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

The apprehension that the introduction of EE as a compulsory subject would result in added curriculum load is not quite real. At the primary stage environment already happens to occupy an independent place because in Classes I and II all that a child reads and learns is built around its immediate environment. In Classes III-V, environmental studies is an independent and compulsory subject.

At the upper primary and secondary stages, however, the number of subjects prescribed for study would increase by one when EE is included as a compulsory subject. But this inclusion does not add to the actual learning load.

Syllabus

Time allocation

Evaluation

Primary

* In the existing syllabus for Classes I and II, teaching-learning of language, mathematics and AHPL is woven around the child’s immediate environ-ment, integrating environmental concerns.

* For Classes III to V, EE exists as a separate subject under the name of Environmental Studies.

* The proposed syllabus presents the same content laying greater focus on participation of learners in activities so as to develop skills, proper habits and positive attitudes.

* The EE contents included in science and technology and social science are largely retained.

* In addition, emphasis has been given to activities and projects with the aim of developing skills, attitudes, habits and values in learners leading to positive environmental action.

Secondary

* The EE contents included in ‘science and technology’ and ‘social science’, are largely retained with some realignment and readjustment.

* Projects and activities find a prominent place in the new syllabus, with a view to developing skills, attitudes, habits and values leading to desired environmental action.

Higher Secondary

* The contents covered upto the secondary stage have been reconsolidated and strengthened, with some new dimensions and correlations.

* The time allocated at present will be utilized for transaction of the proposed syllabus. No additional time will be required.

* 60 periods in a year.

* The time allocated for ‘science and technology’, ‘social science’ and co-scholastic activities will be proportionately redistributed.

* 60 periods in a year.

* The time allocated for transaction of ‘science and technology’, ‘social science’ and co-scholastic activities will be proportionately redistributed.

* 45 periods during the first semester each in Classes XI and XII excluding the time needed for project work is recommended. This time may be drawn from the total time allocated for the General Foundation Courses and co-scholastic activities.

* Internal evaluation will be carried out using grades.

* Evaluation will be at par with that in other subject areas.

* A public examination as per other subjects at the end of Class X will be conducted for EE, allocating marks/grades in proportion with other subjects.

* Evaluation of projects and activities will be carried out internally and grades awarded will be reflected in the co-scholastic activity report card.

* Evaluation will be at par with that in other subject areas.

* A public examination as per other subjects at the end of Class XII will be conducted for EE, allocating marks/ grades in proportion with other subjects

* Projects and activities will be evaluated internally and the grades awarded will be reflected in the mark sheet/result card issued by the boards.

The curriculum load Plan for Implementation: Time allocation and Implementation in the area of integrated social sciences from Class VI to X has been substantially reduced as per the National Curriculum Framework for School Education (NCFSE) 2000. In the place of three or four separate books for one subject, now the students have to read just one. Moreover, there will be stress on the transaction of syllabus through projects, activities, group work, group learning and the like. In view of this, the actual load on the student would not increase. This factor notwithstanding, effort will have to be made, during the next exercise of curriculum review, to carefully remove repetition, overlap and obsolescence in subjects like science/science and technology and social sciences. That will reduce the learners’ load further.

At the higher secondary level, since the subject is to be introduced in the form of one compulsory paper of the General Foundation Course in the first semester of each year, and since it is proposed to include projects and activities, the overall advantage to the learner will definitely outweigh any marginal increase in curriculum load.

Teachers would have to play the pivotal role in total transaction of the EE curriculum. Consciousness about environment, conceptual clarity about environmental issues, attitudinal transformation and the practical ability to guide students would be the principal requirements of EE teachers at all levels of schooling. They are already familiar with certain routine transactional strategies in a formal, year-end examination set up. Now the proposed syllabi of EE would additionally necessitate laying of equal emphasis on the affective and conative domains of education besides working for the cognitive enrichment of their students. This would, in quite definite terms, generate a need for greater involvement of teacher educators in developing and teaching appropriate transaction strategies that would produce better, quicker and more enduring results.

Pre-service teacher education would urgently need an overall review for all the stages of schooling with a sharper focus on sensitisation and awareness building about the environment and the issues related to it and on the acquisition of competencies for organising the transaction of EE in consonance with the learners’ requirements. This will have to be a compulsory segment of all teacher education programmes at all levels because all teachers are supposed to be teaching EE at their respective levels. The NCERT could provide model syllabus in this area as well.

Specific programmes of in-service teacher education for generating awareness of various pedagogical issues associated with EE would have to be planned and implemented speedily. The entire infrastructure of teacher education including the state government run institutions and university departments of education will have to play an effective role in this.

In the process of reformulating in-service and pre-service teacher education programmes all their curricula and syllabi will have to be suitably changed. Experiences gained by the institutions and the outcome of surveys and studies conducted by state and national level institutions could be analysed to facilitate suitable revision of these curricula and syllabi at all levels.

The major thrust of teacher education programmes would have to be on:

* a thorough and clear understanding of the Environment, the concept of EE and an appropriate pedagogy;

* transformation of habits and attitudes that may present teachers as role models;

* aptitude and skill of effective presentation, motivating and guiding students through various activities and projects;

* understanding the community and winning its confidence to procure community support in EE related activities;

* indepth understanding and discernment needed for producing resource materials for EE to be used by teachers, teacher educators and managers of curriculum implementation;

* relevant elements pertaining to the content, processes and pedagogy of EE including the indigenous ones; and

* skills of proper and effective monitoring of the implementation of EE in its totality.

It needs to be mentioned that the existing teacher education institutions have to be utilised for strengthening teacher education programmes as per the requirement of EE.

Translation of syllabi into the learning outcomes of children involves a large number of processes characterised by person-to-material and person-to-person interactions. All interpersonal interactions need to take place in an environment of mutual understanding, trust and sense of responsibility and, above all, a desire for achieving something good (health and happiness) for humanity and improvement of the surroundings. Success of any programme depends on its implementation in which monitoring of the planned activities and their execution plays a significant role in achieving the desired results. It applies to implementation of the syllabi of EE as well.

Monitoring provides an opportunity for improvement in planning, implementation, feedback strategies and evaluation procedures. Its coverage would include assessment of progress in development of materials, the availability and delivery systems, teacher preparation programmes, classroom processes, the co-scholastic activities, assessment of pupil performance and the like. It becomes all the more important to evolve strong monitoring mechanisms to achieve the desired results in terms of necessary awareness, knowledge, skills, habits, attitudes and values inculcated among the students following the proposed curriculum of EE at various stages of schooling.

The existing machinery of education will have to be made “environment conscious” and committed to realise the goals of the proposed EE syllabi. Roles and responsibilities would need to be delineated for personnel at different levels of educational administration. A clear awareness of the shift from mere cognitive understanding to acquisition of desirable behaviours reflected in practice may be emphasised. A system of participatory monitoring will need to be introduced from national to the grassroot level. The purpose of such monitoring would be entirely different from mere mechanical supervisory practices and would be focused on qualitative improvement.

It needs a special mention that the monitoring system would be particularly effective if it carries with it both positive and negative forms of incentive. Above all, timely and thoughtful recognition and appreciation and, if possible, even reward would go a long way to strengthen the implementation of the EE.

Networking

Since the EE syllabi will have to be implemented at all levels of schooling nationally, both linkages and networking among various educational and supportive systems and sub-systems will have to be strengthened. All state governments would need to constitute task forces for the purpose which would develop appropriate strategies for implementing the EE curricula and syllabi. Orientation programmes for all categories of personnel involved would have to be planned and organised. Development of teacher education curriculum and the materials needed for the purpose would assume a very high priority. Use of ICT and media, especially the electronic media, may be made in full to cover all teachers and teacher educators at all levels in all regions. The task forces would help the states decide the mode of transaction and evaluation of outcomes and monitoring of their execution.

Proper networking of institutions at the national level, such as, NCERT, NIEPA, NCTE, Ministry of Environment and forest and other related agencies will have to be done by specifically defining their roles and responsibilities. They will act as catalysts by way of providing guidelines, support materials and professional support for effective organisation of events and providing professional assistance upto the grassroot level. The NCERT in particular may provide model curriculum, curriculum guidelines and model instructional materials. The state level organisations may adopt these as per their requirements at their levels. The support of community and non-governmental organisations (NGOs) will also be necessary in affecting the change.

Professional support for teachers and teacher educators will have to be strengthened with the help of Information and Communication Technology using video conferencing and multi-media packages, both for creating awareness and enhancing understanding of the environmental issues. The teacher education institutions will have to be galvanised to share responsibilities with regard to implementation of the EE syllabi.

Very active and meaningful support from the community will be central to the implementation of EE. Teachers or the school system in isolation will not be able to mobilise adequate resources required for creating any perceptible Impact of EE. Moreover, when it comes to including the indigenous cultural traditions and ethos in the over-all EE curriculum, the contribution of the local community emerges as a precious resource.

The role of a strong politico-administrative will is underlined for achieving the stated objectives which are to be realised through the existing human power available with the system. It is hoped that with concerted efforts made by the various government and non-governmental organisations, community in general, parents, teachers and media, particularly the electronic media, would create an environmentally awakened and proactive society.

Environmental Education in National Policy Documents

National Policy on Education 1986

(With Modification Undertaken in 1992)

Ministry of Human Resource Development

The National System of Education will be based on a national curricular framework which contains a common core along with other components that are flexible. The common core will include the history of India’s freedom movement, the constitutional obligations and other content essential to nurture national identity. These elements will cut across subject areas and will be designed to promote values such as India’s common cultural heritage, egalitarianism, democracy and secularism, equality of the sexes, protection of the environment, removal of social barriers, observance of the small family norm and inculcation of the scientific temper. All educational programmes will be carried on in strict conformity with secular values.

There is a paramount need to create a consciousness of the environment. It must permeate all ages and all sections of society, beginning with the child. Environmental consciousness should inform teaching in schools and colleges. This aspect will be integrated in the entire educational process.

National Council of Educational Research and Training

Education should be the catalyst for the desire to live together in their own society on the one hand, and the global village on the other through the teaching of universal values such as tolerance and human rights, the diversity of cultures, respect for others and for the environment by searching for the right balance between the society’s concerns and the integrity of the individual.

Besides, curriculum in schools has to develop the key qualities like regularity and punctuality, cleanliness, self-control, industriousness, sense of duty, desire to serve, responsibility, enterprise, creativity, sensitivity to greater equality, fraternity democratic attitude and sense of obligation to environmental protection.

At a time when concerns such as ‘literacy’, ‘family system’, ‘neighbourhood education’, ‘environmental education’, ‘consumer education’, ‘tourism education’, ‘AIDS education’, ‘human rights education’, ‘legal literacy’, ‘peace education’, ‘population education’, ‘migration education’, ‘global education’ and ‘safety education’ are making a case for separate place in the school curriculum, the best approach would be to integrate these ideas and concepts, after a careful analysis in the existing areas of learning. Appropriate strategies for this integration may be suitably worked out in the detailed subject curricula.

Many skills can be taught through services which benefit the community as a whole, bringing the school close to its environs and helping the students become aware of their commitments to the school and the community. Cooperative activities can promote friendships, communal harmony and empathy for others.

All vocational education programmes and activities must stress the concept of sustainable development with a focus on fostering the awareness of the key environmental concerns and the rights of all to a decent standard of living.

Toward a Frontline Curriculum

Some of the learning areas that would deserve inclusion in this Frontline Curriculum right now could be the latest developments in communication system, space technology, biotechnology, genetic engineering, recent health issues, energy and environment, world geography, multinationals, archaeological findings and the like.

The Fundamental Duties as laid down in Article 51A of Part IVA of the Indian Constitution, also have to be included in the core components. These are to: protect and improve the natural environment including forests, lakes, rivers, wildlife and to have compassion for the living creatures;

Adequate attention shall have to be paid to the country’s cultural plurality and the enormous amount of wisdom and experience that can be drawn from the various regions and sections of the Indian society. It may also mean making judicious use of and drawing from traditional knowledge systems and solutions to issues of health, water management, population explosion etc. At a time when there is worldwide recognition and patenting of items like neem and turmeric, this kind of information must become an integral component of learners’ knowledge.

* understanding of the environment in its totality both natural and social, and their interactive processes, the environmental problems and the ways and means to preserve the environment;

* knowledge, attitude and habits necessary for keeping physically and mentally fit and strong in perfect harmony with the earth, water, air, fire and the sky;

* appreciation of the various consequences of large families and over population and need for checking population growth;

(a) One Language - the mother tongue/the regional language

(b) Mathematics

(c) Art of Healthy and Productive Living

Experiences to be provided in areas (a) and (b) will constitute an integrated whole taking into its fold, the natural and the man-made environment. Teaching and learning of language and mathematics would be woven around the environment of the learners and integrate environmental concerns as well.

B. Classes III to V

(a) One language - the mother tongue/the regional language

(b) Mathematics

(c) Environmental Studies

(d) Art of Healthy and Productive Living

Children will be provided with experiences to help their socio-emotional and cultural development with a realistic awareness and perception of the phenomena occurring in the environment. This may be accomplished by emphasising, observation, classification, comparison and drawing of inferences through activities conducted within and outside the classroom.

Science forms an integral part of learning at the primary stage. Essentially it has to be learnt mainly through concrete situations related to immediate environment during the first two years. The focus would be on sharpening senses of the learners and encouraging them to discover, observe and explore their environment and surroundings. This will lead to enrichment of the experiences, mostly on their own and supplemented occasionally by the teacher. The experiences and activities can be gradually structured during the remaining three years of primary education where environmental studies is to introduced. The focus would, however, remain on objects, events, natural phenomena and learner’s environment. Children would continue to learn to observe, explore and identify occurrences in their environment.

The environment should continue to be a major source of the learning and the students should try to understand the changes taking place all around. They would also gain an understanding of living world, balance of nature and the role of air, water and energy. Due emphasis should be given to conservation of natural resources. ...They can also be made aware of some of the local and global concerns and need to be constantly aware of these particularly in areas like drinking water, environment, health, nutrition and family welfare and others.

Science, technology, society and environment would coalesce in teaching and learning of science at this stage. Teachers could help the learners devise appropriate experimentation and activities within the school and also outside school involving immediate environment such as farming, factories, industries and community.

The component of social sciences is integral to the total quantum of general education upto secondary stage helps the learners in understanding the human environment in its totality and developing a broader perspective and an empirical, reasonable, and humane outlook.

Food security, population growth, poverty, water scarcity, climatic changes and cultural preservation are some of the major issues of the twenty-first century, which have relevance for the social sciences curriculum. As such ‘Environment, resources and sustainable development’ and ‘man-environment interaction’ would be drawing their content mainly from geography, economics, sociology and other related areas.

Primary Stage

In Classes I and II, children are introduced to the environment in its totality. No clear cut distinction between natural and social environment has to be made. Its content will be drawn from the immediate environment of the child.

In Classes III to V, the natural and social elements of environment may be introduced under a separate area of study called Environmental Studies. Starting from the surroundings of the children - home, school and neighbourhood, they may be familiarised with their state and country in a gradual manner. Stories and narratives concerning their everyday life - food, clothes, houses, fairs and festivals, and the changes taking place in their surroundings will make the curriculum relevant and enjoyable for the young learners.

Upper Primary Stage

The components of environment and their interaction will be studied in terms of processes and patterns.

Contemporary India may be the focal theme. It may include the processes and patterns of man-environment interaction and the issues related to environment, its resources, and development.

Teachers will have to develop activities keeping in mind local environment, cultural background of children and available resources.

Academic Stream

i) Scheme of Studies

ii) Elective Courses

some new potential subjects of study have also emerged. These include computer science, bio-technology, genomics, yoga and environmental education, for example.