interrealationship beytween population

INTRODUCTION
The implications of this explosive growth for both the physical environment and human wellbeing alarmed many observers and prompted an intense public policy debate. Many scholars and policymakers noted that high levels of educational achievement were associated with more moderate rates of population growth, suggesting that important opportunities for alleviating population pressures might be found in ensuring greater access to education, particularly for females. The ensuing public policy debate has prompted an examination of how education affects the birth rate.
The explosive growth of the human population in the nineteenth and twentieth centuries was the result of a historically unprecedented decline in the rate of mortality, rather than an increase in the birth rate. The proportion of children dying before reaching the age of five fell from nearly one in three in most of the world to less than one in one hundred in the most advanced societies over this period, and to one in ten in low-income countries. In the wealthiest countries, birth rates adjusted quickly to restore a balance between births and deaths and establish a rate of population growth of less than 1 percent a year. In economically advanced societies, the average number of children born to each woman over her reproductive life has fallen from about seven to less than two. However, in the poorest countries, a sharp drop in death rates has not been accompanied by a corresponding fall in birth rates. As a result, the rate of population growth–the difference between the average birth rate and the average mortality rate–has increased dramatically in most of the world. The growth of population has been greatest in countries that are both poorest and least able to invest in social and educational services. The combined effects of these forces seem to imply that the gulf between rich and poor is likely to widen over the foreseeable future if aggressive policy measures are not introduced.
These facts suggest that the key to ensuring a sustainable rate of population growth lies in reducing the fertility rate. However, in a highly influential 1979 review of the research literature on the relationship between education and fertility, the economist Susan Hill Cochrane concluded that too little was known about the mechanisms through which education affects population growth to allow policy-makers to rely on improvements in educational opportunities to slow the rate of population growth. Since 1976 a large number of scholars have focused on the impact of education–especially the education of the girl child–on fertility, mortality, and population growth. The central purpose of these studies has been to determine whether the nearly universal association of low fertility and high levels of educational attainment are causally linked or merely the result of their association with other forces that directly affect fertility. For example, the inverse relationship between female literacy and fertility might have nothing to do with education as such, but might instead simply reveal that societies that seriously attempt to educate females also care about the welfare of women and therefore seek to control fertility in order to protect their health.
SOCIAL AND ECONOMIC FACTORS
The research literature has sought to identify the causal pathways that link education and Public Education. The scholars working in this area have been drawn primarily from the disciplines of economics, sociology, and demography, and they have brought with them the conceptual and methodological traditions of their respective disciplines. Economists have suggested that the issues be organized around the familiar (for economists) ideas of supply and demand. They have argued that the number of children actually born to a couple is determined by the capacity to bear children, the factors that determine desired family size, and the couple 's ability to achieve its aims. The capacity for meeting fertility goals is determined by such factors as age at marriage, the health of the woman, her fertility, and customs and taboos that affect sexual relations. Women who marry early or enter into sexual unions at a younger age have a greater potential for childbearing than those who marry late. Nutritional status and disease history affect a woman 's ability to conceive or to carry a pregnancy to full term. Cultural prohibitions against sexual relations for a prescribed period following childbirth or during breast-feeding reduce the period during which a woman may become pregnant. Failure to ovulate during breast-feeding also reduces the period during which a woman might become pregnant.
The demand for children (the number of children that a couple desires) is also the outcome of complex calculations. Economists have predictably focused on the net contributions of children to the income and material welfare of the family. In very low-income communities, children typically become contributors to the economic welfare of the family at a very young age. Small children care for younger siblings, thereby releasing their mothers to work either in the fields or in shops. Often, very small children also assist in the herding of small animals and in the care of kitchen gardens. In addition, children provide parents with economic security in their old age. As average incomes and aspirations rise, parents typically seek to have fewer children and to provide these children with more and better education. Labor market demands and the cultural values of higher-income communities stress education as a requisite of social success. Therefore, as incomes rise, families tend to have fewer children but to invest much more in the nurturing and education of each child. The demand for children is also affected by the costs of providing daughters with dowries and wedding celebrations.
The ability of a couple to achieve its desired family size depends in part on access to contraception. The decision to control fertility is affected by a very complex set of customs and interpersonal forces. Cultural norms that value large families make the limitation of fertility a very difficult choice for many couples living in traditional societies. The social status of the couple and its autonomy relative to mothers-in-law and other members of the extended family, clan, or community influence the choices that are made. The research literature has focused on the impact that formal education has on the decision-making autonomy of women concerning contraception and fertility choices. The literature posits that women who are better educated are not only more knowledgeable about the available options for limiting fertility, but also better equipped to negotiate these subjects with husbands and extended families. The impact of educational status on the openness of communication between husband and wife has received particular attention.
A second approach to the organization of discussions of the determinants of fertility has relied on a framework based on macro-sociological theories. Researchers have argued that the average educational attainment of members of a community, and the values and aspirations that emerge as a result, affect desired family size and access to contraception. These researchers have suggested that more-educated communities value smaller, higher-quality families. They have further argued that communities that have adopted modern values are more supportive of decisions to limit fertility.
POPULATION GROWTH AND STRUCTURE
A. Fertility, mortality and population growth rates. The objective is to facilitate the demographic transition as soon as possible in countries where there is an imbalance between demographic rates and social, economic and environmental goals. This process will contribute to the stabilization of the world population. Governments are urged to give greater attention to the importance of population trends for development. In attempting to address concerns with population growth, countries should recognize the interrelationships between fertility and mortality levels and aim to reduce high levels of infant, child and maternal mortality.
B. Children and youth. Attention is drawn to the major challenges created by the very large proportions of children and young people in the populations of a large number of developing countries. The aims are to promote the health, well-being and potential of all children, adolescents and youth; to meet their special needs, including social, family and community support, as well as access to education, employment, health, counselling and high-quality reproductive health services; and to encourage them to continue their education. Countries are urged to give high priority to the protection, survival and development of children and youth, and to make every effort to eliminate the adverse effects of poverty on children and youth. Countries are further called upon to enact and strictly enforce laws against economic exploitation and the physical and mental abuse or neglect of children. Countries are urged to create a socio-economic environment conducive to the elimination of all child marriages and should also discourage early marriage.
C. Elderly people. Governments are called upon to develop social security systems that ensure greater equity and solidarity between and within generations and that provide support to elderly people through encouragement of multigenerational families. Governments should also seek to enhance the self-reliance of elderly people so that they can lead healthy and productive lives and can benefit society by making full use of the skills and abilities they have acquired in their lives. Governments should strengthen formal and informal support systems and safety nets for elderly people and eliminate all forms of violence and discrimination against them.
D. Indigenous people. Indigenous people have a distinct and important perspective on population and development relationships, frequently quite different from those of the populations with whom they interrelate within national borders. The specific needs of indigenous people, including primary health care and reproductive health services, should be recognized. In full collaboration with indigenous people, data on their demographic characteristics should be compiled and integrated into the national data-collection system. The cultures of indigenous people need to be respected. Indigenous people should be able to manage their lands, and the natural resources and ecosystems upon which they depend should be protected and restored.
E. Persons with disabilities. Although awareness has been raised about disability issues, there remains a pressing need for continued action to promote effective measures for prevention and rehabilitation of disabilities. Governments are called upon to develop the infrastructure to address the needs of persons with disabilities, in particular with regard to their education, training and rehabilitation; to recognize their needs concerning, inter alia, reproductive health, including family planning and HIV/AIDS; and to eliminate specific forms of discrimination that persons with disabilities may face with regard to reproductive rights, household and family formation, and international migration.
PUBLIC EDUCATION
In the past 20 years, the world has experienced a rise in educational levels. Although the differences in educational attainment between males and females have shrunk, 75 per cent of illiterate persons in the world are women. Lack of basic education and low levels of literacy of adults continue to inhibit the development process in every area. The world community has a special responsibility to ensure that all children receive an education of improved quality and that they complete primary school. Education is an indispensable tool for the improvement of the quality of life. However, it is more difficult to meet educational needs when there is rapid population growth.
Education is a key factor in sustainable development: it is at the same time a component of well-being and a factor in the development of well-being through its links with demographic as well as economic and social factors. Education is also a means to enable the individual to gain access to knowledge, which is a precondition for coping, by anyone wishing to do so, with today 's complex world. The reduction of fertility, morbidity and mortality rates, the empowerment of women, the improvement in the quality of the working population and the promotion of genuine democracy are largely assisted by progress in education. The integration of migrants is also facilitated by universal access to education, which respects the religious and cultural backgrounds of migrants.
The relationship between education and demographic and social changes is one of interdependence. There is a close and complex relationship among education, marriage age, fertility, mortality, mobility and activity. The increase in the education of women and girls contributes to greater empowerment of women, to a postponement of the age of marriage and to a reduction in the size of families. When mothers are better educated, their children 's survival rate tends to increase. Broader access to education is also a factor in internal migration and the composition of the working population.
The education and training of young people should prepare them for career development and professional life in order to cope with today 's complex world. It is on the content of the educational curricula and the nature of the training received that the prospects of gainful employment opportunities depend. Inadequacies in and discrepancies between the educational system and the production system can lead to unemployment and underemployment, a devaluing of qualifications and, in some cases, the exodus of qualified people from rural to urban areas and to "brain drain". It is therefore essential to promote harmonious development of educational systems and economic and social systems conducive to sustainable development.
OBJECTIVES OF EDUCATION
The objectives are:
(a) To achieve universal access to quality education, with particular priority being given to primary and technical education and job training, to combat illiteracy and to eliminate gender disparities in access to, retention in, and support for, education;
(b) To promote non-formal education for young people, guaranteeing equal access for women and men to literacy centres;
(c) To introduce and improve the content of the curriculum so as to promote greater responsibility and awareness on the interrelationships between population and sustainable development; health issues, including reproductive health; and gender equity.
Actions
The eradication of illiteracy is one of the prerequisites for human development. All countries should consolidate the progress made in the 1990s towards providing universal access to primary education, as agreed upon at the World Conference on Education for All, held at Jomtien, Thailand, in 1990. All countries should further strive to ensure the complete access to primary school or an equivalent level of education by both girls and boys as quickly as possible, and in any case before the year 2015. Attention should also be given to the quality and type of education, including recognition of traditional values. Countries that have achieved the goal of universal primary education are urged to extend education and training to, and facilitate access to and completion of education at secondary school and higher levels. Investments in education and job training should be given high priority in development budgets at all levels, and should take into account the range and level of future workforce skill requirements.
Countries should take affirmative steps to keep girls and adolescents in school by building more community schools, by training teachers to be more gender sensitive, by providing scholarships and other appropriate incentives and by sensitizing parents to the value of educating girls, with a view to closing the gender gap in primary and secondary school education by the year 2005. Countries should also supplement those efforts by making full use of non-formal education opportunities. Pregnant adolescents should be enabled to continue their schooling.
To be most effective, education about population issues must begin in primary school and continue through all levels of formal and non-formal education, taking into account the rights and responsibilities of parents and the needs of children and adolescents. Where such programmes already exist, curricula should be reviewed, updated and broadened with a view to ensuring adequate coverage of such important concerns as gender sensitivity, reproductive choices and responsibilities, and sexually transmitted diseases, including HIV/AIDS. To ensure acceptance of population education programmes by the community, population education projects should emphasize consultation with parents and community leaders.
Efforts in the training of population specialists at the university level should be strengthened and the incorporation of content relating to demographic variables and their interrelationships with development planning in the social and economic disciplines, as well as to health and the environment, should be encouraged.
Inter-Relationship between on population and Public Education and development
The influence of population on the economy is seemingly straightforward. It is about having enough resources to meet the needs of the growing number of people. Since the same resource base is shared by all members of the society, everybody is affected by development and many are deprived of their access to the same resources. Here, the current views on population and development are presented to substantiate their relationships.
In the field of population studies, it has long been recognized that education is strongly related to a broad range of demographic behaviors. The spread of education throughout a population has been shown to be of central importance for the long-term demographic transition from high to low level of fertility. As early as 1980, Caldwell (cited by UN 2003) asserted that once a society has achieved “mass education” high level of fertility would no longer persist.
A substantial body of research has generally accepted that education both influences and, over time, is influenced by demographic factors. However, while linkages among population, education and development have been recognized in academic and policy settings, the priority accorded to these relationships has varied.
A report by the United Nations in 2003 which intensively studied the interrelationships between education and population and their resulting effects on development documents the following conclusions:
Increased education makes an important contribution to societies ' economic growth and to the economic fortunes of individuals.
Illiteracy is a powerful predictor of poverty.
Among both women and men, an early age at first marriage is more common among those with no education than among their educated peers.
Women 's age at the onset of their sexual activity is higher among those with higher levels of education.
Education of women is a major factor influencing the start of child-bearing.
Women with higher levels of education want fewer children.
Of the socioeconomic variables that have been found to be associated with differentials in health and mortality, education is among the strongest and the most consistent.
In developing countries, studies have shown that those with less education have higher maternal mortality, higher mortality for children under-five, less knowledge of key health interventions, lower levels of immunization coverage, and lower nutritional status.
Access to proper care during pregnancy and delivery is also sharply differentiated by the level of a woman 's education.
In sum, the report made it abundantly clear that education plays a key role in national development. In addition, it is also a major determinant of an individual 's well-being because education empowers him or her to choose and decide in such areas as work, place of residence, family size, health, lifestyle, and personal development. When aggregated, all these individual choices and decisions have dramatic consequences for the country 's population.

REFERENCES
Cruz Leonardo de la, (1978) Population education: Nature, goal and role, Bangkok: UNESCO.
UNESCO, 1978) Population education: A contemporary concern, ISCOMPE Education Studies Documents No. 28, Paris: UNESCO.
UNFPA, (1996) Programme of action, adopted at the International Conference on Population and Development, Cairo, 5-13 September 1994, New York: UNFPA.
Bomer, Randy, Dworin, Joel E., May, Laura, and Semingson, Peggy (2008). Miseducating Teachers about the Poor: A Critical Analysis of Ruby Payne 's Claims About Poverty in Teacher College Record Vol. 110 No. 12, 2008, p. 2497-2531 http://www.tcrecord.org ID number 14590, accessed on 8/27/2010
Gultiano, Socorro and Xenos, Peter (2004). Age-structure and Urban Migration of Youth in the Philippines. A paper presented at the CICRED Seminar on Age-structural Transitions: Demographic Bonus, But Emerging Challenges for Population and Sustainable Development funded by UNFPA, Paris, 23-26 2004.
United Nations (2003). Population, Education and Development. UN Department of Economic and Social Affairs, Population Division, New York, 2003.
Zosa, Anthony R., Zosa, Victorina H., Gultiano, Socorro and Cusi, Daisy (2004). Cebu: A Demographic and Socioeconomic Profile Based on the 2000 Census (2004).

References: Cruz Leonardo de la, (1978) Population education: Nature, goal and role, Bangkok: UNESCO. UNESCO, 1978) Population education: A contemporary concern, ISCOMPE Education Studies Documents No. 28, Paris: UNESCO. UNFPA, (1996) Programme of action, adopted at the International Conference on Population and Development, Cairo, 5-13 September 1994, New York: UNFPA. Bomer, Randy, Dworin, Joel E., May, Laura, and Semingson, Peggy (2008). Miseducating Teachers about the Poor: A Critical Analysis of Ruby Payne 's Claims About Poverty in Teacher College Record Vol. 110 No. 12, 2008, p. 2497-2531 http://www.tcrecord.org ID number 14590, accessed on 8/27/2010 Gultiano, Socorro and Xenos, Peter (2004). Age-structure and Urban Migration of Youth in the Philippines. A paper presented at the CICRED Seminar on Age-structural Transitions: Demographic Bonus, But Emerging Challenges for Population and Sustainable Development funded by UNFPA, Paris, 23-26 2004. United Nations (2003). Population, Education and Development. UN Department of Economic and Social Affairs, Population Division, New York, 2003. Zosa, Anthony R., Zosa, Victorina H., Gultiano, Socorro and Cusi, Daisy (2004). Cebu: A Demographic and Socioeconomic Profile Based on the 2000 Census (2004).