ARMY INSTITUTE OF EDUCATION

PRACTICAL ASSIGNMENT
COURSE CODE: BED218
COURSE TITLE: CREATING AN INCLUSIVE
SCHOOL

“SPACES FOR INCLUSION IN

Submitted to: SCHOOLS” Submitted by:
Mrs. SUSHMA TRIPATHI Abhilasha chauhan
ASSISTANT PROFESSOR Enrollment no.
(AIE) 005910802119
MEANING OF ENVIRONMENT
EDUCATION

Need of the hour is to prepare suitable strategies of

environmental education for saving our environment.
Environment education denotes a study of environment
and its dynamics environmental degradation and it
various forms, factors degrading environment and its
impact on man’s life.
Environmental education is a process to promote the
awareness and understanding of the environment, its
relationship with man and his activities. Environment
education is education ‘about’ the environment, ‘from’
the environment and ‘for’ the environment

“Environmental Education is to create an awareness

and understanding of the evolving social and physical
environment as a whole, its natural, man-made,
cultural, spiritual resources together with the rational
use and conservation of these resources for
development.”
 Education is the process of recognizing values and clarifying concepts in order to
develop skills and attitudes necessary to understand and appreciate the
interrelatedness among man, his culture bio-physical surroundings.”National Policy
on Education, 1986 has laid great stress on the need for introducing environmental
education at all educational levels. It states that, “There is a paramount need to
create a consciousness of the environment. It must permit all the ages and all
sections of the society”.
• The topics related to environment were suitably infused with different science and social science subjects at all
school stages. Understanding of the environment in its totality, both natural and social, and their interactive
processes, the environmental problems and the ways and means to preserve the environment was one of the
General Objectives of Education as per National Curriculum. Framework 2000
Aims and Objectives of Environmental Education:
The following are the aims and objectives of environmental education:
(i) To acquire the knowledge of immediate and distant environment(ii) To spread awareness amongst
the masses and implement programmes of eco-protection and eco-restoration.
(iii) To understand the growth of population and its interpretation for socio-economic development.
iv) To understand the utilization of physical and human resources and suggest remedial measures for
optimum development.
(v) To make aware of the village community about natural aspects of environment and it’s restoration.
vi) To orient the rural community to general rules of hygiene, proper disposal of wastage and other
waste products.
(vii) To explain the hazardous effects of environmental pollution and measures to protect them from
their fatal effects.
(viii) To create new patterns of behaviour of individuals, groups and society as a whole towards the
environment.
(ix) To study the impact of environmental pollution and changes on the life of man.
(x) To evolve population control ideas, devices and measures and to adopt them to deal with
environmental degradation and its consequences.
3. Broad Guidelines for Environmental Education:
The report of the First-Inter-Governmental Conference on
Environmental Education, Tbilisi, USSR (1977) provides the
following broad guidelines for Environmental Education.
Environmental education should:
i. Be interdisciplinary and multidisciplinary in its approach.
ii. Consider the holistic environment.
iii. be continuous, beginning at the pre-school level and
continuing through all the formal and non-formal stages.
iv. examine the major environmental issues critically from
the local, regional, national and international point of
view;
v. dwell on the current and future environmental trends
and scenarios; vi. help learners discover the symptoms and
real causes of environmental problems and plan
accordingly;
4. Curriculum for Environmental Education:
The Government of India announced a National Policy on
Education in 1986. While recognizing the guidelines for
imparting environment education, it emphasizes that,
“there is a paramount need to create an environmental
consciousness.”
NCERT approach for environmental education NCERT lays emphasis
upon the following aspects:
(i) Population
ii) Land and its uses
(iii) Different types of resources and their uses
(iv) Food and nutrition
(v) Pollution
(vi) Man and Nature relationship.
Environmental education at the Pre-primary and primary level economic:
The environmental education in India has a traditional base and its starts from early childhood at home and in
immediate neighbourhood. During early childhood manipulative skills are developed through helping in the
home and at play. Knowingly and unknowingly one receives informal training in personal hygiene, problems of
food and water contamination
At the pre-primary level the basic objectives should be to address the child’s emotional orientation to nature
and to the environment of home and neighbourhood. However, at the primary level the students should be
molded to understand the importance of environmental protection and should be exposed directly to the nature
and environment.
Hence, formal environmental education can be introduced with the subjects like hygiene, study of nature,
population education and values. Environmental Education at the Secondary Level:
Education at the secondary level must emphasize at least one of the following approaches to study nature
and environment:
(a) Involving children in out-of-school activities, problem solving and community activities related to
environmental problems.
(b) Giving them inputs on basic environmental factors such as ecology, resource distribution, population
dynamics, population balance, and the problems of hunger and starvation.
5. Role of Teacher in Providing
Environmental Education:

•The need to have personnel who will be able to integrate

environmental education into formal and non-formal education
programmes and further implement these programmes calls for the
training of teachers in Environmental Education.
•The teachers should create awareness for environment pollution and
remedial measures. He should organize debates, competitions,
discussions and dramas to enlighten the students. Visits to dense
forests be organised so that students should develop a taste for
natural beauty and acquire knowledge of flora and fauna.
•The teacher should organize different co-curricular activities. The
treatment of environment pollution along-with prevention of
environmental pollution is taught to the students in detail, in order to
make them a way of life for the students.
Methods-The diagram shows the methods to teach environment education