Ecology of Educational Administration.pptx

Impact of Environmental
Factors
Ecology of Developed and
Developing Nations
EDM 217 – Ecology of Educational
Administration
EMILIO FER G. VILLA
Reporter

Ecology is the branch of biology
concerned with the relations of organisms to
one another and to their physical
sorroundings.
Ecology of
Educational
Administration

Ecology of Education is one of the
trends of human ecology; the
interdisciplinary integrating natural, social
sciences and the humanities which studies
the interaction between a human being as
individual and/or social system and the
multidimensional environment from the
holistic perspective, viewing education as the
facilitator of the sphere, process, result,
development of human activity in the aspect
of human and environmental quality/traits.
Ecology of
Educational
Administration

Educational Administration is the
process of formulating educational policies
and programmes by utilizing both human
and material resources, in order to achieve
educational goals of effective and efficient
teaching and learning engaging in the
activities of POSDCORB.
Ecology of
Educational
Administration

Ecology of Educational Administration
involves considering certain aspects in the
school system that are managerial,
pedagogical, organizational and
technological which enhances the
educational organization in its internal and
external ecology.
Ecology of
Educational
Administration

Oshemughen (2016) looks at
Educational Administrators as those
individuals or groups that initiates the
process of implementing educational policies
and programmes by utilizing both human
and material resources in order to achieve
the set educational goals of effective
teaching and learning by engaging in the
POSDCORB.
Ecology of
Educational
Administration
Who are
Educational
Administrator?

From the holistic perspective,
education administration needs multiple
perspectives to be considered in the context
of providing constant higher school
improvement.
Ecology of
Educational
Administration
Education managers must take every
advantage of traditional management tools
and approaches to both education and
management.

Thus, educational managers take into
account both external and internal tactical
determinants that might affect their
operation and influence the choice of action
and methods used for achieving their
educational goals.
Ecology of
Educational
Administration
In order to collect and analyze
necessary data managers employ
environmental scanning: environmental
factors are categorized as strength and
weaknesses; the relation to the external
factors are categorized as opportunities and
threats.

Impact of Environmental Factors
Social Factor
Human Relation
Factor
Language
The Educational
System
Time and Number
Climatic Condition

Human Relation
Factor
Language
The Educational
System
Time and Number
Climatic Condition
Social Factor

One problem that is so deeply rooted in the
administrative system is Nepotism.
Impact of
Environmental
Factors
1. Social Factor
Nepotism - the practice among those with
power or influence of favoring relatives or
friends, especially by giving them jobs.
In this situation, the loyalty to family,
friends, local state and ethnic group take
precedence over loyalty to nation.
This makes supervision and control difficult
to implement.

“The Public Sector is also viewed as a
faceless entity or as national cake which
should be sliced and eaten by those who are
fortunate to get close to it. The bigger your
slice, the smarter you are viewed by the
society. The same society regards those who
have been to the corridors of power but have
nothing to show for it as very foolish. The
result is looting of the public treasury by
public officers, politicians, the military et
cetera.”
- Ecology of Public Administration in Nigeria
Impact of
Environmental
Factors
1. Social Factor

“This have impoverished the country and
made the Transparency International to rate
Nigeria as one of the most corrupt nations in
the world despite the acclaimed fight against
corruption in Nigeria.”
- Ecology of Public Administration in Nigeria
Impact of
Environmental
Factors
1. Social Factor

Corruption Perception Index
2021 Rank
Global Corruption Barometer
43%
Percentage of people who
thought corruption
increased in the previous 12
months*
44%
Percentage of public service
users paid a bribe in the
previous 12 months*
https://www.transparency.org/en/countries/nigeria
Nigeria

2021 Rank
Global Corruption Barometer
86%
Percentage of people who
thought corruption
increased in the previous 12
months*
19%
Percentage of public service
users paid a bribe in the
previous 12 months*
https://www.transparency.org/en/countries/philippines
Philippines

2021 Rank
Nigeria Philippines
2021 Rank

Language
The Educational
System
Time and Number
Climatic Condition
Social Factor
Human Relation
Factor

There is lack of cooperation and team spirit
in the public sector. Undue animosity,
jealousy and bickering are strife in the
system.
Impact of
Environmental
Factors
1. Social Factor
2. Human Relation
Factor
 The superiors in most cases are very
reluctant to delegate responsibilities and
authority to their subordinates. The
subordinates, on the other hand, are often
reluctant to accept responsibilities from
their superiors.
The decision-making is usually
concentrated at the topmost levels with the
resultant inefficient use of the talents of
both the superiors and the subordinates.

Barriers to
Human
Relations
Administrator’s indifference and arbitrariness in
dealing with teachers.
Ineffective supervision and malpractice of
discrimination and favoritism.
Abusive and defiant attitudes toward school
administrators by some teachers.
Inadequate wages or salaries, unfair company
personnel policy, poor working conditions and lack of
job security and stability of employment.
Lack of opportunity for advancement and self-
improvement, recognition of worker.

Some Negative
Attitudes that Affect
the Filipino Behavior
Ginagawa nga naman ng lahat.
Bakit ako magpapahuli. Ano ako
tanga?
The “If-you-can’t-beat-them”
attitude
“Ipabubugbog kita kung itutuloy
mo ang iyong tamang hakbang.”
Bantay salakay attitude

The Educational
System
Time and Number
Climatic Condition
Social Factor
Human Relation
Factor
Language

There are over 120 languages spoken in
the Philippines. Filipino, the standardized
form of Tagalog, is the national language
and used in formal education throughout
the country. Filipino and English are both
official languages and English is commonly
used by the government
Impact of
Environmental
Factors
1. Social Factor
2. Human Relation
Factor
3. Language
The Policy on Bilingual Education aims at
the achievement of competence in both
Filipino and English at the national level,
through the teaching of both languages
and their use as media of instruction at all
levels. The regional languages shall be
used as auxiliary languages in Grades I
and II. -The 1987 Policy on Bilingual Education

The Bilingual Education Program of the
Philippines (BEP), where English is the
medium of instruction in Science and
Mathematics and Pilipino or Filipino, the
national language, in all other subjects,
has been recognized as one of the earliest
comprehensive bilingual education
experiments in the world.
Impact of
Environmental
Factors
1. Social Factor
2. Human Relation
Factor
3. Language Since 2009, the BEP has been supplanted
by a new order from the Department of
Education (DepEd) supporting the
implementation of Mother Tongue-Based
Multilingual Education (MTB-MLE) at all
levels of education.

This order is based on the assumption that
mother tongues are the most effective
media for facilitating learning throughout
primary education.
Impact of
Environmental
Factors
1. Social Factor
2. Human Relation
Factor
3. Language
This institutionalization of MTB-MLE
challenges the politically entrenched
assumption of BEP: that only two
languages in Philippine education –
English and Filipino, the national language
– can facilitate learning among Filipinos
and articulate their identity as a nation
(Smolicz & Nical 1997).

It is true, that the Philippine mother
tongues are structurally similar to one
another so learning Filipino as a second or
third language is not as challenging as
learning English for most Filipinos.
Impact of
Environmental
Factors
1. Social Factor
2. Human Relation
Factor
3. Language
However, the learning of Filipino both as a
subject in school and as a medium of
instruction in bilingual education begins at
the start of formal schooling for Filipino
children.

This means that they have not yet
mastered their mother tongues which they
also need to learn the new conceptual
knowledge needed to succeed in school.
Impact of
Environmental
Factors
1. Social Factor
2. Human Relation
Factor
3. Language
In bilingual education, therefore, there is a
double disadvantage among pupils whose
mother tongue is not Tagalog/Filipino in
bilingual education: they need to master
English and Filipino to perform well
academically, while their Tagalog-speaking
counterparts only need to learn English to
master the conceptual knowledge available
in school (Smolicz & Nical 1997).

Indeed, marginalization can be seen in the
disparity in the academic achievements
between pupils who speak Tagalog as their
mother tongue and those who speak other
home languages (Gonzalez 1990;
Gonzalez & Sibayan 1988).
Impact of
Environmental
Factors
1. Social Factor
2. Human Relation
Factor
3. Language
According to Dekker and Young (2005,
p. 196), the ‘high attrition rate, especially in
non-Tagalog speaking parts of the
Philippines attests to the failure to meet the
educational needs of a significant
percentage of the population.’

Based on surveys of local Philippine
communities, a report by Asia-South
Pacific Education Watch (2007, p. 16)
gives a straightforward picture of the
language problem among marginalized
people in particular:
The use of the national language as
the medium of instruction makes learning
more difficult for indigenous children.
Teachers usually do not speak the local
language and are unable to explain
lessons to most students who are used to
thinking through concepts in their own
language. The language barrier thus
prevents students from communicating and
performing confidently in schools.
Impact of
Environmental
Factors
1. Social Factor
2. Human Relation
Factor
3. Language

Time and Number
Climatic Condition
Social Factor
Human Relation
Factor
Language
The Educational
System

The
Educational
System
Studies and fact-finding commissions have shown
that the deteriorating quality of education is due to the
low government budget for education
poor quality of teachers
poor management of schools
poor school facilities such as laboratory and library
facilities
poor learning environment
There are
multiple factors
which have led
to low
educational
standards.
the content of the curriculum
Deteriorating quality
of Education

“In our strokes in shaping the
curriculum, we not only
integrate concept of Disaster
Risk Reduction Management,
gender and cultural sensitivity,
but also inclusively and global
citizenship. These are all
important in sensitizing our
curriculum to ensure that our
learners develop holistically and
embody being lifelong learners,”
he added.

The
Educational
System
Studies and fact-finding commissions have shown
that the deteriorating quality of education is due to the
low government budget for education
poor quality of teachers
poor management of schools
poor school facilities such as laboratory and library
facilities
poor learning environment
There are
multiple factors
which have led
to low
educational
standards.
the content of the curriculum
Deteriorating quality
of Education
inadequate books and science equipment
the poor method of instruction
shortages of classrooms; and others.

Shortage of school buildings, textbooks and
equipment
Impact of
Environmental
Factors
1. Social Factor
2. Human Relation
Factor
3. Language
4. The Educatinal System
Since 1960, elementary enrolment has
been expanding at the rapid rate of 4% a
year owing to increase in the number of
children and in the enrolment ratio.
The shortages of classrooms and textbooks
are particularly severe. The nationwide
classroom shortage is estimated to be 40,000
and the DECS (now DepEd) operates two
shifts in many schools. The textbook problem is
even more serious. A survey done in
preparation for a World Bank education loan
found that the pupil-textbook ration in the public
elementary schools is 10:1 and 79% of the
textbooks are more than 5 years old. This
situation has persisted for many years.

Shortage of school buildings, textbooks and
equipment
Impact of
Environmental
Factors
1. Social Factor
2. Human Relation
Factor
3. Language
 Other teaching tools, such as science
materials, teaching devices and audio-
visual aids, are also in short supply.
Perennial graft and corruption in the
acquisition of books and in the
construction of school buildings has often
been reported. This situation handicaps
the teaching staff in their work.

Overworked and underpaid teaching staff
Impact of
Environmental
Factors
1. Social Factor
2. Human Relation
Factor
3. Language
Teaching has often been referred to as the
“most notable of all professions.” To many
teachers, however, the noble image of their
profession has been transformed into an
illusion. Over the last three decades, we
have come to think of the Filipino teachers
as overworked and underpaid
professionals.
The fact that teachers are paid subsistence
wages is only half of their sad story. Their
daily bout with dilapidated classrooms,
overcrowded classes, and lack of teaching
materials, among others, make the teachers
hardly rewarded work even more difficult.

Climatic Condition
Social Factor
Human Relation
Factor
Language
The Educational
System
Time and Number

For Filipinos, being late and starting things
late have always been part of our culture.
Many Filipinos seems to either practice it
or accept it, so much that we’ve been
given a term for it — Filipino Time.
Impact of
Environmental
Factors
1. Social Factor
2. Human Relation
Factor
3. Language
4. The Educational
System
5. Time and Number
However, what many Filipinos don’t realize
is how crippling on our total productivity
Filipino Time can be, and how it says a lot
about the character of Filipinos.
There is lack of result-oriented attitude to
their duties.

Our government is very good in shunning
out good policies or projects but find it
difficult to define how or when these
projects will be completed.
Impact of
Environmental
Factors
1. Social Factor
2. Human Relation
Factor
3. Language
4. The Educational
System
5. Time and Number
They are always not serious in tagging
time to each project and follow it up
with strict compliance.
To be result-oriented, according to
Maduabum (ibid), the organs of
government should also be time-oriented
and number-oriented.

Philippines is situated in the tropics with
hot and harsh climate which is not
conducive for high productivity in the work
place.
Impact of
Environmental
Factors
1. Social Factor
2. Human Relation
Factor
3. Language
4. The Educational
System
5. Time and Number
6. Climatic Condition
This is a natural phenomenon which can
be resolved by making sure that the offices
are highly ventilated or furnished with good
air conditioners.
As posited by Maduabum (ibid), to cope
with it by establishing a positive
relationship between climatic and working
conditions, especially in terms of hours of
work, rest periods, and recreational
facilities.

Ecology of Developed
and Developing
Nations

Administration of development means the
process of administering or guiding the
process of development in a country.
Development as a concept has
experienced methodological and
conceptual shift over the years.
Ecology of
Developed and
Developing
Nations Ecology of developed and developing
countries is very unique in the sense that
while the developed nations practice those
administrative systems that suit its
socio-cultural environment, the developing
nation in turn is very comfortable with
imitating these foreign models or systems
without taking into consideration its socio-
cultural environment.

Administration does not function in
isolation from its environment. It influences
it and is influenced by it.
Ecology of
Developed and
Developing
Nations
The understanding of the dynamics of the
process of interaction between the two is
necessary for the understanding of
administration. The approach adopted is
known as the ecological approach.
Ecology is a term borrowed from Biology. It
is concerned with the science dealing with
the inter-relationship of organism and their
environment.

It is a study of the interplay of living
organism and their physical and social
environment.
Ecology of
Developed and
Developing
Nations
It is concerned with the question of how a
balance involving organisms and
environment is achieved of survival.
A plant that can grow well in a particular
climate cannot do so under a different
climate.
In biology, it is established that a particular
plant requires for its growth a particular
climate, soil, humidity, temperature, etc.

Likewise the growth or development of
each society is conditioned by its own
history, economic structure, values,
political system, etc.
Ecology of
Developed and
Developing
Nations
The characteristic of its social system and
its physical environment shape the ideas
and constitution.
Just a plant cannot grow in a different
environment, so also an institution cannot
thrive in different social setting.
Thus, to understand the ecology of
Educational Administration (i.e. the
interaction of administration and its
environment, it is necessary to have
understanding of the society and the
various factors affecting its functioning.

Fred W. Riggs
Pioneers in developing administrative models and
theory
Most represented administrative thinker in modern
society.
He analyzed the relationship between administrative
system and ecological factors- history, social
structures, traditions, customs, economic situation,
political symbols, technology and communication, etc,
in a larger perspectives.
On the basis of his studies in Thailand and Philippines, he illustratively
explained how environmental influence administrative system.

Ecology of
Developed and
Developing
Nations
Riggs et al (1964) investigated the impact
of ecological factors in the environment,
cultural and historical experiences of
societies on the need and effectiveness of
administrative systems in the management
of development programmes. Riggs and
his colleagues opined that administrative
systems can be better understood if the
surrounding conditions, influences and
forces that come into their shaping and
modifications are identified and classified
in relation to their relative importance and
influence.

They went further to classify societies into
three groups:
1
Refracted
societies
Developed
or modern
societies
2
Prismatic
societies
Transitional
societies
(Developing)
3
Fused
societies
Traditional
societies

Riggs selected Imperial China and the
pre-revolutionary Siamese Thailand as
example of his concept of fused society.
FUSED
SOCIETY
These societies had no classification of
functions and a single structure carried
out a number of functions.
These societies heavily depended upon
agriculture. Knowing no in
industrialization or modernization.

Their economic system was
based on the law of exchange and
barter system which was called a
'redistributive model' by Riggs.
FUSED
SOCIETY
The Royal family played a very
important role in the administration of
the country.
The King and the officials nominated by
him carried out all administrative;
economic and other activities by
themselves

No separate structures existed to
manage the economic and
administrative affairs.
FUSED
SOCIETY
The relation between the government
and the people were generally at low
ebb.
People showed respect to the King by
offering their services and presenting
material goods to him without
expecting anything in return.

The government was not responsible
and accountable to the people though
the public had an obligation to obey the
dictates of the government.
FUSED
SOCIETY
The family played a prominent role in
the Siamese Kingdom. It used to carry
out a variety of economic, political and
social functions.
Apart from providing the base to the
social structure, it stood at the apex of
the administration.

As a result, the administration in these
societies strove to protect the special
interests of the family and certain sects
rather than aim at universal happiness
and development.
FUSED
SOCIETY
Indeed, the administrative system was
based on the ‘ structure of the family
and special sects and helped to
preserve the system, Generally, these
societies tended to be static 'with no
developed communication systems.

People would have no demands and
never raised any issue with the
government.
FUSED
SOCIETY The King and his nominees enjoyed
absolute power which they generally
used to protect their own personal
interests.
Ascriptive values played a predominant
role in the society, and the behaviour of
the people was highly traditional. Age-old
customs, beliefs, faith and traditional
ways of living enabled
the people to live together and control
their behaviour.

Riggs uses American society as model of
diffracted society. A diffracted society
will be dynamic with high degree of
specialization and each structure carries
out a specialized function.
DIFFRACTED
SOCIETY
Governments would be responsive
to the needs of people and protect
human rights. People would bring
pressure on the government to get
their demands fulfilled. There would
be a general consensus among the
people on all basic aspects of social
life.

These societies are based on
universalistic principles with no
differentiation in treatment.
DIFFRACTED
SOCIETY
There is a high degree of specialization
and each structure carries out a
specialized function.
Ascriptive, values cease to exist, giving
way to the attainment values in the
society. The society would be highly
dynamic and diffracted.

There exists in these societies open
class structures represented by various
associations which play a prominent
role in achieving rational results in the
society.
DIFFRACTED
SOCIETY
All organizations and structures in the
society are created and based on
scientific rationale.
The economic system is based on
market mechanism. The influence of
market has both direct and indirect on
the other Facets of the society. Riggs
called it marketized society.

Various association discharge various
functions.
DIFFRACTED
SOCIETY
Communication and technology are
highly developed and government give
priority to the maintenance of cordial
public relation.
Government would be responsive to
the needs of the people and protect
human rights.
People would bring pressure on the
government to get their things done
and control its behavior to a great
extent.

DIFFRACTED
SOCIETY Government officers have no coercive
and absolute powers.
The public plays attention and give
respect to the law of the nation on their
own. This facilitates the implementation
of the laws and the discharge of its
responsibilities by the government
without any difficulty.

Riggs concentrated all his efforts on
prismatic model to explain the nature
and administration in the post-colonial
developing nations.
PRISMATIC
SOCIETY

While doing his field work in Thailand
(1957-58 and teaching in Philippines
(1958-59), articulated prismatic model
based on the metaphor of prism- as the
fused white sunlight (which
represents the fusion of several colors)
passes through a prism, it becomes
diffracted into several separate colors.
PRISMATIC
SOCIETY

The fused light signifies fused structures
of a traditional society (single structure
performing all necessary functions)
PRISMATIC
SOCIETY
The diffracted colors represent the
specialized or diffracted structures of
modern society (separate structures or
institutions for major functions)
The situation with in the prism (which is
transitional phase between the fused
and diffracted stages) reflects the
conditions in developing nations, which
Riggs began to define as prismatic
societies.

According
to Riggs
prismatic
society has
three
important
characterist
ics features
Heterogeneity
Formalism
Overlapping

Hetero-
gency
 The existence of a high degree of heterogeneity is the
main characteristic feature of a prismatic society.
 Heterogeneity refers to 'the simultaneous presence,
side by side, of quite different kinds of systems,
practices and view-points'.
 Owing to the parallel co-existence of diametrically
opposite view-points and practices, the social change in
a prismatic society would be inconsistent, incomplete
and unresponsive. The heterogeneity also influences
the administrative system.

Hetero-
gency
 There are in a prismatic society urban areas with a
'sophisticated’, intellectual class, western style offices
and modem gadgets of administration.
 On the other hand, in the rural areas, people lead a
highly traditional life with no facilities for modem living
like telephones, refrigerators, etc.
 There also exist a well developed communications
system, sky-scrapers, air conditioners, the existence of
specialized agencies to discharge various social,
political, economic and technical services.

Hetero-
gency
 The village 'elders' combine various political,
administrative, social, economic and religious roles.
Heterogeneity exists in a prismatic society in all wales
of life presenting a paradoxical picture,
 Although equal opportunities exist for all, only some
people are privileged enough and hope to get the jobs
in higher echelons.
 In the prismatic societies political and administrative
offices enjoy enormous influence, poker and prestige
and help in making money.

Hetero-
gency
 Those who fail to get jobs would waste no time in
forming 'pressure groups' against the government and
start agitations on some pretext or other.
 The people in power tend to make all efforts to protect
their interests and stick to power.
 Though elected through democratic processes, the
government would not be in a position to control the
people.
 Thus, there could always be 'misunderstanding and
misrepresentation of facts giving rise to tensions and
instability in the society

Hetero-
gency  The problem becomes much complicated in a poly-
communal society where different community try to
pull the society in different directions in furtherance of
their own sectional interests. This is evident in almost all
the developing countries of Asia, Africa and Latin
America. Lack of integration thus forms the basic
feature of a prismatic society

Hetero-
gency
 Further, the poly-communalism also creates certain
administrative problems. Theoretically speaking, the
government officers have to implement the laws
impartially.
 But a government official may be found to be more loyal
to the members of his own community than to the
government.
 As a result, a dominant minority community may gain a
high proportion of representation in the matter of
recruitment etc., thereby creating dissatisfaction among
the larger numbers of people.

Hetero-
gency
 All these disparities, differentiations in almost all
aspects of life not only influence the working of the
administrative system and condition its behavior but
also create a number of problems for the
administration.
 The ruling class would normally try to protect the
interests of 'haves' and ignore the interests of 'have
nots', which, according to Riggs, would create
conditions conducive to the outbreak of a revolution in
society.

Formalism
 Formalism refers to 'the extent to which a discrepancy
exists between the prescriptive and the descriptive,
between formal and-effective power, between the
impression given by the Constitution, laws and
regulations, organization charts and statistics and the
actual practices and facts of government and society'.
 In other 'words, it means the degree of difference
between the formally prescribed and effectively
practiced norms and realities and the existence of gap
between the 'stated objectives' and 'real performance'.

Formalism  The greater the difference between the formal and the
actual, the more will the formalism be in a system
 The fused and diffracted societies have relatively a high
degree of realism in comparison with a prismatic society
where there is a high degree of formalism.

Overlappin
g
 'Overlapping' refers to 'the extent to which formally
differentiated structures of a diffracted society co-exist
with undifferentiated structures of a fused type'.
 In a fused society, traditional structures perform almost
all kinds of functions and the problem of overlapping
does not arise, because in such a society whatever is
formal is also effective.
 In administrative systems administrative behaviour
tends to be influenced by non-administrative criteria,
i.e., by political, social, religious or other considerations.

Overlappin
g
 However, in a prismatic society, although 'new or
modem' social structures are created, in essence the old
or undifferentiated structures continue to dominate the
social system.
 Though formal recognition is given to new norms and
values which are generally associated with a diffracted
structure, in reality they are paid only lip-sympathy and
are overlooked widely in favour of traditional values
associated with undiffracted societies.

Overlappin
g  Thus, in a prismatic society, the Parliament, the
Government offices, market, schools, etc., perform
various administrative, political, and economic
functions.
 In reality, their behaviour is influenced by certain
traditional organizations like family, religion, caste, etc.

Difference Between Developed and
Developing Countries
https://keydifferences.com/difference-between-developed-countries-and-developing-
countries.html#:~:text=A%20country%20having%20an%20effective,and%20low%20per%20capita%20income.&text=Infant%20mortality%20rate%2
C%20death%20rate,life%20expectancy%20rate%20is%20high.

Countries are divided into two major
categories by the United Nations, which
are developed countries and developing
countries.
Developed and
Developing
Nations
The classification of countries is based on
the economic status such as GDP, GNP,
per capita income, industrialization, the
standard of living, etc.

BASIS FOR COMPARISON DEVELOPED COUNTRIES DEVELOPING COUNTRIES
Meaning A country having an
effective rate of
industrialization and
individual income is
known as Developed
Country.
Developing Country is
a country which has a
slow rate of
industrialization and
low per capita income.
Unemployment and
Poverty
Low High
Comparison Chart

Rates Infant mortality rate,
death rate and birth rate
is low while the life
expectancy rate is high.
High infant mortality rate,
death rate and birth rate,
along with low life
expectancy rate.
Living conditions Good Moderate
Generates more
revenue from
Industrial sector Service sector
Growth High industrial growth. They rely on the
developed countries
for their growth.
Comparison Chart

Standard of living High Low
Distribution of Income Equal Unequal
Factors of Production Effectively utilized Ineffectively utilized
Comparison Chart

The
following are
the major
differences
between
developed
countries
and
developing
countries
The countries which are independent and prosperous are
known as Developed Countries. The countries which are
facing the beginning of industrialization are called Developing
Countries.
Developed Countries have a high per capita income and
GDP as compared to Developing Countries.
In Developed Countries the literacy rate is high, but in
Developing Countries illiteracy rate is high.
 Developed Countries have good infrastructure and a better
environment in terms of health and safety, which are absent
in Developing Countries.

The
following are
the major
differences
between
developed
countries
and
developing
countries
 Developed Countries generate revenue from the industrial
sector. Conversely, Developing Countries generate revenue
from the service sector.
In developed countries, the standard of living of people is
high, which is moderate in developing countries.
Resources are effectively and efficiently utilized in developed
countries. On the other hand, proper utilization of resources is
not done in developing countries.
In developed countries, the birth rate and death rate are low,
whereas in developing countries both the rates are high.

There is a big difference between
Developed Countries and Developing
Countries as the developed countries are
self-contained flourished while the
developing countries are emerging as a
developed country.
CONCLUSION
Developing Countries are the one which
experience the phase of development for
the first time. If we talk about developed
countries, they are post-industrial
economies and due to this reason, the
maximum part of their revenue comes from
the service sector.

CONCLUSION
Developed Countries have a high Human
Development Index as compared to
Developing Countries. The former has
established itself in all fronts and made
itself sovereign by its efforts while the latter
is still struggling to achieve the same.

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