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Unit 2 World Development revision notes Joe Gerrans

Key idea 1: Poverty can be defined and measured in different ways
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Definitions of poverty
change over time and include the idea of entitlement and endowment
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Specific examples should be used
to illustrate the definitions and characteristics of poverty
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These indicators may vary according to the level of development in a country or region,
and may reflect the interests of those compiling them
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Such indicators should be studied and evaluated by reference to countries and
regions at contrasting levels of development
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Absolute poverty refers to a set standard which is the same in all countries and which does not
change over time
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Relative poverty refers to a standard which is defined in terms of the society in which an individual
lives and which therefore differs between countries and over time
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Absolute poverty and relative poverty are both valid concepts
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The
concept of relative poverty is that, in a rich country such as the UK, there are higher minimum
standards below which no one should fall, and that these standards should rise if and as the country
becomes richer
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See diagram of measures of poverty below:

Unit 2 World Development revision notes Joe Gerrans



















Unit 2 World Development revision notes Joe Gerrans

Key Idea 2 Poverty and inequality are created and addressed in many different ways
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People may be poor because they have limited access to resources, unequal status, little power or
control over their lives, or are vulnerable
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Examples:
Israel: Employment issues for Arab Women
Context
In 2005, the Israeli national government and private sector contractors launched a job placement
programme for 14,000 poverty-stricken unemployed households among Arab and Jewish minority
communities
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The problems with the system
Wisconsin participants were interviewed and carried out group work with Laborers’ Voice in order to
identify the obstacles Arab women face under the Wisconsin system
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They created an awareness
internationally and put pressure on the Israeli government
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Pay in South Africa Oct 31st 2012
White South Africans still take home six times more pay than their black counterparts, 18 years after
the end of apartheid and despite the incomes of black households surging 169 per cent in the past
decade, the country's latest census has disclosed
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South African President Jacob Zuma hailed the results as "the tale of our national pride," pointing to
the halving of numbers of those living without basic services such as water, sanitation and electricity
across the country since 2001
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"These figures tell us that at the bottom of the
rung is the black majority who continue to be confronted by deep poverty, unemployment and
inequality, despite the progress that we have made since 1994," he said
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8 million population
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Only 35 per cent of black people under the age of 20 passed their final
exams at high school, compared with 76 per cent of the white population
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Overall, household incomes more than doubled in the past 10 years
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But white households earned on average about six times more a year than black households,
$42,200, despite the fact that black households have on average more people living in them, and
despite an increase in the average black salary of 169 per cent
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5 times as much as black
households
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Societies adopt different strategies to address poverty and inequality
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Poverty reduction strategies should be investigated through case studies of two contrasting
named countries in which there is inequality between social groups
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President Musharraf appealed to the US president for immediate emergency aid, including tents,
medicine
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They sent professional architects and engineers to help in the
building of earthquake proof infrastructure, bridges, building
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They sent in trained medical staff, which has a direct impact on the community's
healthcare, as it improves
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Unit 2 World Development revision notes Joe Gerrans

Key Idea 3: International debt has hindered some countries’ ability to address poverty and inequality
In some countries international debt may be a significant factor in the persistence of poverty at local
and national scales
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International debt may have a particular impact on the provision of basic entitlements
and food security
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International debt plays a key role in economics
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If a country cannot borrow in international financial markets, it
may have to cut spending levels in social programmes, such as education and health services
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S dollars
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2
billion) as they do on education and health combined ($600 million)
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Only 73% of children complete primary school compared
to 97% in 1990
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Jamaica has repaid
$19
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5 billion and still has $7
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Effectively debts need to be paid off before a better future can be offered to those in Jamaica as
International Debt hinders the long term growth of Jamaica
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International debt affects both donor and recipient countries
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The impact of initiatives to reduce debt such as Poverty Reduction Strategy Programmes (PRSPs) and
the HIPC initiative should be examined with reference to one named country
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Six out of seven heavily indebted poor countries in Africa pay more in debt service (i
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, interest and
principal repayments) than the total amount of money needed to achieve major progress against
malnutrition, preventable disease, illiteracy, and child mortality before the year 2000
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These measures include:

- Have established a track record of reform and good policies through IMF and World Bank
supported programmes
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•

The HIPC initiative aims to control international debt


Uganda:
Uganda was the first country to receive the HIPC funds in 1998
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There was a severe need for a movement to reduce the effect of
international debt in Uganda
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The huge amount of debt was resulting in massive poverty in Uganda
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In Uganda a number
of schemes have been devised to help to reduce poverty as a result of assistance and funds from the
HIPC initiative
Poverty action fund:
The PAF was established in 1998 just after initial HIPC funds were given
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As a result of the HIPC initiative PAF spending increased
year on year
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In 1998 16% of the government’s budget was spent on poverty
reduction schemes, compared to 33% in 2001
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Furthermore the Poverty eradication action
plan was funded by the PAF which would not have been possible without the HIPC funds
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2%

Maternal mortality rate (per 100,000 births)

505

354

Health centres with trained staff

33%

63%

Access to clean water

45%

65% in
urban areas
and 55% in
rural
















Overall clearly the HIPC initiative has had major impacts on reducing poverty in Uganda
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This has resulted in decreased poverty in
most areas of society as shown by the figures
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It is not aimed at cancelling debts but ensuring
that they can be repaid
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However the HIPC initiative could be classed as a success in Uganda because
poverty has massively decreased
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Factors such as gender, ethnicity, age or disability may make people more vulnerable
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This should be illustrated through examples of at least two groups
experiencing different types of inequalities
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These stereotypes have resulted
in them being excluded from health care, schools, jobs etc
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A comparison of the inequalities experienced by the Aborigines people in Canada and women in
Bangladesh
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Both the Indigenous people of Australia and
the women in Bangladesh experience levels of inequality
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Canada is an MEDC whilst Bangladesh is an LEDC
meaning the levels of inequality differ between the two groups, however both experience inequality
in their education, health status and employment
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In Canada the aborigines experience inequality as a result of European
culture being brought into Canada and effecting the aborigines traditional culture and ways of living
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This along
with the destruction of aboriginal culture resulted in poverty for many aboriginals which is why
many aborigines are not equal in Canada today
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In
Bangladesh in 2001, among all of the students in Bangladesh universities, only 24
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As well as this for every 100 males educated only 61 females are educated
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Early marriage and the view that the family’s money is better spent on boys are the
main reasons for this huge gap in further education opportunities for women
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In 2001, only 8% of the 25-34 age group of aborigines completed a university course whilst 28% of
the non-aborigines people did
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Clearly there is a comparison between the
women in Bangladesh’s struggle for education and the Aborigines in Canada
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Therefore it is clear that inequality in education occurs in both the economically developed
country of Canada as well as less economically developed country of Bangladesh
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In Bangladesh there remains immense inequality between the male and females
as far as employment status and opportunities are concerned
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5% of males were
employed compared to only 15
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Also for every $1 earned by a male a women only
makes 12 cents
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Unit 2 World Development revision notes Joe Gerrans

Traditional perceptions that the women should be kept at home remain and these can partially
explain the huge disparity in levels of unemployment and wages
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In 2001, the Aboriginal youth
were twice as likely to be unemployed as non-aborigines
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4% in Canada and this is where the major contrast lies between the
Aborigines in Canada and the women in Bangladesh
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8% of the women are
unemployed and this is a severe contrast with the Aborigines unemployment rate
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However both the women and the Aborigines experience
employment inequality because discrimination against them effects their employment
opportunities
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In Canada healthcare is paid
for by the government, unlike Bangladesh where you have to fund it yourself
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The Aborigines
have a much shorter life expectancy than non-aborigines and dental decay is five times more likely
amongst Aborigines
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Both
men and women in Bangladesh experience poverty and thus many have poor health
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In 2011
only 24% of live births were attended by a midwife with the other 76% of women left to deliver their
birth in any way possible
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The large gap is said to be explained due to the fact that more assistance is given to
new born baby boys and this is backed up by the high population of males in Bangladesh
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However once again
there is a clear disparity between the levels of inequality seen between the two groups and this is
due to the difference in economic positions of the two countries and their ability to look after their
entire population
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Both groups are subject to chain reactions in that one
inequality leads to another
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However it is clear that the levels of inequality differ between the two groups and this is
as a result of Canada being an MEDC and Bangladesh being a LEDC
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Although it is clear that both groups
suffer the results of being socially excluded in terms of their educational, employment and
healthcare opportunities and these are the main areas where they are unequal in their societies
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These should
be illustrated through examples of at least two contrasting groups
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The Act covers a variety of areas of disability discrimination from employment issues to access to
transport
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Unit 2 World Development revision notes Joe Gerrans

The Disability Rights Commission was replaced in October 2007 by the Equality and Human Rights
Commission, which is now responsible for the work of three former equality commissions: the
Commission for Racial Equality, the Equal Opportunities Commission and the Disability Rights
Commission
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The main areas of focus have been education, employment,
welfare provision and transport
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Raising people's awareness of poverty and inequality may encourage governments to become more
responsive to development issues
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This should be evaluated through the case study of a
specific initiative
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This movement coincided with the Great Jubilee,
the celebration of the year 2000 in the Catholic Church
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Jubilee 2000 staged demonstrations at the 1998 G-8 meeting in Birmingham, England
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The group holds regular summits to discuss various global issues
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The protestors made headlines around the world for their demonstrations
and activities aimed at increasing awareness, such as forming a human chain around Birmingham
City Centre, passing out petitions, and holding informative workshops
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International initiatives require international co-operation
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They are an attempt to coordinate and increase the effectiveness of international action
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The Millennium Development goals are:
1
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3
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5
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7
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To eradicate extreme poverty and hunger
To achieve universal primary education
To promote gender equality and empower women
To reduce child mortality
To improve maternal health
To combat HIV/ aids, malaria and other diseases
To ensure environmental sustainability
To develop a global partnership for development

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