Develpment pack

Aid – money or resources given or lent on favourable terms to
developing countries.
Appropriate technology or intermediate technology – simple or small-
scale machinery and tools that, because they are cheap and easy to use
and maintain, may be most use in developing countries.
Balance of trade – the difference in value between imports and exports
Bilateral aid – direct from government to government
Birth rate – the number of live births for every 1000 of the population
per year
Brand name – a name or trademark that is well known and easily
recognisable
Charity – voluntary organisation that provides help for those in need
Correlation – the relationship between two sets of information
Death rate – the number of people dying per 1000 of the population
Developed country – 1st
world, rich north, MEDC, a country that has a
lot of money, many services and a high standard of living
Developed world/first world/rich north – the countries that have a
money economy and a highly developed industrial sector.
1

Developing country – 3rd
world, poor south, LEDC, a country that is
often quite poor, has few services and a low standard of living
Development – involves changes that usually bring improvement and
growth. Countries can be at different stages of development depending
on how rich or poor they are
Employment structure – proportion of people working in primary,
secondary, tertiary or quaternary
Exports – goods sold to another country
Fair trade – giving a fair price for a product, benefits the producers
(farmers etc.)
Global companies – see Transnational
Globalisation – the process by which corporations, ideas and lifestyles
are spreading around the world with increasing ease
Gross domestic product (GDP) – the total value of all the goods (such as
food, cars etc.) and services (tourism, banking etc.) produced by a
country or region within a country annually (in one year). Usually
expressed as per capita i.e. per person.
HDI – human development index – a way of measuring the development
of a country using three indicators, life expectancy, literacy rates and
the purchasing power of money.
Imports – goods bought from another country
Infrastructure – the services a settlement requires, such as energy
supply, sewage, roads, shops, hospitals, police etc.
Interdependence – when countries work together and rely on each other
for help
LEDC – less economically developed country – another term for the
developing or third world or poor south.
2

Life expectancy – the average number of years a person can expect to
live
Literacy rate – the proportion of people who can read and write
Long-term aid – over a long period of time e.g. builds homes, improve
infrastructure, build schools etc.
Manufactured goods – secondary industry products such as cars,
computers and electronics
MEDC – more economically developed country, rich north, developed
world, first world.
Multilateral aid – through international organisations such as the World
Bank, IMF (international monetary fund), EU (European Union) etc.
Multinationals – see Transnational
Newly industrialised countries (NICs) – mainly in East Asia, have
undergone rapid and successful industrialisation since the 1960’s, e.g.
China, South Korea
Non-government organisation – charity not governed by a government
Over dependence – depend too much on just one thing e.g. one crop,
which might fail due to disease or drought etc.
Primary industry – collecting natural resources, farming, fishing, forestry
and mining
Quality of life – a measure of how contented people are with their lives
and the environment in which they live and work
Quaternary industry – an industry that provides information and
expertise, such as microelectronics, research etc.
Raw materials – natural resources that are used to make things
Resources – things that can be useful to people
3

Secondary industry – natural resources are turned into goods,
manufactured
Self help scheme – where local people are involved in improving
conditions for themselves e.g. building better housing or reducing soil
erosion
Shantytown – group o unplanned shelters constructed from cheap or
waste materials such as cardboard, wood, corrugated iron. Commonly
located on the outskirts of cities in developing countries, or within cities
on derelict land or near rubbish tips. Often lack services such as
electricity, running water, toilets etc. They are overcrowded resulting
from mass emigration from rural areas in response to pull factors.
Short-term aid – emergency relief e.g. after an earthquake people need
shelter, water, food and medicine
Single product economy – rely on just one or two products, which can
cause problems
Social indicators – measures of development e.g. life expectancy,
literacy rates etc.
Standard of living – how well off a person or country is
Sustainable development – a way to improve people’s standard of living
and quality of life without wasting resources or harming the environment
for future use
Sweatshops – factories where people have to work long hours for very
little money
Tertiary industry – service jobs that provide a service for people e.g.
nursing
Tiger economy – based on industrial growth that is rapid and
competitive e.g. South Korea, Hong Kong, Taiwan
Trade – the movement and sale of goods between countries
4

Trade deficit – when a country spends more on its imports than it earns
from its exports
Trade surplus – when a country earns more from its exports than it
spends on its imports
Transnational – large business with offices and factories all over the
world, cheap labour and low production costs in developing countries
Voluntary aid – from charities such as Oxfam, Action Aid etc. low cost
schemes based on simple technology which benefit local people
5

STANDARD OF LIVING
This is to do with income and wealth. It’s about how many possessions
you have, the luxuries you can afford, whether you are rich or poor.
Words associated with standard of living are; income, employment,
class, GDP, education etc. An easy way to remember it is the idea of a
person who seems to have everything; tow houses, two cars, two T.V.’s
etc. but on psychiatrist because they may be stressed. (economic
development)
QUALITY OF LIFE
This is to do with a person’s general well being and enjoyment of life.
You can still be poor and happy. It’s not about money but the personal
relationships, stress, health and enjoyment of life. It is about emotional,
social and physical well being. In some countries/cultures, this can be
to do with freedom from slavery, torture, political freedom, religious
freedom, discrimination, the right to vote, women’s rights etc. An easy
way to remember it is the idea of only one house, one car, one T.V. but
no psychiatrist! (social development)
7

NEW KEY GEOGRAPHY Interactions Teacher’s Resource © Nelson Thornes 2007214
World development NEW KEY GEOGRAPHY Interactions pages 134–135
If the world were a village ...
7.11
If you could shrink the world’s population to a village of 100 people:
១1 Working with a partner, cut out each
statement and organise them into piles under
the headings:
N Gender
N Quality of life
N Population distribution
N Wealth distribution
N Other.
១2 Write a paragraph summarising each heading.
Which statistics surprised you? Which was the
biggest shock to you?
១3 On a large sheet of paper design a poster with
the title:
If we could shrink the world.
Use a variety of techniques to show the
information about the village of 100 people.
For example, you could use graphs drawn by
hand or on a computer using a spreadsheet
program, along with pictograms, diagrams or
cartoons.
N 20 would be from the more developed world, 80 from the less developed world
N 60 would be from Asia, 13 from Africa, 12 from Europe, 9 from Latin America,
5 from North America and 1 from the rest of the world
N 49 would be female, 51 would be male
N 70 would be non-white, 30 would be white
N 80 would have access to clean water
N 56 would have access to sanitation
N 30 would be smokers
N 11 would be HIV infected
N 47 would live in urban areas, 53 in rural areas
N only 5 people would be involved in agriculture
N 30 would be aged between 0 and 14 years, 63 between 16 and 64 and 7 older than 65
N life expectancy would be 66 years
N 14 would speak Chinese and only 6 English
N 25 would have televisions
N 14 would have cars
N 60 would have electricity
N 10 would have a telephone
N 67 would be non-Christian, 33 would be Christian
N 6 people would own 59% of the world’s wealth – and all 6 would be from the USA
N 50 would not have enough food, 80 would live in poor housing
N 70 would be unable to read
N only 1 would have a higher education
N only 1 (yes, only one) would own a computer.
8
Working with a partner, colour code or
number the above statements under
the headings:

Where in the world ...?
7.3
All countries are different. Some are rich
and others poor. The richer countries are
mainly in the North and the poorer
countries in the South.
១2 How do you feel about the following facts? Explain your answers.
N 1 billion people – one in six of the world’s population – live on less
than 65p a day.
N The three richest people in the world have more wealth than all 48
of the poorest countries put together.
១3 What can you tell about unequal development from the photographs of
people on pages 124 and 125 of your textbook?
Rich countries Poor countries
A Famine, disease and war
B Unable to read and write
C Own a fridge
D Own a TV
E Good neighbours
F Consumer goods
G Relatives working abroad and sending back money
H Good roofs on homes to keep the rain out
I Food security
J Send children out to work
K Single parents
L Absolute poverty
M Good life expectancy
N Access to technology
O Encourages sustainable development
P Welfare state
Q Sufficient food
R Use solar power for electricity
S Hospitals and doctors
T ‘Mountains’ and ‘lakes’ of spare food
U Women’s rights
V Modern farming methods
W Own a mobile phone
X Quality housing
Y Have only unsafe water to drink
Z Freedom and democracy
១1 Read the statements below and then, using letters,
complete the diagram to show the most likely charac-
teristics of people in rich countries and poor countries.
Those statements that could apply to both types
should be written in the overlapping sector.
9

WHERE ARE THE DEVELOPING COUNTRIES?
The map of the world below shows the division between the ‘rich’ developed countries of the
north and the ‘poor’ developing countries of the south. (Australia is considered to be in the
‘rich’ north).
1. Draw lines on the map indicating the Equator and the Tropics of Cancer and
Capricorn.
2. Which four of the following statements are correct about the location of developing
countries?
 They all lie south of the North-South divide.
 They all lie south of the Equator.
 Most are found within the tropics.
 They all lie in South America, Asia and Australasia.
 None are found in Europe and North America.
 They all lie in South America, Asia and Africa.
11

LESSON 1; 1. Pack p11; Where are the developing
countries?
2. Pack p12; North and South
3. Doddle; Comparing development mini quiz
DATE MARKED:
GRADE: A B C D
MERIT: 1 2
ORDER MARK:
DETENTION:
COMMENT:
TARGET:
13

15
A
B
C
D
E
F
G
H
I
J
writing the correct letter in each box

© JOHN MURRAY earthworks 3 teacher’s resource book 73
DEVELOPMENT WORKSHEET PUPIL’S BOOK PAGE 34
Development indicators
Name ________________________________________________________________________________
2.11
Your task
1 a) Match each of these development indicators with the correct
deﬁnition in the box below. Write each one in the correct space.
b) Draw an arrow in the box next to each one pointing up or down to
show whether this indicator would increase or decrease with
development.
________________________________ The average amount of money a country earns per person
________________________________ The average age that people can expect to live to
________________________________ The percentage of people with a tap or well close to their home
________________________________ The rate at which the population is growing
________________________________ The average amount of fuel used by each person in a year
________________________________ The percentage of people living in towns or cities
________________________________ The average number of people for each doctor
________________________________ The number of children, aged one or less, who die per 1,000 born
________________________________ The percentage of people aged 15 or over who can read and write
________________________________ The percentage of the workforce who work on farms
________________________________ The percentage of children aged 5–11 who attend school
________________________________ The percentage of car ownership
2 Choose the six indicators that you think are the most important to
compare levels of development between countries, for the assignment
on page 35 of the Pupil’s Book.
Population growth
Adult literacy rate
Children in primary school
Energy consumption
GNP/capita
Population with access to safe water
Life expectancy
People per doctor
Employment in agriculture
Urban population
Car ownership
Infant mortality
Earthworks unit 2 05/05/2000 10:21 am Page 73
16

LESSON 2; 1. Write a summary of what the UN is
2. Use gapminder, or any other resource you
know of to produce five graphs (each one for a
different social indicator)
DATE MARKED:
GRADE: A B C D
MERIT: 1 2
ORDER MARK:
DETENTION:
COMMENT:
TARGET:
23

DEVELOPMENT REVIEW PUPIL’S BOOK PAGES 23–44
Differences in development
Name ________________________________________________________________________________
B
Your task
1 Look at the table below. It shows GNP per capita and life expectancy
for some countries. Both are used as indicators of development.
a) Explain what the two indicators mean.
GNP per capita __________________________________________________________________________
Life expectancy __________________________________________________________________________
b) Rank the countries in the table according to each of the two
indicators. One is done for you.
Country GNP/capita Rank Life Rank
(US$) expectancy
Brazil 4,400 5 67 6
China 750 69
France 26,270 78
India 380 63
Japan 40,940 80
Nigeria 240 53
Russian Fed. 2,410 67
UK 19,600 77
USA 28,020 77
Zambia 360 45
GNP/capita (rank)
Lifeexpectancy(rank)
10
0
9
8
7
6
5
4
3
2
1
0
1 102 3 4 5 6 7 8 9
2 a) Draw a scattergraph on the grid to see if there is a link between
GNP/capita and life expectancy. Use the rank ﬁgures from the table
to draw the graph.
b) Describe what the graph shows. _____________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
c) Explain what you can see in the graph. ________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
25

LESSON 3; 1. Pack p28 Interdependence
2. Pack p29 Single product economies
3. Doddle; Trade mini quiz and super quiz
DATE MARKED:
GRADE: A B C D
MERIT: 1 2
ORDER MARK:
DETENTION:
COMMENT:
TARGET:
30

Review
What is meant by the term development?
Development is the process of change which improves the well-being of a society in
terms of material wealth and quality of life. Development includes;
 Access to education
 Better food supply
 Better working conditions
 Decreased infant mortality
 Improved health care
 Longer life expectancy
 Secure employment
 Security in old age
 Warm dry housing
 Water supply and sanitation
A developed country is a rich country. It may be endowed with natural resources
that have been used to create wealth. Most developed countries are industrialized
and incomes are high. After fulfilling the everyday needs for water, food, shelter
and clothing, most people have money left over (disposable income) for buying
consumer goods and luxuries for the home and for themselves, or for spending on
entertainment, leisure and travel. A large, productive service sector develops.
A less developed country is a poor country. In many of these countries there is still
a great dependence upon farming, which has not been modernized and from which
output is low. Although industry is increasing in some countries, in others it still
makes only a small contribution to the economy. For all but a few people who are
very rich, there is a constant struggle to achieve even the bare necessities of life.
With insufficient food and without clean water, health suffers, particularly that of
infants and children. Medical care is sparse. Access to education is limited as well,
with the resulting low levels of literacy and the chances of a child improving upon
the standard of living and quality of life of its parents are not good. Living in dirty,
cramped conditions is the lot of many of millions of people in South America, Africa
and Asia.
Wealth is an economic factor, but variations in wealth affect quality of life, health,
literacy and housing, which are examples of social conditions. Both economic and
social measures of development are used. For example, life expectancy, literacy
rates, birth rates, death rates, population growth etc. The Human Development
Index was introduced by the United Nations to measure development combining
economic factors of wealth (GNP) and social factors of Health (life expectancy) and
education (literacy rates).
31

What is the development problem?
7.1
Development is a process of growth and change, which can help countries
become better places in which to live.
១1 Cut out the dominoes and study the key words written on them.
១2 Working in pairs, set out all the dominoes in a straight line.
១3 In order to put down a word, you will need to explain to your partner
the link between the words. There is only one correct order!
១4 Stick the dominoes in your book or file in the correct order.
START Bangladesh
The amount of
money owed
Aid START Bangladesh
Goods that
are brought
from other
countries
Adult literacy
rate START Bangladesh
More
economically
developed
country
Debt
START Bangladesh
A process of
change and
growth; it
should be for
the better (but
is not always)
Sustainable
development START BangladeshSTART MEDCSTART Bangladesh
Help given by
richer countries
to improve the
quality of life of
people in poor-
er countries
Development
indicators
START Bangladesh
Data used to
compare how
developed
countries are
LEDC START Bangladesh
Less
economically
developed
country
Life
expectancySTART Bangladesh
Development
that does not
harm future
generations
and allows the
environment
to thrive
Infant
mortality
START Bangladesh
How long a
new baby can
expect to live,
on average
Imports START Bangladesh
Goods that are
sold to other
countries
DevelopmentSTART Bangladesh
The
percentage of
people who
can read and
write
Exports
START Bangladesh
A name
sometimes
used for the
world’s poorer
countries
FINISH START Bangladesh
The number of
deaths per
1,000 babies
born each
year
Third world
35
Number or colour code the dominoes into the correct order.

LESSON 4; 1. Revise and make notes on the revision pages
on what you have learnt so far. Use the BBC
bitesize file on MyQG to help you
2. Doddle; Review; What is development mini
quiz, super quiz
DATE MARKED:
GRADE: A B C D
MERIT: 1 2
ORDER MARK:
DETENTION:
COMMENT:
TARGET:
38

A COMPARISON OF MEDC’S
AND LEDC’S
39

Quality of life in the UK (1)
Name ________________________________________________________________________________
2.2
64 earthworks 3 teacher’s resource book © JOHN MURRAY
Your task
1 Look at the table below. It contains data for three
measures of the quality of life in UK regions. The
regions are shown in this map.
2 Complete three maps on Sheet 2.3 to show
regional differences for each quality of life measure.
a) Find the range of data in the table for each
measure. For example, average income per family
ranges from £321 per week in the North-east to
£482 per week in the South-east.
b) Divide the range into four bands which are
roughly equal in size. Write the bands on the key
beside each map on Sheet 2.3. The key on the
ﬁrst map is done for you.
c) Choose one colour. Use a different shade or
pattern to colour the regions in each band.
Colour the key. Colour each map using the data
in the table.
3 Work out a quality of life index for each region.
One way to do this is to rank the regions according
to each of the three measures in the table.
a) Write the rank position for each region in the
empty columns in the table. One has been
started for you. Add the three rank scores for
each region to work out the quality of life index
and write it in the last column of the table. The
lower the score, the better the quality of life.
0 100km
Scotland
North-east
Yorkshire
East Midlands
Eastern
London
South-east
South-west
Wales
West
Midlands
North-west
Northern
Ireland
Quality of life Average Rank Unemployment Rank Car Rank Quality
measure income per (%) ownership of life
family per (%) index
Region week (£)
Eastern 427 3 5.2 78
East Midlands 369 6.3 74
London 454 2 9.1 62
North-east 321 9.8 60
North-west 377 6.9 71
Northern Ireland 326 7.5 70
Scotland 367 8.5 64
South-east 482 1 5.2 77
South-west 398 5.2 80
Wales 359 8.4 68
West Midlands 360 6.8 68
Yorkshire 365 8.1 68
b) Complete the ﬁnal map on Sheet 2.3 to show
the quality of life in each region. Use the same
method that you used for the other three maps.
Source: Regional Trends 1998 © Crown copyright 2000
45

Quality of life in the UK (2)
Name ________________________________________________________________________________
2.3
Use this sheet to map quality of life for the regions in the UK. You
will need the data on Sheet 2.2.
0 100km
Average income per family per week Unemployment
Key (£)
Under 350
350– 400
400– 450
Over 450
Key (%)
Quality of life indexCar ownership
KeyKey (%)
46

Kenya, a developing country NEW KEY GEOGRAPHY Connections pages 114–115
Improving life in a shanty town
6.8a
NEW KEY GEOGRAPHY Connections Teacher’s Resource © Nelson Thornes 2006166
១1 Imagine you have the chance to improve life in
a shanty town of poor quality, self-built houses
on the fringe of Nairobi. You can provide
money and equipment for two years but, with
so many real emergencies occurring around
the world, there is no guarantee of more
money in the years ahead.
១2 You have 300 shanty town credits to spend in
your first year and another 250 in the second
year. You can help the community with any
of the projects listed in the table below.
The main aim of people living in squatter
settlements is to survive and improve themselves.
Unemployment is not an option. They have to do
something to survive. They do this by working
hard and making money. They work to improve
their self-built homes. The process of improving
their quality of life is known as self-help.
Project Shanty town credits
Install a small petrol electricity generator. 25
Install a village pump giving clean, safe water. 45
Pay for a teacher for one year. 25
Set up a locally-run health and family planning centre. 25
Install a drainage and sewerage network. 35
Pay for a government advisor/expert. 25
Build 100 m of concrete road with street paving. 20
Fit solar cells to hut roofs, providing electric lighting. 40
Set up a community centre. 30
Pay for a monthly doctor’s visit to the shanty. 20
Set up a factory employing people in poorly paid jobs. 120
Pay for a weekly nurse’s visit to the shanty. 30
Build a latrine. 10
Pay for a weekly refuse collection. 15
Set up a self-help work scheme. 10
Electricity connection for an area. 35
Pay for medical supplies. 25
Set up a communal water tap. 30
Install a sealed cesspit, emptied regularly. 20
Pay for water connection per building. 20
Pay for electric connection to one building. 15
Training for one teacher. 20
Paint for one house. 10
Provide sports areas; 25 x 25 m grass. 5
Set up street lighting per street. 20
Send delegation from community to city authorities. 10
Build and run an orphanage for one year. 20
Repair and build a small, new brick house. 10
Remove a house in the path of mudslides. 5
Widen selected streets so that emergency services and waste
collection services can gain access. 15
Use labour from within the shanty so that residents can develop
and use new skill. 20 51

១3 Who should have the most say in deciding
about the projects, you or the shanty town
community? Give reasons for your answer.
១4 Create a PowerPoint presentation for the
Project Director to outline your spending
proposal for the scheme, and use ICT to
create an eye-catching poster to promote the
scheme.
១5 Imagine that you are an estate agent in
Nairobi trying to sell a self-built house in a
shanty town. Use ICT to produce a leaflet
that includes details of the property and a
picture. Be sure to concentrate on its positive
features.
Kenya, a developing country NEW KEY GEOGRAPHY Connections pages 114–115
Improving life in a shanty town
6.8b
What should be the priorities for development?
Select the projects on Activity Sheet 6.8a that you
think would be most effective in helping to solve
the problems of shanty towns. Justify your
selection and explain why you chose that project
and rejected others.
First year:
Second year:
Plans for future years:
Improvements in first year Cost Reasons for choice
Improvements in second year Cost Reasons for choice
52

You are going to produce graphs and tables to represent the
data in the previous pages to compare MEDC’s and LEDC’s. The
first one must be a bar graph for the information on page 40.
The rest is up to you. You could produce a table with the
countries down the side and the information along the top. I
am leaving this open as there are many ways that you could
represent the data.
53

LESSON 5; Pack pages 53 to 55; representing data using
tables and graphs
DATE MARKED:
GRADE: A B C D
MERIT: 1 2
ORDER MARK:
DETENTION:
COMMENT:
TARGET:
61

DIFFERENCES BETWEEN ECONOMICALLY MORE DEVELOPED
AND ECONOMICALLY LESS DEVELOPED COUNTRIES
ECONOMICALLY MORE
DEVELOPED
COUNTRIES
ECONOMICALLY LESS
DEVELOPED
COUNTRIES
GROSS NATIONAL
PRODUCT
Majority over US$5000 per
person per year; 80% of
world’s total income
Majority under US$2000
per person per year; 20%
of world’s total income
POPULATION GROWTH Relatively slow partly due
to family planning; 25% of
world’s population;
population doubles in 80
years
Extremely fast, little or no
family planning; 75% of
world’s population;
population doubles in 30
years
HOUSING High standard of
permanent housing;
indoor amenities, e.g.
electricity, water supply
and sewerage
Low standard, mainly
temporary housing; very
rarely any amenities
TYPE OF JOBS Manufacturing and service
industries (75% of world’s
manufacturing industry)
Mainly in primary
industries (25% of world’s
manufacturing industry)
LEVELS OF
MECHANISATION
Highly mechanised with
new technologies; 96% of
world spending on
development projects and
research
Mainly hand labour or the
use of animals
EXPORTS Manufactured goods Unprocessed raw materials
ENERGY High level of consumption;
main sources are coal, oil,
HEP and nuclear power,
use 80% world’s energy
Low level of consumption;
wood still a major source,
use 20% world’s energy
COMUNICATIONS Motorways, railways and
airports
Road, rail and airports
only near main cities, rural
areas have little
development
DIET Balanced diet, several
meals per day, high
protein intake
Unbalanced diet, 20% of
population suffers from
malnutrition, low protein
intake
LIFE EXPECTANCY Over 75 years Over 60 years
HEALTH Very good, large numbers
of doctors and good
hospital facilities
Very poor, few doctors
and inadequate hospital
facilities
EDUCATION Majority have full-time
secondary education
(16+)
Very few have any formal
education; females
disadvantaged
62

GLOBALISATION
AND THE
FASHION
INDUSTRY
63

WHAT IS GLOBALISATION?
You have probably heard the expression ‘it’s a small world!’ People have been
saying it for years but now it is true. Just check out the labels on your clothes –
almost certainly they have been made in another part of the world. Turn on your
computer and the internet will give you access to websites almost anywhere.
Everyone in the world is becoming more connected, with improved transport and
communication, which have made links with other people and countries around the
world so much quicker and easier.
These links have increased at such a rapid rate that we now have a new word for it;
GLOBALISATION. This means the way that companies, ideas and lifestyles are
spreading more and more easily around the world. It has made it much easier for
goods and services produced in one place to be sold, used and seen elsewhere.
Fashion is a good example of this. Large countries, who can afford it, can locate all
over the world, usually searching for bigger markets and higher profits. These are
called TRANSNATIONAL CORPORATIONS (TNCs). The headquarters are
usually located in developed countries such as the USA, with smaller offices and
factories in developing countries, where labour is cheap and production costs are
low. In the past 30 years, TNCs or MULTINATIONAL COMPANIES have grown in
size and influence. Some of the largest ones make more money than all of the
African countries put together. The world’s 500 largest companies now control at
least 70% of world trade and produce more than half of the world’s manufactured
goods. Being so large, they also influence consumer tastes and lifestyles and are
responsible for many of today’s scientific and technological breakthroughs.
Many people are concerned about the effects of TNCs. They argue that they locate
in poorer countries just to make a profit and pay low wages, particularly to women
and young children. Others say that without transnational’s the poorer countries
would simply not be able to develop their own industries. People would have no
jobs at all and their future would be very bleak.
64

Money earned for twenty selected countries
Country Total Wealth
produced (GDP
in US$
billions/trillions)
2004
USA 11.8
Japan 4.6
UK 2.1
France 2.0
China 1.9
Italy 1.7
India 721
Brazil 663
Switzerland 362
Sweden 362
Norway 260
Indonesia 256
Saudia Arabia 250
Ireland 186
Portugal 185
Israel 126
Singapore 109
Chile 100
Bangladesh 56
Kenya 16
Country
Total Wealth
produced (GDP
in US$
billions/trillions)
2012
USA 15.68
China 8.22
Japan 5.96
France 2.61
UK 2.43
Brazil 2.25
Italy 2.01
India 1.84
Indonesia 878
Switzerland 632.2
Saudia Arabia 576.8
Sweden 525.7
Norway 499.7
Singapore 274.7
Chile 268.3
Israel 242.9
Portugal 212.5
Ireland 210.3
Bangladesh 115.6
Kenya 37.23
66

Draw either one graph, or two separate graphs (by hand
or using Excel etc.), showing the wealth produced for the
twenty selected countries for both 2004 and 2012. Then
summarise what changes have taken place.
68

១2 Discuss:
‘Globalisation is the answer to the world’s problems, not the cause.’
or
‘Transnational corporations represent a major force in international trade
and are one of the main driving forces of economic development.’
Improvements in transport and
communications have made it easier
for companies, ideas and lifestyles to
spread around the world. This is
called globalisation. The growth of a
transnational corporation (TNC) is
an example of globalisation.
Fashion and sport NEW KEY GEOGRAPHY Interactions pages 70–71
What is globalisation?
4.3
១1 Working with a partner, read about the advantages and
disadvantages of TNCs. Decide if each statement is an
advantage or a disadvantage and colour the statements
as follows:
N Colour the first circle red if the statement
shows an advantage.
N Colour the second circle green if the statement
shows a disadvantage.
Be careful! This activity is not as easy as it first seems.
You may need to use both colours on some statements.
Advantage Disadvantage
TNCs employ 50 million people worldwide.
Workers learn new skills.
Jobs provided are usually not very well paid. One billion people live on less than a dollar a day.
The creation of manufacturing jobs in LEDCs has led to improvements in living standards.
Factories provide work for local people.
World trade is unfair and poor countries will never get a fair deal.
Globalisation dilutes national differences and creates a single global culture.
Often the profits made by the TNC are taken out of the country, back to the country where
the TNC has its headquarters.
Globalisation of trade is the answer to poverty and injustice in the poorest countries.
One-fifth of all the products in the world are made by the world’s largest 600 companies.
Increasing the demand for luxury items has created new markets and attracted more
manufacturers to locate in LEDCs.
Workers have a regular income so they can buy things to improve their standard of living.
In some cases TNCs have polluted the local environment.
The TNC pays taxes that can be spent on improving things like hospitals and public transport.
Working conditions can be poor, e.g. long hours.
Two-thirds of the world’s trade is controlled by 500 TNCs.
Some TNCs operate in a socially responsible way, for example by giving money to charity or by
trying to improve the lives of the people who work for them at the same time as making profits.
TNCs make it impossible for people in poor countries to make any money and improve their lives.
69

Just another ordinary day ...
4.2
Because we live in a time of rapid invention, we might think that we created
our own culture. In fact, there is probably no place on earth today that owes
more than 10% of its everyday life to discoveries made by members of its
own society.
១1 Read the passage below that tells the beginning to an ordinary man’s
day over 70 years ago.
១2 Each one of us, every day, is connected to people we will never meet,
who live in places we will never visit. Give five examples of how
globalisation affects you. Think about the food you eat, the clothes
you wear and what you do in your spare time.
១3 Explain what the phrase ‘the world is getting smaller’ means to you.
Give examples from your own life that demonstrate this.
The American citizen awakes in a bed built on a pattern which was invented in the
Middle East, assembled in Northern Europe and shipped to America. He throws back
the duvet covers made from cotton and wool from sheep domesticated in India and
spun and woven by processes invented in the Middle East. He slips into his moccasins,
invented by the American Indians, and goes to the bathroom, whose fixtures are a
mixture of European and American inventions. He takes off his silk (the use of which
was discovered in China) pyjamas, a garment invented in India, and washes with soap
invented by the French and shaves, a habit copied from Ancient Egypt.
Returning to the bedroom, he gets dressed in clothes imitating the skin clothing of
the nomads of Asia and ties around his neck a strip of brightly coloured cloth which is
all that remains of the shoulder shawls worn by 17th-century Croatians. Before going
out for breakfast he looks through the window, made of glass invented in Egypt, and
as it is raining puts on overshoes made of rubber discovered by the American Indians
and takes an umbrella, invented in south-eastern Asia. He wears a hat made of felt, a
material invented in Asia.
On his way to breakfast he stops to buy a paper, paying for it with coins, an
ancient Lydian invention and using an Indo-European language. At the restaurant his
plate is made of pottery invented in China, his knife is made of steel, an alloy first
made in southern India, and his fork and spoon are medieval Italian inventions. He
begins his breakfast with an orange from the eastern Mediterranean, or perhaps a
piece of African melon. With this he has coffee, an Abyssinian plant, with cream and
sugar. Both the domestication of cows and the idea of milking them originated in the
Middle East, while sugar was first made in India. He goes on to waffles, cakes made by
a Scandinavian technique. Over these he pours maple syrup, invented by the American
Indians. As a side dish he chooses the egg of a species of bird domesticated in China
and thin strips of the flesh of an animal domesticated in eastern Asia that has been
salted and smoked by a process developed in northern Europe.
After breakfast he settles back to smoke, consuming a plant domesticated in Brazil
in a cigarette, derived from Mexico. While smoking he reads the news of the day,
imprinted in characters invented by the Ancient Semites upon a material invented in
China by a process invented in Germany, thankful that he is 100 per cent American.
Adapted from The Study of Man by Ralph Linton
70

LESSON 6; 1. Pack p64 to 68 Graphs
2. Pack p69 Advantages and disadvantages of
globalisation
3. Pack p70 Just another ordinary day
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How is the fashion industry changing?
The fashion industry has changed in recent years. It has become a growth industry and has
taken advantage of globalisation by spreading its operations throughout the world.
So, why has this happened? The main reason is that people living in richer countries have
become increasingly well off and can afford to spend more money on clothes than in the
past. They are able to buy clothes more often and can afford the more expensive, designer
fashions that have become popular. Many are attracted by the brand or label as much as by
the product itself. It is these brand-name companies that have most increased their sales
and are leading the way in seeking more profitable ways of manufacturing their products.
In the past, most clothing companies produced goods in their own factory. The traditional
location of the factory was determined by the availability of transport and the nearness of
raw materials, power sources, workers and markets for its goods. This is now very
different. Most large brand-name clothing companies have become transnational
corporations that have offices and factories all over the world. They have fund that going
global reduces the costs and increases profits. These companies include big names like
Gap, Timberland, Reebok, Nike and Primark.
Nike is a typical TNC. It has its main office in the Portland Oregon in the USA, where most
of its product design, marketing and administration is done and its production lines in
developing countries, mostly South East Asia, where labour is cheap and costs are low
(£2.50 per day). Nike has factories in 40 countries and employs over 500,000 people. As
the designs and styles of trainers and sportswear change constantly, it is also cheaper to
employ manual workers, who are readily available in these places, than machines. This is
because it is easier, faster and cheaper to get employees to adapt to the new designs than
to change or buy new machinery.
Transnational’s can bring many benefits to poorer countries but they can also cause
problems. One of the main problems concerns working conditions. In the fashion industry
some TNCs have been accused of creating sweat shops where people are forced to work
long hours for very little regard for health and safety.
Not all the clothes factories in developing countries are bad; some are now more modern
than some factories in the UK. One of the reasons for this improvement is that companies
like Gap and Nike have rules to control working conditions in factories producing their
goods. These rules are a response to criticism that they have been exploiting workers in
poorer countries in order to increase profits. However, as you will see when we look at
Primark, that these rules are not regularly checked and are often ignored. Many workers
are still being exploited and often the company does not even know about it.
74

The global fashion industry ... fair trade?
4.9
Most of the brand names you know do not own any
factories. They subcontract work to other suppliers,
who do the work for them.
១1 Read the job advert below which explores
some of the issues about global trade in
fashion and working conditions in places that
make clothes and shoes.
១2 Make a list of the key issues included in the job advert and annotate
your answers around it. Give your opinion about each key issue.
១3 Ask a relative or a friend who is in work to answer the same questions.
Compare your findings with the poster above.
១4 Why do you think textile factories in parts of the developing world are
called ‘sweatshops’ and the workers called ‘fashion victims’?
SITUATIONS VACANT
YOUNG WOMEN WORKERS WANTED IN CLOTHES FACTORY!
WHAT IS THE JOB?
Sewing jeans and other clothes for people in Europe and the USA.
WHAT IS THE PAY?
Garment workers in China earn between 13 and 22 pence per hour.
WHAT ARE THE HOURS?
Workers in India regularly work 12–14 hours a day, 6 days a week and
are not paid for overtime. If workers say no to overtime, they are sacked.
WHAT ABOUT BREAKS?
None, and only one toilet break. Workers in Bulgaria were found locked
into a factory to prevent them from taking a break.
WHAT ABOUT HOLIDAYS?
Workers in Mexico get 1 week off a year –
if they make it up by working Sundays.
WHAT ABOUT HEALTH AND SAFETY?
Accidents are common. In Bangladesh, factories are often hot and dusty,
no protective gear is provided, and the fire exits are blocked. There are
regular reports of deaths due to factory fires.
WHAT ABOUT WORKERS’ RIGHTS?
None. In Vietnam you cannot join a union. In Thailand, your manager will
shout at you to work harder and faster.
WHAT ABOUT BENEFITS AND SICK PAY?
None. In Taiwan, you have to buy food in the factory’s dirty canteen.
WHAT ABOUT PROMOTION?
There is no chance of promotion.
APPLY TODAY ... and don’t complain or you will be fired!
76
Would you apply for this job? Write a new one
for the same job but change it to one that you
would apply for.

LESSON 7; Pack p76-78 Situations vacant
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79

How do transnationals affect poorer countries?
4.7
Transnational corporations can bring benefits to
developing countries but they can also cause
problems. Care must be taken to ensure the trans-
nationals do not exploit workers in poorer countries.
១1 Different people have different opinions on
buying branded goods. Read what people
say about this.
១2 Decide whether each person supports the global fashion industry or is
concerned about some things to do with the industry. On the line below, write
the letters A–J, where you think they should go. Say why you put the letters in
these places.
១3 What is your opinion on the fashion industry? Explain your answer.
១4 Colour in the statement you most agree with. Explain why you have chosen
this statement.
១5 ‘Decisions about how we trade or buy are not only decisions about how we
want to live our lives, but how other people live their lives too.’ Discuss.
A I like to wear fashionable
clothes. I’m more interested in
what the clothes look like than
where they come from or
conditions in foreign factories.
C But if we didn’t
buy the clothes and
trainers, then those
poor people would
get no money at all.
K I mean, with much of
the world starving, who
can in all conscience
wear such clothes?
H I don’t think workers in
the fashion industry are
poorly treated. Their wages
may be less than the legal
minimum, but it’s better
than having no job at all.
G Powerful advertising
forces teenagers to keep up
with their friends by buying
expensive brand names.
D If you have this sort of
money, you should use it
to make a difference! It is
appalling that we can so
forget others that we
waste money on fashion.
E This is a free market. I
need trainers. They need
jobs. They would be worse
off without our trade. I don’t
like what is happening but I
need cheap trainers.
F The best thing to do is
to stop buying anything
with a logo on. Then the
big companies would have
to listen.I I don’t see why I should
buy clothes that help to
create such inequalities for
the world’s workers. I would
rather do something to make
working conditions fairer.
J This is so wrong!
This situation cannot
go on and I must do
something to change
things.
B Even if conditions are not
perfect there, once more
money comes into the country,
living standards will improve
and development will follow.
L This is really bad
but I’m not sure if I
can do anything.
Agree/Very strongly support Support Neither Do not support/Disagree
80

Who are the winners and losers in the fashion
industry?
4.10
១1 Working with a partner, read the statements
below which present a range of facts from
both sides of the argument for and against
buying branded clothes.
១2 Highlight the case for buying branded
clothes in green and the reasons against
in red. Do not shade the borders.
១3 Choose different colours and shade the
borders to further sort the case for and
against buying branded clothes into
economic, social and ethical arguments.
១4 Many of our biggest brands make their clothing in
very poor countries and their workers have
appalling working conditions. How far should we,
as consumers, worry about this fact?
១5 Should fashion have a conscience? Find out how
many of your branded clothes are made in devel-
oping countries. How do you feel about this now?
Many clothes and shoes are made in developing
countries. Here labour is cheaper and factory costs
are lower, so brand-owners can make bigger
profits. But one of the main problems is to do with
working conditions.
Textile and shoe industries are
often the first ones to be set
up in developing countries.
Raw materials are available
locally and there are many
people available for work.
There is competition for clothing
contracts and small companies
accept very low payment in order
to win the contract.
Workers in many factories
have to endure poor working
conditions and abuse of their
human rights.
The work can be done by
hand, so expensive
machinery is not needed.
Developing countries are
becoming more interdependent
with important trading partners
in the developed world.
Clothes factories employ
millions of workers, most
of them women.
Wages enable workers to support
their families, who most often live
in the poorer rural areas.
In some sportswear and textile factories,
people can only earn £3 a day even if
they work for over 12 hours.
Most of developing
countries’ trade is with the
more developed countries.
Some workers have only two
days off a month and they
often work 14 hours a day.
During peak production
periods, workers sometimes
work through the night.
Discipline in factories is
very strict, with fines for
talking, arriving late or for
refusing to work overtime.
If workers miss three days of work
in a row they may be sacked.
Sportswear and textile companies
provide employment for people who
otherwise would have no work.
Sportswear and textile
factories make products that
many people want to wear.
In some sportswear and textile
factories there are fair rules to
control working conditions.
Investment by sportswear companies
leads to factory closure and
unemployment in richer countries.
Wages may not be as low as
they appear, because the
cost of living is often much
lower than in the UK.
Large factories are able to provide
the working conditions that
companies in the West insist on.
The ‘codes of conduct’ insisted
on by retailers and consumer
associations are also changing
conditions in sportswear and
textile factories.
Sportswear and textile companies
have no commitment to a particular
country. They can move production
from country to country, searching
for the cheapest labour.
81
3
81

4.3
INDUSTRY WORKSHEET PUPIL’S BOOK PAGES 70–1
Child labour – then and now
Name ________________________________________________________________________________
Children have always had to work. Until the end of the nineteenth
century in Britain, children were an important part of the
workforce, just as they still are in many poorer countries today. The
sight of children working was a common one during the Industrial
Revolution in this country. Children as young as four or ﬁve
worked in factories or down coal mines. Few people at the time saw
anything wrong with this. Childhood was not regarded as being
different from other stages in people’s lives, and so children were
treated as little adults. They were expected to learn skills that would
give them a job for the rest of their lives. This was particularly true
for poor people who were seen as a burden on society if they did
not work.
Gradually, during the nineteenth century, the harsh conditions
under which some children were expected to work came to light,
and attitudes began to change. The Factory Commission of 1833
revealed that children as young as six were working 14 to 16 hours
a day. Young children were also used in mines where their small
bodies were able to crawl along low tunnels.
Drawings published in 1842 shocked many people who had no
idea that such working conditions existed, and laws were passed to
ban children under ten from working in mines. The number of
children working in factories began to fall with the introduction of
new machinery. But the most important factor that brought child
labour in Britain to an end was the introduction of compulsory
education for all children under ten in 1880. Throughout the
twentieth century the school leaving age continued to rise until it
reached its present age of sixteen.
Around the world today, it is estimated that there are 250 million
child workers. This number does not include the large number of
children doing domestic work. If it did the total would probably
double.
Like Britain in the nineteenth century, many of these countries do
not provide education for all their children. In sub-Saharan Africa
(Africa south of the Sahara Desert) almost half of six to eleven year
olds do not attend school, mainly due to lack of money to pay for
schools and teachers. It would cost about $2 billion to pay for
education for every child in this region, much less than the same
countries have to spend each year to repay their debts.
Your task
1 Read the information on this sheet together with pages 70–1 in the
Pupil’s Book.
2 In a group, discuss your ideas about child labour. Is it a good thing or
not? What are the problems and beneﬁts of child labour?
3 Read the ideas in the box on the right. If you were the government of a
poorer country trying to bring child labour in your country to an end,
which of these ideas would be most effective? Give reasons for your
decision.
Ban the use of child labour in
factories.
Make education compulsory.
Persuade banks and rich
countries to cancel debts.
Encourage companies to invest in
machinery.
EARTHWORKS TRB2 (B1 [F] TP) 12/8/00 4:51 pm Page 136
82
82

LESSON 8; 1. Pack p80 How do transnational’s affect poorer
countries?
2. Pack p81 Who are the winners and losers in
the fashion industry?
3. Read Pack pages 82 to 84 Child labour in the
UK
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World issues NEW KEY GEOGRAPHY Connections pages 136–137
The cycle of poverty
7.16
Poverty is a problem that affects large numbers
of people around the world. It is difficult for
people living in poor countries to break out of the
cycle of poverty.
១1 Working with a partner, write the statements
below in the correct order on the flow diagram
to show how a poor country can get further into
debt. The diagram has been started for you.
១2 Write a short summary of what have you learned from completing this activity.
So, its exports do not earn
as much as it had hoped
and the country is in even
more debt.
But the export prices for
these low value goods have
dropped yet again.
So, once again, the country
borrows more money it
cannot afford to repay.
Which then leaves it short
of money to pay for
imports, and for schools,
hospitals and other projects.
But it still has to pay the
interest on its original loans.
And now the money it earns
each year is used just to
pay off increasing debts.
The next year the country
sells crops and minerals to
other countries, as usual.
So, once again, the country
borrows more money and
doesn’t earn enough.
So, the country finds it has
to borrow more and more
money to survive.
The country ends up paying
back several times the
original loan.
88

Solving the poverty problem
7.19
The diagram below shows some of the causes
and effects of poverty.
For each statement, explain how the problem
could be solved.
A
Lack of jobs means liitle
or no income.
Too many people for the
resources available.
Lack of schools means
people are poorly educated.
Shortage of hospitals and
medical care means people
are in poor health.
People are weak when not
enough food is grown to
provide a good diet.
Lack of transport makes
movement of people and
goods difficult.
Country has few exports
which means little money to buy
essential goods that it lacks.
Very poor quality housing
without electricity, clean water
or the disposal of sewage.
89

LESSON 9; 1. Pack p88, The cycle of poverty
2. Pack p89, Solving the poverty problem
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96
Understanding GCSE Geography

97
You need to include its aims, the countries it works in
and supports and how it provides aid.
97

LESSON 10; 1. Pack pages 96-100, Aid
2. Doddle; Aid mini quiz, Fair trade mini quiz
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101

WE FREQUENTLY come
across the abbreviation
NGO in geography lessons, on
the television and in newspapers.
The term non-governmental
organisation (NGO) came into
common usage in 1945 when the
United Nations used it in its
Charter to distinguish between
intergovernmental agencies and
international private
organisations (NGOs). Some
25,000 organisations, covering a
huge variety of objectives, now
qualify as international NGOs.
The influence of NGOs on
international policy has
increased markedly in the last
few decades. They have
successfully promoted:
• new environmental agreements
• women’s rights
• arms control and disarmament
measures
• the rights of children, the disabled,
the poor and indigenous peoples.
The NGOs that people seem to
know most about are those such
as Oxfam, CARE, Cafod and
WaterAid which seek to improve
economic and social development
in poor countries (Figure 1). Such
organisations often combine their
operations when major human
catastrophes occur (flood,
drought, earthquake, etc) or when
they want to exert maximum
pressure on international opinion.
The most recent example of the
latter is the Jubilee 2000
Campaign on Third World debt.
A mounting international NGO
campaign is demanding fairer
economic policies from the World
Trade Organisation (WTO), the
International Monetary Fund
(IMF) and the World Bank. Kofi
Annan, the Secretary General of
the United Nations, has said that
NGOs are ‘the conscience of
humanity’.
Large NGOs such as Oxfam can
have a big impact on public
attitudes. In a recent report
(2002), Oxfam aimed to shame
the world’s big four coffee sellers
(Nestlé, Procter & Gamble, Sara
Lee and Kraft) for
‘impoverishing 25 million
farmers’ in poor nations. Oxfam
argues that the global market for
coffee needs a complete overhaul
to ensure that farmers get a
fairer (higher) price for their
coffee beans.
NGOs are usually financed from
the following sources:
• membership dues – the traditional
source of funding
• government grants
• retail operations, eg charity shops
• private foundations, corporations
and wealthy individuals.
Increasingly, relief and
development NGOs receive large
grants from governments’
international assistance
programmes. Such grants
represented, as a proportion of
income:
• 1.5% in 1970
• 35% in 1988
• over 40% in 2000.
There are several reasons why
the role of NGOs in
development has increased:
1 They have developed considerable
expertise over a number of decades
in many different countries.
2 They have a more successful track
record than other attempts at
promoting development.
Development is generally targeted
very carefully and the impact of
projects is also carefully monitored.
3 They concentrate on small and
medium-scale projects that benefit
genuinely poor countries rather
than the better-off in LEDCs.
Many of the really large-scale
Series 15 Spring issue Unit 305 NGOs: Their Role in Promoting Development © 2004 Nelson Thornes GeoActive Online
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305
by Paul Guinness
NGOS: THEIR ROLE IN
PROMOTING DEVELOPMENT
GeoActive
Online
GeoActive
Online
Figure 1: Some well-established NGOs
102

projects in LEDCs, funded by large
international organisations such as
the World Bank or by individual
countries, have had little beneficial
impact for the poorest people.
4 They work with local people to
sustain development in the long
term.
5 They are seen to be independent of
vested interests. Bilateral aid, from
one country to another, is
frequently criticised because it
often seems to serve the interests of
the donor nation as much as, if not
more than, the country receiving
aid.
According to James Paul,
executive director of Global
Policy Forum:
‘Globalisation has created both
cross-border issues that NGOs
address and cross-border
communities of interest that
NGOs represent. National
governments cannot do either
task as effectively or as
legitimately. In the globalising
world of the 21st century,
NGOs will have a growing
international calling.’
However, some writers are
concerned by the increasing
funding of NGOs by
governments, saying that it
exposes NGOs to pressure from
governments and limits their
capacity to act independently.
Case Study
WaterAid
WaterAid was established in
1981. Its first project was in
Zambia but its operations spread
quickly to other countries
(Figure 2), and it completed its
1000th project in 1993.
WaterAid is the UK’s only major
charity dedicated exclusively to
the provision of safe domestic
water, sanitation and hygiene
education to the world’s poorest
people. These three crucial
elements provide the building
blocks for all other development.
Without them communities
remain stuck in a cycle of disease
and poverty. The combination of
safe water, sanitation and
hygiene education maximises
health benefits and promotes
development (Figure 3). The
combined benefits of safe water,
sanitation and hygiene education
can reduce incidences of
childhood diarrhoea by up to
95%. A child dies every 15
seconds from diseases associated
with lack of access to safe water
and adequate sanitation. Figure 4
shows water supply and
sanitation coverage for the 15
countries in which WaterAid
operates.
In the longer term, communities
are able to plan and build
infrastructure which enables
them to cope better in times of
hardship. In areas with WaterAid
GeoActive Online Series 15 Spring issue Unit 305 NGOs: Their Role in Promoting Development © 2004 Nelson Thornes
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Figure 2: WaterAid programmes in Africa and Asia
Source: WaterAid
Safe water + Sanitation + Hygiene education
Maximises health benefits
Without disease, communities are stronger
• More people can work and attend school
• People are able to save the money they spend on medicines
• The time saved collecting water can be used productively
The economy grows and develops
Figure 3: WaterAid’s building blocks of development
AFRICA
ASIA
Key
MALI
[2000]
BURKINA
FASO
[2000] GHANA
[1984]
NIGERIA
[1995]
ZAMBIA
[1981]
MOZAMBIQUE
[1995]
PAKISTAN
[1993]
[1993] Year in which
programme began
NEPAL
[1986]
INDIA
[1985]
BANGLADESH
[1986]
ETHIOPIA
[1983]
MADAGASCAR
[1999]
UGANDA
[1983]
TANZANIA
[1983]
MALAWI
[1999]0 1,000 km
N
103

Series 15 Spring issue Unit 305 NGOs: Their Role in Promoting Development © 2004 Nelson Thornes GeoActive Online
This page may be photocopied for use within the purchasing institution only. Page 3 of 4
projects, life in times of drought
is eased because:
• previously in times of drought
women in particular would spend
hours in search of water, leaving
little time to find food
• children would also miss out on
education in the search for water
• cattle can also be watered, rather
than sold or left to die because of
water shortage
• during famines, with sanitation,
water and hygiene people are sick
less often and so are better able to
fend off disease.
Many more people have become
aware of the activities of
WaterAid over the past year or so
because 2003 has been the UN
International Year of Freshwater.
WaterAid works by helping local
organisations set up low-cost
projects using appropriate
(intermediate) technology that
can be run by the recipient
community itself. The
organisation also aims to
influence the policies of other
important organisations such as
governments, to secure and
protect the right of poor people
to safe, affordable water and
sanitation.
WaterAid has recently asked
people to sign a petition entitled
‘Water Matters’, which urges the
UK government to:
1 urge all UN member governments
to agree an action plan for meeting
the UN agreed target to halve the
number of people without access to
drinking water by 2015, and ensure
that each country has national
policies for managing water
resources in place by 2005
2 promote and secure an
international agreement and action
plan to halve the number of people
without adequate sanitation by
2015
3 increase the UK’s official
development assistance to the
agreed UN target of 0.7% of GNP,
prioritising water supply, sanitation
and water resources within that
increase, and urge other MEDCs to
do the same.
Mali, in West Africa, is one of
the world’s poorest nations
(Figure 5). It is one of the
countries to benefit recently
from a WaterAid project.
Figure 4: Water supply and
sanitation in countries where
WaterAid operates
Source: WaterAid
The natural environment of Mali is
harsh, and is deteriorating. Rainfall
levels, which are already low, are
falling further and desertification is
spreading. Currently 65% of the
country is desert or semi-desert.
Eleven million people still lack access
to safe water. WaterAid has been
active in the country since 2000. Its
main concern is that the fully
privatised water industry frequently
fails to provide services to the poorest
urban and rural areas. It is running a
pilot scheme in the slums surrounding
Mali’s capital Bamako, providing clean
water and sanitation services to the
poorest people. Its objective is to
demonstrate both to government and
to other donors that projects in slums
can be successful, both socially and
economically.
WaterAid has financed the
construction of the area’s water
network. It is training local people to
manage and maintain the system, and
to raise the money needed to keep it
operational. Encouraging the
community to invest in its own
infrastructure is an important part of
the philosophy of the project.
According to Idrissa Doucoure,
WaterAid’s West Africa Regional
Manager, ‘We are now putting our
energy into education programmes
and empowering the communities to
continue their own development into
the future. This will allow WaterAid to
move on and help others.’ Already
significant improvements in the
general health of the community have
occurred. The general view is that it
takes a generation for health and
sanitation to be properly embedded
into people’s daily life.
MALI
MAURITANIA
COTE
D’IVOIRE
BURKINA
FASO
GUINEA
0 200 km
ALGERIA
NIGER
BENIN
GHANA
Taoudenni
Kidal
R. Niger
Tombouctou
Bamako
Sikasso
N
Figure 5: Mali: WaterAid in action
Country Water Sanitation
supply coverage
coverage (%)
(%)
India 88 31
Bangladesh 97 53
Nepal 81 27
Pakistan 88 61
Ghana 64 63
Nigeria 57 63
Mali 57 63
Burkina Faso N/a 29
Ethiopia 24 15
Madagascar 47 42
Tanzania 54 90
Uganda 50 75
Zambia 64 78
Mozambique 60 43
Malawi 57 77
104

1 (a) What is meant by the
initials NGO?
(b) Make a list of all the NGOs
you have heard of.
(c) Compare your list with those
of others in your class.
(d) Produce a ‘top five’ class
ranking of NGOs.
2 (a) Where do NGOs get their
money from?
(b) Ask three people who
support one or more NGOs the
reasons why they chose those
particular charitable
organisations.
(c) Which NGOs have shops in
your local town centre?
3 (a) Why are NGOs receiving
much more money from national
governments than they did in the
past?
(b) Draw a bar graph to show
the proportion of NGO income
from this source in 1970, 1988
and 2000.
(c) Why are some people
concerned by this trend?
4 (a) How can NGOs, such as
Oxfam, change the attitudes of
the general public?
(b) Why are large companies
sometimes fearful of the
activities of NGOs?
5 (a) Draw up a table, in
chronological order, to show the
countries where WaterAid
operates, and the year in which
programmes began.
(b) Suggest why WaterAid chose
these particular countries to
help.
6 Look at Figure 3.
(a) What do you understand by
the following terms?
• Safe water • Sanitation
• Hygiene education.
(b) Why is it so important to
combine these three factors to
maximise the health benefits to a
community?
(c) Explain why healthier
communities are more likely to
be able to improve their living
standards.
7 (a) Name the capital city of
Mali.
(b) Using an atlas data sheet or
another source, produce a
factfile to illustrate the poverty
of Mali.
(c) Briefly describe the role that
WaterAid is playing in the
country.
(d) How effective do you feel the
WaterAid project is?
8 Study Figure 6. Write a
newspaper article, no more than
400 words in length, about the
development of WaterAid since
1981. Include one graph based
on data provided in the
timechart.
9 Look at Figure 7.
(a) How much does it cost for
each of the improvements shown
by the bar graph?
(b) Suggest how WaterAid
decides what to spend money on
in each individual country it
operates in.
10 Look at WaterAid’s website:
www.wateraid.org.uk
Research the activities of
WaterAid in two countries other
than Mali.
GeoActive Online Series 15 Spring issue Unit 305 NGOs: Their Role in Promoting Development © 2004 Nelson Thornes
Page 4 of 4 This page may be photocopied for use within the purchasing institution only.
Activities 1981 WaterAid established. First
project funded in Zambia.
1982 Regional WaterAid
committees formed.
1983 WaterAid starts work in
Ethiopia, Tanzania and
Uganda.
1984 Programme in Ghana
begins.
1985 Indian programme started.
1986 Work begins in
Bangladesh and Nepal.
1987 Income exceeds £1 million
a year.
1988 Over 350,000 beneficiaries
to date.
1989 New privatised water
companies pledge
continued support to
WaterAid.
1990 Fundraising team
expanded.
1991 HRH Prince of Wales
becomes WaterAid’s
President.
1992 Tree of life campaign run
for the Earth Summit.
1993 WaterAid’s 1,000th project
completed.
1994 BBC Blue Peter Well
appeal raises £1.65
million.
1995 WaterAid awarded
Stockholm Water prize.
1996 Hygiene promotion
integrated into all projects.
1997 Kitchen garden display at
Chelsea Flower Show wins
bronze.
1998 Income rises to £8 million
a year.
1999 Project officer for urban
work appointed.
2000 Work begins in
francophone West Africa.
2001 Over 6.5 million
beneficiaries to date.
2002 Celebrating 21 years of
water for life.
Figure 6: The development of
WaterAid, 1981–2002
Source: WaterAid
600
500
400
300
200
100
0
£
A buys a hand pump to serve 100–150 people in
Madagascar.
B can pay for a school sanitation block for 150
pupils in India.
C pays for a public water point in an urban slum,
used by up to 100 families, in Bangladesh.
D pays for the completion of a 15-metre deep
hand-dug well in Zambia.
A B C D
Figure 7: WaterAid: some cost
examples
Source: WaterAid
105
5.
6.

APPROPRIATE TECHNOLOGY
Some aid has been criticised as being too high-tech for LEDCs. The
local people lack the expertise to maintain the project and have difficulty
sustaining it. Spare parts are expensive or not available in the LEDCs.
Appropriate technology projects are low-tech, cheaper, use local
materials and there is less to go wrong. They leave local people in
control and there is less bureaucracy. Appropriate technology schemes
often make use of the abundant local labour supply; products are cheap
and local people can afford them. Think about the example I gave you
about giving a state of the art John Dear tractor that runs on diesel and
is all computerised. If it breaks down the local people probably can’t
read the manual, don’t know how to fix the electrical system, let alone
the computers and have no access to diesel. If they were given a
simple low-tech mechanical tractor that runs on petrol, then they can fix
it if it breaks down. Think of the Water Aid video and how they used
easily found parts like the bicycle wheel for the water pump and how
local people (including the women) built it.
Other examples of appropriate technology projects include;
 Installing simple bamboo water pumps in villages
 Providing bicycles for farmers to get goods to markets
 Using local streams to generate small amounts of hydro-electricity
 Collecting rainwater in large clay pots
 Using cement and chicken wire to reinforce walls and roofs
Sometimes these projects need help to get started. Help can be
provided by charities (NGOs Non-Government Organisations) and may
include some initial advice and start-up capital.
108

Why cancel debt?
Name ________________________________________________________________________________
2.25
Many people have called for the debts of the heavily indebted poor
countries (HIPCs) to be cancelled. But there are lots of questions
about whether this could work.
Your task
1 Before you read this sheet, write down in your workbook any questions
that you would like to ask about cancelling debt.
Now read the questions on this sheet. How many of your questions
are the same questions as those on this sheet?
2 Read the answers to the questions on this sheet. To obtain answers to
your other questions you could contact Jubilee 2000, an organisation
that campaigns for debt cancellation, at: http://www.jubilee2000uk.org
Use the information to help you to prepare the arguments in favour
of cancelling Zambia’s debt for the assignment on page 44 of the
Pupil’s Book.
FIVE QUESTIONS ABOUT DEBT
How much would it cost to cancel all the poor countries’ debt?
Nearly all the HIPCs are in sub-Saharan Africa (the part of Africa which is south of the Sahara). Their total debt
amounts to $135 billion. This sounds a huge amount, but is actually only about 10 per cent of the UK’s annual
GNP – roughly the amount we spend on defence each year. In fact, many banks have already written off the
debt from these countries because they never expect to get it back. In this case, cancelling debt would not really
cost anything.
If the debt was cancelled wouldn’t it just encourage governments to borrow more money?
It is up to banks to decide whether they lend money or not. They have to assess if a country is capable of
repaying a loan, in the same way that they would with an individual borrower. In the past, people assumed that
governments couldn’t go bankrupt, so too much money was loaned. After this experience banks are unlikely to
make the same mistakes again.
How will cancelling debt help to solve the problems in poor countries?
If poor countries did not have to use so much of their money to repay debt, they would be able to spend more
money on basic services like health and education. It would also leave more money free to invest and allow
people to earn better wages. This would create more demand for goods and help poor countries to get their
economies working.
How do we know that cancelling debt won’t benefit corrupt governments?
It is not governments that suffer the consequences of debt, but ordinary people living in the countries. In many
cases, these people had no choice of government because the government was not democratically elected
(people were not allowed to vote). If debts are cancelled it would have to be clear that the main purpose is to
help the country to develop. Future loans should be carefully monitored to ensure that money reaches the
people it is meant to help.
How would cancelling debt benefit us?
MEDCs would also benefit from cancelling debt to poor countries. Many world problems are linked to debt.
Destruction of natural environments (like rainforest) and drug production are often the result of poor
countries’ desperation to earn money. Conflict, war and mass migration often begin as a result of poverty in one
country, but spread to other parts of the world. If poorer countries were free from debt they would also be
able to trade more. This would benefit all countries.
109

Rules for aid
Name ________________________________________________________________________________
2.10
Your task
1 Read the six rules for aid on the
right.
2 a) Read about two aid projects
A and B, below.
b) Tick the boxes beside the
rules that each project has
followed. Put a cross in the
boxes beside the rules that
each project has broken.
3 Which of the two projects do
you think would be most
successful? Give reasons for
your answer.
Rules for aid Project A Project B
1. It should cause little damage to the
environment.
2. It should allow people to continue their
traditional way of life.
3. It should help the poorest people who are
in most need.
4. It should be cheap and easy to run.
5. It should be controlled by local people.
6. It should help people to use their
knowledge and skills.
Project A
This is a health education project in
Bangladesh. It employs local doctors and
nurses. They travel around villages in this
part of rural Bangladesh giving health
education, mainly to women. They teach
about contraception to help people to
control the size of their families and
about diet to improve standards of
nutrition. This area is many kilometres
from the nearest hospital, but by
providing better health education they
hope that people will be able to look
after their own health better.
Project B
This is the Aswan Dam in Egypt. It was
built in the 1960s to control flooding on
the River Nile and to provide the
country with electricity. The dam was
built by Russian engineers with local
labour. Behind the dam the valley was
flooded and Lake Nasser was formed.
Thousands of people lost their land and
their homes. The dam has helped farmers
to produce crops throughout the year,
and reduced the danger of flooding.
110

LESSON 11; Pack p110, Rules for aid
DATE MARKED:
GRADE: A B C D
MERIT: 1 2
ORDER MARK:
DETENTION:
COMMENT:
TARGET:
111

How does trade affect development?
7.10a
Making a living isn’t easy, especially for hardworking
producers. They have to overcome huge barriers –
including the rules that govern world trade. Trade is
important in the world because it helps countries
share resources and earn money. Rich countries gain
more from trading than poor countries.
១1 On the diagram on Activity Sheet 7.10b, write
the following labels in the correct boxes.
១2 What do you understand by this picture?
The World Bank lends
money to poorer
countries
Money is earned, so
LEDCs can import
goods
LEDCs have large
debts to pay off to
MEDCs
Aid is not always
helpful to LEDCs
MEDCs sell
manufactured goods
for a higher value
Money is earned, so
LEDCs can take out
loans
MEDCs get more jobs
from giving aid to
LEDCs
Some people give
money to charities
LEDCs have to buy
expensive goods from
MEDCs
Raw materials do not
earn high prices for
LEDCs
Some people in
MEDCs want to cancel
the debt
MEDCs export
expensive machinery
to LEDCs
Exporting raw
materials earns money
for LEDCs
LEDCs export cheap
foodstuffs to MEDCs
MEDCs earn money
from giving aid to
LEDCs
MEDCs earn money
from lending money to
LEDCs
TNCs buy food from
one country and sell it
to another
TNCs invest in LEDCs;
this costs less than in
MEDCs
Governments in
MEDCs give money to
the World Bank
MEDCs earn money by
investing in companies
in LEDCs
New industries in
LEDCs can cause
factories in MEDCs to
close
TNCs close factories in
MEDCs, because
LEDCs are cheaper
LEDCs have to borrow
money to pay for
roads, schools and
hospitals
Some organisations
buy food at a fair price
and export them to
MEDCs
No, I believe they
should depend
on themselves –
as we do!
113
the next page, write
113

How does trade affect development?
7.10b
១3 One reason why developed countries (MEDCs) trade with developing
countries (LEDCs) is that they need raw materials.
N Underline in green those types of trade that are good things for MEDCs.
N Underline in red those types of trade that are bad things for MEDCs.
១4 LEDCs trade with MEDCs because they need the money.
N Underline in blue those types of trade that are good things for LEDCs.
N Underline in yellow those types of trade that are bad things for LEDCs.
១5 Which countries gain the most from trade – LEDCs or MEDCs?
១6 Which countries have the most problems caused by trade?
១7 What do you think is meant by the term ‘unequal trade’?
១8 What is your reaction to the following statement? Explain your answer.
‘Every little bit you do is important and will have an effect. The more of us
there are, the more we can do.’
World Bank
Charities
Less economically developed countries (LEDCs) More economically developed countries (MEDCs)
Fair trade
Transnational companies (TNCs)
114

What is fair trade?
Name ________________________________________________________________________________
2.21
Many of the foods that we consume every day (such as bananas,
sugar, coffee and tea) are grown in less economically developed
countries. However, many of these foods are produced and traded
in such a way that little of the price that we pay at the supermarket
reaches the people who actually grow them.
Part of the problem is the way that production is controlled. Poor
farmers in the LEDCs are often locked into a cycle of debt and
poverty. Many are forced to work on plantations for low wages.
Small farmers who are lucky enough to own their own land are
often isolated from the market and are forced to sell their product at
low prices. Profits go to the companies who control the land,
machinery and access to the markets of MEDCs.
We live in a world where conflict, environmental destruction and
the problems of poverty in one place can affect people on the other
side of the globe. As consumers, our purchasing choices can have a
global impact. During the 1990s, the environmental movement
transformed the way that people shop. Because of pressures from
concerned consumers, we now see a multitude of ‘environmentally
friendly’ products on supermarket shelves. More recently, there has
also been a movement for ‘people-friendly’ products – fair trade
products that ensure that producers receive a fair deal.
Fair trade products aim to:
• Pay a fair price to farmers. This includes a guaranteed minimum price
to ensure the farmer a living wage when the market price is too low
to maintain living standards.
• Buy directly from farmers. This ensures that the benefits of trade go
directly to farmers and their communities.
• Provide advance loans to farmers to improve their farms.
Traditionally, such loans were unavailable to farmers, or only at
interest rates that they could not afford.
• Encourage environmentally sustainable farming methods. Sustainable
farming helps to build a long-term future for farmers while protecting
their communities, the environment and consumers from dangerous
chemicals.
Adapted from an article by Equal Exchange, a worker-owned fair-trade organisation
based in the USA
Your task
1 Read the information on this sheet before you do the homework on
page 41 of the Pupil’s Book.
2 Look out for examples of fair trade products at your local supermarket.
You could use some of these products to show people when you carry
out your interviews.
115

The Kenya Coffee FairTrade report
7.21a
FairTrade:
N encourages fair trade between countries
N aims to reduce poverty mainly by paying
higher prices to producers
N tries to ensure a safe and healthy working
environment for workers
N supports sustainable farming methods and
encourages a concern for the environment.
Use your answers to activities 1 and 2, information
from pages 140 and 141 in the pupil book and the
writing frame below to help you write about the
ways in which fair trade works for a better deal for
Third World producers. You should include:
N the need for fair trade
N what a fair trade company needs to do
N what the coffee growers will give in return
N the effect of fair trade on people living in
the UK
N the effects of introducing fair trade.
Introduction: How can fair trade help reduce poverty?
Give a clear statement of what you believe. For example, ‘There is a lot of discussion
about the need for fair trade. I am a ... and am for fair trade because...’
The people who agree with this idea, such as
claim that...
A further point they make is...
There are strong arguments against this point of view.
believe that...
Another argument is...
118

The Kenya Coffee FairTrade report
7.21b
Help words
This means that Another reason because but however so
I believe that I know I think One reason A further point Finally
Good presentation of your work is important so, if possible, use a word
processing program to draft and redraft your thoughts and make your work
look more professional. You will need to think about the whole report and
not just the main headings.
Investigate fair trade further by looking at the FairTrade website. See:
www.nelsonthornes.com/secondary/geography/key_geography/html/index.htm
Developing your debate
You could even attack a point of view you do not agree with. Convince your audience
using a series of relevant points:
I would argue that...
What is more...
Save your best points until the end:
In addition to this...
That is not all...
Conclusion:
What is your most important point?
Sum up all that you have said:
Make clear your own point of view.
After looking at the different points of view and the evidence for them, I think...
because...
And finally:
These strategies should ensure that Kenya Coffee becomes a fair trade company
and coffee growing in Kenya becomes more sustainable in the future.
119

Finding the facts
Did you find out:
Student Peer
N how much money goes to coffee growers
N how much money ends up in Kenya
N how much money ends up in the UK
N where most of the extra money goes if the price of coffee
in the shops goes up?
Thinking about the issues
What do you think may help:
N reduce poverty
N improve conditions for growers
N protect the environment
N affect people in the UK?
Your report to Kenya Coffee
Student Peer Assessor
N Comment on why there is a need for more fair trade companies.
N Summarise what a fair trade company needs to do.
– How would Kenya Coffee have to change?
N Explain what coffee growers will give in return for the fair trade
agreement.
– How might they alter their farming practices and how they use
the environment?
N Explain the effect of Kenya Coffee becoming a fair trade company
on people living in the UK.
– How might this make trade fairer?
N Conclude what would be the overall effects of making Kenya
Coffee a fair trade company.
World issues enquiry
Checklist
Section 1Section 1
Section 1Section 2
Section 1Section 3
120

LEESON 12; Pack p116-122, Fair Trade enquiry; Kenyan
coffee
DATE MARKED:
GRADE: A B C D
MERIT: 1 2
ORDER MARK:
DETENTION:
COMMENT:
TARGET:
123

DEVELOPMENT SELF-ASSESSMENT SHEET PUPIL’S BOOK PAGES 23–44
Development self-assessment
Name ________________________________________________________________________________
When you have completed the Development unit, assess how well
you are able to do each of the following things.
Not at all With help Quite well Very well
– investigate the quality of life in your local area
– distinguish between development and economic growth
– recognise differences between MEDCs and LEDCs
– describe and explain population changes as a country
develops
– describe the pattern of world trade and explain how it
came about
– suggest the most appropriate forms of aid for a country
– recognise different views about development and choose
your own priorities
– compare levels of development in different countries
– explain how relationships between countries have
inﬂuenced their development
– recommend priorities for development in Honduras
What have you enjoyed in this unit? _______________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
What have you found easy in this unit?_____________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
What have you found difﬁcult in this unit? __________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
What do you need to improve on in the next unit? ___________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
124
- distinguish between quality of life and standard of living
- identify social indicators of development

DEVELOPMENT HOMEWORK
 Lesson 1; 1. Pack p11 Where and what are the developing countries?
2. Pack p12 North and South
3. Doddle; Comparing development mini quiz
 Lesson 2; 1. Write a summary of what the UN is
2. Use gapminder, or any other resource you know of to produce five
graphs (each one for a different social indicator)
 Lesson 3; 1. Pack p28 Interdependence
2. Pack p29 Single product economies
3. Doddle; Trade mini quiz and super quiz
 Lesson 4; 1. Revise and make notes on the revision pages on what you have learnt
so far. Use the BBC bitesize file on MyQG to help you
2. Doddle; Review; What is development mini quiz, super quiz
 Lesson 5; Pack pages 53 to 55; representing data using tables and graphs
 Lesson 6; 1. Pack p64 to 68 Graphs
2. Pack p69 Advantages and disadvantages of globalisation
3. Pack p70 Just another ordinary day
 Lesson 7; Pack p76-78, Situations vacant
 Lesson 8; 1. Pack p80 How do transnational’s affect poorer countries?
2. Pack p81 Who are the winners and losers in the fashion industry?
3. Read Pack pages 82 to 84 Child labour in the UK
 Lesson 9; 1. Pack p88, The cycle of poverty
2. Pack p89, Solving the poverty problem
 Lesson 10; 1. Pack pages 96-100, Aid
2. Doddle; Aid mini quiz, Fair trade mini quiz
 Lesson 11; Pack p110, Rules for aid
 Lesson 12; Pack p116-122, Fair trade enquiry; Kenyan coffee
Extra extension work/independent learning; Doddle -
browse in all resources; https://www.doddlelearn.co.uk
125

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