Dalits have been treated inhumanely in the caste structure of society. As a result, they have historically been deprived of educational opportunities. In this context, the purpose of this article is to critically analyze Nepalese education policies and policy approaches. This article is based on governmental policy document analysis. I followed a descriptive approach to the provisions regarding exclusive and inclusive education policy and practice. After the establishment of democracy in Nepal in 1951, the door of school was opened for the general public including Dalits, and also the planned process started. Since the 1980s, there have been efforts to bring Dalits into the mainstream in education plans and policies. But due to the reproduction of caste and social discrimination in policy making, it seems challenging to fully include Dalits in education. However, compared to the past, there have been some changes in the state's policy initiatives to improve the condition of Dalits. It is worth noting that to bring the Dalits into the mainstream of education, not only is there a need for effective policy and practice for inclusiveness, but also a commitment to human values. The education system needs to be restructured, as well as changing the mindset of policymakers, planners, and teachers.

Keywords: State of Dalit, education policy, discrimination, inclusive, reproduction, restructuring