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An appraisal of environmental education in higher school education system: A

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DOI: 10.6088/ijes.00202030105

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 INTERNATIONAL JOURNAL OF ENVIRONMENTAL SCIENCES Volume 2, No 4, 2012

© Copyright 2010 All rights reserved Integrated Publishing Association

Research article ISSN 0976 – 4402

An appraisal of environmental education in higher school education

system: A case study of North Bengal, India
Somenath Halder
Asst. Professor, Kaliachak College, Malda, W.B
[email protected]
doi:10.6088/ijes.00202030105

ABSTRACT

Environmental education (EE) is become a key to solve environmental problems and key to
maintain sustainability globally. This present study is an attempt to appraise the status of EE
in higher school education system in India, especially in North Bengal. The source of the data
of this empirical study is from field supported by random sampling survey. In the field survey
few selective parameters are examined like frequency of environmental class, frequency of
practical class regarding environment studies, frequency of field observation class or nature
study, type of teaching methodology used, type of evaluation system etc. The collected data
are tabulated and computed applying simple statistical tools. The status of EE in higher
school education system is really not satisfactory and there is a need to standardized and
upgrade the education system as a whole.

Keywords: Environmental education (EE); environmental studies (ES); teaching and

learning material (TLM); field observation; educational status index

1. Introduction

The past forty years have seen growing international recognition that the challenges
associated with environmental degradation and sustainable development have important
implications for, and connections with, education and schooling. The concept of
environmental education is now wide spreading national educational policies, curriculum
documents, curriculum development initiatives and conservation strategies (Rickinson, 2002).
World educators and environment specialists have repeatedly pointed out that a solution to
environmental crisis will require an environmental awareness and its proper understanding
which should be deeply rooted in the education system at all levels of school education
(Shobeiri et.al., 2007). The environmental education (EE) has been thoroughly discussed at
several national and international seminars, workshops, conferences after the deliberations at
Fourex in 1971 and in United Nations Conference on Human Environment at Stockholm in
1972. In a national seminar, organized by the Indian Environmental Society in collaboration
with the International Programme on Environment Management at the Indian National
Science Academy, New Delhi in 1979, emphasis was given to incorporate Gandhian thought
and values as a part of Environmental Education. A number of recommendations were made
in the seminar. On the occasion of the First International Conference on Environmental
Education held in New Delhi, in 1980, the late Mrs. Indira Gandhi observed that
environmental education (EE) is to help arouse social consciousness and make community
aware of the fact that the good of the individual and that of the community are both harmed
by ecological disruptions. In 1985, there was the Second International Conference on
Environmental Education (EE) at New Delhi. Several important points could emerge from

Received on March 2012 Published on May 2012 2223

An Appraisal of Environmental Education in Higher School Education System: A Case Study of North Bengal,
India

deliberations of the international, national, regional and even local conferences on

environmental education (Sharma, 2004).

A number of new objectives and guiding principles for developing EE at all levels in both
formal and non-formal levels were formulated at the Tibilisi Conference (UNESCO, 1977).
These are as follows: i. acquires an awareness of and sensitivity to the total environment and
its allied problems, ii. Gain a variety of experiences and acquire a basic understanding of the
environment and its associated problems, iii. acquire a set of values and feelings of concern
for the environment and motivation for active participation in environmental improvement
and protection, iv. acquire skills for identifying and solving environmental problems, v.
evaluate environmental measures and education programmes in terms of ecological,
economic, social, aesthetic and educational factors, provide an opportunity to be actively
involved at all level in working towards the resolution of environmental problems (Sharma,
2004: p.532). On the other hand different developing countries have taken massive steps for
environmental education. In India, environmental education (EE) has found a place in diverse
disciplines. Supreme Court of India has directed the U.G.C., New Delhi to implement
compulsory courses of all branches of higher education (Rao, 2010). So in this study an
attempt is made to examine the status of EE in school education system.

1.1 Environmental Education (EE) in India

The environmental scenario of India is very wide. Ours is a country highly diverse
climatically, geologically, geographically, edaphically, floristically, faunistically, ethnically,
lingually, socially and economically. Therefore, environmental education (EE) has to be
essentially location-specific. At the first level, special attention must be paid to school going
children and women (about 50 percent of the population). They to be made aware of health,
family planning, nutrition, rural development, slum improvement, sanitation, hygiene, water
and food contamination, fodder, fuel wood etc. Non-Government Organisations (NGOs) have
to play a significant role. In the Directory of the Department Environment, there are 200
Non-Government Organisations (NGOs) of which nearly 150 work in the area of education
and awareness. Among four major spectrum of EE the secondary school education have only
two components, i.e. (i.) lower secondary stage (From the lower secondary stage onwards, the
quantum of awareness must decrease and there should be increased knowledge of real-life
situation, conservation and sustainable development. At lower secondary level, objective
must be real-life experience, awareness and problem identification. The contents to be used
are those used at Primary School level supplemented with general science, teaching, practical
and field visits are to be done.), (ii.) Higher secondary school stage (Here the emphasis must
be given to conservation, assimilation of knowledge, problem identification and action skill.
The contents used may be science-based and oriented work. There should proper teaching,
practical, and field work.) (Sharma, 2004).

2. Objectives

The present study has a specific broad enquiry about the status of EE in school education
system, further in details this study has some objectives which are as follows:-

1. To find out whether there is any allotment of class regarding environment studies and
also the frequency per week per school.
2. To find out whether there is any allotment of practical class regarding environment
studies per week per school.

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An Appraisal of Environmental Education in Higher School Education System: A Case Study of North Bengal,
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3. To find out whether there is any allotment of field observation class regarding
environment studies per week per school.
4. To find out whether there is any use of teaching learning material (TLM) in class
teaching for making the subject more attractive.
5. To find out whether there is any evaluation system regarding environment studies and
also the frequency in an academic year.

2.1 Data source and methodology

The main data source of this present study is field survey and another source of data and
information are various books, journals, reports etc. After significant article review the frame
work of the study is made. The six districts of northern West Bengal (Darjeeling, Jalpaiguri,
Koch Behar, Uttar Dinajpur, Dakshin Dinajpur and Malda) are merely selected for survey.
Pilot survey was followed by the field work and the field study was based on
random sample survey. As the area of study is big, this study was conducted by efficient
survey team and one surveyor was appointed for each district and all the field survey
exclusively supervised by the author. Keeping in view the specific objectives, short interview
schedule was framed on the basis of comprehensive study of the concerned literatures. It
include both closed and open ended question. Keeping in mind the aim and objective of the
study, the survey was carried out on middle school, higher school, madrasa, convent school,
girls’ school, boys’ school etc. in the six districts of West Bengal (North Bengal). From each
district averagely 20 schools were covered and from each school ten regular students were
surveyed, the total number of sample is 1244. Table 1 show in details about number of
sample surveyed. The schedule consisted questions on student identification, age, sex,
enrollment, attitude, class performance etc., queries related to each respondent i.e.
number of theoretical and practical and field observation class per week, procedure and
technology used for teaching, number and types of evaluation adopted in an academic year,
kind of regularity maintained by authority etc. Cross-questions were also included so as to
elicit the required information accurately.

Table 1: District-wise number of sample surveyed

Average No. of Total no. of
Se.No. District No. of School
Sample per School Sample
1.Darjeeling 20 10 201
2.Jalpaiguri 20 10 220
3.Koch Behar 20 10 198
4.Uttar Dinajpur 20 10 205
5.Dakshin Dinajpur 20 10 195
6.Malda 20 10 225
Total 120 600 1244

To supplement the information collected through interviews, indirect and informal

discussions were also carried out with the school authority and guardians of the selective
students. The information obtained from each respondent was also spot-checked to verify the
accuracy so as to minimize the response errors. The data collected was statistically treated,
using descriptive statistics. A set of element/variable has been taken into consideration for
analyzing overall spatial status of EE. These elements are as X1= single class per week(%),

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X2= more than two class per week(%), X3=irregular class per week(%), X4=regular practical
class per week(%), X5= irregular practical class per week(%), X6= regular field observation
class per week(%), X7= irregular field observation class per week(%), X8= no field
observation class per week(%), X9= lecture method for teaching(%), X10= use TLM for
teaching(%), X11= more than 2 tests in a year(%), X12= 2 tests in a year(%), X13= less than 2
tests in a year(%), it is important to note that all the variables treated district wise. On the
basis of these, an educational status index of the study area has been computed by applying
‘Z’ score method.

3. Study area

For this present study merely six districts are selected namely Darjeeling, Jalpaiguri, Koch
Behar, Uttar Dinajpur, Dakshin Dinajpur and Malda which is formally called as North Bengal.
The study area extend from 27 ̊ 13 ' N to 24 ̊ 40 ' 20" N and 87 ̊ 49 ' E to 89 ̊ 54 ' 35" E and
covering an area of 21,598 sq. km. (Figure 1). The total number of middle school and
secondary school (High School) in North Bengal is 1706. Where Darjeeling district has 222
high schools followed by Jalpaiguri, Koch Behar, Uttar Dinajpur, Dakshin Dinajpur and
Malda district have 288, 304, 214, 233 and 445 high schools respectively (Census of India,
2001).

3.1 Syllabus of EE in school education system

The syllabus of environmental education in school education system (v to xii standard) is as

follows-

Class VI Knowing the environment (the environment; human dependence on environment;

interdependence of plants and animals) Natural resources and their utilization (natural
resources- air , water, land, sunlight; significance for growth, development and survival;
utilization of resource for development and social activities; over utilization of resources)
Waste generation (generation of waste and its sources; types of waste; hazards of waste
accumulation; waste, community health and sanitation) Management of waste (waste and its
disposal-solid, liquid and gaseous waste; condition for proper waste management) Exemplar
activities (visiting nearby village/town, various sources of water, village market, natural
study)

Class VII Environment and natural resources (water-its essentiality for life and activity, a
habitat of plant and animal, sources of water; air-atmosphere as reservoir, role of atmosphere;
soil-a medium for growth of plants, types of soil, habitat for organisms, facilitator for
percolation and retention of water; forest-its significance and importance in environment)
Man and environment (response of living beings to change in environment; modification of
environment by human beings; effect of human activities and population growth on
agricultural, industrial, housing activity and harnessing energy etc.; consequences of human
activity; role of individuals to maintain resource, nature) Exemplar activities (activities
suggested neither exhaustive nor prescriptive, teachers may design their own set of activities
keeping in view the overall objective of teaching and learning of EE at this stage)

Class VIII Balance in nature (ecosystem; energy flow through ecosystem; balance in nature)
Impact of population on environment (impact of population growth; stress due to population
growth; increase in consumption, encroachment on monuments) Harnessing of resources
(source of energy; renewable sources; non-renewable sources; agricultural and animal
husbandry; utilization of resources for industry; environmental concerns) Environmental

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pollution-cause and effect (emerging lifestyles in modern societies; factor affecting

environment; pollution of soil, water and air; noise pollution; disasters; impact environmental
degradation; impact of environmental pollution on human health; role of individuals,
community and govt. for prevention of pollution and improvement of environment) Exemplar
activities (activities suggested neither exhaustive nor prescriptive, teachers may design their
own set of activities keeping in view the overall objective of teaching and learning of EE at
this stage)

Class IX Understanding ecosystem (types of ecosystem; interaction between biotic and

abiotic factors; energy flow and its importance; destruction of ecosystem due to changing
pattern of land use; impact of ecosystem destruction; conservation of ecosystem; role of
environment impact assessment) Depletion of resources (natural resources; causes of
depletion of resources; impact of resource depletion; practices for conservation of resources)
Waste generation and management (sources of waste; classification of waste; impact of waste
accumulation; need for management of waste; methods of safe disposal of waste; need for
reducing, reusing and recycling of waste; legal provisions of handling and management of
waste) Environmental values and ethics (human rights, fundamental duties and value
education; women and child welfare) Exemplar activities (activities suggested neither
exhaustive nor prescriptive, teachers may design their own set of activities keeping in view
the overall objective of teaching and learning of EE at this stage)

Class X Restoring balance in ecosystem (need for adopting controlling measures for spoilage
of landscape; need for conservation and management of water, forest, grassland, semi-arid
ecosystems ocean resources soil; measures to conserve wild life; application of bio-
technology; public awareness programmes; relevance of indigenous practices; tribal culture
and its linkages to forest resources and their conservation) Pollution (types of pollution;
sources of pollution and major pollutants; effects of pollution; abatement of pollution) Issues
of environment (decline of forest, agriculture and marine productivity and its effect on
economy; resettlement and rehabilitation of people; energy crisis; greenhouse effect and
global warming; climatic change; acid rain; ozone layer depletion; disaster, disaster
management, mitigation) Striving for a better environment (use of eco-friendly technology;
sustainable use of resources; adoption of indigenous practices; consumer education;
community participation for ecological restoration and conservation; protection of wild life;
enforcement of acts, laws and policies; some success stories) Exemplar activities (activities
suggested neither exhaustive nor prescriptive, teachers may design their own set of activities
keeping in view the overall objective of teaching and learning of EE at this stage)

Class XI and XII Man and environment (dimensions of environment; human being as a
rational and social partner; society and environment, tradition, custom, culture; population
and environment; impact of human activity on environment; environmental problems in
urban and rural areas; natural resource and their depletion; stress on civic amenities;
vehicular emissions; urbanisation- land use, migration, floating population) Environment and
development (economic and social needs as basic needs…;agriculture and industry as major
sector…; social factors affecting development; impact of development on environment;
impact of liberalization globalization on agriculture and industrial development; role of
society in development and environment) Environmental pollution and global issues (air,
water, soil pollution; handling process and management of hazardous wastes; noise and
radiation pollution; ozone layer depletion and its effect; greenhouse effect; global warming
and climatic change; pollution related diseases; disaster- natural and man made; strategies for
reducing pollution) Energy (changing global pattern of energy consumption; energy

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consumption as measure of QOL; energy scenario in India; conventional and non-

conventional sources of energy; conservation of sources of energy; planning and management
of energy) Biodiversity (concept and value; types of biodiversity; loss of biodiversity;
overexploitation of plant and animal species; balance in nature; India- mega diversity nation;
economic potentiality of biodiversity; mitigation people-wildlife conflict; strategies for
conservation) Environment management (needs; aspects; legal provision; approaches)
Sustainable development (concept; needs; challenges; support base; role of national and
international agencies; principles) Sustainable agriculture (needs; importance of soil;
irrigation system; crop protection; impact of agrochemicals; elements of sustainable
agriculture; action plan) Nature observation/Practical aspects – Project (plantation; plant/tree,
water, motor vehicle observation; study of pond ecosystem; environment assessment etc.)

3.2 Environmental education in North Bengal

From the Table 2 it is observed that in most of the school (67.5 percent) the number class
regarding environment studies (ES) is one per week and rest of the school (23.33 percent)
conduct two classes per week. On the other hand very minor number of school (9.17 percent)
did not conduct class regarding environment studies regularly in North Bengal. Among six
districts of North Bengal, Darjeeling and Koch Behar district poses in the first position in
allotment of two classes per week per school. On another side Dakshin Dinajpur stands in the
first position (90 percent) in case of conducting single class per week followed by Uttar
Dinajpur.

Table 2: Allotment of environment class per week

Single Class
>2 Class Per Irregular Class
Se.No. District Per Week Total (%)
Week (%) (%)
(%)
1.Darjeeling 50 45 5 100
2.Jalpaiguri 70 15 15 100
3.Koch Behar 45 45 10 100
4.Uttar Dinajpur 85 15 0 100
5.Dakshin inajpur 90 5 5 100
6.Malda 65 15 20 100
Total 67.5 23.33 9.17 100
Source: Field Survey, 2011
Table 3: Allotment of practical environmental class per week in ix to xii standard
Single Class per 2nd Irregular Class (School
Se.No. District Total (%)
Week (School in %) in %)
1.Darjeeling 60 40 100
2.Jalpaiguri 25 75 100
3.Koch Behar 55 45 100
4.Uttar Dinajpur 30 70 100
5.Dakshin inajpur 15 85 100
6.Malda 20 80 100

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An Appraisal of Environmental Education in Higher School Education System: A Case Study of North Bengal,
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Total 34.17 65.83 100

Source: Field Survey, 2011

According to syllabus the allotment of practical class is indispensible in case of environment

studies in school education system (ES). It is observed that in 34.17 percent school of North
Bengal conducted at least one practical class per two week, regarding environment studies,
and the rest 65.83 percent school are irregular in case of conducting practical class. So the
scope for improvement of practical knowledge of student about environment will be lesser. It
is also revealed that among six districts of North Bengal Darjeeling district took first position
in case of conducting regular practical class followed by Koch Behar district. Again Malda
district stay at top position in case of conducting practical class in very irregular manner
(Table 3)

In the syllabus of environment studies as an exemples there is compulsory provision for field
observation class for real time realization about our environment. But in North Bengal only
10.83 percent school conducted field observation class regularly. On the other hand 45.00
percent school conducted field observation class but with a lesser regularity and it is also
mention worthy that 44.17 percent school does not conducted ever field observation class. In
case of conducting regular field observation class, regarding environmental studies (ES),
Darjeeling and Uttar Dinajpur districts took front position. And in case of unable to conduct
any field observation class Koch Behar district ranked at top position followed by Dakshin
Dinajpur district (Table 4).

Table 4: Allotment of field observation class per week

No Field
Irregular
Regular Class Observation Total
Se.No. District Class
(School in %) Class(School (%)
(School in %)
in %)
1.Darjeeling 15 55 30 100
2.Jalpaiguri 10 40 10 100
3.Koch Behar 10 25 65 100
4.Uttar Dinajpur 15 45 40 100
5.DakshinDinajpur 5 50 45 100
6.Malda 10 55 20 100
Total 10.83 45.00 44.17 100
Source: Field Survey, 2011

Table 5: Teaching method used in environment class

Lecture Method Using TLM
Se.No. District Total (%)
(School in %) (School in %)
1.Darjeeling 30 70 100
2.Jalpaiguri 35 45 100
3.Koch Behar 45 55 100
4.Uttar Dinajpur 60 40 100
5.Dakshin
40 60 100
Dinajpur

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6.Malda 35 65 100
Total 44.17 55.83 100
Source: Field Survey, 2011

The method of class teaching play a vital role in the improvement of knowledge level among
the student about any particular discipline and also helps to grow interest in that discipline.
From the Table 5 it is observed that among six districts of North Bengal averagely more than
fifty percent (55.83 Percent) school follow improved teaching method, i.e., using TLM
during class-room teaching. On another side, averagely 44.17 percent school follow
conventional teaching method, i.e., lecture method. From the survey it is revealed that in
Darjeeling district 70 percent school used TLM in the class teaching, on the other side in
Uttar Dinajpur district 60 percent school follow lecture method for class teaching.

In the school education system evaluation is an integral part. Now-a-days the mode of
evaluation in an academic year has been changed into unit test type through the ‘Sarba Siksha
Abhijan’. Table 6 shows the scenario about evaluation system in schools of North Bengal
regarding environmental studies (ES). In North Bengal 65 percent school arranged two
evaluation tests in an academic year, as half yearly and final examination, and 21.67 percent
school arranged more than two evaluation tests, as unit test basis. On the other side only
13.33 percent school conducted one evaluation test in an academic year as annual
examination. In Darjeeling and Dakshin Dinajpur districts 30 percent school conducted more
than two evaluation test in an academic year and followed by Jalpaiguri district.

Table 6: Frequency of test regarding environmental studies in an academic year

Number of Test Taken in an Academic Year (School in %)
Se.No. District >2 2 <2 Total (%)
1.Darjeeling 30 60 10 100
2.Jalpaiguri 25 55 20 100
3.Koch Behar 15 70 15 100
4.Uttar Dinajpur 15 80 5 100
5.Dakshin
30 50 20 100
Dinajpur
6.Malda 15 75 10 100
Total 21.67 65.00 13.33 100
Source: Field Survey, 2011

Table 7: North Bengal, district wise, ‘Z’ score result

Z1 Z2 Z3 Z4 Z5 Z6 Z7 Z8 Z9 Z10 Z11 Z12 Z13 Z14
D1 -0.97 1.26 -0.56 1.37 -1.37 1.11 0.88 -0.26 -1.01 1.22 1.11 -0.42 -0.41 1.95
D2 0.14 -0.48 0.79 -0.49 0.49 -0.22 -0.44 -1.28 -0.55 -0.94 0.44 -0.85 1.23 -2.16
D3 -1.24 1.26 0.11 1.11 -1.11 -0.22 -1.75 1.54 0.39 -0.07 -0.89 0.42 0.41 -0.04
D4 0.97 -0.48 -1.25 -0.22 0.22 1.11 0 0.26 1.79 -1.37 -0.89 1.27 -1.23 0.18
D5 1.24 -1.06 -0.56 -1.02 1.01 -1.55 0.44 0.51 -0.08 0.36 1.11 -1.27 1.23 0.36
D6 -0.14 -0.48 1.47 -0.75 0.75 -0.22 0.88 -0.77 -0.55 0.79 -0.89 0.85 -0.41 0.53

Source: Computed by author, 2011

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An Appraisal of Environmental Education in Higher School Education System: A Case Study of North Bengal,
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Table 7 shows the vivid picture of spatial status of EE in North Bengal. Darjeeling district
scored well (1.95) and Jalpaiguri district scored poor (-2.16). In other words it can be said
that the status of EE are very poor at Jalpaiguri district, poor at Koch Behar district,
moderate at Uttar Dinajpur, Dakshin Dinajpur and Malda districts and good at Darjeeling
district (Figure 2).

Figure 2: Spatial pattern of educational status regarding environmental education

4. Conclusion

On the basis of the findings of the study, it is very difficult to arrive at any definite
conclusion. The findings of the study are revealing that although in every school there is a
provision of formal environmental education (EE), but its standard is not well, most of the
school did not conducted theoretical and practical classes regularly, age old teaching method
have been followed by most of the schools, nature study classes did not conducted regularly
and seriously, school administration did not consider evaluative test regarding ES as
important as other discipline, moreover in all school there are no specialist teacher for truly
conducting EE. So for strengthening and improvement of this kind of poor situation some
recommendations are as follows: (i) Govt. should take care about the proper implication of
EE in high schools in true sense of the term. (ii) Govt. should prepare a proper guideline for
school management and not only this; there should be an enquiry team in every district,
headed by District Inspector of School, for monitoring school education system, especially
EE. (iii) It is quite impossible to appoint specialist teacher in each and every school all of a
sudden, but it should rather possible to train frequently existed teachers of science faculty
about environmental studies (ES) and the application of TLM in class management.
(iv)Formal system of education should also incorporate in its curriculum, some elements of
environmental awareness programmes. (v) Aside this, with the help of mass media and

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modern means of communication the concept of environment, environmental deterioration,

conservation of environment etc. should be published and popularised. (vi)It would more
beneficial if special programmes are launched to develop environmental awareness among
the students.

Acknowledgement

The author is grateful to the survey team members at first and the students, school authority
and guardians who form the basis of present study without whose co-operation and kind help,
this work would not have been so smoothly possible.

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International Journal of Environmental Sciences Volume 2 No.4, 2012

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