Sample Solution

Economic development theory The resource curse, also known as the paradox of plenty, refers to the failure of many resource-rich countries to benefit fully from their natural resource wealth, and for governments in these countries to respond effectively to public welfare needs. Africa, particularly Sub-Saharan Africa, is the perfect example of how abundant resource can stifle development and distract governments from the central task of ensuring long-term prosperity. The resource curse mainly occurs when a country begin to focus all of its production means on a single industry, such as mining or oil production, and neglects investment in other major sectors. At times, the resource curse can also result from government corruption. Corrupt officials abuse the wealth brought into the country instead of using it to guide the country into success. This Dutch disease can be prevented by: limiting the rise in the real exchange rate. For example, china limited its real exchange rate by purchasing US bonds to keep the value of the relatively Yuan lower.

Thus, reasonable adjustment implementation intends to stop the disabled student from suffering major disadvantage as a result of their disability and hence to permit them to accomplish their maximum potential but, in explaining ‘reasonableness’, EI are not needed to compromise ‘competence norms’. As per EA (2010), ‘competence standards’ are explained as the ‘medical, academic, or other norms applied for the purpose of assessing whether or not an individual has a specific level of ability or competence’. According to the EHRC (2010) many of the reasonable adjustments that schools are already making for disabled pupils undoubtedly include the use of some auxiliary aids, such as coloured layovers for dyslexic pupils, pen grips, adapted PE equipment, adapted keyboards and computer software.

Accountability for schools under the Equality Act

All schools under the Disability Equality Act 2005 and now subsumed into the Equality Act 2010 have to ensure that all public bodies, therefore, schools have to pay ‘due regard’ to the promotion of equality for young people with disabilities. The EA has two distinct elements that apply to all educational institutions within the UK, a general duty and a specific duty. The EHRC can take action against any schools that do not meet their duties. Hills (2012) Schools must be aware of the requirement under the