Global Perspectives · May / June 2025 · Paper 12 · Question 4

2069

As printed in the paper

The question as text

An educational charity wants to improve the education of girls. The following actions are being considered: • Build a new school for girls in a developing country. • Organise teacher training on girl-friendly education. • Employ mentors for girls in secondary schools. Which one of these actions would you recommend to the educational charity, and why? In your answer, you should: • state your recommendation • give reasons and evidence to support your choice • use the material in the sources and/or any of your own ideas • consider different arguments and perspectives.

Read automatically from the paper; the printed page above is exact.

Show the answer and mark scheme

An educational charity wants to improve the education of girls. The following actions are being considered:

Build a new school for girls in a developing country.

Organise teacher training on girl-friendly education.

Employ mentors for girls in secondary schools.

Which one of these actions would you recommend to the educational charity, and why?

In your answer, you should:

state your recommendation

give reasons and evidence to support your choice

use the material in the sources and/or any of your own ideas

consider different arguments and perspectives.

Main Annotations

Tables G, H and I

Use these tables to give marks for each candidate response.

Table G

Use evidence and reasons to support arguments

(AO1)

Level

Description

7–8 4

Effective use of evidence and reasons to support

arguments

Uses a wide range of evidence and reasons to fully support the candidate’s argument.

Evidence and reasons are clearly relevant to the

issue in the question.

5–6 3

Mainly uses evidence and reasons to support

arguments

Uses a range of evidence and reasons to support

the candidate’s argument.

Evidence and reasons are relevant to the issue in

the question.

Use evidence and reasons to support arguments

(AO1)

Level

Description

3–4 2

Some use of evidence and reasons to support

arguments

Uses a limited range of evidence and reasons to

partly support the candidate’s argument.

Evidence and reasons are not always relevant to

the issue in the question.

1–2 1

Limited use of evidence and reasons to support

arguments

Uses one or two pieces of evidence and/or reasons and these give very little support the candidate’s

argument.

Evidence and reasons are tangential or not

relevant to the issue in the question.

No creditable response

0 Table H

Develop a line of reasoning (AO1)

Level

Description

7–8 4

Convincing and clear reasoning

Clear, convincing and sustained lines of reasoning related to the issue in the question and the

candidate’s argument.

Well-structured and explicit consideration of

different perspectives or actions.

5–6 3

Clear reasoning

Clear lines of reasoning mainly related to the issue in the question and the candidate’s argument.

Structured consideration of different perspectives or actions.

3–4 2

Some reasoning

Lines of reasoning are difficult to follow at times

and not always related to the issue in the question and the candidate’s argument.

Some consideration of different perspectives or

actions.

Develop a line of reasoning (AO1)

Level

Description

1–2 1

Limited reasoning

Lines of reasoning lack clarity and are often

unrelated to the issue in the question and the

candidate’s argument.

Little or no consideration of different perspectives or actions.

No creditable response

0 Table I

Judgements about perspectives and action (AO1) Level

Description

Judgements are fully supported

Judgements are clearly related to the issue, clearly explained and consistent with the candidate’s

argument.

Judgements are supported

Judgements are related to the issue, explained and consistent with the candidate’s argument.

Judgements are partly supported

Judgements are partly related to the issue, partly

explained and not consistent with the candidate’s

argument.

Asserted judgements

Judgements are asserted and not explained.

No creditable response

0 Indicative Content

Candidates are expected to make a judgement about the recommended courses of action using reasons and evidence to justify their choice. Candidates may use and develop material found in Sources 1 to 4 but should go beyond simply repeating or recycling without interpretation. Other material may be introduced but is not necessary to gain full marks.

Candidates may consider some of the following:

Reference to scale of impact on girl’s education and schooling

Reference to different consequences and implications for

individuals/groups/government.

How long it might take to make a difference.

Barriers to change.

The power of collective action, e.g. cooperation between people to achieve change.

The role of vested interests and power differences.

Potential conflicts of interest.

Difficulties in planning and coordinating action

Cost and access to resources to implement change.

Reach of the different methods