Todaro defines development “as a multidimensional process involving major changes in social structures, popular attitudes, and national institutions, as well as the acceleration of economic growth, the reduction of inequality, and the eradication of absolute poverty. Development, in its essence, must represent the whole gamut of change by which an entire social system, tuned to the diverse basic needs and desires of individuals and social groups within that system, moves away from a condition of life widely perceived as unsatisfactory and toward a situation or condition of life regarded as materially and spiritually 'better'.” (1985:85) Todaro believes there are three core values of development and these core values are life-sustenance,
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(Manuel, 1996) The developing countries should better take advantage of the benefits of economic growth when managing risks. (K.H. Zhang. 2003) Poor countries should be put in place better social protection to assist the poor regarding the ways to take advantage of opportunities in a continually changing economic environment. The rich countries should give some opportunities to the poor countries such as open overseas markets in those poor countries so that the poor countries can get involved in the international trade. From the above, one can conclude that economic growth may lead to inequalities among people in the world of which is an obstacle to development. This can lead to low self-esteem, depression and discontent of the poor.
In some developing countries, gender inequality keeps women at a disadvantage throughout their lives. Referring to the Human Development Report 2003, in some countries, infant girls are less likely to survive than infant boys because of parental discrimination and neglect. Also, girls are more likely to drop out of school and to receive less education than boys. Girls are being discriminated in many ways. “The differences between boys’ and girls’ schooling are greatest in regions with the lowest primary school completion rates and lowest average incomes. In low-income countries, girls' enrollments in primary and secondary education were 84