Books by rajeswari N gorana
Tbilisi to Ahmedabad, The Journey of Environmental Education: A Sourcebook, 2007
Education in its broadest sense—imparting knowledge, skills, attitudes, values and civic particip... more Education in its broadest sense—imparting knowledge, skills, attitudes, values and civic participation—is critical. Recognizing this, United Nations declared the decade 2005 – 2014 as the Decade of Education for Sustainable Development (DESD). The formation of UNEP, the launch of the International Environmental Education Programme (IEEP), and the United Nations Workshop at Belgrade in 1975 developed the idea further that Environment Education(EE) was an essential part of solving environmental problems. By 1977 the first Inter-governmental Conference on Environmental Education at Tbilisi, Georgia, defined EE and set guidelines for its development. The story from Tbilisi to Ahmedabad, where the 4th International Conference on Environmental Education is being held, is a fascinating journey of how EE has evolved over the 30 years.
TEACHING THE SUSTAINABLE DEVELOPMENT GOALS
This Information Education and Communication resource is to support teachers or multipliers/teach... more This Information Education and Communication resource is to support teachers or multipliers/teacher-trainers in the field of ESD to incorporate SDGs/Agenda 2030 in their teaching and trainings. Each of the SDGs is described, explained and operationalized for making learning about SDGs accessible.
Co Authors: Satish Awate, Rajeswari Gorana, Thomas Hoffmann, Deepika Joon, Wendy Morel, Edwin Nkomo, Robert O´Donoghue, Nicola Pape, Katarina Rončević, James Taylor, Rosalba Thomas
Editors: Thomas Hoffmann and Rajeswari Gorana
Schools and Sustainable Urban Mobility An approach paper with special reference to textbook analysis, 2017
Schools and Sustainable Urban Mobility: An approach paper with special reference to textbook anal... more Schools and Sustainable Urban Mobility: An approach paper with special reference to textbook analysis
April 2017
Sanskriti Menon, Rajeswari Gorana, Annie Gregory, Pramod Sharma
The safety of school going children and their modes of mobility should be an important element in a city’s transportation plans.
Schools generate a substantial proportion of the trips in any city. While safety is a paramount concern, the modes by which these school trips are made, must also be considered in the city’s transportation planning. Close to half the population of a city is likely to be directly concerned with how children go to school, and so the school community is a prime stakeholder in urban transportation planning. It is essential that cities provide a platform for the needs of schools to be reflected in transportation systems and projects, including facilities for public transport, walk and cycle.
Equally important is the students’ learning in relation to sustainable mobility. A city’s transition to better mobility systems is likely to be easier if the citizenry is well-informed about the need for change, has supportive attitudes and is prepared to take the actions needed for the transition. Schools can help children learn about sustainable mobility. Schools can also be the vehicle for engagement of a much wider community of people in the city.
This paper is in two parts. The first part presents initial thoughts on how to approach the domain of schools and sustainable mobility, and the web of actors and actions needed. The second part, which is more elaborate, presents a rapid analysis of textbooks of NCERT, Maharashtra and Gujarat, that assesses the extent and nature of content related to the topic of ‘transportation’. The purpose is to look at the status of content related to the topic of transport in the textbooks and open up the discussion for further ideas to strengthen curricular support/ interventions.
We present a framework of desirable learning outcomes in relation to ‘sustainable mobility’.
Assessed against this desired learnings outcomes framework, there are considerable gaps in the comprehensiveness and continuity of content related to in the textbooks we have reviewed. There are some good examples of both content and presentation in some textbooks, notably in the Maharashtra textbooks.
Much work is needed on all fronts – in creating transportation systems and facilities that are school friendly, developing and facilitating forums where the transportation needs of schools can be discussed, and for schools to provide learning opportunities for school children in relation to sustainable mobility.
We hope this paper may be a useful input for discussions on this topic among policy makers, local governments, associations of schools and parents, NGOs and CSR organizations, education and transportation professionals, and SUM Net. We request readers to get in touch with us at the email addresses below with their views, experiences and suggestions for further work in the schools and
sustainable mobility domain.
[email protected]
Publication Date: 2017
ISBN 978-93-84233-50-1
Papers by rajeswari N gorana
Lessons Learned from South Asia
The South Asia region holds a great deal of diversity in terms of environment, economies, culture... more The South Asia region holds a great deal of diversity in terms of environment, economies, cultures and traditions. The region struggles to achieve the targets of education for all. Access and quality are challenges for most countries. The immense need for EE and ESD has been very well understood as a means to overcome national and regional challenges, and to further treasure and develop the regions cultural and natural heritage. Successful initiatives show that importance of education when understood by stakeholders will deliver sustainability. South Asian countries, each with their own local context and situation have been incorporating EE and ESD through formal, non-formal and informal means though specifically not labeling it so. This chapter attempts to bring out the learnings in implementing ESD by drawing from the experiences of implementing it in South Asia.
Springer eBooks, 2017
the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustra... more the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specifi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.
A New Paradigm of Education Towards Sustainable Development
Reorienting Educational Efforts for Sustainable Development, 2016
It has taken a long time to realize that development which largely ignores environment is a disas... more It has taken a long time to realize that development which largely ignores environment is a disaster. The journey from Stockholm to SDGs was quite long but at long last, there is the acceptance that the agenda for development cannot be anything but sustainable. What is also getting better recognition is that for a paradigm shift in development, we need to use education and communication to raise awareness, capacity build communities to vision and participate in bringing about the change, and equip societies with the kinds of expertise required to make the change. The various points—paradigm of development and the paradigm of education, as observed by Sarabhai, are interrelated and form part of a single paradigm shift which is needed as we move towards education for sustainable development.
Education for Sustainable Development (ESD) Initiatives and Programmes in Bangladesh
Education for sustainable development (ESD), though not carried out formally under that designati... more Education for sustainable development (ESD), though not carried out formally under that designation, can be seen happening through various avenues of learning available in a developing country like Bangladesh. Challenges such as those associated with the environment, population, development and climate change constitute the context for recognizing the centrality of education in development. In particular, environmental education and education for sustainable development address these challenges. Thus, the narrow mandate of education as a means of preparing people for economic prosperity has been surpassed in the country. Specifically, mass-scale overall courses in basic environmental studies (Poribesh Shiksha) have been initiated by the national government in primary schools (Year 1–Year 5) and secondary education from the 1990s. At the tertiary level, many higher education institutions and universities are providing courses specifically related to allied fields of environment and its management. However, a stronger but more scattered notional ESD is being implemented by non-formal education (NFE) systems and activities that are organized principally by non-governmental organizations (NGOs) and community-based organizations (CBOs) at grass-root levels in both rural and urban areas. The importance of ESD is being clearly recognized by different agencies like the media (both newspapers and electronic media) and they are being seen as important actors for the purpose of drawing environment and sustainable development issues to the fore. A review of government policies, programmes, rules and regulations shows that there is a concerted effort in recognizing the role of education for environmental and sustainable development at different levels of the country.
Teacher Preparation for Environmental Education and Education for Sustainable Development in India
At the beginning of the millennium, Environmental Education (EE) became compulsory in India, and ... more At the beginning of the millennium, Environmental Education (EE) became compulsory in India, and globally Education for Sustainable Development (ESD) came to be seen as driver for change to achieve sustainability. The chapter takes the reader through the history of formal recognition of EE and broadening of its scope with the integration environmental, social and economic concerns (ESD in spirit, if not in letter). Authors review efforts and exemplar experiences from India to understand the way EE and ESD find place in teacher education/preparation. Also, authors present several challenges of the education system such as sheer size, mobilization of the human, financial and material resources, and the shortage of teachers. Most of the EE programmes (supported by) the government and (those designed and implemented by) the NGOs were mediated through teachers before and after the Supreme Court Directives. With eight case examples, the authors examine the role of non-state actors like NG...
Japanese Journal of Environmental Education
In formal education, at all levels, account should be taken of all the ingredients of the educati... more In formal education, at all levels, account should be taken of all the ingredients of the education process (programmes and curricula, books and textbooks, teaching aids and resources, methods, etc.
Japanese Journal of Environmental Education VOL. 31-2, 2021
Visuals are deployed in textbooks, including in those used for Environmental Education (EE) instr... more Visuals are deployed in textbooks, including in those used for Environmental Education (EE) instruction in India, Japan, and Mexico, to perform various pedagogical functions that are not evident at first glance. Formal EE today engages with students in developing necessary skills, favourable attitudes, and capacities for participation, which are essential for Sustainable Development. The main question for this inquiry was, “What role do visuals play in achieving the objectives of EE?”
We analysed Grade VI Science textbooks, which revealed that all the five objectives of EE—1. Awareness 2. Knowledge 3. Attitude 4. Skills and 5. Participation— were fulfilled by text-visual segments, variously in the three textbooks, with visuals serving one or more of the following functions, if not all— Evocation, Definition, Application, Description, and Interpretation. However, a more in-depth research and discussion are required to generate EE-specific functionalities. As environmental challenges range from local to global with a universal context, visuals in EE textbooks can serve as an efficient medium to add depth, complexity, and abstraction (of various environmental challenges) as well as support image-mediated learning processes in school educational contexts.
Schools and Sustainable Urban Mobility An approach paper with special reference to textbook analysis, 2017
Schools and Sustainable Urban Mobility: An approach paper with special reference to textbook anal... more Schools and Sustainable Urban Mobility: An approach paper with special reference to textbook analysis
April 2017
Introduction
The safety of school going children and their modes of mobility should be an important element in a city’s
transportation plans.
Schools generate a substantial proportion of the trips in any city. While safety is a paramount concern,
the modes by which these school trips are made, must also be considered in the city’s transportation
planning. Close to half the population of a city is likely to be directly concerned with how children go
to school, and so the school community is a prime stakeholder in urban transportation planning. It is
essential that cities provide a platform for the needs of schools to be reflected in transportation systems
and projects, including facilities for public transport, walk and cycle.
Equally important is the students’ learning in relation to sustainable mobility. A city’s transition to better
mobility systems is likely to be easier if the citizenry is well-informed about the need for change, has
supportive attitudes and is prepared to take the actions needed for the transition. Schools can help
children learn about sustainable mobility. Schools can also be the vehicle for engagement of a much
wider community of people in the city.
This paper is in two parts. The first part presents initial thoughts on how to approach the domain of
schools and sustainable mobility, and the web of actors and actions needed. The second part, which is
more elaborate, presents a rapid analysis of textbooks of NCERT, Maharashtra and Gujarat, that assesses
the extent and nature of content related to the topic of ‘transportation’. The purpose is to look at the status
of content related to the topic of transport in the textbooks and open up the discussion for further ideas
to strengthen curricular support/ interventions.
We present a framework of desirable learning outcomes in relation to ‘sustainable mobility’.
Assessed against this desired learnings outcomes framework, there are considerable gaps in the
comprehensiveness and continuity of content related to in the textbooks we have reviewed. There are
some good examples of both content and presentation in some textbooks, notably in the Maharashtra
textbooks.
Much work is needed on all fronts – in creating transportation systems and facilities that are schoolfriendly,
developing and facilitating forums where the transportation needs of schools can be discussed,
and for schools to provide learning opportunities for school children in relation to sustainable mobility.
We hope this paper may be a useful input for discussions on this topic among policy makers, local
governments, associations of schools and parents, NGOs and CSR organizations, education and
transportation professionals, and SUM Net. We request readers to get in touch with us at the email
addresses below with their views, experiences and suggestions for further work in the schools and
sustainable mobility domain.
[email protected]
[email protected]
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Books by rajeswari N gorana
Co Authors: Satish Awate, Rajeswari Gorana, Thomas Hoffmann, Deepika Joon, Wendy Morel, Edwin Nkomo, Robert O´Donoghue, Nicola Pape, Katarina Rončević, James Taylor, Rosalba Thomas
Editors: Thomas Hoffmann and Rajeswari Gorana
April 2017
Sanskriti Menon, Rajeswari Gorana, Annie Gregory, Pramod Sharma
The safety of school going children and their modes of mobility should be an important element in a city’s transportation plans.
Schools generate a substantial proportion of the trips in any city. While safety is a paramount concern, the modes by which these school trips are made, must also be considered in the city’s transportation planning. Close to half the population of a city is likely to be directly concerned with how children go to school, and so the school community is a prime stakeholder in urban transportation planning. It is essential that cities provide a platform for the needs of schools to be reflected in transportation systems and projects, including facilities for public transport, walk and cycle.
Equally important is the students’ learning in relation to sustainable mobility. A city’s transition to better mobility systems is likely to be easier if the citizenry is well-informed about the need for change, has supportive attitudes and is prepared to take the actions needed for the transition. Schools can help children learn about sustainable mobility. Schools can also be the vehicle for engagement of a much wider community of people in the city.
This paper is in two parts. The first part presents initial thoughts on how to approach the domain of schools and sustainable mobility, and the web of actors and actions needed. The second part, which is more elaborate, presents a rapid analysis of textbooks of NCERT, Maharashtra and Gujarat, that assesses the extent and nature of content related to the topic of ‘transportation’. The purpose is to look at the status of content related to the topic of transport in the textbooks and open up the discussion for further ideas to strengthen curricular support/ interventions.
We present a framework of desirable learning outcomes in relation to ‘sustainable mobility’.
Assessed against this desired learnings outcomes framework, there are considerable gaps in the comprehensiveness and continuity of content related to in the textbooks we have reviewed. There are some good examples of both content and presentation in some textbooks, notably in the Maharashtra textbooks.
Much work is needed on all fronts – in creating transportation systems and facilities that are school friendly, developing and facilitating forums where the transportation needs of schools can be discussed, and for schools to provide learning opportunities for school children in relation to sustainable mobility.
We hope this paper may be a useful input for discussions on this topic among policy makers, local governments, associations of schools and parents, NGOs and CSR organizations, education and transportation professionals, and SUM Net. We request readers to get in touch with us at the email addresses below with their views, experiences and suggestions for further work in the schools and
sustainable mobility domain.
[email protected]
Publication Date: 2017
ISBN 978-93-84233-50-1
Papers by rajeswari N gorana
We analysed Grade VI Science textbooks, which revealed that all the five objectives of EE—1. Awareness 2. Knowledge 3. Attitude 4. Skills and 5. Participation— were fulfilled by text-visual segments, variously in the three textbooks, with visuals serving one or more of the following functions, if not all— Evocation, Definition, Application, Description, and Interpretation. However, a more in-depth research and discussion are required to generate EE-specific functionalities. As environmental challenges range from local to global with a universal context, visuals in EE textbooks can serve as an efficient medium to add depth, complexity, and abstraction (of various environmental challenges) as well as support image-mediated learning processes in school educational contexts.
April 2017
Introduction
The safety of school going children and their modes of mobility should be an important element in a city’s
transportation plans.
Schools generate a substantial proportion of the trips in any city. While safety is a paramount concern,
the modes by which these school trips are made, must also be considered in the city’s transportation
planning. Close to half the population of a city is likely to be directly concerned with how children go
to school, and so the school community is a prime stakeholder in urban transportation planning. It is
essential that cities provide a platform for the needs of schools to be reflected in transportation systems
and projects, including facilities for public transport, walk and cycle.
Equally important is the students’ learning in relation to sustainable mobility. A city’s transition to better
mobility systems is likely to be easier if the citizenry is well-informed about the need for change, has
supportive attitudes and is prepared to take the actions needed for the transition. Schools can help
children learn about sustainable mobility. Schools can also be the vehicle for engagement of a much
wider community of people in the city.
This paper is in two parts. The first part presents initial thoughts on how to approach the domain of
schools and sustainable mobility, and the web of actors and actions needed. The second part, which is
more elaborate, presents a rapid analysis of textbooks of NCERT, Maharashtra and Gujarat, that assesses
the extent and nature of content related to the topic of ‘transportation’. The purpose is to look at the status
of content related to the topic of transport in the textbooks and open up the discussion for further ideas
to strengthen curricular support/ interventions.
We present a framework of desirable learning outcomes in relation to ‘sustainable mobility’.
Assessed against this desired learnings outcomes framework, there are considerable gaps in the
comprehensiveness and continuity of content related to in the textbooks we have reviewed. There are
some good examples of both content and presentation in some textbooks, notably in the Maharashtra
textbooks.
Much work is needed on all fronts – in creating transportation systems and facilities that are schoolfriendly,
developing and facilitating forums where the transportation needs of schools can be discussed,
and for schools to provide learning opportunities for school children in relation to sustainable mobility.
We hope this paper may be a useful input for discussions on this topic among policy makers, local
governments, associations of schools and parents, NGOs and CSR organizations, education and
transportation professionals, and SUM Net. We request readers to get in touch with us at the email
addresses below with their views, experiences and suggestions for further work in the schools and
sustainable mobility domain.
[email protected]
[email protected]
Co Authors: Satish Awate, Rajeswari Gorana, Thomas Hoffmann, Deepika Joon, Wendy Morel, Edwin Nkomo, Robert O´Donoghue, Nicola Pape, Katarina Rončević, James Taylor, Rosalba Thomas
Editors: Thomas Hoffmann and Rajeswari Gorana
April 2017
Sanskriti Menon, Rajeswari Gorana, Annie Gregory, Pramod Sharma
The safety of school going children and their modes of mobility should be an important element in a city’s transportation plans.
Schools generate a substantial proportion of the trips in any city. While safety is a paramount concern, the modes by which these school trips are made, must also be considered in the city’s transportation planning. Close to half the population of a city is likely to be directly concerned with how children go to school, and so the school community is a prime stakeholder in urban transportation planning. It is essential that cities provide a platform for the needs of schools to be reflected in transportation systems and projects, including facilities for public transport, walk and cycle.
Equally important is the students’ learning in relation to sustainable mobility. A city’s transition to better mobility systems is likely to be easier if the citizenry is well-informed about the need for change, has supportive attitudes and is prepared to take the actions needed for the transition. Schools can help children learn about sustainable mobility. Schools can also be the vehicle for engagement of a much wider community of people in the city.
This paper is in two parts. The first part presents initial thoughts on how to approach the domain of schools and sustainable mobility, and the web of actors and actions needed. The second part, which is more elaborate, presents a rapid analysis of textbooks of NCERT, Maharashtra and Gujarat, that assesses the extent and nature of content related to the topic of ‘transportation’. The purpose is to look at the status of content related to the topic of transport in the textbooks and open up the discussion for further ideas to strengthen curricular support/ interventions.
We present a framework of desirable learning outcomes in relation to ‘sustainable mobility’.
Assessed against this desired learnings outcomes framework, there are considerable gaps in the comprehensiveness and continuity of content related to in the textbooks we have reviewed. There are some good examples of both content and presentation in some textbooks, notably in the Maharashtra textbooks.
Much work is needed on all fronts – in creating transportation systems and facilities that are school friendly, developing and facilitating forums where the transportation needs of schools can be discussed, and for schools to provide learning opportunities for school children in relation to sustainable mobility.
We hope this paper may be a useful input for discussions on this topic among policy makers, local governments, associations of schools and parents, NGOs and CSR organizations, education and transportation professionals, and SUM Net. We request readers to get in touch with us at the email addresses below with their views, experiences and suggestions for further work in the schools and
sustainable mobility domain.
[email protected]
Publication Date: 2017
ISBN 978-93-84233-50-1
We analysed Grade VI Science textbooks, which revealed that all the five objectives of EE—1. Awareness 2. Knowledge 3. Attitude 4. Skills and 5. Participation— were fulfilled by text-visual segments, variously in the three textbooks, with visuals serving one or more of the following functions, if not all— Evocation, Definition, Application, Description, and Interpretation. However, a more in-depth research and discussion are required to generate EE-specific functionalities. As environmental challenges range from local to global with a universal context, visuals in EE textbooks can serve as an efficient medium to add depth, complexity, and abstraction (of various environmental challenges) as well as support image-mediated learning processes in school educational contexts.
April 2017
Introduction
The safety of school going children and their modes of mobility should be an important element in a city’s
transportation plans.
Schools generate a substantial proportion of the trips in any city. While safety is a paramount concern,
the modes by which these school trips are made, must also be considered in the city’s transportation
planning. Close to half the population of a city is likely to be directly concerned with how children go
to school, and so the school community is a prime stakeholder in urban transportation planning. It is
essential that cities provide a platform for the needs of schools to be reflected in transportation systems
and projects, including facilities for public transport, walk and cycle.
Equally important is the students’ learning in relation to sustainable mobility. A city’s transition to better
mobility systems is likely to be easier if the citizenry is well-informed about the need for change, has
supportive attitudes and is prepared to take the actions needed for the transition. Schools can help
children learn about sustainable mobility. Schools can also be the vehicle for engagement of a much
wider community of people in the city.
This paper is in two parts. The first part presents initial thoughts on how to approach the domain of
schools and sustainable mobility, and the web of actors and actions needed. The second part, which is
more elaborate, presents a rapid analysis of textbooks of NCERT, Maharashtra and Gujarat, that assesses
the extent and nature of content related to the topic of ‘transportation’. The purpose is to look at the status
of content related to the topic of transport in the textbooks and open up the discussion for further ideas
to strengthen curricular support/ interventions.
We present a framework of desirable learning outcomes in relation to ‘sustainable mobility’.
Assessed against this desired learnings outcomes framework, there are considerable gaps in the
comprehensiveness and continuity of content related to in the textbooks we have reviewed. There are
some good examples of both content and presentation in some textbooks, notably in the Maharashtra
textbooks.
Much work is needed on all fronts – in creating transportation systems and facilities that are schoolfriendly,
developing and facilitating forums where the transportation needs of schools can be discussed,
and for schools to provide learning opportunities for school children in relation to sustainable mobility.
We hope this paper may be a useful input for discussions on this topic among policy makers, local
governments, associations of schools and parents, NGOs and CSR organizations, education and
transportation professionals, and SUM Net. We request readers to get in touch with us at the email
addresses below with their views, experiences and suggestions for further work in the schools and
sustainable mobility domain.
[email protected]
[email protected]