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enclosures etc. There could be many more answers depending on the experience and creativity of the students. It is true that such exercises are likely to involve higher costs as they include materials etc. But they can also produce physical assets and could be used to offset part of the cost. The cost of such exercises can be reduced by making models in place of the prototype objects. This however reduces the realism but does not limit alternate approaches and therefore creativity. Physical activity, however, has a stimulating effect on generating new ideas. Once the activity starts, many new ideas for problem solving exercises will suggest themselves. To facilitate selection of such exercises for this programme, all programmes selected and the different solutions tried, should be recorded along with their shortcomings and strengths. Such recording not only consolidates the knowledge but also brings out the scope for new improvements in the problems to be given. Problem solving orientation is relevant to all students, but is most essential (and at present, conspicuous by its absence) in technical education. It may be worthwhile to make a beginning in technical school education, in order to give a problem solving orientation to education. Other schools could give a problem-solving slant in their work experience and social service classes. Some suggested projects for schools 1. To make a "football" that forms as near a sphere as possible. 2. To make a rope ladder for descending into a well. (Light, compact and safe). 3. Make a wheel - hub+rim from straight components, bent into shape. (accuracy, cost, strength) Rural Development Through Education System 75
