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Where was the first environmental education Centre established in India?

Centre for Environment Education 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 with its headquarters in Ahmedabad, has a mandate to promote environmental awareness nationwide.
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When was environmental education started in India?

Learning approaches and impact – Environment education in India was made compulsory in formal education through a Supreme Court ruling in 2003. The ruling has resulted in over 300 million students in 1.3 million schools receiving some environmental education training, according to a UNESCO study, Students from a north Mumbai school collected over 900 packets of multi-laminated plastic packaging for “deposit” in the Safai Bank of India. Photo from Safai Bank. Most educators however push for an integrated approach that uses the strengths of the curriculum and combines it with other educational tools.

The Upcycler’s Lab board games are based on school curriculum and founder Parasrampuria has found a positive response to the integrated approach. She feels that there is an improvement in the entire ecosystem of environment education. “It is surprising how much more awareness there is. Environment education is part of the school curriculum as a subject and not blended with geography or civics or some other subject.

The teachers are putting in a lot of effort. Public policy changes have made the topic of waste management and environment more accessible. Ten years olds are so aware – they are asking questions about manufacturer responsibility in waste management,” she said.

1. Bahadur of the SDG Academy adds that a blend of knowledge, analytical skills and social and interpersonal skills together can help create future environment leaders.
2. The UNESCO report on Education for People and Planet too recommends a multi-pronged approach towards learning which brings together formal education, traditional knowledge-sharing through community and learning through work and daily life, the latter two already common practices in India on account of cultural traditions.

The Nature Science Initiative in Dehradun for example believes that the earth itself is the great educator. Its programs in the field have turned school dropouts like Taukeer Alam into a field researcher assistant, Educator Narlanka vouches for experiential learning in his Research Matters article, writing, “Facts are easy to ignore, but experiences are not.

We need to heed to this wisdom and revamp our environmental classes to become more personal and experiential to encourage students to find more personal reasons to conserve their environment and progress the country’s environmental efforts in a comprehensive and fruitful manner.” But can experiential learning have any real impact? Or is it, like Mumbai activist Aggarwal said, an opportunity to just to create general nature lovers and “an excuse to buy new gear”? Experiential and community based learning infact could work better in the current scenario where challenges to formal education are many.

According to a 2016 Global Education Monitoring Report (GEM Report), the world is lagging behind in its education commitments and while India has achieved “universal primary enrollment with an adjusted net enrollment rate of 98 percent, it has the second-highest number of children out of school among countries with data”.

Additionally, with the growth of technology for learning, the absolute reliance on formal education is seeing a shift. ” The most exciting and innovative development is how young people are teaching themselves — using social media to access content such as ours and creating opportunities to peer learn and create awareness on these issues,” said Bahadur of the SDG Academy.

“We are still in the very early stages of educating our young people on sustainable development. I am deeply optimistic that teaching sustainable development in smart, innovative and fun ways will have a huge effect on the attitudes and aspirations of young people in India and the world and that this young generation will push us all to a more sustainable future.” The Turquoise Change aims at supporting schools on islands like Havelock in the Andamans, taking into consideration their unique and local needs and training them to become changemakers and create “Islands for Sustainability”. Photo from The Turquoise Change.
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Where is Center for environmental education?

The Centre for Environment Education ( CEE ) in India was established in August 1984 as a Centre of Excellence supported by the Ministry of Environment and Forests, The organisation works towards developing programmes and materials to increase awareness about the environment and sustainable development.
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Who is credited for the environmental education in India?

Role of Education: – Education is regarded as an important instrument and means for generating proper awareness and adequate knowledge and skills regarding environmental protection. It is, therefore, felt essential to develop education about the environment, education for the environment and education through the environment.

So as a whole, it will be environmental education.1. Environmental education should be integrated into the whole system of formal education at all levels.2. Environmental education adopts a holistic perspective which will examine the ecological, social, cultural and other aspects of particular problems.3.

Environmental education should be centred on practical problems related to real life.4. Environmental education should aim at building up a sense of values. However, it is universally agreed that environment education should be inter-disciplinary, drawing from biological, sociological, anthropological, economic, and political and human resources.

• It is also agreed that a conceptual approach in teaching environmental education is the best.
• It also involves decision-making and development strategies for promoting environment protection.
• Environmental education is treated as a discipline in which various subjects like Zoology, Botany, Chemistry, Mathematics and Physics are included.

This makes it imperative to train specialists in environmental education for planning,’ management, development and taking remedial measure for solving the problems. The NCERT developed the guidelines for the school curriculum on the basis of the Education Commission, 1964-66.

• It has also prepared a resource material on the use of environment as a basis for meaningful learning in Primary Education.
• The National Policy on Education 1986 has also given a special place of significance to education and environment.
• So a great need is being felt to create an awareness for the protection of the environment by redesigning the objectives, methods and curriculum in the field of education.

: Environmental Education in India (Concept and Role)
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When was EIA first used in India?

Understanding EIA Environment Impact Assessment or EIA can be defined as the study to predict the effect of a proposed activity/project on the environment. A decision making tool, EIA compares various alternatives for a project and seeks to identify the one which represents the best combination of economic and environmental costs and benefits.

• What is EIA?
• Evolution of EIA
• History of EIA in India
• The EIA process
• Forms of impact assessment
• Comparative review of EIA procedures and practices

1. What is EIA? Environment Impact Assessment or EIA can be defined as the study to predict the effect of a proposed activity/project on the environment. A decision making tool, EIA compares various alternatives for a project and seeks to identify the one which represents the best combination of economic and environmental costs and benefits.

EIA systematically examines both beneficial and adverse consequences of the project and ensures that these effects are taken into account during project design. It helps to identify possible environmental effects of the proposed project, proposes measures to mitigate adverse effects and predicts whether there will be significant adverse environmental effects, even after the mitigation is implemented.

By considering the environmental effects of the project and their mitigation early in the project planning cycle, environmental assessment has many benefits, such as protection of environment, optimum utilisation of resources and saving of time and cost of the project.

Properly conducted EIA also lessens conflicts by promoting community participation, informing decision makers, and helping lay the base for environmentally sound projects. Benefits of integrating EIA have been observed in all stages of a project, from exploration and planning, through construction, operations, decommissioning, and beyond site closure.2.

Evolution of EIA EIA is one of the successful policy innovations of the 20th Century for environmental conservation. Thirty-seven years ago, there was no EIA but today, it is a formal process in many countries and is currently practiced in more than 100 countries.

EIA as a mandatory regulatory procedure originated in the early 1970s, with the implementation of the National Environment Policy Act (NEPA) 1969 in the US. A large part of the initial development took place in a few high-income countries, like Canada, Australia, and New Zealand (1973-74). However, there were some developing countries as well, which introduced EIA relatively early – Columbia (1974), Philippines (1978).

The EIA process really took off after the mid-1980s. In 1989, the World Bank adopted EIA for major development projects, in which a borrower country had to undertake an EIA under the Bank’s supervision (see table 1: Evaluation and history of EIA). Table 1: Evolution and history of EIA

	Development of EIA
Pre-1970	Project review based on the technical/engineering and economic analysis. Limited consideration given to environmental consequences.
Early/mid – 1970s	EIA introduced by NEPA in 1970 in US. Basic principle: Guidelines, procedures including public participation requirement instituted. Standard methodologies for impact analysis developed (e.g. matrix, checklist and network). Canada, Australia and New Zealand became the first countries to follow NEPA in 1973-1974. Unlike Australia, which legislated EIA, Canada and New Zealand established administrative procedures. Major public inquires help shape the process’s development.
Late 1970 and early 1980s	More formalised guidance. Other industrial and developing countries introduced formal EIA requirements (France, 1976; Philippines, 1977), began to use the process informally or experimentally ( Netherlands, 1978) or adopted elements, such as impact statements or reports, as part of development applications for planning permission (German states, Ireland). Use of EA by developing countries (Brazil, Philippines, China, Indonesia) Strategic Environment Assessment (SEA), risk analysis included in EA processes. Greater emphasis on ecological modelling, prediction and evaluation methods. Provision for public involvement. Coordination of EA with land use planning processes.
Mid 1980s to end of decade	In Europe, EC Directive on EIA establishes basic principle and procedural requirements for all member states. Increasing efforts to address cumulative effects. World Bank and other leading international aid agencies establish EA requirements. Spread of EIA process in Asia.
1990s	Requirement to consider trans-boundary effects under Espoo convention. Increased use of GIS and other information technologies. Sustainability principal and global issues receive increased attention. India also adopted the EIA formally. Formulation of EA legislation by many developing countries. Rapid growth in EA training.
Source: International Study of the Effectiveness of Environmental Assessment, final report, Environmental assessment in a changing world, Prepared by Barry Sadler, June 1996.
Definition of SEA: Policy tool to assess the environmental consequences of development policies, plans and programmes Definition of risk assessment: An instrument for estimating the probability of harm occurring from the presence of dangerous conditions or materials at a project site. Risk represents the likelihood and significance of a potential hazard being realized

3. History of EIA in India The Indian experience with Environmental Impact Assessment began over 20 years back. It started in 1976-77 when the Planning Commission asked the Department of Science and Technology to examine the river-valley projects from an environmental angle.

This was subsequently extended to cover those projects, which required the approval of the Public Investment Board. Till 1994, environmental clearance from the Central Government was an administrative decision and lacked legislative support. On 27 January 1994, the Union Ministry of Environment and Forests (MEF), Government of India, under the Environmental (Protection) Act 1986, promulgated an EIA notification making Environmental Clearance (EC) mandatory for expansion or modernisation of any activity or for setting up new projects listed in Schedule 1 of the notification.

Since then there have been 12 amendments made in the EIA notification of 1994. The MoEF recently notified new EIA legislation in September 2006. The notification makes it mandatory for various projects such as mining, thermal power plants, river valley, infrastructure (road, highway, ports, harbours and airports) and industries including very small electroplating or foundry units to get environment clearance.

• However, unlike the EIA Notification of 1994, the new legislation has put the onus of clearing projects on the state government depending on the size/capacity of the project.
• Certain activities permissible under the Coastal Regulation Zone Act, 1991 also require similar clearance.
• Additionally, donor agencies operating in India like the World Bank and the ADB have a different set of requirements for giving environmental clearance to projects that are funded by them.4.

The EIA process The stages of an EIA process will depend upon the requirements of the country or donor. However, most EIA processes have a common structure and the application of the main stages is a basic standard of good practice. The environment impact assessment consists of eight steps with each step equally important in determining the overall performance of the project.

• Screening: First stage of EIA, which determines whether the proposed project, requires an EIA and if it does, then the level of assessment required.
• Scoping: This stage identifies the key issues and impacts that should be further investigated. This stage also defines the boundary and time limit of the study.
• Impact analysis: This stage of EIA identifies and predicts the likely environmental and social impact of the proposed project and evaluates the significance.
• Mitigation: This step in EIA recommends the actions to reduce and avoid the potential adverse environmental consequences of development activities.

• Reporting: This stage presents the result of EIA in a form of a report to the decision-making body and other interested parties.
• Review of EIA: It examines the adequacy and effectiveness of the EIA report and provides the information necessary for decision-making.
• Decision-making: It decides whether the project is rejected, approved or needs further change.
• Post monitoring: This stage comes into play once the project is commissioned. It checks to ensure that the impacts of the project do not exceed the legal standards and implementation of the mitigation measures are in the manner as described in the EIA report.

1. The overview of the EIA process is represented in figure 1.
2. Figure 1: Generalised process flow sheet of the EIA process
4. Source: The manual in perspective, EIA Training Resource Manual, United Nations Environment Programme, 2002

5. Forms of impact assessment There are various forms of impact assessment such as Health Impact Assessment (HIA) and Social Impact Assessment (SIA) that are used to assess the health and social consequences of development so that they are taken into consideration along with the environmental assessment.

One of the forms of impact assessment is strategic environment assessment, which is briefly discussed below: i. Strategic environment assessment Strategic Environment Assessment (SEA) refers to systematic analysis of the environmental effects of development policies, plans, programmes and other proposed strategic actions.

This process extends the aims and principles of EIA upstream in the decision-making process, beyond the project level and when major alternatives are still open. SEA represents a proactive approach to integrating environmental considerations into the higher levels of decision-making.

Despite its wide use and acceptance, EIA has certain shortcomings as a tool for minimising environmental effects of development proposals. It takes place relatively late at the downstream end of the decision making process, after major alternatives and directions have been chosen (see table 3: Difference in EIA and SEA).

Table 3: Difference in EIA and SEA

Environment impact assessment	Strategic environment assessment
§ Takes place at end of decision-making cycle § Reactive approach to development proposal § Identifies specific impacts on the environment § Considers limited number of feasible alternatives § Limited review of cumulative effects § Emphasis on mitigating and minimizing impacts § Narrow perspective, high level of detail § Well-defined process, clear beginning and end § Focuses on standard agenda, treats symptoms of environmental deterioration	§ Takes place at earlier stages of decision making cycle Pro-active approach to development proposals § Also identifies environmental implications, issues of sustainable development § Considers broad range of potential alternatives § Early warning of cumulative effects § Emphasis on meeting environmental objectives, maintaining natural systems § Broad perspective, lower level of detail to provide a vision and overall framework § Multi-stage process, overlapping components, policy level is continuing, iterative § Focuses on sustainability agenda, gets at sources of environmental deterioration
Source: EIA Training Resource Manual, 2nd edition, 2002, United Nations Development Programme

SEA had limited development and implementation till 1990. However, after 1990, a number of countries in developed economies adopted SEA. Some countries such as Canada and Denmark have made provision for SEA of policy, plans and programmes separately from EIA legislation and procedure.

1. Other countries such as Czech Republic, Slovakia, etc have introduced SEA requirements through reforms in EIA legislation and in case of United Kingdom through environmental appraisal.
2. While in New Zealand and Australia, it is a part of resource management or biodiversity conservation regimes.
3. The adoption of SEA is likely to grow significantly in the coming years especially with directives by European Union and Protocol to the UNECE Convention on Transboundary EIA by signatory countries (with a provisional date of May 2003 for completion).6.

Comparative review of EIA procedures and practices

Developed countries	EIA in developing countries	EIA in India
Well-framed EIA legislation in place. For instance, in Canada, Canadian Environmental Assessment Act regulates EIA while EU countries are guided by Directive on EIA (1985).	Lack of formal EIA legislation in many developing countries. For instance, EIA is not mandatory in many African countries	Formal legislation for EIA. It has been enacted by making an amendment in the Environment Protection Act 1986.
In developed countries, active involvement of all participants including competent authority, government agencies and affected people at early stages of the EIA. This makes the process more robust and gives a fair idea of issues, which need to be addressed in the initial phase of EIA.	Limited involvement of public and government agencies in the initial phases. This often results in poor representation of the issues and impacts in the report, adversely affecting the quality of the report.	Limited involvement of public and government agencies in the initial phases.
Integrated approach to EIA followed. All aspects including social and health taken into account.	Mainly environmental aspects considered. Poor on social or health aspects.	No provision in place to cover landscape and visual impacts in the Indian EIA regulations
Proper consideration of alternatives in EIA	The consideration of alternatives in developing countries is more or less absent.	Same as developing countries
The process of screening is well defined. For instance, in EU countries competent authorities decide whether EIA is required after seeking advice from developer, NGO and statutory consultees. In Japan, screening decision is made by the authorizing agency with respect to certain criteria. In Canada, federal authority determines whether an environmental assessment is required or not.	In developing countries, screening practice in EIA is weak. In most cases, there is a list of activities that require EIA but without any threshold values.	Screening done on the basis of a defined list. Threshold values on the size of the project has been used to decide whether the project will be cleared by the state government or the central government.
Scoping process is comprehensive and involves consultation with all the stakeholders. In many countries like US, Netherlands, Canada and Europe, the involvement of the public and their concern are addressed in the scoping exercise. Besides this, funding organisations such as World Bank, ADB and ERDB have provision for consultation with the affected people and NGOs during identification of issues in scoping exercise.	Scoping process in most developing countries is very poorly defined. In many countries including China, Pakistan, etc. there is no provision for scoping. In some countries like in Nigeria and Indonesia, a term of reference is followed for scoping while in some countries like Ghana, Taiwan and Chile, a general checklist is followed. In countries where it is undertaken, there is no public consultation during scoping. Moreover, in most developing countries, scoping is often directed towards meeting pollution control requirements, rather than addressing the full range of potential environmental impacts from a proposed development.	Earlier scoping was done by consultant or proponent with an inclination towards meeting pollution control requirements, rather than addressing the full range of potential environmental impacts from a proposed development. However, the new notification has put the onus of scoping on the expert committee based on the information provided by the proponent. Consultation with public is optional and depends on the discretion of the expert committee.
Most reports in local language	Most reports in English and not in the local language.	Most reports in English and not in the local language. In some case, executive summary is translated into local language.
A multi-disciplinary approach. Involvement of expert with expertise in different areas.	Lack of trained EIA professionals often leads to the preparation of inadequate and irrelevant EIA reports in developing countries	Same in India. Preparation of EIA is done by consultants. Therefore, the selection criterion for the organisation is fees/cost rather than the expertise of EIA team.
Two tier of EIA review, One conducted after the completion of EIA to check the adequacy and effectiveness of EIA and the second done before decision-making.	Poor review or monitoring.	In India too, EIA review is not upto the marks. The review agency called Impact Assessment Agency (IAA) lacks inter-disciplinary capacity. No representation of NGO in IAA, which is a violation of the EIA notification.
Expertise in EIA: The International Association for Impact Assessment (AIA) and other organisations demonstrate that there are a large number of individuals with the capability to design, conduct, review and evaluate EIAs from countries of the North. The major portion of teaching about environmental assessment also takes place in industrial countries.	The expertise in EIA is slowly developing. In most cases, students from the developing countries go to the developed countries to gain knowledge of the subject.	Expertise in this area is developing.
Source: Compiled by Industry & Environment Unit, Centre for Science & Environment, 2006

Understanding EIA
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Where is the environment education Centre of India?

Centre for Environment Education Ahmedabad was established as a Centre of Excellence under the Ministry of Environment, Forest and Climate Change, Govt. of India, working in the field of Environmental Education and Education for Sustainable Development.

CEE is registered as a Society under Societies Registration Act 1860 vide registration No. GUJ/1043/Ahmedabad having its registered Office at Thaltej Tekra Ahmedabad. As a national institution, CEE’s mandate is to promote environmental awareness nationwide. CEE develops innovative programmes and educational material and builds capacity in the field of Education for Sustainable Development (ESD).

It is committed to ensure that Environmental Education (EE) leads to action for sustainable development. It undertakes field projects that demonstrate and validate the role education can play in sustainable development. Partnerships for Sustainability CEE works with local, state, national and international agencies, organisations and governments in India and in various other countries to help create a sustainable future.

CEE works closely with Forest Departments and others in creating interpretation programmes and facilities. With an extensive network of over 2 Lakh schools it undertakes many school programmes in partnership with different agencies. With partners including State Governments, Foundations and Corporates through CSR funding, CEE has undertaken projects in rural and urban development, waste management, biodiversity conservation, quality improvement in school education, marine conservation and others.

Working with the government, CEE has made significant contributions to international negotiations in the area of ESD. CEE has played a Nodal role in India for several UN programmes such as UN Decade of Education for Sustainable Development (DESD – with UNESCO); Global Environmental Facility – Small Grants Programme (GEF-SGP – with UNDP); Water, Sanitation and Hygiene (WASH) Programmes (with UNICEF); and many others.
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Who is the founder of environmental education?

History – The roots of environmental education can be traced back as early as the 18th century when Jean-Jacques Rousseau stressed the importance of an education that focuses on the environment in Emile: or, On Education, Several decades later, Louis Agassiz, a Swiss-born naturalist, echoed Rousseau’s philosophy as he encouraged students to “Study nature, not books.” These two influential scholars helped lay the foundation for a concrete environmental education program, known as nature study, which took place in the late 19th and early 20th century.

• The nature study movement used fables and moral lessons to help students develop an appreciation of nature and embrace the natural world.
• Anna Botsford Comstock, the head of the Department of Nature Study at Cornell University, was a prominent figure in the nature study movement.
• She wrote the Handbook for Nature Study in 1911 which used nature to educate children on cultural values.

Comstock and the other leaders of the movement, such as Liberty Hyde Bailey, helped Nature Study garner tremendous amounts of support from community leaders, teachers, and scientists to change the science curriculum for children across the United States.

1. A new type of environmental education, Conservation Education, emerged as a result of the Great Depression and Dust Bowl during the 1920s and 1930s.
2. Conservation Education dealt with the natural world in a drastically different way from Nature Study because it focused on rigorous scientific training rather than natural history.

Conservation Education was a major scientific management and planning tool that helped solve social, economic, and environmental problems during this time period. The modern environmental education movement, which gained significant momentum in the late 1960s and early 1970s, stems from Nature Study and Conservation Education.

During this time period, many events – such as Civil Rights, the Vietnam War, and the Cold War – placed Americans at odds with one another and the U.S. government. However, as more people began to fear the fallout from radiation, the chemical pesticides mentioned in Rachel Carson’s Silent Spring, and the significant amounts of air pollution and waste, the public’s concern for their health and the health of their natural environment led to a unifying phenomenon known as environmentalism,

Environmental education was born of the realization that solving complex local and global problems cannot be accomplished by politicians and experts alone, but requires “the support and active participation of an informed public in their various roles as consumers, voters, employers, and business and community leaders.” In 1960 the National Rural Studies Association (now known as the National Association for Environmental Education ) was established in the UK to promote environmental education and support teachers in incorporating sustainability into their curricula.

• One of the first articles about environmental education as a new movement appeared in the Phi Delta Kappan in 1969, authored by James A. Swan,
• A definition of “Environmental Education” first appeared in The Journal of Environmental Education in 1969, written by William B. Stapp,
• Stapp later went on to become the first Director of Environmental Education for UNESCO, and then the Global Rivers International Network,

Ultimately, the first Earth Day on April 22, 1970 – a national teach-in about environmental problems – paved the way for the modern environmental education movement. Later that same year, President Nixon passed the National Environmental Education Act, which was intended to incorporate environmental education into K-12 schools.

1. Then, in 1971, the National Association for Environmental Education (now known as the North American Association for Environmental Education ) was created to improve environmental literacy by providing resources to teachers and promoting environmental education programs.
2. Internationally, environmental education gained recognition when the UN Conference on the Human Environment held in Stockholm, Sweden, in 1972, declared environmental education must be used as a tool to address global environmental problems.

The United Nations Education Scientific and Cultural Organization ( UNESCO ) and United Nations Environment Program ( UNEP ) created three major declarations that have guided the course of environmental education. In 2002, the United Nations Decade of Education for Sustainable Development 2005-2014 (UNDESD) was formed as a way to reconsider, excite, and change approaches to acting positively on global challenges.

1. The Commission on Education and Communication (CEC) helped support the work of the UNDESD by composing a backbone structure for education for sustainability, which contained five major components.
2. The components are “Imagining a better future”, “Critical thinking and reflection”, “Participation in decision making” and “Partnerships, and Systemic thinking”.

On June 9–14, 2013, the seventh World Environmental Education Congress was held in Marrakesh, Morocco. The overall theme of the conference was ” Environmental education and issues in cities and rural areas: seeking greater harmony “, and incorporated 11 different areas of concern.

• The World Environmental Education Congress had 2,400 members, representing over 150 countries.
• This meeting was the first time ever that it had been held in an Arab country, and was put together by two different organizations, the Mohamed VI Foundation for Environmental Protection and the World Environmental Education Congress Permanent Secretariat in Italy.

Topics addressed at the congress include stressing the importance of environmental education and its role to empower, establishing partnerships to promote environmental education, how to mainstream environmental and sustainability, and even how to make universities “greener”.
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Who is the first environmentalists in India?

About Bishnoi Movement –

• The Bishnoi movement is one of the first organized proponents of eco-conservation, wildlife protection, and green living.
• The Bishnois are considered the first environmentalists of India. They are born nature lovers.
• In the history of environmental movements, this was the movement that, for the first time, used the strategy of hugging and embracing trees for their protection.
• The famous Amrita Devi’s movement is considered to be among the pioneering efforts for environmental protection.
• King Abhay Singh of Jodhpur, in the 1730s, when building his new palace, ordered his soldiers to cut down the trees for wood in Khejarli village.
• As a symbol of protest, Amrita Devi stood against the soldiers and fought for the life of trees by clinging onto them.
• Her three daughters, Asu, Ratni, and Bhagu also stood by their mother.
• Supporting them, the other people of this community also stood up for the trees and wrapped their arms around the trunks.
• The soldiers continued to axe the trees down, without paying heed to the requests of the people.
• The prime reason behind opposing tree cutting was embedded in the cultural belief of the Bishnoi community as described in the principles of their sect, advocating the protection of trees and wildlife conservation.
• Another reason was immediately related to their rural livelihood, as they depended on the forest for the supply of fuelwood and fodder.
• Bishnoi from Khejarli and other villages came to join this agitation and hugged the Khejri trees one by one to protect trees being cut at the cost of their head.
• In this movement, 363 Bishnois laid down their lives for the protection of Khejri trees in the Khejarli village of Rajasthan.
• This movement has left an indelible mark on the memories and a long-lasting effect on the psyche of the people.

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Which was the first environment movement in India?

Bishnoi Movement –

• This movement was led by Amrita Devi, in which around 363 people sacrificed their lives for the protection of their forests.
• This movement was the first of its kind to have developed the strategy of hugging or embracing the trees for their protection spontaneously.

Bishnoi Movement – Quick Facts
Year of the Movement	1700s
Place	Rajasthan
Leaders	Amrita Devi Bishnoi
Reason/Aim of the Movement	To stop the destruction of the village’s sacred trees for building a new palace for the king

To read more about in detail, check the linked article.
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In which year the Department of environment was stabilized in India?

Ministry of Environment, Forest and Climate Change

Emblem of India
Agency overview
Formed	1985 ; 37 years ago
Jurisdiction	Government of India
Headquarters	Indira Paryavaran Bhavan, Jorbagh Road, New Delhi
Annual budget	₹ 2,870 crore (US$360 million) (2021–22 est.)
Ministers responsible	Bhupender Yadav, Cabinet Minister Ashwini Kumar Choubey, Minister of State
Agency executives	Leena Nandan, IAS, Secretary (EF&CC) C.P. Goyal, IFS, Director General of Forests and Special Secretary
Website	moef.gov.in

The Ministry of Environment, Forest and Climate Change ( MoEFCC ) is an Indian government ministry, This ministry is headed by Secretary Rank senior most IAS officer. The ministry portfolio is currently held by Bhupender Yadav, Union Minister of Environment, Forest and Climate Change,

1. The ministry is responsible for planning, promoting, coordinating, and overseeing the implementation of environmental and forestry programmes in the country.
2. The main activities undertaken by the ministry include conservation and survey of the flora of India and fauna of India, forests and other wilderness areas ; prevention and control of pollution ; Indian Himalayan Environment and its sustainable development; afforestation, and land degradation mitigation.

It is responsible for the administration of the 1947 national parks of India, The Ministry of Environment, Forest and Climate Change is the cadre controlling authority of the Indian Forest Service (IFS), one of the three All India Services,
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Which is the institute for environment in India?

S.No. Name of the Institute/ University Website BANGALORE 1. Ashoka Trust for Ecology and the Environment www.atree.org/ 2. Indian Institute of Science www.iisc.ernet.in/ 3. Jawaharlal Nehru Centre for Advanced Scientific Research www.jncasr.ac.in/ 4. National Centre for Biological Science www.ncbs.res.in 5. University of Agricultural Sciences uasbng.kar.nic.in/Default.htm BARODA 6. Maharaja Sayajirao University of Baroda msubaroda.ac.in/ BHOPAL 7. Indian Institute of Science Education and Research–Bhopal www.iiserbhopal.ac.in/ BHUBANESHWAR 8. Institute of Life Sciences www.ils.res.in 9. National Institute of Science Education and Research – Bhubaneswar www.niser.ac.in/ CHANDIGARH 10. Indian Institute of Science Education and Research –Mohali www.iisermohali.ac.in/ 11. Panjab University www.puchd.ac.in/ 12. Postgraduate institute of Medical Education and Research pgimer.nic.in/ 13. University of Madras www.unom.ac.in/ DELHI 14. Institute of Genomics and Integrative Biology http://www.igib.res.in/ 15. ICGEB Campus, Aruna Asaf Ali Marg http://www.icgeb.trieste.it/home.html 16. Jawaharlal Nehru University http://www.jnu.ac.in/ 17. National Centre for Plant Genome Research http://ncpgr.nic.in/ 18. TERI University http://www.teriuniversity.ac.in/ 19. University of Delhi http://www.du.ac.in/du/ 20. Dr.B.R Ambedkar University www.aud.ac.in GOA 21. National Institute of Oceanography www.nio.org/ GUWAHATI 22. Gauhati University http://www.gauhati.ac.in/ HYDERABAD 23. Centre for Cellular & Molecular Biology www.ccmb.res.in/ 24. Indian Institute of Chemical Technology www.iictindia.org/ 25. University of Hyderabad www.uohyd.ernet.in/ IMPHAL 26. Institute of Bioresources and Sustainable Development ibsd-imphal.nic.in/ ITANAGAR 27. North Eastern Regional Institute of Science and Technology www.nerist.ac.in/ RAJASTHAN 28. University of Rajasthan www.uniraj.org/ JAMMU & KASHMIR 29. University of Jammu www.jammuuniversity.org/ 30. University of Kashmir http://www.kashmiruniversity.net/ 31. Sher-e-Kashmir University of Agricultural Sciences and Technology (SKUAST) http://www.skuastkashmir.ac.in/ JORHAT 32. Regional Research Laboratory jorhat.nic.in/rrl.htm KANPUR 33. Indian Institute of Technology Kanpur www.iitk.ac.in/ KHARAGPUR 34. Indian Institute of Technology Kharagpur www.iitkgp.ernet.in/ KOCHI 35. Cochin University of Science and Technology www.cusat.ac.in/ KOLKATA 36. Indian Institute of Chemical Biology www.iicb.res.in/ 37. Indian Institute of Science Education and Research –Kolkata www.iiserkol.ac.in/ 38. Indian Statistical Institute, Kolkata www.isical.ac.in/ 39. University of Calcutta www.kolkata.org/cu/ KURUKSHETRA 40. Kurukshetra University www.kuk.ernet.in/ LUCKNOW 41. Central Institute of Medicinal and Aromatic Plants www.cimap.res.in/ 42. Industrial Toxicology Research Centre www.itrcindia.org/ 43. National Botanical Research Institute www.nbri-lko.org/ MUMBAI 44. Bhabha Atomic Research Centre www.barc.ernet.in/ 45. Indian Institute of Technology Bombay www.iitb.ac.in/ 46. Tata Institute of Fundamental Research www.tifr.res.in/ 47. University of Mumbai www.mu.ac.in/ 48. National Botanical Research Institute www.nbri-lko.org/ NAGPUR 49. National Environmental Engineering Research Institute www.neeri.nic.in/ PUNE 50. Agharkar Research Institute www.aripune.org/ 51. Indian Institute of Science Education and Research–Pune www.iiserpune.ac.in/ 52. National Chemical Laboratory www.ncl-india.org/ 53. University of Pune www.unipune.ernet.in/ PALAMPUR 54. Institute of Himalayan Bioresource Technology www.icast.org.in/csir/ihbt.html PILANI 55. Birla Institute of Technology and Science www.bits-pilani.ac.in/ ROORKEE 56. Indian Institute of Technology Roorkee www.iitr.ernet.in/ SHILLONG 57. North-Eastern Hill University www.nehu.ac.in/ SILCHAR 58. Assam University assamuniversity.nic.in/ TRIVANDUM 59. Indian Institute of Science Education and Research–Trivandum www.iisertvm.ac.in/ 60. Rajiv Gandhi Centre for Biotechnology rgcb.res.in/ VARANASI 61. Banaras Hindu University www.bhu.ac.in/index.html 62. Indian Council for Agricultural Research www.icar.org.in/

*The team will keep on updating the information with time.
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Who is known as the father of Indian environmental?

Ramdeo Misra laid the foundations of ecology and environmental science in the country. He was called as ‘father of Indian ecology’ by the ecologists world over.
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Which country first developed the system of EIA?

History – Environmental Impact Assessments commenced in the 1960s, as part of increasing environmental awareness, An Environmental Impact Assessment (EIA) is prepared to estimate the effects of a proposed development or construction project.Environmental Impact AssessmentS (EIAs) provide technical evaluations that are intended to contribute to more objective decision making.
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Why was EIA developed?

What is an EIA? – Central America An environmental impact assessment (EIA) is commonly described as an assessment of the impact of planned activities on the environment, including impacts on biodiversity, vegetation and ecology, water, and air. An environmental impact assessment (EIA) is commonly described as an assessment of the impact of planned activities on the environment, including impacts on biodiversity, vegetation and ecology, water, and air.

An EIA can be seen as a process of identifying, predicting, and evaluating the likely environmental, socioeconomic, cultural and other impacts of a proposed project or development to define mitigation actions—not only to reduce negative impacts but also provide positive contributions to the natural environment and well-being.

Essentially, an EIA is designed to identify the potential risks of a project (e.g., infrastructure development such as a dam) to environmental and human well-being and identify measures to eliminate and/or mitigate these risks. This can be done by replacing and/or modifying planned activities to reduce impacts.

In this context, an EIA can be seen as an information-gathering activity by the project lead to outline (and if possible quantify) the risks, impacts and mitigation actions built into the project’s whole lifecycle from design to closure so that decision makers are fully informed when approving the project.

EIAs are carried out in a wide variety of sectors, including agriculture, manufacturing, tourism, mining and forestry. Projects requiring an EIA can be large, such as a hydroelectric dam, or small, such as a new hotel on a beach. However, the level of impact on human and environmental health—rather than the size of the project—is the most important aspect of decision-making on the need for an EIA.
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Where is the headquarter of foundation for Environment Education?

Programs – The Foundation for Environmental Education is a non-governmental, non-profit organisation promoting sustainable development through environmental education, and is active in five programmes:

Blue Flag, Eco-Schools, Learning about Forests (LEAF), Green Key International Eco-Schools,

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What is the first environmental movement in India?

Bishnoi Movement –

• This movement was led by Amrita Devi, in which around 363 people sacrificed their lives for the protection of their forests.
• This movement was the first of its kind to have developed the strategy of hugging or embracing the trees for their protection spontaneously.

Bishnoi Movement – Quick Facts
Year of the Movement	1700s
Place	Rajasthan
Leaders	Amrita Devi Bishnoi
Reason/Aim of the Movement	To stop the destruction of the village’s sacred trees for building a new palace for the king

To read more about in detail, check the linked article.
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Which is the first country that established an environment school?

Eco-Schools Partners and Sponsors –

• United Nations Environment Programme (UNEP)
• United Nations Educational, Scientific and Cultural Organization (UNESCO)
• Earth Charter International
• TheGoals.org
• The Environmental Association for Universities and Colleges (EAUC)
• The Global Action Programme (GAP) on Education for Sustainable Development
• The Wrigley Company Foundation
• Toyota Fund for Europe
• eTwinning
• Alcoa
• Podio

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Who was the first environmentalists of India?

About Bishnoi Movement –

• The Bishnoi movement is one of the first organized proponents of eco-conservation, wildlife protection, and green living.
• The Bishnois are considered the first environmentalists of India. They are born nature lovers.
• In the history of environmental movements, this was the movement that, for the first time, used the strategy of hugging and embracing trees for their protection.
• The famous Amrita Devi’s movement is considered to be among the pioneering efforts for environmental protection.
• King Abhay Singh of Jodhpur, in the 1730s, when building his new palace, ordered his soldiers to cut down the trees for wood in Khejarli village.
• As a symbol of protest, Amrita Devi stood against the soldiers and fought for the life of trees by clinging onto them.
• Her three daughters, Asu, Ratni, and Bhagu also stood by their mother.
• Supporting them, the other people of this community also stood up for the trees and wrapped their arms around the trunks.
• The soldiers continued to axe the trees down, without paying heed to the requests of the people.
• The prime reason behind opposing tree cutting was embedded in the cultural belief of the Bishnoi community as described in the principles of their sect, advocating the protection of trees and wildlife conservation.
• Another reason was immediately related to their rural livelihood, as they depended on the forest for the supply of fuelwood and fodder.
• Bishnoi from Khejarli and other villages came to join this agitation and hugged the Khejri trees one by one to protect trees being cut at the cost of their head.
• In this movement, 363 Bishnois laid down their lives for the protection of Khejri trees in the Khejarli village of Rajasthan.
• This movement has left an indelible mark on the memories and a long-lasting effect on the psyche of the people.

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Which of the following is the India’s first environment organization?

NATIONAL ENVIRONMENT ORGANISATION – Animal Welfare Board of India:

It is an advisory and statutory body on laws of animal welfare and to promote it.It was set up in 1962, according to section 4 of Prevention of Cruelty to Animals Act, 1960. It is first of its kind in the world, headquartered in Ballabhgarh (Faridabad, Haryana) and pioneered or guided by Mrs Rukmini Devi Arundale.The board consist of 28 members, for a period of 3 years.Some of its functions are:

To advise the central government on the amendment of the cruelty of animals.To advise the central government of any local authority on improvements in the design of the vehicle to reduce the burden on animals.Provide all types of measures like sheds, food, water and veterinary assistance,To maintain slaughterhouse to reduce the pain of animals and take all steps to ensure that unwanted animals are destroyed by the local authority using a less painful method.To encourage financial assistance and grant for making facilities like shelter home, hospital and medicals and give financial assistance to any local animal organisations.Give education relating to human nature of animal and promote animal welfare.

National Biodiversity authority:

It was created in 2003 under the Biodiversity act 2002,It is an autonomous and statutory body for advisory and regulatory functions under government for conservation, sustainable use of resources and sharing of resources.Some of the objectives are:

Prior approval for intellectual property rights in research in biological resources or knowledge obtained from India.Protection of knowledge of local people through registration of knowledge.It advises the central government relating to conservation and sustainable and equitable use of benefits.Advises to the state government on selecting areas as heritage sites which are important biologically.Without permission, no one can transfer the knowledge and/or grant in biological resources. NBA gives approval for transfer.

Note: State biodiversity board work as local level biodiversity management committee. It gives advises on biological management and right use of benefits from the environment and promotes conservation. Wildlife Crime Control Bureau:

It is a statutory body which is constituted under the Wildlife Protection Act, 1972 to prevent illegal activities like smuggling and poaching.Some of the functions are:

Collection of intelligence and establishment of centralized wildlife crime data bank.Implementation of provisions of act and obligations under various protocols and conventions.Assistance to different authority in foreign countries under international organisations.Developing infrastructure and building scientific and professional investigations.

Central Zoo Authority:

Constituted under amendment of Wildlife Protection Act in 1991 by adding a new section for Zoos and constituted authority by the central government.Following are the functions of authority in the act:

Decide minimum standards for zoos and ensure all services to take care of animals.Identify endangered species for better protection of it. Exchange and loaning of animals for breeding purposes.Organise training of zoo personnel and coordinate research and educational programs and maintain all the data about different species.

Wildlife Trust of India:

It is a non-profit government organisation to conserve nature especially critically endangered species and threatened habitats with the help of different communities.Functions through local communities and government on a range of projects for preventions and rehabilitation of wildlife.

National Ganga River Basin Authority:

Constituted in 2009 under the Environment (Protection) Act, 1986, It is a body for planning, coordinating and financing for both centre and state.The main functions include:

Conservation and reduction of pollution in the Ganga River and using comprehensive planning and management.Development of the river basin is the core approach for management. All the activities and measure are aimed at reducing pollution and relevant to river ecology.Management of minimum ecology flow. Infrastructures like sewerage, catchment area and protection against flood.Investigation and research project for improving the quality of water and creating public awareness to use water conservation practices.Monitor and review of all the programmes and activities.

Central Pollution Control Board:

It is a statutory body established under the Water (Prevention and Control of Pollution) Act 1974. It provides technical services to the Ministry of Environment and Forests under the provisions of the Environment (Protection) Act, 1986.It Co-ordinates the activities of the State Pollution Control Boards by providing technical assistance and guidance and also resolves disputes among them.Some of the functions are:Advises the central government on any matter related to pollution in water and air pollution, and plan and execute a nationwide program to prevent it.Plan and organise training programs for personnel related to the prevention of water and air pollution.Collect technical and statistical data for better implementation of programs. Prepare manuals and guidelines and create public awareness.

National Tiger Conservation Authority:

On the recommendation of the Tiger Task Force by the Prime Minister of India Project Tiger and many Tiger reserves in India.Helping the state and the central government in the management of tiger reserves.Some of the key functions are:

To approve a conservation plan prepared by the state government. Provide management guidelines and measures addressing man and animal conflict.Provide information related to the estimation of population of tiger, natural prey, habitat status, and disease outbreak and mortality survey.Program for skill development for forest personnel.

Forest Survey of India:

Established in 1981 under the union ministry of Environment, forest and Climate Change.Monitoring of changing the situation of land and forest resources and use it for national planning, conservation, management and preservation of forest resources.Key functions are:

Prepare state of Forest Report biennially for assessment of the country’s forest cover. Develop a database for forest and non-forest areas.To prepare thematic maps using aerial photographs. Act and functions as a nodal agency collection, compilation and storage of spatial database on forest resources.Strengthen research and development infrastructure and training of forest personnel in the application of technologies like remote sensing and GIS etc.To support the state forestry department in survey mapping and inventory.

National Board of Wildlife:

Constituted under the Wildlife Protection Act, Prime minister Chairman of the board and vice chairman is union minister of environment and forest.Some of the functions are:

Deal with Environment impact assessment projects.Recommendation on the setting of areas like a national park and wildlife sanctuaries and decide all the activities under protected areas.Frame policies for the protection of wildlife and prevent illegal trade and poaching. For altering the tiger reserves state needs approval from this body.Publish a report on the state of wildlife in India,

National Green Tribunals:

Created under the National Green Tribunal Act, 2010 for handling all the cases related to environmental issues.It can have 20 members each from the judicial background and expert members.It has the power of the civil court and guided by the principle of natural justice.Appeals against the order of NGT have to be made to Supreme Court within 90 days and the cases under NGT have to be disposed within 6 months.

Genetic Engineering Advisory Committee:

Established according to the Rules for Manufacture, Use, Import, Export and Storage of Hazardous Microorganisms/Genetically Engineered Organisms or Cells 1989′ in accordance with the Environment Protection Act, 1986 and works under Dept of Biotechnology, Ministry of Environment, Forests and Climate changeApproves filed trails for genetically modifies crops and can take punitive action for non-compliance.Appraise the activities including large scale use of catastrophic micro-organisms and industrial production from an environmental perspective.

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