CHAPTER h

ORGANISATION OF CONTENT AND

LEARNING EXPERIENCES

During the course of Chapter 3».the investigator has

described the strategy and scheme of work developed and

followed for the first four phases of the curriculum

development - diognosing the nature and the need of the

learners, formulating the objectives, selecting the content

and selecting learning experiences. In the present chapter,

the investigator has described the strategy and scheme of

work developed and followed by him for Phase - Organisation

of content and learning experiences.

Meaning and Importance of Organisation

The process of curriculum development does not end

with the selection of the content and the learning

experiences. In fact, it begins with it. In order to

produce a cumulative effect, they must be so organised as

to reinforce each other. Ralph Tyler very rightly suggests s

Organisation is thus seen as an

important problem i n 'curriculum
development because it greatly
Influences the efficiency of ' f'
instruction and the degree to which
major educational changes are
brought about in the learners.

( Tyler, 1969 : 83 )
 77

Wh i l e o r g a n i z i n g 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 ,

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

account. They are : Continuity, sequence and integration.

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

and experiences, s e q u e n c e e m p h a s i s e s the i m p o r t a n c e of

b u i l d i n g e a c h s u c c e s s i v e e x p e r i e n c e u p on the p r e c e d i n g one.

I n t e g r a t i o n r e f e r s t o t h e h o r i z o n t a l r e l a t i o n s h i p of

curriculum, c o n t e n t a n d e x p e riences.

T a b a r i g h t l y s t r e s s es the i m p o r t a n c e o f t h i s ph a s e

o f the p r o c e s s o f c u r r i c u l u m d e v e l o p m e n t a s f o l l o w s :

I f the c u r r i c u l u m is t o b e a p l a n
for learning, its content an d learning
e x p e r i e n c e s n e e d t o b e o r g a n i s e d so
t h a t t h e y serve the e d u c a t i o n a l
o b j e c t i v e s . The type o f c u r r i c u l u m
o r g a n i s a t i o n * f o l l o w e d i s p r o b a b l y one
o f the m o s t p o t e n t f a c t o r s i n
d e t e r m i n i n g h o w l e a r n i n g p r o c eeds.
O f t e n the c u r r i c u l u m i s i n e f f e c t i v e
n o t because its content is inadequate
b u t because it is put together in a
w a y t h a t m a k e s l e a r n i n g d i fficult,
o r b e c a u s e l e a r n i n g e x p e r i e n c e s ar e
o r g a n i z e d i n a w a y that m a k e s
l e a r n i n g e i t h e r less e f f i c i e n t or
l e s s p r o d u c t i v e t h a n i t m i g h t be.
Chaotic content or isolated learning
experiences are usually not effective
i n a t t a i n i n g a n y i m p o r t a n t objectives.

( Taba, 1962 2 90 )

Patterns of Organization

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

t o c o n s t r u c t h o u s e s of d i f f e r e n t p a t t e r n s , there c a n b e
 78

different patterns of organizing content and learning

experiences. A study of the related literature fcy the

Investigator shows that different patterns of organization *

have been suggested by different authors.

Herrick and 3Jyler ( 1950 j i+5 ), for Instance, suggests

that there are four common approaches to curriculum

organization : the subject, the broad fields, the problems

of living and the need approaches. Burton ( 1962 : 275~^31*- )

has made a two-fold classification along slightly different

lines when he says that two general organizations of teaching

materials are the assign-study-recite-test procedure and the

unit. Tab a ( 1962 : 382-1+12) distinguishes the subject

organisation the broadfields based on social processes and

life functions, the activity, and the core. According to

Goodlad ( 1963 * ^2-*+7), there are three patterns of

curriculum organisation. When the organizing centres which

define the substance of learning are selected to develop

elements drawn from a single field, a single-subject pattern

emerges. When the teacher seeks to develop simultaniously div­

erse organising elements, a broad field or_core. pattern

emerges. He considers the concepts, generalizations or modes

of inquiry to be the organizing elements. Saylor and Alexander

(1958 s250) consider the school subjects, the broad fields of

subject matter, the major social functions of living and the

interest needs, and problems of learners, to be the types of

curriculum organization. Smith, Stanley and Shores (1957 t

 79

225-^ 22) have made an intensive analysis of schemes of

curriculum organisation.-On the basis of certain distinctive

and essential characteristics they have detailed three patterns

subject curriculum, activity curriculum and core curriculum -

which they call ’ pure * types of organization.

The Pattern of organisation selected

There were three options before the investigator to

select the pattern of orgnisation of content and learning

experiences for the curriculum development in the present

I

investigation. They were i (i) A separate subject pattern

(ii) An integrated pattern, (ill), A combination of the two

patterns - a separate subject pattern and an integrated pattern.

Several authors have suggested the integrated pattern

for organizing content and learning ejqperiences. Their main

argument is that the temptation of introducing population

education as a separate subject is to be avoided keeping in

view the already crowded syllabus and a tight time schedule

of the secondary “feachers training colleges. They further

argue that as population problem cuts across boundaries of

various subjects and disciplines, it is natural as well as

desirable to adopt qp interdisciplinary approach where by

i>

the concepts of population education are integrated into

various courses. Thus, it is suggested that the syllabi of

the subjects at the B. Ed. level such as Philosophical,and

Sociological Foundations of Education, Educational Psychology,

 80

M o d e m Trends and. Problems of Education and Health Education

can be discussed with the student teachers with a particular

\

emphasis on the concepts of population education.

Though the integrated pattern of organization of content

and learning experiences easily meets one’s approval, the

tre
investigator has thought it proper^accept and use the separate

subject pattern because of the following reasons :

(1) If population education is not introduced as a separate

subject, there is every possibility that this

important subject gets either too much diluted or is

almost lost in -tit bits. '

(2) The attempt of integrating population education concepts

with the various subjects of the B.Ed. syllabus may

appear attractive or sound in theory but in actual

practice, the process would be slow and far from

effective.

(3) Moreover, such an integrated approach presupposes the

mastery on the part of the faculty members of secondary

teachers colleges to teach population education concepts

along with their own subjects. It is neither easy nor

possible for all to do so and this would result in a

futile exercise.

(^) The investigator believes that the integrated pattern

of organising content and learning experiences can be

 . 81

more suitable and rewarding when used at the levels of

secondary education or primary education. But when we

are trying to convey population education concepts to

the mature and grown up secondary teachers under

training, the separate subject approach is more

effective and useful.

(5) A careful analysis of the content of various subjects

of the B. Ed. syllabus shows that there is, infact, a

very little scope of teaching population education

concepts without deviation. Hence, an afcfcempt for

integration would be unnatural and artifical and,

therefore, unconvincing.

(6) It is preferable to handover the teaching of this

important subject to a teacher who is well oriented

and better equipped so that he can do a good Job with

zeal, personal invdvement and devotion. If the task of

teaching population education is assigned to all, it

would turn out to be nobody's business.

Besides this, the investigator takes note of the

arguments advanced in favour of the subject centred curriculum

b y Saylor and Alexander, (1958 i 253-257)• They are summarized

hereunder :

1. The subjects constitute a logical and effective method

of organizing learning and of interpreting and

systematizing new knowledge and facts.

 82

2. The subject curriculum is most appropriate for developing

the intellectual powers of the individual.

3. The subject type of curriculum organization is consistent

with certain basic concepts of the educational process.

*f. The subject curriculum best utilizes the accumulated

heritage of a race.

5* The subject curriculum is backed by long tradition and

is widely accepted.

6. The subject design is more readily used by present-day

teachers.

7. Curriculum planning is simpler and easier in the

subject - centered curriculum.

8. Evaluation of the educational programme is readily

carried on in the subject-type of curriculum.

While advancing the arguments in favour of the

separate subject- pattern of curriculum organisation the

investigator is well aware of its shortcomings too. Such

an organisation is not always a psychological organisation.

Further, it is very difficult to encompass a worth-while set

of desired outcomes for pupils within the subject type of

design. It is also said that subject organization fractionates

learning. Moreover, the subject curriculum is not based on a

 83

functional use of knowledge and it is seriously limited in

the range of the subject-matter covered. In spite of such and

similar limitations the subject-organised curriculum is by

far the most widely used method of organising educational

experiences today and has a long tradition of centuries

behind it. Hence, the investigator selected the separate

subject pattern of organising the curriculum.

Formulation of Teaching - Learning Units

After selecting the pattern of organizing the

curriculum, the investigator undertook the process of

formulating teaching-learning units.

During the course of Chapter III the investigator has

discussed the procedure followed by him to develop the contents

from the specifications of the general objective from the

cognitive domain. Table 5. i n Chapter 3 contains the outline

of the content based on each of the twelve specific

objectives of the general objective from the cognitive ,

domain. How it was necessary for the investigator to

arrange the contents under specific heads of teaching­

learning units. Table 6 gives this arrangement.

 TABLES 6
ARRANGEMENT OF THE CONTENT UNDER SPECIFIC

HEADS OF TEACHING-LEARNING UNITS

No. Unit Outline of the content

1 Introduction to Population education - its

Population Education meaning, concept, scope, need

and importance and objectives.

2 Population Dynamics Demographic concepts such as

and population birth rate, death rate,

situation migration, density, sex-ratio

life expectancy . Population

situation in Gujarat and

India in the context of the

world population situation.
Factors affecting growth
rate and birth rate of
population.

3 Population Growth Relationship between population

and Economic and product! on--Relationship

consequences between growth of population

and standard of living-economic
ills resulting from rapid growth

in population.
eontd
 85

1AB1E 6 contd.

No. Unit Outline of the content

if Population growth, Adverse effects of population

Environment and growth on healthy environment -

Natural resources pollution - noise. Population

growth and its relationship

with renewable and non-renewable

resources.

5 Population growth Population growth and growing

and Pood problem pressure of people on land —

Inadequate food production to ,

meet the requirements of

growing population. Sapid

growth in population as a

h i n d r a n c e to green revolution.

6 Population growth Social ills and problems arising

and social implications out of unabated, growth in

population : traditionalism,

superstitions, poor ethical and

moral behaviour-scarcity of

essential commodities-soaring

price line - black marketing -

hoarding, adulteration,

cheating.

contd
 86

TABLE 6 contd.

No.. Unit Outline of the content

7 Population growth Causes of urbanization-effects

and urbanization of urbanization :

over-crowding, poor housing
facilities, inadequate supply

of basic necessities like

water, stress and strain on

transport-poor health

facilities.

8 Population growth Population growth and increasing

and education rate of illiteracy - its

consequences-problem of

pressure on enrolment at all

levels - scarcity of school

buildings and equipments.
Increase in teacher-pupil
ratio - problem of quantity
Vs. quality.

9 Population growth, Effects of early and late

Family life, Health marriages on population ",

and Nutrition growth - Interrelationship
between family size on the per
capita availibility of food,
clothing, shelter, educational
facilities - Effects of
eontd
 87
TABLE 6 contd.

No, Unit Outline of the content

of malnutrition. Responsible

parenthood.

10 Teacher as a Qualities and attitudes of the

Population Educatfinf: teacher as a population

<5

educator - Expected skills -

Techniques and tools for

communicating population

concepts to secondary pupils -

organisation of eo-currieular

activities - use of audio­

visual aids and devices for

population education.

A glance at Table 6 shows that the investigator has

formulated units under ten heads from the contents developed

by him. While doing so he has kept in mind some of the basic

considerations. Firstly, care has been taken to see that the

units cover the four major areas from which the contents was

selected ie. demography, determinanats and consequences

of population growth, ^population control and teacher as a

population educator. Secondly, the units are formulated and

arranged in such a way as to achieve continuity and sequence.

 88

For example, Unit 1 : Introduction to population education

Is followed by unit 2 : Population dynamics and population,

situation wherein demographic consequences and determinants

of population growth are included. Units 3 to 9 cover the

consequences of population growth at the macro as well as

the micro levels. Unit 10 discusses the role of teahcer as

a population educator. The units thus formulated and

arranged are in continuity and sequence. Thirdly, in the

present curriculum, the chronological organisation was,

neither feasible nor justified. Hence, the investigator has

tried to see that the units are formulated so as to achieve

increasing breadth of application, the use of description

followed by analysis, the development of specific illustrations

and the attempt to build an increasingly unified picture

from the specific pqrts of the contents covered by these

units.

The Element of Time

Besides the considerations outlined above, one of

the most important considerations was regarding the develop­

ment of curriculum in population education for secondary

teachers under training in the perspective of the availibility

of time. The investigator was chiefly concerned with the task

of developing the curriculum and its try-out during tie

normal working conditions of a secondary teachers training

college within the stipulated time limit of one academic

year. So while developing the teaching-laming units

 89

organised on the basis of the content and learning

experiences, the element of time needed to be considered

as one of the basic elements.

For assessing the availibility of time, the

investigator made survey of the work schedule of the

Secondary Teachers Training College, Ahmedabad where he

is working. He referred to the records of the last five

years and found that the total number of working days

during the academic year ( from mid June to mid February)

come to 170 days on average excluding Sundays and holidays.

Out of this, about 3 5 days are spent for practice teaching

during the whole academic year. So about 135 days are

available for theory lectures. Thus, the total time for

u

theory lectures come to about 1^ to 2J& weeks.

Now if population education is to be introduced as

a separate subject, it could be given a status of one

section of a paper carrying 50 marks. It is usually a

procedure to allot two periods per week for the teaching

of, section. This means that if the total time available for
A
theory lectures is of about 1f to t# weeks, nearly 3*+ to 36

periods could be allotted for teaching population education

to secondary teachers under training. To make this estimate

more modest, the investigator decided to try out the

curriculum in about 30 periods of *+0 minutes each. Out of

these 30 periods, 20 periods were earmakred for lectures and

 90

10 f o r c o - c u r r i c u l a r acti v ities.

A f t e r t a k i n g the d e c i s i o n of a l l o t t i n g 20 p e r i o d s

of *4-0, m i n u t e s e a c h f o r c u r r i c u l a r a c t i v i t i e s a n d 10 p e r i o d s

of *+0 m i n u t e s e a c h f o r c o - e u r r i c u l a r a c t ivites, the n e x t

step f o r the i n v e s t i g a t o r w a s t o d i s t r i b u t e these 20 p e r i o d s

f o r the u n i t s f o r m u l a t e d b y h i m h e r e t o f o r e . A s a l l these

u n i t s a n d the c o n t e n t s t h e r e o f are a l m o s t e q u a l i n .

i m p o r t a n c e a n d l e n gth, the investigator thought i t p roper

t o a l l o t 2 p e r i o d s to e a c h o f t h e s e 10 units. I n t h i s way,

t h e r a t i o n a l d e c i s i o n s r e g a r d i n g t he e l e m e n t o f time w e r e

a r r i v e d at. T h e n the i n v e s t i g a t o r b e g a n the p r o c e s s of

trying out the t e a c h i n g - l e a r n i n g units.

The T r y o u t

I n C h a p t e r 2 the i n v e s t i g a t o r h a s spelt o ut t h e ’

s p e c i f i c o b j e c t i v e s f o r the i n v e s t i g a t i o n . To develop a

curriculum in population education for secondary teachers

u n d e r t r a i n i n g w a s t h e f i r s t s p e c i f i c objective. The s e c o n d

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

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

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

i n v e s t i g a t o r f i n i s h e d t h e w o r k a s e n v i s a g e d in th e s e

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

i.e. t o t r y o u t t h e c u r r i c u l u m d e v e l o p e d i n the n o r m a l set-up

o f a 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 college.
 91

As stated earlier, the curriculum thus developed

was to be tried out on a sample of 200 trainees receiving

their training at the Secondary Teachers Training College,

Ahmedabad during the academic year 1977-78, The diagnosis

and description of the sample have already been discussed

in Chapter 3,

The pattern selected for the tryout of the curriculum

was single group pre test post test design : T1 x Tg. The

process under this pattern consisted of pretesting the

group, trying out t h e .curriculum and posttesting so as

to measure the change and the gain.

Soon after the opening of the college, the

investigator administered an attitude scale and an achieve­

ment test specially constructed by. him to measure the attitude

and knowledge-understanding of the student teachers with

ffegard to the concepts of population education. The method

and procedure followed for constructing these tests are

described in Chapter 5» These tests were administered on

June 18, i.e. prior to the tryout of the curriculum.

For the tryout of the curriculum, it was necessary

to devote a period to population education in the time table

of the College. The principal of the ^Secondary Teachdrs

Training College was kind enough not only to give permission

for the said tryout but also allowed the Investigator to

 92

take the first period on Saturdays to teach the units on

population education. The first term of the academic year

1977-78 ended on 31st October and during the course of the

first term the investigator tried out the first six units

by teaching for 12 periods*

The college reopened for the second term on 21st

November, and the theory work lasted upto 11th February,

1978. During the course of the second term, the investigator

engaged the classes in population education for 8 periods

and thereby finished the tryout of the remaining four units.

The exact schedule of this tryout of ten units as

well as the organisation of co-eurricular learning

experiences are described in the subsequent pages.

On February *f, 1978 the investigator again

administered the same attitude and achievement tests which

he had previously administered prior to the tryout on

June 18, 1977.

On February 6, 1978, the student teachers included

in the sample were asked to fill in an evaluation sheet

whereby they showed their reactions and gave suggestions.

The details of the pretest and posttest measurement and the

assessment of the population education programme by the

trainees as well as by the teacher are given in the

subsequent chapters.
 93

In this way, the i n v e s t i g a t o r c a r r i e d o ut the

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

s e t t i n g of 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 College, A h m e d a b a d

f r o m 1 5 t h June, 1977 t o 1 1 t h Fe b r u a r y , 1978 d u r i n g the

a c a d e m i c y e a r 1977 - 7 8 .

Organising Teaching - Learning Experiences

T a b a (1 9 6 2 : 3 6 3 - 3 6 8 ) h as d i s c u s s e d c e r t a i n ru l e s

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

Firstly, e a c h t e a c h i n g - l e a r n i n g e x p e r i e n c e s h o u l d serve some

d e f i n i t e function. Learning experiences without specific

f u n c t i o n s are a w a s t e of s t u d e n t s ’ time. Secondly, o n l y such

learning experiences s h o u l d b e o r g a n i s e d w h i c h are u s e f u l i n

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

m o r e t h a n one obj e c t i v e . Thirdly, learning experiences should

p r o m o t e a c t i v e le a r n i n g . F o u rthly, they should be appropriate

f o r t h e m a t u r i t y l e v e l o f the l e a r ners. Fifthly, care m u s t

b e t a k e n t o i n c l u d e a v a r i e t y o f l e a r n i n g e x p e r iences.

S i x thly, the t e a c h i n g - l e a r n i n g e x p e r i e n c e s s h ould f o l l o w a

s e q u e n c e w h i c h m a k e s e o n t i n o u s a nd a c c u m u l a t i v e l e a r n i n g

possible. This s e q u e n c e i n v o l v e s a t l e a s t three m a i n s t a g e s :

introductory, d e v e l o p m e n t a l a n d c u l m i nation. The i n v e s t i g a t o r

k e p t i n m i n d th e s e ru l e s w h i l e t e a c h i n g the t e a c h i n g -

l e a r n i n g units.

The i n v e s t i g a t o r u s e d t he f o l l o w i n g t e a c h i n g t e c h n i q u e s

while teaching those ten teaching-learning units :

 9^

(a) Lectures and Teacher Talks t The investigator is

aware of the fact that in some circles it has been a fashion

to denigrate the lecture but the lecture has been used with

success in the past, is being used with.success at the present

and no doubt will be used with success in the future. The

investigator took care to see that each lecture is planned

meticulously; that they are both clear,and persuasive. For

achieving this purpose he stated clearly each point and

supported it with illustrations, examples etc. He also tried

to add graphs, charts, pictures, tables and other aids to

clarify the desired concepts. Moreover, the investigator

always tried to switchover to indirect teaching by asking

questions, posing problems, seeking comments and entertrai­

ning questions whereever and whenever he found opportunity

to do so.

(b) Questioning : Questioning has been one of the most

common of teaching techniques. While discussing the teaching

learning units with the student teachers the investigator

tried to make varied use of questions. Moreover, enough care

was taken to see that the questions are simple, definite,

challenging and thought-provoking. They were further adapted

to the age, abilities and interests of the student teachers.

The investigator also tried to create a permissive atmosphere,

an atmosphere of friendly co-operation, in which the student

teachers feel free to express themselves candidly and clearly.

As a result, the student teachers not only answered the

 95

questions put by the investigator but also asked questions

to him.

(c) Problem-solving : The investigator also used the

problem solving method while discussing certain units as

it' leads to real understanding because it provides for the

pupils' becoming really involved in their learning. For

example, while discussing the social implications of

population explosion, the investigator helped the student-

teachers to be aware of the problem. Then they themselves

were asked to define and delimit the problem. They also

tried to gather evidence that may help them solve the

problem. They also formed to some extent a hypothesis of

what the solution to the problem is. Finally, they were

helped to test the hypothesis. Of course, the trying out of

this technique has had its own problems and limitations, but

the investigator feels that it is worth using especially

when the learners are mature and grown up student teachers.

Moreover, while teaching the units enough care was

taken to see that as many learning experiences as possible

from those selected as a part of the process of curriculum

development and described in Chapter 3 are provided to the

student teachers.

The investigator is well aware of the need and

importance of using other techniques of teaching such as

group discussion, seminar, workshop, pro3ect etc. but it

 96

w a s n e i t h e r f e a s i b l e n o r p o s s i b l e t o m a k e u s e of t h e m i n the

c l a s s of 200 s t u d e n t t e a c h e r s a n d hence, they were not made

use of.

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

above, t h e i n v e s t i g a t o r t o o k 12 p e r i o d s o f **0 m i n u t e s e a c h

d u r i n g the f i r s t t e r m i.e. b e t w e e n 1 ? t h June, 1977 t o 31st

October, 1977 a n d 8 p e r i o d s of V o m i n u t e s e a c h d u r i n g the

s e c o n d t e r m i.e. b e t w e e n 2 1 s t N o v ember, 1977 t o 1 1 t h February,

1978. He t h u s t a u g h t 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 f o r 20

p e r i o d s t o , f i n i s h the t e a c h i n g o f 10 u n i t s b y a l l o c a t i n g 2

p e r i o d s to e a c h of t h e s e u n i t s as s t a t e d earlier.

Ta b l e 7 g i v e s the d etails o f the sche d u l e o f the

t e a c h i n g l e a r n i n g u n i t s t r i e d out.
 97

TABLE 7
SCHEDULE OF THE TEIOUT OF THE
TEACHING LEABNING UNITS'

Sr. Day & date Teaching-Learning No. of Time in

No. of Tryout Units periods minutes

1 Saturday Introduction to 1 »+0

25-6-1977 Population Education
2 Saturday Introduction to. 1 1+0
2-7-1977 Population Education
3 Saturday Population Dynamics and 1 ko
16-7-1977 , population situation
i+ Saturday Population Dynamics and 1 ko
3O-7-1977 population situation
5 Saturday Population Growth and 1 l+o
6-8-1977 Economic Consequences
6 Saturday Population Growth and 1 l+o
13-8-1977 Economic Consequences
7 Saturday Population growth, 1 1+0
27-8-1977 environment and natural
resources
8 Saturday Population growth, 1 1+0
3-9-1977 environment and natural
resources
9 Saturday Population growth and 1 1+0
1-10-1977 food problems
10 Saturday Population growth 1 1+0
8-10-1977 and food problem
contd
 98

Table 7 eontd.

Sr. Day & date Teaching-Learning No. of Time in

No. of Tryout Units periods minutes

11 'Saturday Population growth and 1 MO

15-10-1977 social implications

12 Saturday Population growth and 1 Mo

22-10-1977 social implications

13 Saturday Population growth and 1 b0

26-11-1977 urbanisation
1i+ Saturday Population growth and 1 bO

3-12-1977 urbanisation

15 Saturday Population growth and 1 bO

10-12-1977 education
16 Saturday Population growth and 1 bO

17-12-1977 education

17 Saturday Population growth and 1 bO

21+-12-1977 family life, health

and nutrition

18 Saturday Population growth, 1 Mo

31-12-1977 family life, health
and nutrition

19 Saturday Teacher as a population 1 MO

21-1-1978 educator

20 Saturday Teacher as a population 1 MO

28-1-1978 > educator

20 800
Total C 13 hours and
20 minutes )
 99

Organizing Co-curricular Experiences

The c o n c e p t of m o d e m curricialura e n c o m p a s s e s a l l the

meaningful and desirable activities- b o t h curricular and

co-curricular. It f u l l y a n d f r a n k l y r e c o g n i s e s e o - c u r r i e u l a r

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

o f the curri c u l u m . T h e t r a d i t i o n a l d i s t i n c t i o n b e t w e e n the

c u r r i c u l a r a c t i v i t i e s a n d e o - c u r r i c u l a r a c t i v i t i e s n o w seems

u n a c c e p t a b l e a n d the t e r m ’’C u r r i c u l u m e x p e r i e n c e s ” is u s e d

t o i n c l u d e b o t h the a c t i v i t i e s r e l a t e d t o t e a c h i n g - 'l e a r n i n g

s i t u a t i o n s a n d the c o - c u r r i c u l a r a c t i v i t i e s .

The i n v e s t i g a t o r , ther e f o r e , t h o u g h t ! t p r o p e r to

o r g a n i s e c e r t a i n c o - c u r r i c u l a r a c t i v i t i e s as a p a r t o f the

p r o c e s s o f d e v e l o p i n g the curriculum. Figure 5 p r e s e n t the

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

of the 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 ining.
 IO O

k \\\\\m \\\v \\\v m ^

activities

e x t e n s io n le c tu r e s

D 6 8 A T ES A N D
e i-o c u n o N

OlSPt-Ay O F M A T E R I A L
on ©ulletii ^i B oard

e x h ib it io n s

FILM^SLIDE SHOWS

M IS C E L L A N E O U S
A C TIV ITIES

CURRICULUM IN POPULATION!
EDUCATION

F I 3UK& 5

ORGANISATION of CO-CURRICULAR
ACTI VI TIES
 101

The details o f the co-eurricular activities organised

d u r i n g t h e p r o c e s s o f t h e t r y o u t o f the c u r r i c u l u m a re giv e n

hereunder,

(1) Extension lectures : T he i n v e s t i g a t o r d e c i d e d to

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

p e r s o n s on the t o p i c s w h i c h w e r e r e l a t e d t o the c o n c e p t s

of p opulation education#

Accordingly, on 2 3 -7-1977, R L r t i k u m a r Shelat, Officer,

The H e a l t h a n d F a m i l y W e l f a r e T r a i n i n g Centre, A h m e d a b a d

a d d r e s s e d the s t u d e n t s t e a c h e r s on : M The P r o c e s s of

H u m a n R e p r o d u c t i o n . " H e e x p l a i n e d the p r o c e s s b y s c r e e i n g

the films s u c h as " F e m a l e C y c l e , " " P u b e r t y a n d Boys",

"Hum a n B o d y R e p r o d u c t i v e System", a n d a f i l m strip : "Human

Reproduction."

On 20- 8 - 1 9 7 7 , Kegnalben Naik, P r i n c i p a l of t h e H e a l t h

a n d F a m i l y W e l f a r e T r a i n i n g Centre, A h m e d a b a d w a s i n v i t e d

to speak on : "Family Planning Programme - Methods and

T e c h n i q u e s . " She p r e s e n t e d h e r v i e w s i n the c o n t e x t o f the

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

On 19-1 - 1 9 7 8 , D o l a t b h a i Desai, F o r m e r P r i n c i p a l

M o h i n a b a G i r l s H i g h School, A h m e d a b a d gave a n i n s p i r i n g

t a l k on " T e a c h e r a n d P o p u l a t i o n E d u c a t i o n . "
 102

( 2) Debates and Eloaution : On 2^ - 1-1978 a debate was

arranged on the subject : "Education cannot be an effective

instrument for population control." Twelve student teachers

spoke against the proposition while three in favour.

(3) Display of Material on Bulletin Board : Hie investi­

gator has been n.-. in contact with national, foreign and

international agencies working in the area of population

education and as a result has collected good amount of

literature in the form of books, magazines, pamphlets,

reports, research abstracts, charts, tables, posters,

photographs and leaflets. Therefore, it was decided to

display selected material relating to population education

on the bulletin board. A big-size bulletin board was spared

for the purpose and Population Education Corner was formed

at the vantage position. On it the material related to

population education concepts was attractively displayed on

Saturdays regularly throughout the year* The student teachers

showed keen interest in the arrangement and perusal of the

bulletin board. They were often found taking down notes of

facts and figures from the materia,! displayed.

(*+) Exhibition : On 9-7-1977 a small exhibition

consisting of graphs, charts, pictures, posters and

photographs related to the damographic profile, of Gujarat,

consequences of population growth and techniques for family

planning and population control was held with the co-operation

 103

of. the l o c a l b r a n c h of the F a m i l y P l a n n i n g A s s o c i a t i o n

o f India.

Similarly, on 1^ - 12^1977 a n e x h i b i t i o n of the

literature and material concerning population education

w a s h e l d i n the c o l l e g e library. The. m a t e r i a l d i s p l a y e d

w a s r e f e r r e d to b y the s t u d e n t s w i t h i n t e r e s t a n d

appreciation.

(5) F i l m a n d S l i d e sh ows : The H e a l t h a n d F a m i l y

W e l f a r e T r a i n i n g Centre, A h m e d a b a d h a s a v e r y r i c h

c o l l e c t i o n of the f i l m s a n d f i l m s t rips w h i c h are v e r y

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

o f the c e n t r e w e r e k i n d e n o u g h t o spare some fil m s w h i c h

w e r e p r o j e c t e d b e f o r e the t a r g e t g r o u p of the st u d e n t

t e a c h e r s o n 2 2 - 9 - 1 9 7 7 a n d 19-1-1978.

Table 8 sh o w s the d e t a i l s o f the f i l m s a n d

f i l m s t r i p s s h o w n t o the t a r g e t group.
 TABLE 8

FILMS AND FILMSTRIPS SHOWN TO THE STUDENT TEACHERS

Sr. Date Title Film or Langua-

No. film - ge
strip

1 22-9-77 People by Billion Film Hindi

2 22-9-77 Danger Signal Film Gujarati

3 22-9-77 Blast Film English

¥ 22-9-77 Birth control film English
techniques strip:!

5 22-9-77 How life is handed on Film English

strip/'

6 19-1-78 Sukhi Dukhi Film Gujarati

7 19- 1-78 I help Fight over Film English

population

8 19- 1-78 Paighara Film Hindi

9 19-1-78 Sex and Society Film English

strip

10 19-1-78 Why a small family ? Film English

strip

From Table 8 , it is clear that during the period.of

the tryout six films and four filmstrips were shown to the
student teachers on two days. The time of the show on both

the days was about 90 minutes.

Besides the filmshows, some slides depicting the

need, necessity and techniques of family planning were

 105

shown to the student teachers along with the teaching of

the units* The slides were borrowed from the local branch

of the Family Planning Association of India*

(6) Miscellaneous Activities ; In addition to the

activities described above, the student teachers were also

provided with miscellaneous activities such as follows :

(a) Practice teaching with emphasis on population

education concepts : The student teachers themselves

exhibited the impact of the message of population education

on them when they started drawing the attention of the

pupils to the consequences o f .p o p u l a t i o n explosion while

giving practice lessons. Some of the student teachers even

tried to give practice lessons and annual lessons based

on the concepts of population education.

(b) listening to the tape-recorded material : The

investigator at times presented songs, plays, talks and

poems based on the themes of population control tape-

recorded by him from the radio broadcasts.

\

(c) Participation in the assembly programmes j The

student teachers were often inspired to present talks or

comments on the issues relating to the population problem

before the college assembly*

 106

(d) Wall Paper : The s tudent t e a c h e r s w e r e g u i d e d t o

w r i t e o n 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 prob l e m . One

s t u d e n t t e a c h e r h a d the s ki l l of d r a w i n g cartoons. Qu i t e a

f e w w r o t e p o e m s a n d stories. A l l such m a t e r i a l w a s

e x h i b i t e d on the w a l l p a p e r at r e g u l a r i n t e r v a l s .

The i n v e s t i g a t o r thus, t r i e d t o organise the

c o n t e n t a n d the l e a r n i n g ' e x p e r i e n c e s w h i l e t r y i n g out

the c u r r i c u l u m . He d e r i v e s s a t i s f a c t i o n from the fact

t h a t he h a s d o n e h i s b e s t i n s p i t e of the l i m i t a t i o n s of

time, men, m o n e y a n d m a t e r i a l . W i t h this, P h a s e 5 of

the m o d e l of the p r o c e s s of d e v e l o p i n g the c u r r i c u l u m

w a s c o m plete.