This document outlines the curriculum and development of environmental education in India. It discusses the need to increase environmental awareness and skills. The curriculum focuses on understanding ecosystems, human impacts on the environment, and evaluating alternative solutions to environmental issues. It also describes the roles of organizations like NCERT and UGC in developing standards and coordinating environmental education. Educational institutions are encouraged to use seminars, workshops, and technology to train teachers and raise student awareness of environmental issues.

1. UNIT-II

2. Environmental Education
Curriculum
 Analyses the present status of
environmental education.
 Synthesizes a statement as to the
character of current curricula and
materials development efforts.
 Presents strategies and guidelines
for curriculum and materials
development in environmental

3. NEED:
Increases public
awareness and knowledge of
environmental issues.
Does teach individuals critical-
thinking.
Does enhance individuals'
problem-solving and decision-
making skills.

4. SIGNIFICANCE:
Awareness and sensitivity to the environment
and environmental challenges.
Knowledge and understanding of the
environment and environmental challenges.
Attitudes of concern for the environment and
motivation to improve or maintain environmental
quality.
Skills to identify and help resolve environmental
challenges.
Participation in activities that lead to the
resolution of environmental challenges.

6. Sequence of Environmental
Education Curriculum:
 Understand ecological systems.
 Understand the cause and effect
relationship between human attitudes
and behavior and the environment.
 Be able to evaluate alternative
responses to environmental.
 Issues before deciding on alternative
courses of action.
 Understand the effects of multiple
uses of the environment.

7. ROLE OF NCERT
To monitor the administration of NIE / Regional
colleges of Education.
To promote and co-ordinate research in all branches of
education for improving school – education
To organize pre-service and in-service education
programmes for teachers.
To prepare and publish study material for students and
handbooks.
To search talented students for the award of
scholarship in science, Technology and social
sciences.
To undertake functions assigned by the Ministry of
education (Now HRD) for improving school education.
To promoteresearch and professional growth.

8. ROLE OF UGC
 Promoting and coordinating university
education.
 UGC is responsible for coordinating,
determining and maintaining standards of
higher education.
 Determining and maintaining standards of
teaching, examination and research in
universities.
 Framing regulations on minimum standards of
education.
 Monitoring developments in the field of
collegiate and university education.
 Disbursing grants to the universities and
colleges.

9. EDUCATIONAL INSTITUTIONS IN DEVELOPING
ENVIRONMENTAL EDUCATION CURRICULUM
 Shifting Focus from Teachers to Students.
 Organization of Seminars and Workshops
for Pre & In-Service Teachers.
 Technology Mediated Environment
Education for Teachers and Students.
 Campaigns on Environment Awareness.
 Follow up on Teacher’s Pedagogical
Content Knowledge (PCK).
 Collaboration with NGO’s.

10. Approaches To Curriculum
PlanningBasic Approaches are;
1)Child or Learner-Centered Approach.
2)Subject-Centered Approach.
3)Problem-Centered Approach.
Child or Learner-Centered Approach:
A new respect for the child is fundamental.
A new freedom of action is provided.
The whole activity is divide into units of work.
The recognition of the need for using and
exploring many media for self-discovery and self-
direction is embraced.

11. Subject-Centered
Approach
 The primary focus is the subject
matter.
 The emphasis is on bits and pieces
of information which are detached
from life.
 The continuing pursuit of learning
outside the school is not
emphasized.
 The subject matter serves as a

12. Problem-Centered
Approach
 The learners are capable of directing
and guiding themselves in resolving
problems.
 The learners are prepared to
assume their civic responsibilities.
 The curriculum leads the learners in
the recognition of concerns and
problems and in seeking solutions

13. Development of Environmental
Education at Various Level
1) Environmental Education in Pre-Service
Teacher Training at Primary Level:
In India, Pre-service teacher education for
primary school teachers is a two-year course. It
covers foundation subjects as well as methodology
subjects including educational philosophy and
psychology, educational administration, methods of
teaching etc. The detailed guidelines and syllabus
for the course has been developed by the National
Council for Educational Research and Training
(NCERT). The teaching of Environmental Studies
(EVS) is placed under both Science and Social

14. 2) Environmental Education in Pre-Service
Teacher Training at Secondary Level:
Teacher Training for secondary level is
offered by B. Ed. Colleges affiliated to
universities. Several universities have
introduced Environmental Education as one of
the optional or elective papers at the B. Ed.
Level. The course content includes basic
concepts and processes of environment and
ecology, as well as teaching-learning
methodologies in EE, evaluation techniques
etc. practical and assignments are also part of
the course.

15. 3) Environmental Education at the
Post-Graduate Level (M.Ed.):
Some universities have introduced
EE as a special paper, while a few have
given it the status of a full-fledged course
of two semesters. The NCERT, State
Councils of Educational Research and
Training (SCERT) and the District Institute
of Educational Technology (DIET) are
largely involved in in-service training in
India. The in-service training /orientation
programmes range from one week to one
month.

16. Development of Environmental
Education in India• Environment education in India was made
compulsory in formal education through a
Supreme Court ruling in 2003.
• The ruling has resulted in over 300 million
students in 1.3 million schools receiving some
environmental education training, according to
a UNESCO study.
• Most educators however push for an integrated
approach that uses the strengths of the curriculum
and combines it with other educational tools.
• The Government of India announced a National
Policy on Education in 1986.
• While recognizing the guidelines for imparting

17. NCERT approach for environmental
education NCERT lays emphasis upon the
following aspects:
(i) Population
(ii) Land and its uses
(iii) Different types of resources and their
uses
(iv) Food and nutrition
(v) Pollution
(vi) Man and Nature relationship.