Educational planning should aim at meeting the educational needs
of the entire population of all age group. While the traditional structure of
education as a three layer hierarchy from the primary stage to the university
represents the core, we should not overlook the periphery which is equally
important. Under modern conditions, workers need to rewind, or renew their
enthusiasm, or strike out in a new direction, or improve their skills as much
as any university professor. The retired and the age have their needs as well.
Educational planning, in their words, should take care of the needs of
everyone.
Our structures of education have been built up on the
assumption that there is a terminal point to education. This basic defect has
become all the more harmful today. A UNESCO report entitled ‘learning to Be’
prepared by Edgar Faure and others in 1973 asserts that the education of
children must prepare the future adult for various forms of self – learning. A
viable education system of the future should consist of modules with different
kinds of functions serving a diversity of constituents. And performance, not
the period of study, should be the basis for credentials. The writing is
already on the wall.
In view of the fact that the significance of a commitment of
lifelong learning and lifetime education is being discussed only in recent years
even in educationally advanced countries, the possibility of the idea becoming
an integral part of educational thinking seems to be a far cry. For, to move in
that direction means such more than some simple rearrangement of the present
organization of education. But a good beginning can be made by developing Open
University programs for older learners of different categories and introducing
extension services in the conventional colleges and schools. Also these
institutions should learn to cooperate with the numerous community
organizations such as libraries. Museums, municipal recreational programs,
health services etc.
Which of the following best describes the purpose of the
author?
A great deal of discussion countries as to the real extent
of global environmental degradation and its implicational. What few people
challenge however is that the renewable natural resources of developing
countries are today subject to stresses of unprecedented magnitude. These
pressures are bought about, in part, by increased population and the quest for
an ever expanding food supply. Because the healthy, nutrition and general
well-being of the poor majority are directly depends on the integrity and
productivity of their natural resources, the capability of governments to manage
them effectively over the long term becomes of paramount importance.
Developing countries are becoming more aware of the ways in
which present and future economic development must build upon a sound and
sustainable natural resources base. Some are looking at our long tradition in
environmental protection and are receptive to US assistance which recognizes
the uniqueness of the social and ecological systems in these tropical
countries. Developing countries recognize the need to improve their capability
to analyze issues and their own natural resource management. In February 1981,
for example AID funded a national Academy of Sciences panel to advise Nepal on
their severe natural resource degradation problems. Some countries such as
Senegal, India, Indonesia and Thailand, are now including conservation concerns
in their economic development planning process.
Because so many governments of developing nations have
recognized the importance of these issues, the need today is not merely one of
raising additional consciousness, but for carefully designed and sharply
focused activities aimed at management regimes that are essential to the
achievement of sustained development.
How much environmental
pollution has taken place in the developing and the developed world?
