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Annual Report 2018-19

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Annual Report 2018-19 ANNUAL REPORT 2018-2019 Uttarakhand Seva Nidhi Paryavaran Shiksha Sansthan Almora Acknowledgements We gratefully acknowledge the support, trust and cooperation of the following: Project Grants: Silicon Valley Community Foundation (Eric and Leila daCosta Fund) Rajeshwar Susheela Dayal Charitable Trust, New Delhi Association for India’s Development (AID) Washington Hari Krishna Kamla Trivedi Memorial Trust, New Delhi ONGC-CSR, Dehradun GB Pant National Institute of Himalayan Environment and Sustainable Development, Kosi- Katarmal (National Mission on Himalayan Studies NMHS, MoEFCC, Govt of India) ________________________________________________________________________ Donations were received from: Uma Joshi Yuka and Tomoki Hashimoto Geeta Pande K. J. S. Chatrath Bhagwati Joshi (New Delhi) Lakshika Joshi Niranjan Pant Sudhir Kumar Sheila Mehta Anand & Sujata Jagota Purobi Mukharji Prem J Kamath Vinita and Kamal Pande Bhagwati Joshi (Bengaluru) Ranjan Joshi Muktesh Pant Doon Lib Research Centre Suman Dubey Total: Rs19,60, 000=00 (Indian donation); Rs 1,05,66,560=00 (Foreign donation) Gratefully acknowledge generous individual corpus donations of Rs 10, 00,000/- from Muktesh Pant, Rs 3,00,000/- from Ranjan Joshi and Rs 2,00,000/-from Smti Bhagwati Joshi (Bengaluru). The Micky and Vinita Pant Charitable Fund made a generous donation of USD 150,000 (INR 102,28,395) through the Silicon Valley Community Foundation towards the corpus. Uttarakhand Seva Nidhi Paryavaran Shiksha Sansthan (USNPSS) Jakhan Devi, Mall Road Almora 263601 (Uttarakhand) Telephone: 05962-234430 Fax: 05962-231100 Email: [email protected] URL: http://www.sevanidhi.org CONTENTS Introduction…………………………………………………………………………………………………….………………….…...1-2 1.Village earning Centres……………………………………………………………………………….…………..……..2-19 2. Women’s Development: Uttarakhand Mahila Parishad……………………………………..…20-36 3.Kishori Karyakrama (Adolescent girls programme) ……………………………………….………37-50 4. National Mission on Himalayan Studies…………………………………………………………….…….50-97 5. Overall Project outcomes contributing to resilience of village ecosystems . 75-96 6. Developing evaluation indicators and assessing progress……..……………………..….86-93 7. Reflections and way forward………………………………………….………………………………..….….93-97 8. Research and Publications ……………………………………….………………………………....….….. 97-99 9. Environmental Education in Schools …………………………………………………………………...……...99 10. Collaboration with Other Organizations ……………………………………………………….……99-101 11. Library and Resource Centre …………………………………………………………………………….….…….101 12. Meetings of the Governing Body ………………………………………………………………………...…….101 13. B. D. Pande Memorial lectures ………………………………………………………………………….…………101 14. Sangosthi programme …………………………………………………………………………………….………102-103 15. Audit …………………………………………………………………………………………………………………….…………...103 16. Visitors ………………………………………………………………………………………………………………….….104-107 17. Governing Body………………………………………………………………………………………………………………. 108 18. Staff………………………………………………………………………………………………………………………………… 109 19. Audit Report……………………………………………………………………………………………………………..110-115 Introduction Uttarakhand Seva Nidhi Paryavaran Shiksha Sansthan (USNPSS) has been working since 1987 on environment and education in the hill areas of Uttarakhand. A registered non-government organization, USNPSS has pioneered activities in mainstreaming environmental education in government schools in the state of Uttarakhand. By developing a large programme on pre-school education, USNPSS has also pioneered programmes with communities in mountain villages. Both these programmes have brought in policy reforms in education in the state. Currently USNPSS is running village learning centres through which children, adolescents, youth and women’s groups share a common framework on education and community development. The programme is situated within a wider context of participatory development and educational discourse that USNPSS has nurtured for the last three decades. All in the community-men, women children, adolescents, youth, elderly and teachers make efforts to create an enabling environment in which educational and development activities flourish. Work with women’s groups continued with Uttarakhand Mahila Parishad (UMP or Uttarakhand women’s federation) acting as a networking forum for thousands of rural women in the hills of Uttarakhand. In addition, activities under the project, the National Mission on Himalayan Studies (NMHS), were completed. Detailed analysis of the survey of villages as well as other reports on activities conducted under the NMHS were prepared and submitted. This year has brought much progress in our thoughts and practice on women-centred non-farm livelihoods which could be viable in village settings. In addition, direct interactions with rural women and girls made it clear that development-as described in terms of meeting immediate and long-term human needs-lay at the core of community learning practices. We do visualize the purpose of community learning as a move towards achieving balance between ecological and socio-economic needs of women and their communities. Reaching up to this understanding has involved a long process because in a broader policy-domain these two strands of community learning (ecological and economic) would mean two different frameworks for addressing the problems in villages. In this connection, the USNPSS staff had to address many issues that often brought in contradictory views. For example, answering the question - community learning for what - would fetch many answers. Some are in favor of keeping ecological development and agriculture as a priority whilst others relate to the changing aspirations of youth with their preferences for non-farm activities and economic gains. Achieving equality would also mean reducing discrimination on the basis of gender and caste in society. These are complex yet important issues in defining the aim of programmes run by USNPSS under the gamut of a broader term called community learning. Prioritizing any of these issues would immediately instill a different pathway of addressing the problems in communities. For example, imagine the very different meaning that the term ecological development for livelihoods generations would give to the programme as compared to nurturing non-farm activities in village settings. While the environmental thrust would bring in activities for protection, regeneration, 1 reclamation of denuded land, water and other resources, a community learning programme for income generation will strive towards exploring linkages with outside markets and so on. The report describes various thoughts and practices that have brought together the efforts of USNPSS and its partner community-based organizations (CBOs) to facilitate community learning practices in seven districts of the state. It also helps to link local issues of community learning with the broader debate on participatory development, participatory learning and sustainability by bringing up challenges and paradoxes that have emerge in working with communities. Practically all work in community learning has bearing on education and development of villages. 1. Village Learning Centers This year a total of 62 village learning centers (VLCs) were functional in nine different clusters in six districts. In addition, twelve computer centers were run at nine different locations. The programme offers a common platform to children to learn and improve their knowledge and skills in mathematics, language, environment, general knowledge and on computers by attending the centers after school. Being home on Sunday, children come to the centers early in the afternoon and spend more time together. Monday is a holiday. Given the tendency for school teachers and parents to view achievements of children in terms of their grades in exams, greater attention is paid in VLCs to promote skills which in schools tend to be neglected due to pressure of completing the syllabus before tests. A VLC is not a tuition center offering services to children to pass their exams. It is different. With the aim of creating an enabling environment for mental, emotional and physical development of children, each VLC carries out multiple activities such as reading and writing, painting, music and dance, origami, sports, debates etc. In addition, each center hosts a library containing children’s books in Hindi. Selected from the best publishers and writers in the country, the number adds up to about 400 books. Some of these are suitable for very young children and contain lots of pictures, others are read by children in primary and upper levels of schooling. The library also contains books for adolescents and young women and men on various subjects, both fictional and non-fictional. Since young men and women need books to prepare for their competitive exams at various levels, an effort is made to fulfill this demand too, especially because such books are expensive and not even available in rural areas. Though not formally involved, a majority of centers maintain a close contact with government schools in villages. A few government teachers fully support the idea of having such a facility and encourage the children to regularly attend the centers in the evenings. This is in good faith as teachers feel that children waste time in the evening and do not even bother to revise the lessons taught in schools. Also, in remote areas, teachers are of the view that “at least something is happening in the village”. Very often, the VLC facilitators organize the bal-mela in
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