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INTRODUCTION

Environmental education is a process that aims at the development of environmentally literate

citizens those who can compete in global economy those who have the skills and knowledge
and inclinations to make well informed choices concerning the Environment, and those who
exercise the rights and responsibilities of the members of a community environmental
knowledge contributes to a understanding and appreciation of the society technology and
productivity and conservation of natural and cultural resources of their own environment.
Environmental education has an ability to solve the societal needs the needs of a community
problem and their solutions and workforce for tackling cooperative mind. We need the school
children to share and develop the motivation from school about various environmental issues
which are the challenges of today and prepare them for the future.

What is Environment Education?

There are many definitions of Environment Education (EE). For our purpose, we could
understand EE in the context of the definition given below: Environmental education is a
process aimed at developing world population that is aware of and concerned about the total
environment and its associated problems and which has the knowledge, attitudes,
commitments and skills to work individually and collectively towards the solution of the
current problems and prevention of the new ones.

The ultimate goals of EE are:

 To enable people to understand the interdependence of all the life on this planet.
 To increase people’s awareness of the economic, political, social, cultural, technological
and environmental forces which foster sustainable development.

Objectives of EE

The first inter-governmental Conference on EE held at Tbilisi in 1977 established the

objectives of EE. These are to develop the following qualities in individuals and social
groups:
 An awareness of the environment and its problems;
 Basic knowledge and understanding of the environment and its interrelationship with
man.
 Social values and attitudes which are in harmony with environmental quality.
 Skills to solve environmental problems.
 Ability to evaluate environmental measures and education programmes.
 A sense of responsibility and urgency towards the environment so as to ensure
appropriate actions to solve environmental problems.

About Education for Change

Education for Change is the ENVIs Newsletter of the Centre for Environment Education. It
seeks to share views about the role of education in different aspects of development; the need
for reorienting educational processes, so that they become transformative; experiences of
education for sustainability in different sectors, and resources on ESD and for learning about
sustainable development. Education for Change is meant for practitioners in various
development sectors and others interested in ESD.
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The GLOBE Program

The Global Learning and Observations to Benefit the Environment (GLOBE) program is a
worldwide hands-on, primary and secondary school-based science and education program.

GLOBE in India is implemented by the Ministry of Environment and Forests.

GLOBE's vision promotes and supports students, teachers and scientists to collaborate on
inquiry-based investigations of the environment and the Earth system working in close
partnership with NASA, NOAA, NSF, Earth System Science Projects (ESSPs) in study and
research about the dynamics of Earth's environment.

GLOBE was announced in 1994 and began operations on Earth Day 1995. Today, the
international GLOBE network has grown to include representatives from 111 participating
countries coordinating GLOBE activities that are integrated into their local and regional
communities. There are over 54,000 GLOBE-trained teachers representing
over 24,000 schools around the world. GLOBE brings together students, teachers and
scientists through the GLOBE Schools Network in support of student learning and research.

Ministry of Environment and Forests, Government of India

The Ministry of Environment & Forests (MoEF) is the nodal agency in the administrative
structure of the Central Government for the planning, promotion, co-ordination and
overseeing the implementation of India's environmental and forestry policies and
programmes.

The primary concerns of the Ministry are implementation of policies and programmes
relating to conservation of the country's natural resources including its lakes and rivers, its
biodiversity, forests and wildlife, ensuring the welfare of animals, and the prevention and
abatement of pollution. While implementing these policies and programmes, the Ministry is
guided by the principle of sustainable development and enhancement of human well-being.

The Ministry also serves as the nodal agency in the country for the United Nations
Environment Programme (UNEP), South Asia Co-operative Environment Programme
(SACEP), and International Centre for Integrated Mountain Development (ICIMOD) and for
the follow-up of the United Nations Conference on Environment and Development
(UNCED). The Ministry is also entrusted with issues relating to multilateral bodies such as
the Commission on Sustainable Development (CSD), Global Environment Facility (GEF)
and of regional bodies like Economic and Social Council for Asia and Pacific (ESCAP) and
South Asian Association for Regional Co-operation (SAARC) on matters pertaining to the
environment.
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The broad objectives of the Ministry are:

 Conservation and survey of flora, fauna, forests and wildlife

 Prevention and control of pollution
 A forestation and regeneration of degraded areas
 Protection of the environment and
 Ensuring the welfare of animals

Environmental Education and Training

One of the Divisions of the MoEF is the Environment Education Division, or EE Division.

Objectives

 Development of educational/teaching materials and aids in the formal education

sector
 To encourage non-governmental organizations, mass media and other concerned
organizations for promoting awareness among the people at all levels

 To promote environment education through existing educational/scientific/research

institutions

 To ensure training and manpower development in environment education; and

 To mobilize people’s awareness for the preservation and conservation of environment

The programmes conducted/initiatives launched as part of this scheme are categorized under
Formal and Non-Formal sectors.

 Programmes under Formal Environmental Education are:

 Environment Education in School System
 Environmental Appreciation Courses
 Environmental concepts in Management and Business Studies
 Programmes under Non-Formal Environmental Education are :
 National Environment Awareness Campaign (NEAC)
 Eco-clubs (NGC)
 GLOBE
 Mass Awareness

Environmental education can thought of as comprising three linked components:

 •Education about the environments (Knowledge).
•Education for the environment (Values, Attitudes & Positive actions).
•Education through the environment (A Resource).

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Green Teacher Diploma

A distance education programme for in-service teachers

Centre for Environment Education (CEE) and Commonwealth of Learning (COL) Vancouver,
Canada have established the Green Teacher: Diploma in Environmental Education, a distance
education programme. The programme addresses the rapidly growing need for continuing
education and professional development in the field of Environmental Education (EE),
Education for Sustainable Development (ESD) and is geared to build capacity of teachers and
educators.

Green Teacher- A Podium for Excellence in EE

The Green Teacher offers teachers an opportunity to empower themselves with the requisite
knowledge and skills for effective transaction of concepts in environment and development in
the classroom. The Green Teacher is open for teachers and other professionals dealing with
education and communication for environment and development in a formal teaching-
learning set-up. All teachers and educators, irrespective of their subjects of specialization,
will find this diploma meaningful. Till date, over 250 teachers and educators have
successfully completed the Green Teacher Programme.

Programme Details
Green Teacher is a one-year Diploma Programme. It includes two compulsory contact
sessions of about five days each, and a five-month programme project. The self-study hours
are approximately 240 (60 hours/module). The Programme Project would require another
200-220 hours.

Learning Material Ariful Islam Noyon_1010597

The programme curriculum includes subject knowledge on science of environment,

environment-development issues and key concepts in Sustainable Development. It also
provides practical orientation for using a variety of teaching-learning techniques. The
Learning Material consists of a Learners Handbook, four Self-Learning Modules and two
Essential Readings. Each of the following four modules contains a set of study notes, reading
material and self-assessment exercises.

 Life Support Systems and Basics of Ecology

 Understanding Sustainable Development

 Environmental Education in Schools
 Resources and Opportunities for EE

The Learning Material is provided at the first contact session, held sometime in the months of
June/July.

Contact Sessions

The two Contact Sessions, of 3-5 days, are held across the six Study Centres located in the
cities of Ahmedabad, Bangalore, Delhi, Guwahati, Lucknow and Pune. The first contact
session acts as an introductory session to the programme; the second contact session,
organized sometime midway through the programme, helps you to discuss programme
project ideas with resource persons and other learners.

Programme Project

As a teacher-learner you are also required to conduct a 4-5 months sustained action project
related to EE in the schools. This is an essential component of the programme and is
evaluated.

Examination, Evaluation and Diploma Certificate

Programme-end examination will be conducted in June/July/August 2011 at the six Study

Centres. Besides the written exam, module-end assignments, participation at the contact
sessions, programme project, its presentation and report, will form a part of the overall
evaluation. A Diploma Certificate will be awarded by CEE to those teacher-learners who
would secure at least 40 per cent marks in each of the above mentioned components. On
successful completion of the examination, you will be awarded with a Diploma Certificate
indicating your performance in the programme i.e.

 A Bronze leaf certificate indicating up to 60% of marks secured.

  A Silver leaf certificate indicating more than 60% - 70% of marks secured.
 A Gold leaf certificate indicating more than 70% of marks secured.

Programme Faculty

The Programme faculty possesses a variety of experience and expertise in the field of EE.
Most faculty members have experience of conducting a variety of teacher training
programmes in EE, both at pre-service and in-service levels. Many of them have also been
involved in curriculum and textbook writing in EE, both at state and national levels.
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Programme Fee

The programme fee is Rs. 6000.00. This is inclusive of the programme material,
communication during the year, postage, participation in the contact sessions, visits/trips
during the contact sessions as well as the programme-end examination. In addition, you will
be required to bear the cost towards travel, accommodation and food during the Contact
Sessions. The fees should be paid by demand draft drawn in the favour of ‘Centre for
Environment Education', payable at Ahmedabad. The demand draft should accompany the
filled enrolment form.

Refund of Fees

For any reason, if you need to withdraw your enrolment, the following rules will be
applicable. In case of a withdrawal request reaching us:

 Within two weeks of final date of enrolment: 60% of the fee will be refunded.
 Just before the first contact session is held: 40% of the fee will be refunded.
 After the first contact session is held: No refund will be made.

If for an unforeseen reason, a you cannot continue to pursue the programme in the year of
enrolment; it would be possible for you to resume the programme in the coming year at a
nominal additional fee. However, if the programme fee for the coming year increases, then
the additional amount will have to be paid by you for the extended year.

Programme Executed by

Centre for Environment Education, India is a national institution engaged in developing

programmes and material to increase awareness about the environment. CEE was established
in 1984 as a Centre of Excellence in EE, supported by Ministry of Environment and Forests,
Government of India. It is affiliated with the Nehru Foundation for Development. For more
information, log on to www.ceeindia.org

What will you Gain

  Diploma in EE from a pioneer organization which is a Centre of Excellence in EE.
 The programme will strengthen your professional standing and broaden your scope to
be a subject expert or resource person in appropriate environment-based programmes.
 The programme will help you learn how to utilize interactive and experiential
teaching-learning methodologies for transacting EE/ESD effectively and will provide
you an opportunity to share your expertise with other teaching professionals and
educators.
 The diploma may become a stepping stone for you towards pursuing other degrees or
research programmes in the field of EE and communication.

Who should Enrol and How to Enrol

If you are an educator or a teacher of any subject or discipline, and want toHasan
Md.Moinuddin enhance your
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skills in teaching-learning for environment and development, Green Teacher is the right
opportunity for you. Enrolment for Green Teacher 2012 is expected to begin from January
2012 and the commencement of the new batch will commence in July/August 2012.

Evolution of EE in India

In India, our social values and attitudes have, historically and culturally been in harmony with
the environment. If one reads our own literature, the writing of our sages, our religious texts,
all of these 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 humbleness of human 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
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)).

EE in India's National Policy on Education

Environmental education has been an area of concern in all curriculum development
programmes in India. The movement of Basic Education launched by Mahatma Gandhi in
1937 was perhaps the first serious attempt at relating education in schools to local
environmental needs. The essential elements of Basic Education were: productive activity in
education; correlation of curriculum with the productive activity and the social environment;
and the intimate contact between the school; and local community.

The best that Basic Education had to offer was incorporated in the Report of the Education
Commission (1964-66) so as to relate it to the life, needs and aspirations of the nation. For
the primary stage, the Report recommended, “the aim of teaching science in the primary
school should be to develop proper understanding of the main facts, concepts, principles and
processes in the physical and biological environment”.

The National Policy on Education, 1986 (NPE) states that “Protection of the Environment” is
a value, which along with certain other values must form an integral part of curriculum at all
stages of education. Para 8.15 of the Policy states: Md.Moinuddin Hasan Chowdhury_1010587
“There is a paramount need to create a consciousness of the Environment. It must be
permeate all ages and all sections of society, beginning with the child. Environmental
consciousness should inform teaching in schools and colleges. This aspect will be integrated
in the entire educational process”.
The national system of education, as defined in the National Policy on Education 1986,
visualized a national curriculum framework which contains a common core including several
elements having direct bearing on the natural and social environment of the pupils, such as:
Protection of the environment, content essential to nurture national identity, and inculcation
of the scientific temper. These core areas are expected to occupy a place of prominence not
only in the instructional material, but also in the classroom and out-of-school activities.

Following the National Policy on Education, NCERT brought out detailed curriculum
guidelines and model syllabi for classes I to X reflecting these ideas. The approach strongly
recommended adoption of innovative teaching and learning techniques. Subsequently
curriculum frameworks brought out by the NCERT in 1988, 2000 and 2005 reiterated the
importance of EE in school education.

Current Status
The current method of implementation, as agreed between NCERT and the Supreme Court of
India, is as described in the NCERT's Affidavit to the Supreme Court.
 NCERT Syllabus for Environmental Education (accepted by the Supreme Court of
India) is as below; the syllabus for Std XI and XII was reviewed as explained in the
NCERT's Affidavit and both the old and new syllabi for Std XI and XII are provided
below
o Mission

o Std I to V

o Std VI to VIII

o Std IX to X

o Std XI to XII (old)

o Std XI to XII vocational stream (old)

 o Std XI and XII syllabus pdf (new)

 National Curriculum Framework 2005

 Position Paper of the National Focus Group on Habitat and Learning that especially
addresses the integration of environmental concerns into the NCF 2005 (this was one
of 21 focus groups set up by the NCERT for inputs into the formulation of the NCF
2005)
 Documents related to the Supreme Court judgment on EE in Schools, following the
writ petition by Mr MC Mehta

NCERT Handbook of EE for STD XI and XII (published 2011)

 Preliminary pages
 Note to Teacher and Table of Contents
 Unit I Systems Perspective
 Unit II Chapter 1 People and Environment
 Unit II Chapter 2 Institutions and Environment
 Unit II Chapter 3 Knowledge, Science, Technology and Environment
 Unit II Chapter 4 Manmade Artifacts and Environment
 Unit II Chapter 5 Geosphere
 Unit II Chapter 6 Biosphere - Part I and Part II Md.Moinuddin Hasan Chowdhury_1010587
 Unit II Chapter 7 Energy, Materials and Information Flows
 Unit III Exemplar Projects
 Unit IV Information Management

Projects and Activities

Glossary and References
Evaluation pattern for XI and XII
Syllabus for XI and XII

Outdoor and environmental education centres

Outdoor and environmental education centres (OEECs) develop and deliver outdoor and
environmental education programs for schools and the community, and provide professional
development for teachers. Programs are linked to the school curriculum and student
leadership objectives. These centres provide information about local environmental issues,
and serve as venues for school excursions and camps. Many are available for hire on
weekends and school holidays. The centres offer specialised learning programs such as
archaeology and heritage interpretation, environmental arts, urban renewal, and water watch
investigations.

O&EECs offer environmental education programs in unique environments such as:

 Forests
 Tropical reef-fringed islands
 Beach
 Outback and rural queens land
 Estuarine and
  Fresh water habitats.

O&EECs also provide specialized learning strategies such as:

 Archaeology and heritage interpretation

 Environmental arts
 Urban renewal
 Water watch programs and
 Environmental investigations

Some O&EECs provide activities that stimulate self-awareness and personal growth. These
programs are designed to challenge students and teachers to extend their individual
capabilities and develop team building and leadership skills through a spirit of cooperation.

Students are provided with opportunities to develop improved social, emotional, physical and
intellectual skills by focusing on self-esteem and interpersonal interaction. Teachers can
develop their skills and knowledge of cooperative planning and outdoor education.

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Environmental Education in India

The Indian Constitution laid down the responsibility of Government to protect and improve
the environment and made it a “fundamental duty of every citizen to protect and improve the
natural environment including forests, lakes, rivers and wildlife”. On this background
Department of Environment was established by the Government of India in 1980 and a
Ministry was formed in 1985. The Constitution and the Government's commitment to the
environment along with the environmentally sound practices is an important backdrop under
which the Environment Education (EE) strategy has been evolved. Comprehensive scheme
of 'Environmental Education, Awareness and Training' was launched in 1983-84.
Environmental Education, Awareness and Training Scheme

The scheme intends to enhance our understanding about the interactions between human
beings and environment. Also, it aims to facilitate the development of skills for
environmental protection. The objectives of the schemes are as follow:

 To promote environmental awareness among all sections of the society;

 To spread environment education, especially in the non-formal system among
different sections of the society;

 To facilitate development of education/training materials and aids in the formal

education sector;

 To promote environment education through existing educational/scientific/research

institutions;

 To ensure training and manpower development for environment education, awareness

and training;

 To encourage non-governmental organizations, mass media and other concerned

organizations for promoting awareness about environmental issues among the people
at all levels;

 To use different media including films, audio, visual and print, theatre, drama,
advertisements, hoarding, posters, seminars, workshops, competitions, meetings etc.
for spreading messages concerning environment and awareness; and

 To mobilize people's participation for preservation and conservation of environment.

Central Government recognizes EE as a key to success of overall environmental

strategy & decides to help in the setting up of a 'Centre of Excellence'. These centres
promote EE through developing resource material, organizing training/ Muhammadawareness
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programmes, builds capacity in the field for sustainable development. These centres play the
vital role in setting the pace & the agenda for EE. These centres are- Centre for Environment
Education, C.P.R Environmental Education Centre, Centre for Ecological Sciences, Centre
for Mining Environment, Salim Ali Centre for Ornithology and Natural History (SACON),
Centre for Environmental Management of Degraded Ecosystems, Tropical Botanic Garden
and Research Institute, Centre of Excellence in Environmental Economics, Foundation for
Revitalization of Local Health Traditions (FRLHT), Centre for Animals and Environment.

Key programmes/ activities launched under Environmental Education, Awareness and

Training scheme over the years are:

National Environment Awareness Campaign (NEAC)

The Ministry of Environment and Forests (MoEF), Government of India started The
National Environment Awareness Campaign (NEAC) in 1986 with the aim of creating
environmental awareness at all levels of society. It is a multi-media campaign which utilises
conventional and nonconventional methods of communication for disseminating
environmental messages to a wide range of target groups. Under NEAC, the Ministry
provides financial assistance to selected nongovernmental organizations, education and
training institutes, community organizations, etc. to create massive awareness among citizens
of India. Diverse target groups ranging from students/youth/teachers to rural and tribal
population, women, professionals and the general public are covered under this campaign.
The Campaign programmes are basically composed of a spectrum of short duration
programmes. The programme is being implemented through 33 designated Regional
Resource Agencies (RRAs) for specific states/regions of the country. During 2009-10 total
11,738 organisations have participated in the campaign across the country.

For the implementation of this Scheme in Maharashtra, Goa and Dadra Nagar
Haveli, Bhartiya Agro Industrials Foundation (BAIF) has been working as a Regional
Resource Agency (RRA) for since 1986. BAIF have been providing technical inputs in
organizing field demonstrations and mobilizing NGOs for environmental awareness.

Eco Clubs & National Green Corps (NGC)

'Eco Clubs' were constituted by MoEF with objectives to educate school children
about their immediate environment and impart knowledge about the eco-systems, their
interdependence and their need for survival, by involving them in various environmental
activities through visits and demonstrations and to mobilise youngsters by instilling in them
the spirit of scientific inquiry into environmental problems and involving them in the efforts
of environmental preservation.

Keeping in view the potential of this programme in sensitizing the school students, it
was decided to intensify this programme to cover each and every district of the country. A
programme of raising 'National Green Corps' through the Eco clubs was, therefore, launched
during 2001-2002. This programme is being implemented in each State/UT through the
Nodal agency appointed by the State/UT Govt. An Eco-club may be set up in a middle/high
school and should consist of a minimum of 20 members and a maximum of 50 members,
particularly interested in the conservation and protection of the environment, and willing to
dedicate time and effort on a regular basis towards this end. The members may be drawn
from students belonging to classes from VI to X. Each Eco-club will be in charge of an active
teacher in the school concerned. MoEF provide some financial assistance forMuhammad
establishment of _1010526
Al Amin
Eco clubs. It gives ` 2500/- per annum per Eco-club. It also provides teacher training and
distribution of resource materials. So far 1, 12,844 Eco clubs have been established in NGC
Schools across the country (Year 2010).

To implement NGC Scheme in Maharashtra, Environment Department has

appointed Director, Social Forestry, Pune as 'State Nodal Officer' in the year 2006 &
Bharti Vidyapith, Institute of Environment & Research, Pune as 'Resource Agency'. At
present 8898 eco-clubs with approximately 4,00,000 students are actively working in the
state.

Global Learning & Observations to Benefit the Environment (GLOBE)

The GLOBE is an International Science and Education Programme, which emphasizes

on hands-on participatory approach. India joined this programme in August, 2000. This
programme unites students, teachers and scientists all over the world and targets school
children. The students of GLOBE schools are required to collect data about various basic
 environmental parameters under the supervision of a GLOBE trained teacher. Through this
they learn about scientific protocols and perform environmental learning activities, which
have already been introduced as theory in the textbooks. The GLOBE programme not only
helps the students to appreciate the contents of the textbooks through better understanding but
also assists them in gaining complete knowledge of environment. It facilitates research
through a worldwide research team comprising of students, teachers and scientists.

Strengthening Environment Education in School System and other courses at Graduate and
Post-Graduate level including Professional Courses

 Formal Environmental Education Program

The National Policy on Education, 1986 (NPE) states that the “protection of the
environment is a value which must form an integral part of the curriculum at all stages
of education”.

The NPE states: “There is a paramount need to create a consciousness of the environment. It must
permeate all ages and all sections of society, beginning with the child. Environmental consciousness
should inform teaching in schools and colleges. This aspect will be integrated in the entire
educational process”.

The programme obliges the Ministry of Human Resource Development (MHRD), the
Ministry of Environment & Forests to ensure that environmental education is
imparted adequately at the school levels. It mandates that environmental components
are covered in the school curriculum at various levels.
Environment education in a Maharashtra state has been boosted through
various efforts. Environmental education has been included as a compulsory
subject at school level.

 Environmental Appreciation Course - Distance Education

In order to provide interested persons an opportunity to learn in detailMuhammad
about specific
Al Amin _1010526
environmental issues, there is provision of a course module through a Indira Gandhi
National Open University (IGNOU) for 'Environmental Appreciation'. Delivery of
these courses is through distance education mode. The course module developed for
appreciation courses is also being used by the IGNOU as compulsory component of
its undergraduate courses. This is in pursuance of the directives of the Hon'ble
Supreme Court of India.

 Non-formal Environment Education and Awareness Project

The Ministry of Environment & forests, New Delhi accords high priority for the
promotion of non-formal environment education and creation of awareness among all
sections of the society through diverse activities. The project was launched to
encourage and enhance public participation in activities that intended to conserve,
protect, manage and sustain the environment. The government has undertaken various
activities by using several traditional and modern media of communication, to create
awareness among the people, such as seminars, workshops, training programs, rallies,
public meetings, camps, exhibitions, puppet shows and street theatre.

Grants-in-Aid to Professional Societies and Institutions

 The objective of this programme is to facilitate optimum utilization of expertise
available with professional societies and institutions for promotion of environment education
and awareness. The programme aims at utilizing the existing capacity while simultaneously
providing for enhancing the capacities of such institutions. The projects such as
development/extension of exhibition galleries, interpretation centres and education materials
relating to ecology, wildlife and environment is financially supported.

Other Awareness Programmes

 India has a vast network of NGO's that are actively participating in the creation of
awareness on development and environmental issues. Working on their own and with
Governments they are the backbone of the strategy to create greater environmental
awareness, especially that leading to environmental action.
 Despite great efforts to spread environmental awareness by the MoEF through several
schemes, creation of awareness among large population especially in rural areas is
difficult task. "Mass Awareness" through media, particularly the electronic media has
therefore been identified as one of the thrust areas. It not only intensifies the efforts
already being made in this direction but also launch new initiatives in this direction to
encourage individual efforts in producing films/documentaries on
environment/wildlife related themes in the country.
 Action Oriented Environmental Education- Environmental education is the process of
developing environmentally conscious behavior of an individual. Education/ literacy
alone do not guarantee that the learner will exhibit a specified set of behaviors.
Rather, it guarantees only that the learner has the capacity for such behaviors. It
involves a limited combination of awareness and action that encourages people to
engage in immediate personal action that contributes to environmental improvements
such as saving electricity, fuel and water, buying "Green" products, reducing solid
waste, etc. Most of these actions are fairly simple and usually require just one step.

But most people hesitate to take an initiative and make the connection between an
environmental issue and their own individual action. Realizing this Government of
Maharashtra has launched Environmental Service Scheme (ESS). Nafiz Ahmad_1010606

C.P.R.ENVIRONMENTAL EDUCATION CENTRE AWARD FOR

ENVIRONMENTAL EDUCATION

The C. P. R. Environmental Education Centre received the Indira Gandhi Paryavaran

Puraskar for the year 1996 in September 2000. The award instituted by the Ministry of
Environment and Forests is presented every year to individuals and organisations, who
have contributed significantly towards environmental protection. The award includes a
silver lotus trophy, a citation and a cash prize of Rupees One Lakh.

Using the cash award as corpus, the Board of Governors of the C.P.R. Environmental
Education Centre decided to institute an annual C. P. R. Environmental Education
Centre Award for Environmental Education. The annual award is given to a teacher,
who has contributed to the field of environmental education, preferably from a rural area.
 The award consists of a silver plaque, a citation, as well as a cash prize.

LIST OF AWARDEES

YEAR AWARDEE
2011 Shri.B.V.Gundappa
2010 Shri. Bency Joy
2009 Shri. Rajendra Pandurang Kerkar
2008 Smt. Shoba
2007 Shri.Swaraj Kumar Kanhar
2006 Shri.T.R.Rajan
2005 Shri. Ramakrishnappa
2004 Shri.V.Ramalingam
2003 Shri.J.Lakshminarayanan
2002 Shri.M.Ramadoss
2001 Shri.R.Sankara Narayanan

Environment studies a casualty

July 21, 2005 | Shuchita Mehta , TNN

CHANDIGARH: Forget carbon di oxide, the only gas that college students taking
environment awareness classes in the city experience is talk. Around Rs 180 is collected from
each student per annum for environmental education. That should be enough to afford
qualified teachers for the few annual lectures required. Besides, with University Grants
Commission (UGC) introducing Environmental Science as a full subject in National Entrance
Test (NET) and many universities offering MSc Environment, finding...
Nafiz Ahmad_1010606

This course has been designed with three objectives.

 To sensitize students regarding environmental issues

 To develop a perspective for ‘sustainability’
 To get introduced to management practices

Environmental education has been made compulsory in school and colleges. It has been
observed that students find it boring for the same reason, that it is compulsory. Initially, they
face scientific jargon of the text books and secondly, they develop a feeling that anything
enjoyable is against environment. So, how do we care for it? They may not articulate this
thinking and express it openly. But this is one of the major underlying thoughts. The present
course will tackle this issue with a fresh outlook and methodology based on direct
experience.

There are few students who are deeply interested and wish to study the subject deeply. They
are interested in gaining experience with some practical work. This is the third category.
Involvement of such students in various projects and activities will be planned as a part of the
course.

This way a ‘compulsory’ course would not become a burden but prove as a thought
provoking learning and enjoyable experience.

Teaching Methodology

The theory for this course will be delivered via lectures. However every class has been
designed to be interactive and active participation is expected from all students. There is time
devoted for compulsory reading. There is field work. There would be a major emphasis on
visual material, films and documentaries that would bring in an outdoor environment in the
classroom.

Environment and Pollution Curriculum for Schools in Bangladesh

A Welcome Sign for Environmental Awareness Moment:

Environmental science has been a subject of great importance to us from ancient time.
However, not much concern was expressed until some signs of its detritions are noticed as a
result of human activities. Several governmental and non-governmental organizations have
initiated programs to monitor and understand it better. Atmospheric chemistry, pollution, air
quality are among the prominent environmental issues of the 21 st century. Therefore
awareness about it must begin at the grass root level through schools. Hence the Supreme
Court of India’s directive, mentioned below, comes as a welcome step to help the students
across the country to make aware about the environmental science. The Hon’ble Supreme
Court in its Judgment delivered on 18th December 2003 in Writ Petition No 860 of 1991 has
directed the NCERT to prepare a model syllabus for the Environmental Education to be
taught at different grades. The Supreme Court directed all the

States and educational agencies in the country to introduce environment as a compulsory

subject in all classes in schools up to the higher secondary level from the academic year
2004-05. It directed the National Council for Educational Research and Training (NCERT) to
frame a model syllabus for the schools keeping in view the 1991 judgment and submit it
before the court on or before 14th April 2004 so as to enable them to consider the feasibility to
introduce such syllabus uniformly throughout the country. The direction No 4 issued by the
Hon’ble Supreme Court as per its order dated 22 nd November 1991 read thus: “We accept on
principle that through the medium of education awareness of the environment and its
problems related to pollution should be taught as a compulsory subject. Learned Attorney
General pointed out to us that the Central Government is associated with education at higher
levels and University Grants Commission can monitor only the undergraduate and
postgraduate studies. The rest of it, according to him, is a state subject. He has agreed that the
university Grants Commission will take appropriate steps immediately to give effect to what
we have said, that is requiring the universities to prescribe a course on Environment. They
would consider the feasibility of making this a compulsory subject at every level in college
 Nafiz Ahmad_1010606

education. So far as education up to the college level is concern, we would require every
State Government. and every Education Board connected with education up to the
matriculation stage or even intermediate colleges to immediately take steps to enforce
compulsory education on environment in graded way. This should be so done that in the next
academic year there would be compliance with this requirement”. Hence, the above Supreme
Court directive is a positive gesture for environmental science awareness campaign. The
concept to save our environment will automatically follow once awareness is created about
its importance in the main stream. Now it is left to the implementing agencies as to how fast
and effectively they can act on it. In this direction, National Council of Educational Research
and Training (NCERT) has initiated to consult and collect opinion of various experts /
institutions regarding the perceptions in various dimensions of environmental education at
different stages of school education. Some issues pertaining to overall implications like how
one should introduce the course without increasing curriculum load and what are the
implications of this in teacher’s education, etc are basic issues which can be debated and may
be kept aside for the time being. Because this may certainly require a proper balance in
overall load on a student by shortening the syllabus of other subjects without compromising
the important elements and at the same time full weight age should be given to the new
subject. We should start working directly and more rigorously on the content and material to
be tough in a systematic manner in different standards regarding the environment subject.
The environmental science should be considered as compulsory subject irrespective of the
selection of optional subject. In a later stage (say in intermediate or so), this may be included
as specialized course rather than subject, which may cover different disciplines of
environmental science in detail.

The best hope for learning to live sustainably lies in schooling that is "smart by nature." It
includes experiencing the natural world; learning how nature sustains life; nurturing healthy
communities; recognizing the implications of the ways we feed and provision ourselves; and
knowing well the places where we live, work, and learn. Teachers are in a prime position to
be able to weave these basics throughout the curriculum at every grade level.

Whether they start with an environmental issue or with fundamental ecological principles,
teachers can nurture the knowledge, skills, and values essential to sustainable living.

A variety of teaching strategies are particularly appropriate for fostering sustainable living.
We promote interdisciplinary instructional methods that are age-level appropriate; actively
engage students in learning in and out of the classroom; involve them in long-term projects;
and create an atmosphere of purposeful conversation and reflection about complex issues.

Conclusion

Environmental education must become a vehicle for engaging young minds in the excitement
of first hand observation of the nature and understanding the patterns and processes in the
natural and social worlds. To take care of the habitat and its surroundings which becomes a
major part of EE in both primary and upper stages of school education? In the secondary and
senior secondary also some of the major issues of the environmental protection, management
& conservation were delft in more depth. The attainment targets and programs and Activities
of study for science present opportunities for learning about environment through Science,
Geography, Civics, and Social Environmental aspects can be understood to a great extent. For
example, energy sources, the process of life and the effect of human activity on the
environment. The following attainment targets are particularly relevant in class III to XII
Science & Social Science curriculum of NCF-2005. The natural resources & conservation.
Education for the EE is concerned with children persecutes like: Children should study
aspects of their local environment which have been affected by human activity. These may
include for example Farming, Industry, Sewage disposal, Mining or Quarrying. Where even
possible this should be by first-hand observation, but secondary school, curriculum has some
of the significant activities related to it, where highlighted. Environmental education is an
essential part of every pupil’s curriculum. It helps to encourage awareness of the
environment, leading to informed concern for and active participation in resolving
environmental problems. It was introduced without any delay from class -3Evs, as a subject;
so that right from their childhood, the right attitudinal change to better environment will be
nurtured to the young minds.

References

 http://moef.nic.in/index.php
 moef.nic.in/modules/about-the-ministry/directory/

 http://www.greenteacher.org/?page_id=273

 http://www.greenteacher.org/?page_id=263

 http://cpreec.org/

 http://cpreec.org/awards.htm