ASPECTS OF DEVELOPMENT
Developing countries have no investment or mass education, so aid focuses on this. Weapons waste money.
DEVELOPMENT AND HEALTH
- Relationship between development and health focuses on,
- economic explanations of ill health.
- inequalities in the social distribution of health.
- There's a correlation between the distribution of gnp and levels of health, the benchmarks of which are death rates, life expectancy and infant mortality.
THE IMPACT OF DEVELOPMENT AND UNDERDEVELOPMENT ON HEALTH
- Since first war, development in first world led to decline in mortality, esp. for rich, because:
- Better nutrition, and cheaper imported food.
- Environment, cleaner water and sewage.
- Medical advances.
- Imperialism spread disease eastward, and between colonies.
- Cash crop economies imposed by colonisers worsened diet in colonised by dispossessing tenant farmers, lowering production of subsistence crops, damaging the environment, and encouraging exports to pay debts.
- Trained doctors were lost to the rich world.
- Dangerous working environments of tnc's, and tnc's selling dangerous products:
- Cigarettes, as demand in west falls.
- Banned pesticides
- Long acting contraceptives
- Baby milk formula
- Inappropriate products eg. drugs, poor countries spend more of budget on drugs than the West. Prevention would be cheaper. Only people in cities have access to the drugs.
EDUCATION AND DEVELOPMENT
Mass education not available in developing countries. Not in UK until 1870, when industrial Revolution was well underway.
Education and Modernisation
- Functionalists was a diffusion of technology, skills, knowledge and values, as they share the Weberian View that economic development depends on the acceptance of modern values.
- Balogh (1961), proposed two principles for supporting development in Africa:
- Agricultural development before industrialization.
- Aid should invest in human capital, especially technical education for agriculture.
- In practice, development didn't take this path. Foster wrote about education after independence in Ghana, and noted the educated weren't technically trained, but upwardly mobile, competing for government jobs, going abroad or remaining unemployed.
CONCLUSION
The education system is relatively independent, but doesn't respond directly to the economies need for skilled labour. Education has expanded more quickly than modern jobs were created.