Annual Report2014-2015

Centre for Environment Education

Nehru Foundation for Development, AhmedabadSupported by the Ministry of Environment, Forests and Climate Change

Government of India

CEE

Contents

Introduction 1

1. Education for Children 7

2. Higher Education 46

3. Education for Youth 48

4. Experiencing Nature 56

5. Communicating Environment through Media 59

6. EE through Interpretation 67

7. Knowledge Management for Sustainability 68

8. Industry Initiatives 71

9. Sustainable Rural Development 75

10. Sustainable Urban Development 79

11. Water and Sanitation 84

12. Waste Management 89

13. Biodiversity Conservation 92

14. Disaster Preparedness and Rehabilitation 107

15. Facilitating NGOs and Community Initiatives 111

16. Training, Capacity Building sand Networking 122

17. Initiatives for UNDESD 125

18. Material Development and Publications 129

19. Institutional Development and Support 133

20. Events 136

21. Facilitating, Networking and Participation 145

22. CEE Governing Council 154

23. CEE Offices 158

1

Introduction

The World Conference on Education forSustainable Development at Nagoya, Japanmarked the end of The United Nations Decadeof Education for Sustainable Development(UNDESD, 2005-14). Through the 10 years,CEE played a very important role being thenodal agency for India as well as beingrepresented on several UNESCO Committeesconnected with the decade. CEE participatedin the Nagoya Conference and showcasedseveral of its programmes as well asdeveloped an exhibit showcasing work donein India. The “Handprint” project wasshortlisted as one of the successful casestudies from around the world. The GlobalCitizenship for Sustainability (GCS) was alsoshowcased as an example of GlobalCitizenship Education.

The year saw CEE’s work with the Ministryof Environment, Forest and Climate Changeexpand into new areas. An important rolewhich CEE played was in developing inputsfor India’s negotiations on the SustainableDevelopment Goals (SDGs) being discussedby the Open Working Group at UN.

Some of the highlights of the year were:

School Education

� The international programme - GCSMarine Project 1600 - will have, for thepresent academic year, CEE mentorsfacilitating on-site, place and project-basedlearnings directly with teachers andstudents in their school. Online webinarevents for schools to interact and students’workshops were organized towards this,and the GCS Marine Project 1600 bookletwas developed to outline the projectphilosophy, vision, concept andmethodology.

� The NGC programme was revived in UttarPradesh after nearly 8 years, while over8500 NGC schools from 38 districts ofBihar became a part of this Nationalinitiative. In Madhya Pradesh, theprogramme presently covers over 1250schools, spread across 50 districts.

� The book ‘Green Stories’ was acompilation of 100 eco-club stories,converted into case studies. Schoolsinvolved in NGC and NEAC programmesin North East India were featured for theirexemplary work in conducting Handprintactivities.

� The Eco Schools Programme - a globalsustainable schools programme beingimplemented in about 60 countries - wasformally launched in India during theyear. The programme follows a 7 stepmethodology, and is being adopted for theprimary level (classes 1-5) in India.

� The ‘Earthian Paryavaran MitraSustainability Education Initiative’ waslaunched on the International Day forBiological Diversity in 2014. Thecampaign, a collaborative effort betweenCEE and Wipro Foundation, engagedstudents of Class 5-8 in various activities,and focused at inculcating a sense ofappreciation in them about the variouslife forms.

� The ‘Paryavaran Saathi’, an onlinecommunication platform focused atresolving the queries of educators througha toll free number, was launched duringthe year. Available in English, Hindi,Gujarati and Marathi, the service enablesthe educators to effectively transact EE/ESD in schools.

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� The environment action planimplementation and environmentalawareness activities were initiated inLucknow district under the Children’sForest Programme (CFP), while CEE, inpartnership with Petroleum ResearchConservation Association (PCRA),implemented a National Level Paintingand Essay Competition on the theme ofEnergy Conservation, all over the country.Announced in October 2014, thecompetitions were held in 13 languages,and over a period of two months.

Education for Youth

� The ‘Yuva Paryavaran Leader’programme, the pilot phase of which waslaunched in Uttar Pradesh this year,attempts at shortlisting self-motivatedstudents who are keen to findenvironment solutions. Towards this, thestate level ‘Yuva Paryavaran LeaderSummit’ was organized with the objectiveof providing orientation to the state levelcadre of young students who would inturn implement action projects in the areaof sustainable development.

� The Children’s Media Unit developed‘Shabab Al Estidama, A Resource forYouth on Sustainability’, to support youthin higher education institutions as part ofthe Sustainable Campus Initiative (SCI) ofEnvironment Agency Abu Dhabi inchoosing and implementing SustainabilityAction Projects (SAP) in the community.

· Undertaken as part of the UNEP-UNESCOUNertia campaign, the HandprintChallenge 2014, in its first year, requiredcollege students across Asia and thePacific to identify sustainability issues ontheir campus and propose an action plan

for them to implement in the comingmonths. 20 teams were selected aschallenge finalists after the first round ofjudgment by an international jury, ofwhich 19 teams eventually completed thechallenge. Winners were awarded for theirinnovative initiatives.

Sustainable Rural Development

� Three post graduates were selected asGramshilpis during the year, who, in theiradopted villages, guides the villagers inmatters pertaining to education, career,administrative procedures for villagers toget their lawful entitlements undervarious schemes and other rights.

� As part of the Environmental Monitoringand Evaluation in Coastal RegulationZone project in Mundra, third year B. Tech(ICT) students of Dhirubhai AmbaniInstitute of Information andCommunication Technologies,Gandhinagar, Gujarat, were facilitated toconduct a basic socio-economic survey tocreate a village profile and help themunderstand the complexity of ruraldevelopmental challenges. Furthermore, 4multi-stakeholder consultations conductedduring the year provided insights into theconcerns of the community ondevelopment in general andindustrialization in particular as well astheir perception and their dependency oncoastal resources.

� Developed under the ‘Virtual ResourceCentre and Training Platform for primaryteachers in rural areas’ project, theGyansetu application is currently beingused by over 150 teachers in theirclassroom teaching. Resource material andinnovations in the field of education are

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being shared on a periodic basis with theteachers using the VRC applicationthrough portal.

Urban Programmes

�·The ‘Supporting Urban Sustainability –Facilitators’ Development Programme,conducted as part of the SustainableUrban Systems collaborative project ofSWEDESD, CEE, ICLEI and CEPT and alsoas part of the programme under theUNESCO Chair on Education forSustainable Development and the HumanHabitat, enabled the participants toacquire capacity and competence tofacilitate multi-stakeholder processes.

� A Panel Discussion on ParticipatoryGovernance and Smart Cities, organizedas part of the workshop ‘Dialogue onStrengthening Participatory Governancein India’, put forth the potential of ICT inenhancing information availability andparticipation, about citizenship andagency of the marginalized segments, andweaving all these aspects in a systemsview of urban areas, urbanization and‘Smartness’.

� Under the Western Ghats DevelopmentProgramme of Planning Commission, CEEsubmitted a three year achievementdocument to the Environment Department,and conducted activities including seedcollection and nursery techniqueexperiments and celebration of WesternGhats fortnight.

� CEE, along with the IBI group, isConsultant for the Pune MunicipalCorporation and Pimpri ChinchwadMunicipal Corporation’s Rainbow BRTSPromotion and Outreach Program, which

aims at providing a framework and list ofactivities to be carried out andimplemented by PCMC for the new BusRapid Transit System currently beingdeveloped in the city.

� The 4th edition of the “Srushti MitraAwards 2015” was launched, whereinentries were invited from all over theMaharashtra state in various categoriesincluding Environment Bal Sahitya, casestudy on environment education andwomen’s contribution in environmentalconservation.

Drinking Water and Sanitation

� The Daily Handwashing for an Ailment-free Life (DHaAL) project, an initiative ataugmenting handwashing facilities inschools in Assam, and develop systemsfor operation and maintenance of WASHfacilities in schools, led to the creation ofGroup Handwashing Stations (GHS) inover 200 schools in the region. Studentsand teachers in over 400 schools have alsobeen capacity built on WASH. The positiveimpact of the programme has promptedSarva Shiksha Abhiyan in Assam tointegrate GHS in their new Mid Day MealKitchen design.

� In an effort at accelerating rural sanitationand creating an Open Defecation Free(ODF) environment in Balrampur districtof Uttar Pradesh, various activities wereconducted during the year, such asorientation and capacity building of Blockofficials, Community Led Total SanitationTraining Programmes (CLTS), and the useof the traditional folk dance ‘Hudukah’and puppetry shows to communicate theimportance of practicing WASH activities.

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Sustainable Business and ClimateChange

· The UNFCCC, UNESCO and CEE in jointpartnership, are conducting a research tounderstand the role of education inmitigation. Case studies where educationplayed a key role in achieving mitigationgoals are being identified, and these willbe presented at the COP 21 scheduled inParis in December 2015.

� CEE’s Sustainable Business and ClimateChange (SBCC) team is developing acompendium on the Earth Care awards –awardees, to showcase the efforts onmitigation and adaptation undertaken bydifferent organizations. The team is alsocooperating with The Heinrich-Böll-Stiftung in implementing a project oncapacity building of Journalists, anddocumentation of Renewable Energy (RE)and Energy Efficiency (EE) initiatives byJournalists in India.

� Capacity building workshops for mediaon climate change and development in theIndian Himalayan Region were conductedunder the Indian Himalayas ClimateAdaptation Programme (IHCAP). Thesefocused on the climate change effects andadaptation in the central and westernHimalayas.

Biodiversity Conservation

� 200 schools spread in 15 clusters havebeen identified under the InformationManagement Education andCommunication for Maharashtra GeneBank Project, which aims at participatorystudies and conservation of variousgenetic resources of Maharashtra.

� Vedanta, a mining firm in India hascommissioned CEE Goa State Office todevelop a biodiversity management planfor their mines in Goa. An expertcommittee has been formed to advise theproject, and a consultative workshop wasorganized to deliberate on the protocolsof biodiversity documentation in varioushabitats in and around 10 kms of thebuffer zones of protected areas.

� The mobile exhibition bus ‘Prakriti’ waslaunched during the year in Uttar Pradesh.The innovative mobile exhibitionshowcases the rich biodiversity of UttarPradesh, and has till date travelled to 4districts of the state. The bus has beenvisited by over 83,000 people.

� Over 200 schools and nearly 40,000women as part of self-help-groupsparticipated from Tamil Nadu in theGreen Wave-India campaign, which waspromoted and popularized by CEE on theInternational Day for Biological Diversity.

� During the course of its journey acrossIndia, the Science Express – BiodiversitySpecial (SEBS) went to six stations inRajasthan, and to Khadki in Pune. CEEas the state resource agency for NationalGreen Corps (NGC) programme, invitedschools in Rajasthan to visit the train andparticipate in the activities, while in Pune,the Hon’ble Minister of State (I/C) forEnvironment, Forest and Climate Change,Shri Prakash Javadekar, addressed thechildren through a special video message.

� 40 short video films, focusing on theidentification and description of medicinaland aromatic plants of Uttarakhand, weredeveloped for training purposes by theCEE team.

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Research in ESD

� In February 2015, an MoU was signedamong the Central Queensland Universityin Bundaberg, CEE India and CEEAustralia on a range of project proposalsspanning teacher training, GCS researchand other areas including agriculturalresearch and extension.

� In the special issue of the Journal ofEducation for Sustainable Development(JESD), coinciding with the eventsmarking the end of the Decade ofEducation for Sustainable Development(DESD), eminent thinkers and experts onESD contributed opinion pieces on DESDwhich focused on reflections on theDecade and the way forward.

Decision and Policy Makers

� CEE developed inputs for India’snegotiations on the SustainableDevelopment Goals (SDGs) beingdiscussed by the Open Working Group atUN. The publication ‘SDGs and India’was a compilation and analysis ofsecondary data on the specified thematicareas based on the Planning Commissiondocuments for the India baseline,documents from concerned ministries, andrelevant UN documents. It aimed ateliciting inputs from different stakeholdersincluding concerned ministries andexperts while developing criticalsustainable development goals.

� The National Mission for a Clean Ganga(NMCG), MoEF&CC, granted CEE thephase two project for extending theeducation and awareness initiative on theGanga Dolphin. Titled “EducatingSchools and Community for sustainableactions for conserving habitat of Ganges

River Dolphin along Ganga River Basin”,the programme will see activities beingcarried out in the dolphin habitat statesof Uttar Pradesh, Bihar and West Bengal.

� CEE, along with the consultancy servicesgroup Ernst & Young, conducted WorldBank supported technical assessments ofSwachh Bharat Mission in Rajasthan tofind out the effectiveness of theprogramme.

� For National Environmental AwarenessCampaign (NEAC) 2014-15, CEE wasassociated with the campaign in thecapacity of a Centre of Excellence. CEErepresentatives worked with 20 RegionalResource Agencies (RRAs) located acrossthe country and helped scrutinize about10000 proposals received by the RRAs.Proposals shortlisted following the initialscrutiny by the RRA and CEE wererecommended to the regional committees.

� CEE while acting as the GEF-CSO (CivilSociety Organization) ImplementingPartner for the GEF/UNDP Small GrantsProgramme, entered into the third year ofGEF Operational Phase 5 programme.

Disaster Preparedness and Rehabilitation

� Economic rehabilitation andempowerment was the focus of the project‘Rebuilding Hope’ (RH), which was CEE’sresponse to the catastrophic floods thatstruck Jammu & Kashmir. Survival kitsbenefitting over 3000 people weredistributed as part of the relief andrehabilitation programme.

Interpretation

� The year saw a variety in the themes ofinterpretation projects completed by the

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Protected Area Interpretation andEcotourism (PAIE) group and the Graphicand Exhibit studios at CEE. Highlightingthe biodiversity richness of the tigerreserve in Melghat and underscoring thelives of the tribal communities residing inand around the reserve was theinterpretation Centre designed anddeveloped at the Melghat Tiger Reserve inMaharashtra. The museum-cum-interpretation centre at the Tropical ForestResearch Institute (TFRI) in Jabalpuremphasized on the importance and needfor research in tropical forestry, while areport on Project Tiger was compiled,designed and published for the NationalTiger Conservation Authority (NTCA).

Experiencing Nature

� CEE continued to play a supportive roleto the MoEF&CC in the development ofthe National Nature Camping Programme.During the year, sanction for CEE’scamping proposals, for the states of Uttar

Pradesh, Assam and Goa, were issued. Adetailed proposal for a complete nationalcamping manual has been resubmitted.

Eco System based campaigns for Rivers,Mountains and Marine

� Using GIS and remote sensinginformation, CEE Goa developed a map ofeco-sensitive areas along the Goa coastwhich could be used by the coastalmanager in case of oil spills and otherecosystem management activities.

Looking forward

We are adapting to the changing world, andso are our programmes. I would like to thankour teams and all my colleagues, who makethis possible. We are determined to build asustainable society, and will continue withour commitment of protecting theenvironment through education andimplementation of action-orientedprogrammes.

Nature camp for children at Balaram sanctuary

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1Education for Children

1.1 National Green Corps (NGC)

National Green Corps (NGC), a programmelaunched by the Ministry of Environment andForests, Government of India in 2001-2002,aims to create awareness among schoolchildren throughout the country on issuesrelated to sustainable development, keepingenvironmental issues as the focus. Workingthrough eco-club networks, NGC hasestablished nearly one lakh eco-clubsinvolving more than 35-40 lakh students and10 lakh teachers – one of the largest networksin the country. NGC provides school studentswith an opportunity to observe and learn moreabout nature, its diversity and other aspects,thereby motivating them to be environmentallyliterate and responsible citizens.

NGC activities are implemented through theState Nodal Agencies at the state level and theDistrict Implementation and MonitoringCommittee at the district level. Centre forEnvironment Education (CEE) facilitates NGCactivities in 15 states and two UnionTerrirories, covering about 347 districts.

1.1.1 NGC in the Northern Region

1.1.1.1 Uttar Pradesh

In 2014-15, the NGC programme was revivedwith the close coordination between StateNodal Agency (SNA) - Directorate ofEnvironment (DoE), Government of UttarPradesh, and CEE North. Several rounds ofmeetings were organised with the nodalagency before the approval and after thesanction of funds. To reinitiate the programmein the state and plan for the yearlong activities,CEE provided inputs in terms of developingformats, contents and communication.

Coordination and Outreach Activities: CEEteam had regular meetings with the nodal

officer and other officials of SNA to review theprogress and plan the activities. It was decidedto cover over 12000 schools from 70 districtsin the state. However as the NGC programmewas being revived after 7-8 years, the StateSteering Committee advised that each districtshould conduct a reselection of eco-clubschools on the basis of interest, and also obtainbank details as the eco-club grant would betransferred online through NEFT. The SteeringCommittee held 3-4 rounds of meetingsincluding with the education department inorder to revitalise the programme. Based onthe inputs from CEE, the committee tookdecisions on selection of schools,reconstitution of the District Implementationand Monitoring Committee (DIMCs) andreselection of master trainers, for whichrelevant government orders were issued.

CEE North provided technical input inreaching out to maximum schools, in followingup with schools for bank details, documentingof NGC activities in the state for reportsubmission and in the planning of activities.CEE supported the nodal agency in conductingthe state level Master Trainers’ trainingworkshop. CEE also organised a series ofenvironment related events with NGC schoolsin the state during 2014-15. Details of activitiesundertaken during the year follow.

In April 2014, CEE, in association withDirectorate of Environment, Government of UPand Regional Science Centre (RSC), Lucknow,observed Earth Day on April 22, 2014. Theprogramme was organised for the eco-clubschools of Lucknow, and included a quizcompetition on Climate Change, followed bya painting competition and an interactivesession with an expert. The programme had200 participants including students andteachers from 20 NGC schools of the district.

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In June, on the occasion of World EnvironmentDay, CEE North, in association with RegionalScience City, organised an event for studentswhere several ‘learning with fun’ competitionswere organised for the participants.Participants also got to hear about theexperiences of an Indian Scientific Expeditionto Antarctica which gave an insight into howscientific research is helping assess the levelof climate change. More than 500 students,teachers and parents participated in theprogramme.

In August, a formal launch ceremony wasorganised jointly by CEE North and the newlyappointed state nodal agency - Directorate ofEnvironment – and the old nodal agency UPPollution Control Board, which was held onAugust 30, 2014. More than 250 students andteachers from 17 schools participated in theevent. The Regional Coordinator of CEE Northbriefed the audience about the NGCprogramme and its structure along with theprocess of formation and role of eco-clubs. Thechief guest of the event, AgriculturalProduction Commissioner and PrincipalSecretary, Environment & Forests, Governmentof Uttar Pradesh, said that the programme hasbeen reinitiated after a gap of 7-8 years andshared his thoughts on how NGC could beeffectively implemented by learning from ourpast mistakes. He stressed the importance ofresource agencies like CEE in theimplementation of NGC activities by providingresource material, training and other technicalinputs. A web page on the NGC programme inUttar Pradesh was also launched on theoccasion.

Training: In December, a two day state levelNGC Master Trainers’ Training Workshopwas organised at the Directorate ofEnvironment, Lucknow. The workshop was

jointly organised by the NGC State NodalAgency - Directorate of Environment, and StateResource Agency - CEE North, to train andorient master trainers from various districts ofUttar Pradesh about implementation of theNGC programme. Over 90 master trainers from46 districts participated in the two dayworkshop.

The workshop was inaugurated by thePrincipal Secretary, Environment and Forests,who said in his inaugural address that underthe NGC programme it is not enough to formeco clubs; our main objective should be to makethe students enlightened citizens of the world.Teaching and creating awareness in childrenshould be our main motive. The formersecretary, State Education Department,addressed the trainers and motivated them tobring about positive change – at a time whenmajor changes are happening in theenvironment, we should understand our roleas protectors of the environment. The RegionalCoordinator, CEE North, gave a brief overviewof the programme and also shared pastexperiences of NGC in UP. The CEE teamconducted the two day training module wheremaster trainers were given resource materialand guidelines on how NGC would be takenforward at the district level.

CEE North as State Resource Agency wasinvited to two district level NGC Teachers’Training Workshops. A two day workshopwas held in February 2015 in Agra and a oneday workshop in March 2015 Pilibhit Districtwhich was attended by more than 300teachers. The workshop aimed to build theunderstanding of teachers about the NGCprogramme and planning of eco-clubactivities.

Educational material was disseminated by thestate nodal agency - Directorate of

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Environment, and CEE. The workshop wasjointly organised by the DistrictImplementation and Monitoring Committee(DIMC) with the support from Master Trainersand State Resource Agency - CEE North. Itwas facilitated in the presence of the DistrictMagistrate, District Inspector of Schools (DIOS)and District Forest Officer (DFO).Representatives from CEE North facilitated thetechnical sessions during the trainingprogramme.

Teachers training workshops were alsoorganised in four locations covering sixdistricts for NGC school teachers with supportfrom local NGOs. These workshops weresupported under the Earthian-ParyavaranMitra programme and focused on water andsustainability. As part of the DolphinConservation Education programme also,eight teachers training workshops wereorganised in Uttar Pradesh by CEE inassociation with the local partner NGO andeducation department.

Educational Material: A brochure on NGC thatgives an insight into the programme wasdeveloped and designed by CEE North incollaboration with the state nodal agency,Directorate of Environment. The brochure hasbeen developed both in Hindi and Englishlanguages and is being used to communicatewith various stakeholders of the programme,specially the eco-club schools. Apart from this,CEE with the support of SNA has developedcontent for the NGC webpage, NGC facebookpage and a whatsapp group of master trainers.

A climate change booklet in Hindi wasdeveloped by CEE North with financialsupport from the Directorate of Environmentfor the World Environment Day 2014programme for schools targeted at the eco-clubs. Biodiversity campaign posters, a

dolphin package that includes a book andposter, Earthian booklet in Hindi along withwater testing kit, and Paryavaran MitraTeacher’s Handbook in Hindi weredisseminated to the schools.

Monitoring: As the NGC programme wasrevived after a gap of 7-8 years, it was decidedto take up monitoring once the eco-club fundshave reached the schools. As database on thenewly selected NGC schools is beingdeveloped and maintained by CEE.

1.1.1.2 Bihar

In all, 8600 s chools from 38 districts of thestate have become a part of this nationalinitiative. Bihar State Pollution Control Board,Patna (BSPCB) which is the State NodalAgency provides full support to this endeavor.

CEE North as the Resource Agency for NGCin the state closely works with Master Trainers,teacher in-charges and schools in differentdistricts. The following programmes wereorganised in the state.

Coordination and Outreach Activities: In May2014, on the occasion of the InternationalBiodiversity Day, Rajkiya Kanya MadhyaVidyalaya, Sasaram, in association with CEE,held a rally in their community during whichstudents also presented a nukkad naatak thatconveyed the message of the importance ofbiodiversity in our lives and its conservation.After the rally, students planted saplings intheir school campus and took a pledge to takecare of them. With this, a six month BiodiversityConservation campaign also started in theschool.

On the occasion of World Environment Day2014, Gram Pragati, Bettiah in collaborationwith CEE North, organised various events forstudents of the district. Several ‘learning with

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fun’ competitions were organised for theparticipants. Students of two schoolsconducted a cycle rally followed by a paintingcompetition. In another event in the district,three schools came together and carried out aplantation drive in and around theircampuses. Students of these schools alsodistributed cloth bags with environmentalmessages on them to spread the message ofminimising the use of polythene bags.

In Sasaram, on the same occasion, CEE Northin association with the NGC Master Trainer,took out a rally from the school to Sher ShahSuri Tomb, a heritage site, where the generalpublic also joined the students andparticipated in a Swachatha campaign.

During Wildlife Week in October 2014, a rallywas organised by CEE North and Gram Pragatijointly, in which more than 500 studentsparticipated. The rally went through the mainroute of Bettiah where students made anappeal to the general public to be moresensitive towards wildlife and to work for itsconservation. After the rally, a paintingcompetition was organised at UdaipurWildlife Sanctuary, Bettiah. Around 50students from five schools participated in thisevent.

During March 2015, CEE North incollaboration with Gram Pragati, organised anawareness rally with the schools of Bettiah tocommemorate the World Sparrow Day. Afterthe rally, a talk and a quiz competition wasorganised for the participants. As the sparrowis also the state bird of Bihar, the event was aptand the participants took a pledge to conservethis species. Representatives of Gram Pragatibriefly introduced the importance ofcelebrating World Sparrow Day. Around 100students, NGO representatives and mediapersons participated in the programme.

In February 2015, three schools from WestChamparan and Rohtas were felicitated at thenational level for their exemplary work onwater conservation under the Earthian -Paryavaran Mitra programme. Earthian is anintensive water based initiative where schoolswork for 4-5 months for water conservationefforts and submit their report. The strategyadopted in Bihar was to work with CEE’sexisting network of schools and to involvelocal partner organisations.

Training Support: Teacher training workshopswere organised in West Champaran and EastChamparan for NGC school teachers with theinvolvement of master trainers and a localNGO, which were supported by the Earthian- Paryavaran Mitra programme and focused onwater and sustainability. As part of DolphinConservation Education programme, seventeacher training workshops were organisedin Bihar by CEE in association with the localpartner NGO and the education department.

Educational Material Development: Resourcematerial on dolphin and elephantconservation was shared with schools invarious districts. Apart from this ParyavranMitra Teachers Handbook was alsodisseminated among NGC schools along withthe Earthian booklet in Hindi on water andsustainability. Biodiversity campaign posterswere sent to the schools.

Monitoring: The monitoring of schools couldnot be taken up due to the unexpectedly longwinter break, exams and a teachers’ strikelasting for over two months. It is planned to betaken up in the next year academic session.

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1.1.2 NGC in the Central Region

1.1.2.1 Madhya Pradesh

The National Green Corps programmepresently covers over 1250 schools spreadacross 50 districts in Madhya Pradesh. CEEMP, as the State Resource Agency for NGC,supported the programme and the nodalagency by providing technical guidance,developing resource materials fordissemination and facilitating various eventslike environment days’ celebrations, trainingprogrammes, NGO consultations and the likeduring 2014-15.

On the occasion of World Environment Day,posters with the theme of “Raise your voice,not the sea level” were distributed in 100schools across the state.

Coordination and Outreach Activities: TheBiodiversity Campaign saw distribution ofbiodiversity kits to 500 schools spread across50 districts that come under the NGCProgramme. Going further, as part of thecampaign, five trees were planted per schoolacross the identified 500 schools under theproject. Varied activities to engage studentwere conducted as part of the SustainableEducation Initiative Programme which rangedfrom poetry and essay writing to painting anddrawing competitions. The programmereached out to 15000 students, 600 teachersand 500 schools and oriented them on thetheme of biodiversity conservation.

Training Support: In October 2014, CEE MPorganised a two day master trainers’programme to provide orientation on“Sustainable Education Initiative”. About 90master trainers from across the state attendedthis training. A district level teacher trainingworkshop was conducted in August 2014 to

create awareness about NGC and its activities,along with providing clarity on theexpectations from eco-club schools andteachers for the Biodiversity Campaign. Thetraining saw attendance of over 125 teachers.

Monitoring: CEE team visited 55 NGC eco-club schools of Madhya Pradesh state duringAugust and September 2014. Four hundredschools were contacted telephonically to getinsights into the types of activities undertakenand to discuss future activities.

1.1.2.2 Chhattisgarh

As a resource agency, the role of CEE is toassist and facilitate the Nodal Agencies in theoverall implementation of the NGC activitiesin Chhattisgarh state.

In 2014-15, initial meetings and discussionswere conducted with the Nodal Officer,Chhattisgarh Environment ConservationBoard for organising nature camps and MasterTrainers’ workshops. Visits were undertakento 186 schools as part of the monitoring work.Teachers’ training programme was conductedfor 175 in-charge teachers of eco-clubs in fivedistricts.

Coordination and Outreach Activities: TheChhattisgarh state level Eco Baal Mela wasorganised by the Chhattisgarh EnvironmentConservation Board (NGC-Nodal agency)with support from CEE Chhattisgarh fromAugust 27-29, 2014. About 180 eco-clubmembers and their in-charge teachers fromdifferent districts of the state participated inthe three day eco baal mela. Eco-clubs weregiven the opportunity to present their workthrough presentations, models, reports, albumsand stalls. The schools, teachers and studentsadjudged winners in the competitionsorganised as part of the Earthian programme

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and by Petroleum Conservation and ResearchAssociation were contacted and motivated tocontinue the exemplary work they have beendoing. The database of NGC eco-clubs hasbeen updated. Master Trainers were contactedover phone and were reoriented to take upnew initiatives under the eco-club programmein the next academic year.

Educational Material Development: CEEChhattisgarh has developed two types ofresource materials in Hindi for the school eco-clubs. Three posters were developed duringthe session on World Environment Day,polythene usage and biodiversity. An NGCguideline booklet which gives briefinformation about the programme andguidelines for schools for management andrecord maintenance of the programme was alsodeveloped.

1.1.3 NGC in the Western Region

1.1.3.1 Rajasthan

Meetings were held with the State NodalAgency in Rajasthan round the year forconducting eco-club activities. The StateSteering Committee meeting for NGC was heldon January 28, 2015 at Jaipur.

Coordination and Outreach Activities: CEEJaipur celebrated Earth Day on April 22, 2014,with the theme theme ‘Green Cities’ in which500 eco-clubs took part. In collaboration withthe Department of Environment and Forests -Government of Rajasthan, Rajasthan StateBiodiversity Board, and Rajasthan State BharatScouts and Guides (RSBSG), CEE Jaipurorganised an event to commemorateInternational Day for Biological Diversity 2014in Jaipur.

The CEE team facilitated participation of teneco-clubs from different districts of Rajasthan

in this event. To commemorate World Ozoneday, eco-clubs of Rajasthan organised variousevents on September 16, 2014. Eco-clubs fromRajasthan organised a variety of activitiesunder the Clean India Mission launched onOctober 2. Students from 15 eco-clubs of Sikardistrict comprising 200 students and 15teachers executed a plan to revive the BadaTaalab.

A block level event was organised by eco-clubsof Kalandri Block, Sirohi, to celebrateChildren’s Day in November 2014. In its thirdphase, the Science Express – BiodiversitySpecial (SEBS), an innovative mobileexhibition train, halted at six stations ofRajasthan from December 29, 2014 to January22, 2015. CEE as the state resource agency forNGC invited schools to visit the train andparticipate in the activities. To commemorateWorld Forestry Day and World Water Day inMarch 2015, CEE Jaipur, along with eco-clubmembers of Sikar, organised a two day eventat the district headquarters of Scouts andGuides.

Prakriti Mela for the academic year 2014-15was organised from February 16-20, 2015 atAjmer. This year the event became a nationalone with students and teachers of eco-clubschools and Paryavaran Mitra schoolsshowcasing their award winning projects andsharing their experiences in EnvironmentEducation and Education for SustainableDevelopment at a two day exhibition.

Training Support: CEE organised trainings foreco-club teacher in-charges at eight locationsin Rajasthan during August. About 213 eco-club in-charges attended these programmes atBikaner, Bhilwara, Jaipur, Jodhpur, Kota,Sawai Madhopur, Sirohi, and Udaipur.District level eco-club in charges training

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programmes were organised in Sikar andJaipur on October 14 and 15, respectively.

Monitoring: A total of 70 NGC schools across11 districts in Rajasthan were visited as a partof monitoring.

1.1.4 NGC in the Eastern Region

CEE provided support to the NGC MasterTrainers’ training programme in Odhisawhich was held at the Regional Museum ofNatural History, Bhubaneswar. The CEE teamfrom the NGC Secretariat was invited asresource persons by Centre for EnvironmentalStudies (CES), the State Nodal Agency forOdisha, for the workshop. The workshopwhich was an orientation for the mastertrainers to develop activities forimplementation in schools had 180participants from across the state.

1.1.5 NGC in the North- East Region

Meetings were held with the SNAs of Assam,Manipur, Mizoram, Nagaland, Tripura andSikkim to discuss the activities for the year2014-2015. Meetings were also held in thesestates to identify case studies for a publicationon best practices.

Coordination and Outreach Activities: CEENorth East celebrated World Biodiversity Dayon May 22, 2014 with eco-club members of theThe Lalpuithluaii Foundation School of theChurachandpur District, Manipur. Around1200 students from 44 NGC schools in fivedistricts of Assam participated in the PCRApainting and essay competitions. Variousradio programmes were held for eco-clubs ondays of environmental importance. A televisionprogramme titled ‘Importance ofEnvironmental Education’ was telecast byDoordarshan Programme Production Centre,North East (PPC-NE) on March 20, 2015. Dr.

Simanta Kalita from CEE North East (AssamState Resource Agency) and Mr. JaideepBaruah, Head, Environment Division, AssamScience and Technology Education Council(ASTEC) (Assam State Nodal Agency)participated in the discussion on the evolutionof Environment Education (EE) in India, EE inthe school curriculum and project basedlearning mode followed by eco-club schools.

Training: CEE North East provided support toa series of eight refresher workshops for teacherin-charges of 612 eco-clubs. The programmewas held during March 24-30, 2015 in all thedistricts of Tripura. The ENVIS Centre at theForests, Environment and WildlifeManagement Department, Government ofSikkim (NGC Nodal Agency in Sikkim)organised a two day eco-club teachers trainingprogramme on November 27-28, 2014. CEENorth East team provided the resource personfor the training.

Monitoring: Monitoring visits conductedinclude 32 schools in Assam, 16 in Manipur,11 in Mizoram and 30 in Tripura.

1.2 Paryavaran Mitra Programme2014-2015

Paryavaran Mitra programme is an initiative ofCEE in partnership with the Ministry ofEnvironment and Forests and ArcelorMittalIndia. It is a nationwide initiative to create anetwork of young leaders from schools acrossthe country, which has the awareness,knowledge, commitment and potential to meetthe challenges of environmental sustainabilityin their own spheres of influence.

The programme initiated in 2008-09 as acampaign on Climate Change Educationcalled ‘Pick Right-Kaun Banega Bharat kaParyavaran Ambassador’ has been developed

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as the flagship school programme that bringstogether CEE’s 30 years’ experience in EE andESD.

The Paryavaran Mitra programme reaches outto more than 219888 schools who havereceived the its resource material and arecarrying out action projects focusing on localenvironmental issues in five themes: Waterand Sanitation, Biodiversity and Greening,Energy, Waste Management, and Culture &Heritage. The programme encourages schoolsto qualitatively enhance their learningsthrough project based methods and share theirexperiences.

1.2.1 Paryaravan Mitra Puraskars –2013 & 2014

Exemplary work done by schools, teachers andstudents is being recognised through theParyavaran Mitra Puraskar (Paryavaran MitraAwards).

1.2.1.1 Paryavaran Mitra Puraskar 2013

In all, about 2500 schools responded andsubmitted their entries in school, teacher andstudent categories. Through a process ofscrutiny at state level by experts in the field ofeducation and environment that includedgovernment officials, 96 schools, 65 teachersand 57 students were nominated for thenational level Puraskar. A National Committee,comprising of eminent experts in the field ofeducation, environmental education andenvironmental solutions, short listed 15schools, 14 teachers and 15 students for theParyavaran Mitra Puraskar at the national level.The Puraskar for the year 2013 was awarded atCEE Ahmedabad on October 14, 2014. Fourbest schools, teachers and students wereawarded.

Best Schools

1. Gopal Krushna High School, Subalaya,Odisha

2. Anglo Bengali Inter College, Allahabad,Uttar Pradesh

3. Kasturba Gandhi Balika Vidyalaya,Malihabad, Lucknow, Uttar Pradesh

4. F.D. High School, Maktampur, Ahmedabad,Gujarat

Best Teachers

1. Amit Sengupta, Government High School,Kikruma, Nagaland

2. Arun Kumar Sahu, Government GirlsSenior Secondary School, Balod,Chattisgarh

3. Ambrish Tiwari, Rajkiya Kanya MadhyaVidyalaya, Sasaram, Rohtas, Bihar

4. Pramod Kakde, Seth Joti Prasad Vidyalaya,Daund, Taluk Daund, District Pune,Maharashtra

Best Students

1. Apurv Lele, Sheth Jotiprasad Vidyalaya,Daund, Maharashtra

2. Aishwarya P, Bharatiya Vidya Bhavan’sPublic School, Jubilee Hills, Hyderabad,Andhra Pradesh

3. Hansi Patra, Phulbari Sitala High School,Sagar, South 24 Parganas, West Bengal

4. Anushka Kale, Manasarovar PushkaraniVidyashrama, Mysore, Karnataka

1.2.1.2 Paryavaran Mitra Puraskar 2014

Paryavaran Mitra Puraskar 2014 was launchedin partnership with the Regional Institute ofEducation, Ajmer. The felicitation event heldat Ajmer, saw participation of about 200

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teachers and students shortlisted in thecategory of school, teacher and student. Thefollowing were identified as the bestperforming participants.

Best Schools

1. Bharatiya Vidya Bhavan’s Public School,Vidyashram, Jubilee Hills, Hyderabad,Telangana

2. Mpups Regalla, Regalla, Kothagudem,Khammam, Telangana Andhra Pradesh

3. Purva Madhyamik Vidyalaya, Itaunja, B KT Lucknow, Uttar Pradesh

4. Army Public School, K. Kamaraja Road,Bengalure, Karnataka

5. St. Kabir School, Branch Naranpura,Ahmedabad, Gujarat

6. Rajkiya Madhamik Vidyalaya, DhandalLekhu, Post Narwasi, Tehsil Rajgadh,District Churu, Rajasthan

Best Teachers

1. Meena Kapoor, Purva MadhyamikVidyalaya, Lucknow, Uttar Pradesh

2. Saruparam Mali, Rajkiya SecondaryVidyalaya, Sirohi, Rajasthan

3. Rati Agrawal, Rachana School,Ahmedabad, Gujarat

Best Students

1. Muskan Agarwal, Gwalior Glory HighSchool , Gwalior, Madhya Pradesh

2. Sarath Babu V, G H S S Pilicode, Kasargod,Kerala

3. Amit Prasad Sahoo, B M High School , OldTown, Bhubaneswar, Odisha

4. Abhishek Dubey, Sos Hermann GmeinerSchool , Varanasi, Uttar Pradesh

5. Abhinav Mishra, Kendriya Vidyalaya,Gomti Nagar , Lucknow, Uttar Pradesh

6. Abhishek Rudra, Delhi Public School,Greater Noida, Uttar Pradesh

7. Prabhleen Bhatia, La Martiniere Girls’College, Lucknow, Uttar Pradesh

8. Swagath R. Swamy, Rachana School,Shahibaug, Ahmedabad, Gujarat

9. Lakhinana Niharika, Sri Z P High School,Kasibugga, Srikakulam, Andhra Pradesh

10. Maanya Chaudhary, Seth AnandramJaipuria School, Vasundhara, Ghaziabad,Uttar Pradesh

11. Isheen Agarwal, Rachana School,Shahibaug, Ahmedabad, Gujarat

1.2.2 Paryavaran Mitra Campaigns andActivities

Swachh Bharat Abhiyaan: Supporting thePrime Minister’s vision of a clean India,Paryavaran Mitra, SAYEN and CEE launchedthe ‘I am Swachh I am Swasthh’ Campaign fromNovember 14, 2014. This initiative encouragesschools and youth to go beyond the symbolismand temporary action and focus on sustainedactions towards sustainability at the schoollevel as well as individual student and youthlevel.

Hand Print Commitments – Video Challenge:In partnership with Earth Day Network - India,a nationwide campaign was launched on thetheme of “It’s my turn to lead now’’. This is asocial media campaign to encourage schoolstudents to play a catalyst role to spearheadthe environmental awareness activities amongtheir school authorities, families and in theirneighborhood. In the process, studentsexplored and prioritised the issues in and

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around the school. About 70 schools sharedtheir commitment for next academic year.

Paryavaran Mitra Programme showcased atUNESCO-ESD Conference: Paryavaran Mitrawas one of the 25 Handprint project storiesfrom across the world selected for showcasingat the end of the Decade of Education forSustainable Development (DESD) conferenceheld in Nagoya during November 9-11, 2014.Paryavaran Mitra was also showcased amongstthe five best ESD projects from India.Paryavaran Mitra Young Leader for ChangeAnushka Kale’s action project facilitated byCEE was selected for this. The project “GoodPractice Stories on Education for SustainableDevelopment” of UNESCO is aimed to buildmomentum for Education for SustainableDevelopment (ESD) and document theknowledge of innovative ESD initiativesacross India. Paryavaran Mitra is one of thelargest handprint projects with schools inIndia.

Paryavaran Saathi - An online communicationplatform for educators: This service uses theinternet and mobile telephony to resolvequeries of educators related to EE/ESD andreach out to schools and teachers in thenetwork. The aim of the platform is to provideonline support for educators to effectivelytransact EE/ESD in schools. The service waslaunched on October 14 and is now open infour languages: English, Hindi, Marathi andGujarati. It will be available in all major Indianlanguages shortly. The toll free number forthis service is 1800-3000-0996.

Website: Paryavaran Mitra website continuesto be the platform for teachers/schools to beupdated on the latest information about theprogramme and to access a wide variety ofresources related to the programme.

Newsletter: The monthly newsletter coveredseveral handprint actions from the Puraskarawards and from campaigns. The newsletteris also a medium to provide teachers withideas for Handprint actions in the schools.

Publications about the Programme:

Gregory, A., Sharma, P. (2015) Changing role ofthe teacher in building environmental leadershipskills amongst students - experiences from studentenvironmental action. Presented at the ThirdInternational Conference of Creativity andInnovation at the Grassroots. January 2015.

Sharma, P., Gregory, A. (2015). Learning to LiveSustainably: Reflections based on the ParyavaranMitra programme. Learning Curve, Issue XXIVAzim Premji University

1.2.3 Paryavaran Mitra – CEE AndhraPradesh (AP)

CEE AP has implemented Paryavaran Mitraprogramme with the objective to encourage allGovernment Primary Schools (PS), UpperPrimary Schools (UPS) and Zilla ParishadHigh Schools (ZPHS) to initiate school levelactions towards Sustainability and ClimateChange - on the themes of biodiversity, wastemanagement, culture and heritage, energy andwater conservation.

State Level events were organised separatelyin two states - in Andhra Pradesh and in thenewly formed Telangana state with the supportof Sarva Shiksha Abhiyan (SSA)SSA of bothstates. SSA AP has taken the initiativen toimplement Paryavaran Mitra programme in the13 districts of Andhra Pradesh. CEE hasoriented 134 District Resource Persons (DRPs)on the programme objectives andimplementation strategy. Materials weredistributed to 500 schools; 100 reports werereceived.

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1.2.4 Earthian – Paryavaran MitraProgramme

Building on the successful engagement of CEEand Wipro during 2013-14, it was decided totake forward the collaboration on the agendaof environment education and sustainabilityeducation across schools and colleges. Wiproand CEE joined hands to work togetherthrough the Earthian initiative of WIPRO andParyavaran Mitra initiative of CEE.

The partnership involved the schools in theParyavaran Mitra network, particularlygovernment schools with Hindi as themedium of instruction, in activities related tothe issue/theme of water. This partnershipprogramme was implemented in the states ofUttar Pradesh, Bihar, Rajasthan, Gujarat,Chattisgarh and Uttarakhand.

The activities under the project involveddevelopment of an Earthian brochure andtranslation of the Earthian booklet into Hindifor dissemination in schools anddissemination of Earthian material to 6000schools in the Paryavaran Mitra network in theabove mentioned states. It also includedtraining of 800 teachers from selected schoolsin these states to facilitate projects/activitieson water in their schools and submission of300 entries from schools in the above states.

Based on the strategy adopted by CEE team for2013-14, the Earthian-Paryavaran Mitraprogramme strategy for the current year wasreviewed and discussed during an internalmeeting held in July 2014. As part of thestrategy, CEE team decided to work with theexisting network and partnerships of theParyavaran Mitra programme in the identifiedstates. In view of the feedback received fromteachers and schools, CEE team developedbrochure about the programme and also helped

in the translation and adaptation of the bookletinto Hindi. A webpage was also created onwww.paryavaranmitra.in along withinformation being shared through newsletters.

The strategy was adapted for each state as theParyavaran Mitra programme itself has evolvedorganically from CEE’s experiences since thelast 30 years in different parts of the country.A meeting of CEE team members from thestates involved in the programme was held inLucknow to discuss and formulate the schoollevel activity, the time line and state specifictargets. Though the programme was initiatedin August, the delay in receiving the watertesting kits posed a challenge in disseminatingthem to schools. Against the target of reachingout to 6000 schools with Earthian material,much more than 6000 schools were sentmaterial through post or during face to facetraining.

Against a target of 800 teachers to be trainedunder the programme, over 982 teachers werecovered through the training programmes.Around 282 activity reports were received fromschools at the end of the programme, fromwhich CEE team shortlisted 42 reports fornational level evaluation. The evaluationcommittee selected eight reports as nationalwinners and four reports as runners up.

Uttar Pradesh (UP): The strategy adopted inUP was to use the existing network of schoolswhich included those involved in NationalGreen Corps, Children’s Forest Programmeand Ganges River Dolphin ConservationEducation Programme, and to involve CEE’spartner organisations who have worked withschools in implementing the Paryavaran Mitraprogramme in various districts of the state.CEE team identified various districts forconducting teachers’s training through which225 teachers were covered. Material was sent

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out to 2000 schools. Over 80 reports weresubmitted by schools in the state out of whichnine were shortlisted for national scrutiny.Five schools from these made it to the finalwinner school list.

CEE North organized a series of four teachertraining workshops across Uttar Pradesh inAugust 2014, as part of this programme withits focus on ‘Water and Sustainability’. Theworkshops were attended by more than 250teachers from Allahabad, Kaushambi, Meerut,Muzzafarnagar, Pilibhit and Lucknow. Theobjective of these workshops was to developan understanding among teachers aboutenvironmental education, its curriculumlinkage, components of ‘Earthian’ andParyavaran Mitra Programmes and the role ofschools in participating and implementingthese programmes in their respective schoolsand communities.

The first workshop was held in Lucknow inpartnership with Regional Science Citywithover 50 teachers from urban and rural schoolsparticipating. A retired Scientist from CentralGround Water Board spoke about theimportance of rainwater harvesting. Thesecond workshop was organised at Pilibhit,with 90 teachers participating, where theimportance of a teacher in motivating childrento take initiatives as also with waterconservation efforts was discussed. The thirdworkshop held at Kaushambi had over 60teachers from Kaushambi and Allahabadparticipating. The fourth workshop was heldin collaboration with Bharat Uday EducationSociety in Meerut where again more than 50teachers participated from Meerut andMuzaffarnagar districts.

Chattisgarh: A threefold strategy was adoptedhere: involving National Green Corps (NGC)Master Trainers to identify and draw up a list

of active schools; announcing anddisseminating information about theprogramme through district education officesand during teachers’ training; and personalvisits to the schools to announce theprogramme and directly enroll them in it.Earthian material was disseminated to 500schools and over 175 teachers were trained.Sixteen schools submitted their reports ofwhich two were shortlisted for national levelevaluation.

Rajasthan: The schools involved in ParyavaranMitra programme were mainly targetedthrough CEE Jaipur team and Rajasthan StateBharat Scouts and Guides (RSBSG) as the nodalagency for implementation of activities atschool level. For capacity building of selectedteachers, six districts were short listed inconsultation with RSBSG. CEE team also usedprint media for circulation of information. Anarticle was published in Scout Guide Jyoti,newsletter of RSBSG, with information aboutthe opportunity. Other fora like NGC andParyavaran Mitra trainings, events andmeetings of district implementation andmonitoring committee were also utilised toshare the information. The Earthian materialwas shared with over 1870 schools andtraining was organised for over 256 teachers.Over 90 reports were received from schoolswho participated in the programme fromwhich 11 reports were shortlisted for nationalscrutiny. One school figured in the winninglist and one in the runner up list.

Bihar: The strategy adopted in Bihar was towork with CEE’s existing network of schoolswhich included Ganges River DolphinConservation Education Programme andNGC. Some active NGC Master Trainersprovided their support in selecting schools toimplement the programme. As over the yearsCEE North has developed a good network of

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civil society groups actively working withschools, this network was also utilised to takethe programme to a large number of schools inselected districts. Material was sent to 1150schools and over 138 teachers were trained.Over 46 schools submitted their reports fromwhich three were shortlisted for nationalscrutiny: one school was selected as winnerand two as runners up.

During September 2014, two one day TeacherTraining Workshops (TTW) were organisedby CEE North in collaboration with GramPragati at Bettiah, West Champaran andMotihari, East Champaran. The response andenthusiasm of the schools was evident fromthe strength of the crowd – 125 teachers from90 schools attended the workshop; many ofthe participants had no prior association withCEE.

Notably, a school from Sasaram, an awardwinner, had promoted water harvesting intheir school campus along with soak pits invarious places. The eco-club teacher in-chargeof this school took active lead and guidedseveral schools of the district to work for waterand biodiversity campaigns.

Gujarat: In Gujarat, CEE team is activelyworking with a school network underParyavaran Mitra and Create to Inspireprogrammes. CEE team conducted a trainingprogramme covering 60 teachers. Over 24schools submitted their activity report fromwhich 11 were shortlisted. One school eachwas selected as winner and runner uprespectively.

Uttarakhand: CEE team working withHimalayan states joined hands to take up theprogramme in selected districts ofUttarakhand with widespread mailing andface to face trainings. Schools which were part

of CEE’s local initiatives related to disasterrisk reduction education and medicinal plants,were involved in the Earthian programme.Earthian material was disseminated among480 schools and 98 teachers were trained. Over26 reports were submitted by schools fromwhich one was shortlisted for national levelscrutiny.

Based on the 2014-15 experience, the nextphase of partnership between Earthian andParyavaran Mitra is currently under discussionbetween CEE and WIPRO.

Andhra Pradesh

CEE Hyderabad office implemented theEarthian – Paryavaran Mitra programme in acampaign competition mode to encouragestudents to understand the importance ofplanting native species and conserving them.The programme was implemented in both thestates – Andhra Pradesh and Telengana - withthe support of NGOs and with a target of 1000schools. Around 600 reports were receivedfrom schools of both states. To mark theInternational Day of Biological Diversity, 600schools from both the states and NGOs wereengaged in planting around 10000 saplingswere planted in both the states.

1.2.5 Earthian - Paryavaran Mitra: Water andSustainability Programme – CEE Himalaya

CEE Himalaya organised a three daysensitisation and capacity building workshopon Earthian - Paryavaran Mitra – Water andSustainability programme in collaborationwith the Education Department at the BlockResource Centre office in Dunda, Chinyalisaurand Bhatwari blocks of Uttarkashi, duringSeptember 11-13, 2014. Around 110participants attended the orientationworkshop which focused on activity based

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learning programme for schools and collegeson sustainable use of natural resources.

The detail block wise participation is presentedin the figure below:

The programme schedule was kept the samefor all the 3 Blocks. On September 11, 2014, atthe Block Office in Dunda, Team CEEwelcomed all the participants and shared theagenda of the orientation programme. Adocumentary produced by CEE of SankalpDiwas in memory of the flash flood victims ofJune 13 in Uttarakhand was screened to createawareness in the audience about water relatedissues. The participants were involved in anice breaking activity that also helps highlightdifferent ways of thinking. Sumit Verma ofCEE made a presentation covering variousaspects like – availability of water, percentageof fresh water, use of water for life support,limitation of ground water, future withoutwater and related topics. This was followedby documenting the expectations of theparticipants from the orientation programme.

In the next session, “Earthian - Sustainability& Water – an activity based learningprogramme for schools and colleges” wasintroduced and discussed in detail. A brochureand book on it was shared with the teachers.CEE Himalaya team also talked about the

Earthian award for which schools will beselected based on their submitted reports. CEEalso intends to engage with the award winningschools and colleges over a sustained periodof time to help integrate sustainabilityeducation in a holistic way, involving bothteachers and students.

A game titled ‘where does our water comefrom’ was played with the teachers throughwhich the source/s of water used in homeswere identified. This helped participantsunderstand that provision of water is animportant service provided by the government;and that water is becoming a commercialproduct. The teachers identified natural springand government water supply as the source oftheir water, and also said that they storedwater in tanks, buckets and drums for domesticpurpose.

After this game, the process of preparingeffective reports was discussed and previousyear’s reports shared with the participants.The action plan and time line for reportsubmission were also discussed with theteachers, with November 15 being the last date.In the open group discussion that followed,teachers discussed the traditional water flourmill called Gharat which is operated by watersprings and utilises a stream’s kinetic energyto turn the shaft of the mill. The value of treeswas also discussed with the participants. Allthe teachers received participation certificatesat the end of the programme.

1.3 Ganges River Dolphin –Conservation EducationProgramme

Ganges river dolphin (Platanista gangeticagangetica) is listed as Schedule 1 species in theWildlife Protection Act 1972 and recognised

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as “Endangered” by IUCN. CEE North hasbeen working on the species since its inceptionas part of its river conservation initiatives.Being declared as a national aquatic animal,CEE team felt a need to give a strong impetusto its conservation by presenting this shy andendangered species to school children andother stakeholders, and most importantly toour nation. As a result, CEE with the supportfrom Ministry of Environment and Forests(MoEF) has initiated and implemented a twoyear Ganges River Dolphin – ConservationEducation Programme since July 2010 wherea total of 20 project locations were identifiedalong the Ganges and Brahmaputra riversystems in four states - Assam, Bihar, UttarPradesh and West Bengal.

Based on Phase I experience, CEE isimplementing Phase II of the programme withsupport from the National Mission for CleanGanga (NMCG), National Ganga River BasinAuthority (NGRBA) under the Ministry ofWater Resources, and Ganga Rejuvenationand River Development (GRRD). This Phase IIof the project is titled “Educating Schools andCommunity for sustainable actions forconserving the habitat of Ganges RiverDolphin along Ganga River Basin”.

As part of the school component, CEE Northis working on 20 locations in the Ganga Basincovering 10 locations each in Uttar Pradeshand Bihar, while under the communityinitiative CEE is working with five villageseach at Bahraich and Bettiah in both States.

1.3.1 School Interventions

Selection of Project Locations: For the schoolcomponent under the project, CEE teamreviewed the suitability of the earlier locationsand responses from the area. Based on thepresence of Ganges river dolphin in the river

and need for such a programme in the area, 20project locations were identified in UttarPradesh and Bihar. The 10 locations selectedin UP were: Hastinapur (Meerut), Bijnore,Jarwal, Katerniaghat and Mahsi in Bahraichdistrict, Gonda, Faizabad, Etawah, Allahabadand Varanasi. The 10 locations in Bihar wereSupaul, Begusarai, Bhaglapur, Bagaha andBettiah (West Champaran), East Champaran,Muzzafarpur, Gopalganj, Patna and Saran.Along with this, community locations werealso selected in both the States.

Orientation Workshop: In June 2014, a twoday orientation workshop was organised byCEE North in association with Directorate ofEnvironment (DoE), Government of UttarPradesh, where the CEE team shared itsexperience of working on the Ganges riverdolphin programme. Principal ChiefConservator of Forests, Wildlife, UP ForestDepartment, addressed the participants andspoke about the need for such an educationand awareness initiative for speciesconservation. A senior environment specialistfrom NMCG gave a brief introduction toNGRBA and Ganga Action Plan phase 1 and2 with respect to conservation of Ganga andthe dolphin. The Agriculture ProductionCommissioner and Principal Secretary,Environment and Forest, in the concludingsession, dwelt on the usefulness of theworkshop and shared some examples ofBiodiversity Conservation with respect torivers with a focus on sustainabledevelopment. Over 30 participantsrepresenting 15 NGOs from UP and Biharparticipated in the workshop, in which projectlocations and respective partner NGOs werefinalised. A Memorandum of Understandingwas signed to initiate the activities in eachlocation which included enrollment of school,teacher training workshop, activities at school

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and community level, cluster level awarenessevent and school reports.

School Enrollment and Teacher TrainingWorkshop: As part of the programme, in eachschool cluster location, over 35-40 schoolswere enrolled by partner NGOs with supportfrom Education department. These dolphincluster schools were located close to the riverat 3-5 km distance. A two days teacher trainingwas conducted in the project locations; 15 suchworkshops were conducted by CEE North withthe partnership of NGOs and EducationDepartment in UP and Bihar. Each workshoporiented teachers on the formation of dolphinclubs in their schools, conducting curriculumfocused classroom activities using the dolphineducational package and organising schoollevel and community level awarenessprogrammes.

The first workshop was held in Varanasidistrict in August 2014, in association withthe NGO Vikas Evam Shikshan Samiti (VESS),Varanasi. It was attended by 30 teachers from26 schools. A dolphin expert from BanarasHindu University addressed the teachers andgave an overview of the species and its habitat.CEE North team members conducted varioustechnical sessions and oriented the teacherson using the education package in classroomteaching. They further guided schools inpreparing their school action plan. A schoolin the cluster was selected as Ganges RiverDolphin - Education Resource Centre where aset of educational resources including PaniParikshan Kit and Manual, Dolphin AwarenessCampaign Banner, set of posters, referencebooks, etc. were provided for the use of clusterschools. Each cluster developed their strategyfor dolphin awareness activities.

During September - March 2014, over 14workshops were organised covering the project

locations in UP and Bihar, with more than 550teachers participating. During training, eachteacher was provided with the educationalpackage consisting of a dolphin activity book,display poster, dolphin badge, stickers andbook marks.

1.3.2 Dolphin Cluster AwarenessProgramme

As part of dolphin programme, school clustersat different location in Uttar Pradesh and Biharorganised cluster level events which includeddolphin awareness rally, ghat cleaningcampaign, exhibition, nukkat natak, cycle rally,save dolphin - save Ganga pledge campaign,etc. Dolphin schools, along with the local NGOand other partners, organised dolphinawareness activities on environment relateddays and on the occasion of river relatedfestivals. The cluster level awarenessprogrammes were held at 10 dolphin locationsincluding. In some of these competitions likeessay writing, painting and quiz were alsoconducted. Exposure visits were organised forstudents and teachers at river banks wherelearning-with-fun activities were conducted.More than 2500 children from dolphin clubstook part in these events where many of themhave creatively expressed their thoughts aboutdolphins in the form of models, drawings,songs, poems, etc.

1.3.3 Ganga Manthan - NationalDialogue on Ganga

A Ganga Manthan Conference was held in July2014 at Vigyan Bhawan in New Delhi,organised by National Clean Ganga Mission,Government of India. Participants numberedmore than 1000 and included renownedsaints, naturalists, NGOs, technocrats,government and public representatives.Representatives of CEE North along with nine

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partner NGOs of the Ganges river dolphinproject took part in the conference.

Three group consisting of NGOs,environmentalists, educationists, technocrats,saints, public representatives andadministrators were formed and consultationswere held. CEE team along with dolphinpartner NGOs and 200 participants took partin one such consultation-discussion. Eachgroup came up with many ideas andsuggestions which would be integrated inupcoming endeavours of the Ministry of WaterResources, River Development and GangaRejuvenation.

1.4 Children’s Forest Programme(CFP)

Children’s Forest Programme (CFP) is a projectinitiated in six districts under the UttarPradesh Participatory Forest Management andPoverty Alleviation Project (UP-PFMPAP) ofUP Forest Department supported by JICA in2010. CEE North has been implementing CFPin Lucknow District of UP. CFP aims to createunderstanding among children about thevalue of trees, and to motivate and supportthem to plant saplings in school campus aswell as ensure their protection. The programmefocuses on engaging children, teachers, schoolmanagement and local community inmeaningful action to promote environmentconservation.

With the overwhelming response in the sixdistricts where the project was implemented,Phase II of the programme has been introducedwith seven more districts being selected forthe CFP initiative. CEE North now hasresponsibility to implement the programme inBareilly District in this phase, along withLucknow.

Lucknow District

In April 2014, CEE North, under its CFPprogramme, celebrated Earth Day at theRegional Science City (RSC), Lucknow. Withthe focus on the theme of “Green cities”, CEEand RSC organised a quiz and paintingcompetition. More than 400 students andteachers from 29 schools of Lucknowparticipated in the event, which sought tosensitise the students and teachers to thecauses and negative impacts of climate changeand their role in making their cities cleanerand greener.

In July 2014, CEE North was invited to shareits experience of implementing CFP inLucknow during a State level Annual ReviewMeeting of UP-PFMPAP. CEE team made apresentation on the activities being conductedin 100 schools of Lucknow as part of CFP. Thepresentation also highlighted how ruralschools have been active in the project andshowcased positive stories. An exhibition wasarranged by CEE displaying variouseducational material and green products madeby CFP schools.

In July 2014, on the occasion of InternationalTiger’s Day, CEE North invited CFP schools toattend a state level event - a paintingcompetition jointly organised by CEE North,UP Forest Department and Uttar Pradesh TigerConservation Authority. More than 250students from 10 schools participated in theevent. Students were given the topic of ‘SaveTiger- Save Forest’ for the paintingcompetition. Hon’ble Minister for Forests andWildlfie, Shri S. P. Yadav, viewed the students’paintings and was very happy to see theirattachment to wildlife. He also appreciatedthe efforts being taken by CFP schools to maketheir school campus clean and green.

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During July to September 2014, CEE initiatedthe fourth round of tree plantation in Batch A,third round of plantation in Batch B andsecond round of plantation in Batch C of CFPschools. Prior to plantation, CEE finalised alist of indigenous species available with thenearby nurseries and suitable for the district’ssoil condition. Students came forwardvoluntarily to take up the preparation,plantation and care of the plants – their ownand those on the campus. Students werebriefed about the plants being planted andtheir importance. In each school, students whowished to plant a tree at home were givensaplings for the same.

In October 2014, CEE North organised anEnvironment Awareness Programme for CFPschools of Lucknow, with the objective ofeducating students to promote on green habitsof consumption so that they can reduce theirecological footprints and increase their handprint. Over 100 students from eight schoolsparticipated in painting, poem writing, sloganwriting and environment quiz competitions.All the participating schools shared theirviews and the initiatives taken up by themtowards environment conservation andawareness. This helped in sharing ideasamong schools for better planning of theiractivities.

From October 2014 to March 2015, CEE teamregularly interacted with schools on survivalof plants, environment action planimplementation, environment awarenessactivities and self assessment, as well asparticipation in Yuva Paryavaran Leader,Earthian and Paryavaran Mitra initiatives.

In January 2015, as part of CFP, CEE organiseda painting competition in Lucknow Districtprior to World Wetlands Day. School teamsfrom over 10 schools participated in this. CEE

team conducted an orientation session througha photo story, explaining the theme for the day‘Wetlands - Save Our Future’. Winning entriesreceived prizes during the event.

Bareilly District

As CEE was given the responsibility ofimplementing CFP in Bareilly District in PhaseII, activities were initiated in November withselection and identification of CFP schools. Aseries of networking meetings were held withEducation and Forest departments. InNovember 2014, representatives of CEE madea presentation to the wardens of KasturbaGandhi Balika Vidyalaya of Bareilly District.The presentation gave an overview of the CFPprogramme and the role of schools in it. Somesuccess stories of Lucknow CFP schools werealso shared. All the schools were keen to jointhe programme and be part of the campaign tomake their schools a green campus. Apresentation was made to the DistrictMagistrate and a date was fixed to formallylaunch the programme in the district.

In December 2014, CEE North organised thelaunch event for the CFP with support fromBareilly Forest Division. CFP was introducedto the key stakeholders of the project in BareillyDistrict. Over 200 participants includingschool teachers, students, forest and educationdepartment officials, media representative andothers participated in the launch. The chiefguest of the event was the ADM, who, in hisinaugural address, spoke about theinterconnectedness of all living beings andnon living matter, and the direct connectionplants have to availability of water andtemperature, and also their usefulness as asource of income. The CFP initiative conveysa very important message when each childplants and adopts a tree.

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The Regional Coordinator of CEE North gavean overview of the CFP programme and sharedCEE’s experience with CFP in LucknowDistrict. A brochure developed on theprogramme in Hindi was also released duringthe function. The students who had beenselected as winners in the PCRA competitionswere given prizes.

1.4.1 Enrollment and Orientation ofCFP Schools

CEE team divided the district into five zonescovering various blocks. In consultation withthe Education Department, CEE teamshortlisted schools visited them. Based oncriteria including interest of school, plantationspace, boundary wall and community linkage,50 schools were enrolled for the programme.CEE team then conducted an orientationsession in 30 schools, deliberating on theimportance of forests and how a mini forestwould be created in their school. As a nextstep, CEE team planned a day long naturetours for schools.

1.4.2 Nature Tour for CFP Schools

CEE team, based on three shortlisted sites/locations for a nature tour for schools, selectedIndian Veterinary Research Institute (IVRI)campus for the same in consultation with theForest Department.

During February, over 350 students andteachers from four schools participated in thenature tour. The IVRI has a lush green campuswith a variety of tree species, a mini zoo,demonstration of sustainable options such asvermi composting unit, organic farmingtechniques, pisciculture, etc.

CEE team conducted five nature tours duringFebruary and March for Kasturba Gandhi

Balika Vidyalya, in which over 500 studentsalong with 20 teachers participated. Naturetour provides an opportunity for the studentsto explore nature, watch the stories they haveheard about wildlife turn real, and get exposedto the ambience of nature and relate themselvesto its elements. It provides a unique experientiallearning opportunity to the CFP action teamwith nature being explored through differentactivities, educational games and a naturetrail. It was also planned in a way that it wasfull of fun as well as a learning experience forthe students as they also acquire knowledgeabout the flora and fauna of the area.

1.4.3 Environment Awareness Events

A painting competition was conducted inJanuary 2015 as a pre event to Word Wetlandsday in which 200 students from 20 schoolsparticipated. During March 2015, CEE Northorganised an awareness rally with the schoolsat Bareilly to commemorate the World SparrowDay, with 180 students and eight teachersparticipating. Representatives of CEE Northbriefly introduced the importance ofcelebrating this day and participants alsoshared their views about the species –especially that house sparrows are foundeverywhere from cities to farms; they like tolive near people; and prefer to nest in holes inbuildings.

1.5 Global Citizenship forSustainability (GCS) Marine –Project 1600

CEE, with support from International Unionfor Conservation of Nature (IUCN) - Mangrovefor Future (MFF) and the Adani Group, hasdesigned, developed and initiated the GlobalCitizenship for Sustainability (GCS) Marine -which is an action research-based

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sustainability education programme forschool-communities across countries. GCSMarine offers a template of exchange andengagement across diverse cultures, and incountries and regions at different points in thedevelopment continuum.

The programme offers an exciting andchallenging opportunity for students to workon sustainability issues along their coast andbuild leadership and problem solving skills. Itconnects schools on a global level to work oncommon coastal and marine sustainabilityissues through a seven step Learning Journeymethodology. The GCS process seeks toprioritise values education, the building ofpartnerships, as well as innovative ways ofpooling resources and involving students inproblem solving.

Currently, as part of GCS Marine, 10 schoolsalong the Gujarat coast are connected with 10schools along the Queensland coast inAustralia. This connection is uniquely referredto as the Project 1600 (symbolizing 1600 km ofthe Gujarat coastline). With the support ofMFF, the above programme has also beeninitiated in Tamil Nadu with the partnershipof Tamil Nadu Environment Department innine schools from Ramanathapuram, Chennaiand Puducherry; in partnership with the StateEducation Research and Training (SCERT)with one school in Goa; and in partnershipwith the Gujarat Pollution Control Board(GPCB) with 10 schools in Gujarat. Theprogramme has a partnership withinternational organisations like UNESCO,CBD, the Central Queensland University andGlobal Learning Centre in Australia.

A key feature is the GCS Website (http://ceegcs.org/GCS/client/index.php) whichprovides a platform for the participatingschools to exchange information and

experiences with their paired school fromanother country or region. Teachers andexperts can also join the discussion forum;join webinars; use and upload relevant e-resources like audio, video, images,presentations, documents, etc.

GCS Marine Project 1600 - Activities

During the period under review, CEE Australia(CEEA) developed project plans for the GlobalCitizenship for Sustainability Project withsupport from the Adani Group. Newproposals were discussed at meetings held inBrisbane in November 2014 along withongoing project developments with CEEA’sproject partners at the Global Learning Centre.

In February 2015, a series of meetings wereheld with the Central Queensland University(CQA) in Bundaberg, Queensland resulting inthe signing of an MoU between CQU, CEEIndia and CEE Australia on a range of projectproposals spanning teacher training, GCSresearch and other areas including agriculturalresearch and extension.

Activities continued on GCS as reported below.

1.5.1 Initiating GCS marine on-sitetrainings in schools

For the present academic year, instead ofholding centralised teacher trainingworkshops, CEE Mentors facilitated on-site,place and project based learnings directly withteachers and students in their school. Thisapproach consisted of: recce, field visitfacilitation, GCS committee formation andaction plan formulation.

i. Recce: Initially, the mentor conducts a recceof the possible field sites to get an overallunderstanding of the area as well as to

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ascertain whether the area is safe for thestudents to visit.

ii. Field facilitation: The next day the mentoraccompanies the students and the teacherto a pre-decided site where the studentsare trained to conduct a recce and identifythe local community resources and, ifpossible, get the contact information of alocal person to help during the project andalso be a part of the GCS Committee.

iii. GCS Committee Formation: On the lastday, the GCS Committee is formed whichcomprises of a teacher and 6-7 studentsfrom classes 7 to 9.

iv. Project Selection and Formulation of theAction Plan: The GCS Committee discussesthe field visit undertaken on the previousday, shares experiences and learnings andidentifies sustainability issues. This leadsto a discussion for selection of the project

topic. Once the topic has been decided,the mentor facilitates the formulation ofthe action plan for the implementation ofthe project and helps in drafting a timelineand resource need and also helps inlocating the resources.

v. A baseline survey prepared by the team inAustralia was altered according to theIndian context and emailed to all theschools prior to the mentor visit. All thestudents coming for the field visit wererequired to fill the survey before theyembarked on the learning journey of theproject. This survey served the purpose ofunderstanding the students’ point of viewtowards sustainability and marineecosystem and their basic knowledge onthese topics. This survey will also act as atool to measure the change in theperception as well as basic knowledgegained post project.

Table 1: GCS Committee of Schools in India

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1.5.2 Project Implementation by Schools

Each school has formulated their project action plans and is implementing it as per theirtimelines. These are further reported in the GCS Website. Each school has been further pairedwith a school from Australia as mentioned in table below:

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Students of Aditya Birla Public School - Bharuchconducting an awareness rally in Bhadbhut Village

Students of Tata Chemicals DAV school

Mithapur learning about the coastal ecosystem

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1.5.3 Facilitating Online StudentLearning and Exchanges

The GCS Website is the main feature for onlineexchange of students’ project experiences andonline learning. This feature brings a globaloutlook to the project that the students areundertaking. It also gives scope to enrollexperts and other mentors to the project andalso connect with individual schools.

An enhanced interactive website has beenspecially developed for GCS Marine Project1600 with features such as discussion forum,online webinar with video conferencing,online chat and interactivity between paired

schools. The schools register online to becomemembers and they have access to all thesefeatures as well as a resource bank. In fact,schools are encouraged to submit their reportsonline only, as text file, photo documentationand video documentation.

The students can interact with the mentors aswell as subject experts through this websiteand also start new discussion topics. Theschools can view each other’s profiles, projectsand uploaded resources and also comment onand discuss the learning journey.

The privacy settings are very high on this siteand great care has been taken to moderate thecontent of the website, thus ensuring that allthe uploaded information is secure. Thiswebsite has been developed keeping in mindthe main end user being schools and mainlyfor the school to interact with each other onclosed and safe platform.

The website can be viewed onwww.ceeaustralia.org.

The student intearactions happen at threelevels:

1. School to School: Each school from Indiaand Australia are paired with each otherbased on their common project themes andreceive email alert when any one of themhave posted on the website. Thus theseschools follow each other’s learningjourney closely. The schools also view otherschools’ learning journey and can sharetheir views and opinions on them, thusfacilitating peer learning.

2. School to School chat function: This willbe a real time chat function between thetwo paired schools, where the studentsmay interact based on a pre-agreed time.Messages by Indian students for Australian

students

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They can exchange text, visuals, word filesand videos.

3. Public Discussion Forum: A publicdiscussion forum (through membership toGCS Marine) is available and any membermay choose to begin a discussion topic orcomment on other postings. The moderatorwill be CEE. Participating schools can jointhe discussions. The discussion forum canfunction exclusively on a particular theme,event or panel discussion, in a webinarmode, etc.

4. Online Webinar Event: CEE organised anonline webinar on October 17, 2014, as atesting of the website feature. Two schoolsfrom India participated in the same andinteracted with the CEE mentors.

A second webinar was held on November 11,2014. Seven Indian schools and GlobalLearning Centre from Australia participatedin this webinar. The Indian schools were veryexcited to interact with the Global LearningCentre and wanted to know more about whatthe Australian schools were doing. They alsointeracted among each other on the projectsthey were working on and their learnings.Overall now they realise the size andimportance of the project and it has motivatedthem to strengthen their learning journeys.

1.5.4 Materials Developed

GCS Marine Project 1600 – Booklet: A specialreport has been developed outlining the projectphilosophy, vision, concept and methodology.This report also has excellent photodocumentation regarding the school activitiesbased on the learning journey essential to theproject. Exceptional standard has beenmaintained in developing this report in orderfor it to be presented to the highest authoritiesin India as well as Australia.

GCS Poster: GCS Project had been shortlistedas one of the successful case studies for GlobalCitizenship Education and Education forSustainable Development at the UNESCOConference on ESD at Nagoya, Japan held inNovember 2014. A poster on GCS wasdeveloped for the same and presented duringthis conference. It was well received by theparticipants of the conference and manyparticipants expressed their interest in theproject. Special bookmarks depicting the GCSthemes were produced to be given as souvenirsat this conference.

1.5.5 Students Workshop

A workshop was conducted to mark the end ofthe Learning Journey undertaken by schoolsunder GCS Marine Project 1600 on February11-12, 2015 at CEE Ahmedabad. Four schoolsalong the coast of Gujarat participated in thisworkshop - NVN Essar, Jamnagar; MMEWHigh School, Mangrol; The Aditya Birla PublicSchool, Kesrol; and Tapti Valley InternationalSchool, Surat. The participants included 4-6students and 1-2 teachers from each school.While three schools follow the CBSE Board,MMEW High School follows GCSE Board andthe students mostly belong to the fishingcommunity of Mangrol. The following sessionswere conducted during this two day workshop:

� Field Trip

� Presentation and Self-reflection on theProject

� Social Justice session and Interaction withGerman students

� ICT Tools

Field Trip: A field trip was organised to SerenityLibrary in Ahmedabad during the GCSWorkshop in order to develop amongst thestudents:

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� Empathy

� Environmental Awareness

� Basic Sciences

� Creativity

The field activity was meant for the studentsto comprehend the role of the minutestorganisms in the ecosystem (pond dipping),the importance of sustainability (vegetablepatch and plant introduction) and tounderstand the basic concepts of science(growth and metamorphosis in butterfly andmoth). All the activities were conducted underthe guidance of Dr. Pratiksha Patel, NatureEducation Officer at Serenity Library andfacilitated by Ms. Janki Teli and Ms. ChintanPurohit of CEE.

The students were excited to observe the eggsand larvae of butterflies and moths at SerenityLibrary. They were also intrigued by theSindoor tree, the flowers and fruits of thebadminton ball tree, and the vegetable garden.The pond dipping activity gave them aperspective about creatures found in a smallamount of pond water. It gave them anopportunity to understand the pond ecosystem

and then relate it to the marine ecosystem upto a certain extent. It was a hands-onexperiment conducted by small groups ofstudents which enhanced the spirit of teamwork and also cleared many misconceptionsabout life inside water and role of a singleorganism in an ecosystem.

Presentation and Self-reflection on the Project:A questionnaire was prepared for students toreflect upon the decisions made during theirprojects from which they had to choosequestions of significance and justify theirchoices in an extempore manner. This exercisewas conducted to understand the thoughtprocess the students went through duringeach step of the learning journey.

Each school group presented their project andthen addressed the relevant questions in theform of a chart. They were given the liberty torepresent their answers in any form they liked.This session was facilitated by Dr. ShrijiKurup, Ms. Janki Teli and Ms. Chintan Purohit.

This exercise helped the participating groupsto understand the various kinds of projectsthat could be undertaken in a given area and

Students interacting with Shri Kartikeya Sarabhaiat CEE - GCS student workshop

Students presenting their projects at theworkshop

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the various approaches that could be adoptedfor a similar problem in different areas. Forexample, one school could go forward withthe mangrove plantation on their project sitewith the help of the Forest Department whilethe other could not. Owing to this exercise,both the schools now know what problemscan arise on the field and ways to tackle them.

The most common questions answered duringthis session were about the other projects thatcould have been undertaken if the studentshad more resources in terms of time and money,and the issues faced in implementing theproject. The most common emotion wasdisappointment owing to the lack of supportfrom local communities citing various reasons.

The session also helped in analysing methodsundertaken in implementation of the projectsand helped determine that CEE’s interventionat community level might prove to be of greatersignificance than earlier estimation.

Social Justice Session and Interaction withGerman students: The GCS students fromGujarat interacted with German students on“Social Justice – Issues and treatment in Indiaand Germany” on February 11, 2015. MahatmaGandhi International School, Ahmedabad alsoparticipated in this session. The students ofall the five schools were divided into fourgroups, ensuring that each group had at leastone student from each school, and thesegroups interacted with four student groups inGermany. The German students were from theschool Gymnasium Marianum from Warburg.The session was an idea of Earth Charter inGermany and was facilitated by them inGermany. The session in India was facilitatedby Ms. Purvi Vyas, Ms. Annie Gregory, Ms.Shweta Kaushik, Ms. Janki Teli and Ms.Chintan Purohit.

The students were briefed prior to theinteraction, regarding the concept of socialjustice and also some basic social justice issuesin India, which was coordinated through aninteractive activity by Annie and Shweta. Theyformed four groups of students with onestudent from each school in each group. Theywere given a story: There were eight people ona deserted island - Prime Minister, fisherman,a child, a woman, an old man, factory owner,a labourer and a handicapped person. Nowthere were only three guavas which had to bedivided amongst all eight of them; how shouldthey be divided? The students were asked tothink about this case and then give theiropinion, thus helping them with the basics ofsocial justice.

Each student group consisting of four to fivestudents then interacted with the Germangroup.

The main points of interaction were as follows:

1. Is there gender discrimination in India andGermany?

2. What role do citizens play consideringgovernment schemes for the poor andneedy?

3. Is there any racial discrimination in Indiaand Germany?

4. Is there any discrimination based on:

o Ethnic groups

o Sexual preferences

o Skin colour

o Religion

1.5.6 ICT Tools

The session on Information andCommunication Technology Tools was

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conducted to make the students aware of toolsthat are freely available and can enhance theirproject reports. The session cleared their ideasabout latitudes, longitudes and globalpositioning system. The idea of Geotaggingwas introduced. An app (GeoCam Free) thathelps capture images along with thegeographical position of the place wasintroduced to them which would help them toauthenticate their reports. The students weregiven a demonstration of the same and a taskto capture images using this app. Later, graph-formation in MS Excel was demonstrated withimportant points to keep in mind. The entiresession was facilitated by Ms. Shefali Atrey.

1.6 ESD Rice

ESD Rice is a project initiated by Asia-PacificCultural Centre of the UNESCO (ACCU) andUNESCO, and supported by Japan Funds-in-Trust. It is an Asia Pacific programme ‘Linkingfield Initiatives to Global Partnerships’. CEEwas the Coordinating Institution in India forthis programme which was conducted in sixcountries, viz. India, Indonesia, Philippines,Republic of Korea and Thailand.

The overall objective of the project is to promoteschool- and community-based ESD practicesin Asia and the Pacific by building aninternational collaborative network of theASPnet. The immediate objective is to nurtureand link:

� School and community based ESD

� Interactions and exchanges amongparticipating schools.

Activities during the year: Subsequent to theinternational workshop held in Ayutthaya,Thailand, during December 2013, nine schoolsfrom Andhra Pradesh, Kerala and Tamil Naduwere selected to participate in the project. Toorient the schools to the project and to preparethe school level plans, a workshop wasorganized in Bangalore on May 27-28, 2014 inwhich the teachers who were coordinatingthe project in the schools participated. Thefirst day was spent in orienting the teacherson ESD concepts, as well as the objectives,expected outcomes and timeline of the project.The second day was devoted to preparing theschool level plans. The teachers decided on atheme related to rice for focusing the projectactivities and prepared a detailed plan inconsultation with their respective team/Headmaster/Headmistress. The plans werepresented to the group who gave feedbackand changes were made as required to finetune them. Care was taken to ensure that theschools chose a theme based on their locationand interest of their team. The project activitieskicked off in schools soon after this in June2014.

The participating schools and the themeschosen by them are given in the Table.

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During September 3-6, 2014, a secondInternational Workshop was organized inMalang, Indonesia, with the objective ofreviewing the progress of the project, andpromoting interaction among the schools. Theteam from India consisted of the ProjectCoordinator from CEE and two teachers fromAndhra Pradesh and Tamil Nadu. Theworkshop reviewed ESD concepts andintroduced to the teachers the HOPE frameworkwhich can be used to evaluate the effectivenessof the project activities. Three themes werechosen during the workshop which theschools would go back and conduct researchon. The school teams would then interact withtheir counterparts in the other countries toshare their learnings from the project. Thiswas intended to promote internationalcooperation and interaction among theparticipating schools. The themes chosen were:Genetically Modified Foods, Our Future City

and Rice & Water. The workshop also includeda one day visit to a participating school inMalang to learn from their project activities, avisit to an organic orchard and a heritagehotel.

The project activities continued in therespective schools and the state coordinatorsvisited them to review the progress andparticipate in the activities. Some of the schoolteams interacted with their peers in othercountries over skype and all of them postedupdates on Facebook in a page initiated forthis purpose. This promoted interaction andcooperation among the participating schoolsin the various countries.

The activities were completed by end ofDecember 2014 and the final reports submittedby schools in January 2015. Each school heldan exhibition to showcase their activities andoutcomes to the community. The exhibitions

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highlighted the high level of support the projecthad received from local governments, researchand higher education institutions, parents andother interested groups. The local newspapersand TV channels had covered the projectactivities in each location.

During January 26-31, 2015, the ProgrammeCoordinator of ESD Rice at ACCU, Ms. MikiSaito visited India to monitor and evaluate theproject at the school level. She, along with theCEE Project Coordinator and the respectivestate coordinators, visited two participatingschools – in Nellore (Andhra Pradesh) andTrichy (Tamil Nadu). She held discussionswith student teams, teachers, management,parents and representatives from localinstitutions, organizations and governmentdepartments, with a view to understand theimpact of the project, especially on thecommunity. She also made a brief presentationon ESD to the school teams and teachers.Feedback was also sought from the schoolsregarding the conduct of the project and howit can be improved.

Subsequently, she also met with the statecoordinators and the Project Coordinator tounderstand the various aspects of the projectand the themes and activities undertaken ineach school.

Conclusion: The schools had participated veryenthusiastically in the project and conductedthe activities planned by them. Each schoolhad something unique to showcase from theproject: a film on the traditions and practicesrelated to rice, agricultural songs learnt fromfarmers and tribals, traditional methods ofprocessing rice, preparing more than 25traditional rice dishes and understandingtheir nutritional values, conserving seeds ofabout 750 varieties, a booklet on ricecultivation, and so on.

1.7 Yuva Paryavaran LeaderProgramme (YPL)

Understanding the critical role of students inmotivating their own school, neighborhoodand larger society to bring about change forSustainable Development, CEE North incollaboration with Uttar Pradesh PollutionControl Board (UPPCB) has launched the pilotphase of the state level Yuva ParyavaranLeader programme in July 2014.

This programme is envisaged to enlistenthusiastic, self motivated and environmentfriendly students and guide them to identifyan environmental problem/issue whichpinches them the most and which they wouldlike to solve through their own efforts, and tomentor them in implementing their desiredaction project. Students of Uttar Pradeshstudying in classes 8-11 and in the age groupof 13-17 years residing in the state and whoare ready to bring about a change in theirimmediate environment are eligible toparticipate. Following a process of selection(online test, submission of essay and a projectaction plan) at the state level, a smaller groupof students would be selected as potentialYuva Leaders.

Announcement of Programme: On July 14, 2014,an advertisement was carried about theprogramme in Dainik Jagran in Hindi and inTimes of India in English. This received goodresponse from several districts of UP in theform of registrations. CEE developed YPLbrochures in Hindi and English inconsultation with UPPCB, with the objectivesand process of the programme, which werethen mailed to schools and key partners.

As one of the objectives of the YPL programmewas to promote online interaction and e-learning amongst students, a web page was

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developed in Hindi and English, whereschools and students could also learn moreabout the programme. A Facebook page wasalso created to directly interact with thestudents and clarify their queries. Email wasalso used for the promotion of the programme.

Registration and Online Environment Test:An online environmental test was conductedby CEE which was step three of the seven stepselection procedure. This test checked the basicknowledge of the students about environmentand sustainability. About 198 studentsparticipated in the online test and 177 studentsqualified for the next round.

The next step for the selected students was tosubmit a letter and an action plan. Thestudents had to write a letter to the state’sChief Minister regarding three environmentalissues that they have observed in theirsurroundings, i.e. their schools/locality, andan action plan that they will be implementingin their locality/school to mitigate one of them.About 106 students submitted their entries forthis round. Over 70 students qualified for thenext step of telephonic interview. Theshortlisted students were assigned a timeduring which CEE team spoke to each of themto gauge their understanding aboutprogramme and their ideas on how toimplement their action plan if selected. Thestudents showed a good understanding of theenvironmental issues and were willing to takethe lead to mitigate the problem in their locality.

Yuva Paryavaran Leader Summit: CEE Northand UPPCB jointly organised a state levelYuva Paryavaran Leader Summit in September2014 at Lucknow. This programme envisagedshort-listing enthusiastic and self motivatedstudents who are keen to find solutions forenvironment concerns. About 50 students hadqualified for this step from 21 schools as

potential Yuva leaders. The main objective ofthe summit was to provide orientation to thisstate level cadre of young students who wouldin turn implement action projects in the areaof sustainable development. Around 40 youngand dynamic students (from 21 schools), 20proactive teachers, and two parents of theselected young leaders from 11 districts ofUttar Pradesh participated in the programme.

The five day summit was inaugurated by thechief guest Shri V. N. Garg, AgricultureProduction Commissioner and PrincipalSecretary, Environment and Forests, UPGovernment. During the five days, these youngleaders got an opportunity to interact withexperts working in the field of environmentand sustainable development.

Guidance to Students: In order to facilitate andmentor the students with their projects,representatives from CEE North visited schoolslocated in Varanasi, Allahabad, Pilibhit,Faizabad, Etawa and Lucknow. These visits,undertaken during November -December 2014,enabled the team to assess the status of theaction projects being implemented by thestudents and also to help them resolve theissues that they faced.

Video Documentation: A documentary of 11minutes has been prepared on the initiativesof the Yuva Paryavaran Leaders. It focuses onthe actions, experience, difficulties andlearning of some of the students during theirprojects. Perspectives from some of the parents,teachers and Principals have also beenincluded in it, on what they feel about theirchildren working as yuva leaders and whatchanges they have seen in them. The moviewas shot in the schools and communities indifferent districts of Uttar Pradesh during amonth long schedule.

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Recognition: The Better India is an e-magazinewhich has five lakh subscribers and isfollowed by one lakh people on social media.It publishes positive stories involving unsungheroes whose efforts have led to big or smallchanges in society. Stories of some of the YuvaParyavaran Leaders have been shared withthe magazine and one story – of YPL PrachiRawat - was published in The Better India onMarch 16, 2015.

On the occasion of World Sparrow Day, twoYuva Paryavaran Leaders of La MartiniereGirls’College, Lucknow and KendriyaVidyalaya, Gomti Nagar, Lucknow, wereinvited to the Chief Minister’s (CM) house.These students had a brief interaction withthe Chief Minister Shri Akhilesh Yadav, afterwhich they, along with the Hon’ble CM, setup nests for sparrows at his house.

Yuva Paryavaran Leader Awards Ceremony:Yuva Paryavaran Leader programme, the jointinitiative of CEE and UPPCB, after completionof its six step selection process which startedin July 2014, identified the 10 Best Students,five Best Teachers and five Best Schools at theend of the programme. The winners werefelicitated in the state level Yuva ParyavaranLeader Awards ceremony held on March 21,2015 on the occasion of World Forestry Day.

The chief guest of the event was Shri FareedMehfuz Kidwai, State Minister of Forests, UttarPradesh and the chairperson was Dr. S.P.Yadav, Minister of State for Wildlife, UttarPradesh. Shri V. N. Garg, APC and PrincipalSecretary, Environment and Forests was thespecial guest for the event.

During event, winning students, teachers andschools were awarded with medallions and

certificates by the guests. The participantswere also provided with an educationalresource package by CEE. The event wasattended by more than 200 participantsincluding students, teachers, principals,parents, key dignitaries, forest departmentofficials, media and others.

1.8 Young Masters Programme(YMP) on SustainableDevelopment

Young Masters Programme (YMP), a courseon sustainable development, was initiated in1999, by the International Institute forIndustrial Environmental Economics (IIIEE)at Lund University, Sweden as a global web-based education and collaborative learningnetwork. YMP is an international, onlineeducational programme – free of charge - forupper secondary students and their teachers.The course material is divided into 18 missions.Each mission takes about a week to completeand requires 3-5 hours of work. The wholecourse normally takes about 20 weeks.

CEE joined hands with ISYMP to implementthe pilot phase of the course in India. Theformal launch of the pilot phase in India tookplace on October 14, 2012, during the ESDConference organised by CEE as part of theConvention on Biological Diversity COP 11 inHyderabad, India. CEE team began itsimplementation with an internal workshopwhere CEE North acted as secretariat for theprogramme. At each location, teachers’orientation was conducted for initiating theprogramme.

During 2014-15, 11 schools with 35 studentgroups from six cities joined the programmeand are actively pursuing the course.

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1.9 Eco-Schools Programme

Eco-Schools Programme is a global sustainableschools programme which is beingimplemented in about 60 countries. Theprogramme follows a seven step methodologywhich can be adopted by different schools.The programme in India is being adopted forthe primary level (classes 1-5) and wasformally launched on February 25, 2014.Presently, material development andmarketing of the programme are underwayand three schools have started theimplementation of the programme. Thisincludes a school in Tamil Nadu too.

Lucknow

CEE North team publicised the internationaleco-schools programme among schools ofLucknow. One school joined the programmein 2014, for whom an orientation session forteachers was conducted by CEE team. Theteachers from primary section were orientedto the components of the programme. A schoolcommittee was formed to conduct activities aspart of the programme.

The teachers were guided to conduct anenvironmental review of the school campuscovering five thematic areas: water andsanitation, biodiversity, waste management,energy, heath and hygiene. Based on the surveyresults, CEE team facilitated the developmentof an environment action plan in three thematicareas: the school selected waste management,water and biodiversity as areas for them towork on.

1.10 Swapnilshala

Anandshala project aims to facilitatedevelopment of ‘school of joy’, a model schoolfor holistic development of the child, through

participatory visioning exercises, localcapacity building and provision of support interms of financial and technical resources. Itcorrelates formal education with life skillactivities and strengthens the existinginstitutions for a child friendly schoolenvironment. Anandshala, a whole schooldevelopment approach, was developed by CEERural Programme Group in partnership withUNICEF in Gujarat in 2003 and since then hasbeen used as a model and methodology foreducation by various stakeholders in differentstates.

Addressing the issue of migration, theAnandshala approach has been adapted asSwapnilshala and is being implemented byCEE West with the support of AshiyanaHousing Limited at the Government UPS, inGhatal, Bhiwadi, which is an industrial hubof Rajasthan and suffers from the problem ofmigration. Migration - short duration or longduration - affects children’s education. Ideally,children should get enrolled wherever theirparents have migrated. But as they are ascattered population, it is difficult to keeptrack of them from their home village. Thesefamilies stay on a location for a long butuncertain duration and move often takingtheir children along. These non school goingchildren are also an extremely vulnerablegroup. With a child specific intervention tomainstream him/her, Swapnilshala projectentails assurance of process quality and resultsin the development of a model that can bereplicated by education departments andgovernments for achieving the goal ofeducation for all.

The objectives of Swapnilshala project are:

� To create a conducive physicalenvironment by improving existing schoolinfrastructure facilities for quality

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education in the government primaryschools of the project area

� To initiate a process of upgrading thequality of education through tools,techniques and strategies to capacitateeducational functionaries for effectivequality education

� To create multiple levels of engagementamongst stakeholders in a school context(community, school management, alliedinstitutions, government departments) tofacilitate a better quality of educationthrough adopting and supportingSwapnilshala on a long-term basis

· To create a model for mainstreaming nonschool going children

Activities conducted under the Swapnilshalaproject in 2014-15 are as follows.

� A two day visioning workshop wasorganised with students, teachers, membersof school management committee of GUPS,Ghatal and villagers at Bhiwadi inFebruary 2015. The aim of this participatoryexercise is to create a common vision forthe school. It provided an opportunity toinvolve various stakeholders of the schoolin planning and implementation, definingroles and assuming shared and individualresponsibility.

� To identify the non school going (NSG)children, a survey form was developed forcollecting data through a survey in thearea. After compiling and anlysing the data,46 NSG were identified. A special trainingprogramme will be organised for theseNSG, to facilitate them to join themainstream in the next academic session.

� A 15 day long “Fun Science - learning bydoing” workshop was organised for

students of classes 6-8. The workshopcovered four areas of their science textbook- biodiversity, waste management, waterand physics (magnetism, electricity, etc.).Both teachers and students were benefitedfrom it. During the workshop, learnerswere engaged in tasks helped convertabstract ideas into concrete ones. Theworkshop also made the teachersunderstand the importance of engagingstudents in activities during class ratherthan making the class teacher centric whereteacher takes the lead role.

� Two issues of a school level handwrittennewsletter were developed by the students,with editing support from teachers. Theobjective of developing such a newsletterwas to improve the observation, writingand communication skills of the students.The newsletter was sent to stategovernment officers, district educationofficers, block education officer, districtcollector, parents of the students,community members and members of theschool management committee.

1.11 Clean Hussain Sagar Campaign(HSL)

CEE AP implemented the Clean HussainSagar Campaign with the support of theHyderabad Metropolitan DevelopmentAuthority (HMDA) in 70 schools located inthe HMDA jurisdiction. The objective of theprogramme is to create awareness amongstudents on the importance of lakes in urbanareas, and Hussain Sagar in particular,focusing on four themes: Importance of Lakesin Hyderabad, Hussain Sagar Lake and itsEnvirons, Issues and Concerns, Solid WasteManagement (SWM) in school premises andImpact of using Plastics (plastic carry bags).The components of the programme include

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two hours of contact sessions in schools,formation of HSL Club, development andexecution of action plans in schools, visit tolakes and evaluation and felicitation of theschool showing best Performance.

The annual event was organised on March 22,World Water Day, in Sanjeeviah Park. Around200 students participated in the event in which10 schools were awarded as ‘Best HSL School’for the year 2014-15.

1.12 Conservation EducationProgramme in Rural Schoolsof Cauvery Wildlife Sanctuary

With support from Karnataka State EcotourismDevelopment Board, CEE Karnataka, incollaboration with Cauvery WildlifeSanctuary, initiated the Nature ConservationEducation Programme for teachers andstudents from rural schools situated on thefringe areas of the Sanctuary. With an aim tosensitising them on nature, forests, wildlifeand conservation, nature camps wereorganised for them. During this, participantsexplored the surrounding forest and wildlifeand interacted with the field staff of the forestdepartment on their efforts for conservation.Sessions on forest and wildlife related topicswere conducted which were followed byhands-on activities. In all, 18 camps wereorganised covering about 600 participants.Students and teachers were provided with akit comprising of teachers’ manual on natureconservation, an activity booklet on natureconservation for students, a writing pad and apen.

Taking into account the success and relevanceof this programme for rural schools, the stategovernment has initiated a programme titledChinna Vanya Darshan where every class 9student in the rural schools of the state would

spend two days in the forest areas. CEE hasbeen recognised as the knowledge partner inthis endeavour.

1.13 School Programmes inMaharashtra

1.13.1 Western Ghats Special Eco-clubScheme (WGECS)

CEE Central is implementing this schemesupported by the Environment Department,Government of Maharashtra since 2011. Thisinitiative under the centrally sponsored schemeof Western Ghats Development Programme ofthe Planning Commission experiencedextraordinary delay in grant release due to areview of the overall programme by the CentralGovernment. CEE submitted a three yearachievement document which was appreciatedby the Environment Department. Since annualtrainings could not be held and school granttoo not released, efforts were made by theproject team to remain connected with theschools and motivate them to continue locallypossible actions through field visits related toShrusti Mitra Awards, communication throughemails and social media.

Some of the highlights of the activities thisyear are described below.

Seed collection and nursery techniqueexperiments: Through extensive field workacross the Western Ghats region in the state,seeds of 57 local and endemic plant specieswere collected and packaged for distributionto the schools, university and nurseries.Experiments on nursery techniques werecarried out on land made available by thePublic Works Department Nursery in PuneUniversity Campus. Seeds of fifty seven specieswere used in the experiments to understandappropriate seed treatments and germination

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time. A booklet is being developed with detailsof the nursery techniques.

Celebration of Western Ghats Fortnight: Thetheme chosen by the schools for this was‘Western Ghats and Water’. The StateGovernment has identified the first fortnightof July as Western Ghats Fortnight to mark itsrecognition as a World Natural Heritage Site.Nineteen schools conducted activities such asmapping water sources in their villages, visitsto rainfall measurement centres, explorationand conservation of natural springs,construction of Vanrai bandhara, awarenessrallies on pesticide pollution of water and itseffect on biodiversity, seed dispersal andplantation of local trees alongside waterstreams, etc. A study of fish diversity in localwater bodies generated a checklist of 27 fishspecies and three crab species in five districts.

1.13.2 Environment Service Scheme

The Environment Department, Government ofMaharashtra initiated in 2011 the EnvironmentService Scheme (ESS) for secondary and highersecondary schools in the state. The objective isto provide students an opportunity to exploreand understand their local environment andnatural resources, and undertake hands-onactivities and action projects for localenvironmental improvement andconservation. An ESS unit is expected toidentify a three hour weekly slot for theseactivities and projects.

CEE is the state nodal agency for the scheme,which is currently being implemented in 50schools in 12 districts of Maharashtra, i.e.Nagpur, Chandrapur, Amravati, Yavatmal,Jalna, Aurangabad, Jalgaon, Nashik, Pune,Solapur, Ratnagiri and Thane. During 2014-15, a process of developing participatoryEnvironment Status Reports (ESR) for villages

was developed with the ESS schools. Theactivities taken up in the year include:

· Over 70 teachers from six administrativedivisions participated in orientationprogrammes and were trained ondeveloping participatory ESRs

· 46 special camps of one day duration wereorganised for ESS units

· 40 Environment Status Reports of villageswere developed by ESS units

· 18 ESS units presented their findings invillage level meetings and Gram Sabhas;this has also led to organising MahilaSabhas for the first time in the history of thevillage

1.13.3 Srushti Mitra Awards

The ‘Srushti Mitra Awards’ have beeninstituted by the Environment Department,Government of Maharashtra in 2010. TheAwards aim to promote environmentawareness among people and students andencourage them to take up actions that benefitthe environment. The objective of the award isto recognise and acknowledge the efforts andactions for raising awareness about andconservation of the environment undertakenby school and college students, youths,women, teachers, educators, authors, writers,photographers, experts and individualcitizens. On behalf of the EnvironmentDeparment, CEE is managing theimplementation of the award since itsinception.

The 4th edition Srushti Mitra Awards 2015was launched, and entries invited from allover the state under eight categories fromstudents and the general public. The categoriesfor the Awards are as follows:

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� Environment Project

� Environment Bal Sahitya

� Environment Slide Show

� Environment Photographs

� Environment Slogan

� Eco Club

� Case Study on Environment Education

� Women’s Contribution in EnvironmentConservation

Reaching out to the remote parts of the statefor disseminating information about theAwards was a challenge. Different media wereused to provide publicity to the Awards,especially to seek participation from the ruralparts of the state. Different sets ofcommunication materials were developed anddisseminated through various modes andchannels for the publicity of the Awards.These included advertisements innewspapers, sending communication packsto around 7000 schools and colleges coveringall the districts of the state, advertisement forwomen’s category in women’s magazines,leaflet insertion in the newspapers of tenselected remote districts.

Special sessions were conducted on the Awardin more than 300 schools and colleges, linkingit with other school programmes beingimplemented by CEE Central. These sessionswere planned as orientation workshops forstudents where they also prepared their entriesfor submission. Publicity events wereconducted in about 20 districts and talukas.Sessions were also conducted on invitation atother events like teacher trainings fordissemination. Website and Facebook werealso used for the outreach. More than 8000entries were received in the eight categories of

the Award which are being scrutinised andevaluated. The best entries from these will beselected for the Awards and the winners willbe felicitated in a state level event by theEnvironment Department.

1.14 Create to Inspire SchoolProgramme

The Create to Inspire School Programme inAhmedabad was initiated in partnership withMicrosoft and GIZ, with a vision to createawareness on sustainable consumptionpatterns amongst school students. As animplementation partner, CEE is engagingschools by taking them through thetransformative learning pedagogy of projectbased learning.

CEE has so far capacity built 155 teachers and37 principals from 120 schools on variousthemes of sustainable consumption. With 46schools actively participating in theprogramme, various activities such as e-wasteknowledge survey amongst the citizens and e-waste collection drive were conducted,wherein 25 schools collected over 2.8 tons of e-waste.

A literacy test was conducted to understandthe impact of the programme in terms ofknowledge, attitude, competency anddisposition. From the pre and post survey itwas understood that there was an increase inliteracy levels in all five schools after theprogramme. It has also been noticed that thereis an urge to make a difference in theirconsumption patterns. Students are awareabout their role as today’s citizens and howthey need to take the right action and pickright.

A felicitation event was organised on EarthDay April 22, 2015, to appreciate the teachers’

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commitment throughout the programme andencourage continuous engagement over thenext academic year.

1.15 Urja Chetana: AnEnvironmentSustainability EducationProgramme in Schools ofKolkata and NearbyDistricts

The Waste Management Group at CEE Kolkatais implementing the Urja Chetana programmein 30 schools in and around Kolkata,supported by Calcutta Electric SupplyCorporation under their CSR programme.

The Urja Chetana programme seeks to generateawareness and action on various aspects ofenvironment amongst students, who wouldcarry the learnings to their communities. Thisprogramme also aims to provide a platform forthe schools to undertake action projectsthrough community outreach and helpchildren to share and expand theirunderstanding, and thereby bring aboutchange that can significantly improve theenvironmental scenario of the region.

Under the programme, in the reporting period,five hands-on training programmes forstudents and teachers have been conductedfocussing on composting, waste paperrecycling and water harvesting at school level.Detailed energy and waste audits have beenconducted in the participating schools.Composting and waste paper recycling starterkits have also been provided to 20 schools toinitiate the same on their premises. Throughregular composting and paper recycling,around 159 kg of food waste and 31 kg ofpaper waste has been recycled and divertedfrom going into landfill.

The schools have thus been contributing intheir own small way to mitigation of climatechange impacts. Rain water harvestingstructures have also been installed in twoschools for conserving water and using it forsanitation, cleaning and gardening purposes.Students have been taken on exposure visitsto a thermal power plant and compostingunit to synergise their classroom knowledgewith practical experience. Variouscompetitions and community outreachactivities have been conducted under theprogramme to spread the awareness gainedby the students beyond the school. Thecommunity awareness/campaign conductedon World Environment Day, June 5, 2014, ledto direct awareness generation of around 516community members through interaction withstudents. IEC materials on waste managementand plantation guidance have been developedunder the project.

1.16 PCRA National Level Paintingand Essay WritingCompetition

CEE, in partnership with PetroleumConservation and Research Association(PCRA), implemented a National LevelPainting and Essay Competition on the themeof Energy Conservation, all over the country.CEE Delhi was the project secretariat for theproject as well as implemented it in Delhi. Thecompetition was announced in October 2014and competitions were held over a period oftwo months. The essay competition was heldin 13 languages: English, Hindi, Assamese,Bengali, Gujarati, Kannada, Malayalam,Marathi, Oriya, Punjabi, Tamil, Urdu andTelugu.

Over 135 events were conducted by CEE in asmany as 170 schools. Students with the best

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painting and essay writing entries werefelicitated at the National Level AwardCeremony in New Delhi by Shri. DharmendraPradhan, Hon’ble Minister for Petroleum andGas. The competition reached out to almost25000 students.

1.16.1 PCRA Painting and EssayCompetitions in UP and Bihar

As part of Paryavaran Mitra and NGCprogrammes, CEE North, in collaboration withPetroleum Conservation and ResearchAssociation (PCRA), had organised paintingand essay writing competitions in UttarPradesh and Bihar. Over 600 students fromfive districts of Uttar Pradesh participated inthe competitions, which were based on thetheme of conservation of oil and gas. Thestudents also had the liberty to share theirviews in their regional languages which madeit easier for them to express themselves. Theessay entries were received in English, Hindi,Urdu and Punjabi. In Bihar the PCRAcompetitions were conducted with the help ofpartner organisation Gram Pragati and over500 students participated from WestChamparan district; entries were received inHindi and Urdu.

1.17 Earth Reel 2014

CEE Delhi conducted Earth Reel 2014, anenvironmental film making competition forstudents from schools in Delhi and NCRregion. Over 200 students participated in thecompetition and came up with innovativeideas and solutions for creating “GreenCities”. Various thematic areas from whichthe students could choose to make a film onwere:

� Efficient energy use

� Water conservation

� Pollution control

� Cleaner and improved public transport

� Waste Management

� Greening urban spaces

The films were received under two categories:Public Service Announcement and Short films.More than 50 entries were received over aspan of three months and these were screenedthrough a peer review process to select thebest 10 entries.

The best 10 entries were screened at a jury onDecember 4, 2014, at a city level event held atthe National Science Centre, New Delhi. The10 finalists were asked to present their filmsand the jury questioned them on the issuescovered in their work.

As a part of the event, a panel discussion on“Civic Engagement for Green Cities” was alsoorganised on the same day. Speakers includedKartikeya V. Sarabhai, Director, CEE; KathleenRogers, President of Earth Day Network, USA;Karuna Singh, Country Head, Earth DayNetwork; and Naresh Bedi, EnvironmentalFilm Maker and Green Oscar Winner.

The event culminated with an awardceremony where three best films were awardedin each category; a best school trophy wasalso awarded.

The project was implemented by CEE inpartnership with Earth Day Network andinvolved sensitisation workshops in schoolson the theme of Green Cities, where childrenwere also introduced to the medium of filmmaking as a tool for communicatingenvironment.

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2 Higher Education

2.1 Journal of Education forSustainable Development(JESD)

JESD, a peer reviewed international academicjournal published by SAGE twice a year, isbeing managed and edited by CEE Australiasince 2012. It serves as a forum to presentresearch, debate ideas and showcase successstories in the emergent field of ESD.

During the reporting year, two issues werebrought out – 8.1 and 8.2. JESD 8.2 was aspecial issue that coincided with the eventsmarking the end of the Decade of Educationfor Sustainable Development (DESD). Eminentthinkers and experts on ESD contributedopinion pieces on DESD which focused onreflections on the Decade and the way forward.Copies of this issue were made available atNagoya during the end of DESD conferences.

2.2 Regional Centres of Expertise(RCEs) - Lucknow

RCE Lucknow, in partnership with eightorganizations, established a network of RCEon Education for Sustainable Development(ESD) in Lucknow. The key action areas ofRCE Lucknow are biodiversity conservationand school education programmes. The targetgroups for these activities are students,teachers, NGOs, communities, youth andothers.

ESD through Mobile Exhibition onBiodiversity

RCE Lucknow’s initiative of Mobile Exhibitionon Biodiveristy was shortlisted from among27 entries for the RCE Awards which wereinstituted to provide global recognition forESD initiatives. RCE Lucknow received the

certificate of honourable mention in thecategory of Curriculum-based TransformativeLearning and Research Processes. The MobileExhibition on Biodiversity has been developedfor Uttar Pradesh with the help of formaleducation institutions like University ofLucknow and non formal institutions like UPState Biodiversity Board, Education and ForestDepartments, schools, scientific institution,Lucknow Zoo, etc.

2.3 Environmental Studies course –Ahmedabad University

CEE designed and offered an EnvironmentalStudies course to undergraduate studentsstudying Business Administration in the B KMajumdar Institute of BusinessAdministration (BKMIBA), and of Informationand Communication Technology in theInstitute of Information and CommunicationTechnology (IICT) at Ahmedabad University.About 150 students participated in this coursewith a total of 45 hours of contact sessionsspread across November 2013 to March 2014.

The course had five modules including basicmodules which introduced students to topicssuch as ecology, biodiversity, developmentand related processes, impact of environmentand development, and sustainabledevelopment. A subject specific module,Business and Sustainability in the case ofBKMIBA, and ICT and SustainableDevelopment in the case of IICT, was offeredwhich helped in improving the students’understanding about linkages between theirarea of studies and sustainable development.Students did course-end projects on ten themesrelated to campus sustainability. This enabledthem to implement the learnings from the fourmodules and gain hands-on experience whiletrying to address sustainability issues of theirinstitution/campus.

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2.4 UNESCO Chair on Educationfor Sustainable Developmentand the Human Habitat

CEE and CEPT University, in cooperation withUNESCO, the Swedish International Centre ofEducation for Sustainable Development(SWEDESD) and ICLEI – Local Governmentsfor Sustainability have established the“UNESCO Chair on Education for SustainableDevelopment and the Human Habitat” inOctober 2013 at CEE for four years, with ShriKartikeya V. Sarabhai as the chairholder. Theaim of this programme is to strengthen theunderstanding of Education for SustainableDevelopment in human habitat and urbanstudies through activities such as developingand delivering courses for postgraduateprogrammes, short term training programmes,research and institutional development.

As a part of this programme CEE conductedfollowing courses in partnership with CEPTUniversity and other partners.

2.4.1 Streets for People: A Course forstudents of Architecture, UrbanDesign, Planning

This course developed by CEE and SustainableUrban Mobility Network (SUM Net) inpartnership with CEPT University, is onsustainable transportation, with a specialfocus on participatory street design. The coursewhich was initiated in 2013 was well receivedand when announced in 2014, was over-subscribed. The 2014 version of the coursewas organised with 50 students from UG andPG courses of all faculties at CEPT University.

2.4.2 CEPT Summer School 2014:Planning for Resilient Cities

This course (May 17-26, 2014) was offered as apart of the CEPT University’s Summer SchoolProgramme to postgraduate students.Students visited Ahmedabad and Surat inIndia, and Amsterdam, Rotterdam and theHague in the Netherlands to understandvulnerability and resilience response of thesecities to climate change. In this process,students got an opportunity to interact withpractitioners and academicians in the field.

2.4.3 CEPT Summer School 2014:Biodiversity in Urban Areas

This course (one week in May 2014) was offeredas a part of the CEPT University’s SummerSchool Programme to post graduate students.It introduced students to the basics ofbiodiversity, and helped them understand theinteraction of biodiversity with urbanenvironment and their impact on each other.Through project work, students explored waysof incorporating biodiversity in urban designwhich helps in its conservation andcoexistence in urban areas.

2.4.4 CEPT Winter School 2014:Designing with People

The course was offered by CEPT Universityand CEE as a part of the Winter School 2014 topost graduate students of Architecture, UrbanDesign and Landscape. It introduced studentsto participatory design tools and techniquesfor revitalising the core city areas. Studentsundertook studio projects to envision theseareas from a sustainability point of view.

The UNESCO Chair activities were sharedthrough a poster exhibition at the PLEAconference held at CEPT University inDecember 2014.

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3 Education for Youth

3.1 South Asia Youth EnvironmentNetwork (SAYEN)

SAYEN (www.sayen.org) brings togetheryouth with a vision of promoting sustainabledevelopment in South Asia. Set up in July2002, SAYEN is linked to TUNZA, the UnitedNations Environment Programme (UNEP)strategy for engaging young people inenvironmental activities and the work ofUNEP. The network aims to promote, enhanceand support youth participation inenvironmental activities, broaden theparticipatory process for sustainabledevelopment by inclusion of youth, andinculcate environmental awareness amongthe youth.

CEE, in Ahmedabad, India, hosts theSecretariat for SAYEN, which has membershipfrom Afghanistan, Bangladesh, Bhutan, India,Maldives, Nepal, Pakistan and Sri Lanka. Anorganisation in each of these countries hasbeen identified as the National Focal Point(NFP) to help facilitate SAYEN activities.SAYEN has a membership of over 50000individuals and organisations. UNEP’sRegional, sub-regional and National YouthAdvisors support the SAYEN secretariat atCEE in planning and implementing activitiesin the region. For youth, this gives them theopportunity to hone their leadership skills,and for SAYEN, a rich pool of young creativeindividuals.

3.1.1 Sustainable Campus Initiative –SAYEN Clubs

Sustainable Campus Initiative, a SAYENeandeavour which has a vision to turn collegecampuses all over India not just eco-friendlybut completely sustainable, was initiated withtwo colleges from Ahmedabad participating

in the pilot phase: H L College of Commerce(HLCC) and M G Science Institute.

HLCC Eco-buddy Club: The official launch ofthe HLCC SAYEN Eco-buddy club conductedmany activities planned by the studentsranging from a street play to speeches fromseniors and faculty members. The studentsalso participated in a march conducted byclub members to raise awareness.

International interns from WageninganUniversity, Netherlands, as a part of theirinternship with CEE, worked with the HLCCSAYEN Eco-buddy Club members on theiraction plan and the event. They developed anonline version of the SAYEN Club manual forthe SAYEN Secretariat.

M.G Science College: Around 5000 studentswelcomed the New Year on January 1, 2014,with a “Green Day”. Every student, facultyand the Principal used public transport orbicycle or walked to college that day!

As part of the initiative, the students took anoath to follow traffic rules. The students’ union,along with other students, cleaned theirrespective departments and carried out aplantation drive with indigenous species. Thestudents have ‘adopted’ these plants to lookafter them.

On January 23, the Botany Departmentorganised a state level workshop onBiodiversity, for teachers and researchstudents, with a grant from the GujaratBiodiversity Board, Gandhinagar. Eminentscientists and officials from the BiodiversityBoard presented their views and thoughts aswell as work in this field. More than 200delegates participated in this workshop.

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3.1.2 Safe Holi Campaign

SAYEN, every year organizes the Safe HoliCampaign to not only make people awareabout the wastage of water and health hazardscaused by the harmful chemicals used toprepare some of the colours but also to orientthem about safety measures and eco-friendlycolours.

This year, a three day campaign was organizedby CEE along with HB Kapadia High School,Memnagar, Ahmedabad from 10 March, 2014to 12 March, 2014 for creating awarenessregarding the hazardous effects of chemicalcolours and encouraging the use of naturalherbal colours during Holi.

Interns with CEE helped organize thecampaign and interacted with children at theschool, talking to them about health hazardsof chemicals used in some of the colours andrequested them to minimize water wastageduring their celebrations. The children learnedfrom the interns and treated them as mentors.The response re-emphasized the importanceof youth playing a leadership and mentoringrole for school children, something SAYENhas always been an advocate of!

3.1.3 S AYEN Afghanistan organisesworkshop on dangers of drugs

Youth volunteers from Afghanistan organisedmultiple workshops in their country in orderto raise awareness amongst Afghan Youthabout the dangers of drugs and motivate themto stay away from the deadly substances.Supported by Rehabilitation and DevelopmentServices for Afghanistan (RDSA), the eventswere organised throughout April, with a twoday workshop being held every week fromApril 1-30. Over 120 young participants, both

male and female, participated in theseworkshops.

The youth were divided into working groupsand encouraged to discuss the various dangersof drugs. Facilitated by mentors and resourcepersons, these sessions resulted in some veryimportant recommendations by the youth.Apart from drugs, reproductive health issuesof the youth were also discussed in theworkshops inaugurated by the DeputyDirector of RDSA, who also thanked theparticipants and the SAYEN team for theirenthusiasm and efforts to address this issue.

3.1.4 Nature Conservation Pledge Day

Prakriti Sanrakshan Sankalp Divas (NatureConservation Pledge Day) was organisedacross India in memory of the Uttarakhandtragedy which took place at midnight, June 16last year, to remember those who lost theirlives on that fateful day, to reflect upon theenvironmental reasons behind it and whatcould be done to avoid such disasters in thefuture. Organised by CEE with the support ofNational Mission for Clean Ganga (NMCG)and the Central Water Commission (CWC),the Sankalp Divas saw great participation fromyouth at all the 10 locations across the countrywhere it was held, namely, Gangotri,Haridwar, Allahabad, Kanpur, Varanasi,Patna, New Delhi, Nabdeep, Farakka andGanga Sagar.

At Varanasi, the help and support ofvolunteers from the Benares Hindu University(BHU) – all SAYEN members – made the eventa great success. The day’s activities started inthe morning with a painting competitionorganised for students from DIET (DistrictInstitute of Education and Training), whichfocused on positive actions from human beingsto avoid such disasters in the future. Over 200

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students participated in the event and thewinners were given their prizes in the eveningby the special guests present at the SankalpDivas.

The evening programme began with awelcome address where the speaker also talkedabout the disaster, our role in it and howsustainable development could be the answerto this problem. Thereafter, all the participantsobserved silence for one minute in memory ofthose who lost their lives in the tragedy.Students from the Panini Mahavidyalayaperformed Mangalacharan to mark anauspicious beginning for the programme.Subsequently, the guests addressed thegathering, discussing various aspects of thetragedy from environmental to socialimplications and also forecasting, which couldplay a major role in avoiding such disasters inthe future.

Recapping all the opinions, the speaker againreiterated the importance of sustainabledevelopment and asked all the participants totake a pledge to conserve nature and not torepeat our mistakes. All participants werehanded diyas (lamps) by the volunteers; thepledge was taken with diyas in hand, whichwere then placed in front of the pledge wall.The painting competition prizes were givenaway and a vote of thanks from the local NGOpartner representative concluded the event.

3.1.5 Handprint Challenge:Sustainability Challenge forColleges in Asia-Pacific

Supported by UNEP, the Handprint Challengeaims to promote sustainability in collegestudents across Asia and the Pacific by askingstudents to form teams (not exceeding 10members per team), identify sustainabilityissues on their campus and propose an action

plan to be implemented by them in theupcoming months. Top teams were given aseed funding of up to USD 750 each (uptoUSD 750 for preliminary qualifiers and anextra USD 500 for final winners), to implementtheir action plans and carry out sustainabilityactivities on campus. The reports from theseteams were uploaded and updated regularlyon SAYEN’s website and other social mediaplatforms. After a jury process, five teamswere selected and awarded the Handprintflag in a ceremony hosted in Ahmedabad inFebruary 2015.

The Challenge drew a lot of attention from theregion and the SAYEN Secretariat receivednumerous queries and applications fromcolleges in the Asia-Pacific. Considering thefact that this was the first time that SAYENwas venturing outside the South Asian region,the amount of entries received from countriesoutside South Asia, like Philippines, Vietnam,Malaysia and Indonesia were quite aconfidence boost and added to the quality ofthe challenge. Twenty teams were selected aschallenge finalists after the first round ofjudgment by our international jury, whichwas a mix of youth and experience fromdifferent parts of the world. Nineteen teamsfinally completed the challenge and five wereselected as winners. The reports on the awardwinning projects and the progress made bythem during the challenge are given below.

3.1.5.1 Project name: UpGREEN

University and Region: Caraga State University,Cabadbaran Campus, Philippines

About: The UpGreen project aims to create apositive change by upholding eco-friendlyactivities for environmental sustainability. Italso aims to encourage students to reducecarbon footprints and handprints by shifting

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to practices that are environmentally friendly,and making the practices effective enough toinfluence others in making a difference to theenvironment. The main goal of this project isto make the Caraga State University -Cabadbaran Campus a “Green Model” acrossthe region.

Implementation: The team was able to partnerwith the Central Student Government (CGS)of the institution and integrate UpGreenactivities officially in their functions and otherservices of the school.

In the long run the team members envisionUpGreen as a sustainable non-governmentorganisation (NGO) which will take upadvocacy to make green actions possible forthe welfare of the environment and forhumanity.

Guided by UpGREEN’s official tagline “WeMake Green Things Possible,” the project waslaunched on a grand scale in the presence ofpartners, school administration, resourcespeakers from the local government unit andprivate entity, along with 1400 students fromthe school. The focus of the launch programmewas a symposium about ‘Tree preservation’and ‘Climate Change Adaptation-DisasterRisk Reduction’.

The following activities were included in theirproject.

� The team has managed to generate fundsfrom their Eco Souvenir Shop which sellscustomised UpGREEN shirts, pins, ecobags, indigenous materials, and manymore items, which is being promotedonline. They have managed to reach around540 people online who are now supportingtheir cause and procuring goods from theirshop.

� The Eco-Bike Advocacy was an incomegenerating project to collect or buy junkedbicycles which will be remodelled.

� As a part of their programme Cabadba Runfor a Cause, the team, along with otherstudents, planted trees inside their campus.

� A Pollution Prevention Program was heldwhich included a symposium, clean-updrives, nursery and mini forest plantationin and around their campus.

� Paper Conservation Program includedmaking paper boxes and recycling paper.Around 300 student volunteersparticipated in this by bringing used plasticbottles and paper for recycling.

3.1.5.2 Project name

Waste Management and their EconomicUtilisation Project

University and Region: Institute of Agricultureand Animal Sciences, Nepal

About: The team proposed to implement asustainable Waste Management plan in theircampus, in view of the growing concern ofimproper waste disposal there. The projectaimed to promote proper waste segregationprocedures in the campus, spread awarenessabout decomposable and non-decomposablewaste and utilisation of waste material foreducational purposes, along with pollutionmanagement and diversity conservation inthe college premises. The college had beenallocating a huge amount of money to purchasechemical fertilizers and pesticides. To addressthese issues, they identified two locations forsetting up vermicoposting pits and one for aworm rearing pit.

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Implementation: The project flagged off withindentifying major locations for implementingwaste management activities and two sites forvermicomposting and one for worm rearing.They have managed to route in waste materialsfrom different places on the campus likecanteen, hostel, near the front gate and others.They have placed distinguishable painteddustbins for each kind of waste in theselocations. A team was recruited to collect thesewastes and send them to the pit and otherrecycling units from time to time.

The following activities were undertaken aspart of the project.

� The vermicomposting pit has beensuccessfully constructed inside thecampus, with layers of banana stem, leaves,hay, earth and earthworms.

� The rearing pit for earthworms wasestablished in the animal farm and propermaintenance ensured.

� A Facebook group, established for thispurpose, highlights all their activities andkeeps people updated.

� Segregation of waste was achieved byplacing dustbins in distinguishablecolours in all corners of the campus andspreading awareness about wastemanagement.

� Cultivation of organic spinach using thecompost is being undertaken.

3.1.5.3 Project name

Creation of a Microhabitat for Butterflies

University and Region: Sri VenkateswaraCollege of Engineering, Tamilnadu, India

About: Monitoring biodiversity depends upon‘indicators’. With a short life cycle and highsensitivity to climate and environmentalchange, butterflies lend themselves as idealbiodiversity indicators. Recent research hasshown that butterflies have declined morerapidly than birds and plants, emphasisingtheir potential role as indicators.

‘Creation of a Microhabitat for Butterflies’,aims at sustaining the biodiversity of thecampus; the team believes that a butterflygarden will help gain insight into thebehaviour and role of butterflies in sustainingnatural ecosystems. They can be set up in anylocation by introducing butterfly host plantsand by recreating suitable habitats.

The team has planted both larval and nectarplants so as to provide food and shelter for allthe four stages in the life cycle of a butterfly,i.e., egg, larval, pupal and butterfly stages.

Implementation: The team identified a sitewhich had adequate sunlight and shadeneeded for creating the microhabitat. Alongwith the plantation they designed a bookdocumenting the butterflies visiting the habitatand also planned an exhibition displayingthe photographs of the butterflies.

The park will be a showcase of the biodiversityof the campus, not only for students but alsofor the faculty and others, to appreciate andlearn the role played by butterflies and otherinsects. It also will help them to demonstratethis as a living example in outreachprogrammes where children from schools inand around the college can come and learn.

The activities of the project are as follows.

� The team ensured that the proposed sitehad adequate amount of direct morning

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sunlight for six hours which will not onlyallow the plants to bloom but also allowbutterflies to warm up; large rocks, exposedsoil, or even pavement are all surfaces thatwill warm up in morning sunlight andhence were part of the site.

� The site is equally sheltered by trees andshrubs to protect the butterflies from directwind currents as they try to feed, mate andlay eggs. Additionally, trees and shrubsgive valuable shelter where butterflies canroost at night or hide from predators.

� Proper puddling stations such as damparea of ground covered with sand wereplaced where butterflies could be viewedeasily, and are thought to provideadditional salts apart from water.

� After the preparation of soil, the teammembers started collecting data regardingthe larval and nectar plants to be sown,based on which they planted around 40species of plants. Once the garden wasestablished, butterfly feeders and homeswere constructed by the team members toattract and provide shelter to the butterflies.

� A survey was conducted to monitor theexisting butterfly species and to documentthem by photographing them. Through thisthey have identified around 50 species ofbutterflies in the garden. This has beenachieved by establishing a transect (walk)to monitor the butterfly.

� A book was designed to document thebutterflies on their campus and later usedto spread awareness about butterflies andeducating the students about theimportance of these species, and helpunderstand insect migration.

� The team’s efforts were featured in TheHindu on October 24, 2014.

� They held a discussion in their college,addressing about 60-70 students about theimportance and significance of their project.

� The team presented their project in themonthly meet held by the MadrasNaturalists’ Society to a gathering of ten tofifteen people.

3.1.5.4 Project name

Developing Entrepreneurship through CollegeWaste Management

University and Region: Tri-Chandra MultipleCampus, Nepal

About: Solid Waste Management is one of themost essential services for maintaining thequality of life in the urban areas and forensuring better standards of health andsanitation. This service falls short of thedesired level, as the systems adopted are oftenoutdated and inefficient. Institutionalweakness, shortage of human and financialresources, improper choice of technology,inadequate coverage and lack of short andlong term planning are responsible for theinadequacy of this service.

Being one of the oldest and the largestuniversities in the area, students of Tri-Chandra Multiple Campus, Nepal, took theopportunity to address the issue of Solid WasteManagement, starting from their collegelaboratories and campus. The project intendsto develop a Green Youth Entrepreneurshipfor the students by involving them in the areaof laboratory waste management, paper wastemanagement and garden development. Theteam realised that an effective waste

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management system in their college can helpthem reduce the finances being spent currentlyin the waste management sector, which couldbe used gainfully in other important sectors ofthe institution

Implementation: A research was conducted toidentify the kind of solid waste produced inthe campus and the practices involved. Theyidentified the following issues:

� The waste from the college is either takenaway by the Kathmandu Municipalitywaste collection system (rarely) or burnedby the college.

� The paper waste is burned while the labwaste (mainly broken glasses andchemicals) is buried in the backyard.

� A huge amount of money is invested forsolid waste management but with verylittle success and low student participation.

� The waste generated in the lab andadministration was mainly paper, metalsand glassware which can be easily reusedand recycled.

The following were the activities under theproject.

� A suitable site was selected within thecampus to grow a garden.

� A cleanliness drive, supported byvolunteers and some staff members, washeld in order to clean up the campus aswell as clear the selected garden site.

� A plantation drive was organised whereinthe team successfully planted around 100saplings at four different sites with thehelp of 50 volunteers. The drive saw nearly200 people encouraging and joining theteam’s efforts.

� The team managed to hold workshops andrallies to demonstrate the dire need for aneffective Waste Management System.

� The project promoted a clean and greenenvironment in the college area by resourceutilisation, counseling and mentoringsupports, skill development training andcollaboration and networking with public(Local Government Authorities) andprivate sector.

� Regular cleanliness and waste segregationactivities are being monitored by the team.

� Their activities were regularly beingupdated on their social media sites.

3.1.5.5 Project name

Site Specific Art Installations to enhance andpromote bio-diversity

University and Region: St.Xavier’s College,Ahmedabad, India

About: The ecological niches at St. Xavier’sCollege were rich biodiversity enclaves hostingover 800 species of plants and a large faunaldiversity. This project attempts to re-establishthese niches with a special focus on sensitisingthe large student body of the college to fieldbotany, conservation and protection. Theproject aims to achieve this by site-specificinstallations and artistic engagement,promoting as well as conserving bio-diversityin their campus.

Implementation: The ream consisted ofstudents from diverse backgrounds whichallowed them to pull in creative ideas andenergies to carry out the activity. Taking a cuefrom field botany, the team documented andmapped the biodiversity in the campus.

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The following activities were part of the project.

� The team documented the flora and faunain the campus, and listed around 387species of plants existing in their campus.

� Based on this observation anddocumentation, the team chose sites for artinstallations.

3.2 EE for Youth - Karnataka

CEE Karnataka partnered with Terre desHommes (TDH), Germany, as knowledgepartner India for organising the 2nd YouthConvention on Ecological Rights held atBangalore from November 1-3, 2014. Over 84youth from 13 states and about 1200 childrenparticipated in the convention. Deliberationson subjects such as Alternate EnergyResources, Sanitation and Hygiene, OrganicFarming, Waste Management, WaterManagement, Biodiversity and Wildlife, wereheld as part of this event.

3.3 Internships

As part of Capacity Building Youth, CEEprovides internship opportunities to youthon projects and activities related to SustainableDevelopment. The interns are placed withCEE Groups/ Offices in India and areinvolved in ongoing projects. The minimumperiod of internship is 30 working days andthe maximum is a year.

In 2014-2015, internship opportunities wereprovided to 80 youth including internationalstudents from Germany. The interns wereinvolved in projects such as conductingresearch and documentation on a variety oftopics like waste management and disasterrisk reduction; in conducting awarenessprogrammes like Safe Holi Festival Campaign,Mother Earth Celebration, World EnvironmentDay celebration; and projects including oneon Zero Waste Campus at CEE.

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4 Experiencing Nature

4.1 Sundarvan – A Nature DiscoveryCentre

Sundarvan was created in 1978, and ispopular for its snake rescue and snakeawareness programmes. The facility isrecognised as a Mini Zoo by the Central ZooAuthority of India.

Sundarvan received 80528 visitors, including33413 (41.5%) children and 47115 adultsduring the period. About 10535 students and1419 teachers from 209 schools visited duringthis year.

Reptile Awareness Programmes wereconducted for park visitors on every Sunday.This programme was also conducted for 26schools on other days, in which about 1400students and teachers participated. An eightday snake survey and awareness programmewas conducted for Sonadih Cement Plant ofLafarge India Limited located in Chhattisgarh.Around 900 people of different age groupsattended the programme at Sonadih. Apartfrom this, half day snake awarenessprogrammes were conducted for SabarmatiAshram Gaushala, Redbricks School andFlourish Farm during this period. Sundarvanstaff regularly attends to reptile rescue callsfrom the public. One hundred sixty five snakesand other reptiles were rescued during thisperiod.

Sundarvan’s activities with children act as acatalyst and stimulate the process of inquiryinto Nature in them. Eleven half day andseven one day curriculum-linked activitieswere carried out for students from differentschools to enhance their classroom learning.Sundarvan’s another interesting programmeon less charismatic animals, called “DiscoverBat”, and was conducted seven times forschools and the general public.

A drawing competition was conducted forschool children at Sundarvan on April 22,2014, as part of the Earth Day celebration. ANature and Wildlife Photo Exhibition wasorganised in collaboration with Photophilicsduring May 30-31 and June1, 2015. A wildlifephoto exhibition in collaboration withAhmedabad Photowalkers was conductedduring October 2-8, as part of the WildlifeWeek 2014. A series of 10 volunteer trainingsessions were carried out for new volunteersin the zoo. The trained volunteers wereinvolved in different activities of Sundarvan.

As part of networking and partnership, abrochure consisting details of Sundarvan’sschool programmes was developed withsupport from the Rotary club. Besides this,renovation of the crocodile enclosure atSundarvan was undertaken by Mr. NishantShah, Director, Nishant Construction. To bringin state-of-the-art interpretation facilities, adetailed snake enclosure design was preparedand sent to the Central Zoo Authority forapproval. A set of two posters, one onvenomous and another on non-venomoussnakes, was developed during this period.These posters are bilingual, i.e. in English andin Gujarati. The posters will remain aswonderful resource materials, as Sundarvanis known as a snake park. Sundarvandeveloped a butterfly garden in its premiseswith the help of Grade 4 students fromRiverside School, Ahmedabad.

4.2 Nature Camping

4.2.1 Rural Programmes Group

The year 2014–2015 turned to be a progressiveyear for the Nature Camping Programmewhich has become a part of the RuralProgrammes Group (RPG) of the Centre togive it a further thrust.

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The year started with a three day BirdWatching Camp at Sundarvan Bakore inPanchmahal District of Gujarat. In a way itwas a revival of the camping programme andcamp site at Bakore. Bakore is a forest campsitein the tribal belt of eastern Gujarat borderingRajasthan. Repair and renovation work wascarried out at the site during the year, with anew toilet block replacing the old non–functional one. In all 15 batches camped at thesite with 664 members attending. Sppecialmention has to be made of the participation of334 tribal children in six overnight camps,wherein they got to do activities like birdwatching, nature trails, nature games andsome adventure activities.

Camps were held for 1200 students spreadover 27 batches at the second major campsite:the Marine Camp at Beyt Dwarka. Again aspecial mention is required – in February 2015,a special camp was organised for a batch ofvisually challenged girls from Surendranagar.Deprived of visual appreciation ability, theyhad a great learning by touch and sound; theymarvelled at the texture of shells and thesounds of waves.

Mountain camps were held at Mt. Abu in thesummer of 2014, with 261 studentsparticipating in eight batches. One batch of

tribal boys, sponsored by well wishers of thecamp programme, was also held. Many SlothBear sightings topped up with two Leopardsightings in Abu made the camps thrilling.

Besides these, five camps were conducted atSembalpaani–Ambaji, a tribal area near thefamous temple town, were conducted in which225 school children participated. Long treks,rock climbing, rappelling, bird watching andgetting a glimpse of tribal culture were theactivities conducted in these camps.

For the second year in continuation, DesertCamps were held at CEE Halvad site inFebruary 2015. About 160 students attendedthe camp in four batches. Little Rann of Kutchis a different world altogether with a uniqueecotone spread over thousands of kilometersand rare animals like the Wild ass and athriving bird life, and is a great place to campin winters.

The Watch Programmes continued with the20th Sarus Watch at Kheda as well as aGhudkhar–Wild Ass Watch. These watchprogrammes are species specific, butparticipants also get to watch other residentanimals and birds of the area.

The tables below capture the camping andwatch programmes in brief.

Table A: Camps conducted during 2014-2015

Camps Place Batches Days Participants

Marine Beyt 27 84 1200Dwarka

Desert Halvad 04 13 160

Forest Bakore 15 35 664

Mountain Mt. Abu 08 34 261

Tribal Sembal 05 14 225paani

59 180 2510 Marine camp for visually challenged girls

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Table 2: Watch Programmes Conducted during2014-2015

Watch Place Days Members

Sarus Kheda 01 27

Ghudkhar Halvad 02 43

03 70

4.2.2 CEE Karnataka

Over nine years, CEE Karnataka has beenorganising Nature Education Camps for urbanand rural school children. As a result,Kendriya Vidyalaya Sangathan has recognisedCEE to conduct nature adventure camps forall their KV schools in Karnataka and Goa.During 2014-15, nature camps were organisedat Dandeli Anshi Tiger Reserve andKudremukh National Park in 13 batchescovering 650 students. In these, campsparticipants engaged with Nature throughexperiencing and exploring the wilderness.

4.2.3 CEE North

Nature Camps at Katerniaghat WildlifeSanctuary: CEE North and Uttar PradeshForest Corporation (UPFC), a State EcotourismNodal agency, had signed a memorandum ofunderstanding to conduct nature campprogrammes for schools in 2013, which hasbeen taken forward in 2014 as well. CEE teamconducted two nature camps during the year.

On the occasion of Children’s Day, CEE Northorganised a nature camp for the children ofLucknow schools. A group of 24 studentsfrom four schools of Lucknow along with fiveteachers were taken for a three days and two

night camp at Katerniaghat Wildlife Sanctuaryby the CEE team. The nature camp modulewas woven around various aspects of natureand cultural heritage. Students went onexciting nature trails to get to know the forestclosely and observe the key animals around.A boat ride in Girwa river made studentsfamiliar with aquatic biodiversity includinggharial, crocodile, water birds and dolphins.Students were amazed to see the rare sight of abig group of vultures. Interaction with Tharutribal community members also made thecamp memorable for the children.

The second camp was organised for NGCschool eco-club children of Pilibhit District. Agroup of 20 students along with a teachertravelled to Katerniaghat for the camp inMarch 2015. The group participated in eexciting and fun filled nature activities andstayed at the forest rest house. The studentsfrom classes 6 to 8 of SRM Inter College, Pilibhit,also joined the camp. The students were takenaround to see the sanctuary and given anopportunity to interact with the tribalcommunity.

4.2.4 National Nature CampingProgramme (NNCP)

CEE continued to play a supportive role to theMoEF&CC in the development of the NationalNature Camping Programme. During the year,sanction for CEE’s camping proposals, for thestates of Uttar Pradesh, Assam and Goa, wereissued. A detailed proposal for a completenational camping manual has beenresubmitted.

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5Communicating EnvironmentThrough the Media

5.1 CEE - ENVIS Centre onEnvironmental Education andSustainable Development

ENVIS (Environmental Information System)is a programme of the Government of India,Ministry of Environment, Forest and ClimateChange (MoEF&CC). It is a decentralisednetwork of distributed subject oriented centresintegrating national efforts in environmentalinformation collection, collation, storage,retrieval and dissemination. It comprises aFocal Point at the MoEF&CC and ENVIScentres set up in different organisations/establishments in the country, dealing withspecific subject matter areas pertaining to theenvironment.

CEE hosts the ENVIS Centre onEnvironmental Education (EE) andSustainable Development (SD) and managesinformation in the domains of EE and SD.The following mechanisms have been set upat CEE for fulfilling the ENVIS responsibilitiesand objectives.

1. Education for Change newsletter

2. CEE ENVIS website

3. Query Response Service

4. E-Library

5.1.1 Education for Change: ENVISNewsletter on EnvironmentalEducation

Three issues of the electronic newsletter arebeing brought out to disseminate informationto network members. An annual print of thenewsletter focusing on selected articles hasalsobeen brought out. The print run for theannual issue is 1000 copies of which about750 are sent to members on the mailing list.

The soft copies of current and past issues aremade available at www.ceeenvis.nic.in.

5.1.2 CEE ENVIS Website

The Green Teacher Websitewww.greenteacher.org was the legacy site ofthe ENVIS EE programme of CEE whichcaters to the EE and ESD information needsof environmental educators and interestedcitizens, individuals and groups. To make itcompatible to the NIC platform, a new website(www.ceeenvis.nic.in) has been developedwhich has several interactive feature for users,particularly to post queries as well theirideas/projects. The website has a Resourcessection which has various databases ofactivities and action projects for teachers andstudents.

5.1.3 Query Response ManagementServices

The Query Response Management Service isanother significant function of the ENVISCentre. The ENVIS Secretariat solicitsenquiries across regions and strives toanswer them. CEE-ENVIS has been receivingqueries related to various themes andconcepts like pollution, environmentalcourses, climate change and biodiversity.CEE-ENVIS has responded to about 63queries out of the 138 queries receivedthrough email; the rest were forwarded to therespective departments for follow up.

5.1.4 E-Library

An online database with collections ofarticles, books, E-books, and journals ondifferent themes are available on the EE andESD subject area.

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5.2 TVE Video Resource Centre(VRC)

CEE has been a Video Resource Centre (VRC)of the Television Trust for the Environmentsince 1997. As a VRC, CEE makes locallanguage versions of internationalenvironment films; produces instructionalmaterial for facilitating effective use of filmsas an educational resource; produces printmaterials to support and promote filmdistribution — film catalogues, newsletters,periodical publications, etc.; promotes thedissemination of films on environment,development and social justice issues throughvarious channels — print, internet,workshops, film festivals etc.; and producesits own films and publicises films producedby others.

Children’s Media Unit (CMU) continued itsfunction as a Video Resource Centre. Variousenvironment and sustainable developmentrelated films were borrowed both byprogramme groups within CEE, and byexternal institutions for use in training andpublic screenings. Schools, colleges andNGOs continue to use this resource for theirneeds.

5.3 CEE Himalaya

5.3.1 Capacity Building Workshopsfor Media on Climate Changeand Development in the IndianHimalayan Region

Climate change continues to be one of themost important global issues and to keep thepublic informed on climate change anddevelopment issues, media plays animportant role. Therefore, it is important tocapacity build media and help it report moreeffectively on climate change and

development issues. Considering this, ClimateChange Division of Swiss DevelopmentCooperation (CCD-SDC) supported fourmedia capacity building workshops to becoordinated by CEE and The Third Pole (TTP)under the Indian Himalayas ClimateAdaptation Prograamme (IHCAP). Theknowledge partners for the programme arethe Department of Science and Technologyand the MoEFCC, Government of India.

5.3.1.1 Media Workshop in Shimla, Himachal Pradesh

The first of the four workshops was held inShimla, Himachal Pradesh, from July 30 toAugust 1, 2014, at the Himachal Institute ofPublic Administration (HIPA) Centre(Fairlawns) in Shimla. This workshopfocused on climate change effects andadaptation in the central and westernHimalayas. Journalists from print, television,online and radio of the Western Himalayanregion (Jammu and Kashmir, HimachalPradesh and Uttarakhand) reporting onHimalayan issues attended the three dayworkshop together with their peers andcolleagues from Punjab, Haryana,Chandigarh, Delhi and Uttar Pradesh.

Overview of the workshop: At the outset ofthe workshop, participants were given anintroduction to the already documentedimpacts of climate change in the Himalayanregion, especially, increase in annualtemperatures, shifts in rainfall patterns anddecrease in average snowfall. As some of theparticipants are experienced reporters onenvironmental issues, including climatechange, the younger group of participantswere able to learn from the questions posedby and the insights provided by the seniorgroup. The group discussions focused onexamples of the direct impact of climate

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change on floods and droughts, glacialretreat, water stress, food production,biodiversity, forest fires, forest regenerationand productivity, infrastructure, hydroprojects, health and related aspects. It becameclear from the discussions that there is acritical need to develop mitigation andadaptation strategies to avoid unmanageablesituations resulting from climate changeinduced disasters, which are often a resultof unsustainable development.

Workshop participants made aware ofseveral studies which indicate that well-researched and accurate mediacommunication on these issues has a majorimpact, and for this to happen, animprovement in journalists’ understandingand knowledge base on these issues isimportant.

The representative of the Mountain Divisionof the MOEF&CC said that the ministryinvolves journalists to capture such insights,and that rather than advocate a particularpolicy or response, the ministry’s goal is toelicit multi-disciplinary responses byincluding public input and support.Abdhesh Gangwar of CEE Himalaya notedthat climate science has now reached theforefront but the need for creating awarenesson climate change issues was just as critical.Workshops like these enable issues to beprobed and stories outlined. Joydeep Guptaof The Third Pole reminded the participantsthat climate change and the extent to whichit is adding to the risk of disasters is anunder-reported area, and that while climatechange threats may be similar acrossdifferent Himalayan regions, the ways inwhich they are handled vary.

A detailed description of the administrativeneeds of Shimla city and of the pressures

exerted by various interest groups, was wasthe highlight of the Deputy Mayor of Shimla’spresentation, which provoked considerablecomment and interest. Factors discussedincluded the trend of increasing consumptionof goods and raw materials by a growing citypopulation and the burden of such a trendon the mountain ecosystem. Questions fromthe workshop participants to theadministrator probed the model of economicgrowth for a settlement that had been plannedfor a permanent population of 40000 is todayhome to the 230000 and host to two milliontourists a year. The material demands (suchas water) and burdens (waste and garbage)must be reckoned with administratively,though they tend to be politically sensitive.

Learning from the field: On the second day,the workshop participants were taken on afield trip to locations where climate changeimpacts and adaptation were both visible andexplained. Specific areas like agriculture,biodiversity, Himalayan fauna and villagedevelopment were all covered during thecourse of the field trip. The Shimla WaterCatchment Wildlife Sanctuary and Forest wasexplained and interpreted by Mr. R K Sood;at the Central Potato Research Institute inKufri the participants’ questions wereanswered by Mr. Vijay Kumar Dua of theClimate Change Division; at Shimla Zoo, aninterpretation address was delivered by Mr.Satish Gupta, DFO Wildlife, and VinodSharma, DFO Shimla; at the PanchayatBhawan in the village of Janaidghat theparticipants met and spoke to local farmers,women, self-help groups and Panchayat officebearers, which was facilitated by the NGOParyavaran Avam Gramin Vikas Sansthan;during the lunch break at Chail Palace,participants learnt about forest ecology andconservation from Dr. Vaneet Jishtu, Scientist

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with the Himachal Forest Research Institute,ICFRE; this was followed by a visit to Mahogvillage whose residents are activefloriculturists. The participants benefitedimmensely from these interactions.

Media roles and the development question:On the third and final day of the workshop,a wide ranging narration and discussionshelped familiarise the participants withdiverse views on the ideological and politicalaspects of development choices in HimachalPradesh. Resource persons from the NGOs,Himalaya Niti Abhiyan and SwayamsevakSansthan described the roles and activities ofsocial change organisations. They decried the‘use and throw’ economic model which hasbecome commonplace in India, even in theHimalayan region, and which makes asociety more extractive and use moreresources, and also demanding of energybecause the per capita energy consumptionmeasure has become a measure of‘development’.

Having heard from domain experts, theparticipants also listened to the critical viewsof social workers and debated questions onalternatives to development. The mostdifficult factor is the struggle for families andhouseholds to control what they use and buy,for which regular education is needed, whichmakes the role of the media paramount.Equally important is the provision of aninterface between science andimplementation, which ICIMOD Kathmanduundertakes with its knowledge partners, andMr. Nandkishore Agrawal explained thatsuch an approach addresses climate sciencepartly by bringing clarity to the climate-community connections.

While there is a National Mission forSustaining the Himalayan Ecosystem and all

states have drafted state action plans onclimate change, proposals in the state plansare more or less generic, and often actionsand policies have been shaped throughmedia reporting of climate science and publicopinion. The participants and resourcepersons broadly agreed that the Himalayanregion is underreported in the national mediaand news stories remain regional. Mediaparticipants were urged to highlight linkagesbetween climate change and developmentand to find ways through their work tointegrate climate change concerns indevelopment planning.

5.3.1.2 Media Workshop in Namchi, South Sikkim

The second three day media workshop washeld in Namichi, South Sikkim dueringNovember 17-19, 2014. A diverse group ofjournalists from print, television, radio andonline media based in Sikkim, Assam,Manipur, Kolkata, Odisha and New Delhiattended the workshop. Speakers includedrepresentatives from state and localgovernments, administrators working inSikkim and experts on climate change issues.Besides presentations from experts anddiscussions on issues related to climatechange adaptation and mitigation, theworkshop also included a field visit toNamthang, a small town in south Sikkim,and group exercises that enabled participantsto discuss obstacles faced in reporting climatechange issues in the eastern HimalayanRegion.

The structure of the workshop was designedwith a view to elicit the best possiblecombination of learning, in situ experienceand discussion. Hence the first day wasdedicated to presentations by the thematicand domain experts; on the second day a site

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visit was organised to Parbing village - a‘Sherpa’ community village, Krishi VigyanKendra (KVK) in Namthang Block, Namchi;and on the third and last day, groupexercises were conducted along with theconcluding sessions.

Sikkim – Impact of initiatives taken to reduceclimate change concerns: Mr. SandeepTambe, Commissioner of Rural Development,gave a presentation on Sikkim Experiencesin Bridging Science, Policy and Practicerelating to Climate Change Adaptation. Hehighlighted the challenges that arise due toclimate change like reduction in snow fall,reduction in rainfall with high intensity andfrequent occurrence of hailstorm, etc. He alsopresented the steps taken by the Sikkimgovernment; eg. Prohibition of herding ofcattle with compensation offered to theaffected herders. He also said that Sikkim isprobably the only state which has bannedthe use of chemical fertilizers and promotesonly organic farming. Participants laterinteracted with the Commissioner, probingin detail the mechanism adopted or startedby the local government to minimise thethreat of climate change issues.

Water conservation is the main concern ofrural dwellers in drought prone areas; thegovernment has started Dhara Vikas Yojnaunder MGNREGA to counter this. Oneparticipant, Mr. Pem Norvu Sherpa, sharedhis experiences on water conservationparticularly through locally availablesources. The Dhara Vikas programme focusedon rejuvenating and reviving theunderground water by blocking the surfacerunoff of water using trenches and manmadeponds which gives time for the water topercolate down and recharge the aquiferswhich then emerge as springs. Due to this

scheme, several positive impacts have beenobserved like seasonal springs becomingperennial springs, production of horticulturalcrops and increase in the number of storagetanks. Since 2008, out of the 704- springsources screened, 54 springs have beenrevived in 20 villages across Sikkim.

Mr. Joydeep Gupta from The Third Polestarted his session with three basic questionsaddressed to the three teams formed by theparticipants for a joint group exercise on‘What are the three biggest obstacles to dostories on climate change in the media?’ Thethree questions he asked them to discusswere: a) Why should we bother about climatechange? b) What is the impact of climatechange on water? c) How good are we atdeveloping stories? He ended hispresentation by advising media persons totreat stories on climate change as any otherstory and not necessarily an environmentalstory.

On the second day, the participants went ona field trip to Parbing Dobang village andKrishi Vigyan Kendra. They were welcomedby the Panchayat member and accompaniedby Mr. Ravin Prasad Sewa, the Gram VikasAdhikari. The visible impact of Dhara VikasYojna could be seen in this village.Participants interacted with the villagers andcould also see for themselves the schemewhere the government has helped villagersbuild step roads over the hill to reach theaquifer area of this rain shadow village. Theyalso trekked to the multiple trenches built onthe path of the slopes where the streamflowed, as well as water the collecting tankswhich enabled the villagers living below thehills to reap the benefits of the scheme. Thefarming community of Parbing village growspeas, potatoes and chillies, and even practise

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poly house based floriculture andhorticulture, all of which has been madepossible by the now perennially availablestream water.

Role of NGO: Reducing the impact of climatechange: The third day started with apresentation by Dr. Bibhab Talukdar ofAranyak who spoke on the Role of NGOs inClimate Change. He highlighted the richbiodiversity of north east India where thereis still scope for discovery of many more newspecies, though some may have even beenlost forever. He also discussed about someindicator species likes Mimosa which isimportant for the survival of Rhinoceros inKaziranga. He also drew the participants’attention towards the status of somecharismatic species in the north east likeHoolock Gibbon, White Winged Wood Duck,Bengal Florican, Golden Langur, Tragopan,Python, etc. He said that that the rainfall isquiet erratic and intense these days leadingto frequent occurrence of drought and flood,which may be an indication of climatechange. Installation of Flood Warning Systemin some villages of Dhemaji in Assam wasalso discussed by Dr. Talukadar. He furthersaid that environment and development cango hand in hand with the help of renewableenergy programmes and eco-friendlytransportation system. Finally he urged themedia fraternity to speak up and deepen theircommitment, and not to give up. Later, heresponded to a battery of questions from themedia persons to their satisfaction.

Mr. Udaayan Mishra of ICIMOD,Kathmandu, spoke on the Core Competenciesof ICIMOD and its Engagement with Media.He said that said that ICIMOD is the InterGovernmental Regional Organisationworking on the Himalayas from Myanmar to

Afghanisthan. He listed the key priorities ofICIMOD as – Adaptation to Change,Transboundary Landscape issues, RiverBasins, Cryosphere and Atmosphere,Regional Information System and HiamlayanUniversity Consortium. He also highlightedthe various approaches of ICIMOD forengaging with the media and listed downtheir key resource persons and their keypriority areas.

Ms. Bina Gurung, ADC, ProgrammeCoordinator, MGNREGA, South Sikkim,spoke on the subject of Dhara Vikas and itsbenefits in terms of water security as well asagricultural output. She highlighted how theMGNREGA funds have been used in aconstructive way in this part of Sikkim forensuring perennial water supply, rejuvenationof lakes and springs and other asset creationactivities in villages, with particular focus onconservation and agriculture.

During the second half of the final day,participants were divided into three workinggroups and an editorial group. The workinggroups were asked to prepare three story ideason the basis of the presentations andinteractions in the workshop as well asduring the field trip. There was a livelyinteraction and discussion on the nine storieswhich emerged from this session as it coveredinteresting subjects meant for the audio, videoand print media. The stories were mainlyfocused on water conservation, organicfarming, large cardamom cultivation, use ofMGNREGA funds, etc.

Media Stories that appeared post CEE-TTP-IHCAP Workshops

1. Rains and blocked drains. ChitraAhanthem. Imphal Free Press. June 16,2014.

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http://ifp.co.in/page/items/21692/rains-and-blocked-drains

2. The story behind development projects.Imphal Free Press. July 9, 2013.

http://ifp.co.in/page/items/15475/15475-the-story-behind-development-projects

3. All weather communication need of thehour in Uttarakhand. Meena Menon. TheHindu. August 2, 2014.

http://www.thehindu.com/news/all-weather-communication-need-of-the-h o u r - i n - u t t a r a k h a n d /article6275478.ece#lb?ref=infograph/0/

4. Journos discuss challenge in climatechange. The Assam Tribune. November24, 2014.

http://www.assamtribune.com/scripts/detailsnew.asp?id=nov2414/oth052

5. Himalayas losing prized spice to climatechange, poor science. SubhraPriyadarshini. natureINDIA. November27, 2014.

ht tp://www.natureasia .com/en/nindia/article/10.1038/nindia.2014.162

6. Springs, not glaciers, fighting backclimate change in eastern Himalayas..Subhra Priyadarshini. natureINDIA.December 10, 2014.

ht tp://www.natureasia .com/en/nindia/article/10.1038/nindia.2014.167

7. New Data Predicts Fiercer Floods InBrahmaputra, Indus. Max Martin.IndiaSpend. December 13, 2014.

http://www.indiaspend.com/cover-story/new-data-predicts-fiercer-floods-in-brahmaputra-indus-65170

8. Media Workshop on Adaptation toClimate Change in the Indian Himalayas.Indian National Science Academy, NewDelhi. Waterkeeper India. December 25-29, 2014.

https://www.fl ickr.com/photos/w a t e r k e e p e r i n d i a / s e t s /72157649398668022/

9. Rs 38,420 crore: Little Sikkim’s HugeGrowth Gamble. Soumik Datta.IndiaSpend. January 3, 2015

http://www.indiaspend.com/cover-story/rs-38420-crore-little-sikkims-huge-growth-gamble-96374

10. Going organic: Field notes from Sikkim.Daily O. Sourabh Gupta. February 11,2015.

http://www.dailyo.in/lifestyle/going-organic-field-notes-from-sikkim-farming-namchi-perbing/story/1/1974.html

5.4 Science Express BiodiversitySpecial at Khadki Station,Pune

Science Express Biodiversity Special (SEBS)arrived at Khadki on December 17, 2014morning. It was received by students in awelcome ceremony organised by CEE onbehalf of the MoEF.

In a special video message for children inPune, Shri Prakash Javadekar, Hon’bleMinister of Environment, Forests and ClimateChange, welcomed the Science Express toPune. He spoke about India as a mega-

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biodiversity country. Especially addressingchildren, he said that each living being hasa role in the cycle of nature and SEBSencourages each of us to participate inbiodiversity conservation. Shri Javadekarappealed to Punekars, especially schools, tovisit SEBS while it was at Khadki. Mr. ABMendekar, Additional Divisional RailwayManager (Central Railways); Mr. P J Michael,Deputy Secretary, MoEF; Mr. Mohekar,Regional Officer, Maharashtra Pollution

Control Board; and Ms. Sanskriti Menon,Programme Director, CEE, were part of theWelcome Ceremony.

Shri Javadekar also visited SEBS on December20, 2014, the last day of the SEBS stay atKhadki, with the Divisional RailwayManager and Ms. Sanskriti Menon of CEEbeing present. Science Communicatorsfacilitated the visit and interacted with theMinister.

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6 EE Through Interpretation

6.1 Protected Area Interpretationand Ecotourims (PAIE) Group

The year 2014-15 saw a large variety in thethemes of interpretation projects completed bythe Protected Area Interpretation andEcotourism (PAIE) Group and the Graphicand Exhibit studios at CEE, Ahmedabad.

The first of the projects was an interpretationcentre and nature trail at Shahnoor in MelghatTiger Reserve in Maharashtra. This centrehighlights the richness in the biodiversity ofMelghat Tiger Reserve nestled in the Satpurahills in Maharashtra. It also highlights thetribal communities residing in and aroundthe reserve, their culture and their relationshipwith the forest.

The second project was a museum cuminterpretation centre at the Tropical ForestResearch Institute (TFRI), Jabalpur. The centrehighlights the importance of and the need forresearch in tropical forestry and showcasesthe work done by TFRI in the field.

The third centre situated at Nagzira WildlifeSanctuary in Maharashtra, focused on thebiodiversity of Nagzira and its importance asa major habitat link between important tigerlandscapes of central India.

A report on Project Tiger was compiled,designed and published for the National TigerConservation Authority (NTCA).

A small interpretation facility was set-up atthe Indian Institute of Forest Management(IIFM), Bhopal, to showcase the work of theinstitute to visitors.

6.2 Agricultural Science Museum,Raichur

CEE Karnataka developed an AgriculturalScience Museum at the University ofAgriculture Sciences, Raichur, to showcase itsachievements in the field of Education,Research and Extension, and also share withthe general public the highlights of itsmagnificent journey in the field of agricultureand its contribution in changing the life of thepeople in Hyderabad-Karnataka (H-K) regionof Karnataka state. The museum aimed tohighlight the agro biodiversity of the region.As part of this initiative, 35 informative displayboards were developed through fabrication,content research and design, including aerialphotography. A total area of over 2000 squarefeet worth of display has been developed underthis project.

Tropical Forest Research Institute (TFRI), JabalpurNagzira Wildlife Sanctuary in Maharashtra

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7Knowledge Management for

Sustainability (GCS)

7.1 Assessment of CommunityDependence in CoastalEcologically Sensitive Areas

CEE, with support from and partnership ofthe National Centre for Sustainable CoastalManagement (NCSCM), is facilitating a projectto survey the households of coastalcommunities in the critically vulnerablecoastal areas (CVCAs) as indicated in theCRZ 2011 Notification. The project seeks todevelop a knowledge system on ecologicallysensitive areas (ESAs), understand communitydependence on such areas and identify areasof intervention to involve them for itssustainable management.

As part of this, a stakeholder consultationmeeting was facilitated in Karwar Taluka inUttara Kannnada District on September 19,2014. Around 67 people representing thefishers, farmers, NGOs, and governmentofficials including the District Collector,participated in the meeting and shared theirviews. CEE also facilitated NCSCM to test thequestionnaire and develop the trainingsessions for enumerators. The surveyinstrument is proposed as a tablet instrumentwith a specially designed app that enables thesurvey to be conducted in multiple languagesand and also eliminates the need for separatedata entry. The data captured, including audio-visuals, can be sent to the server on real timebasis for further analysis.

7.2 External Evaluation ofCAMPA (CompensatoryAfforestation FundManagement and PlanningAuthority) Activities of GoaForest Department

CEE Goa State Office has been nominated bythe CAMPA Steering Committee as an externalMonitoring and Evaluation Agency to evaluateCAMPA activities of the Goa ForestDepartment. The external evaluation for 2013-14 with respect to Compensatory Afforestation,Soil and Moisture Conservation, and Wildlifeand Habitat Improvement has been completed.CEE developed an evaluation format,organised a one day orientation workshop forall the Range Forest Officers, and accessed thepertinent information from the division. Basedon the information provided by the ForestDepartment, CEE planned and conducted fieldvisits, held discussions with the field staffand other stakeholders. The report andsuggestions that emerged from the evaluationexercise have been submitted to the Goa ForestDepartment for their perusal.

7.3 Gyansetu

The WEST group of CEE implemented theproject ‘Virtual Resource Centre (VRC) andTraining Platform for primary teachers in ruralareas’ on a pilot basis for the governmentrural primary schools of Valsad District,Gujarat. The project was awarded by theEducation Innovation Fund for India (EIFI) in2012. As per the project, a tablet enabled withinternet connectivity through a mobile SIMcard, in-built educational applicationsdeveloped under the project, and a 32" LCDTV for projection were provided to 10government primary schools.

A specific educational networking portal thatserves as a virtual online resource centre hasalso been developed. Resource materials andinnovations in the field of education wereshared on a periodic basis with the teachersusing the VRC application through the portal.How well the teachers receive these

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educational materials and use it, are beingmonitored as part of the programme. Theapplication has features that allow teachersto share their ideas and concerns at any timeand obtain response through the portaloperated by the Centre.

This is the first application that CEE hasdeveloped for education purposes. The basicfeatures of the application are:

� It is an Android based application and issupport by Android phone

� It works in both online and offiline modesand so even a teacher in a remote area canuse it in offline mode and log in to updatewhenever necessary.

� It works in mobile 2G network, therebyavoiding the need for high speed network.

� The tablet is a 7" one, and hence easy tocarry, with more than 3 hr battery backup.

� The tablet can be connected through HDMIwith LCD/LED/Projector for projection tobigger audiences.

� Its expandable memory provides enoughspace to preload the content in the tablet.

After completing the field test of theapplication, it is proposed to upgrade theprogramme and also scale up the number ofusers. Since this is being conducted incollaboration with the Education department,other school teachers have also shown interestto be part of this programme. Otherorganisations like Bhagvatinandji EducationTrust, Junagadh, with 33 schools in ChapardaBlock of Junagadh District, and READfoundation is interested to support 100 schoolsin Valsad District by providing tablets andaccessories, are interested in joining theprogramme by paying an annual maintenancefee.

With this kind of response, the project isbeing proposed to become self-sustaining belaunched under the name GYANSETU forinterested users.

Programme Parteners:

� CEE

� Education Department, Government ofGujarat

� READ (Rural Education AndDevelopment) Foundation, Ahmedabad,Gunarat

� Bhagvatinandji Education and HealthTrust (BEHT), Chaparada, Junagadh,Gujarat

� Mundra International Cargo Trading, D PWorld, CSR, Mundra, Katchh, Gujarat

Roles and Responsibility as ImplementingAgency:

� As implementing partner, CEE will be thesecretariat for the programme.

� The online support will be provided byCEE through Block and Cluster ResourceCo-ordinators.

� Online monitoring reports will besubmitted to the concerned educationauthorities.

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� Orientation of teachers and onlineeducation support to them is to beprovided though the VRC network.

� A progress report of the programme shouldbe generated on a quarterly basis.

Recent progress in the Programme: As theidea has been accepted by many teachers andagencies, the technical aspects are also beingdeveloped. Till date, 181 schools have becomepart of this programme and 181 teachers areusing Gyansetu Application in theirclassroom teaching.

Sr. No. District No. of GyansetuApplication Users

1 Valsad 60

2 Bhavanagar 40

3 Junagadh 36

4 Gandhinagar 6

5 Katchh 24

6 Rajkot 1

7 Surat 12

Total 179

7.4 Development of Eco-sensitiveArea Map of Coastal Areas inGoa

The Goa State Pollution Control Board(GSPCB) commissioned CEE Goa State Officeto develop a map of eco-sensitive areas alongthe Goa coast which could be used by thecoastal managers in case of oil spills and forother ecosystem management activities. Eco-sensitive areas such as beaches, mangroves,estuaries, sand dunes, low lying paddy fields,salt pans, marine turtle nesting sites, heritagesites, and places of tourist importance were

identified and mapped. This was done usingGIS and remote sensing information, and alsoinvolved discussions with local stakeholdersand secondary research and literature review.Information related to the sensitive area wasgiven alongside so that the ecologicalimportance is known for the purpose of bettermanagement.

7.5 SDGs and India

As one of the main outcomes of the Rio20+Conference, the member states agreed tolaunch a process to develop a set ofSustainable Development Goals (SDGs).

India as an active member and party to thewhole process, took the initiative to conductan in depth study of the identified thematicareas in order to provide the background fordeveloping India’s contribution to the SDGdialogue and the stand it takes on specificSDG targets. CEE assisted MoEF&CC througha project supported by UNDP, to prepare anoverview of the selected thematic areas likepoverty eradication, full and productiveemployment, food security, sustainableagriculture, energy, oceans and seas, forestsand biodiversity amongst others.

Two volumes of discussion papers wereprepared by CEE as an input for thedevelopment of India’s stand on SDGs. Thesepublications are a compilation and analysisof secondary data on the specified thematicareas based on the Planning Commissiondocuments for the India baseline, documentsfrom concerned ministries and relevant UNdocuments. The Director - CEE also attendedthe Open Working Group discussions at theUnited Nations and was a part of the Indiateam.

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8 Industry Initiatives

8.1 Sustainable Business andClimate Change Group

CEE’s Sustainable Business and ClimateChange (SBCC) Group works with businesswith a view to assisting them evolve andsupport actions towards sustainabledevelopment. The activities involveinformation servicing, training, assessmentsand capacity building on thematic areasrelated to sustainability, energy and waste,linking industrial activities withenvironmental compliance, protection andpolicy learnings.

SBCC focuses on climate change education forsustainable development, climate policy,carbon financing projects and footprintassessment. It develops academic courses andprogrammes for centres of higher learning,assists course development and delivery,carries out monitoring and assessments onclimate adaptation and mitigation, andconducts research on emerging themes onclimate.

8.2 Industrial Pollution Prevention– Training Initiatives

CEE intends to create awareness and buildthe capacity of different stakeholders, viz.common infrastructure facility operators,industries, consultants, concerned governmentofficials, NGOs and others in the field ofenvironmental pollution control and cleanerproduction for better compliance.

The activity on the industrial pollutiontraining for small and medium enterpriseswas reorganised and its objectives defined inthe context of the need for sustainableindustrial development and priorities. CEE isworking with Industrial associations andexpert agencies for a series of theme based

training programmes covering subjects likeenvironmental legislations, cleanerproduction, Environment ManagementSystem, air pollution control and waste watertreatment technologies, co-processing of waste,recent environmental issues and bestmanagement practices for differentstakeholders. It aims to impart training toofficials at different levels in the industrialsectors so that they are fully aware ofenvironmental issues and their solutions forcompliance, thereby leading to sustainabledevelopment.

The group mission is to provide students,community and business with qualityacademic training, expertise and advice bydeveloping solutions that improve the qualityof the environment and help sustainabledevelopment through meaningful engagement.

In the year 2014-15, SBCC group tookinitiatives to develop newer activities in theareas of compliance monitoring andassessment, pollution prevention andremediation and climate change education.These initiatives have led to development ofboth newer learnings and partnerships whichwill enable furthering the group mandate toengage diverse stakeholders.

8.3 Environmental Action Magazine

CEE, in association with Gujarat PollutionControl Board, developed a magazine titledEnvironmental Action. CEE was involved indeveloping the content/materials for themagazine, covering latest news on theenvironmental front at the state, national andInternational levels. CEE also helped developeditorials and articles from senior GPCBofficers, CEE personnel and external experts.The magazine provided industries withsuccess stories on cleaner technology,

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management practices and trends insustainability. These were further augmentedwith news on legal amendments ornotifications in the Acts by MoEF&CC andGujarat State Pollution Control Board.

8.4 Waste Utilisation Center

CEE has established a knowledge center onhazardous waste management and a museumof wastes in association with Naroda EnviroProjects Limited (NEPL), Ahmadabad. A roundtable discussion on Industrial Symbiosis andCircular Economy was held withrepresentatives of GPCB and CEE, industrialassociations, cement industries and wasterecyclers participating. The roundtable wasjointly conducted by CEE and a Visiting Fellowfrom the University of Guelph, Canada.

8.5 Case Study on Education forMitigation – UNFCCC-UNESCO and CEE’s JointPartnership

Education is an important tool in climatechange mitigation actions as it not only bringsin emission reduction but also decides thelevel/degree to which we can succeed inemission reduction. UNFCCC, UNESCO andCEE, in joint partnership, are conducting aresearch to understand the role of educationin mitigation. UNFCCC, through Article 6,recognises education as an important tool formitigating climate change. Case studies arebeing identified where education played a keyrole in achieving mitigation goals.

The project has been presented during the UNAlliance Annual Meeting in Geneva in October2014, and COP 20 in Lima in December 2014.The cases will be presented at the COP 21scheduled for Paris in November–December2015.

8.6 Evaluating Climate ChangeProject - Earth Care Awards2015

Earth Care Awards (ECA) on Climate ChangeMitigation and Adaptation was launched in2007-2008 and is jointly promoted by JSW andTimes of India. CEE functions as theKnowledge Partner for the awards and carriesout the process of assessments and evaluationof different projects/initiatives.

The Awards, which aims to recognise effortstowards mitigation and adaptation initiativesby industries, communities and individuals,stepped into its sixth year. The sixth edition ofthe awards was launched in 2014 and focuseson three important areas, significant action byindustries, community and by individuals.

A compendium on the awardees of the EarthCare Awards is being developed to showcaseefforts on mitigation and adaptationundertaken by different groups covered underthe awards process. It would also showcasethe environmental stewardship approachesadopted by the ECA award winners towardsclimate change mitigation and adaptation.The cases would be divided into three thematicareas, namely, communities, innovation forclimate protection, and industries (large scaleas well as small and medium scale enterprises).

Each case of the ECA Compendium wouldgive a sectoral overview, background of theorganisation, project details, key interventionsundertaken, net benefits achieved, issues faced,and learnings for the policy makers. TheCompendium would act as a ready referenceon the best cross sectoral approaches undertaken by the award winners and wouldpromote sustainable technologies, policies andpractices.

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8.7 Facilitating Documentation ofRenewable Energy (RE) andEnergy Efficiency (EE)Initiatives by Journalists inIndia

CEE is partnering with the Heinrich-Böll-Stiftung to implement a project on capacitybuilding of journalists and documentation ofRE and EE initiatives by journalists in India.

The objective of the project is to build capacityof Indian media to understand the renewableenergy and energy efficiency initiatives andbring forward these initiatives to the attentionof the larger public and policy practitioners,so as to contribute to an informed and criticaldiscussion about renewable energy and energyefficiency in India. The project seeks toempower journalists with stories, not only onissues related to renewable energy in Indiabut connect them to the international processesand debates, including the GermanEnergiewende, UNFCCC, SDGs, SE4all, andothers. Finally, the project seeks to enablejournalists to connect the renewable energydebate in India to growth and sustainabledevelopment implications. It is expected thatjournalists, after participation in the projectactivities, would be empowered to facilitate aholistic discussion on renewable energy inIndia and beyond.

Project activitiesinclude:

� Providing information to journalists aboutthe state of the art, potential, policies andbarriers of renewable energy and energyefficiency, as also resource scarcity withregard to fossil fuels in India;

� Initiating a discussion about renewableenergies and sustainability in India;

� Creating awareness in journalists aboutthe German Energiewende and its potentialtake-away for India;

� Updating them on international processesunder UNFCCC, IRENA, SE4all, SDGs, etc.for ongoing and future internationalcollaboration on renewable energy;

� Engaging them in expert discussions andfield visits in India and Germany for firsthand information and experience in thesubject; and

� Facilitating story writing on the abovetopics and their contexts.

8.8 Participatory StakeholderEngagement for EnvironmentalMonitoring

The current pace of developmental activitiesacross different industrial segments has led toa host of unresolved issues betweencommunity, industry and regulatory agencies.Concerns have been raised about the timetaken for remedial and redressal of issuespertaining to observed non-compliance andalso aspects related to conflict of interestbetween the parties involved. There is a feltneed to reduce the response time and alsostrengthen the resolution process.

A participatory process, in this context, canindependently validate actions andcommunicate them to the right audience. CEEhas initiated such a process through a projectoffice in Mundra, Kutch. With the support ofMundra Port SEZ Ltd., CEE is developing aprocess to strengthen its compliance reportingstructure and bring more transparency to itsactivities. The work on this has started withthe development of reports on baselineindicators by involving college and youthgroups. Training and capacity building of

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college students and community members onenvironment monitoring of the local area andbuilding citizen partnership have beenconducted for this.

8.9 Appliance Energy Standard &Labeling Programme –Application of TAP–Cframework

In 2012-13, CEE established the EnergyEfficiency Network, with the participation ofleading civil society organisations. Theobjective of EENET is to promote participationof civil society groups in energy efficiency,particularly in the segment of ApplianceEnergy Efficiency. As part of the EENETactivity, CEE received a sub grant from WorldResources Institute, for the purpose ofdeveloping an understanding on the TAP–Cframework (Transparency, Accountability andParticipation – Capacity) components, whichwould be part of the governance mechanismof standards and labeling processes in India.The project generated feedback from differentstakeholders brought together from diversebackgrounds who are engaging with thissector. The outcomes were:

� Development of an understanding on thestakeholder perspectives related toStandards and Labeling practice.

� Identification of key barriers in thegovernance framework of TAP–C as perthe proposed framework developed byPRAYAS and WRI.

� Reaching a level of clarity in the areas thatrequire interventions, related to differentstakeholder groups and developingengagement pathways.

8.10 Mangrove PlantationMonitoring

CEE has been associated with Petronet LNGLtd., Dahej and Gujarat since 2014 for providingexpert service on Mangrove PlantationMonitoring and Reporting. The task involvedconducting field assessment studies onmangrove plantation, assessing growthparameters, survival rate, associated biodiversity,and arriving at the suitable suggestions.

The Mangrove Monitoring exercise wasconducted twice a year in different locations ofBharuch and Bhavnagar districts of Gujarat.The project reports highlighting the overallobservations, including highlights on successes,challenges and barriers, was formulatedsubmitted to Petronet LNG Ltd. Emphasis waslaid on understanding local resource availability,usage pattern, anthropogenic stresses, andstakeholder engagement required for ensuringlong term sustainability of the mangroveplantations.

8.11 Clean Development Mechanism(CDM) Project on Afforestationand Reforestation

CEE partnered with the Forests Department,Government of Gujarat since 2012 to developCDM projects on Afforestation andReforestation for Bhavnagar and Panchmahaldistricts, Gujarat. Under the project, severalfield visits were carried out to identify theproject land parcels and conduct stakeholderconsultation for assessing the needs andwillingness of the participants. The ProjectConcept Note (PCN) and Project DesignDocument (PDD) were formulated based onthe feasibility studies, standard procedure andUNFCCC guidelines. The PDD for Bhavnagarhas been submitted to the forest departmentfor their suggestions and approval.

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9Sustainable Rural Development

9.1 Hingolgadh Eco-developmentProgramme (HEDPro)

Background

CEE has been working in Jasdan Block since1988 for sustainability education with therural community. The Jasdan Block Officeworks as a Resource Centre for providingsupport services, guidance, reliable and needbased information services, capacity buildingprogrammes, facilitating governmentprogrammes and schemes, demonstratingvarious sustainable livelihood options andmarket linkage support to the community.Institutional Building has remained a majorstrategy towards achieving ground results.CEE has initiated and is supporting 63Paryavaran VIkas Mandals (PVMs), which arefunctioning as village level sustainabilitypromoting institutes; CEE is also facilitatingsustainable development in project villagesthrough them.

Some of the major activities of HEDPro duringthe year are given below.

� As part of our initiative to promotesustainable agricultural practices which

are appropriate for the semi-arid region, 50farmers have started horticulture throughlinking up with government schemes.Species like custard apple, lemon, chikooand pomegranate have been cultivated.These farmers are also being providedtraining in and exposure to sustainablefarm management practices.

� From Gram Nidhi fund, about 35 eco-entrepreneurs were given loans for activitieslike buying a Gir cow, building cattle shed,livestock practices, landscapemanagement, etc.

� SHG group members practising organicfarming participated in several organicfairs across Gujarat, generating a totalincome of Rs. 20, 00,000 through sale ofvarious eco-products.

� Seeds of the local variety of pearl milletwere distributed among the SHG memberswith an agreement to contribute seeds tothe seed bank for further distribution. Dueto the efforts of CEE Jasdan and otherorganisations in the field, this vanishingvariety is being conserved.

� Sahyog Agri Mall, initiated by farmers in2010, achieved a turnover of about Rs. 12,00,000 through sale of seeds, bio-compost,bio-pesticides, small tools, etc. Sahyog Mallalso serves as an information centre for thefarmers, providing them with informationabout government schemes and alsoassisting them with relevant forms.

� Jasdan Field Office is involved in plantationprogrammes in the region, for which, everyyear, CEE Jasdan approaches variousnurseries in the Saurashtra region to getquality saplings. Plantation on farmboundaries, schools, public lands andHingolgadh Eco-development Programme

(HEDPro), Jasdan

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back-yards is being promoted with theinvolvement of communities. This yeartoo, about 20000 saplings were distributedamong the community at nominal charges.This programme, over the years, has addedto the tree cover while also helping meetthe community’s fuel-fodder needs.

� Towards creating a partnership with CSR,CEE Jasdan team conducted seventrainings for Reliance Foundation, whichfocused on the capacity building of smallfarmers in creating nutritional garden, aspart of the Reliance assisted RNG (RelianceNutrition Garden) project. Each village-specific training covered about 35-40participants, with about 350 womenfarmers being trained. Aspects likecultivation, storage, seed treatment andnutritional cooking were also discussedduring the trainings.

� CEE Jasdan is a member of the SwachhBharat Abhiyan Committee for Jasdan Block.During the year, the team served as resourcepeople for three villages and Jasdan townto conduct the campaign under SwachhBharat Abhiyan. CEE Jasdan alsoparticipated in the the Krushi Rathprogramme of Government of Gujarat. Aspart of the programme, an exhibition onmedicinal plants and sustainableagriculture was set up in three villages.CEE Jasdan team members were alsoresource persons for the trainingsorganised under the Krushi Rathprogramme.

� As part of collaboration with highereducation institutes, 16 students fromBachelors and Masters in Rural Studiesstayed at Jasdan for their internship andgained much needed practical exposure inthe field.

9.2 Gramshilpi

CEE, in partnership with Gujarat Vidyapith,runs the Gramshilpi programme since 2007.Every year, a batch of graduate and postgraduate students joins the programme topursue their career of committing themselvesto the cause of rural development.

The programme aims to provide extensivecapacity building inputs and initial financialsupport to selected students of GujaratVidyapith to work towards holistic ruraldevelopment. As of now, 42 Gramshilpis havetaken up the cause of rural development, andout of them, 10 have settled down in villagesundertaking various activities. Gramshilpis geta monthly stipend for their personal andprogrammatic needs during the initial twoyears.

During 2014-15, three post graduates wereselected for the project as Gramshilpi, througha selection process conducted by CEE for thestudents of Gujarat Vidyapith. After twentyone days of the first contact session, theyselected villages from three different districts.Their capacity building and need basedtraining covered content like primaryeducation, elements of earth, as well asmethodology and skill modules. One of theGramshilpis from the current batch is nowassociated with this project.

The new Gramshilpi selected his village formthe interior areas of Katchh District, Khavadaand Khadir, and is planning to work withchildren for their better future and education.One of the earlier Gramshilpi, Nilam Patel hasbeen awarded with Jagrit Jan Sanman by JagrutJan Trust, Ambavadi, Ahmedabad, for hiscommitment to the tribal people of BanaskanthaDistrict. The two other Gramshilpis, JaldipThakar and Ashok Chaudhary, have been

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awarded with Gandhi Mitra Award by theHon’ble Rajyapaal Sri O.P. Kohali. AnotherGramshilpi, Gautam Chaudhary, working inthe tribal area of South Gujarat, The Dangs,has started a residential facility for the childrenof migratory families; 32 children are beingprovided schooling by the efforts of Gautam.Ashok Chaudhry, working in Karutha villageof Surat District has got 17 children enrolledin grade 8 for continuing their studies aftercompleting their primary education.

The major thrust areas of the Gramshilpis’activities are education, health, sustainablenatural resource management, promotingsocial equity and entrepreneurship support.In their adopted village, the Gramshilpi playsthe role of a mobile information centre. Theyhave become a guide for their villages inmatters pertaining to education, career,administrative procedures for villagers to gettheir lawful entitlements and other rights.They also provide updates regarding variousrural developmental and agriculture schemes.Apart from this, those who have settled in theremote tribal areas are also working towardsconserving tribal culture and practices. Theyalso support migratory families by runningresidential facilities for their children andensuring their education.

9.3 Environment ManagementFramework (EMF) for TNEPRP

CEE Tamil Nadu serves as a State EnvironmentResource Agency (SERA) for Tamil NaduEmpowerment and Poverty ReductionProgramme (TNEPRP), for the implementationof Environment Management Framework(EMF). The major achievements under the threecomponents of the project are as follows:

Component 1: EnvironmentalMonitoring

Environmental Supervision: SERA havecompleted Environmental Supervision for 10districts under Phase II of the TNEPRP project.This involved steps like desk review, fieldvisits and meetings with the ProjectManagement Team and field functionaries.The field visits covered 93 livelihood activities.

Environmental Audit: CEE has completed thesecond round of Environmental Audit of EMF,data analysis had been completed with EAstatus, environmental mitigation measures,eco friendly activities, etc., and submitted itsreport.

Component 2: Material Development

Handbook on Sustainable Agriculture withchapters on Integrated Nutrient Management(INP), Non chemical Pest Management (NPM)and Irrigation Management were developedby SERA.

Environmental Monitor Report: Possibilitiesof convergence with the government linedepartments in their respective districts in thearea of Natural Resource Management weredocumented. This is being used as a referenceby the District Project Management Units(DPMUs) and Project Facilitation Teams (PFTs)to implement the environmental mitigationmeasures.

Newsletters: To avail and enrich theknowledge of Project Officials and communityregarding Environmental Concerns andNatural Resource Management (NRM)aspects, SERA developed newsletters on abimonthly basis, which were published in

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Muttram (Magazine by TN WomenDevelopment Corporation). The issues are:

i) Solar Energy – Offering a ray of hope;

ii) Rain water harvesting - Every drop counts;

iii) Sustainable Agriculture Practices thatgives better return;

iv) Common carp cultivation in village ponds;

v) Energy conservation schemes for women;and

vi) Compost from farm waste.

Component 3: Promotion of Eco friendlyActivities

About 700 eco friendly activities are beingpromoted under TNEPRP which includefodder cultivation, vermicompost, organicagriculture, Azolla cultivation and bio gas.

Sector wise special initiatives include:Agriculture – Participatory Guarantee System(PGS), Diary – Bio gas and Carbon Finance,Energy - Improved charcoal technology

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10Sustainable Urban Development

10.1 Supporting Urban Sustainability(SUS)

Supporting Urban Sustainability (SUS) is aprogramme co-developed and offered by CEE,ICLEI and Swedish International Centre ofEducation for Sustainable Development(SWEDESD) since 2010. The programme aimsat enhancing the capacity of key public, civicand private organisations to collaborativelylearn about and take action for improvingecosystem services that essentially benefitpoor communities. Collaborative learningenables pooling of knowledge from differentareas of expertise, both within and betweencity teams, through exercises in jointworkshops, mapping, story-telling, groupvaluation, reflection and evaluation sessions.The programme uses Inquiry Based Approach(IBA), where stakeholders (like localgovernment, academia, NGOs, private sectorfirms, and media) jointly specify the objectiveof their learning process. Cities from the lastprogramme were Rajshahi (Bangladesh), HoiAn (Vietnam), Thimphu (Bhutan), andGangtok, Guntur, Guwahati, Kozhikode andMalvan (India). The teams in four of thesecities – Gangtok, Guwahati, Kozhikode andMalvan – took up additional activities tosupport the work done as part of the inquiriesin 2013.

SUS Gangtok, who had taken up wastemanagement as their topic, had planned a fewactivities for its second year of continuation astwo programmes – community and schoolprogrammes. Along with these two plannedprogrammes, the team was also successful inworking with unorganised individuals andgroups engaged in waste management. TheGangtok Municipal Corporation took keeninterest in developing its own IEC materialwith the help of other stakeholders. The

developed IEC material consisted of a citizen’scharter which was created with the objectiveof increasing awareness among the public. ATetrapak compactor was installed in theSamdur area in coordination with the IndianArmy and the SUS team. A programme onelectronic waste was also organised by theInformation & Technology Department incollaboration with the Gangtok MunicipalCorporation and CEE, as part of which asmall school programme on e-wasteawareness was also conducted at Kye dekhang School.

In SUS Guwahati, a day-long StakeholderAwareness Camp to address a diverse groupof stakeholders together was organised inNovember 2014 at Deepor Beel Watch Towerpremises. There was participation fromcommunities, schools, government bodies andlocal institutions, numbering almost 100.Activities included bird watching, waterquality testing, community interaction,conversation centred on the historicalaccounts of Deepor Beel, traditional fishingpractices and a Legal Awareness camp relatedto legislations governing the management ofthe Beel.

SUS Kozhikode Team organised a workshopin November 2014 covering the topics:

� Valuation of Ecosystem Services

� Conservation of Biodiversity

� Environmental Impact Assessment

The participants included students andlecturers from colleges in Kozhikode;representatives from NGOs and educationaland research institutions. In all, about 35participants attended the morning sessionsand 75 attended the afternoon session. Theworkshop was inaugurated by Dr. V. S.

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Ramachandran, Director – Regional ScienceCentre & Planetarium. Three knowledgesessions were organisedas below:

� Valuation of Ecosystem Services - keyresource person Dr. V. S. Vijayan, FormerChairman, Kerala State Biodiversity Board;

� Conservation of Biodiversity - key resourceperson Dr. Mohammed Jafar Palot, Scientist– Zoological Survey of India, Kozhikode &Secretary, Malabar Natural History Society;and,

� Environmental Impact Assessment - keyresource person Dr. S. Sankar, Retd.Scientist, Kerala Forest Research Institute.

The SUS Malvan team organised a fewcommunity discussions with local leaders andthe local government to share the findings ofthe ecosystem studies and dependence studiesunderatken as part of their earlier work. Thesestudies were related to the dependence ofpeople on creeks for fishery and tourism andthe problem of siltation of the creeks. Apresentation and discussion was alsoconducted on the need for and procedures ofthe constitution of Biodiversity ManagementCommittees and the preparation of biodiversityregisters. Information about diversity of fishand other marine fauna was collected withthe help of school students. Five schoolsparticipated in the activity. The Chairman ofKanya Shala, Malvan (girls school) hadrequested Team SANGAM to set up aninformation facilitation centre in his schooland has provided a space for organisingactivities related to coastal documentation andenvironmental education. Posters for anexhibition have been prepared and are beingtested with students. These posters will bedisplayed in the Information and Facilitation

Centre, Kanya Shala, Malvan. The exhibitionwill be open to all schools.

10.1.1 SUS- Facilitators’ Development Programme

This programme was conducted in June 2014,as part of the SUS collaborative project ofSWEDESD, CEE, ICLEI and Centre forEnvironment Planning and Technology(CEPT) University, and also as part of theprogramme under the UNESCO Chair onEducation for Sustainable Development andthe Human Habitat. The aim was forparticipants to acquire capacity andcompetence in facilitating multi-stakeholderprocesses. The participants were introducedto methods for initiating, maintaining andsuccessfully concluding collaborative learningand multi-stakeholder processes underconditions of complexity, uncertainty andcontroversy. These include: change theory,inquiry-based learning, systems thinking,valuation role play, critical friends analysis,power analysis, learning history mapping andgroup facilitation. The course methodsincluded practical exercises, group andindividual assignments and exercises, andreflections among participants. The coursedraws on a selected set of theories related tolearning, facilitation and governance. Themain reference is the “Inquiry-based ApproachHandbook” developed by SWEDESD basedon experiences in a professional trainingprogramme involving multi-stakeholder teamsin cities working on issues of ecosystemservices and poverty alleviation. There were28 participants, working in teams, includingthe SUS city teams, and from specificprogramme and project teams from ICLEI andCEE.

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10.2 Strengthening Green Federalismin Urbanising India

Taken up with support from the Hanns SiedelFoundation, this programme aims to enhanceparticipatory governance in urban areas,especially focusing on linking citizens’participation in identifying priorities for thecity, municipal budgets and environmentalsustainability. A pilot initiative is underwayin Pune where a form of participatorybudgeting has been in operation for the pastseveral years.

In 2014, a team of community facilitators wasidentified and oriented, especially drawingupon the Inquiry-based Approach andfacilitation tools and experiences from theSUS programme. This team of facilitatorsexperimented with introducing communitydiscussion-based identification of suggestionsfor the municipal participatory budget.

Studies of the municipal budget in the sectorsof waste, water, biodiversity, energy andeducation were also initiated to assess theextent to which the budget reflects the policyand programme priorities of the particularsector.

A workshop was conducted with a citizens’group to review the current and ongoingprocesses of the participatory budget in Pune,and to suggest ways to strengthen it. The mainrecommendations from the workshop were toadd components of community based needsassessment, local planning and social auditing.

10.3 PCMC BRTS Promotion andOutreach Programme

The Pune-Chinchwad Municipal Corporation(PCMC)’s Bus Rapid Transit System (BRTS)promotion and outreach programme aims at

providing a framework and list of activities/programmes to be carried out and implementedby PCMC for the new BRTS, currently beingdeveloped in the city. The objectives of theconsultancy are to:

� Build a positive identity for BRTS andNMT, including system name and logo.

� Position BRTS as a clean, modern, fast,safe and reliable transportation solution tothe public.

� Create awareness among the citizens aboutsustainable transport in general, BRT inparticular.

� Educate new riders on how to use BRTS.

� Inform and prepare the public for thedifficulties they are likely to face duringconstruction and the transition to the newsystem, seek their cooperation, and receivetheir feedback.

� Identify key stakeholders and build strongpartnerships with media and civil societyfor smooth implementation of the project.

� Induce a shift towards sustainable modesof transport.

� Monitor, measure and evaluate theeffectiveness of the outreach programme.

10.4 Panel Discussion: ParticipatoryGovernance and Smart Cities

A Panel Discussion on ParticipatoryGovernance and Smart Cities was organisedon September 27, 2014 at CEE Ahmedabad, aspart of the workshop ‘Dialogue onStrengthening Participatory Governance inIndia’. The event was supported by the HansSeidel Foundation. The panellists were Shri

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Kirtee Shah (Founder Trustee and Hon.Director, Ahmedabad Study Action Group),Dr. Bhargav Adhvaryu (Associate Professor,Head, Doctoral Office, CEPT University) andSmt. D. Thara, IAS (Chief Executive Authority,AUDA); the discussion was chaired by ShriKartikeya Sarabhai (Director, Centre forEnvironment Education).

Shri Sarabhai opened the discussionintroducing the need for a review of thedevelopment paradigm of urban areas, giventhat over the last century, the form of urbanareas has been increasingly shaped bymotorised transport. There is also immensecontribution from informal livelihoods indeveloping our country’s cities, which needsupport and strengthening. He raised somequestions: What can we learn from theexperience of urbanisation in the West? Whatcan be the role of ESD in shaping the thinkingabout Smart Cities and participatorygovernance in Smart Cities? Smt. Thara spokeabout the need for handling multipleperspectives of different stakeholders inrelation to urban issues, and especially aboutdifferent conceptions of Smart Cities. Dr.Bhargav Adhvaryu stressed that the basics ofdata and information need to be in place forthe idea of Smart Cities to be realised. Citizens’participation increases if information is easilyavailable. Shri Kirtee Shah drew attention tothe larger trends of population growth, theimpact and relationship of urban areas torural areas / regional context, the changes ineconomic structures which drive urban growthand the challenges of sustainability in relationto these. The need for inclusive developmentand the challenge of managing informality aretwo critical areas, he opined.

The discussion that ensued brought out theneed for having faith in our societal

characteristics and checks and balances,potential of ICT in enhancing informationavailability and participation, the need forviewing participation in both a structural andprocedural manner, about citizenship and theagency of marginalised segments, andweaving all these aspects within a systemsview of urban areas, urbanisation and‘Smartness’.

10.5 Capacity Building of ULBofficials on Urban ClimateChange Resilience – EasternRegional Hub

The National Institute of Urban Affairs (NIUA)is a premier institute for research, trainingand information dissemination in urbandevelopment and management, and issupported by the Ministry of UrbanDevelopment, Government of India. NIUA iscurrently implementing a project on UrbanClimate Change Resilience (UCCR) supportedby the Rockefeller Foundation and is involvedin capacity building of municipal officials inUCCR in different regions of the countrythrough four regional institutions (RI). In theeastern region, CEE Kolkata is the RI,coordinating the capacity building activitiesunder this project.

CEE Kolkata conducted a Knowledge andTraining Needs Assessment (KTNA) for theurban local body (ULB) officials of six cities tounderstand the need for capacity building inurban climate change and to develop effectivetraining curriculum to address urban climatechange concerns. The six eastern citiescoordinated by CEE under the programme areHowrah (West Bengal), Siliguri (West Bengal),Jorhat (Assam), Muzaffarpur (Bihar), Ranchi(Jharkhand) and Cuttack (Odisha). The team

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also attended the training programme for theregional institutes conducted by NIUA inDelhi in February 2015, in which the trainingcurriculum, regional training challenges andconstraints were discussed. The detailedanalysis of the TNA of the six eastern citieswas also presented by the team during thisprogramme.

The eastern region capacity buildingworkshop for ULB officials is scheduled to beconducted by CEE Kolkata during the lastweek of April 2015 at the AdministrativeTraining Institute at Kolkata. The workshopwill aim to create a better understanding of theurban climate change concerns and to helpplan for service delivery in the changingclimate scenario.

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11 Water and Sanition

11.1 SWACHA Shale – Karnataka

In collaboration with UNICEF and SarvaShiksha Abhiyan (SSA), CEE Karnatakaimplemented the SWACHA Shale (SchoolSanitation, Water, Cleanliness, Hygiene and Actionin Schools) Programme in 64 schools of SolurHobli of Magadi Taluk, Ramanagara District,with an emphasis on hand washing practices.The main goal is to reduce the risk of diarrhoeaand therefore increase school attendance andenrolment, by motivating and sustaining thestudents’ hygiene behaviour, especially handwashing with soap, at critical times duringtheir hours in schools. As part of this initiative,Hand Washing platforms with waterconnection have been constructed in the 64schools in collaboration with the community.Teachers from all the schools were oriented onschool sanitation and the importance of handwashing. Hygiene education camps wereconducted for school children in all theschools. Regular monitoring and follow upwere conducted and the five best schools wererewarded. A state level conclave for districtlevel Zilla Panchayat Presidents wasorganised to showcase the success of thisprogramme. Today, the Swacha Shale hasbecome a flagship programme for SSA topropagate School Sanitation programme in thestate.

11.2 Accelerating Rural Sanitationand Creating EnablingEnvironment for OpenDefecation Free (ODF)Environment in DistrictBalrampur of Uttar Pradesh

UNICEF in Uttar Pradesh has taken up a pilotproject in five selected districts to achieve ODFin one Nyay Panchayat (NP) in each selected

district. This is an attempt by UNICEF toshowcase how rural sanitation and ODF canbe achieved in a way that it can then bereplicated elsewhere. CEE Himalaya was giventhe district of Balrampur to by UNICEF for thiswork.

In consultation with concerned officials andstakeholders, CEE then identified ‘Khardauri’Nyay Panchayat of Shriduttganj Block. Theidentified NP consists of eight revenue villages,namely, Visambherpur, Vaibheet, Sahdeia,Chawaibujurg, Khardauri, Gulwariya,Devaria and Galibpur falling under five GramPanchayats (GPs): Visambherpur, Vaibheet,Sahdeia, Chawaibujurg and Khardauri. CEE’sarea of operation, NP Khardauri, includes 14government schools, 10 anganwadis, totallingto approximately 2476 households. There aresix mosques each having one madarasa (thetotal strength of the madarasas being 1050students) and five temples. The area isinhabited predominantly by the Muslimcommunity representing about 60% of the totalpopulation.

The progress of rural toilets in BalrampurDistrict, UP as per the UNICEF report “Water,Sanitation & Hygiene Programme Snapshot:2013”, shows negative growth during 2001-2013. About 18.5% of the anganwadis in thedistrict do not have a toilet and 40.3% do noteven have water; similarly, 2.6% schools arewithout toilet and 4.8% are without water. InNyay Panchayat (NP) Khardauri there are atotal of six anganwadis, all without toilet; thereare 17 government schools, of which only ninehave toilets. Under such circumstances,improving the status of rural sanitationremains a big challenge requiring specificstrategies to address the key bottlenecks, thatwould reflect on the challenges in demand,supply and quality of home and institutional

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toilets in villages, especially in weaker andvulnerable communities. CEE Himalayaconducted a number of activities during April2014 - March 2015. The key achievements ofthe activities are as follows:

Project Launch: The project entitled“Accelerating rural sanitation and creatingenabling environment for Open DefecationFree (ODF) Environment” was launched inNP Khardauri by CEE with the support ofUNICEF on September 15, 2014. The basicobjective was to build capacity and create massawareness among the concerned stakeholdersabout sanitation and its side effects, and therole of stakeholders in successfulimplementation of the project. Theircommitment for achieving the project goalwithin the time frame was requested on thisoccasion.

Total Sanitation Campaign: On September 20,2014, CEE organised a Total SanitationCampaign in the Government Primary School,Shahdiya, where more than 33 anganwadi andschool community members participated. Thekey agenda was experience sharing on theimportance of sanitation and health hygienesystem. Hand washing was demonstrated tocreate awareness among the participants.Construction and use of appropriate childfriendly sanitary facilities can be especiallyeffective in reducing the incidence ofdiarrhoea. Schools, rather than homes, may bebetter locations in which to instil certainbehaviours in children. Schools can alsoprovide an arena where positive hygienicbehaviours (like hand washing with soapbefore eating and after defecation) can becomeingrained habits at a young age. Other positivebehaviours like cutting nails and hair, regularbathing, brushing of teeth and washing ofclothes, which are important to keep oneself

fit and disease free, were also highlightedduring this campaign.

Orientation and Capacity building of BlockOfficials: A one day orientation and capacitybuilding workshop was held on October 31,2014 for 12 office bearers from five GramPanchayats of NP Khardauri. CEE officialsbriefed them on the CEE-UNICEF ODF projectand its implementation strategy. OD createsan unhealthy and unhygienic situation forthe marginalized communities and affectstheir socioeconomic well being. The CEEcoordinator discussed in detail about thebaseline data collection schedule with theparticipants and requested them to completethe task within the said timeframe. Participantsclarified their concerns on the given formatand assured CEE that they would completethe task through door to door visit and ensurefull participation of the rural community.

5-Day Community Led Total SanitationTraining Programme (CLTS): This workshopwas held at UPTU Guest House, Balrampurfrom November 17-21, 2014. CEE, incollaboration with Shramik Bharti and withthe financial support of UNICEF, organisedthis event in which the Chief Guest was Mr. GC Rajak, DPRO Panchayti Raj, Balrampur.There were 38 participants including ASHA& anganwadi workers, students, teachers,Gram Pradhans and villagers. Mr. VinodMishra of Knowledge Link shared theworldwide data on open defecation, andpointed out that more than 70 crore people inIndia are not using toilets. ODFimplementation means to cut off oral faecaltransmissions that cause diseases. CLTSinvolves facilitating a process to inspire andempower rural communities to stop opendefecation and to build and use latrines,without offering any subsidies to purchase

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latrine material. Through the use of PRAmethods, community members analysed theirown sanitation profile, including the extent ofopen defecation and the spread of faecal-oralcontamination that affects every one of them.The CLTS approach ignited a sense of disgustand shame among the community, as theycollectively realised the terrible impact of opendefecation: that they quite literally will beingesting one another’s ‘shit’ so long as opendefecation continues.

Hudukah: Hudukah, an old traditional folkdance, was used as a tool to reach larger groupsof people, to spread awareness and sensitisethe community on the ill effects of OpenDefecation, and to inculcate behaviour change.It was also an effort to revive such traditionalart forms which are dying out. From January16-23, 2015, seven days of Hudukahperformances were organised in 13 differentplaces in five Gram Panchayats of NPKardauri, Balrampur. More than 3000 peoplewatched the performances, whichcommunicated the importance of using toilets,hand washing at critical times, solid and liquidwaste management, cleanliness of the kitchenand courtyard, use of India Mark 2 (IM2) handpumps for water for cooking and drinkingpurpose.

Teacher Training Workshop (TTW): A one dayTeacher Training Workshop for the teachersof the local government and private schools,madarsas and anganwadis, on the issues ofWASH was conducted on January 16, 2015 atShriduttganj Block. Availability of toilet andwater facilities and overall sanitation inschools, anganwadis and also at the householdlevel were discussed. CEE team appliedtriggering tools to initiate participantdiscussion. With 50 participants, the resourcepersons for the programme were the

Programme Director of CEE Himalaya, Dr.Abdhesh Gangwar; Regional SanitationCoordinator of UNICEF, Mr. O.P Mani Tripathi;Assistant Basic Shiksha Adhikari, Mr. RamShankar; A.D.O Panchayat, Mr. Gomti Prasad;and Veterinary Officer Dr. B.R Chaurasiya.

Masons’ Training in Khardauri NP to buildCost Effective, Eco-Friendly Quality Toilets:During January 20-22, 2015, a three dayMasons’ Training Workshop was organisedat the Block Office, Khardauri. The key resourceperson was Mr. O. P. Mani Tripathi,Consultant, UNICEF, with CEE Balrampurofficials also present at the event. Thirtymasons were selected for training inconsultation with Gram Pradhans and BlockOfficials. The aim of the programme was tomake available trained masons in the area, sothat good quality toilets can be constructed.

The training provided the masons with anopportunity to gain knowledge and skills inthe construction of low cost and user friendlytoilets, as well as the sources and availabilityof materials. Thus, the masons’ training wouldplay a critical role in achieving the project’sultimate goal, which is to make the area ODF.During the training session, masons wereeducated on the correct techniques ofconstructing low cost toilets using locallyavailable resources. Later on, a hands-ontraining session was also conducted underwhich six toilets were constructed by thetrainee masons.

Puppetry shows: Puppetry was used as amedium for emotionally motivating andcommunicating the importance of practisingWASH activities: like the five steps of handwashing; the socio-economic, cultural andenvironmental effects of open defecation; solidand liquid waste management; cleanliness inthe kitchen and courtyard; use of India Mark

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2 (IM2) hand pumps for drinking and cookingpurpose; and safe disposal of a 0-2 year oldchildren’s excreta. Information on diseasescaused due to open defecation, people friendlyand low cost technology for toilet construction,and key people to contact for toiletconstruction was also communicated throughthis medium.

From February 11-17, 2015, puppetry showswere organised at 13 different locations of 10different villages, with over 2391 peoplewatching the shows. The inspiration behindorganising this entertainment cum awarenessprogramme was to sensitise the communitytowards the ill effects of open defecation andthe importance of practicing Water Sanitation& Hygiene (WASH) activities in their day today life. The puppetry shows moved theaudience to critically think about theimportance of sanitation, and the need to usetoilets.

11.3 Daily Handwashing for anAilment-free Life (DHaAL)

The aim of this project undertaken by CEENortheast is to augment /create grouphandwashing facilities in the schools of threeEducation Blocks in Assam and developsystems for the operation and maintenance ofWASH facilities in Schools

The objectives of the project were:

� To integrate the Three Star Approach inNirmal Vidyalaya Puraskar (NVP) guidelinesand roll out the award after orienting allthe district NVP committees.

� To strengten SSA WASH Cell withcontinuous support.

� To scale up WinS in Assam throughdevelopment of a WASH in Schools module.

� To saturate Rani, Rampur and KamalpurEducation Blocks by installing /augmenting mass handwashing facilitiesin all schools.

� To orient students, teachers, SMC members,Mid Day Meal (MDM) cooks and Mothers’Group members on WASH in Schools.

� To reach all the children in Primary Schoolsin Assam through extensive engagementwith SSA and PHED.

CEE, in partnership with SSA Assam andUNICEF, is carrying out this project andthe following activities have already beencarried out.

� Nirmal Vidyalaya Puraskar Guidelines forthe state of Assam have been developed.

� As a member of the WASH in SchoolsWorking Group, CEE NE Coordinator isproviding ongoing support to SSA’s WASHCell.

� Group Handwashing Stations (GHS) havebeen created in 200+ Schools in Rani,Rampur and Kamlpur Blocks in KamrupDistrict. By the end of the project, allprimary schools in these three educationblocks will be saturated with GroupHandwashing Stations.

� Students, teachers, School ManagementCommittee members, and Mothers’ Groupmembers in 422 schools have been trained,oriented on WASH in Schools.

� The project has also supported the MultiGrade Multi Learning programme as wellas the Reading Enhancement Programmeof SSA.

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Some of the project outcomes include:

� Nirmal Vidyalaya Puraskar Guidelines forAssam have been finalised.

� CEE has developed three different modelsof GHS that have been approved by theGovernment. The Swachh VidyalayaGuidelines book includes designsdeveloped by CEE.

� The GHS developed under DHaAL hasbeen mentioned as an innovation by theJoint Review Mission on Mid Day Meal in2015.

� GHS has been installed in 200+ schools.

� One International Learning Exchange andseveral National Exposure visits have beenorganised for the DHaAL project schoolsby UNICEF.

� DHaAL project is now being replicated inother states of India. Maharashtra hasadopted the project including its nameDHaAL.

� Due to the influence of DHaAL, SSA Assamis integrating group handwashingfacilities in their new Mid Day MealKitchen design.

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12 Waste Management

12.1 Demonstration of SustainableWaste Management

12.1.1 Common Healthcare wasteAppropriate Management Plant,Gulbarga

The Waste Management group of CEE isimplementing a project ‘HealthcareEstablishment Waste Management andEducation Programme (HEWMEP)’ wherein aCommon Biomedical Waste Treatment Facilitycalled CHAMP has been set up in Gulbargacity. The CHAMP Facility is in operation sinceMay 2005. CEE CHAMP Gulbarga facility iscollecting, transporting treating and disposingthe collected waste of Gulbarga City healthcareestablishments (HCEs) since eight yearssuccessfully.

CEE CHAMP covers 537 healthcareestablishments of Gulbarga city totaling toabout 3435 beds (including Jewargi and Sedamtaluks). On February 28, 2015, CHAMPextended its services to the remaining fourtaluks of Gulbarga District i.e. Afzalpur,Chincholi, Aland and Chittapur, which cover43 government HCEs. CEE has conductedseveral orientation programmes for medicaland paramedical personnel of Gulbarga cityand for taluka level officials in the reportingyear.

Around 310 students and 22 faculties frommedical and nursing institutions such as theKBN Medical College , MR Medical College,HKES BHMS College, HKES Nursing College,Syed Barey Degree College, and HKE’S DentalCollege Kalaburagi, visited the CEE CHAMPfacility during this year. Thus, apart fromproviding services to the healthcareestablishments of Gulbarga city, it also servesas one of the best demonstration models for

students and visitors to develop awarenessand knowledge on the operation of commonbiomedical waste treatment facility.

12.1.2 Nemiraj MemorialDemonstration Unit

The concept of Hand Made Paper (HMP)through recycling waste paper and PlasticWeaving (PW) has been popularised by CEE’sWaste and Resource Management (WaRM) group,as a part of its mandate to address the reuse andrecycling of dry waste from domestic garbage.Under this initiative, WaRM group established‘CEE-ERU’ i.e. CEE’s-Ecofriendly Reuse andRecycling Unit’, especially for recycling of paperscraps and plastic carry bags.

The first CEE-ERU was established in Virajpet,in Kodagu, Karnataka and named NemirajMemorial Demonstration Unit (NMDU). Theunit has been carrying out paper recyclingand plastic weaving since 1999, providingemployment to around 10 women.

Subsequently, through various CEE offices,plastic weaving units of CEE-ERU were alsoset up in Ahmedabad, Coimbatore, Delhi, Goa,Tirupati, Kihim and Palghar of Maharashtra.Today, the concept has been taken up by manywomen’s self-help groups who gather rawmaterial either by door-to-door collection orby buying it from rag pickers. This providesthem livelihood while taking the solid wasteaway from the environment.

The concept of the Plastic Weaving Unit (PWU)was awarded the ‘Plasticon 2005 Award’ onOctober 1, 2005 in Mumbai by the PlastIndiaFoundation in the category of ‘Innovation inRecycling Technology’ for its innovation of a‘Polyloom’. The Polyloom is a plastic weavinghandloom that helps reuse and recyclediscarded plastic bags (polybags).

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The NMD unit including the handmade paperequipments and polybag weaving looms isbeing transferred to a local not for profitorganisation who will be using it to providevocational education to especially abledchildren of the region. CEE will handhold theorganisation through setting up the unit intheir premises and training the children andwomen on using the equipment, so that it canbe run successfully.

12.2 Source Book on Solid & LiquidWaste Management in RuralAreas in India

The Ministry of Drinking Water and Sanitation(MDWS), Government of India had granted aproject to the waste management group ofCEE to prepare a source book on Solid andLiquid Waste Management in Rural Areas inIndia. The sourcebook aims to serve as ahandbook and manual for Panchayati RajInstitutions and key individuals in rural areasto create mass awareness about the healthand environmental impacts caused byimproper handling and management of waste.It also aims to educate all stakeholders aboutthe need for and importance of proper wastemanagement systems, with due emphasis ontheir relation with health and environment. Itstrives to bring about a change in the thinkingand perceptions of people in the rural areasregarding the value of hygiene and sanitationthrough solid and liquid waste management,by discouraging open defecation andencouraging construction and use ofindividual/ group toilets in all villages, whilealso facilitating adequate systems for treatmentof human and animal excreta using anaerobicand aerobic systems.

The content of the sourcebook has beenfinalised and the chapters of the source book

written by CEE. The sourcebook containschapters on integrated solid wastemanagement, waste recycling, and simpletechnologies like composting and biogasgeneration as well as use of treated black andgrey water at the rural level. The sourcebookalso emphasises the need to have aparticipatory approach for effective wastemanagement at community level. Some casestudies from different parts of the countryhave been included in the sourcebook; the ecorecycling unit of CEE at Kodagu is alsomentioned as one of the case studies on up-cycling of plastic waste.

Various revisions as suggested by the Ministryhave been incorporated by CEE in thesourcebook and the final book has beendelivered in print ready format to the MDWS.The book will be released on April 21, 2015, bythe Ministry during a national workshop onsolid and liquid waste management in ruralareas.

12.3 Compendium of Good Practicesin Urban Solid WasteManagement in Indian cities

CEE, in association with Urban ManagementConsulting Pvt. Ltd. (UMCPL) Ahmedabad,provided consultancy to the National Instituteof Urban Affairs (NIUA) for documentation of‘Good Practices of Municipal/City level SolidWaste Management’ in Indian cities. Thedocumentation was to include best practicesin planning, practices, projects andinnovations in improving the quality andefficiency of solid waste management in Indiancities. The work on documentation began in2014.

The project was a part of PEARL (PeerExperience and Reflective Learning) initiative

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of the Government of India, which provides aplatform for deliberation and knowledgeexchange to Indian cities and towns under theJnNURM and is established under theNational institute of Urban Affairs (NIUA),New Delhi.

An inventory of 74 case studies was preparedfrom all over India. After peer review, 11 casestudies were selected for detailed study (six insnapshot format and five as detailed reports).The study required primary data collection forassessment of methodology, regulatory/

institutional/financial arrangements, capacitybuilding efforts and technology development.This was completed through field visits andinterviews over telephone.

The Compendium was released during aNational Workshop organised by the NIUA forSharing of Urban Good Practices documentedabout five themes (Water Supply andSanitation, Solid Waste Management, UrbanTransport, Urban Reforms and CulturalHeritage) on January 20, 2015 at GulmoharHall, India Habitat Centre, New Delhi.

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13 Biodiversity Conservation

13.1 VIRASAT: Documenting andConserving our Living Heritage

CEE had initiated the project ‘VIRASAT:Documenting and Conserving our LivingHeritage’ in collaboration with GujaratBiodiversity Board (GBB) in 2011. The mainaim of the project is facilitation of the formationof Biodiversity Management Committees(BMC) in each Gram Panchayat (GP),orientation of BMC and preparation of People’sBiodiversity Register (PBR).

During the first phase of the project, CEE hadformed 10 BMCs and facilitated preparationof PBRs in these villages. The final PBRs havebeen submitted to GBB. CEE has also facilitatedopening separate bank accounts for receivingthe Local Biodiversity Fund for all 10 theBMCs, to which an initial fund of Rs. 15,000was transferred towards basic office setup.These BMCs are now functioning as statutorybodies under the Biodiversity Act in thesevillages. CEE also facilitated preparation ofVillage Biodiversity Conservation Action Planin all the 10 villages to be submitted to GBB forfinancial support and taking action towardsconservation of local biodiversity.

In continuation with the above project, duringreporting year, as part of VIRASAT – II, CEEwas given the task of facilitating BMCformation and PBR preparation in another 25villages, nine villages from Jasdan Block 16from Vinchhiya Block of Rajkot District.

The major task undertaken was to survey andcollect data related to village biodiversity byinvolving local experts, BMC members, thecommunity and CEE team. Through extensivesurv eys, People’s Biodiversity Registers(PBR) have been prepared in the 25 projectvillages, which broadly covers aspects likeagro-biodiversity, domesticated animals, wild

biodiversity, medicinal plants, grasses, trees,climbers, wild animals, aquatic biodiversityand others. PBR also documents traditionalknowledge related to local biodiversity.

Some key activities undertaken as part of theproject during the year include:

� Orientation and Capacity Building ofnewly formed BMC members regarding theBiodiversity Act, Roles and Responsibilitiesof BMC, Understanding PBR and itsimportance, fund management,understanding biodiversity concerns of thearea, and preparing BiodiversityConservation Action Plan. Such trainingswere conducted for all 25 BMCs.

� A dialogue on Biodiversity was organisedto bring all BMCs together and initiate aprocess of exchange of knowledge andexperience through lateral learning.Exposure tours and participation inorganic fairs as well as in a workshop onorganic farming policies were alsoorganised for BMC members. All thishelped in making BMC members moreaware of local biodiversity, and the need toidentify and document the same.

� To collect information about localbiodiversity, the concept of Virasat Yatrawas introduced. CEE team, villagecommunity members, BMCs, local andexternal subject experts, together exploredthe village to document biodiversity andthe associated traditional knowledge. SuchYatras were organised twice in a year in allthe 25 villages to document seasonalvariation in local biodiversity.

� To create awareness among schoolchildren, teachers and the villagecommunity about local biodiversity,

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several innovative approaches were used.An exhibition on medicinal plants wastaken to all 45 schools of the project villages.This exhibition was also set up at publicplaces in all the project villages forcommunity members. This created a lot ofenthusiasm about the project and itsobjectives, and also created awarenessamong people about local biodiversity.

� Some innovative approaches were alsoinitiated to seek better communityparticipation and make PBR a ‘peoplecentric document’ in the true sense of theterm. One such idea was to give schoolchildren a post card with the name of aspecies on it and ask them to find out asmuch of details about it as they can. Thuschildren would discuss about it not justamong their peer group but would also tryto get information from adults in theirfamily and neighbourhood. This way thelarger community could be involved in theprocess. Another idea tried was that once alist of existing biodiversity was preparedthrough various methods includingcommunity involvement, it was put up atprominent public places, and communitymembers were asked to give their commentsand add any local species if found left out.This way, it could be ensured that the list isexhaustive and everyone in the communityhas a chance to contribute. This processactually helped in adding a few namesthat were not listed earlier. ConsideringCEE’s experience in formation of BMCsand preparation of PBRs, CEE Jasdan wasalso invited as a resource agency by otherNGOs.

� With a view to creating awareness aboutthe importance of local traditional cropvarieties and agro-diversity, seeds of five

different traditional varieties of pearl milletwere distributed among the BMC members.Most of them achieved good results withthese seeds, which were given free initiallywith an agreement from the farmers to giveback half to one kilogramme of seeds afterthe crop was harvested, which would beused for further distribution. Through this,a few vanishing traditional varieties ofseeds are now back in circulation and use.Moreover, plantation of medicinal plants,traditional horticultural species and othertrees was promoted through saplingdistribution. More than 20000 saplingshave been planted as part of the projectduring the year.

13.2 Education in BiodiversityConservation

Background

United Nations Convention on BiologicalDiversity (CBD) at the 10th meeting ofConference of Parties (COP) to CBD, at AichiPrefecture in Nagoya in Japan, spelt out a 10year strategic plan. The plan was followed by20 measureable targets, known as AichiBiodiversity Targets, which are to be achievedby 2020. CBD has set education as one of thetargets.

By 2020, at the latest, people are aware of thevalues of biodiversity and the steps they can take toconserve and use it sustainably. – AichiBiodiversity Target 1

In this context CEE has signed a Memorandumof Understanding (MoU) with the CBDSecretariat to cooperate, collaborate with andfacilitate the educational efforts of CBD in thepromotion of Aichi Biodiversity Targets.Following the MoU, CEE has developed andimplemented a number of programmes.

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13.3 Green Wave 2014 - IDBCelebrations in India

Green Wave is a global biodiversity campaignto educate children and youth aboutbiodiversity through tree planting. CEE Southpromoted and popularised the Green Wave-India campaign on May 22, 2014, marking theInternational Day for Biological Diversity(IDB). Students, teachers, governmentinstitutions, NGOs and business housesparticipated in the campaign. The plantationactivity was carried out in a range of habitatslike coasts, Western Ghats, Himalayas, aridand semi arid parts of the country.

Around 200 schools participated in thecampaign. The picture above shows theparticipation by different groups on thisoccasion. Green Tree represents schools, GreenPins represent NGO’s, Brown Pins representprivate companies, Purple Pins representgovernment houses, and Blue Pins representpublic outreach organisations.

The diversity of trees varied from deciduous tosemi evergreen to evergreen trees such as Teak(Tectona grandis), Neem (Azadirachta indica),

Pongamia (Millettia pinnata), Coconut (Cocosnucifera), Mango (Mangifera indica), Iron wood(Mesua ferrea), Tamarind (Tamarindus indica)and Banayan (Ficus benghalensis) which havea range of uses like medicine, furniture andfood were planted. It was noteworthy towitness 40000 members of women self helpgroups participated from Tamil Nadu in thecampaign planting about 15000 local treesaplings.

As part of campaign, CEE North conductedthe activities in Uttar Pradesh and Bihar,where, in spite of the holidays in schools, thenetwork of teachers, master trainers and NGOstook part in the campaign. About 40 schoolsparticipated from Uttar Pradesh.

13.4 Sustainability EducationInitiative – A Tree PlantingCampaign of EarthianFoundations and ParyavaranMitra

CEE South designed and implemented abiodiversity education campaignSustainability Education Initiative along withParyavaran Mitra and Earthian Foundationsof WIPRO. The campaign was built aroundtree planting activity and creative activities inschools for students of class 5, 6, 7 and 8.

The objectives of the campaign were (a) toinculcate a sense of appreciation among schoolstudents about diverse life forms and thebiodiversity around them; and (b) to inspireand engage them in the protection ofbiodiversity for sustainability throughactivities.

The campaign duration was of six months,starting May 22, International Day of BiologicalDiversity, and concluding during the Wildlife

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Week in India during October 2-8. Schoolswere encouraged to conduct activitiescoinciding with environmentally significantdays like World Environment Day on June 5,World Day to Combat Desertification on June17, and so on.

As a part of the campaign, two posters onbiodiversity education were developed inEnglish, Hindi, Telugu and Tamil languages.One was a poster on ‘The Living Variety’ andthe other a brochure about the Campaignwhich could be used by teachers to link theconcepts covered in the school curriculumand performs creative activities with students.This helped students in learning about therelevance of local trees and natural resourcesand caring for them.

These were disseminated to 5000 schoolsacross the country. Each participating schoolwas required to perform some activities andreport about them. These activities included(a) Plantation of five native/indigenous treesaplings in the school premises; (b) Paintings,Photography, Slogan writing and Poemwriting on the theme of life forms, that attractthe students.

On completion of the campaign period andconclusion of all the activities, each schoolwas required to submit a report of the activitiesconducted, two photographs and a maximumof three best entries from the competitionsconducted in the school. More than 6000entries were received from across the country.CEE Coordinators selected and awarded thebest three entries at state level and nationallevel. The criteria for selection were themedepiction, creativity and presentation forpaintings and poems and message conveyedfor the slogans.

The campaign was facilitated in 21 statesacross the country. CEE offices at regional,state and field level coordinated the activitiesin the schools. The campaign receivedparticipation from government, aided andprivate schools and also special schools formedby governments like Kasturba Gandhi BalikaVidyalaya (KGBV) Schools in Karnataka andUttar Pradesh, which is a residential schoolnetwork for girls. In Rajasthan, the activitieswere carried out through the strong and activeScout and Guide Network, while in MadhyaPradesh; the activities were conducted byinvolving the state nodal agency TheEnvironmental Planning & CoordinationOrganisation (EPCO) which is activelyengaged in Teacher Training and TeacherEducation.

The graph here shows the details of the type ofschools which participated in the campaignfrom various states. Maximum participationcame from government schools in most states,except Madhya Pradesh where more privateschools participated.

As an outcome of the campaign, CEE Southwas successful in facilitating activities in morethan 1800 schools across the country. About

Plantation activity carried out at a school in Punjab

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144 different tree species were planted invarious schools. The campaign helpedincrease carbon stocks by overall plantationof more than 2400 tree saplings.

13.5 Sustainability EducationInitiative

CEE Himalaya

For this campaign, CEE Himalaya organiseda three day orientation programme duringSeptember 11-13, 2014, in three Blocks ofUttarkashi District - Dunda, Chinyalisaur andBhatwari Blocks - on the topic ‘SustainabilityEducation Initiative’, in collaboration withthe Education Department, which focused on

creating awareness among the participantsabout the rich biodiversity on mountains andissues related to them. The aim was to developmeaningful sustained education practices andbehaviour patterns in school communityeducation. Mr. Sumit Verma, CEE Himalaya,using various participatory tools, explainedthe objectives of the programme to the schoolcommunity. He added that the best schoolswould receive the Earthian Award based ontheir submissions on biodiversityconservation. The other key speakers wereMs. S P Rodolla, Block Education Officer (BEO)Dunda; Mr. Anil Kumar, BEO Chinyalisaur;and Dr. Kamal Dhari, BEO Bhatwari. Morethan 600 saplings of 50 species were plantedin 98 schools of Uttarkashi under thiscampaign. More than 51 schools submittedtheir campaign reports in the prescribedformat to take part in the national levelcompetition. The best performing school inthe state was given an award, and allparticipating schools were given certificatesof participation.

CEE Kolkata

CEE Kolkata facilitated this programme inschools of West Bengal, where too plantationof indigenous species was followed by creativecompetitions. Schools that had no space to doa massive plantation planted the species incommunity parks and gardens in theirneighborhood. The campaign gave thestudents an opportunity to connect withnature and think about the various life forms.

CEE Delhi

Students of classes 5-8 from 13 differentschools in Delhi/NCR were engaged invarious activities like plantation of localsaplings, poetry and slogan writing, paintingand photography competitions on the themeParticipants engaged in a group excercise

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‘Life/Life Forms’. Under each category, threebest entries were shortlisted and awarded asthe regional winners from Delhi/NCR.

13.6 Conserving Highly EndangeredTigers in North East Indiathrough Awareness (CHETNA)

The overall goal of the project was to developand deliver a tiger conservation educationprogramme in Assam in partnership with theEducation Department which would directlybenefit 100 schools and reach out to about6000 schools through the Eco-club network.

The objectives of the project are:

� Developing a Teachers’ Manual on Tigers

� Organising stakeholder meetings in all theproject locations to facilitate communityparticipation in conservation efforts

� Developing a poster on tiger conservationand disseminating it through the NGCSchool network in Assam (about 6000schools)

� Training of teachers from 100 Schoolsaround Kaziranga, Orang and Dibru-Soikhowa National Parks

� Training of 20 NGO members from aroundKaziranga, Orang and Dibru-Soikhowa

� Entering into an MoU with 100 schools forTiger Conservation activities andsupporting activities through cluster modelin schools around Kaziranga and Dibru-Soikhowa

� Organising five community outreachprogrammes involving school children,teachers, NGOs and the general public

Activities:

� This programme has been implemented infive school clusters, namely, DibruSaikhowa East, Dibru Saikhowa West,Kaziranga North, Kaziranga South andOrang clusters, with an NGO involved ineach cluster as a local support andmonitoring body.

� With the help of the trained NGO members,the CEE resource team trained 144 primary,middle and secondary teachers fromschools in the fringe areas of the threeselected Protected Areas, to effectivelyimplement the project in the schools andfringe villages.

� Two interactive training modules weredeveloped and adapted to local conditions- one for teachers’ training and another forschool activities.

� About 105 student awareness programmeswere carried out in schools.

� The following resource materials have beendeveloped to support the programme andcopies distributed among the projectclusters:

o A poster on Tiger

o An educators’ manual - BipannaDhekiyapatiya

� Inter school events, namely Baagh Samvad(Tiger Dialogues), were organised in allthe five clusters.

� Five training programmes for follow upwith teachers of the project schools wereorganised at the following locations inpartnership with the cluster NGO partners

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Training School NGO partnerlocation cluster

Silbori (Darrang Orang AitijyaDistrict) Cluster (The Heritage)

Biswanath Kaziranga Nature’s(Sonitpur District) North Cluster Banyapran

Numaligarh Kaziranga Society for(Golaghat South Cluster EnvironmentDistrict) Education in

North East

Tinsukia Dibru- Ed-en(Tinsukia SoikhowaDistrict) East Cluster

Dibrugarh Dibru- Wildlife(Dibrugarh Soikhowa Conservation &District) West Cluster Study Centre

Outcomes:

� MoUs were signed with 100 schools forproject implementation. This project couldreach out to 105 schools and train 144teachers. As per the MoU, schools willcontinue with the conservation educationeven after the project duration is over.

� The materials developed under the project,i.e. the Educator’s Manuals and two posters(Assamese and English) have beendistributed to all project schools whichhave helped to create awareness in theproject areas.

� During the project, it was found that manystudents belonged to families where theirelders were engaged in some or other kindof poaching or tree felling activities. Theawareness programmes have made thesechildren understand the value ofconservation. It is hoped that the projectwill immensely help the conservationmovement in the future.

� Five partner NGOs have been capacity builtwhile collaboration was developed with21 organisations.

� A strong base of 20 volunteers has beencreated in the area who will continue tospread awareness even after the project isover.

� Personnel of the Education and ForestDepartments are now better motivated tooffer necessary support to the conservationmovement.

� Six Bagh Samvads were organised in theclusters.

� Media people have been involved in manyof the activities through broadcasting ofradio programmes

13.7 North-East India Asian ElephantConservation Project

The aim of the project is to develop a sustainedAsian Elephant Conservation Programmeaimed at resolving human-elephant conflictsin Northeast India.

The objectives of the project are:

� To develop an Asian ElephantConservation programme the schools inthe fringes of eight elephant reserves of theNorth Eastern states

� Trans-adaptation of the Teacher’sHandbook ‘NATURESCOPE: EndangeredElephant’ into Bodo language and itsdissemination in schools under the projectin Bodoland Autonomous DevelopmentCouncil Areas in Assam

� To train around 200 middle school teachersfrom 160 schools to help them carry out theconservation education programme

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� To support teachers in the implementationof education activities on Asian Elephantwithin schools (160) and also reach out tochildren and families of nearby elephantreserves and fringe village communities

�·To conduct ‘Project Haati Meet’ by ensuringcommunity participation in mitigatinghuman-elephant conflicts, and planningand implementation of long term elephantstrategies

� Conduct student action projects andmeasure the impact of elephantconservation by systemic evaluation ofinformation and attitudinal changesbrought about by the project through preand post project Knowledge, Attitude andPractice (KAP) analysis

� To build and strengthen linkages with stategovernment departments of Education andForests

Activities:

� ‘NATURESCOPE: Endangered Elephant’manual has been trans-adapted into Bodolanguage and 500 copies disseminated,while 300 copies of the English versionhas also been distributed.

� Capacity building of the representativesfrom the following cluster NGOs has beenconducted

S. NGO Area Covered StateNo in-charge

1. Prayas Kalyanpur and TripuraTeliamura Teliamura

2. Society for Golaghat andEnvironment Karbi Anglong AssamEducation of

North-East(SEENE)

3. Ed-en Bogapani and AssamGolai-Pawai,Tinsukia

4. Nature’s Nameri, Behali AssamBonyapran and Gohpur of

SonitpurDistrict

5. Green Manas Chirang-Ripu AssamElephantReserve Forest

6. Centre for Ngengpui MizoramEnvironment WildlifeProtection SanctuaryCEP) (Lawngthlai)

and DampaTiger Reserve(Mamit)

7. Naga Hindi Tusom, ManipurVidyapeeth (Ukhrul)

8. Integrated West Garo MeghaPeople for Hills and layaTourism and South WestConservation Garo Hills(IPTAC)

� Training of 200 teachers from 160 projectschools have been conducted with helpfrom Forest and Education departments.

� Cluster activities were conductedthroughout the year in the selected schools.

� Two Asian Elephant Education ResourceCentre (AEERC)s have been formed inBehali (Assam) and Teliyamura (Tripura).

� Eight Haati Meets were organised in eightlocations which created opportunities for

(

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the NGOs, experts, teachers, students andcommunity to come together and focus onelephant awareness, peer-to peer learningabout elephants, its habitat and the needfor conservation.

Outcomes:

� MoUs were signed with NGOs for all eightclusters.

� About 178 teachers were trained onelephant conservation education.

� Awareness level of students in 160 projectschools was increased.

� ‘NATURESCOPE: Endangered Elephant’manual has been trans-adapted into Bodolanguage and 500 copies disseminated;eight Haati Meets were organised; twoAEERCs were set up.

� A change in perspective was the majoroutcome of the project. In most places, thegeneral belief was that elephants areanimals that raid their crops. But the projecthas helped people to understand moreabout elephants and the need forconserving them.

13.8 Ganges River Dolphin -Conservation EducationProgramme

The National Mission for a Clean Ganga(NMCG) of MoEFCC has granted CEE a PhaseII project for extending the education andawareness initiative on the Ganges Dolphin.This project, worth Rs. 1.28 crore, will haveactivities spread in the dolphin habitat statesof Uttar Pradesh, Bihar and West Bengal. CEEhas also been nominated as an ExecutingAgency of NMCG under World Bankguidelines. A team visit of NMCG to

Ahmedabad was organised for an InceptionWorkshop to initiate the project. During thelatter part of the year, NMCG was shifted tothe new Ministry of Water Resources, RiverDevelopment and Ganga Rejuvenation, withthis project also falling under it.

Based on the experience during Phase I, CEEis implementing Phase II of the Ganges RiverDolphin programme with support from theNational Mission for Clean Ganga, NationalGanga River Basin Authority under Ministryof Water Resources, Ganga Rejuvenation andRiver Development. The Phase II of the projectis titled “Educating Schools and Communityfor sustainable actions for conserving habitatof Ganges River Dolphin along Ganga RiverBasin”.

As part of the school component, CEE North isworking on 20 locations in the Ganga Basincovering 10 locations each in Uttar Pradeshand Bihar and under the community initiativeCEE North is working with five villages eachat Bahraich and Bettiah in both States. Thecommunity interventions being taken upunder the project are briefly described below.

13.9 Community Interventions

Project Field Office Set Up: In 2014, CEE Northopened a field office in a village of BahraichDistrict in Uttar Pradesh for its communityinitiative under the Ganges Rriver DolphinConservation Education programme. CEEBahraich team organised a communitymeeting on the occasion of World EnvironmentDay in village Baundi of Bahraich, wherefisherman, farmers, youth and other membersparticipated and shared their experience ofliving alongside the river. A discussion on thestatus of Ganges river dolphin - locally knownas Souns – was held with community memberswhere various incidences and issues related

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to the survival of the species were shared.About 25-30 community members whoparticipated in the programme were alsobriefed about the importance and theme of theday. An office was also established in Bettiah,West Champaran, for implementation of thecommunity component in five GramPanchayats.

Village level Survey and Community Meetings:CEE North and the field office teamsconducted a detailed survey to identifydolphin project villages. They visited over 11-12 Gramchayats and interacted withcommunity members and the Gram Pradhan,before selecting the five pilot Gram Panchayatsfor the project. Five riverside Gram Panchayatseach in Bahraich and Bettiah Districts of UttarPradesh and Birhar were selected based onthe prevailing issues with regard to the riverand the dolphin. A detailed survey consistingof two parts – a village level survey with thehelp of village heads and block level officialsthrough community meetings and a survey ofhouseholds to assess the socio-economic andenvironmental situation – were conducted inthe selected villages. Several rounds ofcommunity level meetings were held for theteam to familiarize themselves with issues atthe village level. Based on the initial findings,a meeting was held with the Rural ProgrammeGroup team to identify the needs of thefisherman and farmer communities along withsustainable development interventions for thevillage.

Need Assessment Visit to Dolphin Villages:The RPG team in Ahmedabad conducted ahalf day orientation session for the CEE NorthDolphin Project team in February 2015,wherein they shared their experience ofworking with rural communities in differentareas. The team also went on a field visit toHalwad office to understand the concept of

sustainable campus and also visited villagesto learn from the activities undertaken bycommunity groups. A counter visit by theRPG team to the dolphin villages to conduct arapid needs assessment was also plannedduring this visit.

Subsequently, the RPG team visited thedolphin locations and spent 7-8 days duringFebruary 24 to March 2m 2015, interactingwith the community members in each of theselected villages. The visit focused onunderstanding the socio-economic condition,analysing practices of farmers and fishermenand identifying thrust areas for sustainablelivelihoods including alternate options. Theteam came up with recommendations and anaction plan to be implemented in the dolphinvillages. Key areas identified for interventionsare water and sanitation, riverbed farming,organic farming practices, preparedness ofcommunity for flood and drought situation,alternate livelihood options and skill basedtrainings.

Youth Volunteer Selection: Youth play a vitalrole in transforming society, and henceinvolving youth in community led actionsand campaigns are essential. In theconservation of Ganges river dolphin too,youth engagement has been included in aneffort to sensitise the community onconservation of the environment andbiodiversity, and to address communityempowerment through project interventions.Identification of youth volunteers in projectvillages is envisaged as one of the key activities.The youth volunteer would be responsible forgenerating awareness on the importance ofenvironment and river biodiversity; for this,he/she would constitute an eco group/committee within the village, network withvarious stakeholders and community groups(farmers and fishermen), help improve hygiene

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and sanitation, and in general act as a changeagent.

The CEE field team, at both the dolphinlocations in Bahraich and Bettiah, interactedwith several youths in community meetingsto find out suitable and interested candidatesfor volunteers. Youth volunteers have beenidentified for nine project villages and theprocess is going on for the last one.

Ecotourism based activities: CEE teamidentified a location – Katarniaghat WildlifeSanctuary in Uttar Pradesh - to develop andpromote dolphin education focusedecotourism, with the help of eco-developmentcommittees (EDCs). CEE team held meetingswith EDC members and local youth to assessneeds and enlist possible interventions.

13.10Prakriti Bus - A MobileExhibition on Biodiversity inUttar Pradesh

The United Nations has declared the currentdecade (2011-2020) as the Decade onBiodiversity to generate awareness aroundthe world on its status and conservation. Inresponse to it, India has chaired theConference of Parties (COP 11) to theConvention of Biological Diversity (CBD)during 2012. In the light of this, theDepartment of Science & Technology (DST)and Ministry of Environment, Forests andClimate Change (MoEFCC) had launched therevamped iconic mobile Science Express asBiodiversity Special (SEBS) train in 2012. Thekey thrust areas of the train includebiodiversity of India, climate change,biogeographic zones, myriad ecosystems, andtheir importance to the environment andhuman society.

Since 2012, this train has visited 7-8 locationsin Uttar Pradesh and received tremendousresponse from general visitors, school studentsand teachers. But the Science Express trainhas its own limitations in terms of outreach.Looking at the overwhelming response SEBSreceived in Uttar Pradesh, CEE North proposedto work closely with the University ofLucknow (partner of RCE Lucknow) and UPState Biodiversity Board, to create a similarbiodiversity awareness and conservationinitiative in Uttar Pradesh by running a mobileexhibition in a bus with a focus on Biodiversityof Uttar Pradesh. This mobile educationalresource centre is aimed at reaching out tochildren, teachers, youth, media and thegeneral public.

With support from its partners, CEE Northinitiated the biodiversity education project bydeveloping a mobile exhibition bus Prakriti.Prakriti is a unique exhibition showcasing therich biodiversity of the state including forests,grasslands, wetlands, rivers, agriculture, andothers. It is open to all and the visit service freeand intends to beneift school students,teachers, youth and community members inthe urban and rural areas of Uttar Pradesh.This mobile bus runs on Compressed NaturalGas (CNG), which also helps to createawareness about this clean fuel. The Prakritibus was developed in Ahmedabad andtransported to Lucknow.

Development of the Exhibition: CEE’s studiodivision at Ahmedabad with its in houseproduction unit is equipped with designing,developing and fabricating facility. CEE Northworked on the biodiversity exhibition withdesigners at the CEE studio in Ahmedabad.Pictures and high resolution photos wereobtained from CEE’s photo bank, UPSBB, theZoology department of University of Lucknow

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and other institutions in the state. To ensurewider reach and communicate biodiversityeducation effectively among different agegroups in society, the information panels andexhibits in the bus and the on the spot activitiesare designed in Hindi language.

The thematic plan of the exhibition in the buswas based on ecosystem themes. The bus hasbeen divided into six units with three panelsin each, thus totaling 18 panels. Four linkpanels connected each unit to maintain theflow of information. While the CEE teamconducted the research for developing contentby collecting secondary data on the theme ofeach unit, the information and technicalinformation were cross-checked with expertsand scientists for scientific accuracy of thecontent and information.

Formal Launch of Prakriti Bus: The mobileexhibition bus was launched on August 2,2014 by the Hon’ble State Minister forVocational and Skill Education at Lucknow.The launch event began with a poster makingcompetition on the theme of Biodiversity: OurWealth, Our Responsibility. More than 220students from 14 schools participated in thiscompetition. Ribbon cutting and release ofballoons marked the formal launch of the bus.The CEE team the explained the bus panels tothe chief guest and other dignitaries.

At the formal function following the launch,CEE made a presentation on the importance ofbiodiversity conservation education and theuse of the bus as an educational resource. TheMinister addressed the children, talked aboutthe power of thinking and appealed to thestudents to think about biodiversity and itscorrelation in our lives beyond boundaries.The Principal Secretary, Environment andForest, Government of Uttar Pradesh spoke

about the necessity of spreading knowledgeand information on biodiversity in the presentscenario. Winners of the poster competitionwere given prizes at the end of the event.

Mobile Exhibition on the Move: After the formallaunch, CEE North team identified a team ofcommunicators for the bus finalised the visitschedule. The bus plans to reach out to 5-6districts starting with Lucknow District. Thisinnovative mobile exhibition has received anoverwhelming response from the schools andcommunity wherever it has gone. So far, thebus has travelled to four districts - Lucknow,Barabanki, Kannauj and Unnao – and coveredover 178 schools and inter colleges. About83,044 visitors including students, teachers,community members, officials, media, youthand others have visited the exhibition. Dailyrecords of visitors, distance travelled andfeedback obtained are maintained in a registerand shared with the partners.

13.10.1 Lucknow District:

In Lucknow District, after the formal launch,the bus has covered over 109 schools andcolleges. A formal welcome ceremony wasorganised at Lucknow University where theVice Chancellor was the chief guest. The bussaw good participation and visit by youthduring its stay in the University campus.Besides educational institutions, the bus hasalso covered community places, otherinstitutions and culturally significant melasand fairs (where the linkage betweenbiodiversity and culture was highlighted), andhas also been invited to state level workshops,as well s institutions during school vacationsand holidays. Over 42501 visitors have viewedthe exhibition in the district.

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13.10.2 Barabanki District:

In October 2014, the bus travelled to BarabankiDistrict. A ceremonial inauguration event washeld for it at the Government Girls Inter Collegewhere the District Inspector of Schools (DIOS)inaugurated the bus. UPSBB, LucknowUniversity and CEE North jointly organisedan event for school children where around 78students participated in various competitionsincluding painting, slogan and poem writingon the theme “Save Biodiversity- Save Life”.The bus stayed in the district for over threeweeks and visited more than 20 schools, withmore than 8581 people visiting the exhibition.

13.10.3 Kannuaj District

Prakriti Bus reached Kannauj District inNovember 2014, where a launch event wasorganised at Jawahar Navodaya Vidyalaya,Kannauj with over 350 students, teachers andcommunity members participating in theprogramme. The bus was formally launchedby the District Magistrate, Kannauj along withkey district officials. In his inaugural address,he pointed out that Earth is the only planet inthis universe where life can exist because of itsunique situation in the universe. He furthersaid that biodiversity including geneticdiversity is very precious for us. He gave anexample that in future biodiversity may helpus produce a gene that can help make ourbody cancer resistant. He appreciated theinformative and educative nature of the busand asked every student to observed and learnfrom it. The CEE representative explainedabout the Prakriti bus and its objective to thestudents, guests and principals of otherschools, after which the guests andparticipants were taken around the bus. Over26 schools were covered during the stay of thebus in the district with 23033 people visitingthe bus.

13.10.4 Unnao District:

After covering three districts and reachingout to more than 60000 visitors, the journeyedto Unnao District in Jnauary 2015. Theinauguration event was held at NawabganjBird Sanctuary, Unnao. The CEErepresentative briefed the participants andguests about the bus and its objective. Over200 participants including school children,teachers, Gram Panchayat members,Education and Forest Department officials,media and others participated in theprogramme. Over 24 schools were coveredduring the stay of the bus and over 8731people visited the bus.

Resource Material: CEE team developed a setof educational and promotional material aspart of the project. The first set of promotionalmaterial developed for the formal launchceremony included caps, cloth bags and mugsfor participants and delegates. The second setof educational materials included a brochureof the bus, a campaign pamphlet in Hindiand English, and flyers in Hindi for districtevents which were to be distributed to variedtarget groups. A certificate cum oath posterfor schools was also developed.

Apart from this, educational materialdeveloped by UPSBB and University ofLucknow was also distributed to schoolswhich included posters, pamphlets, books,etc. CEE is running various national levelbiodiversity campaigns, whose posters werealso distributed to the schools visited by thebus so that they could develop anunderstanding about biodiversity andparticipate in the national campaigns. Theeducational material is receiving anoverwhelming response. Teachers find ituseful as an aid to classroom transaction.

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Media has also found it useful to write aboutbiodiversity.

13.11Information ManagementEducation and Communicationfor Maharashtra Gene BankProject

This innovative project aims at participatorystudies and conservation of various geneticresources of Maharashtra which are valuedby the user communities. These resourcesencompass local crop varieties, animal breeds,biodiversity associated with grasslands andfreshwater bodies, forests and marine sponges.Funded by Rajiv Gandhi Science andTechnology Commission (RGSTC) ofGovernment of Maharashtra, this projectbrings together 20 local, regional, nationallevel NGOs and scientific researchinstitutions. CEE is implementing the crosscutting component of InformationManagement Education and Communicationfor the Maharashtra Gene Bank Project.

In 2014-15, the first year of this five yearproject, CEE put in place the project team andother resources. Field visits to all the partnerorganisations’ sites and representativeschools were carried out with the objective ofgaining first hand understanding of thegeographic, socio-economic and educationalrealities of different regions spread acrossthis diverse state. Besides beginning of thedocumentation of project activities bypartners, detailed discussions were held withpartner organisation teams on a draftCurriculum Framework for school basededucation activities. This framework has beenfinalised through a further process ofworkshop with teachers and external expertsin the areas of biodiversity, education andpedagogy.

About 200 schools, mostly secondary, spreadover 15 clusters have been identified underthe project. Each cluster is being facilitated byas many Paryavaran Shikshan Mitras (PSMs)based in partner organization. A first threeday orientation workshop for PSMs wasorganised in October 2014 where they wereoriented to the topics of environmenteducation, education for sustainabledevelopment and the education system andpolicies. Sessions were also held on how toconduct environment related activities whichare hands on, innovative, creative, easy tounderstand and relevant to the learners. Fieldsessions such as nursery techniques, surveytechniques, and visits to schools carrying outenvironment educational activities were alsoorganised. A total of 18 participants from 13partner organisations attended the workshop.

CEE team members actively participated invarious thematic meetings held during theyear including three for developing theDatabase Management System. As anextension and exposure effort, CEE facilitatedparticipation in an exhibition of Crop GeneticDiversity groups work profile and resourcesbeing conserved at the 3rd Indian BiodiversityCongress (IBC) which won specialappreciation from the organisers.

CEE developed project logo options and anewsletter in Marathi in March 2015. The firstissue of this newsletter contains anintroductory overview of the projectdevelopment process, themes and all partnerorganisations involved in the MaharashtraGene Bank Project. It also contains storiesbased on the CEE teams’ recent field visits.This is planned to be a bi-annual publicationwith the possibility of additional special issuesas per need.

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13.12Development of BiodiversityManagement Plan for VedantaMines in Goa

Vedanta, a mining firm in India hascommissioned CEE Goa State Office to developa biodiversity management plan for their minesin Goa. An expert committee has been formedto advise the project. A consultative workshopwas organised at the beginning of the projectto deliberate on the protocols of biodiversitydocumentation in various habitats in andaround 10 km of the buffer zones of protectedareas. Dr. B C Choudhuri (formerly with WII);Dr. Dayanand Agasar, Professor, GulbargaUniversity; and Shri V. M. Dabgar, RetdProfessor, College of Forestry, University ofAgriculture Sciences, Dharwad; have beenappointed as Consultants for the project. Theproject period is one year and includesbiodiversity surveys in different seasons.

13.13Biodiversity ConservationEducation in Schools in Goa

The Goa Institute of Management (GIM) hasinitiated a unique project ‘Give Goa’ as part oftheir CSR activity, which is being implemented

in collaboration with CEE Goa State Office.Ten GIM students implemented a project onbiodiversity conservation education in 20schools in Goa. They developed slide showsand made presentations to school students onthe importance of Western Ghats, estuarineand mangrove areas and the ocean. The GIMstudents also conducted drawing and quizcompetition in their campus, during whichfilms on biodiversity and waste managementwere also screened.

13.14People’s Biodiversity Registers(PBRs)

CEE has been appointed as Resource Agencyto support Biodiversity ManagementCommittees (BMCs) for the preparation ofPeople’s Biodiversity Registers (PBRs) byAndhra Pradesh State Biodiversity Board(APBB). CEE has been allotted two GramPanchayats - Chettunnapadu and Munjuluruof Bhimadole and Buttayagudem Mandals ofWest Godavari District, Andhra Pradesh. Theobjective is to facilitate BMCs in documentingthe PBRs and submitting the reports to therespective BMCs and APBB to lend legalauthority to the PBR.

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14Disaster Preparedness and Rehabilitation

Economic rehabilitation and empowermentwas the focus of the project ‘Rebuilding Hope’(RH), being implemented by CEE Himalayawhich works in the Indian-Himalayan regionwith the objective of building the capacity oflocal people for sustainable livelihoods.

14.1 CEE-Plan India Jammu &Kashmir Flood Response

Distribution of Relief Material to 600 WorstAffected Households in Poonch District: InSeptember 2014, torrential rainfall andsubsequent landslides led to heavy floods inthe Jammu & Kashmir region. Local riversbroke out into the streets and washed awayevery proof of human existence, be it homes,bridges or lives. Several thousand villagesacross the state had been hit, and in manyareas, the water was about 12 feet deep,submerging entire houses and forcing strandedresidents to leave their homes.

In response to the catastrophe, CEE initiated arelief and rehabilitation programme for theaffected people in the badly hit districts ofRajouri and Poonch in Jammu and fivedistricts in Kashmir.

Plan India lent support for the distribution of600 survival kits in Poonch district of Jammuprovince, benefiting over 3000 people.

Each survival kits comprised of a shelter kit(tarpaulin sheets, rope, blankets, plastic mats,flash light), water kit (10 litre container, bucket,mugs), cooking kit (cooking pots, frying pan,plates, bowls, glasses, spoons, kitchen knife),hygiene kit (toothbrushes, toothpaste, toiletsoap, detergent powder, towels, sanitary cloth,plastic comb), solar lantern, and dry ration(rice, sugar, pulse, tea leaf, milk powder,mustard oil, salt, match box, dry snacks).

Packaging: The material was procured andtransported to J&K ITCO Office in Jammuwhere ample, safe and secure space wasavailable for packaging and storage, whichwas lent for the purpose by its Chief ExecutiveOfficer Mr. Sanjeev Arora. The material waspacked in plastic bags of suitable sizes makingfour different kits - shelter, hygiene, dry rationand kitchen utensils, with the water containerbeing given separately.

Branding and easy Identification of Kits:Identification labels for each kit were printedwith different colours being given to different

Rehabilitation work as part of J&K flood response A physically challenged person with his relief kit

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kits. This provided a branding opportunity tothe donors and the identification tags made iteasy for beneficiaries to identify the differentkits. The material was packed and transportedin trucks to Poonch, where arrangements weremade to transport them to the distributionsites. The trucks displayed banners of CEE-Plan India prominently indicating that theyare carrying relief material for the flood affectedpeople of J&K, which also facilitated theirsmooth movement. During loading andunloading of the relief material, a stock registermaintained.

Identification of Beneficiaries: Theidentification of beneficiaries was undertakenwith the help of the district administrationwho conducted a door to door survey throughtheir halka patwaris while the lists wereprepared by tehsildars and sent to office of theDeputy Commissioner (DC). CEE-Plan Indiaindependently verified the list through its ownsurvey and discussed with the DeputyCommissioner about the area CEE-Plan Indiashould focus. The district administrationextended its full support and was happy withthe CEE-Plan India approach.

The first lot of 100 relief kits was handed overto the Office of the DC Poonch on September21, 2014 which was distributed to 78 peoplein Surankote Tehsil, and two relief camps atEid Gah and Chandak.

CEE-Plan India was also part of the JointRapid Need Assessment (JRNA) coordinatedby Sphere India for the Poonch district. TheJRNA team, led by Abdhesh Gangwar, visitedeight villages across Poonch District, whichgave the team a clear picture of the extent ofdamage.

Distribution: Tokens were issued to theidentified beneficiaries who reached the place

of distribution on the specified date and timewith identity card. It was found that manypeople had lost their documents in the floodbut many also recalled the number of theirration card and other documents.

With police deployment at the site ofdistribution, only people with tokens issuedby CEE-Plan India and office of the Tehsildarwere allowed to get in. The identity of thebeneficiaries was checked, while the halkapatwaris confirmed the genuineness of thebeneficiaries of their area. Details of thebeneficiaries like name, parentage, village,family size, extent of damage, identity cardnumber and contact number, were documentedand their signature/ thumb impression takenbefore after collecting the token and handingover the relief material.

A banner with details of of the composition ofthe relief kits was printed and displayed at thesite of distribution for the information of thebeneficiaries and to maintain transparency,and the beneficiaours could check whetherthey had received all the items mentioned.

Beneficiaries were treated with due respectthroughout the process of relief distribution.Weaker and physically challenged people werehelped in lifting and carrying their material,while women were also given priority. Theentire procedure of distribution wasconducted in an open manner.

Media Coverage: Local media channelscovered the distribution well and the footagewas telecast daily on local news channel.

Handing over Record to Offices of the DistrictCollectors and Tehsildar: The original recordsof the list of beneficiaries as well as the otherdocuments, were handed over to the offices ofthe Tehsildars and the District Collector of

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Poonch, while feedback received about theprocess is being maintained by CEE, withcopies being shared with the offices.

Feedback: The beneficiaries were contactedafter a few days of relief distribution to obtaintheir feedback. All the beneficiariesappreciated the selection of relief items in thekits, and the quality and quantity. The materialprovided immediate relief to the affectedpeople. The inclusion of sanitary cloth wasappreciated. There were also suggestions likea tawa and a chimta could have been includedin the kitchen kit for making chapattis whichis a staple food in the area. The governmentofficials, local Panchayat members, andindividuals gave positive feedback on theprocess of distribution, respect given tobeneficiaries, transparency maintained, andthe priority givento marginalised groups likeelderly women and physically challengedpeople.

14.2 Community BasedPsychosocial Care and Support

CEE Himalaya, in collaboration with SphereIndia, National Institute of Mental Health andNeuro Sciences (NIMHANS), Christian BlindMission, National Disaster ManagementAuthority and Indian Red Cross Societyorganised a three day workshop, duringFebruary 8-10, 2014, on Community BasedPsychosocial Care and Support at theShivlinga Resort in Uttarkashi. The objectiveof this workshop was to create a platform forcommunity level workers to gear themselvesup for better preparedness, identification oftrauma cases, providing emotional and psychosocial support to the affected and assessingthe impact of disaster, for sustained reductionof disaster risk in the district. In this workshop

31 people representing Aganwadi Kendras,Asha workers, teachers and other governmentand non-governmental organisations, andcommunity level workers participated.

The workshop sessions had interactive gamesand participatory tools and techniques to makethem more interesting and participatory,which also enabled the participants to freelyinteract each other. On the first day, Dr. SanjeevKumar of NIMHANS explained the types andimpact of disaster to the participants - physical,psychological, economical and social impactswhich are interconnected. “Psychosocial careis the need of affected people, which should befullfilled as per the need. Like if people badlyneed food, then serve only food to them”,spoke by Dr. Sanjeev. Dr. Henna Hejazi fromSphere India shared his rich experience withthe participants and spoke on the differencebetween Psycho and Social - psycho is internaland social is external. The second day focusedon basic preparedness activities at individual,household and community levels, while onthe third day, violence and vulnerabilityconcerns during disaster were discussed.Apart from this, live demonstration of rescueoperations in different disaster situations andmaintaining and use of first aid kit waspresented by the master trainer of Red CrossSociety. In the next session, CEE Himalayateam presented the progress in their work andalso introduced a psycho social careprogramme called UMANG – Joy of Learning.Along with outdoor games and competitions,the methodology included generatingawareness on the types of natural disastersand the precautions to be taken during andafter disaster. Mr. Baranwal, ADM, Uttarkashiand Mr. Pathwal, DPM Disaster cell,Uttarkashi, shared their experiences of therecent disaster of Uttarkhand.

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The key person present on this occasion wereDr. Henna Hejazi, Sphere India; Dr. Sanjeev,NIMHANS; Mr. Baranwal, ADM, Uttarkashi;Mr. Pathwal, DPM Disaster Cell Uttarkashi;Dr. Jay Kumar, NDMA; Mr. Jagmohan Arora,IRCS; Mr. Kushpal Singh Panwar, CEE; Mr.Jagroshan Singh Panwar, CEE; and Mr. AjitSingh Negi, CEE.

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15Facilitating NGOs and Community Initiatives

15.1 Facilitating NGOs/CBOs andSustainable IntegratedDevelopment Programmes

In an effort to facilitate Non-GovernmentalOrganisations (NGOs)/Community BasedOrganisations (CBOs), CEE has been initiatinga variety of interventions at the communitylevel by adopting sustainable integrateddevelopment approaches. CEE has also beenlinking up the programmes with the corporatesector under their Corporate SocialResponsibility (CSR) activities, with Publicand Private Sector participation. Theseprogrammes have been taken up with thesupport of national and international partners.

15.2 GEF/UNDP OP5 Small GrantsProgramme

As the GEF-CSO (Civil Society Organization)Implementing Partner for the GlobalEnvironment Facility (GEF)/United NationsDevelopment Programme (UNDP) SmallGrants Programme (SGP), CEE entered thethird year of GEF Operational Phase 5.

The SGP globally assists the developingcountries in fulfilling their nationalcommitments emanating from the internationaltreaties and conventions related to the globalenvironment, through local actions. The SGPbelieves that the global environmentalproblems can be addressed effectively, if localpeople are involved in decision making at alllevels within projects and have control overresources. The SGP demonstrates that with asmall amount of funding, the communities atthe grassroots level can make significantdifferences to their livelihoods and theenvironment. The SGP influences andsupports the global climate interventionsthrough thematic areas, like arresting land

degradation, Biodiversity Conservation,Climate Change and Persistent OrganicPollutants (Chemical Management).

The OP5 GEF/UNDP SGP programme offiveyear duration became operational on theground from December 2012. Out of the totalapproved GEF funds of US $ 5.0 million, wehave utilised a budget of US $2.108 as ofMarch31, 2015. The target of US $ 1.0 millionset by UNDP for the year 2014 was met with,with a delivery target of US $ 993,886: i.e.99.39% of the annual target was achieved.

A total of 12 Regional Committee meetingsand five National Steering Committee (NSC)meetings have taken place and 64 communitymanaged projects have been approved andbecome operational. With the 6th NSC meetingscheduled on May 27, 2015 and more projectsgetting approved, the Group is hopeful ofcommitting more than 80% of the grantallocation. The SGP programme is a pan-national programme supported and monitoredby CEE’s seven Regional Offices.

The SGP is being managed by CEE in Indiasince the year 2000, starting from OperationalPhase I (OP1) to OP5. A total of 398 projectshave been approved, out of which 328 havebeen completed so far. The details of these 398projects can be accessed by all the 123 SGPparticipating countries through the globalintranet network and also can be viewedlocally at SGP’s website: www.sgpindia.org.

About 55 of our NGO partners have beenfelicitated with national and internationalawards during the past 15 years. Thisprogramme is viewed as a flagship programmeof GEF/UNDP amongst the civil societyfraternity.

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15.3 COMDEKS Programme

The COMDEKS (Community Developmentand Knowledge Management for the SatoyamaInitiative), a Japanese funded programme tosupport landscapes management inUttarakhand, became operational in June 2013with a funding of US $ 255,000. Theprogramme is designed to support localcommunity activities to maintain and rebuildsocio-ecological production landscapes andto collect and disseminate knowledge andexperiences from successful on-the-groundactions for replication and up-scaling in otherparts of the world.

The COMDEKS is executed by the UnitedNations Office for Project Services (UNOPS)and CEE acts as the National Host Institution(NHI). It follows the SGP OperationalGuidelines and operates like GEF/SGPprogramme and seeks the guidance from theGEF/SGP National Steering Committeechaired by the MoEF&CC, Government ofIndia.

Six proposals were approved in Uttarakhandto support three types of landscapes spanningfrom lower, middle to higher mountainousterrains, aiming directly at the expectedoutcomes listed in the Landscape Strategythat was developed. All the projects becameoperational from July 2013. The progressagainst these projects is as under:

� The biodiversity of 3500 hectares of hillylandscape in 25 village Panchayats wasconserved/ protected. About 5480 hectaresof land were brought under increased cropproductivity by 10-12%, benefitting 6500households through establishing watermills, fodder demo plots, local vegetableand medicinal plant gardens, andhorticulture plants protection, new crop

introductions, and fruit processing. Morethan 75 products through six projects werelinked to markets.

� Chhatrasal: Livestock managementthrough fodder species (two speciesplanted by 250 households) and 19 biogasunits were set up. These biogas units savenearly 600 MTs of wood per annum (@ 7-9kgs per day) and will mitigate 1205 MTs ofCO2 emission in one year, 65000 MTs in 20years. About 500 women members areengaged in food processing, pickles andfoodgrain marketing, which fetched anannual sale of Rs.3,50,000 (US $ 5645).

� Friends of Doon Society: In the lowerHimalayan landscape, livestock breedimprovement and animal husbandrypractices were adopted benefiting morethan 50 households, and nine biogas unitsset up leading to a savings of 9-10 kgs ofwood per day and 62 MTs of CO2 emissionreduction in one year. Firewood worth US$ 3,400 was saved, leading to lessinvestment by people in wood purchase,thus creating surplus income for thefamilies. Three solar charging stationswere set up and 62 solar lanternsdistributed, which will save 173.6 tons ofCO2 emission in the next 10 years. Thiswill also replace 7440 litres of kerosene peryear, saving US $ 488 per year per family.

� Lok Paryavaran Shiksha Sansthan: Sixteenwater mills were set up benefitting 21households which will save 80 trees andalso provide alternate energy to check 1600MTs of CO2 emissions over 10 years,through the use of metalled turbinesinstead of the usual wooden turbines.Sixteen families are earning about US $180 per month by milling the grainsthrough water mills. About 500 families

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are getting the facility of graound grainswithin their easy reach in four villages,saving substantial time in commutingthrough the hilly areas. Nine biogas unitsinstalled in six villages provide cookinggas to the families, saving nearly 2300 MTsof CO2 emission over the next 10 years.

� Aagaas: Two seed banks were establishedfor local millets and lentils whichbenefit100 farmers. About 500 farmers areengaged in local trade of bamboo products.Sales of Rs.5,50,000 (US $ 8,870) wereachieved by more than 500 farmers.(Aagaas).

� Mahila Haat: About 400 women farmers areengaged in making chilly powder,coriander, turmeric, while 56 farmers areemployed as cooks and nature guides. Fivedifferent nature trails developed here havereceived more than 5206 visitors in 2014-15.

� Friends of Doon Society: Having trained atthe Barefoot College through a study tour,eight women of Rasulpur Tongia villagehave started taking up mason work (a maledominated work area) and made 38Feeding Troughs to encourage stall feedingof animals, which also help in a betterprocess for the collection of cow dung wastefor the biogas plants. Their income hasbeen enhanced income through sale ofthese troughs.

� Chirag: The project aimed to reduce risk inagricultural income by encouragingwomen farmers to take up horticulture forimproved incomes. Three training cumfood processing and production centreswere set up for producing juices, picklesand squashes and for providing regular

skill development trainings. The NGO hasspread its operations to 13 villages andprocured 23 MTs of fruit from 132 farmerswhich included apricot, peach, plum,potato and apple.

� Chhatrasal Seva Sansthan: More than 75village meetings have led to about 600farm families to go in for value addition offood products, especially pickles with fourtypes of pickles (garlic, chilly, mango andred chilly) being prepared by them.Turmeric powder, ginger powder andcoriander powder are also being made.

� In all, about 43 natural resource basedproducts linked to markets (e.g. turmeric,coriander powder, red chillies, garlic,lentils, rice and pickles, etc.) and incomegeneration opportunities supported forsetting up fruit/milk processing centres,water mills, biogas units, lentils and cerealsalong with nature guides and cooks, benefit2900 community members with anincreased income about by Rs.16,000 perannum.

� Aagaas: Two SHGs involving 22 membersspecially formed for promotion andproduction of local Ringaal bamboo craftshave developed eight new product designsand sold craft items worth US $ 930.Enterprises based on Himalayan Nettlewere developed in three villages benefit 23people who have been trained and haveadopted the weaving process. A saving ofUS $ 4,620 has been achieved by the SHGs.

� Friends of Doon Society: Forty women weretrained to make different craft items withthe help of different raw materials, likesutli (coir thread), synthetic rope, iron rings,beads, wool, etc. – a low-investmentbusiness proposition. These women also

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use internet to adopt new designs of hand-knitted items which is enhancing theircapacity.

� Chirag: More than 810 women and 120men have been directly benefitted from thefood processing and production centresset up for producing juices, pickles andsquashes and regular skill developmenttrainings.

� The NGO partners are regularly linkingup their programmes with state governmentdepartments like animal husbandry,agriculture, horticulture, tourism,agricultural banks, Medicinal Plant Board,State Biodiversity Boards, State RenewableEnergy Departments and ForestDepartments and accessing resources fromthem like scientists/officials for trainingthe community. They are also linking upwith government schemes, like polyhouses, kitchen gardens, state subsidiesfor renewable energy, and others.

� The multi-pronged approach adopted inmost of the COMDEKS projects and theinvolvement of government officials isbuilding a better credibility for the NGOpartners as well as confidence and trust intheir sustainable actions with thecommunity. As a result, the governmentdepartments are also providing support tothe NGO-based projects throughCOMDEKS partners.

� NGO partners and communities are beingencouraged through field visits, interfacewith technology, exposure visits, trainingsand workshops to focus on maximisingyields, range of products from ecosystems,including food, fibre, fuel, genetic plantvarietal resources, natural medicines and

fresh water. Use of alternate fuels, solarand energy efficiency measures, avoidingburning of biomass, etc. are some of thesmall innovations introduced throughthese projects.

� In all the projects, NGOs and women SHGsare being encouraged to create valueaddition to both horticulture andagriculture crops, and cultivation andconservation of endangered species thatmay be tradable, e.g. medicinal plants andspecies that attract tourists.

� The Eco-Tourism Board of Uttarakhandstate has linked up with the Mahila Haatproject by providing state guidelines aswell as master trainers for providingtraining in a range of areas related to eco-tourism.

� The Forest Department of Uttarakhand haslinked up with the Aagaas project forenhancing the production of HimalayanNettle and also buying back the productsfor sale through their State ForestDepartment Board. They have encouragedthe NGOs to market the products to hotelsin Dehradun, Pune and Mumbai wherethey can be used as tapestry and othermaterials. This is a win-win situation forall stakeholders.

15.4 Medicinal Plant GardensProgramme

This programme aims to develop medicinalplant gardens in 300 schools and colleges ofNew Delhi and the National Capital Territory(NCT), and sensitising teachers and staffmembers on the use of medicinal plants andtheir cultivation. It is a joint initiative of theNational Medicinal Plant Board, Ministry ofHealth & Family Welfare, Government of India

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and CEE. Through this, the project also aimsto address the conservation of medicinal plantsand ensure their use in our day-to-day life forbetter health and immunity.

The programme, being implemented on theground by CEE Delhi, promotes inter-generational knowledge in schools for effectiveprocessing and procuring benefits frommedicinal plants. At present, a wide range ofmedicinal plants are threatened withextinction due to several factors likedeforestation, over-exploitation, impropercollection due to lack of knowledge aboutproper techniques, and poor investments inadopting their use. Application andconservation of medicinal plants in our day today life will go a long way to promote theirvalues in the society. Based on their importanceand need to conserve, CEE listed 26 species ofherbs and shrubs which will be planted in theMedicinal Plants Gardens.

Till now 141 schools have partnered withCEE and 101 gardens have been established.Out of these, 10 schools have been identifiedfor developing mother nurseries in order tosupply saplings to the schools in theirrespective region. Fifteen orientationworkshops have been organised with 1000teachers being oriented to promote the projectin their schools and inculcate the medicinalplants cultivation practices among thestudents. To effectively implement theprogramme in all the schools, CEE Delhi hasdeveloped a partnership with the Departmentof Environment, Government of NCT, to linkthe activities with the Eco-clubs of schools.Two NGOs – Eco Roots Foundation and I-Dream - are also partners in this so as toextend the coverage through networking andcapacity building.

A good amount of advocacy material has beendeveloped, like brochures (in English andHindi), posters, leaflets on Usefulness ofMedicinal Plants, and stickers to disseminatethe project philosophy, objectives, strategy andactivities.

15.5 Partnerships of GEF UNDP/SGP& CEE

15.5.1 Partnership with AirbusCorporate Foundation

Through the private sector partnershipestablished with Airbus CorporateFoundation (ACF) in 2010, ACF provides awide arena for their employee-volunteers togather life-changing experience by gettingattached to communities, learn about theirproblems, provide solutions by undertakingcommunity work themselves, and participatein cultural exchange. This gives the volunteersan opportunity to participate in climate changemitigation actions like conservation ofbiodiversity in resource hit tribal belts throughuse of alternate energy options like biogasunits; and providing cheap, easy and cleanfuel for cooking thus reducing the drudgery ofwomen in the households.

The project covers 30 tribal villages of GudalurBlock, Nilgiris District, Tamil Nadu (inhabitedby Paniya, Kurumba and Kattunayaka tribes)where 45 biogas units and 45 cowsheds havebeen set up. Each of these 45 beneficiaryhouseholds saves about 8-9 kg of firewood perday, which also prevents deforestation. The45 biogas units have contributed to theprevention of nearly 1800 MT of CO2 emissionannually; i.e. 108,000 kg of wood has beensaved which is equivalent to 1.8 kg of CO2 perkg of wood burnt (45x8 kg wood x 300 daysper year). About 450 fuel efficient cook-stoves

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have been provided to households to reducepressure on forests and drudgery of tribalwomen. Each household also sells an averageof 7-8 litres of milk per day and earns anadditional income of Rs.120 daily.

The GEF/UNDP/CEE SGP takes care ofknowledge management and providestechnical support. The Centre for Tribal andRural Development Trust (CTRD) acts as thelocal NGO.

So far, ten volunteering visits comprising of15-18 employees in each trip have beenundertaken. The project has cash financing ofRs. 40 lakh (50,000 Euros) from ACF, Rs.23lakh from GEF/SGP and in-kind co-financingof US $ 25,000 from volunteering employees.The State Government subsidy on biogas unitshas also been accessed for the units installed.Looking at the benefits that have accrued tothe tribal communities and also theenvironmental benefits accrued, ACF hasextended this programme till 2016.

15.5.2 Partnership with SAIL

The joint partnership with Steel Authority ofIndia Limited (SAIL) has entered the thirdyear, taking up “Sustainable Livelihoods,Incomes of the poor and marginalised inGonda District (Uttar Pradesh), throughlandscape and institutionalised micro creditapproaches”. This project comprises of cashfunding of Rs.80 lakh from SAIL and Rs.37.65lakh as co-financing. An amount of Rs.40.00lakh has so far been accessed from SAIL.

The project aims to enhance the quality of lifeand provide increased incomes for the poorand marginalised in 15 villages through acommunity-led integrated natural resourcemanagement approach, using enterprise-based, renewable agricultural practices and alandscape approach. The project also focuseson developing the skills and capacities offarmers by introducing low cost and modernagricultural and allied technologies that areeasy to use and implement, based on localconditions and resources available. Thisapproach enables them to increase theirknowledge and income through a range ofactivities in natural resources management.Simple technologies like improved cook-stoves,setting up solar power stations and biogasunits, are introduced which result in energyefficiency for better household managementand reduced drudgery for women. The localpeople are being encouraged and trained inimproved agri-practices to establishsustainable business enterprises for increasedincomes based on traditional crops. Thelinkages have been established with the KrishiVikas Kendra to provide seeds of traditionalvarieties for demonstration purposes in fiveacres of land.

15.6 Awards Won by GEF/UNDPCEE SGP Partners

Nine GEF/UNDP CEE SGP-supported projectpartners won the following awards duringthe year:

January 2015

IND/COMDEKS/2012/05 - Conserving biodiversity for positive human-nature relationship throughnature and tourism in Kausani Valley of Almora district

Ms. Krishna Bisht, General Secretary, Mahila Haat won the 22nd Indian Merchants’ ChamberLadies’ Wing Jankidevi Bajaj Award for the year 2014 for her outstanding contribution towards

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Rural Business Entrepreneurship and empowerment. This award is given every year torecognise women entrepreneurs for their work in rural India. The award was given on January7, 2015 in Mumbai by the Chief Guest, Ms. Priya Datt, a known political personality and Trusteeof Nargis Datt Memorial Charitable Trust, in the presence of IMC President Mrs. Arti Sanghi andJustice Dr. C.S. Dharmadhikari.

September 2014

I ND/SGP/OP5/Y3/CC/STAR/ 2014/46/DEL02 - Chintan Environmental Research and ActionGroup

Ms. Bharati Chaturvedi, Founder and Director of Chintan, was facilitated with ‘All GrassrootsWomen of the Decade Achievers Award’ by Assocham Ladies League (ALL) and Rai Universityfor her consistent and dedicated contribution in the field of environment and waste management.She received the award from Shri M. Venkaiah Naidu, Hon’ble Union Minister of ParliamentaryAffairs, Urban Development, Housing and Urban Poverty Alleviation, who was the chief guestand Dr. Harbeen Arora, Global Chairperson, ALL.

June 2014

IND/SGP/OP5/Y3/STAR/ 2013/29/CHT01 - The Convenant Centre for Development, Chhatisgarh(CCD)

The Convenant Centre for Development, Chhatisgarh (CCD), Traditional Healer Association(CTHA) won the UN Equator Prize, 2014 for its work (link provided below)

www.undp.org.in, http://www.in.undp.org/content/india/en/home/presscenter/pressreleases/2014/06/16/chhattisgarh-traditional-healers-amongst-winners-of-the-2014-equator-prize.

The Secretary of CTHA, Mr. Vaidya Nirmal Kumar Awasthi was invited to New York for receivingthe Award at a side-event to the 69th Session of the UN General Assembly during September 17-22, 2014. Dr. U. V. Ghate, Director-CCD was also invited and sponsored as his nominator andtranslator.

June 2014

IND/COMDEKS/2012/05 – Mahila Haat

A project partner of GEF/COMDEKS SGP, Mahila Haat was awarded the Krishak Mitra Award bythe G.B. Pant Himalayan Environment & Development Institute, Kosi (Uttarakhand State) onEnvironment Day. The Krishak Mitra Award was given to Godhan Singh Negi, an inhabitant ofVikaskhand Bhaisiachhana for his contribution to vegetable cultivation, honey bee cultivationand other agricultural activities.

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May 2014

IND/SGP/OP5/Y3/STAR/ 2013/9/KAR04 - Krishnamurthy Foundation India

Another GEF/UNDP SGP project partner, Krishnamurthy Foundation India won an “Award ofExcellence” from the Andhra Pradesh State Biodiversity Board, Government of Andhra Pradeshfor rendering exemplary service for Conservation and Sustainable Use of Biological Resources.The Award was bestowed on them on the occasion of International Day for Biological Diversity,on May 22, 2014.

2014

IND/SGP/OP4/Y1/RAF/2008/17/ASM10 – Dhriti won the following Awards/Recognitions:

1) 2013 SEED Low Carbon Award sponsored by UNDP and UNEP at a high level awardceremony at UNEP Headquarters in Nairobi, Kenya from the Under Secretary General ofUN, Achim Steiner (http://www.seedinit.org). This award recognises and supportsinnovative social and environmental start-up enterprises, which tackle key sustainabledevelopment challenges at community level, in developing and emerging economies.Tamul Plates Marketing Private Limited, a marketing company of the NGO, will receive apackage of individually tailored support for the businesses, access to other supportinginstitutions and technical assistance, and a financial contribution of US $ 5,000. (http://www.seedinit.org/awards/all/tambul-leaf-plates.html).

2) Finalist for Changing Markets Award - The NGO’s marketing company that links theTambul Plates with the markets was one of the 10 finalists for Changing Markets Award inthe 16th International Business Forum, Istabbul, Turkey. (http://ibf2013.net/). With thetheme of “Green and Inclusive Business Solutions for Development”, Tambul Plates wasselected as one of the 10 inspiring business models in the world, which combine businessacumen with environmental and social objectives, contributing to the transformationtowards a greener and more inclusive world. Though they were not selected among thefinal three winners, it was a great learning experience and enabled them to develop a lot ofcontacts in the process.

3) Artha Venture Challenge Competition – The NGO’s company won the competition forsocial enterprises working in India and is eligible for US $ 50,000 equity infusion from theArtha Platform.

4) The NGO’s company also received a seed investment from Upaya Social Ventures throughUpaya’s LiftUP Project, an accelerator programme that provides early stage entrepreneurswith business development support and financial resources to launch and scale theirbusinesses.

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5) The Balkipara Foundation Naturenomics Award 2013 – They were also honoured with thisAward in recognition of the work of Tambul Plates, a Green Enterprise, for promoting afinancially successful and ecologically sustainable business model.

22 May 2014

IND/SGP/OP5/Y3/STAR/2013/30/ MP03 – Sujagriti Samaj Sewi Sanstha, Morena - received theState level award for the Best Garden

On nomination from the district level, the Piprai Baba Devpuri/Baba Ramdas Garden maintainedby Sujagriti Sanstha, Morena was awarded the State Level Award for the Best Garden. Topromote biodiversity conservation and to celebrate the International Biodiversity Day, theMadhya Pradesh Biodiversity Board organised a competition for the best Biodiversity Garden onMay 22, 2014 at the Conference Hall of RCPV Noronha Administration Academy. The event wasgraced by the presence of Mr. M.M. Upadhyay, Chief Guest; Senior Chief Secretary, AgriculturalProduction Commissioner, President-Mr. Ajit Kesari, Chief Secretary, Madhya PradeshAdministration, Biodiversity Conservation Department.

The participants included the nominees of the Best Park Award from various districts of the state,senior officials, sector experts and officials from the Biodiversity Administration. A Shield,Certificate and award money was presented to the President of the organisation. This Garden hasseveral varieties of trees and has done exemplary work in conserving several varieties of plantsincluding Guggul, Neem, Sheesham, Siari, Kareel and Babul. The award was given to theorganisation for forest conservation, tree plantation and praiseworthy work undertaken in thegarden.

April 2014

IND/SGP/OP5/Y3/STAR/2013/24/MP01 - Sarjna Samajik Sanskratik & Sahitiyak Manch -Awarded on April 29, 2014 for the Best Work for running the Paryavaran Mitra Programme beingimplemented by the Ministry of Environment & Forests and CEE

The GEF/UNDP SGP Project partner has been running the Paryavaran Mitra Programme inSatna District (Madhya Pradesh) with the support of Ministry of Environment & Forests and CEEDelhi and Bhopal. At the state level, 15 teachers, 15 schools and nine organisations were giventhe Paryavaran Mitra Award 2013. Out of these, Sarjna Samajik Sanskratik & Sahitiyak Manch,Satna was selected for the Best Work and was awarded a momento and certificate at a functionorganised at the Conference Hall of the Regional Museum of Natural History, Bhopal on April 29,2014.

April 2014

IND/SGP/OP5/Y3/STAR/2013/30/MP03 - Sujagriti Samaj Sewi Sanstha, Morena – Awarded forthe Best Work for running the Paryavaran Mitra Programme of the Ministry of Environment &Forests and CEE

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The GEF/UNDP SGP Project Partner has been running the Paryavaran Mitra Programme from2011 to 2013 in 125 schools of Morena District with the support of Ministry of Environment &Forests and CEE Delhi and Bhopal. Sujagriti Samaj Sewi Sanstha, Morena was selected for theBest Work and received the award on April 29, 2014 at a function organised at the RegionalMuseum of Natural History. With the help of CEE Delhi & Bhopal and other organisations,Sujagriti supported the local villagers, children and teachers to become Paryavaran Mitra(Friends of Environment) by acquainting them with the different species of plants, theirconservation, harmful pesticides, waste management, water and energy conservation, culturaland heritage related issues.

15.7 National EnvironemtalAwareness Campaign (NEAC)

For NEAC 2014-15, CEE was associated withthe campaign in its capacity as a Centre ofExcellence. CEE representatives worked with20 Regional Resource Agencies (RRAs) locatedacross the country and helped scrutinise about10000 proposals received by them. Proposalsshortlisted following the initial scrutiny bythe RRA and CEE were recommended to theregional committees. Following the prescrutiny, CEE hosted four regional committeemeetings. These meetings were organisedsimultaneously during October 28-31, 2014 inthree regions: Western, Northern and Central,in three cities, viz, Ahmedabad, Chandigarhand Delhi. The North-Western regional

meeting was held in Guwahati duringNovember 4-7, 2014. CEE representatives werealso members on these regional committees.

15.8 Environmental Monitoring andEvaluation in CoastalRegulation Zone

In 2013-14, CEE established its field office atMundra in Kutch district, Gujarat. MundraPort is a rapidly developing one, with thecoastal areas here posing unique ecologicaland developmental challenges. While on onehand they are home to rich marine biodiversity,with the coastal resources being the backboneof the livelihoods of coastal communities, onthe other hand, industrialisation in the coastalareas and development of ports and SpecialEconomic Zones is claimed to be playing acrucial role in economic development of thecountry.

Realising that these are the new developmentalchallenges that are sculpting the socio-environmental and economic profile of coastalGujarat, CEE initiated its project in Mundrawith the support of APSEZ. The project isfunctional in 21 villages of Mundra Block.The overall aim of the project is to involvedifferent stakeholders in monitoring of localsustainability concerns, and work towardsaddressing them in a participatory manner.Meeting of NEAC in progress.

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Thus the project aims at bringing differentstakeholders: industry, community, youth,schools, etc. on a single platform where‘sustainability dialogue’ can take place.

Another key approach the project is aiming toevolve is to involve college going youth in thesustainability monitoring activities. Thus,during the year, third year B. Tech (ICT)students of DAIICT (Dhirubhai AmbaniInstitute of Information and CommunicationTechnologies), Gandhinagar, were facilitatedto conduct a basic socio-economic survey tocreate village profiles and help themunderstand the complexity of ruraldevelopmental challenges. A group of ninestudents spent about two weeks and prepareda project report to analyse their learning, titled

“Understanding Concerns of Development:From Perspective of Youth”.

Moreover, to understand key concerns andthe resource dependency of people fromdiverse occupational backgrounds, four multi-stakeholder consultations were conductedwherein a cross section of communitymembers, representatives of PRIs, and otheracademic institute and NGO representativesparticipated. This four day event providedmuch needed insights into the concerns andperceptions of the community aboutdevelopment in general and industrialisationin particular, and their dependency on coastalresources. Based on this a long term project foraddressing the sustainability concerns in amore participatory way is being planned.

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16 Training, Capacity Building and Networking

16.1 Capacity Building: ScienceEducation in Afghanistan

CEE conducted a training programme inScience Education which was attended by 50science educations and trainers from differentprovinces of Afghanistan. The 20 day two-phased training programme was financed bythe Swedish Committee for Afghanistan. Theparticipants were trainers of science educationfaculty members from schools, staff membersof the Swedish Committee for Afghanistan aswell as Science Centres — national andprovincial ones — of the Ministry of Education.

As the participants attending the programmewere engaged largely in training teachers andin providing expertise and consultancy inimproving quality of education in schools, therogramme was designed for teacher trainersrather than teachers.

The first 10 days of the programme, conductedduring August 24 to September 2, 2014,focused on teaching-learning methodologiesthat would enable children in primary gradeslearn science effectively. The second and finalphase was conducted during November 24 –December 3, 2014. This phase of the programmefocused on ‘laboratory-based experiments’ inscience, thus the focus was mainly on thesecondary grades.

16.2 CEE Ka Bioscope

CEE ka Bioscope (CKB) Programme is an ICTenabled programme designed to provideinteractive and fun-filled learning for schoolchildren. The activities of the programme helpstudents in integrating their learning inEnvironmental Studies, Science, as well asSocial Sciences. In its sixth year, the CKBProgramme has reached out to 460 studentsfrom Grades 5 to 11 of three schools. This year,

CKB was also introduced in a district (Rajkot)other than Ahmedabad for the first time.

Four different modules i.e. Population andDevelopment, Biodiversity Conservation,Sustainable Agriculture and WasteManagement were dealt with in theprogramme.

Various teaching-learning methods and toolswere used. These included power pointpresentations, lab-based sessions usinginternet connected machines, globalpositioning system, google earth (software);MS Office, group discussions, nature campand field visits among others. Students alsohad an opportunity to interact with expertsand government officials of the AgriculturalProduce Market Committee (APMC), the WasteWater Treatment Plant, and CensusDepartment, Gandhinagar. A two day campto CEE’s camp site in Bakore, visits to IndrodaNature Park, Gandhinagar, and Sundarvan -Nature Discovery Centre were also organisedas part of the programme.

16.3 Capacity Building Teachers toFacilitate Change Processes inEco Schools of the UAE

CEE India, in association with EmiratesWildlife Society (EWS ) and World Wide Fundfor Nature (WWF), United Arab Emirates(UAE), conducted a pilot programme tostrengthen teachers’ capacity and ingenuityin leading school level initiatives in UAEthrough an initiative called ‘Green Teacher -Eco School Programme’. EWS-WWF Dubai isthe nodal agency that is engaged in facilitatingEco Schools Programme in the UAE.

As part of the eight month long Green Teacher- Eco Schools Programme offered in a blendedmode, two contact sessions were held in UAE

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last year, where the teachers were oriented onusing different teaching-learning methodologiesto transact EE effectively; develop a basicunderstanding of project management; anddiscuss their Eco School micro-projects.

This pilot phase came to an end with teachersappearing for their Diploma Certificate inEnvironmental Education in October 2014.Each of the five teachers secured a Gold Leaf.The learnings of this experiment of capacitybuilding participants in UAE, who are alreadyexecuting a project, would help further ESDinitiatives in the Middle East.

The pilot batch of Green Teachers will continueto be a part of the Green Teacher UAE networkand will become the torch bearers for a numberof activities of this programme in the future.

A complete set of two modules —‘Understanding Sustainability Education’ and‘Working with Children’ - was developedunder this initiative.

16.4 Showcasing Sida sponsoredInternational TrainingProgramme (ITP) in ESD inFormal Education at ITPHigher Education ResultsSeminar

ITP in ESD in Formal Education was aprogramme specially designed for personsqualified to participate in reform processes ofstrategic importance at different levels.Financed by Sida, the programme was globallycoordinated by Niras Natura for about adecade - 2002-2011. CEE India has been theAsia Coordination Partner in this initiative.

Ms. Carol D’souza, Programme Officer,Networking and Capacity Building (NCB),CEE, represented the Centre at the ITP in

Higher Education Results Seminar funded bySida. This seminar was seen as an opportunityto review and present achievements of theSida sponsored ITP in ESD in FormalEducation as well. Through the decade, theprogramme was implemented in around 13countries across Asia and was able to trainover 250 professionals, generating over 140innovative change projects that helpedstrengthen sustainability education in theformal education sector.

16.5 Training-cum-Exposure Tour inEducation for SustainableDevelopment for CollegeStudents

A one-week training-cum-exposure tour inEducation for Sustainable Development for agroup of 30 first year students of Bachelors inSocial Work from the College of Social Work,Mumbai was organised in November 2014 atthe Centre. This five day programme focusedon helping students understand the need androle of education in ESD and Communicationand Development, taking CEE as a case study.

16.6 E-Course on EnvironmentalEducation for Teachers inService

CMU is in the process of Designing andDeveloping a Certificate Course inEnvironmental Education through e-learningfor intermediate level in-service teachers ofAbu Dhabi. The project is proposed andsupported by Environment Agency–AbuDhabi (EAD). The module development isunderway.

16.7 EAD training on Youth Book

CMU oriented a group of university studentsin February 2015 to help them conceptualise

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and implement a Sustainability Action Project(SAP) in the community as part of theSustainable Campus Initiative of EnvironmentAgency Abu Dhabi. The workshop focused ontools and techniques of project management,along with a deeper understanding ofsustainability issues of Abu Dhabi.

16.8 Workshop on Climate Change

CEE’s Sustainable Business and ClimateChange (SBCC) group works towards climatechange awareness, education, training andskill building across various target groupsranging from youth to industries and grassroot workers. As part of this, SBCC has beenconducting workshops for youth, NGOs andindustries on various aspects related to climatechange.

16.8.1 For Youth

Indian Youth Climate Network (IYCN), alongwith CEE, organied a two day Climate Catalystworkshop for youth across Ahmedabad in themonth of September 2014 at CEE campus.This workshop was part of the IYCN “Agentsof Change” programme which takes theclimate movement of the Indian Youth fromthe grassroots to the international arena. TheAgents of Change programme includestraining of both young students and

professionals who are involved in massivelobbying, campaigning and direct action, atregional and national levels, to influence thepolitical decisions and negotiations leadingup to COP 20. The workshop covered variousaspect of climate change right from the scienceto solution. During the workshop, youth wereinvolved in various group activities likecurrent climate and environmental issues ofAhmedabad, how social media can help tocommunicate climate change andunderstanding the stand of Indian youth incurrent climate negotiations.

16.8.2 Gender

A one day workshop with Mahila HousingSewa Trust (MHT) was organised onNovember 14, 2014 at SEWA Office. Sincekaryakartas and vikasinis (different categoriesof workers) are directly or indirectly involvedin sectors affecting/effected by climate change,SBCC designed the workshop in line withtheir work focus and through discussion withrepresentatives from MHT. The workshopprovided the participants an understandingof the science of climate change, its causes andimpacts. It also consisted of practical hands-on activities to enable them to link betweentheir work and climate change. The objectivesof the workshop were as follows.

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17 Initiatives for UNDESD

As the Decade of Education for SustainableDevelopment (DESD) came to an end in 2014,the period 2014-15 was the time when globallyactivities were focusing on planning andinitiating work on the post DESD programmes.CEE engaged with a number of ESDinstitutions worldwide and with UNESCO tofind synergies and areas for cooperation. CEEalso developed proposals and ideas forfurthering work on Education for SustainableDevelopment through the proposed GlobalAction Programme that would follow the endof the decade. Mr. Kartikeya V. Sarabhai,Director CEE, was a part of the InternationalSteering Group for the end of the decade GlobalConference on ESD in Nagoya, Japan, held inNovember 2014.

Mr. Sarabhai participated in meetings andconferences during this year to promote ESDand engage with ESD practitioners andacademicians. He also offered lectures tostudents in universities on ESD. Some of hiskey interactions are listed below.

17.1 Planning Resilient Cities –Amsterdam, Netherlands - May2014

Mr. Kartikeya Sarabhai interacted withstudents of the course ‘Planning ResilientCities’, at the Netherlands in May 2014. Thecourse is offered under the “UNESCO Chairon Education for Sustainable Developmentand the Human Habitat”, established by CEEand CEPT University, India, in cooperationwith UNESCO and in partnership withSWEDESD and ICLEI. Mr. Sarabhai spokeabout climate change issues and discussedthe resilience strategies of cities in India.

17.2 CoDeS Conference: HandprintSchools and ESD Challenges inthe Emerging Economics:Designing a Sustainable Futurethrough School CommunityCollaboration - Barcelona, Spain– May 2014

Mr. Kartikeya Sarabhai was invited as thekeynote speaker at the CoDeS BarcelonaConference in Spain, in May 2014. He spokeon the ‘Challenges of involving schools incommunities striving for SD from an Asiansituated perspective’. The Conference was anattempt to build on the activities and themesof the three year Comenius Lifelong LearningNetwork (CoDeS), and facilitate the exchangeof experiences on how to promote successfulcollaboration between schools andcommunities when working for SustainableDevelopment.

17.3 CBD Meeting - Montreal, Canada– June 2014

At the Convention on Biological Diversity(CBD) meeting in Montreal, in June 2014, Mr.Kartikeya Sarabhai discussed the educationalstrategy initiated at COP 11. The deliberationsfurther focused on varyied aspects includingthe COP 12 in South Korea, programmes likethe Green Wave and Green Handprint, theBiodiversity Barometer in Global BiodiversityOutlook, and the multi stakeholderbiodiversity conservation case study. Dr.Shailaja Ravindranath, Regional Director,CEE, attended the fifth meeting of the Ad HocOpen-ended Working Group on Review ofImplementation of the Convention onBiological Diversity (WGRI 5), held inMontreal, in June 2014.

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17.4 Foundation for EnvironmentalEducation General Assembly2014 – Denmark, Europe – June2014

In June 2014, Mr. Kartikeya Sarabhai attendedthe General Assembly organised by theFoundation for Environmental Education(FEE), in Copenhagen, Europe. The meetingrevolved around discussions on theimplementation of the environmentaleducation principles into the FEE programmesand national initiatives and potential of thenew FEE. The meeting also highlighted theannual activities of FEE during 2012-13 andFEE’s strategic plan for 2014-16.

17.5 4th Meeting of the InternationalSteering Group (ISG) for the 2014World Conference on ESD –Paris, France – June 2014

Mr. Kartikeya Sarabhai attended the 4th

Meeting of the International Steering Group(ISG) for the 2014 World Conference on ESD inParis, in June 2014. Organised by the UNESCO,the meeting attempted to seek expert advice onthe various ongoing elements of thepreparations for the World Conference onEducation for Sustainable Development.Twelve experts on ESD, representing differentworld regions and diverse sectors, weremembers of the ISG. Mr. Sarabhai also attendedthe Preparatory Meeting for WorkshopCoordinators of the UNESCO WorldConference on ESD, held back-to-back withthe ISG meeting.

17.6 First in-person GlobalCitizenship Education WorkingGroup meeting of the LearningMetrics Task Force 2.0 –Bogota, Columbia - July 2014

Mr. Kartikeya Sarabhai was the working groupmember for the First in-person meeting of theLearning Metrics Task Force 2.0 – GlobalCitizenship Education Working Group,conducted in July 2014, at Bogota in Columbia.Organised by the UNESCO Institute forStatistics (UIS), the Youth Advocacy Group(YAG) and the Centre for Universal Education(CUE), the meeting attempted to buildconsensus on the key components of GlobalCitizenship Education (GCE) that can betaught and measured in formal and non-formaleducation settings; discuss traditional andnew methods of assessing GCE at theclassroom, and also at the national andinternational levels and assess their feasibilityin different contexts; review and discuss theUNESCO proposed global indicators tomeasure progress in learning GCEcompetencies; and decide on a strategy toexpand consultation to multiple stakeholdersas well as to increase awareness of GCEworldwide.

17.7 UNESCO World Conference onESD 2014 – November 2014 –Aichi-Nagoya, Japan

CEE was the Nodal Agency for the UN Decadeof ESD in India, and was part of the delegationrepresenting India at the UNESCO WorldConference on Education for SustainableDevelopment. Mr. Kartikeya Sarabhai was amember of the International Steering Group

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(ISG) of twelve ESD experts, which providedadvice to the UNESCO and the Government ofJapan on the Conference preparations. Heattended the World Conference, which wasco-organised by UNESCO and the Governmentof Japan, at Aichi-Nagoya in Japan, inNovember, 2014. The CEE team, along withUNDESA, conducted a workshop on ‘ESDand Achieving Sustainable DevelopmentGoals’, wherein Mr. Sarabhai introduced theconcept of the Ecological footprint and spokeabout the need for developing nations toleapfrog ahead through carefully choosingsustainable development approaches. Hehighlighted the Pick Right campaign whichIndia adopted from the World EnvironmentDay theme of 2008, and also spoke aboutCEE’s Handprint concept which representspositive action for sustainability. TheHandprint was also among the 25 ESD ProjectExhibitions at the World Conference. CEEshowcased India’s efforts in ESD as part of thecountry exhibitions on behalf of the IndianNational Commission for Cooperation withUNESCO, and the Ministry of HumanResource Development, Government of India.CEE team was also a part of organisingworkshops on ESD and Biodiversity and onethat looked at Future Directions for ESD.

17.8 Second UNESCO Forum onGlobal Citizenship Education(GCED) – Paris - January 2015

Mr. Kartikeya Sarabhai participated at the“Second UNESCO Forum on GlobalCitizenship Education - Building peaceful andsustainable societies: Preparing for post-2015”, held in Paris, in January 2015.Organised by the Division of Education forTeaching, Learning and Content, EducationSector, UNESCO, with the support of Member

States, the meet marked the 70th anniversary ofUNESCO, and was organised in support ofthe UN Secretary-General’s Global EducationFirst Initiative (GEFI). The discussion focusedon measuring the learning outcomes of GlobalCitizenship Education and Education forSustainable Development, along withoperationalising GCED throughmainstreaming and delivery. The Meet alsodiscussed the outcomes of the WorldConference on Education for SustainableDevelopment, held in Nagoya.

17.9 Meetings with the BrookingsInstitution, WorldwatchInstitute, and World Learning-SIT Graduate Institute –Washington DC – March 2015

Various meetings were held in WashingtonDC in March 2015, towards planning andfinalising the execution of the InternationalProgram ‘Reimagining Main Roads asCatalysts for Sustainable Development’. Asthe holder of the UNESCO Chair at CEPTUniversity – Programme Leader and Facultyfor Ahmedabad, India Module, Mr. KartikeyaSarabhai attended these meetings. Offeredthrough the UNESCO Chair Programme forEducation for Sustainable Development andthe Human Habitat established at CEE andthe CEPT University, the Summer SchoolProgramme focused on equipping futureplanners with the capacity for visualising anddesigning smart sustainable cities andinclusive communities. The course, offered inpartnership with Worldwatch Institute andWorld Learning-SIT Graduate Institute, is athree week, five credits course, focused onrevitalising streets for multiple uses includingintegration of historical sites.

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17.10 Seminar: SPURS/ HumphreyFellows and theComprehensive Initiative onTechnology Evaluation lab(CITE) – Boston – March 2015

Mr. Kartikeya Sarabhai was invited to give atalk to the students of the Special Program forUrban and Regional Studies at theMassachusetts Institute of Technology (MIT).Organised in March 2015 by the Departmentof Urban Studies and Planning, MIT, theseminar addressed mid-career professionals(SPURS) and students of ComprehensiveInitiative on Technology Evaluation lab(CITE). Mr. Sarabhai spoke on India’s growth,environmental sustainability, smart cities andopportunities for collaboration with MIT.

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18Material Development and Publications

Children’s Media Unit (CMU) is involved indeveloping learner support material in variousformats and media, to support EE and ESDprogrammes nationally and internationally.CMU conducts training and capacity buildingof teachers and ESD professionals. CEE is theVideo Resource Centre for Television Trust forthe Environment (TVE) and CMU facilitates theVRC function of CEE whereby it ensures a widerreach of the video programmes.

18.1 Exhibition ESD: Innovating,Partnering, Demonstrating,Mainstreaming and Impacting

Rajeswari N. Gorana coordinated the designof an exhibition to showcase CEE at theUNESCO World Conference on ESD heldduring November 10-12, 2014 at Aichi-Nagoya.The exhibition, titled ESD: Innovating,Partnering, Demonstrating, Mainstreamingand Impacting, gave a glimpse of themilestones in CEE’s work in EE and ESD sinceits inception 30 years ago.

18.2 Easter Springer Publication

Rajeswari N. Gorana, ProgrammeCoordinator, CMU, and Preeti R Kanaujia,Programme Coordinator, CEE North are co-editors for a publication for Easter Springer,under its series Schooling for SustainableDevelopment. This publication focuses on SouthAsia and attempts to provide a close insightinto how EE/ESD is being integrated in theSouth Asia region, and how it is beingpracticed by educators, and in institutions.

The book essentially presents experiences andinitiatives of each country in reorientingeducation (formal and non-formal) asEducation for Sustainable Development (ESD).Efforts by individuals, NGOs, UN

organizations; educational policies, governmentinitiatives, programmes and projects that arefacilitating ESD work would be captured. TheBook is now in the manuscript phase.

18.3 Publications for EAD

CMU has been working closely withEnvironment Agency Abu Dhabi (EAD) as akey collaborating partner in the SustainableSchools Initiative (SSI) and SustainableCampus Initiative (SCI). This collaborationincludes development of resource material andconducting trainings.

During this period, CMU worked on twopublications — one for youth and the other forteachers of Secondary level.

18.3.1 Shabab Al Estidama: A Resourcefor Youth on Sustainability

This Resource is meant to support youth inHigher Education Institutions as part of theSustainable Campus Initiative (SCI) of EAD inchoosing and implementing SustainabilityAction Projects (SAP) in the community.

The development process involved takingfeedback from youth on the draft through aworkshop and such inputs were incorporatedin the book.

18.3.2 Towards a Sustainable World: AResource Book for SecondaryTeachers

This book meant for secondary teachers,(classes 9-12), is in the layout stage.

18.4 Climate Caravan CampaignMaterial

The Madhya Pradesh Clean DevelopmentMechanism Agency (MP CDMA) proposed a

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campaign on Climate Change to reach out toschool children, college students, homemakersand working professionals, to imparteducation and create awareness among thegeneral public. The need for public awarenessefforts in the context of climate changemitigation is an important element of India’sNational Action Plan for Climate Change andthe Madhya Pradesh State Action Plan forClimate Change.

CMU has developed Climate Caravan – HumSaath Chalein as the campaign identity for theproducts and awareness activities. CMUdeveloped and designed a flyer, a planner, abrochure and standees, and facilitated thedesign of posters (Climate Change, Handprint,Water, Energy, Waste, Transportation). Thecommunication material will support thecampaign events which will be taken up inthe next year.

18.5 Save Wular Lake Poster

Wular Lake of Jammu & Kashmir, a Ramsarsite, Asia’s largest fresh water lake and thepride and treasure of Kashmir, has been facingseveral serious threats like: siltation andeutrophication, deforestation in its catchmentarea, industrial and agricultural chemicals,

untreated sewage flowing into the lake,domestic waste, washing and bathing nearthe lake, invasion of exotic species andextinction of native species. The lake greatlycontributes to the economy of the state throughtourism and fishing, which provideslivelihood to over 8000 fishermen. CEEHimalaya, with INTACH J&K Chapter andJ&K Tourism, has developed a poster forcreating awareness to save Wular Lake. Themulti colour poster has been disseminatedthrough workshops and school programmesorganised by CEE and INTACH.

18.6 Year Planner on Disaster RiskReduction

With the aim of developing Disaster RiskReduction (DRR) preparedness andpromoting disaster reliance in schools andthe community, CEE Himalaya, with supportfrom JSW Foundation, brought out two yearplanners: one for schools and the other for thecommunity. The year planner for schoolsfocuses on school safety during earthquakes,floods, fire, landslides, and the commondisasters that occur in the mountain areas.The community year planner focuses on DRRawareness, training and preparedness,especially developing Village ContingencyPlans and School Disaster Managementplans. Do’s and don’ts, keeping importanttelephone numbers, emergency and first aidkits handy, and other relevant messages havebeen communicated through these knowledgeproducts. The dissemination was achievedthrough the state Departments of Education.

18.7 Short Films on Medicinal andAromatic Plants of Uttarakhand

CEE Himalaya, with financial support fromthe Centre for Forestry and Natural Resource

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Management Development, and UttarakhandForestry Training Academy, Haldwani, made40 short video films on the identification anddescription of 40 medicinal and aromaticplants of Uttarakhand, Central Himalaya. Thefilms will be used during trainings to introduceto the participants the medicinal and aromaticplants of Uttarakhand. CEE was awarded thisproject after its successful implementation ofthe UNDP-GEF-SGP supported GoI-UNDPproject Mainstreaming Conservation andSustainable Use of Medicinal Plant Diversityin Three Indian States in which the focus wason developing a communication strategy andtools for the diverse stakeholders involved.

18.8 Green Stories: Stories from NGC-NEAC Programmes in NortheastIndian Schools

The aim of this project was to document andpublish 100 stories/case studies from NorthEast Indian schools on their hand printactivities carried out under the National GreenCorps (NGC) and National EnvironmentAwareness Campaign (NEAC) programmes.

About 150 schools from the Northeastern states(Arunachal Pradesh, Assam, Manipur,Meghalaya, Mizoram, Nagaland, Sikkim andTripura) were selected in consultation withthe respective state nodal agencies and on thebasis of reported eco-club activities andmonitoring visits. Information (data andphotographs) was collected from these schoolseither directly or through nodal agencies. Outof these, 100 eco-club stories were convertedinto case studies, for the selection of which thecriteria were innovativeness and uniquenessof the activities, and uniqueness of thegeographical and cultural background. Withthe approval of the MoEFCC, the case studieswere printed as a book titled Green Stories.

18.9 Samsung EcogenerationModules

CEE developed three modules for the SamsungEcogeneration Modules project. These moduleswere developed to aid volunteers fromSamsung to conduct sessions on specific topicsin schools. Each module consists of aPowerpoint presentation and a Handbookwhich takes the volunteer through the stepsthey need to follow in order to deliver thesession and includes detailed information onthe concepts presented in the Powerpoint.Each one hour module includes anintroduction, an ice breaking activity,explanation of concepts, an activity to reinforcethe concepts and feedback forms.

The three modules developed and deliveredduring the reporting year were: Air, Ecosystemand Living Green. The presentations weremade interesting with more visuals and lesstext. Activities to reinforce an importantconcept of the topic were developed whichcould be conducted in the classroom. Lots ofrelated and interesting information wereincluded in the Handbook so that thevolunteer-teacher would have enough materialto conduct the session and make it interesting.

CEE Kannur handled the content developmentfor the modules while CEE Ahmedabad andthe Studio were involved in the layout anddesign.

18.10Booklet on Climate Change inHindi

CEE North developed a booklet on ClimateChange in Hindi on the occasion of WorldEnvironment Day, around the theme SmallIslands Developing States. The booklet wasdeveloped on request from the Directorate of

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Environment, UP Government fordissemination among students andcommunities at various locations in UttarPradesh. The theme for the book was drawnfrom the CO2: Pick Right package on climatechange awareness experience and has focusedon hand print actions. Over 1000 copies of thebooklet were distributed among students,youth and the general public.

18.11Booklet in Hindi on ESDActivities

CEE North being the Hindi back office, trans-adapted a booklet developed on the interactivespeech of Prime Minister Shri Narendra Modiwhich was delivered on the occasion ofTeachers day. Taking clues from his ideas oneducation for environment and sustainabledevelopment, educational activities weredesigned and a booklet was developedoriginally in Gujarati. To spread the word,this booklet was translated into/developed inseveral languages starting with English andHindi.

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19Institutional Development and Support

19.1 Centre for EnvironmentEducation – Information ServiceCentre (CEE-ISC)

CEE - Information Service Centre (CEE-ISC)has been established with a view to provideand disseminate information onEnvironmental Education (EE), Education forSustainable Development (ESD) and relatedareas to cater to the information needs ofenvironmental educators, decision makers,researchers and the general public.

ISC has a rich and diverse collection of books(20000), journals and periodicals (69) in anumber of areas related to ESD such asenvironment, development, wildlife,biodiversity, community work, socio-economicissues, etc. CEE ISC also has a very goodcollection of reference books, a specialcollection of children’s books, textbooks, Hindiand Gujarati books. ISC also has a collectionof educational products published/producedby CEE.

The CEE ISC operates on all working daysduring 10 am to 5 pm and remains closed onSaturdays and Sundays.

During the year 2014-15, the ISC has startedautomating its collection through Koha, aninternational open source LibraryManagement Software. The online publicaccess catalogue (OPAC) can be accessed atAhmedabad campus currently through thefollowing link - http://172.16.9.37/

For the financial year 2014–2015, ISC hasacquired 352 books, and continued tosubscribe to the 69 journals and periodicals.

During the year, CEE ISC organised readingfestivals, film screenings and book fairs. Threemeetings of the CEE Library Committee were

held during the year. Key agenda addressedat these meetings included automation of theCEE library and innovative events that wouldhelp inculcate reading habit among the staffmembers while helping announce news/happenings at CEE Library to the staffmembers.

19.2 Corporate Communications

Corporate Communications was integrated asa functional responsibility at CEE in September2014. The team has, in a span of seven months,ending March 2015, executed the followingactivities.

19.3 CEE India Website

The Corporate Communications team hasinitiated the work on revising the structure,and updating the content of CEE India website.

As the first step towards making the CEEwebsite more users friendly — internally andexternally — an exclusive section on theCentre’s Programmes and Projects is beingdeveloped. This page will act as a readyreckoner to CEE’s programmes, featuringdetails about their initiation, partners, impactand beneficiaries. All programmes, since theCentre’s inception in 1984, will getdocumented in this manner, thus enablingquick and effortless access to information.

The team is in the process of collating relevantand accurate information on variousprogrammes in a standard format, from theconcerned groups/departments and will beuploaded on the webpage at the earliest.

Besides, during the aforementioned period,the team ensured regular updates of theCentre’s activities on the website. Thisincluded updates and coverage during the

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International Conference held in Nagoya(Japan) in November 2014, the Vibrant GujaratSummit 2015, the CEE 30 - Annual Weekcelebrations held in February 2015, and theHandprint Awards ceremony organised inFebruary 2015. The website also featuredactivities organised by other offices, like theworkshop organised by CEE Goa for RangeForest Officers and the International MountainDay 2014 celebrations organised by CEEHimalaya.

19.4 Ceenario

The Corporate Communications team ensuredthe publishing and circulation of Ceenarioduring the year 2014-15. Beginning fromSeptember 2014, all seven issues of Ceenario,till March - 2015, were successfully broughtout. These featured the programmesundertaken and initiatives made by variousoffices across the country.

19.5 Diary 2015

The CEE Diary for 2015 incorporated asignificant change in its presentation, asopposed to the previous years. The Diary, thisyear, carried a carefully crafted Handprintmessage on every page, thus encouragingHandprint actions among the users. Besides,the cover page, with its marine theme,connected to CEE’s international programme– Global Citizenship for Sustainability (GCS).

19.6 Brochures

Two brochures that present group-ledinitiatives and programmes were designedand developed.

· ‘Water - The Source of Life’ was a speciallydesigned brochure, which provides a quick

glimpse into some of the key water-specificprogrammes initiated at CEE.

· The brochure ‘Working Together –Rebuilding Lives’ was developed for CEE’srelief and rehabilitation work in the flood-affected regions of Jammu and Kashmir, inSeptember 2014.

19.7 Other Promotional Material:CEE and the UN (Booklet)

A 24-page booklet highlighting CEE’s closeassociation with the United Nations wasdesigned and developed in January 2015. TheCorporate Communications team workedclosely with other groups, especially the HIDFC, in developing the content for the booklet,which encapsulated CEE’s programmes andpioneering initiatives in collaboration withthe UN.

19.8 Media Coverage

Some of the prominent initiatives by CEEreceived positive coverage in the local media.These included the Centre’s commendablefeat of training 150 Afghanistan educators,the international conference intended to beorganised in January 2015, and the HandprintChallenge awards organised in February,2015.

19.9 Books, Publications andMagazines

Article in India Today: The news magazineIndia Today featured the Director in its October2014 issue. The article presented Mr. KartikeyaSarabhai’s views on how Gujarat couldbecome the ‘Gateway to the World’. Coincidingwith the Chinese Premier Xi Jinping’s visit toIndia, the article reminisced on the glorious

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history of Gujarat and underscored the state’scontemporary competence.

19.10Events

Vibrant Gujarat Summit 2015: CEEparticipated at the 7th Vibrant Gujarat Summit(VGS), organised in Gandhinagar, in January2015. Working closely with the Director’sOffice and other groups, the CorporateCommunications team coordinated thepresence of CEE at the Summit.

The Centre’s stall at the Summit attractedmany visitors and garnered positive feedback,even as the interactive discussion on‘Partnerships & Synergies – School Education

and College Education’ witnessed activeparticipation from the visitors. CEE also signedsome key MoUs at the Summit, including theone to scale up the existing Global Citizenshipfor Sustainability (GCS) school programme,and another for the Wetskills WaterChallenges Programme.

Rotary Club Meet: The CorporateCommunications team also coordinated the‘Intercity Zonal Fellowship Meet’ of the RotaryClub, organised in September 2014. The Meetwas an extension of the Rotary-Sundarvanpartnership, and witnessed eminent speakersfrom the field of education and social servicesharing their thoughts.

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20 Events

20.1 Earth Day – April 22

CEE North: In association with RegionalScience City (RSC), CEE North celebrated EarthDay at RSC Lucknow. With the highlightedtheme being ‘Green Cities’, CEE and RSCorganised a quiz and painting competition.More than 400 students and teachers from 29schools of Lucknow participated in the event.The programme aimed to sensitise the studentsand teachers to the causes and negativeimpacts of climate change, and their own rolein making their cities cleaner and greener.

20.2 International Day for BiologicalDiversity – May 22

CEE Himalaya: CEE Himalaya, along withthe Forest, Environment and WildlifeManagement Department, Sikkim, celebratedthe International Day for Biological Diversity2014 at Deorali Government Girls’ SeniorSecondary School and Tashi NamgyalAcademy. Saplings of 15 cherry and fiverhododendron trees were planted by thestudents and teachers. The staff of the ForestDepartment guided the children during thetime of plantation and then held a goodinteractive session with them. The technical

staff also explained how our biodiversity getsaffected when our forest and natural resourcesdecrease. Both the schools used organicmanure prepared in their respective schoolcompounds by composting kitchen waste fromtheir school mess. The students were alsotaught how to maintain the planted saplingsas different species required different care andnourishment.

20.3 World Environment Day (WED)– June 5

CEE Himalaya: CEE Himalaya team spendwhole day with mule owners and operators tocelebrate WED 2014 near Kailash Ashram,Ujeli, Uttarkashi town, Uttarakhan, probablythe first such celebration with mule operatorsin the history of Uttarkashi. The programmestarted early in the morning with theintroduction of CEE Himalaya team and themule operators. The team delivered a lectureon environment related topics which wasfollowed by a discussion on the problemsfaced by mule operators. It emerged that themule operators live in groups of 4-5 in rentedhouses in Uttarkashi town paying a rent ofaround Rs. 2000 per month. In normal daysthey get Rs. 260 as wages per mule per day.They do not get work in the rainy season,

Ongoing plantation activity at a school inUttarakhand

International Biodiversity Day celebration at theGovernment Inter College, Maneri, in Uttarakhand

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when they have to engage in labour work ifavailable.

CEE North: CEE North, in association withthe Regional Science City (RSC), organised anevent for students where several ‘learningwith fun’ competitions were held. Theprogramme began with an enviroword-jamwhere students were given an environmenttopic related to the day’s theme on which eachparticipant had to present their thoughtswithout any pause. Two films were shown tothe students next followed by a quiz based onthem. Participants also listened to apresentation on the experiences of an IndianScientific Expedition to Antarctica, which gavethem an insight into how scientific research ishelping in assessing level of climate change.More than 500 students, teachers and parentsparticipated in the day’s programme.

CEE Goa: CEE Goa State Office organisedWED activities based on the UN theme. Aposter competition for children was organised,as also presentations on best practices in wastemanagement by Panchayats and SustainableDevelopment initiatives by the industries.Prizes in each category were given away at themulti-purpose hall of the Sanskruti Bhavan,

Panaji, by the Hon’ble Minister for Forest andEnvironment, Government of Goa. CEE alsocollaborated with the Goa Science Centre,Miramar, to celebrate WED by conductingposter and quiz competitions for students onthe UN theme “Raise your voice, not the sealevel”. About 150 students from differentschools participated in the events.

CEE Tamil Nadu: CEE Tamil Nadu organisedan awareness talk /session on the theme“Raise your voice, not the sea level” for thestate officials of Tamil Nadu Empowermentand Poverty Reduction Project (TNEPRP). Theteam also conducted an e-waste collectioncampaign with the staff and distributedsaplings and seeds to them.

20.4 International Tiger Day– July 29

CEE North: CEE North hosted a children’spainting competition on the occasion of thestate level event on International Tiger Dayorganised on July29, 2014, by UP ForestDepartment and UP Tiger ConservationAuthority. The event began with a paintingcompetition for children in which more than250 students from 10 schools participated.The topic given was ‘Save Tiger- Save Forest’.The judges of the competition were veryimpressed with the ideas portrayed by thestudents. The State Minister of Forests andWildlife viewed the students’ paintings laterand awarded the prizes to the winners. Hesaid that students’ understanding and lovetowards this species and its home is the onlyhope for its future.

20.5 Wildlife Week – October 2-8

CEE Goa: CEE Goa State office, in collaborationwith the Goa Forest Department, celebratedWildlife Week by organising various activities

Mule owners and operators near KailashAshram in Uttarkashi, join in for the

celebrations for WED 2014.

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such as drawing competition, essay writing,elocution and quiz. Around 100 studentsparticipated in these activities.

20.6 Global Hand Washing Day/Week

CEE Himalaya: With the support of UNICEF,CEE Himalaya celebrated Global HandWashing Day on October 15 and Global HandWashing Week during October 13-18, 2014 infive Gram Panchayats (Khardauri, Baibheet,Sahdeiya, Vishambharpur and ChawaiBujurg) of Nyay Panchayat Khardauri,Balrampur District, UP. The week wascelebrated with school and anganwadi children,their parents and villagers, with the objectiveof sensitising them about the importance ofhand washing and its benefits. Participants,who numbered more than 1600, were schoolchildren, Principals, teachers, anganwadichildren, workers and assistants, GramPradhan, parent other villagers.

20.7 International Mountain Day(IMD) – December 11

CEE Himalaya: CEE Himalaya celebrated IMD2014 across the Indian Himalayan Region: in

Western Himalaya at Baramulla, Jammu &Kashmir and Hamirpur in Himachal Pradesh;in Central Himalaya in Uttarkashi,Uttarakhand; and in Eastern Himalaya atGangtok, Sikkim. The celebrations weresupported by JSW Foundation and RCESrinagar of the United Nations University,Institute of Advanced Studies. This year’stheme was ‘Mountain Farming’ but CEEHimalaya added Sustainable MountainDevelopment also to this. Over 350 students,30 teachers and NGO representatives, policeand citizens shared their views on mountaindevelopment.

IMD was celebrated in Jammu & Kashmir incollaboration with Quality Education TrainingInstitute at Baramullla, and with HimAcademy Public School (HAPS), Hiranagarand Vikasnagar in Hamirpur, in HimachalPradesh. In Uttarakhand, IMD was celebratedin two schools under the banner of JSWFoundation. The Station House Officer (SHO)of Uttarkashi introduced the IMD, discussedthe issue of drug addiction and supported therally that followed with police protection,which was joined in as well as covered by thelocal media. Participants cleaned five GangaGhats - Tiloth Ghat, Mando Ghat, Kedar Ghat,Manikarmika Ghat and Indirawati Ghat. In

Rally by school students on the occasion of IMD

Pledge taken towards handwashing activity inNyay Panchayat, Khardauri

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Sikkim, IMD was observed in Ranipool wardof Gangtok city with the residentsparticipating. The participants took a pledgeto conserve nature and natural resources andto contribute their best possible efforts towardssustainable mountain development, disasterrisk reduction and food security.

20.8 World Wetlands Day– February 2

CEE North: CEE organised a paintingcompetition in Lucknow and Bareilly districtsin January 2015 as a pre-event to WorldWetlands Day. Teams from over 25-30 schoolsparticipated in the painting competition ineach district. CEE team conducted anorientation session through a photo storyexplaining the theme for the day ‘Wetlands -Save Our Future’. Eminent persons from thefield of biodiversity were invited to judge thecompetition and encourage the creativity ofthe children. Winning students were givenprizes and the best entries were sent to thestate level competition.

20.9 International Women’s Day– March 8

CEE Himalaya: With support from UNICEFLucknow under its ODF project Swachh, Swasth,Sunder Khardauri, CEE celebrated InternationalWomen’s Day 2015 on March 16, 2015 (as the8th was a Sunday) at Shriduttganj Block Office,Balrampur District, UP. Though the theme ofthe IWD 2015 announced by the UN was‘Empowering Women-EmpoweringHumanity’, the same was linked to WASHactivities being implemented in the area byCEE in order to achieve ODF status. More than18 women along with four resource personsfrom Balrampur participated in the celebrationwith great enthusiasm.

20.10 World Water Day – March 22

CEE Himalaya: CEE celebrated the day undertheir project ‘Swacch, Swastha, Sundar Khardaurisupported by UNICEF UP by organising anexhibition cum orientation workshop at theBlock Office of Shriduttganj, Balrampur Districtwith four key resource persons including theGram Pradhan and community leaders, alongwith around 89 villagers, teachers andanganwadi workers. Key resource personsaddressed the participants on the features, roleand current status of available water bodies inthe local area. They were also apprised of theimportance of keeping water sources clean;using Indian Mark 2 hand pump water forcooking and drinking; keeping water storagepots neat and clean; keeping drinking watercovered; using boiled water for drinkingpurpose during floods and rainy season;keeping a distance of 15-20 feet between watersources and toilets; reasons and need forpreventing open defecation near water bodies;and diseases caused due to polluted water.

20.11Prakriti Sanrakshan SankalpDiwas

The first anniversary of the Uttarakhandtragedy of June 2013 was observed on June 17,

Participants learning about the features andcurrent status of available water bodies

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2014 in several locations as Prakriti SanrakshanSankalp Diwas (PSSD). A series of events wereconceived and conducted at the behest of theUnion Minister for Water Resources, RiverDevelopment and Ganga Rejuvenation, Ms.Uma Bharti. CEE was assigned by the NationalMission for a Clean Ganga (NMCG) to conductthese events at seven locations – Gangotri,Haridwar (held by CEE Himalaya), Kanpur,Allahabad, Varanasi, Patna (CEE North), andFarakka (CEE Kolkata). At three more locations– Delhi, Nabadweep and Gangasagar – CEEteams assisted WAPCOS and Central WaterCommission in organising similar events. TheHon’ble Minister attended the event atYamuna banks in New Delhi.

At all 10 locations, the events were conductedon river banks to focus public attention on theneed for conservation of rivers alongside otherenvironment protection measures, to minimisethe risk of similar disasters in future. Theprogrammes included observance of maun(silence) in memory of the victims, pledges forprotecting mountain and river ecosystems,planting of saplings, symbolic clean up drives,pooja and deep daan. In some locations, paintingcompetitions for children, distribution ofpledge fliers, distribution of saplings, clothbags and caps were also conducted.

Speeches by dignitaries focused on what weshould learn from this disaster and how weneed to work towards sustainable developmentwhile ensuring the protection of environment.It was emphasised by several speakers thatprotection of river habitats and biodiversityalso needs to be part of our strategy and actionplan to minimise disaster risk and ensure safeand sustainable development. Over 300-350participants attended each of the events.

Role of CEE: CEE North developed the conceptof the events and designed the conduct of

these events with inputs from NMCG. For theevents in multi-locations, teams were identifiedand given responsibility for arranging thevenue, travel and transportation,communication, refreshment, volunteers, andother local logistics at the different locations.CEE team developed a logo for the campaignand materials were developed around theoverall theme of the programme.

The participants were also provided with takeaway material with information on theconservation of mountains, its biodiversityand its aesthetics. The noteworthy highlightof the iconic event was the huge response itgot from the people, the environmentalawareness campaign and related pledgesigning, symbolic cleaning drive of ghats/riverbanks, painting competition for thechildren, and spiritual speech by many saintson disaster and its prevention.

20.11.1 Gangotri, Uttarakhand

In Gangotri, the programme was organised inthe Gangotri temple for the remembrance oftbe Uttarakhand disaster as Sankalp Diwas.More than 300 people from adjoining villagesand representatives from political parties, civil

Speakers and participants on the occasion ofSankalp Diwas

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society groups, media representatives andyouth volunteers participated in the event.

The programme started at 9.00 a.m. with aprayer at Ganga Ghat for the peace of thesouls of people who lost their lives in theflood. The President of Gangotri Panch MandirSamiti welcomed the guests and other resourcepersons and said that we should stopencroachment of River Ganga and shouldtake care of nature; otherwise we should beready for the same consequences as last year’sdisaster. Speakers pointed out that activitieson/near the river like hydroelectric projects,deforestation, melting of glaciers (that feedrivers in India and China) for making bottledwater, construction of roads and hotels, etc.were all contributing to such natural disasters.Thereafter many speakers and experts ondisaster mitigation presented their thoughtsand feelings on River Ganga. A representativeof the Indian Army recalled the army’s rescueefforts during last year’s disaster. A memberfrom the Central Water Commission briefedabout CWC’s work on conservation andutilisation of water resources for irrigation,navigation, drinking and flood control.Followed by this, plantation of the saplings ofDevdar, Pine, Oak, Apple, Kail, etc., wascarried out in the nearby forest. All theparticipants joined in cleaning of the riverghats. They also recited pledges and tookoaths to save the river and preserve nature. Alocal band sang a song in memory of the flashflood victims. The programme ended withparticipants taking a pledge to protect andconserve River Ganga and its rich diversity.

20.11.2 Haridwar, Uttarakhand

The programme was organised at Divya PremSeva Mission, Chandighat, Haridwar. Theevent was the joint initiative of CEE, NMCG,CWC and WAPCOS. Participants including

government officials, representatives and officebearers of the political system, the mayor,youth, women, sadhus, NGO and mediarepresentatives attended the programme. Theprogramme started with the City Mayor ofHaridwar paying a tribute to the victims of thedisaster. Following this, the city legislativemembers of Haridwar and Ranipuremphasised that it is the ignorance anddisrespect of man towards the environmentwhich has led to the flood events. Two minutesof remembrance or maun was observed by theparticipants, following by a pledge. Next day,the office bearers and inmates of Sewa Kunjgathered again and did Deepdan – an offeringof 50 lamps in the river Ganga at Chandighat.Followed by this, a tree plantation ceremonywas conducted by planting five saplings eachof Aam, Baheda and Jamun. This was followedby the Ganga cleaning drive at Chandighatwith active participation by the communitymembers. About 200 students from a localschool took part in drawing and paintingactivities.

20.11.3 Kanpur, Uttar Pradesh

The Sankalp Day programme organised inKanpur started with a painting competition

Programme being organised at Chandighat inHaridwar

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in the morning on the theme “Ganga Erosion,Ganga Pollution, and Natural Disaster”, inwhich around 50 students participated. In theevening, children, youth, women, sadhus, andother members of the public gathered at theSarsaiya Ghat where the programme beganwith a hawan to pray for the peace of thevictims’ souls. All the participants took apledge to conserve the environment andGanga. This was followed by a plantationdrive in which key people planted saplings ofAshoka in a nearby park.

A representative from CEE North welcomedall the participants and presented the themeof the day and said that we need to focus onthe behavioural change of human beingstowards nature and natural resources. Arepresentative from Nagar Nigam, Kanpur,said that the Uttarakhand disaster was theresult of our unconsciousness towards thenature. In his address, he compared RiverGanga to his mother and averred that shedeserves the same care as we give to ourmother. Representatives from CWC, localorganisations, media members, youth andstudents attended this programme. Towardsthe end of the programme, all guests andparticipants moved to Ganga river bank fortaking part in aarti. Participants were alsorequested to give a written pledge to safeguardnature and its components.

20.11.4 Allahabad, Uttar Pradesh

The event was organised at Ramghat HariharArti Sthal, Allahabad. The Chief Guest of theprogramme was a retired judge, while manydignitaries such as the Member of Parliamentof Phoolpur constituency, experts fromuniversities, the Executive Engineer of theCentral Water Commission, andrepresentatives of 65 organisations attendedthis programme.

A series of events were conducted during theday, startine with the Ganga Safai Abhiyan at6.30 am by 65 organisations of Allahabadand Kaushambhi districts. Enthusiasticpeople even started taking out waste from theriver with their bare hands. About 45 studentsparticipated in the drawing competitionorganised after this. In the afternoon, asignature campaign was organised with thehelp of students from the District Institute ofEducation and Training (DIET) and around677 People took a pledge during the campaign.In the evening, the event began with aplantation ceremony followed by talks byexperts and distinguished guests. Towardsthe end of the programme, a one minutesilence/maun was observed by the gatheringin remembrance of those who died in theUttarakhand tragedy. The programme endedwith participants taking a pledge to conserveGanga River.

20.11.5 Varanasi, Uttar Pradesh

At Varanasi, the event was organised at theRajendra Pasad Ghat where the main agendawas to pay tribute to all those who had losttheir lives on that fateful day, to reflect uponthe environmental reasons behind it, and whatcould be done to avoid such disasters in thefuture. The day’s activities started in themorning, with a painting competitionorganised for the students of District Instituteof Education and Training, focusing onpositive actions required from human beingsto avoid such disasters in the future. Over 200students participated in the event.

In the evening, the programme started with arepresentative from CEE welcoming all theguests and participants and briefly touchingupon why this day was being observed asPrakriti Sanrakshan Sankalp Day. Thereafter,all the participants observed silence for one

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minute in memory of those who lost their livesin the tragedy. To give the evening anauspicious start, girls from the PaniniMahavidyalaya performed Mangalacharan.Distinguished guests and experts from CWCand Banaras Hindu University, and arepresentative of a saints’ group presentedtheir views on the Uttarakhand disaster andwhat actions and efforts are to be taken toensure that prevent such incidents in the future.Towards the end of the programme, all theparticipants took a pledge to conserve natureand not to repeat our mistakes. All participantswere handed diyas by the volunteers and theytook the pledge with the diyas in hand, whichwere later placed in front of the pledge wall.

20.11.6 Patna, Bihar

In Bihar, the event was organised at GandhiGhat, Patna. The Head of Zoology Department,Patna University, was the chief guest for theprogramme and the Member Secretary,Pollution Control Board, Patna; Chief Engineer,Central Water Commission; and an ex-Minister of the Bihar State Government werepresent during the event. More than 350participants attended the programme.

Prior to the main programme, on June 16, apainting competition was organised at theResonance Centre, where more than 15students participated and presented theirviews and perceptions on Ganga throughcolours and sketches. The day started with aslogan writing competition which wasorganised with a group of Kilkari students ofBalbharti Group at Patna. The subject of theslogan writing competition was “Conservationof nature and making River Ganges PollutionFree”. These students came out with very wellthought out messages which were laterdisplayed at the venue of the Sankalp Diwas.

The evening programme started with ghatcleaning, after which a cultural grouppresented Ganga Vandana in Bhojpuri. A oneminute maun was observed after which theguests planted saplings of Ashok, Kachnarand Aonla at the venue. Experts then sharedtheir views and urged the audience to stoppolluting Ganga and to put in individualefforts for this. The programme concludedwith the crowd taking a common pledge toconserve and protect Ganga, Ganges Dolphinand Mother Earth.

20.11.7 Farakka, West Bengal

The Sankalp Diwas event was organised byCEE Kolkata at Gandhi Ghat, Farakka, WestBengal. Many eminent personalities from localadministration, CWC, Farakka Barrageproject, representatives from local NGOs andmedia were present during the event. Theprogramme started in the morning with about150 school students lighting candles at SmritiBedi in memory of people who died in thedisaster. This was followed by a drawingcompetition on “Ganga Pollution and waysto Conserve Ganga” in which around 180students participated. The competition wasfollowed by a plantation activity, whereinvited guests planted saplings of five localfloral species (teak, jackfruit, shegun, shishoo,and raintree) on the banks of the Ganga and75 saplings were distributed to the Heads ofSchools for plantation and nurturing. Thiswas followed by a welcome by therepresentative of CEE. The representative fromCWC presented his views and stressed theneed to safeguard the banks of the RiverGanga for our own survival. Similarly manymore experts shared their views and opinionsand cautioned people to adopt a sustainablelife-style to ensure the survival of all. Theevent concluded with participants taking a

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pledge that describes five ways to save Gangaand make it pollution free. CEE Kolkata alsofacilitated the Nabadweep programme in WestBengal.

20.12 PlastIndia Exhibition 2015

CEE participated in the PlastIndia Exhibition2015 held in Gandhinagar from February 5-10, 2015 by putting up an an exhibitioncomprising 11 panels on the theme of ‘Wasteis a Resource’. The theme was chosen so as to

bring awareness and encourage visitors andbusiness firms to take up waste managementas a business enterprise. Approximately 1.5lakh visitors visited the exhibition whichshowcased he management of plastic wasteand e-waste, and highlighted best practicesand Handling Rules.

The Polyloom technology of recyclingpolyethene bags of size less than 40 micronswas also showcased with a display ofproducts made using it.

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21Facilitation, Networking and Participation

21.1 Facilitation

21.1.1 Information and FacilitationCentre, CEE Ahmedabad

The Information and Facilitation Centre (IFC)was set up in January 2008 to serve as aninterface with the people of Ahmedabad atlarge, and with visitors at CEE and its sisterorganisations, providing an opportunity toorient them to Environment and SustainableDevelopment (ESD), including information onvarious schemes and programmes of theMinistry of Environment and Forests,Government of India.

The IFC has a menu of programmes andactivities which include orientation andhands-on experiential learning opportunitiesfor various age-groups through three hour toweek-long packages. The IFC also has amonth-long summer programme for children,culminating on June 5 which is the WorldEnvironment Day. Outdoor activities includenature trails on campus, bird watching andfield trips to natural sites. The IFC has beenactively involved in developing a campaignaround the theme of “Safe Festivals”. It alsopromotes eco-friendly products, displaysenvironmental publications and informationabout latest publications. A database onparticipants to IFC’s various programmes andvisitors to the IFC is prepared and updated ona regular basis. It has over 3700 addresseslisted to whom event information and updateson special programmes at CEE are sent.

21.1.1.1 Orientation to EnvironmentalEducation Packages

These were offered to a varied group of visitorsto CEE. Generally planned as sessions of threehours, these include a Nature Trail,

Environment Education activities and games,and a film. Special components get added tothis main package based on the profile of thegroup taking the package.

School groups: The IFC facilitated visits frommany schools of Ahmedabad, varying fromchildren of pre-primary classes to those fromsenior secondary. The IFC also had theopportunity to work with a group of visuallychallenged students from Blind PeopleAssociation (BPA), a prominent organisationof Ahmedabad.

Table: No of Groups that Attended theOrientation Programme of IFC

Group Number No. ofparticipants

Schools 20 1500

University students 5 250and trainees

Groups supported 2 150by NGOs

Summer Programme 1 110students

Walk in Visitors 500

Total 2525

Besides offering the Orientation package, theIFC facilitated field visits to Nature Educationsites developed by CEE, namely, theManekbaug Lokvan and Sundarvan. The IFCalso facilitated linkages with otherprogrammes within CEE such as connectingcolleges to the SAYEN network inAhmedabad.

IFC also plays a major role in helping out withthe media coverage to many of the NehruFoundation for Development (NFD)

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programmes. These include over 15 eventsorganised by CEE, (Vikram Sarabhai Centrefor Development Interaction (VIKSAT) andVikram A Sarabhai Community Science Centre(VASCSC).

21.1.1.2 Birthday Package

IFC organised three birthday celebrations forchildren at CEE’s 14 acre Green Campus. Thepackage includes a nature trail, bird watching,film screening, quiz and lots of games focusingon the environment. The birthday girl or boyplants a sapling and has her/his name tag onit. Friends were given educational productsdeveloped by CEE as return gifts.

21.1.1.3 Safe Festival Campaign

Diwali Safe Festival Campaign: As part ofthis, posters were put up at various placestalking about safe festival celebration, andmailers sent to people making them awareabout the health hazards and pollution createddue to crackers

Holi: Conducted to propagate the use of naturalcolours and create awareness about theharmful impacts of the synthetic colours soldin the market, natural and herbal colours weremade available to people from different outletslocated at VASCSC, H.B Kapadia School,(Memnagar Branch), and the IFC. The colourswere procured from AURA Herbal wear -organic products entrepreneurs inAhmedabad. Posters were put up at differentlocations and pamphlets with tips on makinghomemade colours were distributed. Theprocess of making natural colours at homewas also demonstrated in schools.

Makar Sankranti Festival Campaign - Saveour Birds: Mailers were sent to friends of CEEand other colleagues regarding the need to

celebrate the kite flying festival safely so as toavoid hurting birds. Helpline numbers wereprovided so that people could contact in casethey find some injured bird.

Go Green Ganesha Campaign - CEE celebratedan eco-friendly Ganesh Chaturthi with ‘GoGreen Ganesha’ campaign on August 26-27,2014. The two day campaign includedworkshops for primary and pre-primaryschool students. Traditionally GaneshChaturthi was a small and intimate familyaffair where people used the fertile soil fromriver banks to create their own Ganesha idols.With time however, the festival has become alarge scale commercial and community-basedevent involving Ganesh idols which can be astall as 70 feet and made of Plaster of Paris.These are later submerged in the river waterand, since they are non-biodegradable, theycause extensive pollution. The Go GreenCampaign at CEE was an attempt to makechildren realise the impact of celebratingGanesh Chaturthi in this manner. Throughpresentations and stories, they wereacquainted with the story of Lord Ganeshaand taught the value of enjoying the festivalwithout harming the environment. They weretaught to make small Ganesha idols of clay.

21.1.1.4 Summer Programme for Children

A special vacation programme for 110 childrenof the age group 6-13 years was conducted bythe IFC in May 2014. The month longprogramme was divided into four weeks, eachcoordinated by a subject specialist from CEE.Themes included Diving into the Oceans, SeaShells on the Sea Shore, Blue Planet andCoastal Heritage. This was designed based onthe World Environment Day theme “Raiseyour voice, not the sea level” announced byUNEP.

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The programme included field trips, moviescreenings, theoretical and practical sessions,activities and games. Participants were givencertificates at the end of the month longprogramme. The children set up an exhibitionand conducted puppet shows on the WorldEnvironment Day of the products andmaterials they developed during the summerprogramme. Mailers and invites were sent tothe general public so that they could view theexhibition and the children’s work during thesummer programme.

Products like paper bags, candle stands,lampshades and traditional diyas wereexhibited at the IFC. These were procuredfrom organisations like UTTHAN and BlindPeople Association (BPA) - products made bymentally challenged children and blind peoplerespectively.

21.1.1.5 IFC Memberships

IFC offers membership to the citizens ofAhmedabad that will entitle them toparticipate in various activities, invitations topopular lectures and events, and access toCEE’s facilities like the library.

21.1.1.6 Information Counter for MoEF&CC

The Ministry of Environment and Forests andClimate Change (MoEF&CC) has as one of itsimportant activities, the collection anddissemination of environmental informationand creation of environmental awarenessamong all sectors of the country’s population.While the ENVIS centres set up by the Ministrycarry out this function at a national level, a lotof relevant information on the Ministry’sprogrammes are being made available throughCEE’s IFC at MoEF&CC. This counter hasbeen run by CEE since December 2005. TheIFC has the following facilities for visitors.

� A Helpdesk where staff provide broad-based information to visitors (both generalpublic and officials) about the Ministryand its Divisions; contact details of officers;directional guidance; the Ministry’sstructure and organization; and itsschemes, programmes, etc. More than 50-60 visitors are serviced on an averageworking day; this number swells duringcertain intervals - e.g. during the vacations,large numbers of parents and studentscome seeking information and material forclass projects and exercises.

� A display and reference area forpublications of MoEF&CC and its ENVISCentres

� A touch-screen computer where visitorscan browse MoEF&CC information fromits website

� Distribution of MoEF&CC Annual Reports,Funding Schemes and other publications,and sale of priced publications.

� Guidance regarding applicationprocedures for import, handling anddisposal of hazardous substancesincluding batteries; EIA clearances ofdifferent projects; applications for researchand funding schemes, etc.

� Assistance in retrieving information aboutthe status of various applications (forenvironmental clearances, projectproposals for funding, grant applicationsunder different schemes). IFC staff alsohelp link up the visiting applicants to theconcerned officers in various Divisions sothat clearance-related technical queries canbe settled efficiently.

� Receiving and processing RTI applicationsfrom applicants (the “in-person” channel).

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When required, IFC staff also coordinateswith concerned Divisions to arrangephysical inspection (under MoEF&CCcustody) of records by applicants.

� Since January 1, 2014, IFC has also startedreceiving appeals and notices for thisMinistry, under the National GreenTribunal Act. These are processed throughthe Legal Cell of the Ministry.

From July 2014, the Ministry shifted to its ownnew building at Jor Bagh, New Delhi. The IFChas been allotted space in Prithvi Block,Ground Floor, Indira Paryavaran Bhawan,where the CEE team shifted its equipment andmaterials, and operationalised the IFC. FromJuly 2014 to March 2015, the IFC team alsoperformed reception duties at MoEF&CC asthe dedicated reception staff from the Ministryof Home Affairs was yet to be posted there.

In November 2014, the Ministry notified CEEthat it would take over the functioning of theIFC, in keeping with the instructions of theGovernment that all internal services must berun by the respective Ministries through theirestablishment/ administration sections.Therefore, towards the end of FY 2014-15,efforts were underway for a smooth handoverof operations and inventory.

21.2 Networking/Visits

21.2.1 Development of Sustainable AsianRural Communities based onConservation and AppropriateUse of Biological Diversity

The Japan Council on the UN Decade ofEducation for Sustainable Development (ESD-J), since its establishment in 2003, has beenmaking efforts to develop a network of AsianNGOs on ESD. As a part of its efforts, Asia

Good ESD Practice Project (AGEPP) wasinitiated in order to document outreach effortsfor local sustainability by NGOs, especially inremote and/or peripheral communities wherethe support provided by governments andinternational organisations often do not reach.Later on, the AGEPP member NGOsestablished the Asia NGO Network on ESD(ANNE). CEE is an active partner NGO in theAGEPP network and also plays an active rolein the development of the ANNE networkwith ESD-J.

As a part of the ANNE commitment towards2014, ESD-J is taking the lead in the project“Development of Sustainable Asian Ruralcommunities based on Conservation andAppropriate Use of Biological Diversity”,funded by Toyota Environmental ActivitiesGrant Programme 2014. CEE is the Indianpartner of ESD-J and the project will build onCEE’s Gram Nidhi project as a case study anddevelop a Gram Nidhi Training Module.

As part of the project, the ESD-J team membersMr. Yoshihira Natori and Ms. Fumiko Naguchimade a field visit to Jasdan to study GramNidhi in May 2015. They met the SHGs andeco-entrepreneurs who have received GramNidhi loans and tried to understand how theproject not just provided them with financebut also gave all necessary entrepreneurialskills, which is at the base of the success ofGram Nidhi Project. They also explored theESD component of Gram Nidhi for widerapplication of ESD for biodiversity educationin the Asian community.

As part of finalising the draft moduledeveloped by CEE on Gram Nidhi, Mr. RameshSavalia and Mr. Suman Rathod from RPG,participated in the Asia NGO Network onESD International Workshop at Okayama,Japan, organised by ESD-J. The partner NGOs

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together held a formal ANNE launchingceremony and workshops on Development ofSustainable Asian Communities based onConservation and Appropriate Use ofBiological Diversity. Mr. Ramesh Savalia madea presentation of the case study of Gram Nidhias CEE’s community based ESD approachduring this workshop.

The training module will be finalised basedon the input-feedback received during theconference. It aims at training NGOs in fiveother Asia-Pacific countries - Indonesia, Japan,Philippines, Korea and China - to learn fromthe Gram Nidhi experience and replicate itwith adaptation to local context, particularlyESD for biodiversity conservation.

21.3 Participation

Conferences/Seminars/Workshops Attended/Conducted by CEE Members

Ms. Reema Banerjee

� Was invited as a speaker for a YouthNetworking Meet organised at theAmerican Centre, Kolkata, in collaborationwith the Earth Day Network and ITC Hotelon August 26, 2015. The goal of the meetwas to increase youth’s awareness that,through the choices they make in theireveryday lives, they contribute to thepreservation or degradation of their naturalsurroundings. Ms. Banerjee spoke aboutthe role youth can play in mitigatingclimate change through lifestyle changes.She also talked about the ongoingprogramme that CEE is handling on youth,waste management and climate changeissues.

Ms. Himashree Bhattacharyya

� Made a presentation on Eco-club activitiesin Stella Higher Secondary School,Kohima.

� Was a resource person for the NGCteachers’ training programme in Sikkim.

Mr. Nabajit Das

� Participated in the National WASH inSchools Leadership Course organised byUNICEF and Administrative Staff Collegeof India in New Delhi.

� Was a resource person in Training onWASH for teachers, members of SMC andMothers’ Group of the ReadingEnhancement Programme (REP) schoolsin Dibrugarh.

� Was a resource person in the Multi GradeMulti Level (MGML) teachers’ training onWASH organised in Jorhat, Titabor, Assamin 2014 and again in 2015.

Mr. Uttaran Dutta

� Was a Resource Person in Odissa NGCMaster Trainers’ Training organised byCPREEC.

� Delivered a lecture in Seuj Prayas TeacherTraining programme in Goalpara onPedagogy of EE.

� Was a Resource Person for the Eco- clubteachers’ orientation programme inTripura.

Dr. Abdhesh Gangwar

� Attended the UNDP-GEF supported meetof Medicinal Plants Conservation Area(MPCA) and Medicinal Plants

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Development Area (MPDA) at Bastiya,Uttarakhand on March 2-3, 2014, onestablishing Village Eco Corner(Community Managed InterpretationCentre) to promote the MPCAs and MPDAs,and local communities acquiring benefitsby strengthening the rural herbal healthcare system and earning a livelihoodthrough conservation and cultivation ofmedicinal and aromatic plants.

� Participated in After Action Review (AAR)Meet of the UN Global Sanitation Fund-Promoting Sustainable Sanitation in RuralIndia programme on April 9-11, 2014 atGuwahati, organised by Natural ResourceManagement Consultants, New Delhi. CEENortheast has been implementing thisproject on achieving ODF environment inBehali block, Assam and its progress waspresented at the AAR.

� Participated in NEAC 2013-14Uttarakhand - Partner NGOs’ orientationmeet at Dolphin Institute, Dehradun onMay 27, organised by the Regional ResourceAgency, Punjab State Council for Science &Technology, Chandigarh, to orient partneragencies on effective implementation ofNEAC projects, coordination withconcerned government departments andamongst the NEAC other partners in thestate.

� Visited Japan during November 3-12, toattend the 9th Global RCE Conference atOkayama (held during November 4-7,2014), the International Conference onHigher Education for SustainableDevelopment (held on November 9, 2014)and the UNESCO World Conference onESD (held on November 10, 2014) at Aichi,Nagoya. Abdhesh’s participation and allthe events were supported by the United

Nations University-Institute of AdvancedStudies.

� Participated in the World Bank organisedorientation on technical assessments ofSwachh Bharat Mission (SBM) at the WorldBank Office at KG Marg, New Delhi onJanuary 8, 2015. The technical assessmentwas proposed in four states and CEE wasshortlisted for conducting it in Rajasthanand Chhattisgarh.

� Was part of the team consisting of CEEand Ernst & Young (E&Y - a consultancyservices group) to conduct the World Banksupported technical assessments of SwachhBharat Mission in Rajasthan to assess theeffectiveness of the programme andconsider the feasibility of World Bankextending loan for the SBM programme tothe state. The assessment was conductedduring January 18-24, 2015, in four selecteddistricts representing a profile of sanitationin the state.

� Participated in the CEE-InternationalCentre for Integrated MountainDevelopment (ICIMOD)-SwissDevelopment Cooperation (SDC)supported C+C Indian Himalaya Meetingon developing an exhibition on climatechange and development for the IndianHimalayas on January 27-28, at SDC, NewDelhi.

Ms. Rajeswari N Gorana

� Is an alumni of the ESD LeadershipTraining II, a programme of ESD ExpertNet,and is a member of the ESD ExpertNet.ESD Leadership Training and ESDExpertNet are part of a GIZ ESDProgramme of which India, Mexico, SouthAfrica and Germany are part.

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· Was invited to the first Alumni Workshopof the ESD Programme held in Pretoria,South Africa between December 7-11, 2014.It was hosted by UNISA (University ofSouth Africa) on behalf of ESD ExpertNetmembers in South Africa.

� Was invited to the 8th ESD ExpertNetmeeting held in Bonn during June 17-20,2014.

� Participated in the one-and-half dayEuropean Conference on Global CitizenshipEducation and the Post 2015 Framework,which was organised in Brussels on June24-25, 2014, with an objective to discuss andcontribute to a solid proposal on Educationfor Global Citizenship within the broadereducation goal in the Post-2015 Framework.Together, the participants brought out theBrussels Proposal for Global CitizenshipEducation. CONCORD in partnership withUNESCO, Global Campaign for Education,Oxfam International, CIVICUS, Beyond2015, Education International, EngagementGlobal and the North-South Centre,organised the Conference, in conjunctionwith the Replenishment Conference of theGlobal Partnership for Education and theHigh-Level meeting on Education and Post-2015 of UNESCO and UNICEF.

� Participated in the one day internationalconference organised by Engagement Global,Germany, in association with GIZ, BMZ inBonn, Germany on June 16, 2014. Theconference themes were: Social Inequality;Sustainable Consumption, Production andTrade; and Climate Change, which werediscussed in the context of SustainableDevelopment, and how education coulddrive the transformation by addressing theseaspects. Ms. Sanskriti Menon, ProgrammeDirector of CEE

was one of the panelists for the session onSustainable Consumption, Production andTrade and ESD.

Mr. Bijoy Shankar Goswami

� Was resource person in the Multi GradeMulti Level (MGML) teachers’ training onWASH organised in Jorhat, Titabor, Assamin 2014 and again in 2015.

� Was a resource person in Training onWASH for teachers, members of SMC andMothers Group for the ReadingEnhancement Programme (REP) schoolsin Dibrugarh.

� Participated in the National WASH inSchools Leadership Course organised byUNICEF and Adminstrative Staff Collegeof India in New Delhi.

� Acted as quiz master in a quiz competitionon Environment, Health and Hygiene,organised by Sarathi, a Guwahati BasedNGO.

Ms. Madhavi Joshi

� Was invited by the Hans Seidel FoundationIndia between March 7-15, 2015, to be apart of the South Asian delegation of expertsto visit Brussels and Munich, for aninteraction with the EuropeanCommission and visit to projects on watermanagement in Bavaria.

� Was invited to be the External Examinerfor a PhD (Minor) Thesis of CEPTUniversity.

� Was Advisory Committee Member, GreenWarriors Campaign of Ahmedabad Mirror;she developed the Evaluation Matrix forthe jury members.

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� Was member of the Ahmedabad CulturalHeritage Cluster

� Participated in Wastech 2014, aninternational summit and Expo.

� Participated in Cleantech 2014 seminar andexhibition.

Mr. Simanta Kalita

� Was Resource Person in Odissa MasterTrainers Training organised by CPREECin August 2014.

� Presented a paper on the Role of Teachersin WASH in Schools at the NationalSeminar on Teacher Education, organisedby SCERT, Assam.

� Participated in the National WASH inSchools Leadership Course organised byUNICEF and Administrative Staff Collegeof India in New Delhi.

� Was invited to deliver a lecture on Careerin Environment Education in Tata Instituteof Social Sciences, Guwahati.

� Delivered a lecture in Don Bosco University,Assam, on Free Market Economy and itsImpact.

� Made a presentation on the DHaAL Projectin WASH in Schools Task Force Meeting ofSarba Siksha Abhijan, Assam

� Was invited to deliver a lecture at the StateLevel Workshop on Total Sanitationorganised by Water Supply and SanitationOrganisation (WSSO).

� Delivered lectures on Pedagogy ofEnvironment Education in Seuj PrayasTraining Programme in Dibrugarh andGoalpara.

� Delivered an invited lecture at theHindustani Kendriya Vidyalaya,Guwahati, on World Environment Day,2014.

� Delivered a lecture at the State LevelWorkshop on Climate Change and itsImpact on Agriculture, at the programmeorganised by Lotus Progressive Centre.

� Conducted the students’ camp on ElephantConservation organised by SSA, Environand Aitijya in the Orang National Park.

� Participated in a radio discussion on SwacchBharat Mission as a subject expert; theprogramme was broadcast by All IndiaRadio, Guwahati.

� Participated in a radio discussion onClimate Change broadcast by All IndiaRadio, Guwahati, as subject expert.

� Participated in television discussions onPlastic Waste Management and onPollution at Guwahati DoordarshanKendra as subject expert.

Ms. Preeti R. Kanaujia

� Represented CEE in the governing bodymeetings of Uttar Pradesh ParticipatoryForest Management and PovertyAlleviation Project (UP-PFMPAP) whichwere held in Lucknow at periodic intervals.As a member, she provided inputs inforestry management, environmentalawareness and for other activities of theproject.

� Was invited for a community radio liveshow on the theme of environmenteducation and CEE’s work in the region inJuly 2014. This live show was meant forthe City Montessori School which has 20

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branches and a total strength of more than45,000 students. As part of the school’ssocial responsibility, this has beeninitiated as a community radio station.The one hour live show received very goodresponse with more than 30 calls receivedduring the show. Common questionsraised were related to change in lifestyle,increasing level of noise pollution,quantity of waste, decrease in forest cover,wastage of food and others.

� Has been nominated a member in the CityMontessori School’s Environment CoreGroup Committee which takes stock ofenvironment initiatives and what needsto be done to improve the situation.

� Is part of the committee formed by UttarPradesh Forest Corporation (UPFC) to

discuss the possibility of initiatingcommunity driven eco-tourism in SuhelwaWildlife Sanctuary. She attended severalrounds of meeting and presented CEE’sviewpoint and experiences of similarcommunity initiatives.

� Is a member of the State Action Plan onClimate Change committee in UttarPradesh. The committee is chaired by thePrincipal Secretary, Environment and thenodal agency is the Directorate ofEnvironment, Government of UttarPradesh. She participated in the meetingin September 2014 and gave inputs fordeveloping educational programmes andmaterials.

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CEE Governing Council

ChairmanShri Ashok KhoslaChairmanDevelopment AlternativesB-32, TARA Crescent,Qutub Institutional AreaNew Delhi 110 016

MembersNominees of the Ministry ofEnvironment, Forest & Climate Change,Govt. of India

Shri Ashok Lavasa, IASSecretaryGovernment of IndiaMinistry of Environment, Forest & ClimateChange“Indira Paryavaran Bhawan”Jor Bagh RoadNew Delhi 110 003

Shri S.S. Mohanty, IDASAdditional Secretary &Financial AdvisorGovernment of IndiaMinistry of Environment, Forest & ClimateChange“Indira Paryavaran Bhawan”Jor Bagh RoadNew Delhi 110 003

Representatives of the NehruFoundation for Development,Ahmedabad 380 054

Ms. Indu CapoorDirector,Centre for Health Education, Training andNutrition Awareness, Outreach (CHETNA-O)B-Block, 3rd Floor, Supath-II,Opp. Vadaj Bus Terminus,Ashram Road, Vadaj,Ahmedabad 380 013

Representative of the KarmakshetraEducational Foundation, Ahmedabad380 014

Dr. (Ms.) Mallika V. SarabhaiTrustee, Karmakshetra EducationFoundation (KEF) andHon. DirectorDarpana Academy of Performing ArtsUsmanpuraAhmedabad 380 014

Nominee of the Department of Forestand Environment, Govt. of Gujarat

Shri P.K. Taneja, IASAdditional Chief SecretaryGovt. of GujaratForest & Environment Dept.Sardar Patel BhawanBlock No. 14, 8th FloorNew SachivalayaGandhinagar 382 010

Eminent persons in the fields ofEnvironment, Education,Communication and Management

Shri Ashoke ChatterjeeB-1-002 Rushin TowerB/h Someshwar 2Satellite RoadAhmedabad 380 015

Shri Prasad R. MenonChairmanTata Singapore AirlinesGeetanil Building, 7th Floor13-19, Nagindas Master RoadHutatma Chowk, FortMumbai 400 023

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Shri S.K. Mukherjee269, Sewalakalan (Majra)47, Lane 5Ashwani EnclaveDehradunUttarakhand 248171

Prof. M.K. PrasadNo. 62 “Perumana”5th Cross RoadGirinagarCochin 682 020

Dr. (Ms.) Shobita PunjaJ-231 F/F, SaketNew Delhi 110 0017

Ms. Kalpana SharmaIndependent Journalist/Columnist11 D Malabar ApartmentsOff Nepean RoadMumbai 400 036.

Dr. (Ms.) Mahfuza RahmanNo.202 Amity ApartmentS.K. Bhuyan RoadDighalipukhuriEast Guwahati 781 001

Ex-officio members from associateinstitutions of NFD, Ahmedabad

Shri Dilip SurkarDirectorVikram Sarabhai Centre for DevelopmentInteraction (VIKSAT)Thaltej TekraAhmedabad 380 054

Ms. Pallavi PatelDirectorCentre for Health Education, Training andNutrition Awareness (CHETNA)B-Block, 3rd Floor, Supath-II,Opp: Vadaj Bus Terminus,Ashram Road, Vadaj,Ahmedabad 380 013

Shri Dilip SurkarExecutive DirectorVikram A. Sarabhai Community ScienceCentre (VASCSC)NavrangpuraAhmedabad 380 009

Shri Kartikeya V. SarabhaiDirectorCentre for Environment EducationAhmedabad 380 054

T.K. BalappanSecretaryNehru Foundation for DevelopmentAhmedabad 380 054

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Standing Committee

ChairmanShri Kartikeya V. SarabhaiDirectorCEE

Secretary MoEF&CC or his/hernomineeDr. A.B. HarapanahalliAdvisor/Scientist GGovernment of IndiaMinistry of Environment, Forest & ClimateChange“Indira Paryavaran Bhawan”Jor Bagh RoadNew Delhi 110 003

Two representatives of the GoverningCouncil to be nominated by theChairman, Governing Council

Shri S.K. Mukherjee269 Sewalakalan (Majra)47, Lane 5,Ashwani EnclaveDehradunUttarakhand 248171

Shri Dilip SurkarExecutive DirectorVikram A. Sarabhai Community ScienceCentre (VASCSC)NavrangpuraAhmedabad 380 009

Secretary to the Council (ExOfficioMember Secretary)

Shri T.K. BalappanChief Administrative Officer (S&L)CEE

Finance Committee

ChairmanShri Kartikeya V. SarabhaiDirectorCEE

The Financial Advisor of theMoEF&CC, GoI or his/her nominee

Shri S.S. Mohanty, IDASAdditional Secretary & Financial AdvisorGovernment of IndiaMinistry of Environment, Forest & ClimateChange“Indira Paryavaran Bhawan”Jor Bagh RoadNew Delhi 110 003

Representative of the MoEF&CC on theStanding Committee

Dr. A.B. HarapanahalliAdvisor/Scientist GGovernment of IndiaMinistry of Environment, Forest & ClimateChange“Indira Paryavaran Bhawan”Jor Bagh RoadNew Delhi 110 003

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Two representatives of the GoverningCouncil to be nominated by theChairman,Governing Council

Shri S.K. Mukherjee269 Sewalakalan (Majra)47, Lane 5Ashwani EnclaveDehradunUttarakhand 248171Shri Dilip SurkarExecutive DirectorVikram A. Sarabhai Community ScienceCentre (VASCSC)NavrangpuraAhmedabad 380 009

Secretary to the Council (ExOfficioMember Secretary)Shri N.D. PanchalChief Accounts OfficerCEE

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CEE Offices Address List

Head OfficeCentre for Environment EducationNehru Foundation for DevelopmentThaltej Tekra, Ahmedabad 380 054GujaratTel: 079-26858002-8005Fax: 079-26858010E-mail: cee@ceeindia.org

Regional CellsCEE CentralPinewood ApartmentS No 233/1/2, Vidhate Colony, BanerLandmark: Near Aloma County (Ahead ofMedipoint Hospital), Pune 411045MaharashtraPhone: 020 27298860, 27298861, 27298862Email: ceecentral@ceeindia.org

CEE EastPlot No. – 2189, 1st Floor, BJB NagarNear Baragada HaatBhubaneswar – 751014OdishaE-mail: ceeeast@ceeindia.orgTel: 0674-2310344Telefax: 0674-2311905

CEE North19/323, Indira NagarLucknow 226 016Uttar PradeshTel: 0522-2716628Telefax: 0522-2716570E-mail: ceenorth@ceeindia.org

CEE North EastK.K. Bhatta Road, ChenikuthiGuwahati 781 003AssamTel:0361-2667382Fax:0361-2665914E-mail:ceenortheast@ceeindia.org

CEE SouthKamala MansionNo.143 Infantry RoadBangalore 560 001KarnatakaTel:080-22869094/22869907Fax:080-22868209E-mail: ceesouth@ceeindia.org

CEE WestCentre for Environment EducationNehru Foundation for DevelopmentThaltej Tekra, Ahmedabad 380 054GujaratTel: 079-26858002-8009Fax: 079-26858010E-mail: ceewest@ceeindia.org

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State OfficesCEE Andhra PradeshDoor No.: 6-3-348/2Dwarakapuri ColonyPanjaguttaHyderabad - 500 082Tel: 040-23352596, 65883100Telefax: 040-23352586E-mail: ceeandhrapradesh@ceeindia.org

CEE ChhattisgarhD/6, Shri Ram Tower,TatibandhRaipur 492099ChhattisgarhTel.0771- 4051391Fax: 0771-4048768E-mail: ceechhattisgarh@ceeindia.org

CEE DelhiC-40, Ground FloorSouth Extension Part 2New Delhi – 110 049Tel: 011-26262878/26262881Telefax: 011-26262880Email: ceedelhi@ceeindia.orgCEE GoaC/o State Council of Educational Research& Training (SCERT)Alto Porvorim, BardezGoa 403 521Telfax: 0832-2416164E-mail: ceegoa@ceeindia.org

CEE Karnataka2nd Floor, Kamala MansionNo.143 Infantry RoadBangalore 560 001KarnatakaTel:080-22868037/22868039Fax:080-22868209E-mail: ceekarnataka@ceeindia.org

CEE OdishaPlot No. – 2189, 1st Floor, BJB NagarNear Baragada HaatBhubaneswar – 751014OdishaTel: 0674-2310344Telefax: 0674-2311905E-mail: ceeeast@ceeindia.org

CEE Tamil NaduCEE Tamilnadu# 58, Teacher’s ColonyKamaraj AvenueAdyarChennai 600020

CEE Madhya PradeshH.No. 67, Ground FloorAkashgangaE-8 Arera ColonyBhopal – 462039E-mail: ceemadhyapradesh@ceeindia.orgTele. No. 0755-6537682Telefax No. 0755-2569323

CEE MaharashtraPinewood ApartmentS No 233/1/2, Vidhate Colony, BanerLandmark: Near Aloma County (Ahead ofMedipoint Hospital)Pune 411045MaharashtraPhone: 020 27298860, 27298861, 27298862

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Field OfficesCEE Himalaya19/323, Indira NagarLucknow 226 016Uttar PradeshTel: 0522-2716959Fax: 0522-2715301E-mail: ceehimalaya@ceeindia.org

CEE Central HimalayaLadari, Joshiyara,Near Vikas BhawanUttarkashi 249193UttarakhandPhone: +91-9927585778, 7895157596

CEE KalaburagiH. No 1-1166/3 A Aiwan-E-ShahiOpposite to Dr. B G Jawali ResidenceNear BSNL Telephone Exchange OfficeRailway Station RoadKalaburagi 585102Karnataka.Tel: 08472-255273.Fax: 08472-255040/255095.

CEE Kannur“PUSHPA”, Ambika RoadPO PallikkunnuKannur – 670004KeralaPhone: 0497-2748600Fax: 0497-2749208Email: ksdkannur@ceeindia.org

CEE HalvadKidi-Ingorala Village RoadNear Khetavav Water Supply SchemeNava Ghanshyamgadh 363 330Taluka-HalvadDistrict-SurendranagarTel. 02758 - 291336Email: ceehalvad@ceeindia.org

CEE JasdanNear Maheshwar Oil MillStation RoadJasdan, Dist. Rajkot 360 050GujaratTel:02821-220469E-mail:ceejasdan@ceeindia.org

Project/Cluster OfficesCEE BilpudiVanseva Mahavidyalaya CampusAt&Post: BilpudiTal: DharampurDist. Valsad 396 068GujaratTel: 02633-240747E-mail: ceebilpudi@ceeindia.org

CEE Jaipur73/86, Paramhans MargNear K.V. No. 5, MansarovarJaipur 302 020RajasthanTel: 0141-2781989E-mail: ceejaipur@ceeindia.org

CEE Western HimalayaC/o Institute of Professional Studies (IPS)Kaman Market Near Hotel Shahee SakoonBaramulla 193101Jammu & KashmirPhone: +91-9419597983, 9419597983,9469791484

CEE MundraCentre for Environment Education,Bungalow No. J-5/14Ramdevnagar, Opp. Old Petrol Pump,Mundra-Baroi Road,Mundra 370 421.email: sbcc@ceeindia.org

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CEE KolkataFlat No: C-2, II Floor“TILOTTAMA”Premises No: P- 21Senhati Co-Operative ColonyBehala Kolkata 700 034.Telefax: 033-24033842E-mail: ceekolkata@ceeindia.org

DeCeeCEE’s Information Facilitation CentreNehru Foundation for DevelopmentThaltej TekraAhmedabad 380 054GujaratTel: 079-26858002-8009Fax: 079-26858010E-mail: decee@ceeindia.org

CEE Bhiwadi Project officeHouse No:179Sector 9, UIT ColonyNear Ayyappa Temple,Bhiwadi, Alwar 301019RajasthanTel.: 9587252832E-mail: jitesh.shelke@ceeindia.org

CEE BareillyH.N. 09, Shiv EnclaveVeer Sawarkar NagarBareilly 243122Tel No: 09359051209E-mail: ceebareilly@ceeindia.org

CEE BahraichRaja Baundi, Thana BaundiTehsil-MahasiBahraich 271902Uttar PradeshTel No: 09450706298E-mail: ceebahraich@ceeindia.org

CEE BettiahBaildari Police StationBettiah Mufsil, BettiahWest ChamparanBiharTel No: 09889400425E-mail: ceebettiah@ceeindia.org

CEE TejgadhNear Primary SchoolAt & Po.: TejgadhTa.: ChhotaudepurDist.: ChhotaudepurPincode: 391 156E-mail: ceechhotaudepur@ceeindia.org

CEE TelanganaDoor No.: 6-3-348/2Dwarakapuri ColonyPanjaguttaHyderabad 500 082Tel: 040-23352596, 65883100Telefax: 040-23352586E-mail: ceetelangana@ceeindia.org

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Nature Discovery & CampsiteOfficesSundarvanS.M. RoadJodhpur, TekraAhmedabad 380 015GujaratTel:079-26923148/26921838Mobile: 09426487261E-mail : sundarvan@ceeindia.org

Sundarvan BakoreTaluka : BakoreDist : MahisagarMobile : 09974839900 & 09426487261Email : sundarvan.camps@ceeindia.org

SundarvanBeyt DwarkaVia Okha PortDist. Jamnagar 361 330GujaratMobile: 09426487261

International Offices

CEE AustraliaPO Box 497Auburn NSW 1835AustraliaTel: : +612 9416 0432E-mail:ceeaustralia@ceeindia.org

CEE Sri Lanka101/4 Rupvilla, P.S. Perera MawathaMampe, Piliyandale, Sri LankaE-mail: cee@ceesrilanka.org

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CEE Thrust Areas

1. Education for Children

2. EE in Higher Education

3. Education for Youth

4. Communicating Environment through the Media

5. Experiencing Nature

6. EE through Interpretation

7. Knowledge Management for Sustainable Development

8. Industry Initiatives

9. Sustainable Rural Development

10. Water and Sanitation

11. Sustainable Urban Development

12. Waste Management

13. EE for Fragile Areas

14. Education in Biodiversity Conservation

15. Disaster Preparedness and Rehabilitation

16. Training, Networking and Capacity Building

17. Facilitating NGO and Community Initiatives

18. To work with the initiatives of the United Nations (UNESCO, UNEP, UNDP, UNFCCC,IUCN)

19. Research in EE and ESD

20. Collaboration and partnership at the international level in EE & ESD

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CEE Websites

About CEE www.ceeindia.org

For Children www.kidsrgreen.org

Hand Print: Action towards sustainability www.handprint.in

For the UN DESD www.desd.org

For Youth www.sayen.org

A nature discovery centre www.sundarvan.org

For educators and ENVIS Centre on EE www.ceeenvis.nic.inwww.greenteacher.org(archival)

For EE Materials www.edutechindia.org

UNDP GEF Small Grants Programmes www.sgpindia.org

Biomedical Waste Management www.bmwmindia.org

Education and Communication for Mountain Ecosystems www.ceehimalaya.org

Video Resource Centre www.ceevrc.org

Programme and Activities of CEE Australia www.ceeaustralia.org

Paryavaran Mitra Programme www.paryavaranmitra.in

Nehru Foundation for DevelopmentCentre for Environment EducationThaltej Tekra, Ahmedabad 380 054

(Registered under the Societies Registration Act, 1860)Regd. No. GUJ/1043 (Ahmedabad)

(Also registered under the Foreign Contributions (Regulation) Act, 1976vide registration no. 041910044 with Ministry of Home Affairs, Govt. of India)

FINANCIAL STATEMENTS2014–2015

A

B

SORAB S. ENGINEER & CO. (Regd.) 909, ATMA HouseChartered Accountants Opp. Old Reserve Bank of India

Ashram RoadAhmedabad-380 009

INDEPENDENT AUDITORS' REPORT

Report on the Financial Statements

We have audited the accompanying financial statements of NEHRU FOUNDATION FORDEVELOPMENT - CENTRE FOR ENVIRONMENT EDUCATION - AHMEDABAD ("Society")which comprise of the Balance Sheet as at March 31, 2015, the Income and Expenditure Accountand the Receipt and Payment Account for the year then ended and summary of significantaccounting policies and other explanatory information.

Management's Responsibility for the Financial Statements

Management is responsible for the preparation of these financial statements that give a true andfair view of the financial position and financial performance of Society in accordance with theaccounting principles generally accepted in India, including the applicable Accounting Standards.This responsiblity also includes maintanance of adequate accounting records in accordance withthe provisions of the Act for safeguarding the assets of the Society and for preventing and detectingfrauds and other irregularities; selection and application of appropriate accounting policies;making judgements and estimates that are reasonable and prudent; and design, implementationand maintanance of adequate internal financial controls, that were operating effectively forensuring the accuracy and completeness of the accounting records, relevant to the preparation andpresentation of the financial statements that give a true and fair view and are free from materialmisstatement, whether due to fraud or error.

Auditor's Responsiblity

Our responsibility is to express an opinion on these financial statements based on our audit.

We conducted our audit in accordance with the standards on auditing issued by the Institute ofChartered Accountants of India. Those Standards require that we comply with ethical requirementsand plan and perform the audit to obtain reasonable assurance about whether the financialstatements are free from material misstatement.

An audit involves performing procedures to obtain audit evidence about the amounts anddisclosures in the financial statements. The procedures selected depend on the auditor’s judgement,including the assessment of the risks of material misstatement of the financial statements, whetherdue to fraud or error. In making those risk assessments, the auditor considers internal controlrelevant to Society’s preparation of the financial statements that give a true and fair view in orderto design audit procedures that are appropriate in the circumstances, but not for the purpose of

C

expressing an opinion on whether Society has in place an adequate internal financial controlssystem over financial reporting and the operating effectiveness of such controls. An audit alsoincludes evaluating the appropriateness of accounting policies used and the reasonableness of theaccounting estimates made by management, as well as evaluating the overall presentation of thefinancial statements.

We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basisfor our audit opinion.

Opinion

In our opinion and to the best of our information and according to the explanations given to us,the financial statements give a true and fair view in conformity with the accounting principlesgenerally accepted in India of the state of affairs of Society as at 31st March, 2015 and its surplusfor the year ended on that date.

For Sorab S. Engineer & Co.FirmRegistration No.110417WChartered Accountants

CA Chokshi Shreyas B.PartnerMembership No. 100892AhmedabadAugust 7, 2015

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Receipts and Payments Account for the year ending on 31st March 2015.

RECEIPTS Rs. Rs.

OPENING CASH AND BANK BALANCES 43861464

GRANT FROM MINISTRY OF ENVIRONMENT &FOREST, GOVERNMENT OF INDIA, NEW DELHIGrant received during the year:For Infrastructure Development & Augmentation 0For Recurring expenditure 88328000Total Grants received from MoEF&CC 88328000Add: Sale proceeds of old assets disposed off 0 88328000

PROJECTS AND PROGRAMMESOut of Grant from Ministry of Environment & Forest,Government of India, New Delhi.Sponsored Projects/Programmes 13211499

Out of Grant from Locally Funded/Foreign Funded andOwn Programme

Sponsored Projects/Programmes 152590182Out of Foreign Contributions 23848126Own Programmes 10328674 186766982

OTHER RECEIPTSInterest on Bank Accounts (Net) 1360180Misc Income 2342471Services & Products 16103348Royalty and Infrastructure Receipts 1995512Donation 172201Consultancy, Overhead recoveries & Reimbursements. 52030071Change in balance of Project Program grants 17685376Security deposits ( Net) 181442Change in balance of Job work in progress 172970Change in Amount payable to NGO ( Net) 57304Tax Deducted @ Source ( Net) 1340057Project expenses recovered 1121386

94562318

Total Rs..... 426730263

N.D.PANCHAL Kartikeya V. SarabhaiChief Accounts Officer DirectorDate: 7th August 2015 Date: 7th August 2015

E

PAYMENTS Rs. Rs.

MOVABLE & IMMOVABLE PROPERTIES

Acquired during the year out of Grant from Ministry ofEnvironment & Forest, Government of India, New DelhiImmovable Properties 0Movable Properties 0 0

Acquired during the year out of own Income & Project GrantImmovable Properties 217400Movable Properties 3234027 3451427

PROJECTS AND PROGRAMMESOut of Grant from Ministry of Environment & Forest,Government of India, New Delhi.Projects and Programmes 13211499 13211499

Out of Grant from Locally Funded/Foreign Funded andOwn ProgrammeOwn Activity / Own Project & Programmes 31474355Locally Funded 151931153Foreign Contributions 23645886 207051394

ESTABLISHMENT AND OTHER OFFICE EXPSSalaries 102206221Sundarvan Nature Centre 1604036Other Administrative Expenses 19911894Travel 160138Honorarium to Consultants 93468Micro Processor Maintenance 883982 124859739

Other PaymentsLoan to Staff 326120Grant Receivable 6001632Change in balance of Project Program grants 2295565Change in balance of Suppliers & Others 7598864Change in balance of Advances for Projects, Prog./ 10819Workshops etc in ProcessReceivable on sale of Products/Services 571543 16804543CLOSING CASH AND BANK BALANCES 61351661

Total Rs..... 426730263

Receipts and Payments Account for the year ending on 31st March 2015.

We have examined and found correct the above accountas per the books of account, vouchers etc. producedbefore us and as per the information and explanationsgiven to us.

As per our report of Even DateFor Sorab S. Engineer & Co.Chartered AccountantsF.R.No.110417WCA Chokshi Shreyas B.Membership No. 100892Date: 7th August 2015

F

31-03-2014 FUNDS & LIABILITIES 31-03-2015Rs. Rs. Rs. Rs.

CORPUS FUND1288000 Balance as per last Balance Sheet 1288000

OTHER EARMARKED FUNDSDepreciation Fund

14318997 Balance as per last Balance Sheet 154490441130047 Addition during the year 1562736

15449044 170117800 Less: Depreciation Fund reduced on Assets Written Off 111621

15449044 16900159

Any Other Fund:134059604 Balance as per last Balance Sheet 132578902

2778006 Addition during the year 35223180 Add: Transferred from Income & 600000

Expenditure A/c for Infra.Deve. Fund136837610 136701220

Fund reduced by the cost of Assetswritten off/disposed off/transferred

4258708 during the year 691140 136010080132578902 136010080

GRANT BALANCES:

Ministry of Environment & Forest,Government of India, New Delhi.

2604654 Balance as per last Balance Sheet 2387174104610000 Grant for recurring expenditure 88328000

sanctioned and credited during the year107214654 90715174

Add: Sale proceeds of movable assets0 disposed off during the year 0

107214654 90715174104610000 Less: Amount of grant transferred to 88328000

Income & Expenditure account to meetthe recurring expenditure incurred duringthe year

217480 Less: Amount of grant transferred to 750148Income & Expenditure account to meetthe renovation expenditure incurred forSundarvan & Auditorium

2387174 89078148

1637026 1637026

55480892 Projects, Programmes, Workshops, Seminars etc., 73166268 73166268

Balance Sheet as at 31st March 2015.

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31-03-2014 ASSETS 31-03-2015Rs. Rs. Rs. Rs.

MOVABLE AND IMMOVABLE PROPERTIES:Immovable Properties (At cost)Buildings:

49642835 Balance as per Last Balance Sheet 496428350 Addition during the year 217400

49642835 49860235

Movable Properties (At cost)Office equipments, Vehicles, Library Books etc.,

70393624 Balance as per last Balance Sheet 691354243000508 Addition during the year 3234027

73394132 72369451Less: Written off/Disposed off/

4258708 transferred during the year 80276169135424 71566690

118778259 1214269251642834 Vehicles on loan from Dy. Collector, 1642834

Gulbarga for CHAMP ProjectLess: Liability for vehicle-Dy. Collector,

1642834 Gulbarga for CHAMP Proj. 16428340 0

1757464 Job work in progress (at cost) 1584494

DEPOSITS3734950 For Services, Rent etc., 3571058

LOANS:364905 To Staff & Others 691025

ADVANCES:2489795 To Staff (One year old Rs. 9,78,306/-, Previous 2157641

year Rs.8,64,443/-)5026113 To NGOs, (One year old Rs. 25,05,684/-, Previous 4782864

year Rs. 34,87,440/-)5481965 To Suppliers and Contractors for 6131315

Projects expenses (One year old Rs. 38,89,483/-,Previous year Rs. 22,66,166/-)

5349388 To Others 504301118347261 1811483112230043 Income Tax deducted at source (TDS) receivable 10889986

(One year old Rs. 87,49,625/-, Previous yearRs. 97,78,680/-)

Balance Sheet as at 31st March 2015.

H

Balance Sheet as at 31st March, 2015.

31-03-2014 FUNDS & LIABILITIES 31-03-2015Rs. Rs. Rs. Rs.

LIABILITIES27129794 For Expenses 21786450

446353 For Security Deposits 4639037885308 Temporary advanc from

Nehru Foundation for Development 5762508416173 Amount payable to NGOs 230228

15576994 For Others 1544427451454622 43687363

258638634 TOTAL 272688896

Notes on Accounts as per Schedule “B”

The above Balance Sheet to the best of our belief contains a true account of the fundsand liabilities and of the property and assets of the Society.

N.D. PANCHAL Kartikeya V. SarabhaiChief Accounts Officer DirectorDate: 7th August 2015 Date: 7th August 2015

I

As per our report of Even Date

For Sorab S. Engineer & Co.Chartered AccountantsF.R.No.110417W

CA Chokshi Shreyas B.Membership No. 100892Date: 7th August 2015

31-03-2014 ASSETS 31-03-2015Rs. Rs. Rs. Rs.

AMOUNT DUE/RECEIVABLE26799347 For Projects, Programmes, Workshops, Seminars etc. 29094912

321840 Grant receivable (since received) 63234720 Interest Accrued on FDR 454907

3127701 Project Expenses Recoverable 20063154971419 Receivable on Sale of Products and Services etc., 5542962

35220307 43422568CASH AND BANK BALANCES

43861464 As per Schedule “A” 61351661

INCOME & EXPENDITURE ACCOUNT

47464244 Balance as per last balance sheet 24343981Less: Transfer from Income & Expenditure Account

17310000 to meet deficit of previous years 0Less: Excess of Income over Expenditure transferred

5810263 from Income & Expenditure Account 1270763324343981 11636348

258638634TOTAL 272688896

Balance Sheet as at 31st March 2015.

J

Income and Expenditure Account for the year ending on 31st March 2015.

2013-14 2014-15Rs. EXPENDITURE Rs. Rs.

EXPENDITURE ON OBJECTS OF THE SOCIETYOn Programmes and Projects (Own activityas well as sponsored by Governmental andNon-governmental organisations)

37216528 Own Activities 31474355145907832 Out of Local Funding 165142652

39508448 Out of Foreign Contribution 23645886222632808 220262893

ESTABLISHMENT EXPENSESSalary:

102953069 Staff Salaries 10220620912 Remuneration to the Office Bearers 12

102953081 102206221

22080437 Administrative and other Expenses 22442975

Professional Fees:162760 Legal Fees 104455112360 Audit Fees 112360

22355557 22659790

1130047 DEPRECIATION 1562736

AMOUNT TRANSFERRED TO RESERVE ORSPECIFIC FUND :

811741 Earmarked for Immovable/Movable Properties 3183886

17310000 Grant received for the previous year transferred to 0Income & Expenditure A/c in the Balance Sheetagainst deficit of the Previous Years

5810263 Excess of Income over Expenditure carried over to 12707633Balance Sheet

373003497 TOTAL 362583159

Notes on Accounts as per Schedule “B“

N.D.PANCHAL Kartikeya V. SarabhaiChief Accounts Officer DirectorDate: 7th August 2015 Date: 7th August 2015

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2013-14 2014-15Rs. INCOME Rs. Rs.

INTEREST EARNED:

3594342 On Savings Bank Accounts and Term Deposits 2861711with Nationalised and Scheduled Banks

85568 Other Interest 681403679910 2929851

Less: Interest allocated to Special Funds and1674997 Projects 11856552004913 1744196

13209560 OWN PROJECTS & PROGRAMMES 10328674

AMOUNT TRANSFERRED FROM:Grant from Ministry of Environment, Forest &Climate Change Government of India, New Delhi

104610000 to meet the recurring expenditure 88328000

Grant from Ministry of Environment, Forest & ,Climate Change Government of India, New Delhi,

0 to meet the infrastructure development expenditure 750148

Grants from GO/NGOs for sponsored Projects and185416280 Programmes 188788538290026280 277866686

OTHER INCOME:264000 Donation 172201

18116067 Sale of Educational Material & EE Products 161033481685331 Fees, Royalties & Other Contributions 1995512

45717678 Recoveries/Reimb. of Exps.from Project/programmes 520300711979668 Miscellaneous Income including sale proceeds of 2342471

Assets67762744 72643603

373003497 TOTAL 362583159

Income and Expenditure Account for the year ending on 31st March 2015.

As per our report of Even Date

For Sorab S. Engineer & Co.Chartered AccountantsF.R.No.110417W

CA Chokshi Shreyas B.Membership No. 100892Date: 7th August 2015

L

Total Sr. CASH AND BANK BALANCES31-3-14 No.

A. CURRENT ACCOUNTS

In the name of Nehru Foundation for DevelopmentCentre for Environment Education with:

CEE-CORE CEE-FC TOTAL& Projects Projects 31-3-15

Schedule ‘A’ attached to and Forming Part of the Balance Sheet as at 31st March 2015

157872 1 ICICI Bank Ltd. Drive-in Road Br, Ahmedabad 43493 - 43493893141 2 ICICI Bank Ltd. Pune 338397 - 338397498806 3 ICICI Bank Ltd. Lucknow 885462 - 885462331973 4 ICICI Bank Ltd. Bhubneshwar 21672 - 2167290290 5 ICICI Bank Ltd. Delhi 139214 - 139214

1212936 6 ICICI Bank Ltd. Guwhati 57964 - 579644153 7 ICICI Bank Ltd. Coimbatore 4321 - 4321

51686 8 ICICI Bank Ltd. Hyderabad 15778 - 15778303484 9 ICICI Bank Ltd. Bangalore 1498422 - 149842251533 10 ICICI Bank Ltd. Goa-Panaji 22506 - 2250635187 11 CBI, S.M.Road Branch, Ahmedabad. 205839 - 205839

1090311 12 BOI,- Gulbarga (CHAMP) 4141112 - 41411124632 13 IOB CC Account Drive In Road Br.Ahmedabad 33688 - 33688

4726003 Sub-total "A" Rs........ 7407867 7407867

B. SAVINGS BANK ACCOUNTS

In the name of Nehru Foundation for Development-Centre for Environment Education with:

39659 1 BOI, Basaveswaranagar Branch, Bangalore.(A/c 6056) 65921 - 65921109907 2 BOI, Cantonment Branch, Bangalore.(A/c 8435) 864742 - 86474295409 3 BOI, Gulbarga 106775 - 106775

2686422 4 SBI, Satellite Road Branch, Ahmedabad-Core 121942 - 1219421586428 5 SBI, Satellite Road Branch, Ahmedabad-Projects 914531 - 914531

463238 6 SBI, Satellite Road Branch, Ahmedabad-SDF 481643 - 481643536800 7 SBI, Satellite Road Branch, Ahmedabad-SWF 233460 - 23346012142 8 SBI, Satellite Road Branch, Ahmedabad-SGP/GEF 0 - 011236 9 SBI, Satellite Road Branch, Ahmedabad-CAPART 91779 - 91779

5176 10 SBI, Mota Dahisara Branch 0 - 0174086 11 SBI, Halvad Branch 0 - 0

5378 12 SBI, WASMO Project 0 - 024004 13 Corporation Bank, Virajpet Branch, Virajpet. 24004 - 2400430166 14 SBI, Dharampur Branch 30764 - 30764

327 15 ICICI Bank Ltd. - name of CEE-ICEF Project Account, Delhi 327 - 3277093 16 BOI - Karaikal 0 - 0

69083 17 ICICI Bank Ltd. - DEL-RHSDP Project 73312 - 73312305733 18 ICICI Bank Ltd. - Guwahati 2267026 - 226702647138 19 ICICI Bank Ltd. Drive-in Road Br, Ahmedabad( CMU & Zoo) 53820 - 53820

648856 20 ICICI Bank Ltd. Drive-in Road Br, Ahmedabad( Do Future) 1079718 - 10797181262786 21 ICICI Bank Ltd. Drive-in Road Br, Ahmedabad ( Industry) 1675101 - 1675101

775784 22 ICICI Bank Ltd. Drive-in Road Br, Ahmedabad ( NCB) 1572966 - 15729662054974 23 ICICI Bank Ltd. Drive-in Road Br, Ahmedabad ( RPG & West) 2203446 - 2203446

M

Schedule ‘A’ attached to and Forming Part of the Balance Sheet as at 31st March 2015

Total Sr. CASH AND BANK BALANCES31-3-14 No.

CEE-CORE CEE-FC TOTAL& Projects Projects 31-3-15

N.D.PANCHAL Kartikeya V. SarabhaiChief Accounts Officer DirectorDate: 7th August 2015 Date: 7th August 2015

As per our report of Even Date

For Sorab S. Engineer & Co.Chartered AccountantsF.R.No.110417W

CA Chokshi Shreyas B.Membership No. 100892Date: 7th August 2015

529839 24 ICICI Bank Ltd. Drive-in Road Br, Ahmedabad ( Studio) 2781989 - 27819891667737 25 ICICI Bank Ltd. Drive-in Road Br, Ahmedabad (YEN & PM) 2888017 - 2888017

361401 26 ICICI Bank Ltd. Drive-in Road Br, Ahmedabad (WARM) 149826 - 149826- ICICI Bank Ltd. Drive-in Road Br, Ahmedabad (Society) 53005 - 53005- ICICI Bank Ltd. Pune 1092141 - 1092141

65846 27 HDFC Bank Ltd. - Srinagar Branch 259327 - 25932766043 28 HDFC Bank Ltd. - Delhi Branch 17284997 - 17284996

5795532 29 SBI, ESS Project 1964415 - 196441533420 30 SBI, WG Project 1495061 - 1495061

2238347 31 ICICI Bank Ltd. Delhi(CSR a/c) 14601 - 14601

In the name of Centre for Environment EducationA/c. Foreign Contribution with:

4169920 1 Indian Overseas Bank, Thaltej Branch, Ahmedabad 1701859 1701859605510 2 SBI, Satellite Road Branch, Ahmedabad-R T T 50417 50417

26485420 Sub-total "B" Rs........ 39844654 1752276 41596930

C. FIXED/SHORT TERM DEPOSIT ACCOUNTIn Term Deposit Account in the name of Centre forEnvironment Education with:

1340815 1 SBI, Satellite Road Branch, Ahmedabad 189978 - 1899780 2 Indian Overseas Bank, Thaltej Branch, Ahmedabad 0 - 0

300000 3 Bank of India, Gulbarga, South 300000 - 3000000 4 ICICI Bank Ltd., Drive in Rd. br. Ahmedabad 0 - 0

In Term Deposit Account in the name of Centre for EnvironmentEducation A/c.Foreign Contribution Fund with:

8005995 1 Indian Overseas Bank, Thaltej Branch, Ahmedabad - 8718470 87184702642277 2 State Bank of India, Satellite Road Br. Ahmedabad - 2863403 2863403

12289087 Sub-total "C" Rs........ 489978 11581873 12071851

360954 D. CHEQUES ON HAND 251864 - 2518640 E. CASH ON HAND 23150 - 23150

43861464 TOTAL "A" TO "E" Rs........ 48017512 13334149 61351661

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Schedule “B”

Notes Attached to and forming part of the Accounts for the Year 2014-15

1 Significant Accounting Policies followed:

1.1 The accounts are maintained on accrual system of accounting subject to followingexceptions.

a. The amount advanced to various Governmental and Non-Governmentalagencies for projects and programmes activities are shown under the head“Advances to NGOs and Others for Project expenses” and the same will beadjusted in the books on receipt of the statements of accounts from respectiveagencies.

b. In respect of insurance premium, rent and annual maintenance contracts, entryfor expenses paid in advance is made whereas such other expenses areaccounted for as and when paid.

c. Liabilities in respect of employees’ benefits such as gratuity, leave encashment,LTC etc., are accounted for as and when paid.

d. Advances given to employees for travel, for project expenses and LTC areaccounted for as and when bills for respective expenses are submitted byconcerned employees.

1.2 Use of EstimatesThe preparation of financial statements in conformity with Generally AcceptedAccounting Principles in India requires management to make estimates and assump-tions that affect the reported amount of assets and liabilities and disclosure ofcontingent liabilities on the date of the financial statements. Actual results may differfrom those estimates. Any revision to accounting estimates is recognized prospec-tively in current and future periods.

1.3 Fixed AssetsFixed Assets are stated at cost. Cost means purchase price and / or erection /commissioning charges of fixed assets and other charges directly attributable to thecost of fixed assets.

1.4 Depreciation:The Society has started providing for depreciation on assets from the financial year2003-04 based on the directions given by the Centre’s Finance Committee based onthe recommendation of Indian Audit & Accounts Department.

Depreciation is calculated on Straight Line method on Society’s Own Assets andAssets acquired out of MoEF Grant except on Building. The depreciation is accumu-lated under the head Depreciation Fund.

O

Asset Rate (%)

Furniture and Equipment 10.00

Computer & Peripherals 20.00

Vehicle 20.00

Library Books 10.00

Depreciation on additions has been provided for the full year irrespective of date ofacquisition.

Depreciation provision has not been made on assets acquired out of Projects/ProgrammeFunding.

1.5 InvestmentLong term investments are carried at cost less any other than temporary diminutionin value, determined separately for each individual investment. Current investmentsare carried at lower of cost and fair value.

1.6 InventoriesInventories are valued at lower of Cost or net realizable value.

The consumable stores and spares are charged to expenses at the point of theirpurchases.

2 The Society’s buildings are constructed on the land of Nehru Foundation forDevelopment.

3 Debit/Credit balances of parties are subject to confirmations. Necessary adjustment, ifany, will be made in the accounts on settlement of the respective accounts.

4 Corresponding figures of the previous year have been regrouped to make themcomparable with figures of current year, wherever necessary.

N.D.PANCHAL Kartikeya V. SarabhaiChief Accounts Officer DirectorDate: 7th August 2015 Date: 7th August 2015

For Sorab S. Engineer & Co.Chartered AccountantsF.R.No.110417W

CA Chokshi Shreyas B.Membership No. 100892Date: 7th August 2015