Education in Nepal as elsewhere around the world is intensely political. The prevailing system of education works well for the elites and those sectors of society which do not have to rely on public education for their children. Public schools are being now abandoned by those who can afford to send their children to private schools. Following the withdrawal by professionals, businessmen, government bureaucrats, university professors and even school-teachers of their children, public schools in Nepal are now attended by girls and children from poor backgrounds and those living in difficult conditions. It is exactly for this reason that the problem of the massive failure of the SLC examination and the near collapse of the public school system are ignored and not seen as a national problem.22 What has happened at school level is slowly being repeated in higher education: public university campuses are being abandoned by those who can afford to go to private universities or abroad. The present system therefore produces two classes of citizen who are schooled and prepared very differently and who would perhaps never meet in their youth anywhere except, after their graduation, in the work place. The failure of the public education system may have a negative impact on the creation of a national culture and a cohesive society, among other things, which is so important in post-conflict Nepal. It not only frustrates government plans for social integration and the empowerment of women, Dalits and ethnic groups but also forces the nation to enter the twentyfirst century insufficiently prepared to compete in the global economy. It is for this reason that an education reform in Nepal is far too urgent and important to be delayed by a few vested groups and short-term political gains for individual political parties.