The Path: Population Education in India

The Path: Population Education in india

The history of the twentieth century becomes more and more a race between numbers and the quality of life. If we are to utilize our intelligence in our present population dilemma, we must make our educational system relevant. Participants are those who are about to become participants in the vital revolution, they will require an education that includes Population Education. (Kohli 334) "The growth of our population needs to be brought down significantly over the coming decades. The largest single factor that could help achieve this is the spread of literacy and education among women." (National Policy on Education 1986)

The demon of population explosion is before our eyes. According to the 2010 census, the population of India has crossed 1.171 Billion. It is going to exceed Chinas population if some effective measures are not immediately taken. The efforts of the Government in adopting family planning programs have not yielded desirable results. Therefore, at this critical juncture teachers have to shoulder special responsibility of creating awareness on this crucial problem, with all its social, economic, political and ecological implications. Our schools which handle a large number of would-be-parents should be immediately geared to take up this duty. Obviously, it is strongly advocated from all quarters that Population Education should become an integral part of school education.

What is Population Education?

Some people feel that Population Education is another level for family planning. It is not correct. Population Education is an educational response to a crucial national problem. It views population as a phenomenon-both social and biological, which must be clearly understood. Herein we want to help the children to understand their family structure, the implications of belonging to a small family and a large family, the economic well-being of their own families and the nation as a whole. In Population Education the focus is on following aspects:

* Population Dynamics.

* Human Reproduction.

* Family Size.

* Health in relation to child bearing.

* Quality of environment.

* Social implications of population growth.

* Economic consequences of population growth.

* National Population Policy.

Four target groups for population education are identified: rural farm families, youth clubs, opinion leaders and policy makers, governmental extension and developmental workers. It is noted that welfare services and agricultural information should be combined with population education if only because good health and improved standards of living are necessary for accepting small family norms. In rural areas population education should aim all family members including grandmothers and mother-in-laws who command much respect and influence in families. Population education activities for youth clubs should emphasize age at marriage and child spacing. The author notes that more extensive techniques should be planned for village councils, village leaders and community leaders. (Azad 1-6)

First, a set of minimum learning contents should be identified including determinants and consequences of population change, human reproduction and population policies. Then, for the formal school systems plans should be made to incorporate population education into the curriculum. Several problems of the infusion approach are noted, and the author suggests that a separate population education course might also be offered on an optional basis. It is emphasized that senior educational authorities, supervisors and head masters must actively support the program. (Chandra 66-73)

School systems generally don't have the resources to introduce population education programs at all levels. Often it is necessary to choose if only at initial stages, between primary or secondary level population education. If this choice has to be made, the author suggests that greater emphasis be placed on primary schools in order to reach villagers and reach those outside of urban oriented environments. (Caules 29-35)

The Hon. Gen. Secretary of Family Planning Association of India discusses the need of honest and open sex education in the home. Mrs Ghosh provides many suggestions and carefully explains examples how sex education concepts can be communicated by mothers to their daughters. She also describes the minimum knowledge an adolescent is entitled to about sex. The purpose of sex education in the home is to help the adolescent to cope with this difficult phase of life in a healthy way. A useful article for parents, teachers and adult educators. (Ghosh 4-6)

Mr Gupta calls for immediate implementation of population education in Indian schools. Many programmes are required in the states like Haryana, Kerala, Madhya Pradesh, Rajasthan and many other areas. (Gupta 10-12) Mr Gupta lists some socio-economic factors that stimulate large family size such as the desire for son, relatively high mortality, and the low status of women. Through correct knowledge and information it is felt that these factors can be changed. The author also explains the need for enforcing population education into existing out of school education programs. (Gupta 19-20)

In a very thought provoking article the author suggests that motivation for a small family size should not be based on materialistic desires. Small family size should be encouraged in order to improve family life, attain equality of the sexes and provide proper care for children. Rather than external motivation and programs, it is suggested that stress should be put on community participation in family planning, which the author calls "mutual coercion in mutual consent." The author says that acceptance of the small family norm should be based on self-control through means such as later marriage and sexual continence. He notes that, current stress on materialism in family planning is not realistic anyway since higher materialistic standards are often not attainable for poor people, no matter now small their families are. For population education, the discussion in this article is also of a considerable interest. (Singh 8-9)

In another article by Hanumanula, he discusses the need for and possible contents of population education programs of out-of-school youth in Delhi. The family planning association of India, started experimental programs for out of school youth in three places. Surveys were conducted; orientation courses were given for social

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