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 —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:
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demographic processes; |
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biological, socio-cultural, economic and psychological determinants of the population process; |
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consequences of population changes upon the quality of life of the individual, the family, the nation and the world at large; |
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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:
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small family size and welfare; |
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delayed marriage; |
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responsible parenthood; |
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population change and resource development; |
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population-related beliefs and values. |
A family welfare programme developed by" the International Labour Office (ILO) divides its curriculum into five units:
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population and employment; |
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population and resources; |
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family needs and resources; |
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family welfare; |
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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:
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family size; |
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population structure; |
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migration; |
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family planning. |
An Out-of-school Population Education Project in the Sudan identified the following core elements for a population education programme:
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population growth; |
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population distribution; |
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migration; |
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health;. |
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food and nutrition; |
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education; |
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employment; |
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role and status of women; |
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housing; |
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environment. |
A Population Education/ Family life Education Project for Rural Tanzania identified the following subject areas as appropriate:
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the relationship between population factors and socio-economic development; |
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human growth and development; |
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family health; |
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the family and responsible parenthood; |
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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
Aims/objectives:
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to help young people define the concept of population, at village or community level, and at a wider level if possible; |
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to make young people aware of the factors influencing population change, i.e. births, deaths, migration, etc. |
Basic content:
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definition of population; |
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ways of evaluating population (i.e. population density, population growth rate, etc.); |
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means of evaluating population (census)-; |
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definition of over-population; |
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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."
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Daniel Patrick Moynihan, US Senator from. New York at Commencement Exercises at the Capitol Page School, 6 June 1977. |
Notes
2. Human growth and development
Aims/objectives:
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to make young people aware of the physical and behavioural changes they undergo as they grow up; |
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to make young people aware of the various beliefs and values of their society with regard to human growth and development; |
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to provide factual information about the human reproductive process. |
Basic concepts;
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all living things reproduce; |
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pregnancy, childbirth and child dependency are natural events in human life; |
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physiological maturation precedes emotional maturation; |
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sexual behaviour is the way men and women act and how they perceive people should act in social, emotional and physical relationships; « |
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individual values influence sexual behaviour; |
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human sexuality affects individuals from infancy to adulthood. |
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the extent and implications of teenage pregnancy. |
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the human reproductive process; |
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means of controlling pregnancy. |
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:
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to help young people understand what a family is and that there are different types of families; |
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to help young people understand what factors influence family size; |
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to help young people understand that they have a choice regarding family size. |
Basic concepts:
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a family is made up of people descended from a common ancestor or ancestors; |
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there are different kinds of families, including nuclear and extended families which may be monogamous, polygamous, one-parent, etc.; |
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understanding of factors which influence decisions about family size; |
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the standard of living is affected by the number of people and the resources and available work Opportunities; |
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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 8-15 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. The relationship between population and agriculture
Aims/objectives:
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to create an awareness of the relationship between population and agricultural production - both food and non-food; |
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to create an awareness of the relationship between population and demand for agricultural products; |
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to help young people understand the effects of population increases on land availability and distribution. |
Basic concepts:
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as population increases, food and agricultural production must also increase to meet demand; |
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uncontroled population increases may actually result in a decrease in agricultural production; |
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if the quantity of productive agricultural land is limited, population increases may result in land holdings which are too small to be economically viable; |
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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. |
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:
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to help young people to under,stand the concept of environment, a natural resources; |
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to help young people develop an understanding of the effect of population change on natural resources; |
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to develop an understanding among young people that they themselves have a part to play in the management and conservation of resources. |
Basic content:
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definition of environment (the difference between the home, local, social and natural environments); |
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understanding of basic resources (air, water, agriculturally productive land, forests, human, energy, etc.); |
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the balance of nature; |
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effects of population changes on natural resources and their capacity for sustained agricultural production; |
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managing the environment, pollution control, etc, to ensure that needs of present and future generations can be met. |
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;
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to create an awareness of the relationships between population factors and employment, income and the quality of life; |
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to increase the understanding of how development and proper utilization of resources may increase future employment opportunities; |
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to provide information on skills training needs and employment opportunities for youth; |
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to encourage individuals to make rational decisions about issues relating to family welfare. |
Basic content:
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discussion of the relationship between the available labour force and available jobs, especially in the field of agriculture; |
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analysis of actual work opportunities available for rural youth; -relationship between unemployment and crime/delinquency; |
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discussion of training opportunities for both farm and non-farm employment; |
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relationship of family size and family income; |
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relationship of land holding to 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:
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to make youth aware of the need for proper nutrition and the values of different foods; |
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to make youth aware of the causes and effects of and control measures for common nutrition-related diseases; |
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to help youth understand the impact of population changes on nutrition. |
Basic content:
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information on different food groups and their nutritional values; |
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the concept of a balanced diet and its importance for healthy development; |
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nutrition-related problems; |
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the value of breast-feeding infants; |
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the effects of family size on food quantity and quality; |
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the relationship of good nutrition and good health. |
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:
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to create an understanding of the implications of family size, and total community population, with regard to the quality of life; |
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to help youth recognize health as a valuable individual, family and community asset; |
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to create awareness of the importance of family welfare. |
Basic content: .
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discussion of the importance of health in reaching all development objectives (i.e. an unhealthy person is unable to work); |
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identification of common causes of disease or sickness and their relation to population size; |
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discussion of the value of child spacing in maintaining the health of both mother and child; * |
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discussion of sexually transmitted diseases and their impact or potential impact on population. |
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:
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to help youth recognize the importance of. planning for the future; |
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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:
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the need for planning; |
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ways of planning for the future; |
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implications of population on future plans at personal level; |
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relationship of population size and educational opportunities; |
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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); |
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concept of choice in population (family) size. |
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;
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to help youth develop a better understanding of the concept of responsible parenthood and its components; |
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to help youth understand the relationship between responsible parenthood and better family living; |
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to communicate means of achieving responsible parenthood. |
Basic content:
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responsible parenthood defined; |
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communicating with family members (how to discuss sensitive issues with your children); |
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parent/child relationships; |
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deciding the size of a family; . |
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child spacing; |
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delayed marriage; |
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delayed pregnancy; |
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relationship between responsible parenthood and quality of life, leisure time, etc. |
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/PO8
WORKSHOP/SEMINAR
SWAZILAND 14-16 OCTOBER 1987
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
Notes
Flannelboards
Flannelboards
Characteristics
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easily set up |
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may be used over and over |
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may be moved and re-arranged |
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may be used to stimulate student participation |
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must be constructed in advance |
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more elaborate illustrations may be prepared ahead of the presentation |
Note
Flip charts
Characteristics
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always ready for use |
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limited to one topic |
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limited number of images |
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may be prepared in advance or as a group participation activity |
Notes
Flash cards
Characteristics
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contain a single idea |
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may be used singly or in combination |
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may be re-arranged |
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may be prepared in advance or as a group participation activity |
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generally of small size - visible to only small groups |
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may be used to test students' knowledge |
Notes
Posters
Characteristics
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large size, high impact |
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may be displayed for extended periods of time |
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express only a single idea |
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may be prepared in advance or as a group activity |
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may be taken home by students |
Notes
Chalkboards
Characteristics
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may be used over and over |
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inexpensive and readily available |
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always ready for use |
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once cancelled, images are lost |
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must be in a position which can be seen by all |
Notes
Cardboard boxes
Characteristics
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images may be written on all sides |
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boxes may be cut to serve as a puppet theatre |
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may be prepared in advance or as a group activity |
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young people like to construct things |
Notes
Folk drama
Characteristics
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all forms of drama link local customs with new concepts is based on group participation |
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preparation of script, costumes, etc. is necessary |
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considerable preparation by a team of people is necessary |
Notes
Puppets
Characteristics
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may be easier to convince students to participate in puppet theatre than in folk drama |
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puppets may be made from almost any materials |
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may be prepared in advance or as a group activity |
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may be prepared by students at home |
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may be taken home by students after use |
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preparation of script is necessary |
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preparation by a team of people is necessary |
Notes
Cassette tapes
Characteristics
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require casette player and batteries or electric current |
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may be prepared in advance or as a group activity |
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may be changed over and over |
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high impact medium |
Notes
INTEGRATION OF POPULATION
EDUCATION INTO PROGRAMMES FOR
RURAL YOUTH IN LOW-INCOME
COUNTRIES
FAO/INT/86/P08
WORKSHOP/SEMINAR
SWAZILAND 14-16 OCTOBER 1987
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
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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 programmes is less than that required to form a new group. |
Disadvantages
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The group's current activities may not easily lend themselves to integration of a population education message. |
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The membership of the group may make discussion of sensitive issues difficult. |
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The leaders of existing youth groups may resist the introduction of new messages into current activities. |
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There may be areas where no youth groups exist. |
New groups
Advantages
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The population education message can be delivered without the difficulties of integrating it into ongoing discussions. |
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Groups can be formed wherever needed. |
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Groups can be formed with homogenous membership. |
Disadvantages
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The formation of youth groups requires significant time and commitment of resources at both national and local levels. |
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Youth may not be willing to meet exclusively to discuss the topic population education; it may not be of intrinsic interest to them. |
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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
|
Government groups |
Non-government groups | Religious groups | |||
| - | Strong central leadership | - | Strong central leadership | - | Strong central leadership |
| - | Paid group leaders | - | Volunteer group leaders | - | Volunteer group leaders |
| - | inflexibility of structure | - | Flexible structure | - | |
| - | Inflexibility of budget | - | Limited budget | - | |
| - | Existence of group dependent on political considerations | - | - | ||
| - | - | - | |||
| - | - | - | |||
| - | - | - | |||
Strategy discussion question 3.
What specific groups might best be included in the population education programme for rural youth in Swaziland?
| - | |
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Notes
Strategy discussion question 4.
Within the selected group of groups, how should the population education message be introduced?
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As a separate topic? |
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Integrated into an ongoing activity? And if so, what activity activities? |
Notes
INTEGRATION OF POPULATION EDUCATION INTO PROGRAMMES FOR
RURAL YOUTH IN LOW-INCOME
COUNTRIES
FAO/INT/86/PO8
WORKSHOP/SEMINAR
SWAZILAND 14-16 OCTOBER 1987
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
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How would you rank the ten subjects in terms of relevance to rural youth in Swaziland? |
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How would you rank the ten subjects in terms of importance to rural youth in Swaziland? |
Regarding teaching materials
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Which of the teaching materials discussed would be most appropriate for use with rural youth groups in Swaziland? |
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will local youth group leaders be able to obtain the necessary materials to construct the appropriate teaching materials? |
Regarding strategies
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Would it be more appropriate to work with existing rural youth groups or to form new groups? |
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Which existing groups might be appropriate for participation in the programme? |
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How might these groups be contacted? |
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How will youth group leaders be trained in the teaching population education? |
Regarding follow-up activity
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Is Swaziland prepared to continue to act as a pilot country? |
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Should a steering committee be established to coordinate follow-up activities? |
Conclusions
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Recommendations
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