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Education for coastal and marine biodiversity conservation · PDF file 2016-05-12 · Education for coastal and marine biodiversity conservation through schools Project Number: IUCN

Aug 05, 2020




  • Education for coastal and marine biodiversity conservation through schools

    Center for Environment Education (CEE)

    December 2013 – June 2015

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    1. Project Details

    Project Title: Education for coastal and marine biodiversity conservation through schools

    Project Number: IUCN Project Ref.77663-014

    Project Duration:

    Start date: 10th December 2013

    Original End date: 10th June, 2015

    Final End date: 10th June, 2015

    Project Budget: MFF Contribution Counterpart funds

    INR 1,159,500 INR 329,000

    Name of Organization: Centre for Environment Education (CEE)

    Contact Details: (Including telephone or email)

    Shriji Kurup,

    Programme Coordinator,

    Centre for Environment Education (CEE)

    Nehru Foundation for Development,

    Thaltej Tekra, Ahmedabad – 380054

    Ph: +91-79-26858002 to 09

    Email: [email protected]

    Report Submitted by: (name and position)

    Shriji Kurup, Programme Coordinator, CEE

    Date of Report Submission: 03 August 2015

    Reporting period: Final Report

    mailto:[email protected]

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    1. Executive Summary

    The Centre for Environment Education (CEE) with support from Mangroves for the Future (MFF) had proposed to undertake a project to demonstrate coastal and marine biodiversity conservation education for schools on the Indian coast. Towards this, CEE designed and developed a programme framework and methodology that encourages hands-on project-based, region-focused learning for school students, and meets the objective of fostering global citizenship. This objective has been identified as one of the priority action areas as per the Global Education First Initiative of the United Nations Secretary-General. The umbrella project is branded as “Global Citizenship for Sustainability (GCS) - Marine”.

    The project enables participating schools to explore their nearest coastal stretches, identify and address local coastal biodiversity conservation and sustainability issues, and engage with the local community to understand socio-economic and marine environment perspectives. The model was tested by implementing the programme in 9 schools in Gujarat, Goa and Tamil Nadu.

    The major activities during the project period included:

     Designing and developing the programme framework and methodology

    A review was undertaken of the school curriculum (NCERT syllabus) for 7th to 9th standard. S everal international marine education school programmes to identify the critical elements for the project framework and outline the broad methodology. Further discussions within CEE, with external experts working in school programmes and sustainability education in India, and interactions with school teachers, helped to include IT enabled and web based features to the framework. A critical element was to bring in Global Citizenship Education as a central feature of the framework thereby expanding the scope to offer the programme to any school from the coastal areas of India, including from international countries.

    The outcome was the development of a project framework and 7 Step Learning Journey methodology that offers opportunity to any school, teachers and students to derive learnings (individual and collective) through ‘project based, place based’ pedagogy. The framework offered a template for exchange and engagement of schools across different coastal stretches in India (and internationally), across diverse cultures and in regions at different points in the development continuum.

     Testing/ implementing the programme in selected schools:

    9 schools from Gujarat, Goa, Kerala and Tamil Nadu were selected for implementing the programme. Each school formed a GCS-Marine committee comprising of one or two teachers and a group of around 6 to 10 students selected by the teachers. The students were from the 6th to 11th standard.

    In all the project states, CEE mentors conducted individual school visits and organized two half-day on-site, trainings for the GCS Committee members (teachers and students). The training involved orientation on the GCS Marine project 7 Step Learning Journey methodology and website features. The participating teachers and students were taken on a guided field visit to the nearest coastal stretch which they had chosen as their study site. This helped facilitate their discussions with the local community and identify the major sustainability and marine biodiversity conservation issues.

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    Subsequently, as per the 7 Step Learning Journey methodology, the school GCS Marine committee arrived at their individual project intervention goals, objectives and strategy for implementation. Their implementation plans were then monitored over email and telephonic discussions, including the website. In some cases, school visits were further conducted to mentor their progress.

     Establishing collaborations and partnerships with State Government Departments and national/international organizations

    Based on the experiences of the schools in Gujarat, Goa and Tamil Nadu, CEE mentors documented key learnings and presented these to the government officials from the Dept. of Environment, Govt. of Tamil Nadu. Subsequent discussions along with the support from the MFF Secretariat helped in getting the consent of the Environment Dept. to scale up the project with 9 schools from Chennai and Ramnathapuram through the National Green Corp (NGC) state coordinators. CEE then conducted further orientation workshop for 3 NGC coordinators and teachers from 9 schools from Chennai and Ramnathapuram for taking up the project in the current academic year.

    Similarly, the State Council for Education Research and Training (SCERT), Goa offered their support to initiate the project with 8 schools in Goa. A training workshop was conducted for facilitating them to initiate the programme in the current academic year.

     Sustainability

    CEE took forward the project learnings of GCS – Marine to expand scope for pairing participating schools to international networks/schools. As part of this, a poster on the theme of GCS Marine programme was developed and presented at the end of the decade international conference on Education for Sustainable Development (ESD) in 2014 at Nagoya, Japan organized by UNESCO. This further helped to strengthen partnerships with other agencies. An MoU on GCS, particularly focusing on the Marine theme was inked with several partners viz. - the Gujarat Pollution Control Board (GPCB) of Government of Gujarat, the United Nations Education, Scientific and Cultural Organization (UNESCO), the Convention on Biological Diversity (CBD), Mangroves for Future (MFF – India) and Adani Enterprises Group during the ‘Vibrant Gujarat’ event in 2015. This has widened the scope for sharing project learnings with a larger international audience while contributing to the structuring and development of the concept of Global Citizenship Education (GCE) as well as research around the measurement of competencies for global citizenship and sustainability education, particularly focusing on marine and coastal areas.

    CEE would like to thank MFF for their support and value the partnership with several agencies and state government departments for sustaining the programme. Schools in Gujarat, Goa and Tamil Nadu continue to be involved in the project during the current academic year too. The GCS Marine website ( developed with support from the co-financing partners (Adani Enterprises Group) would now enable the programme to be offered to any school in India along the coastal states as well as create opportunity to network with international schools and take forward the theme to a wider audience.

    CEE continues to support the programme through its in-house expertise and has established a GCS Secretariat at CEE Ahmedabad to nurture its progress further.

    2. Background of the Project and Project Rationale

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    Current educational systems are not adequately geared to bring in sustainability education in formal school or college systems. Further; in the Indian context; information and knowledge on marine and coastal biodiversity is generally lacking in the curriculum for students to effectively understand its importance and significance and engage in practical ways to address local coastal biodiversity and sustainability issues around their schools. Local coastal biodiversity conservation issues therefore continue to not get adequate attention and participation from citizens to address the problem.

    Schools and young children are influential citizens in their formative years and need to be made aware about such situations, contextualize it with their formal curriculum and apply their knowledge for the common good of the society and environment. They have the potential to be key social transformers who engage local community and enable their participation to address local coastal conservation issues. This approach also helps in contributing to Aichi Target 1 of the United Nations Convention on Biological Diversity (UNCBD) which states that ‘By 2020, at the latest, people are aware of the values of biodiversity and the steps they can take to conserve and use it sustainably.’

    Hence the Centre for Environment Education (CEE) with support from the Mangrove for Future (MFF) undertook a project to demonstrate coastal and marine biodiversity conse

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