Portrayal of Environment Studies in Delhi Schools via Media

'Research Journal of Arts, Management and Social Scie'ftces' ISSN 0975-4083, Vol.- X-I, Year-5, March-2014 Portrayal of Environment Studies in Delhi Schools via Media * Vaishali Gupta **Sushma Goel, ***T.G Rupa Abstract- Environment is important for all human beings and its continuous degradation is a growing cause of concern. For decades, educators around the world have accepted and acknowledged the potential of media in promoting environmental education to sensitize population towards programs concerning environment educationat different levels - local, state and national. Children are effective recipients of information particularly in their early years of education. Learning through training is more effective and everlasting way of provoking students about environmental issues. It is indispensable practice when trying to bringchange in knowledge, attitude and practices towards generating ecological consciousness. Imparting environemental education can strongly influence improvements in health, hygiene, demographic profile, productivity and practically all that is connected with the quality of life.!t· plays a major role in improving social opportunities for people and enhancing their quality of life by building capabilities, enhancing skill levels and providing more productive employment.In a fast developing country like India, media can provide numerous channels for imparting education, entertainment and information at the same time. There are several writings in the print and electronic media representing concern towards environmental issues, which get further strengthened, and enduring when executed through eco-clubs in schools. The present study highlights the role of media in imparting environmental education among children in Delhi and making them aware of their surrounding. Interactions with schools indicated growing concern among students for their immediate environment and their willingness to be a part of it. The exploration pointed out that media is stridently trying to project involvement of schools and educationists in environment education by * ** *** PhD Scholar, Dept. oCHome Science, Lady Irwin College, University of Delhi Associate Professor, Department oC Resource Management and Design Applications, Lady Irwin College, University oCDeIili. Assistant Professor, Department of Resource Management and Design Applications, Lady Irwin College, University oCDeIhi. . 'Research Journal of Arts, Manasement and Social Sciences' ISSN0975-4083, Vol.- X-I, Year-5, March,2014 49 enhancing learning through observation, community interaction and cultivating a scientific temper among students. Keywords: Environment Education, Eco-clubs, Media channels, School. Introduction- Countries around the world are-facing serious environmental issues. Both developing and developed countries are confronting ecological problems which may be due to global nature - tsunami, depleting ozone layer, . increasing green house effect, or human activities. Environment is important to all living beings and its continuous degradation is a growing cause of concern. There is a need to bring a change in the knowledge, attitude, and practices to recognize the significance of environment upon which depends the survival of human race and ecology (CEE, 2013). Environment related issues are creating interest among different stakeholders - individuals, societies and nation as a whole. The world has witnessed a considerable increase in the knowledge and awareness in the community and the credit goes to campaigns designed especially to promote environment education in public and private interest groups (Chabba, 2013). The Inter-governmental Conference on Environment Education held in 1978 Listed Awareness, Knowledge,Attitude, Skills, and Participation as the key goals of environmental education(UNESCO, 1997;De Lavega, 2004). Even with this diverse attitude and application, there are some essential elements that characterize environmental education. • Awareness about social and ecological systems and draws on disciplines like social sciences, humanities and natural science. • Potential to reach beyond the organic and physical phenomenon to contemplate other aspects of environment like political, economic, social, cultural, aesthetic and moral. • Understands the importance of exploration, analysis and resolution to support environmental issues like feelings, values and perceptions. • Places emphasis on skills of critical thinking and the problem solving desired for taking personal decisions and public actions (Disinger& Monroe, 1994). A number of organizations including government institutions, NonGovernmental Organizations (NGOs) and various private establishments are making efforts to empower children at regional, national and intemationallevel and working at the grass-root level to protect and preserve natural resources and imbibe healthy environmental practices among young individuals (Chabba, 2013). Children are like a clean slate and with advancing years, it becomes increasingly difficult to change what was learnt in the early years of life. Thus, it would be correct to say that early childhocxllyears is the: best time for instilling environmental awareness among children and imparting education needed to respect ecology instead of its exploitation. It:is possible to sustain such values 50 'Research Journal of Arts, Management and Soclal5cIences' I55N 09'15-4083, VoI.-X-I,Year·S,March,2014 in students if environmental education is provided to them efficiently, creatively and collectively and one of the IllOsteffective channels to promote EE is Media (MoEF; Nath, 2013). Role of Mass Media- Media is not only a source of entertainment but it also provides information in world, nature, environment, sports, social causes, new developments and history. Media has been identified to be playing a predominant role in bringing about social change. Whether it is-television, radio, newspaper, or public campaigns, media has always acted as a catalyst in reforming social transfonnations. It has helped in promoting the concept of environment protection and afforestation.lt is a source, which can very aptly change the attitude of people. In a fast developing country like India, media can provide various channels for imparting education, entertainment and information at the same time. It also assists in bringing social, ecological, economic and technological transformation where children get a change to explore many challenges and opportunities. However, the ability.to face the challenges and use these experiences to their advantage lies in capabilities of a child (Kakade, et. al, 2012). According to Senin (2013) different media sources can be broadly divided into following categories(Figure 1):Figure 1: Types of Media • • • • • Visual media: It is simply the media that can be seen,for e.g. photos, pictures, posters, cartoons, graphs etc. Audio media: It is a form of media that can only be heard, for e.g.audiotapes, mp3, radio, phone recordings, etc. Audio-visual media: Media, which will be as well as seen, for e.g. Documentaries, videos, television, sound slides, presentations, etc. Multimedia: It is the media that represent parts as well as whole media at one place.!t is usually synonymous with computers, animation, intemet, wi-fi connectivity, and other computer based learning. Media reality: It is the real media that exist within the whole natural 'Research Journal of Arts, Manalement and Social Sciences' ISSN0975-4083, Vol.-X-I,Year-5,March,2014 51 environment. It mayor may not be applied to a state of living or preserved. It also includes stage shows, nature walks, and other activities that are close to nature and natural environment, for e.g. animals, specimens, herbarium etc. Each of these forms of media has its own influence and impact in educating the masses depending on the geographical location, culture, education, occupation, age group, etc. Media provides a platform through its channels ~oplay a vital role by promoting EE to masses around the world. These include Internet, Social Media Websites, Writing Blogs, Chatting groups and video-conferencing, which if used adequately can promote the good cause. Some of the basic aspects related to education through media are (AAP, 1999): . • People create their own Media - Any media message, whether it is a skit, online video, talk show or a movie, is perceived and. created by a group of people. It could be a bunch of school kids trying a school project or a professional organization working on a new concept. Based on the . message to be displayed they plan, design and execute. '. • Each Media uses its own language - The form of attracting students is different for each form of media. Parents raise their voice to force an explanation on students, Newspapers use bigger fonts to attract readers, and puppeteers use innovative puppets to send across their message. When a child understands the difference between different media languages, he/she is able to understand the message behind it and how it . is going to impact them. • No two people experience the same media message in the similarmanner- the way a message is perceived is different for every individual. How a student interprets a message is influenced by his/her age, family background, values, previous exposure, memories and education? • Media has its own point of view-A specific form of media may be judgmental in the values it portrays. However, it is for the child to compare these values with phis/her own and decide what are more important. It is important for children to know that they have a choice whether to ~ccept or reject the message promoted in media .. Research Metbodology- The main objective of theresearchwas to analyze the relationship between media and EE so as to understand its efficiency and coverage around the schools in Delhi. The empirical study included the following aspects» 1) Review of various government policies undertaken to promote environment education through Media 2) Secondary data review and analysis ofEco-Club activities in selected schools. 52 'Research Journal of Arts, Management and Social Sciences' ISSN 0975-4083, Vol.- X-I, Year-5, March,2014 3) Interactions with Eco-club coordinators from 9 zones of Delhi. Major findings of the study I. Environment education through Government initiatives using Media- The Government of India was held responsible by the Indian Constitution to protect and improve environment. They also made it a fundamental duty of every citizen to protect and improve the natural environment including all living things (flora and fauna). Centered on this concept, the Department of Environment was established in 1980 with a commitment to preserve environment and promote environmentally sound practices. In 1985, the Ministry of Environment and Forest was formed under which the concept of Environment Education (EE) evolved and one of the their first initiatives was to launch the comprehensive scheme of 'Environmental Education, Awareness and Training'. Launched in 1983-84, the main intention of the scheme was to develop a deep sense of understanding among humans and environment using different media It also aimed to facilitate skill development for environment protection through various objectives (Figure. 02) Figure 2: Objectives of Environmental Education, Awareness and Training Scheme To r-' E!1\I_Illaf EduaiIM III all o(~ (ENVIS, 2013). It was during this time, when the Central Government realized the importance of Environmental Education as a key to success for implementing the overall ecological approach and launched different schemes and programmes like National Environment Awareness Campaign (NEAC), • 'Research Journal of Arts, Management and Social Sciences' ISSN 0975-4083, Vol.- X-I, Year-5, March,2014 53 Global Learning and Observations to Benefit the Environment (GLOBE); toinitiate development of environmental awareness among school students using media with Eco club taking the center stage (Figure.03). Figure 3: Government Initiatives.to Promote EE in India ~-i_ Nta-l.~.w~i\IWImIr •• Nlnrll., ll") 1'iOk v.4~~'Io"""P""" """"''''IIilO\.IIII'~~.,.f~ lAit'f*" 1.~.~"'JJ.~~..,,~pk""4· UAt)"~"*';tGdtq1lll'Jl T_ . AWl.· Tofltl"'.4uflt~.tQ\~~_~ [)ut •.....••••••••.• \\.;wk.~kawO" •.• ,.:\Q."iotiIQl.lflICJa:8\.,~~l.l'(l.. ~.,..~-~ ~· .~ •• *Wt'*IItMd.QlI'IoIWIrIODl'l ~,""""'''~''''''d~ ""~~~~~ftC t.-.:brd - ICJJ4, A•• -i".:mk~~"""&'f_~I,.c\t:l T~ ~IIfl\ilIJlo.q, ••.•1oa~*,~~ 'Md ~~"-l~_(Qd-:t~pC! lA_d." ~ lOOl·~ .••••. "of_.~~~~A.~t#o·WPtMtt_~~~""~'~ tOolh ·Anc~~-«tl'.....,.f;.ltaOlOl¥ll~ ~~ f~.lftt/ltll1k ••• UO.(W~~"\' n. ~.Ild'~r~"'''''~ .•••• t,.,..~.~~ .•••.• •• ')R4M~--tiP~tt.n~ ••••• 1 ••••• ·~f ••~fI;JIIIft _ ••• ~h •• __ ~ Review of Eco-Club activities- Environment education is a means of bringing a change in knowledge, attitude and practices of young children. There is a need to protect environment in its original form, which can be achieved through integrated efforts from all stakeholders - school students, teachers and coordinators, school staff, parents and family, society and neighborhood, city, policy makers and central Government.(MoEF). Eco-club is an initiative by Ministry of Environment and Forest (MoEF) under Government of India to spread the message of sustainable environment in schools where children are the primary medium. Eco-clubs have been established across the country in schools for imparting education up to class 12 in affiliation with a recognized board. With more than 1,00,000 Eco-c1ubs in India, Eco-Club is one of the largest networks of environment conservation currently operating in the country. It involves teacher in-charge along with 30-50 students interested in issues related to the environment. To promote the Eco-club activities the Government of India provides monetary support to schools for organizing and participating in activities related with safeguarding environment at local, district and national level(CEE, 2013). It is not an easy feat for schools to balance environmental activities with the regular curriculum. To assist educational institutions, the government also provides a resource kit to the school in the preferred language and holds regular training workshops for Teacher-in-charge to help with the development of activities, implementation of programmes, and collecting feedback. These activities are not limited to school, but have a larger impact on the district and state as a whole (Hoerisch, 2(02). 54 'rtaeardl Joumal of Arts, Manapment and Social Sciences' ISSN 0975-4083, Vol.- X-I, V•• r-5, March,2014 m. Interactions with Eco-Club coordinators: A semi-structured interview schedule designed to interact with Eco-club coordinators from selected schools was used to understand different media activities taking place in respective schools and the level of student participation in these activities. The conversationsalong with narrativeswere recorded during the interview process. Sample was selected from 9 LEAD Eco-clubs schools participating in similar activities with a minimum experience of 10 years. i. .Profile ofEco-clubs -93 schools have been identified by the Department of Environment, Government ofNCT of Delhi as Lead schools to undertake the Eco-club programme in a more systematic way. Each Lead school has been attached with another 15-20 other schools for proper coordination and better implementation of the environmental activities in the city. Eco-club coordinators in these schools were selected based on their interest towards environmental' activities and enthusiasm about participation in various programmes through different channels of media. ii. Media activities and their positive impact on students - The research showed students interest in participating in Eco-Club activities. Informal interactions with teacher-in-charges revealed interesting facts about contribution of schools towards environment conservation and high level of awareness among students resulting from extensive use of media channels. Most of the organizations had an active eco-club set up in their School premises for more than 12 years with equal participation from teachers and students. To fu1fi1lthe Goals and objectives set by Eco-clubs in India, various media channels were practiced by institutions helped in increase recall valueand also influenced their future actions (Table.O 1). Table 1: Activities of Ece-Club and media channels used by them S. No. AIM OBJEcnvE Observing .. I Environmen land undentandi ng the relatioDAhip between various elements - To Understand importance of Tree. in life - To learn 10 protect. care and maintain green • To spread awareness on Conservation practices - To get exposure beyond classroom - To familiarize with all living things in their 2 FintHand experience through field visi ts natura1 surroundings - To spread awareness on Ecological Sanitation and penona1 hygiene • To Motivate learning in real world ACTIVI11ES Kitchen. Herbal and Organic garden MEDIA CHANNEL USED Tree plantation Media reaJily Seminars. Workshops and conferences Multi·Media Competitions and awards Audio- Visual Media Mass awareness camps Organic farming melhods Sustainable agriculture Wildlife parks Aauarium, lakes. rivers and sea Nature walks Excursions to forest. mountains, etc. Media reality Social Networking . websitea Multi-Media Science centers and exhibitions Visual Media Fold dance oerfonnances SIIeet theatre Article writin. for •••••• 0""'" etc. Preoaration of documentarv Audio- Visual Media Print Media 'Research Journal of Arts, Manalement and Social Sciences' ISSN0975-4083, Vol.· X·I,Year-5, March,2014 . Construction ~ To learn resource conservation practices Community 3 • To intmIct interaction and action projects with community to promote ••••• methods ofRWH SS plant Senin. UDGobar .as plant Vermi-romoostin. Dit Media reality Mulcbimachioe Muhi·Media Audio- Visual Media STP/ETP Waste collection and segregation Coaservation Desi~nR of EDe11!Y pamphlets I leaflets. etc. Findin2 source of water pollution Cultivating 4 a scientific temper with ",search skills - To inculcate observational skills in Watec testin2 for pollution young reseercbers Noise pollution testin2 Video Medi. Audio-Video research Air testin2 for DOIIulion Soil te5tinI! for pollution • To promote logical reasoning Indoor air aualitv test - To give bands OD experience on conducting Conductin. medicinal Audi Media Medi. Multi·Media Media Reality Dlant census It was interesting to find schools investing in technologies like social media, virtual imaging, 3G technology and animation. Most of the schools had environmental education as a part of school curriculum starting from 3rdgrade upto 1(Jh grade with students involving in different activities every year. They take pride to be a part of such a great cause and expressed desire to do much more to promote environmental education and sensitize more students globally towards healthy living. ill. Collaboration with External Institutions~elected schools showed keen interest in collaborating with various media houses and NGOs to promote environmental education through Eco-clubs. A majority of schools were associated with 'organization like, Tata Energy Research Institute (TERI), DevelopmentAlternatives (DA), The India Today Group, Centre for Science and Environment (CSE) and various other institutions that encourage young students to work towards environment and present their work through multiple media channels to people around the world. iv. Financialsupport - Schools participating in Eco-club receive an annual grant from the Government. Most of the teacher-in-charges were quite satisfied with the grant and did not feel the need to raise more money. However, it was interesting to note that many schools were incorporating environmental activities into their curriculum and ensuring financial assistance to Eco-club coordinators for smooth functioning of the Media campaigns. Conclusion- With time, the country has witnessed social, economic and political .changes that have resulted in depletion of traditional practices and mindsets that were meant to preserve the natural environment. However, with environment education gaining momentum and various organizations taking up the cause, it has become possible to record and reinforce ecological understanding and practices, which are healthy (or the environment. Media based education can two ends - the starting source that is responsible for planning, designing and producing media promoting EE and the receiving end accountable for utilization and impact of the programme. There is a need to understand that knowledge is limited only to those with a means to access it 56 'Research Journal of Arts, Manalement and Social Sciences' ISSN 0975-4083, Vol.- X-I, Year-5, March,2014 and Media channels used through Eco-clubs are providing a platform for young children to know what is happening around the world and show their effortsto extent the message of environment conservation. Even with extensive use of Media technologies in Eco-club activities there still remains a scope to fonnulate strategies, which would make it possible to spread environment education to people from all walks of life. ---------------------References1. 2 3. 4. 5. 6. 7. 8. 9. 10. 11. 12 American Academy of Pediatrics (AAP), (1999) Understanding the impact of media on children and teens. Retrieved from http://www.thepediatriccenter.netl docslbrudenelllUnderstandingtheImpact.pdf Braus, J. Disinger, J. 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