INTRODUCTION

Usually people argue that education and life do not match with each other. This

argument shows that there is a lack of harmonious agreement between our education

system and available socio-geographic resource potentialities and a dire lack of skill

oriented educated human power. It also indicates that identification and mobilization of

different resources and relating it with experience and skill expansion is assumed to be

the problematic in the development of skill oriented practical education of Nepal.

Background of the Study

Education is supposed to be a process of training for developing overall aspects through

behaviour change and habit formation. “Education is a dynamic force in the life of every

individual, influencing his physical, mental, emotional, social and ethical development

(Crow & Crow, 2008, p. 53). This simply means, education is a process of development

towards all round functional efficiency of a human. It is considered a process of training

through which a person gets his/her behaviour modified or developed towards the

perfection. Clarifying the education in its depth, V. Good (1945) argued, “Education is

the aggregate of all processes by which a person develops ability, attitudes, and the other

forms of behaviors of practical value, in the society in which he lives” ( p.34). This

statement reflects the view that education is the process of developing a person’s

behaviours related to practical skills. It is the procedure of increasing various efficiencies

like physical, mental, emotional, social and other many aspects through which he/she

increases the level of performance, it determines the way of life or life style because

education operates the behaviours of an individual. According to Dewey (1997),

education is a continued process of experiencing and revising or reorganizing experiences

through the adjustment in environment. He justifies education as follows:

Since life means growth, a living creature lives as truly and positively at one stage

as at another, with the same intrinsic fullness and the same absolute claims.

Hence, education means the enterprise of supplying conditions which ensure

growth or adequacy of life, irrespective of age. The process of education is a

continuous process of adjustment, having as its aim at every stage an added

capacity of growth. (Dewey, 1916, p.61)

Correspondingly, Agrawal (1992) stated , “the Indian thinker Nehru has opined that

education has mainly two aspects, the cultural aspect which makes a person grow, and the

productive aspect which makes a person to do things. Both are essential because

everybody should be a producer as well as a good citizen” (p. 33). These statements

clearly reflect the bases of modern educational ideals that clearly focus on the practical

aspects education, relating it with functional, productive and skill developing aspects. In

support of this, Dewey (1997) put his view that “The main purpose or objective of

education is to prepare the young for future responsibilities and for success in life, by

means of acquisition of the organized bodies of information and prepared forms of skill

which comprehend the material of instruction (p.18). At this point, the purpose of

education seems to have been attached with skill development which is the result of

experience.

Experience is the result, the sign, and the reward of that interaction of organism

and environment which, when it is carried to the full, is a transformation of

interaction into participation and communication. Since sense-organs with their

 connected motor apparatus are the means of this participation, any and every

derogation of them, whether practical or theoretical, is at once effect and cause of

a narrowed and dulled life-experience. (Dewey, 1980, p.22)

From all these, it can clearly be understood that education ultimately is the

formation of skills through various experiences, acquired through the interaction

of human being and environment.

Resources in Nepal

Nepal is believed to be a storehouse of natural diversity and resources. It is dreamland of

ecologists and researchers.

Against the size of the country, Nepal possesses some of the most outstanding

bio-diversities in the world ranging from the sub-equatorial rain forest in the south

to the alpine deserts of the northern Tundra region. Nepal is the land of

potentialities having the most wonderful topography in the world laid from the

world's Deepest gorge Kali-Gandaki" to the highest point on the earth

'Sagarmatha' (Mount Everest) 8,848 meters above the sea level. Since the climate

of Nepal ranges from the tropical in the low lands to the artic at the highest

altitudes, the productivity of land differs to a vast variety and large extent. It has

the seven world heritage sites, two natural world heritage sites and one religious

world heritage sites, it has alive and dynamic cultural heritage in the world.

(Tuladhar, 1999, pp. 3-5)

From the mountain range to the southern belt (Terai), there are boundless unpublished

and unlisted potentialities and resources that play a vital role to lead the nation to the path

of development and prosperity. As Nepal has the highest floral habitat on the earth, it
possesses the highest value of medical herbs in the world (Tuladhar, 1999, p.5). As it is

acknowledged as the second richest country in the water resources, it carries the unseen

potentiality of hydro-electricity to enlighten the whole south Asia. The Terai belt in south

is laid with fertile land, full of productivity. These are only the very few seen examples in

a glance.

Nepal is known as nature's amphitheater. Each and every corner of it is full of potentiality

and productivity. From Terai's fertile land to grassland tropical forests to riversides and

lakes, valleys to hills, mountains to remote forests, it is estimated to be a natural and

anthropological treasure land.

Education in Nepal

So far as the education system being practiced In Nepal is concerned, there has been a

wide practice of traditionally used theoretical education system. From the Rana regime to

the present, there hasn't been found any remarkable change or reformation in the field of

teaching learning and in the entire approaches of education. When we analyze the various

aspects and factors of education like: goals of education, curriculum, teaching learning

methodologies, examination system and other various aspects, we come up with the

summary that it mostly focuses on theoretical aspects rather than practical aspects. The

goals of education mostly intend to produce unskilled manpower having only the

theoretical knowledge that is manufacturing only the certificates resulting uncommon use

and unemployment.

According to Dhakal and Koirala (2006), the curriculum of Nepal lacks the utilization of

locally available natural resources. It lacks the inclusion of locally available skills and

local manpower (p.461). Therefore, we are unable to identify the nationally and
internationally valuable resources or raw material available at our door-steps. Instead, we

are wandering for the same good and materials and import from other countries.

Utilization of local resources, of course, opens the door of practice and activities to a

large extent and ultimately leads to skill based practical education resulting high skilled

manpower easily adjustable in national and international arena and it minimizes

unemployment. The education becomes functional, dynamic and productive. In this

respect, Aryal (2008) puts his view forward that the present curriculum of Nepal is not

practical, not suited to the local needs of the students therefore, students lack practical

knowledge and life skills (p. 145).

The entire education system lacks child-centered approach, decentralization, local need

practicality and scientific attitude. Therefore, it is unable to produce skillful manpower

for the country. Likewise, the teaching-learning strategies are mostly based on the

teacher-centered approaches. The students remain passive, less productive and lack the

functional skills. So far as the examination system or evaluation procedure is concerned,

it is mostly summative rather than formative. It is theoretical and based on paper-pencil

to a large extent. It lacks the practical aspects of developing practical skills for solving

various problems.

Need and Significance of the Study

“Owing to its greatly varied geographical, geo-morphological, and climatic conditions,

Nepal occupies the most diverse ecosystem in the world” (Thapa, 2006, Introduction

section, para 1). Nepal is measured as the land of potentialities having the most

wonderful topography in the world having some of the most outstanding natural bio-

diversities and resources in the world ranging from south to north and the productivity of
land differs to a vast variety and large extent, each and every corner of it is full of unique

potentialities and productivities. “Nepal features diverse physiographic and ecological

characteristics” (Pandey et al. 1995 p.1). The boundless unpublished and unlisted

potentialities and resources play a vital role to lead the nation to the path of development

and prosperity. Reinforcing this, Wagle and Dhakal (1998) hold an argument that

“Education is taken as the basic foundation for the resource development because, it

requires human skills to mobilize and manage the resources in every field of

development” (p.21).

But I feel sad to note that we are unable to identify and carry out the proper management

the abundantly available resources of our country. We lack the education that addresses

the experiences and skills locally available in the various corners of the country. The

education system prevalent in our country is unable to address the local need that is

distinctly different from one place to another. We have been imposing the same

traditionally practised theoretical education system all over the nation. Therefore, I feel

that we are lacking the various scientific and practical aspects of education in present.

Realizing this, I think the urgency of education system based on local need and resources

in order to develop skill oriented, practical and scientific learning in our country. The

study is supposed to provide some rationale on the strategies of the development of

resource based education and skill development. It is supposed that this research work

will be significant for the academia, academics and academicians and policy makers who

are interested in making policy, formulating and designing school, college, university

curricula and courses with the purpose of utilizing and mobilizing local/ regional sources

for the holistic development of the nation.

Research Questions

This proposed study will seek to answer this central research question:

 How does the local resource shape the outline of skill based practical education?

In addition the following guiding questions have been formulated in order to guide the

data collection process:

 Is there any linkage between the utilization of local resources and skill

development?

 Is there any connection between local needs and local resources?

 How do local resources determine social practice?

 How do the local people employ the local resources to deal with their common

problems and generate their skills through experience??

 What native skills have the indigenous people been practicing and how are they

developing them?

 What is the role of prevalent education system in the identification and

mobilization of the local resources?

Objectives of the Study

The study aims at:

 Exploring the local potentialities and their proper utilization for the development

of skill based education.

 Examine the emergent and the grand theories to connect the local resources and

skills development.
  Providing an outline for formulating resource based curricula.

Delimitations of the Study

This study will have the following delimitations:

 This study will study only some of the selected places of Lumbini zone.

 This study will only include the skills based on local resources.

 The research will employ only the socio-geographic resources.

Literature Review

The review of the literature in this study has three prongs: theory, policies and practice.

So far as the theory of resource management is concerned, many researches have been

carried out to show reciprocity between resources and education.

Resource is related to the behavioural and functional aspects of human beings. “Resource

is neither a material nor a substance but a positive interaction between man and nature

positive to approaching the given ends of satisfying individual wants and social

objectives” (Sadhukhan, 1986 p. 94). There is always an interactive relation between

locally available natural resources and people concerning the individual and social needs.

In this respect Sadhukhan (1986) further argued, “Resource itself is not anything visible

but the interacting elements, i.e., man and nature are to be seen everywhere. In this

connection, prof. Zimmermann views, “Resource does not refer to a thing or a substance

but to a function which a thing or substance may perform or to an operation in which it

may take part” (cited. in Sadhukhan, 1986 p.94). This clarifies that resource is related to
the functional or operational aspect which is carried out through the interaction of people

on the things or substances resulting various experiences.

The factual meaning of resource is associated to the man’s response and interaction with

the environment or nature. Man’s activities along with experiences turn the resource into

output.

Man’s activity is the central feature of the use of natural resources

available in any area and therefore he has intimate relationship with its

surrounding environments for their use, production and maintenance.

Once the people occupied the place, they have set the forms and process of

social interaction in space, on surrounding environments, and with the

cultural attitudes that effect ways of life. Hence, man has set relationship

with its all types of surrounding environments, such as physical, economic

social and political. This process is indispensable for the very existence of

man. Man’s ultimate desire is to make comfort and happy life, and in this

regard man exploits environmental resources to fulfill his needs. Thus, the

use and management of natural resources is directly concerned with the

practice of local inhabitants. (Pradhan & Pradhan, 2011, p. 39)

Local inhabitants and their interactive practice on the locally available resources or

environment is supposed to establish a set of experience that creates a chain relation in

developing socio-cultural outlook and attitude resulting habit formation and shaping the

way of life. Linking the interactive interconnection between man’s experience and

environment one of the distinguished educationalists puts forward this argument:

 Experience is the result, the sign, and the reward of that interaction of

organism and environment which, when it is carried to the full, is a

transformation of interaction into participation and communication. Since

sense-organs with their connected motor apparatus are the means of this

participation, any and every derogation of them, whether practical or

theoretical, is at once effect and cause of a narrowed and dulled life-

experience. (Dewey, 1980, p.22)

The participation of man in the nature and carrying out various human activities by

generating experiences make a strong correlation between natural resources and human

beings resulting the empirical knowledge or subject matter.

The meanings with which activities become charged, concern nature and

man. This is an obvious truism, which however gains meaning when

translated into educational equivalents. So translated, it signifies that

geography and history supply subject matter which gives background and

outlook, intellectual perspective, to what might otherwise be narrow

personal actions or mere forms of technical skill. (Dewey, 2001, p. 215)

The identification of local resources creates curiosity and motivates the people for the

responses. Naturally they make various responses with the local resources in

environment. They involve with the resources making observation, various trials

generating various activities. This process develops a real practice and get real and self-

experience. Ultimately with a natural and scientific generalization, they generate practical

skills with knowledge. The practical skill with knowledge is the real education in

scientific sense. This again makes people able to identify the local resources and the
process gets cycled naturally. In this regard Dewey, (1997) clarified, “Again, a given

experience may increase a person's automatic skill in a particular direction and yet tend to

land him in a groove or rut; the effect again is to narrow the field of further experience”

(p.26). Dewey’s clarification distinctively shows the interconnection between experience

and skill. He remarks here that skill is the outcome of experience. Then a big query about

experience may automatically emerge seeking its base or outcome.

An experience is always what it is because of a transaction taking place between

an individual and what, at the time, constitutes his environment, whether the latter

consists of persons with whom he is talking about some topic or event, the subject

talk about being also a part of the situation. (Dewey, 1997, pp. 43-44)

The aforementioned statement about the experience focuses a vital role of environment

that results experiences in a person and so far as the environment is concerned,

The environment, the world of experience, constantly grows larger and, so to

speak, thicker. The educator who receives the child at the end of this period has to

find ways for doing consciously and deliberately what "nature" accomplishes in

the earlier years. (Dewey, 1997, p. 74)

From the above mentioned statements, it can be argued that skill based practical

education requires the involvement or active participation of a learner in an environment

which obviously is equipped with geographical resources. It can easily be claimed then

that the type of geographical environment determines the type of experience the learners

acquires and ultimately the type of experience the learners get determines the type of

skills they get.

 Geography and history are the two great school resources for bringing

about the enlargement of the significance of a direct personal

experience. Unless they are taught for external reasons or as mere modes

of skill their chief educational value is that they provide the most direct

and interesting roads out into the larger world of meanings stated in

history and geography. While history makes human implications explicit

and geography natural connections, these subjects are two phases of the

same living whole, since the life of men in association goes on in nature,

not as an accidental setting, but as the material and medium of

development. (Dewey, 2001, pp. 225-226)

Dewey’s remark justifies the fact that geographic resources and their proper management

of them provide the roads to the modes of skills through experience that ultimately shapes

a form of education and leads the society to the path of development. Supporting this

Lynch (2009) opined that “Natural resources support all human productivity. Their

sustainable management is among the preeminent problems of the current century”. (p.

xiii ) Contributing more for the same he further says, “Constructing a sustainable

relationship between natural resources and the human activity they support is a problem

that must be embraced by this group of professionals” ( Lynch, 2009. p. xiii ). The

relation between natural resources and the activities of human being should be living and

sustainable through the orientations or trainings. “Hence, sustainable use of a living

resource implies sustaining the conditions that support its continued presence and growth;

the harvesting activity must be consistent with that sustained presence” (Lynch, 2009, p.

xiii). The orientation for the sustainable attachment of an organism in nature seems to be
very significant in order to establish the effective relation between an organism and

nature.

When the movements of the animal are random in direction, and there is

no immediate orientation to the source of stimulus, but the frequency of

turning or speed of the movement is independent on the intensity of

stimulation, such responses are termed kineses. As the result of kineses, an

animal may arrive by chance in a favorable environment, by which the

intensity of the stimulus is reduced or entirely eliminated. (Pradhan &

Pradhan, 2011, p. 21)

Regarding one of the most important factors that may directly affect the natural

environment and resources, the human beings play the central role for their uses.“Man is

central to the creation of resource. We talk of ‘human resource’, ‘lobour force’ or

manpower. Manpower determines the intensity at which man would interact with the

elements of nature” (Sadhukhan, 1986, p. 94). The natural resource in itself does not

carry out any functional productivity and its functional aspect depends on the manpower

or human resource of the prevalent society. So there must be the mutual understanding

between human environment and natural environment.

Although humans are a part of the eco system, it is useful to think of

human-environment interaction as interaction between the human social

system and the rest of the eco system. The social system is everything

about people, their population and the psychology and social

organization that shape their behaviour. The social system is a central

concept in human ecology because human activities that impact on eco

 systems are strongly influenced by the society in which people live.

Values and knowledge- which together form our world view as

individuals and as a society- shape the way that we process and interpret

information and translate it into action. (Pradhan & Pradhan, 2011, p.

15)

There is a three way relationship between natural environment, human and social

environment. The social circumstances and organization shape their behaviours that

determine the way the local people’s response on the natural resources and the total

concept form an outline of their life style. “The concept of resource management domains

is an attempt to combine both the socio-economic and biophysical appreciation of land

resources. It arose from the concept of recommendation domains”(Harrington & Trip,

1984). This statement holds a view that the concept of resource management contains the

presence of socio-economic aspect combined with the biophysical features. Likewise:

A livelihood comprises the capabilities, assets (including both material

and social resources) and activities required for a means of living. A

livelihood is sustainable when it can cope with and recover from stresses

and shocks and maintain or enhance its capabilities and assets both now

and in the future, while not undermining the natural resource base.

(Carney, 1998)

So far as the attachment of social aspect in the process of locally available natural

resources is concerned, the local people prevalent in the society come in the frontier of

the participation.
 Greater understanding of the underlying causes, addressing inequalities

and environmental degradation, and meeting basic needs would seem to be

necessary for effective regional development policy. This means

empowering local people to manage the resources on which they depend

and plan their own development, appropriate decision-making structures

and sensible supporting policies. (Clayton, 2003, p. 14).

Clayton’s statement stresses a new concept of empowering local people who are

considered to be the experience holder in real sense. They are supposed to hold the

primary knowledge and facts about the locally available circumstances relating the socio

geographic resources. So far as the policy making for the proper management of locally

available natural resources is concerned, there should be the inclusion of local people

because these native inhabitants are supposed to have the real insights regarding the

identification of the local needs and potentialities.

It has become clear that outsiders cannot necessarily identify local

priorities nor understand how best to meet them. So where development is

led at national and international level, with specialized agencies planning

and supporting development by and for others, the means have now to be

created to rebuild broadly based participation in policy-making, planning

and management. This is essential if the process of development is to be

made acceptable to society as a whole. ( Clayton, 2003, pp.90-91)

Traditional and indigenous people are supposed to be more valuable than the outsiders

because they have better insights and understanding concerning the local potentialities

having the real experiences in the utilization system of the local resources.
 Traditional and indigenous people managing resources may often have

different, and/or better, understanding and information than scientists

about the dynamics and responses of utilized systems. There is a strong

case to be made for precautionary decision-making to incorporate the

understanding and knowledge of traditional, indigenous or local resource

users themselves. (Cooney, 2004, p. 34)

The local people perceive the local potentialities through the intensive observation and

insights. Therefore, the proper trainings and education for them seems to be very insistent

and vital. Turning the local knowledge and insights into the practical skills is supposed to

bring the progressive changes in the society, such type of turning process is possible only

through the considerate harvesting of local resources and proper education in the form of

training.

…Yet, while local people are indeed experts about their own

environments and natural resources, local ecological knowledge is often

expressed in formats or settings that biophysical scientists find

frustratingly difficult to accept as “data”, even if they were professionally

disposed to do so. Local knowledge is often dispersed amongst many

actors in a community or tied to specific times and places, making it hard

to access, synthesize, or enter into a spreadsheet. (Mackinson and

Nottestad 1998, pp. 3-4)

The exploration of the local resources seems to be a fundamental aspect of the livelihood

for the local people. Stressing this Edward (2005) puts his argument as, “Many rural

populations depend on the direct exploitation of natural resources, for agriculture,

livestock raising, fishing, basic materials and fuel, both to meet their own subsistence

requirements as well as to sell in markets for cash income”( p. 1).

Regarding the formation of policies and strategies on resource based skill oriented

education, no remarkable study in Nepal has been carried out till the date. After the end

of Rana regime in Nepal, there has been formation some national commissions and plans.

The commissions and plans have set goals and structure of education with various

recommendations and suggestions.

When we go back to Nepal National Education planning commission 2011(1954), it

mainly focused on literacy incensement, free education, adult education established of a

university, teacher training and so on (Koirala, et al. 2010).

Likewise, the second commission All Round National Education Committee 2018(1962)

simply reformed the recommendations and strategies of Nepal National Education

planning commission 2011. It didn't set up any remarkable change (Koirala, et al. 2010).

Similarly, The National Education system plan 2028(1971), set up the national and level

wise goals of education, brought a structural change of education and focused on

administrative organization, supervision, teacher training, development of teaching

profession, adult education, scholarships, vocational education and so on (Sharma and

Sharma, 2070).

Likewise Royal Higher Education Commission 2040(1983) recommended some

strategies for a few topics like quality development in higher education, quality and

professional development of teachers, budget for education, engineering, Agriculture,

forestry medical education and so on (Koirala, et. al. 2010).

In the same way, National Education Commission 2049(1992) basically focused on new

goals and structures of education, Sanskrit education, technical and vocational education,

educational administration development of curriculum, textbooks, evaluation,

establishment of libraries and so on (Poudel, et al. 2008).

Finally, the High Level National Education commission 2055(1998), simply focused on

basic school education, technical and practical education, investment in education,

educational policies, educational management, informal education, cultural education,

vocational training, special education, women education, teachers education, access in

education and so on (Sharma and Sharma, 2070).

Thus from the formal beginning of policies plans and national strategies, the primary

focus has been carried out for literacy, adult education, women education, teacher

education curriculum, textbooks, evaluation and slow and gradual reforms only in

theoretical perspectives. The last two commissions pointed out the practical, technical

and vocational education but not the definite strategies and track lines for the

implementation of them. Henceforth, there is no indication reference and inclusion of

resource based education either in various commissions and plans or the curricula in

Nepal.

Koirala (2068), in his article, ‘The Vocational Education We are Searching for’ has

raised an issue and addressed the various contextual and practical aspects of localized

vocational education in general but his article lacks definite management of local

resources for the development of vocational education.

In addition, Dewey (1997), in his popular book ‘Education and Experience,’ has stated a

lot about the learning process through experience and environment. He has clarified the
various aspects of experiences relating it with learning and education based on skill

development. But he has not explained how experiences are developed through

environment and he has not remarked the term environment relating it with the locally

available situation and resources.

Devakota and Dahal (2009), in their study, Technical Education and Vocational

Trainning: Need of transformation and Re-engineering in Nepal, have stated the

condition of vocational education in Nepal focusing the need and importance of it in the

context of Nepal. They have given a strong focus on human resource development,

vocational training for employment and policy development but they have not addressed

the issue of locally available resources.

Tandan, J. B. (2009), in his study, ‘Technical Educational and Vocational Training:

Challenges and Opportunities,’ has reflected the historical scenario of vocational

institutions in Nepal, challenges, opportunities and has suggested for the improvement

focusing basically on CTEVT and TEVT.

Chhetri, p. (2010), in his study, Challenges of Human Resource Management and

Planning, has come up with some definite problems and challenges regarding the human

resource management like, need of definite planning, job placement, trainings etc. and

suggested for the attention of the concern department to carry out the implementation.

So far as the empirical studies related to this proposed research work are concerned,

various works have been done. Acharya (2001), in his research, has analyzed the socio

economic impacts of Lumbini and found out that Lumbini requires further improvement

to develop tourism in ways compatible with maintaining and enhancing the lifestyle and

sense of community that presently exists, and in ways that conserve the natural and
cultural resources,“ Lumbini needs to develop tourism in ways compatible with

maintaining and enhancing thelifestyle and sense of community that presently exists, and

in ways that conserve the natural andcultural resources”(Conclusion section, para. 4).

Banskota (2012), in his study, has analyzed the local employment relating it with the

tourism and found out that tourism contributes to the local economy providing direct

employment and indirectly by empowering the local products and local markets.“It can

be said that tourism can also provide income and employment opportunities in other

sectors e.g., public transport, wildlife safari, elephant- rides, tour guides, restaurants,

furniture, and various types of shops etc”(p.29).

Sullivan (2001) in her study, analyzed the water resources of Lumini zone focusing on

drinking water and concluded “It requires the support and collaboration of local

organizations, ongoing interaction with users and continued program adjustments in order

to be successful”(p.119). Martin & Wilmore (2010) in their study found that:

The local community reporters working for Radio Lumbini strove to

balance the different, sometimes even conflicting, positions on matters of

local importance that are held by local people and by the representatives of

government bodies working in the community, specifically as these related

to the creation and management of the Lumbini World Heritage Site.

(p.876)

Kanel (1995) in his researsh about local participation in forest resources on Nepal

argued,“The implementation of community forestry program in Nepal has implications

not only on the expansion and sustainable management of forests, but also on socio-

economic development and institutional innovational at the grass-root level” (Conclusion

section, para.2). Supporting participation of the local people, Kanel (1995) further

concluded, “In most of the handed over forest areas, the participation of local people has

led to the increased density and diversity of forests. This has resulted in the increased

productivity of the forest” (Conclusion section, para.2). Likewise, Suwal (1999) in his

research, found out the high potentialities of wildlife conservation in Lumbini as he

concludes, “Without exception, counts found the Lumbini area to be an important area

for wildlife management. For example, it has the largest Blue Bull population surviving

outside of the National Parks and wildlife reserves in Nepal” (Discussion section, para.4).

Likewise, Pandey et al. (1995) in their research project, have analyzed the environmental

resources relating them with tourism and focus one of the recommendations,

“Development of culturally and environmentally sensitive trekking tourism should be

accorded higher priority. This would create higher employment and generate more money

for the local economy” (p. 49).

Vishwakarma, et al.(2009), in their research carried out in some of the selected districts

of Lumbini zone, came up with a summary that:

The buffalo Ghee is produced both for home consumption as well as cash

income in the hill districts of Lumbini Zone.However, larger farmers

produce it mainly for their own consumption, whilst the smaller farmers

were benefited proportionately more from the cash income from it. The

substantial amount of Ghee from the hill districts of Lumbini Zone is

exported to India market as a surplus from the domestic consumption.

(Conclusion section, para.1)

Likewise,Tiwari(2010),Molesworth(2005),Smith(1897),Bames(1995),Chakrabarti (1995),

Molesworth (2005), Giri(2008) in their study, have examined the historical,

archeological, cultural, economic, religious, aspects of Lumbini and highlighted its

significance from the perspective of tourism and economic development. Acharya,

(2005), has examined the socio-cultural aspects of Lumbini in his study and has

suggested for the further improvement and economic development of Lumbini.

In this way, the primary texts of this research work have been analyzed from different

perspectives. The issues of natural resource from various aspects are found to have been

analyzed from the perspectives of its social, cultural and economic significance and

proper management but the gap between resources and practical education for the

development of skillful educated manpower has not been addressed and discussed yet.

Therefore, I have proposed this study is worth undertaking and hence it will have a great

significance in the academia and for the academics.

Conceptual Framework

On the basis of above theoretical and empirical literature review of researcher, education

and local resources are interrelated to each other from various ways. Education is

influenced by geographical and social factors to a large extent. Education is determined

by experience of the learners derived through the interaction with the environment that

consists of socio-geographic resources. The practical skills of indigenous and the local

people play the central role in the proper mobilization of the locally available resources.

But the educational policies of Nepal, curriculum and the empirical studies till now lack

in establishing an agreement between the available resources and required education

system for the proper mobilization and development of them. The following conceptual
framework helps to analyze the impact of different factors on harvesting socio-

geographic resources and developing the skill-oriented practical education to fill the gap

between them.

Local
Indigenous/ Resources Identification
Local people of resources

Social needs/
Problems Orientations/
Trainings

Interaction with
the resources
Educational
Policies
Experience
Formation of
Experience/skill
Resource-based
Curriculum

Human power

Experienced/skilled
Manpower

Human
Productivity

Effective mobilization
Development Skill-oriented of the resources
Practical
education

Fig. 1: Conceptual Framework

METHODOLOGY

In order to achieve the above mentioned objectives, I will adopt the following

methodological strategies.

Sources of Data

Basically, this research will be based on primary data. Essentially, this research will

undertake a case study of the various groups of indigenous people of different

geographical pocket areas where the local people are involved in the utilization of locally

available resources. In order to collect the primary data I will carry out the field visit,

meet the local people, carry out the survey of the topographical features, list down the

local resources and the skills found in local people based on local resources. The primary

survey will be carried out by getting the factual responses made by the local respondents

through the questionnaire provided to them and conducting the interviews. The

qualitative data derived through the case study will be classified into different domains or

themes and they will be analyzed in terms of various categories following the thematic

analysis procedures. Moreover, I will consult different books, journals, articles, related

dictionaries, encyclopedias, documents as well as visit some relevant websites to collect

more information for the facilitation of the study.

Study Population
The study population in this study will be the both native and non native dwellers of

Lumbini zone, the people who are directly involved in the utilization and management of

natural resources and who are carrying out the various efforts in policy making

concerning the utilization of natural resources. The part of the study population also will

be the people who are practicing the various skills regarding their professions and

occupations. Criteria for selecting indigenous people will include: (1) people who have

inhabited and made their living directly off the same land for hundreds or thousands of

years (Bodley, 2008), and (2) the people whose origin belongs to the same place where

they are living in present. The non native dwellers will include the migrated people who

live in the local land in the present and are carrying out their livelihood there. The

researcher will select 50 people from each of the pocket areas including both indigenous

and migrated local people containing 25 people from each.

Sampling Procedure

First of all, I will identify the different identical geographical pocket areas of Lumbini

zone. The identification procedure will be involved following the theories and principles

of geography related to “Topographical Pattern.” The pocket areas will represent and

include the maximum topographical variations relating them with the social aspects

employing the relevant social theories. The tentative pocket areas will be:

 Plains, available in southern and middle belt of Rupandehi district.

 Grasslands, available on the foot of Chure range of Rupandehi.

 Valleys, available in Palpa District.

 Riversides of Tinau river in Rupandehi and Palpa.

  Lakes, available in Rupandehi, Palpa and Kapilvastu districts.

 Forests, available in Rupandehi and Palpa.

 Chure range, available in Palpa.

 Hills, available in Palpa.

 Mountain foot areas, available in Palpa.

 Tourist areas of Rupandehi and Palpa. And so on.

Then I will identify the potential resources in various degrees of the areas. After that he

will meet the local people to collect the data through the questionnaire regarding the

utilization of locally available resources and their responses to the available resources

from various perspectives. After then I will list down the various professional and non

professional skills the local people possess and have developed based on local resources

and the role of prevalent education type. Then I will visit the concerned government and

non government offices, collect the relevant recorded statistical facts and carry out an

interview.

Tools for Data Collection

Observation checklist containing the details will be used as the tool for collecting the

required data. I will intensively collect the information relevant to the study from the

various aspects and go through them very carefully before analyzing and interpreting the

facts.

Data Collection Procedure

I will adopt the systematic and stepwise methodological procedure to collect the required

data. For the purpose, I will carry out the following workings:

 For the observational work, I will visit various and differently identified

geographical pocket areas of Lumbini zone.

 Then I will collect the details of the currently utilized resources which are

available locally.

 Then I will identify the potential resources in various degrees of the area.

 Then I will accumulate the particulars of the locally available resources which are

being made redundant in current situation.

 After that I will meet the indigenous and local people to collect the data through

the interviews and questionnaire regarding the utilization of locally available

resources and their responses to the available resources from various perspectives.

 After then I will list down the various professional and non professional skills the

local people possess and have developed based on local resources and the role of

prevalent education type.

 Then I will visit the concerned government and non government offices, collect

the relevant recorded statistical facts and carry out an interview.

ANALYSIS, INTERPRETATION AND PRESENTATION OF THE DATA

The collected data will be analyzed and interpreted employing both quantitative and

qualitative approaches to the study. The study will include various methods related to
qualitative methods such as direct observation, interview, interaction and discussion with

the stakeholders. Best and Kahn (2003) explained that different forms of data can be used

for qualitative research. Qualitative methods consist of three kinds of data collection: (1)

in-depth, open-ended interview; (2) direct observation; and (3) written documents (cited

in Timsina, 2008 p.107).The data from interview will consist of direct quotations of the

people regarding their experience, insights, knowledge and opinions. Observation will be

applied as one of the central methods in this study. Concerning the observation method,

Best and Kahn (2003) opined that it is a systematic way of getting information or facts; it

can be of the setting or physical environment, social interactions, physical activities,

nonverbal communications, planned and unplanned activities and interactions, and

unobtrusive indicators (cited in Timsina, 2008 p.107). The data from observation will

consist of detailed descriptions of geographical/physical facts and features as well as the

social aspects of the relevant fields, people’s activities, actions and the full range of

environmental interactions and mobilization processes that are part of observable human

experience.

So far as the quantitative aspect if this research is concerned, this study will be based on

the response of selected population from the different selected socio-geographic pocket

areas of Lumbini zone. The questionnaires will be developed and administered for

different groups with a specific checklist in the form of relevant criteria. According to

Marvasti (2004), qualitative research involves the use of methodological techniques that

represent the human experience in numerical categories that require scientific rigor or

systematic adherence to certain rules and procedures. The quantitative data will be

derived through the questionnaires and other sources of secondary data and will be
processed systematically in numerical categories following the certain rules and

procedures and will be presented in different lists, tables, graphs, charts and diagrams

according to the requirement.

Theoretical Framework

This research is an observation and enquiry into the socio-geographic resources and their

connection in the formation of skill-oriented practical education. This requires the

methods of investigation through observation and that allows the data interpretation from

social and physical perspectives. So, the theoretical perspective of symbolic

interactionism will be adopted to focus social interaction as the basis for knowledge.

According to Woods (1992), symbolic interactionism is a theory as well as an approach

to the study of human behaviour. It examines the symbolic and interactive together as

they are experienced and organized in everyday situations as they adapt to situations and

as they encounter and move to resolve problems that arise through their circumstances.

To describe the patterns developed through observation and interaction of perspectives

and actions, grounded theory research methods will be used. Grounded theory methods of

data analysis are consistent with the principles of interpretivism and symbolic

interactionism. The essence of grounded theory is to describe and understand, rather than

evaluate and measure for accuracy. This type of analysis allows for a theoretical

understanding of an experience and permits the researcher to explore, direct, manage, and

streamline data collection and analysis (Charmaz, 2003). Strategies including

simultaneous data analysis and collection, a specific data coding process, constant
comparisons, refinement of codes, and theory integration are applied to form the

foundation of the analysis (Charmaz, 2003).

FINDINGS AND RECOMMENDATIONS

After analyzing and interpreting the collected data, the major findings of the study will be

drawn. The findings of the study will be presented in the form of the summary as per to

objectives. Recommendations along with pedagogical implication will be suggested on

the basis of the findings derived from the investigation.

WORK PLAN

I will follow the following time schedule for the systematic completion of the study:

Activities Time (in months)

Preliminary studies 5

Development of tools for data 3

Data collection 9

Data analysis and interpretation 7

Completion of the draft for the thesis 7

Completion of final form of thesis 6

Total 37

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