Study Fig. 1, which shows information about the birth rates and death rates in Cameroon, Ghana and Nigeria, three LEDCs (Less Economically Developed Countries) in West Africa. Country | Birth rate (per 1000 of population) | Death rate (per 1000 of population) ---|---|--- Cameroon | 32.5 | 11.7 Ghana | 32.0 | 7.7 Nigeria | 39.9 | 13.5 Fig. 1

Mark scheme

Marking points from the official mark scheme (May/June 2015). The mark or mark type is shown in brackets.

1. [1] (a) (i) the (average) number of births/how many children born per 1000 of the population in a year
2. [2] (ii) Nigeria...Ghana....Cameroon
3. [2] 2 marks for correct rank order
4. [2] 1 mark for 1(or 2) correctly placed
5. [3] (iii) Ideas such as:
6. [3] • little availability of/lack of/can't afford contraception/birth control/family planning/or examples (Max 1);
7. [3] • not educated re: contraception/family planning;
8. [3] • likely to want children to work on the land/on farms/free labour for the family;
9. [3] • likely to want children to send out to earn money/work;
10. [3] • likely to want children to help around the house/look after younger children/collect water;
11. [3] • likely to want children to look after parents in old age;
12. [3] • not likely to be affected by government policy to reduce family size;
13. [3] • likely to have large families due to tradition/wealth/to get a son;
14. [3] • likely to have large families due to religious influences/ religion does not allow contraception;
15. [3] • no access to abortion;
16. [3] • high infant mortality rates/people have more children in the hope that some will survive;
17. [3] • women stay in the home/don't work;
18. [3] • early marriage;
19. [3] • lack of emancipation for women; etc.
20. [4] (iv) Ideas such as:
21. [4] • poverty;
22. [4] • people do not have enough resources/pressure on resources;
23. [4] • pressure on energy supplies (or example);
24. [4] • lack of work/high unemployment;
25. [4] • inadequate food supplies/food shortages/malnutrition/starvation;
26. [4] • poor access to education/government spend more on education/not enough schools;
27. [4] • poor access to health care/government spend more on healthcare/not enough hospitals;
28. [4] • overcrowded housing/homeless/growth of shanty towns/lack of living space;
29. [4] • inadequate water supply/sanitation;
30. [4] • overuse of agricultural land/overgrazing/lack of land to farm;
31. [4] • deforestation/loss of natural vegetation;
32. [4] • impact on economy/GDP falls, slows;
33. [4] • specified pollution problems (Max 1);
34. [4] • increased traffic congestion; etc.
35. [3] (b) (i) 1970 – 1984 China decreases but Iran increases;
36. [3] 1985 to 1999 Iran decreases more than China;
37. [3] 2000 to 2009 Iran increases but China decreases; etc.
38. [3] NB: Statistics are not needed.
39. [5] (ii) Ideas such as;
40. [5] • introduce anti-natalist policies;
41. [5] • one child policy/limit number of babies/restrict number of children;
42. [5] • advertise the benefits of small families;
43. [5] • educate people about contraception;
44. [5] • legalise abortion;
45. [5] • make (free) contraceptives available;
46. [5] • examples of specific incentives (e.g. free education, free health care) (dev) (Max 2);
47. [5] • introduce pensions for elderly;
48. [5] • examples of disincentives if have a 2nd child e.g. fines, lose jobs (Max 2);
49. [5] • reduce benefits for people having children e.g. reduced maternity leave/child benefit/child tax credits (Max 2);
50. [5] • forced sterilization;
51. [5] • free goods e.g. radios in India;
52. [5] • educate women to encourage them to take jobs or careers;
53. [5] • marriage regulations e.g. late marriage/seek permission;
54. [5] • gender equality acts; etc.
55. [5] NB: Development should refer to the policy itself not reasons or explanations for it.
56. [5] Candidates can gain full marks on one policy as policies can be stand alone in many examples.
57. [7] (c) Levels marking
58. [7] Level 1 (1–3 marks) Statements including limited detail which describe the impacts of HIV/AIDS.
59. [7] Level 2 (4–6 marks) Uses named example. More developed statements which describe the impacts of HIV/AIDS. NB: Max 5 if no named example
60. [7] Level 3 (7 marks) Uses named example. Comprehensive and accurate statements which describe the impacts of HIV/AIDS, including some place specific reference.
61. [7] Content Guide: Answers are likely to refer to; • impact on death rates, • impact on production, • economic loss, • social impacts etc.
62. [7] Place specific reference is likely to consist of: named parts of the chosen country/locational detail, population data etc.
63. [7] NB: Can be any country MEDC or LEDC