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close this bookThe Education for All Teacher-Training Package - Volume 2 (UNDP - UNESCO, 1995, 124 p.)
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View the documentForeword
View the documentStructure and Use of the Material
close this folderTopic 8 Towards Functional Literacy and Beyond
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close this folderA. The Problem of Illiteracy
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View the documentThe Causes of Illiteracy
View the documentWho is Literate?
View the documentLevels of Literacy
View the documentWhy should we Deal with the Problem of Illiteracy?
close this folderB. Adult Literacy Programmes
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View the documentThe Design and Implementation of an Adult Literacy Programme
View the documentThe Specially Disadvantaged
close this folderC. Developing and Maintaining Functional Literacy
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View the documentKeeping New Readers Literate
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close this folderAppendix
View the documentMap: Illiteracy in the World in 1990
close this folderTopic 9 Scientific and Technological Literacy and Numeracy
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View the documentThe Nature of Scientific and Technological Literacy
View the documentGender Issues in Science, Technology and Mathematics
View the documentA. Science Education
close this folderB. Technology Education
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View the documentTechnology in the Community
close this folderC. Numeracy
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View the documentMathematics and Numeracy
View the documentMathematics for All
View the documentD. Science, Technology and Mathematics in Out-of-School Education and in Non-formal Programmes
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close this folderTopic 10 Education and the World of Work
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View the documentA. Education and be World of Work: Differing Approaches
close this folderB. Promoting Links between Education and the World of Work
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View the documentThe Curriculum
View the documentTeaching and Learning Methods
View the documentThe Environment of School
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close this folderTopic 11 ‘Quality of Life’ and Development Education
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close this folderModule 1 Environmental Education
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View the documentEnvironmental Education and the Curriculum
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View the documentSustainable Development and the Environment
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close this folderModule 2 Population Education
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View the documentPopulation Education and Women’s Issues
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close this folderModule 3 Health Education
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View the documentHealth Education in the School Curriculum
View the documentDrug Abuse
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close this folderTopic 12 Quality Education and Standards
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close this folderPromoting Excellence through Effectiveness Rating
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View the documentDraft Input Standards
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View the documentAppendix I Draft Input Standards
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close this folderTopic 13 The Requirements
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close this folderThe Requirements
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View the documentDeveloping a Supportive Policy Context
View the documentMobilizing Resources
View the documentBuilding a National Technical Capacity
View the documentInternational Solidarity
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close this folderTopic 14 The Way Ahead
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View the documentIntegrating our Learning
View the documentWhat our School can do for EFA
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Introduction

The quality of human life depends on our ability to protect and enhance the environment, to control population processes such as fertility and migration, and to attain and maintain health. Basic development education is necessary for people of all ages, both in school and out of school. The present topic, therefore, seeks to examine how environmental, population and health issues can be incorporated into basic education using formal, non-formal and informal approaches.

The environment, population and health are major concerns in many countries today. Deforestation, soil erosion, dam siltation and river pollution are examples of problems whose magnitude is increasing every year. Societies need to be educated in the fragile nature of the environment and in the key physical and social principles indispensable for the proper management of natural ecosystems. In many developing countries the population continues to grow at a rate much faster than their economic growth. Outbreaks of cholera and malaria and the threatening catastrophe of AIDS serve to underscore the need for effective basic health education for all as an essential complement to efforts being made in the medical field.

In quality of life and sustainable development education the impact made by the school community as a whole is of great importance. What children learn in the classroom depends for its effectiveness on the nature of the curriculum as well as on the skids of the teachers. What is learned incidentally from being in a school community, through its ethics, policies, physical structures, regard for human relationships and dignity, should support and promote further development of what is taught in classroom lessons. The concept of a ‘health-promoting school’ embodying a comprehensive school health education Programme is an example of an approach of this kind.