Advanced International Training Programme on Education for Sustainable Development in

Formal Education 2008

Review of Curriculum of Environmental Science and

Application of Innovative Teaching Methodology to

Strengthen Education for Sustainable Development

Final Report of Change Project

Prepared by:

Gyan Kumar Chhipi Shrestha

Bhupendra Sharma

Central Department of Environmental Science

Tribhuvan University, Kathmandu, Nepal

May 2009

i

ACKNOWLEDGMENT

Our first and foremost thanks go to Ramboll Natura, Sweden and CEE (Centre for

Environment Education Ahmedabad, India) for giving us the opportunity to undergo

this International training program on Education for sustainable development (ESD)

in formal education. We also acknowledge SIDA (Swedish International

Development Cooperation) for funding this training programme. We are grateful to

Ms. Marie Neesser, Programme Director and Ms. Mia Zacco, Administration Co-

ordinator of Ramboll Natura for facilitating and conducting the training program in

excellent atmosphere and also availing perfect resource persons in Sweden.

We are very thankful to our mentors Ms. Shivani Jain, CEE; Ms. Halena Lindeman,

Ramboll Natura and Parthesh Pande, CEE for being the inspirational sprit behind

every thing best that we express today. We also acknowledge Prof. Dr. Umakant Ray

Yadav, Head of Department, Central Department of Environmental Science and Asso.

Prof. Dr. Madan Koirala, Central Department of Environmental Science for their help

in the change project development. Our special thanks go to Ms. Ajanta Sikdar for her

constant help in the Change Project, training programmes and workshop. We are also

grateful to Mr. Sujit Prajapati, Bhana Bhai, Anup Bhai, Ravi Bhai, Chitra Bahen, and

Krunal Nayak for their support during training programme in CEE, Ahmedabad. We

also thank to Preetha Nair, CEE for her administrative support.

In addition, we are grateful to all the resource persons who were kind enough to input

their hard learned lessons which made an out of the ordinary programme core and a

meaningful outcome. Last but not least, we thank all other participants from the native

countries Nepal and other participants from Srilanka, Veitnam, Madagascar, South

Africa, Uganda and Tanzania.

Gyan Kumar Chhipi Shrestha (Participant)

Bhupendra Sharma (Co-participant)

Central Department of Environmental Science,

Tribhuvan University, Nepal

ii

CONTENT

Chapter Page no.

1. INTRODUCTION......................................................................................................... 1 1.1 Background .......................................................................................................... 1

1.2 Central Department of Environmental Science ................................................... 1

1.3 Change project ..................................................................................................... 1

1.4 Goal of Change Project ........................................................................................ 2

1.5 Objectives of Change Project ............................................................................... 2

1.6 Rationale of Change Project ................................................................................ 3

2. METHODOLOGY ....................................................................................................... 4 2.1 Curriculum review: .............................................................................................. 4

2.2 Literature Review: ............................................................................................... 4

2.3 Interaction: ........................................................................................................... 4

2.4 Meeting/Feedback ................................................................................................ 4

2.5 Case study implementation: ................................................................................. 5

2.5.1 Biodiversity in Food: .................................................................................... 5

2.5.2 Debate: ........................................................................................................ 12

2.5.3 Solid Waste littering: .................................................................................. 13

3. ACHIEVEMENTS ...................................................................................................... 14 3.1 Review of curriculum ........................................................................................ 14

3.1.1 Review of BSC in Environmental Science: ................................................ 14

3.1.2 Review of MSC in Environmental Science: ............................................... 15

3.2 Case studies ........................................................................................................ 15

3.2.1 Biodiversity in Food: .................................................................................. 15

3.2.2 Debate: ........................................................................................................ 19

3.3.3 Solid Waste littering: .................................................................................. 20

4. CHALLENGES AND THE WAY FORWARD ....................................................... 21 4.1 Challenges during curriculum review: ............................................................... 21

4.2 Challenge during case study implementation: ................................................... 21

4.3 The way forward: ............................................................................................... 21

5. CONCULSION ........................................................................................................... 22

REFERENCES ................................................................................................................ 23

APPENDIX I ................................................................................................................... 24

APPENDIX II .................................................................................................................. 29

APPENDIX III ............................................................................................................ 2930

1

Chapter 1

1. INTRODUCTION

1.1 Background

ESD is an extension of environmental education that would promote a sense of

responsibility and active learners participation in resolving environmental problems

(Tilbury 1995); a successor of environmental education (Hesselink et al., 2002); a

basic understanding of the interrelationships among environmental, economic and

social equity issues (PCSD, 1996); a dynamic extended environmental education,

emphasizing critical thinking, problem solving skills and sensitivity (Huckle and

Streling, 1997); a trick because it is a way of thinking as much as what we are

thinking about(Wheeler and Bijur,

2000); and the recent version of environmental education (Bhandari and Abe, 2003 a

& b). According to UNESCO, ESD is an emerging but dynamic concept that

encompasses a new vision of education that seeks to empower people of all ages to

assume responsibility for creating a sustainable future.

ESD is needed to prepare responsible and caring citizens for a rapidly changing

society. It empowers the student to fuse a sense of connection, purpose, relevance and

meaning across academic disciplines as well as ability to think critically. Also, it

seeks to find out collaborative solutions to complex issues. ESD supports the

integration of these skills, knowledge, and values. it can be said that ESD is a new

way (lifelong learning process) of looking at the issue in which the individual and

community learn the three Es (Economic, Equity, and Environment) and their

connectivity - along with the traditional three Rs(reading, writing and doing

arithmetic skills); explain the understanding of their connectivity and use this

knowledge as resource to improve the quality of the present and future generations

(Bhandari, and Abe 2003c).

1

1.2 Central Department of Environmental Science

Tribhuvan University, established in 1959 AD is the first and the largest university of

Nepal. Under the university, Central Department of Environmental Science was

established in 2001 AD under the Institute of Science and Technology. It runs the courses

on Masters Degree in Environmental Science and Bachelors Degree in Environmental

Science as well.

At present, there are many environmental issues, which has grown in size and complexity

day by day and threatening the survival of mankind of earth. Nepal is not exception to this

problem as many of our cities or towns continue to be plagued by various environmental

problems. A wave of concern for environment swept across the developed world in the

sixties and reached its climax in 1970 with the celebration of The Earth Day under the

auspices of The United Nations. After that, the need for environmental education was

keenly felt at the national level in Nepal and the subject Environmental Science is

introduced in Tribhuvan University firstly at Bachelors level in 1997 and the Master level

is introduced in 2001.

The teaching learning activity also includes field visits to provide practical knowledge on

environment to the students. In addition, it regularly conducts

conferences/Seminars/Workshops for exchange of knowledge with others and also

Environmental Exhibition for generating public awareness. The Department cconducts

Demo projects such as

a. Use of weeds for generating Biogas to utilize in Laboratory

b. Generation of Solar electricity

c. Production of Briquettes using Solid waste

d. Rain water harvesting

e. Composting

f. Vermi-composting etc.

1.3 Change project

In border terms, Environmental Science is a multidisciplinary science that deals with the

study of natural resources, their degradation, and pollution, fate of species and role of

human beings for the conservation of environment. It has covered almost all aspects of

2

Environment such as Ecology, Environmental Geology, Hydrology & Meteorology,

Environmental Microbiology, Environmental Chemistry, Environmental Pollution,

Environment Conservation, Energy, Environmental Impact Assessment (EIA),

Environmental Economics, Environmental Laws and policies etc.

Primarily, the curriculum has been designed to provide knowledge to the students about

the importance of protection and conservation of our environment and the need to restrain

human activities, which may lead to indiscriminate release of pollutants into the

environment. This knowledge will also enable the students to evolve the best way of

dealing with seriously endangered life support systems and develop skills to ensure that

there will be a minimum damage in development works so as to make developmental

activities sustainable for a long-term.

Besides, the curriculum has highlighted the necessary and essential aspects of Natural

Sciences for understanding the newer environmental issues that have become focus of the

environmental attention in more recent years. Emphasis has been given to topics such as

air pollution, water pollution, biodiversity, forest and land degradation, hazardous waste,

risk assessment, global climate change, flood and drought, stratospheric ozone depletion

and acid deposition which are among the most crucial environmental problems of this

millennium.

1.4 Goal of Change Project

The goal of change project is to strengthen the Environmental Science course of

Tribhuvan University with Education for Sustainable Development.

1.5 Objectives of Change Project

The objectives of the project are:

i. To review the present curriculum of Environmental Science of Masters and

Bachelors Degree of Tribhuvan University to strengthen ESD in it.

ii. To apply three case studies at class to show ESD in practice.

3

1.6 Rationale of Change Project

Environmental Science focuses on scientific and technical study of environment in which

Sustainable Development is given priority in Masters and Bachelors level. Although

formal course on sustainable development is included in Masters and Bachelors Degree

in Environmental Science, they are not in practical approach. Thus a change project to

strengthen Education for Sustainable Development (ESD) in Masters and Bachelors

Degree in Environmental Science is necessary.

4

Chapter 2

2. METHODOLOGY

The methodology that was followed is mentioned below.

2.1 Curriculum review:

i. The curriculum of Environmental Science of Masters and Bachelors Degree

of Tribhuvan University was studied in detail.

ii. The curricula of Environmental Science and Environmental Studies of other

Universities were also studied.

2.2 Literature Review:

The literature on ESD in formal education particularly on Environmental Science was

reviewed. The support literature was obtained from CEE, India and Resource persons

from Ramboll Natura, Sweden.

2.3 Interaction:

i. Regular interactions were done between participants, co-participants and

supervisors about the effective implementation of change project.

ii. The interaction/discussion was done with the Resource persons of Ramboll

Natura, Sweden and that of CEE, India. In addition, suggestions were obtained

from those resource persons for reviewing the curriculum as well as for

developing three case studies to apply in the class to show ESD in practical

approach.

2.4 Meeting/Feedback

A meeting was conducted with Environmental Science Subject Committee on the

review of the Environmental science course to strengthen it with ESD contents. The

possible contents were presented and asked for feedback.

5

2.5 Case study implementation:

Three case studies were implemented in my instruction class to show ESD in practical

approach as mentioned below.

2.5.1 Biodiversity in Food:

The students performed this case study by Market Survey to know the optimum food item.

This also indicates that how sustainable is their city in terms of food. There were 4 groups

each containing 12 students. They are:

Group 1: Fruits Group

Group 2: Vegetable Group

Group 3: Cereals Group

Group 4: Livestock Group

6

Please write percentage value in dotted line in the Source column and High/Medium/

Low in Cost, Freshness, sanitation and quality;Air/land in Transportation, Inorganic/

organic in Inorganic/organic, No/Yes in Same season and Artifical/Natural in Feeding

in each table.

Table 1: Fruits Group

Item

So

urc

e

Co

st/k

g

Fre

shn

ess

Sa

nit

ati

on

Tra

nsp

ort

ati

on

med

ium

Qu

ali

ty

(hea

lth

)

Org

an

ic

/In

org

an

ic

Sa

me

sea

son

To

tal

Apple

(Red)

Kathmandu (%)

Nepal (%)

Abroad (%)

Apple

(Golden)

Kathmandu (%)

Nepal (%)

Abroad (%)

Orange

(green)

Kathmandu (%)

Nepal (%)

Abroad (%)

Orange

(yellow)

Kathmandu (%)

Nepal (%)

Abroad (%)

Mango

(Tashari)

Kathmandu (%)

Nepal (%)

Abroad (%)

Mango Kathmandu (%)

Nepal (%)

Abroad (%)

Banana-

small

Kathmandu (%)

Nepal (%)

Abroad (%)

Banana-

large

Kathmandu (%)

Nepal (%)

Abroad (%)

Pomegra

nate

(Red)

Kathmandu (%)

Nepal (%)

Abroad (%)

Pomegra

nate

(White)

Kathmandu (%)

Nepal (%)

Abroad (%)

Guava

(Green)

Kathmandu (%)

Nepal (%)

Abroad (%)

Guava

(yellow)

Kathmandu (%)

Nepal (%)

Abroad (%)

7

Table 2: Vegetables Group

Item

So

urc

e

Co

st/

kg

Fre

shn

ess

Sa

nit

ati

on

Tra

nsp

ort

ati

on

med

ium

Qu

ali

ty

(hea

lth

)

Org

an

ic

/In

org

an

ic

To

tal

Potato

(red)

Kathmandu (%)

Nepal (%)

Abroad (%)

Potato

(white)

Kathmandu (%)

Nepal (%)

Abroad (%)

Potato

(blue)

Kathmandu (%)

Nepal (%)

Abroad (%)

Mustard

leaves

Kathmandu (%)

Nepal (%)

Abroad (%)

Rayo Kathmandu (%)

Nepal (%)

Abroad (%)

Cauliflo

wer

Kathmandu (%)

Nepal (%)

Abroad (%)

Cabbage Kathmandu (%)

Nepal (%)

Abroad (%)

Garlic Kathmandu (%)

Nepal (%)

Abroad (%)

Ginger

(white)

Kathmandu (%)

Nepal (%)

Abroad (%)

Ginger

(yellow)

Kathmandu (%)

Nepal (%)

Abroad (%)

Brinjal Kathmandu (%)

Nepal (%)

Abroad (%)

Tomato Kathmandu (%)

Nepal (%)

Abroad (%)

Coriand

er

Kathmandu (%)

Nepal (%)

Abroad (%)

Radish Kathmandu (%)

Nepal (%)

Abroad (%)

Carrot Kathmandu (%)

Nepal (%)

Abroad (%)

Ladys finger

Kathmandu (%)

Nepal (%)

Abroad (%)

8

Table 3: Cereals Group

It

em

So

urc

e

Co

st/

kg

Sa

nit

ati

on

Tra

nsp

ort

ati

on

med

ium

Qu

ali

ty

(sto

rag

e,

hea

lth

,

gra

in)

Org

an

ic

/In

org

an

ic

To

tal

Rice Mansuli

Kathmandu (%)

Nepal (%)

Abroad (%)

Rice Jira mansuli

Kathmandu (%)

Nepal (%)

Abroad (%)

Rice

Pokhareli

Kathmandu (%)

Nepal (%)

Abroad (%)

Rice Taichin

Kathmandu (%)

Nepal (%)

Abroad (%)

Rice-

Basmati

Kathmandu (%)

Nepal (%)

Abroad (%)

Wheat Kathmandu (%)

Nepal (%)

Abroad (%)

Pulses Black

Kathmandu (%)

Nepal (%)

Abroad (%)

Pulses Mungi

Kathmandu (%)

Nepal (%)

Abroad (%)

Pulses Rahar

Kathmandu (%)

Nepal (%)

Abroad (%)

Pulses Musur

Kathmandu (%)

Nepal (%)

Abroad (%)

Rajma Kathmandu (%)

Nepal (%)

Abroad (%)

Simi Kathmandu (%)

Nepal (%)

Abroad (%)

Bodi Kathmandu (%)

Nepal (%)

Abroad (%)

Pea -Green

Kathmandu (%)

Nepal (%)

Abroad (%)

Pea Yellow

Kathmandu (%)

Nepal (%)

Abroad (%)

Pea -

Chinese

Kathmandu (%)

Nepal (%)

Abroad (%)

9

Table 4: Livestock Group

Rating criteria for Table 1 to 4:

The rating for Table 1 to 4 were done as follows.

Table 5: Rating scale

Criteria/Rating 1 2 3

Cost/ kg High Medium Low

Freshness Low Medium High

Sanitation Low Medium High

Source Abroad Nepal Kathmandu

Quality (health) Low Medium High

Transportation Air Land

Organic/Inorganic Inorganic Organic

Same season No Yes

Feeding Artificial Natural

Item

So

urc

e

Co

st/

kg

Fre

shn

ess

Sa

nit

ati

on

Tra

nsp

ort

ati

on

med

ium

Qu

ali

ty

(hea

lth

)

Na

tura

l

/Art

ific

ial

fed

To

tal

Meat Mutton

Kathmandu (%)

Nepal (%)

Abroad (%)

Meat Buff

Kathmandu (%)

Nepal (%)

Abroad (%)

Meat Chicken

(local)

Kathmandu (%)

Nepal (%)

Abroad (%)

Meat Chicken

(Broiler)

Kathmandu (%)

Nepal (%)

Abroad (%)

Fish-

small

Kathmandu (%)

Nepal (%)

Abroad (%)

Fish large

Kathmandu (%)

Nepal (%)

Abroad (%)

Milk local

Kathmandu (%)

Nepal (%)

Abroad (%)

Milk dairy

Kathmandu (%)

Nepal (%)

Abroad (%)

Milk dairy

Kathmandu (%)

Nepal (%)

Abroad (%)

Milk dairy

Kathmandu (%)

Nepal (%)

Abroad (%)

10

Note:

i. During the survey, the cost of the items was noted and then categorized into low,

medium and high by comparing all the information collected.

ii. All the ratings were summed to get the total score and the highest score indicates the

optimum food item.

Questionnaire before and after survey:

The questionnaire survey was done before and after the Market survey to the students. The

questionnaire is given in table 6.

In this questionnaire, the students were asked to give the rating score for food item based

on their food consumption behavior giving the score 1 for the highly preferred food for

consumption and so on in each category like Fruits, Vegetables, Cereals and Livestock. In

addition, they were required to tick the source of food item they were consuming. This

Questionnaire was applied before and after the real market survey to the all students

involved in this survey. Finally the difference between these questionnaires was evaluated.

Table 6: Questionnaire for food consumption:

Food item

consuming

Rating Kathmandu Nepal Abroad Any

A. Fruits

Apple (Red)

Apple (Golden)

Orange (green)

Orange (yellow)

Mango (Tashari)

Mango Banana-small Banana-large Pomegranate (Red)

Pomegranate (White)

Guava (Green)

Guava (yellow)

B. Vegetables Potato (red)

11

Potato (white) Potato (blue) Mustard leaves Rayo Cauliflower Cabbage

Radish Carrot

Garlic

Ginger (white) Ginger (yellow) Brinjal Tomato

Coriander Ladys finger C. Cereals Rice Mansuli Rice Jira mansuli

Rice Pokhareli Rice Taichin Rice-Basmati

Wheat

Pulses Black Pulses Mungi Pulses - Rahar Pulses Musur

Rajma Simi Bodi

Pea -Green Pea Yellow Pea - Chinese D. Livestock Meat Mutton Meat Buff Meat Chicken (local)

Meat Chicken (Broiler)

12

Fish-small Fish large Milk local Milk Dairy Milk dairy Milk dairy

2.5.2 Debate:

The topic of debate was as follows.

Mass transit is better than individual vehicle.

Students were divided into 4 groups each containing 8-10 students. Among them 2 groups

presented For the topic and other 2 groups presented Against the topic.

General rules of debate:

i. Each group was given 10 minutes time.

ii. The participants presented orally and may use any media like Power point or

OHP.

iii. The information supported by the referenced data was given priority during

grading them.

Questionnaire survey:

The proportion of the students that usesd the mass transit and also the proportion that

wants to have individual vehicle (motor bike, car etc.) was be determined before and after

the debate. The difference in their view before and after the debate will show the

effectiveness of the debate.

The questionnaire is given below.

Please tick below the correct option.

Public mass Individual vehicle

Presently using

Future desire

13

2.5.3 Solid Waste littering:

This case study help the students to know about the problems of solid waste littering and

their consequence that intends to change their behavior if they are practicing. For the study

of solid waste littering, students were sent to different places around the College buildings

where they observed and counted all persons littering waste on the colleged compound and

corridors in a day (day time) and also noted down the time. They also counted all the

persons found there in a day (day time) as well as the no. of persons that put wastes in

available dust bin. Also nature of waste as biodegradable (paper, garbage etc.), non-

biodegradable (plastic, metals etc) was identified.

Observation

The solid waste littering in the class room was observed. After the case study, the solid

waste littering in the same class room was observed and the difference was evaluated. This

will give the effectiveness of the survey.

14

Chapter 3

3. ACHIEVEMENTS

3.1 Review of curriculum

The curriculum of Environmental science of Tribhuvan University (TU) was reviewed.

In addition, the curriculum of Environmental Studies and Environmental science of

some other universities were reviewed for the reference.

3.1.1 Review of BSC in Environmental Science:

The BSc in Environmental Science course of TU contain many elements of

education for sustainable development (ESD). Although, it does not use the term

ESD, its content is wide with respect to education for sustainable development.

Fortunately during the implementation of my change project, the University was in

the preparation to review curriculum of the B.Sc. in Environmental Science for the

first time since its implementation in 1997. As a part of change project a wide

discussion was done in the Subject committee meeting to strengthen the course with

ESD contents. Finally, the University has approved the recommended contents of

ESD in the course. The approved new curriculum of the B.Sc. III rd year is shown in

Appendix II and some of the new contents included in the course are:

i. EE and ESD

ii. Key areas of ESD

iii. Ecological footprints

iv. Details on Environment and Sustainable Development

v. History of pollution on the earth

vi. Environmental problems from Ecological, Ethical, Political and Economic

point of view.

vii. History of natural resource conservation

viii. Principles of conservation

ix. Sustainable management of biological resource

x. Sustainable management of water resources

xi. More detail course on Environmental Assessment (EA)

xii. Sustainable management of mountain resources

xiii. Tourism and ecotourism in mountains

15

xiv. Environmental concern and sustainable development of mountains

In addition, it is realized that the objectives of the curriculum will be fully met only

with the application of innovative teaching methodology.

3.1.2 Review of MSC in Environmental Science:

The M. Sc. in Environmental Science course of TU also contains very wide aspects

of ESD. However, followings are recommended for its better course.

i. There should be link up between the B.Sc. and M.Sc. course. Specifically in

biostatistics, the course is overlapping. Some of the overlapped topics can be

removed.

ii. EIA is mentioned in B.Sc. course but it is lacking in M.Sc. course. So, it is

necessary to be included in detail in M.Sc. level with the practical/field work.

iii. The GIS course in M.Sc. is limited in content that rarely gives students a

practical knowledge and skill so its credit hours should be increased by

specially focusing on practical.

In addition, it is felt that the innovative teaching-learning methodology is necessary in

order to achieve the curriculum objectives. The theoretical lectures can be supported

by field based case studies such as Field work, Action research, Role play, Debate,

Group discussion, Survey, Seminars, workshop etc. In this regards, some case studies

were developed within the curriculum to support the theoretical lectures and also

applied which are mentioned below.

3.2 Case studies

The sample of filled up questionnaires are shown in Appendix III.

3.2.1 Biodiversity in Food:

This case study was performed by making 4 groups each containing 12 students. It was

very effective. The objective of this case study by Market Survey is to know the optimum

food item. This also indicates that how sustainable is their city in terms of food. They are:

16

Group 1: Fruits Group

The group selected different sites of the valley for the quetionniare survey and obtained

the following results and recommendations.

i. Banana (large) and Orange (yellow) got the higher score indicating they are good for

consumption in comparison to others.

ii. Although Nepal is an agricultural country, it is not self sustaining in the production and

consumption of fruits. Most of fruits come from India and some like apple (golden)

comes from China.

Recommendations

i. Scientific horticultures should be developed in and around Kathmand valley and in

Nepal in order to make Kathmandu and Nepal self sustaining in fruits production.

ii. Local farmers should be encouraged towards the fruit production by providing

trainings and financial aids.

iii. To discourage the import from foreign country and promote local and domestic

products, additional taxes should be included in the foreign products and thus

collected taxes should be utilized for the horticulture development in Nepal.

iv. Proper transportation and storage mechanism should be developed to promote the

local products.

v. Organic farming should be promoted.

Group 2: Vegetable Group

The group selected different sites such as Kalimati, Dhobighat, Kalanki, Kirtipur,

Baneshwor and Anamnagar of the valley for the questionnaire survey and the following

results and recommendations were obtained.

i. The core area of the Kathmandu city has high cost of vegetables than peripheral areas

which indicates the lack of efficient transportation and monitoring system.

ii. The people of Kathmandu prefer those vegetables grown in Kathmandu.

iii. There is not good storing system for vegetables in Kathmandu. So, the vegetables more

vulnerable to rotting like cauliflower have highly fluctuating prices.

iv. The status of vegetables in not very good in Kathmandu.

v. The organic farming is not well started in Kathmandu.

17

Recommendations

i. The transportation and storage system of vegetables should be made efficient.

ii. There should be monitoring on the quality and cost of the vegetables.

iii. The organic farming should be enhanced.

Group 3: Cereals Group

The group selected different sites such as retailers and wholesalers of Chabahil,

Sinamangal, Kuleshwor, Koteshwor, Ghattekulo, Dillibazar, Nayabazar and Gothatar of

the valley for the questionnaire survey and the following results and recommendations

were obtained.

i. Among different rice varieties, Taichin and Basmati have higer rating indicating their

good quality, sanitation and freshness.

ii. Among pulses, Black pulse got the highest score indicating that it can be preferred

more than others.

iii. Most of the rice and pulses are imported in the Kathmandu valley from the outside i.e

Terai and India. So, its consumption in the valley is not sustainable.

Recommendation:

i. Irrigation facilities should be improved.

ii. Agricultural tools and chemicals should be made readily available in the market

and government should give subsidies on these.

iii. Political stability should be increased.

Group 4: Livestock Group

The group selected different sites of the valley for the questionnaire survey and the

following results and recommendations were obtained.

i. Among different meat items, the rating value was high for mutton i.e. the meat can

be preferred first. However, buff is least preferred due to low sanitary value, low

freshness and quality.

ii. Most of the livestock items (more than 50 %) are obtained from places outside the

Kathmandu valley like from Terai region. Therefore, it can be interpreted that

18

livestock production in the Kathmandu valley is being lowered. It may be because

that most of the land is utilized for human settlement, roads, parks and other urban

infrastructure.

Recommendations:

i. Area of livestock production in or adjacent to Kathmandu valley shoud be

expanded.

ii. Government should set standards for the quality and price of the livestock items

and monitor the market accordingly.

Questionnaire before and after market survey:

The questionnaire survey was done before and after the Market survey to the students. In

addition, a discussion about the result of the survey was held. It showed a very effective

case study.

In this questionnaire, the students were asked to give the rating score for food item based

on their food consumption behavior giving the score 1 for the highly preferred food for

consumption and so on in each category like Fruits, Vegetables, Cereals and Livestock. In

addition, they were required to tick the source of food item they were consuming. This

Questionnaire was applied before and after the real market survey to the all students

involved in this survey. Finally the difference between these questionnaires was evaluated.

All the students surprised to know the status of foods in the valley. These foods are

unsustainable in the valley specially the fruits. More food items are imported from outside

the valley either from other districts (Terai) or from India. The food security is worse. A

small disturbance can imbalance the supply of foods to the valley causing a serious risk. In

addition, the storage system for foods such as vegetables is not good. Therefore, the

students knew the unsustainable behaviour of their food consumption and realized a

change is necessary in their habits. The post-market questionnaire survey to the students

has shown that their food preferences have been changed to some extent. Mostly, their

post-market desires matched the result of the market survey. The pre-market survey to the

students showed that 97 % of the students are consuming most of the items from any

place (source) however after the market (post-market) survey, the students desiring to

19

consume food items from any place (source) was decreased to 17 % of the students.

This means 83 % students want to consume food items coming from particular place most

preferably from Kathmandu and then within Nepal if not produced in Kathmandu.

3.2.2 Debate:

A debate was conducted among the students of M.Sc. Environmental Science (first year)

on Mass transit is better than individual vehicle. Students were divided into 4 groups

each containing 10 students. Among them 2 groups presented For the topic and other 2

groups presented Against the topic.

After the debate, a discussion was held among the students. It showed that individual

vehicle is better as:

a. We can reach the destination in time.

b. It saves time.

c. It is needed to reach a recreation site where mass transit may not reach.

d. Individual vehicle running on electricity is also available that pollution free or less.

e. It has high security as oneself control the driving.

f. It is comfortable.

g. It is must in case of emergency.

Whereas mass is also better as:

a. More people can travel at one time.

b. It saves energy.

c. It does less pollution than individual vehicle.

d. It increases the durability of roads.

e. If more people travel on mass transit, there will be less vehicles on the road that

decreases traffic jam and destination can be reached in time.

f. Well managed mass transit like City bus services, electric train etc. is comfortable.

g. Well managed buses and electric trains give security.

Before (pre-debate) and after the debate (post-debate), a questionnaire survey was

conducted among the students. The pre-debate questionnaire survey showed that 94 %

students are presently using mass transit and remaining 6 % are using individual vehicles

20

(motorcycles). Among them, 24 % students want to use mass transit and 76 % students

want to use individual vehicle in the future. However the post-debate questionnaire survey

showed that students that want to use mass transit in the future is increased than before

debate. It revealed that 32 % students want to use mass transit in the future. The

percentage increased from 24 % to 32 % which is due to the organization of the debate.

The debate was very effective to change their thinking and that is expected to change their

behaviour too.

3.3.3 Solid Waste littering:

This case study was conducted among the students of B.Sc. Environmental Science (First

year) of Padmakanya Multiple Campus, Kathmandu.

For the study of solid waste littering, students were sent to different places around the

College buildings where they observed and counted all persons littering waste on the

college compound and corridors in a day. Altogether about 450 persons entered in the

college compound. 88 persons (19.56%) have thrown wastes within the compound and

among them 32 persons (7.11%) used dust bins to throw wastes and 56 persons (12.44%)

did not used the dust bins to throw wastes. Almost all wastes were paper, plastic

(polythene bags and packaging bags) and some were fruits scraps.

Observation

The solid waste littering in the class room was observed for a week. After the case study, a

discussion among the students was held among about the impact of solid waste littering.

About 12 % people have effected the whole environment of the campus. The solid waste

littering in the same class room was observed for a week after the case study and it showed

that the solid waste littering was decreased to some extent in their class rooms and they

used the dust bins for throwing the wastes. It showed that the case study have developed

alertness among the students for not littering the solid wastes. It is expected that the

behaviour will continue in every aspects of students life.

21

Chapter 4

4. CHALLENGES AND THE WAY FORWARD

4.1 Challenges during curriculum review:

At the beginning it was expected to organize a workshop in order to give a final form to

the curriculum by including Environmental Science Subject Committee of Tribhuvan

University (TU); Vice-Chancellor (VC), Rector and Dean of Institute of Science and

Technology, TU; University Grant Commission (UGC); Ministry of Education and Sports;

Ministry of Environment, Science and Technology; Ministry of Forest; Representatives

from INGOs; NGOs; Environmental Scientists and other University Representatives. As

I mentioned in the proposal, it is beyond my daily work which I can only propose and

cant force to conduct it. So, it was not possible due to the lack of financial support and a

meeting was conducted with the Environmental Science Subject Committee to discuss on

the review of the curriculum and finally my recommendations on possible ESD contents of

the curriculum were approved as shown in appendix I.

4.2 Challenge during case study implementation:

The students said that the questionnaires were incomplete. Some food items like fruits

mentioned in the questionnaires were not in the market but some that were not mentioned

in the questionnaires were in the market. It is due to seasonal production of fruits and they

did some correction in the field. However, our overall goal is to see the market by students

and know the real situation of food supply of the Kathmandu which was fully met.

4.3 The way forward:

Successfully, the curriculum of Bachelor level (B.Sc.) in Environmental Science in

Tribhuvan University was reviewed and ESD terminology and Key areas of ESD are

included in it which was approved by the university. Similarly, the university is planning

to review Masters level (M.Sc.) in Environmental Science, more ESD contents will be

proposed in it. It is noteworthy that, for the effective implementation of the curriculum,

the innovative teaching methodology is necessary. Since, only three case studies were

applied in the class room to show ESD in practice, more case studies will be applied in the

future by me as well as other teachers will also be encouraged to apply similar case

studies. If time permits, a teachers training will be conducted for the university lecturers

of Environmental Science.

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Chapter 5

5. CONCULSION

Tribhuvan University has reviewed the curriculum of B.Sc. Environmental Science for the

first time in 2009 since its implementation in 1997. This change project has successfully

introduced the contents of ESD. However to achieve these objectives, it is necessary to use

innovative teaching methodology such as pluralist approach with the participation of every

student of the class. As a model, three case studies were developed within the curriculum

and implemented in students of M.Sc. and B.Sc. in Environmental science. These case

studies were successful to make the students to think critically on the issues of the

environment and behave accordingly helping to change their behavior.

23

REFERENCES Bhandari, Bishnu B. and Osamu Abe. 2003a. ESD in the Asia-Pacific. From the Eyes of

the Environmental Educators. A paper presented at the Rikkyo International Symposium

on Globalization and Education for Sustainable Development in the Asia-Pacific Region,

Rikkyo University, Tokyo, 31 July-1 August 2003.

Bhandari, Bishnu B. and Osamu Abe. 2003b. The ABC of ESD. A paper presented in the

International Seminar on Wise Use and Conservation of Mangrove in Southeast Asia,

jointly organized by Forestry Department, Universities Brunei Darussalam, Ramsar Center

Japan and Institute for Global Environmental Strategies (IGES, 6-8 October)

Bhandari, Bishnu B. and Osamu Abe. 2003 c. Education for Sustainable

Development in Nepal: Views and Visions. Japan: International Institute for Global

Environmental Strategies (IGES).

Hesselink, Frits; Pert Paul van Kempen and Arjen Wals. 2002. ESD debate: International

Debate on Education for Sustainable Development. Gland: IUCN Commission on

Education and Communication (CEC).

Huckle, John and Stephen Sterling. 1996. Education for Sustainability. London: Earth scan

Publication Ltd.

PCSD. (1996). "Education for sustainability: An agenda for action." The Proceedings of

the "National Forum on Partnerships Supporting Education about the Environment,.

Washington, DC: U.S. Government Printing Office. [ED 403 158].

Tilbury, D. 1995. Environmental education for sustainability: Defining the new focus of

environmental education in the 1990's. "Environmental Education Research," 1(2), 195-

212. [EJ 509 039]

Wheeler, Keith A. and Anne Perraca Biju (editors) 2000. Education for a Sustainable

Future: A Paradigm of Hope for the 21st Century. New York: Kluwer Academic/Plenum

Publishers.

24

APPENDIX I

Approved curriculum of B.Sc. in Environmental Science, Tribhuvan University with

ESD content

Paper I

Course Title: Environmental Pollution and Control

Course No: Env 331 Full Marks: 100

Course nature: Theory Pass Marks: 35

Year: III

Course Objective: To acquaint the students with fundamental issues on Environment

pollution and control.

Unit 1: Environmental Pollution:

Definition and types of environmental pollution, History of pollution on the earth,

Environmental problems from Ecological, Ethical, Political and Economic point of view.

5 hrs

Unit 2: Air Pollution: 2.1 Types and sources of air pollutant:. Source, chemistry and nature of outdoor and

indoor air pollutants, Photochemical and industrial smog, Effects of air pollution on

materials, atmospheric properties, vegetation, animals and human beings, Air Quality

Standards and legislation, Air pollution index, Air pollution control and prevention.

2.2 Micro-meteorological fundamentals, Nature and effects of meteorological parameters

on transport and diffusion of air pollutants, Principles of air mass turbulence and diffusion,

Effective height of emission and Gaussian plume model to determine concentration of

pollutants, Natural pollutants removal process in the atmosphere.

18 hrs

Unit 3: Water Pollution: Types and sources of water pollution, physio-chemical parameter of water pollution, water

quality criteria and standards, methods of water analysis, wastewater treatment methods;

physical, chemical and biological, other types of water pollution control, water pollution

control legislation. 18 hrs

Unit 4: Soil erosion and conservation: Soil erosion- types, causes and consequences, Introduction to agriculture soil, control of

soil profile development, soil monitoring, soil and world economics, soil loss estimation-

universal soil loss equation and its limitations, Gully Erosion and Reclamation soil

degradation, soil conservation techniques, concept of watershed management.

10 hrs

Unit 5: Solid waste management: Sources and types of solid waste, nature and composition of solid waste, solid waste

management methods, collection and disposal of solid waste, selection of disposal site,

25

landfills, incineration, composting methods, 6-R system of solid waste management,

Anaerobic digestion technique for energy recovery. Hazardous wastes: sources and

disposal/management options, UNEP guidelines for disposal of hazardous waste.

Agricultural waste management, Industrial waste management. 10 hrs

Unit 6: Noise Pollution:

Sound and noise, Noise from different sources, unit and measurement, impact of noise and

its control. 5 hrs

Unit 7: Radiation and Environment: Radioactivity and its unit, Radiation and types, Radiation dose, Effects of ionizing

radiation, Nuclear fission and Nuclear power plants, Nuclear fuel cycle, Radioactive waste

management and treatment, Nuclear effects, Residual radiation; induced radioactivity and

radioactive fall out, Nuclear test, explosion and accident, General methods of radioactivity

measurement. 13 hrs

Unit 8: Environmental Toxicology:

8.1 Toxicology; Environmental, economic and forensic toxicology, Toxicants and types,

Fate of toxicants in living system, Fate of toxicants in food chain, Pesticides, Effects of

pesticides; ecosystem effects, enzyme inhibition, Problems with pesticide use, Effect and

response of dose, Acute and chronic effect, Dose response relationships, frequency

response relationships, Indices of toxicity, Cumulative toxicity

8.2 Basis of toxic action, Biological and chemical factors influencing toxicity, Mechanism

to minimize toxic effects, Laboratory determination of toxicity, Acute and chronic toxicity

testing. 15 hrs

Unit 9: Earth Hazard Control

9.1 Natural Hazards:

Hazard, Danger and Risk in terms of definition, Disaster, principle of avoidance,

classification of Hazards, Geomorphic and climatic subdivision of the Himalaya and

related hazard, geological factors of hazards, strength of rocks and soil, surface runoff,

overland flow and viscous flow, Hazard assessment,

Mass movement: Classification of mass movement, landslides, and debris flow, hill slope

and river bank processes, mode of rock failure.

Earthquakes: nature, motion, intensity and magnitude, Intensity scales and earthquake

hazard assessment,

Glacial Hazards: Flow regime, glacial landforms, glacial lake and Glacial Lake Outbursts

Floods.

Flood Hazards: river channel and river channel morphology, flood frequency and flood

damages, drought and famine, Desertification

9.2 Natural Hazard Control: River training works, Retaining structures, bioengineering

techniques and practices, preparation of Hazard maps. 22 hrs

Unit 10: Urbanization and sustainable cities:

Urbanization and Urban growth, Urbanization in developed and developing countries

Pattern of urban growth and development in Nepal, effects of urbanization, economic and

ecological criteria of urbanization, ecological footprint, methods of making urban areas

26

sustainable, environment and development, origin and development of sustainable

development. 12 hrs

Unit 11: Environmental Assessment:

Concept, history and importance of Environmental Assessment (EA), Different levels of

EA, Strategic environmental assessment (SEA), Project level EA: IEE and EIA, Process

and steps in IEE and EIA: Environmental screening, Scoping, Terms of Reference (TOR),

Baseline information collection, Alternative analysis, Identification, prediction and

evaluation of environmental impacts, Environmental protection measures (EPM),

Environmental monitoring, Environmental auditing, Environmental management plan

(EMP), Preparing EA report, EA report review and decision process, Stakeholder

consultation and public participation, EPA/EPR and environmental assessment, EA

approval process in Nepal, Relevant acts, policies and guidelines related to EA, Case study

example of an EIA of a river valley project/ industry/ road.

22 hrs

27

Paper II

Course Title: Resource Conservation and Management

Course No: Env 332 Full Marks: 100

Course nature: Theory Pass Marks: 35

Year: III

Course Objective: To enable students to acquire basic knowledge on resource

conservation and management.

Unit 1: Natural Resources and Conservation:

Definition and types of Natural Resources, Environmental crisis on planet earth, History

of natural resource conservation, Principles of conservation, Environmental Education and

Education for Sustainable Development (ESD), Key areas of ESD. 7 hrs

Unit 2: Human Resources:

Demography, World human population, Population dynamics: Environmental and socio-

economic factors of fertility, mortality and migration and their measures, Human

population growth, human population distribution and trend in Nepal, Human population

regulation, Human resource management for environmental conservation, Human

population projections. 15 hrs

Unit 3: Water Resources:

Hydrological cycle, Major water reserves: ocean, glacier, surface and ground water, Uses

of water resource, Water resources of Nepal, Drinking water demand and supply, Method

and techniques of drinking water supply and irrigation, Types of irrigation, Illustration of

hydropower plant with reservoir, Renewable and new sources of water, Multi-purpose

scheme for water resources development, Sustainable management of water resources.

15 hrs

Unit 4: Biological Resources:

Biological resource and biodiversity, Biological resources of Nepal, Benefits from

biological resources: Forest, agriculture, rangeland and wildlife. Threats and status of

biological resource in the world and Nepal, Bio-piracy and bio-safety, Opportunities of

biodiversity conservation in Nepal, Sustainable management of biological resource.

15 hrs

Unit 5 Earth Resources:

5.1 Land resources: Land resources and Landuse, Land capability classification, Land suitability classification, Land capability and Landuse in Nepal. Land type and

productivity, Land reform policies and practices in Nepal, Landuse perspectives.

5.2 Mineral resources: Geology of mineral resources, mineral resources of Nepal A) metallic mineral B) non metallic mineral- a. chemicals, fertilizer, insulators,

ceramics, refractories and abrasives, b. gem minerals, c. construction materials, d.

fuel and thermal springs. Mining practices A) opencast mining and B) underground

mining and its adverse effect in environment. Mineral based industries in Nepal,

Mineral law and policy, mine field reclamation techniques.

20 hrs

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Unit 6: Energy Resources:

Types of energy resources: perpetual, renewable and non-renewable energy resources.

Energy resources of Nepal: Fuel wood, Agricultural residue, Animal waste, electricity etc.

History of energy consumption of Nepal: Residential, Industrial, Agricultural, Commercial

sector energy consumption of Nepal, Alternative energy sources, Energy economics and

policy, Environmental consequences of energy consumption. 15 hrs

Unit 7: Food Resources: Major food resources and production, world food problems, new trends in food resources,

human nutrition and health problems associated with food, food sufficiency, organic food

products and environmental benefits, issues in organic farming, agricultural policy of

developed and underdeveloped countries, agricultural and food policies in Nepal.

16 hrs

Unit 8: Mountain Resources:

Altitudinal features of the earth, Ecological zonation of mountains, Ecological zonation of

the Himalayas, Physical, biological and climatic constraints of mountain life, High altitude

biology and human adaptability, Natural resources of mountains, Sustainable management

of mountain resources, Tourism and ecotourism in mountains, Environmental concern and

sustainable development of mountains. 18 hrs

Unit 9: Environmental Economics:

Economics and environmental economics interrelationships, Environmental and natural

resources economics, rise of environmental and natural resources economics in global

perspectives, economic growth and development, environmental limits of economic

growth, environmental impacts of economic growth, Economic valuation of ecosystem

services (Direct market valuation, Travel cost method and Contingent valuation method).

14 hrs

Unit 10: Environmental Policy and legislation:

Environmental policies, Environmental policy in Nepal, International treaties,

conventions, agreements and commitments, National legislation on environment,

Provisions in Environmental Protection Act and Regulation, International and national

environmental organizations and their functions, Institutional arrangement for

environmental conservation in Nepal. 15 hrs

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APPENDIX II

PHOTO DISPLAY