2. Established in 1982 by a group of committed and concerned individuals, both within and outside the government. The objective-to focus attention on the degraded natural resources of the country and the need to prevent and reverse the degradation processes. Also to mobilise large-scale interventions in improving land management technologies and institutions. Established in 1982 by a group of committed and concerned individuals, both within and outside the government. The objective-to focus attention on the degraded natural resources of the country and the need to prevent and reverse the degradation processes. Also to mobilise large-scale interventions in improving land management technologies and institutions.

3. The backdrop was an enhanced awareness in 70s and early 80s about the environmental and livelihood potential of India's vast areas of wastelands in reserved forests, revenue and panchayat lands as well as private holdings. At that time not many organizations were doing this kind of work particularly at the national level. The backdrop was an enhanced awareness in 70s and early 80s about the environmental and livelihood potential of India's vast areas of wastelands in reserved forests, revenue and panchayat lands as well as private holdings. At that time not many organizations were doing this kind of work particularly at the national level.

4. Dr. M. S. Swaminathan Founder Chairman of SPWD The organisation was one of the first to calculate and disseminate statistics on the extent of wastelands in the country. The National Wastelands Development Board (NWDB) set up by the Govt. of India in 1985 drew inspiration from the Society’s work. SPWD’s then Executive Director late Dr. Kamla Chowdhry invited to be the first Chairperson of NWDB by the Govt. of India. Dr. M. S. Swaminathan Founder Chairman of SPWD The organisation was one of the first to calculate and disseminate statistics on the extent of wastelands in the country. The National Wastelands Development Board (NWDB) set up by the Govt. of India in 1985 drew inspiration from the Society’s work. SPWD’s then Executive Director late Dr. Kamla Chowdhry invited to be the first Chairperson of NWDB by the Govt. of India.

6. SPWD’S WORKING AREA

7. Brief Discription of Major Activities by SPWD OVER LAST 29 YEARS

8. Develop and strengthen partnerships with reputed NGOs and grassroots institutions to conceptualise, facilitate and promote region/location specific measures for enhancement of natural resource base in naturally defined areas like small watershed basins, catchments or forests through active participation of local communities. Promote linkages between resource institutions, partner NGOs, policy-makers and other relevant agencies to bring in the best of the knowledge and state of the art technology for natural resource regeneration and management in a sustainable manner. Develop and strengthen partnerships with reputed NGOs and grassroots institutions to conceptualise, facilitate and promote region/location specific measures for enhancement of natural resource base in naturally defined areas like small watershed basins, catchments or forests through active participation of local communities. Promote linkages between resource institutions, partner NGOs, policy-makers and other relevant agencies to bring in the best of the knowledge and state of the art technology for natural resource regeneration and management in a sustainable manner.

9. Document and disseminate lessons from field interventions for the benefit of different stakeholders and use them for awareness raising and advocacy for legal and policy reforms; and Establish and support networks for sharing experiences on natural resource regeneration and sustainable management. Document and disseminate lessons from field interventions for the benefit of different stakeholders and use them for awareness raising and advocacy for legal and policy reforms; and Establish and support networks for sharing experiences on natural resource regeneration and sustainable management.

10. Functional Area Land Water Forest Agriculture Working with School Children and Women on Environment Issues Capacity building of CBOs and NGOS Study/action research on rural livelihoods Networking Publications Consultancies Land Water Forest Agriculture Working with School Children and Women on Environment Issues Capacity building of CBOs and NGOS Study/action research on rural livelihoods Networking Publications Consultancies

11. SPWD has established itself as a major national NGO in the field of environment, land and water management since its inception. The organisation has played a useful role in networking government agencies, research institutions and NGOs. SPWD has earned acceptability and legitimacy from the government, even when it has taken stands opposed to contemporary policy. Senior bureaucrats to ground- level forest officials recognize the importance of the role played by SPWD. SPWD has established itself as a major national NGO in the field of environment, land and water management since its inception. The organisation has played a useful role in networking government agencies, research institutions and NGOs. SPWD has earned acceptability and legitimacy from the government, even when it has taken stands opposed to contemporary policy. Senior bureaucrats to ground- level forest officials recognize the importance of the role played by SPWD.

12. It has a vast body of cumulative experience and knowledge of various facets of environmental issues across the country, built up over the years. The organisation is an open one in terms of its financial reportage. It is perhaps the only big NGO in the country, which makes its financial position public through its annual reports. Its publications have a wide outreach It has a vast body of cumulative experience and knowledge of various facets of environmental issues across the country, built up over the years. The organisation is an open one in terms of its financial reportage. It is perhaps the only big NGO in the country, which makes its financial position public through its annual reports. Its publications have a wide outreach

13. SPWD Governing Board consists of nine elected members and five members co-opted by the Board- the Executive Director is an ex- officio member. The Board holds office for three years at the end of which the general body elects nine members of the Board from amongst the general body. The General Body has 140 members, composed of founder members, corporate members, institutional members and individual members. SPWD Governing Board consists of nine elected members and five members co-opted by the Board- the Executive Director is an ex- officio member. The Board holds office for three years at the end of which the general body elects nine members of the Board from amongst the general body. The General Body has 140 members, composed of founder members, corporate members, institutional members and individual members.

14. Youth planting on Kottar lands in Charriar village, gujarat in 1985 Youth planting on Kottar lands in Charriar village, gujarat in 1985 World soil day programme 5 th december 2012 World soil day programme 5 th december 2012

15. SPWD Environment Education is a continuous process. For the past few decades SPWD have been trying to preserve and protect the natural resources through various means and measures like Afforestation Programme, Environment Campaign, School Nursery Programme, Land reclamation, etc. contd..... SPWD Environment Education is a continuous process. For the past few decades SPWD have been trying to preserve and protect the natural resources through various means and measures like Afforestation Programme, Environment Campaign, School Nursery Programme, Land reclamation, etc. contd.....

16. In 1982, the then Vice Chairman, Dr. Kamla Chowdhry has been laying special emphasis on the Schools Programmes. Dr. Chowdhry undertook several visits of schools and saw that the plantation efforts of students in their surroundings. In December 1982, the further involvement of school children in the plantation programme, a detailed discussion of Dr. Chowdhry with the Secretary (Agriculture & Cooperation, Govt. Of India, Representative of Environment, Rural Development. Information and Broadcasting, Education & Culture and representatives from the Prime Minister’s office. DAV Schools Organisation, the Banasthali Vidyapeeth and Gandhi Peace Foundation, Coordinator, Jawaja Project also attended the meeting to increase the interest of plantation programme in the children.

17. Afforestation Programme SPWD-JAWAJA PROJECT GROUP (1984-89) In 1984-85 Afforestation Programmes of SPWD- Jawaja Project Group with school children hold the potential for zero cost self- sustaining afforestation on all types of land. A programme with school children for seed collection, sorting, treatment and seed dibbling has been envisaged. Children were collected seeds and dibble them on the barren hills of Jawaja area.

18. SCHOOL NURSERIES IN KARNATAKA SPWD-TRDF ACTIVITES SPWD association with the Taralabalu Rural Development Foundation (TRDF) in the drought prone Chitradurga district of Karnataka started in 1985-86. In the first two years a major activity was establishment of nurseries to produce upto 10,000 saplings each, in 62 rural schools, and through them to reach out to the people in the villages from which the students were drawn. This activity was then linked to the social forestry schemes of the State Government, and it is hoped will continue on a self sustaining basis. Saplings produced in nurseries and planted in the schools were looked after.

19. NATIONAL ESSAY COMPETITION IN COLLABORATION WITH BHEL-USO (1985) Essay Competition for Schools The Governing Board had decided that in 1985, the International year of Youth and International Year of Forestry, the Society, in collaboration with Bharat Heavy Electricals Limited (BHEL) should hold a national level essay competition for young people on wastelands development. This was organized through the United Schools Organisation, New Delhi in November-December 1985. Circulars regarding the essay competition were sent to thousands of schools throughout India. The subjects for the essay were (i) Greening of Wastelands in India and (ii) Significance of Wastelands Development in India. About 110 schools from all over India participated in the competition which was open to students of 9 th, 10 th and 11 th standards. About 2800 essay in 14 languages were received from 114 schools spread over the country. Of these, 42 prize winning essays are now under print. Essay Competition for Schools The Governing Board had decided that in 1985, the International year of Youth and International Year of Forestry, the Society, in collaboration with Bharat Heavy Electricals Limited (BHEL) should hold a national level essay competition for young people on wastelands development. This was organized through the United Schools Organisation, New Delhi in November-December 1985. Circulars regarding the essay competition were sent to thousands of schools throughout India. The subjects for the essay were (i) Greening of Wastelands in India and (ii) Significance of Wastelands Development in India. About 110 schools from all over India participated in the competition which was open to students of 9 th, 10 th and 11 th standards. About 2800 essay in 14 languages were received from 114 schools spread over the country. Of these, 42 prize winning essays are now under print.

20. AWARENESS CAMPAIGN IN H.P An awareness campaign was organized for a week through declamation, quiz contexts, paper reading etc. on ecology and environment and two camps were also held in the two villages. Many schools, even at considerable distances from Palampur, have shown interest in joining clubs. By March 1989, about 1600 people had been involved in tree clubs including University students and staff, school children and teachers, bank employees and women and children in the villages.

21. Rabbani School, Susera,Gwalior Distrct The project initiated in March 1987 is being implemented by the Rabbani School, Susera, Gwalior district (M.P.). The School has a community development wing which is working in the villages of the Morar and Ghatigaon blocks of the district. During 1987-88 after geographical investigation arranged by SPWD, a landuse plan was prepared for the school farm in consultation with the Scientists. Land reclamation was initiated for agriculture, horticulture and energy plantation. Planting of 4,300 saplings of fruit bearing and fuelwood trees on lands with varying degrees of salinity using pyrite were also tried During 1988-89, work in the school farm concentrated on close monitoring of reclamation work on 2.2 hectares of land. The project initiated in March 1987 is being implemented by the Rabbani School, Susera, Gwalior district (M.P.). The School has a community development wing which is working in the villages of the Morar and Ghatigaon blocks of the district. During 1987-88 after geographical investigation arranged by SPWD, a landuse plan was prepared for the school farm in consultation with the Scientists. Land reclamation was initiated for agriculture, horticulture and energy plantation. Planting of 4,300 saplings of fruit bearing and fuelwood trees on lands with varying degrees of salinity using pyrite were also tried During 1988-89, work in the school farm concentrated on close monitoring of reclamation work on 2.2 hectares of land.

22. After two decades SPWD funded to HVVS for Environment Education Programmes (EEP) in some villages of Rajasthan to do different environment awareness activities with the School children in 2010-2011.

23. SPWD –HVVS EEP ACTITIVITES 2010-2011

25. WORLD SOIL DAY PROGRAMME 5 TH DECEMBER 2012 Collaboration with CASA, Timbaktu Collective and AME Foundation Essay writing competition-“Soil Health Conservation of Agriculture and Climate Change”. Invited 20 schools from three regions of Delhi i.e. east, south, central & NCR region. About 18 teachers and 62 students participated. An interactive session was held between the organizations and the teachers. The result was declared and Certificate to all students were given by Dr. I.P. Abrol. The Shields and trophies have been sent to the winner schools. Collaboration with CASA, Timbaktu Collective and AME Foundation Essay writing competition-“Soil Health Conservation of Agriculture and Climate Change”. Invited 20 schools from three regions of Delhi i.e. east, south, central & NCR region. About 18 teachers and 62 students participated. An interactive session was held between the organizations and the teachers. The result was declared and Certificate to all students were given by Dr. I.P. Abrol. The Shields and trophies have been sent to the winner schools.

26. WORLD SOIL DAY PROGRAMME 5 TH DECEMBER 2012

27. WORLD SOIL DAY PROGRAMME REPORT APPROACHESOUTCOMES  Participants (Winner Schools) of World Soil Day Programme To start an E-newsletter  Eco Club Meet-12 th 13 th February 2013, Feedback given by different schools about Eco-club Activities  Meeting with Dr. B. C. Sabata, Nodal Officer, Delhi Govt. Training with Resource Person (s) in different schools on environment

28. Paryavaran Jagriti Abhiyan Committee (PJAC) is a part of Society for Promotion of Wastelands Development (SPWD), New Delhi and its main objective is to create awareness about environment in the school children and teachers for better future environment conservation groups among the local communities. The main focus of environment education is to expose students to the actual world they live in. They have to be acquainted with the environment related issues and problems. They must also be able to look at the environmental problems and concerns, analyze and evaluate themselves to resolve them.

31. The environment development process was started by the Govt of National Capital of Territory of Delhi (GNCTD)in 10 th Five Year Plan in 2002 with one of its Department of Environment & Forests, Delhi. It has started environment awareness programme with schools/colleges/NGOs etc. About 2000 Eco-Clubs have been established in various schools/colleges of Delhi, which include Government Schools. These Eco-Clubs are conducting various environmental activities throughout the year. At the end of every year, Annual Eco Meet and Environmental Exhibition is organized wherein the representatives from all the Eco-Club schools participate and exhibit various eco friendly products. The environment development process was started by the Govt of National Capital of Territory of Delhi (GNCTD)in 10 th Five Year Plan in 2002 with one of its Department of Environment & Forests, Delhi. It has started environment awareness programme with schools/colleges/NGOs etc. About 2000 Eco-Clubs have been established in various schools/colleges of Delhi, which include Government Schools. These Eco-Clubs are conducting various environmental activities throughout the year. At the end of every year, Annual Eco Meet and Environmental Exhibition is organized wherein the representatives from all the Eco-Club schools participate and exhibit various eco friendly products.

32. On 12 th -13 th February 2013, Annual Eco Meet was inaugurated by Hon’ble Chief Minister, Mrs. Shiela Dixit at Talkatora Statdium, New Delhi. The members of SPWD- Paryavaran Jagriti Abhiyan Committee (SPJAC) attended this programme on both the days. Most of the Eco-Club Members of the Schools, colleges and NGOs participated in this event. Feedback of Eco-Club Activities Programme There is no platform for them to display their Eco-Club activities to different Eco- Club schools and outside the schools. lack of Exposure visits like Biodiversity Parks, Sanctuary, lakes etc. Participation in environmental conservation and protection activities There are no other activity other than making eco friendly products. They want open discussion on Environment awareness programme in which teachers, children and parents can participate. They want to participate in competition/exhibition of the national level. On 12 th -13 th February 2013, Annual Eco Meet was inaugurated by Hon’ble Chief Minister, Mrs. Shiela Dixit at Talkatora Statdium, New Delhi. The members of SPWD- Paryavaran Jagriti Abhiyan Committee (SPJAC) attended this programme on both the days. Most of the Eco-Club Members of the Schools, colleges and NGOs participated in this event. Feedback of Eco-Club Activities Programme There is no platform for them to display their Eco-Club activities to different Eco- Club schools and outside the schools. lack of Exposure visits like Biodiversity Parks, Sanctuary, lakes etc. Participation in environmental conservation and protection activities There are no other activity other than making eco friendly products. They want open discussion on Environment awareness programme in which teachers, children and parents can participate. They want to participate in competition/exhibition of the national level.

33. Environment Education Activities with Different Eco Club Schools of Delhi

34. ENVIRONMENT EDUCATION PROGRAMME WITH PARENTS/TEACHERS/COMMUNITY The Environment Education Programme is conducted with school children and teachers. But education conducted through schools alone is not enough to develop a healthy and widespread social attitude towards the environment. Parents and Teachers are the largest influences in a child’s education. The basic role of the community is to provide support and knowledge to schools in planning, organizing and conducting the educational activities, to participate in enhancing the awareness of children about their surroundings The Environment Education Programme is conducted with school children and teachers. But education conducted through schools alone is not enough to develop a healthy and widespread social attitude towards the environment. Parents and Teachers are the largest influences in a child’s education. The basic role of the community is to provide support and knowledge to schools in planning, organizing and conducting the educational activities, to participate in enhancing the awareness of children about their surroundings

35. DESIGN OF ACTIVITIES The design of activities will be with the aim of facilitating school children to demonstrate their own knowledge of their surrounding environment and its intricacies through their own creative means. It will cover the following aspects Concept and meaning of environment Components of environment Natural resources Biodiversity Current environmental concerns and the relationship between man and nature, including traditional conservation systems Agriculture and environment Ecology/ecosystem The design of activities will be with the aim of facilitating school children to demonstrate their own knowledge of their surrounding environment and its intricacies through their own creative means. It will cover the following aspects Concept and meaning of environment Components of environment Natural resources Biodiversity Current environmental concerns and the relationship between man and nature, including traditional conservation systems Agriculture and environment Ecology/ecosystem

36. LIST OF ACTIVITIES 1. Drawing competition: 2. Essay writing competition Significance of drawing & essay writing competition: To determine how much children know about their surrounding forests and other resources, especially their understanding of the meanings, condition, and uses of these environmental elements 3. Biodiversity game: Significance: To understand children’s knowledge of the local plant species, and to facilitate sharing of knowledge through generations. 4. Skit/Story Competion : Significance: To help the children realize the destruction of their forests and stimulate creative responses to this problem. 5. identification of Feathers & Leaves. Significance: To understand children’s knowledge of the local birds and plants Contd….. 1. Drawing competition: 2. Essay writing competition Significance of drawing & essay writing competition: To determine how much children know about their surrounding forests and other resources, especially their understanding of the meanings, condition, and uses of these environmental elements 3. Biodiversity game: Significance: To understand children’s knowledge of the local plant species, and to facilitate sharing of knowledge through generations. 4. Skit/Story Competion : Significance: To help the children realize the destruction of their forests and stimulate creative responses to this problem. 5. identification of Feathers & Leaves. Significance: To understand children’s knowledge of the local birds and plants Contd…..

37. LIST OF ACTIVITIES 6. Seed/feather/leaves Collection Significance: To understand children’s knowledge of above mentioned things 7. Food Chains 8. Flora & Fauna Interlinkages 9. Ground dwelling insects & Life and their relevance 10. Seed Dispersal Agents 11. Pollinators 12. Bagh Bakri Game 6. Seed/feather/leaves Collection Significance: To understand children’s knowledge of above mentioned things 7. Food Chains 8. Flora & Fauna Interlinkages 9. Ground dwelling insects & Life and their relevance 10. Seed Dispersal Agents 11. Pollinators 12. Bagh Bakri Game

38. EXPOSURE TRIP-BIODIVERSITY PARK, SANCTURIES ETC. FEATURES OF TRIP CLASS ACTIVITES RESPONSIBILITIES By SCHOOL(S) RESPONSIBILITIES By PARYAVARAN JAGRITI ABHIYAN FEATURES OF TRIP CLASS ACTIVITES RESPONSIBILITIES By SCHOOL(S) RESPONSIBILITIES By PARYAVARAN JAGRITI ABHIYAN

39. THANKS