Adolescents get the picture in Mexico.

PIP: The Mexican Family Planning Association (MEXFAM) started the Gente Joven program in 1986, targeting young people in the neediest urban and rural areas of Mexico to counteract the lack of sexual and reproductive health information and services for the youth. This lack of information has led to over half a million children being born to teenage mothers each year in Mexico. Studies also show that only 1 in 6 sexually active teenager uses some kind of protection against unwanted pregnancies and sexually transmitted diseases. To address this problem, the Gente Joven program disseminates adolescent sexual health information, produces IEC materials, provides adolescent health services and trains health and education professionals in human sexuality. As part of the program, audiovisual equipment was purchased and used since it has shown to be very effective in disseminating information. The purchase of audiovisual equipment for 36 MEXFAM clinics and centers would mean that field level staff would be able to carry out their duties more effectively.^ieng

Popular education, work training, and the path to women's empowerment in Chile.

PIP: The program 'Educacion y Trabajo' (Education and Work) in Chile was designed to help train unskilled workers and to facilitate their entrance into the labor market. Employing a participatory educational approach, the program provided personal and vocational training for men and women aged 15-30 years. Both technical and personal development training, which are embedded in Popular Education methodology, emphasize interaction among students and between students and teachers using games, videos, slides, manuals, cartoons, and worksheets. Interviews with female participants confirmed the program's empowering effects on the personal, as well as economic situation of women. The study further demonstrates how Popular Education is applied and adapted to promote self-esteem and self-reliance among female participants. Process-oriented, participatory learning, and horizontal relationships between the learner and teacher, allowed for the development of interactive structures in the classroom. This approach has especially benefited married women. Central to this empowerment process is awareness raising. By emphasizing the sociocultural origin of social structures, Popular Education helps demystify the social sphere and shows the importance of each individual in contributing to its improvement. However, while this program helps enhance women's self-esteem, self-confidence, and self-promotion, it only represents an initial step. To continue the path to full empowerment, negotiating powers must go beyond the household level and into the formal economy.^ieng

The REFLECT approach to literacy and social change: a gender perspective.

PIP: The introduction to this article on the participatory learning approach to literacy and social change known as REFLECT locates the origins of the approach in the philosophy of Paulo Freire and notes that REFLECT was developed by ACTIONAID in pilot projects in Uganda, Bangladesh, and El Salvador and is now used in 25 countries by 90 groups. REFLECT considers gender equity integral to social change, analyzes the causes of inequalities, creates a process for examining social stratification, addresses conflict as a reality, is an evolving process that embraces innovation, recognizes the importance of individual transformation, and seeks an equitable practice of power at all levels in the process. The article describes how REFLECT sessions are conducted and how they result in women's increased mobility, increased participation in family and community, and changes in the gender division of labor. Examples show how REFLECT sensitizes men as well as women to gender issues, especially if the implementing agency is gender-aware. The article then contrasts the "primer method" of literacy training promoted by the "Women in Development" model to REFLECT's "Gender and Development" (GAD) approach that links literacy to empowerment, raises community consciousness of women's subordination, and creates local-global links. The article concludes by discussing ways to strengthen the GAD/feminist approach in REFLECT, given the fact that it is possible to avoid gender issues in most discussions.^ieng

Congratulations to the mothers. Breastfeeding.

PIP: In Lima, Peru, a study was conducted that evaluated the influences on mothers' decisions regarding breastfeeding. Local views and health professional advice was ascertained. A follow-up study of a group of pregnant women was conducted to assess knowledge, attitude, and practice in regard to the early feeding of their children. The women were interviewed in their homes before delivery, as soon as possible after delivery, and twice a week until their babies were 1 month old. The experience of the mother was the key factor, but advice from relatives, neighbors, and health professionals was also important. A lack of information about exclusive breast feeding was common. Although the women knew breast feeding was good, they were unaware that exclusive breast feeding was best. Health workers knew to advise against other milks, but failed to advise mothers against the use of herbal teas and sweetened water as supplements. The women commonly believed they were unable to produce enough milk to feed their children because of their own undernourishment. Others believed exclusive breast feeding would worsen their own health, while some experienced difficulties breast feeding. This led to supplementation with other milks; herbal teas were given to cure colic and to quench infants' thirst. Based on these findings, the project focused educational efforts on providing better information to mothers. Messages stressed the thirst quenching property of breast milk and its similar benefits to herbal tea, which should be consumed by the mother, rather than the infant. Since breast feeding practices were closely linked to mothers' beliefs about their own needs, the project emphasized the value and needs of the mother and the benefits of breast feeding for her. Educational activities, which continued for 12 months, included videos shown to small groups of mothers, posters, distribution of pamphlets, and messages broadcast over loudspeakers. A significant increase in the number of children aged 0-4 months being exclusively breast fed was observed; however, the increase only occurred in the second, third, and fourth month. This seemed to be a direct result of the decrease in use of herbal teas and sweetened waters. The number of women using other milks as supplements did not decrease significantly.^ieng

[Popular education in health and nutrition: literature review]. / Educacion popular en salud y nutricion: revision de bibliografia.

PIP: This literature review of popular education in health and nutrition is intended to provide the necessary theoretical framework for proposals and programs for human resource development in food and nutrition. The work contains a summary of the objectives, purposes, and methodology of popular education in general, a discussion of applications of popular education techniques to health and nutrition education, and a description of some projects based on popular education. Popular education was developed in Latin America by Paulo Freire and others as a response to political domination. Its basic objective was to make the oppressed masses aware of their condition and able to struggle for the transformation of society. Popular education views community participation, development of consciousness, and integration with social and economic activity as fundamental attributes. Participation should be developed through community organizations and should continue for the duration of the educational intervention. The right of all persons to participate in a plane of equality should be recognized. Community or popular education should be conceived as a process of permanent education that will continue throughout the lifetime of individuals and groups. Popular education is directed toward population sectors excluded from participation in employment, family, community, mass communications, education, and leisure activities. Such population sectors are concentrated in the urban periphery and in rural areas. Abandonment of traditional educational techniques and assumption of an active role by community members are elements in development of the methodology of popular education. Steps in the methodology include investigation of possible themes, selection of themes to serve as points of departure, definition of the problem, and action programs. Popular education in nutrition and health begins by asking what problems need to be remedied. The entire process of training and education in health should be centered in the community and be accessible, timely, and gradual, based on the experience of the population. Health personnel should be informed about the strategies and techniques of popular education. A wide variety of teaching materials has been prepared for popular education in health and nutrition. Although some earlier initiatives involving health and nutrition education have had short-term and limited success in Latin America, more successful programs based on the principals of popular education have also been developed.^ieng

Planeando Tu Vida: sex and family life education: fundamentals of development, implementation, and evaluation.

PIP: Misinformation about sexuality, reproduction, and contraception is widespread among Mexican adolescents and existing sex education programs have been limited in both scope and availability. To address this situation, the Instituto Mexicano de Investigacion de Familia y Poblacion (IMIFAP) designed a comprehensive sex education program based on data gathered in a 1986 diagnostic survey of 865 adolescents 12-19 years of age and interviews with 365 pregnant adolescents. As part of this preliminary research, one group of teens was exposed to a traditional sex education course while another participated in a program that used participatory learning techniques and emphasized communication skills, assertiveness training, value clarification, peer support, and decision making processes. The latter, more effective approach served as the basis for design of a course, Planeando Tu Vida. Operational evaluations of this course conducted at completion and four and eight months later indicated significant increases in knowledge about contraception, but no effect on age at first intercourse. On the other hand, adolescent males who took the course before onset of sexual activity were significantly more likely to use contraceptives at first intercourse than those in traditional courses. This finding underscores the importance of early initiation of sex education programs. To date, the curriculum has been used in over 100 public and private schools, reaching more than 30,000 adolescents. IMIFAP has since developed more than 70 additional health education course guides aimed at children from preschool through high school, all of which emphasize a participatory approach to learning.^ieng

Chile: educational game, "Learning about AIDS: the Responsibility of All".

PIP: For more than 10 years, People's Health Education (EPES) has developed educational materials which call upon target audiences to integrate their practical experiences into a collective learning process based upon games. The methodology and materials aim to meet the needs of the most underprivileged sections of the population. EPES produced "Learning about AIDS: the responsibility of all," a game which can be used as it is or adapted to meet the needs of differing groups. The objectives of the game are to provide basic information on AIDS; to facilitate the expression of ideas, beliefs, and myths about AIDS; to promote forums for discussion in order to exchange opinions and views on sexuality and AIDS; to create awareness on how AIDS affects the community; and to create awareness of the need to prevent the disease. Played in couples to strengthen the level of interpersonal communication on such issues, the game is played because AIDS is a fact of everyday life which is affecting the community, because learning about AIDS will help people to protect themselves and their communities from the disease and groundless associated fears, and because open discussion is needed to help prevent more people from becoming infected with HIV.^ieng

[Toward a methodology to popularize human rights for women]. / Hacia una metodologia para la popularizacion de los derechos humanos de las mujeres.

PIP: The popularization of the rights of women refers to the process by which women join the historical struggle for their basic human rights on the individual and social, public and private, national and international levels. In Central America, a methodology was recently developed for reconceptualizing human rights of women and constructing these rights based on systematizing experiences from daily life. The methodology has been used in several workshops and courses in countries of the region. The methodology has four specific objectives: to identify the principal rights that have been denied to women, to identify rights achieved by women in their daily lives through their own efforts, to contribute to a new form of human rights education for women in which human rights instruments are conceived as instruments to satisfy human needs, and to develop strategies for achieving full exercise of rights. Steps in applying the methodology include encouraging participants to recall their first awareness that a human right was denied because of sex, and to recall the first time they ever successfully asserted a right. These remembered incidences then become the objects of a search through international and national human rights instruments to see whether the relevant rights are mentioned. Since most of the recollected experiences will have occurred in the domestic sphere, they will not be recognized in the instruments. The next step is to identify actions and strategies to overcome the limitations resulting from the separation of public and private spheres and to achieve recognition of the actual life experiences of women. The final step requires sharing fears and concerns regarding the implementation of the suggested strategies and actions.^ieng

Gente Joven: meeting needs.

PIP: To meet the sexual and reproductive health needs of adolescents, the Mexican family planning association MEXFAM established the Gente Joven (young people) project in 1986. Rather than expending scarce resources on setting up youth centers, Gente Joven was introduced at sites where young people are already assembled--schools, recreation centers, meeting points for street gangs. To date, the program has reached hundreds of thousands of young people in every state and large town in Mexico; in addition, thousands of teachers have been trained to take sexuality education to schools throughout the country. Preliminary surveys of adolescents identified 5 major subjects about which sex education was most in demand: communication within the family, anatomy and the physiology of the reproductive organs, premarital sex decision making, sexually transmitted diseases, and family planning and pregnancy. The sex education module is implemented in 4 2-hour sessions. Young people have been involved not only in designing the curriculum, but also in preparing the print materials, films, and videos used in the schools. Emphasized is the importance of overcoming gender inequalities and promoting reciprocal relationships between the sexes. Despite some attempts by pro-life groups to close down the program, Gente Joven has become one of the most popular, effective MEXFAM activities and is at the cutting edge of social change in Mexico.^ieng

Growth charts only marginally improved maternal learning from nutrition education and growth monitoring in Lesotho.

A study done in Lesotho in 1985-1986 assessed whether growth charts increased the impact of nutrition education and growth monitoring on maternal learning about weaning practices and diarrhea. Seven hundred and seventy six mothers were given three monthly sessions of group nutrition education along with growth monitoring of children and individual counseling. Growth charts, which were taught to one of two groups, fostered learning but only on issues related to diarrhea and only among new clinic attendants, mothers with less than secondary schooling and mothers of malnourished children. These benefits, however, were small (differences less than 10%) compared with the overall impact of the nutrition education and growth monitoring intervention (increases between baseline and post-intervention were greater than 50% for some questions). Our findings suggest that well-designed clinic-based nutrition education and growth monitoring can have a significant impact on maternal nutrition knowledge. Teaching growth charts to mothers may not be necessary for obtaining such results in programs conducted under ideal conditions. More research is needed to determine under what circumstances, for what purposes and for whom growth charts may be beneficial.

PIP: Between December 1985 and November 1986, before and after 3 monthly sessions of group nutrition counseling and individual counseling about weaning and diarrhea management at 9 primary health clinics in Lesotho, researchers compared data on 575 mothers who received a growth chart to monitor their 2-year old children's growth with data on 201 mothers of 2-year old children who did not receive a growth chart. They wanted to learn whether growth charts promoted maternal learning and whether the growth charts better served some mothers than other mothers. Growth monitoring intervention improved knowledge of diarrhea management but not weaning practices. This improvement in learning about diarrhea management was limited to new clinic attendants, mothers with less than high school education, and mothers with malnourished children, however. Yet the differences in benefits between these 2 groups were 10% and insignificant. Nutrition education interventions had significantly improved knowledge of weaning practices and diarrhea management for both groups of mothers (range of improvement 3-119.2%; p.05). The greatest improvements occurred in correct responses to continuous feeding of solid foods during diarrhea (119.2% for mothers who did not receive charts and 85.2% for those who did) and to introduction of protein rich vegetables to children's diet (42.6% and 58.9%, respectively). Thus use of growth charts contributed only slightly to increased effectiveness of nutrition education. It appeared that the quality and specificity of educational projects and proper use of weight information during individual counseling contributed the most to improved maternal learning. Nevertheless further research is warranted to learn the circumstances, purposes, and target audience under which use of growth charts would bring the most benefits.

Support from across the ocean. Mexico.

PIP: The Mexican Family Planning Foundation (MEXFAM) operates the Japanese supported Integrated Project (IP) which includes family planning, maternal and child health, and primary health care. MEXFAM is targeting youth in marginal areas. Its staff promote health education among adolescents using 38 projectors, 81 adolescent health films, and 37 sets of a magnetic board for teaching reproductive processes (Magnel Kit) purchased by the Voluntary Deposit for International Aid administered by the Ministry of Posts and Telecommunications of Japan. 40 MEXFAM supported physicians use this equipment as part of their afternoon health education activities in IP areas. MEXFAM helps physicians set up a consultation clinic and provides basic equipment in isolated areas. The community doctor program encourages the physicians to be self reliant in 2-3 years. The Municipal Coordinating Committee for Bicycle Assistance (MCCOBA) has donated reconditioned bicycles to these community doctors so they can contact the 15,000 people they are obliged to provide services to in peripheral areas of cities and isolated rural areas. The physicians also advise and educate communities. MCCOBA has also donated reconditioned bicycles to youth brigades who promote family planning and provide sex education and to community volunteer promoters who advance MEXFAM's program in each village. In October 1991, an additional 150 bicycles arrived for the IP. In 1990, it received 75 bicycles. In July 1991, the Tochigi Health Service Association donated a reconditioned mobil X ray van to MEXFAM. The Queretaro branch office of MEXFAM uses it to reach people in rural areas.^ieng

The rural market: a unique communication medium.

PIP: In January 1990, the Health Secretary asked the Technologies for Primary Health Care (PRITECH) project to facilitate access to the many small villages with 500 people in Mexico since PRITECH had assisted the diarrhea disease control program. 1st PRITECH had Ministry of Health staff train trainers which would eventually spread the information to the rural areas. This strategy was effective only for those people who did not live in remote areas. The same reasons for remote people being at high risk of disease also limited this strategy: isolation, lack of education, limited diets, lack of access to services, and limited fluency in Spanish. PRITECH hired a local consulting organization, CICLOPE, to develop a new strategy. CICLOPE limited its activities to the states of Hidalgo and Vera Cruz for 8 months. 1st CICLOPE staff provided proper diarrhea management training including emphasis on oral rehydration therapy (ORT) to rural health auxiliaries. They used a gourd painted to look like an infant with holes and other modifications to depict the workings and results of diarrheal dehydration. The staff then sent the auxiliaries to their own communities to use the gourd dolls to teach mothers about ORT and correct diarrhea management. The staff conducted follow-up activities to monitor the auxiliaries' progress. This training approach allowed the auxiliaries to realize the abilities of the mothers and their active role in learning. The auxiliaries conducted the training at markets where women living in remote areas came weekly. The local radio announced market day events in which the auxiliaries participated and aired dramas about diarrhea management. CICLOPE staff and the auxiliaries sat up a booth at these markets to promote proper diarrhea management. They used a flip chart, comic books, a lottery game, and entertainment to impart education messages.^ieng

[A problem-posing educational methodology for the prevention of HIV / AIDS]. / Una pedagogia de concientizacion para la prevencion del VIH / SIDA.

PIP: The problem-posing methodology of Brazilian educator Paulo Freire, using the reading circle approach previously deployed in successful literacy campaigns in developing countries, is introduced for application in AIDS information programs. The basis of this educational process is the dialogue where those to be educated resolve their problems by evaluating information critically, capturing concepts by codification and decodification, and transmitting information by creating relevant educational materials. Health circles are organized with women as educators to impart knowledge about AIDS and HIV: definitions, epidemiological components (sex, age, and risk behavior), means of transmission, stages of the progression of AIDS, prevention of HIV infection, and tests for detecting HIV antibodies. The dialogue explores knowledge and feelings about AIDS and how it affects life in the community reveals personal experiences and accounts of knowing someone who was HIV-positive, and develops action plans to minimize AIDS cases in the community. The Latin population of California, mainly of Mexican origin, with low levels of education, income, and acculturation and a high incidence of AIDS, is an appropriate target of such intervention. In 1980, there were 12.3 million people of Hispanic origin in the US. In August 1990, there were 143,280 persons diagnoses with AIDS according to the Centers for Disease Control. 78,878 of these (55%) were Anglos, and 21,752 (15%) were Hispanics. Among the Anglos, the incidence was 300/million inhabitants, while among Hispanics, it was 1059/million, a 3-field higher rate.^ieng

Educating Brazilian workers about AIDS.

PIP: This article contains a the script for a slide-tape presentation entitled Working Against AIDS, a presentation developed by the Brazil Family Planning Association (BEMFAM) which is designed to debunk common misconceptions about the disease. This audio-visual, which targets Brazilian workers, can be used during talks, seminars, and meetings. A discussion of the issues involved usually follows the presentation of Working Against AIDS. The presentation contains 30 illustrated slides (these are included in the article). The presentation begins by explaining that much of the information concerning AIDS is prejudicial and misleading. The next few slides point out some of the common misconceptions about AIDS, such as claims denying the existence of the disease, or suggestions that only homosexuals and prostitutes are at risk. The presentation then goes on to explain the ways in which the virus can and cannot be transmitted. Then it discusses how the virus destroys the body's natural defenses and explains the ensuing symptoms. Slides 14 and 15 point out that no cure yet exists for AIDS, making prevention essential. Slides 16-23 explain what actions are considered to be high risk and which ones do not entail risk. Noting that AIDS can be prevented, slide 24 says that the disease should not present an obstacle to spontaneous manifestations of human relations. The next slide explains that condoms should always be used when having sex with someone who could be infected with AIDS. Finally slides 26-30 demonstrate the proper way to use and dispose of a condom.^ieng

USAID steps up anti-AIDS program.

PIP: This article considers the epidemic proportion of AIDS in developing countries, and discusses the U.S. Agency for International Development's (USAID) reworked and intensified strategy for HIV infection and AIDS prevention and control over the next 5 years. Developing and launching over 650 HIV and AIDS activities in 74 developing countries since 1986, USAID is the world's largest supporter of anti-AIDS programs. Over $91 million in bilateral assistance for HIV and AIDS prevention and control have been committed. USAID has also been the largest supporter of the World Health Organization's Global Program on AIDS since 1986. Interventions have included training peer educators, working to change the norms of sex behavior, and condom promotion. Recognizing that the developing world will increasingly account for an ever larger share of the world's HIV-infected population, USAID announced an intensified program of estimated investment increasing to approximately $400 million over a 5-year period. Strategy include funding for long-term, intensive interventions in 10-15 priority countries, emphasizing the treatment of other sexually transmitted diseases which facilitate the spread of HIV, making AIDS-related policy dialogue an explicit component of the Agency's AIDS program, and augmenting funding to community-based programs aimed at reducing high-risk sexual behaviors. The effect of AIDS upon child survival, adult mortality, urban populations, and socioeconomic development in developing countries is discussed. Program examples are also presented.^ieng

Interactive radio instruction: developing instructional methods.

The USAID has, since 1972, funded the development of a new methodology for educational radio for young children through 3 projects: the Radio Mathematics PRoject of Nicaragua, the Radio Language Arts Project of Kenya, and the Radio Science PRoject of Papua New Guinea. These projects developed math programs for grades 1-4 and English as a second language for grades 1-3; programs to teach science in grades 4-6 are now being developed. Appropriate techniques were developed to engage young children actively in the learning process. Lessons are planned as a "conversation" between the children and the radio; scripts are written as 1/2 of a dialogue, with pauses carefully timed so that written as 12 of a dialogue, with pauses carefully timed so that students can contribute their 1/2. Teaching techniques used in all 3 projects include choral responses, simultaneous individual seatwork, and activities using simple materials such as pebbles and rulers. Certain techniques were specific to the subject being taught, or to the circumstances in which the lessons were to be used. Patterned oral drill was used frequently in the English lessons, including sound-cued drills. "Deferred" oral responses were used often in the math lessons. In this method, the children are instructed to solve a problem silently, not giving the answer aloud until requested, thus allowing time for even the slower children to participate. "One-child" questions were used in both English and science: the radio asks a question to be answered by a single child, who is selected on the spot by the classroom teacher. This allows for open-ended questions, but also requires constant supervision of the classroom teacher. Songs and games were used in all programs, and extensively for didactic purposes in the teaching of English. Instructions for science activities are often more complex than in other courses, particularly when the children are using science apparatus, especially when they work in pairs to share scarce equipment, a cost-saving device developed specifically for use in the science course.

Popular video for rural development in Peru.

PIP: Peru developed its first use of video for training and education in rural areas over a decade ago. On completion of the project in 1986, over 400,000 peasants had attended video courses lasting from 5-20 days. The courses included rural health, family planning, reforestation, agriculture, animal husbandry, housing, nutrition, and water sanitation. There were 125 course packages made and 1,260 video programs from 10-18 minutes in length. There were 780 additional video programs created on human resource development, socioeconomic diagnostics and culture. 160 specialists were trained to produce audiovisual materials and run the programs. Also, 70 trainers from other countries were trained. The results showed many used the training in practical applications. To promote rural development 2 things are needed , capital and physical inputs, such as equipment, fertilizers, pesticides, etc. The video project provided peasants an additional input that would help them manage the financial and physical inputs more efficiently. Video was used because many farmers are illiterate or speak a language different from the official one. Printed guides that contained many illustrations and few words served as memory aids and group discussions reinforced practical learning. By seeing, hearing, and doing, the training was effective. There were 46% women which made fertility and family planning subjects more easily communicated. The production of teaching modules included field investigations, academic research, field recording, tape editing, and experimental application in the field. An agreement with the peasants was initiated before a course began to help insure full participation and to also make sure resources were available to use the knowledge gained. The courses were limited to 30 and the cost per participant was $34 per course.^ieng

The facts of life on video for young Mexicans.

PIP: Mexico,s family planning programs have been directed towards women of childbearing age. However, Mexico's family planning movement is now mature enough to set more ambitious goals. This paper deals exclusively with the programs for young people. MEXFAM's basic strategy has been to create, not a separate structure, but rather a movement that infiltrates all the other youth organizations. In general terms, the objectives of MEXFAM's young people's movement are to promote knowledgeable participants among those who do not have sexual relations yet, obtain active users of birth control among those who already have sexual relations, and retard the 1st pregnancy until after the woman is 20 years old. For a better chance to reach these goals, the young people's movement is using a series of untraditional methods so as to avoid the authoritarian options dictated by adult criteria. One of these educational mediums that awaken the consciousness and sense of responsibility in the youth is the video. MEXFAM's youth films are directed to different aspects of sexuality. "Dream of Reality" and "With Hands in the Pockets," deal with adolescent pregnancy; "Like Buddies" with parent-child relationships; "Escape," with drug addiction and sexual responsibility, and "The Last Train" with myths and taboos that go with 1st sexual relations. 4 of these films were produced with the help of JOICFP. 5 films planned for this year are on: the adolescent mother and communication with her own mother, communication in the adolescent couple, prostitution, the media and sexuality, and contagious sexual illness.^ieng

MEXFAM's 'The Last Train'.

PIP: One of the short educational video programs produced by MEXFAM is called The Last Train, a love story of 2 teenagers which vividly describes the type of adolescent problems confronting Mexican society today. The film raises a number of questions which teenagers do not often consider. The objective of the film is to put in evidence the principles, myths, beliefs, omissions, and misinformation that exist between youth and adults regarding early genital urges. The movie aims to reach underprivileged urban youth between the ages of 11 and 20 years, as well as teachers and parents who are sensitive to youth's sex problems. MEXFAM emphasizes that the educational objective of the film should be pointed out to its audiences before it is shown. After the screening the main points recommended for discussion are: genital attraction, physical control, masturbation, virginity, and 1st sexual experience. MEXFAM also provides audiences with values sheets on which the participants are to write their reactions to certain situations in the film.^ieng

Enter-educate: new word from Johns Hopkins.

PIP: Social development communication activities are competing with all of the other communication activities for the attention of the audience. The Johns Hopkins University/Population Communication Services (JHU/PCS) strongly believes that one of the best ways to get the attention of a designated audience, and to keep it, is to entertain the audience and educate it at the same time. They call this concept enter-educate. The basic precepts of this approach include: 1) Choose the most appropriate medium to reach the intended audience; 2) Enlist professionals experienced in the chosen medium in order to have access to the best available resources; 3) Develop a high-quality product that will attract the commercial sector; 4) Use a medium which has a big regional or national audience; and 5) Make the program appealing by including entertainment elements appropriate for the intended audience and not obviously preachy. The most successful project that JHU/PCS has supported that incorporated the concept of enter-educate is the Communication for Young People project in Latin America, better known as the Tatiana and Johnny project. This project used popular music, and its spin offs, to reach young people in 11 Spanish-speaking countries with a sexual responsibility message. Other successful projects in Nigeria and Mali are also described. Nigeria used television shows with family planning skits; in Mali the traditional Koteba theatrical format was made into films for short cinema showings before the main feature.^ieng