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Forest Conservation Education Programme in Rural Schools of Karnataka

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Forest Conservation Education Programme in Rural Schools of Karnataka
Case Study Session
Mr. Santosh Raghunath Sutar, RCE Kodagu
12th Asia-Pacific Regional RCE Meeting
4-6 June, 2019, Hangzhou, China

Published in: Government & Nonprofit
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Forest Conservation Education Programme in Rural Schools of Karnataka

  1. 1. FOREST CONSERVATION EDUCATION PROGRAMME IN RURAL SCHOOLS OF KARNATAKA Santosh R Sutar RCE Kodagu
  2. 2. Background • The Supreme Court in 2003 emphasized on making environmental education compulsory at all levels from primary to higher education. Today, environmental education is an integral part of the school curriculum where school text books have more concepts related to natural resources, forests, wildlife, ecosystems, conservation and so on.
  3. 3. Issues • Nature education is taught within the four walls rather than exploring in the wilderness • Urban elite schools provide opportunity for their teachers and students to learn about the environmental related concepts in the forest areas as they afford to pay to visit these forest areas. • Rural school students are deprived of exploring the forest as they cannot afford to pay to enter into the forest region • 80% of the school children come from rural areas of Karnataka. Providing such as an opportunity to these students to visit forest and learn about is very vital • RCE Kodadu and CEE felt that the rural students especially who reside in the fringe areas of the forest get free opportunity to enter forest
  4. 4. Objectives • Improve understandings in rural students on the importance and conservation of forest resources in the light of SD • Introduce students to rich Forest biodiversity • Enhance skill based learning among students and teachers on forest & biodiversity • Demonstrate hands on activities on forest conservation linking to their curriculum. • Make students experience different habitats and motivate them to protect these valuable forest resources. • Inculcate a practical conservation ethos among students and teachers.
  5. 5. Methodology • Develop curriculum linked educational materials • Develop educational modules to suit different forest ecosystems in the state • Capacity building trainers on forests and ESD • Execute nature camps for rural children in the forest areas • Evaluate and document the activities executed • Pilot testing of the programmes in select forest areas
  6. 6. Piloting • Piloting was done in select forest areas of Karnataka with Forest Department such as • Kali Tiger Reserve : 80 Schools • Bhadra Tiger Reserve : 200 schools • BR Hill tiger Reserve : 200 schools • Cauvery Wildlife Sanctuary : 400 schools • Bandipur Tiger Reserve : 100 schools
  7. 7. Key impacts • Piloting had following learning's • Forest Department realized the importance of forest education among children as they motivated their parents on forest conservation • Behavioral change was noticed among the school children towards conservation for wildlife : case studies were documented • Learning about forest and wildlife enhanced as the training programme was linked to school curriculum • Students and teachers had greater inclination to learn and explore their surroundings than the urban teachers • Impacts were shared at various forums
  8. 8. Outcome • Considering the importance and the benefits from this programme an advocacy was made to convert this programme into a state level education Programme • After a long persuasion, the Karnataka State Govt. considering the need for such programme launched a programme called “Chinnara Vana Darshana” (Children Exploring Forest” • Today as part of this over 10,000 students every year to explore and understand forests and their importance and is being executed by the Karantaka Forest Dept. • CEE acts as knowledge partner for this programme • Initiative is an ideal example on pilot demonstration of projects can be converted into a full fledged state level programme
  9. 9. Key Output • Over 10,000 rural students and teachers explore and experience forest and ecosystems. • Through hands on activities students learn more about the forest and its related issues and concerns linking it to the curriculum. • Thereby resulting into long term impacts on forest conservation

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