Module 3. What is Development?

OBJECTIVES

After studying this module, you should be able to:

define development;
describe the “Three Development Decades”;
enumerate the conditions necessary for development as given by Dudley Seers; and
enumerate and describe the measures and indicators of development.

ACTIVITIES

Read Chapter 3 of your text.

Perform these exercises culled from the several training materials used at the Philippine Training Center for Rural Development and later compiled by Cuyno and Lumanta (1979). These are a little old but still very appropriate for us. These materials are reproduced herein in toto.

Activity 3.1. The Hatching Process

Draw three pictures of an egg undergoing what is roughly depicting three stages in the hatching process: Frame A shows an egg with its shell still intact. Frame B shows the same egg with its shell beginning to crack. Frame C shows the egg punctured from within by the emerging chick.

Self-Assessment Questions. While referring to these pictures, answer the following questions:

Why was the eggshell broken?
Where did the force come from?
In the life of the chick inside the eggshell, is there a right time for it to move and break- open the eggshell? When is this time?
If somebody tries to break the eggshell from the outside, what is likely to happen to the undeveloped chick inside?
What viewpoint(s) of development is (are) portrayed by this picture?
What can science do to the egg-hatching process?

Analysis. There is always a proper time for the chick to move and beak open its shell. This comes when the chick has developed its potentials and abilities to cope with the life outside. The chick comes out of its protective shell when it has completely developed its biological systems to enable it to survive on its own.

ANSWER:

Self-Assessment Questions

Why was the eggshell broken?

The eggshell was cracked due to the chick’s need for oxygen. In order to breathe, the chick engages in forceful actions, such as pecking and kicking the shell, ultimately breaking free from it.

Where did the force come from?

The force came from the eggshell. The chick itself generated this force by using its beak to crack and break the shell.

In the life of the chick inside the eggshell, is there a right time for it to move and break- open the eggshell? When is this time?

Yes, there is a specific time for the chick to start moving and breaking the eggshell. It is when the chick has fully developed and possesses the necessary capabilities to survive in the outside environment. At this point, the chick’s movement to break free is ideal.

If somebody tries to break the eggshell from the outside, what is likely to happen to the undeveloped chick inside?

If that is the case, the chick will likely die. The chick’s nerves are connected to the sticky substance within the eggshell, which aids in its development during the incubation process.

What viewpoint(s) of development is (are) portrayed by this picture?

This picture symbolize the progression from an initial state of limited access to basic necessities (Frame A) to a stage of growth and advancement (Frame B) and finally to the achievement of a better quality of life and social mobility (Frame C). This narrative is closely related to the notion of development and social progress, with the egg’s stages reflecting the development journey.
Frame A represents the beginning, where the egg is in its initial state, symbolizing individuals or communities at the starting point of their development journey. They might be facing challenges related to access to basic needs, such as food, clothing, footwear, and shelter, which aligns with the measure of having “enough food, clothing, footwear, and shelter.
In Frame B, the eggshell is starting to crack, indicating progress and advancement. Similarly, individuals or communities may be making strides in areas like “meaningful employment” and “education.” This stage reflects an improvement in their socioeconomic conditions and skills.
Frame C shows the chick emerging from the egg. This aligns with the concept of “social mobility,” where individuals or communities are rising to a higher level of well-being and socioeconomic status. Social mobility involves the ability to move up the development ladder, breaking free from the constraints that may have initially held them back. It should also be noted that this phase becomes crucial in the life of the chick because this is the stage when the chick develops its strength, discovers its abilities and tests these potentials against the realities of the outside world.

What can science do to the egg-hatching process?

Science significantly enhances the egg-hatching process through its ability to create controlled environments, precisely monitor and regulate conditions, and optimize the overall incubation process. For example, the use of an incubator as an artificial method for hatching of eggs can control variables required in the hatching process. Using this method will give a positive outcome on how the eggs must be treated and provide high chances of success along the way. Additionally, scientific research has determined the ideal duration for egg incubation, leading to increased hatch success. Through advanced techniques like artificial insemination or embryo manipulation, science can also enhance hatchability, particularly for conservation efforts involving endangered species. Moreover, controlled hatching environments help minimize the risk of disease transmission, improve consistency, and support large-scale production for various purposes, including poultry farming and conservation initiatives.

Activity 3.2. The Moth and Development

1. Was Pepito’s action of opening up the pupa case with a pair of scissors, good or bad for the moth? Explain.

It was bad. Pepito’s action of opening the pupa case with scissors was actually bad for the moth. When he intervened, he disrupted the natural process of metamorphosis that the moth was going through. The struggle to emerge from the pupa case is a crucial part of its development, and by cutting it open prematurely, Pepito unintentionally caused harm, as the moth couldn’t fully develop and ultimately died.

2. Assuming that Pepito is the change agency and the moth trying to get out of the pupa case is a farm family, an individual, a community or even society in general, what application can you draw from this story of the moth?

You can draw an application from this story to the idea of development in various contexts. The moth inside the pupa case can symbolize individuals, communities, or societies undergoing a transformation or development process. Just as Pepito’s impatience and intervention had negative consequences for the moth, sometimes well-intentioned change agents or development workers may rush to help without fully understanding the local context, potentially causing harm or hindering the natural development of the community or society they are trying to assist.

3. If a development worker tries to help the farmer, what is he/she in fact, doing to the farmer? Is this good or bad for the farmer in the long run? By doing the work for the farmer, what is the development worker depriving the farmer of?

When a development worker tries to help a farmer by doing the work for them, they are essentially depriving the farmer of the opportunity to learn and develop the skills and knowledge needed for self-sufficiency. This might provide short-term relief, but in the long run, it can be detrimental. The development worker is not empowering the farmer to become self-reliant and self-sufficient, which is a critical aspect of sustainable development.

4. When the insect was struggling to get out, what purpose or function was this doing to itself? What is the importance of the process or struggle in the development of any system?

The struggle of the insect to get out of the pupa case serves the purpose of strengthening its wings and body. This struggle is essential for the insect’s development because it helps build the necessary strength and resilience for its future life as a moth. Similarly, in the development of any system, including individuals and communities, the process of struggle and overcoming challenges is vital for building resilience and learning valuable lessons.

5. What principles in development can we draw from this?

From this story, we can derive several principles in development (1) Respect for the natural process. Just as nature has its own way of allowing growth and transformation, development efforts should respect the local context and allow for organic progress. (2) Empowerment over dependency. Development should focus on empowering individuals and communities to become self-sufficient and resilient, rather than creating dependency on external assistance. (3) Education and guidance. Development workers should act as educators and guides, providing knowledge and skills to help communities help themselves, rather than doing things for them.

6. Was Mang Tomas partly responsible for the tragedy? Explain. How could he have avoided the tragedy? What could he have told Pepito to prevent the thing from happening? With respect to question no. 5, what principle can you draw regarding the role of development worker as educator?

Partly, yes. Mang Tomas could have played a more proactive role in preventing the tragedy. He should have emphasized to Pepito the importance of not interfering with the pupa case and let nature take its course. He could have explained the significance of allowing the moth to develop naturally and the potential harm that could come from intervening. In the context of development work, this highlights the crucial role of development workers as educators, not just doers, and their responsibility to guide and inform the community they’re assisting.

MODULE 3 NOTES:

Development typically refers to the process of improving the economic, social, and political well-being of a community or society. It involves efforts to enhance the overall quality of life, reduce poverty, improve infrastructure, and promote sustainable and equitable growth.

The “Three Development Decades” is a concept which outlines the evolution of development communication over the years. The book describes three distinct decades, each marked by specific characteristics and approaches to development communication:

The First Development Decade (1940s-1950s)	This era focused on the transfer of information and knowledge from experts to target populations, primarily using one-way communication channels. The primary goal was to disseminate information to rural and disadvantaged communities The measure of development during this time was the GNP (gross national product) Top-down communication strategies were prevalent, where development messages were created by experts and government agencies and then broadcasted to the intended audience It was during this decade that the word ‘underdeveloped’ was substituted to ‘developing’ It was feasible to invest in human resource development or education; involvement of multi-disciplinary teams of engineers, economist, sociologists Radio, print media, and limited television were the primary communication tools during this period
The Second Development Decade (1960s-1970s)	This period marked a shift in development communication towards a more participatory approach Development was no longer defined as economic growth, but more on ‘the improvement of the quality of life of the individual’ Seers said these serves as indicators for development — (1) enough food, clothing, footwear, and shelter (2) meaningful employment; (3) equality; (4) education
The Third Development Decade (1980s-Present)	The Third Development Decade builds upon the principles of the previous two decades but emphasizes a more holistic and multidisciplinary approach to development communication It recognizes that development is a complex, long-term process that involves various sectors, including health, education, agriculture, and governance Emphasis is placed on the role of civil society, NGOs, and the private sector in driving development initiatives Communication strategies have become more diversified, with the advent of digital media, the internet, and mobile technology. These tools have enabled greater interactivity, information sharing, and mobilization The Third Development Decade promotes the idea of “development from below,” where local communities actively participate in decision-making processes, and communication serves as a tool for empowerment and social change

Conditions Necessary for Development (Dudley Seers):

Preliminary list of nine areas of concern

Health and Nutrition
Education and skills
Income and Consumption
1. Net beneficial product per capita
2. Proportion and number of families below the food poverty threshold
3. Proportion and number of families below the total poverty threshold
4. Ratio of mean income of richest quintile to mean income of poorest quintile
5. Rate of inflation of consumer prices
Employment
Capital and Non-Human Resources
Housing, Utilities, and Environment
Public Safety and Justice
Social Mobility
Political Values
1. Index of Political Awareness
2. Index of Political Mobility
3. Index of Political Participation
4. Index of Political Efficacy
5. Index of Freedom of Political Dissent
6. Ratio of Votes Cast to Registered Voters
7. Ratio of Registered Voters to Population Aged 21 and Over

Measures and Indicators of Development

enough food, clothing, footwear, and shelter
meaningful employment;
equality;
education