Environmental Education

Environmental Impact Analysis

Posted by Susan Sharma on June 14, 2007

Blog

 

Here is an opportunity to learn about EIA-provided by Centre for Science and Environment

Training: Understanding EIA: From screening to decision making
New Delhi, August 27-31, 2007

=================================

CSE invites applications for its five-day training programme, which aims at demystifying Environmental Impact Assessment (EIA) for NGOs, environment managers and community-based organisations (CBOs). It also seeks to develop the capacity of state-level regulators and state level expert appraisal committees to screen and scope the EIA process, evaluate reports and conduct public consultations, especially after the new EIA notification.

The course will expose participants to:
- Technical and new legal aspects of EIA
- Environmental and social impacts of various types of developmental projects
- Hands-on exercises in screening, scoping, data analysis and developing environment management plans
- Tools and thumb rules to evaluate various environmental and social impact parameters
- Techniques to engage in public consultation
- Post-EIA monitoring

Last date for registration:
July 31, 2007

Register online >>
http://www.cseindia.org/programme/industry/eia/eia_form.htm

For more information contact:
Sujit Kumar Singh
<
sujit@cseindia.org>

Note:
- Course is open to NGOs, academicians, regulators, decision makers and industries
- Due discount will be given to grassroots NGOs and CBOs


Environmental Education

Role of films in education

Posted by Susan Sharma on April 15, 2007

Blog

" .there is very little evidence to show that videos are used in the classroom, especially at primary and upper primary level, though impact can be huge considering the visual memory of children at that early stage. However, videos are used by institutions at higher levels: I had the chance to attend a programme on ’Forced Migration’ organized by Jamia Milia Islamia, New Delhi and we were shown documentaries and films on displaced people and refugees, followed by a discussion. It was a very good experience since it actually provoked questioning about the problems and issues. The impact is everlasting........
........First and foremost, there is a need to develop documentaries, videos and films on issues like environment protection, health, social learning and so on, where students can be taught through examples from their neighbourhood. It would not only make them aware and sensitize them but would also develop articulation and comprehension skills. Learning can be more fun. "

Geeta Verma
Jawaharlal Nehru University
New Delhi


"Schools are not uniform entities. There are schools and schools. Most of the time, local communities have no control over it. There have been several initiatives such as the Village Educational Committees which are supposed to input into and control the school bureaucracy. But the power structures in the village are such that all these committees, especially in areas where the poor and powerless live, have never allowed them to have any control over them.


We run a school called Green School which is a five year school for the poorest – mainly dalits. In this school we have used various kinds of videos, but not the ones produced by children. Because the Project Method, which we normally use in the school, is a very slow process and takes a lot of time. We have developed child-reporters integral to their learning, but they work on photo cameras and tape recorders with which we produce wall-papers on each of the projects.


Bringing in video for this (in spite of the fact that we have abundant video resources within DDS) proves very expensive, slow and needs a lot of attention. Though one might start with a video or two in the beginning, to keep this process going might be very, very difficult for rural communities and rural schools.


At one point of time when our school was collaborating with some Municipal schools in London, our children produced some short videos to explain their families, their agriculture, their festivals and their contexts to English children in a series of ‘video journals’. One video called ‘MY SCHOOL’ was a fascinating one bringing out how children from deprived rural families see their school and their education.


Many years ago, when I was a TV producer working for SITE, I produced very location specific, participatory videos for primary school children in rural areas of Karnataka and Andhra Pradesh. But it was a huge programme backed up by several institutions such as state educational institutions, state governments of AP and Karnataka and the Government of India, as well as ISRO (Indian Space Research Organization). Even with that backing, the way schools used the video was a big sham. In AP, hundreds of thousands of video players and TV sets are kept in school cupboards for years: there is no enthusiasm at all to use them.


All these are very complex issues hinging upon the power of teachers in their schools (I am using this in a negative sense because teachers often abhor any extra work and are backed by their powerful unions], the power of the community to take control, as well the interest of the community to engage in these issues.


At the end of it all, all these innovations suit the elite schools and not the community schools in rural areas which need a whole transformation that needs the collaboration of multiple agencies.


In summary, let me say that while in theory video in schools is a very good thing, it is extremely difficult to get into action on that. I am quite pessimistic."


P V Satheesh
Deccan Development Society
Hyderabad

Dr. PV Satheesh was one of the pioneers of the SITE programme. 
SITE (Satellite Instructional Television Experiment), the ISRO-NASA satellite TV project
 
Source:
ICT for Development Community, Education Community" <se-ictd_se-ed@solutionexchange-un.net.in>

Environmental Education

environmental education at shool

Posted by Divya Chandran on January 02, 2007

Blog

This is regarding the present scenario of school level environmental education prevailing in our country...The fact that evs is a very easy subject makes it difficult for the better understanding of the environment..But both the school authority and the student should realise the very essence of studying the subject. This is possible only if we try to inculcate the love for nature instead of storing knowledge from a teacher...lets try to find out some innoative ways to impart this education in an inspirational way..

Environmental Education

Environmental Impact

Posted by Susan Sharma on December 04, 2006

Blog

Training: Understanding and deciphering EIA: from screening to decision-making
New Delhi, January 8-13, 2006

===============================

This hands-on training programme aims at demystifying Environmental Impact Assessment (EIA) for NGOs. It also seeks to develop the capacity of state-level regulators to screen and scope the EIA process, evaluate reports and conduct public consultations.

The course will expose participants to:
- Technical and new legal aspects of EIA
- Environmental and social impacts of various types of developmental projects
- Hands-on exercises in screening, scoping, data analysis and developing environment management plans
- Tools and thumb rules to evaluate various environmental and social impact parameters
- Techniques to engage in public consultation

Last date for registration: December 15, 2006

Register online >>
http://www.cseindia.org/misc/eia_form.htm

Environmental Education

Educating the greedy of the world

Posted by Susan Sharma on August 06, 2006

Blog

Illegal trade in endangered species can't be attributed to socioeconomic factors. People doing this, in most cases, have other means of finding income. It is pure greed and the ability to manipulate the uneducated tribals which fuel a flourishing trade.

Most people committing wasteful acts are doing it out of ignorance. Will creating awareness help? Yes, to some extent. Will Environment education help? Yes to a large extent. Not just informing them about the issues but also providing solutions.

Environmental Education

Media and Educators -a distinction

Posted by Susan Sharma on August 03, 2006

Blog

There could be a reason why -quote- the "newly industrialized" countries are not starting from the enhanced ideas on environmental protection unquote-.

The way I see it, it is a communication problem. "Marketing" is an important issue, not only with environmental problems but with most problems in general. It is not only important to identify a problem, it is equally important to be able to present it to the public in a way that people can identify with it and express it in a way that is easy to comprehend.

Problem solving in a developed country has to be adapted to the realities of a a developing country. Who will do this job? Our own environmental educators have this big responsiblity.

Media generates public interest, but stops short of suggesting solutions to problems. That is where environmental educators must pitch in.

 

Environmental Education

We already have the Information Needed

Posted by Amin Adatia on July 31, 2006

Blog
The information needed to protect and enhance the environment is and has been available. The only thing that has not changed is, as you say, the greed and short-sightedness. It is a wonder why the "newly industrialized" countries are not starting from the enhanced ideas on environmental protection. But then, they are neither too concerned about the safety of the workers. Cheap labour and "throw-away" human resources a plentiful. Why would this be any different than the way the IT companies have been treating the workers -- cheap labour so that the "Developed" countries can still exploit. Maybe having been exploited for over 400 years has something to do with it.

Environmental Education

Food Security

Posted by Susan Sharma on July 27, 2006

Blog
For a poor country like India, filling one's stomach is priority. But the poor are not vandalising wildlife or forests. It is the greed of short sighted people which does this. The development vs destruction debate does not serve any purpose when pursued at parallel lines. There is need for environmental education to be part of all developmental projects.

Environmental Education

Does it matter when I have no food?

Posted by Amin Adatia on July 27, 2006

Blog
Why would it matter when all I really want is some wood to burn to cook my food? Actually what I really want is some food to begin with. The real culprits are the "educated persons" who need the extras which directly or indirectly cause the polution/land-fills/Greenhouse Gases/. If it needs eduction to realize that polution is bad then I doubt if we are in a position to do anything about it. What kind of education is necessary to convince people in a village that it is not a good idea to use the streets as toilets, not to spit on the roads, not to sit in a smoke filled room, etc. Are we just worried about the North American style polution which is being imported by the rapidly expanding economies of India and China and Brazil? After all the education and talk, why have these new economies not started out with sound environmental practices? It is always the lure of the rupee and damn the environmental consequences; after all people and their lives are really worth very little compared to the profit to be made from the sale of the products.

Environmental Education

A lot needs to be done!

Posted by Susan Sharma on July 19, 2006

Blog

The time has come for environmental education to move out of class rooms and address real problems out there. Environmental Education, I have always believed, is a life long learning subject. It cannot be straightjacketed as biology, chemistry, economocs law, etc- It has to take from all disciplines to be meaningful. This can really be achieved by any educated person.

We had an interesting chat on the topic with Lima Rosalind of WWF(I).

Read the transcript by clicking HERE.

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