Ecotourism denotes ecological or environment friendly tourism. This study is confi ned to Bandipur area, a popular tourist destination in Tanahun district. Bandipur has a great prospect of ecotourism owing to natural beauty, scenic attraction and cultural diversity. It is rich in natural paradise and socio-cultural diversities. Accessibility, pleasant climate, richness of natural beauty, suitable place for view point, high stock of biodiversity and native culture of simple and friendly people make Bandipur unique ecotourism destination.

This paper examines socioeconomic impacts of biogas in the western hills of Nepal in general and the Suklagandaki Municipality of Tanahun district in particular. Biogas is considered as a sustainable renewable energy. It has positive environmental impacts on local, national and global levels. It is one of the most reliable alternative energy resources replacing fuel wood for cooking especially in rural areas of Nepal. On the basis of 40 biogas users sampled households, this paper revealed that more than 70 percent households reported that after the installation of biogas plant, there were some positive changes in their socioeconomic conditions. For example, the use of biogas energy has saved about 70 percent of the household fuel consumption especially for firewood and kerosene. About 60 percent households have reported that use of biogas as an energy sources has also saved them working loads and time and waste of biogas increased 65 percent of the total agricultural production. The use of biogas energy has also improved in their health through smoke prone diseases such as burning eyes, headache, coughing and throat ache. Biogas plant has also improved in household sanitary condition and practices, it has also reduced firewood consumption. This paper also indicates the negative impacts of biogas plant installation such as increase the number of mosquito population and losses of warmth in the house especially in winter season. The overall findings show that biogas has certainly beneficial for the socioeconomic changes in the rural areas of the study area.

This paper attempts to analyze the situation of job availability in the markets for postgraduates, especially masters in geography education (M.Ed.). It also covers the scope of jobs in the markets, status of job involvement, and level of satisfaction based on qualitative research design and secondary data sources. Primary data were collection from interviews and discussions with teachers and postgraduate students of geography education. Secondary data were collection from various sources including digital libraries. The findings of this paper indicate that the postgraduate in Geography education is involved in different jobs such as teaching, educational research, administration, and educational planning in government, public and private sector institutions. Most of those who are engaged in teaching professions seem satisfied with their job. Besides, some private-sector workers are not happy with their work. Recently, the geography curriculum has offered geographic information systems (GIS), a global positioning system (GPS), and remote sensing (RS) as well as other tools and techniques. This may open ample job opportunities for geography graduates. The Department of Geography Education should be committed to producing skilled and competent man powers to fulfill market needs, and the government should make a policy arrangement to give priority in teaching, research, administration, and planning in education for the manpower produced in this subject.

Abstract

मनिसलाई समय सापेक्ष तथा समाज सापेक्ष बनाउने शिक्षा नै सामाजिक शिक्षा अथात् सामाजिक अध्ययन हो । सामाजिक अध्ययन अन्तर्गत इतिहास, भूगोल, राजनितिशास्त्र, अर्थशास्त्र, समाजशास्त्र, मानवशास्त्र, संस्कृति, सामाजिक मनोविज्ञान, स्वास्थ्य, जनसख्या शिक्षा, समकालिन मुद्दाहरु तथा सामाजिक घटनाहरु, भाषा साहित्य आदि विषयहरु समावेश हुन्छन् । सामाजिक अध्ययनको आधार स्तम्भको रुपमा मानविय सम्बन्ध, समकालिन समाज तथा सामाजिक विज्ञानलाई लिने गरिन्छ । नेपालको सन्र्दभमा माध्यमिक शिक्षा पाठ्यक्रम २०५५ लागु भएपछि इतिहास, भूगोल, राजनीतिकशास्त्र, नागरिकशास्त्र तथा अर्थशास्त्र आदि बिषयका विषयवस्तुलाई समावेश गरी एकीकृत विषयको रुपमा सामाजिक अध्ययन विषयको पाठ्यक्रम निमार्ण गरी अनिवार्य विषयको रुपमा पठनपाठन हुदै आएको छ । यसरी एकीकृत पाठ्यक्रम अनुसार तयार पारिएको माध्यमिक तहको सामाजिक अध्ययन विषयको शिक्षण कार्य चुनौतिपूर्ण छ । यसै सन्र्दभमा माध्यमिक तहको सामाजिक अध्ययन विषय शिक्षणको लागि आवश्यक जनशक्ति उपलब्धताको अवस्था, शिक्षण सामग्रीको उपलब्धताको अवस्था तथा शैक्षिक उपलब्धिको अवस्था पत्ता लगाउने उद्देश्यले ४ वटा सामुदायिक माध्यमिक विद्यालय र ती विद्यालयका प्रधानाध्यापक तथा सामाजिक शिक्षकहरुलाई नमुनाको रुपमा छनोट गरी अन्तर्वार्ता प्रश्नावाली, रुजुसूची, अवलोकन तथा विद्यालयको अभिलेख अध्ययनको माध्यमबाट संकलित प्राथमिक तथ्याङ्कमा आधारित भएर यो लेख तयार पारिएको छ । यस लेखमा सामुदायिक माध्यमिक विद्यलयहरुमा सामाजिक अध्ययन विषय शिक्षण गर्नको लागि सामाजिक विज्ञान समुहबाट विशिष्टिकरण हासिल गरेका विषयगत शिक्षकहरु उपलब्ध नभएको, सामाजिक अध्ययन विषय शिक्षण गर्दा आवश्यक पर्ने शैक्षिक सामग्रीहरु विद्यालयमा पर्याप्त मात्रा उपलब्ध नभएका र उपलब्ध भएका कतिपय शिक्षण सामग्रीहरुको भौतिक अवस्था नाजुक र प्रयोगमा ल्याउन नसकिने अवस्थामा रहेका तथा एसइइ परीक्षामा अन्य अनिवार्य विषयको तुलनामा सामाजिक अध्ययन विषयको औसत प्राप्ताङ्क कम आउने गरेको र त्यसका विभिन्न कारणहरुमध्ये एउटा कारण विषयगत शिक्षक उपलब्ध नहुन पनि भएको निश्र्कष निकालिएको छ ।