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The immediate purpose of this consultation paper is to plan for a proposed seminar or seminars which would offer training to personnel concerned with the development of population education and its introduction in education systems. Some aspects of the broader setting for this training are briefly sketched, such as: a) the formal actions taken by the various United Nations agencies indicating the programs and services available in population and family planning; and, b) ways in which Unesco's role in educational systems in population/family planning differs from Unesco's work in other areas. A number of problems need to be considered: 1) definition and delineation of population education; 2) problems of curriculum development; 3) instructional materials and aids; 4) teacher education; 5) training of leadership personnel; and, 6) evaluation. In considering possible answers to these problem areas, the meeting may be in a position to provide guidance not only on specific matters such as objectives, content and scope of the proposed training courses, but also on the wider overall program of action into which the course should fit. (Author/JLB)

Several aspects of the curriculum problem are considered here. The first, Scope of Population Study, attempts to provide a general delimitation of the field by identifying overlapping and related areas of study. A second aspect, Goals of Population Study, identifies three general goals: 1) development of an understanding of the significance of population characteristics as a basic factor in a number of social problems; 2) preparation for decisions as to size of family to be made by students in the future; 3) preparation for consideration of and action toward public policy issues directly related to population concerns. A third consideration, The Curriculum Context of Population Study, discusses the four general strategies for curriculum innovation, and points out which ones are most desirable and feasible. In addition, ways in which population study would complement certain areas of the present social studies curriculum are noted (for example, in area studies, economics, history, community studies, and geography). In the fourth section of the paper, Resources for population Study, specific instructional resources are briefly noted. Finally, Problems and Issues in Teaching Population points out difficulties which are common to any effort at introducing a new area or expanding an existing one. (Author/JLB)

Although prepared for the occasion of a national seminar in Thailand, the substance of this paper applied in a wide context of countries now making plans to develop school programs in population education. After an introduction to the need for introducing population education in the school curriculum and the way this need is perceived by family planning leaders and educators, the discussion is largely focused on two questions: 1) potential content and scope of population education; and, 2) strategies in developing a program. Content and scope are delineated by a few general statements, but the author suggests that each country will need to develop its own specification within the general dimension. Several steps in the development of strategies are listed and discussed: 1) determination of the scope and general objectives of the population education program (for Thailand); 2) establishment of an organizational unit or units responsible for providing leadership for the development of population education; 3) assessment of the personnel requirements; 4) development of a general plan of procedure; 5) development of arrangements for keeping informed about population education activities in other countries; and, 6) determination of financial resources needed and identification of sources of such support. (Author/JLB)

The author traces the emergence of national and international efforts toward population education, and suggests that the growing acceptance of its need and the problems revealed in the early efforts have set the stage for a more fundamental and critical appraisal of population education. As a means of identifying issues and problems which will face American educators in the expansion of population education activities in this country, the following five elements involved in any curriculum innovation are discussed as they relate to population education: 1) the nature of the learner; 2) the distinctive features of the body of knowledge relevant for the curriculum; 3) the specific outcomes desired from the innovation; 4) the qualities of the instructional staff; and, 5) the constraints posed by the social characteristics of the school system and its program. Each of these is considered briefly in order to suggest an approach which needs to be employed more exhaustively. Several themes appear throughout the presentation: 1) the need to develop an approach specific to population education rather than a piecemeal adaptation of older patterns; 2) the need for research on background factors as a base for curriculum development; and, 3) the simultaneous development of population education in many parts of the world, with the evident need for means for sharing experiences. (Author/JLB)

This paper discusses efforts in various countries to encourage family planning. The role of the family planning worker and the school educator are constrasted, the former's being to train, motivate, and give information. The school teacher's role is to integrate population education in the curriculum of the formal educational system. A series of nine propositions are presented and briefly discussed as a means of presenting some of the problems and issues in population education. It is hoped that a model will evolve from this type of effort. (DJB)

The special problems for adult education presented by population planning programs are examined with particular attention to the relationship between adult education and school education in this field, with special reference to programs in Turkey. (DB)