Lecture unit 5

POPULATION POPULATION EEUCATION CODE 584EEUCATION CODE 584

Unit No. 5:Unit No. 5: TRAINING OF TRAINING OF PERSONNELPERSONNEL

INTRODUCTIONINTRODUCTION

Importance of Population EducationImportance of Population Education Training mean preparation, teaching, guidance, Training mean preparation, teaching, guidance,

instructionsinstructions Personnel mean, workers, staff, employees, Personnel mean, workers, staff, employees,

human resources, recruits, workforce etc. human resources, recruits, workforce etc. Education mean, teaching, schooling, tutoring Education mean, teaching, schooling, tutoring

etc. etc. Population Education is a response of educated Population Education is a response of educated

community to the population situationcommunity to the population situation


Population Education is a powerful agent Population Education is a powerful agent of change to be used for improving the of change to be used for improving the quality of life in an area region or country. quality of life in an area region or country.

Population Education provides information Population Education provides information and creates awareness about the harms of and creates awareness about the harms of over population. over population.

Population Education enables us to look Population Education enables us to look into the futureinto the future


Fertility Fertility Mortality Mortality MigrationMigration Family SizeFamily Size MalnutritionMalnutrition StarvationStarvation


Lack of opportunitiesLack of opportunities Lack of sourcesLack of sources MarriageMarriage DivorceDivorce Better ways of livingBetter ways of living Urban Rural divide etc. Urban Rural divide etc.

NEED FOR TRAININGNEED FOR TRAINING

To create awareness among the people of To create awareness among the people of a country about the problems caused by a country about the problems caused by populationpopulation

To enable them to make knowledgeable To enable them to make knowledgeable decisions about family size and other decisions about family size and other population issues. population issues.

Which strategies and approaches are Which strategies and approaches are required to cope with the population required to cope with the population problems.problems.


To control the frequency of births by To control the frequency of births by means of various types of contraceptive, means of various types of contraceptive, media movement was not successful due media movement was not successful due to illiteracy, lower status of women and to illiteracy, lower status of women and religious preferences. religious preferences.


Education of adults is not sufficientEducation of adults is not sufficient Child of today will be the father of tomorrowChild of today will be the father of tomorrow They also need knowledge about population They also need knowledge about population

educationeducation Effective Strategy is needed to change the Effective Strategy is needed to change the

attitudeattitude Education is imperative to change the attitude Education is imperative to change the attitude

and behaviourand behaviour To equip them with the required capabilities to To equip them with the required capabilities to

deal with the challenges of populationdeal with the challenges of population

BENEFITS OF TRAININGBENEFITS OF TRAINING

Training saves time and resourcesTraining saves time and resources Minimize the chances of failureMinimize the chances of failure Enhances the chances of successEnhances the chances of success Training increase the quality of outputTraining increase the quality of output

WHO NEED TRAININGWHO NEED TRAINING

WorkersWorkers Teachers of population educationTeachers of population education Head Teachers/PrinciplesHead Teachers/Principles Deans/Head of DepartmentsDeans/Head of Departments PlannersPlanners Administrators Administrators Public (health & nutrition, psychological and physical Public (health & nutrition, psychological and physical

health and reproductive behaviour)health and reproductive behaviour) Students (to have complete information about the Students (to have complete information about the

issues relating to population)issues relating to population)

METHODS OF TRAININGMETHODS OF TRAINING

The subject matter of population education The subject matter of population education is controversial. Teachers or Trainer can is controversial. Teachers or Trainer can not dictate. So one method is not sufficientnot dictate. So one method is not sufficient

METHODS OF TRAININGMETHODS OF TRAINING

INQUIRY APPROACHINQUIRY APPROACH Inquiry approach is a teaching method, where Inquiry approach is a teaching method, where

learner discover information and answer the learner discover information and answer the question himself with minimum guidance from question himself with minimum guidance from the teacher.the teacher.

Inquiry approach provide the students a sense Inquiry approach provide the students a sense of efficiency to believe the they have the skills to of efficiency to believe the they have the skills to look critically, control their own fortune and look critically, control their own fortune and future and influence the decisions affecting future and influence the decisions affecting them. them.

INQUIRY APPROACHINQUIRY APPROACH

Inquiry approach is also known as Inquiry approach is also known as discovery approach, problem solving discovery approach, problem solving approach, conceptual approach, process approach, conceptual approach, process approach. Inquiry approach enable the approach. Inquiry approach enable the personnel to observe, describe, predict, personnel to observe, describe, predict, understand, analyze and find a possible understand, analyze and find a possible solution. solution.

INQUIRY APPROACHINQUIRY APPROACH

Inquiry approach enable the learners to Inquiry approach enable the learners to answer themselvesanswer themselves

Enable them to think overEnable them to think over To collect informationTo collect information To analyze the informationTo analyze the information Draw conclusionsDraw conclusions

BENEFITS OF INQUIRY BENEFITS OF INQUIRY APPROACHAPPROACH

Effective to teach controversial subject matterEffective to teach controversial subject matter Students get experience how to learnStudents get experience how to learn Inquiry approach clarify the concepts Inquiry approach clarify the concepts Student centered approachStudent centered approach Students become more criticalStudents become more critical

VALUES CLARIFICATION VALUES CLARIFICATION APPROACHAPPROACH

Every one is attached to different values Every one is attached to different values and ethical issues. To implement a and ethical issues. To implement a populations education training programme. populations education training programme.

When to marryWhen to marry Where to liveWhere to live What occupation to adoptWhat occupation to adopt When to have first childWhen to have first child How many children to haveHow many children to have

VALUES CLARIFICATION VALUES CLARIFICATION APPROACHAPPROACH

Religious Values Religious Values Freedom (Procreate should not be dictated)Freedom (Procreate should not be dictated) Financial Advancement (Children are Financial Advancement (Children are

considered as most valuable belongings)considered as most valuable belongings) Politics (Population control reduced the Politics (Population control reduced the

country’s manpower especially for defense)country’s manpower especially for defense) Distributive justice (genetically inferior should Distributive justice (genetically inferior should

not have more children. Highly intelligent not have more children. Highly intelligent should procreate more) should procreate more)

CLARIFICATION OF VALUESCLARIFICATION OF VALUES

Role of Trainer Role of Trainer Trainer must view himself as facilitator rather than an Trainer must view himself as facilitator rather than an

expert on valuesexpert on values Rapport development is necessaryRapport development is necessary Trainer must share only what they feel comfortable in Trainer must share only what they feel comfortable in

sharingsharing Trainer must train students to listen each other not to Trainer must train students to listen each other not to

moralize or criticize one another.moralize or criticize one another. Trainer must not impose his/her values on others. Trainer must not impose his/her values on others. Trainer must be non-judgmental Trainer must be non-judgmental

SYMPOSIUMS METHODSYMPOSIUMS METHOD

Symposium is the combination of the Symposium is the combination of the lecturer and discussion method. In a lecturer and discussion method. In a symposium number of speakers gave an symposium number of speakers gave an oral presentation of a certain topic. oral presentation of a certain topic. Participants and listeners ask questions. Participants and listeners ask questions.

Good deal of preparationGood deal of preparation Selection of SpeakersSelection of Speakers Necessary arrangements Necessary arrangements

ROLE PALYING METHODROLE PALYING METHOD

In role playing technique learner is asked In role playing technique learner is asked to pay the role of a person who hold a to pay the role of a person who hold a different and opposite belief or system of different and opposite belief or system of values, by identifying himself with that values, by identifying himself with that person. person.

Time consuming Time consuming Costly Costly Well trained trainers requiredWell trained trainers required

DEMONSTRATION METHODDEMONSTRATION METHOD

Used when to teach a new technique. Used when to teach a new technique. Population related attitude of people. Population related attitude of people.

DemonstrationDemonstration ExplanationsExplanations DiscussionsDiscussions Question answers Question answers

PRACTICAL TRAININGPRACTICAL TRAINING

Pre-service trainingPre-service training In-service training In-service training

TARGET GROUPSTARGET GROUPS

Categories needing orientationCategories needing orientation Administrators Administrators PresidentsPresidents DeansDeans Head of DepartmentsHead of Departments Principles/Head teachersPrinciples/Head teachers

TARGET GROUPSTARGET GROUPS

Categories needing trainingCategories needing training Population education specialists Population education specialists University TeachersUniversity Teachers College TeachersCollege Teachers School TeachersSchool Teachers StudentsStudents

ORGANIZING TRAINING ORGANIZING TRAINING PROGRAMMESPROGRAMMES

The purpose of training The purpose of training Psychological factors Psychological factors How do people learnHow do people learn Needs for learningNeeds for learning What they want to learnWhat they want to learn Participation of learnersParticipation of learners Previous knowledgePrevious knowledge Fee backFee back

ORGANIZING TRAINING ORGANIZING TRAINING PROGRAMMESPROGRAMMES

Procedural Factors Procedural Factors Why things to be learned are useful to Why things to be learned are useful to

themthem Relate new knowledge with previous Relate new knowledge with previous

knowledgeknowledge Actively and freely apply what to learnActively and freely apply what to learn Get immediate reinforcementGet immediate reinforcement

DEVELOPING TRAINING PLANSDEVELOPING TRAINING PLANS

Taking psychological, social and physical factors into Taking psychological, social and physical factors into considerationconsideration

Stages of Training plan Stages of Training plan Preparatory stagePreparatory stage Training needs Training needs

Identification of Training NeedsIdentification of Training Needs Present capabilities of persons Present capabilities of persons Analysis of competencies requiredAnalysis of competencies required To which extent competencies exist To which extent competencies exist

Determining Training ObjectivesDetermining Training Objectives Activities to be performedActivities to be performed By whom, for what purpose and for how longBy whom, for what purpose and for how long

DEVELOPING TRAINING PLANSDEVELOPING TRAINING PLANS

Implementation stage Implementation stage Economic factorEconomic factor ManpowerManpower FacilitiesFacilities CurriculumCurriculum Evaluating and follow up stageEvaluating and follow up stage (impact evaluation) (impact evaluation) Why should be evaluate trainingWhy should be evaluate training Who will evaluate trainingWho will evaluate training What should be evaluatedWhat should be evaluated How should be evaluated How should be evaluated

EVALUATIONEVALUATION

EVALUATION TECHNIQUESEVALUATION TECHNIQUES Oral questions Oral questions ObservationObservation QuestionnaireQuestionnaire Projective TechniquesProjective Techniques ScalesScales

DIMENSIONS OF EVALUATION DIMENSIONS OF EVALUATION

Context (factors not directly related to Context (factors not directly related to training, e.g boarding and lodging training, e.g boarding and lodging arrangements)arrangements)

Inputs (the curriculum, the contents)Inputs (the curriculum, the contents) Out Puts (Results of training, change in Out Puts (Results of training, change in

behaviour, improvements)behaviour, improvements) Process (the relationship between trainers Process (the relationship between trainers

and trainers, training methods, material)and trainers, training methods, material)

INSTITUTIONAL SUPPORTINSTITUTIONAL SUPPORT

Importance of adequate institutional supportImportance of adequate institutional support Types of support neededTypes of support needed TechnicalTechnical AdministrativeAdministrative PersonnelPersonnel FinancialFinancial Infrastructural Infrastructural Social Social Political Political