To provide the participants with a common information pool on which to base their discussions, after a brief introduction to the Project by Dr. W. I. Lindley, Rural Youth Officer, Agricultural Education and Extension Service, FAO, the first day of the worshop was dedicated to informative lectures by local experts. (The workshop agenda is attached as Annex 4.)
The first speaker, Dr. G. Masina, Dean of the Faculty of Agriculture, University of Swaziland, delivered a paper entitled "Agricultural Education in Relation to the Youth and the Population Increase in Swaziland."
In opening his remarks, Dr. Masina noted that since 1973, Government policy has specified that "rural development programmes occupy a central position in Swaziland development strategy." As such, agricultural education, both formal and non-formal has received increasing attention. This has logically been accompanied by an increased focus on rural youth.
Dr. Masina referred to the national workshop on Rural Youth and Young Farmers, jointly sponsored by FAO and the Swaziland Youth Development Consultative Council in December 1986. He described the present workshop as a logical follow-up to the earlier one.
Using data from the 1986 census, Dr. Masina described the population distribution of Swaziland by region and noted that in all four regions, more than 60 percent of the population lives in rural areas. In the Shiselweni Region, more than 85 percent of the population lives in rural areas.
Dr. Masina estimated that of the total population of some 706 000 individuals, more than two-thirds are under age 25. Rural young people make up an estimated 315 000 or 45 percent of Swaziland's total population.
In stressing the need to reach these people with training and education, including population education, Dr. Masina noted that the dropout rate was so high that most rural young people could not be reached through formal education channels.
Dr. Masina concluded by highlighting some of the existing mechanisms for non-formal education in Swaziland including youth cooperatives; Rural Education Centres; and church groups, and recommended that they receive support and attention. (The text of Dr. Masina's lecture is attached as Annex 5.)
The second speaker, Mr. L. Mamba, Deputy Census Commissioner, delivered a paper on "Population in Swaziland - Rural and Urban Population 1986."
Mr. Mamba opened his presentation by putting the study of demography in a historical context. He cited Thomas Malthus as "the father of modern birth control" for his eighteenth century "Essay on the Principle of Population."
Turning to the present population situation in Swaziland, Mr. Mamba noted that the total population had increased from approximately 495 000 in 1976 to 706 000 in 1986 (including absentees at the time of the census). This represents a 3.1 percent annual increase which is one of the highest in the world. Although the raw data from the 1986 census was now being processed, detailed breakdowns would not be available until at least February 1988. Therefore, estimates were derived using the 1986 totals and applying the same demographic breakdowns as had been found in the 1976 census.
Using this methodolgy, Mr. Mamba estimated that in Swaziland, as in most African countries, the population of urban areas is increasing at a faster rate than that of the rural areas, but that even the rural areas are experiencing a growth rate of some 2.8 percent each year. Provisional figures indicate that the percent of people living in rural areas has decreased from 85 percent in 1976 to 78 percent in 1986. However, in absolute terms, over the same period, the rural population had increased from approximately 420 000 to 525 000.
Mr. Mamba also drew some comparaisons of basic population indicators (crude birth rate, crude death rate, infant mortality rate) among countries of Southern Africa. Based on the last completed census in each country, Swaziland had higher birth rates, death rates and infant mortality rates than either Lesotho, Botswana or Zambia. Of the four countries, only Botswana's population was growing at a faster rate than that of Swaziland. (The text of Mr. Mamba's lecture is attached as Annex 6.)
Mr. Elphas Dlamini, Demographer, Planning Section, Ministry of Education, presented a paper on the relationship of population and education in Swaziland. Mr. Dlamini introduced his topic by setting out long-term trends in population growth in Swaziland. The first recorded census in Swaziland, conducted in 1898, revealed a total populaton of 44 000. By 1911, the population had climbed to 100 000; in 1936 it was 157 000; and in 1956 it had risen to 237 000.
Turning to education, Mr. Dlamini compared school enrolment in 1968 and in 1986. In 1968, there were 62 000 enrolments in primary schools and 6 000 in secondary schools. In 1986, the figures were 142 000 and 31 000 respectively. According to Mr. Dlamini, some 82 percent of all children aged 6-13 attend school at one time or another. Boys and girls seem to have equal opportunity, an unusual situation in the overall African context. However, a great number of these children only attend school sporadically and many do not complete primary school. Attendance at school declines steadily with age from age 10 onwards.
The rapid population growth and the parallel rise in demand fox schooling has had a significant impact on education-related costs in Swaziland. For example, in 1968, the Government employed 1 627 primary school teachers and 300 secondary teachers. In 1986, these totals had risen to 4 290 and 1 617 respectively.
Mr. Dlamini concluded by saying that there was a need for population education to be introduced in Swaziland, both in formal and nonforml programmes. (The text of Mr. Dlamini's lecture is attached as Annex 7.)
. Mr. Chudasama, a United Nations Volunteer agronomist, described his work with disabled youhg people at an experimental rehabilitation farm outside of Mbabane. He highlighted the techniques which he had found to be effective in motivating handicapped youth and which he felt would also be effective in motivating non-handicapped individuals.
He particularly emphasized self-motivation, .i.e. that while it -was necessary to give youth a starting pointed and limited resources, it was desirable to stimulate them to reach their own conclusions, rather than presenting them with solutions.
Dr. E. L. Huppert, retired chairman of the Statistics Department of the University of Swaziland and currently involved in many health-related non-governmental orgnizations, gave an extemporaneous talk on the relationship between population and health.
Dr. Huppert opened his remarks by noting that Swaziland had endorsed the principle of "Health for All by the Year 2000" under which at least 95 percent of the population should have access to essential health services.
Based on this goal, Dr. Huppert proceeded to estimate future requirements for health services, assuming that the rate of population growth were to remain unchanged.
In the year 2000, pre-natal services would have to be two and one-half times their present capacity to serve the needs of 95 percent of women of child-bearing age. By the year 2010, a total of 720 000 women and young children (under age five) would be at a high health risk, compared to 240 000 in 1980. However, if the average number of children per woman could be reduced from the current seven to three, the number in a high risk situation would be 430 000.
The comparative scenarios described by Dr. Huppert were drawn from a study, "The Effects of Population Factors on Social and Economic Development in Swaziland" produced by Resources for the Awareness of Population Impacts on Development (RAPID), Washington, DC.
In terms of school health programmes, Dr. Huppert explained that currently there are 16 teams of school health workers, with the responsibility of examining all new enrolees in school each year. If population were to continue to grow unchecked, in the year 2000, there would be 57 000 children entering school for the first time, necessitating a substantial increase in the number of school health workers.
Curative health services would also need to be bolstered. If population growth continues at its present rate, the number of hospital beds required just to maintain the current population/bed ratio would increase to 5 310 in the year 2010, compared to 1 780 in 1980. More than 1 700 additional doctors and nurses would be required to meet the estimated need for 1 800 000 medical visits per year.
Dr. Huppert concluded his remarks by relating the concepts of quality and quantity of population. He identified the following four areas as principal health determinants in Swaziland: nutrition; diseases including sexually-transmitted diseases; alcohol abuse (currently a significant problem); and use of tobacco products (low at present but increasing as manufacturers turn their attention to the third world). "A country can only develop properly if the population is in good health," he said. (The charts used by Dr. Huppert to illustrate his lecture are attached as Annex 8.)
The final lecturer, Dr. M. Matsebula, delivered a paper on "Implications of Population Growth for Development in Swaziland".
Dr. Matsebula first outlined the debate that surrounds the issue of population growth. He set out the two basic schools of thought, that which argues that population growth is not a real problem, and that which argues that it is an issue requiring direct and immediate attention. In a discovery/inquiry approach, Dr. Matsebula brought the participants to the conclusion that there is, in fact, an interrelationship between population growth and development and a need to focus attention on population growth even in the short run. Population growth, said Dr. Matsebula, is an important issue to focus upon, both directly (through measures aimed at family size) and indirectly (through measures that impact on production, employment, poverty and income-distribution). If population growth has a negative impact on any of the components of development, then it needs to be checked.
Dr. Matsebula then proceeded to analyse the nature of Swaziland's population growth in terms of four areas - current population growth, population trend, district population and sectoral population. He noted that the population has become more youthful, with a higher dependency ratio, higher unemployment and declining per capita income. All of these factors, said Dr. Matsebula, have negative implications for development.
Dr. Matsebula then examined policy measures which could ameliorate the Swazi population situation. He noted that current measures attempt to educate individuals about the advantages of small family size without penalizing those who have large families. Dr. Matsebula endorsed this approach but urged that an information campaign be mounted to strengthen the small-family message. He suggested that the free distribution of contraceptives should be continued, and recommended the establishment of counselling centres with a wide mandate, covering family planning, sexual abuse, family quarrels, etc.
Dr. Matsebula also suggeted a number of measures which would impact indirectly on population growth, including increased formal employment opportunities; increased access for women to land and credit; assistance to the urban informal sector; and assistance to the rural sector. (The text of Dr. Matsebula's presentation is attached as Annex 9.)
After the conclusion of the informative lectures and discussion by local experts, the workshop was given over to discussion of subject matter; teaching materials; and strategies for a population education programme to be integrated into programmes for rural youth. In each case, the discussion topic was introduced by the FAO Rural Youth Officer or the Project Assistant for INT/86/P08 and a discussion handout was distributed to the participants. (The discussion handouts are attached as Annex 10.)
Discussion began in general session. The participants were then divided into two working groups to facilitate full participation by all. At the end of each discussion, the groups came together for a plenary discussion of the working group reports.
The participants reviewed the following ten topics which had been suggested for consideration in designing a population education programme for out-of-school rural youth:
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Population and factors which provoke changes in population |
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Human growth and development |
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The family and family size |
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The relationship between population and agriculture |
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The relationship between population and the environment |
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The relationship between population and employment/income |
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The relationship between population and nutrition |
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The relationship between population and health |
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The relationship between population and development |
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Responsible parenthood |
The workshop participants confirmed the importance of all ten topics, and ranked them in the following order of importance:
Due to time restrictions, detailed discussions in the working groups were confined to the four subject matter topics given highest priority by the participants.
With regard to the topic on population and agriculture, the participants identified a number of areas they felt should be included. First and foremost among these were concepts relating to criteria for the allocation of land for agricultural use. The participants explained that each chief was in charge of land which he administered in the name of the king. The chief allots a plot of land to each young man when he marries. There is no provision, however, for allocation of land to unmarried men or women. The participants voiced concerns that this land would not be enough to support future populations. In addition, they noted that, in some cases, land which was in care of the chiefs had been reposessed and ceded to private companiess for commercial exploitation.
The participants also felt that appropriate use of land and water resources, including soil conservation, should be taught as part of this topic. They noted that income-generating activities in small-scale agriculture could be used to stimulate the interest of rural youth in population education.
The participants cited unemployment and training rural youth as major population-related concerns. They suggested that a village-level study of unemployment would be a valid starting point. From the results of this study, a group of unemployed youth could be formed. Based on an analysis of the skills of the individuals in the group, an incomegenerating activity could be designed which would involve as many of the group as possible. The participants suggested that limited external support would be needed, in a combination of cash and kind.
They also noted the relationship of family size and employment possibilities as an important concept for inclusion in this topic.
The participants stressed the importance of linking community needs to national devlopment goals. They suggested that community serveys could help young people to orient themselves and begin to plan for a better future. The participants suggested that two-way communications be established between local and national of planning authorities. This, they said, would give development programmes a better chance of receiving local approval and support.
The participants noted the direct relationship between family size and ability to effectively plan for the future.
The participants felt that it was important to work within the traditional village methods for teaching young people about human growth and sexual development. They explained that boys are taught by the village elders and that girls are taught by the eldest female member of their family. They said that there was no cultural taboo or discussion of human sexual development, as long as it was handled in an acceptable manner.
The participants stressed the need to involve village parents and elders in teaching about human growth and development. For example, they suggested that the elders could teach young people about traditional methods of controlling pregnancy.
The participants also suggested that an important part of this topic would be informing young people about the existing Swazi laws governing appropriate sexual behaviour (i.e. restricting marriages when the woman is under a certain age). They felt that the population education programme would be an appropriate venue for explaining these laws and their significance for Swazi rural youth.
The main objective of this session was to describe the appropriate style and format for population education materials which would be useful in rural youth groups. The participants considered the use of the following materials suggested by the workshop handout:
| * | a leader's guide or manual |
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flannelboards |
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flip charts |
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flash cards |
| * | posters |
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chalkboards |
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cardboard boxes |
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folk drama |
| * | puppets |
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cassette tapes and other "high technology" media. |
There was consensus that an Instructional Guide for Youth Group Leaders was a basic necessity. This expressed need on the part of the youth leaders was confirmed by their reaction to the informative lectures on the first day of the workshop; it was clear that the youth group leaders need a convenient source of base-level information on population-related concerns.
In the workshop handout on teaching materials, it was suggested that the leader's guide should serve four functions. First, it should contain base-level information on population-related concerns. Second, it should re-group this information into self-contained subject matter contents, as discussed in the previous section. Third, it should suggest how these content units might be integrated into ongoing activities for rural youth. Fourth, it should explain the preparation and use of teaching materials which could facilitate the task of youth leaders in communicating the population education message.
This concept of the leader's guide met with the full approval of the participants. They stressed that the leader's guide should be highly illustrated and easy-to-read. Many of the workshop participants were youth group leaders themselves and their reactions and comments provided good guidelines for determining the level of the leader's guide.
It was noted that the leader's guide (as well as other materials) would have to be tested at the field level and it was felt that it would be an advantage to have the leader's guide translated into Siswati, the local language.
The participants observed that flannelboards were currently used in Swaziland only in pre-schools, for very young, pre-literate audiences. As such, they might be unfamiliar to school-age children or young adults. However, the participants felt this would not pose a major problem and that they could introduce and use the flannelboards effectively. They felt that the ability to create and change images was an important advantage offered by the flannelboards.
Some of the participants expressed doubts as to whether they would be able to obtain felt cloth to prepare the flannelboards in a sufficient number of colours and at an affordable price. They suggested that flannelboard kits, including instructions and raw materials or pre-cut figures, might be needed to be produced centrally.
The participants felt that the idea of sequential messages had good potential for use in population education, either as a bound, flip chart or as individual flash cards. They noted that, in the case of flash cards, the materials could be given to the youth groups members to take home.
The participants discussed the relative merits of home-made and commercially-produced materials. They noted that the commercially-produced materials would have higher impact and would tend to be more attractive. However, they felt that home-made materials, produced either by local artists or as an activity of the youth groups themselves, would have more immediacy and relevance to the individual groups. The participants suggested that a combination of home-made and commercially-produced materials might be most appropriate.
To demonstrate the validity of flip charts for communicating a population education message, one of the discussion groups improvised a six-page flip chart on the dangers of sexually transmitted diseases.
The participants examined a number of posters which had been collected during the first phase of activity of Project INT/86/P08. They noted that the high visibility of posters made them a potentially important part of a population education programme. They stressed the need to make the posters simple enough to be understood by semi-literate and illiterate audiences. They recommended that the text of the posters be printed both in English and Siswati, i.e. both languages on single poster rather than two separate versions.
With regard to the graphic design of posters, the participants noted that many posters in Swaziland use photographic images and that these might be more appropriate than posters with drawings. However, they also noted the potential of producing posters at the village level, either as a group activity or with the help of local artists.
The participants were all familiar with the use of chalkboards. They appreciated the versatility of the medium. However, they cautioned that, unless the leader is particularly gifted in drawing skills, chalkboards lend themselves to communication of words rather than of images. They felt this could limit the applicability of chalkboards with illiterate audiences. It was noted, however, that it is possible to produce teacher's aids which facilitate the drawing of simple figures.
The participants examined a "learning cube" prepared by the International Labour Office (ILO) as part of a worker's population education programme. The learning cube was a large-sized collapsable cardboard box with images printed on all sides.
The participants reacted extremely positively to this idea and were quick to suggest various applications of the concept. They thought that small boxes with photographs on each side would be particularly effective as they could be passed among youth meeting in a group. They also suggested that a population education panel could be printed on commercially-produced packages of food and household goods.
There was consensus among the participants that folk drama had high potential for use in presenting concepts of population education to rural youth.
One participant explained that folk drama was a basic part of Swazi rural life and was especially useful in communicating concepts which might otherwise be delicate or embarrasing to present. The participants cited an example of folk drama being used to highlight problems of alcohol abuse in a village where the chief himself had a drinking problem. Without the use of folk drama, it would have been impossible to raise the subject without offending the chief.
The participants recognized the potential of puppets as another type of educational theatre, but noted that, as an uncommon art form in Swaziland, they might be hard to use effectively as a teaching tool.
The participants reacted enthusiastically to the idea of using cassette tapes in teaching population education. They felt that it would be highly effective to be able to record group discussions on tape and then replay or modify them as necessary. They also suggested that the best locally-produced tapes could be identified through a contest and that the winning tapes could then be aired on national radio. The participants also felt that radio could be used to diffuse population education slogans or to present radio drama with a population education message.
However, some participants expressed concern at the relatively high cost of using these materials. Other participants noted that in the rural areas there was a lack of radios which would limit the impact of the medium. The same positive reaction, tempered by concern about expense, characterized discussion of films and video tapes as potential teaching materials.
In the course of the discussion on teaching materials, the participants noted the potential of some media which were not covered in the workshop handout. For example, one participant suggested that silk-screened T-shirts could be highly motivational. Another suggested linking the population education programme to organized sports activities and even to the printing of a population education message on team uniforms. One concept which emerged clearly was that the teaching materials should be easy and fun to use. Many of the participants stressed that due to their young age and high energy level, rural youth would be easily distracted and only materials which were truly captivating and stimulating would be effective.
The overall objectve of this session was to outline appropriate strategies for the introduction of population education into programmes for rural youth. The participants were asked to consider four basic questions:
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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? |
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What types of groups might be appropriate for involvement in a population education programe? |
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What specific groups might best be included in the population education programme for rural youth in Swaziland? |
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Within the selected group or 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? |
The participants felt strongly that the introdution of population education should be done, wherever possible, through existing groups. They noted the advantages of working through existing groups:
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The group already has a working structure, organization, membership, meeting place, etc.; |
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The population education message can be integrated into ongoing activities, providing an additional incentive for youth participation; |
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The expense of working with an existing group is significantly less than that of creating a new one; |
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The time required to integrate a population education message into an existing group programme is less than that required to form a new group. |
It was felt that the formation of groups of young people solely for the purpose of introducing or studying population-related issues would not be viable.
However, there was a common concern that, in the more remote rural areas, youth groups do not now exist or at least are not actively operating. Scouts, 4-S and other groups are functioning in many areas but often do not reach the more rural villages. To reach the youth in these villages, the participants felt that organizational work would need to precede any introduction of population education.
The participants suggested that initial efforts be concentrated in areas where rural youth groups are already actively functioning. Once these groups have been drawn into the population programme, efforts could be expanded, first to groups which are now in formative stages, and later to areas in which youth groups would need to be established.
In the discussion groups, the participants considered the types of group which might lend themselves to the incorporation of a population education message, i.e. government, non-government, and religious groups.
The participants felt that it was essential to involve youth groups from all three categories, in order to reach the greatest possible number of rural youth with the population education message.
In the area of government-related groups, the participants recommended that work be concentrated in the following areas:
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the Rural Education Centres (RECs) in the Ministry of Education; |
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the 4-S Youth Development Programme in the Ministry of Agriculture, in cooperation with the Ministry of Education; . |
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the Department of Cooperatives in the Ministry of Agriculture; |
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the Department of Community Development through the Tinkhundla Office in the Office of the Prime Minister; |
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the Department of Home Economics in the Ministry of Agriculture; |
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the Extension Department in the Ministry of Agriculture; |
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the Youth Council of the Ministry of the Interior. |
In the area of non-governmental organizations, the participants offered the following list of groups which could be involved in the population education effort:
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the Swaziland Youth Development Consultative Council |
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the Swaziland Youth Development Farmers Cooperative Society |
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Hhelehhele Development Young Farmers Foundation |
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Msrlingishingini Youth Farmers Club |
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Nginamadolo Young Farmers Association |
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Esigangeni Youth Farmers Association |
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Dwalile Young Farmers Foundation |
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Mzimba Young Farmers Club |
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Luhhumaneni Youth Farmers Club |
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Usuthu Young Farmers Cooperatives |
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Mgowane Youth Farmers Club |
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Swaziland Boy Scouts Association |
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Swaziland Ekhaya Agricultural Development Youth Project |
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Ensangwini Farmers Club (youth division) |
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Catfuta Savings and Credit Cooperative Society ' |
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Malibeni Young Farmers Multi-Marketing Cooperative Association |
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Family Life Association of Swaziland (although there is no current programme for youth) |
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Asibonisane Bomake Association |
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Central Cooperative Union |
The participants also listed the following Swaziland Youth Centres:
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Madlangempisi (Hhohho region) |
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Nftonjeni (Hhohho) |
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Luyengo (Manzini) |
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Mtsambama (Shiselweni) |
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Dwalile (Manzini) |
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Mpolonjeni (Lubombo) |
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Zombodze (Shiselweni) |
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Piggs Peak (Hhohho) |
With regard to religious organizations, the participants identified three structures: the Council of Churches; the Conference of Churches; and the League of Churches. The Council of Churches, the participnts felt, would be the organization most responsive to the idea of working with a population education programme for rural youth, due to its active youth programme in the rural areas. The Conference of Churches is involved in youth work as well, but primarily in urban areas. Therefore, it was felt that the Conference of Churches could be involved eventually if the scope of the programme were expanded to included urban as well as rural areas. The League of Churches was identified as having the least potential for cooperation in the programme as it currently does not have an active youth programme.
The participants also discussed the strategy for actually incor porating the population education message into related youth group's activities. First, they detailed the process for gaining approval for the inclusion of population from the local chiefs. This involves a meeting of the Executive Committee of the local Tinkhundla organization, at which the chiefs in the area gather to discuss the proposal. Once approval has been granted, the chief grants authority to one of his representatives to participate in and supervise actual activities. The participants stressed the need for full involvement of the village chiefs.
They also noted the importance of involving the parents of rural youth. Children currently learn from the elders in their community (boys from the village elder and girls from the eldest woman in their family). Unless the parents are also sensitized to the programme and give their approval, there can be no hope for lasting success. One participant recommended the involvement of the Women in Development Project as a way to link parents and youth.
With regard to actual integration of the population education message, the participants felt strangly that the most effective strategy would be to strengthen the agricultural production function of existing groups and then to introduce population education as a secondary issue. The primary concern of rural youth in Swaziland, it was concluded, is to raise their income-earning power. As such, any activity which helps youth to earn income is likely to be viewed in a positive light. Relatively simple, low-cost inputs such as improved seed and limited quantities of fertilizer could allow rural youth to make significant strides in the area of income-generating activities, according to the workshop participants. Once the trust of the local youth groups has been gained through these income-generating activities, it would be feasible to integrate a population education message.
At the same time, the participants suggested that it would be very difficult to reach rural youth with a population message if this message were not incorporated into activities which provide short-term, tangible benefits.
The participants strongly supported the continuing participation of Swaziland as a pilot country in project INT/86/P08 and urged that follow-up activities be intiated as soon as possible.
They suggested that training at all levels be included in follow-up plans. Specifically they suggested that population education information as discussed in the workshop be included in the training programmes, both pre-service and in-service, for youth leaders.
In addition, they suggested that study tours be organized to countries where population education programmes are already in place. The participants agreed that these exchanges could be arranged under the principle of Technical Cooperation Among Developing Countries.
The participants recommended that pilot activities by commenced with existing youth groups as soon as the prototype leader's guide and teaching materials had been prepared.
The participants also completed a form evaluating the organization, implementation and relevance of the workshop. (A summary of their responses is attached as Annex 11).
On behalf of UNDP/UNFPA, closing remarks were offered by Ms. N. Mohammed, UNFPA programme Officer. Ms. Mohammed noted that the workshop had been very interesting and stressed the need to increase knowledge about the Swazi population situation through education and enlightenment.
Ms, Mohammed thanked the participants and organizers for their participation and expressed her hopes that the workshop had laid the foundation for national programme of population education. (The text of Ms, Mohammed's remarks is attached as Annex 12.)
Closing remarks were also offered by Mr. Harry Dlamini, Workshop Chairman and Chairman of the Swaziland Youth Development Consultative Council. Mr. Dlamini reviewed the accomplisments of the workshop and characterized it as a success and as the starting point for a national population education programme. He thanked the participants and FAO Staff, as well as the Ministry of the Interior for giving the Swaziland Youth Development Consultative Council the responsibility
for organizing the workshop and coordinating pilot project activities. (The text of Mr. Dlamini's remarks is attached as Annex 13.)
The workshop was officially closed by Mr. Semelane, Director of Sport and Culture in the Ministry of the Interior. Mr. Semelane, thanked the participants and organizers for their contricutions and stressed the importance of the population education programme for rural youth. Mr. Semelane also highlighted the importance of adequate relations with the press and other media in communicating a population education message, and in development efforts in general. (The text of Mr. Semelane's remarks is attached as Annex 14.)
