REPORT ON PARYAVARAN MITRA PROGRAMME IN SATURDAY CLUBS OF ASSAM In Assam partnerships were sought at 3 different levels. For a larger coverage, Centre for Environment Education through its North Eastern Regional Cell partnered with 3 different players to implement Paryavaran Mitra programme. The centre partnered with two existing programmes of Assam Science Technology and Environment Council (ASTEC) and Sarva Shiksha Abhiyan, Assam (SSA) respectively. Through the partnership with ASEC, the programme was implemented in all National Green Crops (NGC) Eco club schools of Assam. Where Paryavaran MItra programme added value in terms of resource materials, training and exposure to various national and international programme. Whereas, the partnership with SSA, Assam helped Paryavaran Mitra programme to implement in more than 2000 Saturday Club schools. As part of implementation strategy, CEE NE partnered with 13 NGOs in 17 districts of Assam to reaching out to unreached areas of the state. Enrolment of Schools through various partnerships: Synergy of Paryavaran Mitra with other programmes: Paryavaran Mitra is a theme based action project of environment conservation. Theme has been so designed that a child can understand his/her link with environment, society and culture. The themes have chosen because they are areas that we engage with daily basis, and these provide enough opportunity to take action that make a difference. Themes are linked and need to be treat them in a holistic manner. Each theme allows for the development of a connected and inter related understanding of different issues. Therefore, Paryavaran Mitra programme could establish different level of networking with other existing projects of CEE. Basically, under the theme of biodiversity, projects like Dolphin conservation education programme, Tiger conservation education programme, Hoolock Gibbon conservation education programme etc. were directly linked to make students understand about the importance of such flagship species in different ecosystems as well as their
Transcript
REPORT ON PARYAVARAN MITRA PROGRAMME
IN SATURDAY CLUBS OF ASSAM
In Assam partnerships were sought at 3 different levels. For a larger coverage, Centre for Environment Education through its North Eastern Regional Cell partnered with 3 different players to implement Paryavaran Mitra programme. The centre partnered with two existing programmes of Assam Science Technology and Environment Council (ASTEC) and Sarva Shiksha Abhiyan, Assam (SSA) respectively. Through the partnership with ASEC, the programme was implemented in all National Green Crops (NGC) Eco club schools of Assam. Where Paryavaran MItra programme added value in terms of resource materials, training and exposure to various national and international programme. Whereas, the partnership with SSA, Assam helped Paryavaran Mitra programme to implement in more than 2000 Saturday Club schools. As part of implementation strategy, CEE NE partnered with 13 NGOs in 17 districts of Assam to reaching out to unreached areas of the state.
Enrolment of Schools through various partnerships:
Synergy of Paryavaran Mitra with other programmes:
Paryavaran Mitra is a theme based action project of environment conservation. Theme has been so designed that a child can understand his/her link with environment, society and culture. The themes have chosen because they are areas that we engage with daily basis, and these provide enough opportunity to take action that make a difference. Themes are linked and need to be treat them in a holistic manner. Each theme allows for the development of a connected and inter related understanding of different issues. Therefore, Paryavaran Mitra programme could establish different level of networking with other existing projects of CEE. Basically, under the theme of biodiversity, projects like Dolphin conservation education programme, Tiger conservation education programme, Hoolock Gibbon conservation education programme etc. were directly linked to make students understand about the importance of such flagship species in different ecosystems as well as their
cultural and social relevance. Under the theme of water, Wash in schools of Assam project was directly linked, where Saturday Club schools were also included. This kind of linkages of Paryavaran Mitra project has really reduced burden on children. As the programme stressed upon curriculum linked action based activities, therefore, it was an opportunity for schools to collaborate Paryavaran Mitra programme activities with other project activities. Hence, the programme was successfully implemented in schools with an extensive exposure to various related issues.
Paryavaran Mitra Programme
Tiger Programme
WASH Programme
Dolphin Programme
Biodiversity and Greening
Water Waste Management
Culture and
HeritageEnergy
Fig3: Showing linkages of various other programmes with Paryavaran Mitra programme
About the programmes Paryavaran Mitra links with
WASH in school Programme
• Emphasis on personal hygiene and sanitation • To analysis the physico‐ chemical parameters of water sample • Workshops on bio‐compost pits, dustbin and campus cleanliness • Celebration of Global Handwashing Day
Dolphin Conservation Education Programme
• Dolphin Programme emphasised on Water and Biodiversity which is the focal theme in Paryavaran Mitra Programme.
• Emphasis on river ecosystem
• Celebrated World Environment Day in all cluster of dolphin programme.
• Organising Dolphin Mela.
Tiger conservation Education Programme
• Biodiversity conservation • Differences of different cats • Tiger habitat • Cultural links of tiger • Baagh samvaad
Resource Materials:
A set of resource materials was developed and distributed among schools of Assam under the programme including Saturday Club schools. The set of resource materials comprised of a booklet of action ideas, a poster and an oath poster written by Dr. APJ Abdul Kalam, the Paryavaran Ambassador. The booklet called Explore, Discover, Think, Act gave students an idea of curriculum linked action based projects. More than 50 ideas of action projects were included in the booklet from all the five themes of Paryavaran Mitra programme. Later on a more detailed and a comprehensive Hand Book on project activities was developed for teachers.
Training and capacity building
Training and capacity building of various stakeholders was a major objective of Paryavaran Mitra programme. The programme aimed to train its stakeholders for better understanding of issues and thereby better implementation of the project in a wide scale. Paryavaran Mitra is a whole school approach; therefore, the programme itself seeks the proactive involvement of various stakeholders in activities of the programme. Right to Education Act also emphasized on involvement of various stakeholders in development of schools and teaching learning environment of schools. Saturday Club activities were so designed that community participation is ensured in every activities. Therefore, it was quite easy to link Paryavaran Mitra programme with Saturday Club programme as both the programmes were developed to involve various stake holder at a time. Emphasis was also given to link the programme with existing curriculum of all the education boards. Although, importance was given to train all the stakeholders yet, teachers were given high importance to train them properly. The teachers are the key motivator and facilitator in this project. The teachers working closely with students has a need to identify the local issues, curricular linkages to plan and schedule the activities to be undertaken, and provide necessary guidance to students to undertake activities in a systematic manner, taking care that the objectives are achieved. Through capacity building, teachers were made to encourage students to document and share the experience, process and learnings from the activities.
Apart from teachers, in many districts of Assam other stake holders like mother’s group, SMC members were also trained. During the first phase of the programme with SSA, Assam, a state level training workshop was also organized to train DPOs from all the districts. Trained DPOs were from Community mobilization Cell and Teacher Training cell of SSA, Assam, so that a large community could be engaged with the programme. Number of trainings was organized for teachers, SMC members and other stakeholders during the phage of implementation of Paryavaran Mitra district.
Outcome of training/ orientation Programme:
Awareness and understanding was developed on the issues related to local and global environmental sustainability among teachers and other stakeholders. Thus they were enabled to educate the students and reach out communities to become a Paryavaran Mitra. Teachers were aware, motivated and capacity built to implement the Programme in their respective schools. Schools were provided with access to focal theme based customized resource materials on sustainability education. The table below shows number of teachers and other stakeholders trained and capacity built.
Analysis of Paryavaran Mitra activities in Saturday Clubs of Assam
During the phase, many Saturday Club schools have carried out number of activities in schools. Many schools have carried out various action activities while most of the schools only participated in awareness activities. Schools have done their activities under the themes given in the project ideas. Following are some of the analysis given based on activities done in many schools.
Observation of Environmentally Important Days
Around 2000 Saturday club schools of SSA, Assam have observed various Environmental days mentioned in the graphical representation. 80% schools observed World Environment Day, 40% schools observed world water day, 20% schools observed Biological Diversity day, 10% observed Ozone day, 5% celebrated wildlife week, 25% observed Forestry day,10% observed Earth day and 23% observed World Wetland day in their respective school.
Activities Conducted While Observing Environmentally Important days Around 80 percent schools took out rallies on different environmental days while 10 percent of the schools try to spread awareness by organized environmental quiz. Around 30 percent Saturday Club schools participated for conducting seminar while 15 percent school tries to spread awareness by
exhibition. 44 percent school took part in community cleanup campaign while 30 percent school for conducted survey, 40 percent school conducted drawing competition on environmental day. Around 40 percent Saturday club school participated in plantation activities. About 35 percent schools collected the newspaper articles related to environmental issues and displayed it on the notice‐board for the school children to read it.
Theme wise activity report
Biodiversity‐
Biodiversity refers to diversity of life form on earth. An environment rich in biological diversity offers the broadest array of sustainable economic activity. The loss of biodiversity often reduces the productivity of ecosystem. Through these activities and projects related to the theme students discovered and understood the importance of biodiversity and the different issues related to conservation. Students were enthusiastic, aware and understand the significance of biodiversity. Around 80 percent of Saturday club schools took part in plantation activities. Nearly 55 percent schools had invited an environmental expert for giving a lecture on any biodiversity related topics for spreading awareness among the children. Around 40 percent schools conducted painting competitions on biodiversity theme. Nearly 40 percent schools established medicinal garden in school premises to understand the medicinal properties of plants. Some schools students collect the medicinal plant and make herbarium, scrap book of it. Around 50 percent schools students nurturing of sapling after plantation and they regularly look after the plants.
Nearly 5 percent schools celebrated Wildlife week to spread the awareness among students, community the importance of wildlife life in our ecosystem. Around 25 percent schools celebrated forest day to spread awareness among students the importance of forest in our ecosystem. 52percent respondent said that they have spread the awareness on the biodiversity conservation among the students through debates, or inviting an environmental expert to talk about the conservation. Out of this, around 55 percent Saturday club schools said that they have organized seminars for spreading awareness related to the environmental and biodiversity issues. While 15 percent schools believed that through biodiversity survey students would gather more knowledge about biodiversity so they conducted surveys in nearby market places and forests where students identified the local species of vegetables, plants, fishes, birds and animals etc. 10 percent Saturday club schools believed that classroom studies have become very complicated so to make students learn through fun filled activities, they did things like taking the children to nearby forest areas, wetland and parks.
Water
Water is important for our life and ecosystem, and is a driver of climate. Three quarters of our planet is covered with water. Human civilizations began around rivers. Through the activity and action projects, students would understand and appreciate the interlinked dimensions of water which includes access to water, its availability, importance in sustainable development and significance of conservation. Nearly 40 percent of Saturday club schools were interested in celebration of water day to spread awareness on water conservation.
About 30 percent schools held debates among the school children on the water related issues for spreading awareness. Around 23 percent respondent schools were celebrated wetland day. 50 percent respondent said that there was discussion among students regarding safe water drinking practices. 15 percent schools shown interest in water testing analysis so that they should able to known the physico chemical parameters of water from different source. Nearly 20 percent respondent said that their Saturday club students have taken up action projects e.g they take care that no tap is leaking in the school and closed after drinking and they change the taps if they are leaking. 30 percent school students were concern so they use filter in school. Near about 36 percent schools practice proper hygiene habits and proper maintains of toilet in their school. Approximately 59 percent School Saturday Clubs discuss among students that how to prevent or minimize wastage of water. In this ways they spread awareness about the conservation of water. Nearly 60 percent respondent said that they spread awareness on water through painting competition.
Waste Management
Waste is any material that is no longer useful to us. It is discard materials which is no longer in use. Waste is huge problem because we don’t manage the waste we create. Students need to understand various aspects regarding waste and its management. Schools generate waste. The waste generated from classrooms, offices, kitchen and school grounds. Different areas generate different kinds of waste. Around 70 percent schools collected the waste generated in school campus and managed it properly. Students identified areas where maximum amount of waste generated. Nearly 30 percent of school students were conscious about waste, generated in school campus so that they used dustbin in every classroom. Students collected waste like paper, pencil, and other stationary materials and thrown in dustbin. 15 percent respondent said that there was discussion, debate among school students regarding improper disposal of waste and uses of plastic bags. Waste can be harmful to our health and environment. Plastic are non biodegradable so it can’t degrade easily in soil and it causes soil pollution. Burning of plastic emits toxic fumes which are dangerous for health and causes air pollution.
Around 10 percent schools students were enthusiastic and did cleanliness drive in community places like market places, river clean up drive etc so that community people should aware of solid waste management and ensuring a healthy environment. Nearly 90 percent school students clean their campus regularly so that they manage waste properly ensuring a clean and healthy school environment and make their school a no litter zone. 10 percent of school students recycle or reused the waste materials for example they make used of waste material for art and craft. Students make very innovative materials from paper, pencil waste and make bamboo basket and hand fan etc. Nearly 7 percent of schools reported that they made lots of clay materials and understood the making process. Waste is of two type’s dry and wet waste that generated in schools. Saturday club schools have the midday meal scheme. Dry waste is managed but wet (organic) waste can be properly managed through composting. Therefore, it is seen that 20 percent schools dug a compost pit for wet waste (left over food, vegetables peels and fallen leaves). And use the compost for the school garden as manure. 45 percent of schools tried to mobilize the community against improper disposal of garbage.
Energy
Energy is universally recognized as one of the most significant inputs for economic growth and human development. But increasing demand for energy is creating problems ranging from rise in prices, energy shortage, pollution and waste, displacement of people while building dams, and climate change. Through activities and projects related to this theme students could understand how energy plays an important role in modern societies and how to conserve it. Around 15 percent of respondent said that they conducted lecture on CFL bulbs. Energy conservation means using less wastefully. Energy efficient appliance may cost more initially but save money in long run. Most of school don’t have electricity in school but they were aware of replace of incandescent bulbs with CFLs. Nearly 60 percent Saturday club schools were aware on energy conservation therefore, they conducted discussion, seminar among the school students. 10 percent schools they find out the ways to reduce consumption e.g. use of natural light when it’s possible and also look alternatives for example demonstrate of solar energy and its significance. 50 percent of Saturday club school know how to conserved energy. A unit of electricity saved is as good as a unit of electricity generated. So, students have taught by their teachers that switch off any electrical appliance when not in use in their homes/schools.
Energy conservation means decrease the carbon footprint. Mostly 95 percent schools they spread awareness through coming to their school by eco‐ friendly vehicle i.e. bi –cycle or by walking. In this way they conserved fuel as well as energy for sustainability.
Culture and Heritage
Culture is a collectively held set of values and assumptions. It manifests itself through oral traditions and expressions, performing arts, social practices, rituals and festive events, knowledge and practices concerning nature and tradition craftsmanship. Heritage includes languages, myths, stories, the traditions and practices reflect the spirit of peoples their communities. Around 40 percent of Saturday club schools focused on traditional story telling among students. So that students will understand the mythological stories as well as enjoy. Around 30 percent schools visited nearby monument of historical, religious or cultural significance and observed also note down in details.
Nearly 90 percent of schools students participated in traditional folk dance in school to showcase their own culture. Students were aware and recognized the importance of culture and tradition in shaping our present and future. 20 percent schools were interested to collect the information regarding traditional weaving materials. 80 percent schools performed traditional songs like naam, bihu naam etc in schools. 50 percent of schools delivered speech regarding culture traditions in protecting and conserving environment. 3 percent of Saturday club schools actively participated in exhibition on traditional dress.
GLIMPSES
Students collected waste Students performing Bihu
Biodiversity Survey Medicinal Plant Herbarium
Maintenance of dustbin Collection of traditional materials
Collection of weaving materials Exhibition of traditional dress
Reused the waste management Painting Competition
Detail Report
Mohan Lal M E School, Silchar
Students of the Mohan Lal M E School are very enterprising in their actions towards conserving and caring for the environment. The students are guided actively by Mr. Rajendra Singh, ex‐ Head Master of the school and a Paryavaran Saathi. BIODIVERSITY AND GREENING Students of the school have to plant new saplings every year as water floods a lot of the school area during the rainy season. A fenced area has been now marked for plantation also to save the newly planted saplings from being eaten by cattle roaming around the premises. Locally available bamboo has been used to make the fencing.
Also, the school children have developed and maintained a medicinal garden with plants like tulsi, aloe vera etc. The campus also boasts of fruit trees around. WASTE MANAGEMENT
The students of the school are aware and keep their premises clean by developing the habit of throwing all the waste materials in the dust bins placed in every corner of the school. The dustbins were developed by the students during their free time. Segregation of waste is also done in these dustbins. The students take out the recyclables and reusable materials to make some decorative items to be put in the school. The students also take part in community cleanliness drives and mobilize the community to take action against improper garbage disposal. ENERGY CONSERVATION Students come to school by using their eco friendly vehicles i. e bicycles.
CULTURE AND HERITAGE Students celebrate major festivals and the cultural festival Bihu in the school. From time to time, cultural dances are presented in the school campus.
WATER
Students were aware of conservation of water as well as do the five steps of hand washing practice in school before mid meal. School students are using soap before and after meal.
KarbiAnglong Basanti Beypi Karimganj Kanak Das Kokrajhar Pradip Goyari Lakhimpur Niva Rani Saikia Morigaon Devakhya Annand Das Nagaon Anupam Sarmah Nalbari Prafulla kalita N. C Hills Arunima Dourah Sivasagar Gunna Hazarika Sonitpur Rabindra Hazarika Tinsukia Ashok Gogoi Udalguri
Annexure‐II
About programme partner at national and state level
The Ministry of environment and Forests (MoEF)
The Ministry of Environment & Forests (MoEF) is the nodal agency in the administrative structure of the Central Government for the planning, promotion, co‐ordination and overseeing the implementation of India's environmental and forestry policies and programmes.
ArcelorMittal
Arcelor Mittal is the world's leading steel company, with over 326,000 employees in more than 60 countries. It has led the consolidation of the world steel industry and today ranks as the only truly global steel maker. ArcelorMittal is committed to the sustainable management of the environment and of finite resources. ArcelorMittal recognises that it has a significant responsibility to tackle the global climate change challenge: it takes a leading role in the industry's efforts to develop breakthrough steelmaking technologies and is actively researching and developing steel‐based technologies and solutions that contribute to combat climate change.
CEE
Centre for Environment Education (CEE) is a national institution engaged in developing programmes and material to increase awareness about the environment and sustainable development. CEE was established in 1984 as a Centre of Excellence in Environmental Education, supported by the Ministry of Environment and Forests, Government of India (MoEF‐GOI). CEE's primary objective is to improve public awareness and understanding of the environment with a view to promoting the conservation and sustainable use of nature and natural resources, leading to a better environment and a better quality of life. To this end, CEE develops innovative programmes and educational material, and builds capacity in the field of education for sustainable development (ESD).CEE is committed to ensuring that due recognition is given to the role of education in the promotion of sustainable development.
SSA, Assam
Sarva Shiksha Abhiyan is a nationwide initiative to ensure universalization of elementary education in India. The mission was started in the year 2000‐01 in India and simultaneously in all states and Union territories. Paryavaran Mitra programme is collaborated with Saturday Club activities of Sarva Shiksha Abhiyan of Assam state.
Assam Science Technology and Environment Council (ASTEC)
The Assam Science Technology & Environment Council (ASTEC) was constituted in 1986‐87 as an autonomous Council of the Department of Science Technology & Environment, Govt. of Assam for implementation of some of the major programmes in the sectors of science & technology, remote sensing, energy (non‐conventional & renewable sources) and environment as the institutional organization of the Department.
About National Green Corps (NGC)
NGC is a nationwide programme for an environmental movement through Eco clubs supported by Ministry of Environment and Forests. It is facilitated by 35 nodal agencies and 8 resource agencies. A district level set up in the form of District Implementation and Monitoring Committee implements the programme with four master traiers from each district trained to conduct teachers training. Each district has upto 250 schools as NGC Eco club schools which receive financial support as part of programme. 30‐50 students are a part of each Eco Club.
Saturday Club‐
Saturday Clubs have been formed in schools in Assam under Sarva Siksha Mission, SSA which provides an opportunity to engage the students in diverse and multi‐dimensional activities like gardening, clay‐modeling, campus cleaning, song, drama, art and craft works, literature and sports under the supervision and support of the community. The Paryavaran Mitra programme is being implemented in Assam through 2000 such clubs. The module for the club has been based on the Paryavaran Mitra booklet to ensure action based whole school approach towards sustainability.
