Course: Planning for Populaton Euuatonon (6573)

Semester: Spring, 2022

Name. Sehrish
Roll No. HFQv4920
MA Teauher Euuaton
ASSnGNM NT No. 2

ASSnGNM NT No. 2
Q.1 Critually analyee the fouus of populaton eEuuaton poliuy.
At the World Conference on Education for All, we defined the purpose of population education as that of
helping people to understand the impact of population change on lives and to develop the decision making skills
they will need to cope with their population situation and to improve it. Such population education can help
people to improve wellbeing of their families and communities, and it can have an especially important impact
on women in society.
While it is evident that education has a vital role to play in addressing the population issue, we cannot escape
the fact that initially there was resistance on the part of governments and educational systems to accept
population education in the curriculum schools and universities and we cannot sidestep the obstacles to its
development. Despite the problems of curriculum overcrowding and cultural-religious obstacles, over past two
decades, population education programmes have been implemented approximately 100 developing countries.
The pace of development has not been the same in all the regions. Africa tops the list with almost all the African
countries having population education projects; following Africa, is Asia and the Pacific, Latin America
Caribbean region, and finally, the Arab region, where population education has grown somewhat more slowly.
In each region, population education programmes have developed in different ways, taking into account specific
population problems, the sociocultural setting, the institution infrastructure and the acceptance of population
education by the society in general and education system in particular. Thus, in many countries in Asia there is
still a resistant to including any kind of family planning or sex education components in school curriculums. On
the other hand, some Latin American countries began their programme placing major emphasis on human
sexuality. The titles of programmes such as population education, family life education, sex education, and
quality of life education reflect the emphasis given by the countries to their specific population related
problems.
Contributions of Population Education
In contrast with traditional subjects, population education aims essentially at changing attitudes and values and
forming behaviours, some of which will only become manifest several years later. Clearly, this is a very
difficult goal to achieve, one which demands a concerted and coordinated effort. Nevertheless, a number of
evaluation studies have shown in general, the introduction of population education leads to a greater awareness
among students and teachers and a positive change in their attitudes toward population issues.

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 Course: Planning for Populaton Euuatonon (6573)
Semester: Spring, 2022
Population education has also contributed both to the achievement of national population objectives as well as
to the improvement of quality and relevance of general education. Population education has introduced
interdisciplinary and a holistic approach which is often lacking in the educational systems in the developing
countries. It has helped shift the emphasis in teaching from memorization of facts to critical thinking through
active participation in the learning process. Population education has often added to the professional
competence of school systems by developing skills among teachers. It has brought school and community closer
by improving exchange between the school and the community through a variety of co-curricular activities.
Effective Population Education Programmes
The experience of population education programmes in the formal system has yielded valuable lessons;
introduction of population education in the education system is often difficult and a slow process. It has faced
many obstacles such as large, cumbersome and overburdened education systems; financial difficulties;
inadequately trained personnel; limited supply of materials; shortage of staff, sensitive nature of some of its
content; and lack of coordination among different agencies and departments. Difficulties also stem from the
interdisciplinary and sensitive nature of its content which require modern teaching methodologies for teaching
it.
Experience has shown that population education programmes are successful where:
i) there is strong political commitment and support to the programme;
ii) population education is a part of the national population policy and educational policy of the country;
iii) population education programmes and activities are planned and developed in consultation with the
teachers, community leaders, students and concerned bureaus and specialists;
iv) population education programme/project is an integral part of the curriculum development centers or of the
Ministry of Education;
v) a full time team of specialists are assigned to implement the programme activities for the total duration of the
project;
vi) population education is an integral part of the educational plan and budget of the Ministry of Education;
vii) population education is integrated into the pre-service training of teachers and public examination system;
viii) there is a close coordination at national, regional and local levels among different relevant agencies and
institutions as well as among different bureaus of the Ministry/Department of Education, through regular
meetings of steering committees and advisory committees;
ix) there is timely release of funds to the project by the government and donor agencies; and
x) there is an in-built monitoring and evaluation mechanism for assessing the progress and effectiveness of the
programme.
Issues facing Population Education

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 Course: Planning for Populaton Euuatonon (6573)
Semester: Spring, 2022
Population education has gradually gained acceptance as an important part of the school curriculum in most
developing countries of the world. However, a lot still needs to be done if this relatively new field is to become
both institutionalized and strengthened substantively to the point that its impact can be felt over a long-term
period. There are new challenges to be met in terms of its conceptualization, consolidation, institutionalization
and its expansion to encompass all levels of formal and non-formal education in all developing countries.
Perhaps the most challenging and pressing issue is the need to review the conceptualization and contents of
population education. Conceptualization of population education involves, to a great extent, a question of
emphasis, rooted in complex sociocultural differences. Cultural differences have also affected selection of
content. Since the main push for conceptualization of population education in its early history came from
population and family planning professionals, it was interpreted, both within and outside the educational
system, as another name for sex education and/or family planning education. This misconception has been one
of the hurdles in starting population education programmes in some countries.
In view of the emerging social problems such as AIDS, drug abuse, ageing, adolescent fertility, environmental
deterioration and inequitable development as well as the new insights and evidence from scientific and social
research, there is a constant need to update and renew the population education programmes. Therefore it is
evident that population education must be revised to respond to present and future needs of the countries.
One important characteristic of population education is that it is neither propaganda nor indoctrination. Changes
in the demographic situation can only be obtained with the free consent and the active participation of women
and men concerned. Coercion is not only incompatible with demographic values and human rights, it is also
ineffective in the long run. Therefore, population education should aim at developing freedom of choice and
responsible individual behaviour towards population problems.
The process of population education should enable learners to extend their understanding of population-related
issues, broaden perspectives, and develop appropriate skills in analyzing and defining the issues in a way which
is personally meaningful and socially relevant. Inherent in this approach is the concept that the student is not
presented with a ready-made course of action and asked to accept it. The course of action which he chooses is
developed during the process of coming to understand the problem in its interrelationship with various factors
that can change the national or the individual quality of life. Population education should help people make
informed alternative choices with regard to the solutions of the problems arising out of change in population in
the context of sustainable development.
Population Education across the Curriculum
Population education has been introduced at various levels of education in different countries. There is,
however, a need to reconsider the importance of introducing and strengthening population education at the
primary and university levels.

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 Course: Planning for Populaton Euuatonon (6573)
Semester: Spring, 2022
The importance of introducing population education and its bearing on quality of life as early as the first years
at school, even from pre-school level, cannot be too strongly stressed, for those are the years during which
attitudes and values are formed and where school attendance is the highest. Important skills and attitudes such
as those regarding gender roles, decision-making skills, the development of self-esteem, respect for others, etc.
can be developed at an early age. Population education should, therefore, find an entry into the content of the
first 4000 hours of instruction in basic education under the programme of Education for All. At the basic and
secondary level, the efforts made by UNESCO, UNICEF and WHO to crystallize the basic knowledge required
into a number of “Facts for Life” represent one approach to the core curriculum which needs to be built. At the
Jomtien World Conference, we also set out some key ideas about the content of population education programs
which have universal applicability.
The need for introducing population education at the university level has been acutely felt in recent years
because of the establishment of population education programmes in many countries at the school level. The
universities are expected to take up a leadership role in training, research and extension activities in population
education so that population education can become fully institutionalized in the total education system of a
country. Within the university itself, Faculties/Colleges of education have an intimate connection with what
goes on in the schools by virtue of the functions they discharge in relation to school education.
Since university students are, in large part, future leaders, it is important that they should be well aware of the
problems that the society is facing. Every college student should, therefore, be exposed to a programme of study
that would help him acquire an insight into the quality of life repercussions of the population phenomena for the
individual and community with a view to promoting responsible decision-making related to population issues
including family size. The introduction of a population dimension in general university education will also help
to enhance the status of population education and to facilitate its dissemination to other levels of education.
Q.2 Desuribe Eiferent approauhes of integratng populaton eEuuaton with nonformal eEuuaton.
First of all, the curriculum developers have to decide the long range as well as immediate objectives of
population education for each grade in the light of the goals of education, the goals of population at the national
level, feasibility constraints and socio-cultural values of the people.
Identification of Coonceon

After deciding the objectives the next step is to develop the conceptual structure of population education
required for the achievement of its objectives. The concepts are organized in order of their complexity at each
grade/level.
Identification of oug-poioosnn
sn eugevann
-bjtecn
b- p adeeugeveug
The existing curricula and textbooks for different subjects at each grade/ level are analysed in order to find out
the points where population education concepts can be plugged in. The population-related concepts which are
already in the curriculum and textbooks are also identified.

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 Course: Planning for Populaton Euuatonon (6573)
Semester: Spring, 2022
Deveugoomenn of TeachsnpoiLea nsnp Mane saug

The instructional materials for teachers and learning materials for students are developed using different
methodologies. The process of developing curricular materials for teachers and students is a challenging one
particularly when dealing with value sensitive topics.
A purely expository approach will not be effective. Population data and information become useful only as a
means for concept attainment, clarifying one’s values and in arriving at well-thought out generalizations that
later become bases for decision-making about population issues.
Problem-solving, values clarification, role-playing, games, simulation, etc., then become more appropriate
strategies in dealing*with population problems and issues.
While elaborating on the conceptual framework in population education, it is advisable to think of the learning
experiences and/or teaching strategies, the teaching aids and/or instructional materials, and the evaluation
strategies that would be used. This will help to determine the kind of curricular materials that ought to be
developed.
Innep ation of Poo-ugation Ed-cation
In some cases curriculum and materials of population education can be integrated in the existing curricula and
textbooks as a part of the ongoing curriculum improvement programme. Very often, one has to wait until the
syllabi and textbooks of the mother subjects (subject in which to integrate) are revised.
In many countries, a textbook has five to six years life span during which no revision or change is possible. In
such cases supplementary materials have to provide to the students and teachers for integration in relevant
subjects.
Evaug-ation of Co- sc-ug-m and Mane saug

The population education materials integrated in different subject areas should be evaluated to find out whether
the desired outcomes in term of cognitive and attitudinal behaviours have been achieved. In the light of
evaluation necessary improvements are made in the curriculum and materials of population education.
Incug-
son of Poo-ugation Ed-cation sn Fo maug S-
nem sn Pais
nan
At first, Population Education was taken by the Family Planning Association of Pakistan -and now it has been
taken up by the Population Welfare Division.
Recently, the Population Education unit has been created within the Bureau of Curriculum and Text Books of
Federal Ministry of Education, but the Welfare Division is still providing funds for this purpose.
Population Education was accepted as an academic valid area of study when it was included in the curriculum
of Teacher Training in 1974 under the heading School Community and Population Education.
Teachers guide for primary teachers was developed to help them to teach population concepts included in the
text-books of classes I-V and to devise simple audio-visual aids and class room activities that help to impart this
knowledge in an effective manner.

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 Course: Planning for Populaton Euuatonon (6573)
Semester: Spring, 2022
Federal Ministry of Education in collaboration with UNESCO, Bangkok and Education Cell (Population
Division) has developed a sourcebook in Population Education for educational administrators, policymakers,
curriculum planners, teachers, and text book writers etc.
A case study on Population Education and education policies was made in 1975. It was the first ever to
coordinate the national education and population policies in Pakistan.
Q.3 nEentfy Eiferent types of materials useE in populaton eEuuaton.
The neache s
a osvon a o-nd whsch nhe whouge
-
nem of ed-cation evougve
. The neache m-
n be a dedscaned
oe
on. Hs
code of enhsc
enco- ape
hsm no be
eugfoi
ac sficsnpg findsnp ougea
- e and jto- sn n- n- snp -o-np
msnd
and nhe oe
on
ugsvsnp sn nhe
ocsen-g sn
os snp nhe sphn atn-de
sn nhe
n-denn
nowa d
nhem
eugve
g

ocsen- and nhe co-nn -.
The neache ha
augwa-
been epa ded a
a nationoib-sugde . He s
augwa-
anxso-
no
ee nhan each of sn

o od-cn
(
n-denn
) s
facsugsnaned wsnh nhe o acticaug inowoihow of ugeadsnp a dspnsfiedg ha monso-
and bauganced
ugsfe. P-osug
ugea n nhe a n of
-cce

f-ug ugsvsnp sn nhe
chooug. The neache heugo
nhem sn nhs
e
oecn. B- vs n-e of
hs
oo
stiong he can b snp con
n -ctive chanpe
amonp nhe chsugd en.
So he m-
n be awa e of nhe smougscation
of time
– nhe
ocsaug fo ce
and condstion
snf-encsnp nhe ed-cationaug
endeavo . He
ho-ugd
n-d- nhe chanpe
sn
ocsen- and be abuge no sdentif- nhe
ocsenaug snp edsenn
nhan have
smougscation
fo ed-cation.
The wo ugdg noda-g s
a aosdug- chanpsnp wo ugd. New poaug
a e besnp
en -o no achseve nhe eadjt-
nmenn of

ocsen- no new
sn-ation
. Poo-ugation p ownh s
becomsnp
e so-
o obugem fo mo
n of nhe co-nn se
and sn s

nhe neache who can deveugoo sn
awa ene

amonp
n hs
o-osug
. He s
sn a m-ch bete oo
stion no
n enpnhen
nhe caoacsn- of nhe o-osug
g wsnhsn hs
a ea of o ofe

sonaug exoe ti
eg no deaug wsnh ooo-ugation s

-e
. He can psve
n asnsnp fo b snpsnp abo-n atn-dsnaug chanpe
sn onhe
.
In
ome co-nn se
g ugsie Pais
nan ooo-ugation q-e
tion
a e e
oecsaugug-
en
stive a ea
on acco-nn of oa
n
n adstion
g c-
nom
g eugspson
& c-ugn- aug bsndsnp
. Teache s
nhe ie- oe
on who can ove come
-ch dsfc-ugtie

o o obugem
.
The neache can snnep ane ooo-ugation ed-cation wsnh onhe
-bjtecn a ea

o a
no d aw a
oecsfic oscn- e
conce nsnp
oecsfic ooo-ugation s

-e
and o obugem
. He can emoha
sze nhe conceon
of nhe famsug- a
-nsng nhe
famsug- comoo
stion and chsugd ea snp o actice
nhan conn sb-ne no famsug-
sze and nhe sdea nhan a
maugug famsug-
heugo
heaugnh- eugation
hso wsnhsn a famsug-.
The neache ma- exougasn nhe efecn of aosd ooo-ugation p ownh b- eugatinp nhe nationaug economsc
sn-ation no
nhan of nhe sndsvsd-aug’

sn-ation. The o obugem
of adjt-
nmenn sn ugsfeg noog be exemougsfied.
The adootion of nhe
maugug famsug- no mg nhe smoo nance of snne oe
onaug h-man eugation
hso
and onhe ba
sc
vaug-e
conce nsnp nhe sndsvsd-aug
g nhe famsug- and nhe comm-nsn- can aug
o be a comoonenn oa n of nhe

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 Course: Planning for Populaton Euuatonon (6573)
Semester: Spring, 2022
neache ’
o op am no b snp nhe de
s ed chanpe sn nhe o-osug
.
Ssnce neache
’ a e nhe amba

ado
f om a va sen- of
ocsooic-ugn- aug p o-o
g nhe- can naie nhes inowugedpe of
ooo-ugation ed-cation baci no nhes o-osug
and ed-cane nhem abo-n ooo-ugationoi euganed s

-e
and o obugem
.
Ba
scaugug- a neache s
a ie- oe
on who o ovsde
nhe snfo mation no hs

n-denn

o a
no meen hs
f-n- e
eq-s emenn
. The neache can efectiveug- conve- nhe connenneconceon no nhe chsugd en sf he ha
inowugedpe
abo-n nhe efecn of ooo-ugation on
ocsooieconomsc condstion
and s
convsnced nhan ooo-ugation ed-cation s
a
nece

a - conce n of noda-.
Fo examougeg sf a neache s
non cugea abo-n ‘ooo-ugation ed-cation’ conceon
and he s
non convsnced wsnh nhe
smoo nance of nhe nheme sn wo-ugd non be oo

sbuge fo hsm no neach sn no nhe a-dsence. So sn s
nece

a - fo a
neache g who s
a

spned nhe jtob of neachsnp ooo-ugation ed-cation conceon
g no be abuge no have f-ugug inowugedpe
abo-n nhe hs
no scaug bacip o-nd of eme psnp ooo-ugation ed-cation conceon
. He
ho-ugd inow nhe nechnsq-e

of conve-snp nhe me

ape of ooo-ugation ed-cation efectiveug- and efcsennug-.
1. He
ho-ugd have nhe ugane
n inowugedpe abo-n nhe ooo-ugation p ownh aneg exs
tinp facsugstie
s.e ed-cationg
heaugnhg food and ho-
snp fo nhe ooo-ugationg e
oon
sbsugstie
of nhe oa enn
fo meetinp nhe
eq-s emenn
of nhes chsugd en abo-n ed-cationg foodg
heugne g cugonhsnpg and onhe facsugstie
.
2. He
ho-ugd ieeo hs
e-e
on nhe c- enn ooo-ugation chanpe
and sn
efecn on
ocsen-. He
ho-ugd ds
c-


nhe ooo-ugation o obugem
wsnh hs

n-denn
. He m-
n enco- ape hs

n-denn
no cond-cn
- ve-
abo-n
nhe famsug- eq-s emenn
. He
ho-ugd comoa e nhe eq-s emenn
of a
maugug famsug- wsnh nhan of a uga pe.
3. One smoo nann ouge nhe neache can ouga- s
nhan he
ho-ugd b snp a oo
stive chanpe amonp nhe
oa enn
echsugd ene
ocsen-
o nhan nhe- ma- nhsni abo-n nhe ooo-ugation o obugem
and nhes efecn
on
nhe q-augsn- of ugsfe.
Types:
● Fo maug Ed-cation. If -o-'ve been nh o-ph nhe c- enn ep-uga wa- of
choougsnpg be sn f om a o-bugsc o
o svane
choougg -o- can
a- nhan -o-'ve had a fo maug ed-cation. ...
● Info maug Ed-cation. ...

● NonoiFo maug. ...

● Soecsaug Ed-cation. ...

● P e
chooug. ...

● Eugemenna - Schooug. ...

● Seconda - Ed-cation. ...

● Po
noiSeconda - Ed-cation.
Q.4 Analyee the efeuts of eEuuaton anE employment on fertlity.

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 Course: Planning for Populaton Euuatonon (6573)
Semester: Spring, 2022
Age
Female age is the most important factor affecting fertility. Women are born with all the eggs they will ever have
and the number of eggs available decreases each day from birth onwards. In young women the decline is fairly
gradual (only a few eggs are ‘lost’ each day), but as women approach their mid to late 30s, the decrease gets
much steeper (many more eggs are ‘lost’ each day). In addition to this decrease in the number of eggs
available, the quality of the eggs also declines as women get older. This reduction in both the quantity and
quality of available eggs means that older women are less likely to get pregnant and, if they do get pregnant,
they are more likely to have a miscarriage.
Male fertility may also decrease with age although to a much lesser degree.
Previous Pregnancy
Couples are more likely to get pregnant if they have previously achieved a pregnancy together (irrespective of
whether or not that pregnancy resulted in the birth of a baby) compared to couples that have never been
pregnant.
Duration of subfertility
The longer couples have been trying to get pregnant, the less likely they are to be successful. If a couple have
been trying to get pregnant for less than 3 years they are almost twice as likely to get pregnant than couples who
have been trying for more than 3 years.
Timing and Frequency of Sexual Intercourse
Most women have a 28-day menstrual cycle: this means there are 28 days between the start of one period and
the start of the next period. Ovulation (when an egg is released from the ovary) occurs on day 14 of a 28-day
cycle. Whether or not that egg gets fertilised by a sperm depends on the day(s) in the cycle in which intercourse
occurs. The chance of getting pregnant is low at the beginning of the cycle and starts to increase from about
day 8 onwards. Women are most likely to get pregnant if they have sex 2 days before they ovulate (i.e. on day
12 of 28-day cycle).
Once ovulation has occurred, the chance of getting pregnant decreases dramatically: sperm need to be present in
the female genital tract prior to ovulation to maximise the chances of getting pregnant. The reason for this is
that once ovulation has occurred, levels of the hormone progesterone increase and this causes cervical mucus to
become thick and sticky which prevents sperm from being able to swim through it to get to the egg to fertilise.
Couples that have regular sex 2-3 times a week are most likely to get pregnant because this frequency ensures
that a good volume of fresh sperm will be present in the female reproductive tract at the time of ovulation. If
couples are only having sex once a week, the chance of getting pregnant is less because there will be less fresh
sperm present in the female genital tract at the time of ovulation.
Lifestyle Factors
Weight

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 Course: Planning for Populaton Euuatonon (6573)
Semester: Spring, 2022
Overweight women who have irregular periods are less likely to release an egg each month (ovulate) than
women with regular periods. This means the chances of getting pregnant are reduced. Losing weight, even as
little as 5-10% of the total body weight, may restore a regular menstrual cycle thereby increasing the chance of
getting pregnant.
Women who are overweight take longer to get pregnant than women who are not, even if their periods are
regular. Being overweight is also associated with an increased risk of miscarriage and of problems during
pregnancy and delivery. Losing weight has been shown to improve fertility and increase the chance of getting
pregnant. No one diet has been shown to be better than any other but group exercise programmes that involve
both exercise and dietary advice leads to more pregnancies than weight loss advice alone.
Men who are overweight may have suboptimal sperm and therefore reduced fertility.
Being underweight can also affect female fertility as it may mean that an egg is not released each month. Being
underweight is also associated with problems during pregnancy. Gaining weight is likely to improve fertility.
Smoking
Women who smoke are 3 times more likely to experience a delay in getting pregnant than non-smokers. Even
passive smoking can be harmful. Smoking reduces a woman’s ovarian reserve (so her ovaries will have fewer
eggs in them than a woman of the same age who does not smoke) and damages the cilia inside the fallopian
tube (which are important for transporting the egg and/or embryo along the fallopian tube into the uterus). In
men, smoking may reduce sperm quantity and quality.
Caffeine
There is no clear association between caffeine consumption and infertility
Alcohol
Some studies report that drinking more than 5 units of alcohol a week may reduce female fertility but others
state that low to moderate alcohol consumption may be associated with higher pregnancy rates than non-
drinkers. Once pregnant, excessive alcohol consumption may lead to birth defects and developmental delay.
The Royal College of Obstetricians and Gynaecologists and the Department of Health recommend that women
trying to get pregnant should avoid alcohol because there is no ‘safe’ limit.
In men, excessive alcohol may lead to difficulties maintaining an erection, impaired ejaculation and reduced
sperm quality.
Over-the-counter and recreational drugs
Non-steroidal anti-inflammatory drugs such as ibuprofen can interfere with ovulation. Aspirin may interfere
with implantation. Recreational drugs such as marijuana and cocaine may interfere with ovulation and/or the
function of the fallopian tube. The fallopian tube is important for transporting the egg from the ovary where it
is released, to the womb (uterus) where an embryo will hopefully implant. Fertilisation occurs in the fallopian

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 Course: Planning for Populaton Euuatonon (6573)
Semester: Spring, 2022
tube. Anabolic steroids, which are abused by some body-builders, inhibit the production of sperm and this may
be permanent even if the drug is stopped.
Medical Conditions
Some women may have medical conditions that can affect their fertility. These may or may not be known about
when starting to try for a family. Some of these conditions may be more general, for example thyroid disease
and vitamin D deficiency whilst others may be more specific, for example, polycystic ovary syndrome and
endometriosis.
Q.5 Critually analyee the role of eEuuateE women of your louality in impartng populaton eEuuaton. Do
they justfy their eEuuaton anE souial positons in this regarE?
Education, especially for women and girls, was vital in international efforts to achieve developmental goals,
Nitin Desai, Under-Secretary-General for Economic and Social Affairs, told the Commission on Population and
Development today as it opened its thirty-sixth session. Addressing the main theme of the session –- population,
education and development -- Mr. Desai noted that education had been a classic cross-cutting theme of major
conferences of the 1990s. The Commission could give crucial guidance to a General Assembly working group
currently putting together a report on the coordinated and integrated follow-up of those conferences. Thoraya
Obaid, Executive Director of the United Nations Population Fund (UNFPA), said that ensuring education for all
children was a key goal of the 1994 Cairo International Conference on Population and Development (ICPD).
Since that conference, population education programmes and policies had increasingly emphasized health
issues, including reproductive health. Global population, she said, would rise from 6.3 billion at present to 8.9
billion in 2050, 400 million lower than estimates made in 2000. Lower population growth was due to
increasing mortality, mainly due to HIV/AIDS, and lower birth rates, and thanks to successful family planning
and reproductive health programmes. Strengthening those programmes was critical, she said, adding that
family-planning demands would increase about 40 per cent by 2015.
Jo
eoh Cohamseg Ds ecno of nhe Poo-ugation Dsvs
song Deoa nmenn of Economsc and Socsaug Afas
g
asd nhe
Unsned Nation
fo nhe fi
n time had o ojtecned nhan f-n- e fe tiugsn- ugeveug
sn mo
n deveugoosnp co-nn se
wo-ugd
faugug beugow 2.1 chsugd en oe woman oioi nhe ugeveug needed fo ugonpoine m eougacemenn of nhe ooo-ugation oioi an
ome
oosnn sn nhs
cenn- -. B- 2050g nh ee o-n of eve - fo- co-nn se
sn uge

deveugooed epson
wo-ugd be
exoe sencsnp beugowoi eougacemenn fe tiugsn-. Inn od-csnp one of nhe
e

son’
eoo n
and uga-nchsnp sn
debaneg
La - Heugspmang A

s
nann Ds ecno of nhe Poo-ugation Dsvs
song hsphugsphned ed-cation’
ie- ouge sn nationaug
deveugoomenng sndsvsd-aug weugugoibesnp and oe
onaug f-ugfiugmenn. Hsphug- ed-caned men and women we e mo e
ugsieug- nhan uge

ed-caned oeoouge no o-
-e ca ee
afe p ad-ationg and ma - ugane sn ugsfe. Hsphe ed-cation
ofen uged no bete heaugnh and ugowe mo naugsn-. D- snp nhe en
-snp ds
c-

song
eve aug
oeaie

n e

ed nhan
ed-cation wa

tiugug snacce

sbuge no a va
n n-mbe of oeoougeg e
oecsaugug- ps ug
. Inve
nmenn sn ps ug
’ ed-cationg
nhe- oosnned o-ng oasd of b- deuga-snp nhes ma sape apeg smo ovsnp women’
acce

no famsug- ougannsnpg and

10
 Course: Planning for Populaton Euuatonon (6573)
Semester: Spring, 2022
snc ea
snp nhes o od-ctivsn- and sncome. Onhe
oeaie
emoha
szed nhe vsnaug ouge ed-cation ouga-ed sn
o eventinp HIVeAIDS and mstipatinp sn
efecn
on sndsvsd-aug
g famsugse
and comm-nstie
.
Man- deugepane
exo e

ed conce n ove nhe decugsne sn snne nationaug f-ndsnp no
-ooo n ooo-ugation activstie
sn
deveugoosnp co-nn se
. The Coas o na pen of mobsugszsnp $17 bsugugson b- nhe -ea 2000 had faugugen
ho ng nhe-
asdg
and efo n
b- deveugoosnp co-nn se
no as
e f-nd
had pone -nmanched b- a

s
nance f om deveugooed
co-nn se
. The snne nationaug comm-nsn- m-
n eve
e nhan nepative n end and evsnaugsze nhe fow of e
o- ce
.
In onhe b-
sne

noda-g nhe Coomms

son eugecned nhe ofce
of sn
b- ea-g who sncug-ded Gedsmsna
Se i
n-

(Lsnh-ansa)g Cohas man; and Ifeiha Cohowdh- - (Banpugade
h)g Co s
osn G e-oiJohn
on (Gambsa)g Ma c Bschuge
(L-xembo- p)g Augf edo Coh-q-sh-a a (Pe -)g VsceoiCohas men. Eugection of a VsceoiCohas manoic-moiRaooo ne- wa

oo
nooned -ntiug a ugane dane. The Coomms

son f- nhe nooi none of nhe eoo n of nhe B- ea- on nhe
snne
e

sonaug B- ea- meetinpg snn od-ced b- Annonso Gougsns (Inaug-)g nhe Cohas man of nhe nhs n-oififh
e

song
whsch men sn Rome on 21 and 22 Ocnobe 2002g b-n dsd non aoo ove nhe eoo n’
ecommendation
. In
addstiong sn adooned sn
o ovs
sonaug apenda and ap eed on sn
o panszation of wo i.
Addstionaug eoo n
we e snn od-ced no nhe Coomms

son b- Deugsa Ba ceugona and Ann Pawugscziog bonh of nhe
Unsned Nation
Poo-ugation F-nd (UNFPA). Onhe
oeaie
an noda-’
meetinp sncug-ded nhe eo e
ennative
of
Mo occo (on behaugf of nhe “G o-o of 77” deveugoosnp co-nn se
and Cohsna)g G eece (on behaugf of nhe E- ooean
Unson)g Unsned Snane
g Jaoang B azsugg R-

san Fede ationg Pais
nang Cohsnag Coanadag Swsnze ugandg Indone
sag
Enhsoosag Augpe sag and Indsa. In addstiong nhe Coomms

son hea d
nanemenn
f om eo e
ennative
of nhe
Economsc and Socsaug Coomms

son fo A
sa and nhe Pacsficg and Pa nne
sn Poo-ugation and Deveugoomenn.
Augaia Ba
-g P ofe

o an Coo neugug Unsve
sn-g Inhacag New Yo ig aug
o add e

ed nhe meetinp. The Coomms

son
wsugug meen apasn on T-e
da-g 1 Ao sug an 10 a.m. no bepsn con
sde ation of nationaug exoe sence sn ooo-ugation
mate
: ooo-ugationg ed-cation and deveugoomenn. An 11:30 a.m.g sn wsugug hea a ie-none add e

b- Pa-ug
Demen-g Ds
tinp-s
hed Schouga an nhe Poo-ugation Coo-ncsugg New Yo i.

11