Development
| Philosophy of Social Sciences |
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Concept Map
Textbook
Additional References
How the topic is discussed in NCERT Books
The discussion can enable us to understand different aspects of development. It also discusses different perspectives on development and also explains the various ways of arriving at common indicators for development. The NCERT text book has a 'notes for teachers' in the beginning, where important ideas relating to development, transaction approaches with students are discussed.
Useful websites
Wikipedia entry for Economic development other relevant wikipedia pages include
- Sustainable development
- Rural development
- Wikibooks on Economic development
- a thought provoking article on development relating to development
- useful publication from Government of India, on gender and budgeting. Annexure A has a description of important concepts relating to gender
Reference Books
Teaching Outlines
Please describe the key ideas to be conveyed in this section. Also broken down in details by each idea
Key Idea 1 - Development
Learning objectives
- Understanding social and economic status of people - citizens and communities
- Understanding planned ways of changing the social and economic status, through 'development'
- Understand concepts of development and underdevelopment.
Notes for teachers
1. Several factors or variables impact development - we need to analyses these from social, political and economic perspectives. Examples of different countries/states to look at these different variables and how they have impacted development.
2. Narrow view of 'material' progress as development. Simple growth in GDP may not necessarily mean development. Kind of materials produced (cigarettes or super luxury goods for eg may not mean development). Secondly, distribution of the development outcomes is also an important consideration. For eg, a media report discusses a study how in the USA, while GDP has grown, the middle class has lagged behind, specially when compared to other countries in North America or Europe. (This can lead to discussion on next concept of looking at development from multiple perspectives)
Activity
Key Idea #2 Income and Development
What are the key ideas to be covered
Learning objectives
Notes for teachers
Activity
Key Idea #3 Human Development
What are the key ideas to be covered Development is sometimes seen as purely related to economic growth - higher the growth, better is the development. However this is not always true. Growth may not result in development if the activities are not conducive to human welfare, for e.g. increased cultivation of tobacco and increased manufacture of cigarettes and tobacco products, their consumption and treatment for lung cancer due to smoking all lead to in Income. However, such income growth may not be seen as development. Secondly growth with poor distribution may also not contribute to development - where the fruits go only to a small group in society and the remaining do not get the equitable fruits
Hence there is a need for a concept of 'human development'
Learning objectives
Notes for teachers
There are many articles on the inequitable growth in many economies in the last 2-3 decades, where the gap between the rich and the poor (measured by the 'Gini co-efficient') has increased many times. It is important to explain that mere growth is not synonymous with development. Growth with equity and the nature of growth (sustainable, environment friendly etc) are important factors to consider.
Activity
Key Idea #4 Gender and development
The Gender-related Development Index (GDI) is a composite indicator of gender equality, developed by the United Nations (UN). It is one of the five indicators used by the United Nations Development Programme in its annual Human Development Report (UNDP). It aims to show the inequalities between men and women in the following areas: long and healthy life, knowledge, and a decent standard of living. (source)
Women, constitute 48% of India’s population, but they lag behind men on many social indicators like health, education, economic opportunities, etc. The all India sex ratio according to the 2011 Census data is 940 and the world figures are 984 (2011). As per Census 2011, all-India female literacy rate is 65.4 percent and in States like Rajasthan and Bihar the rates hover around 52-53 percent. The 11th Plan pointed out that initiatives need to be taken to raise awareness to ensure that increasing consumerism, move towards market economy and resultant family planning do not enhance gender inequality and lead to male child planning. Hence, they warrant special attention due to their vulnerability and lack of access to resources. (source)
Learning objectives
Need to focus on equity in the process of development. Gender equity (women's empowerment) is an important factor in development
Notes for teachers
Looking at development from a gender perspective is relatively new idea. It is very important that students understand that development can have no real meaning if it does not result in the empowerment and the socio-economic status upliftment of women who constitute half of society.
Students need to explore how development choices can impact gender in many ways. Investment in women's empowerment/welfare can be through many activities/approaches including girl child education, health of women, livelihood opportunities (going beyond gender stereotypes) are all important issues in development. Women's participation in the national activities and providing adequate opportunities without discrimination is important.
Discussing these issues can help sensitise learners of the importance of gender in development.
Activity
Project Ideas
How countries have developed over the last 200 years
See the video on http://www.gapminder.org/videos/200-years-that-changed-the-world/#.U8JZszf_QjA (this is a very powerful video, must see it)
Write an essay comparing the development of the developed countries and developing countries. Where is India and China in this picture?
Community Based Project
Conduct a small survey in your village/town. Meet people in ten households from different areas/ work sectors (work sectors - pick up families in traditional occupations like farming, those in Government jobs, those who are small time vegetable vendors, shop keepers etc). Discuss with them about changes in their economic and social status over the last 30-50 years. Write an essay, provide photos of their houses/stay along with the essay.
Deliberate in your essay - have all families developed to the same extent? What factors affected this? What can be done by Government to improve the conditions of the poor and under previleged? What can other actors in society do?