Unep Report - Sustaining EE&C For SD

Draft
Sustaining
Education and Communication
for
Sustainable Development
Report of the Workshop

held at
Centre for Environment Education, India
in collaboration with UNEP-ROAP
on
19 June 2001
The Workshop
Remarks/Comments
Background
Chapter 36 of Agenda 21 states that:
“Education, including formal education, public awareness and

training should be recognized as a process by which human beings
and societies can reach their fullest potential.”
This need for environmental education has been explicitly recognized

by government policies of the countries in the region, and in many
cases, policy directives exist for the incorporation of Environmental
Education and Communication (EE&C) into mainstream education.
Considerable work is happening in the region today in the field of
environmental education. But a major concern has been whether EE&C
have been able to have the impact that it should, whether it has been
able to make a difference and contribute to environmental
improvement. Implicit in this concern is how EE&C initiatives can be
sustained. Several innovative initiatives have been undertaken, but
some of these have remained just that—innovative experiments, which
have not been built on, or scaled up or even sustained in a limited
context.
This is the major concern this document addresses. This document is

one of the products of a process jointly undertaken by Centre for
Environment Education, India and the UNEP-Regional Office for the
Asia-Pacific and is the outcome of a one-day Workshop on ‘Sustaining
Education and Communication for Sustainable Development’.
Introduction
The Centre for Environment Education (CEE) and the United Nations
Environment Programmes (UNEP) are both engaged in developing,
promoting and facilitating innovative environmental education and
action research projects in the field of environment and development.
Centre for Environment Education (CEE) was established in August

1984 as a Centre of Excellence supported by the Ministry of
Environment and Forests, Government of India. CEE, a national
institution, has a mandate to promote environmental awareness. CEE’s
primary objective is to improve public awareness and understanding
of environmental issues with a view to promote environmental
awareness.
Sustaining E&C for Sustainable Development

2
The Workshop
Remarks/Comments
CEE is involved in a variety of environmental education efforts in
India and the region. It is the National Host Institution for the UNDP
Small Grants Programme in India. Under this programme, initiatives
of a number of NGOs in the field of Biodiversity conservation, Land
management, and Water management are supported. CEE, as the
Subject Matter Focal Point for Environmental Education and Training
of the South Asia Cooperative Environment Programme (SACEP),
is also involved with UNEP in developing a South Asian Action Plan
on Environmental Education and Training 2000-2005. It is the
Secretariat of the South and Southeast Asian Network for
Environmental Education—a network launched in 1993 in partnership
with IUCN-Commission on Education and Communication. The
concern about sustaining environmental education and communication
efforts is a major one in all these involvements.
UNEP, the United Nation’s Environment Programme has a goal of

promoting long-term sustainable development worldwide. The mission
of UNEP is ‘to provide leadership and encourage partnership in caring
for the environment by inspiring, informing, and enabling nations and
peoples to improve their quality of life without compromising that of
future generations.’ One of UNEP’s spearheads is ‘Regional
Cooperation and Representation’, under which a number of UNEP
Regional Offices have been established. UNEP-Regional Office for
Asia and the Pacific (UNEP-ROAP) looks into the needs of the Asia-
Pacific region.
In this context of involvement in EE at various levels, one of the

concerns shared by both UNEP and CEE has been the sustainability
of the various environmental education initiatives.
This shared concern led to CEE and UNEP organizing a one-day

Workshop on 19 June 2001 at CEE Ahmedabad to discuss
sustainability, in the context of environmental education and
communication initiatives, and how to achieve it.
This Workshop is seen as the beginning of a process, not the end. The
next phase of this process (please see Annexure II), through this
document and other media, aims to share these discussions with a
wider group of experts and professionals. It is a fact that sustainability
of an initiative depends on the integration of several factors—
community involvement, environmental protection, provision for
education, etc. but the challenge lies in putting these elements together
and coming up with a checklist of indicators for sustainability. It is
hoped that sharing these discussions and thoughts will help the EE
community in the region to in meet this challenge better.

3
The Workshop
Remarks/Comments
The Workshop
The Workshop was attended by 42 participants (please see Annexure

IV) representing a number of institutions in India, like the Bharatiya
Vidyapeeth Institute of Environment Education and Research, Pune;
CEE; Green Ray Foundation, Goa; Kerala Sastra Sahitya Parishad,
Cochin; UNEP; UNICEF India, and WWF India (Gujarat Chapter).
Shri Kartikeya V. Sarabhai, Director, CEE, India shared with the

participants, the process and discussions between CEE and UNEP,
which had led to this event. This was followed by a round of
introductions of the participants (for Workshop schedule please see
Annexure III).
Workshop Objectives
Mr. Mahesh Pradhan from the UNEP-ROAP Office elaborating upon

the Workshop objectives said that the Workshop aimed to:
• Define the meaning and scope of ‘sustainability’ in the context

of EE and communication projects/programmes/initiatives;
• Discuss the process by which sustainability can be achieved;
and
• Look at specific issues associated with the process of
sustaining EE and communication initiatives.
He gave a background to this effort and also shared with the group
some of similar initiatives taking place in the region and the world.
Why the Concern about Sustaining EE Initiatives?
During the past few decades, humans have drastically changed the
world and its environment. Many of the changes have resulted in
dramatic improvements and significant progress in various fields of
human endeavour. But it is also true that some of these activities are
at the expense of a healthy environment. It is often assumed that
economic, scientific and technological development, and
environmental concerns cannot go together. However, environment
and development need not be seen as contradictions. These are two
equally important aspects of planning and management of change.
This is the basis of the concept of sustainable development. EE is one
of the tools to help achieve sustainable development. It can make

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The Workshop
Remarks/Comments
people understand the need for harmony between Environment and
Development and convince them that sustainable development is
possible. Thus sustaining EE would help us achieve sustainable
development.
The Opportunities
One of the many positive things for EE has been the recognition at
international and regional policy level forums of the need for reviving
and reorienting EE. At the global level, the first Global Environmental
Ministerial Forum was held in Malmo, Sweden in 2000. The second
meeting in the series was held in Nairobi in 2001 and the next one is
planned to be held in Costa Rica in 2001. Discussions on EE, and
sustaining educational efforts were a part of the major discussions at
Nairobi.
At regional level, the Asia-Pacific Ministerial Conference on

Environment and Development was held at Japan in the year 2000.
45 countries participated. A five year Action Plan on sustainable
development (2000-2005) was adopted. In this plan, EE along with
media and information technology, has featured as a major tool to
achieve sustainable development.
The Missing Link
However, though the discipline of EE has been in existence since

1970s, the impact does not seem significant. In developing countries
where resources are scarce and technical human power not readily
available, EE seems to have failed to make much progress for various
reasons. One of the ways to overcome some of these barriers is regional
networking and cooperation.
With over two decades of EE now, a number of efforts at reflective

analysis are being made at various levels—national, regional and
international—to look at what, with regard to EE, did not work and
why. In retrospect, the failure to fully implement Tbilisi seems largely
due to the great mismatch between the enormity of the task, and the
priority—and hence resources—assigned to the task by international
and national communities. Secondly, within formal education, EE
has been mostly treated as a subject whereas it is an inter-disciplinary
approach. Thus the current approaches used for EE need to be
improved so as to highlight the multidisciplinary aspect.

5
The Workshop
Remarks/Comments
The efforts being made at various levels and the one like this become
more relevant as we draw closer to Rio+10 coming up next year.
Towards this, a number of discussions on how EE activities can bring
about a change on the ground are being held. This was the big question
that emerged at Rio+5.
Given the current global and regional happenings, UNEP is keen to

set up a process that would:
• Look into and analyze EE and major efforts made so far;

• Investigate what is missing on the ground and what can make
a difference;
• Understand what is required to bridge the gap between global
and local efforts and facilitate processes that would create a
complementary relationship between the two.
This Workshop, he said, is one of the steps towards achieving the

above goals.
Setting the Stage
Ms. Meena Raghunathan, Programme Coordinator, CEE, shared with

the participants some of the key questions and concerns that the small
Workshop planning team came up with, as the planning for the
Workshop was being done. These could be part of the discussions for
the day. These included:
• Dynamic vs. static sustainability

What really do we mean by sustainability—doing the
same thing over and over again, or facilitating an
initiative to grow, to innovate, to change?
• Sustainability and institutional culture
What are the linkages between organizational culture,
its decision-making processes, delegation,
decentralization, etc., and sustainability?
• Leadership and sustainability
What role does leadership development play in
ensuring sustainability?
• Target setting and sustainability
How is sustainability linked to targets set for an
initiative? Can unrealistic objectives and goals lead to
failure of sustainability? On the other hand, does setting

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The Workshop
Remarks/Comments
high, slightly out of reach targets motivate teams to
perform and innovate?
• Sustainability and transition, phase and sustainability
Sustainability with regard to different phases of a
project cycle—when is it desirable for a project to
achieve sustainability?
• Institutionalization and sustainability
Is sustainability achieved through institutionalization?
But is it not possible that the innovativeness that was a
part of an initiative, which gave it quality and made it
worth sustaining, is lost the moment it is
institutionalized and that it becomes routine?
• Sustaining motivation
People are key to sustainability. How can motivation
of the team be sustained, specially when tasks are
tending towards routine?
• Threat and crisis to sustain sustainability
What role does crisis have to play in sustainability?
How can crises be used to improve and strengthen an
initiative and make it sustainable? How and what level
of risk taking ability needs to be built in the institution/
team to facilitate sustainability?
• Change and adaptation as a necessary condition for
sustainability
Is the ability to be adaptable a necessary condition for
sustainability? How can this be built in?
• Impact sustainability vs. activity sustainability
What should be sustained—the activity which is being
done as a part of the project, or the impact that the
project is aiming to make?
• When to expect sustainability
When should a project be evaluated for sustainability?
Too early may be unrealistic, but too late may be a
missed opportunity.
• Indicators of sustainability
What kind of a checklist will be required to assess
project’s growth towards sustainability?
• Warning signals of un-sustainability
How can a project manager get early warning signals
about the sustainability of the initiative?
• Scaling up, mainstreaming and project sustainability
How to ensure sustainability of a project while scaling-
it-up?
7
The Workshop
Remarks/Comments
• Cost of sustainability
What amount of resource input is required to sustain
a project? Is there a concept of one-time cost? What
are additional costs of sustaining a project? How are
these to be met?
More points pertinent to the issue of sustainability of a project that

came up during the discussions, including:
• Has EE really been accepted as a tool for achieving SD?

• Have educators made EE accepted by the target groups?
• What resources—financial being only one part of it—are
available for EE initiatives?
• Is institution building a necessary condition for any country
to make EE a sustainable activity in a society? Can it strengthen
sustainability of a project?
• What is the relevance and importance of partnerships for
sustainability?
• Is continuously revising the definition and scope of EE
distracting from, rather than strengthening the effort?
• How important is constant learning of environmental educators/
facilitators in terms of their understanding of the subject, issues,
thinking and approaches? Does not stagnation at their level,
lead to un-sustainability?
• How innovative is an initiative, in terms of methods,
approaches, and issues?
• Is it not important to measure how effective is a project in
terms of environmental action—is EE leading to EA, directly
or indirectly? An EE initiative leading to EA has better chances
of being sustainable.

8
The Workshop
Some Thoughts on Sustainability Remarks/Comments
Sustainability implies Factors facilitating sustainability
To sustain = to hold Adaptability

Continuity, Survival
Replicability
Continuous
Mainstreaming with Viability
innovativeness Effectiveness
Scale Relevance
Banyan Tree Excellence
Teaching Fishing Removal of Gaps
Magic Wand
Empowerment
Factors essential for sustainability
Acceptance
Sustainability is
Society
Self-driven Internalization
motivated Internalization among Target Group
Self-supporting Ownership
Dynamic Economic or Resource Gain
Opportunities
Attitude/Habits

9
The Workshop
Remarks/Comments
Some Quick Thoughts on Sustainability
The introductory session was followed by an exercise that helped

articulate participants’ ideas on ‘sustainability’, and their expectations
from the Workshop. The outcomes of this exercise were then reflected
upon and brainstormed at the plenary. From this brainstorming emerged
a number of concerns and issues that are important for sustaining EE
initiatives. These fell into nine major clusters. It was decided that
these would form topics for the Working Group session. These were:
• Meaning and Scope of Sustainability

• Components and Indicators of Sustainability
• Designing and Operationalizing Projects
• Strategies and Action Plan
• Mainstreaming and Scaling-up
• Capacity Building
• Funding and Resources
• Threats and Challenges to Sustainability
• Innovativeness and Dynamism
The first half of the Workshop came to an end with a panel discussion
on experiences in sustaining EE initiatives (please see Section I). The
second half was the Working Group session (please see Section II).
The next two sections of this document report on the panel discussion,
working group discussions and the remarks and suggestions made
during these presentations.

10
Panel Discussion
Remarks/Comments
Section I
Sustaining Education and Communication Efforts:

Learnings and Concerns
Based on and building upon a Panel Discussion. The Panel: Prof. M.K. Prasad of
KSSP, Cochin (Chair); Dr. Erach Bharucha, BVIEER, Pune; Shri Kiran Desai, CEE,
Ahmedabad; and Ms. Marie C. Pinto, Green Ray Foundation, Goa.
1.1.What should EE be?
The most common understanding about environment that prevails

among people is that environment is trees and pollution. One of the
concerns raised was about this type of EE; EE which has failed to
communicate that besides nature and natural processes, environment
has several other dimensions; that it has linkages with economic
development, technological development, policies, societal set-up,
culture, tradition and beliefs. A failure on the part of environmental
educator to reverse the process of imparting this kind of EE might
mar the very objective of EE—to highlight that environment is
multidisciplinary and needs a holistic approach.
Box 1: What is Environment?
While addressing a group of children at a World Environment Day
event being held at Gujarat Environmental Education Research
Foundation, I asked the children what they understood by
‘environment’, and the reply I got was chopadi (book).
(‘Environment’ is a subject in Standards 1-4)
Kiran Desai, Programme Coordinator, CEE, India
Thus a major challenge for educators today is to correct such

perceptions and bring about the understanding that environment is
all-encompassing, multidisciplinary and dynamic; that it has scientific,
ecological, political, economic and technological dimensions. The
child’s response to EE in the example (please see Box 1) of equating
environment to Chopadi (book) indicates that the need to improve/
modify/innovate ways of imparting EE is pressing and urgent. Thus
before discussing how to sustain EE initiatives, it is important to
understand and evaluate the impact of EE that is being imparted. Are
we mis-communicating?
Only when these links between environment and the various other
disciplines and real life are established, can EE become meaningful
to the learner and to society, and could qualify to be a sustainable
initiative.

11
Panel Discussion
Remarks/Comments
‘Collective strength’ for Sustainability
“We went to Bhuj/Kachchh Office of VIKSAT, to distribute water-proof tents to 1100 families
rendered homeless by the earthquake...In the village of Motabandar, which is about 45 km away
from the main roadand had received little relief aid ...we were having a community meeting in a
school whose roof had been blown off, severe cracks had appeared and school was not functional.
Before this meeting we had been talking to a teacher who informed us that they could not repair the
school building and that they had returned a cheque for Rs. 36,000, which had come from the
government because the amount was much less than what was required...
He informed us about another beautiful campus with a compound wall and a couple of rooms that
had been built 2-3 years ago but which did not have doors and windows. Hence, he said, the school
activity could not be shifted there.
The meeting started. I was not able to hold myself back and so I asked the people, “You have an
unusable school building, what are you all going to do towards getting the school functional?”
Eventually, during the discussion, it came up from the community itself that there was an alternative
structure which was not operational due to lack of funds for putting up doors and windows.
I asked, “What amount of fund is required?”
The villagers: “Rs. 2000-Rs. 3000”

“How many families are there?”
The villagers: “200 families”.
We went through the whole process together. Finally they agreed that given their collective strength,
with a contribution of Rs. 10-15 per family, they could meet the requirement.
I asked them, “When can you do it?”

Villagers: “Just now!”
We got the process started. The spot collection totalled to Rs. 3500!
The recent series of natural calamities that has hit the region and the rehabilitation processes have
ingrained the culture of ‘receiving’ in the entire environment of Kachchh. And thus if we have to
enter the region and SUSTAIN our programmes there, we have to break this attitude of ‘receiving’. In
this example people have realized their potential to solve their problems. What is required is to
channelize all the thinking, understanding and capacities that the people have. Only then the job is
done!
Mr. Srinivas Mundrakartha, Director, VIKSAT, sharing one of his experiences from ‘Rebuilding Hope’: a
rehabilitation programme of the Nehru Foundation for Development for earthquake affected persons.

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The Panel Discussion
Remarks/Comments
2. Delivering Sustainable EE Programmes: Some Strategies
Environmental educators need to identify the ways, approaches and

strategies to communicate the right information in an effective manner.
Some such strategies include:
2.1. Bringing in Locale Specificity, Flexibility and Adaptability

‘Locale-specificity’ was identified as one of the key attributes of
effective EE. An educational programme or a product, to be effective,
replicable and sustainable, will have to be flexible enough to allow
appropriate adaptations depending on the immediate environment,
local needs and resources, etc. Lack of such flexibility could alienate
people from the programme, leading to ineffectiveness and
unsustainability.
Box 2: Why EE needs to be locale specific
An American visiting a Russian school asked the children that if they

bought oranges for X units of money and sold it for X+Y units of money,
what would they get? The reply that came from the students was ‘6
months in jail’.
Kiran Desai, Programme Coordinator, CEE, India
Box 3: Saree-an example of sustainability!
“The saree is a designed piece of clothing worn all over India.

Over the years, very beautiful designs, patterns and textures
have been printed and woven into the Indian Saree and yet,
several thousand years of Indian history has not tried to stitch
the saree. It is worn in many ways and fits all sizes. It is
equally good for working, dressing up or sleeping in. The
final effort is that of the person who designs the cloth and the
person who wears it–of the designer and the user. This is a
very different concept from that of designing, say, a well-
stitched dress. The garment either fits or doesn’t fit and, where
it fits, leaves little room for the wearer to be innovative in its
use.”
Kartikeya V. Sarabhai, Strategy for Environment Education: An

Approach for India, 1985.

13
Remarks/Comments
2.2. Understanding Realities and Needs
One pre-requisite for making a programme/product locale-specific
and relevant is that the educators must know the stakeholders and
beneficiaries, their requirements, their culture, etc.
Box 4: Understanding People’s Requirements

The Green Ray Foundation, Goa, initiated a school project in
1993. The project aimed to create awareness about the environment
among school children (Standards 6-10). After five years, the
teachers and students were enthusiastic, they all agreed that an
effort such as this had to be done, but there were no major changes
in the immediate surroundings of the schools in the project area—
problems like garbage management, water problems, deforestation,
etc. persisted. The analysis brought out that project time had been
too short to show results and therefore efforts could be made only
at sub-critical level; and that the project team was new in the field
and did not understand target group’s needs, therefore delivered
unwanted products.
Ms. Marie Pinto, Green Ray Foundation, Goa
If this is not understood or if programme is developed without studying

and understanding these factors, it would not be possible to deliver a
relevant EE programme, no matter how innovative/flexible the
programme may be. This would lead to unsustainability. This was
one of the learnings highlighted in the panel discussion.
2.3. Learning and Re-designing

Another important consideration that helps to increase chances of a
programme being sustainable, is to set realistic targets, and correctly
qualify the time frame, resource requirements, outputs, risks etc.
“EE is a process, and an essential difference between a process and a project

approach is the degree of flexibility which enables the initiative to adapt to
changig situations.”
Beyond Fences: Borrini-Feyerabend, G. (ed.),
Seeking Social Sustainability in Concservation, IUCN, Gland (Switzerland), 1997.
Achievements of an initiative would obviously depend on the quality

and quantity of inputs and vice versa. It is thus important that the two
are gauged and balanced. Quite often, it happens that on-line
monitoring signals indicate an imbalance between these, and project
managers need to be sensitive to such signals and ready and able to
redesign and reset project targets/objectives/activities/ methodology.
This ability to analyze such imbalances and apply corrective
mechanisms is important for sustaining initiatives.
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Remarks/Comments
2.4. Inputs vs. Outputs
Often innovations and new ideas do not get translated into reality
because adequate backup and support is not available. Often
analysts say, ‘EE has not worked’. But the question here is who
decides ‘what has worked’? What is the yardstick against which
achievements are evaluated?
Box 5: Strategies for EE
BVIEER, initially did teacher training programmes, of 3-5
days. They found that such workshops of short duration were
not adequate in several ways. Though they build a certain
level of capacities for doing certain types of things, it is not
able to achieve all that is required. BVIEER therefore started
offering a diploma in EE, which is a year-long programme
with two contact programmes of one month each—during the
summer vacation and during the autumn break. The third
batch is currently undertaking the programme. BVIEER has
found this mode more effective. Making appropriate changes
in the strategy for EE programmes is crucial to programme
sustainability.
Dr. Erach Bharucha,

BVIEER, Pune.
Another concern here is that input-output ratio expected vis a vis

EE&C is unrealistic. An analogy given was from the world of
advertising. The amount that a soap manufacturing company would
invest in a 30 second advertisement to bring a small change in
customer behaviour—shift from brand A to brand B of soap—
would be comparable to the total investment being made in EE and
communication for an entire country! And the changes expected
from EE&C are fundamental attitude changes and lifestyle
changes!
2.5.Allowing an initiative to get established

Besides adequate inputs and resources, it is also critical that enough
time is built into the project structure so as to allow the programme to
grow and reach a phase where it can show results and can create the
necessary conditions to contribute to its sustainability. EE is a long
process and EE programmes, in most cases, take time to show results.
The Working Groups undertook their discussing in the backdrop of

these deliberations.

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1. Meaning and Scope
Remarks/Comments
Section II
Sustaining Education and Communication Efforts:
Looking Ahead
Based on presentations made by the various Working Groups and the subsequent
discussions held at the plenary (please also see Annexure I).
1. Meaning and Scope of Sustainability
1.1 Defining Sustainability

What does ‘sustaining EE initiatives’ imply? What, in the initiative
needs to be sustained—the activities, the outputs, the learnings and
experiences, or the strategies? What does the phrase ‘ sustaining EE
initiatives’ include? What is its scope? These were main concerns
that this Working Group focused on.
Literally ‘to sustain’ means “to continue, to keep up, to maintain”.

The working definition that the Group came up with was:
The Group elaborated on the attributes of sustainability by using the
example of ‘saree’ (see also box 3).
The Saree over the years…
Achievements Features/Attributes
Has retained basic design and identity dynamic continuity
Lends itself to a diversity of adaptations depending

on circumstances and cultural contexts of the wearer relevance to stakeholder
A heritage passed on from mother to daughter replicable through adaptation with
value addition
Worn in many ways, fits all sizes and ages fostering growth, expansion and
enrichment
Not a finished product. Comes alive in the hands capacity building leading to
of each user empowerment
Caters to wide range of user needs socially just
The final effect is the combined effort of the weaver and wearer—a shared vision.
“Sustainability means continuity of an initiative; continuity that is not

driven by external factors but by an internal force.”

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1. Meaning and Scope
Remarks/Comments
Thus a sustainable programme would be characterized by:
Continuity, which is dynamic in nature and is driven by internal
forces;
Relevance to stakeholders;
Scope for empowerment of the stakeholders who can carry
on the initiative;
Value orientation—bringing about attitudinal change, moral
and ethical;
Socially just; and
Fostering growth, expansion and enrichment.
1.2. Must Every Initiative be Sustainable?

While sustainability is a major concern, it was pointed out that there
are some programmes, which by need and design, are meant and are
applicable for a specific time. An example quoted was a project
undertaken by CEE in a fluoride affected district of Gujarat to develop
educational and training programmes to create awareness about
domestic de-fluoridation technique. This project was designed to end
once the drinking water supply pipeline reached the fluoride-affected
villages. Thus there was no question of sustaining the project.
It was pointed out that sustainability is not about perpetuating a project

or replicating it, It is the learnings from experiences that must sustain.
This brought up the question as to how learnings from such initiatives
could be applied to other programmes. It was felt that whether an
initiative is planned to be sustained or as a one-time project, it is
important that learnings from such initiatives are shared and applied
appropriately to other initiatives. Thus a good project must build in
documentation of learnings as an integral part of the project plan. A
caution sounded here was that documentation is usually done by the
entity conducting the project. But its interpretation is done by some
other entity—and it is this interpretation, which decides the success
of replicating and sustaining an initiative.
1.3.Ritualization and Sustainability

One way of developing a programme that will have better chances of
being sustainable is to look at and learn from similar examples done
in the past, examples which have been effective, which have shown
results and have sustained themselves under a given set of conditions.
A concern here is that this process of referring to existing examples
should not lead to ceremonialization, because sustainability does not
mean ritualizing a practice. Sustainability should come in with a scope
for flexibility, innovativeness and creativity.

17
2. Components and Indicators
Remarks/Comments
2. Components and Indicators of Sustainability
If sustaining an initiative implies continuing the initiative and applying

learnings from it to future programmes, then the next question was
what makes a programme sustainable? How much can efforts like
good documentation help sustaining an initiative? Will project
processes that are participatory and people-oriented make a project
sustainable? How can we know whether our project is progressing
towards sustainability? What should be the criteria to measure/evaluate
sustainability of a project? Does a project in action indicate that all is
well with it? Does proper utilization of funds indicate that the project
will succeed? These questions were the thrust of this Working Group.
2.1. Is EE a felt need?

With regard to the first part of the discussion, on what makes an
initiative sustainable, the Group essentially highlighted aspects, such
as well defined project objectives, necessary partnerships, felt
community needs, etc. which are important. A strong feeling was
expressed that a critical factor for sustaining EE initiatives was that
no matter how well set the project objectives be, and how well
conceived the programme may be, an EE programme will sustain
only if the need for it is recognized. An analogy from the business
world was that a product would sell only if there is a demand for it in
the market. Thus one needs to create a similar demand for EE.
Especially because most often, the ‘target group’ does not usually
perceive EE as a solution to their problems. Therefore, this effort
should be a part of an EE project. The need for EE is usually generated
elsewhere—institutions, NGOs etc. It is very crucial to make the
community feel the need for an EE programme.
Box 6: Creating a need to sustain projects

In the Tassar silk area of Madhya Pradesh, after tassar silk
production failed, the menfolk went to the cities, while women
suffered the misery. The community did not undertake any
restoration efforts until a group of women from Delhi visited the
area and analyzed why silk production failed. It was only after
their study that the community felt the need for regeneration of
forests that a restoration project undertaken there worked.
Prof. M.K. Prasad, KSSP,

Cochin

18
Remarks/Comments
It was further pointed out that making EE a felt need is more
challenging than creating a need for a commodity or a product in the
market, because the former is not seen as a necessity.
Box 7: Creating a brand

That children should not die of diarrhoea can be termed a felt need. This got
articulated through a poster showing a child suffering from dehydration, and
with some symbols showing Oral Re-hydration Salts. And this created a
brand. So while the original felt need was something else (children should not
suffer from diarrhoea), during the process, it got articulated through the
symbols on the posters, as these symbols established a brand for the
programme, hence the programme succeeded. Eventually the message did get
across and the results were seen.
Dr. Erach Bharucha, BVIEER, Pune
A question was raised as to if a programme was successful, would it

not automatically become a felt need? Does not the success of a
programme invariably depend on how stakeholders perceive it?
Tangible gains to the people from the initiative would establish a
need for the programme, and thereby add to its sustainability.
One problem is that the gains/results from EE take time to show. And
it is not always possible to show a ‘one to one’ relationship between
EE and environmental improvement. The belief that education and
communication are necessary may not even be present when the project
starts. It is the educators/project managers who sometime during the
project, need to bring about the realization that education and
communication have been and are a vital part of the project.
While it may not be able to use education at the start of a project, but
after creating a need for it, it needs to be brought in. Once accepted as
a necessity, there is greater chance for the EE initiative to become
sustainable.
2.2.Other Components
Creating a need helps a programme to sustain. But is this the only
necessary condition for sustainability? Obviously not; there are several
other standard components that are a must. One such component is
the need to build in flexibility in the programme, leading to a scope
for multiplication. This was stressed again and again during the various
discussions.

19
Remarks/Comments
Does it imply that a project which is not replicable, is not sustainable?
It was also pointed out that though replication helps in scaling-up and
bringing in sustainability, all EE programmes do not need to be
replicable. Some projects, by design, are not meant to be replicated.
These may be real local initiatives which may not be valid in other
situations. The point is that generic learnings from such programmes
need to be culled and used, rather than ‘replicating’ the effort.
Box 8: Who needs EE?

The current Director of National Institute of Design (NID), who
was the Deputy Director of the National Institute of Fashion
Technology (NIFT), during one of his recent talks, asked the
question, “Who will cry today if NID closes?” He went on to say
that probably no one would cry. But if NIFT shut down, then
perhaps a number of garment export firms would be concerned
because they saw fresh NIFT graduates as their future employees.
But in the case of NID, there is not a perceived link. He said that
his plan of action was to create this link and make the industry feel
the need for NID and its products.
Taking off from this, do we mean that at the end of a project, we
should create at least one group among the community, who would
feel the need for the programme and therefore sustain the effort?
Kartikeya V. Sarabhai, Director, CEE
Finally it was stressed that elements like stakeholder involvement,

effective communication, ensuring necessary resources, building
leadership, providing necessary training, and regular evaluation and
monitoring mechanisms are important components for making an
initiative sustainable.
2.3.Indicators of sustainability
Basic project management principles, such as well-defined goals, clear
measurable objectives, use of appropriate methodology, availability
of adequate funds, etc. are some of the criteria which would help to
judge if a project can be sustained. This list of factors would also
include:

20
Remarks/Comments
Is the project in line with the local culture, life-styles and
resources?
What are the actual costs and benefits of the educational
programme?
Are there any incentives/disincentives for the stakeholders?
Are stakeholders contributing to the programme?
Are there a good number of social and economic opportunities
to link EE objectives with local needs?
Does the community perceive any need for the project?
Are evaluation results on the positive side?
The discussion on indicators for sustainability ended with a consensus

that although there may not be absolute indicators to state whether a
project is sustainable or not, there are good indicators to state whether
a project is moving on a sustainable path or not. And it is in this
context that the importance of warning signals was also discussed.
Such lists would help a project team to keep a track of events.

21
3. Designing and Operationalizing Projects
Remarks/Comments
While factors like stakeholder involvement, creating a need etc. are

critical for sustaining an initiative, it is important that the project
activities are also managed so that these remain viable over the long
run.
3.1.Commitment: A key to success and sustainbility

The above concern brought the focus of discussion to the skills, attitude
and commitment of the team in charge of the initiative, the quality of
relationships among them and with stakeholders, the reconciliation
of personal and professional goals. It was felt that these factors have
a major impact on the success and long-term sustainability of the
initiative. Internal management thus forms a critical part of sustaining
an initiative.It was felt that while ‘professional’ individuals will
sincerely work on a programme and accomplish tasks in time, a
‘committed’ individual, in addition to this, would be passionate about
the ‘cause’ and thus is likely to bring in greater dynamism, creativity,
passion and enthusiasm into the initiative. The quality of product would
thus be better in the latter case. An initiative depends on commitment.
When a person’s inherent commitment to that area/subject is strong,
the person would ensure sustainability of the project.
The quality and commitment of the team can influence the success of
an initiative.
Box 9: Committed Individuals and Sutainability
Dr. Homi Bhaba and Dr. Vikram Sarabhai had a

people-centred approach to institutionalization,
characterized by building projects around people.
A molecular biologist had came to the Tata
Institute for Fundamental Research and Dr. Homi
Bhaba had, then, no programme on molecular
biology. But he started one, saying that he would
rather build a programme around a committed
individual than the other way round.
To a great extent, the commitment of individuals

and of the project team to the cause are crucial.
Shri Kartikeya V. Sarabhai, Director, CEE, India

22
Remarks/Comments
It was felt that besides institutional commitment, an individual’s
commitment to the cause contributes significantly to the success of a
project. There was a debate on ‘professional’ individuals and
‘committed’ individuals.
3.2.Risk, innovation and sustainability

Though planning every step of the project process is desirable for
ensuring success of the project, in reality when a project is undertaken,
time and resources may not allow that every step of an ideal project
planning process be followed. Also, no matter how well planned a
process may be, there could be a stage where there are snags, because
there always exist certain spheres/patches in the process which are
either unknown or are uncertain, and thus cannot be predicted. The
more innovative/new a project, more are likely to be the unknowns.
Hence risk is inherent in every project, more in innovative projects.
However, it was pointed out, this risk and uncertainty could bring in
creativity and innovativeness to a programme.
Sustainability of an initiative is influenced by the risk factor. The

project initiator must be sure as to how much risk the project team/
institution can take. This would depend on a number of factors:
resources available, funds, technical expertise, time, etc. Since the
judgment as to how much risk an institution or a project manager or
a funding agency can take is crucial to sustainability of the initiative,
training of team members to develop the skill of evaluating risk should
be a part of the whole process.
The linkages between commitment of the team, its risk taking ability
and sustainability of the initiative was stressed. It was mentioned that
having commitment of members is one of the factors that would
determine the degree of risk that can be taken. Risk taking ability is
linked with commitment because it would stem from wanting to change
things, even against all odds. It was felt that these concepts must find
a place in project designing, as it is important for project sustainability,
especially if the project is an innovative one. The group felt that all
innovative projects will have a risk component because such initiatives
do not have any previous record and reference.

23
4. Strategies and Action Plan
Remarks/Comments
Identifying and framing the right strategy and action plan is one of
the critical steps in designing a programme. Arriving at a relevant,
meaningful, effective and efficient strategy is a challenging and time-
consuming task. It requires management skills. Developing a good
strategy for a programme can help overcome several associated
problems and bring in sustainability. What are some of the important
elements which an environmental educator needs to consider while
developing strategies for EE was the focus of this Working Group.
4.1.Managing stakes
From the various points discussed by the group—EE for whom, what
communication methods to be used for different stakeholders etc.—
a key question raised was ‘who is a stakeholder/stakeholder group?’
One point of view was that a person or a group that has any kind of
relationship with the programme is a stakeholder. However, how does
one distinguish between stakeholders and vested interest groups? For
example, in initiatives like Protected Area management, poachers
would constitute a stakeholder group, at the same time grazers would
also be stakeholders. Discussions stressed that one way to distinguish
the two is that while all stakeholders have a shared vision, vested
interest groups do not share this.
It is important to manage these stakes in a manner that efforts of the

various stakeholders would contribute towards project initiatives. It
is important because in several cases, interest of the various
stakeholders may not match, neither with each other nor with that of
the initiative. In the example above, the challenge for the project team
is to manage these stakes in such a way that the benefits from the
project feed into the conservation of the PA.
“The participation of local people provides a unique assurance of the

sustainability of an initiative.”
www.efs.org
(The website of Educational Field Studies, U.S.A.)
This discussion ended with an important observation that although

stakeholders do share a vision and goal, they may not agree on the
paths to be taken to reach this. This could generate pulls in different
directions even among the stakeholders. As environmental educators,
the ability to manage these stakes in a way so as to channelize all of
these towards the goal of the project is important, as this influences

24
Remarks/Comments
the success and sustainability of the initiative. One way suggested for
dealing with this diversity was to spell out tasks, responsibilities and
benefits of each stakeholder group.
Different stakeholders generally possess different interests, different ways of

perceiving problems and opportunities about natural resources, and different
approaches to conservation. They should all be equitably represented in
developing an effective management system for the resources of common interest.

4.2.When to expect sustainability?

Another element, which the group felt was of importance in designing
a project was the time factor. It is very essential to give a project
sufficient time to take ground, establish and prove itself. This is most
critical for EE projects, because in EE it is particularly difficult to
show any tangible outputs within a short time.

25
5. Mainstreaming and Scaling Up
Remarks/Comments
Mainstreaming involves integrating an initiative within existing larger

frameworks (at national, regional and international levels) and making
it a part of prevailing systems.
Scaling-up implies expanding and extending a comparatively small,

tested, and proven initiative to a larger scale.
Box 10: Mainstreaming to Sustain

BVIEER’s school programme evolved from an eco-club student activity
being conducted in classrooms, to school-based programmes. Today
BVIEER works with clusters of schools, which get together at least once
every 3-4 months to share their experiences. Is this an example of
mainstreaming?
Dr. Erach Bharucha, BVIEER , Pune
Both of the above require strategies. Lack of a vision, planning, and

ineffective implementation can doom an initiative. The focus of
discussion under this head essentially revolved around looking at ways
of mainstreaming and scaling-up.
5.1.Some Strategies for mainstreaming and scaling-up

One of the ways suggested for scaling-up was to facilitate partnerships
between governments and NGOs. NGOs can demonstrate innovative
approaches and highlight emerging concerns.
The inclusion of the subject/cause (EE in this case) in policies is then

essential for implementing it at a larger scale. Governments thus have
a key role to play in mainstreaming a good successful, innovative
programme. The most efficient way of reaching out nationally, and
especially in formal system, is perhaps through the union of
government systems and NGO efforts.
Another suggestion made for scaling-up was the use of multipliers,

i.e. selecting a target group that would help reach out to more numbers,
e.g. targeting teachers rather than students, as primary agents for EE
in schools can enable environmental educators to reach out to at least
100 to 200 children every year over a period of 15-20 years of the
teacher’s career.

26
Remarks/Comments
Box 11: Partnerships to scale-up and sustain

In order to strengthen environmental education in schools, CEE has a
number of programmes for schools and children—development of
educational material for teachers and students, teacher training, networking
for facilitating, following up and monitoring school programmes and
supporting development of locale-specific EE programmes and materials.
All these are integrated under the umbrella of National Environmental
Education Programme in Schools (NEEPS).
The operating model of NEEPS, popularly known as the cluster approach,

is a three-way partnership between the State Departments of Education, or
their affiliated organizations, relevant local NGOs and the schools. Around
20 schools make a ‘school cluster’, and each cluster is linked with an
NGO. Over the years, the model has not only helped the initiative of the
Centre to sustain, but has also facilitated strong partnerships with
government and other similar institutions. A little flexibility has also
helped generate adaptability, and locale-specificity in a national
programme. Over the years, strong partnership building has allowed CEE
to change its role from coordinator to that of facilitator.
The role and use of mass media, seminars, workshops, etc. in sharing
information and thus reaching out, were also discussed.

27
6. Capacity Building
Remarks/Comments
6. Capacity Building
6.1.What is capacity building?

The two topics of capacity building, and funding and resources, were
discussed by the same Working Group. The Working Group preferred
to use the term ‘capability enhancement’ rather than ‘capacity building’
because one does not start with a clean slate in any such effort.
Capability enhancement was defined as enhancing capability of an
individual/group/community to improve their preparedness to act.
In the field of EE, the contemporary view of capacity building goes

beyond the conventional perception of training. This is so because,
the central concerns of sustaining an EE initiative—to manage change,
to resolve conflict, to enhance coordination, to ensure that data and
information are shared—require a broad and holistic view of capacity
building, or rather, capacity enhancement. Thus if an EE initiative is
to sustain, efforts for capacity building become an important part of
the strategy.
6.2.Capability Enhancement for whom and why?

For sustaining an initiative, capability enhancement programmes would
be required at two levels—for the project team, and for the community/
beneficiaries. While the first set of training programmes would
improve project management and other skills of the team members,
the second set would help strengthen the ability of the community/
beneficiary group to become collectively self-reliant. This is required
mainly to ensure that even after the external support—expertise,
technical support, financial support etc.—is withdrawn, the community
would be able to take forward the project. For any such effort to
succeed, it is important that the community develop and sustain strong
relationships, and collaborate effectively to work towards the shared
vision.
The participants felt that while there exists a lot of wisdom and
knowledge in communities, capability enhancement programmes are
needed to build on this knowledge, improve/develop necessary skills
which they would need to sustain the programme, and channelize all
these in a direction that would contribute to the shared vision and
goal. This is important because the quality of social processes and
relationships within which the EE programme is implemented, does
affect the quality and sustainability of the programme.

28
7. Funding and ResourceI
Remarks/Comments
7. Funding and Resources
7.1.Is funding a problem?
While a number of resources are required to successfully implement
a programme, availability of adequate financial resources is always
the major concern. The Working Group was of the opinion that the
general project funding cycles which are of 3-5 years do not give
adequate time to environmental educators for showing tangible outputs
and to convince the funding agency about the success and effectiveness
of the programme. As a result, for sustaining and continuing the effort,
when one approaches the funding agency again, one is either not given
the necessary support, or at the most, what one gets is an extension
for Phase II of the project. But this is not satisfactory in terms of
sustaining the initiative.
“… the success of projects, institutions, and complex development initiatives

depends not so much on the quantum of human or financial resources available,
but on their effective management …”
Aban M. Kabraji, Regional Director, IUCN Asia Regional Office
7.2.Some more concerns

Another concern was that most funding agencies, depending on their
policies, give support either for demonstration, pilot projects, or for
doing things at a large scale. But, most often, the same agency does
not give money for both and thus sustaining an innovative and effective
programme by scaling it up becomes quite challenging, in terms of
getting necessary support. The other point of discussion was sub-
optimal funding. In case of EE projects, negotiations to cut down on
activities to suit the availability of funds/grant are common. This is a
practical reality but problems arise when this starts affecting the quality
of the programme and its products.
Box 12: Compromising Quality?
If the estimate budget for a job, say manufacturing a shirt, is 100 units,
the garment factory will do the job and charge the contractor 100 units
per shirt. If adequate finance is not available, only one decision can
prevail—not to manufacture the garment. There will never be a
discussion like, should the shirts be done without sleeves or without
buttons for that matter. Thus the job of shirt manufacturing is either
taken up or refused depending on whether 100 units of financial
support per shirt is available or not.
But in EE we often go for a sub-optimal compromise. But this may at
times be completely ineffective.
Kartikeya V. Sarabhai, Director, CEE.

29
8. Threats and Challenges
Remarks/Comments
8. Threats and Challenges to Sustainability
Sustaining a programme or an initiative is a challenging task. It is this
challenge that keeps up the enthusiasm and thus brings in innovative
and creative ways of sustaining a project.
While this challenge cannot be (and should not be) totally done away
with, the group felt that understanding some of the major obstacles
and threats that can hinder success would prepare project managers
to face the challenge better. The Working Group, which discussed
the above topic listed out some such challenges.
8.1.Low priority and sub-optimal use of resources

When it comes to support—financial, technical—EE usually receives
a low priority. Even within the realm of conservation, education is
marginalized. With availability of small funds, in most cases the
programme gets driven by targets, like utilization of funds, timeline
etc., most often at the cost of effectiveness.
8.2.EE as a dynamic discipline

EE is a dynamic discipline and thus the content and the context change
from programme to programme. Thus there are no fixed frameworks
available for doing EE programmes.
8.3.Shortage of trained personnel

Lack of a proper cadre of environmental educators was also felt to be
an obstacle for meeting the goals of EE. There are few training
opportunities in EE. Thus most professionals have to learn on-the-
job. This results in lack of long-term vision, which leads to confusion
in programmes, causing them to fail.
8.4.Selection of a strategy
Identification and selection of the right strategy for a programme is
important for its long-term success. Selection of a strategy must be
based on the objectives and context of the programme. Each strategy
has its advantages and disadvantages. An incorrect strategy is one
where disadvantages outnumber and outweigh the advantages.
Choosing a correct strategy can be a challenge to the effort.
8.5.Demonstration of Impacts, and Accountability standards

The plenary felt that one major threat to sustainability of EE initiatives
is the lack of accountability standards. Environmental educators have

30
8. Threats and Challenges
Remarks/Comments
not developed tools which enable them to demonstrate positive changes
that their activities lead to and thus, a proper cost-benefit is not possible.
This can be done, e.g. the benefits in terms of water conservation by
carrying out an educational campaign in a city, can actually be
converted to monetary figures and communicated. Benefits of such
educational campaigns can be shown and support can be raised by
convincing the funding agency—local authorities—about the cost-
benefit ratio of a water conservation campaign. This is rarely done
for various reasons—lack of indicators, measuring mechanisms etc.
This inability to show a direct cost-benefit relationship in EE
programmes reduces funding opportunities and is one of the reasons
why such programmes have not been able to sustain. This brought up
the issue as to how to measure the outcomes of EE and the difficulty
in measuring—attitudinal and behavioural change, good practices,
etc. This is also a threat and a challenge to EE.
Cost is long forgotten but quality is remembered forever!

Think Inc. Batra
8.6.Lack of long-term vision

Implementing environmental conservation programmes without
providing necessary support systems and services can also lead to
failure. For example, the CNG (compressed natural gas) drive in New
Delhi, to promote cleaner fuel, is facing challenge as adequate number
of CNG outlets have not been provided for the vehicle users in the
city. Such lack of long-term vision on the part of environmental
educators not only leads to failure of the effort but also sometimes set
a bad impression for environmental education initiatives in general.
8.7.Withdrawal Strategies
A major cause of unsustainability was identified as the lack of planning
for the withdrawal phase. If this process is not planned and the external
support to the programme is taken away abruptly without building
up adequate support within the internal environment/subset, it will
lead to collapse. Thus while developing a strategy for programmes,
it is desirable that this phase of the process is also defined.
It was pointed out that in cases where the NGO/CBO has been part of
that social set-up and system, no withdrawal would be required. In
such a case what would be critical is the process of change in roles.
In such cases withdrawal does not mean packing-up and leaving, but
it implies a ‘slow shift in roles’ from being ‘implementers’ to
‘facilitators’.
31
9. Innovativeness and Dynamism
Remarks/Comments
9. Innovativeness and Dynamism
The challenge in sustaining an initiative is to ensure its continuity
without making it a fixed, static effort. Innovation and dynamism are
key parts of sustainability . These were the focus of this Working
Group.
9.1.Innovation: What and Why?
Innovation is the capacity to create ideas and develop them. Innovation

is both—doing things differently and doing different things.
Why is innovation important? In an institution, innovation is required

to improve quality of programmes and services. It helps an organization
to stay in competition. In programmes, innovation is required to
stimulate the target groups/stakeholders and to make creative concepts
work. Innovation helps to avoid routine, stagnation and ritualization.
9.2.What does innovation require?

An innovator needs to have the eagerness to try new ideas, willingness
to take risks and accept mistakes in judgment. S/he needs to follow
practices not always accepted by others and thus should have the
ability to prove herself and convince others about the worth of the
new idea. S/he needs to be able to generate support.
9.3.Risk and Innovation

Most innovative ventures will have a high risk factor. There are several
reasons for this. Firstly, there is no precedent available for an innovative
programme. Also the success of any innovative initiative will depend
on how associated individuals/organizations/systems receive the new
idea. Are they ready to adopt the new idea? Even if the answer is yes,
not everybody adopts it at the same time.
9.4.Leadership and Innovation

In innovative projects, leaders have a greater role to play. Innovative
leaders not only need to encourage, welcome, enable, support and
stimulate creativity and innovativeness among their teams, but also
need to prepare them, both psychologically as well as technically, for
risks/failures if any.

32
Working Group Presentations
Remarks/Comments
Annexure I
Meaning and Scope of Sustainability

Working Group 1
The Meaning: An example of sustainability
The Saree over the years…
Achievements Features/Attributes
Has retained basic design and identity dynamic continuity
Lends itself to a diversity of adaptations depending

on circumstances and cultural contexts of the wearer relevance to stakeholder
A heritage passed on from mother to daughter replicable through adaptation with
value addition
Worn in many ways, fits all sizes and ages fostering growth, expansion and
enrichment
Not a finished product. Comes alive in the hands capacity building leading to
of each user empowerment
Caters to wide range of user needs socially just
The final effect is the combined effort of the weaver and wearer—a shared vision.
Components and Indicators of Sustainability

Working Group 2
Components of a Sustainable Programme
Project should:
1. Have well defined objectives
2. Be a felt need of the community
3. Involve stakeholders from the conceptualization stage itself
4. Have tangible benefits for the stakeholders
5. Use participatory formats
6. Be able to build effective communication between the various groups (NGOs, GOs,
People)

33
Remarks/Comments
7. Have an in-built component on training that would help build a leadership towards
sustaining the project
8. Have ‘hands-on’ component in the form of field experiences
9. Have an evaluation component
10. Provide necessary information and material that the community would need for continuing
the project/activity.
Indicators of a sustainable project (the 10 commandments)
1. Well-defined goals
2. Specific objectives
3. Well conceived programme components
4. Appropriate methodology defined
5. Locale specificity and relevance to target groups
6. Community participation
7. Adequate funding/community support after the funding phase is over
8. Promotion of knowledge, attitudinal changes and practices
9. Contribution to sustainable lifestyles
10. In-built evaluation component, the results/feedback of which are used for continuous
upgrading and updating of the programme
Field Indicators
1. Project is in action
2. Presence of effective leaders who carry on the activity are motivated and have a vision
3. Project is owned by the target audience
4. Programme develops good linkages with government and other organizations which also
serve to support the programme.
Designing and Operationalizing Projects

Working Group 3
Planning
1. Prepare background information on area of intervention:
socio-economic, geographical, cultural, climatic, resources, etc.
2. Involve Stakeholders in all stages of the programme:
3. Identifying of issues, to planning to implementing
4. Have well-defined objectives (SMART)
5. Ensure that requisite resources for successful implementation of the programmes are
available
6. Human—in-house, partner agencies, stakeholders Infrastructure/MaterialMonetary
7. Analyze risk factors, have alternatives

34
Remarks/Comments
8. Timeline for programmes, reports, account statements
9. Look at ways by which programmes can sustain after withdrawal of implementing
Agency.
Implementation
1. Continuous monitoring at all stages
2. Check if programme is meeting its objective
3. If deviating, have flexibility to change without changing goal
4. Regular documentation at all stages report writing, replicability, etc.
5. Adhere to timeline
Managing
1. Advisory or Steering Committee-Representatives from the Implementing Agencies,
Stakeholders representatives and Experts
2. Ensure Transparency
3. Develop Standard Operating Procedures
4. Have proper accounting systems
5. Develop mechanisms for monitoring and review
6. Assign roles and responsibility to all members or the team
Evaluation
• Self (Online)
• Internal (Online)
• External (If required)
• The end document should focus on learnings and not on post-mortem
To sustain
• People/community are environmentally educated to carry on the process even after an
agency withdraws, i.e. they are empowered
• Identify schemes, institutions, individual etc., which the community can approach and tap
to continue the programme.
Strategies and Action Plan, and Mainstreaming and Scaling Up

Working Group 4

35
Remarks/Comments
Strategy for Schools (Analysis for India)
Strengths
Policy is present, implementing agencies also exists, like NCERT1, SCERT2, Text Book
Bureaus, DIETs3, etc. However implementation is inadequate.
Major Concerns
In most countries in the region, EE has been generally considered as a co-curricular and
extra-curricular activity and not as a core subject. Studies have shown that there is less
environmental education in 10th and 12th standards.
Long term sustainability can only be achieved if we have better designed curricula, better
text books, better teaching methodologies, better pre-service and in-service training for
teachers.
The discussion whether EE should be introduced in the formal system as a separate

subject or it should be infused into the existing subjects is still not resolved. Success of
strategies would depend on the manner in which EE is finally dealt in.
2. Strategies and Action Plan: Reccomendations

General Issues
These includes issues such as need for locale specificity, target group specificity, etc.
Stakeholders
• Wilderness dwellers (ecosystem people), rural people, urban dwellers
• Policy makers, decision makers (IAS, IFS), judiciary
• Youth and school children-non-school going children
Ingredients of sustainability of EE programmes

• Continuous evaluation, monitoring, follow up.
• Elements of flexibility
• Adaptability
• Database: strong pre programme research supports long-term sustainability
• Networking strengthens sustainability
• Use of mass media
• Empowerment and recognition of positive initiatives
1. National Council for Educational Research and Training, India.

2. State Councils for Educational Research and Training, India.
3. District Institutes of Education and Training

36
Remarks/Comments
streaming
Mainstreaming deals with integrating EE within the existing frameworks, creating
multiple models and integrating successful models within the system. Thus this should be
a part of strategy for sustainability.
Sustainability has not been achieved because we have not been able to sufficiently elicit
government support for mainstreaming EE. Government support is required for
mainstreaming. All government development programmes must include some percentage
of their funding towards EE and EA programmes.
Capacity Building, and Funding and Resources

Working Group 5
1. Capability enhancement
The group felt the term capability enhancement is more appropriate.
Capability enhancement to ‘improve preparedness to ACT’ by:
• Providing information support;

• Bridging technology gaps; and
• Building capabilities.
Learnings
EE has to address not just the primary target group but also associated groups to create an
enabling environment.
2. Funding
• Agencies usually give money for either demonstration or for scaling up, but
usually the same agency does not provide assistance for both, to take an initiative
from small one to a large one in a logical succession.
• Making an inventory of funding agencies can help in identifying an appropriate
agency depending on the project goal.
• Funding agencies should also educate themselves and not provide sub-optimal
funding
• Agencies should allow adequate time to a project to prove itself, especially if it is
an innovative one.

37
Remarks/Comments
Threats and Challenges to Sustaining EE
Working Group 6
Major threats and challenges include:
• Low priority and lack of awareness about EE and its role

• Insufficient information about the content of EE
• Absence of proper cadre of environmental educators—not adequate number, no post
in government departments and most NGOs.
• Resources—often disregarded, misused, inadequate. An abundant environmental
resource can also be the focus of an EE Programme
• Target driven approach
• Shortage of funds—funds are not received in time, and in a discontinuous manner
• Vested interests, political interference, power-oriented, economic and investment
value discussions
• Lack of long term vision, inefficient and insufficient delivery systems (e.g. CNG drive
in Delhi, but not adequate number of outlets of CNG filling)
• Major challenge is how to make use of multiplier strategies but at the same time
minimize transmission loss to maintain the quality.
Innovativeness and Dynamism

Working Group 7
1. What is ‘innovation’?
• Something new: new in the contextual part or an invention e.g. a paradigm shift
• Something different: doing things differently, doing different things
2. Why ‘innovate’?
• Creativeness and interesting
• Bringing in an improvement—to make things more effective, efficient, correct
mistakes
• Experimenting new ideas
• Non routine
• Sustaining interest
Ability to take risk is very critical to innovating.

Innovativeness can be built into any stage of the programme, in any component of the
programme
3. When to ‘innovate’?
• When desired impact is not seen
• When there is a need to bring in variety to sustain interest
• When it is required to improve and enhance outcomes

38
Remarks/Comments
• When you have a brilliant idea
• When the implementers lose interest
• When there is an opportunity available
• To increase efficiency, to scale up
4. How to avoid routine?

• Adapt to changes
• Design flexibility in process, objective, methodology
• Try to experiment
• Encourage innovation—take away fear of failure
• Motivation
5. How do we not stagnate?

• Consistent evaluation, monitoring and feedback
• Benchmarking
• ‘Raising the bar’
• Conscious learning and capacity building of self
• Bring in fresh blood, new opinions
• Flexibility and decentralization
6. How to avoid ritualization?

• Proper balance between standardization and innovation
• Sharing bu not imposing
• Constant evaluation, monitoring and feedback
• Revisit the objectives

39
Future Plans
Remarks/Comments
Annexure II
Building on the Workshop: Plan for the Future
It was felt that concerns as vital as this one—sustaining environmental education and
communication efforts—need to be discussed in large forums. Each one, who is a part of the EE
community, has something to share, to contribute. It is hoped that the proposed follow-up process
would help to share these concerns with, and get valuable inputs from the wider group of
environmental educators.
It is planned to share the discussions and outcomes through a range of media with a wider range
of persons concerned with EE in the region. This will be done through a variety of media:
Draft Publication
• Preparation of a booklet, based on the workshop proceedings, containing
the following:
Introduction: Genesis, process
Summary of points raised at plenary
Recommendations of Working Groups
Case studies
List of participants
• Wide circulation of the booklet for comments
Presentation Kit
• A presentation based on the recommendations shared on/through
CD for presentation and discussion
Virtual Discussions (Stimulate discussions and solicit comments by putting
this up on UNEP and CEE websites and on websites for other partners).
Discussion Forums
• Informal ‘tea’ discussions through
The partners present here—CEE offices, BVIEER, Green Ray Foundation
CEC members in South Asia
Other key partners
Finally…
• Integrate comments from all of the above to finalize the document and
bring out in the form of a publication

40
Workshop Schedule
Remarks/Comments
Workshop Schedule
10.00 AM Welcome and Introduction Shri Kartikeya V. Sarabhai, CEE
10.05 AM Objectives of the Workshop Mr. Mahesh Pradhan, UNEP-ROAP
10.15 AM Planning for the day: Meena Raghunathan and

An exercise Shivani Jain, CEE
11.00 AM Tea break
11.15 AM Panel discussion Chaired by Prof. M.K. Prasad
12.45 PM Formation of the WGs and

deciding the format for
Working Group discussion
1.00 PM Lunch
2.00 PM Working Group session
3.30 PM Tea break
3.40 PM WG Session contd.
4.00 PM Presentations
5.30 PM Closing remarks Mr. Mahesh Pradhan

Shri Kartikeya V. Sarabhai

41
Participation
Remarks/Comments
Annexure IV
List of Participants
1. Abdhesh Gangwar, CEE-North East, Guwahati

2. Abhijeet Lokre, CEE Ahmedabad
3. Archana Dange, CEE Tirupur Field Office
4. Atul Pandya, CEE Ahmedabad
5. Avanish Kumar, CEE Ahmedabad
6. Dilip Surkar, CEE Delhi
7. Erach Bharucha, BVIEER, Pune
8. Gopal Jain, CEE Ahmedabad
9. Kartikeya V. Sarabhai, CEE Ahmedabad
10. Kenneth Pala, CEE Ahmedabad
11. Kiran Desai, CEE Ahmedabad
12. Lima Rosalind, CEE Ahmedabad
13. Logakanthi S., CEE Ahmedabad
14. M. J. Ravidranath, CEE Bangalore
15. M.K. Prasad, KSSP Cochin
16. Madhavi Joshi, CEE Ahmedabad
17. Mahesh Pradhan, UNEP-ROAP
18. Mamata Pandya, CEE Ahmedabad.
19. Marie Pinto, Green Ray Foundation, Goa
20. Meena Nareshwar, CEE Ahmedabad.
21. Meena Raghunathan, CEE Ahmedabad
22. N. Ramjee, CEE Ahmedabad.
23. P. S. Umasree, Education Officer, UNICEF Gujarat
24. Pranav Trivedi, WWF-India, Ahmedabad Office
25. R. Gopichandran, CEE Ahmedabad
26. Ramesh Savaliya, CEE Ahmedabad
27. Reshma Banu Shaikh, CEE Ahmedabad
28. S.M. Nair, CEE Delhi Office
29. Sanjay Joshi, CEE Ahmedabad
30. Sanskriti Menon, CEE-Central, Pune
31. Santosh Kumar Gupta, CEE Ahmedabad
32. Sarita Thakore, CEE Ahmedabad
33. Sathish, CEE-South, Bangalore
34. Shailaja Ravindranath, CEE-South, Bangalore
35. Shital Vora, CEE Ahmedabad
36. Shivani Jain, CEE Ahmedabad.
37. Shriji Kurup, CEE Ahmedabad
38. Soumen Das, CEE-North East, Guwahati
39. Sukhprit Kaur, CEE Ahmedabad
40. Sunil Jacob, CEE Ahmedabad
41. Vitthal, CEE-South, Bangalore
42. Vivek Khadpekar, CEE Ahmedabad

42
Anyother Suggestion/s
Remarks/Comments

43

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Draft

Report of the Workshop

“Education, including formal education, public awareness and

This need for environmental education has been explicitly recognized

This is the major concern this document addresses. This document is

Centre for Environment Education (CEE) was established in August

Sustaining E&C for Sustainable Development

UNEP, the United Nation’s Environment Programme has a goal of

In this context of involvement in EE at various levels, one of the

This shared concern led to CEE and UNEP organizing a one-day

Sustaining E&C for Sustainable Development

The Workshop was attended by 42 participants (please see Annexure

Shri Kartikeya V. Sarabhai, Director, CEE, India shared with the

Mr. Mahesh Pradhan from the UNEP-ROAP Office elaborating upon

• Define the meaning and scope of ‘sustainability’ in the context

Why the Concern about Sustaining EE Initiatives?

Sustaining E&C for Sustainable Development

At regional level, the Asia-Pacific Ministerial Conference on

The Missing Link

However, though the discipline of EE has been in existence since

With over two decades of EE now, a number of efforts at reflective

Sustaining E&C for Sustainable Development

Given the current global and regional happenings, UNEP is keen to

• Look into and analyze EE and major efforts made so far;

This Workshop, he said, is one of the steps towards achieving the

Setting the Stage

Ms. Meena Raghunathan, Programme Coordinator, CEE, shared with

• Dynamic vs. static sustainability

Sustaining E&C for Sustainable Development

More points pertinent to the issue of sustainability of a project that

• Has EE really been accepted as a tool for achieving SD?

Sustaining E&C for Sustainable Development

Some Thoughts on Sustainability Remarks/Comments

Sustainability implies Factors facilitating sustainability

To sustain = to hold Adaptability

Factors essential for sustainability

Sustaining E&C for Sustainable Development

The introductory session was followed by an exercise that helped

• Meaning and Scope of Sustainability

Sustaining E&C for Sustainable Development

Sustaining Education and Communication Efforts:

1.1.What should EE be?

The most common understanding about environment that prevails

Kiran Desai, Programme Coordinator, CEE, India

Thus a major challenge for educators today is to correct such

Sustaining E&C for Sustainable Development

‘Collective strength’ for Sustainability

I asked, “What amount of fund is required?”

The villagers: “Rs. 2000-Rs. 3000”

I asked them, “When can you do it?”

Sustaining E&C for Sustainable Development

Environmental educators need to identify the ways, approaches and

2.1. Bringing in Locale Specificity, Flexibility and Adaptability

Box 2: Why EE needs to be locale specific

An American visiting a Russian school asked the children that if they

Kiran Desai, Programme Coordinator, CEE, India

Box 3: Saree-an example of sustainability!

“The saree is a designed piece of clothing worn all over India.

Kartikeya V. Sarabhai, Strategy for Environment Education: An

Sustaining E&C for Sustainable Development

Box 4: Understanding People’s Requirements

Ms. Marie Pinto, Green Ray Foundation, Goa