CHAPTER 3

DIAGNOSIS, FORMULATION OF OBJECTIVES AND SELECTION OF CONTENT AND

LEARNING EXPERIENCES

The curriculum theory since 19OQ has been greatly concerned with the delineation and clarification of objectives* About 1925, the statements of objectives began to be selected on the basis of the needs of students more than on the analysis of life activities. Thus, the objectives were formulated for the present needs of the learners more than future adult living. Between 1 9 ^ and 1950 the concept of student-teacher planning and co-operative selection of goals by students and teachers, community leaders and parents came in the vogue. Since 1950, attempts have been made to state objectives in behavioural terms in such a way as to provide for the subsequent evaluation of the curriculum.

Classification of Curriculum

Curriculum can be classified broadly as s(a) Subject-matter curriculum, Including separate subjects, correlated subjects and broad fields. Here, the emphasis is on facts and skills on subject-matter set-out to be learned.(b) The correlated curriculum which attempts to overcome the crippling limitations of separate subjects curriculum. Here, various subjects are related so that each can better reinforce

35

a n d c o m p l e m e n t t h e o t h e r , ( c ) T h e b r o a d - f i e l d s c u r r i c u l u m

w h i c h i s a m o d i f i c a t i o n o f t h e c o r r e l a t e d c u r r i c u l u m . H e r e ,

t h e s u b j e c t s a r e g r o u p e d i n t o b r o a d f i e l d s s u c h a s l a n g u a g e

a r t s , s o c i a l s t u d i e s , m a t h e m a t i c s e t c , ( d ) T h e d e v e l o p m e n t a l -

a c t i v i t y c u r r i c u l a w h i c h t r i e s t o f i t t h e s c o p e a n d s e q u e n c e

o f d a e h c h i l d * s a c t i v i t i e s a n d e x p e r i e n c e s i n s c h o o l t o h i s

b i o l o g i c a l , i n t e l l e c t u a l a n d s o c i a l g r o w t h . I t i s a l s o

c a l l e d l e a r n e r - o r i e n t e d c u r r i c u l u m , ( e ) T h e c o r e - c u r r i c u l u m

w h e r e i n t w o o r m o r e s u b j e c t s o r b r o a d f i e l d s a r e j o i n e d . I t

s e e k s t o I n c l u d e w i t h i n i t , t h e s o c i e t a l u n i v e r s a l s o f

d e m o c r a t i c l i v i n g , i m p l e m e n t e d t h r o u g h t h e s t u d y o f t h e

s o c i a l p r o b l e m . F o r t h e p r e s e n t i n v e s t i g a t i o n , t h e

i n v e s t i g a t o r h a s a c c e p t e d t h e c o n c e p t o f t h e s u b j e c t - m a t t e r

c u r r i c u l u m a s h e w a s m a i n l y i n t e r e s t e d i n d e v e l o p i n g a

c o u r s e o f i n s t r u c t i o n i n p o p u l a t i o n e d u c a t i o n a s a s e p a r a t e

s u b j e c t f o r t h e s e c o n d a r y t e a c h e r s u n d e r t r a i n i n g .

T h o u g h t h e c o n c e p t s o f c u r r i c u l u m d i f f e r a c c o r d i n g

t o t h e e m p h a s i s g i v e n o n t h e n a t u r e , s e q u e n c e o r o r g a n i s a t i o n ,

t h e y h a v e s o m e e l e m e n t s i n c o m m o n . T a b a h a s v e r y c l e a r l y

s t a t e d this, f a c t i n t h e f o l l o w i n g w o r d s :

A l l c u r r i c u l a , n o m a t t e r w h a t t h e i r p a r t i c u l a r d e s i g n , a r e c o m p o s e d o f c e r t a i n e l e m e n t s , k c u r r i c u l u m u s u a l l y c o n t a i n s a s t a t e m e n t o f a i m s a n d o f s p e c i f i c o b j e c t i v e s ? i t i n d i c a t e s s o m e s e l e c t i o n a n d o r g a n i s a t i o n o f c o n t e n t ? i t e i t h e r i m p l i e s o r m a n i f e s t s c e r t a i n p a t t e r n s o f l e a r n i n g a n d t e a c h i n g . . . . . F i n a l l y , i t i n c l u d e s a p r o g r a m o f e v a l u a t i o n o f t h e o u t c o m e s .

( T a b a , 1 9 6 2 i 1 0 )

36

Model of the Process of Curriculum Development

Any attempt in the development of curriculum requires some framework or model which,can provide a theoretical rationale. It is a way of organising thinking about all matters that are important to curriculum development. It attempts to answer some fundamental questions such as what the curriculum consists of, what its important elements are, how these are chosen and organised and how the curriculum is evaluated.

Herrick and Tyler state that such a framework or model of curriculum has to impart the following three functions s

(1) to identify the critical issues or points in curriculum development and the generalizations which underlie them.

(2) to point out the relationships which exists between these critical points and their supporting structure

(3) to suggest the approaches that need to We ^resolve these critical issues.

( Herrick and lyier, 1950 : 1 )

According to Taba :

Curriculum design is a statement which identifies the elements of the curriculum, states what their relations are to each other and indicates the principles of organisation and the requirements of that organisation for the administrative conditions under which to operate.

( Taba, 1962 i b21 )

37

Several.attempts seem to have been made to develop various frameworks for the development of curriculum in population education. Lulla ( 1971 * 3N~?$3 ) has suggested a model of population education at various stages while considering operational implications for prompting population education. Mehta ( 197Q : 59-62 ) has outlined some practical steps to be taken for the development of curriculum for the schools. Wadia ( 1971 : 1M +-150 ) has developed a schematic plan for population education for the Family Planning Association of India. B. Gopal lao ( Kuppuswamy, Rao and Kanth, 1971 s 115-123 ) has discussed few considerations for development of curriculum in population education. He has also innovated a conceptual model for population education curriculum. ( 197^ * *<-8-76 ) K. Sheshagiri Rao ( Kuppuswamy, Rao and Kanth, 1971 : 125-13^ 5 has given a project proposal for development pf curriculum on population education in Indian schools. Faneuff ( 1972 ) has carried out an action research for developing a pi|.ot model for teaching population dynamics. Siin ( 197^ ) has discussed the strategy of curriculum development for population education in the research report. The report of the seminar-workshop organised under the auspices of U.P.Aslan Labour Education Center - International Labour Organisation in November, 1975 in Quezon City, the Phlllippines outlines various models for curricula development for'the organised sector.

38

A f t e r c o n d u c t i n g a c a r e f u l s t u d y a n d s u r v e y o f the

m o d e l s a n d f r a m e w o r k s r e f e r r e d a b o v e a n d a l s o o f o t h e r

r e l e v a n t l i t e r a t u r e , the i n v e s t i g a t o r f r a m e d th e m o d e l

( F i g u r e 2 ) f o r t h e p r o c e s s o f d e v e l o p i n g c u r r i c u l u m i n

p o p u l a t i o n e d u c a t i o n f o r s e c o n d a r y t e a c h e r s u n d e r tra i n i n g .

F r o m F i g u r e 2, i t i s c l e a r t h a t th e i n v e s t i g a t o r

h a d p l a n n e d t o d e v e l o p t h e c u r r i c u l u m k e e p i n g i n v i e w the,

f o l l o w i n g s i x p h a s e s :

P h a s e 1 D i a g n o s i s

P h a s e 2 F o r m u l a t i o n o f o b j e c t i v e s

Ph a s e 3 S e l e c t i o n o f c o n t e n t

Phg.se b S e l e c t i o n of L e a r n i n g e x p e r i e n c e s

P h a s e 5 O r g a n i z a t i o n o f c o n t e n t a n d

l e a r n i n g e x p e r i e n c e s

P h a s e 6 E v a l u a t i o n

. 39

Figu*© 2

MODEL FOR THE P R O C E S S OFD EV E LO P IN S C U R R l C U L U M ! N

P O P U L A T IO N ED U C A TIO N

The basic assumption on which this model rests is that the end of education is to change behaviour and curriculum should help in the attainment of that end. Further, though the phases included in the model are >separate and sequential, the investigator wishes to suggest that they are interrelated and interdependent and they form a cyclic process. Each phase is a logicaldevelopment from the preceding one and over time the

/

final phase affects the initial one.

Keeping this model in view, the investigator then proceeded to develop the curriculum in population education for secondary teachers under training. The strategy and a scheme of work developed and followed for the first four phases are described in this chapter while those of the fifth and the last phases are described in the subsequent chapters.

Phase 1 i Diagnosis

Diagnosis is the first phase in curriculum development. It is a process of determining the facts which need to be taken into account in making curriculum decisions. It is an important first step in determining what the curriculum should be for a given population. Formulation of objectives can proceed only after the diagnosis of the nature and needs of the learner is carried out.

W h i l e d e f i n i n g t h e t e r m s i n C h a p t e r 2 , t h e i n v e s t i g a t o r

h a s s t a t e d t h a t 2 0 0 t r a i n e e s o f t h e S e c o n d a r y T e a c h e r s

T r a i n i n g C o l l e g e , A h m e d a b a d d u r i n g t h e a c a d e m i c y e a r

1 9 7 7 - 7 8 f o r m t h e s a m p l e f o r t h e t r j Q s u t . T h e r e w e r e 2 2 0

t r a i n e e s d u r i n g t h e a c a d e m i c y e a r 1 9 7 7 - 7 8 a t t h e c o l l e g e

o u t o f w h i c h 8 9 w e r e w o m e n a n d 1 3 1 m e n . O u t o f t h i s 8 9

w o m e n a n d 1 1 1 m e n ( t o t a l 2 0 0 ) w e r e i n c l u d e d I n t h i s

e x p e r i m e n t . T h e d i a g n o s i s o f t h e s a m p l e r e v e a l e d t h e

f o l l o w i n g c h a r a c t e r i s t i c s :

( a ) A g e ; T a b l e 1 g i v e s t h e a g e w i s e d i s t r i b u t i o n o f t h e

s a m p l e o f s t u d e n t t e a c h e r s i n c l u d e d i n t h i s e x p e r i m e n t .«

T A B U S 1

A G E W I S E D I S T R I B U T I O N O F S T U D E N T T E A C H E R S

C l a s s I n t e r v a l o f a g e

N o . o fS t u d e n t T e a c h e r s

1 9 - 2 3-

9 8

2 h - 2 8 8 5

2 9 - 3 3 1 5

3 ^ - 3 8 1

3 9 - ^ 3 1*

T o t a l 2 0 0

\

A g l a n c e a t t h e t a b l e s h o w s t h a t 9 8 s t u d e n t t e a c h e r s

o u t o f 2 0 0 ( ^ 9 ' p e r c e n t ) a r e o f 1 9 - 2 3 a g e g r o u p . W h i l e

k2 .$ p e r c e n t a r e o f 2k-28 a g e g r o u p . T h e s t u d e n t t e a c h e r s

o f t h e a g e g r o u p o f 2 9 - 3 3 f o r m o n l y 7 . 5 p e r c e n t o f t h e

s a m p l e . W h i l e t h o s e o f t h e a g e g r o u p s o f a n d 3 9 - ^ 3

f o r m 0 . 5 p e r c e n t e a c h o f t h e s a m p l e . T h i s c l e a r l y I n d i c a t e s

t h a t t h e m a j o r i t y o f t h e s t u d e n t t e a c h e r s o f t h e s a m p l e

( 9 1 * 5 p e r c e n t ) a r e o f t h e a g e g r o u p 1 9 - 2 8 .

( b ) M a r i t a l S t a t u s o f t h e S t u d e n t T e a e h e r s : T a b l e 2 s h o w s

t h e m a r i t a l s t a t u s o f t h e s t u d e n t t e a c h e r s i n c l u d e d i n t h e

s a m p l e o f t h i s i n v e s t i g a t i o n .

T A B E S 2

M A R I T A L S T A T U S O F S T U D E N T T E A C H E R S

2̂

M a r i t a l s t a t u s N o . o fS t u d e n t T e a c h e r s

M a r r i e d 7 2

U n m a r r i e d

f-

1 2 8

' * i . i

T o t a l 2 0 0

F r o m t h e t a b l e i t i s a p p a r e n t t h a t 7 2 o u t o f 2 0 0

s t u d e n t t e a c h e r s ( 3 6 p e r c e n t ) a r e m a r r i e d w h i l e 1 2 8 o u t o f

2 0 0 s t u d e n t t e a c h e r s ( 6k p e r c e n t ) a r e u n m a r r i e d . T h i s

c l e a r l y i n d i c a t e s t h a t a s t h e m a j o r i t y o f t h e s t u d e n t t e a c h e r s

are unmarried, importance and need of orienting them to population education is certainly much more*

Ce) Areawiac Composition of the Student Teachers : The student teachers included in the sample of this investigation not only hailed from different districts of-Gujarat but also from other states of India and a union territory. The data about the areawise composition of the sample are shown inTable 3*1 and Table 3*2 -

TABLE 3»1. STATEWISE COMPOSITION OF. STUDENT TEACHERS

SrTfoT State Women Men Total1 Bihar 1 1 22 Belhi 2 mm 23 Diu* 3 .3b Gujarat 68 98 1665 Kamatak 1 - 16 Kerala ........ .....b . . Ik.7 Madhya Pradesh 3 1 b

8 Maharashtra 3 1 b

-9- - Punjab .. . . . . . 1 . 2 . - 310 Rajasthan - b b

11 Uttar Pradesh 1 612 West Bengal X 1 - 1

Total 89 111 200

* Union Territory

S B Table 3 .1 clearly indicates that though 83 per cent of the sample of the student teachers hall from Gujarat, the sample includes student teachers from ten other states and one union territory. Thus, the sample does not consist of the student teachers from Gujarat only.

Table 3 .2 shows the district-wise distribution of the student teachers hailing from Gujarat.

TABLE 3 .2

DISTRICT-WISE DISTRIBUTION OF STUDENT' TEACHERS HAILING FROM GUJARAT -

Sr.No.

District Women Men Total

1 Ahmedabad 19 8 2?2 Mrell 1 11 123 Baroda 2 - 2if Bhavnagar 7 . 8 1£5 Broach 1 m 16 Bulsar 2 1 37 Gandhinagar 1 b 58 Jamnagar 2 2 b

9 Junagadh 5 15 2010 Kheda 1 6 711 Mehsana b 1*f 1812 Panchmahals 1 1 213 Rajkot 1-1 1.6 27

15+ . . . Sabarkantha .. . . 3 . ' 2 •5

15 Surat 3 ■» 316 Surendranagar 5 10 15

Total 68 98 16|6

From Table 3.2 It is quite clear that the sample represents 16 districts of Gujarat. It is not restricted to the student teachers from Ahmedabad City olf Ahmedabad district only.

(d) Educational Qualifications : The student teachersincluded in the sample of this investigation possessed the minimum qualification of a bachelor’s degree. But some of them even possessed a master's degree. The particulars about their basic degree in different faculties are given in Table V below s

TABLE b

EDUCATIONAL QUALIFICATIONS OF STUDENT TEACHERS

Sr.No.

Degree No. ofstudent teachers

1 5* A* 1272 B. Com.. 1*f3 ■ B. Sc. 59

Total . 3, , 200 ■■

A. glance at the table shows that 127 out of 200 . student teachers ( 63.5 per cent ) are arts graduates while 59 out of 200 student teachers ( 29*5 per cent ) are science graduates and 1>+ out of 200 ( ?• 0 per cent )- are commerce graduates. Though the number.of student teachers in the .

k6

a r t s f a c u l t y a r e m o r e t h a n t h e s c i e n c e a n d c o m m e r c e f a c u l t i e s ,

t h e s a m p l e r e p r e s e n t s a l l t h e t h r e e f a c u l t i e s .

T h o u g h a n a t t e m p t h a s b e e n m a d e t o d i a g n o s e t h e

v a r i a b l e s s u c h a s a g e , s e x , m a r i t a l s t a t u s , a r e a t o w h i c h

t h e y b e l o n g a n d e d u c a t i o n a l q u a l i f i c a t i o n s o f t h e s a m p l e

t h r o u g h t h i s d i a g n o s i s , t h e i n v e s t i g a t o r h a s t a k e n t h e

s a m p l e o f t h e s t u d e n t t e a d h e r s a s a w h o l e f o r t h e s a k e o f

t h i s i n v e s t i g a t i o n a s h e w a s i n t e r e s t e d m a i n l y i n f i n d i n g

o u t t h e e f f i c a c y o f t h e c u r r i c u l u m o n t h e g r o u p o f t h e

s t u d e n t t e a c h e r s a s a w h o l e . S o t h e i n v e s t i g a t o r h a s n o t

i n t e n d e d t o f i n d o u t t h e e f f e c t i v e n e s s o f t h e c u r r i c u l u m

a c c o r d i n g t o t h e v a r i a b l e s s t a t e d a b o v e .

A f t e r k n o w i n g t h e c h a r a c t e r i s t i c s o f t h e s a m p l e s u c h

a s a g e , s e x , m a r i t a l s t a t u s , a r e a t o w h i c h t h e y b e l o n g a n d

e d u c a t i o n a l q u a l i f i c a t i o n s , t h e i n v e s t i g a t o r t r i e d t o b e

c o n v e r s a n t w i t h t h e b a c k g r o u n d o f k n o w l e d g e a n d a t t i t u d e s

t h a t t h e y h a v e i n t h e a r e a o f t h e p r e s e n t i n v e s t i g a t i o n *

A s a l l o f t h e m w e r e g r a d u a t e s , t h e y d i d p o s s e s s s o m e

a w a r e n e s s r e g a r d i n g t h e p r o b l e m . S o m e o f t h e m w e r e c o m m e r c e

g r a d u a t e s a n d a r t s g r a d u a t e s w i t h e c o n o m i c s a s o n e o f t h e

s u b j e c t s . S o t h e y d i d k n o w a b o u t t h e p o p u l a t i o n p r o b l e m .

S t i l l h o w e v e r , i n t h e b e g i n n i n g o f t h e a c a d e m i c y e a r

1 9 7 7 - 7 8 t h e i n v e s t i g a t o r a s k e d t h e t r a i n e e s t o w r i t e a .

s h o r t f r e e c o m p o s i t i o n o n " O u # P o p u l a t i o n P r o b l e m . ” W h i l e

g o i n g t h r o u g h t h e i r w r i t e - u p s , t h e i n v e s t i g a t o r w a s

convinced, that most of them were aware of the seriousness of the problem* Though they were lacking in the specific knowledge and information, they possessed some background of the area of the subject of this investigation.

After completing the first phase of diagnosis the investigator set up on the work of the formulation-of objectives.

Phase 2 .; Formulation of Objectives

For the formulation of objectives, the investigator studied the related literature. Bloom (1956) and Krathwohl (196^) have attempted to produce, using educational- logical-psychological principles, a c&nplete taxonomy of the objectives in cognitive., affective and psychomotor areas. The value and utility of these objectives lie in the fact that they present the intended behaviour of.the students. They also suggest that besides information, there are abilities and skills which can be cultivated. The cognitive domain includes the behaviour pertaining to knowledge and Intellectual abilities or skills and the affective domain includes those objectives whieh stress an emotion, a feeling tone or a degree of acceptance or rejection.

So the first two domains from which the investigator has formulated objectives are the cognitive

domain and the affective domain. But the investigator feels that as the goal of population education is the inculcation of certain attitudes and values leading the target group to behave rationally, some objectives relating to behaviour should also be included. These objectives may be about the observable population behaviour, non-observable population behaviour or delayed

i

behaviour i.e. the behaviour which can not be practised in life situations for the present. Thus, the investigator has formulated general and specific objectives from three domains - the cognitive, the affective and the behaviour.

The objectives are usually stated as general objectives and specific objectives. General objectives are long-term objectives. They can not be developed or achieved during the course of a single teaching-learning unit. They very broadly outline the expected behaviour expressed as categories of intended outcomes, the expected gnd products of educational endeavour. Die specific objectives, on the other hand, describe behaviour to be attained in a particular unit or a period. They are short­term objectives. Their chief function is to guide the making of curriculum decisions on what to cover, what to emphasize, what content to select and which learning experiences to stress. It is needless to say that the specific objectives should be consistent with the general overarching ones and in their totality express the vision of the general objectives.

The investigator has kept in mind the followingprinciples discussed at length by Taba (1 9 6 2 : 199-205)to guide the formulation of objectives :

(1) A statement of objectives should describe both the kind of behaviour expected and the content or the context.to which that behaviour applies.

(2) Complex objectives need to be stated analytically and specifically enough, so that there is no doubt as to the kind of behaviour expected, or what the behaviour applies to.

(3) Objectives should also be so formulated that there are clear distinctions among learning experiences required to attain different behaviours.

(if) Objectives are developmental, representing roads to travel rather than terminal points.

(5) Objectives should be realistic and should include only what can be translated into curriculum and class room experience.

(6) The scope of objectives should be broad enough to encompass all types of outcomes for which the school is responsible.

5o

After taking the above listed principles into consideration, the investigator formulated the following general and specific objectives for developing the curriculum in population education for the secondary teachers under training :

General Objective No. 1 st To enable the student teachers to acquire knowledgeand understanding of the dynamics, determinants, consequences and control of population growth.

Specific Objectives :

(1.1) To enable the student teachers to acquire knowledge and understanding of the meaning, concept, scope and importance of population education.

(1.2) To enable the student teachers to acquire knowledge and understanding of the demographic concepts.

(1.3) To enable the strident teachers to acquire knowledge and understanding of the population situation in Gujarat and India in the context of the world population situation.

(1.*0 To enable the student teachers to acquire knowledge and understanding of the factors affecting growth rate and birth rate of population.

(1.5) To enable the student teachers to acquire knowledge and understanding of the economic consequences of population growth,

(1.6) To enable the student teachers to acquire knowledge and understanding of the effects of unchecked growth of population on environment and natural resources,

(1.7) To enable the student teachers to acquire knowledge and understanding of the relationship between food problem and growth in population.

(1.8) To enable the student teachers to acquire knowledge and understanding of the social implications ofgrowth in population.

*

(1.9) To enable the student teachers to know and understand that the problem of urbanisation arises due to unabated growth of population.

(1.10) To enable the student teachers to acquire knowledge and understanding of the effects of population growth on education.

(1.11) To enable the student teachers to know and understand how population growth affects life, health and nutrition of family.

52

(1*12) lo enable the student teachers to know and tinder stand the role of the teacher as a population educator.

General objective Ho. 2 s

To enable the student teachers to develop appreciation,awareness and attitudes favourable to population control.

Specific objectives :

(2.1) To enable the student teachers to be aware of the fact that rapid population growth is the result of the saving and prolonging of lives due to modern health practices.

(2.2) To enable the student teachers to be conscious and to feel concerned about the serious problems posed by the population explosion at the micro and macro levels.

(2.3) To enable the student teachers to be aware of the fact that the size of a family can be planned and that it is not a matter of fate.

To enable the student teachers to develop positive attitudes for limiting the size of the family and for planned parenthood.

To enable the student teachers to appreciate the family welfare policies and programmes of the country.

(2.b)

(2.5)

53

( 2 * 6 ) T o e n a b l e t h e s t u d e n t t e a c h e r s t o a p p r e c i a t e p o p u l a t o n

e d u c a t i o n a s a h e f f e c t i v e m e a n s o f s o c i a l c h a n g e a n d

r e c o n s t r u c t i o n .

( 2 . 7 ) T o e n a b l e t h e s t u d e n t t e a c h e r s t o d e v e l o p p o s i t i v e

a t t i t u d e f o r e r a d i c a t i n g s u p e r s t i t i o n s a n d w r o n g

b e l i e f s a n d b a r r i e r s w h i c h s t a n d i n t h e w a y o f

- . p o p u l a t i o n c o n t r o l .

( 2 . 8 ) T o e n a b l e t h e s t u d e n t t e a c h e r s t o d e v e l o p a w a r e n e s s

a n d a t t i t u d e s n e c e s s a r y f o r t h e i r f u t u r e r o l e o f a

p o p u l a t i o n e d u c a t o r .

( 2 . 9 ) T o e n a b l e t h e s t u d e n t t e a c h e r s t o d e v e l o p a n a t t i t u d e

f o r a b e t t e r w a y o f l i f e r e s u l t i n g f r o m p l a n n e d a n d

s m a l l f a m i l y .

G e n e r a l o b j e c t i v e * N o . 3 t

T o e n a b l e t h e s t u d e n t t e a c h e r s t o d e v e l o p s k i l l s a n d

a b i l i t i e s n e c e s s a r y f o r t h e i r f u t u r e r o l e o f a p o p u l a t i o n

e d u c a t o r .

S p e c i f i c o b . 1 e c t l v e s :

( 3 * 1 ) T o e n a b l e t h e s t u d e n t t e a c h e r s t o d e v e l o p , t h e s k i l l

o f c o m m u n i c a t i n g p o p u l a t i o n e d u c a t i o n c o n c e p t s t o

s e c o n d a r y s c h o o l s t u d e n t s .

( 3 . 2 ) T o e n a b l e t h e s t u d e n t t e a c h e r s t o d e v e l o p t h e a b i l i t y

o f c o l l e c t i n g a n d i n t e r p r e t i n g d e m o g r a p h i c d a t a .

9*/

C 3* 3) To enable the student teachers to develop ability to make correct and rational decisions in matters relating to family size and population.

(3#lf) To enable the student teachers to develop the skillof presenting demographic data through graphs, charts, tables and figures.

(3.5) To enable the student teachers to develop skill in participating effectively in group discussion.

(3*6) To enable the student teachers to develop the skill of preparing and or using audio-visual aids for teaching the concepts relating to population education.

(3*7) to enable the student teachers to develop the ability of comparing, contrasting and analysing different

.......situations and of drawing conclusions therefrom.

(3.8) To enable the student teachers to develop the skill in integrating concepts relating to population education in various co-curricular activities.

general objectiveNo. :

To enable the student teachers to develop and acceptrational and responsible behaviour patterns in populationsituations at the micro as well as the macro levels.

55

Specific objectives j

(if. 1) To enable the student teachers to demonstrate the ability to collect, present and interpret demographic data.

(if.2) To enable the student teachers to appraise thepopulation problems of the state, country and the world.

(if* 3) To enable the student teachers to strive for a higher socio-economic status by restricting the size of the family.

(if.if) To enable the student teachers to evaluate therelationship between family size and the quality of life .

(if.5) To enable the student teachers to be the agents of change and to work actively for population control.

(if.6) To enable the student teachers to co-operate actively with the agencies working in the field of population control.

(if.7) To enable the student teachers to develop confidence that many problems of the family, state, country and world could be solved by controlling population growth.

56

( ^ • 8 ) T o e n a b l e t h e s t u d e n t t e a c h e r s t o a s p i r e a n d t o w o r k

f o r b e t t e r c o n d i t i o n s o f l i v i n g b y a c c e p t i n g t h e n o r m

o f a s m a l l s i z e f a m i l y .

( k * 9 ) T o e n a b l e t h e s t u d e n t t e a c h e r s t o a d v o e a t e a n d a c c e p t

t h e p r a c t i c e o f l a t e m a r r i a g e .

T h u s , t h e f o u r g e n e r a l o b j e c t i v e s w e r e f o r m u l a t e d a n d

s e v e r a l s p e c i f i c o b j e c t i v e s w e r e d e r i v e d f r o m e a c h o f t h e

g e n e r a l o b j e c t i v e * * T h e i n v e s t i g a t o r h a s t a k e n u t m o s t c a r e t o

f o r m u l a t e t h e s e o b j e c t i v e s i n s u c h a w a y a s w o u l d i n d i c a t e

b o t h t h e b e h a v i o u r a l a s p e c t s a n d c o n t e n t a s p e c t s . I t i s h o p e d

t h a t t h e y w o u l d s e r v e a s g u i d e s i n t h e a t t a i n m e n t o f t h e

o b j e c t i v e s o f t h i s i n v e s t i g a t i o n a n d a l s o a s g u i d e s i n t h e

s e l e c t i o n o f e s s e n t i a l a n d d e s i r a b l e s u b j e c t m a t t e r o r t h e

c o n t e n t , l e a r n i n g e x p e r i e n c e s , m e t h o d s o f t e a c h i n g a n d

t e a c h i n g d e v i c e s . I t i s f u r t h e r h o p e d t h a t t h e y w o u l d s e r v e

a s b a s e s i n m e a s u r i n g t h e e f f e c t i v e n e s s o f t h e l e a r n i n g a n d

t h e t e a c h i n g a c t i v i t i e s . T h e i n v e s t i g a t o r , h o w e v e r , d o e s n o b

w a n t t o s u g g e s t t h a t t h e o b j e c t i v e s f o r m u l a t e d h e r e a r e f i n a l

e x h a u s t i v e a n d a l l c o n c l u s i v e . T h e r e i s a l w a y s a s c o p e f o r

i m p r o v e m e n t , a l t e r a t i o n , a d d i t i o n a n d 'SfedbtPfcLon i n a n

e x e r c i s e l i k e t h i s .

A f t e r f i n i s h i n g t h e t a s k o f f o r m u l a t i n g t h e o b j e c t i v e s ,

b o t h g e n e r a l a n d s p e c i f i c , t h e i n v e s t i g a t o r u n d e r t o o k t h e

p r o c e s s o f s e l e c t i n g t h e c o n t e n t w h i c h f o r m s p h a s e 3 o f t h e

m o d e l .

57

Phase 3 { Selection of Content

The seleetion of proper content is a very important phase in the process of the curriculum development. In fact, this, phase of the process of the curriculum development is related to all the other phases. The curriculum content is selected keeping in view the characteristics and nature of the target group sorted out during the first phase of diagnosis. Further, the selection of the content is primarily determined by the operations of Phase 2 : Formulation of objectives. Moreover, the selection of the content is intimately related to phase V j selection of learning experiences and Phase 5 : organisation of content and learning experiences. Finally, the evaluation of the curriculum also depends on the content of the curriculum. Thus, the selection of proper content should be done very carefully and systematically.

Several attempts have been made to select content for the population education programmes for various target groups. D. Gopal Rao ( 197**- * 88-9*+ ) has suggested unitwise contents of a teacher education programme. Mehta and Parekh ( 197^ • 1*+-23 ) have given a draft syllabus for secondary teachers training colleges. Mehta (1971 i *+5-55) has dicussed the content and method of teaching population education in schools. Lulla ( 1971 : 3*+-*+3) has given course outline for reorientation of teachers.

58

W a d i a ( 1971 : 1*f7-1*+8 ) h a s listed, certain, a s p e c t s w h i c h

c a n b e i n c l u d e d i n a p o p u l a t i o n e d u c a t i o n p r o g r a m m e .

J o h n s t o n ( 1 9 7 5 s 2 V - 2 6 ) a l s o t a l k s of h o w t o d e c i d e

c o n t e n t of the p r o g r a m m e f o r p o p u l a t i o n - f a m i l y l i f e

e d u c a t i o n f o r o u t - o f * s c h o o l y o u t h . W a y l a n d ( 1 9 7 3 s 5 ) h a s

s e l e c t e d c e r t a i n a r e a s t h a t c o n s t i t u t e a g e n e r a l p i c t u r e o f

th e c o n t e n t b a s e f o r p o p u l a t i o n e d u c a t i o n .

T h o m a s M. B i s k h a s g i v e n b a s i c c r i t e r i a w h i c h c a n b e

u s e f u l i n s e l e c t i n g th e c o n t e n t s o f a c u r r i c u l u m . H e st a t e s i

G o o d s u b j e c t m a t t e r s h o u l d j

1. c o n t r i b u t e d i r e c t l y t o the a t t a i n m e n t o f t h e d e s i r e d out c o m e s .

2. b e w i t h i n the c o m p r e h e n s i o n o f t h e i n d i v i d u a l s t u d e n t s - t h a t is. b e a d a p t e d t o t h e i r l e v e l of m a t u r i t y a n d t r a i n i n g .

3. b e o f i n t e r e s t t o th e s t u d e n t s t a k i n g t h e c o u r s e o r b e o f a k i n d t h a t c a n b e m a d e i n t e r e s t i n g .

If. b e v a l u a b l e i n i t s e l f i n m e e t i n g o t h e r s c h o o l a n d l i f e n e e d s o f the s t u d e n t s .

5. s e r v e § s t h e b a s i s f o r a c q u i r i n g m o r e l e a r n i n g , e s p e c i a l l y a s p r e p a r a t i o n f o r o t h e r c o u r s e s t h a t m a y b e t a k e n la t e r .

6. b e o f h i g h v a l u e i n e o m p a r i s i o n w i t h o t h e r s u b j e c t m a t t e r t h a t c o u l d b e u s e d .b e o f h i g h r e l a t i v e v a l u e i n c o n t r i ­b u t i n g t o i n d i r e c t v a l u e s o r o u t c o n e s t o b e a t t a i n e d i n the co u r s e .

( B i s k , 1 9 6 5 s 1 ¥ + )

7.

59

A f t e r c o n d u c t i n g a c a r e f u l s t u d y o f t h e r e l e v a n t

l i t e r a t u r e a n d f o l l o w i n g t h e c r i t e r i a g i v e n b y T h o m a s M .

B i s k , t h e i n v e s t i g a t o r t h e n f o l l o w e d t h e p r o c e d u r e f o r

s e l e c t i n g t h e c o n t e n t f o r t h e c u r r i c u l u m i n p o p u l a t i o n

e d u c a t i o n f o r s e c o n d a r y t e a c h e r s u n d e r t r a i n i n g d e s c r i b e d

her^und«r s

S t e p I s D u r i n g P h a s e 1, t h e i n v e s t i g a t o r h a d m a d e

d i a g n o s i s o f t h e c h a r a c t e r i s t i c s a n d i n t e r e s t s o f t h e

t a r g e t g r o u p . A s s t a t e d e a r l i e r m o s t o f t h e s t u d e n t t e a c h e r s

i n c l u d e d i n t h e s a m p l e w e r e i n t h e a g e g r o u p o f 1 9 - 2 8 , and.

6 ^ ;cper c e n t o f t h e m w e r e u n m a r r i e d . I t w a s a l s o f o u n d o u t

f r o m t h e f r e e c o m p o s i t i o n w r i t t e n b y t h e m t h a t t h e y l a c k e d

i n s p e c i f i c k n o w l e d g e a b o u t . t h e p o p u l a t i o n c o n c e p t s . T h i s

i n d i c a t e s t h a t t h e c o n t e n t o f t h e c u r r i c u l u m s h o u l d b e s u c h

a s w o u l d e v o k e i n t e r e s t i n y o u n g , m a r r i e d a n d u n m a r r i e d

s t u d e n t t e a c h e r s i n t h e v a r i o u s a s p e c t s o f t h e p o p u l a t i o n

p r o b l e m a n d h e l p t h e m d e v e l o p p o s i t i v e a t t i t u d e s a n d a w a r e n e s s

o f p o p u l a t i o n c o n t r o l . H e n c e , t h e i n v e s t i g a t o r d e c i d e d t o

s e l e c t t h e c o n t e n t s o f t h e p r o p o s e d c u r r i c u l u m f r o m t h e

f o l l o w i n g f o u r a r e a s :

( 1 ) D e m o g r a p h y

( i i ) D e t e r m i n a n t s a n d c o n s e q u e n c e s o f

p o p u l a t i o n g r o w t h

( i i i ) P o p u l a t i o n c o n t r o l

( i v ) T e a c h e r a s a P o p u l a t i o n E d u c a t o r

60

Step II : After this, the investigator tried to develop the content outlines keeping in view the objectives formulated by him during the course of Phase 2 discussed earlier. Infact, the content of the curriculum represents: a translation of the objectives in concrete terms for the specific target group.

During Phase 2, the investigator has formulated four general objectives relating to knowledge and understanding, appreciation, awareness and attitudes, abilities and skills and behaviour. But while selecting the contents for the proposed curriculum, the Investigator mainly considered the first general objective relating to knowledge and understanding, It is hoped that this knowledge and understanding will lead to attitudinal change and awareness in more rational decision­making about individual fertility behaviour, or more rational decisions about population issues as they bear upon the quality of life. Hencd, the content of the curriculum is derived from the cognitive area of knowledge and understanding only. The emphasis is upon knowledge, information and understanding that leads to awareness, formation of positive attitudes and acquisition of expected abilities and skills.

The first general objective formulated by the investigator from the cognitive domain reads :

" To enable the student teachers to acquire knowledge and*»

to develop understanding of the dynamics, determinants,

61

consequences and control of population growth.” From the specific objectives of this general objective, the investigator developed the outlines of the contents. This is given in Table 5.

TABLE 5OUTLINE OF THE CONTENTS DEVELOPED FROM THE SPECIFICATIONS OF THE GENERAL OBJECTIVE

FROM THE COGNITIVE DOMAIN

No. Specific objective Outline of the content

1.1 To enable the student teachers to acquire knowledge and under­standing of the meaning, concept, scope and importance of population education.

Population education - its meaning, concept, scope, need and importance and objectives.

1*2 To enable the student teachers to acquire knowledge and under­standing of the demographic concepts.

Demographic concepts such as birth rate, death rate, migration, density, sex ratio;'", life expectancy.

contd

62

TABLE 5 contd.

«*-No. Specific objective Outline of the content

1.3 To enable the student teachers to acquire knowledge and under­standing of the population situation in Gujarat and India in the context of the world population situation.

1.1*- To enable the studentteachers to acquire knowledge and under­standing of the factors affecting growth rate and birth rate of population.

1.5 To enable the studentteachers to acquire knowledge and under­standing of the economic consequences of population growth.

Population situation in Gujarat and India in the context of the world population situation.

Factors affecting growth rate and birth rate of population.

Relationship betweenpopulation and production. Relationship betweengrowth of population andstandard of living.Economic ills resultingfrom rapid growth inpopulation.

contd

63

T A B L E 5 eontd.,

No. S p e c i f i c o b j e c t i v e

1. 6 T o e n a b l e the s t u d e n t

t e a c h e r s t o a c q u i r e

k n o w l e d g e a n d u n d e r ­

s t a n d i n g of th e e f f e c t s

o f u n c h e c k e d g r o w t h

of p o p u l a t i o n o n

e n v i r o n m e n t a n d

n a t u r a l r e s o u r c e s .

1. 7 T o e n a b l e th e s t u d e n t

t e a c h e r s t o a c q u i r e

k n o w l e d g e a n d u n d e r ­

s t a n d i n g o f the

r e l a t i o n s h i p b e t w e e n

f o o d p r o b l e m a n d

g r o w t h i n p o p u l a t i o n .

1.8 T o e n a b l e t h e s t u d e n t

t e a c h e r s t o a c q u i r e

k n o w l e d g e a n d u n d e r ­

s t a n d i n g o f t h e s o c i a l

i m p l i c a t i o n s o f g r o w t h

i n p o p u l a t i o n .

O u t l i n e o f t h e c o n t e n t

A d v e r s e e f f e c t s o f

p o p u l a t i o n g r o w t h o n

h e a l t h y e n v i r o n m e n t -

p o l l u t i o n - n o i s e .

P o p u l a t i o n g r o w t h a n d it s

r e l a t i o n s h i p w i t h

r e n e w a b l e a n d n o n

r e n e w a b l e r e s o u r c e s .

P o p u l a t i o n g r o w t h a n d

g r o w i n g p r e s s u r e o f

p e o p l e o n land. I n ­

a d e q u a t e f o o d p r o d u c t i o n

t o m e e t t h e r e q u i r e m e n t s

o f g r o w i n g p o p u l a t i o n .

B a p i d g r o w t h i n p o p u l a t i o n

-as a h i n d r a n c e t o g r e e n

r e v o l u t i o n .

S o c i a l i l l s a n d p r o b l e m s

a r i s i n g ou t of u n a b a t e d

g r o w t h o f p o p u l a t i o n

s u c h as

- t r a d i t i o n a l i s m

contd.

TABLE 5 contd6k

No. Specific objective’

1.9 To enable the studentteachers to know andunderstand the problemof urbanizationarising out of

a.moated growth of population.

Outline of the content

- superstitions- poor ethical and moral behaviour

- scarcity of essential commodities

- soaring prices- black marketing

e- adultrationA

- cheating

Urbanization as a result of population growth. Effects of urbanization such as 5- over-crowding- poor housing facilities- inadequate supply of basic necessities like water

- stress and strain on transport

(

- poor health services.

contd

65TABLE 5 contd.

No. Specific objectives

1.10 To enable the student teachers to acquire knowledge and under­standing of the effects of population growth on education.

1.11 To enable the student teachers to know and understand how population growth affects life, health and nutrition of family.

Outline of the content

Population growth and increasing rate of illiteracy - its consequences - problem of pressure on enrolment at all levels - scarcity of school buildings and equipments - increase in teacher pupil ratios' problem of quantity 7s. quality.

Effects of early and late marriages on population growth. Interrelationship between family size on the per capita availifeility of food, clothing, shelter, educational facilities. Effects of malnutrition and under nutrition. Responsible parenthood' and welfare of family.

■" contd.

66

TABUS 5 contd.

No* Specific objectives Outline of the content

1,12 To enable the student teachers to know and understand the role of the teacher as a population educator.

Qualities and attitudes of a teacher as a population educator Expected skills- Techniques and tools for communicating population concepts to secondary pupils- organisation of coeurricular activities — use of audio-vidual aids and devices for population education.

Step III : After translating the specification of generalobjective 1 into the outlines of the content, the investigator got those outlines cyclos.tyled and sent them to experts and resource persons in India for their suggestions. Out of the fifty copies mailed, the investigator got back twenty four which is quite encouraging. It is gratifying to note that all of them endorsed the content developed as satisfactory and there

.67

were hardly any suggestions for modification of the contents* .

In this way the content for the curriculum in population education for secondary teachers under training was developed on a rational basis and in a systematic manner*

Figure 3 shows the content areas of the curriculum in population education.

M E A N IN G , CONc&PT,SCOPE? N E ED A N D IMPORTANCE Jfeo b j e c t i v e s o f P O P U L A T IO N EDUCATION;

■p o p u l a t i o n Gr o w t h ,A N D ;f o o d p r o b l e m

1 , 7

D E M O G R A P H IC S o c i a l i m p l i c a t i o n s

C O N C E P T S ' o p g r o w t h i n

POPULATION

6

P O P U L A T IO NS I T U A T I O N

F A C T O R S A F F E C T I N G G R O W T H R A T E AMO B IR T H RATE

XURR1CULUK IK POPULATION

EDUCATI ON FOR s e c o n d a r y t e a c h e r s

UNDERs t r a i n i n g

P o p u l a t i o n

g r o w t h a n d

.URBANIZATIO N

E F F E C T S OF P O P U L A T IO N

G R O W T H ON E D U C A T I O N

lO

ECONOMIC. CONSEQUENCES OF POPULATIONe d u c a t i o n

6E F F E C T S OF POPULATION G R O W T H ON

E N V IR O N M E N T AN«>n a t u r a l r e s o u r c e s .

4

E F F E C T S OF POPULATION G R O W T H ON F A M IL Y

L I F E , H E A L T H A N D N U T R IT IO N

I I ............................

T E A C H E R A S AP O P U L A T I O N

E D U C A T O R

12

F 13 ui^e 3

CONTENT A R E A S OF C U R R IC U L U M IN PO P U LA TIO N E D U C A T IO N FOR

SECO NDARY TEA C H ER S U N D E R TR A IN IN G -

69

P h a s e ; S e l e c t i o n o f L e a r n i n g E x p e r i e n c e s

T h e f o u r t h p h a s e o f t h e m o d e l o f t h e c u r r i c u l u m

s u g g e s t e d b y t h e i n v e s t i g a t o r i s s e l e c t i o n o f l e a r n i n g

e x p e r i e n c e s . A f t e r s e l e c t i n g t h e c o n t e n t s i n t h e p r e v i o u s

p h a s e , t h e i n v e s t i g a t o r b e g a n t h e w o r k o f s e l e c t i n g l e a r n i n g

e x p e r i e n c e s . I t i s s a i d t h a t l e a r n i n g t a k e s p l a c e t h r o u g h

t h e e x p e r i e n c e s w h i c h t h e l e a r n e r u n d e r g o e s . H e n c e , i t i s

t h r o u g h t h e s e e x p e r i e n c e s t h a t l e a r n i n g w i l l t a k e p l a c e ,

a n d o b j e c t i v e s f o r m u l a t e d a n d s e l e c t e d d u r i n g P h a s e 1

w i l l b e a t t a i n e d .

E x p l a i n i n g v e r y c l e a r l y t h e m e a n i n g o f t h e t e r m

" L e a r n i n g E x p e r i e n c e " , T y l e r s t a t e s s

T h e t e r m " l e a r n i n g e x p e r i e n c e " i s n o t t h e s a m e a s t h e c o n t e n t w i t h w h i c h a c o u r s e d e a l s n o r t h e a c t i v i t i e s p e r f o r m e d b y t h e t e a c h e r . T h e t e r m " l e a r n i n g e x p e r i e n c e " r e f e r s t o t h e i n t e r a c t i o n b e t w e e n t h e l e a r n e r a n d t h e e x t e r n a l c o n d i t i o n s i n t h e e n v i r o n m e n t t o w h i c h h a c a n r e a c t . L e a r n i n g t a k e s p l a c e t h r o u g h t h e a c t i v e b e h a v i o u r o f t h e s t u d e n t , i t i s w h a t h e d o e s t h a t h e l e a r n s n o t w h a t t h e t e a c h e r d o e s .

Curler, 1969 : 63 )

T h u s , Jfyier, v i e w s l e a r n i n g e x p e r i e n c e s a s t h e

i n t e r a c t i o n b e t w e e n t h e l e a r n e r a n d t h e e x t e r n a l c o n d i t i o n s

i n t h e e n v i r o n m e n t . T h i s m e a n s t h a t l e a r n i n g e x p e r i e n c e s

c o u l d b e p r o v i d e d t h r o u g h s e t t i n g u p a n e n v i r o n m e n t s o a s

t o s t i m u l a t e t h e d e s i r e d t y p e o f r e a c t i o n f r o m t h e l e a r n e r s .

70

I n t h e p r e s e n t c a s e , t h e i n v e s t i g a t o r h a d g o o d o p p o r t u n i t i e s

a n d s c o p e t o s e t u p s t i m u l a t i n g s i t u a t i o n s t h a t c a n e v o k e

t h e k i n d o f b e h a v i o u r d e s i r e d f r o m t h e s t u d e n t t e a c h e r s o f

t h e S e c o n d a r y T e a c h e r s T r a i n i n g C o l l e g e , A h m e d a b a d w h e r e

h e i s a l e c t u r e r .

I t s h o u l d a l s o b e n o t e d t h a t t h o u g h l e a r n i n g

e x p e r i e n c e s a r e n o t j u s t t h e s a m e a s o b j e c t i v e s a n d c o n t e n t ,

t h e y a r e c l o s e l y r e l a t e d t o o b j e c t i v e s a n d c o n t e n t o n o n e

h a n d a n d e v a l u a t i o n o n t h e o t h e r . I n f a c t , t h e l e a r n i n g

e x p e r i e n c e s c a n b e s e l e c t e d o n l y b y k e e p i n g i n v i e w t h e

o b j e c t i v e s f o n n u l a t e d a n d t h e c o n t e n t s e l e c t e d . I n a w e l l

c o n c e i v e d a n d p r o p e r l y d e v e l o p e d c u r r i c u l u m t h e s e p h a s e s

a r e s o i n t e r e l a t e d t h a t t h e y f u s e a m o n g t h e m s e l v e s w i t h i n

t h e f r a m e w o r k o f t h e c u r r i c u l u m . S u c h a n i n t i m a t e i n t e r r e -

l a t e d v t & i $ : 5 o f o b j e c t i v e s , c o n t e n t s , l e a r n i n g e x p e r i e n c e s

a n d e v a l u a t i o n w i t h i n t h e f r a m e w o r k o f c u r r i c u l u m i n

p o p u l a t i o n e d u c a t i o n i s s h o w n i n F i g u r e b .

71

Figure 4 *

INTERRELATEDNESS OF OBJECTIVES, CONTENT, LEARNING EXPERIENCES

AND EVALUATION IN THE FRAME­WORK OF THE CURRICULUM OF

POPULATION EDUCATION

72

T y l e r , (1 9 6 9 : 6 5 - 6 8 ) h a s d i s c u s s e d c e r t a i n g e n e r a l

p r i n c i p l e s t h a t a p p l y t o t h e s e l e c t i o n o f l e a r n i n g e x p e r i e n c e s .

T h e y a r e s u m m a r i s e d h e r e u n d e r :

( 1 ) F o r a g i v e n o b j e c t i v e t o b e a t t a i n e d , a s t u d e n t m u s t

g e t e x p e r i e n c e s t h a t g i v e h i m a n o p p o r t u n i t y t o

p r a c t i c e t h e k i n d o f b e h a v i o u r i m p l i e d b y t h e

o b j e c t i v e .

( 2 ) T h e l e a r n i n g e x p e r i e n c e s m u s t b e s u c h t h a t t h e

s t u d e n t o b t a i n s s a t i s f a c t i o n f r o m d i s p l a y i n g o n

t h e k i n d o f b e h a v i o u r i m p l i e d b y t h e o b j e c t i v e .

( 3 ) T h e r e a c t i o n s d e s i r e d i n t h e e x p e r i e n c e w h o u l d b e

w i t h i n t h e r a n g e o f p o s s i b i l i t y f o r t h e s t u d e n t s

i n v o l v e d .

(if) M a n y e x p e r i e n c e s c o u l d b e u s e d t o a t t a i n t h e s a m e

e d u c a t i o n a l o b j e c t i v e s .

( 5 ) T h e s e p e l e a r n i n g e x p e r i e n c e w i l l u s u a l l y b r i n g

a b o u t s e v e r a l o u t c o m e s .

L e a r n i n g e x p e r i e n c e s a r e u s u a l l y d i v i d e d i n t o d i r e c t

e x p e r i e n c e s a n d v i c a r i o u s e x p e r i e n c e s . A d i r e c t e x p e r i e n c e

r e f e r s t o l e a r n i n g a c t i v i t y t h a t i n v o l v e s f i r s t h a n d

e x p e r i e n c e w i t h t h e r e l a t i o n s h i p s c o n c e r n e d i n t h e o u t c o m e

t o b e a t t a i n e d . I t i n c l u d e s w h a t i s c o m m o n l y r e f e r r e d , , I , i

t o a s p e r c e p t u a l l e a r n i n g . A v i c a r i o u s e x p e r i e n c e i s a n

73 /

experience through which the learning is acquired without first hand or direct experience with the relationship involved. It makes use of the direct, experience of others. Such vicarious learning experiences are very important because it is impossible for us to have all of the first hand experiences that are necessary to desired outcomes.

Keeping in view the objectives formulated and content selected for developing the present curriculum, the investigator has selected the following learning experiences i

(I) Direct*.*- Learning Experiences :

(1) Gathering information about the various aspects of population problem.

(2) Acquiring understanding about the impact of population growth on the various aspects ofthe individual and the social life./ ,

X3) Observing the effects of population growth at the micro and macro levels.

(*f) Listing important points, facts and figures.

(5) Collecting relevant literature.

(6) Presenting the demographic concepts and data through graphs, charts, tables and figures.

(7) Presenting one's views, either orally or in writing, in favour of population control.

7b

(8) S u g g e s t i n g s o l u t i o n s to t h e p r o b l e m s r a i s e d b y

u n a b a t e d p o p u l a t i o n g r o w t h o r s o l v i n g p r o b l e m s

p o s e d i n h y p o t h e t i c a l s i t u a t i o n s .

(II) V i c a r i o u s E x p e r i e n c e s :

(1) B e a d i n g b o o k s , m a g a z i n e s , r e p o r t s etc. on

v a r i o u s a s p e c t s o f the p o p u l a t i o n p r o b l e m .

(2) l i s t e n i n g t o l e c t u r e s , t a l k s a n d o r a l

d i s c u s s i o n s .

(3) O b s e r v i n g p i c t u r e s , m a p s , ch a r t s , t a b l e s ,

f i g u r e s , films, s l i d e s a n d o t h e r i l l u s t r a t i v e

m a t e r i a l .

(III) C o m b i n a t i o n o f D i r e c t a n d V i c a r i o u s E x p e r i e n c e s t

(1) P r a c t i c e t e a c h i n g w i t h a n e m p h a s i s o n

p o p u l a t i o n con c e p t s .

(2) T a k i n g p a r t i n d i s c u s s i o n s .

(3) C o l l e c t i n g material, f o r t h e b u l l e t i n b o a r d

a n d i t s a r r a n g e m e n t a n d e x h i b i t i o n .

(h) A s k i n g q u e s t i o n s .

(5) S o l v i n g p r o b l e m s p o s e d i n h y p o t h e t i c a l

s i t u a t i o n s .

(6) C o m p a r i n g , c o n t r a s t i n g , a n a l y s i n g , s u m a r i z i n g

the p o p u l a t i o n s i t u a t i o n s o f v a r i o u s c o u n t r i e s .

75

(7) P a r t i c i p a t i n g i n th e c o ~ e u r r i c u l a r a c t i v i t i e s

r e l a t i n g t o p o p u l a t i o n e d u c a t i o n .

(8) P r e p a r i n g a n d m a k i n g u s e o f a u d i o - v i s u a l

m a t e r i a l r e l a t i n g t o p o p u l a t i o n e d u c a t i o n .

W h i l e s e l e c t i n g the l e a r n i n g e x p e r i e n c e s s t a t e d above,

t h e i n v e s t i g a t o r t o o k c a r e t o see t h a t a l l t h e s e l e a r n i n g

e x p e r i e n c e s c o n t r i b u t e s u b s t a n t i a l l y i n a t t a i n i n g th e

o b j e c t i v e s f o r m u l a t e d a n d i n e l u c i d a t i n g th e c o n t e n t selected.

I t i s o b v i o u s t h a t i n p r a c t i c a l l e a r n i n g s i t u a t i o n s , we e a n

n o t c o m p l e t e l y s e p a r a t e t h e s e l e a r n i n g e x p e r i e n c e s . b y ty p e s

o r a c c o r d i n g t o t h e o b j e c t i v e s a i m e d a t o r f r o m the p o i n t

o f v i e w o f th e c o n t e n t s . Hence, n o e f f o r t h a s b e e n m a d e t o

g i v e o b j e c t i v e w i s e o r t h e c o n t e n t w i s e l e a r n i n g -experiences

as t h a t w o u l d r e s u l t i n u n n e c e s s a r y r e p e t i t i o n .

I n t h i s w a y the p r o c e s s o f d i o g n o s i n g the n a t u r e

a n d th e n e e d of th e l e a r n e r s , f o r m u l a t i n g th e o b j e c t i v e s ,

s e l e c t i n g the c o n t e n t a n d s e l e c t i n g the l e a r n i n g e x p e r i e n c e s

w h i c h f o r m e d the f i r s t f o u r p h a s e s o f th e c u r r i c u l u m

d e v e l o p m e n t w a s c o m p l e t e .