SOCIAL AND ECONOMIC CHANGE MONOGRAPHS 10 ROLE OF NGOs IN PROMOTING NON - FORMAL ENVIRONMENT EDUCATION: A CASE STUDY K. YESHODHARA Institute for Social and Economic Change Bangalore 2005 SOCIAL AND ECONOMIC CHANGE MONOGRAPH SERIES Number 10 December 2005 ISBN 81-7791-109-0 Series Editor: D. Rajasekhar © 2005, Copyright Reserved The Institute for Social and Economic Change Bangalore The Institute for Social and Economic Change (ISEC) is engaged in interdisciplinary research in analytical and applied areas of social sciences, encompassing diverse aspects of change and development. ISEC works with central, state and local governments as well as international agencies by undertaking systematic studies of resource potential, identifying factors influencing growth and examining measures for reducing poverty. The thrust areas of research include state and local economic policies, issues relating to sociological and demographic transition, environmental issues and fiscal, administrative and political decentralisation and governance. It pursues fruitful contacts with other institutions and scholars devoted to social science research through collaborative research programmes, seminars, etc. The Social and Economic Change Monograph Series provides an opportunity for ISEC faculty, visting fellows and PhD scholars to disseminate their ideas and research work. Monographs in the series present empirical analyses and generally deal with wider issues of public policy at sectoral, regional or national level. Publication of this Monograph has been made possible through the generous support of Sir Ratan Tata Deferred Endowment Fund. Foreword As an environmental economist, I have always been puzzled by one issue: why don’t we think fundamentally and use environmental education as a long-term strategy to reduce the anthropogenic forces affecting natural and ecological resources. This monograph brings out evidences from a field study on the experience of the NGO sector in this regard. The first question posed in this book is about the role of environmental education. It was in 1982 that the UNCED conference drafted Agenda 21, which included some specific programmes on environmental education. Since then, both internationally and nationally, several concrete programmes were initiated at two levels — as an integral part of curriculum in different stages of formal education, and in various forms of non-formal education — to create public awareness, capacity building in dealing with the problems and so on. It is in this context that the role of non-governmental organisations is equally important. A large number of them, spread all over the country, have been enabled by the governments and bi-lateral and multi-lateral donor agencies to reach out to the different sections of the society, be it a slum, a market place or urban complexes. Their objectives include creating awareness about environmental hazards and deteriorating situation, educating people on the need for social movements to abate the problems, reducing conflicts, and getting associated with formal school education system. This book, based on an intensive field study carried out in the city of Bangalore, draws some rich lessons for designing further improvements in the process of NGO involvements in environmental education. Prof. K. Yeshodhara carried out the study during her stay at ISEC. The financial support extended by Sir Ratan Tata Trust has enabled the research study and its publication. I am sure this research work will find a useful shelf space in the minds of environmentalists as well as policy-makers. December 2005 Gopal K Kadekodi Bangalore Director, ISEC CONTENTS List of Tables List of Flow Charts Preface CHAPTER I INTRODUCTION 1-14 1.1. Introduction 1 1.2. Environmental Education - An Overview 1 1.3. Context of and the Need for the Study 4 1.4. Conceptual Clarification 9 1.5. Objectives 13 1.6. Variables Considered 13 1.7. Operational Definition of Key Terms 14 CHAPTER II METHODOLOGY 15-21 2.1. Design of the Study 15 2.2. Sample Selection 19 2.3. Techniques Used for the Analysis of Data 21 CHAPTER III ANALYSIS OF THE NGO PROFILES 22-25 3.1. Status of NGOs 22 3.2. Objectives 22 3.3. Thrust Areas on Which NGOs Work 22 3.4. Target Group 23 3.5. Geographical Coverage 23 3.6. Programmes and Approaches/Methods Used 23 3.7. Follow-Up Programmes/Activities 24 3.8. Evaluation Procedure Followed 24 3.9. Linkage with Schools 24 3.10. Funding 24 3.11. Publication and Documentation 24 3.12. Conclusion 25 CHAPTER IV CASE STUDIES 26-58 4.1. NGO 1: Ashoka Trust for Research in Ecology and the Environment (ATREE) 26 4.2. NGO 2: Eco-Watch (Centre for Promotion of Environment and Research) 39 4.3. NGO 3: The Young Men’s Christian Association (YMCA) 50 CHAPTER V EFFECTIVENESS OF THE PROGRAMMES OF NGOS 59-70 5.1. Perception of the Key Informants 59 5.2. Perception of Participants 59 5.3. Perceptions of the Public 64 5.4. SWOT Analysis 67 CHAPTER VI LINKAGE WITH THE SCHOOLS 71-83 6.1. School Profiles 71 6.2. Teacher Profiles 71 6.3. Perception of Teachers 72 6.4. Perception of Students 76 6.5. Performance of Students on Environmental Tests 80 6.6. Conclusion 83 CHAPTER VII PROBLEMS AND LIMITATIONS OF NGOS 84-89 7.1. Problems Faced by the NGOs 84 7.2. Limitations of NGOs 85 7.3. Suggestions for Improvement 85 7.4. General Opinion about NGOs and Environment Education 87 CHAPTER VIII SUMMARY AND CONCLUSIONS 90-105 8.1. Objectives and Methodology 90 8.2. Findings and Implications 91 8.3. Suggestions for Improvement 100 8.4. Conclusions 101 APPENDIX 106-131 BIBLIOGRAPHY 132-134 ELECTRONIC DOCUMENTS 135 LIST OF TABLES 2.1. Distribution of Test Items Under Different Aspects of Environment in EKT, EAT and EABT 18 2.2. Effective Sample Drawn for the Study 20 2.3. School-wise Details of the Sample of the Students and Teachers 21 4.1. Environmental Education Programmes 31 4.2. Work of ATREE in the Core Thematic Areas 33 4.3. Outreach Activities in Karnataka 35 4.4. List of Schools Linked with ATREE 38 4.5. Environmental Education Programmes 42 4.6. Projects Undertaken to Promote Eco-Development 43 4.7. Research Projects Carried Out by Eco-Watch 46 4.8. Documentaries and Short Films on Environment and Education 47 4.9. List of Schools Linked with Eco-Watch 49 4.10. Environmental Education Programmes 54 4.11. Projects Undertaken to Promote Eco-Development 55 4.12. List of Schools Linked with YMCA 57 5.1. Achievement from the Programmes of the NGOs 61 5.2. Interesting Part of the Programmes 62 5.3. No. of Participants at Different Levels of Performance in EKT, EAT and EABT 63 5.4. Comparative Account of “SWOT Analysis” with Respect to Three Case Study NGOs 68 6.1. Achievement from the Programmes 74 6.2. Interesting Part of the Programmes 74 6.3. Problems Faced in Organising/Participating in the Programmes 75 6.4. Achievement from the Programmes 77 6.5. Part of the Programmes Most Liked by the Students 78 6.6. Problems Faced in Participating in the Programmes 79 6.7. Influence of NGO Programmes on Students’ Learning 79 6.8. No. and Percentage of Students at Different Levels of Environmental Knowledge 80 6.9. No. and Percentage of Students at Different Levels of Environmental Awareness 81 6.10. No. and Percentage of Students at Different Levels of Environmental Action Behaviour 82 6.11. No. and Percentage of Students at Different Levels of Environmental Knowledge, Awareness and Action Behaviour 82 LIST OF FLOW CHARTS 1. Flow Chart Presenting the Objectives of EE 12 2. Flow Chart of NGO Typology 92 PREFACE Sustainable development, the slogan of the day, calls for a paradigm shift in our educational system right from the school level to the university level. In fact, it cannot be thought of achieving a sustainable way of life without an appropriate educational system designed to internalise the principles of sustainability in the life and work of our youth. Recognising the role of education in promoting sustainable development and environment protection, the concept of Environment Education (EE) has emerged and is considered as an integral part of both formal and non-formal systems of education. While EE in formal education system is important in shaping the knowledge, values and skills of students, the Non-Formal Environment Education (NFEE) which involves people in the capacity of individual or organisations, is essential for the creation of public awareness about environment conservation, development of primary skills of sustainable use of the environment and building up eco-friendly attitudes and values. If the environmental message is to reach the wider section of the population, it is very essential to promote NFEE and NGOs have to play a distinctive role in this direction. At present, many NGOs are working in the direction of conservation and sustainable use of environment. But, the relevance and effectiveness of the programmes of NGOs in relation to the goal of EE needs to be addressed. It is in this context that it was felt imperative to study the role of NGOs in promoting Non-Formal EE, and their support to school work in the direction of achieving the goals of EE. Thus, the present study was taken up to identify the NGOs involved in NFEE and to make a case study of some of them in Bangalore District (Urban), the administrative centre of Karnataka State. Working on the project entitled “Role of NGOs in Promoting Non- Formal Environment Education – A Case Study” in the Institute for Social and Economic Change, Bangalore, was a delightful and enriching experience. At the very outset, I place on record my sincere gratitude to Sri Ratan Tata Trust (SRTT) which extended the privilege of a Visiting Fellowship to me to work on this project at ISEC.