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Meeting information needs for population education: using materials for population education, Booklet 1. Trial edition.
Bangkok, Thailand, Unesco, Regional Office for Education in Asia and Oceania, 1980. 95 p.This booklet is the outcome of month-long internship programs for population education documentation and materials service, organized in July and November 1978 by the Unesco Population Education Service with UNFPA assistance. The purpose was to enhance information activities in the field of population education, and to respond to the growing need for population education information in Asia and Oceania. Meant for persons whose work relates to population education, it deals with some basic techniques of using and processing population education materials. The focus of the booklet is on activities that usually lie within the domain of librarians, documentalists and information officers, which nevertheless are useful to others involved in this field; for example staff of population education programs are frequently required to respond to requests for information. The 3 learning modules contained here are: 1) Assessing the quality of population education materials; 2) Literature searches, bibliographies and request for materials; and 3) Writing abstracts for population education materials. Each module contains a set of objectives, pre-assessment questions, activities and post-test activities. This booklet has a sequel, Booklet 2, which deals with other areas of population education information.
Meeting information needs for population education: information services for population education, Booklet 2. Trial edition.
Bangkok, Thailand, Unesco, Regional Office for Education in Asia and Oceania, 1980. 96 p.This booklet is the outcome of month-long internship programs for population education documentation and materials services, organized in July and November 1978 by the Unesco Population Education programme Service with UNFPA assistance. The purpose was to enhance information activities in the field of population education, and to respond to the growing need for population education information in Asia and Oceania. Meant for persons whose work relates to population education, it focuses on the wide range of supplementary information activities that are provided to promote the success of the program. The supplementary activities include preparation of a newsletter and the distribution of background information to key leaders. The booklet contains 5 learning modules. The 1st module deals with the processing or transformation of materials, the 2nd examines more sophisticated materials services such as the selective dissemination of information and production of packages as well as basic survey technics, the 3rd examines methods of popularizing population education programs, the 4th analyses the nature and potential of networks as distribution and communication channels, and the 5th touches upon the evaluation of an information program and development of training workshops or materials for these programs. Each module contains a set of objectives, pre-assessment questions, activities and post-test activities. The preceding booklet, Booklet 1, covers other areas of population education.
Consultation of regional coordinators of the features services on women and population, UNESCO, Paris, 31 March-3 April 1980.
Paris, France, Unesco, 1980. 49 p.Add to my documents.
Women, population and development, statement made at the World Conference of the United Nations Decade for Women: equality, development and peace, Copenhagen, Denmark, 15 July 1980.
New York, N.Y., UNFPA, . 5 p. (Speech Series No. 56)The World Population Plan of Action adopted in Bucharest in 1974 and the World Plan of Action adopted at the Mexico Conference in 1975 had one common goal--the full integration of women in the development process. Women today play a limited role in many national communities. If this role is to be strengthened and expanded, it will be necessary to focus on eliminating discrimination and removing obstacles to their education, training, employment and career advancement. Within this framework, UNFPA has given support to projects in 5 specific areas: 1) education and training in health, nutrition, child care, family planning, and vocational skills; 2) increasing participation of rural women in planning, decision-making and implementation at the community level; 3) income generating activities, such as marketing, social service occupations, and in the legal, educational and political systems; 4) educating women about their social and legal rights; and 5) widening women's access to communication networks. Between 1969 and 1979, approximately US$22 million was provided by UNFPA to projects dealing with the status of women. Projects in areas such as nutrition, maternal and child health services and family planning received more than US$312 million, which constitutes more than 50% of the total UNFPA programs.
Equality of educational opportunities for girls and women. Report of a Meeting of a Consultative Panel for Asia and Oceania 1-8 October 1979.
Bangkok, Unesco Regional Office, 1980. 173 p. (BKS/80/RHM/140-500)A meeting held in Bangkok in October 1979 identified obstacles to be overcome if women and girls are to have equal access to education at all levels in Asia and Oceania, and had as a goal to strengthen collaboration between the UN and other agencies within the framework of the UN Decade for Women. Although no countries studied reported official government discrimination against girls and women in education, all stated that fewer girls participate in educational activities and that a major obstacle is in the attitudes of parents and communities. Dropout and wastage is greater among girls than boys and is very severe in Bangladesh, Nepal, and Pakistan; in countries where total enrollment is low there is the greatest difference in the boy/girl ratio. Forces that inhibit girls' schooling include social changes such as new kinds of employment, parents' requirement that girls help in the home or field and desire to spend what little money is available on the boy's schooling, early marriage, shortage of female teachers, and lack of parents' literacy. Programs designed to overcome inequalities are limited. In India, there is a program to provide universal education to all boys and girls between 6-14 years of age, and scholarships exist to train and provide housing for women teachers. Other countries' efforts have met with little success, but special efforts are being made to provide nonformal education for older girls and women to include literacy, numeracy, home managment, child care, health, sanitation, nutrition, and skill development for productive employment. Pakistan's program aims at serving primary level girls whereas those in Afghanistan, Bangladesh, Indonesia, Thailand, and Pakistan aim at older girls and women. The traditional "Mohalla" girls' education program in Pakistan has recently added, wtih government support, homemaking and other areas of training to its religious curriculum. Suggestions for improvement include: 1) flexible school hours, 2) proximity of day care centers and pre-schools to primary schools, 3) making available opportunities for earning while learning, 4) devise curricula drawn from real life experiences of girls and women, 5) obtain more women teachers, 6) provide boys with learning experiences in "girls'" subjects, 7) reorganize expenditures to benefit girls and women, and 8) encourage nongovernment organizations which enhance female status to deal with educational programs.
Development of curricular materials integrating population education in nonformal education programmes. Report of a Regional Workshop, Los Banos, Philippines, 3-21 November 1980.
Bangkok, Unesco Regional Office, 1980. 302 p.Unesco organized a series of workshops on the development of curricular and instructional materials integrating population material into nonformal education and development programs. Participants in the workshop would: exchange experiences with regard to the development of curricular materials which integrate population education into nonformal education programs; acquire skills in the processes and methodologies of integrating population education; and develop prototype curriculum and instructional materials for use in nonformal education programs. 2 communities, Pansol and San Antonio, were chosen for in-depth study and participants later developed educational objectives and integrated curricular content, and then designed, produced, experimented and evaluated instructional materials which could be used in different nonformal educational programs. 24 participants from 12 countries comprised the workshop which began on November 3, 1980. In the General Report Section, there is presented an inter-country exchange of experiences on the development of population education curricular materials followed by a portion devoted to the actual development of materials. Group reports make up Section 3 and there are samples of instructional materials. Recommendations are offered by the participants, both for Unesco and for member states; however, the participants felt that the workshop experience was very valuable. A list of participants, workshop schedule, and selected remarks and addresses are included in the appendices.