EQ1- What Is Human Development And Why Do Levels Vary From Place To Place

Question 1

Define development

What does it include

Answer 1

Means change for the better, an idea of progress.

Includes industrialisation, urbanisation, increased standard of living and improved quality of life.

Question 2

Define Gross Domestic Product (GDP)

Explain a drawback of this indicator as a measure of development

Answer 2

Is the total value of goods and services a country produces in a year, reflecting the country’s economic activity.

Doesn’t take into account subsistence agriculture or the informal economy

Question 3

Define GDP per capita

Answer 3

Is GDP divided by the population, giving a measure of mean wealth

Question 4

Define GDP per capita (PPP)

Answer 4

Considers the difference in costs of living between countries

Question 5

Define Gross National Income (GNI) per capita

Answer 5

Is the total wealth created by a country, including exports.

Question 6

Define Human Development Index (HDI)

Explain a drawback of this indicator as a measure of development

Answer 6

Is a socio-economic measure of development based on GDP, Literacy levels and life expectancy. Gives a composite indicator of development.

Does not take into account environmental quality or inequality.

Question 7

Define Gini-coefficient

Answer 7

Is a measure of income inequality that condenses the entire income distribution for a country into a single number between 0 and 1. Lower the more equal.

Question 8

Define the Happy planet index (HPI)

Answer 8

A measure of the sustainable well-being, showing the extent to which countries deliver long, happy and sustainable lives to people. Based on life expectancy, well being and ecological footprint.

Question 9

Define the World’s happiness index

Answer 9

Is a social indicator measuring a country’s level of social support, generosity, life expectancy, corruption, GDP per capita and freedom of choice

Question 10

Define the Freedom Index

Answer 10

Considers political rights, civil liberties and freedom status

Question 11

Explain how economic development helps promote health

Answer 11

Was argued by Hans Rosling who said that countries that have developed most rapidly have made the greatest progress in health, family size and life expectancy. Rosling believed that economic growth was the most important way of achieving promotions in health.

Question 12

Explain Bolivia’s social development as a contested measure of human development
What is it
Positive and negative impacts

Answer 12

Is a socialist model started by Evo Morales, the first indigenous president. He adopted a anti-colonialist and anti-imperialist stance and development was based on the exploitation of natural gas and mineral resources.

Involves wealth being shared amongst the people, 1/2 million Bolivians have been lifted out of poverty.

A 1/4 of Bolivians still live on only $2 a day, remains one of the poorest countries in South America, little development in terms of education, equal opportunities and freedom of choice.

Question 13

Explain Sharia law as a contested measure of human development
What is it
Positive and negative
Degree of success

Answer 13

An extreme form of Islam which has extreme form of public punishments for theft and adultery, men are allowed to beat their wives and woman cannot drive.

Has allowed economic development to take place due to strict compliance.

See’s a violation of human rights, there are extreme punishments for wrong public or private behaviour.

Countries applying sharia law are a mix of rich countries (Burma, Saudi Arabia and UAE) and poor countries (Afghanistan, Sudan and Yemen)

Question 14

State why education is central to economic development

Answer 14

Skilled workforce for economic development
Cultural appreciation
Democratic participation
Assertion of human rights

Question 15

Define Human Capital

Answer 15

Is the knowledge, assets or skills a person can bring to a organisation.

Question 16

State and explain the factors that could prevent fair access to education across the globe (5)

Answer 16

Gender- girls make up 54% of the world’s non-school population. Mainly occurs in Arab states and Asia, where some cultures give privileged treatment to males, and females are perceived as home workers

Wealth- in some countries further education is not free, some people cannot afford to send their children to school.

Ethnicity- in some cultures education is seen as less important than others. Also some ethnicities are given less access to education than others, in the 1960’s black segregated schools received less funding than white schools.

Physical and mental disability- in some parts of the world, Rural India, disabled people are seen as less able to be educated and therefore not given access to education

Social class- in some countries the lower classes of society receive worse levels of education.

Question 17

Explain the patterns of human health and life expectancy in the developing world (DRC and Algeria)

Answer 17

The DRC is one of the world’s poorest countries, with one of the lowest HDI rankings, high levels of poverty and malnutrition with 40% of children under 5 suffering from chronic malnutrition. This is as a result of unstable governance, civil conflict and controversial election processes. Has led to low life expectancy and low levels of human health.

In Algeria, it has developed considerably over the past 30 years due to strong leadership and governance and large oil reserves which generate 36% of GDP. Has led to GDP per capita increasing by 30%, life expectancy has increased by 17 years to 76 and its HDI is one of the highest in Africa.

Question 18

Explain the levels of health and life expectancy in the developed world

State areas with a high life expectancy

Answer 18

Parts of the world with good access to food, safe water, proper sanitation and healthcare have the highest life expectancies. However lifestyle factors can lead to obesity which causes heart disease and diabetes.

North America, Europe, Oceania and Japan have the highest health levels and life expectancies

Question 19

Explain the life expectancy variations in the UK due to country and county

Answer 19

The differences between England (81.9), Wales (81.9) and Scotland (79.9) is small.
Differences in lifestyle and general affluence contribute towards this.
Between different regions in England there is a substantial difference in life expectancy, with their being a 15 year difference between Richmond Upon Thames and Manchester.
The highest levels of heart disease and cancer are often found in the most deprived areas of the UK

Question 20

Explain the life expectancy variations in the UK due to Socio-economic group

Answer 20

The differences between occupational groups is significant, with professional occupation men groups having a life expectancy of 80 and unskilled occupation men groups 72.7, a 7.3 year difference.

Differences are mainly explained by differences in lifestyle and housing conditions, attitudes towards health and diet and differing levels of safety at work

Question 21

Explain the life expectancy variations in the UK due to ethnic groups

Answer 21

The lowest male life expectancy is seen from Bangladeshi ethnic groups and the highest from Chinese ethnic groups.

This is most likely to be due to certain ethnic groups working in jobs with lower pay or worse working conditions. This prevents their ability to maintain a healthy diet and lifestyle

Question 22

Explain regional differences in Australia’s Indigenous population as a contrast to the UK

Answer 22

Make up 3% of Australia’s population

Life expectancy is 10 years less

Cause of death by cancer or cardiovascular disease is 2x higher, infant mortality rates are 2x higher, type 2 diabetes is responsible for 7x more deaths, obesity is 66% higher

There may be a genetic element to explain differences in life expectancy, however there are contributing factors: poor housing, dispossession of traditional lands, low education levels, high unemployment, ethnic discrimination, alcohol abuse and heavy smoking as well as a lack of transport to access healthcare.

Question 23

How influential are governments for economic and social development

Exemplification (UK + Myanmar

Answer 23

The type of government can determine a countries spending in order for economic and social development. A constitutional monarchy, the UK, spend 14.6% of their GDP on health and education whereas a Totalitarian regime, Myanmar, spend 2.4% of their GDP on health and education. Their is a link between a government and GDP to the amount of spending for social and economic development.

Question 24

Define a totalitarian regime

Answer 24

Is a system of government that is centralised and dictorial, it requires complete subservience. E.g. North Korea

Question 25

Define a welfare state

Answer 25

Is a state that has policies in place (healthcare, benefits, education, social care) to ensure social progress, spending on the wellness of all citizens is a priority.

Question 26

Explain government spending in a more welfare state like France, in terms of healthcare, welfare and pension payments and education

Answer 26

Has one of the highest levels of government spending as a % of GDP in the G20.

It’s healthcare system is predominantly state funded, has the 4 highest spending as a % of GDP.

Government welfare and pension payments are high. In 2016, someone who had worked full time for 40 years received about £15,000.

Education spending is high, at £8500 per student per year

Question 27

Explain government spending in a more welfare system like Saudi Arabia, in terms of healthcare, welfare and pension payments and education

Answer 27

Is G20’s most autocratic power, the royal family control the economy and control of the oil in the economy

Saudi Arabia’s healthcare system is 80% state funded, free and hospitals are high quality

Welfare and pension payments vary, though the official unemployment rate is 12% only 22% of Saudi women work

Education spending is lower than France, education focuses on religious teaching with a lack of scientific and technical education

Question 28

Explain the world banks role in development targets and policies (education and environment)

What does the MDG’s include (8)

Answer 28

Is a founding member of the global partnership for education (GPE).

The GPE was created to help achieve millenium development goals, focusing on the poorest and most disadvantaged children. MDG’s include: eradicate extreme poverty and hunger, achieve universal primary education, promote gender equality, reduce child mortality, improve maternal health, combat HIV/AIDS, malaria and other diseases, ensure environmental sustainability and develop a global partnership for development

Launched a climate change action plan, aiming to help developing countries by recognising climate change is a threat to efforts to end poverty

Question 29

Explain the international monetary fund’s (IMF) role in development targets and policies

Answer 29

Role is to strengthen weakening currencies and stronger economic development policies, for heavily indebted countries.

Imposed a structural adjustment programme (SAP), in return for rearranging loans for HIC’s the IMF forced the state to play a reduced part in the economy through the privatisation of state energy and water and social welfare. Benefited TNC’s

However since, the emergence of the MDG’s has enabled the IMF to focus on their poverty reduction programme, countries are now required to develop their own development plans in order to receive aid and debt relief

Question 30

Explain the world trade organisations (WTO) role in development targets and policies

Answer 30

Policies encouraged countries to increase trade as a way of promoting economic development and reducing their debts.

However this has led to environmental degradation. Now the WTO aims to tackle environmental problems by restricting the movement of harmful or endangered products or species and by challenging trade agreements that cause implications for climate change

Question 31

Explain the millenium development goals

Answer 31

Were 8 goals relating to different aspects of human development that were agreed by the UN in 2000, to be achieved by 2015

Question 32

Evaluate the success of achieving a millenium development goal of universal primary education

Answer 32

Primary school net enrolment rate has reached 91% in developing regions (2015), up from 83% (2000)
The number of out of school children pf primary school age has fallen by almost half, from 57 million in 2015 down from 100 million in 2000.

However they have not been completely successful in achieving UNIVERSAL primary education. Also net enrolment rates count children who turn up to school on the first day and not turning up for the rest of their school

Question 33

Were the Millenium development goals successful

Answer 33

The 8 MDG’s were partly successful in improving its goals, however it has not completely achieved its goals (apart from eradicating polio)leading to the formation of the SDG’s to completely achieve these goals

Question 34

How will Sustainable Development Goals close the gap

Answer 34

The new SDG’s go much further than the MDG’s
They address the root causes of poverty and the universal need for a style of development that works for all people.
There is optimism in the global community with a clear shift of emphasis to close the development gap, however optimism needs to be tempered by the hard experiences by MDG’s