CHAPTER 7:

WOMEN,
DEVELPOMENT
AND THE WORLD
FER GRACE CATAYLO NIAGA
LEARNING OUTCOMES:
◦ At the end of this chapter, the students should be able to:
1. Identify the ways women are excluded from the discourse of development and
2. Explain how women can and should be involved in the definition and realization of development.
Pre- work for the chapter
◦ Watch the latest Filipino television show or movie that features a poor woman. What are the woman’s dreams? Do you believe
these dreams can fulfill her capacities as a woman? Discuss why she is poor and what hinders her from attaining her creative
potential.
Growth and Development
Issues of growth and development deeply affect how an individual structures his or her life. Thus, everyone needs to understand
key development issues the world is facing today, including global poverty and ecological crisis. This chapter will tackle these
development issues in relation to poor and vulnerable women around the world. These problems can have genuine solutions if
women’s perspective are allowed to shape the shared economy.
Measurement of development is based on a simple scheme that determines the thinking of most people who control the world’s
economy. Development is assessed in terms of the gross national product (GNP) and the Gross domestic product (GDP), which
means that growth is measured according to how much a country is able to produce, consume, and earn. GNP includes earnings
from foreign investments while GDP estimates the wealth produced from local investments and activities.

Development
• Development is a sustained effort. •
Development is a long process
involving changes and requiring
effort.
- there is no such thing as "instant
development."
• Economic growth and economic development are often used interchangeably. However, there
are two distinctions between two concepts.

• Economic growth means increase in output or

production.
• Economic development means both more
output or production and changes in the
technical and institutional arrangements by
which factors of production are produced and
distributed.
ECONOMIC GROWTH AND
ECONOMIC DEVELOPMENT
• Growth in a human being means the
increase in weight and height of the
individual. These are purely physical in nature
like increases in weight from 5 kilos to 50 kilos
or increases in height from 91 centimeters to
191 centimeters.
 GROWTH
• In similar fashion, growth in a country’s
economy means increases in physical output
or production.

GROWTH
• Development in human means not only
physical growth but also the necessary
changes that he has to undergo to develop
into a matured individual. This means that
the individual’s attitudes, habits, emotions,
feelings and intelligence must have
undergone changes to fit into the concept of
matured individual.
 DEVELOPMENT
DEVELOPMENT
Example:
• In similar fashion, development in a
country’s economy means both increases in
output or production and changes in the
technical and institutional arrangements by
which the factors of production are produced
and distributed.
ECONOMIC DEVELOPMENT

• Economic development of any nation can be

characterized by the following:
1. Increases in output or production has to be sustainedover
a long period of time.
2. Changes in economic structure would spread out in
theentire economy.
3. Growth has to be accompanied by an increase
inefficiency.
 ECONOMIC DEVELOPMENT
• One can get the economic growth of a country
by comparing its GDP at present with the GDP
last year. However, it is not so easy to measure
development as it is based upon many
parameters such as health, education, literacy
levels, and life expectancy and so on.

ECONOMIC GROWTH VS.

ECONOMIC DEVELOPMENT
• Examples of countries like China and India that
have huge GDP but not labeled developed
because of their lowly ranks on other
parameters such as health, education and life
expectancy is enough to demonstrate the
difference between economic growth and
development.

ECONOMIC GROWTH VS.

ECONOMIC DEVELOPMENT
• In the study of economics, economic growth
is taken as a quantitative measure while
development is both a quantitative as well as a
qualitative measure which makes it difficult to
quantify.
- Gender one of the universal

dimensions on which
status differences are
based.
-is a social construct
specifying the socially and
culturally prescribed roles
that men and women are
to follow.
 Sex
is concepta
biological .
Theories of
Gender
Development

• Social Learning Theory

• CognitiveDevelopmental Theory

• Gender Schema Theory

Social
 Learning Theory
• Proponents of this theory believe that
parents, as distributors of
reinforcement, reinforce appropriate
gender role behavior.

Cognitive-Developmental Theory
• This is derived from Kohlberg's
speculations about gender development.
• Children begin the process of acquiring
gender-appropriate behavior.
STAGES Characterized by:
Sensori-motor
(Birth - 2 years)
• Differentiates self from objects •
Recognizes self as agent of action and
begins to act intentionally. Pre-
operational
(2-7 years)
• Learns to use language and to
represent objects by images and
words. Concrete operational
(7-11 years)
• Can think logically about objects and
events
• Classifies objects according to several
features and can order them in series
along a single dimension such as size.
•
Formal operational
(11 years and up)
• Becomes concerned with the hypothetical,
the future, and ideological problems
 Gender
Schema
Theory Schema
- is a mental blueprint for organizing
information, and children develop
and formulate an appropriate gender.
helps a child to develop gender
identity & formulate an
appropriate gender role

Agriculture and the values of development:

◦ Some 75% of plant genetic diversity has been lost since the 1990’s as farmers worldwide have left their multiple local varieties
and landraces for generically uniform, high-yielding varieties.
◦ Around 30% of livestock breeds are at the risk of extinction; six breeds are lost each month.
◦ Today, 75% of the world’s food is generated from just 12 plants and five animal species.
◦ Of the 4% of the 250,000-300,000 known plant species that are edible, only 150-200 are used by humans and only three rice,
maize, and wheat contribute to nearly 60% of calories and proteins obtained by humans from plants.
◦ Animals provide some 30% of human requirements for food and agriculture, and 12% of the population live almost entirely on
products from ruminants.

Guide questions:
◦ The dominant system for growth and development is said to be patriarchal in nature. Why?
◦ Differentiate the perceived gender roles of women from men.
◦ How can these roles influence the existing models of development?