Annual Report2013-2014

Centre for Environment Education

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

Government of India

CEE

Contents

Introduction 1

1. Education for Children 6

2. Higher Education 43

3. Education for Youth 46

4. Experiencing Nature 53

5. Communicating Environment Through the Media 58

6. EE Through Interpretation 60

7. Knowledge Management for Sustainability (GCS) 62

8. Industry Initiatives 63

9. Sustainable Rural Development 69

10. Sustainable Urban Development 75

11. Waste Management 80

12. Biodiversity Conservation 85

13. Disaster Preparedness and Rehabilitation 91

14. Facilitating NGOs and Community Initiatives 98

15. Training, Capacity Building and Networking 107

16. Initiatives for UNDESD 111

17. Material Development and Publications 113

18. Institutional Development and Support 117

19. Events 118

20. Facilitation Networking and Participation 122

21. CEE Governing Council 128

22. CEE Offices 131

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Introduction

During the year, CEE continued beinginvolved in major programmes with theGovernment of India, and in national thrustareas. Its programs during the year touchedon waste management, mining, issues ofindustry and climate change, urban issues,and pollution. The cloud-burst of Uttarkashiwas the focus of the post-disasterrehabilitation.

CEE’s work in developing innovativesolutions, both, through its own efforts aswell as those of NGOs, continued during theyear. CEE also conducted a discussion onIndia’s energy future, by ideating on theGerman ‘Energiewende’ concept and itsapplicability as a possible way towards alow-carbon society.

A number of International programs focusedon capacity-building, including a programin Afghanistan, were the highlights of theyear.

Some of the key programs are

The National Ganga River Basin Authority(NGRBA), Government of India, and theNational Mission Clean Ganga (NMCG), withfinancial assistance from the World Bank,have agreed to support the phase II of theGanges river dolphin – conservationeducation programme, the plan for whichwas submitted by CEE North. Under thesecond phase, the programme will beextended to the schools of Ganga Basin andalso of working with the riversidecommunity.

The Waste Management group at CEEKolkata facilitated the Paryavaran MitraPuraskar 2013 across the state, whereinduring the reporting period, a 3 day teacher

training programme was conducted atKurseong, North Bengal, and the topics ofsustainability and its linkage to EE, wastemanagement, biodiversity and other relatedaspects were addressed.

CEE, with support from the Ministry ofEnvironment, Forests & Climate Change(MoEF&CC), and in collaboration with theNational Institute of Urban Affairs (NIUA)and GIZ, organized a day long nationalworkshop on capacity development in e-waste management, wherein the focus wasto map the lacunae in existing capacitybuilding efforts in the area of e-wastemanagement and to assess needs to developresource materials such as training modules,IEC materials, dedicated portals etc. toaddress the gap.

As a first step towards evolving an initiativeto strengthen Green Federalism in UrbanIndia, CEE took up a two-month activity inNovember and December 2013 to helpdevelop the long-term initiative. CEEorganized the ‘Participatory UrbanGovernance Workshop for ExperienceSharing, Reflection and Action Planning’,with support from Hanns Seidel Foundation,Delhi, and technical inputs from Yashadaand the Alternatives Forum, Pune.

CEE's Sustainable Business and ClimateChange (SBCC) Group submitted the reporton the first-of-its-kind study aimed atintegrating development concerns in aclimate modeling framework. The study,which was developed with a group of NGOsand Institutions from India and Germany,developed a visionary development scenariotill 2050, based on meeting a developmentthreshold that accounts for human well-being indicators.

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CEE Himalaya focused on variousprogrammes including the rehabilitation ofthe flood-affected in the Uttarkashi cloudburst, flash floods and landslide, and therelief distribution for Uttarakhand Disastersufferers. CEE’s program ‘Umang-Joy ofLearning’ provided psycho social care andsupport for children, in nearly 50 schools,orienting 7000 students and 650 teachers tillthe month of January. Team CEE alsodistributed 2000 school bag kits andconducted 50 disaster preparedness wallwritings at different places in Uttarkashi.

CEE Himalaya and The Third Pole (a Delhibased media NGO) jointly initiated workingon the CCD-SDC project to sensitize the mediaon the issue of climate change anddevelopment, especially in the Himalayancontext, and orient them as to how effectivereporting, case studies covered by the mediaon climate change and sustainabledevelopment for mountain communities canpositively impact people in generating abetter response towards adapting to adverseimpacts of climate change and rapidenvironmental degradation.

CEE was asked by the MoEF&CC to preparethe baseline report and the suggested SDGsas part of the discussion papers to supportthe India negotiation team in the OpenWorking Group of the General Assembly ofthe United Nations. CEE teams worked onthe 14 thematic areas identified by MoEF&CCto prepare a report. The report included anIndia baseline, a review of global efforts, ananalysis of SDGs vis-a-vis the MDGs andSuggested SDGs in each of the thematic areas.

The project 'Energiewende: Discussing anIndian Energy Transition', aimed atintroducing the concept of the policy toolsetof the German Energiewende as one possible

way towards a low-carbon society, startedin September 2013. During the second phasefrom January to April 2014, the backgroundpaper was finalised for distribution at theEnergiewende Roundtable Discussionsevents; and five roundtable discussions wereconducted in Kolkata, Bangalore, Pune,Ahmedabad and Delhi, during the period24th February to 7th March, 2014.

An interpretation centre themed around aTiger’s life and habitat – ‘Home of the Tiger’ -was conceptualized, designed and installedat Jashipur, near the Similipal Tiger Reservein Odisha. The CMU also developed abilingual (English and Hindi) interactivetouchscreen for the Nature InterpretationCentre of Sukhna Lake in Chandigarh. Thetouchscreen is to help inform visitors theimportance of wetlands, conservation andecological values of the Sukhna lake. TheInterpretation Centre built at Chilika Lagoon,Odisha by CEE is being revamped and iscurrently in the installation stage.

In July 2013, the Anandshala project waslaunched with the support of a UK basedNGO, Reach to Teach. The project, whichwas developed by the Rural ProgrammesGroup of CEE in 2002, this time goes beyondthe school and draws its foundation fromthe Right to Education Act.

Activities in the programme wherein CEEhas partnered with Nokia India, and UMCPLas associate partner, to engage 100 schools ofAhmedabad in project-based learning,started in December 2013 with a trainingworkshop for teachers from 17 schools ofAhmedabad. As an action plan emerging outof this workshop, teachers along with theirstudents undertook a research project on e-waste.

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The COMDEKS (Community Developmentand Knowledge Management for theSatoyama Initiative), a Japanese fundedprogramme to support Landscapesmanagement in Uttarakhand becameoperational in June 2013 with a funding ofUS $255,000. Six proposals were approved inUttarakhand to support three types oflandscapes spanning from lower, middle tohigher mountainous terrains aiming directlyat the expected outcomes listed in theLandscape Strategy that was developed. Allthe projects became operational from July2013.

An innovative poster was developed for theMoEF&CC, as a part of India’s celebrations ofthe International Day for Biodiversity. Theposter on ‘Water and Biodiversity’ wasdesigned to depict a snapshot of how all lifeforms on the Earth, including human beings,are connected by water.

CEE Goa submitted the final report on thetwo-year research project on “AssessingQuality of Environmental Impact Assessment(EIA), Compliance of EnvironmentalClearance (EC) Conditions and Adequacy ofEnvironmental Management Plan (EMP) ofMining Industry in Goa, in January 2014.CEE submitted the report to the Departmentof Science, Technology and Environment(DSTE), with complete assessment andrecommendations to improve the EIAdevelopment process, compliance of ECconditions and effective EnvironmentalManagement Plans for the mining industry.

CEE initiated on the development of a pilot atMundra, Kutch, with support from AdaniPorts SEZ ltd. The initiative will involvecreating stakeholder engagement, creatingnetwork of colleges and building capacity ofcommunity to independently monitor

performance of industry and region on thehuman and sustainable development indices.

The Information Management, Education andCommunication (IEC) for Maharashtra GeneBank Project, initiated in 2013, aims atcommunity based studies and conservationof genetic resources of traditional varieties ofcrops, domesticated animals, marine andforest based resources, grassland and freshwater ecosystems in the state. The project issupported by Rajiv Gandhi Science andTechnology Commission, Government ofMaharashtra and is coordinated by IISER,Pune.

The program “Development of MedicinalPlants Gardens in Schools and Colleges ofNew Delhi” 2013-16, is a joint initiative ofthe National Medicinal Plant Board, Ministryof Health & Family Welfare, Government ofIndia and CEE. The program, which targets300 schools and colleges of New Delhi, isfocused at ensuring sustainable practices foruse and conservation of Medicinal PlantsGardens by partnering with schools.

CEE has started working on the magazine‘Environmental Action’, wherein it isworking closely with the Gujarat PollutionControl Board towards bringing out successstories on good practises in resourceconservation, resource recovery, andpollution control and prevention. Themagazine has contributions from scientistsand officers from GPCB and CEE along withindustry representatives.

CEE North organized a series of environmentrelated events with National Green Corps(NGC) schools in Uttar Pradesh, beginningwith a Paryavaran Mela in June 2013,observation of Ground Water Week in July2013, plantation drive in Lucknow, Teachers’

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Training Workshop across 6 locations in theState, a PCRA competition at 6 locations inthe State during September and October2013, a programme on the occasion of WorldWetlands Day in February 2014, and a statelevel Paryavaran Mitra Puraskar ceremonyin March 2014.

A 32-page, four colour annual issue of theEducation for Change, the ENVIS newsletterfor environmental education, was broughtout for the year 2013-14. The newslettercovered various articles on EE and ESD.

An International Workshop on ESD Rice wasorganised in Ayutthaya, Thailand, duringDecember 16-19, 2013 in whichrepresentatives from CoordinatingInstitutions and participating schools fromthe six countries participated. CEE is theCoordinating Institution in India for thisprogramme which is being conducted in sixcountries.

The CEE Model United Nations (CEEMUN)2013 event was jointly organized by SAYEN,CEE and ‘MUN for Change’ on July 17-18,2013 at CEE, Ahmedabad. CEEMUN is set upas a platform where students get anopportunity to debate on crucialsustainability issues such as the conservationof biodiversity; food security; renewableenergy sources and poverty.

CEE and CEPT University in cooperationwith UNESCO, the Swedish InternationalCentre for Education for SustainableDevelopment (SWEDESD) and ICLEI – LocalGovernments for Sustainability, establishedthe “UNESCO Chair on Education forSustainable Development and the HumanHabitat” in October 2013 at CEE for fouryears. The aim of this programme is tostrengthen the understanding of Education

for Sustainable Development in humanhabitat and urban studies through activitiessuch as developing and delivering coursesfor postgraduate programmes, short termtraining programme, research andinstitutional development.

CEE in association with Emirates WildlifeSociety (EWS)-World Wide Fund for Nature(WWF), United Arab Emirates (UAE)conducted a pilot programme to strengthenteachers’ capacity and ingenuity in leadingschool level initiatives in UAE through aninitiative called ‘Green Teacher-Eco SchoolProgramme’.

The 8th SAYEN Regional Meet, supported byUNEP and hosted by CEE, India and theRoyal Society for Protection of Nature (RSPN),Bhutan was held in Thimphu, Bhutan from24th to 26th of July, 2013. A key outcomefrom the Regional Meet was the SAYENAction Plan- 2013 to 2015, an outline of thework SAYEN youth have committed toundertake for the next two years and theYouth Advisor elections, customary for everyRegional Meet, where new Youth are electedby their peers to serve as Regional and Sub-Regional Advisors for the next 2 years.

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CEE served as the technical partner to theUNESCO project titled ‘Joyful and EffectiveTeaching and Learning in Science inMaldives’. The Project, which is funded bythe Japanese Funds-in-Trust, aims to‘Enhance teacher and teacher trainingcapacity in the Maldives, in the teaching andlearning of Science and Environment.’

A Memorandum of Understanding (MoU)has been entered into with AVH Chemicalsand CEE under AVHC’s CorporateSustainable Development Program toencourage a more community based,participatory process-oriented, gendersensitive approach, with a clear focus onactions that need to be done in the villages tohave a better quality of life of the locals in asustainable manner.

Children’s Media Unit (CMU) has beenworking closely with Environment AgencyAbu Dhabis (EAD) as a key collaboratingpartner in the Sustainable Schools Initiative(SSI) and Sustainable Campus Initiative ofAbu Dhabi. During this period, CMU workedon two Resource Books for teachers ofPrimary and Secondary level, to equipteachers of Abu Dhabi with a range ofpedagogical approaches and methodologiesto support EE and ESD.

Towards the planning, development andimplementation of the Global Citizenshipfor Sustainability (GCS) Marine, Project 1600,the GCS project team at CEE Australiaundertook steps towards the ProjectPlanning, Resource Development,Development of a Database of Schools and

Organisations in Queensland andNetworking and Outreach. Informationdeveloped on the project was used in thedevelopment of the GCS Marine flyer andwas also uploaded onto the CEE Australiawebsite.

The 7 multi-stakeholder teams, constitutedfrom 7 cities as a part of the SupportingUrban Sustainability Programme (SUS) bySWEDESD, Sweden, attended workshops inApril and July 2013 to learn about the InquiryBased Approach, collaborative governanceand ecosystems services. The learnings andachievements were presented at a concludingworkshop in December 2013.

CEE bagged the bid for training and capacitybuilding of the education practitioners ofMaldives, in science education. This capacitybuilding assignment, which has beencommissioned to the Centre by the SwedishCommittee for Afghanistan, aims at trainingthe creative teachers and educationprovincial managers in effective teaching andlearning of science at the primary schoollevel.

A case story based on the process and resultsof participatory study and conservation ofgenetic diversity of Mango and 3 other fruittrees from the Western Ghats in Maharashtrawas selected for presentation at the Asia-Pacific Expert Workshop on FormalEducation-Non Formal EducationPartnership for Education for SustainableDevelopment (ESD), in Okayama, Japan, inOctober 2013.

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1 Education for Children

1.1 National Green Corps (NGC)Programme

National Green Corps (NGC), a programmelaunched by the Ministry of Environment andForests, Government of India during 2001-2002, aims at creating awareness among schoolchildren throughout the country on issuesrelated to sustainable development keepingenvironmental issues as the major focus.Working through eco-club networks, NGC hasestablished nearly one lakh eco-clubsinvolving more than 35-40 lakh students and10 lakh teachers, one of the largest networksin the country. These clubs provide schoolchildren with opportunities to observe andlearn more about nature, its diversity andother aspects of their immediate environment,thus motivating them to becomeenvironmentally literate and responsiblecitizens. NGC activities are executed throughthe State Nodal Agencies at the State level,and District Implementation and MonitoringCommittees at district level.

The Centre for Environment Education (CEE)facilitates NGC activities in 15 states and twoUnion Territories (UTs) as resource agency -in 347 districts in the states of Gujarat,Rajasthan, Madhya Pradesh, Chhattisgarh,Uttar Pradesh, Bihar, Jharkhand, Assam,Tripura, Arunachal Pradesh, Sikkim,Meghalaya, Manipur, Mizoram, Nagaland,and in two UTs including Daman and Diu,Dadra and Nagar Haveli. CEE also facilitatesdevelopment of resource material, trainingmodules, meetings and case study compilation.

1.1.1 NGC in the Northern Region

1.1.1.2 Uttar Pradesh

CEE North had several rounds of meetingswith the old nodal agency UP Pollution Control

Board and the newly appointed nodal agencyDirectorate of Environment, Government ofUttar Pradesh, to reinitiate the programme inthe state and plan for the yearlong activities.Meetings were also held with the Director andother officials of SNA to resolve the issuesrelated to submission of activity reports, fundrelease from the Ministry and action plan.CEE North provided its inputs for thedocumentation of NGC activities in the statefor report submission and for the planning ofactivities.

CEE organised a series of environment relatedevents with NGC schools in the state duringthe year 2013-14.

In June 2013, a Paryavaran Mela wasorganised on World Environment Day by CEENorth in collaboration with the RegionalScience City and Forest Division, Lucknow.More than 350 students participated ineducational activities during the event. Themela had five sections ñ Creative Art andCraft, Games Corner, Puppet Show, Quiz,Poster Competition. Winning students in thegames and competitions were given prizesand participation certificates.

In July 2013, Ground Water Week wasobserved with NGC schools in Lucknow, withmore than 200 students from three schoolsparticipating in the campaign. Students weregiven an orientation to the importance ofconservation of groundwater; they alsoparticipated in various competitions.

During July to September 2013, plantationdrives were organised in more than 10 NGCschools which were also part of the ChildrenísForest Programme initiative beingimplemented in 100 schools of Lucknowdistrict.

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During July to October 2013, teacher trainingworkshops were organised in six locationscovering Lucknow, Agra, Meerut, Allahabad,Varanasi and Pilibhit with the support ofEarthian and Paryavaran Mitra Puraskar 2013programmes.

In September 2013, CEE North organised adistrict level programme for eco-club studentsof Lucknow on the occasion of GreenConsumer Day. Participants were given anorientation to the importance of the dayfollowed by a quiz. Students were then dividedinto sub-groups for preparing skits, writingpoems, painting competition, exhibition,slogan making, collage related to nature andforests. More than 70 students from eight NGCSchools participated in this programme.

During September and October 2013, CEENorth organised PCRA painting competitionin six locations in Lucknow, Merrut, Pilibhitand Faizabad. In each location, more than 200eco-club students participated in thecompetition. Winners were given certificatesand prizes and their entries were sent for thenational level competititon. In October 2013, ateacher training workshop was organisedinvolving NGC schools in Lucknow as partthe Earthian and Childrenís ForestProgramme.

During September 2013 to February 2014,nature camps - daylong as well as 3 days and2 nights stay - were conducted for NGC schoolsof Lucknow. Day camps were conducted atSandi Bird Sanctuary and NawabganjSanctuary, while night stay camps were heldat Katerniaghat and Suhelwa Sanctuary. Morethan 300 students and around 40 teachersparticipated in these camps.

In February 2014, CEE North organised aprogramme on the occasion of World

Wetlands Day in Lucknow. The objective ofthe event was to raise awareness about theinterdependence between water andwetlands, to understand that withoutwetlands there will be no water and tohighlight ways to take care of our wetlands.More than 70 students and teachers from sixNGC and Childrenís Forest Programmeschools participated in the event.

In March 2014, CEE North organised a statelevel Paryavaran Mitra Puraskar ceremony2013 in Lucknow where several NGC schoolsand stakeholders were awarded for their workin the field of environment conservation. Morethan 300 students, teachers, master trainers,NGOs and guests from the forest departmentparticipated in the event.

Educational Material: Two activity manualswere developed by CEE North for schoolteachers to conduct activities focusing onvarious themes. A book on water andsustainability was developed in Hindi whichwas disseminated among schools duringteacher training in Uttar Pradesh. TheParyavaran Mitra handbook was translatedinto Hindi with support from NGC nodalagency UPPCB and was shared with NGCschools at various forums in UP.

1.1.1.2 Bihar

In all, 8600 NGC Schools from 38 districts ofthe state have become part of this nationalinitiative. Bihar State Pollution Control Board,Patna (BSPCB) which is the State NodalAgency for NGC programme provides fullsupport to this endeavour.

CEE North as a Resource Agency for the NGCprogramme in the state works closely withMaster Trainers, teachers in-charge andschools in different districts.

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Outreach events: In June 2013, CEE North, incollaboration with Gram Pragati, Bettiah,joined hands with NGC and Paryavaran Mitraschools to celebrate World Environment Day,2013. Students, teachers and environmentalistsenthusiastically participated in this event. Themain objective of the programme was to createawareness among students and citizens onthe theme for this day - Think. Eat. Save. Forthis, students took out a rally covering adistance of around three kilometers in theircommunity with slogans like ìWhere thereísgreenery, thereís happinessî, "Save Earth toSave Lifeî and placards prepared by them.The speakers interacted with students andurged them to avoid use of plastic, wastage offood, conservation of rain water, ponds andground water. Seven schools participated inpainting, quiz and essay competitions.

During July 2013, a Van Mahotsav programmewas organised by Tiger Reserve, Bettiah,wherein Gram Pragati in collaboration withCEE North, actively participated in an effort toincrease green cover through publicparticipation and to inculcate the value ofplantation and its care among NGC andParyavaran Mitra school students. More than150 students, teachers, Forest Department

officials and NGO representatives participatedin this event. The programme started with aplantation ceremony where the guests for theday along with students planted around 60-70 saplings of various species. A district levelquiz competition was organised for theparticipating schools.

In August 2013, schools of W. Champaran,under the guidance of District EducationDepartment and CEE's partner organisationwere involved in celebrating Bihar PrithviDiwas, which is being celebrated since thelast two years by the state government onAugust 9. A unique Handprint initiative anda joint venture of Forests and EnvironmentMinistry along with Education Ministry ofBihar Government, this diwas tries to stronglyinvolve schools and students in environmentconservation and plantation activities. In orderto celebrate the day, saplings of Neem, Sagwan,Aam, Amrud etc. were provided toparticipating schools by the state forestdepartment. Around 65-70 schools of thedistrict participated in the campaign andplanted on an average 12-15 saplings in theirschool campus. After the plantation activity,students and teachers of the respective schoolsalso took a pledge to protect the environmentfrom further degradation, to plant at least onetree in a year, not to pollute rivers and ponds,and not to harm any wildlife.

During February 2014, CEE North organisedseveral nature camps under National NatureCamping Programme. A group of 46 eco-clubmembers from two schools of West Champaranattended one of the camps organised atSuhelwa Wildlife Sanctuary, Uttar Pradesh.With its objective to provide eco-club membersan opportunity to visit a wilderness area andhave an outdoor nature education experience,NNCP was initiated by the Ministry on a pilot

Students taking out a Rally in Uttarakhand

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basis this year. This first time experience formost of the students rejuvenated their mindand soul; and students felt the vibration ofenthusiasm when in the midst of the green,comforting and pleasing environment. Duringthe camping, students were taken on a journeywhere they got to observe various elements ofnature closely. Various concepts learnt fromtheir textbooks were brought alive for them.The evenings were filled with culturalactivities and quiz around a bonfire. A specialprogramme by local folk artists provided thestudents a close proximity to the intangiblecultural heritage of the place. The camp turnedout to be an interesting and memorable one forall the students, as evidenced by their generalfeedback where they also demanded that nextyear they should again be taken to this place,not for three days but for ten days!

Trainings: In September 2013, six trainingworkshops for teachers in-charge wereorganised across six districts of Bihar, viz.Bahagalpur, Rohtas, West Champaran, Arra,Patna and Motihari. The central theme of thesetraining workshops was to brief and orientselected schools for the implementation of theEarthian project, Paryavaran Mitra Puraskar2013 and the NGC programme. The contentincluded concepts such as developing anunderstanding among teachers aboutenvironmental education and sustainabledevelopment, curriculum linkage toenvironment education, water related'earthian' components such as demand ofwater in school, water trail, water quality andlocal to global inter connections of water.Another major component of these trainingswas briefing teachers in-charge aboutParyavaran Mitra Puraskar 2013, throughinteractive discussions, screening of smalldocumentaries and other group basedactivities. Local resource persons and officials

from the respective district educationdepartments were invited to interact with thesegroups of teachers on the currentenvironmental scenario of their district; andplans were initiated to work together to makethese districts part of a hub of increasingHandprint districts in the state. Around 170teachers in-charge in six districts were reachedout through these training programmes.

Monitoring of Schools: Members from CEENorth visited around 60 NGC schools of Biharspread across seven districts and 14 blocks.The visits were undertaken by four teammembers during the first and second weeks ofDecember 2013. The districts covered includedMuzaffarpur, Samastipur, Darbhanga,Vaishali, Saran, West Champaran and EastChamparan. Along with the districtheadquarters, some interior blocks as far as50-60 km away were also visited to get aglimpse of the eco-club activities beingimplemented there. The objectives of thesevisits was to capacity build and facilitate theschools in implementing eco-club activities, toget feedback and to document observations onthe functioning of the NGC programme in thestate. During visits to district headquarters,meetings were held with District EducationOfficers (DEOs) to discuss various componentsof the programme. These meetings provedfruitful as the DEOs were updated on thestatus of the programme. In some districts,consultative planning was conducted to takethe programme forward effectively.

During the visit to schools discussions werehelod with eco-club teachers inñcharge andprincipals about eco-club activities and theconstraints being faced by them in theimplementation of the programme. Duringthese interactions, CEE members shared ideasfor documentation of eco-club activities like

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maintaining eco-club register, celebratingvarious environment days and taking upaction based initiatives on Paryavaran Mitrathemes - energy conservation, biodiversity andgreening, water conservation, culture andheritage and waste management. Schools werealso given a format with information on eco-club activities and a Bihar state specific eco-chart Jaane Pahchaane Bihar - Prakriti kaAdbhut Sansaar. In some schools, interactivesessions and hands on activities wereconducted with eco-club members to give themmore ideas about the functioning of eco-clubsand what they can do within their schoolsunder NGC. Overall the visits proved fruitfuland provided some very useful informationwhich will be utilised to enhance eco-clubactivities in the state.

Co-ordination Meetings with SNA: Severalrounds of meetings were held with the statenodal agency, viz. Bihar State Pollution ControlBoard, with the objectives of discussing thestrengthening of NGC network in the state,and organising training programmes andevents for eco-club teachers in-charge andstudents. Some meetings and telephonicdiscussions were also conducted with BSPCBto brief them about Paryavaran Mitraprogramme in the state; subsequently the statelevel Paryavaran Mitra Puraskar jury washeld at BSPCB.

Case Study Documentation: During monitoringvisits and follow-ups with schools, CEE teamcame across two schools which wereconducting a lot of Handprint initiativeswithin their school and nearby communities,which were documented as cases.

Educational Material: CEE North developedtwo manuals for schools to conduct activitiesfocusing on various themes. A book on water

and sustainability was developed in Hindiwhich was disseminated among schoolsduring teacher training in Bihar. TheParyavaran Mitra handbook was developedin Hindi and shared with NGC schools atvarious forums in Bihar.

NGC e-newsletter: To document NGCactivities and experiences, CEE has initiated amonthly e-newsletter for key stakeholders andschools, covering NGC activities in the 15States and two Union Territories where CEE isworking as resource agency. The newslettercovered activities covering five aspects;coordination meeting, educational material,training, events and monitoring visits/casestudies. The newsletter was initiated inJanuary 2014 whereafter CEE developed threeissues and shared it with the MoEF&CC andstate nodal agency officials.

1.1.2 Chhattisgarh

The NGC programme is implemented in 27districts of the state including nine newdistricts formed in January 2012, with eachdistrict having 250 eco-clubs. The State NodalAgency - Chhattisgarh EnvironmentConservation Board (CECB) - is in the processof updating the list of schools of the relevantdistricts. CEE Chhattisgarh, as the StateResource Agency for NGC, supported theprogramme and the nodal agency by providingtechnical guidance, resource materials ondifferent occasions and facilitation supportfor the various events conducted throughoutthe year. CEE Chhattisgarh also took upmonitoring visits and shared the feedbackwith the nodal agency.

On the occasion of World Environment Day,posters on the theme Raise your voice, not thesea level in ready-to-print format wereprovided by CEE, which were launched at the

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WED function and distributed later on by theNodal Agency to participants and eco-clubs.

In February 2014, a state level paintingcompetition and essay writing competition onthe theme Wetlands and Habitat wasorganised in which 34 students from 12schools participated from eight districts ofChhattisgarh. This helped them to understandthe importance of wetlands and differenthabitats and life forms in our surroundings.Students were also briefed on the given theme.Mr. A. K. Agrawal, Hydrogeologist, Ministryof Water Resource, GOI, was the judge forcompetitions held on the occasion.

Monitoring: CEE Chhattisgarh state teamvisited 79 NGC eco-club schools in the stateacross 15 districts during September-December2013, as part of the monitoring process. Fivenew districts were covered in this among thenine newly formed ones with 250 new eco-clubs being formed in each district. Meetingswere held with the District Education Officers(DEOs) of these districts and they were briefedabout the NGC programme including theprocess for selection of eco-clubs, types ofactivities to be taken up and management ofthe clubs. A brief one page guideline to becirculated in NGC schools was provided atthe meetings.

The objective of these visits was to orient andprovide direction to eco-club members,teachers in-charge and principals aboutundertaking action projects and report writing.During the visits, the team interacted with theeco-club members and others, checked reportsand understood the work undertaken by eacheco-club. The team went through registers,reports on observance of environmental days,official communications, paintings, plantationon campus and various other activities. It was

observed that many eco clubs have donecommendable work under NGC programme.

A brief guideline (Sanchipt Margdarshika)was distributed to schools to help plan theiryearlong activities. he visit also helpedunderstand the capacity building needs forstrengthening of eco clubs in the state.

Training Support: CEE Chhattisgarh State Officeorganised a district level one day teacherstraining in December 2013 at RajnandgaonDistrict, Chhattisgarh. In all, 71 teachers from70 schools of nine blocks participated in this.The objective of this training was to buildcapacity and create awareness about NGCand its activities and the expectations of theprogramme from eco-club schools andteachers. The District Education OfficerofRajnandgaon was also present during thetraining programme and encouraged teachersto improve the eco-club activities in theirrespective schools. This training provided theparticipants a perspective about participatorylearning and a focus on joyful learning indifferent themes such as water, energy,biodiversity, waste management, culture andheritage and climate change.

Outreach Activities: In December 2013, a oneday school activity was organised inMaharishi Dayanand Arya H.S.S. Raipur, inwhich around 50 students participated. CEEresource persons organised games and otherEE activities.

Coordination: Meetings with districtcoordinators, district education officers,teachers and principals were held duringmonitoring visits for better implementation ofthe NGC Eco-club programme in the state. Themeetings with the District Collector and DEO,Rajnandgaon were very useful and elicited apositive response in conducting a DIMC

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meeting in their district. They have offeredand assured their full support to eco-clubactivities in their district. This is being followedup and the team looks forward to the DIMCmeeting in the next session in Rajnandgaonand similar ones in other districts as well.

Training, Networking and Capacity Building:CEE facilitated a three day training workshopfor school children with Terre Des Homes atRaipur. Approximately 60 children, throughenvironmental games and quiz, learned abouthow they can contribute to the larger ecosystemand how they can leave behind handprintswhile reducing the footprints towardsenvironmental sustainability.

1.2 Paryavaran Mitra Programme2013-14

Paryavaran Mitra programme is an initiativeof the Centre for Environment Education (CEE)in partnership with the Ministry ofEnvironment and Forests and ArcelorMittalIndia.

Paryavaran Mitra is a nationwide initiative tocreate a network of young leaders, from schoolsacross the country, who have the awareness,knowledge, commitment and potential to meetthe challenges of environmental sustainabilityin their own spheres of influence.

The programme, initiated in 2008-09 as acampaign on Climate Change Education, hasdeveloped as the flagship school programmethat brings together CEEís 30 years experiencein EE and ESD.

The Paryavaran Mitra programme reaches outto more than 2,00,000 schools who havereceived the programme resource material andare carrying out action projects focusing onlocal environmental issues in the five themes

of the programme. The programme encouragesschools to qualitatively enhance their learningsthrough a project based methodology andshare their experiences. Exemplary work doneis recognised through the Paryavaran MitraPuraskar (Paryavaran Mitra Awards). Theannual award process was the major activitycarried out in 2013-14 and saw entries in theschool, teacher, student and district categoriesfrom all over India. The process of evaluatngthe entries involved creating new criteria andbenchmarks for the awards which enabledtaking the programme objectives fromawareness to Handprint action. Teachers werefacilitated through several teacher orientationson how to take up action projects and documentthe same highlighting environmental andeducational outcomes, both quantitative andqualitative. The state level awards have beenselected and state level events have beenconducted.

Paryavaran Mitra Young Leader for Change2013: is a cadre of students involved inexceptional environmental action projectsfocusing on changes in their immediate

Paryavaran Mitra Young Leader for Change

2013 took up an action project ëSave Kukrahalli

Lakeí using online and offline mediums of

communication

13

environment. The educational process spansfrom developing action plans to implementingthem and sharing experiences. The initiativeaims to develop leadership skills amongststudents through experiential learning. Fromall over India, 35 students were mentoredthrough this initiative on taking up projects atthe home, school and community levels. Theinitiative now aims to scale up incorporatingall the learnings from the experimental phase.The initiative is also being adopted by UttarPradesh where a cadre of around 50 youngleaders will be formed by CEE North withsupport from Uttar Pradesh Pollution ControlBoard in the year 2014.

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

Partnerships: The outreach and enthusiasmof the Paryavaran Mitra network of schools,teachers and students has inspired severalpartners to come onboard and work togetherto increase the reach of the programme andalso to bring depth in the content and delivery.In the water theme, the programme haspartnered with Wipro's Earthian programmeto look at water sustainability in the vicinity ofthe school. Of the 400 entries received in thisinitiative in 2013, 250 were from ParyavaranMitra schools. In 2013, the ëCreate to Inspireíproject, which encourages students to think ofsustainability in the cities they live in, underthe themes of Water, E-Waste, Energy, andTransportation, was initiated in theAhmedabad network of the programme, inpartnership with GIZ and Nokia.

The students in the network continue topursue the Young Masters Programme onSustainable Development, a joint initiative of

CEE and IIIEE, Lund University, Sweden. It isa free, global web based course on sustainabledevelopment. This initiative is an attempt tofoster global citizenship amongst students,which is one of the three priorities of the UN'sGlobal Education First Initiative.

Campaigns: Campaigns are another means bywhich partners associate with the programmeand play a role in engaging the network inenvironmental action. The major campaignthat were initiated this year were the PCRApainting competition engaging students increative expressions in the theme of energy.The other major campaign was the PowerCount Challenge which looks at schools takingup action in their environment on savingenergy through responsible behaviours. Toquantify the change, participants had to sendtheir electricity bills for the ìsaving monthsîand for the same period of the previous year.The reach went far beyond the actualparticipants as it triggered awareness andaction for further engagement even in thecommunity.

The Water Day 2014 and Eco-Holi Campaignhelped students look at the global and localimplications of water conservation. The onlinecampaign shared several ways of looking atwater issues and environment friendly waysof celebrating Holi. The response to thesecampaigns has been encouraging.

Communication Media

Website: Paryavaran Mitra website wasrevamped to a lighter version and is now thegateway to several ESD initiatives. Thededicated ëFocused Initiativesí webpage givesa wide array of different initiatives catering todifferent grade levels which any school cantake up. The Campaigns page is a catalogue ofall the campaigns conducted so far and

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ongoing campaigns which schools look forand participate in.

Newsletter: The fortnightly newsletter coveredseveral handprint actions from the Puraskarawards and from campaigns. The newsletteris also a medium to show teachers whatHandprint actions of students would looklike.

It has been received well in several quartersincluding the international network, as thefollowing feedback illustrates:

ìÖItís wonderful to have such a detailed recordof events, and a huge job to compile I wouldsayÖThe work done in the Paryavaran Mitraprogramme is so impressiveÖthe figures areso impressive, in comparison with little oldEurope. My geography of India is improving,and I am hoping that it will get even better, asI follow the various programmes around yourfascinating countryÖî

-BrÌd Conneely, Eco SchoolCoordinator Foundation forEnvironmental Education, UK

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

1.2.1 Paryavaran Mitra in the NorthernRegion

CEE North implemented the Paryavaran Mitraprogramme in Uttar Pradesh where a series ofworkshops and events were organised. CEENorth developed Paryavaran Mitra Puraskardissemination material in Hindi whichincluded a brochure for schools and teachers.Other materials for website announcementwere also prepared in Hindi. CEE Northdeveloped the Hindi version of the ParyavaranMitra handbook with the support of UPPollution Control Board. CEE North also

closely worked with Punjab School EducationBoard for developing the handbook in Punjabi,which has been prepared by a group oftextbook writers and is available as a softcopy.

Partner NGOs Orientation Workshop: CEENorth organised a one day regional workshopin June 2013 at Lucknow to provide orientationto partner NGOs from Uttar Pradesh and Biharon the new phase of the Paryavaran Mitraprogramme. Twelve participants from 10NGOs of both the states attended theworkshop. Representative from Gram Pragati,Betiah, West Champaran shared theexperience of working on Paryavaran Mitraprogramme and spoke about the joint effortsof government and NGOs to involve a largenumber of schools in various activities. Allthese efforts led to West Champaran beingselected as the Best District in 2012. Similarlyother partners also shared the story of theirregion, for example, where a student wasselected as Young Leader for Change in 2012.In the workshop, partner NGOs were guidedto prepare their district strategy for workingwith schools for Paryavaran Mitra Puraskar2013. Each NGO is planning to take up acluster of schools in their districts to promoteParyavaran Mitra activities.

1.2.1.1 Uttar Pradesh

Summer Camp on Environment and Science

Two consecutive sessions were conducted byCEE North during the Summer Camp 2013organised by the Regional Science City,Lucknow, for young students of classes 2-10.The CEE North team facilitated the session onunderstanding the dilemma of environmentand development, and inspired students tojoin the Young Leader for Change initiative.Students had many queries related to the

15

initiative and took details for sending theirapplication. They also took part in educationalactivities and worked in groups to findsolutions for safeguarding the environment.

Teacher Training Workshops: CEE Northorganised six district level teachers trainingworkshops during August and September2013 as part of Paryavaran Mitra Water andEarthian initiative in Uttar Pradesh. Thetraining programmes aimed at providingorientation to teachers for the implementationof the Earthian and Paryavaran Mitra Puraskar2013 activities, and to capacity build theteachers to initiate and promote project basedlearning within their school curriculum. Theworkshop module also focused on climatechange related issues, especially water.

The first workshop was organised at KendriyaVidyalaya, Lucknow in August 2013, whichwas attended by 27 teachers from 20 schoolsof the city. The next workshop was organisedat Agra in September 2013 in collaborationwith Jindagi Foundation, in which 17 teacherfrom 15 schools participated. Anotherworkshop was organised at Allahabad inSeptember in collaboration with E-Pahelwhich was attended by more than 18 teachersfrom 16 schools. This was followed by atraining programme at Varanasi, organised incollaboration with Azad Welfare Society, amdattended by 27 teacher in-charge. Theworkshop in Merrut in October 2013 wasorganised in collaboration with Bharat UdayEducation Society, with the participation of36 teachers from Merrut and Muzzafurnagardistricts. The last workshop was held at Pilibhiton October 10, 2013, organised with thesupport from NGC Master Trainer and DIETPilibhit. More than 47 teachers participated inthis workshop from Pilibhit and Bareillydistricts.

Teachers Meet on Environment: CEE Northteam was invited as guest speakers duringthe monthly teachers meet organised by CityMontessori School in Lucknow in October2013. The school has 20 branches in the citywith over 45000 students studying in them.The school gives due importance toenvironment education and has allocated thelast day of every month for environmentcoordinator teachers of all the branches tomeet and share their efforts and expeiences.The CEE North team was invited to this meetfor an interaction and sharing of ideas onenvironment based action projects. The Headof the CMS appreciated CEEís work in thefield of environment. The CEE team gave abrief background on CEEís school initiatives,especially Paryavaran Mitra and shared theYoung Leader for Change video with thegroup. The team also briefed the teachers onthe Young Masters Programme. Theenvironment coordinators showed willingnessto be part of CEEís initiative to promote moreintensive EE activities in CMS schools.

State level Puraskar Ceremony in UttarPradesh: On the occasion of World ForestryDay ñ March 21, 2014 - CEE North, incollaboration with Uttar Pradesh ForestDepartment and Uttar Pradesh ForestCorporation, organised the Paryavaran MitraPuraskar 2013, the state level award ceremony.More than 500 participants attended theprogramme including 300 students andteachers from various districts, NGOs anddistrict level officials.

The event was meant to recognise andencourage efforts by schools and individualsto strengthen and promote environmenteducation initiatives. The event was presidedover by Mr. V. N. Garg, Principal Secretary,Environment and Forests, Government of Uttar

16

Pradesh. The other panelists were from the UPForest Department: the Principal ChiefConservator of Forests, and PCCF Wildlife,Secretary Forest. Mr. Garg appreciated theconcept of recognising schools, teachers andstudents for their work in environmenteducation. In the category of best schools, fiveschools of Lucknow and Allahabad won theaward; five teachers were selected as bestteachers; and two students from Lucknowreceived the best Young Leader for Changeaward. Under the best district category,Lucknow and Merrut districts were thewinners. Three state level special categoryawards were also given to the NGC MasterTrainer of Pilibhit, an NGO from Merrut and anewspaper of DLA Publication, for their effortsin promoting the cause of environmentconservation. The awardees felt highlymotivated and pledged to carry on with theircommon cause of striving towards makingthis earth a better place to live.

PCRA Painting Competition: CEE Northorganised eight events to conduct he PCRApainting competition focusing on energyconservation, in Faizabad, Merrut, Pilibhit andLucknow. The local NGC master trainer andpartner NGOs supported the CEE team inconducting these events in the schools.

1.2.1.2 Bihar

Teacher Training Workshops

CEE North organised six workshops in Biharwhich focused on the implementation ofEarthian' and Paryavaran Mitra Puraskar 2013activities, and to capacity build the teachers toinitiate and promote project based learningwithin their school curriculum.

The first workshop was held in September2013 at Bhagalpur in collaboration with Global

Environmental Organisation and wasattended by teachers from 24 schools of thedistrict. The next workshop was organised atRohtas in collaboration with Babu ChandrikaSingh Memorial Trust in September 2013,where 30 teachers in-charge from 30 schoolsof the district attended. Two more trainingswere organised at Arra and Patna in Septemberwhich had a total participation of 60 teachersin-charge from as many schools.

Another round of trainings were organised atBettiah and Motihari in September incollaboration with Gram Pragati organsationwhere more than 55 teachers in-chargeparticipated. Interacive discussions, screeningof small documentaries and group basedactivities were Teacher in-charges were usedfor capacity building the participants. Localresource persons and officials from therespective district education departments wereinvited to interact with these groups of teacherson the current environmental scenario of theirdistrict. The participants also initiated plansto work together to make these districtsHandprint districts in the state.

PCRA Painting Competition

CEE North organised four events to conductthe PCRA painting competition on energyconservation, in West Champaran, Patna andBhojpur. Local NGC master trainer and partnerNGOs helped conduct these events in theschools.

1.2.2 Chhattisgarh

The Paryavaran Mitra programme inChhattisgarh reaches out to about 6750National Green Corps schools and another376 schools through partner NGOs.

17

Paryavarn Mitra Puruskar

The Paryavaran Mitra Puruskar event washeld in February 2014 at Raipur. Mr. A. K.Agrawal, Superintending Hydrogeologist,Ministry of Water Resource, GoI, was the ChiefGuest of the award ceremony. The best schools,teachers and students from the state wereawarded for their outstanding work in anythree thematic areas of their choice. Thewinners go an opportunity to briefly presenttheir activities for which they got therecognition, and also for sharing and crosslearning from each other. Altogether 34students from 12 schools participated fromeight districts of Chhattisgarh. The studentgroup from Government School, Kabeerdham,also presented a short play, conveying amessage to the audience about how we areslowly destroying Mother Natureís beautythough she still continues to give us life inevery form.

1.2.3 Madhya Pradesh

As part of the Paryavaran Mitra programme, avisit was organised to the Adamgarh PahariyaCultural Heritage Centre in which studentsfrom 50 schools participated and planted morethan 20000 saplings at the centre under theHaryali Mahotsav. The event was jointlyhosted by the Archaeological Survey of Indiaand CEE MP State Office.

1.2.4 Kolkata

Paryavaran Mitra and Teachers Training inWest Bengal

The Waste Management group at CEE Kolkatafacilitated the Paryavaran Mitra Puraskar 2013across the state. In West Bengal, the ParyavaranMitra programme was implemented inpartnership with the Directorate of School

Education, while the respective DistrictInspector, SSA and DIET Centres wereapproached for getting maximum reach of theprogramme to the schools.

In the reporting period, a three day teachertraining programme was conducted atKurseong, North Bengal, where teachers from30 schools participated. The topics ofsustainability and its linkage to EE, wastemanagement, biodiversity and other relatedaspects were addressed in the training. A fieldtrip with the theme ìNature walk as a tool forimparting environment educationî to LlyodísBotanical Garden, Darjeeling was alsoconducted under the programme. The entireprogramme sought to highlight the activityapproach to impart environment education tostudents.

Around 20 schools across West Bengalsubmitted their activity reports for theParyavaran Mitra Puraskar for the year 2013,out of which seven schools were shortlisted.The regional jury was held in February 2014,where the best school, best students and bestteachers were selected out of the shortlistedentries. The regional felicitation event underthe programme will be held in May 2014.

1.2.5 Andhra Pradesh

CEE AP has implemented the ParyavaranMitra programme with the objective toencourage all Government Primary Schools(PS), Upper Primary Schools (UPS) and ZillaParishad High Schools (ZPHS) to initiateschool level action towards Sustainability andClimate Change, on the themes of biodiversity,waste management, culture and heritage,energy and water conservation.

During 2013-2014, the state level ParyavaranMitra programme was implemented with

18

support from the Department of Education,Government of Andhra Pradesh and partnerNGOs in the districts. The material andguidelines were sent across to 1000Government Primary Schools, Upper Primaryand Zilla Parishad High Schools and Socialwelfare Hostels in Medak district.

The Paryavaran Mitra awards wereannounced for three categories: PM schools2013-14, PM plus 2013-14 (winners of 2012-13) and PM Plus Plus 2013-14 (winners of2011-12). The information materials (wallposter with information on the competition,registration form and reporting formats,guidelines for conducting activities on theselected five themes) were disseminated to the1000 schools by CEE. Guidelines from StateProject Director (SPD) were sent to all ProjectOfficers (POs) and District Education Officer(DEOs).

Paryavaran Mitra Plus and Plus Plus:

• PM Plus 2013-14: Award winners ofParyavaran Mitra 2011-12 competition,were enrolled in the Paryavaran Mitra Pluscompetition, under which they didintensive interventions in one selectedtheme. Out of 12 schools, six schools hadsent their reports and all the six schoolsemerged as winners while the remainingwere awarded with consolation prize.

• PM Plus Plus 2013-14: Award winners ofParyavaran Mitra 2010-11 competitions,were enrolled in Paryavaran Mitra PlusPlus competition under which they selectedone theme and initiated activities thatdemonstrate tangible results at village/district level. All five participating schoolshave sent their reports and three schools

emerged as winners while remaining twowere awarded consolation prizes.

1.2.6 Tamil Nadu

Paryavaran Mitra 2013 Award Ceremony inTamil Nadu

The Paryavaran Mitra state level event wasorganised by CEE Tamil Nadu on March 21,2014, at the ICSA Programme Centre, Egmore.In all, 777 schools from 30 different districts ofTamil Nadu had been enrolled for thisprogramme. Paryavaran Mitra Puraskar 2013recognises stakeholders in four differentcategories - Best District, Best School, BestTeacher and Best Student. The event wasformally initiated by a welcome address byMs. S. Rejini of CEE, in which she gave anoverview of Paryavaran Mitra 2013 and sharedthe glimpses of the programme activities underdifferent themes Tamil Nadu. Dr. H.Malleshappa IFS, Director, Department ofEnvironment, delivered the inaugural address,while Mr. P. Kuppusamy, Joint Director, SSAand Mrs. Jessie Jeyakaran, Member of ZooEducators Network & Zoo Climate ChangeNetwork, South Asia, addressed the audience.Around 50 participants comprising NGCcoordinators, officials from the ChiefEducation Offices, Principals, teachers andstudents from Chennai and six other districts,viz., Salem, Coimbatore, Madurai, Dindigul,Trichirapalli and Kanya Kumar,i participatedin the event. The Best Districts awards weregiven by Dr. Malleshappa; Mr. Kuppusamygave away the Best School Awards. The BestTeachers awards were distributed by Mrs.Jessie Jeyakaran, while Mr. Shriji Kurup andMs. S. Rejini, Programme Coordinators of CEEdistributed the Best Student awards.

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1.3 Ganges River Dolphin -Conservation EducationProgramme

The Ganges River Dolphin (Platanistagangetica gangetica) is listed as Schedule1species in the Wildlife Protection Act 1972and recognised as Endangered by IUCN. Inorder to focus public attention on theconservation of Ganges River Dolphin, theMinistry of Environment and Forests hasdeclared it as the National Aquatic Animal onOctober 5, 2009. CEE with the support fromMoEF&CC has initiated a two year GangesRiver Dolphin ñ Conservation EducationProgramme in July 2010.

CEE North has been working on theconservation of this species since its inceptionas part of its river conservation initiatives.Having been declared as a national aquaticanimal, the CEE team felt a need to give astrong impetus to its conservation bypresenting this shy and endangered speciesto school children and other stakeholders andmost importantly to our nation. With supportfrom the National River ConservationDirectorate of MoEF&CC, CEE has beenimplementing this conservation educationprogramme in the schools of major riversideareas where the Ganges River Dolphins arefound in the Ganges and Brahmaputra riversystems of northern, eastern and north-easternIndia. Twenty project locations were identifiedalong the Ganges and Brahmaputra riversystems in the four states of Assam, Bihar,Uttar Pradesh and West Bengal for theprogramme. As part of the school activities,CEE developed an Information, Educationand Communication (IEC) package on theGanges River Dolphin for variousstakeholders.

1.3.1 Ganges River Dolphin DayProgramme in Bihar

The day on which the Ganges River Dolphinwas declared as the National Aquatic Animalñ October 5 - has declared as Dolphin Day.The educational package developed by CEENorth was requested by the Department ofForest for wide distribution throughout theState. The CEE team was also invited for astate level Dolphin Day programme held onOctober 5, 2013, to share the Centreísexperience of working with schools aroundthe dolphin habitat. More than 600 students,teachers, professors, scientists, JFMC members,fisher folk from the dolphin belt, media personsand NGO representatives attended thisprogramme. The Chief Guest for the programmewas the Hon'ble Chief Minister who shedlight on the importance of the Ganges RiverDolphins for a clean Ganga and appreciatedthe efforts being taken by various stakeholdersfor its conservation. Bihar State Forestdepartment also presented the initiatives beingtaken in the state for conservation ofbiodiversity and species such as dolphins.The CEE North team made a presentation onthe efforts being taken by the Dolphin schoolsin the state for the conservation of GangesRiver Dolphins. With this programme andother activities, CEEís educational packageon the Ganges River Dolphin was distributedamong 2000 stakeholders.

1.3.2 New Phase of Dolphin Programme

Based on the experience with Phase I, CEENorth submitted a plan for extending theprogramme to schools of the Ganga Basin andalso for working with riverside communities.The National Ganga River Basin Authority(NGRBA), Government of India, along withthe National Mission for Clean Ganga

20

(NMCG), with financial assistance fromWorld Bank, agreed to support Phase II of theGanges River Dolphin ñ ConservationEducation Programme. Several rounds ofmeetings and discussions were held during2013 and January-March 2014, before theproject proposal was approved by NMCG.

1.3.3 Inception Workshop

An inception workshop was organised inMarch 2014 at CEEís Ahmedabad office whereCEE North team shared its experience of PhaseI and the plan for the new phase with theNMCG team. The subsequent discussionscentred on the plan of action and theprocedures to be adopted for the programme.

1.4 Childrenís Forest Programme(CFP)

CEE North is implementing the ChildrenísForest Programme (CFP) in Lucknow Districtof Uttar Pradesh. The CFP is a programme thathas been initiated in six districts under theUttar Pradesh Participatory ForestManagement and Poverty Alleviation Project(UP-PFMPAP) of UP Forest Department,supported by JICA. The programme is for aperiod of five years (2010-2015) and aims toreach out to 100 schools in each of the sixparticipating districts: Agra, Allahabad,Gautam Budh Nagar, Kanpur, Lucknow andVaranasi.

CFP aims to create understanding amongchildren about the value of trees, and tomotivate and support them to plant saplingsin their school campus, and ensure theirprotection. The programme focuses onengaging children, teachers, schoolmanagement and local community inmeaningful action towards promotingenvironment conservation.

CFP provides an opportunity to 100 schools ofLucknow District to be part of the globalinitiative and take local action for a green andsustainable future. The programme is aimedat triggering a sense of active participationand achievement among children throughactivities which will excite and motivate them.Thus it will ultimately lay the foundation for alasting commitment to the environment. Theprogramme also addresses aspects linked toecosystem services, climate change concerns,consumption and lifestyle, by encouragingstudents to plant and conserve trees andthereby create a resource base, carbon sink,and a nutritional and economic source.

1.4.1 Identification of Schools

CEE North Team selected the first two batchesof CFP schools consisting of 35 schools ineach batch. In 2013, CEE team identified thelast and third batch of 30 CFP schools. Theselection process was conducted afterconsultations with District Inspector of Schools(DIOS), Basic Shiksha Adhikari (BSA), DistrictScience Club (DSC) Lucknow and Forestofficials. The prospective schools wereidentified on the basis of interest and spaceavailability, and NGC schools with plantationspace were also included. Lucknow districtwas divided into four zones where schoolclusters were formed.

1.4.2 Enrollment as CFP School

The selected schools were enrolled for the CFPprogramme, with details including schoolprofile, area available for plantation, preferredsaplings for plantation, facility for irrigation,and nomination of teachers in charge for theprogramme. An orientation programme wasconducted to help students understand theenvironment, importance of trees in their lifeand individual steps to conserve these natural

21

resources. The selected schools were providedwith a unique number code by CEE on thebasis of the eight different blocks, the type ofschool and their location (urban or rural).

1.4.3 Orientation Programme

After enrollment, the CEE team conductedorientation sessions in schools to briefstudents, teachers and staff about theprogramme, why develop a mini forest in theircampus and what their role in the programmeis. Along with this, each CFP teacher in-chargeformed a Balvan Samooh of 70-80 students,involving students of classes 5 to 10. A CFPAction Team was also formed involving theprincipal, teachers, non-teaching staff andcommunity members.

1.4.4 Teachers Training

A two day teacher training programme wasorganised twice to orient the teachers aboutvarious teaching-learning methods whichwould help them in linking CFP with thecurriculum. The first workshop was held inJuly 2013 where more than 70 teachers from50 schools of Lucknow district participated.The second round of teachers training wasorganised in October 2013 in Lucknow - thelast in the series for the third batch of CFPschools. It was attended by 50 teachers from30 schools of Lucknow district. The workshopaimed at building the capacity of teachers touse experiential teaching learning methods totransact concepts related to environmentalconservation and to create mini-forests in theschool campus as part of environmentaleducation.

The Chief Project Director, UP ParticipatoryForest Management and Poverty AlleviationProject (UP- PFMPAP), in his inauguraladdress, spoke about the value of involving

students in creating mini-forests in schoolcampus. He also disclosed that the ForestDepartment is planning to implement CFP inall the districts in the state due to theoverwhelming response from schools.

As resource person, the former PCCF of UPForest Department spoke about the role offorests and answered questions from teachersrelated to trees and forests. The ecosystemservices provided by forests help to maintainthe wellbeing of people. Various educationalactivities were conducted with teachersfocusing on approaches to environmentaleducation such as games, demonstration,performing arts, etc. Teachers shared theirexperience about action being taken in thefield of water conservation, waste managementand other areas. CEE team guided teachers inconducting environmental audits in schoolsand for preparing their own action plan. Shealso introduced participants to theenvironment calendar which could be part ofthe plantation schedule. Each school preparedand action plan keeping Paryavaran Mitraactivities and environment calendar in mind.

1.4.5 Plantation in CFP Schools

CEE identified a list of 28-30 species ofindigenous varieties of plants available withthe Forest Department nurseries for plantationin CFP schools. The list was prepared keepingthe climatic conditions, soil conditions, schoolspecific requirements and other factors inmind. Each school selected about 100-150saplings from the list and also fixed dates forthe plantation.

Prior to plantation, each school was providedwith a set of plantation equipments, organicmanure and two CFP documentation registers.Teachers and students were briefed onmaintenance of the registers - one was for

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keeping details about the members of the CFPAction Team, its meetings and visitorsremarks, and the other was for recording thestatus of saplings and equipments.

The plantation with the arrival of the monsoonin July 2013 in the CFP schools of Lucknow.More than 7700 saplings were planted in 70school campuses. The saplings planted werecombination of shady, ornamental, medicinaland fruit trees, with the popular choices ofschools being Neem, Jamun, Mango, Kadamb,Satparni, Mahua, Ashok, Guava, Bel, Arjunand Aonla.

As per the enrolment of CFP schools, the thirdround of plantation was conducted in the firstbatch of 35 CFP schools, while in the secondbatch, the second round of plantation wasconducted. The third batch of 30 schoolsconducted their first round of plantation.Schools are regularly monitoring the status ofplants in the campus. During the plantation,students were briefed about the importance oftree plantation and their role in biodiversityconservation. Each student signed a pledge ascommitment towards conservation andprotection of biodiversity.

Students were taught plantation methods andalso encouraged to adopt a sapling. Afterplanting the saplings, students tagged themwith the help of Rakshasootra. This alsosymbolised a strong bond and relation betweenthe students and the sapling planted. Eachstudents tagged their saplings by writing theirown name and the common name of thesapling and pledged to protect and nurturethem. In each school, 10 saplings were alsodistributed to students who were interestedstudents to plant a tree at their home.

Community members, the Pradhan of thevillage, non-teaching staff and schoolmanagement also participated in theplantation. The third week of July was alsoobserved by CFP schools as groundwaterawareness week, during which, students,teachers and community members weresensitised about the issues related togroundwater and their role in conserving it.

On Rakhsabandhan festival, students fromeight schools of Lucknow prepared handmaderachis from waste material like CDs, hardboard, old greeting cards, etc. In the presenceof the Principal, teachers and other staff, theytied the rachis to the trees in their schoolcampus as a symbolic act to protect trees aswell as reuse waste material creatively.

1.4.6 Nature Tours

As part of CFP activities, CEE North organised30 day long nature tours for enrolled schoolsduring the October 2013-February 2014, inwhich more than 2600 students from 30schools participated. The CFP action teamincluding 80-85 students and 5-7 teachersfrom each school participated. The nature tourswere organised in the Kukrail Forest Reservewhich is also a breeding centre for crocodilesand other freshwater species. The main

Briefing about plant diversity during

nature tour of CFP in Lucknow

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objective of these nature tours was to providea unique experiential learning opportunity tothe CFP Action Team through exposure to thesplendour of nature and its varied elements.The activities included games, interactivesessions, nature trail, quiz and creativeexpressions. Based on the experiences of thenature tour, participating students were alsoencouraged to do small assignments and puttheir experiences and thoughts on paper. CEENorth invited the dolphin programme partnerTurtle Survival Alliance (TSA) to facilitate thetechnical sessions on fresh water biodiversity,including turtles, gharials and otherfreshwater fauna of the Northern India. Arange of resource materials were also providedto the participants during the tour.

1.4.7 Environmental AwarenessProgrammes

Green Consumer Day: CEE North organised aschool environment awareness event in one ofthe schools to observe Green Consumer Day.Around 200 participants including childrenand teachers from 14 CFP schools of Bakshi kaTalab Block attended the event. Theparticipating schools were briefed on how to

become environment friendly schools.Students were divided into two groups to takepart in painting competition and quizcompetitions. Fourteen schools participatedin the qualifying rounds of the quizcompetition out of which four teams wereshortlisted for the final round. Schools alsomade presentations on the work being doneby them in the area of water conservation,energy conservation, biodiversity study andgreening, waste management and other topics.The teacher in-charge of the host schoolconducted a demonstration session on ëbestout of wasteí products which children aredoing in their school. The chief guest of theevent ñ the Sub division Officer, UP ForestDepartment - encouraged children to protectplants and animals, and spoke about thesignificance of protecting trees for our ownsurvival.

World Wetlands Day: CEE North observedWorld Wetlands Day with the CFP schools bytaking them on a visit to a renowned wetlandat Nawabganj Bird Sanctuary, Unnao. Theobjective of organising this visit was to raiseawareness about the interdependence betweenwater availability and wetlands, and ways to

Wetlands Day Celebration, Uttarakhand

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take care of our wetlands. Around 90 studentsand teachers from five schools participated inthis programme.

This year's Wetlands Day theme beingWetlands & Agriculture: Partners for Growth,the focus was on the need for wetland andagricultural sectors to work together for theshared outcomes. The students were briefedon the importance of wetlands in our life andfor various life forms dependant on them. Atthe Bird Sanctuary, students were taken on atrail to the lake site and also halted at anisland where many games and activities wereconducted with them. The students observedthe many resident as well as migratory birdson the bushes, trees and also in the water. Toconclude the day, an on-the-spot quiz wasorganised based on the dayís briefings,discussions and the trail, to crystallise thestudentsí learning about the wetlands andtheir importance. Participants had a funpacked day with lots of learning and exposureto wetlands.

Environment Awareness Event: In October2013, CEE North organised an environmentawareness event for CFP schools in Malihabadzone, with around 200 students from sevenschools participating. A painting competitionand quiz were organised for them with thewinning students receiving prizes andcertificates. School teams also sangenvironment songs.

World Forestry Day: CEE North, incollaboration with Uttar Pradesh ParticipatoryForest Management and Poverty AlleviationProject (UPPFMPAP), Lucknow invited CFPschools to a state level event on World ForestryDay. More than 200 students participated andpresented skits as well as displayed theirschool work.

1.4.8 State level Workshop on SharingStrategies for Van Mahotsav

CEE North was invited to make a presentationon the centreís experience of greeningcampuses with special reference to ChildrenísForest Programme (CFP) going on in UP inJune 2013. CEE North shared experiences fromschools and how environmental education asa tool helps in engaging children with greeninginitiatives. Case studies showing howcommunity networking and participationcould change situations for the better werealso shared. Around 500 participants attendedthe workshop from all over the state whichincluded joint forest management and eco-development committee members, forestofficials, NGOs and staff from othergovernment departments.

1.5 Young Masters Programme onSustainable Development

The Earthís resources are limited and we needto remember that we have to use themjudiciously and responsibly to live our presentlives so that our coming generations can alsoenjoy them. To make this happen requireschanges in our behaviour, attitude andlifestyle, and Education for SustainableDevelopment (ESD) is being perceived ascapable of building capacities of individuals,especially students, to bring this about. Henceimparting ESD to young people should be theforemost responsibility of every school notonly in our country but every nation of theworld. Keeping this perspective in mind,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 learning

25

network. YMP is an international, onlineeducational programme ñ 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, 2012 atthe ESD Conference organised by CEE duringConvention on Biological Diversity COP 11 inHyderabad, India. The implementation kickedoff with an internal workshop with CEE Northacting as the secretariat for the programme. Ateach location, teachersí orientation wasconducted for initiating the programme.During the year, the following activities tookplace under YMP.

1.5.1 Feedback and Planning Workshop,Ahmedabad

CEE, in collaboration with InternationalFoundation for the Young Masters Programme(ISYMP), Sweden organised a two dayFeedback and Planning Workshop at Lucknowin May 2013. The main objective of thisworkshop was to consolidate the pilot learningand experiences and to discuss the next phaseof CEE-YMP in India. With more than 45participants including student groups fromvarious cities, teachers, CEE team and YMPteam, the workshop discussions have beenvery fruitful and achieved the envisagedobjectives. All the pilot phase participantstudents were given certificates for the coursewhile the teachers as mentors receivedappreciation certificate.

1.5.2 Pilot Phase

Under the partnership, CEE has made YMP ademand driven programme, and many schoolsare approaching CEE requesting to be a part ofthis global endeavour and to capacity buildtheir students by not only discussing socio-environmental and economic issues but alsobecoming a part of the problem solving process.With 362 students forming 83 student groupsfrom 34 schools spread across 13 cities of thecountry - Ahmedabad, Bengaluru, Bhopal,Bhubaneshwar, Dehradun, Delhi, Guwahati,Hamirpur, Hyderabad, Jammu, Lucknow,Patna and Wayanad - CEE has made a positiveimpact through the pilot phase ofimplementation of CEE-YMP in India. Theexperiences of the pilot phase have beenenriching and provide many useful learningswhich are being incorporated to build the nextphase of the programme to take YMP acrossthe country.

1.5.3 Documentation of Experience

A CEE-YMP Facebook page was facilitatedregularly with the involvement of studentgroups. Apart from the course, YMP studentsparticipated in various events and activitieson various environment related days andweeks. CEE team has documented the pilotphase experience city wise in detail andshared the report. A brochure for YMP inIndia has been developed to promote it in theschools.

1.5.4 YMP ñ CEE Himalaya

CEE facilitated the Young Masters Programmein schools of Uttarakhand, Himachal Pradeshand Jammu and Kashmir. The pilot phase of

26

the programme included four schools in theHimalayan states of Uttarakhand (Sri GuruRam Rai Public School, Shahastradhara Road),Jammu & Kashmir (Government Girlsí HigherSecondary School, Mubarak Mandi, Jammu)and Himachal Pradesh (Him Academy PublicSchool, two branches at Vikas Nagar and HiraNagar, Hamirpur). Each school had one groupcomprising 4-5 students led by a teacher whotook part in the programme, Members of CEEHimalaya team acted as co-teachers for all fourschools in order to facilitate the learningprocess and to make environment educationmore hands-on and exposure-based for thestudents of the mountain region. All the schoolstook keen interest in the YMP and completedtheir activities, and have been awardedcertificates for successfully completing theirenvironment missions.

1.6 Anandshala

The Rural Programmes Group of CEEdeveloped the Anandshala concept - anenabling initiative to make primary educationaccessible, relevant and fun-filled for ruralchildren - for the first time in 2002 andimplemented the same with the support ofUNICEF.

In July 2013, Anandshala project was launchedwith the support of a UK based NGO, Reach toTeach. This time, it goes beyond the school,and draws inspiration from the Right toEducation Act. Thus the Anandshala Plusextends itself to ensure that every child in itsproject area has acccess to school. The projectnow aims to provide an empirical model ofmass scale replication of Anandshala efforts.

It is being implemented in all 107 ruralgovernment primary schools in Halvad Blockof Gujarat and 40 schools in four districts in

the tribal belt of South Gujarat, reaching out toabout 30000 children, including about 8000children who are either not going to school orhighly irregular.

In four blocks of South Gujarat, the project isbeing implemented through four Gramshilpis(CEE trained cadre of youth, based in ruralareas and committed to rural development)who are based in the villages and are workingon the educational issues in their respectiveblocks. Each Gramshilpi works in 10 villagesand is supported by five educationalvolunteers who are local educated andconcerned youth. In Halvad, the project hasbeen able to procure the active participationand support of the government system andtherefore Cluster Resource Coordinators(CRCs) are looked upon as critical agents ofchange and master trainers in the project.

The goal of the project is to strengthen andenhance the quality of primary education anddevelop replicable methodologies tomainstream Non-School Going and HighlyIrregular children in the formal education.

The objectives of the project are:

• To develop customised empirical modelsto address the issue of non school going(NSG) and Highly Irregular children;

• To create a conducive physicalenvironment as a basic requirement forquality education in the governmentprimary schools of the project area;

• To develop and demonstrate methodologiesto make School Management Committeesfunctional in all the project villages andempower them to play a proactive role inensuring quality education in schools andfulfillment of RTE provisions;

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• To develop tools, techniques and strategiesto capacitate educational functionaries foreffective quality education.

The project addresses the challenge ofproviding quality primary education to all thechildren in the project area by targeting twomajor aspects of the issue:

1. Creating enabling mechanisms tomainstream all the children in the age groupof 6-14, and

2. Ensuring that when they do reach theschool, the schools are welcoming and canprovide quality education.

1.6.1 Key Activities and Achievements

During the year, the following activities wereundertaken and completed under the project.

Baseline Survey: To get a real picture of thenumber of children who are out of school,migration pattern and livelihood scenario, andunderstand the range of factors that act asbarriers between the school and the child, a

detailed door to door survey was conducted.More than 25000 families have been surveyed.Based on the responses, children who are inthe age group of 6 to 14 years and are NSG orHI have been identified and a computeriseddatabase of such children has been prepared.

Defining Age Appropriate Attainment Level(AAAL) to understand and prepare a roadmap of childís learning progress wasundertaken. Accordingly for each gradeappropriate age, attainment levels weredefined. A progress tracking tool to track thelearning progress of the children throughvarious interventions, was also developed.

Intervention planning and implementation:Based on the data and feedback from ground,interventions were initiated. Special trainingprogramme, residential facility, transportfacility, liaison with administration, self-instructional material, various communitymobilisation events and childrenís events aresome of the activities conducted to motivateand prepare children for school.

(a) Special Training Programmes (STP)

These were initiated in all the 40 schools inSouth Gujarat by which children who are notgoing to school or are highly irregular aregiven education in a joyful manner.

(b) Residential Facility

In Kakshala cluster of South Gujarat (districtDang), educational input is given at the SSArun residential facilities, which interventionhas sustained the children in the camps andhelped in mainstreaming students. Ten suchcamps have been supported by the project.

In Karutha cluster (district Surat), GramshilpiAshok runs a hostel for children from nearbyvillages. A community member donated his

CapacityBuilding ofEducation

Functionaries

Srategic andpolicy

interventionwith

Government

QualityEducation

for AllChildren

Creating childfriendly,

inclusive,Green

Schools

StrengtheningSchool

ManagementCommittees

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land for the construction of hostel, which wascompleted with material and labourr supportfrom the local community and externaldonations, and now hosts 45 children. Theproject supports food and accommodationneeds for 25 children, while the rest of thechildren are being supported with the help ofthe community and external donations.

In Khoba Cluster (district Valsad), GramshilpiNeelam has initiated residential facility for thechildren staying in interior villages where thereis no upper primary school. Twenty suchchildren stay with Neelam and have beenenrolled in the Khoba primary school. Thehostel at Khoba has been initiated with externalfunding.

(c) Community Mobilisation

In all the 147 villages of the project, a range ofactivities were conducted with the aim ofcreating a basic awareness about theprogramme, understanding the complexity ofthe issue and concerns of the community, andmotivating parents to encourage children toenroll and regularly attend the school.Important days were celebrated withcommunity involvement.

(d) Resource Centre

A resource centre has been established in eachcluster, to provide educational support tovarious stakeholders, including children,coming to the STP: EVs, schools, teachers, andcommunity members. The resource centreshave organised events like Balmelas (childrenísfairs), training for teachers and EVs, full daytheme based programmes for NSG childrenand so on. A number of community eventssuch as cultural programmes and rallies havealso been organised by resource centres

involving students and other youth of thevillage.

(e) Self-Instructional Material

In Halvad Block, there are a large number oftribal families who move in as agriculturelabour. Ensuring that their children geteducation is a challenging task. There areseveral factors which hamper their access toschool including distance, economic andsocio-cultural reasons. Moreover the situationgets more complex as these families migrateback according to the agriculture cycle and itis not certain if they will come back to the sameplace later; therefore it is difficult to trackthem. Some of them also migrate locally evenduring the season to meet the agriculture needsof different farms.

CEE as part of the project has been working ona multipronged strategy including:

• Providing a list of such children andfarmers who hire farm labours, to the BlockResource Coordinators so thatadministratively their access can beensured

• Developing and disseminating a series ofself-instructional material (SIM) forfacilitating self-learning among thechildren; through SIM the project hasreached more than 800 children.

• Supporting such children through resourcecentre activities and cluster sessions to aidthe learning process

• Conducting exposure tour for ClusterResource Centre coordinators to preparethem as master trainers

The yearlong interventions in five blocks havecreated a positive learning environment

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within the community. In South Gujarat morethan 550 non school going children from 40villages have started going to school. InHalvad, a database of children and farmershas been created which can now be used toconduct a follow-up and ensure that migrantchildren are also enrolled in the mainstreameducation.

1.7 Global Citizenship forSustainability (GCS) Marine -Project 1600

The GCS project team at CEE Australiaundertook the following tasks related to theplanning, development and implementationof the Global Citizenship for Sustainability(GCS) Marine - Project 1600 between April 1,2013 and March 31, 2014

1.7.1 Project Planning

The timeline, methodology and approachrequired for the GCS Marine Project wasdiscussed and put together in consultationwith GCS project staff in CEE India. Inputsreceived from CEE India were thus integratedearly in the planning process. A project briefand a project plan were developed at thisstage. The project plan was based on researchand review of CEE Australiaís previous projectGlobal Communities for Sustainability.

1.7.2 Resource Development

Resources for the GCS Marine Project 1600were developed through research and reviewof CEE Australiaís learnings from theimplementation of the earlier project GlobalCommunities for Sustainability. During thereporting period, the invitation letter andapplication forms for the schools, and thelearning journey of the project weredeveloped.

Information on the project for general briefing,publicity and promotion has also beendeveloped. This information was used in theGCS Marine flyer and was also uploaded ontothe CEE Australia website.

A list of resources on marine and coastalbiodiversity conservation relevant to Australiahas been collated with details including theorganisationís name and website whereapplicable. The participating schools in GCSMarine Project will be able to use theseresources while undertaking their projectactivities.

1.7.3 Development of a Database ofSchools and Organisations inQueensland

A list of potential participants (schools),including contact details, within Queenslandwas identified through research and CEE'snetworks. A list of organisations with keycontacts within Brisbane, whose objectivesalign with coastal biodiversity conservation,has also been identified and collated throughresearch.

1.7.4 Networking and Outreach

The identified organisations working for orassociated with education for coastalbiodiversity conservation were approachedthrough emails and telephone in order toprovide information about the project and toinquire if the organisation could support andassist the GCS Marine Project by putting CEEAustralia in touch with their school contacts,promoting the project through their networks,assisting schools in undertaking projectactivities on marine biodiversity andsustainability, as well as providing access torelevant literature or research findings onmarine biodiversity conservation.

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The CEE Australia team contacted variousnot-for-profit, local government and stategovernment organisations in Queenslandthrough emails, phone calls and associates.

1.7.5 Meetings in Brisbane, Queensland

CEEAës Executive Director Dr. Prithi Nambiarand Project Officer Alina Tamrakar visitedBrisbane in June 2013. The objectives of thevisit were to establish initial contacts withlocal government, environment andsustainability networks and otherorganisations and resource persons, who couldassist with the planned project implementationof GCS Marine in Queensland, and to identifycontacts within the schools network inQueensland.

The CEE Australia team met with BrisbaneCity Council (BCC) staff members whoprovided valuable information about theircurrent school education programmes - GreenHeart School and School LeadershipProgramme - and also provided informationabout their Education Centres which runs arange of educational programmes for schools.

The team then met with the Global LearningCentre (GLC), which is a not-for-profitcommunity organisation dedicated tosupporting education for justice, peace andsustainability. Karena Menzie, EducationConsultant, provided information on potentialpartner organisations for GCS such as GreatBarrier Reef - Reef Guardian Schools andProfessional Teachers Association. Karenastressed the relevance of GCS for the newAustralian Geography curriculum whichfocuses on cross curriculum priorities such asAsian studies and sustainability. In view ofGLC's experience and interest in supportingProfessional Development for teachers, CEEinvited GLC to organise a joint workshop to

introduce GCS Marine to the school teachersin September.

The CEE team then met with HealthyWaterways, which is a not-for-profit, non-government, membership-based organisationworking to protect and improve waterwayhealth in South East Queensland (SEQ). RachelNasplezes, Senior Community EngagementOfficer provided information about the HealthyWaterways programme and objectives. Sheadded that Healthy Waterways monitor, planand implement waterway health actions viaregional collaboration among members fromgovernment, industry and the community.

The CEE Australia team also met the AustralianAssociation for Environmental Education(AAEE) Queensland Chapter. AAEE isAustraliaís peak professional body forEnvironmental Educators which advocates forEnvironmental Education and promotes bestpractices. It contributes to skills developmentamong educators across the country andinternationally. Jo Kelly, Queensland Co-convenor and Nichole Stephenson, LiaisonOfficer suggested Science TeachersAssociation, Geography Teachers Associationand Marine Teachers Association might beinterested to be involved in the project. Jo alsoadded that AAEE QLD is happy to share CEEísinformation on their blog/ newsletter and itslocal networks

Following the meeting, BCC, GLC and AAEEalso provided a list of additional organisationswithin Queensland for the CEE Australia tofollow up in the future.

1.7.6. Workshop in Queensland

Following the meeting in June, a full dayworkshop on Environmental Education andSustainability in Australia Curriculum was

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jointly organised by CEE Australia and GLCon September 21 in Brisbane. Over fortyrepresentatives from different organisationsparticipated in the workshop.

Attendees included well knownenvironmentalist and winner of the 2011National Australian Environmental Educatorof the Year Award, Cam Mackenzie, as well aspre-service teachers from QueenslandUniversity of Technology and GriffithUniversity; a lecturer from Central QueenslandUniversity, staff from Sunday Creek, NudgeeBeach, Stanley River and AmarooEnvironmental Centres; education officersfrom Caritas, the Australian Youth ClimateCoalition and Keep Queensland Beautiful aswell as teachers from Pine Rivers Kindergarten,Sta Aidan's Anglican Girls school, SandyStrait State School, St Joseph's Bardon, StFrancis Xavier Runaway Bay, St John'sAnglican School, Rangeville State School, JohnPaul College, All Saints Anglican School,Browns Plains State School, St Peters LutheranCollege and Kelvin Grove State College.

This professional learning workshop wasdesigned to familiarise the participants,especially the school teachers, on how to linkenvironmental education and sustainabilityin the existing Australian Curriculum.

The opening session of the seminar featuredKeynote speaker Mr. Kartikeya V Sarabhai,Founder Director of CEE. In his speech, hefocused on the concept of Education forSustainable Development (ESD) and theimportance of environmental education forglobal citizenship.

The workshop introduced the CEE project:Global Citizenship for Sustainability (GCS)Marine ñProject 1600 for the first time inAustralia. GCS Marine, an initiative of CEE isan action based research project focused oncoastal biodiversity conservation betweenschools in Queensland, Australia and Gujarat,India.

Mr. Kartikeya Sarabhai and Dr. Prithi Nambiar,Executive Director of CEE Australia, jointlypresented the project concept andmethodology to the participants. This sessionwas designed to introduce the project to theschool community as well as to encourage thefuture involvement of schools in Queensland.Alina Tamrakar, Project Officer, GCS Marineregistered expressions of interest from potentialparticipants at the workshop.

The next session presented by Karena Menzieand her colleagues at GLC focused onresources to support teaching of global

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citizenship through the Cross CurriculumPriority of Sustainability. A talk on creating aworld of wonder through the AustralianGeography Curriculum was also presentedby staff from the Global Learning Centre.

The workshop also included other practicalsessions to showcase the programmes andresources available to support environmentaleducation in the Australian Curriculum.

The workshop was organised at Bulimba StateSchool which was the winner of the PremierísSustainability Awards 2013. A tour of theschool was also organised so that theparticipants could observe varioussustainability measures adopted by the school.

Samir Vora, Chief Operating Officer &Executive Director, Adani Australia alsoattended the workshop.

1.7.7 Meetings in Sydney and Brisbane

CEE Director Mr. Kartikeya Sarabhai and CEEAustralia Executive Director Dr. PrithiNambiar met key resource people during theformerís visit to Australia. They met theConsulate General of India Mr. Arun KumarGoel at his office in Sydney and briefed formerAustralian High Commissioner to India, JohnMcCarthy, about the GCS Marine Project.

While in Brisbane, the CEE Australia teamalso met with Cam Mackenzie, a well-knownenvironmentalist and winner of the 2011National Australian Environmental Educatorof the Year Award; Tarra Martel, EducationOfficer from Keep Australia Beautiful; Prof.Arun Sharma, Deputy Vice-Chancellor(Research and Commercialisation) ofQueensland University of Technology andGlobal Learning Centre (GLC) team. All theparties expressed their keen interest andwillingness to work with CEE on the GCSMarine Project.

The CEE Australia team also had a productivemeeting with Samir Vora, Chief OperatingOfficer & Executive Director, Adani Australiaat his office in Brisbane.

1.7.8 Preparation for the Launch of GCSProject

CEEA is actively working with GLC to planthe launch of the GCS Marine project, whereGLC will play the important role of promotingthe event through their network of schoolsand wider community and will work with theCEE Australia project team towards planningthe launch and organising registration as wellas a briefing event in Brisbane.

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The GCS Marine project is expected to beformally launched in Queensland shortly afterthe start of the new academic term in Australiain 2014.

1.7.9 CEE Australia Board Meeting andAGM

During CEE Director Mr. Kartikeya Sarabhaiísvisit to Australia, CEE Australiaís BoardMeeting and AGM was organised inSeptember 2013. Board members KartikeyaSarabhai, Prithi Nambiar and Vinod Danielwere present during the meeting and AGM.CEEA Project Officer Alina Tamrakar alsoattended both the meetings.

Some of the highlights of the meeting were:

• GCS brand created by CEE Australia hadthe potential to become a majorinternational brand which allowed schoolsto connect globally. COP11 highlightedthe importance of marine biodiversityconservation giving rise to the idea of aGCS phase focused on marineconservation.

• GCS Marine will supplement thesustainability programmes that CEEA hasbeen running earlier. Another variant, GCSWild flight is being planned to connectschools on issues along the globalmigratory paths of birds and other wildlife.

• The ADANI group was funding the GCSMarine project.

• About 11 schools have signed up in Indiaand we are looking at involving 10-11schools from Queensland as well.

• Meetings with ADANI and otherorganisation were planned in Brisbane.

• The GCS Marine would give CEEA another1.5 years to work towards securing othersources of financing.

• CEE India had identified food, water,energy and health as the major areas ofinterest to explore and implement projectson.

1.7.10 GLC Centre Coordinatorís visitto CEE India

The visit of GLC Centre Coordinator KarenaMenzie to CEE India added a new dimensionto the project. As Karena Menzieís PhDresearch is in the field of active citizenship, inNovember 2013, she used her researchallowance to fund a trip to India to visit CEEand gain a greater understanding of the Centre,its work, the Global Citizenship forSustainability project as a whole and MarineProject 1600 in particular. During her visit,Karena travelled with CEE staff PramodSharma, Janki Teli and Annie Gregory to visitAditya Birla Public School in Bharuch andTapti Valley International School in Surat tospeak to their teachers and students abouttheir GCS work to date. This insight into theIndian side of the project was absolutelyinvaluable in developing a deeper culturalunderstanding and gaining a clearer pictureof the global perspective. It is highlyrecommended that such cultural andeducational exchanges are incorporated as akey foundational step in developing GCSMarine in other countries and contexts.Karena also met with key personnel from GCSMarine Project 1600 sponsor Adani and visitedAdani Vidya Mandir. This gave her theopportunity to develop a greaterunderstanding of the company and for allparties to have frank and productivediscussions regarding the concerns

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surrounding sustainable development in theQueensland context. Again such face-to-facediscussions are an important component ofdeveloping GCS Marine so that all involvedhave a strong collective understanding of theobjectives of the project and any challenges itmay face.

1.7.11 Partnership with Great BarrierReef Marine Park Authority(GBRMPA)

CEE and GLC connected with the Great BarrierReef Marine Park Authority (GBRMPA)'s ReefGuardian Schools Programme as part of theGCS Marine Initiative. Having similarobjectives of conserving marine biodiversity,Reef Guardian Schools Programme has beena logical partner to the project and has activelypromoted it to their member schools.

1.7.12 Recruitment of Schools

GLC approached several schools along theQueensland coastline to introduce GCS Marineto them. As the Reef Guardian Schoolsprogramme has also shown enthusiasm inundertaking activities in the area of marineconservation, the member schools were alsoinvited to be a part of Project 1600. ReefGuardians is the education initiative of theGreat Barrier Reef Marine Park Authority(GBRMPA). GBRMPA Project Manager Ms.Carolyn Luder helped in collating a list ofhigh schools located at appropriate intervalsalong the Queensland coastline inconsultation with Karena from GLC. Theinvitation to these schools resulted in animmediate response from some of them whileothers on the list were followed up with phonecalls. Schools that had expressed their interestwere then sent the official invitation andapplication from CEE Australia. Many schoolswere interested but simply did not have time

to fully understand the concept or talk torelevant teachers. Several of these schools haveasked to consider a longer lead time for thenext project cycle.

1.7.13 GCS Marine Project 1600 LaunchEvent

The GCS Marine Project 1600 launch eventwas held during March 2014 at QueenslandUniversity of Technology (QUT) Gardens Point,Brisbane.

CEE Australia liaised with QUT staff to finalisethe venue for the event day. A guest list andprogramme was collaboratively createdbetween CEE Australia, CEE India and GLC.CEE Australia sent out email invitations to allthe guests.

The event started with informal discussionsand introductions which were followed by aformal launch held at the Boardroom. CEEAustralia Executive Director Dr. PrithiNambiar hosted the session and welcomed allthe guests to the launch of the new project. Sheprovided a brief summary of the previousphases of the GCS project which was earliercalled the Global Communities forSustainability. CEE Director Mr. KartikeyaSarabhai presented an overview of the newphase of the GCS Project which is stronglyfocused on the highly relevant concept of GlobalCitizenship. The speech was followed byremarks from the GLC Centre Coordinator Ms.Karena Menzie who shared her experiences atCEE India. Well known environmentalist CamMackenzie spoke of the importance and valueof adding an international perspective to theway Australian school students understandsustainability. He emphasised the richness ofthe experience that can be provided bypractical sustainability education initiativeslike the GCS.

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At the end of the session, CEE and GLCrepresentatives signed an MoU relating totheir partnership on the GCS Marine 1600project.

Over thirty participants attended the launchincluding school teachers, GLC staff andmanagement, QUT, Earth Charter and Mr.Samir Vora and staff from the Adani Group.The event concluded with a tour of the Cubeby QUTís Anne Brant. The Cube is a visuallyspectacular and innovatively educationalfeature and a tour of this remarkable facilityproved to be a fitting end to the proceedings.

1.7.14 Media connection

Karena Menzie coordinated with PoppyMasselos, the Education writer at the CourierMail and organised an interview with CEEDirector Mr. Kartikeya Sarabhai. PoppyMasselos will be featuring a two page articleabout GCS Marine Project 1600 in theeducation section in Courier Mail.

1.7.15 GCS Marine Project 1600Teachers Training Day

The teachers training day was held duringMarch 2014. Mary-Ann Pattison, Director ofthe Nudgee Beach Environment Centregenerously offered to provide the venue for thetraining day and cater for the event. Thetraining was designed to familiarise andprovide detailed information about the projectto the teachers.

The session started with acknowledgementof country and housekeeping by Mary-AnnPattison followed by welcome andintroductions of CEE and GLC personnel andparticipants (giving the context of theirschool) by GLC Centre Coordinator KarenaMenzie.

CEE Director Mr. Kartikeya Sarabhaipresented the overview of CEE and GlobalCitizenship for Sustainability. Karena Menzietalked about Educating for Global Citizenship.Pramod Sharma, Programme Coordinator, CEEIndia presented the Learning Journey ñ detailsof the various steps of the project and how toexecute them.

The next session presented by Alisa Clearyfrom GLC focused on Implementing Project1600 - reflecting on the opportunities andconstraints in the respective school context.Pramod Sharma then gave an update on theGCS happenings in India and this wasfollowed by an explanation of the steps ofthe learning journey using video recordingsfrom earlier phases of the GCS by Dr. PrithiNambiar. Alina Tamrakar, Project Officer,CEEA took the participants through theonline tour of the GCS website anddemonstrated various steps of the project fromregistration of schools to uploading theinformation on to the website.

Mary-Ann Pattison took the group on anextremely interesting and well explainedexploratory walk around the mangrovesadjoining the Environment Education Centreat Nudgee Beach. After the exploration walk,the participants joined the discussion withthree schools in India via Skype. This gavethe teachers a general idea of the kind ofprojects the schools in India are engaged inand how they are implementing theirprojects. CEE Director Mr. Kartikeya Sarabhaiconcluded the session with a final round ofquestions.

The Nudgee Centre proved a perfect venue forthe training as it gave participants theopportunity to experience Mary-Annísextensive expertise and a guided boardwalk

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through the mangroves. Carolyn Luder ofGBRMPA also attended the day to gain furtherinsight into the project in order to assistparticipating Reef Guardian schools. Inconsultation with GLC and CEE India, aprogramme was developed for the trainingday that took participants from the ëbig pictureíof global citizenship to consideration of howProject 1600 might work in their particularcontext. This face-to-face opportunity was animportant element in the establishment of theProject as it not only gave participants theopportunity to learn the context and logisticsof the project but also provided the chance tomeet CEE and GLC staff and fellowparticipants. Although there were sometechnical difficulties, concluding the day withthe Skype exchange with Indian teachers gavea visual reminder of the global context of theproject. By the end of the day, there appearedto be a general feeling of being part of a team.As there was a lot packed into one day, followup questions and some challenges will beovercome by phone and email as a personalrelationship is in place. The first of theseappears to be the fact that EQ schools cannotaccess Skype and many websites are blockedfor them; so solutions to overcome these ICTdifficulties will have to be found.

1.7.16 Research

CEE Australia and India and GLC workedtogether in developing a draft survey forteachers and students to complete as a baselineat the start of the project. Karena attended asession with John Dungan, Director ofResearch at the Queensland Department ofEducation and Training (DETE). There arevery strict guidelines regarding research inEQ schools so the team will need to carefullyconsider what data they wish to collect andhow they will collect it and submit anapplication to DETE.

Subsequently, CEE Director Mr. KartikeyaSarabhai and CEE Australia ExecutiveDirector Dr. Prithi Nambiar also updated theCEE Board members, Vinod Daniel, JohnMcCarthy and Syd Smith on the developmentson GCS Marine Project 1600.

1.8 ESD Rice

ESD Rice is a project initiated by Asia-PacificCultural Centre of UNESCO (ACCU) andUNESCO, and supported by Japan Funds-in-Trust. It is an Asia Pacific ESD programmeëLinking Field Initiatives to GlobalPartnershipsí. CEE is the CoordinatingInstitution in India for this programme whichis being conducted in six countries, viz. India,Indonesia, Japan, Philippines, Republic ofKorea and Thailand.

Why Rice?

Rice, a common staple food in many parts ofthe Asia-Pacific region, is an entry point and atool to view and learn about the communityand the world in the perspective ofsustainability. For example, cultivation of ricehas been affected by and has consequencesfrom globalisation of the economy, climatechange and loss of biodiversity. Through rice,learners learn and understand thesechallenges, think of solutions and take actionsfor positive change to create a sustainablecommunity and a sustainable world. Thiscommon theme enables easier interactionacross schools, and links the various localand regional contexts and issues of ESD.

In India, rice is the staple food especially inthe south, east and northeast regions. Variousfactors have affected rice cultivation ñ climatechange, economic and agricultural policies,globalisation and the consequent change inlifestyles and eating habits, changes in land

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use patterns and others. This project providesan opportunity to students to understand thevarious challenges faced in this field andexplore solutions with the help of thecommunity and institutions in theirneighbourhood.

The ESD Rice Project seeks to promote andimprove the quality of ESD and build afoundation for an Asia-Pacific regionalnetwork of schools to work for sustainabledevelopment, through action and constantlearning. It also encourages schools to findand enjoy more opportunities to learn in andwith the community. It promotes collaborativelearning with schools and persons fromdifferent countries as well as the broadeningof the range of partners within the community,leading to utilisation of resources outside theschool.

In the pilot phase, the participating schools/countries explored the concept of ESD throughvarious aspects of rice ñ economic, cultural,social, food security, eco-consciousness, etc.

Overall Objective

To promote school- and community-based ESDpractices in Asia and the Pacific by buildingan international collaborative network of theASPnet.

Immediate Objective

To nurture and link:

• School- and community-based ESD

• Interactions and exchanges amongparticipating schools

Expected Outcomes

• Development and dissemination of ESDgood practices through school andcommunity based partnerships

• Linkages and communication amongparticipating schools and communities,leading to partnership and networking

In India, nine schools from three states ñAndhra Pradesh, Kerala and Tamil Nadu ñare participating in this project.

Activities

An International Workshop on ESD Rice wasorganised in Ayutthaya, Thailand, duringDecember 16-19, 2013 in whichrepresentatives from Coordinating Institutionsand participating schools from the sixcountries participated. The Indian teamconsisted of CEE staff from Kerala and TamilNadu and the Principal of one participatingschool.

The workshop oriented the participants onthe aims and requirements of the project, theoverall themes within which to conduct schoollevel projects and the various aspects ofcollaborative learning which is the mainstayof the project. School and country plans wereprepared during the workshop to be refinedlater through discussions at school level. Theparticipants also visited a school in Ayutthayawhich had participated in the pilot stage ofthe project and observed the various activitiesrelated to rice being taken up by the studentsthere.

1.9 Create to Inspire SchoolProgramme

CEE has partnered with Nokia India and GIZalong with UMCPL as associate partner, toengage 100 schools of Ahmedabad in project-based learning and action-based outreachprogramme for the community. It wouldinvolve students of classes 7-9. Theprogramme duration is of two years and

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focuses on the themes of sustainable urbanconsumption like E-waste, Transport, Energyand Water. A key objective of this programmeis to equip teachers with tools and help developcapacity for creative expression to improveand strengthen environment andsustainability action including E-wastemanagement in schools and the community.

Activities in this programme started inDecember 2013 with a training workshop forteachers from 17 schools of Ahmedabad. Asan action plan emerging out of this workshop,teachers along with their students undertooka research project on e-waste. Studentsconducted household surveys covering everyzone of the city. The survey helped analyse e-waste generated in every zone and studied therecycling behaviour of those surveyed. Over2500 students participated in the surveyrecording more than 6000 responses. Alongwith conducting the survey, the students alsointeracted with community and kabadiwalasto make them aware about e-waste and itsright way of disposal. They further compiledthe data from all the surveys to understandthe hazards involved in improper e-wastedisposal. Combined with results collectedfrom other schools, the data provided CEEwith essential information on electronicmaterial use in Ahmedabad households.

The programme strategy hopes to bring otherGujarat board schools and municipalityschools on board for the next academic year.

1.10 Urja Chetana: EnergyConservation and WasteManagement EducationProgramme in Schools ofKolkata and Nearby Districts

The Waste Management Group at CEEKolkata is implementing the Urja Chetana

programme in 20 schools, in and aroundKolkata, with support from the CalcuttaElectric Supply Corporation (CESC) undertheir Corporate Social Responsibilityprogramme.

Urja Chetana seeks to generate awarenessand action on energy conservation and wastemanagement amongst students, who wouldcarry the learnings to their communities. Thisprogramme aims to provide a platform for theschools to undertake action projects throughcommunity outreach and help children toshare and expand their understanding, andthereby bring about change that cansignificantly reduce wastage of energy andeffectively manage waste.

Under the programme, two teacher trainingprogrammes with a focus on energy and wastemanagement education were conducted.Detailed waste audits were conducted in theparticipating schools. The students wereprovided hands-on training on ëcompostingíand ëwaste paper recyclingí, for which starterkits were also provided to the schools to initiatethe activity on their premises. Students carryout continuous monitoring and updation ofthe waste management activities in the school.

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Exposure visits to a thermal power plant andwaste recycling unit were also organised forthe students under the programme. Variouscompetitions and community outreachactivities were conducted under theprogramme to ensure students gainedawareness beyond school. Information,Education and Communication materials onwaste management were developed under theproject.

1.11 Eco-Schools Programme

Eco-Schools Programme is a global sustainableschools programme which is beingimplemented in about 60 countries globally.The programme follows a seven stepmethodology which can be adopted by differentschools. The programme in India is beingadopted for the primary level (classes 1-5) andwas formally launched on February 25, 2014.Presently material development and marketingof the programme are being undertaken.

1.12 School Programmes inMaharashtra

1.12.1 Western Ghats Special Eco-clubScheme

This scheme focuses on the Northern WesternGhats region in Maharashtra commonlyknown as the Sahyadri range and is supportedby the Environment Department, Governmentof Maharashtra.

In 2013-14, 227 teachers from as many schoolswere trained in nine workshops held in Augustand September 2013. The workshop moduleincluded a mix of approaches includingclassroom sessions using audio-visuals, groupwork and presentations, field visits andëhands oní sessions on nursery and graftingtechniques and planning the school activities.

The schools conducted a range of activities inthe thematic areas of Biodiversity, Water,Energy and Waste Management. Over 10000students participated in the activities underthis scheme. Students identified and collectedover 50000 seeds of 35 plant species, developednurseries to raise about 5500 seedlings andundertook plantation of 4000 saplings. Eco-clubs manufactured 17850 cotton bags and3100 paper bags mostly using old cloth andnews paper. They distributed these bags inschools, families, among the villagecommunity and also sold to medical andbakery shops and other vendors. Otherquantitative achievements includeconstruction of 43 low cost check dams,preparation of 390 eco-friendly Ganesh idols,and collection of 40 bags of herbal offerings,converting them to manure and abating waterpollution.

An activity to understand Protected Areasand Devrai or forested groves of local deities(often called as Sacred Groves) was initiatedin 2013. Four two-day workshops wereorganised in Sindhudurg, Kolhapur, Ratnagiriand Thane districts at sites of Devrai, where25 teachers and 77 students participated tolearn their natural and cultural significanceand changes over time as well as biodiversitysurvey methods and conservation actionswhich eco-clubs can undertake. For schoolsnear protected areas, a special workshop onunderstanding the governance andadministration structures of PAs, the ForestDepartment, relevant laws and rules wasorganised at Radhanagari WLS, DistrictKolhapur. Six teachers and 18 studentsparticipated in this workshop.

1.12.2 Shekru Mahotsav

Shekru Mahotsav (Giant Squirrel Festival) wasorganised by the Environment Department

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with schools under the Scheme, to celebratethe First Western Ghats Fortnight from July 1-15 to mark the inscription of Western Ghats asWorld Natural Heritage Site by UNESCO.Shekru is the State Animal of Maharashtra.

The event was inaugurated by theEnvironment Minister Mr. Sanjay Deotale byplanting a mango tree at the YashwantraoChavan Academy of DevelopmentAdministration, signifying the importance oftall trees with dense and spreading canopiesin the habitat of the Shekru. Mr. M. K. Rao,Chief Conservator of Forests, Pune WildlifeDivision spoke to the students and teachersabout the conservation issues of Shekru andits habitat.

Mr. Chindu Dhondu Asavale, who in the 1990s,was the local guide in Bhimashankar for theeminent scientist Dr. Renee Borges in hersurveys and scientific research on the IndianGiant Squirrel, was felicitated by the Minister.In the morning session of the event, studentsparticipated in games, quiz, film screeningand an exhibition on the Sahyadris, ecology ofthe Giant Squirrel, threats and conservationefforts.

1.12.3 Cluster Level Camps by and forthe Eco-clubs

Two clusters of schools under the scheme inAkole taluka of Ahmednagar district and Sakriand Navapur talukas of Dhule andNandurbar districts respectively, took theinitiative and organised special residentialcamps for eco-club students and teachers fromtheir talukas. Twenty seven teachers and 81students participated in the Kalsubai-Harishchandragad and Mhasadi Camps.Host schools provided residential and foodarrangements, and all the schools pooled theirresources including food grains to collectively

manage these camps. CEE resource personsprovided specific inputs in sessions ongrafting, experience sharing and during fieldvisits. Participants climbed Mount Kalsubai,the highest peak in Western Ghats in the stateand using GPS marked the height of the peakat 1646 meters.

1.12.4 Republic Day Parade Tableau onScheme

A tableau was developed to showcase thefeatures of the Western Ghats in Maharashtra,this scheme with its logo and various activitiessuch as cotton bag making and special grassartifacts made by eco-club students. Thistableau attracted public attention at the firstsuch Republic Day parade organised by theGovernment of Maharashtra on Marine Drive,Mumbai.

1.12.5 Participatory Study andConservation of GeneticDiversity of Mango, Fanas,Jambhul and Karvanda of theSahyadri range

In 2011-12, a participatory study andconservation of genetic diversity of Mango(Mangifera indica), Fanas (Artocarpusheterophyllus), Jambhul (Syzigium cumini)and Karvand (Carrissa carandas) of theSahyadri range was initiated with the eco-clubs and local people. Over 80 varieties werestudied in the first year. The study continuedthis year. Students documented 205 varietiesof mango and 18 varieties of Fanas, 24 varietiesof Jambhul and 28 varieties of Karvand alongwith associated traditional knowledge,practices and stories. Over 400 students,teachers and villagers participated in mangografting workshops. A nursery was developedwith 74 varieties of mango saplings raisedand plantations undertaken.

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1.12.6 Environment Service Scheme

The Environment Department, Government ofMaharashtra initiated in 2011 the EnvironmentService Scheme (ESS) for secondary and highersecondary schools in the state. The objective isto provide students an opportunity to exploreand understand their local environment andnatural resources, and undertake actionprojects for local environmental improvementand conservation. An ESS unit is expected toidentify a three-hour weekly slot for theseactivities and projects.

CEE has been appointed as the state nodalagency for the pilot phase of the scheme forthree years. The scheme is currently beingimplemented in 50 schools in 12 districts ofMaharashtra, i.e. Nagpur, Chandrapur,Amravati, Yavatmal, Jalna, Aurangabad,Jalgoan, Nashik, Pune, Solapur, Ratnagiri andThane. In the first year of the programme,schools identified one local environmentalissue and prepared their plans for exploringand addressing it.

In the year 2013-14, a process of delving deeperinto the issues and discussing the identifiedproblems with the local communities wasfacilitated through special thematic trainingprogrammes for teachers and a series of twoday camps for students. Local NGOs, expertsand citizens were invited to share their viewsand guide the ESS units. The activities takenup in the year include:

• Solid Waste Management - 17 ESS unitscollected 245 kg of e-waste from 17 GramPanchayats. The collection and disposal ofe-waste is a problem area requiring furtherwork under the educational module forsolid waste management as the actualmanagement practices for this sector arenot well established. This is being taken up

in discussion with experts and the localcommunities.

• Biodiversity ñ Over sixty two thousandseeds of local and indigenous varietieswere collected and 991 local tree saplingswere planted. Fourteen ESS units planted644 medicinal plants at school andcommunity locations. Thirteen ESS unitsmade 190 artificial bird nests and observednesting behavior in these.

• Environment friendly festivals ñ FifteenESS units made 40 Ganesh idols; 18 ESSunits took out cracker free rallies andcelebrated a cracker free Diwali; 21 unitsmade environment-friendly Holi coloursout of local materials and 10 units sold thisat an event organised by the EnvironmentDepartment at Mantralaya, Mumbai.

• Energy - Seventeen ESS units undertook astudy of firewood; 20 units conductedenergy audits of schools and nearbycommunity; a residential school put up abiogas plant in their school under theEnergy theme.

• Water ñ Twenty two ESS units conductedwater audit for their community, four ofthem constructed vanrai bandhara, 10units conducted a survey on waste watermanagement and constructed 14 soak pitsunder water theme.

1.13 Clean Hussain Sagar Campaign(HSL)

CEE AP implemented the Clean HussainSagar Campaign with the support of theHyderabad Metropolitan DevelopmentAuthority (HMDA) in 50 schools located inHMDA jurisdiction. The objective is to createawareness among the students on theimportance of lakes in urban areas, especially

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Hussain Sagar, focusing on four themes:Importance of Lakes in Hyderabad, HussainSagar Lake and its Environs, Issues andConcerns, Solid Waste Management (SWM) inschool premises and Impact of Using Plastics(plastic carry bags). The programme involvestwo hours contact sessions in schools,formation of HSL Club, development andexecution of action plans in schools, visit tolakes and evaluation and felicitation of theBest Performing School.

1.14 Nature Education Programmesñ CEE Karnataka

1.14.1 Nature Education Programme atBRT Tiger Reserve

CEE Karnataka, in collaboration with BiligiriRanganatha Temple (BRT) Tiger Reserve,organised a Nature Conservation EducationProgramme for rural school teachers studentsat Budhipadaga camp site at BRT Tiger Reserve,with an aim to sensitise teachers and studentsabout nature, forests, wildlife andconservation. As part of this initiative, theprogramme was organised for one batch of 35teachers and two batches of 35 students eachin 2014. The approaches followed in theseprogrammes include field visits andexploration of forest and wildlife; interactionwith the field staff of the forest department ontiger conservation; interactive sessions onforest and wildlife related topics followed byhands on activities; and screening of wildliferelated documentaries.

1.14.2 Conservation EducationProgramme in Rural Schools ofCauvery Wildlife Sanctuary

CEE Karnataka, in collaboration with CauveryWildlife Sanctuary, organised a NatureConservation Education Programme forteachers and students from rural schools

situated on the fringe areas of the sanctuary.This programme aimed at sensitising teachersand students about nature, forests, wildlifeand conservation. As part of this programme,participants were given an opportunity toexplore the surrounding forest and wildlife;interact with the field staff of the forestdepartment on nature conservation; attendsessions on forest and wildlife related topics;and try hands on activities. In total, threeteacher training programmes and seven natureeducation camps for rural school childrenwere executed, covering about 400participants at two camp sites of the Forestdepartment namely Gopinatham MysteryCamp and Bheemeshwari Nature Camp.

1.15 National Painting Competitionon Energy Conservation

A National Level Painting Competition forChildren was conducted by CEE with supportfrom Petroleum Conservation and ResearchAssociation (PCRA). CEE teams all over thecountry facilitated the competition processwhich reached over 20000 children acrossIndia in several locations. CEEís NGO partnersplanned several events as part of this, whilein some locations the painting competitionswere planned around Energy SavingWorkshops.

The screening process was twofold. Paintingswere screened in the Regional Offices and thebest entries sent to the Secretariat in Delhi. Inall, 21 paintings were shortlisted for review atthe National Jury, out of which three werechosen as winners. Since the Jury alsorecommended that the rest of the entries beconsidered for consolation prize, this was putup to PCRA by the Secretariat who agreed toreward the rest of the 19 shortlistedparticipants with a consolation cash prizeafter assessing the quality of the paintings.

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2Higher Education

2.1 Journal of Education forSustainable Development(JESD)

The Journal of Education for SustainableDevelopment, a peer reviewed internationalacademic journal published by SAGE twice ayear, is being managed and edited by CEEAustralia since 2012. It serves as a forum topresent research, debate ideas and showcasesuccess stories in the emergent field of ESD.Two issues ñ 7.1 and 7.2 ñ were publishedduring the current year.

2.2 Regional Centres of Expertise(RCEs) for ESD

2.2.1 RCE Lucknow

RCE Lucknow has established a network forESD in partnership with eight organizations.The key areas of action that RCE Lucknowfocuses on are biodiversity conservation andschool education programmes. The targetgroups for these activities are students,teachers, NGOs, communities, youth andothers.

CEE North, as the nodal point for RCELucknow, initiated the following ESDactivities with its partners in the region:

• School events based on variousenvironment related themes wereorganised in which students and teachersfrom the schools of Lucknow participated.

• Projects were developed and guided forfor post graduate students from variousUniversities on the key themes of RCELucknow.

2.2.2 RCE Pune - Reflections

RCE Pune was initiated in January 2007,building upon an existing network ofindividuals and organisations concernedabout diverse issues of society andenvironment, such as livelihoods, urbanplanning and governance, education,housing, waste, water, transportation andbiodiversity.

A reflection of the networking at RCE Punewas undertaken in September 2013 under theguidance of the RCE Secretariat at the UnitedNations University Institute of AdvancedStudies (UNU-IAS). The reflection helpedarticulate what people have found of valuein the network and in acting together.Partners mentioned learning, encounteringdiffering viewpoints, seeing interconnections,development trust, enhanced professionaland civic efficacy, and being inspired. Thereflection revealed that the concept of a localnetwork about sustainability is itself a hugestrength. Forums created or supported (oreven inspired) through the RCE network, suchas environment reporting, participatorybudgeting, local area design and planningexercises, and innovative outreach throughexhibits and activities, were cited as examplesof what has gone well so far.

On governance of the network itself, it wasfelt that knowing each other, and havingmany occasions to meet and act together onspecific issues of concern, are key aspects. Ofparticular importance is a dedicated adconsistent Secretariat that keeps up themomentum and holds the documentation ofthe work done. RCE Pune has always been avery light structure relying on associational

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activity, with the anchor organisation (CEE)organically assuming a ësecretariatí rolewhile maintaining a neutral role.

For future work, partners have stressed theneed to continue the collaborative work ondeepening participatory and multi-stakeholder local governance, using tools likesocial audits, public dialogues, informationsupport centres, and on governance of thenetwork.

2.3 Environmental Studies Course

CEE designed and offered an EnvironmentalStudies course to the undergraduate studentsof Business Administration in the B KMajumdar Institute of BusinessAdministration (BKMIBA), and of Informationand Communication Technology in theInstitute of Information and CommunicationTechnology (IICT), both located inAhmedabad University. About 150 studentsparticipated in this course which had 45hours of contact sessions spread acrossNovember 2013 to March 2014.

The course had five modules including basicmodules which introduced students to topicssuch as ecology, biodiversity, developmentand related processes, impact of environmentand development and sustainabledevelopment. A subject specific module -Business and Sustainability in case ofBKMIBA and ICT and SustainableDevelopment in case of IICT - was offeredwhich helped in improving the studentsíunderstanding about linkages between theirarea of studies and sustainable development.Students undertook course-end projects onten themes related to campus sustainability.This enabled them to implement the learningsof the four modules and gain hands-onexperience while trying to address the

sustainability issues of their institution/campus.

2.4 UNESCO Chair on Educationfor Sustainable Developmentand the Human Habitat

CEE and CEPT University of Ahmedabad, incooperation with UNESCO, the SwedishInternational Centre for Education forSustainable Development (SWEDESD) andICLEI ñ Local Governments for Sustainability,have established the ìUNESCO Chair onEducation for Sustainable Development andthe Human Habitatî in October 2013 at CEEfor the duration of four years. Mr. KartikeyaSarabhai, Director CEE, has been elected asthe chairholder. The aim of this programmeis to strengthen the understanding ofEducation for Sustainable Development inhuman habitat and urban studies throughactivities such as developing and deliveringcourses for postgraduate programmes, shortterm training programmes, research andinstitutional development.

As a part of this programme CEE conductedthe following courses in collaboration withCEPT University and other partners:

2.4.1 Streets for People: A Course forStudents of Architecture, UrbanDesign, Planning

CEE and Sustainable Urban MobilityNetwork (SUM Net), in partnership with otherorganisations and colleges, developed acourse on sustainable transportation, with aspecial focus on participatory street design.CEE took the initiative to introduce andconduct this course in three higher educationinstitutions ñ CEPT University in Ahmedabadas an elective unit, B N College of Architectureas a part of the urban landscape design

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studio and PVP College of Architecture as asix day workshop in Pune in the academicyear 2013-2014.

2.4.2 CEPT Summer School 2014:Planning for Resilient Cities

This course was offered as a part of the CEPTUniversityís Summer School Programme topostgraduate students. Students visitedAhmedabad and Surat in India, andAmsterdam, Rotterdam and the Hague in theNetherlands to understand vulnerability andresilience response of these cities to climatechange. In this process, students got anopportunity to interact with practitioners andacademicians.

2.4.3 CEPT Summer School 2014:Biodiversity in Urban Areas

This course was also offered as a part of theCEPT Universityís Summer School Programmeto postgraduate students. It introducedstudents to the basics of biodiversity, helpedthem to understand the interaction ofbiodiversity with urban environment andtheir impact on each other. Through projectwork, students explored ways ofincorporating biodiversity in urban designwhich help in its conservation and coexistencein urban areas.

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3 Education for Youth

Today, more than half of India's population isunder the age of 25. This provides a hugescope to

involve young people and youth organisationsin sustainable development at local, nationaland

regional levels and take these learnings to aglobal level.

CEEís Youth Programmes, through variousinitiatives, endeavour to empower youth withrelevant information, knowledge and skills,and create enabling conditions for youth toactively engage as change agents forsustainable development.

South Asia Youth EnvironmentNetwork (SAYEN)

SAYEN (www.sayen.org) brings togetheryouth with a vision of promoting sustainabledevelopment in South Asia. Set up in July2002, SAYEN is linked to TUNZA, UNEPísstrategy for engaging young people inenvironmental activities and the work ofUNEP. The network aims to promote, enhanceand support youth participation inenvironmental activities, broaden theparticipatory process for sustainabledevelopment by inclusion of youth, andinculcate environmental awareness amongthe youth.

CEE hosts the Secretariat for SAYEN, whichhas membership from Afghanistan,Bangladesh, Bhutan, India, Maldives, Nepal,Pakistan and Sri Lanka. An organisation ineach of these countries has been identified asthe National Focal Point (NFP) to help facilitateSAYEN activities. The network has over 5000

members and partnerships with severalorganisations in the region. UNEPís Regional,Sub-regional and National Youth Advisorssupport the SAYEN Secretariat in planningand implementing activities in the region. Thisgives youth the opportunity to hone theirleadership skills and for SAYEN, a rich poolof young creative individuals.

During this year, SAYEN members representedSouth Asia in important internationalconferences held by UNESCO. The SAYENSecretariat was invited to provide inputs tothe South Asia Environment Outlookpublication being developed by DevelopmentAlternatives with support from SACEP,SAARC Secretariat and UNEP. SAYENSecretariat also participated in the post Rio+20 discussions held by the same team,providing youth perspectives in thediscussions.

3.1 Youth Meets and Conferences

3.1.1 SAYEN Regional Meet, 2013:Youth Stake in the Post 2015Agenda

The 8th SAYEN Regional Meet, supported byUNEP and hosted by CEE, India and the RoyalSociety for Protection of Nature (RSPN),Bhutan was held in Thimphu, Bhutan fromJuly 24-26, 2013.

The Regional Meet hosted over 30 youth fromSouth Asia, who came together to learn moreabout the Post 2015 Agenda and voice theiropinions on issues of concern to the SouthAsian Region. Over three days, the participantswere introduced to important and relevantconcepts such as Gross National Happiness(GNH), Post Rio+20 and the Post 2015

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Agendas being discussed in the UN forums,through expert lectures and presentations.They also went on a field trip to the RoyalBhutan National Park to understandbiodiversity conservation efforts undertakenby the Bhutan government, and the role ofeducation in these initiatives.

On the third day of the Regional Meet, theyouth together developed a declaration to serveas an input from SAYEN youth to the Post2015 development agenda consultations. Themain themes covered by the declarationinclude sustainable consumption and foodsecurity, water and biodiversity issues, whichare some of the major concerns of the region.This process aims to strengthen youthparticipation from the region in Post 2015consultations.

Another key outcome from the Regional Meetwas the SAYEN Action Plan - 2013 to 2015(http://www.sayen.org/SAYEN%20Action%20Plan%202013-15.pdf), an outline of thework SAYEN youth have committed toundertake for the next two years and the YouthAdvisor elections, customary for everyRegional Meet, where new youth are electedby their peers to serve as Regional and Sub-Regional Advisors for the next two years.

Following an intensive three days, theRegional Meet concluded with a fun filledcultural night, giving the youth an opportunityfor cultural exchange.

3.1.2 CEE Model United Nations (MUN)

The CEE Model United Nations (CEEMUN)2013 event was jointly organised by SAYEN,CEE and ëMUN for Changeí on July 17-18,2013 at CEE, Ahmedabad. Around 80 students

from different schools and colleges ofAhmedabad participated in this two day event.CEEMUN is set up as a platform wherestudents get an opportunity to debate on crucialsustainability issues such as the conservationof biodiversity, food security, renewable energysources and poverty. This platform offersopportunities for sensitising youth on severalglobal issues.

The event focused the discussions by formingthree committees, namely, UNDP, UNEP andFAO. Each participant was placed in any oneof these committees and was assigned acountry, depending on their preference. Theparticipants in the UNDP Committee debatedon Sustainable Poverty ReductionProgrammes; those in UNEP Committee onRenewable Energy Initiatives and Incentives;the FAO Committee discussed Food Securityand Malnutrition; and the participants in theInternational Press covered the discussions ofthe Committees. An orientation session wasorganised on July 16 to enable them tounderstand the basic working procedures ofthese committees and also to clarifyparticipantsí doubts.

The opening ceremony of the CEEMUN wasgraced by senior officials from the Ministry ofEnvironment and Forests and the Director ofCEE. The honourable guests, in their respectiveaddresses, highlighted the importance of andthe need for establishing a dialogue amongdifferent countries on tackling internationalissues

3.2 Initiatives by SAYEN Members

3.2.1 Environmental SustainabilityWalk in Pakistan

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SAYENís Pakistan Chapter organised a walkon Environment Sustainability in Mansehracity inviting participation of students fromcolleges and local organisations. The AssistantCommisioner Mansehra and the HonourableMinister for Forests were guests of honourand led the walk, creating awareness aboutthe need for local initiative in taking actiontowards sustainability.

3.2.2 Fortnightly Youth DiscussionForum in Nepal

Concerned about the excessive brain drainbeing witnessed by Nepal, SAYENís NationalYouth Advisor, Nepal, with the help of hiscolleagues, initiated a fortnightly discussionforum in September 2013. In its first session,the forum named, Youth on discussion, sawparticipation from 16 students from theInstitute of Agriculture and Animal Science,Paklihawa Campus.

The topic for the first session was 'You andAgriculture'. Students discussed theirconcerns and suggested solutions and lookedat how they saw themselves contributing tothe scenario, not just as students, but alsoonce they graduate from their course and startworking in the field.

3.3 Celebration of Days and Events

3.3.1 Earth Day 2013

EE, in association with the Times of IndiaísAhmedabad edition, SAYEN and The EarthDay Network, celebrated the Earth Day eve atCEE campus on April 21, 2013. The event wasorganised to create awareness about the EarthDay and saw participation of over 350 peoplefrom around Ahmedabad. Many activities

were organised to engage all age groups. Theevent also connected to the Times of Indiaíscampaign around rivers called ëMy City MyRiverí, in four cities of Gujarat state. Thefollowing activities were conducted on thisday:

Environmental Quiz

An Environmental Quiz was organised forstudentsí teams from local schools to test theirknowledge on themes such as climate change,food, culture and heritage, ëMy City My Riveríand environment in general. The quiz alsointroduced the students to issues ofsustainability and hoped to increase theirinterest in it.

Photography Workshop

The Photography Workshop dealt with theenvironmental aspect of photography. The 60attendees ranged from the age group of 13 to60 years. The workshop started with a generalintroduction to photography and nn insightto its environmental aspects.

After the general introduction, the class wasallowed to choose one from the four themes:

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1. Climate Change and Awareness

2. People and Hope

3. Spread Awareness

4. Beautiful Precious World

Thus, four groups were formed and asked toshoot photos in CEE campus, after which themembers had to discuss in their groups andselect two best photographs.

A representative from each group was calledto explain their photographs, while the sessionexpert discussed the quality of each.

The workshop was organised mainly to buildcapacity of the participants, encouraging andenabling them to click meaningful pictures forthe photography contest being organised bySAYEN, supported by the Earth Day network.

Youth Discussions and CreativeExpression

While the kids were indulging in fun activitiesrevolving around the theme of environment,the youth were engrossed in seriousdiscussions on over 10 topics in the paneldiscussion organised specifically to give theman opportunity to voice their opinions onenvironment and sustainability.

To give them a taste of written expression, anopen letter to the government was also beingdrafted simultaneously, which they could addto through the declaration wall installed atthe venue. For the more creative, a doodlingcum pledge wall was also designed wherethey could pledge their commitment for theirriver in writing or through doodles.

Art from waste

An art installation was made from wastenewspapers. Everybody was encouraged toparticipate in this activity which aimed atstressing the importance of the idea of the 3Rís - Reduce, Reuse and Recycle.

By involving people to create an art piece outof waste paper, the volunteers from ëClay Clubí,a team of young architects and planners, nowinvolved in experimenting with differentmaterials, stressed on the fact that it is allabout perception. The very newspapers whichare generally perceived as waste after theyhave served their purpose, can be turned intoa thing of art, if only we change our mindset.

3.3.2 World Environment Day 2013

As part of SAYEN's endeavour to celebrate theWorld Environment Day (WED) innovativelyand effectively, each year we try and celebrateit in a different manner. This year the Secretariatat Ahmedabad and interns decided to celebratethe WED by making a short film, interviewingyouth from the city, testing their knowledgeon environmental issues and asking for theiropinions about the same. In an effort to set anexample for youth across the region that raisingawareness for a cause does not require a lot offunds, the interns came up with an interestingfilm made entirely by them. The film was later

Writing Pledge

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uploaded on SAYEN TV and also featured inthe E-Newsletter in order to make it reach asmany youth as possible.

3.3.3 International Day to CombatDesertification and Drought

The United Nations General Assemblyacknowledged the fact that desertification anddrought are a global problem as they affect allregions of the world and require the combinedeffort of individuals and organisations to worktogether in curtailing this problem. Takingthis approach forward, SAYEN organised acreative story writing competition for youngwriters on the theme ëHealthy Soil HarvestsHealthy Lifeí through the SAYEN website.

3.3.4 International Youth Day

On the International Youth Day, orientationworkshops were organised by SAYEN andCEE Delhi in two colleges in Delhi. Theworkshops introduced the participatingstudents to issues of sustainability and theirparticipation in action through eco-clubactivities in the college.

An agreement to set up a Sustainable Campusinitiative at MG Science College in Ahmedabadwas signed by SAYEN Secretariat on this day.

3.3.5 Car Free Streets PhotographyCompetition

Keeping in mind the growing pollution causeddue to an ever increasing population of carson our streets and the inconvenience causedto people for whom streets were actuallymeant, SAYEN, in association with theSustainable Urban Mobility Network of India(SUM NET) and CEE, organised the Car-Free

Streets Photography competition, whereparticipants had to submit pictures of car-freestreets around India or depict what their idealcar-free street would look like throughphotographs.

The competition was open to all IndianNationals above 18 years of age through theSAYEN website. It received a great responseand after almost a month long process ofsubmissions and careful evaluations, thewinners were awarded cash prizes andcertificates and featured on the SAYEN websiteand E-Newsletter.

These pictures along with others submittedduring the competition were also used asreference and examples for a moduledeveloped by SUMNET and CEE for CEPTUniversity, Ahmedabad on Car-Free Streets.

3.4 Internships

As part of capacity building of youth, CEEprovides internship opportunities to them inits projects and activities across the country.The interns are placed with CEE Groups/Offices in India and are involved in ongoingprojects. The minimum period of internship is30 working days and the maximum is a year.

The Internships Secretariat housed with theYouth Programmes Group together with thePersonnel division worked on streamlining ofthe Internship process at CEE, to improve thesupport provided to the interns applying toCEE. In 2013-2014, 134 youth including threeinternational interns from Germany wereprovided internship opportunities across CEEoffices. CEE continued its association withKurve-Wustrow and the WelwartsVolunteering programme in Germany forhosting German volunteers at CEE offices.

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3.4.1 Interns at CEE North

Two interns - from Symbiosis Law School,Pune and Tata Institute of Social Sciences(TISS) - joined CEE North during the year fortwo months internship and worked on variousongoing programmes including ParyavaranMitra and Childrenís Forest Programme, toget hands-on experience of field level activitiesand documentation.

3.4.2 Interns at CEE Central

The following interns joined CEE Centralduring the year and worked on its ongoingprogrammes.

3.4.3 Interns at CEE Himalaya -Dehradun Office

CEE Himalaya Dehradun office facilitated twointerns: Mr. Nygel Varghese from Delhi andDr. Soe Tun Kyi from Myanmar, who worked

Sr No. Name Period Institution/ Organisation

1. Vadeendra Joshi 22/5/2013 - 19/6/2013 Symbiosis Law School

2. Annika Mirchandani 6/5/2013 - 6/6/2013 Foundation for Liberal AndManagement Education

3. Viha Rai 6/5/2013 - 6/6/2013 Foundation for Liberal AndManagement Education

4. Ritika Kapoor 19/8/2013 - 18/11/2013 Fergusson College

5. Lili Vangaever 16/9/2013 - 20/12/2013 University of Brussels andWorldwide Infosoft SystemsPvt Ltd.

6. Deenaz Raisinghani 9/12/2013 - 15/1/2014 Dept of Communication Studies, UoP

7. Arzoo Rickhy 2/2/2014 - 31/3/2014 Foundation for Liberal AndManagement Education

8. Kaustav Som 27/2/2014 - 15/4/2014 Symbiosis Law School

Painting Display - UMANG Programme

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on three projects - GoI-UNDP-GEF project onthe conservation of Medicinal and AromaticPlants; JSW Foundation supportedëRebuilding Faithí, UttarakhandReconstruction, and Umang dealing withpost-disaster psycho-social care and support;and Plan India project on distributing reliefaid to flood affected villages of Uttarakhand.

3.5 Sustainable Campus Initiative

Youth being the driving force of the networkand the focus SAYEN has on action towardssustainability, the Sustainable CampusInitiative was a natural progression. Youth inthe region spend the maximum amount oftheir active life on their college campuses andthe most effective way of introducing them toëaction towards sustainabilityí was throughthis initiative, wherein college students willform a core group and work towards makingtheir campus sustainable through awarenessdrives, action projects, and others.

Envisaged for colleges across South Asia, thepilot phase is already underway inAhmedabad, with a few colleges like HLCollege of Commerce and M.G Science Collegehaving signed an MoU with SAYEN andinitiated activities. Bringing more colleges intothe fold is the agenda for the upcoming year,

while the pilot phase is planned for one yearwith over 10 colleges in two cities in India.After the pilot phase, the vision is to workwith over 100 colleges across India andsimultaneously spread the initiative to othercountries in South Asia.

3.6 Handprint Challenge:Sustainability Challenge forColleges in Asia-Pacific

Supported by UNEP, this challenge aims atpromoting sustainability in college studentsacross Asia and the Pacific by asking studentsto form teams (not exceeding 10 members perteam), identify sustainability issues on theircampus and propose an action plan to beimplemented by them in the upcomingmonths. Top teams will be given a seed fundingof up to USD 1000 each, to implement theiraction plans and carry out sustainabilityactivities on campus. The reports from theseteams will be uploaded and updated on theSAYEN website and their individual profileson the contest page. The teams with the largestHandprint in their region will be adjudgedwinners and awarded the Handprint flag inan award ceremony at the end of 2014. Thechallenge is to be launched in mid-July, 2014.The project was approved by UNEP in March2014.

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4Experiencing Nature

4.1 Sundarvan ñ Nature DiscoveryCentre

4.1.1. Visitors

Sundarvan received 80696 visitors, including48325 children and 32371 adults, during thereporting period. A total of 9738 students and1346 teachers from 191 schools visited duringthis year.

4.1.2 Reptile Awareness Programmes

Reptile Awareness Programmes, including theSnake Awareness Programme, were conductedfor the park visitors every Sunday. It wascarried out for 30 schools on other days, inwhich about 1400 students and teachersparticipated. A half day workshop on reptileawareness and rescue was conducted for 50staff members of TATA Motors on June 14.Sundarvan staff regularly attends reptilerescue calls from the public. One hundredand eighty three snakes and other reptileswere rescued during this period.

4.1.3 Discover Bats Programme

Sundarvan has about 300 bats roosting in itspremises. In order to create awareness aboutbats, Sundarvan conducted four bat awarenessprogrammes for school students and thegeneral public. About 102 school childrenand teachers and 84 persons attended theseprogrammes.

4.1.4 Other Programmes

One day programmes for students wereconducted on request at Sundarvan: for threebatches during May, and for one school eachin December 2013 and February 2014. In all,162 children participated in theseprogrammes. In collaboration with India Post,Gujarat Circle, Sundaravan jointly organiseda philately exhibition on the theme of IndianWildlife during June 5-9, 2013, as part of theWorld Environment Day, which was open tothe public. Various activities such as exhibitionof wildlife photographs, photographyworkshop, face/body painting, snake and batawareness programmes, expert talk onreptiles, nature watch at Polo forest and quizand drawing competitions for schools wereconducted during October 2-8, 2013, as part ofSundarvanís Wildlife Week celebrations. Tocelebrate World Wetlands Day, a birdwatching trip was organised to Thol BirdSanctuary on February 2, 2014.

Apart from the above activities, networkingand partnership projects have beenestablished with the Rotary Club andAhmedabad Builders Association to expandthe centreís education programmes andimprove its visitor interpretive facilities.

Participants from TATA Motors attendingSundarvanís Snake Rescue Programme

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4.2 Nature Camping

Nature Camping and Nature Watchprogrammes, which were part of Sundarvanearlier, have been shifted to the RuralProgrammes Group since last year. The projectaims to inculcate a sense of appreciation fornature among the participants, make themaware of the diversity in nature and motivatethem towards conserving the same. Duringthe year a number of adventure camps, naturecamps and nature watch programmes wereorganised where nature lovers from differentprofessional and academic backgrounds aswell as age groups participated. Camps wereconducted at Mt. Abu, Balaram, Purna andHingolgadh sanctuaries, Marine Camps atBeyt Dwaraka, and Desert Camps at the LittleRann of Kachchh (LRK).

During the year, Mountain Camps wereconducted at Mt. Abu for 10 batches, includingtwo adventure camps. More than 650participants attended these camps. One groupfrom a rural area with less privileged childrenwas partially sponsored by well-wishers ofSundarvan Camps Programme. Besidestrekking, nature watch and camping activities,sloth bear sighting as always remains one of

the most thrilling experiences of the camps atAbu.

Six camps were organised at Sembalpaniwithin Balaram Sanctuary, Ambaji.Sembalpani is a remote tribal area withdeciduous forests near the famous temple townAmbaji. These camps provided experienceslike long trekking, rock climbing, rappellingand bird watching along with glimpses oftribal culture. About 250 children participatedin these camps.

Marine Camps, attended by 35 batches with1554 participants spread over 92 days ofcamping, were a hit as in earlier years.

Dolphin citing at Beyt Dwarka

Adventure Camp at Mt Abu

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Watching dolphins, corals and a myriad ofother marine life with plenty of algal growthmake it a memorable camp for everyone.

For the first time CEE conducted Desert Campsat CEE Halvad site in February 2014. About143 students in four batches attended thecamps which were spread over 19 days. Thedesert is a different world spread overthousands of kilometres with a unique ecotoneand its own unique biodiversity. Watchingherds of wild ass running across the vastopen patch of landmass extending to thehorizon is an unforgettable sight. The desertalso hosts a variety of avifauna includingflamingos, cranes and other birds.

Other camps organised include the ForestCamp in Purna Sanctuary in South Gujarat,Monsoon Camps at Hingolgadh, and campsto explore the ravines of Mahi River nearVasad.

Our Watch Programmes also continued thisyear. Besides the Sarus Watch at Kheda, WildAss Watch, Chinkara Watch and Black BuckWatch programmes were conducted in

Ghudkhar. For each of these, informativebooklets were prepared for distribution amongparticipants.

In all, 65 batches of nature camps wereorganised involving more than 3300participants.

4.3 Experiencing Nature Camps

4.3.1 CEE Karnataka

CEE Karnataka organised Nature EducationCamps for 19 schools and two collegescovering over 1050 participants in 23 batches.These camps were conducted at DandeliAnshi Tiger Reserve, Cauvery WildlifeSanctuary, Nagarhole and Bandipur TigerReserve, Parambikulam Tiger Reserve inKerala and Sinharaja Rainforests in Srilanka.In these camps participants explored thewilderness and experienced nature first hand.

4.3.2 CEE North

4.3.2.1 Nature Camp at Sandi Bird Sanctuary

To launch the nature camp programme inUttar Pradesh, CEE North organised its firstcamp at Sandi Bird Sanctuary in November2013, in association with Uttar Pradesh ForestCorporation (UPFC). The UP ForestCorporation has been designated as the nodalagency for promoting ecotourism in the statein which nature camps for school students isone of the key components. CEE North isactively involved in this initiative to promoteenvironmental education in schools throughnature camps.

A group of 30 students along with threeteachers from Kendriya Vidyalaya and City

Desert Camp - visit to Agariyas

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Montessori School, Lucknow participated inthe camp. The sanctuary is located 150 kmfrom Lucknow in Hardoi district. The RangeOfficer of the Sanctuary briefed the studentsabout the sanctuaryís key features andinformed them about the doís and doníts. TheCEE North team then conducted the entirecamp with various educational activities.Three more camps were organised at Sandiand Nawabganj Bird Sanctuaries. More than120 students joined the day long nature campsat these sites.

4.3.2.2 National Nature Camping Programme

Understanding the need for connectingstudents with nature, the Ministry ofEnvironment and Forests has initiated aNational Nature Camping Programme(NNCP) for eco-club schools. In February andMarch 2014, CEE North, with support fromUPFC and UP Forest Department, organisedfive nature camps for NGC schools of Lucknow,Uttar Pradesh and West Champaran, Bihar.The school groups attended the three daysand two nightsí nature camping programmeat Suhelwa Wildlife Sanctuary, Balrampur andKaterniaghat Wildlife Sanctuary, Bahraich,Uttar Pradesh. Around 240 students and 10teachers from seven NGC schools participatedin the five camping programmes. The objectiveof the camps was to provide eco-club membersan opportunity to visit landscape andexperience the rich flora and fauna, therebydeveloping a concern for their conservationas citizens.

This camp of three days and two nights wasfull of activities that students enjoyed everymoment. The students were introduced tointeresting features of the sanctuary, various

eco-systems, threats they faced andconservation measures being taken. ëHave funand learní games enabled them inunderstanding nature better. The eveningswere filled with cultural activities and quizesaround a bonfire. This was a first timeexperience for most of the students and itrejuvenated their mind and soul and sent avibration of enthusiasm through them whilein the midst of the green, comforting andpleasing environment.

4.3.3 CEE Andhra Pradesh

4.3.3.1 Nandanavanam

CEE implemented ëNandanavanam ñ NatureEducation in Parksí, programme supportedby Greater Hyderabad Municipal Corporation(GHMC), Hyderabad with coordinationsupport from Sarva Shiksha Abhiyan (SSA)/Department of Education. This programmewas implemented in 100 schools of RangaReddy and Hyderabad Districts. The aim ofthe programme is to create awareness on theimportance of trees, biodiversity andenvironment through park based environmenteducation activities, and developing a schoolgarden with both ornamental and medicinalspecies, as well as trees

Process:

• GHMC has 15-18 major parks in the city.Government or private schools located 1-3km from the park were selected toparticipate in the programme.

• The teachers in charge in the selectedschools were trained in the biodiversityand other aspects related to the park usinga Manual developed for the purpose.

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• The trained teaches brought students fromStd 8 and/or 9 to the parks and conductedthe activities suggested in the manual.Schools completed the activities over twoor three visits to the park in an academicyear based on its convenience. Entry to theparks was free for these schools.

• During their visit to the parks, CEE stafffacilitated and supported the teachers.

• Green Clubs were formed in each schooland were given responsibility for thedevelopment and maintainece of a garden.CEE staff oriented the Club members onthe development and maintainece ofgardens.

CEE regularly monitored, facilitated andsupported the schools to successfullyimplement the programme. At regular

intervals, materials like wall magazine(containing information on the environmentand biodiversity related issues) andnewsletters to share the happenings in theprogramme with other schools) were sent tothe schools.

4.3.4 CEE Chhattisgarh

School children from the villages surroundingAchanakmar Biosphere have been attendingnature camps to experience nature first handand have also learnt the cultural folk dance ofthe region. They even perform for tourists atthe cultural centre attached to the ForestDepartment guest house during weekends.With the help of CEE, women run SHGs andvolunteers, these children are disseminatingknowledge and awareness about the need andimportance for forest conservation.

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5Communicating Environment

Through the Media

5.1 ENVIS ñ EnvironmentalInformation System

ENVIS (Environmental Information System)is a programme of the Government of India,Ministry of Environment, Forests 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) and managesinformation in the domains of EnvironmentEducation (EE) and Education for SustainableDevelopment (ESD). The followingmechanisms have been set up at CEE forfulfilling the ENVIS responsibilities andobjectives.

1. Database (E-Library) ñ ENVIS collection atCEE ISC

2. Education for Change newsletter

3. Green Teacher website

4. Query Response Service

5.1.1 Database (E-library)

The E-library is an online repository of books,journals and articles related to environmentaleducation and sustainable development. Theinformation will be useful for educators andpractitioners in the field. The objective of thiseffort is to develop and maintain collectionsonline and use them to support the needs ofusers.

5.1.2 Education for Change: ENVISNewsletter on EnvironmentalEducation

This is an annual publication of the ENVISCentre on Environment Education. It featuresauthored pieces by experts from different fields,experiences, interviews and reviews oforganisations, books, abstracts, reports, events,etc. relevant to biodiversity, EE and ESDthemes.

A 32- page, four colour annual issue of theEducation for Change newsletter was broughtout for the year 2013-14. The newslettercovered various articles on EE and ESD. Themain focus of the newsletter this year isconservation awareness and actions. The printrun for the annual issue for 2013-14 is 2000copies. The soft copies of current and pastissues are made available onwww.ceeenvis.nic.in (ENVIS website on EEmanaged by CEE) and http://education-for-change.blogspot.com.

5.1.3 CEE ENVIS Website

CEEís ENVIS site www.ceeenvis.nic.incompatible with the NIC platform has beendeveloped to meet the ENVIS objectives moreeffectively. The structure of the website and itssection and sub-section pages has beendeveloped and are being updated regularly.The site is currently hosted on http://www.ceeindia.org/nicenvis/enduser/home.aspx for trial-testing.

5.1.4 Query Response ManagementServices

The Query Answer Management Service isanother significant function of the ENVISCentre. The ENVIS Secretariat solicits enquiriesacross regions and strives to answer them.

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During the reporting year, the ENVISSecretariat has answered 90 queries relatingto various subject categories.

5.2 The Srushti Mitra Awards 2013

The Srushti Mitra Awards were instituted bythe Environment Department, Government ofMaharashtra in 2010. The objective of theAwards is to promote environmentalawareness among people and students andencourage them to take positive actions thatbenefit the environment, On behalf of theEnvironment Department, CEE is managingthe implementation of the award since itsinception.

The 3rd edition of the Srushti Mitra Awardswas launched on World Environment Day2013, with the inviting of entries. Entries wereinvited under eight categories from studentsand the general public in Maharashtra. Thecategories for the Awards were as follows:

• Environment Project

• Environment Bal Sahitya

• Environment Slide Show

• Environment Photographs

• Environment Slogan

• Eco Club

• Case Study on Environment Education

• Womenís Contribution in EnvironmentConservation

Evaluation Criteria were set as per theobjectives of the Awards and its variouscategories. Sixty three entries received SrushtiMitra Awards, and another twelve entriesreceived certificates of appreciation. Thewinners were felicitated by the EnvironmentMinister, Maharashtra.

A poster exhibition of the winning entries wasdesigned and conducted to showcase thesuccess stories of the awarded projects andcreations. This exhibition was displayed atthe Awards function for visitors and themedia. A souvenir book Abhivyakti SrushtiMitranchi 2013 and SMA Calendar 2014 werealso launched at the awards function. Thesouvenir book is a compilation of winningentries under eight categories and entries thatreceived appreciation along with a calendarconsisting of photographs of Srushti MitraAwards of the past three years.

5.3 CEE North - FortnightlyFeatures on Environment inDLA newspaper

CEE North has joined hands with the DLAGroup of Publications by signing anMemorandum of Understanding (MoU) underits Paryavaran Mitra initiative. Under theassociation, CEE as knowledge partner,contributes a one page fortnightly feature onenvironmental and sustainable developmentissues and concerns for the DLA newspaper.DLA has a daily midmorning Hindinewspaper that reaches out to over 3.68readers every day, predominantly in WesternUP with its editions from Agra, Meerut, Jhansiand Delhi.

As undertaken, CEE contributed an articleevery fortnight adding up to 24 articles duringthe year. The articles revolved around theenvironmental days in each month and theirthemes. Apart from creating awareness oncontemporary environmental issues, this wasan attempt to share ideas for handprint actionto a wider group of people and to encouragethem to adopt or act on some of these ideas intheir lives.

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6 EE Through Interpretation

6.1 Protected Area Interpretationand Ecotourism (PAIE) Group

6.1.1 Home of the Tiger InterpretationCentre at Similipal Tiger Reserve,Odisha

An Interpretation centre themed around atigerís life and habitat was conceptualised,designed and installed at Jashipur, near theSimilipal Tiger Reserve in Odhisha. The centrehas several rooms with different themes suchas predators, other animals co-existing withthe tiger, a tigerís life, elephant ecology, tribaland other forest dwelling communities, andthreats and conservation measures. The abovesaid themes are depicted through largedioramas with 3D animal models, photo-textpanels and a touch-screen interactive. Waysidesignages have been installed on the campus ofthe centre which give information about someof the important fauna of Similipal TigerReserve.

6.1.2 Sukhna Lake Nature InterpretationCentre

Sukhna Lake is an artificial lake created in1958, and is situated in the city of Chandigarh.

Apart from being a great recreational spotwhich receives a large number of visitors, thelake has significant biodiversity too.

The Sukhna Lake Nature Interpretation Centreat Chandigarh has been set up for the purposeof informing the visitors about the lake, itsconservation and ecological values, theimportance of wetlands, also forest ecology.On display in the Centre are various exhibitssuch as photo-text panels, dioramas and life-size animal and bird models, high qualityaudio-visual interactive, murals, and so on. Abilingual (English and Hindi) interactivetouchscreen complements the other exhibitsand interactive and informs visitors about theecological and conservation values of SukhnaLake.

6.1.3 Other Projects

Currently, the installation of the outdoorexhibits is going on at several locations: theMelghat Tiger Reserve, Gorewada Lake,Nagpur and Bor Wildlife Sanstuary.

The Interpretation Centre built at ChilikaLagoon, Odisha by CEE is being revampedand is currently in the installation stage.

Similipal Interpretation Centre

Sukhna Interpretation Centre

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Interpretation Centres at Bison Lodge,Pachmarhi and Gorumara National Park,West Bengal are under development.

6.1.4 Water is Life!

As part of Indiaís celebrations of theInternational Day for Biodiversity, aninnovative poster was developed for theMinistry of Environment and Forests. As thetheme declared by the United Nations, for theyear 2013 was 'Water and Biodiversity', theposter was designed to depict a snapshot ofhow all life forms on Earth, including humanbeings, are connected by water.

While a common poster would be useful forpassive learning and recapitulation of facts,this poster was specially designed and invitesactive participation of the viewers (viz.students). It was designed in two colours, butwith the potential to come alive when thestudents actively participate and fill-in colours,and give in a title to it in their own language.

was taken to ensure that the poster serves as auseful resource for teachers to help theirstudents learn about: the importance of waterfor all life forms and the precious nature ofwater. Activities provided on the reverse ofthe poster encourage students to identify andname the local natural features which lendsthe activity a familiar context. A competitionwas also conducted for school students by theMinistry of Environment and Forests.

6.1.5 Barnawapara Wildlife Sanctuary,Chhattisgarh

CEE had setup an interpretation centre atBarnawapara Wildlife Sanctuary with theForest Department in the State. As somemaintenance was required in the kiosksinstalled, a team of technical experts fromCEE Ahmedabad travelled to Raipur,identified the flaws and conducted successfulrepairs.

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7Knowledge Management for

Sustainability (GCS)

7.1 Research Project on MiningSector in Goa

The Department of Science, Technology andEnvironment (DSTE) had entrusted with CEEGoa State Office a two year research project onAssessing the Quality of EnvironmentalImpact Assessment (EIA), Compliance ofEnvironmental Clearance (EC) Conditions andAdequacy of Environmental ManagementPlans (EMP) of the Mining Industry in Goa.

CEE, with its expertise in dealing withenvironment and development issues, andunder the expert guidance of Prof. MadhavGadgil, had undertaken the study using afully transparent and participatory approachright from the start of the two year project inApril 2011. The Goa State Pollution ControlBoard (GSPCB) made 95 EIA, EC and EMPreports available for examination. The researchobjectives of this study were to:

a. Develop a scientific tool to assess thequality of EIAs, compliance of ECconditions and adequacy of EMPs of theMining Industry in the state of Goa;

b. Ground-truth the findings with regard tolocal environmental parameters; and

c. Based on the study, developrecommendations to improve the processof EIA, EC and EMP.

CEE submitted its final report in January 2014with a complete assessment andrecommendations to improve the EIAdevelopment process, compliance of ECconditions and effective EnvironmentalManagement Plans for the mining industry.

7.2 European Union-India FreeTrade Agreement Study

The European Union has commissioned astudy by the Ambedkar Institute of LabourStudies, Mumbai, with the aim ofunderstanding the impacts of EU-India FreeTrade Agreement on human and social rightsissues. This study is based on the findingsfrom the International Labour Organizationand the World Trade Organization studies onissues of globalisation and informal sectorjobs in developing countries. The cited studyshows that economic dynamism and growthdo not automatically reduce the highinformality rates in the economy andemployment in a country like India.

The purpose of the study is to promote openconstructive dialogue with civil societyorganisations on issues that are directlyrelevant to the FTA debate. The study is jointlyhosted by the European Institute of AsianStudies with Ambedkar Institute of LabourStudies and Maniben Kara Institute. Asubsection of the study is jointly undertakenby CEE with Nirman, Mumbai; EmployeesFederation of India; SEWA, Ahmedabad;CDEAR, Indore; and Stree Mukti Sanghatana,Mumbai. CEE is studying the perceivedenvironmental impacts of this Agreement inIndia.

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8Industry Initiatives

Sustainable Business and ClimateChange Group

CEE's Sustainable Business and ClimateChange (SBCC) Group works on variousaspects of business sustainability and climatechange themes at local, national andinternational levels. Its guiding philosophyin working with industries ñ small and large- is ensuring environmental and resourceefficiency, pollution prevention and ensuringsocial and environmental accountability andcompliance. The activities taken up involveinformation servicing, training and capacitybuilding of decision makers, cleanerproduction, energy efficiency and wastemanagement, linking industrial activities withenvironment protection and developingcorporate social responsibility projects.

The groupís focus on climate changeeducation integrates an ESD approach inmainstreaming climate change into highereducation systems. The initiative focuses onunderstanding and communicating trends inenergy and climate with specific reference toequity and access.

During 2013-14, SBCC undertook projects ofa varied nature with support fromgovernment departments, corporate groupsand other donor agencies, covering a widerange of themes including energy transition,energy efficiency, climate change mitigationand adaptation, waste management andresource recovery, compliance andstakeholder engagement, business andsustainability education and training.

8.1 Clean Development Mechanism(CDM) Project on Afforestationand Reforestation

CEE is working with the Department ofForests, Government of Gujarat to developCDM projects on Afforestation andReforestation. The tasks involve developmentof a project idea note and project designdocument. As part of the activity, CEEundertook field visits for identification ofproject sites and carried out stakeholderengagements at two locations for assessingproject participantsí willingness andparticipation. Subsequently fieldmeasurements and calculations were carriedout.

The finalised Project Concept Note wassubmitted to the National CDM Authority.

The Project Design Document submitted tothe Forest Department of Gujarat for themangrove plantation project is in thefinalisation stage. The work on thedevelopment of a second project is underwaywith the site identification completed and theinitial drafts of the project concept note andproject design document under consideration.

8.2 Energy Efficiency Network ñStandards and Labeling Practiceon Appliance Energy Efficiency

This activity aims to develop a group of 10-15 civil society organisations working on/interested in the Appliance Standards andLabeling (S&L) programme of the Bureau ofEnergy Efficiency (BEE) and create a networkon Energy Efficiency. The network ñ EENet -held three meetings to discuss the currentgaps in the S&L process and to increase CSOparticipation in it.

The network developed a position paper toidentify areas that require strengthening inthe S&L practice and develop mechanisms to

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address these through a participatoryapproach.

8.3 Knowledge Centre on HazardousWaste Management

In partnership with Naroda Enviro ProjectsLtd. (NEPL), CEE has been involved inresearch studies for devising solutions toreduce the hazardous wastes load at landfillsites. One of the ways for this has been gettingone industry to use the hazardous waste fromanother, thereby making the ëwasteí of oneindustry the ëresourceí of another. As a partof this, use of blocks/bricks from small andmedium scale enterprise (SMEs) units of steelrolling mills in brick or road making processesis being explored.

The objective of this study was to create awaste exchange network under the ambit ofëIndustrial Ecology and Eco-IndustrialDevelopmentí. The initiative mentionedabove is in a nascent stage and the use of thesteel rolling mill waste in the brickmanufacturing industry will be explored afterconfirming standards for strength and toxicitytests. Simultaneously, CEE also conductedstudies for utilisation of textile effluent sludgeas fuel in captive boilers.

8.4 Low Carbon Report ñ For aSustainable India

CEE worked with a group of NGOs andinstitutions from India and Germany todevelop a first of its kind study aimed atintegrating development concerns in a climatemodeling framework. The report wasdeveloped by Integrated Research for Actionand Development (IRADe) and providesimportant insights for the Indian low carbon

development policy debate. It has set forth avisionary development scenario for the periodtill 2050, which is based on meeting adevelopment threshold that accounts forhuman well-being indicators.

With this as the foundation, two India-specific low carbon development scenarioshave been overlaid, based on a calculatedcarbon budget for India on per capita equitybasis. The mitigation measures required underthis scenario lead to lower per capita CO2emissions in 2050, from 13.1 tonnes in thevisionary development scenario to 5 tonnesand 4.1 tonnes in the two low carbonscenarios considered. These low carbonscenarios are consistent with the goals to endpoverty and to promote sustainabledevelopment.

A major conclusion of the study is that thevisionary development pathway does notinvolve any significant cost compared to theëbusiness as usualí scenario, and also attainsthe threshold values of well-being indicatorssooner. The study, thus, has the potential toplay a critical role in advancing political andpublic discourses on integrated climatechange mitigation and development in India.

The study emphasises increasing theinvestment in development goals, especiallyon sectors such as education and health;scaling up of renewable energy; and bringingenergy efficiency to a level where it is able tomeet its full potential in various sectors. Thestudy also suggests that expansion of lowcost mitigation options, innovative solutions,and indigenous, decentralised energy optionswill aid in rapid infusion and leapfroggingfrom the conventional fossil fuel-basedpathways.

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The report, Low-Carbon DevelopmentPathways for a Sustainable India thereforeattempts to provide a larger vision anddirection for the paradigm shift to low carbonoptions by the middle of the century whilemeeting development objectives and reductionof poverty.

The research study initiated in the year 2011concluded with the launch of the report onFebruary 5, 2014 at the India InternationalCentre, New Delhi.

8.5 Evaluating Climate ChangeProjects ñ The Earth CareAwards

The Earth Care Awards on Climate ChangeMitigation and Adaptation are instituted bythe JSW and covers SCARC countries. CEE isthe knowledge partner for the Awards, whoseprocess is being coordinated collaborativelyby SBCC group and Urban Programme group.

The Awards, which aims to recognise effortstowards mitigation and adaptation initiativesby industries, communities and individuals,stepped into its fifth year. The fifth edition ofawards was launched in 2013 and theprocess of evaluation and assessment of theapplications received from the SAARC region,numbering 104, was conducted by CEE.

The evaluation process was well defined andsupported with a technical andmethodological framework for assessment ofGHG mitigation and adaptation parameters.The evaluation team visited the sites of theshortlisted applications for verification andunderstanding the local climate changeimperatives.

CEE was actively involved in all stages of theprocess: developing/finalising the assessment

criteria, shortlisting applications, preparingfield evaluation tools, conducting fieldevaluations, and presenting the findings tothe ECA jury. Besides finalising the winnersfor 2014, a case study book titled Coping withClimate Change highlighting success storieson climate change adaptation and mitigationhas also been prepared.

8.5.1 Earth Care Awards ñ CEE Central

CEE Urban leads two of the categories of theEarth Care Awards - Innovation for ClimateProtection and Community based Adaptationand Mitigation to Climate Change. Thefollowing activities were undertaken as partof the process for 2014:

• The Award process was set and thestrategies for communication and outreachof the award were decided. The activitycalendar was planned and the tasks ofthe partners were delegated. Publicityevent and meetings were organised atKolkata and Chennai with the involvementof some past awardees. Eg. An outreachevent for the award was held by CEEKolkata on June 14, 2013 to helpparticipants understand more about theawards and to facilitate the applicationprocess.

• The applications were received andprocessed in the respective categories.Initial assessments of the applicationswere conducted by the teams andapplications were shortlisted based on thecriteria of assessment and in discussionwith the jury mentors for each category.

• Field evaluations of the shortlistedapplications were undertaken by the teamsfor verification and fact finding. Criteriafor evaluation of the applications were

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suggested and a tool and matrix for thefield evaluations were developed for eachcategory. Findings from field evaluations,referencing and verifications weredocumented and presented in the jurymeeting for final selection of awardees.

• Developed case studies on success storiesof climate change mitigation andadaptation as a compendium and shortvideos, gave inputs for development ofmedia and publication materials likemedia connect stories, newspaper articlesand advertisements, brochures andexhibit displays.

8.6 Energiewende: Discussing anIndian Energy Transition

The project Energiewende: Discussing anIndian Energy Transition aimed to introducethe concept of the policy toolset of the GermanEnergiewende as one possible way towardsa low-carbon society, to relevant decisionmakers and stakeholders in India. The projectstarted in September 2013 and the first quarter- September to December 2013 - concentratedmainly on the development of the backgroundpaper. It included an introduction to theEnergiewende in Germany and to the Indianenergy landscape.

During the second project phase - January toApril 2014 - the background paper wasfinalised for distribution at the EnergiewendeRoundtable Discussion events. Fiveroundtable discussions were conducted inKolkata, Bangalore, Pune, Ahmedabad andDelhi between February 24 and March 7,2014. The roundtable discussions hadaround 130 participants from variousprofessional backgrounds. The discussionsfocused on potential take-aways from the

German concept and on possibilities andbarriers of an energy transition in India.

Ms. Rebecca Bertram from the Heinrich BoellFoundation in Washington DC was invitedas a resource person to present the conceptand current state of the Energiewende inGermany. At each event, she gave acomprehensive presentation and answeredvarious questions about - amongst others -Germany's motivation behind theEnergiewende and its economics. Thepresentations were followed by Indiandiscussants sharing their views on differentaspects of an Indian energy transition andpossible take-aways from the Germanexperience.

The Energiewende Roundtable Discussionswere very fruitful in all five cities and theparticipantsí interests and pre-knowledgediffered from location to location. The debatesvaried from capacity building about theEnergiewende in Germany and the Indianenergy regime (Kolkata), to analysis of theIndian renewable energy potential anddiscussion on stakeholder involvement(Bangalore), to experience sharing about thevarious challenges faced when implementingrenewable energy (Pune), to technicaldiscussions about different renewablessystems and existing policies (Ahmedabad)to national policy debates (Delhi). TheRoundtable Discussions prepared a soundground in order to move to the next step ofinvolving the participants and furtherstakeholders in a national event about policyplanning.

The project objective of initiating a debate inIndia about a possible Indian energytransition by fostering trust in renewableenergies and energy efficiency, and exploring

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different ways forward in terms of policy andfinancial structures, was certainly achievedby the five roundtable discussions.

8.7 Sustainable Development Goalsñ Energy and Climate Change

CEE has been assigned the task of developingbaseline documents and drafting sustainabledevelopment goals on identified thematicareas. The SBCC group developed SDGreports on two thematic areas ñ Energy andClimate Change. The documents are designedso as to also provide insights into the countrypolicy outline, processes and achievements.

As part of the activity, an inter-ministerialmeeting on Energy was conducted, in whichCEE presented the document and recordedthe comments and insights on it. The reportprovides information on India's efforts to meetaccess to sustainable energy for all and linksthe Indian context to the international energydiscussion. The document takes intoconsideration Indiaís plan process and policyframework as provided by the PlanningCommission and various line ministries. Thebaseline identified has been analysed in thelight of international discussions andproposals and the report concludes withsuggestions on SDGs for the energy sector,focussing on energy access for all, cleanenergy and its productive use as well asdemand side management.

8.8 Participatory Monitoring andEvaluation of Port Development

CEE has initiated the implementation of theconceptual framework based on participatorystakeholder engagement for improvingenvironmental and social performance inspecial industry development zones. It is

expected that independent monitoring andevaluation, and consultation at local levelwould minimise complaints and alternativefindings in their half yearly reports.

The objectives of participatory monitoringand evaluation are:

• Developing a conceptual model which canbe adopted across various sectors and notlimited to SEZ/CRZ. These could be atgeographic level or sectoral level likemining, power, port, etc. Consensus onthe same will lead to step two.

• Developing a pilot case, supported by anindustry that is willing to undertakeparticipatory environment monitoringalong with providing seed capital toinitiate and test the efficacy of the modelproposed. Success of this step will lead tostep three, thus paving way to itsreplication and creation of a selfsustaining structure both in terms oftechnical and financial resources.

• A long term vision plan post success ofthe proposed model, garnering supportfrom the MoEF&CC and industries acrosssectors

CEE initiated the development of a pilotproject at Mundra Port, Kutch, with supportfrom Adani Ports SEZ Ltd. The initiative willinvolve creating stakeholder engagement,developing a network of colleges andbuilding capacity of the community toindependently monitor the performance ofthe industry and the region on the humanand sustainable development indices.

8.9 Environment Magazine -Gujarat Pollution ControlBoard

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CEE, in order to further its outreach toregulatory agencies and industries, isworking closely with the Gujarat PollutionControl Board to bring out success storiesand good practices in resource conservation,resource recovery, and pollution control andprevention. It also seeks to inform industriesand the general public on guidelines,notifications and regulations brought out bythe Board/Government.

In the current year CEE has started workingon a magazine titled Environmental Action.The magazine has contributions fromscientists and officers from GPCB and CEEalong with industry representatives.

8.10 Climate Change Workshop ñClimate Communication withNGOs and Media

BBC Climate Media Action and CEEconducted a workshop at CEE Ahmedabadcampus on the communication of climatechange. The idea of this workshop was tounderstand climate change and itscommunication needs, viz. developing broadbased understanding of climate changecommunications. The workshop alsoprovided insights into the work undertakenby BBC Climate Media Action and the climatechange communication tools developed by it.

The workshop sought to identify and extractlessons on the gaps in climate communicationand how the tools developed can be furtherstrengthened to communicate climate changeat local level. Through this, CEE would get toestablish a network of NGOs and create adatabase that would help leverage its workon climate change adaptation.

The workshop was conducted NGOsworking on Climate change issues in differentsectors in Gujarat. It provided an opportunityto the participants to reflect on their currentcommunication strategies and develop moreinformed climate change communication intheir respective areas of interventions.

8.11 Delivery of Course Modules atAhmedabad University

SBCC group undertook delivery of twomodules at Ahmedabad University: (a)Business Sustainability and ICT and (b)Sustainable Development with specificreference to Green IT. These modules werepart of a larger programme aimed atintegrating environmental sustainability andEducation for Sustainable Developmentapproach in higher education institutions.

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9Sustainable Rural Development

9.1 Hingolgadh Eco-developmentProgramme (HEDPro)

Background

CEE has been working with the ruralcommunity in Jasdan Block since 1988 forsustainability education. The Jasdan Blockoffice works as a Resource Centre for providingsupport services, guidance, reliable and needbased information services, capacity buildingprogrammes, facilitating governmentprogrammes and schemes, demonstratingvarious sustainable livelihood options andmarket linkage support to the community.Institutional building has remained a majorstrategy towards achieving ground results.CEE has initiated and is supporting 63Paryavaran Vikas Mandals (PVMs), whichare functioning as village level sustainabilitypromoting institutes and through which CEEfacilitates sustainable development in theproject villages.

Some of the major activities of HEDPro duringthe year include:

• The Gram Nidhi project initiated in 2005,provides eco-enterprise fund forsustainable agriculture and livestock

production, agro-processing and valueaddition, and non-farm micro-enterprises.During the year 35 eco-entrepreneurs weresupported with a total fund of about Rs.5.60 lakh. Some of the enterprises initiatedinclude nursery, cultivating traditionalfood and pulse crops, organic farming,horticulture and floriculture, purchasinglivestock, making cowshed/animal sheds,buying fodder, landscape management andsoil-water conservation. The entire fundingprocess is administered and monitored bythe Narmada Trust initiated by CEE, whoalso guide and facilitate the project. Everythree months the Gram Nidhi CoordinationCommittee meets to scrutinise fundingapplications and approve the funding.Funding is given, not directly to individuals,but to SHGs who then fund the individualmembers. This ensures greateraccountability; even after a decade, 100 %loan recovery is the norm.

• Under the Gram Nidhi SustainableAgriculture Promotion project, every yearmore than 200 farmers are providedsustainability education. Their agro-produces employ Non-PesticideManagement practices which benefits

For HedPro - Eco-entrepreneurs

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consumers. On the same line this year,Jasdan office took up the challenge ofreintroducing a traditional variety of pearlmillet known as Babapuri. This sturdy,long, drought resistant variety from thisregion was once known for its special tasteand aroma, as well as its use as fodder butnow is in danger of being wiped out.During this year, 40 farmers were givenseeds to cultivate this variety in one bighaof land each, with the understanding thatthey would return five times the seeds givento them. The programme was quite asuccess: farmers got good crops and CEEhas a permanent seed bank of the Babapuripearl millet variety.

• More than 100 processed and value addedproducts developed through Gram Nidhiare being sold under the brand name ofSatvik. During the financial year, sale worthmore than rupees Rs. 17 lakh have beenachieved through participation in organicfood fairs and agro fairs organised atvarious places including Ahmedabad,Rajkot and Vadodara. More than 200women from landless and marginal farmerfamilies are earning their livelihoodthrough these enterprises.

• To facilitate easy and timely access to goodquality bio-pesticides, organic growthpromoters, organic manure, micronutrients, traditional seeds and otheragricultural input at appropriate cost, aproducer company Sahyog was launchedin 2010. It has 232 farmers as members.During the year, apart from sale, Sahyogwas also actively involved in promotion ofeco-technologies in farming. It also servesas an information provider for farmers inthe region. As in every year, the annualmeeting of its member farmers was

organised in May. The total turnover ofSahyog during 2013-14 was approximatelyRs. 13 lakh. Sahyog also distributedvegetable seeds and a fruit tree sapling toits members.

• Jasdan Field Office is involved in plantationprogrammes in the region. For this purpose,every year CEE Jasdan approaches variousnurseries in the Saurashtra region to getquality saplings. Plantation on farmboundaries, schools, public lands andbackyards is being undertaken with theinvolvement of the communities. This yearalso about 9500 saplings were distributedamong the community at nominal charges.Over the years, this programme has addedto the tree cover in the region while alsohelping the community meet their fuel-fodder needs.

9.2 Gramshilpi

The Rural Programmes Group of CEE, inpartnership with Gujarat Vidyapith, runs theGramshilpi programme since 2007. Every yeara batch of graduate and post graduate studentsjoin the programme to pursue their career bycommitting themselves to the cause of ruraldevelopment.

The programme aims to provide extensivecapacity building inputs and initial financialsupport to selected students of GujaratVidyapith to work towards holistic ruraldevelopment. Gramshilpis get a monthlystipend for their personal and programmaticneeds during the initial two years, after whichthey are independent and have to generatetheir own earning while working withcommunities.

As of now, 11 Gramshilpis have taken up thecause of rural development and have settled

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down in villages, undertaking variousactivities.

The major thrust areas of the Gramshilpiísactivities are education, health, sustainablenatural resource management, promotingsocial equity and entrepreneurship support.In their adopted village, the Gramshilpi playsa role similar to a mobile information centre.They have become a guide for villages inmatters pertaining to education, career,administrative procedures for villagers to gettheir lawful entitlements and other rights.They also provide village updates regardingvarious rural developmental and agricultureschemes.

Apart from this, those who have settled in theremote tribal areas are also working towardsconserving tribal culture and practices. Theyalso support migratory families by runningresidential facilities for their children to ensurebetter education.

In the year 2013-14, three post graduates wereselected for the project as Gramshilpis, basedon the selection process conducted by CEE forthe Vidyapith students. After twenty one daysof initial contact session, they have selectedvillages from three different districts. Theircapacity building and need based trainingcovered content like primary education,elements of earth, methodology and skillmodule. Senior Gramshilpis also join thistraining process as facilitators and motivators.

Key Highlights

One Gramshilpi - Mustukhan Sukh - has beenawarded with Jagrit Jan Sanman by Jagrut JanTrust, Ambavadi, Ahmedabad for hiscommitment to the tribal people of BanaskanthaDistrict.

Gramshilpi Jaldeep and his wife Snehal haveselected Pedhamali village in Mehsana fortheir work. They are working mainly on threeissues: Education for children, CommunityHealth and Sanitation, and Womenentrepreneurship through SHG.

The milk cooperative of Pedhamali, (DistrictMehsana) promoted by Jaldeep-Snehal, is theonly dairy affiliated with Dudh Sagar Dairy,which is being run by a womenís group.Snehal has recived the ëGujarat Women of theDecade Achievers Awardí, from Mrs.Anandiben Patel (then Minister of Revenueand Urban Development).

Gramshilpi Ghanshyam (Chimipatal,Umarpada Block, Surat District) mainly workson the issues of migratory children andcommunity health. He provides residentialfacility for about 20 children of migratingparents, because of which they are able to stayback and continue their studies.

Gramshilpi Dasharathís work focuses onëoverall development and education of thechildrení from his village. Another interestingaspect of his work is promoting solar energybased equipment. He manufactures and sellssolar lanterns and also carries out repairingwork of other solar equipment. He alsopromotes this as an eco-enterprise and trainsvillage youth for this.

9.3 Pudhu Vaazhvu Project ñ CEETamil Nadu

Introduction

The Government of Tamil Nadu (GOTN)through the Rural Development Departmenthas initiated the Tamil Nadu Empowermentand Poverty Reduction Project (TNEPRP),

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titled Pudhu Vaazhvu, in 25 districts of TamilNadu in selected 120 blocks and 4179 villagepanchayats. The project is supported by WorldBank.

The key objective/ vision of the project is toempower the poor through improving theirlivelihoods and reducing poverty by:

• Developing, strengthening pro-poor localinstitutions at the village level;

• Building the skills and capacities of thepoor; and

• Enhancing their livelihoods by financingdemand driven sub project investments.

Scope of Project

In order to ensure that the environment is notcompromised in the process of livelihoodgeneration, the Environment ManagementFramework (EMF) has been integrated into theproject in order to safeguard the environment.CEE is working as the State EnvironmentResource Agency (SERA) to assist PudhuVaazhvu State Society (PVSS) for theimplementation of the EMF.

The specific objectives of the EMF are:

• To mitigate adverse environmental impactsof proposed sub-projects

• To ensure long-term sustainability for thesub-projects by securing the naturalresource on which they are dependent

• To enhance the environmental benefits ofsub-projects, and promote livelihoodactivities that are environment enhancing

Environmental Monitoring

One of the roles of the SERA is to undertakeEnvironmental Monitoring, viz.,Environmental Supervision and Audit of thelivelihood activities implemented under theproject every year. The purpose of thesupervision visit and audit is to understandthe status of Environmental ManagementFramework (EMF), to understand theenvironmental issues, utilisation status andneed assessment of GCPs at grass root level.SERA had visited the livelihood activities inPVP Phase I covering 15 districts. These visitscomprise meeting with the District ProjectManagement Units, interaction with Green

Environmental Monitoring - EnvironmentalSupervision and Audit of the livelihood activities.

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CPs, desk review and field visits. The SERAcould visit around 100 activities.

The purpose of conducting a desk review is tocheck whether Environmental Appraisal isbeing carried out or not, and also to check thefield applicability of the suggested measures.The meetings with DMPUs and GCPs helpassess the need to improve EMFimplementation. The field visits helpunderstand the environmental issues,integrate mitigation measures, and leveragethe required linkages and services to fill anygaps.

Some observations are given below.

• Based on the desk review, EnvironmentalAppraisal is being conducted for 50 % ofthe activities by GCPs, of which only 30 %are required to implement relevantsuggestions.

• Out of 207 trained GCPs, 126 (60 %) areactive and working at grass root level.DPMUs could strengthen the gap incapacity building of GCPs.

• Out of the total activities field visited, 81(87%) are NRM based. The major issuesobserved are:

o Use of restricted pesticides

o Disposal of dead birds

o Safety issues, respiratory problems dueto exposure to fine particles

About 60 to 65 % of mitigation measures areimplemented and followed.

Overall suggestions are:

ï Strengthening the gap in the capacitybuilding of GCPs, which the SERA willfacilitate

ï Replicating positive practices

• Making beneficiaries to follow safeguardpolicies especially in banned pesticideusage

• Utilising the NRM based convergence toimplement the mitigation measures andeco friendly activities.

Capacity Building

One of the main responsibilities of CEE asSERA is capacity building of the ProjectOfficials. Accordingly it is planned thatDPMUs will receive main and refreshertraining yearly. A one day refresher trainingon Environment Management Framework(EMF) was organised for the District ProjectManagement Unit (DPMU) consisting ofDistrict Project Managers, Assistant ProjectManagers, Team Leaders, Facilitators andGreen Community Professionals (GCPs) of allPVP districts.

The Objectives of the EMF Training Programmeare:

• To give an orientation to the participantson the basic concepts of environment,

CEE working to assist Pudhu Vaazhvu State Society

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ecology and the linkage betweenenvironment, livelihoods and poverty

• To introduce participants to theEnvironment Management Framework(EMF) including EnvironmentalAssessments and promotion of eco-friendly livelihood activities

• To introduce the participants to Technicaland Environment Guidelines (TEGs) andto help them get familiarised with its usage

• To give an orientation to the participantson utilising the resource mapping data forpromotion of suitable eco-friendlylivelihood activities

No of PVP staffs trained on EMF byCEE

I Main Training

A State level EMF training for DPMUs

DPMs 25

B Regional level EMF training for APMs

APMs 124

Team Leaders 5

C District level EMF training for PFTs &GCPs

APMs 31

Team Leaders 173

Facilitator 816

GCP 345

II Refresher Training

A State level EMF training for DPMs

DPMs 20

Dairy Consultant 5

Agri Consultant 1

Additional Project Officers 4

B Regional level EMF training for APMs

APMs 133

Agri Consultant 4

Dairy Consultant 5

Team Leaders 1

Facilitator 2

C District level EMF training for PFTs &GCPs

APMs 15

Team Leaders 119

Faciltators 506

GCP 249

Dairy Consultant 3

Agri Consultant 3

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10Sustainable Urban Development

10.1 Supporting Urban Sustainability2013

The Supporting Urban SustainabilityProgramme (SUS) by SWEDESD, Sweden andimplemented collaboratively in South Asia byCEE with ICLEI, aims at enhancing thecapacity of key public, civic and privateorganisations to learn about and take actionfor Ecosystem Services for Poverty Alleviation(ESPA) in cities. Multi-stakeholder teams wereconstituted in seven cities - Gangtok, Guntur,Guwahati, Kozhikode and Malvan in India,Thimphu in Bhutan and Rajshahi inBangladesh. All the seven teams attendedworkshops in April and July 2013 to learnabout the Inquiry Based Approach,collaborative governance and ecosystemsservices. Each of the teams developed anInquiry around a locally relevant issue. Thelearnings and achievements were presentedat a concluding workshop in December 2013.

10.1.1 SUS Kozhikode

The SUS Engagement workshop wasconducted at Kozhikode with representativesfrom several government institutions, NGOsand environmentalists of the city during March2013 and the issue of enquiry was decided tobe Conservation of Kottooli Wetlands. A coreteam was also formed during the conclusionof the two day workshop.

Subsequently, the Kozhikode team participatedin the International Workshop of SUS held inAhmedabad during April 26-29, 2013. Teamsfrom seven cities took part in this workshop inwhich members from different teams interactedwith each other. Teams made presentationson their chosen issue and received feedbackand ideas from the others. The workshop washighly interactive and enabled the exchangeof ideas among the groups. The resource

persons also introduced several techniques tothe group for conducting their enquiries.

On May 17, 2013, a meeting was held at theCollectorate Conference Hall in Kozhikodewith representatives of several NGOs,institutions, resident associations of Kottooliand interested citizenry. This meeting focusedon apprising the audience of the decisionsand plans made during the Ahmedabadworkshop and inviting ideas for futureactivities that would lead to the conservationof the wetland. The group also decided toexplore funding opportunities for carrying onthe work even after the project period. Severalmeetings were subsequently held to discussplans and conduct activities with core groupas well as advisory group members. Themeeting on July 17, 2013 took a decision tobring out a comprehensive publication onKottooli wetlands which would cover allaspects ñ historical, legal, scientific,environmental and social ñ related to thewetlands and their conservation. As part ofthis, the core team met eminent experts indifferent fields with a request to write on theirfield of expertise for the publication. Thearticles for the publication have been receivedand the publication process is under way. Inorder to garner public support, a Facebookpage was started for Kottooli WetlandConservation.

The Kozhikode team participated in twosubsequent workshops held in New Delhiduring September 25-28, 2013 and inAhmedabad during December 10-12, 2013. Inboth these workshops the interactions andexchange of ideas and feedback continuedand the team modified their plans whenrequired.

During December 2013, a Clean Kottoolicampaign was conducted in the wetland area

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by the SUS team in which NSS students fromProvidence College and Girls VocationalHigher Secondary School participated. Theycleaned the area by removing plastic and othergarbage.

As part of the conservation activities, theKozhikode team orgnised a mega schoolprogramme in the Kottooli wetland itself onJanuary 22, 2014, in which more than 1000students from 75 schools in the cityparticipated. The programme was held with aview to create awareness among the studentsand citizens of the city about the importanceof the wetland to the city. An artist camp wasalso held on the occasion in which eminentartists of the city painted the wetlands fromtheir own perspectives. Dr. Jafer Palot,Scientist, Zoological Survey of India,Kozhikode, made a presentation on thebiodiversity of the wetlands. The programmeconcluded with the students taking a pledgeto protect nature and the wetlands and signinga memorandum requesting authorities toensure the wetlands are conserved.

The team has decided to carry forward thestruggle to conserve the wetlands throughmultiple means ñ advocacy, legal action, civilsociety movement, student action and others.

10.1.2 SUS ñ Malvan

Malvan, a small town on the coast ofMaharashtra was selected for implementationof the Sustainable Urban Sustainability project.As part of this, the team Sangam was createdwith members from different stakeholdergroups. Issues related to creek sedimentation,fishery and tourism sustainability wereidentified for the study. The Sangam teammembers studied the issue from theenvironmental, social and economic anglesand developed a report on the sustainable

management of creeks for fishery and tourism.As part of the study, members visited theNational Institute of Oceanography, GoaUniversity, Department of Ports and MaritimeBoard and other institutions and collecteddata related to creek sedimentation. To get theview of the local people, a scientificallydesigned questionnaire was prepared and 400families were interviewed. The result of boththe studies was considered for the finalrecommendation of creek management forfishery and tourism.

10.2 SUM Net India

Over the last three years, with the advice andcollaboration of partner NGOs, CEE hasfacilitated the formation and evolution of theSustainable Urban Mobility Network India,SUM Net. SUM Net is a democratic, secular,membership-based coalition of individuals,voluntary organisations, and civil societynetworks and movements.

A project taken up to strengthen SUM Net andits advocacy work on sustainable urbantransportation was continued in 2013-14. Theproject is supported by Climate Works and theShakti Sustainable Energy Foundation, India.The following activities were taken up in thereporting period:

a. Exploratory visits by SUM Net members toseveral cities and discussions with about50 organisations to explore perceptionsabout urban transport and its links withthe work of these organisations

b. Two workshops conducted in Pune andDelhi to introduce sustainabletransportation elements to over 70organisations from about 20 locations toenhance civil society/ NGO engagementin issues of urban transportation

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c. Streets for People course conducted in threecolleges, viz. CEPT University(Ahmedabad), the BN College ofArchitecture and PVP College ofArchitecture (Pune), reaching out to over150 students and faculty members, andover 300 community members andinstitutional stakeholders

d. Educational and advocacy materialsprepared and disseminated in the form ofnewsletter, draft papers on policy reviews,poster exhibit, calendar and web articles

e. Participation by SUM Net members in theUrban Mobility Conference 2013, which isorganised by the Ministry of UrbanDevelopment and the Institute for UrbanTransport, and the display anddissemination of educational materialsprepared by SUM Net in an exhibition stallat the venue

f. A stakeholdersí workshop organised inAlwar as a demonstration of multi-stakeholder consultation and to generatethe understanding and momentum for alocally initiated, bottom-up transportationplanning effort. Participants includeddifferent informal transport serviceproviders and institutional stakeholders.

10.3 Strengthening Green Federalismin Urbanising India

CEE, in discussion with and support from theHanns Seidel Foundation (HSF), is evolvingan initiative to strengthen Green Federalismin Urban India. As a first step, a two-monthactivity was taken up in November andDecember 2013 to help develop the longer-term initiative.

CEE organised the ëParticipatory UrbanGovernance Workshop for ExperienceSharing, Reflection and Action Planningí onNovember 20-21, 2013, with support fromHanns Seidel Foundation, Delhi, and technicalinputs from Yashada and the AlternativesForum, Pune. The experience sharing anddiscussions at this workshop are helping toshape subsequent work to strengthenparticipatory budgeting in Pune.

The November workshop concluded that inorder to strengthen the participatorygovernance, there is a need for refining theactual instruments, tools, processes and forafor participation. While some legislativestructures and spaces do exist, a lot morework is needed in creating processes forbridging gaps between different communitygroups, and addressing competing interestsof different citizens groups. The twin goals ofwell being of all and ecological sustainabilitycould help provide an underpinning ethic forsuch work.

The following activities/ meetings wereconducted after the November workshop, andconcept notes for further work on each havebeen prepared:

1. Meeting with Pune Municipal Corporation(PMC) officials for discussing a draftprocess manual of Participatory Budgetingin Pune

2. Meeting for engagement of University /higher education institutions fordevelopment of an internship calendar anda protocol for multi-disciplinary studiesand student work

3. Meeting / workshop for development oftraining kit outline for communitymobilisers

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10.4 Promotion and OutreachProgramme for BRT and NMTin PCMC Area

Under the GEF India Sustainable UrbanTransport Programme (SUTP) and JawaharlalNehru National Urban Renewal Mission(JnNURM) programme of the Government ofIndia, Pimpri-Chinchwad MunicipalCorporation (PCMC) is developing a highquality people friendly Bus Rapid TransitSystem (BRTS) with a network of 45 km. TheBRT in PCMC is part of a larger system of 115km proposed in the Pune urban region. Thesystem will be operated by Pune MahanagarParivahan Mahamandal Ltd (PMPML), theexisting public transport company in Puneurban region.

CEE, in partnership with IBI Group, has beenentrusted the task for conducting theCommunication Outreach Programme for thePimpri Chinchwad BRTS. The PCMC BRTSPromotion and Outreach Programme aims toprovide a framework and list of activities/programmes to be carried out and implementedby PCMC for the new BRTS currently beingdeveloped in the city. The objectives of theConsultancy are to:

• Build a positive identity for BRTS & NMT,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 during

construction and 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

In the reporting period, CEE and IBI group hasdeveloped an external environmental analysisreport and a detailed communication strategy.The BRTS logo and branding identity hasbeen developed, and the outreach materialthat includes presentations on BRTS to NGOs,colleges, and other institutional stakeholdersprepared.

10.5 Systems Thinking and Modellingof Urban Transport, Health andWell-being in Pune

CEEís Sustainable Urban DevelopmentProgramme undertook a project on systemsthinking and modelling of Urban Transport,Health and Well-being (UTH&WB) in Pune.The project aims to enhance understanding ofthe links between urban transportationsystems and human health and well-being,applying a systems thinking approach. It seeksto examine issues of the sectors from a systemsperspective and explore cross-sector feedbackmechanism in order to model it. The projectwill try to develop a shared understanding ofboth the sectors and their links by collaborativelearning among different actors andstakeholders. It will model and suggest policyrecommendations and measures forimprovement of the transportation systemwhich in turn will improve the health and

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wellbeing of people in Pune. This initial phaseof the project is supported by the SwedishInternational Centre of Education forSustainable Development (SWEDESD) andfunded by the Swedish Secretariat forEnvironmental Earth System Science (SSEESS)Research Links.

10.6 Transport Status Report of Pune

CEE Urban Programmes group undertook thetask of writing a chapter on the status ofpollution and air quality in Pune city for the

first Transport Status Report 2012-13 of Pune.This citizensí Transport Status Report (TSR)was compiled and published collaborativelyby Parisar and the Save Pune TrafficMovement. CEE Urban contributed a chapteron status of pollution and air quality for theTSR by sourcing air quality data fromMaharashtra Pollution Control Board (MPCB)and Indian Institute of Tropical Meteorology(IITM), analysing the trends and status, incomparison with the standards prescribed bythe Central Pollution Control Board (CPCB).

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11 Waste Management

Indian cities, as also the rural areas, face theuphill task of managing the increasing quantitiesof wastes that are generated, around 6,00,000MT every day. Hazardous and infectious wastesform a major category of wastes that pose achallenge for their management and disposal.Management and disposal of all this wasterequires a concerted effort where awareness andeducation complement sustainable solutions towaste management.

CEEís initiative in this area aims to demonstratea sustainable waste management approach,facilitate capacity building, and shareinformation on eco-friendly and scientificapproaches and technologies of wastemanagement. The Waste Management initiativesat CEE have been actively engaging at thedecision making as well as community levels toresearch, demonstrate and communicatesustainable practices for managing the variouscategories of waste.

11.1 Demonstration Units

11.1.1 Common Healthcare wasteAppropriate Management Plant(CHAMP), Gulbarga

The Waste Management group of CEE has beenimplementing a project ëHealthcareEstablishment Waste Management andEducation Programme (HEWMEP)í wherein aCommon Biomedical Waste Treatment Facilitycalled as CHAMP has been set up in Gulbargacity. The CHAMP facility is in operation sinceMay 2005. CEE CHAMP Gulbarga facility hasbeen collecting, transporting, treating andscientifically disposing the collected waste ofHealth Care Establishments (HCEs) in GulbargaCity, since eight years, in accordance with theBio-Medical Waste (Management and Handling)Rules 1998. CEE CHAMP covered 437 health

care establishments of Gulbarga city adding upto about 3161 beds. In July 2013, CHAMPextended its service coverage area to two nearbytaluks - Sedam and Jewargi - in the same districtto cover 40 government HCEs. CEE conductedseveral orientation programmes for medical andparamedical personnel of Gulbarga city and attaluk levels during this year.

Another major achievement for CEE CHAMPhas been the rate revision of service charges forthe collection, transportation and treatment ofwaste of the HCEs. Due to the steep hike in dieselprices, the rate revision was imperative and wasagreed upon by the HCEs and the projectmonitoring committee, who also considered thesatisfactory and regular service provided byCHAMP.

Apart from providing services to the healthcareestablishments of Gulbarga city, CEE CHAMPalso serves as a demonstration model forstudents and other visitors, providingknowledge on biomedical waste managementand the operation of a common biomedical wastetreatment facility. Around 163 students of variouscolleges from Gulbarga city including MRMedical College, KBN Medical College, HKEíSN Dental College, HKEíS N HomeopathyMedical College and Environmental Science andZoology Departments of Gulbarga University,visited the state of the art facility of CEE CHAMP.

CEE CHAMP has also signed an agreementwith a local organisation in Bidar district, bywhich the agency would collect waste andtransported it to CEE CHAMP for scientifictreatment and disposal. The training to the staffof the organisation and the local HCEs wouldalso be aided by trainers from CEE CHAMP tofacilitate maximum segregation at site andeffective management of waste.

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11.1.2 Nemiraj Memorial DemonstrationUnit

The concept of Hand Made Paper (HMP) forrecycling paper waste and Plastic Weaving (PW)has been popularised by CEEís WasteManagement group, as a part of its mandate toaddress the reuse and recycling of dry wastefrom domestic garbage. Under this initiative,CEE established CEEís-Ecofriendly Reuse andRecycling Unit (CEE-ERU), especially forrecycling of paper scraps and plastic carry bags.In this unit, paper scrap is recycled by thehandmade paper making method whilepolybags are reused through the polybagsweaving method.

The first CEE-ERU was established in Virajpet,Coorg, Karnataka, named Nemiraj MemorialDemonstration Unit (NMDU) in 1999 andprovides employment to around 10 women whoundertake paper recycling and plastic weaving.Subsequently, through different CEE offices, suchunits have been set up in Ahmedabad,Coimbatore, Delhi, Goa, Tirupati, and Kihimand Palghar of Maharashtra. Today, the concepthas been taken up by many womenís self helpgroups who gather raw material either by door-to-door collection or by buying it from rag pickers.This provides them livelihood while taking thesolid waste away from the environment.

The concept of Plastic Weaving Unit (PWU) hadbeen awarded the Plasticon 2005 Award inOctober 2005 in Mumbai by the PlastIndiaFoundation in the category of ëInnovation inRecycling Technologyí for its innovation of aëPolyloomí - a plastic weaving handloom thathelps reuse and recycle discarded plastic bags(polybags).

Apart from delivering on orders obtained forproducts in the year, two training programmeswere conducted by the CEE-ERU team in Coorg.

The training covered topics on the collection ofraw material, cleaning of the discarded plasticcarry bags, cutting the bags into strips, preparingthe looms and weaving the plastic material. Theparticipants were also taught fabrication of thewoven material on sewing machines by thetrainers. The motive of organising this eventwas to build a socio-economic strategy for thepeople working in SHGs which will focus onthe well being of our environment by utilisingdiscarded plastic bags as a resource for theirearnings and thereby preventing plastic bagsfrom entering the waste stream - a step towardsa cleaner and greener environment.

11.2 National Capacity DevelopmentWorkshop on E-wasteManagement

CEE with support from the Ministry ofEnvironment, Forests and Climate Change(MoEF&CC), Government of India and incollaboration with National Institute of UrbanAffairs (NIUA) and GIZ organised a day longnational workshop on capacity development ine-waste management, on September 17, 2013 atthe India Habitat Centre, New Delhi. The focusof the workshop was on the E-Waste(Management and Handling) Rules 2011 andthe development of an Awareness and EducationPackaage on E-waste.

The focus of the workshop was to map thelacunae in existing capacity building efforts inthe area of e-waste management and to assessneeds to develop resource materials such astraining modules, IEC materials, dedicatedportals and others. to address the gap. Theworkshop was attended by around 50participants including producers, bulkconsumers, recyclers as well as the regulatoryauthorities. Bringing to the table their richexperience in handling and management of

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different aspects of the products that constitutee-waste, the participants gave suggestions for acapacity development strategy which wouldinclude building a common understanding of E-waste Management and Handling Rules,conducting of training programmes, developingguidance documents and toolkits. Participantsalso pointed out that policy-makers, regulators,e-waste collectors, dismantlers, recyclers,producers and individual and bulk consumersunderstand their stake and responsibility anddo make efforts to effectively implement e-wasterules. Apart from introductory capacitydevelopment modules on the basics of e-wasteand associated health and environmentalimpacts, setting up of an environmentally soundhandling system with suggested methodologieswas also proposed. A key suggestion was toorganise a training of trainers to address thefuture training needs of relevant stakeholders.

The recommendations received from theworkshop were documented and the final reportwas submitted to the MoEF&CC for perusal andaction.

11.3 Source Book on Solid & LiquidWaste Management in RuralAreas in India

The Ministry of Drinking Water and Sanitation(MDWS), Government of India granted a projectto the Waste Management Group of CEE toprepare a source book on Solid & Liquid WasteManagement in Rural Areas in India. Thesourcebook will serve as a handbook cum manualfor the communities in rural areas to create massawareness about the health and environmentalimpacts caused by improper handling andmanagement of waste and educate all thestakeholders about the need and importance ofa proper waste management systememphasising its relation to health and

environment. It also aims to bring about a changein the thinking and perceptions of people inrural regions regarding the values and benefitsof hygiene and sanitation through solid andliquid waste management, by means ofdiscouraging open defecation, encouragingconstruction and use of individual/ grouptoilets in all villages, and facilitating adequatesystems for treatment of human and animalexcreta using anaerobic and aerobic systems.

The content of the sourcebook has been finalisedand the chapters have been written by CEE. Thesourcebook includes nine chapters coveringtopics such as integrated solid wastemanagement, waste recycling, technologies suchas composting and biogas generation as well asuse of treated black and grey water at the rurallevel. The sourcebook also emphasises the needto have a participatory approach for effectivewaste management at the community level.

The draft sourcebook has been submitted toMDWS for their comments and suggestions.

11.4 Nabadiganta: CommunityParticipation for Fly AshManagement

CEE Kolkata has partnered with CESC Ltd. toaddress problems caused by the prolongedpersistence of fly ash in one of the regions ofSouth 24 Parganas district of West Bengal. Theprogramme named Nabadiganta aims todevelop a green belt across the affected area withcommunity participation, by conducting a pilotscientific experiment in fly ash reclamation inthe area. Various community based activitieslike livelihood skill training, resource mapping,PRA and awareness programme also form partof the project.

As part of the project, CEE team conducted abaseline survey, two rounds of participatory

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rural appraisals and two community awarenessmeetings in association with the local mobilisersand volunteers. Field visits of experts fromscientific institutions and Forest Departmentswere facilitated by CEE, to get inputs for asuitable strategy for the plantation andreclamation experiment. The nearby schools ofthe area are also involved in spreadingawareness on the local biodiversity and need toplant more trees to improve the environmentalscenario of the region.

A formal launch of the programme along withtwo stakeholder meetings was also conductedas part of the project. Political and communityinterference in the region has led to delay inimplementing many of the planned activitiesunder the project.

11.5 Multi-stakeholder Consultationfor Addressing Industrial WasteManagement in Orissa

The Waste Management Group has beenimplementing the project Multi-stakeholderConsultation for Addressing Industrial WasteManagement in Orissa. The overall objectives ofthe project are creating awareness, consensusbuilding, generating participation in the

processes of change and development, andmaking informed decisions for reducing theenvironmental burden caused by industrialwaste and effluents in the region. The projectalso aimed at evolving cost effective,environmentally sound and feasible strategiesto mitigate the identified problems and concernsfaced by the various industries in the region.

In the reporting period, a field visit and astakeholder meeting was organised under theproject to devise the final pollution managementplan for the region. The Pollution Control Boardofficials of Odisha have been contacted tofacilitate the same.

The pollution management plan for Sukinda,the site of the project, consisted of approaches foraddressing chromite pollution. Separateapproaches were proposed for mine drainagewater and management of overburdens. Thepollution management plan also addressed themercury contamination in Ganjam region. Thecontaminated sites in Talcher and Sundergarhregion were also included in the pollutionmanagement plan.

11.6 Documentation and Sharing ofBest Practices ñ Municipal/CityLevel SWM in Indian Cities

CEE joined Urban Management Consulting Pvt.Ltd. (UMCPL) in providing consultancy supportto the National Institute of Urban Affairs (NIUA)in conducting the documentation of goodpractices in Municipal Solid Waste (MSW) inIndian towns and cities. The project is a part ofthe Peer Experience and Reflective Learning(PEARL) initiative of the Government of India,which provides a platform for deliberation andknowledge exchange to Indian cities and townsunder the JnNURM project and is establishedunder the National institute of Urban Affairs

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(NIUA), New Delhi. This documentation projecthas the support of the Ministry of UrbanDevelopment, Government of India.

The team of UMCPL and CEE in consultationwith the NIUA developed the formats andcriteria for identifying and studying MSWmanagement initiatives. The criteria coveredplanning, practices/implementation, projectsand innovations in improving the quality andefficiency of solid waste management in Indiancities. While many pilot projects have beenundertaken, it was a challenge to find initiativesthat had sustained beyond pilot projects andwere fitting into the criteria set for thedocumentation process. After secondaryresearch from publications, academic papers,media scan and discussion amongst NGOnetworks, CEE and UMCPL were able to puttogether a comprehensive list of 67 case studies.Based on the inputs from the Peer Review Groupset up by the NIUA, 10 case studies wereidentified for snapshot and detaileddocumentation of which, five (Ahmedabad,Pune, Bangalore, Mumbai, Pammal) were

selected for detailed documentation and five(Vrindavan, Koyambedu, Patna, Srinagar,Gangtok) for snapshot documentation. Thedetailed documentation exercise involved fieldvisits to the respective sites, understanding thecity profile, interacting with the localmunicipality and documenting the initiativesin detail with pictures and photographs.

11.7 Study of Solid Waste Management(SWM) ñ Tarapur and Boisar,Maharashtra

Concerned citizens of Tarapur and Boisarapproached CEE for providing a suitablesolution for the issue of SWM in their area. Aninterim report was submitted to NPCIL CSRwing, based on which NPCIL has commissioneda baseline study of Municipal SWM in 19 GramPanchayats adjoining their plant in Tarapurand entrusted it to CEE. CEE has completed theprimary and secondary data collection work. Adetailed report with recommendations will besubmitted to NPCIL shortly.

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12Biodiversity Conservation

12.1 Mainstreaming Conservationand Sustainable Use ofMedicinal Plant Diversity inThree Indian States

GoI-UNDP-GEF project ëMainstreamingConservation and Sustainable Use ofMedicinal Plant Diversity in Three IndianStatesí was implemented in the year 2012-13with CEE- Himalaya being the agency fordeveloping a communications strategy andIEC material suited to different stakeholders,age groups, communities, genders andprofessions. The project focused on creatingan enabling environment to mainstream thelong term conservation and sustainable use ofmedicinal and aromatic plants (MAPs)diversity in the State of Uttarakhand, theultimate objective being, to help translateinformation and knowledge available onMAPs conservation into action and practice.

12.1.1 Objectives of CEEísCommunication Strategy

The main objectives of the communicationsstrategy were to familiarize stakeholders withthe concepts of conservation, sustainabilityand scientific harvesting by highlighting theirsignificance in peopleís lives and livelihoods;to create awareness about MAPSs, GSMPsand imminent threats; and populariseMedicinal Plants Conservation Areas(MPCAs) and Medicinal Plant DevelopmentAreas (MPDAs) as conservation initiatives.CEE also focused on promoting MAPscultivation as an alternate livelihood practiceby linking cultivators with institutions,markets and industries, leading to enhancedcooperation and networking amongststakeholders, thereby discouragingmiddlemen in the market structure. The projectsought to build capacities of stakeholders,

promote home herbal gardens, community andschool medicine gardens, nurseries and revivetraditional healthcare systems, and link allthe stakeholders for mutual cooperation tostrengthen mainstreaming conservation ofMAPs.

12.1.2 Field Visits

Field visits were conducted by the CEEHimalaya Team along with SMPB staffmembers to the four MPCA sites ñ Bastiya,Mohan, Mandal and Jhuni ñ and some of thesurrounding villages, for gaining informationprior to developing communication material.They held discussions with severalstakeholders including men, women, farmers,NTFP collectors, youth, local ForestDepartment officials (DFOs, Rangers, ForestGuards, MPCA nursery and management staff,BMC and Van Panchayat members), schoolteachers and principals, students, Vaidyas,ASHAs, ANMs, local MAP cultivators, IMPCLfactory officials and herbal Mandi staff.

12.1.3 Communication Tools

The tools developed by CEE for effectivecommunication to address different target

School awareness Programme on MAPs,

Uttarakhand

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groups as per their learning needs were in theform of:

Audio ñ A series of 13 radio episodes

Audiovisual ñ six video documentaries

Visual ñ Wall writings, hoardings, bannersand PPTs

Print ñ Posters, brochures, book labels, yearplanners, table and wall calendars, diary,Panchang, Sanjeevani calendar

Manuals ñ Training of Trainers (ToT), Manualfor Foresters

Print Media ñ Newspaper articles, web reports

The communication tools were prepared bothin English and Hindi languages and field-tested at Bastiya, Mandal and Mohan with arange of stakeholders including children,women, farmers, the Forest Department andlocal Vaidyas. It was observed that everybodywas very enthusiastic about reading theposters and understanding the illustrations.Those unable to read were able to understandkey messages from illustrations andphotographs. Another observation was thatsome terminologies were not understood bythose reading the IEC materials and simpler,more colloquial language was preferred.Activities such as exhibitions, exposure visitsto MAP areas, competitions and rallies wereorganised for promoting the MAPsconservation and cultivation.

12.1.4 Orientation Programmes onMAPs with Community

Orientation programmes on MAPs wereorganised in Sunderkhal, Mohan and Mandalon April 8,9 and 16, 2013 respectively, for thevillagers, BMC members, Forest Departmentstaff and Van Panchayat members; about 108

people participated (53 in Bastiya, 25 inSunderkhal and 30 in Mohan) and wereacquainted with the concepts and objectivesof MPCA, MPDA, GSMPs, threats to MAPs,over-harvest, sustainable harvest and othertopics. The audience was shown the entirerange of communication material and wasinvited to identify, comment or discuss thematerial/content that was presented.

Information about this project has been sent toseveral networks/partners for inclusion intheir newsletters, and videos of the same havebeen uploaded on international websites. Someorganisations to which news about the currentproject were sent include:

• Food and Agricultural Organization of theUnited Nations (FAO)

http://www.fao.org/forestry/internationalmountainday/80416/en/

• Integrated Centre for InternationalMountain Development (ICIMOD)

• Peak to Peak Newsletter ñ MountainPartnership

http://www.mountainpartnership.org/peak-to-peak/current-issue/en/

• Regional Centres of Expertise (RCE) ñUnited Nations University (UNU-IAS)

• CEENARIO, CEEís fortnightly newsletter(Vols: 52, 69 and72)

Video documentaries produced during theproject were shared on YouTube to reach outto a larger audience.

12.2 VIRASAT: Documenting andConserving our Living Heritage

The Biodiversity Conservation Act of 2002provides calls for the formation of Biodiversity

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Management Committees (BMCs) at the villagelevel and documenting local biodiversity andtraditional knowledge in the form of PeopleísBiodiversity Register (PBR). BMC and PBRare important potential tools to conserve ourgenetic resources, ensure its sustainable useand ensure that any benefits arising out of itscommercial use are being shared equitablywith the local communities.

Thus each village should have its own BMCand PBR, which is a herculean task. Moreover,to prepare an authentic PBR, capacity buildingand training of BMC members and the villagecommunity is essential. Based on this CEEhas initiated VIRASAT: Documenting andConserving our Living Heritage project withthe collaboration of Gujarat State BiodiversityBoard (GBB), in the villages of Jasdan andVinchhiya blocks, Rajkot district.

The main aim of the project is facilitateformation and orientation of a BMC at eachGram Panchayat. The major task to beundertaken was to survey and collect data onvillage biodiversity involving local experts,BMC members, community members and CEEteam. Another major task was the preparationof PBR in selected project villages, broadlycovering aspects like agro-biodiversity,domesticated animals, wild biodiversity,medicinal plants, grasses-trees, climbers, wildanimals, aquatic biodiversity and others, andalso document traditional knowledge relatedto biodiversity.

During the first phase of the project, CEE hasformed 10 BMCs in different Gram Panchayats.CEE also facilitated preparation of PBRs inthese Panchayats with the support of BMCmembers, local and external experts andtraditional knowledge holders. The villagePBR will become an authentic document foreach village about the baseline and richness

of its biodiversity. CEE has submitted final thePBRs of these villages to the State BiodiversityBoard.

Under the Gujarat Biodiversity Rules 2010,constitutional provision has been made for aLocal Biodiversity Fund (LBF) in all the localgovernance institutions. CEE has alsofacilitated the opening of separate bankaccounts for LBF for the BMCs in the 10Panchayast. GBB also transferred an initialfund of Rs. 15,000 to each Panchayat topurchase basic furniture and stationeries. CEEhas facilitated the establishment of the BMCin each Panchayat and the purchase ofappropriate furniture and stationeries. TheseBCMs are now functioning as statutory bodiesunder the Biodiversity Act. CEE has alsofacilitated the preparation of VillageBiodiversity Conservation Action Plans forthe conservation of local biodiversity in all the10 villages to be submitted to GBB for financialsupport.

Some of the learnings during the BMCformation and PBR preparation under theVirasat project are:

• One needs to understand that this isìpeopleísî biodiversity register and notìexpertsíî register while gathering/collecting information for PBRs.

• The PBR process consists of collectinginformation and knowledge, as opposedto conventional development projectswhere the developmental professionalapproaches the community with newinformation and knowledge. So theeducation and communication strategy forthe project is different.

• As the PBR is meant to be an authentic andauthorised document under theBiodiversity Act 2002, great care and

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ground verification needs to be exercisedin the process of collection of informationand knowledge.

• Knowledge on biodiversity is fast decliningamong the new generation in rural areasdue to new technological interventions likemotor bikes ñ eg. This reduces directobservation when compared to walking tothe farm. Knowledge about pests, weedsand other vegetation obtained throughobservation is a casuality.

• Most of the children are no more involvedin any agriculture activities with theirparents due to the new education systemand misinterpretation of child labour.Children visit even their own farm lessfrequently and so their knowledge aboutlocal biodiversity is similar to urbanchildren.

• Modern agriculture has led to loss ofknowledge of biodiversity that is veryimportant for successful and sustainableagriculture. Most of the farmers focus onthe very narrow mono-cropping or grain/seed oriented approach of agriculture ratherthan the ecosystem approach.

• The role and importance of TraditionalKnowledge holders in the rural society hasdeclined drastically due to the promotionand propaganda of allopathic medicinesas the only solution for health problems.

• There is a need for a long term strategy forstrengthening BMC membersí capacitythrough education and communication;specialised capacity building andcounselling support for at least 10 years isrequired to make the BMC a realconservation institute at the grassrootslevel.

• The current opportunities of BMC and PBRshould be considered as a social researchproject in the context of seeking/collectingTKs for planning more sustainable ways ofconservation and also designingsustainability education and conservationprogrammes for the community.

• The loss of agro-biodiversity is veryalarming in these villages as many of thetraditional crops are not being grown sincemore than a decade; in fact, the newgeneration has never seen such crops. Eventhe varietal diversity of crops grown now isreduced to very alarming levels withdependence on market and privatecompanies for seed becoming common ñthe community has lost its seedindependence.

12.3 Documentation of GoodPractices in Coastal and MarineBiodiversity Conservation

CEE with support from Deutsche Gessellschaftfur Internationale Zusammenarbeit (GIZ)undertook a project to document case studiesgood practices in Coastal and MarineBiodiversity Conservation from Indianexperiences. The objective of the assignmentwas to develop a compendium of case studieson good practices, including strategies,activities and documentation, on coastal andmarine biodiversity management. A work planand timeline was detailed out in closeconsultation with GIZ. Existing materials,policy papers, meeting assessment reports,scientific studies and other relevant documentswere reviewed and analysed to screen potentialcase studies. A set of criteria was developedjointly by CEE and GIZ through a workshopfor the shortlisting process.

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Around 120 case studies were shortlisted fromacross India based on secondary research, outof which 50 were finally shortlisted for fieldverification. Field verification and local levelmeetings in nine coastal states and four coastalunion territories helped document valuablelearnings on strategies and activities oncoastal and marine biodiversity management,especially initiated by local communities,NGOs and Government. CEE teams in thecoastal states - West Bengal, Tamil Nadu,Kerala, AP, Orissa, Goa and Maharashtra ñmet key stakeholders including government,NGOs, scientists, local media, traditionalhealers, and others, for the ground verification.Andaman and Nicobar Islands, Lakshadweepand Pondicherry were also covered The 25case studies that were finally developed depicta range of learnings in traditional knowledge,conflict resolution, modern technology,governance systems, protected areamanagement, education and awareness,public-policy dialogues, legal literacy, etc. toshowcase successful marine and coastalbiodiversity conservation in India. The reportwas submitted to GIZ and will be useful tohelp decision makers and field practitionersin formulating better coastal managementstrategies for marine and coastal biodiversityconservation.

12.4 CEEñGIZ Exhibition onSustainable Management ofCoastal and Marine ProtectedAreas, India at IMPAC3

As part of the Indo-German joint project -Conservation and Sustainable Managementof existing and potential Coastal and MarineProtected Areas (CSM-CMPA), CEE designedand developed an exhibition depicting thesustainable management of coastal and marineprotected areas (MPAs) in India. The

exhibition was developed as part of Indiaísrepresentation in the 3rd International MarineProtected Areas Congress (IMPAC3) heldduring October 21-25, 2013 at Marseille,France. CEE developed the content and panelsfor the exhibition in partnership with GIZ toshowcase Indiaís efforts in Coastal and MarineBiodiversity Conservation.

The exhibition material showcased:

• The richness of coastal and marinebiodiversity in India

• The status and trends of MPAs

• Success stories in MPA management

• Good practices in coastal and marinebiodiversity and traditional knowledgeprotection

• Awareness raising and educationalpractices aimed at conserving coastal andmarine biodiversity

CEE was involved in the content development,its finalisation based on suggestions fromMoEF&CC and GIZ, and production of thepanels/exhibits. A CEE representative alongwith a representative of GIZ travelled to thevenue to take care of the execution and facilitatethe exhibition at the Conference for the visitors.The panels were self-explanatory severalbrochures developed as part of this providedfurther information on Indiaís coastal andmarine protection efforts. Many internationalmarine conservationists/ MPA managers,technical and scientific consultants, studentsand young professionals, NGO professionals,local and national government officials visitedthe exhibition booth.

Visitors were impressed by the richness ofIndiaís marine biodiversity and also theunique inter-governmental partnership

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projects on biodiversity conservation betweenGermany and India. The participatoryapproaches in Indiaís MPA management andcommunity based coastal conservation areaswere particularly appreciated.

12.5 Information, Education andCommunication (IEC) forMaharashtra Gene BankProject

The project aims at community based studiesand conservation of genetic resources oftraditional varieties of crops, domesticatedanimals, marine and forest based resources,grassland and fresh water ecosystems in thestate of Maharashtra. It is supported by RajivGandhi Science and Technology Commission,Government of Maharashtra and iscoordinated by IISER, Pune. Initiated inJanuary 2013, this project will run over fiveyears. It brings together 21 community-basedorganisations and research institutionstowards implementation of this unique statelevel project. The IEC component coordinatedby CEE cuts across all the thematic areas andinvolves working with about 200 schools andnearby communities in different eco-regionsof the state in about 14 clusters.

12.6 Educational Materials onMangroves in Mumbai

The Mangrove Cell, Mumbai, of the ForestDepartment, Government of Maharashtra

supported the development of materials forpublic awareness about conservation ofmangroves in the Mumbai MetropolitanRegion. The materials developed were asfollows.

• Two posters and four rollup-standees weredeveloped for school and public educationwith content on mangrove ecosystem andits unique features, its ecological benefitsand services to the citizens of Mumbai,map of major mangrove areas in Mumbai,the threats to mangroves in Mumbai, legalprotection available to mangroves,plantation of mangroves and the need andways for conservation of mangroves bycitizens.

• Four cinema slides and three hoardingdesigns were also developed for conductinga campaign on public awareness formangrove conservation in Mumbaihighlighting the issues of encroachmentand waste dumping in the mangrove areasand actions for conservation of mangrovesand reporting of violations to the MangroveCell, Forest Department.

The materials developed will be used by theMangrove Cell to spread awareness about theimportance of mangroves and its benefits asan ecosystem to the coastal community andMumbai metropolitan area. The posters willbe disseminated to the schools and colleges inthe region.

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13Disaster Preparedness and Rehabilitation

CEE Himalaya, in the year 2013-14, wasactively involved in the relief and rehabilitationof the disaster affected people in Uttarakhand,after the cloud burst, flash fllods andlandslides of June 16-17, 2013.

13.1 Disaster in Uttarakhand

The state of Uttarakhand was badly affectedby the calamity that struck on June 16-17,2013, resulting from cloudbursts followed byflashfloods, landslides and incessant rains. Apopulation of 34130 in 8876 families from 323villages lost their homes and livelihood as aresult of the disaster. In Uttarkashi district,837 houses, 175 schools, 14 anganwadi centreswere reported damaged during the floods. Allroads and a number of bridges got damaged,making many of the villages inaccessible. Ofthe six blocks of Uttarkashi district, Bhatwariand Naugaon were the worst hit.

CEE Himalaya concentrated its work in thetwo worst affected districts, Uttarkashi andChamoli, addressing psychosocial care andsupport, Disaster Risk Reduction (DRR)awareness, Information Education andCommunication material production and

dissemination, relief distribution, orientationtraining to teachers and resource persons ontackling trauma, providing support to affectedchildren and adults, and later on, taking upreconstruction of the damaged schools.

CEE undertook elaborate relief work atUttarkashi through its programme Umang -Joy of Learning, with JSW Foundationproviding support for it.

13.1.1 Psycho Social Care and SupportProgramme for Children

The most affected and traumatised section ofpopulation during the disaster were childrenwho could find no help and support as theirparents themselves were going through shockand distress. CEE implemented theprogramme Umang - Joy of Learning forproviding psycho social care and support forchildren, both school going and non schoolgoing, in schools of Uttarkashi. Theprogramme included a number of activitieswith children in the form of action games likeBlind Faith, Chinese Whisper, Who Am I?,Way of life, paintings, storytelling, experiencesharing and poems, in order to encouragethem to bring out the trauma hidden within

CEE team on its way to schools for UMANGprogramme, Uttarakhand

Children engaged in UMANG programme,Uttarakhand

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them and make them relaxed, free andconfident. The programme that started inAugust 2013 covered about 50 schools inUttarkashi, orienting 7000 students and 650teachers till the month of January 2014. Alongwith that, children were taught ways to save/protect themselves in times of disaster. Forfurther reinforcing this, CEE Himalayadeveloped IEC material, keeping in mind thedisaster situation, and emphasising quicksteps of safety and prevention to be followedduring a calamity.

The IEC material included Riskland GameKit, Psycho Social Care Brochure, DisasterPreparedness Calendar cum Year Planner,Notebooks, Table and Community Calendar;these were distributed among the studentsand community so as to create awarenessabout the causes of disaster and steps to betaken to save oneself from the damage causedby disasters like floods and earthquakes.

The IEC material developed by CEE postdisaster and funded by JSW Foundationincluded the following.

• Disaster Preparedness Calendar ñ ëTaiyyarRahein! Jokhim ko kam kareiní (BePrepared! Reduce Risk!!) - Instructionsgiven regarding dos and doníts duringand after disaster.

• Riskland Preparedness Kit ñ ëAiyeAapdaon se Bachna Seekheiní (Letís learnto Prevent Disasters) ñ Board game byplaying which students can learn whatdisasters are, the doís and dontís duringvarious disasters.

• Note Books ñ ëUmang- Shiksha Ka Anandí(Umang - Joy of Learning) - Steps to betaken during disasters such as earthquakes,landslides, fire, cloudburst, thunder,lightning and floods are mentioned in thenote book. The set comprises of sixnotebooks ñ two each for English, Hindiand Mathematics.

• Psycho Social Care Brochure ñ ëBacchhonko Tanav Mukt Rakhne meinAbhibhavakon aur Adhyapakon kiBhumikaí (Role of Parents and Teachers inKeeping Children Trauma free) - Thebrochure deals with identifying symptomsof trauma affected children and ways tohandle them and bring them out of stress.

• Community Calendar ñ ëSuraksha HamaraAdhikaar Hai! Apne Vidyalay ko SurakshitBanaeiní (Safety is our right! Letís makeour school safe) - specially prepared for thedisaster prone state of Uttarakhand, with alist of important local festivals and fairsthat are not known to many people,especially the younger generation.

Along with children, the Umang programmeincluded teachers, education officers,

Who am I Game during nature tour of CFP inLucknow

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volunteers and local youth in its target groupso as to generate awareness about trauma,especially in children, post any disaster. Itimparted knowledge about identifying andhandling such trauma, not only to schoolteachers, but also anyone who would comeinto contact with such children. By October15, a total of 6329 students were covered in theprogramme, with 3238 boys and 3091 girls.The number included a range of age groups,from primary up to inter college.

13.1.2 Exhibition of IEC material ofCEE in Krishi and Vikas Mela,Uttarkashi

An exhibition of the IEC material developedby CEE was organised on January 17, 2014 onthe event of Maagh Mela in Uttarkashi. SarvaShiksha Abhiyan (SSA) Uttarkashi invited CEEHimalaya to share their exhibition materialduring their Krishi and Vikas Mela. CEEshared the IEC material prepared for Medicinaland Aromatic Plants under the GoI-UNDP-GEF project as well as that prepared forUttarakhand Disaster Response funded byJSW Foundation.

IEC Material exhibited related to Aromaticand Medicinal Plants exhibited include:

• Cultivation Tips ñ Help ConserveMedicinal and Aromatic Plants! Knowthem, Use them, Cultivate them - This is forfarmers who are interested in taking upcultivation of Aromatic and MedicinalPlants.

• Book Labels ñ with pictures of medicinalplants and information about them.

• Table Calendar ñ Save HimalayanMedicinal Plants - Pictures of the richbiodiversity of India with pictures.

• Diary 2014 - with information on the scopeand work being done in the sector of MAPsin the state.

• Wall Calendar 2104 ñ with pictures of 12species that has potential for cultivation.

IEC Material designed for disaster affected/prone areas and exhibited include those givenin 13.1.1.

More than 5000 people from all blocks ofUttarkashi visited this exhibition tounderstand about their local culture, livelihoodopportunities, achievement of the Educationdepartment and social organisations. A lot ofvisitors appreciated CEEís IEC material andits quality, especially the CommunityCalendar.

13.1.3 Training on DRR for Teachers/BRCs/CRCs

Trainings on Disaster Risk Reduction wereorganised by CEE Himalaya for teachers,Block Resource Centres (BRCs), ClusterResource Centres (CRCs), Master Trainers,Community leaders from August 19-22, 2013in Uttarkashi, covering in all 59 participants.The main objective of the trainings was toidentify the list of damaged schools andcategorise them into three groups, viz. Red,Blue and Green. The Red ones were the mostdamaged schools where education was totallydisrupted; the Blue ones were schools thatwere not damaged but education wasdisrupted as the roads and paths leading tothe school were damaged and renderedunsafe, and teachers and students were notable to come to schools for reasons of safetyand others. The Green ones were schools thathad not suffered much damage and educationcontinued. The Red ones were the first priority

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to address, followed by Blue. CEE Himalaya,with other humanitarian agencies and alongwith SSA, provided support to the teachers ofRed and Blue categories and helped resumeeducation there. Qualified local youth wereenlisted, trained and entrusted theresponsibility of carrying out education tillthe teachers could resume their duty andnormalcy was restored. CRCs and BRCs werealso trained on psycho social care, so that theywould act as Master Trainers and furtherdevolve the training to teachers at block andcluster levels.

During the training, presentations were madecovering various aspects like - Recovery fromTrauma, Psycho social care and support, andSuccess story of Kashmir earthquake 2005.The participants were involved in activitiesand games like Blind Faith, Chinese Whisperand Emergency Route that helped quicklearning. Handouts of knowledge materialused in Kashmir for rehabilitation at the timeof the earthquake of 2005 were shared withthe participants.

13.1.4 Orientation of Teachers/BRCs/CRCs/Trainers

The Umang programme was used to provideorientation on Psycho Social Care and Supportfor teachers, Block Resource Centers, ClusterResource Centers, Non GovernmentOrganisations, Master Trainers and Volunteerscovering all schools in Bhatwari Block,Uttarkashi. This was undertaken in order toincrease the expanse and outreach of theprogramme, as the CEE team felt that theentire area needed help and support but theoutreach was not enough to cover so much.Teachers and other community members weretaught about the symptoms of trauma in

children, to identify the level of trauma beingfaced by them and also counseling techniquesto handle the affected children. Orientationprogrammes for Teachers, CRCs, BRCs andstakeholders from the local community werealso organised in Khalsi village, ChiniyalisaurBlock, Saura village, besides Bhatwari Block,and a Teacherís Orientation Workshop ontrauma and rehabilitation in Uttarkashi town.

In all 623 people ñ teachers and other targetgroup members - were trained, comprising444 males and 179 females. The Umangprogramme had a positive impact on affectedschools and other communities of Uttarkashi,as it helped children recover from their stressgradually and try to get back to their normalstudies and games; it also helped teachers/other people to identify the trauma affectedchildren and treat them. The turnout andattendance of teachers in schools alsoincreased. The Education Department,administration and local NGOs invite the CEEteam regularly in their psycho social caretraining programme as resource persons. Theprogramme is still being implemented indisaster affected areas to provide support andcare to the inhabitants.

13.1.5 Distribution of Relief by CEE

Team CEE distributed 2000 school bag kitsfunded by JSW and conducted 50 disasterpreparedness wall writings at different placesin Uttarkashi. The bag kits were distributed inthree blocks of Uttarkashi: 22 in Bhatwari, 12in Dunda and 27 in Chinyalisaur. The totalnumber of students covered in the programmewas 1934 (881 boys and 1053 girls). Bag kitswere also distributed by CEE Himalaya totwelve orphan meritorious students ofUttarkashi in an event organised by

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Saumyakashi Rotary Club on December 22,2013 in Uttarkashi.

Each bag kit comprised of a school bag, sixnotebooks (two each for Hindi, English andMathematics), and a pencil box (10 pencils, asharpener and an eraser). Each IEC materialdistributed to schools contained five numberseach of School Planners, Community Planners,Disaster Brochures, Table Calendars, RisklandGame Kits and Paryavaran Mitra Books. Thecertificate for the same was issued by theEducation Department.

13.1.6 Plan India supported ReliefDistribution in Chamoli District

The district of Chamoli also experienced greatloss of life, property and livelihood due to thedisaster. CEE Himalaya, with support fromPlan India, undertook preliminary rapid needsassessment of the disaster affected areas inthree selected blocks that were worst hit:Joshimath, Tharali and Ghat in the district ofChamoli, after meeting with the governmentand the community members. The needassessment and process of beneficiaryidentification was conducted by CEE and the

local NGO partner AAGAAS Federation atPandukeswar through personal visits andmeetings with stakeholders.

After the assessment, five Gram Panchayatsconsisting of 20 villages with a population of3085 people and 16 schools (comprising 501students and 34 teachers) were supported interms of both food and non food assistance,alternative temporary learning centres for theschools and wall writing/pamphlets withgovernment support with key health andhygiene messages. This support was providedfor a full month to 1785 persons of 357 familiespersons whose homes were damaged ordestroyed and therefore were at risk for foodsecurity. The listing of the families wasconducted in consultation with thegovernment and community members. Thevillages that received relief were Pinula Ghat,Pandu Keshwar, Vinayak Chatii, Govind Ghat,Aturi Pturi, Bena Koli and Pulna Bhundar inJoshimath Block; Mattie, Sirtoli, Dobadkath,Haitmoli, Shoeghaie, Kanda Basti, Goward,Seekari, Beeruwathi, Vimalata and Kaltara inGhat Block; and Harinagar and Latal inTharali Block.

13.1.7 Relief Distribution

Non Food Item (NFI) kits benefitted 1235people from 247 families in Joshimath, Ghatand Tharali blocks. The full family kits provedvery useful to the beneficiaries, whoappreciated the abundant quantity and typeof material they contained.

Dry Ration kits were provided to 370 familiesbenefiting more than 1850 people in Joshimath,Ghat and Tharali blocks. Like the NFI kits, theDry Ration basket was also found to be veryuseful in their hour of need; their composition

School Kit Distributed to Orphans in Uttarakhand

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and quality were highly appreciated by thepeople.

School Kits were distributed to 16 schoolscomprising 501 students and 34 teachers fromthree blocks - Joshimath, Ghat andKaranprayag. Each school kit comprised oftwo tripals, dari/mats, six chairs, three tables,two blackboards, chalk, one water filter and abucket with jug, each kit costing Rs. 15,000.

13.1.8 Spirulina Distribution toUttarakhand Flood hit People

The CEE Himalaya team, on its own as well asin association with its local NGO partnersLok Paryavaran Shikshan Sansthan (LPSS)and AAGAAS Federation, organised anawareness camp on the benefits of Spirulina,which is a food supplement in the form oftablets and capsules. At a time of disaster,when roads and bridges were washed off,transporting heavy and voluminous reliefmaterial is a big deterrent on the hills; whilethe low weight, energy providing and nutritionpacked Spirulina is safe for consumption foreverybody and a boon in such situations.Spirulina is a blue green alga rich in VitaminA and calories. It is one of the best and cheapestavailable food supplements.

At the awareness camp, the benefits,convenience, nutritive value (calorie densityand protein value) of Spirulina was explainedto the people. It was also explained thatSpirulina is harmless with no side effects, andbeneficial to everyone including malnourishedchildren, pregnant women and physicallychallenged people alike. The dosagerecommended was, six tablets daily (two eachin the morning, afternoon and evening) forpeople up to the age of five years and double

dosage, i.e. 12 tables daily for people abovefive years age.

Forty flood affected families of Rishikeshreceived Spirulina tablets during theprogramme. Spirulina Foundation suppliedthe stock of tablets (each bottle containing 120tablets) to the CEE Himalaya office inDehradun free of cost. On September 17-18,2013, around 500 bottles of Spirulina weredistributed to the needy villagers of ten villages:Pahi, Dwari, Bhatwari, Salang, Malla, Tinar,Rethar, Syaba, Patti and Gangori in Uttarkashi.

The gesture and support of the SpirulinaFoundation based in Tumkur, Karnataka whosupplied Spirulina to CEE Himalaya bygenerating support from other agencies wasgratefully acknowledged.

13.1.9 Reconstruction of DamagedSchools

Schools in the flood hit districts were badlyaffected, with a number of schools beingcompletely washed off, and many sufferIngextensive damage. As a result, the educationof children suffered. CEE team conductedmeetings for need assessment of schools withthe government and categorised themaccording to the intensity of damage,accessibility and availability of teachers intoRed (most damaged), Blue (less damaged) andGreen (minor damages). Seventy Red schoolswere identified in the process.

CEE team surveyed 24 damaged Intermediateand High Schools in six blocks of UttarkashiDistrict, namely, Dunda, Bhatwari,Chinyalisaur, Naogaon, Puraola and Mori,according to the list provided by the EducationDepartment. It proposed the reconstruction oftwo schools GIC Maneri and GIC Jogath in

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Bhatwari Block of Uttarkashi. So far, followup meetings, soil profile analysis of theproposed site, and preparation of draftbuilding plan and design for the schools hasbeen completed.

13.2 Disaster Management TrainingProgramme

Fifteen Disaster Management trainingprogrammes were conducted in HoshangabadDistrict of Madhya Pradesh for schools,colleges and the general public, covering about1500 participants.

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14 Facilitating NGOs and Community Initiatives

CEE has taken up a range of innovativeprojects to facilitate NGOs/CBOs to supportSustainable Integrated DevelopmentProgrammes, including those under CorporateSocial Responsibility (CSR) with Public andPrivate Sector participation. These have beentaken up in collaboration with national andinternational partners and small briefs of suchongoing and new programmes taken upduring the financial year are given in thischapter.

14.1 GEF/UNDP OP5 Small GrantsProgramme

CEE while acting as the GEF-CSO

(Civil Society Organisation) ImplementingPartner for the Global Environment Facility(GEF)/United Nations DevelopmentProgramme (UNDP) Small Grants Programme(SGP), entered into the second year of GEFOperational Phase 5. The US $11 million OP5programme became operational in October2012 with the signing of the project documentbetween UNDP and MoEF&CC, and theProject Cooperation Agreement betweenUNDP and CEE in November 2012 toimplement the project.

The SGP globally assists the developingcountries in fulfilling their nationalcommitments arising out of internationaltreaties and conventions related to the globalenvironment, through local actions. The SGPbelieves that the global environmentalproblems can be addressed effectively, if thelocal people are involved in decision makingat all levels within projects and have controlover resources. The SGP demonstrates thatwith a small amount of funding, thecommunities at the grassroots level can makea significant difference in their livelihoods

and the environment. The SGP influences andsupports the global climate interventionsthrough thematic areas, like arresting landdegradation, biodiversity conservation,Climate Change and Persistent OrganicPollutants (Chemical Management).

In a short span of time, nine RegionalCommittee meetings and four NationalSteering Committee meetings took place. Atotal of 52 community-managed projectsbecame operational on the ground. This formsalmost half of the total expected commitmentsexpected in the project during the entire fiveyear duration. CEEís seven Regional Officesprovide strong support to take this programmeto every nook and corner of the country.

The SGP is being managed by CEE in Indiasince the year 2000, starting from OperationalPhase I (OP1) to OP5. A total of 379 projectshave been approved, out of which 327 havebeen completed so far. Forty eight of our NGOpartners have been felicitated with nationaland international awards during the past 13years. This programme is viewed as a flagshipprogramme of GEF/UNDP amongst the civilsociety fraternity. The popularity of thisprogramme is so high that against one ìCallfor Proposalsî invited in July 2013, more than1200 proposals were received, in addition tonumerous proposals that keep pouring in fromthe different regions every day. The details ofall 379 projects can be accessed by all the 123SGP participating countries through the globalintranet network and can also be viewedlocally at SGPís website: www.sgpindia.org.

14.2 COMDEKS Programme

The COMDEKS (Community Developmentand Knowledge Management for the SatoyamaInitiative), a Japanese funded programme tosupport landscapes management in

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Uttarakhand, became operational in June 2013with a funding of US $255,000. The programmeis designed to support local communityactivities to maintain and rebuild socio-ecological production landscapes and tocollect and disseminate knowledge andexperiences from successful on-the-groundactions for replication and up-scaling in otherparts of the world.

The COMDEKS is executed by the UnitedNations Office for Project Services (UNOPS)and CEE acts as the National Host Institution(NHI). It follows the SGP OperationalGuidelines and operates like the GEF/SGPprogramme, also seeking guidance from theGEF/SGP National Steering Committeechaired by the MoEF&CC, GoI.

Six proposals were approved in Uttarakhandto support three types of landscapes spanningfrom lower, middle to higher mountainousterrains, all aiming directly at the expectedoutcomes listed in the Landscape Strategythat was developed. All the projects becameoperational from July 2013.

After developing the baselines for each of thesix projects, Participatory Rural Appraisalswere conducted with the help of 20-30 villagemeetings in each project, and the entry levelactivities were initiated for building confidencewith the stakeholders and for the smoothsailing of the projects. More than 164 villagemeetings with women Self Help Groups wereheld in all the six projects during the last 12months, which has led to a saving ofapproximately US $3,300 in 36 women SHGs(750 members) and leveraged bank loans andgrants of US $1,900. This has resulted in thecommunity members investing their money insimple, low cost technologies like biogas units,fuel efficient cook-stoves, and processing ofìBî grade fruits to make jams, fruit juices and

other market based products ñ theseinvestments are also ensuring better foodsecurity for the families.

• About 48 trainings and capacity buildingworkshops have been held to createawareness and provide vocational skillslike setting up solar energy stations andtechniques to produce organic farmmanure.

• About 14 families have started earningabout US $180 per month by milling grainsthrough 16 water mills that have been setup, with 21 households benefitting fromthis.

• Two milk collection centres have been setup benefitting 125 families.

• Local millets and lentils are beingcultivated and two seed banks have beenestablished benefiting 100 farmers.

• Three training-cum-food processing andproduction centres have been set up forproducing juices, pickles and squashesand 38 members have been trained.

• About 200 litres of gooseberry and 220litres of orange juice with a total productvalue of US $935 have been sold.

• An enterprise based on Himalayan Nettlehas been developed in three villages,benefitting 23 people who have beentrained and have adopted weaving as alivelihood.

• A Community Facilitation Centreestablished for promoting eco-tourism isbenefitting more than 15 households.

• Breed improvement and animal husbandrypractices have been adopted benefitingmore than 50-60 households.

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• In all, nine biogas units have been set upand 52 MTs of CO2 emission reduced.Firewood worth US $3,400 has been saveddue to this, leading to less investment bypeople in fuel purchase which has createdsurplus income in their families.

• The NGO partners regularly interact withvarious State Government Departments,like agriculture, animal husbandry, tourism,horticulture, agricultural banks, MedicinalPlants Board, State Biodiversity Boards,State Renewable Energy Department andForest Department, and access resourcesin the form of their scientists/officials fortraining the community and conductingprogrammes in their training centres.

• Village communities are being linkedthrough SHGs with government schemes:e.g. Poly-houses and kitchen gardens,cooks, and driver trainings. The projectsare also accessing subsidies from variousschemes and linking with COMDEKSactivities to expand their scope.

• The Forest Department of Uttarakhandstate has linked up with COMDEKS projectfor enhancing the production of HimalayanNettle and also buying back the productsfor sale through their State ForestDepartment Board.

• The Eco-Tourism Board of the stateGovernment is also linking up with theproject by providing state guidelines forthem and also master trainers for trainingcommunity members in a range of areas.

• New technologies have been interfaced inbiogas, improved cook-stoves, poly-houses, and community-managed lowcost/easy to handle food processingtechnologies.

• CEE has, in every activity, advocated andguided the NGO partners to formulatecommunity contribution agreements,sharing costs and roles and responsibilitiesin both planning and implementing theproject activities, which has led to betterownership at the community level for theresources created.

• Three case studies were prepared andshared with COMDEKS Headquarters forinsertion in their forthcoming newsletter/journal. One article on India Landscapeapproach already appeared in the previousissue of the COMDEKS newsletter.

14.3 Medicinal Plant GardensProgramme

The programme Development of MedicinalPlants Gardens in Schools and Colleges ofNew Delhi, 2013-16, is a joint initiative of theNational Medicinal Plant Board, Ministry ofHealth & Family Welfare, Government of Indiaand CEE, that targets 300 schools and collegesof New Delhi. The project ensures sustainablepractices for the use and conservation ofmedicinal plants by partnering with schoolsto create Medicinal Plant Gardens.

The programme, being implemented by CEEDelhi, promotes inter-generational knowledgeamong schools for effective processing of thebenefits from medicinal plants. Through thedevelopment of Herbal Medicinal PlantGardens in schools and colleges, conservationof medicinal plants will be addressed alongwith their use in our day to day life for betterhealth and immunity. At present, a wide rangeof medicinal plants face the threat of extinctiondue to several factors like deforestation, over-exploitation, improper collection due to lackof knowledge about proper techniques andpoor investments in adopting their use.

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Application and conservation of medicinalplants in our day to day life will surely promotetheir values among the society.

Based on their importance and the need toconserve, CEE listed 26 species of herbs andshrubs which will be planted in the MedicinalPlant Gardens. Till now 70 schools havepartnered with CEE to develop medicinalplants gardens. Out of these, 10 schools willdevelop mother nurseries to supply thesaplings to the schools within the vicinity oftheir respective region. An orientationworkshop for schools Schools OrientationProgramme on Developing Medicinal PlantGardens has also been conducted where 88school principals and teachers participated,with a view to promoting the project in theirschools and inculcating medicinal plantscultivation practices among the students.

To effectively implement the programme in allthe schools, CEE Delhi has developed apartnership with the Department ofEnvironment, Government of the NationalCapital Territory (NCT) of Delhi. The linkagewill help sustain the activities by the eco-clubs. Two NGO partners ñ Eco RootsFoundation and I-Dream have also partnered

with the project to extend its coverage throughnetworking and capacity building.

Two educational materials have beendeveloped for schools by CEE as part of thisproject:

1. Medicinal Plants and their Usefulness ñ abooklet to promote the values of medicinalplants among the students and teachers

2. Developing Medicinal Plant Gardens ñ abrochure to disseminate the projectphilosophy, objectives, strategy andactivities of the project

14.4 Partnerships of GEF UNDP/SGP& CEE

14.4.1 Partnership with Sail

A joint partnership with Steel Authority ofIndia Limited (SAIL) entered into the secondyear on the project Sustainable Livelihoods,Incomes of the Poor and Marginalized inGonda District (Uttar Pradesh) throughLandscape and Institutionalised Micro-creditApproaches. This two year project wasapproved for Rs.117.65 lakh, with a directfund of Rs.80 lakh from SAIL and Rs.37.65lakh as co-financing. The project aims atenhancing the quality of life and providingincreased incomes for the poor andmarginalised in 12 villages, through acommunity-led integrated approach that usesan enterprise-based renewable agriculturalpractices, and a landscape approach. Theproject also aims to enhances the skills andcapacities of farmers by introducing low cost,easy to understand and implement modernagricultural and allied technologies, based onlocal conditions and resources available,thereby enabling them to increase theirknowledge and income in a range of activitiesin natural resources management. Simple

A skit promoting herbs for health beingperformed by Bethany Jeevan Dhara

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technologies like improved cook-stoves, settingup solar power stations and biogas units arebeing introduced to bring in energy efficiencyfor better household management and reduceddrudgery for women. The local people arebeing encouraged to establish sustainablebusiness enterprises for increased incomesbased on Mentha and other traditional crops.

14.4.2 Partnership with Arya Iron &Steel Company (Aisco)

AISCO has partnered with GEF/UNDP CEESGP to develop and enhance a sustainableapproach to Corporate Social Responsibility(CSR) by addressing the CSR activities in asocially responsible way for the communities,by including environmental, financial,governance and economic concerns as itsintegral part. AISCO, with technical supportfrom CEE, has started implementing projectsat Barbil in Keonjhar District in Odisha withthese objectives. They have also expressedtheir interest to collaborate with CEE to takeup a CSR Programme to encourage a morecommunity based, participatory processoriented, gender sensitive (involving womenat all levels) approach, with a clear focus onwhat sustained actions need to be undertakenin the villages to ensure a better quality of lifefor the local people that is also sustainable. AMemorandum of Agreement is under processfor this. The aim of this is also to raise the localcapacities of AISCO to a more sustainabledevelopment approach, by encouraging andleveraging knowledge and technologies whichare low cost, easy to handle and manage bythe locals, and partnerships with a range ofstakeholders.

14.4.3 Partnership with AVH Chemicals

A Memorandum of Understanding (MoU) hasbeen entered into with AVH Chemicals by

CEE under AVHCís Corporate SustainableDevelopment Programme, to encourage a morecommunity based, participatory processoriented, gender sensitive (involving womenat all levels) approach, with a clear focus onactions that need to be undertaken in thevillages to ensure a better quality of life for thelocal people that is also sustainable. Theproject is for a duration of two years - March2013 to March 2015 - with a funding supportof Rs.16.53 lakh and leveraging another Rs 50lakh co financing. CEE is as the Facilitator/Knowledge Partner to this CSR initiative andprovides assistance for establishing asustainable approach in the villages. Underthis CSR programme, nearly 60 cook stoves;three health camps; and several educational,training and capacity building programmes,have been taken up with nearly 1500households in four villages in an integratedmanner. The scope of activities are discussedin advance and decided mutually between thecommunities and the stakeholders.

14.4.4 Partnership with AirbusCorporate Foundation

A unique partnership was established withthe private sector Airbus CorporateFoundation (ACF). The ACF provides a widearena for their employee-volunteers byproviding opportunities for life-changingexperiences through getting attached to thecommunities, learning their problems,providing solutions by taking up communitywork with their own hands and promotingcultural exchange. This gives the volunteers achance to work on mitigating the effects ofclimate change and conservation ofbiodiversity in resource-hit tribal belts, bypromoting alternate energy options like biogasunits, which provide cheap, easy and cleanfuel for cooking and reduced drudgery for

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women in the households. The project covers30 tribal villages of Gudalur Block, NilgirisDistrict, Tamil Nadu with 45 biogas unitshaving been set up so far. Each of these 45beneficiary households saves about 8-9 kgs offirewood per day and prevents deforestation.Trhough the 45 biogas units, greenhouse gasesemissions have been reduced by nearly 1800metric tonnes of CO2 annually, i.e. 108,000 kgof wood saved which is equivalent to 1.8 kgsof CO2 per kg of wood burnt (45 x 8 kg wood x300 days per year). Each household also sellsan average of 7-8 litres of milk per day earningan additional income of Rs.120 daily.

The entire funding of the programme is beingundertaken by ACF with co-financing fromthe Government of India in the form of subsidyfor biogas plants. GEF/UNDP/CEE SGP takescare of the knowledge management andprovides technical support. The Centre forTribal and Rural Development Trust (CTRD)acts as the local NGO. Four such expeditionsinvolving 15-18 volunteering employees havetaken place so far. Looking at the benefitsaccrued to the tribal communities and theenvironmental benefits accrued so far, ACFhas extended this programme to cover fourmore expeditions till the year 2016.

14.5 Awards Won by GEF/UNDPCEE SGP Partners

Seven GEF/UNDP CEE SGP-supported projectpartners won Awards during the year.

1. GEF/UNDP CEE SGP project partner,Foundation for Ecological Security (FES),Anand was awarded the Land for LifeAward 2013 on the World Day to CombatDesertification (June 17, 2013). ThisAward is supported by the United NationsConvention to Combat Desertification(UNCCD), to recognise sustainable land

management. From among the 137applicants from 62 countries across theglobe, and 16 semi-finalists, FES wasawarded the first place by a renownedpanel of jurists from around the globe. TheAward was for their efforts in empoweringcommunities from over 5200 rural villagesto take ownership of their local land,including dry-lands, forests andwastelands, and sustainably rehabilitatethem; and for influencing policy onCommons at the national and state level.The Award was given to FES during the11th meeting of the Conference of Partiesto the UNCCD, held in September 2013 atNamibia.

2. Mr. Godhan Singh from Diyari Village (inUttarakhand State), one of the members ofthe SHG Producer Group, under GEF/UNDP CEE SGP Project Partner, MahilaHaat, received a cash prize of Rs.10,000from the District Officer of Almora on June21, 2013 for Best Practices in Agriculture.The prize was given by the DistrictMagistrate of Almora, Mr. Aksat Gupta.

3. Avany Womenís Group, a women Self HelpGroup who have been practising vegetablecultivation and preparation of bio-formulations such as Panchagavya andothers on a commercial scale, have won anaward in March 2014 from the localCooperative Bank, in recognition of theirentrepreneurship. The award carries aprize of Rs. 5,000 and a certificate ofappreciation. This SHG is a part of ourGEF/UNDP CEE SGP project implementedby Peekay Tree Crops DevelopmentFoundation, Kochi (Kerala).

As part of the NGOís efforts to involvestudents in development activities, 100students of a local school Mattathibhagom

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Government LP School have been trainedin vegetable cultivation and provided withseeds and seedlings to start farming intheir respective homesteads. All 100students have succeeded in the effort andin appreciation of this innovativeapproach, the school has been selected forthe 'Good Lesson' award instituted by theMalayala Manorama Publications, whichcarries a cash prize of Rs.15,000.

4. An NGOís Radio Station Yerala Vani 91.2,Jalihal, run by GEF/UNDP CEE SGP projectpartner Yerala Projects Society, Sangli(Maharashtra state) has received the ëMostCreative/Innovative Programme ContentAwardí on March 13, 2014, which is aNational Award for Innovation. They alsoreceived another award for theirprogramme Changes in cropping andagricultural practices as per environmentalchange. Both the awards were presentedby Mr. Bimal Julka, Secretary, Ministry ofInformation & Broadcasting, on theoccasion of the 3rd National CommunityRadio Awards ceremony.

5. Sujagriti Samaj Sewi Sanstha, Morena(Madhya Pradesh), GEF/UNDP CEE SGPproject partner and NGO, received anaward for the best work done underParyavaran Mitra Programme (a jointinitiative of the MoEF&CC and CEE). Theyreceived the award, consisting of amomento and a certificate, on April 29,2014 at a function organised at theConference Hall of the Regional Museumof Natural History, Bhopal.

6. Sarjna Samajik Sanskratik evam SahitiyakManch, a GEF/UNDP CEE SGP partner,was awarded for the best work underParyavaran Mitra on April 29, 2014, at thesame function mentioned in item no 5above.

7. To promote biodiversity conservation andto celebrate the International BiodiversityDay, the Madhya Pradesh BiodiversityBoard organised a competition for the bestBiodiversity Garden on May 22, 2014, atthe Conference Hall of RCPV NoronhaAdministration Academy. Sujagriti SamajSewi Sanstha, Morena (Madhya Pradesh),a GEF/UNDP CEE SGP partner, receivedthe State Level award for the Best Garden.The award was given to the organisationfor the praiseworthy work done by them inforest conservation, tree plantation andthe garden. A shield, certificate and cashprize were presented to the President of theorganisation.

14.6 GEF UNDP SGP in CEE South

The GEF SGP unit in CEE South reviewed andassessed the proposals received from thepartners of the Southern Region. A state-wisedata entry sheet was prepared for all theproposals and concept papers received fromall over the southern part of the country. Asproposal submission by NGOs is open allyear round, this is an ongoing activity.

The team interacted with the partners anddiscussed the mandates and scope of GEF,through various means: telephonicconversation, mailing and physical meetingat the office. Materials on Climate Change andGEF SGP projects were provided to the partnersfor ready reference. Handholding of partnersas and when required to strengthen theiractivities is part of the focus of the SGP.

The Regional Committee Meeting wasconducted on February 27 and 28, 2014.Including new and scaling up ones, 101proposals were tabled in the meeting.

Regarding the ongoing and completed projectsin the Southern region, the state-wise data

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sheet has been prepared for documentationand reference purposes. The projects are beingassesses and the quarterly, mid-term and finalreports are being collected and documented.Measurable results and success stories arealso being documented.

The team members regularly coordinate withwith the Regional Director and NationalCoordinator. Participation in meetings,workshops, advocacies, etc. has been helpingin capacity building for the programme.

Besides the above, SGP partners ñ NGOs andtheir school partners - contributed 10000pledges to the National Campaign onBiodiversity Consrevation, an NBA initiative.

The SGP partners were communicated forcontribution in the National Campaign onBiodiversity Conservation. About 10,000pledges were contributed by the NGOs andtheir schools partners.

Discussions, preparation of concept notes andcontacting donors for financial support;preparation of datasheets based on NBSAPSand national reports, were key activitiesundertaken by this group as part of the CBDproject. Data analysis is the next step plannedin the process.

14.7 GEF SGP in CEE Himalaya

CEE Himalaya is the monitoring agency forUNDPís GEF Small Grants Programme in thenorth, with grants being provided to NGOs forinnovative and nature friendly projects onbiodiversity conservation, protection andpromotion. About 80 proposals were receivedfrom Uttar Pradesh (49), Uttarakhand (18) andBihar (13) during the year This year a total of80 proposals were received by CEE out ofwhich 49 were received from Uttar Pradesh,18 from Uttarakhand and 13 from Bihar. After

scrutiny, five (three from UP and one eachfrom Uttarakhand and Bihar) wererecommended for approval and nine forrevision, while 66 were rejected.

14.8 GEF SGP in CEE Central

The GEF UNDP Small Grants Programme isbeing coordinated from CEE Chhattisgarh atthe Central regional level for the States ofMaharashtra, Madhya Pradesh, Chhattisgarhand Goa. In the SGPís current phase, i.e.Operation phase IV, 10 proposals wereapproved and SGP grants sanctioned.Regular follow in the form of monitoring visitsto SGP partners and identification of newNGOs working at the community level onGEF focal areas, is ongoing.

14.9 National EnvironmentalAwareness Campaign (NEAC)

For NEAC 2013-14, CEE was associated withthe campaign in the capacity of a Centre ofExcellence. CEE representatives worked with20 Regional Resource Agencies (RRAs)located across the country and helpedscrutinise about 10000 proposals received bythe RRAs. Proposals shortlisted following theinitial scrutiny by the RRA and CEE were

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recommended to the regional committees.Following the pre scrutiny, CEE hosted fourregional committee meetings. These meetingswere organised simultaneously betweenSeptember 24-27, 2013 in four cities, viz.Ahmedabad, Chandigarh, Delhi andGuwahati. CEE representatives were alsomembers on these regional committees.

14.9.1 CEE Himalaya

The meeting of the NEAC Regional Committee(Northern Region) was held at Chandigarhfrom September 24-27, 2013, for the scrutiny ofNEAC project proposals received from thestates of Jammu and Kashmir includingLadakh region, Himachal Pradesh, Haryana,Punjab, Uttarakhand and UT of Chandigarh,for participation in the NEAC 2013-2014. Thefollowing table gives the details of proposalsreceived and recommended for financialassistance.

State/Region No of No ofproposals proposalsreceived recommended

for financialassistance

Jammu 477 467

Kashmir & Ladakh 330 234

Haryana 1082 528

Himachal Pradesh 415 405

Uttarakhand 107 79

Punjab & 507 455Chandigarh

Total 2918 2168

The total budget allocation for the aboveamounted to Rs. 2,91,97,150.

14.9.2 CEE Chhattisgarh

CEE Chhattisgarh was involved in pre-scrutiny of proposals as well as auditing theprocess, working with ChhattisgarhEnvironment Conservation Board (CECB), theState Nodal Agency for the NEAC scheme ofthe Ministry of Environment and Forests. InJuly and August 2013, CEE Chhattsigarhscrutinised 282 proposals and submitted theirobservations and recommendations about theprocess to MoEF&CC.

14.10 Give Goa Initiative of GoaInstitute of Management(GIM)

Goa Institute of Management has initiated aprogramme titled Give Goa as part of which,their First Year students are attached toinstitutions, industry and NGOs to help intheir respective area of work. CEE Goa StateOffice is a partner in this initiative. Sixteenstudents from GIM were attached to CEE GoaState Office to work on BiodiversityConservation Education Programme inschools. As part of this, the students developeda PowerPoint presentation on coastal andforest ecosystems and took it to 20 schools inGoa to sensitise the students aboutconservation of biodiversity. The GIM studentsvisited schools and colleges on every Thursdayfor 18 weeks starting from July 2013. As partof a mass awareness campaign, they alsodeveloped a FaceBook page on BiodiversityConservation through Education andmanaged it throughout the activity period. Adocumentary on Think Eat Save was alsoscreened in all the schools they visited. At theend of their stay, they developed a short filmon their experience and uploaded it on YouTube.

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15Training, Capacity Building and Networking

15.1 The Green Teacher Diploma inEnvironmental Education: Adistance education programmein EE for in-service teachers

The Green Teacher Diploma in EnvironmentalEducation is a distance learning programmedesigned by CEE India, in partnership withand with support from Commonwealth ofLearning (COL), Vancouver, Canada. Theprogramme offers practising teachers andenvironmental educators an opportunity toempower themselves with the requisiteknowledge and skills to effectively transactEE concepts in the classroom. The course is aunique way of strengthening practisingteachersí skills in EE, besides providing themuch required opportunity to teachers forsharing their experiences with each other.

In 2013, about 50 professionals enrolled forthe programme, which was offered inAhmedabad, Pune, Delhi and Silvaas. Twocontact sessions were conducted at each of theStudy Centres.

15.2 Training in Result BasedManagement for ProvincialEducation Managers fromAfghanistan

A group of 15 provincial education directorsand education managers, were oriented onResult Based Management (RBM), aparticipatory and team-based approach toprogramme planning, which focuses onachieving defined and measurable results andimpacts. The ten day training-cum-exposuretour from March 9-19, 2014 was organised bythe Networking and Capacity Building (NCB)Group of CEE. The programme highlighted arange of global to local cases, where RBM in

Formal Education is being practised andimplemented to improve programme deliveryand strengthen management effectiveness,efficiency and accountability. This programmewas supported by the Swedish Committee forAfghanistan (SCA), a non-governmentalorganisation, working to help rebuildAfghanistan after decades of war anddestruction.

15.3 Training in Science Education

CEE bagged the bid for training and capacitybuilding the education practitioners ofMaldives in science education. This capacitybuilding assignment has been commissionedto the Centre by the Swedish Committee forAfghanistan. The idea is to train creativeteachers and education provincial managersin effective teaching and learning of science atthe primary school level.

The capacity building programme has beendesigned as a series of three time trainingexposure of seven days each. Over 50 teachersand education managers will be undertakingthis programme.

15.4 Facilitating Change Processes inEco Schools of Dubai

CEE India in association with EmiratesWildlife Society (EWS) - World Wide Fund forNature (WWF), United Arab Emirates (UAE)conducted a pilot programme to strengthenteachersí capacity and ingenuity in leadingschool level initiatives in UAE through aninitiative called ëGreen Teacher-Eco SchoolProgrammeí. EWS-WWF Dubai is the nodalagency that is engaged in facilitating EcoSchools Programme in the UAE.

As part of the eight month long Green Teacher-Eco Schools Programme, offered in a blended

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mode, two contact sessions were held in UAE,in October 2013 and January 2014. Throughthe contact sessions, the teachers were orientedin using different teaching-learningmethodologies to transact EE effectively;develop a basic understanding of projectmanagement; and discuss their Eco Schoolmicro-projects. The pilot batch of GreenTeachers will continue to be a part of theGreen Teacher UAE network and will becomethe torch bearers for a number of activities ofthis Programme in the future.

15.5 Joyful and Effective Teachingand Learning of Science inMaldives

CEE served as the technical partner to theUNESCO project titled ëJoyful and EffectiveTeaching and Learning in Science inMaldivesí. The Project is funded by theJapanese Funds-in-Trust, implemented byUNESCO New Delhi Office, in partnershipwith Maldives National Commission forUNESCO, National Institute of Education,Ministry of Education, Government ofMaldives. The Project aims to ëenhance teacherand teacher training capacity in the Maldives,in the teaching and learning of Science andEnvironment.í

The key activities undertaken as part of theproject include:

1. Training Needs Assessment

2. Material Development Workshop forteaching and learning in science

3. Master Trainersí Orientation Programmein India

4. Orientation Programme for 30-50 Teachersfor Innovative Science Education

5. Pre-service teacher training in teaching andlearning in science and environment

6. Establishment of a Training LearningCentre.

7. Developing delivery framework fordistance learning to support teachertraining

Pre-service Teacher Training and developingthe framework for distance learning in theMaldives is yet to be carried out; all the otheractivities have been completed.

Under this Project, CEE provided its expertiseto different government agencies under theMinistry of Education, Government ofMaldives. The UNESCO NationalCommission for Maldives took the overallresponsibility for coordination of the Projectin the Maldives, CEE provided the technicalinputs in terms of teacher capacity building,material development, training resourcedevelopment, and others.

15.6 Gramdoot: Mobile Technologyto Help Farming Communities

Led mainly by the team at the RuralProgrammes Group and supported by thetechnology team at the NCB Group at theCentre, the idea of Gramdoot programme is totest the effectiveness of technology operatedservices in appropriately fulfilling themandate of community development andempowerment. The project is being supportedby the Commonwealth of Learning, Canada.

During the year, the Gramdoot team developeda multimedia on Animal Health and Upkeep.The package reached out to identifiedcommunities under the project, in selectedvillages in Gujarat.

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15.7 CEE Ka Bioscope

The GIS Cell continued to offer 'CEE kaBioscope' (CKB): an ICT enabled fun-filledlearning programme for school children. Thisyear, in addition to grades 7 and 8, the CKBmodules reached out to students of Grade 9 aswell. The themes dealt with included Science,Social Science and Economics of Agriculture;Population and Consumption; TownPlanning; Waste Management; TrafficManagement; Carbon Footprint; LifestyleChoices.

The modules for each grade included GIS andICT based lab-sessions, classroom-basedsessions, field visits as well as interactionwith relevant experts. At the end of the CKBmodule, students presented their work,research and findings to a panel of expertsand were awarded CKB Certificates oncompletion of the six month CKB module.

During the year, over 300 students of grades 7,8, and 9 undertook CKB modules. The themesdealt with included Population, WasteManagement, Sustainable Agriculture andEarth and Earth Sciences.

15.8 Supporting Coordinators ofCluster Resource Centre andBlock Resource Centre of Biharwith Training Material

Between August 2012 and February 2013, aseries of 10 day training workshops forteachers; CRCs and BRCs of Bihar wereconceptualised, developed and coordinatedby a joint team from NCB and the RuralProgrammes Group of CEE. A training moduletitled Learning to Support Learning:Enhancing the Quality of Teaching andLearning in Schools was designed, developed

and delivered by NCB in October 2013. Themodule dealt with concepts like educationand communication; learning theories;effective child-centered teaching learningapproaches; assessment and others. A copy ofthis module was shared as training materialtowards preparing 40 master trainers tocontribute towards enhancing the quality ofeducation in government primary schools ofBihar. This initiative was supported by Savethe Children, Bihar State Office.

15.9 Other Activities

The team members at NCB were involved incontributing to some of the other projects andactivities of the Centre. These include takingsubject specific sessions in EE programmesfor students of the Aravalli Institute ofManagement. The NCB and GIS team alsoconducted sessions in other teacher trainingworkshops at the Centre and coordinated GISbased learning and activity corner during theWorld Environment Day event.

A paper on Teacher Professional Developmentthrough Distance Learning was published inthe book on E-Learning in Teacher Education:Experiences and Emerging Issues publishedby the Faculty of Education, University ofDelhi in 2014.

15.10 EE Training Module for NGOs

CEE North was invited by Varanasi NagarNigam to facilitate a two day module forpartner NGOs and officials on environmenteducation working as part of the PublicAwareness and Public Participation (PAPP)component under the JICA assisted GangaAction Plan project at Varanasi. CEE facilitatedthe Environment Education OrientationWorkshop in September 2013 at VaranasiNagar Nigam. The workshop was attended

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by around 30 participants including fourrepresentatives from six partner NGOs whowill be working with 60 schools of Varanasialong with the Nagar Nigam officials. Theworkshop focused on clarifying ecological,economical and socio-cultural linkages relatedto Ganga. Participants were helped tounderstand various dimensions linked tosustainable development and how educationcan be an effective tool in this direction.Technical sessions on water and sanitation,waste management, climate change, etc. werealso conducted during the workshop. CEEteam guided NGO representatives in planningschool activities and drawing up an actionplan. The Municipal Commissioner joined theworkshop and addressed the participantsduring the concluding session. Eachparticipant received a certificate ofparticipation and each NGO representativereceived a set of educational material.

15.11 E-Course on EnvironmentalEducation for Teachers inService

CMU is in the process of designing anddeveloping a Certificate Course inEnvironmental Education through eLearning,for intermediate level in-service teachers ofAbu Dhabi. The project is proposed andsupported by the Environment Agency ñ AbuDhabi (EAD). As part of the projectimplementation, the technology provider fordeveloping the Learning Management System(LMS) has been identified. The technologyprovider will set up Moodle (LMS) and providetechnical assistance to the learners during theimplementation of the pilot phase of the course.The discussion on modules, objectives andcontents has been completed. Moduloedevelopment and course implementation willbe completed next year.

15.12 Samsung Activity-basedEnvironment Education Kits

CMU team members facilitated thedevelopment of four theme-based, stand-alonekits for Samsung Engineering Ltd, based inSouth Korea. The kits have been developed tosupport Samsung volunteers or teachers fromthe schools in their project locations in carryingout an hour-long environmental educationsession in schools. The kits were based on thedossiers designed by CMU for YES Bank, India.

15.13 Sensitising Media on ClimateChange and Development in IHR

CEE Himalaya and The Third Pole (a Delhibased media NGO) jointly initiated workingon a project supported by CCD-SDC to sensitisethe media on the issue of climate change anddevelopment, especially in the Himalayancontext. The project seeks to orient them onhow effective reporting and case studies in themedia on climate change and sustainabledevelopment for mountain communities canpositively impact people in generating a betterresponse towards adapting to the adverseimpacts of climate change and rapidenvironmental degradation.

The Eastern and Western Himalayan mediapersonnel would be oriented throughworkshops proposed to be held at Shimla(Himachal Pradesh), Leh/Srinagar (J&K),Gangtok (Sikkim) and Kohima (Nagaland).The workshops would provide participantsan opportunity to interact with experts onclimate change, communicators, governmentand media to help them understand the scienceand social aspects of climate change, existingpolicy framework and scope for itsimplementation, and techniques for effectivereporting.

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16Initiatives for UNDESD

16.1 Interventions and Presentations

CEE made key interventions and presentationsat several forums in India and outside. Someof those by the Director, CEE , Mr. KartikeyaSarabhai include:

Was invited to the International Conferenceon Education for Sustainable Development ñLearning Today for a Sustainable Futureorganised by the Commission of RussianFederation for UNESCO in Khanty-Mansiysk,Russia, in May 2013. He presented histhoughts on the progress India has made inimplementing the Decade. He also shared histhoughts on the steps that need to be takenafter the close of the Decade of Education forSustainable Development (DESD) in 2014.

Along with Ms. Shailaja Ravindranath andMr. Pramod Sharma, conducted a workshopon Environmental Education for BiodiversityConservation ñ Towards Shaping an InternationalNetwork in the 7th World EnvironmentalEducation Congress held in June 2013 inMarrakesh, Morocco. The workshop helped toget inputs on ways through whichinternational cooperative processes assist indeveloping and implementing strategies andaction plan for biodiversity conservation. TheDirector also participated in a side eventPreparation for the future of Education forSustainable Development organised by theUNESCO, where he highlighted the role ofeducation as a key driver of change forsustainable development.

Was invited by GIZ as a speaker at theInternational Conference on Learning for the futureñ The role of education in a post-2015 agenda inBonn, Germany in July 2013. He spoke aboutthe role that Education for SustainableDevelopment (ESD) can play in achieving thepost-2015 agenda or sustainable developmentgoals.

Was a speaker for a panel discussion at the42nd North American Association forEnvironmental Education (NAAEE)Conference held in Baltimore, USA in October2013. The discussion was focused on a globallook at environmental education andsustainability.

In the nineteenth session of the Conference ofParties of the United Nations FrameworkConvention on Climate Change (COP 19,UNFCCC) held in Warsaw, Poland inNovember 2013, spoke about ESD as one ofthe key drivers of change to address issuesrelated to climate change, in a side event onCombating Climate Change through Educationand Training, organised by the UN Alliance onClimate Change Education, Training andPublic Awareness.

Participated as a concurrent session facilitatorin the forum organised by the UNESCO onGlobal Citizenship Education: Preparing learnersfor the challenge of the 21st Century in Bangkok,Thailand in December 2013.

Was invited by the Environment Agency ñAbu Dhabi as an expert presenter in anInternational Forum for Educating forSustainability held in Abu Dhabi in February2014. He spoke about various ways in whichCEE has integrated ESD in the Indianeducation system. Some examples hementioned are through eco club activities,linking action projects with curriculum,internships and nature camps.

16.2 International Initiatives in ESD

The ESD ExpertNet

The GIZ supported ESD ExpertNet is a trans-regional network of experts and leaders fromstate and non-state institutions that isdeveloping strategies to help enhance the

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implementation of ESD in the participatingcountries. Among other engagement activitiesas a part of the ESD ExpertNet, CEE has beeninvolved in the development, adaptation andconduct of a Course for Capacity Building ofMultipliers or Teacher Educators for ESDusing the Whole School Approach. Thisapproach takes into account that the importantfactors for success of ESD within the schoolcontext are not only curriculum, teaching staffand their lessons, but also the parents andlocal surroundings, education policies,teaching materials and many other aspectsthat all play a major role in the success of ESD.In 2013-14, CEE organised a refresherworkshop for selected participants from theprogrammes that were conducted earlier. Therefresher programme helped assess theusefulness of the approach, challenges facedand learnings, and ways to further developthe approach and capacities of educators.Seventeen participants attended theprogramme.

Satish Awate who had participated in theLeadership Training course under thispartnership implemented an InnovationProject that was one of the components of thetraining. The project included development ofan approach for biodiversity documentationby schools, documentation protocols,technique for varietal mapping and thenapplying the approach with schools that arepart of the Western Ghats Special Eco-clubsScheme in Maharashtra. Documentationincluded recording of locations using GPSand photographs of varieties. Conservationwork includes preparation of plantingmaterials, nurseries, grafting, etc. Presentations

were made about this approach and activitiesat the GIZ ESD National Workshop organisedin Delhi in November 2013 and at an ESDworkshop organised by the Asia PacificCultural Centre for UNESCO at Okayama,Japan. Four posters have also been developeddepicting the varietal diversity in the speciesdocumented.

16.3 Preparation of DiscussionPapers for the Negotiation onSustainable Development Goals(SDGs) by Governmennt of India

CEE was entrusted by the MoEF&CC to preparethe baseline report and the suggested SDGs aspart of the discussion papers to support theIndia negotiation team in the Open WorkingGroup of the General Assembly of the UnitedNations. CEE teams worked on the 14 thematicareas identified by MoEF&CC to prepare areport. The report included an India baseline,a review of global efforts, an analysis of SDGsvis a vis the MDGs and suggested SDGs ineach of the thematic areas. The thematic areasfor which papers were written includeDrinking Water and Sanitation, DRR, ClimateChange, Health and Population Dynamics,Poverty Eradication, Food Security andAgriculture, Promoting Full Employmnet andDecent Work for all, Gender, Education,Marine, Oceans and Seas, Ecosystems andBiodiversity, Energy, Desertification andMeans of Implementation. CEE was also askedto validate the papers from the respective lineministries. The process of validation is inprocess and the final report will be submittedto the MoEF&CC shortly. The project wasfunded by UNDP.

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17Material Development and Publications

Children's Media Unit (CMU) is involved ininstructional design of materials andprogrammes for EE and ESD, nationally andinternationally. CMU works with all media -print, audio visual, exhibitions and newmedia. CMU facilitates training and capacitybuilding of teachers and ESD professionals.

17.1 Material Development for theThrust Area: Education forChildren (Instructional Design)

17.1.1 International Collaborations

CMU has been working closely withEnvironment Agency Abu Dhabi (EAD) as akey collaborating partner in the SustainableSchools Initiative (SSI) and SustainableCampus Initiative of Abu Dhabi. Thiscollaboration includes development ofresource material and capacity building.

CMU is also part of the ESD ExpertNet, a GIZinitiative of which India, Mexico, South Africaand Germany are part.

17.1.2 Resource Material/Publications

During this period, CMU worked on twoResource Books for teachers of Primary andSecondary level, to equip the teachers of AbuDhabi with a range of pedagogical approachesand methodologies to support EE and ESD.

i) Towards a Sustainable World: A ResourceBook for Primary Teachers: Thedevelopment, design and layout of thisbookhas been completed.

ii) Towards a Sustainable World: A ResourceBook for Secondary Teachers (Classes 9-12): This is in the layout stage.

iii) Water Education in the Arab World: AHandbook of Information and Activities:

Since 2003, The Environment Agency ñAbu Dhabi has been appointed as themajor international coordinator for watereducation in the Arab world by theUNESCO, as a part of their ESD efforts inthe Middle East. EAD conceived anddesigned the Water Education Programme(WEP) to be implemented in the Arabregion. As a part of it efforts, EAD haddrafted a WEP resource material forteachers to be used as a part of the teachingcurriculum in UNESCOís ASPnet schools.The material will be adapted into Arabic.CMU reviewed the WEP resource materialdeveloped by EAD for the three levels -Primary, Intermediate and Secondary.Based on the review, the content wasrevised, augmented with added chaptersand information, as well as edited. CMUalso completed the design and layout ofthe book.

17.1.3 Easter Springer Publication

Rajeswari N Gorana, Programme CoordinatorCMU, and Preeti R Kanaujia, ProgrammeCoordinator CEE North are co-editors for apublication for Easter Springer, under its seriesSchooling for Sustainable Development. Thispublication focuses on South Asia andattempts to provide a close insight into how

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EE/ESD is being integrated in the South Asiaregion, and how it is being practised byeducators and in institutions.

The book essentially presents experiences andinitiatives of each country in reorientingeducation (formal and non-formal) asEducation for Sustainable Development (ESD).The book would capture efforts by individuals,NGOs, UN organisations; educationalpolicies, government initiatives, programmesand projects that are facilitating ESD work.

The book is now in the manuscript phase.

17.2 National Initiatives

17.2.1 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, newsletters,periodical publications, etc.; promotes thedissemination of films on environment,development and social justice issues throughvarious channels - print, internet, workshops,film festivals and otehrs; produces own filmsand publicises films produced by others.

CMU continued its function as a VideoResource Centre. 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.

17.3 CEE Himalaya: Short VideoDocumentaries English & Hindiunder UNDP Programme

Herbal Healers of Himalaya: This 16 minutedocumentary was shot at Johar Valley ofMushiari and focuses primarily on thetraditional healthcare system and herbalmedicine of Uttarakhand. The film includesinterviews with several herbal healers, MAPcultivators/users, local community membersand Forest Department officials, and capturesdifferent aspects of the role of MAPs in localtraditions, customs and lifestyles, whilehighlighting the plight of naturally growingMAPs in the wild.

Ukha Devi ñ Who after Her?: Ms. Ukha DeviLaspal, a Bhotiya tribe woman of Johar Valley,Uttarakhand, who has a rich knowledge ofthe uses of medicinal plants for treatingvarious ailments, has been treating people ofher and adjoining areas ñ especially the ruraland poor people - keeping them healthy sincemore than 50 years. With her indigenoustraditional knowledge (ITK) used in the serviceof people, she has earned much respect andthe status of a goddess. This short film ofseven minutes captures the knowledge and

Awareness on MAPs Village Khalla, Chamoli

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healthcare services rendered by Ukha Devi ina far flung remote area, in order to appreciateand popularise it. It raises concerns about theloss of such indigenous traditional knowledgeof medicinal plants after people like UkhaDevi are no more.

International Mountain Day 2013: The filmcaptures all the events celebrated by RCESrinagar with ICIMOD on InternationalMountain Day 2013 with 250 students andteachers in Uttarakhand, India.

World Wetlands Day 2013 The film covers thecelebrations in DAV College, Dehradun on theevent of Wetlands Day on 2nd March 2013.The theme was ëTake Care of Waterí in which254 students from 15 schools participated.

International Biodiversity Day 2013:International Day for Biological Diversity 2013celebrations by CEE Himalaya with RCESrinagar and Channel MountainCommunication in the State of Uttarakhandare captured in the film. The film also capturesMedicinal Plants Conservation Areas andMedicinal Plants Development Areas set upunder the project and raises concerns aboutthe rapid loss of biodiversity adverselyaffecting the health care of 80% of the ruraland poor people of India.

International Women's day 2013: Conservationand Cultivation of Medicinal and AromaticPlants in Uttarakhand, India, offers greatpotential for women empowerment, givingthem gainful employment and financialstrength. Through this GoI-UNDP-GEFsupported project, CEE Himalaya has beentrying to capacity build mountain women folkin conserving the environment and ensuringgood health by promoting local healthtraditions as depicted in the film.

Vaidya: This documentary is based on thepractices of two traditional herbal healersnamed Vaidya Shri Ram Krishna Pokhriyaland Vaidya Shri Ganga Singh Bohra. RamKrishna Pokhriyal belongs to Pauri Garhwaland Ganga Singh Bohra is from Sukhi Dang,Tanakpur, Champawat. The vaidyas discusssome common medicinal plants and their usesin the film. This documentary also covers aninterview of one of the local NGOs (BethanyJevan Dhara), their methods of cultivation ofMAPs, methods of preparing herbal medicines,and how they treat patients under their herbalclinic and hospital.

Creating awareness on MAPs amongstwomen, Uttarakhand

Demonstrating cultivation of MAPs

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MPCA/ MPDA: The film covers detailedinformation about Medicinal and AromaticPlants, Medicinal Plants Conservation Areas,Medicinal Plants Development Areas,Globally Significant Medicinal Plants,Flagship GSMPs and nurseries; informationon Peopleís Biodiversity Register, BiodiversityManagement Committees, Village Botanistsand all the organisations associated with theMAPs sector.

Jingle film on MAPs: This documentary showsthe varieties of MAPs MPCA and MPDA sitesand nearby villages, conservation and

cultivation of MAPs, the biodiversity rich areasof the Ausadhiprast State of Uttarakhandthrough jingle songs and narration.

Radio Episode - Series of 13 Episodes coversintroduction of MAPs, role of agencies,traditional herbal care system, traditionalherbal healers, conservation and sustainableuse, cultivation, value addition of products,market, schemes of government, and future ofMAPs.

Links to Documentary films by CEE Himalaya

i) Herbal Healers of Himalayahttp://youtu.be/tgExbxjU3n0

ii) Ukha DeviÖWho after Her?http://youtu.be/tgExbxjU3n0

iii) International Mountain Dayhttp://youtu.be/VLhkNv-CJNQ

iv) World Wetlands Dayhttps://www.youtube.com/watch?v=exa-hnX_MvM

v) International Womenís Dayhttp://youtu.be/RrFMvMygxfs

Exposure to MPCA-MPDA sites, Uttarakhand

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1818181818Institutional Development and Support

18.1 Human and InstitutionalDevelopment

The HID efforts at CEE continued. With a newgroup of eleven Programme Officers joining theCentre, a 10 day Orientation Programme wasorganised for them in the month of March-April 2014.

During the year, five staff members weresponsored for short duration in-service trainingprogrammes/workshops in the areas ofAccounts, Finance, use of Excel, Service Tax,etc. Besides these, a two day in-house trainingprogramme was organised for staff members ofthe Administrative and Accounts teams fromthe various CEE Offices.

Several senior staff from other groupscontributed to the HID effort by participatingin the recruitment and review processes.

Though efforts were made to recruit aProgramme Officer for the HID Facilitation Cell,no suitable candidate was found, and so therecruitment effort continues.

Due to limited resources, a meeting of the CEEManagement Committee could not be conductedduring this period.

18.2 Centre for EnvironmentEducation - Information ServiceCentre (CEE-ISC)

CEE - Information Service Centre (CEE-ISC)has been established with a view to select,collect, organise, preserve, retrieve anddisseminate information on EnvironmentalEducation (EE), Education for SustainableDevelopment (ESD) and related areas, to caterto the information needs of environmentaleducators, decision makers, researchers andthe general public. The collection includesbooks, periodicals, reports, maps, charts,films, audio/video cassettes and CDs.

CEE ISC is a part of Ahmedabad LibraryNetwork (ADINET) through which it has accessto other libraries in Ahmedabad.

18.2.1 Collection

ISC has a rich collection of print documents.This collection covers a diverse range of subjectsranging from Agriculture to Zoology. It has avery good collection of Reference Books, aspecial collection of Childrenís Books,Textbooks, Hindi and Gujarati Books, andAtlases and Maps. ISC also has a collection ofCEE publications.

During the financial year 2013-14, ISC hasacquired 409 books, and 75 periodicals andjournals, of which six are online subscriptions.

The following services are offered by ISC ñLending, Reference, Referral, SelectiveDissemination of Information (SDI) andComputerised Catalogue (OPAC)

18.2.2 Book Alert Service

ISC offers a Book Alert Service highlightingEnvironmentally Significant Days. ISC alsodisplays books related to that particular theme.

18.2.3 Systematising ISC

In the year 2013-14, ISC had taken up the taskof systematising the Regional/State officecollection. Collections of Sundarvan NatureDiscovery Centre and CEE Central Office,located in Pune have been systematised.Sundarvan Nature Discovery Centre has acollection of 2300 books. The initiative wouldhelp improve resource sharing among the mainoffice and Central Regional Cells as part of themandate for CEE ENVIS ISC. The collection atthe Pune office which numbers around 5000books, has been catalogued, classified and theitems put to circulation.

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19 Events

19.1 Earth Day ñ April 22

CEE Himalaya: Earth Day 2013 wascelebrated by CEE Himalaya in associationwith the Earth Day Network, Uttarakhand,at Dehradun on April 22, 2013. Herbal Healersof Himalaya, a film made by CEE forUttarakhand State Medicinal Plants Boardunder it GoI-UNDP-GEF supported project,was screened on the occasion. Paneldiscussions were conducted with panelistsdrawn from various walks of life and fromdifferent organisations, like academicians,environmentalist activists, media people(print and electronic), youth, human rightsactivists, singers, NGO staff, and others.Poems highlighting the beauty of nature andthe environment were recited by some of thepanel members. Forty people participated inthe event. Before concluding the programme,all the participants took a pledge to protectMother Earth and Save the Environment andNature.

19.2 International Day for BiologicalDiversity (IBD) ñ May 22

CEE Himalaya: IBD was celebrated on May22 at several places across the IndianHimalayan Region: Kashmir, Uttarakhand,Sikkim, Assam and Manipur, with theinvolvement of school children, teachers, localNGOs and community members. Childrenplanted saplings under the ëGreen Waveíprogramme coordinated by CEE for theNational Biodiversity Authority of Indiaalong with several other partnerorganisations. The programme also includedtalks and sharing of thoughts by subjectexperts on mountains and sustainabledevelopment issues, particularly theconservation and sustainable use ofMedicinal and Aromatic Plants, followed by

a number of activities for students to helpthem understand the rich biodiversity of theIndian Himalayan Region.

19.3 World Environment Day (WED)ñ June 5

CEE Himalaya: World Environment Day(WED) 2013 was celebrated on June 5 & 6,2013 at West Point School, Gangtok, Sikkim;it was also celebrated at two locations inHamirpur district, Himachal Pradesh incollaboration with two Paryavaran MitraSchools: Him Academy Public School (HAPS)and Government Boysí Senior SecondarySchool (GBSSS), Hamirpur. Along withorganizing a rally in the area surroundingthe schools, an exposure visit to the jungle,competitions like painting, poetry writing,slogan writing, skit and an environmentalquiz on the theme of WED 2013 - ìTHINK-EAT-SAVEî were conducted. Prizes wereawarded to the winners of all thecompetitions. In Hamirpur, students alsovisited the Institute of Biotechnology andEnvironmental Science, Hamirpur, wherethey interacted with scientists and discussedvarious environment related issues. InGangtok, two video films titled What Can WeDo about Food Wastage? and Ideas de Reciclajewere screened for the participants. In all,around 270 students participated in thecelebrations.

CEE North: On the invitation from thePanchayat leader of Hasanpur Khewalivillage in Lucknow district, CEE North andthe District Science Club joined hands toorganise a WED event for the ChildrenísForest Programme schools and the localcommunity. The programme began with aplantation by the chief guest, the BasicShiksha Adhikari, Lucknow. Students of thehost school, Purva Madhyamic Vidyalaya of

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Hasanpur Khewali presented a welcomesong. Around 200 participants took part inthe programme including school children andcommunity members. Shiksha Mitras, BlockResource Coordinators (BRCs), NyayaPanchayat Resource Coordinators (NPRCs),teachers, the Additional BSA of the Block ñin all numbering about 70 - also participatedin the programme. Students participated inpainting competitions on the theme of WED2013. A puppet show was organised for thecommunity. The programme concluded witha consensus on the action the village willtake up for the next year related toenvironment conservation.

CEE North: CEE North and the RegionalScience City (RSC) joined hands once againto observe World Environment Day 2013,with a Paryavaran Mela. The programmewitnessed the participation of more than 500visitors including children and parents, anda group of 52 children from non formalschools of partner institution VigyanFoundation. The Mela began with abiodiversity hunt with more than 200students taking part. Students then took partin card making competition in junior andsenior categories with the message ofenvironment protection. The 12 Mela activities

were organised in the categories of Games,Creative and Knowledge Corners andincluded Snakes and Ladders, Odd One Out,Bird Identification, Pin the tail, Heavy WeightChampions, Bujho to jaane, Throw the ring,Pottery, Body painting, Message corner andAct Now exhibition. A puppet show and aplay were also organised by the CFP schoolchildren for the visitors with an appeal ofëPlant Tress - Save Treesí. Winners of the huntand the competition received prizes from thechief guest.

CEE Goa: CEE Goa State Office, jointly withthe Goa State Pollution Control Board(GSPCB), celebrated World Environment Day2013 with the theme ëThink, Eat, Saveí.Various events such as poster competition forstudents, quiz for industry representatives,exhibition of ëbest from wasteí managementpractices and a panel discussion on Think-Eat-Save were organised. With the support ofGoa State Pollution Control Board, CEE Goadeveloped a 12 minute documentary on thetheme of food wastage, with special referenceto practices in Goa. The documentary wasreleased at the meeting of the GoaEnvironmental Protection Council by Hon.Governor of Goa in the presence of the ChiefMinister and Minister for Forests andEnvironment, Government of Goa. The stategovernment has distributed the documentaryto all the students along with a tablet.

19.4 Green Consumer Day ñSeptember 28

CEE North: An environment awarenessprogramme was organised on the occasion ofGreen Consumer Day for schools in September2013, and was held at one of the CFP schoolsin Lucknow. The objective of the programmewas to educate and promote among thestudents green habits of consumption so thatBriefing about event, CFP school 23 Oct 2013

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they can reduce their foot print and increasetheir hand print. Around 200 students from15-20 schools of Lucknow participated in theprogramme in which a quiz competition washeldd. Officials from the Forest andEducation departments addressed andmotivated the students on the occasion.

19.5 International Day for DisasterRisk Reduction (IDDRR) ñOctober 13

CEE Himalaya: To commemorate the IDDRR2013 in the wake of the recent disaster, CEEHimalaya organised a day long programmewith the theme Living with Disability andDisasters, for the students and teachers of 16schools from Uttarkashi on the October 12 atthe Government Girlsí Inter College. About456 students and 36 teachers participated inthe event where people from different disasterrelated sections like Red Cross, Fire Services,Medical Department, Police and NGOS alsoattended. Each group of experts demonstratedemergency procedures from their field:tackling fire by the Fire Brigade, quickresponse by Red Cross, use of medicalemergency kit by the Medical Department,

and so on. The event proved to be veryinformative and useful for the students.

19.6 International Mountain Day(IMD) ñ December 11

CEE Himalaya: celebrated IMD 2013 withstudents and teachers in Uttarkashi, a smallHimalayan disaster prone town, on December11. More than 500 students and 32 teachersfrom 17 schools along with 46 otherparticipants gathered at a local school(Government Girlsí Inter College, Uttarkashi)to celebrate the day. Representatives fromdevelopment agencies like Azim PremjiFoundation, Shri Bhubneshwari MahilaAshram, Red Cross Society and Jindal SouthWest Foundation were also invited to sharetheir rich experience. The programmeincluded talks and sharing of thoughts bylocal experts on mountain issues followed bya number of activities for students to helpthem understand the idea of ëMountains asa key to a sustainable futureí. Some of theactivities in which the students participatedenthusiastically were ñ Story telling, Sloganwriting, Group discussion, Extempore speech,Chart making and Quiz, all structured aroundthe theme of IMD 2013. They participatedindividually as well as in groups and werefelicitated for their innovation and creativity.Winners of the events were felicitated by theCEE Himalaya team.

19.7 Celebration of 150th Jayanti ofSwami Vivekananda ñ January12, 2014

CEE Himalaya: This celebration wasorganised with support from the JSWFoundation on January 12, 2014 at SaraswatiShishu Mandir, Tiloth, Jyotipuram,Uttarkashi, Uttarakhand, in collaborationA mock drill during IDDR Celebration,

Uttarakhand

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with the Akhil Bhartiya Vidhyarti Parishad(ABVP). CEE Himalaya used the occasion toorient the more than 131 participants,including teachers and students, on waysand methods of prevention and safety duringdisasters.

19.8 World Wetlands Day ñFebruary 2

CEE North organised a programme on theoccasion of World Wetlands Day in February2014 at Nawabganj Bird Sanctuary, Unnao.About 80 students and teachers from eightschools participated in the event. Theprogramme started with a presentation onwetlands which included types of wetlandand various flora and fauna found inwetlands. Students were taken on a trail inthe sanctuary, followed by a quiz based onthe trail.

19.9 International Womenís Day(IWD) ñ March 8

CEE Himalaya: International Womenís Day(IWD) was organised on March 8, 2014 byCEE Himalaya under the GoI-UNDPñGEFproject ìMainstreaming the Conservation andSustainable Use of Medicinal Plants Diversityin Three Indian States.î It was held in

collaboration with the Institute forDevelopment Support (IDS) at theGovernment Primary School, Laga Pokhri,Chakrata, Uttarakhand. The event saw aturnout of around 200 people from differentwalks of life. The focus of the programmewas the theme for the year A promise is apromise: Time for action to end violence againstwomen which was clubbed with anotherequally important topic - the role of mountainwomen in the conservation of biodiversityand natural resources, especially themedicinal plants.

19.10 World Forestry Day ñ March 21

CEE North: In joint collaboration with theUttar Pradesh Participatory ForestManagement and Poverty Alleviation Project(UPPFMPAP), Lucknow, CEE North observedWorld Forestry Day by organising theParyavaran Mitra Puraskar felicitation eventfor winners from Uttar Pradesh. More than500 participants attended the ceremony. Thekey speakers on the occasion addressed thegathering on the need to make efforts toincrease forest cover. Over 15 schools,teachers and students were felicitated duringthe event by the Principal Secretary,Environment and Forests, UP Government.

Wetlands Day Celebration, Mandi

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20 Facilitation, Networking and Participation

20.1 Information and FacilitationCentre (IFC), CEE Ahmedabad

The Information and Facilitation Centre (IFC)was set up in January 2008 to serve as aninterface with the people of Ahmedabad atlarge, and with 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 and Forests,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 ëSafe Festivals. It alsopromotes eco-friendly products, displaysenvironmental publications and provides

information about the latest publications. Adatabase on participants of variousprogrammes of and visitors to the IFC isprepared and updated on a regular basis. Ithas over 3700 addresses listed to whom eventinformation and other updates on specialprogrammes at CEE are sent.

20.1.1 Orientation to EnvironmentalEducation Packages

This was 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.

Visiting Groups: The IFC facilitated visits frommany schools of Ahmedabad. The studentsígroups were varied as they included veryyoung children from pre-primary and alsothose from senior secondary classes. The IFCalso had the opportunity to work with a groupof visually challenged students from BlindPeople Association (BPA), a prominentorganisation in Ahmedabad.

Besides offering the Orientation package, theIFC facilitated field visits to Nature Educationsites developed by CEE, namely, the ManekbaugPlot, Sundervan and others. The IFC alsofacilitated linkages with other programmeswithin CEE such as connecting colleges to theSAYEN network in Ahmedabad.

IFC also plays a major role in helping out withthe media coverage to many of the NehruFoundation for Development (NFD)programmes. These include over 15 eventsorganised by CEE, VIKSAT and Vikram ASarabhai Community Science Centre(VASCSC).

Presentations by students at the summerprogramme

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The number of groups who have undergonethe Orientation Programme facilitated by IFCduring the reporting period:

Group Number of Number ofinstitutions participants

Schools 12 850

University 8 250students andtrainees

Groups supportedby NGOs 10 300

SummerProgrammestudens 1 125

Walk in Visitors 500

Total 2025

20.1.2 Birthday Package

IFC organised two birthday celebrations forchildren at CEEís 14 acre Green Campus. Thepackage includes a nature trail, bird watching,film screening, quiz and lots of games thatfocus on the environment. The birthday girl or

boy plants a sapling and has her/his nametag on it. Friends were given educationalproducts developed by CEE as return gifts.

20.1.3 Safe Festival Campaign

Diwali Safe Festival Campaign: Posters wereput up at various places highlighting safefestival celebration. Mailers were sent to peopleto make them aware of health hazards andpollution created due to crackers

Holi: This campaign was conducted topropagate the use of natural colours and createawareness about the harmful impacts of thesynthetic colours sold in the market. Naturaland herbal colours were sold from differentoutlets located at Sundarvan, VASCSC,Darpana Academy for Performing Arts andthe IFC. The colours were procured from AURAHerbal Wear, an organic products enterprisein Ahmedabad. Posters were put up at differentlocations with messages related to naturalcolours. Pamplets with tips on makinghomemade colours were distributed. Themaking of natural colours at home was alsodemonstrated at schools.

Makar Sankranti Festival Campaign - Saveour Birds: Mailers were sent to friends of CEEand other colleagues regarding the need tocelebrate the kite flying festival safely so as toavoid hurting birds. Helpline numbers wereprovided so that people could contact in casethey find some injured bird.

20.1.4 Summer Programme for Children

In May 2013, IFC conducted a special vacationprogramme for 125 children ranging from from6-13 years of age. The month long programmewas divided into four weeks, each coordinatedby a subject specialist from CEE. Themesincluded Food and Biodiversity, How safe isour food, Pick right, Think-Eat-Save.

Sapling planted by birthday boy - celebratinggreen birthday

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The programme included field trips, moviescreenings, theoretical and practical sessions,activities and games. Participants were givencertificates at the end of the month longprogramme. The children set up an exhibitionof the products and materials they developedduring the summer programme and conductedpuppet shows on World Environment Day.

Products like paper bags, candle stands,lampshades and traditional diyas wereexhibited and sold at the IFC. These wereprocured from organisations like UTTHANand Blind People Association (BPA), made bymentally challenged children and blind peoplerespectively.

20.1.5 Information Counter forMoEF&CC

The Ministry of Environment and Forests hasas one of its important activities, the collectionand dissemination of environmentalinformation and creation of environmentalawareness among all sectors of the countryíspopulation. While the ENVIS centres set up bythe MoEF&CC carry out this function at anational level, a lot of relevant information onthe Ministryís programmes are being madeavailable through the IFC counter atMoEF&CC.

20.1.6 IFC Memberships

IFC offers membership to the citizens ofAhmedabad that will entitle them toparticipate in various activities; get invited topopular lectures and events; and access CEEísfacilities like the library.

20.2 Participation

Conferences/Seminars/WorkshopsAttended/Conducted by CEE Members

Individual Participation

Mr. Satish Awate

• Along with Mr. Dhondiba Kumbhar, anEco-Club in charge teacher, presented acase story based on the process and resultsof the participatory study and conservationof genetic diversity of mango and threeother fruit trees from the Western Ghats inMaharashtra at the Asia-Pacific ExpertWorkshop on Formal Education-Non FormalEducation Partnership for Education forSustainable Development (ESD), held inOkayama, Japan during October 2-4, 2013.The workshop was organised by AsiaPacific Cultural Centre for UNESCO(ACCU).This case story was subsequentlypublished in a book by ACCU.

Mr. Sujeetkumar M. Dongre

• Has been nominated as Member, TaskForce, Integrated Coastal ZoneManagement, Government of Goa.

Dr. Abdhesh Kumar Gangwar

• Attended the Annual Action Review (AAR)meet of the PSSRI-GSF Project organised byNRMC (India) at Lok Jagriti Kendra,Madhupur, Deoghar, Jharkhand, duringJuly 9-12, 2013, to discuss the physical andfinancial progress of the GovernmentAction Plan under the PSSRI programme,which is being implemented by CEE NE inBehali Block of Sonitpur District in Assam.

• Attended Multi-stakeholder Action forAddressing Nutrition in Emergencies in Indiaon July 25, 2013 at NIHFW, New Delhi,organised by Sphere India andWelthungerhilfe.

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• Presented a paper on ëLivelihood securityin Himalayas through conservation andcultivation of medicinal and aromaticplantsí at the International Conference onPathways for Climate Resilient Livelihoods inHimalayan River Basins in Hotel Clarion,New Delhi, organised by IRMA and otherpartners on August 1-2, 2013.

• Attended the 4th Global Meeting ofMembers of the Mountain PartnershipInternational Partnership for the SustainableDevelopment of the Mountain Regions, atErzurum, Turkey during Sept. 17-20, 2013.

• Attended the 7th Asia Pacific RCE Meetingat Kitakyushu, Japan, organised by UNU-IAS and hosted by RCE Kitakyushu duringOctober 20-22, 2013.

• Attended the ëAfter Action Review Meetingíof the PSSRI Programme organised byNRMC India Pvt. Ltd. on October 30-31,2013 at Patna.

• Attended Education for SustainableDevelopment (ESD) International Forum 2013organised by Tongyeong EducationFoundation for Sustainable Developmentand the Steering Committee Meeting of theëSejahtraí Centre of the RCE Tongyeong,on November 15-16, 2013 at Tongyeong,Republic of Korea.

Ms. Rajeswari Gorana

• Was selected as a winner for the BerlinChange Days Leadership Award for theprototype innovation project proposed aspart of the GIZ Leadership course. GIZ, incollaboration with the Berlin Change Days2013 gave the Award for innovativeprojects that conceived or broughtsustainable change to organisations orparts of society. The winners of The Change

Leadership Award were invited to presenttheir project at the 5th Berlin Change Days2013 and receive the award. The BerlinChange Days (www.berlinchangedays.com), founded in 2009, is aninternational conference that bringstogether more than hundred organisationaland leadership development practitionersto exchange best practices and increase thestrength of their global networks.

• Her photo submission on the themeëSustainabilityí was shortlisted by theSustainability Office of GIZ to be used inthe 2013 Sustainability Report. Thephotograph was taken on a visit to theGerman Parliament, and was accompaniedby a brief write up on what the photorepresents and what concrete aspects ofsustainability it tried to express.

• Shared experiences of the ESD LTinnovation project at the NUN(Norddeutsche Partnerschaft zurUnterst•tzung der UN-Dekade - NorthGerman Partnership in Support of the UNDecade Conference) organised byEngagement Global in Berlin. The objectiveof the conference was to understand howgood practices at the institutional level cancontribute to the development andextension of long term practices of ESD atthe regional or even international level.

• Was invited to the one-day conferenceInternational Expert Panel: Education forSustainable Development ñ moving towardslong term structures in which Germaninitiatives which are part of the NationalAction Plan for the UN DESD undertakenat the policy level - those addressing wholesystems, youth as well as higher education- were presented and commented on byinternational experts. The conference was

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organised by Engagement Global gGmbHin Feldafing, Munich.

• Was invited to the ESD ExpertNet meetingheld in Feldafing, Munich as alumni toshare experiences of the ESD LeadershipTraining.

• Facilitated the process of reviewing andscrutinising 261 proposals received by CEEunder the MoEF&CC Other AwarenessScheme, meant for organising Seminars/Symposia/Workshops/Conferences. Ofthe total received, 111 proposals werereviewed and forwarded to the Ministry.

Ms. Madhavi Joshi

• Was invited as Jury Member at CEPTUniversity for their B.Plan student thesisjury, on the theme of solid wastemanagement and sanitation.

• Participated in the Expert Committee setup by the Gujarat Pollution Control Boardto commission a study on Plaster of Parisidols being used during festivals and theirimpact on water bodies.

• Was invited by the UNEP to represent theyouth perspective in the review of the SouthAsia Environment Outlook publication andthe Post Rio +20 South Asia DevelopmentAgenda Consultation Workshop inKathmandu, Nepal.

Preeti R. Kanaujia

• Represented CEE in governing bodymeetings of Uttar Pradesh ParticipatoryForest Management and PovertyAlleviation Project (UP-PFMPAP) held inLucknow at periodic intervals.

• Along with Mr. Neeraj Pal, jointlyconducted a session on Concepts of Ecology,

Components of Ecology, Ecological Imbalanceand Ecological Rights during the State levelconsultation workshop on Youth Networkon Ecological Rights - organised byParticipatory Action for CommunityEmpowerment (PACE) with support fromother agencies and Terre des hommesGermany at Lucknow on May 22, 2013.

• Contributed an article for the 37th issue ofthe international magazine Sangsaengpublished by Asia-Pacific Centre ofEducation for International Understanding(APCEIU). The article is covered under BestPractices section titled as ëHands onHandprint for EnvironmentalSustainabilityí.

• Was speaker in the State level Workshop onE-Waste Management - Challenges, Prospectsand Strategies in September 2013 organisedby PHD Chambers of Commerce.

• Along with Mr. Sanjay Tiwari, has beenrepresenting CEE as NGO member in thegoverning body of the Project ManagementUnit for the JICA assisted Uttar PradeshParticipatory Forest Management andPoverty Alleviation Project (UP-PFMPAP).

Mr. Amar Nath

• Successfully completed the eLearningCourse on Cities and Climate ChangeLeadership conducted by the World BankInstitute, in Oct-Nov 2013.

• Conducted a session on Climate Changeand Transportation for the students of LiberalArts, Symbiosis University, Pune.

• Conducted a session on Documentation ofEnvironment Projects for the youth internsof TERI University, at Pune.

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• Conducted a session on Safety aspects fornon-motorized modes of transport and sharedthe outcomes of ëCycle Safeí school projectat Pune, for the M Arch students of CEPTUniversity under the Street for PeopleCourse.

• Conducted a session on Sustainable UrbanTransport and the evaluation of projectsundertaken by the students of BN Collegeof Architecture as part of their design studiowork on participatory street design.

• Conducted a session on Sustainable UrbanTransport and a mind mapping exercise forurban transport for the students of POPCollege of Architecture under Streets forPeople Course.

• Participated in the deliberative democracyworkshop organised in Pune incollaboration with the Curtin Universityand BN College of Architecture, Pune.

• Participated in the Urban MobilityConference, India (UMI) 2013, in Delhi,organised by the MoUD.

Ms. G. Padma

• Conducted a three hour session for the BCom and BCA students of DayapuramWomenís College, Kozhikode, onEnvironmental Management andSustainable Development. This was part ofa series of sessions organised by the collegeto provide exposure to the students onvarious issues and topics related to thesociety around them.

• Conducted a half day session onBiodiversity Conservation for the secondyear students of Government EngineeringCollege, Kannur. The students had formeda Green Team and wanted to do some

projects related to the environment. TheGreen Team has subsequently undertakenvarious activities like plantation ofsaplings in the campus, preparation ofmini biodiversity registers of the campus(trees, medicinal plants, etc.) andawareness sessions for other students onthe need for environmental conservation.

Ms. Mamata Pandya

• Was awarded a Fulbright-NehruEnvironmental Leadership ProgrammeFellowship, under which she spent threemonths in the United States as a visitingscholar. She was hosted by the NorthAmerican Association for EnvironmentalEducation (NAAEE) in Washington DC.During her stay Mamata also participatedin the 42nd Annual Conference of theNAAEE in Baltimore, where she sharedCEEís work in EE with a largeinternational audience, through aRoundtable session, discussions andinteractions.

• Was invited to be a member of the CoreAdvisory Committee for the developmentof the Environmental Studies Textbooksfor classes 3, 4 and 5 of the Rajasthan StateTextbook Development Board. The processwas facilitated by the State Institute forEducational Research and Training(SIERT). Textbooks for class 3 and 5 weredeveloped and prepared for disseminationfor the academic year 2013. The textbookfor class 4 would be ready fordissemination in the academic year 2014.

• Along with Ms. Rajeswari Gorana, wasinvited to the two National Workshopsorganised as part of the ESD ExpertNetand ESD programme activities of GIZ inMay and December 2013, in Delhi.

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CEE Governing Council

ChairmanDr. Kirit S. ParikhChairmanIntegrated Research and Action forDevelopment (IRADe)C-80 ìShivalikîOpp. Malavya NagarNew Delhi 110 017

MembersNominees of the Ministry ofEnvironment, Forests & ClimateChange, Govt. of India

Dr. V. Rajagopalan, IASSecretaryGovernment of IndiaMinistry of Environment, Forests &Climate ChangeìIndira Paryavaran BhawanîJor Bagh RoadNew Delhi 110 003

Shri S.S. Mohanty, IDASAdditional Secretary & Financial AdvisorGovernment of IndiaMinistry of Environment, Forests &Climate ChangeìIndira Paryavaran BhawanîJor Bagh RoadNew Delhi 110 003

Representatives of the NehruFoundation for Development,Ahmedabad 380 014

Smt. Mrinalini V. SarabhaiChairpersonNehru Foundation for DevelopmentUsmanpuraAhmedabad 380 014

Representative of the KarmakshetraEducational Foundation,Ahmedabad 380 014

Dr. (Ms.) Mallika V. SarabhaiHon. DirectorDarpana Academy of Performing ArtsUsmanpuraAhmedabad 380 014

Nominee of the Department of Forestsand Environment, Govt. of Gujarat

Shri H.K. Dash, IASPrincipal 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-1002 Rushin TowerB/h Someshwar 2Satellite RoadAhmedabad 380 015

Shri Prasad R. MenonChairmanTata Singapore AirlinesGeetanil Building, 7th Floor13-19, Nagindas Master Rd.,Hutatma Chowk, FortMumbai 400 023

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Shri S.K. Mukherjee269 Sewalakalan (Majra)47, Lane 5,Ashwani EnclaveDehradunUttarakhand ñ 248171

Prof. M.K. PrasadNo. 62 ìPerumanaî5th Cross RoadGirinagarCochin 682 020

Dr. (Ms.) Shobita PunjaJ-231 F/F, SaketNew Delhi 110 017

Ms. Kalpana SharmaIndependent Journalist/Columnist11 D Malabar ApartmentsOff Nepean RoadMumbai - 400 036

Dr. (Ms.) Mahfuza RahmanNo.202 Amity ApartmentS.K. Bhuyan RoadDighalipukhuriEast Guwahati 781 001

Ex-officio members from associateinstitutions of NFD, Ahmedabad

Shri Dilip SurkarDirectorVikram 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

Ms. Indu CapoorDirectorCentre for Health Education, Training andNutrition Awareness-Outreach (CHETNA-O)B-Block, 3rd Floor, Supath-II,Opp. Vadaj Bus Terminus,Ashram Road, Vadaj,Ahmedabad 380 013

Shri Dilip SurkarExecutive DirectorVikram A. Sarabhai Community ScienceCentre (VASCSC)NavrangpuraAhmedabad 380 009

Shri Kartikeya V. SarabhaiDirectorCentre for Environment EducationAhmedabad 380 054

Shri T.K. BalappanSecretaryNehru Foundation for DevelopmentAhmedabad 380 054

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Standing Committee

ChairmanShri Kartikeya V. SarabhaiDirectorCEE

Secretary MoEF&CC or his/hernominee

Shri B.M.S. Rathore, IFSJoint Secretary (EE & Media)Government of IndiaMinistry of Environment, Forests & ClimateChange

Two representatives of the GoverningCouncil to be nominated by theChairman, Governing Council

Dr. (Ms.) Shobita PunjaJ-231 F/F, SaketNew Delhi 110 017

Shri S.K. Mukherjee269 Sewalakalan (Majra)47, Lane 5,Ashwani EnclaveDehradunUttarakhand ñ 248171

Secretary to the Council(Ex-Officio Member Secretary)

Shri T.K. BalappanChief Administrative Officer(S&L)CEE

Finance Committee

ChairmanShri Kartikeya V. SarabhaiDirectorCEE

The Financial Advisor of theMoEF&CC, GoI or his/her nominee

Shri S.S. Mohanty, IDASAdditional Secretary & Financial AdvisorGovernment of IndiaMinistry of Environment, Forests & ClimateChange

Two representatives of the GoverningCouncil to be nominated by theChairman, Governing Council

Dr. (Ms.) Shobita PunjaJ-231 F/F, SaketNew Delhi 110 017

Shri S.K. Mukherjee269 Sewalakalan (Majra)47, Lane 5Ashwani EnclaveDehradunUttarakhand ñ 248171

Secretary to the Council(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 CentralA 10 Garden Estate167/1 & 168/1, ëNagras RoadíAundhPune 411 007MaharashtraTel:020-25887009Telefax: 020-25898447Email: ceecentral@ceeindia.org

CEE EastPlot No. ñ 2189, 1st Floor, BJB NagarNear Baragada HaatBhubaneswar ñ 751014OdishaE-mail: ceeeast@ceeindia.orgTel: 0674-2310344Telefax: 0674-2311905

CEE North19/323, Indira NagarLucknow 226 016Uttar PradeshTel: 0522-2716628Telefax: 0522-2716570E-mail: ceenorth@ceeindia.org

CEE North EastK.K. Bhatta Road, ChenikuthiGuwahati 781 003

AssamTel:0361-2667382Fax:0361-2665914E-mail:ceenortheast@ceeindia.org

CEE SouthKamala MansionNo.143 Infantry RoadBangalore 560 001KarnatakaTel:080-22869094/22869907Fax:080-22868209E-mail: ceesouth@ceeindia.org

CEE WestCentre for Environment EducationNehru Foundation for Development

Thaltej TekraAhmedabad 380 054GujaratTel: 079-26858002-8009Fax: 079-26858010E-mail: ceewest@ceeindia.org

State Offices

CEE Andhra PradeshDoor No.: 6-3-348/2Dwarakapuri ColonyPanjaguttaHyderabad - 500 082Tel: 040-23352596, 65883100Telefax: 040-23352586E-mail: ceeandhrapradesh@ceeindia.org

CEE ChhattisgarhD/6, Shri Ram Tower,Tatibandh, Raipur 492099ChhattisgarhTel.0771- 4051391Fax: 0771-4048768E-mail: ceechhattisgarh@ceeindia.org

132

CEE DelhiC-40, Ground FloorSouth Extension Part 2New Delhi ñ 110 049Tel: 011-26262878/26262881Telefax: 011-26262880Email: ceedelhi@ceeindia.org

CEE GoaC/o State Council of Educational Research &Training (SCERT)Alto Porvorim, BardezGoa 403 521Telfax: 0832-2416164E-mail: ceegoa@ceeindia.org

CEE Karnataka2nd Floor, Kamala MansionNo.143 Infantry RoadBangalore 560 001KarnatakaTel:080-22868037/22868039Fax:080-22868209E-mail: ceekarnataka@ceeindia.org

CEE OdishaPlot No. ñ 2189, 1st Floor, BJB NagarNear Baragada HaatBhubaneswar ñ 751014OdishaTel: 0674-2310344Telefax: 0674-2311905E-mail: ceeeast@ceeindia.org

CEE Tamil NaduCEE Tamilnadu# 58, Teacherís ColonyKamaraj AvenueAdyarChennai 600020

CEE Madhya PradeshB- 6, Rachna Campus, Chunna BhattiëKolar RoadíBhopal 462 016Madhya PradeshTel: 0755-6537682Fax : 0755 - 2420295E-mail: ceemadhyapradesh@ceeindia.org

CEE MaharashtraA-10, Garden Estate167/1 & 168/1, ëNagras Roadí,AundhPune ñ 411 007MaharashtraTel No. 020-25887009

Field Offices

CEE Himalaya19/323, Indira NagarLucknow 226 016Uttar PradeshTel: 0522-2716959Fax: 0522-2715301,E-mail: ceehimalaya@ceeindia.org

CEE HimalayaHouse No. 1012, Tapovan Enclave, Sahastradhara RoadDehradun ñ 248 001UttarakhandPhone: 07895157596

CEE CoorgNeerkollieImangala PostVirajpet 572 218KarnatakaKodagu DistrictTel:08274-260519E-mail: ceekodagu@ceeindia.org

133

CEE MadikeriLower Kodava Samaja RoadMadikeri 571 201KarnatakaTel: 08272-222714E-mail: ceekodagu@ceeindia.org

CEE Gulbarga2nd Floor, HKADB premisesAiwan-E-ShahiGulbarga 585 102KarnatakaTel:08472-255273Fax:08472-255040/255095E-mail: ceegulbarga@ceeindia.org

CEE KannurìPUSHPAî, Ambika RoadPO PallikkunnuKannur ñ 670004KeralaPhone: 0497-2748600Fax: 0497-2749208Email: ksdkannur@ceeindia.org

CEE HalvadKidi-Ingorala Village RoadNear Khetavav Water Supply SchemeNava Ghanshyamgadh 363 330Taluka-HalvadDistrict-SurendranagarTel. 02758 - 291336Email: ceehalvad@ceeindia.org

CEE JasdanNear Maheshwar Oil MillStation RoadJasdanDist. Rajkot 360 050GujaratTel:02821-220469E-mail:ceejasdan@ceeindia.org

Project/Cluster Offices 5

CEE BilpudiVanseva Mahavidyalaya CampusAt&Post: BilpudiTal: DharampurDist. Valsad 396 068GujaratTel: 02633-240747E-mail: ceebilpudi@ceeindia.org

CEE Jaipur73/86, Paramhans MargNear K.V. No. 5, MansarovarJaipur - 302 020RajasthanTel: 0141-2781989E-mail: ceejaipur@ceeindia.org

CEE Himalaya2nd Floor, Kandiyal Bhawan (Hotel Varun)Bhatwari RoadUttarkashi - 249 193UttarakhandMobile : 09927585778, 09415104125

CEE KolkataFlat No: C-2, II FloorìTILOTTAMAîPremises No: P- 21Senhati Co-Operative ColonyBehala Kolkata ñ 700 034.Telefax: 033-24033842E-mail: ceekolkata@ceeindia.org

CEE HimalayaBelow Hotel JunctionNear Janata BhawanDiesel Power House RoadGangtok†737 101Tel. 8900578562/9706144019E-mail:pradeep.boro@ceeindia

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Nature Discovery & Campsite Offices

SundarvanS.M. RoadJodhpur, TekraAhmedabad 380 015GujaratTel:079-26923148/26921838Mobile: 09426487261E-mail : sundarvan@ceeindia.org

Sundarvan BakoreTaluka : BakoreDist : MahisagarMobile : 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, Piliyandale, Sri LankaE-mail: cee@ceesrilanka.org

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CEE Thrust Areas

1. Education for Children

2. EE in Higher Education

3. Education for Youth

4. Communicating Environment through the Media

5. Experiencing Nature

6. EE through Interpretation

7. Knowledge Management for Sustainable Development

8. Industry Initiatives

9. Sustainable Rural Development

10. Water and Sanitation

11. Sustainable Urban Development

12. Waste Management

13. EE for Fragile Areas

14. Education in Biodiversity Conservation

15. Disaster Preparedness and Rehabilitation

16. Training, Networking and Capacity Building

17. Facilitating NGO and Community Initiatives

18. Initiatives for the UN Decade of Education for Sustainable Development

19. Research in EE and ESD

20. Collaboration and partnership at the international level in EE & ESD

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CEE Websites

About CEE www.ceeindia.org

A platform for discussion on developmental issues of the city www.amdavadma.org

Hand Print: Action towards sustainability www.handsforchange.org

For the UN DESD www.desd.org

For Youth www.sayen.org

South and South East Asia Network for EE www.saseanee.org

A nature discovery centre www.sundarvan.org

About tigers www.tigerindia.org

For educators and ENVIS Centre on EE www.greenteacher.org

For EE Materials www.edutechindia.org

UNDP GEF Small Grants Programmes www.sgpindia.org

Biomedical Waste Management www.bmwmindia.org

For Cleaner Production www.cleanerproduction.org

Education and Communication for Mountain Ecosystems www.ceehimalaya.org

Video Resource Centre www.ceevrc.org

Programme and Activities of CEE Australia www.ceeaustralia.org

Ethical Framework for a Sustainable World– International Conference www.earthcharterplus10.org

Paryavaran Mitra Programme www.paryavaranmitra.in