Education for Change

Abstracts

Raj, Sanjeeva P.J. (2011, April)

Management of the Food Web in Pulicat Lake. Indian Journal of Environmental Education, Vol. 11, pp 5-16

Food Web in Pulicat Lake is constructed for the fi rst time, and is graphically represented, explained and analysed for its complexity. Management of Food Web for the sustainability of the Pulicat Lake ecosystem, impacts of climate change on the lake and its food web are discussed. Construction of food webs in various ecosystems, as an exercise in environmental education, for students is explained.

Late, Amul; Dhapate, A.S et al. (2011, April) Compulsory Environment Education at Junior College Level in Maharashtra State. Indian Journal of Environmental Education, (11), pp 22-26

This paper deals with the compulsory environmental education at junior college level in Maharashtra state as per the directives of Honourable Supreme Court and guidelines of National Council for Education and Training Research, Delhi. Information regarding the implementation of compulsory environmental education at Junior College level in Maharashtra state was collected. This process was facilitated by the circulars issued by Maharashtra State Secondary & Higher Secondary Education Board (MSSHSEB) to colleges under Right to Information Act (RTI) from board. The present paper is an effort to focus on the present scenario with respect to its year of implementation, syllabus and distribution of workload,

appointment of lecturers (temporary/ permanent/fi x pay basis/ clock hour basis), qualifi cation criteria, remuneration paid and the examination pattern. A special attention has been given to the

lacunas and shortcomings in the system ,adopted for the implementation of this subject. It also provides suggestions for proper and effective implementation of this subject to comply the moto of Honourable Supreme Court.

Wals, Arjen E.J. (2011, September) Learning our way to sustainability.

Journal of Education for Sustainable Development, Vol 5 (2), pp 177-186

Should environmental education (EE) and education for sustainable development (ESD) try to change students’ behavior or should it focus on capacity building and critical thinking? The latter is more likely to lead to a citizenry that can examine new challenges and act wisely. New forms of learning are entering EE and ESD such as ‘social learning’, learning by mirroring one’s own ideas, vie s, values and perspectives with those of others, and ‘transformative social learning’, which requires the integrative switching back of and forth among a set of mindsets. Four areas of research in new learning methods are identified.

Qiaoling, Wang (2011, September) Characteristics of ESD-Promoting Strategies in China’s Basic Education.

Journal of Education for Sustainable Development, Vol 5 (2), pp 215-223

This article describes how education for sustainable development (ESD) has been integrated into education in China over the past decade through the efforts of the secretariat of a national steering committee working with UNESCO in conjunction with the UN Decade of Education for Sustainable Development. ESD is now a part of a new national education plan in China.

The author found six principal methods that successfully promoted ESD in China: two sets of drivers for these efforts-inside and outside the legal profession. Drivers from within the legal profession include the American Bar Association as well as several state and local bar associations; law firms and other law organisations; and current and prospective law students. Drivers from outside the legal profession include clients, universities and colleges, NGOs, and government. This article then describes what US law schools are now doing in the areas of curriculum, research, buildings and operations, community and outreach and service, student life, and institutional mission, policy and planning. More generally, it suggests that law schools need to play a leading role in the national and global effort to achieve sustainability.

1. Using a theoretical framework as the driving force.
2. Public educational policies made on the basis of education research.
3. Regional educational reform that meets the needs of local sustainable development.
4. Curriculum teaching methods constituted with features of ESD.
5. ESD characteristics integrated in the physical plant of the campus.
6. Chinese-foreign exchange and cooperation in ESD at various levels.

Dernbach, John C (2011, September) Legal Education for Sustainability:

a report on US progress. Journal of Education for Sustainable Development, Vol 5 (2), pp 229-230

This article is an overview of sustainability efforts in US law schools. It describes two sets of drivers for these efforts-inside and outside the legal profession. Drivers from within the legal profession include the American Bar Association as well as several state and local bar associations; law fi rms and other law organisations; and current and prospective law students. Drivers from outside the legal profession include clients, universities and colleges, NGOs, and government. This article then describes what US law schools are now doing in the areas of curriculum, research, buildings and operations, community and outreach and service, student life, and institutional mission, policy and planning. More generally, it suggests that law schools need to play a leading role in the national and global effort to achieve sustainability.

Resource materials developed under Rebuilding Trust and Hope programme:

• Brochure: ‘The Earthquake-Helping Children Cope: The Role of Parents and Teachers’ has tips for parents and teacher to help children cope the stress after the disaster, available in Urdu and English.
• The Urdu trans-adaption of “Riskland -Let’s Learn to Prevent Disasters! Fun Ways for Kids to Join in Risk Reduction” and “The Educator’s Guide to Helping Children Cope with Stressful Situations” (original publications by ISDR and UNICEF). The former provides disaster risk reduction through fun activities, while the latter acts as a valuable tool for parents and teachers to recognize trauma and help children cope.
• Az Sare Nau Tamer - Jahni Iztirab aur Uska Hal” Urdu trans-adaptation of teachers’ manual “Rebuilding Hope - An Educators’ Guide to Helping Children Cope with Stressful Situations” (original publication by CEE, Ahmedabad)
• Multimedia Mobile Exhibition: The exhibit includes colourful panels, posters, models and take-away education material. Developed with technical support from VASCSC, Ahmedabad.
• Year planner providing information on Disaster Risk Reduction and national and international days of environmental and social importance.
• Pictorial Book labels on the local fauna and flora and other relevant information to the state.