Making Environmental Education Work

Making Environmental Education Work

An Analysis of Action in Performing Schools






Presented at 7
th
World Environment Education Congress
9
th
to 14
th
June, Marrakech (Morocco)



Authors
Sharma Pramod Kumar, Programme Coordinator, Paryavaran Mitra programme,
Centre for Environment Education and PhD scholar at Calorx Teachers
University, Ahmedabad
Sinha Ritesh, Sr. Programme Manager, CSR&RR, ArcelorMittal India
Gregory Annie, Programme Officer, Paryavaran Mitra programme, Centre for
Environment Education, India

1
Abstract

Making Environmental Education Work: An Analysis of Action in
Performing Schools

The Paryavaran Mitra (Friend of Environment) programme with an outreach of
219888 diverse schools in India. The programme offered in 15 languages, linked
to local curriculum and is implemented with 160 partners ranging from UN
agencies, education departments and grassroots organizations. It strengthens
the recent policy changes introduced, like compulsory EE, project based learning
and continuous and comprehensive evaluation. The paper shares the learning
outcomes and context of EE through analysis of 92 reports which were received
as nominations for the annual awards in October 2012.

Key words: - Project Based Learning, Policy, Partnerships, Learning Outcomes,
Resource Mobilization, Environmental Education in School.















2
Acronyms
MoEF- Ministry of Environment and Forests
EE - Environmental Education
ESD - Education for Sustainable Development
CEE - Centre for Environment Education
GEF - Global Environment Facility
SGP - Small Grants Programme
PBL - Project Based Learning
RWH - Rain Water Harvesting
3
Background
a. Context of EE/ESD in India
In India, historically and culturally, social values and attitudes have been to live in
harmony with the environment. The ancient writings reflect the recognition that all
life on the earth-human life included is intimately dependent on the quality of the
environment. These also talk of the human as a modest being in this larger
system, and the need and responsibility to protect it. The Indian constitution
captured much of these deep-rooted values and further strengthened them by
giving responsibility to its citizens to protect the environment. The constitution of
India enjoins the state to
"take measures to protect and improve the environment and to safeguard the
forests and wildlife of the country"(Article 48 -A).

It also makes it a
"Fundamental duty of every citizen to protect and improve the natural
environment including forest, lakes, rivers and wildlife and to have ecological
compassing for the living creatures" (Article 51 A (g)).

India is among the few countries in the world where teaching and learning of
Environmental Education is compulsory at all levels of formal education. This
was an outcome achieved in December 2010, when the Public Interest Litigation
(PIL), (Writ Petition (Civil) No. 860 of 1991) filed by Shri M C Mehta in 1991 in
Honorable Supreme Court for compulsory EE was deemed fully disposed off
based on the Affidavit (October 2007) submitted by National Council for
Education Research and Training (NCERT). This Affidavit is a key document
outlining the sequence of relevant events subsequent to the PIL up to proposal
for how Environmental Education (EE) may be transacted from Standard I to XII.
It was drafted after detailed discussions between Shri M C Mehta the
respondent, NCERT and the experts appointed by NCERT. The affidavit was in
response to matter pertaining to the Supreme Court order dated 2-11-1991 which
stated, We accept on principle that through the medium of education, awareness
4
of the environment and its problem related to pollution should be taught as a
compulsory subject. In compliance of this, on 24-12-2003, the NCERT prepared
the model syllabus of environmental Education.
On 13th July 2004 the Supreme Court directed that the syllabus prepared by the
NCERT for Class I to XII shall be adopted by every state in their respective
schools. It further directed that NCERT be appointed as a nodal agency to
supervise the implementation of this Courts order. Compliance to Supreme
Court order is mandatory and desirable, and applies to all states and Union
Territories (in fact, it is one of the few things that apply to all education in India).
NCERT clarified that in order to have compliance; a separate subject is not a
necessity. It can be done through infusion, in science, social studies,
mathematics, language and other subjects, and/or through a separate subject. It
does however have to be part of the compulsory curriculum. Infusion was taken
to be a suitable approach as the subject of environment permeates all subjects
and requires lots of cross linkages. At the same time, EE requires that we pull
together knowledge and experiences from a very wide variety of situations and
subjects, to bear upon a single problem. In order to support effective infusion
there was a need to create the time and space for integration, and suitable
assessment systems. There were considerable deliberations on how infusion of
EE could be made effective and how it could be measured.
The decision on infusion approach was also an outcome of the nationwide
process setup by MHRD in 2004 towards the development of the national
curriculum framework. This included the setting-up of a national steering
committee and 21 national focused groups. One of these was a focused group
on Habitat and Learning. In substance and spirit, this group was to look into the
area of EE.
The group delineated the objective of EE as, The main focus of EE should be to
expose students to the real-life world, natural and social, in which they live; to
enable them to analyze, evaluate, and draw inferences about problems and
concerns related to the environment; to add, where possible, to our
understanding of environmental issues; and to promote positive environmental
5
actions in order to facilitate the move towards sustainable development. To
achieve these goals, the curriculum may be based on:

Learning about the environment
Learning through the environment
Learning for the environment

The Group recommended a systematic infusion of components of EE into
the curricula of all disciplines while ensuring that adequate time is
earmarked for pertinent activities. It is in this context, that NCERT initiated in
2005 the process of development of the syllabus, and textbooks based on this for
all subjects for all the levels of school systems. As per NCF 2005 the NCERT has
recommended the following systems in the context of EE;
a. Classes I and II EE concerns are transacted through activities.
b. Classes III to V EE is being imparted through a subject namely EVS
(Environmental Studies)
c. Classes VI to X Follows infusion approach for EE. 10 percent of
assessment of grand total is based on EE.
d. Classes XI and XII Projects infusion in electives and General Studies. 50
marks based on core syllabus and projects.
Project based learning has been recommended from class VI to XII.
6
b. Paryavaran Mitra Programme
The Paryavaran Mitra programme is visualized with a vision to extend ESD
across the country and bring together the experience of more than 25 years of
CEEs working with the school systems and emerging needs of compulsory
environmental education. It is developing as the flagship school programme that
brings together experience in an activity based learning approach in ESD. The
introduction of compulsory environmental education at all level of formal
education in India with project based learning at its core offer a great opportunity
to collaborate with various stakeholders and support them.

The programme at national level is a partnership between Centre for
Environment Education, Union Ministry of Environment and Forests (MoEF) and
ArcelorMittal, India. The programme started in 2008 with the Pick Right
campaign when the World environment day (WED) theme of CO2 : Kick the
Habit was changed to CO2: Pick Right. The Pick Right Campaign generated
awareness on climate change issues and the right choices for sustainability and
demonstrated that such a programme could be undertaken at a scale that would
make a difference. By reaching out to 200000 schools it was arguably the largest
effort anywhere to introduce the concept of climate change and basic action for
sustainability at the school level. The campaign kit was designed to generate
interest and curiosity in children and touched upon climate science as well looked
at simple actions one can take in the path to sustainability. The campaign was
conducted in 15 Indian languages. While the kit was distributed in 200000
schools, the trainings involved sensitizing master trainers and NGO personnel to
take the programme to schools. The project in the first phase created a network
that could be used to reach out to schools involving the joint efforts of the
National Green Corps network of MoEF, the GEF-SGP network and schools
directly in touch with CEE State offices.

The success of the campaign and the interest of partners led to the development
of the programme with a vision of developing a cadre of young champions of the
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environment and climate change. The Paryavaran Mitra meaning Friend of
Environment was thus conceptualized and built on the CEEs 25 years of
experience of developing and implementing school programmes. The
programme demonstrates transformative education for environmental leadership
for students through curriculum-linked activities and action projects for positive
change in behaviour and action, taken at individual, family, school and
community levels.

The programme launched on 24
th
July 2010 had following goals and objectives to
be achieved in a project mode by 2013:-

Goal

To create a network of 20 million young leaders, from schools across the country,
having awareness, knowledge, commitment and potential to meet the challenges
of environmental sustainability at their spheres of influence.

Objectives

1. To inculcate required attitude and values towards environmental
sustainability.
2. To prepare students to remain in society as environmentally responsible
citizen.
3. To build skills and understanding amongst students on environmental
sustainability through hands-on experience in their immediate
environment.
4. To raise awareness and understanding of the issues relating to
environmental sustainability amongst teachers/educators/NGOs, and to
enable them to facilitate students to be a Paryavaran Mitra.
5. To provide schools with access to theme-based, customized material on
sustainability education.
8
6. To create networks and platforms for sharing of knowledge and
experiences.
7. To develop and reinforce partnerships for maximization of impacts.

The journey so far (July 2010- May 2013)

The programme has so far been able to reach out to about 219, 888 schools in
India, and has created strong networks among schools which facilitate peer
learning and local problem solving. Opportunities are sought through innovative
partnerships to capacity build teachers and students in project based learning
and continued assistance is offered by CEE offices through direct contact and
campaigns and events to implement action projects, and demonstrate
educational and environmental Handprint
1
(a symbol of positive action towards
sustainability).

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

1
The Paryavaran Mitra programme is centered on the concept of Handprint. Handprint is the
symbol, measure, and commitment of positive action towards sustainability. While the Footprint
is a measure of human pressure on earths resources, the Handprint is a measure of what we can
do individually, and together, to restore the balance between consumption and the planets
carrying capacity.

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Table 1: Summary of achievements till April 2013

Activity Achievement
Schools
enrolled/outreach
219,888 have received a educational materials
Orientation and
trainings
20843 teachers, 1000+ master trainers, 120 NGOs, and
162,063 others (including students and general public)
165 partners
Govt: 53 (Pollution Control Boards, Education
departments etc)
NGOs: 79 (Environmental NGOs, and training
organizations)
Partnerships
Others: 33 (Knowledge partners, UN bodies)
Material
Developments
A project guide : Explore, Discover, Think, Act booklet,
along posters on the five themes in 15 languages
distributed to 219888 schools.
Curriculum Teachers Handbook developed and
disseminated in English. Tans-adaptation is in process.
Events 5 International/National and 8 Regional and various state
and district level events for sharing & learning have been
oragnised.
Media Paryavaran Mitra website www.paryavaranmitra.in
(128,621 visits since 24 July 2010), Facebook Profile and
Page
Paryavaran Mitra explaining the details of the programme
developed and widely used across the country. Available
in Hindi and English on You Tube.
DLA newspapaer covers the theme of the programme
fortnightly. Extensive coverage of different events and
campaigns across the country.
Film documenting on Young Leaders for Change available
on You tube.
Paryavaran Saathi 302 registration in a volunteer programme opportunity for
helping schools
Lead School 103 Model Schools registered till that mentors nearby
schools
Project recognized as one of the best practices
globally by UNESCO in ESD and International Business
Leaders Forum, London, 2012.
Highlighted in CSR Europe event, Brussels, 2010
Recognitions
Highlighted in Convention on Biodiversity, India,
2012

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During the first three years of implementation the programme has been able to
establish itself as lead programme for Environmental Education and Education
for Sustainable Development. The programme as a network has generated lots
of interest amongst stakeholder to add value to their programmes in India.

Graph 1 shows the interest generated by the programme amongst stakeholders
when benchmarked with some similar programmes targeting students in schools
using Alexa website ranking.

Graph 1 : Benchmarking Paryavaran Mitra


Since its launch in 2010, there have been considerable learnings like, a demand
driven approach with tangible incentives works better than a supply based
strategy. Also the first phase has given us an insight into the need for
segmentation of target schools and differential approaches of engaging schools
based on the outcomes. One of the major learnings that have emerged from the
three years experience is that there is a need to have differentiated strategies for
optimizing results with strategic deployment of available resources human, fund
and material. It is equally important to have a critical mass of schools that can be
role models to other schools and create demand for quality EE/ESD. This calls
for actively identifying schools with motivated teachers and continuous
engagement with them through different means visits, phone, social media,
trainings, events etc.
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The programme from academic year 2013-14 encourages schools to qualitatively
enhance Project Based Learning (PBL) and share their experiences. The focus
now is to recognize exemplary work done through the Paryavaran Mitra Puraskar
(Paryavaran Mitra Awards). The annual award is presented to schools, teachers,
students, districts and states of India for efforts in environment education and
education for sustainable development through curricular classroom activities
and action projects. This strategy builds on the participation. Some states had
used as an integral part of their implementation during first 2 years and the same
was incorporated at national level in 2012.

c. Paryavaran Mitra Puraskar
The programme while rolled simultaneously across the country with more or less
similar resources had different level of enthusiasm and participation. From the
review of the experience it was emerging that an incentive is required to
encourage schools to share their work/reports and catalyze action.

A national award was announced that involved nominations form CEE teams
across the country. The nominations were sought in following categories:-

1. Best school
2. Best district
3. Best Student

Every state was asked to nominate maximum 10 schools and 2 districts. The
table 2 summarizes the nominations received. The best student was identified
from Young Leader for Change initiative
2
.




2
Young Leader for Change is an initiative under the Paryavaran Mitra programme that involves the
students directly in action projects lead by them in their context. These students are mentored by a team at
CEE along with their teachers and parents for a period of 7-8 months.
12
Table 2:

Region State/Union Territory (No. Districts) Nominations
Received
School District
South Andhra Pradesh, Karnataka, Kerala, Tamil
Nadu, Andaman & Nicobar Islands,
Lakshdweep, Puducherry
13 7
West Gujarat, Rajasthan, Dadra & Nagar Haveli,
Daman & Diu
9 4
North
East
Arunachal Pradesh, Assam, Manipur,
Meghalaya, Mizoram, Nagaland, Sikkim,
Tripura
18 0
North Uttar Pradesh, Bihar, Punjab & Chandigarh
3 1
East Jharkhand, Orissa, West Bengal
16 2
Himalaya Jammu & Kashmir, Uttarakhand, Himachal
Pradesh
10 1
Central Chattisgarh, Goa, Madhya Pradesh,
Maharashtra
19 2
Delhi Delhi and Haryana
4 0

92
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The nomination for the school category asked for the detailed report of the school
and a nomination form filled by CEE team managing the activities in the State.
This was in addition to the regular reports submitted by schools in a 2 page
format/template as part of the regular reporting in the programme. The entire
process of announcement for nomination and finalization of winners was
completed in a period of 45 days. Sufficient time was not available for the
schools to initiate and complete a project and hence nominations were restricted
on the reports of the existing work being done. The criterion also was a limitation
for the CEE team nominating schools as this was the first time a tool was being
used to assess the school reports. We got a feedback that this made them
review their performance and capacity built them to assess the outcomes of
action projects being done by schools. 92 nominations were received for best
school awards with details filled by CEE staff on the following criterion:-

Innovativeness/creativity in the actions done by the school
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Involvement of the children
Activities done in Club or whole class/school
Scope of the action time, space, impact
Outreach to the community
Learning outcomes from the projects
Linkages to curriculum
Sustainability and replicability of action
Mobilization of Funds and other resources, information, etc.
Dissemination of the project impact

The nominations were reviewed by a committee and were clustered in 3
categories on following criterion:-

Category A-

1. Schools that have done action projects in all the five themes
2. Quality of action projects on the above criterion with at least 3 projects
having measurable impact

Category B

1. Schools that have action projects in 3 themes
2. Quality as per the nomination criterion.
3. Other themes covered as awareness activities

Category C

1. Less than 3 action projects and/or 3 themes covered
2. More or less activities related to raising awareness like debate, essays,
rallies around environmental days.

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Only the reports in category A were presented to the Jury for identifying the 3
best schools. Table 3 provides the details of no. of schools in each category from
different regions.

Table 3: Schools categorized on their performance

School
Region Total
Nominations
Category A Category B Category C
Urban Rural Urban Rural Urban Rural Urban Rural
South 2 11 2 9 0 2 0 0
West 7 2 2 0 4 1 1 1
North East 2 16 1 1 1 0 0 15
North 2 1 1 0 0 0 1 1
East 3 13 1 3 1 2 1 8
Himalaya 3 7 1 0 0 0 2 7
Central 9 10 2 0 2 7 5 3
Delhi 3 1 0 1 1 0 2 0
Total 31 61 10 14 9 12 12 35

The above nominations agree with our overall observations over the period of
two years of implementation of the programme.

1. Overall the rural schools have done better action projects as compared to
urban. The reason could be more number of rural schools as compared to
urban schools. Also, it could be a limitation of nominating team as they did
not have sufficient time. This will need further analysis.
2. The southern states have gone beyond the awareness generation
activities to involve students in action projects as compared to other
regions. The PBL has more depth as rural schools have done a better job
15
as compared to urban schools. This aggress with our observation and
reviews during field visits, campaigns and other programme activities.
3. All the winners i.e. 3 Best schools were rural schools and the reason was
diversity of activities, better outreach and impacts had tangible benefits o
the stakeholders.
4. The range of activities being done by rural schools is wider as compared
to urban schools. Rural schools take up issues/problems they have in their
context and have more outreach to community. The analysis of activities
and their mode of involving students and outreach are summarized in Box
1 and Box 2.

Box 1 Types of Activities

Environmental Education Actions:

Urban Schools
Biodiversity and Greening: Plantation, bird nest installation, medicinal
plants and awareness rallies, bird enclosures facilitating observe bird
behaviour, rescuing strayed animals, monitoring sparrow nos. before and
after installation of nests and feeders, kitchen garden and produce used in
the hostel mess.
Energy: Audit, rally, signage around school for energy conservation,
Pollution Under Control tests for vehicles
Waste: Waste segregation, dust bins installation, best out of waste and
used in school, food wastage campaign, reduce water wastage, textbook
hand-down, Paper bags made and distributed among local small shops.
Water and Sanitation: Rain water harvesting, Clean up of drain
Culture: Street play, road show, safe festival, heritage walk, safe festival
drives, Talk to the principal on eco-friendly building design.
Rural School
Biodiversity and Greening: Plantation, medicinal and vegetable garden,
16
Tree plantation to prevent soil erosion and changes in the river path, bird
observation and nesting building according to behaviour, study on the
impact of a mobile phone network tower on local biodiversity, live fencing
watered daily and maintained by students and teachers, Medicinal plants
project & seed bank (paddy), plant nursery, flora and fauna identification.
Energy: Energy Audit, CFL bulbs installation, electricity consumption
reduction, survey about cooking gas cylinders vs. solar energy use for
cooking, use of waste biomass on rural stoves,
Waste: Waste segregation, Waste recycling, composting, Nests making,
book bank to distribute old books to students, collection of waste from
temples, paper recycling.
Water and Sanitation: Water harvesting RWH, and waste water diversion
to plants, soak pits, reduce water pollution in village ponds, fixing leaking
taps.
Culture and Heritage: Eco friendly festivals, rallies on environment
themes, Elayonam (focusing exclusively on leaf vegetables and traditional
food items based on them), Curry Koottam (competition for womens self
help groups to prepare leaf based traditional food items), eco-friendly
festivals, drama team

Box 2 Mode of involving students and Outreach

Urban Schools
Most of the activities conducted by the school were also carried out in the
house holds of students. Most activities in Eco-Club mode and increased
awareness on issues for students.
All students involved in the eco-clubs in the school. The activities done in
the school are spread to the community in many innovative ways of
multiplying the messages; some messages include Energy conservation,
organic farming, safe and eco-friendly festivals.
Rural School
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All students involved in activities and take ownership to sustain projects.
Schools reach out to the community in that they raise awareness; ask for
ownership of projects and the village governance structures fund the
projects in the school. Teachers use the projects to teach and learn for
students and connect very well to the curriculum and thus students
connect everyday learning with real life issues in the village environment.
Whole school, projects carried out with the help local organizations by
means of both funding and continued support to sustain projects by
means of ownership. Teachers using the projects as live laboratories to
ground concepts in the outdoors. All messages are taken to the
community and get the support of local authorities.


d. Learning Outcomes

The reports and the nomination forms report range of learning outcomes from the
experiences schools had while doing the action projects. The 5 themes have
helped broaden the horizon of thinking and actions and this has been most
reported outcomes from programme partners and teachers. The teachers have
reported that the students have now become more responsible towards
environment with evidence like, a group of people came to their school and were
littering so the students picked up the packets and threw it into the dustbin. The
increase in knowledge has helped with the eagerness and confidence to convey
the word to conserve to a wider audience.

The skill and knowledge of specific aspects have been highlighted more in
reports. Some illustrations of the comments are listed below,
the students are aware of the medicinal plants and what are the
uses.
students have generated more respect towards medicinal plants and
have considerable knowledge of those plants. Thus the traditional
18
knowledge of using the plants directly for curing the sick people in
India will remain intact.
the students have full knowledge about the process of plantation and
its importance. Students decide where and what plant is to be planted
which shows the knowledge of the students regarding the environment.
students know how to collect the data and present it to the different
schools and how to measure impact.
students have also forced their parents to cultivate the paddies at
their home after the programme of paddy cultivation was undertaken
by the school.
there is an increased concern among the youth related to the
environment and the human beings around them.
the knowledge of students have increased on what are the different
ways in which water can be saved and they themselves find the way
out to save water.
their interest in the subject is also increasing. With interest, passion
also increase and hence the students are now passionate about the
conservation of environment and they think that now its their duty to
find innovative way to solve the issues regarding environment.
students are demanding the CFl bulb at home.
students now anticipate and they themselves make a change in the
environment in which they are living.
action projects have drawn the interest amongst students to
observe their immediate environment. Students have started thinking
green by being conscious about judicious use of natural resources,
energy and water in specific.
The above statement in the reports, nominations and follow-up telephonic calls
shows that the schools are able to influence different domains of environmental
learning. An assessment of students learning outcomes would help to
understand the achievement in different domains and report. Box 1 clearly shows
that the rural schools work with wider range of issues and hence provide more
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opportunities for students engagement. An urban school seems to engage
students in a club mode as compared rural schools, where it is observed that the
entire school participates. Higher student strength in urban schools as compared
to rural schools could be a reason but needs more in depth research.

A committed and passionate teacher seems to be the key for such wonderful
work being done by the schools. Profiling these teachers would be an exciting
exercise, these usually are first to respond to any opportunity for engagement in
campaigns, events etc. organized under the programme. This could also have
facilitated their nomination. Language and internet connectivity is not a barrier as
a network of partners and CEE Offices are able to facilitate communication.

The Puraskar valued the process but also the impact being created in the
environmental issue.

e) Conclusion

The first Paryavaran Mitra Puraskar helped us get a better insight into the work
being done by the schools. It helped achieve the following outcomes:-
A set of criterion applicable to assess the environmental education
at school level.
Capacity built the team at grassroots to communicate what we
want you to achieve under the programme.
Case studies that have helped schools to benchmark their work.
Gave us an clarity on capacity building needs in the Project Based
Learning.
Design the recognition based programme for 2013 that facilitates
Project Based Learning and motivates the schools to share their
work.

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In 2013 the focus is on creating more schools with better capacity to facilitate
learning outcomes through Project Based Learning.

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

Based on the analysis and learnings, the Puraskar would be announced through
an event in June/July. Following categories and criterion for the awards are being
planned:-

1. Best State criterion could be no. of schools actively participating in the
programme, involvement of various stakeholders, contribution in terms of
various resources etc.
2. Best District (3) no. of school actively participating in the programme,
involvement of various stakeholders, events/programmes organized,
diversity and innovation in actions, no. of teachers trained in Paryavaran
Mitra methodology etc.
3. Best School (5) Internalization of Paryavaran Mitra methodology, range
of handprint activities of the school, involvement and role of students and
other stakeholders at school level, sustainability and impact of the
activities, linkages to the community etc.
4. Best teacher (10) Quality implementation of activity based pedagogy,
evidence of the learning outcomes, leadership in involving various
stakeholders
5. Best (10) Evaluation of the projects implemented as part of young
leaders for change.

The project implementation period would be from June/July to
October/November. The awards would be given at state and national level.

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The various schools projects/programmes of CEE provide an opportunity to
contribute in terms of quality aspects in different ways. The Intensity of
engagement at the school level would be achieved through following measures

1. Teaching learning materials to suit the needs of diverse context/theme.
2. Showcasing and sharing of case studies/best practices through various
media including events and conferences.
3. Engagement of the schools though different campaigns to facilitate
momentum and communication
a. Water :- World Water day and World Wetland Day
b. Biodiversity and Climate Change :- Earth Day
c. World Environment Day
d. Energy :- Power Count Challenge
e. Culture and Heritage World Heritage day, Holi
f. World Ozone Day

4. Capacity building of teachers and students.
a. Paryavaran Mitra Schools for Change project with Regional
Institute of Education, Ajmer
b. Young Leaders for Change initiative

5. The programme is curriculum based with focus on class 6
th
to 8
th
but
through various projects is providing various options to the schools. A
greater synergy between various programmes and over all goal of
Paryavaran Mitra can help. There is a need to ensure that due credit is
given to the partners engaged/supporting CEEs programmes and at the
same time ensuring that the linkages to larger goals. Some of partnership
creating the opportunities are detailed below:-

a. International Programmes in India
i. Young masters Programme
22
ii. Global Communities for Sustainability Project 1600
iii. ESD Expert Net
iv. Foundation for Environmental Education Eco School
programme
v. TUNZA (Eco-generation)
vi. Regional Initiative for Climate Change (RICE)

b. National and Regional Programmes in India
i. Green teacher diploma
ii. Camping programmes
iii. Anandshala
iv. Cool calculator
v. National Green Corps
vi. River dolphin education programme

c. State/Local level
i. Children Forest Programme
ii. Prakriti Bus
iii. Srushti Mitra Awards
iv. Environment Service scheme
v. Western Ghats special Eco Club scheme
vi. Media coverage through DLA


23
References

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

NCERT, NCERT Affidavit (03-12-2010), Retrieved from
http://www.ncert.nic.in/recent/env_edu.html

School Reports, Retrieved from www.paryavaranmitra.in

Sharma, Pramod Kumar., (May 2013) School Forum Volume 5 No. 5,
Ahmedabad Management Association Retrieved from www.amaindia.org



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