RCE Chandigarh-2013
1. Name of RCE :
RCE Chandigarh
2. Continent:
Asia-Pacific
3. Country:
India
5. Project Title:
Communicating Education for Sustainable Development with special reference to local Issues.
7.Project Partner Contact Information Provide information about the main contacts for the project. :
Organization:
Punjab State Council for Science and Technology (PSCST), Ramboll Natura AB Sweden, WESSA, Centre for Environment Education, National Green Corps Program of Ministry of Environment & Forests, Government of India, State Institute for Science Education-Punja
Role:
Support & Financial Aid, Information availability, Inputs.
Main Contact:
Dr. Neelima Jerath, Ms. Satinder Kaur, Ms. Madhumita, Dr. Satnam Sigh Ladhar & Dr. Saxena, Mr. Gurharminder Singh & Ms. Ravleen , Dr. Dhiraj Sehgal, Ms. Shruti Shukla, Mr. Sudhir Mahotra and Er. S.K. Jain & Er. Ranjit Singh, Ms. Preeti Kanaujia.
9. Project Description Provide a short description of the project including regional challenges it addresses, its aims as well as project activities/strategies Allow text field (character count 500 words):
The Project was financially assisted by National Green Corps (NGC) and Environment Information System Centre (ENVIS) schemes of Government of India which targets schools, Govt. & Non govt. organizations, Academic institutions, R& D organizations, , etc. The initiatives catalysed in communicating ESD with special reference to local Issues to further foster sustainable living practices in the region to meet RCE Chandigarh’s vision ‘Small steps at local level adding to giant leaps at Global level’. The following steps were undertaken:
A) Publication of Activity Book titled ’My Carbon Foot Print Vs. Handprint’ for teachers in Punjabi
1) Field Testing of Activity Book titled ’My Carbon Foot Print Vs. Handprint’ for teachers in English (Published in 2012): To evaluate the usefulness, acceptance and its performance in actual classroom conditions. 572 copies sent in the field i.e. 26 copies in each district (25 copies to best Eco-club schools in a district and one copy to each District Science Supervisor).
2) Publication of Activity Book titled ’My Carbon Foot Print Vs. Handprint’ for teachers in local/regional language-Punjabi: Publication is being brought out in vernacular language to provide teaching learning material to sensitise & facilitate action for SD within region. This activity based resource material lays emphasis on “Learning by Doing”, act as a tool to help, assess & reflect on the implications of daily actions and suggesting simple ways towards carbon neutral life styles. The key elements in the publication provide an opportunity to understand & change behaviour and contribution of individual through small change in routine activities. The Activity book has the following contents:
• ESD
• Natural resources & Sustainability.
• Carbon Footprint & Handprint Principle.
• Exercises to calculate our carbon footprint & handprint w.r.t Water, Electricity, Travel, Food & Waste
3) For Pilot testing two Training Programmes undertaken:
• On 21st February, 2013 at Mahatma Gandhi State Institute of Public Administration Complex, Chandigarh: 70 Master trainers participated in the event
• On 6th March, 2013, at Guru Gobind Singh College, Sector 26, Chandigarh: 75 participants attended.
B) Publication of 4 Newsletters
4 Newsletters with lead articles deliberating upon the ESD related local initiatives were published Brainstorming workshops were organized (on 21st March, 2012 and 18th December, 2012) with RCE partners to deliberate upon the issues with following aims:
• Sustainable Livelihoods-Traditional Practices & Recent Approaches: To enumerate some traditional & eco-friendly livelihood practices and to provide opportunity to people to identify & adopt such practices.
• Education for Sustainable Development: Increase the understanding of ESD, relate local ESD related initiatives and foster sustainable living practices.
• Biodiversity Rich Areas: New Identified Sites in Punjab: Information on new identified sites within the state so that special attention can be given to such ecosystems. It would help in consolidating the ongoing efforts and motivate to take positive actions at community level.
• Sustaining the Re-rolling Sector through Energy Conservation Measures and Better Operating & Firing Practices: To deliberate upon the energy conservation initiatives in the re-rolling sector within the region to benefit environment and hence a step towards SD.
A) Publication of Activity Book titled ’My Carbon Foot Print Vs. Handprint’ for teachers in Punjabi
1) Field Testing of Activity Book titled ’My Carbon Foot Print Vs. Handprint’ for teachers in English (Published in 2012): To evaluate the usefulness, acceptance and its performance in actual classroom conditions. 572 copies sent in the field i.e. 26 copies in each district (25 copies to best Eco-club schools in a district and one copy to each District Science Supervisor).
2) Publication of Activity Book titled ’My Carbon Foot Print Vs. Handprint’ for teachers in local/regional language-Punjabi: Publication is being brought out in vernacular language to provide teaching learning material to sensitise & facilitate action for SD within region. This activity based resource material lays emphasis on “Learning by Doing”, act as a tool to help, assess & reflect on the implications of daily actions and suggesting simple ways towards carbon neutral life styles. The key elements in the publication provide an opportunity to understand & change behaviour and contribution of individual through small change in routine activities. The Activity book has the following contents:
• ESD
• Natural resources & Sustainability.
• Carbon Footprint & Handprint Principle.
• Exercises to calculate our carbon footprint & handprint w.r.t Water, Electricity, Travel, Food & Waste
3) For Pilot testing two Training Programmes undertaken:
• On 21st February, 2013 at Mahatma Gandhi State Institute of Public Administration Complex, Chandigarh: 70 Master trainers participated in the event
• On 6th March, 2013, at Guru Gobind Singh College, Sector 26, Chandigarh: 75 participants attended.
B) Publication of 4 Newsletters
4 Newsletters with lead articles deliberating upon the ESD related local initiatives were published Brainstorming workshops were organized (on 21st March, 2012 and 18th December, 2012) with RCE partners to deliberate upon the issues with following aims:
• Sustainable Livelihoods-Traditional Practices & Recent Approaches: To enumerate some traditional & eco-friendly livelihood practices and to provide opportunity to people to identify & adopt such practices.
• Education for Sustainable Development: Increase the understanding of ESD, relate local ESD related initiatives and foster sustainable living practices.
• Biodiversity Rich Areas: New Identified Sites in Punjab: Information on new identified sites within the state so that special attention can be given to such ecosystems. It would help in consolidating the ongoing efforts and motivate to take positive actions at community level.
• Sustaining the Re-rolling Sector through Energy Conservation Measures and Better Operating & Firing Practices: To deliberate upon the energy conservation initiatives in the re-rolling sector within the region to benefit environment and hence a step towards SD.
11.Provide references and reference materials (possibility to upload additional documents (up to 8mb):
12. Duration of the Project Start Date: End date::
Sunday, April 1, 2012
Describe Coordination and management of the project. Please also reflect how the RCE as a network organization has contributed to the project and the challenges involved, if any. Character count 400 words :
Punjab State Council for Science and Technology as a lead agency co-coordinated the Project by using NGC and ENVIS networks with a multiplier effect.
A) Book is now being published in vernacular language so as to spread the knowledge far and wide by involving teachers and students in all parts of the state. A participatory approach was adopted while developing the module as summarized below:
Lead Agency:PSCST; Facilitators: CEE-India,SIDA, WWF-India; Financial Suppport: Ministry of Environment & Forests.Partners: Master Trainers & Eco-club incharge teachers in schools under NGC programme of MoEF-GoI, District Science Supervisors (DSS),
Multiplier Effect: Facilitator DSS.....Master Trainers (100).....Incharge Teachers (5500).....Eco-Club members (0.275 million).......Other school students (0.5-0.75 million).......Communities (> 2 million).
In the translation of book in vernacular language master trainer and lead agency actively participated.
B) For Newsletter Publication: RCE partner agencies were involved as under:
Lead Agency:PSCST; Collection , Collation & dissemination of data: ENVIS Centre-MoEF; Partners: PBB, PSEB, Institute of Ecology & Environment(NGO), Consultancy Cell, RCE -Lucknow, RCE-Srinagar; Finincial assistance: MoEF, GoI.
RCE as a Network Organization has contributed to the project as under:
Initiative to protect local environment through small change in routine everyday activities.
Opportunity to discuss locale specific issues.
Opportunity to relate local issues with global concerns.
Addressing cross-cutting issues.
Project has ”Snowball Effect” .
”Snowball Effect”
Development : RCE Chandigarh Partners.....Communication/dissemination : Punjab:RCE stakeholders, Schools, Agencies (Govt. & Non Govt. ), Academic Institutions, Universities, Govt. Departments and India : ENVIS Centers (67).
Punjab State Council for Science and Technology facilitated the publication of these Newsletters. ENVIS Centre, Punjab collected & collated information and financed the publications. All RCE partners including experts from universities & research institutes participated in the brainstorming sessions organized for development of articles and the main RCE partners also provided their valuable inputs.
Challenges :
Data collection on selected themes from various sources and compilation
Developing linkages/relationship with local issues.
A) Book is now being published in vernacular language so as to spread the knowledge far and wide by involving teachers and students in all parts of the state. A participatory approach was adopted while developing the module as summarized below:
Lead Agency:PSCST; Facilitators: CEE-India,SIDA, WWF-India; Financial Suppport: Ministry of Environment & Forests.Partners: Master Trainers & Eco-club incharge teachers in schools under NGC programme of MoEF-GoI, District Science Supervisors (DSS),
Multiplier Effect: Facilitator DSS.....Master Trainers (100).....Incharge Teachers (5500).....Eco-Club members (0.275 million).......Other school students (0.5-0.75 million).......Communities (> 2 million).
In the translation of book in vernacular language master trainer and lead agency actively participated.
B) For Newsletter Publication: RCE partner agencies were involved as under:
Lead Agency:PSCST; Collection , Collation & dissemination of data: ENVIS Centre-MoEF; Partners: PBB, PSEB, Institute of Ecology & Environment(NGO), Consultancy Cell, RCE -Lucknow, RCE-Srinagar; Finincial assistance: MoEF, GoI.
RCE as a Network Organization has contributed to the project as under:
Initiative to protect local environment through small change in routine everyday activities.
Opportunity to discuss locale specific issues.
Opportunity to relate local issues with global concerns.
Addressing cross-cutting issues.
Project has ”Snowball Effect” .
”Snowball Effect”
Development : RCE Chandigarh Partners.....Communication/dissemination : Punjab:RCE stakeholders, Schools, Agencies (Govt. & Non Govt. ), Academic Institutions, Universities, Govt. Departments and India : ENVIS Centers (67).
Punjab State Council for Science and Technology facilitated the publication of these Newsletters. ENVIS Centre, Punjab collected & collated information and financed the publications. All RCE partners including experts from universities & research institutes participated in the brainstorming sessions organized for development of articles and the main RCE partners also provided their valuable inputs.
Challenges :
Data collection on selected themes from various sources and compilation
Developing linkages/relationship with local issues.
14. What are the current results of the project in terms of outputs (e.g. publications, developed practices, course materials)? Character count 300 words:
Publication in local/regional language (Punjabi) of Activity Book titled ’My Carbon Foot Print Vs. Handprint’ -Punjabi after field testing of english version of Activity Book titled ’My Carbon Foot Print Vs. Handprint’ in 2012. A participatory approach was adopted while developing the module. For Pilot testing of the publication two training programmes were undertaken. All stakeholders and RCE partners conducted a need assessment exercise in workshops/meetings. Once the draft modules were ready, these were tested in a stakeholder meeting comprising 100 participants (Master Trainers, District Science Supervisors, Eco-club Incharge Teachers and Experts). The participants were divided into five groups to test the five elements of the activity book through the lense of students in the age group of 12-17 years and give feedback for improvement. Feedback on the teachers’ guide-book was also obtained. The draft was accordingly modified and the final publications were brought out and to be used in 5000 schools in the region.
Four issues published on ESD related issues and each publication distributed to over- 200 agencies including RCE partners, academic institutions/ Universities, Government departments/institutes/organizations, NGOs within the region and national level organizations (ENVIS Centers). Information has also been uploaded on two websites www.punenvis.nic.in and www.pscst.gov.in. for wider dissemination.
Four issues published on ESD related issues and each publication distributed to over- 200 agencies including RCE partners, academic institutions/ Universities, Government departments/institutes/organizations, NGOs within the region and national level organizations (ENVIS Centers). Information has also been uploaded on two websites www.punenvis.nic.in and www.pscst.gov.in. for wider dissemination.
15. What are the expected/confirmed outcomes (e.g. impact of the project) Character count 400 words:
The publications have disseminated information on sustainability issues with the following outcomes:
• Sustainability related issues identified and deliberated upon in regional context.
• Opportunity to discuss regional SD issues with RCE partners.
• Networking & building strong collaborations/ partnership (during the development of articles) with main partners.
RCE partners have also been given copies of publications for further use/distribution in various programmes.
The present project provides an opportunity to understand the contribution which an individual can make in protecting ones environment through a slight change in routine activities everyday. This is possible through a constant audit which an individual is motivated to conduct while performing his/her routine activities and change ones habits/responses accordingly.
The project also provides teachers a chance to discuss locale specific issues with students (which is normally not possible in a defined curriculum) so that they have a better understanding of their immediate locality and can relate local issues to global concerns.
This project has a great multiplier effect. Through a single set of books in a school the outreach is increased to 50 students in an eco-club, about 200 students within the school environment and about a 1000 people in the community as part of the families of these 200 students. Since, through this project, RCE-Chandigarh and its partners propose to reach out to 5000 schools in the region, it is assumed that the total outreach would be 0.25 million eco-club members, 5 million students and 10 million community members (as families of students).
The publications have snowball effect as the newsletters developed in collaboration with RCE partners have been disseminated to communicate the related information from regional to national level
• Sustainability related issues identified and deliberated upon in regional context.
• Opportunity to discuss regional SD issues with RCE partners.
• Networking & building strong collaborations/ partnership (during the development of articles) with main partners.
RCE partners have also been given copies of publications for further use/distribution in various programmes.
The present project provides an opportunity to understand the contribution which an individual can make in protecting ones environment through a slight change in routine activities everyday. This is possible through a constant audit which an individual is motivated to conduct while performing his/her routine activities and change ones habits/responses accordingly.
The project also provides teachers a chance to discuss locale specific issues with students (which is normally not possible in a defined curriculum) so that they have a better understanding of their immediate locality and can relate local issues to global concerns.
This project has a great multiplier effect. Through a single set of books in a school the outreach is increased to 50 students in an eco-club, about 200 students within the school environment and about a 1000 people in the community as part of the families of these 200 students. Since, through this project, RCE-Chandigarh and its partners propose to reach out to 5000 schools in the region, it is assumed that the total outreach would be 0.25 million eco-club members, 5 million students and 10 million community members (as families of students).
The publications have snowball effect as the newsletters developed in collaboration with RCE partners have been disseminated to communicate the related information from regional to national level
16. Are there any unexpected/unplanned results achieved by your project? If yes, briefly describe or list them . Character count 200 words.:
The Publications are being used for various capacity building programs of lead agency Punjab State Council for Science and Technology and based on information compiled in these publications, expert lectures have been delivered in events organized by RCE partners also. These were also displayed in exhibition on the occasion of celebration of World Environment Day (5th June) involving student & teachers at Indian School of Business, Mohali, India.
17. What are the remaining challenges and/or limitations for further development? Character count 300 words.:
To reach out to 5000 NGC schools in a phased manner and subsequently to all the schools (about 12000) in the region is a challenge. Involvement of NGOs and other institution would require concerted efforts. To bring out Newsletters in vernacular language in large numbers for reaching out to all schools, other educational institutions and NGOs is important but is a challenge. Other challenges are replicablility in other states/regions of the country as well, as per local needs of other regions. Further, though the project is focused on secondary school children it is highly relevant for other age groups also, thus scalability and funding are other challenges.
18. What is the project’s contribution to innovative and transformative educational processes for sustainable development (especially regarding formal and/ non-formal learning/research)? Character count 500 words:
This project is being implemented through identified programmes of the Govt. of India which are operational in all states of the country. Onging schemes with ensuring long term sustainability of RCE activities in the state. Further, the schemes are ingrained in the formal and part of informal education system.
The project is already sensitive to the local practices and socio-cultural aspects and addresses a wide range of economic strata. The Publications are an introductory mapping of the idea for transformative learning in relation to the challenges related to sustainability with respect to livelihoods, education, biodiversity and energy. Each article deliberates on the theme in a manner so as to discuss its perspectives in context of global, national and local scenario. They provide a comprehensive insight into the identified theme with emphasis on regional scenario. Further, these publications are used by Schools, NGOs and RCE partners for their grass root level programs.
The project is already sensitive to the local practices and socio-cultural aspects and addresses a wide range of economic strata. The Publications are an introductory mapping of the idea for transformative learning in relation to the challenges related to sustainability with respect to livelihoods, education, biodiversity and energy. Each article deliberates on the theme in a manner so as to discuss its perspectives in context of global, national and local scenario. They provide a comprehensive insight into the identified theme with emphasis on regional scenario. Further, these publications are used by Schools, NGOs and RCE partners for their grass root level programs.
19.How can you scale up and mainstream ESD and SD practices of the project and enable it to contribute to the implementation of the Global Action Programme (GAP) as proposed by UNESCO? (max 300 words):
Key elements of the publications have been uploaded on existing environment information dissemination website www.punenvis.nic.in for voluntary participation by schools and communities. This website is further linked to 67 similar ENVIS websites which are operational under the aegis of Ministry of Environment & Forests, Govt. of India.
Further, ESD and SD practices of the project can be upscaled by identifying & working on new locally relevant ESD related activities, by documenting case studies and promoting local, regional , national & international network among RCEs.
Further, ESD and SD practices of the project can be upscaled by identifying & working on new locally relevant ESD related activities, by documenting case studies and promoting local, regional , national & international network among RCEs.
20. How does you project contribute institutional and policy reforms as part of sustainability change? Character count 500 words:
The National Environment Policy (NEP) in Education System lays emphasis on making communities aware of the environmental issues through formal and non-formal education. However, a lot still needs to be done to enhance their consciousness on issues pertaining to Sustainable Development. Providing information pertaining to their local environment can help them take informed decisions and adopt a responsible behaviour to promote a sustainable society. Teachers and students are the most important conduit to take the message of sustainable development. Our project ensures possibility of better value education to the coming generation by selecting local issues related to SD in newsletter articles. The publications are useful in strengthening institutional strategies towards promoting sustainable development in the region.
21. How does your project further improve capacities of various partners and stakeholders on the theme? Character count 500 words.:
The objective of the project was to identify and initiate actions in areas where considerable impact of ESD activities would be discernable in the context of local SD issues. Since, ESD involves bringing about attitudinal changes, the RCE network decided to develop a student friendly activity module and to facilitate ESD discussion in classrooms. A participatory approach was adopted while developing the module. All stakeholders and RCE partners conducted a need assessment exercise in workshops/meetings. After field testing of English version, pilot testing of Punjabi module has been undertaken. This project was identified as a link between non-formal education embedded in the formal education system. Further, as a component of informal education the newsletters have been published in collaboration with RCE partners and stakeholders which have been benefited by exchange of information & ideas and with the availability of resource material on the local issues.
22.What is the significance of this project for developing global linkages in order to strengthen activities in this area? (max 250 words):
The publication of these resource materials in international languages with support of RCEs of different countries.
23. What is novel about the project within the RCE network and what could other RCEs learn from this experience? (Answer only if relevant) Character count 250 words.:
Developing target specific resource material on various issues of ESD through involvement of stakeholders & partners at all levels.
24. What is the significance of this project for the region? How important are its results for its particular project category? Character count 250 words.:
The present project provides an opportunity to understand the contribution which an individual can make in protecting environment through a slight change in routine activities everyday. This is possible through a constant audit which an individual is motivated to conduct while performing his/her routine activities and change ones habits/responses accordingly. The project also provides a chance to discuss locale specific issues (which is normally not possible in a defined curriculum) so that they have a better understanding of their immediate locality and can relate local issues to global concerns.
This project has a great multiplier effect. Through a single set of books in a school the outreach is increased to 50 students in an eco-club, about 200 students within the school environment and about a 1000 people in the community as part of the families of these 200 students. Since, through this project, RCE-Chandigarh and its partners propose to reach out to 5500 schools in the region, it is assumed that the total outreach would be 0.25 million eco-club members, 5 million students and 10 million community members (as families of students).
Further, the project has a snow ball effect as NGC and ENVIS networks have been strengthened through mutual associations, more connections and exchange of information by sharing and collecting, much like a snowball that rolls and increases in size as it collects more snow. It has been a useful tool for building networks and increasing the number of participants.
The commitment of all stakeholders, proper field testing and the fact that the project was taken up within an identified programmes of the government have been the major critical factors which have made our project successful. The success of this project mainly is upon a governance mechanism was in place before the project was taken up and this was a key factor while selecting this project. Thus, it created more opportunities to grow, but also to create a credible and dependable reputation. Though this Project was region specific but it has immense value for adoption in other regions as well.
This project has a great multiplier effect. Through a single set of books in a school the outreach is increased to 50 students in an eco-club, about 200 students within the school environment and about a 1000 people in the community as part of the families of these 200 students. Since, through this project, RCE-Chandigarh and its partners propose to reach out to 5500 schools in the region, it is assumed that the total outreach would be 0.25 million eco-club members, 5 million students and 10 million community members (as families of students).
Further, the project has a snow ball effect as NGC and ENVIS networks have been strengthened through mutual associations, more connections and exchange of information by sharing and collecting, much like a snowball that rolls and increases in size as it collects more snow. It has been a useful tool for building networks and increasing the number of participants.
The commitment of all stakeholders, proper field testing and the fact that the project was taken up within an identified programmes of the government have been the major critical factors which have made our project successful. The success of this project mainly is upon a governance mechanism was in place before the project was taken up and this was a key factor while selecting this project. Thus, it created more opportunities to grow, but also to create a credible and dependable reputation. Though this Project was region specific but it has immense value for adoption in other regions as well.
Region:
Asia-Pacific
