The charts below show the levels of participation in education and science in developing and industrialised

The charts below show the levels of participation in education and science in developing and industrialised countries in 1980 and 1990. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words hay nhất giúp bạn có thêm tài liệu tham khảo để viết bài luận bằng Tiếng Anh hay hơn.

Đề bài: The charts below show the levels of participation in education and science in developing and industrialised countries in 1980 and 1990. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words.

The charts below show the levels of participation in education and science in developing and industrialised - mẫu 1

The bar charts compare the average years of education, learners' participation in science-related careers as well as research spending in developing and developed countries from 1980 to 1990.

According to the first bar graph, the average years of schooling in developing countries were only about 2 while this was over 8 years in industrialised countries in 1980. After ten years, the number of years in school on average increased both in the developing and industrialised countries reaching just over 3 years in developing countries while over 10 years in developed countries.

According to the second graph, the number of Scientist and Technician was much higher in developed countries than the developing countries. The percentage of Scientist and Technician in developing countries both in 1980 and 1990 was below 20 while this was around 50 on an average in developed countries.

Finally, the third graph represents that the amount spent on Research and Development in industrially developed countries was much higher than the spending in developing countries. In 1980 the spending was around 50 billion US dollars in developing countries while this amount was more than 150 billion US dollars in developed countries. Interestingly, after 10 years the spending on Research & Development in developed countries was doubled while that amount decreased almost by 50% in developing countries.

The charts below show the levels of participation in education and science in developing and industrialised - mẫu 2

The given bar graphs compare the educational involvements of students in term of total years of education and their participation in science-related subjects in developing and industrial countries from the year 1980 to 1990.

As is presented in the first bar graph, average years of schooling in developing countries were approximately 2 years while in industrial countries schooling years were over 8 years in 1980. Interestingly after one decade, schooling years in developing countries magnified to over 3 years while it surged to over 10 years in industrial countries.

As is observed from the second bar graph, the number of scientists and technicians was much higher in industrial countries than in developing countries. The percentage of scientists and technicians were less than 20 percent in developing countries from 1980 to 1990 while it was just over 40 percent in 1980 which soared to approximately 70 percent in 1990.

According to the third bar graph, it can be seen clearly, spending on research and development in industrial countries was far higher than developing countries. The spending in 1980 in developing countries was around 50 billion US dollars while it was 150 billion dollars in industrial countries. Ultimately, after a decade spending on research and development slumped significantly by almost 50 percent while spending in industrial countries peaked to approximately 350 billion US dollars respectively.

The charts below show the levels of participation in education and science in developing and industrialised - mẫu 3

The graphical representations provided articulate the engagement levels in academic and scientific fields within developing and industrialised nations across the decade spanning 1980 to 1990.

Commencing with a panoramic view, one can observe a discernible gulf in the average duration of schooling and the density of scientific professionals between the two categories of nations. This chasm is further pronounced when examining fiscal dedication towards research and development. The industrialised countries clearly lead with their superior numbers in all aspects over the ten-year period.

Delving deeper into educational participation, in 1980, developing countries exhibited an average schooling span barely exceeding two years, whereas industrialised countries presented an average of nearly nine years. The decade saw these figures ascend modestly to over three years for the former and cross the ten-year threshold for the latter, indicating an incremental yet unequal growth in educational participation in education and science in developing and industrialised countries.

With regards to scientific manpower, the 1980s recorded fewer than 20 scientists and technicians per thousand people in the developing nations, a stark contrast to the approximate 50 per thousand in their industrialised counterparts. By 1990, the participation in education and science in developing and industrialised countries manifested through these numbers saw little change for the developing regions, while the industrialised countries showcased a substantial rise, reinforcing the imbalance.

Investments in research and development mirrored this disparity. Developing countries' spending, which stood at around 50 billion USD in 1980, plummeted by half over the next decade. Meanwhile, industrialised countries not only maintained their lead but also escalated their spending from 150 to an impressive 300 billion USD.

The charts below show the levels of participation in education and science in developing and industrialised - mẫu 4

The provided visual data meticulously delineates the disparity in participation in education and science between developing and industrialised nations, as measured over the decade between 1980 and 1990.

At the crux of the overview is the striking divergence in educational duration and scientific workforce between the two sets of countries. Initially, the gap in average schooling years stood pronounced, with a modest increment in developing nations from roughly 2 to just over 3 years, in stark contrast to the leap from 8 to over 10 years in their industrialised counterparts. Parallel to this, the prevalence of scientists and technicians per 1,000 individuals showcased a stark imbalance, with the developing world's percentage lingering below the 20% mark, while industrialised nations saw a rise from around 40% to a robust 70% within the same timeframe.

Delving into the intricacies, the 1980s bore witness to a substantial chasm in the number of years children spent in educational institutions. Industrialised countries boasted more than quadruple the years of schooling compared to developing countries. The subsequent decade only saw this divide widen, underscoring the persistent educational advantage in the industrialised world.

In the realm of scientific and technical manpower, the disparity was equally compelling. The 1980 figure for the developing world was modest, with an increase that could be described as incremental at best by 1990. In stark contrast, industrialised countries not only started off with more than double the proportion of scientists and technicians but also expanded this workforce significantly over the 10-year span.

Financial commitment to research and development echoed this trend of disparity. The initial spending in developing countries, at around $50 billion, was markedly overshadowed by the $150 billion invested by industrialised nations. By 1990, the chasm had deepened profoundly, with the developing countries' expenditure witnessing a decline, juxtaposed against a surge to approximately $350 billion by their industrialised counterparts.

The charts below show the levels of participation in education and science in developing and industrialised - mẫu 5

The provided visual data meticulously delineates the disparity in participation in education and science between developing and industrialised nations during the years 1980 and 1990.

The overarching trend reveals a stark contrast in both education duration and scientific engagement, with industrialised countries significantly outpacing their developing counterparts. In 1980, the average years of schooling in developing nations hovered around a mere 2 years, in sharp contrast to the substantial 8 years observed in industrialised countries. The subsequent decade witnessed a notable rise in educational participation, with developing countries edging past the 3-year mark, while industrialised nations surpassed a full decade of average schooling.

An examination of the scientific workforce discloses a parallel narrative. The presence of scientists and technicians per 1,000 individuals in developing countries remained consistently below the 20-person threshold for both years observed. Contrastingly, industrialised countries showcased a robust figure averaging around 50 professionals per 1,000 individuals, underscoring a pronounced divide in scientific manpower.

Financial investment in research and development further underscores this divide. In 1980, developing nations allocated approximately 50 billion US dollars to this sector, dwarfed by the 150 billion committed by industrialised countries. A decade later, the chasm widened, with industrialised countries doubling their expenditure, whereas developing nations saw their investment halve, painting a concerning picture of the global allocation of resources towards scientific advancement.

The charts below show the levels of participation in education and science in developing and industrialised - mẫu 6

The charts provided offer an analytical comparison of the trends in participation in education and science in developing and industrialised countries over the years 1980 and 1990.

Central to the observation is the pronounced discrepancy in educational attainment and scientific engagement between the developing and industrialised nations. A notable feature is the progressive yet modest increase in the educational span in developing regions, juxtaposed with the significant strides made by industrialised nations. Concurrently, the representation of scientists and technicians per thousand people underscores a discernible imbalance, with industrialised nations demonstrating a marked ascension compared to the relatively static figures of the developing countries.

The educational landscape in 1980 was marked by an average of 2 years of schooling in developing nations, a figure which experienced a slight elevation to just above 3 years a decade later. Contrastingly, industrialised countries began the era with over 8 years of education on average, which escalated to beyond 10 years by 1990, reflecting a commitment to educational enhancement.

Regarding the scientific workforce, the data for developing countries in 1980 indicates less than a fifth of the ratio present in industrialised nations. This gap broadened substantially by 1990, with the latter almost doubling its cadre of scientists and technicians, signifying a robust expansion in the sector.

Investment in research and development mirrored these trends, with the spending in developing countries being comparatively conservative at about $50 billion in 1980, significantly dwarfed by the $150 billion allocated by industrialised nations. The subsequent decade saw these figures diverge further, with a reduction in the developing world's expenditure contrasting starkly against the industrialised nations' amplified investment, which peaked at approximately $350 billion.

The charts below show the levels of participation in education and science in developing and industrialised - mẫu 7

The three bar charts show average years of schooling, numbers of scientists and technicians, and research and development spending in developing and developed countries. Numbers are given for 1980 and 1990.

It is clear from the charts that the numbers of developed countries are much higher than those for developing nations. Also, the charts illustrate an overall increase in participation in education and science from 1980 to 1990.

People attended school in developing nations for an average of around 3 years, with only a slight growth in years of schooling from 1980 to 1990. On the other hand, the figure for industrialised countries increased from nearly 9 years of schooling in 1980 to nearly 11 years in 1990.

From 1980 to 1990, the percentage of scientists and technicians in industrialised countries almost doubled to about 70 per 1000 people. Also, spending on research and development saw rapid growth in these countries, reaching $350 billion in 1990. By contrast, the rate of science workers in developing countries remained below 20 per 1000 people, and research spending reduced from about $50 billion to only $25 billion.

The charts below show the levels of participation in education and science in developing and industrialised - mẫu 8

The bar charts display the average years spent in schools, the number of scientists and technicians produced, and money spent on research and development in developing and industrialized nations in 1980 and 1990.

Overall, it can be seen that the figures for the years, on average, spent in school and the number of scientists and technicians per thousand people rose in both developing and industrial nations. Moreover, the amount of money invested in research and development increased in developed economies, but this amount decreased for the other category.

In 1980, the average time spent on schooling was around 2.5 years and it grew to 3.5 years after a decade in developing economies, and due to this, the number of scientists and technical workers roughly doubled from around 10 to around 20 per 1000 people. Similarly, in advanced countries, the figure for schooling climbed from about 8.5 years to 10.5 years over ten years, and the number of people working in science and technical fields went up from around 41 to about 70 people.

As for spending on research and development, countries with developing economies spent around $40 billion in the initial year, but this value roughly halved in 1990. However, this amount for industrial countries slightly more than doubled from roughly 150 billion dollars to approximately $350 billion over a 10-year period.

The charts below show the levels of participation in education and science in developing and industrialised - mẫu 9

The provided bar charts delineate the levels of participation in education and science across developing and industrialized nations during the years 1980 and 1990. The parameters under scrutiny include the average years of schooling, the numbers of scientists and technicians, and the expenditure on research and development.

Evidently, the figures for developed countries substantially outweigh their developing counterparts across all three categories. Moreover, a discernible upward trend characterizes participation in education and science from 1980 to 1990.

In developing nations, the average years of schooling hovered around 3, experiencing only a marginal increase from 1980 to 1990. Conversely, industrialized countries witnessed a noteworthy surge from nearly 9 years of schooling in 1980 to almost 11 years in 1990.

The expansion of science-related roles in industrialized countries was remarkable, nearly doubling to approximately 70 per 1000 people from 1980 to 1990. Simultaneously, the expenditure on research and development in these nations experienced rapid growth, reaching $350 billion by 1990. Conversely, the number of science workers in developing countries remained below 20 per 1000 people, and research spending plummeted from around $50 billion to a mere $25 billion.

The charts below show the levels of participation in education and science in developing and industrialised - mẫu 10

The bar graphs compare the duration of schooling, the number of scientists and technicians, and the expenditure on Research and Development in developing and industrialized nations from 1980 to 1990.

Overall, while the figures for most of the categories increased, the industrialised group outdid the developing one in all statistics.

It is clear from the first graph that the average number of years of schooling in developing countries was around 2, a fourth of industrialised countries’ number. The gap between these countries widened after a decade as their figures grew to over 3 and 10 years, respectively.

Regarding the second graph, there were 45 scientists and technicians per 1000 people in industrialised nations, which climbed by 30 in 1990. Having doubled after ten years, the developing group’s figure remained modest at 20 scientists and technicians in 1990.

Finally, 150 billion US dollars was allocated to research and development projects by industrialised countries in 1980, and this spending had a 200-million surge in the following decade. By contrast, developing countries initially spent 50 million on the same category but ultimately halved the expenditure in 1990.

The charts below show the levels of participation in education and science in developing and industrialised - mẫu 11

The given charts elucidate dissimilarity between elite and poor nations in terms of education and science and technology development.

Quite strikingly, there is a big difference between developed and underdeveloped countries, and the gap actually widened.

In the case of schooling, in the 1980s, the number of years spent at schools was almost 8.5 years, while in poor nations it was two years. In the next decade, the length of schooling in rich countries rose by another two years, while in developing nations there was a negligible rise,

Similarly, the number technicians and scientists rose significantly in the quoted period in rich countries, from just above 40 to approximately 70 per thousand, but in underdeveloped nations, there was a small rise in numbers from 10 to 18 per thousand.

However, investments in research and development, the trends were quite dissimilar, as even though the participation in R&D rose by two-fold in rich countries, from 150 to 300 billion, in poor countries there was a drop from 50 to 25 billion.

The charts below show the levels of participation in education and science in developing and industrialised - mẫu 12

The given bar graphs represent the extent of participation by developing and industrialized countries in two sectors, namely education and science for the years 1980 and 1990.

To begin with, in the year 1980 the average years of schooling for industrialized countries was 08 years approximately, which was almost 06 years more than that in developing nations. Moreover, the number of schooling years saw a rise with a little over 10 years for the former, while it showed a slight increase and reached a 03-year mark for the latter in 1990, being still roughly 07 years less for the developing nations than their counterparts.

In addition to it, the industrialized countries were comparatively ahead of the two, in terms of both scientists and technicians per 1000 people and spending on research and development. In the year 1980, the number of scientists and technicians for industrialized nations was 40. However, this figure increased sharply and reached an all-time highest value of nearly 70 people in 1990. In contrast to it, the number of scientists and technicians for developing countries was around 10 and 15 people in 1980 and 1990 respectively.

Lastly, in terms of spending on research and development, developing countries showed a slight decline from nearly 50 billion US$ in 1980 to a mere 20 billion US$ IN 1990. On the other hand, the spending by developed nations far surpassed the former with an expenditure of 150 billion US$ in 1980, which shot up to around 350 billion US$ in 1990.

Thus, it is seen that industrialized nations showed a far greater degree of participation in any category as compared to developing countries.

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