Explain how microfinance organizations and alternative trading networks can help communities to develop.

Discuss the challenges and opportunities that global superpowers create for other countries.

Marks should be allocated according to the paper 3 part A markbands. These can be found under the “Your tests” tab > supplemental materials.

Human development is a broad multi-strand concept that has economic, social, cultural, gendered, political and other dimensions for communities.
Microfinance organizations provide small loans (microloans) to individuals, often women; for example, in India and Bangladesh.
Fairtrade is the most well-known alternative trading network.

Microfinance organizations and/or alternative trading networks can support community development:

• Financial resources are transferred to those needing them most.
• Small investments may be sufficient to allow substantial improvements in agriculture.
• Family incomes may rise / become more reliable / no longer be dependent on child labour.
• Children can attend regular schooling/purchase books; education of girls helps tackle gender inequality.
• Health benefits; access to technology; political participation.

Good answers may apply (AO2) a wider range of knowledge and understanding (AO1) in a well-structured way (AO4). One approach might be to provide a structured systematic analysis of the different strands of human development that microfinance organizations and alternative trading networks can support. Another approach might be to analyse the effects for different communities and located contexts. Another approach might be to critically analyse similarities and differences in the developmental impacts of microfinance organizations and alternative trading networks.

For 4–6 marks, expect some weakly evidenced outlining of the way microfinance organizations and/or alternative trading networks have helped people/places; or a good account of community development which lacks knowledge of understanding of microfinance and alternative trade).

For 7–9 marks, expect a structured, evidenced analysis of:

• either the actions of microfinance organizations and alternative trading networks
• or human development processes in communities helped by either microfinance organizations or alternative trading networks.

For 10–12 marks, expect both of these traits.

Additional guidance for answers with omissions or category errors:

• Responses which do not distinguish between MF and AT (or omit one) may still access the 7-9 band provided explicit analysis (AO2) of the concept of community development features as part of a knowledgeable (AO1) and well-structured (AO4) response.
• Responses which do not make use of any valid MF and AT examples (and may instead erroneously use examples of TNCs, etc.) may access the 1-3 and possibly 4-6 bands provided explicit analysis (AO2) of the concept of communities becoming more developed features as part of a knowledgeable (AO1) and well-structured (AO4) response.

Credit all content in line with the markbands. Marks should be allocated according to the paper 3 part B markbands. These can be found under the “Your tests” tab > supplemental materials. Credit unexpected approaches wherever relevant. 

Global superpowers are a diverse group of countries that have disproportionate power and influence compared with other states. Power has different facets – including economic, military (hard power), cultural (soft power) and geopolitical influence.

Alongside the USA, other significant global/regional powers include China, Russia and core EU states (Germany, France). The term “superpower” is contested and a case could can be made for further countries belonging to this category, including India, Brazil, Qatar, Saudi Arabia, etc.

Possible applied themes (AO2) include knowledge and understanding (AO1) of the diverse challenges and opportunities associated with:

• the actions and strategies of TNCs domiciled in, for example, the USA and China, including inward investment, outsourcing, offshoring and glocalization [Guide 4.2]
• lending and financial aid given to other countries by global superpowers [Guide 4.2]
• global governance / global actions led by powerful countries e.g. action to tackle climate change [Guide 2.3]
• multi-governmental organizations (MGOs) that have been created by, or are strongly influenced by, superpower states [Guide 4.1]
• shrinking-world technologies developed and deployed by the governments, businesses and universities of superpower states [Guide 4.3]
• economic migration and remittance flows [Guide 4.2]
• the economic and demographic characteristics of global superpowers - and their attraction for TNCs domiciled in other states [Guide 4.1]
• conflict and political tensions created by the main global superpowers [Guide 4.1].

Good answers may synthesise (AO3a) three or more of the above (or other) themes in a well-structured (AO4) way.

Good answers may additionally offer a critical evaluation (AO3b) of the statement that thoughtfully examines the overall balance of opportunities and challenges. Another approach might be to critically discuss and compare the different opportunities and challenges associated with different types of power (economic influence, ‘hard’ military power, ‘soft’ global cultural influence and geopolitical influence over MGOs). Another approach might be to discuss how the relative balance of opportunities and challenges has changed over time (with challenges increasing recently, e.g. renewed nationalism). A good discussion may conclude with a substantiated final judgement on the overall balance between challenges and opportunities from the point of view of other countries making up the global community.

For 5–8 marks, expect weakly evidenced and/or imbalanced outlining of two or three relevant themes.

For 9–12 marks, expect:

• either a structured synthesis that links together several well-evidenced themes from the Guide 
• or a critical conclusion (or ongoing evaluation) informed by geographical concepts and/or perspectives.

For 13–16 marks, expect both of these traits.

The majority of candidates possessed a clear understanding of how microfinance works. They were able to support their analysis with carefully-chosen evidence and contexts, such as the Grameen Bank in Bangladesh or KIVA's work in Kenya. Fewer knew the meaning of 'alternative trading network' as it appears in the geography guide. The example of Fairtrade was correctly used by some candidates; unfortunately, a significant number of candidates chose to write about a transnational corporations, such as Facebook, as their example of an alternative trading network. Happily, some credit could still be awarded in such cases provided a strong focus on community development was sustained throughout the answer.

Answers that attained the highest mark band provided detailed evidence of the work done by both microfinance organizations and alternative trading networks, while additionally sustaining a strong focus on the concept of community development. The very best answers thus explained how education, health and other sustainable development goals are met thanks to microfinance and Fairtrade. Many candidates wasted time documenting the weaknesses of microfinance and Fairtrade schemes. The question categorically did not ask for this.

Many candidates who answered question 1 appeared to have been attracted by the part (b) element, to judge by the way they began answered part (b) first before moving on to answer part (a). Most candidates produced a conceptually-informed account grounded in the terminology of hard power and soft power. Moreover, they provided a structured and systematic analysis of economic, political, environmental and cultural challenges and opportunities. Furthermore, their answers were usually well-balanced thereby demonstrating excellent discipline in the art of essay writing. Teachers are commended for developing all of these competencies in learners.

Weaker answers tended to view superpowers as a synonym for 'developed countries' and wrote in general about the challenges and opportunities which the developed countries of the world have created for what used to be called 'the global south'. While such material was usually relevant, a more specific AO2 focus on valid examples of superpower countries was expected for the award of high marks. Equally, candidates who wrote at great length about historic wars often failed to reach the top band. This was because they were unable to provide a wider synthetic understanding of the different ways in which power operates within contemporary global systems.