MITRANIKETAN ECO CAMPUS · PDF file2.4 Annual vegetable and fruit crops for vegetable garden 8 ... Mitraniketan Eco-campus project ... c. Submission of interim reports

EXTERNAL EVALUATION REPORT

MITRANIKETAN ECO CAMPUS PROJECT

Submitted to

MITRANIKETAN VELLANAD, THIRUVANANTHAPURAM

By

CENTRE FOR ENVIRONMENT AND DEVELOPMENT

THIRUVANANTHAPURAM

MARCH 2015

EXTERNAL EVALUATION REPORT

MITRANIKETAN ECOCAMPUS PROJECT

Submitted to

MITRANIKETAN

VELLANAD, THIRUVANANTHAPURAM

By

CENTRE FOR ENVIRONMENT AND DEVELOPMENT

THIRUVANANTHAPURAM

MARCH 2015

Project Team

Dr. T. Sabu : Team Leader – Environmental Assessment Specialist

Program Director (NREM)

Dr. P V Radhakrishnan : Waste Management Specialist

Program Director (URS)

Er. S. Suresh : Watershed Management Specialist

Scientist

TABLE OF CONTENTS

Page No

1.0 Introduction 1

1.1 Concept of Eco-Campus 1

1.2 Present Assignment 2

1.2.1 Mitraniketan Eco-Campus Project 2

1.2.2 Objectives and Methods of Present Assignment 2

2.0 Project Objective and Activities 4

2.1 Objectives 4

2.2 Activities Under Objective 1 4



2.5 Project Management 21

2.6 Abstract of Objectives and Activities 23

3.0 Comments on Activities Undertaken 26

3.1 Objective 1 26

3.2 Objective 2 27

3.3 Objective 3 28

3.4 Project Management 29

4.0 Project Impact Assessment 31

4.1 Environment Impact 31

4.1.1 Natural Resources Management 31

4.1.2 Energy Saving and Climate change Mitigation 31

4.1.3 Transferring Environmental Technology 32

4.2 Socio-Cultural Impact 32

4.2.1 Behavioural Changes through Increased Awareness on

Environmental Sustainability

32

4.2.2 Physical and Mental Health 33

4.2.3 NGO Empowerment 33

4.2.4 Political Impact 33

4.2.5 Cultural Exchange 33

4.3 Institutional Impact 34

4.3.1 Better Coordination with Community and People/Institution outside

community

34

4.3.2 Institution Development 34

4.4 Economic Impact 34

5.0 Project Constraints and Lessons Learned 36

5.1 Project Constraints 36

5.2 Lessons Learned from the Project 36

6.0 Recommendations 38

6.1 Recommendations for Follow Up Activities 38

6.2 Recommendations for undertaking future projects in this direction 39

7.0 Conclusion 41

LIST OF FIGURES

Page No

2.1 Map of KVK Campus prepared during the project 4

2.2 Asset Map with Contour of Mitraniketan Campus Prepared

in the Project

5

2.3 Perennial Trees identified for Planting 7

2.4 Annual vegetable and fruit crops for vegetable garden 8

2.5 Sensitization workshops 9

2.6 Roof Water Harvesting Systems 11

2.7 Rain water harvesting activities undertaken for ground water

recharging and checking runoff

12

2.8 Renovating Wells and Ponds and Developing New Wells 12

2.9 Different Planting Activities 13

2.10 Biogas Plant and Compost Pit Rennovation 14

2.11 Direct waste water for Coconut plants 14

2.12 Low cost Bio-filtration unit under construction 15

2.13 Display Board Exhibited on various technological

interventions

15

2.14 Hand Book on Water Conservation 16

2.15 Training/Workshops for Various Stakeholders 18

2.16 Study Tour: Vivekananda Kendra and JNTBGRI 21

2.17 Daily News Article by Mr. Troels Brandt 23

1

External Evaluation Report: Mitraniketan Eco-Campus Project

Centre for Environment and Development

1.0 INTRODUCTION

1.1 Concept of Eco-campus

A movement to eco-campus and connect community to nature is gaining momentum now in many

areas of the world. The Eco-Campus is generally defined as a point of reference to act as a steward

of the environment, contributing to global efforts towards sustainability by introducing

environmental excellence in teaching and learning, research, infrastructure development,

management and operational practices, and campus experience. The core values of the program

include ecological protection, conservation and wise use of resources and environmental stewardship

leading to sustainable development.

Eco-campus helps to develop a self sustainable campus thorough wise use of resources. If, as a

community, we can turn our attention and resources toward creating, ecological systems-based

improvements to the landscape and make significant progress in addressing complex inter-related

problems. It may have the potential to provide:

Water self sufficiency: Well designed stormwater management structures, rainwater harvesting

and waste water recycle/reuse.

Animal Husbandry and Agriculture: Potential for using vacant areas and water management

structures to grow fodder crops that can be used for animal rearing. The animal fodder wastes,

dung and other organic wastes in the campus can be converted to good bio-fertilizers and can

used for organic farming of vegetables and other crops.

Fruits: Campus landscapes planted with native fruit trees will provide different fruits in almost

all seasons.

Climate and Energy: Trees and shrubs can be placed to provide shade for children and school

buildings, reducing sun exposure and interior cooling for buildings, reducing energy cost.

Campus can host renewable energy demonstration systems for teaching communities about

clean energy.

Biodiversity Conservation: Campus landscapes planted with native vegetation can complement

local habitat conservation plans to support wildlife, in addition to its indirect benefits like

checking soil erosion and water conservation, soil health improvement air purification etc. .

Materials: Landscape features designed using sustainable, natural and recycled building

materials demonstrate green building practices and reduce campus‘s impact on landfills and

other urban infrastructure.

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Health and Wellbeing: Eco-campus environments promote healthier lifestyles through

increased physical activity and nutrition-oriented gardening and cooking programs. They are

also settings for learning new skills that foster lifelong health, from balance to water safety and

tool use. Green spaces of all types have therapeutic properties that lower our blood pressure,

help us relax and provide other benefits that improve wellbeing of community and visitors.

Improved Teaching and Learning Environments: Studies show that community can learn

better with hands-on experiences in the types of outdoor settings green schoolyards afford.

Outdoor teaching environments are also appreciated by teachers who benefit from abundant

teaching resources, conveniently located near their classrooms, and the variety and diversity of

experiences found in outside.

Demonstration Models for Creating Environmental Awareness: All activities become

demonstration models for visitors of the campus.

Community Engagement: Eco-campuses are places where people of all ages can gain

experience in repairing their own local ecosystems and make a difference in our world. They are

places where collaborative environmental action leads to clear, positive results that counter

ecophobia and build our confidence in the power of working together—sending messages of

optimism and hope to children and adults alike.

Major activities of all eco-campus programs shall include need assessment through baseline data

development, infrastructure development, teaching and learning, research, management, developing

operational practices and action for inducing mindset changes.

1.2 Present Assignment

1.2.1 Mitraniketan Eco-Campus Project

Mitraniketan Eco-campus project (ECP) was developed by Mitraniketan and Friends of Mitraniketan

in Denmark, with the support from CISU, Denmark for developing Mitraniketan into a model

environment friendly project. It aims to develop Mitraniketan Campus as a model eco friendly

campus for promoting awareness and environment friendly practices among the members of

Mitraniketan community, local community and also among the visitors. The project expected to

utilize the available natural and human resources and adopt best practices for achieving an

environment friendly atmosphere in the campus.

1.2.2 Objectives and Methods of Present Assignment

The overall objective of the assignment is to evaluate the physical achievements of activities and the

assessment of social, economic and environmental impact of the project both in quantitative and

qualitative terms.

3



The methods adopted for evaluation are:

i. Physical verification of project activities

a. Activities suggested and achievements as per time schedule proposed

b. Project Monitoring and Documentation

c. Submission of interim reports

ii. Assessing the impact of the project

a. ENVIRONMENTAL

i. Resources use and its Impacts on ecosystems,

ii. Solid and Liquid Waste Management, and

iii. Combating Climate Change

b. ECONOMIC

i. Impacts on users

ii. Impact in the overall economy

iii. Impacts on the utility

c. SOCIAL

i. Security/reliability of resources

ii. Social and individual risks

iii. Improvements in Quality of life

4



Fig. 2.1

Map of KVK Campus prepared during the project

2.0 PROJECT OBJECTIVES AND ACTIVITIES

2.1 Objectives

The long term objective of the project is to promote awareness and sustainable environment friendly

practices so as to improve the quality of life and living of the people at grass root level, especially

among the primary target group. The immediate objectives of the project are

1. Plan the implementation of water conservation technologies at Mitraniketan.

2. Implement appropriate sustainable technologies in the field of water and related areas, so

they can be used as demonstration units and technology transfer.

3. Develop and utilise study materials on low cost and ecological sustainable development in

the education programs of Mitraniketan and connected NGOs and disseminate knowledge

and awareness on sustainability.

2.2 Activities under Objective 1

Activity 1.1: Preparation of the contour map of the campus showing all available resources

Mapping of assets or drawing a map of what valuable assets that are already right there in a

community is the foundation of any community development activity. If you are looking for a way to

begin work towards organizing

local people to take an active role

in the place where they live, it is a

good idea to start with what you

know. Only if you know the place

where you live, you can take

advantage of all there is to offer

and build a strong, active

community.

The preparation of the contour

map as part of the present project

was initiated in July 2012 and

completed in about 6 months. The

mapping was done by a private

company (HiTech Land Surveys).

The whole map of the campus

along with separate maps of different units/campus like MPC, KVK were prepared.

5



Contour maps were prepared for the entire campus. The main campus map has been divided into

small campus maps too for planning & education/training. In addition, to the contour in 20 meter

interval, it also mapped the assets in the campus like buildings, retaining walls, fences, major trees

like coconut, Bamboos etc., boundary lines, electric posts, survey stones, drains, water taps and

manholes.

Fig. 2.2

Asset Map with Contour of Mitraniketan Campus Prepared in the Project

6



Activity 1.2: Identification of buildings for roof top rain water harvesting system

The activity started soon after initiation of the program and five major buildings in the campus were

identified for this purpose.

Activity 1.3: Identification of areas for rain pits and bund terracing for ground water recharge

After thorough field survey and making use of the contour maps, the following major activities and

areas for undertaking the activities were identified for ground water recharge to ensure availability of

potable water to the community and also for irrigating crops:

1. Rain pits, mainly in areas with coconut planted areas

2. Contour terracing and plating fodder crops in gentle slope areas

3. Edakayyalas in more sloppy areas with high soil and water erosion

The activity was completed during the first year.

Activity 1.4: Identification of water wastage areas and adopting technologies for water reuse

Technical experts were consulted for identification of areas for adopting technologies for minimizing

water wastage and water reuse. Based on this two activities were identified. One is direct discharge

of used water in the kitchen and bath room to the crops (mainly coconut palms) using pipes and the

second one is developing a simple Bio-filtration system and reuse of the water for irrigation purpose

or draining the purified water to the natural drains. The activity completed by the end of the first year

of the project.

Activity 1.5: Identification of unutilised land and suitable trees and other crop species for

planting

Based on field surveys, need assessment and nature of land various trees and other crops were

identified for planting. Fodder crops were selected for planiting terraces. Flat open areas was identified

for developing demonstration plot on organic farming of vegetables. Slopy areas were identified for

tree planting and other open areas were identified for banana cultivation and developing ‖Fruit Tree

Orchad‖. Plans were also developed for planting vegetable and plantain in the premises of buildings

for suitable areas were indentified near RTC building. The coconut cultivated areas are found as best

suited for intercroping with plantain, tapioca, yams and other vegetables.

The major perennial fruit/vegetable and timber trees identified based on need assessment, for planting

in the fruit tree orchard and other vacnt areas are:

Jack Fruit (Artocarpus heterophyllus Lam.)

Bread fruit (Artocarpus incisus (Thunb.) L.f.)

Mango (Mangifera indica L.)

Coconut Palm (Cocos nucifera L.)

Papaya (Carica papaya L.),

Guajava (Psidium guajava L.)

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Artocarpus heterophyllus

Mangifera indica

Psidium guajava

Punica granatum

Nephelium lappaceum

Garcinia mangostana

Manilkara zapota

Cocos nucifera

Artocarpus incisus

Flacourtia jangomas

Phyllanthus emblica

Averrhoa bilimbi Moringa pterygosperma Murraya koenigii

Carica papaya Citrus limon

Citrus maxima Sesbania grandiflora

Syzygium j aqueum Passiflora edulis Tectona grandis

Fig. 2.3

Perennial Trees identified for Planting

8



Indian gooseberry (Phyllanthus emblica L.)

Champa (Syzygium aqueum (Burm.f.) Alston)

Rambutan (Nephelium lappaceum L.)

Mangosteen (Garcinia mangostana L)

Chiku (Manilkara zapota (L.) P Royen)

Pomegranate (Punica granatum L.)

Bilimbi - Pulinchi (Averrhoa bilimbi L.)

Drumstick (Moringa pterygosperma Gaertn.)

Curry leaf tree (Murraya koenigii (L.) Spreng.)

Puneala plum - Lavalolikka (Flacourtia jangomas (Lour.) Raeusch)

Sesban – Agathi (Sesbania grandiflora (L.) Poir.)

Lemon – local small variety (Citrus limon (L.) Burm. f.)

Babloos (Citrus maxima (Burm.f.) Merr.)

Passion Fruit (Passiflora edulis Sims) - Climber

Teak (Tectona grandis L.) – Timber tree

Major annual vegetable and fruit crops identified for planting in the demonstration plots, building

premoses and as intercroping in coconut areas are:

Palntain (Musa paradisiaca L.)

Pineapple (Ananas comosus (L.) Merr. )

Musa paradisiaca Ananas comosus

Vigna unguiculata Momordica

Trichosanthes

Amaranthus tricolor

Solanum melongena Capsicum annuum

Lycopersicum

Brassica oleracea Manihot

Elephant Foot Yam Alocasia Ipomoea batatas

Fig. 2.4

Annual vegetable and fruit crops for vegetable garden

9



Cow Pea (Vigna unguiculata (L.) Walp

Bitter gourd (Momordica charantia L.)

Snake gourd (Trichosanthes anguina L.)

Chinese amaranth (Amaranthus tricolor L.)

Brinjal (Solanum melongena L.)

Chilly (Capsicum annuum L)

Tomato (Lycopersicum esculentum Mill.)

Cauliflower (Brassica oleracea L. var. botrytis L.)

Tapioca (Manihot esculenta Crantz)

Elephant foot yam (Amorphophallus paeoniifolius (Dennst.) Nicolson)

Taro (Alocasia macrorrhiza (L.) G. Don)

Sweet Potato (Ipomoea batatas (L.) Lam)

Activity 1.6: Sensitization workshops on EC of members of the staff

In order to create awareness on the various activities envisaged in the project and ensure participation

of all community members in the Campus one workshop was conducted. Staff and family members of

different units of Mitraniketan like RTC, KVK, MPC, School etc. were participated in the workshop.


Activity 2.1: Technical consultations for technology adoption

For identification of various technologies and getting technical support for implementation, various

experts and institutions in the related fields were identified and consulted at regular intervals.

The technical experts consulted are:

Soil and Water Conservation

1. Sri. M. Sasidharan, Deputy Director (Rtd.), Soil & Water Conservation Department, Govt.

of Kerala

Fig. 2.5

Sensitization workshops

10



2. Mr. Subhash Chandra Bose, Director, Community Capacity Development Unit, SS Kovil

Road, Thampanoor, Trivandrum

3. Dr. George Chakkacherry, Scientist & Head, CWRDM Sub centre, Trivandrum – 695 121

Waste Water Recycle and Reuse

1. Prof. V. N. Sivasankara Pillai, Professor and Director (Rtd.) School of Environment

Sciences, Cochin University of Science and Technology - Consultant in EIA, Water quality

management and waste management

Biogas Plant Maintenance and Management

1. Mr. Saji, Khadi and Village Industries Corporation (KVIC), Government of Kerala

Agriculture and Bio-resources Management

1. Mr. Noble, Program Coordinator, Krishi Vigyan Kendra, Kerala Agricultural University,

Sadanandapuram, Kollam District

2. Dr Rageena, Head, Farming Systems Research Institute, Kerala Agricultural University,

Sadanandapuram, Kollam District

3. Mr. P J Mathew, Sub- Editor, Haritha Bhoomi (Agriculture Magazine)

Plant Taxonomy

1. Dr. N. Mohanan, Head of Garden Management, Education, Information and Training

Division, TBGRI

The institutions identified for getting support for implementation of the project are:

1. Vivekananda Kendra, Kanyakumari - Staff study tour

2. Soil Museum, Parottukonam, Trivandrum - Staff study tour

3. Krishi Vigyan Kendra (KAU), Sadanandapuram - Staff study tour

4. Banana Farm, Peringamala, Thiruvananthapuram - Supplying Fruit tree saplings

5. District Agriculture Farm, Peringamala, Thiruvananthapuram - Supplying Fruit tree saplings

6. Kuzhipallam farm, Balaramapuram - Supplying Fruit tree saplings

7. Geo-scan, Trivandrum - Water quality testing and identifying suitable place for digging well

8. Hi-Tech Land Surveyors, Lalitha Bhavan, NCC Road, Peroorkada, Trivandrum - Contour

Map making

9. BIOTECH, PB No. 520, MP Appan Road, Vazhuthacaud, Thycad P.O, Thiruvananthapuram

- Training on Biogas plant construction and management

Activity 2.2: Developing roof water harvesting with filtration system in 5 buildings

Four Roof Water Harvesting Units were built for community utility and technology demonstrations.

The location and capacity of the each unit given below:

1. Rural Technology Centre – 10,000 liters

2. MPC boys Hostel – 5,000 liters

3. Bakery – 5,000 liters

4. New Girls Hostel (School) – 10,000 liters

11



In addition to four more units were constructed with the help of German School:

1. People‘s college premises

2. Kindergarten

3. Open air auditorium

4. Guest house

Fig. 2.6

Roof Water Harvesting Systems

Direct pipe lines are given to hostels, kitchen, and pottery and bakery units so as to use as regular tap

water during rainy season. Three ECP project assistants were also trained during the construction

process.

Activity 2.3: Bunds Terracing, Rain Pits and ‘Edakayyalas’ for Ground Water Recharge

In order to make available sufficient quantity of water in the wells and ponds in the campus, activities

were undertaken to collect the rain water and recharge ground water. Four types of activities were

undertaken for this purpose as follows:

1. Making large as well as small bunds to arrest heavy flow of water

2. Making Edakayyalas (Stone walls) in steep areas

3. Making countor terraces in slopy areas

4. Taking rain pits in terraced areas

The activities were initiated in the 3rd

quarter of the project and were continued up to the 9th quarter.

The students of People‘s College and the local workers are mainly involved in these activities.

Mechanical devices (Land Movers) were also used for completing the activity in time. Forty German

School students from Heisenburg Gymnasium, Germany were also volunterely participated in the

activity.

Sufficent numbers of pits were made close to the coconut trees and were mulched to retainn moistre

during the dry season. The technical support of one of the major reasearch instutute of Kerala in this

field, Centre for Water Resources Development and Management (CWRDM), was also sought for the

12



activity. All the pits around coconut trees have been redesigned to function as rain pits. Stone walls

(Edakayyalas) were constructed in steep areas to avoid run off. Proper follow up activities are also

being undertaken to repair some of the bunds damaged during heavy rains.

Large Bunds

Small Bund in roadside

Edakkayalas

Countor Terracing

Rain Pits

German Student volunteering

Fig. 2.7

Rain water harveting activies undertaken for ground water recharging and checking runoff

Activity 2.4: Renovating Wells and Cleaning main water sources like Ponds

As part of the projects five wells and one pond in the campus were properly cleaned and renovated.

One new well is also dug by scientifically identifying the area and was protected with boundary walls

for demonstration purposes. The water quality analysis has showed that the water in the wells is now

drinkable. The water in the pond is used in the toilets and also for washing and irrigation.

Fig. 2.8

Renovating Wells and Ponds and Developing New Well

Activity 2.5: Planting useful trees and fodder crops to control soil & water erosion and to increase

agriculture productivity

Almost all the vacant areas is now planted with either fruit trees or vegetable crops. Diffeenr types of

planting activities were undertaken as part of the project. This include

The bunds on the side of irrigation canals were planted with pineapple plants collected from

other parts of the campus, to stop further soil erosion and strengthening the bunds.

13



Fodder plants were planted on countor teraaces

Ten varieties of high yeilding fruit trees were planted in the fruit orchad

Mixed fruits were planted in vacant areas

Organic vegetable garden developed with high yeilding varieties of various vegetable crops

Plantain and other vegetable crops were planted in the open areas in the building permises with

the help pf employees working in corresponding buildings

Community planting in memory of late Mr. K. Viswanathan, Director of Mitraniketan, passed

away during the project period - Each staff planted one fruit tree seedling and a total 150 tree

seedlings were planted. It is decided that the one who planted the seedling will nurture and take

care of it.

Fodder crops

Fruit tree planting

Fencing

Intercrops in Coconut Area

Fruit Tree Orchard School Students at work

Organic vegetable garden

Planting in Different Units

Mulching

Fig. 2.9

Different Planting Activities

Sprinkler and drip irrigation system with the assitanace of Department of Agriculture (Government of

Kerala) was installed for watering of the plants. Plants planted in open areas were protected by indivual

fences. Weekly market is established for selling the vegetables and fruits produced.

14



Activity 2.6: Renovation and maintenance of existing bio gas plants

With the help of an expert from Khadi and Village Industries Commission, Government of India.12

people were trained in biogas plant maintenance and making use of their service four biogas plants in

the campus were renovated. Along with that a big size biomass compost pit was also renovated in

the area and demonstrated. In addition two waste water storage tanks also made for recharging the

waste water from school kitchen to underground. Periodic maintenance of the plant and removing the

clogged materials is now done by the staff.

Activity 2.7: Developing waste water recycling systems and using it for irrigation

The waste water generated from the bath rooms in Latex secondary packing unit is directly used to

water 60 new coconut trees planted in its premises using simple drip irrigation system.

Fig. 2.11

Direct waste water for Coconut plant

Fig. 2.10

Biogas Plant and Compost Pit Rennovation

15



A low cost bio-filtration plant is under construction near the girl‘s hostel, the main purpose of which

is demonstration of technology. This activity was undertaken by utilizing external technical expertise.

The activity was carried close to one of the major waste water generation point of the campus, the

girl student‘s hostel.

Fig. 2.12

Low cost Bio-filtration unit under construction

Activity 2.8: Demonstrating various technologies adopted by installing display boards

Display boards were placed to demonstrate various technologies like roof water harvesting, rain

water harvesting for ground water recharge, Biogas plat, compost pits, waste water recycling and

reuse. Resource map of the campus is placed near all important buildings.

Biogas plant

Roof water Harvesting

Open Well Recharging

Compost Pits

Fruit Tree Orchard

Water Conservation

Fig. 2.13

Display Board Exhibited on various technological interventions

16



Fig. 2.14

Hand Book on Water Conservation


Activity 3.1: Collecting and documenting materials available on environmental protection

Study materials and other litrature on environment protection/conservation developed by the following

institutions were collected and doccumented:

1. CCDU - Water conservation and Terafil

2. Suchitwa Mission - Waste management

3. KSCSTE - Environment conservation

4. Krishi Vigyan Kendra, Trivandrum – Organic farming practices

5. Haritha Bhoomi - Biodiversity

6. Kerala State Department for Environment and Climate Change – Climate change

7. Central Ground Water Department – Ground water management

8. Centre for Environment and Development- Solid waste management, Climate change,

Biodiversity Conservation

Activity 3.2: Preparation of training materials on Eco campus, its different components and its

operation and maintenance.

The following study materials on local language (Malayalam) were prepared by the project team

during the project period:

1. Hand book on Water Conservation and Environmental protection: Deals with Need for

water conservation and technologies and precautions

to be adopted in three geographical zones viz.

Lowland (elevation < 7.5 mtrs), Midland (elevation

7.5 mtrs to 75 mtrs.), and Highland (elevation > 75

mtrs). The booklet also deals with role of forests

water conservation and flood management.

2. Handbook on Safe Drinking Water and Waste

water management: The book in Malayalam titled

“Mitraniketan Jala Suddhi Sandesangal” gives

detailed information on water quality aspects and

importance of safe drinking water.

3. Manual on Roof water harvesting: Kerala is one of

the states in India having heavy rains during monsoon

and is also spread round the year including in

summer. There is plenty of scope in the state for roof

water harvesting, purification and storing for draught seasons and also for direct use for washing

and related purposes. With this in mind, the project developed a small and simple user‘s manual

on roof water harvesting using which people can easily adopt/replicate it in different locations.

17



4. Manual on Biogas Plants: In the rural areas, people are still not aware of the use of biogas

plants and those who have them are not aware of how to maintain it properly. The manual on

biogas gas plant, developed during the project, is intended to give an insight to the operation and

maintenance of Bio Gas plants. It also provides information on its usefulness which helps to

create awareness among the people.

5. Manual on Soil and Water Conservation: Due to the undulating topography of Kerala, and

the availability of two monsoons, water if not conserved will run-off and cause floods in the low

lying areas in the monsoon season and drought in hilly areas during summer season. People and

even local governments are not aware of the solutions. The Manual on Soil and Water

Conservation provide various practical methods which can be adopted in campuses and even in

homesteads.

6. Handbook of Permaculture: The handbook developed mainly focusing the farmers

who are reluctant to undertake agriculture activities in the land owned due to high input

cost and low output. It aims at provide necessary information on ‗permaculture‟ thereby

promote low budget organic farming in the barren agriculture land.

A comprehensive booklet on the eco-campus program with its objectives, components, activities,

methods and simple cost-benefit analysis through case studies, is under preparation.

Activity 3.3: Conduct workshops/training programs for various stakeholders including people

at Mitraniketan

The trainings and workshops conducted as part of the project include capacity building programs for

the staff members and family members of Mitraniketan including the change agents, people residing

outside the campus and local NGOs. Since the visitors of the campus directly interacting with the

community on various activities of Mitraniketan and its sustainability there is a need for proper

empowerment of the community and regular updating. There is also a need for capacity building of

the community in maintenance and follow up of various technological interventions undertaken

under the project.

A number of workshops on specific to various topics were conducted for creating awareness among

the Mitraniketan community and to empower them disseminate the message of Eco-campus. Regular

awareness generation classes on various sustainability issues related to Soil and Water Conservation,

increasing working efficiency etc. were conducted to the youth of Mitraniketan People‘s College by

utilizing the services of various consultants working in the project. Separate classes with practical

activities were organised for students of the Mitraniketan school (children belonging to 6th and 7th

Calsses -12 and 13 years) in every Saturday and MPC youth in every Thursday. This includes weekly

4 hour session starting from 9 am, first hour with theory sessions and the continuing 3 hours with

practical sessions.

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Other major workshops conducted as part of the project to disseminate the idea of Eco Campus and

promote sustainable living are:

1. Two training programs on the maintenance and repair of Bio-gas plant was one with an

expert from Khadi and Village Industries Corporation (KVIC) Government of Kerala (June

2012) and another with BIOTECH (July 2012). Community members attended the training

include four selected students from Mitraniketan School and the trainees of Mitraniketan

People‘s College, Agriculture staff, Mechanical engineer and extension staff of Eco-campus

project also attended the training program.

2. Workshop on Health and hygiene (January, 2013) - 73 local women/community

Fig. 2.15

Training/Workshops for Various Stakeholders

19



3. Workshop for empowering NGOs on ―Environment Education for Conservation‖ (February,

2013) - 40 participants from NGOs of Trivandrum district.

4. A one day workshop on Eco Campus has been held at KVK Hall in April, 2013 for all the

staff members of Mitraniketan with two major sessions – Water conservation and Soil

conservation.

5. Follow up Workshop for empowering NGOs on ―Environment Education for Conservation‖

and interaction with Mr. Troles Brandt (August, 2013) - 21 participants from 17 NGOs of

Trivandrum district (10 male & 11 female).

6. Awareness class on water and sanitation (August 2012) - 53 staff members

participated

7. Workshop on Water conservation & Soil conservation technologies (April 2013) - 40 staff

members participated

8. Awareness on Plastic Waste Management (August 2013) - 320 school children, 15 staff

members, 30 youth of Mitraniketan People‘s College participated

9. Awareness class for health and sanitation for local people (August, 2013)

10. Workshop for the staff members of Mitraniketan (January 2014. This was a Group/Unit wise

meeting to create responsibility and ownership in the ECP. Mr. Troels Brandt, Short Term

Advisor from Denmark has initiated the core team aimed at establishing a team of change

agents within Mitraniketan to oversee the activities initiated under Eco-campus project.

Change agents were identified from these meetings. The activities of Eco campus were

discussed and future areas for interventions identified through Brainstorming.

11. Observing National Science Day 2014 - workshop on ‗Fostering Scientific Temprement

among children‘ (february, 2014).

12. Observing World Water Day 2014 - Workshop on ‗soil and water conservation‘ to the local

people and community members (March, 2014) - 30 local women participated.

13. Awareness workshop on Water conservation for staff and local community (April, 2014)

14. Training program for the local women on the ‗effective utilisation of local fruits in diet and

its preservation/processing‘ (July 2014) - 40 village women attended.

15. Awareness class to local women on sustainable agriculture (November 2014)

16. Awareness on Health - Diabetes (November 2014) - Staff members and youth of

MPC participated.

17. Awareness class on Permaculture for to local community (December 2014) -20 staff

members and selected farmers participated

18. Workshop on Household Energy Conservation (December, 2014) – 62 Women SHG

members participated

20



The following experts attended as resource persons in various workshops conducted during the

period:

NGO Capacity Building

1. Mr. Hari Narayanan, Scientist, Kerala State Council for Science Technology and

Environment, Pattom, Thiruvananthapuram

2. Mr. Unnikrishnan, Kerala State Biodiversity Board, Kannammoola, Thiruvananthapuram

3. Dr. Ajayakrishnan, Department of Environment and Climate Change, Govt. of Kerala

4. Advocate Saju, Private Consultant for waste management

Energy Management and Conservation

5. Sri. Suresh Babu, Asst. Exe. Engineer, Kerala State Electricity Board, Peyad Division,

Thiruvananthapuram

6. Ms. Sreeja. R, Asst. Lecturer, Department of Electronics and Communication, Sarabhai

Institute of Science & Technology, Vellanad

7. Sri. Muniyan, Technical Staff, Pondicherry Science Forum, Pondicherry

8. Mr. C. P. Aravindakshan Nair, Rtd. Professor, Government College of Engineering,

Trivandrum

Waste Management

9. Mrs. Veena M, Eco-solutions, Inchakkal , Thiruvananthapuram

Health and Sanitation

10. Ms. Beena , Junior Health Inspector, Vellanad

11. Ms. Suwarna, Former Nurse in Mitraniketan Health Centre

12. Mr. Nalinakshan, Shuchithwa Mission, Trivandrum

Bio-gas Maintenance

13. Mr. Saji, KVIC

Agriculture and Bio-resources Management

14. Mrs. Manju Thomas, Subject Matter Specialist, Krishi Vigyan Kendra, Mitraniketan

Activity 3.3: Conduct study tours for trained participants to learn more on eco campus

The capacity building of the project staff and the ‖change agents‖ associated with the project was

ensured through study tours to different areas where some technologies are successfully trailed. The

following study tours were conducted:

1. Project staff‘s visit to see few models of water & soil conservation works done in in

Trivandrum district, the major one is Centre for Development Studies, Akkulam (June, 2012).

21



2. Study tour to Vivekananda Kendra, Kanyakumari by Mitraniketan RTC staff (10), village

women/Mitraniketan trainees (15) and visiting village leaders from Karnataka (20). They are

exposed to different technologies like biogas plants , water harvesting, traditional building

structures, medicinal plants, vermin composting, Azolla etc. The activity was undertaken in

December, 2012.

3. Study tour to Soil Museum, Thiruvananthapuram was conducted during January, 2013 with the

participation of 40 MPC students .

4. Study tour for the staff, studets/youth and other community members of Mitraniketan to the

Jawaharlal Nehru Tropical Botanical Garden Institute (JNTBGRI), Palode, Trivandrum and

Thenmala, and eco-toursim (December 2013). Got good exposure to bio-diversity

conservation and preservation of eco-system and its management..

5. Exposure visit to Krishi Vigyan Kendra, Kerala Agricultural University, Sadanandapuram,

Kollam District arranged during December, 2014 and 70 staff members and their family

members participated in the program.

6. In December 2014, 70 students from Mitraniketan School visited the Science museum at

Thiruvananthapuram.

7. Another batch of 50 students from MPC visited the Soil Museum in December, 2014.

2.5 Project Management

Activity 1: Mobilization of Project Staff

The following project staffs were recruited on initiation of the project:

Project Coordinator - Sri. Sabith L. K

Teacher/Information officer - Sri. M. Sasidharan

Agriculture Expert - Sri. M. Vijayakumar (beginning to 2013 December)

Sri. Ganesh Chandran (January 2014 - September2014)

Sri. Nimin V (October2014 - February 2015)

Field Assistants - Mr. Rajeevan, Mr. Arun Kumar and Mr. Vishnu

Fig. 2.16

Study Tour: Vivekananda Kendra and JNTBGRI

22



Activity 2: Constitution of Project Steering Committee (SC) and conducting SC meetings

On the initiation of the project a steering committee with the following members were constituted to

monitor activities:

1. Sri. K. Viswanathan, Director, Mitraniketan

2. Mr. Sasidharan, EC Project Chief Consultant - Rtd. Deputy Director, Soil Conservation

Department, Kerala

3. Sri. T. Madhava Menon IAS - Rtd. Vice Chancellor, Kerala Agricultural University

4. Mr. D. Aravindakshan Nair - Administrative Officer, Mitraniketan

5. Mrs. Sethu Viswanathan - Principal, Mitraniketan School

6. Ms Aneena Susan Zacharaiah - Programme Coordinator, KVK, Mitraniketan

7. Dr. Reghu Rama Das, Principal, Mitraniketan People‘s College, Mitraniketan

8. Mr. Sabith L.K – EC Project Co-ordinator

9. Sri. G. Viswanathan - Agriculture Instructor, Mitraniketan People‘s College

10. Ms. Chitra G - Agriculture Engineer, Mitraniketan Farm Science Centre

11. Mr. Sunu Suresh - Mechanical Engineer, Mitraniketan Rural Technology Centre

12. Ms. Suma Sugathan - Teacher, Mitraniketan School

13. Ms. Anchu Sree S. S - Teacher, Mitraniketan School

14. Mr. Nimin - Agriculture Officer, Mitraniketan

The steering committee met 5 times during the project period – June 2012, November 2012, January

2013, July 2013, February 2014. The Danish representatives of the project, Lisbet and Karoline

attended the steering committee meeting of January, 2013. Mr. Troels Brandt, short term adviser of

project, attended steering committee meeting in January 2014. Ms.Gunhild Skovmand Jensen,

Project evaluater from Denmark attended February 2014 meeting.

Activity 3: Developing detailed activity schedule for undertaking the project

Soon after the initiation of the project, the steering committee discussed the activities to be

undertaken and the time period for completing each activity. Accordingly, a detailed activity

schedule was prepared.

Activity 4: Identification of ‘change agents’ and imparting training through workshops

In addition to steering committee, the project identified few progressive members of the community

from different units like school, RTC, KVK, people‘s college, office staff etc. as change agents to

promote the activities and induce behavioural changes among the members on the concept of Eco-

Campus.

Activity 5: Internal monitoring, evaluation and preparation and submission of Interim reports

The project supposed to conduct internal monitoring and evaluation of activities and prepare detailed

quarterly interim reports to the funding agency. Even though internal reviews were conducted

23



Fig. 2.17

Daily News Article by Mr. Troels Brandt

quarterly reports were prepared from the third quarter only. Altogether 8 interim reports submitted.

However, there are no specific formats for monitoring activities and preparation of reports.

Activity 6: Monitoring and Evaluation by Friends of Mitraniketan, Denmark

Mr. Troels Brandt, Short Term Advisor to Mitraniketan Eco-campus Project visited Mitraniketan

from December 28th 2013 to January 8

th 2014 and

made a detailed evaluation on the project activities

completed so far. Based on the visit, he published

an article in Daily News in Ringsted about the

project, about the experience in Mitraniketan.

During 14th – 21

st February 2014 Ms. Gunhild

Skovmand visited made a project monitoring visit

to the Eco Campus Project (ECP) at Mitraniketan,

Kerala, India.

Activity 7: External Evaluation of project

activities and impact

The task of conducting external evaluation was

awarded to Centre for Environment and

Development, Thiruvananthapuram during

December, 2014 and this report is the outcome of

that.

2.6 Abstract of Objectives and Activities Undertaken

An abstract on the objectives of the project and various activities undertaken under each activity

including the project management activities is provided in table 2.1.

24 24 24 Centre for Environment and Development


Table 2.1

Abstract of Objectives and Activities Undertaken

Activities undertaken Activity Period (April 2012 to December 2014 – 11 Quarters)

Qr.1 Qr.2 Qr.3 Qr.4 Qr.5 Qr.6 Qr.7 Qr.8 Qr.9 Qr.10 Qr.11

PROJECT OBJECTIVES

Objective 1: Plan the implementation of water conservation technologies at Mitraniketan

1.1 Preparation of the contour map of the campus showing all available resources

1.2 Identification of buildings for roof top rain water harvesting system

1.3 Identification of areas for rain pits and bund terracing for ground water recharge

1.4 Identification of areas of water wastage and adopting technologies for reuse

1.5 Identification of unutilised land and suitable tree/other crop species for planting

1.6 Sensitization workshops on EC of members of the staff

Objective 2: Implementing sustainable technologies in the field of water and related areas as demonstration units for technology transfer

2.1 Technical consultations for technology adoption

2.2 Developing roof water harvesting with filtration system in 5 buildings

2.3 Bund terracing, rain pits and „edakayyalas‟ to recharge ponds and wells

2.4 Renovating wells and cleaning main water sources like ponds

2.5 Planting useful trees and fodder crops to control soil & water erosion and to increase

agriculture productivity

2.6 Renovation and maintenance of existing bio gas plants

2.7 Developing waste water recycling systems and using it for irrigation

2.8 Demonstrating various technologies adopted by installing display boards

Objective 3: Develop and utilise study materials for ecological sustainable development in the education and Capacity Building of Stakeholders

3.1 Collecting and documenting materials available on environmental protection.

25 25 25 Centre for Environment and Development


Activities undertaken Activity Period (April 2012 to December 2014 – 11 Quarters)

Qr.1 Qr.2 Qr.3 Qr.4 Qr.5 Qr.6 Qr.7 Qr.8 Qr.9 Qr.10 Qr.11

3.2 Preparation of training materials on Eco campus, its different components and its

operation and maintenance.

3.3 Conduct workshops/training programs sustainability and sustainable technologies

for various stakeholders including people at Mitraniketan

3.4 Conduct study tours for trained participants to learn more on eco campus

PROJECT MANAGEMENT

1. Mobilization of Project Staff

2. Constitution of Project Steering Committee (SC) and conducting SC meetings

3. Developing detailed activity schedule for undertaking the project

4. Identification of ‗change agents‘ and imparting training through workshops

5. Internal monitoring, evaluation and preparation and submission of Interim reports

to the funding agency

6. Project Evaluation by Friends of Mitraniketan, Denmark

7. External Evaluation of project activities and impact

Centre for Environment and Development 26



3.0 COMMENTS ON ACTIVITIES UNDERTAKEN

3.1 Objective 1: Plan the implementation of water conservation technologies at

Mitraniketan

All the activities envisaged to attain the first objective of the project were completed successfully as

per the original schedule. The specific comments on each activity are follows:

The contour map prepared was well utilised to plan the rainwater harvesting structures like

contour bounding, pits, edakayyalas, roof water harvesting tanks, waste water treatment plant

and other construction activities.

Mapping of assets and resources helped indentifying the needs for more resource enhancement

and also for identifying suitable areas for planting fruit crops, vegetables, grains etc. Asset

mapping with view to ensure wise use of resources require extensive community participation

for understanding the interconnections. Lack of such intensive participation is felt in the present

project. This activity can be more participatory by involving all stakeholders. This was

happened mainly because all the major activities in connection with the asset mapping were

done by an external agency.

The prepared maps shall be more useful for future monitoring and updating if it is converted to

GIS platform.

Sites for constructing roof top rain water harvesting system were identified and finalised based

on feasible criteria like need for excess water, roof top area, topography etc. This ensured

throughout the year availability of water without any pumping and helped to save energy.

The identification of activities for ground water recharge was done with intensive field surveys,

consultations with experts and making use of the counter maps. In addition to the rain pit and

terraces originally envisaged, edakayyalas (stone walls), in steep areas was also identified as an

additional activity.

Considering the soil condition, amount of waste water generated and vast extent of the campus

there is no need for an expensive water purification system for water reuse and the direct

discharge system is sufficient. However, the identification of a less expensive Bio-filtration

system is useful for demonstration purpose and adoption for other areas where there is less land

availability and poor soil texture.

Trees and other crops identified are based on local need. However, many of them are high

yielding hybrid varieties. More representation of local varieties is recommended for a project

like this.




Participation of community members is the key to the successful implementation of the Eco-

Campus concept and its sustainability. The sensitization workshop with community members

during the initiation of the project helped ensure their participation in the future activities.

High density planting with budded planting materials is adopted in fruit tree orchard which is

normally recommended for commercial plantations. Planting local seedlings with sufficient

distance between plants promote more biodiversity, efficient ground water recharge and soil

health through humus enrichment.

3.2 Objective 2: Implementing sustainable technologies in the field of water and related areas

as demonstration units for technology transfer

All the activities envisaged in the second objective of the project were completed successfully almost

as per the original schedule. The planting activities were sometimes delayed due to non availability of

rain. The specific comments on each activity are followed.

The rain water tank construction activity made use the contour data to give direct pipe lines to

hostels, kitchen, pottery & bakery and this saved electricity for pumping. In addition to 4

units constructed under the project, more funds were channelized to construct more units

during the period. Technological interventions made for filtration and storing, based on

experience is found very efficient and acceptable to the community. The three ECP project

assistants trained may help in popularizing the technology outside the campus in future.

The water harvesting activity for ground water recharge was done most scientifically, making

use of the available and newly generated data and technical support of qualified experts and

institutions. The monitoring of wells and ponds proved without doubt that this activity helped

in increasing the water levels in the wells and ponds during the dry season.

The renovation of existing water sources in the campus enhanced the water availability in the

campus and helped in attaining self sustainability.

The planting activity along with the project is now partly providing vegetables and fruits for

the community, fruit processing unit, and canteen and also for the local people. Sufficient

quantities of papaya and plantain are now produced in the campus. The participation of the

community members in the activity is remarkable. The weekly market established is now

attracting local peoples also. The activity is self sustaining and making profit also in some

seasons. It is noticed that most of the plants selected are high yielding varieties which require

more care and maintenance. Also it may affect the soil health and root systems of these

varieties will not develop like that of the local varieties. So the long term viability and

sustainability with respect to water conservation and biodiversity may be affected. Hence it




suggested to plant seedlings of some locally collected varieties of fruit trees and vegetable

crops along with high yielding varieties.

The renovation of biogas plants is helping the Eco-campus of Mitraniketan in two ways. First

it manage the organic waste generated in the campus, secondly it provide energy for cooking

purposes. The kitchen staff voluntarily purchased stove for this purpose and actively involved

in this activity. The plant near the main office is attracting all the visitors and is creating self

awareness.

The waste water bio-filtration system is functioning as a very good demonstration of

technology which can be replicated in other needed areas. The direct use of waste water from

bathrooms for irrigation helped the new coconut saplings survive the summer.

The display boards placed to demonstrate technologies are attracting many visitors and are

very much helpful in creating awareness on the sustainability. However, there is a need for

little more elaboration of technologies and its usefulness to local community

3.3 Objective 3: Develop and utilise study materials for ecological sustainable development

in the education and Capacity Building of Stakeholders

The workshops for NGOs helped them to develop contact with the State Government

agencies like Kerala State Council for Science Technology and Environment (KSCSTE),

Kerala State Biodiversity Board (PSBB), Department of Environment and Climate Change –

Kerala, etc. and apply for funds to conduct environmental awarenes programs. Some of the

NGOs utilised these opportunity and received funds. All other workshops imparted the

messgae of eco-campus and sustainable living to the people outside Mitraniketan campus and

also empowered them in finding oppertunities for additional imcome generation with local

resources. For example, the fruit processing training helped the local women to use the locally

available fruits for making tasty dishes and cooking and preserving local fruit based dishes

without the use of fuel wood/fire. There is however, need to include more topics like climate

change and carbon foot print mapping and reducing foot print, biodiversity conservation,

waste management, traditional knowledge utilization etc. which are major components of

sustainable living.

The exposure visits helped in developing confidence among the project staff and change

agents in undertaking the project and planning various activities.

Regular meetings and interactions with different groups of the community members yielded

many new suggestions which are not originally included in the project concept. This include

renovation of old toilets and construction of new toilets for visitors, putting name boards for

the rare and important trees in the campus, campus beautification, community planting in




memory of late K Viswanathan, Director of Mitraniketan who passed away during the project

period etc.

3.4 Project Management Activities

The project staff selected is in compliance with the project proposal and is found sufficient for

undertaking the project activities.

The steering committee has community members from all walks of life and experts in water

conservation and management, agriculture, education etc. and has done commendable work in

identification of project activities, monitoring etc. The steering committee was also met frequently

and evaluated the progress also. Participation of some technical members from Denmark in few

meetings helped in giving proper direction in undertaking certain activities. It also helped introducing

an apparently new concept the ―change agents‖ for proper need identification and making behavioural

changes among community members while introducing new technologies. However, the structure of

the committee would be more attractive, if it contained few more experts in areas like Natural

Resources and Environment Management, Energy Management, Waste Management etc.

The action plan prepared during the initial phase was helpful in monitoring various activities and

timely completion of activities. However, this shall be little more elaborative with date of expected

completion of activities and person/s responsible for timely completion of each activity.

The change agent concept was introduced in a later stage of the activity. This helped in identification

of issues to be taken up in connection with developing an eco-campus and prioritizing it and taking up

activities to minimize the negative impact. The change agents shall be made capable of influencing

the clients‘ innovative decisions in a direction deemed desirable by the Eco-campus project of

Mitraniketan. In general they perform two main roles in diffusion of innovation. First to provide

linkage between change agency and client system and pass the innovations from change agency to

ultimate users, second to identify clients‘ needs and obtain feedback about changed program, and feed

it to change agency. The major roles they can play are: Developing need for change, establishing an

information-exchange relationship, diagnosing their problems, creating intent to change in the client,

Translating the intent into action, Stabilizing adoption and preventing discontinuances and achieving

a terminal relationship. The major factors that influence the success of the change agents are: their

effort, the change agent versus client orientation - a change agent having client orientation is more

successful, compatibility with clients‘ needs – if the efforts are compatible with clients‘ needs he will

be successful, change agent empathy – positive relation to success, homophile and change agent

contact -change agent who is similar to his clients in certain aspects like age, education, belief, values,

background, etc. will be more successful than a heterophilous change agent, credibility - positively

related to his success. However, since the concept was newly introduced in the campus and was

started only in a later stage, the full use of the concept was not materialised. Here, the steering




committee members themselves have functioned as change agents and there was much practical

difficulty for getting the full benefit.

Even though the project envisaged to conduct internal monitoring and evaluation of activities and

prepare detailed quarterly interim reports to the funding agency. Practically, this not happened as per

schedule, and 8 reports were submitted out of the 11 quarters. The reports provided an insight to the

activities conducted and going to be undertaken. However, it is noticed that no specific format is

followed for the interim report. So it is not clear from the reports, what are the activities envisaged and

what are completed and what the reasons for non-completion, if any are. Some reports shown the

problems faced during implementation of the project. Initially, there were some good points in the report

format like: i) Significant observations, if any?, ii) Problems Encountered, iii) New possibilities which

emerged which improve the intervention etc. But in future reports this was not followed. Since this is a

short term activity, there is a need for proper monthly internal reviews by the project team itself and a

quarterly assessment by steering committee. The project has undertaken regular monthly meetings of the

staff for reviewing the activities. However, it was not documented in a systematic way. One of the main

reasons for the lag in preparation of timely interim reports and systematic documentation of reviews, is

the lack of detailed schedule for each activity with responsibilities, as mentioned earlier. Proper

monitoring requires collection and updating of various data based on specific indicators to achieve the

objective. Such indicator based monitoring is lacking in this project. In future projects it is suggested to

have proper formats based on indicators for monitoring activities and reporting.

The two internal evaluations by Friends of Mitraniketan, Denmark, provided with many suggestions

for the improvement of the program. The suggestions were very well incorporated in the activities and

had good result.




4.0 PROJECT IMPACT ASSESSMENT

The major constraint for conducting detailed economic impact is the lack of baseline data, which is very

important in all projects of this type. For example, to assess whether the installation of rainwater

harvestingresulted in a decrease in treated water use, there is a need for comparison of the treated water

use before and after the installation of the rainwater harvesting system. In the absence of such base data,

the present study attempted an impact assessment of project, through individual/group consultations

using a semi-structured questionnaire. Various stakeholder groups like staff members, school students,

workers, local people, change agents and steering committee members, participants of various

workshops and visitors of the campus were consulted during the process. In addition to the response

from stakeholders the first hand information collected during various field visits and documental

evidences were also used for assessing initial impact of the project activities. The detailed quantification

of the cost-benefit is out of the purview this evaluation.

4.1 Environmental Impact

4.1.1 Natural Resources Management

The project has given emphasis to water conservation and planting. This leads to the following

environmental impacts in the area:

1. Increase ground water availability as evidenced from the increased level of water in wells due

to proper water conservation structures and planting of trees, grasses etc.

2. Reduced water logging in certain areas during the rainy season.

3. Availability of local vegetables and fruits for community

4. Reduced soil contamination and increased soil health through organic farming and mulching

5. Increased biodiversity through the introduction of different species

6. Increased genetic diversity through introduction different varieties of crop plants – This can

be further increased through adding more local varieties of crop plants

4.1.2 Energy Saving and Climate Change Mitigation

7. Direct use of water from rainwater harvesting tanks for various purposes throughout the year,

instead of fully depending on the treated water supply.

8. Identification of high elevation areas for placing rainwater tanks to ensure gravitational flow

and saved energy for pumping

9. Using biogas for cooking purposes by developing efficient biogas plants reduced the use of

cooking gas




10. Installing of energy efficient ovens in the canteen helped to reduce the use of natural fuel.

11. Reduced individual water use for non-drinking purposes through proper awareness saved

energy.

12. The distribution of vegetables and fruits produced in the campus reduced transportation

related energy use, both for taking to the market and buying by consumers.

13. All the savings in energy and the carbon sequestration potential of the trees planted helped in

climate change mitigation.

4.1.3 Transferring Environmental Technology

14. Through the sign boards displayed on various technologies many people coming in the Campus

are eager to know about various technologies expressing their willingness to participate in the

activities and adopting technologies.

15. The technology change in roof water harvesting by introducing readymade tanks has increased

the efficiency of the system

16. The concept of using the water from roof water harvesting through gravitational flow is also

well accepted.

17. The waste water treatment plant is not started functioning so the impacts yet to be studied.

4.2 Socio-cultural Impact

4.2.1 Behavioural Changes through Increased Awareness on Environmental Sustainability

1. One most import aspect of the program is that it created increased awareness among the

community on environmental issues and concerns among the local community. This brought

behavioural changes among them, especially in the student community with respect to

throwing of waste and using water for various purposes.

2. According to the SHG members participated in various workshops, it provided an inspiration

for undertaking less intensive farming practices with traditional methods of water

conservation, organic farming. Some of them also follow energy saving tips and better waste

management practices.

3. Other people, who are residents near to the campus, seem have some misunderstanding during

the initial phase of the project. This created some difficulty while implementing some water

conservation programs in the public places. They had a fear that the water may flow in

front of their house when water is controlled with trenches. Later, this attitude has

been changed through direct interaction with them by the project team and other

community members.




4.2.2 Physical and Mental Health

4. Reduced chances for vector borne diseases due to:

a. Reduced waste water flow in open areas,

b. Absence of organic and plastic wastes in the open areas

c. Reduced water logging

5. Reduced chances for lifestyle diseases due to consumption of fresh, organic local

vegetables/fruits and also by promoting walking by increasing the aesthetic beauty of the

Campus through:

a. Contour bunding and planting grasses over the bunds, and various fruit trees in other

areas, in all the vacant areas all over the campus

b. Zero wastes in roadsides, foot pats and backyards

c. Proper functioning of biogas plants stopped the foul smell while walking through the

sides

4.2.3 NGO Empowerment

6. The project provided a platform for local NGOs to experience the eco-campus activities,

exchange ideas and undertake projects in the similar direction. Through various meetings they

got chances to interact with officials of various Government Department promoting

environmental based activities. This will help them to undertake similar projects in their

jurisdiction.

7. The environmental education program as part of the program is unique with activities in

addition to awareness programs and is a good model for future adoption to other agencies.

4.2.4 Political impact

8. The involvement of policy makers like representatives of local self government or other

elected representatives in the project is too little at this point and thus the political level

impacts can‘t be assessed at present. However, as this is a demonstration project, there exists

further scope for involving them which may lead to policy level changes for increasing Good

Governance.

4.2.5 Cultural Exchange

9. There is also a cultural exchange between people from other countries like Germany,

Denmark etc. and Mitraniketan community through the involvement of Friends of

Mitraniketan and other students who visited and participated in the activities and through the

visit of project staff to Denmark.




4.3 Institutional Impact

4.3.1 Better Coordination with Community and People/Institution outside community

1. The project helped in more interaction among the community and people outside community.

2. Local NGOs were also benefited by interaction with higher officials of various Government

Departments capable of providing technical and financial support for environmental activities.

4.3.2 Institution Development

3. The project helped in increasing the institutional capacity mainly by opening many new

possibilities for activities.

4. Got more chances to interact with technical experts from Kerala and abroad, on various aspects

of developing and maintaining eco-campus.

5. Through the project the institute got opportunities to develop common platforms with other

NGOs and other institutions working in this area.

6. It has increased co-operation from agencies outside India and had some unplanned outcomes as

detailed below:.

a. With the co operation of Edinburgh Global Project (EGP) of the Edinburgh University

students, a water harvesting program has been initiated in the village around Mitraniketan

which provide drinking water facilities for 25 families in the village. Almost 8000 British

Pounds budgeted for it.

b. Another new project funding for building 25 bio gas plants for farmers in the village was

approved by EGP, UK. This will promote the use non conventional energy; proper use of

agricultural residues, cow dung and other organic waste; and reduce the use of firewood.

7. Even though right from the establishment, Mitraniketan, has very much concern in

environmental protection and conservation, a concentrated effort under the banner of the eco-

campus is for the first time. The staff got an opportunity to understand the potential of natural

resources conservation and its wise use.

8. Some of the staff members also got an opportunity to visit Denmark and study the multitude

of activities going on there in various sectors.

9. The staffs have of opinion that all these achievements will reflects in the future performance

of the institution.

4.4 Economic Impact

Analysis of economic impact of the project needed detailed study and comparison of the baseline data

with the present data. One major drawback of the project is that it has not generated any baseline data

on the water availability in the wells, seasonal water shortage, water use pattern, farming practices etc




and the cost and benefits involved. Collecting these data require a detailed survey which is not

coming in the preview of the preset study. However, since most of the project economic benefits will

be received only in a long run, still there is scope for collecting these data. So, there is an urgent need

for undertaking such a detailed study for future monitoring of the program.

The major direct economic benefits expected through the project are from:

Cost for water supply (Both institution and individual costs) – Benefit through all time

availability, behavioural changes etc.

Cost for fuel use – Benefit by using efficient oven, Bio-gas etc.

Cost for cultivation of various crops (Manure, pesticides, irrigation etc.) – Benefit on

adopting organic practices

Cost for buying vegetables and fruits, including transportation cost – Benefit through buying

locally available vegetables/fruits

Disease related expenses (vector borne, life style, air pollution, heat etc.) – Benefit through

reduced water and air pollution, physical exercises (walking), consuming organic food etc.

Transportation related costs – Benefit through by practicing more walking/cycling

Electricity cost – Benefit through following energy tips

Cost for waste management (waste collection agents) – Benefit of practicing household waste

management.

Benefit of additional income generation activities (individual/groups)

The major indirect economic benefits expected through the project are from:

Institutional benefits through (more projects, recognition, work efficiency of staff etc.):

o Experience gained,

o Contacts generated during the project

o Through the people visited the campus

o Capacity enhancement of staff

o Inter unit collaboration

Benefits received to other NGOs by attending the awareness programs

Cost for vegetables and fruits, including transportation cost

Cost for medicines




5.0 PROJECT CONSTRAINTS AND LESSONS LEARNED

5.1 Project Constraints

There are few constraints in connection with the implementation of the program.

The major one is non avialibilty of expected rains in certain periods due to changes in weather

pattern. This affected the timely completion of the planting activities.

Another issue phased is the difficultiy in inducing behavioral changes in various pratices related

to environment management . For exmple, in the initial phase the improper waste disposal

practices of the student community was big constraint. But through repeated awareness

programs as part of the project this was gradually changed.

There was also some objection from some staff and neighbours regarding the water

conservation activities near the public road sides. This hintered the activity envisaged in public

places. This has been surmounted through regular stakeholder consultations.

Another problem encoutered is the high cost of labour for labourers hired for soil and water

conservation works. This was overcame by involving more students as volunteers from inside

and outside campus.

5.2 Lessons Learned from the Project

The major lessons learned as revealed from the consultations are:

Sustainable management of resources is the need of the hour and there are no models to pin

point with respect to sustainable campus. Thus the project is very much relevant under present

condition in the country and state of Kerala.

The present project, even though not complete in all aspects of an eco-campus, can now able

to demonstrate various activities to be undertaken to develop an eco-campus and can be

replicable to other areas with locality wise changes.

The demonstration projects require proper display on activities to get public attention and

proper dissemination of the message it carries.

The organization‘s role in proper implementation of the projects to attain its goal is very

important. Mitraniketan followed many principles of eco-campus, right from its beginning in

1956. However, a systematic intervention with proper coordination of activities and

documentation was lacking during these period. The present project has given an opportunity

to the institution for such an intervention and coordination. It is clearly learned from the

project that the full benefit of all actions will be achieved only through systematic

interventions by proper coordination of activities in different units under Mitraniketan.




The institution was able to utilize various resources including human resources available in

the campus as well as from the neighbouring areas.

The role of the funding agency is very important in successful implementation of the projects.

The timely interventions and evaluations by the Friend of Mitraniketan from Denmark in the

project have helped very much in framing various activities and timely completion of the

project. The ―change agents‖ concept was a new movement through such intervention and

was found to be very successful, even though this project was not able to derive the full

benefit of the concept. However, the project staffs have able to effectively utilise the service

of the experts from Denmark for the improvement of the project.

The role played by the steering committee to achieve the goals is very important. Their timely

interventions helped in proper need identification, fixing priorities, framing various activities

and timely evaluation.

Even though the objectives of the project were achieved with respect to timely completion,

the full benefits of the projects shall be achieved only through proper follow up activities and

dissemination of the lessons learned.




6.0 RECOMMENDATIONS

6.1 Recommendations for Follow Up Activities

1. Make use the contour map and data collected on various bio resources of the campus (with

some additional data like specific location, girth/height of plats etc.), develop an information

system on GIS platform. This will enable easy future monitoring of all activities in the

campus.

2. Document all the baseline data collected during the first phase of the project and develop

system for proper data management so that it can be utilised for future monitoring.

3. The local varieties of vegetables and trees are more adopted for the climatic conditions and

require little care. High density planting technology is normally recommended for large scale

commercial plantations which has some adverse impact on native biodiversity and ground

water recharge. Since the demonstrations of the eco-campus project is more intended to

promote homestead farming and environmental friendly campus development, it is better to

avoid more intensive high input based farming technologies. So, with a view to conserve the

Germplasm and improve soil health and water conservation ability, in the coming planting

season identify some local and traditional varieties of trees, vegetables and other crops for

planting and also avoid vacancy filling in high density areas, if causality arises.

4. The sign boards placed in the demonstration unit shall include more details like its objective,

technology, usefulness, cost of construction, cost-benefit details and a ―take home message‖

each technology.

5. Promote more walking and cycling inside the campus through awareness programs and

exhibition boards. This can also be taken as new component in the coming projects.

6. Develop environment friendly footpaths in the project intervention areas for walking by

community members and visitors. This will promote healthy habits among community

members, ease monitoring and provide better information for visitors.

7. The overall concept of Eco-campus seems not fully communicated to stakeholders and most

of them consider this as a water conservation program. So in the coming awareness programs,

the overall concept of Eco campus to be well explained.

8. During the regular awareness programs for students and local people, at the beginning of the

program include some participatory exercises to collect some basic information regarding

their habit/behaviour with respect to the topic going to be discussed. Mapping of individual

ecological footprint using some simple software is found to be very effective to create

awareness on sustainable living.




9. Continue the steering committee at least for the next one year to monitor the follow up

activities.

10. Keep a separate visitors register to collect feedback regarding various activities of the eco-

campus project, from individuals and group (at least from the group leader) visiting the

campus and develop a mechanism for feedback analysis and future action by placing it in the

steering committee.

11. Develop plans to make use of the service of the ECP project assistants trained in various

activities like bio-gas, rain water harvesting etc., to popularize the technology outside the

campus by providing technical support.

12. There is a need for continuing the project activities incorporating new components like energy

management, climate change adaption and mitigation, biodiversity conservation etc. For this

purpose an action plan has to be framed to develop new project proposals in this direction.

13. While identifying new projects identify areas for follow up after completion of the project.

For example if we shall identify some activities for school students which can be continued as

a part of education activity it can be easily maintained. Green school yard project shall be a

good option to provide students an opportunity for continuous involvement in the eco-campus

program. This helps to transform the barren areas of campus to vibrant environments for

learning and play, set within the context of the rich, local ecosystems that nurture wildlife

(butterflies, birds etc.). Green schoolyards, built with local, natural materials and native

plants, are each unique, reflecting the geography, ecology, and culture of their community and

building a sense of place for children and even adults who spend time in them. It foster

children‘s social, physical, and intellectual growth and health by providing settings for

curiosity, collaboration, imagination, exploration, adventure, and wonder. This can also be

taken as in-house project with support from people‘s college, KVK, RTC etc.

6.2 Recommendations for undertaking future projects in this direction

1. While constituting the steering committee keep in mind the specific objectives of the program

and include technical experts for each component.

2. Prepare a very detailed activity schedule listing all activities with expected date of

completion, person/s responsible for timely completion, monitoring reporting schedule etc.

While preparing this anticipate some of the major problems to be faced during

implementation and take early steps to minimize the impact of the issue.

3. Identify success indicators for each activity. Based on this conduct a participatory action

program for collecting baseline data. This may also include traditional wisdom and practices




in connection with each components of the program. This will help in future monitoring. The

activity should always be done internally with technical knowhow from experts.

4. Prepare specific formats for data collection, documentation, interim evaluation and reporting

5. While identifying planting materials always keep the overall objective of the project in mind.

6. While introducing new concepts ensure the capacity building of the project personnel‘s

through appropriate trainings, exposure visits etc.

7. In connection with all awareness/training programs include action programs relevant to the

topic.

8. Take maximum advantage from the experts visiting the institution shall taken by introducing

them to the staff and facilitating good interaction.

9. Develop system for proper feedback collection, analysis and action.




7.0 CONCLUSION

Eco-campuses are a central piece of a wider vision to restore our relationship with the natural world.

The eco-campus movement has the power to bring nature to every people, every day while improving

our local ecosystems, learning environments, and health. Now the time is right to invest much more

significantly in all campuses across the country.

The Mitraniketan Eco-Campus project has been implemented and managed properly in a cost-

effective way with appropriate inputs and timely interventions. It is the beginning of a unique

program which can be replicated to other institutions with locality wise changes. It has succeeded in

coordinating the works of the different wings of the institution. The activities have some unplanned

outcomes also. Finally it calls for scaling up the initiatives in this direction and empower campus

administrators to lead this paradigm shift with increased support from their communities, public

institutions, local utilities, healthcare institutions and other like-minded organizations and partners.

Documents

MITRANIKETAN ECO CAMPUS · PDF file2.4 Annual vegetable and fruit crops for vegetable garden 8 ... Mitraniketan Eco-campus project ... c. Submission of interim reports