Page:SELECTED ESSAYS of Dr. S. S. KALBAG.pdf/170

 ﻿________________

graduate engineers etc. For the technician levels, it may not be absorbed in the first place and may be less critical. For this the relevant parts of the general environment education are best integrated with the skills training. The parts to be stressed are the awareness, development of skills, and participation in maintaining the quality of the environment. 2. Occupation Oriented Environment Education. This should deal specifically with the following: a) Create awareness about all the outflows from their activity and how they merge into the outer environment. b) Information and skills for recycling by-products, waste disposal practices. c) Maintaining the "beauty" of nature. d) Safety consciousness in work. e) Standards of performance of their products. f) Indirect costs of damage to the environment, arising from their activity. In all this calculation, the habit of looking ahead into the future, of visualising, is one of core importance. But this is not possible to the same degree or for all levels of technical personnel. For those who cannot visualise easily, drilling in safe and sound working practices is all that can be ensured. 3. Adult and Continuing Education. Both Science and Technology in the present age are moving fast with new processes and new materials, products etc. coming into use. Science is giving new methods, instruments and analytical techniques, modeling etc. to detect and trace even minute perturbations in the environment. Every curriculum can become out of date even before its implementation becomes standard. Rural Development Through Education System 157