Professional Documents
Culture Documents
EESD2004
D. Ferrer-Balas, K. F. Mulder, J. Bruno and R. Sans (Eds.)
© CIMNE and UPC Barcelona, 2004
Key words: Education for sustainable development, ESD, Environmental education, Higher
education, Central sphere of education model, Environment and sustainability
Abstract. With the objective of educating about the Central Sphere of True Education Model
(a model wherein true education is represented by a central sphere with many branched
radial arms extending outwards - former dealing with human being, environment and
sustainability, and the latter with specializations and super-specializations) Environment and
Sustainability course was introduced in Thapar Institute of Engineering and Technology
(TIET) during 2000-01 academic year. Recently University Grants Commission (UGC) of
Government of India has advised all the Indian universities and colleges to introduce an
Environmental Studies course. In the light of this, and also as part of the routine curriculum
review and revision exercise, TIET has started review and revision of the Environment and
Sustainability course.
In this paper the authors, who are associated with the offering of the course (one as the
course instructor and the other as the Dean of Academic Affairs), as a part of this review and
revision exercise, have described salient features of both the Environment and Sustainability
course offered at TIET and the Environmental Studies course proposed by the UGC. Further,
this paper critically reviews both the courses in the light of the experiences with the
Environment and Sustainability course at TIET and of the requirements of Education for
Sustainable Development. The paper also includes details on the revised Environment and
Sustainability course proposed by the authors for offering at TIET.
A. Reddy and D. Bawa
INTRODUCTION
Environmental protection and sustainable development demands establishment of
environmentally conscious human settlements, and proper development and sensible use of
human and technological resources. Education, which is mother to both technological and
human resources and which is vital for establishing environmentally conscious human
societies, can play a key role in the environmental protection and sustainable development.
However, today’s education is not in a position to play this role.
Education can be represented by a model comprising of a central sphere with many
branched radial arms extending outwards (Reddy, 2003). The central sphere here represents
basic knowledge (about nature and natural processes, about integrity within the environment
and about human beings place in the environment), and forms common and integrating
foundation for all specializations and super-specializations (represented in this model by
branched radial arms). In other words this central sphere represents Environmental Education
and Education for Sustainable Development. But, today’s education is busy with transmitting
knowledge pertinent to the radial arms, without bothering about the central sphere. People
with this type of education are suffering from lack holistic outlook, and interpreting the world
in a way similar to the five blind men interpreting an elephant through their sense of touch.
While human strivings require application of knowledge from various branches in a balanced
manner, education provides knowledge related only to one branch. This is making human
actions damaging to the environment and unsustainable. In essence, today’s education,
instead of being human being’s greatest resource, is proving destructive to human race.
Sustainability demands environmentally conscious action at the very individual level and
hence every individual should be educated about this central sphere. This probably requires
total revamping of school education curriculum and structuring it around the central sphere.
Specialized know-how may be imparted as higher education.
Because of having a much larger sphere of influence of thoughts, decisions and actions,
contribution by people with higher education to the problems of pollution and resource
scarcity and to the present unsustainable development is many times more than that by the
masses. Hence, there is an urgent need to make these people conscious of the Central Sphere.
With this ideological backing, in the year 2000-2001, Thapar Institute of Engineering and
Technology (TIET) started Environment and Sustainability at the 2nd year level as a core
classroom course just as the other professional courses. TIET is not satisfied with the course
because the objectives were not sufficiently met. Hence, review the course was planned
during 2003. In the mean time University Grants Commission (UGC) of Government of India
has advised all the Indian universities and colleges to introduce environmental education and
proposed syllabus for the proposed Environmental Studies course. This has hastened the
process of review and revision. This paper describes TIET’s experiences with the
Environment and Sustainability course and its failures and successes in achieving the
objectives. It also analyses the course proposed by UGC and proposes revised content and
curriculum for the Environment and Sustainability course.
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The course is offered as a non-credit course. Student registered for the course should earn
at least a pass grade (D grade in the possible A to E range of grades). If not, he will be
registering for the course for earning at least the pass grade. Grade earned by the student is
indicated in the student’s grade sheets, but the grade is not counted in calculating the
student’s cumulative grade point average (CGPA).
The course contents were covered during the first year of offering in 51 lectures. But now
the course is covered in 36 lectures. Being an awareness course, tutorials, practicals, field
visits and assignments are not included in the curriculum. A student registered for the course
is supposed to attend at least 75% of the lectures delivered. Otherwise he will register again
for the course in the next or subsequent semesters.
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When 5 students, who have not registered for and external to the course, were evaluated
with the three in-semester objective papers, their performance has been found almost similar
to the average performance of the registered students (their marks have been in the range of
31 to 35%). This indicates that the difference between registered and not registered students
is not been very significant.
Instructors for the course feel that the involvement of students in the course has not been
very satisfactory. Most of them have attended the lectures for satisfying the mandatory 75%
attendance requirement. Very few have shown attention and interest in the course. Many have
been unconcerned about what is going on in the lectures and rarely involved in discussions.
Very few have shown interest to collect the lecture notes (in the form of power point
presentations), which was made available to students on demand. The few who showed
interest have done so just before the end-semester examinations may be for examinations
purpose.
Many students have repeatedly expressed their displeasure with the course. They feel that
the course is an add-on to the already burdened curriculum and overloading the students, and
because of this type of courses their professional courses are suffering. TIET offers the
following four other non-credit courses
• Technology Management
• Intellectual Property Rights
• Moral Values and Professional Ethics
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• Entrepreneurship Development
TIET’s experience, in the authors’ opinion, has not been that satisfactory even with these
non-credit courses.
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blind people striving to know the elephant. Further, their interest in knowing the answers is to
ensure sustainability.
In one recent online discussion (discussion-2 of stage-3 of ESD: a participatory online
course organized by WWF-UK during January to April 2004) among the educators, purpose
of ESD was expressed as:
• To educate people to recognize that they are all strands in the web of creation, and that
what they do to the web they do for themselves
• To educate people for multi-dimensional awareness and for appreciating social,
environmental and economic effects of their actions in the present and into the future
• To educate people to foster a caring and compassionate attitude to all that they undertake
• To educate people to consider the needs and rights of future generations when making
decisions
• To educate people to take responsibility for the consequences of their everyday actions
• To educate people and equip them with the abilities and capabilities to decide about Dos
and Don'ts during their interaction with the environment
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• While the problem of increasing population is given due importance, consumerism and its
ill effects have not received the same importance (includes ‘Consumerism and Waste
Products’ as one of the 15 elements under Unit-6)
• The following elements, which are included in the syllabus, have very little direct
relevance to the course and its objectives:
• Types and characteristics of ecosystems
• Biogeographical classification of India and endangered and endemic species of India
• Measures for pollution control
• Disaster management
• Resettlement and rehabilitation of people
• Issues involved in the enforcement of environmental legislation
• Family welfare programs
• Human rights
• Value education
• HIV/AIDS
• Women and child welfare
• Role of information technology in environmental and human health
Environmental Studies, according to the UGC, is a compulsory course for all branches of
higher education in all the Indian universities and colleges. In the opinion of the authors,
students of some of the branches may find the course difficult to understand and appreciate.
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per week for 18 weeks. Scheme of evaluation will be the same as that followed for the other
basic courses that involve practical work.
In order to change the attitudes and prepare the students to participate and work for
solutions to local, regional and global environmental issues and for sustainable development,
the following aspects may be included in the course as practice/fieldwork component:
Field visits to agricultural and industrial systems for appreciating their sustainable and
unsustainable features
Field visits to natural ecosystems for appreciating their environmental assets and
understanding their sustainability features
Workshops for understanding and evaluating human behavior as consumer and impacts
on environment and sustainability
Analysis of harvesting, transportation, housing, etc., activities from sustainability angles
Understanding the systems and programs in place for the management of TIET premises
for sustainability
Since, understanding and interpreting the concepts, introspection, and experimenting/
practicing are important for realizing the objectives, authors suggest that the course should
not be considered as an intensive classroom learning exercise.
CONCLUSIONS
Higher educational systems usually cater to individual good. In such systems, how to
successfully implement Environment and Sustainability course and ensure social pay off is a
serious question.
Training of educators and development of course material is very much needed for
ensuring that the course is offered in the desired way. Starting an online course for university
teachers very similar to the ‘ESD: a participatory online course’ being offered WWF-UK for
educators of school may prove very useful.
A functional Environmental Management System (EMS) in the institution serving the
following two objectives can immensely help in successfully offering the course:
Management of the institution’s environment
Demonstration of environmental protection and sustainable development to students
Some believe that Environmental Education is different from Education for Sustainable
Development. Such differentiation may be undesirable.
REFERENCES
Reddy, A.S. (2003), “Education as a tool for sustainable development”, paper presented at
Asian conference on Environmental Education “Environmental Education and Civil Society”,
organized by Indian Environmental Society during November 7-9, 2003, in New Delhi.
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Interactions between human settlements and environment: Definition of environment; Human needs;
Human interactions with the environment; Trends in human interactions with environment; and consequences of
human interactions with environment.
The physical environment: land, water, air and climate environments.
The resources and their management: Natural resources (land, water, biological, mineral and energy
resources); Technological resources; and Human resources
The conversion systems and their management: Structure, functioning and dynamics of natural ecosystems,
agricultural systems and industrial systems.
Sustainability: Concept of sustainability; Natural ecosystems and sustainability; and Agenda-21.
Natural resources and sustainability: Analysis of natural resource base management practices from the angles
of environmental protection, sustainability and compatibility (for symbolic coexistence with the natural
ecosystems and human settlements); and strategies for the sustainable management of the natural resource base.
Human vital conversion systems and sustainability: Analysis of agricultural and industrial systems from the
angles of environmental protection, sustainability and compatibility (for symbiotic coexistence with the natural
ecosystems and human settlements); and strategies for orienting agricultural and industrial systems towards
sustainability.
Human being as a consumer: Analysis of human consumption patterns (of food, clothing, housing,
transportation and communication) from the angles of environmental protection and sustainability and strategies
for changing human consumption patterns, and ensuring sustainability and environmental protection.
Human resources and technological resources for sustainability: Role of technological and human resources
in the sustainable management of the natural resource base and in the orientation of agricultural and industrial
systems towards sustainability.
Environmentally conscious human settlements: Salient features of a model environmentally conscious human
settlement: Environmentalism as the religion of mankind; Role of education in creating environmentally
conscious human settlements.
Unit 1: The Multidisciplinary nature of environmental studies: Definition, scope and importance; Need for
public awareness
Unit 2: Natural Resources (Renewable and non-renewable resources): Natural resources and associated
problems:
Forest resources: Use and over-exploitation, deforestation, case studies. Timber extraction, mining, dams
and their effects on forests and tribal people.
Water resources: Use and over-utilization of surface and ground water, floods, drought, conflicts over
water, dams-benefits and problems.
Mineral resources: Use and exploitation, environmental effects of extracting and using mineral resources,
case studies.
Food resources: World food problems, changes caused by agriculture and overgrazing, effects of modern
agriculture, fertilizer-pesticide problems, water logging, salinity, case studies.
Energy resources: Growing energy needs, renewable and non-renewable energy sources, use of alternate
energy sources, Case studies.
Land resources: Land as a resource, land degradation, man induced landslides, soil erosion and
desertification.
Role of an individual in conservation of natural resources
Equitable use of resources for sustainable lifestyles
Unit 3: Ecosystems:
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Concept of an ecosystem; Structure and function of an ecosystem; Procedures, consumers and decomposers;
Energy flow in the ecosystem; Ecological succession; Food chains, food webs and ecological pyramids.
Introduction, types, characteristic features, structure and function of the following ecosystem
a) Forest ecosystem
b) Grassland ecosystem
c) Desert ecosystem
d) Aquatic ecosystem (ponds, stream, lakes, rivers, oceans, estuaries)
Unit 4: Biodiversity and its conservation
Introduction – Definition: genetic, species and ecosystem diversity.
Biogeographical classification of India.
Value of biodiversity: consumptive use, productive use, social, ethical, aesthetic and option values.
Biodiversity at global, National and local levels.
India as a mega-diversity nation.
Hot spots of biodiversity.
Threats to biodiversity: habitat loss, poaching of wildlife, man-wildlife conflicts.
Endangered and endemic species of India.
Conservation of biodiversity: In-situ and Ex-situ conservation of biodiversity.
Unit 5: Environmental Pollution
Definition
Causes, effects and control measures of: -
a) Air pollution
b) Water pollution
c) Soil pollution
d) Marine pollution
e) Noise pollution
f) Thermal pollution
g) Nuclear hazards
Waste Management: Causes, effects and control measures of urban and solid industrial wastes.
Role of an individual in prevention of pollution.
Pollution case studies.
Disaster management: floods, earthquake, cyclone and landslides.
Unit 6: Social Issues and the Environment
From Unsustainable to Sustainable development
Urban problems related to energy
Water conservation, rain water harvesting, watershed management
Resettlement and rehabilitation of people; its problems and concerns. Case studies.
Environmental ethics: Issues and possible solutions.
Climate change, global warming, acid rain, ozone layer depletion, nuclear accidents and holocaust. Case
studies.
Wasteland reclamation.
Consumerism and waste products.
Environments protection Act.
Air (Prevention and Control of Pollution) Act.
Water (Prevention and control of pollution) Act.
Wildlife Protection Act.
Forest Conservation Act.
Issues involved in enforcement of environmental legislation.
Public awareness.
Unit 7: Human Population and the Environment
Population growth, variation among nations.
Population explosion – Family Welfare Programme.
Environment and human health.
Human Rights.
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Value Education.
HIV/AIDS.
Women and Child Welfare.
Role of Information Technology in Environmental and human health.
Case studies.
Unit 8: Field work
Visit to a local area to document environmental assets – River/ Forest/ Grassland/ Hill/ Mountain.
Visit to a local polluted site – Urban/ Rural/ Industrial/ Agricultural.
Study of common plants, insects, birds.
Study of simple ecosystems-pond, river, hill slopes, etc.
Figure 3: Syllabus proposed for the revised Environment and Sustainability course
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