Abstract
In order to evaluate that to what extent the students of Rural Home Eco-nomies Class were satisfied with their Diploma course, the opinion of available 97 respondents was sought with the help of a questionnaire. The analysis of the data revealed that a large number of students were generally satisfied with the diploma course. However, some suggestions like holding of frequent tests, reducing the number of courses, minimizing expenses, etc. were presented for its further im-provement.
INTRODUCTION
Education is not only the spice of life upon which the future of any nation depends, but is equally essential for men and women folk to bring desirable and positive changes in their behaviour and action. In this respect Aggarval (1988) states that edu-cation is life and life is education which in-cludes all influences, social, cultural, politi-cal, domestic, etc. In spite of so much em-phasis laid on the educational aspect for the development of an individual or a nation, it is a pity that the percentage of educated women in Pakistan is a more discouraging than that of males. It is further stated that women belonging to rural areas have much lower literacy rate than those of urban areas. According to Economic Survey (1990-91), the literacy percentage among rural women is hardly 7, whereas the overall av-erage for women is 15%. It is, therefore, a dire need to make all possible efforts to im-prove the literacy percentage of the people particularly of rural women, The girls may get education in any field, but home eco-nomics education helps them prepare for better future as wives and mothers. It also
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equips them with the skills that can act as supplementary sources of income for them. Keeping the said aspect in view, a diploma in Rural Home. Economics was initiated for the students possessing at least intermediate level education during the year 1980. The main objective of diploma course was to equip them with the needed household skills, besides imparting them training in teaching techniques in the subject of Rural Home Economics. According to Ebel (1978), the pro-gramme of home ,economics education should be aimed to provide a liberal educa-tion to girls for professional careers in which the interests and well being of the individual and family arc paramount. Like any other programme, it is also deemed necessary to conduct survey for finding out weaknesses and strengths, if any, to suggest necessary amendments for its improvement and bet-terment. Because the programme once developed cannot be guaranteed to be sat-isfactory and alright for ever. It demands alterations in various aspects of the pro-gramme in the light of suggestions and aspi-rations of the students. Aggarval ( 1988) in this respect was of the view that evaluation
