Top Down & Bottom up Approaches (Edexcel IGCSE Geography)

Revision Note

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Bridgette Barrett

Written by: Bridgette Barrett

Reviewed by: Jenna Quinn

Example Case Study: Top Down Approach - HS2, UK

  • Top-down development schemes are usually expensive

  • The schemes happen as a result of government or TNCs

  • They often involve borrowing money

  • Local people affected by the scheme often have little say in the process

High Speed 2 (HS2)

  • Aims to reduce regional inequality increasing growth, productivity and incomes in the Midlands and the North of England

  • The first stage will be completed in 2026

    • It will link Birmingham and London

    • Stage 2 included a link to Leeds - this part of the project has now been abandoned

Arguments for HS2

Arguments against HS2

Increase employment and productivity in the Midlands and North

The cost has increased from £32.7bn to an estimated £72bn-£98bn

22,000 construction jobs are to be created

250 acres of green belt land will be built on

The government estimates an increase in the UK GDP of £15bn a year

It will cross Sites of Special Scientific Interest (SSSI)

Increasing numbers of people will use trains instead of cars or planes reducing emissions

HS2 trains will use 50% more energy than Eurostar trains

Better transport connections reduce production costs

The money could be spent on many other projects to improve the quality of people's lives

The government estimates that 70% of jobs will be created outside of London

The consultation did not take into account the views of people along the proposed route

Example Case Study: Bottom Up Approach - Peru

  • Bottom-up development schemes are relatively low cost

  • Usually organised by NGOs and/or local people

  • They target the poorest communities and involve local people at all stages

  • Use appropriate technology which can be maintained and used by local people

Micro-Hydro Schemes in Peru

  • Aims to provide electricity to remote rural areas where 50% of people were living on just US$2 a day

  • Practical Action has installed 47 micro-hydro schemes across Peru which provide:

    • Metered electricity to 5,000 families

    • Good quality lighting

    • Refrigeration

    • Access to televisions/computers

  • 25% of households have started or expanded businesses as a result of having electricity

  • 60% of household incomes have increased

Chambamontera, Peru

  • Cost of scheme US$51,000 partly paid for by the community, Japan and Practical Action

  • 60 families directly benefit and an additional 100 families in neighbouring villages benefit 

    • Streetlights mean that people can go outside after dark

    • Improved school facilities

    • Completing homework in an evening is now possible

    • Business development is possible

    • Coffee processing has become mechanised

Worked Example

Explain the disadvantages of using top down approaches to development

(4 Marks)

  • The best way to approach this question is to make two points and then explain each one, stating why it is a disadvantage

  • Answer

    • The projects are usually expensive and involve borrowing money which leads to increased debt (1); this means that there is less money available for investment in other areas of development (1)

    • The projects often involve little consultation with the local population (1); people may be significantly impacted and be forced to leave their homes (1)

    • TNCs and governments make take advantage of the local workforce (1); people may be given low pay and poor working conditions which stop them from breaking out of poverty (1)

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Bridgette Barrett

Author: Bridgette Barrett

Expertise: Geography Lead

After graduating with a degree in Geography, Bridgette completed a PGCE over 25 years ago. She later gained an MA Learning, Technology and Education from the University of Nottingham focussing on online learning. At a time when the study of geography has never been more important, Bridgette is passionate about creating content which supports students in achieving their potential in geography and builds their confidence.

Jenna Quinn

Author: Jenna Quinn

Expertise: Head of New Subjects

Jenna studied at Cardiff University before training to become a science teacher at the University of Bath specialising in Biology (although she loves teaching all three sciences at GCSE level!). Teaching is her passion, and with 10 years experience teaching across a wide range of specifications – from GCSE and A Level Biology in the UK to IGCSE and IB Biology internationally – she knows what is required to pass those Biology exams.