Welcome to the website of the Indian Institute of Ecology and Environment (iiee), New Delhi

* understands environment in its totality, the interrelationships in the living world and the complexity of the environmental problems

* understands the types of occupational hazards and their causes

* handles hazardous materials and processes in the work place in a safe and environment friendly manner

* takes precautions for occupational safety and for maintaining safe work environment

* assesses environmental problems and handles them effectively

* understands the concepts of sustainable development

* integrates issues of sustainability into a range of consumption and livelihood patterns

* correlates the effect of various global environmental concerns

* develops skills to undertake projects and activities concerning various environmental issues

* adopts efficient modes and environment friendly technology for judicious use of resources

* appreciates the relationship between environment and development

* appreciates the potential of rural development programmes, agencies and models

* initiates appropriate action to protect and improve the environment

* imbibes values to live in harmony with nature and empathy for all life forms

2. Content

Vocational education at the higher secondary stage prepares students for the world of work. Vocational courses are intended to help learners become more skilful, productive and efficient workers or technicians. It is important for every learner in the vocational stream to perceive and evaluate the Impact of his/her activities on the environment as a part of professional work. It is, therefore, essential that learners of vocational stream acquire attitudes and behaviours desirable for environmental improvement, safety management and sustainable development.

This stage is viewed as critical since it is the terminal stage of education for a large number of students who would be joining the world of work through self or wage employment. In view of this it is expected that learners at this stage would not only comprehend the concepts of environment and appreciate the need for environmental protection but also acquire skills and imbibe habits to effectively deal with environmental problems by taking necessary action at the workplace.

Class XI

I. Man and Environment

* Dimensions of environment - physical, biological and social

* Human being as a rational and social partner in environmental actions

* Society and environment in India; Indian traditions, customs and culture - past and present

* Population and environment

* Impact of human activities on environment

* Environmental problems of urban and rural areas

* Natural resources and their depletion

* Stress on civic amenities; supply of water and electricity, waste disposal, transport, health services

* Vehicular emissions

* Urbanization - land use, housing, migrating and floating populations

II. Environment and Development

* Economic and social needs - as basic considerations for development

* Agriculture and industry as major sectors of development

* Social factors affecting development - poverty, affluence, education, employment, child marriage and child labour; human health - HIV/AIDS, social, cultural and ethical values

* Impact of development on environment - changing pattern of land use, land reclamation, deforestation, resource depletion, pollution and environmental degradation

* Impact of liberalization and globalisation on agriculture and industries, dislocation of manpower and unemployment, implications for social harmony

* Role of society in development and environment - public awareness through education, eco-clubs, population education programme, campaigns, public participation in decision making

III. Environmental Pollution and Global Issues

* Air, water (fresh and marine), soil pollution - sources and consequences

* Noise and radiation pollution - sources and consequences

* Solid, liquid and gaseous pollutants

* Handling of hazardous materials and processes; handling and management of hazardous wastes

* Ozone layer depletion and its effect

* Greenhouse effect; global warming and climatic changes and their effects on human society, agriculture, plants and animals

* Pollution related diseases

* Disasters - natural (earthquakes, droughts, floods, cyclones, landslides) and man-made (technological and industrial); their Impact on the environment; prevention, control and mitigation

* Strategies for reducing pollution and improving the environment

* Safe work environment - adequate light, ventilation, cleanliness, good house keeping

* Safety awareness and management - safety precautions-home and work (laboratory, workshop, work site); safe handling of equipment and materials

* Occupational safety-proper posture, safe design, safe operation and proper maintenance of machinery and work place

* Occupational hazards-physical, chemical, mechanical, electrical, biological, radiational and psychological

* Accidents and disasters (natural and man-made)- prevention, control and management and their mitigation

* Major hazards in industries and occupations - fire, explosion, toxic release

* First aid measures

* Laws and regulations related to occupational health and safety

Class XII

I. Environmental Actions

* Meeting basic human needs - food, water, shelter and fuel for all

* Population control

* Changing consumption patterns

* Prevention and control of environmental pollution

* Waste management - reduce, re-use, recycle

* Environmental protection and conservation - role of governmental agencies and international organisations

* Legal provisions for environmental management - national and international

* Community movements for ecological restoration and conservation of environment like Van Mahotsava, Chipko, Silent Valley, Project Tiger, Ganga Action Plan, Joint Forestry Management (JFM), students participation in tree rearing, social and agro-forestry

II. Sustainable Development

* Concept of sustainable development

* Concept of sustainable consumption

* Need for sustainable development for improving quality of life for the present and future

* Challenges for sustainable development - social, political and economic considerations

* Support base for sustainable development - political and administrative will, dynamic and flexible policies, appropriate technologies, comprehensive review and revision mechanism, humane approach

* Development of skilled manpower

* Role of individual and community

* Role of national and international agencies (both governmental and non-governmental)

III. Rural Development and Environment

* Human and natural resources

* Resource mapping

* Health and sanitation

* Rural infrastructure

* Rural industrialization - agro based and other industries

* Planning and management of rural development - role of panchayats, governmental agencies, Self Help Groups (SHGs), women empowerment, rural financing

* Rural development models - Gandhian model, growth centre model, meta industrial village of solar age culture, watershed based models; case studies on land reforms and cooperative movements

* Agriculture and allied sector

* Harnessing water resources

* Employment

* Planning, management and implementation - role of governmental agencies like Council for Advancement of Peoples’ Action and Rural Technology (CAPART), Department of Science and Technology (DST), Social Welfare Board (SWB), National Dairy Development Board (NDDB)

* Role of non-governmental organisations (NGOs) in developmental processes

* Appropriate Technology - concept, meaning and scope (eco-friendly technologies), criterion and selection of appropriate technology (AT)

* Examples of the application of appropriate technology - study of project profiles (land and water management, waste recycling, non-conventional energy - solar, wind, bio-based, housing, farm and non-farm sectors)

* Environment friendly enterprises - concept and indicators

Exemplar Projects and Studies

It is expected that students will undertake at least two projects or activities each year one of which should be undertaken individually and they will prepare a report in each case. Teachers may plan and design projects and activities depending upon the local situations, available resources and environmental issues of concern. The projects and activities given below are only suggestive and not prescriptive.

To study the changes that have taken place in a given land area of a city/village//locality/market during the last five years in respect of at least five parameters like number of houses, residents and families, food habits, number of household goods in a family, consumption of water, electricity and fuels including that for personal vehicles by a family, sources of noise (public address systems being used, television, radio and vehicles on the road), common facilities like number of schools, hospitals, shops, theatres, public conveniences, public utilities, public transport; number of factories, industries and/or the facilities for production and processing of goods, loss of water bodies, types and quantity of wastes, their disposal and treatment facilities with a view to discussing the patterns of changes and Impact on the environment and quality of life. A specific project on these aspects may be

* To study the changes that have taken place in a given land area during the last five years in respect of number of houses, residents and families and to prepare a report on their effects on civic amenities like availability of water, electricity and fuels; drainage system, disposal of wastes including night soil.

* To study the environmental profile of a town/locality/village in respect of population density, green cover, educational level of residents, social problems and sources of pollution and their effect on air, water and soil.

* To improvise two models of green houses of similar dimensions made from low cost/no cost materials. To place them in the open under identical conditions and put some potted plants in one of them. To note the temperatures inside and outside of both the green houses every two hours from dawn to dusk for two weeks. To explain the reasons for the difference in temperatures, if any, between the two green houses.

* To study, for a period of one month, the status of sanitary conditions and methods of waste disposal of a given locality vis-a-vis the role of Panchayat, Municipality or Corporation and to prepare an action plan for making the conditions more environment friendly.

* To investigate the Impact of an industry or a large manufacturing unit on the local environment. The parameters could be a land use, the ratio of covered area and the open space, the raw materials used for production, inputs like electricity, and water, types of waste generated and modes of waste disposal, the use of environment-friendly and efficient technology, types of pollutants emitted or discharged, the average health status of the employees and residents in the area.

* To study the Impact of changes in agricultural practices or animal husbandry including poultry, piggery, fishery and apiculture over a period of time on the local environment of a given locality or village. The components for analysis may include: types of crops, land area under cultivation, mechanisation, use of electricity, mode of irrigation and agrochemicals, agro-wastes and their disposal, types of animal breed and their feed, types of shelter and health care, methods of preservation and processing of products, and animal wastes and their disposal. To suggest an action plan for modifying the prevailing practices so as to make them environment friendly and sustainable.

* To collect samples of water from different sources and study their physical characteristics like turbidity, colour, odour the measure of pH, the nature of suspended and dissolved impurities and pollutants, the presence of toxic materials like mercury, lead, arsenic, fluorine and the presence of living organisms. For testing the presence of toxic materials and living organisms the help of a local laboratory or institution may be taken, if available. To identify the most polluted sample of water and to locate the sources of its pollution. To devise an action plan for mobilising public opinion for checking the pollution.

* To study the practices followed in the region for storage, preservation, transportation and processing of perishable or non-perishable farm products and to assess the extent of their wastage due to faulty practices.

* To prepare a status report on the prevalence of child labour in a given area through simple surveys on children engaged as domestic help and as workers in farms, commercial establishments and manufacturing units. The survey may be in respect of age group, education, wages, working hours, working conditions, safety in work place, health, handling hazardous materials and the like. Units dealing with hazardous materials and processes may be identified and an action plan for mobilising public opinion against the practice of child labour may be prepared.

* To make a list of raw materials used by the family for preparing different types of dishes. To identify the plants and animals and their parts from which each food material is obtained. Also to make a list of plants on which the animals listed depend for their food. To name the processes, if any, in which action of microorganisms is made use of. To identify those plants and animals which are found in the locality. To prepare a report supported by diagrams/photographs/pictures/graphs to focus on the importance of biodiversity in providing food to human beings.

* To conduct a survey through observations and interviews about the prevailing work environment of an establishment such as workshop, factory, manufacturing unit, hospital or any other related to a specific vocation and to prepare a report highlighting the presence or absence of the desirable environmental conditions.

* To study through observation and interviews practices followed by the workers in handling hazardous chemicals or hazardous processes and to prepare an action plan suggesting to remedial measures.

* To prepare a model action plan for generation of biogas and other useful products from biodegradable and non-biodegradable wastes on the basis of data collected for a village or locality indicating environmental and economic benefits.

* To study through observation and interviews the extent of adherence to the prescribed norms of safety in the manufacturing units and automobile workshops in the locality and to prepare a report thereon.

3. Teaching-Learning Strategies

Teaching-learning of EE at this stage would require a different perspective as compared to the teaching-learning of EE up to the secondary level. The focus of the expected learning outcomes would now be on developing a deeper understanding of environmental phenomena and their ramifications at national and international levels, besides developing the capacity to contribute meaningfully towards the strengthening of the process of sustainable development. In addition, the development of an attitude for striking a balance between an earnest desire for continuous improvement of the environment through promotion of efficient eco-friendly technologies and the action required for resolving national and international environmental issues. Learners at this level would also be expected to exhibit leadership qualities for promoting community participation in resolving environmental issues. The teaching-learning strategies would, therefore, be geared to achieving these objectives, which may include the following components:

* Providing opportunities for personally observing and analyzing environmental issues related to sustainable development;

* Providing opportunities for doing critical analysis of the issues and problems related to EE through group discussions and brain storming sessions and working out their plausible solutions;

* Undertaking case studies and surveys in the field of EE;

* Conducting community-based projects to help learners identify environmental problems and their causes;

* Providing opportunities for interaction at various forum for sharing of experiences about the national and global perspectives of environment;

* Providing opportunities for conducting experiments and drawing conclusions with regard to environmental problems, and

* Organizing campaigns and drives with community participation.

In addition, since vocational education prepares students for the world of work, the teaching-learning mechanism should also contribute to developing participatory skills, positive attitudes and values in the students and to tackle the multiple environmental challenges at work place and at home. For this purpose, more emphasis should be put on project work, field and industry visits, experimentation, activity-based learning, analysis, problem solving, etc. The use of information and communication technology, multi-media and audio-visual aids needs to be encouraged.

Evaluation of Environmental Education at the higher secondary stage (Vocational Stream) will have both the components-theory and practicum. The theory papers will pitch at developing a higher level of understanding, analysis, synthesis, critical examination of issues and providing logical arguments in favour of and against certain propositions. Situations calling for in-depth analysis and evaluation could be provided. Group and institutional evaluation will also find a place.

The practical aspects could be assessed in a variety of ways through internal assessment of : laboratory work, workshop practice, project work, case studies, surveys, field projects/studies, participation and drives for community mobilization and the like. Students’ behaviour and performance during these activities will need to be assessed and recorded. These records should be used to provide feedback to students and to take remedial measures to bring necessary improvement in this learning. For practical work, cumulative grades will be awarded on the basis of this assessment during the term. No separate practical examination will be held at the end of the term.

For theory, the evaluation will be continuous and comprehensive consisting of both the internal assessment and the terminal examination. The continuous assessment of theory will be based on assignments and periodic tests. For the end-of-term examination there will be a written test in theory. Weightage to continuous evaluation and to the end-of-term assessment will be 50 : 50. Grades will be awarded to students accordingly.

Practical and theory grades will be shown separately. However, for giving cumulative grades, weightage to practical and theory will be 60 : 40 respectively.

5. Management of Implementation

The implementation of the proposed curriculum and syllabi of EE needs to be considered in an all-inclusive manner. The syllabi, developed with the age, mental level and the local environmental context of the students in view, have a systematic and graded progression for ensuring continuity as well as opportunities for revisiting and practicing certain concepts following a spiral approach. Effective implementation of the proposed curriculum of EE will depend on:

* a comprehensive understanding of the curriculum and syllabi for EE among all the stakeholders;

* motivation and commitment for achieving the objectives of EE in larger social interest;

* availability of relevant and useful materials, both for students and teachers;

* effective pre-service and in _ service teacher education using face-to-face, distance and self-learning modes;

* active and meaningful involvement of parents and community in general;

* adequate and appropriate resource mobilisation and management;

* meaningful networking among school, community, non-governmental organisations, media and government;

* effective participatory monitoring;

* regular renewal/updating of curriculum based on proper feedback and new frontline areas of knowledge; and

* due recognition of the indigenous traditions and cultural practices related to the environment

The following deserve systematic consideration in the process.

Strategy

Availability of both human and material resources and their proper management would be crucial to achieving the goals of EE. The real spirit behind the introduction of EE as compulsory subject in schools has to be understood by the teachers. No separate set of teachers would be required to handle the subject. Every teacher would act as an EE teacher. The curricular materials already available in the system could be used for providing necessary content input as well as the desirable experiences to the learners. Besides, additional materials need to be developed for use at all levels in order to meet the additional requirements of the EE curriculum.

At the primary level, in Classes I and II, the children would be provided a close acquaintance with their immediate environment and appreciation for the sense of beauty in it will be developed in them. The content of language, mathematics and the Art of Healthy and Productive Living (AHPL) would be carefully woven around the children’s immediate environment. The AHPL would also provide for the participation of all children in the activities of their interest, giving due importance to local factors.

In Classes III-V also, language and mathematics will continue to have the children’s environment as their central concern. Besides, as at present, there would be a separate subject of EE. Children would now also learn how to respect their environment. Their teachers will help them understand how the environment contributes to their healthy development and what their duties towards their environment are. Attitudinal changes among children would be of paramount importance and this needs to be made possible through teachers’ love and care for the children, resourcefulness and skill in organising activities and providing the requisite local specific materials through community support. The AHPL would continue to reinforce this. Both individual and group activities including participation in various celebrations, fairs and festivals, plays and other cultural programmes, and social awareness programmes would constitute the most consequential feature of EE at this stage.

At the upper primary level, the syllabus of EE will have to be dealt with in an independent manner. The content will be mostly drawn from the subjects of science and technology and social sciences with proportionate organisation of time within the general timetable. Besides, the conceptual and logical understanding of environmental concerns, the practical aspects of observation, analysis, comparison and drawing of inferences would be attempted through opportunities for participation in various drives, undertaking and completing small projects, participation in plays, skits, fancy dress shows, debates, essay competitions and the like. For this, resources available in a cluster of schools may have to be pooled and utilized. Community support in general may be of great help at this stage. Due attention will have to be paid to the developmental exercises and the profile of each child has to be carefully maintained so that the positive aspect of development may be further promoted and the others be suitably controlled and corrected. Children would be helped gain self-confidence and general felicity. For all this, supplementary reading materials, activity guides, activity banks would need to be provided by teachers who will focus on the special features of the local environment, address local problems and suggest ways for their solution in a participatory mode.

At the secondary stage the concerns will have to be dealt with in two ways. First, the study of logical relationships, problems and consequences will constitute the transaction of EE for maintaining continuity on the one hand and generating awareness on the other. Secondly, children’s interest, creativity and skills will have to be nurtured through individual and group projects, organisation of activities by children and their attempts at finding solutions to their day-to-day problems. The teacher is expected to be only a guide and facilitator in these. The culture of working independently would result among learners in a greater sense of responsibility and ability to show empathy and concern towards the environment around them. Consideration and love for nature would be strengthened by this time. The criteria for ascertaining the level of achievement of the goal in EE would be focused in their actual performance and social and interpersonal conduct rather than the sole memorisation of facts, information, principles and statistics.

At the higher secondary stage, students under both the academic and the vocational streams would study EE as a compulsory subject comprising theory and practicum. This would be one paper as a part of the compulsory Foundation Course in the first semester of each year. The students now would show their competence in dealing with environmental issues independently and critically examine and appreciate the pros and cons of situations related to the environment in general. Their conduct would be obviously environment friendly that would successfully generate among others awareness about the environment. This would create some kind of proactive leadership in society. Special materials will have to be procured or/and developed to meet the requirements of the syllabus. The co-scholastic development of the learners will be distinctly evident through their general conduct in a big way.

Thus, while in the primary years, EE would focus on concrete experiences and active participation, in the upper primary classes it would emphasise habit formation and skills. At the secondary stage, students would learn through group activities and solve problems. At the higher secondary stage, they would grow into critical thinkers, willing partners in action and providers of community leadership in matters of environment related issues.

At all these stages appropriate forms and degrees of acknowledgment and appreciation for notable achievement of EE goals promise rich dividends. Schools and community would do well to reward high achievers in the field of EE.