Nova Social Studies 10

NOVA

Social Studies

Grade 10

Author
Binod Kumar Pathak

NOVA

Publication

NOVA PUBLICATION

Satungal, Kathmandu

NOVA

Publication

Price :

Edition : First 2017

Second : 2078

Layout : Image Graphic

Printed in Nepal

© All rights reserved with the Publisher – No part of this publication may be reproduced or
transmitted in any form or by any means

Preface

The Nova Social Studies Grade-10 has dealt with all the topics recommended
by the Curriculum Development Board by undertaking indepth research.
The textbook is more relevant, practical, skill-oriented and of course
contemporary in approach. As a student drift through gist of every lesson
while anchoring on each unit, the fragrance of distilled understanding
of concepts and descriptions which have been dealt with sharp precision
will kindle the light of knowledge in them. While going through the book,
students will be able to gain right knowledge of society and the world in
which they live. The lucid presentation of the otherwise complex topics has
turned this textbook into a tasteful reading for students. Added questions in
the exercise and improved version of activities have the inviting aroma for
inquisitive brains just like the bees are pulled towards pollens of flowers.
As the students progress gradually to reach the end of each unit, the sense of
satisfaction and realization of accomplishment dawn on them exactly like the
sun-rays lighting up everyone of us who faces it. Nova Social Studies train
our students to face and understand the world in correct ways and help them
develop life-skills with right attitude. The textbook is rich with facts, data,
information and students's activities, exercises, project and community work.
Both the students and teachers will relish every lesson and find teaching-
learning activity easy. All the concepts have been presented in clear and
simple manner to drive away confusions from the minds of students.

This is my firm belief and confidence that once you hold this book, you will
never let it go. For those who always wanted to perform in tests and even tried
hard only to get disappointment because they missed the right directions.
I understand your problems and respect your aspirations. Just when you
think it can’t get worse.....It does. Now, it is going to be better and much
better because you have the support of this book. It is the direct attempt
at improving the quality of your student’s life only if you get through the
topics honestly and sincerely. You are on the right path and there is no reason
for any disappointments any longer. The present textbook will appeal to the
teachers most as they will find enough numbers of illustrations, concepts,
exercises, activities and the community work which lessen their tribulations
in sailing the students all through a year landing them safe to the other shore
from where they march towards acquiring higher education with much
needed skills and knowledge. My best wishes are always with you as I am
committed to your welfare by working tirelessly in order to improve your
experience of teaching and learning environment both inside and outside
the classroom.

This book would have not happened without the support of Nova Publication
Private Limited. I thank from the core of my heart to the Publishing House
for assisting me in course of working on the contents of the textbook. My
special thanks go to Managing Director Mr, Megh Raj Poudel for arranging
the distributions of the textbook in all the districts of Nepal. Mr. Megh Raj has
been very helpful to me in resolving technical and non-technical problems
that I confronted during the course of writing this textbook. At the end, I thank
Mr. Birendra Shrestha who worked on the design and layout of the book.
He has been a great colleague to work with and our association throughout
the completion of this project has been a memorable one. Once again I thank
everyone who has been (and will remain) associated with this textbook in any
capacity whatsoever.

Date: March 15, 2018 Author
Chaitra 1, 2074 Binod Kumar Pathak

Contents Page

Unit 1 We and Our Society 1
Lesson 1 : Human Resource Development
Lesson 2 : Human Development Index and Nepal 1
Lesson 3 : Concept of Regional Development and Federalism 9
Lesson 4 : Provinces in Nepal 13
19
Unit 2 Development and Its Pre-Requisites
Lesson 1 : Sustainable Development 24
Lesson 2 : Development Projects in Nepal
Lesson 3 : Infrastructure of Development: Skilled Workforce and Employment 24
Lesson 4 : Contemporary Development Goals and Nepal 30
Lesson 5 : Development Proposal Framework at Local Level 35
40
Unit 3 Our Traditions, Social Norms And Values 45
Lesson 1 : Our National Heritages
Lesson 2 : Folk songs of Nepal 49
Lesson 3 : Folk Musical Instruments of Nepal
Lesson 4 : Our Folk and Classical Dances 49
Lesson 5 : Our National Days 59
Lesson 6 : International Personalities 62
Lesson 7 : Universal Brotherhood 68
Lesson 8 : Our Duties towards Senior Citizens 75
80
Unit 4 Social Poblems and Their Solutions 85
89
Lesson 1 : Human Trafficking – A Social Problem
Lesson 2 : DomesticViolence and Untouchability 94
Lesson 3 : Some Evil Traditions and Customs
Lesson 4 : Roles Played by International Organizations in Ending Social Problems 94
Lesson 5 : Some Other International Organizations 102
Lesson 6 : Identification of Social Problems and Required Skills for Their Solutions 106
111
Unit 5 Civic Consciousnesses 118
Lesson 1 : The Legislature 121
Lesson 2 : The Executive
Lesson 3 : The Judiciary 124
Lesson 4 : Constitutional Bodies (Organs)
Lesson 5 : Some Other Constitutional Commissions 124
Lesson 6 : Political Parties 131
Lesson 7 : The Election Process 137
Lesson 8 : Roles of Citizens in Elections 144
Lesson 9 : Human Rights 150
154
Lesson 10 : Rights to Women, Adivasi and Janjati 160
Lesson 11 : Citizen’s Identity and Citizenship 167
169
Unit 6 The Earth
Lesson 1 : Types ofWorld Climate and the Factors Influencing Them 175
Lesson 2 : Tropical Region – Nature and Types of Climates 180
Lesson 3 : Tropical Region – Human Activities (Life Patterns)
Lesson 4 : Temperate Region– Nature and Types of Climates 185
Lesson 5 : Temperate Region – Human Activities (Life Patterns)
Lesson 6 : Cold Region – Nature and Types of Climates 185
Lesson 7 : Cold Region – Human Activities (Life Patterns) 192
199
205
211
217
223

Lesson 8 : Flora (Vegetation) and Fauna (Animals) around theWorld 228
Lesson 9 : Climate and Topography – Its Diversity Affecting the Human Activities around theWorld 233
Lesson 10 : North America – Natural and Physical Features 237
Lesson 11 : North America – Social and Economic Activities 243
Lesson 12 : South America – Natural and Physical Features 248
Lesson 13 : South America – Social and Economic Activities 256
Lesson 14 : Africa – Natural and Physical Features 261

Lesson 15 : Africa – Social and Economic Activities 268
Lesson 16 : North America, South America, Africa and Nepal 274
Lesson 17 : Natural Disasters – Earthquake and Tsunami 276
Lesson 18 : Map – Its Different Methods of Drawing and Modern Practical Map-related Technologies 283
Lesson 19 : Map Work 288
291
Unit 7 Our Past 291
Lesson 1 : The Revolution of 2007 S and Delhi Agreement 298
Lesson 2 : Decade of Democratic Politics (2007 – 2017 BS) 306
Lesson 3 : Ban on Democracy and Political Parties in Nepal 313
Lesson 4 : Political Events from 2046 BS to 2062 BS 319
Lesson 5 : Rise of Panchayat Raj (System) and Causes for its End 322
Lesson 6 : Political Events from 2046 BS to 2062 BS 327
Lesson 7 : Political Events from 2062 BS till the Latest
333
Lesson 8 : Social and Economic Effects of Mass Movement II 337
Lesson 9 : Causes of the First World War
346
Lesson 10 : Effects of the First World War and Role Played by Nepal
351
Lesson 11 : Causes of the SecondWorld War
360
Lesson 12 : Effects of the SecondWorld War and Role Played by Nepal
365
Lesson 13 : Historical Sites, Search for Monuments, Preservation and Conservation of Their Identity
368
Unit 8 Economic Activities 368
Lesson 1 : Current Plan 375
Lesson 2 : Tourism Industry – Importance and Possibilities 384
Lesson 3 : Water Resources – Important Source of Energy 387
Lesson 4 : Foreign Employment 394
Lesson 5 : Cooperatives and Its Economic Importance 398
Lesson 6 : Financial Education 406
Lesson 7 : Financial Instruments 411
Lesson 8 : Insurance 416
Lesson 9 : Revenue and Tax Collection 421
Lesson 10 : Consumer’s Rights 428
428
Unit 9 Our International Relations And Its Effects 435
Lesson 1 : United Nations Organization (UNO) and Its Organs 439
Lesson 2 : Specialized Agencies of the UNO 443
Lesson 3 : Roles Played by Nepal in the UNO 447
Lesson 4 : UN Activities in Nepal 454
Lesson 5 : Contemporary Events and Its Effects
Lesson 6 : Globalization and Regionalism 459
Appendix 461
Model Question
Specific Grid

UNIT

1

We and Our Society

Learning Objectives:

Learning objectives of this Unit: After the completion of this Unit, students will be able
to......
 Develop understanding about human beings becoming resource and asset for the

society after gaining experience, education and proper training.
 Grasp the concept of Human Development Index (HDI) and find out Nepal’s status in

HDI.
 Realize the importance of regional development in federal structure of a country.
 Identify the provinces of ‘Federal Democratic Republic Nepal’.

Lesson

1 Human Resource Development

Human Resource: Meaning and Definition

Human resource refers to those humans who have general and technical ability to accomplish the task
(work) in hand. Humans become resource for family, community and society when they have experience,
knowledge, skills and qualities to bring positive change in their surroundings and to complete the task in
their hands. Human resource performs all kinds of work from simple to highly complex work and from
manual to technical work. Human resource includes the entire workforce (labor force) available in a country.
Human resource has a major role to play in bringing development in economic, social, cultural and scientific
arenas (fields) of a country.

Workforce (Labor Force): Meaning and Types

All the people who are employed or able to work in a country make the workforce (labor force). Workforce
has the ability and skill to do a work. Workforce plays the major role in development of a country. A country
requires all kinds of work force for all-round development. According to the need of a country, workforce
from different sectors like farmers, traders, doctors, nurses, engineers, lawyers, pilots, teachers, clerks,
administrators, laborers and others are required.

1. Based on their skill level, workforce is categorized into following three broad categories:

A. Unskilled workforce: Unskilled workforce is not properly trained and does not have specific skills. But

<< Nova Social Studies Grade-10 1

it is needed for manual and other work. It contributes to the development of a country. Gatekeepers,
manual-labourers, peons, cleaners, watermen, cart and rickshaw-pullers and coolies are examples of
unskilled workforce.

Watch-man Bus-driver and Helper

B. Semi-skilled workforce: Semi-skilled workforce are trained but are not experts. Semi-skilled workforce
contribute as motor-drivers, crane-operators, technicians, electricians, cooks, waiters, bookbinders,
barbers, cobblers and others.

C. Skilled workforce: Skilled workforce are experts in their areas of work. They are highly trained and
knowledgeable. Skilled workforce perform highly complex and technical work. Examples of skilled
workforce are teachers, engineers, doctors, nurses, scientists, managers and others.

A teacher A doctor

2. Based on duration of time, workforce have been divided into following three categories:

A. Short-term Workforce: Short-term workforce perform specific task lasting for a short time-period. They
are trained and oriented to complete short-term tasks such as conducting survey, taking feedback in
market or for government, workers in the tea-garden and labourers in the farm land, farmers working
during sowing and harvesting time.

B. Long-term Workforce: Long-term workforce work for a long period of time. Those who are working in
service sectors like education and health-care, army, police are examples of long-term workforce.

C. Sustainable Workforce: Sustainable workforce continue to work throughout the life in their areas of
work after acquiring skill and knowledge. Doctors, teachers, scientists, singers are some examples of
sustainable workforce. Sustainable workforce contribute to development of infrastructure, setting up
industries, operating big projects within the country.

Management and Development of Sustainable Workforce in Nepal

A country requires short-term, long-term and sustainable workforce for performing all kinds of tasks and
work in order to bring development. Amongst them, sustainable workforce act as real strength for long-
term development of a country like Nepal. Sustainable workforce are skilled human resources. Sustainable

2 Nova Social Studies Grade-10 >>

workforce provide direction and leadership to country’s economy. The more their number, the better for a
country. They are always relevant because they have ability and skill to overcome problems and challenges
of a country. Sustainable workforce are required for all time to come as their areas of work never come to
an end. Government encourages huge investment in big industries, infrastructure and big projects. For that
matter, Nepal needs more and more sustainable workforce.

Continuous training and development are prerequisites for sustainable workforce. Government of Nepal
needs to pay more attention to the education system and skill training programs within the country.
Institutions of higher education like colleges, universities must stress on imparting technical and professional
training along with general education. Vocational training in various fields must be made the part of regular
curriculum in all the schools across the country. This will be helpful for those who do not continue their
education after completing school and high-school to go ahead to join economic activity and hone their
skills. Universities are also the major centres of producing and grooming sustainable workforce (human
resource).

Continuous training and development of sustainable workforce is mandatory.

State has to be competent enough to create employment opportunities within a country and provide
opportunities to entrepreneurs to set up their own business and enterprise. In absence of Government’s
support and political stability, sustainable workforce would migrate to foreign countries. This is a typical
trend being noticed in Nepal nowadays. Major economic sectors of Nepal such as agriculture, industry,
education, health, communication and scientific research and technological development are still waiting to
realise their full potential in absence of sufficient number of sustainable workforce. Nepal has not been able
to retain the educated and skilled workforce graduating every year from universities and other technical
institutions like engineering and medical colleges. Only if sustainable human resource are managed well,
will Nepal be able to operate short-term and long-term development projects successfully. Sufficiency of
sustainable workforce is the only way to speed up the pace of development within the country.

Human Resource Development and Human Resource Management

Formal education coupled with various kinds of skill training help in the development of human resource.
Human resource development is not possible without gaining knowledge and skills in a particular area
of work. Human Resource Management considers training and development of skills as twin pillars for
long-term development of a country. Both training and development are an educational process aimed
at sharpening of skills, concepts, changing of attitude and gaining more knowledge to enhance the
performance of workers and employees within an organization (and enterprise). In fact, human resource
is the core concern for both ‘Human Resource Development’ and ‘Human Resource Management’. Be it
unskilled, semi-skilled or skilled workforce, Human Resource Management arranges for better training and
development for skill enhancement. Such training and development programs involve various kinds of
activities for workforce to impart knowledge and skills in them.

Human Resource Management (HRM or simply HR) deals with the management of humans. Continuous
training and development of workers and employees help them enhance job performance in organization
(and enterprise). Enhancement of individual performance of workforce directly assists the organization
to achieve its goals. Although ‘Human Resource Development’ and ‘Human Resource Management’ are

<< Nova Social Studies Grade-10 3

interrelated, yet there is a difference between the two. Human Resource Development aims at reforming
the organization while Human Resource Management directly works on the methods and techniques to
improve the level of performance and skill of workforce. Human Resource Management makes every
worker responsible to his/her performance as being the essential part of the organization. Organization has
no meaning without the workforce and workforce have no place to go for employment but organization.
Thus, Human Resource Management aligns the organizational objectives with individual expectations and
needs of workers effectively. Workers and employees are rewarded for their individual performance and
punished if laxity or negligence is shown.

Why Human Resource Development?

Planning for human resource is undertaken according to the tasks to be performed and needs to be met.
Why at all does a country or organization feel the need of human resource development? The following
points justify the necessity for having ‘Human Resource Development’:

 To place a demand and recruit workforce as per human resource planning

 To meet the short supply of workforce and manage the extra number

 To increase or decrease the number of workforce in organization as a result of cost-benefit analysis

 To find out the availability and possibility of having skilled and expert workforce if and when a
country needs them

 To assess the status of a range of workforce in a market so that they can fit in diverse nature of work
demands in accordance with their skill and ability

 To increase the level of efficiency and productivity of organization by managing the workforce within

Importance of Human Resource Development

Human resource planning is required to manage the workforce at different levels within an organization or
enterprise. In this way, an organization is able to utilize the workforce according to its need and purpose.
In order for an organization to utilize its workforce effectively, various aspects right from the appointment
or recruitment of employees, their utilization in different time and situation, their level of skills and
technological improvement, and other reforms within the organization play a major role. Thus, human
resource development takes care of blueprint of entire organization which includes planning, structure,
policy making, budget allocation and total cost-benefit analysis.

There is no doubt that human resource development bolsters the efficient use of workforce. It devises
incentive plan for workers and sets out to search another lot of workforce of different categories that an
organization may need in future. With its work-plan, human resource development further makes sure that
all the workers and employees participate to achieve the objectives of organization in total cooperation.
It is encouraging for both workforce as well as organization. Human resource development makes all the
essential aspects such as communication structure, supervision and feedback process and leadership quality
of management within the organization more effective. It deftly handles the human resource within the
organization and guides the organization to establish functional relationship with the Government outside.
Expansion in human relations within the organization boosts up the work-performance of employees and
internal management becomes easy. There are other advantages of human resource development such as
proper utilization of time, use of capital, clean energy, skill development, loss compensation, and other
expected benefits. Overall, human resource development helps an organization achieve high productivity.

Procedure of Human Resource Development

There are several steps which go together to develop human resource. Preparation for human resource
planning, analysis of existing human resource, assessment for the future use of human resource, employment
and skill development programs, are some of the steps which get combined to form the procedure of human
resource development. Human resource development is a continuous and organized process.

The first step for human resource development is to review and revise the objectives and goals of the

4 Nova Social Studies Grade-10 >>

organization. Preparing the workforce in order to realize the objectives and goals of an organization is called
the procedure (process) of human resource development. Human resource planning plays an important role
here as it provides a blueprint (a plan of action) for structure of the future organization and expected amount
of workforce. Human resource development is not possible without knowing the nature and structure of
an organization, types of present employment, number of working employees and their level of skill and
possibility of future expansion of the organization. Amongst all the factors, human resource development
gives more importance to efficiency of internal functioning of an organization and the way tasks (works)
are performed by the workforce. Constant evaluation of the quantity and quality of workforce within an
organization is the never ending process in human resource development. There are other aspects such
as types of workforce, work-load on workers and staff (employees), budget of an organization and other
related things which come into play as the procedure of human resource development. It is essential to know
that human resource planning keeps on getting revised in tune with changing time and need. It is commonly
observed that new types of jobs evolve with the evolution of society. Even existing organizations have to
cope up with new information and communication technology, improved version of machinery and so on.
Workforce requires regular up-dates and application of latest technology to avoid untimely retirement.
Therefore, human resource planning incorporates all these factors while going for the process of human
resource development.

It is quite essential to arrange for skill development training to enhance efficiency of workers and employees
in the organization. Similarly, those who have recently joined the organization should go through orientation
program and ‘service entry training’. Provision for training energizes the workforce and motivates them to
perform better. Human resource development must, therefore, include arrangement for different types of
skill enhancement training both inside and outside the organization.

Challenges and Future Direction (Way Forward) of Human Resource Development

in Nepal

According to the National Population Census-2011 AD, Nepal’s total population reached 26,620,809 with
an annual growth rate of 1.4 percent. Now the total population is expected to have crossed the mark of 29
million with vast majority of them unskilled workforce. This is one of the greatest challenges of Nepal in
area of human resource development. These workforce need to develop their skills through training so that
they are in various kinds of economic activities. Government of Nepal has to play an active role to create
an environment of political stability to create economic opportunities. Constant up-gradation of skill and
intake of new knowledge in modern economy and technology-driven world will help many numbers of
unskilled workforce in Nepal. As a result, several of them will graduate to become semi-skilled workers and
finally make efforts to be the skilled workforce.

Loss of employment opportunities is the gain in unemployment rate in a country. Many people migrate
to foreign countries in search of employment. Those who are skilled and semi-skilled do not want to stay
in Nepal because they want to earn more money and enjoy better facilities. This has created shortage of
skilled workforce (labor force) in development projects of Nepal. Moreover, there is a mismatch between
the actual workforce available in Nepal and their demands in the domestic economy. Exceeding demands of
workforce in Nepal has brought a new challenge in human resource management before the Government.
Government of Nepal has been putting in efforts to develop the infrastructure of the country such as
education, healthcare, transportation, communication and others. However, such efforts have proved to be
insufficient and inadequate so far. Human resource development has suffered heavily in rural areas of Nepal
where sizeable numbers of women, Dalit, disabled and other backward castes and ethnic communities are
still waiting to be the part of mainstream society and enjoy the fruits of development. Nepal needs to build
up the workforce that can compete in the global market.

Nepal lacks trained human resource that can utilize both infrastructure and technology to benefit from
natural resources in order to set development into motion. It is not that Nepal does not have enough
economic resources to produce enough numbers of workforce of the global standard. The real problem lies
in the proper utilization of these resources within the country. Devastating earth-quake of 12th Baisakh 2072
(April 25, 2015) has further aggravated the challenge on the path of Nepal’s infrastructural development.

<< Nova Social Studies Grade-10 5

Nepal requires skilled human resource from all the economic

sectors to build the economy. For example, Nepal requires trained Development

specialist-doctors, nurses, mid-wives, chemists in all the districts to

fight against deadly diseases like filaria, typhoid, cholera, diarrhoea, Natural
polio and so on. Safe childbirth is another challenge in entire Nepal, Resource

thus trained nurses and mid-wives are in need. Qualified teachers

and trainers are in great demands in different parts of Nepal, Infrastructure
particularly in remote and rural areas. Nepal requires more number +Technology

of automobile engineers to manufacture vehicles of different kinds

like two-wheelers, three-wheelers and four-wheelers. Nepal imports Human
Resource
these vehicles in great number at present because the country
does not have entrepreneurs and technical workforce to produce

the same. Civil engineers at present are in great demands because

Nepal is building physical infrastructure like roads, dams, bridges,

schools, hospitals and housing colonies all across the country. Nepal will require more number of engineers

who can serve in mechanical, electronic and computer field. Nepal is still waiting to revolutionize its core

sectors such as agriculture, industry and ICT (information and communication technology). A large number

of skilled and sustainable workforce are required to serve long-term needs of the country. At present, supply

of such workforce is much less in the country.

Nepal does not have clear national policy on human resource development. This is why scattered workforce

across the country have not been pooled together to mobilize them well for nation building. Government

of Nepal must devise a policy to benefit from productive workforce lying unutilized or under-utilized till

now. In addition to this, Government must prepare the workforce to be employed within the country and

outside. Nepal’s domestic economy requires more attention by generating more employment opportunities

because it has failed to absorb all the workforce into gainful employment. Migration for foreign employment

is the result of failure of Nepal’s domestic economy to create employment opportunities. Therefore,

strengthening of domestic economy will reduce the dependence

on foreign employment. At present, Nepal has the challenge of

retaining productive workforce inside the country by creating

more and more employment and entrepreneurial opportunities

within the country. Government needs to bring in many

more training institutions for skill development in promoting Development
vocation, profession and business. This will definitely bridge

the gap (mismatch) between the actual number of workforce

and total demands of workforce in the domestic market. Nepal Infrastructure
will continue to suffer unless and until all the marginalized and &
suppressed population such as women, Dalit, rural residents, and
Technology

other backward castes and communities are covered by training Human Natural
and development programs. This is the challenge ahead of Nepal Resource Resource
which demands long-term vision and national policy on human

resource development.

The following steps (measures) are to be taken keeping long-term vision in mind for human resource
development:

a) Prepare and develop the skilled workforce (human resource) to compete in domestic and global market.

b) Strike a balance between demands and supply of workforce.

c) Emphasize more on technical, vocational and professional education and training to promote self-
employment and create more employment.

d) Conduct a centralized training program for development of skilled human resource.

e) Enhance the capacity of all the departments and institutions working in the field of human resource
development.

6 Nova Social Studies Grade-10 >>

f) Execute the policy on human resource development after framing it.

g) Conduct and organize the programs to develop leadership quality among the youth.

h) Coordinate between the types of employment available in the market and the workforce produced by
the colleges and universities.

i) Enhance the capacity and level of skill of targeted groups such as women, Dalit, backward class and so
on.

j) Transform the country’s population into human resource of international quality by improving upon
skill and technology to compete at global level.

k) Define the work in light of latest technology and in global perspective.

l) Make education a tool for becoming economically independent and skill oriented.

Words and terms you would like to know

Gainful (adj.): profitable
Align (v.): to bring something into the correct position with respect to each other
Sufficiency (n.): an amount of something that is enough for somebody or something
Entrepreneur (n.): risk-taking businessperson; somebody who initiates or finances new commercial enterprises
Deftly (adv.): in skillful way
Incorporate (v.): to combine something with, or include it within, something already formed, or be combined or
included in this way

Activities

1. Answer the following questions after having consulted your Principal and Chairman of School
Management Committee and then write a short essay titled “Human Resource Development of Our
School”.

a) What do you mean by human resource development in a school?

b) Why should human resource be developed in a school?

c) What type of planning is undertaken for human resource development in a school?

d) What efforts are to be taken in order to make a school better institution of teaching and learning
than other schools located in the surroundings and why?

e) What kinds of challenges are expected to surface while framing human resource plan? What are
the ways to face those challenges?

2. Read the paragraph below and then respond to the following questions:

Fairly good number of Nepal’s population still languish in poverty and suffer from discrimination and
alienation. Women, Dalit, and other backward and marginalized classes do not possess enough skills and
education to support themselves. This is the loss for Nepal as Government has not been able to convert
them into human resource. A documentary named “Urmila: My Memory Is My Power” portrays a former
Kamlari who struggles to balance her ambition of becoming a lawyer and her activism for the rights of
indentured girl laborers.

Here is another story of a girl named Geeta Tharu who was Kamlari (an unskilled domestic servant) and
she transformed herself to become skilled human resource. She turned 26 in July 2016. She shares............. “I
was sent to be a Kamlari when I was nine years old. My father was a Kamaiya (forced labour) working
for my master who was a schoolteacher. I was sent to him for doing household chores. I asked him to send
me to school until I pass Class X. He agreed and even spent some money on my tuition fees. I passed

<< Nova Social Studies Grade-10 7

SLC (School Leaving Certificate) Exam. I could not pursue higher education for one year because I did
not have money to study. My master agreed to pay my fees if I continued to work for him in Nepalgunj
to which I readily agreed. While I was studying in the 12th grade, I got an internship with Friends of
Needy Children (FNC). I attended training on how to end the Kamlari system by campaigning and
speaking with masters who keep them. I worked as field observer and soon started earning 6,000
NPR per month. Currently, I personally provide life-skill training to 40 students and frequently visit
Kathmandu on behalf of FNC and I met Prime Minister too. I am planning to pursue Bachelor's degree
and hope for the best in future.”

a) Discuss the ways to train and educate vast number of unprivileged and marginalized youths and
children in our country.

b) What are the problems and challenges involved in bringing women and Dalit into mainstream
society and make them skilled or semi-skilled workforce?

c) Write down three strong messages that you derive from above story told by Geeta Tharu.

Exercise

1. What is human resource?

2. What is the difference between human resource development and human resource management?

3. Human resource is a vital factor of development. Justify the statement.

Give reasons why human resource development is the part of infrastructure.

4. What kind of policy and planning exists in our country for human resource development?

5. What should be done to improve the level of quality of our workforce for making them competitive
with other international workers in the global market?

6. Explain how to face the challenges of human resource development.

7. Assess the present scenario or status of skilled human resource in Nepal.

8. Define skilled human resource with examples. What are the ways to create skilled human resource in
Nepal?

9. How does interaction between human and natural resources churn out the product of development.
Describe with the help of appropriate examples.

10. No development takes place just on the strength of natural resource. Evaluate the statement in light of
Nepal with suitable illustrations.

Community Work

1. Find out the types of professions and vocations people of your community are engaged in with their
exact numbers. What actually is the relationship between the workforce of your community and types
of employment they have? Which areas have less supply of workforce? What is the next step now?
Prepare a report by choosing a title yourself by including all the above concerns with the help of advice
given by elders and seniors of your community. Present the report in the classroom.

2. Make a list of at least five priority areas where skilled and sustainable human resource are required
to develop Nepal. Name those areas of skills (professionals) and their possible contributions to the
development of the country.

8 Nova Social Studies Grade-10 >>

Lesson Human Development Index and

2 Nepal

Students of Grade-Ten are waiting for Miss Karuna Shrestha, Social Studies Teacher, to have a discussion on
Human Development Index today. Miss Karuna enters the class and proceedings begin...............

Salma Moktan: What is Human Development Index, Miss?

Teacher: Before we attempt to comprehend Human Development Index (HDI), it is better to know what
human development exactly means.

Salma Moktan: Okay Miss, then tell us about human development.

Teacher: Human development is all about enlarging people’s freedoms and opportunities and improving
their well-being. This is why human development means improvement in healthcare, education and skill
development, nutrition and shelter and others. Human development is related with the real freedom
ordinary people have. Each and every person enjoys the freedom to decide who to be, what to do, and how
to live. A country’s real development is not measured by its economic growth only. It is more important to
enhance the capabilities of people for a country to have the lasting development. Well-developed capabilities
have the tools people need to make their vision of “good life” a reality. And, capabilities of people in general
are enhanced with better health (long healthy life), better education (skill and training to get employment)
and better income (earnings to meet essential needs in life).

Durganand Sah: Yes Miss, now tell us what Human Development Index (HDI) is.

Teacher: As I have already explained to you that health, education, and income are very basic ingredients of
human well-being, the Human Development Index was developed as an alternative to traditional approach
to development which was earlier based on the foundation of only money (rise in national income). HDI can
be calculated to find out the level of development of a village, town, city, community or any specific group.
HDI is the metrics to know the level and status of country’s development performance in areas (fields) of
economy, health and education. As a result, HDI combines measures of life expectancy (health), literacy rate
(education), and Per Capita Income (economic standard of living) in an attempt to quantify the scores which
reveal the level and status of human development every person in that country (or society) enjoys.

Shradheya Manandhar: Miss, what scores? What is that?

Teacher: Don’t worry; I will make it clear to the class. The statistical calculations of HDI lead to a result in the
form of score which is interpreted in terms of level of development of a country. The HDI score varies from
zero to one where zero (0) stands for hypothetically zero “human development” whereas one (1) stands
for highest human development. However, there is a range of ‘human development’ like ‘Low Human
Development (0.000 – 0.499 HDI scores), Medium Human Development (0.500 – 0.799 HDI scores) and High
Human Development (0.800 – 1.000 HDI Scores).

Sunny Singh: Please explain to us about the historical background like when the HDI was introduced,
which organization was behind it or any person who devised the index, etc.

Teacher: Supported by Indian Nobel Laureate for Economics Amartya Sen and other gifted economists,
in 1990 Dr. Mahbub-ul Haq, a Pakistani economist, published the first Human Development Report using
the HDI (Human Development Index), which was commissioned by the United Nations Development
Programme (UNDP). The UNDP has been publishing the Human Development Report each year since
then. The inaugural report on human development in 1990 AD stated the goal of HDI......... “People are the
real wealth of a nation. The basic objective of development is to create an enabling environment for people
to enjoy long, healthy and creative lives. This may appear to be a truth. However, it is often forgotten in the
immediate concern with the accumulation of commodities and financial wealth.”

Nirajan Thapa: What are the objectives of HDI, Miss?

Teacher: Nirajan, it seems that you missed on the description I made before the class regarding objectives of

<< Nova Social Studies Grade-10 9

HDI. No problem, I will now give you the objectives of HDI in clear points. Objectives of HDI are:
 To know the level and status of human development
 To identify the area (field) that requires more attention for human development
 To compare the performance of human development of a country with other countries
 To figure out the flaws in implementation of development projects in basic infrastructure
 To devise better national policy and plan to achieve the goal of well-being of the people

Aarya Lamichhane: How to calculate HDI, Miss?

Teacher: We are required to get the average value of health as Life Expectancy, National Income as Per

Capita Income and Education as literacy percentage rate. A. Formula used for HDI calculation before 2010

AD: Country's x PCI-World' s minimum PCI
World' s maximum PCI-World's minimum PCI
Per Capita Income: PCI =

Life-Expectancy: L.E = Country's x L.E-World's minimum L.E
World's maximum L.E.-World's minimum L.E.

Literacy = Literacy Rate Percentage
100

Finally, HDI Score = PCI+Life Expectancy+Literacy
3

B. Formula used for HDI calculation from 2010 AD and onwards: HDI combines following three
dimensions:

• A long and healthy life: Life expectancy at birth

• Education index: Mean years of schooling and expected years of schooling

• A decent standard of living: Gross National Income per capita

The following three indices are used in calculating the HDI by the UNDP applying a new method:

1. Life Expectancy Index (LEI): LEI is 1 when Life Expectancy at birth is 85 and 0 when Life Expectancy
at birth is 20.

Calculate LEI = LE of a country-World's minimum LE
World's maximum LE-World's minimum LE

= LE of a country-20
85-20

2. Education Index (EI):

Mean Years of Schooling Index (MYSI) – Fifteen is the projected maximum of this indicator for 2025
AD.

Expected Years of Schooling Index (EYSI) – Eighteen is equivalent to achieving a master’s degree in

most countries. MYSI+EYSI
Calculate EI =
2

MYSI = MYS of a country ; EYSI = MYS of a country
15 18

3. Income Index (II): Income Index (II) is 1 when GNI per capita is $75,000 and 0 when GNI per capita

is $100. PCI of a country-World's minimum PCI
World's maximum PCI-World's minimum PCI
Calculate Income Index (II) =

10 Nova Social Studies Grade-10 >>

= PCI of a country-100
75,000-100

[Note: Here, PCI stands for GNI per capita.]

4. Final use of formula for calculating HDI: With the derived values of LEI, EI and II, we can find the
Human Development Index of a country (HDI).

HDI = ∛LEI x EI x II = Cube root of the product of LEI x EI x II

After this calculation total value will be between 0 and 1. As per the values gained, countries will
be placed in the list of division of countries. They are divided into very high human development,
high human development, medium high human development and low high human development
countries.

Amar Kumar Chaudhary: Miss, what is the rank of Nepal in Human Development Index?

Teacher: Nepal is improving its status in HDI. Nepal held the 157th rank in 2012 AD with HDI score of 0.463,
146th rank in 2013 AD with HDI score of 0.543 and 145th rank in 2015 AD with HDI score of 0.548.

Devendra Kumar Lawati: At the end, I would like to know why HDI is a better indicator to measure human
development than economic indicators like GNI (Gross National Income) and PCI (Per Capita Income).

Teacher: Devendra has asked a good question and I want the entire class to be attentive to it. HDI is definitely
a better index than indicators of economic growth because it includes the elements (dimensions) of health
(life expectancy) and literacy (education) besides Per Capita Income (an indicator of economic-growth).
Measuring dimensions like health and education are the part of broader concept of development which is
not limited to just economic growth.

From this angle, HDI is a better indicator (or index) of development.

Words and terms you would like to know

GNI: Gross National Income (GNI) is a measurement of a country’s income. It includes all the income earned by a
country’s residents and businesses, even if it’s made abroad. It does not count income earned by foreigners located in
the country. GNI differs from Gross Domestic Product (GDP) because GDP measures the income of anyone within a
country’s boundaries, regardless of who produces it. GDP includes anything earned by foreigners, including foreign
businesses, while they are in the country. GDP measures production while GNI measures income.

GNI per Capita: GNI per capita is a measurement of income divided by the number of people in the country. It
compares the GNI of countries with different population sizes and standards of living.

Enable (v.): to provide somebody with the resources, authority, or opportunity to do something; to make something
possible or feasible

Accumulation (n.): the process of gathering together and increasing in amount over a period of time

Inaugural (adj.): relating to or marking an official beginning

Nutrition (n.): foods, or the minerals, vitamins, and other nourishing substances that they contain

Activities

1. Study the following table carefully and discuss it in the class to answer the given questions:
I. Human Development Index (HDI) of SAARC countries, 2015 AD

Rank Country Score Rank Country Score
73 Sri Lanka 0.757 142 Bangladesh 0.570
104 Maldives 0.706 145 Nepal 0.548
130 India 0.609 147 Pakistan 0.538
132 Bhutan 0.605 171 Afghanistan 0.465

11<< Nova Social Studies Grade-10

II. Countries having highest and lowest HDI scores in the world

Rank Country Score Rank Country Score
1 Norway 0.944 188 Niger 0.348
2 Australia 0.935 187 Central African Republic 0.350
3 Switzerland 0.930 186 Eritrea 0.391
4 Denmark 0.923 185 Chad 0.392
5 Netherlands 0.922 184 Burundi 0.400

a) Name the countries having high level of human development. What can be the possible rea-
sons behind high level of human development?

b) Analyze the status of human development of SAARC countries.

c) What are the challenges before the countries with low level of human development?

d) What are the steps to be taken in order to improve upon the status of human development?

2. Practice how to give points on different headings given below and calculate the final score just like
Human Development Index. Include the records of all the students and their family details on different
headings in the table. Ask your teachers and classmates to decide the criteria to give points on different
headings in the table given below.

Name of Months Health Number Number Literacy Status of Average Infant Average Total
Students with check- of times of room percent drinking score
food ups in a clothes in the water & monthly mortality age
in the year were for a family sanitation
family bought person income of rate (below

the family 5 years)

Exercise

1. Describe the meaning and scope of human development.

2. What is Human Development Index? What is the status of Nepal in Human Development Index (HDI)?

3. Give reasons why HDI is better than economic indicators of development.

4. Compare the HDI of Congo and Denmark with that of Nepal.

5. What are the efforts to be made for the development of Nepal?

6. Why do we need Human Development Index?

7. HDI consists of three parameters to assess the quality of life. Briefly explain them.  

8. Differentiate between MYSI and EYSI. Explain how to calculate MYSI and EYSI.

9. Highest life expectancy in the world goes to Monaco with 89.52 year while Chad has the lowest life
expectancy with 49.81 year. Luxemburg has the highest ‘per capita income’ of US$ 104,360 and the
country with lowest ‘per capita income’ of US$ 600 is African Republic of Congo. Nepal’s ‘per capita
income’ is US$ 929 and life expectancy 71 year. Total years spent in school in Nepal on an average last
for 3.2 years while expected time-period for education in human life is 12.4 years. Calculate the Human
Development Index of Nepal.

12 Nova Social Studies Grade-10 >>

Lesson Concept of Regional Development

3 and Federalism

Understanding the Concept of Development

No doubt, development indicates the social and economic standard of the people.

Development is planned effort to bring improvement in people’s well-being for social welfare not only in
present but also in future time. This improvement is well directed towards positive change. Development
is both means as well as end. Development makes human life easy, well-to-do and happy. The end goal of
development lies in betterment of people’s life and enhancement of their capacity. As a result, people feel
free to mould their life in the way and direction of their choice. No development is ever possible without
having adequate means and resources. Rivers, land, forest, minerals and other natural resources are some
of the examples of required means and resources for development. Skilled workforce, training, technology
and so on are examples of human resource and means of development. Development has many different
dimensions at national, rural, urban and community-based levels. Development in its multi-dimensional
form includes economic, political, social, environmental and other related aspects. We know how human
resource development has become the focus of attention for all the developing countries in the world. At
the same time, economic development in today’s world needs to be balanced by protecting environment,
controlling climate change and preserving the biodiversity. Development is not just the upward growth in
national income; it must achieve human well-being with clean and green economy. Therefore, long lasting
development needs to be corruption-free in order to allow the people of every region of a country access to
available resources (and opportunities) in equitable manner without damaging the environment and nature.

There is no alternative to development. The process of development is unavoidable as it is essential to
conduct different activities aimed at people’s well-being. It is not possible to have positive impact on physical,
human, social and economic aspects of a country without the process of development. Development also
facilitates the structural change in political, social and economic set-up of a country or a region as structural
change in these institutions is the conveyor of fruits of development to the people. A series of positive
changes due to developmental activities in a country helps people to have access to essential goods and
services for their survival and broadens their capacity and freedom at social, economic and cultural levels.
Definitely, the purpose of development is to meet the human needs.

The following aspects come together to make development possible:

• Progress in economic, social, political and cultural aspects of a country

• Increase in production of both goods and services

• Meeting demands in a market in effective and purposive manner

• Protection of personal freedom and equality

• Acceptance of contemporary ideas and thoughts instead of falling into the trap of traditional
orthodox thinking

• Effective use of social norms and beliefs

• Reform and transformation at economic and social levels of a region or a country

• Eradication of poverty and fulfillment of essential needs

• Rise in the feelings of individual self-respect

• Freedom from low income status

The planned and nature-friendly development meets the demands of the people by keeping the environment
safe. Humane face of development resolves the issues of food, shelter, cloth, education, healthcare, safety

13<< Nova Social Studies Grade-10

and security of the life and property of the people. Finally, development in true sense not only leads a person
to have the fundamental rights but also gives the freedom to exercise them in order to live dignified life to
realize his/her full potential at personal, social, political and economic levels.

Regional Development: Nature and Scope

Regional development means bringing about economic and socio-cultural development in various regions
within the country demarcated ecologically or politically or on any other basis. Regional development,
therefore, allows the people living in that region to utilize means and resources (both human and
natural) for peace, progress and prosperity. Region refers to certain defined area of land inhabited by
people within a country or continent or any other part of planet Earth. Regional development is quite
necessary for promotion of people’s participation, proportional development, maximum utilization and
easy access to means and resources. Regional development is also closely related with strengthening of
country’s political administration. The reach of government at the people’s door-step is made possible
only by regional development. The concept of regional development has acquired global acceptance
because it leads to proportional development all around and removes regional imbalance at national and
international level. Regional development tackles the problems with a focused approach for larger good
of a country and the whole world. There are tricky and complex issues of climate change, social harmony,
people’s participation, women empowerment, industrialization, agricultural reforms and so on. These
issues demand focused approach of management and conflict resolution. Regional development is the
only answer to successfully handle such issues and problems. Proportional development in every region
leads towards sustainable development which cautions us not to destroy or disturb the carrying capacity
of the Earth.

REGIONAL
DEVELOPMENT

GOOD ETHNIC
GOVERNANCE EMPOWERMENT

PEACE AND EMPLOYMENT
ORDER

Above figure shows the positive impact of regional development

Regional development is interrelated with social needs of a region. It is the responsibility of the
Government not to neglect the region and alienate the people living there. Such kinds of neglect and
alienation incite mistrust and breed dissatisfaction amongst the people of a region that may lead to chaos
and disorder which fail the Government of a country. Human society is always on move and places
fresh challenges and opportunities before the Government based on the latest inventions, discoveries and
patterns of ideas and thoughts. With changing needs and times come the new technique and method of
running organizations and institutions responsible for bringing positive change in the life of the people.
Regional development in this context expands the base of production of goods and services to meet the
demands of people living in a region.

Regional division in Nepal conveniently follows the ecological basis (characteristics). The level of
development depends upon the topography, natural resources and the climate of a region. Ecologically,
three broad physical divisions e.g. Mountain, Hills and Tarai (plain) combined together make Nepal.
The country was divided into four ‘Development Regions’ namely Eastern Development Region (EDR),
Region (FWDR) in 1972 (2029 BS). The fifth ‘Development Region’ called Mid-Western Development

14 Nova Social Studies Grade-10 >>

Central Development Region (CDR), Western Development Region (WDR) and Far-Western Development
Region (MWDR) was created in 1981 (2037 BS) by bringing Karnali, Rapti and Bheri Zones together. In total,
five development regions, 14 zones and 75 districts were taken as a good attempt to bring proportionate
development in all the regions of Nepal. Unfortunately, this did not happen and public services are still
out of reach to many people in many districts of Nepal. This experiment of decentralization failed to bring
regional development all across the country and common people continued to struggle to benefit from
their local resources.
Another attempt to bring regional development has been undertaken by accepting the notion of federalism
in the Constitution of Nepal, 2072 BS. Nepal has been divided into 7 provinces as given below in order to
empower the ethnic groups in Nepal and for utilization of local resources.

Proposed seven provinces (states) in Nepal created under the Constitution of Nepal, 2072 BS

Federalism: Meaning and Merits

Federalism is a division of sovereignty among the different levels of government. Federalism is a complex
system having features of shared and self-rule. Federalism is the decentralization of political powers and
responsibilities to the level of different provinces which continue to be the part of country having central
(federal) government at the top. Decentralization is a process of transferring the authority, responsibility,
power, resources and accountability from central level of government to the provincial (sub-national) or
local level for service delivery and other functions. In the federal set-up of political administration, provincial
governments (also known as state-governments) function under the overall supervision of ‘Central
Government’. In this way, federalism has two levels of governments, i.e. Central (federal) Government at the
top and provincial Government in each of the provinces. United States of America (USA) and India are two
largest democracies in the world that follow federalism. USA has 50 provinces/states while India is divided
into 29 provinces. Switzerland has 19 cantons and six semi-cantons. Federalism is political decentralization
and is possible only in democratic form of political-governance. It is generally backed up by written
constitution to ensure a degree of autonomy in functioning of provincial governments under the overall
supervision of central government. Nepal was declared as “Federal, Democratic and Republic Country” on

15<< Nova Social Studies Grade-10

Jestha 15, 2065 (28 May 2008) in the very first session of the Constituent Assembly meeting. Federalism in Nepal
shall operate with three tiers of government functioning at central, provincial and local levels with their
respective powers and functions given in Constitution of Nepal, 2072 BS.

Decentralization Less cost to government

Closer links with people More costs recovered

Democratization, participation More willingness to repay

Accountability More transparency Better services
More efficiency

Benefits of decentralization: Federalism is political decentralization

Creation of provinces under federal structure follows a particular basis which may relate to historical
background or ethnicity and language or geography and population or any other basis such as availability
of means and resources. Every country follows its own geographic, social and cultural backgrounds while
creating provinces for convenience of political administration. The constitution of a country divides the
powers and functions meant for the central (federal) and provincial governments. All the issues of national
importance or of strategic and security interest are looked after by the central government. The matters
concerned with general interest of people are left to provincial government.

Division of Powers and Functions between the Central and the Provincial Governments under federalism:

Schedule 5 and Schedule 6 of the Constitution of Nepal, 2072 BS have listed out powers and responsibilities
on which Central and Provincial Governments can make laws and execute them. Some of them are given
below:

Powers of Central or Federal Government (Schedule 5): Matters related with Defense and Army, National
Unity and Territorial Integrity, Production of Weapons and Defense-equipment, Foreign Policy and
Diplomatic Relations, International Treaty and International Boundary (Border), Armed Police and Central
Police, Central Investigative Bureau, Conservation of Water Resources, Tele-communication, Electricity
Transmission at International and Inter-provincial level, International Trade and Exchange, Passport and
Visa, Social Security and Poverty Alleviation, Nuclear Energy, Atmosphere and Space-related Matters,
Constitutional bodies and other commissions of national importance and so on.

Powers of Provincial Government (Schedule 6): Provincial Police administration, Radio, F.M., Television
Coordination and Supervision, House-land Supervision, Vehicle Tax, Entertainment Tax, Tax on Agricultural
Income, State Public Service Commission, Health Service, Trade within the Province, Electricity, Irrigation
and Drinking water services within the Province, Conservation and use of language, script, culture, painting
and religion, Environment-Management, Use of Water and National Park within the Province, Management
of GUTHI, etc.

Advantages of Federalism

Following are the prominent advantages (merits) of federalism, particularly in context of Nepal:

1. Regional development: Provincial Governments because of their similarity in language and culture
feel more for the region and work for regional development. Provincial government goes for the

16 Nova Social Studies Grade-10 >>

proper utilization of available natural resources by employing smart technology and required human
skills from the region. Primary responsibility for developing the province lies with the provincial
government and provincial government cannot complain against the central government for the
underdevelopment of provinces.

2. Safeguarding ethnic and indigenous people for empowering them: Provincial (state) governments
in Nepal will take special care of various indigenous groups like Madhesi, Sunuwar, Thakali, Santhal,
Dhanuk, Bhujel, Bhote, Yaakhaa, Chepang, Pahari, etc. and will improve their socio-economic status
by empowering them. Local communities will have fair opportunity to protect and preserve their own
culture, language and local resources.

3. Unity in diversity: Federalism is a form of decentralization which promotes national unity and
democratization by focusing on the ultimate beneficiary of democracy – common people and an
individual. Division of the country into several provinces ensures identity of the people from diverse
lingual and ethnic backgrounds. At the same time, they are all united for the national cause. For
example, ethnic groups like Madhesi, Tamang, Magar, Tharu, Newar, Kirat will find it easier to protect
and preserve their culture, language and religion with the help of their respective state (provincial)
government without alleging the central government for discriminating against them. Thus, as Nepali,
they will remain united for national cause even as they have all the freedom to continue with ethnic
identity. This is the unique example of unity in diversity.

4. Rise in economic activities and enhanced employment opportunities: Provincial governments will
compete with each other to develop their respective provinces. Local people will get more jobs and
that will check the migration to other provinces and to foreign countries.

5. Great support for Central Government in time of crisis: Federalism in no way has to be understood
as dilution or negation of national unity and integrity. In this context, let us remember the economic
crisis faced by USA in 2010 -2011 AD where all the states (provinces) like Nevada, Montana, Oregon
and California to name few of them streamlined their economic policy in tune with the federal (central)
government policy of fiscal and monetary reform in order to come out of the severe economic recession.
Similarly, all the Indian states remained united and voiced their support in unison to the central
government at the time India had been defending herself in a war against Pakistan in 1965 and 1971.
This is how great support from the provinces goes to the central government when nation as a whole
faces crisis.

Words and terms you would like to know

Decentralization: Decentralization is giving away (or sharing) powers and authority to institutions and the authorized
groups at lower levels for empowering people and better utilization of resources. Decentralization at political level
in Nepal formally began when Zones and Development Regions were created during the unitary Government of His
Majesty in Nepal under King Mahendra and then under King Birendra.

Unitary Government: Unitary governments have only one level of government with all the political powers. All the
non-democratic governments and democratic governments that do not follow federalism follow the style and nature
of unitary government. A unitary state is a state where central government is all-powerful without having any other
government functioning under it.

Proportional Development: Equal and balanced distribution of development activities throughout the country and
providing similar standard of services and facilities to all the people living in every part of the country is called
proportional development.

Sovereignty: Sovereignty is the full right and power of a governing body to govern itself without any interference from
outside sources or bodies. It is the supreme authority over a political body or state to govern.

Industrialization (n.): Industrialization is the process by which an economy is transformed from primarily agricultural
to the one based on manufacturing of goods. Individual manual labour is often replaced by mechanized mass
production, and craftsmen are replaced by assembly lines.

Alienation (n.): Alienation is a condition in social relationships characterized by a low degree of integration or common
values and a high degree of distance or isolation between individuals, or between an individual and a group of people

17<< Nova Social Studies Grade-10

in a community or work environment. Alleviation (n.): the action or process of making suffering, deficiency, or a
problem less severe
Adequate (adj.): sufficient in quality or quantity to meet a need
Incite (v.): to stir up feelings in or provoke action by somebody

Activities

1. What were the bases for division of Nepal into seven provinces to create a federal structure of political
administration? Fix a meeting with local and national political leaders to know several bases which
have gone into making provinces. Make a list of the bases which are shared with you by the leaders you
met.

2. “Federalism brings government close to the people.” Organize a debate competition on this topic in the
classroom.

3. Divide the entire class into four groups and hold discussion on how to successfully implement
federalism in Nepal at national, provincial and local levels and what should be the roles of people in
this direction. Present the final conclusions in front of all the students in the classroom.

4. What are the possible or probable inconveniences and challenges likely to come on the way of
implementation and functioning of federal political structure in Nepal? Hold a discussion in the class
and write down the findings.

Exercise

1. What is development? Briefly explain its different dimensions?
2. What do you mean by regional development? How does it bring proportional development?
3. What do you mean by “Federal Democratic Republic” country?
4. What are the different aspects of development?
5. What is federalism? What are the likely bases (criteria) for dividing a country into several provinces?
6. Analyze the aspects and issues which have been taken into account while creating provinces in federal

Nepal?
7. Illustrate the benefits of federalism.
8. Give reasons why regional development has not taken place in Nepal till now?
9. “If Tarai bleeds, entire Nepal falls sick.” Analyze the statement from political, social and economic

angles.
10. Write a letter to the editor of a daily newspaper making a critical assessment of future functioning of

federated provinces and challenges involved therein.
11. “Federalism in Nepal is practically useful for ending regional disparity.” Justify the statement by giving

suitable examples.
12. Prepare a dialogue highlighting the merits and demerits of federalism in context of Nepal.

Community Work

Highlight the potential areas for people’s participation in your district with a view to bring ‘sustainable
development’. Prepare a model of development to share it with local and national level NGOs working in
your district. (Hint: Take a full stock of available natural and human resources of your district and suggest
ways for targeted development.)

Project Work

Search out the countries which have chosen to become federal states by having provincial governments
functioning below the central government. Analyze how successful the provincial governments are and
what challenges the central government has faced in empowering the people and bringing development at
regional level. Prepare a report and submit to your Social Studies teacher for evaluation.

18 Nova Social Studies Grade-10 >>

Lesson

4 Provinces in Nepal

Nepal’s total land area measures 147,181 km2 (56,827 sq mi) of which 92.94% goes to land and 7.06% is the
water. Schedule 4 of the Constitution of Nepal–2072 BS mentions the names of seven federal provinces with
their districts.

The following is the brief description of all the seven provinces of Nepal:

1. Province Number – 1: The capita of this province is

Biratnagar. This province includes all the three ecological

regions Himalayan mountains, hilly and Tarai (plain) regions

of eastern Nepal. There are a total of 14 districts in this

province. The province has some of the highest mountains

in the world. Sagarmatha (Mount Everest) – the highest

mountain peak (8,848 meters) - lies in Solukhumbu district.

Other mountain peaks such as Kanchanjunga, Makalu and

Choyu are also located in this province. Province Number–1

occupies around 18 percent (area 25, 905 square kilometers)

of the total area of Nepal. According to National Population
Census, 2068 BS about 45 lakh people (4,534,943) live in this

province. Ethnic groups like Rai, Limbu, Lepcha, Rajbanshi, Province Number – 1
Koche, Meche, Bahun, Chhetri, Sherpa and others live here.
Major tourist sites of this province are Barah-Kshetra (Sunsari),
Pathibhara (Taplejung), Haleshi Mahadev (Khotang), Chhintang Devi temple (Dhankuta). Major agricultural

products of this province are rice, maize, wheat as food grains and jute, tea, sugarcane, tobacco and others as

19<< Nova Social Studies Grade-10

cash crops. The province has many agro-based industries like jute mills, sugar mills, cotton fabric industries,
tea industries and so on. The province has rich agricultural base which has significant contribution to
national GDP (Gross Domestic Product). Besides, this province has a good track record in literacy.

2. Province Number – 2 : The capital of this province is

Janakpur. This province has a total of eight districts from mid-

Tarai region. Province Numer – 2 has all the plain districts from

Parsa to Saptari. These districts are: Parsa, Bara, Rautahat, Sarlahi,

Mahottari, Dhanusha, Siraha and Saptari. This province covers 7

percent (9,661 square kilometres) of the total area of Nepal which

accommodates around 54 lakh people (5,404,145). It means that

Province Number – 2 has 20% of the total population of Nepal.

Yadav, Tharu, Dalit and Muslims are main groups who inhabit

the province. People of Madheshi community are in majority in

all the districts here. East-West and Hulaki highways run through

this province. This province has many numbers of industries and

therefore has a good prospect of development in comparison Province Number – 2
to other provinces. Major trading centers of this province are

Birgunj, Lahan, Rajbiaj, Hariaun, Chandranigahpur, Simara and Janakpur. Major religious spots are Ram

Janaki Temple, Chhinmasta Temple, Gadhi Mai Temple and others. Birgunj is the busiest trading center

which connects Nepal with foreign countries. Most of the imported and exported goods travel through

the border-point of Birgunj. Famous forested area called “Char-koshe Jhadi” is located in the north of this

province.

Major land segment of this province is plain and fertile in quality. Apart from industry, agriculture is a
major ocupation of the people here. Agriculture, industry and fishery are major economic activities here
which contribute to national GDP. People of this region have comparatively higher per capita income. Major
languages of this province are Maithili, Bhojpuri, Bajika, and Nepali.

3. Province Number – 3: The capital city of this province

is Hetauda. There are total of 13 districts in this province.

Major portion of land topography of this province is covered

by mountains and hills. The province has mountain peaks

like Ganesh Himal, Langtang, Jugal and Gauri-Shankar. The

capital city of Nepal – Kathmandu - lies in this province.

Province Numer – 3 occupies 14 percent (20,300 square

kilometers) of the total land area of Nepal. As per the

Population Census–2068 BS, the approximate population of

this province is 55 lakh (5,529,452) which amounts to 21%

of the total population of Nepal. Himalayan region of this

province is inhabited by ethnic groups like Sherpa and Bhote

while Kathmandu valley is dominated by Newar community.

Other ethnic groups which live in this province are Jirel, Province Numer – 3
Tamang, Magar and Tharu. Bahun, Chhetri, Dashnami,

Dalits are spotted in all the districts of this province. Major urban centres of this region are Kathmandu,

Bhaktapur, Lalitpur, Banepa, Hetaunda, Chitwan and Dhulikhel. Industrial corridors are located in areas

like Hetaunda, Patan and Balaju. Major religious spots in the province are Gosain Kunda, Pashupati Nath

Temple, Swayambhu Nath, Budha Nilakantha, Boudhanath Stupa, Dolakha Bhimeshwar, Dakshin Kali,

Palanchok Bhagawati and so on.

This province has more number of youths than other provinces. It has relatively better infrastructure
than other provinces. Things like hydroelectricity projects, drinking water, education, roads and
telecommunication have bright future in times to come. Province Numer – 3 has improved service sector
which contributes much more than other provinces of Nepal to national GDP. For example, this province is
leading in education, communication and media, tourism, healthcare and so on.

20 Nova Social Studies Grade-10 >>

4. Province Number – 4: The capital of this province is

Pokhara. There are total 11 dfistricts in this province. The

mountain region of this province has the mountain ranges

like Dhawalagiri, Annapurna, Manaslu and Hiuchuli.

Fascinating lakes like Begnas, Roopa, Phewa and Tilicho are

located in tis province. Manang and Mustang are dry valleys

(also known as Bhotes) in the Himalaya. They are the driest

valleys in Nepal and are in fact cold deserts. Rivers like Seti,

Kaligandaki and Marsyangdi have added to already existing

natural beauty and panorama. The river-action of Kaligandaki

has formed world’s deepest gorge (5,500 m) which is famous

as Dana gorge. Kaligandaki valley formed out of the drainage

of this river is located between Annapurna and Dhaulagiri

mountain ranges. This province occupies 14 percent (21,504 Province Numer – 4
square kilometers) of the total land area of Nepal. As per the
Population Census–2068 BS, the province has around 24 lakh (2,413,907) people that makes 9% of the total

population of Nepal. Mega hydro-electricity projects have been installed on Kaligandaki and Marsyandi

rivers. Major tourist sites of this province are Pokhara, Bandipur, Muktinath, Gorakha and Manakamna. The

Pokhara valley lies above the Mahabharat range and is on the windward side of mountain ranges such as

Annapurna and Machhapuchre. This is why Pokhra receives the highest rainfall (precipitation from 4000–

5000 mm) in Nepal from the advancing monsoon. Pokhara is also famous as the lake city of Nepal. Pokhara

University for higher learning has acquired national fame now. Magar, Gurung, Bahun, Chhetri, Thakali

and Dura are prominent ethnic groups who live in this province. Major religious centers of this province are

Manakamana, Bindyabasini, Rishikesh temple, Muktinath, Baglung Kalika and Galeshwor.

Province Numer – 4 has comparatively less number of population in relation to land area. The province
is characterized by high literacy rate with proper sanitation and availability of drinking water. It has the
possibilty of high production of hydroelectricity. The most part of this province remains covered with
snow. Low agricultural productivity has been reported in many parts pf this province and there is poor
connectivity by road. The province is waiting for full-fledged development to protect the natural resources
and ensure well-being for the people residing here.

5. Province Number – 5: The capital of this province is

Butwal. This province has the vast plain land (Tarai) area

and remaining hilly region. The province does not have

any Himalayan mountainous area. The province has a

total of 12 districts. Rapti, Tinau and Banganga are major

rivers while Styawati, Barakune and Jagadishpur are lakes

of this province. This province has several large valleys

like Dang, Deukhuri, Rampur and Madi. The province

covers approimately 15 percent (22,288 square kilometers)

of the total land area of Nepal and accomodates around 49
lakh (4,891,025) people which accounts for 18% of the total

population of Nepal. Jhimruk hydroelectricity production

centre is located in this province. Main trading centres of Province Number – 5
this province are Butwal, Bhairahawa, Krishnanagar, Tansen,

Lamahi, Nepalgunj, Kohalpur, Rajapur, and Bijuwar. Major religious and tourist sites of this province are

Lumbini, Ridi, Resunga, Bhairavsthan, Swargdwari, Thakurdwara, Bageshwari and others. Agriculture

in this province is assisted by irrigation projects such as Sikta, Babai, Banganga, Tinau and others. Nepal

Sanskrit and Bouddha Universities are also located here. The province is known for the industries operating

in Bhairahawa, Butwal, Nepalgunj and Kohalpur. Major ethnic groups who inhabit the province number – 5

are Magar, Tharu, Bahun, Chhetri and others. Madhesis dominate the southern part of this province. Road

transport has better connectivity and the province has better prospect for agriculture as vast tract of fertile

land spans across the province.

21<< Nova Social Studies Grade-10

6. Province Number – 6: The capital of this province is

Birendranagar. This province is located in the mid-western

part of Nepal spreading across the Himalayan and hilly

regions covering 10 districts in total. Dry and cold climate

prevails in the province. It occupies 20 percent (27,984 square

kilometres) of the total land area but accommodates only 5%

of the total population of Nepal. Approximately 11.5 lakh

people (1,168,515) people live here as per the report released

after the National Population Census–2068 BS. Birendranagar,

Chhinchu, Dailekh, Salli Bazar and Jumla are main trading

centres in this province. Province Numer – 6 is famous for

Yarsagumba, apple, medicinal herbs/plants, Okhar (walnut).

Ratna and Karnali highways and Chhinchu-Jajarkot link Province Number – 6
roads connect several areas here and hence are the important

infrastructure. Famous religious sites here are Deuti Bajai, Chandannath, (K)She-Gumba and Kankre Bihar.

Majority of the population who live here belong to Thakuri, Chhetri, Bahun, and Dalit categories. Cattle

rearing along with gathering and processing of medicinal herbs are very popular economic activities here.

Vast land area for growing pasture and grazing cattle support animal husbandry. Large forested area and vast

tract of land are chief features of this province. The province has great potential to generate hydroelectricity

due to the presence of a number of perennial rivers like Tila, Bheri, Sani Bheri, Humla Karnali, Mugu Karnali

and others.

7. Province Number – 7 : The capital of this province is

Dhangadhi. This province is located in the far west region of

Nepal. There are total of nine districts in this province which

covers approximately 13 percent (19,539 square kilometres) of

the total land area of Nepal and is home to about 25 lakh people
(2,552,517) as per the report of National Population Census–2068

BS. The province has raised high expectation of development

because of having some of the high-profile projects such as

Tanakpur Barrage, Pancheshwor Multi-purpose Project, West-

Seti Hydroelectricity Generation Project, etc. Major trading

centers in this province are Bhimdatta Nagar, Dhangadhi,

Silgadhi, Attariya, Tikapur, Sanfebagar, and Dadeldhura. The Province Number – 7
province grows food grains such as paddy (rice), wheat, maize
(Makai), buckwheat (Fapar), barley (Jau), or millet (Kodo) and
cash crop mustard oilseeds (Telhan). Subsistence agriculture is just capable to fulfil the basic needs of the

people living here. Different ethnic groups like Bahun, Thakuri, Chhetri, Tharu and inhabit this province.

Major religious sites here are Ugratara, Shaileshwari, Badhimalika and others. Many people from this far-

west region of Nepal migrate to India in search of employment. The southernmost part (Tarai region) of this

province is well connected by road to India.

Words and terms you would like to know

Subsistence agriculture: It is the type of farming that brings little or no profit to the farmer, allowing only for marginal
livelihood. Agricultural products grown by subsistence agriculture are intended to provide for the basic needs of the
farmer, with little surplus for marketing.

Multi-purpose project: A multi-purpose project is a large scale hydro project often including dams for water retention,
canals for irrigation, water processing and pipe lines to supply water to cities and power generation. These often
include improved standard of transportation and industrial growth.

Full-fledged: matured, fully-grown, ripe

Pasture (n.): grass-covered land used for grazing livestock

Irrigation (n.): supply of water to a dry area, especially in order to help crops to grow

Well-being (n.): a good, healthy, or comfortable state

22 Nova Social Studies Grade-10 >>

Activities

1. Which province of Nepal do you live in? Draw the map of that province and point out all the districts
located therein. What are the important features of that province? And, present the detailed analysis of
future prospects for the development of your province.

2. Identify a province which has less number of industries. What are the prospects for development of that
province? Hold a discussion with your classmates and prepare a list of suggestions to be implemented
for the development of the said province.

3. Conduct a detailed comparative analysis of all the provinces of Nepal with regard to their respective
geographical area and topographical feature, population, pattern of land-use, road-network, hydro-
electricity projects, percentage of contribution to Gross Domestic Product (National Income), different
types of industries, tourist spots, standard of educational institutions, and overall conditions of people.
Present the comparative study of all the provinces in the class in front of Social Studies teacher.

4. Prepare a chart of all the districts lying in each of the seven provinces.

Exercise

1. Answer the following questions.

a) Which province does have more agricultural activities? What are the effects of these agricultural
activities on the development of the province?

b) Which province does have more areas covered with snow? How does a snow-covered area affect
the development of the province?

c) Which province has less grass land and pasture? What is its effect on the development of the
province?

d) Which province has less forested area? What are the alternatives to the situation of having less
forest land in the province?

e) What are the problems and challenges of Province Number–6 of Nepal? Write down in points.
f) What are the areas and which aspects between the two provinces deserve to be compared?

Critically examine with suitable examples.
g) What are the future prospects of development in the Provinces 1 and 7? Make assessment with

illustrations.
h) What are the problems and challenges of Province Number–2 of Nepal? Suggest appropriate ways

to overcome them.
i) Compare and contrast the Province Number–1 of Nepal with Province Number–3.
j) If you were the member of the local body in your district, what two problems would you highlight

and what measures would you suggest for solving them?

2. Give reasons for the following:

a) Why does Pokhara receive maximum rainfall in Nepal?
b) Why are Manang and Mustang called cold deserts of Nepal?
c) Why doesn’t Rara Lake attract more tourists?
d) Why is Kathmandu called treasure trove of art and culture and gateway to Nepal?

3. Identify the province and describe its physical and socio-cultural features:

a) Pancheshwor Multi-purpose Project is located here; Tikapur is one of the major trading centres.
b) Rapti River flows through the province and Lake Satyawati adorns the region.
c) Hetauda and Chitwan are major urban centers in this province.
d) Ram-Janaki temple is located in this province and Birjgunj is the busiest trading point for external

trade.

23<< Nova Social Studies Grade-10

UNIT

2

Development and Its
Pre-Requisites

Learning Objectives

Learning objectives of this Unit: After the completion of this Unit, students will be able to......
 Explain the concept of sustainable development
 Highlight major development projects in Nepal
 Bring into light the strength and significance of skilled human resource
 Understand the nature of sustainable development goals
 Prepare a proposal for local level development

Lesson

1 Sustainable Development

Picture Number – 1 Picture Number – 2

Observe the above two pictures carefully:
1. What differences do you notice between them?
2. Which picture resembles more with areas of your place of residence or community?
3. Explain the causes which create conditions as shown in above two pictures.
4. Explain why you want conditions of picture number–2 should prevail in your area or region.
5. What would be the long-term effects created by conditions as shown in picture number–1?

24 Nova Social Studies Grade-10 >>

Why to have sustainable development?

Sustainable development is an unending human activity to improve the quality of peoples’ lives and
surroundings, and to prosper without destroying the life-supporting systems on which current and future
generations of humans depend. Human beings are a part of nature. If any human activity in the name of
development spoils or destroys the nature and environment of the planet Earth will endanger the survival
of human beings all across the world. The nature and environment of the planet Earth are already getting
distressed (spoiled) by several signs visible in the form of acid rain, global warming, desertification,
deforestation, sudden ice-avalanche in high mountain peaks and so on. Both biotic factors (living organisms)
and ‘a-biotic’ factors (non-living variables like temperature, rainfall, wind and ocean currents) on the Earth
are under tremendous stress owing to mindless industrialization and urbanization without having proper
‘check’ on pollution (negative side-effects) and other negative side-effects. Industrial revolution completely
changed the human society into urbanized-factory settlement from agrarian-rural habitat in the last 250
years with several challenges thrown on natural-environment as well as socio-economic life of human-
beings. Mechanized production and modern economic growth continue to spread to new areas of the world
belching out pollutants, which harm the natural environment resulting in extensive loss of habitat for
animals and plants along with economic and social distances between groups within the society and loss of
agricultural land. In such a situation where human activities in the name of development began to destroy
the natural ecology and quality of environment around us, sustainable development came for the rescue of
human beings.

To rethink and revise the practice of conventional pattern of development that distorted the harmony
between nature and needs of human beings, altogether new approach of development came into existence
in late 20th century……known as “Sustainable Development”. ‘Sustainable Development’ emphasizes more
on the protection and preservation of environment – very source of fulfilling ‘human needs’ and sustaining
human life. Sustainable development aims at bringing both the social and environmental concerns together
while making economic decisions at individual or group level. No development or economic activity is
permissible if it does not protect or preserve the ecology and environment. For the first time, development
processes are forced to consider environmental issues (concerns). The concept of sustainable development
has been rooted in the scientific fact that the Earth has limited “carrying capacity”. In case the ‘carrying
capacity’ is overstretched by over exploitation of resources, environmental degradation begins to take place
and if not checked at the earliest it reaches to a point of no return… to the detriment of human survival.
Therefore, the planet Earth must not be overburdened (overstretched) beyond its carrying capacity which
will put the survival of human beings in grave danger.

What is sustainable development?

UNO (United Nations Organization) had conducted UN Conference on the Human Environment in 1972 AD
from June 5th to 16th in Stockholm – the capital of Sweden. This conference attempted to devise the strategy on
sustainable development. In this sequence of events, UN General Assembly passed a resolution to constitute
a commission for studying the contemporary state of environment and development on this planet after
industrial revolution. As a result, the issue of ‘sustainable development’ shot into prominence when WCED
(UN World Commission on Environment and Development) constituted ‘Brundtland Commission’ in the
month of December same year under the Chair of Gro Harlem Brundtland. Gro Harlem Brundtland is the
ex-prime minister of Norway and later worked as the director general of the World Health Organization
(WHO; 1998–2003). Brundtland Commission released the report titled “Our Common Future” in the 42nd
session of UNO in 1987 AD. The concept of sustainable development captured the world’s attention,
thanks to the report submitted by Brundtland Commission. The Brundtland Commission defined the term
‘sustainable development’ as...“Development that meets the needs of present generation without compromising the
ability of the future generations to meet their own needs.”

Thus, sustainable development is all about fulfilling the needs of the present generation while not
compromising (jeopardising) the ability of future generations to fulfil their own needs.

“The primary aim of sustainable development is to alleviate poverty by meeting all the essential needs
of present and future generations. At the same time, sustainable development accelerates the process of

25<< Nova Social Studies Grade-10

multi-dimensional growth by broadening (widening) the opportunities for human beings in all the fields at
social, economic, political, cultural and environmental level.”

Gro Harlem Brundtland Earth has limited carrying capacity
Born April 20, 1939, Oslo, Norway Join hands together to prolong the life of Earth

(Agenda for Sustainable Development of Nepal, 2060 BS)

Sustainable development is understood to seek visible balance between the environment and development
activities and it further explores the possibility of continuous development by keeping the limited carrying
capacity of the Earth. Sustainable development holds symbiotic and holistic approach to development
according to which development of one region must not spoil or destroy the other regions.

Objective of Sustainable Development

The expression ‘sustainable development’ was first used by the economists who were alarmed by the decay
and destruction of nature used for selfish pursuit of economic growth. The benefits of economic growth
were much less than the costs of damage to nature and environment.

The following are the objectives of sustainable development:

 To assist in poverty eradication
 To encourage human progress and development
 To effectively protect the environment
 To utilize available means and resources carefully
 To achieve high, stable and sustainable economic growth
 To obtain social justice for suppressed, disabled and women groups

Features (Characteristics) of Sustainable Development

The word sustainable means something that keeps an effort going continuously.Anything that is sustainable
is durable and lasts forever or at least for fairly long period of life. Thus, sustainable development is
a dynamic process of development which continues by taking into account all the weaknesses and
limitations posed by nature and environment.

The following are the main features (characteristics) of ‘Sustainable Development’:

1. Judicious Use of Natural Resources: Sustainable development does not ban the use of natural,
resources rather it encourages sensible and wise use of natural resources and environment to meet
the present needs. At the same time, it (development) must preserve the natural resources for future
generations to achieve long-term gains. The practice of sustainable development preserves biological
diversity – fundamental base for maintaining ecological processes and life support systems for
world’s species (flora and fauna).

2. Integration of Environment and Economy: Sustainable development integrates economy with
environment to ensure environmentally conscious use of resources. Those manufacturers or
consumers responsible for polluting environment are charged with fines or punishment, or both.

26 Nova Social Studies Grade-10 >>

3. Conservation of Natural Resources and Environment: The limits posed by sustainable development
in utilization of natural resources help in looking for renewable natural resources and recycling of
wastes. Environment-friendly cleaner technologies facilitate in using the resources more effectively
and then recycle them for reuse under the process of sustainable development.

4. Quality of Life of Future Generations: Sustainable development is all about continuity and
sustainability in development activities by preserving the environment and by cautiously using
the natural resources for raising the quality of life of future generations. Sustainable development
checks pollution at all levels such as land, water and air. This helps in having clean environment for
humans to survive. Earth has been carrying the human civilization for many thousands of years and
will continue to do so. Thus, present generations must not overexploit the resources and pollute the
environment for their greed to endanger the future generations to meet their genuine needs.

5. Population Control: Sustainable development accepts the limitations posed by natural resources
and environment. An abnormal rise of population will exhaust the Earth’s resources. The more the
population, the more the pressure on the Earth. Sustainable development checks the population
growth in order to save the natural resources and save the environment.

6. Economic Development: Sustainable development in no way goes against the concept of economic
development. It simply cautions us to be judicious about the use of natural resources and environment
to maintain not only the needs of the present generation but also of the future generations. The key
point here is that economic development continues with long-term vision of sustainability.

7. People’s Participation: Sustainable development invites people at community level to participate in
the development process. It ensures proper utilization of natural resources available at local level by
the local people. People’s participation to the development process enables the local people to derive
direct benefits from the development.

Dimensions of Sustainable Development

“We hold the future in our hands, together, we must ensure that our grandchildren will not have to ask why we failed
to do the right thing, and let them suffer the consequences.” UN Secretary-General Ban Ki-moon, 2007

The ultimate goal of sustainable development is to improve the quality of life for all members of a community
and, indeed, for all citizens of a nation and the world.

Sustainability is often thought of as a long-term goal to achieve a more sustainable world, while sustainable
development refers to the many processes and pathways to achieve it through sustainable agriculture and
forestry, sustainable production and consumption,
good government and stable politics for people’s
welfare, research and technology transfer, education
and training, etc.

Even before the 1987 Brundtlandt Report, Our Common Four dimensions of sustainable development
Future, there was a growing recognition that sustainable
solutions can be achieved through integrating social,
economic and environmental dimensions. There
are four dimensions to sustainable development –
society, environment, culture and economy. These four
dimensions are intertwined, not separate. All the four
dimensions namely environmental, societal, cultural
and economic integrate themselves under the umbrella
of political system which governs for people’s welfare.
For example, a human society must have political system
which ensures freedom, equality and justice balanced
on economic, social and environmental pillars in the
pursuit of an improved quality of life and sustainability.

27<< Nova Social Studies Grade-10

Words and terms you would like to know

Acid rain: Acid rain is rain that has been made acidic by presence of certain pollutants in the air.
Avalanche (n.): a mass of snow, ice, and rocks falling rapidly down a mountainside
Detriment (n.): damage, harm or disadvantage
Jeopardize (v.): endanger somebody or something
Holistic (adj.): characterized by the view that a whole system must be analyzed rather than simply its individual
components
Symbiotic (adj.): in a manner of mutually beneficial relationship
Intertwine (v.): to become closely linked

Activities

1. Find out the activities and efforts undertaken in Nepal so far in the direction of sustainable development.
2. Write down the details of any one development project which is closely linked with sustainable

development in your community.
3. “Disorganized and haphazard development invites destruction and chaos.” Hold discussion on the

statement in the class and justify it with the help of suitable examples.
4. What are the problems and challenges of undertaking and executing sustainable development in Nepal?

Make a pair by joining two students and write down your points.
5. Prepare a dialogue on the topic “Urgent Need for Sustainable Development”.
6. There may have been a project violating the principles of sustainable development. Identify that project

and highlight the reasons why the project in question is against the goal of sustainable development.
Also suggest the measures or ways to turn that project in tune with the principles of sustainable
development.
7. Observe the following poster and write a paragraph on it.

8. Collect news-reports and editorials from national dailies and magazines on sustainable development to
make a file. Show the file to your Social Studies teacher for evaluation and remarks.

Exercise

1. Answer the following questions:
a) What is sustainable development?
b) Why did the need for sustainable development arise?

28 Nova Social Studies Grade-10 >>

c) What are the ways to practice sustainable development in Nepal?
d) What important aspects need to be kept in mind while practicing sustainable development?
e) What are the advantages of sustainable development?
f) What are the main aspects which must not be overlooked while running the development projects

in accordance with the principles of sustainable development?
2. Give reasons whether the following human activity is sustainable development or not:

a) The Itahari Municipality has installed a mobile toilet at the main square (Chaurasta) in Itahari.
b) Solid wastes of urban areas are being released in rivers directly.
c) Villagers are cutting down trees and clearing the forest for having land to practice agriculture.
d) A man spends most of his income on wine and cigarette instead of making toilet for his family.
e) A woman celebrates her happiness by planting a tree.
3. Read the following observation and make a comment in light of sustainable development.
“If you love a flower, don’t pick it up. If you pick up a flower, it dies and it ceases to be what you love.
So if you love a flower, let it be. Love is not about possession, love is about appreciation.”
4. Write an essay on sustainable development by taking clues from the following diagrams:

Community Work

Select a small development project operating in your community. Prepare a plan on how to run that project
on principles of sustainable development. Following headings will be helpful:

I. Name of the project: II. Place:

III. Objectives of project: IV. Level of people’s participation:

V. Estimated cost: VI. Time-period of completion of project:

VII. Number of beneficiaries: VIII. Measures to avoid environmental damage:

29<< Nova Social Studies Grade-10

Lesson

2 Development Projects in Nepal

Development project is the complex human activity duly organized to be completed in fixed time-period
to achieve the development targets by pooling together human and non-human resources. A project begins
with a definite mission to attain and stops (ends) when mission is fully attained. A project is the performance
of development at ground level. A project normally originates from a PLAN – usually a national plan meant
for the development of the country. A project can be big or small depending upon the amount of capital
investment, expected results, affected areas and so on. A project can operate at national or provincial or
local level. A project that operates at large scale and gives recognition to entire nation with large numbers of
beneficiaries is known as national project. A national project is of national importance because its advantages
reach out to entire country or most parts of the country. Projects of national importance (priority) require
more ‘means and resources’ than the projects operating at provincial and local level. Such projects are also
named as projects of national pride. A total number of twenty one such projects of national pride were in
operation till 2073 BS. Numbers of such projects may go up or down with the passage of time.

A brief description of some of the projects with national pride is given here:

A. President Chure Conservation Program

‘President Chure Conservation Program’ is one of the most famous development programs of national
importance in Nepal. Its main aim is to solve several problems of Chure (or Churia) region. The success of
this program will bring social and economic development in the life of the people who live in Chure region
and will protect the bio-diversity and topography of the region by striking balance between the environment
and people’s life-style. This program began to operate from 2067–068 BS under the supervision of ‘Ministry
of Forest and Soil Conservation–Nepal’. The program was converted into the project of national pride in
2071–071 BS. This program spreads across 26 districts from Illam in the east to Kanchanpur in the west from
the altitude of 200 to 2100 meters covering 12.78% land area of Nepal.

The Chure range is the first and lowest ridges of the Himalayan mountain system. The Chure region holds
great importance from ecological, social, economic and political perspective of Nepal. The Chure region has
26% of the natural forest of Nepal and accommodates approximately 60% of the country’s total population.
The Churia region is extremely rich in bio-diversity because nearly 60% of the entire area is under forest
cover. The Churia hills are young and composed of unconsolidated loose rock materials. The ecosystem
of Chure region is very fragile and vulnerable to natural disasters such as landslides, erosions, and flood
and climate change. Besides, human intervention in this region has threatened the survival of its natural
resources and clean environment. People are creating human settlement through encroachment, clearing
the forests for cultivation and for selling timbers, allowing cattle to forested area for grazing, digging up the
area for extraction of sand and gravel to make profit and so on. This is the reason Government of Nepal has
emphasized in its development and conservation by creating ‘President Chure Conservation Board’ with
legal powers vested in it.

B. Pokhara Regional International Airport

Pokhara regional international airport is expected to be built in 3600 ropani (1 ropani = 508.74 sq m = 16
anna) of land area. It is located at Chhinedada, some 3 km east of Pokhara’s current domestic airport. The
construction of the airport has already begun by laying the foundation stone on Baishakh 1, 2073 BS. This
airport will create direct air connectivity to Pokhara thereby increasing the tourist inflow significantly. The
airport will spread over 200 hectares and will have a 2,500x45-metres runway (2,500 meters long and 45
meters wide). The estimated cost of this project is $203 million (20 Arba 30 Crore Nepali rupees). The airport
will be one of the most modern airports in Nepal. It is expected to have taxi parking, separate terminals
for international and domestic destinations, air-traffic control tower, cargo terminal building, air-bridge of
50-meter length and others. The airport being built by a Chinese company will easily accommodate medium
category jets of 200-seats capacity.

30 Nova Social Studies Grade-10 >>

C. Budhi-Gandaki Hydroelectricity Project

Amongst the mega-projects of national pride as announced by the Government of Nepal, Budhi-Gandaki
Hydroelectricity Project is the river water project. The project is located on the border of Gorakha and
Dhading districts of Nepal, some 80 kilometers away from Kathmandu towards the west. The total
capacity of this river-project is to produce 1200 MW of hydroelectricity. The estimated cost of this project
is 2 kharb 54 arba, 95 crore and 50 lakh Nepalese rupees (approximately USD 2.5 billion). ‘Budhi-Gandaki
Hydroelectricity Development Board’ is sponsoring the project. International financial institutions such as
World Bank, Asian Development Bank are helping this project by extending loans. The project is under total
control of Government of Nepal so far as its management, supervision and operation are concerned. The
project is to be completed in eight years from the date of its commencement (beginning) of construction.
Budhi-Gandaki Hydroelectricity Project is expected to solve the crisis of daily supply of electricity in Nepal.

D. Mid-Hill Highway (Pushpalal Lokmarg)

The Mid-hill Highway crosses the interior of the country passing through the steep hills and deep valleys
from east to west of the nation. The Mid-hill Highway also called the Pushpalal Highway – was modeled
on the concept of East-West Highway of Nepal. The idea behind the project is to create dense network of
highways to lay down the strong foundation of road transport as supportive infrastructure of development.
Government of Nepal has been working on this project since 2064–065 BS on its own strength of available
means and resources. Therefore, it is the indigenous project without any foreign assistance. The Mid-hill
Highway is now bending its way from Chiyabhanjyang of Panchathar in the East to Jhulaghat of Baitadi in
the Far-west covering a distance of 1776 kilometers. The highway connects a total of 23 districts and more
than 215 Gaunpalika, directly affecting 7 million people or more.

Mid-hill Highway has also targeted ten other places which will be taken for planned urbanization. The
highway has already become operational for the length of 1,517 kilometers and tracks are being opened at
other points (places). If everything goes well, Mid-hill Highway will become fully operational by 2074-075
BS.

E. Upper Tamakoshi Hydroelectricity Project

Upper Tamakoshi Hydroelectric Project is located in the northern side of the Dolakha district. It generates
electricity from the running water and has the capacity to produce (generate) 456 MW of electricity. The
project is fully indigenous. It is being sponsored within the country without being dependent on foreign
funding. The project is a national priority project and the electricity generated by this project will be much
cheaper for Nepali consumers.

31<< Nova Social Studies Grade-10

Upper Tamakoshi Hydropower Limited (UTKHPL)

Upper Tamakoshi Hydropower Limited (UTKHPL) was set up in March 2007 (2063/11/25 B.S.) as an
executing agency for the implementation of the Project. The majority share (51%) of the Company is held by
four public entities, namely, Nepal Electricity Authority (NEA), Nepal Telecom (NTC), Citizen Investment
Trust (CIT) and Rastriya Beema Sansthan (RBS). Work on the hydroelectric project was disrupted by
the April 2015 (Baishakh 12, 2072) Nepal Earthquake. Around 80 percent construction work of 456MW
Upper Tamakoshi Hydropower Project has been completed. The total project cost has been estimated at Rs
35.29 billion.

Apart from the above projects of national priority (pride), there are other important projects which are
equally important such as Koshi, Kaligandaki and Krnali corridor, Hulaki road, Kathmandu–Tarai fast
track, East-West electric rail road, Melamchi Drinking Water Supply, Gautam Buddha International Airport,
Nijgadh International Airport, Pashupati Area Development Trust, Lumbini Development Trust, West Seti
Hydroelectricity Project, Sikta Irrigation Project, Ranijamara Kulariya Irrigation Project, Babai Irrigation
Project, Railway and Metro Development Project, Bheri Babai Diversion Multi-purpose Project. All the
above mentioned projects are the projects of national pride and belong to the list of national priority.

Problems Being Faced by the Nepalese Projects

Before pointing out several problems being faced by development projects in Nepal, let us know
about some of the successful projects which were completed to bring positive change in the country.
These projects are Tribhuwan Highway, Mahendra Highway, B. P. Koirala Institute of Health Sciences,
Kaligandaki Hydropower Project, Kulekhani Hydropower Project, Integrated Rural Area Development
Project, International Convention Centre Project, Technology Park Project, and Immunization Project for
Children and so on. However, there are several limitations of project management and difficulties in
project implementation in Nepal. Projects in Nepal get delayed and incur more cost than fixed in the
beginning.

Following are some common problems which most of the development projects in Nepal face:

1. The deadline to complete the project is not followed. It takes a lot of time to complete the project. For
example, the Melamchi Drinking Water Project is the appropriate example in this regard.

2. Political interference and obstruction posed by locals ruin the long-term development projects. Many
a times, the projects which are in operation get blocked by the protesters.

3. Lack of skilled human-resource and capital-investment has adversely affected the launch of new

32 Nova Social Studies Grade-10 >>

projects in Nepal. Nepal has not yet projected the plans and policies which attract foreign investors
from outside to set up industries and service providers here. Moreover, Nepal’s education has not
been able to produce skilled and semi-skilled workers who prefer to stay in Nepal and work.

4. Because of inability to utilize funds, government has not been able to complete several infrastructure
projects. For example, a huge portion of budget allocated for expansion of road networks has not been
spent. The government in 2015 allocated Rs. 2.13 billion for Postal Highway, which spans from east to
far-west of the country but only Rs. 1.35 billion was utilised in that year. Another road project that has
met a similar fate is the Kathmandu-Tarai fast track road -- a 76-km highway that will link the Capital
with southern plains and work as a lifeline once the second international airport is built in Nijgadh.

5. Political instability and frequent change in government policy create the environment of uncertainty.
The new government with its own agenda cancels the decisions taken by the former government.
Development projects get stuck in the tussle between the new government and the old one.

6. Poor law and order situation in the country favours those who employ corrupt means. Thus, the
investors have genuine fear of losing their money and investment in a country like Nepal.

Words and terms you would like to know

Fragile (adj.): not having a strong structure or not made of robust materials, and therefore easily broken or damaged

Erosion (n.): the gradual destruction or reduction and weakening of something

Encroachment (n.): act of intruding gradually or stealthily, often taking away somebody’s authority, rights, or
property

Indigenous (adj.): originating in and naturally living, growing, or occurring in a region or country

Activities

1. Compile the information from different sources on the following projects and present it in the classroom:

I. Second International Airport, Nijgadh, Bara II. Tarai Hulaki Rajmarg

III. Pashupati Area Development Trust IV. Melamchi Drinking Water Project

V. Bheri-Babai Diversion Multi-purpose Project

Actual site of Bheri-Babai Diversion Multipurpose Project

2. If you were a member of National Planning Commission, what kind of development projects would you
have started in your own area of residence? Hold a discussion in the class and present your conclusion
with reasons for the choice of the particular project.

33<< Nova Social Studies Grade-10

3. Collect the news related to progress of all the development projects of national pride (priority) currently
operating in the country and display them in the class-room. You can conduct your search and
investigation using both the print as well as electronic media including the Internet.

4. The government has introduced multi-year contracts for priority projects and allocates resorces every
fiscal year till the projects are completed. Unfortunately, the government has extended the deadline of
majority of projects under this category and some of the projects of national pride have not started while
others have delayed in getting completed on time. Discuss if government is going right way relating to
the development projects of national pride. Also suggest how to overcome this problem of delay.

Exercise

1. Answer the following questions:

a) What is a project? What is its importance and need in the development of a country?

b) What are the problems which development projects face in Nepal and delay their completion in
time? What are the measures to stop such delay?

c) What are the pre-requisites (essential pillars) for successful projects? Explain with illustrations.

d) Express your view on indigenous sponsorship (capital investment) of the projects within the
country. Does it mean Nepal must not invite foreign investment any longer? Explain with logic and
by giving suitable examples.

e) What are the benefits of Mid-hill Highway? Mention in points by giving relevant logic and examples.

f) What is the significance of Chure region in Nepal? Explain why it is so urgent to conserve the Chure
region.

g) Compare and contrast the Budhi-Gandaki Hydroelectricity Project with Upper-Tamakoshi
Hydroelectricity Project.

h) Do you think both international airport projects at Pokhara and Nijgadh in Nepal will serve the
same purpose? Express your view with suitable illustrations.

2. Fill up the following blanks in the table:

Development Projects Location or Places Involved Major Benefits
............................. Northern Dolakha ...............................
................................ ................................... 1200 MW electricity
................................. Chure region of Nepal ...................................
.................................. ................................. Increasing tourist inflow
..................................... 23 districts and 215 VDCs ...................................

Community Work

Divide the class into several groups and select one or more projects already operating in your school or
community. Each group must select different project and work on it. For example, cleanliness and sanitation
in school or community, repairing and maintenance work, counseling to younger students, volunteering in
morning assembly, etc. Before you work on the selected project, be organized and prepared in the following
ways:

I. Name of the project II. Purpose (Objective) III. Needed materials

IV. Date of beginning and ending the project V. Required human resource

VI. Estimated cost VII. Identifying means and resources

34 Nova Social Studies Grade-10 >>

Lesson Infrastructure of Development:

3 Skilled Workforce and Employment

Infrastructure and Development: Understanding the Relationship

Infrastructure is the very basis and foundation of economic development. Infrastructure is the engine that
pulls the bogies of economic development. In fact, both the engine and the bogies have to be together
to form the running train of national economy. One without the other will not do. This is why strongly
powered engine of infrastructure is required to pull off the train of national economy with steady and
stable speed. Infrastructure determines the level of development of an economy. Absence or presence of
infrastructure predicts the failure or success of an economy. Increasing trade, enhancing production, reducing
poverty, improving environmental conditions depend upon level of infrastructural development in the country.
Therefore, development plans of all the countries, particularly the developing countries like Nepal, focus on
developing infrastructure like education, health, drinking water, transport and communication, women
development, good governance, law (peace) and order and so on. Infrastructure directly promotes economic
growth and reduces poverty. Thus, infrastructure constitutes the backbone of a national economy.

Investment in infrastructure is the foremost priority of Nepal’s Government. All the means and resources,
techniques and technologies, structures and organizations which are needed for conducting daily life of
citizens in a country in most convenient way are called infrastructure. All the means and resources required
for development are classified into two types: Human Resources and Natural Resources. For development
of a country, the availability and accessibility of both the resources are mandatory. Only natural resources
will not be able to bring development in a country unless human resources work on those natural resources
for the well-being of the people.

Natural
Reasoures

Means &
Resources

Human
Resources

In this context, skilled workforce play the most important role because they create technology and
techniques for effective utilization of natural resources. Thus, skilled workforce make the strong foundation
of infrastructure. Their knowledge, skill and ability inherent in them are greatest of the means and resources
required for the development of a country. Human resource refers to the productive and efficient use of
human knowledge, skill and ability for manufacturing goods and services.

Effective interaction between both human and natural resources results in development. 35

<< Nova Social Studies Grade-10

Human Resource: Nature and Importance

Human resource is the dynamic resource. Natural resource and capital investment will not be utilized
and ever put to its best use in absence of human resource. Human resource is responsible for creating
economic, social and political structure in a country. Human resource accelerates the development of a
country. This is why those countries which utilize the knowledge, skill and experience of their citizens
(human resource) march ahead on the path of development.

Skilled workforce (Human Resource) provide leadership to overall economy.
Both education and training play a significant role in generating skilled workforce (human resource).
Education gives knowledge, skill and aptitude in a person while training makes a person efficient,
productive and more effective in dealing with various kinds of situations and challenges at work place
and home. Education plays direct roles in building human resource by imparting essential life skills and
specific training required for different variety of technical and professional jobs. Education is both means
and goal in itself. Education as a means is instrumental to enhance the economic competence, protect
natural resources, social traditions, cultural protection and its promotion; prepare qualified human resource
who are capable to create and cope up with innovative knowledge, skill and technology. In other words,
educated and trained individuals having positive attitudes in life are called skilled human resource.
For example, engineers, doctors, teachers, planners, nurses, architects, etc are skilled workforce (human
resource). Skilled workforce are useful right from the time of framing (formulation) development plan to
the execution of the plan.
Developed countries in the world are far ahead on the path of development all due to the contributions
made by the skilled human resource in different fields. However, developing countries such as Nepal,
have not been able to generate skilled human resource in sufficient numbers and utilize them even though
the country is gifted with natural resources. Such countries are required to pay more attention to education
and training of their people to convert them into skilled workforce. This is possible when education
ensures democratic, inclusive, equitable and qualitative basic education in order to construct a prosperous,
modern and just Nepal. Ministry of Education has been conducting many programs in education sector to
overcome the problems of having skilled workforce. These programs are implementation of pre-primary
education, school education, higher education, technical and vocational education, and informal education
and so on. The objective of such programs is to expand equitable access to education and improve quality
with enhanced capacity. Proper education and correct training produces conscious, competent and
productive human resource fully capable of working (functioning) in national and international market.

36 Nova Social Studies Grade-10 >>

Measures or Ways to Prepare Skilled Human Resource

 Inclusion of scientific approach in education in accordance with the changing times and situation

 Promotion and development of technical and practically useful education as per the needs and
demands of the country

 Arrangement for relevant, useful and suitable training for everyone

 Bringing more and more people under the network of modern information and communication
technology (ICT)

 Encouraging and motivating people to travel and do research and investigate in their quest to know
more and learn better

Relationship between Skilled Workforce and Employment Opportunities:

An educated person who is skilled and devoted to his or her work gets employed easily. Government of
a country makes a plan to educate and train the citizens in order to make them skilled workforce and also
generate employment for them. Educational institutions and training centres operating in a country produce
skilled workforce (human resource) as per the demand of a market (at both domestic as well as global
level). Such workforce are not only employed by the organizations (institutions) engaged in manufacturing
goods and services but also set up their own enterprises (as entrepreneurs) to give employment to others.
Such workforce are industrious, skilful, self-dependent and confident. State must provide all the necessary
facilities to skilled workforce within the country for their employment and entrepreneurial activities to set
up business and manufacturing enterprises. Instead of wandering around the world in search of foreign
employment, it is far better to stay back home and use one’s own skill and labour in Nepal.

Activities

1. Write an essay on “Interrelationship between the natural and human resource for the development of a
country”.

2. The National Planning Commission Report–2013 AD says that Nepal’s absolute poverty has come
down to 23.8 percent. Explain the reasons behind the fall of the poverty rate in Nepal.

3. What profession or occupation do you want to adopt in future? Highlight the reasons for your choice.

4. “A skilled worker produces several skilled workers. It is like one lamp kindles so many lights.” Justify
the statement with relevant illustrations.

5. Hold a discussion on interrelationship between the skilled human resource and employment opportunity
in the class. Write an essay on this topic and get it published in a national daily (newspaper).

6. Conduct a speech competition on the topic, “It is impossible to develop a country without having skilled
workforce (human resource).”

7. Read the following real life story and answer the questions based on it.

A Life of Dignity and Confidence

Chumaya had resigned to her fate as there was no glimmer of hope in her life confined into
handicapped (physically challenged) body. She was poor disabled and helpless. Chumaya was living
a life that didn’t offer anything but continuous discrimination and deprivation. She was living a
dejected life in a village of Myagdi district. Her friend Indrakala too was suffering from physical
disabilities. Both of them constantly faced neglect from their community as well as family. Though
they had gone through their school-education, destiny played a prank on them by making them
physically disabled. One day an activist working on disability visited their village like an angel who
rescued them from the life caged into negativity, neglect and ridicule.

37<< Nova Social Studies Grade-10

Chumaya and her friend Indrakala came to know about an organization called WSDO (Women’s Skill
Development Organization) in Pokhara, Nepal through the activist friend. An activist friend working
on disability arranged for a visit for both Chumaya and Indrakala to WSDO, Pokhara which proved
to be a life-changing event. WSDO decided to accept both women as intern trainees. Chumaya had
taken some previous sewing and cutting training. As a result, she could immediately go to work by
observing others and then making the products that were ordered. Her supervisors were full of praise
for her natural aptitude towards handiwork. However, she could not use her foot to press the pedals
of sewing machines. She could work by engaging her hands only. Therefore, she opted for making
bags and soft toys, which can only be done by hand.

She is very happy today because she earns for herself and nobody curses her to be a burden. She is
employed on a daily wage basis at WSDO. She takes her work home and she is paid for it on per-piece
basis. Her monthly income, while variable, ranges from 9000 to 12000 NPR. Besides, she gets Dashain
bonus and regular uniform. She also gets medical allowances. Both Chumaya and Indrakala live
together in Pokhara with full dignity and confidence. WSDO protects her and makes her feel secure.
She participates in giving training to other women and shares her own story with them to raise their
confidence level and positivity. Chumaya is very content with her work. One can see her happiness
from her bright eyes and beaming face. Her skill level is improving every passing day. She is now a
valued producer in a global economic chain and works as regular trainer to 5-10 apprentices (trainees).
She has doubled her income in a short span of six years. She is not the same handicapped woman who
used to feel bored, dependent and depressed while staying in her village. She has acquired a power
to transform others. She has turned herself into a lamp to kindle many lights and brighten the lives of
many. She has a dream of returning to her village later in her life, to train local women on sewing and
have her own little home and business.

Now, answer the following questions:

a) Illustrate the opportunities which unfold in the life of people who are totally helpless only if they
take steps to transform themselves.

b) What are the positive effects of right training given to people on society?

c) “Skill is nil without will.” Evaluate this statement in light of above real-life story.

d) Explain the conditions to become self-employed and develop the ability to employ others based on
lessons learnt from the above story.

e) If Chumaya can have a dream to open her own organization in the native village and train others to
become self-dependent, do you think those who are working in foreign land for years cannot come
back and work in Nepal? Critically analyze with logical arguments and examples.

Exercise

1. What do you understand by means and resources? Describe with examples.

2. Describe the importance of skilled human resource.

3. Explain why skilled human resource is considered as the infrastructure of development.

4. What are the ways to generate (produce) skilled workforce?

5. Draw out detailed inter-relationship between the skilled human resource and employment in an
economy.

6. Do you think education sector has been doing well in producing skilled human resource for the country?
Critically analyze and suggest ways to improve the education sector of Nepal.

7. Critically examine the effect of ‘Good-Governance’ and political stability on creating employment
opportunities and generating skilled workforce within the country.

8. Highlight the major causes behind the unavailability of sufficient level of skilled workforce in Nepal.

38 Nova Social Studies Grade-10 >>

Community Work

Conduct a survey on the present status of skilled workforce available in your community. What professions
are they engaged in and what level of job-satisfaction are they enjoying? Prepare a report after in-depth
analysis of collected facts and information on following lines and present the report in the class.

Titles:

A. Title of Study B. Objectives of Study

C. Description of Study:

S. N. Type of Profession Contributions to Employment Status
Development

D. Conclusions

39<< Nova Social Studies Grade-10

Lesson Contemporary Development

4 Goals and Nepal

Millennium Development Goals (MDGs)

Millennium Development Goals (MDGs) were declared by world leaders in the United Nations Millennium
Declaration which was the main outcome of the United Nations Millennium Summit held in September,
2000 in New York, USA. The Declaration asserted that every individual has dignity of life which includes the
right to freedom, equality, a basic standard of living and the freedom from hunger and violence. Millennium
Development Goals (MDGs) were the eight international goals to be achieved by developing countries
within the deadline of 2015 AD. The MDGs set concrete targets and indicators for poverty reduction in order
to achieve the rights. UN General Assembly had already passed a resolution in 1990 AD for eradicating
poverty from the world. Therefore, the eight international goals of MDGs considered the 1990 resolution
their base and set the time frame to achieve the goals by 2015 AD. In addition to eight goals, MDGs had 21
targets, and a series of measurable health and economic indicators for each target. All 189 UN member states
at that time and at least 22 international organizations signed the UN Millennium Declaration to assure their
commitment for achieving the Millennium Development Goals by 2015 AD.

Following table shows the performance of Nepal on MDGs:

S.N. MDGs Nepal’s target, 2015 (Base Actual status achieved Source
Year 1990 AD)

1. Eradicate poverty and Reduce the poverty to 21% 23.8% N.P.C. 2013 AD
hunger

2. Universal primary All the children must get Enrolment rate at primary level N.P.C. 2013 AD
education primary education – 96.2% and literacy – 88.6%
(from 15 to 24 age group)

40 Nova Social Studies Grade-10 >>

3. Gender equality Equality in enrolling boys and Boy-girl enrolment ration at Education
& Women girls in school; ending gender primary level – 1.03 & women Ministry 2015 AD
empowerment discrimination at all places. participation in non-agricultural /N.P.C. 2013 AD
sector – 44.8%

4. Reduce child Reduce child mortality by 1/3 38 per thousand (below 5 years) N.P.C. 2014 AD
mortality (54 per thousand)

5. Improve maternal Reduce maternal mortality 258 (per one lakh live birth of WHO 2014 AD
health rate1/4 (213 per one lakh live babies)
births)

6. Control HIV/AIDS, Control of spread of diseases, HIV infection in the age group 4th five-year plan

Malaria, Jaundice, prevention and complete (from 15 to 24) – – Basic Report

etc. elimination 0.20%

7. Preserve Forest cover – 40% & access to Forest cover area – Ministry of Forest
sustainability of 2015 AD
environment drinking water – 73% 39.6% & Drinking water

services –

83.6%

8. Develop global Develop a global partnership Total foreign assistance – Ministry of
partnership for Finance 2015 AD
development for development 55.3%

The concerted efforts of national governments, the international community, civil society and the private
sector have shown encouraging results. MDGs have helped expand hope and opportunity for people around
the world. Yet the job is unfinished for millions of people – we need to strive much harder for ending hunger,
achieving full gender equality, improving health services and getting every child into school. This is the time
to shift the world onto a sustainable path to achieve the Sustainable Development Goals (SDGs). Thus, the
Sustainable Development Goals (SDGs) replaced the MDGs in 2016 AD.

Sustainable Development Goals (SDGs)

The Sustainable Development Goals (SDGs) are global goals set by United Nations Organization to end
poverty,  protect the planet, and ensure prosperity for all that will guide policy and funding all over
the world for the next 15 years, beginning with a historic pledge on 25 September 2015. There is a set of
seventeen “Sustainable Development Goals (SDGs)” with 169 targets between them. Each goal has specific
targets to be achieved over the next 15 years. Officially known as ‘Transforming our world: the 2030 Agenda’
for Sustainable Development, the SDGs provide us with a common plan and agenda to tackle some of the
pressing challenges facing our world such as poverty, climate change and conflict.

The need for the SDGs was urgently felt as early as 1972 when governments gathered in Stockholm, Sweden,
for the UN Conference on the Human Environment and examined all the aspects of rights of the human
family to a healthy and productive environment. United Nations Organization took further steps and
created the World Commission on Environment and Development in 1983 AD. This commission defined
sustainable development as “meeting the needs of the present without compromising the ability of future
generations to meet their own needs.” In a sequence of events the first UN Conference on Environment and
Development was held in Rio de Janeiro (Brazil) in 1992 AD. It was here that the first agenda for Environment
and Development was developed and adopted, popularly known as Agenda 21.

Nepal has set the development goal to graduate to the group of “Developing Countries” by 2022 AD from
the current status of being “Least Developed Country”. Nepal has already aligned itself with the global
goals set out as “Sustainable Development Goals”. These goals are broad, ambitious and challenging to
achieve for Nepal. Nepal needs to act in time-bound manner for completing the development projects which
require ample means and resources. Nepal is looking forward to become a welfare state having inclusive,
equality-based, and middle-income prosperous society by 2030 AD.

41<< Nova Social Studies Grade-10

Sustainable Development Goals for Nepal

Sustainable Development Goals (SDGs) Main Target

Goal 1: End poverty in all its forms Extreme poverty has to be removed from all the places (parts)
everywhere. of the world by 2030 AD (including those who have been
earning less than US$ 1.25 a day).
Goal 2: End hunger, achieve food
security and improved nutrition and Hunger and food insecurity must come to an end by 2030 AD
promote sustainable agriculture. and all the people who are poor, victims of disasters and children
will have sufficient food and nutrition throughout the year.
Goal 3: Ensure healthy lives and
promote well-being for all at all ages. The maternal mortality rate has to be reduced by less than 70
per one lakh live births by 2030 AD.
Goal 4:
Ensure inclusive and equitable quality All the boys and girls in their adolescence and physically
education and promote lifelong learning challenged students will get free equality-based and quality
opportunities for all. education by 2030 AD at primary and secondary level. All the
concerned students will get real and concrete benefits from
Goal 5: Achieve gender the education and training programs from their schooling.
equality and empower all women and
girls. All kinds of discriminations and violence against women
and adolescent girls must come to end at all places. Women
Goal 6: Ensure availability and participation must be ensured at all levels of decision making.
sustainable management of water
and sanitation for all. All the residents must have access to pure drinking water
or get it at affordable price without favor or discrimination
by 2030 AD. Sanitation and cleanliness in every village must
be maintained. Entire country must become ‘free defecation’
zone in coming years.

Goal 7: Ensure access to affordable, The supply of modern and reliable energy at affordable cost
reliable, sustainable and modern energy will be ensured to all.
for all.

Goal 8: Promote sustained, inclusive In the least developed country, annual growth rate of GDP
and sustainable economic growth, full (Gross Domestic Product) must increase by 7 percent. Child
and productive employment and decent labor must come to an end.
work for all.

42 Nova Social Studies Grade-10 >>

Goal 9: Build resilient infrastructure, Government shall launch the construction of reliable,
promote inclusive and sustainable sustainable and qualitatively superb infrastructure and
industrialization and foster innovation. ensure that all the people have easy and equal access to the
benefits of such infrastructure for economic development and
people’s welfare.

Goal 10: Reduce More than 40% people who are living below poverty line will
income inequality within and among be targeted to make them capable enough to earn more than
countries. average income and continue the same by 2030 AD.

Goal 11: Make cities and human Every individual should have access to safe and secured
settlements inclusive, safe, resilient and shelter and other basic services at affordable price by 2030
sustainable. AD. The overall living conditions in slum should improve
to include sanitation, hygiene and supply of other essential
services.

Goal 12: Ensure sustainable consumption Available natural resources should be managed and effectively

and production patterns. used by 2030 AD.

Goal 13: Take urgent action to Necessary preparations and arrangements must be in place
combat climate change and its impacts to deal with natural disasters and adverse effects of climate
by regulating emissions and promoting change on the country.
developments in renewable energy.

Goal 14: Conserve and sustainably use Not relevant for Nepal.
the oceans, seas and marine resources for
sustainable development.

Goal 15: Protect, restore and promote As per the international negotiations, clean water and land
sustainable use of terrestrial ecosystems, environment must be ensured by 2020 AD. Forest, hills and
sustainably manage forests, valleys, mountains and dry land are to be treated scientifically
combat desertification, and halt by preserving and conserving them in order to have their
and reverse land degradation and long-term use.
halt biodiversity loss.

Goal 16: Promote peaceful and inclusive All kinds of violent acts and related deaths must be reduced by
societies for sustainable development, raising consciousness (awareness) and strict implementation
provide access to justice for all and build of law. There must be zero tolerance for corruption in the
effective, accountable and inclusive country.
institutions at all levels.

Goal 17: Strengthen the means of There must be effective system for tax-collection within
implementation and revitalize the global the country so that sufficient budget is spent on efficient
partnership for sustainable development. utilization of natural resources for becoming developing
country as soon as possible. International financial assistance
by donor countries and other institutions will step up the
development process in the country.

Words and terms you would like to know

Align (v.): declare support for somebody or something
Marine (adj.): relating to, found in, or living in the sea
Terrestrial (adj.): relating to Earth rather than other planets
Desertification (n.): a process by which land becomes increasingly dry until almost no vegetation grows on it, making
it a desert

43<< Nova Social Studies Grade-10

Activities

1. Why did United Nations Organization decide to launch the SDGs (Sustainable Development Goals) in
2015 AD? Hold a discussion and note down the final conclusions to present them before the class.

2. You must have some or the other goals to achieve in your life. What are your goals (targets) which
you want to achieve in the next ten years? Present the indicators of the goals and the process (way) to
achieve them before the class.

3. What are the suggestions you would like to give for Nepal to achieve the development targets within
fixed time-period. Get divided into several groups and discuss the question. Note down the conclusions
of each group to compare them with other groups. Finally, present the common conclusions agreed by
all the groups in front of the class.

4. What are the targets and indicators of the Sustainable Development Goals? Investigate yourself on
internet or use some other sources to collect the targets and indicators. Share your results (answer) with
the class.

Exercise

1. What do you understand by ‘Millennium Development Goals’? Explain with examples.
2. What do you know about ‘Sustainable Development Goals’? How far are they useful for Nepal?
3. Differentiate between ‘Millennium Development Goals’ and ‘Sustainable Development Goals’.
4. Present your own views on ‘Sustainable Development Goals’ to be achieved within a span of 15 years

from 2016 to 2030 AD.
5. Amongst all the sustainable goals what goals attracted you most and why? Describe by making

comparisons with other sustainable development goals.
6. Are you sure that Nepal will improve its status to become a developing country by 2022 AD? Give

reasons for your view with the help of relevant examples and correct logic.
7. What are the other goals you would like to add to the long list of ‘Sustainable Development Goals’ in

context of Nepal that you feel are missing there?

Community Work

Fix a meeting with at least three persons who are knowledgeable and experienced in your community. Get
their views and ideas on making Nepal a developed country from the present status of being the ‘least
developed country’. What should be the roles of citizens in this context? Also manage some written texts
from different sources on this subject. Prepare a report with suggestions for the development of Nepal.

44 Nova Social Studies Grade-10 >>