Teachers and community leaders completed a school-access enquiry in the mountainous province of Noria. Fig. 1 is a route diagram used in their study figure....
Question 1 Report
Teachers and community leaders completed a school-access enquiry in the mountainous province of Noria. Fig. 1 is a route diagram used in their study figure. It shows the journey from two villages to a secondary school, a health post and a small market. The leaders are considering whether education measures in HDI reflect the experience of girls living in remote settlements. The resource booklet notes that Noria's population is dispersed, and that some families depend on seasonal farm work.
(a) Identify the service shown furthest from Village A in Fig. 1. [1]
(b) Describe the route from Village B to the secondary school. [3]
(c) Name one education indicator that may be included in HDI. [2]
(d) Explain two reasons why girls from Village A may not complete secondary school. [6]
(e) State two ways that improved girls' education can contribute to development in Noria. [4]
(f) Describe two limitations of mean years of schooling as a measure of education quality. [4]
(g) Which one additional indicator would you use with education data to compare the welfare of women in Noria and in the capital city? Explain your choice. [5]
Answer Details
(a) The service furthest from Village A is the secondary school. [1]
(b) From Village B, the route follows the path eastwards, or to the right. It passes the health-post or market area and crosses steep mountainous terrain before reaching the secondary school. [3]
(c) One HDI education indicator is mean years of schooling. Expected years of schooling is also acceptable. [2]
(d) A long, difficult or unsafe journey may cause absence or discourage attendance. Farm work or caring duties can reduce the time available for school. Costs of transport, uniform or books may prevent attendance. Any two explained reasons. [6]
(e) Improved education can increase literacy and skills, allowing access to better-paid work. It can increase awareness of health and family planning, improving family welfare. It may also increase women’s participation in decision-making. Any two. [4]
(f) Mean years of schooling records years attended, not what pupils learned. It also does not show teacher quality, resources, attendance, or gender differences. Any two limitations. [4]
(g) Life expectancy is appropriate because it is a health measure relevant to women. Comparing it with education data could show whether longer schooling is associated with wider welfare. It is measured as expected years of life and complements rather than duplicates education data. [5]
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