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One Country. 2006 Jan-Mar; 17(4):6-8.Not far from the bright lights of Broadway, a little production with a big message played to a standing room only crowd in late February. In a conference room across the street from United Nations, as part of a "side event" to the 50th annual session of the Commission on the Status of Women (CSW), about 100 people watched 16-year-old Anisa Fedaei portray the daughter of the cocoa farmer in a short play called "Playing the Game." "I am Patience from a developing country and I am 12 years old," said Anisa. "I don't go to school because I help my mother. Our family lives in a small hut. My mother cannot own the land and cannot get credit." But now, "Patience" explains, thanks to the help of a local cooperative, they can invest in the farm and grow enough to trade. (excerpt)
[Paris, France], UNESCO, 2004 Jul. 13 p. (Literacy, Gender and HIV / AIDS Series)This booklet is one of an ever-growing series of easy-to-read materials produced at a succession of workshops supported by UNESCO and UNFPA. The workshops are based on the appreciation that gender-sensitive literacy materials are powerful tools for communicating messages on HIV/AIDS to poor rural people, particularly illiterate women and out-of-school girls. Based on the belief that HIV/AIDS is simultaneously a health and a social cultural and economic issue, the workshops train a wide range of stakeholders in HIV/AIDS prevention including literacy, health and other development workers, HIV/AIDS specialists, law enforcement officers, material developers and medial professionals. Before a workshop begins, the participants select their target communities and carry out needs assessment of their potential readers. At the workshops, participants go through exercises helping them to fine-tune their sensitivity to gender issues and how these affect people's risks of HIV/AIDS. The analysis of these assessments at the workshops serves as the basis for identifying the priority issues to be addressed in the booklets. They are also exposed to principles of writing for people with limited reading skills. Each writer then works on his or her booklet with support from the group. (excerpt)
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.
Bethesda, Maryland, Sisterhood is Global Institute, 1996. , xiv, 168 p.This manual presents a multidimensional framework that allows grassroots Muslim women from various backgrounds to examine the relationship between their basic human rights as inscribed in major international documents and their culture. The introduction contains the manual's objective and background, the major international sources of women's rights, the major premises upon which the manual is based, the theoretical framework of the communication model (involving a communicator, an audience, a medium, and a message), the general structure of the model, and a note to facilitators. The next section presents the learning exercises that can be used by facilitators and participants to discuss women's rights 1) within the family; 2) to autonomy in family planning decisions; 3) to bodily integrity; 4) to subsistence; 5) to education and learning; 6) to employment and fair compensation; 7) to privacy, religious beliefs, and free expression; 8) during times of conflict; and 9) to political participation. Section 3 contains a workshop and facilitator evaluation form. Appendices contain auxiliary material such as relevant religious passages, descriptions of the first heroines of Islam, samples of Arabic proverbs concerning women, the text of international human rights instruments, and a list of various human rights and women's organizations in selected Muslim societies. The manual ends with an annotated bibliography.
JOICFP NEWS. 1996 Feb; (260):5.The UNFPA-supported project on development and distribution of information, education, and communication (IEC) materials in support of improving women's health and status was evaluated at a workshop held in Tokyo in December 13-15, 1995. The 1992-95 cycle of the project was analyzed by experts from Bangladesh, China, India, Indonesia, Malaysia, Nepal, the Philippines, and Vietnam plus three experts from the UNFPA/Country Support Team. The workshop also made it possible for the experts to identify needs as well as effective utilization of existing IEC materials. It was suggested that a nongovernmental organization be established for the distribution and effective use of these materials. The workshop mostly reviewed the print and audiovisual materials. Videos were also evaluated. The materials were found useful for the targeted region. Among other subregional issues it was noted that youth needs were inadequately addressed as they related to sexually transmitted diseases (STDs), unwanted pregnancy, risk of maternal mortality and morbidity, low birth weight, and premature birth. Although the women of the region comprise one-third of the world's population, 70% of the global annual maternal mortality of 500,000 occurs in the subregion. IEC materials should also target adolescents and their support groups. Other needs were also outlined: the expansion of educational opportunities for women, the promotion of employment, the involvement of men, and the training of personnel. The strategies used in the cycle helped strengthen self-reliance through information and experience sharing. The focus on women should be continued with more attention paid to adolescents and young adults, including males. Women's health issues should be expanded to include menopause, reproductive tract infections, STDs, HIV/AIDS prevention, and legal rights including abortion. The production of IEC materials should be identified through research and analysis of existing materials, focus group discussions, or field visits.
In: Environment: children first, [compiled by] UNICEF. New York, New York, UNICEF, . 3 p..The focus of this article is on the impact of environmental degradation on women and children. The position is taken that the poor in developing countries, most of whom are women and children, are the most vulnerable to environmental disasters and depletion of natural resources. Children are the most susceptible to the effects of environmental degradation in terms of disease, malnourishment, and pollution and toxic chemicals. The task of collecting fuelwood contributes to wastage of time and energy and loss of schooling, health care visits, child care, and food quality. If animal dung or other agricultural products are used as replacement fuel sources, soil nutrient loss results. When land is sufficiently degraded, household food production becomes impossible. Migration as a solution to environmental depletion results in urban slums. One solution is identified as empowerment of communities and satisfaction of basic needs. Social mobilization campaigns are useful for promoting use of latrines and safe sanitation. Promotion of sanitation is facilitated by the inclusion of ideas about privacy and convenience. Oral rehydration therapy and immunization are useful in controlling and preventing disease. A shift to smoke-free, efficient stoves reduces deforestation. Food security problems can be alleviated with improved crop varieties, nitrogen-fixing plants, small-scale irrigation, and appropriate technologies. UNICEF is associated with a people-centered approach, which is considered the most hopeful prospect for preserving the global environment and achieving more equitable and sustainable development.
In: Tradition and transition: NGOs respond to AIDS in Africa, edited by Mary Anne Mercer, Sally J. Scott. Baltimore, Maryland, Johns Hopkins School of Public Health, Institute for International Programs, 1991 Jun. 15-22.Many people at risk of HIV infection are changing their behavior drastically when they are referred for HIV testing, as a result of more access to information. Featured as a theme for World AIDS Day, women are particularly vulnerable, since they have less power than men to influence their interpersonal relationships. Women with HIV/AIDS often are asked to make the unrealistic decision to avoid childbearing, but the status of a women in Africa depends on her reproductive ability. The traditional role of women as caregivers both as professional health workers, or in home care, is critical in HIV/AIDS disease. Preservation of the health of the 5-14 age group, who is uninfected, is a priority. Adolescents must be specially targeted in preventive counseling on the consequences of early sexual activity such as teenage pregnancies and sexually transmitted diseases. Sex education in the schools should start at a much earlier age. Studies in Zimbabwe show that women are being infected 5-10 years earlier than men, and there are even cases in 15, 16, and 17 year old women. Most HIV-infected people are afraid of being ostracized or fired from jobs. Women have lost their jobs when their HIV status became known, although the Minister of Health has issued a directive that HIV infection is not a valid reason for discharging an employee. Women are especially vulnerable because they may be rejected by their families and their partners, while having small children who also may be infected. Empowerment of women is needed so that destructive relationships do not continue only because of economic dependence. Ministries of Health, Labor, and Social Welfare need to develop strategies with NGOs to cope with demand to find resources for increasing numbers of desperate people. Community-based care is ideal, and positive trends are emerging to combat the destructive effects of AIDS that divide families leaving the most vulnerable uncared for.
New York, New York, UNFPA, . v, 69,  p. (Evaluation Report)In 1991, a mission in India, Bhutan and Nepal evaluated UNFPA/WHO South East Asian Regional Office (SEARO) maternal and child health/family planning (MCH/FP) projects. The Regional Advisory Team in MCH/FP Project (RT) placed more emphasis on the MCH component than the FP component. It included all priority areas identified in 1984, but did not include management until 1988. In fact, it delayed recruiting a technical officer and recruited someone who was unqualified and who performed poorly. SEARO improved cooperation between RT and community health units and named the team leader as regional adviser for family health. The RT team did not promote itself very well, however, Member countries and UNFPA did request technical assistance from RT for MCH/FP projects, especially operations research. RT also set up fruitful intercountry workshops. The team did not put much effort in training, adolescent health, and transfer of technology, though. Further RT project management was still weak. Overall SEARO had been able to follow the policies of governments, but often its advisors did not follow UNFPA guidelines when helping countries plan the design and strategy of country projects. Delays in approval were common in all the projects reviewed by the mission. Furthermore previous evaluations also identified this weakness. In addition, a project in Bhutan addressed mothers' concerns but ignored other women's roles such as managers of households and wage earners. Besides, little was done to include women's participation in health sector decision making at the basic health unit and at the central health ministry. In Nepal, institution building did not include advancement for women or encourage proactive role roles of qualified women medical professionals. In Bhutan, but not Nepal, fellowships and study tours helped increase the number of trained personnel attending intercountry activities.