NATIONAL TEACHER TRAINING WORKSHOP ON INTRODUCING A
Lucknow, India, 23 - 25 June 2014
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Organized by: UNESCO New Delhi Office with support from the DESD Secretariat, UNESCO Paris under a Japan Funds- in -Trust (JFIT)Programme in association with: SEED (Society for Environment Education and Development) and CMS (City Montessori School), Lucknow, India in collaboration with: WWF India- World Wide Fund for Nature India TERI- The Energy & Resources Institute CEE- Centre for Environment Education, Paryavaran Mitra programme CUCAI -Confederation of UNESCO Clubs and Associations of India Prithvi Innovations, Lucknow
Chief Guest Mr. VN Garg, Guest of Honor Mr. Aoyagi and other dignitaries
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Contents
Introduction ………………………………………….4
Context and background Objectives
Proceedings ………………………………………….7
Day 1: Inaugural Session Session 1: Participants Introduction, Expectations and Agenda Setting …………………….11 Post lunch technical presentations and group discussion ………………………………….12 Day 2 :Session: Design, Implement & Evaluate …………………………………………………13 Day 3: Key case study presentations ……………………………………………………………..20
Feedback ……………………………………………………………………………………………. 25
Recommendations ……………………………………………………………………………….28
Annexurees……………………………………………………………………………………………..30
Workshop schedule…………………………………………………………………………………..30 Participants Information……………………………………………………………………………37 Media coverage………………………………………………………………………………………46
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Introduction
Context & Background:
The United Nations Decade of Education for Sustainable Development (DESD) has provided a new perspective to teaching and learning about the sustainability issues by encompassing the social, economic, cultural and environmental dimensions and looking at solutions to complex sustainable development issues through ESD as an enabling tool. This requires a multiple-perspective approach to teaching and learning in educational institutions which can promote interdisciplinary and intercultural competencies as it addresses challenges to local or planetary sustainability.
UNESCO has come forward with the Multiple-Perspective Tool (MPT) to help secondary students to understand and work with complexities. A 3 day National Level Teacher Training Workshop was organized by UNESCO in collaboration with the SEED (Society for Environment Education & Development) and CMS (City Montessori School) in Lucknow on 23, 24 & 25 June 2014 to introduce the ESD Multiple-Perspective Tool in the School System (Programme schedule Annexure 1). Other collaborating organizations involved with the program were CEE India (Centre for Environment Education), Delhi Eco-clubs (Environment Department, Government of Delhi), IES (Indian Environment Society), Prithvi Innovators, TERI (The Energy & Resources Institute), WWF India and UNESCO Clubs who were actively engaged in preparatory and programmatic support. The participants included a group of around 60 Master Trainers selected from secondary schools across the country. The workshop was designed to help secondary students to work in multi-disciplinary and multi-perspective teams. The workshop was attended by over 80 participants from different parts of country comprising of secondary school teachers, educators and members of civil society organizations involved in ESD and biodiversity education (Annexure 2).
This workshop was designed to help secondary students to work in multi-disciplinary and multi-perspective teams. The importance of addressing a multiple-perspective approach is to promote interdisciplinary and intercultural competencies to address challenges to local or planetary sustainability. Interdisciplinary thinking, in which concepts and knowledge from different academic traditions are used to analyze situations or solve problems, allows students to use knowledge in new and creative ways. Therefore, the multiple-perspective analysis helps students to understand the points of view of others who live in their community or across the world.
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The ability of educational institutions to respond to the complex expectations embedded in ESD can be enhanced through a multiple-perspective approach to teaching and learning. A multiple-perspective approach promotes interdisciplinary and intercultural competencies as it addresses challenges to local or planetary sustainability. Interdisciplinary thinking, in which concepts and knowledge from different academic traditions are used to analyze situations or solve problems, allows students to use knowledge in new and creative ways.
While multiple-perspective approaches and teams are applicable to the world of work, the requirements of a secondary classroom are related to mandated curriculum, the schedule of the school day and the duration of the academic year. The Multiple-Perspective Tool is intentionally designed to be flexible so that it can be adapted and implemented within a variety of school settings. Multiple-perspective analysis helps students to understand the points of view of others who live in their community or across the world. Multiple-perspective analysis deals with difficult questions of power, money, resource distribution and conflict of interest. Such questions have complex answers. Also, multiple-perspective analysis is a changing undertaking. For example, a person’s point of view may change depending on whether or not an issue indirectly or directly impacts her/his life. To illustrate this let us imagine a person who does not think about where the garbage goes when s/he tosses it out and it is hauled away. Now imagine the level of interest and concern of this same person when the municipal government announces it plans to locate a landfill or garbage incinerator adjacent to this person’s home.
The Multiple-Perspective Tool seeks to assist teachers to meet new expectations. Teachers and their students require tools and frameworks for thinking about complex issues. Such tools and framework help them untangle the complexities of sustainability issues and create solutions that are locally appropriate while being mindful of global consequences (e.g. cleaning up local pollution without shipping toxic and hazardous waste to another country).
In a few years the students of today will become voters and some will assume positions of leadership. In these new roles as adults, they will have to deal with complex issues that have no apparent answers. They will have to learn their way forward to create a more sustainable world. Objectives
1. To introduce the concept of Multiple Perspective Tool in school education system through capacity building of select teachers.
2. To engage resource persons and educators involved in ESD and biodiversity education for preparation of a model ESD MPT module for schools in India and the South Asian region.
3. To prepare a group of sensitized and aware teachers and schools work as master trainers for future training programs.
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Students of the CMS performing the world peace prayer
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Proceedings
Workshop inaugural Ceremony at the main CMS Auditorium
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Monday, 23 June 2014
Inaugural Session
Welcome Remarks: Professor Geeta Gandhi Kingdon, President & Chief Operating Officer City Montessori School
Introduction to the program: Dr Ram Boojh, UNESCO New Delhi
Chief Guest: Mr. V N Garg, Agriculture Production Commissioner & Principal Secretary of Forests and Environment, Government of Uttar Pradesh
Guests of Honor : Mr. Shigeru Aoyagi, Director and UNESCO Representative to Bhutan, India, Maldives and Sri Lanka, UNESCO Office in New Delhi ; Prof. Geeta Gandhi Kingdon, President & Chief Operating Officer City Montessori School ; Prof Munna Singh, Vice Chancellor, CSA University of Agriculture &Technology
Vote of Thanks: Dr M Z Hasan, Adviser, SEED India
A colorful inaugural ceremony of the workshop was held in the CMS Auditorium in the presence of all the teachers of the school numbering around 4500, out of which some 80 were registered for the workshop. The programme commenced with a world peace prayer and all religion prayer by students of CMS, symbolizing the strength and the unity of all the continents of the world to build a sustainable education for the future generations. This was followed by lighting of the lamp by the chief guest and other dignitaries.
Professor Geeta Gandhi Kingdon, President & Chief Operating Officer City Montessori School welcomed the delegates and highlighted the importance of such an initiative. She talked about the interconnectedness of the universe and that the multiple perspective tool is a means to understand these connections and better appreciate and preserve them. She further informed that the workshop is to associate teachers with "ESD Multiple Prospective Tool" for bio-diversity awareness and will help teachers and through them, the students, for forming multi- disciplinary and multi-perspective teams. With multi-perspective tools, we may hope to find out solutions for global conundrums, Prof. Kingdon said. Both teachers and students need tools and framework to ponder seriously over global issues in present era. In coming years, modern students will lead the society and 'multi perspective analysis' to help them preparing for this new role, she informed.
Dr Ram Boojh of UNESCO New Delhi Office gave a brief introduction of the workshop. He mentioned that the workshop is meant to introduce the concept of Multiple Perspective Tool in the context of biodiversity in the school education system through capacity building of teachers. He elaborated that the exercise is being organized for the
8 first time in South Asia with the objective to involve and engage teachers and educators in ESD and biodiversity education for preparation of a model ESD MPT module for schools in India and the South Asian region. He mentioned that ESD is an enabling tool towards achievement of the goals of sustainable development in its social, economic, and environmental dimensions. He further explained that multiple-perspective approach to teaching and learning in educational institutions can promote interdisciplinary and intercultural competencies as it addresses challenges to local or planetary sustainability.
Mr. V N Garg speaking as chief guest of the programme spoke about the importance of sustainability and mentioned that India has many examples of sustainability owing to its rich tradition of environmental protection practices, the systems of education and learning. These need to document and share them widely to motivate and encourage other people to adapt these in their situations. He also highlighted the initiatives of the Government of Uttar Pradesh in the area of biodiversity conservation and sustainable development. He expressed, that ESD is an important approach taking into consideration that development should not take place at the cost of environment. He expressed the hope and the confidence that this first of its kind National Workshop will go a long way in preparing teachers and through them students and parents and citizens to contribute to preserve our ecology, biodiversity and environment. He thanked UNESCO for having taken the initiative to organize this National Workshop of education of biodiversity.
“Biodiversity is an idea whose time has come and we cannot neglect it” – Mr. Vidya Nand Garg, Agriculture Production Commissioner and Principal secretary, Environment & Forests, Government of Uttar Pradesh .
Mr. Shigeru Aoyagi, Director and UNESCO Representative to India, Bhutan, Maldives and Sri Lanka appreciated the concept and the idea showcased by the students of CMS during the opening ceremony on World Unity. He pointed out the UNESCO’s educational objectives, which are to support the achievement of the goals of “Education for All (EFA); to provide global and regional leadership in education; to build effective education systems worldwide from early childhood to the adult years and to respond to contemporary global challenges through education. Mr. Aoyagi, elaborated that Education for sustainable development is emerging as the unifying axis of Multiple Perspectives of Education focusing on different aspects of sustainability e.g.: (climate change, reducing disaster risks, biodiversity); and the role of Education for Sustainable development is much more than the transmission of knowledge and sustainability principles. Broadly speaking, he mentioned that ESD is education for social transformation leading to the formation of more sustainable societies and It aims is to achieve a coherent interaction between education, public awareness and training for a more sustainable future. He called upon the participants to come out with at least 10 recommendations as guidance for the International Community which can be presented at the next ESD conference in Nagoya, Japan.
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.Dr M. Z. Hasan proposed the vote of thanks to the dignitaries and participants and underlined the need to introduce the MPT at the wider spectrum of education system.
World peace prayer performed by students of CMS
A glimpse of participants
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Session 1: Participants Introduction, Expectations and Agenda Setting
Chair: Mr. Shigeru Aoyagi UNESCO New Delhi Key Presentations: Professor Munna Singh, Vice Chancellor, CSA University of Agriculture &Technology, Kanpur; Dr Ram Boojh, UNESCO New Delhi; Ms. Ranjeeta Buti, Environment Education and Youth Services TERI.
The Session began with self- introduction of participants who were asked to introduce themselves about their name, affiliation, activities related to environment, biodiversity and ESD which they are conducting in their institutions and their expectations from the workshop.
Professor Munna Singh, spoke about the need to understand and conserve all the aspects of biodiversity as a moral responsibility to repay nature with respect for what it provides us. He also elaborated on the role of agricultural universities in the conservation of farm biodiversity and in ushering the green revolution which has brought food security and nutritional security to millions.
Mr. Aoyagi highlighted the importance of ESD and biodiversity and role of teachers in bringing quality in the education system. He emphasized upon the need to engage teachers through innovative ways of learning about biodiversity by focusing on education and training to address the interlinking issues of ecosystems and livelihoods, the interactions of nature with culture, society and economy, and the actions we can take without affecting our quality of life. He expressed the hope that through this workshop teachers will be able to learn about the use of the multiple perspective tool in their own context and situations.
Mr. Aoyagi, Professor Munna Singh and Dr Ram Boojh launched the newsletter “Education for Change” published by the ENVIS Centre of the CEE.
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Post lunch technical presentations and group discussion
Dr. Ram Boojh introduced the MPTs and its application in biodiversity conservation including use of UNESCO Sites for ESD. He gave an overview of UNESCO’s work in the field of ESD through World Heritage Sites, other World heritages. He explained that the Multiple Perspectives Approach is a valuable systems analysis framework, often used to analyze and solve complex problems which from a systems perspective need holistic and comprehensive treatment. For application of the approach UNESCO has developed the multiple perspective tool to help teachers and students to learn and understand complexity and work with complexity for creating a sustainable future. He further noted that MPT can be used in teaching and learning of biodiversity. Dr Boojh mentioned that biodiversity linked ESD can be imparted through innovative ways of teaching by focusing on the inter-linkages with all dimensions of sustainable development nature with culture, society and economy, and the actions we can take without affecting our quality of life. Among various perspectives, he mentioned that eight unique perspectives namely scientific, historical, geographic, human rights, gender equality, values, cultural diversity and sustainability perspective are specifically selected because of their importance for understanding the complexity of the world today, for understanding long-standing global inequities and problems, and for their appropriateness for secondary students. He further discussed about the instructional strategies and related Multiple Perspective questions, specifically designed for ESD teaching and learning about biodiversity.
Ms. Ranjeeta Buti spoke about the TERI’s green Olympiad experience. She highlighted the need for educating youth on sustainable development followed by the introduction of Green Olympiad initiative by TERI. She showed a video clip on wind power in Dhule (Maharashtra) discussed about need for renewables, e-learning course by TERI on ESD. She also mentioned about a publication by TERI on Road to Sustainable Schools. Ms. Ranjeeta informed that Educating Youth for Sustainable Development (EYSD) Division of TERI has been working in close collaboration with UNESCO on many ESD programmes and has been recognized as a Centre of Expertise in Delhi, Goa and Mumbai, under the RCE programme of UN University as a part of the UN DESD (Decade for Education for Sustainable Development) She also presented the case study of the GREEN Olympiad and TERRAQUIZ. Initiated in 1999, the GREEN Olympiad is an annual written examination on environment that attracts participation from thousands of school students from classes 8, 9 and 10 from India and abroad. Each year, the GREEN Olympiad culminates in TERRAQUIZ, a 13-episode television quiz programme. The flagship programme of the EYSD division, it is supported by the Ministry of Environment and Forests (MoEF), Government of India with the Discovery Channel as its broadcast partner. In the year 2013, GREEN Olympiad Junior was also initiated for classes 4 and 5, with the objective to sensitize students at young age. The pilot examination received a very good response, and the programme would be rolled out to all cities in 2014.She highlighted about other programmes of TERI STEP, Health Sanitation Programme under YAPII, International Climate champion’s programme. Also, she talked on Engaging schools, youth in Sustainable Development Initiatives – The Road Ahead involves: Raising awareness, sensitizing, motivating, developing, equipping, building capacity.
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DAY II: Tuesday, 24 June 2014
Session: Design, Implement & Evaluate
Key Presentations: Ms. Annie Gregory, CEE’s Paryavaran Mitra Experience, Centre for Environment Education) ; Ms. Mita Nangia Goswami, Director, WWF Nature Education Program, Environment Education, WWF India; Mr. Aman Aggarwal, Plant-for-the-Planet ; Ms. Anuradha Kumar, Prithvi Innovations
Ms. Annie Gregory gave an overview of the expectations from the participants of the first day’s introductory session. Participants gave ideas about various perspectives like environment to be integral part of education, proper guidance and inculcating scientific temperament, learning and sharing experiences, monitoring and evaluation the ESD tools, ESD should be transformed into informal education, GIS & Remote sensing are important methods for ESD tools, geographic perspective coupled with sustainable development. Participants also highlighted the idea of Design, Implement & Evaluate and understanding the interconnections of elements to teach in the schools. Knowledge sharing / experience sharing – in local languages, local biodiversity.
Ms Annie then explained the relevance of project based learning in the Indian scenario:
1. Project based learning strengthens and enriches the ongoing curricular and co-curricular school activities, in the context of the national initiatives and imperatives of the Govt. of India including the Supreme Court Directive with reference to Environment Education, National Curriculum Framework 2005, and the Continuous and Comprehensive Evaluation (CCE).
2. Classroom activities and action projects are pedagogic approaches for development of critical skills that help a student to develop the ability and willingness to make informed decisions, communicate effectively, and develop management skills to lead a healthy and productive life.
3. The CCE suggests assessment of the students through observing “participation in school activities
Relating to improvement in environment, participation in community activities relating to environment,
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Behaviors showing sensitiveness and concerns to environmental degradation and initiatives for betterment of the environment.
Project Based learning makes learning fun, practical and participatory. It encourages exploration and observation, it is locale specific and involves taking actions beyond school boundaries, and it is a holistic way of learning, Caters to the various senses and skills of students. It provides encouragement, motivation, and guidance through peer learning and sharing findings outside the school.
She also highlighted the Paryavaran Mitra Approach where she discussed how to approach an Action Project through Explore, Discover, Think, Act, and Share.
Ms. Mita Nangia Goswami, presented the WWF Nature Education Program specially ESD training for teachers in selected national parks of India. She expressed that ESD Concept is not a subject it's an approach/ way of living. There is a need for integrating education – holistic way. Teachers should guide and educate students in such a way that they are capable of constructing a vision of their own. She also talked about Democratic competence/ collective decisions are fundamental to resolve environmental issues and also that process is important as the product as well as the reflection. She highlighted about WWF Model Schools, their activities and approaches of ESD. She also talked about ESD Model Schools which need to prepare the students for an active and responsible way of living and also be catalysts for development of the society. There are various approaches to see the working of ESD Model schools like the ecosystem approach and another approach is the whole school approach – Green campuses which would include herbal gardens, vermi-compost pits, plantation of fruit bearing & native species, fish ponds- native species, nature library, bins for segregation & recycling of waste, general cleaning of the school campus, demonstration plots for integrated farming, smokeless stoves, rain water harvesting, solar energy, weather station. Models school through activities like Student Theatre Group, Vermi-Compost Micro- Enterprise, Demonstration Plots in Student’s Homes (Seed Banks) and many campaigns empower students. Finally all these activities and plans needs monitoring and evaluation which is done by Schools Self-Assessment Tool under the Whole School Approach Framework, Tracking the School Action Plan and Monthly interactions with WWF staff. In this whole, WWF has been quite successful in connecting life and learning, building awareness about strengths, building capacity. They have been successful in establishing about 95 Model Schools.
Ms Mita talked about WWF India's work in the 4 states of Assam, MP, Chhattisgarh and West Bengal where a two pronged strategy of building the capacity of the SCERTs in the 4 states and the District Institutes of Education and Training (DIET) of 95 districts in these states was carried out along with the mentoring of 12 Government schools as pilots which upheld the ESD principles. These schools work on a whole school approach which includes:
1. SCHOOL CULTURE AND ETHOS
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Whole school approach
The whole school is involved in decision-making, Participatory decision making addressing all aspects of school life. Learning for Sustainability is embedded in the school’s mission and ethos.
2. MONITORING AND EVALUATION
Monitoring and evaluation for good practice
• The school is a learning organization and uses a cycle of planning, acting, observing, reflecting and revising to develop good practice.
3. TEACHING AND LEARNING
Formal curriculum (core and non-core)
If education for sustainable development (ESD) is statutory, curriculum requirements are addressed. A progression describes age-appropriate Learning for Sustainability that explores key concepts, theories, skills, values and attitudes.
Diversity
• Direct experiences with ‘nature’ inspire learners and link learning with values and attitudes that
Advance sustainability. The curriculum has a global dimension that offers a relevant context through which pupils enrich their understanding of other cultures and societies. The ways in which the school respects and values diversity are apparent to pupils.
Quality teaching
Stimulating learning resources and rich learning environments are available. Child-centered learning models, modes and strategies are applied.
Professional development
• Professional development opportunities that advance Learning for Sustainability are available to all teachers and staff.
4. PUPILS
Safe and supportive learning environment
Pupils are supported as they take creative risks. Pupils appraise their own learning.
Pupil participation and empowerment
Pupils have meaningful opportunities to participate in school-based decision-making. Pupils have opportunities to practice leadership and citizenship skills.
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5. COMMUNITY
Links with parents, governors and school boards
The school – and its governors or school board – fosters productive relationships with parents. The school values the contributions of parents and governors or staff members.
Links with community
• The school is valued as part of the community. The community is valued as part of the school. Pupils have the capacity and the opportunity to make a positive contribution to the community.
Links with the wider community
The school recognizes that it is locally based and globally placed. This recognition figures prominently in decision- making.
6. SCHOOL ESTATE/CAMPUS
School resource management
Sustainability guides decision-making about procurement, waste management, energy and water use. The school models good practice for sustainability.
School build and restoration
The school employs and models technologies that advance sustainability. The school is a ‘building that teaches’.
School grounds
The school grounds support the curriculum Pupils are engaged in school ground research, design, construction and maintenance that advance sustainability.
Mr. Aman Aggarwal presented an example of the Children's Initiative on Climate Justice where a 9 year old Felix, was a positive outcome of ESD who portrayed the power of ESD. He showcased a video by the young crusader on ‘Stop Talking Start Planting’. Aman talked about the Plant-for-the-Planet Academies, wherein children become Climate Justice Ambassadors and young people become Future Ambassadors. He described how the participants learn about climate crisis, global justice, giving presentations, organizing planting events. He talked about the 6 modules of children’s academy. Module 1: presentation, Module 2: Climate crisis,
Module 3: Public Speaking, Module 4: Tree Planting, Module 5 (a): World Café; (b) School groups, Module 6: Graduation Presentation. He highlighted that since 2008, more than 29,000 children have become Climate Justice Ambassadors at 500 Academies across 42 countries and together with the United Nations Environment Programme (UNEP), and we have planted nearly 13 billion trees. By 2020, we want to have 1 million Climate Justice Ambassadors have planted 1,000 billion trees together with the adults.
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Ms. Anuradha Gupta on behalf of ‘Confederation of UNESCO Clubs and Associations of India-(CUCAI)’, conducted post lunch sessions Titled ‘One Degree Change-From ICE TO WATER’ the sessions were an interesting and meaningful mix of ice-breaking exercise, simulation game, introspection, resource mobilization, group activity, brainstorming and team-work and project formulation and presentation. The session had five components spread across two days as follows:
24th June 2014 : One Degree Change- FROM ICE TO WATER i) Ice-breaking exercise, Group Formation, Simulation Game and Group Discussion. ii) Learning from the game, Brainstorming on ESD-existing pattern and desired pattern. iii) Group Dynamism- understanding and applying multiple perspective approach (MPA) in ESD to the given group tasks or project work.
25th June: HUM PANCHI EK DAAL KE (LETS Co-Exist in PEACE on this Planet ) i) Project identification (on Biodiversity) and solution finding through data collection and assimilation around MPA. ii) Group presentations with a touch of creativity and innovation.
Through this interesting interactive session, she tried to sensitize the participants about the three most important aspects of ESD:
1) Self-drive and motivation. Willingness or energy & enthusiasm to initiate, to act, to inter-act, to lead and to sustain the drive and energy
2) Concern, Compassion, Clarity & Consensus (of goal, of values, of available resources, of Strengths Weakness, Opportunities and Threats-SWOT, both of self and the group), Creativity, Competency, Commitment & Consistency.
3) Right attitude (positive & open-minded), Values (respect, tolerance, trust, patience, etc.)
Knowledge and Skills to absorb, assimilate, analyze and apply the Multiple Perspective concept and Approach to find sustainable solution to any problem or situation in hand, i.e. to understand the issue in hand from different perspectives, i.e. Geographical, Historic, Cultural, Human Rights, Economic, Environmental, Social, Science and Technology, Gender etc. before arriving at any partial or short term solutions.
She emphasized that it was very important to understand the close connections and strong linkages between the
17 different factors that influence the cause and effect of any given issue to find a sustainable answer, though it may seem time-consuming and difficult. She explained that by ignoring the big and the complete picture, i.e. isolated thinking can often aggravate the problem in the long run and deviate one from the very objective of sustainable growth and development. Hence, for teachers imparting ESD it was very important to first, imbibe the above mentioned key components in themselves and then strive to develop the same attitude, thinking and approach in the students, while working on any environmental or socioeconomic project at school or community level. Students should be constantly trained in the day to day classroom teaching too, to think critically and explore all perspectives in the process of consensus building and problem-solving.
The whole concept of ESD cannot be implemented in bits and pieces; rather it should be well integrated with the school curriculum and annual calendar, across all subjects and stakeholders. Often it is seen that only social science or science teachers are delegated the task of teaching or implementing ESD in schools, which everyone realized, needs to change. In the session, each member of the various group represented the various parties like students, Principal, Management, Teachers, Staff, Parents, Society, Government, Corporates and NGOs to highlight that it was important to share or discuss the issue with all involved, so as:
1) To develop a sense of ownership and acceptance in all, from the very beginning,
2) To understand and consolidate the multiple views, knowledge and skills and
3) Most important it leads to resource pooling, in terms of knowledge, capacity, skills and
4) To help in better allocation and mobilization
5) To minimize resistance and opposition to any solution from the very start
6) To build or promote positive and harmonious work-environment which everyone enjoys working in hence each member gives his best that helps in finding
7) To encourage out of box, creative and more sustainable solutions to the problem in hand
Thus the session not only achieved its objective of educating the participants about the MPA but was of immense help in developing the willingness, enthusiasm, right skills, right attitude and approach towards implementing ESD in schools. By assigning group tasks in ‘HUM PANCHI EK DAAL KE’, towards the end of the session Ms. Anuradha tried to impart complete training to the participants on how to go about identifying and solving the issue or problem at the local level first and then networking and collaborating to deal with bigger issues for sustainable growth and development.
Group Work
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The participants were introduced to the Group work specifically discovering and learning to use the 8 different perspectives (introduction and group exercises were done split into 4 groups facilitated by UNESCO team Ram Boojh, Veronica and Garima): These were explained as below
1. Scientific perspective – Science is a systematic and logical way of knowing about the world around us. The scientific perspective is understood internationally. 2. Geographic perspective – Events problems and issues take on different complexities when viewed from small to large geographic and temporal scales. 3. Cultural diversity perspective – Each person brings worldviews and cultural traditions that help bind the individual to a specific cultural group. In a world where mobility is increasingly common and easy, people of different cultures are crossing paths and living closely together.example of making use of folktales (http://asianfolktales.unescoapceiu.org/folktales/read/indonesia_2.htm) 4. Historical perspective – History records the changes in the world over time; it examines the past to inform actions of today and the future.
It was also decided that the same 4 groups will take up group work for another set of 4 perspectives next day:
5. Human rights perspective – The Universal Declaration of Human Rights unequivocally states that all humans are to be afforded certain rights including, but not limited to, life, liberty and security of person as well as the right to a standard of living adequate for the health and well-being of himself and of his family, including food, clothing, housing and medical care, and necessary social services. 6. Gender equality perspective – Women and men as well as girls and boys often have different roles in life, which are to be equally valued. 7. Values perspective – The values that individuals, cultures and countries hold influence decisions on a personal level and on a national level. 8. Sustainability perspective – Sustainability balances environmental, social, and economic concerns, and focuses on the future to assure the well-being of upcoming generations.
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DAY III: Wednesday, 25 June 2014 Key Case Study Presentations
Key Presentations: Dr. B. C. Sabat, Sr. Scientific Officer, Department of Environment, Govt. of NCT of Delhi ; Dr M Z Hasan, SEED India, former Head, NEERI ( National Environmental Engineering Research Institute), Nagpur ; Dr Kamala Kulshreshtha, Principal Scientist, NBRI (National Botanical Research Institute); Ms. Anuradha Kumar, Prithvi Innovations.
Dr. B. C. Sabata introduced the Eco Club Program run by the Government of NCT of Delhi. Under this program, schools/colleges are provided with a token grant of Rs. 20,000/- per annum by the Department of Environment, Govt. of NCT of Delhi. Also, an additional Rs. 2,500/- from MOEF, Govt. of India is given to schools as NGC grant. Resource materials in the form of posters, reading material, information brochures etc., are provided from time to time. Dr. Sabat explained the aim of the Eco Club
Program is to ‘Catch Them Young’. The purpose is to sensitize the students on environmental issues so as to Preserve, Conserve, Protect. Later he highlighted the achievements of this program. The program started with 100 schools during 1998-99 under the plan scheme “Eco -clubs in schools and colleges” and now 2000 eco-clubs have been established in Delhi government, aided/ public/private, NDMC schools, Kendriya Vidyalaya, Jawahar Navodaya Vidyalaya and colleges of Delhi. The structure of the Eco Club Program is that under the Department of Environment, there are 100 lead schools which are chosen and under these lead schools are 10-20 schools connected with these lead schools. The program activities carried out are Competitions on environment related topics among students, Rally / Human Chain/Eco-care in schools and surrounding areas, Plays / Nukkad Natak / Drama/ Folk Songs / Games, Message on environment during prayer/ morning assembly, Miscellaneous activities depending on the schools, Action oriented programs like Paper Recycling, Vermi-composting, Rainwater Harvesting etc. The conclusion of year round activities by eco Clubs in various schools and colleges takes place in the Annual
Eco Meet where Department organizes the annual Eco-Meet cum Exhibition every year involving all the Eco-Clubs. Also the Annual Calendar of the department brought out every year is based on the best posters prepared by the Eco-Club Students. There are various sub programs under the Eco Club Program like the Vacation program where in Department of Environment organizes Vacation Program on Environment Resources with the help of AFE for the Eco-Club students every year. Classes 8 and 9 students participate. About 80 students (40 Govt. and 40 Pvt.) are selected through a competitive process and they are given intensive training on Environment in Delhi as well as taken outside during March after the exams. Then there is a Greening Delhi program which involves plantation by Eco Club Students and these plantations are cared by the Forest Department officials. About 200 Free Saplings are provided to Eco Clubs to be planted in their own campuses. Another program of Natural Trail is also organized. To encourage the 3 R’s the Department has a shop at Dili Haat, Pitampura where in the products made best out of
20 waste by the Eco-Club children are displayed for sale. Dr. B.C Sabat mentioned about the various campaigns under the Eco Club Scheme: Say no to plastic bags, Plantation drive, Anti- cracker campaign, Earth hour, E – Waste, Water and Electricity conservation, Khelo Holi Naturally, Zero – Garbage in campus, No to burning of leaves campaign. Some Innovations were also highlighted like ‘RECYCLING TETRA-PACKS’ which is a unique initiative taken by a school of using a train to collect tetra-packs from the school and neighboring schools as well. After this, the collected tetra-packs were washed with water and filled with Neem leaves, sawdust, and newspapers. ‘Soundproof music room’ was another innovation where in the filled tetra-packs were used in the music room to reduce the amount of noise emanating from it. The presentation showed a glimpse of activities being carried out through the Eco Club program and how it helps students to engage in various environmental conservation activities as a part of Education for Sustainable Development.
Dr M Z Hasan, made a presentation on climate change and disaster issues, he talked about climate change and DRR perspective to biodiversity. He made some valuable points such as air emission should be controlled at source, fuel of automobile should be improved and sharing of vehicles for office (carpool) should be encouraged.
Ms. Margherita Fanchiotti from the Cross-Cutting Thematic Unit on Disaster Risk Reduction of UNESCO Paris, shared her experience of working on education for disaster risk reduction in schools of Uttarakhand. She presented a brief overview on Disaster Risk Reduction (DRR) and the importance of teaching disaster preparation and mitigation in schools. After introducing the key concepts of disaster risk and disaster resilience, Margherita discussed the linkage between global warming and rising exposure to natural hazards, highlighting the need for adaptation and increased coping capacity. In light of an holistic approach to DRR, where all stakeholders must take direct action to reduce risk, and bearing in mind that education is the only thing that will always stay with us whenever circumstances force us to rethink or restart our lives, schools undoubtedly have a high potential for building awareness and teaching preparedness, with the ultimate goal of empowering communities for direct action in disaster management. Examples from Uttarakhand, the United States and Italy were presented to the audience to share inputs and ideas on how to teach DRR.
Dr Kamla Kulshreshtha spoke about the role of botanical gardens for ESD and especially how NBRI has created facilities of education for visually impaired in the national botanical garden.
Ms. Anuradha Gupta conducted the second half of the group activities on Day 3 post lunch where within a short span of 60 -90 minutes all the groups were ready with their projects and presented them one by one. Meaningful songs and poems on saving water, Saving Biodiversity, Saving River Dolphin, Saving Birds, Saving the king of fruits- Mango were beautifully choreographed and presented by the groups along with their detailed projects. (Please refer to annex-1 for detailed project write-up submitted by all the groups at the end of the session).
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Besides, critical thinking, knowledge sharing, resource planning & allocation, capacity building, liasoning and networking, this group activity lead to understanding, mixing and appreciation of different cultures and communities across India, like everyone came to know about the threat faced by rich mango belt of Malihabad in UP and its related issues ( as presented by Group 2);the rich and famous biodiversity hotspot region on Niyamgiri hills of Eastern Ghats in Orissa, home to very rare al species of flora and fauna ( as explained by group 3); the threat faced by birds in Lucknow due to excessive construction and development work (as put in by group 4);the water crisis and traditional water management practices in Rajasthan region ( shared by group 5); the threat to river dolphins ( Sihu) due to excessive fishing by the villagers of Chengamarhi & Biswanath , in Tezpur, Assam on the Brahmaputra river belt , due to multiple uses of Dolphins, especially the use of their oil for medicinal purpose (as shared by group 1)and the excessive pollution of River Muri, (in Hyderabad region) leading to loss of rich biodiversity as well as danger to human life due to rise in many water-borne diseases (as presented by group 6).
Group discussion
The Group discussion was facilitated by Dr Ram Boojh, Dr Sabat, Dr Hasan and other resource persons. A few short films were shown followed by discussion to explore the multiple perspective. A film on famous environmentalist Dr Vandana Shiva on, “ Traditional Knowledge, Biodiversity and Sustainable Living” (https://www.youtube.com/watch?v=d9K0cZGQgHA ) evoked huge response. The video talked about ecological farming and sustainable agriculture as a solution to climate change, food security, hunger and peace.
PROGRAM OUTCOME:
Seeing the enthusiasm and positive energy of the participants, it was suggested by Dr. Ram Boojh to use this opportunity to create a FORUM or a collective platform of the existing workshop participants. Hence Ms. Anuradha was asked to discuss the concept in detail with the participants, explain to them the whole idea and logic behind the creation of this PLATFORM or FORUM and to ask them to suggest some names for this FORUM.
She explained, that the broad purpose of this FORUM (to be formed as a direct outcome of this workshop) was to have a platform dedicated to enhancing information and knowledge sharing among the UNESCO Associated Schools Network around INDIA. Its broad aim would be as follows:
1) To encourage interactive networking and participation of CUCAI & Eco-clubs teachers, students and experts, to connect with their peers by exchanging about school-based initiatives and learning from their respective experiences.
2) Not only to keep all the present project ideas live, but to discuss and explore new programs and projects across schools and eco-clubs all over India,
3) To remain connected, to develop new network and help build liasoning with various Government departments, (both at state and Centre level) and other related agencies, or networks at national and Global level.
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4) To continue sharing and exchanging our experiences and progress in imparting ESD
5) To provide all necessary information & technical support on ESD and other relevant subjects on a regular basis as and when needed by any group or school
6) To regularly monitor the progress in ESD across various clubs, across the country and
7) To organize regular events and workshops at national, regional and local level to build capacities of teachers and students
8) To highlight any outstanding projects and award appreciation letter to all active Eco clubs or ESD Facilitators and Promoters
9) To provide necessary guidance and training to all interested schools, teachers and students
10) To try to provide a platform for all kind of support and help in future to all the participants so as to enable some meaningful and sustainable projects on various themes across India.
All the groups found the idea of creating a common FORUM as a result of this workshop very relevant and agreed with the purpose of this Forum as explained by Ms. Anuradha. As required, each group suggested few names for this FORUM. Some of the names suggested by the groups were as follows: PARIVESH, HUM PANCHI EK DAAL KE, PRAKRITI, LOVE THY NATURE, EARTH LOVERS, EARTH WARRIORS, LEE (LEAQUE OF ENVIRONMENTAL EDUCATORS), VASUNDHARA, GREEN HARMONY, GREEN FUTURE, GREEN EARTH, SANTULAN, NATURE NURTURERS, BE THE CHANGE…. Finally, a quick summary was presented of the following common points of concern that emerged from the discussions and the participants’ expectations of some action on them, especially from UNESCO,
Delhi Office, probably by making the idea of the FORUM functional as soon as possible, in the near future:
1) ESD to be integrated in the course curriculum across all schools and boards in INDIA, not as a separate subject but as an underlying concept in theory and practice in all subjects, for all classes, across all schools- rural or urban, government or private. 2) Need to promote Eco-tourism by Government and all concerned. Locals and tourists should be sensitized and involved in conserving the biodiversity of a region. 3) State Governments should provide all necessary support and help to eco-clubs in all states like the Delhi Government like provide subsidy to eco-schools to build rainwater harvesting units, in schools and install paper- recycling units also. 4) There is a strong need of having some GUIDING & MONITORING agency, either some NGO or state Government, to guide, facilitate and monitor the eco-clubs activities throughout the year, to conduct environmental audits and also to recognize and reward the best eco-practices.
5) There has to be a proper all time connect and co-ordination between all agencies or groups working on ESD,
23 whether at local, state or National level.
6) Development of an exclusive website on ESD, especially in INDIAN Context, by Ministry of Environment and Forests, India, in collaboration with UNESCO. The aim would be share all good practices, sample projects and latest developments in ESD across the country by any group, association, school, corporate, NGOs, Public enterprises or Government departments, very much in line with the idea of creating a FORUM as a result of present workshop. The website would also share specific tools, kits and training modules related to implementing ESD models.
Towards the end of the session Ms. Anuradha highlighted about ASP Net (Associated Schools Project Network) which was created by UNESCO in 1953 to encourage schools worldwide to educate students on issues related to UNESCO’s overarching goal of promoting peace and international understanding". It is an international network of 9566 schools in 180 countries (as of Sept.2013). ASP net celebrated its 60th anniversary in 2013. Member institutions – ranging from preschools, primary, secondary and vocational schools to teacher training institutions - work in support of international understanding, peace, intercultural dialogue, sustainable development and quality education in practice. She further added that ASP net schools conduct their own pilot projects that aim to better prepare students and teachers to meet present and future challenges. They are major experimental projects at the regional, interregional or international levels. By their very scope and duration, they enable acquired knowledge and experience to be passed on. By encouraging close links and common projects between schools from different countries and continents, ASP net contributes to the function of UNESCO as a catalyst for international cooperation.
The session was wrapped up congratulating all the teams for their great team spirit and team work, wonderful project work and creative presentations in line with the MPA (Multiple Perspective Approach).
Participants engaged in group work
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Feedback
1. Expectations from the workshop. To what extent they were met?
The expectation from the workshop for participants was mostly to find a platform wherein the participants could engage in knowledge sharing. They expected that the workshop would help them in getting informed about new ideas from experts and other co participants. They were looking forward to understand the concept of education for sustainable development and its tools and application. Some of the participants were looking for innovations and creations of new ideas which could be implemented in their respective campuses and how can teaching become more interesting by applying the different perspectives of biodiversity. Many participants wanted to know how they could inculcate environmental values in students as a part of sustainable development. As far as the expectation being met were concerned, mostly the participants were very content and the workshop had fully met their expectations. Only few participants had the view that their expectations were partially met.
2. What were the moments of learning’s?
Almost all the participants found the entire workshop useful and they learned a lot from different sessions. Many of them learned about the details of biodiversity conservation through the application of Multi Perspective Approach to Biodiversity (MPT). They became aware of what was going around nationally and internationally. The presentations by experts from WWF, CEE and UNESCO were found to be very informative. The presentations of Action Plans really helped them to understand the application of MPT. The activities conducted during the workshop were also well appreciated and informative. Some of the participants learned how a structured approach can be adopted whereas some learned how problems could be solved at local level through well-defined action plans. For some, the moments of learning were from their co participants. Group work also helped the participants to work together and understand various approaches. Also, the workshop helped some to be aware about their environment and how can they play a role. One of the participants enjoyed the session on Disaster Risk Reduction (DRR) as he learned that conservation of Biodiversity of the affected areas is equally important as minimizing the risk of disaster while another participant learned that too much comfort inside the house creates too much discomfort outside.
3. What were the most enjoyed moments?
The most enjoyed moments during the workshop were on the groups interactions and presentations of their on “projects” where participants get to share their ideas and opinions among different topics that each group has selected followed by the elaboration of an “action plan”. Those topics were oriented in different “real cases” among their communities or in the country itself. I this moment, participants get to apply the “Multiperpectives tools approach” by explaining their own “cases” in different perspectives like: Cultural, Environmental, Historical, and
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Geographical. It was the opportunity to explore their creativity with different poems and important quotations, games and role plays where they were reflecting important issues to be discus among the schools and the entire society. In this interactions, each member of each group get to interact between themselves and share important ideas and solutions from each case; also to value the team work. It was the opportunity for the participants to interact with other teachers from different schools and states. At the end in the valedictory ceremony, all the groups expressed their satisfaction and shared different thoughts and new ideas to be apply in the future of their careers.
4. How was the workshop rated?
The workshop was a successful in meeting the expectation of the participants. Mostly the participants found the workshop to be ‘Very Useful’ and for only few thought that their expectation from the workshop were partially met and it was useful to some extent.
5. What new themes could be incorporated in the follow up?
Environment related topics must be discussed, Sustainability programs in rural areas should be covered, Practical presentation before the community by teachers so that they can be sensitized, Important topics to consider in the educational programs as : Solid waste management content, Health & hygiene content: medical camp, Biodiversity & water themes Environment pollution content, Wildlife conservation content, Organic waste in urban areas, Social & Cultural impacts of environment degradation, Practical presentation before the community by teachers so that they can be sensitized, Quality resource material to be distributed, Ecological problem in urban areas, Vermicomposting, rainwater harvesting in day to day lives theme, Urban areas issues, Climate change content, Practical experiences and projects of ESD.
6. What were the suggestions for the structure of follow up?
Some of the suggestions addressed by the participants were related into: Project based learning, Result oriented. It must be a direct interaction with school students yearly. Also, some of the suggestions were related to introduce a more interactive and practically oriented workshops be carried in remote areas along with surveys and impact assessment wit Biodiversity kit to be demonstrate in the workshop and take into account local area concerns for specific theme. Regarding the Structure, Mostly activity oriented along with discussion, No lectures and Amalgamation of all the themes.
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Mrs Bharat Gandhi and Dr Ram Boojh giving away prizes to participants
Participants in action.
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Recommendations
Participants of the workshop expressed great satisfaction at the conclusion of the 3 day workshop. The feedback from them was quite enthusiastic. They wanted more such programmes on a regular basis particularly in each region of the country as well as including the neighboring countries. They expressed the hope that the outcome of the workshop particularly its process should be shared widely in India and South Asia and should also be presented at the World Conference on ESD at Nagoya in Japan. After due deliberations, the participants of the workshop provided a set of recommendations as well which are summarized as below:
1. Workshops like these should be conducted at least twice a year and more schools (Both from rural and urban areas) should be invited to join . 2. ESD and Environmental education should be included in the curriculum and MPA should be part of teachers training and curriculum..
3. Similar sessions should be conducted for students as well and these should be in the nature or in an open environment. MPA for biodiversity should be part of youth activities also such as ecoclubs, nature clubs, etc
4. A forum or platform for regular interaction and exchange on ESD, environment and biodiversity should be created.
5. There should be proper information channels, outlets or platforms to provide teachers with relevant guidance and information at the right time.
6. There is a need to develop ESD biodiversity kits based on local biodiversity and environmental issues.
7. People often harm biodiversity and environment by their actions because of lack of common civil sense. There is a need to educate people for having a civic sense in order to keep the environment clean and nature preserved.
8. Migration of people from their locations particularly of the poor and underprivileged cause lot of environmental problems. This perspective of human rights and values need to be emphasized and local sustainable livelihood opportunities linked to conservation be created.
9. State Government should provide assistance supporting the schools interested in protecting the environment. Special incentives for teachers, students, and school as a whole should be provided for their enthusiastic support to environment and ESD.
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10. Eco-Tourism activities should be strictly implemented in local -areas and tourist should be part of environmental conservation.
11. Subsidies should be provided by governments for building rainwater harvesting units and recycling.
12. The teaching community across the country should be awarded and sensitized about ESD. The curriculum must include ESD tools, citing few examples of innovative projects.
13. Evaluation of learning activities of students must be done. Certificate programs must be implemented (like NCC-A/B/C) reservation places must be given.
14. Creation of permanent Regional Centers for ESD activities and Training must be given priority.
15. ESD website must be designed over the Indian context by UNESCO or Mo HRD, sharing news and developments in ESD. Allow provision of inputs from different stakeholders over the website.
16. Regular association of NGO’s with Schools should be there to guide and monitor the eco-clubs activities for positive results.
17. Environment coordination of Eco-Clubs members of schools needs to be connected in various ways to the department of environment of the States Governments.
A group photograph of participants at the conclusion of the workshop
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ANNEXURES
Programme schedule
NATIONAL TEACHER TRAINING WORKSHOP ON INTRODUCING A
MULTIPLE PERSPECTIVE APPROACHES TO BIODIVERSITY
Organized by UNESCO New Delhi Office
in association with SEED India and City Montessori School
Programme
Date: 23-24 & 25 June 2014
Venue: City Montessori School Conference Hall in LDA Colony, Kanpur Road, Lucknow
Day 1 ( Monday, 23 June 2014)
09.00-09.30 Registration
9.30 – 11 00 Opening session
o Welcome: Prof. Geeta Gandhi Kingdon, President & Chief Operating Officer City Montessori School o
i. Inauguration by lighting of the lamp by Eminent Guests
ii. World Peace Prayer Ceremony
iii. All Religion Prayer by Students of CMS
o Introduction to the programme: Dr Ram Boojh, UNESCO New Delhi
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o Address by Chief Guest: Mr. V N Garg, Agriculture Production Commissioner & Principal Secretary of Forests and Environment, Government of Uttar Pradesh
o Addresses by Guests of Honour :
. Mr Shigeru Aoyagi, Director and UNESCO Representative to Bhutan, India, Maldives and Sri Lanka, UNESCO Office in New Delhi
o Vote of Thanks by Dr M Z Hasan, Adviser, SEED India
11.00-11.15 Tea/Coffee Break
10.50-13.00 Introductory Session
Chair: Mr Shigeru Aoyagi, Director and UNESCO Representative to Bhutan, India, Maldives and Sri Lanka, UNESCO Office in New Delhi Keynote speaker: guest of honour: Prof Munna Singh, Vice Chancellor, CSA University of Agric & Technology, Kanpur
Launch of the newsletter “Education for Change” published by the ENVIS Centre of the CEE. By Chair and the Guest of honour.
Participants Introduction, expectations and agenda setting: facilitated by UNESCO Team
KEY PRESENTATIONS:
o Introduction to MPT and Biodiversity - Dr Ram Boojh, UNESCO New Delhi
o Educating Youth for Sustainable development, TERI’s green Olympiad experience: Ms Ranjeeta Buti, Environment Education and Youth Services TERI
13.00–14.00 LUNCH
14.00-15.30 o Introduction to the ESD Multiple Perspective Tool on Biodiversity: presentation of the tool and its rationale-How
31
schools can concretely work on Biodiversity
o Rio+20 biodiversity video (4 minutes)
Facilitated by Dr Ram Boojh, Ms Mita Nangia Goswami & UNESCO team
15.30-16.00 Tea/Coffee Break
16.00-18.00 o Group work
Discovering and learning to use the 8 different perspectives (introduction and group exercises split into 4 groups)
o Scientific perspective – Science is a systematic and logical way of knowing about the world around us. The scientific perspective is understood internationally.
o Geographic perspective – Events problems and issues take on different complexities when viewed from small to large geographic and temporal scales.
o Cultural diversity perspective – Each person brings worldviews and cultural traditions that help bind the individual to a specific cultural group. In a world where mobility is increasingly common and easy, people of different cultures are crossing paths and living closely together.
o example of making use of folktales (http://asianfolktales.unescoapceiu.org/folktales/read/indonesia _2.htm)
o Historical perspective – History records the changes in the world over time; it examines the past to inform actions of today and the future.
18.00-19.00 Break
19.00-22.00 RECEPTION DINNER
Day 2 (Tuesday, 24 June 2014)
9.00 – 11.00 KEY PRESENTATIONS: o CEE’s Paryavaran Mitra Experience (Ms Annie Gregory/ Preeti
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Kanojia, Centre for Environment Education)
o WWF Nature Education Programme by Ms Mita Nangia Goswami, Director, Environment Education, WWF India
o UNESCO ASPnet experience: Ms Anuradha Gupta Confederation of UNESCO Clubs and Associations in India)
11.00-11.15 Tea/Coffee Break
11.15-13.00 Group discussion ( Facilitated by above key speakers with UNESCO/SEED Team)
o split into 8 groups depending on what are the possibilities of projects or actions to be taken as introduced by the experts
o Other example(s)
o Eco club programme- Delhi school experience (http://delhi.gov.in/wps/wcm/connect/Environment/environment/p lan+schemes/eco+clubs+in+schools+and+colleges/eco+clubs+in+sch ools+and+colleges /
o UNU ProSPER.Net Indonesian example (http://unu.edu/publications/articles/indonesian-communities-tackle-waste- issues.html)
o Globe learning expedition (http://www.iesglobal.org/index.html )
o WWF India ESD schools experience (http://wwfindiaesd.net/# )
13.00-14.00 LUNCH
14.00-15.00 Introduction to tools and materials to empower teachers:
(Facilitated by Ms Veronica Albuja and Ms Garima Borwankar, UNESCO and SEED Team)
o UNESCO/UNEP YouthXchange guidebook on Biodiversity and Lifestyles and UNESCO/CBD Biodiversity Learning kit
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15 00-15.15 Tea/ Coffee Break
15 15-16.15 o Introduction and discovering
o games to teach and learn about Biodiversity
o Green Drops (http://www.etudiantsetdeveloppement.org/article/green-drops)
o easy to make learning materials for biodiversity
o activities to put in place in one’s school to support biodiversity
16.15-18.00 Continue to discover and learn to use the 8 different perspectives(introduction and group exercises split into 4 groups) :
o Human rights perspective – The Universal Declaration of Human Rights unequivocally states that all humans are to be afforded certain rights including, but not limited to, life, liberty and security of person as well as the right to a standard of living adequate for the health and well-being of himself and of his family, including food, clothing, housing and medical care, and necessary social services.
o Gender equality perspective – Women and men as well as girls and boys often have different roles in life, which are to be equally valued.
o Values perspective – The values that individuals, cultures and countries hold influence decisions on a personal level and on a national level.
o Sustainability perspective – Sustainability balances environmental, social, and economic concerns, and focuses on the future to assure the well-being of upcoming generations.
20.00-22 00 DINNER
Day 3: (Wednesday, 25 June 2014)
09.0 -11.00 KEY PRESENTATIONS
o Eco clubs experience by Dr. B. C. Sabat, Sr. Scientific Officer, Department of Environment, Govt. of NCT of Delhi
o Climate change and Disaster Risk Reduction perspective to biodiversity
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Dr M Z Hasan, SEED India, former Head, NEERI ( National Environmental Engineering Research Institute), Nagpur
o Biodiversity education through botanic gardens: Dr Kamala Kulshreshtha, Principal Scientist, NBRI (National Botanical Research Institute)
DISCUSSION:
(Facilitated by Ms Margherita Fanchiotti, Cross-Cutting Thematic Unit on Disaster Risk Reduction, Natural Sciences Sector, UNESCO Paris)
How Schools can contribute to addressing Climate Change and DRR
o Climate change education video
o DRR education video
1100-10.15 Tea/ Coffee Break
11.15-13.00 Group discussion
split into 8 groups depending on what are the possibilities of projects or actions to be taken as introduced by the expert
Other example(s)
o Indian experience of education in disaster risk reduction in schools(http://www.actionaid.org/sites/files/actionaid/drrs_final_r eport_to_dfid.pdf)
o Climate change education (http://www.ceeindia.org/cee/climate- change-education.html)
o Biodiversity education (http://biologyinternational.org/wp- content/uploads/2012/03/2Jain.pdf)
13.00 14 00 LUNCH
14.00-15.30 . Presentation of the results of the group discussions:
. on working on Biodiversity
. on addressing Climate Change
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15.30-15 45 Tea/ Coffee Break
15.45-16 30 . Wrap up and discussion of follow-up activities
. Feedback - participants
16.30- 17 30 VALEDICTORY - CLOSING CEREMONY
. Opening remarks: Prof P K Mathur, SEED India . Summary of the workshop: Ms Veronica Albuja, Ms Margherita Fanchiotti and Ms Garima Borwankar, UNESCO . Chief Guest:Dr. Bharati Gandhi, Founder Director, CMS . Guest of Honour: Dr. B. C. Sabat, Sr. Scientific Officer, Department of Environment, Govt. of NCT of Delhi . Closing Remarks and way forward: Dr Ram Boojh, UNESCO . Vote of Thanks: Mr Shishir Srivastava, CMS
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Participants’ Information
S.No Name and designation Address/Email
1. Mr. Shigeru Aoyagi UNESCO Office in New Delhi Director and UNESCO B-5/29, Safdarjung Enclave, New Delhi - 110 029 Representative to Bhutan, INDIA India, Maldives and Sri Lanka, Tel: +91-11-2671 3000 Fax: +91-11-2671 3001, 2671 3002 [email protected]
2. Mr. V.N Garg Department of Environment & Forest, Govt of Agriculture Production U.P Civil Secretariat, Lucknow 26016 Commissioner & Principal Secretary
3. Prof. Munna Singh Chandrasekhar Azad university of Agriculture & Vice chancellor Technology, Kanpur
4. M. Z Hasan Society for Environment Education and Adviser Development (SEED)
5. Prof. P.K Mathur Society for Environment Education and Development (SEED) Chairman, SEED India [email protected]
6. Dr. Ram Boojh UNESCO Office in New Delhi Program Specialist, Natural B-5/29, Safdarjung Enclave, New Delhi - 110 029 Sciences INDIA Tel: +91-11-2671 3000 Fax: +91-11-2671 3001, 2671 3002 [email protected]; [email protected]
7. Dr. Bharti Gandhi City Montessori School Head Office: 12, Station Road, Lucknow - 226001 Founder, Director, CMS (INDIA) Phones: +91-522- 2638738, 2638483, 2638606 Fax: +91-522-2638008, 2635497 Website: http://www.cmseducation.org
8. Prof. Geeta Gandhi Kingdon City Montessori School Head Office: 12, Station Road, Lucknow - 226001 President & COO, CMS, (INDIA) Phones: +91-522- 2638738, 2638483, 2638606
37
Fax: +91-522-2638008, 2635497 Website: http://www.cmseducation.org
9. Ms Mita Nangia Goswami WWF-India Director, EE Tel: 011-4150-4792 [email protected]| Environment Education
10. Dr Ranjeeta Buti EYSD -Educating Youth for Sustainable Development TERI - The Energy and Resources Institute New Delhi Coordinator, EYSD, TERI 110003 Phone: +91-11- 46444500, 24339606-8 Ext 4218 Fax: +91-11-24682144, 2468214 Email: [email protected]
11. Ms Anuradha Gupta Prithvi Innovations, House No C-127, Eldeco Towne Founder Secretary, IIM Road, Lucknow-226013,UP.India. Prithvi Innovation, UNESCO club Mobile: 9415009158 email:[email protected] http:www.prithviinnovation.blogspot.com http:twitter.com/prithvitweets
12. Dr B.C Sabat Department of Environment Senior Scientific Officer Level-6th , C-Wing, Delhi Secretariat New Delhi-110002 Tele: 011-23392032 9717593506 ' Email: [email protected]
13. Dr Samina Hasan Society for Environment Education and Programme Officer Development (SEED), C1159 Indira Nagar Lucknow226016 India Email: [email protected]
14. Ms. Garima Borwankar Natural Sciences Sector Volunteer UNESCO Office in New Delhi B5/29 Safdarjung Enclave, New Delhi-110029, India Tel: +91 11 2671 3000 (Ext. 234) Fax: +91 11 2671 3001-2 Email: [email protected]
15. Ms.Veronica Albuja Assistant Programme Natural Sciences Sector Specialist, International UNESCO Office in New Delhi
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Cooperation Programme B5/29 Safdarjung Enclave, New Delhi-110029, India Basque Volunteer Tel: +91 11 2671 3000 (Ext. 234) Fax: +91 11 2671 3001-2 Email: [email protected] www.unesco.org/new/en/newdelhi www.facebook.com/unesconewdelhi
16. Ms. Margherita Fanchiotta Cross-Cutting Thematic Unit on Disaster Risk M.Sc. Thesis Intern, UNESCO Reduction, Natural Sciences Sector New Delhi UNESCO, 1 rue Miollis 75732 Paris CEDEX 15, France Tel. (France): +33 (0) 1 45 68 39 65 Mobile (India): +91 9971623809 E-mail: [email protected]
17. Dr. Saurabh Gupta Society for Environment Education and Coordinator, SEED, India Development (SEED), C1159 Indira Nagar Lucknow226016 India Ph: +91 9455000113 (M)
Email: [email protected] [email protected]
18. Mr Shishir Shrivatava City Montessori School (CMS), 12 Station Road Head Environment project, Lucknow 226001
Tel: +91 99565 23456 Fax: +91 522 2638008;
2635497Email: [email protected]
19. Mr. Tariq Khan City Montessori School (CMS), 12 Station Road Environment Coodinator,CMS Lucknow Lucknow 226001
20. Mr. Jijin Anthony John City Montessori School (CMS), 12 Station Road CMS, Lucknow
Lucknow 226001
21. Dr Kamala Kulshreshtha National Botanical Research Institute Campus, Principal Scientist Lucknow-226001, India Phone(office) +91-522- 2205831--35 ext 223 Fax: + 91-522- 2205836/2205839
E-mail: [email protected]
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22. Mr Dinesh Kumar GSSS Forsythganj, Dharamshala Cantt (H.P) Email: [email protected]
23. Mr S. Muniyandi Quaide-e-milleth High School, Dindigul, Tamilnadu Email: [email protected]
24. Mr M. Jamal Mohammad Quaide-e-milleth High School, , Dindigul, Tamilnadu Email: [email protected]
25. Ms Sushama Rajkumar CMS, Gomti Nagar Lucknow (U.P) [email protected]
26 Ms Tahseen Fazal CMS Rajender Nagar Lucknow (U.P [email protected]
27 Ms Anupma Johari CMS Jopling Road, Lucknow U.P [email protected]
28 Ms Shagufta Khan CMS Aliganj II, Lucknow U.P [email protected]
29 Ms Junu Thakur CMS Mahanagar II, U.P [email protected]
30 Ms Sukhwant Kaur CMS Rajajipuram II, Lucknow U.P [email protected]
31 Ms Modern English School, 7 Chembur, Mumbai, Sitalkshmi Parameswaran Maharashtra [email protected]
32 Ms Sarita Singh CMS Mahanagar, Lucknow U.P [email protected]
33 Mr. Jainendra CMS Chowk, Lucknow, U.P [email protected]
34 Ms Nidhi Saxena CMS Gomti Nagar II, Lucknow U.P [email protected]
35 Ms Geetanjali Sharma CMS Mahanagar II, Lucknow U.P
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36 Mr Gaurav Krishna CMS Rajajipuram I, Lucknow [email protected]
37 Ms Jyoti Rai CMS Kanpur Road Lucknow [email protected]
38 Mr Sarupa Ram Mali Government Sec School Sartara, Rajasthan [email protected]
39 Ms Mussarrat Fatima CMS RDSO, Lucknow [email protected]
40 Ms Krishna Banerji CMS Mahanagar, Lucknow [email protected]
41 Mr Amit S. Khare Guruvarya Dadasaheb Bowa Educational Organisation [email protected]
42 Mr Vivek Kumar G.SSS Rakhota, Dist Mandi, (H.P) [email protected]
43 Ms Supreena Das NPS International School (Formerly GEMS NPS International School), Betkuchi, Guwahati Assam. [email protected]
44 Mr Santush Kumar Kar JAYA DURGA HIGH SCHOOL, Kalahandi, Odisha
45 Ms Deepika Agrawal CMS Maharagar II, Lucknow [email protected]
46 Ms Malini Srivastara CMS Rajendra Nagar II Lucknow [email protected]
47 Ms Sonia Mag CMS St. Rd Lucknow [email protected]
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48 Ms Najma Mirza CMS St. Rd Lucknow [email protected] CMS ST Road
49 Mr Ripujay Bordoloi Chengamari High School, Assam [email protected]
50 Mr S. S Sharma MGSS Khurja, UP
51 Ms Kanak Pandey CMS Ali Nagar I, Lucknow [email protected]
52 Dr Shalini Gupta Society for Environment Education and Development Programme Officer (SEED), C1159 Indira Nagar Lucknow226016 India Ph: SEED India +91 9455000113 (M) Email: [email protected]
53 Mr B Sreenivas Z.P.H.S. GADEPALLY, Nizambad Telangana [email protected]
54 Ms Kavita S Shahi CMS Kampur Road Lucknow
55 Mr Kailash Kesuwani CMS Aliganj Campus Lucknow [email protected]
56 Mr Eram Siddique CMS Mohanagar I , Lucknow [email protected]
57 Mr. Promod Dattatreya SHETH JOTIPRASAD VIDYALAYA, Daund, Kokade Pune, Maharashtra [email protected]
58 Mr Saurabh Kumar SEED India, Lucknow [email protected]; [email protected]
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59 Ms Urvashi Singh CMS Anand Nagar, Lucknow [email protected]
60 Mr Anand Kumar JNV Pithoragarh ananddwivedi@[email protected]
61 Ms Sulekha Dwidedi C.M.S MahanagarII, Lucknow
62 Mr Narendra Singh Beawar, Rajasthan Rawat [email protected]
63 Mr Aman Aggarwal Plant to Planet, Delhi [email protected]
64 Mr Vinay Kumar Om sai Niketan High School, Secunderabad, Kanchanapally A.P [email protected]
65 Ms Archana Singh RBN GLOBAL SCHOOL, Adjacent Indira Canal, Faizabad Road, TGT Science teacher Lucknow - UP Phone: +91 8400048000, 9235464054, 0522- 3295071 email- [email protected] [email protected]
66 Ms Kakoli Ghosh RBN GLOBAL SCHOOL, Adjacent Indira Canal, Faizabad Road, Coordinator Lucknow - UP Phone: +91 8400048000, 9235464054, 0522- 3295071 email- [email protected] [email protected]
67 Mr Vaibhav Pathak CMS, Lucknow [email protected]
68 Ms Sonali Chowdhary [email protected]
Lucknow
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69 Ms Sabitri Shannigrahi Hoomgarh Chandabila, High School, West Bengal [email protected]
70 Ms Garima CMS, Lucknow Lucknow [email protected]
71 Mr Amit. S. Khare Guruvarya Dadasaheb Bowa Educational Organisation, Malegaon, Nashik [email protected]
72 Mr Vijay Laxmanrao M.P Deo Smruti shala & Jr. College, Nagpur, Ghungey Maharashtra
73 Mr Narendra Singh Tharu Govt. Inter College, Khatima , U.S Nagar, Rautela Uttrakhand
74 Ms Rupa Pandit The Assembly of God Church school, Kolkata, W.B
75 Ms Savitha Krishna Jain Global Campus, Ramanagara, Karnataka
76 Ms Kanchan Singh St. Claret School , Bangalore, Karnataka
77 Mr Varun Koul Popular Model high School, Jammu, J&K
78 Ms Vandana Thakur Rachna School, Shahibag, Ahmedabad, Gujarat
79 Ms Manisha Rachna School, Shahibag, Ahmedabad, Kachchhava Gujarat
80 Ms Rati Aggarwal Rachna School, Shahibag, Ahmedabad, Gujarat
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81 Ms Ankita Sahu CMS, Lucknow
Teacher - eco coordinator
82 Ms Dipti Shukla CMS, Lucknow Teacher - eco coordinator
83 Ms Narjis Raja CMS, Lucknow Teacher - eco coordinator
84 Mr Suresh Kumar CMS, Lucknow Teacher - eco coordinator
85 Mr Rakesh Sonkar CMS, Lucknow
Teacher - eco coordinator
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M edia Coverage
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23 June 2014
3-day National Teacher Training Workshop on Biodiversity begins in CMS
Trampling environment for materialistic gain is suicidal
— Mr V N Garg, IAS, Agricultural Production Commissioner, UP
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23 June 2014
3-day National Teacher Training Workshop on Biodiversity begins in CMS Trampling environment for materialistic gain is suicidal — Mr V N Garg, IAS, Agricultural Production Commissioner, UP
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Lucknow, 23 June : The three-day workshop being organized for the teachers of our country on biodiversity has begun at City Montessori School, Kanpur Road auditorium where experts on environmental issues and many prominent speakers awared people to save earth, environment and the lives here. They were unanimous in their opinion that each individual should feel responsive for saving the very existence of lives in lack of natural resources, in the years to come. Organized jointly by UNESCO New Delhi; City Montessori School and Society for Environment Education and Development (SEED), India on bio-diversity, this 3-day National Teacher Training workshop was inaugurated today morning at the CMS Kanpur Road auditorium. The theme of this workshop is 'Multiple Perspective Approaches to
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Biodiversity'. Chief Guest, Mr V N Garg, IAS, Agricultural Production Commissioner and Principal Secretary, Environment & Forests, Govt. of U.P., lit the lamp to formally inaugurate the workshop and the present of very eminent figures and renowned environmentalists, Dr Ram Boojh, UNESCO New Delhi; Mr Shigeru, Director, UNESCO New Delhi; Prof. Munna Singh, Vice Chancellor, Chandra Shekhar Azad University of Agriculture & Technology, Kanpur; Dr M Z Hasan, SEED, India; Ms Mita Nangia Goswami, Director, Environment Education, WWF India; Ms Margherita Fanchiotti, UNESCO, Paris; Ms Veronica Albuja and Ms Garima Borwankar, UNESCO, New Delhi made the event even more empowering. CMS students presented colourful educational-cultural items at the opening session and mesmerized the audience.
In his opening speech, Mr V N Garg, IAS, Agricultural Production Commissioner, UP, said that permanent development is hard to achieve though it's the need of the hour. We dig grave for ourselves, the moment we start trampling environment for financial growth, cutting trees, establishing factories, global warming, setting the forests on fire, illegal animal slaughtering or killing etc. are not only taking us away from the nature but also causing the extinction of several species from the world. Earlier, while speaking to welcome the eminent personalities from India and abroad, CMS President and Chief Operating Officer, Prof. Geeta Gandhi Kingdon said that the purpose of this workshop is to associate teachers with "ESD (Exploring Sustainable Development) Multiple Prospective Learning Tool" the mission for bio-diversity awareness. This workshop will help teachers and through them, the students, for forming multi-disciplinary and multi-perspective teams. With multi- perspective tools, we may hope to find out solutions for global conundrums, Prof. Kingdon said. Both teachers and students need tools and framework to ponder seriously over global issues in present era. In coming years, modern students will lead the society and 'multi perspective analysis' to help them preparing for this new role. Special Guest of Honour, Mr Shigeru, Director, UNESCO New Delhi, said that UNESCO and CMS carry some common principles and CMS is doing commendable work for environmental conservation with total commitment. In November, we are holding a seminar in Nagoya, Japan and want CMS to participate there. We must think globally and act locally. Renowned environmentalist, Mr Ram Boojh, UNESCO, New Delhi, praised CMS and said that CMS is honestly endeavouring for sustainable development through education. He further said that the education of peace, unity and sustainable development is the need of the hour. Mr M Z Hasan said that the foremost issue today is environmental conservation. 'We started alone, but people joined us and we moved on' is the feeling seen here.
On the first day of workshop today, a detailed discussion on 'ESD (Exploring Sustainable Development) Multiple Perspective Tool on Biodiversity' was held focussing on 'how schools can conceretely work on biodiversity'. This presentation was given by Dr Ram Boojh, Ms Mita Nangia Goswami and UNESCO team. Ms Ranjeeta Buti presentation on 'Educating Youth for Sustainable Development' caught much attention. Apart from it, group exercises were held on 8 different perspective viz Scientific perspective, Geographic perspective, Cultural diversity perspective, example of making use of folktale and Historical perspective etc.
Mr Hari Om Sharma, Chief Public Relations Officer of CMS informed that the teachers of different schools of our country and 20 CMS environment coordinators are taking training of 'ESD (Exploring Sustainable Development) Multiple Perspective Tool on Biodiversity' and in turn they will teach their students on environmental factors and develop the ability to solve social and financial matters. Mr Sharma said that this workshop is great for its issue that is on the theme that not only affects the present rather the future generations too. Environment safety concepts are shared by the teachers in this workshop who will disseminate it across the globe.
(Hari Om Sharma) Chief Public Relations Officer City Montessori School, Lucknow
25 June 2014
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3-day National Teacher Training Workshop on Biodiversity concludes Schools' task in biodiversity and environment conservation is significant
— Experts of India and abroad opine
Lucknow, 25 June : The opinion of various expert environmentalists and dignitaries had been unanimous in their opinion on the last day of the three-day National Teacher Training Workshop organized at City Montessori School, Kanpur Road auditorium on biodiversity, that the task of schools in environment protection and biodiversity is significant because they can inspire the younger generation to take necessary steps in this direction. The experts said that it should be imperative for the schools to let their students know about biodiversity and the deplorable condition of environment across the world, then only younger generation will know its dreadful sight and solve it. A thorough discussion was held on the 'climate change and disaster management' on the last day of workshop. besides, the teacher came from across the country and CMS environment coordinators understood the social, economic and cultural perspectives of biodiversity and vowed the spread it across the world through their students. It may be mentioned that the three-day National Teacher Training Workshop was organized at CMS Kanpur Road auditorium under the joint aegis of CMS, UNESCO and SEED India. The theme of the workshop was "Multiple Perspective Approaches to Biodiversity". At this workshop, teachers from various schools of the country and CMS environment coordinators get trained on "ESD (Exploring Sustainable Development) Multiple Perspective Learning Tools" through which they would be able to teach students on practical methods of conservation of the earth's resources leading to true progress of humanity.
The workshop on the last day began with 'Eco Club Experience' by Dr B C Sabat, Sr. Scientific Officer, Department of Environment, Govt. of NCT of Delhi, that encouraged the participation of each person for
58 biodiversity and environment protection. The meaningful presentation of Dr M Z Hasan, SEED India on 'Climate change and Disaster Risk Reduction perspective to biodiversity' was highly praised. Dr Kamala Kulshreshtha, Principal Scientist, NBRI presented 'Biodiversity Education Through Botanic Garden' and earned kudos. Apart from it, Ms Margherita Fanchiotti conducted a discussion on 'How schools can contribute to addressing Climate Change' and also a group discussion on 'Biodiversity education', 'Climate change education' and 'Indian experience of education in disaster risk reduction' was highly beneficial, he said.
The session in the afternoon began with meaningful speech of Prof. P K Mathur, SEED India. He said that the students should be set as examples for others to learn and this workshop's aim is not only to spread awareness but also want to change human behaviour in using natural resources. Chief Guest for the closing session had been Prof. Anantha Duraiappah, Director, Mahatma Gandhi Institute of Education for Peace and Sustainable Development, who spoke that the problem of environment is global and not of any single country and it affects the entire humanity. It is a matter of concern now that the natural resources are limited and any technique to utilize it may only go for long run when that is environment friendly. Mr Hari Om Sharma, Chief Public Relations Officer of CMS believes that the schools should be concerned with the needs of time and saving environment and natural resources is the gravest problem today that needs our attention. This three day workshop came to end today but the message of biodiversity and environment protection will keep on encouraging people, Mr Sharma said.
(Hari Om Sharma) Chief Public Relations Officer City Montessori School, Lucknow
24 June 2014
3-day National Teacher Training Workshop on Biodiversity begins in CMS Trampling environment for materialistic gain is suicidal
— Mr V N Garg, IAS, Agricultural Production Commissioner, UP
Lucknow, 24 June : The 2nd day of the 3-day National Teacher Training Workshop on Introducing A
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Multiple Perspective Approaches to Biodiversity being organized at City Montessori School, Kanpur Road auditorium proved highly useful and enlightening. Experts from various countries and provinces of India were unanimous in their agreement that the time is ripe for accepting the idea of 'Vasudhaiv Kutumbkam;' and treating all creatures on earth as one family. Preservation of the species is on our top agenda, said many of the environmentalists. For this sustainable development is necessary. We must think of our 'carbon footprint' and try to give back to nature as much as we have received from it. Otherwise how will future generations sustain themselves? Interference with nature's eco cycle and her methods of self preservation is likely to cause vast damage as has been seen in the case of Uttarakhand last year. It may be mentioned that the three-day National Teacher Training Workshop is being organized at CMS Kanpur Road auditorium under the joint aegis of CMS, UNESCO and SEED India. The theme of the workshop is "Multiple Perspective Approach to Biodiversity". Here at this workshop, teachers from various schools of the country and CMS environment coordinators are being trained on "ESD (Exploring Sustainable Development) Multiple Perspective Learning Tools" through which they will be able to teach students on practical methods of conservation of the earth's resources leading to true progress of humanity. It will also train the teachers to help students form multi disciplinary and multi perspective teams to explore the field of sustainable development and biodiversity.
Addressing the teachers and experts on the second day of the workshop, President and Chief Operating Officer of CMS, Prof. Geeta Gandhi Kingdon said that no peace is possible without environmental preservation. The degrading environmental condition in the world today poses threat to human existence on earth. If steps to contain the problem and prevent any further harm are not taken immediately, the situation may go out of hand and there will be chaos everywhere. How can we ever hope for peace in this condition? She insisted on the fact that if we want a happy and peaceful life, we must fulfill our obligations towards Mother Earth. Head of CMS Personality Development and Career Counselling Department, Mr Shishir Srivastava said that we must start with our own city acting locally as well as globally. Last year, CMS had launched massive campaigns to clean the river Gomti, groundwater preservation, tree plantation, rain water harvesting, saving electricity etc. and achieved great success in its endeavour. These projects had created a huge impact on the mindset of people and brought about a change in attitudes.
The experts and keynote speakers in today's morning session were Ms Annie Gregory of Centre for Environment Education on 'Paryavaran Mitra Experience'; Ms Mita Nangia Goswami, Director, Environment Education, WWF India on 'WWF Nature Education Programme' and Ms Anuradha Gupta from UNESCO Club on 'UNESCO ASPnet Experience'. These experts won the hearts of the audience with their meaningful presentation full of new ideas to train students. After this, a group discussion was held in which all the environmentalists eagerly participated. It was conducted by UNESCO and SEED organizations. The participants gave examples of projects undertaken in Indonesia and New Delhi and exemplified the way success could be achieved by cooperation and consistent effort. 'Together we can and we will', they said.
In the afternoon session, experts from UNESCO, Ms Veronica Albuza and Ms Garima Borwankar addressed the trainees and gave useful suggestions on preserving the environment. Environmental games were introduced to create interest in this field amongst students. Various activities to keep the earth green and thriving were taught to teachers which they could pass on to the students. Groups were formed to discuss multiple perspective approach to biodiversity and how to preserve the endangered species. The UNESCO programme links sustainable development with human rights, equality of gender, value education, biodiversity and ethical treatment of animals and birds. Experts from UNESCO opined that they were happy to witness the growing sense of environmental awareness on the Indian subcontinent and the importance being given to this issue at CMS which is sure to do wonders to building a bright future for mankind as well as all creatures on earth.
(Hari Om Sharma) Chief Public Relations Officer City Montessori School, Lucknow
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