COP 9 - Convention on Biological Diversity

Bonn, Germany, 19 - 30 May 2008

The ninth meeting of the Conference of Parties to the Convention on Biological Diversity was the last meeting of the Parties before 2010 – the decisive date by which heads of state and government want to significantly reduce the loss of biological diversity. The “Bonn Agenda for global biological diversity” adopted during the ministerial meeting identifies areas where progress is particularly important:

• adoption of an internationally binding agreement on the fair sharing of the benefits arising out of the utilisation of biological diversity,
• continuation of the Life Web Initiative for a voluntary global network of protected areas on land and at sea,
• mobilisation of financial resources, detailed assessment of the 2010 target and conclusion of a study showing the economic costs caused by destruction of nature.

Bonn also saw important decisions taken in other areas:

• Illegal logging: Calls for further national and international measures against illegal logging and trade in illegal timber are far more explicit than before.
• Marine protected areas: Delegates committed to establishing a global network of marine protected areas by 2012.
• Biofuels: The Delegates agreed on sustainable production and use of biofuels, with a view to biodiversity conservation.
• Genetically modified trees: It was agreed that without a risk analysis, Parties have the right to forego the use of genetically modified trees.
• Climate protection and biodiversity: The cooperation between the CBD and the Framework Convention on Climate Change is to be improved.
• Fertilisation of marine areas: COP 9 took a clear stance against activities for the artificial fertilisation of marine areas with the goal of carbon capture.

The German delegation also presented two new initiatives: the LifeWeb Initiative and the Business and Biodiversity Initiative. The LifeWeb Initiative facilitates the financing of new or existing protected areas in a swift and unbureaucratic way. With LifeWeb, Germany and other countries will provide additional funding, including for the financing of existing or new forest protected areas. In the framework of the Business and Biodiversity Initiative, 34 internationally active companies presented their voluntary commitment to make biodiversity conservation an important component of their future corporate and management policies.

In addition, the fourth meeting of the Parties to the Cartagena Protocol on Biosafety took place from 12 to 16 May 2008.

Urban Biodiversity and the Role of Cities

“We can’t afford to shut nature out of the cities. It’s not just a quality of life issue for city dwellers—it’s about protecting life itself.”Ahmed Djoghlaf, Executive Secretary of the Convention on Biological DiversityBonn, May 2008“

With more than half of the world’s people now living in cities, 191countries for the first time, discussed ways to promote biodiversity in an urban setting at the Biodiversity Conference that took place in Bonn, Germany in May 2008. Cities have long been viewed as major contributors to the pollution, consumption, waste and habitat loss that have contributed to the accelerating loss of biodiversity around the world. But in recent years, many cities have been at the forefront of efforts to conserve biodiversity resources within the urban setting. The Conference of Parties adopted, for the first time, a decision on cities and biodiversity—decision IX/28. This decision encourages the 191 Parties to the Convention to recognize the role of cities in national strategies and plans, and invites Parties to support and assist cities in implementing the Convention at local level.

Indeed, one of the greatest achievements of the ninth meeting of the Conference of the Parties is
the recognition that the implementation of the three objectives of the Convention on Biological Diversity requires the full engagement of cities and local authorities.

A plan of action on cities and biodiversity will be submitted to the tenth meeting of the Conference of the Parties, to be held in Nagoya City, Aichi Prefecture, Japan, in October 2010, the International Year of Biodiversity. A Nagoya Summit on Cities and Biodiversity will be convened during the meeting.

Fifty mayors, from 30 countries, representing over 100 million urban dwellers met in Bonn on 26-27 May 2008 the under the theme “Local Action for Biodiversity” to underline the importance of urban biodiversity. The Mayors at the conference and urban experts discussed ways to incorporate biodiversity into the urban context through projects to protect water supplies, treat sewage, manage garbage, provide recreational facilities, and conserve biodiversity-rich areas adjacent to cities.

Community Driven Biodiversity Conservation in Dudhwa National Park

Community Driven Biodiversity Conservation in Dudhwa National Park

Neeraj Pal, CEE North
Spread over 616 sq Km, with a core area of 490 sq Km, the Dudhwa National Park (DNP) forms a unique ecosystem in the Himalayan foothills of the Terai Arc Landscape. Known for its tall Sal trees, swamps and grasslands, DNP is home to swamp deer, Hog deer (Axis porcimus), Spotted deer (Axis axis), Barking deer (Muntiacus muntjac) and Sambar (Cervus unicolor) found together only in Dudhwa and no where else in India. Dudhwa is also home of two critically endangered species Hispid hare and Bengal florican. The great Indian one horned Rhinoceros was successfully reintroduced in this area in 1984.

The area is also inhabited by the Tharu tribal community, traditionally dependent on forest resources for their livelihoods. Till 1976 they lived in thirty seven forests villages, two of which were in the core area and the remaining in the buffer area. Today Surma village with ninety nine families still lies in the core area, while all the others lie in the buffer zone of the park.

The agricultural fields of the villagers adjoin the buffer area of the park. When there is a shortage of fodder inside the protected area, especially in monsoon and winter season, wild herbivores migrate to the cultivated fields and cause heavy crop damage. Occasionally, carnivores follow the herbivores igniting further man and animal conflict. The Forest Department has installed electric fences on the forest boundary adjoining the cropping fields with the support of NEDA (Non Conventional Energy Development Agency). The Forest Department also compensates the community for crop raiding or cattle lifting.

CEE with funding from Keidernan Nature Conservation Fund (KNCF) stepped in 2005 with a project Community Driven Natural Resource Management for Biodiversity Conservation in Dudhwa National Park. The project aimed to develop capabilities for sustainable livelihoods amongst the village community that would in turn ensure conservation of biodiversity in the region.

Understanding Issues and Participatory Action Planning
The first phase of the implementation started with collection of detailed information of the park, the status of the natural resource base, conservation issues and threats, initiatives being implemented by the Forest Department, etc. Awareness and discussion workshops were organized at department and community level to build initial rapport and understanding about Natural Resource Management, its related practices and the role of the communities in it. The exercise helped prepare a community based plan and agenda for action. In order to initiate a dialogue with students, a Dudhwa Utsav (festival) was organised during Wildlife Week.

A cluster of four villages closer to the protected area were selected where mobilization of the local community has been carried out. Village biodiversity conservation committees were set up to facilitate active participation of the communities. The ultimate goal of the biodiversity committee formation was to institutionalize the collaboration between the forest department and local communities.

A baseline survey was done to assess the extent of dependency of people on forests. It also helped in a needs assessment of the villagers living close to the national park. Based on the baseline data analysis and need assessment a framework for action component for further work was drawn up.

Conservation with Participation
In year 2007, the second phase of the project was initiated with the objective of conserving the biodiversity of Dudhwa by managing the natural resources through communities’ participation and networking with key institutions.

Community level activities included improvement of community’s livelihood skills through capacity building, training and providing alternatives for fuel wood and market facilities for the tribal handicraft. The main emphasis was on to reduce the pressure from the PA. Meetings were organized in each selected village with community members to disseminate and discuss the findings of the earlier survey and discussions. An annual fuel wood consumption assessment was also done and its results shared.

Based on discussions with the communities, capacity building programmes were devised. The first training programme was done on sustainable energy options with the objective to minimize the fuel wood pressure from the DNP. This was done in partnership with Non-Conventional Energy Development Agency (NEDA). With the State Education Department another training programme was initiated for teachers in schools around Dudhwa.

Two artisan groups were identified from Dhyanpur and Barbata village of Sonaripur Range of DNP. These groups are engaged in preparation of traditional handicraft items like baskets, hand fans, file folders and mobile covers. The artisans, mostly women, prepare handicraft items from local grass varieties Kansa (Saccharum spontaneum, Linn) and Bamboo (Dendrocalamus strictus). The handicraft items with little modifications in designs had a good market demand. They are a potential sustainable livelihood option for the community.

CEE decided to provide some market linkages for these articles. A networking exercise was done to bring in partners for product design, development and marketing. The Tribal Co-operative Marketing Development Federation of India Ltd (TRIFED) supports tribal artisans groups in the form of registered self help groups or committees by providing marketing support. A plan for skill based training, development of products; promotion of the handicraft in market was discussed. The network developed to support project implementation included Sarvangeen Vikas Samti, World Wildlife Fund for Nature, Non-conventional Energy Development Agency, TRIFED, Forest Department, Primary and Secondary Education Departments, SVS, WWF, Khadi and Village Industries Commission, etc.

Developing Sustained Conservation Practices
The present activities are focused on developing an eco village to demonstrate sustainable energy and livelihood options, in collaboration with WWF. Balera and Maura villages have been selected based on willingness of the community members and the overall support provided by the villagers during the earlier work. It is planned to demonstrate a toilet linked biogas unit in both the Balera and Maura with community participation. The improved chullah (stove) is also being demonstrated in both the villages with a view to reduce the pressure of fuel wood collection. Organic farming practices are being discussed with selected villages.

President appeal to make conservation of Nature and Environment People’s Movement

President appeal to make conservation of Nature and Environment People’s Movement

On the occasion of World Environment Day on 5 June 2008, President of India Smt. Pratibha Patil said that every member of our society will have to contribute to the task of conservation sof nature and environment and make this people’s movement in which local bodies, civil societies and NGOs can participate.
Smt. Pratibha Devisingh Patil, Honourable President of India launched
the ‘Kaun Banega Bharat Ka Paryavaran Ambassador’ Campaign on the
occasion of World Environment Day - June 5, 2008
On the issue of climate change, the President said even though the generation of Green House Gases in India is much less than that of developed countries, India is a responsible member of the world community; India gives high leveled and focused attention to climate change. She drew attention to the fact that the harshest impact is being felt by the poorest in the world who have had hardly any share in causing this problem. Global discussions on climate change must, therefore, bear in mind that the process of burden sharing should be fair and in line with the principle of common but differentiated responsibility and respective capabilities. Referring to this year’s World Environment Day slogan, Smt. Pratibha Devisingh Patil expressed the hope that new and advanced technologies will play a key role in achieving the objective of picking right choice to reduce carbon emission.
On the ocassion of the World Environment Day, Smt Pratibha Patil launched the Kaun Banega Paryavaran Campaign and also presented the Indira Gandhi Paryavaran Puraskar to Dr. Kamal
Singh, Vice Chancellor of Sant Gadge Baba Amrawati University of Maharashtra, Shri Jagadish Babla of Uttaranchal and Dr. Amrita Patel of Gujarat, for their contribution in protecting and conserving our environment. She also conveyed her good wishes to Ms. Shefalika, the Young Environmentalist of the year.

World Environment Day 2008 in India
The World Environment Day (WED) is observed annually on 5 June as an opportunity to raise awareness and promote action on environmental issues. WED is observed to inspire action by governments, individuals, NGOs, youth and general community to improve their environment. The WED slogan and theme for the year 2008 is “CO2, Kick the Habit! Towards a Low Carbon Economy”. The theme and slogan
highlight that Climate Change is the defining issue of our times and the challenge needs to be addressed by all of us. The day is observed in more than 100 countries.
In India the Ministry of Environment and Forests (MoEF) organizes special events on WED. The
slogan announced by UNEP has been adapted by the MoEF to “CO2, Pick Right! Towards
Sustainability and Growth”.
Pick Right! is a positive message which encourages each individual to reflect on lifestyle choices which matter in dealing with Climate Change. The choices we do make in our everyday living are vital in the carbon footprint that we leave on earth. By making the right choices we can lead our future towards sustainability and growth.

‘Religious Heritage and Sacred Places’

‘Religious Heritage and Sacred Places’
 
18th April - International Day for Monuments and Sites
World Heritage is the shared wealth of humankind. Protecting and preserving this valuable asset demands the collective efforts of the international community. The International Day for Monuments and Sites (popularly known as the World Heritage Day) was created on 18th April, 1982, by International Council on Monuments and Sites (ICOMOS) and later approved at the 22nd UNESCO General Conference in 1983. This special day offers an opportunity to raise public’s awareness
concerning the diversity of the world’s heritage and the efforts that are required to protect and conserve it, as well as to draw attention to its vulnerability.
The World Heritage list includes 879 properties forming part of the cultural and natural heritage which the world heritage committee considers as having outstanding universal value. These include 679 cultural, 174 natural, 25 mixed properties in 145 states parties.
For more information visit: http://school-educations.blogspot.com/
Countries with more than 20 Heritage sites
States Parties Properties inscribed
United States of America 20
Russian Federation 23
India 27
United Kingdom of Great 27
Britain and Northern Ireland
Mexico 29
France 33
Germany 33
China 37
Spain 40
Italy 43

List of World Heritage sites in India
1. Agra Fort (C)
2. Ajanta Caves (C)
3. Ellora Caves (C)
4. Taj Mahal (C)
5. Group of Monuments at Mahabalipuram (C)
6. Sun Temple, Konârak (C)
7. Manas Wildlife Sanctuary (ND)
8. Kaziranga National Park (N)
9. Keoladeo National Park (N)
10. Churches and Convents of Goa (C)
11. Fatehpur Sikri (C)
12. Group of Monuments at Hampi (C)
13. Khajuraho Group of Monuments (C)
14. Elephanta Caves (C)
15. Great Living Chola Temples 12 (C)
16. Group of Monuments at Pattadakal (C)
17. Sundarbans National Park (Natural)
18. Nanda Devi and Valley of Flowers National Parks (N)
19. Buddhist Monuments at Sanchi (C)
20. Humayun’s Tomb, Delhi (C)
21. Qutb Minar and its Monuments, Delhi (C)
22. Mountain Railways of India (C)
23. Mahabodhi Temple Complex at Bodh Gaya (C)
24. Rock Shelters of Bhimbetka (C)
25. Champaner-Pavagadh Archaeological Park (C)
26. Chhatrapati Shivaji Terminus (formerly Victoria Terminus) (C)
27. Red Fort Complex (C)
Natural (N), Cultural (C) and sites in danger (D)
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World Health Day 7th April 2008
7 April is observed the world over as World Health day and organized around a predetermined theme to raise awareness of key global public health challenges.
The theme for 2008 is ‘Protecting health from climate change’. This theme was chosen because of the risks that global warming and climate change are posing to personal health. 2008 marks
the 60th anniversary of World Health Organisation.

5th April National Maritime Day
The National Maritime Day was first celebrated on 5th April, 1964 to commemorate the sailing of first Indian vessel ‘SS Loyalty’ on its maiden voyage (April 5, 1919) from Mumbai to London.
The objective of National Maritime Day Celebrations is to create awareness about the Indian shipping industry and to underline its vital role in bolstering the country’s economy. The celebration
for the day starts a week ahead with the Merchant Navy Week that culminates into National Maritime Day on 5th April.
Theme for 2008 Maritime day is ‘Meeting manning needs’.

Climate Change and Disease

Level: High School

Objectives: To help students understand the transmission of malaria, describe how climate
affects the life cycle of vectors and think about possible methods to reduce the occurrence and spread of disease and improve treatment facilities for affected people.

Materials: Map of malaria distribution; atlas with weather (temperature, rainfall information
in different regions of India); chart showing lifecycle of the mosquito

Procedure

1. Have students look at maps of present-day distribution of malaria in order to characterize
   the regions where malaria occurs. Specifically, they should consider the climate, such as
   average annual temperatures, average nighttime (low) temperatures, and precipitation.
   An atlas with maps of temperature and precipitation distribution is probably the easiest
   way to search for this information.
2. Ask students to identify the regions where malaria is currently present and also temperature
   and rainfall in these regions.
3. Ask students to observe the life-cycle of mosquitoes.
4. Next, guide a discussion by having students consider the following three perspectives:
   a. How does climate impact the vector directly?
   b. How does climate impact the vector’s (or intermediary host’s) habitat?
   c. How does climate impact the parasite?

Climate Change Direct Impact Impact on Vector Impact on Potential Impact on
on Vector Habitat Parasite Disease Transmission
More heat waves
Change in flooding
Change in drought
frequency
Sea level rise
Extreme weather

Discuss with students ways to control malaria in regions where it is likely to spread and enhance treatment for affected persons. You may like to point out the importance of education and awareness among people about the disease itself, and the simple ways to control
spread of mosquitoes.

Resources

• A color map showing model projections of changes in malaria distribution with a warming climate can be found in the Epstein
• http://school-educations.blogspot.com/
• Map illustrating the local consequences of global warming http://school-educations.blogspot.com/
• Climate statistics can be found at http://school-educations.blogspot.com/

Adapted from the activity Exploring Climate Change Impacts in the booklet Global Warming: Early Warning Signs Curriculum Guide for High School Courses in Biology, Environmental Science, Geography, Earth Science and others focusing on the society environment interface developed by Union of Concerned Scientists: Citizens and Scientists for Environmental Solutions downloadable from http://school-educations.blogspot.com/
A useful keysheet titled ‘Climate Change Impacts on Human Health in India’ is downloadable from
http://school-educations.blogspot.com/

Information for the Teacher

• Increasing temperatures will be accompanied by changes in rainfall and humidity, includinga likely increase in the frequency of heavy precipitation events. Some areas will become drierbecause higher temperatures also increase evaporation. Discuss with students ways to control malaria in regions where it is likely to spread and enhance treatment for affected persons. Youmay like to point out the importance of education and awareness among people about the disease itself, and the simple ways to control spread of mosquitoes.
• A vector-borne disease is one in which the disease-causing microorganism is transmitted from an infected individual to another individual by an arthropod (e.g. mosquito or tick) or some other agent. Other animals, wild and domesticated, sometimes serve as intermediary hosts. Key vector-borne diseases of concern include malaria, dengue fever, yellow fever and several forms of encephalitis.
• Climate constrains the range of many vector-borne diseases (VBDs). They are currently prevalent mainly in tropical and subtropical countries. Mosquitoes, for example, are limited to seasons and regions where temperatures stay above a certain minimum. The winter kills many eggs, larvae, and adults. Climate also influences the availability of suitable habitat and food supply for vectors.
• Weather affects the timing and intensity of disease outbreaks. Within their temperature range of tolerance, mosquitoes will reproduce more quickly and bite more in warmer conditions. Warmer temperatures also allow the parasites within mosquitoes to mature more quickly, increasing the chances that the mosquito will transfer the infection. Floods can trigger outbreaks by creating breeding grounds for insects. Droughts can reduce the number of predators that would normally limit vector populations.
• Several modeling studies have predicted that increasing temperatures will lead to the spread of malaria and other diseases into previously unaffected areas. Climate change may also affect the severity of the disease at a given location. Socioeconomic factors also affect the distribution of vector-borne diseases.
• A good public health infrastructure, including prompt treatment of cases to reduce the risk of spread of the disease, and mosquito-control measures help to limit disease transmission. Land-use by humans can change the availability of habitat for vectors.
  

Climate change risk: an adaptation and mitigation agenda for Indian cities

Climate change risk: an adaptation and mitigation agenda for Indian cities

Aromar Revi, Indian Institute of Technology (Delhi) and the University of Delhi,

This paper considers the needed adaptation and mitigation agenda for cities in India — where the urban population is likely to grow by around 500 million over the next 50 years. It considers the likely changes that climate change will bring in temperature, precipitation and extreme rainfall,
drought, river and inland flooding, storms/storm surges/ coastal flooding, sea-level rise and environmental health risks, and who within urban populations are most at risk. It notes the importance for urban areas of an effective rural adaptation agenda — especially in maintaining the
productivity and functioning of rural systems. It highlights the importance of today’s infrastructure investments, taking into account climate changes, given the long lifespan of most infrastructure, and the importance of urban management engaging with changing risk profiles. One important part of this is the need to connect official adaptation initiatives to the much-improved natural hazard risk assessment, management and mitigation capacity that responded to major disasters. The paper ends by describing a possible urban climate change adaptation framework, including changes needed at the national, state, city and neighbourhood levels, and linkages to mitigation.

The RCE Initiative as a Policy Instrument for Sustainable Development
Can it Match the World Heritage List and the Global Compact?

Yoko Mochizuki, ESD Specialist, Education for Sustainable Development Programme, at the United Nations University–Institute of Advanced Studies, Japan.

Concerns have been expressed about the United Nations University’s (UNU) Regional Centres of Expertise on education for sustainable development (RCE) initiative. While many have discussed RCE’s contribution to the United Nations Decade of Education for Sustainable Development(DESD), there has been no attempt to contextualise the RCE initiative in relation to similar, high-profile UN initiatives such as the Global Compact (GC) and UNESCO’s World Heritage List, and to delineate the potential and limitations of RCE as a scheme to encourage recognition of ‘good practices’ and an institutional mechanism to address sustainable development. With a view to refining and advancing the RCE initiative conceptually and operationally, this article addresses some of the key issues that have been raised regarding the RCE programme. By comparing it to the World Heritage List and GC, the article clarifies the nature of designation of local networks as
RCEs and offers suggestions on how to ensure the quality and validity of the RCE initiative in the long run.

Opinion Essay
What We Need to Learn to Save the Planet
 

Moacir Gadotti, Director, Paulo Freire Institute, Professor of Philosophy of Education at the University of Sao Paulo, and author of many books on education.

The author argues that education, as we see it today, is more a part of sustainable development’s (SD) problem than a part of its solution because it reinforces the principles and values of an unsustainable lifestyle and economy. He argues for an economy that is not centred on free market and profit, and which circulates wealth with a logic of cooperation rather than competition. Solidarity economy has incorporated the principles of inclusion and social emancipation. Sustainability and solidarity are emergent and convergent themes. Gadotti proposes that without social mobilisation against the current economic model, education for sustainable development (ESD) will not reach its goals. In addition, education for a sustainable life—not only for a sustainable development is required. The Decade of Education for Sustainable Development is an opportunity for formal education to construct a new quality of education, a social-environmental quality, to replace the current education model that has been eroding the planet since the nineteenth century.

Journal of Education for Sustainable Development.

Community-driven development for water and sanitation in urban areas: its contribution to meeting the Millennium Development Goal targets

Community-driven development for water and sanitation in urban areas: its contribution to meeting the Millennium Development Goal targets

David Satterthwaite, Gordon McGranahan and Diana Mitlin
Community organizations working with local NGOs have been responsible for many of the most cost-effective initiatives to improve and extend provision for water and sanitation to lowincome
urban households. Some have achieved considerable scale, especially where water and sanitation utilities and local governments work with them.
Many of the initiatives that improved and extended provision for water and sanitation were not ‘water and sanitation’ projects but initiatives through which urban poor households developed
better quality and more secure housing – for instance through squatter upgrading and tenure regularization or serviced site schemes.
These were often supported by loan finance that helped households or community organizations to fund improved provision for water and sanitation or to fund the development of new homes with improved provision. Some of these initiatives led to more effective and much less costly ways to develop the trunk infrastructure into which most community- driven water and sanitation initiatives need to integrate in urban areas. These initiatives have considerable relevance for meeting the water and sanitation target within the Millennium Development Goals as

• they show how it’s possible to reach even the poorest households in urban areas with improved provision.
• they generally have much lower unit-costs per person reached than conventional government or private utility managed initiatives, and greater possibilities of cost recovery.

At the core of most initiatives described in this booklet is the possibility for urban poor groups and their organizations to influence what is done and to be involved in doing it. If the MDGs are to be met, more equal relationships are needed between urban poor groups and local governments and water and sanitation providers. This means a shift from conventional patronage based relationships to relationships that are more transparent, accountable to urban poor groups and within the law.
This is the change that has to permeate all levels – from the lowest political unit (the ward, commune, neighbourhood, parish) through city, provincial and national governments. International agencies will have to increase their support to community-driven initiatives but in ways that are accountable to urban poor groups and that catalyse and support these groups’ own resources and
capacities. And, as importantly, support these groups’ efforts to develop effective partnerships with local governments.
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3rd International Conference of Regional Centres of Expertise (RCE) on ESD

3rd International Conference of Regional Centres of Expertise (RCE) on ESD

The 3rd International Conference of Regional Centres of Expertise (RCE) on ESD was held from 2-4 July 2008 in Barcelona (Spain), providing an opportunity for the Centres to discuss activities and challenges in development.

The development of RCEs is an initiative of the Education for Sustainable Development (EfSD) Programme at the United Nations University Institute of Advanced Studies (UNU-IAS). An RCE is a network of existing formal, nonformal and informal education organisations mobilised to deliver ESD at local and regional (sub-national) levels. A network of RCEs worldwide will constitute the Global Learning Space for Sustainable Development. RCEs aspire to achieve the goals of the DESD by translating its global objectives into the context of the local communities in which they operate. At the moment, 55 RCEs are acknowledged by UNU all over the world.

Transversal issues such as communications, monitoring, evaluation and reporting were discussed at the conference. Working group sessions on the themes of biodiversity, sustainable production and consumption, teacher training, youth, health and e-learning, and sessions for each continent were part of the conference.

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Bicing in Barcelona

An increasing number of cities including Paris and London, have
implemented public bicycle rental schemes. RCEs can help governments and other stakeholders learn about such innovations through collaborative educational programmes.

A Guide to advocacy for WSSCC co-cordinators working on the WASH campaign

A Guide to advocacy for WSSCC co-cordinators working on the WASH campaign
The Sourcebook is divided into four sections. Section 1 is an introduction to advocacy work, and considers what is advocacy, the reasons for engaging in advocacy work and some of the issues
surrounding advocacy. The section closes with an outline of some common concerns about advocacy work. Section 2 focuses on how to undertake advocacy work, outlining the planning
process and describing the various tools and approaches which can be used. Section 3 discusses the links between advocacy and project/programme work in the field and issues of capacity
building, while Section 4 lists some of the available resources, publications, networks and other organisations involved in advocacy work and describes some of the key policy actors and
processes in the freshwater sector.
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Water and sanitation; what will deliver the improvements required for urban areas?
Published: Oct 2003 - IIED
Series: Environment and Urbanization Briefs 08
Around 800 million urban dwellers lack the sustainable access to safe drinking water that the Millennium Development Goals prioritize, and close to 1 billion lack adequate sanitation. This
helps explain why Fifteen years of international agency support for privatization has not produced the hoped-for improvements. The increased focus on water stress as being the problem is still often ill-conceived, as inadequacies in provision for water and sanitation have little to do with inadequate freshwater supplies and much to do with inadequate water management. New directions are desperately needed to stop water and sanitation deficits growing in the increasingly urbanized societies of Africa, Asia and Latin America. There are new approaches based on
partnerships between government and communities that work on a large scale yet require modest resources. This Brief gives examples of community-designed, constructed and managed toilet blocks that serve hundreds of thousands of low-income people in Indian cities, and water points and sanitation blocks that have greatly improved provision that are not classified as “water and sanitation” projects.
For more information visit:
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Solution Exchange
Solution Exchange is an initiative of the United Nations Agencies in India. It aims to harness the power of Communities of Practice to help attain national development goals and the Millennium
Development Goals. The knowledge, experience and energies of development practitioners are tapped to help evolve articles on status of particular sectors, obtain information on innovations,
etc towards the common objective of problem-solving. The underlyiong idea is that while “expert” knowledge is often well documented, valuable tacit knowledge gained through practitioner experience is typically lost or ignored.
Solution Exchange has been set up as a free, impartial space where professionals are welcome to share their knowledge and experience. Members represent a wide range of perspectives from government, NGOs, donors, private sector and academia.
They are organized into Communities of Practice built around the framework of the Millennium Development Goals. Through moderated e-mail groups, members interact on an ongoing basis,
building familiarity and trust, gaining in knowledge that helps them contribute more effectively – individually and collectively – to the nation’s development challenges.
Today eleven Communities are up and running: Maternal and Child Health, Water, Gender, Food & Nutrition Security, AIDS, Decentralization, Education, Work and Employment, Microfinance,
ICT for Development, and Disaster Management.
Solution Exchange provides these Communities with three basic email-based services:

• “Help” offers Community members solutions to questions they raise
• “Comment” provides decision-makers with feedback on draft policies, programmes and projects
• “Discuss” seeks insights on issues of major concern to the Community
• A “Collaborate” service to promote small-group work to take forward members’ ideas or products is to be evolved in the future

For more information visit:
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State of the World’s Cities 2008/09 - Harmonious Cities
Half of humanity now lives in cities, and within two decades, nearly 60 per cent of the world’s people will be urban dwellers. Urban growth is most rapid in the developing world, where cities
gain an average of 5 million residents every month. As cities grow in size and population, harmony among the spatial, social and environmental aspects of a city and between their inhabitants
becomes of paramount importance. This harmony hinges on two key pillars: equity and sustainability.

Environment Education and Action Programme for Schools in Delhi

Environment Education and Action Programme for Schools in Delhi

Sharad Gaur,Centre for Environment Education

Cities in the National Capital Region (NCR) of India are
undergoing extremely rapid and uncontrolled urbanization, and the situation has become particularly alarming over the last decade. A whole range of environmental issues linked to this growth process have emerged – loss of natural habitats and native species; waste management problems; scarcity of water; pollution of water, land, air and other resources; and several other pressures linked to this exponential spurt in the human population of the region. In recent years, two issues among these have become most
visible – those of water and waste management.
The problems have manifested themselves in repeated episodes of water scarcity, contamination, failure of waste management systems, and so on. At the same time, there is a felt need for re-orienting public attitudes and behaviour relating to the use and conservation of water, and disposal and management of wastes, especially domestic/municipal solid wastes. The general public perception appears to be that the solutions should be found by the government/ civic/ municipal agencies, and people, while they are aware of the issues, by and large do not identify their own role in this.
In this context, an ‘Environment Education and Action Programme for Schools in the National Capital Region’ was supported by the India-Canada Environment Facility (ICEF) and implemented by the Delhi offi ce of CEE from March 2005 to March 2007. The project aimed at creating awareness and building capacity of teachers and students, on water conservation and solid waste management in 60 schools from 6 selected cities in Delhi.

Activities
The project activities included setting up of
• rainwater harvesting systems
• facilities for waste paper recycling
• solid waste management through composting
• installation of looms for weaving and producing useful material from used polybags

Sixty schools from six NCR cities (10 each from Delhi, Ghaziabad, Sahibabad, Faridabad, Gurgaon and Noida) participated.

This project was an attempt to provide the school communities a hands-on opportunity for putting good environmental practices into place, and to practise in
real life at least a part of what the students are taught in theory related to environmental studies. The idea was born out of the belief that schools are not just places for academic pursuit; they are living communities of people that have the potential to infl uence thou-sands of families, neighbourhoods, and society at large.
The work components were carefully designed to ensure that each partner school would in the long run become a nucleus of public awareness about water conservation and waste management issues. At the same time, longterm assets would accrue to each school, and would be instrumental in water conservation and waste minimization.
This project has also led the CEE team to a fairly good understanding of various requirements in the school system related to environmental services, namely:
• sanitation (in particular for girls, which is a critical area and accounts for the large-scale dropout of girl students around the 10-12 year age bracket);
• water supplies, management, and conservation;
• energy resources and management;
• waste management, minimization, and disposal.
Major Achievements
Rainwater harvesting structures, handmade paper units, and composting units have been set up at 58 partner sites (of the 60 sites) and are functioning. Waste-polybag weaving looms have been set up and made operational at 5 sites, and user groups have been trained.
A bank of resource material has been produced in Hindi and English, and disseminated among partner institutions and others users.
Teachers in many schools are using the learnings from the project to enrich their classroom teaching.Partner schools have begun more active efforts in minimizing waste, segregating wastes at source, recovering resources from waste through recycling and composting, and harvesting
rainwater.
The facilities created under this project are now long-term assets of the schools and are also visible to the general public through signage set up at the sites.
The project has had a direct outreach to approximately 15,000 students in 60 partner schools, spread over 6 cities in the NCR. Core groups of approximately 20 to 50 students per school have been set up to continue the activities. Similarly, 120 to 150 teachers, and maintenance staff
of the 60 schools have been covered directly (2-3 nodal teachers per school), and several hundred more teachers and school staff indirectly.
Families of the teachers and students, and communities in the neighbourhoods of the 60 schools have benefi ted indirectly through visiting and observing the facilities and the practices under the project.
Linkage with Government
The Departments of Education in the three States involved (Delhi, Uttar Pradesh, Haryana) have been involved right from the beginning of the project, by way of assistance in school selection, issue of necessary permissions, instructions to Principals for ensuring participation, and so
on. Project staff have periodicallygone and briefed them about the progress in various towns, and some of them have informally visited the project sites at the partner schools in their respective towns.
In Delhi, the Department of Environment has taken active interest by way of advising their Eco Club member schools to get involved with the CEE-ICEF project, and inviting CEE to various Eco Club events in Delhi.
The National Bal Bhavan, New Delhi, an institution under the Ministry of Human Resource Development, has partnered actively with the project. Apart from becoming a project site, it also hosted the Eco Fair (Eco Mela) in November 2006.
Sustainability and Replication
All the facilities created under the project are now assets of the partner schools, and are being managed by them. Almost all the facilities are free of recurring expenses and would need only minimal damage repair, which is to be borne by the partner schools.
CEE has already been receiving numerous requests from schools for starting similar units and education programmes there. Most of these requests come as a result of visits made to the CEE-ICEF partner schools and learning about the project. CEE is assisting such institutions with its own
resources.
The project experience on the whole is eminently replicable and can be either scaled up in the same institutions, or carried out to new areas. CEE has been working towards this and has initiated dialogues with a few agencies to explore the way forward.
There is an urgent need for the education departments at city/ state level to incorporate good environmental practices into their design, planning, construction, and estate management. It is evident that even small interventions such as this project can help achieve major improvements in environmental conditions, while at the same time resulting in cost savings for the institutions,
departments, and governments concerned. The project has also helped highlight the need for an integrated approach Resource materials in Hindi and English were produced and disseminated to partners to these issues, instead of the current policy and practice of tackling each issue in a piecemeal manner and more in an emergency-response fashion rather than a long-term,
vision-based planning process.

Resource materials in Hindi and English were produced and disseminated to partners

Paper Recycling: Easy do it yourself steps
We all use paper in our day to day life. The use of papers has increased mainfold over the last few decades in schools, homes and offi ces. The use of paper results in generation of large quantity of waste or used paper. Increasing manufacture of paper poses a threat to protection of trees as the raw material comes from tree. The booket explains manufacturing paper at the cost of environment and easy ways to reduce, reuse and recycle papers.

Rainwater Harvesting: Easy do it yourself steps
India’s environment witnesses uneven availability of water over the year. The rainfall comes pouring down for 3-4 months between June to September. The booklet on RWH explains the importance, benefi ts, methods and components of harvesting rainwater during monsoons. Pictorially it represents materials required for construction, construction of recharge well and the maintenance of RWH structures. The last section gives details on how to calculate volume of rainfall potential of an area.

Composting: Easy do it yourself steps
The composting booklet gives a brief about the quantity of waste generated, the various categories of wastes and benefits of composting. In detail it explains wastes that can be composted, anaerobic and aerobic composting methods and precautions that need to be followed during composting.

The booklets were brought out under ‘Environment Education and Action Programme for Schools in the National Capital Region’ programme supported by and in partnership with India Canada Environment Facility.

‘Umang’ School without Walls

‘Umang’ School without Walls
CEE Himalaya


“We enjoy studying even in the winter. Umang is so very comfortable and joyful. It provides us not only colorful themes for studying but also prevents us from severe cold. Thank you for doing our school so nicely.”
- Students of the Government Primary School, Salamabad

“We are thankful to CEE Himalaya for doing ‘Umang’
programme in our school. We learnt many new things
about education and especially about earthquake and how we can save ourselves.” - Jahangir Ahmad, Headmaster, Government EGS Centre, Thardhi, Gingal, Uri

‘Umang’ is ‘school without walls’. The concept was developed and made functional for students from Baramullah and Kupwara districts of Jammu and Kashmir, after the devastating earthquake of Oct 8th 2005. Students, left with damaged homes and schools, were scared to visit schools and so were the parents for fear of the unforeseen.
Umang helped students to open up and express themselves to bring out their stress. This involved talking to the students in a friendly and caring manner, involving them in stories, reciting poetry, involving them in arts and crafts, games and other activities.

CEE Himalaya began this education initiative soon after the earthquake, with focus on psycho-social care and
resuming education. It also had a component of teacher’s capacity building on psychosocial care and education for sustainable development. Umang used a combination of formal and informal learning, with partly curriculumbased activities.
The objectives of the programme:

• To provide psychosocial care to earthquake affected children of Jammu and Kashmir
• Bring back students to schools, most of which were damaged
• To ameliorate the fear related to damaged schools
• Highlight the need for preparedness
• Enhance concern and care about the local environment Selection of Schools

CEE was provided a list of 16 damaged schools by the Chief Education Offi cer, Baramulla. Among them 10 schools were short-listed by the CEE team engaged in the larger Rebuilding Trust effort. The main criteria for the selection of schools were the availability of adequate land for
construction of new class rooms and some open space and the accessibility of the school.
Reconstruction of permanent and temporary damaged schools required time. Providing students with permanent classes was diffi cult. As winter was approaching, interim schools were made with corrugated roof and walls, insulated with foam and with a lining of plywood. These were designed by Centre for Environment Planning and Technology, Ahmedabad.
Winter is very severe in Kashmir with temperatures going below 0°C. So CEE Himalaya conducted the programme in two phases, the fi rst from 26th October, 2005 to 7th December, 2005 and the second phase from 13th March, 2006 to 4th December, 2006. Over one thousand students participated in the programme and 150 teachers experienced Umang programme in the fi rst phase. This phase of Umang concentrated more on adjustment to the trauma and hence the emphasis was on the creation of interest for the students to come to school and continue their studies. The approach was to use games, a lot of fun activities, experience sharing and gradually turning towards academic activities through participatory processes. During this a very warm, soothing and healing atmosphere was sought to be developed, where teachers and students come closer. Interactive games like “Who am I”, “Catch the Leader”, “Blind Faith”, “Jilli Kaka” etc.
were played to make the atmosphere vibrant and joyous, where even the teachers participated.
The programme again continued from 13th March, 2006 to 4th December, 2006. The activities were supported by German Agro Action and Plan India in the four educational zones of the Uri Tehsil in Baramulla district and two educational zones of Kupwara district. Altogether 451
schools were covered under the programme in that phase. Over 33000 students both boys and girls and 1800 teachers benifi ted from the programme.
The second phase of the program was aimed at enhancing awareness among the students about the recent earthquake – its causes, preparation to be taken before, during and after the earthquake. In addition competitions amongst the students were made in the form of quiz,
extempore speech, etc. which aroused the inner talents of the students. CEE Himalaya team visited different schools every working day to impart the concept of environmental education to the students and the teachers alike.
Reconstruction of Damaged Schools as ‘Anandshalas’
Another component of the education initiative was reconstruction of 10 damaged schools in Uri sub-division as ‘Anandshala’ Model schools. ‘Anandshala’ literally means ‘school of joy’. The objective here was to make model rural schools that teach sustainable ways of living. This was done through improving school infrastructural facilities, involving the schools and communities in
planning, implementation and upkeep of infrastructure, imparting life skills to the students through innovative and interactive pedagogy.
Participatory Approach
Anandshalas function with full community participation. Village Level Education Committees comprising of Headmaster, Village Pradhan, Zonal Education officer were formed in each village identifi ed for the Anandshala construction.
The schools were designed in a manner that apart from the earthquake resistant construction, rooms are well lit and bigger than the size normally prevalent in the area. Doors and windows have been strategically designed and place in a manner that the rooms get maximum light and air. Separate toilets were built for girls and boys. Students were involved in the construction by asking them to design the interiors of the class rooms. Open spaces in the school were developed by teachers and students, who were given the freedom to utilise the space as per their choice and
creativity.
Apart from students and teachers, the parents and other community members were constantly involved not only in the construction but also in planning for the ambience, entrance, and other issues to make the Anandshalas as per their liking and promote a feeling of owning the schools.
Regular meetings happen with the VLECs and the parents about the Anandshala philosophy, functioning and to get their views as well. Difficulties/disputes coming during the course of construction are also resolved through community consultations.