The first sign of interest in population education in the Arab world was the 1974 creation of a Population and Environmental Education Unit in Egypt's Ministry of Education. Population education has since been introduced in Tunisia, Morocco, Sudan, Syria, and Yemen, and is planned for Jordan. The Arab countries regard population education as a contribution to the solution of problems arising from higher rates of population growth and urbanization, which exceed rates of economic growth and the ability of cities to absorb rural migrants. Resistance to the introduction of formal or informal population education is insignificant or nonexistent in the Arab countries with declared population policies. In other countries such as Jordan in the early 1980s there has been some resistance. But prospects of peace in the Middle East and an unfavorable economic context aggravated by the return of hundreds of thousands of foreign workers led to a reassessment of attitudes toward population problems in Jordan and of the need for government intervention in the search for solutions. The Arab countries with population education programs have opted to include the material in existing subject areas rather than to create separate courses. The integration of population education concepts into the curriculum and the teaching materials should occur at the same time as initial and continuing training of teachers in the new subject matter. Integration of population education should be initiated at propitious moments such as educational reforms or program revisions. The units within the Ministry of Education that administer population education in the Arab countries generally consist of 3-5 educators working full or part time. Such units may specialize in population education or they may include population education within broader programs such as primary or secondary education. Population education programs in Arab countries have survived despite initial opposition and resistance because their incorporation of new teaching techniques has won support, because of the personal prestige of some of the directors of population education projects, and because of the involvement of religious leaders in population education training programs. Population education has been introduced in almost all Arab countries with population problems, and program performance has generally been satisfactory. However, some projects display weaknesses. The absence of specific institutional structures for population education may leave programs vulnerable when external financing is terminated. The mobility of personnel is another problem.