ABSTRACT

Public participation is particularly significant in the context of sustainable

development. Sustainability depends largely on the way economic, social and environmental
considerations have been integrated in decision making. Public participation can generally be
defined as allowing people to influence the outcome of plans and working processes that
constitute the operations of governance. Environmental education is the process of
recognising values and clarifying concepts in order to develop skills necessary to understand
and appreciate the interrelation among people, their culture and their biophysical
surroundings. In this paper, we discuss how environmental education and public participation
interact with and are influenced by each other and how they need to be embedded in all areas
and levels of societal processes. This paper aims to study the various environmental problems
in the local areas as the reckless development in the eco-sensitive coastal Karnataka has led
to serious environmental consequences. The impact of the reckless destruction of forests to
promote development can be seen in the Dakshina Kannada district facing near-drought
conditions during summer.
The coastal Karnataka embodying the west flowing rivers which join the Arabian sea
and the Western Ghats is a hotspot of biodiversity. It is thus necessary to create the awareness
about this biodiversity among people. Reckless development has adversely affected the
farmers and fishermen in the region. Though protecting the environment and promoting
development are two faces of the same coin, they look at opposite directions. Industrialisation
has led to urbanisation which in turn has created problem of drinking water, sanitation and
solid waste management. Water scarcity is also faced in summer.
Public participation can help access the uncertainties and risks and weigh them
against perceived benefits. Thus, public participation in environmental decision making has
become an indelible feature of many environmental regulatory systems worldwide.
Keywords: Sustainability, Industrialisation, Solid waste, Water scarcity, Environmental
education

INTRODUCTION

As a reality of the global world, environment is understood as an inseparable element

of sustainable development. Public participation is particularly significant in the context of
sustainable development. Sustainability depends largely on the way economic, social and
environmental considerations have been integrated in decision making.
Public participation can generally be defined as allowing people to influence the
outcome of plans and working processes that constitute the operations of governance.
Environmental education is the process of recognising values and clarifying concepts in order
to develop skills necessary to understand and appreciate the interrelation among people, their
culture and their biophysical surroundings.
 Environmental issues are the harmful effects of human activity on the biophysical
environment. Environmental protection is a practice of protecting the natural environment on
individual, organisational or governmental levels, for the benefit of both the environment and
humans.
Public participation in making decision is vital. It brings benefits in making an
individual decision and also for democracy more generally. It uses the knowledge, skills and
enthusiasm of the public to help make the decision and recognises that the public have a
significant role to play.
The general public ought to have the right to live in a healthy environment and more
often than not, they have a better understanding of their surroundings. They could offer
crucial information and suggestions for environmental governance. Public participation could
reduce the cost of monitoring violation and take responsibility for prosecuting violators.
The impact of the environmental issues is affecting not only at the local level but also
at the global level. Environmental destruction caused by humans is a global problem and is a
problem that is going on every day. Major current environmental issues of Moodbidri include
pollution, environmental degradation and resource depletion.
In this paper, we discuss how environmental education and public participation
interact with and are influenced by each other and how they need to be embedded in all areas
and levels of societal processes. The impact of the reckless destruction of forests to promote
development can be seen in the Dakshina Kannada district facing near-drought conditions
during summer. Though Dakshina Kannada was once known for abundant rainfall, its image
was dented with the ‘drought-hit’ tag for the first time in 2017. The state government then
declared Mangalore, with Moodbidri in it, and Bantwal taluks as parched. The entire district
was declared ‘partially drought-hit’ last year.

OBJECTIVES OF THE STUDY

 This study aims to comprehend the various environmental problems prevalent in the
vicinity of Moodbidri.
 To understand the level of people’s education and their involvement in decision
making with regard to problems of the environment.
 To understand and analyse the prevailing conceptions, values and alternative courses
of action in the environmental sphere.
 To study the environmental governance and management in the areas of climate and
air quality, biological resources, pollution, recycling and waste.

METHODOLOGY
• This paper used a qualitative approach which consisted of a questionnaire distributed
to the residents of Moodbidri.
• For this study, the sample size was 200
• The field study was based on random selection of data for survey.
 • The data was collected through self-administered questionnaires distributed to the
respondents

SCOPE OF THE STUDY:

• STUDY AREA: The study area comprises of Moodbidri, a town in Dakshina
Kannada district. It lies 34km northeast of the district headquarters, Mangalore city, in
Karnataka. Because of the widely grown bamboo in ancient days, this place got
named as Moodbidri. Population of the area is 29431 as per 2011 census.

FINDINGS:
1. Have you received training on environmental issues during your formal education?

Number of respondents Percentage

Yes 42 21
No 158 79
Total 200 100

C ha r t s ho w ing the numbe r o f pe o ple r e c e iv ing t r a ining o n

e nv ir o nme nt a l is s ue s dur ing t hie r f o r ma l e duc a tio n

YES NO
When we asked the respondents if they have received training on environmental issues during
their formal education, 42 respondents replied on the positive and a common observation was
that most of these respondents were school-going students. This means that the current
curriculum has, to some extent, focused on environmental issues unlike the curriculum of the
past. A major portion (i.e. 79%) of the respondents have replied that they haven’t received
any kind of training on environmental issues.

2. Are you interested in the subject of environment?

Number of respondents Percentage
Yes 140 70
No 26 13
Sometimes 28 14
It differs according to the subject 06 03
Total 200 100

Chart showing the interest of localites in the subject of environment

70

13 14

3
Category 1

Yes NO Sometimes it depends on the subject

When we asked the localities if they were interested in the subject of environment, we
received several answers but the majority of the respondents (i.e. 140) respondents replied
that they were interested. 13 % of the people were not interested. Another 14% acted that
they weren’t sure about it while a meagre 3% replied that their interest would be dependent
on a particular topic.
3. Have you participated in the activities of any environmental organisation?
Number of respondents Percentage
Yes 66 33
No 144 77
Total 200 100
 Chart showing the participation in various environmental
organisations

Yes No

When we asked the respondents if they were part of any environmental organisations,
33% replied that they were part of organisations and clubs while the other 77% has
not been a part of any club.

4. Are environmental issues discussed in your family?

Number of respondents Percentage
Yes 16 8
No 68 34
Sometimes 116 58
Total 200 100

CHART SHOWING THE DISCUSSION OF ENVIRONMENTAL ISSUES IN THE

FAMILY

YES NO SOMETIMES
When we asked the respondents if the environmental issues are discussed in their family, 8%
of the respondents responded on the positive. Another 34% replied on the negative. Most of
the respondents (i.e. 58%) replied that environmental issues are discussed in their family on
some occasions only.
5. Do you use dustbins at every place?

Number of respondents Percentage

Yes 27 13.5
No 173 86.5
Total 200 100

Chart showing the use of Dusbins by people at every place

Yes No

When we asked the respondents if they use the dustbins available at every place, 27
respondents replied that they use dustbins in most of the places while the other 173
mostly litter the trash.

6. Do you have a proper drainage system at your home/apartment/surroundings?

Number of respondents Percentage

Yes 42 21
No 56 28
Not Really 76 38
Don’t know 26 13
Total 200 100
 CHART SHOWING THE EXISTENCE OF Proper drainage system at
your home/apartment/surroundings
Yes No Not Really Don’t know

13%
21%

38%
28%

When the respondents were asked about the drainage system at their home apartment
and surroundings, 21% of people have responded positively. 28% of the people still
do not have a proper drainage system. 38% are still not aware about the drainage
system of their surroundings. 13% of people do not know about the drainage system.

7. Do you use natural wastes as manure?

Number of respondents Percentage

Yes 24 12
No 176 88
Total 200 100

Chart showing the Use of Natural wastes as Manure

Use of Natural wastes as Manure

88

12
Yes No

when the respondents were asked whether they use natural wastes as manure, a meagre 12%
of the people replied on the positive while the other 88% of the people replied on the
negative.
8. Do you travel by public transport in your daily life?

Number of respondents Percentage

Yes, I use public transport 89 44.5
No, I drive a two-wheeler 54 27
No, I drive a Car 39 19.5
No, Any other transport 18 9
Total 200 100

Chart showing the usage of public transport by localites

Yes Drive A car Drive a two-wheeler other transport

When we asked the respondents about the usage of public transport, 44.5% of the
people said that they use public transport such as bus while the 27% of the people use
two wheelers such as motorbikes and mopeds. 19.5% drive a car to work or other
purposes. A meagre 9% of the people use other forms of private transport.

9. Do you segregate wet wastes and dry wastes?

Number of respondents Percentage
Yes 124 62
No 76 38
Total 200 100
 Chart showing the segregation of wet and Dry Wastes

No
38%

Yes
62%

Yes No

Regarding the segregation of wet and dry wastes, people were asked if they segregate
them and the response to it was positive from 62% of the people and negative from
38% of the people.

10. Do you celebrate festivals in a peaceful manner? Without the usage of crackers?
Number of respondents Percentage
Yes, I use crackers/any 128 64
other toxic substance
No, I don’t use crackers or 72 36
any other toxic substances
Total 200 100

CHART SHOWING PEOPLE'S PARTICIPATION OF FESTIVALS

peacefulLY

No, I don’t use

crackers or
any other toxic
substances Yes, I use
crackers
Accordingly, 36% of the people do not use any kind of toxic substances or crackers during
festivals while major 64% of the people use crackers during festivals or other occasions.

OTHER FINDINGS AT A GLANCE:

(from secondary sources)

 Waste collected per day in Moodbidri is 13 tons.

 Around 9,000 houses and 2,400 business establishments, including petty shops and
commercial complexes in the town segregate solid waste at source before handing it
over to the town’s municipality. This solid waste management practice has been in
force for the past one year.
 However, some people either mixed both wet and dry solid waste before handing it
over, or strew them at public places. It was then that the municipality thought of using
the powers vested under the Karnataka Municipal Act to impose fines on them. This
yielded results.
 The wet solid waste is sent to the Soan’s Farm near Moodbidri for preparing the
compost. Some portion of the dry waste is sold to scrap dealers, and the rest is sent to
the Pachanady landfill near Mangalore.
 The Moodbidri town municipality is constructing its own landfill site, and is expected
to be commissioned soon
 Emphasizing the “Swachh Bharat Abhiyan”, the youth of Moodbidri have come
together forming the “JAWANER BEDRA’, a team headed by Amar Kote intending
to clean the Moodbidri city.

BENEFITS OF PUBLIC PARTICIPATION

 Raising public awareness on environmental issues by information and consultation
processes
 Making use of the different stakeholder’s knowledge, experience, and initiatives and
thus improving the quality of plans and measures.
 Public acceptance, commitment and support of decision-making process
 More transparent and creative decision making
 Fewer misunderstandings and delay and more effective implementation
 Avoiding potential conflicts, problems of management and costs in the long term
 Increased social learning and experience are leading to enhanced democratic
legitimacy of competent authorities and increased accountability
 Capacity building among stakeholders and competent authorities
 Strengthening of decision-making procedures
 Promotion of goals associated with sustainable development
SUGGESTIONS:
 The above research indicates that among the residents of Moodbidri selected for
surveying their environmental awareness levels of local issues, the level of social
responsibility is minimal. Various environmental clubs and NGOs have to come up in
order to bring about awareness among the public.

 Even though environmental education has been infused in the school curriculum,
there is a dire need of practical oriented approaches to the localities to develop
sustainable practices like tree plantation, alternative for the use of plastics, need of
safe and clean drinking water and also promotion of environmental awareness among
the public by participation in rallies, walkathon, celebrating world environment day,
wildlife day etc. the effort can be better achieved by taking cooperation of local
NGOs, college students etc.

 The contribution of youth volunteers, local NGOs are imminent for carrying mass
environmental awareness through school students in the society. The effective
training on the students for vermicomposting, solid waste disposal and waste paper
banking etc at the school level will yield better results and make them to follow such
practices as routine in schools and their homes for sustainability.

 Development of socially responsible citizens and initiating formation of various

groups will enable the locals to train them towards more self-focused towards
environmental problems and addressing the issues with careful alternatives in their
daily life.

LIMITATIONS:
 Lack of interest among the citizens of Moodbidri to be a part of the environmental
issues.
 Lack of awareness regarding environmental issues.
 Reluctance to answer the questionnaires.
 Answers maybe subject to bias.

CONCLUSION:
This research sensitises the environmental awareness and practices on day to day life
of the youth making them socially responsible in greening the nature and conservation of
biodiversity.
Pro environmental attitude is considered as a visionary approach of today’s global
world. Parallel to this, internationally honourable organisations or institutions are pioneering
the issues of protecting and improving the environment. The resultant interrelationship
between these organisations or institutions and stakeholders combined with governmental
objectives have generated binding rules or regulations and norms especially for global firm.
 In the era of rising environmental uncertainty, the need for clear understanding of
environmental systems and biodiversity is important for including local residents in effective
and sustainable management. Despite all the national and international efforts to promote
environment, the public is often not aware of the environmental problems at their door step.
Environmental issues and people participation interact with and are influenced by each other
and need to be embedded in all areas and levels of societal processes.

REFERENCES
https://www.thehindubusinessline.com/news/national/small-town-moodbidri-makes-big-
strides-in-waste-management/article23102455.ece#

http://www.unece.org/fileadmin/DAM/env/pp/ecases/handbook.pdf

Paper submitted by:

Preethish Kumar
III BBA B
Alva’s College, Moodbidri
9611197694
preethish50@gmail.com
Shreya K. Shetty
III BBA A
Alva’s College, Moodbidri
8867334167
shreyashetty099@gmail.com

QUESTIONNAIRE
1. Have you received training on environmental issues during your formal
education?
Yes / No
 2. Have you received training on environmental issues that is irrelevant with your
formal education?
Yes / No
3. Are you interested in subject of environment?

Yes/ No/ Sometimes/ It differs according to the subject.

4. Have you participated in the activities of any environmental organisation?

Yes/ No

5. Are environmental issues discussed in your family?

Yes/ No/ Sometimes

6. Do you use dustbins at every place?

Yes/No

7. Do you have a proper drainage system at your home/apartment/surroundings?

Yes/No/Not Really/Don’t know

8. Do you use natural wastes as manure? Yes/No

9. Do you celebrate festivals in a peaceful manner? Without the usage of crackers?

Yes, I use crackers / No, I don’t use crackers or any other toxic substances.

10. Do you travel by public transport in your daily life?

Yes/ No, I have a private Car, Bike, Other forms of transport

11. Do you segregate wet wastes and dry wastes?

Yes/ No

12. How would wastes for disposal be transported?

A municipal auto/ Tempo
13. Do you use plastic bags? If so, how often?
14. What is the source of your drinking water?