Process of Integration of Population Education

Integration of the concepts of population education into the content area of some other subject can be done when that content either already exists or has been developed.

Therefore, as planners of population education programmes for the adult learners, we first need to develop the package which is to be delivered to them.

As the purpose of this unit is not to plan and develop that package but to explain the process of integration of population education concepts into that package we, therefore, shall discuss the steps involved for developing that package very briefly and concentrate on the theme of this unit.

As already explained adult education programmes are local in nature and these are developed keeping in view the specific needs of that particular group of adults.

Identification of the Target Group

Usually, for government and non-government organizations, it is not possible to launch developmental plans for the whole country simultaneously.

Therefore, priorities are established and usually the preference is given to people living in remote rural areas, without any facility of the modern world, living purely on nature’s endowment. There may be many such groups living in distant areas of a country. Therefore, for project purposes, a specific group (area) is identified.

Analysis of the Situation

Identification of a group enables us to concentrate our attention on the project activities. For better knowledge of the group and their educational and training needs, we start by analysing the situation which includes the survey of physical conditions of the area, soil, agricultural project, if any, and other raw materials, which could be used for some kind of technical and vocational training.

Most of this information may be obtained by visiting the site itself and talking to the local leadership, workers and the common man. If there is any government office, it may provide information regarding culture, religion, habits and common diseases.

There may be some literature available about life in that particular community. It may reveal several hidden things about them.

Although much of the information is obtained by indirect means of literature and the leadership of the area, but to identify the felt needs of adults, we should not depend on the secondary sources. We should arrange, either to interview all adult population of the area or, if possible, to get the question series tilled up by direct talking to them.

Some needs may be expressed by the adults, and so far as possible, these may be assigned priority. Some issues given by local leadership might be of much importance. And a training programme adapted to these issues may arouse a lot of interest and enthusiasm.

But more important are the goals and objectives of the programme for which investment is being made. In our case, a major area of interest would be the insertion of population education concepts in all study materials.

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