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Adolescence Education Newsletter. 2005 Jun; 8(1):3-4.EDUCATION PROGRAMMES for young people can be intricately linked to development goals (left). This was illustrated in a document released last year based on a technical review of UNFPA's three-decade experience in Population Education (PopEd). UNFPA PopEd programmes could be categorized into: 1) Population and Family Life Education; 2) Sexuality Education; and 3) Life Skills Education. Common elements of all programmes are: advocacy to promote an enabling socio-political environment; capacity-building through teacher training and development of curriculum and materials; and peer education. (excerpt)
Education is empowerment. Promoting goals in population, reproductive health and gender. Report of a technical consultation on UNFPA's role in education, 8-10 December 2003 - New York.
New York, New York, UNFPA, 2004. 80 p.UNFPA education programmes fall into three broad categories: Population and Family Life Education, Sexuality Education and Life Skills Education. Necessary components of all programmes include: Advocacy to promote an enabling social/political environment; capacity building (principally in curriculum and materials development and teacher training); and peer education. Population education aims at promoting a greater understanding of the nature, causes and consequences of population changes. Family life education is concerned with marriage, parenting, relationships and responsibilities of family members, and overall family welfare. They are usually taught as part of courses in sociology, geography, home economics, health and hygiene, and so on. Sexuality education is a teaching and learning process concerned with the biological, emotional and social dimensions of human sexuality and its expression. It aims to provide young people with a broad range of knowledge and skills crucial to their sexual health and personal development, including information about reproductive health, discussions of love and sexuality, cultural norms and social pressures, and gender roles and relationships. Activities take place in formal and non-formal settings and involve lectures, group discussions, role plays and elements of life-skills education. (excerpt)
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[Unpublished] 1972.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)
Integration: International Review of Population and Reproductive Health. 1999 Spring; (59):16-18.The United Nations Population Fund (UNFPA) has been providing technical assistance to countries to help them alleviate serious reproductive health and population problems and related issues such as high levels of fertility and maternal and infant mortality, rapid increase of population and persistently high risk of sexually transmitted diseases particularly among the youth. The multidisciplinary technical team called Country Support Team (CST) has made outstanding achievements in technical assistance. Organized and coordinated by UNFPA, CST consists of experts from the regional commissions of the United Nations Tea for Central such as ESCAP and ones from specialized agencies like ILO, WHO, UNESCO, UNFPA and UNIFEM. They are hired by these UN agencies but loaned to UNFPA to work as CTS experts. (excerpt)
In: Population studies (lectures on population education), [compiled by] Sri Venkateswara University. Population Studies Centre. Tirupati, India, Sri Venkateswara University, Population Studies Centre, 1979. 81-90.In this paper, communication strategies adopted in conveying population education in India are discussed. It briefly discusses the virtual explosion of population in the country, termed as “populosion”. Finally, the five sectors of communication strategy in the Indian context are presented, namely: audience, message, communicators, media, and behavioral change.
In: Population studies (lectures on population education), [compiled by] Sri Venkateswara University. Population Studies Centre. Tirupati, India, Sri Venkateswara University, Population Studies Centre, 1979. 41-50.This paper highlights the importance of health education in population education. Definition of health, as well as, the objectives of health education in the prospects of the WHO is presented in this paper. Furthermore, it focuses on the different aspects of health education, namely: personal hygiene and environmental sanitation; maternal and child health; nutrition education; applied nutrition program; school health education; transmission of diseases and cultural practices; national health programs; age at marriage of women and health; and population explosion and health hazards.
In: First International Congress on Population Education and Development, Istanbul, Turkey, 14-17 April, 1993. Action Framework for Population Education on the Eve of the Twenty-First Century. Istanbul declaration, [compiled by] United Nations Population Fund [UNFPA] [and] UNESCO. [New York, New York], UNFPA, 1993. 5-7.Participants at the International Congress on Population Education and Development, organized by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) and the UN Populations Fund in Istanbul during April 14-17, 1993, adopted the Istanbul Declaration and approved an action framework for population education. Population is one of the world's most serious concerns, which education can help to solve. The world's population needs to be taught about important population issues. In particular, population education projects and programs need to reach to all levels of the educational system, to all types of educational institutions, and to all settings of non-formal education. Population education should be developed as an integrated component of educational curricula. Population education, environmental education, and international education all improve the quality of life and the relationships of humans with each other and nature. Congress participants call upon international and organizational support for new and ongoing population education.
Bangkok, Thailand, UNESCO, Principal Regional Office for Asia and the Pacific, Regional Clearing House on Population Education, 1996. , 154 p. (Abstract-Bibliography Series 13)This book provides a bibliography and abstracts of publications on the linkages between environmental degradation, population growth, and sustainable development in the Asia and Pacific region. The seven sections are titled: Environmental Problems, Population Problems, Sustainable Development, Policy Statements and World Meetings, Linkages, Population and Environmental Programs for Special Interest Groups (such as women and children), and Curriculum Materials. Each section includes a review and synthesis of information on the topic and lengthy and substantive abstracts of the selected referenced materials. The book cites 73 recent publications, including research studies, monographs, technical papers, reports, and journal articles. Cross referencing is made possible by the use of author and subject indexes included in the appendix. This volume is directed to population program planners, managers, and educators. The aim is to provide an overview of how problems of population and sustainable development are inseparably linked and interrelated to problems of poverty, income disparities, and wasteful consumption. Some potential solutions are provided. To date, the information indicates that economic tools must be combined with political change and policy implementation.
Paris, France, UNESCO, Environment and Population Education and Information for Human Development, 1995. , viii, 143 p. (Comparative Study on Family Life Education, Sex Education, and Human Sexuality)UNESCO's Comparative Study on Family Life Education, Sex Education, and Human Sexuality seeks to identify educational approaches that will provide young people with the decision making and problem solving skills they need in an increasingly complex and dangerous world. Toward this end, documentary research was conducted on young people's needs and fears in Asia and the Pacific, Latin America and the Caribbean, the Arab states, and sub-Saharan Africa. The present document includes a chronology of the major stages of the population issue; UNESCO's mandate for population and family life education; salient issues concerning reproductive health, adolescence, and preventive education; essential elements for a reconceptualization of family life education; and a directory of readings and references. Among the topics appropriate for family life education are population growth and family structure, the roles and rights within families, gender equality and the empowerment of women, reproductive health and human sexuality, acquired immunodeficiency syndrome and other sexually transmitted diseases, and morbidity and mortality. Although the Program of Action adopted at the 1994 Cairo Conference should form the basis of school-based family life education, some selectivity is required to take into account factors such as national priorities, student maturity, and educational conditions. Key are teaching education and training activities. Also essential is a social partnership with political, cultural, and religious authorities in the community.
[Unpublished] 1992 Apr.  p.Sri Lanka's review of population education studies aimed to provide a compilation and an analytical review of research and evaluation findings. Potential benefits are expected for improving policy making and practice, for locating the gaps in programs and the necessary action needed, and for facilitating the use research in planning and evaluation. Research deficiencies in program evaluation were noted by Professor J.E. Jayasuriya in 1986. The population education task in 1972 was tremendous and included introduction of curricular reform in 8000 primary schools and 5500 junior secondary schools, with only a 6-month start-up time. Program implementation was still ongoing when reforms were instituted in 1977, and 1978, and 1983. Data were collected in some fashion during this period, and evaluations were conducted on an ad hoc basis by postgraduate students. Much more research information is available on demographic trends in fertility and family planning (FP). Reforms did not include University Departments of Education, and training activities were devoted primarily to training teachers for the ever increasing demand. The review included 75 listings among the following topics: basic research studies (55), KAP studies (4), management (4), personnel training (2), curriculum development and instructional materials (4), information dissemination (1), and program impact evaluation (3). There were no studies of teaching methodology or classroom instruction. A limitation of the study is the arbitrary nature of the criteria, which was developed by UNESCO/PROAP. There also was a limited time frame which did not allow for direct contact of instructions or researchers. A summary of the research activity is provided. Each study is listed by title, place and publisher, number of pages, series of document number, language, objectives, key words, availability, methodology, and findings.
Brief review of the regional sectoral programme in population education during the last two decades and challenges for the future.
Bangkok, Thailand, UNESCO, Principal Regional Office for Asia and the Pacific, 1992. , 33,  p. (Population Education Programme Service [PES])The review was prepared at the request of Mr. Saad Raheem Sheikh of the UNFPA Asia and Pacific Region headquarters in New York. A description is given of the Asia and Pacific regional sectoral program in population education between the 1970s and 1990s. The review covered changes in program emphasis objectives, and strategies. Achievements are documents in the appendixes with lists of training programs, workshops, and materials produced or conducted. The summary conclusion was that UNFPA financial assistance and UNESCO technical services were instrumental in the implementation by countries in the region of national population education programs for both the formal and informal educational sectors. Program development varied by country from no program at all to institutionalization of population education. Teams of trained personnel managed national population education programs in the region. A set of prototypical educational materials for learning and training and for research and evaluation was developed. Innovative strategies were employed during the planning and implementation stages. The original conception of population education was expanded to include environmental issues, sex education, AIDS, aging, and urbanization. Financial and technical support is still needed in the region to ensure institutionalization of programming. Prior review of the Regional Advisory Team revealed acceptance by countries and a record of efficacy and effectiveness. A key factor was the ability to respond quickly to country requests. The Regional Advisory Team also developed excellent relationships with all UNFPA country directors in the region and the national office.
Integration of population education in APPEAL. Volume Three. Population education in literacy and continuing education.
Bangkok, Thailand, UNESCO, PROAP, 1992. , 115 p. (Population Education Programme Service)Workshops were conducted in 1989 and 1991 in Indonesia and Pakistan to discuss the integration of population education into primary school curricula and into continuing education and literacy programs. This document provides a summary of prototype materials for integration of population messages in nonformal education. On-site visits were conducted in the rural villages of Sinar Bakti and Sari Harapan in the eastern district of Lembang, and 24 semi-literate persons were interviewed on demographic information, knowledge, attitudes, practices in family planning, problems and solutions, and aspirations. Workshop participants drafted materials with the help of resource persons, and 1 flip chart, 1 chart, and 2 booklets were field-tested. The core messages were that mother and child health care promotes family welfare; there is a right age for marriage; children can be spaced; women should be allowed to obtain a higher education; educated mothers add to family quality of life; women's groups can be effective; and rapid population growth leads to water shortages. Each of these messages for semi-literates is further differentiated by format, specific objectives, materials, messages and submessages. For example, a flip chart with 11 pictures is developed for stimulating discussion on the benefits of improving women's educational status. The instructions for facilitators are to direct learners to study the pictures and read the text and then direct questions about the messages in the pictures. Learners are expected to explain the pictures and text and draw conclusions. The learning materials from Pakistan were developed based on a needs assessment approach. Interviewers visited houses and asked for knowledge and attitudes on messages about small family size and social welfare, the right marriage age, responsible parenthood, population and development, reorientation of population-related beliefs and values, and enhancement of the status of women. The results of the inquiries are given. An example of these issues is represented in teaching materials for reorienting beliefs on the right marriage age. The target would be out-of-school youths and adults. The focus would be on how 1) early marriage affects the health of the mother and child, and 2) young mothers are not mentally prepared for the consequences of frequent pregnancies. A puppet show is provided as well as a guide for facilitators of discussion.
Integration of population education in APPEAL. Volume Two. Population education in universal primary education.
Bangkok, Thailand, UNESCO, PROAP, 1992. , 100 p. (Population Education Programme Service)As part of the goal to integrate population education into primary school curriculum and literacy programs, workshops were held in 1989 and 1991. The noteworthy teaching materials for primary education included in this document were generated from the experiences in Indonesia and Pakistan. Workshop participants completed questionnaires on various aspects of population education and then visits were made to 3 primary schools in SD Jayagiri, SD Negeri Lembang V, and SD Negeri Cibodas, Indonesia; observations were made and teachers and principals identified their needs. A similar process led to the production of materials for Pakistan after visits to a Muslim community about 4 km from Islamabad and to Saidpur, Pakistan. The materials from Indonesia focused on core messages and submessages on small family size for family welfare, delayed marriage, responsible parenthood, population planning for environmental and resource conservation and development, reorientation of beliefs, and improved status for women. Each core unit had a submessage, objective, content, method or format, target audience, and learning activity. For example, the core message on small family size for family welfare contains the message that a family needs a budget. The objective is to develop an awareness of the relationship between family needs and family income. The content is to stress the limits to expenditures within family resources and a comparison of sharing available resources in a large family. The method or format is a script for radio directed to out-of-school children and class VI. Dialogue is presented in a scene about purchasing food at a local market. The noteworthy curriculum materials from Pakistan focuses on their problems, their population, family, teachings of the Holy Prophet Muhammad, implications of population growth, living things and their environment, and Shimim's story. Each issue has a class time, subject, core message, and instructional objective. In Shimim's story, the social studies class is devoted for 45 minutes to the core message about elders as an asset to the family and society. Reading material is provided and the teacher directs questions about the material and tests students with true/false questions.
Integration of population education in APPEAL. Volume One. Guidelines for curriculum and materials development.
Bangkok, Thailand, UNESCO, PROAP, 1992. , 67 p. (Population Education Programme Service)As part of an effort to integrate population education messages into the Asia-Pacific Program of Education for All (APPEAL), two workshops were held, one in Indonesia in 1989 and one in Islamabad, Pakistan, in 1991. The objectives were 1) to exchange experiences on integrating population education messages for in-school and out-of-school programs; 2) to develop alternative program designs for integrating population education into primary education and literacy programs; and 3) to develop prototype materials. This article provides a summary of discussions occurring during the two workshops. Volume II and III reflect prototypes of outstanding instructional materials developed during the workshops; volume II is directed to primary education and volume III to literacy and continuing education programs. The issues discussed in this document include population core messages developed in Indonesia and Pakistan, and guidelines and instruments in curriculum and materials development. The focus of curriculum development is on special considerations in integrating population education, learning requirements, problems in use of population education materials, guidelines for determining curriculum needs and developing and using materials, and steps in developing integrated curricula and preparing and using materials. Linkages are possible with different sectors. Sample evaluation instruments are provided as well as reference materials lists (papers, brochures, reports). Some experiences with teaching-learning materials development are indicated. Basic considerations in preparing for development of population education are the national policy, concepts of population education, societal needs, program targets, core messages, and limitations. The recommendation is for the establishment of a single coordinating group to implement primary and continuing education and literacy programs for population education. Some of the problems noted were conceptualization of population education, nonavailability of experts, nonidentification of core messages, shortages of trained teachers and materials, overloading of curriculum, decision making, and employment of unsuitable or unqualified personnel in population education.
New York, New York, UNFPA, . ix, 78 p.The UN Population Fund, in cooperation with the Government of Ecuador, initiated a programme Review and Strategy Development (PRSD) exercise in July-August 1989. The results are presented in sections such as national population policy, institutional structure, environment, women, research and training, education, communication, health nongovernmental organizations, and outside technical cooperation, each shown in the format issue, objective(s), and strategy. The Ecuadoran government views the growth rate of 2.8% as manageable, and has a qualitative population policy stated as political goals, with an addendum that addresses a few issues such as women in development. Adequate quantitative and focused data on population and development are lacking. Similarly, national, public, and private institutions are not coordinated and would benefit by regular meetings and information networks. Systematic integration of population and development must begin with policy formulation, planning, and research on rural and urban growth and migration. Health services, now emphasizing individual curative care, must be targeted to women, adolescents, and children, by integrating comprehensive family planning and primary health care. Poor performance of prior maternal-child health/family planning programs must be improved. Suggested strategies include building institutions, improving the information system, dispelling myths about contraceptive methods, informing people about the relationship between family planning and health, and broadening population education. There is potential for population education in literacy and informal education programs for workers and women, and there is a need for enlightenment of journalists and media communicators about population and migration issues. Efforts for improvement of women's lives are nonfocused and fragmented: information on these projects must be systematized, and a policy on women should be consolidated.
Colombo, Sri Lanka, Family Planning Association of Sri Lanka, 1991. , 54,  p.This report describes the accomplishment of the Family Planning Association of Sri Lanka (FPASL) during the 1990-91 year. The report opens with a section describing 1990 highlights, a year that witnessed great strides in clinical, contraceptive retail marketing, rural motivational, and AIDS education activities. In June, FPASL hosted the Regional Council Meeting of the South Asia Region, a meeting attended by IPPF Secretary Dr. Halfdan Mahler, who praised the efforts of the association. Designed to coincide with the regional meeting, FPASL organized a national seminar on "Family Planning Research and the Emerging Issues for the Nineties." IPPF invited FPASL to be one of the 6 countries do develop a new strategic plan for the 1990s. Other FPASL highlights included: increased AIDS education, Norplant promotion campaigns, and the establishment of a counselling center for young people. Following the highlight section, the report provides an overall program commentary. The report then examines the following components of FPASL: 1) the Community Managed Integrated Family Health Project (CMIRFH), which is the associations' major family planning information, education, and communication (IEC) program; 2) the Nucleus Training Unit, established in 1989, whose primary emphasis is to organize and conduct AIDS education programs; 3) the Youth Committee, whose activities include populations and AIDS education; 4) the Clinical Program, whose attendance increased by 15% (this section describes the types of services provided); and 5) the Contraceptive Retail Sales Program. While condom sales increased by 5%, the sales of oral contraceptives and foam tablets decreased -- a declined explained by the turbulent situation of the country.
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.
[Paris, France], Unesco, Division of Educational Sciences, Contents and Methods, Population Education Unit, 1985. vi, 200,  p. (Comparative Study of Programme Development Strategies in Population Education (COSDEPE)/Project GLO/81/P.22; ED/85/WS/56)Identifying the issues in the management of national population education is the aim of this book prepared for the UNESCO Population Education Unit. The introduction explains the role of the book and details the elements of population education. Part 2 identifies various aspects of population education programs including curriculum and materials development, teacher training, program management, monitoring and evaluation, and the transition to integration of population education with a school program. Additional readings are suggested in an annex, as well as the address of UNESCO population education units and projects. The final annex outlines trends in teacher education.
[Mali: report of mission on needs assessment for population assistance] Mali: rapport de mission sur l'evaluation des besoins d'aide en matiere de population.
New York, New York, Fonds des Nations Unies pour la Population, 1988. x, 67 p. (Rapport No. 95)The UN Fund for Population Activities sent a 2nd needs assessment to Mali in September 1985. Mali is a vast Sahelian country, characterized by vast deserts. Only 16.8% of the population is urbanized. Mali is essentially agricultural. The 3rd 5-year development plan covered the years 1981-1985. Population factors do not occupy the place they deserve in development planning in Mali. Recommendations for population and development planning include forming an organization to promote population policy and territorial resource management. Recommendations on data collection include creating a national coordinating committee for demographic statistics, analyzing census data from 1976 and planning for the census of 1987, and reorganizing the vital statistics system. The mission recommends the creation of a national organization to coordinate research activities in the country. Recommendations on health and family planning services include examining bottlenecks in the national health system, redistributing health personnel, and improving planning and administration. The mission recommends extending the educational system in Mali. Materials on population must be included in educational materials. Facts on the condition of women and their participation in economic life are insufficient. The mission recommends the creation of a section for women in the Ministry of State to gather social, economic, and demographic information on women.
[Workshop on Sensitization of Communication Professionals to Population Problems, Dakar, 29 August, 1986 at Breda] Seminaire atelier de sensibilisation des professionnels de la communication aux problemes de population, Dakar du 25 au 29 Aout 1986 au Breda.
Dakar, Senegal, UNICOM, Unite de Communication, 1986. 215 p. (Unite de Communication Projet SEN/81/P01)This document is the result of a workshop organized by the Communication Unit of the Senegalese Ministry of Planning and Cooperation to sensitize some 30 Senegalese journalists working in print and broadcast media to the importance of the population variable in development and to prepare them to contribute to communication programs for population. Although it is addressed primarily to professional communicators, it should also be of interest to educators, economists, health workers, demographers, and others interested in the Senegalese population. The document is divided into 5 chapters, the 1st of which comprises a description of the history and objectives of the Communication Unit, which is funded by the UN Fund for Population Activities (UNFPA). Chapter 1 also presents the workshop agenda. Chapter 2 provides an introduction to population problems and different currents of thought regarding population since Malthus, a discussion of the utilization and interpretation of population variables, and definitions of population indicators. The 3rd chapter explores problems of population and development in Senegal, making explicit the theoretical concepts of the previous chapter in the context of Senegal. Topics discussed in chapter 3 include the role of UNFPA in introducing the population variable in development projects in Senegal; population and development, the situation and trends of the Senegalese population; socioeconomic and cultural characteristics of the Senegalese population; sources of sociodemographic data on Senegal; the relationship between population, resources, environment and development in Senegal; and the Senegalese population policy. Chapter 4 discusses population communication, including population activities of UNESCO and general problems of social communication; a synthesis and interpretation of information needs and the role of population communication; and a summary of the workshop goals, activities, and achievements. Chapter 5 contains annexes including a list of participants, opening and closing remarks, an evaluation questionnaire regarding the workshop participants, and press clippings relating to the workshop and to Senegal's population.
Freetown, Sierra Leone, Ministry of Education, 1984. 93 p. (UNFPA/UNESCO Project SIL/76/POI)The National Programme in Social Studies in Sierra Leone has created this textbook in the social sciences, with an emphasis on population education, for 2ndary school students. Unit 1, "Man's Origin, Development and Characteristics," describes Darwin's theory of evolution and explains how overproduction causes problems of rapid population growth and poor quality of life. Special attention is given to the problem of high infant mortality in Sierra Leone. Unit 2, "Man's Environment," discusses the interrelationships and interdependence among elements in the ecosystem, the food pyramid, and the effects of man's activities and numbers on the ecosystem. Unit 3, "Man's Culture," focuses on the processes of socialization and the different agents of socialization: the family, the group, the school, and the community. Unit 4, "Population and Resources," discusses human and natural resources as well as conservation measures. It also discusses the population composition, its effect on resources, and the uses and significance of population data. Unit 5, "Communication in the Service of Man," covers land, water and air transport; the effects of transport developments in Sierra Leone; and implications for population of changes in transport activities. Unit 6, "Global Issues: Achievements and Problems," deals with the young population, characteristics of the adolescent, common social problems among young people, and the role of the family unit. National and international action is also discussed.
Freetown, Sierra Leone, Ministry of Education, 1984. 80 p. (UNFPA/UNESCO Project SIL/76/POI)The National Programme in Social Studies in Sierra Leone has created this textbook in the social sciences for secondary school students. Unit 1, "Man's Origins, Development and Characteristics," presents the findings of archaeologists and anthropologists about the different periods of man's development. Man's mental development and population growth are also considered. Unit 2, "Man's Environment," discusses the physical and social environments of Sierra Leone, putting emphasis on the history of migrations into Sierra Leone and the effects of migration on population growth. Unit 3, "Man's Culture," deals with cultural traits related to marriage and family structure, different religions of the world, and traditional beliefs and population issues. Unit 4, "Population and Resources," covers population distribution and density and the effects of migration on resources. The unit also discusses land as a resource and the effects of the land tenure system, as well as farming systems, family size and the role of women in farming communities. Unit 5, "Communication in the Service of Man", focuses on modern means of communication, especially mass media. Unit 6, "Global Issues: Achievements and Problems," discusses the identification of global issues, such as colonialism, the refugee problem, urbanization, and the population problems of towns and cities. The unit describes 4 organizations that have been formed in response to problems such as these: the UN, the Red Cross, the International Labor Organization, and the Co-operative for American Relief.
Freetown, Sierra Leone, Ministry of Education, 1984. 80 p. (UNFPA/UNESCO Project SIL/76/POI)The National Programme in Social Studies in Sierra Leone has created this text in social studies, with an emphasis on population education, for 2ndary school students. Unit 1, "Man's Origins, Development and Characteristics," covers traditional, religious and scientific explanations of man's origin; man's characteristics and the effects of these characteristics; and the beginnings of population growth and the characteristics of human population. In Unit 2, "Man's Environment," the word environment is defined and geographical concepts are introduced. Unit 3, "Man's Culture," defines institution and discusses family types, roles and cycles, as well as traditional ceremonies and cultural beliefs about family size. Unit 4, "Population and Resources," primarily deals with how the family meets its needs for food, shelter and clothing. It also covers the effects of population growth. Unit 5, "Communication in the Service of Man," discusses the means and growth of communication and collecting vital information about the population. The last unit defines global issues and discusses the interdependence of nations, issues affecting nations at the individual and world level, and the UN.
Report on the Preparatory Technical Consultation for the Meeting of ASEAN Heads of Population Programmes held in Kuala Lumpur, Malaysia, 22-24 November 1976.
[Kuala Lumpur, Malaysia], Regional Organization for Inter-Governmental Cooperation and Coordination in Population and Family Planning in Southeast Asia, 1976. 248 p.The Preparatory Technical Consultation for the Meeting of ASEAN Heads of Population Programs was held in Kuala Lumpur, Malaysia, from November 22-24, 1976. It was organized by the Food and Agricultural Organization of the United Nations (FAO) and the Regional Organization for Inter-Governmental Cooperation and Coordination in Population and Family Planning in Southeast Asia. Sponsorship was also received from the United Nations Fund for Population Activities (UNFPA). From Nov. 24-26 the Meeting of ASEAN Heads of Population Programs hosted by ASEAN, Malaysia, and the National Family Planning Board of Malaysia (NFPB) was held. They met to exchange views and to compare experiences regarding population problems and programs, particularly those related to rural and urban under-privileged sectors; to define common needs of ASEAN population programs, and to delineate the likely thrust of population policies in the Region for the coming 10 years. The proposals for action which came from the discussions of the Preparatory Technical Consultation covered policy, programs, strategies, research, training, information, education, and communication. Particular emphasis was given to activities extending beyond traditional family planning approaches.
Cabanatuan City, Philippines, Philippine Wesleyan College, Wesleyan Population Center, 1975. 39 p.These revised curriculum materials integrating population education with high school world history have as general objectives to chart the population growth of the world from 600,000 B.C. to 1970, to project future growth through 2000, to outline the causes of population growth and zero growth in the various stages of world history, to distinguish between the degree of environmental and population control attainable by ancient and modern man, and to describe national and international organizations and activities which may help reduce world population growth. The early lessons present the concepts that population growth has been slow in most of human history, with high death rates balancing high birthrates, and that the life of prehistoric man was uncomfortable and short, with his numbers kept in check by natural events; that the development of man's 1st major achievement in environmental control, agriculture, allowed greater population growth and density than hunting and gathering; and that despite increased food production, life was still uncomfortable and short, with famine and disease continuing to exert high tolls and food production continuing to be threatened by consumption due to increasing numbers. The 4th lesson, covering the effects of industrialization from 1650-1900 on world population, presents the concepts that industrial inventions permit greater food production and further population increases, and that population growth during these years was greatly speeded. The next lesson concerns the effects of medicine on world population between 1900-70, emphasizing that improved mortality control made possible by medical discoveries greatly decreased the death rate from disease, and that disease control operates independently of food supply. The 6th lesson, on population projection to 2000, teaches that population growth has accelerated in recent years in the developing countries while slowing voluntarily in developed areas, and that the developing world may pursue population control or growth may again be controlled by famine, disease, and war. The 7th lesson suggests that man can control his population, that overpopulation is a worldwide threat, and that international agencies exist to help slow growth. Each lesson contains a description of the subject matter, a list of teaching aids and references, lists of concepts and specific objectives to be covered, and outlines of procedures regarding perceptions and development of the lesson.