Biodiversity Advocacy Model

Biodiversity Advocacy Model

ASED has trained over 700 school students in biodiversity recording and conservation since 2004. Working mostly with Government schools which have extremely limited facilities and with students from low income families we have been enhanced the students' knowledge about biodiversity, a little known concept, and enthused them to conserve biodiversity. Participation in the programme has helped to develop the leadership skills, confidence and self-esteem of the students and has increased their interaction with students from other schools.

"The students of the core group and the teachers-in-charge have an understanding of what biodiversity means and the possible effects of losing this biodiversity. While interacting with the students it was seen that they were not restricted to memorizing definitions of biodiversity as might be found in text books. But they brought out the meaning as understood by them in their own words. Students of all the school could explain the relation between plants and their importance in human life." - Programme Evaluation, June 2010, led by Dr. Sujit Sinha (Ph.D Chemistry Princeton University, involved with alternative education and sustainable agriculture experiments in rural and urban areas in India for the last 20 years, presently faculty at Azim Premji Foundation, India).
The Biodiversity Advocacy Model

In schools, we work with Core Groups of 25 middle-school students and 2 teachers who are trained in the concepts and recording of biodiversity. They conduct school based projects to conserve/ enhance biodiversity. One Project Phase is for 18 months.

Biodiversity Advocacy Model for Schools

More comments by the Evaluation Team, June 2010
"Our overall impression is that whatever ASED has done has got many children and some teachers excited about the issue of biodiversity ; and generally made them competent in observation , outdoor work, some hands on work, writing charts and displaying, making presentations, working in groups. So the ground is fertile to move to the next stage."

Details about the Programme in which this Model is uses is available at www.ruffordsmallgrants.org/rsg/Projects/DitiMookherjee

Biodiversity Advocacy Model ASED has trained over 700 school students in biodiversity recording and conservation since 2004. Working mostly with Government schools which have extremely limited facilities and with students from low income families we have been enhanced the students' knowledge about biodiversity, a little known concept, and enthused them to conserve biodiversity. Participation in the programme has helped to develop the leadership skills, confidence and self-esteem of the students and has increased their interaction with students from other schools. "The students of the core group and the teachers-in-charge have an understanding of what biodiversity means and the possible effects of losing this biodiversity. While interacting with the students it was seen that they were not restricted to memorizing definitions of biodiversity as might be found in text books. But they brought out the meaning as understood by them in their own words. Students of all the school could explain the relation between plants and their importance in human life." - Programme Evaluation, June 2010, led by Dr. Sujit Sinha (Ph.D Chemistry Princeton University, involved with alternative education and sustainable agriculture experiments in rural and urban areas in India for the last 20 years, presently faculty at Azim Premji Foundation, India). The Biodiversity Advocacy Model In schools, we work with Core Groups of 25 middle-school students and 2 teachers who are trained in the concepts and recording of biodiversity. They conduct school based projects to conserve/ enhance biodiversity. One Project Phase is for 18 months. Biodiversity Advocacy Model for Schools More comments by the Evaluation Team, June 2010 "Our overall impression is that whatever ASED has done has got many children and some teachers excited about the issue of biodiversity ; and generally made them competent in observation , outdoor work, some hands on work, writing charts and displaying, making presentations, working in groups. So the ground is fertile to move to the next stage." Details about the Programme in which this Model is uses is available at www.ruffordsmallgrants.org/rsg/Projects/DitiMookherjee

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