UNIT 4 DEVELOPMENT: CONCEPT,

DIMENSIONS AND FACTORS

Structure
4.0 Introduction
4.1 Objectives
4.2 An Overview of Development
4.2.1 What is Development?
4.2.2 Why Learn about Development?
4.2.3 Scope of Development
[Link] Dimensions of Development
[Link] Indicators of Development
4.3 Human Development
4.3.1 Concept of Human Development
4.3.2 Human Resource Development
[Link] Scope and Significance of HRD
[Link] Objectives and Functions of HRD
[Link] Factors Influencing HRD
4.3.3 Indices of Human Development
[Link] Human Development in India
4.4 Social Development
4.4.1 Concept of Social Development
4.4.2 Factors Affecting Social Development
4.4.3 Indices of Social Development
I
4.5 Political Development
I 4.5.1 Concept of Political Development
4.5.2 Factors Influencing Political Development
[Link] Political System and Government of the Country
[Link] Strength of Vital Institutions Governing Political Development
[Link] Linkages between Political Development and Economic Development
[Link] Functions and Responsibilities of Political Systems in the Country
[Link] Balance of Payments (BOP) and its Factors: Role of Government
[Link] Political behaviour of Institutions and Individuals
4.5.3 Indices of Political Development
4.6 Economic Development
4.6.1 Concept and Scope of Economic Development
[Link] Differencebetween Economic Growth and Economic Development
[Link] Traditional view of Economic Development
[Link] Modem view of Economic Development
[Link] Types of Economies / Countries
[Link] Scope of Economic Development
4.6.2 Factors Determining Economic Development
[Link] Economic Factors
i [Link] Non-economic Factors
4.6.3 Prime Issues of Economic Development
[Link] Indices of Economic Development
132
4.7 Let Us Sum Up Development: Concept,
Dimensions and Factors
4.8 Answers to 'Check Your Progress' Questions
4.9 References

4.0 INTRODUCTON A

We have provided you broad understanding of extension education in the

preceding units i.e. Units 1,2 and 3. We will now focus on concept, dimensions
and factors of development. This unit will therefore provide you an overview of
the nature, significance and scope development with emphasis on its different
dimensions, their indicators and relative importance in the context of extension
education for the unprivileged and underdeveloped in the unreached areas for
their overall development.

4.1 OBJECTIVES
Afier going through this unit, we expect you to be able to:
Explain the concept and scope of development;
Distinguish between different dimensions of development - human
development, social development, political development, and economic
development;
Identify the factors and indices of human development, social development,
political development and economic development; and
. Analyse and compare the factors influencing different dimensions of

4.2 AN OVERVIEW OF DEVELOPMENT

Before we begin to study about development, it is important to understand exactly
what we mean by 'development'. It is, of curse, not easy to define 'development',
because it really means different things to different people in relation to different
countries. For example, can we, for sure, determine which countries are more
developed and which are less developed? It is, perhaps, easier to say, than explain,
which countries are richer and which are poorer and in what sense of development.
It is, thus, important to know what development means, so that we may reasonably
be able to determine who really are developed, less developed and so on.
I

4.2.1 What is Development?

Development describes the growth of humans throughout the lifespan, from
conception to death. The scientific study of human development seeks to
understand and explain how and why people change throughout life. This includes
all aspects of human growth, including physical, emotional, intellectual, social,
perceptual and personality development, among others. The scientific study of
development is important not only to psychology, but also to sociology, education
and health care. Development does not just involve the biological and physical
aspects of growth, but also the cognitive and social aspects associated with
development throughout life (Kendra Cherry, see [Link]
od/ developmentecourse/E/dev~[Link]). 133
Introduction to Extension Development is a complex issue, with many different and sometimes contentious
Education and Development
definitions. A basicperspective equates development with economic growth. The
United Nations Development Programme uses a more detailed definition:
'development is to lead long and healthy lives, to be knowledgeable, to have
access to the resources needed for a decent standard of living and to be able to
participate in the life of the community.'Achieving human development is linked
to a third perspective of development which views it as freeing people from
obstacles that affect their ability to develop their own lives and communities.
Development, therefore, is empowerment:it is about local people taking control
of their own lives, expressing their own demands and finding their own solutions
to their problems ([Link]
Development/WhatisDevelopment/tabidl78/[Link]).

Development has many meanings depending on the context it is being talked

about. It refers to transforming the people's ways of living/doing things for the
better (Advanced Oxford Learners Dictionary, 2006). In the context of knowledge
and learning, it is the positive transformation / change of people's ways of living,
attitudes and behaviours as a result of their exposure/access to relevant, adequate
and timely information services, courtesy of the prevailing digital age/revolution
([Link] what+is+development&
aq= 1&aqi=g 1O&aql=&oq=What+is+de).

Development means "the movement upward of the entire social system.. . This
social system encloses, besides the so-called economic factors, all non-economic
factors, including all sorts of consumption by various groups of people;
consumption provided collectively; educational and health facilities and levels;
the distribution of power in the society; and more generally economic, social,
and political stratification; broadly speaking institutions and attitudes to which
we must add ...." (Gunnar Myrdal, see [Link]

So, you can also try to reflect upon and formulate your own definition of
development as you learn more about the relationships among its main
components / dimensions and factors that have their relative significance in your
situation.

4.2.2 Why Learn about Development?

Volunteers travel to developing countries to work on a huge variety of projects
such as assisting in under-resourced schools, offering expertise at under-equipped
medical facilities, campaignipg on human rights issues, providing care for HIV/
AIDS orphans, promoting improved agricultural practices and so on. But, why
do these problems exist in the first place and why are they not easily solved
through our goodwill and cha~ity?

It is in fact the learning about development that can help us understand more
about the causes of and solutions to these problems, be better informed volunteers,
addressing not just the superficial poverty related issues but the deep-rooted
causes as well. It can also help us to have a more complex and accurate impression
of the developing world than what is commonly shown to us through charity
advertising as development. It can further help us when we return to educate
others about the actual issues involved.

134
 Developnlent: Concept,
4.2.3 Scope of Development Dimensio~~s
and Factors
Basically development is nothing but human development which involves social,
political, economic and environmental dimensions, It means development
encompasses socially, politically, economically, and environmentally sustainable
development of the societies and the nation. According to the classical definition
given by the United Nations World Commission on Environment and
Development in 1987, development is sustainable if it "meets the needs of the
present without compromising the ability of future generations to meet their
own needs." It is usually understood that this "intergenerational equity" would
be ilnpossible to achieve in the absence of present-day social equity, if the
economic activities of some groups of people continue to jeopardize the well-
being of people belonging to other groups or those living in other parts of the
world. Conversely, slow human development can put an end to fast economic
growth. According to the Human Development Report 1996, "during 1960-1992
not a single country succeeded in moving from lopsided development with slow
human development and rapid growth to a virtuous circle in which human
development and growth can become mutually reinforcing." Since slower human
development has invariably been followed by slower economic growth, this
growth pattern was labeled a "dead end" ([Link]
Human~Development~Index).

[Link] Dimensions of Development

As the links between economic growth and social and environmental issues are
better understood, experts including economists tend to agree that this kind of
growth is inevitably unsustainable - that is, it cannot continue along the same
lines for long. First, if environmental and sacial/human losses resulting from
economic growth turn out to be higher than economic benefits (additional incomes
earned by the majority of the population), the overall result for people's well-
being becomes negative. Thus, such economic growth becomes difficult [Link]
politically. Second, economic growth itself inevitably depends on its natural and
social/human conditions. To be sustainable, it must rely on a certain amount of
natural resources and services provided by nature, such as pollution absorption
and resource regeneration. Moreover, economic growth must be constantly
nourished by the fruits of human development, such as higher qualified workers
capable of technological and managerial innovations along with opportunities
for their efficient use: more and betterjobs, better conditions for new businesses
to grow, and greater democracy at all levels of decision-making (http:/1
[Link]~search?hl=en&source=hp&qhat+is+developmen aq=l&
aqi=gl O&aql=&oq=What+is+de). I

However, governments have to make appropriate kinds of decisions on a regular

basis. If such decisions are to reflect the interests of the majority, they must be
taken in the most democratic and participatory way possible. But, even in this
case, there is a high risk that long-term interests of our children and grandchildren
end up unaccounted for, because future generations cannot vote for themselves.
Thus, to ensure that future generations inherit the necessary conditions to provide
for their own welfare, our present-day values must be educated enough to reflect
their interests as well.

The challenge is further complicated by the fact that in today's interdependent

world many aspects of sustainable development are in fact international or even
Introduction to Extension global. On the one hand, many decisions taken at the national or even local level
Education and Development
actually have international consequences - economic, social, environmental.
When these consequences are negative, the situation is sometimes referred to as
"exporting unsustainability." On the other hand, national policies are often
inadequate to effectively deal with many challenges of sustainability. Thus,
internationalcooperationon the wide range of so-called trans-boundary and global
problems of sustainabledevelopment becomes indispensable. Arguably, the most
critical problem of sustainable development -in each country as well as globally
-is eradicating extreme poverty. That is because poverty is not only an evil in
itself but also stands in the way of achieving most other goals of development.
Another, closely related, global problem is establishing and preserving peace in
all regions and all countries. War, as well as poverty, is inherently destructive of
all economic as well as social and environmental goals of development.

[Link] Indicators of Development

Different countries have different priorities in their development policies. But,
to compare their development levels, it is essential to make up ones mind as to
what really constitutes development or what is supposed to be achieved and
whether the same has been achieved. Indicators measuring this achievement could
then be used to judge countries' relative progress in development such as:
Increasing national wealth;
Improving the well-being (nutrition, education, health and wealth) of the
majority of the population;
Ensuring people's freedom;
Increasing their social and economic security.
But, indicators of only wealth, which reflect the quantity of resources available
to a society, do not provide sufficient information about the allocation and
consumption of the resources - whether equitable or not in terms of their
distribution among different social groups; the shares of resources used to provide
free health and educational services to them; and the effects of production and
consumption on people's environment; and so on. Thus, it is no wonder that
countries with similar average incomes can differ substantially when it comes to
people's quality of life; access to education and health care, employment
opportunities, availability of clean air and safe drinking water, the threat of crime,
and so on.

There are mainly seven indicators of development ([Link]

What-are- the~7~development~indicators#ixzz 1VkeS7DpA). -
i) GDP (gross domestic product) per capita.
ii) Life expectancy.
iii) Number of doctors per 100,000 population.
iv) Percent of population that are undernourished.
v) Percent of population that have access to clean safe drinking water.
vi) Under 5 mortality rate.
vii) Adult literacy rate.

136
Development depends on both social and economic factors. Accordingly Development: Concept,
Dimenlions and Factors
development indicators are distinguished into social indicators and economic
indicators. We will discuss these under dimensions of development in the
succeeding sections.

Check Your Progress

Notes: a) Space given below the question is for writing your answer.
b) Check your answer with the one given at the end of ihis unit under
"Answers to 'Check Your Progress' Questions".
1) Explain the concept of development. Explain how learning about
development is useful to us.
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2) What are different indicators of development?

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4.3 HUMAN DEVELOPMENT

Development is basically human-centric. Hence, in this section, we focus our
discussion on human development.

The study of human development is multidisciplinary as it cuts across a number

of subjects/disciplines including biology, anthropology, sociology, education,
history, psychology, economics, environmental science and so on. We need to
understand human development which is interlinked with other dimensions of
life -social, political and economic. Our knowledge and understanding of how
and why people change, grow and develop can help us live our lives to the full
Introduction toExtension 4.3.1 Concept of Human Development
Education and Development
In a broader sense the notion of human development incorporates all aspects of
individuals' well-being, from their health status to their economic and political
freedom. According to the Human Development Report 1996, published by the
United Nations Development Program, "human development is the end -
economic growth a means." It is true that economic growth, by increasing a
nation's total wealth, also enhances its potential for reducing poverty and solving
other social problems. But, history offers a number of examples where economic
growth was not followed by similar progress in human development. Instead,
growth was achieved at the cost of greater inequality, higher unemployment,
weakened democracy, loss of cultural identity, or overconsumption of natural
resources needed by future generations.

What then is human development? Is it something like "maximizing people's

happiness? Here, we can think of the different factors that usually make people
feel happy or unhappy. It is an established fact that the average level of happiness
in a country does not grow along with the increase in average income, at least
after a certain rather modest income level is achieved. At the same time, in each
country richer people usually reported slightly higher levels of happiness than
poorer people, and people in countries with more equal distribution of wealth
appeared to be generally happier than those in countries with rampant inequalities.

According to Ranis, et al. (2000, see [Link]

Economic~development),economic growth and human development is a two-
way relationship. Moreover, the first chain consists of economic growth benefiting
human development with GNP. Specifically, GNP increases human development
by expenditure from families, government and organizationssuch as NGOs. With
the rise in economic growth, families and individuals are likely to increase
expenditures with their heightened incomes, which in turn leads to growth in
human development. 'Further, with the increased consumption, health and
education grow, also contributing to economic growth.

Concisely, the relationship between human development and economic

development can be explained in three ways. First, increase in average income
leads to improvement in health and nutrition (known as Capability Expansion
through Economic Growth). Second, it is believed that social outcomes can only
be improved by reducing incomepoverty (known as Capability Bpansion through
Poverty Reduction). Lastly, social outcomes can also be improved with essential
services such as education, healthcare, and clean drinking water (known as
Capability Expansion through Social Services) (Anand and Ravallion, 1993,
See [Link] org/wiki~Economic~development).

4.3.2 Human Resource Development

In this sub-section we will discuss the human resource development (HRD) as
an important dimension of development.

[Link] Scope and Significance of HRD

Human resources development encompasses development of people's skills and
capabilities, their ability to adopt right values and beliefs, and promote their
aptitudes in accordance with their fitness to meet the dynamic needs of the
institutions, the society and the nation. And, the educational and training
organizations/institutionsin turn help develop and excel the human resources. Development: Concept,
Dinlensions and Factors
The HRD programmes help in education and training of the manpower -
development of human resources -to make them vital, useful and purposeful.
Thus, human resources development forms an important component of human
development. The structural adjustment policies and programmes such as new
economic policies, liberalization, privatization, globalization and stabilization
cause unexpected increase in the competition and in the demand for continuous
improvement and development of human resources. The human resource
development takes place through education and training, nurturing individuals
and groups, tracking the employees' survey ratings, rewards and awards, peoples'
empowerment, employee monitoring, etc. Programmes and organizations with
growth orientation aim at developing the human resources in terms of competitive
and skilled manpower. The personnel policies and programmes that govern the
employed manpower promotes their motivation, commitment and contribution
to human development.

HRD is concerned with desirable development of human resources for their

efficient use to achieve the set goals of individuals, groups and institutions.
Sometimes, HRD is equated with Human Resource Management (HRM), the
concept which is overlapping with the former, though at the same time both are
distinct from each other, to a large extent. HRD includes the following, thus
providing us an understanding of its scope, as well.
Producing the qualified and skilled manpower for various jobs in different
sectors of development.
Selecting right people for the right job by following the proper recruitment
policies.
Training the employees in technical skills, knowledge and experiences.
Analysing, appraising and improving the performance of employees.
Facilitating the working population in acquiringlimprovingtheir managerial
and behavioral skills through - intra and inter-group and intra-team and
inter-team activities.
Planning for employees' carrier and development programmes.
Providing learning capsules in the form of quality sub-schemes in their overall
context of management.
Enhancing learning of the employees through job rotation, job enrichment,
multi-tasking and job empowerment.

[Link] Objectives and Functions of HRD

Following are the objectives of HRD.
To create such categories of employees that can suit the present and changing
needs, diversity and features of job requirements in different levels of
employment.

To develop creative abilities and talents such as intellectual identity,

transparency, flexibility, self-discipline, tolerance and perseverance to
progress.
Introduction to Extension To increase organizational capabilities for ensuring their smooth and efficient
Education and Development
functioning with a view to promote total quality management (TQM) of the
institutions and organizations.

To promote collective morale of individual employees, their unions and

others concerned by creating a sense of responsibility and cooperative attitude
among the employees.

To create congenial climate and work culture to enable employees to discover

and develop their capabilities for realizing their full potential.

To upgrade the quality workforce through adequate opportunities that can

enhance its overall knowledge, skills, attitudes, practices and experiences.

The mainfunctions of HRD include the following: i) Recruitment, training and

development of employees, ii) Development of the executives, iii) Carrier
planning and development, iv) Performance appraisal, v) Successive planning
and development, vi) Organizational change and development, vii) Involvement
of people in the activities of social and religious organizations, viii) Effective
quality control and management, ix) Encouragement of workers' participation
in management, x) Role analysis and accountability, xi) Monetary and non-
monetary measures, xii) Employees' benefits, and xiii) Grievance reddressal
mechanisms.

[Link] Factors Influencing HRD

Given below are the factors that influence human resource development.
Sharing of information on HRD problems.
Accountability for HRD responsibilities.
Building team-works and support to management.
Commitment of top management.
Earlier experiences of line managers.
Congenial environment for working.
Fear of obsolescence/facing challenge of time.
Image of organization and HRD policy.
Improving performance of individuals and teams in the organizations.
Attitude, motivation, drive, interest, personality and other related factors of
individuals.
Promoting confidence and decision-making
Creating an atmosphere of freedom and security to handle responsible
activities.
Time, money, resources and training.
Management Information System and documentations.
Tolerance to stress and loyalty of line managers.
Employees' competence, competitive spirit, effective monitoring and control
mechanisms.
140
 Policies on the organization, unions and associations. Devc:lopment: Concept,
Dimt,nsions and Factors
- Role clarity and work culture.
Social responsibilities of organization and business ethics.

4.3.3 Indices of Human Development

Recent United Nations documents emphasize that "human development" is
measured by life expectancy, adult literacy, access to all three levels of education,
as well as people's average income and their freedom of chdice.

The Human Development Index (HDI) is a composite statistic used to rank

countries by level of "human development" and separate "very high human
development", "high human development", "medium human development", and
"low human development" countries. The HDI is a comparative measure of life
expectancy, literacy, education and standards of living for countries worldwide.
It is a standard means of measuring people's well-being, especially child welfare.
It is used to distinguish whether the country is a developed, a developing or an -
under-developed country, and also to measure the impact of economic policies
on quality of life. There are also HDI for states, cities, villages, etc. by local
organizations or companies ([Link] [Link]/wiki/Human-Development-

[Link] Human Development in India

Given below are some indices of human development in India.
The human development index (HDI) in India had slightly increased from
0.406 during the year 1975 to 0.577 in 2000 A.D. The HDI, as a matter of
fact is the average of 3 indices ofthe country viz., 1) Life expectancy index,
2) Education index, and 3) GDP index. During 2000 A.D, it was 0.94 for
Norway and 0.534 for the USA and 0.933 for Japan. This calls for the need
to increase the process of developmentto keep pace with those of developed
countries in the world.
According to Indian Development Report (1999-2000) published by Indira
Gandhi Institute of Research (2001) at Mumbai, 33.3% of the population in
India was poor and 66.67% were under-nourished and more than 40% of
the population was deprived of safe drinking water, adequate clothing and
shelter in India. There is urgent need to implement rural development strategy
to expand employment avenues coupled with improvement in the quality of
employment in the rural areas. The economic policies should emphasize
higher growth rates for all sectors of the economy to reduce poverty. Planned
expenditure on health remained stagnant at 3% of GDP in the country. Hence,
there is need to increase the planned expenditure to 8% of GDP. Only the
lip and written sympathies were made in the past for welfare of the poor
people in the country. Therefore, there is urgent need to sincerely implement
the second generation economic reforms in the social sector for expansion
of employment opportunities through programmes that aim at alleviating
poverty and nutritional problems of the poor in the country.
Inequalities of income exist between rural and urban people. There is intense
need to rise the agricultural productivity in dry land areas, develop the small
scale agro-based industries and open the fair praise shops in rural areas to
ensure supply of essential items and other provisions for the poor people.
 ,

Introduction to Extension Gender related development indices reveals the alarming gaps between male
Education and Development
and female literacy, gross endowment ratio and the income. These indicate
the need for gender equality in participation and women empowerment
through effective implementation of programmes such as SHGs and other
development programmes.
There is need to inculcate the personality development of human beings
through practicing and propagating the principles of spirituality and dharma
in India.

Check Your Progress

Notes: a) Space given below the question is for writing your answer.
b) Check your answer with the one given at the end of this unit under
"Answers to 'Check Your Progress' Questions".
3) What are the indices of human development?
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4) Explain the significance of human resource development in the context
of human development.
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4.4 SOCIAL DEVELOPMENT

In this section we will focus our discussion on concept, factors and indices of
social development.

4.4.1 Concept of Social Development

Social Development is a broad term that describes actions that are taken to build
positive outcomes and prevent negative social outcomes that can adversely affect
a community. These outcomes include issues ranging from crime, poverty, gang
activity, school disengagement,teen pregnancy, addictions and substance abuse,
obesity, and poor health. The aim of social development is to improve the
availability of support systems in the community thatprevent negative outcomes
before they occur or buffer (lessen) their impact. For example, rather than reacting
to a crime after it has already happened, measures are taken within the community
that prevent crime from ever occurring. Social development is about creating
environments that enable children and youth to thrive and not merely survive.
Goodprevention starts with parents before they have children and very directly Development: Concept,
Dimensilons and Factors
once conception has occurred. Evidence suggests that negative environments
not only affect pregnant mothers but can very directly alter the architecture of
the brain of the unborn child. These events and circumstances forever change
the pathways of development and ways of interacting with the world and the
people in it. In other words, adverse events and circumstances affect a children's
capacity to learn, their behaviour and their health ([Link]
Departments1CommunityServices/Social Development/tabid~452/[Link]).

Social development can be summarily described as the process of organizing

human energies and activities at higher levels to achieve greater results.
Development increases the utilization of human potential (Garry Jacobs and
Harlan Cleveland, 1999; see [Link] development-theory1
[Link]).

Social development approach focuses on the empowerment and autonomy of

actors, and also taking account of the structural obstacles that confront them as
they shape their daily lives in the sense of learning to develop their selves. This
means that development is always conceived within a twin framework of self-
and other-development. Social development represents a holistic approach that
is non-static and process-oriented (Hans Giinther Homfeldt and Christian
Reutlinger, See h t t p ~ / w w w . s o c w o r k . n e t / 2 0 0 8 / 2 / g l o s s a r y / h .
Social development is a cross-cutting approach to development that promotes
policies and institutions in support of greater ([Link]
social development^):
%

inclusiveness and equity in access to services, resources and opportunities;

empowerment of poor and marginalized groups to participate in social,
economic, and political life; and
security to cope with the chronic or sudden risks, especially for the poor and
marginalized groups.

Social development is related to equitable development of all individuals,

communities and social groups in a given set of social environment. It comprises
various dimensions with respect to people's culture, attitudes, aptitudes, desires,
demands, objectives, expectations, degree of knowledge, intelligence, beliefs,
traditions, customs, passions, fashions, experiences, personality development,
etc., in a given society.

4.4.2 Factors Affecting Social Development

Cultural environment of societies differs from place to place, from country to
country and from time to time. Further, in multicultural society, the standard of
living, values, beliefs, traditions, attitudes, etc., vary widely. Accordingly, the
nature and extent of socio-cultural changes and development also vary
significantly. Following are the factors which affect the socio-cultural
development in general (Sathyanarayana, 2005).
Size of the population and diversity of social groups.
Languages and communication.
Educational level of the society.
Introduction to Extension Religious practices, cultural diversity and social harmony.
Education and Development
People's orientation and work-culture. '

Some basic issues/problems of a given society.

1 ) Size of thepopulation and diversity of social groups: Social development
is largely affected by the size of the population and the diversity of cultural
components. The life styles, particularly dressing and eating habits, eating
habits, consumption patterns, priority of needs; traditions, customs, etc., of
people including their attitudes towards development and culture are very
much influenced by the size of the population. Religious customs of some
sections of the society make them remain as vegetarians and teetotalers,
while the customs of other sections make them non-vegetarians. Diverse
cultures and sub-cultures of a country create great demand for goods and
services. As a result, various kinds of goods and services are produced
resulting in the growth and development of the country as a whole. Further,
technological developments including computers and internet do have their
influence on social development. Persistent social demands for consumable
and non-consumable goods of various kinds created international markets
over time and space. All the consumers' demands for goods and services do
come from cultural development and traditions of the society.

2) Languages and communication: Language is the basic means of

communication. It is the crucial element in the socialization of people. The
clear understanding of languages, spoken and written, and their effective
,use determines the success of people in their socio-economic activities. It is
the languagi and communication that build and mould the social
relationships between the people and the societies. It connects people locally
and globally. It is also essential for all economic activities such as production,
marketing, consumption and businesses at domestic and international levels.
For instance, English had become dominant international language. It is an
inevitable means of international communication. It has been playing its
effective role in better management and administration of various institutions
of national and international importance. Growth of languages and
communication is possible through educational development.

3) Educational level of the society: Education promotes social development

and brings prosperity among mass&. Social and economic development
depends upon the level and quality of education. Effective and efficient
systems of education are involved in imparting education and training to
people and qualify then as educated in the country. Understanding the
government policies, programmes and strategies, etc demand certain amount
of education on the part of the individuals and the society which is essential
for their development as well as socio-economic development of the nation.

4) Religious practices, cultural diversity and social harmony: Each religion

has a set of social rules, norms and regulations in the form of beliefs,
sentiments, customs, habits, rituals, festivals, ceremonies, etc. which are
adhered to by the members of that particular religion. These together form
the distinct code of conduct for that religion in the path of development.
Different religious communities have different ,codes of conduct, and
religious harmony is essential for social development. It calls for mutual
144