The India Climate Observatory

Commentary, action and research on climate and development in India

Himalayan Glacier Melt

by Leave a Comment

Himalayan Glacier Melt

The melting glaciers of the Himalayas are India’s canaries in the coalmine. If they don’t wake up politicians and people on climate change, nothing else will.

The implications are grave. The Hindu-Kush Himalaya region stretches across Afghanistan, Pakistan, India, China, Bhutan, Nepal and Myanmar. It contains the largest mass of ice in the world after the North and South Poles and is called the ‘Third Pole’. It is home to ten major river basins and provides water for one fifth of the world’s population.

But the life-giving glaciers – the water towers of Asia – are melting. Scientists estimate that these peaks are melting at twice the rate of surface temperature and we are therefore witnessing the impact of climate change on high-altitude glaciers earlier than at other areas such as the plains.

The causes are only warming temperatures as a result of greenhouse gas emissions but also soot emissions or ‘black carbon’ from the burning of biomass such as wood, crop waste and dung.

The Intergovernmental Panel on Climate Change generated controversy earlier this year by erroneously suggesting that Himalayan glaciers could be gone by 2035. While the date was retracted, there is no doubt that glaciers are receding and at faster rates than witnessed before.

Once the melting accelerates it is projected there will be floods, death, destruction and loss of livelihoods downstream. Once the stocks of water held frozen in the glaciers have been drawn down, there will be precious little left for future generations. Precipitation in an era of warming is expected to be lower and the water security of millions will be further compromised.

The dangers of climate change and glacier melt on a region that is home to not only the largest populations in the world, but the largest number of poor people in the world means that action cannot be delayed. Unknown risks such as the dangers to the Monsoon mean that both preventative and adaptation strategies must be deployed.

The Indian government is waking up to the threat of climate change – slowly – but is hedging its bets. A discussion paper released by the Ministry for Environment and Forests in 2009 suggests that Himalayan glacier melt is cyclical and not necessarily a result of global warming.

This flies in the face of more detailed Chinese studies and analysis conducted by regional governments of Bhutan and Nepal and institutions such as ICIMOD which call for vigorous action to curtail greenhouse gas emissions and black carbon.

More recently, the Indian government has established an Indian Network of Climate Change Assessment (INCAA) to assess domestic climate impacts and is seeking to partner with China on glacier research and mountain ecosystem studies. The country’s National Action Plan on Climate Change (June 2008) also contains a section on Sustaining Himalayan Ecosystems to protect and conserve Himalayan ecosystems.

Most importantly, people across India are beginning to mobilize on the issue. Organisations, research institutes and concerned individuals are beginning to network in the Himalayan states in particular and efforts are being made to both reduce the risks to the region through mitigation strategies, as well as prepare for changes underway through adaptation strategies.

The High Ultramarathon

by Leave a Comment

‘The High’ – Running for climate action

Why think of running at these crazy altitudes?

The reason for doing this run is to bring to everyone’s notice what is happening to the Himalayas, often called the ‘Water Tower’ or even ‘Third Pole of the world’, because these mountains contain the largest store of fresh-water in the world after the north and south poles.

Life giving waters of 10 major river systems originate from the Himalayas, sustaining nearly one-fifth of humanity. (from southern China, through the Mekong delta in Vietnam and Irrawady in Myanmar to the Indo-Gangetic plains in north India)

We are working with the Centre for Social Market’s Climate Challenge India campaign for this cause. CSM says the melting glaciers of the Himalayas are India’s canaries in the coalmine. If they don’t wake up politicians and people on climate change, nothing else will.

The strapline for CSM’s climate campaign is: “A billion good reasons for leadership.” The organisation is changing the way the issue is framed in India – from a victim-led approach to a pro-active, ‘can-do/ must-do’ agenda. CSM hosts the India Climate Portal and is at the forefront of climate advocacy in the country, working with business, government, cities, schools and NGOs to promote leadership and advance solutions.

CSM’s chief executive, and fellow runner, Malini Mehra, says: “We can live without oil, but we can’t live without water. This run is an important opportunity to bring world attention to the challenges facing our mountains and all who live and depend on them – people and nature alike. We are committed to working with Back 2 Fitness to make The High a regular annual event that will act as a catalyst for action.”

Whats ‘La Ultra – The High’ about?

It’s an Ultra run in the foothills of Himalayas, with a total distance of 200 km (124 miles)

This run would happen on Leh – Manali HighwayWe will cross (controversially*) the highest motorable pass in the world, i.e. Khardung La (17,700 ft) down to Leh an then up again to Tanglang La (17,583 ft).

Highest points is Khardung La at 17,700 ft (5395 m).

Cumulative vertical ascent: 10,193 ft (3,107 m)

Cumulative vertical descent: 8,873 ft (2,704 m)

Why call it ‘La Ultra – The High’?

We cross two of the 7 highest mountain passes in the world. Mountain Pass in Tibetan is called La. ‘La Ultra’ means ‘ultra of passes’.

This is easily the highest ultra out there. But we are not interested in that claim. Its an experience to cherish for life. It’s being on ‘The High’, both in altitude terms and to be on a ‘Runner’s High’ as well.

Why are dates chosen that clash with some classic ultras out there?

We don’t have much of a choice. This route is only open from June to mid-September when snow is cleared by the Border Road Organisation.

Also, on 25th July is full moon. The mountains look even more gorgeous during the night.

What about High Altitude Sickness, since this is at crazy heights?

We have taken that into account. According to Indian Army’s schedule for acclimatisation, there needs to be a 4 day stop at 9,000 ft and then again for 4 days at 13,000 ft. Since we are starting from about those altitudes, we can run non-stop.
We have made it mandatory for all participants and volunteers to be in Leh for a week before the run for acclimatisation.

What you can do

by Leave a Comment

Climate change is a complex biophysical phenomenon with profound implications for human civilization and life on the planet. As a country accustomed to natural climatic variability, there is a tendency to think that we have seen it all before. Present day climate change is different. This is the first time that human beings have interfered with basic natural cycles such as the energy cycle and the water cycle that have kept the planet in equilibrium for millenia. Carbon dioxide levels are now at their highest in 650,000 years  – largely as a result of  carbon released from fossil fuels such as coal, oil and gas since the advent of the industrial revolution in the 1700s.

At present rates of increase of emissions, scientists project that the world is heading to a 4 degrees Celsius rise by the end of the century. The rapidity of this temperature rise not only spells doom for wildlife and sea creatures, but also significant stress on everything from human health to livelihood security and economic development. It also increases the risk of tipping points being reached that could propel the world into runaway climate change.

These apocalyptic visions are not fairy stories. Scientists remind us that we face a grim and unpredictable future if we follow business as usual. But there is much we can and must do to avert the worst and lay the base for prosperous, equitable and sustainable societies.

There is much that YOU can do.

Addressing climate change means small, medium and big actions. We can act in the full range of roles that we occupy – as workers,  students, consumers, investors, educators, entrepreneurs and as citizens. And we can act in all of our spheres of influence – our homes, schools, workplaces and in public life.

We can all work to get out the message that climate change is real, it is happening and we need to take action now to address it.

The following are just some actions that we can take in our everyday lives. But remember, we are more than just consumers, climate change is arguably the most fundamental economic issue of our time. Our leaders need regular reminding from us as citizens that we will support courageous action on climate change to avert risk into opportunity.

So, don’t forget that your local MLA and MP also needs to hear from you and benefit from your energy and ideas! …

Here are just a few ideas for what you can do to reduce just one area of climate risk – your carbon footprint:

We use energy for just about anything we do – every time we use electricity and appliances, drive or move around in a vehicle, or throw garbage. Using energy releases greenhouse gases into the atmosphere – measured by a carbon footprint.

If you’re up to for the challenge, you can start by measuring what your emissions amount to. If you live in urban areas, use a car or bike to move around and have appliances like a refrigerator and a washing machine, chances are that your per capita emissions are higher than the average Indians’ emission of 1.3 tonnes of CO2e per person per year.

Use a carbon calculator, preferably one designed for the Indian subcontinent (since we don’t measure petroleum in gallons, distances in miles, or have EU or US car specifications). Whether you are an individual, a big organization or a school, it helps to know how much you emit, so that you can see where the big chunks of emissions come from, and whether you can take steps to address it in the future.

If you want to raise the bar, you can eventually aim to go carbon neutral (making the amount of emissions you remove equal to the amount of emissions you put into the atmosphere), or better that by going carbon positive (remove more greenhouse gases than you put into the atmosphere).

Admittedly, if you are an individual, it is easier to make some lifestyle choices that can reduce your carbon footprint. By implementing energy saving practices in your home, you can save energy and reduce your electricity bills at the same time.

  • Switch on lights and appliances only when required
  • Plug out all appliances at night because they continue to consume power even when in stand by mode
  • Replace all incandescent (classical Edison bulbs) with energy efficient CFLs and LEDs
  • When you buy a new fridge, air conditioner or washing machine, make sure you check for the BEE energy star labels – 5 stars denotes maximum energy efficiency
  • Get appliances serviced regularly, and your lights dust-free
  • Refrain from buying bottled water – carry your own bottle
  • Pay your bills online – its convenient too!
  • Take bucket baths, not power showers
  • Run your washing machine on full-load
  • Wash your car with one small bucket of water – not a running pipe
  • At work, print less, on two-sides, and quick quality when its for rough/ personal use
  • Car pool to work or use the bus
  • Ask to work from home once or twice a week
  • Ask for the office air conditioner to be kept at 24 degrees C rather than 18 or 22

You can see that measuring your footprint before you set out to do these activities, and monitoring it while or after you carry out your plans, lets you assess how effective your good intentions were, and what you can change, or what more you can do.

If you are an organization or an institution, it is harder but not impossible, to reduce your carbon footprint. But doing this makes business sense too. While some companies are already profiting from energy efficiency improvements, others are positioning themselves to be the leaders in low-carbon technologies. That is exactly why corporations around the world are developing carbon management strategies and investing in low-carbon technologies, practices and supply chain management. But remember, successful low-carbon transitioning requires effective strategy with timely practical interventions and monitoring performance.

International Climate Negotiations

by Leave a Comment

India and International Climate Negotiations

India ratified the United Nations Framework Convention on Climate Change (UNFCCC) in 1993, and the Kyoto Protocol in 2002. Under the UNFCCC, all countries agreed that climate change is a serious problem that needs to be addressed and that they will work together to regulate emissions.

Under the Convention, India (and other developing countries), has not had to undertake legally-binding commitments to reduce its greenhouse gas (GHG) emissions, since the major proportion of the problem (and historical responsibility) was due to emissoins from developed countries. As a result, the Kyoto Protocol places the burden of emissions reductions on 37 ‘Annex 1’ countries (developed countries and countries in transition). This listing of Annex 1 countries excludes the United States, which did not agree to emissions reductions under the Kyoto Protocol.

Under the Kyoto Protocol in 1997, countries such as India are exempt from mandatory emissions reductions due to their small historical contribution to atmospheric GHG emissions, their low per-capita emissions, and modest financial and technical ability to switch to low-carbon growth without external aid (from developing countries).

With increasing industrialisation over the course of the past few decades by major emerging economies such as India, China, Brazil, South Africa, Russia and Indonesia, and increasing global emissions, the political equilibrium evident at Kyoto has been challenged. Annex 1 countries (since it excluded the US) now only account for a third of global emissions and new groupings have emerged such as the Major Economies Forum convened by the United States. The MEF has been meeting regularly since 2008 and comprises 17 countries – including all the major emerging economies such as India – which collectively account for eighty percent of global emissions. It is estimated that the majority of future emissions will come from these emerging economies.

At the United Nations climate negotiations, India has historically aligned with the G77 and China, a group of 134 countries of which it is a member. The G77 & China group negotiates as a block but increasingly contains within it significant smaller blocs such as the Africa Group, the Least Developed Countries (LDC) group, the Alliance of Small Island States (AOSIS) and others who are articulating their own positions.

Of these, the largest bloc is the LDC bloc (100+ countries), and arguably the most active progressing grouping is the AOSIS. Both the LDCs and AOSIS countries are calling for global temperature rise to be limited to 1.5 degrees Celsius to ensure the survival of island nations and vulnerable countries. This position is not shared by the Government of India which cleaves to the conventional 2 degrees limit mentioned in the Copenhagen Accord and the G8/ G20 declaration of 2009. Since November 2009, India has aligned with the three other major developing countries – Brazil, China and South Africa (the BASIC group) – who are increasingly coordinating their positions at international climate change fora.

The Government of India admits that climate change is a global issue that needs to be addressed by the international community on a priority basis. However, India’s approach to the international climate change negotiations has been to keep firmly behind the ‘historical responsibility’ and ‘common but differentiated responsibility’ positions. So India’s policy remains that while it may choose to take on domestic actions in its own self-interest, it will not take on any international commitments that it will be legally bound to comply with.

However, with the growing realisation that India’s stance appears backward and defensive in the face of acknowledged global climate change threats, Prime Minister Manmohan Singh has permitted a greater opening and acceptance that the government must embrace a more proactive climate agenda.

For example, in the run-up to the UN Climate Summit (COP15) in Copenhagen in December 2009 which attracted more than 110 heads of state, India sought to be seen as a ‘deal-maker’, with the Prime Minister signing a Major Economies Forum (MEF) political commitment to keep warming below 2 degrees C. Just prior to COP15 in December 2009, India announced that it would agree to voluntarily cut domestic ’emissions intensity’ by 20 to 25% by 2020.

An official GoI letter said: ‘India endeavors to reduce the emissions intensity of its GDP by 20-25% by 2020 in comparison to the 2005 level’. While details on how the emission cuts are to be achieved are yet to come out, it is possible that the mitigation benefits of each National Mission of the National Action Plan on Climate Change (NAPCC) will contribute to this effort.

India’s position on climate change

The Government of India’s historical position is that as a developing country, it is not responsible for past greenhouse gas emissions and any solution to climate change must take the issue of equity into account. The GoI says that India is willing to do its ‘fair share’, apportioned by country-wise historical contributions.

India has historically had low per-capita emission rates, and has often used the argument that every human being has an equal right to the atmosphere – per capita entitlements to the global atmospheric space. However, this argument is seen as a ‘right to pollute’ and has not gone down well with either industrialised countries or vulnerable countries most at risk of climate change.

In absolute terms, India is now the fourth largest emitter of greenhouse gases, with just under five percent of the global share of emissions. Since taking office in May 2009, the Minister for Environment and Forests, Jairam Ramesh, has sought to pursue a more proactive role in international climate negotiations and engaged in lively debates in Parliament on the issue.

At the UN climate negotiations, however, India has laid out its three ‘red lines’ – positions that it will not go beyond:

  1. No legally binding emission cuts (therefore still in keeping with Kyoto and UNFCCC requirements)
  2. No ‘peaking’ year for emission levels
  3. No international monitoring and review of voluntary domestic actions.

National climate change programmes

In June 2008, Prime Minister Manmohan Singh released India’s first National Action Plan on Climate Change (NAPCC). The NAPCC is a 52-page outline of how the country seeks to address domestic mitigation and adaption action. It presents policies (existing and future) and eight ‘Missions’ that will address developmental challenges and alleviate climate change at the same time. All actions undertaken through the NAPCC are domestic and not under the purview of any legally binding regimes.

The eight ‘Misisons’ are divided equally between mitigation and adaptation, and “identify measures that promote development objectives while also yielding co-benefits for addressing climate change effectively”.

So far however, only the Jawaharlal Nehru National Solar Mission, launched in January 2010, has received a budgetary allocation for the first phase, and amounting to Rs.4,337 crore ($900 million). The JNNSM eventually aims to install 20,000 MW of solar power by 2022. A plan under this mission is the Bureau of Energy Efficiency’s (BEE) plan to have 60 solar cities in India by the end of the 11th 5-Year Plan.

The National Mission on Enhanced Energy Efficiency (NMEEE), the second flagship mission of the NAPCC, aims at implementing a host of programmes that will tackle energy efficiency in the industry and power sectors largely.  While full details of the mission are not available, it has been approved by cabinet, and has received a budgetary allocation of Rs. 253.35 Crore for the initial phase. 

A draft documents of the ‘Green India Mission’ is ready, and the Ministry of Environment and Forests has projected a total cost of Rs. 44,000 Crore over a period of ten years, starting 2012. 

The Naitional Water Mission and the Sustainable Habitat Mission have been approved by the Prime Minister, but few other details are available on the same.

Some Indian states – including the Himalayan States, Gujarat, Kerala and New Delhi have been proactive in addressing climate change and capitalising on the potential for cleaner energy. New Delhi has launched a climate change action plan modeled closely on the NAPCC, running through 2012, and building greener infrastructure for the Commonwealth Games, for which New Delhi is the host city. Kerala has announced a Rs. 1000 Crore green fund to be used over the next five years, and a Rs 55 Crore scheme that will reach CFL bulbs to 75 lakh households across the state.Orissa has announced a Rs. 5000 Crore project to electrify 3000 remote villages using solar energy. Tripura the capital of Manipur has announced it will be the first CNG and green city by 2013. 191 villages in Jammu and Kashmir are to get solar electricity at the cost of Rs. 54 Crore.

However, what is still lacking is a national climate change strategy, which is reported to be in the making, and likely to be ready by 2012.

For more information:
India Climate Watch
India – Emerging Leadership on Climate Change, Dec 2008
India starts to take on climate change – State of the World 2009

What climate change means for India

by Leave a Comment

India has reason to be concerned about the effects of climate change2. Across its geography, India shows a wide range of climatic conditions – from the high altitude Himalayas to the marine climates of the coastline and islands; from the arid deserts of the north-west to the tropical forests of the north-east. Owing to this complex geography, the consequences of changes in climate would vary greatly across the different climatic zones of the country.

Much of the climate and a large proportion of the economy depend on the South West Monsoon – the short three-month period over which nearly all the rainfall occurs over the subcontinent. Any changes in the monsoon will further stress water availability and distribution across the subcontinent.

Regional climate model simulations for India indicate that a 0.4 °C rise in annual air surface temperature has already taken place2. Predicted increases in maximum and minimum temperatures and increased frequency and intensity of floods and drought are likely to adversely affect agriculture, ecosystems, coastal zones, health and infrastructure.

Projections of rainfall vary from model to model, but it is projected climate change will affect water balance in various parts of the country, and alter the quality of ground water.

Reduced water availability – owing to glacier retreat and decreased rainfall will increase water stress. These and other impacts become significant in light of projected water demands from a growing population: estimated to rise to 980 billion cubic metres by 2050.

River basins of west-flowing Mahi, Pennar, Sabarmati and Tapati are likely to experience constant water scarcities, while the river basins of the Cauvery, Ganga, Narmada and Krishna are likely to experience seasonal or regular water-stressed conditions.

Agriculture

Sixty-eight percent of agriculture in India is rain-fed, and depends heavily on the quantity and distribution of rainfall2. Predicted effects include a drop in wheat production if the effects of climate change are ‘pessimistic’ – i.e, higher temperature increase.

Ecosystems

Regional climate model predictions indicate shifts in forest boundary, changes in species assemblages, and 70 percent of forest vegetation likely to be less optimally adapted to their existing locations. These are long-term and irreversible impacts, for which long-term adaptation strategies need to be developed. Mangroves submergence and increased wetland salinity are likely to occur with sea level rise, as also bleaching of degraded coral reefs that are typical to South Asia.

Coastal Areas

India’s coastline is densely populated – with an average population density of 455 persons per km2 as opposed to the national average is 324. Adverse effects are likely to be worsening of existing coastal zone problems such as erosion, flooding, and the submergence and deterioration of coastal ecosystems.

A one-meter sea level rise could displace about 7.1 million people, and result in the loss of 5674 sq. km of land, damage coastal infrastructure and result in the salinisation of fertile agricultural soils.

Health

Similar to other tropical countries, India is predicted to have increased susceptibility to vector-borne diseases such as malaria – projected to move to higher latitudes and altitudes, covering ten percent more area in 2080 than it did in 2000.

References

  1. Amarasinghe et al. India’s water supply and demand from 2025-2050: Business as Usual Scenario and Issues. IWMI
  2. India National Communications. 2004

India and Climate Change

by Leave a Comment

Introduction


India is a large developing country of sub-continental proportions – home to 1.1 billion people or 17 percent of the world’s population. A large proportion of this population continues to live in rural areas and depends heavily on climate-sensitive sectors such as agriculture, fisheries and forestry for its livelihood2. With rapid economic growth, however, the demand for goods, services and energy has soared and large shortfalls are emerging. The government estimates that the rate of growth of energy demand will be 5.2 percent each year if it is to provide energy to all citizens.

It is said that India is a rich country with a lot of poor people.  The paradox of India is evident in her contradictions. She has the largest number of poor people in the world, with 45% of children malnourished, and yet has more billionaires than Japan4 and a burgeoning middle class aspiring to western consumption standards. The country has advanced space and nuclear programmes, the world’s fifth largest navy3, and is a world leader in a range of technologies from electric vehicles to solar power. And yet, more than sixty years after Independence, official estimates suggest that anything from 400 to 600 million Indians still do not have access to basic electricity.

Public policy on climate change officially therefore continues to be guided by the need to eradicate poverty and develop economically. The Government of India maintains that “the most important adaptation measure to climate change is development itself”8. This approach can be seen in the National Action Plan on Climate Change (NAPCC) which seeks to promote development objectives that yield ‘co-benefits’ that address climate change but are not solely aimed at mitigation or reducing emissions.

Economy and emissions

India is now the third largest emitter of greenhouse gases in the world10 after China and the United States. Its per capita emissions are low, however, given the size of the population and account for one-tenth the global average. As an industrializing nation, India’s emissions have risen in the past few decades. Over the period 1994 to 2007, India’s emissions nearly doubled2  and have continued to grow since.

The economic reforms of the 1990s put India on its growth path and the country began to achieve high growth rates of over 7 percent per year. India is now the fifth largest economy in the world in terms of GDP (purchasing power parity) at US$ 3.56 trillion in 20099. Its ranking on the United Nations Development Programme’s Human Development Index however is dismal – India ranked 138 out of 180 on the list in 2008 – indicative of the massive strides yet to be taken on the development front.

Vulnerable land, vulnerable billion

India’s geography and climate are as varied as the country. The Himalayas mark the northern boundaries, the Thar Desert the Western, a 7500 km densely populated coastline along the peninsula, and a heavily monsoon-dependent economy, all make India vulnerable to the effects of climate change.

The future predicted impacts of climate change (IPCC 2004 report) include a decrease in snow cover in the Himalayas, erratic monsoons, rising sea levels and an increase in the frequency and intensity of floods2. There is already evidence of prominent increase in the intensity and/or frequency of extreme weather events across Asia11.

Such impacts are likely to reduce the availability of fresh water, threaten food security, affect agricultural production and the people dependent on it, adversely impact natural ecosystems and human health, and exacerbate existing coastal zone problems across a densely populated coast line2.

Counting and countering emissions

India emits 1.7 billion tonnes of greenhouse gases each year, as of 200710. Most of the emissions come from a heavy dependence on coal, much of which is used to generate electricity. Energy production, most of which comes from coal, accounts for 61 percent of the country’s emissions, and agriculture accounts for 15 percent emissions2. Despite a growing economy, emissions intensity (GHGs per unit of GDP) has dropped and is 20% lower than the global average.

Future emissions are set to grow rapidly, owing to high economic growth rates and carbon-intensive development. With current development patterns and business-as usual growth, India could be responsible for up to 6 billion tonnes of GHG emissions by 20307, and lock-in carbon-intensive practices in all areas of growth (industry, buildings, transport, and power).

In the mid-term, the Indian government has pledged to cut its carbon intensity by 20 to 25 percent below 2005 levels by 2020. While these efforts are unlikely to bring about a major deviation from business as usual emission trajectories, they are indicative of initial efforts to mitigate climate change by the government.

End Notes

1.       World Bank, 2005
2.       India’s National Communicationsto the UNFCCC, 2004
3.       Indian Navy; GlobalSecurity.org.
4.       Forbes billionaires list 2010
5.       United Nations Statistics Division, 2006
6.       CDIAC 2006
7.       India’s GHG emissions profile: results of five climate modeling studies. MoEF 2009
8.       National Action Plan on Climate Change
9.       CIA Factbook – India
10.     International Energy Agency 2010.
11.     IPCC 2007 report: Impacts, vulnerability and adaptation

Education & Outreach

by Leave a Comment


Aegis:

In India, the vast majority of people are unaware of the issues relating to global warming and climate change. This population includes people from many walks of life from the affluent to the poor, from students to professionals, from teachers to home- makers, etc.

Regardless of our socio-economic status, everyone faces the consequences of climate change. Our contributions to climate change, however, vary. We must all become aware and take necessary action at individual and group levels to mitigate our contribution to climate change and to be able to adapt to it.

Our initiative, Democratizing Climate Change Discourses, reaches out to many different kinds of audiences with information on climate change and what we can all do about it. Climate change education is an integral part of our effort.

Climate change education:

CSM has been conducting multimedia, interactive, and inter-disciplinary workshops for students of classes 7 and above thus far. Soon, we will be offering workshops for others – teachers, employees of companies, civil service personnel, civic groups, home-makers, etc. The content, format, and duration of the workshops are flexible to suit the audiences.

At present, workshops are provided in English and Kannada. Soon, we will be offering them in Bengali.

For educational institutions, we are currently working towards gradual inclusion of climate change into the syllabus of various educational curricula.

For students:

Student workshops are graded into three levels: One Star, Two Star, and Three Star.

One Star: climate and weather, climate change, interdisciplinary understanding of the topic, responding to climate change. For all audiences with suitable modifications.
Two Star: Case studies in climate change. Best suited for students in 9th standard and above (including college)
Three Star: Option A – a selected climate change-related research project; Option B – history and development of the climate change issue.

In all cases, we will help schools assess students for formal academic credit also, if desired.

Thus far, we have provided workshops at:
• Army Public School, Bangalore [English] – ongoing.
• Mallya Aditi International School, Bangalore [English]
• Shantinikethana English Medium School, Bangalore [English]
• Netaji High School, Bangalore [Kannada]
• Audugodi Government High School for students of 8th and 9th standards [Kannada]

In Kolkata we have offered workshops at these schools, in partnership with Dep. of Environment and Dep. of Forests, Gov. of West Bengal:
• Patha Bhavan
• Loreto Day School – Sealdah
• St. Joseph and Mary School
• St. James’ School
• Chowringhee High School

More workshops are forthcoming for students, teachers, and others.

If you would like to organize climate change education workshops for
• a formal group (schools, students, civic organization, etc.)
• an informal group (friends, family, etc.)
• or would like to join one of our in-house workshops

please contact cced@csmworld.org This e-mail address is being protected from spambots. You need JavaScript enabled to view it for details.

Student feedback – Kolkata

by Leave a Comment

STUDENT FEEDBACK – KOLKATA WORKSHOPS

 

 

 

“Graphical representation of the reducing of ice caps or increase in temperature was really interesting… This workshop should be shown all over the world, if possible.”

— (Anonymous student, Patha Bhaban)

 

 

 

“It was very interesting. Sir was very friendly and so problem of not understanding did not occur. I would love to attend the next level workshops also, if possible”

— (Rupsa Sengupta, Patha Bhaban)

 

 

 

 

 

“The workshop was very interesting. So much better than ordinary school coaching.”

(Anonymous student, Patha Bhaban)

 

 

“It was a very good workshop that I have attended in my life, because the Sir was very friendly with us and he always makes us laugh and I would thank to them who have organized this workshop from the bottom of my heart.”

— (Md. Atif Azad, Chowringhee High School)

 

 

 

 

“The interaction and the manner it was taught to us. Sir, your teaching was awesome! We had a great time and fun and learned a lot of things. Hope v meet again!!”

— (Tazamul Sarfaraz, Chowringhee High School)

 

 

“It was fun and did not make go to sleep.”
(Anushka Mitra, Loreto Day School Sealdah)
“The … video which was showing methane burning / the flames coming out from the ice. The competition which we had between our groups. The workshop is already excellent what else we must tell to make the workshop better.”

— (Afreen Khatoon, Loreto Day School Sealdah)

 

 

 

 

“I learnt what I can do to prevent Earth from getting hotter. It was fun.”
— (Divij Agarwal, St. James’ School)

 

 

“A great way to increase your knowledge about climate change. A very good way to prepare the mind of children for the next level and I would like to attend it again.”

— (Kanishka Agrawal, St. James’ School)

 

 

 

 

“The workshop was awesome and it should come again in our school with some other topics.”

— (Sanjukta Chatterjee, St. Joseph & Mary School)

 

 

“Practical experiments can be tried. The whole school should attend the workshop so that they can also be aware of this. This workshop has influenced me a lot and I’ve decided to check some of my activities that affects (sic) the environment.”

— (Pratyesha Bhattacharya, Patha Bhaban)

 

 

 

 

“The workshop made me a lot more aware about my environment than before. The activities which were performed… were really exciting. We should provide a bit more time for the activities.”

— (Mayurakshi Mukherjee, Patha Bhaban)

 

 

“I learned that I can do something to help reduce climate change. [I] hope this workshop always be continued and the conversation was free and there was no restrictions.”

— (Priya Jaiswal, Chowringhee High School)

 

 

 

 

“Several quizes and prizes should be there in a workshop.”

— (Md. Sabir, Chowringhee High School)

 

 

“The ability to make us understand the topics. The interconnection of the subjects as shown. The workshop should be given a little more time to have more interaction and fun.”

— (Anonymous student, , Chowringhee High School)

 

 

 

 

“The [movie] clips were very well to make us understand about the global warming. The topic was really very interesting. By these things we can really work hard in our future to reduce global warming.”

— (Midhat Samar, Loreto Day School Sealdah)

 

 

“It was interesting especially the part where the methane gas catches fire. The uncle who conducted the quiz explained us very well. If there was a movie or more videos with better sound, it would be great”

— (Anonymous student, St. James’ School)

 

 

 

 

“The slides made were fantastic and very interesting.”

— (Anonymous student, St. James’ School)

 

 

“It taught us the red alerts to the nature. The maps.”

— (Anonymous student, St. Joseph & Mary School)

 

 

 

 

CSM begins workshops in Kolkata

by Leave a Comment

CSM begins climate change education work in West Bengal.

In partnership with the Ministry of Environment, and Department of Forests, Government of West Bengal, CSM has started a project to bring climate change (CC) education to schools in West Bengal. We began with a series of engagements in Kolkata in the first week of May 2010.

We conducted interactive workshops at Patha Bhavan, Loreto Day School – Sealdah, St. Joseph and Mary School, St. James’ School, and Chowringhee High School (all in Kolkata) for students in standards 8-10.

The response to the workshops was overwhelmingly positive.

Each interactive multi-media workshop took the students through a recap of climate concepts and terms, concepts of anthropogenic (human-caused) and natural global warming, climate change, and the impacts of these.  Video clips, animations, and slides were used to illustrate the topics throughout.

Students were engaged in a dialogue to not only learn about climate change, but also to understand how everything they study at school is interconnected; and how they all connect to climate change.

Students were given informative posters on climate change, bookmarks with “Five things to remember” about climate change and related topics, and certificates of participation.

Wherever possible, we asked the groups of students to confer and tell the whole group what each person would do to help reduce their impact on the climate and what their school could realistically do to reduce impact on the climate. Most students went so far as to suggest how they would actually help the schools achieve this.

They also competed in climate change word-finding competitions, winning a rather unusual prize.

Through cheerful interaction, fun engagement, and smattering of competition, students added to whatever they knew about climate change.

We also held a briefing for school Principals and teachers at Aranya Bhaban on “From subjects to disciplines — climate change education as a tool”.  Fifteen schools were represented at this briefing. Four of these schools signed up for student workshops to be held in the next quarter.

This is just the beginning of an ongoing and longer-term climate change education engagement among CSM, the schools, Ministry of Environment, and Department of Forests, Government of West Bengal.

If you would like to organize workshops at your school, for students and/or teachers, please get in touch with us at cced@csmworld.org



Proudly announcing partnerships for the program

Principals’ and teachers’ briefing in progress.
 

Group discussions underway at principals’/teachers’ briefing.

 

Participants at the principals’/teachers’ briefing.

 

Students at Chowringhee High School, deep in discussions.

Chowringhee High School student painting part of a concept
(“habitat loss”) on the workshop presenter.

 

Chowringhee High School student presenting the outcomes
of his group’s discussions.

Participants at Loreto school painting climate
change information on each other

Participant at Loreto – Sealdah analyzes a venn diagram brilliantly!
(They have not yet been taught set theory!)

Participant at Patha Bhavan school emphatically makes
a point that emerged from her group’s discussions.
 

Participants at the St. James’ School climate change workshop.

Participants at St. Joseph & Mary hold up their
“Five Things to Remember” bookmarks.

Student feedback – Bangalore

by Leave a Comment

STUDENT FEEDBACK – BANGALORE WORKSHOPS

      
“What I really liked about this class was, I learned about the difference between weather and climate, that temperatures are rising, and what I learned about the environment is how the heat is being produced. My wish is that he (the teacher) should come again sometime.”
— Vignesh, 9th standard,Netaji Bose High School, Hombegowdanagara, Bangalore 		    “We learned where methane comes from, and about Earth, carbon dioxide, methane … we are increasing the heat … we did not know so much. Thank you for teaching all these things. You taught us with a lot of jokes and comedy. I request you to come again to our school and teach us about these things.”
— Tejasvini, 9th standard,Netaji Bose High School, Hombegowdanagara, Bangalore
       
“What I liked most about this class was you took a topic and described it well and you also showed us the related topics.”
— Shivalakshmi, 9th standard,Netaji Bose High School, Hombegowdanagara, Bangalore		     “Our friends must be told about this. Likewise, we should tell our parents not to burn plastics and tyres and create carbon dioxide, not to cut trees … everyone should be taught this. This is my suggestion.”
— Priya, 9th standard,Netaji Bose High School, Hombegowdanagara, Bangalore
       
“I liked the interaction between the students and the professor, and the team work.”
— Priyanka K, 9th standard, Shanthinikethana English School, Bangalore.		     “I liked the idea of working in a group, the slides, the videos, and the explanation.”
— Chirag Jain, 10th standard, Shanthinikethana English School, Bangalore.
       
“Creating awareness about rapid change in climate … I liked it because no other workshop tells us about climate and area surrounding us. There was a mixing of all subjects which were inter-related to each other and we didn’t know.”
— Chetan Prakash, 10th standard, Shanthinikethana English School, Bangalore. 		    “The topic was interesting and the way of explanation was very good. It was fun, interesting.”
— Hemanth S., 9th standard, Shanthinikethana English School, Bangalore.
       
“Conduct the workshop in parks so that even people going by will learn about (climate change).”
— Akilesh Patel, 10th standard, Shanthinikethana English School, Bangalore.		     “I liked the cooperative learning with friends and teacher teaching as a friend.”
— Sanath V. Bharadwaj, 10th standard, Shanthinikethana English School, Bangalore.
       
“I liked the concept of sharing thoughts between students and teacher.”
— Mohan C.K., 10th standard, Shanthinikethana English School, Bangalore. 		    “I liked Sir’s interactive behaviour and teaching skills which is amazing and easy to understand. Totally a fabulous workshop which I will try to remember forever.”
— Sagar V., 10th standard, Shanthinikethana English School, Bangalore.
       
“I liked the programme’s concern about the individual’s importance in safeguarding the climate of our Mother planet.”
— Janardhan, J.S., 10th standard, Shanthinikethana English School, Bangalore.		     “It told us about the climate that is changing due to us… how we can help in reducing the global warming.”
— Sanjay Rawat, 8th standard, Army Public School, Bangalore
       
“It was in an interesting way, not like the usual lectures we get. It was fun and influenced me.”
— Anahat Kaur, 8th standard, Army Public School, Bangalore		    

“It was not restricted to only listening to someone else; we all had chance to voice our ideas and opinions. I learned new ways of tackling global warming which I had never thought of.”
— Christina Mathew, 8th standard, Army Public School, Bangalore

       

Students’ feedback at Kannada language workshops