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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.