Annual Report 2010-2011 Centre for Environment Education Nehru Foundation for Development, Ahmedabad Supported by the Ministry of Environment and Forest Government of India CEE
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Annual Report2010-2011
Centre for Environment EducationNehru Foundation for Development, AhmedabadSupported by the Ministry of Environment and ForestGovernment of India
CEE
Contents
Introduction 1
1. Education for Children 5
2. Higher Education 34
3. Education for Youth 39
4. Experiencing Nature 49
5. Communicating Environment Throught the Media 51
6. EE Throught Interpretation 54
7. Knowledge Management for Sustainability (GCS) 58
8. Industry Initiatives 59
9. Sustainable Rural Development 62
10. Water and Sanitation 77
11. Sustainable Urban Development 81
12. Waste Management 87
13. Biodiversity Conservation 99
14. Disaster Preparedness and Rehabilitation 111
15. Facilitating NGO and Community Initiatives 117
16. Training Capacity Building and Networking 130
17. Initiatives for Undesd 142
18. Material Development and Publications 146
19. Institutional Development and Support 150
20 Events 152
21. Facilitation Networking and Participation 162
22. CEE Governing Council 170
1
Introduction
CEE has been organizing internationalconferences focusing on Education forSustainable Development. In 2005, we hadinternational conference on “Education for aSustainable Future” and in 2007 we had“International Conference on EnvironmentalEducation”. This year we had an internationalconference on “Ethical Framework for aSustainable World” which was held at theCEE campus in Ahmedabad from 1 to 3November, 2010. The Conference was heldto commemorate 10 years of the Earth Charter(EC). Various plenary sessions andworkshops were conducted on differentthemes like climate change; education forsustainable development; higher education;school education and teacher training; nonformal education; information andcommunication technologies; business andCSR in a green economy; the Earth Charterand religion; spirituality and ethics; cities,communities and urbanization; sustainablelivelihoods; global governance; biodiversity;and youth.
Paryavaran Mitra, a sustainability andclimate change education programme forschools, launched in May 2010, have 101242schools enrolled in this programme so far.An initiative this year is to reach out to tribalschools in the tribal areas in Madhya Pradeshand Jharkhand in the NGOs covered underthe Small Grants Programme (SGP) GlobalEnvironment Facility (GEF). A Teachers’Handbook is being developed and will bedisseminated to all the schools.
CEE, with support from the National RiverConservation Directorate of Ministry ofEnvironment and Forest, initiated the projecttitled Ganges River Dolphin – ConservationEducation Programme in July 2010 in themajor riverside areas viz. in the Ganges andBrahmaputra river systems of northern,eastern and northeastern India. The first year
of the project was mainly focused on theidentification of project locations,development of Information EducationCommunication (IEC) material, identificationof partner agencies in each project locationand selection of schools.
CEE Himalaya has implementedAnandshala programme in three schools ofKashmir Valley. Construction work is inprogress in these schools which weredamaged by earthquake. The constructionwork is being supervised by CEE, EducationDepartment and the SSA Engineer.
CEE North joined hands with District ScienceClub (DSC) - which is run by the Council ofScience and Technology, Uttar Pradeshunder the guidance of Department of Scienceand Technology (DST) - to organizeenvironmental education programmes in therural schools of Lucknow in January 2011.The programme focused on creatingawareness in children about water and itsconservation practices.
CEE Andhra Pradesh (AP) State Office, withsupport from United Nations Children’s Fund(UNICEF), Hyderabad, has implemented theStudent Amateurs in School Yard Agriculture(SASYA) project in 300 schools, spread over21 mandals in Medak district. The objectivewas to develop bio intensive gardens(vegetable) in the selected schools withsupport from the community. The projectwas implemented up to December 2010.Other projects like ‘Herbal Garden in Schoolsof Andhra Pradesh’ and ‘Developing andpopularising Amla Plantations in Schools’are being implemented in over 10-13 districtsof Andhra Pradesh.
Rebuilding Trust, CEE’s Kashmir EarthquakeResponse programme being implementedsince 2005, has now shifted its focus fromresponse to preparedness. Now Disaster Risk
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Reduction Education programme is beingimplemented in schools of five projectdistricts, viz., Ganderbal, Bandipora,Srinagar, Kupwara and Baramulla.Workshops and trainings are beingconducted for teachers. The VillageContingency Plan (VCP) has been preparedthrough a participatory process highlightingthe capacities and vulnerabilities; needs forrisk minimization; safe routes and evacuationplans; and the roles and responsibilities ofstakeholders in case of emergency.
CEE South has initiated a 40 hours creditcourse on Forest Ecosystems and ClimateChange with a focus on conservation forundergraduate students.
In 2010-2011, Sundarvan organized 66batches for camping under the programmeExperiencing Nature at 11 campsitesrepresenting different ecosystems. CEE Southconducted nature education camps for schoolchildren and college students from Bangaloreat Dandeli Anshi Tiger Reserve from April2010 to December 2010. The camps aimed atsensitizing students to issues related tonature, forests and wildlife conservation.
Children’s Media Unit (CMU) continued todevelop and maintain the monthly e-magazinewww.kidsrgreen.org for the eleventh successiveyear. For second year, some selected activitiesand games from this website are being usedas part of the Kuder Galaxy System of KuderInc (supplier of online education and careerplanning solutions) in the USA which is beingimplemented in more than 10,000 schoolsystems.
Jagruti and Jigyasa, two mobile environmentexhibition buses of CEE which is funded bythe Maharashtra Pollution Control Board areunder pilot testing in Pune district. Both thebuses aim to highlight major concerns,
options and solutions regarding the generalenvironment in the state of Maharashtra.
The Environment Department, Governmentof Maharashtra collaborated with CEE tocoordinate and manage Srushti Mitra awardprogramme at the state level in the year 2010,the Golden Jubilee Year of MaharashtraState.
“Earth Care Awards” is an initiative of JSWFoundation with CEE as knowledge partnerand the Times of India as media partner.During the year, CEE redesigned theevaluation criteria for shortlisting projects onclimate change mitigation and adaptation.
CEE has developed core strength ongreenhouse gas accounting, and is workingwith organizations to carry out carbonproofing of initiatives and conduct carbonfootprint assessment. As part of this, carbonfootprint assessment for the operations ofAga Khan Rural Support Programme(AKRSP) is currently under way. It alsoinvolves providing training to the peopleoperating in field and project levels tounderstand and assist in data collection.
CEE organized a workshop on StrengtheningLow Carbon Development Strategy incollaboration with Worldwatch Institute. CEEpartnered with Worldwatch Institute to carryout the study and validate its findings.
Gramshilpi is a project initiated in 2007 incollaboration with Gujarat Vidyapith, thataims to provide extensive capacity buildinginputs and initial financial support to selectedstudents of Gujarat Vidyapith, mainlypostgraduates, to work towards holistic ruraldevelopment. In year 2010-11, six students/Gramshilpis have been trained to make solarlanterns and they will pass this skill to womenin the villages to make solar equipments.
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The aims of Rural Knowledge Centre (RKC)constructed in Halvad in May 2010 are toserve as a node for networking andinformation sharing and to provide humanand institutional support leading communityto sustainable development. RKC continuedproviding demonstrations and conducttraining programmes for practicingsustainable agriculture/using renewableenergy, saving credit for livelihood supportand development.
Dakshina Kannada is one of the districts inKarnataka which has achieved the distinctionof Open Defecation Free district status withthe successful implementation of the TotalSanitation Campaign (TSC). CEE Southinitiated a project with the Zilla Panchayat,Dakshina Kannada to do a process documenton the successful implementation of TSC.
CEE is participating in a professionaldevelopment programme Supporting UrbanSustainability – Collaborative learning forecosystem services governance in the contextof poverty alleviation, the SwedishInternational Centre of Education forSustainable Development (SWEDESD)programme at Gotland University. A team offive professionals from AhmedabadMunicipal Corporation (AMC), Centre forEnvironment Planning and Technology(CEPT), Self Employed Women’s Association(SEWA), Environmental PlanningCollaborative (EPC) and CEE has beenselected to participate in the programme.
In Pune, CEE continued facilitation of civilsociety inputs into the strategic environmentassessment which is feeding into the processfor the revision of the master plan of thecity’s old municipal limits.
The Times of India and Garnier along withCEE as Knowledge Partner launched thecampaign “Take Care, Take Charge” on
April 21, 2010. Under this campaign, readers,especially youth, were invited to send ideason green and sustainable solutions toenvironmental issues under different broadthemes.
State level Training cum OrientationWorkshop on Biomedical WasteManagement workshop, supported by UttarPradesh Pollution Control Board (UPPCB),was organized by CEE North on April 19-10,2010. It aimed to make the participantsunderstand the legal implications in dealingwith wastes, anticipate future legislativerequirements and develop familiarity withthe present techniques to reduce use ofhazardous substances and generation ofwaste, thereby saving money too.
CEE East, and Waste and ResourceManagement (WaRM) are developing aKnowledge and Information Centre (KIC) onMunicipal Solid Waste Management(MSWM) in association with OrissaRenewable Energy Development Agency(OREDA) and Housing and UrbanDevelopment (H&UD), Government ofOrissa at the Biju Pattnaik Energy Park(BPEP), Bhubaneswar. The main objectiveof the KIC is to disseminate knowledge andawareness on Waste Management to thevaried stakeholders in the society.
Solid Waste Awareness and ManagementProgramme (SWAMP) is a project undertakenfor the Coimbatore Corporation, funded byJawaharlal Nehru National Urban RenewalMission (JnNURM), with the objective ofproviding IEC and awareness among thegeneral public on Solid Waste Management.
The meetings of the expert group, consistingof academics, CEE, other NGOs, industryand pollution control agencies, held at IndiraGandhi National Open University (IGNOU)have identified two awareness-cum-training
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educational programmes as certificateprogrammes for municipal sanitary workers.CEE is involved in the overallconceptualization, design, writing and editingof the course material.
To address the issues related to theconservation of Hoolock Gibbon in northeastIndia, CEE Meghalaya State Office isimplementing the project on Hoolock GibbonConservation Awareness and EducationProgramme with the support of the UnitedStates Fish and Wildlife Service (USFWS)under its Great Ape Conservation Fund(GACF). The project duration is two yearsand involves site specific school conservationeducation programme, community campaign,training and capacity building programmesand local educational resource materialdevelopment.
Kartikeya V. SarabhaiDirector.
CEE North has been working in DudhwaTiger Reserve with the Tharu tribalcommunity since 2005 with the objective ofconserving the rich biodiversity of the area.Under this project activities are focused onthe promotion of sustainable energy andlivelihood options along with communityawareness and school educationprogrammes, with the ultimate aim ofminimizing the pressure on forest resources.
CEE is setting up interpretation centers atNandurmadhameshwar Wildlife Sanctuaryin Maharashtra, Mahatma Gandhi MarineNational Park (MGMNP), Wandoor, locatedin the Bay of Bengal, Kanha Tiger Reserve inMadhya Pradesh and Nandankanan Zoo inOrissa. CEE has developed an interpretationcentre as well a handbook for the PenchTiger Reserve in Maharashtra.
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11111Education for Children
1.1 National Green Corps (NGC)Programme
National Green Corps (NGC), a programmelaunched by the Ministry of Environmentand Forests, Government of India, during2001-2002, aims at creating awareness amongschool children throughout the country onissues related to sustainable developmentkeeping environmental issues as the majorfocus. Working through eco-club networks,NGC has established nearly 1,20,000 eco-clubs involving more than four millionstudents and one million teachers, making itone of the largest networks in the country.These clubs provide school children withopportunities to observe and learn moreabout nature, its diversity and other aspectsof their immediate environment, thusmotivating them to become environmentallyliterate and responsible citizens. NGCactivities are executed through the StateNodal Agencies at the state level, and DistrictImplementation and Monitoring Committeesat the district level.
The Centre for Environment Education (CEE)facilitates NGC activities in 15 states and twoUnion Territories (UTs) as resource agency.CEE thus facilitates the implementation ofNGC in 347 districts in the states of Gujarat,Rajasthan, Madhya Pradesh, Chhattisgarh,Uttar Pradesh, Bihar, Jharkhand, Assam,Tripura, Arunachal Pradesh, Sikkim,Meghalaya, Manipur, Mizoram, Nagaland,and in 2 UTs: Daman and Diu, Dadra andNagar Haveli. CEE also facilitatesdevelopment of resource material, trainingmodules, meetings, case study compilationand other related activities.
Details of region wise NGC and otheractivities are described below.
1.1.1 NGC in the Northern Region
Uttar Pradesh: The NGC programme in UttarPradesh has identified around 9722 schoolsin which around 8373 eco-clubs were formed.CEE North, as resource agency in the state,has trained 118 master trainers, hasorganized 19 district training programmesfor Teachesr in Charge (TiC), and providedits technical expertise in other district levelTiC training programmes. CEE has alsoworked on the compilation of a schooldatabase, which comprises the names andaddresses of the TiCs, the schools and thedistricts where they are located.
CEE North had several rounds of meetingswith the nodal agency Uttar Pradesh PollutionControl Board (UPPCB) to reinitiate theprogramme in the state and plan for theyearlong activities. Meetings were held withthe Member Secretary, UPPCB to resolveissues related to submission of activity report,fund release from Ministry and action plan.CEE North is providing support for planningof activities and also their documentation forreport preparation and submission.
CEE North developed a package onbiodiversity conservation in Hindi, whichincluded a poster and booklet, for NGCschools. During the year, CEE North alsotrans-adapted the national case study manualin Hindi covering 100 success storiesthroughout the country, and the ParyavaranMitra educational material including postersand booklet was prepared in Hindi.(Paryavaran Mitra is a new programme forschools, detailed in the next section of thischapter.)
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CEE organized series of environment relatedevents with NGC schools in the state duringthe year 2010-11.
In April 2010, CEE North organized an inter-school competition on “Waste is Resource”on World Heritage Day. The competition wasorganized in two parts – the first one was onmaking products out of waste and the secondon examples and/or ideas on reusing things.Sixteen NGC schools of Lucknowparticipated in the competition. Each schoolteam consisted of 4-5 students and an eco-club teacher. Experts from the field ofenvironment, arts, waste management andscience were present to interact with thegroups. Each team was asked to also writethe method they used to make the productwith details of the material used. The teamsprepared eight utility products, six decorativeproducts and two utility cum decorativeproducts. Ten categories of prizes wereawarded to different schools for best teamefforts, creativity, decorative product andothers. The film Story of Stuff in English wasscreened which was followed by a discussionto reinforce the message of optimumutilization of waste and sensitivity towardsnatural resources.
In June 2010, a paryavaran mela wasorganized on World Environment Day atRegional Science City, Lucknow, where morethan 250 children and visitors participated inthe programme. The mela had nine sections– Creative Art and Craft, Games Corner,Biodiversity Hunt, Films on Biodiversity,Biodiversity Quiz, Puppet Show, CreativeSelf Expression, Adopt a Tree Corner andMessage Corner. The mela as a whole wasfocused on the theme of the year and all thecorners and activities were designed on thetheme.
CEE North joined hands with District ScienceClub, Lucknow to organize WaterConservation and Science Awareness Monthfrom September 22 – October 7, 2010 atvarious locations (Lucknow, Malihabad andItaunja) by involving NGC Schools of thedistrict. A skit was prepared by the eco-clubstudenst which was presented in NGCschools. In all, 17 Schools participated in theevents. During the event, the participantswere provided an orientation about NGC aswell as Paryavaran Mitra programme, itsbackground, objectives and how the schoolscan actively become a part of this initiative.Around 575 students participated in thisprogramme.
The CEE team visited 46 NGC schools in fivedistricts of Uttar Pradesh, viz. Allahabad,Etawah, Bulandshahar, Bahraich andLucknow, to interact with the eco-clubTeachers in Charge and the Principals, tounderstand the status of eco-club activitiesand also to discuss the Paryavaran Mitraprogramme.
Bihar: The NGC programme in Bihar reachesout to around 8971 schools where eco-clubshave been formed. The nodal agency BiharState Pollution Control Board (BSPCB) withCEE North as the resource agency isimplementing the programme in the Statesince 2001. The officials from CEE North hadseveral rounds of meetings with BSPCB todiscuss effective implementation of theprogramme in the State.
These meetings between the nodal andresource agencies held at regular intervalsfocused on the following issues – organizingNGC State Steering Committee meeting,refresher training for master trainers,organizing a state and district level event for
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the eco-clubs, bringing out a state levelquarterly newsletter for the NGC schools,development of locale specific resourcematerial, discussion on Paryavaran Mitraprogramme, monitoring of eco-clubs’activities at school, and others. Based on thediscussions, CEE North organized variousactivities in the States.
CEE North organized a day long eco-cycleyatra on April 29, 2010 with NGC schools inPatna. Around 40 eco-club students with theirTiCs participated in this cycle rally andcovered a distance of around 30 kms,communicating action to be taken for climatechange mitigation and environmentconservation. During their journey, theparticipating students visited three schoolswhere they were enthusiastically welcomedand where they shared their experienceswith the students.
In September 2010, an inter-district quizcompetition was organized to mark thecelebration of the International Day for thePreservation of Ozone Layer. Thisprogramme was organized to createawareness and understanding about theenvironment and issues related to OzoneLayer Depletion. Around 120 students and18 teachers of 12 NGC schools from fivedistricts of the State (Patna, Vaishali, Saran,Nalanda, Siwan) participated in thiscompetition. Several rounds of quiz wereconducted before the final five teams wereselected and the winning school teamidentified. With an overwhelming responsefrom NGC schools, teachers, DistrictEducation Officers (DEOs) and the nodalagency, the quiz is now planned to beconducted annually in different zones of theState.
A State level master trainer’s refreshertraining programme was organized in Patnaon January 11-12, 2011. The workshop wasorganized in association with the NGC nodalagency Bihar State Pollution Control Board(BSPCB), Patna and Tarumitra Organization,with the active involvement of the DistrictEducation Officers (DEO) of the differentdistricts. The Teachers Handbook on ESD,Disha was used as the base for preparing thethematic annual action plan by teachers. Inall, 41 master trainers from 20 districtsparticipated in the training programme anddrew up yearlong activity schedules bychoosing a theme from the Disha Handbook.
Monitoring visits to 50 NGC schools wereundertaken in six districts of Bihar, viz. Patna,Bhagalpur, Vaishali, Bhojpur, Saharsa andGopalganj. During these visits, NGC Schoolswere also briefed on the Paryavaran Mitraprogramme, as well as the Ganges RiverDolphin Conservation Education programmein both of which CEE North will work closelywith these schools.
1.1.2 NGC in the North Eastern Region
CEE’s North Eastern Regional Cellcoordinates the NGC programme in the eightnorth eastern states, working with variousstakeholders from nodal agencies togovernment departments to schools and thecommunity. The following activities wereundertaken in the region.
Assam: As the resource agency in the state,CEE North East (NE) had several meetingswith the nodal agency Assam Science,Technology and State Environment Councilduring the year, to discuss ways to strengthenthe programme and plan future events. TheNGC programme reaches out to 5207 schools
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in the state. A series of meetings andtelephonic discussions were also held withthe nodal agency throughout the year on thefollowing issues – training of master trainers,organizing an event for the eco-clubs,finalization and submission of UC,Paryavaran Mitra programme, monitoring ofeco-club activities in schools and annualaction plans.
CEE NE organized several interactiveprogrammes with eco-clubs, whileeducational games and interactive sessionswere conducted during school visits.
An eco club event was organized in Guwahation the occasion of Earth Day in April 2010.The CEE NE team interacted with teachersand eco-club members and conducted asession on Paryavaran Mitra programme. Inthe daylong event, the team conductedseveral Environmental Education (EE)activities with students related to biodiversity.A rally as well as the plantation drive wasalso organized in which around 600 eco-clubstudents participated.
An interactive session was organized inGuwahati on June 5, 2010 in association withDakshin Guwahati High School, in whicharound 200 eco-club students participated.
An interactive session was also organized ina school in Guwahati in December 2010, tomark the celebration of National PollutionPrevention Day, in partnership withMaharishi Vidya Mandir School. During thisevent, CEE NE conducted several EE activitiesrelated to pollution and individual actionswith the participating students, whonumbered around 100.
CEE NE, in collaboration with the Social andYouth Development Organization (SAYDO),
also organized a student interactionprogramme in a school of Goalpara districton February 2, 2011 to mark the celebrationof World Wetlands Day. The programmeaimed to create awareness about biodiversitywith special reference to Assam andalsoemphasised the dangers to biodiversitydue to human activities. It focused on theimportance and sustainable utilization ofthese natural resources. The programme sawthe participation of around 300 NGC eco-club students.
An interactive eco-club session wasorganized in two schools of Kamrup districton the occasion of World Water Day in March2011, jointly by CEE NE and Public HealthEngineering Department (PHED). Therepresentative from PHED shared the stategovernment’s Pilot Water Securityprogramme and also conducted a quizcompetition for the participants. The CEE NErepresentative facilitated an interactivesession with the students, focusing on water,sanitation and hygiene.
The CEE NE team attended a teachers trainingworkshop which was organized by SarvaShiksha Abhiyan in Guwahati, in whicharound 46 TiCs actively participated. Thetraining programme was organized as a 15day summer camp in all the schools of Assamdistrict. Officials of CEE NE attended thetraining programmes as resource persons andinteracted with the teachers on various issuesrelated to the environment and alsointroduced the Paryavaran Mitra programme.
A teacher’s training cum orientationworkshop for eco-club TiCs along with theHeads of institutes was organized atGolaghat B Ed College in October 2010 byCEE NE, in collaboration with the Society for
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Environment Education of North East(SEENE) and the District Institute ofEducation and Training (DIET). The teacherswere briefed about the NGC Eco-clubprogramme, its objectives, and roles andresponsibilities of the stakeholders.Representatives from CEE NE briefed theparticipants about the Paryavaran Mitraprogramme and also discussed the synergiesthat can be built between NGC and theParyavaran Mitra programme. About 100TiCs and heads of schools participated inthis programme.
Under the auspices of the NGC school eco-club programme, a one day master trainerrefresher workshop was organized by CEENE on behalf of Assam Science Technologyand Environment Council (ASTEC) inNovember 2010. This workshop focused onorienting master trainers on NGC andParyavaran Mitra programmes. Around 15master trainers participated in the workshop.
The second phase of the master trainersrefresher cum orientation workshop washeld at the Society for Socio EconomicAwareness and Environment Protection(SSEAEP) office, Nagaon in December 2010.The workshop was organized jointly by CEENE, ASTEC and SSEAEP and was attendedby 16 master trainers from different schools.
SEENE, in association with CEE NE,organized the teachers orientation workshopon the Paryavaran Mitra programme atSibsagar District, Assam in December 2010.During the workshop, teachers were briefedabout five themes of the Paryavaran Mitraprogramme, its background, roles of differentagencies in the programme, various ways ofconducting environmental activities, role of
principals, headmasters and teachers incharge. Around 50 teachers, principals andheadmasters across the district participatedin the workshop. At the end of theprogramme, a package of resource materialscontaining booklets, brochure, guidebook,manuals and wall and oath poster wasdistributed.
In Sibsagar district, another teacher trainingworkshop was jointly organized in February2011 by SEENE and CEE NE, in which 32 eco-club TiCs participated. The CEE NErepresentative discussed with the teachersTiCs’ role in the programme and activities tobe conducted by the eco clubs. Participantswere also briefed about the Paryavaran Mitraprogramme.
The CEE North East team visited 12 schoolsduring the year and interacted with eco-clubTiCs and school principals about the NGCactivities conducted and on how to strengthenthe NGC activities.
Arunachal Pradesh: The NGC state nodalagency Arunachal Pradesh State PollutionControl Board (APSTPCB) implements theprogramme in the State, while CEE NE is theresource agency supporting the former withtechnical inputs for the implementation ofthe programme. The state nodal agency hasnot received funds for NGC activities since2007-08. The CEE NE team held meetingswith the nodal agency to discuss submissionof required documents to the Ministry forrelease of the eco-club grant.
Manipur: Follow up meetings and telephonicdiscussions were held at regular intervalswith the nodal agency Manipur PollutionControl Board to facilitate the submission ofdocuments to MoEF, to discuss the proposal
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for the year 2011-12 as well as submission ofcorrected and pending utilization certificate.
A CEE NE representative visited three schoolsto provide technical support for betterimplementation of the programme andmonitor the activities undertaken by them.During the visit, discussions were held withTiCs and school principals about NGCactivities conducted and ways tostrengthening them.
Meghalaya: The Forests & EnvironmentDepartment in Meghalaya is the nodalagency of the NGC programme. CEE NE hadregular follow up meetings with the nodalagency to discuss the submission ofutilization certificate and also to develop anew proposal for the year 2011-12 to besubmitted to the Ministry. Along with this,discussions on strengthening NGC were heldbased on which a future plan of action hasbeen prepared.
The CEE North East team visited four schoolsto provide support and guidance forimplementation of eco-club activities andalso to monitor the activities undertaken bythe schools. The CEE team interacted withthe TiCs and principals during the visit andthe discussions focused on strengtheningNGC activities and introducing theParyavaran Mitra programme in the schools.
Mizoram: The Mizoram Pollution ControlBoard (MPCB) is the NGC state nodal agencywhich received financial support from theMinistry for carrying out NGC activities inthe State. There are 1225 eco-club schools inthe state. The CEE NE team met the nodalagency to discuss submission of proposal forMaster Trainers training programme andTeachers Training programme to the
Ministry. Apart from the proposal,discussions were also held on planning theoverall activities in the state and ways toensure effective implementation of theprogramme. The CEE NE representativevisited two NGC schools and interacted withthe eco-club TiCs and students to discuss theimplementation of Paryavaran Mitraprogramme in their schools. The state hasreceived funds for NGC activities due to thecontinuous follow up of the nodal agencyand CEE with the Ministry.
Nagaland: CEE NE had several rounds ofmeetings with the NGC nodal agencyNagaland Pollution Control Board to planNGC activities and to strengthen theprogramme. The nodal agency has alreadyreceived funds for NGC activities in the stateand the NGC programme reaches out to 2227eco-club schools in the State. The CEE teamalso discussed expediting the submission ofrelevant reports and documents to theMinistry to enable the implementation ofNGC action plan.
Sikkim: In Sikkim, the nodal agencies arethe State Pollution Control Board and theDepartment of Forests, Environment &Wildlife. CEE NE had various meetingsduring the year to discuss the status of theprogramme and ways to strengthen it infuture. CEE also regularly followed up withthe nodal agency for submission of necessarydocuments to MoEF.
Tripura: Follow up meetings and telephonicdiscussions were held at regular interval withthe nodal agency, Tripura State PollutionControl Board, to disburse/release the fundsto the schools. Discussions were also held tostrengthen the NGC activities via the
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Paryavaran Mitra programme. The CEE NErepresentative visited NGC schools duringthe year to interact with eco-club TiCs andstudents and also discussed theimplementation of the Paryavaran Mitraprogramme in their schools. In all, 600 schoolsare covered under NGC programme in theState.
1.1.3 NGC in the Eastern Region
In the eastern region, CEE East with its officein Ranchi coordinates the NGC activities inthe states. The following activities wereundertaken during the year.
Jharkhand: The Jharkhand State PollutionControl Board (JSPCB) is the state nodalagency for the NGC programme. Around2842 eco-clubs have been formed in 24districts and master trainers trainingprogramme conducted. Since itsestablishment in January 2010, CEE RanchiField Office is looking after the NGCactivities in the state as the resource agency.
Several rounds of meetings were held withthe nodal officer and other officials of theJSPCB to re-initiate the NGC activity in thestate. CEE provided all help to the nodalagency in this and facilitated meetings andfollow up communication at the state andMinistry levels. For instance, CEE coordinatedmeetings between nodal agency and MoEFto resolve issues of fund release. Withcontinual efforts, NGC funds were releasedby the Ministry in March 2011. Subsequently,the CEE Ranchi office representative had ameeting with the nodal agency to plan outthe NGC activities of the next year in thestate.
In April, CEE Ranchi Field Office and WWFBihar jointly organized an Earth Day
programme at Jawahar Vidya Mandir School,Ranchi. The objective of this event was tocreate awareness among students, teachersand parents about the environment and toencourage the exploration and expression ofnew ideas and concerns. The event offered aplatform for students to voice their concernsabout the water scarcity prevalent in variousregions of Jharkhand. Many spoke about“Rain Water Harvesting System in Urban/Rural Areas”. Participants visited the rainwater harvesting system on the schoolcampus. Mr. B. Nijalingappa, Senior IFSOfficer, Jharkhand Govt; the Chairman ofMecon Ltd; and the Executive Director ofSAIL who were present as distinguishedguests, strongly advocated the conservativeuse of resources. The programme sawparticipation of 15 NGC schools with around200 students and 25 teachers attending theprogramme.
A month long event Creating Green Citizenwas organized from July 28 to August 12,2010 under the “Low Carbon Campaign forthe Commonwealth Games 2010”. Theprogramme was organized in four differentdistricts, viz. Dhanbad, Bokaro Steel City,Ranchi and Jamshedpur, of Jharkhand state,in which almost 3000 students from 50schools participated. The programmeincluded a massive tree plantation as well astalks by experts from environment andwildlife.
1.1.4 NGC in the Central Region
CEE’s Central Regional Office, with its stateoffices in Madhya Pradesh and Chhattisgarh,facilitates the implementation of the NGCprogramme in both the states as the resourceagency.
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Chhattisgarh: The Chhattisgarh EnvironmentConservation Board (CECB) is the nodalagency for the NGC programme in the State,which reaches out to 3932 schools in thestate. CEE, as a resource agency, had severalrounds of meetings with the nodal agency todiscuss the action plan and activities to beconducted during the year. These discussionswere focused on developing local resourcematerial, updating district wise NGC schoollist, organizing refresher Master Trainerstraining programme, implementation ofParyavaran Mitra programme and monitoringvisits to schools. During the meeting, it wasdecided that NGC eco-clubs and ParyavaranMitra programme should be showcased inthe Rajyotsava Programme. CEE alsosubmitted the yearlong plan of NGCprogrammes to the nodal agency.
CEE Chhattisgarh State Office developedresource materials such as posters on “Plasticjhilli ka istemal na karen, kapde tatha kagajki thailly ka istemal karen”, “Paani ke hainseemit strot” and “Prithvi par paani to teenchauthai hai phir rona kyon” in Hindi.
The Master Trainers training programmewas organized by the nodal agency CECB forteachers in Raipur district. The training wasconducted in January 2011. CEE facilitatedthe technical sessions in the trainingprogramme. The teachers were oriented tothe NGC structure and function and eco-clubformation in schools. The trainingprogramme focused on the topics of globalwarming and climate change, using acombination of hands on approaches andlecture, to give teachers an idea of theactivities that can be conducted as part ofeco-clubs. During the training programe,participants were also briefed about the
Paryavaran Mitra programme. Participantsinvolved themselves in group work onvarious themes and developed district wiseaction plan for conducting activities. About58 teachers from 16 districts of the state wereoriented through this programme. CEEfacilitated hands on activities, group workand development of action plan.
CECB in association with CEE organized atwo day training programme for Teachers inCharge in February at Sarguja district ofthesState. Along with the Master Trainers ofthe district, CEE facilitated the trainingprogramme. The main objective of theworkshop was to orient the teachers aboutNGC and Paryavaran Mitra. The trainingsessions were focused on water, biodiversityconservation and climate change among othertopics. At the end of the programme,participants developed school level actionplans. Around 53 teachers from the Sargujadistrict attended the programme.
CECB joined hands with CEE Chhattisgarhto organize an exhibition as part ofRajyotsava, the state festival of Chhattisgarhin November 2010, to showcase the NGCand Paryavaran Mitra programmes. Theexhibition showcased NGC activities and ‘ActNow’ to conserve and protect environment.The exhibition also highlighted theParyavaran Mitra programme where studentsand visitors could know more about theprogramme. During the exhibition, about 186children, youth and general visitors havetaken an oath to become Paryavaran Mitrasand conserve nature at the individual level.Around 200 persons visited the stalls andappreciated the work undertaken throughthe NGC programme.
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Monitoring visits were undertaken to 30 NGCschools in Sarguja district, during which theParyavaran Mitra programme was alsointroduced to them.
Madhya Pradesh: In Madhya Pradesh, theEnvironment Planning and CoordinationOrganization (EPCO) is the state nodal agencywhich covers around 12500 schools. CEE as aresource agency held several rounds ofmeetings with the nodal agency to discussthe action plan and activities to be conductedduring the year. These discussions werefocused on the reprinting and disseminationof DiShA manual, organizing WorldEnvironment Day programme and MowgliBal Utsav, updating NGC school list,organizing refresher training programme forMaster Trainers, implementation ofParyavaran Mitra programme and monitoringvisits to schools.
CEE submitted the yearlong plan of NGCprogrammes to the nodal agency. CEE MPalso developed resource materials such as aposter on Safe Festival Campaign –Diwali inHindi.
A two days Master Trainers workshop wasorganized in April 2010 at Bhopal by thenodal agency where CEE MPSO was invitedto conduct a technical session on climatechange and to introduce the Pick RightCampaign. The workshop was attended by75 teachers from 50 districts of the state.
In May, the CEE MP representative wasinvited as a resource person to conduct asession on climate change and environmenteducation related activities for the cadets ofthree MP Battalions at Rewa. Around 300cadets were introduced to the programmes
implemented by CEE in the state with afocus on NGC and Paryavaran Mitra.
EPCO organized a two day teachers trainingworkshop at Bhopal with around 130 teachersparticipating. The representative from CEEMP was invited as a resource person toconduct a technical session on climatechange.
A two day teachers training programme wasorganized for theTiCs of Bhind district inSeptember 2010, attended by 220participatns. This too was organized by EPCOwith the representative from CEE as aresource person. Participants were orientedthe NGC and Paryavaran Mitra programmes.In the technical session, participants wereprovided inputs on climate change andsustainable development. The workshop wasattended by 220 participants.
EPCO, in association with the StateBiodiversity Board, organized a two dayMaster Trainers training programme inOctober 2010. The representative from CEEMP facilitated a technical session on climatechange and also introduced the ParyavaranMitra programme. He also sharedinformation about the mowgli bal utsav andon how to conduct a quiz. This workshopsaw the participation of 80 teachers.
In December 2010, the representative fromCEE MP Office was the resource person for atwo day teacher training workshop for eco-club TiCs of Sajapur district organized byEPCO. Besides introducing NGC andParyavaran Mitra Programme, games andactivities were also conducted during theworkshop which around 225 participantsattended.
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A Teacher’s training cum orientationworkshop for TiCs along with heads ofinstitutions was held in Vidisha district inDecember 2010 by EPCO in collaborationwith CEE MP. Key points discussed duringthe workshop were NGC Eco- clubprogramme, its objectives, and the roles andresponsibilities of the stakeholders.Representatives from CEE MP also sharedthe Paryavaran Mitra programme anddiscussed the synergies which can be builtbetween NGC and Paryavaran Mitra. About210 TiCs and heads of schools participatedin this programme.
A two day teachers training programme wasorganized for TiCs in December 2010 inDamoh district, jointly by EPCO and CEE foran orientation on the NGC programme forabout 230 participants.
In December 2010, another teacherorientation workshop was organized byEPCO and CEE for the TiCs in Sagar district.CEE introduced the NGC structure andfunction, and eco-club formation in schools,as well as the Paryavaran Mitra programme.Participants involved themselves in groupwork on various themes and developeddistrict wise action plan for conducting theactivities under NGC. About 200 teachers ofthe district were oriented through thisprogramme in which CEE facilitated handson activities, group work and developmentof action plan.
A similar one was organized for the TiCs ofJhabua district in January 2011, in whichCEE with the help of Master Trainers of thedistrict facilitated the training programme.The participants numbering about 200developed school level action plans.
Winrock International, Delhi and ForestDevelopment Agency (FDA), Jabalpur, inpartnership with CEE MP, organized a threeday Nature Camp in April 2010. Therepresentative from CEE MP was invited as aresource person to conduct nature basedactivities for the students. Around 52 students,six teachers and 30 forest officials includingrangers from different blocks of Katniparticipated in the camp.
Mowgli Bal Utsav is an important annualevent in the Madhya Pradesh governmentcalendar. The utsav this year was organizedjointly by different departments such asSchool Education, Forest, Tribal Welfare,Tourism, Rajya Siksha Kendra, Directorateof Public Education, State Biodiversity Board,EPCO and CEE in April 2010. In theprogramme, the representative from CEEMPSO was invited as a technical resourceperson to conduct the quiz competition formaster trainers. The event saw the presenceof 200 students and 50 master trainers fromacross the state.
CEE, in association with Government HigherSecondary School, Bhopal, organized alecture, quiz and slogan writing competitionto mark the celebration of Earth Day and alsoconducted various environment games. Theevent was attended by 65 students andteachers.
In May 2010, Indira Gandhi Rahstriya ManavSangrahalaya (IGRMS) organized an eventon the occasion of International MuseumDay (May 18), in which CEE MP alsoparticipated. The main theme of the event,which had 30 participants, was Conservationof Heritage Sites.
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Capital Project Authority (CPA), Bhopal andCEE MP Office jointly organized an event onthe occasion of the International Day forBiological Diversity (May 22). The programmeincluded an interactive technical session onBiological Diversity followed by a quizcompetition, and was attended by 60participants including children, park visitors,workers and CPA officials.
In June, CEE MP in association with severalother departments such as the RegionalMuseum of Natural History, ArcheologicalSurvey of India, Regional Science Centre,EPCO and the Central Pollution ControlBoard, organized a weeklong celebration onWorld Environment Day for NGC schools,which was attended by around 600participants.
CEE MPSO conducted a technical session onClimate Change in a programme organizedfor three MP Battalion NCC Rewa, in August.The session was attended by around 400cadets.
In September, CEE MP observed Ozone daywith the nodal agency and organized a lectureand quiz for the students of Navin HighSchool in Bhopal.
CEE MP organized the wildlife weekcelebrations in October with the support ofvarious institutions. In October, the CEErepresentative also participated in acampaign on Eco Diwali festival campaign,organized by CPCB. Nearly 500 studentsfrom five schools conducted this campaign.
1.1.5 NGC in the Western Region
CEE’s West Regional Office coordinates twostates - Gujarat and Rajasthan - and also thetwo Union Territories (UT) of Daman and
Diu (DD) and Dadra Nagar Haveli (DNH).In Rajasthan, CEE coordinates NGC activitiesin the state from its Jaipur office while theAhmedabad office coordinates the same inGujarat and the UTs.
Gujarat and UTs of DD & DNH: Thegovernment of Gujarat has nominatedGujarat Ecological Education and Research(GEER) Foundation as the nodal agency NGC.CEE has been working as resource agencysince 2002-03 for the NGC programme hereand has been actively collaborating withGEER foundation to implement the NGCprogramme in Gujarat. The programmereaches out to around 6730 schools in thestate.
During the year, meetings were held withthe nodal agency at regular intervals tostrengthen the programme and plan futureevents. The need to conduct trainings for theeco-club TiCs and the Paryavaran Mitraprogramme was also discussed. Ways ofstrengthening communication of the nodaland resource agencies with schools wereexplored.
CEE in association with GEER foundationorganized a one day State level MasterTrainers training cum orientation programmein November 2010. The main objective of theworkshop was to showcase the current statusof the district level activities in Gujarat andorientation to the Paryavaran Mitraprogramme. Around 30 participants acrossthe State participated in this workshop.
In December,the District Coordinator,Dahod, District Education Office, GEERFoundation and CEE West organized a oneday eco-club TiCs’ meeting in Dahod district.The key points discussed during the meeting
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were introduction of Paryavaran Mitraprogramme in NGC schools of the state,methods of synergizing Paryavaran Mitrawith NGC and also to discuss the strategy ofimplementing the programme in the state.This was attended by 200 teachers.
From January to March 2011, GEERFoundation, in association with CEE,organized five zonal workshops in fivedifferent locations, viz. Rajkot, Mehsana,Surat, Vadodara and Ahmedabad, for theteachers in-charge and students of thesezones. Around 960 teachers, students anddistrict coordinators attended the workshops.The focus of the workshops was orientationof participants to Paryavaran Mitraprogramme, methods of synergizingParyavaran Mitra with NGC and to discussthe strategy of implementing the programmein the state with the participating teachers.During the workshop, CEE had organizedvarious environmental games forparticipating students and teachers. CEE’sPrakriti bus was also brought to the workshopto introduce various environment relatedissues.
Monitoring visits to 15 NGC schools in threedifferent districts, viz. Ahmedabad,Bhavnagar and Dahod, were undertaken,during which NGC Schools were also briefedabout Paryavaran Mitra programme.
CEE West also translated and trans-adaptedthe Paryavaran Mitra Programme Package –Information Brochure, Booklet (Shodhavu,Jaanvu, Vicharvu karya karvu) and OathPoster into Gujarati.
The District Coordinator of Narmada district,with the help of CEE West, organized twoEco-melas at Rajpipla and Dediyapada
region in November 2010. About 55 studentsfrom these two regions showcased theactivities carried out by their eco-clubs.During the mela, participants were given anorientation to the Paryavaran Mitraprogramme. Around 55 participantsparticipated in this district level event.
In December, Ahmedabad MunicipalCorporation and CEE jointly participated inthe Kankaria Carnival, an event beingorganized by the Gujarat Government sincethe last two years. Around 123 teachers andstudents of NGC and non NGC schools fromfive districts participated in this. ParyavaranMitra was showcased at this event wherestudents and teachers from five schoolsworked together with the CEE West teamand Fine Arts volunteers to prepare colourfultableaus representing the five ParyavaranMitra themes.
The Pollution Control Committee is the nodalagency in both the UTs - Daman and Diu andDadra Nagar Haveli. On the occasion of EarthDay, CEE West, along with Balbhavan, Diuorganized a painting workshop for 12students and three teachers on the theme ofBiodiversity.
A meeting was also held with the MemberSecretary, Pollution Control Committee, DD& DNH to strengthen the NGC programmein the UT. The discussions in this meetingfocused on reviving the programme in boththe UTs and subsequently, CEE providedsupport in following up the matter with theMinistry.
Rajasthan: In Rajasthan, under the NGCprogramme, there are around 8250 eco-clubs/schools, facilitated by the Rajasthan StateBharat Scouts & Guides (RSBSG) and CEE’s
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office in Jaipur. During the year severalmeetings were held at regular intervals todiscuss the implementation of ParyavaranMitra programme and strengthening of theNGC programme, besides organizingteachers training programme and planningfuture events in the state.
From September 2010 to February 2011, CEEJaipur organized five training programmesfor eco-club teachers in-charge of fivedistricts, viz. Jodhpur, Karauli, Jaisalmer,Madhopur and Jaipur. The programmes wereorganized by RSBSG and CEE’s office inJaipur, andwere attended by 490 eco-clubTiCs. The key points discussed during theworkshops were NGC Eco club programme,its objectives, and roles and responsibilitiesof the stakeholders. Representatives fromCEE Jaipur Office also shared the ParyavaranMitra programme and discussed the synergieswhich can be built between NGC andParyavaran Mitra.
CEE Jaipur organized a two day event torespond to the UN call for ‘Many Species,One Planet, One Future’ on WorldEnvironment Day 2010 in which RSBSG wasthe key partner. Essay, drawing and quizcompetitions were organized at Bani Park,Govt. Girls Senior Secondary School,Gandhinagar, Jaipur, on the themes ofbiodiversity conservation and combatingclimate change. Around 250 students ofdifferent NGC Schools participated in thecompetitions, after which prizes andcertificates were awarded to the winners.
CEE Jaipur, in collaboration with Jaipur Zooand Rajasthan State Pollution Control Board,celebrated the Wildlife Week at Jaipur Zooin October 2010. As a state resource agency,
CEE supported the five day event whoseobjectives were to generate interest aboutwildlife amongst the younger generation,develop better understanding about the roleand importance of wildlife in balancinghuman life and to reach out to the schoolswith a message on conservation message ina nontraditional and pleasant way.
During the Wildlife Week celebrations atJaipur Zoo, CEE faciliatated quiz, postermaking, essay writing, photo identificationand elocution competitions. About 10,000students from 10 NGC schools and 25 otherschools of Jaipur visited the Zoo andparticipated in the activities. The valedictoryfunction was organized on October 7 at JaipurZoo, during which CEE conducted variousenvironmental activities and fun games likeFace Panting, Canvas, Wishing Tree, TreasureHunt and Foot Print Tattoos. The Hon’bleMinister for Environment and Forests wasthe Chief Guest of this session, which alsohad the prize distribution ceremony.
To strengthen environment education and tobring school children, youth and teachers onan interactive forum to promoteenvironmental awareness, CEE and theRegional Institute of Education (RIE), Ajmerconducted a four day regional level event -Prakriti Mela - in January-February 2011 byinvolving schools from Rajasthan, Punjab,Haryana, Delhi, Uttar Pradesh, Uttarakhand,Himachal Pradesh, Madhya Pradesh,Gujarat, Jammu & Kashmir, Chhattisgarh,Chandigarh and Bihar. The programmeaimed to involve the network of eco-clubschools from these states. Teacher trainingon implementation of the Paryavaran Mitraprogramme, children’s group discussion, quizcompetition, treasure hunt, poster making
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competition for teachers and bird watchingwere the major activities conducted duringthe Prakriti Mela. The major attraction of thisyear’s event was the inter-state quizcompetition titled Kaun Banega ParyavaranMitra Quiz Champion -2011 for schoolstudents and the Low Carbon quiz for RIEstudents. Around 150 participants took partin the quiz competitions while about 1200visitors from local schools participated inactivities like face painting, drawingcompetition, web of life, break the pyramid,bird identification and others.
In all, 25 stalls were set up by the participatingschools and students of RIE whichshowcased their best practices throughmodels, demonstrations and exhibits onvarious themes like handmade paper, airpurification, biodiversity, rain waterharvesting system, energy, waterconservation, solid waste management, effectof global warming, eco friendly desertrefrigerator. During the valedictory sessionheld on the last day, participants shared theirlearnings and experiences, and prizes weredistributed to the winners of all thecompetitions.
CEE Jaipur helped in developing two bookletsin Hindi - Paryavaran Jan Chetna andParyavaran Chetna – covering the themes ofclimate change, waste management,vermicomposting, water conservation &management, biodiversity and energynamely.
1.1.6 NGC in the Southern Region
National Conference of Nodal Officers andResource Agencies of NGC
The conference was held in Bangalore onJuly 13-14, 2010, with the objectives of
reviewing the implementation status of theprogramme during the decade (2001 – 2010),sharing experiences and exchanginglearnings, and suggesting recommendationsfor the effective implementation of NGC forthe year 2010–2011 integrating the conceptsof sustainable development and climatechange. This two day conference wasorganized by CEE South and around 42participants representing the Ministry ofEnvironment and Forests, 16 States, twoUnion Territories and seven ResourceAgencies attended. A the end of theconference five groups presented theirrecommendations.
During this conference, the book Young inGreen Action which presents 100 case studiesfrom across the country documenting theimpacts of NGC activities in a range ofgeographical situations, climates and cultures,compiled by CEE South, was released by Mr.R. Mehta, Mrs. Rita Khanna and Mr.Kartikeya Sarabhai, commemorating 10years of NGC in the country. Grouped under10 themes, the publication showcases diverseactions by the young green corps. The aim ofthis publication is to broaden the outlook ofstudents and teachers and inspire them toplan actions that promote sustainablepractices.
1.2 The Paryavaran Mitra Programme
Paryavaran Mitra - A Sustainability andClimate Change Education Project aimed atcreating 20 million Friends of theEnvironment in schools across India whowould undertake action towardssustainability and climate change, waslaunched in May 2010. The project aims toguide, facilitate and capacity build students
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through curriculum-linked activities and co-curricular action projects to take positiveenvironmental action at the individual,community, national and global level.The project seeks to reach students in classesfrom standards 6–9 (age group 11-15). Thefirst phase of the programme is for a periodof three years from 2010-2013.
he project will build on the first phase ofKaun Banega Bharat ka ParyavaranAmbassador campaign and progressivelybuild up to 200000 schools and two croreschool students supported by a network ofNGOs over the three years 2010/11, 11/12and 12/13.
Paryavaran Mitra students will be fromschools in every state and every district ofIndia. It is envisaged that the programmewill be built on a variety of networks andpartnerships. The goal is to create ParyavaranMitras in all schools in India. A ParyavaranMitra student will demonstrateenvironmental leadership qualities throughpositive change in behaviour and action atthe individual, school, family and communitylevels. Thus every Paryavaran Mitra studentbecomes a change agent for sustainability.
Specifically, the students will:
• Become aware, sensitized, and be helpedto understand the underlying science,social and economic issues, as well asthe ethical issues relating to sustainabilityand Climate Change;
• Acquire information and knowledgeabout national and international issuesregarding sustainability and ClimateChange, and understand these betterwith reference to their own context;
• Build skills through hands-on experienceand projects about their immediateenvironment - their school,neighbourhood, village or city;
• Be motivated and capacity-built tobecome agents of change throughinvolvement in action projects related tosustainability and Climate Change;
• Imbibe values that are consistent with asustainable way of life.
Paryavaran Mitra is the Centre’s flagshipESD school programme bringing together 25years of experience of working with schoolsystems. The programme synergizes severalnational level initiatives like the NationalGreen Corps, Sarva Shiksha Abhiyaan andNational Environment Awareness Campaign,and builds on partnerships at the nationaland international level. The programme waslaunched at Ahmedabad on July 24 by Dr.APJ Abdul Kalam as the ParyavaranAmbassador chosen through a nationwidecampaign Kaun Banega Bharat KaParyavaran Ambassador.
This is a joint initiative of the CEE with theMinistry of Environment and Forests,Government of India and ArcelorMittal.Other collaborating partners include theUNEP, UNESCO, Earth Charter International,Science Express, Indian Society for RemoteSensing, SGP, Earth Day Network and others.The programme works with more than 40agencies at the state level.
To reach the target number of schools, thedifferent strategies developed include:
• National Green Corps network of schools
• NGO partnership under which NGOstake the onus for a specific number of
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schools - anywhere from 30 to100 schoolsper district - to enroll, monitor and reportthe activities. Sixty eight NGOs haveagreed and 32 have signed MoUs.
• Letter of support from EducationDepartments which has been achievedin states like West Bengal, Uttarakhand,Jammu & Kashmir, Himachal Pradesh,Maharashtra, Andhra Pradesh,Chhattisgarh, Bihar, Assam andKarnataka.
• Partnership with Sarva Shiksha Abhiyanwhich has been achieved in HimachalPradesh and Assam, and is beingexplored in Meghalaya
• SCERT support finalised in HimachalPradesh and MoU under process in UttarPradesh
• Other agencies with which partnershipshave been forged include TribalResearch and Training Institute, WestBengal Council of Vocational Educationand Training, Navodaya VidyalayaSamiti, UNESCO Club, DPS Society inDelhi and similar organisations
About 101242 schools have enrolled in theprogramme so far and 4039 schools havecarried out Paryavaran Mitra activities in thefive themes. About 12941 teachers, 674 mastertrainers, 120 NGOs, and 162063 children andcommunity members have been oriented sofar across the country.
The first set of material comprising Explore,Discover, Think, Act - a menu of 51 actionideas on the themes - went out to 67351schools in English along with the ParyavaranMitra Themes poster and the ParyavaranAmbassador Dr A.P.J Abdul Kalam’s
Environmental Oath Poster. The material wastranslated in 12 languages, viz., Telugu,Kannada, Malayalam, Tamil, Assamese,Hindi, Punjabi, Marathi, Gujarati, Urdu,Oriya and Bengali, and trans-adapted in fourstates (Bihar, Chhattisgarh, Rajasthan,Madhya Pradesh).
National, state and local level events havehelped to garner interest in the programme,to celebrate and recognize the milestones ofthe programme and recognize schools fordoing exemplar activities in the five themes.Three National and six Regional and variousstate and district level events have been held.The national events include the nationallaunch, the Earth Day Network Campaignand the World Environment Day celebrationsacross the country. Regional and state wiseevents mostly comprised of the regional/statelaunch and events like the Prakriti Mela inAjmer and Kankaria Carnival inAhmedabad. District level events includecelebrating environmental days in theschools.
Paryavaran Mitra’s presence on onlineplatforms like the website, Facebook,YouTube and the listserv have helped tocreate interest about the programme and theresponse has been overwhelming. Thewebsite has 10470 visits ever since itsinception in August 2010, and 62.48% ofthose visits have been new visitors. TheFacebook profile has 8000+ people followingit and the listserv has more than 3400 emailids of people who get weekly updates on theprogramme. A seven minute short film wasproduced about the programme anduploaded on YouTube and is being used inorientations and events across the country,dubbed in the respective languages.
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To guide the process, a National SteeringCommittee with Shri Jairam Ramesh,Minister of State (I/C) has been constituted.The committee has representatives from theMoEF, MHRD, Planning Commission, SchoolNetworks, School Boards, ArcelorMittalIndia, teacher trainers, curriculumdevelopers, leading NGOs, UNESCO andUNICEF as members. The first meeting wasorganized on March 9, 2011.
In second year of the implementation, theprogramme will reach the target of two lakhschools. An initiative this year is to reach outto tribal schools in the tribal areas of MadhyaPradesh and Jharkhand in association withthe SGP GEF NGOs.
Research and evaluation is an area thatwould be strengthened as part of thisprogramme. Indicators for the same are beingcrystallized and would involve bothquantitative and qualitative methods to bringout the achievements and learnings of theproject in terms of numbers and subjectiveperceptions, including the diversity ofexperiences, views and opinions of theprogramme’s audience and theimplementers.
A Teacher’s Handbook is being developedand will be disseminated to all the schools.The publication focuses on the whole schooland is based on the relevant curriculum.
Updates on the programme can be had atwww.paryavaranmitra.in
1.2.1 Paryavaran Mitra in CEEHimalaya
Paryavaran Mitra, the national programmeon sustainability and climate changeeducation is being implemented in the
Himalayan states of Jammu & Kashmir,Himachal Pradesh and Uttarakhand by CEEHimalaya. The programme was shared withState NGC Nodal and Resource agencies,Education Departments, SSA, SCERTs,DIETs, CEE’s partner NGOs and otherinstitutions in all the three states. A commonstrategy of covering 250 NGC schools and 25non-NGC schools in partnership with NGOswas adopted for all the states.
Jammu & Kashmir: The state of Jammu &Kashmir has 22 districts falling in threeadministrative regions – Jammu, Kashmirand Ladakh. There is a total of 14938government middle, high and highersecondary schools in the state of which 5486are NGC schools. On January 22, 2011, astate level launch of the programme washeld at Jammu, with the Minister ofEducation, J&K as the Chief Guest; he pledgedfull support to the programme in the state.Letters of support have been provided by theCommissioner/Secretary, and the twoDirectors of Education, Jammu and Kashmirfor state and district level support. Nodal andResource agencies are also providing fullsupport for covering NGC schools. WWF India(J&K Chapter), Centre for EnvironmentEducation and Training (CEET) and ArjunYouth Club are three NGO partners forJammu province. The NGO partner teamswere oriented and introduced to theconcerned authorities. A total of 2065 schoolsincluding 1900 NGC and 165 non-NGCschools have been enrolled in 10 districtsfalling in the Jammu region. The programmekit has been distributed to around 900schools. CEE Himalaya team approachedaround 25 schools each in Baramulla,
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Bandipora, Srinagar, Ganderbal andKupwara districts and distributed the kits.Around hundred twenty teachers andresource persons were oriented on theimplementation of Paryavarn Mitraprogramme through two trainingprogrammes.
The Paryavarn Mitra kit was translated intoUrdu for use in the schools in Kashmir Valley.
Himachal Pradesh: There are 5682 middle,high and higher secondary schools in 12districts in Himachal Pradesh of which 1904are registered as NGC schools. The StateEducation Department and NGC Nodal andResource Agencies were contacted forsupport and letters of support have beenreceived from the Department of Education.Sarva Shiksha Abhyan in HP is also taking akeen interest in the programme and helpingin the dissemination of the Paryavaran Mitrakit. NGO partners have been identified forprogramme implementation.
Uttarakhand: There are total 7165 Schools inthe state with 1950 of them being NGCschools. The Paryavaran Mitra programmewas shared with the State EducationDepartment, Sabhi Ke Liye Shksha Parishad,and NGC Nodal and Resource Agencies.SSA’s jurisdiction is limited to standards 1-8whereas, Rashtriya Madhyamic ShikshaAbhiyan (RAMSA) controls High Schools andIntermediate Colleges. RAMSA has a cell tocoordinate environment related programmeslike U-Probe, GLOBE and Sparsh Ganga.NGO partners were also identified forprogramme implementation.
CEE also approached G B Pant Institute ofHimalayan Environment and Development,Kosi, Almora for support which has been
promised by the institute centrally as well asthrough its regional cells at Srinagar, Garhwal(Uttarakhand), Kullu (HP), Gangtok (Sikkim)and Itanagar (Arunachal Pradesh). Theinstitute is also working with selected schools.
1.2.2 Paryavaran Mitra in CEE East
West Bengal: WaRM group at CEE Kolkata isfacilitating the Paryavaran Mitra programmeacross the state. An alternative strategy hadbeen worked out to reach all the secondaryschool of West Bengal through the educationdepartment. In West Bengal, ParyavaranMitra would be implemented in partnershipwith the Directorate of School Education,where the respective District Inspector, SSAand DIET Centres would facilitate ontainingmaximum reach for the programme in theschools. An orientation programme ofteachers would be conducted where on thespot registration and distribution of IECmaterials would be carried out. The partnerNGOs who would be helping in the processand monitoring the schools are RaniLokamata Rashmoni Mission, PUPA, Schoolof Fundamental Research, Dishari Sankolpoand Bigyan Chetana Forum and TeachersCentre. The programme aims to cover 9013secondary schools across the state in nexttwo years. The training and sensitization forthe schools are provided directly by CEEKolkata. In the reporting year, many forumsand platforms have been utilized topropagate the programme objective andstrategy to various schools, teachers and otherstakeholders. All the education materials ofthe programme are trans-adapted, reviewedand printed in Bangla for dissemination.Almost 143 teachers, 365 students and 25others have been trained in the reportingperiod. About 1465 sets of educational
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material in Bangla have been distributed asof date.
1.2.3 Paryavaran Mitra in CEE Central
Launch of Paryavaran Mitra in CentralRegion: Paryavaran Ambassador Dr. APJAbdul Kalam released the Environment Oathin Braille and inaugurated an evolvingexhibition on the biodiversity of the Sahyadris,in Pune, at the launch of Paryavaran Mitrafor the central region in December 2010.Students, teachers and NGOs fromChhattisgarh, MP, Maharashtra and Goaparticipated in the event. Dr DC Deshmukh,Director Education (Secondary and HigherSecondary), Government of Maharashtra andDr AK Jha, Commissioner, Tribal Researchand Training Institute, were also presentand committed to support Paryavaran Mitrain Maharashtra.
Maharashtra: CEE Urban conducted ESDsessions in the schools in Pune and facilitatedschool projects on the given environmentalthemes of Paryavaran Mitra programme –water, traffic and transportation, and others.The Shamrao Kalmadi High School, Puneconducted a survey to study the water supplyfacility in different areas of Pune incollaboration with the Globala School,Stockholm, Sweden. CEE helps them indesigning the project and guiding thestudents in conducting it.
1.2.4 Paryavaran Mitra in CEE South
Kerala: The Paryavaran Mitra - a sustainabilityand climate change education programme,to cover two lakh schools across India, wasinitiated in Kerala covering 14 districts.Around 250 schools are targeted per districtin the first phase. All the schools belong to
the National Green Corps (NGC). The KeralaState Council for Science Technology andEnvironment (KSCSTE) is the partner forimplementing the programme. A meeting ofNGC coordinators was held at CEE Kannurduring which issues with implementing theprogramme were discussed. Since theacademic year was nearing completion, itwas felt that the distribution of materials andorientation of school teachers could beundertaken in the coming academic year.Around 3500 schools have been targeted andmaterials sent to the district NGCcoordinators. In March 2011, school teachers,students and NGC coordinators fromdifferent districts in Kerala and arepresentative from the NGC Nodal agency,attended the Paryavaran Mitra regional eventheld at Bangalore.
Andhra Pradesh: CEE AP has implementedthe Paryavaran Mitra programme with theobjective of orienting all Government UpperPrimary Schools (UPS) and Zilla ParishadHigh Schools (ZPHS) to the theme ofenvironmental sustainability and climatechange and to initiate school level actionstowards Sustainability and Climate Changeduring 2010-2013.
During the year 2010-11, a state levelcompetition was announced with supportfrom the Department of Education,Government of Andhra Pradesh in 24000Government UPS and ZPHSs. Theinformation materials (wall poster withinformation about the competition,registration and reporting formats, guidelinesfor conducting activities on the five selectedthemes) were disseminated to the 24000schools through the District EducationOfficers (DEOs), Department of Education.
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About 1000 schools have registered with CEEand 650 schools have sent their reports. Basedon the activities undertaken, 22 schools wereawarded certificates and Rs. 10,000 in cash toconduct projects related to activities tomitigate climate impact or overall sustainabledevelopment of school campuses.
Karnataka: CEE partnered with the stateEducation department for implementingParyavaran Mitra activities. The programmematerial has been translated and printed inthe Kannada language. CEE Karnataka alsoparticipated in the material developmentworkshop organized by the Paryavaran MitraSecretariat. The programme wasimplemented through Block ResourceCentres (BRCs) spread across Karnataka asthis was identified as the point ofimplementation. There are 202 BRCs inKarnataka organized under 33 educationaldistricts. The programme aimed to orient atleast one block resource coordinator or personin each educational block. As of now theprogramme has reached 202 blocks acrossthe state covering 6060 schools.
Initially the programme has been introducedto all the BRCs through orientationprogrammes organized at the educationaldivision level. Each block has then beenassigned to carry out the teacher trainingprogramme at the block level. A Lead BRChas also been identified in each educationaldistrict to monitor and to bring innovations inthe programme implementation. The BRCswill now train teachers who will ultimatelyreach out to the students at the school level.Each Block Resource Centre has beenassigned to enroll 30 schools to be coveredunder the programme this academic year.
CEE will provide each BRC with programmesupport in terms of preparing a budget forteacher orientation, monitoring the Lead BRCactivities and providing educational materialsfor carrying out the programme.
Schedule of Orientation Programmescarried out for Paryavaran Mitra
Educational Date ParticipantsDivision
Gulbarga January 8, 2011 BlockResourceCoordinators
Dharwad January 16, 2011
Bengaluru March 25, 2011
Mysore March 26, 2011
Southern March 30, 2011 Teachers &Regional StudentsEvent from states
in SouthIndia
Regional Event at Bengaluru: The southernregional event was organized at Bengaluruon March 30, 2011 at Sir Puttanna ChettyTown Hall. School teachers and studentsrepresenting the districts in all the states ofSouth India, viz. Andhra Pradesh, Karnataka,Kerala, Tamil Nadu and Pondicherry,participated in the event. Organisations likethe Karnataka Renewable Energy ResourcesAgency, Karnataka State Pollution ControlBoard, and NGOs such as Green Foundation(GF) and Agriculture Man Ecology (AME),Bengaluru, put up stalls in the venue onvarious themes, like biodiversity and climatechange, renewable energy and other
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environmental and development relatedissues. Dignitaries who attended the eventincluded Dr. Ravindranath N H, ClimateChange Scientist, CST, Bengaluru; ShriNarasimha Hegde; and Mr Ritesh Sinha,ArcelorMittal India. CEE Karnataka wasrepresented by Mr Ishwa Poojar.
Tamil Nadu: In Tamil Nadu, ParyavaranMitra, the climate change and sustainabilityeducation programme is being implementedin over 9000 schools. As part of this year’sactivity, competition was used as a strategy toencourage participation and to garner support.CEE Tamil Nadu developed the Tamillanguage version of the educational bookletand also designed a special poster for thestate to spread the message of the competitionin the schools. As a part of this, two workshops,one each for the National Green Corps DistrictCoordinators and one for the State DistrictEco-Club Coordinators of the Tamil NaduEducation Boards were conducted for theteachers and teacher trainers in Chennai.
1.3 Ganges River Dolphin -Conservation EducationProgramme
CEE, with the support of the Ministry ofEnvironment and Forests (MoEF), has initiateda two year conservation education programmeon Ganges river dolphin. Ganges riverdolphin (Platanista gangetica gangetica) islisted as a Schedule-1 species in the WildlifeProtection Act 1972 and recognized as“Endangered” by IUCN. In order to focuspublic attention on the conservation ofGanges river dolphin, Shri Jairam Ramesh,Minister for Environment and Forests, hasdeclared the Ganges river dolphin as aNational Aquatic Animal on October 5, 2009.
CEE North, since its inception, has beenworking on the species as part of its riverconservation initiatives. Having now beendeclared as a national aquatic animal, theCEE team felt that there should be a strongemphasis in the way we present this shy andendangered species to school children andother stakeholders, and more importantly, toour nation. CEE, with support from theNational River Conservation Directorate ofMoEF, initiated the project titled Ganges riverdolphin – Conservation EducationProgramme in July 2010. The programme isbeing implemented in the major riversideareas where these dolphins are found, viz. inthe Ganges and Brahmaputra river systemsof northern, eastern and northeastern India.
The project activities were initiated with thesetting up of the project secretariat inLucknow at CEE’s Northern Regional Office.Activities related to the project in variousstates will be taken up by the respectiveregional or state offices – activities in thenorth eastern region are being coordinatedby CEE’s North Eastern Regional Office whilethose in the eastern region are being handledby CEE Kolkata State Office. A core grouphas been formed at CEE to develop the projectstrategy and implementation.
The first year of the project was mainlyfocused on the identification of projectlocations, development of IEC material,identification of partner agencies in eachproject location and selection of schools.
1.3.1 Research and Documentation
Research papers, study reports, books, newsarticles and other publications on Gangesriver dolphin were referred and collected.These referencing was done to find out the
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studies done on Ganges river dolphin invarious locations of the north, east and northeast region and also to know the key peopleor scientist working on the species. Thesereferences helped to identify the projectlocations, current status of the species, recentresearch work, and institutions in Indiaworking on the species, etc. Based on this acore group of experts was formed in eachregion who agreed to provide technical inputsin the IEC material and implementation ofthe programme.
1.3.2 Identification of Project Cluster
A total of 20 locations were identified in fourstates (Assam, Bihar, Uttar Pradesh and WestBengal). Out of the 20 project areas, sevenlocations are in Uttar Pradesh, six in Bihar,five in the North East and two in West Bengal.In each project cluster, 25 schools will beselected for the dolphin conservationeducation awareness activities. Theidentification of the project cluster was basedon the status of Ganges river dolphins, thestatus of the habitat in that region and thescope for conservation activities.
1.3.3 Identification of Partner Agencies
The programme will be implemented in eachproject location through a partner agency, forwhich local NGOs in each location wereidentified through several sources includingCEE’s earlier experience of working withNGOs in those areas. Identification of NGOswas based on criteria like their experience inthe field of environment, wildlifeconservation and also working with schoolsin their area. Based on the identified list, CEEteam visited the project locations and heldmeetings with such NGOs to understandtheir experience, capability and interest.
1.3.4 Identification of Schools
The CEE teams visited schools in the projectareas to assess their interest in the Gangesriver dolphin and its conservation. Suchschool visits were conducted in four districtsof Uttar Pradesh (Bahraich, Allahabad,Bulandshahr and Etawah) and five districtsof Bihar (Patna, Bhagalpur, Bhojpur,Gopalganj and Saharsa) for this programme.In the North Eastern region, schools ofGoalpara and Guwahati were visited. Theschools thus visited were from the NGC eco-club network Two types of schools are beinggiven priority - (i) schools located around thedolphin habitat, and (ii) schools where thestudents come from dolphin areas.
During the visit, the CEE team met eco-clubteachers in charge to understand the type ofactivities being conducted by their eco-clubs,and whether any of their activities haveinvolved the Ganges river dolphin and itshabitat conservation. The overall responsefrom schools to the project idea was quitepositive and they expressed their keennessto join the programme. Based on thesepreliminary interactions, uidelines will beprovided to the partner agencies regardingthe selection of schools for the clusterformation in each project location.
1.3.5 Meeting with Experts and KeyStakeholders
Officials from departments like Forests,Education and Pollution Control Board playa crucial role in district level educationawareness activities. Before visiting schools,CEE wrote to the respective District Inspectorof Schools (DIOS) provide us suggestions onwhich schools would have the potential to beroped in for the programme. The DIOS, on
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CEE’s request, also issued a letter to schoolsdirecting them to provide information andcooperate. Similarly at most of the locations,the Divisional Forest Officer (DFO) wascontacted to get information on the status ofthe dolphin sighting in the area, any casereported, any conflict, programmesconducted for schools or the community andothers. A meeting was also held with theChief Wildlife Warden, Uttar Pradesh, inwhich the CEE team briefed him on theprogramme. In order to know the currentstatus of the Ganges river dolphin andongoing research work, several rounds ofmeetings were held with professors andscientists working on this species across India.
1.3.6 Development of IEC Materials
It was decided, after extensive discussions,to develop the Information, Education andCommunication (IEC) material for theprogramme in four categories
• Material for various stakeholders
• Material for classroom display
• Training support material for NGOs
• Teachers booklet for carrying outeducational activities
A project brochure was developed in Hindi,English, Bengali and Assames to provideinformation about the Ganges river dolphinand the conservation education programmeto different stakeholders in each location. Abilingual poster (Hindi and English) on theGanges river dolphin has also beendeveloped and is being trans-adapted intoBengali and Assamese. A poster on thespecies with sketches developed by the artistsof CEE, and content derived from technical
inputs, photos and references from experts,has been developed for mass awareness andinterest creation. A film in English on theGanges river dolphin developed by a dolphinexpert has been identified for converting toHindi, which will be useful for teachertraining programmes. A NGO module isbeing developed for providing guidelines topartner agencies in conducting activities ineach project location. A booklet on the dolphinis being developed for teachers to help themcarry out classroom and extracurricularactivities that are focused on understandingthe species, its habitat, threats and ways tohelp conserve it.
1.3.7 Review Workshop
A two day review workshop was organizedby CEE in March 2011 at Narora AtomicPower Station, Narora, Bulandshahr, UttarPradesh, with the objective of gettingcomments and suggestions from experts onthe draft of the teachers’ manual and otherIEC materials developed by CEE for theprogramme. In all, 29 participants attendedthe workshop including officials from theforest and education departments, pollutioncontrol board and professors from differentuniversities in India. The workshop alsoprovided an opportunity to visit the WWFNarora Dolphin Monitoring site to seefirsthand, the work being done by them inthis area.
Based on the inputs received from the expertsand participants, the CEE team is finalizingthe teachers’ material for the programme.With the IEC material developed, CEE plansto take up the school based yearlong activitieson Ganges river dolphin conservationeducation during the next year.
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1.4 Children Forest Programme (CFP)
CEE North was selected as one of theimplementing agency for the Children ForestProgramme (CFP) in Lucknow district of UttarPradesh. In Uttar Pradesh, CFP is beingintroduced in five districts under UttarPradesh Participatory Forest Managementand Poverty Alleviation Project (UP-PFMPAP) of the UP Forest Departmentsupported by Japan International CooerationAgency (JICA). CFP is a five year longprogramme to develop green campuses andto introduce environmental education inschools with the active participation ofstudents, teachers and community members.
CFP was originally initiated in 1991 by aninternational NGO from Japan known asOISCA. The programme had reached out to27 developing countries, and its India officeimplemented the programme in various partsof the country. As part of the JICA fundedcomponent under UP-PFMPAP, CFP wasinitiated in five districts of UP.
CEE is the implementing agency for the CFPprogramme in 100 schools in Lucknowdistrict where the focus is on on creatingmini forests in schools by promoting treeplantation, making schools green, and alsoproviding an opportunity to students to learnabout forest ecology and its importance. Theprogramme also addresses several aspectslinked to ecosystem services, like climatechange concerns, consumption and lifestyle,and others. This is achieved by encouragingstudents to plant and conserve trees withdiffering purposed like creating a resourcebase, carbon sink and nutritional andeconomic resource.
Initially CFP did not have a programme logoof its own; CEE North initiated and got a logodesigned with the help of the Children MediaUnit team. This logo was appreciated andadopted by UP-PFMPAP and is now beingused by all the implementing agencies. TheCEE North team also visited CEE’s similarproject sites in Andhra Pradesh and Gujarat,with the objective of interacting with schoolsthat have greening campus experiences.
1.4.1 Selection of Schools
The programme began in September 2010with the identification and selection of thefirst batch of schools. For the selectionprocess, the CEE team met the DistrictInspector of Schools (DIOS), Basic ShikshaAdhikari (BSA), District Science Club (DSC)Lucknow and the CFP Nodal Officer, toidentify zones and prospective schools withinterest in the project and space to provide.The CEE team then visited schools fromvarious zones and met the respectivePrincipal and/or school manager. Aftervisiting about 71 school, 42 were shortlistedto comprise the first batch. This list wassubmitted to the CFP Nodal officer for furtherverification and inputs.
1.4.2 Enrollment and Orientation ofSchools
The selected schools were enrolled withdetails of the school profile and name of theteacher in charge for the programme, whichprocess also gathered details of the areaavailable for plantation, their preferredsaplings for plantation and facilities forirrigation. The CEE team then conductedorientation sessions in the schools to briefstudents about the programme, and focusing
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on why mini forests in their campus andtheir role in the programme. The orientationalso ensured that students understood theirenvironment, the importance of trees in theirlives and individual steps that could be takento conserve these natural resources.
1.4.3 Nature Tours
As part of the programme, schools wereinvited for a nature tour programme in whichmore than 500 students along with 50 teachersfrom 10 Schools participated i. The tour wasorganized in the Kukrail Forest Reservewhich also has a breeding centre forcrocodiles and other freshwater species. Theobjective of these nature tours was to providea unique experiential learning opportunityto the students of the CFP Action Team wherethey were exposed to the splendid variety ofnature and its through activities, educationalgames and a nature trail. The participatingstudents were also encouraged to completeshort assignments that would put theirexperiences on paper.
1.4.4 Plantation
CEE North compiled a list of indigenous treesof the region with varied properties such asmedicinal, ornamental, fruits and others,based on which the team began pilotplantation in schools. The first plantationceremony was conducted in the governmentschool Purva Madhyamik Vidhyalya, GulamHussainpurva, Gomtinagar on October 2,2010 as part of Gandhi Jayanti observances.The ceremony included educationalactivities, plantation of saplings, a discussionon ways to take care of these plants andadoption of the saplings by the students.
CEE is planning the next round of activitiesfor the programme and has begun theselection process for the second batch ofschools. A teachers’ training module andenvironment awareness material is also beingdeveloped by CEE for the CFP schools.
1.5 Programme on ScienceAwareness and BiodiversityConservation in Schools inLucknow
CEE North facilitated interactive sessions onbiodiversity conservation in the NGC schoolsof Lucknow by joining hands with the DistrictScience Club who organized a series ofprogrammes in the district, as as part of theInternational Year of Biodiversitycelebrations. The programme was held inthree schools of Lucknow district betweenSeptember 22 and October 7, 2010, where 17NGC schools participated bringing in around550 students and 50 teachers.
CEE’s interactive sessions for studentsfocused on the importance of biodiversityand steps they can take to conserve thebiodiversity in and around their school.Students and teachers were also briefed aboutParyavaran Mitra programme and how theschools can actively become a part of thisinitiative. All the schools showed keeninterest in joining the programme.
1.6 Saving every drop of water
CEE North joined hands with District ScienceClub (DSC) - which is run by the Council ofScience and Technology, Uttar Pradesh underthe guidance of DST - to organizeenvironmental education programmes in therural schools of Lucknow in January 2011.
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The programme focused on creatingawareness in children about water and itsconservation practices. Various expertsconducted sessions during the programme.CEE partnered in three programmes andfacilitated an open quiz for the group on thetheme and conducted an interactive session.Along with this, the schools were alsointroduced to the Paryavaran Mitraprogramme. Each programme had about 300to 350 students from three to four schoolsparticipating, besides representation fromcommunity members.
1.7 Environmental Education inSchools of Andhra Pradesh
1.7.1 Student Amateurs in School YardAgriculture (SASYA)
CEE Andhra Pradesh (AP) State Office, withsupport from UNICEF, Hyderabad, hasimplemented the SASYA project in 300schools spread over 21 mandals in Medakdistrict. The objective was to develop biointensive gardens (vegetable) in the selectedschools with support from the community.The project was implemented up toDecember 2010. The following tasks wereaccomplished during the period.
• District level training programme fortraining the master teachers - one fromeach mandal - and field coordinatorsfrom selected NGOs
• Supervising mandal level trainingprogrammes in 21 mandals which wereorganised by the master trainers andfield coordinators from selected NGOs
Distribution of kits with seed, samples oforganic fertilizers and pesticides andtechnical manual to the schools
Initiating gardens with the help of NGOcoordinators and the community in 300schools
Monitoring the garden maintenance,harvest of produce and utilization of thesame for midday meals for the studentsin the school
1.7.2 Student Amateurs in SchoolYard Agriculture (SASYA) InWarangal
CEE AP State Office has the SASYA projectin 17 schools of Warangal district spreadover eight mandals, with support fromUNICEF Warangal. The main objectives ofthis project were:
• To improve the quality of the schoolenvironment through development of biointensive gardens
• To provide an opportunity to students to‘learn by doing’
• To improve nutrition standards byproviding organically grown vegetablesfor mid day meals
The activities undertaken as part of theSASYA programme were:
• Orienting teachers to the concept andtechnical details of initiating bio intensivegardens in schools
• Facilitating initiation of vegetablegardens in the school by providingrequired technical and material support
• Monitoring support
The training programme was organizedduring September 2010 for selected teachersand Mandal Coordinators who are the
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facilitators of the programme. A manual forthe teachers and a poster for the studentswere developed and distributed.Subsequently, gardens were initiated in allthe 17 schools. The produce utilization startedfrom the month of October.
1.7.3 Herbal Gardens in Schools ofAndhra Pradesh
CEE AP is implementing the project‘Development of Herbal garden in EESAPschools’ with the support of NationalMedicinal Plants Board (NMPB) and AndhraPradesh Medicinal & Aromatic Plants Board(APMAB). CEE is working with 101 schoolsspread over 10 districts in partnership with13 NGOs. The objectives of the project are:
• To sensitize the students to theimportance of medicinal plants in dailylife
• To develop skills in students to developand maintain herbal gardens
• To involve the community in herbalgarden development in schools in orderto make this process a learning andsharing experience
During the year 2010-11, re-plantation wasundertaken in 12 schools in three districts.
1.7.4 Developing and PropagatingAmla Plantations in Schools
CEE AP is implementing the project‘Developing and Propagating AmlaPlantations in Schools’ with support fromAPMAB (Andhra Pradesh Medicinal andAromatic Plants Board) Hyderabad in 80schools in 13 districts (Kurnool, Kadapa,Chittoor, Guntur, Vishakapatnam,Vizianagaram, Srikakulam, Medak,
Mahabubnagar, Nalgonda, Prakasham,Nellore, Hyderabad) with support frompartner NGOs.
The main objectives of this project are:
• To sensitize the students to theimportance of Amla in daily life
• To sensitize the community memberswith the support of students and partnerNGOs about the importance of Amla
• To motivate/facilitate the community totake up Amla plantations on farm lands,bunds, backyards and other places
During the year 2010-11, Amla plantationswere initiated in all 30 schools at the rate of50 saplings per school. A monitoring visit tothese schools was also undertaken to checkthe survival rate. Community meetings wereorganized with the support of the NGO topromote Amla plantation in open lands andon filed bunds. CEE has completed one roundof monitoring visits to all the schools.
1.7.5 Awareness Programme on ClayGanesh Idols as part of VinayakaChathurthi
With the help of Andhra Pradesh PollutionControl Board, CEE AP has conductedAwareness Programmes for school childrenin 30 schools - 20 in Hyderabad and 10 inMedak district. The programmes wereconducted on the eve of Vinayaka Chathurthiand included activities to make the studentsunderstand the environmental benefits ofclay idols and the harmful effects of plasterof Paris.
With the support of Hyderabad MetropolitanDevelopment Authority (HMDA), CEE also
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distributed clay idols through two outlets inselected locations of Hyderabad at nominalprices, to encourage the use of clay idols forimmersion.
1.8 CEE South - Nature EducationProgramme on WildlifeConservation
CEE South, in association Dandeli - AnshiTiger Reserve, conducted a two day teachertraining programme for rural school teacherson nature and wildlife conservation in thefirst week of October 2010. The 18 teacherswho participated were sensitized on issuesrelated to forests, wildlife and conservationof nature and natural resources.
1.9 School Programmes inChhattisgarh
1.9.1 Anandshala
Anandshala literally means ‘school of joy’where the children are provided a congenialenvironment for their overall development.The Anandshala approach to working withschools was developed by CEE’s RuralProgrammes Group in partnership withUNICEF in 2003 and since then has beenused as a model and methodology foreducation in partnership with villagecommunities, state governments, localinstitutions, individuals, teachers andchildren.
The Anandshala approach has been adaptedby CEE Chhattisgarh in its work with 19schools in Arang in peri-urban Raipur, withsupport from WaterAid India and the RajivGandhi Shiksha Mission of Chhattsigarhstate. The project aimed at improving theinfrastructure of the existing schools and the
quality of the teaching-learning process. Theactivities included capacity building efforts,development of school master plans andimplementation of these plans in threeschools on a pilot mode.
Currently, in the second year of the project,Anandshala is being implemented in 19Government schools of Farfaud Cluster,Arang Block of Raipur. The Rajiv GandhiShiksha Mission through its District ProjectOffice, Raipur and CEO Zilla Panchayat, hasagreed to support hardware improvementfor the remaining 16 schools.
Activities in the past year have included:
• Orientation programme for engineerslooking after civil works in Farfaudcluster on the Anandshala approach andtheir role in facilitating implementationof the civil works with the schoolCommittees
• Meeting with the new Block ResourceCentre Coordinator to brief him aboutthe approach and activities
In order to bridge the gap between the schooltextbooks and curriculum on one side andthe external world on the other, a few schoolactivities were carried, which also enabledthe school to connect with the community aswell as enhance learning:
• Greening School Campuses – In July, aplantation drive was undertaken in thethree schools where infrastructure hadalready been improved throughAnandshala project. The plantationincluded selection of trees that provideshade, provide fencing on the schoolboundary and plants for a kitchen gardenincluding vegetables. Teachers and
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students were involved in the plantationdrive. All stakeholders includingstudents and the management wereexhorted to take care of the physicalinfrastructure of the schools. The schoolcommittees were briefed on the operationand maintenance required with the helpof engineers in the Cluster.
• Visit to carpenter – A visit to a carpenterwas organized for students of StandardV as part of the learning for the chapteron Livelihood in their textbook. The visitgave the students an insight into the useof wood, which type of wood is used forwhat purpose, its availability, how theproducts are made, different types ofinstruments used for differentrequirements. Students also got to knowthe difficulties of making a productearlier with the kind of instrumentsavailable earlier and how newinstruments have made the processeasier and faster.
• Directions and Map - The Standard IVtextbook has the topic Directions. Theusual teaching method is to explain theconcept on paper or black board, withmaps of the state or world used for
explanation. In order to provide thestudents of Standard IV a hands-onexperience in understanding directions,they were formed into groups and askedto go around their village, note thelandmarks and important places and thenmap the village as well as the school onpaper. This also ensured they knew theirvillage and school well along withgaining directional knowledge.
1.10 Green Ganesh Festival - PuneThe Red Cell, Times of India organized acampaign in Pune in collaboration with theVilas Javdekar Foundation to promoteenvironmentally friendly practices in theGanesh Festival. CEE Central was requestedto organise educational sessions at ten schoolsfocusing on the issue of waste in the GaneshFestival and promoting the idea of using idolsmade from soil/clay instead of Plaster of Parisand using decoration material made ofbiodegradable material instead of plastic andthermocol. The session in the schoolshighlighted the issue of pollution in riversand other water bodies, generation of wastes.A demonstration was organised where anidol maker showed students how to makeidols from soil/clay.
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22222 Higher Education
2.1 Journal of Education forSustainable Development
The two annual issues, Volume 4, Numbers1 and 2, of the peer-reviewed internationalJournal of Education for SustainableDevelopment appeared right on time duringthe year 2010. The timely publication is oneof the criteria for putting the journal on trackfor becoming an internationally rated one.The second issue of the year was a specialissue to mark ten years of the signing of theEarth Charter, and was launched at the EarthCharter plus 10 conference “EthicalFramework for a Sustainable Future”, heldat CEE Ahmedabad in November 2010.
The user traffic to the journal home page andtable of contents in 2010 through the varioussearch engines was 8000, up from 5400 lastyear. As JESD is also available as an onlinejournal, the number of full text downloadsalso went up between 2009 and 2010, from8248 to 11,867.
2.2 Regional Centres of Expertise(RCEs) on ESD
CEE has been leading the establishment ofRCEs in India for the past five years, and fiveof the six RCEs in India were initiated byCEE. In addition to coordinating the activitiesof the Indian RCEs and representing them atinternational fora, CEE reviewed and helpedimprove some of the applications frompotential RCE candidates, and also organizeda teleconference with the RCE Secretariat atthe United Nations University – Institute ofAdvanced Studies to discuss the challengesfaced by Indian RCEs and strategies toovercome them.
2.2.1 RCE Lucknow
RCE Lucknow, in partnership with eight otherorganizations established a network of RCEson ESD in Lucknow. The key areas identifiedby RCE Lucknow were focused on NaturalResource Management (NRM) in DudhwaNational Park and school education activitiesbased on sustainable health andenvironment protection. The target groupsfor these activities are students, teachers,NGOs, communities, youth and others.
CEE North, as the nodal point for RCELucknow, initiated the ESD activities with itsRCE partners in the region. The activitiesundertaken during the year are as follows:
• School events based on variousenvironment related themes wereorganized in which students and teachersfrom several schools of Lucknowparticipated.
• For NRM in Dudhwa National Park,various activities were undertaken inpartnership with the Forest Department,WWF-India, TRIFED and local NGOs.These activities include trainingprogrammes on sustainable livelihoodoptions and a school programme basedon biodiversity conservation education.
• RCE Lucknow also developed and guidedprojects for post graduate students fromvarious universities on the key themes ofthe RCE.
2.2.1.1 Interns at CEE North
An intern from Gandhinagar joined CEENorth for one and a half months to study theschool programme of CEE North and to
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develop various formats for maintainingschool based database. The intern was alsoselected as the RCE Lucknow representativefor participation in Yuva meet.
2.2.1.2 Yuva meet
Youth representatives of RCE Lucknowparticipated in the 3nd YUVA Meet 2010,organized by TERI (The Energy andResources Institute) in partnership with theMinistry of Youth Affairs and Sports,Government of India and the British Council,in February 2011 at Delhi. YUVA stands for‘Youth Unite for Voluntary Action’ on ClimateChange. Approximately 200 youth from allover the country and various RCEsparticipated in this meet. RCE Lucknow wasrepresented by three participants at this meet.
2.2.1.3 5th International RCE Conference inCuritiba
The Fifth International Conference of RCEswas held in Curitiba, Brazil. The conference,which was held in May 2010, was organizedby RCE Curitiba. This year too, as in the past,the annual conference brought together RCEsfrom various parts of the world in order tostrengthen the RCE global network by sharingexperiences with and learning from eachother, and building relationships,communication and collaborative projects,and to enable the diverse RCE community todevelop common actions for the second halfof the DESD.
There are now 76 RCEs around the world, ofwhich six are in India, the largest number inany country other than Japan. Five of theseRCEs namely, Guwahati, Kodagu, Lucknow,Pune and Bangalore were initiated by CEE,whereas RCE Delhi was initiated by TERI.
From CEE, Dr. Kiran Chhokar, the India focalpoint for RCEs, Ms. Preeti R. Kanaujia (RCELucknow) and Mr. Simanta Kalita (RCEGuwahati) represented the Indian RCEs atthe conference.
During the RCE Conference, the discussionswere organized in both thematic groups andcontinental groups. In the Asia Pacific group,a committee was set up for taking upcontinental and thematic discussions. Mr.Kalita is part of the biodiversity panel andMs. Kanaujia is a school group facilitator. Dr.Chhokar and Ms. Kanaujia facilitated theworld café sessions on the RCEs’ researchand communication needs respectively, andDr. Chhokar also moderated a paneldiscussion with some of the keynotespeakers.
It has now been decided to set up “taskforces” or “working groups” for the respectiveissues that were identified at the conference,where the interested representatives of theRCEs, especially those who were unable toattend the conference, can take over andcontinue the discussions that were alreadyheld at the conference, and further elaborateon concrete action plans and put them intopractice.
2.3 Launch of State of the World2011 Indian Edition
The Indian edition of the State of the World2011 : Innovations that Nourish the Planetwas launched by CEE in Ahmedabad andNew Delhi in February 2011. This was thefirst international launch of the year ofWorldwatch Institute’s flagship annualpublication which is brought out in severallanguages in countries across the world. The
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Indian edition, though in English, carries aforeword by Kartikeya V. Sarabhai, theDirector of CEE, which provides an Indianperspective on the issue of food security.Danielle Nierenberg, Senior Researcher atthe Worldwatch Institute and the co-directorof the project, was in India for the two events.
A panel discussion was organized at eachlocation. Ms Nierneberg presented the mainfindings of the book. She described fourbroad approaches that hold untappedpotential to transform world economies inAfrica, India and all over the world. Theseinclude
(a) Better use of food we already produce;
(b) Large scale government programmes forfeeding children;
(c) As the world rapidly urbanizes, plan formore farmers in cities; and
(d) Recognize that farmers deserve to becompensated for the ecosystem servicesthey provide on farms, that havewidespread benefits.
Some of the arguments of the panellists inthe two cities included: we do not need anymore varieties of seeds to increase yields asthere are already enough around the world,which we need to examine for their potential.The focus should be on soil health and waterconservation, and on agriculturallysustainable practices which will have anenormous impact on productivity, but at thesame time agricultural strategy must changefrom maximising yield to minimising risks.We need to look at whole systems, whichmean looking at the related issue of livelihoodsecurity, which encompasses food securityas an important component, but also includes
issues of financial security, educationsecurity, health security, nutritional securityand others. The panellists also stressed therole of participatory democracy where eachvillage should have the right to decide on itsfood security.
In Ahmedabad, Prof. Sudarashan Iyengar,Vice Chancellor of Gujarat Vidyapithstressed that the major concern was not seedsor the technology but agriculturallysustainable practices. Prof. Hiremath fromDhirubhai Ambani Institute of Informationand Communication Technology expressedconcern about the recent trend of decline inper capita availability of food and itsconsumption. Ms Rita Teotia, PrincipalSecretary Rural Development, Governmentof Gujarat, discussed how National RuralEmployment Guarantee Act (NREGA)schemes should be focused on improvingsoil and soil moisture, and water availability.She also spoke of the efforts being made inGujarat to use GIS, internet and othertechnologies to help improve agriculture andlivelihoods of small farmers.
In Delhi, Dr. Suman Sahai, Chairperson ofthe Gene Campaign, expressed concernabout India’s Food Security Bill and alsoabout the practice of acquiring land in othercountries to produce food, for whichregulations must be drawn up by the UN.Mr. Kartikeya V. Sarabhai, Director, CEE,emphasized the role of participatorydemocracy where each village should havethe right to decide on its food security. Heconcluded by saying that agricultural strategymust change from maximising yield tominimising risks. Mr Farooqui, AdditionalSecretary, Ministry of Environment andForests, said that all the examples from Africa
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presented in the book were very relevant forIndia as well. Speaking on what drivesinnovation, he believed that we need to tapthe inner urge to do things better — theinnate need of people to innovate—andhoped that the 21st century should be thecentury of innovation.
Ahmedabad Book Launch (from left to right)- Ms. Madhavi Joshi, Programme Director,CEE; Professor Hiremath, DAIICT; Ms.Danielle Nierenberg, Senior Researcher,Worldwatch Institute; Ms. Rita Teotia,Principal Secretary Rural Development,Government of Gujarat; Professor SudarshanIyengar, Vice Chancellor, Gujarat Vidyapith;Mr. Kartikeya V. Sarabhai, Director, CEE
2.4 Earth Charter Plus Ten(EC+10) InternationalConference, Ahmedabad
2.4.1 Higher Education Working Groupat EC+10
CEE Karnataka coordinated the HigherEducation Working Group under the EC+10Conference, playing a vital role in invitinginternational and national participants forthe programme. The Higher EducationGroup drew attention from many of theparticipants during the conference. Collegestudents, educators, researchers, scientists,development practitioners (NGOs/CBOs),government officials and universityprofessors from all over the globe took partin this working group. The daily reports andthe final report of the programme have beenbeen submitted to the EC+10 Secretariat.
2.4.2 Workshop on Religion,Spirituality and Ethics at EC+10
As the organizer, CEE was responsible forthe workshop on Earth Charter and Religion,Spirituality and Ethics. The workshopfocused on the work and activities of theEarth Charter Task Force which is bringingthe Earth Charter into inter-religious andintercultural dialogues and is mobilizingreligious and spiritual communities in thequest for sustainable development. It broughttogether the Task Force’s leadership teamincluding its two co-chairs; representativesof religious and spiritual communities fromacross the world who are working with theEarth Charter in their local contexts, as wellas conference participants who wereinterested in the Earth Charter Initiative’sengagement with religious, spiritual andethical traditions and institutions. SeveralEarth Charter Commissioners andCouncillors attending the conference alsofrequented the workshop meetings.
The workshop pursued three mainobjectives:
• To review the achievements of the TaskForce
• To collect case studies of how religious,spiritual and ethical organizations areperceiving and using the Earth Charter
• To develop a set of recommendations forthe second decade of the Earth CharterInitiative
In its final session, the group discussed theway forward and agreed on the followingstrategic priorities:
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• Promote interregional, intercultural andintergenerational dialogues using theEarth Charter, particularly emphasizingappreciation of diversity and the onenessand interconnectedness of all.
• Identify and develop existing EarthCharter resources, (e.g., statements andwritings on the Earth Charter andReligion, Spirituality and Ethics; bestcases of how religious and spiritualgroups are using the Earth Charter) aslisting of books, articles and others onthe website.
• Focus on sustainable and mindfulconsumptions and the ethics of climatechange.
• Develop a strong statement by religiousand spiritual leaders - aimed atpreparations for Rio+20 - on theimportance of spirituality and ethics as a
central pillar (the fourth P) for sustainabledevelopment.
• Strengthen the Task Force on Religion,Spirituality and Ethics.
2.5 Planning for Mahatma GandhiInstitute of Education for Peaceand Development
During the period, CEE also contributed tothe conceptualization of the role andcurriculum of the proposed Mahatma GandhiInstitute of Education for Peace andDevelopment, a Category 1 UNESCOinstitution being set up in India by theGovernment of India in New Delhi.
2.6 Other Projects
The Higher Education group edited the reportof the National Mission on Green India.
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33333Education for Youth
We cannot always build the futurefor our youth, but we can build ouryouth for the future.
- Franklin D. Roosevelt
CEE initiated the Education for Youthprogrammes in 1994 to make the youth awareof environmental concerns and promote theirinvolvement in improving the environment,through formal and non-formal programmes.Activities include networking andinformation servicing, capacity building ofyouth, involving youth in documenting casestudies on environment and sustainabledevelopment, developing resource materialsand awareness activities in schools, collegesand communities.
3.1 South Asia Youth EnvironmentNetwork (SAYEN)
The youth environment networks are thekey youth activity under the Tunza strategyin Asia and the Pacific. The networks aim topromote, enhance and support youthparticipation in environmental activities,broaden the participatory process forsustainable development by inclusion ofyouth, and inculcate environmentalawareness among the youth.
The Centre for Environment Education (CEE),in Ahmedabad, India, hosts the Secretariatfor SAYEN, which has membership fromBangladesh, Bhutan, Sri Lanka, Pakistan,India, Maldives, Nepal, Afghanistan andIran. An organization in Bangladesh, Bhutan,Sri Lanka, Pakistan, India, Maldives, Nepal.The number of SAYEN members in eachcountry ranges from 20 to 100 with over 1500youth organizations, individual, national and
international agencies includingGovernment in the region associated withSAYEN. National Focal Points facilitateSAYEN activities in their respectivecountries.
3.1.1 SAYEN in 2010-11
SAYEN completed eight years in July 2010.The first SAYEN five year plan (2003-08)was discussed and developed at the secondSAYEN regional meet held in 2003 in Dhaka,Bangladesh. A number of initiativesidentified under the first five year plan weresuccessfully implemented by SAYEN. Inorder to implement the second five year workplan - 2009-2014 - and to study the success ofthe first five year plan, a review of activitiesbeing undertaken at both National and SouthAsia level was conducted. SAYEN’S six yearplan for 2009-2014 includes:
••••• Strengthening SAYEN/ MembershipDrive
••••• Climate Change Education among SouthAsian Children and Youth
••••• Initiatives on “Disasters and Conflicts”
••••• Natural Resources Management – YouthActions in South Asia
••••• Green Curriculum Initiatives
••••• Advocacy and Governance by Youth topromote Sustainable Development inSouth Asia
3.1.2 International Day of MotherEarth Event in Ahmedabad:April 22, 2010
SAYEN Secretariat at CEE, together withHotel Courtyard Marriott and Earth Day
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Network, organized a series of activities onApril 22, 2010 at the hotel premises from 10am to 1 pm. These included screening of filmHOME produced by Yann Arthus Bertrand,which shows the genius of human beingsand their ability to adapt to their environmentor get the environment adapted to humanlifestyle. The film was followed by a livelydiscussion and a poster making competitionfor the 100 children and youth participants.
3.1.3 Prakriti: Environment EducationBus - Refurbished and Updated
Prakriti: Environment Education Bus, amobile resource centre, is a joint initiative ofCEE and Gujarat Gas Company Limited(GGCL). Prakriti creates awareness amongschool children, youth and the generalcommunity about the emergingenvironmental concerns in their immediateenvironment. Prakr i t i EnvironmentalEducation Bus, which was first developed in2005 by CEE, British Gas (BG) India andGujarat Gas Company Limited (GGCL), wasdonated to CEE in 2010, by the GGCL inaddition to support provided for conductingactivities. Prakriti has a multimedia approachto environmental education and is equippedwith a panel exhibition, interactive models,films and slide shows, games and activitiesand some take away communication materialsuch as posters, wallpapers, and brochures.The bus broadly focuses on five thematicareas, viz. Land, Water, Energy, Biodiversityand Climate Change, in the context of Gujarat.The bus was refurbished and updated withinformation and material during the initialphase of planning for its school visits.Furthermore, it created awareness about theParyavaran Mitra programme, in whichschools are encouraged to take action based
projects on themes similar to the onespromoted by Prakriti.
In 2010, between June and December, theteam conducted 112 visits in more than 86schools and villages in three differentdistricts and reached out to around 16000students, teachers, and other visitors. NatureClub Surat, Gram Vikas Trust and VikasCentre for Development were the localpartners for activities in Surat and Bharuchrespectively.
Districts visited No of visits Total no ofvisitors
Ahmedabad 39 7895
Bharuch 27 1377
Surat 46 6661
Total 112 15923
The team conducted a variety of activitiesalong with displaying and explaining theexhibition panels. These included explainingand demonstrating the science behind thethemes through models, demonstration anddiscussion, conducting quiz around thethemes, involving children in activities andgames and showing films. The team involvedthe students in conducting water and energyaudits and biodiversity surveys on theirschool campuses, to keep them connected aswell as for them to continue action in theirschools. GGCL conducted Traffic Safetydemonstrations and presentations in theschools as a part of their commitment to asafe environment.
In 2011, Prakriti will be starting the visits inJuly and aims to complete 150 visits targeting80 in Surat, 50 in Bharuch and 20 in Dangs.This year too, short projects like water
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auditing, energy auditing and naming treeswithin the school campus, will be conductedand the documented to be followed up later.This will enable students and schoolauthorities to gain awareness about resourcemanagement and thereby motivate them toimplement and encourage actions forconservation of environment.
3.1.4 “We Pledge, You Promise,Climate Change” Campaign, -October 13, 2010
“We Pledge, You Promise, Climate Change”Campaign was undertaken by SAYEN withOxfam India in Hyderabad, Bangalore;Global Citizens for SustainableDevelopment (GCSD), as a SAYEN memberin Bangalore, between October 10-18, 2010.
Oxfam is a rights based organization thatfights poverty and injustice by linkinggrassroots programming (through partnerNGOs) to local, national and global advocacyand policy making. Oxfam India’s vision isto create a more equal, just and sustainableworld. The overarching vision of Oxfam Indiais “right to life with dignity for all”.
Global Citizens for SustainableDevelopment (GCSD) is a registered not-for-profit NGO based in Bangalore, India, whosemission is to engage and empower children,youth, men and women to sustaincommunities, cultures and societies whilepromoting improvement in their social,economic and environmental conditionsthrough the notion of human responsibilities.
The following five activities were conductedas part of the campaign in Bangalore andHyderabad:
• Online orientation to youth about thecampaign and its objectives; concepts ofsustainable consumption and theactivities to be undertaken as part of thiscampaign;
• Signature Campaign by the youthvolunteers conducted in their respectiveinstitutions (five campuses in Hyderabadand Bangalore) and involving othercitizen groups to create awareness aboutClimate Change and its impacts;
• Interaction with citizen groups at majorpublic places such as gardens and lakes(five locations in Hyderabad andBangalore) to create awareness aboutsustainable consumption methods;
• Youth rally with messages focusing onsustainable consumption practices inHyderabad; and
• Plantation drive in pre-identified areasof the city with involvement fromcorporates and the local communities.
Bangalore: This campaign enhanced theongoing programme of GCSD, the ClimateCampus Competition 2010, which had about22 colleges from Bangalore participating inAugust 2010. The first step was to engagethese colleges to spread the message of ‘WePledge, You Promise’, campaign through theirnetworks and encourage youth to sign upwith pledges on Oxfam websites and to joinsocial networking sites such as Facebookand Twitter of both Oxfam India and SAYEN.Messages publicizing this campaign werealso spread through other networks of GCSD.
Amidst many of the colleges having examsor study holidays for students during theClimate Action Week, two esteemed
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institutions in Bangalore, St. Josephs’ Collegeand CMR Institute of Management Studies,let the youth groups run a signature campaignin their campuses. More than 1500 studentsand faculty witnessed this campaign andwrote pledges on the canvasses to contributein whatever small ways they could to make adifference to their planet. Video interviewson the occasion saw very interesting personalcommitment statements, jingles and poemsnarrated by the students to express theirpledges for the planet.
During the week, the Alliance Francaise deBangalore, one of the most popular IndoFrench Cultural Centre, opened its campusfor the campaign, where the aspiringstudents, professionals and governmentofficials learning French contributed theirbit for the planet. Besides the campusparticipants, people who came to attend twoconcerts organized by the Bangalore Schoolof Music and Max Muller Bhavan and hostedby Alliance Francaise, were also excited bythe campaign. As a result, an very inter-generational gathering of more than 500people during these two events committedtheir pledges on video and in the signaturecampaign. The most challenging part of thecampaign was to engage people visiting theSigma Mall in Bangalore during theweekend. Among the thousands visiting theMall and who saw the campaign message onthe hoarding, only a few hundreds signedand gave video interviews committingthemselves to a sustainable lifestyle.
Hyderabad: SAYEN, with support fromOxfam India, carried out plantation activitiesin two engineering colleges of Hyderabad onOctober 13, 2010. Around 700 engineeringstudents from Siddhartha Institute of
Engineering and Technology,Ibrahimpatnam and Shri Indu College ofEngineering, Sheriguda took part in thecampaign and planted 500 saplings in theircollege campuses. The students were givenan orientation to issues related to SustainableLifestyles, Sustainable Development andClimate Change, prior to the plantation. Anactivity to calculate their carbon footprintwas undertaken, after which the studentsplanted the saplings with the awareness thattrees are a major carbon sink.
Students of Years 1, 2 and 3 Engineering,pledged that they would form an eco-cluband take care of all the saplings planted ontheir campuses.
3.1.5 Youth Participation at theInternational Conference“Ethical Framework for aSustainable World”, November1-3, 2010
The International Conference “EthicalFramework for a Sustainable World” washeld at the CEE campus in Ahmedabad inpartnership with the Earth CharterInternational (ECI) and the Ministry ofHuman Resource Development (MHRD),Government of India, on November 1-3, 2010.
The Conference was held to commemorate10 years of the Earth Charter (EC). Thepurpose was to reach a higher level ofawareness and outreach of the EC; clearlyposition the EC initiative as an inspirational,dynamic, global civil society movement; andencourage a positive conceptualization ofthe future by using the EC as a framework toaddress key world challenges, issues andpriorities.
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The Conference brought together over 600participants, including about 300 participantsfrom all over the world. They represented avariety of stakeholders from diverse fieldsincluding environment, school and highereducation, human rights, gender, peace,religion, citizenship, social justice and others,civil society / NGOs, corporates, academics,media, government officials andrepresentatives of UN agencies.
3.1.5.1 Youth at the Conference
A major focus of this conference wasengaging the youth and enabling them toshare their experiences in applying the ECprinciples in their work. SAYEN played animportant role in bringing together youthfrom various regions to participate and sharetheir perspectives during the l conferenceand also in the various workshops. This waspossible through support from the UNEPROAP Asia Pacific office. Ms. Satwant Kaur,Regional Information Officer at UNEP ROAPin Bangkok participated in the pre-conferenceworkshop and the conference.
Based on the learnings from the youthparticipation at the previous internationalconferences including the FourthInternational Conference on EnvironmentEducation (ICEE), it had been decided thatthere would not be a separate workshop foryouth. The SAYEN youth representativeswould be a part of each of the 10 thematicworkshops being organised for theconference and contribute to the proceedings.
SAYEN was represented by 82 youth at theconference. They included students andyoung development professionals fromdifferent backgrounds such as law,commerce, media, environmental planning
and technology, biodiversity, climate changestudies, human resource management, peacestudies, academic research, informationtechnology, arts, science and others. Theyparticipated as workshop rapporteurs,plenary speakers, facilitators, volunteers andinterns.
The youth conveyed their reactions to theproceedings of the conference through the“Youth Corner”, where an exhibition on“Sustainable Lifestyles and Consumption”was set up, which had posters, collages andinformation material on the related issuesdisplayed for the visitors.
All the youth participants at the conferencemade full use of the social networking sitesto voice their opinions about the conferenceand share the proceedings with theircounterparts all over the world. They wereengaged in discussions and deliberations onFacebook, Twitter, blogs and websites of theconference. They were involved in givingout live feeds on the proceedings of each ofthe workshops and the plenary sessions.
3.1.5.2 Pre-Conference Youth Workshop
A pre-conference workshop was organisedby the SAYEN Secretariat on October 31,2010 at CEE towards strategizing the youthparticipation at the conference. This wasattended by all the eighty two participants.
The workshop introduced all the participantsto SAYEN, informed them about the variousactivities of the network whcih they couldundertake as SAYEN associates in their ownregion, information about the conference,role of youth at the conference, detailedinformation about workshops, plenaries andother components of the conference.
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Mr. Steven Rockefeller (Chair, Earth CharterInternational Council) and Mr. Kartikeya V.Sarabhai (Director, CEE) set the tone for thisworkshop through an interactive session onthe Earth Charter and its relevance in theworld today. Mr. Rockefeller also sharedPaul Hawken’s initiative on creation of anopen directory of organisations working inpeace and sustainable development calledWiserEarth. Mr. Sarabhai shared an anecdoteon how the little hill (tekra) brought about asmall revolution in setting up possibly thefirst Act for Street Vendors in Ahmedabad.Ms. Satwant Kaur, Regional InformationOfficer, UNEP Regional Office for Asia andthe Pacific, helped facilitate the workinggroup sessions along with SAYEN mentors,Govind Singh (India) and Utsav Maden(Nepal).
Together, the youth decided that they wouldparticipate actively in the conference as
• Workshop Rapporteurs,
• Plenary speakers,
• Facilitators, and
• Volunteers
The expectations of youth from the thematicworkshops were shared with the workshopcoordinators. Hence the strategy was that allthe youth would take part in the thematicworkshops and meet at the end of the day toshare their experiences and learnings. Thiswould be facilitated by the youth themselvesand the outcomes would be reported to thethematic workshop coordinators. The youthalso divided themselves into groups tointeract with the eminent personalitiesattending the conference and share theirdiscussions with their counterparts all over.
Youth were at the heart of the VirtualConference that took place during theConference. This was organised by the “Heartin Action” Enterprises. During thisconference, the youth interacted with theirpeers associated with EC across the world,alumni volunteers and administrators of theEarth Charter Global Learning Opportunity(e-glo), and other EC members from differentcorners of the world.
Following are some of the views voiced bythe youth at the conference:
• Reduce the gaps between formal andnon-formal education.
• Religious gurus should provide the youngwith a better understanding ofspirituality.
• Language should not be a barrier tocommunication. One must not forget thatall sections of society and all peopleengaged in different occupations andservices need an ethical framework towork towards sustainable development.
• Ethics should come from within.
• The EC can help us capture learningfrom everyday experiences.
3.2 Internships for Youth at CEE
As part of Capacity Building Youth, CEEprovides internship opportunities on projectsand activities related to SustainableDevelopment. The interns are placed withCEE Groups/ Offices in India and areinvolved in ongoing projects. The minimumperiod of internship is 21 working days andmaximum is about a year.
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In 2010, internship opportunities wereprovided to 37 youth including threeinternational students from Germany as anongoing partnership with Kurve-Wustrow,Germany. These interns worked on thrustareas including education for youth, children,sustainable rural livelihoods, experiencingnature, sustainable urban development,biodiversity conservation and initiatives forUN Decade of Education for SustainableDevelopment. They conducted research anddocumentation on various topics includingClimate Change, held awarenessprogrammes like Safe Holi FestivalCampaign, participated in Mother EarthCelebration, World Environment Daycelebration and Earth Charter Plus 10Conference.
The Internship Operation Manual wasupdated taking into account the changingrequirements of the internship programme.International internships have beenincreasing and standard operatingprocedures for these and addressing gaps inthe processes of taking interns wereaddressed in the new version of theInternship Operation Manual.
3.1.6 Safe Holi Festival Campaign,March 14-19, 2010
SAYEN youth, in coordination with theInformation Facilitation Centre of CEE, tookthe initiative to celebrate Holi festival in aneco-friendly manner in Ahmedabad. Theyouth promoted the use of natural colours(made from flowers, vegetables and othernaturally available materials) in schools andother public places like Darpana DanceAcademy, Kankaria Lake, Science City andshopping malls. They made presentations inaround eight schools on the harmful effects
of chemicals used in Holi colours, anddemonstration of making natural colours;they put up stalls at malls in the city and soldnatural colours along with creatingawareness. The Prakriti bus was also takento public places as a part of this awarenesscampaign.
3.1.7 Youth for Clean Air – AnInteractive Online Course andAwareness Programmes
SAYEN, with the support of the MaleDeclaration Secretariat at UNEP and youthpartners, developed the Interactive OnlineCourse on Youth for Clean Air. This coursewas launched by the Principal Secretary,Forests and Environment, Government ofGujarat, India. This course has reached morethat 5000 youth in colleges in the South Asiaregion. SAYEN conducted a one day SouthAsia Youth Workshop in Sri Lanka onAtmospheric Emissions and Role of Youth,to share the course with its members andplan for the awareness activities in eachcountry. The South Asia Youth Workshopconducted alongside the Regional Meet inColombo, with the participation of 20international and 10 participants from SriLanka, developed this plan. Awarenessprogrammes for youth by youth like rallies,street plays and competitions wereconducted in all South Asian countries.
3.1.8 Online Publication on ClimateChange – Resource Material forYouth across South Asia
The UNEP has supported SAYEN to developan online publication on Climate Change.Around 50 youth developed the outline ofthe publication and worked out the contentin a workshop mode. The tasks for
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developing the publication, like providinginformation and writing the chapters, wereshared among them. Currently, the task ofcompiling the information received from theyouth and finalising the publication is goingon at the SAYEN Secretariat at CEE.
3.2 United World Mahindra SchoolYouth in CEE, Ahmedabad
“The key lies in triggering understanding ofour reasons to preserve the environment.” –MUWCI students.
A group of 10 students and two facultymembers from the Mahindra United WorldCollege Institute from Pune visited CEE fromNovember 13–20, 2010 as part of their sociallearning project. All the students, except one,were studying in Class XI IB curriculum, andcame from different countries such as Brazil,Guatemala, Spain, Japan, UK, Kenya andIndia.
A key aspect of the group’s visit was gettinginvolved with an NGO by contributing to itsactivigties. The MUWCI students helpedCEE’s Paryavaran Mitra team to field test theParyavaran Mitra booklet in one school. Thepreparation for the exercise included adiscussion facilitated by the CEE team on thethemes addressed by the booklet, after whichthe students were divided into three groupsto visit and interact with the students ofclasses VIII, IX, and XI of AnandniketanSchool, Shilaj. They made lesson plans andthe worked out the methodology they woulduse to interact with the students in the school.One group began with an introductionthrough games outside the classroom andthen a guided discussion inside the classroom;the second group tried changing the seating
arrangement; while the third group presenteda skit to elicit responses from the students.
The MUWCI students submitted a report toCEE sharing their experience in the schooland feedback on the booklet. They felt thatthe ethical aspects in the themes would needfacilitation by the teacher as these would beinterpreted differently according to thecontext. They suggested that theinterlinkages between the themes could bebrought out more clearly. More suggestionsand supporting ideas could be given toteachers in order to communicate themessage to the students. They also suggestedproviding more everyday examples toexplain quantities such as buckets of waterinstead of litres. Overall, they felt that thebooklet was comprehensive, solutionsprovided low budget, language easy andsimple to follow, and was well placed in thelocal contexts of schools and students.
The MUWCI students also used theopportunity to work on a strategy for WasteManagement on their campus. A discussionfacilitated by one of their EPA (EnvironmentProtection Agency) group members, basedon a brief provided by CEE team members,looked at the sources and types of wastegenerated, discussed the possible areas ofintervention and ideas for dealing with theissue. They came up with suggestions thatincluded creating systems to better managedifferent types of waste from source to reuseor final disposal; strategy to get a buy-in ofthe other members in the school; possiblemeasures for reduction in waste generation;measures to discourage wastage and otherissues.
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CEE helped the group plan visits to otherinstitutions like visit to Science City andGEER Foundation, participation in HeritageWalk, interaction with students at the Centreof Environmental Planning and Technology(CEPT), a game of Frisbee and interactionwith Indicorps volunteers, an evening ofvolunteering at the SEVA Café and aninteraction with the Ahmedabad MunicipalCorporation (AMC) officials on the Bus RapidTransport System (BRTS).
The visit was an enriching experience for theCEE team as their interactions were veryactive and vibrant - the group was highlyinterested and sensitive. The group plans toimplement their Solid Waste Managementstrategy at their school, and have shown greatinterest in becoming a Paryavaran Mitraschool.
3.3 Workshop to Review Curriculumof Electrician Trade of theIndustrial Training Institutes(ITI) in Gujarat
A workshop was organised by CEE and theCreative Environment Enterprises, Australiaon October 28-29, 2010, to work on developingof a two day training module on Energy, forIndustrial Training Institute (ITI) trainers/coordinators, specifically from the electriciantrade, along with the EnvironmentManagement Framework (EMF) – thepurpose also included possibleimplementation of the module in all the ITIcolleges of Gujarat. CEE has been involvedin giving training to ITI Principals and otherfaculty for implementation of the EMF, whichhas been developed by the Centre forPlanning and Technology (CEPT),Ahmedabad as a part of a World Bank project.
The EMF has been adopted by the ITIcolleges on recommendation of the Ministryof Labour. CEE has also been working with10 ITI colleges in Gujarat to provide energyefficiency and conservation education tostudents through setting up of eco-clubs. TheDirectorate of Technical Education (DTE)has been a key partner to both theseinitiatives.
Representatives from the DTE and the ITIfaculty participated in this workshop alongwith representatives from CEE. Thecurriculum of the electrician trade wasreviewed and possible content for the twoday module was discussed.
3.4 Credit Course on ForestEcosystem and Climate Changefor College Students
CEE South has initiated a 40 hours creditcourse on Forest Ecosystems and ClimateChange for undergraduate students. Thecourse aims to introduce concepts and issuesrelated to forest ecosystems and climatechange with a focus on conservation.Students undergoing this course arerewarded with four credits by the respectivecollege. The course comprises of 15 hours oftheory classes and 45 hours of field work inthe forest areas. Two batches of the creditcourse were conducted for two colleges, viz.Mount Carmel and Jyothi Nivas inBangalore.
3.5 Interaction of EnvironmentMinister with Students
Youth play a very important and constructiverole in environmental protection. It isimportant that youth are given a platform tovoice their concerns and express their
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perspectives on environment anddevelopment. An interaction of youth withthe Hon’ble Minister for Environment,Government of Goa Shri Aleixo Sequeirawas organized in Carmel College for Women,Nuvem during the state level workshop atthe Directorate of Technical Education,Porvorim. The objective of the interaction
was to provide a platform for youth to discussissues related to environment anddevelopment directly with the Minister andsee how a partnership of youth and thegovernment machinery could be built forbetter implementation of laws related toenvironmental protection.
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44444Experiencing Nature
Sundarvan Nature Discovery Centre is a minizoo recognised by the Central Zoo Authority(CZA) and an associated activity of CEE. Overthe years, Sundarvan has become a popularplace for visitors to get a glimpse of natureand become more aware, especially aboutreptiles. In an increasingly urbanized citywith spreading cement cover, Sundarvan actsas the green lungs, providing welcome reliefto Ahmedabad.
4.1 Visitors
During 2010-2011, Sundarvan Park received70491 visitors. Out of this, there were 29642children below the age of 12 years and therest – 40849 – were adults. The month of May2010 received the highest number of visitors– namely, 8155 - and October 2010 saw thelowest number – 5513 - of visitors coming in.During this year, Sundarvan also obtainedits renewal of recognition from the CentralZoo Authority (CZA) as a mini zoo for anothertwo years.
4.2 Reptile Awareness Programmes
Reptile Awareness Programmes wereconducted for general visitors on everySunday, along with which, puppet showswere also held. During weekdays, theseprogrammes were organised for schools,colleges and other educational institutionsvisiting Sundarvan. Between 1st April, 2010and 31st March, 2011, 138 educationalinstitutes visited Sundarvan Park and formost of them, a reptile awareness programmewas conducted within the park premises.
4.3 Reptile Rescue
Sundarvan staff regularly attended rescuecalls from the public. Various species of
reptiles such as Monitor Lizard, Rat Snake,Indian Cobra, Common Krait, Common SandBoa, Wolf Snake and Red Sand Boa wererescued from both residential and industrialareas where they could pose a threat tohuman beings. Subsequently, these reptileswere released in their appropriate habitat.The rescue programme also shows a definiteseasonal trend. The highest number of rescuecalls were recorded in the month of October2010, while the lowest number of calls werein February 2011. An Indian Rock Pythonwas rescued from a village near Viramgamand later released near Utkanteshwar, withthe guidance of the Gujarat ForestDepartment. Due to Sundarvan’s rescueprogramme, there are very few reptiles whichare injured or killed by common people now.
4.4 Nature Camps
An important activity of Sundarvan isExperiencing Nature Programme or naturecamping. During the year 2010-2011,Sundarvan organised in all 66 batches forcamping, spread over 199 days and 11campsites representing different ecosystems.These camps were attended by 2696participants from various age groups. Campswere held at Sundarvan – Ahmedabad,Sundarvan – Bakore, Sundarvan - BeytDwarka, Polo, Hingolgadh, Jambughoda inGujarat; Mt. Abu and Fort Kumbhalgarh inRajasthan; and Hamta Pass in HimachalPradesh.
Besides this continuing with our WATCHprogrammes, Sarus Watch and Black BuckWatch were organised to observe them intheir natural surroundings in the wetlands ofKheda and Velavadar National Parkrespectively. During the Black Buck Watch,
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as a bonus, the participants were able tosight the ever elusive Lesser Floricans.During the Marine Camps, Dolphin Watchprogrammes were also conducted regularlyin the Gulf of Kutch. The highlight of theyear was that Sundarvan received the highestnumber of participants in its MarineCampsite in any given year and a newexperience – Fort Kumbhalgarh – wasinitiated in the Arravali Ranges in Rajasthan.
4.5 Nature Camps for SchoolChildren
CEE South conducted nature educationcamps for school children from five eliteschools of Bangalore at Dandeli Anshi TigerReserve. The schools that participated werePoornaprajna, Bishop Cotton, BGS NationalPublic School, Sudarshan Vidya Mandir andHill View School. The camps aimed atsensitising students to issues related tonature, forests and wildlife conservation.About 270 participants, including studentsand teachers, took part in these camps whichwere conducted in seven batches in Apriland October 2010.
Besides these, nature camps for two batchesof rural school children were also organisedat Dandeli Anshi Tiger Reserve in July 2010,in which 60 students took part.
4.6 Nature Camps for CollegeStudents
Three day nature camps were also organisedfor nine leading colleges from Bangalore ineight batches at Dadneli Anshi Tiger Reserve.The colleges are CMR, Presidency, JyothiNivas, T. John, Mount Carmel, Bishop CottonWomen’s College and Christ College. Thesecamps conducted in April and December
2010, had 334 participants in all includingstudents and teachers.
4.7 Nature Trails and CampsAs part of ecotourism initiatives, KarnatakaTourism Department has established eighttheme based nature camps sites in the state,an example being the Kulgi Timber TrailCamp. For each of these camp sites, two tofive trails are laid for visitors to explore theforest and wildlife. CEE South, in associationwith Tourism Department and with inputsfrom Karantaka Forest Department, hasdeveloped 14 trail booklets on specificthemes such as Timber, Birds, Reptiles,Butterflies, Elephant, Medicinal Plants,Trekking, Hornbills and others. Three naturetrail booklets on Herbal Plants, Birds andTrekking in Sakrebyle Elephant Camp nearShimoga, were released by the HonorableChief Minister of Karnataka, Shri B. S.Yediyurappa.
CEE South, with the support from the ForestDivision of Sirsi, developed a nature trailbooklet on Herbal Plants for a BotanicalGarden at Swarnawalli Matt near Sirsi. Thisbooklet was released by the KarnatakaEducation Minister, Shri VishweshwarHegde Kageri.
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55555Communicating EnvironmentThrought the Media
5.1 ENVIS – EnvironmentalInformation System
ENVIS (Environmental Information System)is a programme of the Government of IndiaMinistry of Environment and Forests (MoEF).
It is a decentralized network of distributedsubject oriented centres integrating nationalefforts in environmental informationcollection, collation, storage, retrieval anddissemination. It comprises a Focal Point atthe MoEF and ENVIS Centres set up indifferent organizations/ establishments inthe country, dealing with specific subjectmatter areas pertaining to the environment.
5.1.1 CEE as ENVIS Centre onEnvironmental Education CEE, the ENVIS Centre on EnvironmentalEducation, caters to the information needs ofenvironmental educators and otherinterested groups, through five means:
••••• Green Teacher - the website for theENVIS Centre on EE;
••••• Query-Response Service to respond toinformation requests on any aspect ofEE;
••••• Education for Change quarterlynewsletter to disseminate informationon EE and ESD;
••••• EE Bank, a computerized database ofconcepts, activities, case studies andother resources; and
••••• CEE-Information Service Centre (CEE-ISC), a collection of books, periodicalsand a variety of non-print materials(some of the databases are available onthe Green Teacher website).
5.1.2 Education for Change Newsletter:ENVIS Newsletter of CEEEducation for change (EfC) is a quarterlynewsletter that focuses on EE and ESD relatedcontent both at the national and internationallevel.
Four issues, each with a print run of 1000copies were printed and circulated during2010-11. As per the ENVIS guidelines, thecolumns of the newsletter focused on:
• Information on environment related days
• Hands on activities
• International events falling in the quarter
• Resources relevant to themes in thenewsletter
• Events, reports and announcements
• International events related to state ofthe environment
• Reports and experience sharing fromexperts on EE and ESD
The content of the newsletter was also madeavailable on www.greenteacher.org ,www.desd.org and http://education-for-change.blogspot.com
5.1.3 ENVIS Website for Educators:www.greenteacher.orgThe Green Teacher website was regularlyupdated and new content added everymonth, including EE activities, book reviews,articles on EE, information on events andenvironment days.
5.2 www.kidsrgreen.orgChildren’s Media Unit (CMU) continued todevelop and maintain the monthly e-magazine
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www.kidsrgreen.org for the eleventh successiveyear. This innovative and interactive onlinemonthly environmental education programmeharnesses technology to motivate, support andfacilitate learning. The site has many interestingfeatures like Spaceship Earth, Let’s Do It!,Green Games, Celebrate a Day, kRg Club,Green Gifts and TREE (Terrific Resources forEnvironmental Education).
For the second year, selected kidsRgreenactivities and games are being used as partof the Kuder Galaxy System in the USA.Kuder Inc is the designated supplier ofonline education and career planningsolutions and is implemented in more than10,000 school systems across US. KuderGalaxy, launched in July 2009, is a productfor children from Pre-KG to fifth grade. Thesystem is accessed by students, teachers,parents and educators.
5.3 TVE Video Resource Centre(VRC)
CEE has been a Video Resource Centre (VRC)of the Television Trust for the Environmentsince 1997. As a VRC, CEE makes locallanguage versions of internationalenvironment films; produces instructionalmaterial for facilitating effective use of filmsas an educational resource; produces printmaterials to support and promote filmdistribution - film catalogues, newsletters,periodical publications, and others; promotesthe dissemination of films on environment,development and social justice issues throughvarious channels - print, Internet, workshopsand film festivals; and produces own filmsand publicizes films produced by others.
CMU continued its function as a VideoResource Centre during this year too. Various
environment and sustainable developmentrelated films were borrowed both byprogramme groups within CEE and byexternal institutions for use in training andpublic screenings. Schools, colleges andNGOs continue to use this resource for theirneeds.
Currently, CEE’s VRC has about 300 films forwhich the main users are schools and NGOs.
5.4 CMU and Other CEE Programmes5.4.1 Children Forest ProgrammeAs part of the core team for this programmewhich is being coordinated by CEE North,CMU is involved in developing IEC material.
5.4.2 Ganges River Dolphin -Conservation EducationProgramme
CMU is part of the core team for developingthe IEC material for this programme which isbeing coordinated by CEE North. While thedevelopment of the brochure is complete,that of the poster and teachers’ manual isunder way.
5.5 Mobile Environment Exhibitionresources: Jagruti and Jigyasa
CEE Central completed the fabrication ofJagruti and Jigyasa, two mobile environmentexhibition buses which is funded by theMaharashtra Pollution Control Board. Boththe buses aim to highlight major concerns,options and solutions regarding the generalenvironment in the state of Maharashtra.Equipped with 3D exhibits, panels,environmental quality monitoringinstruments, activities, games, films,reference publications and computers, thebuses are an exciting mobile resource for use
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by schools, colleges, teachers, educators,youth groups, panchayats, urban local bodiesand other organisations. Currently under pilottesting in Pune district, the buses would soonmove to various districts of Maharashtra tocreate environmental awareness. Throughthe bus visits, CEE also hopes to conductteacher orientation, camps and workshopsfor children and volunteers.
5.6 Maharashtra State GoldenJubilee Srushti Mitra Awards2010
The Srushti Mitra Awards have beeninstituted by the Environment Department,Government of Maharashtra, with theobjective of promoting environmentalawareness, and especially to acknowledgeinspiring and creative work in the field, andenvironmental action projects undertakenby students and others. The Award wasinstituted in the year 2010, the Golden JubileeYear of Maharashtra State.
The Environment Department hascollaborated with CEE to coordinate and
manage this award programme at the statelevel. The activities under this programmeincluded developing the brand and thepublicity campaign of the award programmethroughout the state. This was achievedthrough newspaper advertisements anddissemination of the announcement posterto schools and colleges in all the districts ofthe state. The Srushti Mitra Awardsannouncement poster was sent to around4000 schools and colleges in all the districtsof the state with the help of partner NGOs. Aseries of articles on the Award werepublished in various local newsletters withmedia tie ups for publicizing the same.
Entries were invited from school and collegestudents and others in four categories – actionprojects, photographs, slogans and BalSahitya. Approximately 5000 entries werereceived from different parts of the state inthese categories. The entries were evaluatedby a panel of experts including environmenteducators, retired teachers and writers. Theawards will be presented on WorldEnvironment Day.
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66666 EE Throught Interpretation
Ever since its inception, CEE has been activelyinvolved in the area of interpretation. Overthe years, it has undertaken a wide range ofinterpretation programmes using differentmedia and latest technologies, for protectedareas, heritage sites, museums, zoos, andother important places where large numbersof visitors arrive. Through this on-siteinterpretation, visitors acquire moreawareness of our cultural and naturalenvironment. The interpretative projectstaken up during the period of 20010-11 are asfollows.
6.1 NandurmadhameshwarInterpretation Project
Nandurmadhameshwar Wildlife Sanctuaryis located at a distance of about 40 km east ofNashik in Niphad Taluka of Nashik districtin Maharashtra, with a total area of 19 sq km.The wetland habitat harbours a diverse arrayof bird species and is an important winterrefuge for thousands of migratory birds. Theforest department had invited CEE to set upan Interpretation Centre to disseminateinformation and create awareness about theimportance of NandurmadhameshwarWetland providing a glimpse of its culturaland biological diversity. Various thoughtprovoking exhibits like photo-text panels,dioramas and interactive displays weredeveloped for this purpose.
The Interpretation Centre has been setupand the project completed.
6.2 Mahatma Gandhi MarineNational Park InterpretationCentre (Phase I & Phase II)
The Mahatma Gandhi Marine National Park(MGMNP), Wandoor, located in the Bay of
Bengal, covers approximately 281.5 km2 area.MGMNP is about 30 km from Port Blair, thecapital city of Andaman & Nicobar Islands.The lush green mangrove forests alongsidethe dense tropical rain forests and theenchanting diversity of coral reefs with seagrass meadows in this area are a visual treat.The national park harbours the richest coralreefs and associated marine life in thecountry.
An Interpretation Centre housing variousexhibits will be set by CEE at this MarineNational Park. In Phase I, there will be lifesize dioramas of giant sea turtles andsaltwater crocodiles showing theirbehavioural aspects along with photo-textpanels to decimate information on variousaspects of marine ecology and conservationof fragile marine eco-systems. Phase IIincludes a huge coral reef diorama depictingthe complex inter-relationships betweenvarious organisms in a fringing coral reefcommunity. A marine life scroller showingvarious underwater images of marine lifewill also be installed.
During the year under discussion, research,writing and graphic designs for this projecthave been completed. Models of reptileshave been made while coral model makingis going on.
6.3 Interpretation Centre on Tiger,Pench
Pench Tiger Reserve, deriving its name fromthe Pench river which passes through it, isspread over an area of 257 sq km inMaharashtra. The reserve is characterisedby tropical dry deciduous forests with plentyof plant and animal diversity. The area has agreat ecological significance as it represents
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the floral and faunal wealth of the CentralIndian Highlands and Satpura – Maikalranges.
The Pench forests are critical for the longterm survival of the most beautiful and highlyendangered big cat – the tiger. The inter-state reserve – the other being Pench TigerReserve in Madhya Pradesh – and theadjoining contiguous tracts of forests ensurethe movement of the big cat to and fromPench TR, Maharashtra. This is vitallyimportant as excess population of tigers getsdispersed to new areas carrying their genesto distant places. Besides, tigers moving intoPench forests from other areas bring newgenes with them.
Keeping the above factors in mind, CEEdeveloped the Interpretation Centre on thelife of the Tiger, depicting the ecology of thetiger’s life in dioramas consisting life sizemodels of tigers from cubs to adulthood andother associated information, photo-textpanels and so on.
The project has been successfully completedwith the setting up of the InterpretationCentre.
6.4 Handbook for Pench TigerReserve, Maharashtra
As a part of the Pench Interpretationprogramme a Handbook on Pench TigerReserve, Maharashtra is being developed. Itcomprises valuable information aboutbiodiversity, history, wildlife management,corridors and Protected Area management.It is authored by Dr. Mohan Jha, FieldDirector, Pench Tiger Reserve and ShriChaitanya Joshi, Programme Coordinator,PAIE, CEE.
Both the English and Marathi versions of theHandbook have been produced and theproject completed.
6.5 Interpretation Centre at Mukki,Kanha Tiger Reserve
Mukki is located at the southern tip of KanhaTiger Reserve. Madhya Pradesh TourismDevelopment Corporation has setup a hotelon the outskirts of the reserve and invitedCEE to set up an Interpretation Centre todisseminate information and createawareness about the importance of KanhaTiger Reserve, other protected areas ofMadhya Pradesh, and the values and servicesof forest ecosystems. For this purpose,various exhibits like photo-text panels, slideshows, film shows, touch screens andcartoons will be developed. As of now, theInterpretation Centre has been setup, whilethe touch screen software is being developed.
6.6 Nandankanan ZooInterpretation Centre
Nandankanan Zoo is situated at a shortdistance from Bhubaneswar. Withapproximately 150 enclosures, a white tigersafari and a lion safari, it is a premier zoo ofIndia. Nandankanan Zoo Managementinvited CEE to setup an Interpretation Centreto create awareness among zoo visitors.Various thought provoking exhibits likephoto-text panels, dioramas and interactivedisplays will be developed for this purpose.
As of today, field visits, research and writing,translation, designing and fabrication for theproject have been completed. Installationwill be completed soon.
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6.7 Development of Panels andInteractive on Amphibians ofWestern Ghats
With the support of Dandeli Anshi TigerReserve, CEE South has developed six panelson amphibians of the Western Ghats withspecific reference to Dandeli Forest Area. Aninteractive with selected frog calls was alsodeveloped and installed at KulgiInterpretation Centre near Dandeli.
6.8 Development and Establishmentof Wayside Panels for NatureTrails
Thirty three outdoor wayside panels weredeveloped by CEE South for Dandeli AnshiTiger Reserve and for the Forest Division,Sirsi. The panels were developed on variousbirds, timbers and other aspects related tothe forest area. The assignment includedcontent development, design, fabrication andinstallation.
6.9 Display Board on Role of Forestsin Harvesting Rainwater
A large display board depicting the role offorests in harvesting and conserving rainwater was developed and installed by CEESouth for Dandeli Anshi Tiger Reserve atCyntheri Waterfall near Dandeli in UttarKannada district of Karnataka
6.10 Guru Ghasidas National Park(GGNP) – ConservationEducation, Interpretation andEcotourism Programme
Guru Ghasidas National Park has the largestcore area among protected areas inChhattisgarh state and is home to the Asian
Elephant, recently declared the NationalHeritage Animal. The effort initiated by CEEfocuses on developing a conservationeducation package about elephants,interpretive elements such as a nature trail, astudy of ecotourism and eco development inthe forest villages and a mobile resourcecentre package. During this year, CEE Centralcompleted field visits, wildlife surveys,training, nature trail development andproduct designs.
Nature Trail and Demonstration of NaturalConstruction: A nature trail was identified asone component of a daylong visit packagefor school students. Activity areas usingnatural construction with rock and woodenmaterial available in the locality weredeveloped with the help of an architect.
Development of Designs for Park Logo andOther Products: A few options for the parklogo were developed and the final logo wasdeveloped with inputs from the Park Directorand other Forest Department staff. Designsfor a map for the Park, interpretive signage,school labels and T-shirts were completedand production is under way.
CEE also prepared a proposal for developingInterpretation Centres for GGNP atBaikunthpur and Kanger Valley NationalPark, Bastar, Chhattisgarh at the invitation ofthe Forest Department.
6.11 Chaprala Wildlife Sanctuary,Dist. Gadchiroli, Maharashtra -Renovation of InterpretationCentre
CEE completed the renovation of the Wildlifeand Tribal Life Dioramas and the addition ofinterpretive panels on themes of Sanctuary
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Map, Bird Migration to the Sanctuary, WildlifeAround Us, Indian Culture and Wildlife, WhatCan We Do, Paper Bag Making, ConservationMessage by Hanuman, Totems and Wildlife,Tribal Words and Shapes of Wild Animals.Wild life Dial, Quiz Board, Energy Pyramidsin Forest and Riparian Ecosystems are threeinteractive components developed under theproject. All the media are developed inTelugu and Marathi considering largenumber of religious tourists from adjoiningAdilabad district of Andhra Pradesh to thisarea, which is located near confluence ofWardha and Vainganga rivers, flowingfurther as Pranhita. Two thousand copieseach of the sanctuary brochures in Teluguand Marathi were developed and printed.
6.12 Exhibition on Sahyadri
CEE Central developed an exhibition focusedon biodiversity and conservation issues inSahyadri, as the Western Ghats are known in
Maharashtra. This 13 panel exhibition wasinaugurated by Dr. A.P.J. Abdul Kalam duringthe regional launch event of the ParyavaranMitra programme at Pune on December 26,2010. The subjects of these panels coverdiscoveries of plant species from Sahyadriwhich are new to science, diversity ofCeropegia and Barleria, inhabitants andconservation issues in Sahyadri,‘Understanding Butterflies’, ‘Water-richSahyadri’, ‘Grasslands – a neglectedecosystem’, Maps and highlights of KoynaWLS, Chandoli NP and Radhanagari WLSand ‘Wild Elephants and Ganesh’.
This evolving exhibition was developedthrough voluntary contributions bytaxonomists, wildlife enthusiasts andphotographers from Maharashtra and Goaand has been made available free fororganizations and institutions for educationalpurpose.
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77777 Knowledge Management forSustainability (GCS)
7.1 Global Communities forSustainability (GCS)
Global Communities for Sustainability (GCS)is an innovative project that facilitates crosscultural sharing and learning betweenschools in different countries throughsustainability projects. It is meant to promoteleadership for sustainability among youngpeople, especially students of high school.
On World Water Day, March 22, 2011, GCSprovided the platform for a dialogue betweenschools from Australia and schools from Indiaon issues and solutions related to water. Thepurpose of this dialogue was to look at thesame issue (i.e. water) from differentperspectives in order to understand globalissues better. From Australia, students fromNorth Sydney Boys High School, Seven OaksSenior College and Turramurra High School
participated in the event. They highlightedvarious issues like wastage of water, shortageof water, water pollution, soil erosion due towater, water quality and difficulty faced bycouncils in tackling these issues at the locallevel. Various solutions they came up with toaddress these problems are rainwaterharvesting, refurbishment in order to savewater, integrated water supply, holisticmanagement, installation of bioremediationswamp and water tanks. From India, studentsfrom Anand Niketan Satellite, Mount Carmeland Sattva Vikas School participated onlinein the event. Issues highlighted by themwere wastage of water and high salinitycontent in water. Their solutions to theseproblems are implementing water efficienttechnologies in schools, using drip irrigationand recycling of water. The session proved tobe fruitful for the students of both thecountries.
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88888Industry Initiatives
In the year 2010-2011, the major areas thatIndustry Initiatives worked on were emissionreduction, mangrove monitoring, and capacitybuilding on adaptation, mitigation and otheraspects of climate change. Industry initiativesworks with diverse stakeholders includinggovernment, corporates, universities andmedia.
8.1 Earth Care Awards
Earth Care Award is an initiative of JSWFoundation with CEE as knowledge partnerand the Times of India as media partner.The Earth Care Awards is unique and isaimed at highlighting action taken to tacklechallenges posed by climate change, whichis of direct relevance to India. The award isfor excellence in climate change mitigationand adaptation in industry, community andthrough individual innovations. This awardis in response to the recently growingconsciousness about issues associated withclimate change, and is borne out of thecomprehension that it is important to identifyand foster locally evolved options to reduceemissions, approaches to protect land andwater resources, other innovations forreducing impacts and highlightingappropriate environmental action.
Industry Initiatives of CEE is involved indeveloping the technical framework for theawards, including development of theapplication pack and evaluation protocol,shortlisting of applications, field assessmentsand dissemination of successful caseexamples. During the year under review,CEE redesigned the evaluation criteria forshortlisting projects on climate changemitigation and adaptation. This was inresponse to the need felt for strengthening
the due diligence process and due to the lackof proper assessment frameworks on climatechange mitigation and adaptation. TheIndustry Initiatives team developed thecriteria for assessment and also secured theapproval from jury members for the same.Currently, the activities for the 2010 awardshave been completed as also the outreachactivities for the 2011 awards.
8.1.1 JSW Earth Care Award – inMaharashtra
Several applications were received fromMaharashtra for the JSW Earth Care Awardsfor Excellence in Climate Change Initiatives.Representatives from CEE Urban aremembers of the assessment team and wereinvited for the evaluation of theseapplications under the criteria for communityand industry initiatives. Mahindra andMahindra, Vehicle Manufacturing Plant atNasik and Jai Malhar, SangamnerCommunity Project from Maharashtra wereawarded.
8.2 Mangrove MonitoringMangrove monitoring involves site visits toevaluate the growth and survival of mangroveplantation in the Diva Dandi site in OlpadTaluka. As the monitoring agency, CEE hasprepared the protocol for field monitoring,and based on it, organized field visits groundtruthing of the sites using GPS. A reportdetailing the observations and findings basedon the evaluation framework, has beenprepared and submitted to the fundingagency.
8.3 Carbon Footprint AssessmentCEE has developed core strength ongreenhouse gas accounting, and is working
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with organizations to carry out carbonproofing of initiatives and conduct carbonfootprint assessment. As part of this, carbonfootprint assessment for the operations ofAga Khan Rural Support Programme(AKRSP) is currently under way. This activityis to be implemented in a phased manner tocover the organisation’s three field locationsand its central office, and has started off withAKRSP’s operations in Gujarat. It alsoinvolves providing training to the peopleoperating in field and project levels tounderstand and assist in data collection.Besides this, protocol development fororganization, programme level datacollection, detailed analysis andinterpretation of data using emission factors,training of field associates, identification ofopportunities for carbon footprint reductionand preparation of action plan for itsimplementation are the other activitiesinvolved in the project. The output will bethe baseline creation for AKRSP on carbonfootprint. In the reporting year, the activitiesrelated to the project have been initiated byconducting initial assessments andpreliminary field surveys.
8.4 Work Programme onGovernance, Education,Training and Awareness -India’s Second NationalCommunication (NATCOM) toUNFCCC (2010)
CEE has been engaged by the Ministry ofEnvironment & Forests to prepare a report onthe aspects of information pertaining to thenational circumstances such as research andsystematic observations; climate change
relevant research programmes, education,training and public awareness; nationaldevelopment; transfer of technology;measures to mitigate climate change; andfinancial, technological and capacity needsand constraints.
The report consists of two segmentspertaining to the environmental governanceprofile of India, including steps taken toaddress climate change in India and effortsof the Government, NGOs, and the privatesector in education, training and publicawareness of climate change issues.
CEE has compiled detailed informationregarding the areas mentioned above. Theobjectives have been achieved by multiplemethods like analysing appropriateinformation available on relevant websitesand publications of various institutions andagencies. Desk based review was initiatedto reached out to institutions associated withNATCOM I and important organizationsworking in the areas of climate changegovernance and climate change education.Information received from various otherNATCOM institutions were compiled andassessed, and subsequently presented tothe Ministry.
8.5 Low Carbon DevelopmentStrategy Workshop
CEE organized a workshop on StrengtheningLow Carbon Development Strategy incollaboration with Worldwatch Institute.CEE partnered with Worldwatch Institute tocarry out the study and validate its findings.Significant and recommendations in thecourse of the workshop were also compiledand a final report submitted.
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8.6 Other Important Initiatives
The Industry Initiatives group coordinated aClimate Change News Room during theUnited Nations Climate Change conferenceat Cancun, Mexico (COP-16) through itsAhmedabad office and helped inestablishing a dialogue between the CEErepresentative at the Conference and thelocal media. The news room, assisted by thestudents of M Sc Climate Change ImpactsManagement course, was conducted as jointactivity of CEE and Gujarat University underthe MEC-CC, and local experts also receivedgood response from the local media.
CEE also initiated a Climate Change –Information and Networking System onadaptation to climate change with PwC(PricewaterhouseCoorpers) for a GIZ (aGerman organisation) project. Experts fromCEE are involved in this activity as climatechange adaptation specialists and provideinput to the process of state level climatechange action plan preparation. In thereporting year, the activities undertakenrelated to initial inception and needassessment activity for the states of WestBengal, Tamil Nadu, Rajasthan and MadhyaPradesh.
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99999 Sustainable Rural Development
9.1 Hingolgadh Eco-developmentProgramme (HEDPro)
CEE has been working since the last twodecades with the rural community in 30villages of Jasdan block, Rajkot district ofGujarat for sustainability education. Themajor interventions are in the area of villagelevel institutional building for promotingsustained agriculture, sustainable livestockproduction, promoting Low External InputSustainable Agriculture (LEISA), micro-finance, micro-enterprises development,water and sanitation, partnership withgovernment for mobilising financial andtechnical support and other related areas.
The Jasdan Block Office works as a RuralKnowledge Centre (RKC) for providingsupport services, guidance, reliable and needbased information services, capacity buildingprogrammes, facilitating governmentprogrammes and schemes, demonstratingvarious sustainable livelihood options andmarket linkage support. InstitutionalBuilding has remained a major strategytowards achieving ground results. Towardsthis end, CEE has been working oncapacitating three major institutions - VillageMilk Cooperatives initiated by HEDPro sincethe last six years; Sahyog, an agriculturesupport and Producer Company floated lastyear; and an informal federation of SHGs.
9.1.1 Sahyog and its Achievements
Sahyog was established with the objective ofpromoting Vikas (for sustainabledevelopment), Vigyan (for sustainabilityscience), and Vepar (for marketing linkage).The company is established and managedby farmers and CEE facilitates the process of
sustainable development throughsustainability education.
To sustain the institute financially, amembership fee of Rs. 1000 was collected,which also acts as the corpus to conductvarious activities. The company hasappointed a youth to manage it and he isbeing trained and facilitated to play the roleof a community educator for sustainablelivelihood practices. Compared to other agro-centres, the uniqueness of this company liesin its approaches, like,
• Intensively promoting bio-pesticides, bio-control and other sustainable andalternative technologies;
• Providing various authentic/genuineagriculture and dairy farming inputs atlow price;
• Conducting education and capacitybuilding programmes and providinginformation on sustainable agricultureand livestock production throughcollaboration of various government andnon-government institutions.
Achievements
• Despite the levying of a membership feeof Rs. 1000, the total membership is 331farmers from 30 project villages.
• Following a gender just approach, 50%of company’s general body members arewomen. The executive body of thecompany also has a strong presence ofwomen.
• The company’s turnover during 2010-11was Rs. 7 lakh.
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• It provided diverse inputs and servicesto its 331 members, like like soil testing(27 farmers), water testing, mobilizinggovernment schemes of drip irrigation(15 farmers), seed village scheme (200farmers), vegetable scheme (eightfarmers) and others.
• The agri-mall also has a mini resourcecentre with necessary educationalresources, viz. magazines, newsletters,pamphlets and handbooks. Thus theagri-mall has become the knowledge hubfor sustainability education for thevisiting farmers.
This network of 331 farmers is a platform forCEE to conduct various educational, capacitybuilding & demonstration programmes forwider outreach.
9.1.2 Village Milk Cooperatives(VMCs)
Initiating, strengthening and sustaining 25Village Milk Cooperatives, in an area wheresuch previous experiments had faileddisastrously, and where there was no milkcooperative in existence at all, is in itself anachievement for CEE. Added to this is thefact that last year, the total turnover was Rs.12 crore which is an indicator of the quantumof progress. A number of activities as listedbelow were undertaken during the last yearwith or through the VMCs.
• Exposure visits to progressive dairyfarms, VMCs demonstrating bestpractices and the best managed villagemilk cooperative societies, wereorganized for lateral learning whichwould help strengthen the VMCs.
• CEE team also participated in the annualmeeting of all the VMCs and providedguidance and support to strengthen andreach out to more families.
• Sustainable livestock practices werediscussed during various SHG meetingsand visits throughout the year. This hashad a positive impact on improvedquality of life, education and womenempowerment in the project villages.
• Some of the sustainable livestockpractices promoted by CEE are chaffcutter, urea treatment from agro-waste,silage, proper fodder and feedmanagement, veterinary care, cattle shed,fodder tree plantation and new fodderfarming practices.
9.1.3 Farmers Field Schools (FFS)
CEE commenced the Farmers Field Schools(FFS) approach to Sustainable Agriculture inJasdan with support from the AgricultureTechnology Management Agency, Rajkot.The FFS is a form of adult education, whichevolved from the concept that farmers learnoptimally from field observation andexperimentation. It was developed to helpfarmers tailor their practices to diverse anddynamic ecological conditions. In regularsessions from planting till harvest, groups ofneighbouring farmers observe and discussthe dynamics of the crop’s ecosystem. Simpleexperimentations help farmers furtherimprove their understanding of functionalrelationships. In this cyclical learningprocess, farmers develop the expertise tomake their own crop management decisions.Special group activities encourage learningfrom peers and strengthen communication
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skills and group building. The major focus ofFFSs was the promotion of sustainablefarming practices through demonstration andregular consultative meetings.
The FFS activity in Jasdan had its beginningsin three FFSs, each consisting of 15-20 smalland marginal farmer families spread overthree villages, with the purpose ofdemonstrating Sustainable AgriculturePractices. An initial span of one month wasfocused on soil preparation and seedselection, after which the crops were sown.Meeting of FFS members were organizedevery fortnight, where the discussionscentred on new sustainable cultivationpractices for agricultural crops, farmecosystem, soil fertility, composting, bio-pesticides and bio-control, watermanagement, nutrient management,integrated pest management, soil analysis,zero budget farming, weed management,harvesting practices, grading, value additionand marketing linkages.
9.1.4 Narmada Trust
This is a community based organisationpromoted by CEE during the previous yearfor the administration of Gram Nidhi corpus,and supported and guided by CEE forpromoting micro-finance to start orstrengthen eco-enterprises. During the year,Rs 6 lakh from this was given to 75entrepreneurs to start eco-enterprise basedon organic farming, sustainable livestockproduction, value addition to agro inputs andothers. CEE provided counseling, capacitybuilding, technical support, marketingsupport, information services and knowledgeexposure to promote sustainable livelihoodin the project villages.
9.1.5 Livelihood EducationProgrammes
9.1.5.1 Organic Farming Milan (Dialogue)
The All India Organic Farming Milan(Dialogue) was organized at Anand with thecollaboration of various NGOs, in which CEEwas one of the partners for orgnaising andpromoting the initiative. Thirty farmers fromCEE project villages as well as the CEE teamparticipated in and supported the event,which saw around 800 people from acrossIndia participating. CEE promotedsustainability education though facilitatingworkshops, live demonstrations, skilltraining, exhibitions and experience sharing.An exhibition on global warming and itsimpact on agriculture, and games andactivities to promote sustainable livelihoodeducations, were some of the highlights ofCEE’s participation.
9.1.5.2 Kishan Swaraj Yatra
Kishan Swaraj Yatra (Farmer self-relianceagriculture campaign) was organized withthe collaboration of Organic FarmingAssociation of India (OFAI) in the projectvillages. Its purpose was to create awarenessamong farmers about sustainability and selfreliance in inputs rather than unsustainablemarket driven agriculture. The campaign wasorganized in eight villages, in which morethan 1200 farmers participated, includingthose from other states like Punjab, Haryana,Rajasthan and Assam. The campaignprovided a platform to share theconsequences and issues of modernagriculture in Punjab and Haryana and alsothe sustainable farming experiences ofRajasthan and Gujarat. Some of the issues
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discussed were: the negative impacts ofchemical input and pesticide based intensivefarming, genetic modified crops, marketbased inputs versus good practices in organicfarming and Low External Input SustainableAgriculture (LEISA). Issues related to organicfarming like certification, market linkages,government support, research and extensionsupport were also discussed in detail duringthe campaign.
9.1.5.3 Dry Land Horticulture andFloriculture Promotion
A major focus of CEE in the project area is topromote dry land horticulture, which is moresustainable in rain-fed semi-arid areas andalso low in risk compared to the high inputintensive cash crop based farming. This year,CEE promoted Sapota, Pomegranate, IndianGooseberry, Lemon, Drumstick, Papaya andBer among the farmers in the project villages,along with medicinal crops like Tulsi andKaucha. Tulsi farming, as an intercrop, hasreduced insect-pest incidence in the maincrop and also provided additional income tothe farmers. The Kaucha crop, which is acarbon sink, is being promoted as a boundarycrop.
One family was trained in rose cultivationand its processing to develop variousproducts. This year, new products like rosepowder, Gulkand (Rosejam), rosewater androse soap were manufactured and marketingsupport provided for them. The success ofthis experiment served to inspire otherfarmers. This experiment was alsodocumented and telecasted by RajkotDoordarshan which would enable otherfarmers to learn from it.
9.1.5.4 Conserving Agriculture Biodiversity
In another experiment, the minor pulse Alasiwas sown as an intercrop and sold in theurban market in Rajkot and Ahmedabad.This approach can help develop a market forsuch disappearing crops and therebyconserve them. Various consultativemeetings with individual farmers and ingroups were organized to provide informationand tips for improvement of sustainablefarming practices like soil and moistureconservation, improving farm ecosystem,better use of agro waste, composting, bio-pesticides, bio-control, value addition for localemployment and marketing linkages.
9.1.5.5 Market Linkages
Throughout the year, marketing support wasprovided to entrepreneurs throughapproaches like participating in various fairs,festivals, conferences and other events acrossGujarat State. This year, groups andindividuals participated in Satvik FoodFestival, Ahmedabad; Vibrant GlobalGujarat Summit, Gandhinagar; HandloomFair, Ahmedabad; Agriculture Fair, Upletaand others, where various products weremarketed directly to the consumers and retailoutlets. The total sales for the year in theproject villages touched Rs 14 lakh.
9.1.5.6 Advocacy and Networking
CEE works to infuse the learning gainedfrom its projects in the government planningprocess at the district level, with intensivenetworking and liaison with variousgovernment departments at the district level.The CEE team is a member in the followingcommittees, where they share and guide the
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planning process for the sustainabledevelopment of the region.
• Jasdan Nagar Vikas Samiti
• District level Prasar Bharti Committee,Rajkot
• Trustee in the Society for Research andInitiatives for Sustainable Technologiesand Institutions, Ahmedabad
• District Coordination Committees ofATMA Programme, Rajkot; NationalHorticulture Board, Rajkot; NationalMedicinal Plant Board, Rajkot; NationalFood Security Programme, Rajkot;National Agriculture DevelopmentProgramme, Rajkot
9.2 Gramshilpi
Gramshilpi is a project that was initiated in2007 in collaboration with Gujarat Vidyapith.The programme aims to provide extensivecapacity building inputs and initial financialsupport to selected students of GujaratVidyapiths, mainly postgraduates, to worktowards holistic rural development. As ofnow, 11 Gramshilpi’s have taken up the causeof rural development and have settled downin villages, undertaking various activities fortheir upliftment. Gramshilpis are havingmonthly stipend for their personal andprogrammatic needs during the initial twoyears.
In year 2010-11, seven postgraduates wereselected for the project as Gramshilpis. Afterone year of training part, they have beenplaced in five different districts. Theirtraining covered both content like primaryeducation module and water module as wellas methodology and skills. Significantly, as
part of the skills training, they have beentrained to make solar lanterns, which theywill transfer to women in the villages tomake solar equipments preparation a homeindustries. Six of the Gramshilpis from thecurrent batch are now associated with thisproject.
The major thrust areas of the Gramshilpi’sactivities are education, health, sustainableNatural Resource Management, promotingsocial equity and entrepreneurship support.In their adopted village, the Gramshilpi playsof role of a mobile information centre. Theyhave become a guide for villagers in matterspertaining to education, career, administrativeprocedures for villagers to get their lawfulentitlements and other requirements. Theyalso provide villagers updates regardingvarious rural developmental and agricultureschemes. Apart from this, most of the theGramshilpis are also working towardseliminating social evils. Gramshilpis whohave settled in remote tribal areas are alsoworking towards conserving tribal culture,music, traditions and practices.
9.2.1 Education
The educational activities of Gramshilpiscover
• Non-formal educational activities withnon-school going children
• Activities such as library, reading groups,English language teaching, teachingMaths and Science throughenvironmental activities and night studyclasses to enhance the educational levelof the students
• Teachers’ training, capacity building,providing educational material for
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schools and organizing parents meetingto improve the quality of education inthe village school
• Holding competitions like drawing andstory telling, creative activities like cardmaking and toy making from bamboo
Key Achievements
• In Khoba village of Valsad district, theGramshilpi has initiated a trust nameLok Mangalam Trust to and started aresidential facility for children ofmigrating parents who have dropped outof school. Currently 20 children stay there.
• The GS in Dungarpur village hasconverted his own house as a day careand night stay facility for 31 childrenfrom marginalized and migratorycommunities.
• All the GSs are working with villageprimary schools where they haveinitiated children’s library.
• A students’ saving bank has been startedin one village with with the savings of 50members; this amount is being used fortheir development.
• In Pedhamali, the GS has adopted fivenearby village schools, where hevoluntarily teaches students while alsohelp capacity building and motivatingteachers. He also gets supporters toprovide educational material for needychildren. Ajay, a 5 year old childabandoned child has been taken in bythe GS and his wife and is now studyingin grade 2.
9.2.2 Health & Sanitation
This includes
• Awareness activities such as street plays,exhibition, rallies
• Medical checkup camps, dental campsand free treatment
• Collaboration with nearby hospitals toprovide treatments including surgery atconcessional rates or free of cost
• Enabling of villagers to avail medical/health related schemes and benefits byhelping them complete the requiredpaperwork
Key Achievements
• From Pedhamali village, 10 children weretaken to the Gandhian event SarvodayaMela, as a result of which six childrenwho were addicted to tobacco and otherundesirable substances gave up theiraddiction.
• Twenty five cataract surgeries wereperformed free of cost.
• One school has developed a backyardgarden with medicinal plants andvegetables.
9.2.3 Social empowerment, Equity andWelfare Activities
These cover:
• Formation of a state level group of about100 youth volunteers who support arange of socially constructive activities.
• Formation and strengthening of villagelevel institutions such as women’s group,
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youth group, SHGs (self help groups)and others.
• Undertaking anti-alcoholism campaignwhich includes activities such as streetplays, personal counseling and others.
Key achievements
• Six SHGs have been formed with acollective savings of Rs 1 lakh.
• The GSs in Pedhamali village organizedan exposure tour for senior citizenswhere about 50 people from differentcastes participated, setting aside castediscriminations. They have also set up agrain collection box named as SarvodayaPatra; the grains collected from this arebeing donated to the poorest families ofthe village. In another touching examplethey have adopted two orphan villagechildren from a socially marginalizedcommunity, who now stay with them.
9.2.4 Natural Resource Managementand Livelihood
This includes:
• Activities to promote local resource basedlivelihoods
• Skill training programmes for youth andwomen
• Promoting weaving of Khadi as a cottageindustry
• Establishinga griculture resource centres
• Promoting better livestock practices andproviding information regarding goodquality of breed, and helping villagers inpurchasing it
• Plantation and nurturing trees
• Environmental awareness activities suchas poster exhibition, street plays, youthcamps
• Activities to promote organic farmingsuch as guidance on multi-crop farming,information exchange forums, exposuretrips
9.3 Samvardhan Project SupportUnit - Valsad
The Rural Programmes Group of CEEinitiated its work in selected villages fromTapi, Valsad and Dang districts of SouthGujarat during 2003-04 as part ofSamvardhan Phase II. Drinking Water,Livelihood and Primary Education were thethree thrust areas. Samvardhan – CommunityEntrepreneurs (CEs) took the lead inimplementating a range of activities in theseareas since then. During the current year,CEE focused on three major themes:
• Drinking water security – in collaborationwith Water and Sanitation ManagementOrganization (WASMO) in 60 villages
• Livelihood Promotion Activities -Entrepreneurship promotion in 30villages and Sahyog Agri Mall in 74villages
• Samvardhan Samvaad – DevelopmentDialogue to understand people’s needsand concerns, conducted in three clustersinvolving 24 villages
9.3.1 Drinking Water SecurityProgramme
To help villages achieve drinking watersecurity, CEE has collaborated with WASMOas an Implementing Agency to implement
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the Swajaldhara Programme of the centralgovernment. As part of the programme, CEEis working with 60 villages of four blocks,viz., Sonagadh (Tapi district), Dharmpur andKaprada (Valsad district) and Ahwa (Dangdistrict). Fifteen villages have been selectedfrom each of these blocks. Some of theactivities undertaken during the year include:
• Initial introductory meeting, formationof Village Water Committee (VWC) andits approval by Gram Sabha in all 60villages
• Baseline survey and Participatory RuralAppraisal (PRA) were conducted in the60 villages to understand the status andthe community’s concerns related todrinking water.
• To orient the VWCs regarding variousaspects of planning and execution ofdrinking water security programme, fieldtrips were organized for VWC membersof all the villages.
• With the participation of the communityand the involvement of VWC, villageaction plans were prepared for each ofthe 60 villages. This is a key documentfor the actual implementation ofSwajaldhara programme. Village actionplans detail the various activities to beundertaken, including software(educational and awarenessprogrammes) and hardware activities(Construction – laying of pipes, watersupply layout)
• These action plans are technicallymonitored and corrected by an engineerappointed by WASMO. The WASMOapproved plans are then sent to the Gram
Sabha for its. The WASMO engineer,Social worker, Implementing agency,Gram Sabha and Pani Samiti collectivelyfinalize the plan and approve it andforward it for final implementationapproval to a committee chaired by theDistrict Collector. Currently, village levelapproval has been obtained in all 60villages. Final implementation approvalhas formally been received for 24 villageswhile that for the remaining 36 villagesis under process.
• Water and Sanitation activities such asawareness, Jalvahini exhibition van,competitions and screening ofeducational films are being conductedwith 73 village schools. Programmessuch as village cleaning campaign andrallies were also conducted in the projectvillages.
• Training for water quality monitoring wasconducted for VWC leaders andmembers.
• The work so far has yielded satisfactoryresults and is well appreciated in theproject villages.
9.3.2 Livelihood Promotion Activities
Promoting sustainable livelihood throughsystematic selection, entrepreneurshiptraining and marketing can go a long way inimproving the quality of life while alsoconserving ecology in the long run. During2010, 130 entrepreneurs from 30 projectvillages of four clusters were selected andtrained. Some of the activities undertakenfor them include:
• Nine exposure trips and informationexchange/sharing trips for farmers to
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promote better farming and animalhusbandry practices were conductedwhere more then 350 farmersparticipated.
• Workshop on Zero Budget Farming
• Demonstrations on organic farming,azola farming, composting, solar cookerand bio pesticides
• Promoting and marketing vegetablefarming, turmeric cultivation, Nagali andother local crops
• Marketing support through variousevents such as Srishti-IIM organic foodfestival
9.3.3 Sahyog Agri Mall
Based on the Jasdan model, Agri Malls havebeen launched in three blocks, viz. Kaprada,Subir and Mamabhacha in March 2011.Farmers become members in this cooperativemodel Mall. For the first year, the target is toincrease membership up to 25 villages foreach Mall, with at least 11 farmers from eachvillage. Agri Mall supports informational,training, networking and marketing needsof the the community while also providingthem quality seeds and other materials atcheaper rates.
9.3.4 Samvardhan Samvaad
Samvardhan Samvaad is a one daydevelopmental dialogue organized tounderstand people’s concerns, needs andpriorities in a cluster. Three such dialogueswere organized during May 2010 whereabout 240 participants including membersof SHG groups, village water Samities, GramSabha, farmers, Panchayat members, youthand others participated. To facilitate the
dialogue, an exhaustive list of concerns/developmental needs of the area wasprepared based on CEE’s previousexperience in the area. During the dialogue,participants collectively and in small groupsdiscussed and prioritized theirdevelopmental needs. The whole exercisewas highly educative not just for participantsbut also for the CEE team as it enabled themto understand the communities’ needs andgive new direction to ongoing programmes.
9.4 Rural Knowledge Centre,Halvad
The construction of the Rural KnowledgeCentre (RKC) in Halvad was completed inMay 2010. RKC is a novel concept introducedby CEE in Halvad Block in Gujarat. Itsobjectives are:
• To serve as a node for networking andinformation sharing for the variousstakeholders of Halvad block, especiallythose who are poor and marginal; and
• To provide extensive Human andInstitutional support through relevantthrust areas for local institutions,governance structures and CommonInterest Groups of Halvad block for atleast a decade.
9.4.1 Major Activities andAchievements of RKC
• A horticulture demonstration plot ofcustard apple cultivation in one acre areahas been developed, where sustainableagriculture practices such as dripirrigation, different types of compostingincluding vermi-composting, vermi-washand bio-pesticides have been set up.
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• A nursery operating in RKC aims toprovide people quality saplings of chosenvarieties. This year 3000 saplings of 70varieties were sold from here.
• Demonstration models of biogas andsolar equipments such as solar light andsolar cooker have been set up in RKC, toencourage the use of non-conventionaland renewable energy sources. About80% of the electricity for RKC is beingobtained through solar energy.
• RKC campus is rich in biodiversity, withmore than 1600 plants of about 135varieties. Care has been taken to conservelocal and threatened species. Todemonstrate successful horticulturefarming, many such trees have also beenplanted on the campus. Informationregarding medicinal uses of the plants isbeing shared with the community.
• RKC has a rich library containing a widevariety of books and magazines onagriculture and livestock keeping whichare the main occupations of the villagers.It also has a collection of more than 1000books for school students.
• A number of trainingpProgrammes havebeen organized at/by RKC, such as:
o A one day workshop for themembers of Farmers Field School,on the theme of ‘Productivity of Soil’.Ten such workshops were organizedduring the year with about 200farmers participating.
o Training programmes for SHGmembers were organized to discusssustainable agriculture practices,better livestock keeping, savings-
credit for livelihood support anddevelopment. In 20 such trainingsduring the year, about 500 womenparticipated.
o Two workshops involving involving80 participants were organized onthe theme of RTI Act and DomesticViolence Act.
• In a very interesting approach, RKCorganized a formal-informal interactionwith the village community, FarmersField School (FFS) and Self Help Groups(SHGs), to motivate them to send theirchildren for secondary education. RKChas networked with variousAshramshalas - Post Basic Schools - ofthe region. As a result of CEE’s effortslast year, 10 students, who wouldotherwise have dropped out and possiblybecome another victim to the viciouscycle of salt farming, joined Post Basicschools for further education. This canbe seen as a remarkable achievementand an approach worth trying on avlargerscale in coming years.
• Ten students from Bachelor in RuralStudies/Masters in Rural Studies/Masters of Social Work stayed at thecentre as part of their internshipprogrammes, also known as KendraNivas.
In all, RKC has proven itself to be a successfulmodel for creating knowledge based societiesthat can take decisions leading to sustainabledevelopment. It provides an excellentplatform for lateral learning as well. RKCdemonstrations have enhanced thecommunities’ interest and faith insustainable livelihood options. It has also
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been recognized as one of the best practicesto combat desertification and landdegradation, as part of the ‘Elucidation of the4th National Report on CombatingDesertification’, which was submitted to theUnited Nations Convention to CombatDesertification (UNCCD) by the Ministry ofEnvironment and Forests.
9.5 Gramdoot
Gramdoot is an innovative action researchproject that aims to initiate ‘Life LongLearning’ (L3) for farmers, and to promoteinformation empowerment and livelihoodsecurity among the rural poor in Jasdan inGujarat, through the use of technology basedOpen and Distance Learning (ODL) forcommunity education. Through directinterventions with a select group of 150farmers, the project has prepared them as aresource group to serve as Gramdoot (villagemessenger). They have been furtherclustered into four Common Interest Groups(CIGs) based on learning needs perspective,viz., agriculture (60 members), horticulture(25 members), livestock (40 members), non-farm (25 members). Along with propagatingthe L3 programme, they will also ensure thecontinuation of locally generated learningmaterial. Developing and validatingbankable proposals for following up withinterested banks and setting up a sustainableproducer company are also included in theobjectives of this programme.
Indirect distance learning throughtechnological interventions like voice mailand lateral learning through direct interactionwith Gramdoots, are being employed in theproject to empower another 850 persons andalso to test the effectiveness of using only
ODL as an approach for strengtheningsustainable development education in therural context. The project also strives toestablish linkages between the participatingcommunities with finance, market,information and communication technologyand extension institutions.
Some of the activities undertaken during theyear include:
9.5.1 Project Orientation Meetings
Orientation cum consultative meetings withpre-defined objectives was conducted withthe existing Producer Company (PC) and CIGmembers. About 300 members participatedin the meeting. The main topics discussedwere project orientation, learning, plan ofaction , roles and responsibilities, GramdootResource Centres, financial linkages withbanks and insurance companies, mobilebased ODL and the L3 approach.
9.5.2 Monthly Meetings
The monthly consultative meetings, knownas Poonam Bethak (Full moon Day Meeting)were focused on thematic groups. Variousthemes related to sustainable agriculturewere discussed with the Agriculture andHorticulture CIGs, which covered basicfertilizers, bio-control, bio-pesticides, nutrientmanagement, soil management,privatization of inputs, genetic modifiedcrops, government policies, low cost farming,and integrated pest management in cumin,wheat, green gram and other crops. The focusof these meetings remained on sustainabilityin livelihood and changing the mindset frommere producer towards entrepreneurship.Various resource persons from the linkagesand network point of view were invited for
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every meeting, in which 50-60 membersparticipated with one or two resource personsproviding guidance and technical support.
9.5.3 Training
The CIG members were also selected by theFarmers Field School (FFS) programme ofthe Agricultural Technology ManagementAgency (ATMA) of Gujarat government, forreceiving technical and skill training. About75 members were organized into three FFSs.Fortnightly meetings were conducted duringspecific crop seasons. During such meetings,agronomical practices for quality and quantityof production and sustainability of variouscrops like wheat, cumin and green gramswere discussed. Twenty selected farmerswere also provided training during theNational Organic Farming Meet at Anand,on topics like organic farming practices,mixed cropping, horticulture, agro-wastemanagement, seed, water and soilconservation, and bio-pesticides.
9.5.4 Demonstrations
Ten demonstrations have been set up toshowcase the potential output when adoptingvarious sustainable practices and also issuesfaced when adopting or implementing suchpractices. Some of the demonstrations are oncomposting from agro-waste; improved cropvarieties farming demonstrations for cumin,green gram, and wheat crop; foundation seedplot; cultivation of medicinal crops like Tulsi(Basil) and Kaucha (Mucuna pruriens);orchards of fruits and vegetable crops; andhorticulture sapling nursery net house.
9.5.5 Institution Building
The advisory committee for Sahyog KrushiVikas Private Ltd. (SKVPL) (farmers’
producer company - PC) was formed andstrengthened to provide guidance andsupport for the company. PC meetings wereheld every month to review, plan and alsoprovide guidance and support on variousissues as well as future direction. SKVPL isalready selling various products like cattlefeed, CFL bulbs, engine oil, seeds, bio-pesticides, bio-inputs and agricultureimplements at cost effective rates to itsmembers. The PC had also tied up withGodrej, Oreva, Gulf Oil, RCM MarketingNetwork, Gujarat Seed Corporation Ltd.,Dharati, Vasundhara, Namdar, Vikram,Rashi, GPL, UPL, Excel and others forenabling direct purchase.
9.5.6 Learning Material Development
A monthly newsletter Sahyog KhedutSamachar was published and disseminatedfor Gramdoot members, which featuresrecommended practices for agriculture andlivestock for that month. The GramdootResource Centre at CEE Jasdan was alsoenriched through the addition ofapproximately 250 print, video CDs/DVDsand other learning materials.
9.5.7 Gramdoot Samvaad (Dialogue)
Since the last one year, consultative andknowledge exposure meetings of the fourCommon Interest Groups, viz., agriculture,livestock, horticulture and non-farm wereconducted regularly. These meetings weremeant to provide the members opportunitiesto share their knowledge and livelihoodexperiences and also learn sustainablepractices from other livelihood options. About225 community members participated in theSamvaad. Experts in agriculture, livestock,horticulture and non-farm livelihoods were
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invited to enrich the experiences and alsoestablish linkages with government, researchand financial institutions. Detaileddiscussions on winter crops, dry landhorticulture, agriculture insurance, bank loansfor livestock and government schemes wereheld. Some of the key points discussed weresoil testing, judicial use of chemical fertilizers,importance of compost and farm yard manure,rain-fed farming, cropping pattern, cultivationpractices, value addition, traditional andmodern scientific knowledge, improved seedvarieties, seed diversity, integration ofagriculture and livestock, dry land horticulture,drip irrigation, organic farming practices, nethouse, vegetable farming and agricultureimplements. Sustainable wheat farming,agriculture insurance and bankable businessplans were also discussed.
9.5.8 Writeshop for Dairy FarmingVoice mail
A two day writeshop (Write Workshop) wasorganized by CEE to facilitate thedevelopment of voice mail content onsustainable livestock production. Twenty fiveparticipants from various sectors likelivestock raisers, farmers, women, veterinarydoctors, dairy experts, communicationexperts, post graduate students, NGO staffand researchers participated in theworkshop. The main purpose of theworkshop was to document and developmessages regarding best practices andlearning through consultation. The workshopalso provided a platform to share experiencesand network with other individuals workingin this field.
Participants formed four groups to discussthe sub themes in sustainable livestock
production, viz., management, reproduction,nutrition, and health care, and identified thebest practices / experiences. They alsoprepared a draft message related to the sameand finalized it in the form of voice mailcontent. The support team of identifiedexperts and facilitators helped theparticipants to develop, technically edit,finetune and finalize their voice mail content.Text material for about 300 voice mails wasprepared.
9.5.9 Community based ParticipatoryVideo
The participatory approach is a key bottom-up tool in supporting communitydevelopment, which gives the opportunity toparticipate in various activities and shareknowledge or information. Communitybased participatory video (PV) on sustainablelivelihoods messages was prepared inpartnership with Proplaneta, Brazil. Tencommunity members including six womenparticipated in the process. The group ofcommunity members were first selected andtrained on PV for one day, especially onhandling and operating the video camera,tripod, camera and computer. They were alsogiven hands-on training by Ms. FernandaBaumhardt, a social environmentcommunication consultant.
The group first discussed what they wouldtalk about in the film, which was crystallizedinto their farming processes, materials andtechniques. They then organized themselvesin pairs and decided their roles – who wouldfilm and who would feature in it. The filmfeatured villagers talking about 10 greenmessages for sustainable livelihood. Thescript was also written by the group who
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then did the video shooting of the messages.The product in the form of a seven minutevideo was finalized through a participatoryprocess for content and editing, both of whichwere completed the villagers themselves.
Participatory videos can be effective tools forbreaking barriers and to make media andtechnology inclusive and people centered.They enable the villagers to share their goodpractices with others and provide them amedia vehicle to do it.
9.6 Implementation of EnvironmentManagement Framework inTamil Nadu Empowerment andPoverty Reduction Project(Vazhndhu Kaattuvom Project(VKP))
CEE AP is the State Environment ResourceAgency (SERA) for the Vazhndhu Kaattuvomproject being implemented by theGovernment of Tamil Nadu through theVazhndhu Kaattuvom State Society in 15districts with support from World Bank. Therole of CEE as an environment resourceagency is to design and facilitate theimplementation of an EnvironmentalManagement Framework (EMF) in theproject.
The purpose of EMF is to ensure that neitherthe livelihoods of the rural poor nor theenvironment are compromised. CEEcontributes to the EMF implementationthrough:
• Development of TechnicalEnvironmental Guidelines forEnvironmental Appraisal of thelivelihood activities being supportedthrough the project;
• Capacity building for differentstakeholders including the projectfunctionaries and communityrepresentatives;
• Development of Information Educationand Communication (IEC) materials; and
• Monitoring support
CEE was initially engaged to provide theseservices for a period of two years during2007-2009. This agreement has beenrenewed from October 2010. The activitiesunder this project accomplished during theyear 2010-11 include.
Capacity building for stakeholders: CEE hasfacilitated district level refresher trainingprogrammes on EMF for the projectfunctionaries in five districts. These trainingsincluded class room sessions and group work.
Supervision and Environment Audit: Oneround of supervision visit to check theimplementation of EMF was completedduring the period.
9.7 Environment Assessment Study for BiharPanchayat Strengthening Project (BPSP)
CEE AP has been engged as a consultant forconducting the Environment AssessmentStudy for the Bihar PanchayatStrengthening Project, an initiative of thePanchayati Raj Department, Government ofBihar, with the support of World Bank. Therole of CEE is to conduct an EnvironmentImpact Assessment exercise and to developan Environment Management Frameworkfor the project. The duration of the projectwas January - December 2010. The studyhas been completed and the final reportsubmitted.
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9.8 Green Yacharam - TowardsCarbon Neutralization
CEE AP has conducted the baseline surveyof Yacharam mandal of Ranga Reddy districtfor the Society for Elimination of RuralPoverty (SERP), Department of RuralDevelopment. The purpose of the survey isto understand the existing pattern of energyconsumption and scope for enhancing thegreenery to make Yacharam’ mandal ‘carbonneutral’. The survey was conducted duringJuly – December 2010 with the help ofeducated youth in the village and the draftreport has been submitted.
9.9 CAPART – InstitutionalMonitors Initiative
CEE Karnataka has become the institutionalmonitor for the rural development projectsof CAPART Regional Office, Dharwad
Karnataka. As part of this activity, the CEEteam will carry out monitoring and evaluationof projects being funded by CAPART duringpre-funding, midterm and post evaluationactivities.
During this reporting period, CEE Karnatakahas received the following evaluationassignments from CAPART and carried outthe evaluation and reporting activities.
CAPART Evaluation from April 2010 toMarch 2011
Sl. No Projects Number
1 Pre funding evaluation 03
2 Mid term evaluation 04
3 Post evaluation 03
Total 10
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1010101010Water and Sanitation
10.1 Documentation of TotalSanitation Campaign (TSC)Initiatives in DakshinaKannada
Dakshina Kannada is one of the districts inKarnataka which has achieved the distinctionof Open Defecation Free district status withthe successful implementation of the TotalSanitation Campaign (TSC). CEE Southinitiated a project with the Zilla Panchayat,Dakshina Kannada to do a process documenton the successful implementation of TSC. Aspart of this initiative CEE has developed
a. An inspiring case study booklet;
b. 20 minute video documentation on theprocess of implementation of TSC;
c. Three videos of five minutes each onthree inspiring case studies of TSCinitiatives; and
d. A brochure on the process adopted in theimplementation of TSC.
10.2 Mensural, Sanitation andHygiene Education Programmein Schools
CEE South, in association UNICEF and SSA,initiated a programme on Sanitation, Hygieneand Mensural education in the schools ofKarnataka. This programme aimed atimproving the sanitation and hygienepractices among school children in 1000schools spread across 62 Blocks in 18 districtsof the state. The following activities wereexecuted by CEE South as part of theprogramme:
a. Developed a survey format for gatheringinformation related to school sanitation;
b. Oriented officers from the educationdepartment on data collection;
c. Trained 375 master trainers on sanitationand hygiene practices in schools;
d. Trained 1000 teachers on hygienepractices through these master trainers;
e. Analysed the data collected from schoolsand compiled a report of the same; and
f. Reviewed thef execution of sanitationand hygiene activities throughteleconferencing.
10.3 Sanitation, Assessment,Awareness and Action forSchool Campaigns (SAAAF) –Medak, Warangal andKurnool Districts
With the support of UNICEF, CEE AP hasinitiated SAAAF programme in three districts– Medak (300 schools), Warangal (320schools) and Kurnool (800 schools). The mainobjectives of the programme are to identifythe infrastructure gaps, develop actions plansto bridge them and to create awareness abouthygiene and sanitation among children withthe help of local facilitators and teachers.The programme has been initiated inFebruary 2011. The survey to identify theinfrastructure gaps has been completed inall the schools and analysis of the data is inprogress.
10.3.1 Sanitation, Assessment,Awareness and Action forSchool Campaigns (SAAAF)
CEE AP, with support from UNICEF,Hyderabad has implemented the SAAAFproject in 300 schools spread over 21 mandals
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in Medak district. The objectives of theprogramme were (a) to create awarenessamong the teachers and students onsanitation issues; (b) assess the infrastructurefacilities available for water and sanitation;and (c) to address the infrastructural gapswith the help of government line departmentsand the District Administration. The projectwas implemented up to December 30, 2010.
The tasks accomplished under the projectduring the report period include:
• SAAAF campaigns were organised in 210schools for awareness building,participatory assessment and to developaction plans to resolve the problems;
• Action plans were developed for all 300schools and presented to the Departmentof Rural Water Supply (RWS), PanchayatRaj and Department of DistrictEducation;
• Facilitated the implementation of theaction plans in the schools.
After the assessment findings were sharedwith the DEO, the Department of Rural WaterSupply and UNICEF, the report wasforwarded to the District Administration. Therequired fund was allocated by the DistrictAdministration for addressing infrastructuralgaps. Following this model, the DistrictAdministration has since conducted theassessment of infrastructural gaps in all theschools in the district.
10.4 Green Kids Forever – Say Noto Plastics Campaign inSchools
CEE AP with support from the Tidal DataSolutions Pvt Ltd (TPED Grants Programme)
and the Hyderabad MetropolitanDevelopment Authority (HMDA) hasorganized school level contact programmesin 40 schools of Hyderabad and Medakbetween July and September, 2010. As partof the programme, one-two hour contactprogrammes were organised in each schooland 100 cloth bags were distributed.
10.5 Integrated Sanitation andHygiene Management inResidential Institutions ofMedak
CEE AP has initiated the project IntegratedHygiene and Sanitation Management(ISMH) in welfare hostels with the supportof the District Administration and UNICEFin 230 Welfare Hostels (also known asResidential Institutions). The project has twocomponents:
• Identification of the issues related towater and sanitation infrastructure,operation and maintenance practices andpersonal hygiene behaviors amongchildren through participatory surveys,and initiation of actions throughinvolvement of stakeholders andindustries in Medak through theirCorporate Social Responsibility (CSR)initiatives
• Conducting education programmes forhostel children on best practices in Waterand Sanitation, and Personal hygiene
The programme was initiated in January 2010and a baseline survey was conducted in allthe hostels to identify existing issues relatedto infrastructure and practices pertaining tohealth and sanitation, based on which actionplans have been developed. The survey
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findings were shared with the DistrictAdministration and the implementation ofthe action plan is in progress.
10.5 Pilot Water Security PlanProject
CEE is partnering with the Public HealthEngineering Department of Assam andUNICEF in implementing the Pilot WaterSecurity Plan Project in Rani and Kamalpurblocks of Kamrup and Kamrup Metrodistricts in Assam. The project aims toprovide every person in the rural areas withadequate safe water for drinking, cookingand other basic domestic needs on asustainable basis in the project blocks.
Despite the impressive coverage of provisionof safe drinking water facilities in the ruralareas, there is considerable gap between theinfrastructure created and service availableat the household level. The erstwhile premiseof providing 40 litres pcd (liters per capitaper day) has proved to be inadequate for alarge section of the community. Moreover,while massive water supply infrastructurehas been created over the years in ruralareas, they have often been unsustainableand also plagued by quality issues. Therevised National Rural Drinking WaterSupply Programme (NRDWP) guidelines2009-2012 issued by the Rajiv GandhiNational Drinking Water Mission,Department of Drinking Water Supply, hasshifted its fous from the conventional normsof litres per capita per day to water securityfor all in the community. The new policyfurther aims to empower the community toplan, implement and manage their ownwater supply systems. Finally, the policystipulates that the state should transfer the
programme to the PRIs, particularly to theGram Panchyats for management within thevillage.
Based on the above policy guidelines, threeprogramme components have beenidentified under the project as follows:
• Preparation of village level water securityplans
• Community participation in the processof development of the vllage watersecurity plan
• Management of the village water securityplan by the Panchayats
The following activities of the project wereundertaken during the year 2010-11:
• District level training - A district levelmeeting was held in the Communicationand Capacity Development Unit,Betkuchi in the presence of the ChiefEngineer on November 23, 2010. Duringthe meeting, a thorough orientation wasgiven to all the Nodal Officers, BlockCoordinators and jal surakshaks.Representatives of CEE, PHED, DRDA,Gram Panchayat, UNICEF, NRHM andSSA were present in the meeting.
• Another training programme for theNodal Officers and NGO functionariesof PWSP was held at CCDU, Betkuchiduring August 4-6, 2010.
• Several block level orientationprogrammes of Jal Surakshaks were heldduring October to December 2010. Theworkshops were held in two phases andincluded all the Gram Panchayats.
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• Directory of PRI members - A directoryof the PRI members in both the blockshas been prepared with their names, thename of the Gram Panchayat they belongto, ward numbers and contact numbers.
• Exposure visit - A team of NGOfunctionaries went for an exposure visitto Chennai from during September 1-5,2010.
• A household survey of 10 villages hasalready been completed in both theproject blocks, viz., Rani and Kamalpurblocks.
• Water sample collection - Water samplesfrom six villages from both the blockshave been collected and sent to the statelaboratory for testing.
• World Water Day was celebrated in twoschools of Rani Block.
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1111111111Sustainable Urban Development
India has a very large and increasing urbanpopulation. Though cities are often seen asthe culprits in discussions on sustainabilityand climate change, not all activities and notall people in cities have high emissions andenvironmental impact. On the other hand,well planned cities can help achieve healthyliving conditions and a good quality of life forall with a low footprint. CEE Urban aims todevelop and apply effective methods ofcommunication, education and participationtowards more sustainable urban habitats,especially leading to:
• Healthy living and workingenvironments for the inhabitants,especially vulnerable populations,including access to civic services andamenities essential for health (safewater, sanitation, waste management,paved roads, footpaths, shelter);
• Mitigating the environmental impact onlocal, regional and the globalenvironment;
• Triple bottom line decision making sothat development decisions aim forenvironmental improvement, socialbenefits and economic efficiencysimultaneously.
As part of the urban programmes of thecentre, CEE took up three new initiatives inthe areas of performance assessment ofmunicipal services, urban ecosystem servicesand urban transportation.
11.1 Assistance to PimpriChinchwad MunicipalCorporation in Service LevelBenchmarks
Standardized Service Level Benchmarking(SSLB) is a mechanism of the Ministry ofUrban Development, Government of India.The benchmarks help evaluate the statusand performance of the urban local body inproviding basic services like water supply,sewage, solid waste and storm waterdrainage to its citizens. CEE facilitated datacollection and preparation of reports for thePimpri Chinchwad Municipal Corporation(PCMC) using the SSLB framework. CEE’sinputs are expected to improve the datareliability of the PCMC SSLB reports. Asample study was also designed andconducted by CEE in partnership withJanwani. CEE Urban Programmes group isnow facilitating the pilot phase of thesystematic improvement of the SSLBreporting systems.
11.2 Professional DevelopmentProgramme on SupportingUrban Sustainability
CEE was invited by the SWEDESDprogramme at Gotland University to be partof an initiative to offer a professionaldevelopment programme Supporting UrbanSustainability – Collaborative learning forecosystem services governance in the contextof poverty alleviation. The other partners areSAC-REEP, Stockholm Resilience Centre, theSwedish International Centre for LocalDemocracy, the Global Action PlanInternational and the Worldwide Fund forNature. The programme is supported by theSwedish International DevelopmentCooperation Agency (Sida). A team of fiveprofessionals from Ahmedabad MunicipalCorporation (AMC), Centre for EnvironmentPlanning and Technology (CEPT), Self
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Employed Women’s Association (SEWA),EPC and CEE has been selected to participatein the programme.
11.3 SUM Net India - UrbanTransportation Network
In the area of urban transportation, CEE hastaken up an initiative to develop a networkof civil society organizations in various cities.This network - SUM Net India - is engaged inpolicy advocacy on urban traffic andtransportation issues at the national level.Through discussions and sharing ofexperiences/ reflections related to theprinciples of sustainable urban mobility, thenetwork also hopes to advance publicunderstanding about this field. As a firststep, the network participated in the UrbanMobility Conference 2010 and installed anexhibit outlining the principles of sustainableurban mobility. The partners of the networkalso met at Delhi before the conference todiscuss about the network, its structure andinterventions. The initiative is supported byShakti Sustainable Energy Foundation.
11.4 Civil Society Inputs intoStrategic EnvironmentAssessment, Pune
In Pune, CEE continued facilitation of civilsociety inputs into the strategic environmentassessment which is feeding into the processfor the revision of the master plan of the oldmunicipal limits of the city. The final reportfor the project, prepared jointly by RambollNatura, NEERI and CEE, was submitted tothe Pune Municipal Corporation (PMC) inDec 2010. This project has been supportedby Sida.
11.5 Participatory Budgeting
CEE Urban is exploring ways of enhancingcitizens’ engagement in urban governance.The group is facilitating participatorybudgeting in the city of Pune for the past fewyears. CEE has developed a ‘Menu Card’ forpublic facilities which can help citizenschoose products and designs for streetfurniture, public construction and facilitiesthrough ward level budgets. Indicatorsrelated to the eco-friendliness of the materialsand designs are being added to thedescriptions of the products to help citizenschoose more wisely.
11.6 Waste Management PuneRegional Workshop
CEE WARM group worked with CEE Urbanto organize a regional workshop on PublicAwareness Campaign on wastemanagement, for the states of Maharashtra,Madhya Pradesh, Chhattisgarh, Goa andGujarat. The workshop was for the officialsof the state government departments dealingwith solid waste management,representatives of municipalities, pollutioncontrol boards, environment departmentsand NGOs on development of publicawareness campaigns on solid wastemanagement in their areas. This one dayworkshop organised at YASHADA, Pune onJune 14 was attended by around seventyparticipants from the above mentioned statesincluding both representatives fromgovernment departments and NGOs workingin the field. The outcome of the workshopwas a compilation of ideas for publicawareness campaigns and a draft proposalby the state agencies to the centralgovernment for financial support.
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11.7 ESD session on Urban Issuesfor GYLI (Global YouthLeadership Institute)
CEE Urban designed and conducted a twoday module on ESD and urban issues with aglobal perspective for the Global YouthLeadership Institute (GYLI), US. CEE offeredthis module to two batches of internationalstudents of GYLI from different countries inJuly 2010 and in March 2011. The focus ofthe programme was on experiential learningby students and hands on projects. Thestudents were exposed to varioussustainability issues of urban areas likeheritage and culture, biodiversity, traffic andtransportation, waste management andothers. The visits to biodiversity areas beingprotected by the citizens on Baner Hill inPune, interaction with traditional artisanslike coppersmiths in the old city, interactionwith waste pickers, and walkabilityassessment surveys were found quiteinteresting and engaging by the participantstudents.
11.8 Clean Green NeighbourhoodMela
CEE Urban has developed a communityeducation and communication methodologyon waste management at the local level titled“Clean Green Neighbourhood Mela.” Themela has been designed as a half or one dayevent that takes place in a space provided bya residential block. It currently offersactivities such as a clean-up campaign, amap based or survey based assessment ofwaste management practices andidentification of spaces for sorting, a ‘V-Collect’ service for disposal of recyclableitems/ scrap, demonstration of waste
segregation, composting, a discussionplatform for stakeholders including serviceproviders and the local municipal office,paper bag making and poster exhibition. Theaim is to include activities on traffic calmingand walkability, biodiversity protection/greening, stream restoration, rain waterharvesting, participatory budgeting andothers. The objective of this venture is to takea localized, customized package of practicalenvironmental education very close to thepeople and to bring the various stakeholderstogether.
11.9 Internship Programme inSustainable UrbanDevelopment
CEE Urban group offers internships to collegestudents and youths in the area of sustainableurban development. This year, internshipswere provided to students coming throughthe German Red Cross, the Global Alliance,from Sweden with support from SIDA, thePune University, Karve Institute of SocialWork and other local colleges. The areas ofwork included designing localized wastemanagement systems and facilities,investigations related to participatorybudgeting and participatory urbangovernance.
11.10 World Environment Day Eventat General Motors India
CEE was invited by General Motors India toorganise an environment education eventfor their staff members to observe the WorldEnvironment Day 2010 at their TalegaonPlant. CEE put up a poster exhibition withthe posters of Act Now, WED posters ofUNDP and other wildlife posters. EE games
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and activities like web of life, ropes andladders and waste segregation wereorganised with the staff members. The CEErepresentative made a presentation onclimate change to the leadership team ofGeneral Motors. Environmental films onwildlife, biodiversity and climate changeware also screened for the workers.
11.11 CWG Event and NGOPlantation
CEE Central assisted in the facilitation ofGreen Champions at the CWG regional eventorganised at Pune. It also facilitatedplantation activities with the partner NGOson the route of the Queens Baton Relay anddissemination of Low Carbon Lifestyle toolkit.
11.12 Talk by Prof. Peter Newman
‘Sustainable Transport for Resilient Cities -Responding to Climate Change’
The CEE Urban Program organized this talkin partnership with the Australia IndiaCouncil, Parisar, FEED, MCCIA and theSustainable Urban Mobility Network India.
Prof. Peter Newman is Professor ofSustainability, Curtin University, Australiaand Lead Author Transport, IPCC, 5thAssessment Report, and Author of “ResilientCities: Responding to Peak Oil and ClimateChange”. Prof. Peter Newman invented theterm ‘automobile dependence’ to describehow we have created cities where we have todrive everywhere.
In his talk in January 2011 in Pune, Prof.Newman examined seven characteristics of‘resilient cities of the future’: renewable;carbon neutral; biophilic, with smart,
distributed green infrastructure; eco-efficientwith industrial estates using industrialecology to close the loops on their metabolism;place-based with emphasis on localeconomies and local identity; and withquality public transit and walkable centre.He especially spoke about the shift awayfrom automobiles to sustainable modes oftransport. Over 200 college students,professionals and others attended the talk.Prof. Newman later met with representativesof local academic institutes and NGOs toexplore future collaborations in training andresearch.
11.13 Sustainable UrbanDevelopment Activities inAhmedabad
11.13.1 Ahmedabad GreenPartnerships – Manekbaug
CEE continued maintenance of theManekbaug plot and put up tree signs alongthe walking path. Discussions with theAhmedabad Municipal Corporation (AMC)on further ways of developing the area wereheld. Once every month, teachers andchildren from schools have been visiting theplot which is used for nature education byCEE.
11.13.2 Ahmedabad MunicipalCorporation and the GujaratState Forests DepartmentLaunch a Plantation Drive
CEE participated in the large scale plantationdrive by the AMC and the State ForestsDepartment who had pledged to plant over100000 saplings in one day, to create aGuinness World Record of maximumsaplings planted in a day. CEE planted over
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2000 saplings of different species near itspremises, involving staff from CEE, VIKSATand children from Paryavaran Mitra Schools.Over 90 per cent of these saplings havesurvived.
11.14 Take Care Take ChargeCampaign
The Times of India and Garnier along withCEE as Knowledge Partner launched thecampaign “Take Care, Take Charge” onApril 21, 2010. Under this campaign, readers,especially youth, were invited to send ideason green and sustainable solutions toenvironmental issues under the followingbroad themes — water conservation andpollution; energy generation andconservation; recycling and wastemanagement; transport and vehicularpollution; heritage and culture conservation;and biodiversity and greening. The solutionsgiven could be at an individual level,community level or for an entire city. Thesecould include innovative technologysolutions, a marketing solution, practice, or away of impacting behavior for positivechange. The campaign was primarily beingcarried out in Mumbai, Kolkata, Chennai,Hyderabad, Bangalore and Delhi, but invitedyoung people from across India to participate.Over 4500 ideas were received on the TakeCare Take Charge website. Road shows andevents at malls, mass mailers andadvertisements in the Times of India broughtabout a keen interest among people aboutthe campaign. CEE developed the selectioncriteria and was involved in the shortlistingof 10 ideas per city. The ideas were judgedon robustness, scalability, ease ofimplementation and cost. These ten people
were invited to make a presentation to apanel of judges, who identified one ideafrom those presented. The final six winnersmet Mr. Jairam Ramesh, Minister ofEnvironment and Forests to present theirideas. As part of this, the June 5 Times ofIndia paper in the six cities was printed onrecycled paper.
11.14.1 Take Care Take ChargeCampaign - Bengaluru
In Bengaluru, many citizens (young andothers) took part in the campaign and broughtin many innovative ideas in sustainabledevelopment practices. The finalpresentations on the ideas were presented atthe Times of India corporate office atBengaluru. The jury included cine actor Mr.Ganesh, Dr. Arunkumar A.N and Dr. CSPPatil. The winner has been sent to Delhi topresent the ideas before Mr. Jairam Ramesh,Minister of Environment and Forests,Government of India.
11.14.2 Take Care Take ChargeMumbai
Mumbai being one of the eight cities wherethis campaign was carried out, CEE Punecoordinated and facilitated the local activitiesin Mumbai city for publicity of the TCTCcampaign and assisting in promoting thecampaign in generating ideas from thepeople, in organisation of road shows andother public events. The ideas receivedthrough the website were evaluated andscrutinised. People shortlisted for their ideaswere invited to the event held in Mumbai forpresenting their ideas to a panel of experts.One of the ideas for better management ofwaste droppings from the latrines in the
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moving train submitted by Mr RavindraLadkat was selected and sent as one of thefinal entries. CEE also facilitated recycling of10 kg of newspapers with the local vendorsfor every idea submitted to the TCTCcampaign at Mumbai.
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1212121212 Waste Management
12.1 Healthcare Waste Managementand Education Programme
12.1.1 On Site Trainings for Implementationof Health Care Waste Management (HCWM)for Package II (759 Primary Health Centres)in Rajasthan
CEE conducted on site trainings for theimplementation of Health Care WasteManagement (HCWM) for 1500 PrimaryHealthcare Centres (PHCs) in Rajasthan. Theobjective of the consultancy has been toprovide quality training on infection controlmeasures and healthcare wastemanagement practices to all the staff andworkers at the facility level; to sensitize thetrainees and make them aware of Bio MedicalWaste Management & Handling rulesthrough hands-on experience and throughdemonstration of cradle-to-grave steps ofwaste management - segregation, handling,collection, transportation and treatmentfollowed by disposal of infectious and noninfectious waste generated from healthcarefacilities. CEE has developed the biomedicalwaste management training manual inHindi. In the first phase of the project, 16districts have been covered, where trainingprogrammes , orientation and re-orientationprogrammes have been conducted in all the759 PHCs. CEE was also involved in Trainingof Trainers and preparation of educationalmaterial like training module and kit. CEEprovided training on Biomedical WasteManagement with special focus on womenhealth conditions at child birth to the PHCs.Apart from the training, demonstration cumKAP on some safety and infection controlprocedures like hand washing anddisinfection procedures were also performed.The training across the 16 districts was
undertaken in collaboration with anassociated organization - Enviro ScienceAnalyst - from Jaipur. The final report hasbeen submitted and the Rajasthan HealthSystem Development Corporation hasextended the offer to conduct similar trainingprogrammes in the remaining 16 districts ofthe state under Package III, which is likely totake off by June/July 2011.
12.1.2 State level Training cumOrientation Workshop onBiomedical Waste Management
This workshop, supported by UPPCB (UttarPradesh Pollution Control Board), wasorganized by CEE North on April 19-10, 2010.The programme aimed to make theparticipants understand the legalimplications in dealing with wastes,anticipate future legislative requirements anddevelop familiarity with the presenttechniques to reduce use of hazardoussubstances and generation of waste, therebysaving money too, The seminar, throughexperience sharing and discussion, alsoprovided for clarifying and illustratingvarious facets of waste management andarriving at practical solutions, mechanismsand frameworks for waste management. TheWaste and Resource Management (WaRM)group provided the overall content andfacilitated the workshop and also helped inidentifying technical experts for theworkshop.
12.1.3 Knowledge and InformationCentre (KIC) on Municipal SolidWaste Management(MSWM)
CEE East and WaRM are developing aKnowledge and Information Centre (KIC) on
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Municipal Solid Waste Management(MSWM) in association with OrissaRenewable Energy Development Agency(OREDA) and Housing and UrbanDevelopment (H&UD), Government ofOrissa at the Biju Pattnaik Energy Park(BPEP), Bhubaneswar. The main objectiveof the KIC is to disseminate knowledge andawareness on Waste Management to thevaried stakeholders in the society. The centrewill help develop an understanding of theadverse effects of improper wastemanagement on human beings and theenvironment in the waste generators, viz.,hospitals, nursing homes, dispensaries,clinics, industries, shops, commercialestablishments and homes. It will be wellequipped with information on handlingvarious categories of waste and will showcasethe information through multiple methodslike panels, table top dioramas and IECmaterials.
The following actions have been initiated forsetting up the centre.
• It has been decided that the centre wouldhave three rooms. The first room wouldorient the visitor to the fact that there isgeneration of waste all round us, whichis also because humans term it as wastethough it could be a resource for others,as is often seen in nature. The secondroom would focus on management ofMunicipal Solid Waste, while the thirdroom would focus on other kinds of solidwaste like biomedical waste and E-waste.
• The centre will display about 25 panelsto explain our reckless attitude that hasled to generation of immense waste,
which could be a resource if wisely used,and how our lifestyle has hindered theecological systems leading to manymanmade disasters like climate changeand spread of various diseases.
• The centre will showcase six table topdioramas of which three would displaywaste composition, the varied sources ofMunicipal Solid Waste generation andthe methodology of waste management.One diorama would be about resourceout of waste like use of paper and plastic,and the materials that could bemanufactured out of them. Anotherwould show the different types of E-Waste and this too could be a resource ifproperly used. The last one would be avoting machine displaying messages,which will judge the visitors’understanding and clarity on the subject,and the lifestyle that they would adopt.
• Organizing outreach programmes forschools, colleges, housewives, rag pickersand others
• Organizing training Programmes forvarious stakeholders like theMunicipality, rag pickers, SHG workers,entrepreneurs and others
• Development and printing of IECmaterials on various subjects related towaste management -
25 IEC materials on waste managementare being developed for the centre whichwill be printed in English and Oriya. Thedrafts of the IEC materials have alreadybeen prepared.
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Through this centre,
• Consultancy would be provided tosupport waste management activities.
• Students would be enlightened on careerprospects in waste management.
• Guest lectures would be organized forstudents/ NGOs/ Practitioners/Industries/ Municipalities and others onwaste management.
12.1.4 Solid Waste Awareness andManagement Programme(SWAMP) – Coimbatore
SWAMP is a project undertaken for theCoimbatore Corporation, funded byJawaharlal Nehru National Urban RenewalMission (JnNURM), with the objective ofproviding information, education,communication (IEC) and awareness amongthe general public on Solid WasteManagement.
The following tasks have been completed byCEE Coimbatore during April 2010 - March2011.
• A cycle rally was conducted on WorldEnvironment Day - June 5, 2010 – inwhich 800 students from variousCorporation schools participated. Theevent was flagged off by the Mayor Mr.R. Venkatachalam in the presence of theCoimbatore Corporation CommissionerMr. Anshul Mishra IAS, Health officerDr. Aruna, Sanitary Inspectors, WardCouncilors and teachers of variousCorporation schools. The objective of therally was to generate awareness amongthe general public onsSolid waste
management and environmentalprotection.
• Followed by this was a meeting withthese 800 students, where Ms. PriscillaJoshua, Project Officer of CEECoimbatore spoke to them onenvironmental protection and avoidingplastic usage and also motivated them tosegregate wastes as biodegradable andnon-biodegradable.
• After the rally, CEE Coimbatore placed akiosk near the main bus stand atCoimbatore on the same day, where CEEstaff distributed brochures on solid wastemanagement and explained the SWMpractices to about 2000 citizens ofCoimbatore.
• CEE Coimbatore organised a one dayworkshop titled “Southern RegionalResource Persons Training Workshopcum Agenda Preparation Meeting” inJune 2010, which was inaugurated byMr. Anshul Mishra IAS, CorporationCommissioner. The panel members forthe technical sessions included Dr.Shymala Mani, Programme Director,Waste and Resource ManagementGroup, CEE and Mr. Khader Shahib, JointDirector, Directorate of MunicipalAdministration, Andhra Pradesh.Representatives of various governmentdepartments from the southern statesand union territories such as TamilNadu, Karnataka, Andhra Pradesh,Kerala, Pondicherry, Andaman, Nicobarand Lakshadweep islands attended theworkshop. There were also participantsfrom NGOs who shared theirexperiences and gave suggestions on
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solid waste and plastic wastemanagement.
• As part of the SWAMP Coimbatoreproject, a half day workshop wasconducted for all the sanitary inspectorsand sanitary supervisors of 72 wards inJuly 2010. The Project Officer, CEECoimbatore made a presentation on thepresent scenario on solid wastemanagement in Coimbatore and the stepsrequired to implement proper wastemanagement practices. This wasfollowed by a zone wise group meetingin which the sanitary inspectors wereinvolved in planning for theimplementation of solid wastemanagement in Coimbatore.
• Participatory committees were formed inall the 72 wards during July-October,2010. Each committee consisted of theWard Councilor, Sanitary Inspector,Sanitary Supervisor, Medical Officer,School eco-club teacher, members fromresidents welfare associations and twosanitary workers. They were thenapprised of the present scenario of SolidWaste Management in Coimbatore andwhat needs to be done to manage itproperly. The roles and responsibilitiesof the participatory committee memberswere also explained in the meetings.
• In August 2010, a group meeting wasconducted for the NSS programmeofficers from various parts of Tamil Naduat Avinashilingam Deemed University,Coimbatore. Ms. Priscilla, Project Officer,CEE gave a brief orientation about solidand plastic waste management. InOctober 2010, a similar meeting was
conducted for the NSS Co-coordinatorsfrom various Universities of Tamil Naduat Avinashilingam Deemed University,Coimbatore.
• In November 2010, a group meeting wasconducted for the Head Masters andHead Mistresses of all the corporationschools in Coimbatore.
• A ward wise training workshop wasconducted for all the sanitary workersfrom December 2010 to February 2010.So far, this workshop has covered theworkers of 52 wards. The workers wereoriented to proper waste managementpractices and handling techniques ofsolid wastes, with the help of slides onDo’s and Don’t’s. They were alsoentertained by skits, songs and games onsolid waste management.
• A second rally was conducted in January2011, which was also flagged off by theCoimbatore Corporation Mayor Mr. R.Venkatachalam. About 500 students fromvarious Corporation schools took part inthis rally, marching with placards andbanners in their hands and raisingslogans on solid waste management.
• In January 2011, another trainingworkshop was conducted for the NSS co-coordinators of various Universities ofTamil Nadu at Avinashilingam DeemedUniversity.
• A signature campaign was conducted for500 NSS volunteers at KrishnamaalCollege for Women in February, 2011.About 500 student volunteers signed andpromised to be part of the door to doorwaste management project ofCoimbatore.
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• CEE Coimbatore is now conducting doorto door education on solid wastemanagement for the households in ninemodel wards of Coimbatore. Earlymorning monitoring of door to doorsegregated collection of municipal solidwastes in these model wards is also beingcarried out.
• The educational materials developed aspart of this project include: three Tamilbrochures on Composting, Lesser Plasticand Garbage; newspaperadvertisements in both Tamil andEnglish; and six banners in Tamil.
12.1.5 Regional Resource Persons’Training Workshop on “PublicAwareness Campaign forMunicipal Solid Wastes andPlastic Wastes”
This project, supported by the Ministry ofEnvironment and Forests, GoI, comprised ofa one day regional resource persons’ trainingworkshop cum agenda preparation meetingon “Public Awareness Campaign forMunicipal Solid Wastes and Plastic Wastes”at ourf locations in India, viz., Coimbatore,Pune, Lucknow and Kolkata, during theperiod May 28-June 30, 2010. The workshopswere attended by state representativescomprising of officials from stateenvironment departments, pollution controlboards, state departments of municipaladministration, urban local body officials ofselected cities, NGO representatives andprivate companies dealing with wastemanagement. A complete session on theeffective use of media and communicationin popularizing the concepts of solid wastemanagement among the general public and
related stakeholders was a highlight of theworkshops across the country. The IECmaterials on solid waste management werealso trans-adapted in the regional languagesand printed for distributions to theparticipants. The training sessions werefollowed by sharing of best experiences/case studies by the local NGOS andmunicipal officials, which in turn motivatedthe participants to think in new directionsfor positive results. The meeting culminatedin a working group exercise in which theparticipants and local ULB officialsdeveloped proposals to conduct suchawareness and popularizing campaigns intheir region of work, which were thenpresented and shared with the entire groupof participants. All the regional proposalsdeveloped in the workshop have beensubmitted as part of the final report to MoEF.
12.1.6 IGNOU-CEE CertificateCourses in Solid Waste andWaste Water Management
Environmental and developmental issueshave been engaging social attention for quitesome time now and the matter has assumedsuch dimensions that any furtherprocrastination in terms of a social actionplan is likely to bring disastrousconsequences. It has often been seen thatenvironmental issues either get enclosed inpure science discourse in a way that theybecome inaccessible to the common man orget discussed in a language which is toopedantic for any meaningful result. A socialaction agenda perhaps requires anintersection of science and social impact ofadverse environmental conditions such thatthe area of overlap becomes a matter ofgeneral educational concern. If this objective
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is kept in view, programmes of vocational/extension education can be developed thatfocus on environmental issues, their socialimplications and solutions, whereinconvenient and common place attempts atmitigating impending environmentalcatastrophes could be included. Accordingly,it is proposed to design, develop anddisseminate two awareness-cum-trainingeducational programmes as certificateprogrammes for municipal sanitary workers.The programmes have been identified duringthe brain storming session and the meetingsof the expert group that followed, consistingof academics, CEE, other NGOs, industryand pollution control agencies, held atIGNOU. This small decisive educational stepis proposed to be delivered in easy andintelligible language, which will go a longway in addressing the issues/problemsconcerning environmental management atthe grass root level. The proposedprogrammes are:
• Certificate in Solid Waste Management
• Certificate in Waste Water Management
The target clientele for the above programmesare Karamcharis employed in all ULBs in thecountry (extendable to Zillas, GramPanchayats and all municipal areas). Toachieve the above, CEE’s WaRM group, alongwith other well known writers andenvironmentalists, has been workingconsistently to put together several chaptersand modules of the courses. CEE is involvedin the overall conceptualization, design,writing and editing of the course material.CEE will also deliver the course through itsvarious offices across the country during theimplementation phase. A formal MoU for
the same is being worked out. Two authors’workshops and one evaluation workshop/meeting have been organized by IGNOUthis year. The programme would be launchedformally by the School of Science, IGNOU.
12.1.7Multi Stakeholder Consultationfor Addressing Industrial WasteManagement in Orissa
WaRM group is working on the project “MultiStakeholder Consultation for AddressingIndustrial Waste Management in Orissa”,whose overall objectives are: creatingawareness, building consensus, generatingparticipation in the processes of change anddevelopment, and making informeddecisions for reducing the environmentalburden caused by industrial waste andeffluents in the region. The project also aimsto evolvie cost effective, environmentallysound and feasible strategies to mitigate theidentified problems and concerns faced bythe various categories of industries of theregion.
During this year, a multi stakeholder groupwas formed and stakeholder meetings heldwith an aim to develop future actions. Theseincluded many interventions at the scientific,policy and industrial levels. The findingsfrom these recommended interventions weresummarized and circulated among thestakeholders for further comments. IECmaterial for the project has been developedfor distribution to the local public, whichprovides them information on best practicesfor maintaining their health while workingin chromium mines.
Two bio-remediation proposals have alsobeen framed as part of the scientificinterventions from the members of the
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stakeholder group from AMIFEM and KIITSchool of Biotechnology, KIIT University.These propose the use of chromium tolerantplants and microorganisms to remediate thecontaminated soil of the toxic form ofchromium.
A visit to the chromium mining region wasundertaken to collect soil and water samplesfor analysis and estimation of the amount ofchromium present. The site visit wasundertaken during the monsoon, when thereis a mining holiday. An overall visual surveyhelped the team to understand the gravity ofthe problem of pollution in the region;untreated mine discharge and runoff waterfrom the mines could be observed joiningthe Damsala Nallah, the sole water source ofthe region. The lack of development in theregion, which has no basic amenities for thelocal public except some borewells dug bythe Tata Steel and Balasore Alloys Ltd, werealso noted.
Six water and three soil samples werecollected from the region and were analysedfor estimating the amount of Chromium andHexavalent Chromium present in them. Theanalysis was conducted at the EnvironmentalResearch & Services (P) Ltd. – a PCB certifiedestablishment. The results came out asexpected: the levels of Chromium in thewater samples were higher than thepermissible limits, but the disparity was nothuge. The observed disparity was found tobe related to the monsoon inflows into thewater streams.
WaRM group has been recently added as amember of the Utkal Chambers ofCommerce and Industry (UCCI) where Ms.Reema Banerjee, Programme Coordinator
will represent CEE and be part of itsEnvironmental Advisory Committee. This isexpected to strengthen the ties between CEEand UCCI and will be mutually beneficial.
As an extension to the multi stakeholderproject, The WaRM group has proposed anEnvironmental Training project for theindustrial units in and around the city ofBhubaneswar. This is presently underdiscussion and may soon be implementedwith the assistance of UCCI.
12.1.8 Ground Water and Surface WaterRemediation through Biofiltersfor Removal of Metal and Colour
This project is based on the environmentalpollution remediation approach and is sitespecific to Balotra, Rajasthan where thecondition of ground water and surface wateris moving from bad to worse. CEE, in itsprevious project, had discovered that thisarea is badly affected by textile effluentscausing serious problems of textile chemicals,mainly dyes and metals. Studies made byothers and CEE’s own recent findings on thewater quality from a preliminary study ofthis contaminated area, have led IIT Kanpurto associate with CEE and facilitate field trialof biofilter for the drinking water sources inthe villages of Balotra. Deep rooted chemicalpollution in the water bodies - ground andsurface - has adversely affected the drinkingwater quality. Instead of a survey study, theproject proposes a remediation plan for theaffected areas by popularizing biofilters.While IIT Kanpur is involved in basiclaboratory research, testing and developmentof biofilter of specific standards/conditions,CEE’s involvement in the project is to providedetails on the quantity, quality and
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distribution/location of colored, saline andmetal polluted water sources in Balotra;community education and awareness, andmonitoring. CEE will also prepare a report onthe potential impact of the use ofcontaminated water on the livelihood of therural poor in this region. The data that hasaccrued from the project on industrial wastein Balotra implemented earlier has beenshared with IIT Kanpur. During the visits tothe affected villages, various issues relatedto the extent of contamination and impact onhealth, agriculture and drinking watersources were discussed, so that the gravity ofthe situation could be assessed andunderstood, and an approach for remediationof the contaminated land/natural body couldbe developed. Villages like Bithuja, BinduKua and Jasol have been identified for fieldtrial of the biofilters. The samples ofcontaminated water have been sent to IITKanpur for testing. Two communityawareness meetings have been conductedin the aforesaid villages of Balotra region todiscuss the issues and popularize biofiltersand other methods. Biofilters have beendistributed to twenty families in the threevillages, which have been connected to theirdrinking water source; the filtered water isbeing used mainly for drinking purpose. Theevaluation of the filters is ongoing.
12.1.9 Creating Awareness on Fly ashManagement among Students ofVocational Education andTraining
CEE Kolkata has been approached by WestBengal Pollution Control Board to conduct anawareness programme on fly ashmanagement in two regions of West Bengal.The target audience was students of
vocational education and training. The mainobjectives of the workshops were to createawareness amongst the students aboutvarious aspects of fly ash - its generation,utilization and concerns regarding itsdisposal. Awareness on fly ash was alsolinked with their immediate environment,ecosystems and climate. The workshop alsoaimed to mobilize youngsters to find solutionsto fly ash utilization/disposal by instilling inthem a spirit of scientific inquiry. Ithighlighted the various opportunitiesavailable for the young entrepreneurs toutilize the disposal options as a means ofincome generation. A leaflet on variousaspects of fly ash was developed and tans-adapted in Bangla for the local students. Theleaflet provided information on concernsabout and management options for properutilization of fly ash. Two such workshopswere held: February 18, 2011 in Durgapurand February 25, 2011 in Kolaghat. Thesevenues were chosen for the workshops dueto the existence of thermal power plantsnearby, which necessitates awarenesscreation among students of the region on theeffective and proper utilization of fly ashgenerated by the plants. About 175 vocationaleducation students from Durgapur, Kolaghatand nearby places participated in theworkshops. Officials from West BengalPollution Control Board, the thermal powerplants of Kolaghat and Durgapur and FlyAsh Based Fly ash Brick ManufacturingAssociation (FABMAS) were also present inthe workshops as resource persons /experts.Different kinds of fly ash bricks, tiles andpavement materials that can be used forvarious construction activities wereshowcased. The focus was on initiating andtaking up fly ash based enterprises by
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students apart from providing a basicunderstanding of various aspects of fly ashmanagement.
12.1.10 Environment Management(EM) Capsule Course ForManagement Students
12.1.10.1 EM Capsule Course for Students ofAravali Institute of Management,Jodhpur, Rajasthan
The WaRM group organized a capsule courseon Understanding Environment for thestudents of Aravali Institute of Management(AIM), Jodhpur. The course comprises bothlectures and field visits. Two batches of 2nd
year PGDBM students of AIM visitedAhmedabad for a week long programmeduring October 2010 and April 2011respectively, for the capsule course. In thereporting year, 80 students benefited fromthe course, which enlightened them onvarious aspects of and concerns regardingthe environment. The aim of the course wasto create awareness and inculcateenvironment friendly practices in thestudents. It also aimed to infuse the conceptof environment management andsustainable development in their futuredecisions as budding managers. The indoorsessions for the batches comprised of topicson sustainable development, climate change,energy, water conservation, biodiversity,legislations, waste management, greenbusiness initiatives and environmentalhealth. The sessions were handled by in-house experts as well as subject experts fromother reputed institutions. Professors fromIIM Ahmedabad helped judge the greenbusiness plans of one of the batches and alsoguided them on how to create a successfulbusiness initiative. The students also actively
participated in group activities which broughtout their talents. The two day outdoor sessionincluded activities like trekking, rockclimbing, bird watching and star watching/identification in Polo Forest. The course alsosensitized the students to gendercontextualization and human rights issueslinked with environment.
12.1.10.2Capsule course on UnderstandingEnvironment for Affinity BusinessSchool, Khurda, Orissa
The course was conducted from April 26-30,2010 in the auditorium of Affinity BusinessSchool by the WaRM group of CEE East.Forty students attended the four day longcourse. Eminent people working in variousfields of environment were invited toappraise the students on varied aspects ofenvironment during the course. Designatedpeople from universities, State PollutionControl Board, NGOs, Chilika DevelopmentAuthority and senior WaRM group personshandled sessions for them. This week longcapsule course used classroom lectures,films, power point presentations, a field visitto Satpada, Chilika as well as various filleractivities to ensure participation of all studentsand to make the sessions more interactiveand enthusiastic. The four day programmegenerated enthusiasm as well asunderstanding on their roles andresponsibilities towards environment.Replication of such capsule courses can go along way to building awareness andmotivation among the younger generation.
12.2 Other Services, Workshops &Consultancies of WaRM Group
Trans-adaptation of Coastal Regulation ZoneNotification in Bangla: The CRZ notifications
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and the recently notified Island ProtectionZone have been trans-adapted and edited inBangla for the MoEF website by the WaRMgroup staff at CEE Kolkata.
Go-Zero - The carbon Offset Expo at PoorvaSanskriti Kendra, New Delhi: The Society ofChild Development and the MoEF organizedGo–Zero: The Carbon Offset Expo at PoorvaSanskriti Kendra, New Delhi. CEE used thisplatform to showcase all its publications andits ecofriendly recycled products. WaRMgroup members shared the benefits ofrecycling the waste and contributed theirexperiences various community initiativeswith the visitors.
Earth day at Apollo Tyres Pvt Ltd , Gurgaon:The employees of Apollo Tyres organizedthis event to mark the contribution of everyindividual towards the betterment ofenvironment. The CEE team showcased theshort movies Kooda Kya Hai and CEE-Ecofriendly Recycling Unit during this event.CEE also showcased its publications and eco-friendly recycled products.
Workshop on Management of OperationTheatre and Labour Room Organized by MPNursing Home Association, at Gwalior: Inthis workshop held on May 9, 2010, DrShyamala Mani delivered a lecture onInfection Management and EnvironmentalProtection in Operation Theatre and LabourRoom.
Training cum Craft Workshop:. WaRM groupof CEE Delhi celebrated World EnvironmentDay on June 4, 2010 at CEE Delhi, with thetheme of the event being Lesser Plastic.WaRM group members trained everyparticipant individually in making coastersand baskets. The resource materials used for
these craft were gift wrappings, chips packetsand dry grass (Khus), which were providedby the WaRM group on the spot to theparticipants. All participants receivedparticipation certificates.
Enforcing Ban on Plastic Carrybags inRajasthan through Informed Citizenry: Thiswas organized by the Association for RuralAdvancement through Voluntary Action andLocal Involvement (ARAVALI) on June 16,2010 with support from Rajasthan StatePollution Control Board. WaRM membersfrom Delhi delivered a lecture on CEE-ERUEco-friendly Unit and explained to theparticipants the various steps taking by CEEfor for management of waste, through filmslike Nirmal Yatra, CEE-ERU and Clean upKodagu.
National Conference on “Cost EffectiveSustainable Sanitation - An IndianExperience”: WaRM group staff attendedthis national conference organized by WASHInstitute and Department of Drinking WaterSupply and Sanitation during June 28-30,2010.
Fair Trade and Sustainable Consumption:WaRM group attended and participated inthe Round Table on “Fair Trade andSustainable Consumption”, organized by theFair Trade Forum - India on June 30, 2010.
Consultation Meeting on Draft E-waste Rules:WaRM group attended a consultation meetingon Draft E-waste Rules organized by ToxicsLink on July 1, 2010.
Climate Change Workshop: WaRM groupattended and participated in this workshoporganized by CEE and World watch Institutein Delhi at the India International Centre onSeptember 13, 2010.
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Ms. Reema participated and attended theworkshop on “Evolving Network forSustainable Transportation organized by CEEin Ahmadabad on July 29-30, 2010
Learning Networks Workshop on LowCarbon Lifestyle: AIESEC - IIT KharagpurChapter, as part of their Green Vision,organised a learning network workshop onOctober 23, 2010. Ms. Reema Banerjee, onbehalf of CEE, was invited as a resourceperson to facilitate the learning through afour hour workshop for 150 students of IITKharagpur. The workshop aimed to generatean inclination among students towardsunderstanding the concept of ESD andmotivate them to adopt low carbon lifestylesto mitigate the Climate Change effects.
Ms. Reema, as a part of her mentoringprogramme under the Regional Facilitator’sCourse – NeXT, conducted by ASPBAE,attended the reflection workshop duringNovember 24-27, 2010 at Bogor, Indonesia.The echo workshops conducted by eachparticipant were reflected upon; plans werealso made to continue the facilitations beyondboundary in a sustainable way.
12.3 Hussain Sagar Lake andCatchment Area ImprovementProject (HSL&CAIP)
CEE AP has implemented the project“Hussain Sagar Lake and Catchment AreaImprovement Project (HSL&CAIP), with thesupport of Hyderabad MetropolitanDevelopment Authority (HMDA). The mainobjectives of the programme are
• To conduct various awareness meetingson Solid Waste Management, Health andSanitation, and community toilets, and
public awareness activities in the existingarea and in the extended areas of M. S.Maktha and Raj Nagar colonies (Cluster-II) - slums adjacent to the Banjara Nala;
• To identify the status and issues of solidwaste management and developsolutions with the support of GHMC andHMDA;
• To identify the open dumping and opendefecation areas in the colonies anddevelop solutions with the support ofGHMC and HMDA;
• To identify solutions for proper collectionof household wastage from the colonieby subraks and GHMC workers
CEE organized awareness programmes onZero Waste Management for various groupsof people living in the above mentionedcolonies, particularly for communityrepresentatives, Self Help Groups andvendors. Community awareness material likeposters, stickers and pamphlets weredesigned and distributed. Events like WorldEnvironment Day and Wetland day werecelebrated. Cloth and paper bags weredistributed to prevent/reduce the usage ofpolythene carry bags by the public. As part ofthe programme, health camps were organisedfor the community. Environmental educationactivities like nature camps, nature trails andfilm shows on solid waste management wereorganised for school children.
12.4 State Level BMWM Workshop inLucknow
CEE North and WaRM group organized astate level training cum orientation workshopin Lucknow in April 2010, in association withUP Pollution Control Board and with the
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financial support from Ministry ofEnvironment and Forests.
The workshop deliberated on theunderstanding about the bio-medical wastemanagement (BMWM) system, relatedlegislations, case studies from Rajasthan andDelhi, implementation concerns, role ofvarious stakeholders, occupational healthhazards, common treatment facility successstories and related topics. Experts from MoEF,UNDP, JNU, IGNOU, Rajasthan HealthSystem Development Project, CEE, UPPCBand Common Facility Operators werepresent and spoke about various aspects ofBMWM and responded to queries fromparticipants. Participants were taken througha virtual journey of CHAMP by the CEEteam, showcasing it as a state of theart common facility.
Around 100-110 participants fromgovernment and private medical institutions,pollution control board, NGOs, nagar nigamsand common facility providers attended andbenefited from the workshop.
Recommendations of the workshop focusedon the ways to overcome theconstraints faced in the implementationof biomedical waste management practices,starting from segregation to its propertreatment and disposal. Recommendationsincluded a wide debate onthe implementation of legislation related toBMWM, phase wise shift to using glasssyringes instead of disposable plastic ones,inclusion of biomedical wastemanagement as a separate topic in medicaland nursing curricula, feasibility of usinginterstate common facility services by HCEsof bordering districts and the need forenforcement of the existing legislation.
12.5 North Regional Workshop onPublic Awareness Campaign
CEE North and WaRM group organized thefirst regional resource person trainingworkshop cum planning meeting on “PublicAwareness Campaign on Solid and PlasticWaste” in June 2010. The workshop wassupported by the Ministry of Environmentand Forests, Government of India. Theobjective of the workshop was to devise aroad map for the participating states for bettermanagement of municipal and plastic wastein each of these states through educationand awareness programmes and campaigns
During the workshop, the staterepresentatives developed an action plan forconducting week/month/year longcampaigns which will be executed in thenext phase. The campaign will useadvertisements in the newspapers, short filmspots in cable television and radio channelshighlighting issues, solutions and actionplans which can be adopted by the towns /cities and districts of that state for bettermanagement of municipal solid and plasticwaste.
The workshop was attended by over 60participants from the northern states - UttarPradesh, Bihar, Uttarakhand, HimachalPradesh and Delhi. Officials from StatePollution Control Boards, State Departmentsof Municipal Administration, NGOrepresentatives and private companiesdealing with waste managementparticipated in the workshop.
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1313131313Biodiversity Conservation
13.1 Hoolock Gibbon- ConservationAwareness and EducationProgrammeme
To address the issues related to theconservation of Hoolock Gibbon in northeastIndia, CEE Meghalaya State Office isimplementing the project on Hoolock GibbonConservation Awareness and EducationProgramme with the support of the UnitedStates Fish and Wildlife Service (USFWS)under its Great Ape Conservation Fund(GACF). The project duration is two yearsand involves site specific school conservationeducation programme, communitycampaign, training and capacity buildingprogrammes and local educational resourcematerial development.
It may be mentioned here that HoolockGibbon is the only ape found in the Indiansubcontinent and is distributed in the sevennorth eastern states. They are also referred toas lesser apes due to their smaller body size.There are two species of Hoolock Gibbon(Western Hoolock Gibbon, Hoolock hoolockand Eastern Hoolock Gibbon, Hoolockleuconedys). IUCN has declared the speciesas endangered and it is also a Schedule Ispecies as per the Indian Wildlife ProtectionAct, 1972. The species are facing threat dueto habitat degradation, poaching,encroachment and developmental activities.
The school programme, being the majorcomponent of the project, has been carriedout by the formation of NGO-School clustersand implementation of year long schoolactivities and programmes in the 20-25selected schools falling in the fringe of gibbonhabitats. A total of eight such clusters wereformed under the project in Assam, Manipur,
Meghalaya, Nagaland and Tripura innortheast India covering a total of 130 schools.Eight NGOs were trained in developing theirskills and capacities towards implementingthis project and supporting the field basedprogrammes locally.
The project strives to inform the fringe villagecommunities about the need for protectingthe species and its habitat through the schoolchildren. The overall project goal is to spreadawareness and education concerning thedangers faced by Hoolock Gibbon and itshabitat and the urgency of the conservationactions required at the ground level.
The activities conducted during the reportingyear include the following:
13.1.1 Development of a TeachersManual
The manual consists of backgroundinformation as well as activities on HoolockGibbon. It aims to acquaint the teacher andprovide enough information for her to teachstudents about the Gibbon, its habitat, socialbehavior and characteristics; to create apositive attitude and a sense of responsibilityamong school children regarding variousaspects of conservation; and to help studentsand teachers to undertake small research,education and action programmes. The draftof the English version has been developed,which will also be translated into Garolanguage.
13.1.2 Gibbon Newsletter
For wider publicity and community outreachfor the project, two volumes of the GibbonNewsletter, containing information about thespecies, news item, articles, stories andtraditional beliefs about the Gibbon has been
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developed and circulated to all the projectpartners.
13.1.3 Training and Capacity Building
Eight Teacher Training Workshops (TTWs)have been conducted in the project sites bythe NGOs, with a representative of CEEpresent in all of them. The workshops wereorganized to orient and train the teachers-in-charge of selected schools under the projectto take forth the Gibbon based educationalactivities and programmes involving childrenfrom their schools. They were held incollaboration with the local forest departmentand also involved the education departmentpersonnel and wildlife experts throughsharing information and discussing theprotection of the species and its habitat.During the TTWs, local districtadministration authorities, forest officials andthe local MLA were also invited as speakers/resource persons.
13.2 Jumbo Conservation Educationin North East India
With the declaration of the elephant in Indiaas a natural heritage animal by the Ministryof Environment & Forests, GoI, CEEMeghalaya is working in close associationwith the forest and education departments,agencies and institutions of the north east,towards generating a project proposal onAsian elephant conservation educationprogramme in North East India. Meetingsand discussions have been held with Forestsofficials and NGOs to discuss various aspectsof project implementation. Support fromeducation department and grassroots NGOshave been obtained for implementing thisproject.
North East India is one of the high priorityareas for Asian elephant conservation.Overall, the region contributes about 37% ofthe total elephant habitats and 35% of therecorded elephant corridors and elephantpopulation of about 5200, in the country.North East India shares internationalboundaries with many elephant migratoryroutes and corridors with countries likeMyanmar, Bhutan and Bangladesh. Many ofthese elephant corridors have been lost dueto habitat fragmentation. This apart, the regionhas witnessed several incidents of elephantdeaths by poisoning, accidents in railwaytracks and by electrocution, while humanelephant conflicts have resulted in death ofboth elephants and human lives.
To address these issues and to strengthenthe effort of Asian elephant conservation inthe region, CEE Meghalaya has taken theinitiative to developing a project proposal onNorth East India Asian ElephantConservation Education Programme. As partof the Centre’s wildlife based conservationeducation programme in the northeast, theproposal has been submitted to the UnitedStates Fish and Wildlife Services (USFWS)during the reporting year for support funding.The proposal in principle has been acceptedby FWS and is likely to give a sanction grantduring July this year.
13.2 Dudhwa Initiative with TribalCommunity
CEE North has been working in DudhwaTiger Reserve (DTR) since 2005 with theobjective of conserving the rich biodiversityof the area with the Tharu tribal communityusing a participatory mode. The projectactivities are focused on the promotion of
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sustainable energy and livelihood optionsalong with community awareness and schooleducation programmes, with the ultimate aimof minimizing the pressure on forestresources. Emphasis has been laid on makingcommunities more self dependent with thehelp of education, awareness, training andexposure visits. The project is beingimplemented in a phase wise manner withthe tribal community. The first three phaseswere supported by Keidanren NatureConservation Fund (KNCF), Japan andfocused on natural resources managementand biodiversity conservation throughbuilding rapport with community, motivatingand mobilizing the community to participatein related initiatives and also improvisingthe living standard of the community. Themain action points were:
• To increase awareness about theconservation and protection of thebiodiversity and natural resources of thearea;
• To motivate the tribal community toparticipate in the conservation activities;
• To increase employment opportunitiesand thereby the per capita incomethrough farm and non-farm basedactivities;
• To reduce the pressure on forests due tofuel wood collection and grazing withinthe protected area; and
• To create a synergy with the ongoinginitiatives of government and otheragencies.
Training programmes for capacity buildingand skill development and exposure visits
were organized during these phases. Tomaximize the efforts, CEE has signed aMemorandum of Understanding (MoU) withWWF Terai Arc office to take up morevillages in the area. The efforts were focusedon alternate energy options throughintroduction of various biogas models andimproved stoves; alternate livelihood optionssuch as organic, agriculture, herbal garden,handicraft promotion and marketing. Theproject also includes an initiative in theschools of the area.
Phase IV (2010-11)
After three consecutive phases of theDudhwa Project, CEE has built up amomentum to take up demonstrationactivities to showcase sustainable options.The Commonwealth Foundation UK hassupported this phase of the project whichfocuses on Conserving Biodiversity throughIntroducing Sustainable LivelihoodInterventions for the IndigenousCommunity.
To build upon the CEE’s past work with thecommunity in the area, CEE decided todemonstrate and showcase alternativeoptions which emerged as the need of thearea and community. The interventionscentred around creating livelihoodopportunities, strengthening agricultural andanimal husbandry practices of thecommunity, providing alternatives for theforest based energy sources, involving youthand children of the Tharu community inbiodiversity conservation initiatives,organizing environmental education andawareness programmemes for schools andcommunity members.
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13.2.1 Sustainable Livelihood
In earlier phases, CEE had explored the scopeof alternative livelihood acceptance andincome generation options for the community,which led to CEE working with an artisangroup of Tharu women making handicraftitems, who were identified during the activitiesof the second phase. These Tharu womenwere engaged in making handicraft items butwere not using it for income generation. CEEfelt that improvised designs and linkages withthe market, this can become a potentialincome generation activity for the women. CEEdiscussed this with the Tribal CooperativeMarketing Development Federation of IndiaLtd. (TRIFED) which then supported a threemonth Primary Level Training (PLT)programme on the making of Dari andhandicraft items for these women members.The PLT training programme was held atGoubraula Village in the Dudhwa Range ofthe reserve.
TRIFED is an agency of the Ministry of TribalAffairs, Government of India, which providesmarketing linkages and training forhandicraft items prepared by tribes fromdifferent regions of the country. A group of20 Tharu women participated in this trainingprogramme and prepared various handicraftitems (hand bags, hats, mobile covers andwall hangings) using sun hemp, and Daris,which were then sent for marketing trials tothe TRIFED shops. After the marketing trial,TRIFED would place orders with the groupfor the successful products.
13.2.2 Sustainable Agriculture andAnimal Husbandry
To strengthen the agricultural practices ofthe Tharu community and make agriculture
more profitable and sustainable, CEE hadorganized an exposure and training visit ofthe farmers to the Allahabad Institute ofAgriculture Sciences, a Deemed University,in the third phase of the project. During theimplementation of the Phase IV activities,CEE demonstrated vermicompost units in theproject village and oriented the communitymembers to adopt crop rotation cycle andorganic farming. The use of vermicompostwill enhance the soil fertility and waterholding capacity of the soil. It will alsominimize the huge investment required forthe purchase of chemical fertilizers.
Considering the food security situation andthe status of nourishment of the growingchildren, CEE promoted backyard vegetablegardening in the project villages. Seeds oflocal vegetable varieties including Pumpkin,Spinach, Brinjal, Carrot, Bottle Gourd, Radishand Bitter Gourd were provided to thecommunity, avoiding the promotion of hybridseeds. The results of this initiative wereextremely good as evidenced by theproductivity and taste of the vegetablesgrown organically.
13.2.3 Livestock ManagementOrientation Workshop
An orientation workshop on productivelivestock management was organized by CEEin Dudhwa in September 2010 at the PrimarySchool, Balera. The main objectives of thisworkshop was to make the community awareof productive livestock managementpractices, benefits of stall feeding, improvedbreeds of livestock, prevailing diseases inthe area and their control, and also to motivatethem to take this up as a livelihood generationactivity.
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For this programme, e-Pahal Allahabad, anNGO working on livestock management andlivelihood generation partnered with CEE.Dr. Gopal Krishna, a veterinarian andDirector of e-Pahal and Shri Harjeet Singh,an innovative farmer and dairy owner fromthe nearby village of Bhagvant Nagar, werethe resource persons for this programme.Around 40 community members from theproject villages participated in the workshop.
As a follow up to the workshop, two widowswere provided with female goats as theirsource of livelihood, which, it is hoped, willalso improve the breed.
13.2.4 Sustainable Energy
Four units of cow dung based biogas Unitswere demonstrated as a source of alternativeenergy options, to reduce the pressure offuel wood collection from the forest. Thesedemonstrations were conducted with thehelp of beneficiary contribution. Thebeneficiaries were selected jointly by thecommunity members during village levelcommunity meetings. For the biogas units,WWF and the Forest Department providedsupport. The biogas units are becomingpopular in the area among the communitymembers, which will help in reducing thefuel wood dependency of the community infuture.
13.2.5 Education and Awareness
Several rounds of meetings and discussionswere organized to discuss environment, socialand economic issues related to the villageand the protected area with the villagers. Atwo day community awareness programmeon the International Day for BiologicalDiversity 2010 was organized in May 2010
by CEE North in association with WWFDudhwa. This programme was held at threelocations and reflected the theme of the year‘Biodiversity is Lif,e Biodiversity is Our Life’.
After a brief introduction on biodiversity andits role in our life, an interactive session wasconducted which focused on the reasons forthe decreasing diversity of food grains andvegetables and its consequences for thefuture. The importance of the forest and itsflora and fauna was also discussed with thecommunity. This was followed by a puppetshow by Hariom Puppet Group fromLucknow, which not only providedentertainment but also sent out messages tothe community encouraging them to takepart in the conservation efforts of biodiversityat the local level. The show emphasizedplantation and nurturing of trees and adoptingnewer options for energy requirements inthe form of biogas and smokeless stoves thatrequire less fuel wood.
Around 600 community members includingwomen, farmers, youth, students, elders,media and officials participated in theprogramme.
13.3 Sanjeevani
The Sanjeevani project focuses on linkingmedicinal plant biodiversity conservationand experience based education, andextending the latter to the community level.It was supported by the ToyotaEnvironmental Grant Activities Programme,Japan. The project developed 10 Post BasicSchools (PBS) as a hub for communityoriented Biodiversity conservation andeducation. A Biodiversity ConservationResource Area (BCRA), developed with eachPBS, acted as an experience based nature
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school for both the school and theneighbouring community.
13.3.1 Development of BiodiversityConservation Resource Area(BCRA)
Designing of the BCRA itself was a highlyeducative and participatory process. Thethree main components that guided thedesigning of the hardware and software ofBCRA were
• conserving biodiversity,
• biodiversity education, and
• recreational and aesthetic value.
As part of conserving medicinal plantdiversity, the medicinal garden has about 60planting beds with 30-40 herb species, 15-20species of medicinal climbers in an exclusiveclimber zone, 30-40 medicinal shrubs, and15-20 medicinal trees. In fact, many of theannual herbs have been planted for a thirdtime, indicating the schools’ interest andenthusiasm in the project. It is noteworthythat most of the BCRAs have 150-200medicinal species as against the target of 50planned for the project!
The BCRAs have been conceptualised as asan experience based learning centre – anature school or nature laboratory - for schoolchildren, teachers and the community.Excellent educational opportunities havebeen provided for the school children andthe community through the nursery, compostpit, bio-waste management unit, activity area,open class room, interpretation spaces, driptechnology demonstration, specified areasfor reading, observation and experimentation,rare medicinal plants, Special Ayurvedic Zone
(e.g. Triphala area), bird nesting, memorialplantation, small ponds, signage and herbprocessing area, which have been designedand developed in the BCRAs. These alsoestablish an interlinkage between the schoolcurriculum and extra curriculum activities.The reading area is become nature libraryfor students. To support the conservationeducation activities each BCRA has a resourceroom with a wide range of education andtraining material in vernacular language.
Along with the educational components,recreational and aesthetic components likeSanjeevani hut, small hillock, rockery, livecolourful fencing, internal pathways, gardenarea, gate, seasonal flowering area, lawn area,walk area, small play area and medicinalplants trail, also attract students, teachers,community members. Other schools in theneighbourhood also visit the BCRAsfrequently.
A Sanjeevani Club developed in each PBStakes care of maintenance, growing, watering,weeding and collection of medicinal plants.A maintenance and use plan for the samehas also been developed. The schools havestarted using the various medicinal plantsfor their health needs. Linkages have beencreated between the PBS, traditional healers,medicinal plant cultivators, AyurvedicUniversity, research centre, hospital andprocessing industry.
BCRA and its activities have strengthenedthe children’s understanding and valuationof the importance of medicinal plants; it hasalso strengthened their self esteem andconviction that the traditional health caresystem is at par with modern allopathicsystem. Children also became aware of the
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importance of medicinal plant cultivation asa source of livelihood in the future. All these,it is hoped, will lead to an increase in theirawareness and capacity for preserving andconserving local biodiversity.
Some of the major activities during the yearwere:
13.3.2 Capacity Building andEducational Programmes
13.3.2.1 Exposure Tours cum Trainings
Four exposure tours cum trainingprogrammes were conducted to createawareness regarding the importance,cultivation, use and processing of medicinalplants were organized for teachers, farmersand traditional healers, which covered 239participants from 10 villages and their PostBasic Schools. The major outcomes of thesetours were:
• Understanding the medicinal value ofplants and the basic philosophy ofAyurveda;
• Demonstrations and hands on experiencein 21 basic herbal preparations with thesupport of Dhanvantari Parivar Trust andpreparation of a herbal first aid kit forthe school/household;
• Understanding organic cultivationpractices for medicinal plants;
• Making teachers more receptive andinterested in using herbal basedtreatments/remedies;
• Capacity building progamme for new/strengthening of existing medicinal plantbased livelihood options for traditionalhealers;
• Experience sharing, strengtheningSanjeevani network and establishinglinkages with other practitioners,cultivators, entrepreneurs andacademicians from the field;
• Some places visited and the learningexperiences gained by the participantsincluded: the NGO Jagaran for their longterm programme with certification,marketing strategies and communitymobilization for traditional healthservices; Vidyabhavan to understand thetraining process and enterprisedevelopment; Shikshantar for non-schooleducation programmes and employmentgeneration; Narayan for their healtheducation programmes; and Haldighatfor Ayurvedic and aromatic crop farmingand value addition.
13.3.2.2 Health Camps
With the partnership of various NGOs,Ayurvedic doctors and schools, seven healthcamps were organized in the Saurashtra zoneto create awareness and understanding aboutthe traditional health care system and theimportance of medicinal plants. Five doctorsof the Dirghayu Trust, Bajarang Mitra Mandaland Ravikrupa Trust and also seven schoolsparticipated in the health camps. During thecamps, a medicinal plants exhibition was setup and talks organised by experts onmedicinal plants and traditional health care.About 2000 children and 1300 villagers wereexamined in these health camps andtraditional health care treatments suggested.
13.3.2.3 Workshop on Ceramic Waste as aResource for BCRA
A one day workshop on “Ceramic Waste as aResource for BCRA” was held for local
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masons, teachers and students, for creatingvarious educative built environments in theamphitheatre of the BCRA, with the supportof BPS Architects. The participants learnt touse ceramic waste to produce designs inChina Mosaic Pattern on the seats, andsanitary waste like wash basins and toiletseats to create the basic structure of anamphitheatre. The workshop gave theminnovative ideas and the joy of creation andownership. They also got basic practicallessons in architecture, masonry and design.At the end of the workshop, all the 23 seattops in the amphitheatre were completed inpatterns generated by the school children.
13.3.2.4 Nature Camp
A two day nature camp on medicinal plantsfor school children was organised atHingolgadh Nature Education Sanctuary, tohelp children appreciate and learn about thelocal biodiversity, especially the richness ofthe medicinal flora. About 36 SanjeevaniEco-club students, four teachers and sixtraditional healers participated in the naturecamp. Medicinal plants identification trail,discussion on their medicinal use, natureand biodiversity education games andactivities like medicinal plant leaf zoo weresome of the activities conducted. Experts tooksessions on medicinal plant biodiversity andits importance, and global warming and itsimpact on biodiversity. The art of poetry andits use for biodiversity education was alsodiscussed.
13.3.2.5 Resource Material Developed
Sanjeevani Games: As a part of the schoolbiodiversity awareness package, SanjeevaniInteractive Board Game consisting of fourgames combined on a single board with
electric circuit has been developed. It focuseson themes such as medicinal uses of plants,local names and synonyms for plants,identification, morphology and other relatedtopics. All the resource centres and both thefield offices have been equipped with theboard game.
Aarogayani Sanjeevani - Exhibition onMedicinal Herbs for Health
An exhibition Aarogayani Sanjeevani, with30 panels in vernacular language with highreader friendliness, has been developed. Itdisplays herbal remedies for 29 commonlyseen health issues using cartoon styleconversation. The exhibition has been set upon various occasions in the project schools,villages and other places.
Sanjeevani Shikshan: Ek Abhinav Prayas -Handbook on Medicinal Plant ConservationInitiative
The handbook has been designed as acomplete practical guide and resource bookfor anyone who wishes to replicate theSanjeevani Project. It is a thorough processdocumentation of the project and the chapterscover topics such as concept, approach andstrategies, capacity building programmes,reference material, developing a conservationarea, demonstrative micro projects and others.To enhance its utility value, the book also hasa list of resources, a discussion on technicalterminology, health issues and uses ofmedicinal plants. The whole process ofpreparing the book was also highlyparticipatory: the teachers and the staff teamdiscussed and documented their experiencesand learning, which were then transformedinto this 100 page handbook.
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13.3.2.6 Successful Outcomes
• A Sanjeevani network has been formedconsisting of the principals of the 10 PBSs,20 teachers, 20 traditional healers,farmers undertaking the 35Demonstrative Micro Action Projects(DMAPs), 40 resource person, and 15institutions and organisations that enablelateral learning. The members have beenextending their services to sustain theinitiative.
• Many of the schools have already startedmobilizing financial and other supportfor strengthening the Sanjeevaniinitiative from other funding andgovernment agencies.
• Traditional Healers have assuredpurchase of raw material from BCRAsand in turn provide their guidance andhealth services to the schools as part ofthe sustenance mechanism.
• For most of the schools, the BCRA hasbecome a flagship programme, a mustshow to any formal/informal visitors.
• During this year, on an average, five tosix formal schools visited their nearbyBCRA, which sums up to about 50 formalschools visiting the PBSs and affiliatedBCRAs.
13.4 Nandanvan Project
Background: Biodiversity, being fundamentalto all necessities and services that underliehuman civilization, the economic and socialdevelopment of a region is often very closelyinterlinked with the quality and quantity ofbiodiversity therein. CEE implemented ayearlong Nandanvan Programme in
collaboration with China Light and Power(CLP) Holdings Limited, Hongkong at CEE’sHalvad Field Office. CEE is the nationalpartner of CLP in India for the campaign“Love the earth, Plant a tree”.
This programme was implemented throughthe active involvement and partnership ofteachers, children and community membersin 35 primary schools and villages of Halvad,Surendranagar district, Gujarat. The goal ofthe project was to improve and conservebiodiversity in the semi-arid fragile areasthrough planting indigenous trees in 35schools and villages by children and theirparents. The activities undertaken as part ofthis programme are given below.
13.4.1 Consultative Meetings
Participatory consultative meetings were heldwith the 35 primary schools to discuss indetail the programme’s aims and objectives,roles and responsibilities, programmeimplementation structure, expectedoutcomes, and mechanisms to ensure humanand infrastructure facilities; the meetings alsoserved to explore the external and internalresources in terms of people and institutionallinkages.
The CEE team also met with the BlockEducation Department for getting permissionfor and involving the block level educationofficials in the Nandanvan programme,which helped to make them an officialpartner in the Nandanvan campaign.
13.4.2 Teacher Training
A one day teacher training programme for 40teachers was held to orient them to theprogramme, form linkages, enhance theirunderstanding on biodiversity and prepare
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the school level action plan for the plantationand awareness programmes. The BlockEducation Inspector was present during thetraining and encouraged schools to activelyparticipate in this neighbourhood greeningand environment management process.Various activities and games on environmentand biodiversity were conducted with theteachers to enhance their knowledge onbiodiversity conservation. The sessionsfocused on the what, why and how ofbiodiversity and its linkages with primaryeducation. In the technical session,participatory methods were adopted forselection of saplings for each school. A groupdiscussion was held to decide the criteria forthe selection of tree species for the school aswell as community plantation. Based on thesecriteria, each partner school was requestedto prepare a list of the species to be plantedin the school as well as at home by thestudents or by farmers, after discussing withchildren. The list of species meant for abiodiversity garden at the Rural KnowledgeCentre (RKC) was also prepared by the CEEfield team. Based on all this, the final list ofsaplings showed a requirement of 22493saplings of 75 varieties of trees, shrubs andclimbers.
13.4.3 Nature Camp
A one day nature camp was organized for thechildren of each participating school at theRKC. The specific objectives of this campwere to create biodiversity awareness and tounderstand tree planting and plantation care.The campus also served as a location forfield trips for children, where they couldunderstand the native ecosystem and throughthe 135 indigenous plant biodiversity. The
campus biodiversity provided a hands on,practical education about the identificationof various tree species, their importance, uses,planting techniques, maintenance and otherrelated matters. The awareness programmesfor children used various methods such asfilm screenings, talks, activities, games,identification competitions, and on-sitepractical demonstration of plantation, careand maintenance. In each of the 35 suchnature camps that were conducted for theparticipating schools, about 100 children andone or two teachers participated, thuscovering 3500 children and 55 teachers.
13.4.4 Pocket Book
A booklet on Tree Plantation and Care wasdeveloped to provide basic information onbiodiversity, sapling selection, plantationpreparation, plantation process, care andmaintenance; it also contained environmentalslogans. Ten thousand booklets were printedand disseminated among the participatingschools and children. The text of the bookletwas kept simple with liberal illustrations forease of understanding about tree plantingamong children and the community.
Green Campaign for Green School andVillage
Each school organised a one day greencampaign in the respective village, involvingchildren and community members in treeplantation in schools. During this campaign,saplings were distributed among childrenand their parents. More than 10000 childrenand 10000 community members from 35villages participated in these programmes.
Subsequently, consultative meetings wereheld with each school to ensure and increase
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the survival percentage of trees planted inthe schools and design a system for theirmaintenance. Each school prepared anddiscussed an implementation plan for “OurSchool, Green School”, as part of which asmall green learning corner would bedeveloped through tree plantation. Supportwas provided for various care andmaintenance activities, viz., small dripirrigation set for watering, protection fencesfor the green learning corner, soil work,manure, name tags for trees, seating places.
13.5 Biodiversity ConservationActivities in Chhattisgarh
13.5.1 Biodiversity Surveys
Field visits and rapid surveys of un-surveyedtaxa were conducted in Guru GhasidasNational Park, Chhattisgarh involvingrepresentatives from CEE Central, externalsubject resource persons and ForestDepartment officials. These surveys resultedin
• Preparation of a butterfly checklist of 39species covering five families and 19Odonates including 15 Anisoptera(Dragonflies) and four Zyogopetra(Damselflies) species; and
• Identification of 19 important medicinalplants and collection of grass specimensfor identification.
These surveys also recorded two fish speciesof Garra mullya (Sykes, 1841) andSalmostoma boopis (Day, 1873) not recordedbefore by Zoological Survey of India, and aspecies of fat-tailed gecko.
13.5.2 People’s BiodiversityRegistration (PBR) Process
CEE developed Hindi formats with expertinputs from the experiences and formatsevolved in Maharashtra for the People’sBiodiversity Registration (PBR) process. A fourday PBR Training Workshop was organizedfor village youths from over thirty forestvillages and Forest Department staff of GuruGhasidas National Park. Another workshopwas conducted for the field staff of LokshaktiSamaj Sevi Sanstha, Rajnandgaon andDharohar Samiti, Kondagaon, Bastar towardsthe PBR process in seven villages. CEE alsocompleted photo documentation of over twohundred and fifty rice varieties fromKondagaon tehsil of Bastar with DharoharSamiti.
13.6 Achanakmar-AmarkantakBiosphere Reserve, MadhyaPradesh
Based on secondary material survey, fieldvisits and inputs from Biosphere Reserveofficials, CEE Central developed and printeda map and brochure for the Achanakmar –Amarkantak Biosphere Reserve which wascreated in 2005 for Environment Planningand Coordination Organization (EPCO),Bhopal.
13.7 Biodiversity ConservationEducation
The theme of this year’s NationalEnvironment Awareness Campaign is‘Biodiversity Conservation’ where NGOssubmitted their proposals on conductingawareness and action based activities. A statelevel orientation programme was organized
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in February by the Regional Resource Agencyfor Eastern Uttar Pradesh, ShohratgarhEnvironment Society where Ms. PreetiKanaujia facilitated a session onunderstanding biodiversity conservation in
the context of the state and talked aboutvarious ways to conduct conservationeducation programmes. Other speakerswere from Forest Department and StateBiodiversity Board.
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1414141414Disaster Preparedness and Rehabilitation
14.1 Rebuilding Trust -Rehabilitation of EarthquakeAffected People of Kashmir
According to the National DisasterManagement Authority, Government ofIndia, “The entire Himalayan Region isconsidered to be vulnerable to high intensityearthquakes of a magnitude 8.0 or higher onthe Richter scale as the entire region falls inthe seismic zone 4 and 5. Scientificresearches have also warned of severe tovery severe earthquakes likely to hit theHimalayan Region anytime, adverselyaffecting the lives of several million peopleof the country. Rebuilding Trust, CEE’sKashmir Earthquake Response programmebeing implemented since 2005, has nowshifted its focus from response topreparedness. Most of the activitiesundertaken during the reporting period areaimed at increasing preparedness amongstthe community.
14.1.1 Disaster Risk Reduction (DRR)Education in Schools
The objectives of the programme are to createawareness among the students and teachers;to involve them in understanding the variousdisasters specific to mountain areas; andfamiliarize them with precautionary andpreparedness measures to ensure safety inschools and society at large.
With these objectives, the DRR awarenessand preparedness campaign continued thisyear also in the schools of five project districts,viz., Ganderbal, Bandipora, Srinagar,Kupwara and Baramulla. After theintroductory module last year, the strategyfor this year was to reach the students ofmiddle and higher schools with a moredetailed module on preparedness, involvingthe students in rapid visual risk assessmentin and around their schools, getting readyschool disaster preparedness plans andparticipating in mock evacuation drills. Themultimedia mobile exhibition was used fordemonstration and hands on experience. Inall, 35,483 students and 2,474 teachers from282 schools falling in two districtsparticipated in this drive during the year.
15.1.2 Teacher Training Workshops(TTW)
Teachers act as ‘change agents’ for the societyand hence training, orienting and reorientingthem is significant. With this philosophy infocus, teachers are being trained since theinception of the Rebuilding Trustprogramme on various aspects of disastermanagement. The focus of the current teachertraining programmes is on disasterpreparedness and climate change education.The two day module designed by CEEprovides necessary information related todisaster preparedness as per the CBSE
Table 1: Outreach of the School DRR Programme
Districts Schools Total Students Boys Girls Teachers
Kupwara 82 4086 2086 2000 289
Srinagar 200 31397 15261 16136 2185
Total 282 35483 17347 18136 2474
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syllabus. Climate change, emerging as amajor issue to be addressed througheducation, is being adequately dealt withduring these trainings. Teachers are alsoapprised of child rights, especially duringdisaster situations. Teachers get anopportunity to experience hands on activitieslike mapping of school premise for disasterproneness; vulnerability, risk and capacityassessment; mock drills and evacuation;making evacuation plans for the schools;identification of possible disasters that canoccur in the area; first aid and fire safety.
More than 260 teachers were exposed to thisclimate change and disaster preparednessprogramme through four such trainings heldin Baramulla and Srinagar districts. Thesetrainings addressed not only the teachers,but also the resource persons and trainersfrom the education department, Principalsof B Ed colleges, Head Masters of highersecondary and high schools. Members of theDistrict Resource Group from SoporeEducation Zone, Zonal Education Officer andZonal Education Planning Officer of PattanEducation Zone also attended these trainingworkshops.
Fig 1: Summary of Teacher TrainingWorkshops
14.1.2.1 Training for Pre-Service Teachersat B Ed College Pattan
A one day training workshop was conductedby CEE Himalaya on the request of thePrincipal, Al Huda B Ed College, Pattan, forthe B Ed students and their teachers on March31, 2011. The aim of this TTW was to providethe students an insight into the climatechange issues in the region and relateddisaster preparedness. The participants weregiven tips on how to cope with any disasters,draw an evacuation plan for their schools,and improve their habits and daily lifestylestowards low carbon emissions that help insafeguarding the environment. Around 120B Ed students and their teachers participatedin this day long workshop that focused onparticipatory, activity based and joyfulteaching and learning methodologies. Theparticipants got an opportunity to get handson experience in using the IEC materialdeveloped by CEE.
14.1.3 Village Contingency Plans(VCP)
Contingency planning is an important steptowards community based disasterpreparedness. It aims at sensitizing and
Type of Participation in TTWs
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orienting the community and local levelgovernments about their vulnerabilities andcapacities towards hazards and disasters,and helps them in preparing contingencyplans for emergency situations. This activityis strategically relevant considering thefragility of the area and its proneness tovarious disasters. The Village ContingencyPlan is a document prepared through aparticipatory process highlighting thecapacities and vulnerabilities; needs for riskminimization; safe routes and evacuationplans; and the roles and responsibilities ofstakeholders in case of emergency.
The significance of a VCP lies in the fact thatit can be utilized by multiple actors - be itgovernment, non government, national,international or military organizations - indisaster response. As the villagers or thecommunity members themselves participatein its preparation, they also have a clearconception about the strengths andweaknesses of the community. Thus theprobable critical issues that need to beaddressed get highlighted during the processof preparing the plan. A DRR initiativeprepared while keeping the VCP in mindwill automatically address the socio economicvulnerabilities of that community and add toits strengths. Here lies the true essence ofmainstreaming development with DRR.
Thirteen villages from three districts -Srinagar, Bandipora and Ganderbal - wereconsidered during the year for thedevelopment of village contingency plans.Sarpanchs, villagers, religious leaders andother village representatives activelyparticipated in the contingency planningprocess for their villages. PRA tools wereused to assess the capacity and vulnerability
of the village and to prepare a plan to enablean immediate and effective response to adisaster. Social and Resource Map, Capacityand Vulnerability Map, History of Disasters,Livelihood and Hazard Matrix were preparedwith the involvement of the local community.After collecting all the information about thevillage, the CEE team analyzed it andprepared the contingency plans. Such VCPswere prepared for the following villages: T.A. Shah, Gundi Qaiser, Shoukbaba, Kunusa,Brar, Gadoora, Chunduna, Urpash, Najwan,Rezan, Cheki-Youngoora, BakshiporaTangpora, Takanwaripora.
14.1.3.1 Mainstreaming Village ContingencyPlans into District and State DisasterManagement Plans
Village contingency planning is a grassrootslevel exercise that feeds into the district andstate disaster management plans which arebeing prepared by every state as a mandatorystep under the Disaster Management Act2005. In an effort to mainstream CEE’scommunity based disaster preparednessinitiatives to state and district DRRpreparedness plan, CEE met with the officialsof the State Disaster Management Cell,Srinagar and the District DisasterManagement Cells in selected districts andshared the reports of the VCPs of 39 villagesfor their comments and inputs.
A meeting was held with the DisasterManagement Head, Additional DeputyCommissioner, Baramulla. He was apprisedof CEE’s work in Kashmir. A brief discussionwas held on DRR / VCP. A separate meetingwas also held with the Joint Director,Planning to apprise him about CEE’s workon village level contingency planning. The
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Joint Director helped in procuring tehsil andlocal area maps and also provided overallsupport in other areas.
The Divisional Fire Officer, Sopore providedtechnical support for the mock drills. Otherofficers from departments like Agriculture,Mushroom Culture, Apiculture, Medical andothers also supported CEE’s initiatives.
14.1.4 Anandshala Schools
The Tehsil of Tangdar and Karnah are totallycut off from the rest of the Kashmir Valleyduring the winter months due to heavysnowfall and bad weather. There is only oneexit to Kashmir Valley through the Teetwal-Kupwara Road transecting through SadhanaPass, which also gets cut off easily due toslight disturbances in the weather or snowslides. The tehsil shares international borderswith Pakistan on all other sides which aretherefore under heavy security by the armedforces. The schools identified forreconstruction are very remote, wherechildren were forced to study in the openeven four years after the earthquake thatdamaged their schools. The progress in theconstruction work continued in all threeschools - Magaray Patti of Nawa Gabra inTangdar Education Zone and Ibkote andBahadurkote in Chamkote Education Zone.
The Boys’ Primary School, Ibkote beingconstructed on half kanal of land, includesthree class rooms, one kitchen, a toilet and asmall open play ground. The Boys’ MiddleSchool, Bahadurkote being constructed onone kanal land donated by Mr. QulanderMir, a resident of Bahadurkote, has sevenrooms with a kitchen and a toilet. The Boys’Primary School, Magaray Patti, Naya Gabrabeing constructed on one kanal of land
donated by by Mohammed Younis Qureshi,a resident and Sarpanch of Naya Gabra hasfive classrooms, one kitchen and a toilet.
The construction work is being supervisedby CEE, Education Department and the SSAEngineer. Village Education Committeesheaded by the Zonal Education Officer werealso involved in monitoring the quality andconstruction standards. The construction inall the three schools is nearing completionand CEE hopes to hand over the schoolsbefore commencement of the next session.
The design of the building is such that it canact as a shelter in case of an emergency. TheSSA design for earthquake resistantbuildings with some additions was used forthese schools. CEE is developing these threeschools in Kupwara and another six schoolsin Baramulla district constructed earlier asresource centres for disaster risk reduction,school safety and sustainable lifestyles, byproviding relevant IEC materials, trainingteachers and involving students in a varietyof programmes regularly.
14.1.5 Livelihood Restoration throughAppropriate TechnologyDemonstration-cum-TrainingCentres (DCTC)
The 27 Training cum Demonstration centresto demonstrate and popularise appropriatetechnologies - Poultry, Apiculture, Mushroomculture and Poly green house - wereestablished in ten villages during the previousphase of the RT project. These were constantlysupported by the CEE Himalaya team forabout three years. Some of the centres aredoing well and also setting a good examplein the area while others are still picking up.In order to phase itself out and help the
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community own and run these centresindependently, CEE handed these over theseto the community - to SHGs who run thesecentres through a legal agreement made inthe presence of the Sarpanch, Numberdar,ward member and other influential membersof the village. As per the agreement, CEEwould continue to provide guidance andtechnical support to the members runningthese centres. However, sustaining thecentres will be the responsibility of theconcerned group and the village panchayat.CEE Himalaya will also continue to liaisonwith the concerned departments for theirmonitoring and follow up.
• Apiculture Centres have beenestablished in six villages: Khurmazar–Noorkhah, Meyian, Reshawari, Bugna,Thajal, Bijhama and SalamabadDachina.
• Mushroom Culture Centres were set upin seven villages: Noorkhah, Meyian,Reshawari, Bagna, Dani Syedain,Bijhama and Salamabad Dachina.
• Poly Greenhouse Demonstration Centreshave been set up in seven villages -Noorkhah, Jabadar, Meyian, Reshawari,Bugna, Dani Syedain and SalamabadDachina.
• Poultry Demonstration Centres havebeen set up in Noorkhah, Jabadar-Bijham, Meyian, Reshawari, Thajal andBagna villages.
All these villages fall in Uri Tehsil, the worstaffected area of Baramulla district.
14.1.6 Leh Cloud Burst
On the fateful night of August 5/6, 2010, Lehdistrict of Ladakh province of Jammu &
Kashmir witnessed the worst natural disasterin its recent history. Successive cloudburstsand heavy rains brought thousands of tonnesof soil, sand, stones and large boulders intothe valleys and low lying areas inundatingthem with over 20 ft of debris and causingmassive destruction of life and property. Thecalamity took a toll of more than 1000 lives.Besides the local Ladakhi people, a largenumber of migrant labourers from Jammuregion, Punjab, UP, Bihar, Orissa andChhattisgarh also suffered and/or becamevictims of the disaster.
A good part of the livestock population alsogot trapped in the mud and slush resulting inthe death of many animals. Agriculturalfields with ready-to-mature crops of barley,mustard, wheat, potato and alfalfa got siltedby more than 3-5 feet leading to destructionof both the crops and the fields. While somehouses got totally washed away, others werepartially damaged. Schools and otherimportant buildings like hospitals, roads,bridges and petrol pumps too got destroyedor severely damaged.
Out of 112 villages, 36 villages were affectedby this cloud burst. Fortunately, humancasualties were limited to a few villages.However, most of the villages thus affected,suffered loss of agricultural land, damage tobuildings and property, damage toinfrastructure like roads, bridges, irrigationchannels, water reservoirs and paths.
CEE Himalaya undertook a need assessmentsurvey in about 12 villages and identifiedthe intervention areas, viz., Psychosocial carefor children and adults, Retrofitting andreconstruction of damaged schools,Technicians’ training on disaster resistant
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energy efficient construction, Shelter supportfor affected families, Providing irrigation tostanding crops and restoring irrigationchannels, Livelihood support – alternativeand traditional livelihoods. CEE Himalayaalso joined the NGO Coordination Committeeheaded by SPHERE India. CEE hassubmitted a proposal on intent of response tothe disaster, on areas mentioned above.However, CEE could not intervene with a fullfledged programme due to non-availabilityof resources
14.1.7 NIOT Staff TrainingProgramme
CEE Tamil Nadu shared its experience inassessing the vulnerability of a group, basedon its own experiences in coordinating theTsunami - Rebuilding Lives Programme.Field exercises were conducted todemonstrate the technical processes involvedin developing the vulnerability assessmentreports.
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1515151515Facilitating NGO and Community Initiatives
15.1 Global Environment Facility(GEF) - UNDP Small GrantsProgramme
Small Grants Programme (SGP), funded bythe United Nation Development Program(UNDP), Global Environment Facility (GEF),seeks to support initiatives whichdemonstrate community based innovative,gender sensitive, participatory approachesand lessons learned from other developmentprojects that lead to reduction of threats tothe local and global environment.
The GEF SGP was launched in 1991 byUNDP to assist developing countries infulfilling their commitment towards theprotection of the global environment. Theprogramme is sourced with a belief thatglobal environmental problems can only beaddressed adequately if local populationsare involved in planning, decision makingand sharing roles and responsibilities at alllevels. With small amounts of funding,communities undertake a range of activitieswhich enable them to leverage resources,skills, knowledge and funds from a varietyof sources working directly at the grassrootslevel, while enabling them through the SGPto make a significant difference to their livesand livelihoods. UNDP GEF SGP is currentlyoffered in 122 countries worldwide. Theprogramme was launched in India in theyear 1996-1997. The UNDP and the Ministryof Environment and Forests (MoEF),Government of India (GOI) administer theSmall Grants Programme (SGP).
15.1.1 SGP India
In India, the SGP is implemented by CEE asthe National Host Institution (NHI) since
September 2000. The emphasis of SGP Indiahas been on establishing low cost, lowexternal input and easy to managetechnologies and social mechanisms toenhance livelihoods.
Some of the targeted beneficiaries of theprojects during the reporting period tribalcommunities, women, communities affectedby chemical pollutants from industrialeffluents, marginalized communities (eg. ragpickers, Schedule Castes and Tribes),communities in and around protected areas,those residing in inaccessible remote areas,small and marginal farmers, women and thegirl child, migrated communities and others.The projects approved during the reportingperiod target to benefit nearly 400 villagesand more than 50000 households (HHs). AllSGP projects are guided towards institutionbuilding at the village level. On an average,in every project village, the project partnershave four to five Self Help Groups (SHGs) inwhich 80% members are women, involvedin various activities related to environmentprotection and livelihoods. The projectssupported in the period are expected todirectly benefit more than 10000 womenthrough project interventions.
SGP India, as of today, has supported 301demand led, local area based and communitydriven actions. Apart from this, 14 projectswere approved from UNDP CO grants underthe project of Capacity DevelopmentInitiative (CDI) and 18 projects wereapproved under the grant of MoEF’s In-country Co-financing. The map below givesan overview of state wise SGP dissemination.
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SGP Focal Area wise Distribution
15.1.2 SGP Networking Opportunitiesand Linkages
GEF SGP in India has always encouragedand focused on sustainability of the actions,both at the project and programme levels.The focus of the India programme, over thelast 3-5 years, has been to strengthen theprojects and the programme throughmentoring, regular face to face hand holdingmeetings, creating interface between
governments and institutions on one sideand the NGO and CBO partners on the otherto work in a systematic manner, buildinginstitutions, ensuring linkages andparticipation and ensuring activeinvolvement of the community at each step.
At the programme level, two majorachievements of the India programme werethe support from
• Ministry of Environment and Forests
• UNDP Country Office (UNDP CO)
Considering the impact created by the SGPprojects and realizing the need for moresuch projects to ensure sustainability, MoEFsupported 18 projects while UNDP COsupported 14 projects of SGP India. The mainobjectives of such co-financing were:
• To scale up and replicate the projects ofSGP which have created significantimpact on the environment;
• To reach out to such geographical areasin the country which are remote andinaccessible and require immediateinterventions to address environmentand livelihood concerns.
At the project level, SGP India has developedlinkages and partnerships with the Ministryof Rural Development (MoRD), Departmentof Science and Technology (DST) and theprivate sector, and looks forward to moresuch partnerships.
Many private partners and internationalinstitutions like GTZ, Energia and JSW haveextended their support and continue to do sotowards building capacities and training SGPpartners and the SGP team for betterimplementation of projects and sustainability.
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SGP India has also extended its focus totraining and building capacities of partnersespecially towards developing enterprisebased business models for the promotionand sales of some of the remarkableenvironment friendly products. Thisapproach has also evolved a new idea offorming an institutional set up strategicallylinking the SGP partners and establishing abrand/chain for the marketing and sales oftheir products. This will ensure long termenvironment sustainability and growth, andgenerate alternate livelihood options.
SGP India has always built and maintainedpartnerships and linkages among varioustarget groups. It has also establishedpartnerships with the private sector: corporatelike JSW Energy (co financing to the tune ofnearly Rs. 7,30,000), GTZ-ASEM (Rs. 2,50,000),GTZ-InWEnt (Rs. 5,00,000), Urja Unlimited(Rs. 1,50,000), Arcelor Mittal India (Rs.50,00,000), and Catholic Relief Services (CRS)(co financing of nearly Rs. 24,00,000). Thedonors have given funds predominantly toscale up and replicate the actions and shareworkshop expenses.
Institutional linkages have also beenestablished organizations like IndianInstitute of Forest Management (IIFM), MBAinstitutes, Keystone Foundation and others.Nearly 54 student interns were hired by theproject to document results and processes inthe GEF SGP.
SGP India has also established partnershipwith RALIEGH’S (UK) AND AIRBUSFOUNDATION towards Conservation ofBiodiversity including hands on actionsinvolving young people and localcommunities from AIRBUS.
In country Co-financing of MoEF (Rs. 156.35lakhs) and UNDP CO CDI (Rs. 246.49 lakhs)funds to the SGP programme in itself is agood example of the strengthenedpartnership with such agencies. Apart fromthis, there are various SGP projects beingimplemented with the support of andlinkages with the local government bodiesand schemes, corporate groups and otherinstitutions.
Another linkage established has been in thearea of collection of waste paper and recyclingof the same into various paper products. OneSGP partner has been linked with Microsoft-Delhi and Deloitte-Gurgaon for such aninitiative.
SGP India and CEE have partnered withEarth Day Network (EDN) for their campaign‘A Billion Acts of Green’. The campaignaims to register one billion pledges for theenvironment on the website http://act.earthday.org in advance of the globalEarth Summit in Rio in 2012. These pledgeswere simple individual gestures like ridinga bicycle instead of driving, washing laundryin cold water, fixing a leaky tap, shuttingoff electrical appliances when not in use,turning ignition off at red lights and notleaving appliances on standby mode. Thesepledges have been directly uploaded on thewebsite to add to the count of one billion.
A trainer’s guide to Low Carbon Lifestyleswas published during this period. Thistraining tool kit is a set of materials in an easyto understand language and is based on thelatest science and policy inputs. It aims toarm a trainer with facts and figures on howsmall changes in everyday actions can helpreduce an individual’s contribution to
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greenhouse gas emissions in the atmosphereand also save money. It focuses on climatefriendly choices we all can make in the useof electrical appliances, transport, paper,water and such every day activities. All thedata provided in the tool kit is relevant to theIndian context and the choices presented arepractical and easy to adopt.
15.1.3 Capacity Building
15.1.3.1 Workshops for SGP Partners
Three workshops on experience sharing andcapacity building of SGP partners for theapproved projects were conducted. The mainobjectives of these workshops were to buildcapacities of SGP partners and enhance theirknowledge for the successfulimplementation of the project and projectsustainability. More than 100 SGP partnersand stakeholders from different parts of thecountry came together to share theirexperiences and learn ways and means ofeffective project implementation andsustainability. Apart from addressing theissues and strategies at the grassroots levelfor better ‘project sustainablity’ theseworkshops also helped cross sharing ofproject experiences and ideas from thesanctioned projects between a range ofinstitutions.
15.1.3.2 BMA (Business Model Approach)Workshops
For the capacity building of the NGOs andCBOs under the UNDP CDI project and theGEF UNDP Small Grants Programme (SGP),Centre for Environment Education (CEE)organized a two day workshop in sharing thefinal field level experiences undertaken by
the partners in a Business Model Approachtowards women empowerment andsustainable development. The workshop washeld on July 16-17 2010 at Fair Trade IndiaForum, New Delhi. More than 20 projectpartners have adopted the approach; differentmodels of business have been adoptedkeeping in view the local socio-economicconditions of the area, the markets and localresource base use.
15.1.3.3 Exposure Visits SGP Women Partners
SGP women, especially SHG members(nearly 20 women) from Uttar Pradesh andOrissa had a rare experience when they werelinked to the India Women, Food and ClimateChange Training Programme, a yearlongcapacity building and training programinitiated by Women’s Earth Alliance (WEA),USA and Gorakhpur Environmental ActionGroup (GEAG), India. The goal of the trainingwas to equip rural women leaders withappropriate solutions, knowledge andnetworking support to manage climatechange and environmental crises, to improvetheir food and economic security, while alsoecologically managing their farms and naturalresources. This training is a holistic onemeant to benefit rural women farmers, and
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its curriculum is based on a foundation ofsound gender and ecological principles. Thistraining will be carried out in October 2011in South India also.
15.1.4 STAR Funds - Operation Phase5 - Small Grants Programme
With the STAR (System of TransparentAllocation of Resources) funds, the GEFsecretariat allocates resources in an indicativeway to its eligible countries in areplenishment period. This was developedto upgrade the Resource AllocationFramework (RAF), which was used in thefourth replenishment period of GEF 4. In thefifth replenishment period - GEF 5 - theSTAR covers three focal areas: Biodiversity(BD) Climate Change (CC) and LandDegradation (LD). Other focal areas andprogrammes may be covered by the STAR inthe future GEF replenishment periods.
The main benefits of STAR for eligiblecountries are predictability of funding andflexibility in programming. This will alsoenhance the planning process and contributeto country ownership of GEF projects and
programmes. In addition, the STAR canincentivize eligible countries to maximizetheir investment benefits, so that they mayget higher allocation in the nextreplenishment period.
India has been graduated to FSP under STARfunds with an allocation of 10 million USD.GEF Council has allocated USD 5 million forfour years, and on replenishment, the next 5million can be sought from GEF Council .
15.1.5 Awards for SGP Partners 2010-2011
15.1.5.1 SGP/GEF/IND/OP3/1/05/RJ16 -IBTADA - Project Title - Scaling upanimal husbandry practices assustainable livelihoods,empowering women throughcredit, self help and alternativefuels/energy sources
IBTADA has been awarded 1st Runners Upfor Outstanding Annual Report in mediumcategory (50 lakhs to 5 crores) by CSOPartners Forum in India. The award consistsof a cash prize of Rs. 1 lakh.,
The award has been selected by the panelof jury based on a review of accountingpractices adopted by the participatingenterprises in the preparation of theirfinancial statements, disclosures andcommunication in their published annualreports. The way information wasdocumented for the GEF/UNDP SGP projectswas taken as a best practice. Accordingly,the award signifies that the practicesfollowed by IBTADA in the respectiveprojects, community level institutionalframeworks, development of the concernedenterprise in the form of livestock units by
Training given to Women SHGs to makecooking stoves
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the NGO – all these were seen as innovativeexamples. Many small scale enterprises,some started with support from GEF UNDPSGP amongst them,had participated in thecompetition.
15.1.5.2 SGP/GEF/IND/OP3/1/05/OR18 –SAMBANDH - Project Title -Program for promotion ofindigenous knowledge forbiodiversity conservation and itsapplications for health andlivelihood security among tribalcommunities in India with ademonstrative intervention inOrissa.
Name of the Award - 2011 India DevelopmentMarketplace by World Bank
The Heritage Producers’ Company promotedby SAMBANDH has received the award from2011 India Development Marketplace ofWorld Bank. SAMBANDH, an SGP partner,facilitated the formation of the HealingHeritage Producers’ Company (HHPC) in2005 with an objective to nurture thecooperative spirit and inject a corporateefficiency in the management for promotionof traditional medicines and herbal tea. With13 members in the Board of Directors and1072 general body members fromcooperatives, Self Help Groups (SHGs) andassociations of local healers, this companynow produces 22 products and has a turnoverof more than Rs. 50 lakh during 2010-2011.
The contribution of GEF UNDP SGP and thecollaboration with NABARD, GIZ, KFW,Department of Science and Technology andFAO has also been recognized with thisaward. This award would help them to
develop a specific product - an anti-malarialfor the malaria endemic areas. GMCL andFRLHT had also played a role in instituting agood marketing strategy in the initial years.Now its products are well recognized in themarket including the metros in India.
15.1.5.3 SGP/GEF/IND/OP3/1/05/MS20 -Yerala Projects Society (YPS) -Project Title - Demonstrativeproject to link ecosystem andlivelihood mechanism to counterdesertification in Jalihal area ofSangli district of Maharastra
Name of the Award – Rajashri Shahu GauravPuraskar
This SGP partner has received the prestigiousaward Rajashri Shahu Gaurav Puraskar forits contribution in the fields of ruraldevelopment, livelihoods and educationalactivities. This award has been instituted byRajashri Shahu Chatrapati Memorial Trust,Kolhapur, Maharashtra. The awarddistribution was held on February 17, 2011 inShahu Memorial Auditorium, Kolhapur. Itwas given by the President of the Trust, Dr.N. J. Pawar, Chancellor of KolhapurUniversity in the presence of ex-Minister Mr.Shrinivas Patil, Satara and trustees. This year(2011), the trust has selected four individualspersons and one organization, Yerala ProjectSociety (YPS) for its awards.
Yerala Project Society (YPS) has beenconducting a range of activities, but theinitiatives undertaken with the support ofGEF UNDP SGP in its initial project and thenthe scaling up effort has been muchrecognized as a more conservation cum
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livelihoods approach in the rain shadowareas of Sangli district, in Maharashtra. Theproject was titled “Scaling up subsoilirrigation programme to support marginalfarmers from drought pone areas inhorticulture to ensure sustainableagricultural”
15.1.5.4 SGP/GEF/IND/OPII/04/TN/10 -CREED – Project Title -Community-led BiodiversityConservation of Mangrove ForestEcosystem in Pitchavaram;Institutionalizing organic approachin land upgradation to optimizelivelihood of poor families
This GEF UNDP SGP partner won the bestNGO award, which was given away by thePresident of India on November 14, 2010.This Seva award is conferred on threeindividuals every year who make outstandingcontributions in the fields of Child Protection,Environment, Child Development and ChildWelfare, and the selection is made by aNational Selection Committee chaired by theMinister of State for Women and ChildDevelopment Smt. Krishna Tirath.
15.1.6 UNDP GEF Small GrantsProgramme – Southern Region
The following were the highlights of the yearunder discussion:
••••• Wider circulation of the informationabout GEF/CCF – SGP to the targetagencies (NGOs, CBOs, EducationalInstitutes, Registered Trusts and others)in the southern region
••••• Providing technical and scientific inputsto NGOs in the Southern Region for
developing project proposals under theSGP
••••• Organizing the Regional CommitteeMeetings to scrutinize the proposals;Scrutinizing and commenting on theconcept papers and application formsreceived from the target agencies in theregion
••••• Completing the mid-term and finalevaluation of projects under theprogramme
••••• Execution and monitoring of theprogramme in the southern region
• Discussions with NGOs visiting theSouthern Regional Office on developingproposals and concepts for SGP projects
• Completing the reporting work for mid-term and final evaluations, and the semi-annual report on GEF UNDP SGP in theregion
Some of the specific activities carried out inthe region:
• About 100 wider circulations, two RCMs,two GEF meetings, 30 office and 12 fielddiscussions with NGOs were conducted.
• About 30 proposals were developed,while two mid-term evaluations werecarried out during the reporting period.
• About 60 proposals and 140 conceptpapers were reviewed and commentnotes sent to the applicant organizations.
• Discussions were held with variousNGOs/CBOs on developing proposalsfor SGP projects.
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• A field visit was carried out with the staffof Sahayoga and Centre for SustainableDevelopment to review the work of asanitation related project.
• The officials of UNDP and Ministry ofEnvironment and Forests, Governmentof India, visited the southern region toreview the progress of SGP projects.
• SGP personnel attended the projectrelated meetings of the programme inBangalore, Ahemdabad and Delhi.
15.2 Public Consultations
15.2.1 Public Consultation on CoastalRegulation Zone (CRZ)
Following the Coastal Regulation Zone (CRZ)public consultations conducted by CEE, theMinistry of Environment and Forests (MoEF),had come out with the pre-draft CRZ 2011Notification. CEE has uploaded this on thewebsite and facilitated the general public tocomment on the document. Further, MoEFalso assigned CEE to bring out local versionsof the pre-draft Notification for widerdissemination. Accordingly, CEE has workedtoward producing nine local language
versions relevant to the coastal states andUTs of India. Subsequently, MoEF publishedthe draft CRZ 2011 Notification in the Gazetteand has asked CEE to bring out local versionsof these too.
15.2.1.1 Facilitation Support to Departmentof Science, Technology andEnvironment, Government of Goaon CRZ
CEE Goa facilitated organization of meetings,workshops and discussions related to
enacting the CRZ 2011 and according aspecial status to the state of Goa. The DeputyProgramme Coordinator of CEE Goaaccompanied the government delegation ledby the Hon’ble Minister for Environment,Government of Goa to Delhi for discussionsrelated to CRZ.
15.2.2 Public Consultations on GreenIndia Mission (GIM)
The Green India Mission is one of the eightMissions under the National Action Plan onClimate Change announced by the PrimeMinister. It aims at improving the country’sforest cover qualitatively and quantitatively,thereby increasing the carbon sequestrationpotential of our forests, so as to enhance thecountry’s resilience to impacts of climatechange. In its afforestation and forestprotection activities the mission aims toinvolve a variety of stakeholders from allsections of society. The Ministry ofEnvironment & Forests, which has the nodalrole for the implementation of this Mission,asked CEE to conduct a series of PublicConsultations across the country. During Juneand July 2010, CEE organized sevenconsultations for wider public awareness andto gather comments and feedback from thegeneral public, civil society groups,researchers, activists, institutions and otherstakeholders. The feedback was collated,analyzed and presented to the Ministry forfinalizing its draft version of the MissionDocument and to help the Ministry get awider base of public support and input informulating its action plans under thismission. The Hon’ble Minister forEnvironment & Forests, Shri Jairam Ramesh,chaired all seven public consultations, heldat Guwahati, Pune, Dehradun, Jaipur,
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Visakhapatnam, Bhopal and Mysore. CEEprepared and distributed 11 languageversions of the draft mission document, andcollected and consolidated feedback fromacross the country via post, email and otherchannels.
Concurrent meetings of senior foresters andother officials from key governmentdepartments were also held at theselocations, which were steered by the DirectorGeneral (Forests), MoEF. These meetingshelped to focus on the operational, financialand inter-agency cooperation issues relatedto the proposed mission.
15.2.2.1 GIM Consultation - Dehradun
The consultation on GIM was held at theIndian Council of Forestry Research andEducation (ICFRE), Dehradun on June 22,and was attended by more than 200 peoplerepresenting NGOs, activists, scientists,forest and government officials, media,panchayat representatives, women groupsfrom van panchayat, business groups andothers, from various parts of northern India.A group of 30 IFS probationary officers wasalso part of the day long consultation.
The first half of the consultation was chairedby Shri Jairam Ramesh where he highlightedsome of the the concerns of the mission likethe fragile ecosystem of Himalaya, the needfor maintaining the balance betweenenvironment and development, andmaintaining the quality of forests. He listenedto the various groups/representatives presentin the consultation. The consultation elicitedlots of suggestions and comments on themission document from diverse groups.
15.2.2.2 GIM Consultation - Mysore
This consultation was held at Rani BahadurHall, University of Mysore campus, Mysore.Various stakeholders, including the stategovernment officials of southern India,farmers, forest department officials, forestryscientists, forest managers, civil societies,CBOs and media personnel, numbering over250, participated in the deliberations, whichwere presided over by Shri Jairam Ramesh.Reports as well as video, audio andphotographic documentations have beensubmitted to the GIM Secretariat in Delhi.
After the consultation, a meeting attendedby officers from the forest departments fromthe states in southern India, IGF and officialsfrom MoEF.
15.2.2.3 GIM Consultation - Vishakhapatnam
CEE AP organised the public consultation onJuly 5 in which around 200 peopleparticipated
15.2.2.4 GIM Consultation – Pune and Bhopal
CEE Central organised the regional levelpublic consultation in Pune for the states ofMaharashtra and Gujarat, and in Bhopal forMadhya Pradesh and Chhattisgarh on theGreen India Mission for the MoEF, which isa part of the National Action Plan for ClimateChange (NAPCC). The draft document wasprovided in Marathi and initial publicdiscussions held in Pune and Goa to createawareness about the GIM and invitepeople’s comments and inputs. Anorientation was held for mediarepresentatives prior to the publicconsultation. The inputs from the public werecompiled and submitted for incorporationinto final report for the Ministry.
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15.2.3 National Consultations of CBOs &NGOs on Desertification, Land Degradationand Drought (DLDD) and Best Practices;Strengthening Synergy between the RioConventions (UNFCC, CCD and CBD) at thelocal level
The consultation meeting of civil society wasorganized to get NGOs’ views on the issue ofDLDD and their experience with bestpractices. The workshop was organized tofacilitate discussion and exposure to theissues on the field, delineation of bestpractices and convergence of the threeimportant UN conventions. Best practiceswere identified in technology, applicationand adaptation, capacity building andawareness, knowledge management andpublic participation and networkingapproaches to management. Some of theimportant points raised during theconsultations pertained to the need toundertake an evaluation exercise on existingschemes to check how much convergenceexists, role of private sector and how they canintegrate through better sharing ofexperiences, documentation, link betweentraditional knowledge systems andtechnology, how the successful best practicescan be mainstreamed into policy which canlead to development of action basedprogrammes, need to allocate, create aseparate innovative fund to combatdesertification through civil society, findways how LD can partner throughprogrammes/grants of the National Rain FedAuthority, need to capacity build people onthose areas we want to impact, need to avoidreinventing, duplication of resources,working in isolation and finding the missinglinks to optimise the resources.
About 37 experts from diverse fieldsparticipated in the meeting.
15.2.4 Stakeholder Consultations forDeveloping Vision Documentfor Goa
The Government of Goa has constituted theGoa Golden Jubilee Development Councilchaired by Dr. Raghunath Mashelkar. Theobjective of the council is to prepare a visiondocument for the state of Goa for the next 20years. Various subgroups have beenidentified by the Council to evolve the visiondocument. Environment and SustainableDevelopment is one of the thirteen subgroupsconstituted by the Council, with Prof. MadhavGadgil in the chair. To evolve a holistic visiondocument for the environment andsustainable development of Goa, a state-wide consultation with various stakeholderswas planned, the responsibility of organizingwhich was given to CEE Goa through throughthe Department of Science, Technology andEnvironment. CEE Goa organized 25consultations with various stakeholdersincluding fishermen, industryrepresentatives, tribals, youths, farmers andothers. Prof. Madhav Gadgil was present forall the consultations. A report of theconsultations has been prepared and is beingused to develop the vision document onEnvironment and Sustainable Developmentof Goa for 2035.
15.2.5 Climate Change: Agro-climaticZone-wise Public Consultationsfor MP SAPCC
The Government of Madhya Pradesh hasentrusted the Environmental Planning andCoordination Organization (EPCO) with the
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responsibility to draft the State Action Planon Climate Change (SAPCC), with supportfrom UNDP. A Climate Change Cell has beenestablished in EPCO for this. As part of thisinitiative, and in order to reach out to themicro level regional concerns and addressingthem in the State Action Plan, CEE wascommissioned to organize consultationworkshops in the 11 agro-climatic zones ofthe state. The inferences of these workshopswill inform the SAPCC. CEE undertook thefollowing tasks:
• Conduct of 13 workshops in the 11 agroclimatic zones of Madhya Pradesh;
• Develop and print a resource booklet fordistribution; and
• Invite various stakeholders throughvarious means including personalcommunication and publication ofadvertisements in newspaper to ensurewider participation.
Each workshop was structured to obtaininputs on various themes including forests,water, health, energy, agriculture, urban andrural areas. The report on and documentationof these consultations are being processedfor submission to EPCO and incorporation inthe SAPCC.
15.2.6 Consultation on Big River Damsin the North East
A major concern of the country today is thegrowing need for energy, along with therealization that it is important to generateclean energy to meet such needs. This hasled to the planning of river dams of variousscales. North East being blessed with anabundance of rivers, the power ministry has
proposed more than 100 river dams ofdifferent scales to produce energy for thecountry’s requirement. Among them theLower Subansiri dam has been the talk ofthe region, with many stakeholdersexpressing their concern over theconstruction of the dam, and its adverse effecton the environment as well as on the peopleof Assam.
Although NHPC has obtained environmentalclearance to construct the 2000 MW hydelproject on Subansiri, the majority of localinstitutions, civil society, various studentsgroups and common people are against theconstruction of the dam.
To revisit and to capture the grievances ofthe various stakeholders of the region, CEENorth Eastern Regional Cell organized aconsultation on Big River Dams of NorthEast in Guwahati on September 10, 2010.The Minister for Environment and Forests,GoI, Shri Jairam Ramesh, chaired theconsultation, which was divided into twosessions. In the first session, the overallimpact of big dams was discussed. Officialsof NHPC also made a presentation on theirwork and assured the audience that the damwill not cause any harm to either the peopleof Assam or the environment. The expertcommittee formed to review the constructionwork and related issues of Lower Subansiridam, on the other hand, appealed to theminister to stop the construction work of thedam. The committee raised concerns aboutthe devastating impact in case of anearthquake as Assam lies in earthquake zoneV. In the second session, downstream impactwas discussed and various stakeholdersexpressed their views and concerns
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regarding the construction of the dam. Morethan 500 people participated in theconsultation representing differentstakeholder groups like academicians,NGOs, students union, farmers unions,women’s unions, government officials aswell as individuals. The minister later onassured the people that a comprehensiveimpact assessment of the Lower Subansiridam will be undertaken.
15.3 CEE’s Project ManagementUnit at Commonwealth Games2010
As host of the XIX Commonwealth Games(CWG), the Government of NCT Delhi set anaim of hosting a “Green Games” by inducingbehavioural change towards low carbonpractices and setting the environmentalbenchmark for organizing multi-disciplinarygames in the future.
Creating awareness on ‘low carbon practices’was included as one of the objectives ofCWG 2010. To this end, the OrganizingCommittee Commonwealth Games (OCCWG), with support from the Union Ministryof Environment and Forests (MoEF) andUnited Nations Development Program(UNDP), implemented a project titled Low-Carbon Campaign for CWG 2010. Thispartnership was also extended to theMinistry of New and Renewable Energy,Bureau of Energy Efficiency, GEF UNDPSmall Grants Programme and State ForestDepartments. A small team was outpostedfrom CEE from June 2010 to January 2011, toset up and run the Project Management Unit(PMU) located at the Games OrganisingCommittee in New Delhi. The PMU provided
continuous support to the project in the areasof management, finance, programme andlogistics. Even after the completion of itscontract term, the PMU continued functioningfrom CEE Delhi and facilitated a fullmanagement level audit of the project,followed by an external evaluation.
The activities planned under this projectincluded:
• Development of 30 AV profiles, 10 sherapop-ups and 10 radio messages on GreenCommonwealth Games and low carbonpractices
• Organization of four low carbon fairs (offive days duration) in Shimla, Shillong,Hyderabad and Port Blair
• Organization of Green Concerts inselected cities
• Plantation in districts/cities along theQueen’s Baton Relay route through StateForest Departments and GEF UNDP SGPPartners
• Awareness among the public, students,athletes, visitors, facility managers, CWGparticipants and media on low carbonpractices
• Development of Guidelines for‘greening’ future sporting events in thecountry through quantification of resultsfrom project interventions
• Development of a manual – Guidelinesand Best Practices for Greening MajorSporting Events
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15.3.1 Commonwealth Games -Queen’s Baton Relay – LowCarbon Practices Programme inthe Southern Region
Two orientation programmes wereorganized for NGOs and invited stakeholderinstitutions to help disseminate the activitiesrelated to low carbon practices among schoolchildren across south India. Budgeting,material distribution and activities to beundertaken by the implementing agenciesformed the focus of this programme.
The Queen’s Baton travelled through anumber of important cities in the south Indianstates during which the NGO partners carriedout the programme along with school childrenand local governments in each city. Theinitiative generated significant enthusiasmamong school children and members of localcommunities during the relay of the Queen’sBaton. Along with taking part in the relay,school children participated in the plantingof saplings in the project sites.
This programme generated knowledge aboutlow carbon practices among school childrenas well as local communities.
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1616161616 Training Capacity Building andNetworking
16.1 Training and Capacity Buildingfor ESD
16.1.1 International AdvancedTraining Programme in ESD inFormal Education 2010
This programme aims to provide anopportunity to professionals working in/withthe formal education sector to exchange andshare their knowledge and experiences inESD. The programme focuses on Asian andSouthern African countries. The effort is toreach out to and capacity build institutions,through small institutional teams thatparticipate in this five phased, nine monthtraining programme. The programme wassponsored by Sida (Swedish InternationalDevelopment Agency) and coordinated byRamboll Natura AB, Sweden, in partnershipwith SADC-Regional EnvironmentalEducation Centre in South Africa and CEE,India.
The 2010 programme, ninth in the series,was attended by 13 institutional teams fromAsia and 14 from Southern Africa. Aninstitutional team comprises of a participant,a co-participant and their supervisor. TheAsian teams of the 2010 batch representedministries of education, teacher trainingauthorities, curriculum developmentagencies, universities, NGOs working forformal education and ESD, and others. Theparticipating countries from Asia for the yearwere Bangladesh, Bhutan and China. InSeptember-October 2010, all participantsattended a three week face-to-faceprogramme in Sweden. This phase of theprogramme included a number of sessionson ESD and formal education, visits toSwedish schools and institutions practicing
ESD and interactions with Swedish expertsin ESD.
The two weeks Asia regional programmewas conducted during January 4-14 at CEEAhmedabad. For this programme, eachparticipant was joined by a co-participant.This phase focused on ‘change projects inESD and formal education’ that eachinstitutional team had decided to undertaketowards partial fulfillment of the programme.The change projects range from reviewingcurriculum to developing teacher trainingmaterial to critiquing education policy in thecontext of ESD and related topics. Theinstitutional teams, with guidance from theirsupervisors, then implemented the projects.
Under this programme, CEE conductedNational Workshops on ESD in FormalEducation in the participating countries, viz.,Bangladesh, Bhutan and China.
16.1.2 The Green Teacher Diploma inEnvironmental Education: ADistance Education Programmein EE for In-service Teachers
The Green Teacher Diploma inEnvironmental Education is a distancelearning programme designed by CEE India,in partnership with and with support fromCommonwealth of Learning (COL),Vancouver, Canada. The programme offerspracticing teachers and environmentaleducators an opportunity to empowerthemselves with the requisite knowledge andskills to effectively transact EE concepts inthe classroom. The course is a unique way ofstrengthening practicing teachers’ skills inEE, besides providing the much requiredopportunity to teachers for sharing theirexperiences with each other.
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In 2010, about 50 professionals enrolled forthe programme, which was offered throughthe five study centres in the cities ofAhmedabad, Bangalore, Delhi, Guwahatiand Pune. Two contact sessions wereconducted.
The Green Teacher 2011 programme wasannounced in February 2011. This will bethe seventh batch of the programme. Tilldate, over 400 professionals have enrolledfor Green Teacher, of which over 250 havesuccessfully completed the Diploma.
16.1.2.1 Green Teacher Programme -Lucknow Study Centre
The second contact session was organizedfor the Green Teacher participants ofLucknow study centre. Along with thesession, counseling was also organised forthe participants to guide them on theirprojects.
16.1.2.2 Green Teacher Programme - CEESouthern Region
In the southern region, as part of the GreenTeacher programme, the following activitieswere carried out.
2009-2010 Batch: 16 teachers
• Conducted the second contact session inEE/ESD for the 2009-2010 batch courseparticipants, guided them on their courseend projects, conducted the terminalexamination and viva on their projectsand announced results
• Organized an exclusive Green Teacherprogramme for 13 teachers of SiliconCity School, Konanakunte, Bangalore.This included organizing six one day
contact sessions over seven months,counseling and guiding the teachers ontheir assignments, helping them to planand organize course end projects,conducting the terminal examination andannouncement of results.
2010-2011 Batch: 14 teachers
• Conducted two contact sessions for thenew batch, counselled and guided thestudents on their assignments andprojects
• As in earlier years, organized an exclusiveGreen Teacher programme for 10teachers from The Smart School, MagadiTaluk, Bangalore. So far, eight one daycontact sessions over a period of sevenmonths have been organized and theparticipants have been guided on theirassignments and projects.
16.1.2.2.1 Whole School Approach to GreenTeacher Programme
Both the Silicon City School and The SmartSchool programmes have been attempts inmaking the Green Teacher programme a“Whole School Approach”. This attempt haselicited a good response in both the schools,with greater number of teachers and studentsparticipating in the schools’ environmentalawareness programmes. On WorldEnvironment Day 2010, the entire staff andstudents of The Silicon City School, led byGreen Teacher Programme participants,organized and showcased several EEactivities relating to Biodiversity, Energy,Rainwater harvesting, Pond ecosystem,Waste management, Climate Change andOzone depletion in the school. Theseactivities were kept open to the neighboring
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community and drew tremendous responseand were well appreciated.
16.1.2.3 Green Teacher – CEE Central Region
Green Teacher Diploma programme in EEfor the teachers were coordinated by CEEPune for the Central Region (for batch 2009).Efforts to publicise the programme in theschools of Pune was undertaken with thehelp of interns and also inserting a pressnote in the newspapers. The participantsenrolled for this programme went throughthe contact sessions on EE and ESD. Two ofthe participants from Hyderabad took upprojects on Zoo Education in their home townfocusing on development of interactivematerial for children and one teacher fromPune took up a project on water conservationat school.
The same publicity methods were used forthe 2010-2011 batch which led to teachers’enrollment. The first contact programme wasoriented to the Paryavaran Mitra programmeto create a synergy with it. The sessionsfocused on the five themes of ParyavaranMitra and a sixth theme of urban mobility.The sessions laid emphasis on variousaspects of action oriented projects whichcould be taken up by the participant teacherscovering the themes suggested under theprogramme.
16.1.3 Training Programme on ESD forTeacher Educators in Cambodia
During July 19-24, 2010, CEE organized aweek long training programme in EE forteacher trainers in Siem Reap, Cambodia.This week long interactive programmeaimed to:
• Support teacher trainers in understandingenvironmental education - its scope,objectives, purpose and importance inthe school system – better;
• Familiarize teacher trainers with anumber of interactive and experiencebased teaching-learning methods;
• Capacity build teacher trainers in usingselected teaching-learning methods intheir education classrooms;
A team of two staff members from CEE werein Cambodia to facilitate the two weekprogramme, which was attended by a groupof 10 teacher trainers.
16.1.4 Learning for Change: The ESSAWorkshop
CEE, in partnership with the SwedishInternational Centre of Education forSustainable Development (SWEDESD),organized a workshop titled ‘EcosystemServices, Strong Sustainability and Agency(ESSA) – Learning for Change’. The workshopwas conducted in Ahmedabad, India onOctober 29-30, 2010. The premise of theworkshop was the belief that in order tomake ESD more effective, it is important toreview and bring about a major change inboth how we teach and what we teach. Withthe focus on Ecosystem Services, Naturalsciences and Social sciences, the workshopaimed to develop methods and means thatwill strengthen ESD in different regions ofthe world, bringing each country a little closerto the goals of UNDESD. The two dayworkshop was attended by formal educationpractitioners from Europe, Africa and Asia.
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16.1.5 Web-enabled Teaching andLearning for Environment andDevelopment
16.1.5.1 Green Teacher Online Phase II
The Green Teacher Online programmeentered Phase II. In Phase I, digitization ofall four modules was accomplished. In PhaseII, the CEE team worked closely with theteam at Metalearn Pvt. Ltd Bangalore towardsfinalizing the learning management systemfor the programme.
The e-Learning Management System of theGreen Teacher Online programme is nowready and will be announced in 2011.
16.1.5.2 Gramdoot: Mobile Technology tohelp farming communities
Led mainly by the team at the RuralProgrammes Group and supported by thetechnology team at Networking and CapacityBuilding Group at the Centre, the idea ofGramdoot programme is to test theeffectiveness of technology operated servicesin appropriately fulfilling the mandate ofcommunity development and empowerment.The Gramdoot team at CEE is experimentingwith multimedia and voice-mail facilitiestowards reaching out to the identifiedcommunities in selected villages in Gujarat.
16.1.6 GIS at CEE
16.1.6.1 CEE Ka Biscope
The GIS Cell continued to offer ‘CEE kaBiscope’ (CKB): An ICT enabled fun-filledlearning programme for school children. Thisyear, in addition to grades VII and VIII, theCKB modules reached out to students ofGrade IX as well. The themes dealt with
included Science, Social Science andEconomics of Agriculture; Population andConsumption; Town Planning; WasteManagement; Traffic Management; Carbonfootprint; and Lifestyle choices.
The modules for each grade included GISand ICT based lab sessions, classroom basedsessions, field visits as well as interactionwith relevant experts. At the end of the CKBmodule, students presented their work,research and findings to a panel of expertsand were awarded CKB Certificates oncompletion of the six month CKB module.
16.1.6.2 Samvednaa
The project Samvednaa: An initiative towardsbuilding Model Green Colleges, progressedover the year. The three participating colleges- one each in Ahmedabad, Gandhinagar andValod, Tapi district, Gujarat - undertookintensive implementation activities in theidentified area within their college campus.The three colleges selected Solid WasteManagement, Wastewater Treatment andBiodiversity Park as the themes, respectively.The student eco club members led theintensive implementation activity in theircollege campus. The project reached out tomore than 15 college faculty and 150 collegestudents. Application of GIS in planning,monitoring and implementing the greencollege action plan was a key component ofthe project.
16.1.6.3 Energy Clubs in Industrial TrainingInstitutes (ITIs)
Supported by the USAID/SARI andimplemented in partnership with theDirectorate of Employment and Training,Gandhinagar, this project of the Centre
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involved working with the key stakeholdergroup of ITI students, who have the potentialof bringing about a major impact in the wayenergy is used and conserved in theindustrial world. During the year, the 10 ITIsparticipating in the project through theirenergy clubs, were engaged inunderstanding sustainable use of energy andundertaking a variety of actions towardsconserving electricity on their campuses.These ITIs, on an average, were able toachieve about 10-15 per cent of reduction intheir electricity consumption. The GIS teamof CEE coordinated this project, and alsopublished two books – ‘Be Energy Wise: AManual for Facilitators of Energy Clubs in itis’ and ‘Youth in Energy Conservation’, acompilation of stories of energy conservationefforts made by the young ITI students.These publications are available in bothGujarati and English.
The GIS team worked with each ITI team tosupport them in the use of the GIStechniques, in presenting their findings ofthe electricity audit on campus and inmonitoring electricity conservation activitiesand campaigns in their institute.
16.1.7 ‘ICT and Education’ at theInternational Conference onEthical Framework for aSustainable Future
During November 1-3, 2010, the ICT and e-learning team of the Centre coordinated aworkshop on ‘Reviewing, Rethinking, andReorienting Application of ICTs for EnablingESD’ at the International Conference onEthical Framework for a Sustainable Future.The workshop aimed to:
• Share relevant experiences and goodpractices from across the world;
• Explore and clarify how the Earth Charteras an ethical framework and guide toaction can be used most effectively inthis area of development;
• Explore ways to develop the resourcesand tools needed to support theprinciples of Earth Charter in action.
The workshop was coordinate by Ms.Shivani Jain, CEE India and moderated byMs. Fernanda Baumhardt, Communicationand Media Task Force, Earth Charter. Thekeynote speakers included Dr. Neeta Shah,Director, Gujarat Informatics Limited andDr. Bhatia, Chair, AV Code, Ahmedabad.
16.1.8 Training Module on EE and CCE
The Humana People to People India (HPPI)is based in Delhi and works in differentstates of India focusing on communitydevelopment with solar energy illumination.This project is undertaken by HPPI intechnical association with TERI under thecampaign “Lighting up Billion Lives”. For itsUP initiative, HPPI approached CEE Northfor providing technical inputs in planningenvironment education programme inschools. As part of the discussion, CEE Northconducted a four day training module for thefield team of HPPI to train them inimplementing environment educationprogramme in 100 schools of four projectdistricts.
CEE North organized a four day trainingmodule on environment education andclimate change education in August for eightHPPI field team members. The training
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module aimed to develop in the participantsan understanding on environment anddevelopment issues and the importance ofenvironment education; plan teacher trainingprogrammes in their project locations andhelp them design an annual environmentschool activity calendar and action projects atschool level. CEE gave regular inputs to thefield team in taking up the EE programme inthe project villages.
16.1.9 Climate Change and Educationfor Sustainable Development inTeacher Education
The role of teachers in bringing aboutextensive social changes needed forsustainable development has been greatlyemphasized by several national andinternational commissions and committees.If our teacher education system has to playthis role effectively, then its contents andmethodologies need to be re-oriented. Ourteaching and training methodologies willhave to become more ‘constructivist’ and‘transformative’ in nature, rather than just‘transmissive’- i.e., preparing teachers toplay a critical role in climate changemitigation and sustainable developmentthrough developing in learners a newlearning behavior to change cultures, adoptnew life styles, and develop new economies,technologies and social structures. Putdifferently, a transformation from a wastefuland unsustainable lifestyle to a moresustainable and eco-friendly lifestyle.
The project “Situating Climate Change andESD in Teacher Education” is financiallysupported by the Indian Council of SocialScience Research (ICSSR), New Delhi. Itaims to develop a curriculum framework and
module in Climate Change (CC) andEducation for Sustainable Development(ESD) to situate it in pre-service teachertraining. The project has three specificobjectives and is coordinated by Dr M. J.Ravindranath, CEE South, Bangalore:
• To outline and develop a framework forthe incorporation of climate change andsustainable development in teachereducation through a process of actionenquiry and survey;
• To develop a Module on Climate Changethat can be used to infuse concepts ofClimate Change and SustainableDevelopment (CC-ESD) in teachereducation curriculum; and
• To validate the module for itseffectiveness, practicality andinstructional outcomes.
The survey and action enquiry have beencompleted with a sample of slightly morethan 60 B.Ed colleges in the southern regionand a framework for situating CC and ESDhas been developed. At present, based onthe framework developed, a draft modulecovering the contents and pedagogy in CCand ESD is being developed.
This project when completed and publishedwill be a unique attempt in curriculumconstruction and teacher education andwould be of great use to teacher educators.
16.1.10 Earth Charter + 10 Conference:School Education and TeacherTraining
The Earth Charter (EC) is a declaration offundamental ethical principles for buildinga just, sustainable and peaceful global society
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in the 21st century. It seeks to inspire in allpeople a new sense of globalinterdependence and shared responsibilityfor the well being of the whole human family,the greater community of life, and futuregenerations. It is a vision of hope and a call toaction. The Earth Charter is centrallyconcerned with the transition to sustainableways of living and sustainable humandevelopment. As part of this, an InternationalConference “Ethical Framework for aSustainable World” was held at CEE fromNovember 1-3, 2010. “School Education andTeacher Training” formed one of theimportant thematic workshops of theconference.
The three days’ deliberations in the Schooland Teacher Training workshop helped theparticipants develop deeper understandingsof the Earth Charter and its fundamentalphilosophy, the environmental values whichit heralds, and the experience and practicesof teachers and individuals in fostering thevalues.
The thematic workshop was coordinated byProf. Charles Hopkins, UNESCO Chair forSustainability at York University, Canada,and Dr M J Ravindranath and Ms. PreetiKanaujia from CEE.
The participants, numbering more than 55,represented different countries, national andinternational organizations. They recognizedthat “the EC provides a useful frameworkthat schools can use to structure a holisticapproach for Education for Sustainability”and provides “an excellent framework forthe integration of values and ethics intoESD”.
Important Recommendations made by thedelegates
For Teacher Education:
• Greater promotion of the EC and a flexibleframework for schools and teachereducation institutes to adopt
• More research on the teaching of valuesand ethics in ESD
• Greater consideration of differentapproaches to ESD and how these linkwith the EC
• Greater emphasis on action research as atechnique for promoting EC in teachereducation
For School Education:
• The adoption of the EC as a frameworkfor building an effective holisticapproach to ESD
• Infusion of the principles of EC into thecontents and methodologies of teaching
• Using EC principles as a base fordesigning projects
For the Earth Charter:
• Consideration of the fact that teachingvalues and ethics needs to be setalongside allowing young people to buildtheir own ethics and values
• Consideration that the ethics and valuesreflected in the EC do not necessarilysupport all possible approaches tosustainable development
• A critical approach to learning must alsoallow for a critical approach to the EC
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16.1.11 Capacity Building Programmesof CEE Himalaya
16.1.11.1 Promoting Community basedTourism in Manasbal, Watlab andNarinag: Capacity Building ofService Providers with Emphasison Proper Disposal of Solid &Liquid Waste, Hygiene andSanitation
INTACH J&K Chapter, CEE Himalaya andHamdard Education Society, with financialsupport from Union Ministry of Tourism andJ&K Tourism, conducted a series of five oneday workshops at Manasbal, Watlab andNaranag from March 26-30, 2011. The firstthree workshops at Jarokha Bagh GuestHouse, Manasbal were for the villages ofKalusa, Gratbal, Safapora, Hajam Moholla,Kondabal, Rather Moholla, Kulpora,Waripora, Pahilipora and Baghwan Moholla,all situated near Manasbal. The workshop atWatlab addressed the villages of Watlab,Watlab Ghat, Zeermanz, Kehunasa, Aloosaand Ashtingoo. The villagers of Kaloosa,Naranag and Wanghat attended theworkshop at Naranag.
The objectives of the workshops were topromote community based tourism and buildthe capacity of various sectors of serviceproviders to enable them to attract tourists,handle them as per their expectations ofhygiene and sanitation, and promote tourismin the area by offering good services at acompetitive price.
Each workshop was attended by about 30people who were identified from the area fortaking a lead role. After the workshops, thesetrained youth will be used to train others in
the area, thus attempting to reach out to moreand more people.
Tips on cleanliness, safe drinking water,healthy food, personal hygiene, keepinghomes and surroundings clean, properdrainage, water absorbing pits, safe disposalof waste, safe disposal of excreta, waterpollution, water borne diseases, sources ofcontamination, segregation of waste atsource, composting, vermin-composting,reuse and recycling were discussed usingCEE’s education material which had beendeveloped for the Kashmir context.
Gender plays an important role in watercollection, storage, management andgovernance. CEE’s South Asian Chapter of atravelling exhibition developed for theGender and Water Alliance (GWA) withfinancial support from International Waters- Learning Exchange and Resource network(IW-LEARN) was effectively used forawareness on gender roles. The exhibitionconsisting of six panels on the themes Genderand Water - Insights, Innovations andTransformation; Engendering Access toWater; Gender, Hygiene and Sanitation;Gender and Water for Livelihoods; Gender,Disasters and Adaptation; Gender and WaterGovernance, were shown to and discussedwith the workshop participants to createlinkages with the socio-economic, socio-cultural and trans boundary political aspectsof Kashmir.
World Health Organisation’s (WHO) shortfilms on water, sanitation and hygiene werescreened and interpreted during theworkshops. These films are on safe drinkingwater, water borne diseases, the use ofsanitary latrines.
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The menace of plastic bottles generatedthrough the widespread use of packageddrinking water, and the negative impact ofpackaged drinking water on health, economyand environment were discussed. Successstories from Leh, Shimla, Sikkim, Shillongand other parts of the North East and the restof the country were cited.
J&K Tourism and the Union Ministry ofTourism have supported the construction of52 guest houses in the area under theirsupervision, maintaining the requiredstandards of amenities to be provided. Basedon the facilities available, the guest houseswere ranked as A, B and C categories andsubsidy provided to the guest house ownersto encourage them to achieve higherstandards. The effort is to encourage localpeople, especially the youth, to get involvedin and make a living from tourism. This willhelp develop the area, improve the quality oflife of local people and generate avenues ofemployment and income locally, thusengaging the people - especially the youth -in constructive activities and bringing peaceand prosperity to the area.
16.1.11.2 Disposal of Solid & Liquid Wastesand Sanitation
CEE Himalaya was invited as the resourceagency for a workshop held during December18-24 at Mansbal. Organized by the J&KChapter of INTACH, CEE and J&KDepartment of Tourism, the workshop wasinaugurated by the DivisionalCommissioner, Kashmir. Mr. Farooq Ahmed,Director, J&K Tourism was the Chief Guest.The Chairman, J&K Chapter of INTACHand other officers also attended theworkshop. Dr. Abdhesh Gangwar, RegionalDirector, CEE North and North East was the
resource person for the workshop. Dr.Gangwar delivered a brief speech onDisposal of Solid & Liquid Wastes and alsoother topics like Health, Hygiene andSanitation. He also made presentations onthe topics besides practical demo and displayof posters and other materials. Theparticipants interacted with the resourceperson on related issues. Mubashir from CEEHimalaya also presented the resourcematerial developed by this office to theparticipants. Manasbal Lake being a goodtourist spot, the idea of this workshop was tobuild the capacity of the villagers, especiallyyouth, to attract and manage tourism, forwhich sanitation and hygiene in villages is apre requisite and a must have. A series ofworkshops have been planned in individualvillages during the next quarter for whichCEE will be a resource agency.
16.1.12 Training and Capacity BuildingActivities in CEE Tamil Nadu
16.1.12.1 Orientation and Training onDisaster Management
Around 700 National Service Scheme (NSS)students and teachers from across the countryparticipating in the National NSS MegaCamp organized at the Rajiv Gandhi NationalInstitute for Youth Development (RGNIYD),Sriperumbudur, near Chennai were givenorientation and training on disastermanagement. The sessions conductedthrough lectures, demonstrations and handson activities helped in understandingconcepts related to vulnerability, risk,mitigation and related concepts. Disastermanagement would be incorporated as aroutine topic in similar NSS campingactivities.
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16.1.12.2 Wetlands and Their Importance
CEE-TN was invited to conduct an orientationprogramme by the Post Graduate students ofthe Department of Zoology in MadrasChristian College. Apart from the students ofthe Department, over 100 students fromvarious other colleges in the city alsoparticipated in the day long programme.
16.1.12.3 Ecological Foot Print andArchitecture
CEE TN was invited to conduct a trainingprogramme in Sathyabama University forover 600 students of various colleges in thecity. The programme was organised to givean insight into Ecological Foot Print and therole of architects.
16.1.12.4 Developing an EnvironmentalPolicy
EuroKids International Ltd., an educationservices provider in the Pre-School segmentand Anand Deep Enterprises, the MasterFranchisee office for Tamil Nadu with over80 preschools across state, invited CEE tosupport the framing of the EnvironmentPolicy for their schools in Tamil Nadu. CEETamil Nadu facilitated this with the majorareas of focus as:
• Promoting awareness among children,parents and staff;
• Conserving resources - mainly water,energy and paper - through propermanagement practices within theschools;
• Encouraging commitment to programmesin recycling and waste management andto the purchase of recycled products inschool;
• Factoring environmental considerationsin the daily duties among allstakeholders.
16.1.13 Training Programmes in Goa
16.1.13.1 National Seminar on ESD
The Saraswat Educational Institutions HigherSecondary School, Mapusa, Goa, jointly withCEE Goa State Office, organized a three daynational seminar on Education forSustainable Development in Panaji, Goa.About 130 participants from across thecountry participated, including teachers andcollege students. The seminar was a mix oflectures, panel discussions and field visits toestuaries and mining sites. CEE Goafacilitated the field trips. Participants workedin groups to evolve educational strategies forthe conservation of the estuarine ecosystemsand abandoned mining sites in the state ofGoa. The Hon’ble Minister for Environment,Government of Goa, Shri Aleixo Sequeirawas the chief guest during the concludingsession and spoke about governmentstrategies to enhance public awareness andimproved implementation of environmentallaws in Goa.
16.1.13.2Two Day State Level Workshop forCollege Teachers on Biodiversityand its Conservation
A two-day state level teacher trainingworkshop on coastal biodiversity and itsconservation was organized in associationwith Biodiversity Research Cell, CarmelCollege of Nuvem and College of Forestry,University of Agriculture Sciences, Dharwad.CEE Goa is in the process of developingeducational material on Climate Change andits impacts on various ecosystems of Goa. A
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preliminary draft of the material was sharedand discussed with the participants. Alongwith the college teachers, students alsoparticipated. A session was organized wherethe Hon’ble Minister for Environment,Government of Goa, Shri Aleixo Sequeirachaired and interacted with the students andteachers. Students and teachers askedvarious questions related to the strengtheningof environmental education in the schoolsystem and what role students, teachers andyouth play in enhancing the quality ofenvironmental education in schools.
16.2 Networking for ESD - Visits
16.2.1 Mr. Frans Lenglet, Director,SWEDESD
Mr. Frans Lenglet, Director of SwedishInternational Centre of Education forSustainable Development (SWEDESD),Sweden came on a three day visit to CEEduring May 27-29, 2010. Mr. Lenglet’s visit toCEE was to understand CEE’s work andexplore possible areas for collaboration.During his meeting with the Director of CEE,the following areas emerged for possiblecollaboration:
• Action Research and Evaluation
• Supporting Urban Sustainability
• Ecosystem Services, StrongSustainability and Agency - Learningfor Change
16.2.2 Mr. Hideki Maruyama, ESDprofessional from Tokyo
Mr. Maruyama visited CEE to understandESD in the context of non formal schooleducation in India. He interacted with
colleagues involved in school educationprogrammes, rural education, teachertraining and capacity building at Ahmedabadand Delhi. He also visited a project involvedin setting up class rooms in slum areas inAhmedabad using innovative non formaleducation methodologies.
Ms Nadia Lausselet, an ESD professionalfrom Switzerland also visited CEE.
16.2.3 Mr. Paul Rose, BBC presenterand Antarctic Explorer
Paul Rose visited CEE on Thursday, February23, 2010. He interacted with CEE staff andthe students of CEE’s ManagementEducation Centre on Climate Change (MEC-CC) on climate change issues. Later PaulRose gave a public lecture on “The GlobalMeltdown” at the CEE auditorium. Hepresented an optimistic approach on climatechange asserting that access to the internethas opened up a world of information whichis encouraging young people fromdeveloping nations to come up withinnovative climate change ideas andsolutions. The visit was organized incollaboration with British Council as part oftheir Talking Climate Series.
16.2.4 Ms. Shreerupa Mitra,Representative from USAID/SARI at CEE
Ms. Shreerupa Mitra, Social DevelopmentSpecialist, USAID/SARI came on a two dayvisit to CEE in January 2011, to discuss theprogress of the project titled ‘Energy Clubsin it is’ supported by USAID/SARI undertheir small grants programme (SGP). Duringher visit, she interacted with the Director of
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CEE and also visited a couple of IndustrialTraining Institutes, where theaforementioned project was beingimplemented.
16.2.5 Students of InterculturalCommunication to CEE
About 20 students of Masters in InterculturalCommunication from the University of RoyalRoads, Canada, visited CEE in October 2010.The visit was to understand the linksbetween education, communication and thesocio-cultural context through CEE’s work inESD.
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1717171717 Initiatives for Undesd
17.1 Planning Meetings for Settingup of the Mahatma GandhiInstitute of Education for Peaceand Sustainable Development(MGIEP)
A UNESCO Category-I institute, MahatmaGandhi Institute of Education for Peace andSustainable Development (MGIEP), hasbeen set up by the Government of India incollaboration with UNESCO at New Delhi.This Institute places India in the category ofselect countries with a Category I Institute ofUNESCO and is expected to serve as aplatform for interaction on the themes ofpeace and sustainable development amongpolicy makers, practitioners and experts fromcountries of the Asia Pacific region. Theproposal to establish this Institute has beenadopted at the 35th General Conference ofUNESCO by acclamation on October 22,2009.
In this regard, Government of India, incollaboration with National University ofEducational Administration (NUEPA),organised two expert group consultations todeliberate on the institutional developmentplan, especially the programmes andactivities to be taken up by the Institutewithin the next 2-5 years. This was followedby organising an International ConsultativeMeet in August 2010 to provide a wider forumfor the sharing of rich experiences ofdifferent international and national expertsand institutions and building partnerships.CEE participated as an expert institution inthese meetings.
17.2 Ethical Framework for aSustainable World - AnInternational Conference tomark ten years of the EarthCharter
The International Conference, “EthicalFramework for A Sustainable World” washeld at the CEE campus during November 1-3, 2010, in partnership with the Earth CharterInternational. The Ministry of HumanResource Development, Government ofIndia (MHRD-GOI) was the co host of theConference. The Ministry of Environmentand Forests, Government of India (MOEF-GOI), United Nations Educational, Scientific,Educational and Cultural Organisation(UNESCO) and United Nations EnvironmentProgramme (UNEP) were partners at theConference.
The Conference brought together over 500participants. There were about 100participants from all over the worldrepresenting a variety of stakeholder groupsincluding government officials andrepresentatives of UN agencies. Participantsfrom India were from diverse fields includingenvironment, school and higher education,human rights, gender, peace, religion,citizenship, social justice and others. TheConference was a forum for interaction ofcivil society, NGOs, corporates, academicsand media.
The Conference was held to commemorate10 years of the Earth Charter (EC). The EarthCharter, over the ten years since its formallaunch in 2000, has gained recognition as aglobal consensus on the meaning of
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sustainability, the challenge and vision ofsustainable development, and the principlesby which sustainable development is to beachieved. The purpose of Earth Charter+10(EC+10) efforts was to reach a higher level ofawareness and outreach of the Earth Charter;clearly position the Earth Charter initiativeas an inspirational, dynamic, global civilsociety movement; and encourage a positiveconceptualization of the future by using theEarth Charter as a framework to address keyworld challenges, issues and priorities.
The Conference was specifically held with aview to do the following:
• Strengthen efforts at making Educationfor Sustainable Development central toeducation practice and training;
• Clarify the role the Earth Charter canplay in education; share experiences onthe use of Earth Charter in education;
• Strengthen partnerships with the EarthCharter;
• Capture the spirit of the events related toEC +10 and to use the ideas to discussand launch the vision for the EarthCharter for the next decade (2011-2020).
The Conference looked at the effectivetranslation of the Earth Charter fromprinciples to practice. Specifically, it soughtto review and strengthen ways by whichthese principles and values can findresonance in different areas of life and workacross different sectors from internationalorganizations and business enterprises toformal education.
Seven plenary sessions, including theinaugural and concluding sessions, set thetone and pace for more focused discussionsand interactions within the 10 WorkshopThemes. The plenary sessions included keyexpert presentations on experiences of theapplication of the Earth Charter Principles.
The Conference was inaugurated by theGovernor of Gujarat Dr. Shrimati Kamla.Shri Amit Khare, Joint Secretary, Ministry ofHuman Resource Development, Governmentof India (MHRD, GOI) addressed theaudience on behalf of MHRD. The DGUNESCO, Ms Irina Bokova’s address wasread out by Dr. A. Parsuraman, DirectorUNESCO, Delhi who also addressed theaudience independently as the head ofUNESCO in Delhi. The second plenary hada keynote address by Professor StevenRockefeller on the challenges andopportunities facing the Earth CharterInitiative. A special session at the secondplenary was a video conference where JuliaMartin Lefèvre, Director General, IUCN andAshok Khosla, President, IUCN werebeamed in live for comments on their insightsand experiences with the Earth Charter,followed by an interaction with the audience.The third plenary of the Conference focusedon the Ethics of Climate Change while thefourth and fifth plenaries were on Educationfor Sustainable Development (ESD), leadinga discussion to explore the Ethical Frameworkin the context of ESD.
The plenary session of Day 3 of the EC+10conference was held at the SabarmatiAshram from where Mahatma Gandhi hadonce orchestrated India’s historic andunprecedented freedom struggle. The panelof speakers at the plenary session included
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Prof. Steven Rockefeller, Prof. Mary EvelynTucker, Forum on Religion and Ecology andEarth Charter International Council; RabbiSoetendorp, Earth Charter Commissioner;Vishwaguru Paramhans Swami and littleAvatarpuri representing Yoga for Daily Life;Sri Sri Ravi Shankar, Art of Living; SisterValerine Bernard representing the BrahmaKumaris; Michael Slaby of the JacobSoetendorp Institute for Human Values;Kartikeya Sarabhai, Director CEE, and TridipSuhrud from the Sabarmati Ashram.
The concluding plenary saw workshopparticipants weaving through the strands ofinspiring ideas and recommendations thatthey had deliberated over for days. JimTaylor, Director WESSA, South Africa andMamata Pandya, Senior Programme Director,CEE facilitated this process. They invitedworkshop representatives to share the keyoutcomes of their deliberations with theaudience. This helped bring together thestrands of discussion from each of theworkshops, contributing to a rich tapestry ofinspiring views that will help take the ECforward from Ahmedabad.
Workshops on specific areas explored howan ethical framework and specially the EarthCharter can be applied in that area. Bestpractices were shared and key issues werediscussed. The ten workshop themes coveredareas like School Education and TeacherTraining; Higher Education; Non FormalEducation; Information and CommunicationTechnologies fr Education for SustainableDevelopment; Business & CSR; Religion,Spirituality and Ethics; Cities, Communitiesand Urbanisation; Sustainable Livelihoods;Global Challenges and Global Governance;and Biodiversity.
A summary of the discussion at theworkshops was posted on the Conferencewebsite each day. Each workshop came upwith a final report on day three. In addition tothis, each workshop also came up with a setof three recommendations they felt were thekey ones which were shared at theconcluding plenary session. The OverallRecommendations of the Conference wasdeveloped based on these recommendationsfrom the workshops.
Two exhibitions - “The Seeds of Hope” and“Our Living Culture” - were set up duringthe Conference. Several stalls were also putup by partner institutions. The publicationslaunched during the Conference were“Gandhi and the Earth Charter – Towards ASustainable World”; “Explore DiscoverThink Act - the Paryavaran MitraPublication”; “Multilateral Agreements:Legal Status of Secretariats”. A special musicalbum “Life Alert” inspired by the EarthCharter was also launched as part of theConference special events. A special editionof CEE’s ESD journal dedicated to the EarthCharter was launched at the ESD plenary ofthe Conference. The publication, “EarthCharter and Gandhi—Towards a SustainableWorld” compiled by Kartikeya Sarabhai,Meena Raghunathan and Amishal Modi wasreleased by Steven Rockefeller.
Youth Participation formed an integral partof the Conference. Youth not only volunteeredand took up specific tasks as part of thevarious teams working on different tasks butalso spoke as youth representatives in eachof the plenaries. They also took part in theworkshop discussions and expressed theirviewpoint in the concluding plenary.Children participated in the Conference
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primarily through the Paryavaran Mitra eventbut were also avid listeners in the plenariesand presented their work at the exhibition.Cultural programmes every evening broughtin an element of festivity to the Conference.
The Conference had live streaming ofplenaries during all the three days of theConference. About 100 persons from over 20countries participated in the Conferencevirtually.
The Conference consultations centred onidentifying effective and creative ways ofembedding the values and principles thatconstitute an ethical framework for asustainable world into practice. As a result ofthe Conference, it is expected that there willbe increased networking and the fostering ofpartnerships for integrating the EC principlesin practice. The Conference created aneffective forum for exchange of knowledgeand experiences of applying the ECprinciples in ESD
17.3 International ESD Network
An international expert network was formedby InWEnt - Capacity Building International,Germany, on Education for SustainableDevelopment (ESD). The network hasmembers from four countries, viz., Germany,Mexico, South Africa and India. Each country
is represented by institutions fromgovernment and non-governmental agenciesworking in the field of environment andsustainable development. CEE was invitedas one of the expert institutions from India,where Ms. Preeti R. Kanaujia was nominatedby the Centre as its representative in thenetwork. This network had a meeting inSouth Africa in November 2010, whereexperts from four countries - Mexico,Germany, India and South Africa - wereinvited to exchange experiences, shareapproaches, join forces and extract synergiesfrom their individual country.
During the ESD network meeting, three areaswhere the network will contribute werediscussed. These areas are development ofan ESD module for Training of Trainers foreach country, facilitating an internationalleadership training programme on ESD anddevelopment of an ESD web portal on thework done by member institutions.
Along with the expert network meeting, anexperience sharing seminar was alsoorganized where network members sharedtheir views and experiences as panelists. Ms.Kanaujia presented CEE’s experience withformal education programmes andpartnerships for ESD.
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1818181818 Material Development and Publications
Children’s Media Unit (CMU) is involved ininstructional design of materials andprogrammes for EE and ESD, nationally andinternationally. CMU works with all media -print, audio visual, exhibitions and new media.CMU also facilitates training and capacitybuilding of teachers and ESD professionals.
18.1 Material Development for theThrust Area: Education forChildren
18.1.1 International Collaborations
CEE and the Environment Agency Abu Dhabi(EAD) have entered into an Understandingof Partnership which aims to facilitate sharingof CEE expertise and resources and itsexperiences in EE and ESD to support theprogrammes of EAD by materialdevelopment and capacity building.
As part of this Agreement, Children’s MediaUnit (CMU) has been working closely withEAD as a key collaborative partner in theSustainable Schools Initiative (SSI) of AbuDhabi. This collaboration includesdevelopment of resource material andcapacity building.
18.1.1.1 Towards a Sustainable World: AResource Book for IntermediateTeachers
Towards a Sustainable World is a series ofthree books covering all the school levels -Elementary, Intermediate and Secondary.The series is to help teachers infuse educationfor sustainability through the five themes ofAir, Water, Energy, Biodiversity and ClimateChange.
The resource for the intermediate levelteachers has been developed. It has three
parts: educating for sustainability; methodsand approaches in educating forsustainability; and activities using a varietyof approaches and methods organized underthe five thematic areas.
The English publication is in the pre-production stage, while the Arabic translationis in progress.
Research and development of the two otherpublications for Elementary and Secondarylevels is under way.
18.1.1.2 Al Daleel Al Be-e: A Guide to Settingup and Running EnvironmentalClubs
This Teacher’s Manual has been printedboth in English and Arabic.
18.1.1.3 Eco Smart Business Game
A board game Eco Smart Business, based onthe concept of the popular Monopoly orBusiness Game, was developed last year forwide distribution by EAD to students in AbuDhabi. The game has been produced inEnglish and Arabic and distributed to over60000 school children.
18.1.2 Easter Springer
Rajeswari N Gorana, ProgrammeCoordinator CMU, and Preeti R Kanaujia,Programme Coordinator CEE North are coeditors for a publication for Easter Springer.This publication is under the series Schoolingfor Sustainable Development and focuseson South Asia. The South Asia book attemptsto provide a close insight into how EE/ESD isbeing integrated in the institutions in theregion and being practiced by educators.
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The book seeks to look at experiences andinitiatives of each country in reorientingeducation (formal and non-formal) asEducation for Sustainable Development(ESD). Efforts by individuals, NGOs, UNorganizations; educational policies,government initiatives, programmes andprojects that are facilitating ESD work wouldbe captured.
The Book proposal and chapter abstractshave been shared with Easter Springer. Experts from countries in the South Asia -Bangladesh, Bhutan, India, Maldives,Pakistan and Sri Lanka - have beenfinalized for contributing to the book. Thefinal manuscript will be submitted to EasterSpringer by December 2011.
18.2 National Programmes18.2.1 Planet Earth Dossiers for YES
Bank
CMU developed and delivered 12 Facilitatordossiers for the YES BANK Limited’s YESCommunity (YC) Initiative. YC is acommunity engagement platform thatleverages its retail branch network tomainstream environmental and social issuesamongst communities living around itsbranch locations.
The dossiers provide a step by step guide forfacilitators for running the programme,including points for discussion, Fact Sheetsand activity ideas. Copies of suitable filmswere also provided for distribution with eachdossier.
As part of the initiative, an environmentrelated event under the title Planet Earth washeld at YB branches across India everymonth.
18.2.2 Explore, Discover, Think, Act:Paryavaran Mitra Action IdeasBook
The CMU team provides the coreinstructional design support for the resourcematerials to be developed under this majornational initiative.
Mamata Pandya and Rajeswari N. Goranadeveloped the English prototype of the firstpublication for the Paryavaran MitraProgramme. This book has been translatedinto 15 Indian languages and is beingdisseminated in all the states and UTs ofIndia to support the first phase of the schoolactivities under the programme. The bookprovides a menu of 51 action ideas underfive themes (Water and Sanitation, WasteManagement, Biodiversity and Greening,Energy, Culture and Heritage).
The second phase of the Paryavaran Mitraprogramme will be supported by a Teachers’Handbook. Work on this comprehensiveHandbook is on.
This forms the key resource material whichwill guide and support teachers and NGOsin implementing the programme in schools.It envisages active engagement of studentsin curricular and co-curricular activities inthe transformation to Paryavaran Mitra.
18.2.3 Educating for SustainableDevelopment: A ResourceHandbook for NGC Educators
CMU members were part of the core team todevelop a manual for the Master Trainers ofthe National Green Corps. The publication isa detailed resource guide for planning andrunning a two day training programme on
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ESD. It includes content as well asmethodology. The power point presentationsfor the sessions are provided on anaccompanying CD. The publication has beenprinted in Hindi and English anddisseminated.
18.2.4 Macmillan Text books
Mamata Pandya has been invited to co-authorthe series of EVS textbooks for classes 1-5 tobe published by Macmillan India Ltd. Thetextbooks are based on the NCERT syllabusreflecting the Curriculum Framework 2005.The manuscripts for Class 1 and 2 have beensubmitted to the publishers. Work on theremaining classes is under way.
The series will be in the market by thebeginning of the academic year in 2012.
18.2.5 National Council for EducationalResearch and Training (NCERT)
Mamata Pandya was a member of NCERT’sEVS Textbook Writing Committee for classes3-5, from 2005-2008. These textbooks forclasses 3, 4 and 5 are now in use across thecountry.
Following this, in 2010, NCERT’s Departmentof Elementary Education, set up a smallergroup to develop a Teacher’s Handbook forEVS for the primary level. The Handbookwas to meet the need to support teacherswith a better understanding and transactionof the EVS textbooks based on the NewCurriculum Framework 2005.
The Handbook is in the production stageand will be disseminated by NCERT.
18.3 Climate Matters – CEE TN
CEE Tamil Nadu has developed a manual inTamil on Climate Change for the High Schooland Higher Secondary School students ofthe NGC Programme. The tailor mademanual is designed to serve as a one-booklibrary, and walk the students through thecauses and effects of climate change, andalso share tips and ideas for the students toperform simple research activities in theirclassrooms and at home to understand howclimate is changing, why, and what can bedone about this. Written in an age appropriatelanguage, with interesting and colourfulillustrations, the manual would break downthe most difficult aspects of global warmingand climate change, allowing young studentsto grasp them easily.
18.4 Educational Package onBiodiversity
CEE North developed a poster and a bookletfor dissemination in a state level WorldEnvironment Day programme organized bythe Directorate of Environment, UP. Thepackage was formally released by theMinister Environment in a state level functionorganized by the Directorate. The posterdeveloped for the occasion covered key
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concerns linked to the International Year ofBiological Diversity and is supplementedwith an information booklet on biodiversityin the state context.
18.5 Publications of CEE Himalaya
18.5.1 Az Sare Nau Tamer - JahniIztirab aur Uska Hal (ATeachers’ Manual onPsychosocial Care)
This publication in Urdu is an educator’sguide to address the psychosocial care needsof children post disaster. CEE Himalaya hasadopted and translated the teachers’ manual“Rebuilding Hope- An Educators’ Guide toHelping Children Cope with StressfulSituations” brought out by CEE Ahmedabadfor use in the earthquake affected regions inKashmir and elsewhere.
The manual contains useful tips on traumaand its treatment. It helps to diagnosewhether a child is suffering from trauma andto what extent. It also provides some basicinformation on the mechanism of earthquakeand precautions to mitigate disasters. A majorpart of the manual consists of attractive and
interactive activities that will enable childrento express their anxieties and fear of disasters.These activities employing differentmediums like art, games, poetry, songs, storytelling and writing can be performed in smallgroup settings. This book is dedicated to thepeople who lost their lives in the 2005 Kashmirearthquake and their near and dear ones.The publication so far has been disseminatedin more than 3000 schools in Kashmir throughpsychosocial care programmes with studentsand teachers. About 600 teachers have beentrained through 15 teacher trainingworkshops.
18.5.2 Paryavaran Mitra in Urdu
The Prayavaran Mitra kit has been translatedinto Urdu by CEE Himalaya. The Urdu kit, inaddition to Kashmir, can also be used inUrdu medium schools in Uttar Pradesh,Madhya Pradesh and Maharashtra.
18.5.3 Year Planner and Book labels
CEE Himalaya developed a year planner for2011 on the DRR theme with tips on firesafety, earthquake do’s and don’ts and safeevacuation. Book labels have beendeveloped on the themes of natural disasters.
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1919191919 Institutional Development and Support
19.1 Human and InstitutionalDevelopment
The Human and Institutional Development(HID) at CEE focuses on the strengthening ofinstitutional mechanisms, systems andprocedures so as to facilitate human resourcedevelopment as well as institution building.While the point of HID action at CEE ispractically every programme and supportgroup/office, the efforts are coordinated andfacilitated by the HID Facilitation Cell ofCEE.
During the year, the 13th Meeting of CEEManagement Committee was held duringJanuary 25-28, 2011. The agenda includedCEE Finance, VI CPC equivalent and AnnualPerformance Assessment Report systems, asalso the proposed Rules for Recruitment andReview of Core Staff, 2011.
CEE was able to utilize a good number oftraining opportunities for several staffmembers. Over 15 CEE staff members weresponsored for training programmes andworkshops organized by a number ofinstitutions including CEPT, InternationalDesign Centre, CHETNA, AhmedabadManagement Association and ADINET.
19.2 Support Services
Services that support CEE programmes andactivities have been strengthened atAhmedabad, the Regional Cells, and Projectand Field Offices.
19.2.1 Staff
During the year 2010-2011, one staff memberin the Scientist category resigned. The corestaff category position stood as follows:
Category No
Scientist 44
Technical 51
Administrative 57
19.2.2 Shishu
CEE continued to support Shishu, thechildcare facility run by staff members.
19.2.3 Staff Cooperative and CreditSociety
The Centre continued its support to the StaffCooperative and Credit Society function.
19.2.4 Staff Welfare Fund
Vehicle, Consumer, Personal and Study loanswere extended to the staff from this Fund.
19.3 CEE’s Information ServiceCentre (ISC) - Activities during2010-11
CEE’s Library is known as InformationService Centre (ISC) and is located at CEE’sheadquarters at Ahmedabad. It has beenestablished with a view to select, collect,organize, preserve, retrieve and disseminateinformation on Environmental Education(EE), Education for Sustainable Development(ESD) and related areas, to cater to theinformation needs of environmentaleducators, decision makers, researchers andthe general public.
19.3.1 Collection
ISC has a rich collection of print and digitaldocuments that includes books, periodicals(national and international), reports, maps,
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charts, films, audio/video cassettes and CDs/DVDs. This collection covers a host of subjectareas such as Agriculture, Art, Biodiversity,Botany, Climate Change, ConservationManagement, Demography, Earth Sciences,Ecology, Economics, Education forSustainable Development, Environment,Environmental Education, EnvironmentalEngineering, Environmental Law, Forestry,Geography, History, Pollution, Social Welfare,Waste Management, Water Management,Women Issues, Wildlife, Zoology and others.It also has a very good collection of referencebooks and a special collection of children’sbooks and periodicals too.
About 442 books and 23 CDs/DVDs havebeen added during 2010-11 taking ISC’s totalbook collection to 18708 and CD/DVDcollection to 501 respectively. ISC has beenreceiving 106 periodicals. This has also beenmade richer by adding four more periodicalsin 2010-11.
19.3.2 Services
ISC continued offering various servicesduring 2010-11 including Lending (to in-house users), Reference, Referral, OnlinePublic Access Catalogue (OPAC), InterLibrary Loan, Internet, and CD/DVDviewing. ISC also compiled a quarterly BookReview Alert for circulation among local
members for getting recommendations fortitles worth procuring for ISC. Manybibliographies have been generated forvarious users proactively as well as on requestduring the reporting period. ISC also continuedproviding information proactively to the usersthrough e-mail on e-documents, relevantonline tools, websites, new arrivals at ISCand other related topics.
Apart from in-house users, ISC catered to theinformation needs of about 245 non-memberusers during the year, and about 450 querieswere handled by the ISC staff including 92requests for Inter Library Loan.
19.3.3 ISC as ENVIS Secretariat at CEE
CEE is an Environmental Information System(ENVIS) Centre on Environmental Educationsince 1992, and caters to the environmentalinformation needs of educators and otherinterested individuals and groups throughvarious means. ISC continued coordinatingand performing various tasks for ENVISrelated activities at CEE during 2010-11 suchas documentation and reporting, maintainingand responding to queries and compilingyearly statistics of queries. ENVIS Corner hasalso been maintained at ISC and publicationsof various ENVIS Centres have beendisplayed at this Corner for reference by thevisitors.
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2020202020 Events
20.1 World Health Day
World Health Day was celebrated by CEEHimalaya on April 7, 2010 at Muslim ModelSchool Qazipora, District Bandipora, Jammu& Kashmir. Over 200 students from the hostschools and nearby schools along with theirprincipals and teachers participated in thisevent. Students and teachers were joined bymembers of the community including 10Sarpanchs and seven Sadar-e-Auqaf(representative of village committees) fromnearby villages.
The programme began with a theme basedpresentation by the CEE team highlightingthe adverse effects of urbanization on health.The Principal of DIET (District Institute ofEducation and Training) Bandipora, theChief Guest on this occasion, whilecomparing the ecological scenario in theregion at present and 50 years back, said thatimproper urbanization had significantlyaffected the beauty and natural resources ofthe valley. The Senior Physician from BlockMedical Office, Bandipora also raisedconcerns about improper sanitation anddrainage systems that affect the health of thepeople. He also shared some precautionarysteps and first aid tips regarding health,hygiene and sanitation with the participants.
Students participated in speech and quizcompetitions on the theme of the day“Urbanization and Health”. They expressedtheir opinions on urbanization,environmental degradation, polluted waterbodies, conflict and violence.
20.2 World Heritage Day
‘Think before you Throw’ was the messageof the programme organized by CEE North
on April 18 to observe World Heritage Day atthe Regional Science City, Lucknow. Aninterschool competition on ‘Waste isResource’ was organizedon the occasionwhich was attended by 20 eco-club schoolsof Lucknow.
During the competition, schools were givenwaste material to create a product within astipulated time. School teams were allowedto use any three types of solid waste from theten categories - ceramic, glass, paper, e-waste,polythene, packaging, metal, clothes, wood,natural material. Eco-club students have comeup with products in three categories - utility,decorative and utility cum decorativeproducts. Each school team was also givenan on the spot task to prepare a recipe givingthe material used and method of preparationof the product. An interactive session wasorganized along with the screening of thefilm Story of Stuff. A panel of judges fromscience, media and waste management fieldinteracted with the school teams. The prizeswere given in ten categories to appreciate theHandprint ideas of the school students.
20.3 Earth Day
CEE Himalaya celebrated Earth Day on April22, 2010 in two districts of Jammu & Kashmirsimultaneously. At the Government HigherSecondary School, Lone Hari, Kupwaradistrict, more than 400 students (from classes9–12) with 37 teachers and other staffmembers participated in the event. Thecelebrations began with a welcome followedby Tilawat-E-Quran and Naat. CEE teammade a presentation highlighting localenvironmental issues, efforts beingundertaken by various agencies and whatmore needs to be done towards achieving
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sustainability in the ecologically fragilemountainous Kashmir. A rally was taken outon a route skirting the town, with studentsdisplaying placards with messages andchanting slogans to save the earth andenvironment, not to use plastics andchemicals, and to follow low carbon emittinglifestyles. Quiz and speech competitionswere organized. A skit “As you sow, so shallyou reap” was performed by 10 studentsdisseminating the message that a good qualityenvironment is a must for a good quality oflife. Trees were planted on the occasion.
About 170 students from two more schools -Noorul Haq Public School and Al AhadPublic School – along with 15 teachersparticipated in another celebration organizedby CEE Himalaya at Oxford Public SchoolPalpora, Srinagar district. The programmebegan with a welcome by the Principal ofOxford Public School, who highlighted theimportance of the day and hoped thateverybody would take an active role in savingour environment. CEE representative briefedthe audience about the Earth Day, its historyand significance, and the Earth Day themefor year 2010 “Many Species - One PlanetOne Future”. He highlighted the importanceof natural resources including forests, soiland local water bodies which, in Kashmir,are getting polluted. Deforestation andexcessive use of chemical fertilizers causeland degradation which poses a grave threatto the earth system and future generations.He shared ideas on how we can contribute toconserve natural resources and make theenvironment green. Students participated ina number of activities to commemorate theday. Winners of the competitions organizedon this occasion were felicitated with prizes.
20.4 International Day for BiologicalDiversity
CEE Himalaya: International Day forBiological Diversity was celebrated by CEEHimalaya on May 22 in two districts of Jammuand Kashmir - Baramulla and Kupwara. InBaramulla, the event was celebrated at theGovernment Primary Schools, Educationzone Julla, Salamabad, Tehsil Uri and inKupwara the event was organized at theGovernment Middle School Bahadurkote,Education Zone Chamkote, Tehsil Karnah.Hundreds of students and their teachersparticipated in the events.
CEE team explained the importance andhistory of the International Day for BiologicalDiversity and the theme for the year,“Biodiversity Development and PovertyAlleviation”. The team highlighted the needfor the conservation of local bio species likeMorchella (gucchi), Olive, Saffron, Deodarand others, which are important resources ofKashmir but are declining day by day due toadverse human activities and due to climatechange. The fauna of the state like SnowLeopard, Hangul, Markhour, Black NeckedCrane, Black Bear and Sloth Bear areendangered and are included in the RedData Book. CEE team also encouragedstudents to take up plantation andconservation of sanctuaries, national parks,botanical gardens and forest areas.
Drawing and painting, speech and quizcompetitions were held during this event.Students were asked to draw pictures ofnature and endangered species of flora andfauna of Kashmir. The drawings of studentsdepict reducing forest area, which results inextinction of many plants, animals and their
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habitats. The winners were felicitated withprizes.
CEE North: Awareness Programme atDudhwa Tiger Reserve: A two daycommunity awareness programme wasorganized by CEE North in partnership withWWF Dudhwa on International Day forBiological Diversity 2010. The communitiesresiding around Dudhwa National Parkparticipated in this which was held on May21-22, 2010 at three locations reflecting thetheme ‘Biodiversity is Life Biodiversity isOur Life’.
The first programme was organized atPrimary School Balera on May 21 whicharound 120 community members from fourvillages attended. After a brief explanationabout the significance of the day, a puppetshow was presented which providedentertainment to the community as well assent out messages to encourage thecommunity to take part in the conservationefforts of biodiversity at the local level.
The second programme was organized atthe Thakkar Bapa Ashram Vidyalaya,Gobraula on May 22 which around 100community members from two villagesattended. Some social issues like alcoholabuse, importance of family planning,sanitation and hygiene and health problemsparticular to women folk and children, werealso covered in the puppet show. Forestofficials also participated in the programme.
The third programme was organized atBhagvant Nagar village, situated in the southboundary of Dudhwa National Park, wherearound 150 community members from twovillages attended the puppet show.
Goa: As part of the International Year ofBiodiversity, CEE in collaboration with theICAR Goa, and supported by DSTE,organized a one day state level seminar onbiodiversity and its conservation. Theparticipants, over 75 in number, includedscientists, teachers, progressive farmers andstudents. The Hon’ble Minister forEnvironment, Shri Aleixo Sequeirainaugurated the programme. The biodiversityof forests, agriculture, livestock, microbesand issues related to these were discussed.The roles of scientists and teachers inbiodiversity conservation were deliberatedat length. A compilation of articles related tobiodiversity of Goa was released as asouvenir on the occasion.
20.5 World Environment Day - June5, 2010
CEE Himalaya: The event was celebrated atdifferent locations in the Northern andHimalayan region of India. About 500participants including 310 students and 62teachers and principals joined CEE incelebrating the event.
In J&K, the event was celebrated inBaramulla and Kupwara districts. Localspecific environmental problems were raisedthrough various activities like groupdiscussion, quiz, speech and drawing andpainting competitions, which were organizedwith students of six schools in Baramulladistrict. Beautiful and colourful posters onlocal environmental themes like ‘Ped LagaoMahoul Bachao’, ‘Avoid Polythene’, ‘StopDeforestation’, and ‘Clean Jhelum’ weredrawn by students. The group discussionwas based on the topic ‘Should Polythene bebanned or not’. A group song by 12 students
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was presented in the local Kashmiri languageas “Eqwat Samew, Mahool Bachauee” whichmeans Come Together and SaveEnvironment. Towards the end of the day,more than 200 students from the participatingschools, teaching and non teaching staff ofthe institutions and the CEE team held a roadrally in the nearby market and around theschool premises.
Students participated in the speechcompetition on the theme “How to saveenvironment” in Tangdar, Kupwara. Theypresented innovative ideas to saveenvironment through their speeches.Drawing and quiz competitions related tothe theme were also organized at Tangdar.
A unique 15 day programme ‘Dream Green2010’ was kicked off in Shimla in partnershipwith United Mass Movements for Eco-friendly & Equitable Development(UMMEED) to commemorate WED 2010. Sixdifferent events, some school-centric andothers open to all, were part of the programmethat geared up to promote proactive citizeninvolvement in protecting the environmentand natural resources. The first, a postermaking competition on the theme‘Biodiversity is Our Life’, attractedparticipation of more than 200 children fromthree schools in Shimla on the inaugural day.
A public forum on “Making an EnvironmentFriendly Society” was organized incollaboration with Garib Utthan Sewa Samiti(GUSS) at Tulsimath (recognized as theworkplace of Tulsidas, famous Hindi poet),near Alakhnath Temple, Bareilly, UttarPradesh. The forum was attended by seniorteachers, advocates, doctors and otherprominent people of the area. GUSS
launched a cleanliness campaign and aplantation programme in the templepremises and nearby areas with theparticipation of the local community. CEE’sobjective in conducting such a programme ina religious place was to connect humanreligious faith and belief to biodiversityconservation.
CEE North: Paryavaran Mela: CEE North, inassociation with the Directorate ofEnvironment (DoE) and Regional Science City(RSC), celebrated World Environment Dayby organizing a fun filled event – ParyavaranMela. The Mela which started at 9.30 amwith a formal inauguration by the Hon’bleEnvironment Minister, was attended by morethan 300 people, mostly children (includingslum children), parents and visitors to theScience city that day.
The Mela was focused on knowingbiodiversity with fun which was reflected inthe education corners like creative art andcraft, green games, hands on and selfexpression. There were also stalls withexciting activities such as Snakes andLadders, Identification of Birds, Odd oneOut, Film Screening, Puppet show,Biodiversity Hunt and Quiz, My Messageand much more. Children had an opportunityto try out new ways of learning anddiscovering hitherto unknown elements ofbiodiversity. Winners of the games receivedexciting prizes while children who won thebiodiversity hunt and quiz received prizessponsored by former Director of NBRI.
Goa: CEE Goa, with support from theDepartment of Science, Technology andEnvironment, Government of Goa and inassociation with Nisarga Nature Club,
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Association of Friends of Astronomy andNational Institute of Oceanography,organized a one day education andawareness programme on BiodiversityConservation on the eve of Environment Day2010. Events included a photographycompetition, drawing completion, a quiz onenvironment and development, filmscreening, and a panel discussion onEducation for Sustainable Development. TheHon’ble Minister for Environment ShriAleixo Sequeira inaugurated the programmeand interacted with the participants throughthe day. The experts in the panel discussionmade recommendations on the approachesto sustainability in Goa. CEE’s ClimateChange Education and AwarenessProgramme was discussed with the studentsand youngsters.
20.6 Ozone Day
An Inter-district quiz competition wasorganized on Ozone Day – September 16 - inone of the eco-club schools of Patna, RajkiyaKanya Uccha Vidyalaya, Shastrinagar. TheNGC schools from five districts, viz. Patna,Bhojpur, Vaishali, Nalanda and Saran wereinvited for the competition. In all, 12 teamsfrom 12 NGC schools of these five districtsparticipated in the competition. Around 80Students and 18 teachers from these schoolsand the host school participated.
The competition was conducted in threerounds and the final round consisted of sixteams namely Urja, Prithvi, Prakriti, Aakash,Jal and Sameer. The objective of thecompetition was to create an understandingamong students about the issues related toOzone layer protection. A session wasconducted on Paryavaran Mitra Programmewhere school students and teachers were
given a brief orientation about theprogramme. Awards in the form of trophiesand educational materials were given to thethree winning teams.
20.7 International Day for NaturalDisaster Reduction
The International Day for Natural DisasterReduction was celebrated at GovernmentHigh School Salamabad on October 13, 2010.Salamabad was one of the severely affectedvillages of Uri tehsil of district Baramulladuring the 2005 earthquake. The Fire andEmergency Department of Uri demonstratedthe technical skills necessary for fire fightingand conducted a mock drill on rescueoperations. CEE team conducted a mock drillwith children for safe evacuation from theschool building in case of earthquake or fireand provided them first aid tips.
An activity “Hazard to Disaster” wasconducted on this occasion to develop a basicunderstanding of disaster risk reduction(DRR) in children. Other activities organizedon this occasion were extempore speech anddrawing and painting competitions on thetheme of the day “Making Cities Resilient,My City Getting Ready”. Children expressedtheir views and concerns on localenvironmental issues and hazards like floods,deforestation, landslides and avalanche.Their drawings depicted earthquakescenarios and the devastation duringdisasters. Some of them sketched rescue andrecovery operations as well. Winners of thesecompetitions were awarded prizes. A groupsong was presented by students ofGovernment High School Salamabad in localPahari dialect carrying a message on savingthe environment.
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More than 150 children and 20 teachers fromfour schools participated in the event. CEEhas reconstructed the building of the hostschool which was totally damaged duringthe earthquake. CEE is now developing thisschool as a Resource Centre for DRReducation and preparedness by building thecapacity of teachers and students throughtrainings and regular visits, organizing drills,providing relevant IEC material andinvolving parents and community duringvarious events celebrated in the school.
20.8 International Mountain Day
International Mountain Day was celebratedby CEE in a remote tribal village Ramawari,Gund, located on the banks of the river Sindhin the Kashmir Himalayas. Ramawari village,which has some 450 odd households with apopulation of about 4500, is predominantlyinhabited by the Gujjars and Bakerwals, thefamous nomadic people of Himalayas whohave mastered survival under harshHimalayan conditions. On the bright morningof December 11, around 150 students alongwith their teachers and Headmasterassembled on the grounds of RamawariMiddle School to welcome their village elders.The Village Headman and other prominentelderly members including womenparticipated in the celebrations which beganwith a cultural performance by the studentson the theme “Mountain Minorities andIndigenous Peoples”. The participants in theage group of 8-14 years presented folksongsdescribing tribal life styles. These songs alsohad a blend of how indigenous people adaptto the local conditions. A few students spokeabout their perception on climate changeand their observations on various aspectslike soil erosion on the banks of their river
Sindh and flash floods, and deforestation inthe upper ridges of village Ramawari. TheHeadmaster appraised the gathering aboutclimate change as a global issue of concernand how the impacts were visible locally interms of less snow fall, unexpected floods orrise of water in the river, and less waterduring winters as compared to past levels.
Apart from the students, the women of thevillage presented a song in their languagenarrating the life a young girl passing throughdifferent phases of life. The VillageHeadman, who was the chief guest on thisoccasion, described how the climate changehas affected the agricultural production inthe village, such that they do not even recoverthe cost of the maize sown in their fields.Remembering the hard life they had to facein the mountains, he reiterated theirdependence on traditional knowledge to curecommon ailments because the nearest healthcenter was located 3 km away from thevillage. Another senior villager described theprofile of the village and briefly narrated thehistory of the village and the tribal populationsince hundreds of years there. He expressedhis annoyance at the gradual erosion in thetribal culture observed during the past 20years because the younger generations werenot adopting traditional livelihoods due tomodernization. The younger generationdoesn’t even like to use their traditional attire.
Through an interesting discussion with thevillagers, students later documented theindigenous lifestyles in the past and how thepractices have changed in their area with thepassage of time. To help them be morefocused, the discussions were organized ingroups on selected themes and their findingscan be summarized thus: The Gujjars and
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Bakerwal is the third largest ethnic group inJammu and Kashmir, constituting more than20 per cent of the population of the state.Gujjars, together with Bakerwals, continueto be a unique community with their ownsocial, cultural and linguistic identities. Theyspend most of the summer season in thepicturesque upper reaches of Pir Panchalranges relishing natural life in the lush greenmeadows and pastures. However, living infar flung and difficult areas has affectedtheir cultural, economic and politicalempowerment and has led to theirbackwardness.
20.9 World Wetlands Day
A daylong celebration was organised by CEEHimalaya on the occasion of the 40th
anniversary of Ramsar Convention at a villagecalled Kulhama situated on the banks ofWular Lake, the Ramsar site in Jammu andKashmir. Community representatives,fishermen, scientists, foresters and educatorsfrom CEE participated in the event whichwas a mix of awareness-raising talks, voicesof the villagers, discussions, andrecommendations followed by a rally.
To begin with, the CEE representativeapprised the participants about theimportance of World Wetlands Day 2011 asit commemorated 40 years of the RamsarConvention. Linking the theme ‘Wetlandsand Forests’, he highlighted the launch of theInternational Year of Forests 2011 on thesame day and the importance of forests forthe health of wetlands. Participants weretold about various forested wetlands likemangroves, peat swamp forests, freshwaterswamp forests and others, which arebiologically different but are significant for
managing our freshwater stocks and provideus with many other ecological servicesincluding acting as carbon sinks.
Speaking about the need for protecting andsaving forests, the local Forest Officerexplained to the villagers how to keep lakepollution levels low. He further said thehealth of our wetlands, whether forested ornot, is linked to the health of forests in ourcatchments. Losing and degrading forestsmeans losing and degrading wetlands.
The Inspector of the Fisheries Departmentreminded the audience that Wular, onceconsidered the largest lake in Asia, has beenreduced to a depth of only 6 meters while itsarea is down from 200 sq km to only 24 sqkm. Highlighting the importance of the lake,he further emphasised that local peopledirectly depend on the lake for fish, fodder,vegetables and other necessities, and itcontributes to the state and national economy.Unfortunately, the fish population isconstantly decreasing due to pollution,overfishing and lack of water quality control.He called upon the local people to play theirrole in the conservation and rebuilding ofthe lake and preventing deforestation to stopsubsequent soil erosion and sedimentation.The lake should be protected from directdisposal of untreated sewage and solid waste.He also called for a stop to the catching ofsmall fish in order to improve the fishpopulation.
Silting and pollution in the lake due touncontrolled inflow of non- biodegradablewaste and sewage was the main concernraised by the village headman. He alsoexpressed worry about the lower yields ofaquatic species used as vegetables. The lake
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is known for extensive marshes of emergentand floating vegetation, particularly waterchestnut, that provide an important source ofrevenue. The local school teacher appealedfor a ban on large nets in the wetland area.Another local government official raised theissue of low fish production affectinglivelihoods as the majority of the villagepopulation is dependent on fishing from thelake. Their agony is that the population isincreasing whereas Wular Lake is declining,thus affecting the livelihoods of many.
At the end of the day, participants numberingaround 150 took out a rally carrying placardsand chanting slogans like ‘save wetlands’and ‘save forests’. The rally went throughoutthe village and got other villagers alsoinvolved. Members of the disastermanagement committees from nearbyvillages also participated in the rally.
Wular Lake, the largest fresh water lake inIndia situated in the lap of high mountainstowards the north-eastern side, is home toseveral migratory and resident birds andabove fifty aquatic animal species. Thecatchment area has coniferous forests, alpinepastures and orchards. An artificial islandhas added value to the lake as a favouritepicnic spot. There is urgent need to intensifythe efforts by the lake managers to revive thelake by taking measures like disinflation,deepening, afforestation in the catchmentarea, stopping untreated sewage influx,regulated and guided fishing and throughcommunity awareness and participation inthe maintenance of the high quality of water.CEE Himalaya had earlier organised anawareness programme for the fishermancommunity of Wular Lake on the occasion ofWWD 2007.
20.10 International Women’s Day
March 8, 2011 was celebrated as the 100th
International Women’s Day across the globe.Austria, Germany, Denmark andSwitzerland are the countries who initiatedthis tradition of celebrating a day for womenfor the first time on March 19, 1911. In 1975,March 8 was declared as the InternationalYear of Women by the United Nations andthe day has been celebrated as theInternational Women’s Day since then. Onthe occasion of the 100th InternationalWomen’s Day on March 8, 2011, CEEHimalaya organized a daylong programmefor housewives, Accredited Social HealthActivists (ASHA), Anganwadi workers,members of self help groups and villagedisaster management committees in a remoteHimalayan village called Noorkhah. Theobjective of the programme was to makewomen aware of health, hygiene andsanitation, and provide tips on women’shealth, family planning and related issues. Apracticing gynecologist working at TehsilHospital, Booniyar, was invited as the guestspeaker. The women got an opportunity todiscuss their problems with the doctor. Theattending physician of the PHC who wasalso present on the occasion, spoke onhygiene and cleanliness at home and in thesurroundings. The participants were providedrelevant IEC material developed by CEE inUrdu which had tips on cleanliness,household and personal hygiene, wastemanagement and sanitation.
20.11 World Water Day
About 220 students and 22 teachers fromfive schools assembled at Al Misba PublicSchool Papachan in Bandipora District of
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Jammu and Kashmir to celebrate WorldWater Day 2011 on March 22.
The programme began with the recitation of‘Tilawt-e-Quran’ by the students from thehost school. Mr. Abdul Raheem, a teacher inthe school welcomed the students, teachers,guests, and introduced the members of CEE,the organizers of the programme. Mr.Mubashir Sultan Zargar, representing CEE,spoke on the background of World WaterDay and its significance. Introducing thetheme ‘Water for cities: responding to theurban challenge’ for the year 2011, hereiterated that the objective of observingWorld Water Day is to make people aware ofthe impact of rapid urban population growth,industrialization and uncertainties causedby climate change, conflicts and naturaldisasters on urban water systems. He alsoreferred to the shrinking water bodies - lakesand rivers in the area – due to pollution, thuslimiting the availability of potable water.
The Lake Manager from Wular LakeDevelopment Authority highlighted issuesaffecting water availability like deforestation,degradation of catchment areas, reduced flowof water in rivers and streams, dumping ofuntreated solid and liquid waste leading topollution of water and water sources fromwhere drinking water is collected. He raisedconcerns about the change in the snow fallpattern and quantity, observed over the last10 years which has resulted in the loweringof the ground water table of the area and lossof soil moisture, both affecting the local cropproduction.
Children too took an active role on thisoccasion. Six students from each schoolparticipated in a group discussion on watercrisis in Bandipora town where above 20%
of the total population does not have accessto safe drinking water. Lack of awarenessand interest in the upkeep and maintenanceof local water bodies amongst residents ofthe area emerged as a prominent issuethrough the discussion. Children highlightedthe outbreak of water borne diseases likecholera, jaundice and diphtheria. Theirdebate ended with the commitment “Waterfor all and all for Water”. They pledged tonever pollute their water bodies and conservewater and other natural resources.
Later the children also participated in quizand slogan writing competitions and prizeswere given away to the winners. The dayconcluded with a small rally of childrenaccompanied by their teachers, speakers andnon-teaching staff which passed through thelocal market near the school displayingslogans written by the students.
20.12 Green Concerts
A green concert was organized in Marcella,Ponda, Goa to create awareness aboutbiodiversity conservation. Professionalsingers sang songs related to environmentalprotection and biodiversity conservation. Inbetween the songs, various messages relatedto biodiversity conservation were announcedto create awareness in the audience aboutthe subject. The concert was well attendedby more than 400 people.
Carmel College for Women, Nuvemorganized a one day green concert at thecollege premises. About 15 collegesparticipated with skits, drama and songs onenvironment and biodiversity conservation.The skits which were performed werejudged and three prizes awarded.
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Both the concerts were organized inassociation with CEE Goa.
20.13 Media Coverage
Some of the events conducted by CEEHimalaya were covered by the local editionsof national papers. These include ParyavaranMitra launch in Jammu, World Wetlands Daycelebration and Livelihood Support toEarthquake Victims of J&K by CEE Himalaya.Given below are links to some of the articleson these:
Story on mushroom model villages atwww.globalpressinstitute.org
World Wetlands Day 2011 report at http://www.worldwaterday.org/page/3234
Story on Disaster Management initiatives athttp://www.globalpressinstitute.org/global-n e w s / a s i a / i n d i a / k a s h m i r - a d m i t s - i t -unprepared-strives-prepare-disasters
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2121212121 Facilitation Networking and Participation
22.1 Information and FacilitationCentre, CEE Ahmedabad
The Information and Facilitation Centre (IFC)was set up in January 2008 to serve as aninterface with the people of Ahmedabad andwith visitors to CEE and its sisterorganizations, providing an opportunity toorient them to Environment and SustainableDevelopment, including information onvarious schemes and programmes of theMinistry of Environment and Forests,Government of India.
In its fourth year, the IFC has developed andstarted carrying out programmes andactivities which include orientation andhands-on experiential learning opportunitiesfor various age groups through three hour toweek-long packages. The IFC conducts amonth-long summer programme for children,culminating on June 5, World EnvironmentDay. Outdoor activities conducted throughthe year for school teachers and studentsinclude Nature trails on campus, birdwatching and field trips to natural sites. TheIFC has been actively involved in developinga campaign around the theme of “SafeFestivals”. It also promotes eco-friendly
products, displays environmentalpublications and information about the latestpublications. A database on the participantsin IFC’s various programmes and visitors tothe IFC is prepared and updated on a regularbasis. It has over 2500 local addresses listedto whom event information and otherupdates on special programmes at CEE andits sister organizations are sent.
22.1.1 Packages for Orientation toEnvironmental Education
These were offered to a varied group ofvisitors to CEE. Generally of three hoursduration, these include a Nature Trail,Environment Education activities and games,and a film. Special components get added tothis main package based on the profile of thegroup taking the package.
School groups
The IFC continued facilitating visits fromschools of Ahmedabad. The student groupswere varied as they included very youngchildren from pre-primary as well as thosefrom senior secondary classes.
University Students and Trainees atProfessional Programmes
• As part of field education/exposure trip,a group of 40 students from an activitycentre “Fun with English” visited CEE.The three hour session for them includednature trail, games and activities, storiesand songs on environment.
• About 95 B Ed Students and six teachersfrom J.G. College of Education had anorientation session at CEE. The three hoursession focused mainly on climatechange, global warming and biodiversity.
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Students were divided into groups andasked to make charts and givepresentations on “Best out of Waste”.Both the groups had a debate on thereasons for climate change and its impacton human beings.
The group was also shown the PrakritiEnvironment Education bus where thethemes broadly focused on five areas – Land,Water, Energy, Biodiversity and ClimateChange. Information on the Green TeacherDiploma course and Paryavaran Mitraprogramme was also shared with the group.The session ended with activities and a halfan hour Nature Trail.
Rachana School Visit: A two hour orientationsession was conducted for Rachana School,Shahibaug on August 5, 2010. Over 90students of grade VII along with their teachersparticipated in the nature trail, bird watching,environment related activities like the Webof Life and others. On the nature trail, thestudents were introduced to various aspectslike how organisms adapt to theirsurroundings, and how they are interlinkedand maintain a balance in nature. They couldunderstand what a canopy is as they walkedthrough the lush green campus. The studentswere very fascinated to see the vastbiodiversity around them. Most of them werealso very surprised to know that a bambootree dies once it flowers. Other topicsdiscussed included ecosystems andrainwater harvesting.
Green Project - A Hand Print Action toRecycling Waste Paper: A group of 25students, along with their teachers, fromRiverside School visited CEE to understandthe concept and use of paper recycling. The
session talked about how they could movefrom disposal to paper recycling in-house. A‘Hand Print’ action towards sustainability -the main objective behind this is to promotethe habit of recycling in schools and usingthe resources more sustainably. Children alsoenjoyed a 45 minute nature trail and playedparticipated in environment educationactivities which were taken up subsequentlyfor discussion. The two hour orientationsession was facilitated by CEE’s Informationand Facilitation Centre (IFC).
Nature Buddies: Senior and Junior KGStudents of Eurokids, Vastrapur branch hadvarious sessions as part of their annualprogramme under Nature Buddies. Thetopics covered were, Air; Water – Sources,Forms, Uses, Water Cycle, Water Sports;Concept of Living and Non living things; andIndia My Country. A film on underwateranimals was specially screened for them.While learning more about Indi, each childhad a painting of their favorite national bird,animal, flower and even the flag. Varioushands-on and creative games and activitieswere very specially designed for the group of200 students.
Celebrating Children’s Day with Nature:More than 40 children had a uniqueopportunity to be close to nature and learnmore about the different flora and fauna inthe 14 acre lush green CEE Ahmedabadcampus. Poiesis Achievement Foundation, asocial organization focusing on developmentof children through their variousprogrammes, celebrated Children’s Day bybringing their children on a nature trail.Children spotted a great variety of differentbirds. They enjoyed watching Africanmouthbreeder fish and were surprised to
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know that it breeds eggs in the mouth.Children also understood the concept of foodchain and interdependence with the help of‘Web of Life’ activity.
In Brief: The number of groups who haveattended the orientation programmefacilitated by IFC:
Group Number No. ofparticipants
Schools 12 650
University students 350and trainees
Groups supported 2 70by NGOs
Total 1070
Besides offering the orientation package, theIFC facilitated field visits of a school toManekbaug plot and a natural site outsideAhmedabad for their project work. The IFCalso facilitated linkages with otherprogrammes within CEE such as connectingcolleges to the SAYEN network inAhmedabad.
21.1.2 Campaigns
Safe Festival Campaign
Diwali Safe Festival Campaign: Posters wereput up at various places in the cityhighlighting safe festival celebration. Mailerswere sent to people to raise awareness aboutthe health hazards and pollution created dueto crackers.
Products like, paper bags, candle stands,lampshades and traditional diyas wereexhibited and sold at the IFC. These wereprocured from organizations like UTTHAN,
and were made by mentally challengedchildren associated with this organization.
Holi: A campaign was conducted to propagatethe use of natural colours and createawareness about the harmful impacts of thesynthetic colours sold in the market. Naturaland herbal colours were sold from differentoutlets located at Sundarvan: NatureDiscovery Centre, Vikram A SarabhaiCommunity Science Centre (VASCSC),Gulmohar Mall in Satellite and CEE’sInformation Centre itself. The colours wereprocured from Arya Sanskriti - organicproducts entrepreneurs in Ahmedabad.Posters were put up at different locations inthe city and pamphlets with tips on makinghomemade colours distributed.
This year, IFC conducted the Holi safe festivalcampaign which was called Prakriti ke rang,Prakriti ke sang and held demonstrationsand presentations for students from eightschools.
Makar Sankranti Festival Campaign - Saveour Birds: Mailers were sent to all friends ofCEE and other colleagues regarding the needto celebrate the kite flying festival safely soas to avoid hurting birds.
22.1.3 Summer Programme forChildren
A special vacation programme for 80 childrenof 6-13 years age was conducted by the IFC.The month long programme was dividedinto four weeks, each coordinated by asubject specialist from CEE. The themes foreach week were:
Week 1 - Fun with Nature’s Creatures
Week 2 – Biodiversity around me
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Week 3 – Disappearing Species ….going,going, gone…
Week 4 – Become a Green Ambassador
The programme included field trips, moviescreenings, theoretical and practical session,activities and games. Participants were givencertificates at the end of the programme. Thechildren set up an exhibition of the productsand materials they developed during thesummer programme and conducted puppetshows on World Environment Day.
22.1.4 IFC Memberships
The Information Centre offers membershipto the citizens of Ahmedabad that will entitlethem to participate in various activities, getinvited to popular lectures and events, andaccess to CEE’s facilities like the library.
22.1.5 Information and FacilitationCounter, MoEF, New Delhi
The Information and Facilitation Counter atParyavaran Bhavan, New Delhi has beenrun by CEE since December 2005. The IFChas the following facilities for visitors:
• A Helpdesk where staff provides broad-based information to visitors (bothgeneral public and officials) about theMinistry and its divisions; contact detailsof officers; directional guidance; MoEF’sstructure and organization, schemes,programmes, and other relevantinformation. In actual practice, IFC staffrenders assistance to visitors not onlyregarding MoEF but also regarding thelocations of various other Ministries andDepartments in the CGO Complex, sincemost people alighting in the centralcourtyard of CGO see this information
facility first and come inside to makeenquiries. More than 50-60 visitors areserviced on an average working day; thisnumber swells during certain periods;e.g. during the vacations large numbersof parents and students come seekinginformation and material for classprojects and exercises.
• A display and reference area forpublications of MoEF and its ENVISCentres
• A touch screen computer where visitorscan browse MoEF information from itswebsite
• Distribution service for MoEF AnnualReports, Funding Schemes and otherpublications. Some priced publicationshave recently been added and these tooare available from the IFC againstpayment.
• Guidance regarding applicationprocedures for import, handling anddisposal of hazardous substancesincluding batteries; EIA clearances fordifferent projects; applications forresearch and funding schemes.
• Assistance in retrieving information aboutthe status of various applications (forenvironmental clearances, projectproposals for funding, grant applicationsunder different schemes). The IFC staffalso helps link up the visiting applicantsto the concerned officers in variousdivisions so that clearance-relatedtechnical queries can be settledefficiently.
• Receiving and processing RTIapplications from applicants (the “in-
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person” channel). When required, IFCstaff also coordinates with concerneddivisions to arrange physical inspection(under MoEF custody) of records byapplicants.
22.2 Conferences/Seminars/Workshops Attended/Conducted by CEE Members
22.2.1 Children’s Media Unit (CMU)
CMU team members were actively involvedwith the World Environment Day celebrationsas well as IFC activities as resource persons.
CMU members participated in the differentactivities leading up to the Earth Charter + 10conference as well as during the conference.
Ms. Rajeswari N. Gorana was part of therapporteuring team and worked with thechief rapporteur, Dr. Shailaja Ravindranath,in compiling reports of the sessions of theworking groups and plenaries. These werethe main inputs for the finalrecommendations of the conference as wellas for CEE’s magazine Ceenario and the pressnotes.
Mr. Pankaj Gorana was involved in photodocumentation of the event.
Ms. Mamata Pandya was part of the draftingcommittee for the final recommendations ofthe conference.
22.2.2 NCB
The team members at NCB were involved incontributing to some of the other projectsand activities of the Centre. These includetaking subject specific sessions in EE
programmes for students of the AravalliInstitute of Management. The NCB and GISteam also conducted sessions in other teachertraining workshops at the Centre and alsocoordinated GIS based learning and activitycorner during the World Environment Dayevent.
22.3 Individual Participation
Dr. Kiran Chhokar
• Participated in the 5th RCE AnnualInternational Conference held atCuritiba, Brazil, in May 2010, where shemoderated a panel discussion andfacilitated a world cafe group on researchand communication.
• Participated in the ASEAN PatternLaboratory: Education for SustainableDevelopment organized by CEREPRD(the Education Research Centre of HanoiUniversity), GAP International andSWEDESD, at Halong Bay, Vietnam, inOctober 2010.
• Gave the keynote speech at a seminar onHigher Education and SustainableDevelopment: Emerging Challenges atBanaras Hindu University, Varanasi, inDecember 2010.
• Contributed an invited article onEducation for Sustainable Developmentin Higher Education in India forpublication in the Global UniversityNetwork for Innovation (GUNI)’spublication Higher Education in theWorld 4: Higher Education’sCommitment to Sustainability: fromUnderstanding to Action.
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Mr. Sujeetkumar M. Dongre
• Has been nominated as Member of theSteering and Executive Committee of GoaState CAMPA.
• Has been nominated as Member of theBoard of Studies, Environmental andValue Education, Government of Goa.
Dr. Abdesh Gangwar
• Represents CEE which has beennominated as a member of the missionHimalaya Paristhitiki Akshunta (Missionfor Intactness of Himalayan Ecosystem),constituted by UP government to protectthe fragile ecosystems of the Himalayanrange from climate change. This missionis headed by the Chief Secretary,Government of Uttar Pradesh and theeight sectoral missions are headed bythe Principal Secretaries of the concerneddepartments. CEE is already a memberof the advisory group of SAPCC (StateAction Plan on Climate Change) and ispart of the core group of the Mission forStrategic Knowledge for Climate Change.The workshop to launch the process washeld at Lucknow on November 24, 2010,which was attended by governmentofficials as well as experts from theprivate sector, research institutions,academia and NGOs dealing with variousenvironment and development relatedissues.
• Participated in a workshop MountainBiodiversity & Impact of Climate Changewith special reference to HimalayanBiodiversity Hotspot, organized jointlyby G. B. Pant Institute of HimalayanEnvironment & Development and
ICIMOD at GBPIHED, Kosi-Katarmal,Almora, Uttarakhand on December 6-8,2010. He presented a paper Addressingthe Climate Change and MountainBiodiversity Conservation throughEducation.
• Was a guest speaker during Why we arenot able to save the tiger? PossibleSolutions organized by Tiger and Terrainon January 1, 2011 at Hotel Clarks Avadhto commemorate the first deathanniversary of the legendary wildlifeconservationist and tiger lover Late Mr.Billy Arjan Singh.
• Participated in a consultation meetingVoices from High Altitudes:Mainstreaming in State Action Plan onClimate Change organized by WWF-India on January 17 in Shimla.
• Was invited as a technical resourceperson for the state level programme of“capacity building and strengthening ofvermi composting units in universitiesand colleges through solid wastemanagement training” by UttarakhandState Council for Science and Technology(UCOST). Three workshops wereconducted as part of this programme: (i)at Government PG College Ramnagar,Udham Singh Nagar, Uttarakhand onFebruary 27, 2011, with more than 130PG College students, NCC, NSS cadetsand IGNOU B.Ed students attending; (ii)at Petroleum University Dehradun fortheir degree students and facultynumbering 85 on March 3, 2011; and (iii)at MKP Inter College, Dehradun onMarch 4, 2011, where 100 students andteachers of the college and nearbyschools participated.
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• Participated in a Validation Workshopon Climate Change AdaptationMethodology organized byWelthungerhuilfe in Nepal, March 7-9,2011.
Ms. Rashmi Gangwar
• Participated in a two weeks courseProtecting Mountain Biodiversity fromJuly 8-23, 2010 in Italy, organised underthe International Programme on Researchand Training on SustainableManagement of Mountain Areas(IPROMO) and Mountain Partnershipwith local support from the University ofTorino. The course was attended by 29participants representing 19 countries.
• The overall purpose of this third summerIPROMO course was to provide post-graduate the participants, who weremainly from areas characterized bydegraded and overexploited mountainecosystems, especially from developingcountries, with scientific knowledge andbetter understanding of the importanceof protecting mountain biodiversity andto enhance their ability to assess potentialecological and social impacts of differentmanagement policies. The course washeld in various locations in the ItalianAlps, representing different aspects ofbiodiversity: the higher Alps (ChisoneValley), then Sesia Valley close to theMount Rosa, the South-western Alpsclose to the Mediterranean Sea (TanaroValley)
• Presented a paper on Community BasedContingency Planning – Key toResilience towards Disasters during theNational Conference on Community
Managed Disaster Risk Reduction(CMDRR) held at New Delhi. Theconference was organised by CaritasIndia in collaboration with NationalDisaster Management Authority andSPHERE India
Ms. Rajeswari N. Gorana
• Was the resource person for the GreenTeacher face to face contact session forthe CEE West programme.
• Was the resource person for the sessionon Sustainable Development, for theEnvironment Module for the MBAstudents of Aravalli Institute ofManagement.
Ms. Shivani Jain
• Was invited to deliver the keynoteaddress on ESD at the Indonesia TeacherCongress (Congress Guru Indonesia),held in Jakarta, Indonesia in May 2010.ESD was the theme of the 2010 TeacherCongress. Over 1500 teachers, teachertrainers and formal educationpractitioners attended the Congress.
• Presented a paper on the Whole SchoolApproach to ESD, at one of the parallelsessions at the Congress mentionedabove. This paper presented learningsand insights in teaching-learning forESD, as gained and refined from theplanning and conducting of a series ofInternational Training Programmes(ITPs) in ESD in Formal Education,which is coordinated by CEE India forthe Asian region.
• Shivani Jain Represented the Centre atthe Consultative Meeting on SWEDESD
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Strategy 2010-2012 held in Gotland,Sweden in April 2010. The two daymeeting, with representatives of ESDinstitutions from Africa, Asia and Europe,focused on the two year vision andprogramme plan of the SwedishInternational Centre of ESD.
Mr. Manish Meshram
• Participated in Librarian’s Day andSeminar by ADINET on August 7, 2010at Ahmedabad Management Association(AMA).
Ms. Mamata Pandya
• Represented CEE at the workshop onMoving Images for Saving the Planet:Networking for audio-visualcommunication in Asia held inSeptember 2010 at Chiang Mai inThailand. The workshop was organizedby TVE Asia Pacific (TVEAP) and TEV-Japan in partnership with ThaiWorldview Foundation (TWF) and withfunding support from the ToyotaFoundation.
The workshop’s basic premise was thateducation and communication play amajor role in ensuring that informeddecisions and enlightened choices aremade on sustainable development. Theworkshop had brought together 21participants from 10 countries in SouthAsia and South East Asia at Chiang Maiin Thailand. It provided an opportunityfor the partners to share their
experiences in versioning, outreach anddissemination TVE-Japan films onJapan’s Pollution Experience, whose locallanguage versions have been producedin eight countries of the region. CEE beinga partner of TVE-Japan and havingproduced local language versions of nineof its films, Ms. Pandya shared the CEEexperience in the context of producingand disseminating Indian languageversions of the films.
Ms. Mamata Pandya and Ms. Rajeswari N.Gorana
• Were facilitators for the orientationprogramme conducted for theParyavaran Mitra team from various CEEoffices.
Mr. Ishwar C Poojar
• Participated as a resource person at theRegional Institute of Education, Mysoreto develop curriculum enrichmentmaterial for the pre-university collegelecturers on Biological Diversity relatedtopics.
• Participated in the CommunityBiodiversity Protocols Workshop atAvissavella, Srilanka in his capacity asMember, Steering Committee,Community Knowledge Service – Asia.
• Has been selected as Member of theTechnical Advisory Committee (TAC),for the UNDP Equator Initiative Awardsfor the year 2010.
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CEE Governing Council
ChairmanDr. Kirit S. ParikhChairmanIntegrated Research and Action forDevelopment (IRADe)ChairmanC-80 “Shivalik” Opp. Malavya NagarNew Delhi 110 017
Nominees of the Ministry of Environmentand Forests, Govt. of IndiaDr. Tishyarakshit Chatterjee, IASSecretaryGovt. of IndiaMinistry of Environment & Forests“Paryavaran Bhavan”C.G.O. Complex, Lodhi RoadNew Delhi 110 003
Ms. Gauri Kumar, IASAdditional Secretary &Financial AdvisorGovt. of IndiaMinistry of Environment & Forests“Paryavaran Bhavan”C.G.O. Complex, Lodhi RoadNew Delhi 110 003
Representatives of the Nehru Foundationfor Development, Ahmedabad 380 014Smt. Mrinalini V. SarabhaiChairpersonNehru Foundation for DevelopmentUsmanpuraAhmedabad 380 014
Representative of the KarmakshetraEducational Foundation, Ahmedabad 380 014
Dr. (Ms.) Mallika V. SarabhaiHon. DirectorDarpana Academy of Performing ArtsUsmanpuraAhmedabad 380 014
Nominee of the Department of Forests andEnvironment, Govt. of Gujarat
Shri S K Nanda, IASPrincipal SecretaryGovt. of GujaratForest & Environment Dept.Sardar Patel BhawanBlock No. 14, 8th FloorNew SachivalayaGandhinagar 382 010
Eminent persons in the fields ofEnvironment, Education, Communicationand Management
Shri Ashoke ChatterjeeB-1-002 Rushin TowerB/h Someshwar 2, Satellite RoadAhmedabad 380 015
Shri Prasad R. MenonChairman, Tata Consulting EngineersEwart House, 3rd Floor24, Homi Mody StreetMumbai 400 001
Shri S.K. Mukherjee269 Sewalakalan (Majra)47, Lane 5, Ashwani EnclaveDehradunUttaranchal 248 171
Prof. M.K. PrasadNo:62 “Perumana”5th Cross Road, GirinagarCochin 682 020
Dr. (Ms.) Shobita PunjaCEONational Culture Fund2nd Floor, Admin WingNGMA, Jaipur HouseNew Delhi 110 003
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Shri Vinod RainaBharat Gyan Vigyan SamitiYWA Hostel No.2‘G’ Block, SAKETNew Delhi 110 001
Ms. Kalpana SharmaIndependent Journalist/Columnist11 D Malabar ApartmentsOff Nepean RoadMumbai 400 036.
Dr. Mahfuza RahmanNo.202 Amity ApartmentS.K. Bhuyan Road, DighalipukhuriEast Guwahati 781 001
Ex-officio members from associateinstitutions of NFD, Ahmedabad
Shri Dilip V. SurkarDirectorVikram Sarabhai Centre for DevelopmentInteraction (VIKSAT)Ahmedabad 380 054
Ms. Indu CapoorDirectorCentre for Health Education, Training andNutrition Awareness (CHETNA)CHETANAB-Block, 3rd Floor, Supath-II,Opp:Vadaj Bus Terminus,Ashram Road, Vadaj,Ahmedabad 380 013
Shri Dilip V. SurkarExecutive DirectorVikram A. Sarabhai Community ScienceCentre (VASCSC)NavrangpuraAhmedabad 380 009
Shri T.K. BalappanSecretaryNehru Foundation for DevelopmentAhmedabad 380 054
Ex-officio members from Centre forEnvironment Education
Shri Kartikeya V. SarabhaiDirectorCentre for Environment EducationAhmedabad 380 054
Standing Committee
ChairmanShri Kartikeya V. SarabhaiDirectorCEE
Secretary or his/her nomineeGovt. of IndiaMinistry of Environment & Forests
Shri B.M.S. Rathore, IFSJoint SecretaryGovt. of IndiaMinistry of Environment & Forests
Dr.(Ms.) Shobita PunjaCEONational Culture Fund2nd Floor, Admin WingNGMA, Jaipur HouseNew Delhi 110 003
Shri S.K. Mukherjee269 Sewalakalan (Majra)47, Lane 5, Ashwani EnclaveDehradunUttaranchal 248 171
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Shri T.K. BalappanChief Administrative Officer (S&L)CEEEx-officio Member-Secretary
Finance Committee
ChairmanShri Kartikeya V. SarabhaiDirectorCEE
Financial Advisor or his/her nomineeGovt. of IndiaMinistry of Environment & Forests
Ms. Gauri Kumar, IASAdditional Secretary & Financial AdvisorGovt. of IndiaMinistry of Environment & Forests
Dr.(Ms.) Shobita PunjaCEONational Culture Fund2nd Floor, Admin WingNGMA, Jaipur HouseNew Delhi 110 003
Shri S.K. Mukherjee269 Sewalakalan (Majra)47, Lane 5, Ashwani EnclaveDehradunUttaranchal 248 171
Shri D.M. VoraSr. Accounts OfficerCEEEx-officio Member-Secretary
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CEE Offices Address List
Head Office
Centre for Environment EducationNehru Foundation for DevelopmentThaltej TekraAhmedabad 380 054GujaratTel:079-26858002-8005Fax: 079-26858010E-mail: [email protected]
Regional Cells
CEE CentralA 10 Garden Estate167/1 & 168/1, ‘Nagras Road’AundhPune 411 007MaharashtraTel:020-25887009Telefax: 020-25898447Email: [email protected]
CEE East1st Floor, A/5 BaramundaHIG ColonyBhubaneshwar 751 003OrissaTel:0674-2355905Fax:0674-2355344E-mail:[email protected]
CEE North19/323, Indira NagarLucknow 226 016Uttar PradeshTel: 0522-2716628Telefax: 0522-2716570E-mail: [email protected]
CEE North EastK.K. Bhatta Road, ChenikuthiGuwahati 781 003AssamTel:0361-2667382Fax:0361-2665914E-mail:[email protected]
CEE SouthKamala MansionNo.143 Infantry RoadBangalore 560 001KarnatakaTel:080-22869094/22869907Fax:080-22868209E-mail: [email protected]
CEE WestCentre for Environment EducationNehru Foundation for DevelopmentThaltej TekraAhmedabad 380 054GujaratTel: 079-26858002-8009Fax: 079-26858010E-mail: [email protected]
State Offices
CEE Andhra PradeshDoor No.: 6-3-348/2Dwarakapuri ColonyPanjaguttaHyderabad - 500 082Tel: 040-23352596, 65883100Telefax: 040-23352586E-mail: [email protected]
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CEE ChhattisgarhHIG-C/3, Shailendra NagarRaipur 492 001ChhattisgarhTel.0771- 4051391Fax: 0771-4048768E-mail: [email protected]
CEE DelhiC-40, Ground FloorSouth Extension Part 2New Delhi – 110 049Tel: 011-26262878/26262881Telefax: 011-26262880Email: [email protected]
CEE GoaC/o State Council of Educational Research& Training (SCERT)Alto Porvorim, BardezGoa 403 521Telfax: 0832-2416164E-mail: [email protected]
CEE Karnataka2nd Floor, Kamala MansionNo.143 Infantry RoadBangalore 560 001KarnatakaTel:080-22868037/22868039Fax:080-22868209E-mail: [email protected]
CEE Orissa1st Floor, A/5 BaramundaHIG ColonyBhubaneshwar 751 013OrissaTel: 0674-2551344/2557605Fax:0674-2551344E-mail: [email protected]
CEE Tamil NaduPlot No 912, Flat No 5; K.K. FlatsKalaivaanar StreetRamnagar Northern ExtensionMadipakkam,Chennai 600 091Tamil NaduTelefax:044-22583005E-mail:[email protected]
CEE Madhya PradeshB- 11, Chanakyapuri, Chunna Bhatti‘Kolar Road’Bhopal 462 016Madhya PradeshTel: 0755-6537682Fax : 0755 - 2420295E-mail: [email protected]
Field Offices
CEE Himalaya19/323, Indira NagarLucknow 226 016Uttar PradeshTel: 0522-2716959Fax: 0522-2715301,E-mail: [email protected]
CEE CoorgNeerkollie
Imangala PostVirajpet 572 218KarnatakaKodagu DistrictTel:08274-260519E-mail: [email protected]
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CEE MadikeriLower Kodava Samaja RoadMadikeri 571 201KarnatakaTel: 08272-222714E-mail: [email protected]
CEE Gulbarga2nd Floor, HKADB premisesAiwan-E-ShahiGulbarga 585 102KarnatakaTel:08472-255273Fax:08472-255040/255095E-mail: [email protected]
CEE Kannur“Oam” NiwasNo.404, Ambika Road, PallikkunnuKannur 670 004KeralaTel: 0497-2748600Telefax 0497-2749208E-mail: [email protected]
CEE HalvadKidi-Ingorala Village RoadNear Khetavav Water Supply SchemeNava Ghanshyamgadh 363 330Taluka-HalvadDistrict-SurendranagarTel. 02758 - 291336Email: [email protected]
CEE JasdanNear Maheshwar Oil MillStation RoadJasdan, Dist. Rajkot 360 050GujaratTel:02821-220469E-mail:[email protected]
Project/Cluster Offices
CEE Waghodiya9-B, Narayannagar SocietyNear Khetiwadi BajarAt & Po. Waghodiya-390 760Dist. BarodaGujarat
CEE BilpudiVanseva Mahavidyalaya CampusAt&Post: BilpudiTal: DharampurDist. Valsad 396 068GujaratTel: 02633-240747E-mail: [email protected]
CEE Jaipur73/86, Paramhans MargNear K.V. No. 5, MansarovarJaipur - 302 020RajasthanTel: 0141-2781989E-mail: [email protected]
CEE HimalayaKanli BaghBaba Rishi RoadBaramulla 193 101Jammu & KashmirTel: 01952-235336E-mail: [email protected]
CEE HimalayaOpposite Sumo StandTangdarDistrict Kupwara 193 255Jammu & KashmirE-mail: [email protected]
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CEE KolkataFlat No: C-2, II Floor“TILOTTAMA”Premises No: P- 21Senhati Co-Operative ColonyBehala Kolkata – 700 034.Telefax: 033-24033842E-mail: [email protected]
CEE CoimbatoreSite No.54, Door No.7-A,Lakshmipuram II Cross,Near Textool Flyover,Ganapathy Post,Coimbatore-641006Email: [email protected]
CEE UdaipurC/o. Samarthak SamitiInside Mangal Shree GardenPurana Chungi NakaFatehpuraUdaipur – 313004Rajasthan
CEE RanchiHouse No.- 1665/L4, 1st FloorChanakya ViharOpposite to Road No.- 3, Ashok NagarRanchi - 834002Email id: [email protected] No: 91-8877160985
Information & Facilitation Counter(IFC)
MoEF Information & Facilitation Counter –IFC (C/o CEE)Ministry of Environment & ForestsGovernment of IndiaParyavaran Bhawan
C.G.O. Complex, Lodi RoadNew Delhi 110 003Telefax:011-24362064Email:[email protected], [email protected]
DéCeeCEE’s Information Facilitation CentreNehru Foundation for DevelopmentThaltej Tekra, Ahmedabad 380 054GujaratTel: 079-26858002-8009Fax: 079-26858010
E-mail: [email protected]
Nature Discovery & CampsiteOffices
SundarvanS.M. RoadJodhpur, TekraAhmedabad 380 015GujaratTel:079-26923148/26921838Mobile: 09426487261E-mail : [email protected]
Sundarvan BakoreTaluka KhanpurPost BakoreDist. Panchmahals 389 222GujaratTel:95-2674-286363Mobile: 09426487261
SundarvanBeyt DwarkaVia Okha PortDist. Jamnagar 361 330GujaratMobile: 09426487261
177
International Offices
CEE AustraliaPO Box 497Auburn NSW 1835AustraliaTel: : +612 9416 0432E-mail:[email protected]
CEE Sri Lanka101/4 Rupvilla, P.S. Perera MawathaMampe, Piliyandale, Sri LankaE-mail: [email protected]
CEE GermanyGraf-Gessler-Str.250679 CologneGermanyTel. +49-(0)221-300 70 636E-mail: [email protected]
178
CEE Thrust Areas1. Education for Children2. EE in Higher Education3. Education for Youth4. Communicating Environment through the Media5. Experiencing Nature6. EE through Interpretation7. Knowledge Management for Sustainable Development8. Industry Initiatives9. Sustainable Rural Development10. Water and Sanitation11. Sustainable Urban Development12. Waste Management13. EE for Fragile Areas14. Education in Biodiversity Conservation15. Disaster Preparedness and Rehabilitation16. Training, Networking and Capacity Building17. Facilitating NGO and Community Initiatives18. Initiatives for the UN Decade of Education for Sustainable Development19. Research in EE and ESD20. Collaboration and partnership at the international level in EE & ESD.
CEE WebsitesAbout CEE www.ceeindia.orgA platform for discussion on developmental issues of the city www.amdavadma.orgHand Print: Action towards sustainability www.handsforchange.orgFor the UN DESD www.desd.orgFor Youth www.sayen.orgSouth and South East Asia Network for EE www.saseanee.orgA nature discovery centre www.sundarvan.orgAbout tigers www.tigerindia.orgFor educators and ENVIS Centre on EE www.greenteacher.orgFor EE Materials www.edutechindia.orgUNDP GEF Small Grants Programmes www.sgpindia.orgBiomedical Waste Management www.bmwmindia.orgFor Cleaner Production www.cleanerproduction.orgEducation and Communication for Mountain Ecosystems www.ceehimalaya.orgVideo Resource Centre www.ceevrc.orgProgramme and Activities of CEE Australia www.ceeaustralia.orgEthical Framework for a Sustainable World – International www.earthcharterplus10.orgConferenceParyavaran Mitra Programme www.paryavaranmitra.in
Nehru Foundation for DevelopmentCentre for Environment EducationThaltej Tekra, Ahmedabad 380 054
(Registered under the Societies Registration Act, 1860)Regd. No. GUJ/1043 (Ahmedabad)
(Also registered under the Foreign Contributions (Regulation) Act, 1976vide registration no. 041910044
with Ministry of Home Affairs, Govt. of India)
FINANCIAL STATEMENTS2010–2011
A
B
C
CHANDULAL M. SHAH & CO. 601, "Samruddhi"Chartered Accountants Sattar Taluka Society,
Opp. Sakar - III,Ahmedabad-380 014
NAME OF THE SOCIETY : NEHRU FOUNDATION FOR DEVELOPMENT CENTRE FORENVIORNMENT EDUCTION [SOCIETY]
REGISTRATION NO.: GUJ/1043/AHMEDABAD
AUDITOR'S REPORT
We have examined the Balance Sheet as at 31st March, 2011 and Income & Expenditure Accountfor the year ended as above of the above Society. These financial statements are the responsibilityof the Management of the Society. Our responsibility is to express an opinion on these financialstatements based on our audit.
We conducted our audit in accordance with the auditing standards generally accepted in India.Those Standards require that we plan and perform the audit to obtain reasonable assurance aboutwhether the financial statements are free of material misstatement. An audit includes examining,on a test basis, evidence supporting the amounts and disclosures in the financial statements. Anaudit also includes assessing the accounting principles used and significant estimates made bymanagement, as well as evaluating the overall financial statement presentation. We believe thatour audit provides a reasonable basis for our opinion.
We further report as under:(a) Accounts are maintained regularly and in accordance with the Provisions of the Act and the
Rules.(b) Receipts and disbursements are properly and correctly shown in the accounts.(c) The cash balance and vouchers in custody of the Manager on the date of the audit were in
agreement with the accounts.(d) All books, deeds, accounts, vouchers or other documents or records required by us were
produced before us.(e) An inventory certified by the official of the society of the movables of the Public Society has
been maintained.(f) Shri D. M. VORA – Sr. Accounts Officer appeared before us and furnished the necessary
information required by us.(g) No property or funds of the Society were applied for any object or purpose other than the
object or purpose of the Society.(h) The amount outstanding for more than one year Rs. 163.19 lacs. Amount written off during
the year Rs. Nil.(i) Tenders were invited for repairs exceeding Rs. 5000.(j) No money of the public Society has been invested contrary to the provisions of Section 35.(k) There is no alienation of immovable property contrary to provision of Section 36.(l) Remarks : Nil
For CHANDULAL M. SHAH & COCHARTERED ACCOUNTANTS F.R. NO.: 101698 WPlace : Ahmedabad .Date : 30th September,2011 (K.H.Vasavada)
PartnerM.No. 12322
D
Receipts and Payments Account for the year ending on 31st March, 2011
RECEIPTS Rs. Rs.
OPENING CASH AND BANK BALANCES 22238838
GRANT FROM MINISTRY OF ENVIRONMENT &FORESTS, GOVERNMENT OF INDIA, NEW DELHIGrant received during the year:
i. For Recurring Expenditure 62300000
PROJECTS AND PROGRAMMESOut of Grant from Ministry of Environment & Forests,Government of India, New Delhi.Sponsored Projects/Programmes 45909129
Out of Grant from Locally Funded/Foreign Funded andOwn ProgrammeSponsored Projects/Programmes 86319578Out of Foreign Contributions 22529053Own Programmes 13794930 122643561
OTHER RECEIPTSInterest on Bank Accounts 853292Other Income 232671Misc. Income 564197Services & Products 12320834Recovery of Staff welfare Fund Loan 791347Royalty and Infrastructure Receipts 2167150TDS refund 779860Specific Fund- Staff welfare, Library books, Equipments etc 704097Consultancy, Overhead recoveries & Reimbursements 32426446Adv to NGOs settled 4066842Supplier’s Adv settled 243850Adv for Others Settled 947884 56098470
Total Rs. ... 309189998
Sd/- Sd/-D.M. Vora Kartikeya V. SarabhaiSr. Accounts Officer Director30 September 2011
E
PAYMENTS Rs. Rs.
MOVABLE & IMMOVABLE PROPERTIESAcquired during the year out of Grant from Ministry ofEnvironment & Forests, Government of India, New Delhi.Immovable Properties 135838Movable Properties 0 135838Acquired during the year out of own Income & ProjectGrantImmovable Properties 240071Movable Properties 1558268 1798339PROJECTS AND PROGRAMMESOut of Grant from Ministry of Environment & Forests,Government of India, New Delhi.Sponsered Projects and Programmes 46164199Out of Grant from Locally Funded/Foreign Funded andOwn ProgrammeSponsored Project /Programmes 91864088Foreign Contributions 22856043Own Programmes 32473162 147193293REPAYMENT OF BRROWING FROM BANKSESTABLISHMENT AND OTHER ADMINISTRATIVE EXPSSalaries 53152999Sundarvan Nature Centre 4120237Journal & Periodicals 178913Other Administrative Expenses 13457902Travel 886140Honorarium to Consultants 39000Micro Processor Maintenance 532180 72367371Other PaymentsStaff Welfare Fund Loan 75432Advances for Projects and Jobs in Process 1068873Advances to Sttaf (Net) 538168Tax deducted at source paid 192710Security Deposit 1018179Other advances for various Services 13801942 16695304CLOSING CASH AND BANK BALANCES 23733953
Total Rs. ... 309189998
Chandulal M. Shah & Co.Chartered Accountants
Date : 30 September 2011 Sd/-Place : Ahmedabad K. H. Vasavada
PartnerMembership No. 12322(Firm Registration No. 101698W)
31-3-2010 31-3-2011Rs. ASSETS Rs. Rs. Rs.
MOVABLE AND IMMOVABLE PROPERTIES:Immovable Properties (At cost)Buildings:
46457362 Balance as per Last Balance Sheet 492669262809564 Addition during the year (Net) 375909
49266926 49642835Movable Properties (At cost)Office equipments, Vehicles,Library Books etc.,
61636123 Balance as per last Balance Sheet 665250415873854 Addition during the year (Net) 1558268
67509977 68083309Less: Written off/Disposed off/transferred
984936 during the year 066525041 68083309
115791967 117726144INVESTMENTS IN APPROVEDSECURITIES: (At Cost)
1200000 In IDBI Bond - out of CEE Special 1200000Development FundINVENTORIES
9249304 Job work in progress 8501061DEPOSITS
1792235 For Services, Rent etc., 1916553LOANS:
2557623 To Staff & Others 1713476ADVANCES:
1710365 To Staff (One year old Rs.9,28,254/-) 318521121368994 To NGOs, Suppliers and Contractors for 24741319
Projects expenses (One year old Rs.76,28,297/-)7305773 To Others (One year old Rs.34,30,144/-) 5271284
30385132 331978144746799 Income Tax deducted at source (TDS) receivable 7677219
(One year old Rs.21,06,982/-)AMOUNT DUE/RECEIVABLEFor Projects, Programmes, Workshops,
35731608 Seminars etc. 313481001098213 Receivable on Sale of Products and Services etc., 3981417
36829821 35329517CASH AND BANK BALANCES:
22238838 As per Schedule “A” 23733953224791719 Total C/f. ... 230995737
F
Balance Sheet as at 31st March, 2011
31-3-2010 31-3-2011Rs. FUNDS & LIABILITIES Rs. Rs. Rs.
CORPUS FUND807200 Balance as per last Balance Sheet 1288000480800 Addition during the year 0
1288000 1288000OTHER EARMARKED FUNDSDepreciation Fund
8563657 Balance as per last Balance Sheet 100645891500932 Addition during the year 1395643
10064589 11460232
Any Other Fund:119731838 Balance as per last Balance Sheet 128138014
9391112 Addition during the year (Net) 2651718129122950 130789732
Fund reduced by the cost of Assetswritten off/disposed off/transferred
984936 during the year 0984936
128138014138202603 130789732
142249964
GRANT BALANCES:Ministry of Environment & Forests,Government of India, New Delhi.
3456710 Balance as per last Balance Sheet 2740492Grant for recurring expenditure
30323750 sanctioned and credited during the year 62300000Grant for Infrastracture Development
4027000 sanctioned and credited during the year 037807460 65040492
Less: Provision of grant receivable (08-09)82500 written back
37724960 65040492Add: Sale proceeds of movable assets
36630 disposed off during the year 037761590 65040492
Less: Amount transferred to earmarkedfunds against Non-recurring
4743218 expenditure incurred during the year 135838Less: Amount of grant transferred to
Income & Expenditure account tomeet the recurring expenditure
30277880 incurred during the year 62300000 624358382740492 2604654
72464579 Projects, Programmes, Workshops, 64692162 Seminars etc.,
214695674 Total C/f. … 210834780
G
H
31-3-2010 31-3-2011Rs. FUNDS & LIABILITIES Rs. Rs. Rs.
Balance Sheet as at 31st March, 2011
214695674 Total B/f. ... 210834780
BANK OVERDRAFT (Secured againsthypothecation of FDR as Collateral Security)
6354353 State Bank of Saurashtra, Satellite Road Branch 6001938
2460114 Indian Overseas Bank, Drive-in Road Branch 2460114 84620528814467
CASH CREDIT (Secured against
hypothecation of FDR as Collateral Security)4474414 Indian Overseas Bank, Thaltej Branch 3725128
(Secured against hypothecationof FDRs as Collateral Security)
LIABILITIES33119917 For Expenses 13121269
1499117 For Security Deposits 5036121549553 For Others 33451485
36168587 47076366
264153142 TOTAL Rs. ... 270098326
Sd/- Sd/-D.M. Vora Kartikeya V. SarabhaiSr. Accounts Officer Director30 September 2011
Notes on Accounts as per Schedule “B”
The above Balance Sheet to the best of our belief contains a true account of the funds andliabilities and of the property and assets of the society.
I
31-3-2010 31-3-2011Rs. ASSETS Rs. Rs. Rs.
224791719 Total B/f. ... 230995737
INCOME & EXPENDITURE ACCOUNT
21203119 Balance as per last balance sheet 39361423
Add/Less: Excess ofExpenditure/Income over Incometransferred from Income & Expenditure
18158304 Account 25883439361423 39102589
264153142 TOTAL Rs... 270098326
As per our report of even date.
Chandulal M. Shah & Co.Chartered Accountants
Date : 30 September 2011Place : Ahmedabad Sd/-
K. H. VasavadaPartnerMembership No. 12322(Firm Registration No. 101698W)
Income and Expenditure Account for the year ending on 31st March, 2011
2009–10 2010–11Rs. EXPENDITURE Rs. Rs. Rs.
Sd/- Sd/-D.M. Vora Kartikeya V. SarabhaiSr. Accounts Officer Director30 September 2011
EXPENDITURE ON OBJECTS OF THE SOCIETY
On Programmes and Projects (Own activityas well as sponsored by Governmental andNon-governmental organisations)
29591297 Own Activities 3741127284497609 Out of Local Funding 13211701423213647 Out of Foreign Contribution 22856043
137302553 192384329
ESTABLISHMENT EXPENSES
Salary:51937638 Staff Salaries 65975016
12 Remuneration to the Office Bearers 1251937650 65975028
17313299 Administrative and other Establishment 17016531Expenses
69250949 82991559
Professional Fees:132739 Legal Fees 266379
54326 Audit Fees 50000187065 316379
69438014 83307938
1500932 DEPRECIATION 1395643
AMOUNT TRANSFERRED TO RESERVE ORSPECIFIC FUND :
180301 CEE Special Development Fund 21073895792 CEE Staff Welfare Fund 109773
190000 Earmarked for CEE Infrastructure development 2000003020468 Earmarked for Immovable/Movable Properties 11822153486561 1702726
0 Excess of Income over Expenditure carried over to 258834Balance Sheet
211586199 TOTAL Rs. ... 211728060
Notes on Accounts as per Schedule “B“
J
2009–10 2010–11Rs. INCOME Rs. Rs.
Chandulal M. Shah & Co.Chartered Accountants
Date : 30 September 2011 Sd/-Place : Ahmedabad K. H. Vasavada
PartnerMembership No. 12322(Firm Registration No. 101698W)
As per our report of even date.
INTEREST EARNED:
1192635 On Savings Bank Accounts and Term Depositswith Nationalised and Scheduled Banks 1050322
106840 Other Interest 1040671299475 1154389
Less: Interest allocated to Projects/Programmes830960 and to Special Funds 632331468515 522058
19293071 OWN PROJECTS & PROGRAMMES 25793849
AMOUNT TRANSFERRED FROM:Grant from Ministry of Environment & Forests,Government of India, New Delhi, to meet the recurring
30277880 expenditure 62300000
Grants from GO/NGOs for sponsored Projects and107711256 Programmes 154973057137989138 217273057
OTHER INCOME:0 Donation 0
207859 Sale of Publication & EE Products 312713396500 Fees & Other Contributions 154740
33956191 Recoveries/Reimb. of Exps.from Project/programmes 332159461258484 Miscellaneous Income 1777107
35819034 35460506
18158304 Excess of Expenditure over Income carried over to 0Balance Sheet
211728060 TOTAL Rs. ... 279049470
K
L
SR CASH AND BANK BALANCESNO.
Schedule ‘A’ attached to and Forming Part of the Balance Sheet as at 31 March 2011
A. CURRENT ACCOUNTSIn the name of Nehru Foundation for Development-Centre forEnvironment Education with:
1 ICICI Bank Ltd. Drive-in Road Br, Ahmedabad2 ICICI Bank Ltd. Pune3 ICICI Bank Ltd. Lucknow4 ICICI Bank Ltd. Bhubneshwar5 ICICI Bank Ltd. Delhi6 ICICI Bank Ltd. Guwahati7 ICICI Bank Ltd. Coimbatore8 ICICI Bank Ltd. Hyderabad9 ICICI Bank Ltd. Bangalore
10 ICICI Bank Ltd. Goa-Panaji11 Central Bank of India, S.M.Road Branch, Ahmedabad.12 Bank of India,- Gulbarga (CHAMP)
Sub-total “A” Rs........
B. SAVINGS BANK ACCOUNTSIn the name of Nehru Foundation for Development-Centre forEnvironment Education with:
1 Bank of India, Basaveswaranagar Branch, Bangalore.(A/c 6056)2 Bank of India, Cantonment Branch, Bangalore.(A/c 8435)3 Bank of India, Gulbarga4 State Bank of India, Satellite Road Branch, Ahmedabad-Core5 State Bank of India, Satellite Road Branch, Ahmedabad-Projects6 State Bank of India, Satellite Road Branch, Ahmedabad-SDF7 State Bank of India, Satellite Road Branch, Ahmedabad-SWF8 State Bank of India, Satellite Road Branch, Ahmedabad-SGP/GEF9 State Bank of India, Satellite Road Branch, Ahmedabad-CAPART
10 State Bank of India, Mota Dahisara Branch11 State Bank of India, Halvad Branch12 State Bank of India, WASMO Project13 Corporation Bank, Virajpet Branch, Virajpet.14 State Bank of India, Dharampur Branch15 ICICI Bank Ltd. - in the name of CEE-ICEF Project Account, Delhi16 ICICI Bank Ltd. - Karaikal17 ICICI Bank Ltd. - DEL-RHSDP Project18 HDFC Bank Ltd. - Srinagar Branch
In the name of Centre for Environment Education A/c. ForeignContribution with:
1 Indian Overseas Bank, Thaltej Branch, Ahmedabad
Sub-total “B” Rs........
M
Contd…
CEE-CORE PROJECTS CEE-FC TOTALRs. Rs. Rs. Rs.
1181063 - - 118106337653 - - 3765337119 - - 37119
216193 - - 216193409093 - - 409093453242 - - 453242
3925 - - 3925864455 - - 864455
51607 - - 51607130895 - - 130895
1041113 - - 10411131571357 - - 1571357
5997715 0 0 5997715
101127 - - 101127182288 - - 182288315299 - - 315299
2442 - - 2442517207 - - 517207
15019 - - 15019936881 - - 936881
19647 - - 196479993 - - 99934602 - - 4602
20878 - - 208784783 - - 4783
31286 - - 3128626828 - - 26828
327 - - 3276305 - - 6305
98184 - - 98184148203 - - 148203
- - 778794 778794
2441299 0 778794 3220093
N
SR CASH AND BANK BALANCESNO.
C. FIXED/SHORT TERM DEPOSIT ACCOUNTIn Term Deposit Account in the name of Centre for EnvironmentEducation with:1 State Bank of India, Satellite Road Branch, Ahmedabad
2 Indian Overseas Bank, Thaltej Branch, Ahmedabad
3 Bank of India, Gulbarga, South
In Term Deposit Account in the name of Centre for EnvironmentEducation A/c.Foreign Contribution Fund with:
1 Indian Overseas Bank, Thaltej Branch, Ahmedabad
2 State Bank of India, Satellite Road Br. Ahmedabad
Sub-total “C” Rs........
D. CHEQUES ON HAND
E. CASH ON HAND
TOTAL “A” TO “D” Rs........
Schedule ‘A’ attached to and Forming Part of the Balance Sheet as at 31 March 2011
Sd/- Sd/-D.M. Vora Kartikeya V. SarabhaiSr. Accounts Officer Director30 September 2011
O
CEE-CORE PROJECTS CEE-FC TOTALRs. Rs. Rs. Rs.CEE-CORE PROJECTS CEE-FC TOTALRs. Rs. Rs. Rs.
244007 - - 244007
305000 - - 305000
300000 - - 300000
- - 6647721 6647721
- - 7017537 7017537
849007 - 13665258 14514265
- - - 0
- - - 0
9288021 - 14444052 23732073
Chandulal M. Shah .Date : 30 September 2011 Chartered Accountants
Place : Ahmedabad Sd/-K. H. VasavadaPartnerMembership No. 12322F.R.No.101698W
P
Schedule “B” Notes attached to and Forming Part of the Accounts for the Year 2010-11
1 Significant Accounting Policies followed:
1.1 The accounts are maintained on accrual system of accounting subject to followingexceptions.a. The amount advanced to various Governmental and Non-Governmental agencies for
projects and programmes activities are shown under the head “Advances to NGOs andOthers for Project expenses” and the same will be adjusted in the books on receipt of thestatements of accounts from respective agencies.
b. In respect of insurance premium, rent and annual maintenance contracts, entry forexpenses paid in advance is made whereas such other expenses are accounted for as andwhen paid.
c. Liabilities in respect of employees’ benefits such as gratuity, leave encashment, LTC etc.,are accounted for as and when paid.
d. Advances given to employees for travel, for project expenses and LTC are accounted foras and when bills for respective expenses are submitted by concerned employees.
1.2 Use of Estimates
The preparation of financial statements in conformity with Generally Accepted Ac-counting Principles in India requires management to make estimates and assumptionsthat affect the reported amount of assets and liabilities and disclosure of contingentliabilities on the date of the financial statements. Actual results may differ from thoseestimates. Any revision to accounting estimates is recognised prospectively in currentand future periods.
1.3 Fixed Assets
Fixed Assets are stated at cost. Cost means purchase price and / or erection /commissioning charges of fixed assets and other charges directly attributable to thecost of fixed assets.
1.4 Depreciation:
The Society has started providing for depreciation on assets from the financial year 2003-04 based on the directions given by the Indian Audit & Accounts DepartmentDepreciation is calculated on Straight Line method on Society’s Own Assets and Assetsacquired out of MoEF Grant except on Building. The depreciation is accumulated underthe head Depreciation Fund.Asset Rate (%)Furniture and Equipment 10.00
Computer & Peripherals 20.00
Vehicle 20.00
Library Books 10.00Depreciation on additions has been provided for the full year irrespective of date ofacquisition.Depreciation provision has not been made on assets acquired out of Projects/ProgrammeFunding.
Sd/- Sd/-D.M. Vora Kartikeya V. SarabhaiSr. Accounts Officer Director30 September 2011
Chandulal M. ShahChartered Accountants
Sd/-K. H. VasavadaPartnerMembership No. 12322F.R.No.101698W
1.5 InvestmentsLong-term investments are carried at cost less any other than temporary diminutionin value, determined separately for each individual investment. Currentinvestments are carried at lower of cost and fair value.
1.6 Inventories
Inventories are valued at lower of Cost or net realisable value.
The consumable stores and spares are charged to expenses at the point of theirpurchases.
1.7 Special Development Fund & Staff Welfare Fund
Special Development Fund & Staff Welfare Fund are created as per the schemeapproved by the Centre’s Standing Committee
2 The Society’s buildings are constructed on the land of Nehru Foundation forDevelopment.
3 Debit/Credit balances of parties are subject to confirmations. Necessary adjustment,if any, will be made in the accounts on settlement of the respective accounts.
4 Corresponding figures of the previous year have been regrouped to make themcomparable with figures of current year, wherever necessary.
Q
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