Annual Report2015-2016

Centre for Environment Education

Nehru Foundation for Development, AhmedabadSupported by the Ministry of Environment, Forest and Climate Change

Government of India

CEE

From the Director’s Desk

The year 2015-16 was a very significant year for Global decisions regarding the environment.In September 2015 the Sustainable Development Goals were agreed upon at the UN. TheClimate Change agreement was reached in November 2015 at Paris. Responding to the challengeof implementing the SDGs and Intended Nationally Determined Contributions (INDC), CEEorganised an international conference on ESD from January 11-13, 2016. In cooperation withMoEF&CC, Government of India, UNESCO and UNEP, it highlighted the role of education inachieving the Sustainable Development Goals.

CEE as a Centre of Excellence in Environmental Education (EE) implements over 100 projectsat any given point of time on various EE and Education for Sustainable Development (ESD)related issues. With this, the role of education in its broadest sense, including training andcapacity building, communication and creating public awareness, becomes a key strategy forachieving the SDGs. The January conference developed education strategies for each of theSDGs.

Over the last 32 years, CEE has implemented projects in partnerships at national andinternational level. CEE’s partnership at grass root level has witnessed remarkable achievementsin various initiatives, be it school education, higher education, rural development initiatives,climate change initiatives, biodiversity, water and sanitation and many more. CEE designedand developed the flagship mobile exhibition; Science Express Climate Action Special mountedon a train travelled to 62 destinations could spread climate change education and awarenessamong 24 lakh visitors in the country. Parampara - India’s Culture of Climate Friendly SustainablePractices brought together several Indian traditions that represent sustainable practices. Thebook was launched by the Hon’ble Prime Minister of India Shri Narendra Modi at twenty firstsession of the Conference of Parties (COP 21) to the UNFCCC in Paris, France, 30 Novemberto 11 December 2015. The Parampara catalogue is a collection of a range of climate friendlytraditions and practices from across the country which promotes more sustainable life styles,sustainable production and consumption.

CEE implemented programmes on Water Sanitation and Hygiene (WASH) in more than 700schools in more than 7 states in India to complement the Swachh Bharat Mission (SBM).Through these initiatives CEE aimed to develop an Operation and Maintenance mechanismalong with monitoring of WASH infrastructure and practices among children by involvingdifferent stakeholders in it. CEE’s model WASH initiative “Daily Handwashing for an Ailmentfree Life (DHaAL), which was implemented in Assam was replicated in many other states likeBihar, Rajasthan, Madhya Pradesh, Karnataka etc. CEE’s initiatives are also highlighted in theSwachh Bharat Swachh Vidyalaya hand book prepared by the Ministry of Human ResourceDevelopment (MHRD).

CEE’s primary objective of strengthening environmental education and awareness was alsothrough its initiatives taken for National Green Corps (NGC), Paryavaran Mitra, Earthian, MariShaala, Swapnil Shala, Gyan Setu, CEE ka Bioscope and many other initiatives taken upnationally or at regional and state level. These initiatives have remarkably helped in achievingthe SDG goal 4.7 which envisaged “By 2030 ensure all learners acquire skill needed to promotesustainable development, including among others through education for sustainable developmentand sustainable life styles, human rights, gender equality, promotion of a culture of peace andnon-violence, global citizenship and appreciation of cultural diversity and of culture’scontribution to sustainable development.

Kartikeya V. SarabhaiDirector

Contents

Introduction 1

1. Education for Children 19

2. Higher Education 63

3. Education for Youth 65

4. Experiencing Nature 69

5. Communicating Environment through Media 74

6. EE through Interpretation 83

7. Knowledge Management for Sustainability 87

8. Industry Initiatives 88

9. Sustainable Rural Development 101

10. Sustainable Urban Development 106

11. Water and Sanitation 112

12. Waste Management 116

13. Biodiversity Conservation 118

14. Disaster Preparedness and Rehabilitation 129

15. Facilitating NGOs and Community Initiatives 134

16. Training, Capacity Building and Networking 139

17. CEE and the UN 147

18. Material Development and Publications 152

19. Institutional Development and Support 155

20. Events 159

21. Facilitating, Networking and Participation 164

22. CEE Governing Council 172

23. CEE Offices 176

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Introduction

Education for Children:

Under NGC, various activities were carriedout in different states where CEE functions asthe nodal agencies for the same. All NGCactivities are closely monitored using variousmediums and strategies. Meetings are alsoheld for smooth coordination of the State NodalAgencies (SNAs). CEE organised a series ofenvironment related events with NGC schoolsin Uttar Pradesh during the year. CEE, inassociation with the Directorate ofEnvironment, Government of UP, and theRegional Science Centre (RSC), Lucknow,observed Earth Day on April 22, 2015. CEENorth conducted the Green Wave campaignin various districts of Uttar Pradesh on theoccasion of the International Day forBiodiversity - May 22, 2015, with the supportof NGC Master Trainers. On the occasion ofWorld Environment Day, CEE North organisedan event for students and other visitors inassociation with the Regional Science City.CEE North organised six nature camps for theeco-club schools of Bareilly, Bahraich,Balrampur and Shrawasti districts. CEENorth, in association with the Uttar PradeshForest Corporation (UPFC), the StateEcotourism Nodal agency and NationalNature Camping Programme of MoEF&CC,organised a three-day and two-night naturecamp at the Katarniaghat and SuhelwaWildlife Sanctuary. NGC schools of Agra andEtawah participated in the UP Bird Festival,where CEE team facilitated educationalactivities, games and competitions. NGCMaster Trainers were engaged in the ‘savesparrow’ campaign at the district level. Morethan 6000 schools actively participated in thecampaign. CEE North organised trainingworkshops for NGC school teachers at various

locations covering five districts of Kanpur,Allahabad, Varanasi, Etawah and Lucknow.These workshops were supported under theEarthian-Paryavaran Mitra programme. NGCschools in various locations under GangesRiver Dolphin initiative celebrated WildlifeWeek, during which Dolphin Day wasobserved on October 5. School level awarenessactivities were organised at Supaul, Begusarai,Bhagalpur, West Champaran, Gopalganj,Patna, East Champaran and Muzaffarpur inBihar. World Wetlands Day and WorldForestry Day was celebrated in two and threeschools of Bettiah, respectively. Three teachers’training programmes were organised at Patna,Bettiah and Muzaffarpur under the Earthian-Paryavaran Mitra programme. ParyavaranMitra Teachers Handbook was disseminatedamong NGC schools along with the Earthianbooklet in Hindi on water and sustainabilityalong with Biodiversity campaign posters.CECB organised a meeting of 25 DistrictCoordinators on December 15, 2015. As aresource agency, CEE Chattisgarh facilitatedteachers training in various districts betweenOctober 2015 and January 2016. The ForestDepartment of Durg Circle celebrated VanMahotsav through Hariyar ChhattisgarhPlantation Campaign. During the visit of theSECAS to Rajasthan, environmental gamesand face painting activities along withpaintaing competitions took place. At the BalMela organised by CEE, students took part invarious competitions, an exhibition,environmental games and arts and craftsactivities. A campaign titled Ek Ped ki Zindagiwas also carried out during this period.Teacher trainings were conducted in 31districts during 2015. A Hindi booklet onSustainability and Water, a brochure onEarthian and Paryavaran Mitra 2015, and a

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brochure on Paryavaran Mitra Puraskar 2015were developed and disseminated to schoolsduring the year. In Assam, a series of fivecamps were held at Prabhat Mela Camp Site.In January 2016, a felicitation event forParyavaran Mitra Puraskar 2015 wasorganised at CEE, Ahmadabad. On theoccasion of Earth Day 2015, CEE designed asocial media campaign in partnership withEarth Day Network (EDN) to encourage schoolstudents to spearhead the environmentalawareness activities. This year, in the Earthianinitiative of Wipro and Paryavaran Mitrainitiative of CEE, biodiversity was added asan additional theme to the programme. CEEteam travelled with the Prakriti bus and sharedetails of the Earthian-Paryavaran Mitraprogramme with more schools of otherdistricts. CEE North organised a series of fiveteacher training workshops across UttarPradesh in July and August, 2015, as part of'Earthian' and Paryavaran Mitra Programme2015 on the themes of 'Water andSustainability' and 'Biodiversity andSustainability'. Paryavaran Mitra Water-Earthian aligned with the Western GhatsSpecial Eco-club (WGECS) themes at variouslevels, the focus on Water Earthian was forschools to look at the inter-linkages betweenwater and other themes in the local context.Based on Phase I experience, CEE isimplementing Phase II of the Ganges riverdolphin programme. A one day regional reviewmeet of NGO partners was organised by CEENorth. During 2015-16, five teachers trainingworkshops were organised covering Gondaand Kanpur in UP, and Patna, Bagaha andGopalganj in Bihar. The cluster levelawareness on Dolphin programmes were heldat 16 dolphin locations in UP and Bihar. Aspart of the programme, one day dolphin

teachers’ refresher cum review meet wasorganised, with the objective of reviewing theprogress of the programme and planningproject activities for the next phase. As part ofthe Dolphin project, two Dolphin outreachevents were conducted in non-dolphinlocations with the collaboration of RegionalScience City, Aliganj, Lucknow. The firstoutreach event was held in Lucknow in April,2015 and the second outreach event was heldin New Delhi in August, 2015 at the NationalBal Bhawan. On the occasion of Dolphin Day,CEE, with the support of National Mission forClean Ganga (NMCG), organised events in 10locations. WWF and Forest Department invitedCEE and its dolphin partner NGOs toparticipate in the process. CEE team of threemembers and six NGO partners of UP wereinvolved in the three day dolphin censusstudy, which was flagged off on October 5,2015. As part of the dolphin initiative, CEEteam developed awareness and classroomdisplay material for schools. CEE North hasimplementing CFP in Lucknow district of UttarPradesh. Given the overwhelming responsein the six districts, Phase II of CFP has beenintroduced where seven more districts havebeen selected for the CFP initiative. CEE Northhas the responsibility now to implement theprogramme in Bareilly district in this phase,along with Lucknow district. In April 2015,CFP schools were invited to the nationalworkshop organised by UP-PFMPAP withfinancial assistance by JICA. CEE Northconducted the International Green WaveCampaign on May 22, 2015 - InternationalBiodiversity Day, with CFP schools. CEE Northdeveloped a short video documentary todocument the process adopted for CFP and tocapture success stories. During July-September,the mobile exhibition bus Prakriti visited the

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CFP schools of Lucknow district. In December2015, CEE North organised an EnvironmentAwareness Programme for CFP schools indifferent zones of Lucknow. A final overallreport of the project was also developed byCEE team capturing the work undertaken in100 schools of the district along with theoutputs and outcomes of the project. CEE teamconducted 20 day long nature tours to theForest Research Centre, C. B. Ganj, Bareilly,during November and December 2015. In April2015, the project team at CEE Bareilly observedEarth Day by organising an event at IndianVeterinary Research Institute (IVRI), Izatnagar,Bareilly. Under GCS, eight schools along theGujarat coast connected with five schoolsalong the Queensland coast in Australia. Thisconnection is uniquely referred to as the Project1600 (symbolising 1600 km of the Gujaratcoastaline). The project activities have beendocumented and shared in the InternationalConference on Education as a Driver forSustainable Development Goals duringJanuary 11-13, 2016 at Ahmedabad. CEE TamilNadu has initiatied this international ITenabled sustainability, global citizenship andmarine conservation education programme forschools along the coastal districts of TamilNadu and Pondichery (nine schools from TNand one from Pondicherry), in collaborationwith the Department of Education. ESD Foodwas an international collaborative learninginitiated by the Asia Pacific Cultural Centrefor UNESCO (ACCU) and supported by theMinistry of Education, Japan. Five schoolsfrom Kerala, India, and seven from Japan werepart of this project. A workshop onunderstanding the concept of ESD and anoverview of the project was held in India andJapan (India in July 2015, Japan in September2015). The project was implemented during

the period September 2015 to January 2016.CEE joined hands with YMP to implement thepilot phase of the course in India, which wasformally launched on October 14, 2012 duringthe ESD Conference organised by CEE as partof the Convention on Biological Diversity(CBD) – Conference of Parties 11 (COP 11) inHyderabad, India. CEP envisages a series ofsix modules which are to be introduced in theproject schools over a period of three years. InAugust 2015, a regional level CEP workshopwas organised at Lucknow, with the objectiveof introducing Module 1 based on theenvironment and social course of class 6. CEEteam also attended the City Montessori School(CMS) network’s monthly environmentcoordinators’ meet. During October 2015 -February 2016, CEE North team visited the sixCEP schools across UP and Bihar, with a viewto assess the implementation, effectiveness,understanding and feasibility of the module,both for students and teachers. Variousactivities were conducted under theSwapnilshala project in 2015-16 such asSpecial training programme for children;Exposure visit for teachers; Workshop onteaching learning methodologies; visit toSECAS; Bal Mela; School newsletter bystudents. The Marishala project was initiatedin 30 selected schools based on specific criteriathat include shortage of teachers and lowGunostav grading. (Gunotsav is anaccountability framework for quality ofprimary education which includes learningoutcomes of children as well as co-scholasticactivities, use of resources and communityparticipation in government schools ofGujarat). Gyansetu project has now beensuccessfully extended to 183 schools of fivedistricts of Gujarat, and also covers classes 1to 8 for all the major subjects. In Mundra, the

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Gyansetu project is being implemented as partof the Corporate Social Responsibility (CSR)activities of Mundra International ContainerTerminal (MICT). Gyansetu Advance (portal)is a further value addition where schoolteachers and students can interact using thetechnology platform. Guruji is a concept forquality education implemented throughteachers’ capacity building and use of aninnovative teaching method to improve theoutcome of Elementary Education throughGyansetu – a technology-aided application. Itwas decided to implement the project in 14government schools and three private schools(Sanjivini, Mayurdhwaj and Sharda Vidyalay)of Choryasi taluk, Surat and is funded by EssarFoundation. There was student involvementthrough art and craft, quiz, Bharat Darshan –a Social Science fair, and career counsellingworkshop. Also teacher/principalinvolvement was seen through Green TeacherDiploma, special training on Social Science,International Conference at CEE, and teachers’engagement through Gyansetu Application.Mobile Educational Exhibition MaterialsDevelopment and Training Programme is aproject supported by Lokvigyan Kendra(Community Science Centre) of Lokbharati,Sanosara, under their Darshak Lokgangaproject funded by Pidilite Industries Pvt. Ltd.,in which CEE is developing theme basedexhibition materials and activity kits based onthe syllabus of classes 6-8. Indradhanush isinto its fifth year at Vadinar, Gujarat, andchildren and teachers from 32 government andaided schools from 18 villages of Jamnagarand Devbhumi Dwarka districts participated.CEE was the knowledge partner for the projectthis year. In Bihar, CEE has partnered withUNICEF and Bihar Education Project Council(BEPC) to promote Child Friendly Schools and

Systems (CFSS) in 100 schools of Vaishalidistrict. This initiative focuses on thedemonstration of 'Swachh Vidyalaya -SwasthVidyalaya' education. It is also envisaged thatsimilar models will be developed in all thedistricts of Bihar with the help of BEPC usingthe inputs from UNICEF’s and CEE’s work inVaishali. The programme was initiated inOctober and the activities were carried out tillMarch 2016. CEE Andhra Pradesh (SP)implemented the Clean Hussain SagarCampaign with the support of the HyderabadMetropolitan Development Authority (HMDA)in 70 schools located in the HMDA jurisdiction.The Waste Management Group at CEEKolkata is implementing the Urja Chetanaprogramme in 30 schools, in and aroundKolkata. The initiative is supported by theCalcutta Electric Supply Corporation (CESC)under their CSR programme. It also won theGlobal CSR Excellence and LeadershipAwards 2016. CEE Karnataka initiated aprogramme titled ‘Nature as a classroom’ withThe Foundation School, Bangalore tointroduce primary school students (classes 1to 5) to the local biodiversity and demonstratehands-on activities on nature. CEE Karnataka,in collaboration with the Forest Department ofKodagu, organised ‘Nature EducationProgramme on the Sacred Groves of Kodagu’.As part of this initiative, 10 booklets on sacredgroves were developed with detailed inventoryof flora and fauna. Four posters on theimportance of sacred groves were alsodeveloped for school children and the public.CEE is the nodal agency for the EnvironmentService Scheme (ESS) of the Government ofMaharashtra Environment Department. Thescheme is currently being implemented inabout 70 schools in 12 districts ofMaharashtra. CEE Himalaya was invited by

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Himachal Pradesh State Council for Science,Technology and Environment to participatein the Children’s Science Congress organisedat Rampur during December 14-17, 2015. Atthe event, CEE Himalaya put up an exhibitionon SECAS. Green-Me is a thematicenvironment education programmeimplemented as a CSR programme inassociation with Toyota Kirloskar MotorPrivate Limited. The programme was launchedin November 2015 and by March, itsimplementation in schools was assessed andthe best schools and teachers awarded.

Higher Education:

During the current year, two issues – 9.1 and9.2 - were brought out as per schedule. Issue9.1 carried a special section edited byUNESCO on the UNDESD titled, End of theDecade: Reflections and the Way Forward. Itwas focused on ESD and Climate ChangeEducation (CCE). Besides articles on this topic,the section also included status reports onpolicy for the same from three countries – Brazil,China and Republic of Korea. CEE North, asthe nodal point for RCE Lucknow, hasinitiated several ESD activities with its RCEpartners in the region. In November 2015, around table meeting of stakeholders wasorganised by CEE North in association withthe United States (US) Embassy, New Delhi, atthe Regional Science City, Aliganj, Lucknow.The meeting aimed to bring together NGOsand individuals concerned with air qualityand climate change. CEE offered theCompulsory Environmental Studies course inthe Monsoon and Winter semesters of theInstitute of Engineering and Technology,Ahmedabad University. A course titled ‘SocialResearch for Participatory Design’ wasdeveloped and conducted for the PVP College

of Architecture. The impetus for developmentof such a course came from the mutual interestof the PVP College of Architecture and CEE tostrengthen participatory design in architecture,urban design and planning, especially in thecontext of the Streets for People activitiesundertaken jointly over the last few years.

Education for Youth:

SAYEN Secretariat supported the youth eventsorganised at the IIT Kharagpur, IIT Mumbaiand BITS Goa and participated as judge in theenvironment section at IIT Kharagpur. SAYENfelicitated the winners of the HandprintChallenge 2014, in an award ceremony inAhmedabad, held as a two day event at CEEon February 24-25, 2015. Youth from ninecountries from Asia and the Pacific region hadtaken part in the Handprint Challenge 2014,an initiative engaging university students insustainability action on and outside theircampus. The award ceremony included a twoday workshop to share achievements,challenges and learnings by youth with othersparticipating in the campaign. The South AsiaYouth Environment Conclave was organisedby the American Centre, Earth Day Network –India, CEE and SAYEN at the AmericanCentre, New Delhi on September 29-30, 2015,with the aim to engage, empower andencourage youth with an interest in andworking on spreading awareness throughaction about sustainability issues like climatechange in their college and community. TheConclave saw participation from over 70 youthfrom Bangladesh, Bhutan, India, Nepal andSri Lanka. A workshop focusing on the role ofeducation to enable youth to significantlycontribute in achieving SDGs, was organisedby SAYEN with support from the Rajiv GandhiNational Institute for Youth Development and

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Quest Alliance. Over a 100 youth participatedin this workshop where they shared and learntfrom each other. An outcome document wasalso developed for the same. CEE and SAYEN,supported by RGNIYD, hosted 300 youth inYuva Samvaad – Regional Consultations onSustainable Development and YouthEmpowerment for Marginalised Youth. Theconsultations were held in a series starting atLucknow (Uttar Pradesh) on March 11,Ahmedabad (Gujarat) March 29 and lastly atBhagalpur (Bihar) on March 30.

Experiencing Nature:

Reptile Awareness Programmes wasconducted for park visitors on every Sunday.It was carried out for 32 schools on other days,in which about 1,798 students and teachersparticipated. A seven day snake survey andawareness programme was conducted forSonadih Cement Plant of Lafarge IndiaLimited, located in Chhattisgarh. Apart fromthis, half day snake awareness programmeswere conducted for Central Investigation andSecurity Services and Krishna Kautex Pvt. Ltd.,Viramgam, during this period. On July 4-5,2015, Sundarvan and Gujarat Council onScience & Technology (GUJCOST) welcomedthe monsoons by organising a two dayOdonate Workshop. An Indian AmphibianPhoto Exhibition was also held on the abovedates for the park visitors. As an outcome ofthe workshop, the team at Sundarvandistributed a booklet on introduction todragonflies and damselflies for beginners. OnWorld Environment Day, an evening batawareness programme, ‘Discover Bats’, wasorganised to shed light on the only mammalof the world that can fly – the bats. On July 14,2015, the 20th birthday of two Indian RockPythons that were born at Sundarvan in 1995,

was celebrated. Activities included A ZooReptile Fundraiser event, snake awarenessprogramme and Snake Awareness Posterrelease. As part of the Wildlife Weekcelebrations, Sundarvan, in collaboration withIndia Post, carried out different activities topromote wildlife conservation. On the last threedays of National Wildlife Week (October 6-8),a Philately Exhibition showcasing stampswith wildlife themes from all over the worldwas held within the park. Members of thePhilately Club of Ahmedabad generously lenttheir priceless collection for this purpose. Twobird-watching trips to the Pariej wetland, avisit to the Black Buck National Park,Velavadar, three winter night programmes atSundarvan and Christmas celebrations at thezoo were some of the activities conductedduring November 2015 to February 2016.Sundarvan received the Rufford Small Grantfrom Rufford Foundation, UK, to carry outsnake awareness programmes for governmentschools in Ahmedabad. An activity manualon reptiles has also been developed for teachersunder this project. As part of networking andpartnership, Nishant Construction hascompleted the renovation work of the crocodileenclosure at Sundarvan during this period.The Central Zoo Authority has approved ourproposal to receive two African Slender-snouted crocodiles from Madras CrocodileBank Trust (MCBT), Chennai. Under RuralProgrammes Group, During the year a largenumber of adventure camps, nature campsand nature watch programmes were organisedwhere nature lovers from different professionaland academic backgrounds as well as agegroups participated. Camps were conductedat Mt. Abu, Balaram, Purna and Hingolgadhsanctuaries, besides marine camps at BeytDwaraka (21), desert camps at the Little Rann

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of Kachchh (LRK), and forest camps at Bakore(22). On the eve of World Environment Day atCEE Ahmedabad, an overnight camp forchildren was organised at the CEE campusitself. Under the NNCP, a Camping Guidebookhas been prepared by CEE on behalf of theMinistry. This manual provides succinctinformation and guidelines for both camporganisers as well as campers. As part of itsnodal services to the Ministry, CEE had earlierorganised a national consultative meeting ofcamping professionals, and also prepareddetailed guidelines for the NNCP grantsscheme of the Ministry. As part of the NationalNature Camping Programme of the Ministryof Environment, Forests and Climate Change,Government of India, five nature camps wereorganised in Bondla from December 12 to 23,2015. Various activities including nature trailsand zoo visits were conducted as part of thecamps. CEE has been working closely withthe Haryana Forest Development Corporation(HFDC) to develop education programmes forthe state. A Memorandum of Understandingwas executed between CEE and HFDC inJanuary 2016, under which both organisationshave undertaken to jointly develop and executeprogrammes in nature education, especiallynature camps. By March 2016, three campshad been organised under this partnership,one at Thapli in Morni Hills and two at theRajiv Gandhi Nature Park, Masani, Rewari.CEE North organised six nature camps duringNovember and December 2015 for eco-clubschools of Bareilly, Bahraich, Balrampur andShrawasti districts. A series of five camps wasconducted in November and December underthe National Nature Camping Programme(NNCP) supported by the Ministry ofEnvironment, Forest and Climate Change. TheNGC schools from Balrampur, Bahraich and

Shrawasti districts took part in these camps atSuhelwa Wildlife Sanctuary. A stay at aworking farm known as Tapovan encouragedthe children to explore more about agriculturalbiodiversity.

Communicating Environment throughMedia:

Education for Change: ENVIS Newsletter onEnvironmental Education has come out withthree issues of the electronic newsletter todisseminate information to network members.CMU continued its function as a VideoResource Centre during the year underreporting. Various environment andsustainable development related films wereborrowed both by programme groups withinCEE and by external institutions, for use intraining and public screenings. CEE and TheThird Pole (TTP) were awarded a mandate bythe Climate Change Division (CCD) of SwissAgency for Development and Cooperationunder Indian Himalayas Climate AdaptationProgramme (IHCAP), to sensitise journalistson climate change trends in the Himalayanregion, as well as orient them about effectivereporting on climate change issues, casestudies and sustainable development for themountain communities. Under the mandate,four capacity building workshops for mediaon climate change and development in theIndian Himalayan Region (IHR) wereorganised jointly by CEE and TTP underIHCAP, with support from Department ofScience and Technology (DST) and Ministryof Environment, Forest and Climate Change(MoEF&CC), Government of India. Theworkshops were conducted in the states ofHimachal Pradesh, Sikkim, Jammu & Kashmirand Assam, during the period between March

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15, 2014 and December 14, 2015. It was decidedto conduct a workshop in Sikkim also as thestate is strategically important for India, lyingastride the shortest route from India to Tibet.Achievements of Media Capacity BuildingWorkshops are 74 media personnel weretrained through four media workshops, whichwas more than the proposed target. Moduleson ‘Reporting Climate Change and SustainableDevelopment’ and ‘Trainer’s Guide’ have beendeveloped to facilitate more such workshopsin the future by different agencies. Eightworkshop reports have been preparedcontaining in-depth details of each workshop,with two reports for each workshop -Proceedings and Journalist. While the reportof the proceedings has documented theworkshops as they were conducted, thejournalist reports provide the gist of thedeliberations made and discussions held. Theamount of media coverage given to climatechange issues has increased with more than40 press and electronic reportings/casestudies appearing in the media. CEE - HimalayaInitiative conducted a one day workshop formedia in the context of SECAS visiting theIndian Himalayan Region, with support fromSwiss Agency for Development andCooperation (SDC), under its IndianHimalayan Climate Action Programme(IHCAP). Hosted by the Department ofEnvironmental Sciences of the University ofJammu, and the Press Club of Jammu, theworkshops were designed for equippingeducators on climate change and on orientingmedia for climate change reporting. Organisedand conducted in collaboration with the CEEand Training, Jammu & Kashmir, and the PressClub of Jammu, the workshop was held onDecember 15, 2015, in Jammu. A large groupof media persons representing broadcast

media (television and radio), print and onlinenews attended the workshop.

EE through Interpretation:

A small interpretation facility was set up atYuksom in West Sikkim, which is the gatewayto the Khangchendzonga National Park (NP).The centre was set up in May 2015. Forest,Environment and Wildlife ManagementDepartment of the Government of Sikkimsupported the project. CEE designed,fabricated and installed nine photo-text panelscovering five themes. A small interpretationcentre consisting of photo-text panels was setup in October 2015 in the waiting hall at theentrance to the reserve Tadoba-Andhari TigerReserve Interpretation Centre, Moharli,Maharashtra. A unique, first of its kindmuseum-cum-interpretation centre onmountaineering was set up in November 2015at the Swami Vivekananda Institute ofMountaineering (SVIM) at Mount Abu,Rajasthan. Several publications like ahandbook based on the interpretation centre,a brochure of the institute and a prospectuswere also designed and printed. Aninterpretation centre on the shores of theChilika Lagoon at Satapada, Odisha was setup by CEE in 2002. In 2015 the facility wasupgraded by CEE. CEE was commissioned bythe Madhya Pradesh Forest Department todesign and develop a Nature InterpretationProgramme for the Bison lodge and their oldPublic Works Department (PWD) guest Houselocated at Pachmarhi. CEE has also developedcar stickers as mementos for visitors whiletwo publications, which include a coffee tablebook and a handbook on Satpura, are beingdeveloped. CEE Hyderabad office has receivedapproval from the government for the concept,design, development and installation of

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panels and 3D models at BhagyanagarNandanavam Interpretation Centre. The workis currently in progress. CEE Karnataka, incollaboration with the Karnataka ForestDepartment, developed an InterpretationCentre on Marine Biodiversity at Tannirbhavinear Mangalore with the aim to createawareness on marine ecosystem andbiodiversity and the need for theirconservation. CEE is providing technicalsupport to three interpretation centres in TamilNadu initiated by the Forest Department,Government of Tamil Nadu with financialsupport from Tamil Nadu BiodiversityConservation and Greening Project (TBGP).The interpretation centres are being initiatedat Amritha Zoological Park, Vellore; ZeroPoint, Pechiparai; and Kanya Kumari withthe aim of transforming a recreational visitinto an educational opportunity.

Knowledge Management forSustainability:

The Centre for Environment Education (CEE),with the support and partnership of theNational Centre for Sustainable CoastalManagement (NCSCM), is facilitating fieldstudies in the coastal areas of Karwar(Karnataka); Gulf of Kachchh and Gulf ofKhambhat (Gujarat); and East and WestGodavari, Coringa (Andhra Pradesh). CEE hascompleted the survey in all the locations andsupported the NCSCM for inputs in thedecision support framework too. CEE AndhraPradesh State Office has implemented theproject for the assessment of the extent ofcommunity dependence on the coastalecologically sensitive areas (ESAs) in Coringa,Krishna and Godavari, Andhra Pradesh withthe support of NCSCM.

Industry Initiatives:

The Earth Care Awards, started in year 2007,entered into its sixth year. The awardsrecognises excellence in climate change actionand covers both mitigation and adaptationsectors. As part of the process, CEE evaluatedaround 130 applications from categories likeindustry, community and innovations. Theproject on development of products fromwastes is part of the circular economy initiativeof CEE. As part of this, CEE presented its workand conducted a roundtable on the topic withsubject experts from the Gujarat PollutionControl Board and the University of Guelph,Canada. As part of the activity, CEE created aplatform with the regulatory authority,individual industries and Industrialassociation for utilisation of industrial waste.Clean Development Mechanism (CDM) onAfforestation/Reforestation aimed toconceptualise, evelopment of projects on CDM,as part of which, CEE submitted Project DesignDocuments (PDDs) for the two CDM projects.Community Based restoration of degradedmangrove habitat in Talaja Takuka,Bhavnagar District. Small Scale CooperativeAfforestation CDM Project Activity on PrivateLands in Panchmahal Disstrict, Gujarat. Theprojects have been prepared in accordancewith the CDM guidelines and methodology.CEE, as part of a study sponsored by OLX,undertook an assessment of product carbonfootprint. the Science Express has beenredesigned on the theme of ‘Climate Change’.From October 15, 2015, it is running as themass awareness campaign ‘Science Express –Climate Action Special (SECAS)' across India.It is a unique collaborative initiative of theDepartment of Science & Technology, theMinistry of Environment, Forest & Climate

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Change (MoEF&CC), and the Ministry ofRailways, Government of India. Of the 16coaches of SECAS, the exhibition in eightcoaches developed by CEE on behalf ofMoEF&CC, Government of India, isexclusively devoted to information, casestudies and material related to various aspectsof Climate Change, the underlying science,impacts, adaptation activities, mitigationsolutions and policy approaches. SECAStravels in its fifth phase across the country forabout seven months, halting at 64 locations in20 States, covering about 19,800 kms. Variousplatform activities and distribution of IECmaterial were facilitated along with a paintingcompetition which was used as display panelson windows of SECAS at West Bengal. TheClimate Change Division (CCD) of SwissAgency for Development and Cooperation(SDC), under its Indian Himalayas ClimateAdaptation Programme (IHCAP), collaboratedwith CEE Himalaya Initiative to support theSECAS train in the Indian Himalayan Region(IHR). CEE is developing a paper on ‘TheLeapfrogging Opportunity - Role of Educationin Sustainable Development and ClimateChange Mitigation’ for the United NationsEducational, Scientific and CulturalOrganization (UNESCO). Training Seminarfor Journalists on Renewable Energy andEnergy Efficiency, funded by the HeinrichBoell Foundation, seeks to facilitate criticaldocumentation of renewable energy andenergy efficiency initiatives by journalists inIndia. The seminar held on August 11-12, 2015,provided information to journalists about thestate of the art, potential, policies and barriersof renewable energy and energy efficiency, andthe resource scarcity of fossil fuels in India.CEE arranged a one day field trip to the solarcanal in Baroda and a large scale biogas plant

in Anand, Gujarat. In India, CEE and theIndian Youth Climate Network (IYCN)organised COY 11 at the CEE campus inAhmedabad in which 150 youth participated.The inputs by participants were taken intoconsideration in the manifesto that waspresented to the world leaders by youthrepresentatives at COP 21. The Workshop onGoal 13 'Combating Climate Change and itsImpacts', held in cooperation with the UnitedNations Framework Convention on ClimateChange (UNFCCC) in six sessions during theinternational conference 'Education as a Driverfor Sustainable Development Goals' onJanuary 11-13, 2016 in Ahmedabad. CEE ispreparing a compilation of India's ClimateAction on mitigation, adaptation as well asskill building and sustainable lifestyles in apublication called Climate Action: India’sInitiatives on Mitigation and AdaptationDatabase, for MoEF&CC. Awareness, trainingand capacity building programmes in the fieldof Industrial Pollution Prevention andSustainable Industrial Development inpartnership with National EnvironmentalEngineering Research Institute, Nagpur(NEERI) and Gujarat Pollution Control Board(GPCB) for all concerned stakeholders. Aworkshop on Industrial Waste WaterTreatment was organised on August 5, 2015.The Aerospectrum-2015 was organisedsuccessfully on December 9, 2015, with morethan 150 participants attending theprogramme. An awareness and trainingprogramme on cleaner production andH.W.Rules-2008 was held for environment,chemical, rubber and plastic engineeringdivisions of L. D. College of Engineering(LDCE) Ahmedabad. Wetskills - A bilateralskill development programme for 15 Dutchand Indian students from various disciplines

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was conducted from November 27 to December11, 2015. A training programme on co-processing of hazardous waste in the cementsector was conducted for 50 students of LDCEAhmedabad on February 18, 2016. An MoUwas signed with M/S Green EnvironmentalServices Cooperative Limited (GESCSL) - acommon effluent treatment plant (CETP)situated in Vatwa, Ahmedabad, for theestablishment of a waste utilisation centre(WUC) at Gujarat Industrial DevelopmentCorporation (GIDC) Vatwa, to producebuilding materials from hazardous waste, viz.sludge from the CETP. IPP prepared apreliminary report and the detailed ProjectReport for the WUC project after a literaturesurvey, discussions with technical experts andsite visits to industrial establishment. IPPexamined the facts related to theimplementation of Zero Liquid Discharge(ZLD) system in the textile industries andclusters in response to the draft notificationissued by the Ministry of Environment, Forestand Climate Change (MoEF&CC),Government of India. A report was preparedbased on discussions with the members of theSouth Gujarat Textile Processors Association(SGTPA) held on March 14, 2016. MadhyaPradesh Clean Development MechanismAgency (CDMA) commissioned CEE todevelop knowledge products and undertake apublic awareness campaign to help enhanceunderstanding about climate change andactions for mitigation. As a part of the publicawareness campaign CEE conducted sessionsaimed at various target groups: Exhibition ofSab Sath Chalein - Climate Caravan campaignfor school students visiting SECAS at Shivpurirailway station; an NGC teachers’ workshopin Bhopal; a meeting with a group of womenfrom economically weaker sections in Bhopal

in partnership with Mahila Housing Trust; aworkshop with MP CDMA on access to energyat Maulana Azad National Institute ofTechnology, Bhopal; a session on sustainableurban transport and street design with theSchool of Planning and Architecture, Bhopal.

Sustainable Rural Development:

Hingolgadh Eco-development Programme,HEdPro being implemented by CEE-JasdanField Office initiated 95 new orchards withsupport from CEE, who also developedawareness and education programmes on this.CEE also helped farmers get quality saplingsand provided technical guidance. Promotionof organic farming has remained one of thethrust areas of CEE- Jasdan. As a milestoneachievement in this process, during the year,105 farmers have applied for organiccertification to the Government authorisedcertifying agency GOPCA (Gujarat OrganicProduce Certification Agency). As is beingdone every year, CEE supported the self helpgroups (SHGs) and Paryavaran Vikas Mandals(PVMs) in direct selling of their value addedand organic produce. Besides the TraditionalFood Fair organised at Ahmedabad by IndianInstitute of Management – Ahmedabad (IIMA),the groups participated in 14 different fairs,making an earning of about Rs. 23 lakh. TheSHGs have tied up with an Ahmedabad basedagro-produce marketing company, by whichthe SHGs will supply the fruit and the companywill process, pack and market the products inthe national and global markets. During 2015-16, two post graduates were selected for theproject as Gramshilpis. One of the Gramshilpis,Nilam Patel, has been awarded with Jagrit JanSanman by Jagrut Jan Trust, Ambavadi,Ahmedabad for his commitment to the tribalpeople of Banaskantha District. CEE Tamil

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Nadu served as a State Environment ResourceAgency (SERA) for Tamil Nadu EmpowermentAnd Poverty Reduction Programme(TNEPRP), for the implementation ofEnvironmental Management Framework(EMF) in three phases ( Phase I: 2007 to 2009;Phase II: 2011- 2012; Phase III: 2013- 2015).Based on various outcomes, a Working Paperon ‘Environmental Management forSustainable Rural Livelihood - Tamil NaduEmpowerment and Povery Reduction Project’was submitted for the Kudumbashree*International Conference (KIC) 2016. Theassessment of Extent of CommunityDependence on the Coastal EcologicallySensitive Areas (CESAs) in Gulf of Kutch &Gulf of Khambhat, Gujarat was given to CEEby the National Centre for Sustainable CoastalManagement (NCSCM) established by theMinistry of Environment, Forest and ClimateChange (MoEFCC), Government of India. Itwas part of a larger study being undertakenby NCSCM on ecologically sensitive areas(ESAs) all along the Indian coast. Further, CEEis also working towards preparing a manualand guideline for multi-stakeholder surveysin CVCA, based on the experiences from thissurvey. As part of the Pahel - EnvironmentalMonitoring and Evaluation in CoastalRegulation Zone project’s objective, a group ofthird year students from DA-IICT –Gandhinagar conducted a socio-economic-environmental survey of the area. Based ontheir findings, a report titled UnderstandingEnvironmental Sustainability Concerns fromYouth Perspective was prepared. Based onthese efforts, an interpretative report of theenvironmental compliance report submittedby APSEZ was prepared, titled CommunityPerspective on Environment Compliance –

Interpretation Report. More than 400 peoplewere drawn from different stakeholder groups.

Sustainable Urban Development:

CEE and CEPT University developed,‘Reimagining Main Streets’, a 5 credit courseoffered over three weeks from June 2015. CEEwith UNESCO and UNFCCC has conductedsurvey to identify case studies thatdemonstrates the role of education oreducation for sustainable development inclimate change mitigation. CEE organized theworkshop as a part of the InternationalConference on Education for SDGs held atCEE Ahmedabad from January 11-13. TheUNESCO Chair activities were presentedduring this workshop. CEE had developed anurban space in the Manekbaug residential areaas a green forest over 18 years as a part of apartnership with the AMC. The forest namedas ‘Lokvan’ by the CEE was formally handedover to the AMC in a function organized at theplot on June 5. 2015. CEE Kolkata is the RI ofNIUA, coordinating the Capacity Building ofUrban Local Body officials on Urban ClimateChange Resilience– Eastern Regional Hub.CEE Kolkata in a joint effort with the NationalInstitute of Urban Affairs (NIUA) and supportfrom Rockefeller Foundation organized theresidential training programme on UrbanClimate Change Resilience from 27-29 April,2015 at the Administrative Training Institute(ATI), Salt Lake City, Kolkata, for the citiesfrom the eastern region of India. WorldResource Institute (WRI) and Parisar, anorganization based in Pune and CEE’s partnerfor transportation related work, and CEE havedeveloped a Transport Governance Initiative(TGI) toolkit to provide a framework for theevaluation of the governance process in urban

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transport sectors in the cities of Kolkata,Durgapur and Siliguri. CEE Kolkata team alsoparticipated at the WRI India SustainableCities, 4th annual conference, Connect Karo2016, from 5-7 April 2016, New Delhi andpresented the WB cities’ assessments onTransport Governance.

Water and Sanitation:

SWACHA Shale is now being now linked withthe Mid-day Meal scheme of the Karnatakagovernment and is being implemented in over7000 government schools in the state. Theprogramme is also acknowledged as a FlagshipProject for its role in ‘Contributing toCommunity Engagement in the field of Healthand Nutrition’ by the United NationsUniversity Institute for the Advanced Study ofSustainability (UNU-IAS). CEE, along withAkshaya Patra Foundation, is implementinga small initiative on WASH in 45 schools ofJaipur, Rajasthan. The key activities carriedout in 2015-16 include block level principalworkshop, and school visits. Information,Education and Communication (IEC) materialwere developed for the project in the form of aposter focusing on personal hygiene. The LadyBamford Charitable Trust (the LBCT) and CEEhave joined hands to implement Swachh BharatSwachh Vidyalaya project in 30 schools ofMaharashtra, Rajasthan and Haryana. Thelearning from the pilot phase will be convertedinto a Diploma in WASH for teachers anddevelopment professionals working on WASHin schools. CEE carried out an orientationprogramme for LBCT staff to build a conceptualunderstanding of WASH and the wholeschool approach. CEE Northeast supports SSAand UNICEF in developing 322 scalable modelschools on proper hand washing practicesand address operation and maintenance

(O&M) issues. District level interventions wereundertaken for ensuring internalisation of themonitoring mechanism. CEE also undertookstate level advocacy by linking the DHaALproject with the WASH Task Force andWorking Group. During the course of theproject, a group of well-trained fabricators havealso been developed for the installation ofWASH facilities. Nirmal Vidyalaya Puraskaraims to aid the Assam state government andSSA in selecting schools for the same. Sixteenschools that qualified for the NVP were selectedbased on the assessment process out of which10 will be awarded by SSA in June 2016.

Waste Management:

CEE CHAMP covers 188 bedded HealthcareEstablishments (HCEs) and 519 non-beddedHCEs of the Kalaburagi district. CHAMP hasextended its services to all the HCEs in Sedam,Jewargi, Afzalpur, Chincholi, Aland andChittapur talukas of the district. CEEconducted around 250 on-site orientationprogrammes for medical and paramedicalpersonnel of the city and in the talukas during2015-16. The Ministry of Drinking Water andSanitation (MDWS), Government of India,granted a project to the Waste ManagementGroup of CEE to prepare a source book onSolid & Liquid Waste Management in RuralAreas in India. The source book was releasedon April 21, 2015 by MDWS during a nationalworkshop on Solid and Liquid WasteManagement in Rural Areas. A stakeholdersmeeting was conducted in August 2015 at CEEAhmedabad, with the participation of localartisans, the Gujarat Pollution Control Board(GPCB), Urban Community Development(UCD) of the Ahmedabad MunicipalCorporation (AMC), Gujarat MaatikamKalakari and Rural Technology Institute (RTI)

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which organises training programmes in clayidol making for the artisans, National Instituteof Design (NID) and CEE. The meeting was apart of the MoU signed between GPCB andCEE to find an alternative solution to thematerial being used to make Ganesha idols.

Biodiversity Conservation:

Under VIRASAT: Documenting andConserving our Living Heritage, during thecurrent year, People’s Biodiversity Registerspreparation was completed in these 25 villages,bringing the number of villages covered to 35.BMC preparation has now been initiated in 15new villages of the same block in February2016. CEE has signed a Memorandum ofUnderstanding (MoU) with the CBD Secretariatto cooperate, collaborate with and facilitatethe educational efforts of CBD in the promotionof Aichi Biodiversity Targets. Following this,CEE has developed and implemented anumber of programmes. Green Wave is a globalbiodiversity campaign to educate children andyouth about biodiversity through tree planting.CEE South promoted and popularised thecampaign on May 22, 2015 marking theInternational Day for Biological Diversity(IDB). It was also executed in Uttar Pradeshand Bihar through CEE North. The websitewww.educationcbd.org was launched at theInternational Conference on Education as aDriver of SDGs held during January 11-12,2016 at CEE, Ahmedabad. The planningmeeting for the programme Hand Print forChange was conducted by CEE South withsupport from Novozymes South Asia PrivateLimited. The programme is being offered toschools having standards 7, 8 and 9. In thisacademic year (2016-2017), the programme willbe offered to selected schools in the fivesouthern states of India. CEE is implementing

Phase II of the Ganges River Dolphinprogramme with support from the NationalMission for Clean Ganga, National GangaRiver Basin Authority under the Ministry ofWater Resources, and Ganga Rejuvenationand River Development. Souns SanrakshanSamiti (Dolphin Conservation Committee)were constituted under the programme to bringcommunity members together and raise theirawareness on the conservation of Ganges riverdolphin by adopting an approach of inclusivedevelopment of riverside communities.Seventeen Souns Sanrakshan Samitis - five inUP and 12 in Bihar - have been formed. CEEdemonstrated 43 units of vermicompost pitsat both the field locations in UP and Bihar.The CEE team has formed groups of women topromote kitchen/backyard gardening in theproject village of Baundi. More than 70households were provided with these plantsin both the project locations in UP and Bihar.CEE field team, at both the Dolphin locationsin Bahraich and Bettiah, organised communitybased awareness campaigns and rallies onthe occasion of important environment relateddays like World River Day, WorldEnvironment Day, and International Day forBiological Diversity, Dolphin Day, Earth Dayand Turtle Day. A booklet on organic farmingand alternative livelihood option wasdeveloped for community members to guidethem on adopting these practices. The Prakritibus completing its first phase in July 2015, thenext phase is being continued with supportfrom the UP State Biodiversity Board andUniversity of Lucknow. Till March 2016, thebus has visited 358 schools and has had over1,88,527 visitors. During the year 2015-16,Prakriti bus has travelled to seven districts ofUttar Pradesh: Hardoi, Sitapur, Kanpur,Faizabad, Agra, Bahraich and Etawah. CEE

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team developed a set of educational andpromotional material at the start of the project.CEE is implementing a cross cuttingcomponent of Information ManagementEducation and Communication for theMaharashtra Gene Bank (MGB) Project. Thecentral achievements of this year includedcontent development for four thematic ActivityHandbooks and a need based, expandedpackage of 13 resource materials in the formof posters, booklets and pocket strips, keepingin mind the activities, methodologies and thetarget groups. CEE has set up a model ofParyavaran Shikshan Mitras (PSMs) withpartner organisations. To protect biodiversityand enhance livelihood opportunities,Vedanta Ltd. commissioned CEE Goa StateOffice to undertake a project titled Assessment,Documentation and Development ofBiodiversity Management Plan of four MiningClusters in Goa. CEE has been appointed asthe Resource Agency to support BiodiversityManagement Committees (BMCs) in thepreparation of People’s Biodiversity Registers(PBRs) by Andhra Pradesh State BiodiversityBoard (APBB). CEE has been allotted two GramPanchayats: Narasingapadu and GundlapalliGram Panchayat of Nekarikallu Mandal ofGuntur District, Andhra Pradesh.

CEE Telangana State Office has beenappointed as Resource Agency with the samepurpose by the Telangana State BiodiversityBoard (TSBB). CEE has been allotted five GramPanchayats of Medak District for the project.

Disaster Preparedness andRehabilitation:

Under the Phase III of ‘Rebuilding Faith’ –Response to Uttarkashi Flash Floods,

Cloudburst and Landslide, variousprogrammes were run for school children,teachers, community members, GramPradhans and Panchayati Raj Institutions(PRIs) under the thrust areas of disaster riskreduction, climate change and sustainablemountain development. About 50 schools witha collective strength of 5000 students and 15villages with a total population 1500 peopleare being addressed in the current phase.Along with DRR preparedness programme inschools, climate change and sustainablemountain development, the programme alsofocuses on hygiene and sanitation, wastemanagement and Clean Nirmal Ganga.Schools are also provided with IEC materialdeveloped by CEE like year planner on hygieneand sanitation, Riskland kit, disasterawareness brochure, Paryavaran Mitra postersand CO2 Pick Right booklet. CEE Himalayaorganised one day teacher training workshopsconsecutively on October 7, 8 and 9, 2015 inBhatwari, Dunda and Chinyalisaur blocks. Aschool safety audit was also conducted duringthe workshops. Under its objective ofcommunity based disaster risk reduction, CEEHimalaya facilitated village communities inthe preparation of village contingency plans.In addition to the disaster preparednessprogrammes in 50 schools of Uttarkashidistrict, CEE Himalaya also facilitated theseschools in the preparation of school disastermanagement plans. CEE Himalaya partneredwith Red Cross Society to conduct a districtlevel mock drill on September 8, 2015, inUttarkashi town about various first aid andlife saving techniques. There were alsopractical demonstrations.

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Facilitating Ngos and CommunityInitiatives:

Under GEF-UNDP SGP Operational Phase 05(OP05) Programme, 23 projects have beencompleted as of March 2016 and another 37will be completed by the end of 2016. Twentysix NGO partners have been bestowed withvarious national and international awardsduring the OP5 programme, ranging from theUN Equator Award, SEED Award, India NGOAward and Kelkar Award to the BestEntrepreneur Award and India BiodiversityAward. Seven NGO-managed projects wereapproved in Uttarakhand to support threetypes of landscapes, spanning from lower,middle to higher mountainous terrains,aiming directly at the expected outcomes listedin the Landscape Strategy that was speciallydeveloped before the COMDEKS Programmewas taken up. All the projects meet with thestandards established by COMDEKS and thefinal report will be presented to the JapaneseGovernment and COMDEKS shortly. UnderMedicinal Plant Gardens Programme, till now218 schools have partnered with CEE and 165gardens have been established. Eighteenorientation workshops have been organisedand 2,530 participants have been oriented, topromote the project in their schools andinculcate the medicinal plants cultivationpractices among the students. A partnershipwith Aditya Birla Group, Bhiwani under theirCSR was done to introduce energy efficienttechnologies. Two workshops to train partnerNGOs were held at Phaltan by AppropriateRural Technology Institute (ARTI), Pune.Various awards were won by NGO partnerssuch as Yashwant Rao Kelkar Youth Award2015 for operationalising the programmerelated to the management of plastic solid

waste through rag-pickers in different cities ofMadhya Pradesh and for launching theprogramme in all the towns of MadhyaPradesh to Sarthak, Bhopal and BasamanMama Award 2015 by MP State governmentfor the good work done in the areas of forestconservation and afforestation to SujagritiSamaj Seva Sanstha.

Training, Capacity Building andNetworking:

CEE through its Jasdan field office conducted12 one day trainings for the local communityin Reliance Foundation identified villages.These trainings were conducted in threeclusters, namely, Modasa, Radhanpur andJasdan. CEE Ka Bioscope programme cameout with four different modules, i.e. Populationand Development, Biodiversity Conservation,Sustainable Agriculture and Global Warmingwere dealt with during this phase. A CKBProgramme Manual has been conceptualisedand developed during this year. The Manualconsists of a set of two books.Conceptualisation of ICT enabled modules hasbeen initiated with the help of a GIS expert toenhance the integration of technology into theexisting modules of CKB. A three day module,focused on Documentation and Report Writing,specifically designed for teachers and formaleducation practitioners was offered. Withcharity support from the Tata ConsultancyServices, Gandhinagar, CEE has planned ayear-long education intervention in five ruralprimary schools in and around Gandhinagar,Gujarat. CEE and Gujarat Council ofEducational Research and Training Centre(GCERT) collaborated in conducting a teachertraining that included the concepts of thesubject, various methodologies for classroom

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teaching, lesson plan preparation and activitybased learning. It was a three day residentialprogramme held in 12 different locations.Global Journey - India 2015 is an innovativeproject infusing ESD in the VocationalEducation (VE) stream. The project is apartnership between CEE and of Global School,Swedish Council for Higher Education. Aspart of the programme, 22 participantsincluding teachers, principals and municipalcouncil members, from five vocational schoolsfrom five different municipalities in Swedenparticipated in the training–exposureexperience organised by the Rural ProgrammesGroup at CEE Ahmedabad, in November-December 2015. Student Mobility Programme(SMP) 2016, was organised by RuralProgrammes Group and CEE Australia, for agroup of 10 students from Australia’s CentralQueensland University’s Educationprogramme for Pre-service teachers. The groupalso participated in the InternationalConference on ‘Education as a Driver forSustainable Development Goals’, organisedat CEE during January 11-13, 2016.

CEE and the UN:

CEE has worked on several initiatives withUNESCO, UN Habitat, UNICEF, UNEP andUNDP. CEE has developed two backgroundpapers for the Global Education Monitoring(GEM) Report in 2016. CEE prepared apublication for the CBD with support from theMoEF&CC, National Biodiversity Board andthe UNESCO. The GAP preliminaryMonitoring Report focusing on the activitiesconducted up to June 2016 has been preparedand shared with the key partners. CEEorganised the International Conference onEducation as a Driver for Sustainable

Development Goals during January 11-13,2016, at CEE Ahmedabad, where over 750participants from 22 countries shared theirthoughts on the role of education in realisingthe SDGs. The conference was organised inpartnership with UNESCO, UNEP and theGovernment of India. The participantsincluded senior officials from MoEF&CC,international ESd experts, environmentalists,academicians, researchers and students.

Material Development andPublications:

Publication of Gram Nidhi Manual -Empowering Communities with Eco-entrepreneurship for Sustainable Livelihoodsand Biodiversity: Manual for CommunityFacilitators took place. The reports andmanuals on Capacity Building Workshops forMedia on Climate Change and Developmentin the Indian Himalayan Region were alsopublished. Films on International MountainDay and Rebuilding Faith Programme weremade. The manuscript for the Easter Springerpublication Reorienting Educational Effortsfor Sustainable Development: Experiencesfrom South Asia, under its series Schoolingfor Sustainable Development has beenpublished. CEE Karnataka, in association withthe Kudremukh Wildlife Division, developedthree medicinal plant booklets for the threeMPCAs (Medicinal Plant ConservationAreas). There were continuous updatesprovided under the Ceenario newsletter, CEEIndia website along with social media.Booklets, brochures, and other promotionalmaterials for different projects were alsodeveloped by the Corporate Communicationsdepartment of CEE with support from designstudio.

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Facilitating Networking andParticipation:

The IFC also has a month-long summerprogramme for children, culminating on June5 which is the World Environment Day. TheIFC also had the opportunity to work with agroup of visually challenged students fromBlind People’s Association (BPA), one of theprominent organisations in Ahmedabad.Under Networking various meetings took place

such as participation in Maharashtra VikalpSangam, ESD ExpertNet Meeting, AsiaNetwork of NGOs (ANNE) Meet, a roundtablediscussion on Management of DisposablePlastic Waste: Towards a sustainable strategy,a road map for Climate Smart Municipal SolidWaste Management for KMC, alumniassociation at Vivida HSS, and workshop onpromoting good quality EE Projects in Goaschools.

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1Education for Children

1.1 National Green Corps (NGC)

National Green Corps (NGC) is a programmelaunched by the Ministry of Environment,Forest and Climate change in 2001-2002, tocreate awareness among school childrenthroughout the country on issues related tosustainable development with environment infocus. Working through a network of eco-clubs,NGC motivates students to be environmentallyliterate and responsible citizens.

CEE’s activities under the NGC programmeinclude:

• Coordination with the respective StateNodal Agency (SNA)

• Training of Master Trainers

• Monitoring of NGC schools

• Development of resource materials

• Conducting outreach activities

1.1.1 CEE North

Uttar Pradesh

Coordination of State Nodal Agency (SNA): In2015-16, the NGC programme wasimplemented in Uttar Pradesh in closecoordination with the State Nodal Agency(SNA) - Directorate of Environment (DoE),Government of Uttar Pradesh - and CEE North.Several rounds of meetings were organisedwith the SNA regarding documentation, followup with schools and District Implementationand Monitoring Committees (DIMCs0, andreporting. CEE North provided technicalsupport and inputs for the implementation ofthe programme.

As the programme was being restarted after agap of eight years, selection of schools wasconducted afresh. Over 7259 schools in 72

districts were enrolled in the programme withthe help of DIMCs. Online payment of the eco-club grant was made to 4455 schools.

Outreach Activities: CEE team had regularmeetings with the nodal officer and otherofficials of the SNA to review the progress andplan the activities. The coverage of schoolsand the outcomes of the activities werereviewed jointly by the SNA and CEE. CEENorth, as the resource agency, was invited bythe DIMCs of various districts to provideinputs while planning the district level NGCactivities. CEE team participated in five districtlevel meetings and made a presentation givingan overview of the NGC programme andoutlining the steps to be taken at the districtlevel for effective implementation of theprogramme.

CEE organised a series of environment relatedevents with NGC schools in the State duringthe year. Details of activities done during theyear are as below.

CEE, in association with the Directorate ofEnvironment, Government of UP, and theRegional Science Centre (RSC), Lucknow,observed Earth Day on April 22, 2015. Theprogramme was organised for the eco-clubschools of Lucknow and Bareilly, and includeda quiz competition on the theme of the day,followed by a painting competition and anexpert interaction session. The programme hadabout 380 participants including students andteachers from 35 NGC schools of both thedistricts.

In May, CEE North conducted the Green Wavecampaign in various districts of Uttar Pradeshon the occasion of the International Day forBiodiversity - May 22, 2015, with the supportof NGC Master Trainers. Over 20 NGC schoolsparticipated in the campaign.

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In June, on the occasion of World EnvironmentDay, CEE North organised an event for studentsand other visitors in association with theRegional Science City. Green games andcreative corners for clay modelling, puppetmaking, snakes and ladder game and greentattoo making, were arranged by CEE teamand volunteers, with students registering forthe quiz and creative competitions in advance.The event concluded with a popular lectureby a scientist from the Central Drug ResearchInstitute, who encouraged children to protectour environment as well as the heritage linkedto it. Senior officers from SNA and the RegionalOffice of MoEFCC addressed children on theoccasion. The event ended with prizedistribution ceremony. More than 300students, teachers and parents hadparticipated in the programme.

In November and December, CEE Northorganised six nature camps for the eco-clubschools of Bareilly, Bahraich, Balrampur andShrawasti districts. CEE North, in associationwith the Uttar Pradesh Forest Corporation(UPFC), the State Ecotourism Nodal agencyand National Nature Camping Programme ofMoEFCC, organised a three-day and two-nightnature camp at the Katarniaghat and SuhelwaWildlife Sanctuary. Over 250 students along

with teachers from six schools attended thesecamps.

In December, NGC schools of Agra andEtawah participated in the UP Bird Festival,where CEE team facilitated educationalactivities, games and competitions. Over 600children from seven schools participated inthe event and gained awareness about the birdbiodiversity of the state.

In February and March 2016, NGC MasterTrainers were engaged in the ‘save sparrow’campaign at the district level. NGC schoolswere encouraged to install sparrow nest boxesand conduct a pledge campaign for saving theenvironment and sparrows. More than 6000schools actively participated in the campaign.

Training: CEE North organised trainingworkshops for NGC school teachers at variouslocations covering five districts, with supportfrom a local NGO and active schools.Workshops were conducted at Kanpur,Allahabad, Varanasi, Etawah and Lucknowwhere over 250 teachers participated. Theseworkshops were supported under theEarthian-Paryavaran Mitra programme andfocused on the topics of water andsustainability, and biodiversity conservation.

As part of the Dolphin Conservation Educationprogramme, two teachers training workshopswere organised in Uttar Pradesh by CEE inpartnership with the education and forestdepartments. Workshops were also held forrural schools of Gonda and Kanpur locatednear rivers Ganga and Ghaghara covering over80 teachers.

Resource Material Development: A set ofbiodiversity and tree posters were developedwith support from local agencies and

Campers group during trekking

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disseminated among NGC schools during theyear, besides Earthian–Paryavaran Mitramaterial.

Monitoring: CEE team provided support to theSNA in monitoring the use of funds by the eco-club schools. A whatsapp group of mastertrainers and a facebook page was used to helpeco-club schools and master trainers inreporting about their activities. The schooldatabase for the NGC schools in the state wasdocumented by CEE. The overall activityreports of eco-clubs were also developed byCEE team in association with the SNA.

Bihar

In all, 8600 NGC schools from 38 districts ofthe state have become a part of NGC networkin Bihar. Bihar State Pollution Control Board,Patna (BSPCB), which is the State NodalAgency for NGC Programme, is providing itsfull support in this endeavor.

CEE North as a Resource Agency for NGC inthe state is closely working with MasterTrainers, teachers in-charge and schools indifferent districts.

Outreach Activites: In October 2015, NGCschools in various locations under GangesRiver Dolphin initiative celebrated WildlifeWeek, during which Dolphin Day wasobserved on October 5. School level awarenessactivities were organised at Supaul, Begusarai,Bhagalpur, West Champaran, Gopalganj,Patna, East Champaran and Muzaffarpur inBihar. Activities included awareness rally,ghat cleaning campaign, exhibition, nukkatnatak, cycle rally, and Save Dolphin - SaveGanga pledge campaign. In some of theclusters, awareness activities and competitionsincluding essay writing, painting and quizwere also conducted.

Schools were taken on exposure visits to theriver bank, where ‘fun and learn’ activitieswere conducted. More than 1300 children fromDolphin Clubs took part in this event. Manyof them have creatively expressed theirthoughts about dolphins in the form of models,drawings, songs, poems and others.

In February 2016, World Wetlands Day wascelebrated in two schools of Bettiah where morethan 100 students and teachers from Eco-clubsand Dolphin Clubs participated in the event.The object of organising this event was tospread awareness on conservation ofwetlands, rivers, water bodies and groundwater. At the start of the event students tookout a rally chanting slogans on conservationof wetlands and rivers as well Ganges RiverDolphin, and marched through importantpublic places of Bettiah city. After that, studentsattended a session on World Wetlands Daythat addressed the importance of wetlandssuch as the role they play in nourishing andmaintaining ecosystems, biodiversity, riversystems and floodplains.

In March 2016, World Forestry Day wascelebrated in three schools of Bettiah. Tocommemorate the day, schools planted saplingsin their campus and pledged to take care ofthem. More than 50 saplings were planted inthese schools, consisting of various species suchas fruit bearing, ornamental and medicinal. Onthe occasion, students were also briefed aboutthe importance of forests and how they play asignificant role in the ecosystem.

Training: During August 2015, three teachers’training programmes were organised at Patna,Bettiah and Muzaffarpur under the Earthian-Paryavaran Mitra programme in which 170 eco-club teachers in-charge from 135 NGC schoolsparticipated. These trainings focused on waterand sustainability, and the initiatives which

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schools and eco-club students can take up forconservation efforts. Paryavaran Mitra TeachersHandbook was disseminated among NGCschools along with the Earthian booklet inHindi on water and sustainability.Biodiversity campaign posters were also sentto the schools.

Monitoring Visits: During November andDecember 2015, CEE North team visited 40NGC schools of Bihar spread across fourdistricts - Vaishali, Nalanda, Rohtas and Gaya,to get a glimpse of eco-club activities beingimplemented in the schools. The objective ofthese visits was also to capacity build andfacilitate the schools in implementing eco-clubactivities in their school; to get feedback andto document observations of the functioningof the NGC programme in the state. Duringthe visit to schools, the CEE team discussedwith eco-club in–charges and principals abouteco-club activities and the constraints beingfaced by them in implementing theprogramme. During interactions with the eco-club teachers in-charge, CEE members sharedideas for documentation of eco-club activitieslike maintaining the eco-club register,celebrating various environment days andtaking up action based initiatives. In someschools, interactive sessions and hands-onactivities were conducted with eco-clubmembers to give them more ideas on theactivities they can undertake under the NGCprogramme. Overall, the visits proved fruitfuland provided some very useful informationwhich will be utilised to enhance eco-clubactivities in the state.

1.1.2 CEE Central

Chhattisgarh

The National Green Corps programme is beingimplemented in 27 Districts of the state, with

250 eco-clubs in each district, four MasterTrainers and one District Coordinator looking.The State Nodal Agency is the ChhattisgarhEnvironment Conservation Board (CECB) andCEE Chhattisgarh is the State ResourceAgency providing technical guidance,training, monitoring visits, preparing resourcematerials and providing facilitation supportfor various events throughout the year.

Coordination with State Nodal Agency: CEEconducted several meetings with the SNA -Chhattisgarh Environment ConservationBoard (CECB) - during the year.

In Raipur, CECB organised a meeting of 25District Coordinators on December 15, 2015which was attended and facilitated by Mr.Devendra Singh, CECB Member Secretary; Mr.Amar Prakash Sawant, NGC Nodal Officer;and CEE Chhattisgarh Project Officer Mr.Sandeep Kumar Tamboli.

Training: CECB organised a Master Trainerstraining workshop during August 11-13, 2015,at Raipur. CECB coordinated the workshopwhile CEE Chhattisgarh acted as the resourceteam. The three days training conductedexercises relating to environment anddevelopment, Education for SustainableDevelopment (ESD), NGC programme, role ofMaster Trainers and District Coordinators, andactivities that can be taken up by eco-clubs.The Master Trainers were provided Identitycards and a WhatsApp group was formed forto remain connected. Issues of natural resourceconsumption, climate change, water wastageand others were discussed practically byrecording participants’ behaviour during theworkshop like not switching off lights andfans while leaving the room and wasting food.About 88 Master Trainers from 26 districts ofChhattisgarh participated in the training.

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A one day teachers training programme wasorganised in August by CEE Chhattisgarhunder Earthian and Paryavaran MitraProgramme for eco-club schools inGovernment Mintoo Higher Secondary SchoolDoomertarai, Raipur Chhattisgarh. Theprogramme was followed by a briefing aboutthe activities of eco-clubs and the opportunityfor NGC schools to take part in Earthian andParyavaran Mitra Puruskar programmes. Withhelp from the District Education Officer (DEO)and CECB, the master trainers and districtcoordinators further conducted teacherstraining workshops in their respectivedistricts. As a resource agency, CEEChattisgarh facilitated teachers training invarious districts between October 2015 andJanuary 2016.

CECB organised a meeting for DistrictCoordinators (DCs) in Raipur, which wasattended by 25 DCs. The meeting wasfacilitated by Mr. Devendra Singh, CECBMember Secretary; Mr. Amar Prakash Sawant,NGC Nodal Officer; and Mr. Sandeep KumarTamboli, Project Officer, CEE Chhattisgarh.The main objective of this meeting was toimprove district level approaches to ensurebetter performance of eco-clubs and to reviewthe status of trainings for teachers in-chargein the 27 districts of Chhattisgarh. The meetingalso discussed the Nursery DevelopmentScheme and a three day campaign in forestareas/wild life sanctuaries for eco-club schoolsto be conducted with the support of the ForestDepartment of Chhattisgarh.

Outreach Activities: In June 2015, GovernmentHigher Secondary School Fundhar andGovernment Middle School Fundhar fromRaipur, Chhattisgarh, organised ShalaPravesh Utsav in their school campus, aninnovative welcome programme for the new

students joining the school. Mr. SatyanarayanSharma, MLA, Raipur Gramin, and Mr.Pramod Dubey, Mayor, Raipur MunicipalCorporation were present at the inauguration.The school eco-club members along with CEEorganised a plantation programme on theoccasion and community members from thearea pitched in by providing tree guards forthe newly planted saplings.

In July 2015, the Forest Department of DurgCircle celebrated Van Mahotsav throughHariyar Chhattisgarh Plantation Campaignwith Government Higher Secondary SchoolBelhari in Durg district. A 100 saplings ofdifferent types of plants (medicinal, fruit-bearing, shade giving, etc.) were planted onthe occasion in the presence of Mr. S. K. Paikra,DFO Durg and other forest officials, Memberof Zilla Panchayat, Eco-club DistrictCoordinator, CEE Chhattisgarh and SchoolEco club and Scouts and Guides members.After the plantation programme, students tookan oath to nurture and protect the plants.Janbhagidaari Samiti and guardians provided35 tree guards. An essay competition and guestlecture were also arranged for the occasion.

In August 2015, a painting competition wasorganised by CEE Chhattisgarh for eco-clubschools for Science Express Climate ActionSpecial (SECAS) Train Window Exhibition atRaipur and Bilaspur cities of Chhattisgarh onvarious themes. About 271 students from fiveeco-club schools participated in the paintingprogramme.

In September 2015, an orientation programmewas organised by CEE Chhattisgarh for NGCeco-club schools for implementation ofEarthian and Paryavaran Mitra Puruskar 2015.About 53 teachers and students from 20 schoolswere oriented during the programme.

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The SECAS train was stationed in Bilaspurand Kumhari Railway stations inChhattisgarh in February 2016. During thistime, CEE Chhattisgarh State Office organisedand conducted platform activities with eco-club members and other students. Theseprogrammes were complementary to thestudents’ visit to the exhibition and were heldon the platform, which provided enough spacefor sessions with larger groups. The studentswere encouraged to express their thoughts onthe “Climate Action” topic through drawings,slogans and handprints. To widen theirunderstanding of climate change, Quiz, Webof Life and Rope & Ladder activities were alsoconducted with them on the railway platform.

Monitoring: Monitoring visits were carried outin randomly selected schools covering 3-4districts of Chhattisgarh. In all, 21 eco-clubschools were visited, which brought in therealisation that schools need resourcematerials and guidance for undertaking actionprojects. Schools had conducted rallies,competitions, environmental day celebrationsand plantation activities in the school campusand the surrounding areas.

Resource Materials: On the occasion of WorldEnvironment Day (WED), two posters on thethemes of Biodiversity and Polythene in ready-to-print format were provided by CEE, whichwere launched at the WED event by the NodalAgency.

Madhya Pradesh

Coordination with State Nodal Agency:Several meetings were held with the SNA -Environmental Planning & CoordinationOrganisation - to plan programme activitiesfor the year.

1.1.3 CEE West

Rajasthan

Coordination with State Nodal Agency:Meetings were held with the SNA forconducting eco-club activities round the year.

Outreach Activities: Earth Day, InternationalDay for Biological Diversity, WorldEnvironment Day and Ozone Day werecelebrated as part of outreach activities. Duringthe visit of the Science Express Climate ActionSpecial to Rajasthan, Painting Competition forScience Express Climate Action Special inRajasthan, painting competitions were heldon the themes of Vasudhaiva Kutumbakam,Panchabhuta or Five Elements, TraditionalWisdom and My Responsibility for ClimateChange. Environmental games and facepainting activities were also held during thistime in which about 80 students participated.

At the Bal Mela organised by CEE, 450 studentstook part in various competitions, anexhibition, environmental games and arts andcrafts activities. A campaign titled Ek Ped kiZindagi was also carried out during thisperiod.

Monitoring: Monitoring visits were completedin seven districts – Alwar, Ajmer, Udaipur,Jodhpur, Jaipur, Dausa and Sirohi.

Trainings: Teacher trainings were conductedin August 2015 in 31 districts during the year.

Material Development: A Hindi booklet onSustainability and Water, a brochure onEarthian and Paryavaran Mitra 2015, and abrochure on Paryavaran Mitra Puraskar 2015were developed and disseminated to schoolsduring the year.

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Gujarat

Coordination with State Nodal Agency:Meetings were held with the SNA forconducting eco- club activities round the year.

Monitoring: Ten monitoring visits were madeduring the year.

Outreach Activities: World Environment Daycelebrations and Science Express paintingcompetition were organised with schools aspart of the outreach activities.

1.1.4 CEE North East

Coordination with State Nodal Agencies:Telephonic meetings were held with the SNAsof Assam, Arunachal Pradesh, Manipur,Mizoram, Nagaland, Tripura and Sikkim todiscuss the activities for the year 2015-16.

Outreach Activities: In Assam, a series of fivecamps were held from during the periodJanuary 31 to February 9, 2015 at Prabhat MelaCamp Site, Majorpaara at Bolbola in Goalparadistrict. Students from Kalyanpur HighSchool, P. R. Government High School,Dolgoma High School, Krishnai MadrassaHigh School and Kalaguru Bishnu Rabha HighSchool took part in these camps.

SECAS painting competitions were held infour districts – Kamrup (Rural), Jorhat,Tinsukia and Bongaigaon.

1.2 Paryavaran Mitra Programme

Paryavaran Mitra programme is an initiative ofthe Centre for Environment Education (CEE)in partnership with the Ministry ofEnvironment, Forest and Climate Change,Government of India.

Paryavaran Mitra is a nationwide initiative tocreate a network of young leaders from schools

across the country, who have the awareness,knowledge, commitment and potential to meetthe challenges of sustainable development intheir own spheres of influence. The ParyavaranMitra programme primarily seeks to reachstudents of class 6 – 8 (age group 11-15).

The programme, initiated in 2008-09 as acampaign on Climate Change Education, hasdeveloped as the flagship school programmethat brings together CEE’s 31 years’ experiencein Environmental Education (EE) andEducation for Sustainable Development (ESD).The programme involves students in problemsolving by engaging them in action projects.The action projects taken up by students mayor may not lead to immediate or significantimprovement, but will definitely lay thefoundation for sustained efforts throughlearning outcomes in the form of knowledge,disposition, competencies and behaviour. InProject Based Learning (PBL), action project/s are an extensive task taken up by a group ofstudents to apply or illustrate classroomlearning. This extends the boundary ofeducation from information to experience.

Resource materials for the programme areprovided to the schools to carry out actionprojects focusing on local environmental issuesin the five themes of the programme, viz, Water& Sanitation, Biodiversity and greening,Energy, Waste management and Culture &Heritage.

1.2.1 Paryavaran Mitra Puraskar 2015

Exemplary work done by schools is recognisedthrough the Paryavaran Mitra Puraskar(Paryavaran Mitra Awards). The annual awardprocess was the major activity carried out in2015-16 and saw entries in the school, teacher,student and district categories from all overIndia. The process of evaluating the entries

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involved creating new criteria and benchmarksfor the awards which enabled taking theprogramme objectives from awareness toHandprint action.

On January 11, 2016, a felicitation event wasorganised at CEE, Ahmadabad, where theparticipants got awarded for their laudable effortstowards the environment and sustainability. Theexemplars awarded this year share various storiesof their journey towards EE and ESD. They alsorepresent the varied geographies across thecountry: Sikkim, Rajasthan, Telangana, MadhyaPradesh and Gujarat.

The efforts of the awardees clearly bring outthe fact that though the initiatives seem small,they are worthy of being considered asexamples that can be scaled up as learnings toothers. The handprint actions coming out ofthese projects and taken together are movingcloser towards creating a sustainable world.

The exemplars gained experience of real lifesituations through participating individuallyor collectively in projects that facilitated desiredchanges in present situations. These actionprojects undertaken by them are crucial for thedevelopment of critical reflective thinking,understanding complexity by analysing theissues at hand, systemic thinking to arrive atdesired solutions to the situations, decision-making, planning and applying previouslearning in new situations and coming upwith innovative solutions to approach theissues in a scientific way.

Following are the exemplars at national level(National 2015l):

Exemplar School

1. Rachana School, Ahmedabad, Gujarat

2. Government Senior Secondary School, HeeYangthang, West Sikkim, Sikkim

Exemplar Student

1. Shibajyoti Choudhury, Kendriya Vidyalaya2, GCF, Jabalpur, Madhya Pradesh

2. M. V. Harshita, Bharatiya Vidya Bhavan'sAtmakuri Rama Rao School, Hyderabad,Telangana

Exemplar Teacher

1. Dev Das Swami, Rajikiya MadhyamikVidyalaya, Dhandal Lekhu, Churu,Rajasthan

1.2.2 Paryavaran Mitra Campaigns andActivities

It’s Our Turn to Lead. Be a Paryavaran Mitra –Video Challenge: On the occasion of EarthDay 2015, CEE designed a social mediacampaign in partnership with Earth DayNetwork (EDN) to encourage school studentsto spearhead the environmental awarenessactivities among their school authorities,family and in their neighborhood.

The campaign was conducted from February8 till May 14, 2015. The objective of the VideoCampaign was to ensure that principals fromdifferent schools across the country share shortvideos of pledges taken by them for initiatingactions to make their school greener in thecoming academic year. Students, teachers,principals, schools, universities andorganisations were invited to take the leadand make their city ‘Swachh’ and ‘Green’.

Students explored one of the challenges theircampus faced and shared the findings in ashort video. The following were the issues tobe addressed in the video challenge:

• Conserve Water

• Manage Waste

• Sustain Resources

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• Add Green Cover

• Reduce Carbon Emissions

• Shift to Renewable Energies

• Direct Thoughts to Green Buildings

After selecting the issues, students conductedresearch on the same in order to create a shortvideo (not more than two minutes) and sharedtheir idea for solving the challenge andconvinced the school authority to take a pledgeto address the issue in the next academic year.

The Facebook posts on the video challengewere designed keeping in mind the targetgroup. The campaign followed thetransformative Project Based LearningPedagogy: explore, discover, think, act andshare.

The campaign was designed keeping in mindthat the commitment made by the school canlater be implemented as an ‘Action Plan’ andthe actions undertaken can be recorded duringthe academic year. Principals, teachers andstudents up to 13 years were the main focus ofthe campaign.

In all, 70 commitment videos were receivedduring the challenge. The videos wereuploaded on Paryavaran Mitra Facebook page,encouraging the participants to gather as manylikes and shares as possible. The videos werealso linked to the EDN website and Facebookpage.The challenge reached out to 101000people through Facebook, Whatsapp andEmails.

1.2.3 Resources and Communication

Resource Material: The Paryavaran MitraTeacher’s Handbook is now available inEnglish, Hindi, Urdu, Gujarati and Telugu asa soft copy on the resources tab of theParyavaran Mitra website.

Communication Media Website: ParyavaranMitra website was revamped to a lighterversion and is now the gateway to severalESD initiatives. The dedicated ‘FocusedInitiatives’ webpage gives a wide array ofdifferent initiatives catering to different gradelevels which any school can take up. The‘Campaigns’ page is a catalogue of all thecampaigns conducted so far and ongoingcampaigns which schools look for andparticipate in.

Newsletter: The monthly newsletter coversseveral handprint actions from schools acrossthe country and gives information on variousnew engagements as well as upcoming events.The newsletter is also a medium to provideteachers with ideas of Handprint actions towork with students in schools.

More information on the programme can behad at: www.paryavaranmitra.in

Paryavaran Saathi - An online communicationplatform for educators: This service usesinternet and mobile telephony to resolvequeries of educators related to EE / ESD andreach out to schools and teachers in thenetwork. The aim of the platform is to provideonline support for educators to effectivelytransact EE/ESD in schools. The service waslaunched on October 14 and is now open infour languages: English, Hindi, Marathi andGujarati. It will be available in all major Indianlanguages shortly. More than 1994 queries ofeducators across the country were addressedduring the year. The toll free number for thisservice is 1800 3000 0996.

1.2.4 Paryavaran Mitra in the NorthernRegion

CEE North implemented Paryavaran Mitraprogramme in Uttar Pradesh and Bihar where

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a series of workshops and events wereorganised.

Uttar Pradesh

Considering the extensive experience andwork being done by Paryavaran Mitra networkschools, a weekly e-newsletter was initiated atthe state level to share the initiatives ofParyavaran Mitra schools, teachers andstudents along with our partners, schools andinstitutions across the state. The objectives ofinitiating this e-newsletter were to promotecross learning, create awareness, share thesuccess stories of schools, educate the readersabout the various aspects of the programme,announce new campaigns and activities, bringto note the learning outcomes and to make thecall to action more effective. Every week onesuccess story of a Paryavaran Mitra school iscovered. The newsletter which began inJanuary has received tremendous responsewithin months from schools and teachers. Thee-newsletter also seeks to explain the basicquestion which arises - what does it take to bea Paryavaran Mitra?

To reach out to more schools, CEE Northadopted the strategy connect with schools oneto one at various locations. For this, CEE teamin collaboration with partner NGO’s,educational institutions, and with the help ofother school programmes networks,conducted sessions introducing the ParyavaranMitra programme. Around 300 schools from10 new districts of Uttar Pradesh were coveredthrough various programmes.

The Paryavaran Mitra Puraskar announced atthe end of every year saw tremendous responsefrom the participants in all the three categories- best student, best teacher and best school.Over 160 reports were received out of which26 reports were shortlisted for the nationallevel assessment.

A State level quiz competition was alsoconducted by CEE North in October for all theParyavaran Mitra schools across the state. Toencourage schools from rural areas toparticipate, the teams at CEE’s field officesfollowed up with them. The studentsexpressed their views and concerns on thetopics of Water and Biodiversity Conservation.Out of the 166 entries received from the state,the five best entries were awarded by the CEEteam. Paryavaran Mitra Schools in the statealso participated in the ‘save sparrow’campaign.

Bihar

Schools were encouraged to work on any ofthree themes of the Paryavaran Mitraprogramme. Water and Biodiversity werecovered under Earthian-Paryavaran Mitra andGanges river dolphin initiative. WasteManagement and Culture and Heritage weretaken up by schools with CEE guidance. About49 reports were submitted for Paryavaran MitraPuraskar by schools. These reports werereviewed by a panel at the state level and twowere shortlisted for consideration at thenational level Puraskar process.

1.3 Earthian - Paryavaran MitraProgramme

‘Earthian’ by Wipro is a nationwide initiativeto deepen the sustainability education withinschools and colleges across the country.Through a chosen theme, the programme aimsto engage teams of students and faculties fromschools in a set of activities to understandwater and biodiversity in their local contextand explore sustainability linkages.

Wipro and CEE joined hands in 2013-14 towork together through the Earthian initiativeof Wipro and Paryavaran Mitra initiative ofCEE. This year, biodiversity was added as an

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additional theme to the programme. Thepartnership involved the schools in theParyavaran Mitra network, particularlygovernment schools with Hindi as themedium of instruction, in activities related tothe issue/theme of water and biodiversity. Thispartnership programme was implemented inthe states of Uttar Pradesh., Bihar, Rajasthan,Gujarat, Maharashtra, Chhattisgarh andJammu & Kashmir.

The activities under the project involveddevelopment of an Earthian brochure andtranslation of the Earthian booklet into Hindifor dissemination in schools, anddissemination of Earthian material to schoolsin the Paryavaran Mitra network in the abovementioned states. It also included training of1000 teachers from selected schools in thesestates to facilitate projects/activities on waterand biodiversity in their schools andsubmission of 300 entries from schools in theabove states.

A different strategy was adapted for each stateas the Paryavaran Mitra prograrnme itself hasevolved organically from CEE’s experiencessince the last 31 years in different parts of thecountry. This year, the programme wasinitiated in July.

Against a target of 1000 teachers to be trainedunder the programme, over 1085 teachers werecovered through. About 599 activity reportswere received against a target of 300 fromparticipating schools.

1.3.1 Earthian – Paryavaran MitraProgramme in the NorthernRegion

Uttar Pradesh (UP)

The strategy adopted in UP was to use theexisting network of schools which includedthe schools in UP working under NationalGreen Corps, Children's Forest Programmeand Ganges River Dolphin ConservationEducation Programme and by involving CEE'spartner organisations who have worked withschools in implementing Paryavaran Mitraprogramme in various districts of the state.The schools that are a part of our YuvaParyavaran Leader programme agreed to takethe lead in organising the Earthian-ParyavaranMitra workshops this year. With their support,workshops were organised at Etawah,Allahabad and Varanasi. To reach out to awider number of schools, the CEE teamtravelled with the Prakriti bus and sharedetails of the Earthian-Paryavaran Mitraprogramme with more schools of otherdistricts. Potential schools that were not a partof our existing network, were also identifiedand directly approached to conduct aworkshop for students and teachers.

CEE North organised a series of five teachertraining workshops across Uttar Pradesh inJuly and August, 2015, as part of 'Earthian'and Paryavaran Mitra Programme 2015 on thethemes of 'Water and Sustainability' and'Biodiversity and Sustainability'. Theworkshops were attended by more than 250teachers from Kanpur, Allahabad, Varanasi,Game on env messgaes on WED 2015

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Etawah and Lucknow. The objective of theseworkshops was to develop an understandingamong teachers about environmentaleducation, its curriculum linkages,components of 'Earthian' and Paryavaran MitraProgramme and the role of schools inparticipating and implementing theseprogrammes in their respective schools andcommunities. Post teacher training workshops,follow up visits to schools were undertaken toguide schools in implementing the actionprojects. Project activity related materialsconsisting of a brochure and flier were sent tomore than 1200 schools.

The schools participated in the programmewith great enthusiasm. About 188 reports werereceived from the state. The results weredeclared in December and the felicitationceremony was held in February, 2016 atBangalore, where two schools from the statemade it to the top 10 schools at the nationallevel.

Bihar

For the Earthian-Paryavaran Mitra initiative inBihar, the strategy adopted for year 2015-16was to work with CEE's existing network ofschools which included Ganges RiverDolphin Conservation Education Programmeand NGC Programme. Over the years, CEENorth has developed a good network of civilsociety groups actively working with schools,which was also utilised to take the programmeto a larger number of schools in selecteddistricts.

During August 2015, three one-day TeacherTraining Workshops (TTW) were organisedat Patna, Bettiah and Muzaffarpur. Around170 teachers from 135 schools attended theseworkshops and were briefed about Water andBiodiversity and what initiatives schools cantake for their conservation. The objectivse of

the workshop were the dame as for UttarPradesh.

During September and October 2016, CEE teamvisited the schools to provide motivation andto guide schools to carry out the projectactivities. Efforts were also taken to revive andstrengthen dormant clubs. During the visit,the team interacted with the school Principal/Headmaster and eco-club teacher in-charge tomotivate them to take up conservationinitiatives in their school. In some schools theyalso interacted with club members. Around 30such schools were visited during this periodand these schools were encouraged to submittheir activity reports at the earliest.

Project activity related materials consisting ofbrochurer and flier were sent to more than 900schools and over 170 teachers were trained forthe programme. In Bihar, over 40 schoolssubmitted their reports.

1.3.2 Paryavaran Mitra Water EarthianProgramme in CEE Central

This initiative was implemented in the schoolnetwork of Western Ghats Special Eco-club(WGECS) programme, run by CEE Centralearlier. The Paryavaran Mitra Water-Earthianaligned with the WGECS themes at variouslevels, the focus on Water Earthian was forschools to look at the inter-linkages betweenwater and other themes in the local context.Workshops were designed for schools in thearea to look at water and sustainability indepth in the school but also in the context ofthe Western Ghats. Some context specificstrands that were covered in the workshopwere the mapping of the watershed, health offreshwater ecosystems through study of floraand fauna of the reservoirs, traditionalknowledge related to the onset of the monsoonand its implications in the region, and multiple

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perspectives (social aspects) related to waterconflicts in the region. The intent of theinitiative was to engage with schools to explorewater sustainability in their local environmentlinked/aligned to the overall themes of thisprogramme and other CEE school programmesat the regional level.

About 150 teachers participated in the teacherorientations across five districts inMaharashtra. Self-explanatory brochures onthe programme methodology were sent to 500schools across the state and regularcommunication over WhatsApp and emailmaintained. Sixty six reports were received ofwhich 31 had gone beyond the prescribedactivities and hence were ascertained to be ofgood quality. Three of them won the nationalaward while one more was shortlisted.

1.4 Ganges River Dolphin -Conservation EducationProgramme

Ganges river dolphin (Platanista gangeticagangetica) is listed as a Schedule-1 species inthe Wildlife Protection Act 1972 andrecognised as “Endangered” by theInternational Union for Conservation ofNature (IUCN). CEE North has been workingon the species since its inception as part ofriver conservation initiatives. Being declaredas a national aquatic animal, CEE team felt aneed to give a strong emphasis to the way wepresent this shy and endangered species toschool children and other stakeholders andmost importantly to our nation. As a result,CEE with support from the Ministry ofEnvironment, Forest and Climate Change(MoEF&CC), has initiated a two year GangesRiver Dolphin – Conservation EducationProgramme in July 2010, whereby 20 projectlocations were identified along the Ganges

and Brahmaputra river systems in the fourstates of Assam, Bihar, Uttar Pradesh andWest Bengal.

Based on Phase I experience, CEE isimplementing Phase II of the Ganges riverdolphin programme with support from theNational Mission for Clean Ganga, NationalGanga River Basin Authority under theMinistry of Water Resources, and GangaRejuvenation and River Development. Theproject titled "Educating Schools andCommunity for sustainable actions forconserving habitat of Ganges River Dolphinalong Ganga River Basin" is being taken up asPhase II of the project.

As part of the school component, CEE Northis working on 20 locations in Ganga Basincovering 10 locations each in Uttar Pradeshand Bihar; under the community initiative,CEE North is working with five villages eachat Bahraich and Bettiah in these states.

School Interventions

CEE team has selected 20 locations based onthe presence of Ganges river dolphin in theriver and the need for such a programme inthe area. The identified locations in UP areHastinapur (Meerut), Bijnore, Jarwal,Katerniaghat and Mahsi in Bahraich district,Gonda, Faizabad, Kanpur, Allahabad andVaranasi. The 10 locations in Bihar areSupaul, Begusarai, Bhagalpur, Bagaha andBettiah (West Champaran), East Champaran,Muzafarpur, Gopalganj, Patna and Saran.

Review Meet of NGO Partners

In June 2015, a one day regional review meetof NGO partners was organised by CEE Northto review the status of the school programmebeing implemented by partner organisationsand CEE north team at 20 different locations

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of UP and Bihar. All the partners and CEEteam shared the efforts put into the programmeand the feedback from it. The partners madesmall presentations on the school activities,and also shared their challenges andlearnings. Officials from Uttar Pradesh StateGanga River Conservation Agency (SGRCA)were present and addressed the participantsand spoke about the role of differentstakeholders in Ganges River DolphinConservation and the need for widespreadawareness about the species. Over 20participants representing 12 NGOs and CEEfield offices from UP and Bihar participated inthe workshop. A Memorandum ofUnderstanding was signed for the next year’sactivities in each location which includesfollow-ups, teachers review meet cumworkshop, school activities, and communitylevel and cluster level awareness events.

School Enrollment and TeachersTraining Workshop

As part of the programme under schoolcomponent, in each school cluster location,over 35-40 schools were enrolled by partnerNGOs and CEE team with the support of theEducation department. These dolphin clusterschools were located close to the river at 3-5km distance. With enrollment, a two dayteachers training was conducted in 20 clustersof project locations – 15 workshops in the firstyear and five this year - by CEE North inassociation with a partner NGO andEducation Department in UP and Bihar. Eachworkshop aimed to orient teachers onformation of dolphin clubs in their schools,conducting curriculum focused classroomactivities using the dolphin educationalpackage and organising school level andcommunity level awareness programmes.

During 2015-16, five teachers trainingworkshops were organised covering Gondaand Kanpur in UP, and Patna, Bagaha andGopalganj in Bihar. Over 200 teachersparticipated in these trainings, during whicheach teacher was provided with theeducational package consisting of a dolphinactivity book, display poster, dolphin badge,stickers and bookmark. Education and forestdepartments actively supported andparticipated in these workshops as resourcepersons. CEE North team members conductedvarious technical sessions and briefed theteachers on how to use education package inclassroom teaching. They further guidedschools in preparing their school action plan.One school in each cluster was selected asGanges river dolphin - Education ResourceCentre where a set of educational resourceswas provided for the use of cluster schools.Each cluster developed their strategy fordolphin awareness activities.

Dolphin Cluster Awareness Programme

As part of the Dolphin programme, schoolclusters in different locations in Uttar Pradeshand Bihar organised cluster level events whichincluded dolphin awareness rally, ghatcleaning campaign, exhibition, nukkat natak,cycle rally, and Save Dolphin - Save Gangapledge campaign. Dolphin schools along withlocal NGO and other partners organiseddolphin awareness activities on environmentrelated days like Dolphin Day and on theoccasion of river related festivals. The clusterlevel awareness programmes were held at 16dolphin locations in UP and Bihar. In some ofthese events, competitions on essay writing,painting and quiz were held. Schools weretaken on exposure visits to the river bank,where ‘fun and learn’ activities wereconducted. More than 2800 children from

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dolphin clubs took part in this event duringwhich many of them creatively expressed theirthoughts about dolphins in form of models,drawings, songs, poems and others.

Dolphin Education Resource Centre

The project envisages the setting up of aGanges River Dolphin Education ResourceCentre (GRDERC) in each dolphin schoolcluster. These centres will act as focal point forconservation education activities for thedolphin school clusters. The resource centrehas been equipped with educational resourcesincluding books on biodiversity, posters,charts, water testing kit, awareness bannerand films to help students and teachers exploreand learn about Ganges river dolphin and itshabitat, and help conserve it. Among the 20dolphin school clusters, 18 resource centreshave been identified. The material at theresource centre is available for the use ofdolphin schools for reference and conductingawareness activities.

Teachers’ Refresher cum Review Meet

As part of the programme, one day dolphinteachers’ refresher cum review meet wasorganised, with the objective of reviewing the

progress of the programme and planningproject activities for the next phase. In therefresher meet, Dolphin in-charge teacherswere also given re-orientation and handholding support for effective implementationof the programme at school and communitylevel.

During the year, over 14 refresher meets wereorganised in various clusters in UP and Bihar.Over 450 teachers participated in these meetsand were provided with the educationalpackage that includes a dolphin activity book,display poster, dolphin badge, stickers andbookmark.

Dolphin Outreach Event

As part of the Dolphin project, two Dolphinoutreach events were conducted in non-dolphin locations with the collaboration ofRegional Science City, Aliganj, Lucknow. Theobjective of the events was to spread awarenessand to sensitise the youth and otherstakeholders in non-dolphin locations aboutthe conservation of Ganges River Dolphin.

The first outreach event was held in Lucknowin April 2015 at Regional Science City, Aliganj,Lucknow, with 130 students of 15 schools ofnon-dolphin locations and 16 students fromfour dolphin clusters of UP participating.Students took part in different activities likepainting competition, rangoli, exhibition,dolphin quiz and essay competition. TheSecretary, UP State Biodiversity Board spokeabout the conservation of the state’sbiodiversity and also appreciated theconservational effort of students and teachers.The Deputy Director of MoEFCC’s regionaloffice also addressed the children onconservation of rivers.

The second outreach event was held in NewDelhi in August 2015 at the National BalDolphin refresher meet Katerniaghat January

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Bhawan. The participants numbering about250 students of 20 different schools of non-dolphin locations and 20 students from fourdolphin clusters of UP and Bihar took part ingdifferent events like painting, rangoli,exhibition, quiz and essay writing.

The Aquatic Biodiversity expert from NationalMission for Clean Ganga (NMCG) addressedchildren and conducted an interactive sessionon the dolphin and its habitat, which, hepointed out, is being polluted due to severalfactors like domestic and factory waste andflow of non-point source of pollutants. Heappealed to students to join hands for theconservation of Ganges River as well asGanges river dolphin.

Dolphin Day Events

On the occasion of Dolphin Day, CEE, withthe support of National Mission for CleanGanga (NMCG), organised events in 10locations. Dolphin schools participated inawareness rallies, slogan writing, essaywitting, painting competitions and quizzes.Students belonging to dolphin clubs observedthe day and also actively participated in thewildlife week programmes. They adopteddifferent modes of communication to spreadawareness amongst the masses. During the

event community members, governmentofficials, teachers, and fishing communitieswere urged to come together to save thisbeautiful animal and its home.

1.4.9 Dolphin Census

With the declaration of the dolphin as anational symbol, an expert committee hasdeveloped a 10 year action plan (2010-20)where census of the species was enlisted as akey activity. In Uttar Pradesh, the UP ForestDepartment and WWF jointly initiated thedolphin census in all rivers of the state, whicheffort was supported by the National Missionfor Clean Ganga (NMCG). The method ofcensus study suggested by the CetaceanSpecialist Group of IUCN was adopted.

To involve a wider number of institutions,WWF and Forest Department invited CEE andits dolphin partner NGOs to participate in theprocess. A one day orientation meet for allstakeholders was organised to discuss theplan and strategy. CEE team of three membersand six NGO partners of UP were involved inthe three day dolphin census study, whichwas flagged off on October 5, 2015. Teamswere given on-site orientation for recordingdata and understanding the technicalities ofthe census.

To complete the census in all the riverscovering a distance of 3350 km in UP, 19 teamswere formed with 10 members in each, whereseven members were on a boat and three werein backup support. Each team was allotted ariver stretch of around 180-200 km andrecorded their observations like time of spottingthe dolphins, their GPS location,characteristics of habitat and other species seenwith the dolphin at the time, on a data sheet.About 1263 dolphins were counted during thecensus; in the 2012 census, 671 dolphins hadbeen counted over a 2500 km river stretch.

Rangoli competition during dolphin outreach event

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1.4.10 Development of IEC Material forSchools

As part of the dolphin initiative, CEE teamdeveloped awareness and classroom displaymaterial for schools. The Dolphin manual anddisplay poster were updated and reprintedfor dissemination in the additional dolphinschools. For events, t-shirts and caps weredeveloped for use of school children duringawareness activities. An environmentcalendar focusing on the theme of dolphinand its conservation under the project wasalso developed.

1.5 Children’s Forest Programme(CFP)

Children’s Forest Programme (CFP) is a projectthat has been initiated in six districts in 2010under the Uttar Pradesh Participatory ForestManagement and Poverty Alleviation Project(UP-PFMPAP) of UP Forest Department,supported by Japan International CooperationAgency (JICA). CFP aims to create anunderstanding about the value of trees amongchildren, and to motivate and support them toplant saplings in school campus, and ensuretheir protection. The programme focuses onengaging children, teachers, schoolmanagement and local community inmeaningful action, to promote environmentconservation. CEE North has implementingCFP in Lucknow district of Uttar Pradesh.

Given the overwhelming response in the sixdistricts, Phase II of CFP has been introducedwhere seven more districts have been selectedfor the CFP initiative. CEE North has theresponsibility now to implement theprogramme in Bareilly district in this phase,along with Lucknow district.

1.5.1 Activities in Lucknow District

In April 2015, CFP schools were invited to thenational workshop organised by UP-PFMPAPwith financial assistance by JICA, which wasattended by forest officials from 16 states whoshared their experiences of conservation effortscarried out as part of forest management andpoverty alleviation activities.

CEE North, under its CFP programme,celebrated Earth Day at Mayadevi MemorialHigh School, Achlikheda, Lucknow.Highlighting the theme of “Water WonderfulWorld” and “Clean Earth – Green Earth”, CEEorganised a quiz and painting competition.More than 100 students and teachers fromnine schools of Lucknow participated in theevent. The aim of the programme was tosensitize the students and teachers about thereasons and negative impacts of climatechange and their role in making their citiescleaner and greener.

CEE North conducted the international GreenWave Campaign on May 22, 2015 -International Biodiversity Day, with ten CFPschools actively participating and plantingtrees of their choice at 10.00 am in their schoolcampus. Environment events and awarenessprogrammes were also organised in variousCFP schools. The campaign aims to enablechildren to make a difference around them –in their own school campus, home andneighbourhood, and promotes a message of‘One School-One Tree-One gift to Nature’.

During summer vacations in CFP Schools, CFPteam visited community areas near CFPschools, taking it as an opportunity to interactand discuss with community members abouttheir views on conservation issues. CEE teamregularly interacted with schools on survival

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of plants, environment action planimplementation, environment awarenessactivities and self-assessment, as well asparticipation in other initiatives such asParyavaran Mitra and Earthian.

CEE North planned and developed a shortvideo documentary to document the processadopted for CFP and to capture success stories.With a script prepared for the documentation,the activities of teachers and students - takingcare of plants, plantation techniques,curriculum linkage, display of CFP code - werecovered in video. The documentation alsoincluded bytes from community members andkey officials of the implementing andsupporting agencies. CEE completed the CFPfilm documentation titled "Let's Paint the EarthGreen" or Dhara ko rang do hara. This shortfilm of 10 minutes captures the overall conceptof the programme and success stories of CFPschools. This film arose out of CEE team’s feltneed to document EE initiatives undertakenin Lucknow schools, though it was notplanned as part of project earlier.

CEE initiated the final round of tree plantationin all the three batches of schools for mortalityreplacement. After summer vacation, and withthe onset of the monsoon in July 2015, over4000 saplings were planted in 40 CFP schools,based on a list prepared by CEE of indigenousspecies available with nearby nurseries andsuitable for the district’s soil condition.Students were oriented about the importanceof planting indigenous varieties and specificbenefits of each species, as well as biodiversityfocused conservation, as a result of whichstudents eagerly volunteered to take up soilpreparation, plantation and nurturing ofsaplings, and also taking care of other trees inthe campus. Those who wished to plant treesin their homes were given sapling for the same.

During July-September, the mobile exhibitionbus Prakriti visited the CFP schools ofLucknow district, which helped to reinforcein the young minds the value of biodiversity.

From October 2014-November 2015, CEE teamregularly interacted with schools on thesurvival of plants, environment awarenessactivities, self-assessment, and participationin Earthian and Paryavaran Mitra initiatives.Based on schools’ performance, five modelschools each were selected from the threebatches (A, B and C) of CFP schools. Theselection was based on the criteria of survivalof plantation, effective work on the seven stepsprocess, school and teacher involvement in allactivities, spreading the green messagethrough self motivation, innovation inenvironment conservation activities such aswaste management, water conservation andbiodiversity documentation.

In December 2015, CEE North organised anEnvironment Awareness Programme for CFPschools in different zones of Lucknow, withthe objective of creating awareness, educatingand promoting green habits of consumptionin students so that they can reduce theirecological footprints and increase their handprint. CFP schools participated in painting,poem writing, slogan writing and environmentquiz competitions. Participating schoolsshared their views on and initiatives taken upby them towards environment conservationand awareness, which helped motivate otherCFP schools. More than 600 students from 30CFP schools of batch C participated in theevents.

A final overall report of the project was alsodeveloped by CEE team capturing the workundertaken in 100 schools of the district alongwith the outputs and outcomes of the project.

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1.5.2 Activities in Bareilly District

CEE team was given the responsibility ofimplementing the Children's ForestProgramme (CFP) in Bareilly district in PhaseII, for which activities were initiated inNovember 2014 with selection andidentification of CFP schools.

Enrollment and Orientation of CFP Schools:In consultation with the EducationDepartment, CEE team shortlisted from fivezones of the district based on the criteria of theinterest of the school in the programme,plantation space, boundary wall andcommunity linkage. After visiting individualschools, 50 schools were enrolled for theprogramme. CEE team conducted anorientation session for 30 schools during thelast year.

In 2015-16, 20 more schools were oriented onthe importance of forests and the mini forest tobe created in their school.

Nature Tour for CFP Schools: CEE teamconducted 20 day long nature tours to theForest Research Centre, C. B. Ganj, Bareilly,during November and December 2015, inwhich over 1600 students of classes 5 to 8,along with 40-50 teachers, participated. TheForest Research Centre is spread over eightacres with a meditational garden, tissue culturelaboratory, arboretum, a lush green forest anda bamboo forest. The main objective of thenature tours was to provide a uniqueexperiential learning opportunity to the CFPaction team where the students were exposedto the splendor of nature through differentactivities, educational games and a naturetrail. The tours were planned in such a way itcombined fun and learning, as it providedthem knowledge about the flora and fauna ofthe area.

Environment Awareness Events: In April 2015,the project team at CEE Bareilly observed EarthDay by organising an event at IndianVeterinary Research Institute (IVRI), Izatnagar,Bareilly. More than 230 students and teachersfrom 35 CFP schools of Bareilly districtparticipated in the event, which aimed tosensitize them on the causes and impacts ofclimate change. Environmental movies werescreened to create awareness in them aboutenvironmental issues and ways of protectingthe environment. Simultaneously, more than140 students participated in an exhibition anda painting competition on the theme of ‘Wewould save the environment’.

In May 2015, on the occasion of InternationalBiodiversity Day, CEE North encouraged andmotivated the CFP schools of Bareilly toactively participate in the International GreenWave Campaign, by planting indigenousspecies such as amla, neem, mango, guava,kachnaar and others. After the plantation,students and teachers took a pledge to protectand conserve the planted saplings.

CEE encouraged CFP schools to observe greenfestivals during Hariyali Teej and RakshaBandhan. On Hariyali Teej, CEE organised abiodiversity focused Mehndi competition,where 21 schools participated. On RakshaBandhan, used waste material to prepare theirown rakhis and tied them to the saplings theyhad planted, based on their understandingthat plants provide us oxygen and all the basicnecessities for our survival.

In October 2015, CEE celebrated Wildlife Weekwhere CFP schools were encouraged toorganise an awareness rally and essay writingcompetitions. About 270 students and teachersparticipated in the rally which was organisedfrom Government Inter College to MethodistGirls Inter College, Bareilly. Around 67

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students took part in the essay writingcompetition.

Teachers Training Workshop: CEE's BareillyProject Office organised a two day TeachersTraining Workshop under the CFP in May2015 at the Indian Veterinary ResearchInstitute, Izatnagar, Bareilly. CEE teams fromLucknow and Bareilly facilitated theworkshop. The Chief Conservator of Forest,Bareilly Zone inaugurated the workshop andspoke about the critical role of a teacher. TheSenior Scientist at IVRI, as guest faculty, spoketo the teachers about Climate Change and howthis requires us to focus more on our healthand hygiene. The Divisional Forest Officer,Bareilly also spoke to the teachers aboutClimate Change and the Role of Forests incombating climate change. In the concludingsession, the Director of IVRI delivered thevaledictory address and also distributedparticipation certificates. Around 90 teachersfrom 43 schools participated in this trainingworkshop.

Saplings and Equipment for Plantation: As partof the programme, CEE provided a set ofplantation equipments to each CFP school,which included fawda, watering pipe, plasticfountain, khurpi, tasla, connector, nozzle,plastic bucket and plastic mug. CEE alsoprovided two 50 kg bags of manure to allschools during the plantation activities. Apartfrom this, two registers for documenting thestatus and progress of the plantation was alsoprovided.

CEE initiated the tree plantation in CFPschools with the onset of monsoon, in July-August 2015. It was planned that each schoolwould plant 100 saplings and 15 more wouldbe distributed to selected active students. Thesaplings were based on a list prepared by CEE

of around 21 species of indigenous veritiesavailable with the Forest Department nurseriesand suitable for the district soil condition.About 5000 saplings were planted in 50 CFPschools and 769 saplings distributed tostudents and local communities, taking thenumber to 5800 plants planted during thequarter.

Adopting Seven Steps: Each CFP school wasguided to adopt a seven step process to becomea CFP school. CEE team guided the teachersin-charge to form a CFP Action Committeeengaging students, teachers, non-teaching staffand community members. Most of the schoolsclubbed this with the Village EducationCommittee and in some cases with MeenaManch activities. Each school formed astudents’ CFP group which conducted anenvironment review of the campus anddeveloped an action plan. Based on the actionplan, an action code was developed andadopted by each school. The system to monitorand evaluate progress was devised by eachteam through which meetings anddocumentation was undertaken. Thecommunity’s engagement in the activities wasalso ensured by schools in different ways.

Educational Aids: Under the project, each CFPschool is provided with a set of educationalmaterial including reference books, activitybooklets, posters, stickers, t-hirts, caps,environment calendar and flex banner. CEEteam also developed stickers, tree posters andother display material. A set of publicationsfrom CEE’s school series and as well as fromother publishers was identified fordistribution. During the year, educationalmaterial was distributed to 15 CFP schools. Aposter was also developed based on 14indigenous trees for CFP schools.

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1.6 Global Citizenship forSustainability (GCS) Marine

CEE, with support from the International Unionfor Conservation of Nature (IUCN) - Mangrovesfor the Future (MFF) and the Adani Group hasdesigned, developed and initiated the GlobalCitizenship for Sustainability (GCS) Marine -which is an action research-basedsustainability education programme for school-communities across countries. GCS Marineoffers a template of exchange and engagementacross diverse cultures, and in countries andregions at different points in the developmentcontinuum.

The programme offers an exciting andchallenging opportunity for students to workon sustainability issues along their coast andbuild leadership and problem solving skills. Itconnects schools on a global level to work oncommon coastal and marine sustainabilityissues through a seven step Learning Journeymethodology. The GCS process seeks toprioritise values education, the building ofpartnerships, as well as innovative ways ofpooling resources and involving students inproblem solving.

During the current year, eight schools alongthe Gujarat coast connected with five schoolsalong the Queensland coast in Australia. Thisconnection is uniquely referred to as the Project1600 (symbolising 1600 km of the Gujaratcoastaline). Projects undertaken by schoolsrevolved around mangrove restoration; studyof local fishing diversity; cleaning campaigns;biodiversity survey, turtle conservation andothers. The project activities have beendocumented and shared in the InternationalConference on Education as a Driver forSustainable Development Goals duringJanuary 11-13, 2016 at Ahmedabad. Further,

the project findings, observations and feedbackhave contributed towards development oflearning outcomes, measurements andindicators for Global Citizenship Education(GCE).

The GCS Website (http://ceegcs.org/GCS/client/index.php) has further details of theprogramme and has the scope to enrol anyschool across India and internationally.

1.6.1 GCS Marine Programme in TamilNadu

CEE Tamil Nadu has initiatied thisinternational IT enabled sustainability, globalcitizenship and marine conservationeducation programme for schools along thecoastal districts of Tamil Nadu and Pondichery(nine schools from TN and one fromPondicherry), in collaboration with theDepartment of Education.

1.7 ESD Food

ESD Food was an international collaborativelearning initiated by the Asia Pacific CulturalCentre for UNESCO (ACCU) and supportedby the Ministry of Education, Japan. Taking

Students of Shri Vasishtha Vidyalaya - Suratlearning Mangrove plantation technique from a

local villager_1

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the idea of Rice (ESD Rice was a project thatwas implemented in six countries includingIndia in the previous financial year) further,this project sought to develop the abilities ofits learners in the areas of problem solvingand decision making based on diverse valuesincluding an international perspective, as wellas on critical and creative thinking.

Five schools from Kerala, India, and sevenfrom Japan were part of this project. Aworkshop on understanding the concept ofESD and an overview of the project was heldin India and Japan (India in July 2015, Japanin September 2015), with ACCU experts asresource persons. The broad themes withinwhich the projects were to be undertaken were:Food and Economy; Food and Environment;Food and Society; and Food and Culture. Theschools in Kerala worked on the topics ofchange in diet, genetically modified food andhealth, traditional agricultural methods, foodadditives, traditional food culture, foodpreservation, mass production and massdisposal, and malnutrition. The schools inJapan also took up similar topics for theirprojects.

At several stages in the project, the school teamsin India and Japan working on similar topics

connected with each other over skype andexchanged their idea, experiences, culturaldifferences and project findings. The studentteams prepared well for these interactions bypreparing charts and graphs, graphicalrepresentations of the project and othermaterial.

The schools gained an understanding of thecultural differences and similarities betweenJapan and India (eg. Both are fish and riceeaters but the ways the items are prepared aredrastically different) – in the areas of food,agriculture, changes in eating patterns inyouth, health aspects of food, the popularityof fast food among youth and many other suchinteresting aspects.

The project was implemented during theperiod September 2015 to January 2016. Whenan ACCU resource person visited India toparticipate in the International Conference onEducation as a Driver for SustainableDevelopment Goals, two of the connectedschools took the opportunity to exchange somefood items. She carried some Japanese fooditems for the school in India while the Indiaschool sent some through he to theircounterpart in Japan.

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1.8 Young Master Programme(YMP) on SustainableDevelopment

Young Masters Programme (YMP), a courseon sustainable development, was initiated in1999, by the International Institute forIndustrial Environmental Economics (IIIEE)at Lund University, Sweden as a global web-based education and collaborative learningnetwork. YMP is an international, onlineeducational programme - free of charge - forupper secondary students and their teachers.The course material is divided into 18 missions.Each mission takes about a week to completeand requires 3-5 hours of work. The wholecourse normally takes about 20 weeks.

CEE joined hands with ISYMP to implementthe pilot phase of the course in India, whichwas formally launched on October 14, 2012during the ESD Conference organised by CEEas part of the Convention on BiologicalDiversity (CBD) – Conference of Parties 11(COP 11) in Hyderabad, India. CEE North,being designated as the programmeSecretariat, initiated the implementation withan internal workshops followed by teachers’orientation.

During 2015-16, eight schools with 29 studentgroups from six cities joined the programmeand are actively pursuing the course. Sincethe start of the programme, over 140 studentgroups (550-600 students) from more than 40schools and teachers have been associatedwith the programme.

1.9 Eco-Schools Programme India

Eco-Schools Programme is a sustainableschools programme being implemented inabout 60 countries globally. This programmehelps students to connect with each other and

take action on environmental issues of concernto the school and the immediate community.The programme in India is offered throughfive thematic areas including Biodiversity,Energy, Waste, Water and Healthy Living, andschools need to adopt a seven stepmethodology for the implementation of thesame. The programme has been presently beentailor-made for the primary classes (1-5).

About 30 schools, including both private andgovernment, enrolled for the programme in2014-15. Some of these schools also received asmall funding support to implement the wastemanagement proposal submitted by them.Individual schools adopted different themesto implement the programme. Towards the endof the academic year, the enrolled schools wereassessed on whether they could be awardedthe Green Flag, the international certificationfor successfully completing the programme.

1.9.1 Eco-Schools Programme inLucknow

A school from Lucknow enrolled for theinternational Eco-Schools programme inSeptember 2014. CEE North oriented the schoolto the programme and guided them onfollowing the seven step process. CEE teamfacilitated the development of environmentaction plans in three thematic areas chosen bythe school, viz. waste management, water andbiodiversity.

The school worked extensively towardseffectively managing the waste produced intheir school and practices segregation of wasteat source; the campus has now been declareda polythene free zone Their work onbiodiversity has resulted in further greeningof the school campus and helped students inrealising the importance of biodiversity;students have adopted trees in the school

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campus and feed the pets. The school is alsomaking good progress in water conservationin the school campus.

The next step would be an evaluation of theirwork to determine the award of Green Flag tothe school. The programme is gainingmomentum in the state as schools have showninterest in enrolling in the programme for 2016-17.

1.9.2 Eco-Schools Programme in TamilNadu

CEE Tamil Nadu facilitated theimplementation of this programme on a pilotscale in Tamil Nadu and provided guidancein management of waste to a school by helpingset up a vermicompost pit and handmadepaper unit in the school campus.

1.9.3 Eco-Schools Programme – CEECentral

CEE Central facilitates four primary schoolsin Mumbai and one in Pune for curriculumlinked activities and projects related tosustainability as part of the Eco-SchoolsProgramme. Activities include conducting ateacher orientation followed by facilitatingteachers to prepare school action plans,forming eco-school committees, carrying outactions, and reporting to receive the Eco-Schoolcertification at the end of the year.Opportunities also include connecting withother eco-schools in the International Eco-Schools network.

1.10 Continuous EngagementProgramme (CEP)

Continuous Engagement Programme (CEP) isa three year initiative of Wipro, in collaborationwith CEE and Avehi Abacus, a Mumbai basedNGO. This programme is driven by the

objective of enhancing the teaching andlearning process, making it more interactive,learner-centric, participatory (such as learningfrom peer and community) and empowering.From over two hundred schools that hadparticipated in the Earthian-Paryavaran Mitraprogramme during 2014 and 2015, six schoolsfrom Uttar Pradesh and two schools from Biharhad made it to the national level award. Aspart of the award, Wipro and CEE are workingwith these winner schools through the CEPinitiative which aims to enhance social andenvironmental sensitivity among children.

1.10.1 Continuous EngagementProgramme in Uttar Pradeshand Bihar

CEP envisages a series of six modules whichare to be introduced in the project schools overa period of three years. Module 1, titled "MyWorld", has been designed with the objectiveof supporting a child in understanding thatlearning is a continuous process and that welearn from our surroundings – teachers, family,friends, pets, neighbours, nature and others.Module 2, which was recently introduced,conveys the idea that we share a remarkablehome, the Earth, with lakhs of other livingthings - plants and animals - all of which havedeveloped over many crores of years as a resultof a never ending process of change.

The first year of the programme was conductedwith children in grade 6, with the modulerunning for three months. The students andschools have been allocating time for andactively participating in this new approach ofteaching-learning. The activities and homeassignments are designed in such a way thatthe students find it very interesting and fun tolearn. The module also provides space for theteachers to infuse the module topics touchedwith the syllabus they have to teach/ cover.

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The following activities were conductedduring 2015-16 as part of this project.

In August 2015, a regional level CEP workshopwas organised at Lucknow, with the objectiveof introducing Module 1 based on theenvironment and social course of class 6, tothe teachers from the schools where CEP willbe implemented. Teachers from CEP schoolsof Delhi, Uttar Pradesh, Bihar and CEE'sinternal team participated in this workshop,with the sessions being facilitated by CEE andAVEHI team.

Subsequently, CEE team also attended the CityMontessori School (CMS) network’s monthlyenvironment coordinators’ meet where theschool management was apprised about thepost Earthian award - ContinuousEngagement Programme which their schoolwas a part of. The management respondedpositively to this and the head of the networkappreciated the module, and has requestedthe school to devote time for CEP activities.

During October 2015 - February 2016, CEENorth team visited the six CEP schools acrossUP and Bihar, with a view to assess theimplementation, effectiveness, understandingand feasibility of the module, both for studentsand teachers. The schools thus visited were:ML Convent School, Jalaun; Purva MadhyamicVidyalaya, Itaunja; Purva MadhyamikVidyalaya, Bibipur; KGBV, Mohanlalgunj,Lucknow; and Rajkiya Kanya MadhyaVidyalaya, Sheikhdurwa, Bettiah. The teamheld an interactive discussion and follow-upquestions with the students. The interactionwith the government school was conductedafter modifying the questions of theassessment sheet to suit their system. Duringthe visit, CEE team observed that the activitieswere conducted effectively by the teachers; themajor objectives of the activities were well

understood by the facilitators and alsocommunicated to the students; studentsresponded well to the questions, with therealisation of how all of us are dependent oneach other, and each one of us has some uniquequalities. Students could co-relate theirlearning with the activities they hadundertaken during Earthian and also theirday to day life.

1.11 Swapnilshala

Anandshala, a whole school developmentapproach, was developed by CEE RuralProgramme Group in partnership withUNICEF in Gujarat in 2003, and since thenhas been used as a model and methodologyfor education by various stakeholders indifferent states. Literally meaning ‘school ofjoy’, it is a model for the holistic developmentof a child, established through participatoryvisioning exercises, local capacity buildingand provision of support in terms of financialand technical resources. It correlates formaleducation with life skill activities andstrengthens the existing institutions fordeveloping a child friendly schoolenvironment.

To address the issue of migration, theAnandshala approach has been adapted asSwapnilshala and is being implemented byCEE West with support from AshiyanaHousing Limited at the Govt. UPS, in Ghatal,Bhiwadi, which is an industrial hub ofRajasthan that faces a problem of migration.Migration - short or long duration - affectschildren’s education. Though ideally childrenshould get enrolled where they migrate, theyare a a scattered population, and it is difficultto keep track of them from their home village.Migrant families move taking their childrenwith them and stay on a location for a long butuncertain duration. These non school going

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children are also an extremely vulnerablegroup. With a child specific intervention tomainstream him/her, Swapnilshala projectentails process quality assurance and resultsin the development of a model that can bereplicated by education departments andgovernments for achieving the goal ofeducation for all.

The objectives of Swapnilshala project are:

• Create a conducive physical envir

• onment by improving existing schoolinfrastructure facilities for qualityeducation in the government primaryschools of the project area

• Initiate a process of upgrading the qualityof education through tools, techniques andstrategies that capacitates educationalfunctionaries for effective quality education

• Create multiple levels of engagementamongst stakeholders in a school context(community, school management, alliedinstitutions, government department) tofacilitate a better quality of education andto internalise and support Swapnilshalaon a long-term basis

• Create a model idea to mainstream non-school going children

Activities conducted under the Swapnilshalaproject in 2015-16 are as follows.

• Special Training Programme for Children:An initiative towards quality education forall - To set up a model and support schoolmanagement in designing andimplementation of this facility, a specialtraining programme (STP) was organisedfor the students of classes 3 to 6, who weregraded as being below age appropriateattainment levels and were facing difficulty

in learning language and maths. STPinvolved approaches of inclusive andjoyful learning and supporting the teacherto deal with multi-grade multi-levelclassroom situations, leading to enhancingthe quality of education via a child specificintervention. A variety of teaching learningapproaches were utilised like games,performing arts, art and crafts, peer grouplearning and others. Local communitymembers were also involved in some of theactivities. Extending the STP to thecommunity helped to resolve the issue ofenrolment of non-school going children,as they realised the role of education in thedevelopment of children.

• Exposure Visit for Teachers: Teacherempowerment is a critical element in thesuccess of the present educational system.In order to make teacher critically thinkabout their subjects and how can theyutilize the available resources and nearbyspace to engage students, a one dayexposure visit was organized at Delhi. Totalof 10 teachers and one community memberparticipated in this visit. Visit wasorganized at Akshardham temple andNational museum of natural history in July2015. The visit gave some insightsregarding how outdoors can supplementthe learning of children and thus can makestudy more fascinating. Benefits fromexposure programmes are endless, themost important of them are exchangeinformation, drawing principles andlessons that can be adapted and adopted.

• Workshop on Teaching LearningMethodologies: A workshop for teacherson Teaching Learning Methodologies washeld in October 2015 whose aim was tomake teachers understand the importance

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of creating learning environments that aremore interactive, the significance ofcollaborative learning strategies, and theimportance of motivation. The workshopstarted with an icebreaker activity followedby a session on storytelling whichexplained to the teachers the importanceof expression and the pitch of voice instorytelling. A session on mathshighlighted the use of maths tricks andmaths magic to make the learning of thissubject more interesting. The workshopconcluded with the screening of a videoclip “Lead India” which conveys a strongmessage on: “Take the lead and make adifference”.

• Visit to Science Express Climate ActionSpecial (SECAS) Train: An exposure visitfor children of standard 7 and 8 to theSECAS was arranged in December 2015.Children were ferried by bus to Rewari AnajMandi Station where the mobile exhibitiontrain Science Express Climate ActionSpecial was visiting. The children observedthe exhibits related to climate change andwere very keen to know more about them.They also interacted with thecommunicators present in the train toclarify their doubts. The entire visit wasfruitful as this was the first time they weretaken for any such exposure visit.

• Bal Mela: A Bal Mela was organised inFebruary 2016, which had differentsections like Science, games and arts &crafts. Before the event, selected childrenwere oriented on a topic of their choicewhich they wished to demonstrate at theBal Mela and helped to prepare charts andother material to exhibit in their stalls. Onthe day of the mela, children who wereoriented were assigned stalls whichchildren from their own as well as

neighbouring schools and communitymembers visited. Around 450 childrenparticipated in this Bal Mela. Activitiescarried out during this event includebalancing pencil, natural pH indicator,how does the aeroplane fly, Newton’s car,coloured disc, Soma’s cube, pin thedonkeys tail, thread painting, thumbpainting, and snake and ladder gamelinked to sanitation.

• School Newsletter by Students: Elevenissues of a school level handwrittennewsletter were developed by the studentswith editing support from their teachers,which helped to improve their observation,

Special Training Programme_1_swapnilshala_Education for Children

Special Training Programme_1_swapnilshala_Education for Children

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writing and communication skills. Thenewsletter was sent to state governmentofficers, district education officers, blockeducation officer, district collector, parentsof the students, community members, andmembers of the school managementcommittee.

1.12 Mari Shala

Mari Shala is a project initiated by CEE FieldOffice, Halvad and is a joint initiative of Reachto Teach, CEE, Ahmedabad for QualityEducation, and the Department of Education,Government of Gujarat. It workscollaboratively with communities and schoolsto support enrolment, encourage attendance,improve teaching and learning quality andoverall pupil learning outcomes. The projectenvisages the following sub objectives:

• Ensure children of school going age in theproject area attend school regularly

• Promote high quality teaching andlearning processes in the classes 1 to 5 ofgovernment schools

• Build the capabilities of the SchoolManagement Committees (SMCs) to enablethem to carry out their key functions withrespect to attendance issues (both teachersand children) and school infrastructuremore effectively

• Ensure a protective environment forchildren within the project schools

Mari Shala seeks to promote high qualityteaching and learning in Pragna (an activitybased learning approach by the Sarva ShikshaAbhiyan) for classes 1 to 5 of governmentschools through a paired professionaldevelopment approach. The approach helpsto develop critical teacher behaviours andskills for a learner centered environment,

through specialist trained teachers who co-teach with the government school teacher, whootherwise has difficulty getting out of class toattend regular training.

The project was initiated in 30 selected schoolsbased on specific criteria that include shortageof teachers and low Gunostav grading.(Gunotsav is an accountability framework forquality of primary education which includeslearning outcomes of children as well as co-scholastic activities, use of resources andcommunity participation in governmentschools of Gujarat).

The community team working on the projectcollected data on the irregular/highly irregularchildren from the project schools. In the firstyear of the project, 289 children from the 30project schools were motivated to enroll afterresolving issues like birth certificate,attainment level, interest, family issues andlack of papers for admission by the CommunityFacilitators. The overall student learningoutcomes after assessment are 71% in theproject schools and 40% in other governmentschools of the same block.

1.13 Gyansetu

Gyansetu is concept developed by CEE toprovide accessibility of digital educationmaterials to teachers in order to improveclassroom teaching. Teachers being thebackbone of the education system, improvingtheir capacity to use digital technologies,update knowledge and use efficient teachinglearning methods in the classroom will helpimprove the overall quality of educationmanifold. The project interventions areexpected to tremendously enhance thecapacities of teachers to become facilitatorswhich will have a lasting impact on theirinteractions in the classroom.

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Gyansetu was initiated in 2012 with the supportof Education Innovation Fund for India (EIFI)2012 as an award. With this, an Android baseapplication – which can function both onlineand offline - and portal has been developed toconnect the teacher through a server. As apilot project, 10 school teachers from the tribalarea of Valsad district were provided tabletsto access the application and portal (website).The tablet was preloaded with educationalaudiovisual digital materials procured and/or developed by CEE. The pilot has now beensuccessfully extended to 183 schools of fivedistricts of Gujarat, and also covers classes 1to 8 for all the major subjects.

In Mundra, the Gyansetu project is beingimplemented as part of the Corporate SocialResponsibility (CSR) activities of MundraInternational Container Terminal (MICT).

Gyansetu Advance (portal) is a further valueaddition where school teachers and studentscan interact using the technology platform. Itsobjective is to facilitate existing educationmethodologies in various ways, includingimparting of new skills to teachers as well asstudents, providing useful additional contentapart from regular school curriculum, andenabling teachers to conduct continuous skill

evaluation of students. It also gives a chanceto students to learn at their own pace.

1.13.1 Key Activities of the Project

Teacher Orientation Workshop: The Gyansetuapplication and supportive hardware needan orientation before it can be used. Thestakeholder also needs to understand theconcept and idea. The teacher workshoptherefore covered the project orientation andthe optimal ways of using the device and theweb portal. During filed visits, it was foundthat teachers are very eager to be a part of theproject. There was also a suggestion that thetablet should be given before the new term toenable the teacher to get acquainted with it.Nineteen teachers - one each from the projectschools and three Cluster Resource Centre(CRC) and Block Resource Centre (BRC) headsparticipated in the orientation workshop.

Gyansetu Advance Version PlanningWorkshop: A one day workshop for teachersand resource persons from the governmenteducation department including state resourcegroup (SRG), textbook writing group, softwaredesigner and a technical team of 15participants. After Ms. Radha Madhav’s (SRGmember, textbook writer and teacher) and Mr.Haresh Choudhary’s (UNICEF) outline of thePragya project, CEE made a presentation onthe idea of Gyansetu Advance version and itsneed. The workshop also discussed thelimitations of other programmes how toovercome those in the Gyansetu Advanceversion. The overall outcomes of this workshopwere:

• Gyansetu Advance version should beinitiated with higher primary classes - 6 to8.

• The classroom design for using the screen/tablet needs to be studied.Gyansetu

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• Pilot studies should be undertaken in twodifferent schools to understand whether ascreen for a group of children or individualtablet for each child is better

• The software content should include notonly science and mathematics but alsoother subjects like social sciences andlanguage.

On the basis of the discussions, the softwarespecifications will be finalised and the firstdraft of Gyansetu Advance version applicationwill be ready to implement before the nextmeeting.

Hardware Procurement and Distribution atSchool Level: The hardware support forGyansetu application has been procured byCEE and will be distributed in all the schools.The specifications for the hardware are:

• 7” Tablet with HDMI output

• 16 GB SD card

• Wireless mouse

• HDMI to Mini-HDMI cable

• 50” LED-Android TV

Resource Materials (Software and Audio visualContent)

• Material for classes 6 to 8 science andmathematics in PDF form

• Animated audio visual material for scienceand mathematics for classes 6 to 8

• Gujarati language material for classes 1 to3

• A video programme developed by GujaratInstitute of Educational Technology,Ahmedabad

Project Launch Event: The project launch eventwas held at Samaghogha village in Mundra,where the application was presented to thevillagers and MICT staff who had beenengaged with the CEE team for developing thedemonstration of Gyansetu project. The inviteesof the programme included Mr. MahendrabhaiPatel, District Magistrate; Mr. D. N. Patel,Superintendent of Police, Kutch (West); DistrictEducation Officer (DEO); District PrimaryEducation Officer (DPEO) and other localofficials. The school had allotted a specialclassroom for the use of Gyansetu application.This digital classroom was inaugurated bythe District Magistrate. The guests appreciatedand lauded the initiatives.

Workshop on Lesson Plan for ClassroomTeaching though ICT Materials: So far, the useof ICT in the classroom has been just a tool fora better teaching learning process. Gyansetuprovides a platform to access the ICT materialthrough Android application or a way for theteacher to directly download it from theinternet. To use this effectively in theclassroom, the teacher needs to design goodlesson plans which will aid in the use ofGyansetu application and ICT materials.During the workshop, Mr. Parthesh Pandyaprovided a brief history of the lesson plan andits importance in classroom teaching. He alsointroduced the demo lesson plan to theparticipants. Fifteen persons from the field whoare directly working with teachers andfacilitating Gyansetu application in schools,participated in this workshop.

Teacher Feedback and Review Meeting: Thefirst review and feedback meeting wasorganied with 19 teachers and two CRCs atthe Block Resource Centre, Mundra. Theexperience of Gyansetu material and issuesrelated to operating the application through

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tablet were discussed in the meeting. Updatesof Student Corner and Question Paper in theGyansetu application were shared. Most of theteachers faced difficulties in login and logoutin schools because of lower coverage of mobilenetwork, daily routine and sometimestechnical errors. But as the system has a facilityto work offline, it would enable them to use itin school. Updating of the application can bedone at home or nearby areas with goodconnectivity. Many such school wise issuesresolved during the meeting. Five schools fromthe farming area of the village Vadi vistarshala, have been given a 50” LED TV to projectICT material provided in the tablet, but mostlythe schools do not get electricity during schooltime. Teachers have requested the projectmanagers to find a solution to this issue.

General Knowledge Quiz Competition: Toencourage students’ participation in co-curricular activities and involve teachers inthe project, a quiz completion for classes 4 to8 was conducted, at the school, inter school,group (consisting of five schools each) andinter group levels. Each team consisted of threestudents. In all, 15 students became winnersof the competition and were awarded.Teachers and CRCs took personal interest inconducting the competitions and encouragedchildren to participate and prepare for. Theoverall feedback was that the competitionenergised the students and teachers to moveforward with the project.

Social Science Fair & Exhibition: A teachertraining for Social Science fair was organisedby CEE at Nilpar, Kutch, Gujarat, with 22teachers of Khadir and Mundra blocks ofKutch district. The training included differentmethodologies of social science teaching andprovided hands-on experience at the training.

Each school then selected topics from socialscience like Mughal Dynasty, Function ofCourt, Continents of the World, etc. on whichto develop an exhibition. In all, students of 30government primary schools of Khadir andMundra blocks developed 30 differentexhibitions. The idea behind organising thesocial science fair was to provide a commonplatform for the students where they candevelop a larger perspective on the subjectand understand the connections betweensubjects like History, Civics and Geography.The fair also provided a chance for students toshowcase their skills and to interact withstudents of other schools as well. Around 500students, besides principals, teachers,villagers and people’s representatives visitedthe fair and exhibition.

Animated Material Development in LocalLanguage: Gyansetu is a platform for sharingICT materials. Various kinds of animatedprogrammes are available in the market butmost of them are in English. Very little materialin Gujarati is available and whatever isavailable is not of good quality. Whateveravailable material is not enough in quality. Sothere is a huge demand for such kind ofprogramme. Taking the needs of the teacherinto consideration and based on the difficultconcepts as identified by Gujarat Council ofEducational Research and Training (GCERT),a script has been developed and shared withthe schools and experts for feedback, afterreceiving which the animation will be finalisedand completed, and shared with the 183schools in the Gyansetu network.

Gyansetu Advance: Gyansetu is used byteachers for accessing the information throughinternet. The demand now raised is thattechnology should reach the end user, who is

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the student. Hence the idea behind theAdvance version is to make the applicationaccessible to the students. The student versionof Gyansetu provides for the student to learn athis/her own pace and style, and enablesaccess from any device – laptop, tablet ormobile. Through individual login, studentscan learn the subject, do the activitiesprovided, seek the teachers’ help and give theexam by their own schedule. All these can bemonitored and facilitated by the teacher whocan control the software. Data from studentsand teachers will automatically sync with thecentral server which can extract data and trackprogress.

All this requires Research and Developmentas well as inputs from experts like theEducation Consultant of UNICEF, textbookwriter, software developer team, designer andeducation expert from CEE and EducationDepartment, Government of Gujarat. A lot ofinputs, learnings and suggestions had comefrom the workshop. On this basis, the SoftwareRequirement Specification (SRS) for theGyansetu Advance is under preparation.

1.14 Guruji

Guruji is a concept for quality educationimplemented through teachers’ capacitybuilding and use of an innovative teachingmethod to improve the outcome of ElementaryEducation through Gyansetu – a technology-aided application (described in more detail inthe previous section). The project was initiatedin 17 Schools of Choryasi Taluka in Suratdistrict and was funded by Essar Foundation.The outcomes are impacted not only throughhardware and software innovations, but alsothrough a set of targeted interventions. Gurujiproject has since been implemented in variousgovernment primary schools in the state.

The objective of the project is to ensure qualityeducation in the selected project schools ofHazira through:

• Providing training in various teachinglearning methodologies

• Providing Gyansetu application for use oftechnology in the classroom

• Providing a platform to students to learnindependently

• Providing exposure to teachers to improvetheir educational understanding andrelevance

• Counselling the students to improve theirlearning and make a sustainable future

1.14.1 Key Activities of Project

It was decided to implement the project in 14government schools and three private schools(Sanjivini, Mayurdhwaj and Sharda Vidyalay)of Choryasi taluk.

Baseline Survey: The survey was conductedin the 14 government schools and the findingswere as follows.

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• Out of the total strength of 2676 studentsfrom these schools, 50.45% were boys and49.14% girls, which matched the male-female ratio of the Block. It also indicatedthat there is no significant reason fordropout due to gender.

• On the other hand, out of the total 99teachers, only 17 were male (17.17%), while82.82% were female.

• The teacher-student ratio was 1:27, whichis as per the Right to Education (RTE) Actnorms. The highest student ratio was foundin four schools – 1:35, while the lowestwas found in five schools – 1:14. Schoolswhose strength is small in terms of numberof students became multi-grade schools.

• School Management Committees (SMCs)have a critical role to play in actualisingthe goals of RTE and transforming theeducation system itself. All the 14 schoolshad SMCs but they were not active andhence community involvement in theschools was low.

• On quality of education parameter, only10% schools used different teachinglearning methodologies; all the teacherspredominantly used the lecture method.Exposure visits for children were very rare.

• While all schools had teaching learningmaterial available, only in 20% of schoolsdid student get opportunities to use them.

• 80% of schools had student councils, butthey did not help involve students in thedecision making process and sharing ofresponsibilities; the councils were used onlyfor work distribution.

Student Involvement

(i) Art and Craft: Darshak Lok Ganga (DLG)mobile unit is an activity promoted by

Lokbharati Lok Vigyan Kendra, a pioneercommunity science centre in the state. Underthis initiative, selected schools are supportedfor activities based on thematic areas, the firstof which is art and craft, with a view to retainstudent interest. An art and craft workshopwas conducted in the 17 project schools inJune 2015, to develop an understanding of theGuruji project.

(ii) Quiz: A quiz was conducted involving theteachers and students of all the 27 schoolsthrough an intensive planning process. Oneteam each from grades 4-8 were selected forthe quiz which was held at school, interschool, inter group (the schools were organisedinto four groups with four schools each) andfinal levels.

(iii) Bharat Darshan – A Social Science Fair:The teachers of Guruji project schools wereprovided training on innovative methods ofteaching social science subjects, after whicheach school selected a topic (like Mughaldynasty, functioning of a court, continents ofthe world) for an exhibition. With the help ofteachers, students prepared their exhibits andpresented them at the exhibition during thesocial science fair. This experience taught thestudents the inter-connectedness of socialscience subjects like history, civics andgeography, as well as provided them a platformto showcase their skills. Around 1000 studentsfrom 11 schools visited the fair, besidesteachers, villagers and representatives ofNGOs.

(iv) Career Counselling Workshop: After class10 and then 12, students are faced with adilemma of choosing a stream (Humanities,Science, Commerce) and then a graduationcourse, which lays the foundation of theircareer. The choice is based on suggestions fromparents, teachers and peer group, without

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taking into account the students’ aptitude. Ascientifically designed career counselingworkshop was held in three of the projectschools in March 2016, in which 120 studentsand 15 parents participated. An aptitude andpersonality test was administered to thestudents and the report card shared with theschools. A personal counseling workshop willbe organised once the board exam results arepublished.

Teacher/Principal Involvement

(i) Green Teacher Diploma: This is a distanceeducation programme for in-service teachers,conducted by CEE, which addresses problemsfaced by teachers in handling EnvironmentalEducation (EE) sessions in the classroom. Withthe support of Essar Foundation, all themodules of the programme have been trans-adapted into Gujarati. Seventeen teachers fromGuruji project schools – one teacher from eachschool – have enrolled for the programme andthe first contact session was held in two parts– first part on July 24-25, 2015, and the secondon February 23-24, 2016. The first part providedan orientation to the Green Teacher Diplomaprogramme as well as varied teaching learningmethodologies like demonstration, outdooractivities, audio visual and group work. Asession was also devoted to Education forSustainable Development (ESD). During thesecond part of the first contact session,approaches like field visit, audit, survey andcase study were discussed, and a field trip toDandi organised. The teachers will beawarded the diploma after they complete anaction project of 4-5 months duration, take aprogramme end examination, attend thecontact sessions, and complete a programmeproject.

(ii) Special Training on Social Science: Asmentioned above, this was provided to

teachers from the project schools prior to theSocial Science Fair. The training covered claymodeling, model making, making cut-outs,drawing and action songs.

(iii) International Conference at CEE: Mr. VikasPatel from Essar Foundation and Mr. Ajay Shahfrom Sharda Vidyalaya, Ichhapor, participatedin the International Conference on Educationas a Driver for Sustainable Development Goals,organised by CEE at its campus in Ahmedabadduring January 11-13, 2016.

(iv) Teachers Engagement through GyansetuApplication: Gyansetu, an online android basededucational application and portal developedby CEE that can be accessed through any devicewith an android based OS, has been providedto 12 project schools (and the respectiveteachers) along with tablets.

Under the “Guruji” Project 12 teachers(Schools) have been provided the “Gyansetu”Application along with the Tablets. Orientationtraining of the application was also given toeach school and teacher. Continuous technicalsupport has also been provided to the schools.An orientation programme for its use wasconducted for the schools and teachers andtechnical support being provided as and whennecessary.

1.15 Mobile Educational ExhibitionMaterials Development andTraining Programme

This is a project supported by LokvigyanKendra (Community Science Centre) ofLokbharati, Sanosara, under their DarshakLokganga project funded by Pidilite IndustriesPvt. Ltd., in which CEE is developing themebased exhibition materials and activity kitsbased on the syllabus of classes 6-8.

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The objectives of the training programme wereto enable the participants to conduct a rangeof activities that can help children understandconcepts dealt with in their school subjectsand relate it to the real world, as well as toobtain feedback on the previous round oftraining and plan for the next. The trainingprocess ensured that the theme of each roundis correlated to the classroom subjects andtopics. The participants were provided hands-on experiences, both in conducting activitiesand utilising local materials for the activities.Samples of material were provided by partnerorganisations.

The following are the partner organizationsfor the project:

1. Ananddhara, Chaparda, Junagadh

2. Gram Nirman Samaj, Mahua, Bhavnagar

3. Gram Dakshina Murti, Manar, Bhavnagar

4. Lokbharti Vigyan Kendra, Sanosara,Bhavnagar

5. Lokbharti Adhyapan Mandir, Sanosara,Bhavnagar

6. Ravi Krupa Trust, Maydhar, Bhavnagar

7. Vigyan Nagari, Bhavnagar

8. Shree Hiralal Trust, Dholaka, Ahmedabad

9. Bhaibandh Project, Khadir, Kutch

10. Mari Shala Rajpur, Gandhinagar

11. Bilpudi, Dharampur, Valsad

12. Gyansetu Project, Mundra, Kutch

The round wise material developed as part ofthe project are for the subjects mentioned inthe table below.

Round No. Subject

1 Social Science

2 General knowledge

3 Science

4 Environment Science

5 Language

6 Life skill

7 Mathematics

8 Traditional Games

1.16 Indradhanush Mela: “ShikshaKe Saat Rang” 2016

Indradhanush aims at providing teachers andchildren a unique experience that will opennew pathways towards alternative learningmethodologies. It is Essar Foundation’sflagship programme for promoting child-friendly education and activity-based learning,seeking to transform approaches andmethodology to make seemingly tough subjectsinteresting.

The programme provides intensive teacherstraining in activity-based learning usingmethods like theatre, storytelling, music, artand digital learning, culminating in a two day‘edufest’ that provides a platform to showcase

Mobile material development and training

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the performances and projects co-created bystudents and teachers. Several organisationsare also invited to this edufest and they holdworkshops for more than 3,000 students andabout 100 teachers.

Indradhanush is into its fifth year at Vadinar,Gujarat, and children and teachers from 32government and aided schools from 18 villagesof Jamnagar and Devbhumi Dwarka districtsparticipated. CEE was the knowledge partnerfor the project this year, and brought to thetable its expertise in environment games andactivities, and experiential learning inbiodiversity and ecology, including marine.The focus themes for 2016 were “Wonder ofOur Universe (Astronomy)” and “Life formsof our planet (Biodiversity)”. The keyapproaches during the Indradhanush Mela2016 were storytelling, games, films, sciences,models, planetarium, interactive workshops,interaction with Astronomy and Biodiversityexperts, and 3D film screening.

Resource organizations/persons include:

• Shri O. V. Sheth Community Science Centre(OVSRCSC), Rajkot

• Ankur Hobby Centre, Ahmedabad

• Lok Mitra, Rajkot

• Mari Shala, Rajpur,Gandhinagar

• Lok Bharti Adhyapan Mandir, (PrimaryTeachers’ Training College), Bhavnagar

• Katha, New Delhi

• Adhyayan – Institute for InnovativeLearning, Mumbai

• S. M. Graphics & Educational Kits,Vadodara

• Green the Blue Charitable Trust, Vadodara

• Dr. J J Rawal for Interactive session onAstronomy

Teacher’s training for co-creating sciencemodels

A two day pre-Indradhanush training wasconducted by CEE for science teachers todeliberate on ideas and concepts aroundAstronomy and Biodiversity, the focus themesfor the year. About 18 teachers from 20 primaryschools of Essar Foundation’s target villagesactively participated to make simple butattractive learning aids from easily availableresources like paper and clay. Teachers workedwith students on a particular idea to co-createmodels, which ranged from working modelson the phases of the moon to organic pesticideto a presentation on marine biodiversity. Thesemodels were showcased at the science modelexhibition during Indradhanush Mela 2016.

Indradhanush Children participation

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1.17 Child Friendly Schools andSystems Project in Vaishali,Bihar

Provision of quality education along with safedrinking water and sanitation facilities havebeen broadly envisaged in the Constitutionunder Article 21-A “free and compulsoryeducation of all children in the age group ofsix to fourteen years as a Fundamental Right”and specifically notified in the RTE Act, 2009.In Bihar, CEE has partnered with UNICEF andBihar Education Project Council (BEPC) topromote Child Friendly Schools and Systems(CFSS) in 100 schools of Vaishali district. Thisinitiative focuses on the demonstration of'Swachh Vidyalaya -Swasth Vidyalaya'education, ensuring a set of functional andwell maintained water, sanitation and hygienefacilities, along with improvement in theschool’s overall teaching learningenvironment, thereby making it a 'child friendlylearning' space. It is also envisaged that similarmodels will be developed in all the districts ofBihar with the help of BEPC using the inputsfrom UNICEF’s and CEE’s work in Vaishali.

CFSS covers child friendly quality educationsystem, activity based learning, properfunctioning of SMC, MTA, Child Cabinet andMeena Manch, with clean and greenenvironment in the school, proper sanitationand hygiene practices by students and safeand nutritious mid day meal. School sanitationand hygiene depends on a process of capacityenhancement of teachers, community members,SMCs, Non-Governmental Organisations(NGOs), Community Based Organisations(CBOs) and education administrators.

The programme was initiated in October andthe following activities were carried out tillMarch 2016.

Team Selection, Induction and Setup of FieldOffice: A project team of four members hasbeen constituted for the implementation of theproject and provided two short term inductionprogrammes during October 2016, one at CEE'sLucknow office and the other at CEE's NorthEast Office in Guwahati. The induction processconsisted of sessions on RTE Act, status ofeducation in Bihar, orientation on variousstakeholders involved in the education systemin Bihar and capacity building sessions.Exposure visits were also organised for theteam to familiarise them with similar initiativesundertaken at Guwahati. A field office of CEEhas been set up at Vaishali with the projectteam started functioning from it.

Baseline Survey and Assessment Report: To geta clear picture of the project schools and todesign the interventions, CEE team developeda survey format with inputs from UNICEF, andconducted a baseline survey of the 100 schoolsduring Nov. -Dec. 2015. The survey tried tocover various aspects such as current statusof WASH elements in the school, cleanliness,the status of hygiene and sanitation,functioning of Meena Munch and BaalSansad, and of SMC, present status of teachinglearning methodologies and status of theenvironment of the school. The baseline surveyhas been useful to assess the status of a school,identify inputs required for each and assessthe progress of the project from time to time.

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Sensitisation Meeting: Sensitisation meetingis an important step in the implementation ofthe Swachh Vidyalaya - Swastha Vidyalayaproject as it is the first opportunity to interactwith the SMC, Student Council and MeenaManch members on one platform; build arapport with the community and elicit theirparticipation. It also provides the opportunityto introduce the project to the stakeholders,their role and their importance in making thisintervention a success.

Sensitisation meetings for each school werefixed in consultation with the DistrictProgramme Officer, SSA, Vaishali, and 39 ninesuch meetings organised in schools duringDecember 2015 to March 2016.

Orientation Meetings: During January-March2016, 22 orientation meetings were organisedin the project schools of Vaishali. Interactivediscussions and group work were themethodologies used in this exercise.Participants were divided into four groupsand each discussed a topic and came up witha presentation. The group work involveddiscussions such as action taken by memberscurrently and those that need to be taken infuture for better implementation of CFSS intheir school. These meetings invoked anincreased involvement of SMC members andteachers in CFSS initiatives.

District Level Sharing Meetings: In March2016, a district level sharing meeting fordifferent stakeholders of the district educationdepartment was organised at the DistrictInstitute of Education and Training (DIET),Vaishali. The objective of this sharing meetingwas to present the findings of the baselinesurvey conducted in the 100 schools to theBlock Resource Persons (BRPs) and ClusterResource Centres (CRCs). The meeting also

helped to introduce the project, the road mapof initiatives to be implemented and to garnersupport of the block level officials and teachers.More than 40 district and block level officialsattended this meeting.

IEC Material Development: IEC materialdevelopment is an integral part of the CFSSinitiative, as its proper use will lead toestablishing and creating new standards inteaching learning initiatives leading to makingschools child friendly. During December 2016,a project brochure in English and Hindi meantfor various stakeholders of the project and ayear planner for dissemination at the statelevel have been designed, developed andcirculated among schools and otherstakeholders. More material is planned to bedeveloped as the project progresses.

1.18 Clean Hussain Sagar Campaign(HSL)

CEE Andhra Pradesh (SP) implemented theClean Hussain Sagar Campaign with thesupport of the Hyderabad MetropolitanDevelopment Authority (HMDA) in 70 schoolslocated in the HMDA jurisdiction. The objectiveis to create awareness among the students onthe importance of lakes in urban areas ingeneral, and Hussain Sagar in particular,focusing on four themes: Importance of Lakesin Hyderabad, Hussain Sagar Lake and itsEnvirons, Issues and Concerns, Solid WasteManagement (SWM) in school premises andImpact of using Plastics (plastic carry bags). Aone day training programme was organisedfor 75 teaches to orient them on issues relatedto plastic carry bags, waste management andwater management, in connection withHussain Sagar Lake. These teachers areexpected to develop and implement actionplans with HSL Clubs.

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Outcomes of the HSL Programme: Graph 1shows the activities taken up by the HSL Clubsin their schools. Most of the schools haveimplemented solid waste management actionplans; 23 schools have declared their campusto be “Plastic Free Zones”; and all enrolledschools have participated in communityawareness campaigns.

Based on the reports submitted by the schoolsand evaluation (field) visits to schools, andactivity wise analysis has been carried out toestimate the impact of the HSL AwarenessCampaign under each theme for 10 months.The details are given in the table.

# Proposed Action Plan Quantity / 10Months

1 Schools Registered 71HSL Clubs Membership 20 x 71 = 1420

students

2 Waste ManagementWaste Segregated 2471.14 kgWaste Composted 1085.71 kg

3 Water ManagementWater harvested 23328.57 litreWaste water diverted toplants 15528.57 litre

4 Plastic ManagementPlastic recycled 870.85 kgsPlastic ban in schools 17 schools

5 Lake Study 6 schools

6 Eco Friendly GaneshChathurthi 49

7 Community AwarenessRally 71 Schools

An annual event was organised on March 22to mark World Water Day in Sanjeeviah Park.Around 400 students participated in the eventand 15 schools were awarded ‘Best HSLSchool’ for the year 2015-16.

CEE Hyderabad office won the Runner-upAward for Excellence in Solid WasteManagement from J.C. Bamford ExcavatorsLimited (JCB) and Confederation of IndianIndustry (CII).

1.19 Urja Chetana: An EnvironmentSustainability EducationProgramme in Schools ofKolkata and Nearby Districts

The Waste Management Group at CEEKolkata is implementing the Urja Chetanaprogramme in 30 schools, in and aroundKolkata. The initiative is supported by theCalcutta Electric Supply Corporation (CESC)under their CSR programme.

The Urja Chetana programme seeks togenerate awareness and action on variousaspects of environment amongst students, whowould carry the learnings to theircommunities. This programme also aims toprovide a platform for the schools to undertakeaction projects through community outreachand help children share and expand their

Graph 1: Overview of the HSL Project2015 – 16 academic years

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understanding, and thereby bring aboutenvironmental change.

Under the programme, apart from formingeco-clubs, students conducted energy andwaste audits to understand consumptionpatterns and thereby implement strategies fortheir reduction. Hands-on workshops oncomposting, waste paper recycling, productdevelopment, rain water harvesting andmedicinal plant garden were conducted tobuild the capacity of students and teachers,to enable them to implement these bestpractices in school, and to comprehendenvironmental sustainability. Exposure tripsto a thermal power station, medicinal plantgarden and waste polybag recycling unit wereorganised to complement classroom learningwith practical demonstration. Studentsundertook varied outreach campaigns andcelebrated special environment days to shareinformation on environmental conservationand sustainability to the nearby communities.They did wall art on the school boundaryportraying environmental messages to thenearby community and protecting thepremises from nuisance creating activities.Around 505 students participated in theseprogrammes and made an effort to bring adifference to the society in general. Theircreative and lateral thinking skills were testedthrough activities such as ‘share your brightidea’, create a poster’, ‘wall magazine’ and‘best out of waste’. ‘A Green Deed a Day’activity was able to reach out to 315 studentsand their parents from seven schools. Theactivity focuses on thirteen best practices thatcould be adopted by a student. Students havesubmitted photos to CEE to validate theirefforts. The project has directly impacted 3400students, and indirectly around 7300students. About 45 teachers were trained andaround 7700 community members wereengaged with the activity during this year.

The capacity building workshops and regularguidance have thus empowered the schoolsto practically implement composting, wastepaper recycling and rainwater harvesting ontheir premises. The quantity of waste recycledor rain water harvested is analysed forestimating the approximate quantity of carbondioxide equivalent of emissions avoided bypractising such environment friendlyactivities in the schools.

Practices Quantity Equivalent kgrecycled of carbon(2015-16) dioxide

emissionsavoided to bereleased inenvironment*

Organic Waste 137.5 kg 61.875Composting

Waste Paper 43 kg 30.1Recycling

Rain Water 12645.854 21.5Harvesting litres

* Using the CO2 e saving emission factor

1.20 EE for Children - Bangalore

CEE Karnataka initiated a programme titled‘Nature as a classroom’ with The FoundationSchool, Bangalore to introduce primary schoolstudents (classes 1 to 5) to the local biodiversityand demonstrate hands-on activities onnature. The aim was to enhance experientiallearning and allow the children to experiencethe outdoors and motivate them to appreciatethe environment. This activity was conductedtwice a month over a period of three months.A hands-on activity manual was developedfor the programme, in which five teachersand 65 students were involved.

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1.21 Nature Education Programme -Karnataka

CEE Karnataka, in collaboration with thestate’s Forest Department, conducted naturecamps for rural school children under theChinnara Vana Darshana (Taking Childrento Forests) programme for students of class 9of Government School, at Honnavar, Kodagu,Kumta and Nagarhole Tiger Reserve, with anaim to sensitise them on nature, forests,wildlife and conservation. As part of thisprogramme, nearly 400 students in five batcheswere addressed. The approaches followed inthis programme involved learning throughinterpretative games; discovery of the forestaround; interactive sessions on forest andwildlife related topics followed by hands-onactivities; and screening of wildlife relateddocumentaries. The teachers and the forestdepartment officials also interacted with CEE.

1.22 Nature Education Programmeon Sacred Groves in RuralSchools of Kodagu

CEE Karnataka, in collaboration with theForest Department of Kodagu, organised‘Nature Education Programme on the Sacred

Groves of Kodagu’. The aim was to sensitiseteachers and students of rural schools situatedaround 10 selected sacred groves, about theiruniqueness and value. As part of thisprogramme, participants were made to explorethe surrounding sacred grove; sessions wereconducted on their importance, followed byhands-on activities. In all, 15 teachers weretrained, and 10 nature camps for rural schoolchildren at 10 sacred groves were conducted,covering 301 students.

As part of this initiative, 10 booklets on sacredgroves were developed with detailed inventoryof flora and fauna. Four posters on theimportance of sacred groves were alsodeveloped for school children and the public.

Rural Nature Camp as part of Chinnar Vana

Darshana

Nature Camp at Sacred Groves

InventoryFlora and

Founa

Booklets on10 selected

Devarakadus

Posters/SignageBoards

TraningProgram forTeachers

Sacred grovesConservation

Education

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1.23 National Nature CampingProgramme - Assam

The aim of this project is to create greaterawareness, understanding and empathy inchildren for the environment. The objectivesinclude: sensitization towards natureconservation; understanding the basic scienceof nature; understanding the concepts of foodchain and food web in the camp area;understanding the balance in nature and thebasics of ecosystem services; and motivatingstudents to protect nature by planting trees,preventing hunting and educating others.

A series of five camps were held from January30 to February 9 at Prabhat Mela Camp Site,Majorpaara at Bolbola in Goalpara district.Students from Kalyanpur High School, P.RGovernment High School, Dolgoma HighSchool, Krishnai Madrassa High School andKalaguru Bishnu Rabha High School took partin these camps.

Located at the foothills of Fofonga ReserveForest, the site witnessed a plethora of activitiesas part of the camps. Mini dramas, night foresttrail, field inspection, campus mapping, Joy ofScience activities, reserve forest visit, night skystudy, cultural activities and a variety ofenvironmental games were conducted as partof the activities.

About 100 students were sensitised aboutnature conservation through visits to FofongaReserve Forest and Urpad Beel (wetland).Through environmental games and activities,various environmental concepts were alsotransacted.

1.24 Srushti Mitra Awards

The Srushti Mitra Awards have been institutedby the Environment Department, Governmentof Maharashtra, to recognise and acknowledge

the environmental action projects undertakenby school and college students and to promoteenvironmental awareness among them andencourage them to take up actions to benefitthe environment. CEE coordinates the Awardprocess on behalf of the EnvironmentDepartment, to define the awards categories,branding and publicity of the awardprogramme throughout the state, encouragingand showcasing the winning entries throughthe Awards Ceremony, setting up anexhibition and the Awards Souvenir whichpresents the work done by the awardees.

In the period under report, the entries receivedin various categories of the Award werescrutinised. A panel of experts was set up toassess the shortlisted entries and makerecommendations for the awards in eachcategory. Subsequent activities includepreparation of the Srushti Mitra souvenir andan exhibit based on the award winning entries,and the preparation of the award certificates.

1.25 Environment Service Scheme

CEE is the nodal agency for the EnvironmentService Scheme (ESS) of the Government ofMaharashtra Environment Department. ESSschools investigate local issues and prepare avillage environment report, which they presentto the Gram Sabha. With the involvement ofthe local community, schools are taking upprojects such as composting, recycling,rainwater harvesting, plantation, changing toLED lamps and others. The scheme iscurrently being implemented in about 70schools in 12 districts of Maharashtra, i.e.Nagpur, Chandrapur, Amravati, Yavatmal,Jalna, Aurangabad, Jalgoan, Nashik, Pune,Solapur, Ratnagiri and Thane.

This year, a new approach has been developedin which students study environmental issuesin their village or town and prepare a local

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area environment status report. The report isthen presented to the Gram Sabha or villagecommunity. With the advice and support ofthe parents and community, schools take upappropriate action projects in line with theissues identified. The ESS team conceptualisedthis approach and discussed it in the ESSteachers’ orientation workshops. With theteachers’ inputs, the approach was finalisedand implemented in thirty schools. Later inthe year, a review meeting was conducted withthe Environment Department.

1.26 Science Exhibition at the StateLevel Children’s ScienceCongress in Rampur, Shimla

CEE Himalaya was invited by HimachalPradesh State Council for Science, Technologyand Environment to participate in theChildren’s Science Congress organised atRampur during December 14-17, 2015.

CEE Himalaya participated in the event underthe mandate of Supporting Science ExpressClimate Action Special (SECAS) in the IndianHimalayan Region awarded by ClimateChange Division (CCD) of Swiss Agency forDevelopment and Cooperation (SDC) underits Indian Himalayas Climate AdaptationProgramme (IHCAP) for the period of October9, 2015 to December 31, 2015.

At the event, CEE Himalaya put up anexhibition on SECAS, which did not visit thecity, and on climate change issues specific tothe Indian Himalayan Region. The contentinside the train was converted into portablestandees, games and other IEC material.Twenty bilingual standees were developed tocommunicate the information in an effectiveway and to reduce the language barrier. Sciencekits were also displayed at the exhibition todemonstrate climate change throughexperiments.

Information on Globe, North Pole & South Pole,Equators, Jet Wave, Equinox Line, EarthRotation and Revolution, Earth’s Axis & Tilt,Seasons Change, Climate Change and itsImpact on Earth, Information on Science Laws(like Bernoulli’s Law), Centre of Mass, andCentre of Gravity was imparted to studentsusing science kits and display of standees.Around 3367 students and 73 teachers wereaddressed through the event.

The exhibition stall of CEE Himalaya was oneof the best stalls at the Children’s ScienceCongress and it was highly appreciated bythe Chief Secretary Mr. P. C. Dhiman.

1.27 Green-Me Programme

Green-Me is a thematic environment educationprogramme implemented as a CSR programmein association with Toyota Kirloskar MotorPrivate Limited. Programme themes includeBiodiversity, Waste, Water, Climate Changeand Community Initiatives. The programmeprimarily targets higher primary schoolchildren from government schools in BidadiHobli. Twenty schools were selected for theprogramme implementation in 2015. Theprogramme was launched in November 2015and by March, its implementation in schoolswas assessed and the best schools andteachers awarded.

Nature walk in jungle

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Table: Reach Out Summary

Date Location Participant School Reach Out Total ActivitiesStudents Teachers Reach conducted

Out

14.12.2015 P.G.S.S.S P.G.S.S.S Rampur 500 14 514

Rampur C.T.S Kullu 130 2 132

D.A.V Manali 200 2 202

G.H.S Dhalwari 20 2 22

G.G.S.S Rampur 235 4 239

15.12.2013 P.G.S.S.S P.G.S.S.S Rampur 200 12 212

Rampur Spring Day PublicSchool Rampur 100 4 104

G.P.S Rampur 130 2 132

G.G.S.S. Rampur 280 2 282

Sun Shine SchoolBrow 148 2 150

16.12.2015 P.G.S.S.S G.S.S Nogli 134 3 137

Rampur P.G.S.S. Rampur 100 4 104

Him Spring DaleRampur 285 4 289

Raj Kids Palace PublicSchool, Rampur 130 4 134

17.12.2015 P.G.S.S.S G.G.S.S Nogli 250 4 254

Rampur Sun Shine PublicSchool Rampur 400 2 402

Him Spring DaleRampur 48 2 50

Little Flower PublicSchool Brow 77 4 81

Total 3367 73 3440

Information onGlobe, NorthPole & SouthPole, Equators,Jet Wave,Equinox Line,Earth Rotationand Revolution,

Earth’s Axis &Tilt, Seasonschange, Climatechange and itsImpact on Earth,Information onScience Lawslike- Bernoulli’sLaw, Centre ofMass, Centre ofGravity etc.,Display ofStandees andDiscussion onthem.

(P.G.S.S.S - Padam Government Senior Secondary School; DAV - Dayanand Anglo Vedic; GHS-Government High School; GGSS - Government Girls Senior Secondary; GPS - Government PrimarySchool; GSS - Government Senior Secondary)

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2Higher Education

2.1 Journal of Education forSustainable Development(JESD)

JESD is a peer reviewed international academicjournal published by SAGE twice a year. It isbeing managed and edited by CEE Australiasince 2012. It provides a platform forpresenting research, debating ideas andshowcasing success stories in the emergentfield of ESD.

During the current year, two issues – 9.1 and9.2 - were brought out as per schedule. Issue9.1 carried a special section edited byUNESCO on the UNDESD titled, End of theDecade: Reflections and the Way Forward. Itwas focused on Education for SustainableDevelopment (ESD) and Climate ChangeEducation (CCE). Besides articles on this topic,the section also included status reports onpolicy for the same from three countries –Brazil, China and Republic of Korea.

2.2 Regional Centres of Expertise(RCEs) – Lukcnow

RCE Lucknow, in partnership with eightorganisations, established a network of RCEon ESD in Lucknow. The key areas action ofRCE Lucknow are biodiversity conservationand school education programmes. The targetgroups for these activities are students,teachers, NGOs, communities, youth andothers.

CEE North, as the nodal point for RCELucknow, has initiated several ESD activitieswith its RCE partners in the region. Some ofthese activities are:

• School events based on variousenvironment related themes were

organised where students and teachersfrom schools of Lucknow participated.

• A biodiversity focused ESD initiative – abus – is being undertaken in Uttar Pradeshwith the help of formal educationInstitutions like University of Lucknow andnon-formal education institutions like UPState Biodiversity Board, Education andForest Departments, schools, a scientificinstitution, Lucknow Zoo and others. Thisbus is taken to various schools andcommunity locations to create awarenessabout the rich biodiversity of Uttar Pradesh.

• A student from Tata Institute of SocialSciences (TISS) joined joined CEE North asan intern during the year and worked onvarious ongoing programmes.

2.2.1 Roundtable Meeting on AirPollution

In November 2015, a round table meeting ofstakeholders was organised by CEE North inassociation with the United States (US)Embassy, New Delhi, at the Regional ScienceCity, Aliganj, Lucknow. The meeting aimed tobring together NGOs and individualsconcerned with air quality and climate change.Over 30-35 participants attended thediscussion. CEE North Coordinator spokeabout the role of education and communicationin creating public awareness for reducing airpollution, especially vehicular pollution. Therepresentative from Science City shared howan understanding of the science of airpollution could help in demonstrating its effecton people, plants and materials. The AssistantCultural Affairs Officer of US Embassy set thebackground for the meeting and introducedthe expert speaker Mr. Mathew Scott Petersen,Chief Sustainability Officer from Los Angeles.Mr. Petersen addressed the gathering and

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shared various ways through which air qualityand climate change challenges are beingtackled. He hoped that this sharing wouldhelp a developing country like India learnlessons from such experiences and also adoptthem. The meeting was thrown open fordiscussion subsequently during which theparticipants interacted with the experts andsought clarifications.

2.3 Courses Conducted

2.3.1 Environmental Studies Course atthe Ahmedabad University

CEE offered the Compulsory EnvironmentalStudies course in the Monsoon and Wintersemesters of the Institute of Engineering andTechnology, Ahmedabad University. Thecourse involved 45 sessions covering the basicconcepts of environment and sustainabledevelopment, along thematic areas, throughtheory inputs, activities, outdoor sessions andprojects. The course was taken up by 240 firstyear students from Mechanical, Chemical andInformation and Communication Technology

divisions of the institute. CEE providedreading notes and reference material links forthe students.

2.3.2 Course for PVP College ofArchitecture, Pune

A course titled ‘Social Research forParticipatory Design’ was developed andconducted for the PVP College of Architecture.CEE staff prepared the course description andcurriculum, and also conducted the courseand carried out the student assessments, indiscussion with the college faculty. The topicsincluded Why participation, advantages andchallenges, considerations in designingparticipation, research to inform participatorydesign, tools to enable participation,monitoring and assessing participation. Theimpetus for development of such a coursecame from the mutual interest of the PVPCollege of Architecture and CEE to strengthenparticipatory design in architecture, urbandesign and planning, especially in the contextof the Streets for People activities undertakenjointly over the last few years.

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3Education for Youth

3.1 South Asia Youth EnvironmentNetwork (SAYEN)

SAYEN initiatives during the year focused onengaging youth in sustainability action ontheir campuses and in the community, andfostering new and strengthening on-goingpartnerships. SAYEN Secretariat supportedthe youth events organised at the IndianInstitute of Technology (IIT) Kharagpur, IITMumbai and Birla Institute of Technology andScience (BITS) Goa and participated as judgein the environment section at IIT Kharagpur.CEE continues to receive interns and theSAYEN Secretariat facilitates the process ofplacement of interns within CEE.

3.1 Handprint Challenge Awards2014 – Felicitation of theWinners

The South Asia Youth Environment Networkfelicitated the winners of the HandprintChallenge 2014, in an award ceremony inAhmedabad, held as a two day event at CEEon February 24-25, 2015. Youth from ninecountries from Asia and the Pacific region hadtaken part in the Handprint Challenge 2014,an initiative engaging university students insustainability action on and outside theircampus. The final round of the Challenge had19 teams competing for the top five positions.The Challenge, in its first year, involved over2500 students and more than 500 volunteersduring the 90 days of implementing their actionprojects. The winning projects includedcreation of a Butterfly Park, developing wastecollection and composting systems in thecampus and in the community, and developinga youth managed organisation to focus onsustainable consumption issues.

The award ceremony included a two dayworkshop to share achievements, challengesand learnings by youth with othersparticipating in the campaign. They werejoined by Ms. Satwant Kaur, RegionalInformation Officer, United NationsEnvironment Programme – Regional Office forAsia Pacific (UNEP ROAP), who gave awaythe awards and inaugurated the exhibitionfeaturing the work done by the 19 teams duringthe challenge.

The participants also visited St. Xavier’sCollege campus in Ahmedabad, one of thewinners, to see the work done by them. Youthparticipants discussed and developed anaction plan to be used as a reference point forthe next Handprint Challenge.

3.2 South Asia Youth EnvironmentConclave

The South Asia Youth Environment Conclavewas organised by the American Centre, EarthDay Network – India, Centre for EnvironmentEducation (CEE) and the South Asia YouthEnvironment Network (SAYEN) at theAmerican Centre, New Delhi on September29-30, 2015, with the aim to engage, empowerand encourage youth with an interest in andworking on spreading awareness throughaction about sustainability issues like climatechange in their college and community.

The Conclave saw participation from over 70youth from Bangladesh, Bhutan, India, Nepaland Sri Lanka. As a part of the process toengage young people in local action, theConclave was preceded by a campaign seekingproposals on action projects which the youthwould undertake. More than 200 youthapplied with proposals of action projects. Aninternational jury consisting of representatives

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from all the organising partners shortlistedthe finalists based on their reports of theimplementation of proposals. About 100participants representing five countries, 22Indian states and the host city, New Delhi,participated in the Conclave, sharing theirwork with each other, networking andstrategising on how to take their work forward.

The Conclave, over two days, provided ampleopportunity for the participants to put up theirwork in an exhibition, discuss their work inthematic working groups, and find synergies.Their projects were organised around tenthemes, namely: Awareness in Campus,Awareness in Communities, Communication,Cleaning Up, Energy Management, NaturalResource Management, Planting, ProtectingBiodiversity, Recycling and WasteManagement. They had the opportunity tomeet and interact with subject experts, andlisten to informative sessions on ClimateChange and Sustainability by Mr. StewartDavis, Energy Officer, US Embassy, New Delhi;and Mr. Kartikeya V. Sarabhai, Director, CEE.Ms. Emily B. White, American Center Director;Ms. Karuna A Singh, Country Director-India,Earth Day Network; and Ms. Madhavi Joshi,Programme Director, CEE, also addressed theparticipants.

3.3 Young Reporters forEnvironment – India

CEE is a partner to the Foundation forEnvironmental Education (FEE) and has beenorganising the Young Reporters forEnvironment (YRE) – India activities sinceNovember 2014. This is designed as a nationalcontest for students in the age group of 11 to21 years. The contest was conducted in thefirst quarter of 2015 for college students,through the South Asia Youth EnvironmentNetwork (SAYEN) website as well as the YRE-

India Facebook page, created for theprogramme in India.

The first edition of the contest received over100 entries from young students acrossvarious cities. The social media campaignwas also well received, with the Facebook pagehaving close to 500 likes now with engagingcontent being shared regularly. The winnersfrom the first year, apart from receivingcertificates, also got the opportunity to attendthe International Conference on the role ofEducation as a Driver for SustainableDevelopment Goals. Mr. Jainil Shah, one ofthe winners from Ahmedabad, Gujarat shareda report on the event and his experience duringthe conference.

3.4 Youth EmpowermentWorkshop at the InternationalESD Conference

A workshop focusing on the role of educationto enable youth to significantly contribute inachieving Sustainable Development Goals(SDGs), was organised by SAYEN withsupport from the Rajiv Gandhi NationalInstitute for Youth Development and QuestAlliance. Over a 100 youth participated in thisworkshop where they shared and learnt fromeach other.

The key speakers at the panel discussion on“Role of Education in Youth Empowerment”included Dr. Ian Humphreys, CEO, KeepNorthern Ireland Beautiful; Dr. P. Sivakumar,Faculty, Department of Development Studies,Rajiv Gandhi National Institute of YouthDevelopment (RGNIYD), Ministry of YouthAffairs and Sports, Government of India; Mr.Martand Shardul, Representative for South-Asia at Y-Assembly of UN Sustainable TDevelopment Solutions Network & AssociateFellow, The Energy and Resources Institute

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(TERI), New Delhi; Ms. Sarah DobsonCoordinator of Youth Projects, Earth CharterInternational; and Ms. Carel D'Souza, QuestAlliance.

The panel discussion highlighted the criticalrole of youth as catalysts in helping achievethe SDGs and the pressing need to empoweryouth and build their capacities for the same.Ideas about creation of value systems, openspaces, forums, workshops and platformswere broadly touched upon along withinteractions on questions ranging frominvolvement of youth in policy making tojoining bureaucracy and the role ofgovernment in providing a roadmap for theyouth of its country. Participants discussedand presented their views on the connectionof youth empowerment with SDGs and theway youth can be empowered to make theirvoices heard in the process of decision making.

The second day of the workshop was focusedon entrepreneurship and employmentgeneration. Two young entrepreneurs, Mr.Abhishek Doshi and Mr. Yash Shah, Founders,Girdle, made presentations and gave insightsinto the life of an entrepreneur and howrewarding as well as difficult it can be. Theyalso answered pertinent questions relating tothe growing start-up culture in India, thefundraising methods as well issues aboutsustainability and mentoring.

The ensuing working group sessions thenrequired the participants to identify an existinggap, potential, opportunity or a problem andchart out a start-up based on the findings.Intense discussions and lively moderationensured that the participants had achallenging time proposing a good businessplan. A framework of the start-up ideas wasdrawn and issues like revenue streams, fundraising, objectives, value propositions, target

audience and brand positioning werediscussed at length and detailed presentationswere made through the day, which ended with10 start-up ideas.

On the third and final day of the workshop,success stories of youth across the world wereshared with the participants in order to inspirethem to undertake concrete actions and applythe learnings of the conference in their day-to-day life. The outcome document developedover the three days of the workshop aimed atsharing thoughts, opinions, suggestions andideas of the participants which they felt wereimportant to understand in the context ofyouth empowerment.

3.5 Yuva Samvaad – RegionalConsultations on SustainableDevelopment and YouthEmpowerment forMarginalised Youth, March2016

Centre for Environment Education (CEE) andSouth Asia Youth Environment Network(SAYEN), supported by Rajiv Gandhi NationalInstitute of Youth Development (RGNIYD),hosted 300 youth in Yuva Samvaad – RegionalConsultations on Sustainable Developmentand Youth Empowerment for MarginalisedYouth. The consultations were held in a seriesstarting at Lucknow (Uttar Pradesh) on March11, Ahmedabad (Gujarat) March 29 and lastlyat Bhagalpur (Bihar) on March 30. This wasan effort to bring out and address majorconcerns of marginalised youth in these statesand also discuss youth empowerment,especially skill development andentrepreneurship, and how this can be usefulin bringing about Sustainable Developmentfor society at large.

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Experts and practitioners who chaired theopening panels of the consultations included:Mr. Arvind Kumar, Action Aid; Shri NandKishore More, Ambedkar University; Mr.Prakash Solanki, Faculty at EntrepreneurshipDevelopment Institute (EDI); Mr. K G Patel,Principal Industrial Training Institute (ITI),Kubernagar; Prof. Dr. Sunil Kumar Chaudhary,H.O.D Botany Department, BhagalpurUniversity; Dr. Tapan Kumar Ghosh, ZoologyDepartment, Bhagalpur University; PrakashKumar Gupta and Dr. Vibhu Rai, DeputyDirector, Global Environmental Organisation.

The panelists shared their views on issues oferadicating injustice and the variousdimensions that prevent participation ofmarginalised communities in ‘mainstream’occupations. They also shared positive storiesand case studies that promotedentrepreneurship and sustainabledevelopment.

CEE made presentations on the concept ofSustainable Development and opportunitiesfor youth in engaging with the local, nationaland international processes for sustainabledevelopment. The team also talked about skilldevelopment and opportunities existing in theform of programmes and schemes offered bythe Government of India.

Youth participants discussed opportunitiesand challenges experienced by them in areassuch as Understanding of SustainableDevelopment, Skill Development, EcoEntrepreneurship, Green Skills, governmentschemes and support mechanisms availablefor skill development.

Education for All – inclusive and accessible,access to information technology, fundingsupport and information on existing schemesand policy for skill development and youth

empowerment were some of the keysuggestions from the youth. The need to reviseexisting pedagogy and integrate mechanismsthat promote green skills importantsuggestions that came from them. They alsosuggested that enhancing competencies andsoft skills such as communication andcomputer literacy should be prioritised at skilltraining centres.

Internships

About 160 youth had the opportunity toundertake internship at different CEE offices.The internships ranged from a month to ayear, with a peak in internship placementsduring summer.

In Pune, 17 interns and 13 volunteers workedwith the CEE team on various projects likeParticipatory Urban Governance, Bus RapidTransit System, Cycle Plan and Small GrantsProgramme, for periods ranging from three toeight weeks.

Youth presenting their proposed Handprint

initiative

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4Experiencing Nature

4.1 Sundarvan – A NatureDiscovery Centre

Sundarvan, established in Ahmedabad in1978, is popularly known for its snake rescueand snake awareness programmes. Thefacility is recognised as a Mini Zoo by theCentral Zoo Authority of India.

Sundarvan received 79,409 visitors, including31,108 (39.2%) children and 48,301 adultsduring the period. A total of 11,478 studentsand 1,682 teachers from 135 schools visitedduring this year.

Reptile Awareness Programmes wasconducted for park visitors on every Sunday.It was carried out for 32 schools on other days,in which about 1,798 students and teachersparticipated. A seven day snake survey andawareness programme was conducted forSonadih Cement Plant of Lafarge IndiaLimited, located in Chhattisgarh. Around 850people of different age groups attended theawareness programme at Sonadih. Apart fromthis, half day snake awareness programmeswere conducted for Central Investigation andSecurity Services and Krishna Kautex Pvt. Ltd.,Viramgam, during this period.

Sundarvan’s activities with children act as acatalyst and stimulate the process of inquiryinto nature. Sixteen half day activities werecarried out for students from different schoolsto enhance their classroom learning.

4.1.1 Events and Activities atSundarvan

On July 4-5, 2015, Sundarvan and GujaratCouncil on Science & Technology (GUJCOST)welcomed the monsoons by organising a twoday Odonate Workshop to increase awarenessabout the amazing world of the lesser

charismatic species, namely, dragonflies anddamselflies. Participation was restrictedthrough prior registration. The workshopfocussed on learning about these stunninginsects, their photography, a field visit to Thollake, monitoring, discussions and more. Agroup of 40 participants from different fieldsincluding school and college students madethe workshop very interesting.

The odonate workshop was again conductedfor over 60 students each from St. Kabir School,Ahmedabad and Prarthana Global School,Modasa, on August 2 and 3, 2015repspectively.

An Indian Amphibian Photo Exhibition wasalso held on the above dates for the parkvisitors. India is home to about 350 species ofamphibians, of which the exhibitionshowcased a wide variety. Information suchas common names of the amphibians,diversity, life cycle and threats to amphibianswere provided to the visitors. David Raju, anaturalist and an award winningphotographer was the resource person whoconducted the photo exhibition and workshop.As an outcome of the workshop, the team atSundarvan distributed a booklet onintroduction to dragonflies and damselfliesfor beginners. Along with this, Sundarvan hasalso started an informal ‘Dragonflies ofGujarat’ group on Facebook which is aimed toencourage young naturalists as well as fordocumentation.

Young explorers of 7-13 years participated intwo separate batches of six day summerworkshops, which included learning aboutnature through art as well as a night camp tolearn about the nocturnal life that comes alivein the dark. Activities such as guided zoo visitand nature trail, night trail at the zoo, gettingto know the different animal groups in the

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zoo, wall painting, glass painting, birdwatching and others were carried out for theparticipants.

On World Environment Day, the team atSundarvan strove to create an awarenessamong their visitors and the public that in theseven billion human dreams, we often forgetto leave a little space for animals. An eveningbat awareness programme, ‘Discover Bats’,was organised to shed light on the onlymammal of the world that can fly – the bats.A group of more than 40 participants, whichincluded active kids with their parents andcurious teenagers, observed in wonder, thenatural bat roost sites at Sundarvan. Bothchildren and adults enthusiasticallyparticipated in the game that explained‘Echolocation’.

On July 14, 2015, the 20th birthday of twoIndian Rock Pythons that were born atSundarvan in 1995, was celebrated. Activitiesincluded A Zoo Reptile Fundraiser event,snake awareness programme and SnakeAwareness Poster release.

As part of the Wildlife Week celebrations,Sundarvan, in collaboration with India Post,carried out different activities to promotewildlife conservation. In September, ‘Write aletter to a zoo animal’ campaign was initiatedwherein children wrote letters to zoo animalstelling them what they have always lovedabout them.

‘My Stamp’ activity was held from October 2-4, 2015 at Sundarvan. This created anopportunity for people to personalise officialpostage stamps with their own photographsand learn about various themes such asflowers, butterflies and others. My Stampactivity was followed by quiz programmes on

the wildlife of India; one for school students ofClass 8-9 and another which was open to all.

A field trip to Hingolgadh was also conductedas part of the Wildlife Week programme.Located in Jasdan Taluka of Rajkot District,Hingolgadh Sanctuary is a green oasis in thedry plateau of Saurashtra, Gujarat. A snakeawareness programme amidst the chirping ofbirds, a trek to Hingolgadh Fort and sunset inthe grassland of Anandpur were thoroughlyenjoyed by the participants during this trip.

On the last three days of National WildlifeWeek (October 6-8), a Philately Exhibitionshowcasing stamps with wildlife themes fromall over the world was held within the park.Members of the Philately Club of Ahmedabadgenerously lent their priceless collection forthis purpose. Along with these stamps, someof the letters to zoo animals, selected from morethan 500 received during the Septembercampaign, were also displayed.

Two bird-watching trips to the Pariej wetland,a visit to the Black Buck National Park,Velavadar, three winter night programmes atSundarvan and Christmas celebrations at thezoo were some of the activities conductedduring November 2015 to February 2016.

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4.1.2 Grants and Support for EducationProgrammes

Sundarvan received the Rufford Small Grantfrom Rufford Foundation, UK, to carry outsnake awareness programmes for governmentschools in Ahmedabad. About 7,000 studentsand 500 teachers from 80 different schoolswill be reached through this programme.Resource materials such as a snake bookletand posters on venomous and non-venomoussnakes are being distributed to the participantsand schools. Apart from this, intensiveorientation on reptiles will be given to 60teachers through workshops. An activitymanual on reptiles has also been developedfor teachers under this project. Around 40schools with over 4,000 students and 250teachers have already been addressed throughthis programme, from September 2015 toFebruary 2016. The remaining schools will becovered before the end of August 2016 andteacher orientation workshops will also beconducted during this period.

4.1.3 Procuring New Animals for theZoo

As part of networking and partnership,Nishant Construction has completed therenovation work of the crocodile enclosure atSundarvan during this period. The CentralZoo Authority has approved our proposal toreceive two African Slender-snouted crocodilesfrom Madras Crocodile Bank Trust (MCBT),Chennai. The procedures are in progress tobring the crocodiles to Sundarvan from MCBT.

4.2 Nature Camping

4.2.1 Rural Programmes Group

Nature Camping and Nature Watchprogrammes, now being conducted through

the Rural Programmes Group of CEE, aims toinculcate a sense of appreciation for natureamong the participants, make them aware ofthe diversity in nature and motivate themtowards conserving the same.

During the year a large number of adventurecamps, nature camps and nature watchprogrammes were organised where naturelovers from different professional andacademic backgrounds as well as age groupsparticipated. Camps were conducted at Mt.Abu, Balaram, Purna and Hingolgadhsanctuaries, besides marine camps at BeytDwaraka, desert camps at the Little Rann ofKachchh (LRK), and forest camps at Bakore.

The Bakore campsite has been renovatedduring the year to with basic campinginfrastructure and facilities being created.During the year 22 nature camps wereorganised at Bakore, giving more than 1,000campers an experience of forest trails and triballife.

Marine Camps at Beyt Dwarka are a campingexperience that nature lovers eagerly wait for.The camps started from December andcontinued till mid-February. During thisperiod of less than three months, 21 batchestotaling 1,064 campers, spent 63 days on thecampsite, experiencing marine life at its best.Watching dolphins, corals and a myriad ofother marine life with plenty of algal growthmake it a memorable camp for the participants.

The seven day long Himalaya camp and eightday long Trans-Himalaya explorations –‘Ladakh: A journey’, were highly appreciatedby campers as thrilling experiences. About 54nature lovers joined these camps during thisyear.

Camps were organised at Mt Abu during thesummer. Six batches involving 237 campers

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from all age groups participated in thesecamps. As being done every year, camps forspecial children and adventure camps werealso organised at Mt. Abu. Along with othertrekking, nature watch and campingactivities, sloth bear sighting has become athrilling experience during the camps at Abu.

Besides Abu, four camps were organised atSembalpani within Balaram Sanctuary,Ambaji. Sembalpani is a remote tribal areacovered with deciduous forests, near thefamous temple town of Ambaji. These campsprovided experiences like long trekking, rockclimbing, rappelling and bird watching, alongwith glimpses of tribal culture. More than 200children participated in these camps.

On the eve of World Environment Day at CEEAhmedabad, an overnight camp for childrenwas organised at the CEE campus itself.Activities such as star watch, night trekking,nature trails, bird watching and adventuregames were the major attractions of thisovernight camp. The participating childrenlater joined the celebrations of WorldEnvironment Day.

Apart from these camping experiences, several‘watch’ programmes, desert camps, monsooncamps continued to be organised as per theseason. Overall, about 3000 participants tookpart in nature camps, which ignited in theman appreciation and love for nature.

4.2.2 National Nature CampingProgramme (NNCP)

Under the NNCP, a Camping Guidebook hasbeen prepared by CEE on behalf of theMinistry. This manual provides succinctinformation and guidelines for both camporganisers as well as campers. As part of itsnodal services to the Ministry, CEE had earlierorganised a national consultative meeting of

camping professionals, and also prepareddetailed guidelines for the NNCP grantsscheme of the Ministry.

4.2.3 Nature Camping in Goa

As part of the National Nature CampingProgramme of the Ministry of Environment,Forests and Climate Change, Government ofIndia, five nature camps were organised inBondla from December 12 to 23, 2015. Twentysix schools participated in these with 168students and 30 teachers. The camps were fortwo nights and three days. Various activitiesincluding nature trails and zoo visits wereconducted as part of the camps. The studentslearned various aspects of the forest ecosystemand also enjoyed being in the wild.

4.2.4 Camps in Partnership withHaryana Forest DevelopmentCorporation

CEE has been working closely with theHaryana Forest Development Corporation(HFDC) to develop education programmes forthe state. A Memorandum of Understandingwas executed between CEE and HFDC inJanuary 2016, under which both organisationshave undertaken to jointly develop and executeprogrammes in nature education, especiallynature camps. HFDC has made its campingsites available for this purpose. By March 2016,three camps had been organised under thispartnership, one at Thapli in Morni Hills andtwo at the Rajiv Gandhi Nature Park, Masani,Rewari.

A CEE design team also visited several sites inHaryana – Morni Fort, Masani Barrage,Bhondsi, and Thapli – to prepare concepts forinterpretation centres. These concepts will bedeveloped into proposals on receiving initialfeedback from Haryana Government.

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4.2.5 Nature Camps at Katerniaghatand Suhelwa Wildlife Sanctuary

CEE North organised six nature campsduring November and December 2015 for eco-club schools of Bareilly, Bahraich, Balrampurand Shrawasti districts. As part of CEE North'sassociation with Uttar Pradesh ForestCorporation (UPFC), the State EcotourismNodal Agency, a nature camp of three daysand two nights was organised for a school inBareilly at Katerniaghat Wildlife Sanctuaryin November 2015. A group of 25 studentsand teachers of the school participated in thecamp. The nature camp module was wovenaround various aspects of nature and culturalheritage. A boat ride in Girwa river during thecamp familiarised the students with aquaticbiodiversity including gharial, crocodile,water birds and dolphins.

A series of five camps was conducted inNovember and December under the NationalNature Camping Programme (NNCP)supported by the Ministry of Environment,Forest and Climate Change. The NGC schoolsfrom Balrampur, Bahraich and Shrawastidistricts took part in these camps at SuhelwaWildlife Sanctuary. Over 200 students attendedthese camps along with their teachers. Naturetrails inside the forest enabled students toobserve trees closely, see leopard pugmarks,watch colourful birds and butterflies and muchmore. A stay at a working farm known asTapovan encouraged the children to exploremore about agricultural biodiversity. Theevenings were filled with cultural activitiesand quizzes around a bonfire. For most of thestudents, this was a totally new experiencewhich triggered their sensitivity towardsappreciation and conservation of nature.

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5Communicating Environment

Through the Media

5.1 CEE-ENVIS Centre onEnvironmental Education andSustainable Development

ENVIS (Environmental Information System)is a programme of the Government of India,Ministry of Environment, Forest and ClimateChange (MoEF&CC). It is a decentralisednetwork of distributed subject oriented centresintegrating national efforts in environmentalinformation collection, collation, storage,retrieval and dissemination. It comprises aFocal Point at the MoEF&CC and ENVIScentres set up in different organisations /establishments in the country, dealing withspecific subject matter areas pertaining to theenvironment.

CEE hosts the ENVIS Centre onEnvironmental Education (EE) andSustainable Development (SD) and managesinformation in these domains. The followingmechanisms have been set up at CEE forfulfilling the ENVIS responsibilities andobjectives.

1. Education for Change newsletter

2. CEE ENVIS website

3. Query Response Service

4. E-Library

5.1.1 Education for Change: ENVISNewsletter on EnvironmentalEducation

Three issues of the electronic newsletter arebeing brought out to disseminate informationto network members. An annual print of thenewsletter focusing on selected articles is alsobrought out. The print run for the annual issueis 1000 copies which are sent to members onthe mailing list through post. The electronic

file is shared through listserv which has about2000 contacts.

The soft copies of the current and past issuesare made available at www.ceeenvis.nic.in.

5.1.2 CEE ENVIS Website

The ENVIS website www.ceeenvis.nic.in catersto the EE and ESD information needs ofenvironmental educators and interestedcitizens, individuals and groups. It has severalinteractive features for users to ask queries aswell as post their ideas/project. The websitehas a Resources section which has variousdatabases of activities and action projects forteachers and students.

5.1.3 Query Response ManagementServices

The Query Response Management Service isanother significant function of the ENVISCentre. The ENVIS Secretariat solicits enquiriesacross regions and strives to answer them.CEE-ENVIS has been receiving queries relatedto various themes and concepts like pollution,environmental courses, climate change andbiodiversity. During the reporting year, CEE-ENVIS has received 2109 queries throughphone calls, and about 150 through emailsand all have been responded to.

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5.1.4 E-Library

An online database with a large collection ofarticles, books, e-books, and journals ondifferent themes are available on EE and ESDsubject areas.

5.2 TVE Video Resource Centre(VRC)

CEE has been a Video Resource Centre (VRC)of the Television Trust for the Environmentsince 1997. As a VRC, CEE makes locallanguage versions of internationalenvironment films; produces instructionalmaterial for facilitating effective use of films asan educational resource; produces printmaterials to support and promote filmdistribution - film catalogues, newsletter,periodical publications and others; promotesthe dissemination of films on environment,development and social justice issues throughvarious channels - print, internet, workshops,

film festivals, to name a few; produces ownfilms and publicises films produced by others.

CMU continued its function as a VideoResource Centre during the year underreporting. Various environment andsustainable development related films wereborrowed both by programme groups withinCEE and by external institutions, for use intraining and public screenings. Schools,colleges and NGOs continue to use thisresource for their needs.

5.3 Capacity Building Workshopsfor Media on Climate Changeand Development in theIndian Himalayan Region

Centre for Environment Education (CEE) andThe Third Pole (TTP) were awarded a mandateby the Climate Change Division (CCD) of SwissAgency for Development and Cooperationunder Indian Himalayas Climate Adaptation

Table: Details of the four media capacity building workshops conducted in IHR

Media Workshop Duration Participants Workshop ThemeLocation Journalists Resource

Persons &Organisers

Shimla, Himachal July 30 – 18 16 Impact of Climate Change onPradesh August Agriculture, Forests, Biodiversity,

1, 2014 Food Security, Livelihood

Namchi, South November 25 12 Watershed Management and 17-Sikkim 19, 2014 Reviving the Water Streams

Srinagar, Jammu April 6-8, 17 11 The Devastating J&K Floods& Kashmir 2015

Jorhat & Majuli November 14 12 Climate Change Impacts onIslands, Assam 2-5, 2015 Agriculture, Tea and Fish; Floods

and Soil Erosion in BrahmaputraBasin; and Livelihood in MajuliIslands

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Programme (IHCAP), to sensitise journalistson climate change trends in the Himalayanregion, as well as orient them about effectivereporting on climate change issues, casestudies and sustainable development for themountain communities.

Under the mandate, four capacity buildingworkshops for media on climate change anddevelopment in the Indian Himalayan Region(IHR) were organised jointly by CEE and TTPunder IHCAP, with support from Departmentof Science and Technology (DST) and Ministryof Environment, Forest and Climate Change(MoEF&CC), Government of India. Theworkshops were conducted in the states ofHimachal Pradesh, Sikkim, Jammu & Kashmirand Assam, during the period between March15, 2014 and December 14, 2015. The intentionwas to cover the entire Himalayan Range -Western, Central and Eastern. It was decidedto conduct a workshop in Sikkim also as thestate is strategically important for India, lyingastride the shortest route from India to Tibet.

Overall 74 journalists from print, television,radio and online media and 51 resourcepersons and organisers attended theworkshops. The duration of each workshopwas three days, with the first and last dayassigned to in-house sessions - presentations,interactive talks/discussions and groupwork, while the second day was kept asidefor field visits.

5.3.1 Third Media Capacity BuildingWorkshop on Climate Changeand Disaster Risk Reduction inthe IHR

The third workshop in the series was held inSrinagar, Jammu & Kashmir, from April 6-8,2015, with the objective of enhancingjournalists' understanding of the role of

climate change in natural disasters, with aspecial focus on the devastating floodsexperienced in the Kashmir Valley inSeptember 2014.

The workshop was attended by 17 diversegroups of journalists from print and onlinemedia based in Jammu & Kashmir,Chandigarh, Uttar Pradesh, New Delhi andMumbai.

The first day of the workshop sawpresentations by speakers focusing on thecauses of the September 2014 floods - bothclimatological and man-made - impacts of thefloods, their linkages with climate change, landuse pattern and development in the Valley.Key speakers included included Dr. Tej Pratap,Vice-Chancellor of the Sher-e-KashmirUniversity of Agricultural Sciences andTechnology, Srinagar; Mr. Sonam Lotus,Director, Indian Meteorology Department,Srinagar; Mr. Saleem Beg, Member of theNational Monuments Authority, Governmentof India; Mr. Iftikhar Hakim, Chief TownPlanner of the Srinagar DevelopmentAuthority; Mr. Javed Jafer, Chief Engineer ofJammu & Kashmir Irrigation and FloodControl; and Dr. G. M. Dar, Jammu & KashmirInstitute of Management, PublicAdministration and Rural Development.

The second day of the workshop was spent infield visits to some of the worst affected citywards of Srinagar in September 2014; a transitcamp for members of the fishing communitythat had lost their homes; the Wular Lake anda village near the Wular Lake where applesare cultivated. These visits enabledparticipants to witness the impact of thedevastating floods of September 2014 and todirectly interact with the communities that hadbeen affected.

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The third day was devoted to in-housediscussions on the insights received from thesessions and field visits of the previous days.The participants listed and evaluated theirideas for news reports and Mr. Joydeep Guptaof TTP guided the participants in determiningwhat could become in-depth news reports andnews features, and identified shortcomingsthat needed to be recognised and dealt withby media persons.

A screening of the documentary, Kashmir: Intothe Murky Waters, filmed and produced byAssociated Media, was also held on this day.

5.3.2 Fourth Media Capacity BuildingWorkshop on Adaptation toClimate Change in theBrahmaputra Basin

The last workshop in the series, held in Jorhatand Majuli Islands, Assam during November2-5, 2015, focused on climate change impactsand adaptation measures in the easternHimalayas, with a special focus on theBrahmaputra basin.

Fourteen journalists from print, television andonline media from different parts of Assamand the Northeast region participated in the

workshop. The deliberations of the workshopfocused on climate change and its impact onvarious sectors - precipitation, agriculture -especially on tea and rice, horticulture andextreme climate events such as floods andentailing erosion. This was followed by a fieldvisit to Majuli Islands to gain first hadexperience of the impact of erosion oncommunities and understand governmentinterventions in this regard.

The eminent speakers included Dr.Muraleedharan, Director, Tocklai TeaResearch Association; Dr. R. M. Bhagat,Deputy Director, Tocklai Tea ResearchAssociation; Dr. R. K. Bora and Dr. GauravMishra from Rain Forest Research Institute;Mr. Rajiv Bora from Brahmaputra Board; Dr.Jayanta Deka, Principal Scientist, Departmentof Agronomy; Dr. Iswar Chandra Barua,Department of Agronomy; Dr. Rajiv LochanDeka, Department of Agro-meteorology; andDr. Bibha Chetia Borah of Fisheries ResearchCentre from Assam Agricultural University.

The first day of the workshop focused on theimpact of climate change on tea crop such asincreased pest attacks, need for irrigation,deteriorating quality and yield, throughpresentation from Tocklai Tea ResearchInstitute, Tea Research Association, Jorhat.They also shared the various efforts taken bythe institution to counter such impacts bytrying out more climate-resilient varieties ofthe tea crop, monitoring, digitalising of teagardens and so on. Experts from the RainForest Research Institute, Jorhat, of the IndianCouncil of Forestry Research & Educationmade a presentation on the incidence of pinemortality and dwarfing/stunted growth ofSiroy Lily in Manipur. Officials from theBrahmaputra Board presented the variousmeasures they have undertaken to mitigateParticipants at Tocklai Tea Research Institute

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erosion in the island of Majuli with the helpof structural measures such as geo-bags, spursand embankments. The participants askingcritical questions during the interactions thatfollowed resulted in better and comprehensiveunderstanding of the topics.

Presentations on the second day revolvedaround climate change impacts on agronomy,agro-metereology and fisheries sectors inAssam. Dr. Ishwar Chandra Barua from theDepartment of Agronomy, Assam AgricultureUniversity (AAU) in Jorhat shared case studiesabout climate change, weed invasion andbiodiversity loss in the state. Dr. Jayanta Dekaof the same department discussed theresurgence of certain pests and dominance ofsome secondary pests over primary ones. Healso shared interesting connections betweenmigration of birds and incidence of new pestsin the region. Dr. Rajib Lochan Deka fromDepartment of Agro-metereology, AAUpresented on the trends and fluctuations ofthe rainfall regime in the Brahmaputra andBarak basins of Assam and what they wouldmean for crops such as tea. Dr. Bibha ChetiaBorah of Fisheries Research Centre, AAU,enlightened the group on how climate changewas impacting fisheries in the state in theform of decline in riverine catches at alllanding centres over the past four decades,decline in share of carps and catfishes in thecatch, increasing dominance of small sizedfishes and drastic decline in the abundanceof certain fish species such Bengala elangaand Pangasius pangasius. Her presentationevoked a lot of curiosity among theparticipants and led to interestingdiscussions.

The workshop included a field trip to Majulito facilitate ground-level reportage ofadaptation to climate change. Majuli is a large

island in the Brahmputra River which hasbeen losing its land due to excessive erosion.The field trip included visits to Salmora, thearea most affected by flood and soil erosion inMajuli and interactions with the community.

5.3.3 Achievements of MediaCapacity Building Workshops

• 74 media personnel were trained throughfour media workshops, which was morethan the proposed target.

• Modules on ‘Reporting Climate Changeand Sustainable Development’ and‘Trainer’s Guide’ have been developed tofacilitate more such workshops in the futureby different agencies.

• Eight workshop reports have beenprepared containing in-depth details ofeach workshop, with two reports for eachworkshop - Proceedings and Journalist.While the report of the proceedings hasdocumented the workshops as they wereconducted, the journalist reports providethe gist of the deliberations made anddiscussions held.

• The amount of media coverage given toclimate change issues has increased with

Participants interacting with cattle herder ofMajuli Islands

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more than 40 press and electronicreportings/case studies appearing in themedia.

5.3.4 Links to Media Stories

Media Stories Links post Srinagar Workshop

Media Workshop on climate change anddisaster in India. Mountain Partnership -working together for mountain peoples andenvironments. March 25, 2015.

http://www.mountainpartnership.org/news/news-detail/en/c/281743

Kandizal never breached deliberately duringfloods. Kashmir Reader. April 07, 2015.

http://www.kashmirreader.com/kandizal-never-breached-deliberately-during-floods/

The myth of Kandizal – Faisul Yaseen. RisingKashmir. April 07, 2015. Latest News

http://www.risingkashmir.com/the-myth-of-kandizal/

Climate change may lower production, qualityof Kashmir apple. Kashmir Reader. April 07,2015.

http://www.kashmirreader.com/climate-change-may-lower-production-quality-of-kashmir-apple/

Met failed to predict torrential rains thatcaused Srinagar's 2014 floods- Naseer Ganai.Mail Online India. April 9,2015

http://www.dailymail.co.uk/indiahome/indianews/article-3032699/Met-failed-predict-torrential-rains-caused-Srinagar-s-2014-floods.html

Perishing Large Cardamoms. ChandraniSinha. Business Northeast. State Beat Sikkim.

March 2015 http://s9.postimg.org/pr1n7loen/Cardamom.jpg

Climate Change isn't the only problem. BharatLal Seth. International Rivers protectingpeople water life. April 15, 2015.

http://www.internationalrivers.org/blogs/328-14

Kashmir Is Ground Zero For Climate ChangeImpacts. Dinesh C Sharma. Metro India. April22, 2015.

ht tp ://metroindia .com/Detai ls .aspx?id=68464

Living with High Water in the Himalaya.Rahul Goswami. May 11, 2015 http://www.resilience.org/stories/2015-05-11/living-with-high-water-in-the-himalaya

Six months after: Will flood ravaged Kashmirlearn? Nivedita Khandekar. May 21 20155:02AM http://www.thestatesman.com/mobi/news/section-ii/six-months-after-will-flood-ravaged-kashmir-learn/64453.html

Nepal Quake Underscores the Need forUpdated Resource Inventory. NiveditaKhandekar. May 16, 2015 http://www.theasiadigest.com/feature-disaster/flood-/earthquake/12394/nepal-quake-underscores-the-need-for-updated.htm#.VWLbWtWqqkp

Abandoned, Kashmir flood victims suffer insilence. Afsana Rashid, The Milli Gazette.May 12, 2015

http://www.milligazette.com/news/12348-abandoned-kashmir-flood-victims-suffer-in-silence

The quest for the Himalayan quail. AnandaBanerjee, Livemint. May 31, 2015.

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http://mintonsunday.livemint.com/news/t h e - q u e s t - f o r - t h e - h i m a l a y a n - q u a i l /2.3.2759013244.html

When the last of India’s forest corridors vanish,so will the wildlife. Ananda Banerjee,Livemint. June 5, 2015.

ht tp://www.l ivemint .com/Pol i t ics/B3KHli9nAI9qHUH0MyXk7N/When-the-last-of-Indias-forest-corridors-vanish-so-will-th.html

Presence of banned pesticide in Dal Lakeprompts concerns of its accumulation in fish,humans. Abdul Mohamin, Kashmir Reader.June 5, 2015.

http://www.kashmirreader.com/presence-of-banned-pesticide-in-dal-lake-prompts-concerns-of-its-accumulation-in-fish-humans/

http://www.hindustantimes.com/mumbai/maharashtra-has-lost-huge-chunk-of-forest-to-wind-power-projects/article1-1086866.aspx

http://www.hindustantimes.com/mumbai/city-researchers-develop-18-dye-molecules-for-solar-cells/article1-820866.aspx

http://www.hindustantimes.com/mumbai/next-fuel-from-algae/article1-659445.aspxhttp://www.hindustantimes.com/mumbai/elephanta-gets-solar-power/article1-639413.aspx

http://www.hindustantimes.com/mumbai/going-green-iit-bombay-style/article1-832747.aspx

Media Stories Links post Jorhat, MajuliWorkshop

Scientist raises tea-pest alarm. SmitaBhattacharyya.

http://www.telegraphindia.com/1151103/jsp/northeast/story_51134.jsp#.VkYGDBgmpKo.email

Majuli plans come & go but erosion stays.Smita Bhattacharyya.

http://www.telegraphindia.com/1151111/jsp/northeast/story_52546.jsp#.VkYHUFlty-8.email

Eroding Brahmaputra threatens Majuli’sunique pottery industry. Azera ParveenRahman. November 25, 2015. The Third Pole

http://www.thethirdpole.net/2015/11/25/eroding-brahmaputra-threatens-majulis-unique-pottery-industry/

Tea trouble brewing in Assam. Usha DewaniDas.

http://www.indiawaterportal.org/articles/tea-trouble-brewing-assam

5.3.5 One Day Orientation for Media onClimate Change Reporting in Jammu

CEE - Himalaya Initiative conducted a oneday workshop for media in the context ofScience Express Climate Action Specialvisiting the Indian Himalayan Region, withsupport from Swiss Agency for Developmentand Cooperation (SDC), under its IndianHimalayan Climate Action Programme(IHCAP). Hosted by the Department ofEnvironmental Sciences of the University ofJammu, and the Press Club of Jammu, theworkshops were designed for equippingeducators on climate change and on orientingmedia for climate change reporting.

Organised and conducted in collaborationwith the Centre for Environment Educationand Training, Jammu & Kashmir, and the PressClub of Jammu, the workshop was held on

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December 15, 2015, in Jammu. A large groupof media persons representing broadcastmedia (television and radio), print and onlinenews attended the workshop.

Shri Bali Bhagat, State Minister for SocialWelfare, Forest, Ecology and Environment,was the chief guest. Mr. O. P. Sharma, IFS andDirector of the Department of Environment,Ecology and Remote Sensing, was the guest ofhonour.

Dr. C. M. Seth, environmentalist, in hisintroductory welcome said that India hadmade big gains at COP21 and had shown thatit is our lifestyle which reduces the carbonfootprint and CO2. Avowing that it is possibleto bring in development as well as work forclimate justice, he said that adaptation andmitigation would be made part of the planningprocess in the state. Describing theinclusiveness of the new environmentalapproach in the state, he said 12 panchayatshad been identified who would prepare theirlocal biodiversity registers.

In his address to the participants, Mr. Bhagathighlighted the need for collective action toaddress the effects of climate change. He saidthe role of the media on the subject is of criticalimportance, especially as environment is asubject that touches the life of the rich andpoor, and making it obligatory for everyindividual to contribute to beingenvironmentally responsible. He outlinedsome of the recent measures taken by the stategovernment to conserve natural resources,reduce the menace of encroachment on forestlands, revive degraded forested areas and curbthe smuggling of timber and minor forestproduce. The minister also appreciated theinitiative taken to bring the Science Expresstrain to Udhampur and Samba stations in thestate in November 2015.

Dr. Abdhesh Gangwar pointed out thatclimate change is connected to everything;hence all sections of society must participatein addressing it and contribute to reducingthe impacts of society upon the environmentas a collective responsibility. He pointed outthat the lifestyle aspect has been brought intothe preamble of the COP21 agreement whichis a big achievement. This was followed by ascreening of the video clip on the ScienceExpress.

Mr. Sanjit Khajuria of Doordarshan Kendra,Jammu agreed that that there has been greatchange in the media over the last 15 years andthe understanding of climate change and itseffects has become deeper and reached moremedia persons. He said that the media shouldinteract with ordinary people and speak theirlanguage when communicating about climatechange and and about different approaches toliving with its effects. He highlighted the PrimeMinister’s statement that development isnecessary but the environment must beprotected.

The Press Club of Jammu, at this point,announced that a centre for environmentalstudies is proposed to be set up at the PressClub.

Mr. Rahul Goswami delivered the technicalsession on media reporting and climatechange. Touching upon the work of CEEHimalaya over the past year on the IndianHimalayan Climate Adaptation Programme(IHCAP), he also provided the participants asummary of the four media workshops. Usingthe points made by the resource persons of theworkshop series and the feedback from theparticipants, he outlined the challenges facedby local administrators and planners and theperceptions of journalists about reporting forstate and national media about climate change

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issues. He also provided suggestions to dealwith the constraints - whether institutional orprocedural - so that the reader or viewer wouldfind it more meaningful to engage with newsstories, features and articles about the effectsand impacts of climate change and theresponses of society and individuals.

Dr. Bachha Babu of the Department of MassMedia and Communications, CentralUniversity, provided a thought provoking and

critical view of the COP21 climate negotiationsand the recent history of international climatemeets. He said the economics and businessnature of the summit appeared at times toovershadow the climate aspects. He alsoexamined the issues of negotiations, theofficial responses of governments includingthat of the Indian government, and howconcepts such as 'carbon budget' were seen toapply to everyday lives and livelihoods.

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6 EE Through Interpretation

6.1 Khangchendzonga NationalPark Interpretation Centre,Yuksom, Sikkim

A small interpretation facility was set up atYuksom in West Sikkim, which is the gatewayto the Khangchendzonga National Park (NP),one of the best protected areas in theHimalayas. The centre was set up in May 2015in a small building at the entrance to the parkwhich also houses the forest check-post. Forest,Environment and Wildlife ManagementDepartment of the Government of Sikkimsupported the project.

CEE designed, fabricated and installed ninephoto-text panels covering five themes: Flora/Medicinal Plants; Fauna; Avifauna; ForestTypes; Khangchendzonga NP Landscape. Thepanels help enhance tourists’ experiences andunderstanding about the national park.

The panels installed were:

1. Five Treasures of the Snow! -Khangchendzonga NP safeguards thefragile eastern Himalayan ecosystems.

2. Mammals of the Mountains

3. Unbeatable Ungulates – Ungulates welladapted to the steep slopes of the Himalayas

4. Bird Bonanza! – KhangchendzongaBiosphere Reserve is a designatedImportant Bird Area (IBA)

5. Birds in Danger! – This NP is a haven formany endangered and endemic birds

6. Green Slopes! – The different forest typesthat rapidly change with rise in altitude

7. Green Wealth! - From colourful flowers tomedicinal plants

8. Green Care! - The wealth of medicinal plantsand fungi seen in the NP

CEE has also designed two name panels forthe Interpretation Centre and the check postrespectively.

6.2 Tadoba-Andhari Tiger ReserveInterpretation Centre, Moharli,Maharashtra.

Tadoba-Andhari Tiger Reserve is consideredone of the best tiger reserves in the state ofMaharashtra and sees a heavy influx oftourists every year. A small interpretationcentre consisting of photo-text panels was setup in October 2015 in the waiting hall at theentrance to the reserve. The panels covervarious themes related to the reserve such asbiodiversity, threats and conservationmeasures. As this hall is used by tourists whenwaiting to get their permits to enter the reserveor as a place to rest, it is an ideal place forsetting up an interpretation centre. In addition,large hoardings carrying conservationmessages were also installed on the main roadleading into the reserve and hoardings withdo’s and don’ts for tourists were set up atvarious entry gates.

6.3 Museum-cum-InterpretationCentre at Swami VivekanandaInstitute of Mountaineering(SVIM), Mt. Abu, Rajasthan

A unique, first of its kind interpretation centreon mountaineering was set up in November2015 at the Swami Vivekananda Institute ofMountaineering (SVIM) at Mount Abu,Rajasthan. At the entrance to the centre, visitorsare greeted by a diorama of two childrenclimbing a rock wall. Inside the hall there arephoto-text panels which give a glimpse into

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the world of mountaineering by coveringvaried themes ranging from the history ofmountaineering to its science, importantlandmarks and famous people. The centre alsohouses an elaborate display of rock climbingand ice climbing equipment displayed onmodels of rock and ice walls, along with actualsize human models displayingmountaineering gear. There is also anattractive diorama on the Himalayan rangesalong with scale models of climbers. Severalpublications like a handbook based on theinterpretation centre, a brochure of the instituteand a prospectus were also designed andprinted.

6.4 Re-vamping of Chilika LagoonVisitor Centre at Satapada,Odisha

An interpretation centre on the shores of theChilika Lagoon at Satapada, Odisha was setup by CEE in 2002. In 2015 the facility wasupgraded by CEE. The lagoon has undergonemany positive changes in the last decadethanks to the efforts of the ChilikaDevelopment Authority. The panels at thecentre were updated and re-designed tointerpret the current status of the lagoon. Some

new exhibits were added like a dioramashowing the Irrawaddy Dolphin, the staranimal of Chilika, and otters. Another dioramawas installed depicting the bird diversity atNalaban Bird Sanctuary, an island in themiddle of the lagoon which attracts thousandsof migratory birds. The older exhibits wererepaired and refurbished.

6.5 Interpretation Centre at BisonLodge and PWD Guest House,Pachmarhi, Satpura NationalPark and Tiger Reserve, MadhyaPradesh

Satpura Tiger Reserve, situated in the Satpuramountain ranges, comprises the SatpuraNational Park and the adjoining Bori andPachmarhi Wildlife Sanctuaries. The ruggedterrain of the park is made of rocky outcrops,deep valleys, gorges, numerous waterfalls,many perennial and seasonal streams, riversand beautiful forests teeming with richbiodiversity. Pachmarhi Sanctuary is mostfamous for its beautiful waterfalls and scenicbeauty. The forests here abound in largemammals such as tigers, leopards, bears, gaur,besides small mammals and birds.

CEE was commissioned by the MadhyaPradesh Forest Department to design anddevelop a Nature Interpretation Programmefor the Bison lodge and their old Public WorksDepartment (PWD) guest House located atPachmarhi, which is the only hill station inMadhya Pradesh and is a popular touristdestination for many.

As part of the project, the followingcomponents have been designed, developedand installed at the site :

• Bison Lodge - New Interpretation Centre

Rock Climbing Equipment Display - SVIMMuseum cum interpretation Centre, Mt. Abu.

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• PWD Guest House – New InterpretationCentre

• Gazebo - a Souvenir shop

• Redesigned gates

• Landscape design

• Signage for facilities

Various concepts covered at the InterpretationCentre include the history, geography,biodiversity, management, conservation issues, tribals and tribal culture, evolution of theforest department, wildlife, water falls, religion,customs, festivals, traditions, temples andmonuments related to the reserve.

The Bison Lodge has a new InterpretationCentre showcasing Satpura, its biodiversityand wildlife, culture and history, and naturalbeauty using multimedia techniques likedioramas, touch screen, life size models, phototranslites, text panels, and sound exhibits. ThePWD Guest house has an interpretation of thebird life in Satpura, smaller charismaticspecies like reptiles, amphibians and insects,and the rich plant diversity.

CEE has also developed car stickers asmementos for visitors while two publications,which include a coffee table book and ahandbook on Satpura, are being developed.

6.6 Bhagyanagar NandanavanamPark Interpretation Centre atNarpally

CEE Hyderabad office has received approvalfrom the government for the concept, design,development and installation of panels and3D models at Bhagyanagar NandanavamInterpretation Centre. The work is currently inprogress.

6.7 Interpretation Centre onMarine Biodiversity,Tannirbhavi, Karnataka

CEE Karnataka, in collaboration with theKarnataka Forest Department, developed anInterpretation Centre on Marine Biodiversityat Tannirbhavi near Mangalore with the aimto create awareness on marine ecosystem andbiodiversity and the need for theirconservation. As part of this initiative, display

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panels on the history of Tannirbhavi, its marineresources and their benefits, marinebiodiversity, amazing marine species, WesternGhats and its rich biodiversity, and forestresources of Karnataka were developed.Besides, 3D models on mangrove ecosystemand interactives on bird calls, mammal callsand frog calls were established at this centre.Outdoor wayside displays highlighting theimportance of trees and about the amazingbirds and animals in the area were alsodeveloped and installed.

6.8 Interpretation Centres inTamil Nadu

CEE is providing technical support to threeinterpretation centres in Tamil Nadu initiatedby the Forest Department, Government ofTamil Nadu with financial support from TamilNadu Biodiversity Conservation and GreeningProject (TBGP). The interpretation centres arebeing initiated at Amritha Zoological Park,Vellore; Zero Point, Pechiparai; and KanyaKumari with the aim of transforming arecreational visit into an educationalopportunity.

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7Knowledge Management for Sustainability

7.1. Assessment of CommunityDependence in CoastalEcologically Sensitive Areas

The Centre for Environment Education (CEE),with the support and partnership of theNational Centre for Sustainable CoastalManagement (NCSCM), is facilitating fieldstudies in the coastal areas of Karwar(Karnataka); Gulf of Kachchh and Gulf ofKhambhat (Gujarat); and East and WestGodavari, Coringa (Andhra Pradesh). Theproject objective is to capture household leveldata regarding the dependency of thecommunity on the coastal ecologicallysensitive natural resources and their ability tomanage them. The results of the field studieswill help in the development of a decisionsupport tool for the Ministry of Environment,Forest and Climate Change (MoEF&CC) andstate governments to identify CriticallyVulnerable Coastal Areas (CVCAs) and designinterventions to involve the local communityfor sustainable coastal management in suchareas. On an average, in each location morethan 1000 households representing fishers,farmers, labourers, urban and rural settlementswere surveyed. The survey instrument uses aspecially designed app to capture householddata and transfer it via internet to the serverwhere results can be analysed. CEE hascompleted the survey in all the locations andsupported the NCSCM for inputs in thedecision support framework too. It is hopedthat in the next phase, the survey tool wouldbe used in all the coastal state governments to

pursue such studies independently at the statelevel, with the involvement of the localcommunities and NGOs, and implementcommunity based and co-managed plans forsustainable use and conservation of coastalresources.

7.1.1 Comprehensive Survey inAndhra Pradesh

CEE Andhra Pradesh State Office hasimplemented the project for the assessment ofthe extent of community dependence on thecoastal ecologically sensitive areas (ESAs) inCoringa, Krishna and Godavari, AndhraPradesh with the support of NCSCM. The mainobjective of the project is to understand andquantify the socio-ecological values, socialdependency values and ability of thecommunity to manage the ecosystems(Ecological Sensitive Areas (CSAs) / CriticallyVulnerable Coastal Areas (CVCAs) using theservices of the local youth groups.

Four districts were selected by NCSCM for thesurvey, viz. East Godavari, West Godavari,Guntur and Krishna. Twenty one enumeratorswere identified, based on their qualificationsand experience in coastal and ruraldevelopment, with the support of local NGOsand the District Biodiversity Coordinators toconduct the survey. They were then providedtraining on the survey questionnaire and useof the tab. The survey was conducted in 2050households spread over 88 villages in fourdistricts and completed in 25 days.

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8 Industry Initiatives

8.1 Sustainable Business andClimate Change

CEE's Sustainable Business and ClimateChange (SBCC) Group works business in orderto assist them to evolve and support actionstowards sustainable development. The groupworks on the thematic areas of sustainablebusiness, climate change and industrialpollution prevention, and linked with the ESDapproach, carries out action based research.

The activities of the group involve informationservicing, training, assessments and capacitybuilding on thematic areas related tosustainability, climate change, energy andwaste, linking industrial activities withenvironmental compliance, protection andpolicy learnings.

The climate change programme focuses onclimate change education for sustainabledevelopment, climate policy, carbon financingprojects and footprint assessment. It developsacademic courses and programmes for centresof higher learning, assists course developmentand delivery, carries out monitoring andassessments on climate adaptation andmitigation, and conducts research on emergingthemes in climate.

SBCC’s energy programme focuses on energyefficiency assessment, GHG emissionreduction and providing advisory support fordevelopment of decentralised energy systemsin urban and rural areas including monitoringand evaluation of projects.

The Industrial Pollution Preventionprogramme aims at enhancing the capacity ofindustries in pollution prevention andremediation through training, workshops anddemonstration projects in the area of wastemanagement, cleaner production, and process

efficiency. The programme works closely withindustries, associations and chambers ofcommerce across different states and withmultiple regional and national level partners.

Figure 1: SBCC Structure

8.1.1 Earth Care Awards

The Earth Care Awards, started in year 2007,entered into its sixth year. The awardsrecognise excellence in climate change actionand covers both mitigation and adaptationsectors. As part of the process, CEE evaluatedaround 130 applications from categories likeindustry, community and innovations. Theapplications were received from across all ofIndia and countries in the SAARC region. Thecases on climate change were assessed onclimate change mitigation and adaptationaspects and were further evaluated on the basisof their impact, adherence to benchmark andsustainability aspects. The shortlistedapplicants were further visited for completingsite level evaluation and the findings presentedto the jury. The awardees were felicitated withEarth Care Awards in an event where theirefforts were showcased and presented.

8.1.2 Knowledge Centre onHazardous Waste Management

The project on development of products fromwastes is part of the circular economy initiative

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of CEE. As part of this, CEE presented its workand conducted a roundtable on the topic withsubject experts from the Gujarat PollutionControl Board and the University of Guelph,Canada.

As part of the activity, CEE created a platformwith the regulatory authority, individualindustries and Industrial association forutilisation of industrial waste. It has preparedan inventory of industrial wastes based ontheir characteristic and drawn a sustainableplan for their utilisation. CEE demonstratedthe development of various types of bricks/blocks from hazardous and non-hazardoustype of industrial wastes which have goodmaterial strength and are non-toxic in nature.These have been developed in combinationwith binding materials to prevent leachingand also provide required compressivestrength. The activity can now be upscaledthrough securing funds support andcompleting all required processes for itsadoption into practice.

The project provides research based supportfor decision making regardingcharacterisation of wastes and segregation intoresources, and for creation of a market basednetwork where producers of waste are linkedto potential buyers. The activity has been ableto enhance the knowledge base ofmanufacturers (members of Odhav landfillsite) of such waste and help in the reductionof waste at source.

8.1.3 Clean Development Mechanism(CDM) on Afforestation/Reforestation

This activity aimed to conceptualise ,evelopment of projects on CDM, as part ofwhich, CEE submitted Project DesignDocuments (PDDs) for the two CDM projects:

• Community Based restoration of degradedmangrove habitat in Talaja Takuka,Bhavnagar District

• Small Scale Cooperative Afforestation CDMProject Activity on Private Lands inPanchmahal Disstrict, Gujarat

The projects have been prepared in accordancewith the CDM guidelines and methodology.

8.1.4 Avoidance of Carbon Emissionsthrough Resale of Products

Consumption-based carbon emissions hasbecome a growing trend around the world andwith increased access to resources and aconsumptive economy, countries have startedreflecting on the growing per capita footprint.Centre for Environment Education (CEE), aspart of a study sponsored by OLX, undertookan assessment of product carbon footprint. Itlooked closely into consumption-basedgreenhouse gas emissions and at the possibilityof developing a process for GHG accountingthrough product footprints. The studyattempted to assess the product carbonfootprint of goods transacted in high volumesat OLX.in, and the cumulative carbonemissions avoided through the transaction ofused goods.

This study is an attempt to leverage thepotential of used goods and the impact it hason the economy beyond the priceconsiderations. The study looked at variousproduct categories, with the choice of productsbeing based on both the volume of transactionsand the impact it may have on theenvironment. Representative products acrosscategories were then analysed for their impactsassessed through the life cycle assessment onthe principles of ‘Cradle to Gate’ extended upto distribution networks.

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8.2 Climate Change Circle ofSBCC Group

At CEE, climate change is dealt with as a cross-cutting subject: for example it is dealt withthrough the Prayavaran Mitra school projectwhile it is also a standalone area. The climatechange team of the SBCC Group deals withclimate change education for sustainabledevelopment, climate policy and climateeducation policy. In the period of April 1, 2015to March 31, 2016, the following projects andactivities were undertaken by the climatechange team.

8.2.1 Science Express Climate ActionSpecial (SECAS)

In the run to the 21st Conference of Parties(COP21) under the United Nations FrameworkConvention on Climate Change (UNFCCC) inParis in December 2015, the Science Expresshas been redesigned on the theme of ‘ClimateChange’. From October 15, 2015, it is runningas the mass awareness campaign 'ScienceExpress – Climate Action Special (SECAS)'across India. It is a unique collaborativeinitiative of the Department of Science &Technology, the Ministry of Environment,Forest & Climate Change (MoEF&CC), and theMinistry of Railways, Government of India.

The state-of-the-art exhibition aboard SECASaims to create awareness among the varioussections of society, especially students, on howclimate change can be combated throughmitigation and adaptation. SECAS intends tocontribute towards increasing understandingof the science of climate change, the observedand anticipated impacts, and various possibleresponses.

Of the 16 coaches of SECAS, the exhibition ineight coaches developed by CEE on behalf of

MoEF&CC, Government of India, is exclusivelydevoted to information, case studies andmaterial related to various aspects of ClimateChange, the underlying science, impacts,adaptation activities, mitigation solutions andpolicy approaches, in a manner that is easy tounderstand and interesting for not just schoolstudents but also the masses.

The broad themes covered in each exhibitioncoach are as follows:

• Coach 1: Understanding Climate Change -Insights into the climate as a system, thegreenhouse gas effect and the underlyingreasons for climate change with the keymessage that the current change in theclimate is due to human activities.

• Coach 2: Impact of Climate Change - Howtemperature rise, monsoon variations, sealevel rise are predicted to affect vital sectorslike water, agriculture, forests andbiodiversity, and human health, and waysto reduce these.

• Coach 3 & 4: Adaptation - Concepts ofadaptation and examples from day to daylife, adaptation strategies and stories fromthe field; adaptation options in urban andrural contexts and the adaptation actionsIndia is taking.

• Coach 5 & 6: Mitigation - Concept anddefinition of mitigation with examples, withemphasis on restoring balance, enhancingsinks and reducing emission throughRenewable Energy (RE) technologies.Various programmes implemented byIndia, low carbon strategies and India’sambitious goal to increase RE footprint.

• Coach 7: International Negotiations onClimate Change - Introduction to UNFCCC,IPCC and internationally agreed action and

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targets. Explanation of the concept of equityand common but differential responsibility,Kyoto Protocol and other key outcomes ofmajor COPs.

• Coach 8: Handprint - What can one do atschool, on the roads, at home and in officeswith the focus on the concept of lifestylechoices, with the key message ‘Increaseyour Handprint. Decrease your Footprint’.

SECAS travels in its fifth phase across thecountry for about seven months, halting at 64locations in 20 States, covering about 19,800km. The exhibition will convey a strongmessage about Climate Change and will alsobe a good opportunity to generate dialogueand discussion on the topic.

8.2.1.1 SECAS in West Bengal

CEE Kolkata, in collaboration withDepartment of Environment, Government ofWest Bengal, facilitated activities and outreachof SECAS in West Bengal.

A detailed orientation programme wasconducted by CEE and NGO facilitators atNew Jalpaiguri on December 17-18, 2015, forthe facilitators from West Bengal and Assam.The training made all the selected facilitators,aware of the various aspects of climate changeand the activities to be conducted during pre-train and on platforms. They were providedwith kits containing materials required toconduct the activities, which weredemonstrated and discussed during thetraining.

The activities included conductingcompetitions, games, demonstrations andquizzes using the educational activity kits,with the students and visitors. The trainstopped at six stations of West Bengal duringthe period December 30, 2015 to January 27,2016. About 10,000 students and teachersbenefitted through the pre-train orientation inthe area around each station and a total of203106 people (students and local public)visited the Science Express during its courseof journey in West Bengal.

An intensive feedback survey was alsoconducted with all those who visited SECASin West Bengal. The feedback survey elicitedresponses from all the teachers who visitedSECAS through phone calls. A field surveywas also undertaken with selected schoolsand colleges. The responses from students,teachers, professors and youths who visitedas well as who did not visit SECAS from theselected schools are being documented for ananalytical report.

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SECAS- Painting Competitions: CEE Kolkatafacilitated the painting competition (for class6 to 10), the best paintings out of which wouldbe used as display panels on the windows ofSECAS. The aim of the competition was tomake students aware and make them thinkabout ways to mitigate impacts of climatechange, drawing their vision for thecompetition.

8.2.1.2 SECAS in the Himalayan Region

The Climate Change Division (CCD) of SwissAgency for Development and Cooperation(SDC), under its Indian Himalayas ClimateAdaptation Programme (IHCAP), collaboratedwith CEE Himalaya Initiative to support theSECAS train in the Indian Himalayan Region(IHR).

During its journey, SECAS visited six stationsin three states of the Indian Himalayan Region,namely Amb Andura, and Churaru Takarlain Himachal Pradesh (HP); Udhampur andSamba in Jammu & Kashmir (J&K); andHaridwar and Lalkuan in Uttarkhand,between October 9 and December 31, 2015.Since these stations lie in the mountain terrainand the train only halted for 2 or 3 days ateach station, the outreach was limited as peoplefound it difficult to visit the train. ThereforeCEE Himalaya and SDC decided to conductactivities on the platforms as well as in thecities of the station where the train halted, andalso in Shimla in HP and Jammu in J&K wherethe train did not visit.

Pre- Train Activities

Before the arrival of SECAS in the sixdesignated stations, CEE Himalaya conductedvaried activities to provide a background aboutclimate change to school students, teachersand the general public as well as to motivatethem to visit the train.

CEE Himalaya Team visited various schoolsand ignited interest in the train using standees,science kits and other IEC material. Activitiesconducted include drawing, poster making,extempore speech, discussion, debates, essaywriting, quiz, idea activity, mini scienceexperiments, activities on basic science andmathematics concepts, spread the word, checkyour emissions, take your pick, ropes andladder games, display of standees anddiscussion based on them. Students performedalso performed skits on environmentconservation and climate change.

Activities were also conducted with farmers,street vendors, sadhus and others. In all, 4927students, 194 teachers, 15 sadhus, 10 streetvendors, 260 pilgrims, 55 farmers and 216general public were addressed throughvarious events/ activities.

Street vendors: A small discussion was heldwith street vendors at the Ghats in Haridwaron the impact of climate change in Haridwar,Clean Ganga Mission and the impact of theseon their livelihoods. It was found that duringGanga cleaning the holy water is stopped fora certain stretch of the ghats due to whichmany tourists don not visit that particularstretch, thereby impacting the livelihood ofthe vendors there.

Farmers: To document the impact of climatechange on agriculture , discussions wereorganised with farmers at Rishikesh,Haridwar and Lalkaun about the changes inthe climate of that particular region, their effecton crops, productivity and their livelihoods,and what adaptation measures are being takento deal with it.

Pilgrims: Haridwar and Rishikesh being holyplaces, are packed with pilgrims from allaround the country. Therefore discussions

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were also held at important pilgrimage siteson Clean Ganga-Nirmal Ganga. The team alsospoke to them on the importance of climatechange and how our indigenous practices arehelpful in its mitigation.

Sages (Sadhus): Sadhus form a very essentialpart of the religious places and can beeffectively tapped to motivate local people andtourists to take positive action for climatechange. CEE Himalaya conducted a short eventwith Sadhus at Ganga Ghats to recognise thechanges in climate over a period of time andtheir impact on the holy River Ganga. Theconnect between religious practices andclimate change has been well documented bySadhus.

Platform Activities

CEE Himalaya Team conducted activities onthe platforms of the stations where SECAShalted. Activities included: group discussionson climate change on IHR; mini scienceexperiments demonstrating differentphenomena occurring in ecosystems and theimpact of even slight climate change on them;discussions based on standees containingquestions on environment; drawings, slogans,debates, speech and others.

In addition to this, CEE Himalaya was alsoable to conduct pre-train and platformactivities in Jalpiaguri district of West Bengalduring the SECAS visit – December 21-31, 2016.

8.2.2 Case Studies for UNESCO'sGlobal Education MonitoringReport

CEE is developing a paper on ‘TheLeapfrogging Opportunity - Role of Educationin Sustainable Development and ClimateChange Mitigation’ for the United NationsEducational, Scientific and Cultural

Organization (UNESCO). This paper, withtwenty one case studies identified onagriculture, energy and urban sectors fromdeveloping countries across the world, is acontribution to the UNESCO’s GlobalEducation Monitoring Report for the year 2016.Through these cases, the importance ofeducation interventions and their explicit andimplicit impacts - environmental (especiallyclimate change mitigation), social andeconomic - have been highlighted.

8.2.3 Training Seminar for Journalistson Renewable Energy and EnergyEfficiency

This project, funded by the Heinrich BoellFoundation, seeks to facilitate criticaldocumentation of renewable energy andenergy efficiency initiatives by journalists inIndia. As the key component of the project, thetraining seminar gathered journalists whohave earlier written about renewable energiesand energy efficiency, with a view to embedtheir knowledge better in larger contexts likesustainable development, internationalprocesses to foster renewable energy andenergy efficiency (UNFCCC, IRENA, SE4all,SDGs) and gender challenges, and link theefforts with international examples like theGerman Energiewende and their take-awaysfor India. The seminar held on August 11-12,2015, provided information to journalistsabout the state of the art, potential, policiesand barriers of renewable energy and energyefficiency, and the resource scarcity of fossilfuels in India. CEE arranged a one day fieldtrip to the solar canal in Baroda and a largescale biogas plant in Anand, Gujarat. Thesefield visits were particularly appreciated bythe participants for their unique technologyadoption and their scale. At both venues,participants were guided by local personnel

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from the respective projects who responded tothe interested, critical and detailed questionsof the journalists.

8.2.4 Eleventh Conference of Youth,November 2015

YOUNGO, an observer constituency of youthnon-governmental organisations of the UnitedNations Framework Convention on ClimateChange (UNFCCC), organises preparatorymeetings called Conference of Youth (COY),which help build the capacity of youth toparticipate in the UNFCCC negotiationprocess. The Eleventh Conference of Youth(COY 11) was held simultaneously in Parisand different cities around the world, duringNovember 26-28, 2015, prior to the TwentyFirst Session of Conference of Parties (COP 21)to UNFCCC.

In India, CEE and the Indian Youth ClimateNetwork (IYCN) organised COY 11 at the CEEcampus in Ahmedabad in which 150 youthparticipated. The aim of this regionalconference was to help youth understandissues related to climate change, deliberate ondifferent ways to tackle climate change, andinspire and build capacity to take positiveinitiatives in addressing this global challenge.The participants were introduced to thescience of climate change, its impacts andadaptation and mitigation actions taken atinternational, national and local levels. Roleplay activities helped the participantsunderstand the negotiation processes andissues at stake while taking decisions toaddress the challenges.

An input session on the importance of acommunication strategy to generate supportfor the initiatives was also conducted.Participants from Ahmedabad and other COYslike Tokyo and Paris were connected to enable

interaction on various topics pertaining toenvironment and development. The inputs byparticipants were taken into consideration inthe manifesto that was presented to the worldleaders by youth representatives at COP 21.

8.2.5 Participation in ClimateSummit COP21 in Paris,December 2015

A delegation from CEE participated asobservers in the historic UNFCCC ClimateSummit COP21 in December 2015 in Paris,which resulted in the Paris Agreement. CEEactively participated in the first ever heldEducation Day at the COP21 on December 4,2015, highlighting the role of climate changeeducation for the successful implementationof the objectives of the climate convention. Thisengagement built up CEE's relation withUNFCCC further and ensured futurecollaboration.

Moreover, the Parampara Catalogue waslaunched by the Hon’ble Prime Minister ofIndia, Shri Narendra Modi, at the IndiaPavilion of COP21 in Paris on November 30,2015. The Parampara Catalogue, developedby CEE, is a collection of a range of climatefriendly traditions and practices from acrossthe country, which promote more sustainablelifestyles, sustainable production andconsumption. The catalogue groups thesepractices of India under the themes of solarand wind energy, agriculture, biodiversity,food, health, shelter, textiles and clothing aswell as water. These living traditions are anintegral part of the social and cultural fabric ofIndia. These traditions have been selectedbased on their relevance to climate change,their perceived usefulness in climate changemitigation and adaptation, and relatability toenergy and water conservation, recycling andenvironment friendly lifestyles. CEE

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distributed the Parampara Catalogue amongthe delegates at COP21 in order to spread theword about sustainable lifestyles, which wasone of the main additions by India to the ParisAgreement.

8.2.6 Workshop Goal 13: ClimateAction at the internationalConference on Education as aDriver for SustainableDevelopment Goals

The Workshop on Goal 13 'Combating ClimateChange and its Impacts', held in cooperationwith the United Nations FrameworkConvention on Climate Change (UNFCCC) insix sessions during the internationalconference 'Education as a Driver forSustainable Development Goals' on January11-13, 2016 in Ahmedabad, discussed severalaspects of the role that climate changeeducation for sustainable development playsin meeting the climate change SDG and itstargets as well as the Paris Agreement.

(a) Up-scaling climate change from awarenessraising to education within climatemitigation and adaptation projects as wellas education for encouraging politicalaction

(b) The role of education in implementing theParis Agreement and how to strengtheneducation at the UNFCCC negotiations(Article 6/ACE)

(c) The role of education and communicationby media and advertisement in impactinglifestyles

(d) Effective climate change education forempowering children and youth

(e) The means of implementation of climatechange education for sustainabledevelopment

A diverse group of climate change educators,the Focal Point - Education, Training andPublic Awareness of UNFCCC,representatives of Indian and internationalNGOs, researchers, entrepreneurs andstudents participated in the workshop. Thecentral recommendation that emerged from theworkshop discussion suggests that thenational climate plans (Nationally DeterminedContributions, NDCs, and the next round ofIntended Nationally DeterminedContributions, INDCs) should include aneducational component to implement thetargets.

8.2.7 Climate Action: India’sInitiatives on Mitigation andAdaptation

CEE is preparing a compilation of India'sClimate Action on mitigation, adaptation aswell as skill building and sustainable lifestylesin a publication called Climate Action: India’sInitiatives on Mitigation and AdaptationDatabase, for MoEF&CC. Selected initiativesby the central and state governments,companies, research institutes and NGOs arepresented in the publication in short write-ups. A first draft has already been preparedand, currently, effort is on to review this draft

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and to add further initiatives to present acomprehensive overview of India's climateaction, for both national and internationalaudiences in the final publication.

8.3 Industrial Pollution Prevention

Industrial Pollution Prevention (IPP) groupstarted functioning in CEE in March 2015 andis involved in undertaking variousprogrammes and projects in the field ofenvironmental pollution control for differentstakeholders, which include industries,common facility operators, representatives ofassociations, officials of the enforcing agencies,faculties and students of research institutes,universities, schools, colleges, environmentalauditors, consultants, NGOs and others.

There are approximately 22,000 industries inthe state of Gujarat in the large, medium andsmall scale sectors, categorised as Red, Orangeand Green as per their pollution potential.These industries manufacture a variety ofproducts and their categories includefertilizers, petrochemicals, refineries, thermalpower plants, pulp and paper, pesticides, ironand steel, cement, dyes and dye-intermediates,chlor alkali, soda ash and numerous otherchemicals. During their manufacturingprocesses, these units generate air, water andsolid/hazardous wastes which are requiredto be treated and disposed of as per thestandards specified in the environmentalpollution control Acts/Rules/Notifications, inorder to prevent and control environmentalpollution.

It is imperative therefore that the stakeholdersare regularly exposed to awareness, capacitybuilding and training programmes in the fieldof environmental pollution control, to ensurebetter compliance of environment legislations

for a cleaner environment for us and, moreimportantly, for our future generations.

Vision & Mission of IPP

Vision: Enhanced compliance ofenvironmental legislations by industries andcommon infrastructure facility operators;sustainable industrial development; andbuilding the capacity of other stakeholders soas to improve the quality of environment inthe state for us and for our future generations.

Mission: To improve the level of awarenessamong stakeholders and build their capacityby better communication and knowledgetransfer, skill development, organisingtraining programmes, R & D for wasteutilisation, improved compliance throughsustainable industrial development and thusimprove the quality of environment.

To achieve these, IPP works in the followingareas:

• Industrial Pollution Prevention andControl

• Cleaner Production in different industrialsectors

• Creating awareness, imparting trainingand building capacity of stakeholders inthe field of environmental pollutionprevention and control

• Minimisation of environmental impact andnatural resource conservation

• Improving housekeeping practices inIndustries

• Co processing and utilisation of wastes

• By-product recovery from wastes

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8.3.1 Projects Undertaken by IPP

8.3.1.1 Awareness, training and capacitybuilding programmes in the field of IndustrialPollution Prevention and SustainableIndustrial Development in partnership withNational Environmental EngineeringResearch Institute, Nagpur (NEERI) andGujarat Pollution Control Board (GPCB) forall concerned stakeholders.

• A workshop on Industrial Waste WaterTreatment was organised on August 5,20115. Renowned experts in the field ofwaste water treatment from NEERI, CentralPollution Control Board (CPCB), NationalProductivity Council (NPC), GPCB, GujaratEnergy Research and ManagementInstitute (GERMI) and Atmiya Institute ofTechnology (AIT) addressed more than 215participants about different aspects ofindustrial water pollution and control.

• The Aerospectrum-2015 was organisedsuccessfully on December 9, 2015, withmore than 150 participants attending theprogramme. Air pollution control expertsfrom NEERI, CPCB, National Institute ofOccupational Health (NIOH), AIT,Federation of Indian Chambers ofCommerce & Industry (FICCI), and GERMIexplained different aspects of air pollutionand control. The recommendations onreducing air pollution in the cities ofGujarat were sent to GPCB forimplementation.

• A consultation programme cum workshopwas organised with the representatives ofBhavnagar Rolling Mills Association todiscuss and understand mitigationmeasures for air pollution caused due toS.S Rolling Mills at Bhavnagar.

• An awareness and training programmeon cleaner production and H.W.Rules-2008 was held for more than sixty studentsand five professors from the environment,chemical, rubber and plastic engineeringdivisions of L. D. College of Engineering(LDCE) Ahmedabad.

• Wetskills - A bilateral skill developmentprogramme for 15 Dutch and Indianstudents from various disciplines wasconducted from November 27 to December11, 2015. Five topics related to water andwaste water were selected for the studyand field visits of the students. At theconclusion of the programme, they preparedreports and posters for presentation andthe best project was selected through the‘pitch and poster’ method.

• A training programme on co-processingof hazardous waste in the cement sectorwas conducted for 50 students of LDCEAhmedabad on February 18, 2016.

8.3.1.2 Other Projects Undertaken by IPP

• An MoU was signed with M/S GreenEnvironmental Services CooperativeLimited (GESCSL) - a common effluenttreatment plant (CETP) situated in Vatwa,Ahmedabad, for the establishment of awaste utilisation centre (WUC) at GujaratIndustrial Development Corporation(GIDC) Vatwa, to produce buildingmaterials from hazardous waste, viz.sludge from the CETP. IPP prepared apreliminary report and the detailed ProjectReport for the WUC project after a literaturesurvey, discussions with technical expertsand site visits to industrial establishment;these reports have been sent to GESCSL.Lab scale results reveal that the productmeets with building material specifications

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and Toxic Characteristics LeachingProcedure (TCLP) tests.

• The National Green Tribunal (NGT) Puneappointed the Head of IPP Group as theCourt Commissioner to investigate andreport about the issues of waste watertreatment and disposal at GIDC Sachin -Surat. During the site visit to GIDC Sachin– Surat, more than seventy units of D&Pwere monitored along with a number ofdisposal areas of effluents in and outsideGIDC. The report has been submitted to thecourt on March 11, 2016.

• IPP examined the facts related to theimplementation of Zero Liquid Discharge(ZLD) system in the textile industries andclusters in response to the draft notificationissued by the Ministry of Environment,Forest and Climate Change (MoEF&CC),Government of India. A report wasprepared based on discussions with themembers of the South Gujarat TextileProcessors Association (SGTPA) held onMarch 14, 2016, which includes importantissues like SWOT analysis, the globalscenario of ZLD, challenges to ZLD, anddata/feedback pertaining to field visits.

• IPP provided technical guidance regardingthe procedure to be followed duringecofriendly idol immersion at thestakeholders’ consultation held by CEEteam with Ahmedabad MunicipalCorporation and GPCB.

8.3.1.3 Proposed Projects

South Gujarat Textile Processors Association(SGTPA) of Surat has requested IPP to

• Provide technical guidance to SGTPA forair, water and hazardous wastemanagement for textile units of Sachin

• To prepare one textile mill as a role modelfor other textile units of Sachin forconservation and management of naturalresources

• Develop guidelines for textile units for theirsustainability

• Submit a feasibility report on the concept ofZLD in textile industry

• Aid in improvement of Air PollutionControl Mechanisms in textile units ofPandesara

• Study and improve performance of CETPPandesara and suggest cost effectivesolutions

On the academic front, LDCE has requestedIPP for technical support for two projectsrelated to recovery and utilisation of by-product from wastes and also organisingtraining programmes for their students. GSFCUniversity has sought IPP’s help for trainingprogrammes on environmental pollutioncontrol.

With industries, IPP is set to work with GujaratMineral Development Corporation (GMDC) incapacity building of their employees atdifferent project sites; with FIA SaurashtraCentre for awareness and capacity buildingprogrammes on environmental legislation andmanagement; with Naroda Enviro Projects Ltd.for providing techno-legal guidance for theestablishment of a laboratory to carry outanalysis of physic-chemcial and biologicalparameters of the environment andpreprocessing faciliity for hazardous wastes;and with common facility operators forevaluation and setting up of preprocessingfacility for co-processing of wastes.

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8.4 CEE Madhya Pradesh -Climate Change Sensitisation

Madhya Pradesh Clean DevelopmentMechanism Agency (CDMA) commissionedCEE to develop knowledge products andundertake a public awareness campaign tohelp enhance understanding about climatechange and actions for mitigation.

As a first step, CEE developed ‘ClimateCaravan – Hum Saath Chalein’ as thecampaign identity for the products andawareness activities. Resource materials havebeen developed in Hindi and English on thecauses and impacts of climate change andcitizens’ actions for reducing greenhouse gas

Figure 8.2 External Linkages

Figure 8.1: Internal Linkages

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emissions. The main themes around whichthey are developed are:

• Science of Climate Change

• Energy

• Water

• Waste

• Transportation

• Lifestyles

The materials include a flyer, a brochure, a setof posters, standees and a year planner inboth Hindi and English.

As a part of the public awareness campaignCEE conducted sessions aimed at varioustarget groups:

• Exhibition of Sab Sath Chalein - ClimateCaravan campaign for school studentsvisiting Science Express Climate ActionSpecial (SECAS) at Shivpuri railway

station. With coordination support fromMP CDMA a focused 2-3 hours session on‘how and in what measure do humanactivities and life style choices contributeto GHG emissions’ and ‘their role inminimising the GHG emission throughbehaviour and lifestyle changes’ wereconducted for schools visiting the train atShivpuri, Morena, Bhind, Sheopur,Gwalior, Datia, Ashoknagar and Guna.

• An NGC teachers’ workshop in Bhopal

• A meeting with a group of women fromeconomically weaker sections in Bhopal inpartnership with Mahila Housing Trust

• A workshop with MP CDMA on access toenergy at Maulana Azad National Instituteof Technology, Bhopal

• A session on sustainable urban transportand street design with the School ofPlanning and Architecture, Bhopal

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9Sustainable Rural Development

9.1 Hingolgadh Eco-DevelopmentProgramme (HEDPro)

Background

Hingolgadh Eco-development Programme,HEdPro, was initiated in 1986, in the areassurrounding Hingolgadh Nature EducationSanctuary at Jasdan, in Rajkot District, Gujarat.The programme, which was initiated with 10villages, has today spread to more than 40villages, working for sustainability educationwith rural community. It is being implementedby CEE-Jasdan Field Office. The majorinterventions are in the areas of village levelinstitutional building for promoting sustainedagriculture, sustainable livestock production,promoting Low External Input SustainableAgriculture (LEISA), micro-finance, micro-enterprises development, water and sanitation,and partnership with government formobilising financial and technical support.

The Jasdan Block Office works as a RuralKnowledge Centre (RKC) for providingsupport services, guidance, reliable and needbased information services, capacity buildingprogrammes and market linkage support,besides facilitating government programmesand schemes, and demonstrating varioussustainable livelihoods options and.

Some of the major activities and achievementsduring the year are given below.

• Factors like climate variability, scarcenatural resources, increasing input costsand fluctuating market prices in cash cropshave been increasing the farmers’vulnerability in the region. Drylandhorticulture has been identified as one ofthe solutions to this situation. During theyear 95 new orchards were initiated withsupport from CEE, who also developed

awareness and education programmes onthis. CEE linked the motivated farmers withgovernment schemes on horticulturepromotion by helping them make onlineapplications, submit required documentsand complete the required formalities. CEEalso helped farmers get quality saplingsand provided technical guidance. Throughsuch efforts, farmers have been able to availapproximately Rs. 20 lakh from governmentschemes.

• Since the inception of the programme inJasdan, promotion of organic farming hasremained one of the thrust areas of CEE-Jasdan. As a milestone achievement in thisprocess, during the year, 105 farmers haveapplied for organic certification to theGovernment authorised certifying agencyGOPCA (Gujarat Organic ProduceCertification Agency). Under this scheme,two years will be considered as aconversion period and from the third year,these farmers will be able to market it as100% organic produce.

• As is being done every year, CEE supportedthe self help groups (SHGs) andParyavaran Vikas Mandals (PVMs) indirect selling of their value added andorganic produce. Besides the TraditionalFood Fair organised at Ahmedabad byIndian Institute of Management –Ahmedabad (IIMA), the groupsparticipated in 14 different fairs, makingan earning of about Rs. 23 lakh.

• A decade after initiating the value addedprocessing of the prickly pear, a wild cactusfruit, to make different products – especiallythe prickly pear juice which has a wideconsumer demand - the benefits are nowbeing reaped by the SHGs. In the currentyear, in a landmark achievement, the SHGs

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have tied up with an Ahmedabad basedagro-produce marketing company, bywhich the SHGs will supply the fruit andthe company will process, pack and marketthe products in the national and globalmarkets. As a result of this, within justthree months, the company has achievedsales of about Rs. 5 lakh, of which morethan 50% will go to the rural women. Thisis a remarkable achievement in such a shorttime and will have a long term impact inenergizing the rural economy, empoweringwomen and conserving local biodiversity.

9.2 Gramshilpi

The Rural Programmes Group of CEE, inpartnership with Gujarat Vidyapith, has beenimplementing the Gramshilpi programmesince 2007. Every year a batch of graduate andpost graduate students join the programme topursue their career in and commit themselvesto the cause of rural development.

The programme aims to provide extensivecapacity building inputs and initial financialsupport to selected students of GujaratVidyapith to work towards holistic ruraldevelopment. As of now, 45 Gramshilpis havejoined the cause of rural development and 12of them have settled down in villages,undertaking various developmental activities.They are paid a monthly stipend for theirpersonal and programmatic needs during theirinitial two years.

Every year, CEE conducts a selection processfor the students of Gujarat Vidyapith. After a21 day contact session, the selected candidateschoose a village from any of the three districtsof the project, to take up activities. Theircapacity building and need based trainingcovers a wide range of relevant topicsincluding skill modules. Motivational trainingwas also added in the previous year.

During 2015-16, two post graduates wereselected for the project as Gramshilpis.

The major thrust areas of the Gramshilpi’sactivities are education, health, sustainablenatural resource management, promotingsocial equity and entrepreneurship support.In their adopted village, the Gramshilpi playsthe role of a mobile information centre. Theyact as a guide to the villages in matterspertaining to education, career andadministrative procedures, especially forvillagers to get their lawful entitlements andother rights. They also provide updatesregarding various rural development andagriculture schemes. Apart from this, thosewho have settled in the remote tribal areas arealso working towards conserving tribal cultureand practices. They also support migratoryfamilies by running residential facilities fortheir children and provide education.

Many of the Gramshilpis are working to ensureaccess to basic education in the tribal areas ofSouth Gujarat. Others are engaged in activitiesrelated to health improvement, livelihood andemployment generation in their villages. Someof them have also been conducting activitieslike storytelling and have opened a bookshopfor children and youth in under developed

Gramshilpi Ashok's hostel

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areas. One of the Gramshilpis, Nilam Patel,has been awarded with Jagrit Jan Sanman byJagrut Jan Trust, Ambavadi, Ahmedabad forhis commitment to the tribal people ofBanaskantha District.

9.3 Environment ManagementFramework (EMF) forTNEPRP

CEE Tamil Nadu served as a StateEnvironment Resource Agency (SERA) forTamil Nadu Empowerment And PovertyReduction Programme (TNEPRP), for theimplementation of EnvironmentalManagement Framework (EMF) in threephases ( Phase I: 2007 to 2009; Phase II: 2011-2012; Phase III: 2013- 2015). The outcomes are:

• 100% of the Common Livelihood Groupactivities now go through environmentalappraisal as compared to about 50% in2007-2008.

• Compliances with existing regulationshave been ensured for 72 % of livelihoodactivities.

• 54 % of mitigation measures are beingimplemented.

• More than 800 eco -riendly activities havebeen adopted.

• 182 Project Officials and 1294 FieldFunctionaries were trained on EMF by CEE.

Based on these outcomes, a Working Paper on‘Environmental Management for SustainableRural Livelihood - Tamil Nadu Empowermentand Povery Reduction Project’ was submittedfor the Kudumbashree* InternationalConference (KIC) 2016.

*Kudumashree literally means prosperity(shree) of family (kudumbam). Launched by

the Government of Kerala in 1998 for wipingout absolute poverty from the state throughconcerted community action under theleadership of Local Self Governments.Kudumashree is built around three criticalcomponents: micro credit, entrepreneurshipand empowerment.

9.4 Assessment of Extent ofCommunity Dependence on theCoastal Ecologically SensitiveAreas (CESAs) in Gulf of Kutch& Gulf of Khambhat, Gujarat

During the year, CEE was entrusted with theresponsibility to conduct a survey of coastalcommunities in the notified areas along theGulf of Kutch and Gulf of Khambhat in Gujarat,for determining the extent and nature ofcommunities’ dependence on the coastalresources, and obtaining their perception aboutthe need and strategies for the conservation ofsensitive ecosystems. The task was given toCEE by the National Centre for SustainableCoastal Management (NCSCM) established bythe Ministry of Environment, Forest andClimate Change (MoEFCC), Government ofIndia. It was part of a larger study beingundertaken by NCSCM on ecologicallysensitive areas (ESAs) all along the Indiancoast.

It was an intensive survey carried out in twophases, the duration of each phase being abouttwo months. The survey covered about 4350respondents from 440 villages: 118 villages ofthe Gulf of Kutch and 322 coastal villages ofGulf of Khambhat. Initial planning meetingswere held between the CEE and NCSCM teams.It was a huge challenge to reach such a largearea in a very short duration. To ensureaccuracy of the survey, specialised digital toolsand software were used. A team of

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enumerators was selected, trained and enlistedfor the survey.

Various innovative methods were used for anon-biased and representative sampleselection, combining various methods such asparticipatory village mapping, resourcemapping, case study and questionnaire basedsurvey. District collectors provided permissionfor the survey and ensured cooperation ofrelevant government officials.

After gaining permission from the Sarpanch,the enumerators met the senior members of thevillage community and conducted aparticipatory mapping of the village. A ruralresource map was prepared depicting thevillage commons, the Panchayat, commonmeeting places, wells, water bodies, grazinglands and others. A brief profile for each villagewas also prepared.

Based on the village map and resource maps,households were identified for the survey,ensuring a representative sample ofgeographical and occupational distribution.In the Gulf of Khambhat, an innovative starpattern was used by which seven householdswere selected in a zig zag manner from eachvillage. Of these, three were from fishingcommunity, two from livestock rearers orfarmers and two from other occupations. Inthe Gulf of Kutch, 18 households from eachvillage completed the survey forms, of which12 represented direct dependence and sixindirect dependence. It was made compulsoryto include at least two women respondentsand the village head in the survey.

The survey data has been handed over toNCSCM where it is being further analysed. Asan overall outcome of the project, a frameworkfor community based resource managementwith Climate Vulnerability and Capacity

Analysis (CVCA) specific to Gulf of Kutch andGulf of Khambhat will be prepared. FurtherCEE is also working towards preparing amanual and guideline for multi-stakeholdersurveys in CVCA, based on the experiencesfrom this survey.

9.5 Pahel - EnvironmentalMonitoring and Evaluation inCoastal Regulation Zone

Background

During 2013-14, CEE initiated the projectEnvironmental Monitoring and Evaluation inCoastal Regulation Zone with the support ofAPSEZ (Adani Ports and Special EconomicZone ) at Mundra in Kutch district, where aproject office was established for this purpose.The project targeted 21 villages of MundraBlock.

The overall aim of this two year-long projectwas to involve different stakeholders in themonitoring of local sustainability concerns,and work towards addressing them in aparticipatory manner. Thus the project aimedto bring different stakeholders like industry,community, youth, schools and others on asingle platform where ‘sustainability dialogue’can take place. Another key approach theproject adopted was to involve college goingyouth in the sustainability monitoring aspects.

Progress and achievements during the year

As part of the project’s objective to involveyouth in sustainability monitoring, a group ofthird year students from Dhirubhai AmbaniInstitute of Information and CommunicationTechnology (DA-IICT) – Gandhinagarconducted a socio-economic-environmentalsurvey of the area, which was undertaken aspart of their academic project work. Based on

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their findings, a report titled UnderstandingEnvironmental Sustainability Concerns fromYouth Perspective was prepared.

Another important aspect of the project was toinvolve the community in environmentalmonitoring. Based on these efforts, aninterpretative report of the environmentalcompliance report submitted by APSEZ wasprepared, titled Community Perspective onEnvironment Compliance – InterpretationReport. Based on this report, community levelconsultations were undertaken with differentlivelihood groups in all the project villages. Apresentation based on the eight conditionsmentioned in the Environment Compliance(EC) was prepared and people were invited toshare their opinions, perceptions and concernsabout these conditions with reference to theirown experience and judgement.

More than 400 people – drawn from differentstakeholder groups like farmers, women,livestock rearers, teachers, labourers andfishing community - participated in this seriesof consultations, which have initiated aconstructive dialogue about the communities’perceptions about the environmentalsustainability of the area, its causes andsolutions. The cross-sector approach providedglimpses into how different stakeholdersperceive ‘sustainability concerns’. This alsoprovided a direction for future course of actionfor different stakeholders to ensuresustainable development of the region.

The final report of this project has beensubmitted to APSEZ and discussions are onfor a next possible phase, based on the insightsdrawn from this project.

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10 Sustainable Urban Development

10.1 UNESCO Chair on Educationfor Sustainable Developmentand the Human Habitat

The UNESCO Chair on Education forSustainable Development and the HumanHabitat was established with the aim ofstrengthening the role of education forsustainable development in human habitatand urban studies. The Chair programmecreates opportunities for engagement of highereducation institutions with citizens groups,local governments and other stakeholders byproviding a platform for collaborative learning,research and action.

The UNESCO Chair is established at the Centrefor Environment Education jointly with theCEPT University, Ahmedabad, and haspartnerships with ICLEI South Asia andSwedish International Centre for Educationfor Sustainable Development (SWEDESD),Uppsala University, Sweden.

It aims to integrate the component ofsustainable development in all studies dealingwith human habitat; and to build capacity offuture professionals to address urbansustainability related issues in innovativeways and by making right choices or decisions.

The UNESCO Chair is set up with thefollowing objectives:

• Develop and offer higher educationprogrammes that enhance discussions onsustainability issues

• Provide a platform and opportunities tovarious stakeholders for collaborativelearning, research and action to addresscomplex urban sustainability relatedissues through a variety of courses

• Identify good practices/ case studies whichcan be included in curricula and teachingpractice and to make these availablethrough creating an interactive website

• Facilitate a global level internet-baseddiscussion on sustainability in the urbancontext.

Activities under the UNESCO Chair during2015-16:

10.1.1 Teaching Programmes at CEPT University

Regular course programme: ‘Streets for people’- offered as an elective by CEE and CEPTUniversity since 2012

The ‘Streets for People’ course was developedand offered in CEPT University, Ahmedabad;PVP College of Architecture, Pune; and D. Y.Patil College of Architecture, Pune, with afocus on engaging and working withcommunity in designing sustainabletransportation systems in cities. The courseemphasises the concept of ‘planning forpeople’ rather than ‘planning for vehicles’.The course is open to students acrossdisciplines such as Planning, Architecture,Urban Design, Technology and HabitatManagement at CEPT University. It is offeredevery year from July to December and has anintake of 50 students shortlisted from around200 who apply for the elective. Interactive andtheory sessions combined with experientiallearning through project work form thepedagogy for this course.

10.1.2 Summer Programme

‘Reimagining Main Streets’ (2015): CEE andCEPT University developed a 5 credit courseoffered over three weeks from June 2015. Thefocus of the course was on reimagining streets

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for multiple uses and understandingintegration of historical sites in such a process.It aimed to introduce and assemble a targetedtoolkit of resources from tools that have workedto revitalise cities by activating key centre cityretail corridors or Main Streets. Exemplaryprecedents were studied to understand howcombinations of these tools have createdeconomically vital urban places through theintegrated redevelopment of pedestrian-friendly main streets. Participants wereintroduced to urban experiences andprofessional expertise simultaneously,outlining and illustrating components of themulti-disciplinary toolkit of resources that canbe applied to sustainably reactivate urbancentres.

Students visited Main Street Programmes inWashington DC, and interacted withinternational institutions with expertise inurban issues such as the World Watch Instituteand The World Learning during the first weekto understand the processes these cities havegone through for holistic planning approachand draw learnings from these for comparisonwith Indian experiences.

The travel and studio based course encouragedstudents to apply lessons learnt from selectinternational precedents to Indian cities. Thecourse also provided opportunity to studentsto study main streets that have developedduring different decades to understandhistorical contexts and relevance of ideas tothe present. Students were provided with theskills to structure a sustainable integratedredevelopment programme that revitalises thecity through the programming, architecturaldesign, and management of priority main streetsegments.

‘Reimagining Main streets’ programme isplanned to be offered each year as an

international programme involving a studytour to Washington D.C., USA. The firstprogramme conducted in 2015 has helpedidentify partners and a well-structuredprogramme is in place. Therefore, the sameprogramme can be offered each year.

10.1.3 Research

CEE, with UNESCO and UNFCCC, hasconducted a survey to identify case studiesthat demonstrate the role of education oreducation for sustainable development inclimate change mitigation. Some case studiesidentified on transportation and carbonemission reduction that will be taken up forfurther study.

10.1.4 Key Conferences and Workshops Hosted by the Chair

Workshop on Urban sustainability – SDG 11

CEE organised the workshop as a part of theInternational Conference on Education as aDriver for Sustainable Development Goals heldat CEE Ahmedabad from January 11-13, 2016.The Chair activities were presented duringthis workshop which focused on participatorygovernance and community engagement inurban planning and decision makingprocesses.

Manekbaug Plot handed back to theAhmedabad Municipal Corporation

CEE had developed an urban space in theManekbaug residential area as a green forestover 18 years as a part of a partnership withthe AMC. The forest named as Lokvan by theCEE was formally handed over to the AMC ina function organised at the plot on June 5,2015. The Municipal Commissioner - Ms. D.Thara, the AMC Standing CommitteeChairman, local ward councilors and users of

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the green space were present for the function.The walkers’ association and the residentswho regularly use the space took theresponsibility of managing the forest and theadjoining garden. This is possibly the onlygreen space in Ahmedabad managed throughparticipation and ownership of the community.

10.2 Sustainable Urban DevelopmentIn Pune

10.2.1 BRTS Promotion and OutreachProgramme in Pune and PimpriChinchwad

The Rainbow Bus Rapid Transit System(BRTS) project is implemented by the twomunicipal corporations of Pimpri Chinchwad(PCMC) and Pune (PMC) and the PuneMahanagar Parivahan Mahamandal Ltd, withfinancial assistance from the Central and StateGovernments, and the World Bank.

In December 2013, IBI Group (IBI) along withCEE, as a project team, was entrusted the taskof implementing the Promotion and OutreachProgramme (POP) for Pimpri ChinchwadBRTS. In early 2015, the PMC alsocommissioned the same project team toimplement the promotions programme inPune.

The Promotions and Outreach Programmeaimed to promote the new BRT as well asprovide a smooth transition from the existingregular bus services to the BRT system. Aninitial survey was conducted to assess publicperceptions about the proposed BRT. AnExternal Environment Analysis report wasprepared for PMC and PCMC, presenting thesocial, political, institutional contexts of theproject at that time. Based on the analysis, adetailed Communication Strategy wasdeveloped and implemented over a period of

several months till the launch of the BRTservices in August 2015, as well as in the post-launch phase. Major components of thepromotions and outreach included:

• Building a positive identity for BRTS andNMT, including system name and logo

• Position BRTS as a clean, modern, fast, safeand reliable transportation solution to thepublic

• Create awareness among the citizens aboutsustainable transport in general, BRT inparticular

• Educate new riders on how to use BRTS

• Inform and prepare the public for thedifficulties they are likely to face duringconstruction and the transition to the newsystem, seek their cooperation, and receivetheir feedback

• Identify key stakeholders and build strongpartnerships with media and civil societyfor smooth implementation of the project

• Induce a shift towards sustainable modesof transport

• Monitor, measure and evaluate theeffectiveness of the outreach programme

• Various outreach materials were developedduring the project period suitable for thecommunication requirements; theseincluded films, radio jingles, posters,brochures, flyers, standees, hoardings,banners, power point presentations andothers.

10.2.2 Comprehensive Bicycle Plan forPune

The Pune Municipal Corporation hascommissioned the consortium of Innovative

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Transport Solutions Pvt. Ltd. (iTrans),Prasanna Desai Architects (PDA) and CEE forpreparing a comprehensive bicycle plan forthe city of Pune. The project began in December2015 and has the following components.

• Creation of a city-wide cycle track networkand cycle-safe streets

• A city-wide Public Bicycle Scheme with adetailed project report for a pilot project

• Bicycle Parking Facilities

• Integration with Public Transit

• Cycling Promotion

• Adoption and use of Design Guidelines forplanning and implementing cycle-friendlyinfrastructure

• Institutional Mechanisms, Capacity-building and Financial Planning forimplementing the plan

• Preparation of a communication strategyfor promotion of cycling as a mode oftransport

Public participation and stakeholderconsultations will be undertaken to createconsensus and active citizenship on theimportance of promoting cycling in Pune. Thecomponents of user surveys, stakeholderconsultations and preparation of a strategyfor cycle promotion are anchored by CEE.

10.2.3 Hawkers’ Space Design Exercise in Pune

An initiative was taken up for assessing andredesigning a short stretch of edge space alonga BRT corridor in Pune, in November andDecember 2015. This was done in discussionwith the municipal authorities, along withPVP College of Architecture and Prasanna

Desai Architects. The process included adetailed site survey, discussions with hawkersand vendors, study of pedestrian andvehicular movement and discussions withPMC officials, and detailed presentations tothe Elected Representatives. Draft designs,which may be demonstrated on site beforeexecution, have been submitted to themunicipal authorities for trial and refinement.

10.2.4 Strengthening Green Federalismin Urbanising India

CEE has been supporting the PMC'sparticipatory budgeting process since itsinception in 2006-07, through assistance indeveloping the administrative systems,facilitator training and publicity. Over the lasttwo-three years, CEE has reviewed the Puneparticipatory budget process and is now takinga few different initiatives to enhance citizens’engagement in the city's governance. CEE isworking with PMC to make the municipalbudget and budgeting process more responsiveto citizens’ needs, easier to understand andparticipative.

In the period under report, two specificactivities have been in relation with:

• Presentation of the budget statement andmaking it available in Excel and simplifiedforms

• Preparation of 'WISE', or the WardInfrastructure, Services and EnvironmentInfobase and Index, which may serve as areference for allocation of public resources.

The budget statement and the WISE info sheetsare available at the website 'Our Pune OurBudget' http://ourpuneourbudget.in

This activity has been taken up with supportfrom the Hanns Seidel Foundation.

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10.2.5 Baneri Bor

The Aundh Baner Balewadi area, now a focusof Pune’s Smart City proposal, was oncefamous for its ber trees. It was even mentionedin the 3rd standard Geography textbook inthe 80s. Locals report there were almost onelakh ber trees in Baner. Now, less than 500remain.

Through a focused effort in 2015, CEE staffhave mapped several of these trees, collectedthe fruit to record their weight, taste, colourand size. Saplings have been prepared anddistributed to interested individuals, groupsand institutions who commit to care for them.About 23 different Baneri bor varieties havebeen documented. This work builds on a CEEproject for documenting and conservingmango, jamun, jackfruit, karvand varietiesalong with school students, teachers andvillagers as part of the Western Ghats Eco-clubs Scheme.

Pravin Thete, the CEE colleague whoseinitiative this is, says “As a child I enjoyed berthat tasted like wood apple. Unfortunatelythat tree was cut down for farm development.At that time I didn’t understand the loss. Afterthe wild fruits survey at CEE, I realised what atreasure trove of biodiversity we have. When Icame to know about Baneri Bor, I felt I must tryto revive this unique biodiversity feature ofPune. Imagine, with one lakh trees, howmany varieties of ber must have been availableright here in Baner! We want partners to helpin database management and caring for thesaplings.”

10.3 Urban Development Activitiesin the West Bengal

10.3.1 Capacity Building of Urban LocalBody officials on Urban Climate

Change Resilience – EasternRegional Hub

The rapid and unprecedented transformationof India’s urban landscape has created anurgent need to promote a better understandingof key concerns related to climate change onhow these will impact city planning,development and management of basicservices.

The National Institute of Urban Affairs (NIUA)is a premier institute for research, trainingand information dissemination in urbandevelopment and management, and issupported by the Ministry of UrbanDevelopment, Government of India. NIUA isimplementing a project on Urban ClimateChange Resilience (UCCR) supported by theRockefeller Foundation and is involved incapacity building of municipal officials inUCCR in different regions of the countrythrough four regional institutions (RI). In theeastern region, CEE Kolkata is the RIcoordinating the capacity building activitiesunder this project.

CEE Kolkata, in a joint effort with NIUA andsupport from Rockefeller Foundation,organised the residential training programmeon Urban Climate Change Resilience fromApril 27-29, 2015 at the AdministrativeTraining Institute (ATI), Salt Lake City, Kolkata,for the cities from the eastern region of India.The workshop aimed to build capacity andimprove knowledge exchange and networkingon Urban Climate Change Resilience amongthe ULB officials from these cities.

The participants included the ULB officialsfrom Howrah, Jorhat, Muzaffarpur, andSiliguri. They represented various sectors ofplanning, waste management, health, watersupply and sewage. The workshop was

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inaugurated by Dr. Subesh Kumar Das,Additional Chief Secretary, Government ofWest Bengal and Director General,Administrative Training Institute (ATI),Kolkata.

The training included topics such as effectiveplanning for solid waste management, greenbuildings, wastewater management, anddisaster management, and slum improvementin the context of climate change and theresilience measures to be taken in these sectors.A field visit to a site at Howrah, Pocha Khal, toshow the innovative waste water managementand remediation project was also a part of thetraining programme. The workshop consistedof lectures, participatory exercises for mappingvulnerability and probable climate changeeffects, and screening of documentaries.

The participants found the trainingprogramme very useful as it helped preparethem for informing and sharing theirknowledge and experiences with the localpeople in their respective cities. Theparticipants also said that the programmehad made them aware of the significance ofpublic participation in the mitigation andadaptation process. The mapping ofvulnerabilities and capacity was very usefulas it could be practically put into use in thepreparation of the master plans and citydevelopment plans (CDP).

10.3.2 Study on TransportGovernance Initiative inWest Bengal

With the growing urbanisation, greater andmore complex mobility needs and physicalexpansion of cities is being noticed, alongwith urban transport projects beingincreasingly executed through complex

public-private partnerships. It has becomeincreasingly important to analyse the currentdecision making process with regards to urbantransport solutions.

To study the same, World Resource Institute(WRI) and Parisar - an organisation based inPune and CEE’s partner for transportationrelated work - and CEE have developed aTransport Governance Initiative (TGI) toolkitto provide a framework for the evaluation ofthe governance process in urban transportsectors in the cities of Kolkata, Durgapur andSiliguri. The various indicators of transportgovernance being studied through the projectinclude planning, executing authority,budgeting, policy, standard and regulations.CEE Kolkata conducted a baseline survey andassessed indicators which will help inmapping key facts about the transport sectorand governance in the cities of Kolkata,Durgapur and Siliguri.

CEE Kolkata team also participated at theWRI India Sustainable Cities 4th annualconference, Connect Karo 2016, from April 5-72016, New Delhi and presented the WB cities’assessments on Transport Governance.

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11 Water and Sanition

11.1 SWACHA Shale – Karnataka

SWACHA Shale is a programme jointlyinitiated by CEE Karnataka, Sarva ShiskshaAbhiyan (SSA) Karnataka and UNICEF, incollaboration with Zilla Panchayat, Ramnagar.The programme aims to reduce the risk ofdiarrhoea and thereby increase schoolattendance and enrolment by motivating andsustaining hygienic behaviour in students,especially hand washing with soap at criticaltimes in schools. On a pilot basis 55government schools of Solur Hobli ofRamnagar district in Karnataka were selectedand the programme is being implemented inthem since 2014. As part of this initiative,activities like sensitisation of variousstakeholders of schools on the importance ofWater, Sanitation and Hygiene (WASH) werecarried out; child friendly innovative handwashing stations were constructed and wereput to use; the waste water generated wasused for establishing a kitchen garden; hygienecamps were conducted for teachers andchildren; and community outreach activitieswere executed. As a result, this programme isnow being now linked with the Mid-day Mealscheme of the Karnataka government and isbeing implemented in over 7000 governmentschools in the state.

The programme is also acknowledged as aFlagship Project for its role in ‘Contributing toCommunity Engagement in the field of Healthand Nutrition’ by the United NationsUniversity Institute for the Advanced Study ofSustainability (UNU-IAS).

11.2 WASH with Akshaya PatraFoundation – Rajasthan

Health and hygiene are strongly interlinkedwith learning, as illnesses related to water,sanitation and hygiene affect a child’s

attendance and performance. Children oftenfall sick in schools as such illnesses can spreadvery fast with them closely confined togetherfor many hours a day, often in poor hygienicconditions. Evidence shows that water,sanitation and hygiene (WASH) education inschools can improve attendance, health andcognitive development. It is thereforeimportant that schools provide a safe, healthyand comfortable environment to the children,where they can grow, learn and thrive.

CEE, along with Akshaya Patra Foundation,is implementing a small initiative on WASHin 45 schools of Jaipur, Rajasthan. Theobjectives of the project are:

• To develop a system for the internalizationof WASH practices by the students inselected schools, through the creation ofan effective and sustainable system anddemonstration of a proper hygiene facility,and correlating the same with thecurriculum

• To establish a WASH council for ensuringhand washing practice in the schools

• To develop and demonstrate the use of ahand washing kit in schools

• To develop, demonstrate and distribute apersonal hygiene kit to each student

The key activities carried out in 2015-16include:

Block level Principal Workshop - A day longworkshop for principals and governmentofficials was organised in Chaksu andSanganer blocks of Jaipur to orient theparticipants about the project and also toobtain their support for the projectimplementation. The workshop included abrief presentation about the project with itsobjectives and main activities, followed by a

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discussion on school level implementation.The execution plan and the schedule for schoolvisits were prepared during the workshop,which was attended by 39 principals ofschools from these blocks.

School Visits – CEE staff visited all the 45schools to facilitate the activities. During thevisits, games were used to create awareness inchildren on the importance of sanitation andpersonal hygiene. Personal hygiene kits weredistributed to all students followed by ademonstration session on how to use them. Astudent-led WASH council was establishedin each school during this visit, and anorientation session held for the councilmembers, explaining their roles and functionsincluding maintenance of daily records relatedto personal hygiene as well as water relatedissues in schools.

Information, Education and Communication(IEC) material to strengthen the effort and foreffective delivery of message had beendeveloped for the project in the form of a posterfocusing on personal hygiene, which was alsodistributed to the schools.

11.3 Swachh Bharat SwachhVidyalaya WASH Initiative –CEE Central

CEE Central has been working with corporatepartners to strengthen water and sanitationimprovement programmes for schools. CEE’sapproach is to support schools in participatoryassessment of their water and sanitationconditions, and help the schools along withthe community and governmentadministration to set up improvedinfrastructure as well as management andeducation protocols for sustained use andupkeep.

The Lady Bamford Charitable Trust (the LBCT)is an in-house foundation of JCB India Limited,through which the company implements itsCorporate Social Responsibility (CSR) projects.

CEE and LBCT have joined hands to implementSwachh Bharat Swachh Vidyalaya project in30 schools of Maharashtra, Rajasthan andHaryana. CEE is building the capacity of theLBCT staff on creation of baseline data,engaging whole school and whole systems,and setting up effective monitoring andevaluation methods. The learning from thepilot phase will be converted into a Diplomain WASH for teachers and developmentprofessionals working on WASH in schools.

11.3.1 Swachh Bharat SwachhVidhyalaya – Rajasthan

CEE and Lady Bamford Charitable Trust(LBCT) are jointly implementing the SwachhBharat Swachh Vidhyalaya project on water,sanitation and hygiene (WASH) education inschools of Jaipur, Rajasthan, contributing tothe Swachh Bharat Abhiyan.

Under the project, CEE carried out anorientation programme for LBCT staff to builda conceptual understanding of WASH and

students demonstrating correct handwashing steps

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the whole school approach. During theworkshop, a field level demonstration of greenschool audit was carried out in a participatorymode involving students, teachers, schoolmanagement and community. For thispurpose, a green school audit format wasdeveloped and explained to the participants.The survey report will be analysed to obtainbaseline data of the school, based on which aschool specific strategy will be worked out forfurther action under the project.

11.4 Daily Handwashing for anAilment-free Life (DHaAL) –Assam

CEE Northeast supports SSA and UNICEF indeveloping 322 scalable model schools onproper hand washing practices so as to ensuresustainability, and address operation andmaintenance (O&M) issues through:

• Augmenting hand washing facilities in 322schools

• Hand holding of teachers

• Training of School Management Committee(SMC) members, students’ councils,mothers’ groups and mid- day meal cooks

• Ensuring availability of soap for handwashing

• Linking the schools with Child FriendlySchool System (CFSS) model schools whoare already developing good practices inWASH

District level interventions were undertakenfor ensuring internalisation of the monitoringmechanism through

• engaging in dialogue with the SSA districtand block level functionaries includingDistrict Programme Officer – Community

Mobilisation (DPO-CM), Block ElementaryEducation Officers (BEEOs) and ClusterResource Centre Coordinators (CRCCs) fortime allocation for hand washing beforeMid Day Meal (MDM)

• involving Assistant Block ResourceCoordinators (ABRCs) and CRCCs inmonitoring

CEE also undertook state level advocacy bylinking the DHaAL project with the WASHTask Force and Working Group.

The project activities and outcomes included:

• Installation of 322 Handwashing Stationsin 100 project schools

• Sensitisation meetings in 322 schools aboutthe importance of WASH in Schools – morethan 10,000 children were sensitised to takepositive action in WASH related issues.

• 644 meetings for stakeholders in 322schools – more than 1000 SMC memberswere oriented on the O&M of WASHfacilities in the schools while more than1000 members of Mothers’ Groups wereencouraged to participate in the monitoringof WASH facilities and practices; Mid-dayMeal cooks in the 322 schools were alsooriented in WASH aspects.

• Support to SSA

During the course of the project, a group ofwell-trained fabricators have also beendeveloped for the installation of WASHfacilities.

11.5 Nirmal Vidyalaya Puraskar

This project was aimed to aid the Assam stategovernment and SSA in selecting schools forthe Nirmal Vidyalaya Puraskar (NVP).

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The project involved:

• Pre-scrutiny of nominations received fromschools

• Shortlisting of 30 schools out of 135nominations

• Physically visiting the selected 30 schoolsand verifying the details in the nominations

• Shortlisting 10 best schools out of the 30visited and preparing reports on them

• Presentation on the best 10 schools to theState Level Wash in Schools (WinS) TaskForce

The NVP Assam 2015-16 assessment processinvolved the following steps:

• Self-nomination by schools in theprescribed format

• Verification by Block NVP Committees andforwarding of five nominations from theBlock to the District Mission Office

• Verification by District NVP Committeesand forwarding of five nominations fromthe District to the State Mission Office

• Appointment of CEE Northeast as theexternal competent agency by the StateMission Office

• Pre-scrutiny of the nominations receivedand preparation of a list of top 30 schools(finalists) based on cut off marks at 90

• Vitit to the 30 finalist schools by CEE teamsand field verification of the 53 parametersas per the NVP Assam Guidelines – digitaldocumentation of the WASH facilities werealso carried out in these schools

Sixteen schools that qualified for the NVP wereselected based on this assessment out of which10 will be awarded by SSA in June 2016.

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12 Waste Management

12.1 Common Healthcare wasteAppropriate ManagementPlant

The Waste Management Group of CEE hasbeen implementing a project ‘HealthcareEstablishment Waste Management andEducation Programme (HEWMEP)’, as a partof which a Common Biomedical WasteTreatment Facility called CHAMP, was set upin Kalaburagi, Karnataka in May 2005. TheCHAMP facility has been successfullycollecting, transporting, treating anddisposing the collected biomedical waste ofKalaburagi City Healthcare Establishments(HCEs) since the last 10 years.

CEE CHAMP covers 188 bedded HCEs and519 non-bedded HCEs of the Kalaburagidistrict. CHAMP has extended its services toall the HCEs in Sedam, Jewargi, Afzalpur,Chincholi, Aland and Chittapur talukas ofthe district. CEE conducted around 250 on-site orientation programmes for medical andparamedical personnel of the city and in thetalukas during 2015-16.

Around 337 students and 30 faculties fromKBN Medical College, MR Medical College,HKES BHMS College, HKES Nursing College,Syed Barey Degree College, and HKE’S DentalCollege from Kalaburagi, visited CEE’sCHAMP facility during the year. Four officialsfrom Department of Science and Technology,Government of Goa also visited the CHAMPsite to understand the working model andeconomics of the plant. Thus, apart fromproviding services to the healthcareestablishments of Kalaburagi city, it also servesas one of the best demonstration model for thestudents and visitors, to acquire adequateknowledge on the operation of a commonbiomedical waste treatment facility.

12.2 Source Book on Solid &Liquid Waste Management inRural Areas in India

The Ministry of Drinking Water and Sanitation(MDWS), Government of India, granted aproject to the Waste Management Group ofCEE to prepare a source book on Solid & LiquidWaste Management in Rural Areas in India.The source book aims to serve as a handbookand manual for rural communities to createmass awareness about the health andenvironmental impacts caused by improperhandling and management of waste, andeducate all the stakeholders about the needand importance of a proper waste managementsystem with due emphasis on its relation tohealth and environment. It also aims to bringabout a change in the thinking and perceptionsamong the rural communities about the valueof hygiene and sanitation, by discouragingopen defecation, encouraging constructionand use of individual/ group toilets in all thevillages and sharing information aboutsystems for treatment of human and animalexcreta using anaerobic and aerobic systems.

CEE, in consultation with the MDWS and itsconsultant experts, finalised the content andcompleted the writing of the source book. Thesource book includes chapters on integratedsolid waste management, waste recycling,simple technologies like composting andbiogas generation and use of treated black andgrey water in rural areas. The source book alsoemphasises the need to have a participatoryapproach for an effective waste managementat the community level. Case studies fromacross the country have been included in thesource book, with examples like the eco-recycling unit set up by CEE mentioned as anup-cycling method for managing wastepolybags and paper in the rural areas.

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The source book was released on April 21,2015 by MDWS during a national workshopon Solid and Liquid Waste Management inRural Areas. The source book has been utilisedin trainings imparted to 20 NGO partners andis also available online on the Ministry website.

12.3 Stakeholders ConsultationMeeting on Eco-friendlyGanesh Utsav

A stakeholders meeting was conducted inAugust 2015 at CEE Ahmedabad, with theparticipation of local artisans, the GujaratPollution Control Board (GPCB), UrbanCommunity Development (UCD) of theAhmedabad Municipal Corporation (AMC),Gujarat Maatikam Kalakari and RuralTechnology Institute (RTI) which organisestraining programmes in clay idol making forthe artisans, National Institute of Design (NID)and CEE. The meeting was a part of the MoUsigned between GPCB and CEE to find analternative solution to the material being usedto make Ganesha idols. The meeting focusedon issues related to idol immersion,implementation of ideas for ecofriendly ways

of idol immersion, new initiatives like thepapier mache Ganesh idols developed by NID,the toolkit developed by the RTI for artisans tomake clay idols, and a video for spreadingawareness on eco-friendly methods. Themeeting also discussed the challenges facedby the city due to idol immersion andsensitivity issues involved due to the religioussentiments attached to the festivals.

The outcomes of the meeting were as follows.

1. CEE, along with NID, would conductworkshops for art teachers of 10-15 schoolsto train them on making papier macheidols.

2. The group would support AMC and GPCBto develop an immersion plan for the cityso that minimum idols end up in the river.

3. The group would promote and sensitisepeople about clay idols through mediastories.

4. NID would conduct further research onmaking papier mache idols durable andeasily dissolvable.

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13 Biodiversity Conservation

13.1 VIRASAT: Documenting andConserving our LivingHeritage

Since 2012-13 CEE has been collaborating withGujarat Biodiversity Board to facilitate theformation of Biodiversity ManagementCommittees (BMC) and preparing People’sBiodiversity Registers (PBRs) in the rural areasof Gujarat. Through the BiodiversityConservation Act of 2002, the NationalBiodiversity Board and the respective statebiodiversity boards are entrusted with the taskof formation of village level BMCs ascustodians of local biodiversity and associatedtraditional knowledge. The BMCs’ mandatealso includes the documentation of localbiodiversity and traditional knowledge in theform of People’s Biodiversity Registers. Thuseach village should have its own BMC andPBR, which is a herculean task.

In 2012, Rural Programmes Group of CEE-Jasdaninitiated Phase I of the project ‘VIRASAT:Documenting and conserving our livingHeritage’ with the collaboration of Gujarat StateBiodiversity Board in 10 villages of Jasdan Blockin Rajkot District, Gujarat. In Phase II in 2013,the project was initiated in 25 more villages.During the current year, PBR preparation wascompleted in these 25 villages, bringing thenumber of villages covered to 35. BMCpreparation has now been initiated in 15 newvillages of the same block in February 2016.

The main aim of the project was to facilitateformation of BMC at each Gram Panchayatand provide orientation to the members. Themajor task after this was to survey and collectdata on the village biodiversity and preparePBRs broadly covering aspects like agro-biodiversity, domesticated animals, wildbiodiversity, medicinal plants, grasses, trees,climbers, wild animals, aquatic biodiversity

and others, and also document the traditionalknowledge related to biodiversity in thespecified format.

PBR preparation is a highly educative andparticipatory process. A number of approachesare being tried to elicit the community’sknowledge about local biodiversity andassociated traditional knowledge. Variouscompetitions for the schools, awarenesscampaigns with rural community, initiatingintergenerational dialogue, and theinvolvement of all communities - especiallylandless forest dependents, hunters andgatherers, pastoralists, women and traditionalhealers - were crucial for ensuring the mostreliable documentation of local biodiversityand associated traditional knowledge. CEEteam, local experts and subject experts werealso involved in the process.

The project provides a unique opportunity tocreate biodiversity centred dialogue, educationand awareness programme for long termsustainability of rural livelihoods andconservation of biodiversity.

13.2 Education in BiodiversityConservation

United Nations Convention on BiologicalDiversity (CBD) at the 10th meeting of theConference of Parties (COP) to CBD, at AichiPrefecture in Nagoya in Japan, spelt out a 10year strategic plan for biodiversityconservation. The plan was followed by 20measureable targets, known as AichiBiodiversity Targets which are to be achievedby 2020. CBD has set education as one of theimportant targets:

‘By 2020, at the latest, people are aware of thevalues of biodiversity and the steps they cantake to conserve and use it sustainably’ – AichiBiodiversity Target 1

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In this context, CEE has signed a Memorandumof Understanding (MoU) with the CBDSecretariat to cooperate, collaborate with andfacilitate the educational efforts of CBD in thepromotion of Aichi Biodiversity Targets.Following this, CEE has developed andimplemented a number of programmes.

13.2.1 Green Wave 2015 –International Day forBiological Diversity (IDB)Celebrations in India

Green Wave is a global biodiversity campaignto educate children and youth aboutbiodiversity through tree planting. CEE Southpromoted and popularised the campaign onMay 22, 2015 marking the International Dayfor Biological Diversity (IDB). Students,teachers, government institutions, NGOs andbusiness houses participated in the campaign.

About 2610 people from across India plantedmore than 1000 trees on May 22, 2015. Theplantation activity was carried out in a widerange of habitats like coasts, Western Ghats,Himalayas and semi arid parts of the country.

Figure 13.1: Green wave action in India

Some of the saplings planted were NightJasmine (Nyctanthes arbor traits), Bahera(Terminalia Billerica), Plum (Prunusdomestica), Orchid tree (Phanera variegate),Indian Spurge tree (Euphorbia Neriifolia),Neem (Azadirachta Indica), Mango (MangiferaIndica), Bauhinia (Bauhinia divaricata), andBanyan Tree (Ficus benghalensis. In all, 147schools, 17 NGOs and 10 government officesparticipated and more than 1000 tree saplingswere planted.

Green Wave Campaign in the Northern Region

CEE North conducted Green Wave activitiesin the northern states of Uttar Pradesh andBihar. In spite of the holidays in schools, thenetwork of teachers, master trainers and NGOswere invited and took part in the campaign.Over 40 schools participated in the campaignfrom seven districts, viz. Bareilly, Pilibhit,Lucknow, Bahraich, Gonda, Meerut andMuzaffar Nagar. In Bihar, 10 schoolsparticipated from two districts: Bettiah andRohtas.

13.2.2Designing and Launch of theWebsite - www.educationcbd.org

CEE has designed an interactive website formanaging a database on biodiversityeducation in order to provide an exclusive

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global platform on ESD to facilitate theimplementation of Aichi Biodiversity Targets.

The website allows collaboration onfoundational research, engaging relevantpartners and stakeholders. It also allows forwider sharing of information, learning,implementation and scaling up of bestpractices.

The website was launched at the InternationalConference on Education as a Driver ofSustainable Development Goals held duringJanuary 11-12, 2016 at CEE, Ahmedabad.

13.2.3 Hand Print for Change Project

The planning meeting for the programmeHand Print for Change was conducted by CEESouth with support from Novozymes SouthAsia Private Limited. The programme focuseson project based learning to enhance students’understanding of sustainable development byblending science and social science concepts.The broad themes to be covered areBiodiversity, Food, Energy, Waste and Waterand Sanitation. The programme is beingoffered to schools having standards 7, 8 and9. In this academic year (2016-2017), theprogramme will be offered to selected schoolsin the five southern states of India, i.e.Karnataka, Andhra Pradesh, Telangana, TamilNadu and Kerala.

13.3 Ganges River Dolphin -Conservation EducationProgramme

Based on Phase I experience, CEE isimplementing Phase II of the Ganges RiverDolphin programme with support from theNational Mission for Clean Ganga, NationalGanga River Basin Authority under theMinistry of Water Resources, and Ganga

Rejuvenation and River Development. PhaseII takes up the project titled "Educating Schoolsand Community for sustainable actions forconserving the habitat of Ganges RiverDolphin along the Ganga River Basin".

As part of school component, CEE North isworking on 20 locations along the GangaBasin covering 10 locations each in UttarPradesh and Bihar; and under the communityinitiative, CEE North is working with fivevillages each at Bahraich and Bettiah in boththese states. The community interventionsbeing taken up under the project are describedbelow.

13.3.1 Community Interventions

Project Field Offices and Awareness Activities:In 2014, CEE North had opened field offices inboth the project locations in Uttar Pradeshand Bihar. CEE Bahraich Project Office in UttarPradesh and CEE Bettiah in West Champarandistrict of Bihar have been established for theimplementation of the community componentin five Gram Panchayats in each location. Theproject office team conducted a series ofawareness events and meetings in the villages.In each village, a committee called SounsSanrakshan Samiti (Dolphin ConservationCommittee) was formed to discuss concernsand identify common interest groups.Beneficiaries were identified from these groupsfor various demonstrations.

Capacity Building Programmes: The CEE teamfacilitated a series of capacity buildingprogrammes in both the project locations.Members for training/exposure visits wereselected through village level meetings in allthe project villages, with assistance from youthvolunteers and the committees. An exposurevisit cum training programme on organicfarming was conducted in June 2015 at Bicchia,

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Katerniaghat in Bahraich. A group of 20farmers was taken from the project villages tothe location where the expert agency DEHATconducted the exposure visit and training.

In Bettiah, a week-long training on organicbased vegetable cultivation and nurserydevelopment with bank linkage wasconducted at Patjirwa, Bettiah, a project village,in June 2015. This training was conducted incollaboration with the Central Bank Rural SelfEmployment Training Institute (Cent-RSETI),Bettiah. More than 30 farmers participated inthe workshop and benefitted from the theexperts’ inputs and obtained information oninnovations.

In August 2015, a training programme foryouth was conducted on Disaster RiskReduction focusing on flood response andrescue at the village level, with the objective oftraining and orienting a Youth Task Force formainstreaming community based disaster riskreduction (CBDRR) initiatives for the flood andfire prone project area of Baundi Cluster. Morethan 15 youths and community members fromproject villages participated in the training.

Field level training and demonstration forfarmers on organic based riverbed cultivation,composting and demonstration of bio-pesticides was conducted at all the projectvillages of Bahraich during January 2016.About 160 farmers were benefited by this fieldlevel training programme.

Field level training based on mushroomcultivation was also conducted at the projectvillages of Bettiah in January 2016 by CEE andexternal experts, with the aim of empoweringwomen through capacity building. Thetraining was organised in all the five projectPanchayats, viz. Chaumukha, Pakhnaha,Uttari Patjirwa, Surajpur and Bhawanipur, inwhich more than 70 women participated.

A six day training programme was conductedin Bettiah for selected marginal farmers andfishermen from dolphin project villages onAnimal Husbandry and Dairy Farming, inassociation with the Central Bank of India -Rural Self Employment Training Institute,Bettiah (an institution of the National Instituteof Rural Development), at a project villageChaumukha, Yogapatti during March 2016,to provide technical knowledge on animalhusbandry and low cost dairy farming. Thetraining, in which more than 32 selectedfarmers and fishermen from the Dolphin projectareas participated, laid emphasis on capacitybuilding of marginalised communities ofriverside areas.

Formation of Souns Sanrakshan Samiti andMeetings: Souns Sanrakshan Samiti (DolphinConservation Committee) were constitutedunder the programme to bring communitymembers together and raise their awarenesson the conservation of Ganges river dolphinby adopting an approach of inclusivedevelopment of riverside communities. SounsSanrakshan Samiti (SSS) included membersfrom marginalised communities, women’sgroups, youths and representatives ofPanchayat Raj Institutions, in the interventionareas of the Dolphin programme.Representation of women in the committeeswas ensured so they would participate in thedecision making process, their inputs wouldbe obtained and concerns recognised.Seventeen Souns Sanrakshan Samitis - five inUP and 12 in Bihar - have been formed, withthe members helping in bringing people to themeetings and conducting awarenesscampaigns. They have also agreed todemonstrate organic farming practices.

Demonstration of Sustainable Options inAgricultural and Fishing Practices -Vermicomposting: As a part of the project, CEE

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demonstrated 43 units of vermicompost pitsat both the field locations in UP and Bihar, topromote organic farming on the river banks oftargeted project villages, with a view to reducethe use of pesticides and chemicals on riverbanks. Vermicompost pits were constructedwith financial support from the project for theselected beneficiaries and earthworms suitablefor the area were provided to them. A goodamount of compost is now being producednow from these pits and is being used in thefarms and for riverbed farming and vegetablecultivation with encouraging results likeimprovement in soil quality, which has alsohelped motivate other farmers.

Demonstration of riverbed farming, vegetableand fruit tree plantation: During the project,CEE had observed that most of the farmerswere using heavy pesticides and chemicals inthe cultivation of watermelon and muskmelonon their farms on the river bank. The runoff ofthese pesticides and chemicals were adverselyaffecting the ecology of the river. More than 50farmers were selected as beneficiaries for theorganic cultivation of watermelon andmuskmelon on the river beds of the projectvillages and seeds provided to them. Farmershave received a rich yield of crop from theirland as a result of this project.

The CEE team has formed groups of women topromote kitchen/backyard gardening in theproject village of Baundi, and fruit trees weregiven to their households which would alsolead to improvement in intake of nutrients inwomen and children. More than 70households were provided with these plantsin both the project locations in UP and Bihar.

Beneficiaries identified on the basis of theirinterest, landholding and availability oforganic manure, were encouraged to groworganic based vegetables in their fields. Seeds

of different vegetables like onion, lady’s finger,pumpkin, cauliflower, potato, bitter gourd,bottle gourd, and others were distributed tothe farmers for demonstration, with the helpof Souns Sanrakshan Samitis. The farmershave obtained a good amount of producethrough this, even without the use of fertilizersand pesticides. It was a very successfuldemonstration as evidenced by farmers beinginspired to undertake organic cultivation ofother crops also.

Similar demonstrations were undertaken inBettiah project villages also, with banana andpapaya being cultivated by a few committeemembers to show the potential in otherproduce as well.

Promoting use of Bio-pesticides: Farmers wereencouraged to adopt bio-pesticides using locallyavailable materials, thus promoting anotheraspect of organic farming. Various methods weredemonstrated by the CEE team with the help ofexperts to convince community members toadopt them in their farming practices.

Community Level Awareness Initiatives: CEEfield team, at both the Dolphin locations inBahraich and Bettiah, organised communitybased awareness campaigns and rallies onthe occasion of important environment relateddays like World River Day, WorldEnvironment Day, International Day forBiological Diversity, Dolphin Day, Earth Dayand Turtle Day. Local youth, farmers,fishermen, government officials and other keystakeholders were sensitised about the currentissues related to the environment andmotivated to work for the conservation ofbiodiversity around their villages. Regularmeetings, rallies and consultation amongstthe community members has encouraged thecommunity members to take up village levelconservation initiatives.

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Initiative taken by Youth Volunteers: In theconservation of Ganges river dolphin, youthengagement has been considered andimportant aspect; youth volunteers areresponsible for generating awareness on theimportance of environment and riverbiodiversity, building networks with variousstakeholders and community groups (farmersand fishermen) and acting as change agentsfor improving hygiene and sanitation.

CEE field teams at both Bahraich and Bettiah,interacted with several youths duringcommunity meetings to identify suitable andinterested candidates for selection as youthvolunteers. Six youth volunteers in Bahraichcluster and five in Bettiah cluster have beenselected and are working at the dolphin projectvillages with the community to organise regularmeetings of Souns Sanrakshan Samitis (SSS)formed in each village, and to keep a regularvigil on illegal activities around their villages.

Ecotourism based activities: The CEE teamidentified a location each in both the states forpromoting ecotourism activities focused ondolphin education. Katarniaghat WildlifeSanctuary in UP and Valmiki Tiger Reserve inBihar have been identified for the promotionof dolphin focused ecotourism, with the helpof eco-development committees. The CEE teamheld meetings with the respective State ForestDepartment and Wildlife Division to plan andinitiate activities. To engage the localcommunity, CEE team conducted meetingswith eco-development committee members andlocal youth to assess need and enlist possibleinterventions. Life jackets and an ecotourismbrochure has been developed for both the sites.

Community Educational Material: To createawareness about the river dolphin, variouskinds of resource material has been developedfocusing on the interventions of the project. A

poster was developed for the rural communityto understand the species. Project interventionboards were developed for display at thevillages which would create awareness amongthe villagers and other stakeholders about theinitiative. A booklet on organic farming andalternative livelihood option was developedfor community members to guide them onadopting these practices.

13.4 Prakriti Bus - A MobileExhibition on the Biodiversityof Uttar Pradesh

It has been agreed globally now that the pathto sustainable development is deeplyconnected with biodiversity in several ways.Biodiversity forms the critical foundation forhuman well-being and sustainabledevelopment. To take necessary steps toconserve biodiversity and to maintain the lifesupport system, it is important to haveparticipation of people. The Aichi BiodiversityTarget 1 sets an agenda that by 2020, at thelatest, people are made aware of the values ofbiodiversity and the steps they can take toconserve and use it sustainably. With thisbackground, the Convention on BiologicalDiversity (CBD) has set education as toppriority in the Strategic Plan for Biodiversity2011-2020 which decade is also declared asthe United Nations Decade on Biodiversity(UNDB 2011-2020).

Apart from focused initiatives being taken atthe global and national levels by various UNorganisations, governments and non-governmental organizations, biodiversity hasalso been acknowledged in the overallsustainable development agenda. TheSustainable Development Goals (SDGs),which are set to be achieved during 2015-2030also recognise the relevance of biodiversity forthe achievement of sustainable development.

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The Uttar Pradesh state government hasrecognised the role of education andcommunication in promoting awareness andunderstanding about conservation ofbiodiversity. In 2014, the Uttar Pradesh StateBiodiversity Board, University of Lucknow andCentre for Environment Education joinedhands, as part of the Regional Centre ofExpertise (RCE) on Education for SustainableDevelopment (ESD), to initiate a mobileexhibition on the unique biodiversity of thestate.

As part of the initiative, with the technical andfinancial support from Uttar Pradesh StateBiodiversity Board (UPSBB) and the Universityof Lucknow, CEE developed a mobileexhibition bus named Prakriti. The aim of thismobile exhibition was to reach out to children,youth and the general public for raising theirawareness about the rich biodiversity of thestate. This bus focused on sensitising visitorsto their immediate environment, biodiversityand cultural heritage. Through this exhibition,positive action for sustainability in the form ofHand Print actions were also promoted wherechildren, teachers, youth and the generalpublic were guided to work on biodiversityconservation initiatives at the local level.

This mobile exhibition started its journey inAugust 2014 from Lucknow. During 2014-15,Prakriti Bus travelled to four districts of UttarPradesh covering Lucknow, Barabanki,Kannauj and Unnao. Since its launch, the bushas been visited by 83,044 visitors includingstudents, teachers, community persons,officials, media, youth and others. The bus hastravelled to over 178 schools and inter colleges.

With the bus completing its first phase in July2015, the next phase is being continued withsupport from the Board and University. Thebus has received very encouraging responseswherever it has visited. Till March 2016, thebus has visited 358 schools and has had over1,88,527 visitors. It has also been shown tocommunities in urban and rural areas andhas received positive reviews from everyonewho has visited the bus.

13.4.1 Journey of the Mobile Exhibition

The innovative mobile exhibition buscontinued its journey in the State and receivedan overwhelming response from schools andthe community. During the year 2015-16,Prakriti bus has travelled to seven districts ofUttar Pradesh: Hardoi, Sitapur, Kanpur,Faizabad, Agra, Bahraich and Etawah. It hasvisited more than 180 schools, inter collegesand community places, covering around1,05,483 visitors including students, teachers,community persons, officials, media, youthand others. Records of visitors, distancetravelled and feedback obtained are beingmaintained and a daily report of visits sharedwith the funder and the partners.

Lucknow District: The exhibition has beenopen in Lucknow district whenever it returnsfrom visits to nearby districts, as it is the centralpoint for Prakriti bus. About 34,661 visitorsdrawn from 80 schools and 29 communitySt. George’s College, Baluganj, Agra as on

15.12.2015

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centres have viewed the exhibition inLucknow districtduring the year.

Hardoi District: In May 2015, Prakriti busvisited Hardoi district and received a warmwelcome with its inauguration by the DeputyForest Officer of Hardoi at the GovernmentGirls’ Inter College. The bus visited 14 schoolsand five village communities, benefittingabout 6,946 visitors including students,teachers and community members. On theoccasion of the International Biodiversity Day,an inter school painting competition wasorganised in which students shared theirthoughts on biodiversity.

Sitapur District: As schools were closed inJune 2015, the bus visited community centresand villages of Sitapur district. A formalinauguration was held at Siraucha Village,Sidhauli, Sitapur in May 2015. Variouseducational activities were conducted with thecommunity members in Sitapur district. Over1,885 visitors from eight villages benefitted bythe bus.

Feedback Visits: In July 2015, the bus completedits first phase and the overall response wasreviewed for its impact and feedback. Buscommunicator teams visited 25-30 randomlyidentified schools from Lucknow district andconducted a quiz to find out how muchinformation from the biodiversity exhibitionhas been imbibed and retained by students. Itwas found that, even after 6-8 months of thebus visit, students were able to answerquestions on information gathered by themwhen viewing the exhibition.

Phase II: CEE team presented the learning andexperiences with the bus to the governingcommittee of UPSBB and proposed Phase IIactivities with Prakriti Bus. The Committeeappreciated the response from the pilot run of

the bus and agreed to support Phase II. Duringthe year, it was proposed to cover 7-8 newdistricts where CNG was available. Some neweducational resource material for classroomdisplay was also proposed to be developed.

Kanpur District: Taking its journey forward,Prakriti bus reached Kanpur district in August2015, with a formal inauguration organisedat Chatrapati Sahuji Maharaj University,where the Vice Chancellor was the chief guest.Various officials from Forest and EducationDepartments and Head of variousdepartments from Kanpur University werealso present. With the help of EducationDepartment officials, the bus was later takento 19 schools of Kanpur district during themonth, sensitising over 9,258 students.

Faizabad District: Faizabad district wascovered next in November 2015, with awelcome being organised by the FaizabadForest Division at the Conservator’s office Thebus stayed in the district for over three weeksand visited more than 14 schools, clockingaround 13,727 visitors.

Agra District: In December 2015, Prakriti buswas invited to the Uttar Pradesh Bird Festivalwhich was held in a village in Agra. It wasorganised by the Uttar Pradesh Governmentas the first of its kind festival in the statedevoted to the rich diversity of the birds of UP.Prakriti bus in attracted the school studentswho visited the Bird Festival. Many activities,competitions and games like painting, quiz,essay, rope and ladder, bird Iientificationgame and odd-one-out game were conductedfor them around the bus. Students wereintrigued to know about the diversity foundin their state and showed immense interest byasking various questions. After the BirdFestival, the bus visited schools in Agra citywith the help of a local NGO and the

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Education Department. The bus received aremarkable number of visitors in the district:Aaound 25,452 students from 15 schools.

Bahraich District: Prakriti bus reachedBahraich district in January 2016. Around6,537 students and community members wereeducated about biodiversity and encouragedto conserve it. CEE’s Bahraich office hostedthe bus visit and networked with dolphinschools and dolphin villages for theexhibition. Over 19 schools were coveredduring this visit.

Etawah District: Prakriti Bus was taken toSaifai, Etawah on the occasion of theInternational Conference on Conservation ofSarus and Wetlands in February 2016. Thebiodiversity exhibition was set up for students,teachers, delegates and general visitors tomake them aware of the Sarus and Wetlandsof Uttar Pradesh and the rich biologicaldiversity of the state. Various competitionswere organised around Prakriti bus wherestudents from many schools participated. Thebus stayed in Etawah district for two weeksand covered 14,826 students of 18 schoolsand communities. It was back to Lucknowand continued its journey to communitylocations and schools.

Resource Material: CEE team developed a setof educational and promotional material atthe start of the project, with the first set ofpromotional material comprising caps, clothbags and mugs for participants and delegates.The second set of educational materialsincluded a brochure on the bus, a campaignpamphlet in Hindi and English, flyers in Hindito be distributed to varied target groups duringdistrict events, two biodiversity posters and acertificate-cum-oath poster for schools.

Apart from this, educational materialdeveloped by UPSBB and University ofLucknow was also distributed to schoolswhich included posters, pamphlets, books andothers. CEE is running various national levelbiodiversity campaigns, where the posters aredistributed to schools being visited by the bus,to help them understand the theme ofbiodiversity and participate in the nationalcampaigns. The educational material isreceiving an overwhelming response, withteachers finding it useful in classroomtransactions. Media finds the educationalmaterial useful to write about biodiversity.

13.5 Information ManagementEducation and Communicationfor Maharashtra Gene BankProject

This innovative project aims at participatorystudies and conservation of various geneticresources of Maharashtra which are valuedby the user communities. These resourcesencompass local crop varieties, animal breeds,biodiversity associated with grasslands andfreshwater bodies, forests and marine sponges.Funded by Rajiv Gandhi Science andTechnology Commission (RGSTC) of theGovernment of Maharashtra, this project bringstogether 20 local, regional and national levelNGOs and scientific research institutions. CEEis implementing a cross cutting component ofInformation Management Education andCommunication for the Maharashtra GeneBank (MGB) Project.

The central achievements of this year includedcontent development for four thematic ActivityHandbooks and a need based, expandedpackage of 13 resource materials in the form ofposters, booklets and pocket strips, keeping in

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mind the activities, methodologies and thetarget groups. The project was forced to modifyits overall plans due to unavailability of thefunds, and due to technical problems at theoverall project level. This has pushed back thepossibility of achieving the project objectiveswithin one year, since the trainings andresource material are foundational toimplement the educational plan and achievingthe project objectives.

CEE team undertook field visits to four projectareas and conducted documentation,especially for the MGB Newsletter, andfacilitated a workshop with 40 Headmastersorganised by the partner organisation Ugamin Hingoli. In the area of facilitation ofinformation sharing, management andcapacity building, CEE undertook a series ofefforts in the form of meetings, electronicdissemination of newsletter to a network ofover 1000 contacts, facilitation of plantidentification, bio-cultural diversitydocumentation and discussions, relevantthematic news sharing over email andWhatsApp groups, orientation on Google docbased documentation and through hands onworkshop on multimedia tools andcommunication material development.

CEE has set up a model of ParyavaranShikshan Mitras (PSMs) with partnerorganisations. For the reporting period, CEEengaged the PSMs and schools throughvarious activities such as seed collection,nursery development, natural colour makingand marketing, documentation of localbiodiversity and related culture such astraditional seed and grain storage techniques,major festivals, photo documentation of plantsincluding non-cultivated food plants. PSMsfrom four partner organizations IIRD,Lokpanchayat, Samvedana, Lokparyay andUgam were provided with water testing kits

and orientation; they checked 78 water sourcesfor physical, chemical and biologicalparameters using the kits. Responding torequests by the partner organizations, CEEfacilitated them in getting a letter issued by theState Directorates of Primary and SecondaryEducation to all the regional Deputy Directors,informing about MGB and directing them toprovide necessary cooperation in theimplementation of IEC activities in selectedschools. It also facilitated teacher meetings,documentation at thematic group meetings,and Shivarbhet (village level biodiversityassessment field visit) for school students.Another significant aspect has been the linkingof three schools to an international programmecalled Go Global Garden, towards virtualexchange of information and knowledge aboutgardening, plants, food, culture and climate.

13.6 Assessment, Documentationand Development ofBiodiversity Management Planin Mining Areas - Goa

Mining is one of the major economic activitiesin the state of Goa, with several mines locatedin the Western Ghats region. The impact ofopen cast mines on biodiversity attributes,human health and livelihood are areas ofconcern. To protect biodiversity and enhancelivelihood opportunities, Vedanta Ltd.commissioned CEE Goa State Office toundertake a project titled Assessment,Documentation and Development ofBiodiversity Management Plan of four MiningClusters in Goa. The project, which began inMarch 2015, includes preparation of land useand land cover maps for 10 sq. kms of areaaround the mining clusters, identification ofvarious landscapes including grasslands,moderate to dense forests, wetlands, humanhabitation and rivers.

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Sampling plots were laid to assess thebiodiversity attributes of flora and fauna.Experts were appointed to carry out abiodiversity survey. The survey work has beencompleted and based on the biodiversityindex, a management plan has been draftedfor stakeholders’ consultation.

13.7 People’s BiodiversityRegisters (PBRs) in AndhraPradesh and Telengana

CEE has been appointed as the ResourceAgency to support Biodiversity ManagementCommittees (BMCs) in the preparation ofPeople’s Biodiversity Registers (PBRs) byAndhra Pradesh State Biodiversity Board(APBB). CEE has been allotted two GramPanchayats: Narasingapadu andGundlapalli Gram Panchayat of NekarikalluMandal of Guntur District, Andhra Pradesh.

CEE Telangana State Office has beenappointed as Resource Agency with the samepurpose by the Telangana State BiodiversityBoard (TSBB). CEE has been allotted five GramPanchayats of Medak District for the project.

The objective is to facilitate BMCs indocumenting the PBRs and submit a report to

the respective BMC and APBB/TSBB so as toprovide legal authority to the PBR. The processof documentation involves meeting with BMCmembers, interaction with village elders, youthand women groups to collect primary dataand also involve them in the conservation ofthe village bio-resources. Secondary data isbeing collated from the concerned departmentsand institutions. An important part of theprocess is to identify the local Vaidyas (naturalhealers) and document and preserve theirtraditional knowledge for future generations.In each village minimum one to two vaidyashave been identified and the traditionalknowledge they possess documented; thereport has been submitted to the respectiveboards.

Children taking pleadge to act for biodiversityconservation_Bahraich March

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14Disaster Preparedness and Rehabilitation

14.1 ‘Rebuilding Faith’ – Responseto Uttarkashi Flash Floods,Cloudburst and Landslide -July 2013 - June 2016

In the aftermath of the devastating ‘HimalayanTragedy’ on June 16-17, 2013 in the state ofUttarakhand, CEE Himalaya, with the supportof JSW Foundation, implemented a programme‘Rebuilding Faith’ in Uttarkashi, one the worstaffected districts of the state. The programmeaddressed school and non-school goingchildren, teachers, parents and the largervillage and school community in the threeblocks of Chinyalisaur, Dunda and Bhatwariof Uttarkashi district. The programme is beingimplemented in three phases:

Phase I – July 2013 - December 2013

Phase II - January 2014 - June 2014

Phase III - July 2014 - June 2016

Phase I focused entirely on restoration ofeducation in 60 schools and providedpsychosocial care and support to 8641students (males - 4409, females - 4232) in theblocks of Bhatwari, Chinayalisaur and Dunda.About 934 teachers from the three blocks weretrained in identifying children suffering fromtrauma and extending psychosocial care andsupport to them and their families. Besidesthis, 2000 school bag kits containing a schoolbag, English notebook, Hindi notebook, Mathnotebook, pencil set (10 pencils, one sharpenerand one eraser), Disaster Risk Reduction(DRR) related Information, education andcommunication (IEC) material developed byCEE like the Riskland kit, Year Planner onDRR for the Community and Year Planner onDRR for the schools, and a disaster brochurewere distributed to the students in Bhatwari,Chinyalisuar and Dunda.

Phase II was aimed at strengthening schooleducation and improving the quality ofteaching/learning. CEE and JSW Foundationinitiated a programme named Umang forschool children as well as non-school goingchildren, to attract them to school, help themto return to normal activities and routines,and provide an opportunity to transform afrightening event into a learning experience.Around 9000 children and 500 teachers wereaddressed through Umang. IEC material likelocal festival calendar, booklet on psychosocialcare and support and year planner were alsodistributed to generate awareness onenvironmental education and disaster riskreduction among the masses. More than 100teachers were trained in joyful teaching-learning methods and psychosocial care andsupport interventions.

Phase III is dedicated to long termpreparedness and community based disasterrisk reduction. Various programmes were runfor school children, teachers, communitymembers, Gram Pradhans and Panchayati RajInstitutions (PRIs) under the thrust areas ofdisaster risk reduction, climate change andsustainable mountain development. About 50schools with a collective strength of 5000students and 15 villages with a totalpopulation 1500 people are being addressedin the current phase.

14.1.1 DRR Preparedness Programmein Schools

Educational and awareness programmes arebeing conducted in 50 schools (upper primaryand high schools and inter colleges) in thethree blocks - Dunda, Chinyalisaur andBhatwari of Uttarkashi district, focusing ondisaster risk reduction, climate change andsustainable mountain development. Theprogramme adopts an interactive and

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participatory approach to promote a cultureof disaster preparedness and also to increasethe capacity of schools and students torespond to natural disasters. During theprogramme, school children are taught disasterpreparedness through hands-on activities toprepare them to take responsibility for theirown safety in the event of an emergency. Avariety of activities are conducted for this likemini-lectures, brainstorming sessions,situational analysis, games (hazard hunt,disaster association, back to the class, hazardrace, Chinese whisper, Risk land), ice breakingactivities (blind faith, concentration, who amI), creative activities (poster making, sloganwriting, extempore speech), mock drills anddemonstrations. Mini lectures, brainstormingsessions and situational analyses are used toprovide information on various disasters likeearthquakes, fires, floods, landslide and othersand get children thinking about disastersbefore they become involved in other lessonsor activities. Games are conducted in groupsto enhance their vocabulary on disasters anddisaster risk reduction and initiate learningthrough play. Evacuation drills and actionsthat should be taken before, during and after adisaster like Drop Cover Hold and Stop DropRoll are also demonstrated. Creative activitiesprovide an opportunity for verbally lessexpressive children to express themselvesthrough drawings, painting and sloganwriting. In such activities, students are givena topic related to mitigation, risk reduction,climate change or sustainable mountaindevelopment and they then present their viewsto the larger group. Some ice breaking and funactivities are conducted in between otheractivities to make the children feel relaxed andcomfortable. Such an amalgam of activitiesensures that every student actively participatesin the programme.

Along with DRR, climate change andsustainable mountain development, theprogramme also focuses on hygiene andsanitation, waste management and CleanNirmal Ganga. Students are oriented on correcthand washing practices, personal andmenstrual hygiene, segregation and disposalof waste, water treatment and storage, litterfree drainage and gadheras (small streams).Schools are also provided with IEC materialdeveloped by CEE like year planner on hygieneand sanitation, Riskland kit, disasterawareness brochure, Paryavaran Mitra postersand CO2 Pick Right booklet.

FMR giving CPR

students learning about DRR through risklandgame

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14.1.2 Teacher Training Workshops

CEE Himalaya organised one day teachertraining workshops consecutively on October7, 8 and 9, 2015 in Bhatwari, Dunda andChinyalisaur blocks respectively, with theobjective of building the capacity of schoolteachers as effective disaster risk reductiontrainers. More than 104 teachers from InterColleges, High Schools and Upper PrimarySchools attended the workshops.

A school safety audit was also conductedduring the workshops to assess the level ofunderstanding and knowledge of school safetyin teachers and administrative staff in schools,to assess the types of structural and non-structural mitigation measures taken byschools after a disaster, and to prepare schoolsagainst future emergencies in disaster proneareas. Teachers were engaged in differentactivities in order to help them correlatedisaster management practices with disasterrisk reduction, and method to modify schoolcurriculum subjects with the addition of DRRtechniques without changing the syllabus.Different techniques for active involvement ofparents and community members were alsoaddressed. The skills and knowledge requiredto prepare a School Disaster Management Planwas also addressed in the workshops. TheBlock Education Officer and the Deputy BlockEducation Officer of Dunda were the chiefguests.

The resource persons included: Dr. AbdheshGangwar, Programme Director, CEEHimalaya; Mr. Jagmohan Arora, Red CrossSociety; officials from Police Department, andFire and Emergency Services; CEE Team; andinterns from Tata Institute of Social Sciences,Mumbai.

14.1.3 Workshop for Gram Pradhans

On September 29, 2015, a one day workshopwas organised for the Gram Pradhans of 15villages of Uttarkashi district on Disaster RiskReduction and the role of Panchayati RajInstitutions (PRIs) in people’s participation.The workshop was conducted by CEEHimalaya Team and interns from Tata Instituteof Social Sciences (TISS) in Uttarkashi districtof Uttarkhand. The workshop oriented GramPradhans on topics like a historicalperspective of PRIs; role of gGam Pradhansand how they can contribute to disaster riskreduction; structure of disaster managementat state, block and village level; and the role ofGram Pradhans in making their villagedisaster resilient. This workshop was also aneffort to tap the traditional wisdom of the localcommunities and to integrate them withmodern practices in disaster mitigation efforts.It included knowledge sessions by CEE Teamand TISS interns, discussions and interactivesessions. The sessions addressed specifictopics like introduction to disasters;community resilience and preparedness;importance of SAR (Search and Rescue) andfirst aid. A focused group discussion wasconducted on the role of Gram Pradhans indisaster management and ways of makingtheir village disaster resilient. A scenarioplanning activity gave different disastersituations to the Pradhans while the CEEteam observed their responses and helpedthem think out of the box. Besides this, theworkshop also provided a base for integrationof various concerns of the community withthat of the NGOs and CBOs which are engagedin various developmental activities at thegrassroots level. According to the GramPradhans, case studies of model villagesacross India must be included and lessons

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learnt highlighted so as to provide guidelinesto the Gram Pradhans. Along with awarenessgeneration, the focus should also be onlivelihood generation for youth. Another majorconcern that was brought up by the GramPradhans is the conservation of medicinalplants and development of an alternativesource of livelihood from them.

14.1.4 Preparation of VillageContingency Plan

Under its objective of community baseddisaster risk reduction, CEE Himalayafacilitated village communities in thepreparation of village contingency plans. AVillage Contingency Plan entails a list ofactivities a village agrees to follow to preventloss of life, livelihoods and property in case ofa disaster. It also identifies in advance, actionto be taken by individuals in the communityso that each one knows what to do when adisaster strikes or when a warning is received.The main objective is to empower thecommunity to deal with disasters on theirown as a way of life and to engage localstakeholders in their own disaster risk andvulnerability analysis.

Five villages - Kuroli, Mastari, Kankarari,Bongadi and Sada - situated in the Bhatwariblock, one of the most vulnerable blocks in thestate, have prepared their contingency planswith CEE Himalaya facilitating the process.These contingency plans are expected to be athand during any future disaster avoiding lossof life and property.

14.1.5 School Disaster ManagementPlans (SDMP)

In addition to the disaster preparednessprogrammes in 50 schools of Uttarkashidistrict, CEE Himalaya also facilitated these

schools in the preparation of school disastermanagement plans. In the process of SDMPpreparation, students and teachers gained anunderstanding of hazards present in schools,and ways to manage and mitigate themthrough effective planning and response.

All the 50 schools have prepared their schooldisaster management plans as well asformulated school disaster managementcommunities responsible for disseminating,implementing and updating the SDMP.Regular mock drills and trainings will also beconducted to supplement the SDMPs andensure disaster preparedness in schools.

14.1.6 Mock Drill Conducted by CEEHimalaya and Red Cross Society

CEE Himalaya partnered with Red CrossSociety to conduct a district level mock drillon September 8, 2015, in Uttarkashi town. RedCross has actively mobilised and trainedyouth from the local community as ‘FirstMedical Respondents’ (FMRs) who wouldprovide immediate assistance to victims untilproper medical treatment is available. Theevent further trained the First MedicalRespondents and created awareness amongstthe local people about emergency situationsin post disaster scenarios. The local police,fire department and ambulance personnelworked in tandem with the Red Cross team tocreate a real life situation which the localscould relate to.

The event was initiated with the DistrictSecretary of Red Cross briefing the FMRs aboutvarious first aid and life saving techniques.There were also practical demonstrations ofcardio pulmonary resuscitation (CPR), humanstretcher formation with the bare minimumresources, support rendering techniques in

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case of fractures, and Friendship Ladderformation for rescue of injured victims.

Subsequently, the mock drill was carried outin three prime locations, Bhairav Chowk, theDistrict Hospital and Mall Road. The FMRsdemonstrated the entire process, right fromthe rescue of an injured victim using a dummyup to a quick transfer of the victim to theDistrict Hospital.

This mock drill succeeded in awakening thecuriosity of the locals on rescue operationsand also helped them realize the importanceof paying heed to signals like the emergencysirens, as even a fraction of a second couldsave lives while negligence can lead to gravesituations.

14.1.7 Spirulina Distribution andRapid Need Assessment PostNepal Earthquake

Dr. Abdhesh Gangwar, Programme DirectorCEE Himalaya and CEE North-East and Mr.T. K. Balappan, Chief Administrative Officer(Secretariat & Legal), CEE Ahmedabad, visitedNepal during September 15-18, 2015. Thepurpose of the visit was to distribute Spirulina,an energy and vitamin rich food supplementand conduct a rapid needs assessment of

Sprirulina was supplied by to CEE bySpirulina Foundation of Tumkur, Karnataka,for free distribution to disaster affected peoplein Nepal. Both the activities were carried outin Lalitpur district of Nepal.

About 125 bottles containing 120 capsuleseach were distributed in three schools inLalitpur, identified with the help of theDepartment of Education as being amongstthe worst hit and least addressed by otherorganisations and local government. Theschools were:

1. Gyanchakshu Primary School, Ward 8,Gotikhel

2. Bal Vikas Primary School, Ward 6, Gotikhel

3. Shree Buddha Bhagwan Secondary school,Ward 8, Manikhel

Mr. Parshuram Sharma Niraula, ChiefExecutive Officer, CEE Nepal; three officialsfrom the Department of Education,Government of Nepal; Mr. Yognidhi TimalSinha, Resource Person; Mr. KhemnathPokhrel, Assistant District Education Officer;and Mr. Govind Prasad Niraula, SchoolSupervisor, all of them belonging to Lalitpurdistrict jurisdiction, were present at theSpirulina distribution.

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15 Facilitating NGOs and Community Initiatives

Facilitating NGOs/CBOs and SustainableIntegrated Development Programmes

15.1 GEF-UNDP SGP OperationalPhase 05 (OP05) Programme

Background: The Centre for EnvironmentEducation (CEE) is acting as the ImplementingPartner for the Global Environment Facility(GEF) - United Nations DevelopmentProgramme (UNDP) supported Small GrantsProgramme (SGP) since the year 2000. TheSGP seeks to support initiatives thatdemonstrate community-based innovative,gender sensitive, participatory approaches andlessons learned from other developmentprojects that lead to reduce threats to the localand global environment. Currently, the GEF-UNDP SGP is running in 126 countries acrossthe world.

The SGP globally assists the developingcountries in fulfilling their nationalcommitments emanating from the internationaltreaties and conventions related to the globalenvironment, through local actions. The SGPbelieves that the global environmentalproblems can be addressed effectively if localpeople are involved in decision making at alllevels within projects and have control overresources. The SGP demonstrates that with asmall amount of funding, the communities atthe grassroots level can make a significantdifference in their livelihoods and theenvironment. The SGP influences andsupports the global climate interventionsthrough thematic areas like arresting landdegradation, Biodiversity Conservation,Climate Change and Persistent OrganicPollutants (Chemical Management).

In an effort to facilitate Non-GovernmentalOrganisations (NGOs)/Community BasedOrganisations (CBOs), CEE has been initiating

a variety of interventions at the communitylevel by adopting sustainable integrateddevelopment approaches through capacitybuilding, trainings and guidance workshops,to acquaint the community of the globalenvironmental benefits through localinitiatives and adopting those actions toproduce measurable impacts on the ground.

15.1.1 Status of GEF-UNDP SGPOperational Phase 05 (OP05)Programme

The GEF-UNDP SGP OP05 programme of fiveyear duration with a funding budget of US $5.0 million entered its fourth year of operation.Against the planned grant allocation of US $3.691 million, US $ 2.748 million (75% of thefunds) has been committed, leaving a balanceof US $ 0.943 million. These funds are alsoexpected to be committed by June 2016 whenthe proposals that are in the pipeline will bepresented to the National Steering Committeemeeting for approval, which will lead to 100%of the grants being committed.

Against the target of US $ 1.300 millionallocated by UNDP for the Financial Year2015, CEE achieved a delivery of US $ 1.236million, i.e. 95% of the annual target.

In all, 86 projects, with a synergistic andintegrated approach for BiodiversityConservation, Climate Change - mitigationand adaptation, and Land Degradation withlivelihoods as the cross-cutting area wereapproved and operationalised on the ground.Out of these, 23 projects have been completedas of March 2016 and another 37 will becompleted by the end of 2016. In these 86projects, a co-financing of US $ 5.9 million willbe accessed from the community, NGOpartners, governments, banks, private sectorand donor agencies.

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More than 691 women Self Help Groups havebeen formed in these projects, with 9,928women members who are regularly meetingevery month and saving nearly Rs. 50 to Rs.100 per month (total savings of Rs. 74.70 lakh– US $ 120,000); these SHGs have been linkedto banks and have raised a grant/credit of Rs.8.6 crore (US $ 1.3 million) for taking upeconomic enterprises and technology interfacein a more sustainable manner. In every project,nearly 2-3 meetings per month are being heldin every village (in more than 760 villages),adding up to a nearly 30,500 meetings havingtaken place till now. In most of the villages,meetings and the decisions taken have beendocumented.

Low cost technologies that have beenimplemented with the help of project partnersinclude: 8,500 biomass briquetting cakes madeand sold, 9,800 energy efficient cook-stovesset up, five small micro hydels of 5 kW eachand 21 water mills installed, 18 check damsand village ponds set up. 19,000 hac of landdegradation checked and more than 410 biogasplants commissioned. Nearly 79,450 MTs ofCO2 emissions have been checked through 33climate change projects.

Nearly 51,755 hectares of biodiversity havebeen enhanced around protected areas,community conserved areas and sacredgroves while new salt tolerant crop varietiesand local varieties have been conservedthrough a range of community-led measures.Nearly 74 new products have been made usinglocal biodiversity and systems by nearly 21NGO partners and all of which have beenlinked to markets.

Seventeen projects were replicated or scaledup with the twin objectives of broadening theareas, and uptake of technologies from theproject and partner institutions. These projects

have shown greater promise in terms of accessto government schemes, GEF benefits, co-financing and sustainable institution creation,brand building and business models. Thefocus of GEF-SGP is to create a niche throughscaling up and to make communitiesresponsible and take greater ownership, byadopting skills and practices. Many of theprojects have already developed sustainableinstitutions such as Producer Company andCooperatives for long term sustainabledevelopment.

Twenty six NGO partners have been bestowedwith various national and internationalawards during the OP5 programme, rangingfrom the UN Equator Award, SEED Award,India NGO Award and Kelkar Award to theBest Entrepreneur Award and IndiaBiodiversity Award.

The OP05 programme was evaluated byUNDP’s external evaluation team (comprisingone international and three nationalconsultants) who have made overallcommendable recommendations. The OP05programme has also been audited by UNDP’sExternal Auditors for the past two years withno financial and significant functionalirregularities reported.

This programme is viewed as a flagshipprogramme of GEF/UNDP amongst the civilsociety fraternity.

A draft Project Identification Form (PIF) hasbeen prepared for OP06 programme andshared with the Ministry of Environment,Forest & Climate Change and UNDP for whicha budget of US $ 6.0 million has been allocated.

15.2 COMDEKS Programme

The COMDEKS (Community Developmentand Knowledge Management for the Satoyama

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Initiative), a Japanese funded programme tosupport landscapes management inUttarakhand, entered its third year ofoperation, with a funding of US $ 255,000. Theprogramme is designed to support localcommunity activities to maintain and rebuildsocio-ecological production landscapes andto collect and disseminate knowledge andexperiences from successful on-the-groundactions for replication and up-scaling in otherparts of the world.

The COMDEKS programme is executed byUnited Nations Office for Project Services(UNOPS) with CEE as the National HostInstitution (NHI). It follows the SGPOperational Guidelines and operates like GEF-UNDP SGP programme, including seekingguidance from the GEF/SGP National SteeringCommittee chaired by the MoEF&CC, GoI.

Seven NGO-managed projects were approvedin Uttarakhand to support three types oflandscapes, spanning from lower, middle tohigher mountainous terrains, aiming directlyat the expected outcomes listed in theLandscape Strategy that was speciallydeveloped before the programme was takenup. All these projects, except one that becameoperational in December 2015, are close tocompletion. A consultant has been hired tocomplete the impact assessment study-cum-evaluation in comparison with the baselinesthat were developed at the beginning of theseprojects. All the projects meet with thestandards established by COMDEKS and thefinal report will be presented to the JapaneseGovernment and COMDEKS shortly.

15.3 Medicinal Plant GardensProgramme

This programme aims to develop medicinalplant gardens in 300 schools and colleges of

New Delhi and the National Capital Territory(NCT), and sensitise teachers and staffmembers on the use of medicinal plants andmethods to grow them. It is a joint initiative ofthe National Medicinal Plant Board, Ministryof Health & Family Welfare, Government ofIndia and the Centre for EnvironmentEducation (CEE). The project aims to developHerbal Medicinal Plant Gardens in schoolsand colleges to address the conservation ofmedicinal plants and ensure their use in ourday to day life for better health and immunity.

The programme is implemented on the groundby CEE Delhi and promotes inter-generationalknowledge between schools for effectiveprocessing of and obtaining benefits frommedicinal plants. At present, a wide range ofmedicinal plants are threatened or nearextinction due to several factors likedeforestation, over-exploitation, impropercollection due to lack of knowledge aboutproper techniques and poor investments inadopting their use. Application andconservation of medicinal plants in our day today life will promote their values among thesociety. Based on their importance and needfor conservation, CEE has listed 26 species ofherbs and shrubs which are being planted inthe Medicinal Plants Gardens.

Till now 218 schools have partnered withCEE and 165 gardens have been established.Out of these, five schools have been identifiedfor development of mother nurseries to supplythe saplings to the schools within the vicinityof their respective region. Eighteen orientationworkshops have been organised and 2,530participants (1,085 teachers, 1,280 studentsand 165 gardeners) have been oriented, topromote the project in their schools andinculcate the medicinal plants cultivationpractices among the students. To effectively

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implement the programme in all the schools,CEE Delhi has developed a partnership withthe Department of Environment, Governmentof NCT to link the activities with the eco-clubsof schools. The project has two NGO partners– Eco Roots Foundation and I-Dream – withwhose help the project coverage is beingextended through networking and capacitybuilding.

A good amount of advocacy material has beendeveloped as part of this project, like brochures(in English and Hindi), posters, leaflets on‘Usefulness of Medicinal Plants’, and stickersto disseminate the project philosophy,objectives, strategy and activities.

15.4 Partnership with Aditya BirlaGroup, Bhiwani

This is the first project with Aditya Birla Group,Bhiwani (Haryana) to link up with theirCorporate Social Responsibility activities on“Clean Energy for community-led InclusiveGrowth and Sustainable Development inBhiwani” to introduce energy efficienttechnologies like biogas as an alternative todepleting fossil fuels such as wood, LPG andkerosene; to reduce CO2 emissions, and reducethe drudgery of women. The project also aimsto promote best practices in agriculture,including organic farming, through usage oforganic fertilizers and providing improvedliving conditions and livelihoods.

The project began with a rapport buildingwith the youth by taking up extracurricularactivities in the school like celebrating EarthDay. A sewing centre has been establishedand a sewing course provided free in thevillage of Rajpura Kharkhari, for the skillbuilding of deprived girls so that they cantake it up as a livelihood. The girls and

women earn Rs.700-1000 per month. Thewomen are also trained to make bags out ofthe discarded cloth pieces from Grasim ofAditya Birla group, which are sold in the localmarket for improved earnings. As a part of themain activity of the project, different models ofbiogas units have been tried in the projectarea. Two ferro-cement models of biogas unitshave been set up in Govindpura and RajpuraKharkhari villages. In all, five additional units(portable models) have been installed, out ofthe total 10 biogas units envisaged. Theremaining three units will be installed withina month. An exposure visit was organised forthe farmers from all the five targeted villagesand an expert, Mr. Satish Patel, oriented thevillagers to improved ways of farming,including mixed cropping, plant protectionand the use of biogas slurry as well as a sprayfor improved cultivation. The project isoperational till June 30, 2016, by which datethe objectives set are expected to be achieved.

15.5 Small Grants Programme (SGP)in CEE Central

As the SGP is implemented by CEE through itssix regional offices and a Central Secretariatbased in Delhi, CEE Central Regional Cellunder took the following activities related tothe project.

Proposal development and approval for Grant:In all, 19 proposals were received - 12 fromMaharashtra, four from Madhya Pradesh (MP),two from Chhattisgarh and one from Goa. Outof these, seven (one each from MP andChhattisgarh and five from Maharashtra) havebeen shortlisted for grant through the RegionalCommittee Meeting and National SteeringCommittee Meeting. Eight revised proposalswere also chosen for the grant (seven from MPand one from Maharashtra).

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Monitoring: Seven monitoring visits weremade to five NGOs, including mid-term reviewvisits.

Events: A capacity building workshop wasconducted in Bhopal in July 2015 which wasattended by more than 50 participants from 30NGOs. Sessions were conducted on ‘one-person’ company, setting up and managing aproducer organisation, System of RiceIntensification (SRI) technique, biogas andother technologies adopted by different partnerNGOs.

Two workshops to train partner NGOs wereheld at Phaltan by Appropriate RuralTechnology Institute (ARTI), Pune. These werepart of the ARTI project that involveddissemination of alternate energy technologieslike biogas and charring of agricultural residue,and energy efficiency technologies likeimproved cook stove (smokeless chulah) andSarai cooker.

More than 25 NGOs were benefitted by theseworkshops which were held in December2015.

Awards won by NGO partners

Sarthak, Bhopal: Yashwant Rao Kelkar YouthAward 2015 for operationalising the

programme related to the management ofplastic solid waste through rag-pickers indifferent cities of Madhya Pradesh and forlaunching the programme in all the towns ofMadhya Pradesh under the Madhya PradeshChief Minister’s Clean India Mission (SwachBharat Mission)

The Madhya Pradesh Plastic Waste Modelestablished through the joint efforts of SwachBharat Mission (Urban), Madhya PradeshGovernment and the NGO Sarthak was giventhe excellence award for its plastic wastemanagement at a function held at the RashtriyaVigyan Mela in Bhopal. The award was givenfor the best decoration, demonstration andbest counseling.

It also received the Earth Day Network’sShahar Green Karo Award for the project"Sustainable Management of Plastic Wasteand Increased Livelihoods for Sarthak Karmis(SKs) in partnership with Bhopal MunicipalCorporation".

Sujagriti Samaj Seva Sanstha: Basaman MamaAward 2015 by MP State government for thegood work done in the areas of forestconservation and afforestation.

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16Training, Capacity Building and Networking

16.1 Training and Capacity Building

16.1.1 Biodiversity and SustainableDevelopment Training

Reliance foundation (RF) has been working inJasdan Block since two years in the area oforganic vegetable farming in backyardsfocusing also on water conservation. RF hasbeen interacting with CEE Jasdan Field Officewith a view to sharing experiences andlearning from CEE’s long field experience.Some of CEE’s project villages are also a partof their project area. CEE sees this as anopportunity to work in synergy with RF andspread our learning.

During the reporting year, RF approached CEEJasdan Office with a request to conducttrainings for their staff as well as targetcommunities, to help them understand theimportance of vegetable farming and itsmethods. CEE conducted 12 one day trainingsfor the local community in their identifiedvillages. These trainings were conducted inthree clusters, namely, Modasa, Radhanpurand Jasdan. More than 600 personsparticipated in these trainings consisting ofRF’s targeted community members forimplementing Reliance Health and NutritionGarden concept.

The trainings mainly focused on variousaspects related to health, nutrition as well assustainable farming techniques. Participantswere provided detailed information about hownutritional deficiencies can affect health,especially of women and children, whatnutrients are available from differentvegetables, and what is a healthy diet. Throughinteractive discussions and demonstrations,various steps and precautionary measures for

getting a good harvest of vegetablesthroughout the year in an organic manner weredealt with. Various sustainable practicesrelated to bio fertilizer making, bio-pesticideand biological seed treatment were also taughtto the group. These trainings were muchappreciated by RF.

As a further step, Rural Programmes Group ofCEE conducted a training on “Biodiversityand Sustainable Development” duringOctober 19-22, 2015, at CEE Ahmedabad, fora group of 20 Reliance team members fromvarious clusters in northern and western India.This three day interactive training mainlyfocused on issues such as ecology, sustainableagriculture, biodiversity, Biodiversity Act andpreparation of PBR, environmental governanceand community mobilisation. Various externalbiodiversity experts were also invited asresource persons for the training.

The group was taken to Jasdan Field Officearea for a field visit, where they visited aSanjeevani school for its medicinal garden(Sanjeevani was a project implemented by CEEJasdan for creating medicinal biodiversityconservation areas – BCRAs or commonlyknown as medicinal garden on schoolcampuses – more details in Chapter 9) and anorganic farm, and also interacted with awomen self help group (SHG) and BiodiversityManagement Ccommittee (BMC) at LalavadarVillage, to understand how biodiversityconservation and economic returns can gohand in hand.

The entire training project was wellappreciated and being considered as abeginning of a long term partnership.

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16.1.2 Capacity Building Programmeon Environment Science forEnsuring Learning Outcome atPrimary level

CEE was invited by the Regional Institute ofEducation (RIE), Ajmer, to facilitate a trainingprogramme on Environment Science forensuring learning outcome at Primary level.The five day training programme wasorgainsed for capacity building of KeyResource Persons of Punjab and HimachalPradesh on Environmental Science fromSeptember 7-11, 2015, at RIE Ajmer. Mr.Pramod Kumar Sharma, ProgrammeCoordinator, and Ms. Priyanka Sinsinwar,Programme Officer, CEE, facilitated theworkshop as resource persons. The capacitybuilding programme included sessions oncreating an understanding of education forsustainable development, pedagogicalapproaches for effective transactions ofcurricular topics, national level programmesfor environment education in schools andassessment and evaluation of learningoutcomes. The training programme wasattended by 45 participants.

16.1.3 CEE Ka Bioscope

CEE ka Bioscope (CKB) is an ICT enabledprogramme designed to provide interactiveand fun-filled learning for school children.The activities of the programme help studentsin integrating learning in EnvironmentalStudies, Science, as well as Social Sciences. Inits seventh year now, CKB Programme hasreached out to 350 students from Grades 5 to11 of three schools in Ahmedabad.

Four different modules, i.e. Population andDevelopment, Biodiversity Conservation,Sustainable Agriculture and Global Warmingwere dealt with during this phase.

Various teaching-learning methods and toolswere used, including power pointpresentations, lab-based sessions usinginternet connected machines, globalpositioning system (GPS), Google Earth, MSOffice, group discussions, nature camp andfield visits among others. Students also hadan opportunity to interact with experts andgovernment officials of the AgriculturalProduce Market Committee (APMC), the WasteWater Treatment Plant, and CensusDepartment, Gandhinagar. A visit toSundarvan, CEE’s Nature Discovery Centre,was also organised. One-day and one-nighteducational tours to CEE’s Field Office atJasdan and Rural Knowledge Centre, Halvadfor senior grades of 8 and 9 were initiated thisyear. The educational tours were organised aspart of the Sustainable Agriculture andPopulation and Development modulesrespectively. The educational tours werefollowed by a one hour internet-enabledcomputer session.

Camps of three days and two nights at CEE’scamp site at Beyt Dwaraka, and of two daysand one night on the coast of Bakore in thePanchmahals District, Gujarat, were alsoorganised. The camps too were followed by aone hour internet-enabled computer session.

A CKB Programme Manual has beenconceptualised and developed during thisyear. The Manual consists of a set of two books:one elaborating on the Programme, and givingthe standard operating procedures; the otherconsisting of annexes in the form of ready-to-use resources like forms, formats,presentations, link diagrams and others.

Conceptualisation of ICT enabled modules hasbeen initiated with the help of a GIS expert toenhance the integration of technology into theexisting modules of CKB.

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16.1.4 Exposure Tour for In-serviceProfessionals from AkankshaFoundation, Mumbai

A one day exposure tour to CEE for in-serviceprofessionals from Akanksha Foundation,Mumbai, was organised on November 20, 2015CEE campus Ahmedabad. The tour wasdesigned to help participants understand theCentre’s contribution in the field of Educationfor Sustainable Development with a specialfocus on School Education. CEE’s experiencesof executing innovative programmes atinternational, national, state and local levelswere shared. Programmes which catered tourban and rural set-ups were also shared.

16.1.5 Workshop on Documentationand Report Writing forTeachers

A three day module, focused onDocumentation and Report Writing,specifically designed for teachers and formaleducation practitioners was offered for a groupof about 25 teachers. Designed specifically forpractising teachers, the Module, scheduledacross four months duration, provided theparticipant teachers adequate time toundertake hands-on training sessions, applythe learnings in their real work at their schooland come back and discuss their experience.

The workshop focused on three forms ofdocumentation — written, photography andvideography. As part of the workshop, theteachers undertook school based assignmentsand developed written reports (of a variety offorms), clicked photographs for a pre-identifiedlearning purpose, and produced very shortteaching-learning videos.

16.1.6 Enhancing Students’Participation in SchoolProceedings: The Students’Cabinet Project

A democratic society is only as strong as itscitizens’ ability to participate in the decisionmaking process and make informed decisions.Education thus is the most effective tool toempower a democratic society. Guiding andsupporting children, during their schoolsyears, to effectively lead school governanceand decision making processes can thus go along way in making students aware, activeand competent citizens of tomorrow of theworld’s largest democracy.

With charity support from the TataConsultancy Services, Gandhinagar, CEE hasplanned a year-long education interventionin five rural primary schools in and aroundGandhinagar, Gujarat. The proposedinitiative, establishing Students’ Cabinet inschools, is about establishing democraticsystems for children’s participation in schooldevelopment processes.

16.1.7 Total Quality Improvement forTeachers in Social Science

Gujarat government has been implementingthe Gunotsav programme since the last fiveyears, which leads to change in the quality ofprimary school education. An important areaof intervention for implementing qualityeducation being in-service teacher training,CEE and Gujarat Council of EducationalResearch and Training Centre (GCERT)collaborated in conducting such a trainingthat included the concepts of the subject,various methodologies for classroom teaching,lesson plan preparation and activity basedlearning.

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The aim of the training was to bring aboutquality education through improving thecapacity of teachers in the subject,methodology and teaching skills.

The objectives were (a) to train selectedteachers of standards 6 to 8 from all over thestate on teaching methodology, content andteaching skills for Social Science and (b) toevaluate training effectiveness.

Key points of training

The training programme provided teacherswith latest updates/information on theirsubjects so that it would reach their studentsand create an interest in them for scoiealscience subjects. Subject content, methodology,pedagogy and creative educationalenvironment were the topics covered underthe training. Methodologies used includediscussion, lecture, model making, sky gazing,role play, nature trail and environment games.

About 562 teachers from across the stateparticipated in this three day residentialprogramme held in 12 different locations. Thetraining kit included books, compass box anda pen drive with subject related resources likeanimation movie and an activity manual. Thedistrict wise number of participating teachersis given below.

16.1.8 Equipping Educators on ClimateChange in Jammu

CEE Himalaya organised one day workshopsin Jammu for educators under the mandate ofSupporting Science Express Climate ActionSpecial in the Indian Himalayan Region, withsupport from Swiss Agency for Developmentand Cooperation (SDC) under its IndianHimalayan Climate Action Programmme(IHCAP). Hosted by the Department ofEnvironmental Sciences of the University ofJammu, and organised and conducted incollaboration with the Centre for Environment

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Education and Training, Jammu and Kashmir,the workshop was held on December 14, 2015.

More than 100 teachers attended the workshopon equipping educators on climate changewith Smt. Priya Sethi, the state Minister forEducation, Culture and Information, as thechief guest and the Vice Chancellor of JammuUniversity Prof. R D Sharma presiding overthe workshop. Resource persons included Dr.Abdhesh Gangwar, Programme Director ofCEE Himalaya; Mr. O P Sharma, IFS, Directorof the Department of Ecology, Environmentand Remote Sensing; Mr. Rajeshwar Jasrotia,IFS, Chief Conservator of Forests; Mr. SushilKumar, Manager, NABARD Climate ChangeGreen Fund; Prof. J Jagannathan, Departmentof Disaster Management and Climate Change,Central University; Dr. Sanjay Sharma,Department of Environmental Sciences,University of Jammu; and Mr. Rahul Goswami,UNESCO expert on intangible culturalheritage.

The Minister assured the participants that thestate government would take all stepsnecessary to strengthen the subject ofenvironmental education at all levels inschools and colleges and would support itsinclusion in the new education policy and inthe state action plan for climate changeadaptation and mitigation. She said that associety and students look up to educators fordirection, the teaching fraternity shouldcontribute towards environmental issues. Sheadded that the J&K State Council on ClimateChange has been set up with the Chief Ministeras its head. She expressed hope that studentswould show a zeal towards understandingenvironmental issues and practisingenvironmentally sound precepts.

16.1.9 ESD for Vocational Education(VE) – Global Journey

Even in the era of SDGs, reaching – andteaching – sustainability is still a majorchallenge. CEE works at various levels withthe formal education system to infuse ESDand create international partnerships toenhance and enrich this learning. GlobalJourney - India 2015 is an innovative projectinfusing ESD in the Vocational Education (VE)stream. The project is a partnership betweenCEE and of Global School, Swedish Councilfor Higher Education.

The Global School is a Swedish Governmentprogramme managed by the Swedish Councilfor Higher Education, which aims to supportSwedish schools in their endeavour to applythe UNESCO strategies of Global Education(GE), Education for Sustainable Development(ESD) and its successor the Global ActionProgramme (GAP), as a reinforcement of theexisting national curricula.

Global Journey - India 2015 sought to buildcapacity of Vocational Education (VE)Institutes across Sweden towards integratingESD aspects. ESD for VE helps develop skilledworkers who have knowledge of – andcommitment to – sustainable development, aswell as the requisite technical knowledge. ESDfor VE has the potential to prepare people forgreen jobs that contribute to preserving orrestoring the quality of the environment, whileimproving human well-being and socialequity.

A key goal of Global Journey - India 2015 is tofunction as a tool for school development witha greater integration of Education forSustainable Development (ESD) and as a

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starting point for vocational schools in bothcountries to establish networks and a longterm partnership in the area of vocationalstudies and global sustainability.

As part of the programme, 22 participantsincluding teachers, principals and municipalcouncil members, from five vocational schoolsfrom five different municipalities in Swedenparticipated in the training–exposureexperience organised by the RuralProgrammes Group at CEE Ahmedabad, inNovember-December 2015.

The exposure-training programme providedparticipants a brief but overall orientation toIndian culture, rural society, socio-economiccircumstances and sustainability concerns ofdeveloping nations like India. The participantsalso were given an exposure to different formsof skill building efforts as part of formal andnon-formal education programmes, such asskill training for visually challenged studentsat Blind Persons Association (BPA), womenempowerment efforts through NGOs,Industrial Training Institutes (ITIs), orintegrated skill based education approach atGandhian institutes. Visits to and interactionwith these institutes, and components suchas rural home-stay, provided participants anexcellent opportunity to understandsustainability from an very different socio-cultural perspective.

Some of the major outcomes of the programmeare:

• Long term partnerships and networks forfurther learning established

• Enhanced understanding of developmentissues and enhanced inter-culturalcompetencies developed among theparticipants

• Enhanced understanding of differentmethodologies and approaches tovocational education in variouscircumstances

• The participants, along with theirmunicipal council members, were able todiscuss their own plan for integration ofthe ESD component in their respectivevocational schools.

16.1.10 Student Mobility Programme2016

Student Mobility Programme (SMP) 2016, wasorganised by Rural Programmes Group andCEE Australia, for a group of 10 students fromAustralia’s Central Queensland University’sEducation programme for Pre-service teachers.The group was accompanied by their lecturerin education, Ms. Karena Menzie. Thisprogramme was organised as part of theiracademic component of ‘Service LearningProgramme’.

As part of SMP 2016, during their 14 day Indiatrip in January 2016, the participants wereprovided a mix of experiences to introducethem to social-cultural and environmentaldiversity, to help them understand educationalchallenges, innovative educationalapproaches and pedagogy for inclusive andholistic education, that is at the core of ESD.

The programme included field trips, schoolvisits, discussions with experts, participationin cultural events and Indian festivals, groupwork and others. To aid the group toexperience and learn from differenteducational systems and approaches, schoolvisits and interactions were organised withdifferent types of schools such as urban, ruralgovernment, and post basic schools. The groupwas taken to ‘Amba School of Excellence’ at

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Adalaj to get a perspective on value basededucation system. These visits werecomplemented with intense interactivesessions with CEE, school teachers, classroomobservations, and self-reflective group worksessions. They also shared innovativeapproaches and methodologies fromeducation systems in Australia with theschools they visited. Throughout theprogramme, the group also worked constantlytowards developing their own take-home andideas to apply their learning.

An interaction with Dr. Shailendra Gupta,Registrar, Calorx Teachers’ University (CTU)and a visit to their campus helped them get aquick overview of the teachers’ training systemin India and pedagogical approaches. Tocomplement and complete the entireeducational visit, the group was also providedexposure to some challenging situations whereeducation is imparted using innovativeapproaches. Two such experiences were a visitto Blind People’s Association and to a primaryeducation classroom on a construction site forthe children of construction workers, beingrun by SAATH, an Ahmedabad basedcharitable organisation. Interaction with theteam members form SAATH helped the groupunderstand the huge educational challenge ofproviding quality primary education tochildren of urban migrants.

The varied facets of Indian life and lifestyleswere further introduced to the group througha visit to Adalaj step-well and a temple,participation in the International Kite Festival,lunch at a heritage hotel, visit and stay forthree nights at Halvad to observe theeducational interventions in rural primaryschools, and interaction with the CEE team.

The group also participated in theInternational Conference on ‘Education as a

Driver for Sustainable Development Goals’,organised at CEE during January 11-13, 2016.The conference provided the participants aunique opportunity to interact with expertsfrom around the world, learn from globalexperiences and share their own learning witha wider audience.

The programme also gave the Indian hostschools and teachers an opportunity to interactwith the group to learn about challenges forprimary education in Australia and globalexperience in addressing them. The programmeproved an enriching lifetime experience forthe whole group.

16.2 Networking and Collaboration

16.2.1 Tenth International ESD ExpertNet Meeting at Saltillo, Mexico

ESD Expert Net connects ESD experts in aglobal partnership and together they promotethe international exchange to ESD and developtransnational approaches and strategies,which are then returned to Germany, India,Mexico and South Africa. They advise on theelaboration and implementation of educationalpolicy and provide national and internationalconcepts and products. “Engagement Global”performs the programme on behalf of theFederal Ministry for Economic Cooperationand Development.

CEE has been a partner organisation of thenetwork since its inception. Mr. Satish Awate,Programme Coordinator, participated in thismeeting held in Mexico in November 2015.

This meeting focused on sharing updates onESD practices by members and countrysituations, and formation of working groupson Mentorship programme, Training ofTrainers (ToTs), Material Development and Go

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Global Garden activities among the membersacross the country groups. This meetingdeveloped a two year plan of activities for thenetwork members in all the above workinggroups. CEE members have committed to takeactive part in material development,mentorship programme and Go Global Gardenactivities of the network.

16.2.2 World Encounter on SustainableActions: Education for ResilientSocieties, Saltillo, Mexico

The city of Saltillo, in Coahuilla state, Mexicohosted this international meet in November2015 to exchange views and share ideas onthe meaning of resilience in Education forSustainable Development. It pondered uponquestions of: How far is the idea of resiliencesuitable to enrich ESD – especially against thebackground of the current political framework.What are inspiring and transferable examplesin Saltillo, Mexico and beyond for educating

resilient societies? What is needed to ensuregood ESD practice in formal and non-formaleducation as well as lifelong learning?

This high profile event was chaired by thePresident of Mexico’s Senate Climate ChangeCommission, with the participation of about600 participants comprising ESD Expert Netmembers from India, Germany, South Africaand Mexico, mayors from different cities inMexico, teachers and educators.

Mr. Satish Awate, Programme Coordinator,CEE and ESD Expert Net member gave a talkon the topic of biodiversity for resilience, wherehe shared learnings from climate changes inthe past and how Indian communities copedwith them, and the significance of biologicalresources to cope with the recent challenges ofclimate change. Through case stories fromIndia, he highlighted the role of education inunderstanding and developing resilience.

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17CEE and the UN

Over the 30 years since its inception, CEE hasworked on several short and long term projectswith UN organisations, ranging from trailingnew ideas and models at the local level, toestablishing ongoing processes andnetworking at the national and internationallevel. Some of CEE’s activities in this area,including the more recent ones, are brieflydescribed below.

17.1 United Nations Decade ofEducation for SustainableDevelopment (UN DESD)(2005-2014)

CEE was appointed as the nodal agency forthe implementation of UNDESD in India bythe Indian National Commission forCooperation with UNESCO, Ministry ofHuman Resource Development, Governmentof India.

As part of the UNDESD, CEE launched theJournal of Education for SustainableDevelopment published by SAGE in 2007. CEEalso organised four international conferencesduring this period:

• Education for a Sustainable Future – 2005

• Fourth International Conference onEnvironmental Education – 2007

• Ethical Framework for a Sustainable World– 2010

• International Conference on Biodiversityand Conservation and Education forSustainable Development: Learning toConserve in a Rapidly Changing world -2012

Several of CEE’s projects have been showcasedas best practices or success stories in UNDESDconferences. Notably, Handprint: Action

Towards Sustainability, Samvardhan andGlobal Communities for Sustainability havebeen showcased during World Conferenceson ESD.

In reponse to the UNDESD, the United NationsUniversity (UNU) called for the developmentof regional networks for the promotion of ESD.These networks address local sustainabledevelopment challenges through research andcapacity building. These Regional Centres ofExpertise (RCE) are thought of as institutionalspaces that are designed in order to strengthenthe collaboration between educational,research institutions and other regional actors.It could take a form of a network or a centre,while potentially varying in size andaffiliations as well as dealing with differentareas constituting the subjects of ESD. CEEhas initiated several RCEs in several parts ofIndia, with varied focus to address local issuelike biodiversity, urban sustainabledevelopment, etc.

17.2 Working with UNOrganisations

CEE has worked on several initiatives withUNESCO, UN Habitat, UNICEF, UNEP andUNDP. A few of these are given below. Manyof these programmes are reported in detail inthe respective chapters/thrust areas.

UNESCO

• Man and Biosphere Programme in NandaDevi

• Global Citizenship for Sustainability

• Joyful and Effective Teaching-Learning ofScience in Maldives

• ESD Rice

• UNESCO Chair on ESD and the HumanHabitat (with CEPT University)

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UNEP

• Secretariat for the South Asia YouthEnvironment Network (SAYEN)

• Youth in SD

• Youth Action for Sustainability

• Sustainable Green Colleges

• Youth for Clean Air

• HCFC Phaseout Management Plans

• Media Workshops

UNICEF

• Towards Sustainable Schools

• Saral Shiksha

• WASH in Schools

• Conserving Biodiversity

• Anandshala

UNDP

• Low Carbon Campaign

• Post Earthquake Rehabilitation Programme

• CEE Himalaya’s Project on MAPS inUttarakhand (on medicinal plants)

• Endogenous Tourism

• Global Environment Facility – SmallGrants Programme

17.3 CEE Initiatives with RioConventions

17.3.1 Convention on BiologicalDiversity (CBD)

At the 11th Conference of Parties (CoP) of CBDheld in Hyderabad, India, CEE signed an MoUwith CBD for a partnership focusing on ESDfor addressing concerns of biodiversityconservation. The MoU focuses on enhancing

education training and awareness onconservation and sustainable use ofbiodiversity, globally.

CEE prepared a publication for the CBD withsupport from the MoEF&CC, NationalBiodiversity Board and the UNESCO, whichis expected to serve as a tool for developingNational Biodiversity Educational Strategiesof different countries of the world.

The Green Wave, a tree planting campaign ofCBD, marking the International Day forBiological Diversity on May 22, has beenpromoted and polularised by CEE.

17.3.2 UN Framework Convention onClimate Change (UNFCCC)

CEE with UNFCCC and UNESCO hasdeveloped case studies of climate changemitigation work, which highlight the role ofeducation in climate change mitigation andadaptation.

17.3.3 UN Convention to CombatDesertification (UNCCD)

CEE did the Elucidation of the 4th NationalReport submitted to UNCCD Secretariat byIndia in 2010.

17.4 Current Activities

17.4.1 Background Papers for GEM

CEE has developed two background papersfor the Global Education Monitoring (GEM)Report in 2016.

17.4.2 Global Action Plan

The end of the Decade saw the launch of theGlobal Action Plan by UNESCO, a programmethat is seen as working with key partners infive broad Priority Action Areas:

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1. Advancing policy

2. Transforming learning and trainingenvironments

3. Building capacities of educators andtrainers

4. Empowering and mobilizing youth

5. Accelerating sustainable solutions at locallevel

More than 80 partners have started workingon these areas; the partners are expected toundertake advocacy and communication;organize meetings, conferences, workshopsand consultations; capacity-build and trainteachers, administrators and otherstakeholders; build partnerships andnetworking; enable policy and strategydevelopment; and conduct research andinnovation.

Mr. Kartikeya Sarabhai, Director, CEE is theco-chair of the first Priority Action Area –Advancing Policy.

As part of this, the preliminary MonitoringReport focusing on the activities conductedupto June 2016 has been prepared and sharedwith the key partners.

17.4.4 The UN Economic and SocialCouncil (ECOSOC)

The UN Economic and Social Council(ECOSOC) at its Coordination andManagement Session of April 2014 grantedspecial consultative status to CEE. Theconsultative status for an organisation enablesit to actively engage with ECOSOC and itssubsidiary bodies, as well as with the UnitedNations Secretariat, programmes, funds andagencies in a number of ways.

Privileges and benefits of consultative statusare:

i. Attendance at meetings and access to theUnited Nations

ii. Written statements at ECOSOC

iii. Oral presentations at ECOSCO

iv. Consultations with ECOSOC and itssubsidiary bodies

v. Use of United Nations facilities

17. 5 Sustainable Development Goals(SDGs)

CEE has been closely involved with theinternational process of developing theSustainable Development Goals (SDGs), witha view to ensuring that India’s experience froma developing country’s perspective is reflectedin the global setting on SustainableDevelopment. CEE assisted the Ministry ofEnvironment, Forest and Climate Change,Government of India, by providing discussionpapers and inputs for internationalnegotiations on the SDGs. These discussionpapers gave an overview of where India standsvis a vis the Millennium Development Goalsand developed scenarios as part of theinternational deliberation process on SDGs.

17.6 International Conference onEducation as a Driver forSustainable DevelopmentGoals (ESDG)

CEE organised the International Conferenceon Education as a Driver for SustainableDevelopment Goals during January 11-13,2016, at CEE Ahmedabad, where over 750participants from 22 countries shared their

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thoughts on the role of education in realisingthe SDGs. The conference was organised inpartnership with UNESCO, UNEP and theGovernment of India. The participantsincluded senior officials from MoEF&CC,international ESd experts, environmentalists,academicians, researchers and students.

The Conference was inaugurated by Shri O.P. Kohli, Honourable Governorshri of Gujarat,in thepresence of Alexander Leicht, Chief,Section of Education for SustainableDevelopment, UNESCO, Mahesh Pradhan,Chief, Environmental Education and TrainingUnit, Division of Environmental PolicyImplementation, UNEP, Shri Susheel Kumar,Special Secretary, Ministry of Environment,Forest and Climate Change, Government ofIndia, Dr. Ashok Khosla, Chairman, CEEGoverning Council, and Kartikeya V.Sarabhai, Director, CEE. Video messages fromIbrahim Thiaw, UNEP Deputy ExecutiveDirector and Assistant Secretary- General ofthe United Nations, and Irina Bokova,Director-General of UNESCO, were also airedduring the inauguration.

As part of the pre-conference events,workshops and partnership meets wereconducted on 10th January, 2016, includinga national workshop on “AchievingSustainable Development Goals -Opportunities and Challenges for India” wasorganised by CEE in partnership with NitiAayog.

Spread over three days, the conference hadworking group themes broadly correspondingto the Sustainable Development Goals (SDGs),and highlighted the role of education inachieving the targets for a sustainable planet.Each working group, after three days ofdiscussions, came up with a set of

recommendations, which have been sharedon the website. The Outcome Document of theconference has also been shared on the website.

Brief reports of the working groups have beenincluded in the respective thrust areas. A feware also given below.

17.6.1 Working Group – Goal 4.2 -Early Childhood Development,Care and Pre-primaryEducation: Cornerstone forachieving SDGs

Ms. Rajeswari Gorana and Ms. Sukhprit Kaurfacilitated the Goal 4.2 Working Group titledEarly Childhood Development, Care and Pre-primary Education: Cornerstone for achievingSDGs. Child care and early education formthe building blocks of early childhooddevelopment. A critical step to achieving SDGsis giving all children access to early childhooddevelopment, care and pre-primary education.

The panellists for the working group includedeminent experts from India and abroad. ARecommendation of 16 points was made bythe working group on the topic.

17.6.2 – Working Group – Goal 5 –Gender Equality andEmpowerment of all Womenand Girls

Dr. Prithi Nambiar, Executive Director, CEEAustralia, facilitated the Goal 5 workshopsessions which focused mainly on theeconomic context (session 2), the socio-culturalcontext (session 3), the political context(session 4), and environmental context (session5). During the deliberations andrecommendations, the group acknowledgedthat:

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• Gender equality needs to be integrated inall the goals for the SDG agenda to be trulytransformative. i.e Goal 5, just likeeducation, is a cross cutting theme in SDGs.

• We need to look beyond viewing gender asa binary concept by framing it ultimatelyas equity for every human being in a waythat transcends differences by focusing onself esteem and the right to dignity for eachand every person.

Several case studies and experiences were alsodiscussed during the workshop. The groupcame up with a set of recommendations foradvancing gender equality with education asthe driver.

17.6.3 Working Group – Goal 13 –Combating Climate Changeand its Impacts

The Workshop on Goal 13 was held incooperation with the United NationFramework Convention on Climate Change(UNFCCC) in six sessions during theinternational Conference Education as a Driverfor Sustainable Development Goals. Theparticipants discussed several aspects of therole that climate change education forsustainable development plays in meeting theclimate change SDG and its targets as well asthe Paris Agreement. Some of the issuesdiscussed were:

• Up-scaling climate change from awarenessraising to education within climatemitigation and adaptation projects as wellas education for encouraging politicalaction

• The role of education for implementing theParis Agreement and how to strengtheneducation at the UNFCCC negotiations(Article 6/ACE)

• The role of education and communicationby media and advertisement for impactinglifestyles

• Effective climate education for empoweringchildren and youth

• The means of implementation of climatechange education for sustainabledevelopment.

A diverse group of climate change educators,the Focal Point - Education, Training andPublic Awareness of UNFCCC,representatives of Indian and internationalNGOs, researchers, entrepreneurs andstudents joined the workshop. The mostcentral recommendation that emerged fromthe workshop discussion suggests that thenational climate plans (NationallyDetermined Contributions, NDCs, and the nextround of Intended Nationally DeterminedContributions, INDCs) should include aneducational component to implement thetargets.

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18 Material Development and Publications

18.1 Publication of Gram NidhiManual - EmpoweringCommunities with Eco-entrepreneurship forSustainable Livelihoods andBiodiversity: Manual forCommunity Facilitators

Asian Network of NGOs for ESD (ANNE) is anetwork of NGOs initiated by ESD-J (nowknown as Japan Council on Education forSustainable Development). India, Japan,Philippines, South Korea, Indonesia andChina are partner countries of ANNE; CEE isone of the partner NGOs of ANNE. DuringUNDESD, based on the ‘NGOs’ AhmedabadDeclaration to Promote Asian NGO Networkon ESD’, the ‘Asia Good ESD Practice Project(AGEPP)’ was initiated and implementedduring 2006-2008. The CEE-initiated GramNidhi project was showcased here as one ofthe best practices. Eventually the network ofNGOs was formally launched as ANNE inOctober 2014, with CEE being a partnerorganisation in both ANNE and ESD-J.

Considering the success and spread of GramNidhi concept, after more than 10 years offormal completion of the project, in creatinginnovative women-led eco-enterprises that areefficiently promote biodiversity conservation,poverty reduction and women empowerment,ANNE initiated a project to develop a manualfor community facilitators across other southand south east Asian countries, based on theGram Nidhi experience.

During the reporting year, a draft manual wasprepared and circulated among the ANNEmembers. Based on the comments received fromthem, the RPG and ESD –J teams jointlydeveloped and published the final manual

titled Empowering Communities with Eco-entrepreneurship for Sustainable Livelihoodsand Biodiversity: Manual for CommunityFacilitators. The project was funded byTOYOTA Environmental Activities GrantProgramme. Originally published in English,the manual has already been translated intoJapanese language.

18.2 Material Development – CEEHimalaya

18.2.1 Trilingual and Bilingual Standees

To support the Science Express Climate ActionSpecial (SECAS) in the Indian HimalayanRegion (IHR), CEE Himalaya converted 20standees to carry the information given in theSECAS in different languages to address thediverse group of audience in IHR. Twentytrilingual (Urdu/Hindi/English) standeeswere developed for the audience in the state ofJ&K; and 20 bilingual (Hindi/English)standees for audiences in Himachal Pradeshand Uttarakhand.

18.2.2 Reports on Capacity BuildingWorkshops for Media onClimate Change andDevelopment in the IndianHimalayan Region

Eight reports have been developed by CEEHimalaya for four capacity buildingworkshops for Media on ‘Climate Change andDevelopment’ in the Indian HimalayanRegion: Shimla; Namchi; Srinagar; and Jorhat& Majuli Islands. For each workshop, tworeports have been developed: a journalistreport and a proceedings report. Theproceedings report documents the workshopsas they ran while the journalist report providesthe gist of the deliberations made anddiscussions held.

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18.2.3 Manuals for Capacity BuildingWorkshops for Media on ClimateChange and Development in theIndian Himalayan Region

Two manuals - Himalayas, Climate Changeand the Media: A Trainers’ Manual andHimalayas, Climate Change and the Media: AManual for Journalists - have been developedby CEE Himalaya and The Third Pole (TTP).These manuals will facilitate organisations/agencies like CEE in conducting workshopsof this kind and will provide trainers withcompetencies that will enable them toeffectively mentor journalist participants inunderstanding climate change and selectingissues for news report/feature. It would alsohelp journalists who could not attend theworkshops in covering climate changeadaptation and mitigation issues withaccuracy and understanding. Both themanuals have been submitted to the SwissAgency for Development and Cooperation(SDC).

18.2.4 Films on InternationalMountain Day and RebuildingFaith Programme

CEE Himalaya has developed two video filmswith financial support from JSW Foundationand technical support from ChannelMountain (CMC). The film on InternationalMountain Day (IMD) celebration capturesglimpses of events conducted across the stateof Uttarakhand on the occasion of IMD. Thefilm on Rebuilding Faith Programme capturesthe June 2013 Himalayan tragedy, explainingthe need for CEE and JSW intervention anddescribing the interventions undertaken inUttarkashi district.

18.2.5 Year Planner on Sanitation(Hindi)

With the aim of promoting WASH andachieving ODF (Open Defecation Free) status,CEE Himalaya has developed a Year Planner(2015-16) on sanitation, which focuses on basicsanitation measures to be adopted by ahousehold/community: personal hygiene, useof toilets, correct steps of hand washing, waterstorage, maintenance of water sources andclean premises.

18.2.6 Contributions to Geography andYou Magazine

CEE Himalaya has been invited to sharestories of its interventions and programmesacross IHR by Geography and You (GnY)magazine. CEE Himalaya has therefore sharedstories and reports related to its work in thedistrict of Uttarkashi, Uttarakhand during therecent forest fires, World Wetlands Day 2016celebration and community based disaster riskreduction. These can be found on the websiteof the magazine www.geographyandyou.com.

18.3 Reorienting Educational Effortsfor Sustainable Development:Experiences from South Asia

The manuscript for the Easter Springerpublication Reorienting Educational Effortsfor Sustainable Development: Experiencesfrom South Asia, under its series Schooling forSustainable Development, which is co-editedby Rajeswari N. Gorana, ProgrammeCoordinator - CMU, and Preeti R Kanaujia,Programme Coordinator - CEE North, has beensubmitted and the publication is slated to bereleased in the summer of 2016.

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18.4 Booklets on Medicinal Plants

CEE Karnataka, in association with theKudremukh Wildlife Division, developed threemedicinal plant booklets for the three MPCAs(Medicinal Plant Conservation Areas) toeducate tourists on the flora and their uses.These MPCAs include Kerekatte, Agumbe andArshinagundi.

18.5 Individual Publications

• Sharma, P., Gregory, A. (2015) Learning toLive Sustainably: Reflections based on theParyavaran Mitra Programme. LearningCurve Issue XXIV- Productive Work asPedagogy (Azim Premji Foundation) (http://teachersofindia.org/en/article/learning-live-sustainably)

• Gregory, A. Sharma, P. (2015) Changingrole of the teacher in building

environmental leadership skills amongststudents - experiences from studentenvironmental action. Presented at theInternational Conference for Creativity andInnovation in the Grassroots (ICCIG 3)(http://www.iccig.org/). Indian Instituteof Management Ahmedabad, Gujarat,India.

(http://www.academia.edu/10355300/Changing_role_of_the_teacher_in_building_environmental_leadership_skills_amongst_students_-_experiences_from_student_environmental_action)

• Sharma, P., and Gregory, A. (2016).Paryavaran Mitra–Actions That Count: Aninsight into the experiences in theParyavaran Mitra programme from theperspective of the programmeimplementers and the various stakeholdersrelated to the school system. CEE, Gujarat,India.

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19Institutional Development and Support

19.1 CEE - Information ServiceCentre (CEE-ISC)

CEE – ISC has been established with a view toprovide and disseminate information onEnvironmental Education (EE), Education forSustainable Development (ESD) and relatedareas to cater to the needs of educators,researchers, decision makers and the generalpublic.

ISC has a rich collection of books, journals,periodicals, reference books, children’s booksas well as books in Hindi and Gujarati.

During the reporting year, ISC continued torenew the subscriptions of journals andmagazines, and also newly subscribed to afew. The institutional membership of IndianInstitute of Management Ahmedabad (IIMA)Library (4 cards) and British Library (10 cards)was renewed. Nine new books were acquiredduring this year.

The automation of the collection throughKOHA, the international open source LibraryManagement Software, continued with 502books being entered in the system.

19.2 Human and InstitutionalDevelopment Activities

• Several meetings of Programme Directors’Forum (PDF) were organised to discussimportant institutional matters.

• An internal training workshop wasorganised for CEE staff members on KeyPerformance Areas (KPA) basedPerformance Management System. The KPAbased system is being followed for all corestaff members.

• Orientation and Induction training wasconducted for three batches of new recruits.

The Orientation included familiarisationwith CEE, its evolution over the past 30years, its strategies and programmes, fieldvisits, and familiarisation with the currentsystems and processes at the Centre.

• An internal training workshop on‘Rapporteuring’ was conducted by Ms.Shivani Jain for Programme Officers inNovember 2015.

• A series of internal training workshopswere held at Ahmedabad and RegionalCells for orientation and sensitisation on‘Sexual Harassment at Workplace Act2013’ during August to October 2016.

• CEE Staff Health And Recreation Centre(SHARC) organised a Garba event duringNavratri at CEE Ahmedabad and a culturalGarba evening during the InternationalConference on Education as a Driver forSustainable Development Goals, held inJanuary 2016.

19.2.1 Training Programmes Attendedby Staff Members

Staff members were nominated and sent forrelevant training programmes at differentlocations as part of HID activities. The detailsare as follows.

19.2.2 Staff Recruitment

During the year, eight staff were recruitedunder the Job Work Contract scheme and nineas Project Officers, to work on various projects.

19.3 Corporate Communications

September 2014 saw the integration ofCorporate Communications as a functionalresponsibility at CEE. The team has, in thefinancial year 2015-16, executed the followingactivities.

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Sr. Name Topic Organizing LocationNo Agency

1 Mr. Rajendra Jadeja Wilderness First Aid Course HANIFL Centre Mumbai2 Mr. Vatsalya Shukla Three day Training National Institute Hyderabad

Programme on “Current for Micro, smallRequirements in and MediumEnvironmental Impact Enterprises Assessment (EIA):Processes (NI-MSME) and Procedures (as per MoEF Guidelines)” held onJuly 20-22, 2015

3 Mr. Suman Rathod Study Exchange on Adult Asia South Pacific Manila,Learning Association for Philippines

Basic and AdultEducation(ASPBAE)

4 Ms. Archana Panicker One Day workshop on: Act Jyotisangh Ahmedabad

5 Ms. Anuradha Tak on Prevention of Sexual6 Ms. Meena Nareshwar Harassment at Work Place

7 Ms. Toral Joshi

8 Mr. Rajendra Jadeja9 Mr. Sureshbabu N

10 Ms. Rajeswari Gorana Games Simulation Fields of View CEE

11 Ms. Shefali Atrey Workshop (FoV) Ahmedabad12 Mr. Pramod Sharma

13 Ms. Madhavi Joshi

14 Mr. Prashant Moon15 Ms. Ketki Gadre

16 Ms. Priyanka Sinsinwar Basic Leadership ASPBAE VietnamDevelopment Course

17 Mr. Sanjay Tiwari Workshop on Project Jalmarg Inland WaterwaysAuthority Patna, Bihar

18 Mr. Praveen Prakash Innovation for Entrepreneurs: Ahmedabad AhmedabadFrom Idea to Marketplace Management

Association19 Mr. Y M Trivedi Contextualising SD Goal 16 Janvikas Ahmedabad

20 Mr. Ashwin Wasnik Training on Environment Centre for Science BhopalMs. Richa Shivhare Management of Renewable and Environment

Energy Projects (CSE)

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19.3.1 CEE India Website

During the year, the team ensured regularupdates of the Centre’s activities on the website.This included development of the website,updates and coverage of the InternationalConference ‘Education as a Driver forSustainable Development Goals’ held inJanuary 2016; coverage of the launch of theScience Express Climate Action Special; CEE’sparticipation at COP 21 in Paris in December2015; and the launch of the ParamparaCatalogue. The website also featured activitiesorganised by other offices, like the ‘SaveSparrow Campaign’ initiated in Uttar Pradesh,the Yuva Samvaad – Regional Consultationson Sustainable Development and YouthEmpowerment for Marginalised Youth’organised in three states, and the rehabilitationefforts of CEE Himalaya to rebuild Uttarkashi.

Work on revamping the website continued,and the structure for a dynamic website isbeing prepared. As opposed to CEE’s currentwebsite, which is static, the new website willbe dynamic {Drupal content managementsystem (cms)}, and will enhance the visitors’experience, both functionally andaesthetically. Existing information is in theprocess of being fed into the new structure.

Documentation for the exclusive section onthe Centre’s Programmes and projectscontinues. This page will act as a readyreckoner to CEE’s programmes, featuringdetails about their initiation, partners, impactand beneficiaries.

19.3.2 Ceenario

Seven issues of the monthly newsletterCeenario were published and circulated. Thesefeatured the programmes undertaken andinitiatives made by various CEE offices across

the country. A special issue was also broughtout on the launch of the Science ExpressClimate Action Special (SECAS).

19.3.3 Diary 2016

The CEE Diary for 2016 continued to carry thecarefully crafted Handprint messages on everypage, thereby encouraging Handprint actionsamong the users. The back cover of the Diarypresented a glimpse of the ParamparaCatalogue, which was launched by theHonourable Prime Minister of India ShriNarendra Modi at the 21st session of theConference of the Parties (COP 21) to the UnitedNations Framework Convention on ClimateChange (UNFCCC), held in Paris, inNovember-December 2015.

19.3.4 Booklet, Brochures & OtherPromotional Material

Promotional material to put forth the Centre’sinitiatives and programmes were designedand developed.

• Prepared a booklet on CEE’s work in theIndian Himalayan Region, as part of theproposal to the National Mission onHimalayan Studies Medium Grant andLarge Grant Programme.

• Involved extensively with the contentediting and designing of the coaches, andthe take-away material, for the ScienceExpress Climate Action Special (SECAS).The theme song for SECAS, used in theSECAS film, was developed by the team.The team also coordinated the translationand dissemination of the SECAS kits, in 11languages, across the country.

• The team also contributed to the designingand development of the ParamparaCatalogue, which was presented by the

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Honourable Prime Minister of India ShriNarendra Modi at the India Pavilion of theConference of Parties (COP 21) to UNFCCCin Paris, in November 2015.

• The Corporate Communications team wasinvolved with the designing of theGuidebook on Nature Camping, preparedfor the MoEF&CC.

• The team has also been involved with theediting of the book – ‘Climate Action: IndianInitiatives on Adaptation and Mitigation’.

• The Conference Kit for the InternationalConference held in January 2016, wasdeveloped by the CorporateCommunications team.

19.3.5 Social Media

The team has been handling the social mediaaccounts of the Centre. Updates of variousprogrammes and initiatives are sharedregularly on the Centre’s Facebook page andTwitter handle.

Complaint under Sexual Harassment ofWomen at Workplace Act 2013

During this year a complaint of SexualHarassment was reported at CEE. The InternalComplaints Committee (ICC) looked into thecomplaint and recommended the action to betaken as per the provisions of SHWW Act 2013,which has been done.

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20Events

20.1 World Wetlands Day –February 2

CEE Himalaya: With the support of JSWFoundation, CEE Himalaya celebrated WorldWetlands Day in Kuroli village in Uttarkashidistrict, with 70 participants including men,women, elderly and children. Varied activitieslike group discussions, debates, paintings,slogan writing and plantations wereconducted to sensitise people on theimportance of wetlands and to empower themto take action locally to improve their condition.The benefits of healthy wetlands for theecology as well as the community, and waysin which they can be tapped to generate incomefor the community (like herbal and medicinalplants and ecotourism) were discussed.

CEE North: In January 2015, CEE organisedpainting competitions in Lucknow andBareilly districts as pre-events to the WorldWetlands Day, in which teams from more than25-30 schools participated. CEE teamconducted an orientation session through aphoto story explaining the theme for the day'Wetlands - Save Our Future'. Eminent personsfrom the field of biodiversity were invited tojudge the competitions and encourage thechildren’s creativity. Winning students weregiven prizes and the best entries were sent forstate level competitions.

20.2 National Science Day –February 27

CEE Himalaya: On the occasion of NationalScience Day, CEE Himalaya organised anexhibition followed by various activities forthe people of Kuroli village located in BhatwariBlock, Uttarkashi District, Uttarakhand. Thecontent covered by Science Express ClimateAction Special was displayed on standees atthe exhibition standees, besides 100 hand print

actions, ropes and ladders game, science kits,booklets and other IEC material. About 100people participated in the programme, whichwas inaugurated by the Block Head of thedistrict with the Gram Pradhan and otherprominent dignitaries being present.

20.3 International Women’s Day –March 8

CEE Himalaya: International Women’s Daywas celebrated with 50 women and adolescentgirls at Kuroli village, Uttarkashi,Uttarakhand. It was observed that hill womenare always occupied with household and farmwork and hardly get any time for leisure orrecreational activities. Therefore, CEEHimalaya organised various games, musicand dance activities, and discussions for theparticipants. Participants described the plightof Garhwali women through traditional folksongs. Some women, especially the oldergeneration, performed wonderful traditionalfolk dances. Discussions were conducted withwomen on personal hygiene, health issues,environmental and climate change impact onwomen, education, safety and security, andthe role of women in developing an empoweredand sustainable mountain community. Duringthe interactions, hill women highlighted theirfrightening experiences while fetching waterand collecting fuel and fodder, which, theyasserted, are aggravating due to brunt ofclimate change in the entire mountainecosystem.

20.4 World Sparrow Day –March 20

CEE North: In collaboration with the UP ForestDepartment, UP State Biodiversity Board (RCELucknow network partner) and University ofLucknow, CEE North conducted a state levelSave Sparrow Campaign in the districts of

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Uttar Pradesh. This campaign was an attempt,not only to conserve the Guraiya which is fastdisappearing from the urban setups but alsoto motivate students to participate andcontribute to the protection of sparrows andbecome a Paryavaran Mitra in the true sense.It was decided to provide sparrow nest boxesto schools and other stakeholder withorientation and also encourage children to takepledge for saving sparrow and biodiversity.

The campaign was initiated at the state levelwhere CEE is engaged in various schoolprogrammes such as NGC, Children’s ForestProgramme, Ganges River DolphinConservation Education, Prakriti Bus andParyavaran Mitra programme. CEE teamconducted orientation sessions andencouraged students to take a pledge to protectsparrows, install nest boxes and arrange feedand water for the birds. Students wereencouraged to prepare their own nest boxesusing earthen pots and used shoe boxes. Theywere also given an opportunity to creativelyexpress their thoughts in poems, drawings,stories, rangoli and tattoo. Recognising CEENorth’s efforts, Shri Akhilesh Yadav, Hon'bleChief Minister of the state felicitated CEE forits work on sparrow conservation.

20.5 International Day of Forests –March 21

CEE Himalaya: celebrated the InternationalDay of Forests with the people of Kuroli village,Uttarkashi district, by discussing about theservices provided by forests and drawing theirattention towards the urgency of increasingthe green cover. Almost 60 people participatedin the event. Activities included discussions,open dialogues, plantation and games. Thediscussions and dialogues helped in bringingout the changes in their traditional lifestyle

caused by the aggravating impacts of climatechange on land, water and forests. CEE teampromoted the plantation of traditional speciesto meet their increasing demand; the women ofthe community planted saplings of nativespecies like baans (bamboo), deodar (Cedrusdeodara), and oak during the event. At theconclusion, Kuroli community took a pledgeto preserve the forests and trees throughdedicated and sincere efforts.

20.6 World Water Day – March 22

CEE Himalaya: With the support of JSWFoundation, CEE Himalaya organised an eventon the occasion of World Water Day at Kurolivillage in Uttarkashi district. The event wasattended by 83 people, largely women,adolescent girls, youth and school children.The objective was to direct the attention of thecommunity to issues related to wateravailability and its judicial use, to take actionsto address them and begin conservationmeasures. Discussions centred around theproblem of water scarcity in the village andcommunity based solutions for addressing thesame. CEE Team tested the water quality at thetraditional water collection point anddemonstrated simple techniques that can beused at home to monitor the quality of water.Yuva Mangal Dal, along with CEE Team,initiated a ‘Clean Drive’ in the village whereinthe entire youth of the village was involved incleaning the major collection point, smallstreams and drainages. The event concludedwith a pledge for conserving and maintainingthe fast depleting water sources.

20.7 Earth Day – April 22

CEE North: On the occasion of Earth Day, CEENorth organised events in Lucknow andBareilly districts. In Lucknow, 80 students and20 teachers from nine schools participated.

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More than 230 students and teachers from 25schools participated in the Bareilly districtevent. The aim of the programme was tosensitise the students and teachers about thecauses and negative impacts of climate change.CEE team, after an introduction to theimportance of the day and the theme, screeneda film on an environment action success storyto make the students and teachers aware ofenvironmental issues and ways to protect ourenvironment. This was followed by a quiz, anexhibition on the theme of We can save theenvironment, and a painting competition onthe theme of green cities, in which the studentsactively participated. A lecture on Earth Daywas delivered by an expert. The ForestDepartment officials interacted with studentsand shared with them their ideas about theimportance of greening mother earth. Theprogramme concluded with prize distributionto the winning schools and students.

20.8 International Day ofBiological Diversity – May 22

CEE North: Shri Kartikeya V. Sarabhai,Director CEE, was invited to be the chief guestat the national level workshop organised bythe Uttar Pradesh State Biodiversity Board(UPSBB) on the International BiologicalDiversity Day held on May 22, 2015. Theworkshop was organised at Indira GandhiPratishtan, Lucknow. In his inauguraladdress, he spoke about the SustainableDevelopment Goals and how biodiversityconservation education is intricately linked tothem. He engaged the audience with examplesof how education acts as a driver of change forachieving sustainable development. He sharedcase studies of biodiversity educationprogrammes being taken up by CEE incollaboration with various international,national and state level partners. He

encouraged the student workshop participantsto document the biodiversity around them andurged the audience to promote greening withbiodiversity. He appreciated the joint effort ofCEE and UPSBB in initiating a mobileexhibition – the biodiversity bus. During theevent, he presented prizes and certificates towinning students of biodiversity competitions.The biodiversity posters developed by CEEwith the support of the National BiodiversityAuthority were also released on the occasion.

CEE Himalaya: CEE Himalaya used both theInternational Day for Biological Diversity andWorld Environment Day as an opportunity toreinforce the objectives of Open Defecation Free(ODF) project and drew attention to this issueat Balrampur District, Uttar Pradesh.

More than 35 and 49 participants, respectively,were present in both the events. Several hands-on activities like the right ways of using atoilet, washing hands with soap, storage ofdrinking water, and observing personalhygiene were discussed and demonstrated.

International Day for Biological Diversity wasalso celebrated at three schools - SaraswatiVidhaya Mandir - Lakeshwar, MahashyaShishu Mandir - Tiloth and Saraswati VidhayaMandir, Jyoitipuram. Around 40 participantsattended the event. The event includeddiscussions, drawing competition for childrenand plantation.

20.9 World Environment Day –June 5

CEE North: Lucknow - In association with theNGC Nodal agency Directorate ofEnvironment, and Regional Science City, CEENorth, with the help of volunteers, organisedan event for students and their parents, withgreen games and creative corners including

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clay modelling, puppet making, snakes andladders game and green tattoo making.Students registered for quiz and creativecreative competitions. Experts addressedchildren on the environment theme and theevent ended with prize distribution.

Bareilly - CEE Bareilly organised an event forchildren, youth and citizens on WorldEnvironment Day, which included a pledgecampaign, painting competition and greengames, at Company Garden, Bareilly. Morethan 110 children participated in the paintingcompetition, while more than 350 citizens tookpart in the pledge campaign. After thecompetition, CEE team conducted educationalgames for children and visitors. Eminentpersons were invited to address the groupabout the theme of the day. CEE team gaveaway the prizes to the winning students andcertificates to the participants and volunteers.

Bahraich - CEE Bahraich Field Officeorganised a Paryavaran Gosthi in RajaBaundi, Bahraich. The Divisional ForestOfficer, Bahraich was the chief guest at theevent with other officials joining in. Around80 community members including farmers,fisherman, youth and women participated inthe programme. The group charted out a planof action to improve the environment, healthand sanitation conditions, throughdiscussions. The chief guest and other guestsplanted trees in the village and all theparticipants took a pledge to care for andconserve the environment and the riversaround them.

Bettiah - CEE's Bettiah office organised twoevents on the occasion of World EnvironmentDay. The day began with a panel discussionon the ‘Role of media in environment andbiodiversity conservation’ with over 25 peoplerepresenting electronic and print media, CBOs

and local administration participating in thediscussions. A panel of speakers expressedtheir views on the topic, and the participantsshared their concerns about environmentdegradation and climate change.

The second event was a workshop on the‘Importance of Organic Farming inEnvironment Conservation’ which wasconducted for farmers and youth from thedolphin project villages during the afternoon.This was held in collaboration with CentralBank of India-Rural Self Employment TrainingInstitute, Bettiah and Gram Pragati, Bettiah.Over 30 participants including farmers, CBOrepresentative, animal husbandryprofessionals, social activists and youthattended the workshop.

CEE Goa: CEE Goa State Office, in associationwith the Goa State Pollution Control Board,celebrated World Environment Day on June 5,2015 at Sanskruti Bhavan, Patto Panaji.Activities included painting and postercompetitions for students, best industrialpractices exhibition and a quiz for Industryand government officials as well as a lectureseries on the day’s theme. Expert talks werefollowed by interaction sessions.

20.10 Global Hand Washing Day –October 15

CEE Himalaya: Global Hand Washing Daywas celebrated in Government Primary School,Mastari in Uttarkashi district with 15 studentsand one teacher, to spread awareness on thebenefits of hand washing and to work towardseffective behavioural change. Correct steps ofhand washing were demonstrated by CEEHimalaya Team to the students with everystudent repeating the steps thereafter. Soapwas promoted as the single most cost effectivehealth intervention. Students were also told

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that hand washing alone is not enough as itonly removes the visible dirt and is not effectivein rinsing away the disease causing germs;using soap ensures that germs are alsoremoved.

20.11International Mountain Day –December 11

CEE Himalaya: CEE Himalaya celebratedInternational Mountain Day with ValmikiBasti who live largely in isolation,inUttarkashi. Valmiki Basti is inhabited bynearly 90 households out of which only 10%households have toilets of their own. Theremaining 90% households use five toiletsconstructed by the Municipality, but given the

number of’ people in the area, they prefer opendefecation near the banks of River Ganges.There is no proper drainage system in the Basti,and all the sewage is drained into river. Themajority of the Basti people depend on swineand poultry farming for their livelihood, whilea few work as sweepers in th Municipality.

CEE sought to understand the environmentalissues through their perspective. In additionto this, basic hygiene and sanitation measuresthat are essential for the community wereoutlined and shared with the help of thecommunity. Natural disasters, disaster riskreduction and the importance of communityparticipation in it were also discussed.

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21Facilitation, Networking and Participation

21.1 Facilitation

21.1.1 Information and FacilitationCentre, CEE Ahmedabad

The Information and Facilitation Centre (IFC)was set up in January 2008 to serve as aninterface with the people of Ahmedabad, andwith visitors at CEE and its sisterorganisations, providing an opportunity toorient them to Environment and SustainableDevelopment, including information onvarious schemes and programmes of theMinistry of Environment, Forest and ClimateChange, Government of India.

The IFC has a menu of programmes andactivities which include orientation andhands-on experiential learning opportunitiesfor various age groups through three hour toweek-long packages. The IFC also has amonth-long summer programme for children,culminating on June 5 which is the WorldEnvironment Day. Outdoor activities includenature trails on campus, bird watching andfield trips to natural sites. The IFC has beenactively involved in developing a campaignaround the theme of “Safe Festivals”. It alsopromotes eco-friendly products, displaysenvironmental publications and informationabout latest publications. A database onparticipants of the various programmes of IFCand visitors to the IFC is being prepared andupdated on a regular basis. It has over 3700addresses listed to whom event informationand other updates on special programmes atCEE are sent.

21.1.1.1 Orientation to EnvironmentalEducation packages

These were offered to a varied group of visitorsto CEE. Generally planned as sessions of threehours, these include a Nature Trail,Environment Education activities and games,

and a film. Special components get added tothis main package based on the profile of thegroup taking the package.

School groups: The IFC facilitated visits frommany schools of Ahmedabad. The students’groups varied from very young children frompre-primary classes to those from seniorsecondary classes. The IFC also had theopportunity to work with a group of visuallychallenged students from Blind People’sAssociation (BPA), one of the prominentorganisations in Ahmedabad.

The number of groups who have undergonethe orientation programme facilitated by IFCduring the reporting period:

Group Number No. ofparticipants

Schools 25 2000 plus

University students 5 350 plusand trainees

Groups supported 3 100 plusby NGOs

Summer Programme 1 100 plusstudents

Walk in Visitors 500 plus

Besides offering the orientation package, IFCfacilitated field visits to Nature Education sitesdeveloped by CEE, namely, the Manekbaugplot and Sundarvan. The IFC facilitatedlinkages with other programmes within CEEsuch as connecting colleges to the SAYENnetwork in Ahmedabad.

IFC also plays a major role in helping with themedia coverage to many of the Nehru Foundationfor Development (NFD) programmes.

21.1.1.2 Birthday Package

IFC organised birthday celebrations forchildren at CEE’s 14 acre Green Campus. The

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package includes a nature trail, bird watching,film screening, quiz and lots of games focusingon the environment. The birthday girl or boyplants a sapling and has her/his name tag onit. Friends were given educational productsdeveloped by CEE as return gifts.

21.1.1.3 Safe Festival Campaign

Diwali Safe Festival Campaign: Posters wereput up at various places talking about safefestival celebration. Mailers were sent to peoplemaking them aware about the health hazardsand pollution created due to crackers.

Holi: A campaign was conducted to propagatethe use of natural colours and create awarenessabout the harmful impacts of the syntheticcolours sold in the market. Natural and herbalcolours were sold from different outlets locatedat Vikram A Sarabhai Community ScienceCentre (VASCSC), H.B Kapadia School(Memnagar Branch), and IFC. The colours wereprocured from AURA Herbal wear - organicproducts entrepreneurs in Ahmedabad.Posters were put up at different locations.Pamphlets with tips on making homemadecolours were distributed. Demonstrations werealso held in schools and colleges on how tomake natural colours at home.

Makar Sankranti Festival Campaign - Save ourBirds: Mailers were sent to friends of CEE andother colleagues regarding the need to celebratethe kite flying festival safely so as to avoidhurting birds. Helpline numbers wereprovided so that people could contact in casethey find injured birds.

Go Green Ganesha Campaign: CEE celebratedan eco-friendly Ganesh Chaturthi with ‘GoGreen Ganesha’ campaign. The two daycampaign included workshops for primaryand pre-primary school students.Traditionally Ganesh Chaturthi was a small

and intimate family affair where people usedthe fertile soil from river banks to create theirown Ganesha idols. With time however, thefestival has become a large scale commercialand community-based event, involvingGanesha idols which can be as tall as 70 feetand made of Plaster of Paris. These are latersubmerged in the river water and being non-biodegradable, cause extensive pollution. TheGo Green Campaign at CEE, throughpresentations and stories, acquainted childrenwith the story of Lord Ganesha and taught thevalue of enjoying the festival without harmingthe environment. They were also taught tomake small Ganesha idols of clay.

21.1.1.4 Summer Programme for Children

A special vacation programme for children ofage 5-13 years was conducted by IFC in May2015. The month long programme was dividedinto different themes, each coordinated by asubject specialist from CEE. Themes includedGreen Planet, theatre and performing arts andothers. These were broadly organised underthe main theme ‘Seven Billion Dreams. OnePlanet. Consume with Care.’ which was theWorld Environment Day theme announced byUNEP.

The programme included field trips, moviescreenings, theoretical and practical session,activities and games. Participants were givencertificates at the end of the programme. Thechildren set up an exhibition of the productsand materials they developed during thesummer programme and conducted puppetshows on World Environment Day.

World Environment Day: IFC supported theprogramme, by sending mailers and invites tothe general public. The Children’s Exhibitiongave the public a glimpse of the kids’ activitiesduring the month long summer vacationprogramme.

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Products like paper bags, candle stands,lampshades, and traditional diyas wereexhibited and sold at the IFC. These wereprocured from organisations like UTTHANand Blind People’s Association (BPA) – theproducts were made by mentally challengedchildren and blind people.

21.1.1.5 Information Counter for MoEF

The Ministry of Environment, Forest andClimate Change has, as one of its importantactivities, the collection and dissemination ofenvironmental information and the creationof environmental awareness among all sectorsof the country’s population. While the ENVIScentres set up by the Ministry carry out thisfunction at a national level, a lot of relevantinformation on the Ministry’s programmes isbeing made available through the Informationand Facilitation Centre (IFC).

CEE had been running the IFC of the Ministrysince 2005. In April-May 2015, the Ministrytook over the IFC services from CEE, incompliance with recent government guidelinesregarding outsourced services. The CEE Delhiteam that was outposted to the Ministry,completed the handing over of the assets,accounts, services and functions, and has sincereverted to the Delhi office.

21.1.1.6 IFC Memberships

IFC offers membership to citizens ofAhmedabad that will entitle them toparticipate in various activities, get invited topopular lectures and events, and get access toCEE’s facilities like the library.

Training, Networking and Capacity building

21.2 Networking

21.2.1 Participation in MaharashtraVikalp Sangam

The Maharashtra Vikalp Sangam is agathering of civil society organisations andindividuals working on alternativedevelopment practices and concepts. It heldits fourth gathering at Sevagram, Wardha inOctober 2015, with a message and resolve tofurther promote practices and concepts thathelp achieve human well-being based onecological sustainability and socio-economicequity and justice. The Sangam was co-hostedby 18 organisations including CEE,represented by Mr. Satish Awate, ProgrammeCoordinator.

The Sangam included about 120 peopleworking on agriculture and food, water, socialjustice, community rights, environment, media,arts, livelihoods, energy, child and women’srights, education, waste, forests, urban andrural issues, and others. More than 25organisations from Maharashtra, MadhyaPradesh, Jharkhand, and Delhi participated.The three days of discussions includedproblems and solutions related to farming,fisheries, animal husbandry, food sovereigntyand consumer issues, lifestyles, media, water,energy, education, economic systems, andlivelihoods.

21.2.2 ESD ExpertNet Meeting

On behalf of the German Federal Ministry forEconomic Cooperation and Development(BMZ), the Deutsche Gesellschaft fürInternationale Zusammenarbeit (GIZ), incooperation with Engagement Global,implemented a capacity developmentprogramme aimed at improving theimplementation of ESD in Germany, India,Mexico and South Africa.

CEE, which is a partner organisation of thenetwork since its inception, participated inthe meeting which was held in Mexico, inNovember 2015. Ms. Rajeswari Gorana and

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Mr. Satish Awate, Programme Coordinators,attended the meeting, which focused onsharing updates on ESD practices bymembers, country situations and theformation of working groups on Mentorshipprogramme, Training of Trainers (ToTs),material development and Go Global Gardenactivities.

The meeting developed a two year plan ofactivities for the network members in all theabove working groups. CEE team committedto take active part in material development,mentorship programme and Go Global Gardenactivities of the network.

21.2.3 Asia Network of NGOs(ANNE) Meet

Asian Network of NGOs for ESD (ANNE) hasbeen initiated by ESD-J (now known as JapanCouncil on Education for SustainableDevelopment). India, Japan, Philippines, SouthKorea, Indonesia and China are the partnercountries of ANNE; CEE is one of the partnerNGOs to ANNE.

During International Conference on“Education as Driver for SustainableDevelopment Goals” organised at CEE from11th to 13th January, 2016 ANNE membersmeeting was held as a parallel side event.Along with the regular meeting agenda, theside event specifically focused on two aspects:

1. Discuss and share final comments on GramNidhi manual draft already circulated tothem, based on their own country specificexperiences and needs

2. Devise a strategy for enhancingapplicability of the manual in theirrespective home countries.

ESD-J as well as ANNE members fromPhilippines, South Korea, Japan, Indonesia

and Australia, along with the CEE teamrepresenting India, participated in this sideevent. Mr. Katsunori Suzuki and Ms. FumikoNoguchi from ESD-J also made presentationsduring the conference. ANNE members alsoparticipated in the other activities of theconference.

21.2.4 Roundtable Discussion onManagement of DisposablePlastic Waste: Towards asustainable strategy

CEE Kolkata team participated in the roundtable discussion on management of disposableplastics across the state. The discussion wasorganised on June 9, 2015 in Kolkata, underTHE UK-KMC MoU on Low-Carbon andClimate-Resilient Kolkata. Ms. Reema Banerjeepresented CEE’s initiatives on the managementof plastic waste and also made suggestions onthe way forward for the state. The programmewas attended by officials from the departmentof environment, Kolkata MunicipalCorporation, Pollution Control Board, NGOsand consultants, apart from a team from theBritish High Commission.

21.2.5 Roadmap for Climate SmartMunicipal Solid WasteManagement for KMC

During the British Prime Minister DavidCameron’s visit to Kolkata on November 14,2013, the UK Government signed aMemorandum of Understanding (MOU) withthe Kolkata Municipal Corporation (KMC) ondeveloping a low-carbon and climate-resilientKolkata. Through this initiative, KMC intendsto work with the UK Government to incorporatemainstream climate change within its plans tohelp the civic administrative body reducegreenhouse gas emissions, respond to theimpacts of climate change and generate new

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economic opportunities. The overarchingproject, titled “Preparation of Climate-smartDe-Centralized Integrated Municipal SolidWaste Management for The Kolkata MunicipalCorporation,” was conceived in order toidentify and incorporate low-carbon, energy-efficient, de-centralised interventions in solidwaste management (SWM).

CEE Kolkata provided inputs to this documentfor the sections on social and livelihoodaspects, plastic waste management as well aswaste to energy options.

21.2.6 Alumni Association at VividaHSS

CEE Goa staff inaugurated an ‘alumniassociation’ at Vivida Higher SecondarySchool on the occasion of Earth Day on April22. The objective of the association is toorganise various environmental awarenessand action projects in the school andsurrounding villages. CEE Goa State Officewill be associated as the knowledge andtechnical partner for this.

21.2.7 Workshop on Promoting GoodQuality EE Projects in GoaSchools

CEE Goa State Office, in collaboration withthe Goa University, organised a workshopon ‘Promoting Good Quality EnvironmentalEducation Projects in Goa Schools’ on July21-22, 2015 at the Forest Training School,Valpoi. Prof. Madhav Gadgil, VisitingResearch Professor at Goa University, Mr.Sujeet Dongre and Mr. Soubhik Paul, CEEGoa conducted various sessions, including agroup activity to identify potential EE projectsin Goa. Teachers identified several projectsand later implemented them in theirrespective schools.

21.3 Participation

C o n f e r e n c e s / S e m i n a r s / W o r k s h o p sAttended/Conducted by CEE Members

Mr. Sujeet Dongre

• Was invited by the Vedanta Ltd. to give atalk on Earth Day.

Dr. Abdhesh Gangwar

• Conducted a media workshop in Srinagaron Climate Change and Development forjournalists during April 7-9, 2015. Theworkshop was part of the IndianHimalayas Climate AdaptationProgramme of the Swiss Agency forDevelopment and Cooperation and was acollaborative effort of CEE and The ThirdPole (TTP). More than 30 media personsfrom J&K as well as across India reportingon Himalaya participated in it.

• Visited Republic of Korea on the invitationof RCE Tongyeong during May 21-25, 2015,to attend the opening ceremony ofTongyeong RCE Eco-Park and ‘Sejahtera’Centre for RCEs in the Asia Pacific, andalso attended the 7th Tongyeong ESDInternational Forum 2015 on May 23, 2015at Tongyeong City, Republic of Korea.

• Attended a two day content developmentworkshop of the Science Express ClimateAction Special Train on July 16-17, at CEEAhmedabad. Shri Prakash Javadekar,Hon'ble Minister of State, MoEF&CC,representatives from the DST, MoEF&CC,Railways and subject experts were presentduring the workshop.

• Attended the one day "NetworkProgramme on Convergence of TraditionalKnowledge Systems for SustainableDevelopment in the Indian Himalayan

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Region", organised by School ofEnvironmental Sciences, Jawaharlal NehruUniversity (JNU), New Delhi, on August 8,2015. This initiative and the meeting waspart of India’s National Action Plan onClimate Change.

• Attended a three day "Planning workshopfor learning of IHCAP Phase I & to makesuggestions for designing Phase II” onAugust 10-12, 2015 at New Delhi,organised by Climate Change Division ofthe Swiss Agency for Development &Cooperation (SDC). CEE Himalaya wasawarded two mandates by SDC underIHCAP I.

• Accompanied by Mr. T. K. Balappan, ChiefAdministrative Officer, CEE, visitedKathmandu, Nepal, during September 15-19, 2015, to do a rapid need assessment forCEE’s rehabilitation interventions post theearthquake in Nepal, and to distributeSpirulina (a food, vitamin and energysupplement) to the students of theearthquake hit schools. CEE is planning tostart rehabilitation work in Nepal.

• Participated in ‘Community-to-CommunityExchange and Capacity DevelopmentWorkshop for Traditional KnowledgeHolders’ held in Bengaluru, India fromSeptember 30 – October 5, 2015. The eventwas a collaboration between the multi-donor funded ABS Capacity DevelopmentInitiative implemented by GIZ, andorganised by United Nations University-Institute of Advanced Studies (UNU-IAS),for sharing local experiences generatedmainly across the African continent withcommunity actors from India.

• Participated in the IntergovernmentalScience-Policy Platform on Biodiversityand Ecosystem Services (IPBES) capacity

building task force meeting and PrototypeMatchmaking Facility in India at theWildlife Institute of India, Dehradunduring October 18-23, 2015.

• Conducted a media capacity buildingworkshop on climate change anddevelopment at Jorhat and Majuli Islands,Assam, for journalists during November2-5, 2015. The workshop was part of theIndian Himalayas Climate AdaptationProgramme mentioned earlier. More than30 media persons from Assam and North-East reporting on the Himalayaparticipated in it.

• Attended the ‘National Consultation of theMulti-stakeholdersHimalayan SustainableDevelopment Forum’, on December 29-30,2015 organised by GB Pant Institute ofHimalayan Environment & Development,DST and SDC supported under IHCAP.

• Attended the ESDG Conference at CEEAhmedabad and coordinated the workingsession on SDGs 14 & 15 on January 11-13,2014; also attended the Niti Aayog meetingon January 10 at CEE Ahmedabad.

• Attended the consultation workshop of theStates of the Himalayan Region 2016 underthe National Mission on SustainingHimalayan Ecosystem (NMSHE) at theConference Hall of DevelopmentAlternatives, New Delhi on March 10-11,2016, and shared the work done by CEEunder the two mandates given to CEE bySDC under IHCAP-I.

Ms. Harshada Gauns

• Was invited to give a talk for the studentsof Government High School, Dona Paula,on waste management on March 11 and14, 2016. She guided students of PoiraHigh School on their environmental action

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project related to coastal ecology anddocumentation of fishes and crabs in thelow lying areas of Mayem in North Goa.

• Along with Mr. Soubhik Paul and Mr.Sujeet Dongre, attended a two day‘Biodiversity Awareness Workshop’ usingOpen Source Geospatial Software Tools,organised jointly by Goa University andIIT Hyderabad.

Ms. Rajeswari Gorana

• Facilitated a two day workshop for youthfrom universities and higher educationinstitutions in Abu Dhabi, to supportstudents in conceptualising andimplementing Sustainability ActionProjects (SAPs) in the community as partof the Sustainable Campus Initiative (SCI)of Environment Agency Abu Dhabi. Theworkshop focused on tools and techniquesof project management, along with a deeperunderstanding of the sustainability issuesof Abu Dhabi.

• Supported and participated in aWalkability Audit designed and conductedby Ms. Himani Tiwari, School ofArchitecture and Planning, Bhopal, as herinternship work in CEE. The methodologyadopted for the audit was based on theaudits conducted by CAI-Asia, ShaktiFoundation and Samarthyam Group inDelhi. Ten people from CEE participatedin the Audit.

• Along with Satish Awate, attended theinternational conference -- WorldEncounter on Sustainable Actions, whichtook place in Saltillo, Mexico, on November24, 2015. Aimed at exchanging views andsharing ideas on the meaning of resiliencein ESD, the conference pondered overvarious questions on the idea of resiliencebeing suitable for enriching ESD.

• Along with Satish Awate, participated ina one day international conference -International Perspectives onInterculturality and Sustainability inEducation, held on November 27, inVeracruz, Mexico. Organised by theInstitute for Educational Research ofIntercultural University of Veracruz, theconference held discussions on GlobalChallenges for Sustainability andInterculturality, Sustainability in Non-formal education, ESD within Schools andbiocultural heritage, sustainability andeducation.

Ms. Himani

• Visited Uttarkashi from August 19 toSeptember 21, 2015 as a resource person toconduct DRR Preparedness Programmesand Mock drills in 15 Intercolleges in threeblocks - Dunda, Chinyalisaur andBhatwari - as well as to supervise internsfrom TISS, Mumbai for their internship atCEE Uttarkashi Office.

• Visited Uttarkashi during March 4-16,2016, to conduct meetings with GramPradhans and Panchayati Raj Institutionsof Bhatwari block of Uttarkashi district,regarding nomination of one of the villagesfor the Earth Care Awards 2016.

Ms. Madhavi Joshi

• Made a poster presentation on theDesigning with People Winter Schoolprogramme, an initiative under theUNESCO Chair, at the WorldEnvironmental Education Congress, heldin Gothenberg, Sweden, in 2015.

Ms. Preeti R. Kanaujia

• Represented CEE in the governing bodymeetings of Uttar Pradesh ParticipatoryForest Management and Poverty

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Alleviation Project (UP-PFMPAP) whichwere held in Lucknow at periodic intervals.As a member, she provided inputs onforestry management, environmentawareness and other activities of the project.

• Has been nominated as a member of theexecutive and steering committee under theCompensatory Afforestation FundManagement and Planning Authority(CAMPA), Uttar Pradesh.

• Is part of the committee formed by UttarPradesh Forest Corporation (UPFC) todiscuss the possibility of initiatingcommunity driven eco-tourism in SuhelwaWildlife Sanctuary. She attended severalrounds of meetings and presented CEE'sviewpoint and experience of similarcommunity initiatives.

• Received an appreciation certificate andfelicitation from Shri Akhilesh Yadav, ChiefMinister of UP, on the occasion of WorldSparrow Day, for her work at CEE onenvironment and biodiversityconservation.

• Was invited to make a presentation to theGoverning Board of UP State BiodiversityBoard related to CEE’s work on biodiversityconservation through Prakriti Businitiative.

Ms. Sanskriti Menon

• Made a presentation on ‘Street Design withPeople’, representing CEE and SUM Net, atthe Technical Session on Designing Streetsfor Citizens, as part of the 8th UrbanMobility India Conference in November,2015.

• Made a presentation on ‘Pioneeringdemocratic renewal initiatives in

developing countries: Challenges andopportunities in India’ at the “Democracyin the 21st Century” Conference organisedby Bibliotheca Alexandrina in Egypt inDecember 2015, as part of her ongoingresearch work with Curtin UniversitySustainability Policy Institute, CurtinUniversity, Perth.

Mr Gaurang Patwardhan

• Attended a workshop on Results BasedManagement for the UNDP biodiversityteam held at Pondicherry during February3-5, 2016. The annual biodiversity targetsfor different projects under the UNDPbiodiversity portfolio were discussed andannual working plans were prepared.

Mr. Soubhik Paul

• Along with Ms. Harshada Gauns, attendeda workshop on Development of UrbanPlanning organised by the Department ofScience and Technology and ESRI Indiaon September 4, 2015.

Mr. Vidya Bhooshan Singh

• Represented CEE North at the WorldWetlands Day programme organised byWWF-India and Katerniaghat WildlifeDivision, Bahraich. The theme of the oneday workshop was “New initiatives inWetland Management of Katerniaghat WildLife Sanctuary”. As a panelist to discuss therole of education in communitymobilisation for wetland management, hemade a presentation on how education asa driver of change helps in mobilising thecommunity for the conservation andmanagement of rivers and wetlands.

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CEE Governing Council

Chairman

Shri Ashok KhoslaChairmanDevelopment AlternativesB-32, TARA Crescent,Qutub Institutional AreaNew Delhi 110 016

MembersNominees of the Ministry ofEnvironment, Forest & ClimateChange, Govt. of India

Shri Ajay Narayan Jha, IASSecretaryGovernment of IndiaMinistry of Environment, Forest & ClimateChange“Indira Paryavaran Bhawan”Jor Bagh RoadNew Delhi 110 003

Shri P.K. Dash, IRSAdditional Secretary &Financial AdvisorGovernment of IndiaMinistry of Environment, Forest & ClimateChange“Indira Paryavaran Bhawan”Jor Bagh RoadNew Delhi 110 003

Representatives of the NehruFoundation for Development,Ahmedabad 380 054

Ms. Indu CapoorCHETNA - OutreachB-Block, 3rd Floor, Supath-IIOpp. Vadaj Bus TerminusAshram Road, VadajAhmedabad 380 013

Representatives of the Karmakshetra,Educational Foundation,Ahmedabad 380 014

Dr. Mallika V. SarabhaiCouncilor, Karmakshetra EducationalFoundation (KEF) and Hon. DirectorDarpana Academy of Performing ArtsUsmanpuraAhmedabad 380 014

Nominee of the Department of Forestand Environment, Govt. of Gujarat

Shri Arvind Agarwal, IASAdditional Chief SecretaryGovt. of GujaratForest & Environment Dept.Sardar Patel BhawanBlock No. 14, 8th FloorNew SachivalayaGandhinagar 382 010

Eminent persons in the fields ofEnvironment, Education,Communication and Management

Shri Ashoke ChatterjeeB-1-002 Rushin TowerB/h Someshwar 2Satellite RoadAhmedabad 380 015

Shri Prasad R. MenonSrishti, 264 A MLA ColonyRoad no 12, Banjara HillsHyderabad 500 034

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Shri S.K. Mukherjee269, Sewalakalan (Majra)47, Lane 5Ashwani EnclaveDehradun 248 171

Prof. M.K. PrasadNo. 62 "Perumana"5th Cross Road, GirinagarCochin 682 020

Dr. (Ms.) Shobita PunjaJ-231 F/F, SaketNew Delhi 110 017

Ms. Kalpana SharmaIndependent Journalist/Columnist11 D Malabar Apartments, Off Nepean RoadMumbai - 400036

Dr. (Ms.) Mahfuza RahmanNo.202 Amity ApartmentS.K. Bhuyan Road,DighalipukhuriEast Guwahati 781 001

Prof. Peter Ronald DesouzaCentre for the Study of Developing Societies29, Rajpur RoadDelhi 110 054

Dr. Bharat PatelSamved Orthopaedic Hospital3rd Floor, Near Sopan FlatsOn Stadium Circle to Commerce College SixRoads, NavrangpuraAhmedabad 380 009

Ex-officio members from associateinstitutions of NFD, AhmedabadEx-officio members from associateinstitutions of NFD, Ahmedabad

Shri Bharat J. PathakDirectorVikram Sarabhai Centre for DevelopmentInteraction (VIKSAT)Thaltej TekraAhmedabad 380 054

Ms. Pallavi PatelDirectorCentre for Health Education, Training andNutrition Awareness (CHETNA)B-Block, 3rd Floor, Supath-IIOpp: Vadaj Bus TerminusAshram Road, VadajAhmedabad 380 013

Shri Dilip SurkarExecutive DirectorVikram A. Sarabhai Community Science Centre(VASCSC)NavrangpuraAhmedabad 380 009

Shri Kartikeya V. SarabhaiDirectorCentre for Environment EducationAhmedabad 380 054

T.K. BalappanSecretaryNehru Foundation for DevelopmentAhmedabad 380 054

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Standing Commitee

ChairmanShri Kartikeya V. SarabhaiDirectorCEE

Secretary MoEF&CC or his/her nomineeGovernment of IndiaMinistry of Environment, Forest & ClimateChange“Indira Paryavaran Bhawan”Jor Bagh RoadNew Delhi 110 003

Two representatives of the GoverningCouncil to be nominated by theChairman, Governing Council

Shri S.K. Mukherjee269 Sewalakalan (Majra)47, Lane 5,Ashwani EnclaveDehradunUttarakhand 248 171

Shri Dilip SurkarExecutive DirectorVikram A. Sarabhai Community ScienceCentre (VASCSC)NavrangpuraAhmedabad 380 009

Secretary to the Standing Committee(Ex-Officio Member Secretary)

Shri T.K. BalappanChief Administrative Officer(S&L)CEE

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Finance Commitee

ChairmanShri Kartikeya V. SarabhaiDirectorCEE

The Financial Advisor of the MoEF&CC,GoI or his/her nominee

Shri P.K. Dash, IRSAdditional Secretary & Financial AdvisorGovernment of IndiaMinistry of Environment, Forest & ClimateChange“Indira Paryavaran Bhawan”Jor Bagh RoadNew Delhi 110 003

Representative of the MoEF&CC on theStanding Committee

Government of IndiaMinistry of Environment, Forest & ClimateChange“Indira Paryavaran Bhawan”Jor Bagh RoadNew Delhi 110 003

Two representatives of the GoverningCouncil to be nominated by theChairman,Governing Council

Shri S.K. Mukherjee269 Sewalakalan (Majra)47, Lane 5Ashwani EnclaveDehradunUttarakhand 248 171

Shri Dilip SurkarExecutive DirectorVikram A. Sarabhai Community ScienceCentre (VASCSC)NavrangpuraAhmedabad 380 009

Secretary to the Finance Committee(Ex-Officio Member Secretary)

Shri N.D. PanchalChief Accounts OfficerCEE

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CEE Offices Address List

Head Office

Centre for Environment EducationNehru Foundation for DevelopmentThaltej Tekra, Ahmedabad 380 054GujaratTel: 079-26858002-8005Fax: 079-26858010E-mail: cee@ceeindia.org

Regional Cells

CEE Central1 & 2 Pinewood ApartmentS. No. 233/1/2, Vidhate ColonyAmbedkar Chowk, Near Aundh TelephoneExchangeDnyaneshwar Murkute PathAundhPune 411 067MaharashtraPhone:020-27298860/1/2Telefax:020-27298860E-mail:ceecentral@ceeindia.org

CEE EastPlot No. – 2189, 1st Floor, BJB NagarNear Baragada HaatBhubaneswar – 751014OdishaTelefax: 0674-2310344E-mail: ceeeast@ceeindia.org

CEE NorthHouse No. 83Bal Vihar ColonyFaridi NagarPicnic Spot RoadLucknow 226 015Uttar PradeshE-mail: ceenorth@ceeindia.org

CEE North EastK.K. Bhatta Road, ChenikuthiGuwahati 781 003AssamTel:0361-2667382Fax:0361-2665914E-mail:ceenortheast@ceeindia.org

CEE South CampusNo. 76/8 Jarakabande KavalSuberdarpalya, Attur (Post)YelahankaBangalore 560 064KarnatakaE-mail: ceesouth@ceeindia.org

CEE South (City Office)No. 15, Ground Floor, 12th Block, 5th MainKumara Park WestB/h. BDA OfficeBangalore 560 020KarnatakaTel.No.080 2336 8484E-mail: ceekarnataka@ceeindia.orgceesouth@ceeindia.org

CEE WestCentre for Environment EducationNehru Foundation for Development

Thaltej TekraAhmedabad 380 054GujaratTel: 079-26858002-8009Fax: 079-26858010E-mail: ceewest@ceeindia.org

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State Offices

CEE Andhra Pradesh/TelanganaDoor No.1- 8-505/11/1,Ground floor, Prakasham Nagar,Nr. Sub-Registrar Office Begumpet,Hyderabad 500016Andhra PradeshTel. No. 040 27762680Fax. No. 040 27762679E-mail: ceeandhrapradesh@ceeindia.org

CEE TelanganaDoor No.1- 8-505/11/1,Ground floor, Prakasham Nagar,Nr. Sub-Registrar Office Begumpet,Hyderabad 500016TelenganaTel. No. 040 27762680Fax. No. 040 27762679E-mail: ceetelangana@ceeindia.org

CEE ChhattisgarhD/6, Shri Ram Tower,TatibandhRaipur 492099ChhattisgarhTel.0771- 4051391Fax: 0771-4048768E-mail: ceechhattisgarh@ceeindia.org

CEE DelhiC-40, Ground FloorSouth Extension Part 2New Delhi – 110 049Tel: 011-26262878, 26262879Telefax: 011-26262880Email: ceedelhi@ceeindia.org

CEE GoaC/o. Old SCERT buildingAlto Porvorim, BardezGoa 403521Telfax: 0832-2416164E-mail: ceegoa@ceeindia.org

CEE KarnatakaNo. 76/8 Jarakabande KavalSuberdarpalya, Attur (Post)YelahankaBangalore 560 064KarnatakaE-mail: ceekarnataka@ceeindia.org

CEE South (City Office)No. 15, Ground Floor, 12th Block, 5th MainKumara Park WestB/h. BDA OfficeBangalore 560 020KarnatakaTel.No.080 2336 8484E-mail: ceekarnataka@ceeindia.orgceesouth@ceeindia.org

CEE OdishaPlot No. – 2189, 1st Floor, BJB NagarNear Baragada HaatBhubaneswar – 751014OdishaTelefax: 0674-2310344E-mail: ceeeast@ceeindia.org

CEE Tamil Nadu# 58, Teacher’s ColonyKamaraj AvenueAdyarChennai 600020Tamil NaduTel:044 43565292E-mail:ceetamilnadu@ceeindia.org

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CEE Madhya PradeshH.No. 67, Ground FloorAkashgangaE-8 Arera ColonyBhopal – 462039Madhya PradeshTele. No. 0755-6537682Telefax No. 0755-2569323E-mail: ceemadhyapradesh@ceeindia.org

CEE Maharashtra1 & 2 Pinewood ApartmentS. No. 233/1/2, Vidhate ColonyAmbedkar Chowk, Near Aundh TelephoneExchangeDnyaneshwar Murkute Path,AundhPune 411 067Phone:020-27298860/1/2Telefax:020-27298860E-mail:ceecentral@ceeindia.org

Field/Project Offices

CEE HimalayaHouse No. 83, Bal ViharFaridi NagarLucknow 226 015Uttar PradeshTele/Fax: +91-522-2356911 Mobile:+919415104125E-mail: ceehimalaya@ceeindia.org

CEE Western HimalayaInstitute of Professional StudiesKaman Market, Near Hotel Shahee SakoonBaramulla 193 101Jammu & KashmirPhone: +91-9419597983, +91-9415104125E-mail: ceehimalaya@ceeindia.org

CEE Central HimalayaLadari, Joshiyara, Near Vikas BhawanUttarkashi 249 193UttarakhandPhone: +91-9927585778, +91-8650769406E-mail: ceehimalaya@ceeindia.org

CEE Eastern HimalayaA-1 Quarter, Behind Congress BhawanJeevanthing Marg, Development AreaGangtok 737 101SikkimPhone: +91-8348165399, +91-9435105805E-mail: ceehimalaya@ceeindia.org

CEE Kalaburagi Field OfficeH. No 1-1166/3 A Aiwan-E-ShahiOpposite to Dr. B G Jawali ResidenceNear BSNL Telephone Exchange OfficeRailway Station RoadKalaburagi 585102Karnataka.Tel:08472-255273.Fax:08472-255040/255095.E-mail: ceegulbarga@ceeindia.org

CEE Kannur“PUSHPA”, Ambika RoadPO PallikkunnuKannur – 670004KeralaPhone: 0497-2748600Fax: 0497-2749208Email: ksdkannur@ceeindia.org

CEE HalvadKidi-Ingorala Village RoadNear Khetavav Water Supply SchemeNava Ghanshyamgadh 363 330Taluka-HalvadDistrict-SurendranagarGujaratTel. 02758 - 291336Email: ceehalvad@ceeindia.org

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CEE JasdanNear Maheshwar Oil MillStation RoadJasdanDist. Rajkot 360 050GujaratTel:02821-220469E-mail:ceejasdan@ceeindia.org

CEE KhadirRam Krushnadev Vidya SankulAt: Ratanpar (Khadir)Ta: Bhachau - 370165Dist: KutchGujaratContact Person: Mr. Kalpesh Patel (M)09979049050Ms. Aditi Jani (M) 07819060996

CEE BilpudiVanseva Mahavidyalaya CampusAt&Post: BilpudiTal: DharampurDist. Valsad 396 068GujaratTel: 02633-240747E-mail: ceebilpudi@ceeindia.org

CEE HaziraFlat No. 104Dharmanandan AvenueIchchapurVillage: KawasTa: ChoryasiDist: SuratGujarat

CEE Jaipur73/86, Paramhans MargNear K.V. No. 5, MansarovarJaipur - 302 020RajasthanTel: 0141-2781989E-mail: ceejaipur@ceeindia.org.

CEE MundraBungalow No. J-5/14, Ramdevnagar,Opp.Old Petrol Pump,Mundra-Baroi Road,Mundra 370 421GujaratMobile of Parth:09426682929email: parth.teraiya@ceeindia.org

CEE TejgadhNear Primary SchoolAt & Po.: TejgadhTa.: ChhotaudepurDist.: ChhotaudepurPin-391 156GujaratE-mail: ceechhotaudepur@ceeindia.org

CEE KolkataFlat No: C-2, II Floor“TILOTTAMA”Premises No: P- 21Senhati Co-Operative ColonyBehala Kolkata – 700 034West BengalTelefax: 033-24033842E-mail: ceekolkata@ceeindia.org

CEE BareillyH.N. 09, Shiv EnclaveVeer Sawarkar NagarBareilly- 243122Uttar PradeshTel No: 09451672908E-mail: ceebareilly@ceeindia.org

CEE BahraichRaja Baundi, Thana BaundiTehsil-MahasiBahraich- 271902Uttar PradeshTel No: 09450706298E-mail: ceebahraich@ceeindia.org

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CEE BettiahRameshwar NagarSant Ghat Road, BettiahWest ChamparanBiharTel No: 09889400425E-mail: ceebettiah@ceeindia.org

CEE VaishaliC/o- Awadh Narain BaithaAt- Sanchi Patti (Near Sita Chowk)PO- HajipurDistrict Vaishali 844101BiharMobile: 09955664325E-mail: ceevaishali@ceeindia.org

DéCeeCEE’s Information Facilitation CentreNehru Foundation for DevelopmentThaltej Tekra, Ahmedabad 380 054GujaratTel: 079-26858002-8009, 26844872Fax: 079-26858010E-mail: decee@ceeindia.orgNature Discovery & Campsite Offices

SundarvanS.M. RoadJodhpur TekraAhmedabad 380 015GujaratTel:079-26923148/26921838Mobile: 09408872745E-mail : sundarvan@ceeindia.org

Sundarvan BakoreTaluka : BakoreDist : MahisagarGujaratMobile : 09974839900 & 09426487261Email : sundarvan.camps@ceeindia.org

SundarvanBeyt DwarkaVia Okha PortDist. Jamnagar 361 330GujaratMobile: 09426487261

International Offices

CEE AustraliaPO Box 497Auburn NSW 1835AustraliaTel: : +612 9416 0432E-mail:ceeaustralia@ceeindia.org

CEE Sri Lanka101/4 Rupvilla, P.S. Perera MawathaMampe, PiliyandaleSri LankaE-mail: cee@ceesrilanka.org

CEE GermanyGraf-Gessler-STR.250679 CologneGermanyE-mail: ceegermany@ceeindia.orgrixa.schwarz@ceegermany.org

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CEE Thrust Areas

1. Education for Children

2. Higher Education

3. Education for Youth

4. Sustainable Rural Development

5. Facilitating NGOs and Community Initiatives

6. Drinking Water and Sanitation

7. Education for Biodiversity Conservation and experiencing Nature

8. Interpretation

9. Urban Programmes

10. Waste Management

11. Sustainable Business and Climate Change

12. Eco System based Campaigns for Rivers, Mountains and Marine

13. Disaster Risk Reduction

14. Decision and Policy Makers

15. International Collaboration

16. Research in EE and ESD

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CEE Websites

About CEE www.ceeindia.org

For Children www.kidsrgreen.org

Hand Print: Action towards sustainability www.handsforchange.org

For the UN DESD www.desd.org

For Youth www.sayen.org

A Nature Discovery Centre www.sundarvan.org

ENVIS Centre on EE and ESD www.ceeenvis.nic.org

Archival for Green teacher on EE www.greenteacher.org

For EE Materials www.edutechindia.org

UNDP GEF Small Grants Programme www.sgpindia.org

Biomedical Waste Management www.bmwmindia.org

Education and Communication for Mountain Ecosystems www.ceehimalaya.org

Documenting efforts to Conserve India's Living Traditions www.paramparaproject.org

Paryavaran Mitra Programme, one of the largest sustainability and Climate Change Education programmesin the world www.paryavaranmitra.in

Ethical Framework for a Sustainable World - hosted byCEE in partnership with Earth Charter www.earthcharterplus10.org

South and South East Asia Network for EE www.saseanee.org

Programme and activities of CEE Australia www.ceeaustralia.org

Our National Animal is fighting for its life, showyoursupport www.saveourtigers.com

For Children www.kidsrgreen.org

For Decision Makers www.envirodebate.net

A platform for discussion on developmental issues of thecity - Urban issues of Ahmedabad www.amdavadma.org

TVE-CEE Video Resource Centre www.ceevrc.org

Eco School Programme www.ecoschools.org

Global Citizenship for Sustainability Marine www.ceegcs.com

Conservation of Biological Diversity www.educationcbd.org

Programme for children in schools www.ceekabiscope.org

Energy Efficiency Network www.eenetindia.org

Cool Calculator Together We Can www.coolcalculator.org

Urjachetana www.urjachetana.in