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Third step: Development programmes

Make a study of RIDP – the Regional Industrial Development Programme of 1991.

Objectives of RIDP :

  • Increased and wider regional development is envisaged to the advantage of larger regions as well as a larger section of the population.
  • Move even further away from decentralisation points – develop the entire region so that everybody is involved, allowing all to profit from the development.
  • Provide the various kinds of support needed for development as mentioned in Step 2.
  • Launch programmes such as the RDP to address work opportunities, employment, and the issues of poverty. (What is the RDP program? Do you know of any such initiatives where you live? Information should be obtainable from the city council, or they will refer you to people who are knowledgeable on this issue.) What is your opinion on such a program? Could you suggest similar plans for development? What do you regard as priorities in your own region?

Activity:

To present information on a map and make conclusions

[lo 1.3]

a) Draw the revised map of South Africa with its new provinces on tracing-paper and lay it over the map on p. 8. (The outline of each map should be of exactly the same size.)

b) Now compare the two in respect of:

the size of the areas of land;

distance from the large urban areas;

c) Make your own conclusions about the success/failure of the models.

Assessment

Learning outcomes(LO)
LO 1
GEOGRAPHICAL RESEARCH The learner can apply research skills to study geographical and environmental concepts and processes.
Assessment standards(AS)
This is clear when the learner:
1.3 analyses and makes inferences from sources such as photo’s, maps, atlases, graphs and statistics [working with sources];
1.5 recognises information in the field and records it [working with sources];
1.7 reports and formulates knowledge obtained during the research by means of an argument and interpretation based on sources of information; uses maps, diagrams and graphics; uses, where necessary, computers in the presentation [communicating the answer].
LO 2
GEOGRAPHICAL KNOWLEDGE AND UNDERSTANDING The learner can demonstrate geographical and environmental knowledge and understanding.
This is clear when the learner:
2.1 gives a well-argued explanation of some approaches to development [people and places];
2.2 identifies ways in which Science and Technology have a positive and a negative influence on development [people and resources];
2.3 explains how sustainable [people and environment development can have a positive influence on people, places and environments].
LO 3
EXPLORING THE ISSUES The learner can take informed decisions on social and environmental issues and problems
This is clear when the learner:
  1. identifies social and environmental conflicts in South Africa and compares it with other contexts [identifies the issue];
3.2 identifies factors that have an influence on selected social and environmental disputes, including those regarding rights; gender; social, economical and political claims within a specific context [factors affecting the issues];
  1. analyses the reason for disputes or conflicts [makes choices];
3.4 takes informed decisions on various solutions to social and environmental conflicts [makes choices].

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Source:  OpenStax, Geography grade 9. OpenStax CNX. Sep 14, 2009 Download for free at http://cnx.org/content/col11057/1.1
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