2016 - 2017

Annual Report2016-2017

Centre for Environment Education

Nehru Foundation for Development, AhmedabadSupported by the Ministry of Environment, Forest and Climate Change

Government of India

CEE

From the Director’s Desk

The year 2015-16 was a very significant year for Global decisions regarding the environment.In September 2015 the Sustainable Development Goals were agreed upon at the UN. TheClimate Change agreement was reached in November 2015 at Paris. Responding to the challengeof implementing the SDGs and Intended Nationally Determined Contributions (INDC), CEEorganised an international conference on ESD from January 11-13, 2016. In cooperation withMoEF&CC, Government of India, UNESCO and UNEP, it highlighted the role of education inachieving the Sustainable Development Goals.

CEE as a Centre of Excellence in Environmental Education (EE) implements over 100 projectsat any given point of time on various EE and Education for Sustainable Development (ESD)related issues. With this, the role of education in its broadest sense, including training andcapacity building, communication and creating public awareness, becomes a key strategy forachieving the SDGs. The January conference developed education strategies for each of theSDGs.

Over the last 32 years, CEE has implemented projects in partnerships at national andinternational level. CEE’s partnership at grass root level has witnessed remarkable achievementsin various initiatives, be it school education, higher education, rural development initiatives,climate change initiatives, biodiversity, water and sanitation and many more. CEE designedand developed the flagship mobile exhibition; Science Express Climate Action Special mountedon a train travelled to 62 destinations could spread climate change education and awarenessamong 24 lakh visitors in the country. Parampara - India’s Culture of Climate Friendly SustainablePractices brought together several Indian traditions that represent sustainable practices. Thebook was launched by the Hon’ble Prime Minister of India Shri Narendra Modi at twenty firstsession of the Conference of Parties (COP 21) to the UNFCCC in Paris, France, 30 Novemberto 11 December 2015. The Parampara catalogue is a collection of a range of climate friendlytraditions and practices from across the country which promotes more sustainable life styles,sustainable production and consumption.

CEE implemented programmes on Water Sanitation and Hygiene (WASH) in more than 700schools in more than 7 states in India to complement the Swachh Bharat Mission (SBM).Through these initiatives CEE aimed to develop an Operation and Maintenance mechanismalong with monitoring of WASH infrastructure and practices among children by involvingdifferent stakeholders in it. CEE’s model WASH initiative “Daily Handwashing for an Ailmentfree Life (DHaAL), which was implemented in Assam was replicated in many other states likeBihar, Rajasthan, Madhya Pradesh, Karnataka etc. CEE’s initiatives are also highlighted in theSwachh Bharat Swachh Vidyalaya hand book prepared by the Ministry of Human ResourceDevelopment (MHRD).

CEE’s primary objective of strengthening environmental education and awareness was alsothrough its initiatives taken for National Green Corps (NGC), Paryavaran Mitra, Earthian, MariShaala, Swapnil Shala, Gyan Setu, CEE ka Bioscope and many other initiatives taken upnationally or at regional and state level. These initiatives have remarkably helped in achievingthe SDG goal 4.7 which envisaged “By 2030 ensure all learners acquire skill needed to promotesustainable development, including among others through education for sustainable developmentand sustainable life styles, human rights, gender equality, promotion of a culture of peace andnon-violence, global citizenship and appreciation of cultural diversity and of culture’scontribution to sustainable development.

Kartikeya V. SarabhaiDirector

Contents

Introduction 1

1. Education for Children 11

2. Higher Education 56

3. Education for Youth 60

4. Experiencing Nature 65

5. Communicating Environment through Media 71

6. EE through Interpretation 73

7. Knowledge Management for Sustainability 74

8. Industry Initiatives 77

9. Sustainable Rural Development 87

10. Sustainable Urban Development 94

11. Water and Sanitation 100

12. Waste Management 115

13. Biodiversity Conservation 118

14. Disaster Preparedness and Rehabilitation 128

15. Facilitating NGOs and Community Initiatives 131

16. Training, Capacity Building and Networking 135

17. CEE and the UN 140

18. Material Development and Publications 145

19. Institutional Development and Support 146

20. Events 150

21. Facilitating, Networking and Participation 162

22. CEE Governing Council 171

23. CEE Offices 174

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Introduction

EDUCATION FOR CHILDREN

CEE, as the resource agency for National GreenCorps (NGC) programme, provided technicalsupport, guidance and relevant resourcematerials, and facilitated events in schoolsthroughout the year. CEE team in Assam, Bihar,Chhattisgarh, Gujarat, Rajasthan and UttarPradesh organised series of environmentrelated events and activities for NGC schoolsduring the year 2016-17 on various occasions.Save Sparrow Campaign, Green WaveCampaign, summer vacation workshops, Runfor Environment, Water, Sanitation andHygiene (WASH) education programme,orientation programme on low carbon lifestylesand others were conducted by CEE for schoolstudents. Various campaigns like Safai KeSitare, Swachhagraha ke Reporters andGandagi Se Azadi were organised in schoolsto promote Swachh Bharat Mission.

Paryavaran Mitra Puraskar (Paryavaran MitraAwards), the annual award process, was amajor activity carried out in 2016-17 and sawentries in the school, teacher and studentcategories from all over India. This year, fiveexemplars were recognised at the nationallevel through a jury process. Paryavaran Mitrawebsite was revamped in 2016-17 to a lighterversion and is now the gateway to severalESD initiatives. A soft copy of the ParyavaranMitra Teacher’s Handbook is now availablein English, Hindi, Urdu, Gujarati and Teluguon the website.

As part of the Children Forest Programme (CFP)2016-17, CEE North team conducted 25 naturetours where over 2000 students along with 40-50 teachers from schools in Bareilly District ofUttar Pradesh attended. The year 2016-17 sawthe Eco Schools programme gainingmomentum in different states with newerschools expressing interest in being a part of

the programme. Under the Eco SchoolProgramme, schools in Lucknow and Punewere awarded the Green Flag in 2017 forexemplary work done.

The flagship activity for 2016-17 under theEnvironment Service Scheme (ESS) was‘preparation of nursery’ at school level. Fiftythree schools prepared nurseries with morethan 14000 saplings of local plants. ESSschools partnered with Wipro for the EarthianAward. Marishala project, which is in its thirdyear of implementation, is working with 60primary schools in Halvad Block of MorbiDistrict in Gujarat. In the academic year of2016–17, 339 children were enrolled in schoolsthrough the efforts of the project team.

Project E-Guruji has been started by CEEAhmedabad and Essar Foundation. Theprogramme will facilitate ‘Smart Class’ inselected schools to provide quality educationthrough advanced technology. At present, 350students of classes 6-8 in the selected schoolsare facilitated to perform Maths and Scienceactivities. The theme for Indradhanush 2017was ‘Connecting Science with Everyday Life’.This year, a wide range of activities, models,experiments, demonstrations and exhibitionswere brought in for students to explore thescience behind objects, activities andphenomena we experience as part of our dailylives.

The new features of ‘Student corner andQuestion paper’ in the Gyansetu applicationwas shared with the teachers. Under theGyansetu project, 50" LED TVs were providedso that the ICT material in the tablet could beprojected. This year, the system has beeninstalled in six schools which would beupdated with feedback from the teachers whouse it. CEE West with support from TataConsultancy, Gandhinagar, introduced the

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‘Anadshala Gandhinagar’ programme in fourgovernment schools of Gandhinagar.

CEE ka Bioscope programme reached out to300 students of grades 7-9 during the year. ACKB Programme Manual, consisting of a set oftwo books, was finalised. As part of theSwapnilshala programme, capacity buildingof teachers as facilitators of education wasconducted and the the revamped school washanded over to the school authorities andcommunity on August 19, 2016.

The Urja Chetana project won the Global CSRExcellence and Leadership Awards 2016under the Developing Sustainable Strategiescategory for Calcutta Electric SupplyCorporation Limited in the year 2016. Theproject directly benefited 175 teachers, 10,881students and 27,071 community membersduring the year. Akshaya Patra and CEE forWASH developed communication materialand portable hand washing units to showcasethe ideal method of hand washing in schools.Over 3114 students, 166 teachers and 93 cookswere addressed during the year.

CEE facilitated the International EducationalExchange Programme in India organised bythe Ministry of Education, Culture, Sports,Science and Technology (MEXT) of Japan andthe Ministry of Human Resource Development(MHRD), Government of India. Fourteenteacher participants from elementary andsecondary education and non-formaleducation centres from India participated inthis exchange programme held in Tokyo, Japanfrom November 6-13, 2016.

As part of the ESD Expert Net, CEE isdeveloping educational material for middleschool teachers on the 17 SDGs, and is part ofthe small group that is conceptualising a

mentoring programme which will be offeredin 2017 in a virtual mode.

CEE Central Regional Cell is providingknowledge support and managing the SrushtiMitra Awards (SMA) programme for theEnvironment Department, Government ofMaharashtra. The Award aims to recogniseand acknowledge the efforts and actions forraising awareness about the conservation ofthe environment.

HIGHER EDUCATION

Two issues of Journal of Educaiton forSustainable Development (JESD) was broughtout during the year.

Regional Centre of Expertise (RCE) Srinagarreceived the United Nations University –Institute of Advanced Studies (UNU-IAS) 2016RCE Award for Innovative Projects in ESD inthe ‘Outstanding Flagship Project’ category.The award was for its ‘Climate Smart andDisaster Resilient Communities in the IndianHimalayan Region’ programme that hascontributed towards community engagementin Climate Change Adaptation and DisasterRisk Reduction across the Indian HimalayanRegion.

RCE Kodagu was awarded for its innovativeproject titled “Nature Education Programmeon Sacred Groves” as one of the flagshipprojects by the UNU-IAS.

In 2016-17, CEE offered Modules on WasteManagement and Renewable Energy atDevelopment Management Institute, Patna;Environmental Studies to the first year studentsof Chemical Engineering and ICT atAhmedabad University; and Introduction toEnvironment at CEPT University for 100 firstyear undergraduate students of the Faculty ofArchitecture.

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EDUCATION FOR YOUTH

South Asia Youth Environment Network(SAYEN) Secretariat supported the youthevents organised at the Indian Institute ofTechnology (IIT) Kharagpur, IIT Mumbai, IITRoorkee and Birla Institute of Technology(BITS) Goa, where guidelines for organisingevents sustainably were shared with theinstitutes. CEE continues to receive interns andin 2016-17, the SAYEN Secretariat facilitatedthe placement of 120 interns and volunteers invarious offices of CEE, in different thematicareas and with the ongoing projects. SAYENand CEE celebrated International Youth Day,August 2016 by conducting simultaneous on-ground events in major cities across thecountry on the occasion.

CEE was the Knowledge Partner for CMCVatavaran 7th travelling edition. CEE andSAYEN organised a hands-on workshop oncashless transactions as part of DigitalPayment Campaigns held on National YouthDay, January 2017. CEE participated in YoungReporters for Environment National OperatorsMeet, February 2017 at Portugal. As part ofYRE Litter Less Campaign, orientation andtraining of teachers were conducted.

For the first edition of the India EnvironmentFestival, CEE co-organised a panel discussionon “Pirana – Whose Responsibility?” Aprogramme titled “Nature ConservationEducation Programme (NCEP) for Rural TribalYouth” was organised by CEE Karnataka, incollaboration with NMNH (National Museumof Natural History) and the state ForestDepartment March 16-17, 2017.

EXPERIENCING NATURE

Sundarvan received the Rufford Small Grantfrom Rufford Foundation, UK, to carry outsnake awareness programmes for government

schools in Ahmedabad. Sundarvan receivedtwo African Slender-snouted crocodiles fromMadras Crocodile Bank Trust (MCBT),Chennai. In addition to various activitiesconducted by the nature park, this year,Sundarvan introduced an annual membershipprogramme for schools – ‘Naturalists ofSundarvan’. Sundarvan had 82,514 visitorsduring the year.

Nature camps ranging from the forest campsat Sambalpani and Bakore to the cold desert inLadakh and the hot sandy desert of Rajasthan,from marine camps at Beyt Dwarka tomountain trekking and adventure camps atMt. Abu and the Himalaya were organisedduring the year. In all, more than 4000 peopleparticipated in these nature camps, whichhelped to ignite in them an appreciation andlove for nature.

CEE Delhi, CEE North and CEE North Eastorganised five batches each of Nature Campsduring 2016-17 under the National NatureCamping Programme (NNCP) of the Ministryof Environment, Forest and Climate Change(MoEF&CC), Government of India.

CEE Karnataka, in collaboration with theForest Department of the state, conductednature camps for rural school children. CEECentral implemented the educational project‘Awareness and Education about Birds in PuneCity’, a project taken up by the Pune MunicipalCorporation and Indradhanushya Centre forCitizenship and Environment Education.

COMMUNICATING ENVIRONMENTTHROUGH MEDIA

CEE-ENVIS Centre on EnvironmentalEducation and Sustainable Developmentwebsite has been restructured according tothe ENVIS website template provided by theMinistry with a number of informative

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databases on EE & ESD. The Secretariatreceived more than 1600 queries pertaining tovarious topics and themes like environmentalcourses, climate change, biodiversity, naturalphenomena and others. The Centre reachedout to about 50 schools in Ahmedabad togenerate awareness about ESD in general andENVIS activities in particular. The publication,Ideas for a Swachh School was brought out bythe ENVIS Centre as an initiative to promotethe national campaign, ‘Swachh Bharat:Swachh Vidyalaya (SBSV)’ of the Governmentof India.

EE THROUGH INTERPRETATION

During the year, CEE has undertaken a numberof interpretation projects which include theInterpretation Centre at Bir Talab Zoo,Bathinda, Punjab; Museum-cum-Interpretation Centre at Jabalpur; BhagyanagarNandanavanam Park; Interpretation Centre atNarpally; Signages at Pushpagiri WildlifeSanctuary; Interpretation Centres at AmrithiZoological Park, Vellore District and ZeroPoint, Kanyakumari District. Some of the abovehave been completed while others are inprogress.

KNOWLEDGE MANAGEMENT FORSUSTAINABILITY

CEE, with the support of and in partnershipwith the National Centre for SustainableCoastal Management (NCSCM), facilitatedfield studies in the coastal areas of Karnataka,Gujarat and Andhra Pradesh as part of theresearch study on “Assessment of socialdependency and governance aspects inCritically Vulnerable Coastal Areas (CVCAs)”.

CEE partnered with the Soka GakkaiInternational to bring to India the famousexhibition ‘Seeds of Hope – the Power of One’.CEE associated with SGI to measure the impact

of the exhibition among school going children.The exhibition was showcased in three Indiancities – Hyderabad, New Delhi and Kolkata.

CMU team compiled information from 186publications brought out by CEE as part of theEnvironmental Orientation to SchoolEducation project for the Bharatavani Projectbeing facilitated by the Central Institute ofIndian Languages, Mysuru. The project themefor this year was Environmental Sciences.

INDUSTRY INITIATIVES

CEE Climate Change group conducted a twomonths in-depth Certificate Course in ClimateChange for 22 Science Communicators of theScience Express Climate Action Special. CEEtrained the new batch of ScienceCommunicators for Vikram A. SarabhaiCommunity Science Centre. CEE participatedin the fourth Dialogues on Action for ClimateEmpowerment held in Bonn, Germany in2016. At COP 22 in Morocco, CEE organisedand participated in side events at the IndianPavilion on low carbon development, climatechange education and sustainable lifestylesand equity. CEE and the Indian Youth ClimateNetwork, with support from Heinrich BoellStiftung, organised a three day event for thelocal COY 12 in November 2016 inAhmedabad for the South Asian participants.

CEE conducted three workshops on theperceptions of different communicationnarratives on the topic of climate change withuniversity students in Ahmedabad. It was thefirst of its kind seminar and study in India.CEE prepared a background paper for the 2016Global Education Monitoring report,‘Education for People and Planet: CreatingSustainable Futures for All’.

IPP group at CEE was Technical Advisory tothe National Green Tribunal (NGT), CETP of

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Pandesara, South Gujarat Textile ProducersAssociation (SGTPA), Green EnvironmentServices Co-operative Society Limited(GESCSL) and Policy Advisory to enforcingagencies like GPCB, GCPC, LDCE (BREFDocument for textile sector) and NGT. Researchand Development (R&D) services wereprovided to waste utilisation centres withGESCSL and SGTPA; and for pre-processingfacility, caustic recovery, and product recoveryfrom waste with LDCE.

IPP group conducted capacity buildingprogrammes based on Industrial Waste WaterTreatment, Air Pollution Control, HazardousWaste Management and Cleaner Productionfor more than 600 industries, during April2016 to March 2017.

SUSTAINABLE RURAL DEVELOPMENT

CEE’s Jasdan Field Office works closely with55 active self-help groups (SHGs) who havebeen strengthened and capacity built througha variety of programmes. The women SHGmembers developed around 52 differentproducts worth Rs. 40 lakh and participatedin eight fairs during the year. About 130farmers joined the certification agency, whopurchased the farm produce from them duringthis period. Gramshilpi Jaldip Thakar, hasbeen awarded with “Mahadev DesaiGramseva Award” by Gujarat Vidyapith,Amedabad, for his commitment to the peopleof his village. During the year, Gramshilpissupported more than 200 children frommigratory families by running residentialfacilities and providing better education.

As part of Jalsetu - Empowering Women ElectedRepresentatives for Water Governance andClimate Change programme, a range ofprogrammes were conducted with womenSHG leaders, PRI members and Elected

Women Representatives. Between January andMarch 2017, 10 more project villages wereadded to the project area. The project PrakrutiShala – Schools for Sustainability was initiatedin September 2016 in five schools in Sanandtaluka of Ahmedabad District. As part of theproject, a ‘Prakruti Shala Resource Corner’ isbeing developed in each school.

The Humanitarian Engineering DesignSummit India 2016 was planned andimplemented in partnership with CEE whereCEE facilitated the learning experience for 47students and 11 facilitators from EngineersWithout Borders (EWB), Australia at Halvadand Jasdan field offices of CEE. CEE TamilNadu has facilitated the capacity buildingprogramme on EMF for the 182 Project Officialsand 1294 Field Functionaries of TNEPRPduring 2017. The mode of training includedclassroom sessions, group work and fieldvisits.

SUSTAINABLE URBAN DEVELOPMENT

In 2016, under the UNESCO Chair, the ‘Streetsfor People’ course was offered toundergraduate and postgraduate studentsstudying architecture, planning, managementand design. CEE is involved in guiding thedevelopment of communication approaches,assisting in the preparation of trainingmanuals and developing training modules forconducting community based resilience plans.CEE is actively involved in the junction designand traffic control for HL Commerce Six Roadsand Dilli Darwaja in Ahmedabad. Currentlythe trial runs for these two junctions are beingplanned to be conducted by CEE incollaboration with Traffic Cell and otherstakeholders.

CEE brought out the Indian Edition of the Stateof the World (SOW) Report, 2016: “Can a City

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be Sustainable?” Shri Kartikeya V. Sarabhai,Director, CEE; Ms. Madhavi Joshi and Ms.Sanskriti Menon, Programme Directors, CEE,have contributed a case on Ahmedabad andPune in the SOW 2016. As part of introducingthe book to various audiences, a series of fourpanel discussions was conducted inAhmedabad, Bhopal, Patna and Chennai.

CEE, in partnership with Mahila HousingSewa Trust (MHT), has designed andconducted a cultural trail at Dhal ni Pol,emphasising the cultural heritage of the oldcity of Ahmedabad. CEE designed andorganised a three day National Conference onthe theme ‘Smart and Sustainable Cities’ forthe Bal Bhavan students. About 118 studentsand 29 teachers from 26 Bal Bhavan centresfrom different states participated in theconference.

Pune Municipal Corporation (PMC) BRTSPromotion and Outreach Programme, Publicconsultations for the preparation of the draftPune Cycle Plan, Workshop for Street Vendorsat Yashada, Pune; Baseline survey of Kolkata,Durgapur and Siliguri to help map key factsabout the transport sector and governance atthe city level as part of Study on TransportGovernance Initiative in West Bengal andwalkability study of two roads of Guwahatias part of Guwahati Urban Transport Project(GUTPro) were the Sustainable UrbanDevelopment Activities carried out by CEEduring the year.

WATER AND SANITATION

CEE was designated as the nodal agency byNational Mission for Clean Ganga (NMCG) toconduct Ganga Swachhata Pakhwadacampaign along the Ganga river, coveringprime cities and towns. The awarenessactivities of the Pakhwada were conducted in

17 cities and towns along the river, in fiveGanga basin states - Uttarakhand, UP, Bihar,Jharkhand and West Bengal. Also, CEE hasbeen invited to take up activities at the Ghatlevel along with the formation Clean GangaClubs in schools and colleges as part of CleanGanga Programme at Varanasi

CEE Northeast, CEE Jaipur and CEEKarnataka carried out various activities duringthe year as part of WATSAN Programme. CEEteam in Jaipur was invited to share itsexperience of whole school approach andWater, Sanitation and Hygiene (WASH)education programmes at a state levelworkshop in Jaipur, organised by UNICEF andEducation department, Government ofRajasthan.

Swacha Shale Programme initiated in 2015 byCEE Karnataka, has been extended to 7000schools during 2016-17, and is linked to theMid-day Meal scheme of the Karnatakagovernment. Global Hand Washing Dayconducted by CEE Karnataka, in collaborationwith the Department of Public Instruction andUNICEF, covered 36,25,379 students.

CEE Himalaya took part in a civil societyconsultation organised by WaterAid, incollaboration with the UP WASH Forum, tocomment on the ‘Draft National WaterFramework Bill’ and ‘Draft Ground WaterModel Bill’. These draft bills have been put upin the public domain by the Ministry of WaterResources, River Development and GangaRejuvenation, Government of India, forreceiving feedback and comments beforefinalisation.

WASTE MANAGEMENT

CEE CHAMP (Common Healthcare wasteAppropriate Management Plant) covers 200bedded healthcare establishments (HCEs) of

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Kalaburagi District and a total of 570 non-bedded HCEs. During the year, CEE hasconducted around 250 on-site orientationprogrammes for medical and paramedicalpersonnel from HCEs and medical colleges inthe city and talukas to whom CHAMPprovides services.

Initiated in June 2016, Swachhagrahaprogramme was implemented in 650 schoolsin six cities of Gujarat. Swachhagraha hasinvolved over 12000 children as activeSwachhagraha Dal members who reached outto their 3,20,000 peers, their parents and thecommunity through a variety of planned actionprojects and campaigns during the year. Theprogramme is being scaled up to schools in 14states in 2017, and will add a youth componentfor the cities in Gujarat.

A module on Waste Management andTowards Circular Economy was developedby CEE on the request of DevelopmentManagement Institute, Patna. CEE Centraldeveloped the module, organised the resourcematerials and conducted the course.

BIODIVERISTY CONSERVATION

This year, as part of Phase 3 of the Virasatproject, CEE’s Jasdan Field Office worked with15 more villages and 15 People’s BiodiversityRegisters (PBRs) have been submitted to theGujarat Biodiversity Board during the year.The project titled “Educating schools andcommunity for sustainable actions forconserving habitat of the Ganges RiverDolphin along the Ganga River Basin” iscurrently in its Phase II. As part of the schoolcomponent, CEE North is working on 20locations in the Ganga Basin, covering 10locations each in Uttar Pradesh and Bihar;and under the community initiative CEENorth is working with five villages each atBahraich and Bettiah in both the states.

Funded by the Rajiv Gandhi Science andTechnology Commission (RGSTC) of theGovernment of Maharashtra, the Gene Bankproject brings together 20 local, regional,national level NGOs and scientific researchinstitutions. The focus in 2016-17 - the thirdyear of the project - was on the development ofresource material and statewide capacitybuilding. With the support of GIZ Marine andCoastal Programme and Goa ForestDepartment, CEE Goa State Office organised athree day training on ‘UnderstandingMangroves and their Ecological Role’ for theteachers of secondary and higher secondaryschools of Tiswadi, Bardez and Bicholimtaluka.

CEE Goa State Office conducted a biodiversityassessment on 10 sq km of mining area as partof ‘Assessment and Documentation ofBiodiversity and Development of BiodiversityManagement Plan for Vedanta Mines’ in Goa.CEE Goa team also provided assistance in thedevelopment of Beach Carrying Capacity inrelation to tourism in Goa for the Departmentof Science, Technology and Environment,Government of Goa.

CEE has been appointed as the ResourceAgency to support Biodiversity ManagementCommittees (BMCs) in the preparation ofPeople’s Biodiversity Registers (PBRs) byAndhra Pradesh State Biodiversity Board(APBB) and Telengana State Biodiversity Board(TSBB). The documentation has beencompleted and the PBRs have been submittedto the five respective GPs. CEE Karnatakafacilitated the “Koti Vruksha Andolana” (OneCrore Tree Campaign) initiated by the stateforest department by developing a set of 10posters for the forest department to motivatepeople to take up the plantation drive in theirneighbourhood. These posters were

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distributed to all the government offices and40,000 government schools.

DISASTER PREPAREDNESS ANDREHABILITATION

During the Uttarakhand forest fire in February2017, CEE Himalaya joined the local forestdepartment in organising collective efforts todouse the spreading fire flames, and make ‘firelines’. A door-to-door programme to raiseawareness on the causes of forest fires, firesafety and demonstration of ‘fire-line’construction methods to prevent wildfires inthe region, was also conducted.

FACILITATING NGOs and COMMUNITYINITIATIVES

The GEF-UNDP SGP (Small Grants Project)Operational Phase 5 (OP-5) programme of 5-year duration, entered its fifth year of operation.A total of 102 projects have been approved onthe ground with a synergistic and integratedapproach for Biodiversity Conservation,Climate Change - mitigation and adaptation,Land Degradation and ChemicalManagement, with livelihoods as the cross-cutting area. Out of these 102 approvedprojects, 53 have been completed and 49 are atdifferent stages of completion.

All the seven NGO-managed projects that wereapproved in Uttarakhand as part ofCOMDEKS Programme were completed withthe three types of landscapes - spanning fromlower, middle to higher mountainous terrains- achieving the expected outcomes.

TRAINING, CAPACITY BUILDING ANDNETWORKING

On the occasion of National Youth Day,January 12, 2017, as a part of larger initiativeof Digital India initiated by the Prime Minister,CEE offices across India conducted campaigns

on Digital Payment to youth, villagers andgeneral public.

As part of “Gunotsav” programme, CEE andGujarat Council of Educational Research andTraining (GCERT) collaborated to provide in-service teacher training in Social Science. Thisyear CEE trained a total of 120 teachers andDIET lecturers as master trainers, who in turntrained 20,000 teachers in the state throughthe cascade model.

The Communication for SustainableDevelopment group at CEE Ahmedabaddesigned and hosted a SustainabilityExchange Programme (SEP) for 20 students ofCentral Queensland University (CQU) duringJanuary 5-18, 2017. This programme isdesigned to provide the participants with anexposure to the social, environmental andcultural diversity of India in their respectivefields with a view to understandsustainability. The Wetskills India 2017programme focused on finding creativesolutions for water challenges by mixed teamsof students and young professionals fromNetherlands and India.

As part of the ESD ExpertNet, a mentoringprogramme is being developed for trainingand capacity building of in-serviceprofessionals interested in ESD and SDGs;this will be offered in a virtual and face to faceformat from the coming year.

CEE & the UN

CEE participated in the 22nd Conference ofParties (COP) of the United NationsFramework Convention on Climate Change(UNFCCC), held in Marrakech, Morocco,during November 7-18, 2016. CEE organisedthe opening side event at the India Pavilionwith the theme of the first session being‘Sustainable Lifestyles and Climate Justice’.

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CEE participated in the 13th Conference ofParties (COP) of the United NationsConvention on Biological Diversity (UNCBD)held in December 2016 at Cancun, Mexico. Atthe conference, CEE organised a main side-event on Hand Print: Positive Action forSustainability. CEE also participated in theCommunication Education and PublicAwareness (CEPA) fair at the COP where CEEshowcased its work in the field of biodiversityeducation through a poster and publicationdisplay at the fair. CEE also organised twoside events at the CEPA fair.

CEE organised the International Conferenceon Education for Sustainable Development fortransforming education for Children andYouth, in partnership with Foundation forEnvironmental Education (FEE), duringSeptember 16-18, 2016, at the CEE campus.New initiatives, Action against Violence: AGandhian Pedagogy, Partnerships for GlobalCitizenship for Sustainability (GCS) andMainstreaming ESD in the formal educationsystem were launched during the conference.

The 2016 Global Education Monitoring Report(GEM Report), Education for people and planet,was launched in Delhi on September 15, 2016,The India launch of the GEM Report was heldat CEE Ahmedabad on September 16, 2016. Atthe national level, CEE provided inputs forNITI Aayog’s (National Institution forTransforming India) 15 Year Vision Document,7 Year Stategy and 3 Year Action Plan for theenvironment sector in the country. Inputs werealso provided to the MoEF&CC for theSustainable Sand Mining ManagementGuidelines. CEE supports the Ministry indeveloping the standards for the Eco mark -an Eco-labelling scheme - being developed bythe Ministry for easy identification ofenvironmental friendly products.

MATERIAL DEVELOPMENT ANDPUBLICATIONS

Under the ‘Rebuilding Faith’ programme,several publications were brought out by CEEHimalaya during the year. CEE ENVIS Centrebrought out a booklet ‘Ideas for a Swachh School’as an initiative to promote the nationalcampaign, ‘Swachh Bharat: SwachhVidyalaya (SBSV)’ of the Government of India.A set of two booklets in Hindi on ‘Sustainabilityand Water’ and ‘Sustainability andBiodiversity’ was developed and distributedto 300 schools by CEE Rajasthan as part of theNGC programme in the state.

INSTITUTIONAL DEVELOPMENT ANDSUPPORT

Two meetings of CEE Management Committee(CMC) and several meetings of the ProgrammeDirectors’ Forum (PDF) were held during thereporting period to discuss institutionalmatters. A national recruitment process wascarried out for recruiting programme andadministrative staff advertised for variouslevels. Twelve issues of the monthly newsletterCeenario were published and circulated. Thesefeatured the programmes and initiativesundertaken by various CEE offices across thecountry.

A film on CEE covering the Centre’s journeyover 30 years was made and showcased at theInternational Union for Conservation ofNature (IUCN) World Conservation Congress2016 in Honolulu, Hawaii. During the event,the Director of CEE received the 2016International Brandwein Medal for servicesrendered for conservation. The newlydeveloped CEE–South campus located inYelahanka was inaugurated in November2016.

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EVENTS

CEE Himalaya, with support from Give2Asiaand JSW Foundation, RCE Srinagar,Mountain Partnership, and Indian HimalayaClimate Adaptation Programme, conductedvarious events across the Indian HimalayanRegion February 2, 2017 to celebrate WorldWetlands Day and National Science Day onFebruary 28, 2017. CEE North observed WorldHeritage Day on April 18, 2016 as anopportunity to relate this to the environmentalissues that plague us. The theme for the eventwas ‘Environment as Legacy: Protecting ourGreen Heritage’.

CEE offices across India celebrated WorldEnvironment Day on June 5 by hosting variousevents, competitions, awareness programmesworkshops and camps. Activities wereconducted aligning with the theme for 2016,“Go Wild for Life - Zero Tolerance for IllegalWildlife Trade”.

On the occasion of the International Day forthe Preservation of the Ozone Layer, series ofevents was organised by CEE North in NGCschools of Lucknow, Bareilly, Pilibhit,Allahabad and Bahraich. The theme for thisyear’s Ozone Day, ‘Ozone and Climate -Restored by a world united’, was discussed atthe events. CEE Jaipur, along with the Eco-club members of Sirohi, commemorated theWildlife Week, with activities including anature trail, drawing competition, origami andenvironmental games, organised around thetheme of biodiversity.

FACILITATION, NETWORKING ANDPARTICIPATION

The Information and Facilitation Centre (IFC)offered orientation programmes to a variedgroup of visitors to CEE. A total of 3200students from 25 schools, 10 University/

Architecture students and trainees, fourgroups supported by NGOs, visited CEE. SafeFestival Campaigns were organised duringDiwali, Holi, Makar Sankranti festivals as alsoSave our Birds and Go Green GaneshCampaigns. Summer vacation programme forchildren was conducted by the IFC and CEEJaipur.

Several staffs from the Centre attendednational and international conferences, andwere resource persons at various workshopsand seminars. Mr. Sujeetkumar Dongre,Programme Co-ordinator has been nominatedas Member, Wildlife Board, Government ofGoa. All India Radio, Guwahati, broadcastedan interview of Dr. Simanta Kalita, seniorProgramme Co-ordinator on March 16, 2017on ‘Environmental Studies and EmploymentOpportunities’ under the ‘Yuva Vani’programme. Ms. Preeti R. Kanaujia, ProgrammeDirector has been nominated as a member ofthe executive and steering committee underthe State Compensatory Afforestation FundManagement and Planning Authority(CAMPA), Uttar Pradesh. Ms. Reema Banerjee,Programme Coordinator, Waste Management,was invited for the Co-lab workshopconducted by the Department of BiochemicalEngineering of University College London(UCL) for sharing her experience on the gapbetween the technology and implementationof bioremediation projects in various sites inIndia.

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1Education for Children

1.1 National Green Corps (NGC)

National Green Corps (NGC) is a programmelaunched by the Ministry of Environment,Forest and Climate Change in 2001-2002, tocreate awareness among school childrenacross the country on issues related tosustainable development, keepingenvironment as the focus. Working through anetwork on eco-clubs, NGC motivates studentsto be environmentally literate and responsiblecitizens.

CEE’s activities under the NGC programmeinclude:

• Coordination with respective State NodalAgency (SNA)

• Training of Master Trainers

• Monitoring of NGC schools

• Development of resource materials

• Conducting outreach activities

1.1.1 CEE North

Uttar Pradesh

Under the NGC programme in Uttar Pradesh,CEE North worked in close coordination withState Nodal Agency (SNA) - Directorate ofEnvironment (DoE), Government of UttarPradesh. Regular meetings and discussionswere held with the nodal agency regardingdocumentation, follow up with schools andreporting. CEE North provided technicalsupport and inputs for the implementation ofthe programme. With the revival of the NGCprogramme in the state, over 6000 schools arebeing covered under the eco-club programme.

Coordination and Outreach Events: CEE teamhad regular meetings with the Nodal Officerand other officials of SNA to review theprogress and plan the activities. The status of

the programme and follow up strategy wasdiscussed with the SNA and month wiseschool eco-club activities report were compiledby CEE North.

CEE organised a series of environment relatedevents with NGC schools in the state duringthe year 2016-17. Some of the activities aregiven below:

In April, CEE, in association with theDirectorate of Environment, Government of UP,and the Regional Science Centre (RSC),Lucknow, observed World Heritage Day onthe 18th with the eco-club schools of Lucknow.The theme for the event was ‘Environment asLegacy: Protecting our Green Heritage’. Over200 students and teachers from 28 schoolsparticipated in the event. Inter-schoolcompetitions on environment reporting (Feelit, Click it, Report it) and teachers’ workshopwith an interactive theatre workshop for both,facilitated by the CEE team, on the said themewas also conducted.

During February and March 2016, CEE North,in collaboration with UP Forest Department,UP State Biodiversity Board as RCE (RegionalCentres of Expertise of the UN University)Lucknow network partner and University ofLucknow, joined hands to run a state levelSave Sparrow Campaign in the districts ofUttar Pradesh. This campaign was an attemptnot only to conserve the Guraiya (sparrow)which is fast disappearing from the urbanareas but also to motivate students toparticipate and contribute in the protection ofthe sparrows and in be a “Paryavaran Mitra”in the true sense. The campaign was initiatedat the state level with NGC master trainers ofdifferent districts who worked closely withForest and Education departments to run thecampaign. The CEE team directly worked withschools involved in NGC and other

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programmes of CEE, such as Children’s ForestProgramme, Ganges River DolphinConservation and Paryavaran Mitra. Lookingat the efforts put in by CEE North, Shri AkhileshYadav, Hon’ble Chief Minister of the state,felicitated CEE on the occasion of WorldSparrow Day for its work on sparrowconservation.

In May, CEE North conducted the Green Wavecampaign in various districts of Uttar Pradeshon the occasion of International Day forBiodiversity – May 22, 2016, with the supportof NGC Master Trainers. Over 25 NGC schoolsparticipated in the campaign. A biodiversityweek was also celebrated with eco club schoolstudents.

In June, on the occasion of World EnvironmentDay, CEE North, in association with RegionalScience City, organised an event for studentsand other visitors. During the event, CEE teamalong with volunteers, organised green gamesand creative corners which included claymodelling, puppet making, snakes and laddergame and green tattoo making. Studentsregistered for quiz and creative expressioncompetitions. Senior officers from SNAaddressed children on the occasion. The event,which ended with prize distribution, had morethan 300 students, teachers and parentsparticipating.

School level events were organised for NGCschools of Lucknow, Bareilly, Pilibhit,Allahabad and Bahraich on September 16 aspart of Ozone Day celebrations, with supportfrom the Environment and Forest Department,UP Government.

In October, the eco club schools observed theNational Dolphin Day held during theWildlife Week in different districts.

In November and December, CEE Northorganised five nature camps for the eco-clubschools of Bareilly, Bahraich, Pilibhit,Lakhimpur Kheri and Gonda districts. Withthe association of the Uttar Pradesh ForestCorporation (UPFC), the State EcotourismNodal agency and National Nature CampingProgramme of MoEFCC, a three-day and two-night nature camp was organised at theSuhelwa Wildlife Sanctuary. Over 250students along with teachers attended thesecamps from six schools.

In March 2016, schools took part in the GangaSwachhata Pakhwada campaign for cleanGanga in eight districts with events such asrally, competitions, shram daan, pledgecampaign and others being conducted.

Training: CEE North organised teachertraining workshops at various locationscovering six districts for NGC school teachers,with the support from the local NGO partnerand active schools. Workshops wereconducted at Lucknow, Jalaun, Gorakhpur,Bahraich, Gonda and Bareilly where over 300teachers participated. These workshops weresupported under the Earthian-ParyavaranMitra programme, and focused on the themesof water and sustainability, and biodiversityconservation. As part of Dolphin ConservationEducation programme, review workshopswere organised in Uttar Pradesh by CEE inassociation with education and forestdepartments. Workshops were also held forrural schools located near rivers Ganga andGhaghara, in Varanasi, Faizabad, Bahraich,Meerut, Bijnore, Allahabad, Gonda andKanpur, covering over 300 teachers.

Educational Material: A set of biodiversity andtree posters were disseminated among NGCschools. Apart from this Earthian–ParyavaranMitra material was also disseminated. These

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materials were developed with support fromlocal agencies.

Monitoring: CEE team provided support to theSNA in finding out the status of funds witheco-club schools. A whatsapp group of mastertrainers and a facebook page were used tohelp eco-club schools and master trainers inreporting their activities. The school databasefor the NGC schools in the State wasdocumented by CEE. The overall activityreports of eco-clubs were also developed byCEE team in association with the SNA.

Bihar

Coordination and Outreach Events: A total of8600 NGC schools from 38 districts of the statehave become a part of this national initiative.Bihar State Pollution Control Board, Patna(BSPCB) which is the State Nodal Agency forNGC Programme is providing its full supportto this endeavor.

CEE North, as a Resource Agency for the NGCprogramme in the state, is closely workingwith Master Trainers, teachers in-charge andschools in different districts. The followingprogrammes were organised in the state duringthe year:

In October 2016, NGC schools from variouslocations, under the Ganges River Dolphininitiative, celebrated Wildlife Week withDolphin Day being observed on October 5.School level awareness activities wereorganised at Supaul, Begusarai, Bhagalpur,West Champaran, Gopalganj, Patna, EastChamparan and Muzafarpur in Bihar.Activities included painting and essaycompetitions. In some of the clusters,awareness activities and competitionsincluding essay writing, painting and quiz,were also conducted.

In March 2017, schools at Patna andBhagalpur took part in the Ganga SwachhataPakhwada campaign for clean Ganga in whichevents such as rally, competitions, shram daanand pledge campaign were conducted.

Trainings: During August 2015, two teachertraining programmes were organised atSasaram and Hajipur under the Earthian-Paryavaran Mitra programme for the eco-clubteachers in-charge from NGC schools. Around140 teachers from 120 schools attended theseprogrammes, which focused on water andsustainability, and the initiatives whichschools and eco-club students can take up forconservation efforts. Paryavaran MitraTeachers Handbook was disseminated amongthe NGC schools along with the Earthianbooklet on water and sustainability in Hindi.Biodiversity campaign posters were also sentto the schools. Apart from this, a teacher reviewworkshop was conducted with support fromthe Dolphin initiative, in eight locations -Muzzafarpur, Begusarai, Bhagalpur, Supaul,West Champaran, East Champaran,Gopalganj and Bagaha.

1.1.2 CEE Central

Chhattisgarh

CEE is the resource agency and ChhattisgarhEnvironment Conservation Board (CECB) isthe nodal agency for the National Green Corpsprogramme running in 27 districts ofChhattisgarh state. Each of the 27 districtshave 250 eco-clubs, four master trainers andone district coordinator to coordinate the NGCactivities in their respective districts.

CEE as the resource agency has been providingtechnical support, guidance and relevantresource materials on different occasions toCECB and facilitating events throughout theyear. These included one-day orientation

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programmes in schools on Earth Day,coordinating a cycle rally on Earth Day, WildlifeWeek, Low carbon lifestyle and National YouthDay on Digital India, World Water Day, trainingof teachers in-charge and others.

Trainings: CEE Chhattisgarh organised a one-day orientation programme on “low carbonlifestyle” at the Government Higher SecondarySchool, Ramnagar, Bhilai, as part of the NGCprogramme for students on December 21, 2016.About 48 enthusiastic students participatedin this programme which included a briefintroduction to low carbon lifestyles andfocused on how to increase hand print towardssustainable development.

One-day teacher training workshops wereorganised in September 2016 by CEEChhattisgarh in three blocks of two districts –Raipur and Durg. These workshops aimed atcapacity building of eco-club teachers in-charge and to strengthen their eco clubactivities. A session on sustainabledevelopment and on opportunities toparticipate in projects like Wipro Earthian andParyavaran Mitra Puruskar 2016 was also heldduring these trainings.

Outreach Activities: CEE Chhattisgarhcelebrated Earth Day on April 21, 2016 atGovernment Mintoo Higher Secondary School,Doomertarai in Raipur. CECB, along withSports & Youth Welfare Department of thestate, held a cycle rally to celebrate the day.CEE team along with students from theGovernment Mintoo HSS also took part in therally which was led by Chief Minister Dr.Raman Singh and had more than 10,000people participating.

CEE Chhattisgarh organised a day longprogramme in Government Higher SecondarySchool Kumhari, Durg on October 7, as part ofWildlife Week celebrations.

A one-day orientation programme was organisedon National Youth Day 2017, on this year’s theme“Youth for Digital India”, at Government HigherSecondary School, Sarona, Raipur, for eco-clubmembers and other students.

1.1.3 CEE West

Rajasthan

The National Green Corps programme is beingimplemented in 33 districts of the state, with250 eco-clubs in each district. The State NodalAgency (SNA) is the Rajasthan State BharatScouts and Guides (RSBSG) and CEE is theState Resource Agency providing technicalguidance, training, monitoring visits,preparing resource materials and providingfacilitation support for various eventsthroughout the year.

Coordination with State Nodal Agency: CEEconducted several meetings with the SNAduring the year for planning and strengtheningthe activities of the eco-clubs in the state.

Training: For capacity building of eco-club in-charges, CEE Jaipur organised ten district levelworkshops. The sessions focused on

Students from Jaishree Dadaji High school, Dist

Jalgaon do a rain water guage measurement

exercise as part of the school water audit

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facilitating teachers on education forsustainable development, project basedlearning and carrying out action projects.These workshops aimed to support teachersto link their eco-club activities with theirclassroom transactions, and were supportedby CEE’s Paryavaran Mitra-Earthianprogramme. National opportunities like‘Paryavaran Mitra Puraskar 2016’ and‘Earthian 2016 Award’ were also discussedduring these training programmes.Workshops were organised at Barmer,Banswara, Churu, Nagaur, Jhalawar,Jhunjhunu, Sawai Madhopur, Sikar, Sirohiand Sri Ganganagar where 326 teachersparticipated.

Resource Material Development: A set of twobooklets on ‘Sustainability and Water’ and‘Sustainability and Biodiversity’ in Hindi, abrochure on Earthian 2016 and a poster onParyavaran Mitra Puraskar 2016, and two setsof posters on personal hygiene andhandwashing were developed anddisseminated to schools during the year.

Outreach Activities: In May, CEE Jaipurorganised a week long summer vacationworkshop at Jaipur in which 40 eco-clubmembers participated. The workshop wasdesigned around the theme of wastemanagement, water and sanitation, andlearning science with fun. This summerworkshop aimed to expose children to newactivities and experiences and provide them achance to explore and try new things, alongwith development of skills like sharing, teamwork and the desire to participate. Hands onactivities such as making a color spinningwheel by using primary colors, separatingcolors by chromatography, preparing naturalcolors from flowers and leaves, preparinghandmade paper by recycling used paper,

origami, thread painting, and makinghomemade soap were carried out while theimportance of hand washing and personalhygiene was emphasised. Joy of Scienceactivities like constructing a balloon poweredcar and balancing a pencil on its tip werecarried out to make students understandabstract scientific principles. The workshopculminated with an exposure visit to theRegional Science Museum, Jaipur and Kagzipaper making factory, Sanganer, Jaipur.

Responding to the UNEP call on its theme‘Zero tolerance for illegal wildlife trade’ forWorld Environment Day 2016, CEE Jaipurorganised a two day event at Jaipur. The eventbegan with a series of thematic competitionsfor children and youth on June 4 like origami,mask making, poster making, best out of wasteand pot painting, where children wereencouraged to depict their thoughts on wildlifeand associated issues. They were made awareof the interconnection of forest and wildlifeand the need for conserving and restoring theworld’s forests. A demonstration of paperrecycling was carried out as an action whichchildren can adopt to save forests and wildlife.These activities were undertaken incollaboration with Rajasthan State BharatScouts and Guides. The state EnvironmentDepartment of Rajasthan and PollutionControl Board announced a ‘Run forEnvironment’ on June 5 to spread awarenessamong Jaipurites. The run was flagged off byShri Ramcharan Bohra, Member of Parliamentand Mr. Nirmal Nahata, Mayor, JaipurMunicipal Corporation. The participants ofthe competitions also took part in the ‘Run forEnvironment’ with great enthusiasm. CEETeam’s face painting activity was a huge hitamong the participants and even officials. Avisit to Nahargarh Biological Park was alsoorganised for the participants with the support

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of the state’s Forest Department,. The Park wasinaugurated by Ms. Vasundhara Raje Scindia,Honourable Chief Minister, Rajasthan and Mr.Rajkumar Rinwa, Minister of Environment andForests, Rajasthan. Children enjoyed the visitto the park and were excited to see animalslike Himalayan bear, Sloth bear, Wild boar,Panther, Hyena, Hog Deer, Civet, Porcupineand others in the almost natural habitatAround 600 students participated in the event.

In July, CEE Jaipur organised a Water,Sanitation and Hygiene (WASH) educationprogramme for the schools of Jaipur, with afocus on the importance and internalisation ofpersonal hygiene and hand washing practicesamong students. The right process of handwashing was demonstrated and personalhygiene kits were distributed to the students.A portable hand wash unit was developed forthis purpose and was utilised as part of thedemonstration session followed by discussionwith the school management on hand washfacilities. To strengthen the effort and foreffective delivery of the message, a set of postersfocusing on personal hygiene and the five stepsof hand washing was developed anddistributed to the schools.

Acknowledging the role of youth in themovement towards sustainability around theworld, CEE Jaipur organised a programme onInternational Youth Day on August 12, 2016,with the eco-club of Neerja Modi School, Jaipur.Activities organised during the programmewere in line with this year’s theme: ‘The Roadto 2030: Eradicating Poverty and AchievingSustainable Consumption and Production’.The event included (a) an essay writingcompetition on the topic; (b) a photographysession to teach them the nuances ofphotography - both mobile phones andcameras, followed by photographic entries on

the theme of Swachh Bharat; and (c) a pledgeby participants to adopt a sustainable lifestylethrough their handprints. About 70 studentsfrom the school participated in the event.

As part of Swachhata Pakhwada from August1-15, CEE team involved eco-club members inthe several activities. Eco-clubs of Sikar districtof Rajasthan organised a cleanliness drive atpublic places like Maru Park and Bada talab,debates and expert talk, awareness rally atdifferent locations, street shows, poem andslogan writing, oath ceremony, and plantationdrive. Eco-club members also organisedawareness activities in the local fair ‘Teejmela’to extend the message to the community. Morethan 4300 eco-club members participated inthese activities.

In September, eco-club members fromRajasthan participated in the ‘Safai Ke Sitare’campaign, an initiative to acknowledge theheroes – in the form of cleaning staff - whohelp keep our environment clean. As part ofthe campaign, students interacted with thecleaning staff of their school, prepared acreative write-up to highlight their role, andclicked a selfie with them. Around 20 studentsfrom four districts of Rajasthan participatedin the campaign.

In October, CEE Jaipur, along with the eco-club members of Government Sr. Sec. School,Sirohi, commemorated Wildlife Week, withactivities such as nature trail, drawingcompetition, origami and environmentalgames. Around 35 members participated inthese activities, which were organised aroundthe theme of biodiversity.

Responding to the national call of SwachhBharat Mission, eco-clubs of Rajasthanparticipated in ‘Gandagi Se Azadi’ campaignin January2017, where the schools carried out

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action projects on issues related to cleanliness;the project of Barmer eco-club was shortlistedas one of the best entries at the national level.

In February, eco-club members from Rajasthanparticipated in ‘Swachhagraha ke Reporters’campaign, an initiative to understand who isresponsible for maintaining cleanliness. Underthe campaign, students interacted with themany stakeholders of their school andcommunity and analysed their findings asreporters. They also prepared a creative videoas part of the campaign. Government Sec.School, Falwadi, Sirohi, was one of the 10 bestentries shortlisted at the national level.

Monitoring: CEE Jaipur organised visits to theeco-clubs of Alwar, Barmer, Dausa,Dungarpur, Jaipur and Sirohi to facilitatethem in implementing environment educationactivities. Ideas for documentation such as eco-club register, photos, media coverage andreports, for showcasing at various platformslike events, print and electronic media wereshared. Interactive sessions with eco-clubmembers were also held during the visit. Ablock level whatsapp group was also initiatedto support the eco-club schools in theiractivities.

Gujarat

Coordination with SNA: Meetings were heldwith the SNA for conducting eco-club activitiesround the year.

Outreach Activities: World Environment Daycelebration and Science Express paintingcompetition were held for schools as part ofNGC outreach activities.

1.1.4 CEE North East

Coordination with SNA: Assam ScienceTechnology and Education Council (ASTEC),the state NGC nodal agency, with support

from CEE North East as the resource agency,selected nodal NGOs for districts in November2016. These 27 NGOs will coordinateprogrammes and monitor activities in therespective districts. In Assam, 5407 school eco-clubs are part of the NGC network.

Training: A programme for orienting thedistrict coordinators was held by ASTEC onDecember 14, 2016, in which CEE North Eastplayed an active role in training the 27 nodalNGOs from the districts in implementing theNGC programme activities.

Outreach Activities: In Assam, a series of fivecamps were held from February 4-14, 2017, atOrang National Park. Students from five NGCschools took part in these camps.

Monitoring: CEE North East monitored twoschools in Nagaon District of Assam alongwith the MoEF&CC Regional Office. The teamalso provided support to the MoEF&CC officefor monitoring in Nagaland, Mizoram andTripura.

1.2 Paryavaran Mitra Programme

Paryavaran Mitra programme is an initiativeof CEE, in partnership with the Ministry ofEnvironment, Forest and Climate Change,Government of India. It is a nationwideinitiative to create a network of young leadersfrom schools across the country, who have theawareness, knowledge, commitment, andpotential to meet the challenges of sustainabledevelopment in their own spheres of influence.The Paryavaran Mitra programme primarilyseeks to reach students from class 6 – 8 (agegroup 11-15).

The programme, initiated in 2008-09 as acampaign on Climate Change Education, hasdeveloped as the flagship school programmethat brings together CEE’s experience of 33

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years in Environmental Education (EE) andEducation for Sustainable Development (ESD).Paryavaran Mitra programme involvesstudents in problem solving by engaging themin action projects. The action projects taken upby students may or may not lead to immediateor significant improvement, but woulddefinitely lay the foundation for sustainedefforts through learning outcomes in the formof knowledge, disposition, competencies andbehaviour. In Project Based Learning (PBL),action project/s is an extensive taskundertaken by a group of students to apply orillustrate classroom learning. This extends theboundary of education from information toexperience.

Resource materials for the programme areprovided to the schools to carry out actionprojects focusing on local environmental issuesin the five themes of the programme, viz; Water& Sanitation, Biodiversity and Greening,Energy, Waste Management and Culture &Heritage.

1.2.1 Paryavaran Mitra Puraskar 2016

Exemplary work done by schools is recognisedthrough the Paryavaran Mitra Puraskar(Paryavaran Mitra Awards). The annual awardprocess was the major activity carried out in2016-17 and saw entries in the school, teacherand student categories from all over India.The process of evaluating the entries involvedcreating new criteria and benchmarks for theawards which enabled taking the programmeobjectives from awareness to Handprint action.This year, five exemplars were recognised atthe national level through a jury process.

1.2.2 Resource Material:

The Paryavaran Mitra Teacher’s Handbook isnow available in English, Hindi, Urdu,

Gujarati and Telugu as a soft copy on theresources tab of the Paryavaran Mitra website.

1.2.3 Communication Media Website:

Paryavaran Mitra website was revamped to alighter version and is now the gateway toseveral ESD initiatives. The dedicated ‘FocusedInitiatives’ webpage gives a wide array ofdifferent initiatives catering to different gradelevels which any school can take up. The‘Campaigns’ page is a catalogue of all thecampaigns conducted so far and ongoingcampaigns which schools look for andparticipate in.

1.2.4 Newsletter:

The monthly newsletter covers severalhandprint actions from schools across thecountry and gives information on various newengagements as well as upcoming events. Thenewsletter is also a medium to provide teacherswith ideas for Handprint actions to work withstudents in schools.

More information on the programme can beaccessed at: www.paryavaranmitra.in

1.2.5 Paryavaran Mitra in the NorthernRegion

CEE North implemented the Paryavaran Mitraprogramme in Uttar Pradesh and Bihar wherea series of workshops and events wereorganised.

Uttar Pradesh

Through a strategy of one to one meetingswith schools in different locations, CEE Northreached out to more schools. In collaborationwith partner NGOs, educational institutions,and with the help of other school programmesnetworks, CEE North conducted sessionsintroducing the Paryavaran Mitra programme.

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Around 300 schools from 10 new districts ofUttar Pradesh were covered through variousprogrammes under Paryavaran Mitra.

The Paryavaran Mitra Puraskar announcedat the end of every year saw tremendousresponse from the participants in all the threecategories - best student, best teacher and bestschool. Over 200 reports were received, out ofwhich 17 reports could further make it to thenational level assessment.

A state level ‘Paryavaran Mitra Schools Eventand Meet’ was organised on World HeritageDay, on April 18, 2016, at the Regional ScienceCity (RSC), Lucknow, in which around 150children participated. The objective was tocelebrate local heritage all over the world, andto raise public awareness about the diversityof cultural and natural heritage and the effortsthat are required to protect and conserve it.Inter school competitions and a theatreworkshop on the theme of ‘Our green legacy:Environment as heritage’ was organised. Theevent focused on the core message ofencouraging schools to become a ParyavaranMitra citizen. Inter school competitions helpedstudents in exploring, discovering, thinking,acting and sharing environmental problemsand concerns.

In collaboration with the State BiodiversityBoard and Regional Science City, competitionswere also organised from May 17-20,celebrating Biodiversity Week based on thetheme of ‘Mainstreaming Biodiversity:Sustaining people and their livelihoods’ forour Paryavaran Mitra schools.

Bihar

Schools were encouraged to work on any ofthe three themes of the Paryavaran Mitraprogramme. Water and Biodiversity wascovered under Earthian-Paryavaran Mitra and

Ganges River Dolphin initiative. Hence wastemanagement and culture and heritage weretaken by schools under guidance from CEE.The overall experience was documented byschools: 40 Paryavaran Mitra Puraskar reportswere submitted by them. These reports werereviewed by a panel at the state level and twowere shortlisted for the national level Puraskarprocess.

Green Wave Campaign

Green wave campaign was observed byschools in the region that are associated withvarious CEE programmes. From Bahraich,Gonda, Meerut, Varanasi cluster of UP andBettiah, Begusarai and Supaul cluster of Bihar,dolphin schools took part in the campaign.Over 30 schools of the dolphin cluster anddolphin project villages participated in theGreen Wave campaign by planting trees. Anevent was organised at the NGC schoolMadhya Vidyalaya of Bettiah, where theDivisional Forest Officer addressed studentson the importance of biodiversity in ourecosystems and motivated them to take actionfor conserving it. Saplings of arjun, neem,guava, mango, banyan and sheesham wereplanted. In 20 schools of Bareilly District ofUP who are working with the Children’s ForestProgramme, students planted their favouritetrees as part of the campaign.

1.2.6 Paryavaran Mitra in Chhattisgarh

In Chhattisgarh, Paryavaran Mitraprogramme was launched in 2010 with theNational Green Corps school network andthrough local NGO partners. Teacher trainingswere held in Raipur, Bilaspur, Surguja, Bastar,Kondagaon, Durg, Rajnandgaon,Mahsamund, Balod and Bemetara districts.Paryavaran Mitra 2016 was launched withEarthian programme and clubbed with

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Earthian activities and curriculum linkages.Schools have submitted their action projectreports on their activities under the themes ofwater, waste management, biodiversity, energyand culture and heritage for Paryavaran MitraPuruskar 2016.

1.2.7 Paryavaran Saathi - An onlinecommunication platform foreducators

This service uses the internet and mobiletelephony to resolve queries of educatorsrelated to EE/ESD and reach out to schoolsand teachers in the network. The aim of theplatform is to provide online support foreducators to effectively transact EE/ESD inschools. The service was launched on October14, 2014 and is available in four languages:English, Hindi, Marathi and Gujarati. About705 queries from educators and studentsrelated to varied programmes were addressedduring the year. The toll free number for thisservice is 1800 3000 0996.

1.3 Earthian – Paryavaran MitraProgramme

‘Earthian’ by Wipro is a nationwide initiativeto deepen sustainability education withinschools and colleges across the country.Through a chosen theme, the programme aimsto engage teams of students and faculties fromschools in a set of activities to understandwater and biodiversity in their local contextand explore sustainability linkages.

Wipro and CEE joined hands in 2013-14 towork together through the Earthian initiativeof Wipro and the Paryavaran Mitra initiativeof CEE. The partnership involved the schoolsin the Paryavaran Mitra network, particularlygovernment schools with Hindi as themedium of instruction, in activities related to

the issue/theme of water and biodiversity. Thispartnership programme was implemented inthe states of Uttar Pradesh, Bihar, Rajasthan,Gujarat, Maharashtra, Chhattisgarh andJammu & Kashmir.

The activities under the project involveddevelopment of an Earthian brochure andtranslation of the Earthian booklet into Hindifor dissemination in schools, anddissemination of Earthian material to schoolsin the Paryavaran Mitra network in the abovementioned states. It also included training ofteachers from selected schools in these statesto facilitate projects/activities on water andbiodiversity in their schools and submissionof entries from the schools.

This year, the programme was initiated in July.Against a target of 1000 teachers to be trainedunder the programme, 1169 were coveredthrough the training programmes. A total of535 activity reports were received against atarget of 350 from participating schools. Fiveschool reports were selected for the finalEarthian award.

No of teachers trained under Earthian

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1.3.1 Earthian – Paryavaran MitraProgramme in CEE North

Uttar Pradesh (UP)

The strategy adopted for this programme wasto use the existing network of schools in thestate which included the schools in UPworking with National Green Corps,Children’s Forest Programme, Ganges RiverDolphin Conservation Education Programme,and involve CEE’s partner organisations whohave worked with schools in implementingthe Paryavaran Mitra programme in variousdistricts of the state. The schools that werepart of our Yuva Paryavaran Leaderprogramme agreed to take the lead inorganising the Earthian-Paryavaran Mitraworkshops this year and with their support,workshops were organised at variouslocations across UP. To reach out to a widernumber of schools, the CEE team identifiedand directly approached schools to conduct aworkshop for students and teachers.

As part of the implementation of the Earthian-Paryavaran Mitra Programme 2016, one-dayteachers training workshops were organisedby CEE across six districts of Uttar Pradeshduring July-August. Around 300 teachers,partner institutions (District Science Clubs,NGOs) and people from governmentinstitutions participated in these workshops.The districts were selected with the objectiveof extending the reach of the programme inplaces which have not been approachedpreviously.

The workshops were conducted at Lucknow,Jalaun, Gorakhpur, Bahraich, Gonda andBareilly districts of Uttar Pradesh incollaboration with schools, educationalinstitutions and District Science Clubs. Theobjective of the workshops was to develop an

understanding among teachers aboutenvironmental education and the concept ofsustainable development, its curriculumlinkage, components of ‘Earthian’ andParyavaran Mitra Programme and the role ofschools and teachers in participating andimplementing these programmes in theirrespective schools and communities.

Subsequent to the teacher training workshops,follow up visits were undertaken to schools toguide them in implementing the action projects.Project activity related materials consisting ofa brochure and flier were sent to around 2000schools across Uttar Pradesh.

The schools participated in the programmewith enthusiasm and their response wastremendous. A total of 230 reports werereceived from the state. The results weredeclared in the month of December and thefelicitation ceremony was held in February2017 at Bangalore, where two schools fromthe state made it to the top 10 schools at thenational Level.

Bihar

For the Earthian-Paryavaran Mitra initiativein Bihar, the strategy adopted for the year 2016-17 was to work with CEE’s existing networkof schools which included Paryavaran Mitraschools, NGC schools and UNICEFs ChildFriendly Schools and Systems Programme. As,over the years, CEE North has developed agood network of civil society groups activelyworking with schools, this network was alsoutilised to take the programme to a largenumber of schools in selected districts.

During August 2017, two one-day TeacherTraining Workshops (TTW) were organisedat Sasaram and Hajipur. Around 140 teachersfrom 120 schools attended these workshopsand were briefed about Water and Biodiversity

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and what initiatives the schools can take fortheir conservation. The objective of theworkshop was to develop an understandingamong teachers about environmentaleducation, its curriculum linkage, componentsof Earthian-Paryavaran Mitra programme andthe role of schools in participating andimplementing these programmes in theirrespective schools and communities.

During September and October 2017, CEE teamvisited schools in Vaishali to motivate andguide schools to carry out the project activities.Efforts were also taken to strengthen the clubswhere these had become dormant. During thevisit, the team interacted with the schoolPrincipal/Headmaster and eco-club teacherin-charge and they were motivated to take upconservation initiatives in their schools. Insome schools they also interacted with clubmembers. Around 30 such schools were visitedduring this period and these schools wereencouraged to submit their activity reports atthe earliest.

Project activity related materials consisting of abrochure and flier were sent to around 800 schoolsand over 140 teachers were trained. In Bihar,over 40 schools submitted their reports.

1.3.2 Earthian – Paryavaran MitraProgramme in CEE Central

Chhattisgarh

From the last few years, CEE Chhattisgarhimplemented the programme across the state.In the reporting year, Earthian 2016 wasimplemented in the school network of theNational Green Corps (NGC) programme withthe help of the Education Department ofChhattisgarh.

One-day training programmes for teacherswere conducted in three locations in the state,

for capacity building and enhancing theirunderstanding of linkages between water,biodiversity and sustainable development andthe school curriculum. About 114 teachersparticipated in this training. Classroom andoutdoor activities were conducted and actionprojects were carried out by students with thehelp of teachers. Reports on the activitiesundertaken on the themes of Water andBiodiversity were received from 81 schools.

Maharashtra

The objectives of the Earthian-ParyavaranMitra Water and Biodiversity programme is tohelp teachers undertake activities withchildren for exploring water and biodiversitythrough audit activities, and drawing linkagesbetween the local and global perspectivesthrough research projects. The 2016programme in Maharashtra was implementedin the school network of the EnvironmentService Scheme (ESS) programme of theMaharashtra State Environment Departmentwith CEE, Western Ghats Eco Club Programmeand other networks.

Students from Jaishree Dadaji High school, Dist

Jalgaon do a rain water guage measurement

exercise as part of the school water audit

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Activities

• 160 teachers in eight districts (Pune,Chiplun, Rajapur, Solapur, Nashik,Jalgaon, Nagpur and Aurangabad) werecapacity built to increase theirunderstanding of linkages between water,biodiversity and sustainable developmentin various parts of Maharashtra and tocarry out classroom activities and actionprojects with the students.

• Two schools were amongst the nationallevel awardee schools who were felicitatedby Mr. Azim Premji, Chairman, Wipro atBengaluru. The schools are:

1. Secondary School Yadavwadi,Hargude. Purandar, Pune, Maharashtra(Theme: Water)

2. Zilha Parishad School Kondhar(Chincholi) Karmala, Solapur,Maharashtra (Theme: Water)

1.3.3 Earthian – Paryavaran MitraProgramme in Rajasthan

For the implementation of the programme, CEEJaipur utilised the existing network andpartnerships of the Paryavaran Mitraprogramme. Other potential schools, whichwere not a part of our existing network, werealso identified and directly approached.

During August, one-day teacher trainingworkshops were organised in 10 districts. Theobjective of workshops was to develop anunderstanding among teachers on the conceptof sustainable development, its curriculumlinkage, components of ‘Earthian’ andParyavaran Mitra Programme and the role ofschools and teachers in participating andimplementing these programmes in theirrespective schools and communities. About326 teachers participated in these workshops.

Follow-up visits were organised in Septemberand October to schools, to support teachersand students in implementing the actionprojects. To extend the reach of the programmein the state, a programme brochure was sentto 1900 schools.

An enthusiastic participation was reportedby 116 schools under the programme on thetheme of ‘Biodiversity and Sustainability’ and‘Water and Sustainability’. One of the schoolsfrom the state was felicitated at the nationallevel in an award ceremony held in Bangalorein February 2017.

1.4 Continuous EngagementProgramme (CEP)

The CEP is a two year initiative driven by theobjective of enhancing the teaching andlearning process, making it more interactive,learner-centric, participatory (such as learningfrom peer and community) and empowering.The learning outcomes of the programme areexpected to provide children with the local toglobal context related to the ecological andsocial dimensions of the environment. In orderto bring about changes in their own contextsand environment, the programme wouldempower teachers and learners to takeresponsible actions.

Currently, 18 schools, which are the Earthianwinners from Gujarat, Maharashtra, UttarPradesh, Bihar, Gujarat and Delhi, have beenengaged with the programme, which is in itssecond year.

As planned, the programme was offered toclasses 6 and 7 in the enrolled schools, whichinclude the 2016 year winners too. Forimplementation and strengthening of CEP inschools, the following activities wereconducted by the CEE team:

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• School level teachers’ orientationworkshop

• Interaction with school management

• Activities with students

• Assessment and follow-up

Learnings from 2016

• Teachers learnt about a new teaching andlearning process.

• Teachers could understand easy teachingmethods to teach complicated subjects.

• This proved to be an effective process inteaching environment education with joyand entertainment.

• This was effective to understand the role ofobservation in nature and also in subjectrelated problems.

• This method helps in increasing theinvolvement, observation and thinkingability of the students towardsenvironment.

1.4.1 Continuous EngagementProgramme in CEE North

Uttar Pradesh and Bihar

During 2016-17, CEE North implemented theContinuous Engagement Programme (CEP) incollaboration with CEE and Avehi Abacus, aMumbai based NGO. From over two hundredschools who had participated in the Earthian-Paryavaran Mitra programme 2015, sixschools from Uttar Pradesh and two schoolsfrom Bihar had made it to the national levelaward. As part of the award, Wipro, throughCEE, has been continuously working withthese schools through CEP. This two yearprogramme is aimed at enhancing social andenvironmental sensitivity among children.

CEE North team visited the CEP schools withthe aim of assessing the implementation,effectiveness, understanding and feasibility ofthe module, both for students and teachers.The schools visited were ML Convent Schoolof Jalaun; Purva Madhyamic Vidyalaya,Itaunja; Purva Madhyamik Vidyalaya, Bibipur;KGBV Mohanlalgunj of Lucknow; and CityMontessori School, Lucknow. The team hadan interactive discussion followed by aquestion-answer session with students.During the visit, the CEE team observed thatthe activities were conducted by the teachersvery well, the major objectives of the activitieswere well understood by the facilitators andalso communicated to the students.

The module is part of a series of six moduleswhich are to be introduced in the schools overa period of three years. Module 1, titled ‘MyWorld’, was designed with the objective ofsupporting a child in understanding thatlearning is a continuous process and that welearn from our surroundings – teachers, family,friends, pets, neighbours, nature and others.Module 2, which was recently introduced,conveys that we share a remarkable home, theEarth, with lakhs of other living things - plantsand animals - all of which have developedover many crores of years as a result of a neverending process of change. The first year of theprogramme was conducted with children ingrade 6, in sessions of three months each. Inthe second year of the programme, the secondmodule is being carried out with the studentsof class 7. The students and schools have beenactively participating and allocating time forthis new approach of teaching-learning. Theactivities and home assignments are designedin such a way that the students find it veryinteresting and fun to learn. The module alsoprovides space for the teachers to infuse the

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topics with the syllabus they have to teach/cover.

The following activities were conductedduring 2016-17:

To introduce Module 2, a one-day workshopwas conducted in April 2016 by the CEE teamat Purva Madhyamik Vidyalaya, Itaunja, withall the teachers of the school participating.Out of the 12 sessions of the module, the firstthree sessions were introduced in the schoolsthat talk about the equal importance of allliving beings, be they small or big, and howthe Earth came into existence. The CEP teamdemonstrated to the teachers using flipchartsand conducting activities.

A one-day workshop was organised at M LConvent School, Jalaun on May 3, 2016, whereover 25 teachers from classes 5-10 participated.The first six sessions were introduced duringthe workshop along with discussions on howthese activities could be linked to the schoolcurriculum.

The CEE team organised workshops at PurvMadhyamik Vidyalaya, Bibipur and KGBVMohanlalgunj in May 2016 to introduceModule 2 which builds a student’sunderstanding of Earth and its evolution. Theteachers found the CEP package andmethodology very interesting and effective inengaging children clarifying difficult conceptsrelated to time and evolution. The studentsand teachers also discussed and shared theirlearning from the previous module with theCEE team. Module I was introduced in 2015.

A workshop for introducing Module 2 withthe teachers of classes 6-8 was conducted onJune 18, 2016, at City Montessori School,Kanpur Road, Lucknow, where 26 teachersfrom different subject areas participated.

During the workshop, after a brief discussionabout the Continued EngagementProgramme(CEP) and Module 1, the first sixsessions of Module 2 were introduced to theteachers. A brief feedback session on Module1 which the participating teachers had carriedout with class 6 in the previous year was alsoconducted. The teachers planned to completethe six sessions by September end, after whichthe remaining sessions will be introduced.

Short follow-up visits were organised fromSeptember to November to obtain feedbackfrom the teachers and students regarding themodule and also to understand the impact themodule has had on them.

1.4.2 Continuous EngagementProgramme in Rajasthan

The Continuous Engagement Programme(CEP) is being implemented in three schools ofRajasthan.

In August, a workshop was organised at eachschool for capacity building of the teachersabout the programme and the class specificmodules. During the workshop, activities werecarried out with the teachers along withdiscussion on curricular and extra-curricularlinkages. All teachers of classes 6 and 7participated in workshop and found themodule as an effective tool to deliver valueeducation and sustainability content in theclassroom through active and participatorylearning.

As part of the programme, two modules wereintroduced: Module 1 titled ‘My World’ in class6 Module 2 class 7. The students have beenactively participating in the activities andhome assignments and find it very interestingand fun to learn.

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During the school visit, a meeting was alsoheld with the principal and other members ofthe school management about the programme,its objective, requirement of their support withregard to time and involvement of otherteachers in it.

CEE team visited the schools every month andcarried out some sessions with the students.An interaction was held with teachers andstudents to obtain their feedback andassessment of learning outcomes from theprogramme. The interaction also sought toanalyse and assess the impact of the activities.The team also followed up over phone todiscuss the status and progress of theprogramme.

Schools found that the programme supportiveof the teaching learning process as it providesa new way of transacting with students andmaking the classroom an enriched learningenvironment. The programme helped toinculcate skills among students like

participation, team work, documentation andself-belief. Teachers also reported that theprogramme led to improvement in students’confidence and expression in exams as it connectsstudents with their daily life experience.

1.4.3 Continuous EngagementProgramme in Maharashtra

The programme is being implemented in threeschools of Maharashtra and will continue inthese schools until the academic year 2018-19,progressing through the grades with the samestudents, which will help the implementersget insights into learning outcomes in ESD atthe educator and student level.

The programme has been received well in theschools. Teacher orientation followed byclassroom activities have been carried out byall the schools. Key insights from the teacherswere that they found the activities and games(approach) new and interesting and felt theywere beneficial to students as they helped thembuild on skills of observation and criticalthinking. Teachers also felt that the modulewhich is aligned to the curriculum is good forthem to learn new ways of teaching EE inparticular subjects.

1.5 Children’s Forest Programme (CFP)

CEE North is implementing the Children’sForest Programme (CFP) in Bareilly District ofUttar Pradesh. CFP was initiated in six districtsunder the Uttar Pradesh Participatory ForestManagement and Poverty Alleviation Project(UP-PFMPAP) of the UP Forest Department,supported by JICA. CEE was givenresponsibility for Lucknow district in Phase I.With the overwhelming response in these sixdistricts, Phase II of the programme has beenintroduced with seven more districts beingselected for the CFP initiative. CEE North was

In the ‘learning happens everywhere’ unit of the

CEP module students interact to get to know

community members they meet almost

everyday. Here a student interacts with the local

shopkeeper.

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given the responsibility of one more district,i.e., Bareilly, for the implementation of theprogramme in the second phase.

CFP aims to create understanding amongchildren about the value of trees, and tomotivate and support them to plant saplingsin school campus, and ensure their protection.The programme focuses on engaging children,teachers, school management and localcommunity in meaningful action to promoteenvironment conservation.

Nature Tour for CFP Schools: CEE teamconducted 25 nature tours during Novemberand December 2016 where over 2000 studentsalong with 40-50 teachers attended the daylong tour. The tour was conducted at the ForestResearch Centre, C. B. Ganj, Bareilly. TheCentre is spread over an area of eight acres,and has a meditational garden, tissue culturelaboratory, arboretum, lush green forest andbamboo forest space. About 70-80 studentsalong with 3-4 teachers in charge from classes5-8 participated in each nature tour. The mainobjective of the nature tours was to provide aunique experiential learning opportunity tothe CFP action team with the students gettingan exposure to the splendor of nature and itsvaried elements, through different activities,educational games and a nature trail. Theschedule of the nature tour has been plannedkeeping in mind that students get a learningexperience full of fun where they also developtheir knowledge of the flora and fauna of thearea.

Environment Awareness Events: In April 2016,CEE Bareilly observed Earth Day where aprogramme was organised for schoolsworking under the CFP initiative. More than150 students and teachers from 50 CFP schoolsof Bareilly District participated in the event.The aim of the programme was to sensitise the

students and teachers about the causes andnegative impacts of climate change.Environmental movies were screened to createawareness in the students and teachers aboutenvironmental issues and how to protect ourenvironment.

In June 2016, CEE team observed WorldEnvironment Day with children, youth andcommunity. Residential schools wereencouraged to observe the day in the schoolcampus. In the event organised, over 125children from six schools participated incompetitions, pledge and plantation activities.

CEE team encouraged CFP schools to observegreen Raksha Bandhan. Acknowledging thefact that plants provided us oxygen and allthe basic necessities for our own survival,students prepared Rakhis from waste materialand tied them to a sapling which they hadplanted.

In September 2016, an event to observeInternational Ozone Day was organised forCFP schools. More than 2050 students and150 teachers from 35 CFP schools participatedin the programme. Painting and slogan writingcompetitions were conducted for the studentsand prizes awarded to winners.

In October 2016, CEE celebrated Wildlife Weekby observing National Dolphin Day incollaboration with the Forest Department,Bareilly. Around 1400 students participatedin the painting competition organised in CFPschools. The prize distribution ceremony forwinners was held in the presence of the DFOBareilly.

In December 2016, a bird watching trip wasconducted by Bareilly Forest Division incollaboration with CEE in which studentgroups from four CFP schools participated.

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Teachers Refresher Meet: A one-day TeachersReview Meet under CFP was organised inAugust 2016 at Government Inter College,Bareilly. CEE team from Lucknow and Bareillyfacilitated the workshop. The meet aimed atsharing experience, helping teachers to takeup school level activities such asenvironmental review of school campus,preparing CFP action plan, adopting CFP codefor the schools, displaying and explaining theuse of Educational Aids in the school campus,and activities linking CFP to the curriculum.Around 85 teachers from 50 schoolsparticipated in the training workshop.

Mortality Replacement: In 2016, CEE teamreviewed the survival of saplings/trees in eachschool and decided on the number of saplingsto be planted for mortality replacement. Theplantation as part of this was undertakenduring July-August 2016, with over 1593saplings being planted in 50 selected CFPschools: 841 saplings were planted in schoolcampuses while 752 were distributed tostudents and local communities.

Adopting Seven Steps: Each project school wasguided to adopt a seven step process to becomea CFP school. CEE team guided teachers incharge to form a CFP Action Committeeengaging students, teachers, non-teaching staffand community members. Most of the schoolsclubbed it with the Village EducationCommittee and, in some cases, with MeenaManch activities. Each school formed astudents’ CFP group which conducted anenvironment review of the campus anddeveloped an action plan. Based on the actionplan, an action code was developed andadopted by each school. A system to monitorand evaluate progress was devised by theteams where meetings were held anddocumentation was completed. The

community’s engagement in activities wasalso ensured by schools in different forms.

Educational Aids: Under the project, each CFPschool is provided with a set of educationalmaterial including reference books, activitybooklets, posters, stickers, t-shirts, caps,environment calendar, flex banner, etc. CEEteam developed stickers, a tree poster and otherdisplay material. A set of publications fromCEE’s school series and other publishers wereidentified for distribution. During the year,material was distributed to 35 CFP schools.

1.6 International Eco SchoolsProgramme

Eco School Programme in Lucknow

A school from Lucknow had joined theInternational Eco Schools programme inSeptember 2014. After the orientationworkshop by CEE, the school formed their EcoSchool Committee which then conducted anenvironment review of the school campuscovering five thematic areas, including waterand sanitation, biodiversity, wastemanagement, energy, health and hygiene.Based on the survey results, the CEE teamfacilitated the development of environmentaction plans in three thematic areas: wastemanagement, water and biodiversity..

As part of the Eco Schools programme, theschool worked extensively towards effectivemanagement of the waste produced in theircampus. The change is evident from the factthat the school campus is now declared apolythene free zone and the school practicesefficient segregation of waste at source. Theschool has started organising an annual eco-friendly fete where students prepare items outof waste and sell them to generate funds andencourage everyone to follow the 3 R’s of wastemanagement.

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Their work on biodiversity and greening hasresulted in further greening of the schoolcampus and helped students in realising theimportance of biodiversity; they have nowadopted trees in the school campus and feedtheir pets themselves. To prevent wastage andto reduce consumption of water within theschool campus, and develop this into a habit,the school conducts regular awarenessactivities.

The project work undertaken by the schoolwas evaluated by CEE and external evaluatorsand the school was awarded the Green Flag inFebruary 2017 for exemplary work done onthe three thematic areas of water conservation,waste management and biodiversityconservation and awareness. The programmeis gaining momentum in the state with newerschools expressing interest in being a part ofthe programme.

Eco School Programme in Pune

In Maharashtra, the programme is presentlybeing implemented in four schools of theUniversal Group in Mumbai and VidyaNiketan School, Pimpri, Pune.

The association with the five schoolscontinued this academic year with schoolvisits and facilitation for curriculum linkedactivities and projects. One school from Punehas received the Green Flag Award whichindicates that they have received theinternational eco schools certification for the2015-18 cycle.

1.7 ESD Food

ESD Food is an international collaborativelearning project implemented in four countriesof the Asia Pacific Regions, viz., India, Japan,Thailand and Indonesia. In India theprogramme is implemented in seven schoolswith varied themes.

The components of the programme include:

• Orientation to Teachers : 11 teachers fromseven schools were oriented on the conceptof ESD

• Action based Projects: The schools havedeveloped seven different projects underthe ESD Food theme.

• Interaction with International Schools:Schools regularly interact with schools inother countries through Facebook, Skypeand emails. Schools regularly share theiractivities on Facebook, while a Whatsappgroup has been developed for Indianschools to share their ideas and activitieswith other participant teachers.

Grade 3 students of Universal High School,

Malad, Mumbai do a presentation at the

assembly of the nutritional information given on

the packages of food like fizzy drinks and french

fries and explain the negative health impacts of

these foods.

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Outcomes of the project:

Name of the School Theme

Bharatiya Vidya Bhavan’s Organic FoodGrowing vegetables organically and using PublicSchool, Jubilee Hills them in the school canteen

Preparation of bio extract for use in pest management

Bharatiya Vidya Bhavan’s Millets Diversity in India and its ImportanceSchool, Atmakuri Rama Rao Millets seed bank in theschool

Creating awareness on role of millets in food securityand nutrition value

Little Flower High School, Traditional Food of Telangana/Andhra Pradesh State

Abids Documentation of traditional food with nutritional value- in Andhra Pradesh and Telangana

School canteen shall sell only traditional food productsand must decline ultra-processed food

Delhi Public School, Any Time Food

Nacharam Analysis of food wastage on a daily basis in the schoolcanteen and setting up a system to reduce the foodwastage

Keeping the food available to needy people in thesurrounding area of the school

Delhi Public School, Nadargul Farm to Table

Raising leafy vegetables in the school and distributing tonearby community

Creating awareness on the importance of kitchen gardenin urban areas

Delhi Public School, Micro Urban Food Production – Foodscaping

Mahindra Hills Concept of vertical vegetable garden development usingwaste water bottles, cans, tubs, etc.

Establishing a compost pit in the school

Meridian School Food & Childhood Obesity

Survey statistics on food of the partner countries

Master chef competition

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1.8 Hand Print for Change

Hand Print is the symbol of positive actions ofindividuals or groups towards sustainabilityin a rapidly changing world.

CEE, in partnership with Novozymes SouthAsia Private Limited, implemented aprogramme on Hand Print for Change - ASustainability Education Initiative in schoolsfrom April 2016 to March 2017. The programmeaimed to reach out to 15,000 students studyingin the classes 7-9 in the five southern states ofIndia. Adopting the club model with a groupof 60-100 students per club called the HandPrint Club, CEE engaged the State EducationDepartments, 250 schools and 260 teachers inthe implementation of the programme.

CEE developed and distributed an activitybased teachers’ manual, conducted 10 teacherorientation programmes - three in Karnataka,four in Telangana and one each in AndhraPradesh, Tamil Nadu and Kerala - to capacitybuild schools.

On March 31, 2017, the programme hadreached out to 15,349 students directly from250 schools across the five southern states.The percentage of participation in Hand PrintClubs was 45% boys and 54% girls. Theprogrammes led to the implementation of 693action projects on the themes of Biodiversity,Food, Waste management, Water andSanitation and Energy. The hand print clubmembers further reached out to 84,343 studentsindirectly through various awarenesscampaigns, hands on activities and actionprojects.

1.8.1 CEE Andhra Pradesh (AP)/Telangana

CEE AP/Telangana states have implementedthe ‘Hand Print for Change’ programme with

Graph 1: Participation of the schools

Graph 2: Participation of boys and girls in the

HPC programme

the support of the Education departments ofthe respective states and Novozymes. Theprogramme was implemented in 150 schoolsin the two states – 120 in Telangana and 31 inAP. The goal of the programme is to preparestudents to face the challenges ofenvironmental sustainability in their ownsphere of influence in a rapidly changingworld. Components of the programme includeorienting the teachers on the concepts of EEand ESD, sensitising students through themand taking up action based activities inschools. In each school, a student club calledHPC Club is formed with 60 members drawnfrom classes 7-9, who are responsible for

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creating positive actions towardsenvironmental conservation andsustainability.

HPC clubs have to develop action projects inany three selected themes from Biodiversity,Food, Waste Management, Water andSanitation, and Energy.

Outcomes of the programme

• 151 teachers oriented on the concepts of EEand ESD

• Around 7771 students involved in theproject

• Behaviour Change : In 120 schools,students are practising hand washingbefore lunch

Graph 3 & 4 represent the number of schoolsthat have taken up action projects under eachtheme and the various activities conductedunder each theme.

1.8.2 CEE Tamil Nadu

CEE Tamil Nadu has implemented theHandprint for Change programme, funded byNovozymes, in 25 schools across Chennai.

Action projects in Energy, Biodiversity, Food,Water and Sanitation and Waste Managementwere implemented in these schools.

1.9 Bio-cultural Camp in the Northern WesternGhats for Schools from Maharashtra and Goa

An educational camp was conducted by CEEwith support from Wipro, in partnership withthe Nature Club Akole, from October 14-16,2016 in the environs of theHarishchandragadh and Kalasubai WildlifeSanctuary area. The three-day camp for 12students and five teachers of four schools fromMaharashtra and Goa in the Northern WesternGhats aimed at orienting students to theunique biological and cultural aspects of theregion and sustainability practices of theregion.

The group was hosted by two villages,Uddavane which comprises of theThakkarbaba community and Jagirdarwadiwhich has primarily the Mahadev Koli tribalcommunity. The camp consisted of severalinteractions with the local community on theirculture and sustainability practices andexploring the natural diversity of the area.

1.9 Bio-cultural Camp in theNorthern Western Ghats forSchools from Maharashtra andGoa

Graph 3: Action projects taken by the schools

under each theme

Graph 4: Various Activities under each theme

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An educational camp was conducted by CEEwith support from Wipro, in partnership withthe Nature Club Akole, from October 14-16,2016 in the environs of theHarishchandragadh and Kalasubai WildlifeSanctuary area. The three-day camp for 12students and five teachers of four schools fromMaharashtra and Goa in the Northern WesternGhats aimed at orienting students to theunique biological and cultural aspects of theregion and sustainability practices of theregion.

The group was hosted by two villages,Uddavane which comprises of theThakkarbaba community and Jagirdarwadiwhich has primarily the Mahadev Koli tribalcommunity. The camp consisted of severalinteractions with the local community on theirculture and sustainability practices andexploring the natural diversity of the area.

1.10 Environment Service Scheme

The Environment Service Scheme (ESS) wasinitiated in 2011 by the EnvironmentDepartment, Government of Maharashtra, topromote the importance of environment andconservation among school students througha hands-on activity concept. CEE is the

implementing agency for the scheme workingwith 62 schools from 14 districts ofMaharashtra.

The participating schools are required toprepare an environment status report of theirvillage and school, which helps them tounderstand and take up need based actionprojects. The flagship activity for 2016-17 was‘preparation of nursery’ at school level. Thisactivity included collection of seeds, itstreatment, study of seed germination,preparing saplings and plantation. Fifty threeschools prepared nurseries with more than14000 saplings of local plants. These saplingswere distributed to local organisations ondemand, and to households which couldeasily take care of one or two saplingsindividually.

Highlights of various other school activitiescarried out under the scheme:

• Janardan Pawade Vidyalaya, Masod,Amravati, through the village survey,found that there is community interest inunderstanding ‘sustainable agriculture’.The ESS unit conducted a workshop on‘concepts of sustainable agriculture’ whichwas attended by 75 farmers from sixvillages. A demonstration plot has beendeveloped in the school and students arebeing guided by farmers who are tryingout the concept on their individual plots.

• For storing water in school, students ofNew English School Solagav, Rajapur,Ratanagiri, prepared a water storage tankusing a locally available bamboo variety.A few other schools from the region haveconducted water audits and replaced allthe dripping taps in their school campuses.

• Vidyamandir High School, Kankavalichose to work on managing the solid waste

Students interact and try their hand at making

‘bhakri’ (the local bread) at the homestay in

Jagirdarwadi village.

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in their area by collaborating with the localmunicipal authorities and other schools inthe area. As of 2016, they have got acomplete ban on use of plastic in their area.

• 4-5 schools from Karmala Taluka, SolapurDistrict, conducted a survey of mangovarieties and documented about 60varieties in a small semi-arid patch of thestudy area.

• Four ESS schools from Ratnagiri, Nasik andSolapur have installed rainwaterharvesting systems in the school buildings.These schools are able to calculate thepotential of harvesting rainwater from theirschool roof, and then measure the rainfallusing locally prepared rain gauges.

• In 2016, ESS schools partnered with Wiprofor the Earthian Award. Workshops wereconducted in 62 ESS schools. Twenty sixschools took up activities related to water.The Zilla Parishad School at KondharChincholi, Karmala, won the WiproEarthian Award 2016.

• A school from Karamala, Solapur hasconverted the school as an InterpretationCentre, with five spots of interest in theschool campus: Rain Water Harvestingsystem; Butterfly Garden, Bird Restaurant,Nursery of 20 varieties, and Compost Pitfor garden waste. Each student from theESS group works as an educator on thesesubjects. People from other schools andeven officials are visiting this school tounderstand different environmentalactivities.

ESS schools celebrate Environmental Festivalslike cracker free Diwali, ecofriendly Dussehra,ecofriendly Ganesh festival, ecofriendly Holiat village and school levels, thereby alsocreating awareness in the community.

From preparing the ground for plantation,

choosing host/nectar plants to documenting

entire process of their work, the students of

Digambarrao Bayal Vidyalaya, Kumbhej are

enthusiastically involved in every single step.

With a successful garden and butterfly breeding

the students are now acting as educators for

visitors from far off areas visiting their garden.

1.11 Mari Shala

In partnership with Reach to Teach, a charitybased in the United Kingdom, CEE is pilotingthe implementation of a new interventionmodel, working collaboratively withcommunities and schools to support

enrolment, encourage attendance, improveteaching and learning quality and overallpupil outcomes. The project, which is in itsthird year of implementation, is working with60 primary schools in Halvad Block of MorbiDistrict in Gujarat.

The project promotes high quality teachingand learning in the Pragya Standards 1 to 5classes of the government schools through aqualified teacher to ‘co-teach’. In the first year,the implementation of the project was withclasses 1 and 2; from this year, intensive focusis on classes 3 and 4 with continued support

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and handholding of teachers to stabilise thebest practices in the classroom. All the schoolshave deployed Pragya, an activity basedteaching and learning model, and theclassroom interventions are designed toenhance the impact of Pragya.

An important factor of the project is that it hasinterventions to ensure that children of schoolgoing age in the project area attend schoolregularly. The interventions include runningactivities to enrol and retain children withHighly Irregular attendance. In the academicyear of 2016–17, 339 children were enrolledthrough the efforts of the project team with thehelp of the community, and meetings withparents and school management committees.The schools have also shown improvement inattendance. The project played an importantrole in the starting of a bus service in twoschools for students living on farms throughprovision by the government.

The students have started showingimprovement in learning achievements asmeasured by assessments. The communityparticipation in school activities has increasedin all the project villages and the evidence inseen in the form of increased attendance inmeetings organised in schools, support in cashand kind for school improvement and parentscoming to drop children to school and keepingtrack of their wards’ learning.

1.12 E-Gurujee

Project E-Guruji has been started by CEEAhmedabad and Essar Foundation, Hazira,among 10 government primary schools in eightvillages of Kantha Block, Choryashi Taluka,Surat. The project will be financially supportedby Essar Foundation while the implementingbody will be CEE. A field office of CEE hasbeen established at Suvali for this project.

An orientation programme was organised todevelop clarity and understanding about theproject objectives, processes, and participationof schools and the education system. This washeld on January 9, 2017, at Mora PrimarySchool with 12 participants Including 10school principals, Taluka Primary EducationOfficer (TPEO) and a Cluster ResourceCoordinator (CRC) attending. The followingpoints were discussed.

• The need to understand and activelyparticipate in the E-Guruji project byschools, society and the officers of theeducation department. The main objectiveof E-Guruji programme is to provide qualityeducation to the students of governmentprimary schools.

• Ways to complete the secondary/highersecondary examination by youngsters ofthe age group 15-25 years, who are willingbut were unable to complete theireducation; and provide literacy to peopleof the age group 25-35 years in eight selectedvillages.

Ten government primary schools (eight schoolswith grade 1-8 and two schools with grade 1-5) in eight villages (viz. Hazira, Mora, Suvali,Junagam, Damaka, Rajgiri, Vasava, andBhatalai) have been covered under the project.

To ensure quality education through advancedtechnology, every selected school will be givena facelift with ‘Smart class’, with CEE staffundertaking the smart class teaching alongwith teachers in the initial phase, so that theteachers are training in this. As a result of thatstudents will have new tool for their learningprocess. During the project duration, necessarytrainings and workshops will be organisedfor the teachers and active support from willbe sought from the schools and the educationdepartment.

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Feedbacks/Comments from teachers(participants) of the workshop:

• Every school teacher should participate inthe education process through smart class.

• Planning of trainings, balmelas, etc. shouldbe organised and managed through theproject.

• Selected schools should develop a feelingof ownership of the programme which willalso help them achieve higher grades inthe Gunotsav programme.

• Necessary support will be ensured byTPEO.

Classroom Activity through Mobile Material:Volunteers of B. R. S College Bilpudi,Dharampur, Valsad, who have been trainedin Gujarati Grammar under ‘DarshakLokganga Yojana managed by Lokbharti,Sanosara, conducted classroom activities witharound 350 students of Junagam, Mora andSuvali schools. This was a pioneering effort asactivities had not been developed for teachingGujarati grammar though such activities wereavailable for science and other subjects. Withthe help of around 18 activities, the volunteerstaught topics like noun, pronoun, adjective,verb and so on as a ‘Learn with Fun’ concept.

Education Facilitator Orientation Workshop:For engagement of local resource persons toconduct NIOS and adult literacy classes, anadvertisement was put up in common placesin four selected villages along with word ofmouth publicity. As a result of this six femalecandidates were selected from 16 applicationsreceived for the education facilitator post.

A workshop for these volunteers for trainingthem to help (i) the youngsters of selectedvillages who were unable to complete theirsecondary/higher secondary examination but

were willing and would like to look for bettercareer opportunities after qualifying; and (ii)the persons who never went to school and sonever gained literacy. After an orientation tothe tasks under E-Guruji project, the six femalevolunteers started working with four villageson adult literacy and preparation for secondaryexamination through NIOS (National Instituteof Open Schooling). They held meetings withaspirants of the NIOS examinations, andprovided information on NIOS, theregistration process, subject selection,examination fees and the classes initiated byCEE for their help. Three ladies from Suvalihave shown interest in taking up theexamination.

Door to door Survey in Four Villages: As theprimary objectives of E-Guruji project are toprovide quality education to the students ofselected schools, make illiterate people literatein selected villages, and to prepare youngstersto take their secondary/higher secondaryexaminations, a door to door survey was

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conducted in four villages (Suvali, Mora,Junagam, Hazira) by a team of 12 students ofB. R. S College, to identify such target groups.In all, they visited 9362 houses out of which4878 were closed. The survey showed thatthere were many migrants from other statesworking in companies in the area. The dataobtained of the target groups in the fourvillages are depicted in the following graphs.

Classroom Activities by CEE Staff: Classroomactivities were carried out by CEE staff alongwith teachers in four selected schools in theproject area. Students respondedenthusiastically and were even willing to stayback after school hours. Schools did not haveMaths and Science teachers felt this as a greatsupport. CEE staff facilitated students incarrying out experiments on their own, whichsparked curiosity in them leading them to askquestions and seek answers. At present, 350students of classes 6-8 in the selected schoolsare facilitated to perform Maths and Scienceactivities.

1.13 Mobile Educational MaterialsExhibition: Development andTraining Programme

This project is being supported by LokvigyanKendra (Community Science Centre),Lokbharati, Sanosara, under the ‘DarshakLokganga Project’ funded by Pidilite IndustriesPvt. Ltd. As part of this project, CEE isdeveloping theme based exhibition materials

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and activity kits according to the syllabus ofclasses 6-8.

The training programme of the project focusedon:

• Introducing participants to the exhibition,the activities of the current round, and howto carry them out

• Enabling participants to conduct a rangeof activities that are aimed to make childrenunderstand the concepts dealt with in theschool subjects and relate them to real life

• Provide the material, obtaining feedbackon the previous round and planning forthe next round.

The training process included the followingsteps and activities:

• Feedback on the previous round – on thequantity and quality of the materialprovided - from students, teachers andeducators through an experience sharingsession, which will help plan subsequentrounds

• Discussion on the objectives of the training

• Session on connecting the materials of thisround with the teaching-learning process

• Hands on activity – demonstration ofactivities were conducted to make theeducators understand the appropriateutilisation of materials and clarification ofqueries. This also made the educators moreconfident to use the materials in theclassroom.

• Material distribution – An adequatequantity of ready to use educationalmaterial was provided to the partnerorganisations, more of which they couldbuy from the local market as per theirrequirements. This also encouraged use of

local material for educational purposesand activities.

The partner organizations for this projectinclude:

1. Ananddhara, Chaparda, Junagadh

2. Gram Nirman Samaj, Mahua, Bhavnagar

3. Gram Dakshina Murti, Manar, Bhavnagar

4. Lokbharti Vigyan Kendra, Sanosara,Bhavnagar

5. Lokbharti Adhyapan Mandir, Sanosara,Bhavnagar

6. Ravi Krupa Trust, Maydhar, Bhavnagar

7. Vigyan Nagari, Bhavnagar

8. Shree Hiralal Trust, Dholaka, Ahmedabad

9. Bhaibandh Project, Khadir, Kutch

10. Mari Shala Rajpur, Gandhinagar

11. Gyansetu Project, Mundra, Kutch

The subjects for which material wasdeveloped in each round is as follows.

Round SubjectNo.

1 Language and Grammar

2 Competitive Exam Quiz throughTablet

3 Health and Hygiene

4 Traditional Games

1.14 Indradhanush Mela: ‘Shiksha KeSaat Rang’- 2017

About Indradhanush: Indradhanush celebratesapproaches to learning that draw on real lifeexperiences, promotes the idea that learningcan be fun and can take place beyondtextbooks. It is Essar Foundation’s flagshipeducational initiative, now in its 6th year,

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promoting various approaches to educationthat are not usually accessible to governmentschools. Participating in this project are a rangeof organisations working to make knowledgeaccessible to students. It also discourages rotelearning which is common in our educationsystem. The project caters to all, thoughstudent of classes 5-8 and their teachers andparents are especially benefited.

Through the many interactive sessions at thefestival conducted by educationalorganisations, Indradhanush draws studentsto the idea of learning as a creative activity.The informal workshops promote hands-onactivity, experimentation, learning by doingand demonstration of working models andexhibits. The idea is to encourage studentsand teachers to discover learning in non-structured environments the basis of which isthe child’s own desire to ask questions. Suchan approach expands the scope of learningbeyond the curriculum, infusing the processof learning with a sense of joy for both thechild and the teacher.

Indradhanush 2017: Connecting Science withEveryday Life: Each year the programme ismeticulously designed around specific themeson science, mathematics and environmentscience. From a bicycle to a toy car, a bullockcart to a tractor, the momentum of the wheel,the function of levers and the principles ofphysics around them is best understood withreal life observation and application. Scienceis all around us; even the kitchen is a chemistrylaboratory! The kitchen garden is can be usedto learn botany. This year, a wide range ofactivities, models and experiments werebrought in for students to explore the sciencebehind objects, activities and phenomena weexperience as part of our daily lives.

Pre-Indradhanush Activities: Every yearIndradhanush schedule of activity ismeticulously planned with a view to makingit more participatory and educational. Theschool principals of the local areas are involvedin the planning of the mela. For bettermanagement of the festival and betterengagement of students and teachers, feedbackon the event held in the previous year wasobtained. The feedback included suggestionslike ensuring adequate safety measures andsanitation facilities, providing local andseasonal food, ensuring enough time forstudents to carry out activities and invitingagencies and resource persons who are noteasily accessible to schools, students andteachers in the area.

Teachers Workshop for Model Making: WhileIndradhanush is a students’ event, teachersare provided technical and educationalsupport in model making, especially to providehelp in difficult concepts in the curriculumthrough connecting them with daily life. TheCEE resource person for this was Ms. KhushbuShah. The teachers in turn would help thestudents to prepare models in different subjectareas.

Key Programme and Resource Organisations

(i) Model making: Keeping this year’s themein mind, and peer group learning as astrategy, award winning teachers from thestate were invited to work with children todevelop models that explain scienceconcepts. The Lokmitra Trust and RajpurPrathmik Shala were the organisationsinvited to work with students on modelmaking. Students could take away themodels they made and explore further.Balancing toys that use the lever principleand sound producing toys that use theprinciple of sound and friction, were major

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attractions for the students. Theorganisation uses local material like thread,cardboard, paper dish, galvanised wire,etc. to make these toys.

Shri O.V. Sheth Regional CommunityScience Centre, Rajkot, brought ninedifferent working models based onprinciples of physics. Models like eerofoil,balancing nail, clap in the air, climbingcloth clip, flying bat, straw flute, tumblerand others were a great attraction for thestudents.

Green the Blue Charitable Trust, Vadodara,demonstrated to as well as made modelswith students. Making of flexagon and 3Dmodels of geometry helped the studentsunderstand geometry with fun.Chromatography was made simplerthrough an activity called ‘mystery marker’.

(ii) Experiments: Jivantirth, Gandhinagar, intheir interactive workshops, enabledstudents to perform several interestingexperiments in physics, chemistry andbiology, especially in the kitchen whichbrought to them the idea that they encounterscience daily in their routine life.

Nisarg Community Science Centre,Gandhinagar, presented experiments thatdispelled superstitions found in ruralareas. They demonstrate experiments inbasic chemical and physical chemistry ofscience. The activities were highly enjoyedby the students like a magic show,especially the tricks in chemistry like colourchanging chemicals, invisible writing,changing the colour of flowers and fire oncoconut. They conducted 15 experimentswith the students during the event.

(iii) Exhibition

Agastya International Foundation, acharitable education trust that runs the

world’s largest mobile hands-on scienceeducation programme for economicallydisadvantaged students and teachers,presented 10 different models coveringNewton’s law, electrical joints, humanskeleton and refraction of light. Theseexhibits were very useful for the studentsto understand basic science concepts andfor teachers to get ideas for classroomteaching models.

STEM Learning Pvt. Ltd. from Mumbai andAgastya International Foundation,Bangalore is in continuous pursuit ofmaking learning a stimulating andexploratory process. With rich resource ofsubject experts and experienced teachingfaculties, STEM has pioneered andpromoted the demonstration-basedlearning approach; it has designed over1000 working demos, models, visual aidsand experiments to be used in science andmath labs. These interactive, entertainingand informative centres give the studentsa first-hand exposure to popular scientifictheories and principles, and ignite theyoung minds with the right scientifictemper. During Indradhanush, theyexhibited a Mini Science Centre consistingof 60 interactive math and science workingmodels which related theories toapplications.

(iv) Demonstration and Audio-visual

The demonstration activity section, whichincluded plays, puppet shows and claymodeling, engaged a large number ofstudents and provided ideas foreducational engagement to the teachers aswell.

The Lokbharti Gramvidyapith,inaugurated by Shri Kaka Saheb Kalelkar,the great Gandhian, based on the

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Sarvodaya principles of truth and non-violence, showed how basic and highereducation can contribute towards solvingrural problems practically. The puppetshow with science in them was the keyactivity performed by the students of theelementary education course.

Shri M.D. Mehta Regional CommunityScience Centre, Jamnagar; JaybharatiDistrict Community Science Centre, Surat;and Adhyayan Sansthan, Mumbaidemonstrated several activities like magicwith balloon, fun with chemistry, and theworking of simple machines. CEEAhmedabad’s demonstration of energyefficient models like solar lantern, bicyclewith pump and environment games werealso a big attraction.

(v) Science Models from Students:

Indradhanush also invites students andteachers to present their work during theevent. About 100 teachers and 20 studentsparticipated in the model making andpresentation programme and presentedinnovative working models. Some of theseinclude:

• Treasure hunt - a game based activity forchildren to explore the scientific conceptsbehind science models and experimentsbased on common scientific principles.Children had to identify six concepts ofscience like Newton’s Law and centre ofgravity to complete the Treasure Hunt Cardwhich are then used to in a draw for prizes.Two students won the full housie prize inthis game.

• Adventure activity - provided children afirst-hand experience of the science behindadventure, besides giving them a chance tochallenge their fears. Thrilling activities

like Zip Line and River Crossing wereconducted under the guidance of experts.

• Science Maze - a fun learning activity thathelps develop cognitive skills likeunderstanding maps and scientificprinciples, especially environment scienceand biology. It was designed in a way thatgiving the right answer to a questionopened up the right path to theparticipating students.

• Magic show – brought out the science ofmagic, especially that which happensaround us.the magic happen around us.The famous magician S. Kumar was invitedfor this activity. Students realised that thatmagic is ultimately a science and scientifictricks.

• Virtual video game and Selfie corner -acquainted the students with the newtechnology and the ushering in of a newera of science.

The overall feedback from the participants inthe Indradhanush event was very positive andthe activities were highly appreciated.

Participant Data

Sr Activity Number ofNo. participants

1 Total number of 2697students

2 Total number of 127teachers

3 Principal meeting 23participants

4 Model makingworkshopparticipants 20

5 Treasure Hunt 1000

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6 Virtual video game 2000

7 Selfie corner 1000

8 Adventure activity 1500

9 Magic show All studentsand teachers

10 Invited NGOs 12

11 Science Centres 4

1.15 Gyansetu

Gyansetu is a concept developed by CEE forproviding accessibility of digital educationmaterials to teachers to improve classroomteaching. Improving their capacity to usedigital technologies, updating their knowledgeand using efficient teaching learning methodsin the classroom, will improve the overallquality of education manifold. Gyansetuproject interventions strive to enhance thecapacities of teachers as facilitators which willhave a lasting impact on their classroominteractions.

Initiated in 2012 with the support of EducationInnovation Fund for India (EIFI) 2012 as anaward, Gyansetu has developed an Androidbased application and portal to connectteachers through a server. It is an online aswell offline educational Android application.As a pilot project, 10 school teachers of thetribal area of Valsad District provided tabletsto enable access to the application and theportal (a website). The tablet was preloadedwith educational audio- visual/digitalmaterials procured and developed by CEE.With the success of the pilot, the project hasbeen extended to 183 school five districts ofGujarat. It has also been extended to grades 1-8 for all the major subjects.

In Mundra, the Gyansetu project isimplemented as part of the CSR activities ofMICT, Mundra.

Gyansetu Advance is a version of the projectthat enables school teachers and students tointeract using a technology platform. Theobjective of this portal is to facilitate existingeducation methodologies in various waysincluding imparting of new skills to teachersas well as students, providing useful contentapart from regular school curriculum, enablingteachers to continuously evaluate studentskills and enabling self-paced learning forstudents.

Key Activities of the Project

Teacher feedback and review meeting: As theGyansetu application and supportivehardware need an orientation before beforebeing used, and many teachers were keen tobe part of the project, an orientation workshopwas conducted with 19 teachers, three CRCsand one BRC participating. They were briefedon the project and on the use of the device bythe technical team of CEE. The first review andfeedback meeting was organise with teachersat the Block Resource Centre, Mundra. Theexperience of Gyansetu material and issuesrelated to operating the application throughthe tablet were discussed. The new features of‘Student corner and Question paper in theGyansetu application was shared with them.A common issue identified was low mobilenetwork coverage which made it difficult forthem to use the tablet. Daily routine andtechnical errors were also problems andsolutions for these were suggested during themeeting. Since the system works offline too,they were asked to update the application athome or an area with good coverage. In someareas, lack of electricity posed a challenge.Under the Gyansetu project, 50" LED TVs were

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provided so that the ICT material in the tabletcould be projected.

Gyansetu Advance: Gyansetu is used byteachers for accessing information throughinternet ultimately benefiting the students. Theidea behind the Advanced version is to developthe application so as to be accessible tostudents. The student version of Gyansetuprovides space for children to learn accordingto their own pace and learning styles. Thebasic idea is to develop the web-portal andbrowser based application which can beaccessed from any device like laptop, tablet oreven mobile phone. The teacher facilitates thestudent log in. With the individual login, theycan understand the subject, do the activities(for which material is provided), and ask forteachers’ help. They can give the exam by theirown schedule. All this can be monitored andfacilitated by the teacher who controls thesoftware. All the data from students to teacherand teacher to principal at school level will beautomatically synced to a central server whichcan extract the data and progress of students.

As this requires considerable research anddevelopment, a workshop was organised withresource persons such as education consultantof UNICEF, textbook writer, software developerteam, designer and education expert from CEEand Education Department, Government ofGujarat for brainstorming the draft level ofGyansetu Advance software. The workshopthrew up a lot of inputs, learnings andsuggestions, based on which the SoftwareRequirement Specification (SRS) for TheGyansetu Advance has been developed. Thisyear, the system has been installed in sixschools which would be updated withfeedback from the teachers who use it.

1.16 Bhaibandh: Mobile EducationVehicle at Khadir, Kutch, Gujarat

This project is supported by Nanhi BalaCheritable Trust, Mumbai, who provided abus which can be used as a mobile educationalvehicle. Khadir is an island situated in thelittle Rann of Kutch containing 17 villageswhich are located in interior areas with littleaccess to facilities. Education is also achallenge for the students with not enoughstaff in the schools – against a requirement ofaround 140 teachers for the governmentprimary schools, only 40 teachers are availableto handle around 2000 children in the area.

The focus of the Bhaiband project focus is toprovide additional support to these teachersto conduct activities in the schools whichwould also help to maintain the enrolment inthe school. The content is procured from themobile education material development projectsupported by Ravikrupa Trust, Sanosara.

Under this project, last year, four rounds ofactivities under different subjects have beenconducted and 1656 students benefited fromthem.

1.17 Anandshala

Enhancing Students’ Participation in SchoolProceedings through Students’ Cabinet: A CEE-TCS collaborative

Right of Children to Free and CompulsoryEducation (RTE) Act envisages all childrenbetween 6 and 14 years to get free qualityeducation. RTE assures that every child has aright to quality elementary education and thestate, teachers, families and communities haveto fulfil this obligation together.

Anandshala, a whole school approach for theholistic development of the child, has emerged

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as a solution to deal with this issue. TheAnandshala approach, developed by CEE in2003, has been used since then as a model andmethodology for education by variousstakeholders in different states. Literallymeaning ‘school of joy’, it is a model for theholistic development of a child, establishedthrough participatory visioning exercises,local capacity building and provision ofsupport in terms of financial and technicalresources. It correlates formal education withlife skill activities and strengthens the existinginstitutions for developing a child friendlyschool environment. The model correlatesformal education with life skill activities, thusalso reorienting education for sustainabledevelopment.

The ‘Anandshala Gandhinagar’ approach isbeing implemented by CEE West with supportfrom Tata Consultancy, Gandhinagar, in fourgovernment schools of Gandhinagar. Theproject aims to increase students’ participationin the decision making process in their schooland to bring in systemic intervention withinthe existing school system to ensure thatstudents’ voices get represented/acknowledged in decision-making, toenhance/revive the school’s link with the localcommunity/village, and to actively engage theSchool Management Committee (SMC) inschool processes.

Activities conducted under the ‘AnandshalaGandhinagar’ project in 2016-17 are:

Orientation Workshop: As a first step toimplementing the Anandshala approach inGandhinagar, an orientation workshop wasorganised for various partners, principals andteachers involved in the project. Besidesintroducing the approach, school water andsanitation issues and possible solutions werealso discusssed.

Real-life based Activities: A variety ofinteractive and real-life based teaching-learning activities were conducted for studentsof classes 6-8 in each project school using theMobile Education Van, with the focus onWater, Sanitation and Hygiene (WASH), andNutrition. The approach aimed to instituteinclusive and joyful learning, to support theteacher to deal with multi-grade multi-levelclassroom situations, and to enhance thequality of education through a child centricintervention. Nutrition related activitiesincluded checking the nutritional value of thefood, checking hemoglobin levels, calculatingthe BMI index and making soap.

Student Council for School Level Planning andInvolvement: One of the objectives of‘Anandshala Gandhinagar was to to increasestudent participation in the decision-makingprocess in their schools. The Student Council,which was formed for this, activelyrepresented all the students of the school andwas involved in daily routine, decision makingon all issues, democracy education andownership generation. In all four schools anelection was conducted, and six students wereelected for the Cabinet, with 12 portfolios beingidentified for them.

School Management Committees (SMC) forSchool Development Plan: Developing a ‘ChildCentred and Child Friendly School’ was amajor objective of the project, emphasis waslaid on involving the communities for schooland child development. A one-day workshopwas organised in December 2016 for all theSMC members of the project schools, wherethe educational activities were linked withhardware improvements in schools, and anunderstanding of quality education andparticipatory approaches was sought to bedeveloped. Some of the activities and ideas

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shared with the SMC members include handwashing facility enhancement plan, kitchengarden, energy conservation and repair ofsanitation unit.

Exposure Visit for Student Council Membersand Teachers: was organised to the ‘Mari shala’School, Rajpur, Gujarat to share theexperiences of how students, teachers and thecommunity were involved in hardware andsoftware tasks, and in the processes of schooldevelopment plans. Each Council thenprepared their school development plan, withthe participants envisioning their ‘dreamschool’, focusing on the changes that need tobe brought about to make the school a joyfulplace where they would love to come. Someactivities they could introduce to improve thequality of teaching-learning along withinfrastructure improvements were alsodiscussed with the respective schoolauthorities and SMCs.

Visit to Grambharti Amrapur & KGBVGandhinagar, Gujarat: An exposure visit wasorganised for the teachers of the project schoolsand SMC members in April 2017, to observeand understand different school options forthe Anadshala students, enrollment in class9, government schemes for schools, andenhancing awareness on action projects. Theyget to know about Government scheme schools.Noticeable characteristics in both the schoolsvisited were low cost options for activities,and environment and child friendliness. Boththe schools are residential and so dropout rateis low.

Vacation Workshop at Summer Camp: Avacation workshop was organised in May2017, with different sections like origami,traditional games and art and craft, with theobjective of exposing children to new activitiesand experiences and providing them a chance

to explore and try new things along with skilldevelopment like sharing, team work andparticipation. Emphasis was given to activitybased joyful learning that generated interestin various subjects other than the curriculum.About 240 students of classes 6-8 from thefour schools attended the two-day workshop.

Subsequent to the orientation and capacitybuilding workshops, school developmentplans were prepared in a participatory mannerinvolving the student council members,teachers, principals and community members,and designs, locations and budgets arrived at.The work envisaged included creation of handwashing unit for children after mid-day meal,kitchen garden, bio-fencing, creation of RamDukan, India map on the ground, all of whichwere also directly linked with the curriculum.

At the beginning of the project, the conditionof the schools appeared difficult to work with,but with the tremendous efforts put in by theteam along with the support and enthusiasmof the SMC, principals, teachers and students,the mission was achieved.

In all the schools, their school developmentplans have been developed and is currentlyfunctional, with their sustainability lying withthe student council, who have been allocatedspecial time in the daily schedule of the school.To cite an example, the primary school ofDholakuva has been able to install afunctioning hand washing unit in the schoolpremises as part of the project.

1.18 CEE Ka Bioscope (CKB)

CEE ka Bioscope is an ICT enabled programmedesigned to provide interactive and fun-filledlearning for school children. The activities ofthe programme help students in integratinglearning in Environmental Studies, Science as

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well as Social Sciences. In its eight year, CKBprogramme has reached out to 300 students ofgrades 7-9 of Rachana School in Ahmedabad.Two different modules, viz., Population andDevelopment, and Sustainable Agriculturewere dealt with during the year.

Various teaching-learning methods and toolswere used as part of the programme, includingpower point presentations, lab-based sessionsusing internet connected machines, globalpositioning system (GPS), Google Earth, MSOffice, group discussions, nature camp andfield visits among others. Students also hadan opportunity to interact with experts andgovernment officials of the AgriculturalProduce Market Committee (APMC), the WasteWater Treatment Plant, and the CensusDepartment, Gandhinagar. A visit toSundarvan, CEE’s Nature Discovery Centre,was also organised. One-day and one-nighteducational tours to CEE’s campsite at Bakoreand Lokbharti for senior grades were held thisyear. The education tours were organised aspart of the Sustainable Agriculture andPopulation and Development modulesrespectively. The tours were followed by a one-hour internet-enabled computer session.

Camps of three days and two nights at CEE’scamp site at Beyt Dwarka on the coast of Gujaratwere also organised, followed by a one-hourinternet-enabled computer session.

A CKB Programme Manual, consisting of a setof two books, was finalised. One of the bookselaborates on the programme and the standardoperating procedures while the other consistsof annexures in the form of ready-to-useresources like forms, formats, presentations,link diagrams and others.

1.19 Swapnilshala

To address the issue of migration, and toensure the provisions of RTE Act, theAnandshala approach developed by CEE in2003, has been adapted as ‘Swapnilshala’ andis being implemented with the support ofAshiana Housing Limited at the GovernmentUPS, in Ghatal, Bhiwadi, which is an industrialhub of Rajasthan where migration is prevalent.With a child centric intervention to mainstreamhim/her, Swapnilshala project could be amodel that can be replicated by the educationdepartment and the government for achievingthe goal of education for all. The model pullstogether a comprehensive range of qualityinterventions in education from the nationaland international levels. In accordance withthe National Curriculum Framework (NCF)2005, and RTE, Swapnilshala emphasises aholistic approach to enable construction ofknowledge among students. The modelcorrelates formal education with life skillactivities and thus reorients education forsustainable development.

Activities conducted under the Swapnilshalaproject in 2016-17 are:

Capacity building of teachers as facilitators ofeducation: Workshops for teachers on teachinglearning methodologies, communication andmanagement, and ways to teach specificsubject areas, were organised to make teachersunderstand the importance of creating learningenvironments that are more interactive. Theseprogramme helped teachers to identify thedifferent learning needs among children, tounderstand the learning styles of children, theimportance of teaching learning materials(TLM’s) and how to make them, so as toimprove academics as well as the overallperformance of the children

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Promoting child to child approach of learning:When children play, they use all their senses– hearing, seeing, tasting, touching, smellingand moving – to gather information about theirworld. Play comes naturally to children andhence is filled with opportunities for childrento learn and develop new skills. Later theygather information through language. Manysuch activities were conducted at the projectschool in Ghatal to facilitate inclusiveeducation via peer learning. These includedcelebration of major environmental and otherimportant days as per the academic calendarof the education department. Activityworkshops and competitions for students wereorganised along with fun games like facepainting, art and crafts. These activities helpedto inculcate skills among the students likeplanning, participation, expression, teamwork, creative thinking and presentation oftheir work.

School newsletter by students: Two issues ofa student led school newsletter weredeveloped as a platform to express thestudents’ voices and views. The articles in thenewsletters covered issues like their likes anddislikes, their problems, observations andexperiences inside and outside the school,activities and learnings.

Special Training Programme (STP): STP wasconducted with non school going children of6-14 years along with other children who weregraded as below age appropriate attainmentlevel and were facing difficulty in learninglanguage and maths. While it helped suchchildren attain a better level of learning, it alsosupported the teacher to deal with multi-grademulti–level classroom situations via a childspecific intervention. STP involved approachesof joyful learning using a variety of teachinglearning approaches like games, performing

arts, art and crafts. Community members werealso involved in a few of these activities.

Community stewardship for schooldevelopment and management: Since one ofthe objectives of Swapnilshala was to developa ‘Child Centred and Child Friendly School,involving communities for school and childdevelopment was given special attention. Withthe SMC as the focal point, various activitieslike visualisation workshop, formal SMCorientation, involving community in specialtraining programme for students, informalinteraction during mid-day meal andcelebration of important days at school wereorganised, with a view to identifying rolesand shared responsibilities for the school.Community participation played a key role ateach juncture of the project, including bringingnon-school going children into the specialtraining programme, Bal mela, and otherdevelopmental work like making swings fromtyres, building a periscope, painting,gardening, etc. Involving community in suchactivities also developed a sense ofresponsibility ownership in them.

Learning for the environment, by theenvironment, of the environment: Using theschool building as a learning tool is aboutdeveloping and using the physical space andinfrastructure around the child as a learningresource in a child friendly manner.Swapnilshala laid emphasis on using thephysical settings as learning elements acrossvarious subjects and concepts as well asgrades which also established an interfacebetween pedagogy and physical space.Swapnilshala managed the dynamics betweenflexibility to accommodate change/development and incorporate sustainabilitywithin the design of building and ground.While developing the teaching learning

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material (TLM), children’s views on difficulttopics were also taken into consideration,leading to preparation of class wise, interactivematerials. A space was also provided formaking the TLMs interactive and situational.

Classrooms were designed for whole-class,group and individualised teaching andlearning, with special attention being given tothe interior areas, colour scheme of the walls,flooring and lighting. The verandah andpillars outside were also used for designingthe TLMs while the waste generated became aresource for making TLMs too with a workshopdesignated for it. Hand washing, drinkingwater facility and mid-day meal areas alsoreceived attention in terms of suitability andease of use for children. A dumping groundfor chemicals and other wastes by nearbyindustries within the school premises wastransformed into a rain water recharge area,while green corners served as biology labs.Curved seats were constructed surroundingthe trees at various location were childrencould interact comfortably. The seats alsobecame TLMs games and puzzles painted onthem.

Community handover of Swapnilshala: Afterworking on the school for a year and a half,the school was handed over to the schoolauthorities and community via an event onAugust 19, 2016. The event witnessed thepresence of Mr. Hem Singh Bhadana, Minister,Food and Civil Supply & Consumer Affairs,Government of Rajasthan as chief guest, alongwith local government representatives; Ms.Shivani Jain, Programme Director, CEEAhmedabad; BPS Architect team along withCEE Rajasthan team. School children,community members and teachers participatedin this event and shared the excitement of theirrevamped school.

1.20 Urja Chetana

The Urja Chetana project won the Global CSRExcellence and Leadership Awards 2016(Award Category: Developing SustainableStrategies) for CESC Ltd. in the year 2016.

The Waste Management group at CEE Kolkatais implementing the Urja Chetana programme,which is supported by Calcutta Electric SupplyCorporation Limited (CESC Ltd.) as part oftheir CSR activities, since 2012. It is anenvironment sustainability educationprogramme aiming to generate awareness andaction related to the environment andsustainable development, amongst students,teachers and community members. Theprogramme is implemented in 30 schools inand around Kolkata through existing/to beformed eco-clubs/energy clubs. It provides aplatform to the schools to undertake actionprojects through community outreach, therebyhelping children to share and expand theirunderstanding, and bringing about changethat has significantly reduced wastage ofenergy and rainwater, as well as managedwaste and nurtured plants.

During the year, various capacity buildingworkshops on composting, waste paperrecycling, product development, rain waterharvesting and medicinal plant garden wereconducted for students and teachers to enablethem to implement and sustain these bestpractices in their respective schools. Duringthe trainings, teachers were oriented todifferent facets of environmental conservationand sustainability. Exposure trips to solar apower plant, a thermal power station, organicfarming and botanical garden were organisedfor the students to augment their classroomlearning. The schools participated in theEnergy Week celebrations where eco-club

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members shared their knowledge andexperience with the entire school duringassembly, by practical demonstrations andconducting various competitions that boostedthe creative skills of the students. The schoolscelebrate special environment days withcommunity members. The school wall art bythe students has helped to communicate keyenvironmental messages not only to thestudents themselves but also to the nearbycommunity at large, while also promoting ahealthy school environment and protectingthe premises from nuisance. The students alsodisseminate the knowledge gained under theprogramme to nearby communities byconducting a series of community outreachand awareness campaigns, rallies andcleanup drives.

The capacity building of the students andteachers has helped schools to implement thebest practices (e.g. composting, waste paperrecycling, rainwater harvesting and nurturingmedicinal plants) to sustain their schoolenvironment. Around 512.55 kg of organicwaste was composted, 97.7 kg of waste paperrecycled into handmade paper and then madeinto useful products by students, and around2,29,365 litres of rain water was harvested bythe schools during this year. The project hasdirectly been able to benefit 175 teachers,10,881 students and 27,071 communitymembers during the year.

1.21 School Eco-Club Action Project

CEE Kolkata, in collaboration with the USConsulate General of Kolkata, is implementingthe School Eco Club Action (SECA) project,focusing on developing and strengthening thecapacity of the eco-clubs of 20 schools ofKolkata and Patna. The project also aims todevelop a cadre of Young Leaders of Change(YLC), who would be trained and provided

support to implement innovative and actionoriented environment and developmentprojects in their school or neighbourhood.

SECA was formally launched by Mr. CraigHall, Consular General of the AmericanConsulate in January 2017. The CEE team wasinvolved in the formation and restructuring ofeco-clubs of the participating schools alongwith capacity building students throughclassroom sessions and beyond-schoolactivities. An exposure visit to the butterflygarden of Eco Park in Kolkata was conductedfor the students under the project. A massivecommunity outreach was conducted for CleanGanga campaign by one of the participatingschools from Kolkata as part of the beyond-school initiative. The two-day YLC Summitwas organised for schools of Kolkata andPatna at the American Centre, Kolkata inMarch 2017, with the objective of training theshortlisted project teams on different facets ofleadership, sustainability, environment anddevelopment. The idea was to help themstreamline their envisaged environmentalaction projects to be implemented in theirschools/immediate neighbourhood over thenext few months.

School Eco-Club Action (SECA) Project inPatna

The SECA Project is being implemented in sixschools of Patna along with the schools inKolkata. The project focuses on action orientedactivities in the field of waste management,recycling, greening and biodiversity, naturalresource conservation, renewable energy andtraditional knowledge towards environmentalconservation and protection. The activitieswill be undertaken with the help ofenvironment champions/youth with the aimof reduction in their ecological footprints. Thestudents and schools are being oriented and

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facilitated for their contribution to reducecarbon footprints through inculcating the habitof recycling, greenery development andrainwater harvesting. The project also buildscapacity of the teachers to impart environmentand sustainability education and also buildbridges between school and communitythrough campaigns taken up by the schools.

For developing Young Leaders for ChangeAction Project and planning the activities,individual visits to schools were undertakenwith the aim of reorganising the Eco-clubsand orienting the club members anddeveloping YLC action plans.

1.22 Green School Rating, Assam

The aim of the project was to verify andevaluate the rating of schools applied underthe state level Swachh Puraskar Award of theSSA (Sarva Shiksha Abhiyan), Assam. Theactivities included field visits to schools,verification of the award format and schoolresponses, evaluation and rating againstcritieria, consultation with key stakeholders(such as mothers’ group, SMC and studentcouncil) and resolution of problems and issuesidentified at school level.

CEE team conducted the inspection and fieldverification of 21 Green rated schools underMHRD’s Swachh Vidyalaya Puraskar, for thestate level Swachh Vidyalaya Puraskar. Theyverified the evidences presented and consultedwith the key stakeholders. Based on these, threebest schools were selected in the category of‘Best Maintained Green Schools’ and 10 bestschools from among 21 Green rated schools.The evaluation reports on the schools weresubmitted to the education department.

1.23 Swachhagraha Campaigns:‘Safai ke sitare ke sath selfie’Campaign

Swachhagraha is an initiative of the AdaniFoundation with CEE as its Implementationand Knowledge Partner. The project takesinspiration from the Swachh Bharat Abhiyanannounced by the Honourable Prime Ministerof India, Shri Narendra Modi. To acknowledgeand appreciate the silent efforts put in by thecleaning staff of schools in keeping ourenvironment clean, a campaign called ‘SafaiKe Sitare’ has been launched by CEE with thesupport of Adani Foundation. The studentshad to click a selfie with the staff at theirschool/home/neighborhood with a shortwrite-up which describes the person with his/her name, background and how importanttheir role is for the society.

This campaign saw tremendous response fromschools in Varanasi, Pilibhit, Bareilly,Allahabad and Lucknow, where studentsenthusiastically clicked selfies with theircleaning staff and shared their thoughts. Theresults of the campaign were announced onOctober 1, 2016 and a student from CityMontessori School, Kanpur Road Lucknow,was acknowledged as one of the best entriesat the national level.

1.24 Child Friendly Schools andSystems Project in VaishaliBihar

Provision of quality education along with safedrinking water and sanitation facilities hasbeen broadly envisaged in our Constitutionunder Article 21-A – ‘free and compulsoryeducation of all children in the age group ofsix to fourteen years as a Fundamental Right’and specifically notified in the RTE Act, 2009.

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In Bihar, CEE has partnered with UNICEF andBihar Education Project Council (BEPC) topromote Child Friendly Schools and Systems(CFSS) in 100 schools of Vaishali District,Bihar. This initiative focuses on demonstrationof ‘Swachh Vidyalaya - Swasth Vidyalaya’education, ensuring a set of functional andwell maintained water, sanitation and hygienefacilities along with improvisation in theoverall school’s teaching-learningenvironment, thereby making the schoolenvironment a ‘child friendly learning’ space.

CFSS covers child friendly quality educationsystem, activity based learning, properfunction of SMC, MTA, Child Cabinet andMeena Manch, along with a clean and greenenvironment in the school, proper sanitationand hygiene (WASH) practices by studentsand safe and nutritious mid day meals. Schoolsanitation and hygiene depend on the capacityenhancement of teachers, communitymembers, SMCs, Non-GovernmentalOrganisations (NGOs) and Community BasedOrganisations (CBOs), and educationadministrators. A key feature of this 20 monthlong campaign is to ensure that these 100schools are developed into ‘Swachh VidyalayaSwasth Vidyalaya’ campuses, with extensionof a similar model in all the districts of Biharsubsequently.

Initiated in October 2015, thefollowingactivities were carried out till March 2017.

Sensitisation Meeting: for members of SMCs,Student Councils and Meena Manch, with aview to introduce the project to the stakeholder,delineating their roles and responsibilities forthe success of the intervention, to build rapportand elicit participation. Meetings were held in61 schools in consultation with the DistrictProgramme Officer, SSA, Vaishali.

Orientation Meetings: were conducted in 78schools for an in depth interaction with thestakeholders, through interactive discussionsand group work. The participants in groupsdiscussed issues related to current status andaction for implementation of CFSS andpresented their views. This also helpedimprove involvement and build rapportamong them.

SMC Trainings: Trainings were organised inschools for the members of SMC, MeenaManch, Children’s Cabinet and teachers,where the Swachh Vidyalaya SwasthaVidyalaya initiative and the RTE Act 2009provisions were discussed along with theirroles and responsibilities. All 100 schools werecovered under the SMC trainings. Along withthese, a transect walk was also organised forthe participants within the school campus toidentify existing gaps followed by a problemanalysis exercise and updating of schooldevelopment plans.

Teacher Training Workshops: To create anenabling learning environment for children andto promote child focused teaching-learningactivities and materials for making learningfun in the school and classroom, and to ensureteachers’ active engagement through use ofinnovative methodologies, two-day trainingswere conducted in September 2016 in twobatches to cover all the 100 schools. Around99 teachers in-charge from 100 schools in fourblocks of Vaishali attended this trainingprogramme.

Installation of Handwashing (HW) Units:Hand washing units – either fixed or portableaccording to suitability - were constructed andinstalled in 70 schools as part of the project, todevelop hand washing as a daily habit amongstudents for hygiene and reducing incidenceof diseases.

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Creating Enabling Learning Environment: Amenu has been developed by CEE team ofpossible elements (tools, methodologies, childfocused teaching-learning activities andmaterials) which could be included in schoollearning environment.

Promoting Use of Library: CEE team observedthat in most schools, the library facility is non-existent or non-functional, with the studentseither unable to access books. CEE team guidedthe Balsansad members on the use of the SchoolLibrary with a separate room is designated forthe purpose. In over 50 schools, CEE team wasable to develop active libraries with a set of100 books being provided to all.

MDM Serving and Cleanliness: CEE teamdiscussed issues related to cleanliness andbehavior during mid day meals and helpedschools in setting up a system for the servingof food, related hygiene practices, posture ofsitting, etc.

Kitchen Garden and Composting: Balsansadand Meena Manch members were involved indeveloping kitchen gardens, with CEEproviding seeds and training for their growing.Schools were also guided for the compostingof wet waste. Teachers were encouraged tolink textbook chapters to these activities.

Learning Elements: Morning assembly whichis also known as ‘chetna satra’ was used asspace to introduce various elements related tolearning. Using the physical space of theschool to make learning joyful is being plannedthrough wall painting. Art and craft is alsobeing used as a tool to encourage children toshowcase their creativity and use theirimagination.

IEC Material for Schools: IEC materialdevelopment is an integral part of the CFSS

initiative. A set of four posters was developedand disseminated in the schools. Wallpaintings were also finalised and a menudeveloped for using the space in theclassroom, corridor, stairs and boundary wallsfor various messages on hand washing andlearning.

1.25 Akshay Patra and CEE forWASH

Akshay Patra Foundation partnered with CEEfor promoting hand washing in schools acrossfive cities in the country. CEE Northimplemented the programme in 43 schools ofSarojini Nagar Block including primary andupper primary schools in Lucknow. CEE teamdeveloped communication material andportable hand washing units to showcase theideal method of hand washing in schools. Apersonal hygiene kit for students was alsoprovided by Akshay Patra Foundation to helpchildren learn the daily habit of personalcleanliness.

Over 3114 students, 166 teachers and 93 cookswere addressed during the visits to the schoolsin the first week of August 2016, wherein theCEE team conducted orientation sessions anddemonstration of the five step hand washingprocess through the portable hand washingunit. Through action songs and educationactivities, CEE team emphasised the role ofpersonal hygiene and cleanliness, specificallyhand washing.

The kit provided to each student included anail cutter, comb, tooth brush and tonguecleaner, soap, sachets of hair oil and shampoo,and a hand towel. A WASH council was setup and put in charge of the monitoring of theoverall cleanliness of the campus, handwashing and personal hygiene.

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1.26 Invitation Programme forTeachers from India: Japan,November 6 – 13, 2016

The invitation programme for teachers fromIndia to Japan was conducted within theframework of the ‘International EducationalExchange Programme in close cooperationwith the Ministry of Education, Culture, Sports,Science and Technology (MEXT) of Japan;Ministry of Human Resource Development(MHRD), Government of India; and CEE India.Fourteen teacher participants from elementaryand secondary education and non-formaleducation centres from India participated inthis exchange programme held in Tokyo, Japanfrom November 6-13, 2016.

The exchange programme was facilitated bythe Asia-Pacific Cultural Centre for UNESCO(ACCU) with the overall objective of promotingmutual understanding and internationalfriendship in the Asia-Pacific region. ACCUhas previously conducted such programmeswith Korea, China and Thailand . CEEfacilitated the exchange programme in India.

Highlights of the programme

• Introduction to the Japanese educationalsystem, its current situation, andcharacteristic approach (ethics education,club activities, and more) of the schooleducation system to in-service teachers inelementary and secondary schools

• Exchange forum between the teachers fromIndia and Japan to improve the qualityof education, by providing opportunitiesto share their teaching experiences

• Experience of Japanese culture and society

• School visits and interaction with studentsby presenting Indian techniques andmethodologies, especially for Mathematics.

1.27 Material Development forSchools

1.27.1 Learning Non-violence: Evolvinga Gandhian Pedagogy

Children’s Media Unit (CMU) has developeda Teacher’s Manual for ‘Learning Non-violence: Evolving a Gandhian Pedagogy’,under the Leaning Non-Violence project. Itincludes various activities based on Gandhianpedagogy. Concepts lik: UnderstandingViolence, Understanding Diversity, CriticalThinking, Conflict Resolution, Empathy,Multiple Perspectives, Anger Management,Peaceful Demonstration, Socially SanctionedViolence and Cultural Violence, have beenintroduced in the manual. The activities weretried out in three schools (Saint Kabir School,F. D High school, and C. N. Vidhyavihar) inAhmedabad. CMU prepared a two panelexhibition on the programme to be presentedat the UNESCO Week for Peace andSustainable Development: The Role ofEducation conference held in Ottawa, Canada.

1.27.2 Glossary of Climate Change andEE terms

CMU coordinated and facilitated thepreparation of a Glossary for the MoEF&CC.The glossary consists of two lists - List A of 25key terminologies in Climate Change and ListB of 291 words. The glossary was prepared togive the meanings of the words in simplelanguage within the MoEF&CC context andincluded the background, the mandate andstand of MoEF&CC, the target or the vision onthe issue, and/or the way forward withreference to the rest of the world.

The objective of compiling the glossary was togive a clear picture to the general user andmedia persons so that the word is not used out

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of context or misinterpreted in any way. Theglossary would be made available on thewebsite of MoEF&CC as a glossary ofenvironment related words for ready reference.

1.27.3 SDG Material for Teachers

As part of the ESD Expert Net, Ms. RajeswariGorana is developing educational material formiddle school teachers on the 17 SDGs, and ispart of the small group that is conceptualisinga mentoring programme which will be offeredin 2017 in a virtual mode. She attended aconceptual planning meeting for both thematerial development and mentoringprogramme in Germany during July 7-12, 2016.

1.27.4 Climate Caravan CampaignMaterials

CEE Central has been invited by MadhyaPradesh Clean Development MechanismAgency for the ‘development of resourcematerial and knowledge products on ClimateChange and GHG mitigation’. The knowledgeproducts were to facilitate awareness raisingon Climate Change for various groups in orderto encourage them to make small efforts intheir daily life for reduction of greenhouse gasemissions. The knowledge products supportedthe campaign titled - Climate Caravan, HumSab Saath Chalen.

1.27.5 Climate Change: Learn, Measureand Act is a workbook formiddle school students andteachers, which containsinformation, activities andsimple audits.

1.28 Seeds of Hope Exhibition

CEE partnered with the Soka GakkaiInternational to bring to India the famous

exhibition ‘Seeds of Hope – the Power of One’.The exhibition was value-added by CEE bydesigning its impact assessment through aschool outreach programme, a before and aftersurvey, and interactive workshop sessions. Aspart of its multi-city outreach, the exhibition wastaken to six schools in the National Capital Regionwhere staff from the Delhi office conducted day-long workshops with school staff and children.Surveys were carried out in each school, datacollected, and its analysis was done to feed intothe main dataset of the project.

1.29 Srushti Mitra Awards forPromoting Citizens Action onEnvironment Conservation

4th Srushti Mitra Awards

CEE Central Regional Cell is providingknowledge support and managing the SrushtiMitra Awards (SMA) programme for theEnvironment Department, Government ofMaharashtra. The Award aims at recognisingand acknowledging the efforts and actions forraising awareness about the conservation ofthe environment. The Award is targeted to thepeople of Maharashtra including school andcollege students and teachers, youth, women,writers, poets, authors, photographers and thegeneral public.

The activities undertaken during this periodwere:

• ‘Abhivyakti Srushtimitranchi’ - a souvenirbook for the SMA 2015 was developed andpublished. The book is a collection ofwinning entries of the 4th Srushti MitraAwards.

• A set of exhibition panels was designedand developed to showcase the successstories from the award winning entries. Apanel on the testimonials from the previous

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award winners was also showcased tohighlight the mark made by the SrushtiMitra Awards.

• The Srushti Mitra Awards were presentedby the Environment Minister, Maharashtraand State Environment Minister,Maharashtra, at an event organised on theWorld Environment Day at Mumbai. Thewinners were felicitated with the Awardcitation and honorarium.

• The best inspiring and creative work ofover 120 participants including studentsand adults, and four schools werefelicitated and awarded by the 4th SrushtiMitra Awards 2015 from all over the state.

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2Higher Education

2.1 Journal of Education forSustainable Development (JESD)

JESD is a peer reviewed international academicjournal published by SAGE. It is beingmanaged and edited by CEE Australia since2012. It provides a platform for presentingresearch, debating ideas and showcasingsuccess stories in the emergent field of ESD.

During the current year, two issues – 10.1 and10.2 – were brought out as per schedule.

2.2 Regional Centres of Expertise(RCEs)

2.2.1 RCE Lucknow

RCE Lucknow, in partnership with eightorganizations, established a network on ESDin Lucknow. The key action areas of RCELucknow are biodiversity conservation andschool education programmes. The targetgroups for these activities are students,teachers, NGOs, communities, youth andothers.

CEE North, as the nodal point for RCELucknow, initiated ESD activities with its RCEpartners in the region.

• School events based on variousenvironment related themes wereorganised where students and teachersfrom schools of Lucknow participated.

• A biodiversity focused ESD initiative –Prakriti bus – has been undertaken in UttarPradesh with the help of formal and nonformal education institutions - Universityof Lucknow, UP State Biodiversity Board,Education and Forest Departments,schools, scientific institutions, LucknowZoo and others. This bus travels to variousschools and community locations to create

awareness about the rich biodiversity ofUttar Pradesh.

• Students from the University of Lucknowjoined CEE North during the year forinternship and worked on various ongoingprogrammes.

2.2.1 Biodiversity Festival

RCE Lucknow observed a Biodiversity Weekprogramme in May 2016 in Lucknow on theoccasion of the International BiologicalDiversity Day. University of Lucknow, CEENorth and UP State Biodiversity Board, alongwith the Regional Science City and localschools, joined hands to observe variousactivities during the week. A series ofcompetitions and interactive sessions byexperts were organized; more than 300students from over 15 NGC schools took partin rangoli, tattoo making, slogan writing, quiz,essay and painting competitions. The themesfor the competition covered topics rangingfrom butterflies, connection of biodiversity withmythology and traditional knowledge, animaltrade, livelihood and others. Prizes were givento winners on the last day of the programme.

2.2.2 Awards for RCEs

Award for RCE Srinagar

RCE Srinagar received the United NationsUniversity – Institute of Advanced Studies’(UNU-IAS) 2016 RCE Award for InnovativeProjects in Education for SustainableDevelopment (ESD) in the ‘OutstandingFlagship Project’ category. The award was forits ‘Climate Smart and Disaster ResilientCommunities in the Indian HimalayanRegion’ programme that has contributedtowards community engagement in ClimateChange Adaptation and Disaster Risk

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Reduction across the Indian HimalayanRegion.

The RCE Award for Innovative Projects in ESDwas established in 2012 to celebrate goodpractices in ESD conducted by RCEsworldwide. The Award recognises projects,initiatives, and activities that have translatedexisting local knowledge into concretesustainable practices, and empoweredindividuals and communities to makesustainable choices. The Award honours RCEsthat have made outstanding contributions tosustainable practices and have influenced andstrengthened various education andsustainability efforts.

CEE Himalaya and RCE Srinagar’sprogramme ‘Climate Smart and DisasterResilient Communities in the IndianHimalayan Region’ focuses on disaster riskreduction, climate change education, capacitybuilding and sustainable livelihoods throughits ‘Rebuilding’ programmes - RebuildingTrust (post Kashmir Earthquake of October 8,2005 and the J&K deluge during September2014) and Rebuilding Faith (post Uttarakhandfloods of June 16-17, 2013).

Award for RCE Kodagu

RCE Kodagu was awarded for its innovativeproject titled “Nature Education Programmeon Sacred Groves” as one of the flagshipprojects by the UNU-IAS.

2.2.3 RCE Meets

2.2.3.1 RCEs Meet during the InternationalConference on ESD in Ahmedabad

During the International Conference on‘Education for Sustainable Development (ESD)for transforming education for children andyouth’, held during September 16-18, 2016 todiscuss the best practices for engaging youth

and children in both formal and non formalsettings and learning, a workshop session onRCEs was organised under Theme 10: ‘ESDfor Youth’ on September 17, 2016. This sessionsought to facilitate the learning about how theRCEs are working to promote Education forSustainable Development individually as wellas collectively, sharing of experience,challenges faced and future strategy andpartnerships. Representatives from the RCEsof CEE - Guwahati, Lucknow, Kashmir,Kodagu, Bangalore, Delhi, Mumbai and Goa- were present during the session. It was agreedthat RCEs need to enhance their workingtogether in order to empower and mobilise theyouth for ESD, as active involvement of youthis vital in enhancing the ESD agenda.

2.2.3.2 The 8th Tongyeong ESD InternationalForum: “Sejahtera Forest for All”

The Tongyeong Education Foundation forSustainable Development and RCETongyeong invited Dr. Abdhesh KumarGangwar, Programme Director, CEE, to attendthe 8th Tongyeong ESD International Forum:“Sejahtera Forest for All” held on October 21-22, 2016 at Tongyeong, the Republic of Korea.

The event was a platform to share experiencesat ‘Sejahtera Forest’, to review its role as anESD platform after one and a half years’service, share thoughts on how to make betteruse of Sejahtera Forest and the new windowof opportunities it creates for all as a platformfor ESD in the Asia Pacific region. Thepossibilities of collaboration amongst the RCEsof India as well as the Asia Pacific werediscussed in the forum.

‘Sejahtera’ means well-being andsustainability in Malaya. The Sejahtera Projectis a joint initiative of the Asia Pacific RCEnetwork to find an alternative path towardssustainability, acknowledged by the members

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as existent within the unique traditionalculture of the Asia Pacific region with itsemphasis on coexistence.

As a part of the Sejahtera Project, RCETongyeong has established a Sejahtera Centre,a three-storey education centre with an eco-park, ‘Sejahetra Forest’, to serve as the hub ofthe RCEs network in the Asia Pacific. Beingone of its kind, the 200,000 sq m eco-park wassupported by the Ministry of Environment,Korea, with financial support from theMinistry and the Provincial Government ofGyeongnam, with the aim of achieving thegoal of the UN Decade of Education forSustainable Development (DESD - 2005-2014).

Sejahtera Forest consists of several amenitieslike Eco-dormitory, Aquatic Centre, Wetland,Rice Paddy, and Vegetable Garden. Itemphasises coexistence between humanbeings and nature, and present and futuregenerations, and promotes the learning of aself-sustaining lifestyle for a sustainablefuture.

Since the opening of Sejahtera Forest &Sejahtera Centre for RCEs in the Asia Pacificon May 23, 2015, over 70,000 people havevisited facility, including those from the 23RCEs. As a member of the Key Partner Networkof the UNESCO Global Action Programme onEducation for Sustainable Development,Sejahtera Centre aims to contribute to thestrengthening of partnership among the RCEsin the Asia Pacific and to promote ESD in theregion.

CEE and RCE Srinagar have been activelyinvolved in creating awareness aboutenvironment and sustainable developmentthrough formal and informal learningincluding curriculum based activities. RCESrinagar promotes the joyful method of

teaching and learning in 2500 schools ofBaramulla District, Jammu and Kashmir, and50 schools of Uttarkashi District, Uttarakhand,with the focus on the issues of disaster riskreduction, climate change and sustainablemountain development. CEE Himalaya andRCE Srinagar have also constructed eightsustainable model schools named‘Anandshalas’ (meaning ‘Joyful School’) inUri tehsil of Baramulla District, post KashmirEarthquake of 2005. These schools enricheducation by linking classroom teaching withthe outside environment. Students are involvedin different activities like gardening, birdwatching, flora and fauna speciesidentification, eco-camps and yoga, apart fromthe regular school curriculum. In addition tothis, CEE India and RCE Srinagar have beencontributing towards ESD by organisinginternational and national workshops, ESDforums, and other programmes and activities.

2.2.3.3 First Asian Regional Planning andTraining Meeting at Kuala Lumpur

Mr. Mubashir Sultan Zargar, Project Officer,CEE Baramulla and RCE Srinagar, representedCEE Himalaya at the ‘First Asian RegionalPlanning and Training Meeting’ on January18-21, 2017 at University Sains Islam Malaysia(USIM) in Nilai, Kuala Lumpur, Republic ofMalaysia, under the global project ‘ReorientingEducation and Training Systems to ImproveLives of Indigenous and Marginalised Youth’.

This was the first meeting under the project forthe Asian Region organised jointly by CharlesA. Hopkins, UNESCO Chair in ReorientingTeacher Education to Address Sustainabilityat York University and University Sains IslamMalaysia (USIM). Around 15 participants fromNew Zealand, Philippines, Kazakhstan,Tajikistan, Australia, India and Malaysiaparticipated in the meeting.

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‘Reorienting Education and Training Systemsto Improve Lives of Indigenous andMarginalised Youth’ is a global project thatintends to generate academic research into howschools and formal education systems couldchange to better meet local education needs ofthe indigenous and marginalised youth intraditional communities, and to developrecommendations to assist education leadersworldwide.

Mubashir Zargar presented the idea proposedby CEE Himalaya to address and promote theeducation system of Mobile Schools orSeasonal Schools running in the KashmirDivision of Jammu and Kashmir for thechildren of Gujjars and Bakarwals, the cattlerearing trans-humans (people practisingseasonal migration) in the valleys of the state.

2.3 Courses Offered/Taught by CEE

2.3.1 Modules on Waste Managementand Renewable Energy –

Development Management Institute: CEEentered into an MoU with the DevelopmentManagement Institute, Patna, to teach twocourses of 40 hours each to 20 students of thePost Graduate Development Managementcourse. The condensed module conducted overa week included lecture-presentations, fieldvisits, interactive discussions, assignmentsand projects. The courses were well receivedand will be offered in 2017 as well.

2.3.2 Environmental Studies - AhmedabadUniversity:

CEE offered the Environmental Studies courseto the first year students of ChemicalEngineering and ICT at AhmedabadUniversity. With 60 students in each batch,the sessions were held over a semester and the

final examinations and projects by the studentswere evaluated.

2.3.3 Introduction to Environment - CEPTUniversity:

CEE conducted the Introduction toEnvironment course at CEPT University for100 first year undergraduate students of theFaculty of Architecture, during 2016. Thecourse was held over a semester withinteractive sessions and projects as an intrinsicpart of the course, with the focus on buildinglinkages with their core discipline.

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3Education for Youth

3.1 South Asia Youth EnvironmentNetwork (SAYEN)

SAYEN initiatives during the year focused onengaging youth in sustainability action ontheir campuses and in the community, andfostering new and strengthening ongoingpartnerships. SAYEN was recognised as theNational Focal Point for the Young Reportersfor the Environment (YRE) initiative of theFoundation for Environmental Education(FEE). SAYEN Secretariat supported the youthevents organised at the Indian Institute ofTechnology (IIT) Kharagpur, IIT Mumbai, IITRoorkee and Birla Institute of Technology(BITS) Goa, where guidelines for organisingevents sustainably were shared with theinstitutes. SAYEN also participated in theevent organised at IIT Roorkee in March 2017.CEE continues to receive interns and theSAYEN Secretariat facilitates the process ofplacement of interns within CEE.

3.1.1 World Environment Day (WED),June 2016

Youth Programmes hosted a group of 12interns from Ahmedabad University andNirma University during the WED Week. Ingroups of four each, they were involved invarious projects around the theme ofsustainable lifestyle and wildlife conservation.These included “Study on Cities’ Greenspaces”, exhibition walk-through on “IllegalWildlife Trading” and a fun game on wastemanagement titled “KUDO LUDO”.

3.1.2 SAYEN Internships

Throughout the year, around 120 interns andvolunteers are placed in various offices of CEE,in different thematic areas and with theongoing projects. They are involved incommunication material development,

research, survey, field work, campaigning andfund raising activities. For example, Children’sMedia Unit (CMU) of CEE supported twointerns from Entrepreneurship DevelopmentInstitute of India, Ahmedabad who workedon the topics of Climate Change and Healthand Energy Access. They developed aquestionnaire and conducted surveys in threeslums in Ahmedabad: Ramapir ni Tekro,Ganesh Nagar and Juna Vadaj.

As a part of the ongoing partnershiparrangement with KURVE Wustrow, a peacebuilding organisation in Germany, CEE ishosting two of their volunteers during 2016-17.

3.1.3 Celebrating Sustainability:International Youth Day, August2016

Acknowledging the role of youth as futureleaders and an integral part of thesustainability movement around the world,SAYEN and CEE partnered with Rajiv GandhiNational Institute of Youth Development(RGNIYD), to organise simultaneous on-ground events in major cities across thecountry on the occasion of the InternationalYouth Day - August 12, 2016.

In a one day workshop hosted at the MGScience Institute in Ahmedabad, MJK Collegein Bettiah, Parishkar College and Neerja ModiSchool in Jaipur on this occasion, over 300youth from these institutions participated inan on-the-spot essay writing as wellphotography competitions. While they wroteabout the need for practising a sustainablelifestyle, their cameras captured theirperspectives on the national cleanlinessmovement, the Swachh Bharat Mission. Apartfrom the competitions, the youth also took a

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pledge to lead a sustainable lifestyle and toconsume with care.

The winners of this competition were awardeda free participation to the InternationalConference on ‘ESD for TransformingEducation for Children and Youth’ held atCEE on September 16-17, 2016.

3.1.4 International Youth Day at Jaipur

Acknowledging the role of youth in thesustainability movement around the world,CEE Jaipur organised a programme on theInternational Youth Day on August 12 atJaipur. Sensitisation of youth towards the causeof sustainable consumption and production,and enhancing their communication skillswere the main objectives of the event. Activitiesorganised in the programme were in line withthis year’s theme: “The Road to 2030:Eradicating Poverty and AchievingSustainable Consumption and Production”.The event was organised at two places inJaipur - Neerja Modi School and ParishkarCollege.

The event at Neerja Modi School had anintroductory session on the role of youth insustainable development by the CEE team. Anessay writing competition was organised onthe theme of sustainable consumption andproduction. A session on photography wasorganised to acquaint students with thetechnicalities of photography with expertsexplaining the nuances of photography usingboth mobile phones and cameras. The 70students who participated pledged to adopt asustainable lifestyle.

At Parishkar College too, the programmeincluded an introductory session, essaycompetition, photography session followingwhich they submitted entries on the theme ofSwachh Bharat, and the pledge. About 36

students from the college participated in theevent.

Based on the entries, Akshat Pokharna,Kartikey Sharma Ms. Saloni Singh from NeerjaModi School and Devendra Sain fromParishkar College were selected to attend andshare their views at the InternationalConference on Transforming Education forChildren and Youth held in Ahmedabadduring September 16-18, 2016.

3.1.5 International Conference onTransforming ESD for Youth &Children, September 2016

The International Conference on ‘ESD forTransforming Education for Children andYouth’ held at CEE Ahmedabad on September16-17, 2016, discussed the outcomes of theSustainable Development Goal (SDG) 4.7. TheConference specifically focused on examplesof good practice highlighting innovativestrategies and methodologies in pedagogy andcurriculum, in both formal and non formalsettings, to engage children and youth.

The session on Youth was divided into fourmajor themes: Regional Centre of Expertise(RCE), Skill Development, Youth andSustainable Campuses. Each session waschaired by a field expert supported bypanelists. The speakers shared personalexperiences and good practices, identifyingwhat has worked particularly well and couldbe replicated by others, and what were someof the challenges. They then engaged indiscussions on how to generate and scale upESD action in their given thematic area andhow youth can support these actions.

3.1.6 Water for Life – Sabarmati RiverFestival, October 2016

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CMS VATAVARAN organised the SabarmatiRiver Festival 2016, from October 19-23, 2016in Gandhinagar and Ahmedabad, as part ofits 7th travelling edition. CEE, as the KnowledgePartner, along with VIKSAT as the ProgrammePartner for this festival, helped organise amedia round table and panel discussionsaround the subject. Held at multiple venues(seven) across the two cities of Ahmedabadand Gandhinagar, this edition of the festivalthemed “Water for Life” had a special focuson “Conserving our Local Water Bodies”. Inall, there were screenings of 45 award winningfilms of the CMS VATAVARAN 2015competitive edition, which also included filmsof Gujarati filmmakers and films on Gujarat.

There were two thematic panel discussions inthis festival:

1. Media Roundtable Discussion on RiverSabarmati: Issues and Challenges

2. Panel Discussion on ‘Conservation andSustainable Management of Existing andPotential Coastal and Marine ProtectedAreas’

3.1.7 Digital Payment Campaigns Heldon National Youth Day, January2017

In a transformative attempt to weed out blackmoney and corruption from public life, theGovernment of India has constituted aCommittee of Officers to enable 100 per centconversion of Government–CitizenTransactions to the digital platform1. To takea speedy leap towards a cashless society,Central Ministries, regulators, Stategovernments, district administration, localbodies, trade and industry associations, andothers are rapidly promoting adoption of

digital payment systems. This year, ourHon’ble Prime Minister has requested theyouth to take the lead and run campaigns tocreate awareness on cashless transactions.CEE and SAYEN contributed to the call by theMinistry of Environment, Forest & ClimateChange and organised hands-on presentationon cashless transactions on the newlylaunched UPI (Unified Payment Interface) andBHIM (Bharat Interface for Money) App in 18cities of India. SAYEN took the initiative inspreading the message across colleges in India.About 2620 youth, students, teachers, staff,farmers and community group members weretrained during this initiative. The teamcontinues to get updates and feedback fromyouth volunteers who have taken charge tocontinue these drives in their community.

3.1.8 Spot Fixing – Youth AddressingCleanliness Issues in the City,February 2017

Youth from JP Shah Institute of BusinessAdministration, Gujarat Law Society (GLS)University adopted public spaces like tea stalls,vegetable vendors and cobblers as well asresidential areas, and implemented innovativeideas to keep these spaces clean. About 22spots in the city were identified and fixed. Theyouth took ownership of the public spacesand got down to fix unclean streets as opposedto labeling and complaining. And the resultsare visible for everyone to see. Their effortswere posted on the SAYEN Facebook pageand received much appreciation.

3.2 Young Reporters for Environment- India

3.2.1 Young Reporters for EnvironmentNational Operators Meet,February 20171 Press Information Bureau , Government of India,

NITI Aayog - 25-November-2016 13:52 IST

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CEE, as a member country of the Foundationfor Environmental Education, is implementingtwo programmes in the country: Eco-schoolsProgramme for school children and YRE foryouth in India. The National Operators Meetfor YRE was held in Portugal in February 2017and Sagar Suri, Programme Officer, YouthProgrammes at CEE represented the Centre asthe National Operator at the Meet. Part of theagenda was to extend the age limit from 21 to25 to be able to include University students inthe programme and CEE was able tosuccessfully lobby and increase the age limitto 25.

3.2.2 YRE Litter Less Campaign:Teacher Training Workshop, April2017

YRE Litter Less Campaign is an awarenesscampaign focusing on waste managementissues, using the methodology ofEnvironmental Journalism as a skill for youthto explore their surroundings, identifyproblems, find solutions and share them withthe wider community through journalisticpieces such as written reports, photographsor videos. The programme is beingimplemented in 30 schools. The activities willinclude an orientation and training of teachers,students projects and will conclude with anAward Ceremony in November 2017.

3.3 India Environment Festival - BeWaste Positive

World Around You (WAY) put forward anidea for a one of a kind festival to instil theconcept of ‘being waste positive’. The firstedition of the India Environment Festival washeld in Ahmedabad during February 24-26,2017. WAY is one of the few organisationsthat are exclusively working for sustainable

living through the medium of environmentcommunication. The inaugural panelconsisted of Shri Mukesh Kumar, IAS,Ahmedabad Municipal Corporation as theChief Guest, along with Shri KartikeyaSarabhai, Director, CEE; Shri Piyush Desai,Chairman, Wagh Bakri; and Shri Sunil Parekh,Global Shapers Community. The panelmembers talked about the need for andimportance of citizens taking ownership oftheir neighbourhood and the city and beingsensitive to the dignity of labour. They alsoshared the initiatives being taken to achievethe vision of making Ahmedabad a Zero Wastecity by 2030.

CEE, being the supporting organisation forthe festival, co-organised a panel discussionon “Pirana – Whose Responsibility?” Mr.Prashant Pandya, Deputy Director, SolidWaste Management, Ahmedabad MunicipalCorporation; Mr. Suneet Dabke, ConceptBiotech; Ms. Yamini Dave, SEWA; Prof. MonaIyer, Centre for Environmental Planning andTechnology (CEPT) University; and Mr.Shailendra Jaisawal, Geocycle, participated aspanelists, bringing attention to the gravesituation arising out of the Pirana landfill, theneed for reduction of waste and for improvingthe management of waste, the need for people’sparticipation and the importance of education.

3.4 EE through Youth

A programme titled “Nature ConservationEducation Programme (NCEP) for Rural TribalYouth” was organised by CEE Karnataka, incollaboration with NMNH (National Museumof Natural History) and the state ForestDepartment March 16-17, 2017. During thisprogramme which was organised atGopinatham Nature Camp, Chamarajnagar inKarnataka, over 33 tribal youths were

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sensitised on issues related to nature in theforest areas, through hands-on activities andnature exploration.

3.5 Interns at CEE Offices

3.5.1 Interns at CEE Urban

Seventeen interns, coming from variedbackgrounds, were taken in by CEE Urbanwhere they worked on several of the urbanprojects for durations ranging from one to sixmonths.

3.5.2 Interns at CEE Himalaya

Four interns from Tata Institute of SocialSciences, Guwahati Campus, worked onseveral projects of CEE Himalaya atUttarkashi, for periods ranging from one totwo months. They also participated in thecelebrations of important environment days.

3.6 Visit to CEE South Campus

Sirsi College visit to the campus : The finalyear students of B.Sc Forestry of Sirsi Collegevisited CEE south campus to understand theCentre’s activities and projects.

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4Experiencing Nature

4.1 Sundarvan - A Nature DiscoveryCentre

Sundarvan, created in 1978, is popularlyknown for its snake rescue and snakeawareness programmes. The facility isrecognised as a Mini Zoo by the Central ZooAuthority of India.

Sundarvan received 82,514 visitors, including33,664 (40.8%) children and 48,850 adultsduring the period. In all, 11,797 students and1,813 teachers from 118 schools visited duringthis year.

Reptile Awareness Programmes wasconducted for park visitors on every Sunday.It was carried out for 32 schools on other days,where about 1,879 students and teachersparticipated. A seven day snake survey andawareness programme was conducted forUltraTech Cement, located in Chhattisgarh.Around 1000 people of different age groupsattended the awareness programme.

4.1.1 Events and Activities atSundarvan

A photo contest to mark the Earth Day wascarried out in Sundarvan in collaboration withGeetha Photo Goods. The results wereannounced on April 22, 2016 and prizes weredistributed to the winners. A photographyworkshop was also organised for interestedpeople on the same day, with Mr. Subil Shahas the resource person.

The World Environment Day was celebratedin a big way in collaboration with SkyblueInstitute of Design and Het Graphics. A threeday art celebration named ‘Wild Art ofAhmedabad’ was held, where children ofdifferent age groups from three year olds weregiven an opportunity to express their thoughts

through art. This received a great responsewith over 250 children participating in theevent. Prizes were distributed to the childrenwho scored the first three places in each agecategory on June 5, 2016.

Young explorers of 8 to 12 year oldsparticipated in three separate batches of fourday summer activities, which includedlearning about nature through hands-onlearning modules, art activities and a night-camp to learn about the nocturnal life thatcomes alive in the dark. Activities such asguided zoo visit and nature trail, night trail atthe zoo, getting to know different animalgroups in the zoo, T-shirt painting, papermache and bird watching were carried out forthe participants.

As part of the Wildlife Week celebration,Sundarvan conducted quiz programmes onwildlife: one for school students of Class 8and 9, and another that was open to all. Afield trip to Polo Forest was also conducted aspart of the Wildlife Week programme with agroup of 32 participants of various age groups,fields of interest and professionalbackgrounds. Located in Vijaynagar taluka ofSabarkantha district, supporting a richbiodiversity that includes more 200 species ofbirds, the site has mountains that form part ofthe Aravalli Range and streams that fill upafter monsoons. A trek to the echo point, ashort hike to the stream, bathing, discussingdiversity, participating in craft activities, a visitto the ancient Jain temple ruins and Harnavdam, completed a day of connectedness tonature and spirituality.

Two bird watching trips to the wetland Pariejwas made twice during this year. Anorientation programme was organised for birdwatchers in Ahmedabad as a preparation totake part in the Campus Bird Count (CBC),

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which is a sub event of the global GreatBackyard Bird Count. This initiative provideda tremendous response: out of 40 campusesregistered for CBC this year from Gujarat, 31were from Ahmedabad.

On January 18, 2017, Sundarvan conductedsessions on ‘Reptile Management andMarking in Captivity’ and ‘How to make zoovisitors friends with your friends’, for zookeepers from zoos in Gujarat and Maharashtra.These sessions were a part of a week-longspecialised theme-based training programmefor zoo keepers organised by Central ZooAuthority of India at Ahmedabad.

4.1.2 Grants and Support for EducationProgrammes

Sundarvan received the Rufford Small Grantfrom Rufford Foundation, UK, to carry outsnake awareness programmes for governmentschools in Ahmedabad. Sundarvan reachedout to 9,043 students and 321 teachers from 82government or government aided schools. Afolder on snakes developed through this

project in Gujarati was given to all theparticipants. A set of posters on snakes wasgiven to all the schools that participated in theprogramme for display in a prominent spot.

Two one-day teachers’ orientationprogrammes on reptiles were conducted atSundarvan for 60 teachers. An activity manualwas circulated to all the teachers along withother material such as the snake folder andposters. Using this project as an opportunity,articles covering vital information such asprecautions to avoid snakebite and things todo in case of snakebite were published in localnewspapers.

4.1.3 Procuring New Animals for theZoo

As part of networking and partnership,Nishant Construction has completed therenovation work of the crocodile enclosure atSundarvan during this period. The CentralZoo Authority has approved our proposal toreceive two African Slender-snouted crocodilesfrom Madras Crocodile Bank Trust (MCBT),Chennai. The national carrier, Air India, hadgenerously provided the complimentary cargoservice to transport these crocodiles fromChennai to Ahmedabad, considering theeducational and conservation value of thisproject. The crocodiles reached Sundarvan onAugust 4 and they were opened to the publicfrom August 23. Various educational activitieswere carried out to generate interest on thesefascinating animals among the general public.

4.1.4 Young Naturalists of Sundarvan

This year, Sundarvan introduced an annualmembership programme for schools –‘Naturalists of Sundarvan’, especially forstudents of class 6-8. With an aim to create aconnect between the kids raised in an urban

The usage of natural markings in captive animal

management was explained to the animal

keepers different Indian zoos of West Zone.

Participants in to bird watching during one of our

trips to Pariej wetland.

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environment with their natural surroundings,this initiative banks on nurturing the innatecuriosity within every child. The programmehelps to generate an interest and awaken thenaturalist within the students through threeunique sessions, each focussing on threedifferent animal groups, namely – insects,reptiles and birds. Each programme is plannedat a different location and is packed withhands-on learning modules, resource materialsand expert inputs.

The first batch of 70 young naturalists, fromSt. Kabir School, Ahmedabad, was enrolledfor the academic year 2016-17.

4.2 Nature Camping

4.2.1 Nature Camps of CEE

CEE’s nature camping programmes providean opportunity to people of all ages toreconnect with nature and experience itsbeauty and diversity, ranging from the colddesert in Ladakh to the hot sandy desert ofRajasthan, from marine camps at Beyt Dwarkato mountain trekking and adventure camps atMt. Abu and the Himalaya. Similarly, forestcamps at Sambalpani and Bakore provide awonderful opportunity to not just explore theunique forest ecosystem, but also obtain a peekinto the life of the forest dwelling community.

During 2016-17, the Bakore campsite has beenpartially renovated and is in the process ofgetting a complete camping infrastructure withvarious other facilities. Twenty six naturecamps were organised at Bakore during theyear, giving more than 1500 campers anexperience of forest trails and tribal life.

Nature lovers eagerly look forward to afirsthand experience of marine ecosystem bythe sea at the marine camps at Beyt Dwarka.

The camps were organised from December tomid-February. During this period of less thanthree months, 22 batches totaling 904 campersspent 66 days (each batch stayed for 2 and ½days) on the campsite, observing differenttypes of corals, crabs and other marine life asalso plenty of algal growth. Most campers werealso able to see the ever playful dolphins,which makes it a memorable camp for them.

One 6 night/7 day Himalaya camp and two 7night/8 day Trans-Himalaya Explorations –Ladakh: A journey, was also a thrilling andenchanting experience, which was muchappreciated by the 31 campers whoparticipated during this year.

Camps were organised at Mt Abu during thesummer, with 11 batches involving 580campers from all age groups camping in thewilderness of Arbudachal. A special tribalchildren’s camp and adventure camps werealso organised at Mt. Abu like every year. Alongwith other trekking, nature watch and campingactivities, sloth bear sighting remains thehighlight of the camps at Abu.

Besides Abu, four camps was organised atSembalpani-Ambaji within BalaramSanctuary. Sembalpani is a remote tribal areawith deciduous forests near the famous templetown Ambaji. These camps providedadventurous activities such as trekking, rockclimbing, rappelling and bird watching, alongwith a glimpse of tribal culture and landcultivation pattern. More than 256 naturelovers participated in these camps.

To mark the celebration of World EnvironmentDay at CEE, an overnight camp for childrenwas organised at the CEE campus itself, withstar watch, night trekking, nature trails, birdwatching and adventure games as its majorattractions. The participating children

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subsequently joined the celebrations of WorldEnvironment Day in the campus.

After the demonetisation and introduction ofnew currency notes, two major financialliteracy programmes were conducted incollaboration with the Reserve Bank of India(RBI), Ahmedabad, for the villagers of BakoreTaluka and for CRPF personnel atGandhinagar.

Apart from these camping experiences, variouswatch programmes, desert camp, monsooncamp and others continued to be organised asper the season. In all, during the year, morethan 4000 people participated in these naturecamps, which helped to ignite in them anappreciation and love for nature.

4.2.2 National Nature CampingProgramme (NNCP)

Five batches of Nature Camps were organisedduring 2016-17 by CEE’s Delhi RegionalOffice, under the NNCP Programme of Ministryof Environment, Forest and Climate Change(MoEF&CC), Government of India. The campswere sanctioned for the State of Haryana, andCEE organised these in partnership with theHaryana Forest Development Corporation(HFDC). A total of 250 school children fromHaryana schools participated in the camps,each batch being of 2 nights-3 days duration.Other CEE regional offices organised similarcamps under the NNCP for Assam, Goa andUttar Pradesh.

Activities in the camps covered natureobservations, study of local ecology, flora andfauna, basic field-craft, hands-on wastemanagement practices, visits to medicinalplant garden, a nearby bird sanctuary andcaptive breeding centres for endangeredspecies of Haryana (peafowl and chinkara).

Interaction sessions with experts from theForest Department and other resource personswere also organised.

4.2.3 CEE North: NNCP at SuhelwaWildlife Sanctuary

CEE North conducted five nature camps atSuhelwa Wildlife Sanctuary, Balrampur,under the National Nature CampingProgramme (NNCP) supported by theMoEF&CC. Eco club schools working underthe National Green Corps (NGC) programmewere selected for these 2 nights and 3 dayscamp. Around 260 students and 12 teachersfrom six schools of Bareilly, Pilibhit,Lakhimpur Kheri, Gonda and Bahraichdistricts participated in these camps. Thecamps gave the participants an opportunityto experience the joyful and enlighteninginsights of nature in the Bhabhar region ofUttar Pradesh. The camping included naturetrails through the forests of Suhelwa, a trekthrough the hilly area of Sonpathri and excitingeducational activities for instillingappreciation and concern for nature. Naturetrails in the day time were followed by anevening of fun and frolic with bonfire andcultural activities. Interaction with localchildren was an exciting part of the campwhich helped them to identify birds and theirsounds.

4.2.4 NNCP in CEE Northeast

CEE Northeast organised a series of five campsduring the period February 4-14, 2017, inOrang National Park, Darrang District inAssam, as part of the National NatureCamping Programme (NNCP). Students fromKopati Vallabh Bhai Patel HS School, SilboriME School, Keramat Ali ME School, SialmariME Madrassa and Borjhar ME from Darrang

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and Sonitpur district of Assam participated inthese camps.

The Orang National Park of Assam covers anarea of 78.81 sq. km and forms an integral partof the Indo-Burma Biodiversity Hotspot. Thepark has a rich vegetation with varied floraand fauna. The camp site saw a plethora ofactivities including mini dramas, night foresttrail, field inspection, campus mapping, habitatfragmentation, Joy of Science activities,national park visit, night sky study, culturalactivities and a variety of environmental games.

More than 250 students were sensitised aboutnature conservation through these camps atOrang National Park. Through games andactivities, various environmental conceptswere transacted which would create a lastingimpact on the young minds and an awarenessabout the negative impacts of unplanned andinjudicious human activities and habitatfragmentation.

4.2.5 Nature Camps in CEE Karnataka

CEE Karnataka, in collaboration with theForest Department of the state, conductednature camps for rural school children of class8 and 9 of government schools at HonnavarRange, Kasargod Eco Beach, Hireguthi Rangeand Gerusoppa range, with the aim ofsensitising them on nature, forests, wildlifeand conservation. Nearly 350 students in sevenbatches participated in this programme. Theapproaches followed in this programmeinvolved learning through interpretativegames, discovery of the forest around andinteractive sessions on topics related to forestand wildlife, followed by hands on activitiesand screening of wildlife relateddocumentaries.

As part of the World Environment Day, a oneday nature camp was organised for teachersand student representatives from 30 schoolsof Kushalnagara Taluk of Kodagu. The eventwas jointly organised by the ForestDepartment, Education Department and CEEKarnataka. From each school there were 2representatives (1 teacher and 1 student). Theparticipants (one teacher and one studentrepresentative from each school) weresensitised about forests, the need for theirconservation, and their importance for theexistence of the river Cauvery.

A one day educational programme onmedicinal plant conservation was alsoorganised for school students by FoundationFoundation for Revitalisation of Local HealthTraditions (FLRHT), which was facilitated byCEE through activities and eco games.

4.2.6 CEE Pune: Pashan NatureEducation Centre

Recognising the ecological importance and theecosystem services provided by urbanwilderness areas, an educational project‘Awareness and Education about Birds in PuneCity’, has been taken up by the Pune MunicipalCorporation and Indradhanushya Centre forCitizenship and Environment Education,which is being implemented by CEE. Theproject site is Pashan Lake in Pune.

A visitor centre is being developed as part ofthe project. An educational programme thatincludes activities at the interpretation centre,nature trails, bird watching activities andexpert talks is also being carried out.

The visitor centre would house a diorama,photo text panels and a photo collage of keybird species. Several wayside signages arebeing installed that would provide on-site

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guidance to visitors on the local ecology andwater systems, and key species of plants andanimals. The visitor centre will also have asmall library and bird watching equipment.The educational approach focuses on:

• Developing a love and concern for nature

• Understanding the ecosystem values of thesite and ways of conserving it

The programme has been developed inpartnership with local experts. The resource

Concept of wetland and watershed being

simplified by nature educator on a trail for grade

4 students of PMC school.

Grade 6 students from PMC school taking tree

autograph in their nature journal.

material developed for the educationalactivities includes an educator’s manual, self-guided nature trail brochure for the educatorsand general public, and a specially designedNature Journal for children to start them onthe journey of exploring the environment. CEEhas conducted nine nature trails at Pashan, ofwhich six were for PMC schools while threewere open to the public.

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5Communicating Environment through Media

5.1 CEE-ENVIS Centre onEnvironmental Education andSustainable Development

ENVIS, a programme of the Government ofIndia, Ministry of Environment, Forest andClimate Change (MoEF&CC), is a decentralisednetwork of distributed subject oriented centresintegrating national efforts in environmentalinformation collection, collation, storage,retrieval and dissemination. It comprises aFocal Point at the Ministry and ENVIS centresset up in different organisations/establishments in the country, dealing withspecific subject areas pertaining to theenvironment.

CEE has been hosting the ENVIS Centre onEnvironmental Education (EE) andSustainable Development (SD) for the last 25years. The following mechanisms have beenset up at CEE for fulfilling the ENVISresponsibilities and objectives.

1. http://ceeenvis.nic.in – the website for theENVIS Centre on EE & SD

2. Query-Response Service - to respond toinformation requests on any aspect of EE

3. Education for Change - a quarterly newsletterto disseminate information on EE and ESD

4. E-Library

5.1.1 CEE ENVIS Website & E-Library:

The website has been restructured accordingto the ENVIS website template provided by theMinistry with a number of informativedatabases on EE & ESD such as: E-library withcategorised articles, journals, books and e-books, glossary and bibliography; relevantonline links for kids; list of prominentenvironmental leaders; internationallyimportant environmental days; feature stories

and reports of different events celebrated withkids and students within the Centre; list of EEand ESD organisations; information on thenational and international universities withEE and ESD as a subject for the students;information on environmental treaties,conventions and milestones. The website alsohas an updated section on upcoming events,recent news and major activities of the Centreon the thematic area. It has resources on EEand ESD for schools like curriculum activitiesfor students of primary and secondarysections, school projects, audio-visuals andpublications on EE and ESD by the Centre invarious languages. The website is beingupdated regularly.

5.1.2 Education for Change – ENVISNewsletter:

Three issues of this quarterly newsletter werepublished in an electronic format, while an

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annual print of the newsletter focusing onselected articles from the three was broughtout in the fourth quarter. The annual printnewsletter also featured as the cover story theGEF-UNDP Small Grants Programme:Community Action, Global Impact, as theprogramme is completing 25 years of presencein India. This issue of the newsletter waslaunched during the GEF-SGP India Meet heldduring March 15-17, 2017 in Ahmedabad. Allthe four issues have been circulated widelyand also uploaded on the website for easy andfree access.

5.1.3 Query Response ManagementService

This is a significant function of the ENVISCentre and as part of this, the ENVIS Secretariatsolicits enquires across regions and strives toanswer them. The Secretariat received morethan 1600 queries pertaining to various topicsand themes like environmental courses,climate change, biodiversity, naturalphenomena and others. These were receivedthrough email and phone calls. Besides,queries were also received during the ENVISteam’s visits to various schools to promote EEand ESD as well as ENVIS activities.

5.1.4 Outreach to Schools

As part of ENVIS activities this year, the Centrereached out to about 50 schools in Ahmedabadto generate awareness about ESD in generaland ENVIS activities in particular. Duringthese sessions, teachers and students were alsoencouraged to ask/write any queries they hadrelating to the environment.

5.1.5 Ideas for a Swachh School

Ideas for a Swachh School is a publicationbrought out by the ENVIS Centre as an initiativeto promote the national campaign, ‘Swachh

Bharat: Swachh Vidyalaya (SBSV)’ (CleanIndia: Clean Schools) of the Government ofIndia. It explains swachhta or cleanliness inthe context of a school and gives 55 stepstowards a swachh school. A handy compilationof ideas written in simple language, the bookletcan be used by school managements, teachersand students.

5.2 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 the filmsas an educational resource; produces printmaterials to support and promote filmdistribution — film catalogues, newsletters,periodical publications, etc.; promotes thedissemination of films on environment,development and social justice issues throughvarious channels — print, Internet,workshops, film festivals; and also producesown films and publicises films produced byothers.

CMU continued its function as a VideoResource Centre this year too. Variousenvironment and sustainable developmentrelated films were borrowed both byprogramme groups within CEE, and byexternal institutions, for use in trainingprogrammes and for public screenings.Schools, colleges and NGOs continue to usethis resource for their needs.

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6EE through Interpretation

6.1 Interpretation Centre at BirTalab Zoo, Bathinda, Punjab

An Interpretation Centre was designed,developed and set up by CEE at the Bir TalabZoo, highlighting the forest, wetland and birddiversity of the area. Dioramas with live sizemodels recreating the habitat, sound exhibits,and Augmented Reality were the multi-mediatechniques used for enriching visitors’experience to the Centre.

6.2 Museum-cum-InterpretationCentre at Jabalpur

A museum-cum-interpretation centre was setup at the State Forest Research Institute,Jabalpur, Madhya Pradesh, in December 2016,by the Protected Area Interpretation and Eco-tourism (PAIE) group and the Studio at CEEAhmedabad. The centre engages the visitorson the subject of forest ecology and the scienceof forestry. The highlight of the project is a 40foot long diorama depicting the variousinteractions amongst animals and plants in aforest.

6.3 Bhagyanagar NandanavanamPark Interpretation Centre atNarpally

CEE Hyderabad office has received approvalfor Concept, Designing, Developing andErection of panels and 3 D models atBhagyanagar Nandanavanam InterpretationCentre. The work is currently in progress.

6.4 Signages at Pushpagirir WildlifeSanctuary

CEE Karnataka, in collaboration with theForest Department, has developed outdoorsignages on nature and wildlife conservation

at Pushpagiri Wildlife Sanctuary in KodaguDistrict, Karnataka.

6.5 Interpretation Centres in TamilNadu

The Forest Department, Government of TamilNadu, with financial support from Tamil NaduBiodiversity Conservation and GreeningProject (TBGP), and technical support formCEE, has initiated Interpretation Centres atAmrithi Zoological Park, Vellore District andZero Point, Kanyakumari District with a viewto transforming a recreational visit into aneducational opportunity.

The media being used in the interpretationcentres are informative and interactive panels,dioramas, displays and wall paper.

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7Knowledge Management for Sustainability

7.1 Assessment of Social Dependencyand Governance Aspects inCritically Vulnerable CoastalAreas (CVCAs)

CEE, with the support of and in partnershipwith the National Centre for SustainableCoastal Management (NCSCM), facilitatedfield studies in the coastal areas of Karwar(Karnataka); Gulf of Kachchh and Gulf ofKhambhat (Gujarat); East and West Godavari,Coringa (Andhra Pradesh), as part of theresearch study on “Assessment of socialdependency and governance aspects inCritically Vulnerable Coastal Areas (CVCAs)”.

The project objective is to capture householdlevel perception and data related to thedependency of the community on theecologically sensitive natural coastal resourcesand their ability to manage them. Theobservations recorded included those onnatural resource availability and dependency;livelihood aspects; perception about threatsand solutions; participation in conservationand management aspects.

The sites are identified as per the indicativelist of CVCAs mentioned in the CRZ 2011Notification. The NCSCM had developed thequestionnaire and survey instrument throughexpert consultations.

CEE facilitated the field implementation withsupport from local administration and NGOpartners. The process involved training ofgraduate youths, especially from the socialscience background, and a few communitymembers on the use of the survey instrument;sampling methodology; conductinghousehold interviews and uploading the dataon the server.

The results of the field studies were capturedfrom different sites onto a central server andthe data analysis was undertaken by NCSCM.The results of the research study will help inthe development of a decision support tool forthe MoEF&CC and state governments toidentify potential areas for developing co-management strategies involving localcommunity, and provide overall inputs forstrengthening sustainable development andbiodiversity conservation efforts in coastalareas.

The survey covered around 106 villages and1926 households in the Gulf of Kachh; 282villages and 1820 households in the Gulf ofKhambhat; 52 villages and 1170 householdsin East Godavari-Coringa; 34 villages and 843households in Krishna; 32 villages and 957households in Karwar. The research study willbe further used by NCSCM to provide inputsfor strengthening the CRZ Notification andencourage stakeholder consultations forparticipatory management efforts.

7.2 Seeds of Hope Exhibition

The Seeds of Hope exhibition was created bySoka Gakkai International (SGI), in partnershipwith the Earth Charter International, as aresource for the UN Decade of Education forSustainable Development (UNDESD). The“Learn, Reflect, Empower” formula used inthis exhibition was introduced by SGI PresidentDaisaku Ikeda in a proposal on ESD for theWorld Summit on Sustainable Developmentin 2002. CEE partnered SGI in India to measurethe impact of the exhibition among schoolgoing children.

The primary aim of the exhibition is to instila sense of belongingness among children andan awareness of how an individual can make

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a difference by learning, reflecting and takingaction.

The exhibition was showcased in three Indiancities – Hyderabad, New Delhi and Kolkata.The objective of holding this exhibition inIndian cities was to measure the impact ofinterventions (guided and facilitated tour)among secondary school children.

Children’s Media Unit (CMU) of CEEsupported the process of designing the studyand reviewing the questionnaire for carryingit out.

7.2.1 Evaluation of Seeds of HopeExhibition - Kolkata

CEE Kolkata facilitated and showcased theSeeds of Hope Exhibition at six schools inKolkata, during March 2017. The exhibitionfocused on communicating education forsustainable development to high schoolstudents. The exhibition was shown to twosections of Class 9, wherein one sectionparticipated in the activities and facilitationby CEE while the other section did not. Thestudents were observed noting down facts andfigures from the exhibition panels. A pre andpost test for both the section students wasadministered just before and after theexhibition to gauge their perception levels. Theexhibition has been able to instill a sense ofbelongingness among children about how anindividual can make a difference byinspiration, learning, reflection and takingaction to save the environment.

7.3 Textbook Analyses

CMU carried out textbook analyses for twothemes — (a) Gandhi and (b) Transport andMobility.

7.3.1 Content on Mahatma Gandhi

Twenty NCERT textbooks (as given below)were reviewed for content on MahatmaGandhi.

Class 1 & 2: Hindi, English and Maths

Class 3-5: Hindi, English, Maths andEnvironmental Studies

One of the findings of the analysis was thatthe first time students of primary level areintroduced to Gandhi is in class 5 throughEnvironmental Studies. This textbookmentions the incident of Dandi March whichtook place during India’s freedom struggle isdescribed.

7.3.2 Content on Transport andMobility

An analysis of textbooks of classes 1-8 wasundertaken by CMU for GSEB (Gujarat StateEducation Board) and NCERT (NationalCouncil of Educational Research and Training)to identify Transportation and Mobilityconcepts in them. The main finding of thisstudy was that as the classes progress, thecontent on the theme declines. As an outcomeof this study, and based on the textbookanalyses of Gujarat Board, NCERT andMaharashtra Board, a draft paper titled‘Schools and Sustainable Urban Mobility: AnApproach Paper with special reference totextbook analysis’ has been developed. Theproject was supported by SUM NET India(Sustainable Urban Mobility Network inIndia).

7.4 Digitisation of CEE’s and otherEE Resources

CMU team compiled information from 186publications brought out by CEE as part of the

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Environmental Orientation to SchoolEducation project for the Bharatavani Projectbeing facilitated by the Central Institute ofIndian Languages, Mysuru. The project themefor this year was Environmental Sciences.

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8Industry Initiatives

8.1 CEE Climate Change Group

The Climate Change Group of seeks to engagedecision makers, support vulnerablecommunities and empower interestedstakeholders to build a low-carbon, climate-resilient society and sustainable living throughthe following objectives.

• Facilitate exchange of dialogue with multi-disciplinary decision makers for climateaction

• Provide knowledge and skills to vulnerablecommunities - in particular youth, womenand marginalised groups - for quality lifeincluding climate resilience

• Identify relevant innovative solutionsthrough stakeholder inclusion bydiversifying their knowledge base andinstilling capacities to sustainsustainability efforts

· Encourage sustainable lifestyles byproviding and educating aboutresponsible alternatives which increaseindividual Handprint

8.1 Climate Change Projects andProgrammes 2016-17

8.1.1 Certificate Course in ClimateChange

A two months in-depth Certificate Course inClimate Change was conducted for the ScienceCommunicators of the Science Express ClimateAction Special during mid June to mid August2016. The aim of the course was to empowerthe participants who come from differentacademic backgrounds to take climate actionby enhancing their knowledge on the science,impacts and solutions related to the complexissues of climate change. Employing a varietyof hands-on pedagogy, the course deepened

the science communicators’ knowledge aboutmitigation and adaptation solutions,international climate policy and personalaction (Handprint). The course helped developskills in critical thinking, systems thinking,problem solving, decision making andcommunication through learner-centeredapproaches for collaborative and participatorylearning, in the class room, in groups and onexcursions. Twenty two participantscompleted the course successfully.

8.1.2 Informing the Indo-German SolarPartnership

The Heinrich-Boell Stiftung supported project“Informing the Indo-German SolarPartnership” seeks to provide Indian andGerman decision makers with first handinformation to inform the planning andimplementation processes of the Indo-GermanSolar Energy Partnership, according to theneeds of Indian stakeholders. To achieve thisobjective, five stakeholder consultations wereheld in partnership with Gujarat EnergyResearch & Management Institute (GERMI),in urban and rural settings, to gather insightsinto the interests of various stakeholders likefarmers, NGOs, think tanks, businesses,consultants and local policy makers. Theconsultations aimed to seek inputs on thechallenges, gaps and learnings from differentexperiences across the country in fostering theuse of solar energy. This bottom-upconsultative approach can help in bridgingthe gap between policy formulation andimplementation and build momentum for theadoption of solar energy systems, informingthe Indo-German bilateral solar cooperation.

8.1.3 Science Express Climate ActionSpecial - Phase 2

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The Wildlife Institute of India entrusted CEEwith the responsibility to carry out the requiredupgrades of the Science Express ClimateAction Special (SECAS) exhibition for itssecond phase. CEE updated the informationaccording to the recent scientific findings andthe policy developments of the ParisAgreement of the UNFCCC. CEE had designedthe climate change exhibition for the firstround of SECAS.

CEE also trained the new batch of ScienceCommunicators for the Vikram A. SarabhaiCommunity Science Centre. The ClimateChange Group of CEE introduced thecommunicators to the SECAS climateexhibition and trained them in the scientific,technical, socio-economic and politicalbackgrounds of the exhibition displays. TheScience Express was flagged off from Delhi onFebruary 17, 2017 for its second run acrossIndia until September 2017. In the currentphase, SECAS II will travel over 19,000 kmacross the country, halting at 68 locations in20 states.

8.1.4 Action for Climate Empowermentat UNFCCC

As an observer in the official climate changenegotiations, CEE’s has contributed to Article6 of the Convention: ‘Education, Training andPublic Awareness/Action for ClimateEmpowerment (ACE)’. In the current year, CEEparticipated in the fourth Dialogues on Actionfor Climate Empowerment held in Bonn,Germany in 2016 and shared some of theexamples of climate change education andpublic awareness programmes in India. Theprogrammes of CEE highlighted during theDialogues include (a) Paryavaran Mitra(Friends of Environment), a climate changeeducation programme which reaches out to

200,000 schools and (b) the Science ExpressClimate Action Special (SECAS), a mobileexhibition on climate change on a train visitedby 2.3 million visitors. At COP 22 in Morocco,CEE organised and participated in side eventsat the Indian Pavilion on low carbondevelopment, climate change education andsustainable lifestyles and equity.

8.1.5 COY 12

The youth NGOs network called YOUNGO,which represents children and youth at theofficial UN climate change negotiations,organises a Conference of Youth (COY) everyyear prior to the Conference of Parties (COP),with the aim of engaging youth in the discourseon climate change. To enable greaterparticipation of youth, enhanceunderstanding on climate change amongyouth and enable inclusion of diverseperspectives, local COYs are held in differentcities across the world. CEE and the IndianYouth Climate Network, with support fromHeinrich Boell Stiftung, organised a three dayevent for the local COY 12 in November 2016in Ahmedabad, the for South Asianparticipants. The key outcome of COY 12 wasthe 120 participants’ policy brief whichprovided inputs to COP 22 in Marrakesh.

8.1.6 Climate Change – Everybody’sBusiness

The course on ‘Climate Action: Everybody’sBusiness’ was offered by CEE during December12- 17, 2016, as a part of AhmedabadUniversity’s initiative of Independent StudyPeriod. This one week course was offered to 50undergraduate students with backgrounds inscience, commerce and management. Thecourse facilitated independent learning onclimate change science and solutions, duringwhich participants explored the multi-

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disciplinary subject of climate change fromvarious angles and gained skills andcompetencies for future studies in climatechange.

8.1.7 Climate Change Workshop at theInternational Conference on ESDfor transforming education forChildren and Youth

The Climate Change Group led the Workshoptitled “Sustainable Consumption & Productionand Climate Change Education” in thisconference. The workshop discussed thecrucial role of Climate Change Education forSustainable Development (CCESD) in fillingin the knowledge gap, enhancing awarenessabout climate change and bringing aboutbehaviour and attitude change. This workshophosted a discourse on CCESD as an enablerfor the transformation to sustainableconsumption and production patterns andidentification of good practices for integratingCCESD in formal and non-formal settings, witha view to empowering children and youth totake action. It was attended by about 60international and Indian participants.

8.1.8 UNESCO Global EducationMonitoring Report

CEE prepared a background paper for the 2016Global Education Monitoring report,‘Education for People and Planet: CreatingSustainable Futures for All’. The UNESCOreport highlighted the inter-sectoralrelationships between education anddevelopment sectors and emphasised theintegral role of education as an enabler inachieving the Sustainable Development Goals.

The paper titled “The LeapfroggingOpportunity – Role of Education inSustainable Development and Climate Change

Mitigation” identified 21 case studieshighlighting the role of education in mitigatinggreenhouse gas emissions from three sectors –transport, energy and agriculture - indeveloping countries. The case studies showedhow the initiatives could enable the countriesto leapfrog the faulty carbon intensiveprocesses and opt for a low carbondevelopment path.

Paper available on: http://unesdoc.u n e s c o . o r g / U l i s / c g i - b i n / u l i s . p l ?c a t n o = 2 4 5 6 1 5 & s e t = 0 0 5 7 F 2 D 7 6 4 _ 0 _272&gp=&lin=1&ll=1

8.1.9 Climate Change Narratives

CEE conducted three workshops on theperceptions of different communicationnarratives on the topic of climate change withuniversity students in Ahmedabad on January10, 11 and 12, 2017. The three workshops,organised by Climate Action Network, Delhi,were part of a Climate Change Narrativesseminar with Mr. George Marshall from theOxford-based Climate Outreach andInformation Network. The seminar trainedIndian organisations in the skills fordeveloping distinct climate narratives whichaddress different audiences, values andcultural identities. A member of CEE’s ClimateChange Group participated in the seminar andconducted the three workshops inAhmedabad. The workshop results becamepart of an overall climate change narrativereport of the seminar. It was the first of its kindseminar and study in India.

8.1.10 Lecture Series on Oceans andClimate Change

A lecture series on oceanography and the roleof oceans in and for climate change wasconducted by CEE in early 2017. Dr. Sarin

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from Physical Research Laboratory,Ahmedabad, conducted the series of lecturesfor CEE employees. A lab visit was organisedas part of this to understand the radiocarbondating measurements conducted on oceansediments as part of climate change research.

8.2 Earth Care Awards

The Earth Care Awards, started in year 2007,entered into its seventh edition this year. Theawards recognise excellence in climate changeaction and covers both mitigation andadaptation sectors. As part of the process, CEEevaluated 265 applications (Table 1) fromcategories like industry, community, urbanand innovation. The applications werereceived from across India and countries inthe SAARC region. The cases on climatechange were assessed on climate changemitigation and adaptation aspects and werefurther evaluated on the basis of their impact,adherence to benchmark and sustainabilityaspects. Further, an evaluation team visitedthe shortlisted applicants for completing sitelevel evaluation, and the findings werepresented to the jury. The awardees were

felicitated with the Earth Care Award in anevent where their efforts were showcased andpresented.

8.3 Industrial Pollution Prevention(IPP) Group

IPP group is actively involved in increasingthe level of awareness among and thedevelopment of skills in different stakeholders,which include industrial associations,individual industries, common environmentalinfrastructure facility operators (like TreatmentStorage Disposal Facility (TSDF), CommonEffluent Treatment Plant (CETP), Common BioMedical Waste Treatment Facility (CBMWTF),Common Hazardous Waste IncinerationFacility (CHWI), E Waste recyclers,Construction and Demolition Waste (C&DWaste) recyclers), regulators such as localbodies, State Pollution Control Boards, policymakers such as representatives of theDepartment of Environment of stategovernments, students, researchers, Researchand Development (R&D) technical institutes,builders, NGOs, auditors and consultants. IPPoperates through knowledge transfer,

Table 1

Category Applications Applications Field Visits GivenReceived Shortlisted Conducted Award

Leadership in 71 8 8 2Urban ClimateAction

Community 74 5 4 2

Innovation for 102 3 3 1Climate Protection

Large Scale 18 3 3 0Enterprises

Total 265 19 18 5

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Programmes Organised in 2016-17 for Awareness and Capacity Building

Sr Programmes Date Partners ParticipantsNo

1 SGP Meet : March 15-17, MoEFCC, 20PoPs and Waste 2017 UNDP, GEF, CEEManagement

2 Promoting market February 14, CEE, SGTPA, TERI, 80transformation for 2017 MSME, EESL,GEFenergy efficiency inIndian MSMEs - SuratTextile Cluster UNIDO

3 National Productivity February 13, CEE and NPC 20Week - 2017, Waste to 2017 GandhinagarProfit through 3R

4 Workshop and Multi- February 7, CEE, SGTPA, GPCB 70stakeholder Consultation 2017on “Measures forimproved compliancefor environmentalregulation andsustainable industrialproduction”

5 Wetskills 2017 January 2-13, CEE, GPCB, 302017 Wetskills Foundation -

Netherlands

6 Workshop on aspects of September 30, CEE, LDCE 50Water Pollution 2016

7 Regulatory Changes to July 30, CEE, CII - 150Counter Climate Change 2016 Surat Chapter

8 Workshop on Hazardous June 17, CEE, GPCB 210Waste Management 2016 and NEERI

9 National Level April 22, PDPU —-Environmental Conclave 2016(EnCon’16),

Total 630

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organising training programmes, R & D forwaste utilisation, and promoting sustainableindustrial development with a view toimproving the quality of the environmentthrough continual compliance. The majorprogrammes and projects undertaken by IPPare given below.

Training Programmes: Several trainingprogrammes were conducted by the IPP Group,the partners for which were: NationalEnvironmental Engineering Research Institute(NEERI), Gujarat Pollution Control Board(GPCB), Gujarat Cleaner Production Centre(GCPC), LD College of Engineering (LDCE)Ahmedabad, Wetskills Foundation,Confederation of Indian Industries (CII),

Industrial Associations, Common FacilityOperators, The Energy Research Institute(TERI).

Technical Advisory: was provided to NationalGreen Tribunal (NGT), CETP of Pandesara,South Gujarat Textile Producers Association(SGTPA), Green Environment Services Co-operative Society Limited (GESCSL).

Policy Advisory: was provided to enforcingagencies like GPCB, GCPC, LDCE (BREFDocument for textile sector) and NGT.

Research and Development (R&D): R&Dservices were provided to waste utilisationcentres with GESCSL and SGTPA; and for pre-processing facility, caustic recovery, andproduct recovery from waste with LDCE.

Workshop on Hazardous Waste Management:

Waste to Wealth - June 2016, jointly organised

by NEERI, GPCB and CEE on June 17, 2016 at

CEE Ahmedabad

Workshop on Regulatory change to Counter

Climate Change jointly organised by CEE and

CII at Surat on July 30, 2016

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Mr. J. K Vyas of IPP also attended several programmes as an expert and/or delivered expertlectures during 2016-17.

Sr Programmes Organiser(s) Time and VenueNo

1 Advanced Pre-Launch Ahmedabad Municipal Corporation February 20, 2017,Consultation on Draft (AMC); Indian Institute of Tropical Hall UsmanpuraAhmedabad Air Meteorology, Pune (IITM); Indian AMC ConferenceInformation & Response Institute of Public Health(AIR) Plan and Air Gandhinagar (IIPH-G); HealthQuality Index (AQI) Gandhinagar Natural Resources

Defense Council (NRDC); Safar Air

2 National Level PDPU April 22-23, 2016,Environmental Department of CivilConclave Engineering, Pandit

Deendayal PetroleumUniversity

3 Air Pollution and Ahmedabad Municipal Corporation December 13-14, 2016Health: Laying the (AMC); Indian Institute of Tropical at Hyatt Regency,Foundation for Meteorology, Pune (IITM); Indian Ashram Road,Effective Use of the Institute of Public Health Usmanpura,Ahmedabad Air Gandhinagar (IIPH-G); Natural AhmedabadQuality Index Resources Defense Council

(NRDC); Safar Air

4 Workshop on UNDP, MoEFCC August 10, 2016 atImproved Mercury The Taj Mahal Hotel,Management in India New Delhi

5 7th National Conference GPCB, Saket Projects Limited August 5-6, 2016,on Urban, Biomedical Auditorium,& Industrial Waste AhmedabadManagement Management

Association

6 Round Table on Best GPCB,GIZ December 3, 2016,Available Technology Wastech 2016,Reference Mahatma Mandir,Documentation Gandhinagar

7 Industry vs Waste: Round World Around You (WAY), February 24-26, 2017,Table Discussion during CEE Ahmedabad Haat,India Environment Festival Vastrapur

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IPP has so far conducted capacity building programmes based on Industrial Waste WaterTreatment, Air Pollution Control, Hazardous Waste Management and Cleaner Production formore than 600 industries, during April 2016 to March 2017.

9. MOU/MOA Signed in 2016-17

Sr. Agencies Thematic Date Target Group StatusNo areas

1 GPCB Training & January Industries, industrial Two forthcomingCapacity 30, 2017 associations, common programmes inBuilding facility operators, April and

regulators, students, November/researchers, faculties, DecemberNGO, auditors, 2017consultants

2 GPCB and Skill January 12, Students and Young November-Wetskills Development during Professionals of India December 2018Foundation & Capacity VGGS 2017 and Netherlands

Building

3 PIL CETP September Industries, industrial Q I completedUpgradation 19, 2016 associations, common and Quarterly

facility operators, report submittedregulators

4 PIL Utilisation of September Industries, industrial Q I completedHazardous 19, 2016 associations, common and QuarterlyWaste facility Operators, report submitted

regulators

5 PIL Sustainable September Industries, industrial Q I completedTextile 19, 2016 associations, common and QuarterlyProduction facility operators, report submitted

regulators

6 SGTPA Measures for September Industries, industrial Q I completedImproved 19, 2016 associations, common and QuarterlyCompliance facility operators, report submitted

regulators

7 GSFCU Training , May Industries, industrial Programmes toawareness and 2, 2016 associations, common be initiatedcapacity facility operators,building of the regulators, students,GSFCU students researchers, faculties,and GSFC NGO, auditors,employees consultants

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8.3.1 Some Major Programmes of IPP

GPCB and CEE: signed an MoU on January30, 2017, under the Vibrant Gujarat Summit2017, to encourage, facilitate, collaborate,transfer technology and partner towards thepromotion and development of best practiceswith an aim to (1) adopt the concept of 4R -Reduce, Reuse, Recycle and RecoverResources; (2) transfer technology; (3) buildcapacity and develop skills of the stakeholdersthrough various programmes; (4) share bestenvironment management practices in the stateof Gujarat; (5) implement the concept of circulareconomy and sustainable industrialdevelopment in different sectors; and (6)organise other programmes related toenvironmental pollution prevention andcontrol.

The goal of this co-operation is to fostercollaboration; provide opportunity forexposure to the state of the art facilitiesavailable to the personnel of both the

organizations; networking of the two institutesin the areas of the mutual benefit; and frequentinteractions.

IPP Group and Pandesara InfrastructureLimited (PIL): which is a common effluenttreatment facility located at Pandesara, Surat,have agreed to work together for performanceevaluation and upgradation of the CETP atPandesra, sustainable textile production andR&D in the field of utilisation of hazardouswaste as building material at GIDC Pandesrafor improved compliance of environmentallegislations and betterment of the quality ofenvironment. Three MoAs were signed onSeptember 19, 2016 in this regard.

After site visits and observation of the CETPand textile processing units at GIDCPandesara, the recommendations of IPP weresent to PIL along with a detailed project report.The analysis reports of the effluent indicateimprovement in the quality of the treatedeffluent.

For sustainable production in textile units, thedata related to a textile unit was obtainedduring site visits and a report sent to the unit

MoU signed with GPCB and CEE for organising

awareness programmes, in the presence of Mr.

Arvind Agarwal, IAS Additional Chief Secretary,

F&ED, Government of Gujarat and Chairman

GPCB, and Mr. K C Mistry, Member Secretary,

GPCB

Site Visit at CETP Pandesara, Surat for CETP

upgradation project

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indicating all aspects of reuse and recycling ofthe treated waste water. This helped reducethe huge quantity of fresh water consumptionand improve the quality of treated effluent asbore well water consumption with high TDSis reduced. Reuse and recycling of effluent hasfurther reduced power consumption of the unitthus reducing the cost of treatment withoutaffecting the quality of the product.

Workshop and Multistakeholder’sConsultation: on “Measures for improvedcompliance for environmental regulations andsustainable industrial production” wasorganised on February 7, 2017, wherein about80 members of the SGTPA were briefed aboutthe provisions of various acts/rules and theprocedure to be followed for their compliance.

Waste Utilisation: PIL generatesapproximately 1000 MT sludge monthly andthis has to be disposed of as per the statute. Inthe absence of a TSDF site in Surat and nearbyareas, this sludge has to be disposed of inKutch, the cost of which is high. It is believedthat the manufacturing of bricks from thissludge will be immensely beneficial to PIL.

Site visit to explore ways for sustainable textile

production at GIDC Pandesara, Surat

IPP Group carried out an extensive literaturesurvey for this project including theoreticaland practical experiments carried out byresearchers in India and abroad.

Detailed discussions were also held withexperts in the field about the use of variouscombinations of sludge and other rawmaterials which were prepared to determinethe quality of blocks and bricks, theircompressive strength, water absorption ratio,density and leaching characteristics alongwith their moisture movement.

This subject was also discussed at length withthe technical representatives of NCCBM -Ahmedabad and eminent professors of theCivil Engineering department of L DEngineering College, which included issueslike raw materials, capacities of block/bricksmanufacturing machines, furnaces andproduct quality.

The financial appraisal reveals that thisproject is economically viable and the paybackperiod is less than five years. The trial runs formanufacturing of Hazardous Waste Bricksand Pavers containing CETP sludge have beenconducted and the process is ongoing.

Trial run for manufacturing of bricks containing

CETP Sludge

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9Sustainable Rural Development

9.1 Hingolgadh Eco-DevelopmentProgramme (HEDPRO) –GramNidhi

CEE’s Jasdan Field Office works closely with55 active self help groups (SHGs) who havebeen strengthened and capacity built througha variety of programmes undertaken in Jasdanvillages over the years. About 20 Field FarmerSchools set up by ATMA (Agricultural TechnologyManagement Agency) and 18 Farmers Clubs setup by NABARD are also functioning in thesevillages. All these Village Level Institutions (VLIs)are involved in sustainable/organic agriculture,value addition to products, marketing of products,promoting new crop varieties and encouraginghorticulture. The women SHG membersparticipated in eight fairs during the year. Theyhave developed around 52 different products worthRs. 40 lakh or more. They continue to supply farm-based and non-farm based wild products in bothretail and wholesale forms. A campaign toencourage farmers to adopt planting of drumsticktrees was conducted, for which CEE Jasdan teamorganized four farmers’ meetings and oneconsultation. This led to a sale of two lakh saplings,and 700 farmers planted the drumstick saplings inover 1000 bighas of land. CEE provides the marketlinkage to this initiative. Over 150 farmers weresupported in the online application process fortaking advantage of government schemes, for whichapplication camps were organised in the village.Every month products around Rs. 1 lakh are soldin the farmers’mall. This year, the farmers earnedaround Rs. 14 lakh through this product sale. Theproducts sold include organic fertilizer, seeds,medicines, tools and equipment. During the year,the certification process for organic farming wascarried out. About 130 farmers joined thecertification agency, who purchased the farmproduce from them during this period.

9.2 Gramshilpi

The Rural Programmes Group of CEE, inpartnership with Gujarat Vidyapith, runs theGramshilpi programme since 2007. Every year,a batch of graduate and post graduate studentsjoins the programme to pursue their career bycommitting themselves to the cause of ruraldevelopment.

The programme aims to provide extensivecapacity building inputs and initial financialsupport to selected students of GujaratVidyapith to work towards holistic ruraldevelopment. As of now, 45 Gramshilpis havetaken up the cause of rural development and,out of them, 10 have settled down in villagesundertaking various activities. Gramshilpisare paid a monthly stipend for their personaland programmatic needs during the initialtwo years.

In the year 2015-16, two post graduates wereselected for the project as Gramshilpis, througha selection process conducted by CEE for thestudents of Gujarat Vidyapith. After twentyone days of the first contact session, theyselected villages from three different districtsto work in. Their capacity building and needbased training covered content like primaryeducation, elements of earth, and amethodology and skill module. Two of theGramshilpis from the current batch are nowassociated with this project.

This year too, Gramshilpi have been trainedand facilitated for their motivation andsupport. One of the Gramshilpis, JaldipThakar, has been awarded with “MahadevDesai Gramseva Award” by GujaratVidyapith, Amedabad, for his commitment tothe people of his village.

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The major thrust areas of the Gramshilpis’activities are education, health, sustainablenatural resource management, promotingsocial equity and entrepreneurship support.In their adopted village, the Gramshilpi playsa role akin to a mobile information centre. Theyhave become a guide for the villages in matterspertaining to education, career, administrativeprocedures for villagers to get their lawfulentitlements and other rights. They alsoprovide the villages with updates regardingvarious rural developmental and agricultureschemes. Apart from this, those who havesettled in remote tribal areas are workingtowards conserving tribal culture andpractices. They also support migratory familiesby running residential facilities for theirchildren and providing better education. Lastyear, more than 200 children were providedsuch facility in the tribal area of Gujarat byGramshilpis Mukhtukhan Sukh, Nilam Patel,Gautam Chudhary, Ashok Chaudhary andGhanshyam Rana.

9.3 Jalsetu - Empowering WomenElected Representatives for WaterGovernance and Climate Change

CEE initiated the project ‘Jalsetu’ with thesupport of Hans Seidel Foundation (HSS) inFebruary 2016. The three year project is aimedat working together with the Women ElectedRepresentatives (WERs) and other VillageLevel Institutions in 10 villages of Jasdan andHalvad blocks of Gujarat. In its first year, thefocus was on improving awareness andknowledge about water and climate change,and demonstrating technology and practicefor sustainable and long-term building of thecapacity of the communities in these villages.The project activities have been planned basedon a village perspective plan developedthrough facilitated consultative and

participatory processes by the VLIs and PRI(Panchayati Raj Institution) members.

The annual cycle for the project is from Januaryto December. The 2016 activities began withconsultative meetings with different stakeholders,an introduction to the objectives of the project,and the signing of MoUs with the 10 villagepanchayats. During the year, a range ofprogrammes were conducted with women SHGleaders, PRI members and Elected WomenRepresentatives. This included field level projectlaunch events, baseline data collection, trainingfor WERs, exposure visits for the communitymembers, and technology demonstrations.

Technology Demonstrations

The project, along with creating awareness,also aims to demonstrate technologies that canhelp in addressing water issues at the locallevel. Technology demonstrations such as greywater recycling and kitchen garden, ponddeepening, solar water pump, solar watercooler, recycling of used water for flushing oftoilets, animal shelter with automated drinkingwater facility and fogger for temperature control,and dykes in the river for water recharge were setup in the two blocks. In another interestingtechnology demonstration and awarenessprogramme, school children made about 400 smallpits and planted saplings on the edges of thecampus boundary. This is expected to preventflooding of the school compound and at the sametime enhance moisture retention in the soil.

Awareness Programmes

A range of awareness programmes wereconducted with schools and the community,which included a water camp for schoolchildren, water quality testing at thecommunity level, and a water exhibition.Games and folk media, quality testing andhands-on activities provided the backgroundto discuss issues of water quality alongwith

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sharing conservation messages and layingstress on efficient use of water.

Panel Discussion on Water Governance

This discussion was organised at CEE on ———— with the participation of national andinternational water experts. Dr. MartinGrambow, Head of Water Management andSoil Conservation Department, Bavarian StateMinistry of Environment & ConsumerProtection, Germany, was the key speaker atthe event. About 45 participants from variousNGOs, local village leaders, water experts andPRI members from the project villagesparticipated in this discussion.

Capacity Building and Training

The capacity building efforts at the local levelhelped in enhancing the capacity of electedwomen representatives, VLI leaders andvillage youth towards planning, implementingand monitoring water conservation projectsat the local level. These included exposuretours for the stakeholders to see waterconservation efforts in Kachchh andRajasthan; training for WERs on governance,climate change and water issues; and trainingfor youth (traditional water diviners) to act as‘Jaldoots’ who understand the hydro-geologyof the region and can plan for waterconservation accordingly. Through this‘Jaldoot’ training, a cadre of 20 youth in eachof the project blocks have been empowered toplan and facilitate water conservationactivities, including developing small waterconservation structures in the villages.

The Outcome/Results Achieved

1. All stakeholders agree that water issuesshould be a priority of the PRI. The issue isalso becoming central to local panchayatelections.

2. Women Elected Representatives participateactively in the panchayat elections: one of themgot elected as a Sarpanch. Such comingforward of active women village leaders inpanchayat elections will have a long-termpositive impact on water security. Italso showsthat active women leaders in the VLIs havethe potential to be active PRI members in thefuture.

3. The synergy between VLIs and PRImembers has improved.

4. Exposure tours are a major influence in theadoption of technologies and sustainablepractices. There has been an increase incommunity and individual contributionstowards setting up systems at thecommunity and household levels.

5. Involving water diviners in the processproved to be an innovative and usefulstrategy. About 20 water diviners are partof the project supporting the waterharvesting initiatives.

6. While the general approach to waterrelated work so far was has been to createnew structures, this project also convincesthe community that reviving existing oldwater structures can be an efficient way toharvest water and improve water securityfor the community.

7. Technology demonstrations at CEE’s RuralKnowledge Centre in Halvad haveinspired others to accept such technology.For example, demonstration of the solarmotor has resulted in about 1500 solarmotor pumps in the block.

The 2017 Cycle of the Jalsetu Project

Between January and March 2017, 10 moreproject villages were added to the project area.Based on the learnings from the first year, theactivities have been further refined, especially

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in the areas of: choice of technologydemonstrations, capacity buildingprogrammes to enhance teams’ andcommunity members’ capacity in waterresources mapping, and developing the waterresources management plans at the local level.

Visit by the Bavarian State Minister, Ms. UlrikeScharf to CEE Campus

The Hon’ble Minister, Ms. Ulrike Scharf anda team of delegates from Bavaria and the HansSeidel Foundation visited CEE on March 27,2017, as a part of their visit to India to overseeprogrammes conducted under India-Germanypartnership. During the brief visit, CEE shareddetails of its programmes, especially theactivities under the Jalsetu project.

9.4 Prakruti Shala – School forSustainability

The project Prakruti Shala – Schools forSustainability, initiated in September 2016, is thebeginning of a partnership between FinarFoundation, the CSR arm of Finar Ltd., and CEE.Prakruti Shala initiated activities in five schools inSanand taluka of Ahmedabad District.

The Schools for Sustainability project aims tobuild capacity of rural primary schoolstowards becoming green campuses thatprovide quality education to students alongwith lessons for lifelong learning onsustainability.

The three major thrust areas of the project are:

(a) Health, Nutrition and Biodiversity

(b) Water and Sanitation

(c) Quality Education

During the year, activities such as exhibitions,competitions, and nature tours were conductedin all five schools to create awareness amongchildren regarding water, health and biodiversity.

A variety of indigenous medicinal and other plantswere introduced in the school campuses with theaim to create a small medicinal and nutritiongarden in each school. An Eco-colours campaignwas conducted in all five schools and childrenwere taught to make herbal colours. A detailedsurvey of water and sanitation status of the schoolshas also been conducted to plan augmentation ofthe water and sanitation facility.

As an exercise to increase awareness aboutlocal biodiversity, especially on their owncampuses, students, teachers and CEEpersonnel jointly conducted a participatorysurvey of the school campus, along withdiscussion on the species and their medicinalvalue. Through this, various botanicalconcepts that are dealt in the textbooks werealso practically shown on the campus. Thusthe process also became a demonstration forthe teachers about how to use the campus asa learning resource. Further, as part of theproject, a ‘Prakruti Shala Resource Corner’ isbeing developed in each school.

9.5 Humanitarian Engineering DesignSummit Programme – CEE andEngineers Without Borders(EWB), Australia

The Humanitarian Engineering DesignSummit programme for Engineers WithoutBorders (EWB) is an educational studyprogramme designed to provide students withexposure work experience while allowing themto develop a deeper understanding of the roledesign and technology plays in creatingpositive change within communities. A keycomponent of the learning experience isensuring that students participate in a genuine,immersive and mutually beneficial ruralexperience with a community. To deliver theprogramme, EWB partners worked closely

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with local organisations that have a workingrelationship with grassroots communities.

Objectives

• Participants take part in a rural Indianexperience and connect with thecommunity members.

• Participants have the opportunity to learnabout village life through interviews andsemi-structured activities.

• Participants generate ideas for the designof an appropriate technology interventionfor an articulated design opportunityidentified by the community (withcollaboration and support between CEE,EWB and Giant Grass).

• Participants design and/or construct aprototype of the appropriate technologyintervention in collaboration with GiantGrass and identified lead communityorganisations.

The philosophy of the HumanitarianEngineering Design Summit programme isbased on a community centred approach, usingengineering knowledge and resources tobridge self-identified gaps in access tocommunity health, wellbeing and opportunity.The programme is focused on sustainedengagement to build strong relationships andbest practice models, strategically deployingpeople to achieve long-term impact throughknowledge sharing and sector building. Theoverarching vision for the InternationalProgramme is for everyone to have access tothe services they need to lead a life ofopportunity, free from poverty.

The tools used for this purpose range fromlocal seminars, workshops and home stay;understanding local socio-economic andenvironmental context; interaction with local

community, artisans, individuals; developingdesign ideas and prototypes; and presentationto the local community. A HumanitarianDesign Summit involves the careful selectionof self-identified Australian Universitystudents through a competitive applicationprocess. The total group size is 47 participantsplus three EWB facilitators, three EWB mentors,three academic fellows from Australianuniversities and two corporate mentors fromleading Australian engineering firms. Theprogramme is of 14 days duration coveringworkshops, cultural training, six daycommunity immersion and prototypingworkshops, concluding with finalpresentations and debrief discussions.

It is anticipated that during the course of thejourney, the participants will develop a betterunderstanding of the daily life, routines andchallenges faced by rural communities in Indiaand the circumstances under which they live.It is envisaged that the participants developskills, knowledge, attitudes and culturalcompetencies to further their professionaldevelopment through experience in adevelopment context.

The Humanitarian Engineering DesignSummit has a special focus on partnering withuniversities that aim to enhance the studentlearning experience with exposure inhumanitarian engineering. Additionally, theprogramme aims to enhance the exposurethrough the generation and exchange of ideasand partnerships with similar developmentorganisations in India.

The Humanitarian Engineering Design SummitIndia 2016 was planned and implemented inpartnership with CEE where CEE facilitated thelearning experience for the students at Halvadand Jasdan field offices of CEE. It was organisedduring December 5-18, 2016, with 47 students alongwith 11 facilitators.

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The designs developed by the participantsinclude a toilet, an underground rainwaterharvesting tank, agricultural tools, structuresfor composting and others, based on theircommunity consultations and understandingof the local context. Prototypes of the structureswere developed and presented to thefacilitating team and the community.

9.6 Environmental ManagementFramework for Tamil NaduEmpowerment and PovertyReduction Project (EMF forTNEPRP)

The Tamil Nadu Empowerment and PovertyReduction Project (TNEPRP), also called PudhuVaazhvu, is implemented by the RuralDevelopment & Panchayati Raj Departmentof the Government of Tamil Nadu. This projectis supported by the World Bank. A key objectiveof the project is to support employmentgeneration and livelihoods improvement forthe poorest sections of the population. Theproject reached 4170 village Panchayats in120 backward blocks in 26 districts. About 60-

65 % of livelihood activities in Pudhu Vaazhvuare Natural Resource (NR) based.

Being an initiative supported by the WorldBank, the TNEPRP is required to have anEnvironmental Management Framework(EMF). CEE serves as the State EnvironmentalResource Agency (SERA) to assist the PudhuVaazhvu Project State Society in the successfulimplementation of the EnvironmentalManagement Framework (EMF) in the project.“The purpose of Environment ManagementFramework (EMF) is to ensure that neither thelivelihood of the poor nor the environment iscompromised.”

SERA has facilitated the implementation ofEMF through Environmental Monitoring,Material Development and Capacity Building.

Regular and structured capacity building ofthe project staff and community onenvironmental management is a part of theEMF implementation. CEE Tamil Nadu hasfacilitated the capacity building programmeon EMF for the Project Officials and FieldFunctionaries of TNEPRP during 2017.

Level TNRTP Staff Duration No of No of stafftrainings trained

I State District Project Managers 1 day 1 25Project

II Regional Officials Assistant Project Managers 1 day 5 157

III Village Project Facilitation 25 909Field Teams

Facilitation Green Community 2 days 385Professionals

The mode of training included classroom sessions, group work and field visits.

The three level (state, regional and village) training was conducted thus:

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9.7 Environmental and SocialManagement Framework forTamil Nadu RuralTransformation Project (ESMF forTNRTP)

The Tamil Nadu Rural Transformation Project(TNRTP), supported by the World Bank, aimsto support project outcomes of the Tamil Nadustate’s Vision 2030 and leverage opportunitiesfor rural transformation. The project coverageis 26 districts, specifically focusing on 120blocks and 3994 village Panchayats of TamilNadu

As per the requirement of the World Bank, anEnvironmental Assessment (EA) study of theproject was undertaken by the RuralDevelopment & Panchayathi Raj Departmentwith the support of CEE Tamil Nadu. Theobjective of the study was to understand theenvironmental implications of projectactivities; to define remedial measures tomitigate any negative impacts; and tounderstand the compliance requirements withthe national and state legal and regulatoryframeworka and the World Bank OperationalPolicies. The EA has identified (i) applicablelegal and regulatory (compliance)requirements to the project interventions, and(ii) the possible environmental implications ofthe interventions and activities proposedunder the project.

Based on the Environment Assessment study,an Environment and Social ManagementFramework (EMSF) is prepared for the project,whose objective is to ‘ensure environmentalsustainability of enterprises and value chaininterventions proposed under TNRTP’.

The methodology adopted to conduct the EAand develop the ESMF included secondary

data collection and review; review of legal andregulatory systems; field visits and meetingswith experts and stakeholder consultation.

CEE Tamil Nadu has conducted the EA study,developed the ESMF, conducted thestakeholder consultation and submitted thereport to the World Bank.

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10Sustainable Urban Development

10.1 Sustainable Urban DevelopmentActivities in Ahmedabad

10.1.1 UNESCO Chair on Educationfor Sustainable Developmentand the Human Habitat

CEE and CEPT University, in cooperation withUNESCO, the Swedish International Centrefor Education for Sustainable Development(SWEDESD), and ICLEI – Local Governmentsfor Sustainability, have established theUNESCO Chair on Education for SustainableDevelopment and the Human Habitat inNovember 2013 at CEE. Kartikeya Sarabhai(Director, CEE) is the Chairholder of theUNESCO Chair.

The UNESCO Chair was established with theaim of integrating the component ofsustainable development in all studies dealingwith the human habitat and building thecapacity of future professionals to addressurban sustainability related issues ininnovative ways and by making right choicesor decisions. Since the establishment of theUNESCO Chair, various courses have beenoffered to undergraduate and postgraduatestudents studying architecture, planning,management and design.

“Streets for people” is offered as an electivecourse with the focus on engaging and workingwith the community in designing sustainabletransportation systems in cities. The coursehas been able to emphasise the concept of‘planning for people’ rather than ‘planningfor vehicles’. Different pedagogies were usedfor this course. Till date the course has beenconducted five times and is an ongoingprogramme. Under the chair, various summerand winter schools like Planning for ResilientCities, Biodiversity in Urban Areas, Designing

with People and Reimagining Main Streetsare also been conducted.

In 2016, under the UNESCO Chair, the ‘Streetsfor People’ course was offered toundergraduate and postgraduate studentsstudying architecture, planning, managementand design. Talks and seminars wereorganised as well as articles written as part ofthe course. Around 40 postgraduate studentsArchitecture and Planning were selected forthe course, which rated 7.6 on avscale of 10amongst other comparable courses, and is oneof the sought after courses in the University.

As part of the course, the group of studentsconducted detailed studies and designs forfour locations in Ahmedabad City:

• Dhal ni Pol - reorganising the street from ahistoric perspective

• Dilli Darwaja - traffic junction - reorientingthe space and reducing traffic congestion

• Akbarnagar Cross roads - busy trafficjunction redesigned for reducing trafficcongestion

• H L Commerce Six Roads - redesigningand rerouting the cross road

The work was presented to the Traffic Cellheaded by Raksha Shakti University.

10.1.2 Global Resilience Partnership

Global Resilience Partnership is an initiativespearheaded by USAID, RockefellerFoundation and SIDA, in partnership withMahila Housing Sewa Trust (MHT) for‘Devising local coping mechanisms andadaptation technologies to build climate-resilience capacities of urban poor in SouthAsia’. The project focuses on building thecapacities of the urban poor women acrossseven cities of South Asia: Ahmedabad,

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Bhopal, Bhubaneswar, Jaipur, Ranchi, Dhakaand Kathmandu.

The project aims to develop women’s cadresfrom the slums, equip the urban poor with thetools and know-how to undertakevulnerability and risk assessments, andimplement their own resilience plans. Theproject works with women from 100 slums inthe project cities.

CEE is involved in guiding the developmentof communication approaches, assisting in thepreparation of training manuals anddeveloping training modules for conductingcommunity based resilience plans. CEE alsoparticipated in and supported the trainingsand assessments in Ahmedabad. Apart fromthis, in Bhubaneswar, CEE is involved in themonitoring and evaluation of project activitiesin the city implemented by two local NGOpartners. CEE is preparing a project filmdocumenting the process of how a bottom-upapproach can help in building the resilienceof a community.

10.1.3 Traffic Cell

Traffic Cell, headed by the Director General ofRaksha Shakti University, was created in 2016to provide a platform for various experts fromthe fields related to traffic management tostudy specific traffic issues in the city andprovide solutions. CEE, as part of the TrafficCel,l has been actively participating andproviding inputs to its work which includespreparation of a Smart Vehicle Stack(Automatic Parking System) by students andfaculty of Bardoli University.

In addition to this, CEE is actively involved inthe junction design and traffic control for HLCommerce Six Roads and Dilli Darwaja. Theinitial redesigning and rerouting of traffic hasbeen created under the UNESCO Chair.

Currently the trial runs for these two junctionsare being planned to be conducted by CEE incollaboration with Traffic Cell and otherstakeholders.

10.1.4 State of the World: Can a Citybe Sustainable?

CEE brought out the Indian Edition of the Stateof the World Report, 2016: “Can a City beSustainable?”

The State of the World (SOW) Book Series isproduced by the World Watch Institute.

The State of the World report “Can a City beSustainable?” presents the core principles ofsustainable urbanism addressing Climate Change,and profiles some cities that are putting theseprinciples into practice. It presents a story ofpossibilities, provides material for contemplationon what really matters, and suggests the wayforward for creating a more liveable andsustainable world. Efforts of various internationalnetworks and local governments working onglobal challenges are presented in the report. ShriKartikeya V. Sarabhai, Director, CEE; and Ms.Madhavi Joshi and Ms. Sanskriti Menon,Programme Directors, CEE, have contributed acase on Ahmedabad and Pune in the SOW 2016.

As part of introducing the book to variousaudiences, a series of four panel discussionswas conducted as follows.

• Ahmedabad at CEE - January 2017

• Bhopal at Palash Residency – January2017, in partnership with Mahila HousingSewa Trust (MHT)

• Patna at Disaster Management Institute -March 2017

• Chennai at IIT Madras - March 2017

The panelists included practitioners, decisionmakers and researchers from academic,government and non government organisations.

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Followed by this, CEE, in partnership withINI Design Studio, will be conducting bookintroduction and panel discussions in fivecities, viz., Ahmedabad, Bengaluru, Mumbai,Delhi and Pune. Along with “Can a City beSustainable?”, “Designing for Modern India”,a book by INI Design Studio, will also beintroduced. In this volume, the designpractitioners at INI Design Studio present theirvision for creating unique, sustainablesolutions to address the needs of a growingsociety. Discussion on the theme:“Sustainability, Built Environment and Cities:the Way Forward” would be organised inthese cities where eminent experts in the urbansector would be invited to speak on the topic.The first of this series was held in Ahmedabadon March 17, 2017 at CEE Auditorium.

10.1.5 Cultural Trail in Dhal ni Pol

CEE, in partnership with Mahila HousingSewa Trust (MHT), has designed andconducted a cultural trail at Dhal ni Pol,emphasising the cultural heritage of the oldcity of Ahmedabad. This cultural trial wasconducted during the World Heritage Week(November 19-25,2016) where school childrenparticipated in a trail to understand the cultureand people of the pol, with stories related aboutthe pol being narrated by the local residents.

The cultural trail, which lasted more than twohours, provided the children with a glimpseof the old city, the urban fabric of the citywhich existed earlier, an experience of the localfood prepared by the community residing inthe pol, the importance and significance oflocal trade, and the buildings and stories thathave evolved around this part of the city.Signage and panels explaining milestones andimportant events were placed on the facadesof major historic buildings at various locationson the trail.

10.1.6 National Conference of YoungEnvironmentalists on “SmartCities, Sustainable Cities”

At the request of National Bal Bhavan and inpartnership with them, CEE designed andorganised a three day National Conference onthe theme ‘Smart and Sustainable Cities’ forthe Bal Bhavan students. About 120 studentsand 29 teachers/educators from 13 states ofIndia took part in the conference which washeld in Ahmedabad.

The three day deliberations dwelt on the topicsof: understanding cities, urban biodiversity,waste management, Swachhagraha, healthand nutrition, urban governance, urbantransportation, climate change and energy.These topics were facilitated by resourcepersons from CEE and its partners, andincluded interactive sessions, slide-shows,activities and field visits. Before coming to theconference, the participating students wereasked to prepare a poster on a market in theircity and their favourite shopping area. Aexhibition of these posters was held duringthe conference, where students and teacherscould interact about the rich diversity of theircity with the others. On the third day, in theconcluding session, the students presentedtheir project ideas for the activities they wouldtake up in their respective cities based on thelearnings from the conference.

10.2 Sustainable Urban DevelopmentActivities in Pune

10.2.1 PMC BRTS Promotion andOutreach Programme

The Rainbow Bus Rapid Transit System(BRTS) is a public transport serviceimplemented by the Pune MahanagarParivahan Mahamandal Ltd, with the Pune

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Municipal Corporation (PMC) and the PimpriChinchwad Municipal Corporation (PCMC).PMC commissioned IBI Group and CEE toimplement a Promotions and OutreachProgramme (POP) for the BRTS in Pune.

The POP aimed to promote the new BRT aswell as provide a smooth transition from theexisting regular bus services to the BRTsystem. An External Environment Analysisreport was prepared that presented the social,political, institutional contexts of the projectat that time. Various outreach materials weredeveloped during the project period for thecommunication requirements which includedfilms, radio jingles, posters, brochure, flyers,standee, hoardings, banners and PowerPointpresentations.

The BRT system was inaugurated in August2015. The promotions and outreach workcontinued till August 2016, with the launch ofa second BRT corridor. The activities alsoincluded assessment of the post launchimpacts and feedback for systemimprovements. The final reports of the projectwere submitted to PMC, including a report onshifts in public perceptions about BRT, andvarious collaterals, brand manual, signagemanual, videos and others.

10.2 2 Pune Cycle Plan

CEE, along with Innovative TransportSolutions Pvt. Ltd and Prasanna DesaiArchitects, together as a team, is preparing aBicycle Master Plan for the Pune MunicipalCorporation (PMC). The comprehensivedocument aims to set the vision and goals forbicycling in the city, and prepare a bicyclenetwork, design guidelines, plans for bicycleparking, integration with public transitsystems, a public bicycle scheme, enforcement,public awareness and capacity building,amongst others. CEE’s role is to facilitate usersurveys and public consultations, and developinputs for preparing the draft plan. CEE isalso developing the plan for the promotion ofcycling. Public consultations were conductedin 15 wards of Pune city to seek inputs for thepreparation of the draft cycle plan. Focus groupdiscussions were also conducted with variousstakeholders such as cyclists, youth,representatives of cycle shops, teachers andothers. These inputs along with the findingsof various surveys were incorporated in thedraft cycle plan. After another round ofconsultations that is being planned, the inputswill be incorporated in the draft plan whichwill be submitted to the PMC for placing beforethe PMC General Body for approval andsubsequent legal processes.

10.2.3 Workshop on Street Vendors(Protection and Regulation ofLivelihood) Act, 2014

A one day workshop was organised atYashada, Pune, in March 2017 to discuss theprovisions of the scheme for street vending asapplicable in Maharashtra, and to understandthe situation in various cities in the state withregard to the implementation of the StreetVendors Act. The workshop was organised by

The BRTS corridors in Pune around launch day

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CEE in partnership with Parisar, as membersof SUM Net (Sustainable Urban MobilityNetwork), along with the National Hawkers’Federation. This workshop was a continuationof the dialogues and discussions initiated inearly 2016 by SUM Net, CEE and Parisar, whichhad included (a) a workshop in March 2016at Pune to discuss the provisions of the StreetVendors Act and the expectations or desirableprovisions for the state level legislation, and(b) a follow up meeting in October 2016 atPune to deliberate on the points that emergedfrom the March 2016 workshop.Representatives of Pune, Pimpri-Chinchwad,Sangli, Kolhapur, Panvel, Navi Mumbai,Parbhani and Amravati participated in theworkshop. A report of the workshop andsuggestions for the improvement of the schemeare being submitted to the state government.

10.3 Sustainable Urban DevelopmentActivities in West Bengal

10.3.1 Study on TransportGovernance Initiative in WestBengal

With growing urbanization and physicalexpansion of cities, greater and more complexmobility needs is being noticed, along withurban transport projects being increasinglyexecuted through complex public-privatepartnerships. It has become increasinglyimportant to analyse the current decisionmaking process with regards to urbantransport solutions.

To study the same, the World ResourcesInstitute (WRI) and Parisar, Pune, along withCEE, have developed a Transport GovernanceInitiative (TGI) toolkit to provide a frameworkfor the evaluation of the governance processin urban transport sectors in the cities ofKolkata, Durgapur and Siliguri in West Bengal.The various indicators of transport governancebeing studied through the project are:planning, executing authority, budgeting,policy, standards and regulations. CEEKolkata conducted a baseline survey ofKolkata, Durgapur and Siliguri and assessedthe indicators to help map key facts about thetransport sector and governance at the citylevel. CEE Kolkata team participated at theWRI India Sustainable Cities, 4th AnnualConference, ‘Connect Karo 2016’, during April5-7, 2016, at New Delhi and presented theWest Bengal Cities’ Assessments on TransportGovernance. Subsequently, the responsesreceived for various indicators through thedepartments were analysed and the finalreport was compiled and submitted to Parisarfor further follow up and consolidation.

10.4 Sustainable Urban DevelopmentActivities in Assam

10.4.1 Guwahati Urban TransportProject (GUTPro)

The aim of GUTPro was to do a walkabilitystudy of two roads of Guwahati and share the

The project management team along with PMC

Commissioner Shri Kunal Kumar addressing

media about the Pune Cycle Plan and its

components

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results with the relevant stakeholders. Thestudy was conducted with the support ofSustainability Urban Mobility Network (SUMNet) India and Shakti Sustainable EnergyFoundation.

The project involved the following activities:

• Preparation of the activity module

• Establishment of linkages with institutionswhose interns will be involved andorientation of the field team

• Mapping activity of the areas

• Walkability Study

• Photo documentation of problems

• Data entry, analysis and report preparation

The follow up included:

• A seminar to share the results and discussnext steps, and a poster exhibition as partof it

• Letter to municipality and other decisionmakers

• Media briefs

Selection of locations for study: Two stretcheswere selected for the study. (i) Guwahati Club– Chandmari stretch of 2 km, as part of theMani Ram Dewan (MRD) Road, with footpathson both sides, mixed land use pattern (schools,shops, residential area, offices, etc.); and (ii)Rajgarh Road of 2 km, with footpaths missingon large chunks of the road, mixed land use(public area, shops, residential area, offices,clinic, etc.)

Observation walks: The observation walkswere undertaken for the physical assessmentof the roads selected for the survey. As anumber of manned and unmanned pedestriancrossings were observed during the visit, astudy on the crossings was undertaken

separately. Photographic documentation of thestretches was conducted for detailed study ofthe issues. Students of TISS Guwahati took upthe month long walkability study of the roadsof Guwahati selected for the project.

Structured Observation Survey of stretches andcrossings: Formats were developed forstructured observation surveys based mainlyon the parameters of the Global WalkabilityIndex (GWI). The scoring system used was amodified form of the assessment score givenin GWI.

Pedestrian interviews: These interviews weredesigned to understand the ease of walkabilityfrom a pedestrian’s point of view and tounderstand the obstructions faced bypedestrians which are not related toinfrastructure.

Meeting/Seminar: A meeting for sharing theresults of the study with the stakeholders wasorganised. The suggestions from variousexperts at the culmination meeting wasincorporated into the final report and sharedwith government departments like GuwahatiMunicipal Corporation, GuwahatiMetropolitan Development Authority andothers.

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11Water and Sanitation

11.1 Ecosystem based Campaigns forRivers

11.1.1 Clean Ganga Programme atVaranasi

Ganga River is considered one of India’sholiest rivers, imbued with cultural andspiritual significance. Despite its importanceand religious beliefs, the river is facing extremepollution pressures which are posing a greatthreat to its biodiversity. To give an impetus tothe conservation of Ganga and to recognise itas the country’s heritage, the Government ofIndia has declared it as the National River.When it comes to creating awareness aboutkeeping our rivers clean, it is important torealise that it is also about changing people’sattitude and enlisting their participation forthe same.

National Mission for Clean Ganga hasinitiated the Ganga Action Plan Project(Varanasi) under the National Ganga Councilin Varanasi, with the support of JapanInternational Cooperation Agency (JICA), withVaranasi Nagar Nigam (VNN) as theimplementing agency. Though infrastructuralimprovement is one aspect of this initiative,the other important aspect is PublicAwareness and Public Participation (PAPP).CEE has been invited to take up activities atthe Ghat level along with the formation CleanGanga Clubs in schools and colleges.

Setting up of Project Office: CEE has set up afield office in Varanasi in July 2016 and isconducting activities such as meetings ofvendors and stakeholders, identifying entrypoint activities for making the ghats polythenefree, conducting nukkad nataks anddemonstrations, and school and college levelawareness and action activities.

School Activities: CEE team has completed theselection and enrollment of 50 schools andcolleges under this project, with an orientationprogramme planned for each enrolled school/college. A teachers’ training programme wasconducted in November 2016 for all 50 schoolsfor the formation and functioning of CleanGanga Clubs. Schools were also providedguidance for conducting school and ghat levelactivities. CEE team has conducted 10awareness drives with the support of theenrolled schools.

Ghat Activities: A baseline survey of 84 ghatswas conducted, the vendors on these ghatsidentified and nine rounds of vendors’ meetingorganised. Stakeholders associated withvarious ghats were invited for meetings todiscuss possible actions to be taken. Duringthe year, three stakeholder meetings wereconducted. An exhibition stall was set up andactivities were facilitated during GangaMahotsav in November 2016 and otheroccasions.

Nukkad nataks (street plays) were conductedin 40 locations focusing on spreading messagesof sanitation, hygiene, open defecation freeghat, ‘say no to plastics’ and others. Boatmenwere engaged in the discussion as a result ofwhich dustbins were installed on boats.

11.1.2 Gange Swachhata Pakhwada –March 16-31, 2017

As part of the Namami Gange initiative, a“Ganga Swacchata Pakhwada” (March 16-31, 2017) was observed by the NationalMission for Clean Ganga (NMCG) and theMinistry of Water Resource, RiverDevelopment and Ganga Rejuvenation,Government of India. The Pakhwada wasconducted as an awareness campaign to invite

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citizens to come together and contributetowards keeping river Ganga clean.

CEE was designated as the nodal agency byNMCG to conduct this campaign along theGanga river, covering prime cities and towns.The awareness activities of the Pakhwada wereconducted in 17 cities and towns along theriver, in five Ganga basin states - Uttarakhand,UP, Bihar, Jharkhand and West Bengal. ThePakhwada began from Allahabad on March16, 2017 and concluded on March 31, 2017 atHaridwar.

The 16 days long Pakhwada was planned asa wide array of awareness and actionactivities. The events were focused onsensitising people and encouraging theirparticipation in the mammoth task of cleaningriver Ganga and its ghats. At each location,various events such as Ganga samvaad/chaupal, awareness rally, shramdaan, nukkadnatak, cultural evening, signature/pledgecampaign, were organised at different ghats.These events were conducted with the supportof the District Administration, Nagar Nigams,Jal Nigams, Pollution Control Boards, NagarPanchayats, local NGOs, universities, schoolsand individuals. Public outreach was attainedusing different mediums like SMS, radio jingle,mobile van and hoardings. A variety ofresource materials to motivate the public totake action for saving river Ganga wasdeveloped by CEE. The events conducted inall the locations were covered well by printand electronic media.

Uttarakhand

Rishikesh: Being a pilgrim city, the campaignwas focused on local religious leaders,shopkeepers and villagers. A wide range ofactivities was conducted including nukkadnatak, pad yatra, awareness campaigns,

chaupal, cultural evening, shram daan, pledgecampaign, etc. Apart from Triveni Ghat,various awareness activities were codncutedat different locations including nearby villages.

Haridwar: Various strategies and mediumswere used to sensitise people which includednukkad natak, pad yatra, awarenesscampaigns, chaupal, cultural evening, shramdaan and pledge campaign. The concludingceremony of the campaign was conducted atMalviya Dweep, Har Ki Paidi, Haridwar,where the Minister for Urban Development,Uttarakhand was the chief guest, with theMayor, Haridwar Municipal Corporation, andthe Director General, National Mission forClean Ganga (NMCG), Joint Secretary(Administration) were special guests. TheDistrict Officer, City Commissioner, ProjectDirector, SPMG and City Magistraterepresented the Uttarakhand Government onthe occasion. Various groups presentednukkad nataks focused on adopting practicesto save Ganga.

Uttar Pradesh

Bijnore: Events in Bijnore started with a GangaSwachhata dialogue organised at HelpageAshram which was also observed as the WorldForestry Day. The Executive Director (Admin),NMCG; Divisional Forest Officer, Bijnore; andthe Under Secretary, National Water Missionaddressed the gathering. The Pakhwadaprogramme saw enthusiastic participation ofchildren and youth, teachers, local NGOs,religious groups and the local community.Activities included padyatra (participation ofmore than 250 people including officials),plantation, Ganga chaupal (was conducted toget various view points for conserving Gangaand keeping its banks clean), competitions,pledge campaign and more. School childrenwere asked to provide their creative

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expressions on the theme of Nirmal Ganga -Sabki Bhagidari for the competition.

Garhmukteshwar: Garhmukteshwar NagarPanchayat is part of Hapur District in UttarPradesh. A variety of events were held at theBrij Ghat including padyatra, rally, shramdaan, plantation activity, exhibition, andvarious competitions. World Forestry Day andWorld Water Day were also observed. ThePakhwada events connected rivers to waterconservation and increasing green cover. Morethan 5000 participants took part and pledgedto save Ganga and its ghats.

The Minister (State), Ministry of WaterResources, Government of India, addressedthe gathering on one of the days during thecampaign. The Member of Parliament,Amroha; MLA Garhmukteshwar; JointDirector, NMCG; Commissioner of Police,Meerut; District Magistrate, Hapur; ChiefDevelopment Officer, Hapur; ExecutiveDirector (Admin), NMCG, and otherdignitaries were present during the event.

Anupshahar: A range of awareness and actionactivities were conducted at AnupshaharNagar Panchayat, Bulandshahr District, alongthe river Ganga. The campaign began with thecleaning of Babsterganj Ghat by more than100 international and local youth volunteers,along with shopkeepers. Everyone present atthe event took an oath to keep Ganga and itsghats clean. During the Swachhata campaign,enthusiastic volunteers also covered NayaGhat, Jahnvi Ghat and Triveni Ghat atAnupshahar as well. The Sub DivisionalMagistrate, Anupshahar, also joined the eventalong with Kanti Prakash Vidya Mandir,Gurukul Temple of Education, PardaadaPardaadi Education Society and Shri GangaSeva Samiti. Ganga chaupal, painting, essayand rangoli competitions, rally and shram

daan were conducted during the Pakhwadaat Babasterganj Ghat and Roondh Bangarvillage school campus where youth, children,women’s groups, officials and local NGOparticipated in the events.

Narora: A variety of awareness events wereconducted in Narora Nagar Panchayat ofBulandshahr District along the river Ganga.A Ganga workshop; painting, essay andrangoli competitions; as well as shram daan(conducted at Gandhi Ghat, covering adistance of 300 mts) was organised during thePakhwada, covering Narwar and GandhiGhat where youth, children, women’s groups,Gayatri Parivaar, business community,individuals from nearby villages, officials,employees of Narora Atomic Power Station(NAPS), local NGOs, and local organisationsjoined the events.

The Ganga Swachhata pledge and signaturecampaigns were initiated in the presence ofthe Chairperson, Narora Nagar Panchayat.Around four trolleys of waste were removedthrough shram daan and was properlydisposed of with the help of Nagar Panchayatworkers. A Ganga Workshop was organisedat the NAPS Employees Union Associationoffice at Narora. The women’s group foundthis a a good platform to share ideas andthoughts related to Ganga and its cleanliness.

Kanpur: Kanpur, another important locationof Uttar Pradesh located along the Ganga river,observed events spread across four ghats,including Ganga samvaad, Ganga chaupal,padyatra, shram daan, nukkad natak, seminarand competitions. More than 5000 people tookpart in awareness and action events and tooka pledge to keep the river Ganga and its ghatsclean. The MLA, Bithoor Nagar Panchayat,inaugurated the Pakhwada in Kanpur atBrahmavatar Ghat. The Executive Director

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(Admin), NMCG; Member, Central WaterCommission; Director General, National WaterDevelopment Agency; Addl. DistrictMagistrate (City), Kanpur; and Director ofFinance, State Ganga River ConservationAgency, along with other key delegates,participated in shram daan. A GangaSwacchata Rally was taken out and a daylongseminar was organised at Chatrapati SahujiMaharaj University.

Allahabad: The Pakhwada opening ceremonywas held in the religious city of Allahabad inUttar Pradesh. Ganga Swachhata Pakhwadawas formally launched with a grand openingprogramme at Allahabad at the Sangam, inthe presence of the Deputy Director General,NMCG; Executive Director (Projects), NMCG;District Magistrate, Municipal Commissionerand Mayor, Allahabad. The Pakhwada eventswere well received with the enthusiasticparticipation of more than 15000 children,youth, local community members, NGOs, ITBP,Nagar Nigam and other officials. The eventbegan at Sangam while the rest of theprogrammes were conducted at Sitaram,Narayani Ashram, Kila and DashaswamedhGhat. School competitions, awareness rally,door to door campaign, nukkad natak andshram daan were organised.

Varanasi: The Pakhwada in Varanasi openedthrough an announcement ceremony whichinitiated a dialogue and buzz about the GangaSwachhata awareness events. Activities wereconducted across 10 ghats starting withRajendra Prasad Ghat and ending at Assi ghat.More than 10000 people including children,youth, local NGOs, vendors, boatmen, officialsfrom the district and state government, werepresent during a variety of events. New waysof sensitising people were used in the eventsat Varanasi, which included boat race,

swimming competition, cultural evening,nukkad natak, visit to STP and chaupal.

Vrindavan: River Yamuna being an importanttributary of Ganga, one Yamuna location wasincluded for conducting the Pakhwadaawareness activities. Vishram Ghat sawvarious awareness activities includingplantation, competitions, padyatra, culturalevening, signature campaign, Yamunachaupal, workshop and shram daan. The JointSecretary (PP), Ministry of Water Resources(MoWR); ED - Finance, NMCG; Commissioner,B&B (Brahmaputra & Barak), MoWR; DistrictPresident, BJP; Chief District Officer (CDO),Mathura; Director Finance, SGRCA (UP StateGanga River Conservation Agency) and otherofficials were present during the events.

Bihar

Patna: In Patna, the Pakhwada had eventslike competitions, Ganga chaupal, seminar,cultural evening and shram daan, which wereheld at Gandhi and Barharva Ghats. Thecultural evening at Gandhi Ghat wasinaugurated by the Deputy Director General,NMCG; while the Advisor, National WaterMission; Member, CGWB (Central GroundWater Board); Municipal Commissioner,Patna; Regional Director, CGWB; SPMG (StatePRogramme Management Group), Bihar; andother dignitaries were present. Dance, songs,skits, and other art forms were performed onthe theme of Clean Ganga. The Pakhwadaactivities concluded with a seminar where theHead, Patna University; Leader-Opposition,Bihar Assembly; officials from Bihar StatePollution Control Board and Bihar ForestDepartment; District Chairperson, RotaryClub; and other guests shared their views.

Bhagalpur: The Pakhwada here saw eventslike cultural evening, skit, shram daan and

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padyatra. Institutions, local groups andNGOs came forward to take part in theawareness activities. Kuppa Ghat and BarariPul Ghat were covered for conductingawareness activities which included shramdaan, padyatra, pledge, and awarenesscampaign.

Jharkhand

Sahibganj: The Pakhwada event was aimed atengaging villagers involved in the NamamiGange initiative with support from UNDP.The Pakhwada activities were conducted atGanga Ghat Rajmahal with the participationof the local people. The MLA of Sahibganj;Member, National Water Mission; officialsfrom the district administration, CGWB Patnaand Ranchi, and SPMG Jharkhand, addressedthe participants during the cultural evening.Competitions were organised for schoolchildren and winners were given prizes.

West Bengal

Nabadwip: Pakhwada events were conductedat seven different ghats which saw enthusiasticparticipation of school and college students,youth, women, villagers, people residing nearthe ghats and others. Drawing competition,poem recitation, quiz on the holy river, oathtaking and signature campaign for schoolchildren were conducted here, while separateactivities were conducted for youth andcommunity members. Ganga puja by a priest,tableau road show, cleaning of ghats and treeplantation near the ghats were undertaken.More than 1000 people participated in theseprogrammes. The tableau for the road showwas flagged off by the Director, NMCG alongwith other officials at Ranichaura Ghat. Acultural programme by local artists, pledgecampaign, shram daan by youth volunteersnear the ghat area, and tree plantation bydelegates near the ghats, were the highlights

of this programme. A group of local residentsadopted these plants for further care. Thecommunity was encouraged to visit theexhibition stall and study the informationpanels.

Hooghly: A series of awareness activities –including shram daan, cultural evening,competitions and skits - was carried out inHooghly at Balagarh and ChandannagarGhats. Local school and college students tookpart enthusiastically in the awareness events.At Balagarh Ghat, the Panchayat Pradhan ofBalagarh Gram Panchayat shared herthoughts, while students performed dance, folksong and recitation, aligning their performancewith the Ganga Swachhata campaign.Afterwards shram daan, cleaning of ghats,visit to the exhibition and a signature drivewas organised. Students and teachers fromschools in Bhadreswar conducted a mass rallywith banners, placards and posters. The mayorof the area was present at the event. Drawingcompetition, pledge and signatures campaigndrew good participation from the people.

Howrah: A mass awareness programme wasconducted at Chatubabu Ghat on March 30,2017 which included an array of activities tosensitise the community, specially the schoolstudents, youth and women. Various schoolsand community membes actively participatedin the awareness event. Varied competitionsincluding drawing, slogan writing andrecitation were conducted at the ghat.Demonstration sessions like sample watertesting of Ganga River helped the students torealise the extent of pollution in the river.Participants visited the exhibition and signedon the pledge banner. An open house quiz onrivers was conducted for the students, teachersand guardians. The programme culminatedwith the felicitation ceremony.

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Kolkata: Awareness programmes wereconducted at Tiljala where rag pickers, whohave been visiting the Ganga Sagar Mela, wereinvolved to bring out the increased significanceof their role in keeping Ganga clean in future.The mass awareness programmes conductedwith them had key activities like awarenesstalk and discussions on waste segregation,the ecosystem of Ganga and its linkage towaste management, drawing competition andsignature campaign. The rag pickercommunity were oriented on wastemanagement and encouraged to adopt thehabit of cleanliness, towards keeping oursurroundings and the river Ganga clean. Asignature campaign was also organised wherethe local community members signed a pledge.On World Water Day, the awarenesscampaign reached to Paglahat whereawareness talk by representatives from TiljalaShed, drawing competition and signaturecampaign was conducted.

Public Outreach Campaign

For the success of any campaign, a variety ofmodes is required to inform the public aboutthe programme and its purpose. To reach outto people in the Ganga Swachhata Pakhwadalocations, SMS campaign, radioannouncement, hoardings at prime locationsand mobile vans were used. Apart from this,advertisements in national newspapers andpre and post coverage of events helped to getdue publicity for the campaign. Forparticipants, a set of take-away material wasdesigned and developed for disseminationduring the awareness event. This included aflyer, badge, poster, sticker, caps and t-shirts.An exhibition of 15 posters on Swachhata andthe importance of keeping Ganga clean wasdeveloped. The exhibition focused on actionsthat citizens can take to keep their city andriver clean.

11.1.1.1 Ganga Swachhata Pakhwada – CEEHimalaya

Rishikesh and Haridwar

A range of activities like rallies; drawing,painting, extempore, essay and slogan writingcompetitions; tree plantation; nukkad natak;interviews; dance, music and culturalperformances; cleaning drive; wall writings;boat and rafting races, were organisedthroughout the fortnight at more than 71locations in both the cities and theirsurrounding areas. More than 25,000 peoplewere directly contacted and about five foldmore were reached indirectly through thePakhwada celebration activities.

Celebration at Triveni Ghat - March 23, 2017

During the Ganga Swachhta Pakhwada, amajor event was organised by at Triveni Ghat,Rishikesh, with the Ganga Sabha of Rishikeshand Divya Sewa Mission of Haridwar as thelocal partners. The event, with Mr. BrijeshKumar Tiwari, Sub-Divisional Magistrate(SDM), Rishikesh, as the chief guest, was alsograced by the presence of eminent people likeMr. Rozy Agarwal, Executive Director(Finance) NMCG (guest of honour); MahantDr. Rameshwar Das; Mr. Santosh VijaySharma, Chief Conservator of Forests (CCF);Mr. Muzamil Hasan, Executive Engineer, PayeJal Nigam; and Mr. Vijay Chauhan, ExecutiveOfficer, Rishikesh Municipality.

More than 300 people attended the eventincluding the Director General of Police;officials of the Municipality, ForestDepartment, Education Department and TehriHydo Electric Development Corporation;teachers and students; representatives fromVyapar Mandal, Rotary Club, Lions Club,Indo-Tibetan Border Police, Wildlife Instituteof India, GIZ; mahants; Ganga Sabha members

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and office bearers; villagers, mediapersons,tourists and pilgrims.

Activities conducted during the event includean exhibition, drawing/painting/essaywriting competitions, a game on disasterpreparedness called Riskland, rally, nukkadnatak (on the theme of open defecation andpollution free Ganga) by pofessionals, dance,Namami Gange film show and a song onGanga, shram daan, plantation of ‘rudraksh’saplings, pledge, and a signature campaign.The winners of the competitions werefelicitated and awarded prizes by the guests.A cleanliness drive on Har Ki Paidi Ghatmarked the beginning of the event, with thechanting of slogans on cleaning the Gangaand maintaining the ghats which was led byMr. Garg.

Closing Ceremony of Ganga SwacchataPakhwada

The closing ceremony of the Ganga SwachhataPakhwada was organised at Malviya Dweep,Har Ki Paidi, Haridwar on March 31, 2017.The event was graced with the presence of Mr.Madan Kaushik, Minister of UrbanDevelopment, Government of Uttarakhand, aschief guest, along with Mr. Manoj Garg, Mayor,Haridwar Municipal Corporation; and Mr. U.P Singh, IAS, Director General, NationalMission for Clean Ganga (NMCG); and Mr.Akhil Kumar, IPS, Joint Secretary(Administration, NMCG) as special guests.Other dignitaries included Mr. S. A.Murugesan, IAS, District Officer, Haridwar;Mr. Ashok Pandey, City Commissioner; Dr.Raghav Langar, Project Director, SPMG; Mr.Jay Bharat Singh Rawat, City Magistrate;besides several officials from the districtadministration and representatives fromvarious social organisations of Haridwar.

The ceremony kicked off with a cleanlinessdrive on Har Ki Paidi Ghat led by Mr. Gargalong with the local citizens and tourists. Anexhibition on the theme of Ganga wasinaugurated. Thematic activities conducted forthe children and youth at the event includedposter making (on a green vision for Gangaand Ganga’s beauty), drawing competition (onnature, interdependence of life and concernsand issues related to them), essay writing (oneco-friendly lifestyle and ethically richtraditions that can help deal with currentproblems), environmental games (to reinforceenvironmental concepts) which brought outtheir creativity and provided fun.

During the formal function, Mr. Raghav Langarstated that the mission aims at ‘Aviral Ganga,Nirmal Ganga’ and urged that the activitiesinitiated during the fortnight must continue.Mr. Murugesan pointed out that touristawareness was an important part of theseactivities and requested the local people tosupport this endeavour. Mr. Singh shared theinitiatives taken by the government under thismission and also appreciated the activitiesorganised for community awareness under thePakhwada. Mr. Garg assured the audience thatthe efforts for clean Ganga are pacing up andwill continue even after the Pakhwada. Healso requested the representative from thecentral government to develop the washer manghats as done at Sabarmati Ghat inAhmedabad. In a motivating speech, Mr.Kaushik urged for effective implementation ofplans and schemes at field level. In recognitionof the creativity and efforts of the students, thewinners in various competitions werefelicitated by the guests and prizes awarded.

The cultural performances by localorganisations that followed included: a skiton the problem of waste disposal in the Ganga

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by Sambhav Manch, a play ‘Aao Sankalp Kare’by Seva Manch urging participants to takepositive actions to clean Ganga, a dance onthe theme of ‘Namami Gange’ by the studentsof Divya Prem Seva Mission, and anotherdance on the theme of ‘Namami Gange’ and‘Ganga Avtaran’ by Kaushik Arts andCreation. The programme culminated with theGanga Swachhata pledge, where participantstook an oath to conserve Ganga throughpositive actions in daily life, and a signaturecampaign, followed by Ganga Arati.

11.1.1.2 Ganga Swachhta Pakhwada in WestBengal

CEE Kolkata, along with state level local NGOpartners, conducted awareness activitiesduring March 16-31, 2017, under GangaSwachhta Pakhwada, a fortnight campaign ofthe Namami Gange programme of NMCG.These were conducted at different ghatslocated across West Bengal, at Nabadwip,Chandannagar, Balagarh, Howrah, andKolkata. The wide range of activities includedGanga Arti, keynote address by localdignitaries, tree plantation, shram daan,cultural programme, competitions, oath taking,signature campaign, rally, tableau road showand poster exhibitions. The campaign in WestBengal has been able to sensitise around 15000people representing different strata of societyon the need to keep the holy river clean.

11.2 WATSAN – CEE Northeast

11.2.1 Institutionalisation of NirmalVidyalaya Puraskar (NVP)

This project (May-July 2016) aimed to integrateSwachh Vidalaya Puraskar (NVP)/SwachhBharat Swachh Vidyalaya (SBSV) in the SchoolDevelopment Plans (SDP) in Assam, in thelight of the SDGs.

The specific objectives of the project were:

• Inclusion of SBSV elements in the SchoolDevelopment Plan (SDP) of 30 selectedschools

• Need assessment and prioritisation ofneeds in the 30 schools through the processof micro-planning

• Documentation of the findings of the studyin the form of a Handbook, a photo-essayand PowerPoint presentation, to be usedas a model document at the district, state,national and international fora forinspiration and continued implementationat various levels

The project activities included:

Exposure visit: Before the initiation of theproject, an exposure and training programmewas organised for CEE project staff at BariparaLP School under Boko Education Block andKochpara LP School in Rampur EducationalBlock, to understand the essence of the SchoolDevelopment Plan (SDP) and field test variousanalysis tools.

Orientation training: A one day in-houseorientation training for project staff by SSArepresentative, Ms. Sumi Barthakur, andindependent consultant, Ms. DipanjaliChoudhury.

Rapport building visit: Each school was visitedby a CEE team member to introduce the conceptof School Development Plan and explain theobjectives of the project to the schooladministration, School ManagementCommittee (SMC) and Mother’s Group.

Analysis of Available SDPs: Existing SDPswere collected, studied and analysis to identifythe gaps in Swachh Bharat Swachh Vidyalaya(SBSV) elements.

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Public Consultations: Two-three meetingswere organised with various stakeholders ineach school to discuss the SDP and addressthe following specific points:

• Problem identification and problemprioritisation using a double matrix andsimple linear methods

• Mapping of the school campus and theresources available nearby

• School/Resource/GPS Mapping

• Micro-plan (inclusion of budget and sourceof fund) for school development inconsultation with the community

As an outcome of the project, SDPs for the 30project schools were prepared in the locallanguage. For the first time, missing historicalinformation like the establishment of the schooland key contributors (like head teachers, SMCmembers, Mother’s Group and StudentCouncil from earlier SDPs) were recorded inwriting. The six elements of SBSV guidelines,namely, Sanitation, Daily Hand washing withsoap before MDM (mid day meal), DrinkingWater, Operation and Maintenance,Behaviour Change Capacities and EnhancedCapacity Building were included in the newSDP.

11.2.2 Swachh Vidyalaya Programme -2016-17

The project that ran during November 2016 –February 15, 2017, aimed to integrate theSwachh Vidalaya Puraskar/Swachh BharatSwachh Vidyalaya (SBSV) elements in theSchool Development Plan (SDP), and includethe additional elements of Mapping of Out ofSchool Children (OoSC), Disaster RiskReduction (DRR) plan, communityparticipation plan, plan for making the schoola Tobacco Free Zone, grievance redressal

mechanism and Quality Improvement Plan(QIP). Providing support support to the SSAWASH Cell and UNICEF Focus districts wasalso part of the project.

The objectives of the project included:

• Continuous technical support to SSAWASH Cell for preparation of AnnualAction Plan (AAP), organising WinS TaskForce and WinS Working Group meetings,and monitoring of schools for SVP. RevisitState SVP guidelines in the light of theNational SVP Guidelines revise them ifneeded.

• Strengthening of 30 model SDPs withinclusion of the additional elementssuggested by SSA State Mission Office

• A state level workshop to develop acomprehensive framework and roadmapfor the integration of SBSV elements inSDPs

• Technical support to District SSA Teams tosensitise SSA officials about the SDPframework

The project supported the SSA WASH Cells inpreparing their annual action plan for 2016-17 and in compiling and documenting thehistory of the WASH Cell since inception. TheSwachh Vidyalaya Puraskar guidelines wererevisited and reviewed by the CEE team andit was confirmed that all the importantparameters of the National SVP guidelines havebeen included. The 30 experimental schoolswere facilitated to integrate the new elementsin their SDPs as per the need felt during thefirst phase of the project. A draft SDPframework was also developed based on thediscussions with the 30 experiment schoolsand at state level meetings with SSA officials,and discussions during the visits to the fourUNICEF focus districts with the SSA officials.

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A state level workshop was organised onJanuary 24-25, 2017 to develop acomprehensive framework and roadmap forthe integration of SBSV elements in SchoolDevelopment Plans (SDPs) for the entire state.The 30 experiment schools also developed theirSDPs for the next three years.

11.2.3 Swachh Bharat Mission(Gramin) – Implementation inKamrup Metro District

The aim of this project was to create awareness,sensitise and motivate rural communities toadopt hygienic behaviour on water andsanitation. The project location was KamrupMetro District, covering 22 Gram Panchayats(GPs) of its four Rural Development Blocks –Bezera, Chandrapur, Dimoria and Rani.

The objectives of the project were:

• Sensitise Panchayat members on the roleof SBM (G)

• Create mass awareness about SBM (G) andmotivate people to use sanitary latrines

• Conduct a survey of all 22 GPs and helpPHED update the beneficiary list byinclusion of left-out families, newlymigrated families and newly dividedfamilies

A series of activities were conducted from May2016 to March 2017 as part of the project, whichincluded meetings in 22 GPs; village levelprogrammes such as awareness andsensitisation workshops in different wards ofthe 22 GPs; school programmes at variouslower primary, middle and high schools inthe 22 GPS; rallies with schools in variousblocks; poster campaigns in public areas suchas market places, schools, GP offices, blockoffices, health centres, anganwadis and others.

Sensitisation programmes were carried out tocover the rural communities of 22 GPs wherethe people were motivated to adopt hygienicbehaviour on water and sanitation. The tablebelow shows the coverage achieved as part ofthe project.

Achievements Numbers

Number of Administrative 4Blocks covered

Number of Gram Panchayats 22covered

Number of Wards covered 220

Number of GP Presidents 22oriented

Number of Ward Members 220oriented

Number of Community 363Volunteers oriented

Number of GP level 71workshops held

Number of Community 28Maps prepared

Number of inclusion 7741forms processed by CEE team

Number of Summary Revision 22Hearings facilitated

Number of households 7741physically verified beforethe hearing

Number of school 25programmes

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11.3 WATSAN – CEE Rajasthan

11.3.1 WASH with Akshay PatraFoundation

It is generally agreed that one of the mainreasons behind dropouts is the poor sanitationfacilities in schools. While schools, after thefamily, have a vital role to play in the cognitiveand creative development of children, and theirsocialising and learning, they are alsoimportant places to address the health issuesof the children, provided necessaryinfrastructure is available. In order to bringabout changes in school sanitation andhygiene, both hardware (the total package ofsanitary conditions and facilities available inand around the school compound) andsoftware (the activities conducted to bringabout changes in the hygiene behaviour ofstudents and, through these students, in thecommunity at large) are required.

In this context, CEE Rajasthan, along withAkshaya Patra Foundation, carried out aWASH programme in four phases, with themain focus on the software aspects. Two phaseswere completed in 2015-16, which included:(i) a block level principal orientation workshoporganised at Chaksu and Sanganer covering45 selected schools of Jaipur in the first phase;and (ii) visit to these 45 schools to createawareness about personal hygiene, along withthe constitution of student led WASHCouncils and distribution of personal kits toall the students in the second phase. The thirdand fourth phase were carried out in 2016-17.

In the third phase, during July-August 2016,school visits were conducted to display theportable hand washing unit to the schools, todemonstrate the proper hand washing stepsand to observe the proper functioning of theWASH Council that were formed in the

previous phase. During the visit, the need andtechnique of proper hand washing – the fivesteps of hand washing – and the use of soapwas explained and taught to the school staffand students. Some of the features of theportable units like benefits of placing the tapson the opposite sides, different types of tapsused in the unit and their purpose, and lessspillage of water were demonstrated to them.The rationale for the government providingchildren with deworming tablets and how theworms get into their body was explained tothem. The work done by the Council and thedifficulties faced by them were also discussed.

For better understanding of the WASHconcepts and ideas, IEC material - containinga poster on hand washing, a poster on handwashing steps and a calendar for monitoringWASH practice in schools - was handed overto the schools, which were displayed in thecampus by the WASH Council.

The objective of the fourth phase was to discussthe overall process of the WASH programmewith the WASH Council members andteachers, and to observe the WASH practice inschools. Separate feedback forms wereprepared to collect data from the school andthe WASH Council members, which wasanalysed for the different components of theprogramme. Some of the findings from theanalysis include:

• 98% of the schools found that the postersgiven during the visits were beneficial increating awareness among children aboutpersonal hygiene.

• 87% of the schools liked the idea of theportable hand washing unit displayed asa solution for proper hand washingfacilities in their school.

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• 89% of the children in the Council felt thattheir friends/peers are graduallydeveloping the habit of maintaininghygiene on their person and thesurroundings.

• 91% of the schools felt that children aremore effective in teaching their peers ascompared to teachers.

11.3.2 Integrating Water, Sanitationand Hygiene (WASH) Educationin ‘Adarsh and Utkrist Schools’of Rajasthan

CEE was invited to share its experience ofwhole school approach and Water, Sanitationand Hygiene (WASH) education programmesat a state level workshop in Jaipur, organisedby UNICEF and Education department,Government of Rajasthan. The objective of theworkshop was to provide exposure toparticipants about WASH in School (WinS)programmes in other states of India and todraw key recommendations for strengtheningWASH initiatives in the model schools ofRajasthan – the ‘Adarsh and Utkrist School’scheme for enhancing quality of education inelementary and secondary educationrespectively initiated by the government. Mr.Simanta Kalita, Programme Coordinator, CEENorth East shared his experience of DailyHandwashing for an Ailment-free Life(DHaAL) project as a model for saturation andscale-up of group hand washing practices inschool. Mr. Parthesh Pandya, ProgrammeCoordinator, CEE West, shared his learningsof child and community participation in theAnandshala model. CEE’s efforts in the SwatchShale project of Karnataka was alsohighlighted in the presentation by Mr. SalathielNalli, WASH Specialist, UNICEF, Hyderabad.CEE West also supported an activity to identifygaps and possible solutions for strengthening

WASH in schools across the state. Theworkshop was attended by around 200 stateand district level officers of the Educationdepartment of Rajasthan.

11.4 Swachh Bharat SwachhVidyalaya WASH Initiative

In partnership with the Lady BamfordCharitable Trust, CEE is helping 30 schools toimprove water, sanitation and hygieneconditions. The project was initiated in 2015.Over the last year, CEE has worked with theteam of educators from the Trust to prepare areport documenting the baseline conditionsin 30 schools in three locations: Pune District,Jaipur (Rajasthan) and Vallabhgarh(Haryana).

A variety of IEC materials have been preparedfor use by the team of educators from the Trustas well as by teachers, and as signage anddisplay material for the schools. A series ofcapacity building workshops on water andsanitation education were conducted for theTrust staff and teachers.

11.4.1 School Water and SustainabilityEducation Programme at Jaipur

Though virtually everything we do or use everyday involves water, we do not give it theimportance that is due to it and hence India isfacing its worst ever water crisis, and we allneed to work towards our water security.Simple actions can be adopted to reduce thewastage of water and to use it wisely. Rainwater harvesting is necessary, but it is equallyimportant to understand our current waterusage pattern for proper management of water,and this can be done through a water audit.Lady Bamford Charitable Trust (LBCT), thesocial arm of Joseph Cyril Bamford (JCB)Limited, in collaboration CEE, carried out a

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water and sustainability educationprogramme at Jaipur with the aim of:

• Engaging the students and faculty of theschool in a set of activities to understandwater in their local context and itssustainability linkages

• Initiating water management practices inschools by adopting methods to improvethe learning environment and utilising thisto develop a conservation attitude inchildren.

Under the programme, workshops wereorganised for students and teachers to improvetheir understanding of water and allied issues,and water audit. These workshops coverednumerous dimensions of water such as watersource and its quantity, quality, economy,politics, management and others. Water auditand water management practices were alsodemonstrated to the participants. Teacherswere oriented to the project and itsenvironmental and educational outcomes;how it can be integrated with topics coveredin the classroom was also discussed.

A school water audit sheet developed by CEEwas handed over to students and teachers.Each section of the audit sheet like the amountof water consumed, rain water harvestingpotential, etc. were discussed in detail withreference to their objectives and how to carryout the audit. The participants, in groups,collected baseline data about water and itscurrent management practices in the school,which was then compiled and analysed. Thisprovided the baseline for water use behavioursin the school, depicting how and where wateris being used, and where and whatimprovements were possible. Based on theanalysis and allied observations,recommendations were developed forimproving water conservation and

management strategies in the school inupcoming years. These includedbenchmarking water use; establishingprocedures for water monitors to regularlycheck for leaks; adopting water harvesting andreusing waste water; developing posters andeducational materials for enhancingawareness and improving understanding ofthe issue; and the constitution of watermanagement teams/student cabinets.

11.5 WATSAN in Karnataka

11.5.1 Swacha Shale Programme

Swachha Shale is an ongoing programmeinitiated by CEE Karnataka, SSA Karnatakaand UNICEF, in collaboration with the ZillaPanchayat, Ramnagar. The programme aimsto reduce the risk of diarrhoea and therebyincrease school attendance and enrolment, bymotivating and sustaining hygienic behaviour.This programme, initiated in 2015, has beenextended to 7000 schools during 2016-17, andis linked to the Mid-day Meal scheme of theKarnataka government. During the reportingyear, the following activities were undertakenas part of the programme:

• One day orientation programmes for 65teachers

• Hygiene camps for school children in 60schools, covering 1500 students

• State level training programme on SwachhaShale for all the 30 State Education Officersand 175 Assistant Directors of PublicInstruction in the state

• Menstrual Hygiene Training programmesfor girls in 55 schools

The Country Head of UNICEF, Mr. G. Louis,visited some of the Swachha Shale schoolsand appreciated the work being undertaken.

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11.5.2 Global Hand Washing Day

Global Hand washing Day is an annualglobal advocacy day dedicated to increasingawareness and understanding about theimportance of hand washing with soap as aneasy, effective and affordable way to preventdiseases and save lives. To mark this day,CEE, in collaboration with the Department ofPublic instruction and UNICEF, organised agroup hand washing on November 7, 2016,across the state in all the 49,837 governmentschools covering 36,25,379 students.

11.5.3 Evaluation of ‘A BehavioralChange Demonstration (ABCD)’Project

CEE Karnataka undertook an evaluation of102 schools in Ramnagar District, Karnataka,where a school sanitation programme wasinitiated by the organisation SNEHA incollaboration with Toyota Kirloskar Motor. Aspart of this assignment, all the schools werevisited and observations recorded on thesustainable use of toilets and behaviour changeamong the children. The evaluation indicated

that 90% of the schools followed sustainablesanitation and hygiene practices. Anevaluation report has been submitted toSNEHA.

11.6 Mid-term Assessment ofSHWAAS Project

European Union funded ‘SHWAAS (SlumSanitation and Health Welfare AdvancedApproach System) Project’ is one of the majorattempts of Pune Municipal Corporation(PMC) to improve the quality of life of thepeople living in the slums in Pune. CHF IndiaFoundation is responsible for theimplementation of this five year (2013-18)project. CEE undertook the mid-termevaluation of the project between December2016 and February 2017. The main tools usedfor the evaluation were focused groupdiscussions in 15 slum localities in Pune wherethe project is being implemented. Along withthis, field observations to check theimprovements in sanitation and wastemanagement infrastructure services in theslums, and interactions with waste pickers,social workers and caretakers of community

A focused group discussion underway in

Premnagar slum. The FDG was facilitated by

CEE and attended by Shwaas samiti members

and a few representatives of the communities

who are the beneficiaries of the project.

IEC materials on display at the Khairewadi

community toilet. Several such materials were

developed and placed at strategic locations as

part of the outreach to the community in the slum

area.

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toilets were carried out. These interactionsstrengthened the field observations and helpedCEE make recommendations that would helpstrengthen SHWAAS in Pune. The final reportwas submitted to PMC.

11.7 Civil Society Consultation on theDraft National WaterFramework Bill, 2015

CEE Himalaya took part in a civil societyconsultation organised by WaterAid, incollaboration with the UP WASH Forum, tocomment on the ‘Draft National WaterFramework Bill’ and ‘Draft Ground WaterModel Bill’. These draft bills have been put upin the public domain by the Ministry of WaterResources, River Development and GangaRejuvenation, Government of India, forreceiving feedback and comments beforefinalisation. Dr. Abdhesh Gangwar,Programme Director, on behalf of CEEHimalaya, was invited as a key speaker todiscuss and comment on the Bills.

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12Waste Management

12.1 Common Healthcare WasteAppropriate Management Plant(CHAMP), Kalaburagi,Karnataka

The Waste Management group of CEE isimplementing a project ‘HealthcareEstablishment Waste Management andEducation Programme (HEWMEP)’ wherein aCommon Biomedical Waste Treatment Facilitycalled CHAMP has been set up in Kalaburagicity in Karnataka. The CHAMP facility is inoperation since May 2005. CEE CHAMPKalaburagi facility has been collecting,transporting treating and disposing thecollected waste of Kalaburagi City HealthcareEstablishments (HCE) since 12 yearssuccessfully.

CEE CHAMP covers 200 bedded HCEs ofKalaburagi District and a total of 570 non-bedded HCEs. CHAMP has also extended itsservices to all the HCEs in Sedam, Jewargi,Afzalpur, Chincholi, Aland and Chittapurtalukas of the district. During the year, CEEhas conducted around 250 on-site orientationprogrammes for medical and paramedicalpersonnel from HCEs and medical colleges inthe city and talukas to whom CHAMPprovides services.

Around 240 students and 20 faculties fromMR Medical College, Geology Department ofGulbarga University, ESI Hospital and Medicalcollege, HKES College Kalaburagi, visited theCHAMP site to understand the working modeland economics of the plant. Thus, apart fromproviding services to the healthcareestablishments of Kalaburagi city, it also servesas a demonstration model for the students andvisitors to get adequate knowledge on theoperation of the common biomedical wastetreatment facility.

12.2 Swachhagraha

CEE is the Knowledge and Implementationpartner for the project ‘Swachhagraha’, aninitiative of the Adani Foundation. The project‘Swachhagraha’ draws inspiration from theSatyagraha movement, to engage people andbring about change similar in scale to India’sfreedom movement, where people get involvedto take action for ‘Creating a culture ofcleanliness’. The programme, initiated in June2016, was implemented in 650 schools in sixcities of Gujarat. About 754 teachers from these650 schools, ranging from elite private schoolsto government municipal schools, were trainedin behaviour change education.

At the school level, the programme wasimplemented through teachers(Swachhagraha Preraks) and students(Swachhagraha Dal members). Swachhagrahahas involved over 12000 children as activeSwachhagraha Dal members who reached outto their 3,20,000 peers, their parents and thecommunity through a variety of planned actionprojects and campaigns during the year. Theprogramme focused on four key themes,namely, Waste management and Littering,Sanitation, Personal Hygiene and ToiletEtiquettes. The annual activity cycle includeddevelopment of Teachers’ Handbook, ActivityBook for students, teachers’ trainings in thecities, training of Dal members, developmentof action plan by the Dal members guided bythe Preraks, and implementation of activitiesin the schools. Campaigns through the website,Facebook page, emails and Whatsapp updateshelped keep the motivation and momentum ofthe programme high. A pre and post literacytest was conducted in a sample ofSwachhagraha project schools to ascertain thechange in knowledge, attitude and behaviour

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among the students as a result of thisprogramme.

The programme has provided insights intodealing with misconceptions regardingcleanliness that many people have and helpeddevise strategies to deal with these. Forexample, some schools did not seem to feelthat there was a need for a project oncleanliness in their school as the school wasvery clean, but an activity as a part of theproject helped them realize that there needs tobe a focus on behaviour change of studentsand teachers and not just the activity whichan employee is doing. Important issues suchas toilet cleanliness are being discussed andactions to solve them taken up. Segregation ofwaste is being developed as a habit among theparents as cleanliness is considered acollective responsibility.

The programme is being scaled up to schoolsin 14 states in 2017, and will add a youthcomponent for the cities in Gujarat.

12.2.1 Swachhagraha in Rajasthan

In Rajasthan, schools participatedenthusiastically in the campaigns carried outunder Swachhagraha. In September, eco-clubsfrom Rajasthan took part in ‘Safai Ke Sitare’campaign, an initiative to acknowledge theheroes who help keep our environment clean– the cleaning staff. Students interacted withthe cleaning staff, prepared a creative write-up describing the person with his/her name,background, and the importance of their rolein society, and also clicked a selfie with them.

Schools carried out action projects on issuesrelated to cleanliness and participated in‘Gandagi Se Azadi’ campaign in January 2017.The action project of a school from Barmer

was shortlisted as one of the best entries atnational level.

In February, schools from Rajasthan activelyparticipated in ‘Swachhagraha ke reporters’campaign, an initiative to understand thatwho is responsible for maintainingcleanliness. Under the campaign, studentsinteracted with the various stakeholders oftheir school and community and presentedtheir conclusions as a reporter. They alsoprepared a short video as part of the campaign.A school from Sirohi was shortlisted amongthe 10 best entries at the national level.

12.3 Awareness Programme on WasteManagement at Gangotri

CEE Himalaya organised an awarenessprogramme on Waste Management atGangotri, Uttarakhand on June 14, 2016.Various IEC materials developed by CEE weredisplayed that disseminated messages on aclean environment and the need forappropriate waste disposal. The concept ofeco-tourism was introduced by quoting the‘Kedarnath tragedy’ and the devastatingimpacts that conventional tourism has on thefragile ecosystems of the mountains. The team,including interns from Tata Institute of SocialSciences (TISS), Guwahati, discussed riverpollution with sadhus and motivated them tocreate awareness about clean and greenenvironment. The awareness programme,which was attended by more than 40 people,concluded with a cleanliness drive.

12.4 Co-Lab Workshop onBioremediation

Ms. Reema Banerjee, Programme Coordinator,Waste Management, was invited for the Co-lab workshop conducted by the Departmentof Biochemical Engineering of University

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College London (UCL) for sharing herexperience on the gap between the technologyand implementation of bioremediationprojects in various sites in India.

The three day workshop (November 26-28,2016) consisted of activities that bridgedtogether local artists, scientists and designersto brainstorm and work on an interdisciplinaryproject around bioremediation in India. Morespecifically, it provided scientists theopportunity to learn about design thinkingand ethnographic methodology in science.Designers had the opportunity to gainexposure to the lab and interact with localscientists and practitioners.

Ms. Banerjee shared the various fieldexperiences of such remediation projectsundertaken by CEE and brought out the socio-economic issues that should be consideredbesides the technology while starting abioremediation initiative in India.

The workshop also had lab activities aroundthe topic of bioremediation, short lectures onBiochemical Cycles, Biology 101 and the stateof the art in Bioremediation. On the last day ofthe workshop, participants utilised thefacilities of the Institute of Making at UCL, tomake tangible prototypes to demonstrate groupprojects.

As part of the workshop follow-up, the UCLteam visited India in February 2017, and theWaste Management team at CEE Kolkatafacilitated the visit of the team to various sitesnear Kolkata exposed to pollution related toheavy metals. A visit to Jadavpur Universitywas also organised to explore collaborativeresearch opportunities in the sector of heavymetal bioremediation in the region. Varioussamples were also taken from prospective sitesto be tested for further trials on bioremediation.

12.5 Course on Waste Managementand Towards Circular Economy

Develop a module for the course of WasteManagement and Towards Circular Economy,put the resource materials for the same,conduct the course for the final year studentsof Post Graduate Diploma in DevelopmentManagement.

A module on Waste Management and TowardsCircular Economy was developed by CEE onthe request of Development ManagementInstitute, Patna.

The (0.5 credit) course was conducted for thesecond year students of PG Diploma inDevelopment Management, DMI, Patna. CEECentral developed the module, organised theresource materials and conducted the course.Students were taken on field visits to the BMW(biomedical waste) facility at IGIMS (IndiraGandhi Institute of Medical Science tounderstand door to door Waste collection bywaste pickers and the landfill site of PatnaMunicipal Corporation. CEe also conductedthe evaluation of the learning outcomes in theparticipants

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13Biodiveristy Conservtation

13.1 VIRASAT-3

CEE, since 2012 is working with the GujaratBiodiversity Board to form BiodiversityManagement Committees and preparePeople’s Biodiversity Registers (PBRs), inJasdan Block under the project VIRASAT.Between 2013 and 2015, as part of Phase 1and 2 of the project, CEE formed the BMCs andprepared PBRs for 35 villages in Jasdan andVinchchiya blocks of Rajkot District.

This year as part of the Phase 3 of the project,CEE’s Jasdan Field Office worked with 15 morevillages. While the project’s mandateddeliverable focuses on formation of BMC andpreparation of PBRs, CEE took up thisopportunity to create awareness amongcommunities regarding local biodiversity,traditional varieties, their medicinal uses andassociated traditional knowledge.

Some of the key activities conducted duringthis year include:

Project Launch event: A farmers’ meet wasorganised as an introductory event for theproject with participation of about 300 peoplefrom 15 villages of Jasdan taluka. Theparticipants included a diverse group ofstakeholders such as farmers, pastoralists,traditional healers and members of existingBMCs from neighbouring villages. Anexhibition on biodiversity and traditionalknowledge, as well as talks by different expertswas organised to discuss the importance ofbiodiversity in the context of livelihoods andmaintaining the quality of life. The meetingprovided an opportunity to discuss the project,its objectives and the role of the villagecommunity. Several essential points such asWhat is Biodiversity Act, Why BMC, How toprepare PBR and what is its importance, werediscussedthe . Community members and BMC

members from the neighbouring villages whohad participated in previous phases alsoshared their experiences.

Awareness Programmes and Preparation ofPBR: For PBR preparation, local biodiversitydocumentation has to be conducted over threeseasons in a participatory manner.Accordingly, in 15 villages, ‘BiodiversityExplorations’ (Jaiv Vividhata Shodh Yatra) wereconducted in all three seasons. Informationabout local biodiversity spread across thevillages was collected as per the formatsprovided. The entire process was veryeducative and helped raise communityawareness about the local biodiversity and itsstatus: helped communities understand itsvalue, analyse threats and search for ways ofrejuvenating the same. The informationcollected through this process has beendocumented in the form of PBRs, and 15 suchPBRs have been submitted to the GujaratBiodiversity Board.

Apart from this, an exposure tour wasorganised for the BMC representatives fromeach village during October 20-22, 2016, withabout 56 members participating. During thetour, they visited Sundarvan (Ahmedabad),CEE (Ahmedabad), Indroda Park(Gandhinagar) and the Thol Bird Sanctuaryon the outskirts of Ahmedabad.

Participation in community fairs is anotherkey awareness programme that helps inraising awareness about biodiversity inpeople. As part of the project, in two traditionalfairs in the Saurashtra region – where suchfairs are popular - CEE Jasdan set up aninformation and display space.

A range of activities, such as exhibitions andvarious competitions, were also conductedwith the primary schools of all the 15 villages

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through the year. Thirty such programmes,with about 5000 children participating, wereorganised during the year with a focus onvalue and conservation of biodiversity.

13.2 Ganges River Dolphin -Conservation EducationProgramme

The Ganges river dolphin (Platanista gangeticagangetica) is listed as a Schedule-1 species inthe Wildlife Protection Act 1972 andrecognised as ‘Endangered’ by IUCN. CEENorth has been working for the conservationof this species since inception as part of itsriver conservation initiatives. CEE isimplementing the Ganges river dolphinprogramme with support from the NationalMission for Clean Ganga and the NationalGanga River Basin Authority under theMinistry of Water Resources, GangaRejuvenation and River Development. Theproject titled “Educating Schools andCommunity for sustainable actions forconserving habitat of the Ganges RiverDolphin along the Ganga River Basin” iscurrently in its Phase II.

As part of the school component, CEE Northis working on 20 locations in the Ganga Basin,covering 10 locations each in Uttar Pradeshand Bihar; and under the community initiativeCEE North is working with five villages eachat Bahraich and Bettiah in both the states.

School Interventions: For school interventions,CEE team selected 20 locations in UttarPradesh and Bihar, based on the presence ofthe Ganges river dolphin and the need forsuch a programme in the area. In 10 locationsselected in Uttar Pradesh were: Hastinapur(Meerut), Bijnore, Jarwal, Katerniaghat andMahsi in Bahraich district; Gonda, Faizabad,

Kanpur, Allahabad and Varanasi. The 10locations in Bihar were: Supaul, Begusarai,Bhagalpur, Bagaha and Bettiah (WestChamparan), East Champaran, Muzafarpur,Gopalganj, Patna and Saran. Overall, 750schools are covered under the programme.

Review Meet of NGO Partner: In June 2016, aone day regional review meet of NGO partnerswas organised by CEE North to review thestatus of the school programme which werebeing implemented jointly by the partnerorganisations and the CEE North team at the20 locations. The partners and the CEE teamshared the efforts put in, a presentation on thefeedback from the programme from the schools,the challenges and the learnings. Over 20participants representing 12 NGOs and CEEfield offices in UP and Bihar participated inthe workshop. A Memorandum ofUnderstanding was signed for the next yearactivities in each location which includedfollow-ups, teachers’ review meet cumworkshop, activities in the schools andcommunity level and cluster level awarenessevents.

Teacher’s Refresher cum Review Workshop: Ineach school cluster location, over 35-40 schoolshave been enrolled by the partner NGOs andCEE team, with support from the Educationdepartment. These dolphin cluster schools arelocated close to the river, within 3-5 kmdistance. With enrollment, a two day teachertraining was conducted in the 20 clusters.

To review and enable sharing of experiencesby the teachers, a one day workshop wasconducted in each location, with the objectiveof reviewing the progress of the programme,planning project activities for the next phase,re-orientation to the programme and handholding support for effective implementation

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of the programme at school and communitylevel.

During the year 2016-17, review meets wereconducted in all the 20 locations. Members ofthe CEE North team conducted varioustechnical sessions and briefed the teachers onhow to use the education package in classroomteaching. They further guided schools inpreparing their school action plan and clustersin developing their their strategy for dolphinawareness activities. Over 750 teachersparticipated in these meets, during which eachteacher was provided an educational packagecontaining a dolphin activity book, displayposter, dolphin badge, stickers and a bookmark.

Dolphin Cluster Awareness Programme: Aspart of the Dolphin programme, school clustersfrom different locations in Uttar Pradesh andBihar organised cluster level events whichincluded dolphin awareness rally, nukkatnatak, cycle rally, ‘save dolphin - save Ganga’pledge campaign, and other activities. TheDolphin schools, along with the local NGOand other partners, organised dolphinawareness activities on environment relateddays and during river related festivals. Thecluster level awareness programmes were heldin all the dolphin project locations. In some ofthe events, essay, painting and quizcompetitions were conducted for students.School members were taken on exposure visitsto the river bank in some locations with‘learning with fun’ activities being conducted.More than 3000 children from Dolphin Clubstook part in these events, with many of themcreatively expressing their thoughts about theconservation of dolphins through models,drawings, songs, poems, etc.

Dolphin Education Resource Centre: The projecthad envisaged that Ganges River Dolphin

Education Resource Centres (GRDERC) wouldbe identified among the dolphin schoolclusters to act as the focal point forconservation education activities for therespective school cluster. Educationalresources including books on biodiversity,posters, charts, water testing kit, awarenessbanner, films and others have been providedto these centres to enable students and teachersto explore and learn more about the Gangesriver dolphin and its habitat, and help in itsconservation. Twenty active schools have beenidentified as the respective cluster levelresource centres and relevant material madeavailable for the use of the dolphin schools.

Dolphin Day Events: On the occasion ofDolphin Day, CEE, with support from theNational Mission for Clean Ganga (NMCG),organised events at 20 locations where thedolphin schools participated in awarenessrallies and competitions like slogan writing,essay writing, painting and quiz. Students ofDolphin Clubs observed the day and alsoactively participated in the Wildlife Weekprogramme, helping spread awarenessamongst the masses. During the event,community members, government officials,teachers and fishing communities were urgedto come together to save this beautiful animaland its home.

Development of IEC Material for Schools: Aspart of the dolphin initiative, CEE teamdeveloped material for schools for raisingawareness and for classroom display. Anenvironment calendar for 2017, focusing onthe theme of the dolphin and its conservationunder the project, was showcased to spreadthe message of positive action. A revisedbrochure was developed for the projectstakeholders apprise them of the variedinterventions.

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13.3 Biodiversity Conservation inMaharashtra

13.3.1 Information, Communication andEducation for Maharashtra Gene Bank Project

This project aims at participatory studies andconservation of various genetic resources ofMaharashtra that are valued by the usercommunities. These resources encompass localcrop varieties, animal breeds, biodiversityassociated with grasslands and freshwaterbodies, forests and marine sponges. Fundedby the Rajiv Gandhi Science and TechnologyCommission (RGSTC) of the Government ofMaharashtra, this project brings together 20local, regional, national level NGOs andscientific research institutions. CEE isimplementing a cross-cutting component ofInformation Management Education andCommunication for the Maharashtra GeneBank (MGB) Project. The focus in 2016-17 - thethirdyear of the project - was on developmentof resource material and statewide capacitybuilding.

Educational Resource Development: A resourcekit in Marathi to facilitate the School/CollegeBiodiversity Registration process wasdesigned and developed. This kit includesfollowing resources:

(a) Shivar Feri - Literally meaningneighbourhood walk, this is amethodology manual structured at threelevels: observing and documenting thediversity of different types of biodiversity,understanding interrelationshipsbetween different elements of biodiversityin the neighbourhood and designingfocused projects on topics of localrelevance and interests using methodssuch as quadrat, point- and line-transect.

(ii) Insect Folder - A Photographic field guideon 87 agricultural pests and 19 usefulinsects for 15 crops that have beenselected for genetic diversity conservationunder the larger project.

(iii) Wild Vegetables & Tubers Folder -Includes information on 30 wildvegetables and six tubers commonly usedin Maharashtra, with photographs, localname, botanical name, edible part, periodof occurrence, habitat, type, growth habitand use. It also provides guidelines forstudying wild vegetables.

(iv) Birds Field Guide - This pocket-sized birdfield guide has been designed forbeginners’ use during neighbourhoodwalks and contains 95 birds arrangedecosystem wise: wetlands, scrubs andgrasslands, agricultural fields, forests,home/kitchen garden, as well as selectendangered and rare species.

(v) Pocket Booklet on Snake - focuses onsimilar looking venomous and non-venomous species.

(vi) Butterflies & Moths - This pocket bookletcontains descriptions of 50 butterflyspecies from five families and 12 mothspecies, with photographs, commonnames, scientific names, habitat andassociated plant species.

(vii) Gecko & Lizards Folder - on 12 differentspecies of geckos and lizards, withphotographs, common names in Marathiand English, scientific names and bodylength.

(viii) Mushroom Folder - with descriptions of33 different species of mushrooms withphotographs.

(ix) Frogs and Toads Folder - as identificationguide.

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(x) Cloth bag with MGB logo and graphics ofJowar (sorghum) varieties Dagadi, Kavali,Gidgyap, Maldandi, Dukari, Manthi andPivali from Maharashtra.

This kit also includes a register for recordkeeping at school levels.

Anandshala Shibir: Sixteen workshops of threeday duration were organised at 12 placesacross the state between September andDecember 2016. A total of 562 participants,including representatives from partnerorganisations, and one teacher and twostudents each from 179 schools located in 17districts, attended these workshops. Each ofthe 179 participating schools has been giventwo kits.

Experiential sessions on conducting the ShivarFeri , biodiversity study techniques,constructivism in education and linkages ofbiodiversity learning projects with curriculumacross the subjects, and a range of ageappropriate activities, games and project ideaswere the highlights of these workshops.Baseline development exercises, includingexisting levels of biodiversity Information,basic competencies and situational questions,were conducted during these workshops tocontextualise biodiversity education underthis project.

Mapping the diversity of names of the samebiodiversity elements and of food amongstudents and teachers from different regionsof the state has generated valuable referencedocumentation, along with the diversity ofnon-cultivated food resources across theregions. This is emerging as a priority area tofocus on, given the interest among the childrenand youth, their nutritional significance andrapid decline in both availability andassociated knowledge.

(Related photographs are attached separately wthnames viz 1. Aquatic plant study at Navegaobandh_Re 2. Crop pest observations duringshivarpheri_Re,3. grass diversity and abundancestudy using quadrate method duringshivarpheri_Re )

Information Management: The project has itsown magazine ‘Gotul’ to share happeningsunder the project and various communitystories from the project locations. The secondissue of ‘Gotul’ was published this year andover 800 print copies were distributed topartner NGOs and their local networks,schools, funding agencies, governmentsofficials and other interested persons. About2500 people in CEE’s network within the statereceived it as an e-magazine.

Kit developed for Maharashtra Gene Bank

Project

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To further enable effective informationmanagement, a website is being developed.The website architecture was developed thisyear and work is underway to have it readyduring 2017.

Workshop on Bio-cultural Diversity Mappingat Hivare Bajar: A three and half day longworkshop was organised in January 2017 for16 Paryavaran Shikshan Mitras (PSMs), whoare school cluster facilitators associated withpartner organisations. This workshop focusedon learning about the basics of mapping, ShivarFeri methodology, documentation of bio-cultural diversity and developing a village bio-cultural map using local artistic forms. Besidesbuilding PSMs’ capacities, a staggered planemerged through this workshop towards suchmapping with schools under the project.

13.4 Biodiversity ConservationActivities in Goa

13.4.1 Training of Secondary Teacherson Mangrove Ecosystem

With the support of GIZ Marine and CoastalProgramme and Goa Forest Department, CEEGoa State Office organised a three day trainingfor the teachers of secondary and highersecondary schools of Tiswadi, Bardez andBicholim taluka. The workshop was on‘Understanding Mangroves and theirEcological Role’ and 45 teachers participatedin it. Various technical sessions dealing withmangroves, ecosystem services andincorporating mangroves in schoolcurriculum, as well as field visits wereconducted.

Training and Excursions for Students: As afollow up activity of the training workshop onmangroves and its ecological importance, afield excursion for students was organised at

Aquatic plant study at Navegaobandh

Crop pest observations during shivarpheri

Grass diversity and abundance study using

quadrate method during shivarpheri

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Dr. Salim Ali Bird Sanctuary, Chorao, Goa.Five such excursions were undertaken,covering about 500 students from secondaryschools and B.Ed College. Students were takenon a mangroves nature trail, during which theimportance of mangroves, its associatedbiodiversity, its role in controlling floods, fishbreeding centres and its capacity for carbonsequestration were explained.

Students were also taken to the natureinformation centre set up by GIZ at this site,and the panels and other educational materialdisplayed there were discussed. The B.Edstudents were asked to use this opportunityand develop teaching modules as part of theirpractice teaching.

13.4.2 Development of BiodiversityManagement Plan for VedantaMines in Goa

CEE Goa State Office was asked by the VedantaSesa Goa Iron Ore Ltd. to undertake a two yearproject on ‘Assessment and Documentation ofBiodiversity and Development of BiodiversityManagement Plan for Vedanta Mines’ in Goa.Vedanta has four mining clusters covering anarea of 1836.45 sq kms, from which an area of474 sq km has been selected for biodiversityassessment. During the year, biodiversityassessment was undertaken on 10 sq km ofmining area. Experts from various fields offorestry, biodiversity and microbiology wereselected to guide the project. Two fieldecologists along with CEE Goa staff undertookthe survey of biodiversity in all three seasons.Based on the seasonal data, a biodiversitymanagement plan has been suggested.

13.4.3 Assistance in the Developmentof Beach Carrying Capacity ofGoa

The National Centre for Sustainable CoastalZone Management (NCSCM), Chennai, hasbeen entrusted by the Department of Science,Technology and Environment, Government ofGoa, with a project to undertake a BeachCarrying Capacity Study in relation to tourismin Goa. Mr. Sujeetkumar Dongre, ProgrammeCoordinator, CEE Goa State Office supportedthis project in gathering relevant informationand conducting the analysis.

13.5 People’s Biodiversity Registers(PBRs) in Andhra Pradesh andTelangana

CEE has been appointed as the ResourceAgency to support Biodiversity ManagementCommittees (BMCs) in the preparation ofPeople’s Biodiversity Registers (PBRs) byAndhra Pradesh State Biodiversity Board(APBB). CEE has been allotted two GramPanchayats (GPs), namely, Rajam Panchayatin Butchayyapeta Mandal and Vooderu GramPanchayat in Anakapalle Mandal ofVishakhapatnam District, Andhra Pradesh.

Telengana State Biodiversity Board (TSBB) hasappointed CEE Telangana State Office asResource Agency for preparation of PBRs inTelengana with five Gram Panchayats ofMedak District, Telangana state, being allottedfor the same. The documentation has beencompleted and the PBRs have been submittedto the five respective GPs.

The objective is to facilitate BMCs indocumenting the PBRs and submitting thereport to the respective BMC and APBB/TSBBto provide legal authority to the PBR. Theprocess of documentation involved meetingwith BMC members, interaction with villageelders, youth groups and women’s groups tocollect the primary data, and also involve them

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in the conservation of the village bio-resources.Secondary data was collected from theconcerned departments and institutions. Animportant component of the project is also toidentify the local Vaidyas (natural healers)and to document and preserve their traditionalknowledge for future generations. In eachvillage, at least one or two Vaidyas wereidentified and their traditional knowledgedocumented and submitted to the respectiveboards.

13.6 One Crore Tree plantationCampaign in Karnataka

During 2015-16, Karnataka state suffered asevere drought. Considering this fact, the stateforest department initiated a drive to plantone crore tree saplings through a campaigncalled “Koti Vruksha Andolana” (One CroreTree Campaign) across the state. To facilitatethis campaign, CEE Karnataka developed aset of 10 posters for the forest department tomotivate people to take up the plantation drivein their neighbourhood. These posters weredistributed to all the government offices and40000 government schools.

13.7 Biodiversity ConservationActivities at CEE Himalaya

13.7.1 Shail Yatra: Cultural Traditionfor Biodiversity Conservation

CEE Himalaya’s Uttarkashi team participatedin the annual Shail Yatra organised by fivevillages of the area, namely, Kuroli, Bongadi,Mastari, Kankarari and Sada, falling underMustikaur Nyaya Panchayat, located inBhatwari Block of Uttarkashi District,Uttarakhand state.

Since ancient times, various fairs (Thoolu) andfestivals (Pandav Nitrya, Shail Yatra) are

organised every year in Uttarkashi district,whose religious beliefs and rituals areconnected directly or indirectly to thesurrounding environment and ecosystem. Theblessings of the village gods and goddessesare believed to be essential for the survival ofthe village as well as the protection of thevillage against natural disasters and adverseenvironmental impacts.

The Shail Yatra is organized every year by thevillagers to seek blessings from village deities,Hari Maharaj and Huneshwar. It originatesfrom village Kuroli travelling a distance of25km to Haronta Bugyaal situated at analtitude of 2700m above sea level. The Yatrapasses through deep forests and usually takes2-3 days to reach Haronta Bugyaal.

Tapping the opportunity, CEE Uttarkashi teamparticipated in the Yatra to learn such practicesprevalent in the region as well as make awareof the climate change impacts in the region.CEE team sensitised the villagers on wastemanagement in such sensitive areas, thepossible damage caused to the environmentdue to ignorance and sustainablemanagement of sacred species of plants. Onits way back, CEE team and the villagerscollected all the waste from Haronta Bugyaalto Kuroli village and disposed it appropriately.

13.7.1 Indian Freshwater Turtle andTortoise Strategic ConservationAction Planning and Red ListAssessment Workshop

Dr. Abdhesh Kumar Gangwar, ProgrammeDirector, CEE Himalaya, attended the “3rdIndian Freshwater Turtle and Tortoise StrategicConservation Action Planning and Red ListAssessment Workshop”, organised by theCentre for Wildlife Studies (CWS)/TurtleSurvival Alliance (TSA) India Turtle

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Conservation Programme, in association withthe Ministry of Environment, Forest & ClimateChange (Wildlife Division), Ministry of WaterResources, River Development & GangaRejuvenation (National Mission for CleanGanga) and the International Union forConservation of Nature (IUCN)/SpeciesSurvival Commission (SSC)/Tortoise andFreshwater Turtle Specialist Group, withfinancial support from Madhya Pradesh StateBiodiversity Board, Turtle Conservation Fundand WWF-India. The workshop was heldduring February 16-18, 2017 in New Delhi.

The main agenda of this meeting was to reviewthe IUCN conservation status and the progressof the 2010 Action Plan for Indian FreshwaterTurtle and Tortoises, besides developing a fiveyear conservation action plan (2017-2021).

Dr. Gangwar contributed to the workshopduring the session on capacity building forconservation of Indian Freshwater Turtle andTortoises. He promoted the involvement of bothscientific and non-scientific community at alllevels for conserving them. More specificresearch, constructive coordination, detailedand unambiguous documentation as well assharing of these documents and other dataamong agencies working for the conservationof these species and other wildlife, werehighlighted as crucial steps warrantingimmediate attention. Other suggestionsincluded (a) linking conservation withdevelopmental schemes like MGNREGA, (b)roping in Panchayati Raj Institutions (PRIs),(c) encouraging them to construct ponds underMGNREGA as turtle habitats, and (d)providing the community the necessaryassistance for turtle breeding.

13.7.3 Regional Workshop for NER ofIndia on Climate AdaptationProgramme and SustainableEcosystem

A two day Regional Workshop for NorthEastern Region (NER) of India on ClimateAdaptation Programme and SustainableEcosystems in NER was organised by theClimate Change Cell of the Directorate ofEnvironment, Government of Manipur, andthe Ministry of Science and Technology,Government of India, on April 25-26, 2016 atImphal, Manipur state.

The workshop focused on developing acommon understanding about the challengesfaced by the region and a road map forparticipation in the policy action programmeson climate adaptation, aligning with theNational Mission for Sustaining theHimalayan Ecosystem (NMSHE) and theNational Mission on Strategic Knowledge forClimate Change (NMSKCC).

Dr. H. M. Homeshawar, Director and StateNodal Officer (Climate Change), Directorateof Environment, Manipur; Dr. Shirish Sinha,Deputy Director of Cooperation, Swiss Agencyfor Development and Cooperation (SDC),Embassy of Switzerland; and Dr. NishaMendiratta, Director, Climate ChangeProgramme, Department of Science &Technology, Government of India, spokeduring the inaugural session.

Dr. Abdhesh Kumar Gangwar made apresentation on “Community participation inclimate change adaptation - role of localinstitutions, NGOs, media and experiencesharing” at a session on CommunityParticipation. He showcased CEE Himalaya’sactivities in partnership with IHCAP –organising capacity building workshops for

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media on Climate Change and Developmentin the Himalayan Region during 2014-15;supporting Science Express Climate ActionSpecial in the region in 2015; and the hugeoutreach these programmes achieved.

The inputs and conclusions drawn from theworkshop will aid in designing theimplementation of State Action Plans onClimate Change (SAPCC) and enhancingclimate change knowledge networking at thestate level.

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14Disaster Preparedness and Rehabilitation

14.1 Awareness Programme on ForestFires

The first incident of forest fire in Uttarakhandwas reported in early February 2017. Sincethen, it spread to 13 districts of the state,destroying nearly 3,000 acres of forest land.Forest stretches, agricultural fields, as well ashuman habitations in Rudraprayag, Pauri,Chamoli, Almora, Nainital and Dehradundistricts, were the worst affected.

With vast experience in working on DisasterRisk Reduction (DRR), Climate Change (CC)and Sustainable Mountain Development(SMD), CEE Himalaya alerted the villagers andjoined the local forest department in organisingcollective efforts to douse the spreading fireflames, and make ‘fire lines’. A door-to-doorprogramme to raise awareness on the causesof forest fires, fire safety and demonstration of‘fire-line’ construction methods to preventwildfires in the region, was also conducted.

Traditional trees like Burans (Rhododendronarboreum Sm.), Banj or White Oak tree, that arenative to the mountain ecosystem, werepromoted by the team, who also motivated thelocal people to regenerate the forest throughplanting trees native to the mountains.

14.2 Training Programme onEmergency Preparedness andResponse

A training programme on ‘EmergencyPreparedness and Response’ was organisedby CARE India during September 6-9, 2016, atSahbhagi Shikshan Kendra, Lucknow. Thetraining aimed to build capacities of CAREIndia’s NGO partners based in MadhyaPradesh, Uttar Pradesh, Jammu & Kashmir,West Bengal and Uttarakhand, in efficient

response during emergencies and to preparethem for deployment under the CARE Rosterin times of crisis. The four day trainingprogramme was divided into lectures andpresentations, group exercises, field visit anddiscussions with a view to providecomprehensive information on ‘EmergencyPreparedness and Response’.

The porgramme was attended by 20participants, while, from CEE, Ms. HimaniJoshi, Project Officer, CEE Himalaya and Mr.Kushpal Singh from CEE Uttarkashi attendedthe training programme, who presented CEEwork on Disaster Preparedness and RiskReduction in Uttarkashi district.

The first two days of the workshop werededicated to lectures and presentations onHumanitarian Mandates, Standard OperatingProcedures (SOPs) during disasters, EmergencyPreparedness Plan, Assessment and ReliefDistribution followed by group exercises. Afield visit to Barabanki District, Uttar Pradesh,was made on the third day where a simulationexercise on relief distribution was conductedfor the participants in two villages ofSurtanganj Block of Barabanki District. Thelast day of the workshop focused ondiscussions related to safety and securityduring disasters.

14.3 Regional Consultative Workshopon Strengthening Capacity forDisaster Risk Reduction

A Regional Consultative Workshop on‘Strengthening Capacity for Disaster RiskReduction’ was organised by the UNESCOOffices of New Delhi and Kathmandu, andAMARC Asia-Pacific (the regional chapter ofthe World Association of Community RadioBroadcasters), on October 19-21, 2016, in

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Kathmandu, Nepal, to mark the ‘InternationalDay for Disaster Risk Reduction’.

The workshop brought together governmentofficials, experts and media stakeholders fromIndia, Nepal, Bhutan and Bangladesh, toexchange their knowledge, experiences andgood practices on disaster risk reduction; andto strengthen the capacity of policymakers,disaster management officials/workers,development and media professionals, fordisaster risk reduction in South Asia. Around20 participants from India, Nepal, Bhutan andBangladesh attended the workshop.

Ms. Himani Joshi, Project Officer, CEEHimalaya participated in the workshop andpresented the work done by CEE Himalaya inthe field of disaster risk reduction, mediacapacity building and sustainable livelihoodsacross the Indian Himalayan Region. Shepresented the ‘Rebuilding’ programmes -Rebuilding Trust (Kashmir Earthquake of 2005and J&K deluge of September 2014) andRebuilding Faith (Uttarakhand Floods of2013). The media capacity building workshopson Climate Change and Development in theIndian Himalayan Region and SupportingScience Express Climate Action Special werealso highlighted.

The recommendations that emerged during theworkshops will be presented at the AsianMinisterial Conference on Disaster RiskReduction 2016, held during November 2-5,2016 at New Delhi, India.

14.4 State Level ConsultativeWorkshop on StrengtheningDistrict Disaster ManagementAuthority

Deendayal Upadhyaya State Institute of RuralDevelopment (SIRD), Lucknow organised a

two day State level Consultative Workshop onStrengthening District Disaster ManagementAuthority to make effective District DisasterManagement Plan at SIRD. This trainingprogramme is being conducted for all the 75districts of the state in two phases – December19-20, 2016 for participants from 34 districts,December 26-27, 2016 for the remainingdistricts.

Around 100 participants – mostly officialsdrawn from the District Magistrate Office asthe DM is the Chairperson of the DistrictDisaster Management Authorities (DDMA);DDMAs; District Institute of RuralDevelopment (DIRD); Regional Institute ofRural Development (RIRD); and linedepartments such as Fire, Irrigation,Agriculture, Revenue, Health and PublicWorks - from 34 districts of Uttar Pradeshattended the first workshop. The objective ofthe workshop was to build the capacities ofthese officials so that they can contributeeffectively to the preparation of a holistic,realistic and multi-sectoral disastermanagement plan for their respective districts.The workshop helped in establishing a basicunderstanding of the concepts of disastermanagement such as hazard, risk,vulnerability and capacity (HRVC) analysis;National Disaster Management Act, 2005; UPState Disaster Management Act, 2005;Emergency Support Functions; StandardOperating Procedures; roles andresponsibilities of SDMA and DDMAs; andguidelines for preparing district disastermanagement plans.

Dr. Abdhesh Kumar Gangwar and Ms.Himani Joshi of CEE Himalaya, were invitedas resource persons to facilitate a session onDisaster Management Acts held on December20, 2016, which had about 25 participants.

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They discussed the similarities and differencesbetween National Disaster Management Act,2005 and UP State Disaster Management Act,2005; recommendations for furtherstrengthening the State Act; and the efforts ofthe state in disaster mitigation andmanagement. The recommendations weresubsequently presented at the concludingplenary session of the workshop and will helpimprove the State DM Act.

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15Facilitating NGOs and Community Initiatives

15.1 GEF-UNDP SGP OperationalPhase-5 (OP-5) Programme

Background: Centre for EnvironmentEducation (CEE) is acting as the ImplementingPartner for the Global Environment Facility(GEF)-United Nations DevelopmentProgramme (UNDP) supported Small GrantsProgramme (SGP) since the year 2000. TheSGP seeks to support initiatives thatdemonstrate community-based innovative,gender sensitive and participatoryapproaches, and lessons learned from otherdevelopment projects, that lead to reducedthreats to the local and global environment.Currently, the GEF-UNDP SGP is running in126 countries across the world.

The SGP globally assists the developingcountries in fulfilling their nationalcommitments emanating from the internationaltreaties and conventions related to the globalenvironment, through local actions. The SGPbelieves that the global environmentalproblems can be addressed effectively, if localpeople are involved in decision making at alllevels within projects and have control overresources. The SGP demonstrates that with asmall amount of funding, the communities atthe grassroots level can make a significantdifference in their livelihoods and theenvironment. The SGP influences andsupports the global climate interventionsthrough thematic areas, like Arresting LandDegradation, Biodiversity Conservation,Climate Change and Persistent OrganicPollutants (Chemical Management).

In an effort to facilitate Non-GovernmentalOrganisations (NGOs)/Community BasedOrganisations (CBOs), CEE has been initiatinga variety of interventions at the communitylevel by adopting sustainable integrated

development approaches through capacitybuilding, trainings and guidance workshops,to acquaint the community of the globalenvironmental benefits through localinitiatives, and adopting those actions to resultin measurable impacts on the ground.

Status of GEF-UNDP SGP OP-5 Programme

The GEF-UNDP SGP OP-5 programme of 5-year duration, with a funding budget of US $5million, entered its fifth year of operation. Theplanned grant allocation target of US $3.691million has been met with 100%, and a total of102 projects have been approved on the groundwith a synergistic and integrated approachfor Biodiversity Conservation, Climate Change- mitigation & adaptation, Land Degradationand Chemical Management, with livelihoodsas the cross-cutting area. Out of these 102approved projects, 53 have been completedand 49 are at different stages of completion.

Against the total GEF budget of US $5.00million, a delivery of US $3.843 million hasbeen effected leaving a balance of US $1.157million which is expected to be completed inthe year 2017. The focus now is mainly onquality monitoring of activities on the groundwith the objective of meeting all the successindicators listed in the project document.

Against a grant of US $5.00 million, the projectleveraged US $16.00 million as co-financingfrom communities, NGO partners,governments, banks, private sector and otherdonor agencies and expanded the scope ofactivities on the ground.

The capacities of NGOs/CBOs were enhancedto understand the climate change interventionsand to find technological solutions at thecommunity level by organising 34 Guidance-cum-Capacity building workshops. As a resultof SGP activities, a total of 1,750 women Self

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Help Groups (SHGs) have been formed, while198 Panchayats have adopted village levelresource use planning with an integrateddevelopment approach.

Enhancement of biodiversity has beenachieved in nearly 65,000 hectares of landaround protected areas, community conservedareas, sacred groves. New salt tolerant cropvarieties and local varieties have beenconserved through a range of community-ledmeasures. Nearly 74 new products have beenmade through local biodiversity use andsystems. About 201 natural resource basedproducts were developed and linked tomarkets against the target of 75 by nearly 21NGO partners.

About 16,731 MTs of CO2 emission has beenreduced through adoption of renewable energytechnologies against the target of 12,277 MTs.Another 124,024 MTs of CO2 emission hasreduced through energy efficient technologies.About 27,000 MTs of CO2 emission wasreduced by the setting up of 12,110 cook-stoves.Around 324 large size cook-stoves alsoreduced 1,134 MTs of CO2 emission (140 byManuvikasa, 114 by Peermade and 70 byEarthwatch).

Against the target of 100,000 hectares, 93,000hectares of land was brought undersustainable land and resource management.Another 65,500 hectares of dry agriculturalland has been brought under sustainable landmanagement with improved vegetative cover.

As part of the project, 645 biogas units, 118vermi-compost pits (36 pits constructed byNEER Foundation alone), 116 waterharvesting systems, 112 water tanks, and 18check-dams and village ponds have been setup during the reporting period. About 3000metres of door-bandi were completed, more than

100 dry wells re-activated, nine Grain Banksestablished and 50 energy-efficient jaggeryfurnaces set up. Five small micro hydels of 5kW each and 21 water mills have beeninstalled while another 15 water mills areunder installation.

After constructing 823 km of roads from plasticwaste, Sarthak in Bhopal received a contractto assist in the construction of about 1,500 kmof roads using tonnes of gathered plastic wastemixed with regular road construction material.This technology is now being followed by thegovernment in most parts of the state.

Muskan Jyoti of Lucknow (Barabanki District)produced 4,59,693 kg of dry manure (worthRs.32,17,851) and 57,412 litres of liquid manure(worth Rs.22,96,480), and treated 29,08,106 kgof waste during the two years of projectduration. In all, 1275 farmers are now usingorganic manure in 155 villages.

More than 23 exposure visits were organisedfor our project partners for cross-learning andbenefitting from understanding successfulinitiatives. To cite examples, Arti-Pune trainedSTD-Mandi in October 2016 on the efficiencyand quality production of biomass briquettesfrom pine needles which is beingindependently done now by STD-Mandi.Another partner (Educatr) participated in anexposure visit to SEVA in November 2016 tolearn about fodder varieties and theircultivation and have taken up the same. Morethan 100 resource persons (sector experts) haveguided the partners and CEE’s internal staffon new technologies and how to access them.

The Project Identification Form (PIF) has beenprepared for OP-6 programme and shared withthe Ministry of Environment, Forest & ClimateChange and UNDP for which a budget of US$5.0 million has been allocated. This PIF has

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been formally submitted by UNDPHeadquarters to GEF Council, and isunderstood to have been technically accepted.

The Civil Society fraternity accepts the SGP asa flagship programme and during the SGPMeet organised during March 15-17, 2017 atAhmedabad, about 185 NGOs/CBOsparticipated and shared their learnings andexperiences, including SGP participants fromneighbouring countries like Afghanistan,Bangladesh, Sri Lanka and Nepal.

15.1.1 Small Grants Programme – CEECentral

The GEF UNDP/SGP programme anchoredthrough the National Project Manager (NPM)based in New Delhi is supported through amore decentralised system of Regional Officesof CEE in order to reach out locally to theremote, unreached and inaccessible, degradedareas of the country, forest tribal communitiesby the national parks, protected areas andwildlife sanctuaries, etc. It aims to provide acountrywide coverage and to also address thelocal issues and national priorities moreappropriately.

To access the grant, NGOs/CBOs submit aproposal to the regional offices, which arescrutinised and submitted to the RegionalCommittee. The Regional Committee thenchooses proposals for Approval, Revision orRejection, after which they undergo furtherscrutiny at the national level through theNational Steering Committee (NSC) andCountry Programme Manager (CPM). Themonitoring of the implementation of projectactivities by NGO’s is conducted by theregional coordinator.

At the regional office in CEE Central, an onlineregional committee meeting was conducted

during the year. Mid term reviews of sixorganisations - two from Madhya Pradesh,four from Maharashtra (5 NGOs, 1 CBO) - andfinal evaluations of three NGOs from MadhyaPradesh, one each from Maharashtra andChhattisgarh were undertaken during the yearand the grants were released accordingly.

In February 2017, a national level meeting formainstreaming grassroots innovations washeld in Ahmedabad. From the central region,thirty NGOs who are SGP partners withcurrent grants, or have had grants earlier,attended the meeting.

15.2 COMDEKS Programme

The COMDEKS (Community Developmentand Knowledge Management for the SatoyamaInitiative), a Japanese funded programme tosupport landscapes management inUttarakhand entered into the last year ofoperation (4th year) and the entire budget ofUS $255,000 was fully utilised. The programmeis designed to support local communityactivities to maintain and rebuild socio-ecological production landscapes and tocollect and disseminate knowledge andexperiences from successful on-the-groundactions for replication and up-scaling in otherparts of the world.

The COMDEKS programme is executed by theUnited Nations Office for Project Services(UNOPS) and CEE acts as the National HostInstitution (NHI). It follows the SGPOperational Guidelines and operates like theGEF-UNDP SGP programme, and seeks theguidance from the GEF/SGP National SteeringCommittee chaired by the MoEF&CC, GoI.

All the seven NGO-managed projects that wereapproved in Uttarakhand were completedwith the three types of landscapes - spanning

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from lower, middle to higher mountainousterrains - achieving the expected outcomeslisted in the Landscape Strategy that wasspecially developed before the programme wastaken up. An impact assessment study-cum-evaluation has been completed aftercomparing with the baselines that weredeveloped at the start of these projects and theevaluation shared with COMDEKSHeadquarters.

An external evaluation team is now expectedin May 2017 from COMDEKS Headquarters toevaluate the landscape approach adopted inthe programme and provide their inputs whichwill serve as a guidance in the next phase ofSGP’s OP-6 programme, whose major focus isexpected to be on the landscape approach.

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16Training, Capacity Building and Networking

16.1 Training and Capacity Building

16.1.1 Digital India Campaign inUttarkashi

On the occasion of National Youth Day,January 12, 2017, as a part of larger initiativeof Digital India initiated by the Prime Minister,CEE Himalaya conducted a campaign onDigital Payment in Kuroli village, UttarkashiDistrict in Uttarakhand state. The purpose ofthe campaign was to create awareness in theresidents of the village, especially the youth,on the Digital India programme. Around 25people comprising of youth, women andelderly people attended the campaign. Thetopics covered during the campaign includethe concept of digital payment; types,advantages and future prospects of digitalpayments in India; and the variousapplications digital payment can be put to.

CEE Himalaya Team also promoted the use ofmobile phones and other information andcommunication technologies (ICT) in disastermanagement, since ICT can play a vital role inall aspects of disasters from prevention,mitigation and preparedness to response andrecovery.

CEE Himalaya also initiated the formation ofWhatsApp and SMS groups in the villages,schools and panchayats, to connect them withthe district and state disaster managementauthority, so that the local authority can sendalerts/warnings on rainfall, water level riseand vulnerable areas in the event of a disaster.

6.1.2 Workshop on Documentationand Report Writing for Teachers

A three day module on Documentation andReport Writing, specifically designed forteachers and formal education practitioners,

was offered for a group of about 25 teachers.Over a four month duration, the moduleprovided the participant teachers adequatetime for hands-on training sessions, to applythe learning in their school work and comeback to discuss their experience.

The workshop focused on three forms ofdocumentation — written, photography andvideography. As part of the workshop, theteachers undertook school-based assignmentsand developed written reports (in a variety offorms), clicked photographs for a pre-identifiedlearning purpose, and produced very shortteaching-learning videos.

6.1.3 Teacher Training in SocialScience

This training programme was supported byGujarat Council of Educational Research andTraining (GCERT). Gujarat government hadimplemented the “Gunotsav” programmesince the last six years, to bring about changein the quality of primary school education. Ofthe many areas of intervention forimplementing the quality educationprogramme, CEE and GCERT collaborated toprovide in-service teacher training in SocialScience. This training included the conceptsrelated to the subject, subject content, lessonplanning and various methodologies forclassroom teaching including activity basedlearning. The aim of the training was to bringabout quality education through improvingthe capacity of teachers in the subject,methodology and teaching skills. Theprogramme sought to train all the subjectteachers of classes 6-8 in the state on content,teaching skills and teaching methodologiesfor social science.

Key points of training: The training programmeprovided the teachers with current

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developments in their subject, and ideas toconduct a range of activities that can helpchildren understand the concepts dealt within their school subjects and relate it to the realworld. This, it is believed, will help createinterest in students in social science subjects.The topics covered included: Subject content,Methodology, Pedagogy and CreativeEducational Environment. Methodologiesincluded lectures, focal group discussions,outdoors as an educational approach, stargazing, nature trail, games, role plays andothers.

Growth Strategy of 2016-17: This year, twodifferent strategies were employed to cover allthe subject teachers in the state as well asDIET lecturers.

a) Cascade Model: CEE trained a total of 120teachers and DIET lecturers as master trainers,who in turn trained 20,000 teachers in thestate through the cascade model.

b) Face to Face Training Model: More than 800primary teachers and DIET lecturers acrossthe state participated in the three dayresidential training programmes held indifferent locations of Gujarat, such as CEE’scamp site at Beyt Dwaraka and Bakore, Killadcamp site near Dang, Sembalpani near Ambaji,and Serenity Library near Gandhinagar.Twenty such training programmes wereconducted to cover 800 teachers during theperiod September 2016 to March 2017.

The training kit provided to the teachersincluded books, Navigator Compass box, apen drive with subject related animations andmovie, and an activity manual.

6.1.4 Young Environmentalists’Conference

National Bal Bhavan (NBB - NonformalLearning Centres located across the country)invited CEE to organise their annual YoungEnvironmentalists’ Conference on Smart Cities— Sustainable Cities at CEE Ahmedabad. TheConference was held during March 24-26,2017.The objective of the Conference was toget children interested in various aspects of acity and the challenges and opportunities itprovides in terms of ‘smartness’ andsustainability.

The three-day conference included plenaries,thematic sessions and visits (SabarmatiAshram, Adalaj Vav, Sarkhej Roza, River FrontPark and BRT Bus Station). Students weredivided into four groups — Lothal, Varanasi,Pataliputra and Kaveripoompattinam — forattending the thematic sessions. The sessionswere: Story of Ahmedabad; UnderstandingCities; Governance and Citizenship; ClimateChange and City; Waste or Resource?; UrbanBiodiversity: Health, Nutrition, and Hygiene;and Sustainable Urban Transportation.Students also put up an exhibition on the themeof Smart Cities and City Markets.

About 118 students and 29 teachers from 26Bal Bhavan centres from the states of AndhraPradesh, Bihar, Diu, Goa, Gujarat, Haryana,J&K, Jharkhand, Karnataka, Maharashtra,Mizoram, Odisha and Tamil Naduparticipated in the Conference. As part of theworkshop kit, the teachers received a comicThe Urban Planet – How cities save our future,which were provided by the German AdvisoryCouncil on Global Change, Germany. The goalof the cities in this comic is to find pathwaysfor a transformation towards sustainability.

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6.1.5 Training Programme for EcoClub Teachers - Jajpur, Odisha

CEE Chhattisgarh facilitated a two-dayrefresher training for Eco Club teachers in twodistricts of Odisha with support from the TataPower Community Development Trust. Thetraining included project based learning,planning of projects for schools, launching ofthe Power Count Challenge campaign,inauguration of an exhibition on school projectinitiatives, and distribution of awards to thebest school projects.

6.1.6 Green Teacher Diploma inEnvironment Education

CEE Central Regional Cell is a study centre forthe Green Teacher Diploma Course, a distancelearning programme in EnvironmentEducation for in-service teachers andeducators. The 2016 batch of the Green TeacherDiploma course started with the first contactsession for the participants at the Pune studycentre. As the majority of the participants werefrom schools in urban areas, the course wasoriented towards urban sustainability themes.The first contact session dealt with the theoryof ecology, environment educationmethodologies and approaches, education forsustainable development and resources forenvironment education. There were field visits,surveys, audits and slideshows to elaborateon the issues of urban transportation, water,waste management, urban biodiversity, energyand climate change, and governance structure.The second contact session focused ondiscussing environmental education projectsthat the participants were expected toundertake with the students at their schoolsas part of this blended learning course. Theproject ideas discussed included personalhygiene, waste management, water

conservation and noise. The participants wereprovided guidance for the projects theyexecuted through counselling sessions.

6.1.7 Sustainability ExchangeProgramme 2017

The Communication for SustainableDevelopment group at CEE Ahmedabaddesigned and hosted a SustainabilityExchange Programme (SEP) for 20 students ofCentral Queensland University (CQU) duringJanuary 5-18, 2017. The students and the threefaculty members accompanying them werefrom the Teacher Education, EnvironmentStudies and Digital Communication streamsof CQU.

This programme is designed to provide theparticipants with an exposure to the social,environmental and cultural diversity of Indiain their respective fields with a view tounderstand sustainability. SEP 2017 consistedof classroom sessions and field visits relatedto the respective subjects of the participants.The subject sessions held at CEE Ahmedabadcampus, were a balance of lectures, activitiesand demonstrations.

The Environment Science students hadsessions on urban waste management, whichwas supplemented by visits to (a) AhmedabadMunicipal Corporation along with aninteraction with the officials to understandhow Ahmedabad city manages its waste, (b) arecycling site – ‘Let’s Recycle’, and (c) SEWA-Mahila Housing Trust (MHT) to understandwomen and urban resilience. They also visitedIndroda Park in Gandhinagar to understandthe educational value of an urban green centre.The Teacher Education students visited twoschools - Mahatma Gandhi InternationalSchool and F.D. High School, as well as I DPatel Teacher Education College. This helped

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them understand the differences andsimilarities in curriculum and pedagogy inthe education systems of India and Australia.The Digital Media students undertook twoprojects – documentation of the SEP and ashort video film on CEE and its activities.Common visits for the two groups includedCEE’s Gramshilpi project in Karoota,Sundarvan (A Nature Discovery Centre),Bakore Camp site of CEE, and Gandhi Ashram.

The students and the faculties participated inthe Vibrant Gujarat Global Summit 2017,where they attended a session on ‘Smart andLivable Cities’ and the trade show.

Cultural experiences such as Heritage Walkin the old city area of Ahmedabad, celebrationof Uttarayan – the Kite Festival, and potterymaking and Warli painting sessions, were alsopart of the programme. This was in additionto a special Bollywood evening to showcase apopular movie with dance and music, followedby a dance session on Bollywood songs.

Gujarati language sessions were speciallyarranged for them to learn a few commonphrases and terms. The programmeculminated in a valedictory session which wasrounded off with a dinner at Vishala – aheritage restaurant that serves traditionalGujarati food in a village setting.

The feedback of the students and faculty at theend of the programme brought out the impactthe experience had on them. Many of themconsidered the experience a life changing one.They were impressed with the way schoolsand organisations find solutions to thechallenges they face even with limitedresources.

6.1.8 Wetskills India 2017

The Wetskills Water Challenge is a two weeklong programme for students and youngprofessionals from all over the world with apassion for water. This is an innovativenetworking approach for those who are keento know more about water and relatedchallenges.

The Wetskills programme in India is acollaboration between Netherlands EnterpriseAgency, Wetskills Foundation and CEE. Theprogramme has been supported by GujaratPollution Control Board (GPCB), NetherlandsBusiness Support Office (NBSO), Silver OakCollege of Engineering and Technology andmany other organisations. The first edition ofthe programme was organised in December2015 at CEE while the second edition wasorganised during January 2-13, 2017,coinciding the Vibrant Gujarat Summit.

The Wetskills India 2017 programme focusedon finding creative solutions for waterchallenges by mixed teams of students andyoung professionals from Netherlands andIndia. It posed five cases of water challengesin Gujarat to them. The participants visitedthe respective sites, interacted with thestakeholders and brainstormed innovativesolutions for the challenges. A jury was formedto select the best case presentation from thefive.

The five cases on which the teams workedwere:

• Sustainable water resource management inthe coastal areas of Gujarat

• Upgradation of the Common EffluentTreatment Plant (CETP) at Odhav EnviroProjects Limited (OEPL)

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• Improvement of water intake at theKotarpur Water Treatment Plant,Ahmedabad Municipal Corporation

• Rainwater harvesting at Silver Oak Collegeof Engineering & Technology, Ahmedabad

• Improvement of the 180 MLD SewageTreatment plant, Pirana, Ahmedabad

The final event of Wetskills 2017 wasorganised at the Vibrant Gujarat Summit withthe august presence of people from academia,industry, NGOs, media and other fields.During the event, Kartikeya Sarabhai, Directorof CEE, was declared as the WetskillsInternational Ambassador.

The case of rainwater harvesting for efficientwater usage at Silver Oak College ofEngineering and Technology was selected asthe best case presentation.

6.2 Networking

6.2.1 ESD ExpertNet

ExpertNet is a four-country network consistingof Germany, Mexico, South Africa and India,that connects ESD experts in a globalpartnership to promote the internationalexchange of ESD practices and developtransnational approaches and strategies.Engagement Global of Germany facilitates thenetwork. CEE has been a partner organisationof the network since its inception.

As a member of the ESD ExpertNet, RajeswariGorana participated in the National Workshopheld in New Delhi during May 19-20, 2016.She also participated in the 11th Annual ESDExpertNet Meeting held in New Delhi duringNovember 12-19, 2016 2017 were discussed.

As part of the ESD ExpertNet, a mentoringprogramme is being developed for trainingand capacity building of in-service

professionals interested in ESD and SDGs; thiswill be offered in a virtual and face to faceformat from the coming year. A moodleplatform and a curriculum is being preparedfor this programme. Rajeswari Goranaattended the conceptualising meeting for thisin Frankfurt in July 2016.

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17CEE & the UN

Since its inception in 1984, CEE has UNorganisations on several short and long termprojects, ranging from trailing new ideas andmodels at the local level to networking at thenational and international level. CEE workswith UNESCO, UN Habitat, UNICEF, UNEP,UNDP and other organisations.

17.1 United Nations Decade ofEducation for SustainableDevelopment (UN DESD) (2005-2014)

CEE was appointed the nodal agency for theimplementation of UNDESD in India by theIndian National Commission for Cooperationwith UNESCO, Ministry of Human ResourceDevelopment, Government of India.

As part of the UNDESD, CEE launched theJournal of Education for SustainableDevelopment (JESD) in 2007; it is beingmanaged by CEE and published by SAGE.

CEE organised several internationalconferences during the decade which werewell attended and strove to advance the causeof ESD across countries.

In response to the call of the United NationsUniversity (UNU) for the development ofregional networks to promote ESD throughresearch and capacity building, CEE initiatedseveral Regional Centres of Expertise (RCEs)with varied focus like biodiversity, urbansustainable development and others.

17.2 CEE and the Rio Conventions

17.2.1 CoP 22 – UNFCCC

CEE participated in the 22nd Conference ofParties (CoP) of the United Nations FrameworkConvention on Climate Change (UNFCCC),

held in Marrakech, Morocco, during November7-18, 2016.

CEE organised the opening side event at theIndia Pavilion with the theme of the firstsession being ‘Sustainable Lifestyles andClimate Justice’. The session discussed thevarious factors that go into developing andevolving a sustainable lifestyle. The discussionalso focused on how education had a majortransformative role to play in this process. Thiswould involve not just formal education, butalso non-formal and in-formal education. Thesession concluded that more evidence of therole education played in achieving climatechange adaptation and mitigation was needed.

Mr. Kartikeya Sarabhai mentioned that it waslargely due to the efforts of the Prime Ministerof India that lifestyle was included in theCharter of the Paris Agreement, 2015. Ms.Adriana Valenzuela, UNFCCC, pointed outthat guidelines had been developed for Article6 focal points, (on education, public awarenessand empowerment) which would be launchedduring the COP at Marrakech. Representativesfrom The Energy Resource Institute (TERI), Mr.Sanjay Seth and Ms. Swati Agarwal,highlighted the fact that most of India’sinfrastructure is yet to be built and hence issuesof lifestyle can be integrated in the newdevelopments. Mr. Alan Reid of GlobalEnvironment Education Partnership (GEEP)spoke of how education also needs to focus onvalues and a larger world view. Ms. VijetaRattani from Centre for Science andEnvironment (CSE), shared data onconsumption patterns in the USA and broughtout their gross wastefulness.

17.2.2 CoP 13 - UNCBD

CEE participated in the 13th Conference ofParties (COP) of the United Nations

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Convention on Biological Diversity (UNCBD)held in December 2016 at Cancun, Mexico. Atthe conference CEE organised a main side-event at the main conference venue on:

Hand Print: Positive Action for Sustainability:This event discussed how the Handprint,which has evolved as a powerful educationaltool, has the potential to measure thecontributions of groups and individuals tobiodiversity conservation and sustainabledevelopment. It also discussed ways of goingabout systematically gathering the datarequired to elevate the Handprint to the statusof a more quantitative tool and how globalsustainability networks can play a role in it.The panel was chaired by Dr. (Ms) B.Meenakumari, Chairperson of NationalBiodiversity Authority (NBA) of India. Mr. NeilPratt, Senior Environmental Affairs Officer,CBD Secretariat, also graced the event andgave his insights on why is there a need for atool like the Handprint. He spoke about howthe Handprint is a powerful tool that helps toquantify the efforts towards conservation. Healso highlighted the importance of such aquantitative tool as it will motivate people todo more.

CEE also participated in the CommunicationEducation and Public Awareness (CEPA) fairat the COP where CEE showcased its work inthe field of biodiversity education through aposter and publication display at the fair. CEEalso organised two side events at the CEPAfair as follows:

Mainstreaming Biodiversity in Education forSustainable Development: This paneldiscussion focussed on taking advantage ofESD to facilitate the mainstreamingconservation of biodiversity, and movingsociety from awareness to action. The panelistswho came from different countries and

backgrounds shared case studies whichillustrated different approaches ofmainstreaming biodiversity conservationacross stakeholder groups.

Mr. Laurent from WWF Africa chaired thesession. The other panelists were Ms. KarenKeenlyside, IUCN CEC member and ClimateChange Advisor at Parks Canada; Mr. FidelLadron from Save our Sharks, Mexico; Ms.Patricia Charvet representing the RCE(Regional Centre of Expertise), Curitiba, Brazil;and Dr. Shailaja Ravindranath, Sr. ProgrammeDirector, CEE South Regional Office,Bangalore, India.

Biodiversity Education in Schools: This eventbrought together global experiences ondrawing schools into the CEPA process. Thepanelists shared examples from across theglobe of innovative approaches to biodiversityeducation in schools.

The panelists were Mr. Mateusz Banski fromCEPA, CBD; Prof. Carolina Lopez, RCEBorderlands, Mexico; Mr. Bernard Coombs,ESD expert at UNESCO, Paris; Mr. TeppeiDohke, IUCN, Japan; Ms. Katia CosdourierReal, President, Fundacion Ecologican BahiaPrincipe, Mexico; and Mr. Kedar Champhekar,Programme Officer, CEE, Ahmedabad, India.

Other panelists included Dr. UnnikrishnanPayyappallimana, Research Coordinator,United Nations University-Institute for theAdvanced Study of Sustainability (UNU-IAS);Ms. Karen Keenlyside, IUCN CEC member andClimate Change Advisor at Parks Canada; Ms.Yolanda Teran Maigua, Indigenous Womens’Organisation, Andes, Chinchasuyu andmember of the informal advisory committee toCEPA, CBD; and Ms. Yolanda Moreno,Brahmakumaris, Mexico.

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17.3 Global Action Plan (GAP)

The Global Action Plan (GAP) was launchedat the end of the Decade by UNESCO as aprogramme to work with key partners in fivePriority Action Areas:

1. Advancing policy

2. Transforming learning and trainingenvironments

3. Building capacities of educators andtrainers

4. Empowering and mobilising youth

5. Accelerating sustainable solutions at locallevel

Mr. Kartikeya Sarabhai, Director, CEE is theco-chair of the first Priority Action Area –Advancing Policy.

• At the national level, CEE provided inputsfor NITI Aayog’s (National Institution forTransforming India) 15 Year VisionDocument, 7 Year Stategy and 3 YearAction Plan for the environment sector inthe country.

• Inputs were also provided to the MoEF&CCfor the Sustainable Sand MiningManagement Guidelines.

• CEE supports the Ministry in developingthe standards for the Eco mark - an Eco-labelling scheme being developed by theMinistry for easy identification ofenvironmental friendly products.

• At the state level, CEE has entered into anMoU with Gujarat Pollution Control Boardfor creating awareness among people onidol immersion (as part of GaneshChaturthi festival) and educate industrieson new pollution and environment relatednorms and rules.

• CEE’s Urban Group contributed a casestudy on Ahmedabad and Pune to the Stateof the World 2016 Report: ‘Can a City beSustainable?’ by the World Watch Institute.The report was launched in Ahmedabadon January 18, 2017, along with a paneldiscussion on ‘Ahmedabad: TowardsSustainability and Climate Responsibility’.

• CEE developed two background papers forthe Global Education Monitoring (GEM)Report, 2016.

• CEE regularly offers courses sustainableurban development and environment atCEPT University, under the UNESCO Chairon ESD and the Human Habitat.

• CEE hosts the secretariat of South AsiaYouth Environment Network (SAYEN). Thememberships for this are achieved throughSAYEN as well as other networks createdby CEE offices and Earth Charter YouthNetwork. UNEP supports CEE to carry outactivities through SAYEN in the South Asiaregion.

• CEE and Indian Youth Climate Network(IYCN), with support from Heinrich BoellStiftung (HBF), organised the local levelTwelfth Conference of Youth (COY 12)India in Ahmedabad at CEE campus fromNovember 4-6, 2016, with the focal pointon ‘Sustainable Lifestyles’. COY is anannual meet which takes place before theyearly UNFCCC, Conference of Parties(COP).

• CEE, with UNFCCC and UNESCO,developed case studies on climate changemitigation, which highlight the role ofeducation in climate change mitigation andadaptation.

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17.4 International Conference on ESDfor Transforming Education forChildren and Youth

CEE organised the International Conferenceon Education for Sustainable Development fortransforming education for Children andYouth, in partnership with Foundation forEnvironmental Education (FEE), duringSeptember 16-18, 2016, at the CEE campus.

It highlighted action by various groups aroundthe world that are using the Handprint:positive action towards sustainability. Theconference recommended inputs for the fivepriority action areas of GAP. The conferencewas an opportunity to strengthen ongoingpartnerships and forge new ones, and launchnew initiatives. Some of these initiativesinclude:

Action against Violence: A Gandhian Pedagogy:A three year long programme is being plannedfor youth and children in schools tounderstand the nature of contemporaryviolence and possible non-violent actionagainst it, and also form a community ofpractice for it.

Partnerships for Global Citizenship forSustainability (GCS): To create partnershipsfor GCS, especially with the Foundation forEnvironment Education (FEE) network, toopen it up to schools in several countries. GCSpromotes ideas to enrich students academicallyand culturally and thereby promote globalcollaboration in Sustainable DevelopmentEducation. It also aims to explore the diverse,innovative pedagogies and assessmentapproaches to Global Citizenship Education

Mainstreaming ESD in the formal educationsystem: During DESD, many experiences havebeen generated that can contribute to

reorienting formal education to impart skillsand knowledge for achieving SDGs. Theconference provided a platform for sharingsuch experiences.

17.5 Global Education Monitoring(GEM) Report

The 2016 Global Education Monitoring Report(GEM Report), Education for people and planet,was launched in Delhi on September 15, 2016,by the Secretary (School Education andLiteracy), Dr. S. C. Khuntia. He mentioned thatwhile the report was disquieting in terms ofthe gaps between the goals and theachievements in the education sector globally,it is being seen positively in terms of thechallenges it poses for all countries includingIndia.

Mr. Shigeru Aoyagi, Director of the UNESCODelhi Office attended the launch eventorganised by UNESCO and CEE. Mr. AaronBenavot, Director, GEM Report, presented thekey highlights of the Report which wasfollowed by an interactive session with a panel;the discussion was moderated by Mr.Kartikeya V. Sarabhai, Director, CEE. Thepanelists included Prof. Hrushikesh Senapaty,Director, NCERT, who spoke about thelearning assessment system that focuses onquality indicators to be introduced in theformal education system to improve the qualityof education. Prof. Chetan Vaidya, Dean,School of Planning and Architecture, Delhi,stressed the need for urban planners to makethe connection with education. Prof. PeterD’Souza, Director at the Centre for the Studyof Developing Societies, Delhi, talked aboutthe need to include perspectives andapproaches from the South. Mr. Sanjay Kumar,Director, SEWA Bharat mentioned that it wasimportant to strengthen the link between

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education and livelihood opportunities,especially for women and girls. Dr. PrithiNambiar, Executive Director, CEE AustraliaInc., talked about the urgent need to createspace in formal systems for extracurricularprogrammes that could directly address SDG4.7.

The India launch of the GEM Report was heldat CEE Ahmedabad on September 16, 2016,with a presentation of the report by Mr. AaronBenavot.

17.6 International Conferences/Meetings Attended by Director,CEE

Mr. Kartikeya Sarabhai, Director, CEE,participated in several internationalconferences and meetings during the year. Afew are highlighted below.

• 4th Dialogue on Action for ClimateEmpowerment at Bonn – May 15-19, 2016:He made a presentation on ‘ScienceExpress Climate Action: A mobile trainexhibition on climate change travellingthrough India’.

• Global Citizenship Education WorkingGroup – Brroklings Institution,Washington, USA – May 23, 2016: Attendedthe meeting with Kate Anderson on theLearning Metrics Task Force.

• GEM Report – First Meeting of the NewAdvisory Board, Paris – June 1-4, 2016:Attended the meeting chaired by JeffreySachs.

• GAP, Paris – June 3-10, 2016: Attendedthe Meeting of the Partner Networks Co-Chairs of the Global Action Programme onESD.

• Meeting of the CBD Informal AdvisoryCommittee on CEPA at Montreal, Canada:This meeting included a workshop toexplore messaging approaches for specifictarget groups in the context of the differentAichi Biodiversity Targets.

• IUCN World Conservation Congress 2016at Honolulu, Hawaii, USA – August 31-September 6, 2016: On September 2, he wasconferred the IUCN Brandwein MedalAward by Brandwein Institute and IUCN-CEC for his contributions to conservation.

• Global Environmental EducationPartnership (GEEP) and NAAEE AnnualConference at Madison, USA – October 16-23, 2016: Attended the conference

• PAGE Ministerial Conference at Berlin,Germany – March 26-30, 2017: Attendedthe Partnership for Action on GreenEconomy (PAGE) Ministerial Conference2017, whose theme was ‘Inclusive andSustainable Economies Powering theSustainable Development Goals.’ Thismeeting was attended by about 40ministers, chief executive officers (CEOs)and other high-level representatives fromUN agencies, NGOs and trade unions,along with over 300 sustainabledevelopment experts.

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18Material Development and Publications

18.1 Material Development – CEEHimalaya

Under the ‘Rebuilding Faith’ programme,several publications were brought out by CEEHimalaya.

Articles

'Rebuilding Faith in Uttarakhand’ - a featurearticle, under the subject line ‘ImprovingLiving Conditions’, appeared inVIVECHANA, a CSR magazine of JSWFoundation. The write up captured therehabilitation work undertaken by CEEHimalaya with support from JSW Foundationin Uttarkashi, post-June 2013 Uttarakhandfloods.

‘Forest Fires: A recurring disaster in the state ofUttarakhand’ by Abdhesh Kumar Gangwar inGeography & You, June 2016 (Iris PublicationPvt. Ltd., New Delhi)

‘Disaster Resilient and Climate Smart’ byAbdhesh Kumar Gangwar and Himani inGeography & You, May 2016.

Books/Booklets

Rebuilding Faith: A CEE-JSW RehabilitationProgramme for Flood Affected People inUttarkashi District, Uttarakhand - A CEEHimalaya Publication – 55 pg

Vidyalaya Aapda Prabhandan (Hindi): DisasterManagement Plans of 50 Schools of 3 Blocksof Uttarkashi District, Uttarakhand – 345 pg

Gaon Aapda Prabhandan Yojna (Hindi) VillageContingency Plan of 5 Villages of BhatwariBlock, District Uttarkashi, Uttarakhand - ACEE Himalaya Publication – 148 pg

Year Planner and Labels

Book label stickers on DRR Preparedness – Aset of 36 stickers on a sheet. Disasters coveredare fire, thunder and lightning, landslide,earthquake and flood - A CEE HimalayaPublication

Prakritik Aapdayen: Kabhi Bhi! Kahin Bhi - ADRR Preparedness Year Planner 2016-2017

Achieving ODF Environment - Year Planner2016-2017 on Water, Sanitation and Hygiene,promoting ‘Open Defecation Free’environment - A CEE Himalaya Publication

18.2 Other Publications

18.2.1 ENVIS Swachhta Booklet

CEE ENVIS Centre brought out a booklet Ideasfor a Swachh School as an initiative to promotethe national campaign, ‘Swachh Bharat:Swachh Vidyalaya (SBSV)’ of the Governmentof India. It explains swachhta or cleanliness inthe context of a school and gives 55 stepstowards a swachh school. Written in simplelanguage, the booklet can be used by schoolmanagements, teachers and students.

18.2.2 Material Development – CEERajasthan

A set of two booklets in Hindi on ‘Sustainabilityand Water’ and ‘Sustainability andBiodiversity’ was developed and distributedto 300 schools by CEE Rajasthan as part of theNGC programme in the state.

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19Institutional Development and Support

19.1 CEE – Information Service Centre(CEE-ISC)

CEE-ISC has been established with a view toprovide and disseminate information onEnvironmental Education (EE) and Educationfor Sustainable Development (ESD) and relatedareas. It caters to the needs of educators,researchers, decision makers and the generalcommunity.

ISC has a rich collection of books, journals,periodicals, reference books and children’sbooks in English, as well as books in Hindiand Gujarati.

During the year 2016-2017, ISC continued torenew the subscriptions of journals andmagazines. No new books were acquiredduring this period.

The collection of books at ISC now stands atapproximately 20400. The periodicals numberabout 25 while the CD/DVD collection isaround 510.

19.2 Human and InstitutionalDevelopment (HID) Activities

• Several meetings of the ProgrammeDirectors’ Forum (PDF) were held during

the reporting period to discuss institutionalmatters.

• Two meetings of CEE ManagementCommittee (CMC) were held, in November2016 and in March 2017, to discussinstitutional and management issues anddevelop strategies to enhance systemimprovement.

• A national recruitment process was carriedout for recruiting programme andadministrative staff advertised for variouslevels.

• A 10 day Orientation Programme was heldfor 30 new recruits in September 2016.

• An internal training workshop on‘Rapporteuring’ was conducted forProgramme Officers in September 2016.

• Training on ‘Use of Smartsync Pro’ tosynchronise data and backup wasconducted for internal staff.

• Training on ‘Use of Tally Software’ wasorganised for staff members.

The following staff members were nominatedfor external training programmes andworkshops.

Sr. Name Topic Organising Agency LocationNo

1. Mr. Yogendra Trivedi Contextualising Janvikas AhmedabadSD Goal 16

2. Mr. Ashwin Wasnik Training on Centre for Science and BhopalMs. Richa Shivhare Environment Environment (CSE)

Management ofRenewable EnergyProjects

3. Mr. Yogendra Trivedi Labour Laws Ahmedabad Management AhmedabadAssociation (AMA)

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19.2.1 Staff Recruitment

During the year, 35 staff members have joinedCEE under Fixed Term Appointment for threeyears through a due process of NationalRecruitment. Subsequent to signing theMemorandum of Agreement on November 14,2016, no recruitment to the positions that fellvacant within the 152 positions sanctioned bythe MoEFCC has been made.

The following is the break-up of the core staffpositions as approved by the MoEFCC\

Sr. Category Sanctioned FilledNo.

1 Scientist Category 64 62

2 Technical Staff 31 30Category

3 Administrative 57 53Category

Total 152 145

The total strength including the project andcontract appointments as on March 31, 2017,stood at 504. Out of this, 187 staff memberswere part of the Marishala - Reach to Teachproject in Gujarat.

19.2.1.1 Staff Recruitment in CEE Urban

The following staff were recruited for CEEUrban during 2016-2017.

Name of Project/ No of StaffProgramme Recruited

CEE Urban 2

WASH Programme supported 3by LBCT

Information Education and 3Communication forMaharashtra Gene Bank

Participatory Urban 1Governance

Two volunteers were also involved in theMaharashtra Gene Bank Project.

4. Ms. Sangeeta Basa Sustainable IIT Kharagpur KharagpurDevelopment: FromPrinciples toImplementation

5. Ms. Nidhi Sandilya National Workshop CSIR-CSMCRI Bhavnagaron Impact of (Central Salt & MarineClimate Change on Chemicals ResearchCoastal Eco-system Institute), Bhavnagar

6. Ms. Manjusha Mukherjee Gujarat CSR Meet AMA AhmedabadMs. Himani Sharma

7. Ms. Meghna Ajit Design Shop Value Web GandhinagarMr. Ramesh Savaliya

8. Ms. Sivakumar S Capacity Building The Ecological Research Punefor Conservation in and Training forAsia Conservation

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19.3 Corporate Communications

Corporate Communications was integrated asa functional responsibility at CEE in September2014. The Corporate Communications teamhas, during the year 2016-17, executed thefollowing activities.

19.3.1 CEE India Website

During the year, the team ensured regularupdates of the Centre’s activities on the website.This included development of the website;updates and coverage of the InternationalConference on ESD for TransformingEducation for Children and Youth held duringSeptember 16-18, 2016; Pan India UNDP-GEF-SGP Meet on the theme of MainstreamingGrassroots Innovations; World EnvironmentDay 2017 celebration; Ganga SwachhataPakhwada held from March 16-31, 2017; theNational Workshop on Waste ManagementRules and Innovations in Waste Management2017; CEE hosting the twelfth edition ofConference of Youth (COY 12), India; Launchof ‘Swachhagraha’ - Towards Creating aCulture of Cleanliness project with Adani;Sustainability Exchange Programme 2017with Central Queensland University,Australia; Digital Payments AwarenessCampaign on National Youth Day; and a twomonth Earth Day Campaign launched inGuwahati. The website also featured activitiesorganised by various offices, such as CEEHimalaya’s presence at the First AsianRegional Planning and Training Meeting atKuala Lumpur, Malaysia; launch event ofSchool Eco Club Action (SECA) Project;Stakeholder Consultation on Indo-GermanSolar Partnership; launch of the CertificateCourse on Climate Change; Teachers’Exchange Programme with Japan, and more.

During this year, CEE received many awardsfor its work in environmental awareness invarious fields, which were also featured onthe website: UNU-IAS’s 2016 RCE Award forRCE Srinagar along with SWACHA Shaleproject under the project category; recognitionof CEE Himalaya’s efforts at the 2nd IndiaInternational Science Festival (IIFS-2016); andthe Global CSR Excellence and LeadershipAwards 2016 for CEE Kolkata’s Urja Chetanaproject.

Work on revamping the website continued,and the structure for a dynamic website isbeing prepared. As opposed to CEE’s currentwebsite, which is static, the new website willbe dynamic {Drupal content managementsystem (cms)}, and will enhance the visitors’experience, both functionally andaesthetically. The process of feeding theexisting information into the new structure isongoing. Documentation for the section on theCentre’s Programmes and Projects continues.This page will act as a ready reckoner to CEE’sprogrammes, featuring details about theirinitiation, partners, impact and beneficiaries.

19.3.2 Ceenario

Twelve issues of the monthly newsletterCeenario were published and circulated. Thesefeatured the programmes and initiativesundertaken by various CEE offices across thecountry.

19.3.3 Booklet, Brochures & OtherPromotional Material

The following promotional material featuringthe Centre’s initiatives and programmes weredesigned and developed by the CorporateCommunications team.

A booklet on CEE’s activities across all officesduring the year 2016-17, was prepared which

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showcased the impact of the variousawareness activities.

Involved with the content editing anddesigning of a booklet of 20 case studies forthe Small Grants Programme (under UNDP-GEF) which was released at the Pan IndiaSGP Meet, themed: Mainstreaming GrassrootInnovations, at CEE Ahmedabad campus inMarch 2017. This booklet is available fordownload on CEE website.

A film on CEE covering the Centre’s journeyover 30 years was made and showcased at theInternational Union for Conservation ofNature (IUCN) World Conservation Congress2016 in Honolulu, Hawaii. During the event,the Director of CEE received the 2016International Brandwein Medal for servicesrendered for conservation.

Involved in the design of the Guidebook onNature Camping, prepared for the MoEF&CC.The booklet was refurbished with newinformation during this year.

Involved as the media unit for various projectsunder CEE such as GEM Report Launch eventin Delhi, FEE Annual Meet and theInternational Conference on ESD fortransforming Education for Children andYouth, and the Sustainability ExchangeProgramme for Central Queensland University2017.

Contributed to quarterly reports and otherinformation as and when required byMoEF&CC, with respect to its mandate underthe Centre of Excellence scheme.

19.3.4 Social Media

The team has been handling the social mediaaccounts of the CEE. Updates of variousprogrammes and initiatives are shared

regularly on the Centre’s Facebook page andTwitter handle. Members of the CeenarioWhatsapp group also share updates on theirprogrammes and projects regularly.

19.4 CEE - South CampusInauguration

The newly developed CEE–South campuslocated in Yalahanka was inaugurated inNovember 2016.

19.5 Compliance under the SexualHarassment of Women atWorkplace (Prevention,Prohibition and Redressal) Act,2013

CEE orients all new recruits at the Centre onthe provisions of the Act as part of theorientation programme.

During the reporting year, no complaints ofsexual harassment were received at the Centre.

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20Events

20.1 World Wetlands Day –February 2

CEE Himalaya: CEE Himalaya, with supportfrom Give2Asia and JSW Foundation, RCESrinagar, Mountain Partnership, and IndianHimalaya Climate Adaptation Programme,conducted various events across the IndianHimalayan Region February 2, 2017 tocelebrate World Wetlands Day.

Western Himalaya: Jammu and Kashmir: CEEobserved World Wetlands Day in Hayatporavillage, in Manjakote Block, Rajouri District,Jammu & Kashmir. CEE Himalaya was thefirst organisation to conduct any event onenvironment, climate change and sustainablemountain development in this village situated35 km away from Rajouri city and blessedwith dense forests and profound naturalresources.

The event, in which 60 students and 10teachers participated, was graced by Mr.Rashid Khan, Block Development Officer(BDO), Manjakote. After an introduction to thesignificance of the day, Mr. Riyaz Mir fromCEE Himalaya team made a presentation onthe role of wetlands in mitigating the impactsof disasters, to align with this year’s theme:Wetlands for Disaster Risk Reduction. Quotingthe examples of Dal and Wular Lakes of J&K,he highlighted the importance of wetlands insustaining lives and livelihoods of the people.

Painting and speech competitions wereconducted for students on various thematicareas associated with wetlands such asconservation, livelihood, disasters andrecreation. The Chief Guest, Mr. Rashid Khan,appreciated the efforts of CEE Himalaya inorganising such an event in one of the remotestvillages of the state where people’s awareness

about wetlands and their conservation waslow. He extended his thanks to communitymembers, teachers and students for theirparticipation and concluded the event bydistributing prizes to the winners.

Northern Region: Uttar Pradesh: CEEHimalaya, in association with Divya MemorialTrust, conducted an educational programmeon wetlands at Divyashiksha BalikaGyanpeeth, Khargapur Village, Gomti NagarExtension, Lucknow. More than 100 studentsand 20 teachers from Divyashiksha BalikaGyanpeeth; Government Primary School,Government Upper Primary School, and K DS High School, Khargapur, participated in theprogramme. CEE Himalaya team membersHimani and Sumit Verma introduced theprogramme. Drawing and paintingcompetitions and quiz were conducted forjunior students (class 1-5), while a short lectureon wetlands for disaster risk reduction by Dr.Abdhesh Gangwar, Programme Director, CEE,and an open quiz competition were conductedfor senior students (class 6-9).

Senior students also participated in aneducational game on: developing an inventoryof wetlands; goods and services provided bywetlands; problems associated with wetlands;wetlands present in nearby areas; birds andanimals - terrestrial/aquatic/amphibian -found in wetlands; conservation of wetlandsand their sustainable use. Students, in groupsled by a teacher and CEE facilitator, listedmore than 12 wetlands in nearby areas,documented the rich variety of birds andanimals (over 35 species) found in and aroundthe wetlands, and identified food items andother useful products obtained from wetlands.Through discussions and brainstormingsessions, students summarised that the mainproblem associated with the depletion of

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wetlands is their encroachment forconstruction and agriculture. Pollution,caused by contamination through sewage andgarbage dumped on wetlands, is another majorfactor, leading to dead fishes, crabs and birdsobserved by the students. Polluted water hasalso led to health problems, especially spreadof water borne diseases in their areas. Studentsidentified the inter-relationships betweenwetlands and their day-to-day requirementsof food, clothing, shelter, medicines, fuel woodand recreation. They also came up withsuggestions to address this problem at theindividual and household level.

An exhibition on Climate Change,Environment and Development was set up atthe venue where the students pledged tocontribute their efforts to save wetlands. Theevent inspired the students to appreciate andunderstand the need to nurture and care forthe wetlands and the environment aroundthem.

Central Himalaya: Uttarakhand: CEE Himalayacelebrated World Wetlands Day in Kurolivillage, Bhatwari Block, Uttarkashi District inUttarakhand. CEE Himalaya has beenworking in Kuroli four other villages in thearea since 2013 and has been actively engagedin promoting community based disaster riskreduction in the region.

Around 60 people comprising of men, women,school children and youth from Kuroli and itsnearby villages participated in the programmewhere the usefulness of wetlands forenvironmental protection and incomegeneration, and locally adopted measures toconserve them, were presented. In line withthe theme of 2017, Mr. Kushpal from CEEHimalaya team highlighted the efforts of thevillage residents in lowering the risks of small

and medium disasters in the region byadopting local actions like plantingtraditional trees, cleaning the local waterbodies and preventing littering.

20.2 National Science Day –February 28

With the support of Give2Asia and JSWFoundation, RCE Srinagar, MountainPartnership, and Indian Himalaya ClimateAdaptation Programme, CEE Himalayaconducted various events across the IndianHimalayan Region on the occasion ofNational Science Day on February 28, 2017.The focus of the programmes was ‘Science forClimate Change, Disaster Risk Reduction andEducating the Nomads’. CEE Himalaya hasbeen implementing projects and programmestowards achieving ‘Climate Smart, DisasterResilient and Sustainable Communities’ inthe Indian Himalayan Region with severalpartners including the current ones andMoEF&CC.

Uttarakhand: CEE Himalaya celebratedNational Science Day at the Government InterCollege (GIC) Bhankholi in Uttarkashi District,Uttarakhand. More than 150 students and 15teachers participated in the event, in whichthe chief guest was Mr. C. M. Prajapati,Professor of Science, P. G. College, Uttarkashi.Uttarkashi being a disaster prone district, CEEHimalaya team focused the programme onthe role of science and technology in disasterrisk reduction and climate change mitigation,and creating awareness in students, youthand teachers on minimizing the impact oflikely disasters by developing suitable earlywarning systems, disaster preparedness andmanagement of disasters through applicationof information technology tools. Some of theissues discussed were: relevant and timely

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disaster mitigation communication throughthe judicious use of internet and mobilephones; obtain information related to varioushazards from different websites; accessing anddisseminating to families and communitiesweather observations and forecasts whichinternational and national organisations andagencies are publishing on the internet; andhow mobile phones can be a lifeline before,during, and after an emergency by creatingcontact groups to send warning messages,weather forecast and update status after anemergency. For this, all emergency contactsshould be stored in mobile phones to aid quickreporting to agencies, local administration andservice providers. Representatives fromvarious NGOs working in Uttarkashi District- Goonj, Azim Premji Foundation, RelianceFoundation, Shri Bhuvaneshwari MahilaAshram - also attended the event.

Baramulla, Jammu & Kashmir: The day wascelebrated with the Winter Super CoachingClasses at Government High School, SheeriBala, Baramulla, with around 45 students and11 teachers participating. The school is locatedin a remote area which is vulnerable toearthquakes, falling in seismic zone 4 and 5.Being the first organisation to conducteducational and awareness activities with theschool’s students and teachers, CEE Himalayafocused focused on creating awareness on‘Science for Climate Change, Disaster RiskReduction and Educating Nomads’ at theevent.

Mr. Mubashir Zargar of CEE Himalayaintroduced the programme and dwelt on thebasic terminologies related to disastermanagement - disasters, hazards,vulnerabilities and risk - citing examples fromthe Kashmir Earthquake of 2005 and J&Kdeluge of 2014. Actions to be taken before,

during and after disasters like earthquake, fire,landslide and flood were discussed. Thestudents later participated in a drawingcompetition their experiences of theearthquake of 2005. The event concluded withprize distribution.

Rajouri, Jammu & Kashmir: Another eventmarking the National Science Day wasorganised at the Government Middle School,Simbli Darhal, Rajouri District, with 35students participating. Since Rajouri falls inseismic zone 4, CEE Himalaya organisedvarious activities - lectures, debates, games - tomake students and teachers aware of disasters,dos and don’ts during disasters, school safetyand emergency services. Students were alsoinvolved in mini science experiments to learnmore about basic concepts of science tounderstand climate change, environment anddisasters more closely. The principal of theschool, who appreciated the organisation forconducting such joyful learning activities forthe students, invited CEE Himalaya to conductmore such programmes in the entire area.

The areas of Baramulla, Rajouri, Poonch,Kupwara and Reasi districts of J&K have highconcentration of scheduled tribes, largelyGujjars and Bakarwals, practisingtranshumance - they seasonally migrate todifferent altitudes of the mountain with theirherds of animals. They move to the lower andmiddle mountain areas and Pir PanjalHimalayan range pastures in the summer(May-September) with their flock of animalswhere they engage in cultivation and return tothe plains in the winter (October-April). Sincethe education of the children suffers due tothis migration, the government started mobile(seasonal) schools for them. But the kind ofeducation that is provided to the nomadicchildren – the syllabus and curriculum - is

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completely irrelevant to their context and doesnot help in improving their skills, quality ofenvironment and quality of life. Impartingrelevant education is a major challenge andthe use of community science can play a vitalrole in achieving this.

CEE Himalaya, in partnership with theUNESCO Chair in Reorienting TeacherEducation to Address Sustainability, YorkUniversity, Toronto, Canada, under anInternational project ‘Reorienting Educationand Training Systems to Improve the Lives ofIndigenous and Marginalised Youth’, isimplementing a project named ‘Khanabadosh’- Educating Transhumants, Gujjars andBakarwals of Jammu and Kashmir’ - MakingEducation Relevant for the Tribal ChildrenLiving in Transhumance. The project aims tomake education relevant and appropriate,inclusive of context specific traditional andinnovative interventions; to widen the conceptof ‘education’ as envisaged by theadministration; and to bring in the essentialaspects of Gujjar and Bakarwal practices thatlend them uniqueness.

20.3 International Women’s Day –March 8

In partnership with Give2Asia and JSWFoundation, RCE Srinagar, MountainPartnership, and Indian Himalaya ClimateAdaptation Programme, CEE Himalaya andSGP North jointly organised an event at thePrimary School in Ganeshpur village,Lucknow District on March 8, 2017 to markthe International Women’s Day (IWD).

The resource persons on the occasion wereMr. Ajay Trivedi, BEO, Chinhat Block,Lucknow; Mr. Suresh Jaiswal, Jila Mantri,Junior High School Samiti, Lucknow; Ms.Himani Joshi, Project Officer CEE Himalaya;

and Mr. Sumit Verma, Project Officer, SGP-CEE Northern Region. Mrs. Archana Mishra,Principal of the Primary School delivered alecture on the importance of the preservationof local culture, heritage and resources, andthe importance of IWD in schools. She pointedout that protection of women is now aconstitutional provision. Mr. Ajay Trivedispoke on the need for women’s involvementin the local community, in various activitieslike water conservation, plantation, andpreservation of culture and heritage, since theIndian society is very rich in environmentalconservation knowledge.

A quiz competition was organised as part ofthe event. Students also shared their views onwomen and took part in cultural activities.CEE team distributed IEC material to thestudents and teachers. The programmeconcluded with students and teachers writingpledges on women empowerment.

20.4 International Day of Forests –March 21

CEE Himalaya: CEE Himalaya used theopportunity of the International Day of Forestson March 21, 2017, to raise awareness amongthe people of Kuroli village, Uttarkashi District,about the services provided by forests and theurgency of increasing the green cover. Theevent, hosted in partnership with JSWFoundation, had a participation of 60community members.

A range of activities like discussions, opendialogues, plantation and games wereconducted. Discussions and open dialogueswith the communities helped in understandingthe changes in their traditional lifestyle due tothe aggravating impacts of climate change onland, water and forests. They highlighted the

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depletion of forests in their regions due toexcessive deforestation for fuel and fodder,and the increase in forest fires duringsummers. The villagers have also taken actionto curb this problem – each family in Kurolicommunity has adopted a patch of traditionalforest and ensure not even a single branchfrom any tree is cut. Women pointed out thatthey are the ones who bear the brunt of climatechange and depleting natural resources, asthey have climb uphill for water, fuel andfodder collection, which consumes a large partof their day time. This has also led to back andspinal problems in women and even deathduring the arduous climb is not unheard of.

CEE team promoted the plantation oftraditional species to meet the increasingdemand for wood and the women of thecommunity planted saplings of native specieslike Baans (bamboo), Deodar (Cedrusdeodara)and Oak during the event. The communityalso pledged to put in dedicated and sincereefforts for the preservation of forests and trees.

20.5 World Water Day – March 22

CEE Himalaya: To draw the attention of thecommunity to issues related to the availabilityand judicious use of water, and actionsrequired to address the issues and conservewater, CEE Himalaya with support from JSWFoundation, organised an event on March 22,2017, on the occasion of World Water Day, atKuroli village in Uttarkashi District. The eventwas attended by 83 people, largely women,adolescent girls, youth and school children.

Activities like discussions, debates, sanitationcampaign and pledge writing were conductedto help villagers gain a better perspective onthe issue and encourage them to express theirideas freely. CEE team and communitymembers discussed the impact of climate

change on water bodies, the increasingincidences of water borne diseases due topollution, the poor maintenance of watercollection points, and water conservation andmanagement. Women and adolescent girlsvoiced their concerns about the major part oftheir day being spent in carrying heavy vesselsof water from a natural spring that is situated2 km away from their houses.

CEE team tested the water quality of thetraditional water collection point anddemonstrated simple techniques to thecommunity to monitor the quality of water athome. The village Panchayat was alsoprovided with a Water Quality Testing kit bythe CEE team to enable them to continue testingand monitoring the water quality at source.

Yuva Mangal Dal, along with CEE team,initiated a ‘Clean Drive’ in the village whereinthe entire youth of the village joined to cleanthe major collection point, small streams andthe drainage. The event concluded withpledges being written for the conservation andmaintenance of the fast depleting watersources.

20.6 World Heritage Day – April 18

CEE North: CEE North observed WorldHeritage Day on April 18, 2016 as anopportunity to relate this to the environmentalissues that plague us. The theme for the eventwas ‘Environment as Legacy: Protecting ourGreen Heritage’. As part of the schoolprogrammes, CEE North organised a state level‘Paryavaran Mitra Schools Event and Meet’ atthe Regional Science City (RSC), Lucknow.Over 200 students and teachers from 28 schoolsparticipated in the event. Inter-schoolcompetitions like Paryavaran Mitra Reporter(Feel it, Click it, Report it), a teachers’workshop, and an interactive theatre

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workshop for both, were facilitated by the CEEteam on the theme mentioned.

The Secretary, UP State Biodiversity Board,Government of UP, who was the chief guest,shared that there are 32 heritage sites in Indiawhich include both cultural and natural sites.The global theme for the year: ‘Sports as aHeritage’ – was also emphasised. A speakerfrom the University of Lucknow encouragedthe children to take up environment-friendlywork in their schools. The event concludedwith the felicitation of the 17 shortlistedParyavaran Mitra- Earthian schools at the statelevel by the chief guest. The focus of the eventwas to encourage schools to become aParyavaran Mitra citizen.

20.7 Earth Day – April 22

CEE Himalaya: On the occasion of Earth Dayon April 22, 2016, CEE Himalaya conductedan awareness programme on “Trees for theEarth” at the Junior high School, Barsu, inUttarkashi District, Uttarkhand, with thesupport of JSW Foundation.

With about 25 participants, the programmesought to create awareness on the impacts ofconsistent deforestation in Uttarkashi, citingthe examples of the melting of Gomukh glacier,frequent floods and landslides beingexperienced in the past few years causingmuch destruction, and increased number ofcasualties in the district. The example of thebeautiful high altitude meadow DayaraBugyal, 6 km from the school, was alsodiscussed, where deforestation and increasedtourism has resulted in waste accumulationcausing degradation and loss of its serenebeauty.

The CEE team also spoke to the participantsabout the key role of individuals and

community in lessening the devastation,encouraged them to do their bit to save theearth by planting more trees in themountainous regions as high altitude treeshave a greater capacity to remove carbondioxide from the atmosphere, and persuadedthem to do plant tall trees like Oak (Quercus)and Devdar (Cedrus deaodara) in disaster proneareas as they prevent landslides and floods.Subsequently, the students and teacherspresent planted five local trees - with the helpof CEE team did plantation of 5 local trees:one each of Buransh (Rhododendron arboretum),Oak (Quercus), Walnut (Juglans), Devdar(Cedrus deaodara) and Chullu.

CEE North: CEE North organised events inLucknow and Bareilly District on the occasionof Earth Day. In Lucknow, 80 students and 20teachers from nine schools participated in theevent. More than 230 students and teachersfrom 25 schools of district participated in theevent held in Bareilly District. The aim of theprogramme was to sensitise the students andteachers about the reasons for and the negativeimpacts of climate change. After a brieforientation to the day and the theme, a film onenvironment action success stories wasscreened to inspire students to understandenvironmental issues and take up actions toprotect their environment. This was followedby a quiz. Students also participated in anexhibition on the theme of ‘We can save theenvironment’ and took a keen interest inexpressing their thoughts/ideas for greencities in their paintings. Following thecompetitions, they attended a lecture on EarthDay. The Forest Department officialsinteracted with the students and shared withthem ideas on the importance of greeningmother earth. The programme concluded withprize distribution to the winning schools andstudents.

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20.8 International Day forBiological Diversity – May 22

CEE Himalaya: CEE Himalaya team organisedand conducted indoor activities with residentsof Kuroli village, Mustiksaur cluster (of fivevillages) in Uttarkashi, Uttarakhand. The focuswas on the theme of the year - ‘MainstreamingBiodiversity: Sustaining People and theirLivelihoods’.

Mr. Ravindra Panwar, Master Trainer, HerbalResearch and Development Institute (HRDI),spoke about the various livelihoodopportunities through the cultivation andpreservation of medicinal plants. Otherresource persons, drawn from different sectorslike horticulture, health, DRR, environmentand ecology, and social sciences, spoke on theoccasion along with Dr. Chandan Kumar, Mr.Jagroshan Singh and Mr. Kushpal from theCEE Uttarkashi team, and local vaidhyas(traditional herbal healers) - Atra Devi andKamleshawari Devi - who exhibited someregularly used medicinal plants. Four internsfrom the Tata Institute of Social Sciences (TISS),Guwahati, were also present.

The event had an interactive session focusedon identifying the unique biodiversity in theregion, followed by an educational programmeon the role of biodiversity in mitigating therisks of disasters and climate change in theregion. Youth and adolescents prepared‘rangoli’ using local material, while the localpeople planted saplings of traditional speciesas part of the plantation activity. The eventconcluded with felicitating KamleshawariDevi and Atra Devi for their contribution tosafeguarding the traditional healthcare systemof the region.

20.9 World Environment Day – June5

CEE Himalaya: The Indian Himalayan Regionextends over 12 states, namely, Jammu &Kashmir, Himachal Pradesh, Uttarakhand,Sikkim, Arunachal Pradesh, Manipur,Meghalaya, Mizoram, Nagaland, Tripura andthe hilly districts of Assam and West Bengal.The Himalayan ecosystem is very fragile andpristine, supporting a huge diversity in floraand fauna.

But today, the region is under tremendousstress due to unsustainable practices andneglect of the fragile mountain areas.Indiscriminate infrastructure development,unsustainable agriculture practices, over-grazing and over-exploitation of naturalresources have degraded the well balancedHimalayan ecosystem. Global climate changeis further stressing the ecosystem andbiodiversity far beyond their ability to adapt.Climate change is becoming the mostsignificant driver of biodiversity loss,threatening the habitats of wild animals.

However, illegal wildlife trade poses thegreatest threat, causing already decliningspecies populations to decline even morerapidly. The vast demand for a variety ofproducts like wool, food and fur, leather goods,and medicines is driving illegal wildlife tradeof the already threatened species - Tiger(Panthera tigris tigris), Red Panda (Ailurusfulgens), Asian elephant (Elephas maximus),Greater one-horned rhino (Rhinoceros unicornis),Snow leopard (Panthera uncial) and others.

On the occasion of the World EnvironmentDay (WED), the Himalaya Initiative of CEE(CEE Himalaya) conducted as well assponsored local NGOs to organise eventsacross the Indian Himalayan Region, aligning

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with the theme for 2016, “Go Wild for Life -Zero Tolerance for Illegal Wildlife Trade”.

Western Himalaya - Jammu and Kashmir: CEEHimalaya organised and event in the villageof Kulhama, Bandipore District. Kulhama issituated on the bank of the Wular Lake (one ofthe largest freshwater lakes in Asia), a Ramsarsite with about 500 households. The 3000strong population is completely dependent onthe Wular Lake for their livelihood - fishingand harvesting plants such as the Phragmitesgrass, the water lily-like Nymphides, waterchestnut (Trapa sp.) (locally called Singhara)and lotus stems (locally called Nadru) fromthe lake. Increased incidences of hunting oflocal and migratory birds for trade have beenobserved in recent times.

Members of the CEE Himalaya team presentedessential facts about the Wular lake: it is bothAsia’s and India’s largest fresh water lake; thelake basin was formed as a result of tectonicactivity and is fed by the Jhelum River. Thelake’s size varies from 30 to 260 sq. kmdepending on the season; more than eightthousand fishermen earn their livelihood fromthe lake. The lake also sustains a richpopulation of birds.

Central Himalaya - Uttarakhand: Incollaboration with JSW Foundation andRegional Centre for Expertise, Srinagar (RCESrinagar), CEE Himalaya organised WorldEnvironment Day celebrations at Mustiksaur,Uttarkashi District, Uttarakhand. The eminentguests at the event included Gram Pradhansfrom five villages - Kuroli, Sada, Bongari,Kankrari and Mastari, along with othermembers from the local government bodieslike Mahila Mangal Dal, Yuva Mangal Daland Chetrapanchayat. The event was attendedby around 135 people from the five villages.

The event featured a song, ‘Paryavaran kithani’ (commitment towards environmentprotection), by the interns from TISS, followedby speeches from the invited guests andplantation by villagers and guests. After theconclusion of the event, all the participants,guests, CEE Uttarkashi team and TISS internsenthusiastically conducted a rally from thecollege premises to nearby areas, singingslogans like: ‘band karein paryavaran kacharan, aao le ye ek pran’, ‘sabko hame sikhanahai, pedo ko bachana hai’. The participantsalso undertook the cleaning of areas aroundMautiksaur taxi stand, fields and the mainroads.

While addressing the participants, the GramPradhans raised various issues essential fromperspective of environmental conservation.Shri Amar Singh, Gram Pradhan of Kurolivillage expressed concerns about the disposalof waste in and around the villages; the needfor improvement in waste management atindividual, household and village levels; andthe benefits of self-employment by utilisingenvironmental resources and regulating them,which would lead to self dependence of thecommunity and village.

Shri Dalvir Singh, Chetrapanchayat, Kankrari,spoke on income generation and livelihoodoptions through utilization of the biodiversityof the region (eg. peach fruit, locally known asaadoo) which can contribute to the livelihoodsof the people as well as provide environmentalbenefits. He also touched upon human animalconflict, in the context of encroachment uponforest areas by villagers for fuel and fodder.Kavita Gusain, Gram Pradhan, Bongarivillage, highlighted the increasing pollutionin the district.

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Chandan Singh Rana, BJP Representative,Mastari village, spoke about the responsibilityof each villager in conserving naturalresources. The environment should be takencare of by the villagers just they take care oftheir household and the local anganwadi. Hepointed out the ways in which the localenvironment is changing, with reference tountimely rains and cloudbursts (Chamoli andRudraprayag). The importance of ‘I’ more than‘we’ in contributing to environmentalconservation was discussed along with theneed for the villagers’ realisation of theirindividual and collective responsibility to theirimmediate environment so as to ensure thesuccess of any organisational effort.

Saplings of traditional trees were planted inthe Inter college premises by the villagers, theinvited guests and the CEE team.

Eastern Himalaya - Sikkim: CEE Himalayaheld a two day WED celebration with thestudents and teachers of Deorali SeniorSecondary School, Gangtok, Sikkim, withplantation on the first day and variousprogrammes and activities for students on thesecond day.

After an awareness session by senior studentson each living being as a vital component ofthe environment and the significance of theWED theme, the students performed an actionsong on showcasing the wildlife of Sikkim,namely, Himalayan Black Bear, Red Pandaand Himalayan Thar, as well as some whichhave become extinct due to ill legal trafficking.The Environmental Club of the school waspresented a token of appreciation for their workin promoting environmental awareness andconservation.

Subsequently, various activities wereorganised for students – painting, mask

masking, exhibition and plantation. About 35students of middle school participated in thepainting competition based on the WED theme.Junior students were facilitated to preparemasks of different wildlife of Sikkim, whichthey took home with a promise to protect theirfavourite wild animal. An exhibition of craftwork prepared by students from waste materialthrough the Environmental Club was held toencourage others to take up such initiatives.The Environment Club also engages studentsin making compost from kitchen and canteenwaste of the school. Members of theEnvironmental Club, students and teachersplanted saplings of flowering plants in theschool premises to increase the green coverand beautify their school. The event concludedwith prize distribution for the winners of themask making and painting competitions.

Manipur: CEE Guwahati celebrated WED 2016with Naga Hindi Vidyapeeth Minuthong(NHV), Imphal; Evangelical Free Church ofIndia (EFCI), Rengkai; and Leimatak EmployeeChurch (LEC), Churachandpur. The event wasconducted at LEC Leimatak and the SundaySchool Hall of EFCI, Rengkai with around 100children, and was graced by the Sunday SchoolSuperintendent Mr. Vanlalhmuok. Sundayschool conductor Miss P. C. Elizabeth, SarvaShiksha Abhiyan School teacher Secretary incharge of NHV Miss. Roslyn Lalneihlu andvillage elders were also present along withMiss Arlin Lalnunmawi, proprietor of ArlinDecors who also undertook decoration andphotography for the event.

Miss P. C Elizabeth raised serious concernson the decreasing natural forests and wildlifein their villages once famous for their floraand fauna, due to deforestation, destruction ofhabitats and hunting. She emphasised thattoday’s heroes are the saviours of the forest

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and fauna, not the hunters and shooters ofearlier times. She also warned that we shouldfocus on saving the environment if we want tosave human race. Miss Roslyn Lalneihlu spokeof the negligent attitude of human beingstowards environmental awareness andconservation that has resulted in irreversiblechanges in the ecosystem. Mr. Vanlalhmuokpresented interesting facts about theenvironment and its importance leavingchildren astonished and curious.

Participants later planted saplings in thelocality.

Mizoram: CEE North East, in association withBru Cultural Organisation, celebrated WorldEnvironment Day on June 5, 2016, at BruChristian Fellowship (BCF) Hall, MissionVeng, Aizawl, Mizoram, with around 132participants. The resource persons, Mr. G.Zonunkima and Mr. Lalremruata, deliberatedon the subject of ‘Wildlife Illegal trade inMizoram & Wildlife Conservation Act, 1972’.The group discussion which followed invitedthe participants to provide their views on andsuggestions for curbing illegal wildlife trade.

Assam: An outreach programme involving 57eco-club students from standards 8-10, threeteachers and the Principal of LakhipatherHigh School, Tinsukia, Assam, was held onthe June 5, 2016. The programme was jointlyorganised by CEE Himalaya and EdEn, anorganisation working for EnvironmentalEducation in Tinsukia and Dibrugarh districtsof Assam.

Lakhipather lies along the Eastern South BankLandscape which connects the Dihing PatkaiElephant Reserve with corridors ranging fromIndia to Myanmar. Lakhipather High Schoolis also one of the schools implementing the

North East India Asian Elephant ConservationEducation Programme of CEE.

After an orientation on the theme for WED2016, ‘Go Wild for Life - Zero Tolerance forIllegal Wildlife Trade’, a seminar highlightingthe ‘Endangered’, ‘Threatened’ and‘Vulnerable’ species found in Assam, as listedin IUCN version 3.1, and poached for illegalwildlife trade, was conducted, followed by anopen discussion on the role of Eco-Clubs increating awareness and preventing the practiceof wildlife trade. In concluding, theparticipants pledged to take further action andspread the word among peer groups and thecommunity.

Tripura: CEE Himalaya sponsored an event tomark World Environment Day 2016, whichwas celebrated in collaboration with Prayas –Teliamura; Forest Department, KhowaiDistrict; Tripura State Pollution Control Board;Teliamura Municipal Council; along with CEEGuwahati. A series of events were held onMay 29, June 3 and 5, 2016.

About 450 students drawn from nursery toclass 12 participated in the drawingcompetition organised on May 29 at TownHall, Teliamura, with nearly 1000 people beingpresent. Mrs. Gouri Das, MLA, inauguratedthe event by drawing a picture of herself whileMr. Prasad Rao and Mr. A. Chakraborty,District Forest Officers of Khowai andTeliamura respectively graced the event.

On June 3, a cultural programme andplantation was organised at the newlyconstructed Children’s Park, on the premisesof Teliamura Rural Development Block officeand Teliamura Sub-Divisional Hospital.Dignitaries present at the event included Mrs.Gouri Das, MLA, Tripura LA; Mr. Sajal Dey,Chairman, Teliamura Municipal Council; Mr.

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Prasad Rao, DFO Khowai; Mr. A. Chakraborty,DFO Teliamura; and Mr. A. Chakraborty BDOTeliamura. The event, which had culturalperformances by locals artistes, was attendedby about 2000 people. The dignitaries spokeon the significance of World Environment Dayand planted saplings in the premises.

The third event was held on June 5 at NetajiNagar Community Hall in the presence of 500people. The event was graced by dignitariesnamely, Mrs. Saini Sarkar, Sabhadhipati,Khowai Zilla Parishad; Mr. Sajal Dey,Chairman, Teliamura Municipal Council; Mr.Amaresh Chowdhury, Chairman, TeliamuraPanchayat Samiti (TPS); Mr. Prasad Rao, DFOKhowai; and Mr. A. Chakraborty, DFOTeliamura. The activities during thecelebration included seminar, cultural events,and distribution of prizes, books and meritscholarships. Fifty students were givencertificates and prizes, five meritorious girlstudents were awarded certificates andcheques, and students from financially poorfamilies were given science book sets.

As in the case of Assam, the programmeincluded an orientation to the WED theme,seminar on illegal wildlife trade, opendiscussion on the role of Eco-clubs inpreventing wildlife trade and pledge forspreading the information among peer groups.

CEE North

CEE North has organised six awarenessevents on the occasion of World EnvironmentDay at various locations in UP and Bihar.

Uttar Pradesh - Lucknow: Of the two eventsheld in Lucknow, the first was in collaborationwith the Regional Science City for children.Various competitions including where rangoli,poster making and quiz were conducted, with

over 300 children and general visitorsparticipating in the event. A series of gamesand creative activities were also conductedwith the focus on key endangered species.

The second event was held at the village levelwith the help of Prakriti Bus – the mobileexhibition on the biodiversity of Uttar Pradesh.The bus covered the rural community andchildren in two villages, Poorva and Mojasain Malihabad Block. This programme wasundertaken in association with the UP StateBiodiversity Board, University of Lucknow andDistrict Science Club.

Bahraich: In Bahraich District, as part of theDolphin programme, a rural community eventwas organised. The event kicked off with anawareness rally by the children of Dolphinproject village, which was followed byplantation and community level meeting. TheCEE team introduced the theme and discussedwith community members ways to conservethe Ganges river dolphin.

Bihar – Vaishali: The WED celebration inVaishali was held at UMS Andharwara withschool students, members of the SchoolManagement Committee and teachers. Theevent included competitions for children,plantation in the school campus, and anaddress to the community members and BalSansad students by a guest from the educationdepartment. Winners received prizes from thedignitaries and a pledge was taken for natureconservation.

Bettiah: On WED, a workshop cum trainingon ‘The Role of Agro Forestry in Conservationof Environment, Biodiversity and Habitat ofGanges River Dolphin’ was organised at theForest Resource Centre, Udaipur WildlifeSanctuary, Bettiah, Bihar. More than 40 farmersand fishermen beneficiaries were trained on

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the cultivation techniques of agro forestry inthe context of farm land, flood plains and riverbeds. The workshop was inaugurated by theDivisional Forest Officer, Bettiah ForestDivision.

CEE Jaipur: To create awareness about wildlifeand our role in its conservation, CEE Jaipurteam organised a two day event at Jaipur incollaboration with Rajasthan State BharatScouts and Guides, Environment Departmentof the Government of Rajasthan and RajasthanPollution Control Board. A series of thematiccompetitions for children and youth wereconducted on June 4, like origami, maskmaking, poster making, best out of waste andpot painting, which encouraged them toexpress their thoughts on wildlife and relatedissues like the interconnectedness of forest andwildlife and the need for conserving andrestoring the world’s forests. A demonstrationof paper recycling was conducted as anexample of an action towards saving forestsand wildlife. On June 5, the participants of thecompetition enthusiastically participated inthe ‘Run for Environment’ programmeorganised by Rajasthan Pollution ControlBoard to spread awareness among Jaipurites.The CEE Team carried out face painting forthe participants of the Run for Environmentwhich was such a huge hit that even officialsof various government department got theirfaces painted with wildlife pictures. A visit toNahargarh Biological Park was also organisedfor the participants with the support of theState Forest Department. The Park wasinaugurated by Ms. Vasundhara Raje Scindia,Chief Minister of Rajasthan and Mr. RajkumarRinwa, Minister of Environment and Forests.Children enjoyed the visit to the park and wereexcited to see animals like the Himalayan Bear,Sloth Bear, Wild Boar, Panther, Hyena, HogDeer, Civet and Porcupine in near-natural

habitats. Around 600 students participated inthe two day event.

CEE Karnataka: CEE Karnataka participatedin the World Environment Day event organisedby Karnataka State Pollution Control Board atKanteerava Indoor Stadium in Bengaluruduring June 5-7, 2016. CEE set up a stall whereour publications were displayed and sold.Nature related activities were also conductedfor visiting students.

CEE Tamil Nadu: CEE Tamil Nadu organiseda live and interactive meeting with all the staffmembers of Tamil Nadu Empowerment AndPoverty Reduction Project (TNEPRP) at theirproject office in Chennai to celebrate WED.CEE TN served as the State EnvironmentResource Agency (SERA) for TNEPRP toimplement the Environmental ManagementFramework (EMF).

Ms. S. Rejini, Programme Officer, CEE, made apresentation on this year’s theme Go Wild forLife - Zero Tolerance for the Illegal Wildlife Trade.She explained to the gathering with facts andfigures the enormity of the illegal trade inwildlife, and how compliances (forestry andwildlife) are being implemented in the projectthrough EMF. She also suggested ways forindividuals and groups to get involved inwildlife conservation.

Short video documentaries on Save Forest andWildlife was screened to drive home the pointthat illegal trade in wildlife needs to be arrested.

20.10 International Youth Day –August 12

CEE Jaipur: Acknowledging the role of youthin the sustainability movement around theworld, CEE Jaipur team organisedInternational Youth Day celebration on

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21Facilitation, Networking and Participation

21. Facilitation, Networking andParticipation

21.1 Facilitation

21.1.1 Information and Facilitation Centre,CEE Ahmedabad

The Information and Facilitation Centre (IFC)was set up in January 2008 to serve as aninterface with the people of Ahmedabad andthe visitors to CEE and its sister organisations,providing an opportunity to orient them toEnvironment and Sustainable Development,including information on various schemes andprogrammes of the Ministry of Environmentand Forests, Government of India.

The IFC has a menu of programmes andactivities which include orientation andhands-on experiential learning opportunitiesfor various age groups through packages ofvaried during from three hours to a week. TheIFC also has a month long summer programmefor children, culminating on June 5 which isthe World Environment Day. Outdooractivities include 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-friendlyproducts, displays environmentalpublications and information about latestpublications. A database on participants ofvarious programmes of IFC and visitors to IFCis prepared and updated on a regular basis. Ithas over 3700 contact addresses listed towhom event information and other updateson special programmes at CEE are sent.

21.1.1.1 Packages for Orientation toEnvironmental Education

These were offered to a varied group of visitorsto CEE. Generally planned as sessions of three

hours, 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 participating.

School groups: IFC facilitated visits from manyschools of Ahmedabad. The students’ groupswere varied as they included very youngchildren from pre-primary and those fromsenior secondary classes. The number ofgroups who have undergone the orientationprogramme facilitated by IFC during thereporting period:

Group Number No. ofparticipants

Schools 25 2000 plus

University/ 10 500 plusArchitecturestudents andtrainees

Groups supported 4 plus100by NGOs

Summer Programme 1 100student

Walk in Visitors 500 Plus

Besides offering the Orientation package, IFCalso facilitated field visits to Nature Educationsites developed by CEE, namely, theManekbaug plot and Sundarvan.

21.1.1.2 Birthday Package

IFC organised birthday celebrations forchildren at CEE’s 14 acre green campus. Thepackage includes a nature trail, bird watching,film screening, quiz and games focusing onthe environment. The birthday girl or boy

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plants a sapling and has her/his name tag onit. Friends are given educational productsdeveloped by CEE as return gifts.

21.1.1.3 Safe Festival Campaign

Diwali Safe Festival Campaign: Posters withmessages about safe festival celebration wereput up at various places in Ahmedabad.Mailers were sent to people making them awareof the health hazards and pollution createddue to crackers

Holi: This campaign was conducted topropagate the use of natural colours and createawareness about the harmful impacts ofsynthetic colours sold in the market. Naturaland herbal colours were sold from H.BKapadia School, (Memnagar Branch), St. KabirSchool and the IFC. The colours were procuredfrom AURA Herbal wear - organic productsentrepreneurs in Ahmedabad. Posters wereput up at different locations to spread themessage of safe colours. Pamphlets with tipson making homemade colours weredistributed. The making of natural colours athome was also demonstrated at schools andcolleges.

Makar Sankranti Festival Campaign - Save ourBirds: Mailers were sent to friends of CEE andother colleagues regarding the need to celebratethe kite flying festival safely so as to avoidhurting birds. Helpline numbers wereprovided for people could contact in case theyfind some injured bird.

Go Green Ganesh Campaign: CEE celebratedan eco-friendly Ganesh Chaturthi with ‘GoGreen Ganesh’ campaign. The two-daycampaign included workshops for primaryand pre-primary school students.Traditionally Ganesh Chaturthi was a smalland intimate family affair where people used

the fertile soil from river banks to create theirown Ganesh idols. With time however, thefestival became a large scale commercial andcommunity-based event involving Ganeshidols which can be as tall as 70 feet and aremade of Plaster of Paris. These are latersubmerged into the river water and since theyare non-biodegradable, they cause extensivepollution. The Go Green Campaign at CEEwas an attempt to make children realise theimpact of celebrating Ganesh Chaturthi in thismanner. Through presentations and stories,they were acquainted with the story of LordGanesh and taught the value of enjoying thefestival without harming the environment.They were taught to make small Ganesh idolsout of clay.

21.1.1.4 Summer Programme for children

A special vacation programme for children ofthe age group 5-13 years was conducted bythe IFC in May 2016. The month longprogramme was divided into different themes,each of which was coordinated by a subjectspecialist from CEE. This was scheduledunder the main theme “Fight against IllegalTrade in Wildlife”, which was the WorldEnvironment Day 2016 theme announced byUNEP.

The programme included field trips, moviescreenings, theoretical and practical sessions,activities and games. Participants were givencertificates at the end of the month longprogramme. The children set up an exhibitionof the products and materials they developedduring the summer programme and conductedpuppet shows on the World EnvironmentDay,.

World Environment Day: IFC supported theWorld Environment Day programme at CEE,by sending mailers and invites to the IFC

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contact list. An exhibition of the children’swork during the summer vacation programmewas set up for the public in the campus.

Products like paper bags, candle stands,lampshades and traditional diyas procuredfrom organisations like UTTHAN, SEWA andBlind Peoples Association (BPA), wereexhibited and sold at the IFC on the day.

21.1.1.5 Facilitating Linkages and Mediainterface

The IFC facilitated linkages with otherprogrammes within CEE such as connectingcolleges to the SAYEN network inAhmedabad. IFC also plays a major role inassisting with the media coverage for many ofthe NFD and CEE programmes.

21.1.2 Facilitation Activities at CEE Delhi

The Delhi office of CEE continues to functionas a national coordination office, providingliaison and coordination services to theHeadquarters and 40 odd offices of theorganisation. The main task of continuouscoordination with the Ministry of Environment,Forest & Climate Change (MoEF&C), for theCentres of Excellence scheme as well as variousprojects, follow up on sanctions and release ofgrants, submission of reports and UCs, wenton through the reporting year. Follow up withother government ministries and departments,foreign missions, national and internationalfunding agencies also continued.

Another continuous service by the Delhi officeis to provide all CEE teams with focused andidentified information about tenders, bids,RFPs (requests for proposals), calls forproposal, etc. where CEE has the relevantexpertise to apply. During 2016-17, a total of44 such opportunities were identified anddetails sent to relevant groups/offices of CEE.

21.1.3 Summer Workshop in Jaipur

CEE Jaipur, in collaboration with Joseph CyrilBamford (JCB), organised a week long summervacation workshop at the Govt. SeniorSecondary School, Bhambhoria, Jaipur. Theworkshop was designed around the theme ofwaste management, water and sanitation andlearning science with fun. The workshopaimed to expose children to new activities andexperiences that they are not familiar withand to provide them an opportunity to exploreand try new things along with skilldevelopment like sharing, team work andparticipation. Hands on activities such asmaking a colour spinning wheel by usingprimary colours, separating colours bychromatography, preparing natural colorsfrom flowers and leaves, preparing handmadepaper by recycling used paper, origami, threadpainting and making homemade soap wereconducted for the students. The importance ofhand washing and personal hygiene wasstressed upon thoughout. Joy of Scienceactivities like constructing balloon poweredcar and balancing a pencil on its tip werecarried out to develop in the children anunderstanding of abstract scientific principles.The workshop culminated with an exposurevisit to the Regional Science Museum, Jaipur,and Kagzi paper making factory, Sanganer,Jaipur.

21.2 Participation

C o n f e r e n c e s / S e m i n a r s / W o r k s h o p sAttended/Conducted by CEE Members

Ms. Reema Banerjee

• Was nominated by the Department ofDisaster Management, Government of WestBengal, as one of the experts for the talkshow ‘Durjog Mukabola’ aired on DD

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Kolkata on August 16, 2016. The talk showwas on plastic waste management.

• Was invited to attend the 5th meeting of theRegional Waste Management Outlookmeeting organised by UNEP–IETC and theRegional Resource Centre for Asia and thePacific at the Asian Institute of Technology,Bangkok, from April 18-22, 2016. Theacademic curriculum on holistic wastemanagement for professionals such aspolicy makers and technicians was alsofinalised in the meeting with inputs fromthe participants and experts, and thedelivery mechanism of the course wasdiscussed at length. The meeting alsodeliberated on a Regional WasteManagement Outlook document for Asiaon similar lines as the Global WasteManagement Outlook (GWMO) document.

• The paper authored by Ms. Reema Banerjeeand Ms. Madhavi Joshi titled ‘CHAMP - ABio Medical Waste Disposal and RecyclingPlant: An innovative PPP model of reverselogistic mechanism to promote greensupply chain management in healthcaresector’, was accepted and presented at theInternational Conference on SWM (SolidWaste Management) organised in JadavpurUniversity Kolkata, in November 2016. Thepaper has been shortlisted for publicationin the book, Waste Management and ResourceCirculation to be published by Springer(India) Private Limited.

• Participated in stakeholder engagementsessions to discuss ways to improveKolkata’s air quality, organised by the USConsulate General, in collaboration withthe Global Change Program of JadavpurUniversity and the social enterprisebanglanatak.com, on September 15, 2016,followed by a Round Table on September

24, 2016, to identify solutions and goodpractices. It was agreed that regularconsultations will be organised forplanning multi-pronged action.

Ms. Sangeeta Basa

• Attended the workshop: ‘SustainableDevelopment – From Principles toImplementation’ at IIT Kharagpur fromMay 23-28, 2016. The workshop covered(a) the principles of sustainabledevelopment, (b) case studies and insightsfrom practitioners on the ground workingon sustainable rural development, (c) fieldvisit to a nearby village for collectingprimary data for the development of abusiness plan, and (d) development of abusiness plan integrating activities.

Ms. Himashree Bhattacharyya

• All India Radio, Guwahati broadcast aninterview of Ms. Bhattacharyya on May 21,2016 on ‘Experiences in Science Express’under the ‘Yuva Vani’programme.Presented a paper titled‘Creating a Civil Defence for TigerConservation through Education: A casestudy from Assam’ at the UGC sponsoredseminar at B. N. College, Dhubri on January27, 2017. The paper was co-authored withDr. Simanta Kalita and Mr. Inamul HaqueAhmed.

• Was Resource Person for a teacherstraining session on ‘WASH in Schools’organised by UNICEF Assam on July 26,2016.

• Was Resource Person for a session on‘Walkability Study’ at the Centre forEcology, Environment and SustainableDevelopment , School of Social Sciences,Tata Institute of Social Sciences (TISS),Guwahati on March 30, 2017.

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Ms. Bijayalakshmi Borpujari

• Was the resource person for a session onthe occasion of World Tourism Day onSeptember 26, 2016, invited by the NGOUttaran.

• Was a resource person for Swachh Mela inGolaghat District of Assam April 8, 2017and led training sessions on Sanitation.

Mr. Mitrajit Deb

• Was the resource person for a ‘DigitalPayment Awareness’ programme held onthe National Youth Day 2017 for highschool students of the New GuwahatiAdarsh High School, Bamunimaidan,Guwahati.

• Was invited as a Resource Person forSwacch Mela in Golaghat and Kokrajhardistricts of Assam in April 2017 and ledtraining sessions and advocated the CLTSapproach for achieving Open DefecationFree India and waste management, therebyaiding in the promotion of Swacch BharatMission.

• Was invited as a Resource Person forNamami Brahmaputra River Festival inGoalpara District of Assam in April 2017and led training sessions on Sanitation viaCLTS approach.

• Presented a paper titled ‘Local Extinctionof Western Hoolock Gibbon from CacharDistrict of Assam’ at the UGC sponsoredseminar at B. N. College, Dhubri, onJanuary 27, 2017.

Mr. Sujeetkumar Dongre

• Facilitated technical sessions on all threedays of the Goa Bird Festival organised inBondla Wildlife Sanctuary duringNovember 11-13, 2016, in which Goa StateOffice was an organising partner.

• Has been nominated as Member, WildlifeBoard, Government of Goa.

Dr. Abdhesh Gangwar

• Participated in the Regional Workshop forthe North Eastern Region (NER) of Indiaon ‘Climate Adaptation Programme andSustainable Ecosystem in NER’ heldduring April 25-26, 2016 at Imphal,Manipur, organised by ManipurDirectorate of Environment with supportfrom Swiss Development Cooperation andDepartment of Science & Technology,Government of India.

• Was invited to The SirindhornInternational Environmental Park (SIEP)1281 Rama VI Camp, Cha-am District,Phetchaburi, 76120, Thailand from duringJune 25–July 4, 2016, where he participatedin (a) the International Conference on‘Climate Change, Biodiversity andEcosystem Services for the SustainableDevelopment Goals (SDGs): Policy andPractice’, in celebration of HRH PrincessMaha Chakri Sirindhorn’s 5 th CycleBirthday Anniversary during June 26-29,2016; (b) the 9th Asia-Pacific RCE Meetingheld on June 30, 2016; and (c) theIntergovernmental Platform on Biodiversityand Ecosystem Services (IPBES) CapacityBuilding Workshop on Policy SupportTools during July 1-2, 2016.

• Attended the International Conference on‘ESD for Transforming Education forChildren and Youth’, organised by CEEfrom September 16-18, 2016 at Ahmedabadand coordinated the Sub Thematic Sessionon ‘ESD in Youth and Higher Education’.He also participated in the sessions of theGeneral Assembly meeting of theFoundation for Environmental Education

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(FEE) held simultaneously during the ESDConference.

• Was invited to the Republic of Korea by the‘Sejahtera Forest for All’ to attend the 8th

Tongyeong ESD International Forum 2016held on October 21-22, 2016, at Tongyeongcity, Republic of Korea.

• Was invited by the United NationsUniversity - Institute of Advanced Studies(UNU-IAS) to attend the 10th Global RCEConference held at the University of GajaMadha and RCE Yogyakarta, Indonesia,and the IPBES capacity building workshoporganised by IPBES with UNU-IAS, duringNovember 22-25, 2016.

• Visited Nepal from January 1-8, 2017 forconducting needs assessment to developCEE’s ‘Rebuilding Nepal’ programme post-Nepal earthquake.

• Was invited to attend the 3 rd IndianFreshwater Turtle and Tortoise StrategicConservation Action Planning and RedList Assessment Workshop held duringFebruary 16-18, 2017 at New Delhi.

• Attended the ‘Mainstreaming GrassrootsInnovations: Community Action, GlobalImpact’, the SGP India Meet organised byCEE with UNDP during March 15-17, 2017at CEE Ahmedabad.

• Was invited and supported by Give2Asiato attend workshops on ‘DisasterPreparedness and the Power of LocalLeadership’, organised by Give2Asia andIIRR, Philippines, during March 6-10, 2017at IIRR, Cavite, and Asian Institute ofManagement in Manila, Philippines.

• Was felicitated at 2nd India InternationalScience Festival (IIFS 2016) held onNovember 11, 2016, at the Council ofScientific & Industrial Research (CSIR) -

National Botanical Research Institute(NBRI), Lucknow, in recognition of thework done by CEE Himalaya, topopularise science and Education forSustainable Development, and workingtowards achieving climate smart anddisaster resilient communities across theIndian Himalayan Region (IHR). The NBRIfelicitates grass root innovators schoolchildren who received recognition at stateor national level, innovative scienceteachers, science journalisst, NGOs andIndividuals working towardspopularising science.

Ms. Rajeswari Gorana

• Attended the annual national ‘AgendaCongress’ organised by the FederalMinistry of Education and Research,Germany, on July 11-12, 2016, at the BerlinCongress Centre in Berlin. It was a forumwhere actors and member organisationscontributing to the Global Action Plan ofUNESCO and SDGs exchanged learnings.She shared the material developmentinitiative in one of the workshops in theCongress.

• Made three presentations at the ESD forTransforming Children & YouthConference held in September 2016: (a)‘Nature Scope & EE Materials’ at thesession on the theme of ‘School basedProjects/Programmes towardsSustainability’; (b) ‘NCERT TextbookReview of Sustainable Transportation’ atthe session on the theme of ‘InnovativeLearning Approaches in EducationalMethods; and (c) Sustainable School/College Initiative at the session on thetheme of ‘ESD for Youth’.

• As part of CMU, coordinated the printingand distribution of ‘ESD Curriculum

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Framework’, edited by Jorg-RobertSchreiber and Hannes Siege, KMK(Standing Conference of the Ministers ofEducation and Cultural Affairs) and BMZ(German Federal Ministry of EconomicCooperation and Development) andexecuted by Engagement Global, fordistribution at the ESD for Children &Youth Conference.

Ms. Himani

• Attended the Regional ConsultativeWorkshop on ‘Strengthening Capacity forDisaster Risk Reduction’, organised by theUNESCO Offices in New Delhi andKathmandu and other partners duringOctober 19-21, 2016, in Kathmandu, Nepal,to mark the ‘International Day for DisasterRisk Reduction’. Himani presented therehabilitation work of CEE Himalaya underthe projects ‘Rebuilding Trust’ (postKashmir 2005 earthquake & J&K floods2014) and ‘Rebuilding Faith’ (postUttarakhand flash floods 2013).

Ms. Madhavi Joshi

• Was invited as Speaker and Chair for aPanel on ‘Women and Environment’, atthe Sophia College Platinum JubileeConference on ‘College Education forWomen in 21st Century – Challenges andOpportunities’, on December 1, 2016.

Dr. Simanta Kalita

• Was invited by Assam Autism Society asthe Guest of Honour to delivered a lectureon ‘Autism and Environment’ on April 2,2016 - World Autism Day 2016, atVivekananda Kendra Institute of Culture,Guwahati.

• Was invited as the International ResourcePerson by AKEPT, Kuala Lumpur,Malaysia, to deliver two lectures in the

‘Leading Academic Institutions throughESD: Leadership Training programme forUniversity Leaders in Malaysia’programme, during April 26-27, 2016. Hespoke on ‘Differences betweenEnvironmental Education (EE) andEducation for Sustainable Development(ESD)’ and ‘Managing RCEs in India: RCEGuwahati - an example’.

• Was invited as the Guest of Honour for the‘Swachh Vidyalaya Awareness cumGoodwill Meeting’ held on August 13,2016, at Bongora Pachoniapara MV School,Kamrup, Assam. He spoke on ‘How toengage community in planning andexecution of WASH activities in Schools’.

• Participated in the ‘CLTS Training ofTrainers’ at the State Institute of RuralDevelopment (SIRD), Kahikuchi,Guwahati, during August 22-26, 2016. Thetraining was organised by the ChiefEngineer (Sanitation), Public HealthEngineering Department, Assam andWater Supply and Sanitation CollaborativeCouncil (WSSCC).

• Was invited as a Panelist for the NorthEast Dialogue of World SustainableDevelopment Summit 2016, organised atGuwahati by TERI on August 24, 2016. Hespoke on ‘Water and Sanitation’.

• Was invited as a National Expert in theTeacher Training programme on WASH inSchools organised by UNICEF, SSA Biharand CEE North. Apart from the training,he also visited schools and helped theproject team in planning future activities.The programme was organised onSeptember 7-8, 2016 at Hazipur.

• Was invited as a National Expert at the‘State Level Workshop on IntegratingWASH in Adarsh and Utkarsh Vidyalaya

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in Rajasthan’. The workshop wasorganised by UNICEF and RajasthanCouncil of Elementary Education (SSA) onSeptember 19, 2016 at Jaipur, Rajasthan.

• Was invited as a Resource Person for the‘National Teacher Training Programme’organised by the Centre for CulturalResources and Training (CCRT) onSeptember 29, 2016. He spoke on two topics– ‘Introduction to Environment,Environment Education andEnvironmental Studies’ and ‘WaterResources’.

• Was invited as a Resource Person at the‘Inter State Teacher Training Programme’held for teachers of Assam and ArunachalPradesh on ‘Hoolock Gibbon ConservationEducation. The programme was organisedon October 4, 2016 by ENVIRON and SSA,Assam at Sadiya, Assam.

• Was invited as a Resource Person in ateacher training programme organised byTERI on October 14, 2016 at Guwahati. Hespoke on ‘WASH Education in Schools:Realities and Challenges’.

• Was invited as a Resource Person for a‘Children’s interaction programme’organised as part of Anwesha Festival ofBooks at Guwahati on October 15, 2016.His topic of interaction was ‘NaturalDisaster and Child Rights’.

• Has been appointed as one of the Membersof the ‘State Level Committee’ formed bythe Government of Assam for the ‘SwachhVidyalaya Puraskar, Assam’. He attendeda meeting of the committee on the December9, 2016, held at the Assam Secretariat underthe chairmanship of the PrincipalSecretary, Education.

• Participated in the ‘National Conferenceon Social Innovations for Improving Urban

Sanitation: Lessons for Scaling up’,organised on December 14, 2016, at IndiaHabitat Centre by PRIYA and Centre forPolicy Research (CPR).

• Particiapited, along with HimashreeBhattacharyya, in the Pravasi BharatiyaDivas, held at BIEC (BengaluruInternational Exhibition Centre), Bengaluruduring January 7-9, 2017. CEE has won theNational Social Innovation Contest 2016of NITI Aayog and Ministry of ExternalAffairs. Dr. Kalita and Ms. Bhattacharyyareceived the award from the Minister ofState for External Affairs, Gen (Retd.) V.K.Singh.

• Delivered the Invited Speech at theinaugural session of the UGC Sponsored‘National Seminar on EnvironmentalConditions and Biodiversity Status in theNew Millennium’. The seminar wasorganised by B.N. College at Dhubri,Assam on January 28-29, 2017.

• All India Radio, Guwahati broadcast atelephonic interview of Dr. Kalita onJanuary 30, 2017, on ‘Cleanliness andSwachh Bharat Mission’ under the ‘AajirPuwa’ programme.

• Delivered the Invited Speech on ‘ProtectingNatural Environment: Sensitising StudentCommunity & Civil Society’ at the‘National Workshop on Protection,Conservation and Management of NaturalEnvironment: Role of Student and CivilSociety’, organised by the University ofScience and Technology, Meghalaya onFebruary 10, 2017, at Baridua, Meghalaya.

• All India Radio, Guwahati, broadcast aninterview of Dr. Kalita on March 16, 2017on ‘Environmental Studies andEmployment Opportunities’ under the‘Yuva Vani’ programme.

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• Published a paper titled ‘Role of Teachersin Promoting WASH in Schools: A casestudy from Kamrup District in Assam’ in ajournal.

Ms. Preeti R. Kanaujia

• Represented CEE in the governing bodymeetings of Uttar Pradesh ParticipatoryForest Management and PovertyAlleviation Project (UP-PFMPAP) whichwere held in Lucknow at periodic intervals.As member, she provided inputs on forestrymanagement, environment awareness andother activities of the project.

• Has been nominated as a member of theexecutive and steering committee under theState Compensatory Afforestation FundManagement and Planning Authority(CAMPA), Uttar Pradesh.

Mr. Deep Shah

• Organised an interaction for the staff ofSEWA Gram Mahila Haat, along with Ms.Rajeswari Gorana, and oriented them todigital payment and BHIM app. This wasas part of the campaign called for by theHon’ble Prime Minister of India to mobiliseyouth on the theme of Digital Payments.

• Facilitated teacher training for a batch ofteachers held at Bakore during October 17-19, 2016. This was as part of the GujaratCouncil for Education, Research andTraining (GCERT), Government of Gujarat,project awarded to CEE to train 2000teachers on Social Science.

• Facilitated a nature walk session inIndroda Park, Gandhinagar, for theparticipants of the Sustainability ExchangeProgramme organised by CEE’s CSD(Communication for SustainableDevelopment) Group on January 18, 2016.He conducted a bird watching session as

well as gave a brief overview of the wildlifefound in Gujarat and at Indroda Park.

• Was involved in the preparation of theSwachhta Pakhwada report of August 1-15, for MoEF& CC. It is a compiledanalytical report of activities undertakenby various states as part of the SwachhBharat Mission.

Mr. Jaison Verghese

• Facilitated a two-day workshop onResource Mobilisation and Grant Making,organised by Caritas, Denmark and NorthEast Diocesan Social Service Society,Guwahati, on January 19-20, 2017.

• Attended and facilitated the handholdingand networking sessions during theMillennium Alliance (MA) ConsultationWorkshop held at Imphal on February 8,2017.

• Represented CEE North East, along withMs. Himashree Bhattacharyya, as a finalistfor the MANTHAN Awards held atSurajkund Ground, Faridabad, Haryana onFebruary 25, 2017.

• Coordinated pre-Earth Day campaign inassociation with the North East DiocesanSocial Service Society (NEDSSS). He alsocoordinated the ‘Round Table Conferenceon Environment Education in India’ inGuwahati and Imphal along with NEDSSS.

Mubashir Sultan Zargar

• Participated in the First Asian Regionplanning meeting on January 18-21, 2017at Kuala Lumpur, Republic of Malaysia,held under the project ‘ReorientingEducation and Training Systems toImprove the Lives of Indigenous andMarginalised Youth’ of the UNESCO Chairin ESD at York University, Toronto,Canada.

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CEE Governing Council

Centre for Environment EducationAhmedabad

LIST OF MEMBERS OF GOVERNINGCOUNCIL:

Shri Ashok Khosla

Chairman

Development Alternatives

B-32, TARA Crescent,

Qutub Institutional Area

New Delhi 110 016

MembersNominees of the Ministry ofEnvironment, Forest & ClimateChange, Govt. of India

Shri Ajay Narayan Jha, IAS

Secretary

Government of India

Ministry of Environment, Forest & ClimateChange

“Indira Paryavaran Bhawan”

Jor Bagh Road

New Delhi 110 003

Shri P.K. Dash, IRS

Additional Secretary &Financial Advisor

Government of India

Ministry of Environment, Forest & ClimateChange

“Indira Paryavaran Bhawan”

Jor Bagh Road

New Delhi 110 003

Representatives of the NehruFoundation for Development,Ahmedabad 380 054

Ms. Indu Capoor

Director,

Centre for Health Education, Training andNutrition Awareness, Outreach (CHETNA -O)

B-Block, 3rd Floor, Supath-II,

Opp. Vadaj Bus Terminus,

Ashram Road, Vadaj,

Ahmedabad 380 013

Representative of the KarmakshetraEducational Foundation,Ahmedabad 380 014Dr. (Ms.) Mallika V. Sarabhai

Trustee, Karmakshetra EducationFoundation (KEF) and

Hon. Director

Darpana Academy of Performing Arts

Usmanpura

Ahmedabad 380 014

Nominee of the Department of Forest andEnvironment, Govt. of Gujarat

Shri Arvind Agarwal, IAS

Additional Chief Secretary

Govt. of Gujarat

Forest & Environment Dept.

Sardar Patel Bhawan

Block No. 14, 8th Floor

New Sachivalaya

Gandhinagar 382 010

172

Eminent persons in the fields ofEnvironment, Education,Communication and ManagementShri Ashoke Chatterjee

B-1-002 Rushin Tower

B/h Someshwar 2

Satellite Road

Ahmedabad 380 015

Shri Prasad R. Menon

Independent Director-Axis Bank Ltd.

Srishti, 264 A MLA Colony

Road no 12, Banjara Hills

Hyderabad 500 034

Shri S.K. Mukherjee

269, Sewalakalan (Majra)

47, Lane 5

Ashwani Enclave

Dehradun

Uttarakhand 248171

Prof. M.K. Prasad

No. 62 “Perumana”

5th Cross Road

Girinagar

Cochin 682 020

Dr. (Ms.) Shobita Punja

J-231 F/F, Saket

New Delhi 110 0017

Ms. Kalpana Sharma

Independent Journalist/Columnist

11 D Malabar Apartments

Off Nepean Road

Mumbai 400 036.

Dr. (Ms.) Mahfuza Rahman

No.202 Amity Apartment

S.K. Bhuyan Road

Dighalipukhuri

East Guwahati 781 001

Prof. Peter Ronald Desouza

Centre for the Study of Developing Societies

29, Rajpur Road

Delhi 110054

Dr. Bharat Patel

Samved Orthopaedic Hospital3rd Floor, Near Sopan Flats

On Stadium Circle to Commerce College SixRoadsNavrangpura

Ahmedabad - 380 009

Ex-officio members from associateinstitutions of NFD, AhmedabadShri Dilip Surkar

Director

Vikram Sarabhai Centre for DevelopmentInteraction (VIKSAT)

Thaltej Tekra

Ahmedabad 380 054

Ms. Pallavi Patel

Director

Centre for Health Education, Training andNutrition Awareness (CHETNA)

B-Block, 3rd Floor, Supath-II,

Opp: Vadaj Bus Terminus,

Ashram Road, Vadaj,

173

Ahmedabad 380 013

Shri Dilip Surkar

Executive Director

Vikram A. Sarabhai Community ScienceCentre (VASCSC)

Navrangpura

Ahmedabad 380 009

Shri Kartikeya V. Sarabhai

Director

Centre for Environment Education

Ahmedabad 380 054

T.K. Balappan

Secretary

Nehru Foundation for Development

Ahmedabad 380 054

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CEE Offices Address List

Head Office

Centre for Environment Education

Nehru Foundation for DevelopmentThaltej Tekra, Ahmedabad 380 054GujaratTel: 079-26858002-8005Fax: 079-26858010E-mail: cee@ceeindia.org

Regional Cells

CEE Central

1 & 2 Pinewood Apartment

S. No. 233/1/2, Vidhate Colony

Ambedkar Chowk, Near Aundh TelephoneExchange

Dnyaneshwar Murkute Path

Aundh

Pune 411 067

Maharashtra

Phone:020-27298860/1/2

Telefax:020-27298860

E-mail:ceecentral@ceeindia.org

CEE East

Plot No. – 2189, 1st Floor, BJB Nagar

Near Baragada Haat

Bhubaneswar – 751014

Odisha

Telefax: 0674-2310344

E-mail: ceeeast@ceeindia.org

CEE North

House No. 83Bal Vihar ColonyFaridi NagarPicnic Spot RoadLucknow 226 015

Uttar Pradesh

E-mail: ceenorth@ceeindia.org

CEE North: Telefax: 0522-2716570

CEE North East

K.K. Bhatta Road, Chenikuthi

Guwahati 781 003

Assam

Tel:0361-2667382

Fax:0361-2665914

E-mail:ceenortheast@ceeindia.org

CEE South Campus

No. 76/8 Jarakabande Kaval

Suberdarpalya, Attur (Post)

Yelahanka

Bangalore 560 064

Karnataka

E-mail: ceesouth@ceeindia.org

175

CEE West

Centre for Environment Education

Nehru Foundation for Development

Thaltej Tekra

Ahmedabad 380 054

Gujarat

Tel: 079-26858002-8009

Fax: 079-26858010

E-mail: ceewest@ceeindia.org

State Offices

CEE Andhra Pradesh/Telangana

Door No.1- 8-505/11/1,

Ground floor, Prakasham Nagar,

Nr. Sub-Registrar Office Begumpet,

Hyderabad 500016

Tel. No : 040 27762680

Fax. No.040 27762679E-mail: ceeandhrapradesh@ceeindia.org

E-mail:ceetelangana@ceeindia.org

CEE Chhattisgarh

D/6, Shri Ram Tower,

Tatibandh

Raipur 492099

Chhattisgarh

Ph. No. 0771-2572948

Email: ceechhattisgarh@ceeindia.org

CEE Delhi

C-40, Ground Floor

South Extension Part 2

New Delhi – 110 049

Tel: 011-26262878, 26262880.

Email: ceedelhi@ceeindia.org

CEE Goa

C/o. Old SCERT buildingAlto Porvorim, Bardez

Goa 403521

Telfax: 0832-2416164

E-mail: ceegoa@ceeindia.org

CEE Karnataka

No. 76/8 Jarakabande Kaval

Suberdarpalya, Attur (Post)

Yelahanka

Bangalore 560 064

Karnataka

Tel:080-65325788

E-mail: ceekarnataka@ceeindia.org

CEE Odisha

Plot No- 694,

At- Raghunath Nagar (Suka Vihar),

Near Jadupur Masjid,

Po- Dumduma H.B. Colony,

Bhubaneswar- 751019.

Mob- 7008381393

176

CEE Tamil Nadu

# 58, Teacher’s Colony

Kamaraj Avenue

Adyar

Chennai 600020

Tamil Nadu

Tel:044 43565292

E-mail:ceetamilnadu@ceeindia.org

CEE Maharashtra

1 & 2 Pinewood Apartment

S. No. 233/1/2, Vidhate Colony

Ambedkar Chowk, Near Aundh TelephoneExchange

Dnyaneshwar Murkute Path,

Aundh

Pune 411 067

Phone:020-27298860/1/2

Telefax:020-27298860

E-mail:ceecentral@ceeindia.org

Field/Project OfficesCEE Himalaya

House No. 83, Bal Vihar

Faridi Nagar

Lucknow 226 015

Uttar Pradesh

Tele/Fax: +91-522-2356911 Mobile:+919415104125

E-mail: ceehimalaya@ceeindia.org

CEE Western Himalaya

Institute of Professional Studies

Kaman Market, Near Hotel Shahee Sakoon

Baramulla 193 101

Jammu & Kashmir

Phone: +91-9419597983, +91-9415104125

E-mail: ceehimalaya@ceeindia.org

CEE Central Himalaya

Ladari, Joshiyara

Near Vikas Bhawan

Uttarkashi 249 193

Uttarakhand

Phone: +91-9927585778, +91-8650769406

E-mail: ceehimalaya@ceeindia.org

CEE Eastern Himalaya

A-1 Quarter, Behind Congress Bhawan

Jeevanthing Marg, Development Area

Gangtok 737 101

Sikkim

Phone: +91-8348165399, +91-9435105805

E-mail: ceehimalaya@ceeindia.org

177

CEE Kalaburagi

H. No 1-1166/3 A Aiwan-E-Shahi

Opposite to Dr. B G Jawali Residence

Near BSNL Telephone Exchange Office

Railway Station Road

Kalaburagi 585102

Karnataka.Tel:08472-255273.

Fax:08472-255040/255095.

E-mail: ceegulbarga@ceeindia.org

CEE Halvad

Kidi-Ingorala Village Road

Near Khetavav Water Supply Scheme

Nava Ghanshyamgadh 363 330

Taluka-Halvad

District-Surendranagar

Gujarat

Tel. 02758 - 291336

Email: ceehalvad@ceeindia.org

CEE Charadva

AT/Post: Charadva

Taluka: Halvad

Dist: Morbi

Pin Code:363330

Gujarat

E-mail ID:ceehalvad@ceeindia.org

CEE Jasdan

Near Maheshwar Oil Mill

Station Road

Jasdan

Dist. Rajkot 360 050

Gujarat

Tel:02821-220469

E-mail:ceejasdan@ceeindia.org

CEE Khadir

Ram Krushnadev Vidya Sankul

At: Ratanpar (Khadir), Ta: Bhachau -370165

Dist: Kutch, Gujarat

E-mail: ceekhadir@ceeindia.org

CEE Hazira

Bunglow No: 70 A

Om Sai Residency

Nr. Sanjivni School

At. post: Damka, Ta: Choryasi

Dist: Surat- 394510

Gujarat

E-mail: premji.valsur@ceeindia.org

CEE Jaipur

73/86, Paramhans Marg

Near K.V. No. 5, MansarovarJaipur - 302 020

RajasthanTel: 0141-2781989

E-mail: ceejaipur@ceeindia.org.

178

CEE Khambhaliya

Bunglow– Mithoi Patiya,

Jamnagar – Khambhaliya Highway, Mithoi

Dist: Jamnagar

CEE Mundra

Flat no: 103, C-6, Ramdevnagar

Opp.Old Petrol Pump,

Mundra-Baroi Road,

Mundra 370 421

Gujarat

Contact Person: Anita Parihar

Contact No. 8980016286

E-mail: anita.parihar@ceeindia.org

CEE Kolkata

Flat No: C-2, II Floor

“TILOTTAMA”

Premises No: P- 21

Senhati Co-Operative Colony

Behala Kolkata – 700 034

West Bengal

Telefax: 033-24033842

E-mail: ceekolkata@ceeindia.org

CEE Varanasi

Mr. Mayank Verma

K 66/1-Q-3, Narharpura,

Varanasi,

Pin Code- 221001

Mobile: 07037205361

DéCee

CEE’s Information Facilitation Centre

Nehru Foundation for Development

Thaltej Tekra, Ahmedabad 380 054

Gujarat

Tel: 079-26858002-8009, 26844872

Fax: 079-26858010

E-mail: decee@ceeindia.org

Nature Discovery & CampsiteOffices

Sundarvan

S.M. Road

Jodhpur Tekra

Ahmedabad 380 015

Gujarat

Tel:079-26923148/26921838

Mobile: 09408872745

E-mail : sundarvan@ceeindia.org

Sundarvan Bakore

Taluka : Bakore

Dist : Mahisagar

Gujarat

Mobile : 09974839900 & 09426487261

Email : sundarvan.camps@ceeindia.org

179

Sundarvan

Beyt Dwarka

Via Okha Port

Dev Bhumi Dwarka

Pin 361 330

Gujarat

Mobile: 09426487261

International Offices

CEE Australia

PO Box 497

Auburn NSW 1835

Australia

Tel: : +612 9416 0432

E-mail:ceeaustralia@ceeindia.org

180

CEE Thrust Areas1. Education for Children

2. Higher Education

3. Education for Youth

4. Sustainable Rural Development

5. Facilitating NGOs and Community Initiatives

6. Drinking Water and Sanitation

7. Education for Biodiversity Conservation and experiencing Nature

8. Interpretation

9. Urban Programmes

10. Waste Management

11. Sustainable Business and Climate Change

12. Eco System based Campaigns for Rivers, Mountains and Marine

13. Disaster Risk Reduction

14. Decision and Policy Makers

15. International Collaboration

16. Research in EE and ESD

181

CEE Websites

About CEE www.ceeindia.org

For Youth www.sayen.org

A Nature Discovery Centre www.sundarvan.org

ENVIS Centre on EE and ESD www.ceeenvis.nic.org

Archival for Green teacher on EE www.greenteacher.org

For EE Materials www.edutechindia.org

UNDP GEF Small Grants Programme www.sgpindia.org

Biomedical Waste Management www.bmwmindia.org

Documenting efforts to Conserve India's Living Traditions www.paramparaproject.org

Paryavaran Mitra Programme, one of the largest

sustainability and Climate Change Education programmes

in the world www.paryavaranmitra.in

South and South East Asia Network for EE www.saseanee.org

Programme and activities of CEE Australia www.ceeaustralia.org

Eco School Programme www.ecoschools.org

Global Citizenship for Sustainability Marine www.ceegcs.com

Conservation of Biological Diversity www.educationcbd.org

Programme for children in schools www.ceekabiscope.org

Energy Efficiency Network www.eenetindia.org

Cool Calculator Together We Can www.coolcalculator.org

Urjachetana www.urjachetana.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 STATEMENTS2016–2017

A

B

SORAB S. ENGINEER & CO. (Regd.) 909, ATMA HouseChartered Accountants Opp. Old Reserve Bank of India

Ashram RoadAhmedabad-380 009

INDEPENDENT AUDITORS' REPORT

Report on the Financial Statements

We have audited the accompanying financial statements of NEHRU FOUNDATION FORDEVELOPMENT - CENTRE FOR ENVIRONMENT EDUCATION - AHMEDABAD ("Society")which comprise the Balance Sheet as at March 31, 2017, the Income and Expenditure Account forthe year then ended and summary of significant accounting policies and other explanatoryinformation.

Management's Responsibility for the Financial Statements

Management is responsible for the preparation of these financial statements that give a true andfair view of the financial position and financial performance of Society in accordance with theaccounting principles generally accepted in India, including the applicable Accounting Standards.This responsiblity also includes maintanance of adequate accounting records in accordance withthe provisions of the Act for safeguarding the assets of the Society and for preventing and detectingfrauds and other irregularities; selection and application of appropriate accounting policies;making judgements and estimates that are reasonable and prudent; and design, implementationand maintanance of adequate internal financial controls, that were operating effectively forensuring the accuracy and completeness of the accounting records, relevant to the preparation andpresentation of the financial statements that give a true and fair view and are free from materialmisstatement, whether due to fraud or error.

Auditor's Responsiblity

Our responsibility is to express an opinion on these financial statements based on our audit.

We conducted our audit in accordance with the Standards on Auditing issued by the Institute ofChartered Accountants of India. Those Standards require that we comply with ethical requirementsand plan and perform the audit to obtain reasonable assurance about whether the financialstatements are free from material misstatement.

An audit involves performing procedures to obtain audit evidence about the amounts anddisclosures in the financial statements. The procedures selected depend on the auditor’s judgement,including the assessment of the risks of material misstatement of the financial statements, whetherdue to fraud or error. In making those risk assessments, the auditor considers internal controlrelevant to Society’s preparation of the financial statements that give a true and fair view in orderto design audit procedures that are appropriate in the circumstances, but not for the purpose of

C

expressing an opinion on whether Society has in place an adequate internal financial controlssystem over financial reporting and the operating effectiveness of such controls. An audit alsoincludes evaluating the appropriateness of accounting policies used and the reasonableness of theaccounting estimates made by management, as well as evaluating the overall presentation of thefinancial statements.

We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basisfor our audit opinion.

Opinion

In our opinion and to the best of our information and according to the explanations given to us,the financial statements give a true and fair view in conformity with the accounting principlesgenerally accepted in India of the state of affairs of Society as at 31st March, 2017 and its surplusfor the year ended on that date.

For Sorab S. Engineer & Co.FirmRegistration No.110417WChartered Accountants

CA Chokshi Shreyas B.PartnerMembership No. 100892Ahmedabad

September 23rd, 2017

D

Receipts and Payments Account for the year ending on 31st March 2017.

RECEIPTS Rs. Rs.

OPENING CASH AND BANK BALANCES 80106249

GRANT FROM MINISTRY OF ENVIRONMENT &FOREST, GOVERNMENT OF INDIA, NEW DELHIGrant received during the year:For Infrastructure Development & Augmentation 0For Recurring expenditure 92050000Total Grants received from MoEF&CC 92050000Add: Sale proceeds of old assets disposed off 0 92050000

PROJECTS AND PROGRAMMESOut of Grant from Ministry of Environment & Forest,Government of India, New Delhi. 9972025

Out of Grant from Locally Funded/Foreign Funded andOwn Programme

Sponsored Projects/Programmes 167788588Out of Foreign Contributions 54164157Own Programmes 14741522 236694267

OTHER RECEIPTSInterest on Bank Accounts (Net) 1977682Misc Income 4039007Services & Products 3877758Royalty and Infrastructure Receipts 9973317Donation 635100Consultancy, Overhead recoveries & Reimbursements. 52132757Change in balance of suppliers & others 4444332Recovery against Loan to staff 136760Receivable on sale of Products/Services 1622463Project expenses recovered 735205Grant Recevivable 18157863Change in balance of Advances and Others 3662253 101394497

Total Rs..... 520217038

D. N. Surati Kartikeya V. SarabhaiChief Accounts Officer Director

Date: 23rd September 2017 Date: 23rd September 2017

E

PAYMENTS Rs. Rs.

MOVABLE & IMMOVABLE PROPERTIES

Acquired during the year out of Grant from Ministry ofEnvironment & Forest, Government of India, New DelhiImmovable Properties 0Movable Properties 0 0

Acquired during the year out of own Income & Project GrantImmovable Properties 3751366Movable Properties 3372933 7124299

PROJECTS AND PROGRAMMESOut of Grant from Ministry of Environment & Forest,Government of India, New Delhi.Projects and Programmes 9751775 9751775

Out of Grant from Locally Funded/Foreign Funded andOwn ProgrammeOwn Activity / Own Project & Programmes 30194836Locally Funded 166543483Foreign Contributions 53580749 250319068

ESTABLISHMENT AND OTHER OFFICE EXPSSalaries 122165409Other Administrative Expenses 23544440Travel 1336065Honorarium to Consultants 84232Micro Processor Maintenance 819120 147949266

Other PaymentsChange in balance of Project Program grants 36222770Change in Amount payble to NGO (Net) 54397Tax Deducted @ Source (Net) 1297237Security Deposit (Net) 521382 38095786BANK OVERDRAFTBank Overdraft from IOB repaid 4260114Less: Bank Overdraft from SBI received -502386 3757728

CLOSING CASH AND BANK BALANCES 63219116

Total Rs..... 520217038

Receipts and Payments Account for the year ending on 31st March 2017.

We have examined and found correct the above accountas per the books of account, vouchers etc. producedbefore us and as per the information and explanationsgiven to us.

As per our report of Even DateFor Sorab S. Engineer & Co.Chartered AccountantsF.R.No.110417WCA Chokshi Shreyas B.PartnerMembership No. 100892

Date: 23rd September 2017

F

31-03-2016 FUNDS & LIABILITIES 31-03-2017Rs. Rs. Rs. Rs.

CORPUS FUND1288000 Balance as per last Balance Sheet 1288000

OTHER EARMARKED FUNDSDepreciation Fund

16900159 Balance as per last Balance Sheet 184307411530582 Addition during the year 1663338

18430741 20094079

Any Other Fund:136010080 Balance as per last Balance Sheet 152385145

11010019 Addition during the year 75389255913196 Add: Transferred from Income & 7475536

Expenditure A/c for Infra.Deve. Fund152933295 167399606

Less: Fund reduced by the cost of Assetswritten off/disposed off/transferred

548150 during the year 3788213 163611393152385145 163611393

GRANT BALANCES:

Ministry of Environment & Forest,Government of India, New Delhi.

1637026 Balance as per last Balance Sheet 773454114972000 Grant for recurring expenditure 105450000

credited during the year116609026 106223454

114972000 Less: Amount of grant transferred to 105450000Income & Expenditure account to meetthe recurring expenditure incurred duringthe year

863572 Less: Amount of grant transferred to 316012Income & Expenditure account to meetthe renovation expenditure incurred forSundarvan

773454 105766012 457442 457442

76880211 Projects, Programmes, Workshops, Seminars etc., 50073919

Balance Sheet as at 31st March 2017.

G

31-03-2016 ASSETS 31-03-2017Rs. Rs. Rs. Rs.

MOVABLE AND IMMOVABLE PROPERTIES:Immovable Properties (At cost)Buildings:

49860235 Balance as per Last Balance Sheet 537840103923775 Addition during the year 3751366

53784010 57535376

Movable Properties (At cost)Office equipments, Vehicles, Library Books etc.,

71566690 Balance as per last Balance Sheet 757032844684744 Addition during the year 3593183

76251434 79296467Less: Written off/Disposed off/

548150 transferred during the year 378821375703284 75508254

129487294 1330436301642834 Vehicles on loan from Dy. Collector, 1642834

Gulbarga for CHAMP ProjectLess: Liability for vehicle-Dy. Collector,

1642834 Gulbarga for CHAMP Proj. 16428340 0

DEPOSITS3764617 For Services, Rent Projects etc., 4125999

LOANS:582870 To Staff & Others 446110

ADVANCES:1389116 To Staff (One year old Rs. 3,67,461/-, Previous 1339857

year Rs.3,25,754/-)1478322 To NGOs, (One year old Rs. 5,10,800/-, Previous 2193912

year Rs. 1,44,705/-)3689700 To Suppliers and Contractors for 6120579

Projects expenses (One year old Rs. 12,44,535/-,Previous year Rs. 3,64,265/-)

14472842 To Others (One year old Rs. 49,41,381/-, 8428968Previous year Rs. 48,58,710/-)

21029980 18083316

8922478 Income Tax deducted at source (TDS) receivable 10219715(One year old Rs. 66,25,148/-, Previous yearRs. 47,63,455/-)

Balance Sheet as at 31st March 2017.

H

Balance Sheet as at 31st March, 2017.

31-03-2016 FUNDS & LIABILITIES 31-03-2017Rs. Rs. Rs. Rs.

Bank Overdraft (Secured against pledgeof FDR as Collateral Security)

5937201 Indian Overseas Bank, Thaltej Branch 16770870 State Bank of India Satellite branch 502386

5937201 2179473

LIABILITIES29150100 For Expenses 40993855

634078 For Security Deposits 474078265400 Amount payable to NGOs 926593

27155536 For Others 1975611357205114 62150639

INCOME & EXPENDITURE ACCOUNT(11636348) Balance as per last balance sheet 111736612753715 Add: Excess of Income over Expenditure transferred

from Income & Expenditure Account for current year 4273011117367 1544667

314017233 TOTAL 301399612

Notes on Accounts as per Schedule “B”

The above Balance Sheet to the best of our belief contains a true account of the fundsand liabilities and of the property and assets of the Society.

D. N. Surati Kartikeya V. SarabhaiChief Accounts Officer Director

Date: 23rd September 2017 Date: 23rd September 2017

I

As per our report of Even Date

For Sorab S. Engineer & Co.Chartered AccountantsF.R.No.110417W

CA Chokshi Shreyas B.PartnerMembership No. 100892

Date: 23rd September 2017

31-03-2016 ASSETS 31-03-2017Rs. Rs. Rs. Rs.

AMOUNT DUE/RECEIVABLE34813180 For Projects, Programmes, Workshops, Seminars etc. 4422965825478100 Grant receivable (since received) 20720237

288514 Interest Accrued on FDR 1255481981547 Project Expenses Recoverable 12463427562404 Receivable on Sale of Products and Services etc. 5939941

(One year old Rs. 1556203/-, Previous year Rs. 805753/-)70123745 72261726

CASH AND BANK BALANCES80106249 As per Schedule “A” 63219116

314017233 TOTAL 301399612

Balance Sheet as at 31st March 2017.

J

Income and Expenditure Account for the year ending on 31st March 2017.

2015-16 2016-17Rs. EXPENDITURE Rs. Rs.

EXPENDITURE ON OBJECTS OF THE SOCIETYOn Programmes and Projects (Own activityas well as sponsored by Governmental andNon-governmental organisations)

63585404 Own Activities 30194836223437985 Out of Local Funding 176295258

34067586 Out of Foreign Contribution 53580749321090975 260070843

ESTABLISHMENT EXPENSESSalary:

131950028 Staff Salaries 12716539712 Remuneration to the Office Bearers 12

131950040 127165409

25629842 Administrative and other Expenses 25563120

Professional Fees:104248 Legal Fees 102737115000 Audit Fees 118000

25849090 25783857

1530582 DEPRECIATION 1663338

AMOUNT TRANSFERRED TO RESERVE ORSPECIFIC FUND :

5913196 Earmarked for Immovable/Movable Properties 50755360 Earmarked for Gratuity 2400000

12753714 Excess of Income over Expenditure carried over to 427301Balance Sheet

499087597 TOTAL 422586284

Notes on Accounts as per Schedule “B“

D. N. Surati Kartikeya V. SarabhaiChief Accounts Officer Director

Date: 23rd September 2017 Date: 23rd September 2017

K

2015-16 2016-17Rs. INCOME Rs. Rs.

INTEREST EARNED:

2167448 On Savings Bank Accounts and Term Deposits 1834228with Nationalised and Scheduled Banks

779841 Other Interest 2122122947289 2046440

Less: Interest allocated to Special Funds and491372 Projects 501636

2455917 1544804

16132983 OWN PROJECTS & PROGRAMMES 14710456

AMOUNT TRANSFERRED FROM:Grant from Ministry of Environment, Forests &Climate Change Government of India, New Delhi

114972000 to meet the recurring expenditure 105450000

Grant from Ministry of Environment, Forests & ,Climate Change, Government of India, New Delhi,

863572 to meet the infrastructure development expenditure 316012

Grants from GO/NGOs for sponsored Projects and257505571 Programmes 229876007373341143 335642019

OTHER INCOME:593900 Donation 635100

36539283 Sale of Educational Material & EE Products 39088243356172 Fees, Royalties & Other Contributions 9973317

64002160 Recoveries/Reimb. of Exps.from Project/programmes 521327572666039 Miscellaneous Income including sale proceeds of 4039007

Assets107157554 70689005

499087597 TOTAL 422586284

Income and Expenditure Account for the year ending on 31st March 2017.

As per our report of Even Date

For Sorab S. Engineer & Co.Chartered AccountantsF.R.No.110417W

CA Chokshi Shreyas B.PartnerMembership No. 100892

Date: 23rd September 2017

L

Total Sr. CASH AND BANK BALANCES31-3-16 No.

A. CURRENT ACCOUNTS

In the name of Nehru Foundation for DevelopmentCentre for Environment Education with:

CEE-CORE CEE-FC TOTAL& Projects Projects 31-3-17

Schedule ‘A’ attached to and Forming Part of the Balance Sheet as at 31st March 2017

181692 1 ICICI Bank Ltd. Drive-in Road Br, Ahmedabad 234119 - 234119 2567545 2 ICICI Bank Ltd. Pune 2313397 - 23133972373913 3 ICICI Bank Ltd. Lucknow 193311 - 193311

89270 4 ICICI Bank Ltd. Bhubneshwar 27663 - 27663324301 5 ICICI Bank Ltd. Delhi 269688 - 26968814227 6 ICICI Bank Ltd. Guwhati 812047 - 812047

4540 7 ICICI Bank Ltd. Coimbatore 9730 - 973082539 8 ICICI Bank Ltd. Hyderabad 36739 - 36739

355709 9 ICICI Bank Ltd. Bangalore 147559 - 14755930000 10 ICICI Bank Ltd. Goa-Panaji 103141 - 10314193756 11 CBI, S.M.Road Branch, Ahmedabad. 72098 - 72098

4002446 12 BOI,- Gulbarga (CHAMP) 47433 - 474330 13 BOI,- Gulbarga (CHAMP) A/c 406 2405117 - 2405117

10119938 Sub-total "A" Rs........ 6672041 6672041

B. SAVINGS BANK ACCOUNTSIn the name of Nehru Foundation for Development-Centre for Environment Education with:

68448 1 BOI, Basaveswaranagar Branch, Bangalore.(A/c 6056) 71235 - 71235215662 2 BOI, Cantonment Branch, Bangalore.(A/c 8435) 29577 - 29577111239 3 BOI, Gulbarga 115769 - 115769

1859211 4 SBI, Satellite Road Branch, Ahmedabad-Core 118446 - 118446203942 5 SBI, Satellite Road Branch, Ahmedabad-Projects 853923 - 85392337801 6 SBI, Satellite Road Branch, Ahmedabad-SDF 39724 - 39724

378933 7 SBI, Satellite Road Branch, Ahmedabad-SWF 516346 - 516346821419 8 SBI, Satellite Road Branch, Ahmedabad-CAPART 161439 - 161439

0 9 SBI, Lucknow Branch 1293437 - 1293437677670 10 HDFC, Drive in Road Branch, Ahmedabad 1842238 - 184223837704 11 Corporation Bank, Virajpet Branch, Virajpet. 37704 - 3770430764 12 SBI, Dharampur Branch 30764 - 30764

63 13 ICICI Bank Ltd. - name of CEE-ICEF Project Account, Delhi 67 - 67 76793 14 ICICI Bank Ltd. - DEL-RHSDP Project 79740 - 7974078034 15 ICICI Bank Ltd. - Guwahati 358939 - 35893916637 16 ICICI Bank Ltd. Drive-in Road Br, Ahmedabad( CMU & Zoo) 82468 - 82468

559906 17 ICICI Bank Ltd. Drive-in Road Br, Ahmedabad( Do Future) 217612 - 2176122457253 18 ICICI Bank Ltd. Drive-in Road Br, Ahmedabad ( Industry) 1234202 - 12342021303821 19 ICICI Bank Ltd. Drive-in Road Br, Ahmedabad ( NCB) 180894 - 180894

981778 20 ICICI Bank Ltd. Drive-in Road Br, Ahmedabad ( RPG & West) 2301615 - 23016151638256 21 ICICI Bank Ltd. Drive-in Road Br, Ahmedabad ( Studio) 205813 - 2058131388416 22 ICICI Bank Ltd. Drive-in Road Br, Ahmedabad (YEN & PM) 547583 - 547583

27759 23 ICICI Bank Ltd. Drive-in Road Br, Ahmedabad (WARM) 171658 - 17165843424 24 ICICI Bank Ltd. Drive-in Road Br, Ahmedabad (Society) 44174 - 44174

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Schedule ‘A’ attached to and Forming Part of the Balance Sheet as at 31st March 2017

Total Sr. CASH AND BANK BALANCES31-3-16 No.

CEE-CORE CEE-FC TOTAL& Projects Projects 31-3-17

D. N. Surati Kartikeya V. SarabhaiChief Accounts Officer Director

Date: 23rd September 2017 Date: 23rd September 2017

As per our report of Even Date

For Sorab S. Engineer & Co.Chartered AccountantsF.R.No.110417W

CA Chokshi Shreyas B.PartnerMembership No. 100892`Date: 23rd September 2017

3953087 25 ICICI Bank Ltd. Pune 1093100 - 1093100 415057 26 HDFC Bank Ltd. - Srinagar Branch 27017 - 27017

27042085 27 HDFC Bank Ltd. - Delhi Branch 5873422 - 58734224130498 28 SBI, ESS Project 5776623 - 5776623

9162 29 SBI, WG Project 22608 - 226081450353 30 ICICI Bank Ltd. Delhi(CSR a/c) 888706 - 8887061830298 31 SBI, Bangalore Branch 523707 - 523707

0 32 Kotak mahindra Bank Nfd Cee A/C Camps 201362 - 2013620 33 Kotak mahindra Bank Nfd Cee A/C West 1031977 - 10319770 34 Kotak mahindra Bank Nfd Cee A/C Gulbarga 2849511 - 2849511

In the name of Centre for Environment EducationA/c. Foreign Contribution with:

5498355 1 Indian Overseas Bank, Thaltej Branch, Ahmedabad 8220684 8220684630577 2 SBI, Satellite Road Branch, Ahmedabad-R T T 3467407 3467407

57974403 Sub-total "B" Rs........ 28823398 11688091 40511489

C. FIXED/SHORT TERM DEPOSIT ACCOUNTIn Term Deposit Account in the name of Centre forEnvironment Education with:

356798 1 SBI, Satellite Road Branch, Ahmedabad 8137116 - 81371160 2 IOB, Thaltej Branch, Ahmedabad 5000000 - 50000000 3 ICICI Bank, Aundh Branch, Pune 1237282 - 1237282

300000 4 BOI, Gulbarga, South 300000 - 300000In Term Deposit Account in the name of Centre for EnvironmentEducation A/c.Foreign Contribution Fund with:

7600000 1 Indian Overseas Bank, Thaltej Branch, Ahmedabad 0 - 03096167 2 State Bank of India, Satellite Road Br. Ahmedabad 0 - 0

11352965 Sub-total "C" Rs........ 14674398 - 14674398

658943 D. CHEQUES ON HAND 1361189 - 1361189- E. CASH ON HAND - - -

80106249 TOTAL "A" TO "E" Rs........ 51531025 11688091 63219116

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Schedule “B”

Notes Attached to and forming part of the Accounts for the Year 2016-17

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-Governmentalagencies for projects and programmes activities are shown under the head“Advances to NGOs and Others for Project expenses” and the same will beadjusted in the books on receipt of the statements of accounts from respectiveagencies.

b. In respect of insurance premium, rent and annual maintenance contracts, entryfor expenses paid in advance is made whereas such other expenses areaccounted for as and when 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 areaccounted for as and when bills for respective expenses are submitted byconcerned employees.

1.2 Use of EstimatesThe preparation of financial statements in conformity with Generally AcceptedAccounting Principles in India requires management to make estimates and assump-tions that affect the reported amount of assets and liabilities and disclosure ofcontingent liabilities on the date of the financial statements. Actual results may differfrom those estimates. Any revision to accounting estimates is recognized prospec-tively in current and future.

1.3 Fixed AssetsFixed 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 year2003-04 based on the directions given by the Centre’s Finance Committee based onthe recommendation of Indian Audit & Accounts.

Depreciation is calculated on Straight Line method on Society’s Own Assets andAssets acquired out of MoEF Grant except on Building. The depreciation is accumu-lated under the head Depreciation Fund.

O

Asset Rate (%)

Furniture and Equipment 10.00

Computer & Peripherals 20.00

Vehicle 20.00

Library Books 10.00

Depreciation 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.

1.5 InvestmentLong term investments are carried at cost less any other than temporary diminutionin value, determined separately for each individual investment. Current investmentsare carried at lower of cost and fair value.

1.6 InventoriesInventories are valued at lower of Cost or net realizable value.

The consumable stores and spares are charged to expenses at the point of theirpurchases.

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, ifany, 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.

D. N. Surati Kartikeya V. SarabhaiChief Accounts Officer Director

Date: 23rd September 2017 Date: 23rd September 2017

For Sorab S. Engineer & Co.Chartered AccountantsF.R.No.110417W

CA Chokshi Shreyas B.PartnerMembership No. 100892

Date: 23rd September 2017