Key Terms
autonomous: having self-government
brain drain: flight of educated or skilled manpower to other nations
Chure range: the youngest mountain system located in the outskirts of the Himalayas
that carries the ecological, hydrological and socio-economic importance for Nepal, in
particular for the Terai region
CTEVT: (Council for Technical and Vocational Educational and Training) a national
apex body of Technical and Vocational Educational and Training (TVET) sectors
committed for the production of technical and skilled human resources required to
the nation
decentralization: the act of distributing the administrative powers or functions of (a
central authority) over a less concentrated area or at local level
disadvantaged: deprived of a decent standard of living, education, etc. by poverty
and a lack of opportunity
downtrodden: badly and unfairly treated and therefore feeling worthless and unable
to act independently
Expected Year of Schooling (MYS): total expected years of schooling for children
under 18 years of age
federal government : a system that divides up power between a strong national
government and smaller local governments
federalism: a system of government in which power is divided between a central
authority and constituent political units
GDP: (Gross Domestic Product) the money value of all the goods and the services
produced within a country but excluding net income from abroad
GNP: (Gross National Product) the money value of all the goods and services
produced in the country during one year at factor cost i.e. excluding indirect taxes
such as VAT which also includes net income from abroad
Gross National Income (GNI) Per Capita: aggregate income of an economy generated
by its production and its ownership of factors of production, less the incomes paid
for the use of factors of production owned by the rest of the world, converted to
international dollars using PPP(purchasing power parity is a neoclassical economy
theory that the exchange rate between two countries is equal to the ratio of the
currencies’ respective purchasing power) rates, divided by midyear population
HDI: (Human Development Index) a comparative measure of life expectancy, literary
education and standards of living for countries worldwide
Oasis Social Studies Grade - 10 51
HRD: (Human Resource Development) the process of developing human skills
through organized system to enhance the productivity in achieving goals
HRM: (Human Resource Management) the management of human resources
such as recruiting , planning , monitoring, maintaining, rewarding or punishing
employees , evaluating , managing relationship, etc.
human resource: people with general and technical skills required for any type of
work
life expectancy at birth: number of years a newborn infant could expect to live if
prevailing patterns of age-specific mortality rates at the time of birth stay the same
throughout the infant's life
long -term skilled manpower: manpower that fulfills the long-term demand
and is prepared with long term planning, high level of education and modern
technology
loo: a strong , dusty, hot and dry summer wind that blows from Thar Desert of
India
Mahabharat range: a major east west mountain range with elevation 1500 to 2700
metre along the crest, paralleling the much higher Great Himalaya Range of Nepal
marginalization: a complex process of regulating specific groups of people to the
lowest or outer edge of society
Mean Year of Schooling(MYS): years that a person aged 25 or older has spent in
formal education
semi-skilled human resource: the person with some skills but not completely
proficient
short–term skilled manpower: manpower that fulfills the long-term training with
the basic theoretical knowledge
skilled human resource: the person who is skilled, qualified, educated, experienced
, well trained and can accomplish the task in a systematic and efficient manner
stable manpower: the continuous supply of skilled human resource in every
sector of a nation
state/ provincial government: the institutional units exercising the functions of
government at a level below that of the central government and above the local
government
unskilled human resource: the person who lacks experience and proper skills
required for work
52 Oasis Social Studies Grade - 10
2Unit
Development and
Infrastructures of Development
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On the completion of this unit, students will develop the following competencies:
●● To present the concept of sustainable development
●● To give description of different ongoing major projects in Nepal
●● To help and involve in different ongoing projects
●● To mention the importance and needs of skilled manpower and opportunity of
employment in the form of infrastructure of development
●● To be familiar with Millennium Development Goals (MDGs), Sustainable
Development Goals (SDGs) and Development plan at local level
Teaching and evaluation scheme for the unit
Teaching periods ............................................. 15
Course weight ................................................ 5
Evaluation Grid for Final Testing
Type of Skills tested
ques-
tions Knowledge Creative, Appli- Value Total Total Time (in
& critical cation, & no. of mark min-
Very practi- ques- alloca- utes)
short under- thinking & cal & atti- tions tion
Short standing analysis research tude 9
Long 1+4=5
1– skill 1
– 2
11
–– – –
– –
Oasis Social Studies Grade - 10 53
Lesson Sustainable Development
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Pre-reading Activity
Nepal’s Rural Energy Policy, 2006 states, “Emphasis will be given to the development
of the environment-friendly Rural Energy Technologies.” Get into small groups of 4-5
students and make a list of possible “environment-friendly” energy technology that can
be emphasized in rural areas. Also list the benefits of each technology.
Reading
Sustainable development is about meeting human development goals using resources
while preserving the environment for the future generation. Sustainable development
is concerned with the carrying capacity of natural systems without disturbing the
environment.
The United Nations Conference on the Human Environment was held in Stockholm,
Sweden from June 5 to June 16 in 1972. It was the first UN conference that focused on
international environment issues. It attempted to prepare the strategy for the sustainable
development. In 1983, the UN General Assembly set up in the World Commission on
Environment and Development (WCED). In the same year on December the Brundtland
Commission was formed. The modern concept of sustainable development was derived
from the 1987 Brundtland Report published by the Brundtland Commission in the 42nd
UN General Assembly.
The report titled 'Our Common Future,' links economic development with environmental
stability. The report defined sustainable development as "development that meets the
needs of the present without compromising the ability of future generations to meet their
own needs". During and after World War II, especially in the 1950s and the 60s, a large
part of the environment was destroyed in the name of development; people exploited
the environment and forests freely without any future plan. Similarly, industrial waste
products were thrown into the environment. There was no awareness about fuel smoke
which polluted air. So, until the late 1970s, land, air, and water were highly affected by
pollution. Development activities degraded the environment and its negative effects
started to appear on the earth. Only after much damage had been done to the environment,
it was realized that the development and environment must go side by side.
Development requires the use of limited natural resources. So, it became necessary to renew
and manage an equal amount of natural resources that have been used for development
if we hope to preserve the environment for the future generations. Otherwise, we risk
using up the natural resources and destroying the environment. Development becomes
sustainable only if it ensures that the stocks of resources remain constant or increase over
the time. These resources include manufactured goods (machines, roads, and houses),
human capital (cooperation, culture, awareness) and environmental capital (forest, water,
air, mines).
54 Oasis Social Studies Grade - 10
Sustainable development can be achieved with a balance among social, environmental,
and economic elements. The given figure clarifies it.
Social
Environmental Sustainable Economic
Development
The overarching goal of sustainable development in Nepal is to expedite a process that
reduces poverty and provides to its citizens and successive generations not just the basic
means of livelihood, but also the broadest of opportunities and the social, economic,
political, cultural and ecological aspects of their lives.
Agenda on sustainable development for Nepal, 2060
In other words, sustainable development means the development that does not harm the
ecology of a place and instead, can promote ecological balance for a long time to come.
Similarly, development should take into consideration the need of the next generation,
capacity of earth, and the amount of available natural resources. The overall goal or
key principal of sustainable development is the long term stability of the economy and
environment; it is achieved through the integration and acknowledgment of economic,
environmental and social concern through the decision making process.
Factors Related to Sustainable Development
To achieve sustainable development, we must take the following factors into consideration:
• Environmental factor (natural ecology)
• Socio-cultural factor (human society like ethnic groups, festivals, cultures, etc.)
• Technological factor (tools and machines that suit in a particular area)
• Political factor (an administrative system that ensures good governance)
Objectives of Sustainable Development
a. To help in poverty alleviation
b. To make human development and progress
c. To protect the environment effectively
d. To utilize means and resources carefully
e. To achieve high, stable and sustainable economic growth
f. To maintain social justice in sectors like invalidity, disability and women
Features of Sustainable Development
a. It helps in sustainable management of means and resources.
Oasis Social Studies Grade - 10 55
b. It helps in handing over bright future to the future generation.
c. It emphasizes environmental protection.
d. It helps in achievement, mobilization and protection of means and resources.
e. It takes care of just distribution of means and resources.
f. It controls the utility culture.
g. It helps in high and broad economic growth.
h. It emphasizes the use and promotion of recycle, renewal and reuse.
Dimension of Sustainable Development
There are various dimensions of sustainable development. It is concerned with social,
cultural, economic and human dimensions. According to the UNESCO, sustainable
development has social, economic and political dimensions. There is relation between
humans and community, protection of cultural heritages and transfer of good culture.
The following chart clarifies it:
Administrative Economic Sociocultural
Sustainable Development
Human Environmental
Political
Glossary
environment - totality of the surrounding condition such as natural life
on earth, global eco-system
carrying capacity
overarching - capacity to support
expedite
ecology - including or influencing every part
- to make happen faster
- environment as it relates to living organisms
In-class Activity
There might be some development projects running in your community against the
concept of sustainable development. Find out those projects and identify the areas of
reforms.
56 Oasis Social Studies Grade - 10
Exercise
A. Write very short answers to the following questions.
1. What is sustainable development?
2. What are the major dimensions of sustainable development?
3. What is the major objective of sustainable development?
4. Give any two examples of sustainable development.
B. Write short answers to the following questions.
1. What are the advantages of sustainable development?
2. How do the social and political factors contribute to sustainable development?
3. It is said that sustainable development can be achieved by small work of
every person, not only by big projects. Do you agree with the statement? If
so, why?
4. Write short notes on the factors contributing to sustainable development.
5. What are the things to be considered while carrying out sustainable
development?
6. What are the different aspects to be kept in mind while carrying out different
projects as per the concept of sustainable development?
7. What activities should Nepal carry out for sustainable development?
8. Compose a dialogue on the 'necessity of sustainable development'.
9. What are the major problems and challenges in the implementation of
sustainable development in Nepal ?
10. "Unmanaged development has an adverse effect on the environment." Justify
the statement.
11. Write down the attempts of sustainable development in Nepal.
Self-discovery: Project Work
●● Interview farmers in your locality and study the farming system. Make a list
of different farming systems used by the farmers. Which farming system do
you think contributes to sustainable development? And why?
●● Select one of the development projects of your community. Draft a plan of
your project as per the concept of sustainable development.
Name of the project : Place :
Objectives : Status of public participation:
Expected cost : Tenure of project:
No. of benefited people: Possible alternatives of not harming environment:
Oasis Social Studies Grade - 10 57
Lesson On-going Development
2.2 Projects in Nepal
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Pre-reading Activity
Recently, the government has launched road expansion projects across the country. Expanding roads
also included demolishing buildings and structures constructed on the road side. As a result, in the
beginning, many opposed the project. Take an example of any road expansion in your locality and
list the possible benefits and drawbacks of road expansion project.
Reading
As we know, Nepal was divided into different development regions in 2029 B.S. with
the purpose of achieving a balanced development. There is, however, regional imbalance
in terms of development. There is the need for development in all regions but some
development regions need a rapid pace of development. The periodic economic plans have
emphasized the importance of achieving regional balance of development. So, different
plans and projects are being implemented to achieve this goal. For this, the government,
donors, the private sector, INGOs and NGOs have been providing the fund, resources,
and technology over the years to carry out various projects. At the local level, projects such
as “education for all,” “reduction of child/mother mortality rate,” and “adult education”
have been carried out. Similarly, projects to develop the nation-wide wireless network
and alternative energy such as the solar lamp distribution program are being carried out
to address the needs of people. Food for education, work for food, and secondary school
support program are notable examples of positive work. The Melamchi Drinking Water
Project, Poverty Alleviation Program, scholarships for the Dalits and the marginalized are
some of the ongoing programmes and projects in Nepal.
Development projects are the well-managed development programmes utilizing means
and resources with various goals to be completed within a certain time period. There
are small scale and large scale development projects from the goal, investment, expected
result, affected sector point of view.These programs vary in terms of plan, policy, objectives
and timeline.
Some projects are in progress at local level or at provincial level whereas some are running
at national level. The projects that run for the identity of the nation and benefit most of the
people are national level projects. The national level projects need more means, resources
and investment as compared to provincial level projects and local level projects. They are
named projects of national pride. There are 21 such projects of national pride till BS 2073,
some of which are described below:
58 Oasis Social Studies Grade - 10
a. Rastrapati Chure Samrakshan Karyakram (President Chure
Conservation Programme)
This is one of the national projects of
Nepal. The main goal of this programme
is to solve multi-sectoral problems
seen in the Chure region. At the same
time, its main objective is to maintain
environment and lifestyle keeping
biodiversity, geographical, social and economic aspect in mind. This programme has
been initiated under the Ministry of Forest and Soil Conservation since BS 2067/2068.
This programme has been converted into the project of national pride in 2070/2071.
The Chure region has covered an area from 200-2100 meters, approximately 12.78%
area out of the total land area of Nepal. The region includes areas of 26 districts
stretching from eastern Nepal to Kanchanpur in the west.
The topography of this region is fragile. It contains sedimentary rocks. An authorized
Rastrapati Terai Madhesh Chure Bikash Samiti (President Terai Madhesh Chure
Development Committee) has been established at the centre for this programme.
b. Pokhara Regional International Airport
Pokhara Regional International Airport
has been proposed to be constructed in an
area of 3600 Ropanis of land with a view to
establishing Pokhara as one of the tourist
destinations of the world. The foundation
stone of this airport was laid on 1 Baisakh
2073. Its estimated cost is 20 billion and 300
million. It will have the concrete runway
with 2500 metres length and 45 metres width. This project has a goal to construct
structures like taxi parking, international and domestic terminals, air traffic control
tower and a 50 metre long air bridge. Chinese Company has received the contract
to construct it. Upon its completion, a jet plane with a capacity of 200 seats can land
and take off.
c. Budhi Gandaki Hydro-Power Project
Budhi Gandaki Hydro-Power Project is a
reservoir-based hydropower project. It is one
of the projects of national pride. This project
is located 80 km away from Kathmandu in
the west at the border between Gorkha and
Dhading. This project has the capacity of
1200 megawatt electricity production. The
estimated cost of the project is Rs. 254 billion
955 million. Budhi Gandaki Hydro Power Project Development Committee is the
proposing organization. World Bank, International Finance Organization and
Asian Development Bank are financing the project. The government of Nepal is
Oasis Social Studies Grade - 10 59
authorised to manage it completely. It will take 8 years to complete this project. This
project has been expected to be a reliable alternative for the management of energy
crisis of Nepal.
d. Mid Hill Highway (Pushpalal Highway)
Construction of this highway has
been initiated to link all the hills from
east to west Nepal linking with East
West Highway. The government of
Nepal has financed it. This project is
being implemented since the fiscal
year of 2064/065. This highway is
1776 km long starting from Chiya
Bhanjyang, Chyangthapu east hilly
district Panchthar up to Jhulaghat,
Baitadi district in the west of Nepal. This road will directly benefit 23 districts, 215
settlements and approximately 7 million people. As per the policy of well-managed
urbanization this road network has covered the plan for new urban development
settlement in various 10 places. With the policy of utilizing already constructed
road to maximum extent a 1517 km. long road has already been constructed and in
use. New tracks have been opened in various places. This project is supposed to be
accomplished by 2074/2075.
e. Upper Tamakoshi Hydro Power Project
The Upper Tamakoshi Hydro Power Project
produces electricity utilizing the water flow
of Tamakoshi River. This project is located
in the northern part of Dolakha. The project
headquarters is at Lamabagar. It has the
capacity of 456 MW. It has solely been financed
by mobilizing internal resources. Nepal
Electricity Authority, Employees Provident
Fund, Nepal Telecom, Citizen Investment
Fund, National Insurance Corporation, civil
servants and public have financed this project. The work is in progress with the
establishment of Upper Tamakoshi Hydro Power Limited in B.S. 2063.
In addition to the above projects Koshi, Kali Gandaki and Karnali Corridor, Postal
Road (HULAKI MARG), Kathmandu Terai Fast Track, East-West Electric Railway,
Melamchi Drinking Water Project, Gautam Buddha Second International Airport
(Nijgadh), Pashupati Area Development Fund, Lumbini Development Fund, West
Seti Electricity Project, Sikta Irrigation Project, Rani Jamara Kulariya Irrigation
Project, Babai Irrigation Project, Railway and Metro Development Project, Bheri
Babai Multi-purpose Project, are in progress as the projects of national pride.
60 Oasis Social Studies Grade - 10
Note:
Every piece of work that we carry out in order to get something by investing our
resource inputs (money, labour, time, technology, etc.) is understood as a project.
A programme is an extensive and consistent set of action units stating the needs of
interrelated activities to achieve the plan's objectives and goals.
A plan is an image, map or vision to represent the form and feature of desired
situation(s) within a time horizon.
Projects are the building blocks of a programme and programmes are the integrated
blocks of a development plan.
Programe I Project I
Plan Programe II Project II
Programe III Project III
periodic Glossary
alleviation
reservoir - occurring at regular intervals
- reducing or making less severe
- an artificial lake for water collection
In-class Activity
Get into small groups of 4-5 students. As a group, identify the most important area in
your school such as library, cafeteria, playground, classroom, equipment that need further
development. Then, draw a detailed project for development including:
• Brief introduction of the project
• Importance of the project
• Benefits of the project
• Estimated cost of the project
• Discuss and select best project and show it to your Head Teacher.
Oasis Social Studies Grade - 10 61
Exercise
A. Write very short answers to the following questions.
1. Define a project.
2. Write down some prerequisites of development projects.
3. Name any two national level projects that are going on in different parts of a
nation. (Do not include the projects given in the book.)
4. Name the major body through which the national level projects are launched.
B. Write short answer to the following questions.
1. Why is it difficult to achieve a balanced development? What efforts have been
made to maintain the regional balance of development so far?
2. What is the purpose of implementing periodic plan for development?
3. As a national planner, if you were to choose between the Mid-Hill Highway
and Upper Tamakoshi Hydroelectricity Project, which one would you choose
and why?
4. Differentiate between the domestically and internationally invested projects.
5. If you were the member of the National Planning commission, what sort of
project would you launch in the province you are living in? Write the reasons.
6. Why do most of the projects in Nepal fail to complete in time? Give reasons.
Also offer the solution to this problem.
7. Write short descriptions of all the projects mentioned in the text.
Projects Description
1. Terai Postal Highway .........................................................
2. .................................................... .........................................................
3. ..................................................... .........................................................
8. The picture below shows some people volunteering for development work.
Write a brief note on the importance of local people's participation in the
development work.
62 Oasis Social Studies Grade - 10
Self-discovery: Project Work
1. To carry out a development project successfully is not always easy. Often such
projects meet resistance for various reasons such as environmental concern
and community and political interests. In this project, collect news about a
development project that has generated controversy. Write a report on the
positive and negative views expressed about the project. Also mention the
views you personally support and explain why you support those views.
2. Draft a project under the following subtitles and implement it in your
community.
1. Name of the project v. Required manpower
ii. Objective vi. Estimated cost
iii. Required materials vii. Identification of source
iv. Starting date and completion da te viii. Beneficiaries
Oasis Social Studies Grade - 10 63
Lesson Infrastructures of
Development : Skilled
2.3 Manpower and Employment
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Pre-reading Activity
Imagine that your class has been given the responsibility of developing a high-tech computer lab in
your school. You liked the idea and began working to implement the lab development project. What
would you need to successfully carry out the project? Make a list of the things that you would need.
Reading
You must have already realized that to develop a computer lab in your school, you need
a lot of things—people who know about computers, money to buy computers and other
equipments, and you also need people to work to set up the lab and look after it. In fact,
you need trained human resource, capital, and labor. These are means and resources of
development. Development cannot be achieved without labour, capital, and resources.
Human resource includes factors such as human capital, social capital, and human
environment. The main resources for development are as follows:
Resources
Natural Resources Human Resources
1. Natural Resources
It refers to the nature-given
resources like water, land, forest, and
minerals. For development, we need
to utilize such resources. Economic
activities such as industry, trade
and commerce depend on utilizing
these resources. The countries that
have productively utilized their
natural resources have achieved a
higher level of development. For
example, in developed countries,
we find water being fully utilized
for drinking, irrigation, and power
64 Oasis Social Studies Grade - 10
generation. Nepal has an immense potential for hydropower generation but we are
yet to fully utilize it. As a result, Nepal is currently facing a severe energy crisis. Due
to the prolonged periods of black-outs (load-shedding), industries, transportation,
and communication services are unable to operate.
2. Human Resources
Human resources and means are related to human skills, ability and talent. For
development, we need to utilize human skills. To manage and develop skilled
manpower, we need sufficient educational and training institutions. At present,
the education system in Nepal is mostly theoretical and unproductive. A nation
requires technical schools and training institutions that produce skilled manpower
such as electricians, agriculture experts, doctors, overseers, engineers, and
food technologists. Similarly, workers must be hard-working with devotion to
work. Besides, the government and political parties must be accountable. Good
governance, rule of law, and transparency are other requirements for development.
One day when you actually take up the profession you have chosen, you will have
years of education and training; you will have learned necessary skills to succeed
in that profession. In other words, you will be a skilled professional. People who
possess necessary education and skills to do a particular work are called skilled
manpower.
Without skilled manpower, it is difficult to implement development projects.
Skilled manpower means people trained in a specific area of technology and
knowledge. Skilled manpower is necessary to undertake development projects
that require modern technology and know-how. Ideally, such manpower should be
locally available. People must have an opportunity to acquire skills in diverse areas
such as health, education, agriculture, transportation, and communication. Each
sector requires trained workers with specific skills. For example, the health sector
requires doctors, nurses, community health workers, paramedics, pharmacists,
and radiographers whereas, the tourism sector needs tour guides, food specialists,
hotel managers, travel agents and so on. Similarly, the education sector requires
teachers, psychologists, curriculum designers, and education administrators. The
state should create a favourable environment for individuals to obtain technical
knowledge and skills within the country. Moreover, the government and the local
authorities should mobilise the unskilled, skilled, and semi-skilled manpower
available in the country in the respective fields.
Oasis Social Studies Grade - 10 65
Measures to Prepare Skilled Manpower
a. To implement scientific educational policy as per the need of time
b. To develop technical and practical educational system according to the need of the
nation
c. To arrange proper training
d. To update with advanced information system
e. To study, travel, research and inquire
Interrelationshship between Skilled Manpower and Employment
Educated, skilled and labourious people can easily get employment opportunities. The
state has set the target to educate and make citizens skilled and provide employment
opportunities to them. Educational institutions and training centres of the country
produce skilled manpower as per the need of the nation and the demand of the market.
Such manpower must be self-reliant, self-respectful and skilled so that they should
develop entrepreneurship to create self-employment instead of searching for a job It is
the responsibility of the state to create employment opportunities in the country itself or
to manage self-employment. It is always better to use our skill and toil in our own country
instead of searching for a job abroad.
Role of Government
For the long-term and sustainable development, the government needs to formulate
visionary and people-oriented plans and programmes. It means the government needs
to identify people’s needs and requirements. Through programmes that promote skills
and knowledge suitable for the local environment and resources, we can achieve the goal
of balanced development. Specialized programmes such as free education, scholarships,
and affirmative action can be effective to develop the marginalised communities. The
government must prioritize areas such as agriculture, tourism, and trade. Foreign
employment can also be a good source for revenue. However, programmes to develop
skilled manpower both for the nation and foreign employment should be implemented.
As the nation needs skilled manpower, the immigration of young skilled generation can
be counterproductive for the nation in the long run.
prolong Glossary
transparency
paramedic - to continue for a long period of time
counterproductive - state of being open about plans, policies, and finances
- a person who provides an emergency medical care
- something that goes against the desired goals
In-class Activity
Conduct a survey on the skilled manpower of your community. In which occupations
are they involved ? What sort of contribution do they have in development tasks ?
What sort of employment status do they have ? Analyse and prepare a report under
the given model.
66 Oasis Social Studies Grade - 10
Exercise
A. Write very short answers to the following questions.
1. What are means and resources?
2. What is skilled manpower ?
3. Why is skilled manpower considered as an important infrastructure of
development?
4. How can we produce skilled manpower?
B. Write short answers to the following questions.
1. What are means and resources for development? Write short notes on the
major types of means and resources with examples.
2. Write down the relation between natural resource and human resource in the
development of a nation.
3. Why do many Nepalese youths go to foreign countries for employment?
What are the impacts of such a labour drain on the economy?
4. How is the current education system in Nepal? What can be done to produce
skilled manpower for development?
5. According to the National Planning Commission Report, 2013, the absolute
poverty of Nepal has gone down to 23.8 percent. What are the reasons behind
it? Mention in points.
6. Five paramedics who live and serve in remote villages may help people more
than a doctor who prefers to work in urban areas. Do you agree or disagree
with the statement? Why?
7. 'One skilled manpower can generate a number of manpower.' Justify the
statement with examples.
8. If you were a planner, what would you do to produce skilled manpower
required in Nepal?
9. Prepare an editorial report on the relation between skilled manpower and
employment opportunity.
10. 'The development of a nation is not possible without the production of skilled
manpower.' Justify the statement.
11. Give at least two examples of the following types of economic activities:
a) Traditional skill-based occupation
b) Production of ready-made goods using raw materials
c) Service-oriented occupation
d) Work that requires high level of expertise
Oasis Social Studies Grade - 10 67
Lesson Contemporary Development
2.4 Goals and Nepal
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Pre-reading Activity
You might have set certain goal in your life. What sort of plan have you made to carry out in 10 years
from now? Present the indicators and also the implementation process of the plan.
The Sustainable Development Goals (SDGs) initiated by the UN aim to bring transformation in the
world by 2030 AD. What does this transformation mean? Discuss in the class.
Reading
In 1990 AD the meeting of the General Assembly of the UNO set International
Development Goals with a view to alleviating poverty. Similarly, in September 2000,
representatives of 189 countries sat at the United Nations in New York and endorsed
the Millennium Declaration that promised and committed to working together to build
a safer, more prosperous and equitable world. The historic declaration set eight time-
bound and measurable goals to be achieved by 2015, which are known as the Millennium
Development Goals. The Millennium Development Goals (MDGs) mainly focused on
improving the lives of the world's poorest people. The eight goals and 21 indicators set
by MDGs ranged from providing universal primary education to reducing poverty and
child and maternal mortality rate.
The Eight MDGs
1. Eradicate extreme poverty and hunger
• Reduce the proportion of people whose income is less than $ 1 a day by half.
• Provide full and productive employment opportunity and decent work for all,
including women and young people
• Reduce the hunger by 50 percent
2. Achieve universal primary education
• Ensure all the children complete primary schooling
3. Promote gender equality and empower women
• Eliminate gender disparity in primary and secondary education preferably by
2005, and at all levels by 2015
4. Reduce child mortality
• Reduce the mortality rate of children (below) by two thirds
5. Improve maternal health
• Reduce maternal mortality by three quarters
68 Oasis Social Studies Grade - 10
• Achieve universal access to reproductive health
6. Combat HIV/AIDS, malaria and other diseases
• Pause and reverse the spread of HIV/AIDS
• Achieve universal access to treatment of HIV/AIDS by 2010 AD
• Pause and reverse the incidence of malaria and other major diseases
7. Ensure environmental sustainability
• Integrate principles of sustainable development into country's policies and
programmes; reverse the loss of environmental resources
• Reduce biodiversity loss by 2010 AD
• Reduce the people without an access to safe drinking water and basic
sanitation by 50 percent
• Improve the lives of at least 100 million slum dwellers by 2020 AD
8. Develop a global partnership for development
• Develop further an open, rule-based, predictable, non-discriminatory
trading and financial system
• Address special needs of the least developed countries, landlocked countries
and small island developing states
• Deal comprehensively with developing countries' debt
• Provide access to affordable essential drugs in developing countries in
cooperation with pharmaceutical companies
• Make available the benefits of new technologies, especially information and
communication in cooperation with the private sector
Source: UN Department of Public Information
The MDGs have produced the most successful anti-poverty movement in history. It has
helped to lift more than one billion people out of extreme poverty and has created a
historic platform for girls to attend the school than ever before. It has also made remarkable
progress in safe motherhood.
Although significant achievements have been made through MDGs, the progress has
been uneven across the global. Because of sex, age, geographical location, ethnicity, race,
religion, gender, disability and other aspects, millions of poor and disadvantaged people
are being left behind.
Nepal is one of the signatory nations committed to the Millennium Development Goals.
It has adopted all the pledges of MDGs in its national development plans. When the
millennium declaration was made, Nepal also managed its first medium-term strategy
in its Tenth Plan for reaching its MDGs. But it was badly affected as it plunged deeper
into armed conflict. Yet, due to strong policy level commitment to economic and political
reform, Nepal remained on track to achieve its MDGs. The National Planning Commission
(NPC) adopted the MDGs as its planning framework for guiding the entire national
Oasis Social Studies Grade - 10 69
development process. Since then, different NGOs and INGOs, in collaboration with the
government are also working to achieve all the eight MDGs.
Nepal, by reorienting its policies, concentrating national and international resources and
mobilizing state private sector and civil society organizationsm has been able to achieve
most of the targets it set in 2000 and a few are yet to be achieved. Hence, Nepal's agenda
should include consolidating and sustaining its MDGs achievements so far, increasing the
pace to meet the unmet targets and fulfilling the gaps. For this, it should give top priority
to the following agenda:
• Good governance
• Addressing disparity and inequality
• Transparency
• Planned urbanization
• Zero tolerance to gender-based violence
• Productive employment
• Equitable access to quality health care services
• Remittance, labour migration and national development
• Adaptation to climate change
Millennium Development Goals and the Achievement of Nepal
S.N. Millennium Goal determined by Achievement Status Source
Goals Nepal 2015 (base year
1990)
1 To end poverty to reduce the 23.8% National
Planning
and starvation population below Commission
(NPC) 2013 AD
poverty line to 21%
2. To attain primary To provide primary Net Enrolment (NER) at NPC 2013 AD
primary level 96.2% and
education education to all literacy 88.60% (15-24 years
age group)
worldwide children
3. To increase Equality in children Primary education Ministry of
gender equality school enrolment to end enrolment ratio of boys Education 2015
and empower gender discrimination and girls 1:03 and share of AD, Central
women women in non agricultural Bureau of
sector 44.8% Statistics 2011
AD
4. To reduce Child to reduce CMR by 1/3 38 per thousand (below 5 Central Bureau
Mortality Rate (54 per thousand) years) of statistics
(CMR) 2014 AD
70 Oasis Social Studies Grade - 10
5. To improve To reduce Maternal 258 live births per hundred WHO 2014 AD
maternal health Mortality Rate by 1/4 213 thousand
live births per hundred
thousand
6. To control Control, prevention and 0.20% HIV infection among Approach
diseases like HIV/ eradication of spread of the youths of 15-24 years paper of the
AIDS, malaria disease Fourteenth
and tuberculosis Plan
7. To safeguard to attain the forest area 39.6% forest area and 83.6% Forest Ministry
environmental 40% and availability of
sustainability drinking water 73% drinking water 2015 AD
8. To develop global to develop global Total foreign assistance Ministry of
mobilization 55.3% Finance 2015
collaboration for collaboration for AD
development development
Sustainable Development Goals (2016 AD - 2030 AD)
Sustainable Development Goals have become the subject of worldwide discussion for
more than two decades. It officially started in Rio De Janeiro, Brazil in June 2012 and
in the General Assembly of the UNO in September 2014. After the end of Millennium
Development Goals in 2015 AD, Sustainable Development Goals (SDGs) have been
implemented as the second step of the planned development from 2011 till 2030. In
September 2015 the General Assembly approved its goals and targets. But still indicators
and strategies for implementation remain to be made. Till now 17 goals and 169 targets
have been determined.
Within the same period (by 2022 AD), Nepal has kept the goal to reach the level of
developing country from the level of the least developed nation. These goals are large,
ambitious, and challenging which need many means and resources to complete. Hence,
by 2030 AD it has set the goal of becoming an inclusive, equitable, middle income,
prosperous and welfare state.
Sustainable Development Goals for Nepal
Sustainable Development Major Destinations
Goals
Goal-1 To end all kinds of poverty from By 2030 AD to reduce the extreme poverty of all the
Goal-2
Goal-3 all places people from all places (including people, having income
below 1.25 dollars per day)
To end starvation to achieve food By 2030 AD to end starvation to make safe, nutritious
security and high nutrition and and adequate food to all the people in poverty and risky
promote sustainable agriculture condition including infants
To ensure healthy life and to By 2030 AD to reduce Maternal Mortality Rate less than
promote welfare of people of all 70 out of hundred thousand
age groups
Oasis Social Studies Grade - 10 71
Goal-4 To ensure inclusive and quality By 2030 to ensure free, equitable and quality primary
Goal-5 education and to promote life and secondary education for differently able people
Goal-6 long learning opportunities and adolescents to attain the contextual and effective
Goal-7 learning outcome
Goal-8
To achieve gender equality and To end all kinds of the discrimination against women
Goal-9
to empower women to ensure women participation in all levels of decision
process
To ensure availability of By 2030 to ensure safe, easily available water at
drinking water and sanitational reasonable rate and to attain equitable access to it, to
achievement and sustainable maintain open defecation free area in all communities
management
To ensure reasonable , reliable, By 2030 to ensure reasonable, reliable, sustainable and
sustainable and modern energy modern energy
for all
To promote continuous To achieve at least 7% per capita economic growth of
inclusive, sustainable economic Gross Domestic Product (GDP) according to national
growth and complete circumstances of the least developed countries
and production-oriented
employment and prestigious job
To construct strong (durable) To develop reasonable and equal access to qualitative,
reliable, sustainable, strong (durable) infrastructures
infrastructure, to promote for all to help in economic development and human
welfare
inclusive and sustainable
industrialization and to
encourage new research
Goal-10 To minimize inequality in the By 2030 AD to increase the income of 40% population
country and between countries below the poverty line keeping it above the national
average
Goal-11 To make towns and human By 2030 AD to ensure access to, enough safe, reasonable
settlement inclusive, safe, strong housing and basic service for all and upgrade slum
(durable) and sustainable areas
Goal-12 To ensure design of sustainable By 2030 AD to achieve sustainable management of
consumption and production natural resources and its effective use
Goal-13 To initiate fight against climate To face risks related to natural disaster and climate
Goal-14
change and its effects change in all the countries or increase the adaptation
capacity
To promote, protect and use Not contextual to Nepal
sustainability oceans, seas and
oceanic means and resources for
sustainable development
Goal-15 To conserve, rehabilitate and According to the International Agreement by 2020 to
promote use of sustainable ensure conservation, promotion and sustainable use
ecological system to manage of local and aquatice environment and their services
forest sustainability to fight specially forest, wetland, Himal, dry land, etc.
against desertification, to
control soil erosion and to stop
the damage made by biological
diversity
72 Oasis Social Studies Grade - 10
Goal-16 To promote peaceful and To reduce all kinds of violence and related mortality
Goal-17 inclusive society for sustainable rate significantly and to reduce corruption
development, to provide access
to justice for all and to develop
effective, accountable and
inclusive organization
To strengthen implementation To strengthen internal resource mobilization through
process for sustainable international co-operation to under- developed
development and revitalize countries to improve internal capacity tax and other
global partnership revenue collection
consolidate Glossary
starvation
slum - unify
desertification - suffering or death caused due to lack of food
- a crowded and unorganized place near an urban area
- the process in which a place converts into a desert
In-class Activity
Why had the UN General Assembly determined the Millennium Development Goals to
be achieved by 2015? Discuss in the class and present the conclusion in points.
Exercise
A. Write very short answers to the following questions.
1. What are Millennium Development Goals (MDGs)?
2. What did MDGs mainly focus on?
3. When did the National Planning Commission of Nepal adopt MDGs?
B. Write short answers to the following questions.
1. What were the major goals set by MDGs?
2. Explain any two goals set by MDGs.
3. How has Nepal benefited from the MDGs? Explain.
4. Present your views on the destination determined by Sustainable Development
Goals (2016 AD-2030 AD).
5. Was Nepal successful or unsuccessful in achieving the Millennium
Development Goals (MDGs)? Present your views.
6. Which goal of the Sustainable Development Goals do you think is of more
importance for Nepal? Why? Make comparison with other goals.
7. What should Nepal do to achieve development related goals in stipulated
time? Discuss.
Oasis Social Studies Grade - 10 73
Lesson Development Proposal
2.5 Draft at Local Level
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Pre-reading Activity
Get into small groups of 4-5 students and work out a plan to improve each of the following facilities
in your school: library, cafeteria, classroom equipments and playground. Present your plan and
make discussion on the plan.
Reading
Development is a continuous process. Lots of questions about development may hover
around our mind: What actually is development? What are the basic requirements for
the people? Can we all have better life? Can there be no any difference between us? Can
there be peace and harmony? Development involves thinking about these questions and
about the ways in which we can work towards achieving these goals? To meet these goals
different activities need to be carried out from the local level. With wide range of the
participation of local people when various tasks that support development are performed,
sustainable development is achieved.
The Constitution of Nepal has given top priority to the local level development activity.
The local bodies (rural municipalities and municipalities) under the Ministry of Federal
Affairs and Local Development have to prioritize to mobilize the local resources and
identify the needs and projects in their own regions.
The development proposal draft at local level can give a holistic approach to the inclusive
development. It causes a feeling of belonging to a community and place. It exemplifies
the autonomous development model, i.e. development carried out independently at the
local unit. This favours the involvement of local entities in the process, gives a sense of
independence and awareness of determining one's own fate.
What kinds of development plans can be carried out at local level ?
Vocational Commercialization Market
training of agriculture management
Development Development Solid waste
of cottage plan at local level management
industries
Preservation Drinking water
of community management
forest
74 Oasis Social Studies Grade - 10
Besides the development plans given above, several other projects can be run from the
local level. Now, let us see how one of the farmers got economically benefitted due to
vocational training he received.
Rabindra is a farm labourer. Like other poor labourers, Rabindra found it difficult to
meet his family needs from the wages that he received. A few years back Rabindra
received a vocational training on keeping cows. He took a loan from the agricultural
bank. This was the programme run by the government giving loans at low interest
to poor farmers. Rabindra bought a hybrid cow with this money. He now sells the
cow's milk. With the money he has now managed to run his family. Not only this,
he has also increased the number of cows. Many people have been inspired from
Rabindra's work. Rabindra is very much thankful to the Rural Municipality it had
launched the scheme.
Development is planned. Preparation of an effective plan is the first condition of
development. A plan guides local and national level development activities. Therefore,
it is a kind of skill to draft a development plan. Preparation of a complete programme
outline with a view to accomplishing the fixed objectives using available means and
resources in a certain period is called plan draft. In a draft plan, aspects like what to do,
why to do, who does it, how to do it, where to do, have specifically been presented.
In the countries that have adopted the federal system and the principle of decentralization,
local level agencies have been given autonomous authority to draft a plan and implement
it. Those agencies have been delegated power to decide about the use of local means and
resources to carry out development activities. Rural Municipalities and Municipalities are
local bodies of our country.
As per the need, user's groups or committees are formed from local communities; these
groups and committees are responsible for carrying out development and construction
activities. Before the implementation of development activities and projects, needs should
be assessed, a proposal should be prepared, including the estimation of cost, public
participation, availability of means and resources. Then, the concerned user's committee
drafts the development proposal and submits it to the concerned Rural Municipality or
Municipality. After the evaluation of draft proposal, it is approved and permitted to carry
out development activities.
Model of Local Level Development Proposal
1. Need assessment (there may be various needs at local level, e.g. construction of school
building, road construction, forest conservation, etc.)
2. Selection of alternatives (On the basis of priority of needs, an alternative has to be
selected.)
3. Draft preparation (proposal draft, including introduction, objectives, affected area,
and cost sharing, public mobilization, working site, starting date and completion
period, arrangement of resources and materials, implementation plan, benefits,
name list of user's committee, conclusion are submitted to rural municipality or the
municipality.)
Oasis Social Studies Grade - 10 75
4. Estimate of investment source : amount to be collected from consumers and estimated
budget available from local bodies
5. Understanding/Agreement : an agreement signed between local consumers' committee
and representatives of local body with terms and conditions
6. Implementations: to carry out construction activities
7. Monitoring and Evaluation: inspection of activities of the local stakeholders,
supervision of progress, monitoring of implementation and the estimate of the entire
project cost, giving and taking instructions, etc.
Process of Drafting Local Project
1. Establishment of relation: Informal relation between the people concerned with
planning, local consumers' group or stakeholders' group is established through
discussion and interaction.
2. Situation assessment: Situation of plant catchment area or livelihood of the group,
natural resources management are studied.
3. Prioritization of the problems: Priority is determined keeping appropriate cost, output,
means and resources, mandate and concern of stakeholders and solution/measures,
etc. in mind.
4. Agreement and contract: An agreement and contract is made mentioning the
community ownership of project, partnership, responsibility, work plan, etc.
5. Documentation and presentation: Process of drafting plan, estimate of achievement,
development of monitoring mechanism, etc. are mentioned and documentation of
plan is done including the final approval of the programme.
Steps of Plan Implementation
a. Civic assembly
b. Collection of plans with the presentation of needs collectively (tole wise,
ward wise)
c. Budget
d. Formation of consumers' committee
e. Agreement for project implementation
f. Financial management and documentation after the completion of plan
g. Providing a certificate of completion to consumers' committee with thanks
76 Oasis Social Studies Grade - 10
holistic Glossary
autonomous
– concerned with complete systems
– self governed
In-class Activity
Make a model of proposal draft related to the reconstruction of school building and paste it on
school notice board including the detail of its implementation.
Exercise
A. Write very short answers to the following questions.
1. What is development proposal draft?
2. What is development proposal draft at local level?
3. Give an example of development proposal draft at local level.
B. Write short answers to the following questions.
1. Write any four advantages of development plan at local level.
2. What are the problems faced by the local people while implementing
development tasks at local level?
3. How do local bodies mobilize the available local resources? Explain.
4. Write down the model of local level development proposal.
5. Write down the process of drafting local project.
6. What are different steps of plan implementation?
7. Why is it necessary to involve people of affected area while formulating the
development plan at local level? Mention in points.
8. 'Good and effective development proposal draft is half work done of the
plan.' Present your arguments to support the statement.
9. Make a list of the merits of people's participation and demerits of no
participation in the local development tasks.
10. Is development possible without the formation of drafts? Write in points.
Self-discovery: Project Work
Observe any one of the projects of your community. Study the proposal draft
of the project. Evaluate whether it is as per the draft or not and prepare a news
on it.
Oasis Social Studies Grade - 10 77
Unit Revision
In this unit, we have learnt that:
●● Sustainable development refers to the long-lasting development. It focuses on
carrying out different development activities without compromising the ability of
future generation.
●● There are many ongoing projects in Nepal. The government of Nepal has kept
many projects as projects of national pride.
●● For development, a country needs physical infrastructures, skilled human
resource, capital, and natural resources.
●● Economic activities such as industry, trade, and commerce depend on the
utilization of natural resources, such as water, forest, minerals, etc.
●● We need sufficient educational and training institutions to produce skilled human
resource required for development.
●● Skilled manpower can cater to both short-term and long-term needs.
●● Managing skilled manpower requires job security, mobility, and favorable working
environment.
●● The Millennium Development Goals (MDGs) are the time-bound and qualified
targets adopted by the Millennium Summit of the United Nations in 2000 that
focus on addressing various dimensions of extreme poverty.
●● On 25 September, 2015 UN member states adopted the 2030 Agenda for Sustainable
Development that included a set of 17 Sustainable Development Goals (SDGs).
Those goals focused on ending poverty, fighting inequality and injustice and
tackling climate change by 2030 AD.
●● The development proposal draft at local level gives a holistic approach to
sustainable development.
Test Your Knowledge
A. Write very short answers to the following questions.
1. What is the major objective of sustainable development?
2. What happens when development tasks are carried out without meeting the
principle of sustainable development?
3. Most of the projects in Nepal do not get accomplished in stipulated time.
Give one reason.
78 Oasis Social Studies Grade - 10
4. If you are to put one project under the projects of national pride, which one
will that be? Write with a reason.
5. Why is human resource considered as an important infrastructure of
development?
6. In which field do you want to be skilled in the future? Give reasons.
7. Write one difference between Millennium Development Goals and Sustainable
Development Goals.
8. Write one major importance of making plan before carrying out the project.
B. Write short answers to the following questions.
1. What is the importance of sustainable development? What are the roles of
government and people in achieving sustainable development?
2. Mention the large scale projects currently running in Nepal. Most of them
are still unfinished and do not complete in the stipulated time. Write a letter
to the editor of a local newspaper regarding the measures to be taken by the
government for the effective implementation of national projects.
3. What are the different strategies made by the government to accomplish the
projects of national pride in time?
4. What are the means and resources for development? Write short notes on
various types of means and resources with examples.
5. List various income-generating activities and explain them in detail.
6. What is skilled human resource? Differentiate between short term and long
term human resource.
7. What different activities can the government do to increase the number of
skilled manpower in Nepal?
8. How does skilled manpower contribute to solve the problem of unemployment
in a nation? Write in four points.
9. Mention the roles that an individual, society, political parties and the
government play in achieving the sustainable development goal of Nepal.
10. Write down the major roles of the local people in the mobilization of local
resources.
Oasis Social Studies Grade - 10 79
Key Terms
Brundtland Report: also known as 'our common future' presented in recognition of
former Norwegian Prime minister Gro Harlem Brundtland focusing on environment
preservation
contemporary development goals: the development goals occurring to the present
time like MDGs, SDGs, etc.
draft plan : preparation of a complete programme outline with a view to accomplishing
the fixed objectives using available means and resources in a action period
International Development Goals: the goal set by the meeting of the General
Assembly of the UNO in 1990 AD to alleviate poverty
Millennium Development Goals (MDGs): the eight international development
goals adopted following the millennium summit of the United Nations in 2000 which
mainly focused on improving the lives of the world's poorest people and later got
completed in 2015 AD
projects of national pride: the national, time bound initiatives that are deemed
by the government to be transformative in terms of the economic, social, cultural
or environmental impact they would have on the quality of lives and the collective
identity of the people of Nepal
sustainable development : development that meets the needs of the present without
compromising the ability of future generations to meet their own needs
Sustainable Development Goals ( SDGs): a collection of 17 goals set by the United
Nations in 2015 to end poverty, protect the planet and ensure that all people enjoy
peace and prosperity by 2030AD
80 Oasis Social Studies Grade - 10
3Unit
Our Tradition, Social
Norms and Values
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On the completion of this unit, students will develop the following competencies:
●● To identify our heritages and assist in preserving and promoting those heritages
●● To describe the importance of our folk and classical dances, folk music and assist
in preserving and promoting those dances and music
●● To describe the importance of our national days and our active participation in
celebrating those days
●● To mention the contributions of international personalities and get inspiration
from the good acts of those personalities
●● To increase the feeling of global fraternity
●● To be responsible towards senior citizens
Teaching and evaluation scheme for the unit
Teaching periods ............................................. 15
Course weight ................................................ 5
Evaluation Grid for Final Testing
Type of Skills tested
ques-
tions Knowledge & Creative, criti- Application, Value Total no. Total Time (in
understand- cal thinking & practical & atti- minutes)
Very of ques- mark allo-
short ing analysis & research tude
Short skill tions cation
Long – – –
1
– 1
– – 2 1+4=5 9
–1
––
Oasis Social Studies Grade - 10 81
Lesson Our National Heritages
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Pre-reading Activity
Make a list of most valued objects such as paintings, heirlooms, photographs, idols, etc. in your
family. Then, think how each object is important for your family.
Reading
The most important and most valued objects cherished in your family are part of your
family heritage. Such heritage may not have a lot of monetary value but they carry the
history of the family. Like a family, a country also has its heritages. A country’s heritage
means something valuable that may be socially, historically or culturally important.
Heritage helps a country to identify its uniqueness and show its significance in the world.
Generally the heritages are of thre types : (i) Religious heritage (ii) Cultural heritage and
(iii) Natural heritage.
There are numerous valuable heritages in Nepal related with geography, ecology, society,
community, history and religion. In recognition of the importance of such heritages, the
UNESCO has included 10 sites of Nepal in its World Heritage List. You will study about
those sites in this lesson.
1. Lumbini
Possibly, it is the most famous heritage
of Nepal, known to the world other
than Mt. Everest. Lumbini is the centre
of pilgrimage for the Buddhist people
across the world. It is the birth place of
Siddhartha Gautama, known as Gautama
Buddha. The Asoka Pillar nearby a Bihar
indicates Lumbini as being the birth
place of Gautama Buddha. The pillar was
established by Indian Emperor, Asoka
in 249 BC. In 1967, the world famous
Japanese Architect, Kenjo Tange designed
a long-term plan for the development of Lumbini. According to his plan, a conference
was held in 1970, in which 13 countries participated; in the conference, they agreed
to implement the long-term “Lumbini Development Plan.” Countries such as
China, Vietnam, Korea, Japan, India, and Thailand that have significant Buddhist
population have built different Bihars to reflect each country’s unique architectural
style. There are museums, libraries, and research centres. The Government of Nepal
has established Lumbini Bauddha University to facilitate the study of Buddhism,
82 Oasis Social Studies Grade - 10
Buddhist culture and history. The University also aims at promoting Buddhism in
the world. Lumbini has become one of the most important tourist destinations in
Nepal. It was enlisted in the UNESCO, as the World Heritage Site in 1997 A.D.
2. Sagarmatha National Park
This National Park is famous for high
mountains and peaks. The highest peak of the
world, Sagarmatha, and other peaks Lhotse,
Choyu, Pumori, Aamadablam, Nuptse, etc.
are situated in the park. It spans over 1148
sq. km. Rhododendrons, fir trees, bhojpatras,
and deodars are commonly found plants.
Important animals and birds include: musk
deer, sloth bear, snow leopard, squirrel, yak,
and lophophorus. Sagarmatha National
Park has social and cultural importance. The
lifestyle and culture of the ethnic and indigenous people living in this area add to
the attraction of the National Park. It was enlisted in the UNESCO, as the World
Heritage Site in 1979 A.D.
3. Pashupati Area
Pashupati Area is the most significant
religious place for the Hindus. It is situated
in the Kathmandu valley. It is a symbol of
human civilisation, and its history dates
back to the beginning of human settlement
in the valley. So, it is important from both
religious and historical point of view. The
Pashupatinath Temple, devoted to Lord
Shiva, is the main structure, although there
are numerous temples, rest houses, and
Chaityas. There are about one thousand
uniquely installed Shiva Lingas in one place. Other famous temples in the area
are Guheshwori, Vishowrupa, Jayabageswori, Radha Krishna, Kankeshwori, etc.
Gaurighat, Aryaghat, Gaushala, Slesmantak forest, etc. are important places around
the Pashupati area. It was enlisted in the UNESCO, as the World Heritage Site in
1979 A.D.
4. Chitwan National Park
This National Park is significant for ecology and
as the home of one-horn rhinoceros. It covers
932 sq. km of area and expands over parts of
Chitwan, Parsa and Nawalparasi districts.
Elephants, tigers, crocodiles, porcupines, deer,
Oasis Social Studies Grade - 10 83
hornbills, peacocks, and kakatuwas are the attractive animals and birds. It encircles
many Tharu communities inside it, and hence Tharu culture is another cultural
attraction of this area. So, Chitwan National Park is one of the famous tourist
destinations in Nepal. It was enlisted in the UNESCO, as the World Heritage Site in
1984 A.D.
5. Hanumandhoka Durbar Square
Hanumandhoka Durbar Square is an
example of Nepalese architecture and
sculpture. Named after the Monkey God
who is positioned at the gate, the Square
has immense historical significance. It is
believed to be founded by Pratap Malla,
one of the famous kings of Malla dynasty.
Within the Durbar Square are different
temples (like Taleju, Shiva), Kumari
house, Museum, Kasthamandap (a house
believed to have been built out of the wood
of a single tree), gigantic bells and Nagaras (Kettledrums). The main palace has nine
storeys, popularly called the Nautale Durbar. Before 1945 B.S., Hanumandhoka was
the royal palace. There are 11 courtyards inside the Square. It was enlisted in the
UNESCO, as the World Heritage Site in 1979 A.D. The Earthquake of 2015 destroyed
some of its parts. Its renovation work has been going on.
6. Patan Durbar Square
The Patan Darbar Square was founded by
the Malla king, Siddhinara Singh Malla.
Malla Kings ruled over Patan from the
palace located in this area called Patan
Durbar. There are five courtyards inside the
palace. Within the Durbar Square, there are
different temples. Krishna Mandir, Bhimsen
Mandir, Bishwanath, Jagal Narayan,
Kumbeshwor are some of the famous ones.
The statue of Malla King Yognarendra Malla and Krishna Mandir (Shikhar style)
are the best examples of Nepali architecture. Especially, Shikhar style was one of
the dominant styles of architectural development during the medieval period. The
Krishna Temple has 21 golden pinnacles (Gajurs); the temple had uniquely been
built using stones. It was built during the reign of Siddhinara Singh Malla in 1793
B.S. It was enlisted in the UNESCO, as the World Heritage Site in 1979 A.D.
7. Bhaktapur Durbar Square
It is principally known for the Nepalese culture, history and architecture. It was
84 Oasis Social Studies Grade - 10
founded by Bhupatindra Malla and located
at the Bhaktapur Golden Gate. Nyatapola
Temple, the Palace with 55 windows
(Pachapanne Jhyale Durbar), Duttatraya
Temple, the statue of Bhupatindra Malla
and the peacock are great specimens of
architectural achievement. A museum is
located inside the Durbar Square as well. It
was enlisted in the UNESCO, as the World Heritage Site in 1979 A.D.
8. Boudhanath
Boudhnath, located on the north-
east side of Kathmandu, is a famous
religious site for the Buddhists. It is the
biggest Chaitya (Stupa) in the world. It
was constructed in about fifth century.
There are Buddha monasteries around
it. The Buddhist Bihar and statues in
Boudhnath and in its surroundings are
artistic and impressive. It was enlisted in
the UNESCO, as the World Heritage Site
in 1979 A.D.
9. Swayambhunath
It is one of the oldest human made
structures located in the Kathmandu
valley. Swyambhunath is one of
the most important five Buddhist
Bihars in the world. It is the second
important religious place for
Buddhists in Nepal. There are
other stupas, statues of Buddha and
Hindu temples. The biggest Buddha
statue in Nepal has recently been
built inside the Swayambhu Area.
This area is the example of religious harmony in Nepal because Saraswati temple
of Hindu and Buddha Bihars are located in the same area. It was enlisted in the
UNESCO, as the World Heritage Site in 1979 A.D.
10. Changunarayan Temple
It is located in Bhaktapur. It is believed to have been built by Mandev during his
reign (521-562 BS). The statue of Vishnu (an example of pagoda style), wooden
craft, stone craft, stone inscription, metal craft, etc. are the beauties of the temple.
The stone inscription of this temple is supposed to be the oldest written slab in the
Oasis Social Studies Grade - 10 85
history of Nepal. It was enlisted in the UNESCO, as the World Heritage Site in 1979
A.D.
In addition to all these there are several other heritages suitable to be enlisted in the world
Heritage sites. They are Loman Thang and Muktinath of Mustang, Bardia National Park,
Swargadwari of Pyuthan, Gosaikunda of Rasuwa, Pathibhara of Taplejung. Similarly,
Ram Janaki Temple of Janakpur, Gorkha Durbar, Bindyabasini and Tal Barahi of Pokhara,
Ramgram of Nawalparasi, Tilaurakot of Kapilvastu and Khokana Basti of Lalitpur are
famous heritages. Bajrayogeni Temple and Settlement of Sankhu, primitive settlement of
Kirtipur, Nuwakot Durbar Square, the Sinja valley of Jumla, Bhurti Temple of Dailekh,
Resunga Area of Gulmi, Tansen, Panauti are also the examples of heritages. We should all
show concern to identification, conservation and promotion of these heritages.
Measures to Preserve and Promote the Heritages
●● create public awareness by organizing participatory competition or suggestions
among local people and tourists
●● incorporate the need and importance of religious and cultural heritages in the
educational curriculum
●● mobilize the local, national and international organizations in the preservation
and promotion of the national heritages
●● renovate and repair the old temples and monuments without destroying their
original state or uniqueness
●● strictly prohibit the construction of building and human settlement around the
heritage sites
●● provide strict security and maintain proper sanitation around the heritage sites
●● publicize the importance and ways of conservation of the heritages through
different mass media like radio, television, newspaper, Internet, etc.
Glossary
heritage - property
pilgrimage - a journey to a holy place
gigantic - extremely large
incorporate - integrate
86 Oasis Social Studies Grade - 10
In-class Activity
Some of the world heritage sites you have just studied are unfortunately deteriorating. They are
in a state of neglect due to human encroachment, pollution, lack of renovation. If not maintained
properly as per the standard set by the UNESCO, they are in danger of being removed from the
World Heritage List.
In a group of 4-5 students, select one national heritage. Briefly describe its present condition and then
offer your suggestions to preserve and maintain the site in its original state.
Exercise
A. Write very short answers to the following questions.
1. What is heritage?
2. What types of places or buildings are listed as the world heritage?
3. What is the advantage of having important cultural sites listed as the world
heritage?
4. Write one difference between the natural heritage and the cultural heritage.
5. Write down different types of national heritages.
6. Write any two examples that come under religious heritages.
B. Write short answers to the following questions.
1. What is World Heritage list? How many heritages from Nepal are included
in the list? Name them.
2. Draw a map of Nepal and show the places that are listed as the world heritage
sites.
3. Write a paragraph about one of the world heritage sites that you have visited.
4. Write some ways to preserve and promote the national heritages.
5. If you were to select other places or monuments to include in the World
Heritage List, which ones would you like to include and why?
6. Are there any heritages in your community which deserve to be enlisted in
the world heritage list ? If yes, write a letter to the UNESCO chief from Nepal
mentioning the reason behind enlisting in the world heritage list.
7. List out the roles of students and community in the conservation of national
heritage.
Self-discovery: Project Work
Visit a cultural heritage site in your community. Make a detailed report about
the heritage. In your report, include its history, religious importance, social
importance such as festivals, special occasions related to the site.
Oasis Social Studies Grade - 10 87
Lesson Folk Songs of Nepal
3.2 -gk] fnsf nfs] uLt_
Pre-reading Activity
Name your favorite Nepali folk song. Write four lines of the song on a page and give reasons as to
why you like the song. You may also volunteer to sing the song in the class.
Reading
As you can see many of you have your own
favorite folk songs; all the songs enlisted
are different; they may even be in different
languages. We know Nepal is a multi-cultural,
multi-lingual, and multi-ethnic country. There
are different folk songs and dances specific to
a region, religion, festival, and community that
reflect the people’s way of life. The songs speak
of culture, tradition and values of a particular
community and place. Different songs are performed in different feasts, festivals, rites,
rituals, auspicious days and events. For example, people sing Malshree song at Dashain,
Deusi/Bhailo song at Tihar, Teej songs at Teej; similarly, Asare songs celebrate the plantation
of paddy; there are specific songs to mark important occasions such as Lhosar, Chhath, and
Maghi. Similarly, there are community and place specific songs like Paalam in the Limbu
community, Syabru in the Sherpa community, Tamang Selo in the Tamang community.
Rodhi of Gurungs, Kaura of Magars, Karkha of Gandharvas, Hakpare of the eastern hill
of Nepal, Deuda of the western Nepal, Holi of Terai, Sorathi of Gandaki region, etc. are
famous Nepali folk songs. These songs give entertainment to the respective castes and
community and help them explain and remember their past and cultures. The songs are
the identity and glory of Nepali people. Some of the examples of folk songs of Nepal are
given below:
Newari Song Jhyaure Song
/fhdlt sd' lt, lhs] j;f lk/lt v'6\6fdf g]n k/] knf{, ¤ofp/]df ggfrL 5f]8\lbg
xfo\ Ao' /fhdlt rf ggfr] gfr] em} u/, ds]{nf af?nL sDd/
/fhdlt dlan wf;f sfzL s]sf] 6fnf] s]sf] 6fnf] /]zdsf] 6fnf]
jg] Ton aj' f, xfo\ Ao' /fhdlt rf sf]Onf h:tL ;f]N6LgLnfO{ s;n] eG5 sfnf]
88 Oasis Social Studies Grade - 10
Tamang Selo Limbu Song
Rofª\jf xf] Rofª\jf ;'g ;g' xf] Rofª\jf cfËnfO{g ;Snf] ;'O{ª\ ;O' {g
8Dkmn' ] cfh Sof eG5 wd' \ tfs wd' \, tfs wd' , wd' w'd ;'l/ltg yfª\nf] xO' ª\ x'Oª\
d}Rofª\ xf] d}Rofª\ ;g' ;g' xf] d}Rofª\ cfËnf/] y]uf] ;St]/f]
8Dkm'n] cfh Sof eG5 hfd\ stf hfd\ hfd\ stf hfd\ hfd\ hfd\ n'ª\dfcfª\ klxd lxK;]/f]
Bhojpuri Song Deauda Song
sf}g] lbzfd] n]s] rnf/] a6f]xLof –@ aDa} hfg] /]nuf8Lsf k}o+ f 66' 'g nUof .
P 7x/, 7x/ P ;x' fgL ;L 8u/ h/f b]vg b], b]vg b] . kxf8sf 8fF8fsf8f ca 56' \g nUof ..
dg eO{ dfP –@ g}gf afw]/] 8u/L sxL hfP /fgLr/f] kfgL vfG5 uu+ fsf lsgf/ .
hf] 7x/ lbg hfO/] uh' / . sl; eO5 bGtkf6L s;L eO cgf/ ..
Eastern Folk Song Hori Song
lxdrn' Lsf] lxpFsf] kfgL ldlynfd] /fd v]nt xf]/L ldlynfd] .
uf]ugkftn] lkpFnf xh/' lsgsf s] xfy sgsf lkrsf/L
olt /fd|f] 9Ns] hf]jg lsgsf s] xfy caL/ emf]/L
ltdLnfO{ g} lbpFnf xh'/ ldlynfd]========================
/fdhLs] xfy sgs lkrsf/L
;LofhLs] xfy caL/ emf]/L
ldlynfd]
ldlynfd] /fd========================
Teej Song Palam Song
tLhsf] a]nfdf ;a} hfG5g\ dfOt l;ª3fcf] yª' \j] sSdf kmfu
cfkm\gf] dfOtL dU' nfg kf/L 5}g ;fOt ldG5fª\u]g cfgL ofDdL ;fu
of] /dfOnf] a]nfdf hfg k¥of] d]nfdf OS;fu]g vfDa]s cfwf]v]Nn]
d} 5f]/Lsf] cfF;' v:of] b}nf 7]nfdf lySgfDxft ;f/s cfaf]v]Nn]
feast Glossary
rite
- a large formal dinner accompanied by a ceremony or
entertainment
- ceremonial; an act associated with religious ceremony
In-class Activity
Divide the class in several groups. As a group, choose a song included in the lesson or
any other song you may know. As a group, sing a song in class. Select the group that best
performed the song. Then, discuss why you thought the performance was the best.
Oasis Social Studies Grade - 10 89
Exercise
A. Write very short answers to the following questions.
1. What types of songs are called folk songs? Write with examples.
2. What type of song is Tamang Selo?
3. Write any two lines of folk songs that you like the most.
4. Write any two advantages of folk songs over western songs.
B. Write short answers to the following questions.
1. Different folk songs are sung to mark different festivals in Nepal. Make a
table of songs and festivities related to them.
S.N. Festival Song
1 Tihar Deusi, Bhailo
2
3
4
5
6
7
8
2. Write down a short note on the importance of folk songs.
3. cfdfn] ;f]lWng lg v} 5f]/f elGng /0f lhTb} 5 elGbP is one of the most popular
songs by Jhalakman Gandharva. Why do you think this song became popular?
What does it reflect about Nepali society?
4. “Folk songs represent the nature of society and its culture and geography.”
Explain the statement.
5. Suppose you are going to meet a famous folk singer of Nepal. Prepare a
questionnaire to ask him/her.
6. Write some ways to commercialise the folk songs of Nepal.
7. Collect an Asare Geet and explain the social and economic aspects of the
song.
8. Write a paragraph about Deuda song.
9. "Folk songs are our typical identity." Compose a dialogue to justify the
statement.
90 Oasis Social Studies Grade - 10
Lesson Folk Musical
Instruments of Nepal
3.3
-g]kfnsf nfs] afhf_
Pre-reading Activity
Which community/ culture do you belong to? What are some of the musical instruments highly
valued and used in your community/ culture? Choose one instrument and then write a brief
description, including how it looks like, what it is made of, and on what occasion it is played. Then,
share the information with the class.
Reading
Like folk songs, every community, region, or culture has its specific folk musical instruments.
Musical instruments are also related to religions, norms, values and beliefs of a community,
caste or ethnicity. The same instrument may be differently played in different social practices.
For example, a conch (Shankha) played during a religious occasion sounds differently from
when it is played during a funeral. Similarly, the shape, size and structure of the same
instrument may vary from one place to another, from one culture to another. The following is
the brief introduction to some very popular folk instruments of Nepal:
1. Madal
It is the most popular and easy-to-play musical instrument
in Nepali society. It is made by covering both sides of a
hollow wooden log with leather. The leather is stretched
tightly with thin strands. A round patch of Khari (a kind
of stone slur) is pasted on both sides. It helps produce
the sound. It is believed that the madal was developed by the Magar community
and gradually used by other communities. These days, it is used widely across the
country. Madals of different sizes produce different pitch and sound. It is played by
both hands, slinging it around the waist.
2. Sarangi
It is a traditional string instrument, originally belonging to the
Gandharva community. It produces very sweet melody from four
strings attached to it. The strings are rubbed with a small bundle
of threads. It looks like a violin.
3. Flute (Murali/Bansuri)
It is a popular folk musical instrument. It looks like a pipe as
it is made of a bamboo or Nigalo. Music is played by blowing
through a small hole and tapping the six holes across the pipe.
It plays melodies and is used for a range of songs.
Oasis Social Studies Grade - 10 91
4. Narasingha
It is made of a semi-circular copper pipe and is shaped like
a funnel at one end. One of the major instruments included
in the Panchebaja (concert of five instruments), it is played
by blowing air through the mouth.
5. Jhyali/Jhyamta/Jhurma
Also named as Jhyamta or Jhurma, Jhyali is made of a pair
of bronze or brass discs. Music is produced by rhythmically
clapping the two discs. Jhyali also accompanies the
Panchebaja.
6. Conch (Shankha)
It is perhaps the oldest instrument made of medium to large
sized shells of sea snails. There is religious significance
of conch in the Hindu community as it is played while
worshiping the gods and goddess, religious ceremonies
and during a funeral.
7. Khaijadi
It is made of wood and covered with animal hide and looks
like a parabola in shape. It is often played while singing
hymns, Baalan and Roila songs.
8. Sahanai
It is more or less like a Narasingha in shape but tends to
be smaller in size. It is played by blowing the air through
mouth. It is part of the Panchebaja group of instruments.
9. Pungi
Pungi is made of the bark of coconut tree and bamboo. The
snake charmers use this instrument to tame snakes.
10. Tungna
Very popular in the Himalayan region, Tungna looks like a Sarangi. It is made of
rhododendron wood and uses four strings to produce melodies.
92 Oasis Social Studies Grade - 10
11. Yalamber
Popular among the Kirat communities of eastern Nepal, Yalamber is made of a
bamboo pipe on to which two strings are stretched.
12. Ektare
Generally, ascetics play Ektare while singing hymns. It is
made of wood and animal skin. A string is stretched from
the drum to the end of the stick.
13. Nagara/Damaha
Nagara is one of the oldest folk instruments in Nepal.
It is the major instrument in the Panchebaja group. It is
made of a deep copper bowl; like a Madal, it is covered
with animal hide. It is played by hitting on the centre of
the bowl with a short stick called Gajo.
14. Urni
This instrument is popular among Dhimal communities. It is made up of coconut
bark, stick and string, and it is more or less like an Ektare.
15. Dhol/Dholak
It is like a madal made of a hollow wood. But, unlike the
madal, both ends are equal in size and do not have Khari
applied on the hide that covers the ends.
16. Tyamko
It is actually a small-sized Nagara and an important part
of the Panchebaja. Unlike the nagara, it is played by rapidly
hitting on the centre by two small sticks.
17. Dhyangro
This instrument is mostly used by shamans. It is made of
a circular wooden frame covered by the animal hide from
one side. The player holds it with one hand clutching the
handle bar and hitting it with a stick.
18. Damaru
Like a Dholak, it has both ends covered with the hide.
But it is small in size and the middle part is considerably
narrowed so that the player clutches it inside the hand.
There are small two balls attached to it, each on one side.
As one shakes it, the balls hit the centre of each end and
produce sound.
Oasis Social Studies Grade - 10 93
19. Hudko
Popular in the western Nepal, Hudko is a traditional instrument. It looks like a
Damaru.
20. Binayo
It is popular among Kirat communities of eastern Nepal. It
is made of a bamboo pipe onto which a string is attached.
21. Murchunga
Equally popular among Kirat communities, it is made of an
iron pipe and sounds like a Binayo.
22. Masak
Masak looks like a Sarangi. It is mostly played in the
western hilly region of Nepal.
23. Daphali
It is famous in the Tharu community of the mid-western
Terai region. It looks like a Dholak. It is cylindrical and
made of wood with one end covered with animal hide.
24. Phasmuk
Very popular in the Limbu community, Phasmuk is made of three pieces of bamboo
pipes. Music is produced by blowing through the mouth.
5. Pung
It is used in the Kirat community of north-eastern Nepal. It
is actually an ox horn, modified into a shape of fine curved
cylinder and blown from mouth to produce the sound.
26. Dakkari
Six strings are used in a block of wood. Six strings produce
different pitches of sound. It is used in the Mithila region
of the eastern part of the Terai.
94 Oasis Social Studies Grade - 10
27. Irlung Pipari
It is like a pipe and played by blowing the air through mouth. This instrument is
specific to the Kusunda community.
28. Shringinad
It is the horn of black deer and used by monks. It produces monotonous wild sound.
29. Damphu
It looks like a Khaijadi but bigger in size. The leather
used to cover it tends to be thicker than in a Khaijadi. It
is popular among the Tamang community. It is played by
holding with one hand and beating by fingers or palm of
another hand.
30. Kahal Baja
This instrument is made of thin sheet of copper. Blowling this instrument produces
a big sound. It is played in Gorakhali Temple of Gorkha and Bhairab Temple of
Nuwakot.
31. Arbajo
It is a traditional instrument of the Gandharvs. There is human shape on the head of
Arbajo which they make to respect Adiguru (the first teacher). This is a religious and
Guru Baja. Arbajo is considered as Bhale Baja (Male instrument) whereas Sarangi is
the Pothi Baja (instrument).
32. Dangmen
The instrument is prevalent in the Sherpa community. It is made of wood and eight
wires.
33. Kakuwayan
It looks similar to Bansuri and it is more prevalent in the Jyapu community. It is
made of bamboo.
Glossary
norm - social law; standards of acceptable behaviour
funeral - a ceremony after death
hide - the skin of an animal
In-class Activity
Have you recently attended a wedding ceremony? What kind of music was played during the
ceremony? These days traditional musical instruments that used to be played during the wedding
have been replaced by more topical modern instruments. Design a poster appealing the general
public to use traditional Nepali instruments and music during wedding ceremonies.
Oasis Social Studies Grade - 10 95
Exercise
A. Write very short answers to the following questions.
1. Introduce Madal in a single sentence.
2. Which community generally plays Damphu?
3. Panche baja is getting popular in city areas. Write your view in a single
sentence.
4. Suppose two different programmes are organized in your community. One
program related to the western pop music and another folk music. In which
program would you show a special concern? Write with reasons.
5. Draw a picture of the folk musical instrument that you like the most.
A. Write short answers to the following question.
1. What are folk musical instruments? How do they differ from other musical
instruments?
2. Write the names of instruments that make the Panchebaja. What are the
occasions on which Panchebaja are played?
3. Make a list of at least three folk musical instruments, not mentioned in the
lesson and write a brief introduction to each one of them.
4. Folk musical instruments are cultural heritage of a community but many of
them are gradually disappearing. What can be done to preserve folk musical
instruments?
5. Some folk musical instruments represent certain place or social group (caste/
ethnic group). Explain the statement with examples.
6. Offer a brief introduction to at least three instruments discussed in this lesson.
7. Prepare an editorial on the topic 'Our folk musical instruments, our identity.'
8. Some of the folk musical instruments are on the verge of extinction. Write
some ways to preserve such instruments.
9. Make a table with three columns—strings, drums, and pipes. Categorize the
musical instrument given in the lesson under each column based on their
structure.
Self-discovery: Project Work
Folk musical instruments express the culture of a particular community. Prepare
a brief report on "Folk Music and My Community," in which you introduce major
musical instruments related to your community. In the report, include including
the following:
Name; image; occasions during which the instruments are played; specific cultural
significance of the instruments
96 Oasis Social Studies Grade - 10
Lesson Our Folk and
Classical Dances
3.4
-xfd|f nf]s tyf zf:qLo g[To_
Pre-reading Activity
Have you ever observed a dance on different festivals or occasions? Are they similar or different?
Discuss and share in the class.
Reading
Dance is a means of entertainment. Generally, to move rhythmically to music with measured
steps and body movement is called dance. Broadly speaking, there are three types of
dance: classical, folk and modern dance. In the South Asian tradition, classical dance is
based on the ancient theory of performing arts, known as natya sastra. Traditionally, dance
and acting are inseparable. The classical dance is performed through gesture, language,
and music. It alternates between nritta, pure dance; nritya, interpretive dance; and natya,
dance with a dramatic element. Folk dances have a variety of forms and rhythms. They
differ according to region, occupation, and caste. It is difficult to categorize folk dances,
but generally, they fall into four groups:
●● Social (concerned with such labours as tilling, sowing, fishing, and hunting)
●● Religious (in praise of deities or in celebration of spiritual fulfillment)
●● Ritualistic (to worship a deity with magical rites)
●● Masked (a type in which the dance impersonates the deities or demons)
Modern dances are influenced by the western theatrical elements of spoken words, music,
and dance. They incorporate drama, opera, and ballet. The modern dance is popular
among youths.
The following is the list of some popular Nepali classical and folk dances:
Dhan Naach
It is mostly performed in the Limbu community. It is danced
to Balan song. During feasts and festivals, rites and rituals, the
Limbus perform this dance.
Chandi Naach (Sakewa/Sakela)
Specially, this dance is performed during Udhauli and Ubhauli
festivals celebrated in the Rai community. The dance is
accompanied with Chandi song, Dholak and Jhyamta.
Oasis Social Studies Grade - 10 97
Dandi (Phagu) Naach
Mostly popular in the Terai Region, it is performed during
the Holi festival. Every dancer uses sticks as the dance-
props and rhythmically hits against each other's sticks.
That is why the dance is called Dandi (stick).
Gauna Dance
It is a folk dance and practised in Janakpur. This dance is
based on Mithila tradition.
Lakhe Naach
This is one of the ancient cultural dances of Kathmandu,
Nepal. The dance ceremony is held every year on special
occasions. The word “Lakhe” means the demon. It
has been preserved by the Newar communities of the
Kathmandu valley. The Lakhe dances wearing a big red
mask. The dance expresses the idea of good and evil and
celebrates the final victory of good over evil.
Kaura Dance
It is a traditional dance belonging to Magar communities
located between the Gandaki and the Rapti rivers. It is
performed with Kaura song accompanied by the Madal.
Madikhole Naach
It is famous in the mid-western hilly region of Nepal.
Deuda Naach
Deuda is a popular dance in the mid and far western
regions of Nepal. Deuda dance is performed with
Deuda song. The dancers form a circle joining hands
with adjacent person touching the shoulder. The
dancers go two steps forward and one step backward
in a circle with songs. It is believed that the dance helps
strengthen social ties and communal harmony.
Mundhum Naach
Mundhum is the sacred text of Kirat religion. Mundhum dance is prevalent in the
eastern hilly region of Nepal. This dance is based on the Mundhum stories. The priests
(Phedangma/Phedangwa) sing the Mundhum in a rhythmic way and dance.
98 Oasis Social Studies Grade - 10
Chyabrung Naach
It is a traditional dance of the Limbu community and the
dance is popular in the eastern hilly region. The dance is
performed following the rhythm of Chyabrung.
Hopcha Naach
Mostly, it is practised in the Rai community of Dhankuta.
It is a kind of classical dance of the community.
Charya Dance
It is a classical dance and traditionally practised in the Kathmandu
valley. In this dance, the dancers impersonate Gods and
Goddesses. Charya Nritya is a beautifully moving and compelling
artistic expression of the Newar with Buddhist belief that our own
human state—our body, speech and mind--are the foundation for
the attainment and manifestation of divine activity.
Ghatu Naach
Specific to the Gurung community, this dance is performed in a traditional way. Generally,
the unmarried teenage girls take part in the dance. The Guru or teacher makes the spirit of
the God enter the girls while performing the dance. It is a slow motion dance and popular
in the Gandaki region.
Bhairab Naach
It is one of the traditional mask dances of the Kathmandu
valley. It is also practised in Pokhara. The dancers
impersonate Bhairabs. There are 12 Bhairabs in this
dance, namely Dagini, Kwancha, Bhuccha, Bhairab, Kali
Bhairab, Indrayani, Barah, Kumari, Vaishnavi Bishnuvi,
Bramhayani, Ganga and Ganesha. Bhairab leads and
conducts the dance. Before the dance, all performers
bathe and wear ceremonial clothes and masks. After wearing the mask, performers must
maintain silence.
Sorathi Naach
It is a traditional folk dance of the Gurung community,
and other communities of the Gandaki region also
practise the dance. Generally, sixteen women (Sorha) take
part in dance hence the name Sorhathi is derived.
Hanuman Nritya
It is practised in Syangja, Baglung, Parbat and Palpa (Some parts of the ancient Sen states).
It is one of the classical dances. The dancer disguises as Hanuman, the warrior Monkey
God and devotee of Lord Rama.
Oasis Social Studies Grade - 10 99
Charitra Nritya
Some of the Nepali classical and folk dances are performed based on religious stories.
Kali dance of Gulmi and Palpa, Krishna, Ram Laxman dance of Mithila region are the
examples of this type of dance. Known as Charitra or Character, in such dances, the
dancers act like the respective gods or goddesses they impersonate.
Maruni Dance
This folk dance is popular in the eastern hilly region of
Nepal. Mostly, male dancers participate in the dance
disguised as females. However, these days, women also
take part. This dance is especially performed during
Tihar.
Khyali Naach
It is practised in the Gandaki region. It is also called ‘Pangdure’. Mostly the Gurungs and
Magars perform the dance.
Tarbare Dance
It is a traditional folk dance of Gandharva community. It is mostly popular among
Gandharva or Gaine settlements located in Pokhara, Palpa, and Gulmi. Performed during
Dashion, the dancers use Tarbar or a metal or wooden sword during the dance.
Chhokara Nritya
It is practised in the western Terai region.
Singaru Dance
It is popular in the hilly region of mid-western Nepal.
Hudkeli Dance
Thisdanceis based on traditional and mythological stories and is popular in Sudurpashchim
Province, Nepal. Traditionally, this dance belongs to the Damai community of this region.
Devi Naach
Popoular in the Kathmandu valley, especially in the Newar community, this dance
is performed during the period between Gaijatra and Indra jatra. Mostly, people of
Bhaktapur perform the dance.
Kartik Naach
It was introduced by Malla king Siddhinarsingh Malla.
The dance is performed in Patan Durbar Square by the
local people. Everyday they perform different dances
during the month of Kartik.
Jhijhiya Naach
This dance is prevalent in the Maithili community of the East and the Mid-Terai region.
Women keep holed pots with fire in it on their head and dance in a group.
100 Oasis Social Studies Grade - 10
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Social Studies 10
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