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Date May 2021 Marks available 2 Reference code 21M.2.HL.TZ0.3
Level Higher level Paper Paper 2 Time zone Time zone 0
Command term Define Question number 3 Adapted from N/A

Question

Can the Democratic Republic of the Congo achieve its economic potential?

  1. The Democratic Republic of the Congo (DRC) is a nation of great potential. It has large mineral resources and an abundance of fertile land. The mining and export of cobalt, copper and gold are the main source of government revenue. However, the abundance of natural resources causes devastating conflicts as rebel groups fight for control of the DRC’s resources. With a population of 80 million and gross domestic product (GDP) per capita of only US$457, the DRC is one of the world’s poorest nations. It is ranked 176 in the world in terms of the Human Development Index (HDI).

  2. The government has been accused of relying too much on tariffs, but to improve living standards, the government needs revenue to spend on agriculture, electricity and roads. Furthermore, business owners in the DRC complain of corruption and increasing “red tape” (excessive regulations).

  3. The government believes that a strong agricultural sector could boost economic growth but only 10 % of the land is used for farming. Rice, maize and other crops grow well in the tropical climate and yet the government spends US$1 billion per year importing basic foods. According to a government spokesperson, the lack of infrastructure is a major barrier to the processing and transporting of agricultural products. The DRC’s road network is so bad that farmers and traders often make a two-week trip in small boats down the Congo River to sell their produce. The DRC has just 27 877 kilometres (km) of roads. It is estimated that 90 000 km of national roads and 150 000 km of rural roads must be built.

  4. In addition, the World Bank reports that only 17 % of the DRC’s population has access to electricity, despite the capacity of the Congo River to generate enough electricity to satisfy the needs of the region.

  5. To make matters worse, the regional conflicts have affected the availability of healthcare services. It is estimated that half of the health centres have been looted*, burnt or destroyed. Government expenditure on healthcare per capita remains one of the lowest in the world. Non-governmental organizations (NGOs) are relied on to protect the health and wellbeing of citizens. NGOs help to achieve this by distributing medicine and teaching families about hygiene and proper sanitation.

*looted: goods stolen from a place, typically during a war or riot

[Source: Médecins Sans Frontières/Doctors Without Borders (MSF), 2017. D. R. Congo: Urgent need for aid in the rural areas
of Kasai. [online] Available at: https://prezly.msf.org.uk/d-r-congo-urgent-need-for-aid-in-the-rural-areas-of-kasai#.

AFP, News24, 2018. Restive DRC’s big challenge - fulfilling economic potential. [online] Available at:
https://www.news24.com/Africa/News/restive-drcs-big-challenge-fulfilling-economic-potential-20181003
[accessed 3 October 2018]. Source adapted.]

Define the term gross domestic product (GDP) per capita indicated in bold in the text (paragraph [1]).

[2]
a.i.

List two components of the Human Development Index (HDI) (paragraph [1]).

[2]
a.ii.

Using an externalities diagram, explain the benefits of hygiene and sanitation education programmes (paragraph [5]).

[4]
b.

Using a production possibilities curve (PPC) diagram, explain how the production possibilities (potential output) of the DRC might be affected if there were greater access to electricity (paragraph [4]).

[4]
c.

Using information from the text/data and your knowledge of economics, evaluate the effectiveness of interventionist policies as a means of achieving economic development in the DRC.

[8]
d.

Markscheme

a.i.

a.ii.

Candidates who incorrectly label diagrams can be awarded a maximum of [3].

The vertical axis can be price, costs or benefits. The horizontal axis is quantity. A title is not necessary.

b.

Candidates who incorrectly label diagrams can be awarded a maximum of [3].

For a PPC diagram, there must be two goods or groups of goods competing for the same resources on the axes. Good X and Good Y are appropriate, but simply X and Y are not sufficient.

 

c.

Examiners should be aware that candidates may take a different approach which, if appropriate, should be rewarded.

Do not award beyond Level 2 if the answer does not contain reference to the information provided.

“Evaluate” requires candidates to make an appraisal by weighing up the strengths and limitations.

Responses may include:

Economic analysis may include:

Strengths of interventionist policies may include:

Limitations of interventionist policies may include:

To reach level 3, students must show awareness of the ways in which interventionist policies will impact upon economic development (not simply discuss the advantages and disadvantages of interventionist policies in general). This means to link the evaluation to how they will reduce poverty, increase living standards, reduce income inequalities and increase employment opportunities, improve health and education indicators.

Any reasonable evaluation.

d.

Examiners report

Generally poorly answered. A common answer was just GPD/population, therefore did not attract full marks. There were also two other basic weaknesses. One was that students referred to the output of goods and services and not the value. Two, students often ignored the "per capita" aspect of the definition.

a.i.

Again relatively poorly answered. Most definitions were partial/incomplete, with statements such as "education" or "living standards". A few students are still using the old definition of HDI, which included indicators like literacy rates. It is expected that candidates will have up-to-date knowledge and understanding of key terms.

a.ii.

Some students interpreted "hygiene and sanitation education programmes" as three different programmes: hygiene, sanitation and education. This alternative interpretation was accepted. 

Some candidates produced sound responses with accurate externality diagrams coupled with a comprehensive explanation. Lower-achieving responses constructed diagrams with labelling errors or showing positive externalities on production that clearly highlighted a lack of understanding alongside an explanation that confirmed the limited approach undertaken. 

Occasionally students did not explain the benefit in the context of the article. 

b.

There were some encouraging answers to this question. Most candidates understood the meaning of production possibilities and were able to construct an accurately labelled diagram alongside an ability to apply the concept in terms of greater "access to electricity". There were a range of errors by some candidates including:

c.

This was poorly answered with few candidates having little understanding of the demands of the question. Such as:

d.

Syllabus sections

Last exams 2021 » Section 2: Macroeconomics » 2.1 The level of overall economic activity » Economic activity » Measures of economic activity: gross domestic product (GDP), and gross national product (GNP) or gross national income (GNI)
First exams 2022 » Unit 3: Macroeconomics » 3.1 Measuring economic activity and illustrating its variations » 3.1.1 National income accounting as a measure of economic activity
Last exams 2021 » Section 2: Macroeconomics » 2.1 The level of overall economic activity » Economic activity
First exams 2022 » Unit 3: Macroeconomics » 3.1 Measuring economic activity and illustrating its variations
Last exams 2021 » Section 2: Macroeconomics » 2.1 The level of overall economic activity
Last exams 2021 » Section 2: Macroeconomics
First exams 2022 » Unit 3: Macroeconomics
First exams 2022
Last exams 2021

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