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NOTES, FOR, TEACHER, NOTES, FORTHE, TEACHERS, CHAPTER I : DEVELOPMENT, , Development has many aspects. The, purpose of this chapter is to enable, students to understand this idea. They, have to understand that people have, different perspectives on development and, there are ways by which we can arrive at, common indicators for development. To, do this, we have used situations that they, can respond to in an intuitive manner; we, have also presented analysis that is more, complex and macro in nature., How can countries or states be, compared using some selected, development indicators is another, question that students would read about, in this chapter. Economic development, can be measured and income is the most, common method for measuring, development. However, the income, method, though useful, has several, weaknesses. Hence, we need newer ways, of looking at development using indicators, of quality of life and environmental, sustainability., It is necessary for you to expect the, students to respond actively in the, classroom and on a topic such as the, above, there would be wide variation in, opinion and possibility of debate. Allow, students to argue their point of view. At, the end of each section there are a few, questions and activities. These serve two, purposes: first, they recap the ideas, discussed in the section and second, they, enable better understanding of the themes, , 2, , discussed by bringing the learners closer, to their real-life situations., There are certain terms used in this, chapter that would require clarification —, Per Capita Income, Literacy Rate, Infant, Mortality Rate, Attendance Ratio, Life, Expectancy, Gross Enrolment Ratio, and, Human Development Index. Though data, pertaining to these terms are provided,, these would need further explanation. You, may also need to clarify the concept of, Purchasing Power Parity that is used to, calculate per capita income in Table 1.6., It is necessary to keep in mind that these, terms are used as an aid to the discussion, and not something to be memorised., Sources for Information, The data for this chapter is taken from, reports published by the Government of, India (Economic Survey, Report of the, National Family Health Survey and, Handbook of Statistics on the Indian, Economy), United Nations Development, Programme (Human Development Report), and World Bank (World Development, Indicators). Many of these reports are being, published every year. It may be interesting, to look up these reports if they are available, in your school library. If not, you may log, on to the websites of these institutions, (www.budgetindia.nic.in, www.undp.org,, www.worldbank.org). Data is also available, from the Reserve Bank’s Handbook of, Statistics on Indian Economy (available at, www.rbi.org)., , OPMENT, ANDING E CONOMIC D EVEL, EVELOPMENT, NDERSTANDING, U NDERST, , 2021-22

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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, possibilities can be achieved in, real life., , “Without me they cannot develop..., in this system I cannot develop!”, , DEVELOPMENT, , 2021-22, , 3

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WHAT DEVELOPMENT PROMISES —, DIFFERENT PEOPLE, DIFFERENT GOALS, Let us try to imagine what, 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., , YOU WANT A CAR, CAR? THE WAY OUR COUNTRY IS, SET UP ALL YOU CAN HOPE FOR IS MAY BE TO, ONE DAY OWN THE RICKSHAW YOU PULL!, , TABLE 1.1 DEVELOPMENTAL GOALS OF DIFFERENT, CATEGORIES OF PERSONS, Category of Person, , Developmental Goals / Aspirations, , Landless rural labourers, , More days of work and better wages; local school is able to, provide quality education for their children; there is no social, discrimination and they too can become leaders in the village., , Prosperous farmers from Punjab, , Assured a high family income through higher support prices for, 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, , A girl from a rich urban family, , She gets as much freedom as her brother and is able to, 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, examine it. Do all of these persons, have the same notion of development, or progress? Most likely not. Each, one of them seeks different things., , 4, , They seek things that are most, important for them, i.e., that which, can fulfil their aspirations or desires., In fact, at times, two persons or, groups of persons may seek things, , OPMENT, ANDING E CONOMIC D EVEL, EVELOPMENT, NDERSTANDING, U NDERST, , 2021-22

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which are conflicting. A girl expects, as much freedom and opportunity as, her brother, and that he also shares, in the household work. Her brother, may not like this. Similarly, to get, more electricity, industrialists may, want more dams. But this may, submerge the land and disrupt the, lives of people who are displaced – such, as tribals. They might resent this and, may prefer small check dams or tanks, to irrigate their land., , So, two things are quite clear: one,, different persons can have, different developmental goals and, two, what may be development for, one may not be development for, the other. It may even be, destructive for the other., , THOSE PEOPLE, DON’T WANT TO, DEVELOP!, , INCOME AND OTHER GOALS, If you go over Table 1.1 again, you, will notice one common thing: what, people desire are regular work, better, wages, and decent price for their crops, or other products that they produce., In other words, they want more, income., Besides seeking more income, oneway or the other, people also seek, things like equal treatment, freedom,, security, and respect of others. They, resent discrimination. All these are, important goals. In fact, in some cases,, these may be more important than, , more income or more consumption, because material goods are not all, that you need to live., Money, or material things that one, can buy with it, is one factor on which, our life depends. But the quality of our, life also depends on non-material, things mentioned above. If it is not, obvious to you, then just think of the, role of your friends in your life. You, may desire their friendship. Similarly,, there are many things that are not, easily measured but they mean a lot, to our lives. These are often ignored., , 2021-22, , A demonstration, meeting against, raising the height, of Sardar, Sarovar Dam on, Narmada River

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However, it will be wrong to conclude, that what cannot be measured is not, important., Consider another example. If you, get a job in a far off place, before, accepting it you would try to consider, many factors, apart from income,, such as facilities for your family,, working atmosphere, or opportunity, to learn. In another case, a job may, give you less pay but may offer regular, employment that enhances your, sense of security. Another job,, however, may offer high pay but no, job security and also leave no time for, your family. This will reduce your, sense of security and freedom., , Similarly, for development,, people look at a mix of goals. It is, true that if women are engaged in paid, work, their dignity in the household, and society increases. However, it is, also the case that if there is respect, for women there would be more, sharing of housework and a, greater acceptance of women, working outside. A safe and secure, environment may allow more women, to take up a variety of jobs or run, a business., Hence, the developmental goals, that people have are not only about, better income but also about other, important things in life., , LET’S WORK THESE OUT, 1. Why do different persons have different notions of development? Which of the following, explanations is more important and why?, (a), Because people are different., (b), Because life situations of persons are different., 2. Do the following two statements mean the same? Justify your answer., (a), People have different developmental goals., (b), People have conflicting developmental goals., 3. Give some examples where factors other than income are important aspects of our lives., 4. Explain some of the important ideas of the above section in your own words., , NATIONAL DEVELOPMENT, If, as we have seen above, individuals, seek different goals, then their notion, of national development is also likely, to be different. Discuss among, yourselves on what India should do, for development., Most likely, you would find that, different students in the class have given, different answers to the above question., In fact, you might yourself think of, many different answers and not be too, sure of any of these. It is very, important to keep in mind that, , 6, , different persons could have, different as well as conflicting, notions of a country’s development., However, can all the ideas be, considered equally important? Or, if, there are conflicts how does one, decide? What would be a fair and just, path for all? We also have to think, whether there is a better way of doing, things. Would the idea benefit a large, number of people or only a small, group? National development means, thinking about these questions., , OPMENT, ANDING E CONOMIC D EVEL, EVELOPMENT, NDERSTANDING, U NDERST, , 2021-22

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LET’S WORK THESE OUT, Discuss the following situations:, 1. Look at the picture on the right. What should, be the developmental goals for such an area?, 2. Read this newspaper report and answer the, questions that follow:, 0 tonnes, A vessel dumped 50, es in to, st, of liq ui d to xic wa, y and, cit, a, in, open-air dumps, This, a., se, g, din, un, in the surro, lle d, ca, y, ha pp en ed in a cit, a, t,, as, Co, Ab id ja n in Iv or y, s, me, fu, e, Th, a., country in Afric, ste, wa, xic, to, ly, gh, fro m th e hi, in rashes,, caused nausea, sk, . After a, etc, fainting, diarrhoea, s we re, on, rs, pe, mo nt h se ve n, l and, ita, sp, ho, in, ty, dead, twen, treated, twenty six thousand, g., nin, iso, for symptoms of po, mpany, A multinational co, an d, m, de al in g in pe tro leu, al, loc, a, d, cte, metals had contra, to, t, as, Co, ry, Ivo, e, company of th, m, fro, ste, wa, ic, tox, e, dispose th, its ship., , (i) Who are the people who benefited, and who did not?, (ii) What should be the developmental, goal for this country?, 3. What can be some of the developmental goals for your village, town or locality?, , ACTIVITY 1, If even the idea of what constitutes, development can be varied and, conflicting, then certainly there can be, differences about ways of developing. If, you know of any such, controversy, try to find out, arguments advanced by different, people. You may do so by talking to, different persons or you may find it from, newspapers and television., , DEVELOPMENT, , 2021-22, , 7

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HOW TO COMPARE DIFFERENT COUNTRIES, OR STATES?, You might ask if development can, mean different things, how come some, countries are generally called, developed and others under developed? Before we come to this,, let us consider another question., When we compare different things,, they could have similarities as well as, differences. Which aspects do we use, to compare them? Let us look at, students in the class itself. How do, we compare different students? They, differ in their height, health, talents, and interests. The healthiest student, may not be the most studious one., The most intelligent student may not, be the friendliest one. So, how do we, compare students? The criterion we, may use depends on the purpose of, comparison. We use different criterion, to choose a sports team, a debate, team, a music team or a team to, organise a picnic. Still, if for some, purpose, we have to choose the, criterion for the all-round progress of, children in the class, how shall we, do it?, Usually we take one or more, important characteristics of, persons and compare them based, on these characteristics. Of, course, there can be differences about, what are important characteristics, that should form the basis of, comparison: friendliness and spirit of, cooperation, creativity or marks, secured?, This is true of development too., For comparing countries, their, income is considered to be one of, the most important attributes., Countries with higher income are, , 8, , more developed than others with less, income. This is based on the, understanding that more income, means more of all things that human, beings need. Whatever people like,, and should have, they will be able to, get with greater income. So, greater, income itself is considered to be one, important goal., Now, what is the income of a, country? Intuitively, the income of the, country is the income of all the, residents of the country. This gives, us the total income of the country., However, for comparison between, countries, total income is not such an, useful measure. Since, countries have, different populations, comparing total, income will not tell us what an average, person is likely to earn. Are people in, one country better off than others in a, different country? Hence, we compare, the average income which is the total, income of the country divided by its, total population. The average income, is also called per capita income., In World Development Reports,, brought out by the World Bank, this, criterion is used in classifying, countries. Countries with per capita, income of US$ 49,300 per annum and, above in 2019, are called high income, or rich countries and those with per, capita income of US$ 2500 or less are, called low-income countries. India, comes in the category of low middle, income countries because its per, capita income in 2019 was just, US$ 6700 per annum. The rich, countries, excluding countries of, Middle East and certain other small, countries, are generally called, developed countries., , OPMENT, ANDING E CONOMIC D EVEL, EVELOPMENT, NDERSTANDING, U NDERST, , 2021-22

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Average Income, While ‘averages’ are useful for comparison, they also hide disparities, For example, let us consider two countries, A and, B. For the sake of simplicity, we have assumed, that they have only five citizens each. Based on, data given in Table 1.2, calculate the average, income for both the countries., , TABLE 1.2 COMPARISON OF TWO, COUNTRIES, Monthly incomes of citizens, (in Rupees), , Country, I, , II, , III, , IV, , V, , Average, , Country A 9500 10500 9800 10000 10200, Country B, , 500, , 500, , 500, , 500, , 48000, , Will you be equally happy to live in both these, countries? Are both equally developed? Perhaps, some of us may like to live in country B if we are, , COUNTRY WITH NO RICH AND NO POOR, , assured of being its fifth citizen, but if it is a lottery that decides, our citizenship number then, perhaps most of us will prefer to, live in country A. Even though, both the countries have identical, average income, country A is, preferred because it has more, equitable distribution. In this, country people are neither very, rich nor extremely poor. On the, other hand most citizens in, country B are poor and one, person is extremely rich. Hence,, while average income is useful for, comparison it does not tell us how, this income is distributed among, people., , COUNTRY WITH RICH AND POOR, , WE, MADE THE, CHAIRS, AND WE, USE, THEM., , LET’S WORK THESE OUT, 1. Give three examples where an average is used for comparing situations., 2. Why do you think average income is an important criterion for development? Explain., , WE, MADE THE, CHAIRS, AND HE, TOOK, THEM., , 3. Besides size of per capita income, what other property of income is important in, comparing two or more societies?, 4. Suppose records show that the average income in a country has been increasing, over a period of time. From this, can we conclude that all sections of the economy, have become better? Illustrate your answer with an example., 5. From the text, find out the per capita income level of about 10-15 low-income, countries as per World Development Reports., 6. Write a paragraph on your notion of what should India do, or achieve, to become a, developed country., , DEVELOPMENT, , 2021-22, , 9

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INCOME AND OTHER CRITERIA, When we looked at individual, aspirations and goals, we, found that people not only, think of better income but, also have goals such as, security, respect for others,, equal treatment, freedom, etc., in mind. Similarly, when we, think of a nation or a region,, we may, besides average, income, think of other equally, important attributes., , TABLE 1.3 PER CAPITA INCOME, OF SELECT STATES, State, , Per Capita Income, for 2017-18 (in Rs), , Haryana, Kerala, Bihar, , 2,03,340, 1,84,000, 38,631, , Source : Economic Survey 2019–20, A29., , What could these attributes be?, Let us examine this through an, example. Table 1.3 gives the per capita, income of Haryana, Kerala and Bihar., Actually, these figures are of Per, Capita Net State Domestic Product at, Current Prices for 2017–18. Let us, ignore what this complicated term, exactly means. Roughly, we can take, it to be the per capita income of the, state. We find that of the three,, Haryana has the highest per capita, , income and Bihar is at the bottom., This means that, on an average,, a person in Haryana earned, Rs 1,80,174 in one year whereas, on, an average, a person in Bihar earned, only around Rs 34,409. So, if per, capita income were to be used as the, measure of development, Haryana will, be considered the most developed, and Bihar the least developed state of, the three. Now, let us look at certain, other data pertaining to these states, given in Table 1.4., , TABLE 1.4 SOME COMPARATIVE DATA ON, HARYANA, KERALA AND BIHAR, State, , Infant Mortality, Rate per 1,000, live births (2017), , Literacy Rate %, 2017-18, , Net Attendance Ratio (per, 100 persons) secondary stage, (age 14 and 15 years) 2017-18, , Haryana, , 30, , 82, , 61, , Kerala, , 10, , 94, , 83, , Bihar, , 35, , 62, , 43, , Sources : Economic Survey 2018–19, P. A160, National Sample Survey Organisation (Report No., 585), National statistical office, Government of India., Explanation of some of the terms used in this table:, MR, Infant Mortality Rate (or I MR, R) indicates the number of children that die before the age of one year, as a proportion of 1000 live children born in that particular year., Literacy Rate measures the proportion of literate population in the 7-and-above age group., Net Attendance Ratio is the total number of children of age group 14 and 15 years attending, school as a percentage of total number of children in the same age group., , 10, , OPMENT, ANDING E CONOMIC D EVEL, EVELOPMENT, NDERSTANDING, U NDERST, , 2021-22

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What does this table show? The, first column of the table shows that in, Kerala, out of 1000 children born, 10, died before completing one year of age, but in Haryana the proportion of, children dying within one year of birth, was 30, which is two times more than, that of Kerala. On the other hand, the, per capita income of Haryana is more, than that of Kerala as shown in Table, 1.3. Just think of how dear you are to, your parents, think of how every one, is so happy when a child is born. Now,, try to think of parents whose children, die before they even celebrate their first, birthday. How painful it must be to, these parents? Next, note the year to, which this data pertains. It is 2017-18., So we are not talking of old times; it is, 70 years after independence when our, metro cities are full of high rise, buildings and shopping malls!, , The problem does not end with, Infant Mortality Rate. The last column, of table 1.4 shows that about half of, the children aged 14-15 in Bihar are, not attending school beyond Class 8., This means that if you went to school, in Bihar nearly half of your elementary, class friends would be missing. Those, who could have been in school are not, there! If this had happened to you, you, would not be able to read what you, are reading now., , Most babies do not get basic healthcare, , PUBLIC FACILITIES, How is it that the average person in, Haryana has more income than the, average person in Kerala but lags, behind in these crucial areas? The, reason is — money in your pocket, cannot buy all the goods and, services that you may need to live, well. So, income by itself is not a, completely adequate indicator of, material goods and services that, citizens are able to use. For example,, normally, your money cannot buy, you a pollution-free environment or, ensure that you get unadulterated, medicines, unless you can afford to, shift to a community that already has, all these things. Money may also not, be able to protect you from infectious, diseases, unless the whole of your, community takes preventive steps., , Actually for many of the important, things in life the best way, also the, cheapest way, is to provide these goods, and services collectively. Just think –, will it be cheaper to have collective, security for the whole locality or for, each house to have its own security, staff? What if no one, other than you,, in your village or locality is interested, in studying? Would you be able to, study? Not unless your parents could, afford to send you to some private, school elsewhere. So you are actually, able to study because many other, children also want to study and, because many people believe that the, government should open schools and, provide other facilities so that all, children have a chance to study. Even, now, in many areas, children,, particularly girls, are not able to go to, high school because the government/, society has not provided adequate, facilities., , DEVELOPMENT, , 2021-22, , 11

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Kerala has a low Infant Mortality, Rate because it has adequate provision, of basic health and educational, facilities. Similarly, in some states, the, , Public Distribution System (PDS), functions well. Health and nutritional, status of people of such states is, certainly likely to be better., , LET’S WORK THESE OUT, 1. Look at data in Tables 1.3 and 1.4. Is Haryana ahead of Kerala, in literacy rate etc., as it is in terms of per capita income?, 2. Think of other examples where collective provision of goods, and services is cheaper than individual provision., 3. Does availability of good health and educational facilities depend, only on amount of money spent by the government on these, facilities? What other factors could be relevant?, 4. In Tamil Nadu, 90 per cent of the people living in rural areas use, a ration shop, whereas in West Bengal only 35 per cent of rural, people do so. Where would people be better off and why?, , ACTIVITY 2, Study Table 1.5 carefully and fill in the blanks in the following paragraphs. For this,, you may need to make calculations based on the table., , TABLE 1.5 EDUCATIONAL ACHIEVEMENT OF RURAL, POPULATION OF UTTAR PRADESH, Category, , Male, , Female, , Literacy rate for rural population, , 76%, , 54%, , Literacy rate for rural children in age group 10-14 years, , 90%, , 87%, , Percentage of rural children aged 10-14 attending school, , 85%, , 82%, , (a) The literacy rate for all age groups, including young and old, is _____ for rural, males and _____ for rural females. However, it is not just that these many, adults could not attend school but that there are _____ who are currently not in, school., (b) It is clear from the table that _____ % of rural girls and _____% of rural boys are, not attending school. Therefore, illiteracy among children in the age group 1014 is as high as _____% for rural females and _____% for rural males., (c) This high level of illiteracy among __________ age group, even after more than, 70 years of our independence, is most disturbing. In many other states also we, are nowhere near realisation of the constitutional goal of free and compulsory, education for all children up to the age of 14, which was expected to be achieved, by 1960., , 12, , OPMENT, ANDING E CONOMIC D EVEL, EVELOPMENT, NDERSTANDING, U NDERST, , 2021-22

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ACTIVITY 3, One way to find out if we are properly nourished is to, calculate what nutrition scientists call Body Mass Index, (BMI). This is easy to calculate. Let each student in, the class find out his or her weight and height. Take the, weight of each student in kilograms (kg). Then, take, the height by drawing up a scale on the wall and, measuring accurately with the head straight. Convert, the height recorded in centimeters into meters. Divide, the weight in kg by the square of the height. The number, you get is called BMI. Then, look at the BMI-for-Age, tables given on pages, 90–91. A student’s BMI, could be within the normal, range or less than that, (underweight) or more, (obesity). For example, if, a girl student is 14 years, and 8 month old and the, BMI is 15.2, then she is, undernourished. Similarly,, if the BMI of a boy aged, 15 years and 6 months is, 28, then he is overweight., Discuss the life situation,, food and exercise habits, of students, in general,, without body shaming, anyone., , HUMAN DEVELOPMENT, REPOR, T, REPORT, Once it is realised that even though, the level of income is important, yet it, is an inadequate measure of the level, of development, we begin to think of, other criterion. There could be a long, list of such criterion but then it would, not be so useful. What we need is a, small number of the most important, things. Health and education, indicators, such as the ones we used, in comparison of Kerala and Haryana,, are among them. Over the past decade, or so, health and education indicators, have come to be widely used along, with income as a measure of, development. For instance, Human, Development Report published by, UNDP compares countries based on, the educational levels of the people,, their health status and per capita, income. It would be interesting to look, at certain relevant data regarding, India and its neighbours from Human, Development Report 2020., , TABLE 1.6 SOME DATA REGARDING INDIA AND ITS NEIGHBOURS, FOR 2019, Country, , Sri Lanka, India, Myanmar, Pakistan, Nepal, Bangladesh, , Gross National, Income (GNI), per capita, (2011 PPP $), 12,707, 6,681, 4,961, 5,005, 3,457, 4,976, , Life, Expectancy, at birth, , Mean Years of, Schooling of, People aged 25, and above, , HDI Rank in, the world, (2018), , 77, 69.7, 67.1, 67.3, 70.8, 72.6, , 10.6, 6.5, 5.0, 5.2, 5.0, 6.2, , 73, 130, 148, 154, 143, 134, , Source : Human Development Report, 2020, United Nations Development Programme, New York., NOTES, 1. HDI stands for Human Development Index. HDI ranks in above table are out of 189 countries in all., 2. Life Expectancy at birth denotes, as the name suggests, average expected length of life of a person at, the time of birth., 3. Per Capita Income is calculated in dollars for all countries so that it can be compared. It is also, done in a way so that every dollar would buy the same amount of goods and services in any, country., , DEVELOPMENT, , 2021-22, , 13

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Isn’t it surprising that a small, country in our neighbourhood, Sri, Lanka, is much ahead of India in every, respect and a big country like ours has, such a low rank in the world? Table, 1.6 also shows that though Nepal and, Bangladesh have low per capita, income than that of India, yet they are, better than India in life expectancy., Many improvements have been, suggested in calculating HDI and, , many new components have been, added to the Human Development, Report but, by pre-fixing Human to, Development, it has made it very clear, that what is important in development, is what is happening to citizens of a, country. It is people, their health, their, well being, that is most important., Do you think there are certain, other aspects that should be, considered in measuring human, development?, , SUSTAINABILITY OF DEVELOPMENT, Suppose for the present that a, particular country is quite developed., We would certainly like this level of, development to go up further or at, least be maintained for future, generations. This is obviously, desirable. However, since the second, half of the twentieth century, a number, of scientists have been warning that, the present type, and levels, of, development are not sustainable., , “We have not inherited, the world from our, forefathers — we have, borrowed it from our, children.”, , ND WHY, LET’S UNDERSTA, UGH THE, RO, TH, SO, IS, IS, TH, PLE:, FOLLOWING EXAM, , Example 1: Groundwater in India, “Recent evidence suggests that the groundwater is under serious, threat of overuse in many parts of the country. About 300 districts, have reported a water level decline of over 4 metres during the, past 20 years. Nearly one-third of the country is overusing their, groundwater, reserves., In, another, 25, years,, 60 per cent of the country would be doing the same if the present, way of using this resource continues. Groundwater overuse is, particularly found in the agriculturally prosperous regions of, Punjab and Western U.P., hard rock plateau areas of central and, south India, some coastal areas and the rapidly growing urban, settlements.”, (a) Why groundwater is overused?, (b) Can there be development without overuse?, , 14, , OPMENT, ANDING E CONOMIC D EVEL, EVELOPMENT, NDERSTANDING, U NDERST, , 2021-22

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Groundwater is an example of, renewable resources. These resources, are replenished by nature as in the, case of crops and plants. However,, even these resources may be, overused. For example, in the case of, groundwater, if we use more than, what is being replenished by rain then, we would be overusing this resource., , Non-renewable resources are those, which will get exhausted after a few, years of use. We have a fixed stock on, earth which cannot be replenished. We, do discover new resources that we did, not know of earlier. New sources in, this way add to the stock. However,, over time, even this will get exhausted., UDE OIL THAT WE, FOR EXAMPLE, CR, E EARTH IS A NONEXTRACT FROM TH, URCE. HOWEVER WE, RENEWABLE RESO, DID, CE OF OIL THAT WE, MAY FIND A SOUR, S, ION, RLIER. EXPLORAT, NOT KNOW OF EA, E., TIM, E, RTAKEN ALL TH, ARE BEING UNDE, , Example 2: Exhaustion of, Natural Resources, Look at the following data for crude oil., , TABLE 1.7 CRUDE OIL RESERVES, Region/Country, Middle East, United States of America, World, , Reserves (2017), (Thousand Million Barrels), 808, 50, 1697, , Number of Years, Reserves will last, 70, 10.5, 50.2, , Source : BP Statistical Review of World Energy, June 2018, P.12., , The table gives an estimate of reserves of crude oil (column1). More, important, it also tells us for how many years the stock of crude oil will, last if people continue to extract it at the present rate. The reserves would, last only 50 years more. This is for the world as a whole. However,, different countries face different situations. Countries like India depend, on importing oil from abroad because they do not have enough stocks, of their own. If prices of oil increase this becomes a burden for everyone., There are countries like USA which have low reserves and hence want, to secure oil through military or economic power., The question of sustainability of development raises many, fundamentally new issues about the nature and process of development., (a) Is crude oil essential for the development process in a, country? Discuss., (b) India has to import crude oil. What problems do you, anticipate for the country looking at the above situation?, , DEVELOPMENT, , 2021-22, , 15

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Consequences of environmental, degradation do not respect national, or state boundaries; this issue is, no longer region or nation specific., Our future is linked together., Sustainability of development is, comparatively a new area of, knowledge in which scientists,, economists, philosophers and other, , social scientists are working, together., In general, the question of, development or progress is perennial., At all times as a member of society, and as individuals we need to ask, where we want to go, what we wish to, become and what our goals are. So, the debate on development continues., , EXERCISES, 1. Development of a country can generally be determined by, (i) its per capita income, (ii) its average literacy level, (iii) health status of its people, (iv) all the above, 2. Which of the following neighbouring countries has better performance in terms of, human development than India?, (i) Bangladesh, (ii) Sri Lanka, (iii) Nepal, (iv) Pakistan, 3. Assume there are four families in a country. The average per capita income of, these families is Rs 5000. If the income of three families is Rs 4000, Rs 7000, and Rs 3000 respectively, what is the income of the fourth family?, (i) Rs 7500, (ii) Rs 3000, (iii) Rs 2000, (iv) Rs 6000, 4. What is the main criterion used by the World Bank in classifying different, countries? What are the limitations of this criterion, if any?, 5. In what respects is the criterion used by the UNDP for measuring development, different from the one used by the World Bank?, 6. Why do we use averages? Are there any limitations to their use? Illustrate with, your own examples related to development., 7. Kerala, with lower per capita income has a better human development ranking, than Haryana. Hence, per capita income is not a useful criterion at all and should, not be used to compare states. Do you agree? Discuss., 8. Find out the present sources of energy that are used by the people in India. What, could be the other possibilities fifty years from now?, 9. Why is the issue of sustainability important for development?, , 16, , OPMENT, ANDING E CONOMIC D EVEL, EVELOPMENT, NDERSTANDING, U NDERST, , 2021-22

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10. “The Earth has enough resources to meet the needs of all but not enough to, satisfy the greed of even one person”. How is this statement relevant to the, disscusion of development? Discuss., 11. List a few examples of environmental degradation that you may have observed, around you., 12. For each of the items given in Table 1.6, find out which country is at the top and, which is at the bottom., 13. The following table shows the proportion of adults (aged 15-49 years) whose BMI, is below normal (BMI <18.5 kg/m2) in India. It is based on a survey of various, states for the year 2015-16. Look at the table and answer the following questions., , State, , Male, (%), , Female, (%), , Kerala, Karnataka, Madhya Pradesh, , 8.5, 17, 28, , 10, 21, 28, , All States, , 20, , 23, , Source: National Family Health Survey-4,, 2015-16, http://rchiips.org, , (i) Compare the nutritional level of people in Kerala and Madhya Pradesh., (ii) Can you guess why around one-fifth of people in the country are, undernourished even though it is argued that there is enough food in the, country? Describe in your own words., , ADDITIONAL PROJECT / ACTIVITY, Invite three different speakers to talk to you about the development of your region. Ask, them all the questions that come to your mind. Discuss these ideas in groups. Each, group should prepare a wall chart, giving reasons about ideas that you agree or do, not agree with., , DEVELOPMENT, , 2021-22, , 17