Development
Rashid Khalidi made a comparison between the Yishuv, the Jewish community in Palestine, and the Palestinian Arabs on the one hand, and between the Palestinian Arabs and other Arabs on the other hand. From 1922 to 1947 the annual growth rate of the Jewish sector of the economy was 13.2%, mainly due to immigration and foreign capital, while that of the Arab was 6.5%. Per capita these figures were 4.8% and 3.6% respectively. By 1936 the Jewish sector had eclipsed the Arab one, and Jewish individuals earned 2.6 times as much as Arabs. Compared to other Arab countries the Palestinian Arab individuals earned slightly better. In terms of human capital there was a huge difference. For instance the literacy rates in 1932 were 86% for the Jews against 22% for the Palestinian Arabs, but Arab literacy was steadily increasing. In this respect the Palestinian Arabs compared favorably to Egypt and Turkey, but unfavorably to Lebanon. On the scale of the UN Human Development Index determined for around 1939, of 36 countries, Palestinian Jews were placed 15th, Palestinian Arabs 30th, Egypt 33rd and Turkey 35th. The Jews in Palestine were mainly urban, 76.2% in 1942, while the Arabs were mainly rural, 68,3% in 1942. Overall Khalidi concludes that the Palestinian Arab society, while being overmatched by the Yishuv, was as advanced as any other Arab society in the region and considerably more as several.
Read more about this topic: History Of The Palestinian People, During The British Mandate (1917-1947)
Famous quotes containing the word development:
“Ultimately, it is the receiving of the child and hearing what he or she has to say that develops the child’s mind and personhood.... Parents who enter into a dialogue with their children, who draw out and respect their opinions, are more likely to have children whose intellectual and ethical development proceeds rapidly and surely.”
—Mary Field Belenky (20th century)
“America is a country that seems forever to be toddler or teenager, at those two stages of human development characterized by conflict between autonomy and security.”
—Anna Quindlen (b. 1952)
“Good schools are schools for the development of the whole child. They seek to help children develop to their maximum their social powers and their intellectual powers, their emotional capacities, their physical powers.”
—James L. Hymes, Jr. (20th century)