Annex 1

LIST OF PARTICIPANTS

Mr . J.S. Mtukwa
Assistant Secretary
Ministry of Youth, Sport and Culture
Private Bag 7749
Causeway

Mr . E. Basera
Assistant Secretary
Ministry of Youth,Sport and Culture
Private Bag 7749
Causeway

Mrs . V. Mariri
Senior Youth Councellor
Ministry of Youth,Sport and Culture
Private Bag 7749
Causeway

Mr. P. Ngondo
Senior Youth Officer
Ministry of Youth, Sport and Culture
Private Bag 7749
Causeway

Mr . J.W. Manatsa
Director Commissioner
Boy Scouts Association
11 Jacaranda Avenue
Redcliff

Mr. L.T. Howera
Programme Coordinator
Zimbabwe Red Cross Society
Box 494
Karoi

Mr. M.M. Neville
Director
Youth Contact Bulawayo
P.O.
Box 165
Bulawayo

Mrs. A. Gomve
Coordination Officer
VOICE
P. O.
Box 8465
Causeway

Mr. B. Museka
Youth Officer
Zimbabwe Youth Council
Box 5079
Causeway

Miss N. Chiccu
YWCA
P.O. Box AV 154
Amby

Mr . S.L. Mbundire
Youth Advisor
Zimbabwe National Family Planning Council
P.O. Box ST 220
Southerton

Mr . T. Rwodzi
Youth Adviser
Zimbabwe National Family Planning Council
P.O. Box ST 220
Southerton

Mr. J.R. Tsodzai
Chief, Youth Advisory Services
Zimbabwe National Family Planning Council
P.O. Box ST 220
Southerton

Mr. F. Chirunga
Coordination Officer
Silveira House
P.O.Box 545
Harare

Mr. A. Tapfumaneyi
Coordinator
National Catholic Youth Association
P.O. Box 545
Harare

Mr. F. Godwin
Senior Statician
Central Statistical Office
Box 8064
Causeway

Miss D. Musariri
Administration Officer
Ministry of Lands and Agriculture
Private Bag 7701
Causeway

Miss T. Chikore
Field Officer
Zimbabwe Council for the welfare of
Children
P.O. Box 8465
Causeway

Mr. S.H. Mhasho
District Community Development Officer
Ministry of Community Development and Women's Affairs
Box 953
Kadoma

Mr. P.M. Nyakudya
Ministryof Youth, Sport and Culture
P.O. Box 708
Kadoma

Mr. H.M. Sithole
Division Commissioner
Girl Guide Association
Box 834
Kadoma

Mrs. M.A. Mutema
Ministry of Youth, Sport and Culture
Private Bag 708
Kadoma

Mr. B.N. Chisvo
Training Officer
ZIMFEP
Box 298
Harare

Mr . K. Mugabe
Youth Brigade Movement
c/o Box 213
Masvingo

Mr. O. Mashonganyika
Youth Representative
YMCA
P.O. Box 3865
Harare

Ms. Dorcas Chifamba
Commission Development and Women's
Affairs
Private Bag 7735
Causeway

Mr. B.M. Mothobi
Chief, Health Education Officer
Ministry of Health
P.O. Box 8204
Causeway

Mr . N . D. Bhundu
Curriculum Developer
Ministry of Education
Curriculum Development Unit
P.O. Box MP 133
Mt Pleasant

Mr . F.J Gwata
Education Officer - Non formal
Ministry of Education
Curriculum Development Unit
P.O. Box MP 133
Mt Pleasant

Ms. J. Mbirimi
Secretary
Ministry of Youth, Sport and Culture
Private Bag 7749
Causeway

Mr. W. Gatawa
Ministry of Youth Sport and Culture
Private Bag 7749
Causeway

FAO

Dr. William I. Lindley
Rural Youth Officer
ESH Division
FAO
via delle Terme di Caracalla
00100 Rome

Mr. Stephen A. Dembner
Project Assistant
Project INT/86/P08
FAO
Via delle Terme di Caracalla
00100 Rome

Annex 2

OPENING REMARKS BY MR. P. NGONDO
ON BEHALF OF THE MINISTRY OF YOUTH, SPORT AND CULTURE.

The Ministry of Youth, Sport and Culture is very much committed in alleviating the overall social, health, cultural and economic conditions of the youth, hence, it attaches enormous importance to a workshop of this nature; for the development of educational materials on population education could very well lead to the improvement and advancement of its youth programmes, both qualitatively and quantitatively .

Comrade chairperson, the Ministry of Youth, Sport . and Culture, acknowledges that rapid population growth threatens our national development goals. Currently it is estimated that our poulation is 8.2 million persons and is growing at an annual rate of 3.4 percent. By the end of this century assuming the present rate of growth in population, Zimbabwe should see its population double to over 15 million. According to the 1982 census report, it is pointed out that the youth is population 65 percent and 72 percent of them are found in the rural areas. In the rural areas 73 percent of the youth are females and 27 percent are males. Such a high youth population in the rural areas with a majority of them not fully productive or independent should be considered to be grossly high in terms of the available resources.

The Ministry also acknowledges that the acute over-population of the rural areas has led to widespread and accelerating destruction of the alnd. Once the quality of land begins to deteriorate, it is less able to carry its population, as a result the land tends to be farmed more intensively, and thus deteriorates even more rapidly. Furthermore, in the absence of any significant compensating change in the system of land usage every increment to the population in the rural areas taken as whole, adds to the excess above the carrying capacity of the land. Thus approximate net over-population in respect of soil conservation in rural areas as a whole was only 15 percent in 1963, 40% in 1969, 85% in 1972, and was 210% in 1984. As a consequence fewer and fewer people are able to even subsist on a given area of land never mind produce enough to satisfy their basic needs. It should be pointed out that the land in the rural area is not only acutely over-populated, but there is little or no land left for potential young farmers and in some areas over 40 percent of women and men between the ages of 16 and 30 are landless .

Now let us look into some of the contributory factors leading to high rural youth population.

a) This situation of high rural population has arisen as a result of the inherited colonial infrastructure, where by the majority of black population were confirmed to the rural areas.

b) The majority of rural people fall under the low-income wage bracket hence tend to have many children as economic assets in terms of labour. This means that children and young people are taken as social security in old age, having a few children, therefore, means having less support old age . The obviously influences their fertility behaviour.

c) The majority of the rural population are either unaware of the importance of family planning or have no access to the family planning facilities.

d) Parents in rural areas tend to expect some of their children to die at early ages, hence, they have to ensure themselves by giving birth to more children than they want or expect to survive. In fact several studies have shown that fertility is closely linked with child survival. High infant and child mortality promote high fertility. In 1984 the Zimbabwe National Family Planning Council conducted the country's first Reproductive Health Survey and the data indicated that 3 out every 10 currently in union women in rural areas has had one of her children die. Such a high prevalence of infant and child loss; threatens everyone in such communities and acts as a determinant of; choice.

e) In rural areas, the extended family expects more off spring to increase the size of the clan. To them the child belongs to the clan and not just the nucleur family. Therefore, the extended family plays a significant role in deciding the size of an individual's or couple's; family.

After having said this, 'the Ministry of Youth, Sport and Culture further acknowledges that although there are all these pressures and problems related to over-population, the youth could play a vital role in reducing the population rate as follows:

a) by being actively involved in the dissemination of information related to population and development; only by so doing can they understand clearly the inter-relationship between population and development and the consequences involved in over population.

b) practising family planning, as a measure of modifying their fertility behaviours. The Ministry considers family planning as one of the crucial factors in advancing social and economic development of the individual household and the nation as a whole.

c ) be actively involved in rural and urban development programmes.

However, before the youth are motivated to view the issue of over-population as a problematic phenomenon in national development, there is a need for them first to value and appreciate our natural resources, socio-cultural heritage economic and political ideology.

MINISTRY'S YOUTH PROGRAMMES

The Ministry deals mostly with young people who are between the ages15 to 30 years. With this wide age range the ministry's tasks in meeting the needs of youth, who are either in rural or urban areas, being literate or illeterate; employed or unemployed; married or unmarried; becomes a problem. The magnitude of the task calls in-volvement of other ministries and non-governmental agencies.

RURAL YOUTH PROGRAMMES

The Ministry has created facilities in different rural areas at district and provincial levels with the main objectives of mobilising the youth into participating fully in rural development projects such as small and large scale farming projects. Since independence the Ministry has established 14 youth training centres and these are spread all over the country. The main purpose of these training centres is to equip the youth especially those from rural areas with practical skills such as agriculture, building, carpentry, home eco­nomics, secretarial, book-keeping, fitting and turning, motor mechan­ics, leather work, metal work and welding to mention only a few.

The idea being that after their training the youth can start or get engaged into viable income generating projects. However, what is missing in. our skills training curriculum is the provision of population education. Since the nation is not convinced that resources must be balanced with numbers (population) it is imperative therefore, that a population programme to be included in our skills training curriculum.

GUIDANCE AND COUNSELLING FOR THE RURAL YOUTH

The Ministry's guidance and counselling programmes are especially designed to meet the needs, hopes and aspirations of the growing child, the youth. The Ministry adopted an integrated approach to counselling where counselling and Family Life Education programmes are administered interchangeably. From this adopted approach the Ministry's counselling programmes are not only restricted to the dis­turbed/ problemed individuals and their families but are best used for developmental learning. The Ministry's counselling section welcomes the development of population education materials for rural youth as this will be included in its developmental programmes.

Annex 3

OFFICIAL OPENING BY TEE MINISTER OF YOUTH SPORT AND CULTURE, THE HONOURABLE D. J. KWIDINI.

Comrade Chairman

FAO Representative and Project Coordinator - Dr. Lindley

The Executive Director of Zimbabwe National Family Planning Council
Dr. Mugwagwa

Workshop Participants

Distinguished Guests

Comrades and Friends

Population is an asset for any country; but when the size and growth rate of the population exceed the ability of the nation to attain and to. sustain the desired levels of the quality of life of its people, then population instead of being a source of strength becomes a source of weakness. Many arguments have been advanced by protagonists for the control of the growth rate of our population in Zimbabwe. We have also heard the arguments of the devil's advocates who insist that the problem of population in the context of Zimbabwe, is a figment of the expert's imagination.

Whilst one appreciates the democratic right of individual Zimbabweans to hold their own views on many issues that vex this young and small nation, however, certain truths must be told in loud and clear terms so that the nation knows where it stands on the critical problem of our population growth.

Our population is growing at a rate far in excess of the ability of our economic resources .to sustain it comfortably and tolerably. The population of Zimbabwe has been estimated at 8.4 million plus or minus. The growth rate of our poulation is currently estimated at around 3.0 percent. Current projections indicate that our population will have doubled itself by the year 2007, i.e., about nineteen years from now. That is not a long way to go.

In the meantime our national resources are being depleted at an alarming rate. Our woods are being cleared very fast for land culti­vation, for fuel and for the construction of dwellings. Our land slopes and liver banks are being cultivated to the serious detriment of our soil which is being washed away into rivers and the Indian Ocean. Population pressures on our land and in the urban areas are beginning to strain our social services such as education, health and housing. Employment opportunities for young people are becoming scarcer and scarcer. The list of problems is becoming long and worrying to all responsible Zimbabweans.

Economists tell us that the growth rate of an economy must be three or four times higher than the growth rate of any given population for that economy to be be able to achieve acceptable levels of the standard of living of the people. Given the present growth rate: of our population a more than 9.0 percent economic growth rate per annum would enable us to achieve acceptable levels of standard of living for our people. But also given the erratic conditions of our weather in recent years which have made our agricultural output less. predictable and given the downward or static trends of the world economy which adversely affect our exports, it is probably over-optimistic to hope for an annual economic growth rate of that magnitude in the short term.

Zimbabwe has a relatively high dependence ratio. What this means' is that there are as many children in the age range of 0 to 14 as there are persons of working age, usually counted from the age of 15 to 64. What the experts mean by this is that there are too many persons in the non-productive age who, for their living, are dependent upon a smaller working age group.

This situation is made worse by the slow growth of our economy due to circumstances I have just described. The majority of our school leavers are finding it hard to obtain wage employment.

Demographic data also show that the fertility of our women is relatively high by world standards. It is currently estimated at 5.6. What this means is that ther are, on average, 6 children per married woman. There are many reasons for this. Most of our people still believe in the necessity of having a large family. Many regard their children as a source of security for their living, it is also true to say that children with a good education are better able to provide for their parents in old age. Furthermore, it is also true to say that those married couples with smaller families are more able to give, their children a more healthy living in a healthier living environment. Children who grow up in such an environment learn more easily at school and are, therefore, more capable of reaching a higher standard of education which enables them to provide better for their parents in old age.

No sensible and responsible person will deny the fact that population pressure on the resource's of our communal lands is causing inability of those lands to produce fodder for any reasonable quality livestock, to sustain an ecological balance and to retain in sufficient quantities water for domestic and livestock consumption. A great part of our communal lands has been degraded. Desert conditions are setting in.

All this adds up to one important message and that is: our popula­tion is growing at a rate faster than our economic resources can sustain. It is making much heavier demands on our social services such as education and health than the nation can comfortably provide. Our economy cannot keep pace with the present rate of population growth. The present poulation trends do ot augur well for future employment opportunities for you, young people. The time has come for us to do something to control the growth rate of our population. Zimbabwe Parliamentary Workshops last year expressed the need for a population policy - governemnt measures deliberately aimed at reducing our population growoth rate. The youth, i.e. you young people, car assist us to achieve this objective by:

1. staying longer in schools and other institutions of learning;

2 . avoiding teenage pregnancies;

3. avoiding early marriages - not earlier than 20 for girst and 23 for boys;

4. practising family spacing should you marry early and

5. for those girls with babies, by breastfeeding for longer periods than is the practice among the new generation. We are appealing to your greater sense of responsibility on this problem. You have a responsibility to yourselves, to the well being of your future families and to the nation which is in danger of a catastrophe if the present population trends are not arrested.

Population education must of necessity form an important part of all our organized youth programmes as well as senior levels of school curricula. Many countries have such provisions for organized youth grups, for high schools, technical colleges and universities. Among these countries are China, India and Thailand.

I wish to thank FAO for organizing the workshop. 1 am aware that this is not the first time such a workshop for youth has been organized by FAO. For this and past workshops organized by FAO, Government is most appreciative.

I now have the honour and privilege to declare this workshop open.

Annex 4

WORKSHOP AGENDA

Tuesday, 9 February

Wednesday, 10 February

Thursday 11 February

Friday, 12 February

Annex 5

DISCUSSION HANDOUTS

INTEGRATION OF POPULATION EDUCATION INTO PROGRAMMES FOR

RURAL YOUTH IN LOW-INCOME COUNTRIES

FAO/INT/86/P08

WORKSHOP/SEMINAR

ZIMBABWE 9-11 FEBRUARY 1988

DISCUSSION ON

SUBJECT MATTER FOR A POPULATION EDUCATION PROGRAMME

For population education to be useful to rural people; it must adopt an approach that takes the rural context into account. The families that development programmes try to help have little time for theoretical discussions. Population education for rural youth can be meaningful only if, as a start, it deals with matters of immediate concern to families and their own communities. Population concepts such as the national growth rate, dependency ratio, percentage of unemployment or high density need to be translated in terms of the individual, his own family and his own village or immediate community.

The social, economic or cultural determinants of population changes must be discussed in terms of the behaviour and roles of the learners –– the individuals and families. The consequences of population changes should be expressed not from the point of view of the government or nation as a whole, but from that of the rural people –2:14 AM 5/19/2007– effects on their income, their food supply, their health, etc.

The content outlines of various population education programmes reflect a combination of elements drawn from such varied areas as demography, sociology, anthropology, rural development, home economics, health and nutrition, social welfare, literacy and labour education.

For example, at the Consultative Seminar on Out-of-School Programmes in Population Education organized by Unesco in Bangkok in 1975, .the participants suggested the following as a complete curriculum:

• demographic processes;
• biological, socio-cultural, economic and psychological determinants of the population process;
• consequences of population changes upon the quality of life of the individual, the family, the nation and the world at large;
• national policies and programmes in relation to population education. (NOTE: The Seminar suggested that the topic on consequences was the indispensible one.)

The Unesco Regional Workshop for the Development of Packages of Adequate Learning Requirements in Population, held in Chiangmai, Thailand in 1984, identified the following as important concepts for inclusion in a curriculum for non-formal population education:

• small family size and welfare;
• delayed marriage;
• responsible parenthood;
• population change and resource development;
• population-related beliefs and values.

A family welfare programme developed by the International Labour Office (ILO) divides its curriculum into five units:

• population and employment;
• population and resources;
• family needs and resources;
• family welfare;
• family size.

The participants at the Unesco Regional Training Workshop in Instructional Materials Development for Out-of-school Population Education, held in Nueva Ecija, the Philippines in 1979, developed the following core content curriculum for rural youth and. adults:

• family size;
• population structure;
• migration;
• family planning.

An Out-of-school Population Education Project in the Sudan identified the following core elements for a population education programme:

• population growth;
• population distribution;
• migration;
• health;
• food and nutrition;
• education;
• employment;
• role and status of women;
• housing;
• environment.

A Population Education/ Family life Education Project for Rural Tanzania identified the following subject areas as appropriate:

• the relationship between population factors and socio-economic development;
• human growth and development;
• family health;
• the family and responsible parenthood;
• family management.

An analysis of these population education curricula indicates that even though there is a great deal of similarity from one programme to the next, there are no ideal or standardized content outlines. Although there is general agreement on the basic topics, there is less accord on the inclusion of controversial subjects such as sexuality, human reproduction, family planning and sexually transmitted diseases (including AIDS). The issue is not so much whether these topics are relevant to population education since unquestionably they are, but rather whether they might jeopardize the acceptance of a programme.

On the following pages, ten topics are suggested for consideration in designing a population education programme for out-of-school rural youth. They reflect a synthesis of the contents that appear consistently in population education programmes which have been developed previously. Each of the ten topics is supported by citations from the relevant literature.

1. Population and factors which provoke changes in population

2. Human growth and development

3. The family and family size

4. The relationship between population and agriculture

5. The relationship between population and the environment

6. The relationship between population and employment/income

7. The relationship between population and nutrition

8. The relationship between population and health

9. The relationship between population and development

10. Responsible parenthood

1. Population and factors which provoke changes in population

Aims/objectives:

• to help young people define the concept of population, at village or community level, and at a wider level if possible;
• to make young people aware of the factors influencing population change, i.e. births, deaths, migration, etc.

Basic content

• definition of population;
• ways of evaluating population (i.e. population density, population growth rate, etc.);
• means of evaluating population (census);
• definition of over-population;
• factors affecting population change (births, deaths, migration).

The importance of a basic understanding of population factors is adequately summed up by the following quote from the introduction of the Population Reference Bureau Population Handbook (Haupt and Kane, 1985), "There is simply nothing so important to a people and its government as how many of them there are, whether their number is growing or declining, how they are distributed as between ages, sexes (different groups are different in this regard) in different social classes and racial and ethnic groups, and again, which way these numbers are moving...

If I were to be asked which are the most important qualities a young man or woman can bring to public life and the participation in public affairs, I would say first, a sound knowledge of English composition; second, a moderately exact acquaintance with the birth rate. "

• Daniel Patrick Moynihan, US Senator from New York at Commencement Exercises at the Capitol Page School, 6 June 1977.

2. Human growth and development

Aims/objectives:

• to make young people aware of the physical and behavioural changes they undergo as they grow up;
• to make young people aware of the various beliefs and values o their society with regard to human growth and development;
• to provide factual information about the human reproductive process.

Basic concepts:

• all living things reproduce;
• pregnancy, childbirth and child dependency are natural events in human life;
• physiological maturation precedes emotional maturation;
• sexual behaviour is the way men and women act and how they perceive people should act in social, emotional and physical relationships;
• individual values influence sexual behaviour;
• human sexuality affects individuals from infancy to adulthood.
• the extent, and implications of teenage pregnancy.
• the human reproductive process;
• means of controlling pregnancy.

Human growth and development

An IPPF publication (Muriuki, 1979) notes, "Young people are today living in a rapidly changing world where they are faced with many problems and pressures ranging from early childbearing and lack of employment opportunities, to the difficulties arising from the changing structure of family and the community.

The breaking down of traditional systems of support and preparation for adult life has also played a major part in emphasizing these problems and widening the information gap existing between youth and parents. To fill in this gap, young people are looking for all possible channels of information... Hence the need [for material] which covers such important aspects as human development and reproduction." :

In the same vein, the report of an international consultation on adolescent fertility (IPPF, 1984) stresses, "every society has a responsibility to prepare adolescents of both sexes for the world they will live in and this should include teaching them about sexuality and reproduction... ' Attitudes developed during childhood and youth will influence the whole way of live of future generations, including the outcome of their pregnancies and their ability to be good parents... Emotional and social needs should not be forgotten..."

Notes

3. The family and family size

Aims/objectives:

• to help young people understand what a family is and that there are different types of families;
• to help young people understand what factors influence family size;
• to help young people understand that they have a choice regarding family size.

Basic concepts:

• a family is made up of people descended from a common ancestor or ancestors;
• there are different kinds of families, including nuclear and extended families which may be monogamous, polygamous, one-parent, etc.;
• understanding of factors which influence decisions about family size;
• the standard of living is affected by the number of people and the resources and available work opportunities;
• the size of a family affects the way in which individual needs are met.

The importance of the role of the family for rural youth is stressed by Rau and Lindley (1984), "Although social and cultural norms are changing, most young people live and work within the framework of either their parents' household or their own. Decisions about further training, employment, migration for and by youth are, in fact, family decisions. This factor is crucial in any design of training programmes for rural youth."

The Asian Conference on Children and Youth in National Planning and Development, held in Bangkok from 0-15 March, 1966, noted that, "excessively rapid population growth has grave and immediate implications for the welfare of young people within their families... Where families are unduly large in relation to their resources, all or most of the children may be inadequately fed, clothed, sheltered and cared for. In such families, too, the physical and mental health of the mother - whose function in maintaining family welfare is vital - is also likely to suffer from the strains of bearing and nurturing too many children; this is particularly so if children are born in rapid succession."

Notes

4. This relationship between population and agriculture

Aims/objectives:

• to create an awareness of the relationship between population and agricultural production - both food and non-food;
• to create an awareness of the relationship between population and demand for agricultural products;
• to help young people understand the effects of population increases on land availability and distribution.

Basic concepts:

• as population increases, food and agricultural production must also increase to meet demand;
• uncontroled population increases may actually result in a decrease in agricultural production;
• if the quantity of productive agricultural land is limited, population increases may result in land holdings which are too small to be economically viable;
• increases in population create a need for the development of non-agricultural employment opportunities in rural areas. Otherwise, the result may be increased rural-urban migration.

The relationship between population and agriculture

A FAO document, Reaching out to the small farmer (1977) noted that the rapidly increasing population in the rural areas consumed much of the farm produce. The small farmers and landless labourers .who had bigger families contributed much to the population problem in the rural areas.

At the 13th Regional Conference for Africa, held in Harare, Zimbabwe in July 1984, the Director-General of FAO stressed the interrelationships between agriculture and population and pointed out the need to slow down population growth in order to benefit significantly from agricultural development efforts.

Notes

5. The relationship between population and the environment

Aims/objectives:

• to help young people to understand the concept of environment, and natural resources;
• to help young people develop an understanding of the effect of population change on natural resources;
• to develop an understanding among young people that they themselves have a part to play in the management and conservation of resources.

Basic content:

• definition of environment (the difference between the home, local, social and natural environments);
• understanding of basic resources (air, water, agriculturally productive land, forests, human, energy, etc.);
• the balance of nature;
• effects of population changes on natural resources and their capacity for sustained agricultural production;
• managing the environment, pollution control, etc. to ensure that the needs of present and future generations can be met.

The relationship between population and the environment

During the preparatory phases for International Youth Year, the ECA Regional Meeting on International Youth Year approved a Regional Plan of Action which stated, in part, "In developing a national youth policy, environmental aspects of youth development such as the role of youth in protection and preservation of nature, the mobilization of the exuberent energy of youth in community services to improve the environment; should be taken into account in the productive use of leisure time for enhancing the quality of life.

The environmental aspects of national youth policies should include activities such as tree planting campaigns to combat deforestation, desertification and soil erosion; environmental health support activities for primary health care; rehabilitation of urban slums and creation of recreation facilities in African townships."

Notes

6. The relationship between population and employment/income

Aims/objectives:

• to create an awareness of the relationships between population factors and employment, income and the quality of life;
• to increase the understanding of how development and proper utilization of resources may increase future employment opportunities;
• to provide information on skills training needs and employment opportunities for youth;
• to encourage individuals to make rational decisions about issues relating to family welfare.

Basic content:

• discussion of the relationship between the available labour force and available jobs, especially in the field of agriculture;
• analysis of actual work opportunities available for rural youth;
• relationship between unemployment and crime/delinquency;
• discussion of training opportunities for both farm and non-farm employment;
• relationship of family size and family income;
• relationship of land holding to income.

The relationship between population and employment/income

In many Asian and African countries, note Rau and Lindley (1984), young people account for 50 to 60 percent of the total unemployment, although they represent only 20 percent of the total population. When they do work, their wages tend to be lower than the prevailing market or legal wage rate. The absence of literacy and specialized skills places rural youth at a strong disadvantage vis-a-vis their counterparts who are literate and formally trained. Under these conditions, population-related decisions take on added significance.

Callaway (1974) states, "Because of the increasing numbers of young entrants to the labour force each year, the problems of making the economic arrangements that would create suitable beginning employment opportunities for youth becomes more difficult.”

Notes

7. The relationship between population and nutrition

Aims/objectives:

• to make youth aware of the need for proper nutrition and the values of different foods;
• to make youth aware of the causes and effects of and control measures for common nutrition-related diseases;
• to help youth understand the impact of population changes on nutrition.

Basic content:

• information on different food groups and their nutritional values;
• the concept of a balanced diet and its importance for healthy development;
• nutrition-related problems;
• the value of breast-feeding infants;
• the effects of family size on food quantity and quality;
• the relationship of good nutrition and good health.

The relationship between population and employment/income

In the now classic Learning Better Nutrition, Ritchie (1967) states, "There are many advantages in teaching nutrition to children. Children are not yet set in their ways. They are more open-minded than adults and more used to accepting new knowledge and new habits as a part of growing up. They usually have great curiosity and are eager to learn, and the range of their interests is continually widening... In many societies, they are at an age when poor food can have a permanent affect on their health and develoment and in a few years they will themselves be parents and perhaps influential people in the community."

Callaway (1974) stresses that, "large families often mean poorly-fed children. Not only will these children lack physical fitness and stamina as they grow up, but recent studies have shown that inadequate nutrition in infancy contributes to lack of mental development."

Notes

8. The relationship between population and health

Aims/objectives:

• to create an understanding of the implications of family size, and total community population, with regard to the quality of life;
• to help youth recognize health as a valuable individual, family and community asset;
• to create awareness of the importance of family welfare.

Basic content:

• discussion of the importance of health in reaching all development objectives (i.e. an unhealthy person is unable to work) ;
• identification of common causes of disease or sickness and their relation to population size;
• discussion of the value of child spacing in maintaining the health of both mother and child;
• discussion of sexually transmitted diseases and their impact or potential impact on population.

The relationship between population and health

The Regional Plan of Action on Youth developed by the Economic Commission for Africa Regional Meeting on International Youth Year (Addis Ababa, 20 - 24 June, 1983) (ECA,1983), advocates that, "health education guidance and counselling programmes for young people should be planned and organized in cooperation with the relevant departments of health, education, welfare, labour, youth, etc., and the young women's machineries and relevant voluntary organizations. A particular place should be given in these programmes to family life education, including sex education. Programmes should alwo aim at promoting responsible sexual behaviour on the part of young people. Positive traditional and customary practices should be maintained and included as part of health education programmes."

Notes

9. The relationship between population and development

Aims/objectives:

• to help youth recognize the importance of planning for the future;
• to make youth aware that population (family size, as well as overall village or community population) must be taken into account when planning for the future.

Basic content:

• the need for planning;
• ways of planning for the future; -
• implications of population on future plans at personal level;
• relationship of population size and educational opportunities;
• implication of population on future plans at a wider level (as broad as can be handled by the group, i.e. up to national development if possible);
• concept of choice in population (family) size.

The relationship between population and development

The Report of the Secretary General of the United Nations concerning International Youth Year, presented to the 36th Session of the UN General Assembly (United Nations, 1981), contained the following observation as part of the Guidelines of Programmes of Measures and Activities, "Young people should be made aware, through educational programmes, of the contributions they can and should make to national development. This awareness should be developed in conjunction with a variety of opportunities for direct participation in development efforts. Programmes initiated and run by youth themselves (e.g. literacy programmes, agricultural production, marketing and credit services) should be encouraged. Education should be viewed as a lifelong process to aid in full development of the person".

Notes

10. Responsible parenthood

Aims/objectives:

• to help youth develop a better understanding of the concept of responsible parenthood and its components;

• to help youth understand the relationship between responsible parenthood and better family living;

• to communicate means of achieving responsible parenthood.

Basic content:

• responsible parenthood defined;
• communicating with family members (how; to discuss sensitive issues with your children);
• parent/child relationships;
• deciding the size of a family;
• child spacing;
• delayed marriage;
• delayed pregnancy;
• relationship between responsible parenthood and quality of life, leisure time, etc.

Responsible parenthood

The Regional Plan of action for the International Youth Year and Beyond, approved by the Economic Commission for Asia Regional Preparatory Meeting for International Youth Year (Bangkok, 26-30 July, 1983) affirms that, "More intensive efforts should be devoted to promoting the values of a responsible family life and check the influence of conflicting values which frequent come with development and modernization. Education for responsible family life should be an integral and inalienable part of the formal and informal education programme for young people. They should learn to be well prepared to organize their own families and practice responsible parenthood.

In this light, attention should be paid to family planning wherever necessary or desireable. . In addition to thorough knowledge of the use and effects of various family planning measures, young people should also be educated to understand the health and economic implications-of the number and frequency of pregnancies and should be given access to .accurate and reliable information on conception, health and the value of spacing of children."

Notes

INTEGRATION OF POPULATION EDUCATION INTO PROGRAMMES FOR

RURAL YOUTH IN LOW-INCOME COUNTRIES

FAO/INT/86/P08

WORKSHOP/SEMINAR

ZIMBABWE 9-11 FEBRUARY 1988

DISCUSSION ON

TEACHING MATERIALS FOR A POPULATION EDUCATION PROGRAMME

The materials that will be produced as outputs of the current, project can be divided into two broad categories: those for the teacher or youth group leader; and those intended for use directly by rural youth. Put more simply, a teacher's guide, including audio-visual teaching aids and materials for members of the youth group.

Leader's guide

The leader's guide will be used to give youth group leaders the tools necessary to effectively communicate population concepts. The first of the tools is a short but comprehensive course in population concepts. Basic concepts must be set out in a clear and self-sufficient manner. This is a major drawback of current teacher's guides for in-school use, which often refer to standard textbooks for various subjects.

Second, the leader's guide will re-present the' basic population concepts divided into modules appropriate for a series of one-to-two hour lessons. Each of the modules will be accompanied by suggested entry points into ongoing youth group activities.

Third, the teacher's guide will suggest audio-visual aids and materials which may be helpful in presenting the contents, and provide detailed instructions for their production.

Audio-visual teaching materials

In order to be appropriate for use in a population education programme for rural youth, teaching materials must be low cost and capable of being produced locally. This is of particular importance as evaluation of previous attempts to produce generic materials, i.e. materials which can be used across a wide range of national and social situations, have revealed these attempts to be generally ineffective. Materials which are produced locally are much more likely to be genuinely relevant to local people. Local production also opens the possibility of a youth group with a successful population education programme assisting a group in a nearby village to develop and produce appropriate materials.

The specific types of teaching aids may include: flannel boards and flannelgraphs; flip charts; flash cards; posters; bulletin boards; chalkboards; cardboard boxes; educational games; puzzles; folk drama; puppets; grass-roots radio or cassette programmes and demonstrations. Local cultural customs and the availability of materials will largely determine the type of learning aids which are developed and used.

Notes

Leader's guide

Flannelboards

Characteristics

• easily set up
• may be used over and over
• may be moved and re-arranged
• may be used to stimulate student participation
• must be constructed in advance
• more elaborate illustrations may be prepared ahead of the presentation

Notes

Flip charts

Characteristics

• always ready for use
• limited to one topic
• limited number of images
• may be prepared in advance or as a group participation activity

Notes

Flash cards

Characteristics

• contain a single idea
• may be used singly or in combination
• may be re-arranged
• may be prepared in advance or as a group participation activity
• generally of small size - visible to only small groups
• may be used to test students' knowledge

Notes

Posters

Posters

Characteristics

• large size, high impact
• may be displayed for extended periods of time
• express only a single idea
• may be prepared in advance or as a group activity
• may be taken home by students

Notes

Chalkboards

Characteristies

• may be used over and over
• inexpensive and readily available
• always ready for use
• once cancelled, images are lost
• must be in a position which can be seen by all

Notes

Cardboard boxes

Cardboard boxes

Characteristics

• images may be written on all sides
• boxes may be cut to serve as a puppet theatre
• may be prepared in advance or as a group activity
• young people like to construct things

Folk drama

Folk drama

Characteristics

• all forms of drama link local customs with new concepts
• is based on group participation
• preparation of script, costumes, etc. is necessary
• considerable preparation by a team of people is necessary

Notes

Puppets

Puppets

Characteristics

• may be easier to convince students to participate in puppet theatre than in folk drama
• puppets may be made from almost any materials
• may be prepared in advance or as a group activity
• may be prepared by students at home
• may be taken home by students after use
• preparation of script is necessary
• preparation by a team of people is necessary

Notes

Cassette tapes

Cassette tapes

Characteristics

• require casette player and batteries or electric current
• may be prepared in advance or as a group activity
• may be changed over and over
• high impact medium

Notes

INTEGRATION OF POPULATION EDUCATION INTO PROGRAMMES FOR

RURAL YOUTH IN LOW-INCOME COUNTRIES

FAO/INT/86/P08

WORKSHOP/SEMINAR

ZIMBABWE 9-11 FEBRUARY 1988

DISCUSSION ON

STRATEGIES FOR IMPLEMENTATION OF A POPULATION EDUCATION PROGRAMME

Developing and implementing population education programmes for out-of-school rural youth presents challenges which are not encountered in the preparation of in-school efforts. These difficulties stem from the fact that the target audiences are so diverse in regard to needs and characteristics - age, marital status, educational attainment, languages, interests, religion, socio-economic status, media habits, etc.

This diversity is further compounded by the fact that, for the most part, out-of-schoolers are a volunteer rather than a captive audience. As such, they may be available for varying periods of time, ranging from a single session, to several hours of instruction spread over days or weeks. And they can choose to walk away at any time.

It is not sufficient to develop curricula and related teaching materials. If a population education programme for rural youth is to be successful, an appropriate strategy for reaching rural youth and maintaining their interest must be developed.

Notes

Strategy discussion question 1.

Should the population education programme for rural youth work through existing groups, or should it attempt to organize new groups specifically designed to communicate a population education message?

Existing groups

Advantages

• The group already has a working structure, organization, membership, meeting place, etc.
• The population education message can be integrated into ongoing activities, providing an additional incentive for youth participation.
• The expense of working with an existing group is significantly less than that of creating a new one.
• The time required to integrate a population education message into an existing group programmes is less than that required to form a new group.

Disadvantages

• The group's current activities may not easily lend themselves to integration of a population education message.
• The membership of the group may make discussion of sensitive issues difficult.
• The leaders of existing youth groups may resist the introduction of new messages into current activities.
• There may be areas where no youth groups exist.

New groups

Advantages

• The population education message can be delivered without the difficulties of integrating it into ongoing discussions.
• Groups can be formed wherever needed.
• Groups can be formed with homogenous membership.

Disadvantages

• The formation of youth groups requires significant time and commitment of resources at both national and local levels.
• Youth may not be willing to meet exclusively to discuss the topic of population education; it may not be of intrinsic interest to them.
• The population message in and of itself may not sustain long-term interest and may be best as a supplement or complement to other programmes.

Notes

Strategy discussion question 2.

What types of groups might be appropriate for involvement in a population education programme?

characteristics

Strategy discussion question 3.

What specific groups might best be included in the population education programme for rural youth in Zimbabwe?

Notes

Strategy discussion question 4.

Within the selected group of groups, how should the population education message be introduced?

• As a separate topic?
• Integrated into an ongoing activity? And if so, what activity or activities?

Notes

INTEGRATION OF POPULATION EDUCATION INTO PROGRAMMES FOR

RURAL YOUTH IN LOW-INCOME COUNTRIES

FAO/INT/86/PO8

WORKSHOP/SEMINAR

ZIMBABWE 9-11 FEBRUARY 1988

CONCLUSIONS AND RECOMMENDATIONS

As specified in the project document, the long-range objective of the current project is:

to reach rural youth with population education information which will draw attention to the effects of rapid population growth and the need for responsible parenthood.

The next step toward reaching that goal will be to actually develop and then field test the population education materials for leaders and members of village-level rural youth groups that we have discussed in this workshop. To help guide us in this task, this morning we ask your help in drawing conclusions and making recommendations for follow-up.

Some of the questions you may wish to consider when forming your recommendations;

Regarding subject matter

• How would you rank the ten subjects in terms of relevance to rural youth in Zimbabwe?
• How would you rank the ten subjects in terms of importance to rural youth in Zimbabwe?

Regarding teaching materials

• which of the teaching materials discussed would be most appropriate for use with rural youth groups in Zimbabwe?
• Will local youth group leaders be able to obtain the necessary materials to construct the appropriate teaching materials?
• What financial support will be necessary at the local level?

Regarding strategies

• Would it be more appropriate to work with existing rural youth groups or to form new groups?
• Which existing groups might be appropriate for participation in the programme?
• How might these groups be contacted?
• How will youth group leaders be trained in the teaching population education?
• How can a population education message be integrated into existing activities?

Regarding follow-up activity

• Is Zimbabwe prepared to continue to act as a pilot country?
• Should a steering committee be established to coordinate follow-up activities?

Notes

Conclusions

Notes

Recommendations

Annex 6

WORKSHOP EVALUATION

Following are the results of the evaluation completed by the workshop participants at the end of the final session of the workshop in Zimbabwe. Under each question, the number of votes given to each level by the participants (of a total of 24 respondants) is recorded. Note: not all of the respondants answered all of the questions. The respondants were also invited to submit written comments. . Selected responses follow the numerical summary.

(Please make a mark in the correct space for each question. Five (5) is the highest rating; one (1) is the lowest rating)

1) Was the purpose of the workshop clear?

   5) 12     4) 11     3) 1     2) -     1) - 

Selected comments

• It was clear and much groundwork had been done for us.
• The purpose of the workshop and the objectives were clear.
• Initially, I was confused but later I understood.

2) Were the introductory speeches interesting?

    5) 10     4) 8     3) 5     2) 1     1) -

Selected comments

• Well delivered.
• They were interesting and assisted us in our discussions.
• Rather long but relevant.

3) Were you satisfied with the discussion on subject matter? Did you feel that the most important subjects were identified?

    5) 15     4) 6     3) 2     2) 1     1) -

Selected comments

• This was well done.
• Most of the subjects identified were so important.
• Yes. We were able to add topics that were  not included in the handouts.
• I think health should have been made a part of the topic on development and not kept as a separate entity.

4) Were you satisfied with the discussion on teaching materials?

    5) 7     4) 11     3) 3     2) 1     1) -

Selected comments

• Most of the teaching materials were appropriate, especially group participation, discussions and drama.
• The discussion was satisfactory.
• More time was needed.

5) Were you satisfied with the discussion on the strategies?

    5) 11     4) 10     3) 2     2) -     1) -

Selected comments

• Yes. Very useful.
• The group discussions were very useful for every participant had a chance to air his or her views.
• The discussion should have been more detailed.
• Fully discussed and well worthwhile. They should help us to achieve our objectives.

6) Did you have enough of a chance to participate in the discussions?

    5) 17     4)4     3)3     2) -     1) -

Selected comments

• Yes, especially in the small discussion groups.
• There was ample opportunity to participate.

7) In general, were you satisfied with the workshop?

    5) 17     4)7    3) -     2) -     1) –

Selected comments

• I think everything went well and those of us who were new in this area left having very enriched and our interest has greatly increased.
• Educative, informative, well worthwhile for the youth who are tomorrow's citizens and parents.
• Very much so. It was an eye-opening experience.

8) Were the workshop handouts useful and understandable?

    5) 15     4) 6     3) 2     4) -     5) -

Selected comments

• Very clearly stated and straightforward.
• Clear and easy to understand.

9) Were the rooms and food OK?

    5) 9     4) 11     3) 1     2) -     1) -

Selected comments

• The food was good.
• Excellent. No complaints. -The rooms were too warm.

10) Would you like to participate in follow-up activity to the workshop?

    5) 20     4) 3     3) -     2) -     1) -

Selected comments

• I feel this is an important task that has to be persued if our youth are to benefit. It will also enhance the integrated working of Government and non-Government structures in Zimbabwe.
• I am already on the working committee.
• Yes. I enjoy working with youth on new concepts.
• It would be wonderful.

11) What specific activities would you suggest? 

Specific activities suggested included:

• Identification of pilot area within two months.
• Identification of youth leaders who will participate in the pilot project
• The planning committee should see to it that follow-up is carried out and that NGOs cooperate.
• The pilot project should be evaluated on a continuing basis rather than at the end.
• Follow-up workshops should be held during the field testing so that the materials can be reviewed and updated.
• Training of trainers should be a priority.
• Population education should be examined in its relationship to formal education.

Annex 7

OFFICIAL CLOSING BY MR. NZITI, DEPUTY DIRECTOR OF THE CENTRAL STATISTICAL OFFICE.

Mr. Chairman

Distinguished Guests

Ladies and Gentlemen

In closing this workshop, allow me to first of all thank all of you for the arduous work which you have done over the past three days. Looking at the workshop objectives, I note with admiration and enthusiasm that you have been examining in great detail the subject matter, style and format as well as materials to be used in population education programme for rural youth in Zimbabwe. You have also examined and outlined the appropriate strategies for the introduction of population education into programmes for rural youth.

This, in a way is perhaps the most important step which the workshop has accomplished. For in doing this, you have been able to define very clearly what materials and teaching aids and strategies best suit your stated objectives of bringing awareness of population dynamics to the rural youth.

Your workshop has recommended the appropriate teaching aids for a population education programme for rural youth, it should therefore now be possible for government, donor agencies, non�governmental organizations and indeed, all those who deal with youth on a face to face basis to be able to put across a clear and. meaningful picture of the demographic profile of the country and its implications on our finite resources.

As the Honourable Minister, Cde Kwidini stated in his opening remarks �When the size and growth rate of the population exceed the ability of the nation to attain and sustain the desired levels of the quality of life of its people then population ceases to be a source of strength and becomes a source of weakness.� Comrades and friends, the current growth rate of our population is high. At present it stands at 2.88% per annum for the nation, the youth population itself is expected to increase annually by about 3.5%, with the rate of growth of the 15 to 19 age group being nearly 4.5%. As you can see these rates are much higher than the present natural growth rate (excluding migration) being a reflection of the high birth rates of the previous decades and the decrease in mortality rates at young ages. A close look at youth fertility at national level reveals that 43% of all births in Zimbabwe occur from mothers in the 15 to 24 age group. in our rural ar4eas 37.2% of all births occur from mothers in the 15 to 24 age group indicating a higher fertility level for urban youth.

Research has shown that the majority of young women currently in union wish to have children. The Zimbabwe Reproductive Health Survey in 1985 came up with these figures: only. 8.4% of young women currently in union in the 15 to 19 age group and 4.3% in the 20 to 24 age group said that they desired no more children. However, most young women currently in union said they desired to delay the next birth: 60.3% of those aged 15 to 19 and 65.2% in the 20 to 24 age group. As we are all aware, decisions on family size are dependent. to a large extent on a person's knowledge of family planning methods; again research has shown that most young women in union know at least one family planning method. So here, there is a ray of hope.

Coming to the spatial distribution of our youth, we note that from the 1982 population census, 72% of the youth were residing in rural areas. Of these, 46% were males and 54% females indicating that rural-urban migration is selective with a male bias. This statistic, when ,looked at in age specific groups, reveals that in the 20 to 24 age group in communal areas only 36.9% are males against 63.1% females pointing to a large deficit of males in the communal areas. It is my sincere hope that this important factor has been adequately accommo­dated in your recommended strategies for directing population educa­tion to rural youth.

What then is the present status of the youth which you will be working with? Research has indicated that if we take together people who have undergone a civil, religious, or traditional ceremony .or were living together in common consensus union, 27% of females in the 15 to 19 age group are married as opposed to only 2% for males in the same age group. In the next age group of 20 to 24, 70.9% of females are married as opposed to 29 2% of the male population. Although it is difficult to ascertain the relative age of spouse, it is clear, how­ever, that in general males tend to marry or to live with younger fe­males, it is estimated that the average age of marriage of females is 22.3 years and that of males 27.3 showing an average difference of 5 years .

It is again my sincere hope that when you were determining the instructional procedures and instruments, due cognisance was taken on the educational level of your target population group with the intro­duction of free primary education and subsequent explosion in school enrolment, the educational profile of children has been changing rapidly and the effects on youth will continue to be felt strongly in the years ahead. At present it is estimated that at least 10.9% of the youth have no schooling at all and of these, 15.1% are females agains 6% for males.

These figures from a statistics point of view are not negligeable at all. So one of the major challenges of this workshop was to strike a balance between communication of subject material in a form readily comprehensible and assimilable to the 89.1% literates on the one hand and 10.9% illiterates on the other hand. I have no doubt whatsoever in my mind that you managed to rise up to the challenge. and all youth stand to benefit from the programme.

Research has indicated that rural youth enter the labour force earlier than their urban counterparts. Labour force participation rates for rural youth is 83.4% in the 20 to 24 age group while in ur­ban areas it stands at 61.8%. Two thirds of the rural youth labour force consists of communal farmers. So may I intimate that your programme be geared for a largely working population and be sensitive to the rythms of the nature of the dominant occupation.

Finally comrades and friends, it is important that when we work out strategies to alleviate youth problems, we should constantly bear in mind that the youth constitute a national resource of the first magnitude or to put it the way the Honourable Minsiter Kwidini put it on Tuesday, "Population is an asset for any country." So just as there is a responsibility on the part of today's societies to insure that opportunities are open to the youth, a responsibility of equal importance rests with the young people today to make full use of these opportuities and not squander their inheritance through unbriddled prodigality. It is my sincere hope and wish that when we start imple­menting your recommendations made here in Kadoma this week, this will be their commitment.

Ladies and gentlemen, it is indeed my honour and privilege to officially declare this workshop closed.