1. SANJEEVANI Centre for Environment Education Ahmedabad Toyota Environmental Activities Grant Program of Toyota Motor Corporation, Japan Ramesh Savalia Programme Coordinator

2. Why ? Unique state with diverse habitats. Rich Biodiversity - Flowering plants - 2,198, representing 12.91 % percent of the India. 786 species of medicinal plants. 450 plant species of economically valuable used by local community 251 medicinal plants are threatened.

3. Absence of sustainable harvesting regimes; destructive extraction practices. Pressure due to livelihood and agricultural. Approach of education that gives low status to traditional knowledge. Model of school education lacks adequate linkage with real life and livelihood. Lack of experience-based learning of local biodiversity in the school curriculum. Promotion of market-driven and centralized health care system.

4. South Gujarat’s tribal belt Rich medicinal plant biodiversity. Sub-humid ecological region. Threatened by forces such as –Lack of alternatives to forest-based livelihood. –Marked preference for quick fix development approaches. –Increasing biotic pressure. –Lack of awareness and education.

5. Saurashtra region Semi-arid ecological region. Threatened by –Intensive market-driven agriculture. –Destruction and fragmentation of habitats. –Rapid industrialization. –Lack of valuation of biodiversity. –Non-sustainable extraction for commercial purposes.

6. Project goal Conserve and sustain medicinal plant biodiversity in Gujarat through school education and community actions in rural areas of the state.

7. Specific objectives Integrate knowledge of biodiversity and medicinal plants into the programmes of schools. Link the scientific knowledge of various institutes with the local needs, PBSs & community. Create an informal system to provide knowledge of medical plants use to the community. Develop a system of cultivation of medicinal plants in the PBSs campuses. Create a greater community awareness and respect for medicinal plants use. Establish community micro enterprises to grow medical plants.

8. The Project is linking of Conservation; Experience-based education; and Extending experiment-based learning to the community level. Implementation at Two major ecological regions of Gujarat. The sub-humid ecological region of South Gujarat’s tribal belt that is extremely rich in medicinal plant diversity, and The ecologically fragile, semi-arid ecological region of Saurashtra. Partnership with 10 Post Basic Schools (PBS).

9. South Gujarat Predominantly inhabited by tribal populations. Not been integrated with the mainstream of development. Communities are just emerging from traditional systems. Adopting subsistence farming as the primary source of livelihood. Forced into subsistence farming by the kind of poverty and inability to take risks.

10. Saurashtra region Represent the essential heartland of Gujarat’s semi arid region. Witnessed dramatic changes in its social and economic landscape. Low average annual rainfall - Water scarcity. Low productivity and physical features of the land limit livelihood potential. Lack of vegetation and water conservation structures. Unsustainable agricultural practices.

11. Post Basic Schools (PBSs) Rural residential schools. Unique to Gujarat. Follow a Gandhian model of education. Rural areas often the only opportunity for children to continue education. PBSs are co-educational. Curriculum - human sciences and physical sciences. Methods of develop the intuition, skills and self- confidence. Experience learning Contact with the near-by village communities. Infrastructure - land, water, campus, tools, hostel, library, etc.

12. Partnership of PBSs 1.Shri H. D. Gardi Uttar Buniyadi Vidyalaya, Vangadhra, Jasdan, Rajkot 2.Shrimati M. A. Jani Jivanshala, Ambardi (Jam), Jasdan, Rajkot 3.Bhagirathi Uttar Buniyadi Vidyalaya, Tatam, Gadhada (Swam), Bhavnagar 4.Shri. L. M. Vora Uttar Buniyadi Vidyalaya, Choravira (Than), Sayala, Surendranagar 5.Shri P. J. Sheth Uttar Buniyadi Vidyalaya, Sapar, Sayala, Surendranagar 6.Uttar Buniyadi Vidyalaya, Hindala, Songadh, Tapi 7.Vanaraj Uttar Buniyadi Vidyalaya, Siletvel, Songadh, Tapi 8.Uttar Buniyadi Vidyalaya, Swaraj Ashram, Vedachchi, Songadh, Tapi 9.Uttar Buniyadi Vidyalaya, Kanjod, Songadh, Tapi 10.Vanaraj Buniyadi Vidyalaya, Tokarava, Songadh, Tapi

13. Major Activities… Biodiversity Conservation Resource Area (BCRA). BCRAs - as an experience-based learning centre (nature school) for school and community. Exposed to the cultivation knowledge and use of local medicinal plants and health care. BCRA manager for maintain and sustain BCRAs. Infusion of medicinal plants diversity conservation perspective. Sanjeevani Samvaad - Lateral learning and Sharing experiences Promote sustainable harvesting, experiment and community awareness in villages. Medicinal plant biodiversity profile of villages. Traditional knowledge documentation and transferred to the communities.

14. Demonstrative micro action projects (DMAP). Involvement, capacity and linkage of Traditional health healers. Linkages between PBSs-BCRA, DMAP owners, traditional healers, university, research institutes, hospitals and industries. Scientific based capacity building through various networking, capacity building, liaison, exposure tours, consultation, training and awareness programmes. Educational and resource materials. Sanjeevani network.

15. Approach Advisory Committee Ayurved University Research Institutes Industries PBS Management PBS Federation Government Department NGOs Other CEE Department Sanjeevani BCRA Teacher Traditional healer Farmer/ Community Traditional healer DMAPs Student Conservation Education

16. Expected Outcome Biodiversity of medicinal plants improved. 20 BCRAs and 40 DMAPs. Biodiversity education improved. Children (10,000) and teachers (20), PBS (10). School children received practical training and knowledge on medicinal plants and its uses. More secure access to medicinal plants through BCRA and DMAPs. Traditional knowledge of medical plants in line with scientifically based health care. Livelihoods of local community strengthened through DMAPs and market linkages. Biodiversity, livelihood and health linkages capacities improved. Learning and outcomes shared through networks.

17. Sustainability of the project BCRA in schools will be maintained by PBSs. Medicinal treatments will be charged. Integration of knowledge about cultivation and use of medicinal plants in PBS system. Capacity building for different stakeholder groups including local decision makers and existing institutional mechanisms On going training provided by CEE and supported through CEE networks. A BCRA plan developed at PBSs level for other PBSs.