INCLUSIVE DEVELOPMENT Tulasi Sharan Sigdel Director of Studies Nepal Administrative Staff College

What is development?  A dynamic process of desirable change: structural and behavioural/functional  Economic growth, reduction of poverty and inequality  Change for better life (Quality of life)  Enlarging people’s choices  Place specific, person specific and time specific

Human development  Human development is defined the process of improving the quality of life of the people and enlarging the human choices.  Human development index comprises the three key components;  Income  Adult literacy  Life expectancy

Sen’s capabilities approach  ‘Capability to function’ is what really matters for the status as a poor or non poor people.  Sen defines capabilities as the freedom that a person in terms of the choice of functioning and capability of functioning (that reflects the various things a person may value doing and being)

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Social exclusion  ‘A process: certain groups are systematically disadvantaged  Discrimination: ethnicity, race, religion, sexual orientation, caste, descent, gender, age, disability, HIV etc.  Discrimination: occurring at public institutions, legal system or education and health services etc. (DFID, 2005)

Cont…  Social exclusion: denies some people the same rights & opportunities  An outcome of processes of discrimination against specific groups of people (DFID, 2005), leading to their systematic disadvantage

Social inclusion  Removal of institutional barriers to increase access to development opportunities (WB, 2002)  A means to shift the relationships between people and the institutions that shape the opportunity structure [of their social, political and economic world (Unequal citizens, WB & DFID)].

Paradigms of Social inclusion/Exclusion  The Solidarity Paradigm Dominant in France and influenced by the work of Rousseau who argued that “exclusion is the rupture of a social bond between the individual and society that is cultural and moral... the poor, unemployed and ethnic minorities are defined as outsiders” (de Haan, 2000). Exclusion, according to Rousseau, produced “outsiders”, and divided society. Inclusionary measures emanate from this analysis have in mind the objective of re- establishing social solidarity based on a common humanity.

Paradigms...  The Specialization Paradigm  Based on the work of Hobbes and dominant in the United States, this approach proposes that individuals have specialist skills to contribute in society and that their identity as citizens arises from their unfettered ability to contribute to the good of society. This approach assumes that: Individuals are able to move across boundaries of social differentiation and economic division of labour.

Paradigms... Cont...  Liberal models of citizenship emphasize the contractual exchange of rights and obligations... exclusion reflects discrimination, the drawing of group distinctions that denies individuals full access to or participation in exchange or interaction. Causes of exclusion are often seen in uninformed rights and market failures (de Haan, 2000).

Paradigms...  The Monopoly Paradigm  This approach is influenced by Weber’s work which argues that “the social order is coercive, imposed through hierarchical power relations. Exclusion is defined as a consequence of the formation of group monopolies [which] restrict access of outsiders through social closure” (de Haan: 2000).

Forms of social inclusion/exclusion  Class based  Caste and ethnicity based  Gender based  Language based  Religion based  Area based  Age based

Need for inclusive development  Physical weakness  Vulnerability  Isolation  Poverty  Powerlessness  Identity and recognition  Education

ASSETS & CAPABILITES INSTITUTIONS Elites Middle POOR & SOCIALLY EXCLUDED Livelihood EmpowermentMobilizationEmpowerment: “… and to engage, influence & hold accountable the institutions that affect them.” Increased influence

Inclusive development: inclusion and empowerment Social Inclusion Social Inclusion : changes – at the system level – in the external institutional environment or the rules that determine distribution of assets, capabilities and voice necessary for WPE to exercise agency. Empowerment Empowerment : changes – at community level – in the internal self-perception and sense of agency of citizens’ including WPE and their access to assets, capabilities and voice. Negotiation for more inclusive & equitable development Gender and socially inclusive citizens’ rights to development

Social justice approach to inclusive development  Macro-micro the nature and ordering of social relations, the formal and informal rules which govern how members of society treat each other on a macro level and at a micro interpersonal level  Sameness and difference social injustices, although interrelated throughout locales, emerge and grow differently in diverse contexts and circumstances

Cont…  Redistribution and recognition The politics of recognition, emphasized by various feminist, communitarian cultural studies, queer, (dis)ability, postcolonial, psychoanalytical, and poststructuralist theories, take issue with the presuppositions put forth by this redistributive vision of social justice.

Visualization of Fraser’s justice model Micro/ Macro Sameness and difference Recognition and redistribution

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Nepalese case  Caste, ethnic and gender relationship helps to understand contemporary economic, political and social exclusion processes within a historic perspective  Horizontal inequality and injustice are hotly debated than the issues of vertical inequality and injustice  Empowerment and equity based approach to social inclusion is needed

Important features of inclusive development  Spatial exclusion reflected through disparities in development  Gender-based exclusion manifested in ‘gender and development’ indicator  Caste/ethnicity-based exclusion of specific castes, communities, indigenous people, religious communities and nationalities

Nepal’s efforts to inclusive development  Engendering development policies, plans and programs  Increasing participation of the excluded groups in policy/decision making through proportional representation and reservation  Promoting socially inclusive legal provisions  Improving access to resources, services and opportunities

Constitutional provision to social inclusion Women, Dalits, indigenous ethnic groups [Adivasi Janajati], Madhesi communities, oppressed groups, the poor farmers and labourers, who are economically, socially or educationally backward, shall have the right to participate in state structures on the basis of principles of proportional representation. -Fundamental rights Interim constitution of Nepal, 2063

Responsibilities of the state  Article 33 (c) states that it is the state responsibility to adopt a political system which fully abides by the universally accepted concepts of fundamental human rights, sovereign authority inherent in the people and supremacy of the people, social justice and equality etc.  The directive principle of the constitution states that preventing the concentration of available resources and means of the country within a limited section of society, by making arrangements for equitable distribution of economic gains based on social justice

Inclusive approach to development  Social inclusion is one of the four pillars of the Nepal Poverty Reduction Strategy Paper (PRSP)/Tenth Plan  It has incorporated inclusion of women, children, Dalits, Adibasi Janajati and senior citizens, as well as separate policies and programs of human rights

Cont...  Major development partners have now incorporated social inclusion as a core pillar in their assistance strategies  Empowerment and social inclusion play complementary roles in promoting equity of agency and sustainable prosperity for all.

Cont…  Inclusive service delivery  Improving access to health  Improving access to education (scholarship)  Budget allocation for dalit, janajatis and women at VDC level  Inclusive governance  Local development groups and mandatory representation of excluded groups  Provision of local project selection committee in the absence of elected representatives  Affirmative action

Way ahead  Positive discriminatory policy  Focus to the poor (i.e. class based equity and social inclusion)  Action orientation  Empowerment and capability approach  Constitutional provision (needed?)  Implementation, implementation and implementation

Thank You