Education of males and females or girls or boys in the same school, institution, college or any university without any segregation or discrimination is popularly known as coeducation. This phenomenon was adopted earlier and more widely in the U.S. than in Europe, where tradition proved a greater obstacle to its acceptance. In the 17th century Quaker and other reformers in Scotland, northern England, and New England began urging that girls as well as boys be taught to read the Bible. By the later 18th century girls were being admitted to town schools. By 1900 most U.S. public high schools and some 70% of colleges and universities were coeducational. Coeducation was first introduced in Western Europe after the Reformation, when certain Protestant groups urged that girls as well as boys should be taught to read the Bible. The Society of Friends in England as well as in the United States were pioneers in coeducation as they were in universal education. The new free public elementary, or common, schools, which after the American Revolution supplanted church institutions, was almost always coeducational, and by 1900 most public high schools were coeducational as well. In the second half of the 20th century, many institutions of higher learning that had been exclusively for persons of one sex became coeducational. In Western Europe the main exponents of primary and secondary coeducation were the Scandinavian countries. In Germany, until the closing decades of the 19th century it was practically impossible for a girl to get a secondary education, and, when girls’ secondary schools were introduced, their status was inferior to that of schools for boys. Antagonism to coeducation in England and on the European continent diminished more rapidly in higher education than in secondary. In England, Girton College at Cambridge was established for women in 1869, and the London School of Economics was opened to women in 1874. Germany permitted women to matriculate in 1901, and by 1910 women had been admitted to universities in the Netherlands, Belgium, Denmark, Sweden, Switzerland, Norway, Austria-Hungary, France, and Turkey. Since World War II, coeducation has been adopted in many developing countries like China and Cuba are outstanding examples. There are many other countries, however, where social conditioning and religious sanctions have limited its success. In most Arab countries, for example, girls tend to drop out of coeducational schools at the age of puberty. Education in Nepal was long based on Home schooling and Gurukul. Primarily, Nepal's educational history shows that our religious terms and values only granted education to higher caste groups of people who were called Brahmins. Within that too, it was mainly focused to the men in Brahmin community as it was kind of ritual to attend Gurukuls for Brahmin young lads to attain knowledge of Vedas. Then as time passed on and with the ignition of democratic norms in Nepal coeducation or the education with no segregation between two sexes i.e. a boy and a girl was got its shoots emerging over the surface of the ground. The first formal school was established in 1853 but was intended to the elites. The birth of the Nepalese democracy in 1951 opened the classrooms to a more diverse population. The education plan in 1971 fastened the development of Education in the country. In 1951, Nepal had 10 000 students divided in 300 schools, with an adult literacy rate of 5%.By 2010, the adult literacy rate had jumped to 60.3% (female: 46.3%, male: 73%) and the number of schools to 49 000. Poverty and social exclusion of women, lower caste and indigenous people are nowadays the main constraints to an equitable access to Education. Modern education in Nepal began with the establishment of the first school in 1853. However, this school was only for the members of the ruling families and their courtiers. Schooling for the general people began only after 1951 when a popular movement...
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