Addressing Sustainability and Climate Adaptation in North-West Himalayan States - Prof. Falendra Kumar Sudan, RCE Jammu

Addressing Sustainability and Climate Adaptation
in North-West Himalayan States
Falendra Kumar Sudan
RCE Jammu
Department of Economics
University of Jammu
India

About RCE Jammu
 RCE Jammu covers the
entire Jammu
region/province of the state
of Jammu and Kashmir,
which lies in the Shivalik
hills of NW Himalayas.
Jammu region comprises of
ten districts namely Jammu,
Samba, Kathua, Poonch,
Rajouri, Udhampur, Reasi,
Doda, Kishtwar, and
Ramban

Vision statement
 To promote an inclusive, innovative and sustainable knowledge
society through ESD to respond effectively to current and future
challenges in the socio-cultural, economic, and environmental
spheres using relevant, quality and interdisciplinary research,
education, training and lifelong learning.
 To be a leading regional centre of excellence focusing on
training, research and consultancy specializing in advancement of
sustainability, human resource development, technological
development and innovations by fostering knowledge, skill
development and ESD.
 To promote sustainability events and disseminate sustainability
knowledge focusing on teaching, learning and research into
sustainability, human resource development, technology
development and innovations to meet the diverse needs of society.

Mission statement
 To empower the society through creating grassroots
education for sustainable development
professionals, enhancing the sustainable
development competencies, orienting vision, values
and leadership in governance of education for
sustainable development and engaging in trans-
disciplinary network focusing on education for
sustainable development research and policy
advocacy.

Objectives (Main long-term)
 To develop a well-integrated and independent interdisciplinary approach in a
complex scenario of socio-cultural-economic-environment development and
policy analysis focusing on education for sustainable development;
 To explore partnerships with the relevant players – government and non-
government, industry, educational and media stakeholders, local communities
and other major research, training, extension and consultancy agencies
working in the field of education for sustainable development;
 To focus on use of interdisciplinary teams and partner-oriented research
focusing on education for sustainable development and strategies and to
conduct analyses to guide development of policies that deliver socio-cultural-
economic-environment benefits within sustainable ecological frameworks; and
 To undertake policy analyses, training, extension and consultancies and
research programmes focusing on education for sustainable development with
an aim to transfer research findings into the policymaking and the goal for
financial self-sufficiency of the RCE.

Objectives (Other long-term)
 To develop partnerships with leading regional, national and
international universities and institutes for providing high quality
training, research and consultancy to government, non-
government and community organizations including research
and student community to enhance the societal relevance of
education for sustainable development;
 To provide opportunities for learners at various levels by
introducing customized education, training and skill
development courses, utilizing partners expertise through
research or mentorship, organizing academic, research and
community events and providing research, training and
education opportunities focusing on education for sustainable
development

 To enhance the learners and trainees experiences and capabilities for
work and life and to actively support them to engage with the
educational, social and cultural life through delivery of diverse services
focusing on education for sustainable development such as academic
support services, careers and professional development opportunities
including leadership, and the practice-integrated learning activities for
a range of experiences and environments to engage learners with
practitioners and professionals;
 To conduct regular sustainability, human resource development,
technological advancement and innovation related events and
workshops covering all areas of education for sustainable development
by focusing on providing the necessary knowledge and skills to live a
more sustainable life and to promote and support the development of
innovative technologies and human resources to enable a prompt
transition to sustainable society through education, lifelong learning
and workforce development

 To influence policies on education for sustainable development and lifelong
learning and cooperate and collaborate with academics, institutions and
national and international NGOs through advocacy work, providing
resources, offering information, establishing networks with relevant
stakeholders including universities, creating a community of trainers and
researchers, and develop in-service trainings to increase adult education
professionals' knowledge;
 To impart undergraduate and graduate courses on the topics of
sustainability including human resource development, technology
development and innovation in general and sustainability economics,
climate change and sustainability, renewable energy management,
technology and sustainable development, energy and environment, modern
bio-energy technology, environmental and natural resources management,
economics of climate change, environment law and policy, environmental
governance, water governance and institutions, participatory resource
governance, etc in particular

 To adopt unique interdisciplinary approach to education for sustainable
development involving team teaching by drawing faculty from a variety
of disciplines and to design a series of courses from the sustainability
sciences, human resource development, social sciences, business,
management and communication;
 To focus on innovative, problem-solving, critical thinking and creativity
by research and inspiring learning environments, imparting knowledge
of cutting edge practice informed by the future needs of society,
academics and community partners, developing the next generation of
professionals and researchers for education for sustainable
development who can lead global society, committing to practical
innovation and to the development of impact-driven research that
benefits the broader community, helping shape the world we live in,
and contributing to transition to a sustainable society through scientific
excellence in a multi-disciplinary environment

Objectives (Short-term)
 To establish itself as integral to the ongoing development process to
education for sustainable development – the natural resource
management based on broad ecological understanding of environment
and development that provides long-term social and economic benefits to
society.
 To focus on developing strategies and tools to promote ecological,
economic and social sustainability;
 To develop better monitoring and evaluation tools and indicators of
sustainability and to assist social scientists, environmental scientists,
advanced practitioners and government and non-governmental
functionaries in satisfying national, regional and local demands for
environmental concerns;
 To emphasize on policy analysis and dissemination of the research
findings to the policy-makers, and both networking and research will be
aimed at capacity building in education for sustainable development of
local practitioners and rural communities.

 To establish its links with international, national and regional training,
extension, consultancy and research organizations to promote training,
extension, consultancy and research-management linkage in
 To strengthen the interdisciplinary research environment and involve
more committed partner networks to ensure that education for
sustainable development remains strongly knowledge-based and
responsive to innovation in the area of sustainability;
 To give high priority on transferring knowledge and techniques into
 To evolve into a regional independent think-tank research institute that
will provide the science and innovation to sustain environment and
development and livelihoods of the communities

 To focus on cooperation from a wide range of disciplinary specialties
(natural sciences, social sciences and engineering) and to evolve and
operationalize an integrated participatory environment management and
sustainable development approach based on communities priorities;
 To build expertise in education for sustainable development research
with a core thrust in using this knowledge for improved management of
natural resources and to generate ecological, social and economic
benefits to the rural poor;
 To evaluate the social and economic and environmental effects of
natural resource management including forest management, common
property resource management, water resource management, waste
management and its implications for rural livelihoods;
 To develop area specific strategy to safeguard social, economic and
ecological benefits without having significant negative effects on the rural
livelihoods and environment

 To expand its partnerships with rural communities through
community based organizations and NGOs and to develop a
research linkage focusing on sustainable and integrated natural
resource management with a view to provide new institutional
options that incorporate local communities rights, interests and
needs into sustainable management of environment and
development; and
 To expand its efforts in knowledge dissemination through
publications, workshops, seminars and conferences and other
events and strategic partnerships with national, regional and
local agencies.

Rationale of Proposed
Activities
 Various dimensions of sustainability
• human, social, economic, psychological and environmental
• interconnected and when taken together, form a solid
basis for policy decisions and actions
 For instance, interconnected sustainability decisions include
livelihoods, land use planning, surface water management,
building design and construction, and even law making
 Application of all spheres of sustainability to real socio-
economic situations results in preservation of natural
resources, protection of environment, robust economy and
improved quality of life for people in NWH

Activities
 Economic sustainability seeks to maximize flow of income or
consumption while maintaining stock of assets which yield beneficial
outputs
 Economic efficiency plays a key role in ensuring both efficient
allocations of resources in production, and efficient consumption
choices that maximize utility
 Problems arise in the valuation of non-market outputs (especially
social and ecological services),
• while issues like uncertainty, irreversibility and catastrophic
collapse pose additional difficulties

Activities
 Environmental sustainability focuses on the overall viability and
health of ecological systems
• Natural resource degradation, pollution and loss of biodiversity
increase vulnerability, undermine system health, and reduce
resilience
 A "safe threshold" is important to avoid catastrophic ecosystem
collapse
 Social sustainability seeks to reduce vulnerability and maintain the
resilience of social and cultural systems, and their ability to withstand
shocks
• Strengthening social values and institutions and enhancing
human capital to increase social capital

Activities
 Climate change poses numerous risks to health and livelihoods of
communities.
 Who is at risk?
 How social groups respond to climate change?
 Answers to these questions depend on their needs, values, cultures,
capacities, institutional forms, and environmental characteristics of the
places they live
 Robust decisions about climate adaptation involve clear understanding
of diverse goals of individuals, communities, and institutions, and the
degree to which these are in conflict, and can be aligned
 Decisions must be made under conditions of complex uncertainty
 Successful implementation of climate adaptation strategies requires
understanding how actors and institutions at each level and in each
sector will enable or constrain responses

Activities
 Climate change in North-West Himalayan States (NWHS)
• attributed to anthropogenic activities
 Human interferences continue to intensify sharply in these
Himalayan States
• increase pressures on environment to assimilate/absorb wastes
 Climate change - the most prominent, but only one of various
changes that these NWHS presently face and which threaten social
welfare
• magnitude and nature of impacts of climate change processes
depend upon human responses
 In this sense, to avoid dangerous anthropogenic interference in
NWH climate system
• far-reaching behavioural changes required

Activities
 In order to better understand various dimensions of
sustainability and climate adaptation and to respond
effectively to climate change impacts in NWHS
• major inputs from social sciences required to provide crucial
insights into the human-social-economic-environment
dynamics of climate change
 Linking human-social-economic elements with environmental
element essential for successful implementation of coping
strategies and resource management
 Social science perspective required for
• integrated understanding of various dimensions of
sustainability, climate adaptation and anthropogenic
impacts in NWHS

Objectives of Proposed
Activities
 Over the period, people in NWH accommodated themselves to
environment and fulfilled their desires of inexhaustible
resources
• results in what is termed as the “Tragedy of the Commons”
• insatiable demand for energy and other resources
 Accelerating depletion of vital resources and deteriorating
ecological environment
• consequently posing threats to survival of people
 In recent past, people realized environmental problems as a
threat to their survival and development
• began to worry about sustainability
• giving rise to “Environmentalism” and climate adaptation

Objectives of Proposed
Activities
 The proposed activities intends to answer following questions:
 What makes an issue a sustainability issue in NWH?
 Why is sustainability relevant and important in?
 What exactly to maintain in physical environment and who decides?
 What motivates to sustain in the physical environment?
 How long should we try to sustain something?
 Is there any connection between environmental sustainability and
social or economic sustainability?
 What determines how disastrous the effects of climate change?
 What are pre-existing climate vulnerabilities, trade-offs between
poverty and inequality and sustainability?
 Why do we believe that the climate adaptation and the possibility of
creating a more just world lie with sustainable development?

Major Themes of Proposed
Activities
 Human Sustainability
 Social Sustainability
 Economic Sustainability
 Environmental Sustainability
 Cultural Sustainability
 Dimensions of Climate Adaptation
 Sustainability Policy and Practice
 Cross-Cutting Issues of Sustainability

Human Sustainability
 Human sustainability refers to maintaining human capital of
individuals or societies through health, education, skills,
knowledge, and leadership practices.
 CC & ESD focused activities
 Lifelong investment in education, Apprenticeship and skills
acquisition
 Preventive and curative health, Maternal health and nutrition
 Safe birth and early childhood care
 Higher education, Basic needs, human rights, social protection,
and decent work

Social Sustainability
 Social sustainability refers to maintaining social capital by
investing in services that create the basic framework for society
through cooperation, trust, community participation, civil
society, cohesive community, mutual benefit, connectedness,
reciprocity, tolerance, compassion, patience, forbearance,
fellowship, love, commonly accepted standards of honesty,
discipline and ethics.
 Shared rules, laws, and information, social capital, violence and
mistrust, community, religious and cultural interactions
 Social breakdown, cooperation and community
 Climate change, adaptive capacities , and social aspects of
mobilization towards climate resilient pathways

Economic Sustainability
 Economic sustainability refers to maintenance of capital so that
the amount of income one can consume during a period and
still be as well off at the end of the period, as it devolves on
consuming value-added (interest), rather than capital.
 Natural capital, sustainable consumption and population
 Economic efficiency, energy and environmental sources
 Economic values and common access resources
 Economic policy and the precautionary principle
 Markets, finance and credit institutions and livelihoods
 Poverty, migration and climate change
 Climate change and sustainable development issues

Environment Sustainability
 Environment sustainability refers to the ability of ecosystems to
recover and reproduce (resilience) in the face of anthropogenic
or natural disturbances.
 Sustainable agriculture, land, water, and forest resources
 Natural capital and human needs
 Renewable and Non-renewable resources
 Environmental inequality and environmental degradation
 Environmental change and migration
 Environmental migrants and sustainable urbanization
 Science and technology of environmental sustainability

Dimensions of Climate
Adaptation
 An understanding of social, economic and institutional
dimensions of climate adaptation will allow decision makers to
develop more effective adaptation measures.
 Social dimensions of climate change and sustainable and
equitable development
 Climate strategies, participation and good governance
 Adaptation and mitigating measures to reduce vulnerabilities
 Climate change, employment and livelihoods, health, housing,
water, food security and nutrition
 Gender and sustainable development
 Social safety nets and adaptive capacity

Sustainability Policy and
Practice
 Understanding sustainability policy and practice refers to
addressing sustainability agendas and the practices flowing
from these in government, corporate, and community sectors.
 Politics of sustainability, sustainability policies and initiatives
 Sustainability in local government and corporate sustainability
initiatives
 Community and NGO sustainability initiatives
 Governance and sustainability initiatives
 Sustainable innovation and planning for sustainability
 Sustainability and community participation

Cross-Cutting Issues of
Sustainability
 Cross-cutting issues of sustainability refer to social dimensions,
economic dimensions and institutional dimensions essential for
framing robust institutions and policies.
 Poverty, environment and sustainability
 Ethical dimension of sustainability
 Climate resilient pathways and poverty reduction
 Adoption of new technologies and innovations
 Cultural sustainability, tourism and indigenous knowledge
 Business sustainability and risk management
 Sustainability of organizations and corporations

Previous Experiences of RCE
Jammu Related to CC & ESD
 Completed a research studies ‘Social Exclusion and Achievements
of Millennium Development Goals (MDGs) in Scheduled Castes,
Scheduled Tribes, and Minority Population of Jammu and Kashmir’
 As a part of capacity building programme, M. Phil and Ph. D
researchers supervised on climate change and sustainable
development research such as climate change and sustainable rural
livelihoods; climate change and pastoral population; climate change
and children in slums; climate change and groundwater governance,
etc. with focus on the Shivaliks region in NWH
 Reviewed policy oriented study conducted by National Bank for
Agriculture and Rural Development (NABARD) on “Coping
Mechanisms Adopted by Marginalized Rural People for Survival
against Adversity in Jammu & Kashmir” to enable NABARD to
publish the same for wider dissemination.

 Development of proposals on action oriented research studies
 “An Empirical Analysis of the Impacts of Climate Change on Small
Farmers’ Livelihoods Vulnerability and Adaptation Strategies in
Shivaliks, Jammu and Kashmir”,
 “Socio-Economic Analysis of Impacts of Floods and Disasters on
Women and Children in Shivaliks in Jammu and Kashmir (A Study
of Impacts, Coping Strategies, and Adaptation Responses)”
 “Role of Traditional Knowledge and Cultural Practices (TKCPs) in
Sustainable Natural Resource Management (SNRM) in Context of
Climate Change in Shivaliks, Jammu and Kashmir”,
 “Analyzing the Role of Rural Institutions in Enabling Adaptation to
Climate Change in the Agricultural Sector in Shivaliks, Jammu and
Kashmir”.

 In the field of ESD, following courses have been taught as a part of Masters
Degree programme:
 Environmental and Natural Resource Economics; Sustainable Development
and Policy; and Poverty, Food Security and Human Development at
Department of Economics, JU
 ‘Basic Course in Environmental Economics’ at Department of Environment
Sciences, one of the collaborators at University of Jammu
 A three month certificate course in Economics of Climate Change has
been developed by RCE Jammu in collaboration with Department of
Economics
 Besides, a two week training programme on Climate Change and Water
Governance in collaboration with Department of Law has been developed
for water researchers and professional from government and non-
government agencies as well as the fresh graduates and post-graduates
and members of the civil society.

Ongoing Activities of RCE Jammu
Related to CC & ESD
 Following research studies are being conducted by RCE
Jammu in collaboration with other partners at University of
Jammu such as Institute of Himalayan Glaciology, Department
of Law, and Department of Economics:
 “The Himalayan Cryosphere: Science and Society” and Impact
of Artificial Glacier Technology on Mitigating Climate Change
and Small Farmers’ Vulnerability in Cold Desert of Leh and
Implications for Similar Regions of North-West Himalayan
States”
 ‘Institutional-Economic Analysis of Water Conflicts and
Cooperation in Indus Sub-Basin of Jammu and Kashmir’

Related to CC & ESD
 In context of teaching and learning, climate change and adaptation
concerns integrated in curriculum development as well as curriculum re-
orientation
 RCE Jammu influenced faculty members of Department of Economics to
introduce new courses in Masters Programme in Economics such as
Climate Change Economics, Environmental Economics, Demography and
Climate Adaptation, Natural Resource Economics, Water Resource
Economics, Sustainable Urban Economics, and Energy Economics
 Two new programmes though offline and online mode (MOOCs)
proposed to be initiated from next academic session
 Post Graduate Diploma in Sustainable Urban Development and Policy
 Post Graduate Diploma in Sustainable Urban Development
 Certificate courses on Economics of Climate Change, Water Governance,
and Environmental Governance
 Training programme on ‘Climate Change and Water Governance’

Related to CC & ESD
 Community engagement and collaboration in ongoing
initiatives and activities envisaged to address key challenges
posed by climate change in different knowledge domains
 In above context, institutional support ascertained through
executive leadership of University of Jammu
 Besides, emerging good practices provide key lessons and
insights for future initiatives.
 Efforts be made to lend RCE expertise to National Bank for
Agriculture and Rural Development’s community based
projects in Jammu region with specific research needs.
 Local government and agencies are chronically strapped of
research skills and RCE Jammu can engage for projects at local
level by entering in to internship or practicum programmes
with them through collaboration and partnerships.

Proposed Activities and
Programmes
 Attempts will be made to initiate activities and programmes
involving relevant partners focusing on CC & ESD in
environmental, socio-cultural, and economic perspectives
 Education for sustainable development in environmental perspectives
focusing on natural resources, climate change, rural development,
eco-tourism, sustainable urbanization, disaster prevention and
mitigation;
 Education for sustainable development in socio-cultural perspectives
focusing on children and youth, human rights, peace and human
security, gender equality, cultural diversity, health and governance;
and
 Education for sustainable development in economic perspectives
focusing on poverty reduction, livelihoods and corporate social
responsibility.

Programmes
 Relevant partner specific activities and programmes
 At multi-university partner levels: Research studies focusing on CC & ESD
with aims to explore different ideas and perspectives about the future
 At university and multi-actors levels: Workshops, training and seminars for
government and non-government stakeholders including members of the civil
society and others to share knowledge and gain practical experience in
creatively addressing environmental challenges for environmental stewardship,
educating youth to handle complex social issues and provide stewardship of
fragile environmental resources
 At university levels: Promotion of awareness on environmental issues and
their importance including initiatives for environmental audits of the use of
resources and the environmental impacts of university operations in solid waste,
water, energy, and transportation with aims to evolve the administrative efforts
to reduce the environmental impacts of specific operations

Programmes
 At university and multi-actors levels: Promoting the collaborative
Sustainable University Initiative by also involving relevant
representatives from state and non-state agencies and other
participants focusing on the education for sustainable development.
 At university levels: Conduct of training workshops to promote
institutional initiatives to engender environmentally responsible
decision making and action through education
 At university levels: Workshops, training and seminars on Sustaining
the Future and Environmental Education in Shivaliks History for
educational institutions
 At school partner levels: Workshops for school educators to deepen
their understanding of education for sustainability and its importance in
addressing the economic, social, and environmental issues in Shivaliks

Programmes
 At college and university students levels: Development of resource
guide for college and university students actively involved in promoting
ESD to bolster efforts to initiate effective and collaborative change for
sustainability on campus, in the curriculum, in research, and in
surrounding communities
 At educational institutions levels: Development of resource guide to
help educational institutions reflect on their role in the future of the
Shivaliks, incorporating sustainability into the institution's agenda, and
link to other institutions and administrators implementing sustainability
goals
 At educational institutions levels: Offering guidance and assistance
to local educational institutions to make sustainability an integral part
of the institution and expand sustainability into personal and
community life by fostering an understanding of sustainability issues
across traditional boundaries in both campus and community

Programmes
 At multi-educational institutions levels: Promoting sustainability efforts at
various educational institutions by developing an Alliance for Sustainability
through Education to address environmental themes and to foster
awareness and initiatives related to education for sustainability in multi-
institutions perspective
 At student levels: Debates and symposiums involving students at various
levels on basic understanding of sustainable development to help them
understand the range of social, economic, and environmental issues facing
the Shivaliks today, the interrelationships among these different types of
issues in the region and the ways that education is key to the empowerment
of people working for a sustainable future
 At educators levels: Development of resource guide for educators focusing
on the principles of sustainability in their teaching, learning, research, and
practices with special emphasis on curriculum change and design,
interdisciplinary course syllabi, innovative course projects, faculty
development, and collaborative efforts for institutional change.

Programmes
 At youth levels: Development of Conflict Mediators Programme to train
youth in non-violent conflict resolution and mediation skills and to help set up
youth peer mediation programmes at high schools and higher educational
levels.
 At youth levels: Promotion of activities to help the youth integrating the
concepts of sustainability into the daily lives in conflict zones, conducting
workshops on such sustainability issues as energy efficiency, understanding
peace and development, human rights and sustainability and science
education and publication of Youth Magazine to help youth understand
economic, environmental, and social issues in the Shivaliks

Programmes
 At RCE level: Promotion of a Magazine “Sustainable Shivaliks” for
educators and youth to enhance environmental education across the
curriculum at all grade levels focusing on issues such as perspective articles
- ideas for rethinking education in light of environmental problems in
Shivaliks, practical articles - reports of what successful teachers, parents,
and schools are doing on sustainability issues, ready-to-use activities -
cross-curricular sustainability activities for various grade levels, resource
listings and reviews and announcements
 At community levels: Evolving strategies for the community to reorient
education toward building a sustainable future by developing knowledge,
values, and skills evolving nature of interdependence, stewardship, rights of
future generations, diversity, quality of life, uncertainty, and sustainability
 At media levels: Writings for local press and media focusing ESD on a
range of social, economic, and environmental issues facing the Shivaliks
considering probably versus preferable future scenarios

Partnership and Co-ordination
Arrangements
 The lead university and partners have the advantage of having at its
disposal extensive networks and partnerships throughout the region. In
order to make a positive impact on the goals of education for
sustainable development of RCE collaborators, the lead university will
strengthen the existing collaboration and co-ordination arrangements
locally and enhance partnership arrangements with existing and
proposed external partners as well as identify and foster new
partnerships with potential ones.

Co-ordination with external
partners
 Due to wider diversity and disparity in the region, there is an
opportunity to draw on salient experiences gathered by other
partners to assist each others facing similar challenges. This
can be done through cooperation in mobilizing and transferring
more advanced know-how from experienced partners to less
experienced partners, facilitating their collaboration in adapting
and applying the new know-how; and disseminating the
information and outcomes and lessons learnt to benefit other
partners.

Funding and Resource Mobilization
 Resource mobilization will be done from state and central
government agencies including ministries and other relevant
national and international funding agencies. Besides, the new
funding opportunities will be sought through co-operation with
corporate donors by seeking topics of common interest and
advocating for corporate social responsibility

Knowledge Management and
Communication
 Knowledge management and communication will be a key element for the
successful implementation of the RCE using Information and Knowledge
Management team (IKM) by developing a communication strategy, establishing
and managing services, tools and systems for communications, and by sharing
information and knowledge both internally and externally on good practices and
lessons learnt in the region through high-quality publications.
 Besides, the awareness of and support for achieving strategic goals of RCE in
the region will be raised through public information activities such as
newsletters, press releases and articles in local, regional, national and
international newspapers, media and TV coverage, as well as public events
and exhibitions.
 In supporting knowledge sharing among partners, RCE will utilize its web
platforms and portals to provide information on the latest developments in
education for sustainable development. RCE will also provide opportunities for
networking by key education stakeholders including policy-makers, researchers
and practitioners.

Future research and priority activities
 RCE will aim to encourage inter-disciplinary and trans-disciplinary
integrative, and social-environmental and sustainable development
research by faculty, researchers, and students, to cultivate and
mobilize networks at regional level to foster generation of innovative
knowledge and make possible information dissemination about the
social-environmental and sustainable development research;
to engage with communities of practitioners and policy makers to
foster knowledge impacts at local level about the social-environmental
and sustainable development research, and to afford educational
opportunities and enrich dialogue about the environment and
sustainability.

Future Capacity Building activities
 The proposed Capacity Building activities of the RCE will focus on
 CC & ESD in environmental, socio-cultural perspectives and economic
perspectives
 The aim will be to equip participants with a wide intellectual grounding and
interdisciplinary competence in key climate change and sustainable
development issues with which they will be able to make their own analyses
and judgments in a variety of contexts. This emphasis on transferable
analytical skills has been of great benefit to the many graduates and
professional who will return to or start professional careers in climate change
and sustainable development issues in a range of regional, national and
international organisations, government agencies and NGOs

Anticipated activities
 Conducting primary, applied and policy relevant research in key
thematic areas
 Developing vibrant research networks by engaging and connecting
individuals, universities, organizations and government agencies
 Seeking funding (facilitating and supporting applications) from a variety
of sources to undertake research in the key thematic areas
 Fostering opportunities for knowledge generation and information
sharing
 Mobilizing knowledge and
 Providing educational instruction and outreach

Proposed funding for structure building measures
 Long-term structure building measures and inter-university linkages, for example, for
establishing interdisciplinary and trans-disciplinary research centre and initiating projects
 Structure building activities in the areas of research and training for the proposed
research centre for the development of methods and knowledge transfer and capacity
building
 Junior research groups and a structured inter-disciplinary and trans-disciplinary doctoral
programme within a framework of collaborative projects, as well as fixed-term research
fellowships and doctoral research projects
 Interdisciplinary and trans-disciplinary post-doctoral positions and the establishment of
temporary social-environmental professorships (pilot projects)
 Visiting fellowships for social scientists and environmental scientists as well as for
societal actors at the proposed social-environmental research centre
 Support for networking activities in interdisciplinary and trans-disciplinary sustainability
research, including by initiating field specific regional seminars, conferences,
workshops, training, awareness campaigns, competitions, quizzes and debates and
research journals and other publications

Launching activities
 Development of web-link on JU website to RCE (Jammu)
 Provision of office space for RCE (Jammu) at Department of
Economics
 Initial meetings with partners and collaborators within University of
Jammu and outside
 Formal inaugural of the RCE (Jammu) by inviting government and non-
government stakeholders
 Awareness campaigns on CC& ESD

Beginning activities
 Debates, competitions, symposiums, workshops, seminars and
conferences at various educational and non-educational
partners’ levels
 A training programme on ‘climate change and water
governance’
 Certificate course in Economics of Climate Change
 Diploma course in Climate Change and Sustainable
Development
 Database on J&K economy with funding from J&K Govt
 Seeking funding from a variety of sources to undertake
research and trainings in the key thematic areas
 Fundings under various schemes from Ministry of Environment,
Forests and Climate Change, GoI

Organizations involved
(Educational Institutions)
 University of Jammu
 a. Department of Economics
 b. Department of Environmental
Sciences
 c. Department of Law
 d. Department of History
 e. Law School
 f. Department of Zoology
 g. Department of Education
 h. Department of English
 i. Department of Computer Science &
Information Technology
 j. Institute of Himalayan Glaciology
 k. Institute of Mountain Environment
 Sher-e-Kashmir University of Agricultural
Sciences and Technology (Jammu)
 Baba Gulam Shah Badshah University,
Rajouri
 Sri Mata Vaishno Devi University, Katra
 Central University of Jammu
 a. Department of Economics
 b. Department of Tourism and Travel
Management
 Vishwa Bharti Women’s Welfare
Institution
 Lal Bahadur Shastri College of
Education
 R.S. College of Education
 Forum of Recognised Colleges
 S.S.P. College of Elementary Teacher
Training

 Tajinder E.T.T. & R.I.
 Lal Bahadur Shastri Teachers
Training & Research Institute
 D.K.S. Elementary Teacher
Training Institute & Research
Centre
 Janki Elementary Teacher
 Shastri Memorial E.T.T. &
Research Institute
 Nav Bharat E.T.T. & Research
Institute
 Shiva Elementary Teacher
 Ashoka Law College
 Nav Jagriti Niketan E.T.T.
Institute
 Joint Action Committee of
E.T.T. Institutes
 National Society for HRD and
Research, ETT Institute for
Elementary Teacher Training
Institute
 Himalayan Education Mission
Society, Rajouri
 Ashoka College of Education
 Ashoka Educational Research
and Training Institute
 Ashoka Educational Training
and Research Institute

 North Point Public School
 New Blooming Buds Sr.
Secondary School
 Nav Adarsh Academy
 Little Flower Public School
 D.K.S. Public School
 Shastri Memorial Hr. Secondary
School
 Bhartiya Public Senior
Secondary School
 Holy Presentation Convent
School
 Racchpal Memorial Convent
Higher Secondary School
 Shiva Public High School
 Unique Academy (H.S.S)
 Manu Shiksha Kendra Hr. Sec.
School
 Nav Jagriti Niketan School
 National Public High School
 Kartar Public School

Organizations involved (NGOs)
 Centre for Environmental
Education and Training
 WWF – India (Jammu Office)
 Sustainable Development
Foundation
 Confederation of NGOs for Rural
India
 Jammu Province Handloom
Cooperative Societies Federation
 Rural India Association of Rural
Upliftment
 Private Schools Association
 Association for ETT Institute
 Association for Recognized
Colleges of Education
 Shri Swami Vishwatma Nand
Charitable Trust
 Society Sanitation De-Economic
 S.S. Educational Charitable Trust
 S.R.S Educational Development
Trust
 Uttam Memorial Educational Trust
 Association For Socio-economic
Education & Environment
Development
 Bhartiya Jan Kalyan Sanstha
 National Society for HRD and
Research


(Media and business organizations)
 THE LATEST
 Daily Excelsior
 State Times
 Press Club
 Confederation of Small Scale Industries
 Chamber of Commerce
 Bar Association
 Local Television
 Association of Industries

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Addressing Sustainability and Climate Adaptation in North-West Himalayan States - Prof. Falendra Kumar Sudan, RCE Jammu