(c) There is a debate on whether the development projects should be established
with national investment or foreign aid. Which side do you support? Why?
(d) What benefits do people receive after the completion of Mid-Hilly Highway?
Mention in four points.
(e) If you were a member of the National Planning Commission, what
development projects would you launch in your province? Why?
(f) Write about the relationship between natural means and resources and
human resource for the development of the nation in a paragraph.
Community Work
Prepare a Detailed Project Report (DPR) of a project to run in your school
or community for developing your area on the basis of the following points
and submit it to the Social Studies department.
1. Name of the project : ________________________________________________
2. Objectives of the project: ____________________________________________
3. Required materials for the project: ____________________________________
4. Required human resources: __________________________________________
5. Other required means and resources: _________________________________
6. Estimated cost for the project: ________________________________________
7. Source of funding : __________________________________________________
8. Date of commencement and completion of the project: __________________
9. Strategies for the sustainability of the projects: __________________________
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Lesson Infrastructure of
Development: Skilled Human
2.3
Resource and Employment
Engage Yourself
What do you mean by means and resources? What are their major types? What is the
condition of natural and human resources in your locality and our country? Although
our country is rich in natural resources, there is shortage of skilled human resources.
Therefore, Nepal needs to focus on producing skilled human resources and creating more
self-employment opportunities.
(1) What do you mean by infrastructure of development?
(2) What do you mean by skilled human resource? What is its importance for development
of a nation?
(3) What is the relationship between skilled human resource and employment
opportunities?
Development is a positive change with progress in any aspect of an individual's
life, society, and nation. Various means and resources, technologies and structures
are essential for the development. Such requirements for social and economic
development are called infrastructures of development. Education, health,
communication, transportation, electricity, drinking water, and skilled human
resources are the important infrastructures of development. They are essential
factors for the economic progress and prosperity of a nation.
We can classify means and resources necessary for development into two groups.
Resources
Natural Resources Human Resources
(1) Natural Resource:
Those materials or substances that occur freely in nature are natural resources.
They are the free gift of nature. They can be utilised for economic gain. Forests,
minerals, soil, rivers, mountains, etc. are natural resources. Natural resources,
both renewable and non-renewable, are the real wealth of a nation. They are
the natural capital out of which other forms of capital are formed.
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(2) Human Resource:
The general and technical workforce that supports the development of the
nation is called human resource. It is necessary for proper use of all other
types of resource.
Natural means and resources do not get utilised themselves. Skilled human
resources are necessary for their proper exploitation. Thus, both natural means
and resource and human resources are equally essential for the development
of a nation.
Need for Skilled Human Resources
Skilled human resources can utilise natural means and resources using their
creativity and potentiality. They can formulate proper development plans and
policies, implement them, develop new technology, generate innovative ideas and
ultimately speed up the progress of their country. Such skilled workforce is highly
available in developed countries. Hence, developed nations are more advanced
than developing and underdeveloped countries.
Although developing and least developed nations have abundant natural means
and resources, they lack skilled human resources. The rate of development is slow
in these countries. Thus, it is necessary to produce more skilled human resources
for the rapid and sustainable development of any country.
Measures to Produces Skilled Human Resources
The development of every society and nation is possible with the support of human
resources. Every sector of the nation needs various types of human resources. For
example, doctors, nurses, compounders, chemists, accountant, administrators,
etc., are necessary to develop the health sector. Similarly, for the development of
agriculture, Junior Technician (JT), Junior Technical Assistant (JTA), and trained
and experienced farmers are required. In this way, skilled human resources are
necessary for the development of all sectors. The government should produce
skilled human resources in a planned way. The skilled human resources should be
produced, categorising them as short term need and long-term need.
The key components of skilled human resources are knowledge, skills, diligence,
devotion, positive attitudes, and professional ethics. Such components can enrich
human resources through education, training, and experience. Nepal has abundant
natural means and resources, but lacks sufficient skilled human resources to utilise
them. The following measures can be applied to the production of skilled human
resources.
Knowledge and skills of people should be updated with the use of developed
information technology.
Practical and quality education should be provided through trained and
experienced human resources.
Required training on the job and off the job should be managed as per the
demand of the professionals in the country.
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Scientific and practical education policy, should be prepared and implemented
as per the need of time.
Brain drain should be stopped, and study, observation and research should be
done regarding the supply and demand of skilled human resources.
Technical and vocational education system should be developed according to
the need of the country.
Relationship between Skilled Human Resources and Employment
Opportunities
Skilled human resources and employment are interrelated to each other. One
cannot exist in the absence of the other. The skilled human resources can create
self-employment instead of seeking jobs. Therefore, the educational institutions
and training agencies should oriented to produce skilled human resources who can
create self -employment rather than wandering for finding jobs in the market.
Similarly, there should be proportionate development of both skilled human
resources and job opportunities. The educational and training institutions should
produce educated, skilful and dedicated human resources as per the need of the
country. In the same ratio, the government and other concerned private sectors
should invest in the creation of job opportunities for those human resources.
New opportunities for employment have been increasing in the labour market
day by day. This has increased the need for skilled human resources. Therefore,
skilled human resources who have interest and dedication for work can get job
easily. However, the government should bring appropriate policies to develop
various sectors such as industries, trade, tourism and other sectors of employment.
Otherwise, skilled human resources have to wander in the foreign land for
employment. It is better to utilise skilled human resources in our own country
by creating an appropriate environment. It helps in poverty alleviation and
development of the nation.
Activities
(1) Which profession will you adopt in future? Write the reasons for choosing the
particular profession based on your capacity, interest, and opportunities for a
job in the labour market.
(2) According to Economic Survey published by the Ministry of Finance every
year, the poverty of Nepal has declined from 21.6% (Fiscal Year 2073/74) to
18.7%. (Fiscal Year 2075/76). Why is poverty decreasing in Nepal? Discuss
among your friends to find possible reasons.
(3) Study the following news stories and answer the following questions.
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Shyam Thapa, a local of Gairaswara, Bhimeshwor Municipality - 6, Dolakha
bought 800 saplings from Shyam Bahadur Khadka’s nursery at a rate of Rs.
350 per plant and started farming Kiwis in 2015 AD. Five years later, he is
producing nearly six tonnes of Kiwis and earning around Rs. 800,000 per
annum from his business. “The fruit can fetch between Rs. 150 to Rs. 300 in
the market depending on its grade,” he informed.
Source: www.risingnepaldaily.com
Various women entrepreneurs who run homestays at different places in
the country are helping promote tourism, providing job opportunities and
contributing significantly to the country's economy. "It was difficult to run
the homestay as I lacked money. My husband, who returned from foreign
employment, wasn't confident about running a homestay. I took a loan and
ran the business. There is no looking back now. I have also been providing
employment to other women in the village," said Sita Gurung, who runs
a homestay in Marsyangdi Khanigaun Tole in Lamjung. The women were
attracted to the business as they could not make much money working in the
field. “I used to sell milk and work in the field. I didn’t earn much. So I started
running a homestay,” said Damber Kumari Gurung, who runs a homestay in
Ghandruk.
Source: The Himalayan Times
With the increasing demand for locally produced mushrooms in the market,
women of Nilkantha Municipality-12 in Dhading district have collectively
started commercial mushroom farming. The women associated with Sangkosh
Women Agriculture Cooperative started commercial farming after receiving
mushroom farming-related training from the Agricultural Knowledge Centre,
Dhading. Mushroom produced through an organic process is being sold at Rs
200 per kilograms in the local market.
Source: The Himalayan Times
“Why should I go to a foreign land if I can earn a decent amount of money
in the homeland,” says Gyan Bahadur BK, 17, who works for Sunaulo Bihani
Furniture Micro Industry at Bokse in Udayapur. And BK has every reason to
say so as his monthly income stands at Rs 20,800 per month. “Only those
having nothing to do here are migrating,” BK says on a lighter note. BK’s four
colleagues—Bhupendra BK, Santosh BK, Girman BK and Bhuvan Nepali—are
also of the same view.
The furniture business operated by these entrepreneurs under the leadership
of Tul Bahadur BK, president of Sunaulo Bihani, has done wonders when it
comes to employment generation. Apart from these six entrepreneurs, there
are 13 other carpenters who are receiving equally good pay.
Source: https://kathmandupost.com
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QUESTIONS:
(a) Mention the sectors of self-employment mentioned in these news-stories.
(b) What are the positives changes in self-employment in our society?
(c) Write a letter to your brother who is planning to for foreign employment
requesting him to stay in his own motherland and become self-employed.
(d) Among the news stories mentioned above, which one did you find the most
motivating? Why?
(e) In which sector do you want to be skilled when you grow up in future? Why?
Exercise
(1) Give concise answers to the following questions.
(a) Define means and resources in your own words.
(b) What is the difference between natural resource and human resource?
(c) What is the relationship between skilled human resource and technology?
(d) Write the meaning of self-employment.
(e) Write the need for skilled human resource in a developing country like Nepal
in one or two sentences.
(2) Give short answers to the following questions.
(a) Explain the importance of skilled human resources for national development
and poverty alleviation.
(b) Why is skilled human resource considered an important infrastructure of
development? Give reasons.
(c) Write about the role of skilled human resources for the utilisation of natural
means and resources for national development.
(d) Mention any four appropriate ways to produce skilled human resources.
(e) Clarify the relationship between skilled human resources and employment
opportunities in four points.
(f) "Skilled human resources can create employment opportunity for themselves
and others.” Justify this statement with appropriate reasons.
Community Work
Visit any ten families of your community, and find out the situation of skilled
human resources and their employment. For this study, find out the qualification
of people, employment sectors they are employed in, their contribution to
development, etc. and prepare a report based on the following headings.
Title of the study Introduction
Objectives of the study Finding of the study
Conclusion
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Lesson Contemporary Development
Goals and Nepal
2.4
Engage Yourself
Do you have the habit of making plans and setting goals while doing any work? Why do
we need to set goals in our life? Our personal goals motivate us, help to focus and measure
our progress. Different countries also set goals for improving the lives of their citizens.
The General Assembly of UNO set up international development goals in 1990 AD to
reduce poverty in the world. It had announced Millennium Development Goals (MDGs)
to be achieved by 2015 AD in 2000 AD. It has been supporting the developing countries
to minimise economic and human poverty. Similarly, Sustainable Development Goals has
been set up with the duration from 2016 AD-2030 AD, just after the completion of the
deadline of Millennium Development Goals.
(1) What do you mean by MDGs? What is status of Nepal in achieving them?
(2) What are Sustainable Development Goals? What are the SDGs of our country?
(3) What are the challenges and measures that Nepal has to take to achieve the goals of
sustainable development?
Poverty, hunger and diseases hinder the development of any place or country.
Millions of people live miserable life because of these factors all over the world.
Therefore, the meeting of the General Assembly of the United Nations made a set
of plans to reduce them and improve the environment and other conditions in poor
countries around the world in 1990. Such sets of goals are called the Millennium
Development Goals (MDGs). MDGs have set clear targets for eradicating poverty
and other sources of human deprivation.
The meeting of the UN General Assembly in September 2000 AD set Millennium
Development Goals (MDGs) to be achieved by 2015 AD. This meeting also made
a historical millennium development declaration to reduce economic and human
poverty in developing countries. This declaration contains 8 development goals
with 21 targets. The 189 countries of the world have signed on the declaration and
committed to meet the targets. The millennium development goals are:
MDG-1 Eradicate extreme Poverty and Hunger
MDG-2 Achieve Universal Primary Education
MDG-3 Promote Gender Equality and Women Empowerment
MDG-4 Reduce Child Mortality
MDG-5 Improve Maternal Health
MDG-6 Combat HIV/AIDs and other disease such as Malaria and TB
MDG-7 Ensure Environmental Sustainability
MDG-8 Develop a Global Partnership for Development
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Millennium Development Goals and Nepal
Nepal also made a commitment on the target to Millennium Development Goals and Nepal
meet the eight Millennium Development Goals by
2015 AD. As per Nepal's MDGs progress report,
Nepal has achieved remarkable achievements
to achieve Millennium Development Goals.
The Millennium Development Goals and
achievements of Nepal on its target are given
below:
Millennium Development Goals (MDGs) and Achievements of Nepal
Millennium Nepal's Target by 2015 Achievements of Nepal Source
Development AD.
23.8% National Planning
Goals To reduce the population Net primary level school Commission,
MDG-1 Eradicate below the poverty line to enrolment is 96.2%, and 2013 AD.
Extreme Poverty 21% the literacy rate of the National Planning
and Hunger people aged from 15 to 24 Commission,
MDG-2 Achieve To provide primary years of age is 88.6% 2013 AD.
Universal Primary education to every child. The admission ratio of Ministry of
Education boys and girls in primary Education 2015
To ensure equal enrolment level education is 1.03, and and Central
MDG-3 Promote of girls and boys at the women's involvement in Bureau of
Gender Equality primary level and end the non-agriculture field is Statistics (CBS),
and Women gender inequality. 44.8% 2011
Empowerment To reduce the child 38 per thousand (under Central Bureau of
mortality rate by one-third five years of age) Statistics (CBS),
MDG-4 Reduce (54 per thousand) 2014
Child Mortality To reduce the maternal 258 per lakh live birth World Health
mortality rate by one- Organisation
MDG-5 Improve fourth (213 per lakh live HIV infection 0.20% in the (WHO), 2014 AD.
Maternal Heal birth) youths from 15 to 24 years Concept paper of
MDG-6 Combat To control, prevent and of age the 14th periodic
HIV/AIDs and other eradicate the diseases. Forest coverage 39.6% Plan
diseases such as To expand forest coverage and drinking water service Ministry of
Malaria and TB. to 40% and drinking water 83.6% Forest, 2015 AD.
MDG-7 Ensure facilities to 73% Gross Foreign Aid Ministry of
Environmental To promote global Mobilisation 55.3% Finance, 2015
Sustainability partnership for AD.
MDG-8 Develop a development.
Global Partnership
for Development
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Sustainable Development Goals (2016-2030 AD)
Sustainable development has been an important
agenda for global discussion for more than two
decades. The UN conference at Rio de Janeiro in
June 2012 and the meeting of the UN General
Assembly in September 2014 made a formal
discussion on this agenda. After the completion
of the deadline of the Millennium Development
Goals in 2015 AD, UNO brought Sustainable
Development Goals as another step of planned
development for the period of 2016 AD to 2030
AD. The goals and targets were approved at
the meeting of the UN General Assembly in Sustainable Development Goals
2015 AD. Although the goals and targets of the
Sustainable Development Goals (SDGs) are to be worked out yet, a total of 17
SDGs and 169 targets have been fixed to date.
Nepal has aimed to upgrade it from the least developed to a developing country by
2022 AD. These goals are comprehensive, ambitious, and challenging. It requires
a huge amount of resources to meet the targets. The goals have been set up to
establish Nepal as an inclusive, equitable, and prosperous with a medium-income
and welfare state.
Sustainable Development Goals of Nepal
Sustainable Development Goals Major Targets
SDG 1: To end poverty in all its forms To reduce extreme poverty for all people everywhere
from everywhere. by 2030 AD (including existing measured US dollar
1.25 per day income)
SDG 2: To end hunger, achieve food To end hunger by 2030 and ensure to access all
security and improved nutrition people at risk and poverty, including children, with
and promote sustainable safe, nutritious and sufficient food all the year-round.
agriculture.
SDG 3: To ensure healthy lives and To reduce the global maternal mortality rate to less
promote well-being for all of all than70 per lakh live births.
ages.
SDG 4: To ensure inclusive and equitable To assure free, equitable and quality primary
quality education and promote and secondary education to all teens, youths,
lifelong learning opportunities for handicapped and needy and achieve appropriate
all. and effective learning outcomes from it.
SDG 5: To achieve gender equality and To end all forms of discrimination against all women
empower all women and girls. and girls everywhere and ensure women's full and
effective participation in the decision-making process.
SDG 6: To ensure availability and To provide safe and affordable drinking water to
sustainable management of water all and make all the communities free from open
and sanitation for all. defecation (Khulla Dishamukta Kshetra) by 2030 AD.
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SDG 7: To ensure access to affordable, To assure the access of affordable, reliable and
reliable, sustainable and modern advanced energy by 2030 AD.
energy for all.
SDG 8: To promote sustained, inclusive To sustain and achieve per capita economic growth
and sustainable economic with at least 7 per cent GDP growth per annum and
growth, full and productive eliminate the worst forms of child labour.
employment and decent work for
all.
SDG 9: To build resilient infrastructure, To develop quality, reliable, sustainable and resilient
promote inclusive and sustainable infrastructure, including regional and transborder
industrialisation and foster infrastructure, to support economic development
innovation. and human well-being.
SDG 10: To reduce inequality within the To increase the national average income of 40% of
country and among the countries. people who are below the poverty line by 2030 AD.
SDG 11: To make cities and human To ensure affordable and safe shelter and basic needs
settlements inclusive, safe, to every people, and upgrade the slums by 2030 AD.
resilient and sustainable.
SDG 12: To ensure sustainable To attain the sustainable use and management of all-
consumption and production natural resources.
patterns.
SDG 13: To make immediate action to To develop capacity in tackling all nature-related
combat climate change and its disasters, hazards and climate change.
impacts.
SDG 14: To conserve and use the oceans, Nepal is a land-locked country. This goal is not
seas and marine resources relevant to Nepal.
sustainably for sustainable
development.
SDG 15: To protect, restore and To ensure by 2020 AD the conservation, restoration
promote sustainable use of and sustainable use of terrestrial and inland freshwater
terrestrial ecosystem, manage ecosystem and their services, in particular forests,
the forest sustainably, combat wetlands, mountains and drylands, in line with the
desertification and reduce land obligation under international agreements.
degradation by half and halt
biodiversity loss.
SDG 16: To promote peaceful and To reduce all forms of violence and related death
inclusive societies for sustainable rates significantly and reduce corruption.
development, provide access to
justice for all and build effective,
accountable and inclusive
institutions at all levels.
SDG 17: To strengthen the means of To strengthen developing countries through
implementation and revitalise the international support. in internal resources
global partnership for sustainable mobilisation and improving the internal capacity for
development. collecting tax and revenue
To strengthen the developing countries' internal
capacity in tax and revenue collection and internal
resource mobilisation through international support.
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Activities
(1) Why did the United Nations set the Millennium Development Goals (MDGs) to
be achieved by 2015 AD? Discuss in class and note down the major conclusions
in points.
(2) What are the differences between MDGs and SDGs? Discuss in class and find
out.
Exercise
(1) Give very short answers to the following questions.
(a) What do you mean by Millennium Development Goals?
(b) Mention any two sectors of MDG in which Nepal has achieved more than
the target.
(c) Name any two MDGs which Nepal could not meet the target within its time
frame.
(d) What is Millennium Development Goal 7 related to?
(e) Where and when did the Sustainable Development Goals formally start?
(f) How many goals and targets were fixed with Sustainable Development
Goals 2016 AD-2030 AD?
(g) Which of the Sustainable Development Goals is not relevant to Nepal? Why?
(2) Give short answers to the following questions.
(a) Which goal do you think is the most important one among the Millennium
Development Goals? Give your logic in four points to support your answer.
(b) Did Nepal achieve its target in Millennium Development Goals? Write your
opinion in four points.
(c) What changes would the world have experienced if all the Millennium
Development Goals were fulfilled on time? Write any four possible changes.
(d) Make a list of any four major targets of Sustainable Development Goals.
(e) Write any four sustainable development goals that you like with appropriate
reasons for each of them.
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Lesson Formulation of Development
Proposal in Local Levels
2.5
Engage Yourself
What is the name of your rural municipality or municipality? Rural municipalities and
municipalities are local bodies. There 753 such local bodies in Nepal at present. They have
the authority to utilise the means and resources available in their respective local bodies.
They prepare various development proposals to run different development projects in their
region.
(1) What are development proposals? What are bases for their formulation in local levels?
(2) How are development proposals formulated at the local levels? What are their stepwise
procedures?
There is a popular proverb in English that says, "Well begun is half done." It means
once you have begun a project well with proper plans, you do not need to put in
much more effort to complete it. One can easily achieve his or her goals if he or she
has started the work with systematic planning and arrangements.
Planning is the process of thinking
about the activities to achieve
certain targeted goals. It is just
like a map before the construction
of house. It is a careful thought
before action.
Planning gives answers to our
curiosities, such as what to do,
when to do, why to do, how to do,
and where to do before starting
any work. We can do any kind Meeting of local authorities for drafting a proposal
of work with a perfect strategy
through planning. We can solve any kind of problem faced during the work if we
have done it with proper planning.
Development is a dynamic process that brings positive change in various aspects
of life. It is also a systematic process of change. It is to be done in a systematic
way bysetting goals and achieving them. The planning is the first step of the
development. It is a prepared guideline for development activities. It works as
guidelines for development activity. Similarly, the formulation of the development
proposal is a kind of plan prior to any development work. It is a draft to achieve the
targeted goals with available means and resources within a certain time frame. The
development proposal is a prior decision before any kind of development activity.
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The local bodies have autonomous power to formulate and implement development
plan in federal nations, and the nation having decentralisation of power. They have
the power to utilise local means and resources, and decide for the development and
the operation of development projects.
There are three levels of government in federal Nepal: they are Federal, Provincial
and Local. The Constitution of Nepal has clear provisions for power division among
these three levels of government. Municipalities and Rural Municipalities are local
levels governing bodies in Nepal. They have the authority to identify local needs
and demands. They can formulate development proposals and run development
projects.
Formulation of Development Proposal
There are different consumer’s committees formulated as per need in the local
units of the government. They are formed from among the local communities.
Different local level development projects are formulated and run with the support
of such committees. The consumer committees prepare a development proposal
and submit it to the local authorities for approval. The local authority evaluates
the proposal and approves it. After the approval, permission for development work
is given. Formulation of an effective development proposal equals almost half the
completion of the project. Therefore, the following things should be considered
while preparing an effective development proposal at the local level:
Identification of needs: A local area may have several needs such as schools,
roads, drinking water, electricity, and so on. They should be identified first.
Selection of the right option: After the need identification, the right option for
the development project should be selected on a priority basis. For example,
if the construction of the road becomes more important than establishing a
school in any area, the project to construct the road should be selected.
Preparation of proposal: A draft of the proposal should be prepared after the
selection of the option. The proposal should contain introduction, objectives,
affected areas and number of families, cost, donation of labour from local
people, workplace, date of commencement and completion, necessary means
and resources, implementation, benefits after implementation, name list of
consumer committees, and conclusion.
Estimation of the source of the budget for investment: Estimated budget
should be collected from consumers themselves and the concerned local
authorities.
Agreement and contract: An agreement with necessary conditions should be
made between the local authority and the consumer committee. Approval of
proposal and permission for running development projects should be taken
from the local authority.
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Implementation: The operation of the construction work should be started
after the agreement and contract.
Supervision and evaluation: The local stakeholders should observe, monitor,
and supervise the development work to find whether the conditions have been
met. They should evaluate the whole activity and provide necessary advice.
Steps for the Formulation of Local Plans
The local plans are formulated in the following five steps based on needs.
Relation establishment: Informal relations among the concerned persons and
stakeholders or the user groups will be established first.
Study of situation: The study of the situation of affected areas, way of life of
the concerned people, and management of the natural resource is done in this
step.
Problem prioritisation: Prioritisation of problems considering the cost, output,
means and resources, concerns of the stakeholders, and measures of the
solution are carried out in this step.
Agreement on project: Agreement mentioning the owner of the community,
contribution, partnership, responsibility and work plan are made in this step.
Minuting and presentation: All the matters concerning the project, such as
the formulation process, output estimate, the mechanism for development
implementation and approval of the project plan are documented in a minute
in a written form and presented to the concerned stakeholders.
Steps of Project Implementation
Civil assembly;
Planning accumulation (The development plans from the wards and user
groups should be accumulated);
Budget allocation;
Submission to municipality or rural municipality for approval;
Formation of a consumer committee;
Agreement for the implementation of the project;
Financial management and record-keeping after the completion of the
planning; and
Distribution of work completion certificate with words of thanks.
Public Participation in Development of a Locality
People's participation is an important concept in the field of development.
Development work done with people's participation has become successful in
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many places. Local people of the concerned areas are the ones who get the direct
benefit of the development. They can also prioritise the needs as per budget and
make the development of various sectors on a priority basis. The people can take
ownership of any development work if it is done with their active participation. The
following points make us clear about the advantages of people's participation and
disadvantages in the absence of people's participation.
Advantages of people’s participation Disadvantages of the absence of people's
participation
An appropriate development The development work may not be done
project can be selected. as per the need of the people.
People take ownership of People may have negligence to such
development work in their development work as it doesn't address
locality. their need.
It will be easy to make the public The completed development work may
participate in development work not be sustainable due to a lack of public
as they voluntarily join such work. supervision.
There will be less chance of There can be chances of misuse of budget,
corruption and misuse of and corruption may take place.
resources as the planners should
be accountable to the people. Ignoring public participation increases
risks in development.
There will be a proper use of aid
from the government and donors.
Activities
(1) How can we formulate a development proposal? Discuss various steps of
formulation of the development proposal and write a short report.
(2) Act out the roles of a village or municipal assembly in your classroom and form
a consumer committee for development work. Then, choose a development
project and draft a development proposal as well.
Exercise
(1) Give very short answers to the following questions.
(a) Write the meaning of 'Well begun is half done’.
(b) Define planning in your own words.
(c) What do you mean by a development proposal?
(d) What are the local bodies in Nepal?
(e) What is public participation?
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(2) Give short answers to the following questions.
(a) Write about the relationship between development and planning in four
points.
(b) "Formulation of an effective development proposal is half completion of
the project." Justify the statement with an example.
(c) If you were given the responsibility of Chief Minister of your province, what
would you do to develop your province? Write in four points.
(d) "The local level development plan and its implementation bring a positive
impact on the development of local level." Clarify it in four points.
(e) Write about the process of plan formulation at local levels.
(f) Compose a dialogue between two friends discussing the importance of
public participation for the development of any place.
Community Work
Prepare a model of a development proposal for the establishment of the
public library in your locality based on the following structure.
Establishment of Public Library Development Proposal
(a) Introduction:
Many educated people in our locality are spending their leisure time playing
mobile games, gossiping, roaming here and there and watching a lot of
television. There is an urgent need for a place so that they can get involved in
reading newspapers, classics and other educational reading materials. It can
keep them updated and help in many ways. A public library can be an ideal
place for them for developing a reading culture and discussing important
matters. Therefore, this proposal has been prepared to submit to the Rural
municipality office for approval.
(b) Objectives of the public library:
(c) Proposed place:
(d) The number of benefited people:
(e) Estimated cost:
(f) Labour contribution from local people:
(g) Date of commencement and duration:
(h) Necessary resource and materials:
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Unit Our Social Values and Norms
3
Introduction
Social norms are standards of proper or acceptable behaviour shared by a group of people.
They can be understood as rules and regulations that groups live by. They are based on
social values. Social values are beliefs about what is right and wrong. Social values and
norms determine, control, and guide human behaviour. Culture, tradition, social values, and
social norms are regarded as important organs and scope of Social Studies.
The overall and ultimate objective of Social Studies is to produce democratic, responsible
and ideal citizens. No students can transform themselves into dutiful, honest, capable, and
patriotic citizens without knowledge of their social values and norms and cultural aspects of
their society. Therefore, this unit aims at making students aware of their social values and
norms and bringing positive changes in their attitude and behaviour. Moreover, the unit is
organised with the subject matters related to our national heritages, heritage sites listed
in the World Heritage Sites, our folk songs and musical instruments, our folk and classical
dances, our national days, two prominent international personalities and their contribution,
and universal brotherhood and our responsibilities towards senior citizens.
Learning Outcomes
On the completion of this unit, the students will be able to:
• identify our heritages and help in their conservation and promotion;
• explain the significance of our folk songs, folk and classical dances and folk musical
instruments and assist in their conservation;
• explain the importance of our national days and take part in celebration of those days;
• mention the contribution of the international personalities and get inspiration from
their noble deeds;
• promote the feeling of universal brotherhood, and
• fulfil the responsibilities towards senior citizens.
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Lesson
3.1 Our National Heritages
Engage Yourself
Are there any valuable buildings, places and objects of cultural, historical, and religious
significance in your locality? How often do you visit them? Why do you think that they are
important and valuable? There are many valuable traditions, buildings, places, and objects
that Nepal has had for many years. They are our national heritage. They reflect our identity,
civilisation, and culture. The UNESCO World Heritage Committee has listed some of our
national heritages in the World Heritage Sites.
(1) What are our national heritages? Why are they important? What are their types?
(2) Why should we preserve our national heritages? How can we preserve and promote
them?
(3) What are the heritage sites of our country that UNESCO has listed in the World Heritage
Site list? What are other deserving heritage sites that can be enlisted in the list?
All the traditions, languages, buildings, valuable objects, places, natural
environment or features of life in a place are called heritage. They have continued
over many years and have been passed on from one generation to another. There
are numerous important and valuable places, things, qualities, art, culture and
natural environment in our country. They are our national heritages. They still
have cultural, religious, historical, and natural significance. They are our valuable
national assets and sources of identity. Every citizen has equal access to these
national heritages. Likewise, it is the common duty of every citizen to promote and
preserve such precious properties.
Importance of Our National Heritages
Our national heritages are our precious wealth. They are important from historical,
cultural, religious, architectural, and environmental point of view. The importance
of our national heritages are as follows:
They are matters of pride and glory of our country.
They are valuable sources of cultural, religious and natural knowledge, study,
observation, recreation, and research.
They attract thousands of tourists every year, and help in the promotion of the
tourism industry.
They depict and promote our ancient art, architecture, culture, civilisation,
and tradition.
They help to promote the feeling of nationality.
They introduce our country to the world.
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Classification of National Heritage
We can classify national heritages into three major categories: religious heritages,
natural heritages, and cultural heritages.
Our National Heritages
Religious heritages Cultural heritage Natural heritage
temples, mosques, mountains, hills,
monasteries, churches, etc. rivers, lakes, etc.
Tangible cultural heritage: Intangible cultural heritage:
paintings, monuments, sculptures, etc. oral traditions, rituals, languages, etc.
Religious Heritage: Those structures and beliefs that are related to certain religions
are called religious heritages. Temples, monasteries, churches, gurudwars,
mosques, and statues are religious heritages.
Cultural Heritages: Those features belonging to the culture of a particular society,
such as traditions, languages, or buildings are cultural heritages. They include
tangible heritages such as archaeological sites, artefacts, books, coins, landscapes,
manuscripts, monuments, paintings, sculptures, and intangible heritages like
folklore, languages, oral traditions, and rituals.
Natural Heritages: Natural heritages are natural and geographical features.
They are defined areas that provide the habitat to endangered species of plants
and animals. They are natural sites of value from the point of view of science,
conservation, and natural beauty. Aquaria, botanical gardens, nature parks,
reserves and zoos are natural heritages.
Nepal is rich in all these three types of heritages. There are numerous landmarks
and features of cultural, natural, and religious significance in our country. UNESCO
(United Nations Educational, Scientific, and Cultural Organisation), an agency of
the United Nations, has enlisted some of them in the World Heritage Site list. To
be included on the World Heritage List, sites must be of outstanding universal
value and meet at least one out of ten selection criteria.
The national heritages of Nepal listed in the World Heritage Sites
Chitwan National Park (Criteria VII, IX Boudhanath Stupa (Criteria III, IV, and VI)
and X) Patan Durbar Square (Criteria III, IV, and VI)
Bhaktapur Durbar Square (Criteria III, IV, and VI)
Sagarmatha National Park (Criteria VII) Changunarayan Temple (Criteria III, IV, and VI)
Lumbini (Criteria III and VI) Swoyambhunath Stupa (Criteria III, IV, and VI)
Pashupati Area (Criteria III, IV, and VI)
Hanuman Dhoka Durbar Square (Criteria
III, IV, and VI)
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Among them, Chitwan National Park and Sagarmatha National Park are natural
heritages and the rest of them are cultural heritages. Among them, the seven
cultural heritages listed in the World Heritage Sites are within the Kathmandu
Valley.
Here is a description of our national heritages that have been listed in the World
Heritage Sites.
(1) Chitwan National Park: Situated in
Chitwan, Makwanpur and Parsa districts,
Chitwan National Park is the first national
park of Nepal, covering an area of 932 sq km. It
was named as Royal Chitwan National Park in
1973 AD. After the people’s revolution in 2006
AD, the park’s name was changed to Chitwan
National Park. This park is also famous as the
natural habitat of one horned rhinoceros, a rare Chitwan National Park
species in the world. Besides one-horned rhinos,
it also provides shelter for various other creatures such Bengal tiger, elephants,
crocodiles, peacocks, leopards, wild boar, and many other birds and animals. It
is one of the most important tourist destinations in Nepal. Many people visit this
place for elephant riding, jungle safari, canoeing, boating, and elephant bathing.
There is Tharu settlement around this park. It was enlisted as a World Heritage
Site in 1984 AD.
(2) Sagarmatha National Park: Sagarmatha
National Park is located in Solukhumbu district
in Province Number 1. It extends over an area
of 1148 sq km. It was established on 19th July,
1976 (4 Shrawan, 2033). UNESCO declared
this park as a World Heritage Site in 1979
AD. It covers the mountain ranges such as Mt
Everest, Mt Lhotse, Mt Cho Oyu, Mt Nuptse, Mt
Pumori, Mt Amadablam, and settlement around Sagarmatha National Park
the Khumbu region of Nepal. Rhododendrons
(Laligurans), Pine (Dhupi), Bhojpatra, spruce, fir, etc. are some common vegetation
found in this region. This park is the natural habitat of animals like wild yak,
musk deer, snow leopard, red panda, and lophophorus. Mainly Sherpas live in this
region.
(3) Lumbini: Lumbini is the birthplace of Lord Buddha, the apostle of peace
and the ‘Light of Asia’. It is located in Rupandehi district in Lumbini Province.
It is the most sacred pilgrimage site for millions of Buddhists throughout the
world. According to Buddhist belief, Queen Mayadevi gave birth to Siddhartha
Gautam in Lumbini in 563 BC. Therefore, it is a suitable place to understand
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the historical background of Buddhism as well
as the life history of Lord Buddha. The temple
dedicated to Mayadevi is the main attraction
of Lumbini. Besides it, there are Ashoka Pillar
built by Emperor Ashoka of Magadh India in
249 BC, Pushkarini Lake, the Birth Marker
Stone, the Eternal Peace Flame and many huge
monasteries and stupas built by countries such
as Japan, China, South Korea, India, Thailand, Lumbini
France, Germany, Vietnam, Myanmar and other
nations in Lumbini. There are also libraries,
museums and research centres related to Buddhism in Lumbini. It was listed in
the UNESCO’s World Heritage Site in 1997 AD due to its religious and historical
significance. Lumbini Buddhist University was established on 14th Marga, 2061 BS
to provide standard education on Buddhist philosophy, literature, and culture.
(4) Pashupati Area: Situated in Kathmandu, Pashupati area is a prime
pilgrimage site for the Hindus. It covers Pashupati Temple, Guheshwori, Deupatan,
Jaya Bageshori, Gaurighat, Kutumbahal,
Gaushala, Pingalasthan, and Sleshmantak
forest. There are around 492 temples, 15
Shivalayas (shrines of Lord Shiva), and around
a thousand Shivalingas. Likewise, there are
Bagmati River, Aryaghat (cremation bank),
electric crematorium, Rajrajeshwori Ghat and
homes for the elderly in Pashupati Area. It was
enlisted in the World Heritage Site in 1979 Pashupati Area
AD. Pashupatinath is considered the Guardian
and Protector of the Kathmandu Valley and
Nepal. Millions of pilgrims visit this temple at Shivaratri, Haritalika Teej, Bala
Chaturdasi, and many other festivals. Pashupati Area Development Trust (PADT)
was established in 2043 BS to preserve, develop, and promote this area.
(5) H a n u m a n d h o k a D u r b a r S q u a re : Hanumandhoka Durbar Square
Hanumandhoka Durbar Square lies in the
heart of Kathmandu Valley. It depicts the best Approved by Curriculum Development Centre,
example of Nepali art and architecture. It is Sanothimi, Bhaktapur
said that King Pratap Malla erected a statue of
Hanuman on its premises. Thus, this palace was
named as Hanumandhoka Durbar. Previously,
it was known as Guteupo Palace. It was the
residence and administrative centre of Malla
and Shah Kings. Besides Hanumandhoka
Durbar, there are several ancient heritages
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such as Taleju Temple, Hanumandhoka Museum, Kumari House, Kasthamandap,
Statue of Kal Bhairav, Nagara (kettledrum), and so on in the square premises.
The earthquake of 2072 BS has damaged many heritage sites of this area. It was
enlisted in the World Heritage Site in 1979 AD. It is popularly known as Basantapur
Durbar Square these days.
(6) Patan Dubar Square: It is the main
attraction of Lalitpur district. Built in
the medieval period, this palace area has
various palaces, temples, and monuments.
It was the palace of Malla Kings during the
medieval period. The stone temple dedicated
to Lord Krishna with 21 spires (Gajur) is the
masterwork of Malla art and architecture. It Patan Dubar Square
was built by King Siddhi Narasingh Malla, the
first King from the Malla dynasty to rule Patan,
in the 17th century. A huge number of worshippers visit this temple during the
festival of Krishnaasthami every year. Besides this temple, there are Bhimsen
temple, Bishwanath temple, Jagat Narayan Temple, statue of Yognarendra Malla,
Mahabauddha, Kumbheshwor Mahadev, temple of Rato Machhendranath, and so
on in the palace premises. It was enlisted in the World Heritage Site in 1979 AD.
The earthquake of 2072 BS has damaged several heritage sites of this area, as well.
(7) Bhaktapur Durbar Square: Bhaktapur
Durbar Square lies in Bhaktapur district. It
was the palace of the Malla Kings. Some of
the major monuments and temples inside the
Bhaktapur Durbar Square are the Golden
Gate, 55-Window Palace, Big Bell, Siddhilaxmi
Temple, Taleju Bhawani Temple, Statue
of King Bhupatindra Malla, National Art
Gallery, Vatshala Temple, etc. It was enlisted Bhaktapur Durbar Square
in the World Heritage Site in 1979 AD. Several
heritage sites of this palace were also damaged in the earthquake of 2072 BS.
(8) Swayambhunath Stupa: Swoyambhunath Stupa is a famous pilgrimage
site for Buddhists. It is situated on the top of
a beautiful hill in Kathmandu. The tourists
called the stupa ‘Monkey Temple’ as there are
many monkeys living around the temple. As
there is a temple of Saraswati on its premises,
this place is also regarded as a place of religious
tolerance. The stupa provides a panoramic view
of Kathmandu Valley. UNESCO has listed Swayambhunath Stupa
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Swoyambhunath Stupa as a world heritage site in 1979 AD. Its surrounding is full
of temples, monasteries, and statues.
(9) Changunarayan Temple: Changunarayan
temple is on a hilltop in Bhaktapur district.
This pagoda-shaped Temple is dedicated
to Lord Vishnu. It was constructed during
the Lichchhavi period by King Haridatta
Burma. It is regarded as the oldest temple of
the Kathmandu Valley. The temple premise
displays high-class stone scripture. It is the Changunarayan Temple
shrine of one of the four Narayans in Kathmandu
Valley, the other being Shesh Narayan (Pharping), Ichangu Narayan (Swayambu),
Bishanku Narayan (Godavari). UNESCO has listed Changunarayan Temple as a
world heritage site in 1979 AD.
(10) Bouddhanath Stupa: The Bouddhanath
stupa is a significant religious site for the
followers of Buddhism. It is the largest stupa
in Nepal. It is rich in Buddhist art. Buddhists
from all around the world visit this stupa.
It is believed to have been constructed in
the 5th century. It has religious and cultural Bouddhanath Stupa
significance. There are many monasteries
surrounding it. This great stupa is also known as Jharung Khashor. UNESCO has
listed Bouddhanath stupa as a world heritage site in 1979 AD.
A part from these heritage sites, there are many other religious, natural and
cultural heritage in our country. They all have their own significance and deserve
to be enlisted in the world heritage sites. Some of them are as follows.
Bardiya National Park in Bardiya Bhurti Temple in Dailekh
Bindawasini Temple in Kaski Chandannath Temple in Jumla
Devdaha in Rupandehi Gorkha Palace in Gorkha
Gosainkunda in Rasuwa Halesi Mahadev Temple in Khotang
Khaptad National Park in Sudurpaschim Province
Khokana Village in Lalitpur Kirtipur Settlement in Kathmandu
Lo Manthang in Mustang Muktinath in Mustang
Nuwakot Palace in Nuwakot Panauti in Kavre
Pathivara Temple in Taplejung Ramgram of Parasi
Ramjanaki Temple in Dhanusha Resunga Area in Gulmi
Shivapuri National Park in Kathmandu
Sinja Valley in Jumla Swargadwari in Pyuthan
Tansen in Palpa Tilaurakot of Kapilvastu
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Our national heritages are not only our properties, but they are the common
assets of the entire world. Thousands of tourists visit Nepal every year to observe
them. However, their condition is deteriorating day by day. Due to their condition,
UNESCO has warned to exclude some heritage sites of Nepal from the list of World
Heritage Sites. Therefore, it is the common duty of government, local bodies and
general public to promote and preserve them. The following measures should be
carried out in order to preserve them.
All the concerned agencies should be encouraged and motivated to promote
and preserve them.
Different mass media should broadcast or publish news, articles and
advertisements related to them.
Effective and visionary plans and policies should be made to stop the
encroachment of such sites by the people in the surrounding areas.
Periodical sanitation, renovation, and reconstruction should be carried out
without damaging their originality. They need to be renovated or built in their
previous structure or design because they reflect our ancient skills and way of
life. They attract more tourists than modern designs. It also helps the coming
generation to identify the heritage of their ancestors.
The local people should be made aware of such valuable assets and encouraged
to conserve them and maintain cleanliness.
There should be a tight security system around such heritage sites to prevent
the smuggling of valuable items and illegal activities.
Various measures should be carried out to prevent pollution and manage
wastes in such heritage sites.
The Criteria for Selection of World Heritage Site
(i) To represent a masterpiece of human creative genius;
(ii) To exhibit an important interchange of human values, over a span of time
or within a cultural area of the world, on developments in architecture or
technology, monumental arts, town-planning or landscape design;
(iii) To bear a unique or at least exceptional testimony to a cultural tradition or to
a civilisation, which is living or which has disappeared;
(iv) To be an outstanding example of a type of building, architectural or
technological ensemble or landscape which illustrates (a) significant stage(s)
in human history;
(v) To be an outstanding example of a traditional human settlement, land-use, or
sea-use which is representative of a culture (or cultures), or human interaction
with the environment especially when it has become vulnerable under the
impact of irreversible change;
(vi) To be directly or tangibly associated with events or living traditions, with
ideas, or with beliefs, with artistic and literary works of outstanding universal
significance. (The Committee considers that this criterion should preferably be
used in conjunction with other criteria);
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(vii) To contain superlative natural phenomena or areas of exceptional natural
beauty and aesthetic importance;
(viii) To be outstanding examples representing major stages of earth’s history,
including the record of life, significant on-going geological processes in the
development of landforms, or significant geomorphic or physiographic features;
(ix) To be outstanding examples representing significant on-going ecological and
biological processes in the evolution and development of terrestrial, fresh
water, coastal and marine ecosystems and communities of plants and animals;
(x) To contain the most important and significant natural habitats for in-situ
conservation of biological diversity, including those containing threatened
species of outstanding universal value from the point of view of science or
conservation.
Source: https://whc.unesco.org
Activities
(1) Collect the pictures of the heritage sites of Nepal enlisted in the World
Heritage Site List. Mention one importance of each of them and present it in
the classroom.
(2) Collect the news articles or news stories published in any newspaper about
the heritages of Nepal enlisted in the World Heritage list, and paste them on
the notice board of your school.
(3) What may be the possible measures for the conservation and promotion of
the heritage from their declining condition? Discuss among your friends and
write any five ways.
Exercise
(1) When were the following heritage sites enlisted in the World Heritage Site
list? Complete the table with suitable years (in AD).
Heritage sites Year of notification
Bhaktapur Durbar Square, Bouddhanath Stupa,
Changunarayan Temple, Hanumandhoka Durbar
Square, Pashupati Area, Patan Durbar Square,
Swoyambhunath Stupa, Sagarmatha National Park
Chitwan National Park
Lumbini
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(2) Write very short answers to the following questions.
(a) What do you mean by heritage?
(b) What are our national heritage?
(c) What are the types of our national heritages? Give their examples.
(d) Give any two examples of Nepali cultural and natural heritage enlisted in the
World Heritage Site list.
(e) What are Lumbini and Pashupati Area famous for?
(f) Why are various countries constructing Bihars in Lumbini Area? Present your
logic in one or two sentences.
(3) Write short answers to the following questions.
(a) Why are the heritages regarded as the precious assets of a country? Mention
in four points.
(b) Mention the features of Bhaktapur Durbar Square.
(c) Besides the heritage sites mentioned in the World Heritage Site list, what
are other deserving heritage sites in Nepal? Mention any eight of them with
suitable reasons.
(d) What roles can students play in the preservation of national heritages? Write
any four of them.
(e) Prepare an article on one of the heritage sites of Nepal enlisted in the World
Heritage Site list based on your visit, observation or study.
(f) Are there any heritages that are worthy of being enlisted in the World
Heritage List? If yes, write a letter to the representative of the UNESCO to
enlist them in the list and mention the reasons for it.
Community Work
Visit a place of historical, cultural, or religious significance in your community
and prepare a report based on the given headings.
Name and location of the heritage site
Objects found in the heritage site
Date of construction
The present condition of the heritage site
Importance of significance of the heritage site
Measures to preserve it
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Lesson
3.2 Folk Songs of Nepal
Engage Yourself
Have you observed people singing traditional songs in different festivals, occasions and
ceremonies in your community? They are our folk songs. They highlight the culture,
social norms, and values of a specific place. They also represent the way of life of people
of a certain area. They can differ according to community, festival and religion.
(1) Which is the most popular folk song in your community?
(2) What are folk songs? What are their types? Why are they important?
(3) How can we preserve and promote our folk songs?
People sing many traditional songs during different festivals, occasions, and
ceremonies that are typical of their particular community. They are folk songs.
They have been handed down orally from one generation to another one. People,
who were not professional artists, developed them. People sing them with or
without musical instruments. They are part of our folk culture.
Folk songs differ from community to community.
People of the Rai community sing Chandi song;
Gandarvas sing Karkha; Magars sing Kaura;
Limbus sing Palam; Tharus sing Sakiyapaiya;
Tamangs sing Selo, Sherpas sing Syabru and
so on. Similarly, people of various regions
sing different folk songs in Nepal. The people
of Sudurpaschim and Karnali Province sing
Deuda song, Hakpare in Eastern Nepal, Hori, People singing folk songs
Salhes and Jhijhiya in Terai, Kaura in mid-hill
of Western Nepal, and so on. In the same way, people sing a variety of folk songs
on different occasions and festivals. People sing Deusi song at Tihar, Teej song at
Teej, Asare (Bethi) song during paddy plantation, and so on.
Our Folk Songs
(1) Tamang Selo: Tamang Selo
The Tamang people, mostly living in the mid-hills
of different districts in Bagmati Province sing
Tamang selo with Damphu, Madal and Tungna.
cfd}n] xfO] { cfd}n], cfdn} ] xf]O{ cfdn} ]
l7GuL ªfKtf cflxg ªf, bf]GuL bf]Ktf cflxg ªf .
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(2) Purbeli Folk Song:
The people of the Eastern region sing this folk song while collecting firewood
or fodder and working on the farm.
cfh g dfbn sxfF aHof] ;'gsf]zL lsgf/}df,
;'gsf]zL lsgf/d} f xf] ;'gsfz] L lsgf/d} f .
sfG5Lsf] 5ftf 9NsfOb]p otf 3fd kof]{ lgwf/d} f,
3fd kof{] lgwf/d} f xf] 3fd kof{] lgwf/}df .
(3) Hori Song:
The people of the Mithila region sing this folk song Hori Song
at Fagu Purnima based on the character of Ram and
Sita.
x] 8Dkmfs] rf6] dxn lar kxr' P,
;'tnL ufl] /of rxsL p7o Plx kmfug' d]===.
k/b]l;ofs] lrl¶of lnvP} ufl] /of Plx kmfug' d=] ==.
(4) Teej Song:
The Hindu women sing this folk song at Haritalika Teej Song
Teej to express the joys and sorrows of their day-to-
day life.
tLhsf] a]nfdf ;a} hfG5g\ dn] fdf,
d 5f/] Lsf] cfFz' v:of] bn} f 7]nfdf .
k}tfn'sf] vfnf uof] laemfpg] af6fn] ]
Åbosf] vfnf uof] af;L cfF6fn] ] .
(5) Deuda Song:
The people of Sudurpaschim Province sing this folk song on various occasions.
/fO{ em'df, emd' f Sof d:Sof sL 5 xf], /fO{ emd' f
/fO{ em'df, emd' f Sof df:Sof sL 5 xf], /fO{ em'df
xf ==== rf}aGbL 9fsfsf] rf]nf,] l56\sf] kml/ofsL
rf}aGbL 9fsf sf] rf]nf,] l56\sf] kml/ofsL
(6) Palam Song: Deuda Song
The Limbus of Eastern Nepal sing this folk song while performing Dhannaach.
l;ª3fcf] y'8\j] sSdf kmfu
ldG5fË]g cfgL ofDdL ;fu
OS;fug] vfDa]s cfwfv] ]Nn
lySgfDbft ;f/s cfafv] ]Nn] Palam Song
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There are many other folk songs in Nepal in addition to them. For example, the
Brahmins and Chhetris sing Balan song during occasions like puja and Bratabanda
on the closing day by playing Khainjadi and Kartal. Likewise, the Gandarvas sing
Karkha songs to praise the bravery of warriors. The youths sing Rasiya Song in the
form of Dohori. The people of the western region sing Jhyaure song. Each of them
has its own worth.
Importance of Folk Songs
Folk songs are of great importance. They represent our simple and common way
of life. They also depict our unique and original culture. They are our identity and
a matter of pride. They entertain as well as refresh us. We can express our pain,
sorrow, happiness, and love. They make us forget our sorrow and pain, too. One
can earn money and prestige by singing folk songs. Since many people visit our
country to observe our folk culture and listen to our folk songs, they also help to
promote the tourism. As people sing folk songs together, it also helps to maintain
social harmony.
Although there is a great significance of folk songs, they have not been promoted
and emphasised well. Many youths are attracted to foreign culture and songs these
days. People even make fun of people who are influenced with folk culture and
songs. It is due to lack of knowledge, lack of guidance and awareness, and growing
popularity of western songs and music. In fact, folk songs are our identity and pride.
Other countries can recognise us with our folk culture and folk songs. Therefore, it
is the duty of the government and common people to promote and preserve our folk
songs. Some of the ways to do so are as follows:
Encourage the local community to promote and preserve them;
Organise folk singing competitions on a periodical basis, encourage, and
reward the participants.
Provide an incentive to people who want to conduct research on folk culture
and folk songs;
Formulate and implement plans and policies to preserve folk songs and folk
culture; and
Make the provision of royalty to composers of folk music and songs
Activities
(1) Collect the folk songs sung in your community at different time and occasions.
Which ethnic communities, religions, or festivals are they related to? Find and
present them in the classroom.
(2) Choose a folk song you like the most and present it in the classroom.
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Exercise
(1) Identify the following famous folk singers of Nepal with the help of the
given description.
(a) He was one of the most popular folk singers of Nepal. He is
famous for Gandharva Sangeet, which is a popular type of folk
song sung by the people of the Gandharva community. People
revere him for bringing the voice of indigenous and ordinary
people into the mass media. He is the first Gandharva singer to
record songs. He was born in 1935 AD in Pokhara. He started
singing at an early age. Some of his popular songs are Aamaile
Sodhlin Ni Khai Chhora Bhanlin, Utha Utha Piyari Ujaylo Bho, Timro Nai Maya,
Khau Ta Bhane Suntalam, and so on. He is famous for Karkhas, songs about the
bravery of soldiers on the battlefield.
(b) She was a prominent Nepali singer. She was born on Magh,
2, 2002 BS in Indrachowk, Kathmandu. She started singing
from the age of seven years old. She received formal music
training from Allahabad, India after completing her school level
education from Nepal. She has sung more than 4000 songs.
She is also popularly known as the Nightingale of Nepal. Some
of her popular songs are Himalako Kakhama Chha Sano Mero
Gaun, Soche Jasto Hunna Jiwan, and so on. She has received several prestigious
awards such as Jagadambhashree Puraskar, Indrarajya Laxmi Award, Chhinnalata
Puraskar, and so on.
(2) Give very short answers to the given questions.
(a) What are folk songs?
(b) What type of song is Tamang Selo?
(c) What do you know about Palam song?
(d) Name any two folk songs and the community related to them.
(e) Why are many youths attracted towards foreign culture and western songs
these days? Mention any two reasons.
(3) Write short answers to the following questions.
(a) Name any four folk songs of Nepal with a brief introduction.
(b) Give a short introduction to Deuda song.
(c) Why are our folk songs important? Mention in four points.
(d) Compose a dialogue on the topic, “Folk songs are our typical identity.”
(e) “Folk songs represent contemporary society.” Present your opinion on this
topic in four points.
(f) How can we promote and preserve our folk songs? Mention any four useful
ways.
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Lesson Folk Musical
Instruments of Nepal
3.3
Engage Yourself
Have you ever seen or played musical instruments such as the Madal, Sarangi, Bansuri,
etc.? They are folk instruments of Nepal. People play them to produce folk music. They
are usually made by using locally available materials. Based on the nature of playing,
we can divide them into percussion, wind, and string instruments. Our folk musical
instruments carry our identity.
(1) Which folk musical instruments do people play in your community? How often do
they use them? What are popular folk musical instruments in Nepal?
(2) What are folk musical instruments? Why are they important?
(3) What roles can students play to conserve the folk instruments of their locality?
People play folk musical instruments to produce folk music. They play them
during different festivals, ceremonies, occasions, gatherings and fairs. Usually,
they are made using locally available materials. Some of the popular folk musical
instruments of our country are Sarangi, Madal, Flute, Tungna, Binayo, etc. They
can be percussion instruments such as Madal and Damaha that are played by
beating them or wind instruments such as Sahanai and flute which are played
with the player’s breath. They can also be string instruments such as Sarangi and
Ektare that have strings.
Our folk musical instruments differ according to culture, place and community. For
example, Sarangi is a typical musical instrument of the Gandharva community;
Dhimay is of the Newar community; Yalambar is of the Kirant community of
Eastern Nepal; Damphu is of the Tamang community, and Panche Baja is of
the Damai community. They represent the way of the life of the people living in
the region. However, some musical instruments such as the Madal and flute are
common in every community and place of Nepal.
Some of the popular folk musical instruments of our country are described below:
(1) Madal :
Madal is one of the most popular folk musical Madal
instruments in our community. The Nags (Magars)
brought it into use at first. However, it has become
popular almost in all communities of Nepal at
present. It is made of a hollow wooden cylinder made
from Khamari or Dar tree with its both open sides
covered with skin and tightened with leather strings.
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People carry it around the waist or neck, and hit it with both hands in a pattern.
One of its heads is bigger than the other. The skin on the heads contains a specially
made paste burnt there. It is known as Khari in Nepali. The part where Khari is
put is Maidaan. A ring at the edge of both sides to tighten the leather strings is
called Mathara and the leather strap used to carry the Madal is known as Juine in
Nepali.
(2) Sarangi:
Sarangi is a popular folk musical instrument of the Sarangi
Gandharva community in Nepal. It is made of the wood
of a tree named Khirro. It has four strings. It is played by
rubbing the wires with a bow called Gaj on the lower side
and pressing the wires with a hand on the upper side. It
produces melodious tunes.
(3) Bansuri/Murali:
Bansuri and Murali are wind instruments. They Bansuri/Murali
are made up of hollow bamboo pipes. One can play the
flute by blowing over a hole near one end while holding
it sideways to the mouth. On the other hand, Murali is
played by holding between lips and blowing air in it.
These instruments are popular in other countries as well.
(4) Panche Baja:
Panche Baja is a set of five Nepali folk musical
instruments played during special ceremonies such
as marriage, Bratabandha, and other auspicious
occasions. The Panche Baja includes Damaha, Dholaki,
Jhyali, Sahanai, and Tyamko. These instruments are
usually played by the people of the Damain community.
However, people from other communities also play these
instruments nowadays.
(a) Jhyali/Jhyamta/Jhurma: Panche Baja
They are a couple of flat round dish-like musical
instrument made of brass or bronze. They are played by beating them on each
other.
(b) Dholaki:
It is an instrument played with a stick (called Gaja) on the right side and with
a hand on the left side.
(c) Damaha/Nagara:
It is made of leather stretched over an end of a hollow copper bowl. It is played
by hitting with hands or sticks.
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(d) Sahanai:
It is made of a metal shaped like a pipe slightly bent forward. It has a couple
of holes. It is played by blowing air into it and moving fingers on the holes.
(e) Tyamko:
It is similar to Damaha in shape but very small in size. It is played with two
pieces of sticks called Gaja.
Naumati Baja is a set of nine musical instruments. It contains all the sets of Panche
Baja, but some instruments in couple. It is the set of nine traditional musical
instruments, including 2 Narsinghas, 2 Damahas, 2 Sahanais, 1 Tyamko, 1 Dholak
and 1 Jhyamta.
(5) Khainjadi:
It is a kind of small drum made of skin stretched over Khainjadi
an edge of a rounded hollow wood. It is played especially
while singing songs such as Roila and Balan. It is made
from a tree called Daar and skin of barking deer. It is held
with one hand and beaten with another one.
(6) Pungi:
It is made of a hardcover of coconut by fixing some Pungi
pieces of bamboo on it. It is especially played by snake
charmers to make snakes dance especially in the Terai
region. It is blown like a Murali, and it produces loud
music.
(7) Tungna:
It is a popular musical instrument in the Himalayan Tungna
region. It is made of a piece of rhododendron wood by
fastening strings. It has four strings as in Sarangi. The
hollow front body is covered with stretched sheepskin.
(8) Yalambar:
It is a popular instrument in the Kirant community. Yalambar
It is made of two pieces of string tied on a piece of bamboo
(Bhaalubas). It is named after King Yalambar, the first
King of the Kirant dynasty.
(9) Ektare:
It is a single-string instrument. Santas and Yogis Ektare
mostly played it. It is a believed to be the early type of
musical instrument Sitar. It is made of bamboo, string,
and leather.
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(10) Urni:
The Dhimal Community of the Eastern Terai region play this instrument
during their Kulpuja and religious occasions. It is made of hard outer cover of the
coconut by stretching leather and fastening a string with a rod.
(11) Dhyangro:
It is a type of drum made of hollow wood by stretching Dhyangro
leather on both of its edges. It is played with a curved stick
called Gajo. It is specially used by faith healers (Dhami/
Jhakri) on the occasion of worshipping or treating people.
The people of the Tamang and Sherpa community use it
during their cultural rites.
(12) Dhol/Dholak:
It is a kind of large drum-like Madal made of a hollow Dhol/Dholak
wood by stretching leather over both of the edges. It is
played with hands. This is mainly played in Madhesh.
Dholak is played throughout Nepal, especially in Holi.
People also play it to celebrate the birth of a child and to
welcome harvesting.
(13) Hudko:
It is similar to Damaru, a small drum played with Hudko
two pieces of cords on both sides. It is widely used in
Karnali Province and Sudurpaschim Province. The
person who plays this instrument is known as Hudke.
This instrument has a special use in Khaptad fair (Mela).
(14) Binayo:
It is the most popular instrument among the Kiranti Binayo
people. It is made by making a hole in a piece of bamboo
and thread. It is played by blowing air from the mouth
and pressing by fingers.
(15) Murchunga:
It is a kind of musical instrument made of a piece of Murchunga
iron. It is also popular with Kirant and produces sound
like Binayo.
(16) Damphu:
It is a popular musical instrument, especially in the
Tamang community. It is made of hollow wood stretched
by leather over one edge. It looks like Khainjadi. It is held
with one hand and played by the next one by beating on
it.
Damphu
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(17) Masak:
It looks like a Sarangi. It is popular in Bajhang area of Sudurpaschim Province.
(18) Dafali:
It is popular in the western Terai region. It is made by stretching leather over
an edge of a circled wood or metal.
(19) Phasmuk:
Phasmuk is used in the Limbu community. It is made of three pieces of bamboo.
(20) Dangmen:
It is a popular musical instrument of the Sherpa community in the Himalayan
region. It contains six to eight wires. It is played by finger during Sebru and Selo
dance.
(21) Kakuwayan:
It looks like a Bansuri. It is more prevalent in the Newari community. It is
made of a piece of bamboo.
(22) Aarbajo:
It is a traditional musical instrument of the Gandarva community. There is
a human image at the top of this instrument. They regard the image as their first
Guru. It is their religious and first musical instrument. Aarbajo is considered to be
the male instrument, Sarangi being the female one. It has a long neck and contains
four strings.
(23) Pung:
It is made of the horn of the ox. It is popular in the
Kirant community, especially in Solukhumbu district.
(24) Dakkari: Pung
It is a popular musical instrument in the Mithila
region. It is made of wood joining six strings on it.
(25) Irlung Pipari:
It is a popular instrument in the Kusunda community played by blowing air
into it.
(26) Shringinad:
Shringinad is a blowing instrument made from the horn of Krishnasar deer .
The sages play the instrument at night in the month of Chaitra and Kartik in four
directions of a house to protect that house from various kinds of diseases.
(27) Kahal Baja:
It is about two hands long instrument made from copper. It produces loud noise
while blown. It is played in Gorakhkali Temple of Gorkha and Bhairabi Temple of
Nuwakot.
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(28) Shankha:
It is made of the outer shell of a large ocean snail. It is
played while performing religious ceremonies and while
carrying dead bodies to Ghat. It is played by blowing air
into it.
Our folk musical instruments are our identity. They Shankha
represent our culture and tradition in the world. A large
number of people earn their livelihood by manufacturing and playing them. They
also attract tourists from other places. Therefore, they have a high significance.
However, they are being replaced by foreign musical instruments these days due to
various reasons such as lack of awareness, lack of enough training centres, lack of
publicity, lack of government concern, and lack of proper plans and policies. Such
replacement makes us forget our uniqueness and originality. Thus, folk musical
instruments and folk music should be promoted and preserved. Some measures to
do so are as follows:
(1) Abundant number of museums such as the Nepali Folk Musical Instrument
Museum should be established to exhibit and promote folk musical instruments.
(2) Folk musical competitions should be organised regularly.
(3) The public should be made aware of the significance of such national heritage.
(4) The government and the concerned community should give concern for the
production of such musical instruments.
(5) The mass media should be encouraged to play folk songs and folk music.
(6) The school curriculum should contain enough reading materials and practical
training related to folk musical instruments.
(7) We have to establish a number of training centres to train people to play
typical folk musical instruments.
(8) We should promote and give publicity to folk musical instruments.
Activities
(1) Prepare a list of folk musical instruments played in your community. Find
out when and which communities play such instruments. Then, present your
conclusion in your classroom.
(2) Classify the musical instruments given in the lesson into the types given in the
table.
Played by Played by Played by Played by Played by Covered Covered
touching rubbing on blowing blowing, striking or with leather with
on strings strings by and moving but without and having leather, but
bow fingers moving heating
Khari not having
fingers Khari
(3) Paste or draw the pictures of Panche Baja with their names on a sheet of chart
paper. Display it in your classroom.
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Exercise
(1) Write very short answers to the given questions.
(a) What are folk musical instruments? Give some examples.
(b) What type of musical instrument is Sarangi?
(c) What do you know about Panche Baja?
(d) In which community is Damphu played?
(e) What type of instrument is Aarbajo?
(2) Write short answers to the following questions.
(a) Give a short introduction to Madal.
(b) Draw a picture of a folk musical instrument and write a short note on it.
(c) In the past, Panche Baja was limited only to rural areas. However, it is gaining
popularity in urban areas these days. What is your opinion on it? Write in
four points.
(d) Prepare an editorial on the topic, ‘Our Folk Musical Instruments: Our Identity”.
(e) Some of our folk musical instruments are on the verge of extinction. What
should we do to prevent it? Present your ideas in four points.
(f) Let us consider that two cultural programmes are being held in your
community at the same time: one with western musical instruments such as
drum set, and another with folk musical instruments and folk music. Which
programme would your prefer to attend at that situation? Why?
Community Work
How often do people use folk musical instruments in your community? What
programmes are being run to conserve them? Prepare a list of a questionnaire to
know the existing condition of folk musical instruments in your community. Ask those
questions to the concerned people, and prepare a report based on their answers.
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Lesson Folk and Classical Dances
of Nepal
3.4
Engage Yourself
Have you ever observed or performed a folk dance or a classical dance? A folk dance
is based on a folk song. A folk song expresses the feeling of pleasures, sorrows, love
and realities. Maruni, Sorathi, Deuda and Ghatu are folk dances. Likewise, a classical
dance describes the story and the character of the gods and goddesses. Charya, Devi, and
Bhairav are common classical dances in Nepal.
(1) What are folk and classical dances? What are popular folk and classical dances in our
country? What are their typical features?
(2) Why are our classical and folk dances important? What roles can students play to
promote and preserve them?
Dance is a particular series of graceful movements of one’s body, hands, feet or any
body parts. One usually performs a dance in time or sequence to music. A variety
of folk and classical dances is performed in our multi-ethnic and multi-cultural
country, Nepal.
Folk Dance: A folk dance is based on folk songs and folk music. It is a popular dance
considered as part of the tradition of a particular people or area. It often originates
from festivals and rituals. People wear costumes of their own communities while
performing a folk dance. It reflects the feeling of joy and sorrow, love and everyday
social realities of people. Dhan dance, Ghatu dance, Sorathi Dance, Deuda dance,
etc. are some examples of popular folk dances.
Classical Dance: A classical dance is a strict, organised and rhythmic type of
dance. It speaks of the nature and character of gods and deities, as mentioned in
religion and scriptures. The dancer expresses the main vibes of the classical dance
by the movement of different parts of the body such as eyes, mouth, and fingers.
People have been performing this dance since ancient time. It is not based on any
caste or community. Unlike a folk dance, it needs a special costume according to
the nature and need of the dance. Some examples of classical dances of Nepal are
Charya dance, Devi dance, Bhairab dance, and so on.
Differences between Folk Dance and Classical Dance
Folk dances are performed with folk music, whereas classical dances are performed
with classical music. Classical dances are not based on a particular caste or region,
but folk dances are based on a particular caste or region. Folk dances are usually
performed in a group, while classical dances are generally performed individually.
Classical dances have certain limitation. They can be performed only on some
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occasions, not randomly. However, folk dances can be performed at any fairs and
festivals. Classical dances need special costumes according to the nature and the
need of the dance, but folk dances need costumes of the particular caste. Classical
dances have a religious origin as they pick up their themes from religious stories
or legends, but folk dances have a social base as they represent our social life.
Comparatively, most people prefer to observe folk dances than classical dances.
Importance of Folk and Classical Dances
Our classical and folk dances represent our cultural identity. They depict our
cultural and diversity.
(1) They help in the promotion and preservation of the typical folk culture of our
country.
(2) They depict our glorious traditional art and culture.
(3) They help in the development of art and skill in an individual.
(4) They attract tourists and assist in the economic development of a country.
(5) They help in socialisation and the promotion of social harmony.
(6) They provide chances for us to travel to native and foreign nations.
(7) They provide good exercise for our body and help in entertainment.
Relationship among Folk Songs, Folk Musical Instruments, and
Folk Dances
Our folk songs, folk musical instruments, and folk dances are elements of our
folk culture. They are the typical and traditional aspects of people from different
communities. People play folk musical instruments to sing folk songs and perform
folk dances. Folk songs and folk musical instruments are incomplete without
folk dances. Folk dances make them lively. Likewise, folk songs do not sound
harmonious without folk musical instruments. Similarly, folk musical instruments
do not have any value if they are not played with folk songs. Therefore, they are
complementary to each other.
Some Classical Dances of Nepal
(1) Arya Tara Dance:
It is popular in the
Buddhist community. Arya
Tara is believed to be female
Buddha in some tradition.
She is also known as “The
Holy Mother” in ancient Arya Tara Dance Bajrayogini Dance Bhairav-Kali
mythology. The song of this
dance describes the various qualities of Arya Tara. People perform this dance in
various rituals and religious festivals wearing full ceremonial dress.
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(2) Bajrayogini Dance:
This dance is named after the Hindu goddess, Bajrayogini. The Buddhists
perform this dance during some special occasions and events. This dance is
performed especially as a devotation to goddess Bajarayogini in Shakhu. This
dance shows the mixture of anger, protection and peaceful emotions.
(3) Bhairav-Kali Dance:
It is one of the traditional ritual dances of Nepal. The dancers wear the masks
and disguise themselves as Kali and Bhairav while performing this dance. It is
performed especially in the Newar communities.
(4) Charitra Dance:
This dance is more popular in the Terai region. People act like the characters
of the mythological stories of the Puranas while performing this dance.
(5) Charya Dance:
Charya is a traditional dance form of the Newar community of the Kathmandu
Valley. It is done through graceful movements of the body. It is performed on the
story of gods and goddesses. Newar Buddhist priests (Bajracharyas and Shakyas)
perform this dance.
(6) Devi Dance:
Devi dance is celebrated during Gai Jatra, Indra Jatra
and during Dashain.
(7) Hanuman Dance:
This dance is named after Hanuman, the greatest Devi Dance
disciple of Lord Ram in Hindu mythology. The dancer
disguises himself or herself as Hanuman and performs this dance. It is performed
in Baglung and neighbouring districts.
(8) Hudkeli Dance:
The people of Karnali and Sudurpaschim Province Hudkeli Dance
perform this dance by holding a musical instrument called
Hudko in their hands. They do this dance during the
marriage, Bratabandha, Nwaran and other special cultural
and ritual occasions. They wear a special costume called
Jhargulo while performing this dance. Mainly the people
of the Dalit community perform this dance by singing the
stories of Ramayana and Puranas.
(9) Kartik Dance:
This dance is performed in the month of Kartik. Kartik Dance
Therefore, it is known as Kartik Dance. Malla King Siddhi
Narsingh established this dance practice in the year
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1640 AD (1697 BS). This tantric dance is based on stories related to the life of
Hindu God Krishna of Dwapara Yuga. Devotees believe divine powers bless the
dancers.
(10) Lakhey Dance:
The Newars perform this dance by wearing masks Lakhey Dance
on their face. The musicians play traditional Newari
instruments, and the Lakhey dances with the tunes. A
Lakhey is believed to be a legendary devil that chases away
other devils.
(11) Manjushree Dance:
This dance is also known as Charya Nritya. This dance Manjushree Dance
is performed to show devotion towards Manjushree, who
is believed to have drained water from the Kathmandu
Valley and made it suitable for human settlement. It is
considered the oldest dance form of Nepal. It is believed
that Shantikaracharya, a disciple of Manjushree, started
this dance in the 7th century.
(12) Mundhum Dance:
The Kirants of the Eastern Hills perform this dance. Phedangwa or Nakchhong
(priest) sings the scripts of Mundhum (the holy book of the Kirants) and performs
the dance.
(13) Pancha Buddha Dance:
This dance is performed to represent Pancha Buddha. Pancha Buddha Dance
Pancha Buddha means Five Buddha. They are Vairochana,
Aksobhaya, Ratnasambhava, Amitabha and Amoghasiddhi.
There are five dancers. Each performer has a particular
posture, colour, and direction.
(14) Pulu Kisi Dance:
Pulu Kisi dance is a part of Indra Jatra. Kisi in the Pulukisi Dance
Newari language means elephant. Pulu Kisi is believed to
be the carrier of Indra (white elephant) himself. Young lads
come under a clothed white elephant structure and dance
through the streets of Kathmandu. People view the masked
creature with a roar of excitement and laughter. From time
to time, it does naughty and mischievous things by running
through the street, knocking anyone that comes in its path
and swinging its tail in an amazing manner.
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Some Folk Dances of Nepal Balan Dance
Chandi Dance
(1) Balan Dance: Chaulo Dance
Deuda Dance
The Kshetriyas and Brahmins perform this dance Dhan Dance
during religious ceremonies and festivals. This dance is
about the performance of acts (Lilas) of Hindu gods and
goddesses.
(2) Chandi Dance:
Chandi Dance is mainly performed by the Rais. People
dance together to the rhythmic beats of drums. This dance
is performed praying to Lord Shiva (Parohang) and goddess
Parvati (Sumnima) for peace and success in the village.
They worship for good crops. This dance is special because
people have to perform it with charming and cheerful faces.
Chandi Dance is also known as Sakewa Sili.
(3) Chaulo Dance:
People perform this dance in the hilly areas of
Sudurpaschim Province of Nepal in the month of Kartik. It
is also known as Chalo Dance. This dance is performed by
worshipping a local dumb god.
(4) Deuda Dance:
This dance is performed in a group of men and women.
It is popular in Karnali Province and Sudurpaschim
Province in Nepal. Nowadays, the people of those regions
gather at Tundikhel and perform this dance in a circular
group by holding each other’s hands on special occasions.
(5) Dhan Dance:
It is the dance of the Limbus living in Taplejung,
Panchthar, Ilam, Terhathum, and Dhankuta. They perform
this dance on the occasion of various agricultural activities
such as paddy plantation and harvesting. People hold
each other and control each other from side to side, swing
their feet in the beat of Chyabrung while performing this
dance. The Chyabrung is a traditional drum of the Limbu
community.
The songs sung while performing Dhan Dance are called Palangma.
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(6) Ghatu Dance:
This dance is popular among the Gurung, Magar and Ghatu Dance
Dura community living in different parts of the Gandaki
region. This dance starts from the day of Basanta Panchami
to the day of Baishak Purnima. It is based on the story of
King Parashuram and Queen Yammawati. The unmarried
girls, whose menstrual cycle has not begun, perform this
dance.
The girls who perform Ghatu Dance are known as Ghatulis.
(7) Hopcha Dance:
Hopcha is the traditional classical dance of the Aathpariya Rai community. It
is mostly practised in Dhankuta.
(8) Jat Jatin Dance:
This dance is popular in the Mithila region. It is Jat Jatin Dance
performed from Shwaran Purnima to Bhadra Purnima.
Two groups of dancers stand on opposite sides and express
their sentiments through movements, along with a dancer
representing Jat (the male) and another representing Jatin
(the female). It enacts the mythical tale of the two lovers
and the trials they face before living happily ever after. This
dance is performed during drought to please Lord Indra,
the god of rain, according to Hindu mythology.
(9) Jharra Dance:
This dance is prevalent in the Tharu community in Jharra Dance
which the dancers strike the small bamboo sticks with each
other and dance in its rhythm.
(10) Jhijhiya Dance:
This dance is devoted and dedicated to Durga Bhawani, Jhijhiya Dance
the Mother goddess of Nepal. This dance is performed in the
Maithili community on the auspicious occasion of Dashain.
The main objective of this dance is to keep away evil spirits
from the community. The women carry lanterns with holes
and diyos inside them to perform this dance.
Jhijhiya is mostly performed by the women of the Malaha community living in
Mahottari and Sarlahi district.
(11) Kaura Dance:
The people of the Tamang and Magar community perform
Kaura dance in Kaura song. Both men and women perform this
dance. The Kaura dance is believed to have originated by the Magar
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community in Tanahun district. It was originally called Kandraha dance and later
came to be pronounced as Kaura.
(12) Khyali Dance:
This dance is performed to have fun. Khyali Naach is also called Pangdure
dance. It is mainly performed during festivals and poojas in the musical rhythm
of Khainjadi and Mujuras. In Magar language, millet is known as Pangdur. Since
this dance is performed from planting and harvesting time of millet (from Kartik
to Falgun), this dance is also known as Pangdure Dance.
(13) Madikhole Dance:
This dance is mainly performed in Karnali Province of Nepal.
(14) Maruni Dance:
It is one of the most loved and popular dances in Maruni Dance
Nepal. A male dancer disguises himself as a female. He
wears long frock like dress. Other members sing and make
music. It is performed in the Magar community of mid-
Hilly regions almost all round the year. This dance is also
performed in the Gurung, Darai, Kumale, Rai and Limbu
community.
Maruni dance originated in Sikhghar in Myagdi district.
(15) Rudrayani Dance:
People perform this dance in Khokana of Lalitpur district on the occasion of
Rudrayani Pooja.
(16) Salahes Dance:
Dusaadh and Musahar communities perform this dance
while worshipping their family deity, Salahes.
(17) Saraya Dance:
It is a popular cultural dance performed in Gulmi, Saraya Dance
Argakhanchi, Syangja, Baglung, Palpa and nearby regions
on the occasion of Dashain. The dancers hold swords,
khukuris, knives, sticks, etc. and dance with the tunes of
Panche Baja.
(18) Singaru Dance:
This dance is popular in the Karnali and Sudurpaschim
Province of Nepal.
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(19) Sorathi Dance:
The people of Gurung community perform this Sorathi Dance
dance. The male dancer represents Jaisinge Raja
(a king), and 16 lady dancers represent 16 queens.
Madal is played as background music.
(20) Tarbare Dance:
It is a popular folk dance of the Gandharva community.
There is a wide range of variety of folk and classical dances in Nepal. However,
Western, Hindi, and filmy songs and dances have dominated folk and classical
dances in the name of modernisation. Due to negligence of concerned authorities,
lack of awareness and encouragement and lack of effective government plans and
policies, many such dances have already gone extinct and some are on the verge
of extinction. Thus, it is important to promote and preserve them in time. The
following measures should be adopted to promote and protect the folk and cultural
dances of our country.
(1) The government should set up numerous dance training centres and encourage
all people to participate in and perform such typical dances.
(2) The youths should be made aware of such dances and their significance.
(3) Abundant advertisements should be done at the national and international
level to encourage people to promote and preserve them.
(4) The school and college curriculum should include abundant reading and
promotional materials about them. The students should be encouraged to
perform such dances on any cultural programmes and formal occasions.
(5) Periodical competitions of folk and classical dances should be held on a regular
basis all over the country.
(6) The print, broadcast, online, and electronic media should be encouraged to
publish, broadcast and display materials on their promotion.
(7) The government should formulate and implement effective plans and policies
in the promotion and preservation of such folk and classical dances.
(8) The national-level television channels and popular online channels should
prepare documentaries about such dances and broadcast them regularly.
(9) The government and concerned authorities should encourage people to study
and conduct research on such dances.
Activities
(1) Organise a folk dance competition in your class. Form an evaluation committee
while organising yourselves and award the winning groups.
(2) What role should students, local community, and concerned authorities related
to folk culture play to promote the folk dances and preserve them from
extinction? Discuss among your friends and make a list of any four effective
roles.
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Exercise
(1) Write very short answers to the following questions.
(a) What do you mean by dance? Define it.
(b) Define a folk dance.
(c) Name any two folk dances and classical dances popular in your community.
(d) Mention any two features of Charitra Nritya.
(e) What type of dance is Hudkeli dance?
(f) What kind of dance is Kartik Naach? Who introduced this dance?
(g) Which community are Chandi Naach and Dhan Naach related to?
(h) Write any two features of Deuda dance.
(i) Mention any two features of Jhijhiya, Kaura and Maruni dance.
(j) In which region is Singaru dance popular?
(k) Write a difference between Sorathi dance and Jat Jatin dance.
(2) Answer the following questions in brief.
(a) How are folk dances different from classical dances? Mention any four
differences.
(b) Why are folk and classical dances important? Mention their importance in
four points.
(c) “Folk musical instruments, folk songs and folk dance are complementary to
each other.” Explain this statement with the help of examples.
(d) How can we promote and preserve the folk and cultural dances of our
country? Suggest any four effective ways.
Community Work
Among the dances mentioned in the lesson, prepare a list of dances performed
in your community and find out their existing condition. Prepare a report,
including the facts about their performance time.
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Lesson
3.5 Our National Days
Engage Yourself
How do you celebrate Children’s Day and Education Day in your school? Children’s
Day, Education Day, Constitution Day, Martyr's Day, Women's Day, May Day, Republic
Day and Democracy Day are important national days in Nepal. Our national days are
the remarkable days that mark our historical and social achievements. These days are
a matter of identity and pride for all Nepali people. We should observe them effectively
according to their spirit and significance.
(1) What are our national days? Why are they important?
(2) What are the major national days of our country? What types of programmes do your
school and community conduct on various national days?
(2) Are you satisfied with the way of celebrating national days in our country? If not,
what should people do to observe these days more effectively?
Introduction
We observe certain days with great enthusiasm throughout the country. Such
special days mark various significant events like great revolutions, achievements
and the days when our history took a new turn. The Government of Nepal has
declared such days as national days. Our national days are our national festivals.
Since they carry political and historical significance for a nation, they should not
be observed for the sake of formality or show off only. Rather, we must celebrate
them in real sense according to their main spirit so that people would be inspired
and contribute to their nation.
Some National Days of Nepal
(1) Martyrs’ Day:
Those people who suffered a lot or sacrificed
their lives for political or religious reform in their
country are called martyrs. We observe Martyrs’
Day every year on the 16th of Magh to respect them
and admire their contribution. It is an occasion Martyrs’ Day
to honour the sacrifice of different martyrs who
sacrifice their lives for the sake of people and country. It also motivates people to
emulate the path that they have shown to the nation.
Various programmes are organised across the country to remember the four
most important martyrs of Nepal. Shukraraj Shastri, Dharma Bhakta Mathema,
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Dasharath Chand, and Gangalal Shrestha are the four martyrs who gave up
their lives to free the country from the tyranny of Rana autocracy and started
a democratic tradition. Shukraraj Shastri was hanged in a tree near Pachali of
Teku on Magh 10, 1997 BS, while Dharma Bhakta was hanged in Sifal on Magh
13 and Dashrath Chand and Gangalal were shot at Shobha Bhagawati on Magh
15 by the then autocratic Rana rulers. They had founded an organisation named
Prajaparishad to motivate the people to fight for their rights.
The security personnel of Nepal Army, Armed Police Force Nepal, and Nepal Police whoc sacrificed
their life for the nation in various incidents are also martyrs. As of 2020 AD, there are more than
2800 such martyrs.
Nepal Investigation Department
Statues of the martyrs have been kept at Sahid Gate of Kathmandu and Shahid
Park in Hetauda to pay tribute to them. People offer flowers and bouquets to the
martyrs on this day. Several events such as speech competition, blood donation and
rally programme are conducted on this day. The martyrs who sacrificed their lives
against the Panchayat system, the people’s movement of 2046 BS, the second mass
movement of 2062/63 BS, Madhesh Movement as well as the Maoist’s ‘People’s War’
led by CPN are remembered and revered on this day. Nepal celebrates martyrs’
week from Magh 10 to 16 every year. If we honour the martyrs’ family, get inspired
by them, and fulfil their dreams, it is real respect to the martyrs. It is our common
duty to make them immortal by any means.
(2) Democracy Day:
Every year, Falgun 7 is observed as the National
Democracy Day to celebrate the attainment of
democracy in 2007 BS through the people’s struggle
to end 104-year old autocratic Rana Regime. It
is observed throughout the country with great Democracy Day
commitment and enthusiasm by organising various
programmes such as march past, rally, cultural procession, speech competition,
tree plantation, sanitation activities, blood donation, parade, and so on.
(3) Constitution Day:
Constitution Day is observed every year Constitution Day
on the 3rd Asoj to mark the promulgation of the
constitution achieved through the people’s long
struggle and sacrifice. The present constitution,
the Constitution of Nepal, was promulgated and
implemented on Ashoj 3, 2072 BS. Therefore, the
3rd Asoj is celebrated as Constitution Day.
The present constitution is the first constitution drafted by the people’s representatives
in Nepal. Nepal switched to a federal democratic system from a unitary system with the
promulgation of the current constitution.
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(4) Children’s Day:
Bhadra, 29 is observed as National Children’s
Day in Nepal every year. On 14th September, 1990
AD, Nepal had signed and approved the international
agreement passed by the UN Convention on Child
Rights. To remember that day, Nepal started to
mark the 29th Bhadra as the National Children’s Day
since 2063 BS. The UN general assembly passed the
Convention on Child Rights on November 20, 1989
AD and implemented it on September 2, 1990 AD. Children’s Day
However, Nepal approved this convention formally
on September 14, 1990 AD (29th Bhadra, 2047 BS). Therefore, various child-related
programmes such as rally, speech programmes, sports programmes, street dramas,
and many other awareness and competitive programmes are organised on the day
to mark children’s day.
(5) Education Day:
Education Day is celebrated on World Literacy
Day every year in Nepal. It falls on the 8th September.
Various programmes are organised to award
various outstanding schools and educationalists
and confer the Bidyabhusan medals on university
graduates topping in various examinations held
under different faculties on the day. Folk song Education Day
competitions, street plays, and sapling plantation
are also conducted on that day. Ministry of Education, different universities, and
educational institutions also organise various programmes to mark this day.
(6) International Women’s Day:
International Women’s Day is celebrated every International Women’s Day
year on the 8th March. The female civil servants
are given a holiday in government offices that day.
It is a global day celebrating the social, economic,
cultural, and political achievements of women.
Various awareness programmes are organised
on that day. On this occasion, people gather from
different walks of life to express their shared aims
towards women, social issues regarding women,
and to raise their voice to stop violence against
women.
The United Nations began celebrating International Women’s Day on 8th March since
1975 AD. However, the General Assembly of the UNO declared officially to observe
the 8th March as the UN Day for women’s rights and international peace since 1977 AD.
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(7) International Labour Day:
Every year, May 1 is observed as the
International Labour Day. It is known as Mai (May)
Diwas. A meeting of the labour oganisations and
labour leaders of the world held at Paris of France
in 1889 AD took the decision to mark World Labour
Day across the globe every year. With this decision,
May 1 has been celebrated as World Labour Day
since 1980 AD. Taking May Day as a festival, workers
celebrate this day with several programmes to pile International Labour Day
pressure on the government and employers to have
their rights guaranteed. The occasion unites all working - class people across the
world in a thread of unity to ensure their rights and happiness. Nepal has marked
the celebration of the Day with the Workers Movement (Majdoor Andolan) held at
Biratnagar in 2007 BS. However, the Government of Nepal began granting public
holiday on the day following the political change in 1990 AD.
(8) Republic Day:
Every year, the 15th Jestha is observed as Republic Day
Republic Day in Nepal. The first meeting of the
Constituent Assembly formed after the election
held on the basis of People’s Movement 2062/63
BS announced Nepal as the Federal Democratic
Republic country on Jesth 15, 2065 (May 28, 2008).
Since then, Nepal started to celebrate Jesth 15 as
Republic Day every year. It marks the day on which
Nepal became a republic state.
There is a general trend of giving public holidays on national days. Because of
this practice, many people stay at home and do not realise their significance. They
become unaware of the important events of the history and various achievements
of their country. Therefore, apart from giving public holidays on national days,
there is also trend of organising a wide range of programmes and celebrating them.
It makes people aware of the efforts and achievements made by people in different
phases of history. It also encourages them to make similar contributions from their
side. Likewise, it provides a common platform for people to get together and hold
a discussion on concerned issues. Similarly, people can assemble to pressurise the
government and political parties for the establishment of the rule of law and good
governance on the occasion of national days.
Various means of communication and media such as televisions, radios, newspapers,
online media, etc. can play significant roles in promoting and spreading awareness
about such national days. They can highlight and publish news and articles about
those glorious days. The government, non-government agencies, and academic
institutions should organise various celebration, awareness, and competitive
programmes throughout the country.
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