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Making Environmental Education Work

Making Environmental Education Work

An Analysis of Action in Performing Schools

Presented at 7th

World Environment Education Congress9thto 14thJune, Marrakech (Morocco)

Authors

Sharma Pramod Kumar, Programme Coordinator, Paryavaran Mitra programme,

Centre for Environment Education and PhD scholar at Calorx Teachers

University, Ahmedabad

Sinha Ritesh, Sr. Programme Manager, CSR&RR, ArcelorMittal India

Gregory Annie, Programme Officer, Paryavaran Mitra programme, Centre for

Environment Education, India


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Abstract

Making Environmental Education Work: An Analysis of Action in

Performing Schools

The Paryavaran Mitra (Friend of Environment) programme with an outreach of

219888 diverse schools in India. The programme offered in 15 languages, linked

to local curriculum and is implemented with 160 partners ranging from UN

agencies, education departments and grassroots organizations. It strengthens

the recent policy changes introduced, like compulsory EE, project based learning

and continuous and comprehensive evaluation. The paper shares the learning

outcomes and context of EE through analysis of 92 reports which were received

as nominations for the annual awards in October 2012.

Key words: - Project Based Learning, Policy, Partnerships, Learning Outcomes,

Resource Mobilization, Environmental Education in School.


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Acronyms

MoEF- Ministry of Environment and Forests

EE - Environmental Education

ESD - Education for Sustainable Development

CEE - Centre for Environment Education

GEF - Global Environment Facility

SGP - Small Grants Programme

PBL - Project Based Learning

RWH - Rain Water Harvesting


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Background

a. Context of EE/ESD in India

In India, historically and culturally, social values and attitudes have been to live in

harmony with the environment. The ancient writings reflect the recognition that all

life on the earth-human life included is intimately dependent on the quality of the

environment. These also talk of the human as a modest being in this larger

system, and the need and responsibility to protect it. The Indian constitution

captured much of these deep-rooted values and further strengthened them by

giving responsibility to its citizens to protect the environment. The constitution of

India enjoins the state to

"take measures to protect and improve the environment and to safeguard the

forests and wildlife of the country"(Article 48 -A).

It also makes it a

"Fundamental duty of every citizen to protect and improve the natural

environment including forest, lakes, rivers and wildlife and to have ecological

compassing for the living creatures" (Article 51 A (g)).

India is among the few countries in the world where teaching and learning ofEnvironmental Education is compulsory at all levels of formal education. This

was an outcome achieved in December 2010, when the Public Interest Litigation

(PIL), (Writ Petition (Civil) No. 860 of 1991) filed by Shri M C Mehta in 1991 in

Honorable Supreme Court for compulsory EE was deemed fully disposed off

based on the Affidavit (October 2007) submitted by National Council for

Education Research and Training (NCERT). This Affidavit is a key document

outlining the sequence of relevant events subsequent to the PIL up to proposal

for how Environmental Education (EE) may be transacted from Standard I to XII.

It was drafted after detailed discussions between Shri M C Mehta the

respondent, NCERT and the experts appointed by NCERT. The affidavit was in

response to matter pertaining to the Supreme Court order dated 2-11-1991 which

stated, We accept on principle that through the medium of education, awareness


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of the environment and its problem related to pollution should be taught as a

compulsory subject. In compliance of this, on 24-12-2003, the NCERT prepared

the model syllabus of environmental Education.

On 13th July 2004 the Supreme Court directed that the syllabus prepared by the

NCERT for Class I to XII shall be adopted by every state in their respective

schools. It further directed that NCERT be appointed as a nodal agency to

supervise the implementation of this Courts order. Compliance to Supreme

Court order is mandatory and desirable, and applies to all states and Union

Territories (in fact, it is one of the few things that apply to all education in India).

NCERT clarified that in order to have compliance; a separate subject is not a

necessity. It can be done through infusion, in science, social studies,

mathematics, language and other subjects, and/or through a separate subject. It

does however have to be part of the compulsory curriculum. Infusion was taken

to be a suitable approach as the subject of environment permeates all subjects

and requires lots of cross linkages. At the same time, EE requires that we pull

together knowledge and experiences from a very wide variety of situations and

subjects, to bear upon a single problem. In order to support effective infusion

there was a need to create the time and space for integration, and suitable

assessment systems. There were considerable deliberations on how infusion ofEE could be made effective and how it could be measured.

The decision on infusion approach was also an outcome of the nationwide

process setup by MHRD in 2004 towards the development of the national

curriculum framework. This included the setting-up of a national steering

committee and 21 national focused groups. One of these was a focused group

on Habitat and Learning. In substance and spirit, this group was to look into the

area of EE.

The group delineated the objective of EE as, The main focus of EE should be to

expose students to the real-life world, natural and social, in which they live; to

enable them to analyze, evaluate, and draw inferences about problems and

concerns related to the environment; to add, where possible, to our

understanding of environmental issues; and to promote positive environmental


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actions in order to facilitate the move towards sustainable development. To

achieve these goals, the curriculum may be based on:

Learning about the environment

Learning through the environment

Learning for the environment

The Group recommended a systematic infusion of components of EE into

the curricula of all disciplines while ensuring that adequate time is

earmarked for pertinent activities. It is in this context, that NCERT initiated in

2005 the process of development of the syllabus, and textbooks based on this for

all subjects for all the levels of school systems. As per NCF 2005 the NCERT has

recommended the following systems in the context of EE;

a. Classes I and II EE concerns are transacted through activities.

b. Classes III to V EE is being imparted through a subject namely EVS

(Environmental Studies)

c. Classes VI to X Follows infusion approach for EE. 10 percent of

assessment of grand total is based on EE.

d. Classes XI and XII Projects infusion in electives and General Studies. 50marks based on core syllabus and projects.

Project based learning has been recommended from class VI to XII.


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b. Paryavaran Mitra Programme

The Paryavaran Mitra programme is visualized with a vision to extend ESD

across the country and bring together the experience of more than 25 years of

CEEs working with the school systems and emerging needs of compulsory

environmental education. It is developing as the flagship school programme that

brings together experience in an activity based learning approach in ESD. The

introduction of compulsory environmental education at all level of formal

education in India with project based learning at its core offer a great opportunity

to collaborate with various stakeholders and support them.

The programme at national level is a partnership between Centre for

Environment Education, Union Ministry of Environment and Forests (MoEF) and

ArcelorMittal, India. The programme started in 2008 with the Pick Right

campaign when the World environment day (WED) theme of CO2 : Kick the

Habit was changed to CO2: Pick Right. The Pick Right Campaign generated

awareness on climate change issues and the right choices for sustainability and

demonstrated that such a programme could be undertaken at a scale that would

make a difference. By reaching out to 200000 schools it was arguably the largest

effort anywhere to introduce the concept of climate change and basic action forsustainability at the school level. The campaign kit was designed to generate

interest and curiosity in children and touched upon climate science as well looked

at simple actions one can take in the path to sustainability. The campaign was

conducted in 15 Indian languages. While the kit was distributed in 200000

schools, the trainings involved sensitizing master trainers and NGO personnel to

take the programme to schools. The project in the first phase created a network

that could be used to reach out to schools involving the joint efforts of the

National Green Corps network of MoEF, the GEF-SGP network and schools

directly in touch with CEE State offices.

The success of the campaign and the interest of partners led to the development

of the programme with a vision of developing a cadre of young champions of the


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environment and climate change. The Paryavaran Mitra meaning Friend of

Environmentwas thus conceptualized and built on the CEEs 25 years of

experience of developing and implementing school programmes. The

programme demonstrates transformative education for environmental leadership

for students through curriculum-linked activities and action projects for positive

change in behaviour and action, taken at individual, family, school and

community levels.

The programme launched on 24thJuly 2010 had following goals and objectives to

be achieved in a project mode by 2013:-

Goal

To create a network of 20 million young leaders, from schools across the country,

having awareness, knowledge, commitment and potential to meet the challenges

of environmental sustainability at their spheres of influence.

Objectives

1. To inculcate required attitude and values towards environmental

sustainability.

2. To prepare students to remain in society as environmentally responsible

citizen.

3. To build skills and understanding amongst students on environmental

sustainability through hands-on experience in their immediate

environment.4. To raise awareness and understanding of the issues relating to

environmental sustainability amongst teachers/educators/NGOs, and to

enable them to facilitate students to be a Paryavaran Mitra.

5. To provide schools with access to theme-based, customized material on

sustainability education.


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6. To create networks and platforms for sharing of knowledge and

experiences.

7. To develop and reinforce partnerships for maximization of impacts.

The journey so far (July 2010- May 2013)

The programme has so far been able to reach out to about 219, 888 schools in

India, and has created strong networks among schools which facilitate peer

learning and local problem solving. Opportunities are sought through innovative

partnerships to capacity build teachers and students in project based learning

and continued assistance is offered by CEE offices through direct contact and

campaigns and events to implement action projects, and demonstrate

educational and environmental Handprint1(a symbol of positive action towards

sustainability).

The key achievements till April 2013 are summarized in Table 1.

1The Paryavaran Mitra programme is centered on the concept of Handprint. Handprint is the

symbol, measure, and commitment of positive action towards sustainability. While the Footprint

is a measure of human pressure on earths resources, the Handprint is a measure of what we can

do individually, and together, to restore the balance between consumption and the planets

carrying capacity.


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Table 1: Summary of achievements till April 2013

Activity Achievement

Schools

enrolled/outreach

219,888 have received a educational materials

Orientation andtrainings

20843 teachers, 1000+ master trainers, 120 NGOs, and162,063 others (including students and general public)

165 partners

Govt: 53 (Pollution Control Boards, Educationdepartments etc)NGOs: 79 (Environmental NGOs, and trainingorganizations)

Partnerships

Others: 33 (Knowledge partners, UN bodies)

Material

Developments

A project guide : Explore, Discover, Think, Act booklet,

along posters on the five themes in 15 languagesdistributed to 219888 schools.Curriculum Teachers Handbook developed anddisseminated in English. Tans-adaptation is in process.

Events 5 International/National and 8 Regional and various stateand district level events for sharing & learning have beenoragnised.

Media Paryavaran Mitra website www.paryavaranmitra.in(128,621 visits since 24 July 2010), Facebook Profile andPageParyavaran Mitra explaining the details of the programme

developed and widely used across the country. Availablein Hindi and English on You Tube.DLA newspapaer covers the theme of the programmefortnightly. Extensive coverage of different events andcampaigns across the country.Film documenting on Young Leaders for Change availableon You tube.

Paryavaran Saathi 302 registration in a volunteer programme opportunity forhelping schools

Lead School 103 Model Schools registered till that mentors nearbyschools

Project recognized as one of the best practicesglobally by UNESCO in ESD and International BusinessLeaders Forum, London, 2012.

Highlighted in CSR Europe event, Brussels, 2010

Recognitions

Highlighted in Convention on Biodiversity, India,2012


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During the first three years of implementation the programme has been able to

establish itself as lead programme for Environmental Education and Education

for Sustainable Development. The programme as a network has generated lots

of interest amongst stakeholder to add value to their programmes in India.

Graph 1 shows the interest generated by the programme amongst stakeholders

when benchmarked with some similar programmes targeting students in schools

using Alexa website ranking.

Graph 1 : Benchmarking Paryavaran Mitra

Since its launch in 2010, there have been considerable learnings like, a demand

driven approach with tangible incentives works better than a supply based

strategy. Also the first phase has given us an insight into the need for

segmentation of target schools and differential approaches of engaging schools

based on the outcomes. One of the major learnings that have emerged from the

three years experience is that there is a need to have differentiated strategies for

optimizing results with strategic deployment of available resources human, fund

and material. It is equally important to have a critical mass of schools that can be

role models to other schools and create demand for quality EE/ESD. This calls

for actively identifying schools with motivated teachers and continuous

engagement with them through different means visits, phone, social media,

trainings, events etc.


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The programme from academic year 2013-14 encourages schools to qualitatively

enhance Project Based Learning (PBL) and share their experiences. The focus

now is to recognize exemplary work done through the Paryavaran Mitra Puraskar

(Paryavaran Mitra Awards). The annual award is presented to schools, teachers,

students, districts and states of India for efforts in environment education and

education for sustainable development through curricular classroom activities

and action projects. This strategy builds on the participation. Some states had

used as an integral part of their implementation during first 2 years and the same

was incorporated at national level in 2012.

c. Paryavaran Mitra Puraskar

The programme while rolled simultaneously across the country with more or less

similar resources had different level of enthusiasm and participation. From the

review of the experience it was emerging that an incentive is required to

encourage schools to share their work/reports and catalyze action.

A national award was announced that involved nominations form CEE teams

across the country. The nominations were sought in following categories:-

1. Best school

2. Best district

3. Best Student

Every state was asked to nominate maximum 10 schools and 2 districts. The

table 2 summarizes the nominations received. The best student was identified

from Young Leader for Change initiative2.

2Young Leader for Change is an initiative under the Paryavaran Mitra programme that involves the

students directly in action projects lead by them in their context. These students are mentored by a team at

CEE along with their teachers and parents for a period of 7-8 months.


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Table 2:

Region State/Union Territory (No. Districts) NominationsReceived

School DistrictSouth Andhra Pradesh, Karnataka, Kerala, Tamil

Nadu, Andaman & Nicobar Islands,Lakshdweep, Puducherry

13 7

West Gujarat, Rajasthan, Dadra & Nagar Haveli,Daman & Diu

9 4

NorthEast

Arunachal Pradesh, Assam, Manipur,Meghalaya, Mizoram, Nagaland, Sikkim,Tripura

18 0

North Uttar Pradesh, Bihar, Punjab & Chandigarh 3 1

East Jharkhand, Orissa, West Bengal 16 2

Himalaya Jammu & Kashmir, Uttarakhand, HimachalPradesh

10 1

Central Chattisgarh, Goa, Madhya Pradesh,Maharashtra

19 2

Delhi Delhi and Haryana 4 0

92 17

The nomination for the school category asked for the detailed report of the school

and a nomination form filled by CEE team managing the activities in the State.

This was in addition to the regular reports submitted by schools in a 2 pageformat/template as part of the regular reporting in the programme. The entire

process of announcement for nomination and finalization of winners was

completed in a period of 45 days. Sufficient time was not available for the

schools to initiate and complete a project and hence nominations were restricted

on the reports of the existing work being done. The criterion also was a limitation

for the CEE team nominating schools as this was the first time a tool was being

used to assess the school reports. We got a feedback that this made them

review their performance and capacity built them to assess the outcomes of

action projects being done by schools. 92 nominations were received for best

school awards with details filled by CEE staff on the following criterion:-

Innovativeness/creativity in the actions done by the school


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Involvement of the children

Activities done in Club or whole class/school

Scope of the action time, space, impact

Outreach to the community

Learning outcomes from the projects

Linkages to curriculum

Sustainability and replicability of action

Mobilization of Funds and other resources, information, etc.

Dissemination of the project impact

The nominations were reviewed by a committee and were clustered in 3

categories on following criterion:-

Category A-

1. Schools that have done action projects in all the five themes

2. Quality of action projects on the above criterion with at least 3 projects

having measurable impact

Category B

1. Schools that have action projects in 3 themes

2. Quality as per the nomination criterion.

3. Other themes covered as awareness activities

Category C

1. Less than 3 action projects and/or 3 themes covered

2. More or less activities related to raising awareness like debate, essays,

rallies around environmental days.


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Only the reports in category A were presented to the Jury for identifying the 3

best schools. Table 3 provides the details of no. of schools in each category from

different regions.

Table 3: Schools categorized on their performance

School

Region Total

Nominations

Category A Category B Category C

Urban Rural Urban Rural Urban Rural Urban Rural

South 2 11 2 9 0 2 0 0

West 7 2 2 0 4 1 1 1

North East 2 16 1 1 1 0 0 15

North 2 1 1 0 0 0 1 1

East 3 13 1 3 1 2 1 8

Himalaya 3 7 1 0 0 0 2 7

Central 9 10 2 0 2 7 5 3

Delhi 3 1 0 1 1 0 2 0

Total 31 61 10 14 9 12 12 35

The above nominations agree with our overall observations over the period of

two years of implementation of the programme.

1. Overall the rural schools have done better action projects as compared to

urban. The reason could be more number of rural schools as compared to

urban schools. Also, it could be a limitation of nominating team as they did

not have sufficient time. This will need further analysis.

2. The southern states have gone beyond the awareness generation

activities to involve students in action projects as compared to other

regions. The PBL has more depth as rural schools have done a better job


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as compared to urban schools. This aggress with our observation and

reviews during field visits, campaigns and other programme activities.

3. All the winners i.e. 3 Best schools were rural schools and the reason was

diversity of activities, better outreach and impacts had tangible benefits o

the stakeholders.

4. The range of activities being done by rural schools is wider as compared

to urban schools. Rural schools take up issues/problems they have in their

context and have more outreach to community. The analysis of activities

and their mode of involving students and outreach are summarized in Box

1 and Box 2.

Box 1 Types of Activities

Environmental Education Actions:

Urban Schools

Biodiversity and Greening: Plantation, bird nest installation, medicinal

plants and awareness rallies, bird enclosures facilitating observe bird

behaviour, rescuing strayed animals, monitoring sparrow nos. before andafter installation of nests and feeders, kitchen garden and produce used in

the hostel mess.

Energy: Audit, rally, signage around school for energy conservation,

Pollution Under Control tests for vehicles

Waste: Waste segregation, dust bins installation, best out of waste and

used in school, food wastage campaign, reduce water wastage, textbook

hand-down, Paper bags made and distributed among local small shops.

Water and Sanitation:Rain water harvesting, Clean up of drain

Culture: Street play, road show, safe festival,heritage walk, safe festival

drives, Talk to the principal on eco-friendly building design.

Rural School

Biodiversity and Greening:Plantation, medicinal and vegetable garden,


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Tree plantation to prevent soil erosion and changes in the river path, bird

observation and nesting building according to behaviour, study on the

impact of a mobile phone network tower on local biodiversity, live fencing

watered daily and maintained by students and teachers, Medicinal plants

project & seed bank (paddy), plant nursery, flora and fauna identification.

Energy:Energy Audit, CFL bulbs installation, electricity consumption

reduction, survey about cooking gas cylinders vs. solar energy use for

cooking, use of waste biomass on rural stoves,

Waste:Waste segregation, Waste recycling, composting, Nests making,

book bank to distribute old books to students, collection of waste from

temples, paper recycling.

Water and Sanitation:Water harvesting RWH, and waste water diversion

to plants, soak pits, reduce water pollution in village ponds, fixing leaking

taps.

Culture and Heritage:Eco friendly festivals, rallies on environment

themes, Elayonam(focusing exclusively on leaf vegetables and traditional

food items based on them), CurryKoottam (competition for womens self

help groups to prepare leaf based traditional food items), eco-friendly

festivals, drama team

Box 2 Mode of involving students and Outreach

Urban Schools

Most of the activities conducted by the school were also carried out in the

house holds of students. Most activities in Eco-Club mode and increased

awareness on issues for students.

All students involved in the eco-clubs in the school. The activities done in

the school are spread to the community in many innovative ways of

multiplying the messages; some messages include Energy conservation,

organic farming, safe and eco-friendly festivals.

Rural School


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All students involved in activities and take ownership to sustain projects.

Schools reach out to the community in that they raise awareness; ask for

ownership of projects and the village governance structures fund the

projects in the school. Teachers use the projects to teach and learn for

students and connect very well to the curriculum and thus students

connect everyday learning with real life issues in the village environment.

Whole school, projects carried out with the help local organizations by

means of both funding and continued support to sustain projects by

means of ownership. Teachers using the projects as live laboratories to

ground concepts in the outdoors. All messages are taken to the

community and get the support of local authorities.

d. Learning Outcomes

The reports and the nomination forms report range of learning outcomes from the

experiences schools had while doing the action projects. The 5 themes have

helped broaden the horizon of thinking and actions and this has been most

reported outcomes from programme partners and teachers. The teachers havereported that the students have now become more responsible towards

environment with evidence like, a group of people came to their school and were

littering so the students picked up the packets and threw it into the dustbin. The

increase in knowledge has helped with the eagerness and confidence to convey

the word to conserve to a wider audience.

The skill and knowledge of specific aspects have been highlighted more in

reports. Some illustrations of the comments are listed below,

the students are aware of the medicinal plants and what are the

uses.

students have generated more respect towards medicinal plants and

have considerable knowledge of those plants. Thus the traditional


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knowledge of using the plants directly for curing the sick people in

India will remain intact.

the students have full knowledge about the process of plantation and

its importance. Students decide where and what plant is to be planted

which shows the knowledge of the students regarding the environment.

students know how to collect the data and present it to the different

schools and how to measure impact.

students have also forced their parents to cultivate the paddies at

their home after the programme of paddy cultivation was undertaken

by the school.

there is an increased concern among the youth related to the

environment and the human beings around them.

the knowledge of students have increased on what are the different

ways in which water can be saved and they themselves find the way

out to save water.

their interest in the subject is also increasing. With interest, passion

also increase and hence the students are now passionate about the

conservation of environment and they think that now its their duty to

find innovative way to solve the issues regarding environment. students are demanding the CFl bulb at home.

students now anticipate and they themselves make a change in the

environment in which they are living.

action projects have drawn the interest amongst students to

observe their immediate environment. Students have started thinking

green by being conscious about judicious use of natural resources,

energy and water in specific.

The above statement in the reports, nominations and follow-up telephonic calls

shows that the schools are able to influence different domains of environmental

learning. An assessment of students learning outcomes would help to

understand the achievement in different domains and report. Box 1 clearly shows

that the rural schools work with wider range of issues and hence provide more


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opportunities for students engagement. An urban school seems to engage

students in a club mode as compared rural schools, where it is observed that the

entire school participates. Higher student strength in urban schools as compared

to rural schools could be a reason but needs more in depth research.

A committed and passionate teacher seems to be the key for such wonderful

work being done by the schools. Profiling these teachers would be an exciting

exercise, these usually are first to respond to any opportunity for engagement in

campaigns, events etc. organized under the programme. This could also have

facilitated their nomination. Language and internet connectivity is not a barrier as

a network of partners and CEE Offices are able to facilitate communication.

The Puraskar valued the process but also the impact being created in the

environmental issue.

e) Conclusion

The first Paryavaran Mitra Puraskar helped us get a better insight into the work

being done by the schools. It helped achieve the following outcomes:- A set of criterion applicable to assess the environmental education

at school level.

Capacity built the team at grassroots to communicate what we

want you to achieve under the programme.

Case studies that have helped schools to benchmark their work.

Gave us an clarity on capacity building needs in the Project Based

Learning.

Design the recognition based programme for 2013 that facilitates

Project Based Learning and motivates the schools to share their

work.


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In 2013 the focus is on creating more schools with better capacity to facilitate

learning outcomes through Project Based Learning.

Impact = Spread in terms of Numbers (Breadth)X Intensity of learning opportunities (Depth)

Based on the analysis and learnings, the Puraskar would be announced through

an event in June/July. Following categories and criterion for the awards are being

planned:-

1. Best State criterion could be no. of schools actively participating in the

programme, involvement of various stakeholders, contribution in terms of

various resources etc.

2. Best District (3) no. of school actively participating in the programme,

involvement of various stakeholders, events/programmes organized,

diversity and innovation in actions, no. of teachers trained in Paryavaran

Mitra methodology etc.

3. Best School (5) Internalization of Paryavaran Mitra methodology, range

of handprint activities of the school, involvement and role of students and

other stakeholders at school level, sustainability and impact of the

activities, linkages to the community etc.

4. Best teacher (10) Quality implementation of activity based pedagogy,

evidence of the learning outcomes, leadership in involving various

stakeholders

5. Best (10) Evaluation of the projects implemented as part of youngleaders for change.

The project implementation period would be from June/July to

October/November. The awards would be given at state and national level.


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The various schools projects/programmes of CEE provide an opportunity to

contribute in terms of quality aspects in different ways. The Intensity of

engagement at the school level would be achieved through following measures

1. Teaching learning materials to suit the needs of diverse context/theme.

2. Showcasing and sharing of case studies/best practices through various

media including events and conferences.

3. Engagement of the schools though different campaigns to facilitate

momentum and communication

a. Water :- World Water day and World Wetland Day

b. Biodiversity and Climate Change :- Earth Day

c. World Environment Day

d. Energy :- Power Count Challenge

e. Culture and Heritage World Heritage day, Holi

f. World Ozone Day

4. Capacity building of teachers and students.

a. Paryavaran Mitra Schools for Change project with Regional

Institute of Education, Ajmerb. Young Leaders for Change initiative

5. The programme is curriculum based with focus on class 6thto 8thbut

through various projects is providing various options to the schools. A

greater synergy between various programmes and over all goal of

Paryavaran Mitra can help. There is a need to ensure that due credit is

given to the partners engaged/supporting CEEs programmes and at the

same time ensuring that the linkages to larger goals. Some of partnership

creating the opportunities are detailed below:-

a. International Programmes in India

i. Young masters Programme


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ii. Global Communities for Sustainability Project 1600

iii. ESD Expert Net

iv. Foundation for Environmental Education Eco School

programme

v. TUNZA (Eco-generation)

vi. Regional Initiative for Climate Change (RICE)

b. National and Regional Programmes in India

i. Green teacher diploma

ii. Camping programmes

iii. Anandshala

iv. Cool calculator

v. National Green Corps

vi. River dolphin education programme

c. State/Local level

i. Children Forest Programme

ii. Prakriti Bus

iii. Srushti Mitra Awardsiv. Environment Service scheme

v. Western Ghats special Eco Club scheme

vi. Media coverage through DLA


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References

Sarabhai, K. V., Raghunathan, M., Jain, S., (2002), Occasional Paper Series-08,

Centre for Environment Education

NCERT, NCERT Affidavit (03-12-2010), Retrieved from

http://www.ncert.nic.in/recent/env_edu.html

School Reports, Retrieved from www.paryavaranmitra.in

Sharma, Pramod Kumar., (May 2013) School Forum Volume 5 No. 5,

Ahmedabad Management Association Retrieved from www.amaindia.org

Isubmit this paper as author,this paper is free from copyright. I authorize the

free distribution of the paper in the conference and I do not claim copyright. I

declare that the images used are not protected by copyright and I release the

organizers of the 7 WEEC and the Permanent Secretariat of any responsibility forthe contents of the paper and for any violation of civil or criminal penalties.

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