This study examines the historical evolution of education in Nepal, particularly focusing on the transition from non-formal to formal education during the Rana period (1846–1951). The purpose of the study is to analyze how education, initially confined to family traditions and religious teachings, was systematically introduced by the Ranas, primarily for their own elite class, while public education was deliberately suppressed to maintain political control. Utilizing a qualitative research design, data was collected from secondary sources including books, articles, and online databases, and analyzed using descriptive, analytical, and historical methods. The findings highlight that while Junga Bahadur Rana initiated formal education following his visit to Britain, these efforts were limited to benefiting the Rana family. Subsequent rulers made minimal reforms under external pressure, yet the overall Rana regime left Nepal largely illiterate, with two generations deprived of educational opportunities. The study underscores the need for further exploration of the long-term impacts of this suppression on Nepal’s socio-economic development and suggests that future research could investigate the post-Rana educational reforms and their role in shaping modern Nepalese society.

ZENODO DOI:- https://doi.org/10.5281/zenodo.13954454

Formal education, Gurukul tradition, Non-formal Education

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