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our primary schools. We have to remove this phobia and show that it is not difficult and that, with some practice, it can be mastered. A simple calculator is a great aid in this. People, who have a problem doing sums, can use the calculator and remove the drudgery. They must know and understand however, the operations they need to do on the calculator. I would even suggest that calculators must be made cheap so that every adult has one and uses it. Equally important is the familiarity with measurement-weights, lengths, area, and volumes, temperatures, etc. Concepts like rate, ratios come later and through practice. Thus, simple arithmetic has to be a part of every vocational course. Assuming that the students have already done it in the primary school does not help. In fact, majority of the students in the vocational course will be poor in this skill. Finance is an important part of any vocation. Yet, it is a pity that even a majority of the commerce students do not know how to make any bank transactions, nor are they able to keep even simple accounts. It is a very simple operation if taught in a simplified way. Accounts should be a part of the vocational course. Tabulation of data and its interpretation is also another intellectual skill that is lacking and should be made part of the curriculum. Often graphs are more expressive than tabulation. This cannot be taught except through constant use. Recording of all data in a proper format and its review is the best method for this. Data has to be collected. Are there facilities? What does collection of this data involve? Often, we ask for data that takes a long time and effort to collect and the use of it does not justify the effort. We must therefore, designate the data that is essential for the health of the operation. Rural Development Through Education System 236
