To more effectively explore the topic of Development Paradigms, a subset of the literature was selected based on its relevance to the topic. This review will present the status quo of work on this topic and is organized according to the chronological development of research and literature on this topic. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original EssayDevelopment FrameworkIn the work of Newton and Van Deth (2012), the development process goes through phases. First, a wide variety of possible policy tools are made available to policy makers to achieve the ultimate goal of the state, i.e. a welfare state. Possible policy instruments are tools used by the government to achieve the desired outcome. These tools may include taxing goods and services, imposing regulations, passing new laws, etc. Second, government actions are evaluated and receive feedback from different stakeholders within and outside the state. Policy actions are evaluated in two ways, namely: efficiency and effectiveness. On the one hand, efficiency is about using the least amount of resources possible and achieving the greatest effect. On the other hand, effectiveness consists in achieving what one has set out to do and being able to satisfy the established criteria. The last is to reach the plight of a welfare state. With this, a welfare state should, in particular, reduce poverty, promote equal opportunities, promote individual autonomy, promote social stability and promote social integration. According to Bellù (2011), development can be equated with any type of improvement. This can occur on two levels, namely micro and macro. Development can be qualified or evaluated in several ways. One is through economic development. Economic development is related to the idea of ​​economic growth. This means that economic development can be measured nominally in terms of gross domestic product (GDP). Another example of development is territorial development. This type of development is qualified by the interconnection of rural and urban areas and quantified by the connection of transportation and information systems. The last one is through sustainable development. This is where the demands of the status quo met without harming the demands of the future generation. It includes abstract and concrete aspects of society, such as culture and national relics. However, the paper highlights the relationship between these development quantifiers. The development of one quantifier can be detrimental to another: all development actions face certain trade-offs and conflicts. Poverty is the most defining characteristic of third world or developing countries. It is defined as a living condition that a population or groups of people experience when they do not have the means to provide for themselves due to external or personal circumstances. This is the problem that the development seeks to alleviate. Underdevelopment prevails in rural areas due to poor access to employment opportunities, education, healthcare and other basic necessities. The inequality that occurs between different socioeconomic classes, especially between natives of urban and rural areas, reflects the state; thus pushing legal institutions to create respective development policies. The discrepancies were not limited to geographic location, but also to class, gender, and even race, which were not supported by previous national policies. Furthermore, in post-mainstream liberalism of the 20th century, conceptions of development have evolved into a set of standards orstructures, also known as paradigms, which definitively referred to equity, participation and sustainability as development goals. States have therefore become pro-poor growth, which supports economic expansion, in the hope of supporting minorities or individuals belonging to the lowest income stratum (Thomas, 2014). According to Trebilcock and Prado (2014), the essential constituents of development are divided into three sections of theories; economic, cultural and geographical. All the following theories have contrasting expositions, however, they agree that institutions play an important role in promoting development. In their book “Advanced Institution to Law and Development,” there are five apparent economic theories. The first, the linear theory, makes it clear that the formation of new capital is essential for developing countries to progress. In the theory of structural change, however, it focuses on the implementation of a service economy, heavily dependent on the manufacturing sector as its central income. It rejects the idea of ​​traditional subsistence agriculture in national economic structures and instead advises developing countries to use agricultural mechanization as a means of increasing labor productivity. In short, the theory of structural change suggests that economic development is controlled by industrialization and increasing investment in infrastructure. In contrast, in dependency theory, the state of domestic economic development is determined by the historical influences of colonial or economic power. Furthermore, the theory cites foreign direct investment as a means of creating a larger economy in developing countries. However, the theory recognizes that financial dependence on developed countries could easily lead to corruption, which will ultimately hinder the progress of indigenous manufacturing sectors. The subsequent theory, neoliberal, supports the establishment of a free market. The free market, as detailed in the text, would involve efficient allocation of economic resources and price signals, which would include; fiscal discipline, tax reforms, liberalization, free trade, market degradation and promoting competition within sectors. He rejects the first theory's concept of public spending and alternatively advocates a laissez-faire system. Similar to the theory of structural change, the endogenous theory argues that technological innovation and human capital primarily affect internal growth. This theory cites resources and education as determinants of industrial advantage. After the economic theories, the book presents the cultural theories of development. Emphasizes the role of culture in institutional stability and change, as institutions encourage political tyranny and social discrimination. By imitating the culture of developed societies, developing countries could finally abandon progress-resistant perspectives that impede the progression of rationalism and democracy and the goals of cultural freedom. In the last and final section, geographical theories of development specify three factors; climate, location and natural amenities. As stated in the book, most tropical climates have a negative impact on economic productivity due to the fragility of tropical soils and the rampant presence of crop pests and pests. Therefore, tropical countries are more likely to suffer setbacks in agricultural production, which is crucial to the gross domestic product of developing countries. Location also plays a huge role in development; as for landlocked countries, their location limitsthe monetary opportunities for trade and other economic benefits that international and inter-regional trade activities could provide. Furthermore, the abundance of natural resources, ironically, could have some negative implications for the country. It risks further likelihood of civil conflict arising from contested ownership of resources and higher levels of inequality in wealth, human capital and political power. Despite the above theories, economic geography rejects that physical geographic traits are responsible for underdevelopment, rather it focuses on regional inequality and how favorable economic development varies for different countries depending on factors such as; density (population), distance (region) and division (economic integration). The 2009 World Development Report (as cited in Trebilcock & Prado, 2014) states that development occurs through increasing rates of human capital, shortening distances between regions and centers of economic activity, and ultimately decreasing of the impermeability of trade borders. Similarly, Jeffrey Sachs' theory lists three characteristics imminent in development, citing; transportation costs, diseases and poor soil fertility. This greatly highlights the role of geographic location in economic reforms. On the other hand, institutionalists place less emphasis on geography, in terms of underdevelopment, citing poor institutions as the problem. Despite differing claims, most researchers agree that geography has an indirect, yet strong, role in a country's development, as well as the need for strong institutions in creating effective government policies. Peter Drahos (2014) delves further into these institutions, focusing on indigenous peoples and the disadvantages they face due to extractive property rights. This explains the different notions of the “developed” state among indigenous peoples and normative understandings. For indigenous peoples, especially in developing countries, their destitution proves difficult for them to survive as a state, hence their dependence on intellectual property. As a result, indigenous knowledge plays a notable role in the networking scene, separating it from traditional conventions in cross-border trades. Despite views on the extractive nature of the state ownership order, it can be inferred that human capital, in this case intellectual property, brings developing countries to better socioeconomic positions. The general consensus of Trebilcock and Prado's theories explains the importance of legal institutions and government bodies in achieving development goals. By changing the quality of state intervention, there will be a positive cumulative effect on the various successions of economic, cultural and geographical aspects in developing countries. In the book "Redefining Sovereignty in International Economic Law" (2008), Qureshi also explains the interaction between sovereignty and development, in the context of Eurocentric and third world perspectives. The constructive and expansive nature of the two characteristics allows developing countries to protect themselves from the encroachment of state competences. Furthermore, historical factors have left developing countries insecure about their legislatures, so sovereignty must preserve its offensive capabilities while replicating its paradigm through further development actions. With developing countries' continued efforts to seek help, the research and traditions of development studies soon began to take hold. propagate. Development studies was born as an interdisciplinary course arising from the various discourses of theories ofdevelopment over the years. Social science has been divided into three dimensions: international development which focuses on assistance to third world countries, national development which focuses on nation building and the role of public institutions in domestic well-being, and finally global development which focuses on interdependence, on the integration and globalization of different countries. Combined with these three dimensions or perspectives, development studies have experienced a paradigm shift, which no longer exclusively considers economic issues as the sole determinant. The study now recognizes other variables and deprivations that could impede development outcomes, such as socioeconomic, political and sovereign issues. Since the eradication of poverty, the path has become broader in its objectives, especially in terms of social progress, human capital, cultural reforms and political emancipation. Furthermore, the course has proven to be a supplement for governments, NGOs and other international organizations to address macro- and micro-level issues such as poverty, sustainable development, industrialization and political ecology, to name just a few examples. The tradition may not be as popular in developed countries, but job opportunities and education in this field have now become increasingly open to help developing countries in Africa and Asia (Currie-Alder, 2016). Development in the Philippine Context The Human Development Index (HDI) is a statistical measure of a country's three development indicators: average life expectancy, educational attainment, and gross national income per capita. In the latest UNDP Human Development Report (2016), the Philippines ranked 116th out of 188 countries in total, with an index rate of 0.682. The life expectancy of Filipinos is about 68.3 years, the expected years of schooling is a short 11.7 years, and the gross national per capita income is 8,395 PPP dollars. Overall, the Philippines ranks relatively higher than average regional countries, but is considered below average compared to East Asia and Pacific countries. Despite the rising index rate, the Philippines, unlike other countries, develops at a rather slow, albeit steady, pace. However, after the United Nations introduced the inequality-adjusted HDI (IHDI) in 2010, inequalities or losses in human development can now be discounted from the scores. The Philippines without IHDI is rated 0.682, but with the discounted score, the Philippines falls into the below-average region with an index rate of 0.556. Over the years, the Philippines has progressively increased its score by 16.3%, but with the IHDI now considered, the Philippines has lost an overall score of 18.4%. Education is also an important factor in the development of a country. It provides the country with a pool of graduates with specific lines of expertise to fill roles in society. In the Philippines, however, unemployment remains a perennial problem. According to Hagos and Dejarme (2008), the Philippine curriculum should be adapted to meet the needs of society, especially to support the surplus of human resources that the country possesses. The researchers highlighted seven changes that the Philippine curriculum should undergo. First, the curriculum should be computer-based to keep up with the advancement of technologies – to produce graduates capable of using computer software in work environments. The second is the integration of environmental knowledge into selected programs. The main aim is to raise awareness about the risks of human activities to the environment and help prepare students to contribute in a village.