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[Unpublished] . 10 p. (UNFPA Project no.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.
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.