LEARNING

ABOUT OUR

POPULATION

Volume 1

AUDIO-COMMENTARY&

TEACHERS' GUIDE

REGIONAL OFFICE FOR EDUCATION IN AFRICADakar1982

LEARNING ABOUT OUR

POPULATION

AUDIO - OOMNENTARY

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UNESCO Regional Office for Education

1d1 Africa

Dakar,

198 2

AUDIO - COHMENTARY

ON

LEARNING ABOUT OUR POPULATION

UNESCO Regional Office for Education

in Africa

Dakar,

198 2

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This publication was prepared by Mr. Alfred O.Ukaegbu, Unesco Regional Adviser in PopulationEducation, in collaboration vrl.th Hrs. Frida Brijs­Gabriels, Associate Expert in the Population Edu­cation Unit of the Unesco Regional Office for Edu­cation in Africa, Dakar, Senegal.

Unesco v~ld appreciate hnvine your comments aboutthis publication. The comments will be invaluable Iin a future revision of this publication. Please, !send the comments to the address prOVided at the !end of this publication. !

UNESCO

198 2

PUBLISILD BY

THE POIULATION EDUCATION UNIT,

UNESCO REGIONAL OFFICE FOR ~DUCATION IN AFRICA

P.0. BOX 3311, DAKAR

SENEGAL

Opinions m~pressed in this publication do not neces­sarily coincide with the official position of Unesco.No expression of opinion is intended herein concer­ning the legal status of any country, territory,city, or area of its authorities, or concerningthe delimitation of its frontiers or boundaries.

1

TABLE OF CONTENTS

Page

PREFACE•••• o •••••••• oo ••••• oooo •••••••••••••••••• i

ACKNOHLEDGEMENTS••••••••••••••••••••••••••••••••• H - Hi

TO THE TEACHER••••••••••••••••••••••••••••••••••• 1 - 4

UNIT 1: WHY 00 WE NEED TO LEARN ABOUT OUR POPULATION? ••• 5 - 10

UNIT 2: WHERE DO l-lE GET INFORNATION ABOUT OUR POPULATION? 11 - 18

UNIT 3: l-lHAT AND HOW DO HE LEARN ABOUT OUR POPULATION? 19 - 30

UNIT 4: LET US LEARN ABOUT THE COMPOSITION OF OUR

POPULATION ••••••• oo •••••••••••••••••• ft ••••••••••• 31 - 34

UNIT 5: LET US FIND OUT now OUR POPUlAX.ION CHANGES••••••• 35 - 42

UNIT 6: LET US STUDY THE HISTORY OF POPULATION CHANGE•••• 43 - 50

UNIT 7: HOW WILL OUR POPULAT ION CHANGE IN THE FUTURE? ••• 51 - 56

UNIT 8: HOW DOES POPULATION CHANGE AFFECT OUR LIVES

AT PRESENT? ••• oo.oooo ••• o ••••• oo ••••• oo ••••••••• 57 - 64

UNIT 9: HOW WILL POPULATION CHANGE AFFECT OUR LIVES

IN THE FUTURE? •••••••••••••••••••••••••••••••••• 65 - 69

UNIT 10: OUR GOVERNM:ENTS' POSXTIONS ABOUT POPULATION

CHANGE ••• o •••••••• o ••••••••• o •••••• oo •••••••••••• 70 - 76

UNIT 11:

UNIT 12:

•

THE FUTURE IS IN OUR HANDS•••••••••••••••••••••••

POPULATION EDUCATION FOR ALL•••••••••••••••••••••

CONTACT ADDRESS••••••••••••••••••••••••••••••••••

77 - 81

82 - 87

88

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III »hI R E F ACE

This publication titled, Lea~nins About Our population,

falls within the framework of the aims of earlier publications of the

Population Education Section of UNESCO. Broadly speaking, these aims

which constitute a mandate for UNESCO, are concerned with the improve­

ment of knowledge about population processes and the utilization of such­

knowledge in educational activities to foster a broad ranee of goals

beneficial to society.

The 'l:mJ--canplement:ary -volumes oL1&ar.ning About Q.1r j).opula.tion,

''The Audio Canmentary" and liThe Students r Workbook" constitute one of

the activities implemented in the context of the Regional Sectoral Pro­

gramme in Population Education in Africa from 1980-1982. With the

financial support from the United Nations Fund for Population Activities

(UNFPA), this publication lvaS borm out of an orisinal intention by the

Population Education Section of Regional Office for Education in Africa

(BREDA) to adapt the Asian text Demography in Population Education to

African environment. The first version of Demography in Population

Education prepared for the African region was produced in 1980. It

was trial-tested tl1oroughly in several African countries from 1980 to

1981. The present publication under the title of Learning About Our

population is the outcome of a careful revision of Demography in Popu­

lation Education. Many changes have been introduced: in the title, in

selection and increment of contents and units from six originally to

twelve; in presentation; in the use of actual illustrations; and in

emphasis on pedagogica 1 innova tion.

It is hoped that thiS publication will be of invaluable

assistance to all those involved in educational innovation in Africa.

In particular, educational personnel in teacher and in-service training

institutions, planners, policymakers, and all who are interested in

African peo?le and their welfare will find this publication a useful

addition to their collections.

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ACKNOWLEDGEHENTS

Our thanks are due to the many individuals, groups, institutions,

and organizations who assisted us in many different ways during the data

collection, analysis and preparation of this publication. The list is

simply t~(/'r6~g'~ni~v-~'J.~·ita11'~llyp'lea~l'for 'e~~us'e to' g~'nerAH.ie - our c:' J

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Nevertheless, we must underline the invaluable assistance given

by The Gambia','teacher'~i' Ct>l1ege,'Yundum'; 'Mil't'cm''Mk'g8t 'TeacheT~i College,

Freet~, Si~rr~ i;f!'On~/i1~d the In~b.tute' ~f l::ducatt'on of the Univ'ersi t)f,

of sier~~'Le~ne f~~' g~k~rousiy provi'dfnri-"us the fat1,riUes"to trial:"te'!it'"

the first version of Demography in Population Education.

We also wiSh to thank the Government of Seychelles, particularly

the Ministries of Education, Health, Office of Statistics, and the National

Youth Servi~~ v{iiag~:at 'Port Launay for their excellent co-operation" '

during our data collection mission. The same goes for the Government of

Kenya, particularly t'h~ Kenya National Camnission for UNESCO, The Popu­

lation Studies and Research Institute of tte University of Nairobi; the

Christian Council of Kenya, and the Centre for African Family Studies,

Nairobi.

May we thank all the African Governments, Voluntary organisations

qnd all other agencies and individuals lv-hose original data we have liberally

utilized without their prior permission in order to make this text reflect,

as far as possible, current African population situations.

Finally, we express 0ur special appreciations to the UNESCO

Regional Office for Education in ASia, Bangkok, for providing us the

inspiration through their AV material on Demography in Population Education,

and to Mr. Charles To Davies for attempting to adapt the latter course to

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African e~viromn~~t dU~i'ng -his' brief con's~ltancy' servi~e i~' UNESCO-"" .' ..

BUllA, -~kar in 1980. Re spon s:Lbi 1i ty for the revised p~~du~t~j howeve'r-~'i

must remain ours., ,I•• :-~, ,.

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This publication was assi'stecl by the financial support of thet )'I·:~. I J,::: . ,I' , ~.~ '. ,,'. ," "~ ..'._ 1 ;'cr '.(, ',d}

United Nations Fund for Population Activities (UNFPA) within the frame-• • • ., ':.1 ,- :JJ, 1 ~ , , .::> l.' /' , .••

work of the UNESCO Regional Sectoral Programme in Education in' A!rica-~'I ~ ., • ".

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TO THE TEACHER

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PURPOSE OF' tHE ..COURSE ..: J ;;: . : ,i '.:. ~ ~J ," ~I' I :

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" ,l ·/rhi&::audi,,'O-vi.~uaLGoorse·.was, pr~p.atT·(!d \Vi.th .&e'le:t4 t,objec- ",

tive~ tn mind., ,Firstly, our, a,iro is t;9::p-r,e_s:~~...~~Y.~.~~l: ..~,he:.'ntaj01:'populi;ltion ,i~,iUCSl .and probl,ems :1n Aft':ic~ ',h-oda}'\, land ..t>o do so in the

peJ;sp~..e:ti"<!e"Qf, cur~~~_~,~.!o~~.l population ,issues and problem-si" 'Secondl"yJ.' ,

we aim to use the available data to proviq.e illus.tr~~~_on,s of ,bo.th, ' 1,'

cognitive and affective presentation in population education to the

teacher. .and "the s'tudenPo Thtrdly,,;we. ,~·tm:,to utili,ze th~,"same"data to

suggest concavts in :p:OP111ation.,issues ,and problems which may b:e itlS,erted,; ~

into the: curricula as prd.mary and secondary school. levels.. Four.,thLy" (,'; u::

we aim to'$uggest pr.actic£!l ways of enriching andrenew.i.ng teach.ing\u:r·;,',<

methodO,logy throogh ,,the. app~ication ot. populatioU' "cducati:on ',enquiJ.1;Y··~'·ll~

methods. FinaUy,...:we aim to add ,through the material provi·dedin this ,:.:

course, to the scanty references or literature in popqlat.ion e'"-a,<:a;tfiOrl,,: .

in the African regiono

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AUDIENCE

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,'Ihis ~ourse:is,'pr(i!par.ed prima,rily for tea,chers In',both ,'" , '

pre-servi,;ee and in-~rvice: ,t:t::4;;ining as. '\'1el1 as ,teacher, educators,. ' Newer.-,:

the:less, sevet:a 1 ·sect!lons<,Q-J!, tile, cour,se; will· prOVide, a useful gUide.. to· '. '

unc:1e,:J;',gr~dul:t.tes ,of. popul~.tiC!Ir·:Studies" lect.~rers~ medical ,student·s apd:" :"':;;:.

nurses, ,journaHs:ts",,-policy,ma:kers, p:lanner:s and, other peop.le inter.ested

in peopl:~. ~ 2,"" _", :", .,.'i ,";' ",::'

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THE PLAN OF THE COURSE

The course is arranged in t\..o complementary~,vol~e~ .botrh 9~ ",.._ ~.'

which are supported by visual presentation using slides. The first

volume consists of the Audio Commentary which is presented alongside

slides•.. ~!'ing ..t~~.pres~nt~tion, frequ-ent',x:eferen~es .. a;:e.made ·to the

second volume ... ,Thl\l .S\:ude1J:t;s·t .VJ<n:kbook. Til(~ ·.course .is, arr",ng~d .s~,cttonf3.

At the en4 o~ every section.or.unit·t;h~r..eare deU,nit~.ins~ru~~ipn~;to..

re~~r t.<?,.the \lqrkbook" t() ..read .c~rf!fu.l1y. the Infot'IDiltion ... p.-r:ovided ,t4ere.t,·,. '

and to solv~ ;t~e Exercise~ given.. " ..

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,The p~rpo~~Q.f.~h~ additio~al,~n£ormatiQnin;~he Workbook is .

to.p;;ovide the ,l;>tudent wi~.ire,G-ords of the .salient;;, points rai,f,l~~ in ~~::'-"_

audio 5~~~~tary~.. ,It .. ~s recommetlded.,t,h,~t the r,eader sh,ould qb:e.y the:

instruc~i~n:~o refer··.:~~hthe Workbook. l:t is pr(i!sumed_that.a,le~son,,\'.,'"

period wq.k:;e,rJ:!1~nate ll,ith, exercises., HO"ilfeve.r; ,w:here a~lass h8s·g~~~ed

timef.ftwo ~r.:n~ore se,ctions, .:0£ the sam~ Utlit. may ;b~, .compl~ted.dqrin3 a

norma.. l .!~~%Q.n P,cr:.iQg•.

PREFERRED HETHOOOLOGY

The Inquiry Approach is emphasized throughout the cours~!·,.~::",;:~::~:

This is readily visible in the selection of the topics of each Unit,

in the presentation of the course and in ti.e selection of exercises

at the end. of e$c,h Unit. The reader· is ~dviscdto enc;ourage the appli­

catipn. ,of .this approach at all times. TO; this end, th~ '<;9ur~ ~a~ , ..; ..

suggeste.,d :,theapplic8 tioIl of, suc,h teaching/learning.. fiM.U,s as rol.e ,playi·ng

debates,r p~ojects, .self . learning, and teatll..pork:•. ,The',goal' .is t;Q.:.inv:q.l,~ ;

the i s~udent i'n !l~,!,e~fll enc.ounter s in his ~l,o,ca l-;lenviro~.~nt 'in, whic;h ~\Ji~$

to develop rational decision-makine skills on various aspects of .h.tSi.: 0.: r-;

private, familial and communal life.

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EQUIB-1ENT AND THEIR:,.UTILIZATION

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The,required'equipment for,thecourse consist.of·s slide' :',">::

projector, a .. cq.ss~tte, tape player, fa screen 't-1~1l,; slightly. -darkened '., If• .' '

r:oQU, and. electric light. If" a apecial scr~en is.:.not availab.le$ the. ;"""

sUdes.mayrbe( pr.ojecteJ"on, a .. waU· or',a pie~e.o-f white cloth a'ttached t.O'·

a wall or: blackboard. The room needs' t'o be slightly darkened to allow

enough light .~or' ,students . to': make notes., . ' . n

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The slide projector needs to be operated manually to synchro­

nize with the audio~commentary. Prio~ to the commentary. t~e~e is a

siGna1:ure.·tune~ancl' for each slide a voice ,gives the 'number of the slide­

to. be. commented upon. It'is the::: eforef' ,advisable to have the Audi.o.. ':.', ':

Commentary to ;hand in order to anticipat.e when' the next slide is requir~d~

~t the; end'of each ,se.t of prE:sentation, " the used slides should be care-, C,:,'

fully removed and arranged seria 11y and stored safely in OLder to avoid

any possible confusion and loss of time the next time around. . .. ':'_..:./~

:.,' : ,Further, in ,the· absence of slides and/o!' , Audio-Commentary,

the·tn~teri<tlprovided,in theStuden<:s. Uorkbook 'shoul~ enable the ..

teaeher to.,~clC;1pt the course tO'suit local eond1tioQS.',', ',';

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SEUGTI01~1 OF ,CONTENT

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Tbe cour$~ cont~n+ h~s been': s~.lecteQ. With.,the objeetiv:e of, '.' ~:'

providing both cognitive and affective information to the student.

Much of the background data have been taken from our factual knowledge

and/or estimates of past, present and futu~e population processes and

problems of the African region in.particular and the world in general.

We have Also made intelligent guesses into the attitudes and practices

of African Governments and people in population-related issues. In

this context, we cannot deterrr,ine our successes or failures at thiz stage:

it is left for the reader to eva luate. But "le have made frequent references

to many African countries south of the Sahara.

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The reader needs not be Cl demoe:caphex;:; or ,~ m~th4i!ma-,;.j,c...i~,tl:.:9;'.,L. ~

a statistician to be able to follow throueh the course. Perhaps a basic

knowledBe'of,arithmet1c~ economics, geoeraphy and other'estab11sheci school

subjects is 'enough to BUide the :reade:: through. WhereVer graphs ·have"been

used to' illustrate certain pOints, simple euid~s a's to h0't'1 to get out :th~',

required<1nf.onnat1on have been pro'\(ided in" the' text. It' is believed that,.

the con~ept!O tntrodu:cecl in ,the courSl1 1l1ay' be useful \~hen teaching. demo­

graphic concepts in other subjects such as;\eeogtaphy, biology," sQcial, ,:

studies" etc., . -:

'The: tca~her.should endeavour: t'o read privately the audio..

commentary wnenreviewine the ~oursebefoxe using ,it· with the students.

He should also 'try ·to go through 'the vlorkbook carefully before.:ithe' lesson

begins in order to be'fami liar 't~ith the' informa' .ion and Exercises uhich, '::,:':

may"have to be.completed after ecichpt-escntation of the audio..vi'sual pa::=t.

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REFERENCES

" ,The bibHographY'.given 'at the endef the 'Students' "Workbook is

merely suggestive. It is by no mea.. ::.' exhaustive. The'·tescher' is advised

to try to refer to any·ti\atedals that may also be ,available lotally~ The'

student is ,h~vised to improvise teachinr:;/learninG aids frorll local ::Jaterials.

Additional infol'1ll.ation about recent publications in popul~_t:t~m_:~Q~,ca€i91;\.:_..

may be obtained from the Population Education Section of the UNESCO

Regional Office for Education in AfricaJB.P. 3311,' Dakar, Senegal.

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''i-1HY}~OO ]'i:: lfEED TO ,LEAPJT ABOUT OUR

POPULATIOU,?,

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~.\,J'hiS ,y,p.;i.~~riS:,-an:i.ntrod~~ti.on to ,the cour:s~ ,(:~~,led"r:.;.- . ...

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The purpose of this course is ~lofold:

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iJ~t ,1;.'1, ~~,t:;;'?~P :tto --t:~acl1:~rs$Pme o;fj:,t~~: ~~.1 ~p.,~,P.'ts of

,; ;.:;~3 'p:~,~oeraphy, ~~hich, Clr.cus,e_f~l ,~n ,teachioo,popu,~t;ion

; ,- , i.,,: "" _~e~\1,~ ~i..on;. :£tnd, '.;J,' ,,!._ ,,'; [re,'

dry i~";~hsit-i"ze the' aUdi~n~e of tl~is' ~~~se"ab~/~~r.' :"po-;~i~ tio~ "iiS1S~~~'~ '~r;~ces-c:~ s an'cl :p-~~b lel~lS.

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In this Unit lie shall discu,SG four topics.r ,. , , 1" ••;. ,

.,These are:

(i) : the 'tnellnfriG' of popula,tfon;" '"

(ii) \lhy 'vle need to learn about' Our pop~latidn; ,--,'

(iii) The rneanine of popula tiotl education;

'(iv) , -The 'purpos'~: of' ,popl.d."'tiort'e·dht~·tion., .', , '. " ~:' J .I', t; (~(~ <.

Perhaps you are already fan'liliar t-lith these topics or you

have;' thought':abuu't them in the' past~ i~dlviduaily~:ot·'t.ol1ec- .~'

.. '~.' ;.' tively~ "This' 'is an:other' chance to refresh your minds about

them..- ~) -' --

3. Here is a family in Africa o

up of a father, mother,

This family lives in a

The villar;e is made up

families.

tJ;.;~ somand three daughter••

Village called Kishao in Tanz8D1,a.

of groupn of families and extended

5.

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Here is another picture'of a section of the city of Nairobi.

The day is Kenyatta Day in Kenya in 1981 and the inhabitants

of Nairobi are"z~ther~d .~o he~r tl~:eir Preside~,ttc ac!:::1:.ress to

the nation;

And to watch military parades.

The inhabitants of the city include men, women, and children,

the young, "and the old, peoplel.:of different' ethnic :gr'oups and

races, and of different reliciana, languages, and nationalities... ,'~ \!' .. '. t' ',~' .' ,

He speak of all the'se groups of pecipie' as a population.

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A population consists of people of all ages and both sexes.

: 'Sail'etimesi hOW-ever; tlie '\10r'(} "p'opultltt~riUi'S used in a dif..

·;ferent sen~e.· It may ·~efer to'· a:'riroup I of' objects and or­

ganismn of the same kind, such as' plantn,;- aniinals, birds,

etc. In this sense, we can talk of human population,,J ; . " '. ,;l~. !~'~~,; .::-1.-", \, : 'Wild-life population, plant population, and so on•

. 1'·: . '/0

When we talk of the size of a hUII!-an population, we have. ~" . ) , ~.

in mind the 'number of people livinc in a specified area at

a given time. For exarw~e, w~ can sta,te, .tJ;1e .popula't1;on size

of Ghat;ta. ,b.y mid...1980 as folloHs,:; , "

The mid-year popul~tion ,o.f ~na i,1;'1 1980, was U.5 ,~illion

inhabitants living in 239,000 lqn2 ~

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JIence" ~.QP!J~a:t;on .Si.~e = .Total ~O,Pu~~tion, ~n a givl'!~,

eepgraph~cal a~~ii!- ,at a.rcereain time.. . , - , ,)~ '-

N~l, PLEASE, REFER TO THE UORl<BOOK.

SOLVE EXERCIS,ES. ;.'. ,:'lJ ' ..

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READ THE niF()~.lATION AND

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10. 111 the larot lesson 't'le, taH...ed abo~lt ropul~ti,.vil

and population size. \'Thy do we 'tE-cd to know about our popu­

'~,c i'a'tioJ?''fhe{-e 'are severa, 1 ~easons.! 'Perhaps you can'"'mention, I • t:-:,

, 'them to'". But there are three major 'ones~

(i) To undErstand what is happ~ning at present;

" ('£i j , 'to -under'startd wha t change s are occuring~ and the

speed and direction of 'stich ch~n3esf

-"'(iU).' To plan accurately for th~" 'future'•.)!-

11. '~'Planning requi::es ma.king decisions;" taki.ng certain a'ct1.ons

- 'r1i;sulting £roo, our decisions; and revi'ewing ouracti'ons in

the light of e1cperience.

12.' iJ.' wise man p lari~ hi's activide~. If he wants to build a

house~ for exampi~, he makes 'several decisions in advance.,r

'He' decides what it :wdl loo!~ lib~ and ho't.. bie it will be.

',- , Ra f!f.nds out how much wood, ~ Cet'ilentor brick is -nee'ded~

','He di~ose:5 'a sui tab le si te •

H~ calculates the cost of bUildine~aterials'~ndl~bout. and, r:

makes sure how he will raise the :-.loney.' '~om time to' time

he reviews the progress of the \lork and makes necessary

" chang'es~ 'in' ord~i: to 'acbieve' hiz aim.

13. To p:lan "'isely, we, must set our -¥lims or objectives. He muc;t

decide ways of achie~inG thoseobjectivas. We mustcll00S3

, appropriate .lines of "action. "Then "re 'must carry out our action,

and we must have a \"1ay of revie't'1inS the actions taken in line

.. ~.yi~h -our allll.S,. To do all these 't-1ell. 'le require accurate infor;"

,~ ., ~, . 1,t

Lik~ the wise men, ,a country plans it~ development programmes" . .-

To be i,.;ble to, do thi,s well" it needs -to kncn-r"- !. ,>-

as well az tPe cha~acteristics,ofits

and activities.") < '4

how many people it.. has:." .. , ' ' : .population so that it can plan for the present.

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15. A:.·ave all, ~t.,ne~.~5 to 1<.n ;'1 b;>\-l ~fast the porulat~on is growing,

so that it can plan for t~te :l:ui:u:;:e. For e~arnple,

.;, ,liow ma~y ,p~Qp,l;i} wi 11 be .li\fin~ in tha'rtO\ffiS. ,and: 11;1', ~he villages;

hO\<1 many people will' be. livinC in t:h~, suburbs and sur.11'oundins

villszes but vlOrldne in tlle citie:jZ how many young people will

be reaching: the a g:.:: when, tlwy 89 ~Q' schoo1 0:': 3Q, to ~90k for

work., ':"'>' , ~ ;

If a ,COIDql~Trl.(:y )?lans to b~i~4 a"ltc'\·l,./SchQol,· .;It·will need to know

:.•h;'l1 many ch~).dl::cn,J9f .:school at;~·a..re thelle ~t pl:esent; h0\-1

many are of nUtserY,.J;chQol.a~~;; hQlf: ~ny are of p+i,~ry school

age; how many are of seconda:::y sc..~ool age; how many children

J: '~!ill CQli}.e .. frQg1 9~he'f:~~amnun:Lt;i~s;. h9W. marty chi~~iAlf1 J.!1Cl.y be ~ o'.t

bOl;'n in "th~ nex~ ,fivl?, ten to.' ,;w~nty years~ .:aI1.q...:h~,.:many children

may leave the communi ty. ": ' "

16.

- ,'.

.~ ; , :.

In't:he same ,way, ·if a c.Qunt:.;"Y or cOOllillU~ty wants,. ~()7 bui Id hosp~..

" taIs, clinic,s) ,~nd,ltcaldl. centres, it wiu'need,t?,know about the

.:people.- ~lho:.wiJl,·,us~"t1;lese ~~Lvice$ n9"1,an~~n.~~:"fu:ture.

To "0'0: all these: ~le need~ pOl?ufat:tbnfa~ts;!6r'" informatil1n Ol;'

: data,.frcm the pa,st a,nd tq.c presant.·:. T'ljla.G is b~~4.se "fe can

.pe~h~p$. ~oresee the nQeds. p~ ci1e.futu~~by· $t~4y~ng ~e past

. apgl tJ:l.~ present. , "'. ":'

, .- ,I, ::'"

17. If a country can f9t:~see.;:t.hesc pqpuJation fac~s, i.t can plan

or prepare for the future before problems arise.

It will know, for e~~ampl~, how many schbo'ls a'nd j hbsp'1t:als,

, clinics, and"heattJi centres to build and 'where tb'bu'ild them•

. '.,':,:' "!t will know'h-6,'1 many teacher-s,'doctor's'ii~d nuri;,fis·j(t'o·train.:.Ji,') "." . "'I, r, ,I'!!. /,"

IS'.' ~.

) , ., '

'It!will know \Jhere tobut'ld ne't'l roads, wat~r' res~r~oL:s, markets,

and play-grounds. It wi 11 knew how many jobs wti:f'be needed.

It will have some idea what kinds of jobs they must be." .:.; .. ' , " ', ..Many othe::: important kinds of infqrmation an~ <11ctivities cane

•• 'J' • - 1 ; , ":, ",', .... • ' • '. .,;.; -.. '~.' • , • j

from a knoWledge of popu~ation'facts. 9r. data. Perhapfii you can: ,. ,-,...:., .. , ' • " , '. : • , • _ :.. " " I '.' " r ;.~:..i ., ,1} " '

think of them,.and how the!,ar;e ~sed ~~.~::, pl~nnin~,~~l1?oses.

19. 'All over the world today ways of life 'are chaneihg rapidl)·.

If we do not try to foresee ~nlat' th~,future·will lOdk like and

, pJ~n fer it.,.;re willbe totally unpr,epared when it c,cm~s.','. ' 'J " • ' , • 0,.. \ '

With9\.1t informatl,Pn fran popul~tion data, probl~s.wil,l a:dse• , • .L _" ., '. ,. • ' :. ' - -'

betore we, h!1.ve a,. chance to prepare for sol~tiQ~.

20. PLEASE, REFER A~ni TO THE W0RKB.9qK.: READ, .;me ~'iFO~TION

CAREFULLY AND SOLVE EXERCISES•••: J -:.

21. We have seen' the 'importance of population data t'o iZ;dividuals,

groups and' governlnents~ One of tfl€ ~ys- of ma~i~e"pe6ple

realize this:1mp6ttance is to'e~c~ur~ge them to le~rn Popu~

lation Education. What is Population Education?

Like in most o~~er school subjects~ it is not always easy

:'t~' def:1~~ sh::trply''-Populati6n' Educafion~ H~ever; we can

say that it is a branch of stuoy' ~icli' gives':le~~eb~:faci­

lities to became aware of, and to understand the nature,

causes, and tmplications of population factors upon the

\-;elfare of indiViduals, g,.:'oups and society as well as the

ways indiViduals, groups and society influence 'those factors.

In this slide, this relationship is shown. IndiViduals,

g40UPS and society are influencing population factors, while

population factors, in turn, influence them. Population

education is not new as such. Our traditional societies

devised ways of teaching the young ones, particularly those

reaching puberty, about population issues and problems.

However, the teaching of this subject in the formal school

system is new. And it is rapidly being added into the cUl~1cula

of schools and colleges in many parts of the world. The subject

is also taught to people who have left schooling as well as to

those who never went to school. These are the group we refer

to as the out~o£.. school population.

- 10 ~ ~

22. . \-!~t Js ;the purpos!,!, of. Popula.tion. Educa~t.ion'i t1hy do ,,<{le have ." l'

to teach..i t ,~o peop le? :

.:~ Tha' p'urpos'e' of, POpulation Education' is to help learners

-bnderstah'd" 'tne' close" a's!Sbc'ia tions', betWe"e'o rp'oPu1il tion ':£actors

and human···~~:tfare~ and"to enc-oura3e' them 'ttJ -at:t ih:'a ~y to

improve the quality of life of the individual, tile family,

',i, 'the coimiun1.t"J/-the· nati'drf~"an& the world. t,F-~··'"

.. ~ " .:'~X. ,,;- . J " : ......

In the Units t:lat follow, we s~lall examine in sane detail

\V'hat we can lea:::n about ,our population through the st~dy of:~[,,~., :~'... , .' l.' ~> '~-t ••' _. ~"." 'I\"~

. popula~i,on ~ducation~ In the last Unit we shall learn more.)~, ~c • \", 1: 'f' . 'j,t ',- ,'";:.1 ~ "1", • ," _"

about the st~dy of Population. Education ~n Africa.·'.'.:~I, ~ , ' ',::, .~ :"!.' ;~~t I.: . _ .:

23. This is the end of Unit 1.

PLEASE, REFER TO THE WOm.<BOOK, AND SOLVE" ':.:'.. _ ,\,; ."1".. ~,: '.'.

READIt~ 'JllE ItJFORMATION.~ ;:, 1: _~.1. i;l - \.' ~

EXERCISES AFTER

, :/.

'. '\ '::

'f' .

_ :.., 1

~ I ,"

. '.-~ ,

,.'-

• '" I'J. 0 ...

11." j-", $"1 (.'= ;

• ';".1•• '

~, . I l:: .f

.' • .J.. "

, .' I';, ~. .;

..t, ••,1. ... , 1.'

, :"i' (.:

'I;

..-.. ~ _" ,l, "..:

.. 11 ..

UNIT THO

-0.

WHERE DO ~m GET If'1FOf<l<1.:;'TION iillQliL; OUR POPULATJ;ON?":~~-L .! _ .t_ " . " _ . " , , ... ~ ~

Of' ;

..... '"t

1'.

I~ ~f.lp: ~W,7:) ,;~,r~ed tpat W.7 ~C~{~,,~c~~ra~~~ll~.prwt';,t~~~n about

ou~ population ~nt9!~~~ t~ ~la~:pr~~f~y. for ,~A;-,~fe~ent and

the future. However, 8CCuLate information is, indeed, diffi.

'.. -: duIt t~':~b:taih for ~e'~era'l rea~'6ns. Fer ~~~~~le,~ioplemay

'not~ ~;l~iays "k~oi.1: 'o~"have the c~~':te~t a'nswer ~to tiLe 'infonnation

required of them. They may forget what happened' a long time

aeo. Sometimes, they may simply refuse to answer, or deli-. - ,.

h~rat~ly give a wrong ~n~\jer" L,~dm:inistrative boundar'ies may

"~h~n~e, and ~ecipie\nay moV~'f~'~' on:e residence t~ another.

; i'herefo~e/ th~- data 'usuailyob'tain~d for plannitlg purposes

" , i'5 -6ft~n c~ ile~( rlE'~t'i~~tell ~.,,: "';-... : '

2. i .0:' 'Unit 2 examines six' topics about the soUrce of population

" ,

(1) ;~:-:, Tradi tiona 1 me'~hods of recording' and preserving

( population..data; ,'.-,.

Dem,03raphic Sample Su'!:veys;:' , ."

Otl1e::Records held by 'various government, d~pa~tments

and agencies;

Co-operation in-':r:'ecordingj preserviRS: and giVing vital

information ~orofficialuseo :' . (

(ii)

(Hi)

(l.·v)'ll'

(v)

,(vi)

The population census;

Vital ,Statistics Regist~ation;

.; . , ,

_.r

3. ' Befor,~ the. ini::t.oduction of mode.:n 'methods of population data

co11ection"Afric8n.societies had their oWn methods'of recor­

ding and reca11in3 infol1mation on important events which

occuJr:ed'in the fami 1)7 'and COl:lJiJl.unity. People. Unkedievents

like births; deaths, marriages, movemehts,fo~ reSidence wi~~

,,1 ~. , • ! .

- 1'2 '. ~

other major historical events occu~ril~ about the same tune.

Such .ev~. ([-6uM:~be.::~,Aar'far~;, ~~ tUt8 1 disa.ster-s~'·dbt~:rliny un- ~ ~

usual happening. In recalling such events, people relied

(' .,", mairi'ly '-6n; their m-emories, pasi:riirg ·fn£Ol.'mati on fr(ml one

hJ., . gene'i-ation t'b anothe;:- by oral'tradi·tioh.. i:' j '."

".-, I J.... . '\: ;': _ " . ~~,l '.~·"r· ..;~' .' .

, In the ~lorkbook, more infonnation is.. given a1?out way~, in which

, .... ""d~tes of births and deaths .;rere ~'~called in traditional 50-0

cieties.

: J, Thee-e'are; considerahle' difficulties, howev~~ with' our tra..• _ ; ,~ ,. ,'" - , • • '. • 4. ,

d:i.tio~~i ~n~'thods ~t' recordi1lf.; and preserving' pOpulation data.~ ~Ji..~'. ;.j '..: 1',- • '-,' '. ' ,J O '!'" °"1·

As we have already pointed out, forgetfulness is a real... , .'~~, r' ·r "1 ' ", .,' ,,' • " , • • • " '

" '. problem~ Vital events which occurred when no other memora-

ble event took place may not be ac~urately estimated.

AB~,iA,.,il\.t~e ~JQ.l;kb,ook additiona,l, iJ\fonnation,is give,~ about

these difficulties.

}~OW, PLEASE REFE:fl, TO. THE U~~. . BEAD 'l'HE IN FORHAtION

C'","-REFULLY AND DO EXERCISr.S 2; 1;, 2: 2; ,~:;3,; and 2: l.

.. " ,,' ~. '.. ~) \

. . ( ~

5. One of the modern,~ethods'oi obtaining ~nfp~ationrpn

population is the Popu,llltion Cel1~us. .In tJ;14,,~, picture~ the

,Cemi~s-taker.is ask:f.nG questions an<l recording answers fran

a family in Seychelles. The ~.ead of the h01,1.sehold is eivina

ip~ormation.. ,on such items as ... nam~s. q.f .ever·ybody in the. " '-' ...

household; their ages, their sex, tbe~~ o~cupation, and so

on. Population Census is a process of counting every indivi­

dua 1, i in, .~ defined area a t a ~pecif~ed t,ime" a~d. canpt,Ung and', '.... ", I ,

p~b,Us~in~ 1;:1;1e data about all,those p~~l~•., ',:;.'

l'l<;>st. p,c?pulation cen~us,e~ are l~onnally,:: taken eve.ry.:I~n years.

'-' " SGl1le, c.oun~ries ,::ake tI:1e~r c.ensuses,:,every f~:ve,. yejilrs, ,whi le

sane others take lon3er than ten years. During a population

.. 13 -

. census 'an individua:l'inay be counted, c.ithp.r wherever, he/sbe is

. , : found- at ·th~; time of the' ·census count, or a t hi s/her place

of usual residence.

'.1 1-. .. \

. :-.~ -"" '

. Here '-is an example of a; 'census cha·rt.·., 'lhe cc-nsus-taker will

ente!" informti:tion ·on Name, p..elati.oa~ ~ti>:diead of household,

Sex, Age, Harital Status, Education and Occupation. Saae

'countrie;g ask mor~ detaUed que st1. ons.:than" these.• 1<.1.i'Opulation

.;.' '. censusc'is' an elaborate and .e~pensi'Ve p:ctivi.ty•.

Among thee, thi·nes that I should be dOne befor~· 'and :iju~irtg a

population census .ar.e.: "~ .. ,

(1).

: r·

Decide· on the system .of ,counting to be used .... '!' tha t

is whe that:: peop le vii 11 be counted a t their place of

.usual·'·~~sidence 01" u~1crever a pe·rsQn is !found at the

time of the census count;' both methods have their

merits and demerits.

.'.

;·'(ii)·: 'they·'hc.we~to fix t~le date of the cen~sus-Snd'set out

the' time:.. tab le "of activi lies.

(ii1) . 'They hav.e "to decide on ·.tl1U type and .content of the

questionnai:ce t·o be used ""'... ilia t is, either the

household type or individual type.

(iv) 'They have to prepa':E! de-tailed maps and list all

d~le·llings in'the count:.:y or a-rea' selected for census•

.(v) They have to recrui Land tra'in the '£1Jetd staff

that' is the census.. takers arid their supervisors, etc.

, : -, '.~'" , , .

(vi),they"have to"plart the :prog!'anwe of canpiHng.and

publishine the census data.

- 14 -

.. ' \,(viOJ , T~ey have to info;:'1:1 and educate,:t~ p~op~~,,~,bout

, ,'\:', itIsc c~ns~c: ;i.Jl: o~der, to: Cet, ,th~;i.l" fYoU cc-operation.

(viii) They have to provide t~le necessary e~uipment fcr all

, , '_:., ·th!? J~eld~st,~ff ailei. o~fice staff, trapsport,: etc. to e~~~ , '4 '-

" I { " .iM1bU1.'tb_~,~C::tion, properlyd~rir.g th(~ .~en~us count.

t·, r

:,·,A pop~la,~ion,,~enfN1i,d.s tthusJ ..n~t~,simple ~{erc:i~~,: For it

to be sup~es~f~l, ,e~ybody is oxpe~t~d to~o~oper~te fully •

.N9Vl,. PL~SE.,'r ..p:~~ TO THE v~ORKnOOK. READ THE~,;rnSTRUCTIONS

AND SOLVE ~XERCISES 2:5~ 2:6; 2~7.

s. ., Here is, a .. family: ~,f~ther, l}H~th.cr i,lnd their two sons;.... The}'

,-"are: fannerz, ,l:i,vin.g in.8 villaCe•.. Their l;i.ves ,-centre around

a~ri~~'ltuFe~ . The yec~ is 190~. ,The older Sanl called ~usa

e' is m;1rried•., .He ancl his wif~ ,11:V~ Ylith th~ family.

Hithin 20 yea:::-s after 1901, Husa'S family grew with births

and :8.1so shrank with d.eath~. His 'dfe, gave birth to eight

children but only ,four :survivedo The other children died

because of measles; uysenterYt pneumonia, and tetanus.

All to,o,.:of,t~t:~~· the..villagers l-lere victims of ,disease. There

were ffiB,ny ~.irths, in the v~l1a8e, but ,many ~9e:aths as well.

':,'

How do l-1e know these facts about l1usa's village as well as

,others? 'The·v;Ulag.e of,ficials .kept records of birth~ and

,deaths .for.each ye-a,,£. In, tjlany ,countries the birth of a child

has to be reported within a few days. Every death also has

.. _ to 1:?e: rep~,te.d. In many countries a Iso informa tion a.bout

,.bi.rt;hs an~ deaths is collected. by means ~f tJ:ie compulsory

registration of these events within a short tUne after ~lei~

occun'ence. On the .basis of these repo1;'t.s officials maintain

.. 15 ..

records.

, .The most i~portant of such recoi:'ds :rscalled Vita 1 "Statistics

Regis't.e..-. It;'cont~itis infol"llla't1'on on bi-rths~ deaths'~ marriages.

'Using' this lteeist:ei~ 'tl;e 'toted b'i'-;:ths an,1' dea ths occu~i-1n3

in a year can be calculat~d.:' ". ',' . ,c' .

__ .Wh~~,.thes~ .:rec.0t;ds ~1;'~ a~cura.~,~;) tlley. a~e useful f9~. ~opulati~.

studies. Tl').el{ ~lsoserv9 o.ther useful p\1rp.oses., . TheY,are used~", ,. . ' ,:"'. - .,~' - -

for identification and for legal contracts, life assurance

p,olicies, s.d~ool enrohne.~t, a,~d so on". l'lher~ .,e:vidence pf such.j.~. • • • ~ - ~ " ,- ~~-

fac~s a~,: a8,e~:. ~ritaI .9tat~5~ na tiol1a+ity, .etc. iD l7,equired.

In same countr~e~ appropriate bir~h and death and ma~~iaGeI • -" • • • -, ' '. ,. ~.' :. '. • j • c '

certificates.,,are required befo~.e p~yment of, sO,cial weUare, , , - < • .:.. ' .~ - ' -

_benefi.ts, settlem~t of e.state,~ a,nd inher,itanCe$., , .. and so on."; ',-1. • ., - -- .' ,-.'

. : ~ ':: 'jj , , .

I~.erre., ~s an exa~p le.. of a

includes" record~x'o:~.,~h~

~~~th R~g~~tr~~jon Form. ,It ,~sually

name. and S~)t of th~ cl1ild, 1;1le place,. -' '. .. ... ., ,

still.birth), and. date of birth. It" ,

type, .(whethe!C }i.ve ,or, .l _ • '

may also include such other records as name, age, bi~t~-place!. ~. _• .J ~ (

and occupation of parents and names and ages of previous

<;11i Idren b~rn. t~ trl ~ mother •.

11.

The Death Reeistration Form usually records une, se~,;marital

status, occupation, place of bi;:th, date and cause of death

'of'· the deceas~d. ,.'. ,), .

, '.' '

The i'lair:ikg~-:'Re~isttati~n Form ;:inci~de~ "ages; o~cupations,

religions" birth-places and previous marital status of the

""bride andobridegroem.' .. .l,: •. -

, .,.'.~

12. kecords 'about international a:-,:rivals and departures ar~- . i I " #.' . - -, ~. - -: - .' '. -'. " .",collected by immiGration officials at all ports of arrival and

" : T' • , 1 : "~" }",: • 1 " _ _ I " ; J .' ._

departure; All internati one 1 passengers are required to cOmplete

a departu;:c card or an ar:;.-ival card. These cards contdn

information on age, seJ~, marital statut;, occupation~' natio­

nality of the passenZer. They also ask about the ;?urpose oft,4' ~. :-: • • ·: •• 'l .1.1 _ .i" :., ' . _.\ i .. ,~;~~ ::. ..., ',J::

visit and e~~pecteci duration of stay for arrivInG passi:mGers,,I ,; • I' ~ /" , • .', .- ..' \ '-f" ~I .', t ..

and the .reason" f~r "lea~ing and' expecte'd du~ation' otL stay

.. ~versea~' :for ddp~rtinG palssene;~rs~ ". ..'.t)' , .' ::..," ~,J' , i r,. .'

13~ ;:1',,", PLEASE; RkFml AGAIN,·to:nIE::m)p.KBOOI~•. 'READ· THE 'IUFQRllATIOn

: 'I':u "CA1'illFULLY AND"DO 'EXEROISES',:z~nr ';,2;9;,-," :2:10.,;,i", "

-,/ • ;:.... !..

.' '" ~ I J 1: .;,'

14. sample surveys·'are"no'W' £requehf:ly' t1s6cl to obta·in p,bpulation

.'. datl:i..· A, samplel Survey' ,fs oil' ·study ·'of S~ lected.. pers<m& or

hOUseholds that ,are cOnsider'e'd :to 'be:" rept-es(!nt-<1lti"e: <5£' a

,\~:'.. ,whole population. The ,ff.nding~ ',fran· the· sample ore· 'used

,'J. t<i'infer -the cha'racteristic,s.'·ox trends,'f~r ,the.lVbols j ,pOpu­

lation out of vllich the samp le '(la s se leeted. Danoe;raphic,

'.' social arid'''ecohotnic sample surveys; are, often USEftf' to·'obtain ' ' '

f5.L popUlati~n.' data•. The method of 'investiga-·tion' i'S" t:he:"ssme

.. as in a population- census, but the- difference is':tb.at:,the

riUmD~r; of·' pets-dns' 0:: 'hotiscl.'101ds· intervie"'lCa is ustia 1:1,. sma ller.!', :..:'," \ :,'

Information about persons is either obtained 'directly -by

sending an interviewer to collect the infon~tion, as in this

slide.; , ' .. '

';'Or, by" mailinC the questionnairetb the selected 'persons

and requestil~C them to complete and return them to'th~' sende=.

Either method has its own advantages and disadvantages •. ' .' j._f:;.' ... l_' Jr' , ,,;, . r..:- .. :£, I

-,' samp i.d' survey~ 'are frequently used I hefor~o; aft'e~: ~nd' between.~;,,)0L-:01 ' t ,', ~ ~.l .

censuses. On each occasion, they serve useful but different

purposes. They are used to obtain information which is not

ava£I~bie frcin 'censu~s and vital rC3i'kt~;atfon ~;'item.~'''''They. , ' ~

. a~'~' u~ual'ly"6he~per' a~d less time-co~sumi~3':'tha~{~'poPulation')"C~ti!3U5~;')::.·j '.·:li' .,',', !.~ ~. . - I "P:'~t"" L:' t,'

:i .. I' .' ::,- ) .~,

- 17.

Sample surveys arc carried out on several population matterc.

Dem08~aphie ~ample surveys,.for a~ampl~, study bi~th~, deaths

81)d migratio~1.in o.:-der to' learn',about tl1di: characte~;tstics

and t~ends. ~ou~~ns suryeyp. ntu9Y housing problem~a1)d needs

of the population.

Labour surveys study problem~ of 'tP.plO'jl!l~nt, unemployment and.

under-em~loyment, etc •

.. . ~, .~ . , ',' .. '

15. In addition to the 3 major met~1~9$ of. data coll~c.t:l.on,.namely

Population Census, Vite.l Re3istration and sample Surveys"

many countries have established national Identity Cards,

canmonly ca Hed ID cards. The ID Card like the one shown in

this 31ide contains a unique personal number, the passport

photograph, and signature 0::: thumb print of the owner. It

also zives information about the individual concernine name,

age, se~" place of residence, nationality, occupation, etc.

rne ID cards are recorded in a population Registe:;:. This

Register is a useful document for population studies.

16. Many other records of less import~nce are held by variouc

government deparbnents and othe~ agencies. Examples are

Educational Statistics such as that of zambia shO\>1U here;

Employment Statistics~ Nilitary Service; Nedical Statistics,

and Social Service Records.

17. Sane countries publish a Year Book, such as that of Nigeria

shown here.

18. Every year, tl1e United Nations publishes a Demographic Year

Book such as tlds one.

Similarly, the UNESCO publlG0e~ yearly an Educational Statis"

tics Year Book.

.,". . .. '.

- 18 ~

Other 'United'llatiotlis- :agencies li~e;the'-wtl0 and' !:LO a,150

'pitblish Year Books iri ·their fi~l(h; of specia lizati·on~ \le,

'.;, - therefore, 'have'many'-sources from which 'we ean 'obtain -infor­

fJ.ation about our popu1ation~

This is the-end bf'-Unit 2~

1-;

PLEASE, REFER TO nm HOm<BOOK, READ THE n~?Om-lATION AND

DO :EXERCISES 2:11; 2:12.;::;: - -' ...r;'

."..

" "T ~ ~. "

': - l .,i ~ ,

.... ' .

r. '

, . ~

..... , ",'.

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U NIT

loo .19 '!"

T H R E E

: (

WHAT' 'AND' Ha~l- DO vIE LEARN ABOUT 0I1R POPULATlan

v.;) " ~ , '..I)

:~ '. '

. In Unit 2 we learned that infopna..tion ,about, our ~opul~tion

, ,C~~ be obtained, fr~ severa~ sou~c~s.

We le~r~ed also that there are th~e~ maj~~ s~rc~s ~f infor­

mation. 'rh~se are: The pop~'la;~ion'c'ens~s which' a~~'to eet

information about everybody in the population at a given time;

then '~he ,~ital 'St~'ti's'ti~S 'Re'gf's'ter' '';hi'ch 'aim~' to ~ec'~d all

birth~ '~~l.d deaths i'n a giv~n ':?l<ice' fr~ "year to y~ar';" and

the sample Survey which aims to draw the characteristics and

trends in the ;l~~ger popul~tio~ from'a selected samp'le' of the .'

tota 1 popu~ation.,

Because of the imp~rtance of these three sources, our Govern-',:; , ..... _' ' • ~, , I ,,> ,

ments usually encourage people to co-operate with officials

w~'e'n~;~r ~he; r'eques~ fo~ ~nform~'~i'on o~ p~~lati~n matters••' , 'j ..

.,The Units that follqw after Uni t 3 aim to i,nvestigate questions..,.t r: .: ~ I '., ': : t ~ •

such as:

How big is our population?

What makes OUi: population change or gx:o~i

~i'~ '~a~t 'Is ou..··pop'~lati~n ch~'~ging or g~o~ingi '. "

" ,..";. ~". . "

...... ,

'.', '" '., jlj

What categories of peopie make up our population: what is

,the'proportion of .the young ones? 'the working age~groups?

'and the eld~'rlypeople't' where do'all,these'people Hve and

work? -Hotv do', they provide fo>: their daily 'needs?' ~how does

their behaviour influence population change?' how' !does popu­

lation change or growth affect their lives? how does the, r ' 1 \ '. ',', • : • _:~ , ,,, c • '.' l I ~, ~. • J,

Government react to the interaction between population change

a~d p~o~isI~n of services for the peopl~? In other ~~rds,how is the individual or group quality of life being affected

by changine population si~ structure and distribution.

- 20 '•

.'- .t---- ._-..._-_.---------_......_--_.The an5\'7erS to these questions ar0 e~{amined in the Units that

[0110\'1. In this Unit however, we shall explain briefly scme

of the.~'~~~jiYijcl~:.ma.~'-h.e.1P~a~..t-b-unde.t-titind:.therest ,J.

of the Un! ts.

2. Sqne of the terms are connected w'ith "Population Structure, .- J~ 1.1:(~(,' '~' . J. '.. " • ; :" '1',. .' J " .

and Composition". The moot L-npo:.:-tant of these are Age andb '.J .'. '- ~. ':::: • 7 .- h •

Sex Structure, Sex Ratio, A~e Py~amid and Age-Dependency ~tio•

.' .somcaRPPQ,,4,tip:ns: ha~~.,~. la.r.eed);'-flPe»;t;.~"on. ',of pepple ,in the

_Y~\1g a8,~!I>' Q.l;1:l-caX~ p'a~~ ;~,:J¥-t=8~ propprti.,9n in t:l:}e ,o,ld ages!

. '} ,i .1:" " I \ •••• ~. .- ',_;:' ,'~ rJ·, . ~, , ,t': ..

3. ·One,.way,.-;o£. c.~a~'S;~~~ing peop,le ,i,s: :<tc,c,0t;Ain,g :t.Q the;lr fl;8e. For

" e~mpJel:,.pge o-V:l,,:v:e~;t".~las Y.~~3 p~ople 0l: childr.en;, ,:

:. j, '.

:::" .'

, ;

5. Age 65 and above as retirement age or old people.

6.., :~~eo.l?lepnay ,a,~~,o:c1,)~.cl~,ssi.q,~,d accor~iing, to. ;.0t1l_~, a~e groupings.

J'i (--,For ~amP~~? ,:th,:f.):>, gt::apJ~,:c.~~ssifies K~ny.fl rs -POP~14q.PIl: in 1969

and 1989 by 15-year intervals.

: ~ : _, 3.: 1: j ....

7. Another is by using 5-year intervals as in the J~g.e Ai;stribution

of Ghana in 1960 shown h(;re. ''',.:,: ",.: J' ",' ,'ri, j"! ",:;~

. I: ..c-! .- " • ,I 1:' f! _.', i ,"'I

In the ~a,s~s:"of Kenya~.and Ghana:.t' th~,g,rapl:ls show,Jhe.number

~f\,~alef>~a'~4 ,JemrLes separfltelY<t,.\ , ... ,.' .',:- .. ,

'c, : We -'ca 1t t11Efs~" crapns l1ag~l"pyi'ait1idsn;~ Jrhe-( ~ge' pyramid 'shows

." 'the cl1iTdren' a f :'the bdt tcri{ :0'£' the 'pyratni'{1 'ind "the:~oi'd 'peop le

co',," at:'th~~a\pex. ':.''fli~. wOr~t±n8 age':gr'olip f'5 usti'cillY:'in ('the'~middle

c; of'Jth~' 'pyramld.' .'. ., ":' L :.0 ";~J c,'

t:'; I",.<.1 ,

}.gf!. ~t},4, ~J{ structL!X"e mea,ns. the canp,-9:.~~,tian of. Jt;Pop,~l.iltion, , ..

" a~ 4E;~~rmit;ledyby:~he ~utub(tr:or 'p~op-Ortion .of·ma..;Les ~nd females

.' ' . 'j'

.1 •

I.',:.: . "

.. 21 !-.'

in' ea'ch. age gr,oup.· Age and se~~ are the most basic -charac­

teristics 'of a· populati~n. B~~ have 'considerableinfluence

on £'.J. population's demogtapllicandsocio",economic behaviour.

8. "Sex ratio" is the ratio of males to females in a given

",' ". " -t>opu lati on. This' is usually a;cpo:essed as: d'lenumber 'of males

per 100 females. In most countries, thi:s.ratio is about

105 males to 100 females. For the whole of Africa however,

\,' the· ratio is 'about 102 Ulesrer 100 females'. Sex ratio

varies considerably from country to ;country andbett-ie.en

rural and urban areas.

Chi ldren under 15 years and peop le over' 64 year,s are usually

considered to be depR..ndant population on tha'working age

population. There are, of course, exceptions to this.

10. The lIAge~Dependency'Ratio" is the ratio of persons in the

f~dependenttt_.ages (under 15 and· over 64 years) to. those in

the "economically productive" ages (15-64 years) in a popu­

lation. ,This ratio is often used a,s. an indicator o£the

'economic: bur.denwhich the 'produ~tive people ,in,' the ,population

must carry.: . usually, coun-tries :with, high f.ertility have the

hiehest aGe-dGpendency ratios because of the large proportion

,i j:of ,.child.:ren lin' t:b.eitr,.p·opl$lations.

" . ,~ " '.

11. NCx-l, PLEASE I$:F1ER. TO .THE WORKBOOK, READ THE NOTESAN'D, nifS..

TRUCnONS CAREliULLY.AND DO ZXERCISES .3,:1; 3:2.;' "3..3 ..

I l; . ),

'J.-

'. ' , ::,..

12. ,,: ,~,~e"p,f"t;.he::~ermsw~,si.al1 hea::.,about,Jn,the subsequellt Units

::'".':: '!ie cp~~ect~d.&~tP- "l}i:r.:t:9~". ,In th~,:meal?- ~~me :we sh~ll talk

: .. ~b)out F~rti1it;.Yt,B~rt.h Rat~;,.Canp~eted f.Cl.rppy.Si~et .~nd Total

Ferti li ty Ra te. o

,: "\' : ,:.-' .' ~,"

13.;, ,.,','(fe~t;:ilitY',~ea,ns the numper ,of: chi Idfenactu?ll¥;1:~orn.~o women

..' 1;,1n a"popu~~t1o~,. ' " , . ";:

'~ '

Child~p'e~r,~:ng (~,~,a.,popula.j.onA,s aff~cted, ,!?y ,many! factors.

S:qm~".Qf:,t1}ese a~e.. "

,,! !

.,f I •

"

The number of marriages in the population;

Th.e.,~g~·.pf marri,agej ... ; , .,: _ ,.' . ,'J.;' ~ 'i~:r

,<"The ,aVC5.Ua1?~lity a.n<ii~se, 9~ contra~ept~ves and.abo;.t1qn;

D~a.t;q.s:,of. i,~,~ants..an~ children; .' ,,'

Economic ~evelopment;

::: E,duc~~:i,.pna+ and occupat,ion~l'status, o,f, w,omenj ...;

4nd,~he, age ilnd sex'~$truc:tur:e!of;.the:populati~~,;,~3:e;.':

: I........~

.' •• , 1 ~ ••' • ' I .'

",Take a"J09~.~t Ylilur ,£amil:'.',yC?ur yiU~ge or 'town. oilnd,:your

.' ,.,country,an.d: yOl,l,Wi-ll p~rhaI>s ,acSd, more facto~s .~!hi\.ch have

" ".flome, effe~t·:o~ t~e fertility. o~ the population.· '.,. ' , ,

, ~ : '.. I ••• ( ~.' I,'" "'I • I • 'rl . ,', I,'

14. Sometimes we want to knowtho fcequency of child-bearing in the

population. We may also want to compare the frequency of

:,\ cqild~pea;rip.g. i~ ,two. Pt: m~n:~ PQP~latiol\s, W~, C:~J:l do-,this

by \}i>ing., a~ mea~~F.e:,~alled ,"Birth" Rate~'.) ,.,It .i~La~'SQ:,~alled

"Crude Birth Rate". This measure indicates the number of

live births per 1000 population in a given year.

Crude Birth Rates vary Widely from country to country and

fran time to time. For example, in 1977 it was 52 per 1000

in Niger and 12 per 1000 in Austria.

- 23 -

.'Most African women have a hieh. fertility. By the time they" , ~

stop child-bearing most of th?Ul have a IreadY.,~ad six to seven

..............or more live births.

'"I ~,' : ',\ '

15. In: ~his picture, th!s i<.lmil:! has six, chi.ldren.'.'C~p.leted• ~ '~... ' • I. •• ~ : _. " • _ .' :' \,.~ J _ •

Family Size il is the t:l~er of children, act1:1ally born to a.J:' -' f , .' .,1.: •. , • ~ ,'~ , " .'

specified age group of ~amen by ~he nd of their ~ilcl-bearing~ :' • • ,4, i . .:' , _: '.; ".: \:' " t. ll.' '1..

years. Normally women "1ho are /;.5 to 49 years are considered,"" .. :,'

to have canpleted their child-bearing years.

16. Sanetimes we want to know how ma!ly children women are bearingI • I",

nowadays. Therefore, we must examine the fertility behaviour

"of ~omen in different age grou!?s in a given year... ",,\ l.. • I.'.

". "

I :J ...

The young ,v-Qnen under 20 years,

The middle-aged women aged 20-29 years;

The older women aged 30-39 years; and

The very old lvomen 40 years and over.

, '

Biven year indica~e6 the, ' ': '

would be born to a waQan if• ,_, J ~_, '. •

The "T~ta1 Fertili ty Ra tel! of ~- j ./ ',,-

total number of,children that

she were to behave throughout her child-bearing life like

the way all other women behaved in that year.~..;

17. NOW, PLEASE.. REFER TO THE WORKBOOK AGAIN. STUDY CAREfULLY. : _.• : ( . • ~ , ' :..~' I

TIlE NOTES AND DO EXERCISES 3:4 and 3: 5

F.' .' ,

... -..,. ..:'",; '- ~. , ','

18." :.' ':

Same of the terms co~cern'disesses, illness and ·death~. The~ .:: I.: :..' r' . .... . • ~ '. .. -; ~ _ , ' .

most important for the time bein~ are Morbidity, Mortality,

Crude Death Rate, Infant Mortality Rate~ an~ Life Expectancy.

:' "Ac~~~'d:ing 'to the' 19'21 p'opulation census in'~lusa I s' viliage,

(, the 'popu:r~don"increased ~l~wiy H at all frcih wh~·t ·it: was

i~" 190i. The' re~son is that d'isease and illness wa's ~ery

common, and oft~n 'led to deaths. '.. " ..

19. Morbidity means the frequency and distribution of diseases

and i lfness in a' 'pOpulati'on. ....

• I •

. :.J. . ': . '

20. Mortality "m'eans' the' freq~ency'of deaths in a populatioJO\.

The rate at which mortality occurs depends on many factors

like:

Age;

Sex;

Occupation; and

Social class, and so on.

Th~ incidence of mortality· can reveal'~~6h

of living and 'health care in a population•

\, " ...'

,'I'

about the standard

'. _. ;.rf'f'· • '(" r .1

21. Sametimes·we ~ant' to know tile rate at whi~h p~ople a~e dying

or to compare the frequency of deaths in two or more popu-

.~ iations'~ Tlle~measure~~we u~'e is' called :neath 'Ri1~tk o~-Crude

Death Rate.

This is the nurr~er of deaths per 1000 population in a given

year.

. \ ~

are affected by

Norma lly death

old people.

22. Like Crud8 Birth Rates, Crude Death Rates

many factors, particularly age structure.

occurs mainly among young children and the

23. .~fant ~·iortal~.tY.Rate. is the numb;;;.r q~.pabies:dying,.under a • ~, . . ." ,

, y_ea~, pr. a.ge fer 1000. live. bir.ths t,n, u, giyc::p Y,ear., '.' ~~e of

the lead.i!=lg caus~s of in ant mor,ta li ty tOdflY in Afr.;pu are

pneumon!a~ dysentery, measles, and teta~us~ ,~n~ant,Mortal!ty

Rate is often considered a Good indicator of the health con-

diti~ns of any give~.area. {," " -. 2..; :1 J

I .. \ '- '.

,,' :

Sometimes, calculations are made to know the average number

of ~ddit:ional y~~,;s a person.w:ould li¥e'if;present,mortality.,. - . .trends were to con~inue., This estimate.of average n~ber of

: ' '. .' . " -

additional years a pex:~on. can expect to ~ive i~, cal1~p "Life~ ,;~; - . .

Expectancy". Most commonly, life expectancy is .estimated at, '

birth. That is why it is sanetimes called Expectation of'. ,Life a t birth. "".,

,r'Life e:{pectan~y isa useful indicator' ~f

:CObdid6ris in a given ·populati~n.- r "

t>resent hea ltll"::; '."0

," I •• ,' .,. •...,. ,','

25. NOW, PLEASE REFER TO 1'H~ WORKBOOK~ READ mE NOTES CAREFULLY

ANI)"OO:ExERGISES :h6' &nd 3:'7. of;

. ~. \.'

.'.- '.

. , ":

,, '

.: .

- ~:' ......, ".. .~ .

,~' I .:, _'.' :"',

l;

::,1

,ft ~,

~ ( .- :.'. ' ,'"

)1 (:.'

• 26"';"

- .,1,.\

...~ll :lS~~:.l.O'£' th~: ~erm~ you wil~\ fidl i~ the sub-sequent Units are:t~" .,,:(,-.:~ ..."I.)~( '~~-t.'.. t,:i ~.'}.J._. ~'" i.. .'"

about movement of people. These ,terms are migration, iromi-' ..', \ 1 .::..r ..l: '.\. ~ Jl ~" v. ";,.,,'. " '. .. .:) ~ 1I '~ J. IJ :' i .;~ , ','. .'.; t.:' ~ , 1

gration, emigration, in-misration, out-migration, net migra-\.~ t !: ,t ': c· :".; ,(,..I.:t :'j"! • ,',.:, ' •. , .1 I, - • ~ \"( :; ~ ", .' )}':::: .; , ' '. : ' : •

tion, and population density. .""1(\'\ r: . :.~ ,i. '" I; i:} '.' ,.,. I."'... . "':' '.: ~.l; " ".1' -'1 \ l':

26.

\ ';o-:l' :', \ .,.'

27. This is Musals village in 19 1. It is now connected to the

city by road. Most families in Musa's Villages are large.,Jr' '. '.1 ,.' l,;'i ,OJ ,'~," iJ~:',~ I : " \ I,' ,,',,.: ;'~~:~

"~ ,.,.\.'. ,.,:, • ,t I.": ('.,; ,... ·.~i::' . ',. ~ \ '..' ~.:'j.;".:

28. . .' MuSa- had only· four chi ldren who survived to adult age. His, ~ ....,'~li > l,'",'t,~ .)\ "I~, ,•• 1.,,!;1~' ' .,' "":. '\',' . ' .', '.., '~I':,~I'" I

, . son, Sonko, had seven children. Six are aliye, gr~ up andft,' 1 "~'~:' .'\,,' l~ ',.\',. Lt",:,'" , ~_ ...t ,':' jl~'!,,'·

marri'i~d.' 'sonko ,-J{th h'is children and their families continue'i ,~,~ '.1, '; ';, (.l_!~ '" ::'J J ~)~-', ,\'~ i·.f 11' 1 .; ,,' :J ".J, t ,\.\

to live on Musa' s farm.

The farm is the same as in Mu~a's time. ,His:{a~~ly ~£ five

could live and eat comfortab 1y in 1921. But in 1961 the sons

;-~Jl?, ~U,,~lle+r ~~i.ldr~t7-;:f~ndlg;,;~i££!,~u1tt.Q_.,f~ed ~~,~ortably

on the same farm. Man¥:,.~~tJP..~~~s. it?-,!;.1ti:S. an9- 9,t;.he~>"fi.Jlages

suffered the same fate.

29. And so, many have left the ,yillC:\ge'J ~.~any,;:9f. ~em, IYOt.l~a men

and some young women. They have gone to the cities in their

country to look for work. Some have also gone to other

countries to look for work or to study.

30. "Migration" means movement of people from a Village, city or

country to another for purposes of settlement.

31. The terms lIimmigration" and "emigration" are used to refer to

movements betw·een countries for residence. The young men and

women who left their Village to go to other countries are

called "emigrants" in their country of origin.

These young men and women aLe ca lled "immigrants" in the

country where they are now residing.

- 2:7 '·1110 .'

The terms " ou t-migraticJnJi and Hin-migration" refer to UlOve-,

L'i'ments w.i thin a· country for: residence. ., . ;') " ..

, ~ ':' ' ,', '.; • '. ,I)) ;;>.~ I;

32. The youuC men and wanen who left lvlusa I s village to go to the

i~i ty; f()ll ~TO:rlq.;.or sc1;loo11~.ar'e;-rc2..He,:d.,Houtt'migt-a'1llt~~.,'from

the village.: '.' ".;',',' _,;';X::: ;'2/·:'1:'

They aloe called "in-migrants'! to the city.

hovement between countriES fo;~ residence is referred to as

"internationa 1 migration".

lYlovement within a country for residence is called as

"internal migration".

Internal migration from the village to the city is one of

the major population problems in every African country today.

~ " '..

33. Along with fertility and mortality, migration is one of the

three m~jor factors of population change.

This is because population size increases with immigration

and in-migration, but it decreases with emigration and out­

migration.

34. The difference between immicration and emigration or in­

migration and out-migration is called "net-migration".

35. African cities and even same rural areas are cetting more

and more crowded. The extent of this crowdedness is called

"population densityll.

Population densi ty can be measured by ccmparing the numb~r of

people to tile land area tl1ey are occupying.

Sometimes, population density is measured by camparinB the

number of people by unit of cultivable land.which is avai~

lab le to tllem.

- 28,.,~ ,

':.', -

Crol,-:ding 0:;: densi~y can also be ,~own by' c,~1c.ui8ting the

average number of per sons per household or per room.

'.' .'

36. '.. NOW, J;lLFA'sl)'.,Jro::FER TO THE WOPJ.<B.OOK._ REAP'THE tWrES'i\ND

INSTRUCTIONS CAREFULLY AND DO rornRcIsE 3:8."

" • ~ , ,l.

.:.. ...

"., •• _ ....1 .'.

.. l~ ., If,.

.. 'I.

-,'

','

'. '.

or .>'

, ~• .f .L

,I

',.

, ,_,; " I',

.'.

,;.~ ,

, ,

, ;

,; .

!: ,

• 29 ... _

J ,

Sane of the terms ~~ the s~bsequcnt. Units are a?out .popu­

l~tion chance. These include: .",natural increase; . rate of

natural,increase, grow~h rate, doubling time~; demographic

transition theplCY, and popu1ati.on poli~y•.-, .' ~ -, .;'. .. .. ' .' '

38. In most African cities today, the popuBtion is growing rap!­

dly.Th,~s~ is.; ~ecause O£jsu~~lu~, of births over deaths, and

. favour<.ble net,migration.; • ~.' ..'J • '" '

, ,

The surplUs et' bit:tns 'over dea:th~' in a population in a giv~n

time is'cla'fled "Natura'l Increaserr~' •

"Rate of Natural Increase" means the rate at which a popu.

la~ion is inc~easing (or decreas~ng) in a given ye~~ due to

an excess, (or deficit) of births over deaths. It ~s the... ',....' . , ,.. .' - :. : ' '. . ' :. . ~

difference between'CrudeBil:thRate and Crude Death Rate.

39. But Growth.Rat:.~~~~~.ther~teat which a.popul~~ion ,is

increasing (or decreasing) in a siven year due to natural

inc4'ease ~ net migration. Usually growth rate is, e:{pressedl. '_

aD a percentage of the ea.'lier (base) populL tion.

.:.'. ' ~ ,'.:{-' . • _to1(',', .

40. Sometimes '~~\~~nnot J~e,~l"if ~, growth rate i~ fl;ls,~ ~~.. slow.

Therefore, We try to calcull;lte how long it would take a po-

pulation to double its size at its present annual growth rate.

To do this we use a rule of the thumb which says that "At I;l

constant erowth rate of 1 per cent per year a population will

double in 70 years". Therefo:.:e, ~ve can deduce that at an

annual growth rate of 2 per cent, a population will double in

3S years; at 3 per cent, it will double in 23 years, and so on.

Doubling time gives us a rough estimate of future population

size. TIlis knowledge will give us some idea of future needs

and the time required to provide those needs.

" ~," .

- 30 -

41. 1·,*n·-VQ1t ,6-, we shall 9l-scusS e.:c:. Demographic '+rq,ns~t;~.on Theory.'-

••J We c3,n., st3.te br:i..efly b~re ,~h<:l!;: thi$' .theory eays"that: a popula ..

. tion'.s f~rtiJitJl:and f,Ilort.::.lity '1"j.ll bo·th decreas~:.!tJ:'om hi~h

to low level~ .~$:a ,r~$u~t· o~ ~c~omic and social ~gy~l~nent.

It is & most Widely accepteG theory which attempts to e~~lain

',' .\ :,1 , :' ~.

. ,J :.--:

. '.

42. The Governments of most coun~J,:'ies.. expre$s cQ'(lcer-p. about their

population. Some African Governments like Ghana, Tunisia,

Egypt, :and"K~nya haveeAtplicit measures established' to in­

fluence their country's poptilution' size, 6towthi diStribution

and, ·c~position.

, . .f ::' , ,;t

.H~ny"cth~~ ~frica,n ,fOuntric;s:ha~e prQgra~es.'~9tsor·c.lea4ly

,W;;:it;te,tl< oU,t:,to ~n~l~l.?l~c.e,.thf$~~::p~lation size,)--"g~~wth" dis­

tribution, and composition.

• 1 :.: ':.',....

All theae" measu:.:es are called i~~9P\ll.aiion.Pol~cy'.'.:. : ..- , .. \'

THIS 1-5 :.T~ END OF. UN,IT THREE..

43. ,', ,;NOW, ·PLEASE, Rli:FEILAGA IN TO '.THE ,uORi03QOK. READ '.'mE NOTES

,~D.~INS'rR1,lCTIONS CARZFULLY., AND. DO :EXE.RCISES 3:9 and 3:10.

f"

j •

, '

:; . ,~

",.' .. -

" J' '.

, I,

l ".'." :'

.. ,31 •

UNIT FOUR)' ,

1. LET US LEARN ABOtIT mE COMPOSITION OF OUR POPUlATION.,...... - .'.:'

Unit Four covers three things:~. '~'.' , •• ' ~ ~ • ,; " -~; j '. , _' \ " 1 _-_

(iT'

.' (it)

(Hi)

The 'ag~r' and" ·s!~'{ structure of ·btJr 'p opu la't! on' ",

'Sex ratio 'of' '6ur' popUlatic.i~ i1~d . ",. n ',,':

Ase..dependency problem in our popul.'a'iit>ii.'

".: ':"As' we noi<:id in'Unit 3, the'~t't(id:ure of a population 'can

, ,} '~ffect' th~,: tesfurce'sthc'it' ar.e aval1ab l'e"both for naidonal

development and family welfare. m1anges' in' aae ;~trUctureJ

such a p, larBe~ proportions of children,under 15 years of age,• • .. ~1 :'.)~, f:t. 1 'i:",:'~ ,I. _,J~' " { • .1. _ • .,

and.;ncreasing.proportions of older people 65 years and, ' ! . .: :h. ~~ , I _ J - _ .! - .. , . ':.' r • \ ~ .,' I .. , _ ," ."

above~ c;.1n create an increased burden on the working ~~e!'':~'. '; "':/t~'L-··_·,.·.l.: ',: : I _. _. ~-,~ -',r, ..:=;1: 1,' .•.:: : '.

population. Resources which would otherwise be available for

economic development have .to be directed to provide facilities

for"cltildren who need to be fed>~l~,~edJand~d~~~~ed~ .

:- ',.

, . -.• p - _.

It is impor~ant to strike a rational,ba~ance betwe~n population

structure, and re£ource de~elopment.

'J . -", 1" l " -,",I"

",-, ,

--' .'.,

~ -' ..." . .: .. ' .age ~tructure of same African countries•. The population of

.' -:. :-1 ';j' ,. • J ,. '. :, . \ . '. ( •

eac::h .country is divided into 3 broad age group:::. correspondinc

to~"'(aj' ~14ye~rs (~ildren); (~)·'i,s...64y~~r~~·(adults• _~ , ~ , ' • • r

in working ages); and (c) 65 years and over (old and de-, , ~

f>~ndent ,peop le) ~'.-' •• -<

Look at the slide shOWing the percentage distrjbution of' the.f ~;- A • " :,

, .-"1 .... '••

The percentages for each country add up to 100.

In all these countries, children make up 40-47 per cent of all

- '3i •

the population. The aver.:8e for the whole of Africa is about

45 per cent.

~~.'~: ':i..~~·,::-'~~t}_~~~~~~._:~~.~.~~.. .' _~', I.. :.:"... ". ~:~.;~:. ;:.: ~ :••• _ _ .:~•• _ ••:':.:L._ . ..:.__._ t .'

Africa has very small proportions of old people in all the

countries, 2-4 per cent only.

. ,;.

In Africa, only about 52'per cent of thet6tal 'populaiion

ar,~,fn t~e:,~ork;~n$,age~,~. 9~course, we kno~, that npt all

of the people ip tb~~ ~ge l$roup. 15..64 ~:re ,actually economically! '.\ ' ::. i.l, I~ • ..1.' - • . ., .' -,.' .

prod':1c;tir,~~.,:qc'~: .,LH, , , ' "t: ',r;', ':

"He c,n, ~,Ol1;1PElre the infoI;~tion ab,out A,frica with ,the world• ~ , • ~ ~ () '-.- .' ' •••' , ~ • , ' .' ' • '" j

~ '~: ..~ll:? pth~fcont;illent;;~,The bottom part ,ofth~~, s,li~, s.hows

that Africa has:- I '):,' ,_., • J .1.: " .:).!;

(i) the' highest percentaBe 'of d~pendent Children;

(n')""~the least per~~ntage'of p~ople"ii1'th~ w~ki~ga3es, and

(Ht) " the lea'st pe~6~ntage of old age dependent "people•, " . \ "), '.;'

. ;-,

, ":.i .: Anoth~'~ way'~f ~ias~ityi~8' pe~p'1e is by dividi~' 'thein"according

t~: ~year a'g~ g~oup~'uSin~, aSe ~yrarn1ds~ Her"e: i's' th'~ age

pyramid of Ghana in 1965. The population of Ghana is grouped

.. in' 5~ye~~' in:t~~~~l~ starting froi~' b-4'years~"5-9 years and so

on until the oldest age giroups 85'y~ars and 'o~~t~ "'Th~ males

are shown on the right-hand nide and the females on the left

hand':sid~~ ·."The red'\~o1ours sh'ow, 'the percentage di'stribution ,i:

of ooysan'd' gii:i~ 0-1'4 years. ' .The green colour shows 'thej c, ;-, ~. 'r" , . . , '. -:-' 1 , -, .- - '~',,: • '. 1

'percentag'e distribution of 'toe wdrking age mal'es and females., -., • 4;'" .~. ,"I. (, ',- '. {"--The blue colour shows the percentage distribution of old men

The age structure of Ghana represents that '''~f md~tA£tican

countries.:1 .. · ... , I

5.

- 3:}. -

,We. ca~r C~P~Ji~d;ha.l1Cl r s, age .PYl.·~mid wi th .those of .paki.stan

_(a~other dev.eloping country), a,nd the Uni ted Kingdom. and

Japj:ln (b:o~h ~v~loped c-ountries). ' ,The developing 'countries

have youthful popula tion. But the deve,loped' cauntrie shave

older population.

6. NOW, PLEASE REFER TO YOUR HORKBOOK. READ THE INFURNATION

..04REFtl.l,.LY ~D_~O EXERCISES 4.,1 'and 4: 2. '~ ~

7.

8.

Sex ratio at birth in Africa is about 102 males for every

100 females. After 'birth, sex ratios vary because of different

patterns of mortality for different age-groups of males and

females, and also because of selective migration for males

and females Within the populution.

This slide shows that the bie cities of Africa tend to have

more of males than females. This is partly because more young

men are migrating to the dties from the villages in search

of work and education than WOOlen.

The concentration of most young men in the cities can create

social problems for the Government. It ulso reduces the

reservoir of labour force in the villages.

This slide shows that Africa alGo has the highest age-depen­

dency burden.

In Africa and Latin America, and some other parts of Asia,

there are, on average, two children under 15 y~ars of age for

every three adults. Practically every adult of working age

has one dependant to carry.

- 34 ""

This is in contrast with the situ.:1tion in Europe, North

,~~,r1ca, an-~, Japan orc' ~ustraJ.ia. For examp,le", ~n~apan in

191-4, 1;l,1.e ag~. depen~ency r'a,tio was only~7. This i~lies that

, " ,l~vexy .;rapap~p.e of.. ~orking, .aglf, "car,r,ied,less than ha 1,f. a de-. . • i _" ", \. __ .....'. ".' t·· - ~ .' ".

;,1 pen~~~~pe~,.$on~,_,... ',' '" .. "

10. This is the end of Unit Four.

..' •• r'','¥ ".: ... i " . ' " . I" ,

"NOW, PLEASE, REFER TO YOUR WORKBOOK..

CAREFULLY AJ.'JDDO EXERCISES 4: 3; 4: 4;

' .... f! ,'.

" ,

,READ THE ~~ION

4: 5 and 4:6.

-" .I,

I ~ ~. • ~ ,-_, I I.' :-j l '.: (; r ,'j' • •', " : '.' :: '"

_,. : ~ i '

. ~ ._'

", J (

:,

.. :-, .' . . , -.~ . ,.;.

... ' ...: '4. ~l.l ..

1,-,

. ,I \.

" , .

q . ','

, ,.,

;. t'

;.'

- ~5 -

UNIT FIVE

, ,', ) , ' ~

LET US FIND Om:. HOW QUl;,t KOP,UlATION CHANGE§;· _'.: .

-. r" - ...: ,0' _ .r ' .. \ '. ~'P

, .. 'J

In Unit 3 toTe saw that the ti1:,:ee major factors which determine

'popula.ti:.<l!n ,change are f~~ti li ty, mortal'i ty ,aI!~,:Iqigratt.:0n. .'" 7, .:', ,,' ",' " " -;.

The statistics of population size run into thousands and

m! lli,Qns;, .

.. "

. ,uU' . j~ ,

Ke.nya,. for~mp·le had ·a .population. of 10,.94~,~05 ,i..-ll ,.1,969,

and 15,A21-~002 in 1979.. These. larga numbers are 4(:fftcu-lt

to comprehend. Some simple examples will show how population

dat{l, ..can b~ expressed in eFl-sHy und,ersta.mlable ~ys. 'i

Let ·uS""ta~e,an example from.the Republ$~ of Seyc.~elles. In

'. "19;80. a total of1,83Q bapies were born. to the Republi~.and

there were 44Q deatn$•. B.ut in 1970 a total of .~66Q babies

were born and 437 deaths were reported. These numbers in

themselves' do: ,not. eJq)l~in very much. Is t;he pQpul-aUon

\ I j\ .. ' ~

increasing or;.:decre~si,ng?

,"3. To answer thiS question we need to knowa,bout the total popu-

lation of Seychelles in 1970 and in 1980.

.. -l'T

In 1970, the total popu~at,ion was 53; 291., J~ 1:980, the total

had increased to 63,261.

',' , _. ... :-i.-~

We need also to calculate the crude .birth,ra~e~~alld crude

death rates in 1970 and 1930, respectively.

- 36 I'... · •.

Using our formula in Uni-t 3',.. we ...tall see that the birth .:ate

in 1970 was approximately 31 per 1000 population. The death

rate the1)':~s.:16 per:. ~ooo pop'u.La~i,on~·'lr '.1 ... : : ,~ __ .5~ _~__""~_W'" __.. _"."'. ~__....~. _,. __• "~........__.........___..__ ._••.:.:.:

The rate of natural increase in 1970 was, ~~erefore, 31 minus

....·r8.,p.er'.lOOO., That giye,s 23 per 1000. T:bi~..\llean$· that;, on the• •• ~.J • '.

average 23 persons were adc1ed to evefy:.lqOO ,in l!-h' ..P9pulation

in 1970•

. ' Similarly, the bi~th".:ate in .1980 was 29 per. 1000; population,• '. "I t. \ ",_

and the death rate was 7 per 1000 population.

, ',' : .. 'r'

The rate of natural increase in 1980 Was therefore, 29 minus

7 per 1000. That gives 22 per 1000. This means that on the

. average; ,..22 p~rsons. were. ac.ided., to; every lOQO,.p.opulat.i,on in

j ··.~9.6.P. :"',',., ':,.", " ',.!:; I >:.:

~'_ ,,'.J r ". , ., , .

Ansl: so; it. i.a·.. pQs·sil.ble to c,anpare: popuLationchangEf" ~n Seychelles

between 1970 and 1980. During the 10-year period 1970 to 1980,

. ·the. na t;ura 1 increa.se, was more 0·..· less stab le" .~e~li~ing only by'. .

. One poi.ut f,~:cm n ·per 1000 to' 22 per J:hO\.lsap.p.. T~~: p,Ppulation

,rot .Sey~he~les .!ncrea$e9 at a~out, 2~.per 1000 from 1~10 to 1980.

, '.'

Retinember. ths:t one J'lay of ca,l~·l;at:i.ng b~rth rat~ i? .t;.~ divide

the total number of births by tl~~ :total number~.~~h~. population

and multiply thiS by 1000. This same method is used for calcu-

lating death.: rate.' ",• ' - .- ".0' ~'

The figure, 1000, is conventionally used as a unit of measure­

.,ment':for ,b.:irtp. a.nd death ra·t.e:s.•...

7 ,

NOW, PLEASE REFER TO TIlE vJOPJ.(BOOK.

,. SOI!.VE· EXERCISE 5: 1.

READ THE INFORMATION AND

- 37-,'

",.' , .... ' I',

• .': 1 ~ ••" .. ,.

Before we can det~rmine fairly accurately tha rate of popu-

. ,lation chiilnge or grow~h, it is necessary to incl~de net migrationI ' . •. 1:' :.,. _ : - ••' .' • ,_' ~ .:.~ ~~. ': ~. " , f'

into our calculation., ,r

Let us once more take our e~~ample from the Republic of Seychelles

in .1961 and ,1965., v1hat we!'a, t:ije rates of populati,on gro\'1th in• • 'J ' I~ / 1I _ " 1 , ~ • • • t I ,,\ , .1 . ' , \

the ~Quntry during these years? \nla~ facto~s wer~ responsibleI .. ,' '. • • \. " ~ , .' '"

,fOl; the ~opu+ation ch~nge?.l t· .:, _.' I "

, ..To answer these questions, again W0 need to know about the total

J r, ,i.,

population of the country in 1961 and 1965. We need to lmew

abo~t the bifth rates and death ~,~t~~ during the same, period. ,,'.

We also ne~d to know about the ~et m~gra~~o~ dur~ns these

years.

1 0 ",

In 1961, Seychelles had 42,936 inllabitants, 1.77~~irths, and

574 deaths. In the same year 632 persons emigrated while

, 5~5 .others came to $~ttle in the country a~ itrmigrants.

, iIn 196~, th.~re, ~ez:e 47,424 Jnhabitant3, 1,772 births, and

'. ~ ,. '.' ';' ••1 • I 1, _ _. • , ':' , ~ '"r

563 deaths~ A total of 231 peo~lel~¥t the country as emigrants

while 224 others entered as immigrants •

.Using the same methods,of calculatinG birth and death rates,~ '.: ' - ' , , ,,';' .

we have the following r~~~lts: _:",'

'_" >-1

In ~961, t~e srude birt~ rqt~ was appr?ximately 4~ pe~ 1000,

t~e cr~d~ death ~ate ~as appro~~~atel~ 13 perl000~.and the." . , . '. -, . ., -,

rate of natural increase was, therefore, 28 per 1000 (i.e. 41.

13),.

.In 1965, the crude birth and death Lates were apprcximately

37 per 1000 and 12 per 1000, respectively, and the rate of

- 38".

~atura~.inc~easewas 25 per 1000 (i.e. 37.12)...... ) '- \.} ..' -',' , \' .~ '. .-, ."

: " . ~

.' t ~ , ",. • •

I~'\961:~: -'the net m~g~'~tion ',:ate was 2 per 1000 (1'~~" 15 per" \ r' "j

thousand minus 13 per thousand). This meane that 2 persons

were adped,~hroughmigration for every 1000 inl1abitants.Q, ,,"'"

• • .. ,. j , 'r ~, , or I r: ,

In 1965, the net migration rate was zero (i.e. 5 emigrants'.~ ;•. , , , .: • '.,'..., L T r .'

per 1000 minus 5 UDmigrants per 1000). , This means that in, 1~ _ '" •• I \ " ~"l .

1965, the number out of every thousand inhabitants that left

the country was e~ual to tile number that came to settle per-.: ;, I,.

manently.t. ~ ,,; ,

_. I .(

'! ',.

7. Once we kn~1 the birth rate, death rate and net migration rate,, .. ) I , ~ • • .iJ._' ! r ••: • " • ' ' ,-'. _ ~ ,

we can calculate the rate of population growth.

,~h~ growth rate of Seychelles in 1961 was, theref~~e, as>, _.... • ·-'t

follows:J. .... :.

. ' \

Normally gr,0:W7h, r~te ,is ex~ressed as

Birth rate (41) minus Death rate (13) 'pl~s 'Net h:igr~tion rate

(2). This ,i.5 equal to 30 per .thousand. A simpler method of.\, ,,' 'c

Rate of Natural Increase (28) plusexpressing it is to say:: ;d')· 'I'.

Net Nigration Rate (2).• ';

a percentage.

:1 ,.. , . # • I ,~ .. "' _' (;Hence, the population growth rate of Seychelles in 1961 was

. [ .. \t \, -

30 per 1000, or more appropriately 3.0 per cent.

- ~ ) . -Simi1.':lrlY, the growth rate in 1965 can be expressed as: The

',~teof"Naturallncrea~e (25) pIu's Net Higrati~~' 'Rate' (0).," ::... :t_,

Hence the population growth r~te of Seychelles in 1965 was 25

per,l000, o~ more appropriately 2.5 per cent.,.,..

" ,

- 39, ,., ;'

Having got tne annual g:.:owtli ;_at0c' tot:' 1961 a'nd 1965, "'7e can·

nBwanswer the question ra'fs~d earlier'on in' th'is l~·s~on.

Between 1961 end 1965 the population of Seychdles grew at

,_.L,:-,t.~-a-:.s,loJer rate.' "'Th±-s -growth "':7as due to--na-tu-ral-:"'i-ncr-ease.,- .1

Using the same methods t.e can make, similar :canp'arisons for tt'm

or, more countries. :, ,'( :"

:..:, J i ~,.I ..

." --, ..-... " '--H-owever," if, ,·re" went to "eompare" p-opu-l-s:t:! on 'change- in- two or

more cities or provinces of a country, we must add information

'dei:iV~d "fr:an' interne 1 tligrad.on. " ' :;,:1. • -~,

8. -kbt:,r, PLEASE REFER':tO YOUR HORKBOO<. READ THE iNFORhATION

GIVEN BEFORE SOLVING EXERCISE' 5:2.

We 'learned in Uilit 3 that gi:owth rate by itself' is not. suffi_"..L-- f" ' , ~ / - rr' I •

ciently informative. we 'learned also' that a more informative

t'lay of showins population sro,"lti:. is to ca lculateth~' time it

would take a population to double its size at a given annual. ,_..... -... _-"~-.':-\~--~.. ,_. ..,

-A 'short and simple rule for making this calculation is to

divide 70 by th£ Imot:V-n annua 1 growth rate.

'This rule is dezived from an established theory that a country

with a constant annuit 1 population growth rate of only 'One per

cent would double its population in 70 years., ~. .

For example, if Seychelles mointained its annual 'growth rate

"o{'2-:'S-:Jer- 'cent--'in T965~--i.'t·:W~uld··ta!?'e"· 7o'cii~id~-d by 2.5 years

~ .. 2<1 'year s to, dpub le ,its population. In other 'words, a t the

1965; annual-brQwtlt rpta, "Seychelle!J ,popula'Uon 'wOu1'l:Pbe e;{-

I?,ected ,~ ,doub,le..iq, ,1993,., : - .

- ,40,'·

10. Stmilar calculations for the re8ious, count~ies and cities in

'.,~~ '19-~8~' sltawn 'in.' ti-ti:s' slide indicate' varyine doubling·:-'periods.

.. j ,.~,. :. ' ,

31~8

Nore developed countries'.. '':-- .r ", {'" . _.~, , :':'

Less Developed countries

Africa

\,' RegHin/CO\lntty!Ci ty '," '''Annua 1 GtQllthRa te'-" .~ D'oub Hnt? Period( 0 /

0 ) ., ( a )le ',' _ : ye" rs1.8 • . '.. """, '''38'~9

100.0

,t·'

~::.' .. : ~, ",·('~tn~ 19-1'8, ;,the mo;:e',d-evelbp'ed countdeS'\leregrowing 'only very

slowly at less than one'per: cent a year~'This means"that a;;.

this rate, it would take them a cent~ry to double their popu-

.;.\ :latidh/; bf': f918~'" r ,:!I'i~): " " .

J.~l I

11. Look at Africa, if the growth .:ate of 1978 is maintained it

woultl~' take ably 24 years to double our;1978 population in cl'lis'. i ~ . continent. ;

,:;.:.. .. ;"'. \.

',(' Reg! on/Country/Ci Cy

f· .'r ':'

Africa

Ghana

Zimbab~ve

Kenya

Lagos' ~ :")

,<) OuagaddbgoU'

Lome "

Nairobi

A 'nl1al Crowth Rate

(%)

2.9

3'~'2. .. ,'

3.4

't' 8~!9,

"" ,6.,2," 'I

9.7

,Daub1'£ng Peri od

-(years)

24.1

21.9

,'2(}~6

20.6l: 7

"j 7.911.3

7.2! '

t.

"'For' count'ries'iike"zimbab~e~"K~nya~ Gha~~::'and Ni~:~ria it

wc,u'td take eve~ less ~a~"th~s du~~'t~~n. If::I~~~~Y~~in~ained,their 1978 grOwth rate~, by 'loof/AD, these ~~nt;i~~'would havedoubled their populations. .',,' " ,iJ"" , ,.

- 41 - '

... Th~s;itua.t,ion in.African capital cities is even more serious."

Cities like.N~irobi,. ~bicljan, Dakar, .Ibaoan, Accra,' and Oua03-

. !iQugoU .are growinG :rapidly ,at annua.l J:ates ,of apove· 8 per cent.

Lagos has been listed as one of t:le fasted SLowing cities in the

'vor Id today. At their present 1:a tes of growth of about 10 per

cen,t:~· it would ,take. Lagos and Nai.robi.just 7 to a years to dOll,ble

their PQP~:lations.· The high g::ol1,th rate of African.c;ities is due

-.. partly. to .natur~l ;i.ncrease" and: partly to rural to urban mieration.

:: '"

population. g,i.~i()lvtb. ,can indicate a,idiuC?nal alI!-ounts of food, land,

shelter, and services that a~e needed. If the rate of population

l gr.,owth'.is hi8h tpe quantity of resources requi:r'ed~.iV also be

hi[h.

H~ever, population may gL'OW' faster than, resources. :1'1115 has

happened in some parts of Africa. .In; order. to en$U~e improve­

ments in the quality of life, the rate of economic and social

de·v~+~en:til!ijUst;exc~,ed the rate, of PoptJlat;i..o~.8.rowt;:h, \le _" '.

shall examine th,is :{qrthel' in the JJni,.~s that_ folJow.•. It is

important to remEmber at this stage that a population tends to

grow in a .my that is simil~r to geometric growth.

13. A story about an old Persian KinG and a clever mathematician

will help illustrate this. The kin3 "res imp::ES>ed by the

mathematician's skill and asked the mathematician to ~e his

reward.

14. The mathematician took a chess-heal"d with 6t~ squares. He

asked the King to sive him one small gold coin to be put on

the first square, two coins on the second square, four coins

on the cllird, and so on, doubling the amount Qt every square.

The king thought tha t the mathematician was foolish to ask for

Guch a sma 11 reward.

- 42.' .. "

15•... :. ,:. ':,The countin~ be.gant one-- two- ... fiou:c--'eigh"t-:... 's'1}cteen--

,'", ,thi~ty.. t"lO~'" sixty: fom:. ,l'~ey: li&.d, reached square ;8:}t.11d the

r',·,' ' __ ", kin13:'wa}: 'deli.::;hted, bu.t half"'wy up .the,·boa::d the· number of

coins was !j.OOO million and the:i.:e were still 32 more squares!

, , , I,.'J

1;6~ 'The King' b~8an,.td 'hold his ,haud. Familiar only'. with., al.:ithme­

'ticaL growti.1~ he could' not iba;jine that if one sma.l1· coin is

. doubled 6{. tiraes"it grows s9ast.:onomi·cally. ,.By the..-6l;·th

square on the chessboard the Kin3 di~ not have enoueh sold

. , ·iri his ,whole KinC·dtin to pay'ithe mathematician..I, ':;1,."

Tht·s e;ive~,"us an idea of: ti.1~ rapid growth of p.opulation in

some parts of the world todey.

" Thi.s is the end· of Unit· 5. In Unit 6 we· shall examine tlds ..... .~

.. ••~I • ;or!.' rapid growth fu'Xther., '.~. . " '.",

~ j.• I,' -,;

17. NOW" PLEASE REFER 'IQ., YOUR \'1ORK.BOOK~. ,AND ·SOLVE EXERCISES 5: 4;

,', ,

, ,

,'1

- ... l.l..·

'.' ...

: .: .~, ,

',<

• I 'l':'

- 43 -

UNIT SIX

""LET US S1:UPX THE HISTORY OF :POPULAT:J;<JN CHANGE

In Unit ~5 we s;~ :'that ,p'opulation"'change' is 'due to three'. ).:~. .

principal 'factors -- birth ::ate, ,death rate, and net migra-

tion rate. We" sa~/-th~t the rapid populat'ion growth has been

largely due to natUlal increase. He sa~;r also that the higher

the population 'growth ra'te the faster the doubling time.'~ '-::' .' ~ 1 •• _

..There are important questions which have not yet been ans-

wered. What is the pteserit' siz'e' of 'our popu'lation? How

~st: 1;t~~" i~ g.. own over the,yeai:s? Is :t1li,~ gr~ ~Fi,form

in al~· areas of, th:~; ,vlor,iIA? r~1;'1:at, i.l?, ti.€\ si tuat:i.,~,.~of ~£rica?

Wi.Jl Aq~cf £911Q"': ~:i.milar p~tter~s, as:. til~, deyelop~d,~ount:i."ies?

" ' ,r' i'

2. Of course,tH-er~ are no, ~inwle, ~p:p"ve!s: .."to tl;lIas~guest:ions.

This Unit examines some key £;,reas wh.ich may help to answerI • ,. I ' - ... '0( ~_: • .i '. ~ ! i ... , '\~I t 1,"

the' above, ques'tions.' The Uni t' examines t~lre~, t~ings:., '::. - ; l 0- _~ , .,J' • , J.' _ ,'l. ,J ':

(1-)

(ii)

., :History·' 'of 'population groWth; "', ','

The Demographic Transition Theory;

. , :-).~. '). f _

, (ui), The Sit~~tion of ~£rica. , '

3. Acco~ding, ~o_, tl1e; Unt,ted Nations eptimate,,'h there. Wfa!ie: 4.4

. bi.lli.on p~ople ~n the world in. 1981. Remembe.r, t1:).at a' billion

i~. this sen~e mean,s a thous~d million (1,000) 0<Xl,009).

The"world popula:tion i'$ i'nci;'ea'sing- by about '200,000 'live

births everyday -- that is 70 million peopte'~veryyear.

It".to.ok"f;rom the beginnfng.of.man.,to A.D. le.30 fo~ {:h,~ world

p.op~Ja.ti?n, to reach. one bi lli~n'c1~ab1tants. ,The

secon,d,b.i,.i1ion \~a~ c;,ddechin ,3 100 years, .. - tha,t is by 1930.

-, ,'r,

- 44'· ..

:/ -~ 4'~" _ .... ,.,

The third billion was reacbeJ in only 30 years •• that is by

1960.'" -", .:. ~ It. . ~'" l: '_~I:.> . ',' I "..... .... :. ::.1 _'. LI .:.:;J

The fourthb:lltf6Ii'''w7i"s- Jus't -added1.ri' only Tb"§ears-;,. that is

by 1976.

,',In .less ,than :,15 ye-a't.s" the -q,Q~.ldp9pulationwi Ubirl-Hon.. A~ :'the, prese,nt rate, of growth o{;:,2 :pe-r.

it ~iU be, c1,.'OSe.. to 7.:billion by ·2000 A• .P•

,reach 5

c~t a year,

.. :.... .1..:,,-. ~" t ' .~ .'-1'~ ~: , ..... ,.':

One of th~ maj,or .p,roblems"o(:,this.,rapid,p,op,ulation,gx;owth is

that the numbers are increasing most rapidly in the less

..' dev.e'lop:ed:countries 'Qt, the. world.

Tak~"~the case' of A:6~ica;' for e-xaffip le.

--"lJ

',;

"' .• J: ." ,~ ".' , , . '. '-' ~

. ,~' . i.

This slide, ~hows th~t it took this continent nea:dy Z.OO years...._~ -j ~ I _ •

to do~ble its population fram 106 million in 1750 to 222 in'j :.:', " - ,~) • . ~ ,1 ", _ .'. \'• _. : '! ' I

1950. Of course, there was the historical fact of slave trade

.a~ong oth~r factors. Howev~r, bet~een 1950 and 1978, only

28 years interval, Africa doubled its population. ,- " \,' • ,J ' :. ".. .'.':' ,- _ ~ .. ~.f f, ,' ..

y~t'. i,u. two yea~s from 1916;tQ ;1980, it added. ~8 mi 11ioo to

its population. That is a population which is equal to the

combined populati<>nS of catrierdon, Ghat'ia, Ivory Coast and

Lesoth8'in 1978~: :,>'. "'.I J

'.' ,

What can account for this rapid growth of Africa 1 s population?

,,'. ;-.1 " . '

Fertility behaviour in African countries clearly represents:.' • 1- 1 .1A',}

~n excepti~n,~o the prevailing world,pattern. ~he crude

''.birth rate f~r the' Whole' ~f the conti~ent h;~ r~ained prC.c-

, 'ti~ally ~onstant between' 1950 and 1980, changitig only slighty

,: 3from 48 to 46.': ., r

\' ",e: " 'r"

There are a number of countries where the crude birth rate'. ~:'~ ",~ ~~ :~'. ~ .:; '. : . ,~.,.~ .; J ~

i~ close to 50. Kenya, for ex?mple, is estimated to havei r • ~ ~ , ,

the highest crude birth rate in the world at present, with

54 in 1980.

5. NOW, PLEASE REFER TO mE WOPJ.<BOOK. READ TIlE INFORMATION AND

00 EXERCISES 6:1; 6:2; and 6:3.

The theory"states that' fertility' and md:ttility ~lil1both fall. " ' . " . '. . , " '~' .": l

as a result of 'economic ahd social development.' Thet"e are

tllose wh6' think popiaaiiOft ~hanGe 'f~ll~ws '.a regulai pattern

"so that 'thi~ pe.ttern cari be used to unoerstand th~';p:tesent

situation and to predict the future of p6pulati.on ttends.

'.. : _.

, '

. .'

6. ' The 'most widely accepted tno01:7 wLic:b :;a:tt:emptst6' Edplain

population change over time is the demographic transition

theory. Tuis theory is often illustrated from the demoGra­

phi~~xperience o{ t.Jestetr('European countrie5~ like 'Finland, "i ,

Sweden, Non-lay, England and nales.

7., ~ i I 'tet us describe the pa~t trends i~ :W~ster~ EuroP~.Jf;i3efore

,j 17 50,'natu:;:al increase t-,a§ irregular.' Birthrat~~ w~re fluc­

tuatin£ at very high levels in response to varying fortunes

of agrarian low-incane societies of Western Europe. So were

death;rates~' And theC~cpulati~n{ncreased sl~wlyi£'at all.l:. '.::..

Beginning around 1750 the patternLof '~atural'incre~s~ changed

in ~lestern Eu:;:ope. There was a rapid increc.se in population.

During the century betwee'n 1800 and': iijob Eur'ope grew' by 91

per cent.

This phenomenal ,growth, occurred during tha.period of agri­

cultural and scientific and industrial revolutions. Towns

grew, 'transport, impr,oved and aericulturaLrevolutiDn provided;'

more food. Even so, ~~e surplus population for_whaa there

were no jobs at home migrated to ,~h~ new na~ions like the, • , .', ' ..... I "

Americas, .. aust:.:alia, New Zealand, and Scut!} Afri~a for settle­

men,.f.:.

,; ,""

Improv3ments in ~.df~~l p~ac~ice ?n_? envi~oproental ,,~nitation

gave Europeans a bette~ unders~a~din~ of the rel~fifn~1ip

between clean surroundings, pure ~mter~ clean food and good

... 46 ....

heal~~. ,'. Vacciqati,ans and otnei' ,f,:,:l."ms of ~r~'i"iUnization reduced

.:4eath ·,ra te,.

','

8. Thel:e ·'tolas a ~y:S.t,OOla:tic. CJ.'-l~n~e, .i,n 2ur~.aatkpapulation ~4:owth

after 1750. This tt;end caJ;'l be. shown' in fau," -di,sttnct stages.

,', !:,:,:._In,t~e, fir:s~ Stag~:-"4:, Hieh bil't!1,ra te,. an4:,hig~ c;1.$ath rate.

:rher~ ,was, ther,efOl;~:l,' little ·8r no increase,,, c .,

Jf,or ex~ple". in Finland 173$:-1,790:, Birth Rat~ was.,3A pel'

lOOO~ D~t;h rate was ,32 per lQOO., N~,tural tn~t;,ea,se was only

0.6 per, cet)t~" :'." ", ~.,:

ot_'.',

• .' ,i

- But ,in .t~e t9th;.~entury,:t!1~dea,t21 l;"ate began to drop. And

,so,.' in the ~ec_onq -St;age ,-<OO!D". Rig!). lJirth rate, and fa~'Ung death

ra.:te.

,,' -

,The,r~,-.was a largpr-gap .1:>;e.t,,,!~en. bir~ ~pd d~ath rat~,s, resulting

in a high grouth rate.

Tllis e~plain~_the·91 pei; cent, ipcr~a.se between,.-18Q9-and 1900.

'. , : I

~ i " ,

Birth rate was 38 peL 1000

Death rate was 24 per 1000, and the rate of

.' , Natut'-al increase wa'S' -1.4 percent.'.' ,,"

.. ! • ", i -~

10~ I'L· The 20th .century saw another rna'jor' cltange (4;n the 'demographic

pattern.", ,;t ".-'

" I' ; :::: ,\..:

And so, .in the third Stage .....C;." ...... ' . I - • • • .' ,I,' J :'. ~

Declinin3 birth ~ate, and relatively low death rate.

Gradually the gap between birth and death rates beean to

naL'row, and ~.lowed down the arowth rate.~ J.:'} _ ,"." ,. . \ I., '

For example, in Finland in 1910-1915:, - " .;~. " . ;' .', .... '

Birth rate was 29 per 1000

- 47 .... '"

Death ra ta "t-Ta s 17 per 1000,

The rate of Na'tu:;:c.l Inc;:ean~ 'Jag 1.2 per cent.

11. Today, m,ost European famiHe3 .:lre sman'dth 2 'or 3 children.

The birth rate has' i)'een fU:i:ther reduced, 'and fud::her reduc­

tions in deadl ~ate a~e difficult to achieve.

And so, i~' t~le fourth Staee ....0:

Low birth tate and low death rate:

Only a' Small gap is left bet~eert birth 'and death rates.

There is, thc~efoi:e~ very'-'low pOpUlation growth.'

For example, Finland in 1970..1976:

Birth rate was 13 per 1000,

';"beath rate"was' 10 per 1000, "".,.

The'rate of Natural Increase was 0.3 per cent~

Thus, Within about 200 years certain distinct population

changes occu~red in Europe. 7hcse changes are called Demo­

graphic Transition.

To summarize, the demOGraphic transition in Europe has four

distinct stages:

Stage 'A -" A period of hieh' bL:th and death rates ~ith

little or no increase in. population;'

Stage B A period of continuing high birth rate ·~th

falling death rate, resulting in high growth

ra tc 'of the population; ',' ,

S'tage ';C'; ~ .A period; of fa llinz birth ::'iat~ accQnpalt)1in,:

a relatively low death rate, resulting in s.lowing

down of the LrQ';;tll rate of the population; and

Staee D

-~.

A period of 10~" bi:7t~i and death t;"~tes, . resulting

:i,n very, 10\7 populatio~ g:cowth. "

".t·

,1" _A £ai1;,1y lm,'l, ra,te. of popt;lati.on 8L"0"lth has helped EUl'opean

, .' ' ',', .. / l • '.'

nations to try toestabl!$h a balance between resources and• . -. - • , ,} I'. ~. J ._,- _ • •

the people's ,n~ed$•. , ','

Among other factors that J.lelneu Europe to reduce birth ~:at,es. ,,_... ,

would include a Hidesp~ead kl1o'<]tedG~ and.use of, contr,aceptives,• .J. ~ , • _ ., •

,~e.practic~ of d~~ayed marria..f,e" and sUb~~anti~:l ~7,oportions

who never married. However, bi::th rates had a lreacly begun to

fall before the "wiQespread p:r,oduction. a~d use of c;o~~racepti-, • -. _' .' I \ • • t.:.

ves.

'd

13. ,,]ha t about Africa '2 Before 1909, the. continent experienced, , '- ~ ~ ,

a pa t tern similat", ~~ Stage A in ,ltu~oP~. High ,1?i..:r:th and death

rates were common» and the population gre'tv very slo\'11y if at

all. , . , " . . ',':

'lhe situation \·125 also &3urav<ltec1 by.. ~le.ve trade which forci­

b ly removed thousands of peep le to other lands.

Within the last 50 yeat"s however, the medical revolution has

come to Africa. There has been a noticeable drop in death

ra~e. B~t the,b~rtq rate 4as rcm~ined pra~tically,hi8huntil

nml•. Africa now ;la~ '.1 growth,.cat0 o~ ,370. This canpares with

growth rates of 1.4% for Finland in 1030, and 1.5 for England

:and Ha les ~n 1~80. . .

, J

14. Agricultural and industrial revolutions are also developinc •.'

But ti.eir full benefits have not yet spread to all parts of

Aft::iC::,a ... Th~~,e is» . to $c;m~ e~~tentJ an imprC?vement in"nutrition.

-;.. ."

15.

, :.

- [:-9 -"

There 'are also innovations in !?ublic health, such as the , ,:

development and use 6£' vacCinations.,'snd other former of ir.l­

'muhization,,' antibiotics and insectici.d.p.s" and suitable low­

cost methods of sanitation. These have cont~ibuted to same

. reductions in :death rates 'althou3h it sti'll remains a matter

of cortcern f (}t Africans • " , ..' ,

16. But tilS demographic transition'pattern of ~urope cannot be

applied to Africa without conGidcrablemodi.£ications~ This

is because African countrien have relatively lower standards

of livinl3; 10lve:- socinl organizatf,on ,., and,:lQwer ,public

health services than European nations had when the chances

in Africa is much ..bigher than i~'Eurapedu.ring·..t:he transition

period. This SU3C€sts the lone 'Nay vlhich lies ahead fo-.c the

African countries to return to the present fertility levels

in Europe.

In addition, there is today wide ranging fertility differen­

tial in Africa, both betHcen and within countries. Taking

into account the lingering fear of infant and childhood mor­

tality, the values Africans place on children and all other

socio-cultural pr~ctices tending to support prolific fertili­

ty, It is difficult to say whether the reduction of the~e

fertility differentials ~Till ultimately raise, lower or keep

fertility constantly hiGh.

Above all, the experience of some other developing countries

has shown that low-income countries have been able to reduce

their death rates While bi::,th rutes have remained high l'Tithout

under-going a major socio-economic and agricultural revolution.

This fact has been demonstrated in Sri-Lanka, Malaya, same of

the Caribbean Islands~ and much of Latin America. This has

resulted in very hi3h population growth rates.

- 50 -

',' The se', arc, lessons fbr Afr ica'J The need· to r-educe, .J:l~ th

., , - ,rates mu.s.t.·be 'ac:compCinia-d hy "th,e need 'to cQntrol.~ ·tJh..e effect

.. ,:, !o!·,·thi:13 .vedu~:ti!.on· on birth rntes ..·'i .111i5 .ne~d .jl-ris.e-s..:fran the

'" I,.. neeess.i.ty , ·to,mE'ini:a:im.',a~ rClti.Qf1.Pll ha-llinc~ .. "'afri<i-a;, c-jinnot

.; .ri', hopeR\uchcml:"European' demogr.c.phic rev.n!uti'on,,·, The :economic

and social atmospaere whicc b~ought,~bout the revol~tion in

Europe may not be repeated in ,i.frica. This continent \rlll

. ·.'neE!dt:o diGcov~r its. o"m·s.olution to the reduction.of its

,demci~api"M.c,,·g:a~· 'between bi;:th an':! ,death.. ·ra tes.

J l· J

·,1' •,. . ~ ...

L' -THIS' IS, ,THE m.D OF ·UNIT 6.

18.'·NcM',·,.:P.t.EASf.ll, RE·FER: TO, YOUR 't:]ORKBOO~ READ THE.,INFORMATION

, " AND-DO,·EXERCISES 6:4; 6:5; and';6:6. ..'... ;

-.~ .

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- 5,1 ,!""

UN I T S~Vl;N

;~ .

2.

HO\] HILL OUR,POPUlATIOF CHANGE. ,IN THE lVTU11.E?,

, I,

A ,r~vi~w of pa,st, and present trencl~, ~.ay tell. us s,~e,:";

t~,inf> aoout .14"1..e future. ,E~ sa'l in Unit (, thc.~ ,the. world po­

pulation is 3ro~lin3 at Cl rapi~ :;:ate of 2 per cent Cl yea:;:.

In,198~, we, Fore 4.4 billion. By the. ~nd,.of this,centu::y,

we.e,:pect l;p be about 7 ,b,illion•. This me~lls an inc.:ef;1se of-. :: ,.

2.3 ~;i lHon or 52 per cent. in onI}'.' 19 year,s,.

..'

Of course, the situation is not the same in all parts of

the wo',dd. T11c.annu~1 C:;-:OWtll, .:ate of Africa i.n 19,81 .was 3

pe~ cent compared with 2.4 p~r ,cent in Ba~t Asia, and 0.04

per cent in Europe. At Africa's present growth rate, we

. w~).l exp.~.c~ t.o)la:ve about 360 million .i~bi~nts,~l;>.y'.. 2000 A..D.., '

.~tot'e~~.h" 1 billion by, the year 2010. I" . ,':

These figures sU~3est that during a period of only 22 years,"

from 1978 to 2000, Africa'~ population will h~ve'doubied in" ,size~

to' ,

Hon does this rapid rizc in }opulation came about? ; "I-1hat wi 11

be its imu.ediate implications?

In order ,to ansuer these questions, :t-le must eJ{c.mine the data

from African countries.

Of cou~seJ the situation is not eJ~ctly'tlle same in all ~£Li-... I ~ - • • ~j.' , J •

can count:;:ieJ. Hm-m"\rer, onc of the fac~Oi"s which possibly

discourage a reduction in fertility in African countries is

the preva16n~e ;i 'hi8h ·levef:. of i~fant'and ge.{eral ~ortality~ , .rates.

:. \

- 52 -

In many African countries crude death ~ateG still exceed

20 pe~~,_.,lpq,o pop~lat:i.on~ Tl}~_h~ghest ~~a~~~.r~ate~ an)7"lhere

in the world are found in ti,is continent.

I~, is known that a fall in mo:;:tality ahlays precedes a drop, I.'. ' ,,' .

: i:l1 fertility. Given .the, pl:ecent m9rtality ll?V:~ls i):1. Africa,t ' 11

birdl ,rate~,~ill likely continue to be high unless deatil rates1 .'. ',-.

are brou3ht down.

5. ...' ..(\.t present. the prospect for a rapid drop in death rates is

not very goOd.. Pover.ty, malnutri,j:ion, ill-health and poorI. ~: _' .' \,

medical services still persist in many parts of the continent,

9artic~larly in the villages.

"" , -.'

These conditions mean tl,at life expectancy may increase a

li~t~e,only ,if ,the present.si~u~tion does not improve!

population crow~h it,!?elf is npt a :<f'l-tastr9Phe. Tru~~ every

person is born with a mouth to eat; but also with two hands

to work.

'Population growth 'has to be seen in terms of i'ts potential

for social and economic development and ultimately for im­

proving the quality of lives of peopl~, indiVidually and

collectively.

Another \lay, of understandin3 t;:tc implication of population

growth is to e~,amine 110w it affects the age-~tructure of the

population.

He have seen alrea'dy in Unit 4 that Afo:ica's population is

youthful' with- almost half under 15 years of age •

. ' .

Look at t..~e case of Kenya. This slide shows the age pyra­

mids of Kenya's population in 1969 and 1989. These pyramids

- 53 "!

are shown in 15-year broad. a~~8 Gl'O'-l~"S for ma lea Snd fema les.

'the total population in each a3e-g~oup is 3iven fn millions

for- males on the left"-hand side, and females On the>rir;ht.­

hand side. ~'Jhat do ~Je 113a:,:n from t~'lese t~'!o age pyramids'?

8.

,.': '-DurinG ·the 20 Year.s fran 1969 tb 19'B9, 'the' 6:itaf' ~bp'ulation

" 'of' Kenya ,lilt doublE! frcu :100 9 million tb 21-~9 m!liton.

Children need 0.14 years will'inetease' frau' 5.42 millim. to

10.35 million. This in an increa£e of 91%. The nm~ber of

~'1omen of' cllildbearins aGes: 1,5;.49'years v15.11 more than double

fran 2.35 tiiillion to 4.76 million. This"iepreSents'1-.'an increase

.. .1 ~

'~ :. A large number of wanen entcrin~''itlto chi Idbeklrini 'a:ges means

. more .,iarriages and mOLe 'b'i':rths~ : 1:iore births, in turn, means

grea·ter dependency p'roblems.' ,', .

This situation is not uni~ue to Kenya. We have merely used

,this-'counb:y t<>illustratti' "hat is happenint iiitl what may-,

likely', happen- 'in other Af:ican countries in the immediate

future.

Another major implication of future population chatige in

Africa is rapid increase in'u~banization.,~''', ..

Urbanization U,' the process of ,people' moving tb'citfes 0:;:

other densely set,tled areas" for' ':i:eh1dence, It -resu-rts in

an increase i4:1 the proportion'; of t!\'e~:popu'la'tiori l1~fnc in

urban areas.

By 1975, 39 l)e:;.- ~ce~t of the v1O:rld populati,o~ liv~d in u~ban• • , ~ , ~ Or, I • .' .L

centres a::; defined ~y their aove:rnnents. Uith only' ~t~ pe.:,~ .' I:

cent of its population in u.:ban centres, Africa was then the

least uxbanized continent." , f _ .. ',;

_ ::l!'·'

, ' I,

9.

•. ~\

- 54-•..

!I0wever, ,~~~ricun <:~ties are [:;ett~ng, more and m;,?re ,~t:.9wded

, wit:h high, ?ensi,ties of human PqJulation an..d ,t~~affic~

" -.i

.r·,' ;

By 1985, about 32 per cent of the African population will be

; ,li~,~ng, in urban centres. This propo~tion 'wi ~,l r~~s~fto about

,; 40 p,ercept ,~!' the y~ar 2~. , Tha,t}s about .~'!Omitlion peo­

,. Pile.. ~i,ll be ut'ban.,fe~idents in ,Afr~ca" by, then,. , , f i ,. ~ • ~ t. . ' . ~ - .' ~.,' '" -.

~ ,.'.:

.. pr~~eedinz f~~t~r, than i~ any

growth ra te i,s 6%..,a year, but. . ,- .

.' ,

r,~ .;.:.

10.

'1'1

';.,)1 . ..:

The level of. urbanizal:ion is not, hO'lever, the same in all. - '.:.- . ,": ".. .. : ' , ..' , -~ . ~ ':.. ....African countrjes and cit.ies. As we saw jn .Unit 6. ,the" - . ~ . s _. 0'" I

capital cities and same other major cities,a~e .grpwing fastestt' ' I f.~ , ,.: '

at the expense of other. cities. The growth of cities is

othe~ region. , The~verale, , '. - ,,\

it top s Wo in Benin,_ .Ivory• •••••• .• I' .~., I ~ l

coast, Cameroon, Tanzania,. lJ'jsncla, Botswana, swaz,iland, and. ~', -' • '- -' • ..' \ '<:

i.esotho.

l : I' .".:'

In tropica 1 Af~ica, urba~isatiotl.. i.S; highest, in ,Wes.~,Africa •• ' • •••• L • ,; .- ,1.'1,.

"Abou;t .25 ~~;. 3~: pe,r cent of. the people of v~est A~~i,CP are

noW living in cities.

Rural to urban migration account~ for 40 to 50 pe~,cent of• ' 1 ';, ..' :~.~ ~. ... '. ' .~

the urban growth in the ~itie,~ of Africa. .:' ; _ '.,

Most of, the. migrants have came from the. rural are~~ in their'. ,\ J' I. • " ", ' "-"',.,1

c.ount~y to the ~i~ies. These a~e internal migrant~~ Some~} : '. I .;. .) i. _~ , . , "' \ " '.

oth~r migrants have come from neighbouring ~ountri~s.as, '\.- 3' : . '- -, " ,~" _' '~: " . . '. l'

internatkmal migrants.

Generally, the direction of this migration is from relative-, ,

,', ly poor and'le'ss dense'ly populated areas to the'relatively\ ,. -.

wealthy and mo=edensely populated areas.

The balance of the urban growth is due to natural increase in

the urban population itself. Several factors are responsible

- 55 .."

for this growth. African ci tie:.; h[~VG the highest concentra-\ ~ . , -

tion of medical facilities .-dcctors, nurses, midwives, hos-

pit~{~;-l~nd all; ~'ihe:.:"cl:tnics a'~i1 pharmaceutical canpanies.

'They ;hav~' 'the' h:l.3hest con~~ntrat;'o~ 0'£' educati~~al' facilities-- . 'j ;- C ;. f r,' " ( ,.', • • • • I', ~ • _ ~

"--nursery s~ho~lsJ 'p'rimar'y schools '{pubiic and'int'ernational),

colleges, and polytechnique::.> 'a'riJ 'univir'sl ties.• • ~l

:"'(They ~~'so have th~; hi'ghest' ~rip'loyment::~nd ent"erfa'inment oppor.

""~~~ities i~\n~ private and 'p~b lie' se~t~rs. ' the ex~mpb of

those who have already migrated, i.;nd contacts \'11tll urban

areas due to improved transport facilities between the villages

, ! ~~~::urban"a:;~a~' e~c~~ra8e tIle. youn~, men and women in' the. ':'

M • 'J

T~e Villages continue to lacl( opportunities for people livine

th~~~ to"be~~er thei;;,'·li~~~s. . . ;~. :1

It is likely, th~refore, that u~banization ,~ll continue to

gr~~ inspite of the limited capacity of the cities to absorb

the influx from rura 1 areus and neighbouring countries.

11. But the continued rapid 8rowth will worsen the poor conditions

and social problems now eXisting in most African cities.

12. Development of slum ...\~sidence and squalor or filth;

Environmental ,md inGustrial :,Jollution,;

Poverty, penu~7, begBarly life and neglect;

Little planned <:evelopment; industrial buildings scattered

between ~esidential houses, markets not well-placed,; conversion

of residential houses and 2'a::azes into market stalls;

13. Lack of sufficient play-erounds 50 that children have to play

on naL'row busy streets;

14. Vices like prostitution; alcoholism, and gambling;

Unemployment~ robbery with violence, and threat to sociel

~'.: "'1 .. ~. . ". " . '

- 56 -

1 ~ st.ab,i ~i t~ i'" _' '. . ~.. '., :- :

. "_~ .Eve;!: risi~g,.lan~ valt,tes and "large scale' ~speculat:i:O:~;':"l

> '.~ ;, ' ' : , A~d r~S,~8 ,Jp,,-,d :'pri,ce.~ as the vi llage$ .c0J;1·tinue to,f~ce the

", .scarcAtY..,Qf a&r;tcult~ta 1 labou; :whic:h is being in,c~~~.C!-.singly

lost to >the~rPap ~c~ntres. ' L. I.,'.'"

.~~ ph.a,~es 'Y1h,~c~,we ~pect ~in our PQpulati,o~ do" i.1?-!,fact,

"~eP-~ w:ql c~ntinue to affect, our lives in severa;\ ,di~£erent

,-, '. . ~ . ' ...' ... . ' , ~~

".:.

'. ,:- .

~,s 1,5 ,,~he, end of Uni t 7. I~;. the ne?Ct Uni t, we ,s~a 11 exa­

mine some of the way"s. i,n :~hi(* PQpu,l.ati~n change, a.ff;~cts our

lives.

;. ~ .

15. NOW ~ PLEASE, REFER TO YOUR.WOIU<BqQK.;. REc\D CAR.E,FULLY. 'lTHE

INFOBttlATION AND DO EXERCISES. 7:1; 7:2; 7:3; and 7:4.

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. :; '- ,

• J

, "l,. :. J d.' .

.. 57 ...

UNIT ~l;GHT

.. ~.

. . . ~

Ha{ boBS POPUiATION CHANGE AFFECT OUR LIVESI. t ~ r

ATPRESENTI .:.. _,,_,_ I.!,

VIe saw in Unit 6 that Africa's population has increased

rapidly~d~ri~gsthepast fifty years~ and especiaily since"1950. . . , ,. '.' ',.

True, population size i~ ,g~neral~y.recognised;~O,beclosely

related With econanic growth; people act. as bot;h p~oducerst ' ':' • ,. ,-, • ~ ....i .'

and consumers•

.... ~-~ -- . ', .. , ~. . 'I••

2. Hqw~y,er, it i~. not the absolute n~er th!t is t+.'''uL~ritical

problem in Africa t()day, bpt.~le r?te:~~.whict;::~h:PQPulation

is grOWing.

, ',':- '.~

3. Host African countries are engaged today in a race between

population growth on one side, and applicatip~..of technoloBY. ';:",

on the other side. If population gallops too rapidly, accu-

mulation of capital stock and application of technp~Qgy will, • J • -' .' .. "

not be able to catch up in the race, and the quality of life

. ; .,~vill be difficult if not impossible to improve. for ~e majority• ,' 1 ..... ... '.' • .!.

;. of,~e people., '..... ',.:--:;

.i ..

.San~ 01)7J r~ay ask; . ~s population,8row.t~ tJ;1~- _ ~' ~ r.,

.,~it,l.de~i~. the j.mproyement of. ~e q~a~ity. of

peoples today?

" .'.

only pJ:oblem, "

.li~e. of, African.' J: ,I

. 91~rly', the an~e;r: is "No". , i •

..'J;here are, of c.Qprse, basic structural ,interna~i()nalmalad-t. ,L '.' _.' . _ '., r ." I

juatments and disparities, especia 11y b~tweeJ;\_ ~h~. ~veloped... . ~ " ~ .' , .,-

and developing countries.

'" ; , .

5.

There are also several other inteLn~l structural problems

within African countries, like traditional land tenure\ ,,~,:' ~"':.I .'Jr.: .,' t I,': ••,', ".' _. . ~ .. ,;f:{{.?l:. ~::D\.1 1/')'

systems~'-Iow'-reveTs~or etluc&noff llna Skills";'-1:mvhealth and

nutrition levels, lack ,of i~f~as~ructure, and industrial

concentration.

'~~:~:~,:}:~.•"-_ ').-;~~,.: ..I~~:Jl~., ":'·~!..4'\.' J.J .J~'( ,'.'. _...... ~!

But rapid population g'ro"lth fuels these problems to a 1ar8e.j .\tl LE ~}J ~ ',t~) ...;.:. .. . . I, .\' /::~:.'., l' ~, . '.\' .(~ ,r1:', '1< '... "",~

extent. Today, the effects of this rapid growth affects:..)~ :

Toe individual as a member of society;

.:,).iThEidfamilj as .. ihe 'unit of' soci~tyrL ' .,:J,.:" "

·.·.'i" Knd tlle ·:brgEir'· cornmtm:tty ;a;!r:a·:soc':t(f,t;;orgarti!i·a:t:i:ori~;·'·

On attainment of National IJx:lependence, most African Govern­

.' --Cl.t:. '-Ynent~ 'c6i:rect1.yidertl::if:Uic· t;le riicijoi socf'al·:and'·'econcrnic

;r; k-' ":.r;; ':ptoblems ot'their 6'6untries to include:""':' I.

Poverty;. ;,' ,',

• ,I',

; ~ '1, ( • E " l '-~' .~ : \0 .... ;;'

7. _~ )~. _\ .',J' , , , i , ' . .' . , ~. : . -" .

.,,' ',; J .:..

They 'drew tip" str!itegies"to' fight thebe';ilt's~r Host-National. I .

Development Plans aim to erradicate thes~·!·pr6bleins.,,!-'But

today we see that one of the obatacles against tile realiza.

"", 'tion of"'thEfse goals is the' eal'lopin3 6'£ pOpulation' gkm-lth

;,:.-:;,' 'fat 'ah~ad 6'f taphal d~velopm~nt and"appl-tcatiOn··'ortechno..

logy. • ' J . -"'J

Take the example of education•. Educa'tional' le"eb::r:emain

; ·.. ··'lew de'SpIt'e' ·the~ fact· tha't 0.ducrltion 'swa(lows"up a' 'l:Eitge chunk

T' . 'of natidt'ia t bUd8e-~s.·· ..~; ~,.;.,.'. .J ..• ..:,: r ;, ,;:

.j ,' ••. r

- 59'-

8. .: ~Some 60 percent of .adults are, still unable to read.. 0-': write.

Despite efforts to raise the literacy rate, the absolute

'numberofi lliterates ha s 6ontinued, to grow in: almost' all

countries. '; I,

Only 60 pe~ cent of primary 0Ge children.go~os~ho?l. and

the drop-out rate in same countries is above 40 per cent., '.

Only 16 per cent go to secondary 'schoo1, and the 'drop-out rate... . j ,~. . . .L • ,.~

among these is over 20 per cent in some countries.

) ~ ',' :~. , \ '"!".' J : l.

The propi;)i'tion going to secondary sch06'l in ,Africa' todSy is

less than half of the next lowest',regi:'On; SoUth Asia.;:

In many African countries, the praise-worthy programmes of

.' v,,' free p.rimary eduoation as a means of achieving 'univetia 1 ,,'e,_

litEiracy 'and (numera~y'ihas resulted in :the ·over~6rowE1:hiB and

,.<'- :sstrai'ning of e:ld,sttng facfliti'es ;in ,the schools.

9. 'cp'-'Teacher/Pupil ratios have t'isenbeyond 'm8'ttageableptoportions;

10.

-" "

Many children study under trees instead of classrooms.

Educational costt.have fncr:eased mor,e 'tbati'tnost'Gover,rinents

can carry'.;:

11. In many:'Afri,can:ci't'ies, the ph-Y'si,~:l,space fer' schoots .today

::' ,I· '. "~cmpete',unfav-'OUrably,:withr'other as~'G't's or land-uti lisation;

"';"f;,;Eveti :the slii,ft";systemhas tt~tsl()lved:the prObl--ems 'of "rloise,

;,: l::recreational: -g:t.ounCi, ,and over-crowde'd classr'oan. ," .. '

;\'B-eside·s, i,n sane'rural.areas it is b.edaning inctea's'f~iy

difficult to acquire land for schQol.arlu':for-schdolfarm.

" " ~ l

12. Take the example of employment. "r,,_,

, LabwrstM"nU:ics. of ,many afd-can: countrieS- 81v,e ii11pies'~ive

:~ . '! ,} , .• " .)

.. 60 -','

'f1gurl!s' of pocential labour force in each countr'y; pa'rticu..

'la'tif forthc!"male '-popufatiori~ \' , ,

'However;' the p'roportion of 'tnt's tabout forc:e' t~.ft -is;'S'ctually

absorbed in productive employment is often low." "" 'T <.

The school-leaver unemployment i~ no~ a common PF9bl~ ,in"". ' . .' . " ,,' .' .) .... \" ,

African countries.',', 1~,,' ",~.'.-' • J ':' , ' , .... • _' ,- ,-, " :):

In addition to the quality o~ education received by the jOb­

',seek~rs, the y:outhfulnatur~:;Qf t..;'C;,popul.ation ~hillde~a\~.any

effortsma,de, in e~andi,ng ~plQY;:11~~t, oppor tuni ti,es.· "il,a

Unemployment of the youths, thez'efore, increases the depen-

" ·d~ncY."ptoblems of the population, 'and :has seriOUs 'repercussions

on' socia 1 de'U'eloPment.'" "< ,.:J' . I tj ,j" N~' ; ~ ,- ,-\ ~;", ::.li -, :~H; aJ

13. .Utiiver si ty':'Cradua te \,memp Ibymeht is "a ls'd' begi'nn1:n:gT to 'deve lop.

",. This's'll'de':':shoW's~ 'the cas~ ';ofan engi\l~er -with'a '}tcl"st'er rof

Science'degte'd itl irlec:hanical engineering.' lt~ hts'~ittenmore

than twenty applications within eight months seeking for em­

:'r:)" ptoymeile €fther in '"the' private 6r pub'11:'c 'sJ6iorr ,'Jiae8riothing

pe>sitive has come his way,, ': ;,', , :' " , J •• ,

14. ',I :;:Take 'again 'thfi --e:xariipl'e ot "urban. 'ho\1Sing. ,;" ,:::'''-'):',

Due to increase in population, many urban house~ ih Rtiica to­

day are unplanned and do not meet the housing standards of the

t, urban at-ea'~:' EverYwhere" there ~~ireproblenis:ol'reaf'"estate

;",' .' specu Iatiart,' d:l:sorgahized-~"ltotitie'nt~ :emergen~e of'~lianty towns,

::':w!thout a'de~uate"~'llowarice ":for 'public cc-om1~~ience lik~'sani­

tation, 'roadS'ci'i1d open' space):" Ptioltf~r~tion 6£ sl~"dwellings, ,~t· ) - • - " . f ' ;.".. , ,:., , ,) -'~'-.1 '.. ') -.f. ~,~

in the hea'rt'-'of cities greatly 'threatens'the preservation ofenvi~tinmehtal':'q~~'1ity.,":',.,. .' . [if"~'"~ ,',., ',' 1 i

It has become more difficult to s~cure housing than employmentf,

in many cities. --

. "~o~.Jer;' privat'e ' la'nd' lords -ch~'rge fexorlH t~rit ' rerte;S' "tlik t

crea te £inanc ia 1 and other prob lems for tenants.

- 61 ..

15.~ - - ,

nlUS, in many African cities, it is no longer a surprise to

find many people .-adults and children alike-- in squalid,'.1' , Or' ... , •

settlements such as abandoned vehicles; shacks covered with

" '.

~ :' \ rJ"',,, • , • J. :

polythene; the corridors of apartment stores;~;J. C ;. , 1-

",;;., overs, and in the' open ai:L~.

undernea th fly

i -: '.; .cd~~~~icity, g~~{~~aci~, and ;:ecreation centres which the

,::", ;, ,~" ,,~ ~ivi~ authOrit~es ~annot prOVide adequa'tely 'to serve the

population.I •.',:' .....

16. In this slide, the chi Idren have to compete with traffic for, r - '+ 1 .~,

the li-tt'i'e' available space if they must play th,eir ball.

17. Or, take the example of health.J;- _: , .! ':','- or,.. " • _." • •• :" \ •

Serious health risks are known to be due to persistent high, r> , t ~ , , ) I • , ..... . .,

<i,' i':)',f f.er;t~t1,~" d~~,r.e:~tir~,o,~: {ndirect~y•. ,per~istent ,higJ;i f~tilityhas an immediate influence on tile health of the mother and

"'." , ,~(..f • ,- ! ' , ; , ')' , ': \

Repeated pre~nancies and breast feeding impair the

. "!] ,'.i

, _, _ '( '., ; ,rl 'I

h·: alth of mot.1-ters, and in:' ':ease the probabi Hty of maternal

ha lnu tri ti onmortality especially afte~ the tilird birth.

'i~'~ther increases the seri'~u~~es~ of' he~lth prob lerns asso-~.:. .~ {:;. . .~, ~ ,"',

ciated with repeated pregnancies and'breast.feeding., '; "x "

18. Large families are susce~~ible to hieh risk~ o~ ~ortality.

Premature stoppage of breast-faeding and -of infant care.. I,'

because of a new baby is an Unportant factor of high infant

mOLta 1ity.

. l ~ .

Inadequate pregnancy spacin:3 and chronic maternal malnutrition.,may result in low birth~weight babies. Such babies have a

high risk of mortality.

FUrthermore, children in larGe families who survive the ravages

of low birth-weight: and ma lnutri tion stand the risk of suffering

- 62

'. fr9ffi i~dequat,e physica.l and menta,l develoPJ?ent." .

, , 1 .:

19.

<', l ~.

When th~ir population grov1S at a rapid r.ate~ most; African, ."~ , _. ~ , , . , .

Bovernment~ find it e~trem~ly difficult to car~y .the cost" ., . ~', .~, ." , . . ; \" ..;

of rapid expansion of health ~crvicp.s +.e~~lt~n~ ~r~7increa~

sed demand for medical services. In many Goverl~ent hospitals

today in Afric;;t, peds are i~st1~ficient; drues are often out, . .' . ~ , . - ,. '_' ' ", .~ '. . '- \,. ,.. ..1

of stoc~~;. 9,!-Jal.ifi.ed hospita.l percspnnel ~re in. sno.rt supply;l '. . .L.; .l_ ~,' t '" '. ".. 4' • " '. .' _~ ! _. '

"f~nq,. primary h~alt:,h. care. is 1~t to be effecti",~ly.. ;IJnp~emented._ _. • I' ~ • , . . - A ...

20. Let us consider finally the example of food production, dis-

. tri~u~~~tl:J af,ld ~~.~~ur£lption, . . : ,:\

Pe.rh2ps the most seri,ous th:i:eae.of ,frPid,population ,1ncrease

today is in food supply.

t· '. \

. Halnutrition is already widespread in t...~e cont;i.nent. According. , .~.:' " . " '. t I " .' ,. " ': ' ~ • _.. '.'

t.o .the FO\Jrt:h ~lorld Food Sm;'vey, 20 per cent ,Q.f;.~ep9Pulation, _ 7 ~. ' ! _ J • ~ I .... ~I' • " .1:.._ I - •

~~ the A~~i~an,c~n~~n~l)t ~vp.re. a~u~el.y unde~~no~rish,:d:fran1972-

74. They \V'er~ not gettip-@.enough food £oJ:. humaJ:l, b~dy ,mainte-'. c' . I_ • ,', !. ' • , "',. - .' ••

"nance, .1~t alone.,f01; .any. activity.

, , .Food productionpe~ person:which grew ~t.0.03 pc~ cen~ a year

~- ~ , , - - ., ~

dU~i!?~: the t9?0~ s,: actual1! cleclin;~~l,by,1.4 -per cen~ a year

between 1970 and 1977. Durins the past decade the African

.'.-:. ;regip;n 4:epe~~e~ ~Qr~ ~nd mo:-::e oY]-:~ood imp0'.l;'ts from <;It:l}er

ref:$i9ns. In, 1975 a lone, Africa as a.,whole impo:r,ted lt~ per• _ 1 ~ _ _. • ). :~' ' : ", _ ,_, _ _'. I

cent of her cereal requi~ements.'. ~-~:- ,

.'.

In these days of high oil pricec and balance of pa}1ment de­

J:.,~icits,:it is, n9t at all clea~ ho\V' most {\~~ican cou~tries will

,:be a1;>~~to pay for the::,e ;Lmpo;i,:tS,! ;;< '

. ,/'/ : ; , --..

- 63 ..

Of"course, by the, applicad?.n of. modern metiwds of cultivation

s~ch as ~he ~pplic~tion of feLtiliz~rs and tra.~~ors, mo~e food

could be produced locally.

And, in many ~frican countries, using new technology, the,j

yields have increased during the las't decade.

23.' ., Agricultural r~search has helped to improvethe:y1elds.iI :, _ ' . .J. '

Nevertheless, these efforts are being neutralized by several

problems amongst which include:

Soil exhaustion through frequent burning and other bad farming

practices;

Growing threat of tile desert towards cultiveble areas;

Increasing '18ter crisis for irri3ation;

And, above all galloping population increase.

True, modern technology can be used in many ways to improve

food supplies, housing, and medical care.

But science and technology can be difficult to apply. They

may require large investments, material and specialized

machinery. In many African countries today, these are not

always available. And~ i~ is very difficult for te~anolQgy

to catch up v1ith population G:;:outh if it continues to gallop

ahead.

Thus, p~es~nt population trends in many African countries do

not allow for great strides to be made in social and econQmic

development. Government effm:ts t:end always to be th\la~ted

by rapid population grow'th. tmd, the population gene;:ally

blame thei~ Governments fo;: not prOViding their basic needs

without appreciatine demog:t8phic pressures on development.

.·64 lOo

"

Not until samctl1ing'is,dcne to re~ulatz demographic pressu4es

can African Gove1:'nm;:nt:J cxpOC:t sl.tbstantia 1 achievements in

their developm~~t eff0rts. ~'r',

This is the cnd of this Unit.

!' :,~ Non, PLE6S;:: TUF.N TO THE HORKBOOIC. i'illAD THE I1'!FORHAT1ON CARE-,.,'

FULLY ..l.ND DO EXERCISES 8: 1 and 8: 2.

E, ' ~ ". '

, t ••~l ~.' .... , ::~

.: .:, .. ,• _. ,~, 't'

,'~ \ ':.'

J ',I ,," j : '

: :'J ',\;" ~. ,-.. ..-. '••< .t ~.

J.:, ".l

, ,~,~ .' ,J:, :,' . };. 1

, '. '"

, .'.,'':' ""

';.; ! Lf -",'i ", £ ..,

rftl 'j .'.

j >. "

"I I , j c,

j' , . ~:, .. '

, : ",l'" . .. .I:'

.'

- 65 ~- .

UNIT NINE

'HOO .WILL POPULATION CHANGE AFFECT. ~, .... '

• .,j. • ,~

.".

'-',

-'1

OUR LIVES IN TIlE roTUR.E?,

This~Uriit tries to p·rob.• the future 'of 'our' li~e~:ri-nd thos~. ~ : _. ,I. -) :- " . : I I ;;, ! • ~ ::' ' 'I • . ' .

of our childzen. Lt uses 'the evid~nce before us'in the pre-

;"s~nt i~ld<in '~he past 't6 'make this pr~e.'·

Tl1~ Unit' l~~[';:ini~~s a . number' of questions. How wiil future

population change affect ~vailability of land f~ h~an

settlement and development? How will it affect rural life?

How will it "i'ffect urban lif~1: 1 H~W will it 'affect"eri~rgy

resources? How will it affect social services like education,

. health, euiploymetit:; recreation'? 'and other pubricu,t11ities?

There are two problems about future population change which

aJ:a. .of,ten, neglect.ed. '.;':,

., Orte: ,DUe to ,scieiltifi.c and technoloSical:advance and rapid

. population' growth, our children' and 'grandchildren who Will

be .surViVing i'n ,the next one, two .or three' d~cade·s'Will be

U'ving in' ;a.• far more 'canplex society than we are, witnessing

,.,today. ·,'·I4:<.i;s, t'heref.ore,. OUr responsibility as ·t:leir· fore­

bears ~t:01prepare them to meet the' cha l1enges of the caning

decades.

Two:.'Over ;populadon' is not 'a ,catastrophe that threatens

, a cOll1ltlunity, or· a dountry or· the' entirewcrrld on a specific

doomsday in the ,future.' Rathe.r, i't is a day-to-day 4vent

:',' ·.that has alre~dy_ star,ted,hapl,;-ening".in 'someparts of':the world

with unC'omf.or·t.able results, such as overcrowding,eXhaustion

',. ;'. . of availab'l·e·.resou:rces, chronic 'malnutritf-,On, .and starvation.

... - .. '/

- 66 •

The abundance of land in Africa is cc,-t8inly m04C apparent

than re'll. ~,~u.ch .oL·.the :,utl'.;is.e,c:L .land 1.5 ,unsuitab le for agri-

culture. Accordin8 to the UN Food and Agriculture Organiza­

tion's est:L-nateS~:.:.t!~:.p~_r..:~e~~~ ~~~.::~!~?,_.~~~al area of the whole

continent is subject to drmtGht, and another 11 per cent is

r in dangez: of becoming desc":t. Only 16 ~)er cent of the area,\ .• . "..... f '-. _'J .' • • >'. . ..', ' . j' ~.~

has po seriQ~s limitations to a3~icultural P~9ductiQp. Even, " , r, • -. • . .,' , ~. I J

in this small area, the. prevailinG, shiftinG cultivation tech..'l ,'.',,' 1 ,'" ll.: ...:,

niques pose rea 1 dangers. Neai: tl1e desert regions, this method

increases the chance of desertificUtion on farm areas. In, , • I • ;.; ... ", ~ : J.; ~ . '_I • •. ' .. " ' ..... 1 • •

pther ar~as, the method leads to ~apid lopS of soil fertility."l.~ '\~,} ll~ :(, -;.~. " : •• " ".;' ..... '. t:(ft)

.:: -.'.' I. " .: '

Land hunger .has,. therefo~e, be3\ll-., and wi 11 likely be<::a:ne, .. : ' .: "

worse in the future.~ .':. \ 'j _, -. • ...J_ "':. '_I -

'COinpet,-it1on :tQt': other us~s·.thiin .farming, W1,U,al.&p .'reduce the

available farm land.

"A study conducted in one African ~.ountry reached·the follo­

Wing conclusion:

"Simply 'stated, ,there '-1ill not jUG;J~, be sufficient land for all

or· even ,most· 0.£ ,the grandsons ,of to~y' g, farmers ..,t.o _b~come

farmers·:themse.lyes,..... The arao.unt of land .w1i:th:,sul'p'lus po­

p~JA..t:L:on.absQrption capacity i-s less tllt9.n migh.t be. imagined,

due to.l0W(:,i:iC:1:LJl.l.;'-a.ll!il" unsuitable "'soil.conditions ..and .o.ther

facl;:p:cs, arll-Ll,aor3e propo:..-t!on 0.[ "the future population 'will

need to find non-8;jricultu;:al employmant". ~

5. It:nnqstd\fr;ican. countries 1:od?y, .. the d.eveloplUerlt strateGY

r:i.p;htly.laY~\.:~lUp'ha,$ison rUJ:al'd~velCJpment.~ "Ho~ver, the

.,"pre~ent. :t:ll'end :to'.i'1Cu:d .:,uX'91 to lPib~.n 'm.i[::~:a,tion suggests a

b leak future £.or r:ul'F 1 develpprJ-ent.. Thi-s- is. becau'se .. the bulk'.

'J ; of rur~-J,., to; uppan migr~nts in: ever> ,'country .cons;lst.s of ener-

~ '\~;... ~:t:ic, seJl1jj:well~-e.4ucated·.ywn3me.n~Ad JVanen ,in the-age groups

- 67. ...

_, 1~ to ,30 years whq are desertins the villag~s_,1;0 s~ek for, '_ .". ' , 'J' • \

brig~ter oppo~r,tu~.i,ties :i.~ the tO~,l? and cities.

The Vill~g~s, ,the~e~pre, tend t~:be reserve4 f9f the old,

the illiterate, ~he disabled and largely conservative popu-, . , . -

-.:' .~ \ "I' .'I .....

lation who are predisposed to resisting change and perpetua­

In rp.aJlY ~frican

over-burdened. wi th workF" .' J

t1~ t~adition~l ~deas ~~d,?ra~~i~~~~

",F9v.n~,J;,~e6 today", the" village.wqnan, is., " •• .J • • • , ,.... ,

in the house and in th~ fa~.

;,-,pppulat~ion chCil~ge Will. ,~us~ l~~~ly, ~~c3d,-tll9~~ ap~, m~e to

rural neglect, unless success~u~ effort$ are mad~ to Aeverse~. ,

the present rural to urban migration streams.

I _.~ .' _..;' ,

~~at about the ~uture ~f. urban life?

Increased growth rate without appropriate ~pat~~l p'hysical.:.. -' ,

planning will worsen the problems of over-urbanization which

~r7"al~eady prese~~ in many African, cifies. ',/ ',.

'; The fu ture' African, ci tie~ wi 11 like ly face. greater aver..

c.I.:owdihg ,in traffic;,', ,', . ". ,

In housing; , " '

In public utilities like water supply and electricity;

In: medica 1: facilities';

In': educationa 1', faci li ties';,

I~ Urban Violence, such as

Robbery wi th violence and jvve,nile.' delinCluency; and in the

threat to the presentation of environmental quality, as in

this slide.

7. .',' '.Rapid population growth' could lead to a fsst'''depletion, and

hence, a shortage of energy ~esources.

", -',Eiectric:1ty· supply tQ iridustrie,s,': pUb lie 'offices and:'private < •• ',

. , , .r"houses'~is ,'the aim' of Governments.' .But power rationing and

. .,

... 68, ..-

po~ei-cudr are' a'trecidy becorning fl:ciquent occuriknces' in many.... :.;' ," , ' ' .. ' >,' 1 - "

cities.'-'The situation will likely becOme worse wlien more and

more people begin to demand for these utilities. The rate at

" ':t.lh1~h tht s 'scar~' comrnodity, pecxol/gas is being consumed is

"r,: 'a'dtrect functitm of the dem~nd' for it.' "\:+ .-, .: j. -'

8. p~t'haps,-'·Between 199c)'and 2000 'AD fo~e~rs 'tn 'East aHt:(~'lest

,,'.:\ .. Africa maY'.'l1ave latge ly:' di sai)p~ai~ed'bQcause'of'~ ~6rtti'hJous

clearing for farming and f:t:rei:7ocli:i~ : .. '" ':;,

r" '.:.••J " ~:.:.\ .-·r .'..''.' "'k'1:at'~e porti3n 6f ,'thy: dwellers t60ay stii1"'a~pen(f-tipon fire

• I',

,.' -',,~ wood fbr; alFtheit: ··c!6ok.lrtg~' ".J.

The UN Food and Agricultural Organisation has predicted that

by 2000 AD, Africa will beimpoiting:~9 per eerit of her food'.' 'requirements. " " '" '.":'" '~!.' '''.'; ,

'. --! .1..

'. I • \. , ~ : ':c,.,

9. In these da)1s ot]'hi~h 'Od':pr'ice's~ 'ba:lcfnce f:of 'pa\~~~t"deficits,

. infl~tiofl and hdJgh ~rq.te of ;popu la ti on ,grc,oWth, iJtf.s ·nOt at

all clear hO'\>lmost Africa:i countrieswill.be,.:·ab-L'G:,t-o pay for

food imports of this magnitude. ',1 t t . I'

~. ,: • :.' t i-':

If population growth continu~s tQ g~11Qp into the future at

its present rate, it will lower ,r~al per capita income of

most African countries, and result"in, greater poverty, 'and

miseIly fOJ;:,;ma.~, 'f.amilie$· than is known at present:_·; ','

'., ~', ... ~

For govermnents, it will ..-euuce the rate at ..\l1hich capital

can be accumulated £o~ invesanent, because much potential

. c. ,capita~ will he utilized in maintaining essential,s6l:'vices.

" ' " l

10. Bad~y maiI;:t:a]i.neJ~:.'s~~vi_cesqUick~.1y deteri.o-rat:.e.:i'n :s:talndards.

Thi.s: 1,;5: aJr~dy a ,,fami,1iar p.j~perience (jf mafrj AfricaIl) govern..

ment institutions.

.. 69 ..

Public hospitals and clinics stnnd the risk of deterioration

in standardsX~C:[;::ll1!Y.:.laJ~.K:.~~~ii~!~nl,:.t~o~~:Cesto match • J.

increas-sd demand for ~;hei;r sE;!fv~ce,~\~ .• , " _ \ h ...\. ! .._ ..~ . ~· ... ...,,· ...... _..... u .._.~ _~ ...... "" ...........,

Educational institutions and public libraries also require

en~~8h' ~'~sou~c~s:'to'enab le' them pe~forin well. "t'~ win the

f'i~h~ J a'g~:i.ns~ 'ii1fteracy, Afr:icari'~over~erlt's;mu'~'t"cbmmit even

greater proportions of their scare resources to education in

j :;ldi~; flJt~re~ This id n~i:"go{ng" to be a~' easy ta'~k'~: Ghlloping

: 1 {~fiatf~h and' pCop~lation growth are bc)th t ~o~klng 'to neutra-. J . J ' ,,' _',,: ' \ ~ .. \ -,' I .'; I: \ .. ' . : \ ' '. :1 _;

lize desparate efforts.'" '

11. ',~,; Of c-o~'~se,:' !fhe s:it'uatlon is ~ot the 'si>me i~ a'tl Af~:fcan

countries, and their problems are not always' of'the'same

magnitude. However, chc way wealth is distributed among

! peop''1e is anoth'd~' 'p~~blel1l. If ~qha't we produce' is" h~i'enough

"'~hd if 'ways' a~~ \~ot' £~u'~d tC) dfsti:'ibute it in 'El' just- ilnd', ~ .~:., i ..... :::.;I)t:'"',,:~ .' .... _ ,:: ' .. ~ _. '. ,';' ,,~',,_# "'I','''~,,",,

humane manner; then more misery will be perpetuated. The',. , 'c."" \' !. . . . "" .,' , " , , • t -

inju'stic"e-s "are" becaning more and more visibly' acute between, f : ,~ , ': \ . I ,

the rich and the poor, an: between the urban ani:! rural areas.

.'

:' \.' ~.

i' n. '-'-"T

tbls"'is cl1e' en"cf '~r" Unft' 9., 0: '. • -', ' .... ",~ :- " (.

NOW, PLEASE REFER KGAIli TO THE ""jOiu<BOO~ REAt> TaE "h~FOR­

MATION CAREFULLY AND DO EXERCISllS 9:1~ 9:2; and 9:3.

'.', "

• l

:' ,

.', ....

, '

..', ':.',,\' "

.' , -.~

".)t

,,{)'..~,'

n > I , I, ,':: " .: {:.... "

'.1 • : "

":".

·.,.L 'J'

- 70 -

UNIT TEN

" c.

POPUI.i~TION CIW'IGE

:;

':::' This Unit, ,eKl$i.ne.sJ S:ot~l(~l'\.o.(; the"!,Wnk~ng,·p~9:U91.m~~p.ts and

",' '" ..>::Ja'C-..ti.OflS'·'O£ Afi.tri~n Gover{11ll?nt~ al:>9Ut:.~pppulatiQn c1;tan,g~.

, .•1 _1- ,

k,I', fJ Wl:tatever~ t~e".,form of ,Y.ove.rIl!T~-en·t .in a -e~t},ntry" ,J1;Iji; a;~: is to

" ,:improve. the "li,,-ing s-t~ndi;1..~cl13 of. i.ts: peop l:e •. , .'fh~.' &..~' is to

see that everybody is well fed" a~q\,1ately ~.l,ot~ed.,:~omfol:­

tably housed; securely protected from disease and external

, e.il~lIiY; . ",od: rE;asonab 1y wel1(,eul.lca ted to cont~4..b-ut-e. tQ· nation;;;]., '

dev~lop!pent,•.1L,·' , -, .

If, Sil: . ,I,;

2. i'-C'· Again, no mat~~rJ.;:he{·fonn.of" gove;:'l1f\lent or. its', IFvel, of socia-

'·!.ec-ot\qnic ld~v~~optl\:~nt,.:~t has~:f.~her_ explici.t. Ql' j.ropJ:J.cit

C'.·"me~~~·.~s·, esU1?li$b,ed, to. iFlflue~e its p~ulat·ionj,si~~, can..

. ',< p~s;i.:t:r.i'~", d! stribu~j.on".an,d-"gl:Ovlth. These ,m.ea~n.n::fa.$- ,~re ca Hed

pppulation poUcy •.

3. population policy of most Afric~n cO\,1ntries. is detepmined

mainly by what their Governments perceive as their population

.. ~ prob l~msw;'l,~lha;:. are these per'cep-tions'l , ,

: ;(' .' .:

Practically, every African country today considers I'Ural to

urban migration a major pLoblem. This process causes un­

balanced distribution of the population and the concentration

of the population in cities \l11e;:'e amenities are already

stretched beyond their 1units.

A high rate of mortality, particularly infant and childhood

mortality is also a major population problem of most fifrican

countrieso

I, J.'.

.. 71 ..

" (. ,!: \" ~' ~ . t" ..... '

Ass'oeiated with this{s a hi2,j: incidence 'of" morbidity' which

reduces the working ability of many people.

,Oy~li~"-Q~~,,haJ,i: ,of African count~ies still.,;consider thei,r po-•• - _...... ,. .:1. 1'_'" • - ,.. .' • •• ~'

pulation size both satisfactory and acceptaQJe~ lio~~v~r, most•• ~ - .. '.• J - ,;. ~, . ~ ..

counti:ies are becoming concernect about the high rate of e:co~\fth

of their population.

They are also concerned about short spacin~ of births which

affects the health of both mother and child. They ai:e almost

all concerned about a growine breakciown of tradidonal family

norms and values vn1ich is contributing to a high incidence

of pre3nancies amon;:; teenasers, the majority of whcm are

unmarrief1•

There are some other African countrie::; that are concerned

about a high incidence of sterility or infertility among

their populations. Infertility involves frequent miscarriages,

stillbirths and sterility proper or childlessness. The

reasons for inf~rtility are not well kno~ although some

studies have suggested that se;,ually transmitted diseases

contribute a g:ceat deal to it.

Nany African countries are concerned about a high incidence

of abortion among their population.

Some are getting concerned too about p:cob lerns of ernig:Lation

of their young men and women to other countries, while others

are concerned about problems of immigration fram other countries

into theirs.

Thus, perception of population problems vary widely from one

African country to another. These perceptions aft2ct official

- 72.-

.:: : thinking, pronouncements and c.cticns about popu.l~ti~n policies

in Africa. . !

,.....

';,'

I" ~ -~ r '..NOW, PLEASE, REFER 'TO rilE HORlmOOk.

~ , " .,.AND DO EXERCISE 10.1 ..

....

. ,'.'

", .' .~ - .'

L'

1.

.' . ~,

-: :.

.:; .'

.:: '.

.;; .'

- 73 -

l~Je have seen that perc~ption:> of. population problems diffe.:

from count~y to country. However, there are certcin areas•

wherE: almost a 11 count~iE:s are a \reed on what to do.

Take th~ question of ru~~l to urban mi3ration, for example.It.·· . , .l' . ,,\ .J_

Pri:l~tically all Af;:ican Gove;:rnnents .,-rant to discouraee this• . , _'" .Jf.' '.I ~ . (, \ ,,"

drift. Th<.:y '{.]iS~l to decongest the crowded cities. Several,", f•• '

,;;; ':Building new tOl/1tl£l: around th~ biB city as growth polef:;

:', ",l 'De'Vl:iloping the -rural areas by sitinG 'some 'iridtist...:'ies,' colleges,

,;.;' iun'!vers'ittes;hospitals, etc. in the Village's' :1n -the 'interior

and by giving them some url1an' at-:e'nities~

BuildiUG entirely new cities away from the older coneested.~ : .

ones as in:

6. ' Or, take "a high mortality ,rate 'as 'another 'ex'4mple.~

All Governments are givins: active support to maternal and

chi Id hea Ith (tiCH) programmes. Host of them are besl'nninc

to plan f&L prf@ary health care '(PHC) for tee entire'popula"

tion. 1'iany haVe a'-bo include(l far.lily planning' advfce and

service into ctleir maternal and cl1ild care programmes.• ,; • ~ .J'

Unfortunately, only a small nur:1ber'of Africancounhi'es have

taken di~ect measures to reduce tueir bircl1 rates. These

include Kenya, Ghana, Bots\vana, Lesotho, ~iau:;.. itius, Rwanda,

seychelles, Swaziland, Uganda~ ECypt and Tunisia.

These countries consider that development planning, pQ.?ulation

planning and family planning nhould all be treated as one~

Noreover, many African countrien give some support to other

voluntary organizations providinG advice and/or services

relating to birth spacing cn a voluntary basis. Support comes

- 74 -

,r" aitheriri the'; form of finance O~: pet":::onnel: 01:' use of office

, ',', 'space, or in the ,training of sup'po'~t .r:taff'. ,i: .,

On the other band, most African countries have indicated thei~

inter.est, in' Popula Cion 'and Family Life 'cWucation l for' thei~

population, both in-school' and out-of.. school•. Unti 1 now,

',,' ther'e has not, been any' opp-os'ition from' any, African Gtivernmer.t

concerning the development of popula tion and fami ly life

education programmes in order to ~:aise general awareness of

, ~~ulati~n is~~es and p~oblems and to assist the p'~ulation, t'a acquire 'the requ:(si:te knoWlcdee £o~ better' 'fand ly"l!vin3

'. ': ' ~' ~ :: (.!,. "" .

and responsible parenthood.'.J '.' J, '

With respect" to international migration~ mo~st 'Af~icari Govern-" ' .,; " ., I . " , .

'"ments adopt open-door policy althou~H 'tiiere are' usuaily some

legal restrictions on visas, '..ode permit, and duration of stay.# :) I •

• j •• •

The estab l{shmen't' of ~~b-reei'onal unions, like the E'conanic

C6romunit~ 'ofWe~t African States (EC~]AS) a~s 'to' encourage

free mOvement of citizens of the member states.

8.

: . .ii " .-,

NG1, PLEASE' REFER TO YOUR HORKBoO'k, READ TIlE INFOm--JAttON

AND DO EXERCISE" 10.2.''''':''J'

j' i

,~ _: ,.,.l ••

,-:.

1,

1 l(l ". :,

f)'.:

•••• j

- 75 .. '

Many other viewpoints should be considered ",~~len maki~G popula-'. -~

tion policies. At international ~evels, ef~orts are bein~. . , ' ~

,made, especially, by various United Nations_A;senci~s,to inform,, " -' -- , , .f·' ", " < ,: '

~nd to influence positions in population issues and probl~ns., I' " " •• _I , " ,

l'he Yea:t: 1974 \ya~,<1eclared lIHorl~ ~opulation Year:l~, .A congress• _ • v .'. • • ,

representins all United ,Nations hcmber Sta~es met in Bucharest~ _;.... .' '_ _ ~ ~ .·~l ~_ :,':'

to consider the future of population policies. The Conference

produced a major document car~y'inc its maj9r recomrr.endations.

This document is called III'iorld population Pla~ of 'Action"., , '

In tJ::1e Hor.kbook, you will find these major recommendations.

Nany countries have adop~ec1 measures r~commended in the

"World Population Plan of Action". And they are using infor­

mation regarding ,their population st~ucture, ~~osition,

distribution clnd growth in p~eparing their National Develop­

ment Plans.

10. I~ August 1981, the first ~arliamentary Conference on Popu-, 'I,.' ) • _-r;.1'

lation, and Development"in Afr.ica met i~ Nair<;>b1, Kenya. The.' , .

Gonfe~ence reaffirmed the Lights of couples and individual~ to-

obtain information and have access to t'lays and means of res..

ponsible.p~renthood, allowinG the couple to choose ~he desired

n~ber ot chi Idren and, their spac5.ng.

.- .-- j'-

I • ~;

The Conference recommended that African parliaments and Govern­

ments review their population and development pplicJes and, .

legislation in the light of t:1e recommendations of other pre-

vious q~n~erenc~s. It emphasizes that Afr~can coun~ries must

adjust population education tq...national reali~ies" addine that

family life educ~tion must form part of all education and family

planning p~oGrammes.

11.

\ _ .., .,

- 76 -

, ,The Assembly of African Heads of State and Government meeting ,.

-f '. '. (

in Lagos in April 1980, adopted a Plan of Action for the

'Implementatior. of the ~,ionrovia Stratecy f~r 'the Econ~ic

-'Develop~ent of Africa'., 'The Pla~ J:ecornm~nde~ amone"othe::

thi~S, that '::'ispe'c~al subjects in }~utri'ti~n, family" la\'1, and

'''se:l{ educat~~~~ tbr e:l{ample~ ~hould' be introduced '£0 both boys

- rr·

4. r,

- ".- '~"

~f population factors in development planning. It ~eroarked

-~h~ folloWing 'problems: excessive'rural to ~iban'mig=ation;t'{'J --,,'l'" _ " , ,-.

present levels of fertility aad mor.tality; and'the'resultant

high rates of growth 'l'lhich have implications for meetinc the-..; . '" - ~.

needs of majority of the populatio~.

The future -;;t: African popuJ}i:!on size, structure, distribution

and growth rate vdll, therefore, be dete~~iried l~rgely by the

collective responses of African Pw~liaments, Governments and

peoples. The basic inEoxmation they need to make informed

decisions ~n'd tak~!'~ffectIve action~'consist of ~ccurate

d~~a ab~~t their p6puiati?n sizc,~ha~acteristic3,'distLi-"',

bution anu growtl1 rate. The t'iO aLe mut~ally reinforcinc.

1 .~ _ • • , ~

Hhat \1ill this ,future look lil:e? ":.Jhat decisions anrl actions

arc already undcrway? Can HC hope for a better future? These

questions "lill be examined in Unit 11.'_ ., J

12." t",

This is the end of Unit 10.,'__'" r~

,, "

"!

NoW, PLEASE REFER AGA.:m TO nlE HOPJmooi. READ TIlE mFOmrJATION

CAREFuLLY Aim DO EXERCISE 10:3.'. J ~ ":.

UNIT ELEVEN

. ! ....

THE FU'fURE IS IN OUR HANDS

.' '.."l ~+:. '-.

"

:." I

~'le: hope ;~h~t our, ~e11eration and fu~ure gc.:ne~at~,~n~:~~,n

develop a ;:ational balaqce between r>0pulatio~, chan~e"and resour-, '

ce development.

.' "

There axe certain things that a h~an being can do ,to improve, I. • •• • • _ .a. ! • ~ " I . '".:.

th~"qua,lity. of ~iS l~,h. ,H,e can study hard to, iJn~rove his

knowledge of the world around him, aad ha\<! he can cope with. ., ' . ::.' " . ", ,- "'"

~is everyday needs. Re can work hard to acquire his needs.J. ,.: ' " ' ; '~~' ,~ '. '.: . , ,

He "can ~~s~ ~hoose wh~re to live", 'men to marry, ,~nd the size

of hiS family, and so on.':)~l '.'_l~\,(~·e.) ,,'!:j,'.J.' ~; ...

"

OUr continent has marched into L~e last ~~o decades of this

populatiG~.Growth,rateof 3 per cent.. ""~ . . re)., .

tha t by, the end of thi s .century, we; , .'" 'd,'

390 mil1~on to our. 470 million in-. ~ : I • '.,.::"J:

century witi~ a y?arly

We, ~herefore, expect" ~ !:;. . .

should have adgcdan extra

. ~980., r I • J _ ~ .. ' ' • ,

: j

! " ,I" 'r

, This 2xtra populat~on will be mainly children ~nlo must be. -, .~ - : ". . . :' \ . . . ;" --

,,~ed, clothe~, hO\1~ed, edu~ated.? and looked after in, every, • - ,"' _ ". , " , t

way to enabt~ th~,gecQme useful members of socie~y~n the

future.

" Cail we' lYope too produce. enough 1'~sources" to d!J all these'l

.-. t

'-. '." l i 1=" -Can' ,~e hope· to Mve' them th~:C:dght':k:fh'd'of education' which

~ili ii1~uicate iil thenl th:e c:ligni ty of labout-?~' S'~'1f' reliance?;

confidence in th~nselvcs?; habits of productive work'l$ and

r~tional decision-making?

policy-makers.

5.

, '..

- 7,8, ..

In this sense, the futu::e of Afric<',n people., particularly the

young oneG, is in our hands, -.as educators; planners; andJ' :..: •• _~. r_ ~ "¥:' _ . ''?:. i', _. _••

Many African families today are poor. They do not think so

much of the future as they a~~ slvIDys pressed to fisht for

their" survi~al~tpresent~ Nany' of them believe that the

, future will tal<:e ca~'e of itseH; . '0:;::, 'that God wEo gives

children, will provide for thei~ sustenance.

Sane of tilese familie~ find' that their children are their

best social and econemic ~~cuiity, esp2~ialty'at ordage

-;'thei~ mo'uey in the' bank. They also find th.rt '"eI "iarge number

of children inc;.:ease thei'r labour' force at 'ham"e a'nd in the

farms;' Tile lar-g'~ ~umbei 'of cl~i idrenconstitutewealth to

them. Further, the extended f~milies is expected 'to be one

anothe~'s keeper.,', i •

, ' ,

liowever, within any cOuntry, "the>:e are a Iso differences in

'the socio-economic leveh of the people. For example, families

with stable and 'adequa'te incomes tend to accept tli'e small size

family norm more quicl:ly than poor and insecul:e families.

Such families can afford to acqui~e other prestige possessions

like a modern ~ouse, a car, a ~elevision set, a radio-cassette'

player,anJ so on. These are socially r~cognised alternative

basis ~fpresti8e and statu"s iri'Africa today.

,Youth, Education anti; ,Erop loyment are three areas which have

;, c()nst.:lntly pre-occupied, African Governments, ~nd peep le since

th~~r attainment of political independen~e same tw~nty years ago.

" .' , '.. t, ..: .~ .; .

Uany countries ar.c aware of the 1;,eakness of their ~~':lcation"1,- . ',"" I )

systems, and aLe trying to remedy the problems created by

- 19' - ..

: !' 'the ·~ealcneS9 of 'their .educational ~1stcms.

rJ -.

.: .,cOner"my of doing this has been to 'establish. a National Youth

Service scbeme.

6. ,Let~s.consider the pro~rammes directed to,the:youth in

..-.'

Seychei1e6~, . '." '"... ,_ ..l.._ •

• ., I r<", i- - ". - - ~ _ r " - r,"' • I' •

The'Seycnelles' 'Goverrnnerit has reached a milestone in opening,

.':a "fil~ticinaf'~:~ilti1' S~rvi~~ ~~~l~i:~i; aims to 'produce ne~1"kinds of

persons in Seychellois prlinary school leavers. At Port Launay

'''~'Vill~8e'':f.{'~;~a~ple,boys'and ~irls at7th~ iges'of 16 and 17

11ve', 'stu~y'and work t'ogether '£~r: 'two' y~~~s!ah~r "tli~ir pd-

(:' ;'mary 'educ~tioti~' 'Educ~ti~n hexe"rri~ans d~ine"e~erything in daily

li f'e":wd;king "in the fields a'rid in the'·'cla.'~sroom. f "

, J·o, , ". )' :~I .. • ,:; .' j • - ' •• -' ; ,,~'

7. v1i th \~~pli~ sis";~ la'ded::o~r tra'fning cif se1£-re1ia~t indi'vidua ls,

these youtL'-ls have to produc~ "i:h~i~"o~ 'food. "this~eans that

they have to Brow their own ve3ctables, fish, and kee~ poult~l;

th'~y h~V~ t~ 'wal~h~ c6~k arid serve their meat's~; '::: f~ ), 1(, :_;'

8..~ .

They ha:v~' 't~ learn different't3:ad~s. Th~~' havf: to "~~n t..~eii:"

internal r:adio and newspaper. They have to lear~~o'become

health assistants; and to do carpent~y and fashion-desiB.tog

:O' Inali\lie~e', boys have to le"a'rn w"ha't 'has been traditionally

ascrib'~a\:,<inen's jobs, and gi;is'ha~e"to'lcarnto:;~d:men's

jobs.

Sex and family life education is an essential component of

learni~g in the Youth VillaGe. OiherVillaBes of':w~is kind

are bding e'~'ta.blished by Goverrnnent to a\bso~b -a'li' pr~a:i.'"YI ,-'"", , .~, • I

school·leavers •

..-, . .".,

- 80 ......

10. The morale a£teache~s; ani~~teu~sand student~in tile Village

is very hie,,li as the VillaGe offers l:: completely ne\il orientation

't'O education .and p-r,oductive "70rk. It aims to re-un:'-t:.e ";]ork,

daily life auG education.

,Traditional, school subjects are not taueht as c~emis~~l1l

mathematics, etc, but ac corr.,J lemcilts of eightdistiqct Blocks,

namely ASdcul1;:ure, .'\nilt1aL Husbandry, Construction and Health.'" : ~ :,- -~ -': r, "';': _

Othe~s are Fi,shin3, Infonnatiol~~ Technology and ,Culture.

We h~ve pt:escnte::l the ex,:Mple of seychelles in SCUte detail to':" :.: .:1, ',':

sl'\o", ..h9wAfrican Governments can tad:.lc collectively the

proQl.cms of food s4ortaeoand s~hool-leav~r unemployment, and'. " \

rural tp ~:rban drift ol the yo,:!t4s. O~.course, otller alter-

natives do exist and e;,~pcriences '"l<ly differ from country to

c~ntry. But the e}:perience of Seychelles is wort~ cfurthe"C,

investigation and emulation., .'

, .Hithin Kenya, there are 1}larked differences in population

~ , . - '.':~.

density. The cities of Fr.:irobi and Hombasc:: arc growins rapi-

dly, and, thus" contain a larGe pm:centase of tl-J:e c~ntry t s, , .. l 'I

total population., "", .\.

~ut in some .:eeions of ~eny~ the density is low~ The Govern-

of available resourcesl,o. t

11•.

for the development of V-Teste:i:n Ken:Ja~ a region "lhich has a

lare;e share of out-mi,6L'8.nts to Hci;:obi and t~cmbasa.

;\. (,

In Nigeria, cities ~,ilce La0o~ and Ibadan a:::e ov~r-cl·owded.i • '. , • '. : ~ • ~~. •

;. T~e G9Y,e!:nment has adopted severe 1 .ltleaSUres to reduce t!le

overcrowding. The creation of ne"1 states has meant also the:' ;' i

creation of new acltllJ.nist.rative headquarters for these states.

These new state headquarters have become new 8rowtil poles

- 81 ...

The GoveLnment~.~.. b.ui~d~ne~_~ _~m~~Jed.e.~~.~:, capitill city called

AbUja which is located right in t~e cent~e of the country.

Emphasi~in3 governmen~ a t lithe Gi.:asr. ..root. level", the Govel"n-.: ~f ,',::,," T,.. .".!.- - : . ,-. -or -~ ':',: .:

menmof Ni0eria Cive priority to. ~u~al development•.Ru~al;... •. -.. ~ . l":, .

electrification; "later scheme and health ce~1t-,-'es are vi8orous-

ly pursued ..in muny pa1"ts oE t.be country.

': ':.. '0\;.

1.2. .(\nother e~~aml?~e ma;7 be taken :liom Ghana. Family planniuc \1i th

the aim of i!1lprov~nc the health of r.lOth.er and child__~nd encou­

raginG ;:esponsible p'lI'enti.10.od has heen ~rsani7ed ,on ~ nation­

wide basis.

These pro3~ammes and activities Davz been suppor~ed in many'c.

- .... '

~ountries with educ.~tio:lal prozraromes.

these prosrammec in the ne:r.t. uJ;lit.

This is the end of Unit 11.

;'le shall examineI" ,_

13. NO~'l, PLEASE, REFER TO THE ~'1OPJCBOOK AGAIN•. V;..AD THE n~FOR-, :,L

MATION AND DO EXERCISES 11:1 and ~l: 2.

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YN, I.r T'W E LVIi:!

POPULATION EDUCATION FOR ALL

••• 1 :.,

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t.,:..

In, the 1?~evi9us l\~its. -vIe have..c;1isl;ussed many issu~~,:~nd pro..

" .b.lelIls about ~,PPPul~,~ion. , "

We hav,~ shown vlhy we need to lea.rn about our population.

\.v,e ~la:ve ~~view:;? ~~e sources .of ,infgpna,tion about ou): popu.. ,_.lQtion and emp~~sized the need for everyone to co-operate

\.' " . - . ' '

.. .in keepinz~ pre,~9rvine and 3i.vi.nc; ou,t accurate p.Clpulation

information to officials when called upon to, do so•.

"Ue hav~., studied tl'1.9s0 concep.t.~, of ,~emosraphy whi.ch aFe useful

,.....t,?popu.l,ati,on e~uca~iOt+. Dcmo3~aphy itsr?f i~.,..~he ~tudy of

population data and ~,,:latcd fa.~tprs. \le have utiliz,eli measures

of those concepts to study the changes that have taken place

in our population over the centuries.

0u:L., finditl3s have revealed tba·t our, population grew veryl. I' I.... • " , , ,', • ". • ~ • .. T ~

slowly during tile past. two pcn~ur~es ,and hq lf b~~s~ hieh.~:, . . - .- , ~ - -

death rateD neutralized high bi~th rates. Dut since 1950,

our popul£tion has been gro'1in~~ at a rate unprecedented in

history and still holds out prospects for further growth in

the future because death r~te has been fallinG steadily while

birth rate has remained 11i31:. ~Je have noted t2lat the acce­

lerated zrowth has brought alonG with it many problems for

ra.any indiViduals, poor families, and National Goverrnnents.

Many Governments have, thc:.:eforc, identified many prob lerns '''hich

a high grawtp &ate has either caused or contributed greatly

towards their development.

- 6,3:.,";, .'

", v1~' have sezn that'mQny African 3cvernraents have adopted certa;J.l;1

[[ '. ,;" measut-es including population education. and mate.rnal, child

''::).1:, health'/famUy pla'nnint;' p·roc;rat11in~G.to. influence' their. population

',) c: :': site, ,s:trucbure, ,distriou1::iotl: and, ciompos'ition.

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We' have a 1s'o Geentha t many, l.nterna tiona 1 Conferences have urged

A:fri~an; goVernments and 'peoples 'to take,appr:or>tiate: measures

'to '-create awareness,· oft population 'issues, p.rocesses.; .and problems

among their citiz.ens· so tk,t pebple m~y be aide:cl to make informed

decisions in matters affecting population processes.

4. ' ' The" futlire 'fs, therefore,"in your handni 'in the hctnd's of yoo1:;

, 'Children aatl'-iStudents ...... the citiz.e-ns "f tomorrow., Every

effort' should be made! to help everybody -to, leadfuU and l:ewar..

" ' , ding lives, par,ti.culn:dy the younG ones who will be,o.living in

a society more complex than ~ye have already witnessed ourselves.

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5. ,''The purpose"b'f pOpulation educati.oll: is to help lear.ners undel:-

stand the interrelationShips between population ,factors and human

welfare and to encourage them to act in a way to improve the

" que: lity of life'of the 'irtdivi'dua l, , the, f-ami ly", and the na tt on.. ~.'.. '- ( . r.:

6. Our 8·bal:is to help our generation'and future ,generations de­

velop a aational 'ba lance bet~1een t:he grovlth, of ,population and

the erowth of resources at tl1C levels of the individual, family,

'ccimtt.m;f.ty, and the nation. ·Such a :;:atibnaLbalance ldll lead

to' full and'rewarding lives~ R8tional"balance.. is a dynamic

concept. ht tile two ends of the balance scale are .population

growth and ~eSOUIce develapmen~,and both can be changed. To

be able-to no this, our' students. or learners will have to learn

'$kil1s in collecting and' analy'sirtG, infonnation,. thinkinG criti­

,':) ca'lly,' and then 1'1ann11'1e on the"'basis of relevant_ infonnation.

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, 1',_' , :.' ~

their migration

etc.. In other

- 84 ..,

Planning for the future L.l to be done not only at the national

level. It needs to ,~e done at individual', family, group and

canmu?ity levels. Policy makers and'planners need to under­

stand the interrelationships between populatiob processes in

their country and resource ~evelopment ~nd utilization before

they can plan effectively. Individuals and families need

also this understanding before they can take real'istic de-, . , ' ' ~

cisions about 'their lives, their marriages;

behavioU~; their family size; thei~'work?

words, we all need to know where we are going.

8. Demography is not just an academic exercise in population

data. It is far more than that. By gi'Ving us information "

" it eau' help usabout the past and present, to take che right, ,

J"road towards a rational baiance in the imnediate future.

; ,In schools there are two ways to learn about relationships

between population and resources. One wayi s to learn by

rot~, that is to memorize data.

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10. The other way is to investigate and discover the interrela-.. I ~

tionships and their meaning in day-to-day life. We"can help

learners to use this inquiry approach to see for themselves

the 'popui~'tion situation they are living in.

This ~s p~ssible if we take up simple projects' such as asking

students to survey 'the viltag~"~r the neighb6urhood in which

they live.

"Different projects can be 'designed to encourage students to

develop decision-making skills'and to involve them in concrete

, pr~blem-solviug situations. Learners can be encouraged to

"~elect topics of i~te~'e~t to them and to the canmunity for

their own investigation. They may invite guest speakers to

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- 85 .... ,. :~ ~.'

ad~ess: th~J?l'I~'! tp~ics. of ;1ntere.()t ,~o them.. ,They~. may also~, '. ~- -.\. ' ...... I.- • • ..,..... _ • It- ~. ;

?rganize EJ;1~s~l.ve.§i. int9i popul.~~j.pn clubs c~r~Ying ~t projects,.,1,., .:: l",r..' " .' t.~.· . ""> _I •• '-'~."'_'. - ~." _ )

. ' ..q~gapizintt .~.~.~, m1,lsi,C; .~n.~ ~rama, it.lV?lY~t:l8.., rol~; p.l'!-ys•-,.. ~" .' " • ..1 .... ..-. h _ '. _ ..., I. • • •• -. _ l ...~

11.

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Another activity teachers may undertake is to relate concepts of

d' J?~o~n~}-aFfo!\r:d~!?at~o~J.~p Q.~.f'?~ \ ~~?o.l: ..:su~JTff.s .~~~ i~~ civics~ ... l

, _~..: ~.f,9,~0~~." ~~tfem~~.~~s,,: hOJ1le'J,.e,~:~pom,fr:r~~.)?Wi P.X~i~p~~ .. ;.These are

': Co.l 10 j~.s..t .!"~'7~;!~(~~J(.}e.s..: .,'.. ~,:: .;. .... ~ <:" '.1: •. i', ';:.:~:

12.

..-._..... .;

In health education, for er-ample, many topiCS such as fresh

~: a.~r,.,;y~pt;+.~a~J9~., Pf ~?nc~d. ;<;ii~t.. ljlp~I s~n-+:~a ;!?n c:~.~ ~r linked. ,\,

. ';,: ,..19 P?p';t.l~.f~~\:~~ca~i.on. ~el~,~~9?~.~p;s beJ}Ye<e~.pf>!?H,}-ation

"VI' :.Ic! .ch~.ng.e .. ;a~,~\ e,J?yilo~~nl: __ c,lln, b~.'prou~J;1f OPJ':l~~il~-!r,Jra~~ing

biological sciences•. We can raise guestions,like:. Are wc... _J': '. 1,J:. _~ ~. ; .. '. '1 ... -.' ,,' • ,'\:i :'. I i'

destroying ou~ environment? Are we cutting ourselves off

.~r~•. 9l:~?, P,fl.tr~ra.+:.~ur'i'.o~?d·~r~·s?: ..::, '.;~....., ".;'\:l!~').' ;,::

.. ':,,! '" I.n .r.+v~c~lF~~bJ:7.<:-t,~;.: Y~~\~. tr~n~p~5t:a.hf~Il, : h..()!-:1:~,1,.ng,r~~7fitizen ..

~h;i.p. are, re~~ted to_ p..9Pu~a.~ion. issue~. ., {, ,_, .; .., .1 \.. -.: 't • • \) ~~,.! .. . .. , . : _.' : -: : _._" - I • ' :~.l :.1 :,J.)f' '_' ')

In Hane Econanics many topics are closely related to population

....•. ;.' F}, e9,!c:at~o~~, fO.: ;e:J;Ca~p'.~e, the,Jrf!,l,j,ly, Jl1ar.rJ~peJl.JlU[u~n/.~eproduc-

• \'"b~:i ;' ~ipp" rerPS'~$~}?le.p·f:f(~m.~~l.o9d~.. 7?\~~IH,~icat.fpn}.p'4s:,··?e,C;:fsion­

making, and budgeting.

:...... '.' . _ ~.r i . .. .~.:" ,", -, . I,'·

l.~,,,, ,',1: c;. III S,~~r~~r;+.e~~f; e~feFtf,ve:.s:t~ps,l1ay.e be~.~.;tf~en: to.}ntroduce

...... ' .. ' p.9Pul.~t~9n, an9. fam.Py .life, ~~c;~rt;i.on. ipto the. e9l,l.c~.tion system., .'.l.. I. I " .:. .1'.' • '.-, •••• I ., J • __, _ , ., • • .~ , ., ' 1.· ..... _

,", ,; .~,.90p'<;.ept~. of. ~opul~q?n; Educati()n:~f~.. t8,ught to.g~.\:h~l;;·With·.'" ' .... "J.f , • , '_'.,)'. ':"; -. <:.' J., __ . " ..:' ::;~., ,..... i . ,_ ,

'~\"." :,W', s,?ci~l$.tu(;li:.~ i~ .sef0t1d~;~~,..~~,~1001,~. ~np,; J,nfh~: ~~,~f.Jffr Training

':'::-,_",>. ,.Cy~lr8-.e!, !', Re.l5w~t;lJ.) c~,9Fep,~~.:?F.~.. ~~s():.tau~?f: ~o.. fpe:: £IJft-of.. school

population in combination with home econ~ics." ':, :.' , "r:r",;; rr;:

." ',~ !. 0 .:, r:,.:' +1 ,,~ :_' ~.' . ", :/.1' U j'

14.

86 ~' ..

In"Ghana, conc~pts in poptilation ahd fami ly"life education

'a'~e"tatight"asa separate' subjedt: if! pilot secondary 'schools•

• Simila~- conc~pts are also taugliflo out-of-sch06t'women and

youths.;",r

15. ',' , In Seychelles, sex and fam:1t~ lif~ educal;ioli'i~-'ti:i&;ghtin

Primciry~anci secondary schools, as well a~-' in the Nationa 1 Youth

Service Village. Family life educatiori:~onceptsar~-also taught

to out-of-<$Chool youths and women.• j ,:." I'.

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16. In soci.a:Ha~' populat'1on educa't:lon is befttg combined With other

subjects In'the secondarY~chools. Preparation is Onderway

t6"tea~h"popu'tation educati6n 'concep'ts in the primary schools

and to th.e'i~t-'of~school population~ , ", ,1'

In Kenya, fami ly life' education which l:nlcude's concepts like

Human development, Reproduction and pregnancy~ Marriage,

I Famiiy-n~edi and Resources, Problems and' 60nflicfs ~f adoles­

cence in the family,' etc. are taught to out-of-school pre­

adolescents and adolescencs.

;"these ~re but few ex~mples"'of teathi'ng p'rt>gramrlres:' in';'population

;ahdfamily"iit~ education concep'ts i1"/ African countries today.

.'

Thus, population education can be introduced in three main

way's: First:~ as-a separate subject like other subjects in the

~ch061 curricuia; se~ondly, as a: s~t of unitswithiri other

.::l:,' subj~"t-{~·; "~fiief'thffdly; a~"'a'n i'nt'egial part of many'~~ubjects

';l:nf~sed 'at differen't relevant points. EaCh 'of th~se three ways

, 'li~s"tts merits' iiria'l>roblems.': . But they are a11;o 't.omplementary

in some' ways. _.

No matter how the subject is structured, teachers should use

teaching methods appropriate to the objecdYes of population

... 87 -

education. An appropriate teaching method should aim to

involve the learners in their envikonment and to enable them

to ~elate to the community in va~ious ways.

18. The most ioporta.nt p,oint to ke9j? in mind :.is that the,l;earner

is a human being. Students ~f today are the citizens of to­

morrow. They will be the decision-makers and they will shape

the future. ~nd so it is our obligation to equip them with

skills and attituces and knowledge to enable them make in­

formed decisions.

Population Education can help young people to plan for a

good future, for their family, their Village or neighbourhood,, ,

their countLy and the world. It can also help the older

people understand their population situation and to take

appropriate decisions for their own welfare as well as that of

their children and grand children.

In thi s effort, you may want to read more about demography," '

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population education, and ~e methods of teaching or learning

about population education. At the end of the Workbook,.... '.

there is a selected bib liography to he lp you.

19. ThiS is the end of this cou~se.

NOW, PLEASE REFER TO THE WOR..T<BOOK AND SOLVE EXERCISES. 12:1;

12:2; 12:3; and 12:4.

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For "any 'il1fonna'l:::t6n concerning this publication,

'please, 'write to:'J 1

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The Population Education Section

UNESCO Regional Office for Education in Africa

(BREDl;.,),

12, avenue.RoUITle,

P.O. Box 3311i

Dakar,

.S~negal ..... '\..' .:' ,

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, :1! iMr. Alfred O. illcaegbu

. " } , t .:','

~egiona: Adviser in Population EGqcation

Mrs Fr~d<1 Brij s ,

Associate Expert

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