Formal approaches to building an integrated environmental education curriculum
In order to improve the understanding and appreciation of the islands natural resources, ANET and Kalpavriksh came together in 1996 to create a place-based and contextual environmental education teachers training manual called ‘Treasured Islands’. Designed and produced by Sunita Rao of Kalpavriksh, Treasured Islands was created both in English and in Hindi (2nd edition), to help teachers of the islands initiate environmental awareness among students, encouraging them to take an active interest in conserving the islands’ diversity, history and culture.
After the 2010 approval from the Supreme Court of India to infuse environmental education with mainstream education programmes, a circular was issued by the Directorate of Education (DoE) in the Andaman and Nicobar Islands making environmental education mandatory in all schools using Treasured Islands as a resource. The DoE required the this to be carried out in a manner that would be meaningful, yet not be burdensome for either the teacher or student.
Dakshin/ ANET and a host of contributors (teachers, administrators, facilitators and many others), took this opportunity to update the existing 'Treasured Islands' handbook and align it with the CBSE curriculum. This 3rd edition of Treasured Islands has been beautifully redesigned by the students of Srishti Institute of Art, Design and Technology and aims to serve as a comprehensive resource for context-specific environmental education in the Andaman and Nicobar Islands within the framework of the school curriculum. The overall aim of the book is to foster a connection between the learner and the surrounding environment. The book includes 8 chapters, each addressing locally pertinent issues ranging from information on ecosystems on the islands, to the history and settlement trends of the islands, and lastly, resource use and sustainability on the islands. Activities that accompany each chapter include experiential-learning based modules and encourage independent thinking, questioning and hands-on problem-solving skills.
Currently pending approval with the Directorate of Education, this redesigned version of Treasured Islands is expected to serve as an environmental education textbook for almost 150 middle schools in the Andaman and Nicobar Islands. Moving forward, the project hopes to improve local capacities for environmental education by conducting numerous teacher training and capacity building workshops. Accessibility of this book will be improved by translation into locally used languages. Furthermore, researchers and educators at Dakshin Foundation are creating a suite of supplementary materials that will reinforce learning outside of dedicated classroom time through a mix of print, audio and visual tools. The project, which will be monitored closely to identify gaps, issues and logistical constraints in implementing such a programme, has the potential to serve as an excellent model for other states in India to develop strategies to integrate environmental education into their respective curricula.
In order to improve the understanding and appreciation of the islands natural resources, ANET and Kalpavriksh came together in 1996 to create a place-based and contextual environmental education teachers training manual called ‘Treasured Islands’. Designed and produced by Sunita Rao of Kalpavriksh, Treasured Islands was created both in English and in Hindi (2nd edition), to help teachers of the islands initiate environmental awareness among students, encouraging them to take an active interest in conserving the islands’ diversity, history and culture.
After the 2010 approval from the Supreme Court of India to infuse environmental education with mainstream education programmes, a circular was issued by the Directorate of Education (DoE) in the Andaman and Nicobar Islands making environmental education mandatory in all schools using Treasured Islands as a resource. The DoE required the this to be carried out in a manner that would be meaningful, yet not be burdensome for either the teacher or student.
Dakshin/ ANET and a host of contributors (teachers, administrators, facilitators and many others), took this opportunity to update the existing 'Treasured Islands' handbook and align it with the CBSE curriculum. This 3rd edition of Treasured Islands has been beautifully redesigned by the students of Srishti Institute of Art, Design and Technology and aims to serve as a comprehensive resource for context-specific environmental education in the Andaman and Nicobar Islands within the framework of the school curriculum. The overall aim of the book is to foster a connection between the learner and the surrounding environment. The book includes 8 chapters, each addressing locally pertinent issues ranging from information on ecosystems on the islands, to the history and settlement trends of the islands, and lastly, resource use and sustainability on the islands. Activities that accompany each chapter include experiential-learning based modules and encourage independent thinking, questioning and hands-on problem-solving skills.
Currently pending approval with the Directorate of Education, this redesigned version of Treasured Islands is expected to serve as an environmental education textbook for almost 150 middle schools in the Andaman and Nicobar Islands. Moving forward, the project hopes to improve local capacities for environmental education by conducting numerous teacher training and capacity building workshops. Accessibility of this book will be improved by translation into locally used languages. Furthermore, researchers and educators at Dakshin Foundation are creating a suite of supplementary materials that will reinforce learning outside of dedicated classroom time through a mix of print, audio and visual tools. The project, which will be monitored closely to identify gaps, issues and logistical constraints in implementing such a programme, has the potential to serve as an excellent model for other states in India to develop strategies to integrate environmental education into their respective curricula.
Informal approaches to improving education in the Islands
ANET & Dakshin have an ongoing collaboration with WIPRO Applying Thought in Schools to start The Islands of Wisdom project. This project is implementing a holistic approach to education in order to strengthen foundational learning. Funded by WIPRO Applying Thought in Schools, is an after-school learning programme for students from classes 3, 4 and 5. The focus of the programme is to make education contextualised and place-based thereby helping students develop strong foundational learning and effectively deal with the demands of the school curriculum. The programme seeks to provide a safe space where students can experience the coming together of learning and play. The learning framework focuses on language, comprehension and expression skills through using innovative teaching and learning methods. By employing learning level appropriate, contextualised, and hands-on activities, students are encouraged to explore concepts individually and in a manner that cuts across traditional subject boundaries. The methodologies employed and the principles followed aim to develop independent thinkers and curious learners with a strong sense of appreciation for the environment. To this end, the content used at our centre is developed in-house and through studying the work of organisations with similar goals.
We seek to develop this after-school learning programme as a model that can be taken to various geographies and serve as an effective intervention in primary school education. While the attendance at the after-school programme is limited to students from classes 3, 4 and 5, our library is open to students from all classes. The library is open after school hours on two days of the week. The team currently comprises of Karishma Modi, Aplonia Topno and Moumita Bhowmik. Currently developed as a small scale intervention, the programme is being planned in the long-term as a replicable model that will rely on contextualised content and the integration of school teachers and local facilitators into the centre, creating a shared space that relies on an integrated model of teaching.
ANET & Dakshin have an ongoing collaboration with WIPRO Applying Thought in Schools to start The Islands of Wisdom project. This project is implementing a holistic approach to education in order to strengthen foundational learning. Funded by WIPRO Applying Thought in Schools, is an after-school learning programme for students from classes 3, 4 and 5. The focus of the programme is to make education contextualised and place-based thereby helping students develop strong foundational learning and effectively deal with the demands of the school curriculum. The programme seeks to provide a safe space where students can experience the coming together of learning and play. The learning framework focuses on language, comprehension and expression skills through using innovative teaching and learning methods. By employing learning level appropriate, contextualised, and hands-on activities, students are encouraged to explore concepts individually and in a manner that cuts across traditional subject boundaries. The methodologies employed and the principles followed aim to develop independent thinkers and curious learners with a strong sense of appreciation for the environment. To this end, the content used at our centre is developed in-house and through studying the work of organisations with similar goals.
We seek to develop this after-school learning programme as a model that can be taken to various geographies and serve as an effective intervention in primary school education. While the attendance at the after-school programme is limited to students from classes 3, 4 and 5, our library is open to students from all classes. The library is open after school hours on two days of the week. The team currently comprises of Karishma Modi, Aplonia Topno and Moumita Bhowmik. Currently developed as a small scale intervention, the programme is being planned in the long-term as a replicable model that will rely on contextualised content and the integration of school teachers and local facilitators into the centre, creating a shared space that relies on an integrated model of teaching.
