Environment Conservation through
Report for the Period
August 2017 to March 2018
August 2017 to March 2018
Gujarat Pollution Control Board, Gandhinagar
Aditya Birla Group, Ahmedabad
Paryavaran Mitra and
Paryavaraniya Vikas Kendra
The Sustainable Development Goals (SDGs)
We are at the brink of a global transformation. The international community, through the United Nations, has set in motion a historic plan – 17 Sustainable Development Goals – that aims to build a more prosperous, more equal, and more secure world by the year 2030.
The 17 SDGs and 169 targets are part of the 2030 Agenda for Sustainable Development adopted by 193 Member States at the UN General Assembly Summit in September 2015, and which came into effect on 1 January 2016. These goals are the result of an unprecedented consultative process that brought national governments and millions of citizens from across the globe together to negotiate and adopt the global path to sustainable development for the next 15 years.
“All the SDGs come down to education…” — Malala Yousafzai.
“A little less conversation, a little more action” — Prime Minister of Norway Erna Solberg
“The principle of common but differentiated responsibilities is the bedrock of our enterprise for a sustainable world” — Indian Prime Minister of India Narendra Modi
Goal 4: Ensure inclusive and quality education for all and promote lifelong learning.
Education is key to every one of the 17 Sustainable Development Goals (SDGs) announced. A World at School’s Policy and Advocacy Director Kolleen Bouchane said: “Education has a unique power to catalyse gains in other areas. Very few, if any, health or economic interventions will be sustainable without gains in education.”
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.
With respect to keeping in view role of education in achieving SDGs targets. We have focussed on improving the quality of Environment Education in schools under this project.
The project was conceptualised and developed under Shri Hardikbhai Shah, Member Secretary, GPCB. His valuable inputs during implementation of the project has been key point for success of this project.
We also received continuous support from GPCB and ABG team for successful implementation of the project.
Mother earth is the most valuable gift in the universe. Protection nature and environment is key to development of humans. Hence no human being on earth can remain ignorant towards environmental issues. Thus, learning about environment education becomes most important part of our education and learning systems.
In last 2 decades India has come a long in educating its citizens about environment protection. School curriculum has been integrated with environmental issues at various levels. But, environment education education cannot remain static as environment itself is a dynamic situation which is changing all the time.
In this situation through this project we are planning to educate school teachers and students to become aware about the environmental issues and participate actively in conservation of environment.
Main objectives of the project:
Main Partners in the project are:
Publication of Booklet
Collaboration with State Primary Education Department:
Program launching was carried out in presence of dignitaries from GPCB and Aditya Birla Group. Shri Arvind Agrawal, IAS, Chairman GPCB, Shri K. C. Mistry, Member Secretary GPCB, Shri Sushil Kumar Vegda, SEE, GPCB, Mr. Sanjay Sarkar, President&COO, Hindalco Industries Ltd. , Shri Ashish Patel, Joint President, ABMCPL. Mr. Mahesh Pandya, Paryavaran Mitra were present to kick start the program.
In his inaugural speech Shri Arvind Agrawal, IAS, Chairman GPCB stressed upon the need for educating children and society in so as to create a pollution free state and society. He emphasized upon the role of schools in creating not only awareness but generating action from students and creating a brigade of children to reduce pollution.
He said added that GPCB is seriously doing its job of pollution control in different ways and educating people is one of our priority.
He congratulated Aditya Birla Group and partners for taking up this very relevant issue and wished best luck to the program.
Mr. Sanjay Sarkar, President & COO, Hindalco Industries Ltd In his presentation stressed upon the need for looking for sustainability component in all our development activities. He added that as a society and nation we need to look from next 30-40 years in future and educate and prepare our next generations in that direction.
He emphasized upon ABGs commitment towards sustainable development. He added that support to this program comes towards supporting the issue of sustainable development. He wishes best luck to the program.
Shri Mahesh Pandya, Paryavaran Mitra, congratulated all the partners for making this program a reality. He thanked ABG and GPCB for supporting the program. Mr. Pandyasaid that both Paryavaran Mitra and Paryavaraniya Vikas Kendra are involved in imparting environment education activities since last 2 decades in the state. This program is outcome of our experience so far.
He said that he is very much optimistic about the program and hope get this will become and path breaking program for the future of environment education in the state.
Organizing Teachers training programs at District level:
Teachers training program has been the heart of the project. Through this activity we are creating a dialogue among the participant teachers regarding issues like:
These programs are highly successful in the sense of achieving its goals and impacts. We have received positive feedback from participating teachers.
We have covered 18 districts so far rest of the districts will be covered by August 2018.
This program has been a highly successful one both in terms of achieving set targets as well as creating a larger perspective about status of Environment Education in the state.
While implementing this program we were able to come across a wide range of issues related to effectiveness of environment education processes those are going on at the moment at the state level.
We could interact with 1500 teachers from 18 districts and had chance to interact with these teachers and know their views. As part of training programs conducted we also took feed back from teachers both in written and video formats.
We received very encouraging feedback from teachers. They are very positive about the booklet. Many of them said “We will start using this booklet in our schools”. They said there is hardly any such material in Gujarati. They also said can we expect similar material in near future.
Overall we this has been a highly successful program.
Feedback from Teachers:
Participation of teachers have been the high light of this project. We have received positive response from teachers. Following are some of them:
Very useful program. Many issues of environment we came across first time. Training will help us to improve environment education in school. Participatory methodology of the training very god.
We have participated in many such training programs. So initially I thought this also will be one of them. But, when read the title “Jid Karo Paryavaran Bachawani” (Let us become stubborn for protection of environment) I thought this one looks different.
Interactive training method allowing us to present our views. We have learnt about so many new issues. As an young teachers I am always wondering when we will start proper action for environment conservation.
We have to go long way and education is the key. I thank organisers for this training.
Selection of primary schools for this program is perfectly done as primary education forms the base for higher education. This looks promising program as lots needs to be done for environment conservation.
Trainers put serious efforts to make the training informative and interesting.
I congratulate organisers for this wonderful effort.
Very interesting training. We thoroughly enjoyed the training. I have been writing stories on environment for children. I have got new inspirations after attending this training.
GPCB-ADITYA BIRLA TEACHER TRAINING PROGRAMME DETAIL
September 2017 to March 2018
|Sr. No.||Date of the program||District||Place||No. Of participants|
|2||26/9/2017||Rajkot||Rashtriy shala , Rajkot||97|
|3||10-09-2017||surendranagar||Diat training hall,surendranagar||92|
|5||02-12-2018||Amreli||DIET Hall, Amreli||85|
|6||20/2/2018||Porbandar||DIET Hall, Porbandar||103|
|8||28/2/2018||Gir-somnath||Adhyapan Mandir,Prabhas patan-Gir somnath||55|
|9||03-07-2018||Kheda||DIET Hall , Kathlal||105|
|12||03-12-2018||Patan||DIET Hall, Patan||112|
|13||13/3/2018||Anand||Chikhodara kumar shala,chikhodara,Anand||95|
|14||14/3/2018||Dahod||DIET Hall , Dahod.||65|
|18||28/3/2018||Mehsana||DIET Hall, Mehsana||62|
Expenditure during the project period:
|Sr. No,||Details of Activity||Sanctioned Budget||Total Expenditure|
|2||Publication of the booklet||4,80,000||4,80,000.00|
|3||Report writing and photography||20,000||12,500|
Education for Sustainability
Educating for Sustainability is “learning that links knowledge, inquiry, and action to help students build a healthy future for their communities and the planet.” EFS helps teachers bridge grade levels and subject areas, curriculum and school operations, parent and community partnerships. Through SSP, a school develops its own meaningful, coherent approach to improve curriculum, community partnerships and campus ecology.
Teachers learn about the community’s vision and strategies for a sustainable future, then bring this larger dialogue into their curriculum with a focus that’s appropriate for their students. This fosters ongoing school-community partnerships that gain staying power from their ties to the curriculum and to each other. And these partnerships create learning opportunities for students in their community–whether in the schoolyard or at the food shelf.
With each lesson learned, students develop their own understanding of the web of connections that make up their community and their role in it. Students’ personal appreciation and experience of interdependence give them the foundation for understanding and supporting global decision-making in their future.
Education is the primary agent of transformation towards sustainable development, increasing people’s capacities to transform their visions for society into reality. Education not only provides scientific and technical skills, it also provides the motivation, justification, and social support for pursuing and applying them. For this reason, society must be deeply concerned that much of current education falls far short of what is required. Improving the quality and coverage of education and reorienting its goals to recognize the importance of sustainable development must be among society’s highest priorities.
A New Vision for Education
These many initiatives illustrate that the international community now strongly believes that we need to foster — through education — the values, behaviour and lifestyles required for a sustainable future. Education for sustainable development has come to be seen as a process of learning how to make decisions that consider the long‑term future of the economy, ecology and social well-being of all communities. Building the capacity for such futures-oriented thinking is a key task of education.
This represents a new vision of education, a vision that helps students better understand the world in which they live, addressing the complexity and interconnectedness of problems such as poverty, wasteful consumption, environmental degradation, urban decay, population growth, gender inequality, health, conflict and the violation of human rights that threaten our future. This vision of education emphasises a holistic, interdisciplinary approach to developing the knowledge and skills needed for a sustainable future as well as changes in values, behaviour, and lifestyles. This requires us to reorient education systems, policies and practices in order to empower everyone, young and old, to make decisions and act in culturally appropriate and locally relevant ways to redress the problems that threaten our common future. In this way, people of all ages can become empowered to develop and evaluate alternative visions of a sustainable future and to fulfil these visions through working creatively with others.
Seeking ssustainable development through education requires educators to:
These responsibilities emphasise the key role of educators as agents of change. There are over 60 million teachers in the world – and each one is a key agent for bringing about the changes in lifestyles and systems that we need. But, education is not confined to the classrooms of formal education. As an approach to social learning, education for sustainable development also encompasses the wide range of learning activities in basic and post-basic education, technical and vocational training and tertiary education, and both non-formal and informal learning by both young people and adults within their families and workplaces and in the wider community. This means that all of us have important roles to play as both ‘learners’ and ‘teachers’ in advancing sustainable development.
Keeping in mind the concept for Education for Sustainable Development Goals and experience and learnings from the project implementation so far we have planned following activities for coming future:
List of future activities for the Environment Conservation through Environment Education program.