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  • Title: Training needs to support population education/communication activities in sub-Saharan African countries.
    Author: Mlay W.
    Journal: Educafrica; 1985 Jun; (12):173-86. PubMed ID: 12268117.
    Abstract:
    Sub-Saharan Africa has recently attracted the attention and concern of the international community because of the deepening economic crisis that has persisted since the mid-1970s. The quality of life and development of progress and improvement for the rural population will depend on the extent to which countries of the region appreciate the interrelationships between population and socioeconomic development and adopt strategies to influence population trends. At both regional and national levels, policy makers will have to take account of population characteristics in dealing with demand for 1) education; 2) health services, food, and nutritional needs; 3) demand and supply of labor; and 4) maternal and child health care. The 1984 Kilimanjaro Program of Action on Population emerged as a major document from the Arusha Population Conference; African states adopted the principle that improvement in the quality of life in the region reguires effective programs to reduce current high levels of fertility and mortality and alleviate the uneven distribution of population. This paper proposes the use of a multisectoral training strategy to integrate population education into rural development training programs as a step towards realizing desired national goals for economic growth and social development. Population education can be subdivided into 3 interrelated content areas: 1) population factors, 2) interrelationships between population factors, and 3) socioeconomic development at macro and micro levels. Although each population education program has its individual aims, at the national level it is necessary to identify criteria to guide the design and selection of content such as 1) a country's development goals and needs, 2) an institutional framework, 3) social and cultural factors, and 4) the availability of teaching materials. A Kenya case study is provided.
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