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[Unpublished] . 10 p. (UNFPA Project no. PDY-79-P07)The objectives of the In-School Population and Family Life Education Project of the People's Democratic Republic of Yemen include the following: to launch a comprehensive population and family life education program to help in speeding population awareness and understanding of the country's demographic situation; to introduce population education into the new curricula at different levels of the school system; to introduce population and family life education into the preservice and inservice teacher training curricula of the higher college of education; to produce 2 university level reference books; to develop resource materials of audiovisual aids for training of key personnel; to prepare special training programs for pioneer teachers and other selected teachers to enable them to train inservice teachers and to produce instructional materials; to train approximately 1000 unity school level teachers and 160 pioneer teachers and 40 audiovisual pioneers in 4 years; to train approximately 1500 preservice teachers and 600 inservice teachers at the higher college of education; and to reinforce the research activities in the Education Research Center in the field of population and family life. The project is under the Ministry of Education's Educational Research Center (ERC) with the General Director of ERC as its national director and the Deputy Director of ERC as national coordinator. The activities of this school project include: curriculum development in university, secondary, and primary schools; production of textbooks, reference books, and audiovisual teaching aids for teachers and students at different levels; and a teacher training program. Teacher training in the regular preservice and inservice teachers training courses in the Higher College of Education will take place over the September 1981 through June 1984 period. The training of 160 pioneer teachers will occur through special courses held during March/April of 1981, 1982, 1983, and 1984. The training of 1000 selected teachers in the Ministry of Education training centers will take place during July/August 1981, 1982, 1983, 1984. The government contribution for this project is $273,440. The contribution of the UN Fund for Population Activities is $82,484 for 1980 and $198,858 for 1981. The approximate starting date of the project is October 1980, and the approximate date of completion is 1984.
People's Republic of China. Population education in the secondary schools and the teacher training of the People's Republic of China. Education project summary.
[Unpublished] . 3 p. (UNFPA Project No CPR-80-P14)This paper outlines the short and long term objectives of a population education project in China, entitled, "Population Education in the Secondary Schools and the Teacher Training of the People's Republic of China." The project is planned for 1980-82 under the administration of the United Nations Fund for Population Activities and Unesco. Costs are projected at $500,000 plus 1,349,500 Yuan. Short term objectives include: 1) revising the curriculum of middle schools with the aim of integrating population education, 2) revising existing materials in population education, 3) developing competencies in teaching population education among 8000 middle school teachers through 10 in-service training pedagogical institutes, 4) equipping 10 institutes and 10 middle schools with audiovisual facilities, books, and reference materials, 5) equipping the Compilation Department of the Educational Publishing House with books and audiovisual aids, and 6) assessing the performance of the project and the impact of population education on teachers and students. The long term objective is to contribute to the overall government government population policy objectives of reducing the rate of population growth from 12/1000 to 5/1000 by 1985, and to achieve zero population growth by year 2000.
New York, UNFPA, 1980 Jul. 77 p.An overview of the examples of project types funded by the United Nations Fund for Population Activities (UNFPA) are presented along with a list of approved projects on women, population development, and a partial list of pending projects with particular reference to women. In choosing these examples of the UNFPA supported projects, the primary objective was to provide the reader with an indication of the wide range of project activities supported by the Fund. The following projects are reviewed: maternal and child health care and family planning; special programs for women; basic population data collection; population dynamics; formulation and evaluation of population policies and programs; implementation of policies and programs; communication and education; and related population and development activities in the 1980's. The UNFPA is increasingly working to include women in the development and strengthening of maternal and child health family planning systems--their management and evaluation, and including the development and application of fertility regulation methods. It is helping countries find ways and means for the reeducation of men and women on the importance of shared responsibility and authority in family planning decisions. Examples of approved maternal and child health care and family planning projects in Algeria, Bahrain, Bangladesh, Brazil, Costa Rica, Egypt, Jordan, Kenya, Morocco, Somalia, and the People's Democratic Republic of Yemen are briefly described. To ensure increased participation of women and their contribution to population/development related activities, the Fund created a new category of special programs for women. Programs in this category are generally classified as "status of women."
Bangkok, Thailand, Unesco Regional Office, 1980. 111 p. (Population Education Programme Service)This report presents the results of a workshop on Innovative Structures and Approaches to Population Education which enabled 12 Asian countries with population education programs to share their experiences. The workshop also enabled countries with emerging population education programs to formulate alternative and innovative structures for more effective implementation of programs. Participants came from Afghanistan, Bangladesh, Fiji, India, Indonesia, Malaysia, Nepal, Papua New Guinea, Philippines, Korea, Sri Lanka, and Thailand. The report contains individual country reports on the current population situation, population education programs, in-school programs, out-of-school programs, and innovative approaches to population education. In most cases, population education is viewed as part of national development plans. In many countries, it is relatively new and often equated with the family planning programs. There is a need for awareness and orientation programs, such as study tours by government officials, seminars, and the use of Unesco Mobile teams. Various strategies for curriculum development that have been used are infusion of population examples, integration of issues into syllabi and textbooks, and adding separate units on population in selected subjects. Training of teachers has included self-learning modules, face-to-face training, and seminars. Research and evaluation on population education has been carried out in 4 countries (e.g. content analysis of textbooks and survey of parent and students). Out-of-school programs, radio and television, national theater, and home visits have increased awareness of population education. Alternative structures and approaches to population education are discussed in terms of program development and implementation, awareness and orientation of key persons and training of teachers, curriculum and material development, and coordination with different agencies/departments and administrative organization.
In: UNESCO. Regional Office for Asia and Oceania. Population Education Clearing House. Population education as integrated into development programs: a non-formal approach. Bangkok, Thailand, UNESCO Regional Office for Asia and Oceania, 1980. 19 p. (Series 1, Pt. 7)The population education documents and materials abstracted in this section focusing on curriculum and instructional materials are primarily meant for practitioners--teachers, trainers, extension workers, curriculum and material developers, whose role of disseminating population education concepts via the face-to-face approach is greatly enhanced by the use of the more impersonal forms of communication. The materials were selected to provide practitioners with a recommended list of teaching/learning tools and materials which they can use in their work. These materials come in the form of handbooks, manuals, guidebooks, packages, kits and reports. They cover all aspects of materials development, including the procedures in developing various types of materials and showing how population education concepts can be integrated into the various development themes. They also describe teaching/learning and training methods that are participatory in nature--games and simulations, role playing, problem solving, self-awareness exercises, communications sensitivity, human relations, projective exercises, programmed instructions and value clarification. In addition the abstracts provide a general summary of what curriculum areas can be used as entry points for population education concepts.
In: UNESCO. Regional Office for Asia and Oceania. Population Education Clearing House. Population education as integrated into development programs: a non-formal approach. Bangkok, Thailand, UNESCO Regional Office for Asia and Oceania, 1980. 1-10. (Series 1, Pt. 6)Abstracts are presented of documents and materials which describe how population education has been introduced in the total rural development programs in various parts of the Asian region. The role that rural development agencies can play in bringing population education to the countryside is shown along with the contribution that population education can make in the overall policy and planning of socioeconomic development. Many of the abstracts summarize the various approaches, strategies and procedures used by rural development programs in incorporating family needs and population-related knowledge which can aid in improving rural life. The primary approach which commonly appeared in all the documents was the use of the existing government structure and the network of available resources and labor force in the community to make population education a part of the rural development programs.
In: UNESCO. Regional Office for Asia and Oceania. Population Education Clearing House. Population education as integrated into development programs: a non-formal approach. Bangkok, Thailand, UNESCO Regional Office for Asia and Oceania, 1980. 15 p. (Series 1, Pt. 5)A compendium of abstracts of selected handbooks, case studies and monographs is presented. These abstracts describe how youth programs of various development agencies all over the region have innovatively involved the out-of-school youth in learning population education concepts and practices. A comprehensive inventory of case studies of organizations involved in educating the out-of-school youth on population education concepts in many Asian countries is provided. A variety of alternative strategies and approaches have been tried and tested in many pilot projects. The range of alternatives includes summer camps, vocational and income-generating activities, parents and youth clubs, and youth organizations via the medium of music, sports, education, work and others. A more significant feature of the abstracts is the consolidation of lessons learned from these activities as well as guidelines from these lessons which can be used for planning, designing, implementing and evaluating out-of-school population education programs.
In: UNESCO. Regional Office for Asia and Oceania. Population Education Clearing House. Population education as integrated into development programs: a non-formal approach. Bangkok, Thailand, UNESCO Regional Office for Asia and Oceania, 1980. 1-17. (Series 1, Pt. 4)The main theme of all the materials that were abstracted and reviewed in the area of population education in literacy is that literacy programs and population education in the non-formal setting must be linked with the real problems and needs of the people if they are to be effective. Highlighted in the abstracts presented are the strategies, guidelines, procedures and the processes used in making population education in literacy programs acceptable to the millions of illiterates, out-of-school youths and adults throughout the Asian region, who are preoccupied with satisfying their immediate needs for food and water. Two successful experimental functional literacy-population education projects carried out by the Adult Education Division of the Ministry of Education in Thailand and the Philippine Rural Reconstruction Movement are reported. Most of the documents reviewed have been both enhanced and enriched by the extensive work and experiences of the UNESCO Regional Office for Asia and Oceania and by the materials of the World Education which are a result of 18 years of practical field work in literacy.
In: UNESCO. Regional Office for Asia and Oceania. Population Education Clearing House. Population education as integrated into development programs: a non-formal approach. Bangkok, Thailand, UNESCO Regional Office for Asia and Oceania, 1980. 1-9. (Series 1, Pt. 3)Abstracts are presented of materials that focus on the issue of population education in Asia's labor sector. The materials reveal that the efforts of mobilizing the labor sector to incorporate population education into their non-formal activities have revolved around trianing of workers, labor management, guidance schemes, production of materials, and provision of family planning services. Population education activities are being carried out through trade union movements, vocational and training programs, cooperatives, rural workers and industrial associations of workers reaching all the professional levels--managers or labor administrators to trade union leaders and workers. These efforts are documented in the manuals, guides, reports, books and booklets which have been abstracted. The International Labor Organization has facilitated the organization and consolidation of efforts of introducing population education into the labor sector at both the regional and the national level.
In: UNESCO. Regional Office for Asia and Oceania. Population Education Clearing House. Population education as integrated into development programs: a non-formal approach. Bangkok, Thailand, UNESCO Regional Office for Asia and Oceania, 1980. 1-8. (Series 1, Pt. 2)The abstracts of reports of workshops and meetings presented here reveal the collective efforts of the Food and Agriculture Organization and country organizations in motivating and mobilizing the agricultural sector into integrating population education in its various out-of-school activities, namely, curriculum development, training programs, action-oriented research, and instructional materials development. Enumerated are the various channels used in disseminating population education concepts to reach its various audiences such as cooperatives, small farmer program, inservice staff training, curricula of rural development training institutes, farm and home management courses, vocational courses and others. Along with descriptions of the workshops and conference proceedings, the reports include curriculum materials, syllabi and training courses developed during the workshops.
In: UNESCO. Regional Office for Asia and Oceania. Population Education Clearing House. Population education as integrated into development programs: a non-formal approach. Bangkok, Thailand, UNESCO Regional Office for Asia and Oceania, 1980. 1-14. (Series 1, Pt. 1)Abstracts of 8 national case studies on the out-of-school population education programs in the Asian countries of Bangladesh, India, Indonesia, the Republic of Korea, Pakistan, the Philippines, Sri Lanka and Thailand are presented. Provided is the total picture and the framework upon which the population education in the out-of-school sector in these countries are being conducted. The case studies show that the majority of the out-of-school population education programs have developed by means of a process of evolution rather than as a result of strict systematic planning. To some extent this evolution has been facilitated by several governmental and nongovernmental organizations which initiated the integration of population education into their own development oriented programs such as welfare, literacy, agriculture and labor. The objectives and activities for out-of-school population education have become an organic part of the development programs, many of which are family planning oriented. This situation has brought some confusion regarding how to define population education in the out-of-school sector and what its boundaries are.
Bangkok, UNESCO Regional Office, 1980. 14 p. ([Building your population education collection] Booklet 3)Provides addresses of national population education projects, of other national organizations engaged in in- or out-of-school population activities in Asia and Oceania, and of international and United Nations agencies engaged in such activities.
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.
[Rome], Food and Agriculture Organisation, . 29 p.In this booklet devoted to Kenya, information is presented on the following: the country, its people and development; the demand on services and resources; government population policy and action; the long range objectives of the Programs for Better Family Living (PBFL); activities of the PBFL in Kenya; the Kenya National Family Planning Program over the 1974-79 period; and some background on the Food and Agricultural Organization (FAO) and the UN Fund for Population Activities (UNFPA). Improving the well being of the population and promoting the welfare of the individual calls for effective utilization of Kenya's natural resources. One of the most effective ways of achieving this is to help families and communities to make better use of existing resources and generate new resources. Since independence in 1963, the government and people have made considerable progress, demonstrated by rising living standards and an expanding economy. Yet, the plans for continued economic growth can be disrupted by a high rate of population growth. In 1973, Kenya's population was estimated at 12.5 million. The rate of population growth was 3.5%, 1 of the highest growth rates in the world. Such population growth creates problems in the areas of health, education, urbanization, employment, and investment and income growth. Recognizing the implications of Kenya's high population growth, in 1966 the government declared that it would pursue policies aimed at reducing the population growth rate through voluntary means. A program of education and motivation in regard to population and family planning was initiated, and family planning services were provided. Education and motivation about family size has been provided within the context of Kenya's maternal and child services. The program emphasizes the benefits in the health of mother and child that accrue from child spacing. The long range objectives of the PBFL are to help raise the level of rural welfare by educating families and communities through fostering an understanding of the relationship between family size and family and community welfare at all levels and improving the coordination of activities at all levels betwen those servicing ministries and nongovernmental organizations. The plan of the family planning program aims at recruiting about 640,000 new family planning acceptors over the 1974-79 period, with the goal of averting some 150,000 births and reducing Kenya's population growth rate to 3.25% by 1978-79.
Bangkok, ILO Regional Office for Asia and the Pacific, 1980. 64 p.The chapters included in this resource book for trainers, prepared for a regional audience, present those topics that are most relevant in an organized sector population/family welfare education program, i.e., a program directed to any group of workers which can be approached through an appropriate organizational channel. This book has been prepared with the trainers of instructors in mind, i.e., for those who are going to help prepare the actual factory level instructors to become efficient in family welfare education. It is most important that trainers and instructors in a family welfare education program appreciate the fact that the program is directed to explaining the relationships between the pressure of the labor supply and the well-being of the worker's family. Following an introductory chapter, the chapters of this volume present the following: objectives of International Labor Organization (ILO) Population/Family Welfare Education Program; population concepts and factors affecting population growth (population concepts and factors affecting population growth); population growth and employment; family welfare, living standards, and population change; communication in population/family welfare education; and methods of contraception. The basic objective of most ILO-designed country population education programs is to facilitate the understanding of population and family welfare factors in so far as they affect the working conditions and quality of life of the workers. The programs are generally designed to encourage active involvement and participation of the regular members of the labor force. Implicit in the objectives is the motivation to the acceptance of family planning as a means of fertility regulation. The implementation of a program at the plant level is generally a combination of work undertaken by a trainer and volunteer motivators. The trainer can present the case for family planning welfare through various mediums, and the motivators follow up by talking to colleagues either individually or in small groups.
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.
Washington, D.C., World Bank, 1980 Aug. 40 p.This report is on the current status of the population education component of the World Bank's population and education projects. Projects are outlined for several countries in several regions of the world: East Asia (Bangladesh, Indonesia, Philippines, Malaysia, Thailand), East Africa (Lesotho, Rwanda, Burundi, Kenya), West Africa (Liberia, Gambia, Sierra Leone, Mali, Mauritania, Togo, Zambia, and others), EMENA region (Egypt, Yemen, Syria, Afghanistan), and Latin America (Haiti, El Salvador, Trinidad, and others). For each project several topics are outlined: objectives, progress-to-date, teacher training, instructional materials, evaluation and research, national seminars, women's development, and future directions of the program. General observations and suggestions are that: 1) World Bank staff are now better aware of the relevance of population education, 2) incorporation of population education elements into curricula and training materials are clearly outlined, 3) technical assistance seems to be necessary to help the regions develop population education components, 4) an integration approach is the most viable alternative for introducing population education into curricula, 5) program planning for population education should be institutionalized, 6) short regional seminars are useful to discuss practical matters about the development and implementation of population education programs, 7) a specialist staff should be established in the World Bank, and 8) review of population education projects is necessary.
[Unpublished] . 7 p. (UNFPA Project No NEP-80-P08)The population education program in Nepal is summarized. The contribution of the United Nations Fund for Population Activities (UNFPA) to the project is $544,130 for 1980-1983 and $112,070 for 1984 and 1985. The revised government contribution is $91,558 for 1980, $232,447 for 1981, $126,965 for 1982, and $103,160 for 1983. The long-term project objective is to gear the entire educational system, both formal and nonformal, to the realization of the potential role of education in the country's developmental efforts and the interrelationships between the population situation and different aspects of the quality of life at the micro and macro levels. In the short-term, the objectives are as follows: to develop in the target audience an insight into the interrelationships between population growth and the process of social and economic development at the individual, family, society, national, and international levels; to develop desirable attitudes and behaviors toward population issues; and to institutionalize population education in the formal education system. The Ministry of Education will have the overall responsibility for the implementation of the population education program, which will be implemented by 3 organizations--Curriculum, Textbook, Supervision Development Center; Tribhuvan University Institute of Education and Curriculum Development Center; and Division of Adult Education of the Ministry of Education. 7750 middle and secondary school teachers are to receive in-service training, and 3470 seminars are targeted with key education officials at national and regional levels. The in-service training approaches are both face-to-face and radio programs.
[Unpublished] . 4 p. (UNFPA Project No TTP-80-P05)The immediate objectives of the population education project in the District of Palau (a Trust Territory of the Pacific Islands) are the following: to identify population related problems through a survey and to find out if such problems are being met by the existing curriculum and materials; to make key leaders aware of population as a key factor for development; to enrich existing school subjects with population education content which are in accordance with the prevailing values of the people of Palau; and to provide a forum for government representatives and traditional chiefs to discuss population related problems at the village level. Activities planned for the project include: a survey in villages on population related problems; a seminar for policy and decision makers in education and related fields; a workshop on the integration of population education into existing subjects; an evaluation and revision workshop; and a village leadership seminar. The United Nations Fund for Population Activities recommends approval of this project in the amount of $20,360 for 1981 and $9640 for 1982.
[Unpublished] . 6 p. (UNFA Project No TTP-80-P04)The immediate objectives of the population education project for the Marshall Islands are the following: to make policy and decision makers aware of the dimensions of population related problems and the importance of population education in dealing with these problems; to develop prototype curricula and instructional materials for schools and for adult education; to introduce key education officials, selected teachers, and adult education teachers to various aspects of population education; to orientate local leaders on the value of population education programs; and to help build up the population education library of selected schools and offices in the Education Ministry. The project activities that are planned include the following: seminars for policy and decision makers, teacher, education officials, and local leaders, a workshop for the development of prototype curricula and sample instructional materials in population education for specialists in elementary, secondary, and adult education; experimental use of the materials developed in schools; evaluation and revision workshops; and acquisition of population education books and instructional materials. A total of $45,000 was requested of the United Nations Fund for Population Activities. The proposal was recommended for approval in the amounts of $21,000 for 1981 and $24,000 for 1982. It is indicated that the contribution requested of the government or the Fund should be increased in order to attach full time staff to the project.
Trust Territories of the Pacific. Population education in the Federated States of Micronesia. Project summary.
[Unpublished] . 6 p. (UNFPA Project No TTP-80-P03)The immediate objectives of the population education project in Micronesia are the following: to make decision makers and policy makers in education and related fields at state and national levels aware of the importance of population education for development planning; to provide a forum where leaders in education at state and national levels could formulate short and longterm plans in population education; and to build up the population education library of the Department of Education, the State Bureau of Education, and selected elementary and secondary schools. Activities planned under the project include: state level seminars on population education in all 4 states of Micronesia; and a national seminar on population education at which participants from all 4 states will share their experiences, assess needs, and make recommendations for national action plans for population education. The United Nations Fund for Population Activities recommends approval of this project in the amount of $49,714 for 1981. The implementation of this project is contingent upon the availability of a regional advisor to provide technical backstopping. The contribution of the Government or the Fund should be increased in order to attach full-time staff to the project.
Bangladesh. Population education for the formal education system. Population education project summary.
[Unpublished] . 7 p. (UNFPA Project No BGD/80/P01)Attention in this summary of the population education project in Bangladesh is on the following: funding (United Nations Fund for Population Activities contribution, government contribution, and technical assistance); objectives; institutional framework; linkages with other projects; training; orientation; pattern of in-service training for teachers; materials development; research; evaluation; and future directions. The original UNFPA contribution to the project was U.S.$2,688,220; the government contribution was TK 8,482,700. The longterm objectives included making population control and the family planning program an integral part of total social mobilization and national development. By means of the population education program in the schools, an attempt will be made to produce informed and socially responsible citizens so that their behavior pattern conforms to rational decisions toward population issues in their personal, family, community, and social life. The population education program will be implemented by the Department of Population Education attached to the Ministry of Education. Those who have received in-service training include 50,000 teachers at the primary school levels, 15,750 teachers at the secondary school level, and 1000 teachers at the university level. A face-to-face approach is used in the in-service training. Teachers to be trained include those from the primary, secondary, and tertiary levels as well as teachers of Madrasahs, vocational, commercial, and technical institutions. Accomplishments achieved under the 1st project, completed in June 1980, include the following: development of curricula for grades 4-12; population education introduced in new textbooks of grades 4-5; and training of about 45% of primary school teachers and 28% of secondary school teachers.
London, IPPF, 1980. 10 p.This catalog provides information on 22 family planning 16 mm films produced by the International Planned Parenthood Federation and currently available for purchase. The contents of each film is briefly described and information on the cost, length, and language of the film is provided. Topics dealt with in the films include 1) clinic management; 2) community-based distribution programs; 3) contraceptive methods; 4) population growth and the need for family planning; 5) fieldworker techniques; 6) human reproduction; and 7) the changing role of women. Other films depict family planning and health programs and population problems in specific cultural settings.