Your search found 3 Results
Educational aspects of developmental programmes leading to lower fertility: the renewal of education as a population action programme.
[Unpublished] 1972. Presented at the Interregional Workshop on Population Action Programmes, Manila, Philippines, November 15-25, 1972. 11 p. (ESA/P/AC.1/15)Population is not an isolated variable in the development process; it is one of the many socio-economic variables affecting developing countries in their efforts to attain a higher quality of life. Education must respond to the total socio-economic situation if it is to be expected to contribute to the promotion of change. In order to respond effectively, education must be integrally and relevantly renovated. This integral renovation implies innovation in educational planning and administration, and in curriculum contents and teaching and learning methodologies. Within this framework of renovation population-related issues become important components which must be included in educational activities because of their present and future effect on individuals and society. Population education will then be one of the obvious products of an integral and relevant educational response to the challenges proposed by the process of change. (excerpt)
Male, Maldives, Ministry of Education, Non-Formal Education Unit, 1988 Nov. , 86 p.The population growth rate of Maldives is over 3.2% and is one of the highest in the region. The development rate is over 12% and the literacy rate is 93% for both males and females and there is a high participation rate for basic education. The government has launched a population education program with assistance from UNFPA and UNESCO. Through the educational process people will be equipped to make rational decisions on population problems of the future. The long range objective of this program is to make young adults aware of the inter- relationships of population and aspects of quality of life, and that population growth rate is an important factor affecting their lives as well as the socio-economic development of their family. The immediate objectives are to strengthen the educational development center, to contribute to life preparation of children, to enhance social living of adults and youth not in school, to develop the competence of over 500 teachers, and to convey population education messages to as many islanders as possible. The messages that will be included in the curriculum include family size and family welfare, delayed marriage, responsible parenthood, population and resources, and population related beliefs and values. The teaching process for addressing the moral dilemma includes introducing and confronting the dilemma, then establishing individual positions for action and establishment of the class response to the position of action. The next step is selecting an appropriate strategy and examining different individual reasons within the class group. Major methods used in this training include hierarchical, peer group, mobile training, self learned, correspondence, linked training, mass media, field operational seminars, and internships.
POPULI. 1986; 13(1):5-14.Within the next 50 years, the predominantly rural character of developing countries will shift as a result of rapid world urbanization. In 1970 the total urban population of the more developed world regions was almost 30 million more than in the less developed regions; however, by the year 2000 the urban population of developing countries will be close to double that in developed countries. A growing proportion of the urban population will be concentrated in the biggest cities. At the same time, the rural population in developing countries is expected to increase as well, making it difficult to reduce the flow of migrants to urban centers. Although urban fertility in developing countries tends to be lower than rural fertility, it is still at least twice as high as in developed countries. The benefits of urbanization tend to be distributed unevenly on the basis of social class, resulting in a pattern of skewed income and standard of living. Social conditions in squatter settlments and urban slums are a threat to physical and mental health, and the educational system has not been able to keep up with the growth of the school-aged population in urban areas. The problems posed by urbanization should be viewed as challenges to social structures and scientific technologies to adapt with concern for human values. It is suggested than 4 premises about the urbanization process should guide urban planners: 1) urban life is essential to the social nature of the modern world; 2) urban and rural populations should not be conceptualized in terms of diametrically opposed interest groups; 3) national policies will have an impact on urban areas, just as developments in the cities will impact on national development; and 4) the great cities of the world interact with each other, exchanging both trade and populations. The United Nations Family Planning Association stresses the need for 3 fundamental objectives: economic efficiency, social equity, and population balance.