Monday, June 18, 2012

The China Model, Part 1



Vol.: 06 No. -01 June. 08-2012 (Jestha 26, 2069)

The China Model: Money for Nothing and Chicks for Free?
By Amulya Ratna Tuladhar

“You play the guitar on the M.T.V.
That ain’t working, that’s the way you do it
Money for Nothing and your chicks for free”:  
Dire Straits, 1984: “Money for Nothing”
Dire Straits, a British rock group of the 1980’s, captured the envy of the working men, who “have to move these refrigerators, these color T.V.s. and install microwave ovens” against “them faggots on the M.T.V. who ain’t dumb, own their jets and have chicks for free, playing on the M.T.V. but that ain’t working!”


This envy captures the resentment and grudging respect of the rest of the world at China’s unstoppable economic machine rushing past Japan, morphing into the second largest economy in the world, and shoring up the biggest economy, the US till date, with trillion dollar bank guarantees to cover its crippling debt. According to World Bank, China accounts for 60% of all people of the world lifted out of poverty, about a half a billion, while its rival, India, is still saddled with the largest number of poor people of the world.


While the West has burdened the Earth with global warming from their 300 years of industrial revolution atmospheric pollution, China is the world leader in the scale of its advances in Green economy. According to a commentary on Global Vision for Rio 20 and Beyond, published in the Economic and Political Weekly in October 2011, Mukul Sanwal, a former Special Advisor to the United Nations Framework Convention for Climate Change, UNFCCC, secretariat: “a recent comparison of Copenhagen emission pledges concludes that China would contribute over 40% of total abatement by all countries, more than the total abatement by all developed countries combined, and more than 2.5 times the amount of abatement undertaken by the United States and over five times the European Union’s Kyoto commitment.”  China is proving that it is possible to decouple booming economic growth from devastating environmental degradation by investing   $468 billion in key green sectors of the economy by 2015, double the past five years, according to the United Nations Environmental Program, 2011.


Environmental degradation was a necessary price for economic growth in the Western developmental model just like the necessary accessories of Western style multiparty democracy and the hegemony of unelected private sector corporations and non-governmental organizations. But China has already produced three decades of robust State-led growth without the aforementioned, ‘necessary’ accessories. And China’s development has been more successful at poverty reduction of society’s bottom than the models offered by USA and India. In USA, the Occupy Wall Street movement is now sweeping cities to protest the top 1% capturing more wealth than the bottom 99%.  Closer home, the India Shining electoral boosterism of business-backed, rightist Bharatiya Janata Party of India lost to the centrist-leftist coalition that made it plain, NOT TO FORGET the teeming millions still suffering, in poverty.


Are all of these gains only due to the Deng Xiaoping introduced liberalization of the1978s, as the popular think tanks of the West, such as the World Bank, would have us believe? These scholars point to the nearly double digit economic growth since Deng’s correction to Mao’s follies. Mao’s Great Leap Forward and the Cultural Revolution cost 30-70 million ‘indirect’ deaths due to famine, starvation and lost growth and nearly 1 million ‘direct’ deaths due to torture and persecution while the economic growth hovered below 5% a year, much like in Nepal over the last decade of conflict.


However, as Nietzsche declared, ‘all present is the summation of all past’. So Mao’s social engineering is credited with preparing the ideological, economical and physical foundations for Deng’s policies to takeoff.  These include mass social learning: a) that the landed class may no longer rule with their inequitable land holdings, by having their land holdings seized and delivered to the poor masses; b) that the Communist Party of China really does deliver the goods, the land, to the maximum population base, earning their unwavering loyalty even through the trying  social experiments such as the draconian restrictions on rural to urban migration; c) that the so-called intellectual flotsam, the bespectacled urban upper class, needed to go ‘Back to Village’, to learn that they were not more equal than the rural, toiling masses with hands dirty;   d) that every rural household could be transformed to mass, individual, industrial manufacturing units capable of faster relief from poverty than the slow-paced agriculture ; to produce, presto, e) the fundamental building block for transformation into the world’s manufacturing power house.


In a country with the largest population of the world at 1.4 billion now, and even among the four river basins of the world since the dawn of human civilization in: the Yellow River Basin of  China, the Mohenjo-Daro Harappa of the Indus, the Mesopotamian, Euphrates and Tigris of modern day Iraq, and the Nile River Valley of Egypt, around 3000-1500 B.C., mass learning to facilitate extremely large scale social undertakings, unfractured by cultural, geographical, political or other divisiveness, seems to be a unique cultural legacy of China. As early as the 5th century or even earlier, the great human feat of the Great Wall of China, nearly 9000 km long, or ten times the length of Nepal, and supposedly visible from space, was taken on as a gigantic social enterprise spanning centuries and completed around the 16th century Ming dynasty, to protect the prosperous agricultural population from the marauding cavalry of the Mongols and the barbarians from the northwest.


The other important, latter day, mass social learning and undertakings include: a) pauperization inflicted through the millennia by imperial dynasties (the Hsia, Shang, Han, Ming, Qing,to name just a few); b) the humiliating unequal treaties and opium forced onto the Chinese by the cannonading British, in late nineteenth century; c) leading to a mass yearning to throw off  the yokes of imperial overlords of the country and beyond; d) that built the ground work for so-called great leaders of the twentieth century, Sun Yat-sen, Chiang Kai Shek, Mao Zedong, and Deng Xiaoping to emerge; and more recently, e) to push down the country’s population growth rate to 0.57% per year now, less than half of Nepal’s 1.4%, with its 1-child policy.


to be continued...
Amulya is at Kathmandu University
COMMENTS
  • 5/26/2012 9:19:00 AM | Amy Brown, PhD
    Love that song, and absolutely LOVE your writing. It's you! A buoyant, cheery soul delivering a strong voice, calling all to justice, out of a caring, passionate heart.
  • 5/27/2012 5:44:00 PM | Bhanu Bhattarai
    I really enjoyed your writing and would appreciate if you could produce it in Nepali version. Every Nepali people must go through this paper.
  • 6/3/2012 11:50:00 PM | Amulya
    Amy, bhanu, kabin and Milan: Thanks for ur comments and support. A nepali version, after comments on the second part of the article is out. Re Milan's comments on Chinese History on Deng and Ming Dynasty, subtle comment. The national construction projects in the development of nation, in a theoretical sense, can be used to either perpetuate exploitation of the masses by capturing their labor, their surplus, and to consolidate their sense of inevitable servility by religious and cultural discourse of building the power of invincibility of the rulers as god given or unshakeable on one extreme as usually is the case of temples and palaces as is documented closer home in Mahesh Chandra Regmi's book, Thatched Huts and Stucco Palaces or it may build upon more national lever delivery of services such as greater security from large threats of Mongols from the Great Wall and floods from many river training works in Yangtse valley or even the great voyage of Chinese navy to Africa; this is rare and unique of China but there are times of great misturns and great human costs in such historical learning. Re Deng role, the key point i am making, more emphatically in second version of this article, was that Deng's epochal change was epochal ONLY BECAUSE OF Mao's so called and reviled mistakes of the Cultural Revolution, and the Great Leap Forward, the same change at different time without Mao's big mistakes would have petered out like our Consittuion Assembly and Constitution. Despite the great costs in lives and pain by Nepali historical standards, compared to China and many similar historical change. Nepal has to date too litle price to win such a great prize as an equitable society for all jana jati in just 60 years, relatively to USA which did not give such privilege to Blacks for over a century. hope to c more comments, thanks to u all, amulya
  • 6/8/2012 6:17:00 PM | dr. ranjeet baral
    An impressive alternative indeed-u should put in the daily or weekly newspapers in the Nepali language. Keep up the good work Professor. cheers doc
  • 6/9/2012 9:12:00 PM | demonik-biraj
    Screw Occidental gaze and those green with envy at Orientals. The time has come as for the fallen shall rise and sense of 'Ubermansch' is holding true since China not only is surpassing in economy but is painting it green all around!
  • 5/31/2012 4:48:00 AM | Kabin Maharjan
    Sir, Good combination of music, economy, philosophy, human will, and ideology
  • 5/28/2012 8:06:00 PM | Your Name Milan Raj Tuladhar
    What a nice piece of writing by Amulya! I completely agree with him on how an impoverished and humiliated nation who were deprived of a seat in UN for more than two decades, could rise from ashes to become a star. I would just like to comment 2 small points. One, Amulyaji at one point raised some doubt on Deng Xiaoping's role in bringing this epochal change. There is no doubt to that in my view. Even Mao had great hope on him. I can give several instances of that (may be in future discussions). Second, he mentioned Ming dynasty in the list of pauperising emperors. As per my knowledge, that was time of great construction in China. They should be given due credit. My guess is that even our Malla kings must have emulated from them. These additions are just to contribute to your great writing. Hope to read more from you. All the best.
  • 5/28/2012 8:06:00 PM | Your Name Milan Raj Tuladhar
    What a nice piece of writing by Amulya! I completely agree with him on how an impoverished and humiliated nation who were deprived of a seat in UN for more than two decades, could rise from ashes to become a star. I would just like to comment 2 small points. One, Amulyaji at one point raised some doubt on Deng Xiaoping's role in bringing this epochal change. There is no doubt to that in my view. Even Mao had great hope on him. I can give several instances of that (may be in future discussions). Second, he mentioned Ming dynasty in the list of pauperising emperors. As per my knowledge, that was time of great construction in China. They should be given due credit. My guess is that even our Malla kings must have emulated from them. These additions are just to contribute to your great writing. Hope to read more from you. All the best.
POST COMMENT
designed and developed by Tulips Technologies P. Ltd.

The China Model, Part 2



Vol.: 06 No. -01 June. 08-2012 (Jestha 26, 2069)

The China Model: 'All Present Is The Summation Of All Past'
By Amulya Ratna Tuladhar

‘All present is the summation of all past’: Nietzsche, Thus Spake Zarathustra, 1883 


What was considered a major drag on development: high population - or more specifically, high population densities of Chinese, living in river valleys, by many Western scholars, from Malthus down - has been turned around by the Chinese, as the necessary trigger, to release many of the technological innovations and applications that has bettered the lot of humanity, both in China and the world. Indeed, it was Ester Boserup in 1965 who proposed a ‘necessary’ link between increasing population densities and technological innovation. For example, the innovations of State and farmer organizations like flood control, soil and crop management enabled the transition from single crop to multiple crops a year. Multicropping increased China’s carrying capacity to support larger populations. Most of us are aware of China’s innovative and technological contributions to the world like silk, gunpowder, compass, alphabet, paper - much before the Western Europe managed to ‘steal’ some of these from China by way of the Silk Route.




What we do not know, is why China did not go about conquering and colonizing the world like the Europeans did, when China had the tools of colonialism: compass for navigation, gunpowder for war, and ships bigger than any known to Europe? Indeed in 1405, Zheng He, a Muslim eunuch admiral in the Ming dynasty, sailed out with 317 ship armada from China to Arabia and Africa by way of Indonesia, Java, Ceylon and India, in a series of 7 expeditions to explore the world outside China, nearly 100 years before Christopher Columbus ‘discovered’ America in 1492. Zheng’s ships were 32 times larger than Columbus’ Santa Maria, nearly the size of a football field, with 28,000 crew, and separate ships for troops, horses, water, and food supply, enough to subdue any kings and emperors of that time. Zheng brought back nobles of these areas to pay respects to the Chinese emperor, as he brought back exotica like the giraffe. But the fact is that the Chinese did not stay to reign over these new lands, satisfied that their Middle Kingdom, or Zhongguo, as the Chinese call their country, was paradise on Earth and that they had really nothing to gain from other countries of the world, a smug sense of self-sufficiency.




This is a unique Chinese cultural trait: its territorial non-aggression ever since China established its present border in Qing Dynasty (1644-1912). In 1792, the Chinese emperor Qianlong dispatched General Tungthyang with 70,000 troops to stop Nepal from bullying Tibet. These troops ventured as far as Trisuli Betrawati in Nuwakot and reached the cusp of Kathmandu valley in Jitpur Phedi, the home of comedian Madan Krishna, just beyond Balaju, when Kathmandu had only 200 soldiers to defend the valley as Nepal was fighting three simultaneous battles elsewhere. But the Chinese turned back after concluding a treaty, without staying to lord over Nepal. Similar behavior was demonstrated after China defeated India in 1962 and after hostilities and incursion over Vietnam in more recent history. This is unlike the West which stayed put and tried to claim territory which they conquered in wars over the last millennia.




Besides the aforesaid elements of the Chinese model, a relatively little known element is the millennially inscribed institutionalization of meritocracy in Chinese government. Under the influence of Confucius (551-479 B.C.), meritocracy based on standardized tests of such subjects as poetry, history, and Analects of Confucius was instituted in Chinese Civil Service Exam to recruit government bureaucrats based on merit, not ideology, race, caste, or afno manche source-force. China’s two thousand years of meritocracy has successfully kept the Chinese society together and enabled massive social undertakings from the Great Wall to great irrigation and navigational canal systems to support the world’s largest populations, despite empires and political systems that have come and gone.  However, Nepal’s supposed meritocracy has failed to bring all sections of Nepali society together in running the country, and instead engendered the groundswell demand for a more level playing field in the new federal constitution.




What can Nepal get out of the China model? First, it is time to seriously dump the Western and Indian models as non-deliverers of development. Deliveries of social equity, economic justice, poverty relief, environmental harmony, international peace, or the faith of people on the Nation-state over the last 60 years have been lack luster and unsatisfactory for most Nepalese.




Second, it is time to seriously look into what makes China tick, instead of summarily dismissing it, as has been wont, through Western and Indian discursive lenses. What of China model elements can Nepal adopt, a la carte if necessary, to better deliver on the aspirations of the Nepalese people at large?  Faster and tangible, bottoms-up development like the swift Chinese style land to the tiller; not trickle down, phantasmagoric ‘land reform’ that one can never lay one’s finger on, even after half a century of trickle down promises.




The institutionalization of meritocracy that ensures and delivers participation of all sections of Nepali society in running the country as an OUTCOME, not an ‘opportunity’ or slippery promise; instead of overwhelmingly favouring certain groups, as has been the outcome in Nepal.




The need to put up with social pains in social learning with patience; as we say: no pain no gain. Investment in people will pay:  not in waiting for a messiah big neta or political party to deliver, on the idle hopes of harvesting our proximity, to the great economic powerhouses of China and India.




This 2-part article is the result of cogitations in graduate seminars on Population and Development. For details, see http://amulyaratna.blogspot.com/Population and Development.
POST COMMENT
designed and developed by Tulips Technologies P. Ltd.

Monday, January 2, 2012

Environmental Studies Now


ABSTRACT
Environmental Studies – Now!
Amulya Ratna Tuladhar
Professor of Environmental Sciences

An academic program in environmental studies is long overdue in Nepal. This paper will briefly review some illustrative attempts to offer elements of environmental studies in current academic programs. Deficiencies of such programs will be pointed out.  An ideal structure of an academic program in environmental studies for the needs of environmental students in Nepal will be outlined for deliberation.
Paper presented at the One day workshop on, “Scopes, Issues and Challenges of Environmental Studies in Nepal” Tuesday, 13 December 2011, Seminar Hall, Science Block, Patan Multiple College.


Environmental Studies Program for Nepal: Need of the Hour
Amulya Ratna Tuladhar
Professor of Environmental Sciences
  1. Introduction
An academic program in environmental studies in Nepal is long overdue.  Though we have a plethora of environmental programs, they are classifiable into: a) general environmental science programs; b) environmental technology programs; and c) interdisciplinary environmental programs.  What is solely lacking is a comprehensive environmental studies program that brings together in a coherent package all relevant disciplines for understanding and solving environmental problems in Nepal and in the world.  This paper will briefly review some illustrative examples of existing academic programs in environment to point out what is lacking.  An environmental studies program to rectify what is lacking in content will be proposed for deliberation.  In addition, some proposals for the delivery of such environmental studies program in terms of structure and institutional management will also be offered.
  1. Current Environmental Programs and Their Deficiencies
    1. Environmental Science Programs
Environmental science programs are general academic programs designed to prepare the students to the theory, tools and content of a broad range of environmental problems a student is likely to meet in Nepal or in an environmental career abroad. Examples of these are the Masters and Bachelors program in Environmental Science offered by Tribhuvan University and Kathmandu University. The focus is decidedly broad so depth is lacking.  The content and approach are science based so students do not have a grasp of social science tools like economic or ethnographic analysis.  In an attempt to cover the broad domain of environmental sciences from freshwater ecology to mountain ecology, from geology to climate change, the theoretical coverage is necessarily thin and superficial and just too broad to be useful for problem solving. A quick comparison of Grade IX to Grade XII S.L.C, CBSE, and “A” level environment related content with graduate level content at Masters level reveals that University environmental programs are rapidly falling behind in content and this is aggravated by the fast-paced, easy access to content in internet resources versus the slow-paced mechanisms of change and up gradation of graduate content in institutional decision-making.  In addition to the institutional lethargy and resource poverty, skill-oriented tools so necessary for immediate problem solving are dangerously behind market needs. Examples can be given of GIS, Statistical Research Techniques, Social Science Research Skills, EIA, Thesis/Report/Technical Writing, Team and Individual Presentation with PowerPoint, Policy Analysis Skills.  Hardly any of these skills and tools earns enough merit to be offered as full time, full subject course credit in official transcripts, often buried in 10-20 hour units in a 120 hour course.  Students who graduate often do not have immediate, usable, marketable skills so they learn these on_the_job when they get a job. Both KU and TU share the same philosophy in content design and delivery of environmental science academic programs, with KU being a little more agile in up gradation of course content. One of the burning problems of environmental science graduates of Nepal  is the lack of governmental career track to get into, like a Ministry of Environment environmental science cadre like forestry, agriculture and medical cadres.  Career opportunities are thus diffuse, mostly in NGO, INGOs  in non-environmental, entrepreunial sectors.  The field of environment is still so hot that most of the environmental science graduates do get some jobs despite their deficiencies but they often complain of not getting a secure career track or first choice entry level job often being outcompeted by candidates from specialized environmental technology with readily usable, market demand, environmental skills.

    1. Environmental Technology Programs
By Environmental Technology Programs, I mean applied environmental science technology programs.  These are generally associated with sectoral ministries related to environment like forestry, agriculture, water resources etc.  My experience has been in forestry education so my review of environmental technology programs are drawn from this domain, which I gather, is representative of environmental technology programs in Nepal.  These programs are drawn to produce human resources to solve technical environmental problems important to the country.  For instance, foresters are expected conserve the productivity of forests and more recently, also the environmental services of forests, from carbon sequestration, biodiversity conservation to livelihood enhancement through community forestry.  Similarly agriculturists are expected to boost food production to keep up with the increasing population and generate enough economic surpluses to transition the bulk of the population from an agricultural economy to an industrial, urban and service economy. Water resource engineers are expected to harness water for irrigation and power generation.  The commonality of all environmental technology programs is the skill-oriented, depth training of a limited slew of theoretical menu, so unlike general environmental science programs, these programs lack the theoretical breadth and depth, but are invested  in urgent applied skills – at least in intent.  These programs are high on national agenda so they have historically attracted donor support for infrastructure  and human resource capacity building with overseas higher education training, and even in the design of curricula.  For instance, several million dollars worth of grant and loans from World Bank to USAID were corralled to the Institute of Forestry, under Tribhuvan University (TU), beginning 1980s, to upgrade and expand the capacity of Nepal to produce community forestry oriented ‘officer’ and ‘ranger’ level manpower for the 20 year Forestry Sector Master Plan of 1989.  The current turnaround from deforestation to forest increase in the Midhills of Nepal due to community forestry may be partly attributed to this investment.  Despite the investment of so much resource, there are some systemic problems.  First, as pointed out earlier, the theoretical range of depth is limited to the protean and multifarious dimensions of one type of environmental problem solving, viz forestry.  For instance, if you ask any forester, be he a lowly forest guard or the Director General of Forest Department, he will candidly tell you that the actual job of forestry is 10% science and technology and 90% social, politics, law and administration.  While foresters are steeped  into the ecology of soil-plant relations, nursery and forest management, with even dashes of agroforestry and range management, his exposure to social science, economics, political science, development theory, policy and law or environmental ethics is either nil or token.  Although foresters are assured at least one government track, forestry cadre opening in Public Services Commission recognition, the number of forest graduates getting into a government forestry career has dwindled from 100% before the 1980s to less then 20% in 2011. A forestry degree is a key to get in and they learn all about forest policy, law, administration on the job - if they get a job - or from some higher studies abroad in forestry which are rarely usable in forestry jobs in Nepal.  So these foresters muddle along and if these foresters lose their jobs due to corruption or retirement or retrenchment, they survive a few years based on payback from their network and patron-client investments but they are rarely capable of holding on their own professionally where new interdisciplinary thinking  relating to the analysis and synthesis of social science, humanities, policy are needed to design new solutions and understanding of complex environmental problems such as sustainable development, green economy, climate change, gender mainstreaming, or even higher order ecological and environmental modeling increasing on demand in Nepal and abroad.   And here comes the interdisciplinary environmental programs to fill in this gap.

    1. Interdisciplinary Environmental Programs
Interdisciplinary environmental programs have generally sprung up in academic homes different from the sciences because the market demands for such programs have not been fulfilled by the feeble attempts to broaden existing environmental science and technology programs from their hearths in the sciences.  We might cite examples of forestry and agriculture programs offering agroforestry and engineering schools offering interdisciplinary water resources programs or natural resources management but these so-called  interdisciplinary broadening are firmly rooted in the theoretical and professional homes of their mother disciplines and the amount of exposure across disciplines demanded by the market place is superficial at best.  They are overwhelmingly rooted in science and there is almost a dumbfounded antagonism to accept social sciences or humanities as co-equals in solving current environmental problems.  So products of these feeble attempts find themselves unable to grapple with theoretical underpinnings of sustainable development, gender and marginal group inclusion, discourse analysis or conflict and policy analysis needed in environmental problem-solving.
To address these needs, some of the non-science based academic programs have attempted to fill these holes.  Examples are Malpi International College dual university program in Bachelor of Liberal Arts and Sciences with Purvanchal and Mississippi University that offered Environmental Ethics. The School of Environmental Management and Sustainable Development (SchEMS) under Pokhara University offered a Masters in Environmental Management while the School of Education and School of Arts of Kathmandu University offered Masters programs in Environmental Education and Sustainable Development, Development Studies and Human and Natural Resources Studies offered subjects such as Global Climate Change and Sustainable Development, Population and Development, Forestry and Wildlife Management with Conservation of Protected Areas, Conflict and Gender Studies, etc.  These programs are only about a decade old, have donor support and are agile enough to introduce new subjects quickly as market demands.  However, these programs do not have coherent vision or cadre of teachers and are often dependent on the efficiency of the leader (Dean or Program Coordinator) who can tap external donors, potential NGO/INGOs for internship/research/job opportunities for their graduates, and thus increase their brand value and attractiveness to potential students. The programs are volatile and fragile; apt to break down with change of leadership, funding support or partnership with potential employers since the programs are not recognized as minimum professional degrees for government sectoral ministries such as forestry or medicine. Therefore, all of the graduates are destined for nongovernmental environmental job market where they face stiff competition from excess environmental science and technology graduates as well more highly trained manpower with training from abroad or from more experienced human resources. Nonetheless, most graduate do find some jobs since the environmental market is still booming and can tolerate weak candidates as demand exceeds supply. These interdisciplinary programs still do not equip the students for the whole range of concepts and skills necessary for the market. Examples include training in political ecology, discourse analysis, climate change vulnerability and environmental modeling. That is why there is a need for a coherent Environmental Studies program that adequately prepares students for the whole range of concepts and skills needed in today’s job market.

  1. An “Ideal” Environmental Studies Program for Nepal
An ideal environmental studies program for Nepal should be able to offer access to all the necessary disciplines relevant to solving the environmental problems in Nepal now and in the foreseeable future. To discuss what this ought to be, let us reiterate what this should not be.  It should not be a science only or technology only or social science only program that has been tried out in various institutions in Nepal.  Since this environmental studies program should be able to access all the necessary disciplines, such a program can be housed only in a central campus with access to faculty in at least three major categories: the sciences, the technologies, and the social sciences and humanities. So we can rule out smaller specialized science, technology, or social science campuses like Amrit Science, IOF, or Rara. However, some of the bigger established mega campuses such Trichandra, Patan, Prithvi Narayan, Ramsworup Ramsagar as well as newer private colleges trying to be universities such Goldengate and Khwopa College can qualify based on infrastructure and human resources access across these disciplines, with the caveat that the institutions can access more expensive and qualified senior faculty rather than only cheaper and more malleable younger faculty only to sustain graduate program and confer credibility to the program.

An ideal environmental studies program should have a general exposure Bachelor program of 4 years and specialist graduate program of 2 years for Masters and a 3 year for Ph.D.  The Bachelor Program should offer compulsory courses with 1/3 weightage in sciences, technology and humanities with the option to major in particular stream in the 4th year. The Bachelor program should introduce students to all concepts, terms, tools, issues necessary for understanding and solving environmental problems and much of this is downloadable from internet and standard textbooks.  The aim is to offer the broad domain of choices in environmental career not to train specialist. Currently, nearly all the graduate (Masters) programs in Nepal are at this level: internet downloadable concepts, tools, and definitions without any preparations for analysis/synthesis, critical thinking, and presentation to solve real world environmental problems that are NOT downloadable or memorisable from standard textbooks.
The Master’s program should be designed to produce specialist (Master) who can solve complex environmental problems that require critical analysis and synthesis of theories, concepts, tools and methodologies across sciences, technologies and social sciences and humanities. This maybe divided into a first year of synthetic courses such as Gender Issues in Environment, Environmental History of Landuse Landcover Changes, Sustainable Development and Vulnerability Analysis, Carbon Sequestration Modeling, GIS and Remote Sensing in Environment etc which do not have standard textbook answers or copy and paste internet resources or model answers to model questions but require seminar mode of teaching in which students do their own research in libraries, field, internet, discuss and participate in both vertical and lateral learning, make presentations, prepare proposals, conduct research and formulate conclusions that can be disseminated in international refereed journals.  The second year should have at least one semester of internship and one semester of thesis study with the option for delving into depth with selected directed readings on specific topics with the faculty.

  1. Delivery of Environmental Studies Program
To deliver such an ideal environmental studies program, one needs not only a range of human resources/teachers in a full-fledged mega campus or central university campus but also other institutional delivery vehicles. We begin with what is NOT workable. TU administration is too big and unwieldy to deliver fast changing, quality programs needed for environmental studies program as the decision making system is too slow.  When I was the Coordinator for the Community Forestry Bachelor in Forestry program under the aid and support of donors and forest ministry, TU took over 3 years to approve a brand new Bachelor program. The Environmental Science of TU is undergoing syllabus review after 10 years now and till then, both students and teachers are stuck to model answers for model questions or concepts and references 20 years old in subjects taught, with the institutional disincentive to introduce new concepts or data.  Contrast this with KU management where professors are given the trust and liberty to upgrade the course each semester and have total control over grading. Even the program course structure is open to modification every 2-3 years. Other academic institutions are midway.
Second, the environmental studies needs access to quality teachers and students and this is self-feeding. If quality teachers, mostly from professional field with recent experience and more relevant trainings are to be hired with attractive pay package and benefits as well as creative freedom, this will lead to recruiting top quality students who are willing to pay high fees, face stiff selections, for the promise of great training and great job prospects. It works other way round too; many TU programs are struggling to fill in seats because they accept whoever applies and have poor quality teachers because they cannot offer good pay nor academic freedom.

ANNEXES of Internet Links to Information on:
1.      A sample of Environmental Studies program from Kentucky University
2.      IOF Master’s program in NRM & Rural Development & Watershed Mgt
3.      NEC Master’s program in NRM and IWRM, Pokhara University
4.      Schemes Masters in Environmental Management, Pokhara U
5.      School of Arts, KU, Masters Program in HNRS & Dev Studies
6.      School of Education, KU, Masters Program  in EESD.
7.      School of Science, KU, Masters Program in Env Science
8.      Institute of Science, TU, Masters Program in Env Science
Pw:atuladhar