.12
15
