Punjab ENVIS Centre NEWSLETTER
Vol. 10, No. 3, 2012-13
Education for Sustainable Development
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INDIA EDITORIAL
The United Nations General Assembly in its 57th Session in December 2002, proclaimed the Decade of Education for Sustainable Development (DESD) for the period 2005 - 2014. It offers an opportunity to rethink the manner in which we approach global challenges and aims to reorient education, policy, practice and other activities to address sustainability. The DESD has made considerable progress in terms of concrete activities and actions on the ground. Apart from the regional and national launches, progress has been achieved in both institutional and programmatic areas at international, regional and national levels. However, given the scale and severity of the global challenges we face, much still remains to be done. It is a long-term goal, which both individuals and institutions and countries need to pursue. This important theme is characterized by an intrinsic complexity, since it encompasses ecological or environmental considerations on the one hand, and economic matters, social influences and political frameworks on the other.
This issue of Newsletter has an article on Education for Sustainable Development which discusses the general concept of Education for Sustainable Development and its global perspective. The article also attempts to explore the national and state ESD perspectives and provides an insight into the special initiatives taken up within the state w.r.t. formal, non-formal and informal education. The activities in state related to ESD, focus on ecological handprint vs footprint, climate change, natural resource conservation, environmental auditing involving school children and general public for taking initiatives in the direction of environment protection and conservation. The Punjab State Council for Science & Technology has joined the Global Regional Centre for Expertise (RCE) Network of United Nation University- Institute of Advanced Studies within the region by establishing RCE Chandigarh. It is hoped that this Newsletter would help to understand the importance of ESD and relate to various ESD related initiatives that would further foster sustainable living practices in the state. Editors
Editorial Team Acknowledgment Published by Punjab ENVIS Centre Dr. Neelima Jerath We are thankful to Ms. Shruti Shukla, Punjab State Council for Dr. S.S. Ladhar Deputy Director, Punjab School Science & Technology, Dr. S.K. Saxena Education Board and Ms. Preeti Chandigarh, INDIA Kanaujia, Project Co-ordinator, Centre Mr. Gurharminder Singh for Environment Education, Lucknow Sponsored by Ms. Ravleen Singh for providing inputs for the develop- Ministry of Environment & Forests, ment of this article. Government of India
2 INTRODUCTION connects space and a system that connects time. However, as per the above definition, meeting the Sustainable development refers to a mode of human needs of the future depends on how well we development in which resource use aims to meet balance social, economic, and environmental human needs while preserving the environment so objectives (Fig. 1) or needs when making decisions that these needs can be met not only in the present, today. but also for generations to come. Though, the concept sustainable development is the subject of Social: to look at the issues that impact people ongoing debate but it is important because it directly and that either helps or hinders the influences and shapes the world in which we live. process of improving the quality of life. Thus, sustainable development has been defined in Economic: to look at the system that determines many ways, but the most frequently quoted how the limited resources needed to improve definition is from 'Our Common Future', also known peoples' lives are distributed. as the Brundtland Report. "Sustainable development is development that meets the needs of the present Environmental: to look at the natural resources, without compromising the ability of future both renewable and non-renewable, that make generations to meet their own needs". It contains up our surroundings and help us to sustain and within it , mainly two key concepts: better our lives. the concept of needs, in particular the essential needs of the world's poor, to which overriding Thus, the above stated needs are tightly priority should be given; and interconnected and have certain common characteristics that determine sustainable the idea of limitations imposed by the state of development often termed as sustainable technology and social organization on the development indicators as shown in Box 1. environment's ability to meet present and future needs." Education is considered the only key component of All definitions of sustainable development require human development, which is, greatest beneficial that we see the world as a system, a system that force and is essentially interwined with the
Fig.1. Sustainable Development : Objectives
Services Decent Jobs & Income Household Needs S Appropriate Development O Industrial Growth C Agricultural Growth I Efficient Use of Labor A Peace, Equity L Participation Democratic Governance & Human Rights Empowerment Social Mobility ENVIRONMENT Cultural Preservation Biodiversity Natural Resources ECONOMIC Carrying Capacity Ecosystem Integrity Clean Air and Water
3 Box 1. Sustainable Development Indicators
Gross National Happiness (GNH) : GNH is an attempt to define quality of life in a more holistic and psychological terms than Gross National Product. The four pillars of GNH are the promotion of equitable and sustainable socio-economic development, preservation and promotion of cultural values, conservation of the natural environment and establishment of good governance.
Human Development Index (HDI): HDI is the measure of life expectancy, literacy, education, and standard of living for countries worldwide. It is a standard means of measuring well-being, especially child welfare. It is used to determine and indicate whether a country is a developed, developing, or underdeveloped country and also to measure the impact of economic policies on quality of life.
Ecological Footprint (EF): EF compares human consumption of natural resources with Earth's ecological capacity to regenerate them. EF is an estimate of the amount of biologically productive land and sea area needed to regenerate the resources human population consumes and to absorb the corresponding waste, given prevailing technology and current understanding.
The Happy Planet Index (HPI): HPI is an index of human well-being and environmental impact. The HPI is an innovative measure that shows the ecological efficiency with which human well-being is delivered. It is the first ever index to combine environmental impact with human well-being.
Source : CEE, 2007 as cited on www.sayen.org
development process. The sustainability can be used the world more fit for human habitation presently as an integrating force in education to improve and and for future generations. facilitate academic and community relationships. If As ESD uses education as a tool to achieve sustainability and its foundation in scientific, sustainability and it differs from education about environmental, technological, socio-economic and sustainable development as the later is an ethical learning is to become a paradigm for analysis, awareness lesson or theoretical discussion on decision-making, planning, and action, it is essential sustainable development. It is an important that it be incorporated into the curriculum and pedagogical tool which is based on the instructional practices at all levels of schooling, which fundamental principle of making an individual see in turn can strongly influence programs for and recognize the interdependence between community education and can be referred to human beings and each and every unit of ecology. Education for Sustainable Development (http:// The role of ESD, based on the three pillars of www.cnie.org/NCSEconference/2003conference). economy, society and environment (the sustainable development needs), is critical in changing EDUCATION FOR SUSTAINABLE prevalent perceptions and attitudes of people DEVELOPMENT towards self, society and environment. It is a comprehensive package for quality education and People around the world recognize that current learning. The holistic nature of ESD allows it to be a developmental trends are not sustainable and that possible tool for the achievement of the Millennium public awareness, education and training are key to Development Goals (MDGs) and the Education for moving society towards sustainability. Although All (EFA) goals (Box 2). sustainable development and hence ESD are difficult to envision, we must create frameworks for ESD requires participatory teaching and learning initial ESD efforts that so that others can methods that motivate and empower learners to understand and teach it (IUCN, 2002). Education change their behaviour and take action for for Sustainable Development (ESD) aims to make sustainable development. ESD allows every human
4 being to acquire the knowledge, skills, attitudes Improving access and retention in quality basic and values necessary to shape a sustainable future. education : Enrolling and retaining both girls Thus, ESD, promotes competencies like critical and boys in a quality basic education is thinking, imagining future scenarios and making important to the well-being of individuals over d e c i s i o n s i n a c o l l a b o r a t i v e w a y their lifetime and to the society in which they (http://www.unesco.org/). live. Basic education should focus on learners gaining knowledge, skills, values and Box 2. Millennium Development Goals perspectives that encourage sustainable (MDGs) livelihoods and support citizens to live sustainable lives.
In 2000, 189 nations made a promise to free people Reorient existing education to address from extreme poverty & multiple deprivation. This sustainable development: Education must be pledge became the 8 MDG’s to be achieved by able to develop creativity and problem-solving 2015. In 2010, the world recommitted itself to skills to create a more sustainable future. accelerate progress towards the goals stated as under : Increasing public understanding and awareness • Eradicating extreme poverty and hunger, of s us t ai nab i l i t y : Ci t i z e ns s houl d b e knowledgeable about sustainability and the • Achieving universal primary education, actions needed to reach sustainability goals. • Promoting gender equality and empowering women, Training programmes to address specific social, environmental and economic sustainability • Reducing child mortality rates, issues: All sectors of people should be provided • Improving maternal health, vocational and professional training infused • Combating HIV/AIDS, malaria, and other with the principles of sustainability. diseases, The relationship between Environmental Education • Ensuring environmental sustainability, and (EE) and ESD has been the subject of significant • Developing a global partnership for discussion. EE is closely associated with sustainable development. development. This relationship however can be Source : www.undp.org perceived in different ways. For some, sustainable development is the ultimate goal of environmental education: the term Environmental Education "for" ESD, has four major thrusts (as described by Sustainable Development (EEFSD) is proposed. For Chapter 36 of Agenda 21) stated as under & shown others, sustainable development refers to specific in Fig. 2 (http://www.ceeindia.org): objectives, which should be added to those of environmental education: therefore, they use the Fig. 2. Major Thrusts of ESD expression education for environment "and" sustainable development. According to the Improve document proposed by UNESCO in 1992 at the basic education Education & Communication on Environment & Development Conference (ECOED), EE is one of Develop many thematic educations that contribute to the Education for public overall education for sustainable development. The Reorient existing Sustainable education Dvelopment understanding relationship between Education For All (EFA) and & awareness ESD has further been explored through a study on EFA -ESD dialogue as in Table 1. Training Programmes EE has a significant role to play in addressing sustainable livelihood in context of poverty and risk
5 Table 1. Education for All and Education for Sustainable Development Education for Sustainable Education for All (EFA) EFA/ESD Overlap Development (ESD)
Basic education and • Commitment to quality education. • Broader purposes beyond literacy available to all • Education as a human right. education per se. learners, particularly • Promotion of human rights, especially • Relevance and importance of addresses those who g e n d e r e q u a l i t y a n d r i g h t s f o r ESD for all planned learning a r e e x c l u d e d f r o m marginalized people. activities (formal, non-formal quality basic education. • Concern to improve the quality of life, and informal) reduce poverty, improve health. • Includes those in privileged • Importance of primary education. positions in societies where • Participation of all in education and consumerism dominates. development: governments, civil society • Emphasis on basic values, organizations (CSOs), the private sector, processes and behaviour as communities and individuals. part of learning. • Includes non-formal learning.
Source: UNESCO, 2009
and needs to receive continued emphasis and agenda for change" and subsequently, published a attention. However, ESD has introduced a range of report titled "Our Common Future" in 1987. This concepts that add value and extend the rich array of Report was the first historic document supporting Environmental Education processes that have sustainable development. developed over the years. From 1987 to 1992, the concept of sustainable ESD : GLOBAL PERSPECTIVE development matured as committees discussed, negotiated, and wrote the 40 chapters of Agenda ESD has its roots in the United Nations and 21. A series of major UN conferences helped to international history of the environmental further develop the concept of sustainable movement. In fact, one major push for ESD came development. The conferences, which dealt with from international political and economic forums core aspects of sustainability, included the Earth (e.g., United Nations, Organization for Economic Summit' (Rio de Janeiro in 1992), World Conference Co-operation and Development, Organization of on Human Rights (Vienna, 1993), the International American States). The initial thoughts concerning Conference on Population and Development Education for Sustainable Development (ESD were (Cairo, 1994), the World Summit for Social captured in Chapter 36 of Agenda 21, "Promoting Development (Copenhagen, 1995), the Fourth Education, Public Awareness, and Training" World Conference on Women (Beijing, 1995), and (http://www.esdtoolkit.org/). Unlike most the Second World Conference on Human education movements, ESD was initiated by people Settlements (Istanbul, 1996). Each major UN outside the education community. Conference also added to the conceptual framework of ESD. In 2000, the Millennium Summit The concept of ESD crystallised when world leaders was held, where all world leaders in attendance agreed that the concept of sustainable adopted the United Nations Millennium Declaration development should be actively pursued as a global and eight Millennium Development Goals (MDGs) goal. In 1983, a Brundtland Commission (with 22 originated from it (Box 2). member nations), formerly also known as the World Commission on Environment and Further, in 2002, the ‘World Summit’ on Sustainable Development was formed to have an organization Development was held in Johannesburg which independent of the UN to formulate "a global recommended that the United Nations General
6 Assembly consider adopting a Decade of ESD. As a Box 3 : Objectives of the DESD result, the 57th Session of the UN General Assembly in December 2002, adopted Resolution 57/254 The objectives of the DESD are to: declaring 2005 to 2014 as the 'Decade of Education • facilitate networking linkages, exchange and for Sustainable Development (UNDESD)’ and interaction among stakeholders in ESD; designated UNESCO as the lead agency to promote • foster increased quality of teaching and it. UNESCO has developed an International learning in ESD; Implementation Scheme for the Decade. The goals of the decade are to provide an opportunity for • help countries make progress towards and refining and promoting the vision of and transition attain the Millennium Development Goals to, sustainable development - through all forms of through ESD efforts; education, public awareness and training; and to • provide countries with new opportunities to give an enhanced profile to the important role of incorporate ESD into education reform efforts. e d u c a t i o n a n d l e a r n i n g i n s u s t a i n a b l e Source : www.desd.org development. The major objectives of DESD are enumerated in Box 3. However, in all the above the importance of human rights; mentioned conferences following issues have identification of the role of education as critical been stressed upon: to achieving sustainability goals. the need for social and human development along with economic development and Further, on 29 June 2005, at the UNU-UNESCO environmental concern; Conference on Globalisation and Education for call for the advancement and empowerment of Sustainable Development, UNU presented the women; concept of a Regional Centre of Expertise (RCE) on demand for basic social services for all; ESD as a vehicle that may promote local recognization of the critical importance of involvement and contribute to the articulation of a sustainable livelihoods; global vision of ESD at the regional/local level. An necessity of broad enabling environments for RCE is expected to bring existing institutions social and economic development; together at the regional/ local level to jointly sustain the environment and natural resources promote ESD (Box 4). An initial group of seven on which all people depend; RCEs were launched as pioneers of a larger
Box 4. RCE Network
An RCE is a network of existing formal, non-formal and informal educational organisations, mobilized to deliver ESD to local and regional communities. A worldwide network of RCEs constitutes the Global Learning Space for Sustainable Development. RCEs aspire to achieve the goals of the UN Decade of Education for Sustainable Development (DESD, 2005-14), by translating its global objectives into the context of the local communities in which they operate. This group meets regularly to discuss issues, and looks for common grounds and issues to focus and work upon. Each RCE empowers people within its community to lead better, more sustainable lives by providing them with the information, education and tools they need to create positive social and environmental change. The core elements of RCE are : Governance, Collaboration, Research & Development and Transformative education. Source : www.ias.unu.edu
7 number to be developed throughout the UN the policy makers and community /society as a Decade of Education for Sustainable whole. Development (DESD), 2005-2014. The seven RCEs launched were from Barcelona (Spain), Greater In order to achieve the goals of sustainable Sendai Area (Japan), Okayama (Japan), Pacific development and to promote the value of Island Countries (University of South Pacific, Fiji), sustainable development in education, the Indian Penang (Malaysia), Rhine-Meuse+region government directed its various education (Netherlands, Belgium, and Germany) and departments to actively work on an EE component Toronto (Canada). Thus a global vision of ESD as part of the curriculum. This strategy was adopted was articulated in local terms through an RCE post Stockholm Conference in 1972 by setting up network (Mochizuki Yoko, 2005). Presently there Centres of Excellence for Environment Education are 116 RCEs all over world. (CEE) under Ministry of Environment and Forests (MoEF) in the early 1980s. For a very long time, most ESD : AN EVOLVING CONCEPT IN INDIA of these activities were restricted to the MoEF. However, gradually with the realization of the role Traditionally, India has been a sustainable society. that Education can play for ensuing sustainable A large part of the Indian population still has a development, the government broadened its lifestyle that is based on the principle of reuse, purview and created Ministry of Human Resource reduce and recycle. In some cases it is a matter of Development (MHRD) to integrate environmental personal choice but for a large majority, it is concerns into all aspects and levels of education. necessitated by economic compulsions. The country is experiencing both an accelerating Since, WSSD (World Summit on Sustainable growth rates alongside unequal socio-economic Development) in 2002, the idea of sustainable development with new concerns of environmental development has been at the front position of policy conservation and protection emerging as an formation in India. Earlier the effectiveness of policy imperative issue. These issues are of immediate directives and actions of various sectors was concerns as it has inevitable consequences in terms weighed against its environmental friendly of environmental degradation felt particularly on outcomes as the only indicator of Sustainable socio-economically marginalized communities. Development. However, lately outcomes of policy reforms started being viewed /reviewed from its India has integrated sustainable development into socio-economic outcomes towards sustainability. its planning process and has several programmes For instance, reviewing the feasibility of directed towards this goal. It's initiatives address employment generation programmes for the BPL in development and sustainability issues covering relation to socio-economic and environmental social, economic and environmental proportions. considerations for livelihood. However, there are The Government of India has integrated the still some gaps between introducing idea of principle of 'sustainability' in its various policies and sustainable development and its implementation. d e v e l o p m e n t a l p r o g r a m m e s . I n d i a ' s developmental strategic framework is based on a The ESD goal became finer when India became part five year planning system, first five year plan was of UN General Assembly resolution for establishing rolled out in 1951. These plans focus in a big way on UN DESD (2005-2014) in the year 2005, in education and also include specific initiatives and recognition of the need to enhance efforts in programmes so as to achieve sustainability & education and learning to address issues of MDG's. This can be in the form of outreach, capacity sustainable development. The Indian vision for the building, formal education, training, informal DESD /ESD is hence, based on a commitment education, non formal experiential learning, etc for towards sustainability rooted in a centuries old
8 tradition of living in equilibrium with nature and all C Mehta in 1991 for compulsory EE. The Order its elements. In India, MHRD is responsible for stated, "We accept on principle that through the framing and building guidelines of national medium of education, awareness of the programmes for DESD. It aims at going beyond environment and its problem related to pollution teaching about the knowledge and skills associated should be taught as a compulsory subject." Further, with understanding environment, society and the Honorable Supreme Court in its judgment of 18 economics. It also promotes respect and December 2003 directed that the NCERT shall understanding for the values and perspectives prepare a Model syllabus of Environment necessary for nurturing sustainable livelihoods and Education. The NCERT developed the Model syllabus build human capacity for actions towards and submitted it to the Honourable Supreme Court. sustainable development. The PIL of 1991 was deemed fully disposed off based on the Affidavit (October 2007) submitted by the As we move forward to redefine the notion of NCERT and accepted by the Honorable Supreme 'development' to be more sustainable from all Court in December 2010. The Affidavit, a key quarters it also becomes important to develop the document, outlined the sequence of relevant events paradigm of 'education' i.e. the way it is practiced subsequent to the PIL up to proposal for how EE and conceptualized. In India, ESD has brought may be transacted from classes 1 to 12. about a shift in emphasis from teaching to learning in innumerable forms. The new National In India, ESD is also being promoted by RCE Curriculum Framework 2005 has as one of its key network. It consists of eleven RCE’s namely, RCE guiding principles: Connecting knowledge to life Bangalore, RCE Chandigarh, RCE Delhi, RCE East outside the school. In this regard, Supreme Court of Arunachal Pradesh, RCE Goa, RCE Guwahati, RCE India has directed all Education Boards to include Kodagau, RCE Lucknow, RCE Mumbai, RCE Pune and EE as part of the formal education system at all RCE Srinagar. levels. EE in India has always been seen in the development. The perspective of ESD needs to be TRANSITION FROM EE TO ESD IN built on the foundations of sector specific PUNJAB development already laid out and then integrating it as part with to achieve wider development Within the state ESD is an evolving concept. With a agenda. Various programmes like National view that ESD should not remain confined to Environment Awareness Campaign, National schools alone but it should reach wider public Green Corps, Paryavaran Mitra, etc. have been domain, the State is adopting both formal and launched in the country by Ministry of Environment nonformal/ informal education to foster & Forests (MoEF), GOI so as to strengthen and understanding, develop skills and inculcate values in the society. Accordingly, school curricula has been enrich the on going curricular and co curricular revised in order to integrate environmental issues in school activities, in the context of the national formal education as discussed under : initiatives and imperatives of the Government of India including the Supreme Court Directive with I. Formal Environmental Education: Previously reference to Environmental Education, National initiatives had been taken within the state in Curriculum Framework 2005, and the Continuous formal EE. A study was conducted by PSCST in and Comprehensive Evaluation. They aim to 1992 & by Bharti Vidyapeeth Institute for strengthen Environmental Education (EE) as Environmental Education and Research under mandated by the Honourable Supreme Court's Environment Management Capacity Building Order of 22 November 1991 in response to the PIL Programme of MoEF. During 2002, Environment (Writ Petition (Civil) No. 860 of 1991) filed by Shri M Education in School System Project in Punjab
9 was undertaken to infuse EE concepts in 100 ESD within the school system. Since then, PSEB schools as Pilot Project by Greening of has also made ESD an important part in all its Textbooks from VI to X classes. activities and has developed guide book for teachers ' Eco-Guru' for strengthening the same. Further, in the formal education, Punjab has introduced EE as a compulsory subject for all In college education, at Graduate level, classes from I to XII in 2003. While environment environment is a compulsory subject. However, education is separate subject from Classes III-V at Master's level the EE status has been and XI-XII, it was included in other related summarized in Table 4. The Guru Nanak Dev subjects from Classes VI-X. However, as per U n i v e r s i t y, A m r i t s a r h a v e c o u r s e s i n Jerath et al. 2012, the sustainability related Environmental Science at Post Graduation level issues within the books developed by Punjab including M. Phil, M.Sc. and PG Diploma in School Education Board & National Council of Environment Science / Protection Course. Punjab Educational Research & Training are given in University and Punjab Technical University have Table 2 & 3. Punjab School Education Board also introduced courses in environmental (PSEB) has introduced ESD at school level in science at Post Graduation level. Thapar Class XII in 2007. They have adoted a top to University Patiala has introduced Environmental bottom approach for promotion of ESD in the Chemistry Course. Besides, the Central schools. Further, PSEB got its official trained in University, Bathinda has started Masters degrees ESD from Ramboll Swedan during 2006. This in Environmental Science and Environmental training has provided a greater significance to Law.
Table 2. Sustainable Development Related Issues in PSEB Books (6th - 12th Class)
Class Topic
6 Waste Generation, Waste Management, Health & Hygiene, Water Pollution, Air Pollution, Our Environment, Biodiversity based livelihoods, Rain Water harvesting and Over utilization of land & soil.
7 Generation of Waste, Waste Management, Water, Conservation of Renewable Resource- the forests, Health, Hygiene & Food Habits, Climate Change, Air Pollution, Water Pollution, Effect of population Growth on Environment, Consequences of Human Activities on Environment, Biodiversity based Livelihoods, Overexploitation of Forests & Wildlife, Life on Earth, Food Production & Management
8 Waste Management, Energy & Environment, Air and Green House
9 Environmental laws, Ethics & Culture, Biodiversity Conservation, Sustainable Agriculture, Health, Hygiene & Food Habits, Waste Management, Air Around us, Agriculture and Energy
10 Environmental Laws, Solid Pollutants , sources of energy & coal & petroleum under Management of Natural Resources, Global Warming, Ozone Hole, Air Pollution, Man made Habitats for Wildlife
11 International Efforts & Legislation, Conventional & Non Conventional sources of energy, energy consumption, ozone layer depletion, Green House effect, water Pollution, air pollution, Environmental Problems of Rural & Urban Areas, Natural resources & their depletion, Impact of Human Activities on Environment , Role of Society in Development and Environment
12 Sustainable Development, Water, Environmental Management( Quality Criteria, National Ambient Air Quality Standards), Air Pollution, Water Pollution, Biodiversity (Megadiversity Nation), Introduction of Exotic Species & Conservation of Biodiversity, Sustainable Agriculture, Agro Chemicals & their Impacts on Environment, Waste Management.
Source: Jerath et al., 2012
10 Table 3. Sustainable Development Related Issues in NCERT Books (6th - 12th Class)
Class Topic
6 Garbage in/ Garbage out, Health, Hygiene & Food Habits, Rain water Harvesting, Air Around us. 7 Waste Water Story, Our Lifeline, Sustainable Transport. 8 Health, Hygiene & Food Habits, Air Pollution , Be Water wise. 9 Food Nutrition & Health, Water - A wonder liquid, Green House Effect, Carbon Cycle & Global Warming, Air Pollution. 10 Managing the Garbage we produce, Forests & Wildlife, Energy, Air pollution & Global Climate, Ozone layer & its depletion, Sustainable Management, Water Harvesting. 12 Biodiversity Conservation, Waste Management, Domestic Sewage & Industrial effluent, Air Pollution & its Control, Water pollution & its control.
Source: Jerath et al., 2012
Table 4. Environment Education Courses in Punjab
University Name of Department Degree/Course
Central University, Law LLM degree in Environmental Law Bathinda
Guru Nanak Dev Environmental Science M. Phil in Environmental Sciences University, Amritsar M.Sc. in Environmental Sciences PG Diploma in Environment Science / Protection Course
Panjab University, Environmental Science M. Sc. in Environmental Sciences Chandigarh Punjabi University, Patiala Zoloogy & Environmental Science M.Sc.
Thapar University, Patiala Chemistry Environmental Chemistry Course Punjab Engineering Engineering M. Tech in Environmental Science College University of Technology
Punjab Technical University Engineering M. Tech in Environmental Science
II. Non Formal Environment Education : In environment, essential for achieving sustainable Punjab, ESD is actively promoted as a part of development. In the state NGOs and educational non-formal learning which takes place institutions are promoting non-formal alongside the mainstream systems of education environment education by creating awareness & training. However, Environmental Education, among all sections of the society through diverse Awareness and Training plays a significant role activities using traditional and modern toos of in encouraging and enhancing people's communication. Some of the major activities participation in activities aimed at conservation, undertaken in this direction through various p r o t e c t i o n a n d m a n a g e m e n t o f t h e programmes are as under :
11 National Green Corps (NGC): National Green assess the availability, consumption and Corps, is a programme conceptualized and conservation measures adopted by the some NGC initiated by the Ministry of Environment and schools. Eco-club incharge teachers were trained for Forests, Government of India to spread preparing environmental audit reports of resources environmental awareness among school in school involving students using Manual of Green children and involve them in environmental School Programme of Centre for Science & related activities. The programme aims to create Environment (CSE). Participating schools prepared environment awareness among sudents environmental audit reports using guidelines through eco-clubs established in schools provided in the manual. Five teams of student through out the country. The main focus of this members of eco-clubs were constituted for different programme is to sensitize children about their parameters to evaluate / perform self assessment of immediate environment and impart knowledge its environmental practices with respect to water, about the eco-systems, their inter-dependence air, energy, land, and waste in the school using and role of public for environmental Green Schools Programme Manual for evaluation of conservation through visits and demonstrations environmental quality and management in the etc. It is also to mobilize youngsters by instilling school. Punjab State Council for Science and in them the spirit of scientific inquiry into Technology received 36 environment audit reports environmental problems and involving them in from participating schools of various districts. After the efforts of environmental preservation. This analysis of these reports it was noted that 93.74% of programme is being implemented in Punjab these schools are doing water recycling. 30.6% had through State Nodal Agency PSCST. In Punjab, rain water harvesting system. As far as air parameter 5500 eco-clubs (250 eco-clubs in each of the is concerned, most of the schools have well district) have been established with 30-50 ventilated rooms. In land parameter most of the student members for creating mass awareness schools had scored maximum marks as they have of students and general public for environment good tree cover, biodiversity rich area and conservation and protection for sustainable herbal/medicinal garden etc. Some schools were development (MoEF, 2010). found highly efficient in conservation of land and Council is infusing ESD activities in the eco were not using pesticides. In energy audit, schools clubs. Some of the case studies in this regard scored up to 99% and are making efforts to save have been summarized below to get an insight energy. These schools showed proper waste of the potential which can contribute to hand management system having waste collection, print/ conservation actions leading to recycling and disposal mechanism and were making sustainable development in the long run. efforts in reducing their waste. Case Study 1 Case Study 2 Environmental audit in schools through eco- Action Programs for enhancing understanding clubs : In the year 2010, the Council mobilized about Wetland Ecosystems among students : The some eco-clubs to conduct environmental audit to NGC schools in many districts took special initiative
Water Audit Energy Audit
12 Master Trainers during demonstration session Wetland Model in a School of District Ropar
of creating school wetlands as live ecological PSCST has also taken the initiative of establishing models to make the students understand the wetland education centers in the schools near the unique and vital importance of these ecosystems. three Ramsar sites of International importance and The wetlands established by eco-clubs are used as at the Nangal wetland which is of National teaching facility by schools, to demonstrate importance. Forty wetland education centres have features of aquatic ecosystem such as aquatic food been established and are actively taking up chain, aquatic flora/ fauna, adaptations. These tiny awareness through capacity building programmes water bodies have also attracted a number of for wetland conservation. faunal species like insects, frog, etc. In some schools, students have also been able to observe PSCST has trained eco-club incharge-teachers about the life cycle of frog and making learning a fun filled wetland issues and provided them with interactive experience. These wetlands have also added multimedia CD, brochures and posters, eco-game aesthetic value to schools. on the wetlands of Punjab. Teachers in turn educate NGC School constructed wetlands of the size / students about the role of wetlands in biodiversity depth depending on the available area. Since these conservation, ground water recharge and related wetlands were constructed in the schools, safety of issues. The trained teachers and students further young children was of utmost importance; hence, aware the communities about the benefits of these depth of these wetlands was kept less than one ecosystems. metre. Well known aquatic plant species (water Case Study 3 lilies, lotus, etc) were planted in the school wetlands. These and some other rooted floral Development of teaching learning material to species were initially planted in jute baskets (half sensitize & facilitate action for SD/ESD and filled with soils) and then immersed in wetland capacity building across all sections of society : water. To avoid mosquito breeding in standing PSCST has developed teaching learning material to water of school wetlands, fingerlings of Gambusia sensitize & facilitate action for SD to promote fish which also feeds on mosquito larvae were capacity building across all sections of society. released by some schools. Students are taking care Following resource material has been developed of these wetlands. and NGC network is being utilized for the same as The above initiative of Tarn Taran, Kapurthala and this network has a multiplier effect (Fig. 3). Ropar schools has motivated the other Eco-clubs of i) Activity book "My Carbon Footprint Vs the state to take up similar activities. They have Handprint" for Students : activity oriented gone a step ahead by adopting village ponds/wetlands and take steps to clean these water learning module "Learning by Doing", tool to bodies. These schools have planted samplings help , assess & reflect on the implications of along the periphery of the adopted wetlands to daily actions and to suggest simple ways prevent soil erosion and to improve their natural towards carbon neutral life styles. The key habitat. elements of the book provide opportunity to
13 Fig. 3. NGC Network : Multiplyer Effect key element of this publication is that it provides links to existing curriculum. iii) Pamphlet on ‘A Matter of Rain Drops : Harvesting R a i n w a t e r ’ c o v e r i n g concept of Rainwater Harvesting (RWH), benefits who can harvest rainwater & where, options for RWH (Rooftop rainwater & Surface run-off), main components of RWH and RWH potentials.
These publications have been developed to: identify areas where impact of ESD activities would be discernable, provide locale specific information & u n d e r s t a n d & link to Global issues; help understand impact of change behaviour, individual & collective actions; facilitate ESD contributions which discussions in classrooms w.r.t. local information; an individual can link between non-formal & formal education system make through small by participatory action oriented approach; bring an change in routine attitudinal change; undertake need assessment, a c t i v i t i e s . T h e document & replicate good practices; mobilize module provide the students, teachers & communities to reorient EE to c h a p t e r s o n , ESD. E d u c a t i o n f o r National Environment Awareness Campaign S u s t a i n a b l e (NEAC) : The main objectives of this programme D e v e l o p m e n t , are to make the general public aware about Natural resources environment issues and mobilize them to take and Sustainability, Carbon Footprint and locale specific actions for environment Handprint Principle, Exercises to calculate our protection. While the Ministry chooses a carbon footprint and handprint w.r.t : Water, national theme for NEAC every year (like 2011- Electricity, Travel and Food & Waste. 12 theme was ‘Forest for Sustainable livelihood’ and 2012-13 theme being ‘Biodiversity ii) Guidebook "My Carbon Footprint Vs Handprint" Conservation’), the Regional Resource Agencies for teachers with appointed by the Ministry for coordinating and specific aim to build monitoring the campaign activities of the c a p a c i t i e s o f approved participating organisations may add educators by citing local/regional themes to the national theme, if real life examples necessary and as appropriate. Ministry of a n d t o p r o v i d e Environment & Forests, Govt. of India selected opportunities for Punjab State Council for Science & Technology as interactive learning R e g i o n a l R e s o u r c e A g e n c y ( R R A ) f o r a b o u t implementation of NEAC in Punjab, Chandigarh e n v i r o n m e n t a l issues (formative & and Uttrakhand during 2011-12. The Council s u m m a t i v e ) has been dove-tailing NEAC programme with assessment. The special sessions on ESD. Further this network
14 being connected to other networks within the Other outreach activities : Special sessions on state so as to interwine ESD initiatives and bring ESD are also included in other activities of out more concrete results at state level. Council like orientation workshops of popularization of science particularly during Environmentally important Days and ESD: NSD, NTD, etc. Environmentally important days like World Environment Day, World Wetlands Day, World III. Informal Environment Education: Earth Day, etc. provide opportunity to create mass awareness with focus on certain issues. Establishment of RCE Chandigarh Network on They help in mobilizing people to take initiatives ESD: PSCST had taken lead in setting up the for conservation and protection of nature and Regional Centre for Expertise (RCE) on Education natural resources. Now the activities are also for Sustainable Development (ESD) for the Chandigarh region. The RCE Chandigarh is the reoriented to include ESD related programs as th envisaged by RCE Chandigarh with its partner 100 member of the Global RCE network. agencies WWF India, SISE, PSEB, Forest RCE Chandigarh has identified its Vision as 'Small department, local NGO's, etc. Further, ‘Save steps at regional level to giant leaps at global Dolphin Campaign’ is being promoted which is level'. As a leading agency, PSCST has identified threatened aquatic animal sighted at Harike. and established linkages with 32 institutions/ organizations represented by Educational A Glimpse of Celebration of World Institutions (through DSS, Eco-Club teachers & Environment Day NEAC Partners) Educational administration institutions (PSEB, SCERT & SISE), other state agencies (PBB,PGSC) and NGOs (Fig. 4).
Fig. 4. RCE Chandigarh Activities on ESD
ESD PSCST, MoEF-GoI, Biodiversity NGC, Eco-clubs, Conservation Master Trainers, CEE, PSEB, SISE, SCERT Activities, PSCST, PBB, NEAC Training Awareness & Partners Programs Capacity & Building Publications Paryavaran Mitra programme : Through the scholastic and co-scholastic approach, the Action Programs & Paryavaran Mitra programme is strengthen-ing Publication, Livelihood Web links & Status of the implementation of the Supreme Court Wetland related Public Environment & Conservation practices Outreach Related Issues judgment by suggesting both, class activity- PSCST, MoEF-GoI, Local (ENVIS) based approach and action projects. The Departments, Eco-clubs, PSCST, MoEF-GoI & NGOs line Deptts Paryavaran Mitra programme provides opportunities to students to engage in hands- Environment Information System Centre on experiences that change (ENVIS): ENVIS Centre in behaviour. The Paryavaran the Council use different M i t r a p r o g r a m m e w i t h means of communication e m p h a s i s o n E x p l o r e , or dissemination to Discover, Think, Share, and Act takes student's e n h a n c e t h e experiences beyond the classroom and into the understanding about larger school and community. In the punjab s t a t e r e l a t e d state, CEE is promoting the programme and environmental issues. booklets in english and punjabi have been The Centre has provided distributed to schools. a special weblink on 'ESD'
15 o n i t s w e b s i t e A Glimpse of Events on ESD www.punenvis.nic.in. The centre also published two Newsletters on 'Sustainable Livelihoods: Traditional Practices and Recent Approaches' and Biodiversity Heritage S i t e s : S o m e N e w Identified Sites in Punjab with RCE Chandigarh partners.
Further, the Centre has established ENVIS Gallery at Harike, Kanjali and Punjab School Education Board, Mohali to educate people schools and NGOs participated. 27 about state environment & related issues. These institutions/ organizations (initially) are encouraging visitors to relate to locale provided their consent & signed their specific environmental issuing and promote partnerships in setting up RCE network. The sustainable development activities. goals & directions were finalized. . 'Need Assessment Exercise for Identification ENVIS Gallery and Prioritization of ESD Issues' which need to be introduced in schools was conducted with NGC Program eco-club in-charge teachers and NEAC Partners on 26th May, 18th July and 10th August, 2011. . "Guidance ESD Workshop for Educators": NGC Program eco-club in-charge teachers Harike Kanjali (88 Master Trainers) and NEAC Partners participated in workshops on 24th Feb., 2012 for field testing of resource books on ESD. . To identify new biodiversity rich sites, ENVIS Centre, RCE and Punjab Biodiversity Board Punjab School Education Board, Mohali (PBB) organized a brain storming workshop with technical guidance of UNESCO for Establishment of Interpretation Centres: "Identification of Biologically Rich Areas in Council has facilitated strengthing of Punjab" on 21st March, 2012 at U.T. Guest Interpretation Centers at Harike, Ropar and House Chandigarh. The main objective of Nangal wetlands for education and general the workshop was to identify Biologically awareness on wetlands. These Centers are rich sites in the state, which have potential attracting large number of students & general to get declared as Biosphere Reserves or public and imparting mass education for Biodiversity Heritage Sites. During the conservation of wetland and biodiversity. deliberations, various biodiversity rich areas Capacity Building Activities : PSCST has taken were recommended to be specifically the following meetings/workshops / trainings considered for conservation which may related to ESD : further be proposed to be declared as Biodiversity Heritage Sites or Biosphere . Consultation meeting for establishment of Reserves. RCE Network at Chandigarh was organized on 13th August, 2010 in the Council. 32 . Regional Workshop on Advanced Training participants from govt. institutions/ Programme on "ESD in Formal Education" organizations, universities, colleges, was undertaken on behalf of Centre for
16 Environment Education, Ahmedabad under with the involvement of mainly women, from Swedish International Development villages around Harike and Kanjli have been Corporation Agency sponsored programme organized at Harike with active involvement of th th on 17 -18 July, 2012 at Teacher's Training Forests Department & WWF-India. The products Institute, Chandigarh. were displayed in Trade fair New Delhi and . Interactive Meeting & Workshop on ESD COP-11 exhibition at Hyderabad. th with RCE Network Partners was held on 18 Further, workshops and hands on training on December, 2013 at PSCST : 45 participants making of ropes, leaf plates and brooms from from Govt. institutions/ organizations, local weeds-Bhabbar grass, Lantana, Munj, universities, colleges, schools, NGOs and Typha & other bio-resources have been Officials of PSCST participated. Stock on organized at village Nikkuwal for 60 SHG "Ongoing ESD activities" was taken. RCE members (mainly women) of Ropar and Nangal Srinagar representative also attended and wetlands in association with Forests shared his views on 'Strengthening RCE Department and local NGOs. Council in Network & Collaborative Opportunities'. association with Department of Forests & . Visit to Science Express : MoEF has taken Wildlife and WWF-India is also working on value initiative to create mass awareness on the addition and promotion of marketing of issue by using an interactive mobile products for making the project self sustainable. exhibition, mounted on 16 coach AC train, "Science Express: Biodiversity Special". RCE A Nature Guide's Training Programme was th Chandigarh alongwith its partner PBB organized at Keshopur Miani Wetland on 24 th motivated & mobilized the partners to and 25 November, 2012 by Punjab Heritage welcome the Science Express - Biodiversity and Tourism Promotion Board in association Special' train for information on biodiversity with RCE and Department of Forests & Wildlife. of India on 15th Nov., 2012 at Chandigarh People from local community and forest guards railway station. were guided about the importance of wetlands as repositories of biodiversity. Another Nature Involvement of local Community for promotion of ESD : Guide training program was organized at Harike PBB in collaboration with th RCE Chandigarh is undertaking biodiversity on 13-14 March, 2013. The RCE has also surveys and training for documenting local facilitated bird census activity at Harike. floral & faunal diversity with the help of schools IV. L e a r n i n g & E x p e r i e n c e s h a r i n g a t & local community. International : Besides taking up activities in the Further, RCE has also explored livelihood options state with the partner agencies Council has also gainful utilization of water hyacinth & other participated in many international events for bio-resources for promotion of community learning & experience sharing on ESD related issues livelihoods at wetlands of Punjab. which are as under : Advanced International Programme on ESD in Formal Education. Participation in UN Group Training Course on “Regional Development by Sustainable use of Biodiversity” organized by UNCRD & JICA at Japan. Participation in 'The 7th Global RCE Conference at Korea.
Hands on training workshops and for Participation in 'COP - XI Side Event' at preparation of handicrafts from water hyacinth Hyderabad.
17 Further, the various ESD initiatives of PSCST has opportunity. ESD provides an excellent doorway to provided it with opportunity to publish paper in the social, economic and environmental spheres of UNU-IAS book as a part of its series of Punjab, India and societies elsewhere to trigger publications "Innovation in Local and Global awareness, analysis and action on sustainable Learning Systems for Sustainability". The book development. The path to ESD is an important one titled "Traditional Knowledge and Biodiversity and regions that tread it carefully and use it to their has learning contributions of the RCEs on ESD" advantage would provide its present populace and containing 18 success stories received from 16 bequeath its future generations an environment different RCEs. A case study of RCE that would empower them to fulfill their needs and Chandigarh: Enhancing Understanding about aspirations by striking a balance between economy Wetland Ecosystems among students is and ecology. The people of the region are aware of amongst the case studies. and interested in ESD. More efforts are required to UNU-IAS has provided the Council with make a quantum leap in providing proper linkages ‘Recognition Award of Honour’ for its ESD amongst people, environmental degradation & Publications namely, Activity book "My Carbon poverty, further relate these success stories and Footprint Vs Handprint" for Students and Guide synergize them. Henceforth, there is an initial need book "My Carbon Footprint Vs Handprint" for to clarify the complex notion of responsibility and to Teachers. construct the theoretical framework of such a WAY FORWARD global educational project, ESD, and also to addressing more effectively the challenges that still The mandate of ESD is very broad, therefore it lie ahead so that the DESD may truly fulfill its simultaneously becomes a challenge and an potential.
REFERENCES
CEE, 2007. Sustainable Development : An introduction, Mochizuki Yoko, 2005. UNU-IAS Working Paper No. 139 , Internship Series, Volume-I. Centre for Environment Articulating a Global Vision in Local Terms: A Case Education (CEE), the South Asia Youth Environment Study of a Regional Centre of Expertise on Education Network (SAYEN) Secreteriat & Swiss Agency for for Sustainable Development (RCE) in the Greater Development and Corporation (SDC). Sendai Area of Japan. IUCN, 2002. Education and Sustainability Responding to the Global Challenge. Editors: Daniella Tilbury, Ministry of Environment & Forests (MoEF) , 2010. Young Robert B. Stevenson, John Fien, Danie Schreuder. in Green Action: Inspiring stories from the National I U C N C o m m i s s i o n o n E d u c a t i o n a n d Green Corps, Celebrating 10 years of NGC. Centre for Communication (CEC), IUCN - The World Environment Education, MoEF, GoI. Conservation Union 2002. UNESCO, 2009. Review of contexts and structures for Jerath N., Ladhar S.S. & Rupali; 2012. My Carbon : Education for Sustainable Development. Arjen Wals, Footprint Vs Hand print, Punjab State Council for Wageningten University, the Netherlands. Science & Technology, India. WEB REFERENCES
www.ceeindia.org/esf/esd.asp www.sayen.org
www.cnie.org/NCSEconference/2003conference www.undp.org www.desd.org www.unesco.org www.esdtoolkit.org www.ias.unu.edu www.qca.org.uk/2809.html
18 NEWS
Rare migratory birds spotted at Harike amenities, including tents, portable toilets and boats besides other such facilities would be Harike (Ferozepur): Migratory bird watchers are in provided to research scholars and wildlife for a feast this winter as endangered Jerdon enthusiasts. He said agencies like the World Wildlife Babbler Scindicum has been spotted for the first Fund (WWF), Bombay Natural Historical Society time ever in the country at the world-famous Harike and Chandigarh Bird Club have been contacted to wetland here. do a survey. A two-member WWF team has been Found in certain wetlands of Pakistan and camping at the wetland since the past two years to Myanmar, the International Union for Conservation conduct the survey and study the ecosystem. of Nature has listed Jerdon Babbler as a vulnerable In 2009, dolphins were also spotted at the site. species. The Myanmar species of the bird has Endangered species already become extinct. The population of the species has fallen by more than 30 per cent due to Jerdon Babbler, found in certain wetlands of the shrinking of wetlands. Pakistan and Myanmar, has been seen at Harike
Other rare species of Comb Duck and Lesser The species has listed as vulnerable by the Flamingo have also been spotted. International Union for Conservation of Nature
Upbeat by the presence of these rare species, the Its overall population has fallen by more than Department of Forests and Wildlife has mooted a 30 per cent due to shrinking of wetlands proposal to create a "nature trail" near this wetland to attract bird lovers and wildlife enthusiasts from The Myanmar species of the bird has already all over the world. become extinct
The proposal, if approved, will go a long way in Other rare species of Comb Duck and Lesser giving a boost to tourism at the wetland whose Flamingo have also been spotted potential has remained untapped so far. Harike is In all, 350 species have already arrived from formed by the confluence of the Sutlej and the Siberia, Central Asia and other Arctic countries Beas. In 2010, around 1.20 lakh winged visitors had Similar proposals had been sent to the state arrived at Harike and in 2009, even dolphins government earlier as well, but none of them could were seen fructify due to the alleged apathy of the authorities concerned, an official said. The aim is to develop Tourism plan hanging fire the wetland and preserve its ecosystem so that it The Department of Forests and Wildlife has could become a major tourism hub. mooted a proposal to create a 'nature trail' near Divisional Forest Officer (wildlife) Saudaghar M said the wetland 350 species had already arrived at Harike this Similar proposals, however, have been sent to winter. In 2010, around 1.20 lakh winged visitors successive state governments earlier as well but had arrived from Siberia, Central Asia and other they did not bear any fruit Arctic countries. The count was likely to increase this time, he said. The aim of creating the trail is to attract bird lovers and wildlife enthusiasts from all over the Saudaghar said a nature trail had been proposed world . along the Left Marginal Bundh for the birdwatchers and nature lovers on a pilot basis. He said basic Source: The Tribune, December 17, 2012
19 Planets biodiversity map updated after Evolution and Climate at the University of 136 years Copenhagen in Denmark, who led the study said: "Our study is a long overdue update of one of the LONDON: A biodiversity map drawn up by British most fundamental maps in natural sciences." naturalist Russel Wallace in 1876 depicting how life "For the first time since Wallace's attempt, we are evolved on our continents has been updated after finally able to provide a broad description of the 136 years. natural world based on incredibly detailed Technological advances and data on more than information for thousands of vertebrate species," 20,000 species have allowed a team of 15 Holt added. international researchers 20 years to map biodiversity in greater detail. Study co-author Jean-Philippe Lessard, from McGill University, Canada, said: "The map provides The map shows the division of nature into 11 large important baseline information for future biogeographic realms and how they relate to each ecological and evolutionary research. It also has other, the journal Science reports. major conservation significance in light of the on- Wallace was the the co-discoverer of the theory of going biodiversity crisis and global environmental natural selection, along with Charles Darwin. change." Ben Holt from the Centre for Macroecology, Source: The Times of India, December 21, 2012
Other Useful Weblinks
www.desd.org www.sankalp.org Decade of Education for Sustainable Development. Sankalp (An All-India Organisation for Integrated www.esd-world-conference-2009.org Participatory Development). UNESCO World Conference on Education for www.unece.org Sustainable Development. United Nations for Economic Commission for www.moef.nic.in/divisions/ic/wssd Europe. Ministry of Environment & Forests.
EVENTS
INTERNATIONAL CONFERENCE ON SUSTAINABLE 9th SEE CONGRESS & EXHIBITION ON ENERGY DEVELOPMENT EFFICIENCY & RENEWABLE ENERGY (EE & RE) 19th to 20th April, 2013 29th to 31st May, 2013 Venue : Tirana, Albania Venue : Sofia, Bulgaria Website : http://ecsdev.org Website : http://www.eeandres.viaexpo.com Contact person: ICSD 2013 Secretariat Contact person : Maya Kristeva Organizer : ECSDEV Organizer : Via Expo SUSTAINABLE DEVELOPMENT AND PLANNING 2013 27th to 29th May, 2013 Contact Us : Venue: Kos, Greece Punjab ENVIS Centre Website: http://www.wessex.ac.uk
Contact person: Genna West Punjab State Council for Science & Technology ORES
The conference addresses the subjects of regional MGSIPA Complex, Institutional Area, Sector 26, elefax:2704511-14 development in an integrated way as well as in Chandigarh - 160 019, Phones : 0172-2792325, 2795001 Multicolour Offset Printers & Manufacturer of Computer Stationery AZAD HIND ST accordance with the principles of sustainability. Fax : 0172-2793143, E-mail : [email protected] 34/17-E,Chd.T Organizer : Wessex Institute of Technology