 GIST OF POINTS MADE BY EXPERTS

Various participants made insightful comments which are summarised below :

1. Dr. Sohoni, BAIF, Pune.

Giving a presentation of the work done by BAIF, stated that they treat training and education as an integrated whole. They provide training for self-employment, training for cattle development etc. They provide livelihood education in the tribal areas where they teach tribals about wasteland cultiva- tion. The training is modular in terms of subject areas and in terms of sequence. The training is short, field centred and places a heavy emphasis on use of media and pictures rather than words. They not only impart skills training but also liveli- hood training and training in Quality of life aspects. They also operate a special training programmes for drop-outs. According to him, the training cannot be successful unless post training support is provided. This can be done by help in product de sign, entrepreneurial development programme and training in marketing. What is necessary is to develop "a culture of learn- ing". There is also need for providing information services to trainers. Unfortunately, there is a dearth of such services. Available information services are geared for use of research and therefore, repackaging is required to be done.

2. Prof. Mahashabde, Technical Teachers' Training In- stitute, Bhopal/Extension Centre, Pune.

Prof. Mahashabde highlighted the role of commu- nity polytechnics in the matter of rural training. He pointed out that with very little cost , they are providing very useful services. They had realised the concept of "work centre" in their operation.

3. Shri Adhikari, BAIF,Pune

Shri Adhikari suggested that we can have a system of the narrow-casting as distinguished from broadcasting. We should also get the inputs from science and technology depart- ments for learning about the latest technological advances. We can make use of detailed district maps which have been con- structed by use of remote sensing techniques.

4. Prof. P.B. Patil,Trustee of HE

Prof. Patil stated that among the variety of courses to be developed, we should also take note of the need for various courses which renew and revise our knowledge in the context of fast changing needs and technology. Referring to

Prof. Takawle's presentation , he opined that there cannot be a clear-cut division between course development, course, imple- mentation and course evaluation. He also suggested the need of involving users in the development of courses.

5. Prof. Ram Reddy, Chairman, UGC

Prof. Ram Reddy appreciated the interest and initia- tive taken by the Planning Commission for development of Open Education at school level which he considered to be a progressive step. He observed that while open education system might solve the problems of access, equity and flexibility, it would also shatter the myth that it can only be imparted at tertiary level. Questioning the conservative views of the critics that vocational education cannot be imparted through distance mode, Prof. Reddy citing international experience categorically stated that it is possible to impart it through distance learning system. Referring to the operational part, Prof. Reddy stated that while 60% of the material should be produced centrally, the remaining 40% may be left to the state level institutions. Besides there should be provisions for networking among insti- tutions of Open Education and exchange of materials. Discus- sioning the importance and implications of forging linkages between open learning system at school and university levels, Prof. Reddy suggested that the possibilities of getting the work done on contract basis need to be explored. In this context he felt that open learning institutions should appoint the minimum core staff required. Referring to the different aspects of voca- tional training, Prof. Reddy highlighted the importance of iden- tifying the institutions which could provide practical training to the students and serve as contract centres. Further, the need to give incentives to the institutions and their principals was also discussed.

Commenting on the possibilities of introduction of distance education courses in agriculture and health, Prof. Reddy emphasised that open learning system should upgrade technology and transfer it. To be successful it should be flexible and aim at integration of vocational courses with academic subjects and give due credit to the work experience of students. Prof. Ram Reddy said that the technique of distance education could be effectively used in upgrading the knowledge of medi- cal and health personnel.

6. Dr. Jayant Patil, Member, Planning Commission

Dr. Jayant Patil narrated his experiences of work- ing with the adivasis of Thane District in Maharashtra and explained how he had succeeded in enabling the advasis to learn simple technologies of grafting of mangoes and introducing new crops which enhanced their income. He stressed the need to keep in view the agro-climatic conditions while introducing new crops. Referring with approval to the practice of, involving farmers as examiners in agriculture subjects in Lancashire, UK, Dr. Patil suggested that such a procedure needs to be adopted in

India. Questioning the need to set up separate agriculture uni- versities, he felt that instructions on agricultural subjects should be imparted in all the universities in the country.

7. Dr. D.H. Nath, Consultant, C/O National Institute of Health & Family Welfare

Dr. Nath Supporting the idea that health education should be linked with secondary education, Dr. Nath observed that the people in general need to be trained in health care system. He observed that so far very little effort has been made in this area and self-employment in the field of health has gradually been closed for the lower personnel. There is a need to impart health education right from the elementary stage and in fact at this stage the distance learning techniques should be adopted. Dr. Nath also discussed the role of continuing educa- tion in medical care by focussing on latest knowledge and advances in the field of medical education. In this he felt that distance mode of learning could be very effective. Prior to starting distance education in the area of health education, Dr. Nath said that basic skills need to be identified. Besides, the contact centres should also be selected judiciously so that stu- dents could acquire practical training.

8. Dr. J.C. Anand, Consultant, Post-Harvest Technol- ogy, New Delhi

Dr. Anand stated that further advances in green revolution will largely depend on diversification of agricultural activity to the field of horticulture. This will include greater production of fruits, vegetables and flowers which offer much better economic returns per unit area and are potential foreign exchange earners. This changeover is all the more necessary to meet our growing calorie needs besides ensuring adequate sup- plies of essential supplements like vitamins and minerals to fight malnutrition, increase employment and fulfil social objec- tives. Research and development efforts through a vast institu- tional framework during the last 3-4 decades have brought about a revolution in production of fruits and vegetables making India as the largest producer of fruits (24.0 million tonnes) after Brazil and U.S.A. and vegetables (46.0 M.T.) after China. Due to lack of proper know-how and inadequate infrastructure in post-harvest management of these perishables, 2-40 per cent of this available food material (valued at Rs.3000 - 4000 crores) is lost annually. The increased production of some of these per- ishables often results in glut situation, fall in prices to unremu- nerative levels and increasing wastages. At the present rate per capita availability of fruits and vegetables is just 60gm. & 75 gm. respectively, which is too low when compared with mini- mum dietary requirements of 85 gm. & 200 gm. respectively. By increased production of fruits and vegetables and salvaging their existing losses from harvest to consumption, self-suffi- ciency in vital food materials not only in terms of quantity but also in terms of quality, can be achieved to a large extent. For this purpose open/distance education through audio-visual aid

like slides, posters, flip charts, video films has to be harnessed for introduction both in general education in schools as well as production centres for fruits and vegetables. For schools these visuals should include subjects like living nature of fruits and vegetables and their senescence, their nutritional values, their role in combating different types of malnutrition, their safe storage outside and inside a refrigerator types of spoilage dur- ing storage, simple methods of their preservation at home in- cluding sun-drying, use of chemical additives, pickling, fermentation etc. For centres of production these subjects will include methods of harvesting, packing sheds and modes of grading and packing, storage godowns at room temperature and cooled through evaporative cooling and regrigeration, various types of packing materials and mode of packaging, use of road and rail transport for effective hauling of perishables to assem- bly markets in the Countryside and terminal markets, nature and extent of losses in different operations etc. National Open Schools and Universities, block headquarters and community preservation centres run by states and centre can be mobilised to spread this education and provide necessary linkages with Agricultural Institutions and Agricultural Universities for gen- eration of publicity material and providing necessary tools

9. Dr. P.N. Mathur, Asst.Director General, ICAR, New Delhi

Dr.Mathur discussed the role and functioning of Krishi Vigyan Kendras. He said that the first KVK was set up om 1974 and at present there are 109 KVKs. Besides 74 are in the pipe line. While 65% of the KVKs are run by the State Agricultural Universities, 25% are run by voluntary agencies and the rest are managed by ICAR. The KVKs are conceived as vocational training centres to update the knowledge and skills of the farmers so that they could increase their productivity and efficiency. Each KVK has about 50 acres of land with demon- stration units to Impart training to farmers in agriculture and allied Subjects, namely, sericulture, mushroom cultivation, dairy farming, etc. The duration of the training programme varies from 1 day to 3 months. With a view to discouraging successful trainees from competing with unemployed youth, no certificate is given to them. The trainees are selected in consult- ation with the State departments of agriculture. It is estimated that each year the KVKs train about 4,40,000 farmers. KVKs have strong research support from the state agriculture univer- sities. Besides, there are 8 Trainers' Training Centres to pro- vide resource support to the professional staff at the KVKs. The main emphasis at KVK is on the introduction of science in the farming so that scientific farming could be encouraged. Dr. Mathur opined that in view of the component of skills and practical training, distance education may have to be introduced in the field of agriculture with caution. However, he felt that KVKs and state agriculture Universities could be actively in- volved in the preparation of modules and production of educa- tional kits which could be effectively made use of in distance education programmes. Further, he felt that if open schools

propse to offer certificate courses for the farmers, then KVKs could be actively associated. In this context he highlighted the potential for establishing strong linkages among agricultural and open education institutions and also strengthening of KVks in terms of manpower and equipment.

GIST OF POINTS MADE BY EXPERTS