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Environment Protection
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ABSTRACT
Environmental modification is as old as the history of human development. In the last century,
development and modification have come much faster then ever before. While it took a few thousand
years for man to pass from Paleolithic to Neolithic tools, it has taken less than a century to modify
conventional weaponry to nuclear devices. Development has been so rapid that nature has not had
time to adapt to these changes and to human requirement and greed.
Some of the responsibility for the conservation of tropical natural resources lies on the
shoulders of developed countries. However, this doesn’t diminish the responsibilities of developing
countries to work towards a more educated society, one that is more conscious of their effects on the
natural balance and more effective in fulfilling the tenets of sustainable development, to which most
of these countries adhere, at least in principle. To become sustainable they have to be able to put into
practice these tenets. There is also truth in the statement that most of the new scientific information
about many of these issues is being generated in the developed world.
Environmental literacy is a difficult concept to define. One can say that "environmentally
literate" person will have the knowledge, tools, and sensitivity to properly address an environmental
problem in their professional capacity, and to routinely include the environment as one of the
considerations in their work and daily living.
1
1. INTRODUCTION
Environmental modification is as old as the history of human development. In the last century,
development and modification have come much faster then ever before. While it took a few thousand
years for man to pass from Paleolithic to Neolithic tools, it has taken less than a century to modify
conventional weaponry to nuclear devices. Development has been so rapid that nature has not had
time to adapt to these changes and to human requirement and greed.
The last century has seen an unmanageable increase in population, placing a tremendous burden on
natural resources. There is not enough food for the world’s hungry. Also, the earth itself is worn out
due to excessive farming, use of chemicals and pesticides and excessive use of ground water. Water
resources are badly polluted and emission of toxic fumes from industry and vehicles has deprived us
of clean air. Industrialisation and a growing consumer economy have led to the creation of huge
megapolises with their problems of undisposed garbage and uncontrolled sewage.
To combat these problems, world bodies like the United Nations and the World Commission on
Environment and Development have been formulating ideas for environmental protection and
sustainable development. Several international conferences have been held on this subject, starting
with the first one in Tbilisi in 1977 to the Earth Summit in Rio de Janeiro, the Population Summit at
Copenhagen, the world Summit on Sustainable Development in Johannesburg and several others. It is
clearly evident that 25 years after the first conference in Tbilisi, there has not been an appreciable
change in lifestyles or the level of awareness. Countries have put their own interests ahead of
environmental protection and the future of coming generations.
What has been India’s stand on environmental protection? How far has our governing body
succeeded in their avowed aims of cleaning up the environment? Various acts have been passed down
the years, too innumerable to be put down here. The Ministry of Environment and Forests laid down
its objectives:
A. Conservation & survey of flora, fauna, forests and wildlife
B. Prevention and control of pollution
C. Afforestation & regeneration of degraded areas
D. Protection of environment, all within the frame work of legislations.
2
The main tools utilized for this include:
A. Surveys and impact assessment
B. Control of pollution
C. Regeneration programmes
D. Support to organizations and NGOs
E. Research to solve solutions
F. Training to augment the requisite manpower
G. Collection and dissemination of environmental information
H. Creation of environmental awareness among all sectors of the country's population.
Through the years, the ministry has passed innumerable laws to help them in their task of
environmental protection. Sadly, all the regulations and acts have not done enough to protect the
environment. The greed of many in the governing bodies has led to misuse of the laws and ruthless
exploitation of the land, leading to ecological destruction and social injustices. Most leaders of
industry, too, have been lacking in a social conscience. They have exploited our country’s resources
and polluted our earth, water and air. Public apathy has not helped either. We, as citizens of this
country have not made our voices heard. The opening up of our economy and globalization have put a
greater pressure on our resources, further vitiating our fragile eco-system.
A recent trend which is heartening to note is the role of the Indian Judiciary in environmental
protection, which has adopted public interest litigation (PIL) for the cause of environmental
protection. This has proved an effective tool. For example, an attempt to acquire forest land and
change the course of the River Beas to facilitate the construction of a motel was made by a company
reportedly having direct links with the family of Kamal Nath, former Minister of Environment and
Forests. The Supreme Court quashed the prior approval granted by the central government for leasing
out forest land and also the lease deed between the government of Himachal Pradesh and the
company. The Government of Himachal Pradesh was asked to ensure that the space was restored and
that there was no construction on that area. The culprit company was strictly directed to end and
remove all construction and had to pay for the restoration of the area’s ecology. It was also clarified
that the river and surrounding region was and would remain public property.
3
This is a very small step when what is needed are giant strides in an eco friendly direction. The crying
need of the hour is to educate the public and make them aware of their rights as citizens of this
country to a clean environment, to clean water, clean air and clean surroundings. They must act
together to fight corruption in governance and ruthless exploitation by the captains of industry. A
strategy for environmental protection could be adopted:
a. Reduce fertility rates and control population, reducing pressure on natural resources;
b. Phase out non-renewable inputs – in energy, agriculture and industry
c. Educate and inform the people about the gains of environmental protection and sustainable
development. They MUST stand up for their rights.
There is still hope for us. We can, to a certain degree, reverse the process of degradation of our
surroundings, for Mother Earth is forgiving and able to heal her wounds if we do not inflict more
grievous ones on her. As Paul Bigelow Sears said, “How far must suffering and misery go before we
see that even in the day of vast cities and powerful machines, the good earth is our mother and that if
we destroy her, we destroy ourselves. So we should act today for a better tomorrow for our children.
4
2. RESEARCH OBJECTIVES
A lot of research work is also going on side by side at various levels to study about environmental
protection and the role of illiteracy. The objectives of present research are:
1. To study the environmental protection.
2. To study the environmental literacy and its components.
3. To study the environmental education in India.
4. To study the environmental service schemes.
5
3. RESEARCH METHODOLOGY
Research methodology is a way to systematically solve the research problem. The research
methodology included various methods and techniques for conducting a research.
SCOPE OF THE STUDY
The study/research of Environmental protection – Illiteracy is the only cause.
PURPOSE AND RELEVANCE OF THE STUDY
The purpose of study is to measure or to identify the Environmental protection in India and the role of
illiteracy.
MODE OF DATA COLLECTION
The study is based on Secondary data which includes
Secondary Data
Secondary Data has been gathered from books, journals and internet resources on Environmental
protection in India.
RESEARCH APPROACH
Research is best suited for Descriptive Research. Research undertaken to learn about Environmental
protection in India.
DATA ANALYSIS
Data analysis was done mainly from the data collected through the secondary data. The data collected
from secondary sources is used to analyze on one particular parameter. Qualitative analysis was done
on the data collected from the secondary sources.
6
4. ENVIRONMENTAL LITERACY
Environmental literacy is a difficult concept to define. One can say that "environmentally
literate" person will have the knowledge, tools, and sensitivity to properly address an environmental
problem in their professional capacity, and to routinely include the environment as one of the
considerations in their work and daily living. In simpler words, it is the capacity to understand the
connections between humans and their environment.
David Orr, environmental educator, ethicist, and author, say that in addition to the ability to
read and calculate (literacy and numeracy--both indoor activities of education), ecological literacy
also implies an intimate knowledge of our landscapes, and an affinity for the living world. It is, too, a
systemic view, "to see things in their wholeness".
Environmental literacy is the capacity of an individual to act successfully in daily life on a broad
understanding of how people and societies relate to each other and to natural systems, and how they
might do so sustainably. This requires sufficient awareness, knowledge, skills, and attitudes in order
to incorporate appropriate environmental considerations into daily decisions about consumption,
lifestyle, career, and civics, and to engage in individual and collective action.
Rockcastle (1989) described environmental literacy as an understanding, at some basic level,
of the interaction of humans & their natural environment with regard to both living things &
nonliving things (air, water, soil, & rock). While According to Roth (1992), Environmental literacy
should be defined in terms of observable behaviors. That is, people should be able to demonstrate in
some observable form what they have learned--their knowledge of key concepts, skills acquired,
disposition toward issues, and the like.
Understanding Environmental Literacy
United Nations Environmental, Scientific, and Cultural Organization (UNESCO) in 1975 stated
that “The goal of environmental education is to develop a world population that is aware of, and
concerned about, the environment and its associated problems, and which has the knowledge, skills,
attitudes, motivations, and commitment to work individually and collectively toward solutions of
current problems and the prevention of new ones.”
7
Environmental literacy derives its focus from four basic issues that take it well beyond the typical
boundaries of science education, or any of the traditional disciplines:
* The interrelationships between natural and social systems;
* The unity of humankind with nature;
* Technology and the making of choices; and
* Developmental learning throughout the human life cycle.
Levels of literacy are generally assumed to exist but are not often defined. With respect to
environmental literacy, Roth proposed the identification of three levels:
1. Nominal: This level indicates ability to recognize many of the basic terms used in communicating
about the environment and to provide rough, if unsophisticated, working definitions of their
meanings.
2. Functional: It indicates a broader knowledge and understanding of the nature and interactions
between human social systems and other natural systems.
3. Operational: This level relates to progress beyond functional literacy in both the breadth and
depth of understandings and skills.
Persons at the operational level routinely evaluate the impacts and consequences of actions,
gather and synthesize pertinent information, choose among alternatives, advocate action positions,
and take actions that work to sustain or enhance a healthy environment. Such people demonstrate a
strong, ongoing sense of investment in and responsibility for preventing or remediating
environmental degradation both personally and collectively. Ultimate goal of the environmental
literacy is to create social structure where operational level of environmental literacy spread through
all walks of life. It depends on various components of environmental literacy & effective acceptance.
4.1 COMPONENTS OF ENVIRONMENTAL LITERACY
Awareness
Awareness is holding a general impression, or consciousness, about something. An individual may be
aware that climate change is an issue or that human life depends on a healthy environment without 8
knowing much more. Environmental awareness can arise from many activities - education being just
one.
The main advantage of widespread environmental awareness is its contribution to public support for
government action in environmental policy and management. Management of natural resources is
only possible through effective awareness.
Knowledge
Developing knowledge requires more than acquisition of new information or data. It requires an
orderly comprehension, application, analysis, synthesis, and evaluation of that material as well as the
intellectual framework within which new information can be placed and manipulated. Developing
knowledge often requires a pedagogy (a formal methodology for constructing knowledge with the
student) - something that is absent in simple information transfer.
Attitudes
Developing attitudes of appreciation and concern for the environment is a subtle process that is
difficult to deliberately program. Many educators believe that attitudes change primarily from a
variety of life experiences which can take place outside as well as inside the classroom. Thus,
experiences in the environment such as those provided by nature and environmental centers ("non-
formal" education) are essential to gaining environmental literacy. To develop 'community attitude' in
totality is difficult task.
Action
The ultimate (and perhaps most difficult) goal of environmental literacy programs is developing the
capacity for action and participation. This is an especially complex process. It often requires adopting
new behavior which in itself is also a complex process.
In the final step of action, environmental literacy is the capacity to act in daily life on a broad
understanding of how people and societies relate to each other and natural systems.
Most real environmental education involves actual hands-on experience with a subject either in
a laboratory or the field. A person who is well-versed in this level of environmental knowledge is 9
more likely to engage in personal environmental actions. By realizing the importance of
environmental literacy developed countries initiated environmental education at different levels.
Similarly it was realized by developing nations like India & various steps are being taken towards
environmental literacy.
4.2 INDIA AND ENVIRONMENTAL LITERACY
The Indian tradition teaches us that “all forms of life: animal and plant are so closely linked
that disturbance in one gives rise to an
imbalance in the other”.
Indian environmentalism very much involves
the poor, tribal & women population. The
Bishnois community; people involved in
Chipko movement are also considered to be
environmentally literate because of the
interaction between people and the
environment. They have sound knowledge of
their surroundings. Indian rural women are
also said to be environmentally literate. They
have 'naturally' positive attitudes towards
environmental conservation. They collect the
dead branches of trees which are fallen by
storm to use as fuel wood rather than cutting
the live trees. They are most severely affected
by environmental degradation. Women are
considered the primary users of natural
resources (Land, forest, and water), because
they are the ones who are responsible for
gathering food, fuel, and fodder. Shouldering
this responsibility leads them to learn more about soil, plants, and trees and not misuse them. These
rural women tend to have a closer relationship with land and other natural resources, which promotes
a new culture of respectful use and preservation of natural resources and the environment, ensuring
10
Green Movements in India
• Chipko movement was the first environmentalist
movement in the India. The Chipko movement is
a tribal, women-centered struggle against
deforestation and mining operations in the
mountains. The movement was an act of defiance
against the state government's permission given
to a corporation for commercial logging.
• The Bishnois, a community in Rajasthan, is an
example of human beings living in harmony with
nature. Among the 29 principles propounded by
the founder of the sect prophet, Lord
Jhambheshwar, 3 are focused on nature
conservation. Cutting and lopping of green trees
is strictly prohibited there. They maintain groves,
for the animals to graze and birds to feed. Groves
serve as important recharges of rain water in the
aquifers in the desert, where every single drop of
water is precious.
that the following generations can meet their needs. Women give greater priority to protection of and
improving the capacity of nature, maintaining farming lands, and caring for nature and environment's
future. Repeated studies have shown that women have a stake in environment, and this stake is
reflected in the degree to which they care about natural resources. India has a tradition of
protecting its forest through 'Sacred Groves'. Hunting and logging are usually strictly prohibited
within these forest patches. Other forms of forest usage like honey collection and deadwood
collection are sometimes allowed on a sustainable basis.
What is Sacred Grove
Sacred groves comprise of patches of forests or natural vegetation – from a few trees to forests of
several acres – that are usually dedicated to local folk deities or tree spirits. These spaces are
protected by local communities because of their religious beliefs and traditional rituals that run
through several generations.
In India, sacred groves are found all over the country and abundantly along the Western Ghats
in the states of Kerala and Karnataka. Around 14,000 sacred groves have been reported from all over
India, which act as reservoirs of rare fauna, and more often rare flora, amid rural and even urban
settings. Experts believe that the total number of sacred groves could be as high as 100,000. From
Maharashtra 2820 Sacred groves (Devrai) have been documented. Sindhudurg district rank first in the
number (1499) as well as area (1892.96 Ha) covered by sacred groves in the state.
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5. ENVIRONMENTAL EDUCATION IN INDIA
The Indian Constitution laid down the responsibility of Government to protect and improve the
environment and made it a “fundamental duty of every citizen to protect and improve the natural
environment including forests, lakes, rivers and wildlife”. On this background Department of
Environment was established by the Government of India in 1980 and a Ministry was formed in
1985. The Constitution and the Government's commitment to the environment along with the
environmentally sound practices is an important backdrop under which the Environment Education
(EE) strategy has been evolved.
Comprehensive scheme of 'Environmental Education, Awareness and Training' was launched
in 1983-84.
Environmental Education, Awareness and Training Scheme
The scheme intends to enhance our understanding about the interactions between human beings
and environment. Also, it aims to facilitate the development of skills for environmental protection.
The objective of the schemes are as follow:
To promote environmental awareness among all sections of the society;
To spread environment education, especially in the non-formal system among different sections
of the society;
To facilitate development of education/training materials and aids in the formal education sector;
To promote environment education through existing educational/scientific/research institutions;
To ensure training and manpower development for environment education, awareness and
training;
To encourage non-governmental organizations, mass media and other concerned organizations
for promoting awareness about environmental issues among the people at all levels;
To use different media including films, audio, visual and print, theatre, drama, advertisements,
hoarding, posters, seminars, workshops, competitions, meetings etc. for spreading messages
concerning environment and awareness; and
To mobilize people's participation for preservation and conservation of environment.
12
Central Government recognizes EE as a key to success of overall environmental strategy &
decides to help in the setting up of a 'Centre of Excellence'. These centres promote EE through
developing resource material, organizing training/ awareness programmes, builds capacity in the field
for sustainable development. These centres play the vital role in setting the pace & the agenda for EE.
These centres are- Centre for Environment Education, C.P.R Environmental Education Centre, Centre
for Ecological Sciences, Centre for Mining Environment, Salim Ali Centre for Ornithology and
Natural History (SACON), Centre for Environmental Management of Degraded Ecosystems,
Tropical Botanic Garden and Research Institute, Centre of Excellence in Environmental Economics,
Foundation for Revitalisation of Local Health Traditions (FRLHT), Centre for Animals and
Environment.
Key programmes/ activities launched under Environmental Education, Awareness and Training
scheme over the years are:
National Environment Awareness Campaign (NEAC)
The Ministry of Environment and Forests (MoEF), Government of India started The National
Environment Awareness Campaign (NEAC) in 1986 with the aim of creating environmental
awareness at all levels of society. It is a multi-media campaign which utilises conventional and
nonconventional methods of communication for disseminating environmental messages to a wide
range of target groups. Under NEAC, the Ministry provides financial assistance to selected non
governmental organizations, education and training institutes, community organizations, etc. to create
massive awareness among citizens of India. Diverse target groups ranging from
students/youth/teachers to rural and tribal population, women, professionals and the general public
are covered under this campaign. The Campaign programmes are basically composed of a spectrum
of short duration programmes. The programme is being implemented through 33 designated Regional
Resource Agencies (RRAs) for specific states/regions of the country. During 2009-10 total 11,738
organisations have participated in the campaign across the country.
For the implementation of this Scheme in Maharashtra, Goa and Dadra Nagar Haveli, Bhartiya
Agro Industrials Foundation (BAIF) has been working as a Regional Resource Agency (RRA) for
since 1986. BAIF have been providing technical inputs in organizing field demonstrations and
mobilizing NGOs for environmental awareness.
13
Eco Clubs & National Green Corps (NGC)
'Eco Clubs' were constituted by MoEF with objectives to educate school children about their
immediate environment and impart knowledge about the eco-systems, their interdependence and their
need for survival, by involving them in various environmental activities through visits and
demonstrations and to mobilise youngsters by instilling in them the spirit of scientific inquiry into
environmental problems and involving them in the efforts of environmental preservation.
Keeping in view the potential of this programme in sensitizing the school students, it was
decided to intensify this programme to cover each and every district of the country. A programme of
raising 'National Green Corps' through the Eco clubs was, therefore, launched during 2001-2002. This
programme is being implemented in each State/UT through the Nodal agency appointed by the
State/UT Govt. An Eco-club may be set up in a middle/high school and should consist of a minimum
of 20 members and a maximum of 50 members, particularly interested in the conservation and
protection of the environment, and willing to dedicate time and effort on a regular basis towards this
end. The members may be drawn from students belonging to classes from VI to X. Each Eco-club
will be in charge of an active teacher in the school concerned. MoEF provide some financial
assistance for establishment of Eco clubs. It gives ` 2500/- per annum per Eco-club. It also provides
teacher training and distribution of resource materials. So far 1,12,844 Eco clubs have been
established in NGC Schools across the country (Year 2010).
To implement NGC Scheme in Maharashtra, Environment Department has appointed Director,
Social Forestry, Pune as 'State Nodal Officer' in the year 2006 & Bharti Vidyapith, Institute of
Environment & Research, Pune as 'Resource Agency'. At present 8898 eco-clubs with approximately
4,00,000 students are actively working in the state.
Global Learning & Observations to Benefit the Environment (GLOBE)
The GLOBE is an International Science and Education Programme, which emphasizes on
hands-on participatory approach. India joined this programme in August, 2000. This programme
unites students, teachers and scientists all over the world and targets school children. The students of
GLOBE schools are required to collect data about various basic environmental parameters under the
supervision of a GLOBE trained teacher. Through this they learn about scientific protocols and
14
perform environmental learning activities, which have already been introduced as theory in the
textbooks. The GLOBE programme not only helps the students to appreciate the contents of the
textbooks through better understanding but also assists them in gaining complete knowledge of
environment. It facilitates research through a worldwide research team comprising of students,
teachers and scientists.
Strengthening Environment Education in School System and other courses at Graduate and Post-
Graduate level including Professional Courses
Formal Environmental Education Program
The National Policy on Education, 1986 (NPE) states that the “protection of the environment
is a value which must form an integral part of the curriculum at all stages of education”.
The NPE states: “There is a paramount need to create a consciousness of the environment. It must
permeate all ages and all sections of society, beginning with the child. Environmental consciousness
should inform teaching in schools and colleges. This aspect will be integrated in the entire
educational process”.
The programme obliges the Ministry of Human Resource Development (MHRD), the
Ministry of Environment & Forests to ensure that environmental education is imparted
adequately at the school levels. It mandates that environmental components are covered in the
school curriculum at various levels.
Environment education in a Maharashtra state has been boosted through various
efforts. Environmental education has been included as a compulsory subject at school
level.
Environmental Appreciation Course - Distance Education
In order to provide interested persons an opportunity to learn in detail about specific
environmental issues, there is provision of a course module through a Indira Gandhi National
Open University (IGNOU) for 'Environmental Appreciation'. Delivery of these courses is
through distance education mode. The course module developed for appreciation courses is
15
also being used by the IGNOU as compulsory component of its undergraduate courses. This is
in pursuance of the directives of the Hon'ble Supreme Court of India.
Non-formal Environment Education and Awareness Project
The Ministry of Environment & forests, New Delhi accords high priority for the promotion of
non-formal environment education and creation of awareness among all sections of the society
through diverse activities. The project was launched to encourage and enhance public
participation in activities that intended to conserve, protect, manage and sustain the
environment. The government has undertaken various activities by using several traditional
and modern media of communication, to create awareness among the people, such as
seminars, workshops, training programs, rallies, public meetings, camps, exhibitions, puppet
shows and street theatre.
Grants-in-Aid to Professional Societies and Institutions
The objective of this programme is to facilitate optimum utilization of expertise available with
professional societies and institutions for promotion of environment education and awareness. The
programme aims at utilizing the existing capacity while simultaneously providing for enhancing the
capacities of such institutions. The projects such as development/extension of exhibition galleries,
interpretation centres and education materials relating to ecology, wildlife and environment is
financially supported.
Other Awareness Programmes
India has a vast network of NGO's that are actively participating in the creation of awareness
on development and environmental issues. Working on their own and with Governments they
are the backbone of the strategy to create greater environmental awareness, especially that
leading to environmental action.
Despite great efforts to spread environmental awareness by the MoEF through several
schemes, creation of awareness among large population especially in rural areas is difficult
task. "Mass Awareness" through media, particularly the electronic media has therefore been
identified as one of the thrust areas. It not only intensifies the efforts already being made in
this direction but also launch new initiatives in this direction to encourage individual efforts in
producing films/documentaries on environment/wildlife related themes in the country.
16
Action Oriented Environmental Education- Environmental education is the process of
developing environmentally conscious behavior of an individual. Education/ literacy alone do
not guarantee that the learner will exhibit a specified set of behaviors. Rather, it guarantees
only that the learner has the capacity for such behaviors. It involves a limited combination of
awareness and action that encourages people to engage in immediate personal action that
contributes to environmental improvements such as saving electricity, fuel and water, buying
"Green" products, reducing solid waste, etc. Most of these actions are fairly simple and
usually require just one step.
But most people hesitate to take an initiative and make the connection between an environmental
issue and their own individual action. Realizing this Government of Maharashtra has launched
Environmental Service Scheme (ESS).
17
6. ENVIRONMENTAL SERVICE SCHEME (ESS)
The indispensable services provided by various natural resources compel to protect them from
unsustainable developmental practices. Regulatory provisions to protect natural resources already
exist. However, an environmentally aware and motivated community helps to achieve sustainable use
and conservation of natural resources. If students have the opportunity to learn about the
environment from their school days, they can become 'Environmentally Responsible Citizens' and
cooperate in sustainable management of resources. To emphasize this, Environmental Service
Scheme (ESS) is launched in schools/Jr.colleges with an aim to create 'environmentally sensitive &
aware' young generation.
Objectives
Understand the local environment, ecosystems, and problems associated with environmental
quality through participation and action.
Understand the local environment, ecosystems, and problems associated with environmental
quality through participation and action.
Understand the nature of dependence of human beings on natural resources and understand the
mutual symbiosis with the nature.
Gain skills for leadership, communication, environmental action and develop attitude and values
in consonance with sustainable development.
Undertake demonstration and action projects in and around the school related to the natural
resource management from social and environmental point of view with the involvement of local
community.
These objectives will be achieved by using constructive learning approaches with emphasis on
field studies, hands on experience and activities related to environmental conservation and awareness.
Scheme Coverage
In the first phase, the ESS will be implemented in most polluted 12 districts, from the 6
administrative divisions of the state. These are -
18
Sr. No. Administrative Division Districts
1 Pune Pune, Solapur
2 Nagpur Chandrapur, Nagpur
3 Aurangabad Aurangabad, Jalna
4 Amaravati Amaravati, Yavatmal
5 Nasik Nasik, Jalgaon
6 Kokan Ratnagiri, Thane
Activities under ESS:
1. Study of status of local resources including soil, water, biodiversity and energy
2. Study of local issues such as degradation, pollution, waste, scarcity etc.
3. Interactions with local knowledgeable people, other experts etc on the above topics
4. Action projects as needed locally, undertaken with the involvement and guidance of the local
community, such as
Soil and Water Conservation Measures
Nursery Development
Organic Farming
Use of Biogas
Energy Plantations
Eco-san
Integrated Pest Management(IPM) and Integrated Noise Module(INM)
Composting
Safe Treatment and Re-use of Wastewater
Solid Waste Management
School Vegetable and Herb Gardens
School Water and Sanitation Improvements etc.
19
Implementation Mechanism
State level
State Nodal Agency:
Environment department will select State Nodal Agency to implement the scheme. Initially Centre for
Environment Education (CEE; Centre of excellence declared by MoEF) will work as State Nodal
Agency for 3 years after signing Memorandum of Understanding (MoU) with Environment
Department. State Nodal Agency will co-ordinate following activities in consultation with
Environment Department:
Selection of schools as per guidelines
Selection of District level NGO & District coordinator in consultation with Environment
Department
Training for unit head teachers & coordinators
Develop resource/educational material on environmental issues, action oriented projects & frame
activity timetable for participant students & teachers
Monthly monitoring of progress
Submit budget estimates to Environment Department
Website development & to coordinate information & communication means for effective
implementation of the scheme
Promote ESS at field level & coordinate for external funding from business institution.
Financial Assistance:
Environment Department will provide funds to State Nodal Agency for conducting training,
developing education material & all related activities.
State Coordinator:
All activities under the scheme will be coordinated by 'State Coordinator'. Sate Nodal Agency in
consultation with Environment Department will appoint competent person (Environmental Expert) as
State Coordinator, with remuneration of ` 25,000/- per month on contractual basis.
District level
District level NGO & District Coordinator:
20
District level NGO & District Coordinator will be selected by State Nodal Agency in consultation
with Environment Department. District level NGO must be a registered society, cooperative institute,
trust or association, having at least three years of experience in the field of 'environment'. Selected
NGO must have professional and experienced core staff along with environmental experts. NGO have
to perform the following activities-
Coordinate all district level activities
Active participation in training programmes & project activities
Act as mediator between school & local community
Visit schools at least once in month
District Coordinator will be appointed to-
Help the Unit head in planning & organizing scheme activities
Organize training events for Unit Heads
Provide resource materials, project details and coordinate for the same
Consolidate the school reports and prepare his/her own report based on visits and interactions
Represent the ESS programme at the district level and provide information on the programme to
other schools with a view to create more demand
Contribute to the database of local issues and project ideas on the ESS programme website
Unit level
School Units:
The Principal would communicate the desire to form an ESS Unit in the school to the designated
State Nodal Agency. For conducting the ESS activities selection of the Unit Head will be made by the
Principal of the institution from the existing staff. Honorarium of ` 1000/- per month will be
earmarked for Unit head teacher. School/ Jr. College will be liable to get ` 150 per month for each
student (maximum 100 students) participated in the scheme.
Unit Head Teacher has to perform the following activities-
To implement the scheme at school level as per the guidelines.
Unit Head teacher will be trained by the State Nodal Agency
Coordination with District NGO & District Coordinator
21
Organizing & coordinating the camps under the ESS
Schematic representation of ESS-
Monitoring Mechanism
State level Advisory Committee
The Advisory Committee under Chairmanship of Chief Secretary of the State will look into
overall implementation of the scheme. Secretary (Environment) is the Member Secretary of the
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committee. Secretary, Education Department and Secretaries of other related departments and
representative of the State Nodal Agency are members of the committee. The Advisory Committee
will facilitate necessary liaison with relevant government departments, and agencies at different
levels, approve the programme proposal and sanction the budget and review the progress of the
scheme.
State level Review Committee
The State level Review Committee is formed under chairpersonship of Secretary
(Environment). Programme Director, State Nodal Agency is the Member Secretary of the committee.
Committee will take quarterly review of the scheme and take all necessary measures to improve
performance and functioning of scheme to achieve set targets.
Unit level Review
State Nodal Agency will monthly review the implementation of the scheme. Government/
local body representative like Chief executive officer, Zilla parishad & District Collector will review
the implementation of the scheme in their respective district. Head of the school/ Jr. college will also
review the activities carried out under this scheme & expenditure incurred accordingly.
Green Funding
Besides State funding, State Government welcome the funding from private institution,
charitable trust, NGOs, industrial establishment, Government approved agencies for the scheme.
MoU will be signed with concerned agency. Electronic clearing system will be promoted to release
the fund. Information Communication Techniques will be used in implementation of the scheme & all
activities will be web enabled through the dedicated website launched for the scheme.
Successful implementation of Environmental Service Scheme (ESS) will definitely help in
spreading action oriented Environmental Literacy in Maharashta.
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CONCLUSION
In India, pollution and environmental degradation have reached alarming dimensions due to poverty,
deforestation, industrial development without adequate environmental safeguards, and sheer greed.
Fortunately, public concern, rooted in the country's past, has revived. Major pollutants and critically
affected areas have been identified. Pollution control of water, air, and land has been established by
both official and private organizations and the work on environmental protection is steadily growing.
The Ganga purification plan is a representative case study. Poverty alleviation is a longterm process.
It is India's major problem and is being tackled with help from private enterprise and by international
assistance. Simultaneously, environmental protection through pollution control, is also receiving
administrative and legislative support and fiscal assistance through direct and indirect tax incentives.
The country's courts are rendering valuable help to environmentalists by pronouncing far-reaching
decisions in public-interest litigation. To boost the existing environment-protection movement,
greater emphasis is urgently needed for environmental education, peoples' participation, population
control, and cost-effective pollution control measures.
Present euphoria for rapid economic development has created enormous pressure on India's natural
resources. Forests are subjected to rapid degradation due to growing demand for forest-based inputs
for industrial use. Rivers are becoming dumping grounds for industrial wastes, often with toxic
materials. Construction of large dams is displacing millions of people from their age-old roots. The
development projects are caried out for the prosperity of the poor and the marginalised; but the latter
never get benefited by this. Their notion of development is different. They share a unique harmonious
relationship with nature.
The absence of environmental education in many state standards of achievement and teacher
certification requirements could mistakenly be construed as evidence of its irrelevancy and
illegitimacy in the modern educational curriculum. In order for environmental education to be
recognized as a critical component in the formation of informed, responsible citizens with the ability
to analyze and solve the daunting problems of the world in the 21st Century, environmental literacy
must become a paramount goal. Outreach environmental education can play a vital role in achieving
this objective.
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REFERENCES
Books and Journals
Disinger, J. F. and Roth, C. E. (1992). Environmental Literacy. Columbus, OH: Education
Resources
Information Center/Center for Science, Mathematics and Environmental Education.
Fingeret, A. and Jurmo, P. (1989). Participatory Literacy Education. San Frac ncisco: Jossey-
Bass, Inc.
Iozzi, L. A. (1989) What Research says to the Educator: Environmental education and the
affective domain.
Journal of Environmental Education. 20(3), pp 3-9. Roth, C. E. (1992). Environmental Literacy:
Its roots, evolution, and directions in the 1990s. Columbus, OH: Education Resources Information
Center/Center for Science, Mathematics and Environmental Education.
State of the World 1997: A Worldwatch Institute Report on Progress Towards a Sustainable
Society (1997) New York: W.W. Norton Company.
Taylor, M.C. (1992) Understanding Principles Guiding Our Practice In Voices from the Literacy
Field. J.A. Drapers& M.C. Taylor (eds.) Toronto: Culture Concepy ts, Inc.
Wadsworth, B. J. (1989) Piaget’s Theory of Cognitive and Affective Development 4/e. New
York: Longman Publishing Group.
Heimlich Ph. D. of EETAP Resource Library at Ohio State University Extension.
Environmental literacy: its roots, evaluation & directions in the 1990s by Charles R
Annual Repot 2009-10 by Ministry of Environment & Forest
Internet Resources
http://moef.nic.in
http://india.gov.in
http://www.ericdigests.org
http://www.womenenvironment.org
http://www.fundee.org
http://www.ecoheritage.cpreec.org
http://eelink.net/eetap/info77.PDF
http://www.chillibreeze.com/articles_various/Environment-in-India.asp
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