Population Education is an innovative and recent development. It has been recognized, accepted and launched with various emphasis in most of the countries of the world.
Various countries respond to these programmes with different strategies and approaches. This is due to the difference in socio-cultural reactions towards these programmes.
Population education, although widely accepted programmes, is not free from difficulties, taboos and problems.
(i) Social Problems
In developing countries where there is low level of awareness, people have with regard to population issue, their rigid attitudes indicates the strength of that family or tribe.
They do not clearly visualize the implications of more number of human beings. Their perception about modern life is limited.
They are adamant and behave stubbornly to all persuasions. They look towards population education programmes suspiciously.
(ii) Religious Problems
Orthodox and rigid sects of some religions erroneously think that all programmes which emphasize the reduction of human population growth rate are the efforts to intrude and trespass the natural and divine path of human growth.
They hardly accept such educational programmes. Although on the other side almost all enlightened, far sighted and rational religious groups have supported and encouraged population education programmes.
Examples of former groups can be observed in India, Indonesia, Pakistan, Bangla Desh, Iran, Malaysia, Sri Lanka, Japan, China and Korea.
(iii) Political Problems
Some politicians and pressure groups, under the influence of their socio-cultural background, do not support the population education programmes. They do not give up the traditional, conventional and out-dated-baseless value system.
Resultantly the efforts of the Governments arc affected and the required inputs are not provided. Such elements do not even allow to learn from the experiences of other nations.
International Political differences and other issues affect the useful common and joint population education programmes.