Cambridge IGCSE Global Perspectives 0457 — 2017 May/June Paper 3 · Variant 2

This document consists of 7 printed pages, 1 blank page and 1 Insert. DC (ST) 130817/1 © UCLES 2017 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education * 5 3 6 7 0 5 9 8 6 0 * GLOBAL PERSPECTIVES 0457/32 Paper 3 May/June 2017 1 hour 15 minutes Candidates answer on the Question Paper. No Additional Materials are required. READ THESE INSTRUCTIONS FIRST Write your Centre number, candidate number and name in the boxes above. Write in dark blue or black pen. Do not use staples, paper clips, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Answer all questions in the spaces provided. Any rough working should be done in this booklet. The number of marks is given in brackets [ ] at the end of each question or part question.

2 0457/32/M/J/17 © UCLES 2017 Read the information in the accompanying Resource Booklet and answer all of Questions 1–4. 1 Study Sources 1 and 2. (a) Identify the trend in world trade shown in the graph in Source 1. …[1] (b) Identify the country with the highest level of trade from Source 1. …[1] (c) Explain which benefit of trading with other countries you think is the most important from Source 2. … … … … … …[4] (d) Explain why inequalities in world trade are an important issue for governments. … … … … … … … …[6]

3 0457/32/M/J/17 © UCLES 2017 [Turn over 2 Study Source 3. (a) ‘Rich countries have many advantages in world trade.’ How well does the writer support this view? You should consider the strengths and weaknesses of the evidence in the Source. … … … … … … … …[6] (b) ‘Rich countries spend more money on science and research than poor countries.’ How could you test this claim? You should consider the types of information, sources of evidence and methods you might use. … … … … … … … …[6]

4 0457/32/M/J/17 © UCLES 2017 3 Study Source 4. (a) Identify one opinion from Source 4. Explain why you think it is an opinion. … … … … …[3] (b) Identify one prediction from Source 4. Explain why you think it is a prediction. … … … … …[3]

5 0457/32/M/J/17 © UCLES 2017 [Turn over (c) In this debate, whose reasoning works better, Pavel’s or Lara’s? In your answer you should support your point of view with their words and phrases and you may consider: • the strength of their knowledge claims • how reasonable their opinions are • whether you accept their values and why • the reliability and validity of their evidence • other relevant issues. … … … … … … … … … … … … … … …[12]

6 0457/32/M/J/17 © UCLES 2017 4 Study Sources 1–4. The United Nations (UN) is considering three ways to reduce inequality in world trade. • promoting fair trade organisations • giving more aid to developing countries • funding scientific research in developing countries. Which of these methods do you think is most likely to reduce inequality in world trade? In your answer you should: • state your conclusion • give reasons for your opinion • use the material in the Sources and your own experience and evidence • show that you have considered different perspectives. … … … … … … … … … … … … … … … … … … … …

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8 0457/32/M/J/17 © UCLES 2017 Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. BLANK PAGE

® IGCSE is a registered trademark. This document consists of 18 printed pages. © UCLES 2017 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education GLOBAL PERSPECTIVES 0457/32 Paper 3 Written Paper May/June 2017 MARK SCHEME Maximum Mark: 60 Published This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge will not enter into discussions about these mark schemes. Cambridge is publishing the mark schemes for the May/June 2017 series for most Cambridge IGCSE®, Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level components.

0457/32 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2017 © UCLES 2017 Page 2 of 18 Question Answer Marks Notes 1(a) Candidates may identify the following trend: Going Up/Rising/Increasing 1 mark for the correct answer. 1 Further Guidance (a) The only acceptable answer is located in Source 1. However, candidates may use their own words. 1(b) Candidates may identify the following country: Norway 1 mark for the correct answer. 1 Further Guidance (a) The only acceptable answer is located in Source 1. (b) Candidates must give the full name of the country from Source 1.

0457/32 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2017 © UCLES 2017 Page 3 of 18 Question Answer Marks Notes 1(c) Indicative content The following benefits of trading with other countries may be identified from the source: • increased opportunity to find a job • increased standard of living. • people get better housing • improved health. • stimulates the economy • businesses can grow and become successful • increased tax income from larger businesses • governments can spend more money on education, health and transport. • closer communication and cultural exchange between countries. • builds relationships and promotes global peace Candidates are likely to give the following reasons to justify their choice: • possible further consequences or effects or benefits • degree of impact/seriousness for individuals/countries/world • how many people/groups/countries are affected • increasing cycle of poverty • how widespread the problem is • how easy to solve • effects on political life and social stability • increase in crime • other reasonable response 4 Further Guidance (a) Candidates may discuss ‘benefits’ from the sources as listed above; However, the assessment is focussed upon their reasoning/justification and so other benefits should be credited.

0457/32 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2017 © UCLES 2017 Page 4 of 18 Question Answer Marks Notes 1(c) Level 4 (4 marks) Strong response Clearly reasoned, credible and structured explanation of why one benefit is more important; may compare different benefits; with two (or more) developed points or a range of undeveloped points, clearly linked to a benefit. Level 3 (3 marks) Reasonable response Some reasoned explanation of why one benefit is more important, with one (or more) developed point(s) or several undeveloped points. The link between the explanation and a benefit may be implicit at times. Level 2 (2 marks) Basic response Identifies a benefit as important but argument is weak or not linked to the issue explicitly. Level 1 (1 mark) Limited response Simple identification of a benefit but no attempt to justify or the reasoning is not related to the issue. Source material copied or recycled without development/explanation. Level 0 (0 marks) No relevant response or creditworthy material.

0457/32 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2017 © UCLES 2017 Page 5 of 18 Question Answer Marks Notes 1(d) Indicative content Candidates are likely to discuss the following reasons drawing upon the information in the sources: • The benefits/consequences of world trade for individuals, countries and the world • The benefits/consequences of world trade for economic growth – sustainability issues • The benefits/consequences of world trade for human welfare – food, security, health, opportunities, life chances, etc. • Issues of value and beliefs about equality and trade - fairness • Human rights • Morality – issues of right and wrong from different cultures • In response to government, United Nations and other NGO aims and goals for development • Security and conflict issues • Other reasonable responses Level 3 (5–6 marks) Strong response Clearly reasoned, credible and structured explanation of importance; usually two (or more) developed arguments clearly linked to the issue; or three (or more) undeveloped reasons. The link to governments is explicit. Level 2 (3–4 marks) Reasonable response Some reasoned explanation of importance; usually one (or more) developed argument(s) with some link to the issue, but may be implicit at times; or two (or more) undeveloped reasons. The link to governments is mainly implicit. 6 Further Guidance (a) To reach L3 the response should address inequalities in world trade and governments. (b) For L1 and L2 accept trade in general.

0457/32 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2017 © UCLES 2017 Page 6 of 18 Question Answer Marks Notes 1(d) Level 1 (1–2 marks) Basic response Basic reasoning and explanation; the response is likely to contain simple, undeveloped and asserted points. Arguments are partial, generalised and lack clarity. The link to governments may not be apparent. Source material copied or recycled without development/ explanation. Level 0 (0 marks) No relevant or creditworthy material

0457/32 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2017 © UCLES 2017 Page 7 of 18 Question Answer Marks Notes 2(a) Indicative content Candidates are likely to discuss the following evaluative points: Strengths • some factual evidence is used • several different types of evidence are used – opinion, fact, statistics, values • the evidence is generally relevant • the evidence is related clearly and explicitly to the argument • the evidence is used forcefully in a strongly worded argument • research evidence is cited • personal experience used • other reasonable response Weaknesses • research evidence is partially cited – the source and authorship are not clear • level of expertise of the author is not clear – may have poor knowledge claims • method of research is alleged/unclear • there is only a little clear, specific statistical/numerical evidence • the evidence is not easy to verify/check from the information provided • too much reliance on opinion and personal anecdote • evidence may be out of date • personal testimony/anecdote/values may not apply to other places/countries etc. • other reasonable responses 6 Further Guidance (a) The candidate does not need to discuss both strengths and weaknesses to reach Level 3.

0457/32 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2017 © UCLES 2017 Page 8 of 18 Question Answer Marks Notes 2(a) Level 3 (5–6 marks) Good response Clearly reasoned, credible and structured evaluation; usually two (or more) developed points clearly linked to the issue, usually with some other undeveloped points; or a range (four or more) of undeveloped points. Evaluation is clearly focussed on the evidence, its strengths and/or weaknesses, and the way it is used to support the view. A convincing overall assessment or conclusion is reached. Level 2 (3–4 marks) Reasonable response Reasonable evaluation mainly focused on the evidence, its strengths and/or weaknesses, and the way it is used to support the view. The response may contain one (or more) developed point(s), with some other undeveloped points. Some (two or more) undeveloped points may be sufficient. An overall assessment or conclusion is attempted. Level 1 (1–2 marks) Limited response Limited evaluation which is often unsupported and asserted. The response is clear in part but is incomplete and generalised. It contains one undeveloped point only. Source material copied or recycled without development/explanation. An overall assessment or conclusion is weak or not attempted. Level 0 (0 marks) No relevant response or creditworthy material.

0457/32 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2017 © UCLES 2017 Page 9 of 18 Question Answer Marks Notes 2(b) Indicative content Possible Types of Information • compare statistics/information on research – for individuals, countries and globally • interview or questionnaire data • expert testimony • material from international NGOs and pressure groups • other relevant response Possible Sources of Information • national and local governments and their departments • international organisations e.g. United Nations; UNESCO • research experts • research reports • pressure groups, charities and non government organisations • media and worldwide web • other relevant response Possible Methods • review of secondary sources/literature/research/documents • interviews • interview relevant experts • internet search • questionnaires • surveys • other relevant response Level 3 (5–6 marks) Strong response Clearly reasoned, credible and structured explanation of ways to test the claim. The response is likely to contain two (or more) developed points, and may contain some undeveloped points. The response is clearly and explicitly related to testing the claim. 6

0457/32 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2017 © UCLES 2017 Page 10 of 18 Question Answer Marks Notes 2(b) Level 2 (3–4 marks) Reasonable response Reasoned and mainly credible explanation of ways to test the claim. The response is likely to contain one (or more) developed point(s), and/or a range of undeveloped points. The response is implicitly related to testing the claim. Level 1 (1–2 marks) Basic response Basic explanation of ways to test the claim. The response is likely to contain one or two simple, undeveloped and asserted points. There is little relevance in the response to testing the claim – the methods, sources and types of information are generally not appropriate for the claim being tested. Level 0 (0 marks) No relevant response or creditworthy material.

0457/32 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2017 © UCLES 2017 Page 11 of 18 Question Answer Marks Notes 3(a) Indicative content An opinion is a point of view, belief, judgement or something that someone thinks but which cannot be verified or proven to be true. The following examples of opinions may be found in Source 4: • Fairtrade cannot help all workers • (fair trade) is too small to make a difference • (fair trade) will not make trade fairer. • There are better ways to improve world trade than fair trade • Fair trade is just a dream. • The market alone should set prices. • I believe that ‘survival of the fittest’ works best • Everybody Wins Level 3 (3 marks) Strong response The response demonstrates clear understanding of the nature of opinion and applies this accurately to a correct example identified from the source. Level 2 (2 marks) Reasonable response The response demonstrates some understanding of the nature of opinion and attempts to apply this to a correct example identified from the source. The explanation lacks some clarity and accuracy. Level 1 (1 mark) Basic response The candidate identifies one opinion from the source correctly but does not explain the reason; the response demonstrates very little or no understanding of the nature of opinion. Level 0 (0 marks) No relevant or creditworthy material. 3 Further Guidance (a) If the example is incorrect the candidate must score 0 even if the reasoning suggests some understanding of the nature of opinion.

0457/32 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2017 © UCLES 2017 Page 12 of 18 Question Answer Marks Notes 3(b) Indicative Content A prediction is generally defined as a statement suggesting something which is likely to happen in the future. The following examples of predictions may be found in Source 4: • Fair trade will continue to grow in the future. • It (fair trade) is too small to make a difference and will not make trade fairer. Level 3 (3 marks) Strong response The response demonstrates clear understanding of the nature of prediction and applies this accurately to a correct example identified from the source. Level 2 (2 marks) Reasonable response The response demonstrates some understanding of the nature of prediction and attempts to apply this to a correct example identified from the source. The explanation lacks some clarity and accuracy. Level 1 (1 mark) Basic response The candidate identifies one prediction from the source correctly but does not explain the reason; the response demonstrates very little or no understanding of the nature of prediction. Level 0 (0 marks) No relevant response or creditworthy material. 3 Further Guidance (a) If the example is incorrect the candidate must score 0 even if the reasoning suggests some understanding of the nature of prediction.

0457/32 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2017 © UCLES 2017 Page 13 of 18 Question Answer Marks Notes 3(c) Indicative content Candidates are expected to evaluate the reasoning in the two statements and compare their effectiveness. They should make a supported judgement with some explanation about which person has the most effective reasoning. Candidates may consider the following types of issue: • quality of the argument • clarity • tone – emotive; exaggerated; precise • language • balance • quality of the evidence • relevance • sufficiency – sample • source • date – how recent • factual, opinion, value, anecdote • testimony – from experience and expert • knowledge claims • ability to see • sources of bias • gender • political • personal values • experience • likelihood of solutions working and consequences of their ideas • acceptability of their values to others • how likely other people are to agree with their perspective/view 12

0457/32 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2017 © UCLES 2017 Page 14 of 18 Question Answer Marks Notes 3(c) Level 5 (11–12 marks) Very good response Clear, credible and well supported points about which reasoning works better. Coherent, structured evaluation of both arguments with clear comparison. The response is likely to contain three (or more) developed evaluative points, and may include some undeveloped points. A clear judgement is reached. Level 4 (8–10 marks) Strong response Clear, supported points about which reasoning works better. Evaluation of how well the reasoning works for both arguments with comparison. The response is likely to contain two (or more) developed evaluative points and may include some undeveloped points. A wide range (four or more) of undeveloped but clearly appropriate points may be sufficient to enter this band at the lower level. A judgement is reached. Level 3 (5–7 marks) Reasonable response Reasonable points about which reasoning works better. Some evaluation of how well the reasoning works for one or both arguments with an attempt at comparison. Judgements and evaluative points are likely to be partially supported or asserted. One (or more) developed evaluative point(s), possibly with some undeveloped points; a range (three or more) of undeveloped points may be sufficient to enter this band at the lower level. An attempt is made to give an overall judgement.

0457/32 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2017 © UCLES 2017 Page 15 of 18 Question Answer Marks Notes 3(c) Level 2 (3–4 marks) Basic response Basic points about which reasoning works better. There may be only one argument considered in any detail, with little attempt at comparison. Judgements and evaluative points are likely to be partially supported and lack clarity/relevance at times. The response is likely to contain two (or more) undeveloped points. A basic judgement may be reached. Level 1 (1–2 marks) Limited response Limited and unsupported points about which reasoning works better. The response is likely to consider the arguments briefly and/or tangentially. There is little clarity. Answers at this level may repeat source material with little understanding or simply agree/disagree with the arguments presented. The response may not contain any clear evaluative points. Source material copied or recycled without development/explanation at the lower point in the range. Level 0 (0 marks) No relevant response or creditworthy material

0457/32 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2017 © UCLES 2017 Page 16 of 18 Question Answer Marks Notes 4 Indicative content Candidates are expected to argue using reasons and evidence to justify their opinion and judgement about the issue i.e. to compare and assess the effectiveness of different forms of action to reduce inequality in world trade. Candidates are expected to use and develop the material found in the sources, but should go beyond simply repeating or recycling without adaptation. Other material may be introduced but it is not necessary to gain full marks. Candidates are likely to consider the following arguments: • reference to scale of impact on individual/group/governmental behaviour/actions • how long it takes to make a difference • the effects of cultural differences and beliefs • barriers to change • the power of collective action • the difficulties of changing individual behaviour • the influence of individuals and groups acting locally • the role of vested interests and power differences • potential conflict • difficulties in coordinating globally and across different countries with independence • cost and access to resources to implement change • governmental responses and action • other reasonable response 18 Further Guidance (a) The second set of bullet points in the question are to guide candidates and do not have to be specifically addressed to gain full marks.

0457/32 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2017 © UCLES 2017 Page 17 of 18 Question Answer Marks Notes 4 Level 5 (16–18 marks) Very good response Clear, well supported and structured reasoning about the recommended course of action. Different arguments and perspectives are clearly considered. The response is likely to contain a range of clearly reasoned points and/or evidence to support the views expressed, with three (or more) developed points, and some undeveloped points. A clear judgement is reached. Level 4 (12–15 marks) Strong response Clear, supported reasoning with some structure about the recommended course of action. Different arguments and perspectives are considered. The response is likely to contain some reasoned points and/or evidence to support the views expressed, with two (or more) developed points, and some undeveloped points. A judgement is reached. Level 3 (8–11 marks) Reasonable response Some supported reasoning about the recommended course of action. Different arguments and perspectives are included. The response is likely to contain points and/or evidence to support the views expressed, with one (or more) developed point(s), and some undeveloped points. An attempt is made to give an overall judgement. Level 2 (4–7 marks) Basic response Basic reasoning about the recommended course of action. Different arguments are included; perspectives, if present, are unclear. The response is likely to rely on assertion rather than evidence and contain some undeveloped points. A basic judgement may be attempted.

0457/32 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2017 © UCLES 2017 Page 18 of 18 Question Answer Marks Notes 4 Level 1 (1–3 marks) Limited response Limited and unsupported reasoning about the issue in general. Different arguments may be included. Level 0 (0 marks) No relevant response or creditworthy material.