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technology, either as producers of inputs, users of output, or actual processes (e.g. fuels/chemicals, consumer goods.). Somewhere in the environment chain, the public and private enterprise could intervene to show the way for tackling environmental problems. They are often the generators of new technology and are in the best position to influence it. In short, if the environmental education needs of each technology are different and complex because of the diversity, the environmental education is best given by integrating it with the technological curriculum itself. How to do it, is discussed in Chapter IV. Chapter IV: Planning Environmental Education. Conclusions from earlier chapters are as follows: 1) General environmental education should precede entry into the technical - vocational stream. 2) Environmental education in technical streams should relate to the outer environment and the inner environment. 3) There should be differentiation in what is taught about the environment, depending on how the trainee is concerned with the environment and what possibilities exist for him to influence it. 4) Environmental education should be a life long process. 5) A multitude of channels should be used for giving environmental education to technical streams. 1. General (Initial) Environmental Education: This should include the concept of ecosystem, energy, and material flows in the various "cycles" that we consider important in nature. The dynamics of population growth (not only of humans, but animals, insects and microbes, the common mechanics) are important. This pre-education will be more effective for the higher level Rural Development Through Education System 156
