Environment education , legislation and

issues (2+1)

Laid out by Course teacher

S.Sathiya narayanan Dr.K.Valliappan
Road map
------------------------------
According to (UNESCO) and (UNEP)
environmental education was defined as


…a process aimed at developing a world population that is
aware of and concerned about the total environment and its
associated problems, and which has knowledge, attitudes,
motivations, commitments and skills to work individually and
collectively towards solutions of current problems and the
prevention of new one
Formal education

“A formal education program is the process of

training and developing people in knowledge,
skills, mind, and character in a structured and
certified program”
Formal education(cont…)

  mandate of the Ministry of Human Resource Development

(MHRD)
 Earlier in 1999 the MoEF interacted with MHRD and NCERT,
State Departments of Education to infuse adequate
environmental components in school curricula at various
levels of education.
 A project came out as result
------  Environment Education in School System
 Environment Education in School
System
 Project initiated in 1999
 an exercise was done to strengthen environment
education in the formal school curriculum
 First phase – assessment was done to know the status of
infused environment content in the school curriculum
 Study was conducted in most states/UT
 textbooks of all the classes from standards I to XII were
analysed
 As an outcome the textbooks in Science, Social Science
and Languages of middle school level are being modified
to strengthen the infusion of environmental concepts
Stages of formal education

 Primary school
 Lower secondary
 Higher secondary school
 Tertiary (college)
Primary school stage

The content of the

teaching should be
surroundings to school
to outdoor situations

Teaching strategy :
audio-visual and field
visit
1
2
3
Lower secondary stage

Objective at this level

should be real-life
experience , awareness and
problem identification

Teaching , practical and

field visits are to be done

3
Higher secondary school stage

Equal
importance

Teaching ,
practical and field
work are to be
done
Tertiary (college) stage

 Just the reverse of primary school stage

 Teaching, practical, and action-oriented field
work is to be done
Non-formal education

“Acknowledging the importance of education,

learning and training which takes place
outside the recognized education
institutions”
 Designed for any age of group, working in
any social, economic and cultural
development of the community
Main content of non formal
education
 Adult education – done in local language, posters, slides,
audio, visuals etc.
 Tribal/forest dwellers- involves community leaders and
youth
 Children activities- essay competitions, on spot painting,
quiz, modeling etc.
 Eco-development camps- involves mainly youth, it steps
to solve local ecological/environment problems
 Public representatives: M.P’s, MLA’s
 Foundation courses: environment relevant to there work
area for IAS, IFS, IPS and cadet of three wings of armed
forces
Environment education programmes

According to Newman(1981)
1.Environment studies
2.Environment science
3. Environment engineering
Environment studies

Concern with the environmental disturbance and

minimization of there impact through changes in the
society (social science)
Environment science

Study of factors which causes pollution and to

known a scientific basis for establishing a
standard which can be considered acceptably
clean, safe and healthy for human and natural
ecosystem (physical and natural science )
Environment engineering

Study of technical process which are used to

minimize the pollution and the assessment of
impact of these on environment (engineering
science )
Non-formal environment education
programmes
National Environment Awareness Campaign (NEAC)
  launched in mid 1986
 objective -creating environmental awareness at the national level
  It is a multi-media campaign 
 nominal financial assistance is provided to registered NGOs, schools,
colleges, universities, research institutions, women and youth
organisations, army units, State Government Departments etc
 Broad range of activities with diverse target groups are covered
Eco-clubs (National Green Corps)

  launched during 2001-2002

 objective- educate children about their
environment and impart knowledge about
the eco-systems
 Visits and demonstrations are given to instil
them the spirit of scientific inquiry into
environmental problems and involving them
in the efforts of environmental preservation
Global Learning and Observations to Benefit the
Environment (GLOBE)

 is an International Science and Education Programme

 stress hands-on participatory approach
 programme unites students, teachers and scientists all
over the world
 students of GLOBE are required to collect data about
various basic environmental parameters
 This is used for explaining hypothesis as well as to
enhance their scientific understanding of the earth.
 The data is also used by the scientists in their research
work
Earth care international programme

 EARTH CARE is an activity-based, curriculum-

aligned program designed to develop students
and staff as environmental stewards
Forestry Education, Training and Extension

 This is tailored to produce skilled forest managers so

is to manage, protect and conserve the forests
 The training is given renowned institutes of India
such as   (IGNFA), Dehradun, Forest Survey of India
(FSI), Dehradun; Indian Institute of Forest
Management (IIFM), etc.
Wildlife Education and Training

  looked after by the Wildlife Institute of India

  imparts training to government and non-
government personnel to carry out research
and training activities and advice on matters
of conservation and management of wildlife
resources
THANK U