NOTES FOR
NOTES FORTHE TEACHER
TEACHERS
CHAPTER I : DEVELOPMENT
Development has many aspects. The enable better understanding of the themes
purpose of this chapter is to enable discussed by bringing the learners closer
students to understand this idea. They to their real-life situations.
have to understand that people have
There are certain terms used in this
different perspectives on development and
chapter that would require clarification —
there are ways by which we can arrive at
Per Capita Income, Literacy Rate, Infant
common indicators for development. To
Mortality Rate, Attendance Ratio, Life
do this, we have used situations that they
Expectancy, Gross Enrolment Ratio, and
can respond to in an intuitive manner; we
Human Development Index. Though data
have also presented analysis that is more
pertaining to these terms are provided,
complex and macro in nature.
these would need further explanation. You
How can countries or states be may also need to clarify the concept of
compared using some selected purchasing power parity that is used to
development indicators is another calculate per capita income in Table 1.6.
question that students would read about It is necessary to keep in mind that these
in this chapter. Economic development terms are used as an aid to the discussion
can be measured and income is the most and not something to be memorised.
common method for measuring
development. However, the income Sources for Information
method, though useful, has several The data for this chapter is taken from
weaknesses. Hence, we need newer ways reports published by the Government of
of looking at development using indicators India (Economic Survey), United Nations
of quality of life and environmental Development Programme (Human
sustainability. Development Report) and World Bank
It is necessary for you to expect the (World Development Indicators). These
students to respond actively in the reports are being published every year. It
classroom and on a topic such as the may be interesting to look up these reports
above, there would be wide variation in if they are available in your school library.
opinion and possibility of debate. Allow If not, you may log on to the websites of
students to argue their point of view. At these institutions (www.budgetindia.nic.in,
the end of each section there are a few www.undp.org, www.worldbank.org).
questions and activities. These serve two Data is also available from the Reserve
purposes: first, they recap the ideas Bank’s Handbook of Statistics on Indian
discussed in the section and second, they Economy, available at www.rbi.org).
2 U NDERSTANDING E CONOMIC D E V E L
NDERSTANDING OPMENT
LOPMENT
2015-2016
, CHAPTER I
DEVELOPMENT
The idea of development or progress
has always been with us. We have
aspirations or desires about what we
would like to do and how we would
like to live. Similarly, we have ideas
about what a country should be like.
What are the essential things that we
require? Can life be better for all? How
should people live together? Can there
be more equality? Development
involves thinking about these
questions and about the ways in
which we can work towards achieving
these goals. This is a complex
task and in this chapter we shall
make a beginning at understanding
development. You will learn more
about these issues in greater depth
in higher classes. Also, you will find
answers to many of these questions
not just in economics but also in your
course in history and political science.
This is because the way we live today
is influenced by the past. We can’t
desire for change without being aware
of this. In the same way, it is only
through a democratic political
process that these hopes and “Without me they cannot develop...
possibilities can be achieved in in this system I cannot develop!”
real life.
D EVELOPMENT 3
2015-2016
, WHAT DEVELOPMENT PROMISES —
DIFFERENT PEOPLE, DIFFERENT GOALS
CAR? THE WAY OUR COUNTRY IS
YOU WANT A CAR
Let us try to imagine what SET UP ALL YOU CAN HOPE FOR IS MAY BE TO
ONE DAY OWN THE RICKSHAW YOU PULL!
development or progress is likely to
mean to different persons listed in
Table 1.1. What are their aspirations?
You will find that some columns are
partially filled. Try to complete the
table. You can also add any other
category of persons.
TABLE 1.1 DEVELOPMENTAL GOALS OF DIFFERENT
CATEGORIES OF PERSONS
Category of Person Developmental Goals / Aspirations
More days of work and better wages; local school is able to
Landless rural labourers provide quality education for their children; there is no social
discrimination and they too can become leaders in the village.
Assured a high family income through higher support prices for
Prosperous farmers from Punjab their crops and through hardworking and cheap labourers; they
should be able to settle their children abroad.
Farmers who depend only on
rain for growing crops
A rural woman from a land
owning family
Urban unemployed youth
A boy from a rich urban family
She gets as much freedom as her brother and is able to
A girl from a rich urban family decide what she wants to do in life. She is able to pursue her
studies abroad.
An adivasi from Narmada valley
Having filled Table 1.1, let us now They seek things that are most
examine it. Do all of these persons important for them, i.e., that which
have the same notion of development can fulfil their aspirations or desires.
or progress? Most likely not. Each In fact, at times, two persons or
one of them seeks different things. groups of persons may seek things
4 U NDERSTANDING E CONOMIC D E V E L
NDERSTANDING OPMENT
LOPMENT
2015-2016
NOTES FORTHE TEACHER
TEACHERS
CHAPTER I : DEVELOPMENT
Development has many aspects. The enable better understanding of the themes
purpose of this chapter is to enable discussed by bringing the learners closer
students to understand this idea. They to their real-life situations.
have to understand that people have
There are certain terms used in this
different perspectives on development and
chapter that would require clarification —
there are ways by which we can arrive at
Per Capita Income, Literacy Rate, Infant
common indicators for development. To
Mortality Rate, Attendance Ratio, Life
do this, we have used situations that they
Expectancy, Gross Enrolment Ratio, and
can respond to in an intuitive manner; we
Human Development Index. Though data
have also presented analysis that is more
pertaining to these terms are provided,
complex and macro in nature.
these would need further explanation. You
How can countries or states be may also need to clarify the concept of
compared using some selected purchasing power parity that is used to
development indicators is another calculate per capita income in Table 1.6.
question that students would read about It is necessary to keep in mind that these
in this chapter. Economic development terms are used as an aid to the discussion
can be measured and income is the most and not something to be memorised.
common method for measuring
development. However, the income Sources for Information
method, though useful, has several The data for this chapter is taken from
weaknesses. Hence, we need newer ways reports published by the Government of
of looking at development using indicators India (Economic Survey), United Nations
of quality of life and environmental Development Programme (Human
sustainability. Development Report) and World Bank
It is necessary for you to expect the (World Development Indicators). These
students to respond actively in the reports are being published every year. It
classroom and on a topic such as the may be interesting to look up these reports
above, there would be wide variation in if they are available in your school library.
opinion and possibility of debate. Allow If not, you may log on to the websites of
students to argue their point of view. At these institutions (www.budgetindia.nic.in,
the end of each section there are a few www.undp.org, www.worldbank.org).
questions and activities. These serve two Data is also available from the Reserve
purposes: first, they recap the ideas Bank’s Handbook of Statistics on Indian
discussed in the section and second, they Economy, available at www.rbi.org).
2 U NDERSTANDING E CONOMIC D E V E L
NDERSTANDING OPMENT
LOPMENT
2015-2016
, CHAPTER I
DEVELOPMENT
The idea of development or progress
has always been with us. We have
aspirations or desires about what we
would like to do and how we would
like to live. Similarly, we have ideas
about what a country should be like.
What are the essential things that we
require? Can life be better for all? How
should people live together? Can there
be more equality? Development
involves thinking about these
questions and about the ways in
which we can work towards achieving
these goals. This is a complex
task and in this chapter we shall
make a beginning at understanding
development. You will learn more
about these issues in greater depth
in higher classes. Also, you will find
answers to many of these questions
not just in economics but also in your
course in history and political science.
This is because the way we live today
is influenced by the past. We can’t
desire for change without being aware
of this. In the same way, it is only
through a democratic political
process that these hopes and “Without me they cannot develop...
possibilities can be achieved in in this system I cannot develop!”
real life.
D EVELOPMENT 3
2015-2016
, WHAT DEVELOPMENT PROMISES —
DIFFERENT PEOPLE, DIFFERENT GOALS
CAR? THE WAY OUR COUNTRY IS
YOU WANT A CAR
Let us try to imagine what SET UP ALL YOU CAN HOPE FOR IS MAY BE TO
ONE DAY OWN THE RICKSHAW YOU PULL!
development or progress is likely to
mean to different persons listed in
Table 1.1. What are their aspirations?
You will find that some columns are
partially filled. Try to complete the
table. You can also add any other
category of persons.
TABLE 1.1 DEVELOPMENTAL GOALS OF DIFFERENT
CATEGORIES OF PERSONS
Category of Person Developmental Goals / Aspirations
More days of work and better wages; local school is able to
Landless rural labourers provide quality education for their children; there is no social
discrimination and they too can become leaders in the village.
Assured a high family income through higher support prices for
Prosperous farmers from Punjab their crops and through hardworking and cheap labourers; they
should be able to settle their children abroad.
Farmers who depend only on
rain for growing crops
A rural woman from a land
owning family
Urban unemployed youth
A boy from a rich urban family
She gets as much freedom as her brother and is able to
A girl from a rich urban family decide what she wants to do in life. She is able to pursue her
studies abroad.
An adivasi from Narmada valley
Having filled Table 1.1, let us now They seek things that are most
examine it. Do all of these persons important for them, i.e., that which
have the same notion of development can fulfil their aspirations or desires.
or progress? Most likely not. Each In fact, at times, two persons or
one of them seeks different things. groups of persons may seek things
4 U NDERSTANDING E CONOMIC D E V E L
NDERSTANDING OPMENT
LOPMENT
2015-2016
