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of nature, causing the pollutants to "overflow" into unacceptable paths. We call this pollution. On the other hand, it follows from the principles of entropy that it is easier to tackle a pollutant in high concentration, (which it is at the source) than after it has dispersed even partially. Also in high concentration, it can mean better recovery of the product (e.g. sugar) than when it gets dispersed as a pollutant (sugar factory washings). Thus, avoiding pollution can often mean better efficiency in the main operations. Urbanisation is a pollutant by itself. However, the second industrial revolution may help to reverse the urbanization trend. There is a hope in this for the third world countries. We may be able to use the second industrial revolution to develop without excessive urbanisation. Chapter III: Technical and Vocational Systems. Estimating the needs of the various technical and vocational education systems in regard to the environmental curriculum and it implementation, is a complicated task. The main reason of this complexity is the diversity of technologies this education covers and the many levels at which it is given. Diversity: Engineering, Health, Agriculture etc. Level: Graduate, Diploma, Technician, General students, Unorganised: on the job, extension, adult education etc. The curriculum has to bring out the relationship between the “trade" and the environment, the specific hazards and the possible solutions. The variety of topics makes it difficult to be specific. The variety is almost as great as the variety of income generating activities in society. This makes it necessary to categorise and give "models". « Rural Development Through Education System 154
