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E-Waste is fastest growing stream in India. There should be some government rules for environ friendly recycling. Unorganized sector is doing same but in improper manner. There is urgent need to channelized them with organized sector for better and green environment.

Government should impose rules for E-Waste recycling with some incentive to do so. Collection mechanism shall be develop by government/muncipal corporation/original equipment manufacturer. Awarness programme shall be organized by them to better collection and disposal.

Vengeful.

That seems to be the mood of the powers that control our planet. Mother Nature cracks Her whip mercilessly, repeatedly. Too much has happened in the North American eco-region within the last few months to discount the necessity for a humble analysis. Texas cried, praying with a parched throat, as wildfires ravaged more than a million of acres of land.. and rain did come.. Severe storms gave birth to scores of tornadoes that ripped across the south, scarring the land with their deathly dance, crunching cars and buildings into a tangle of steel and stone.. their force borne down with nonchalance on everything around...

The Mississippi flooded from the torrential rains that were part of the pandemonium, rising to near record levels, choking the cities in its vicinity with an unbearably slow, but frustratingly definite deluge. Severe weather seems to have now become the new norm. Even as I count these catastrophes, another unfolds in Missouri - as the death count continues beyond a hundred people in the city of Joplin, where a mile wide tornado is reported to have split the city in half, ripping the bark from trees, not even sparing those who are already suffering in a hospital.

This preview contains one third of the original article. To read the rest of the complete blog, please follow the link below: http://vallurivinodh.blogspot.com/2011/05/loss-of-consciousness-and-laws-of.html

Thank you,

Vinodh

Noise is highly detrimental and is capable of creating many errors in our work.

Noise also creats confusion and anxiety; it produces unhappy state of mind.... and much more. Imagine thousands of people getting exposed to the noise and becoming less and less of person. Our research for the last several years have shown all these.

Governmental agencies are silent on this nuisance....

And these agencies hardly bother about any complaints received.

The Centre for Science and Environment, a non-profit institution known for its rigorous and scientific policy research and advocacy on environmental issues is looking for a Team Head to steer its Renewable Energy Programme:



Post - Team Head - Will have to take a lead role in research, policy briefs, report writing, organising conferences/workshops/training and in advocacy and campaign on renewable energy issues.


Experience - Candidate must have at least ten years of experience in the energy sector including at least five years in the renewable energy sector. Should have experience in team management. Candidate must be willing to travel, network and report on issues.

Other Requirements - The position demands competency in English speaking and writing skills. Candidates should be comfortable in interacting with people and giving presentations. 



Salary will be commensurate with qualifications and experience. Please mention “REP” in the subject line and email your applications to jgupta@cseindia.org or
sugandh@cseindia.org

or

Post your application to: 



Ms. Jagdeep Gupta
Executive Director – Planning & Operations
Centre for Science and Environment 
41, Tughlakabad Institutional Area,
New Delhi-110062 
Tel: +91 (011)-29955124, 29955125, 29956394 
Fax: +91 (011) 29955879 
E-mail: jgupta@cseindia.org

N.P: Only short listed candidates will be intimated

Note: Reference: Indian Environment Network

I need support for issue the Environmental Management Plan for Construction specific for Insulation activities. If any one can manage to send me a Sample report would be a great advantages to me. My concerns specificaly to find out Environmental Aspect for this activities.

Thanking you in advance for your kind support.

Regards,

Vikram

IS IT ONLY AFTER THE LAST TREE HAS BEEN CUT DOWN

AND ONLY AFTER THE LAST RIVER HAS BEEN POISONED,

AND ONLY AFTER THE LAST FISH HAS BEEN CAUGHT,

IS IT TILL THEN WE FIND THAT MONEY CANNOT BE EATEN..................................................... 

Environment and Education: A Pathway to Sustainability 

Dr Gursharan Singh Kainth

                                  Director

                                   Guru Arjan Dev Institute of Development Studies

14-Pret Avenue, Majitha Road

PO Naushera, Amritsar143008

Human resource development is the key to successfully achieving sustainable development, and a range of educational measures, including formal, non-formal and informal education and learning in broad terms is the primary tool to develop the human capacity required for sustainable development. Pertinent practices are widespread in various forms and efforts are ever expanding and their contribution to sustainable development is demonstrated in a number of cases at individual, group, community and local levels. However, despite their potential and expectations, the impacts of educational measures on society-wide changes have yet to be demonstrated with substantiated evidence. Considering the critical importance and urgency of realizing the changes for shaping the sustainable future in the region, serious efforts are needed to reorient education policies and programmes and enhance their relevance and effectiveness in contributing to the attainment of sustainable development. Sustainable development cannot be achieved by education alone. A national multi stakeholder process to deal with education for sustainable development should be initiated as a first step to establish a coordinating mechanism for education for sustainable development. The process essentially involves: a) definition and recognition of a broad range of relevant stakeholders for education for sustainable development, including, in particular, representatives of government agencies, schools, universities, education institutions, NGOs, business, religious groups and community- based organizations, b) improvement of communication among those groups, and c) establishment of a national forum or council for multi stakeholder consultation. A media campaign for general sensitization on education for sustainable development would also be conducted to facilitate the process.

Once such an organizational foundation has been established, the development of a national master plan for education for sustainable development should be undertaken, with the participation of all stakeholders as a prerequisite. This master plan will provide an overall policy framework and action strategy for all stakeholders in the country to join forces to promote their respective activities in an integrated manner towards the attainment of the common goal of sustainable development. Proposals on enabling policy measures for promoting such initiatives and programmes may also be addressed in the master plan. Such an arrangement should include: a) the securement of a strong political commitment with top-level leadership, and b) the establishment of a mechanism for inter-ministry coordination. A core group, such as an inter-ministry task force, should be designated with appropriate authority and responsibility. An important mandate of the core group will be capacity-building for government officials (in all sectors), and reviewing/reorienting existing policy instruments across all ministries concerned, including stocktaking from other international initiatives addressing education issues. Particular attention should be paid to government functions in terms of channeling of national/local undertaking with international initiatives, such as regional networking, and with external financial resources. The United Nations Decade for Education for Sustainable Development, 2005-2014, is very timely as it provides an indispensable opportunity to boost the concerted efforts at national, regional and global levels and mobilize the necessary resources to comprehensively respond to the major challenges of education, public awareness and training in achieving sustainable development that were addressed in the past decade. Nevertheless, the challenges are enormous as education for sustainable development has to meet the broad expectation that it should play a principal role in achieving the Millennium Development Goals, the target year of which has been set in 2015, just after the completion of the decade.

Environmentally sound and sustainable development is not only a trendy phrase, it is a commitment made by international community at the Earth Summit embodied in Rio Declaration and in Agenda 21.  The Earth Summit, the United Nations Conference on Environment and Development (UNCED), held in Rio de Janeiro in 1992 alerted the world to the complex nature of the issues underlying environmental sustainability. Perhaps the most pertinent was the increasing divergence between the northern ‘environment’ agenda and the ‘development’ agenda shared by the poorer nations. Many countries who were eager for economic development used the Summit to bring the world’s attention to the stark choices they face between development, environmental protection and the need to overcome poverty. However, the realization at Rio that the existing development trends leave increasing numbers of people poor and vulnerable served to redefine and clarify the links between environment and development concerns.

The Earth Summit at Rio de Janeiro saw the essential indivisibility of environment, peace and development. It also recognized that global independence could no longer be conceived only in economic terms. Alongside, there was the calculus of military parity. They were related to the instability sprawled by widespread poverty, squalor, hunger, disease, illiteracy. They were connected to the degradation of the environment. They were enmeshed with inequity and injustice (Dodswell 1995).Recognizing that no nation could resolve these issues on their own, those attending the Summit signed agreements on international co-operation in tackling development and environment concerns. These concerns included ‘the perpetuation of disparities between and within nations, a worsening of poverty, hunger, ill health and illiteracy and a continuing deterioration of the eco-system on which we depend for our well-being’. Most significantly, Agenda 21, of the conference called for ‘a global partnership for sustainable development’ (UNCED 1992, Preamble).

With growing recognition of unavoidable interaction among environmental, economic and social concerns, environmental issues have been more progressively discussed in the broader context of sustainable development. The Johannesburg Declaration on Sustainable Development, adopted at the World Summit on Sustainable Development in 2002, explicitly highlighted the collective responsibility of all mankind to advance and strengthen the interdependent and mutually-reinforcing three pillars of sustainable development – economic development, social development and environmental protection – at the local, national, regional and global levels (United Nations, 2002b). This notion essentially implied a need for significant change in scope and orientation for environmental education, and for the emergence of a new vision of education for sustainable development.

In 2002, the proposal for establishing the Decade of Education for Sustainable Development (DESD) was endorsed at the World Summit for Sustainable Development (WSSD) in Johannesburg. The UN General Assembly later adopted the decade by consensus, designating the years of the decade as 2005-2014. The decade provides an opportunity for a concerted effort to integrate the various values inherent in sustainable development into every aspect of learning, through all forms of education, training and public awareness raising, to encourage changes in behaviour that allow for a more sustainable society. Internationally collaborative work is under way aiming at the development of the International Implementation Scheme and subsequently the Regional Implementation Strategies (UNESCO, 2005a, 2005b)

Achieving Sustainability: The Role of Education

There is wide agreement that education has an important role to play in motivating and empowering people to participate in the changes towards more sustainable lifestyles. It was a quarter of a century ago, that education was described (Schumacher 1973) as the ‘greatest resource’ for achieving a just and ecological society. Since then, the major international reports have emphasized the critical role education to play for sustainable living.

Education for sustainability is the continual refinement of the knowledge and skills that lead to an informed citizenry that is committed to responsible individual and collaborative actions that will result in an ecologically sound, economically prosperous, and equitable society for present and future generations. The principles underlying education for sustainability include, but are not limited to, strong core academics, understanding the relationships between disciplines, systems thinking, lifelong learning, hands-on experiential learning, community-based learning, technology, partnerships, family involvement, and personal responsibility

Awareness and concern about environmental, economic, and equity issues must become firmly rooted in public consciousness. Also needed is an in-depth understanding of the short- and long-term implications of decisions and choices. To produce that understanding, students and adults need to know how natural systems work and appreciate natural cycles. But such knowledge is only the beginning. Also needed is an understanding of the interdependence of economic, social, political, and ecological conditions -- in rural and urban areas as well as locally, regionally, nationally, and internationally.

In addition to formal classroom education, this objective can be implemented through various kinds of nonformal education, such as a multifaceted public awareness campaign. Advances in information and communication technologies (ICTs) will help in this effort by broadening awareness of sustainability and helping bridge cultures and continents in ways never before possible.

The Brundtland Report, (WCED 1987) argued that teachers had ‘a crucial role to play in helping to bring about the extensive social changes’ necessary for sustainable development. The 1980 World Conservation Strategy was more explicit about the role of education in bringing about such changes. It argued that:

‘A new ethic, embracing plants and animals as well as people is required for human societies to live in harmony with the natural world on which they depend for survival and well-being. The long term task of environmental education is to foster or reinforce attitudes and behaviours compatible with this new ethic’. (IUCN, UNEP & WWF 1980).

Education is critical for promoting sustainable development and improving the capacity of the people to address environment and development issues...It is critical for achieving environmental and ethical awareness, values and attitudes, skills and behaviour consistent with sustainable development and for effective public participation in decision-making’ (UNCED 1992).

Chapter 36 on ‘Promoting education, public awareness and training’ was one of the few aspects of Agenda 21 which did not provoke contention at the Earth Summit. Both economically developed and developing countries agreed that education was critical for promoting sustainable development and increasing the capacity of the people to address environment and development issues (UNESCO-UNEP 1996).As a result, many environmental education policies and programmes around the world are taking on board the new vocabulary of sustainable development and acknowledge the need to mobilize all sectors of society, not just formal education in the task of achieving sustainability (Agyeman et al. 1996). All educational programmes need to be planned, designed and implemented with a clear reference to the desired target, i.e., the development of key capacities as identified above.

 Integrated Approach Involving All Forms of Education

Sustainable development is a complex undertaking with connections to every part of life. Capacities required for sustainable development are enormous and can only be enhanced by engaging all possible measures of education, training and awareness-raising opportunities. In fact, education for sustainable development should take place within a perspective of lifelong learning, encompassing all modes of education initiatives; formal, non-formal and informal, from early childhood to adulthood. Available educational opportunities should not be equated with schooling or formal education alone, nor can they be conceived to limit non-formal environmental education (EE) activities provided by NGOs or advocacy groups.

A lifelong learning perspective sees all the different modes of education as a continuous and interactive process, to collectively promote the societal changes towards sustainable development. Roles by different modes of education can be outlined as follows:

Formal education - With the perspective of “education for all,” it carries a particular importance in providing basic education to the majority of the population, which is key to a nation’s fundamental development, particularly through the improvement of literacy and numeracy. Common curricula like mathematics, science, health and physical education and social studies serve to develop a nation’s intellectual infrastructure which is basic to promoting economic and social development. Higher education also responds to societal needs for trained professionals as well as to the leadership required for the construction of modern institutions in various sectors and for improving the standard of living. Subjects of law, economics, science, engineering, agriculture and medical science all contribute to supporting the process of sustainable development.

Non-formal education – In the past, non-formal education demonstrated an impressive development in its scope and magnitude of delivery, in particular, in the field of environmental education (EE). It was developed in response to local needs and priorities, and thus closely linked to the development of the required human capacities within the local context. Non-formal education has advantages, e.g., its curricula are flexible and can be designed relatively quickly, participatory and interactive approaches are inherently adopted in its education methodologies, and it readily reaches a broader audience, i.e., the

general public, beyond that of the formal education system. NGOs and community-based organizations have been widely recognised as the primary providers of non-formal environmental education and are gaining greater responsibilities and influence in the development of education of this particular mode.

Informal education - This mode of learning takes place in the family, community, workplace and social interaction, as well as through the media (e.g., newspapers, television and radio) and a diversity of indigenous methods and processes, such as religions, informal beliefs, cultural activities, popular art, theatre and music. Informal learning generally raises public awareness on socio-economic and environmental implications of human activities, and shares relevant information for important decision-

making. In particular, vocational training addresses a range of business operations, including technical and managerial aspects, and thus enhances the participant’s skills in directing those operations more compatible with sustainable development, while a number of religions in Asia and the Pacific, such as in Buddhism and Hinduism, promote respect and cultural belief related to nature conservation and sustainability issues.

A range of efforts and initiatives were taken for decades to strengthen the roles of different modes of education and to enhance the effectiveness and efficiency of their delivery in response to their respective weaknesses and problems identified from the past experiences. However, these efforts are mostly promulgated on an ad hoc basis and lack appropriate linkage across the sectors as well as inter-agency coordination in a consistent framework.

Synergy among different modes of educational efforts must be created, and an integrated approach needs to be employed. Formal, non-formal and informal education should be recognised as indispensable components of education for sustainable development, a strategic framework to ensure that they work in tandem to collectively cover all skills and expertise, values, and behavioural changes indispensable for sustainability. Pioneering initiatives are being observed in many parts of the region. Linking literacy education to health, environmental awareness and other sustainable development concerns is progressively undertaken, inter alia, by community education groups in India (Uttarakhand Seva Nidhi, 2004). Initiatives for strengthening the collaboration between formal and non-formal sectors are under way in Indonesia where the formal education sector created “Local Study” as a subject in the school programme, and NGOs and universities work together to develop and disseminate environmental education materials for use in the subject course across the nation (Hans Seidel Foundation, 2005). In Japan, the 1998 revision of the “Course of Study,” or the basic national guidelines for school education set by the Ministry of Education, Culture, Sports and Technology, stipulated the introduction of a new course subject, “Period of the Integrated Studies” (Sogo Gakushu no Jikan) in the school curriculum, which provided a window for bringing NGO programmes and community-based, non-formal environmental education into an integral part of school education (Box 8-1). Innovative materials, textbooks and tools, such as Kids-ISO, developed by non-formal sectors including NGOs, business and academia are progressively used in this course. Effective coordination and specialization according to differentiated roles and effectiveness of education modes attracts special attention (Box 8-8). This viewpoint is particularly important if education for sustainable development is to be promoted effectively within the limited available resources.

Problems of Environmental Education

Along with the proliferation of environmental education practices, information and knowledge-based on practical experiences should be  progressively exchanged and fed back for further improvement of education programmes and their delivery. An IGES workshop on the Regional Strategy on Environmental Education in the Asia-Pacific Region, held in December 1999, was a landmark event where experts discussed the issues and problems related to the delivery of environmental education at different levels (IGES, 2002). Most of the major problems of environmental education, in particular those encountered at the operational level, were already raised in the workshop. Some of those problems included:

Inadequate Educational Infrastructure – A lack of appropriate infrastructure is very common in the education sector in developing countries in the region. School buildings are often dilapidated and lack minimum facilities, such as furniture, classroom, laboratories, library, materials, tools and equipment. Because of a lack of designated space, non-formal classes are being operated in shifts.

Inadequate Curriculum Development – Existing curricula, in particular, in school education, are mostly knowledge-based and inflexible in incorporating additional subjects or activities to involve students in a broader perspective of leaning on ecological sustainability in locally-relevant contexts. In most environment education programmes, curricular components are often dominated by the natural sciences and do not reflect the multi-disciplinary characteristics of environmental education, nor are they constructed around accurate scientific or ecological concepts.

Lack of Trained Teachers – There is a great shortage of trained and competent human resources, especially environmental educators and facilitators. The lack of training opportunities that focus on content and methodology of environmental education, as well as incentives to motivate teachers to enhance their competency, is significant. In fact, these were considered the areas where policy intervention and support are definitely required. In effectively addressing these problems, there is need for identification of  the needs of overall policy intervention, in particular, for:

(i) Enhancing the integrity of national policy/strategy for environmental education, which provides a basic principle for guiding the broad range of environmental education activities in a country in an integrated and coordinated manner;

(ii) Improving the institutional coordination among different educational sectors and the governmental agencies to ensure that financial, technical and human resources are appropriately mobilized and allocated to support the sound development of an education infrastructure and curricula as well as training/ capacity-building activities targeting different sectors; and,

(iii) Enhancing the availability of, and facilitating access to, relevant data and information, especially on environmental trends, conditions, solutions and alternatives.

Most of these problems and policy requirements are not specific to environmental education. The findings in the environmental education field are largely relevant to the cases of thematic education in other subject areas addressing the important components of sustainable development, such as poverty, health, social cohesion, and local development, and thus can be applied to the further promotion of those thematic education efforts

How can Education for Sustainability be accomplished?

Education for sustainability can give people the tools, skills, and experience they need to understand, process, and use information about sustainable development. It will help them make individual and collective decisions that both benefit themselves and promote the development of sustainable communities. And it will provide a means for creating a more highly skilled and globally competitive workforce and developing a more informed, active, and responsible citizenry.

Integrated approach involving all forms of education

Sustainable development is a complex undertaking with connections to every part of life. Capacities required for sustainable development are enormous and can only be enhanced by engaging all possible measures of education, training and awareness-raising opportunities. In fact, education for sustainable development should take place within a perspective of lifelong learning, encompassing all modes of education initiatives; formal, non-formal and informal, from early childhood to adulthood. Available educational opportunities should not be equated with schooling or formal education alone, nor can they be conceived to limit non-formal environmental education (EE) activities provided by NGOs or advocacy groups. A lifelong learning perspective sees all the different modes of education as a continuous and interactive process, to collectively promote the societal changes towards sustainable development. But how can it be accomplished? The following key principles are identified about education for sustainability.

EFS must involve everyone.

Education on any topic, but particularly on sustainability, should flow from school to community and back again. Educators at all levels should reach beyond school walls, as many successful programs already do, to involve parents, industry, communities, and government in the education process. Colleges and universities should work with other schools and communities -- to deliver information, identify questions for research, and provide direct services to help solve community problems. For their part, communities should take a stronger interest in educating their citizens for sustainability, recognizing that current and future generations will need to be well-educated on this topic in order to bring about a sustainable future.

EFS emphasizes relationships between formal and nonformal education.

It thrives in all types of classrooms, exposing students to local, state, national, and international issues through hands-on, experiential learning in alternative educational environments -- such as wading through streams to do water quality testing, volunteering in the community, or participating in school-to-work programs. Because sustainability is all-encompassing, learning about it cannot and should not be confined to formal settings such as schools, universities, colleges, and training institutions. Nonformal education settings, such as museums, zoos, extension programs, libraries, parks, and mass media, provide significant opportunities to complement and build on classroom learning. This means that formal and nonformal educators should work together to produce an educated citizenry.

EFS emphasizes connections.

Educating for sustainability does not follow academic theories according to a single discipline but rather emphasizes connections among all subject areas, as well as geographic and cultural relationships. Rather than weaken the rigor of individual disciplines, education for sustainability offers an opportunity to strengthen them by demonstrating vital interrelationships. Students must strive to achieve high standards within the core disciplines, even as they develop an understanding of the connections across these disciplines. Further, education for sustainability involves consideration of diverse perspectives, including those of ethnic groups, businesses, citizens, workers, government entities, and other countries.

EFS is practical.

While delving into many disciplines, education for sustainability helps students apply what they learn to their daily lives. It engenders a sense of efficacy. Part of sustainability education is learning citizenship skills and understanding that citizens have the power to shape their lives and their communities in light of their vision of a healthy and prosperous future.

EFS is lifelong.

Continual efforts should be made to institute programs about sustainability in a variety of arenas, including the workplace and community centers and through the media. A citizenry knowledgeable about the benefits of sustainable living will have the capacity to create and maintain lasting change. Benefits to the individual include an understanding of and ability to participate in the social and economic changes that will affect their lives. For example, many communities have used planning processes that engage citizens in defining a desired future plan for their community. Using their plan, citizens work to achieve a sustainable future for themselves, their children, and their community.

Policy Recommendations and Actions

Although a number of individuals, businesses, government entities, and communities across the nation have taken the task toward sustainability, much more can be done to nurture a sustainable society. To foster awareness, dialogue, and action for sustainability, three policy recommendations are proposed, which address both formal and nonformal educational settings and acknowledge the lifelong nature of education. They also address an array of crosscutting issues that relate to formal and nonformal education alike -- such as technology, partnerships, cultural, and international contexts. Each recommendation is accompanied by specific actions that articulate the necessary partnerships and activities needed for implementation at local, state, and national levels. By exploring successful case studies in which challenges were faced and barriers overcome, strategies and initiatives for implementing action are offered. Together, these suggested recommendations and actions form a comprehensive educational strategy that promises to help lead the nation to a more sustainable future.

Formal Education Reform

Encourage changes in the formal education system to help all students (kindergarten through higher education), educators, and education administrators learn about the environment, the economy, and social equity as they relate to all academic disciplines and to their daily lives.

Action 1. Parents and representatives from states, schools, educational organizations, community groups, businesses, and other education stakeholders should identify the essential skills and knowledge that all students should have at specified benchmark grades for a basic understanding of the interrelationships among environmental, economic, and social equity issues. This set of voluntary standards could serve as a model for states and communities to use in setting their own requirements for academic performance.

Action 2. State officials, school administrators, and other educators and stakeholders should continue to support education reform; emphasize systems thinking and interdisciplinary approaches; and pursue experiential, hands-on learning at all levels, from elementary and secondary schools to universities, colleges, community colleges, and technical schools.

Action 3. Colleges and universities should incorporate education about sustainability into pre-service training and in-service professional development for educators of all types, at all levels, and in all institutions.

Action 4. Schools, colleges, and universities should promote curriculum and community awareness about sustainable development and should follow sustainable practices in school and on campus.

Nonformal Education and Outreach

Encourage nonformal access to information on, and opportunities to learn and make informed decisions about, sustainability as it relates to citizens' personal, work, and community lives.

Action 1. Nonformal educators should encourage lifelong learning about sustainability through adult education programs, community and civic organizations, and nonformal education programs -- such as those sponsored by museums, zoos, nature centers, and 4-H clubs -- so that individuals can make well-informed decisions.

Action 2. Media strategists and sustainable development experts should develop an integrated approach for raising public awareness of and support for sustainability goals, conveying information on indicators of sustainable development, and encouraging people to adopt sustainable decision making in their daily lives.

Action 3. A new or expanded national extension network should be developed to provide needed information to enhance the capacity of individuals and communities to exist sustainably.

Action 4. Local and state governments should continue to extend their partnerships with community organizations and other levels of government to support community sustainability planning processes and periodic assessments.

Action 5. Employers -- in partnership with all levels of government, community organizations, businesses, educational institutions, and others -- should develop training programs to create a workforce with the skills and abilities needed to adapt to changes brought on by the national and global transition to sustainability.

Strengthened Education for Sustainability

Institute policy changes at the federal, state, and local levels to encourage equitable education for sustainability; develop, use, and expand access to information technologies in all educational settings; and encourage understanding about how local issues fit into state, national, and international contexts.

Action 1. Federal, state, and local governments should form partnerships with private sector organizations, businesses, professional societies, educational institutions, and community groups to develop and implement coordinated strategies supporting education for sustainability.

Action 2. The public and private sectors should support the development of and equitable access to enhanced multimedia telecommunications technologies and improved clearinghouse capabilities that promote an understanding of sustainability.

Action 3. Educators in both formal and nonformal learning programs should help students understand the international factors that affect the nation's transition to a sustainable society.

Action 4. Formal and nonformal educators should ensure that education for sustainability invites and involves diverse viewpoints, and that everyone -- regardless of background and origin -- has opportunities to participate in all aspects of the learning process. This will ensure that education for sustainability is enriched by, and relevant to, all points of view.

All educational programmes need to be planned, designed and implemented with a clear reference to the desired target, i.e., the development of key capacities as identified above. In order to facilitate this process, an introduction of an evaluation process in the project cycle of any education programme is encouraged. A number of management tools and instruments are available for this purpose. The Plan-Do-Check-Act (PDCA) cycle is a commonly-used management tool that provides a framework for the improvement of a process or system. The cycle involves a four-step cyclic process consisting of Plan, Do, Check and Act stages, which enables the completion of one turn of one cycle to flow into the beginning of the next. A conceptual chart for the possible application of a PDCA cycle for an educational programme is presented in Fig.

Conclusions and Recommendations

Human resource development is the key to successfully achieving sustainable development, and a range of educational measures, including formal, non-formal and informal education and learning in broad terms is the primary tool to develop the human capacity required for sustainable development. Pertinent practices, including in particular, those in environmental education, are widespread in various forms and efforts are ever expanding and their contribution to sustainable development is demonstrated in a number of cases, mainly at individual, group, community and local levels. However, despite their potential and expectations, the impacts of educational measures on society-wide changes have yet to be demonstrated with substantiated evidence. Considering the critical importance and urgency of realizing the changes for shaping the sustainable future in the region, serious efforts are needed to reorient education policies and programmes and enhance their relevance and effectiveness in contributing to the attainment of sustainable development.

In response to this challenge, four important response principles are emerging globally:

1) Environmental education should readjust its focus from ecological concerns to interlinking relationships among socio-cultural welfare, economic livelihood and environmental quality in a broader agenda of sustainable development. This evolution will help educational initiatives to better address practical solutions to actual environmental problems in the existing socio-cultural and economic conditions and to enhance its relevance to the promotion of sustainable development at the society scale.

2) An integrated approach should be employed to enhance interlinkage and collaboration among educational programmes in different sectors, ranging formal/non-formal education, training and public awareness-raising. The optimum combination of different educational opportunities may be pursued within a perspective of lifelong learning.

3) Appropriate institutional arrangements should be introduced to best support the notion of education for sustainable development. A policy framework strongly addressing a holistic and integrated approach to education for sustainable development and a coordination mechanism involving not only governmental agencies but also all relevant stakeholders should be established at the national level. Governments can play an “enabling role” by introducing a range of innovative policies to facilitate and support the education initiatives and programmes by all stakeholders committed for sustainable development.

4) An effective policy-mix should be employed among educational measures and other policy instruments in the non-education field. Such policy instruments would include regulatory, voluntary and market-based measures. Sustainable development cannot be achieved by education alone. In line with these recommended principles, immediate actions that countries in the region can take are recommended as follows:

A national multi stakeholder process to deal with education for sustainable development should be initiated as a first step to establish a coordinating mechanism for education for sustainable development. The process essentially involves: a) definition and recognition of a broad range of relevant stakeholders for education for sustainable development, including, in particular, representatives of government agencies, schools, universities, education institutions, NGOs, business, religious groups and community- based organizations, b) improvement of communication among those groups, and c) establishment of a national forum or council for multi stakeholder consultation. A media campaign for general sensitization on education for sustainable development would also be conducted to facilitate the process.

Once such an organizational foundation has been put established, the development of a national master plan for education for sustainable development should be undertaken, with the participation of all stakeholders as a prerequisite. This master plan will provide an overall policy framework and action strategy for all stakeholders in the country to join forces to promote their respective activities in an integrated manner towards the attainment of the common goal of sustainable development. It should include definitions of the respective roles of different groups, their commitments and an action agenda to ensure engaging all stakeholders in relevant initiatives and programmes. Proposals on enabling policy measures for promoting such initiatives and programmes may also be addressed in the master plan. In order for governments to appropriately discharge the enabling functions, i.e., formulate and implement a range of enabling policies, and provide appropriate support and necessary resources in facilitating the national multi stakeholder process, an institutional arrangement to ensure a “whole-government” approach should be provided. Such an arrangement should include: a) the securement of a

strong political commitment with top-level leadership, and b) the establishment of a mechanism for inter-ministry coordination on ESD policies and programmes. A core group, such as an inter-ministry task force, should be designated with appropriate authority and responsibility. An important mandate of the core group will be capacity-building for government officials (in all sectors), and reviewing/reorienting existing policy instruments across all ministries concerned, including stocktaking from other international initiatives addressing education issues (Education for All, UN Literacy

Decade, etc.). Particular attention should be paid to government functions in terms of channeling of national/local undertaking with international initiatives, such as regional networking, and with external financial resources.

The United Nations Decade for Education for Sustainable Development, 2005-2014, is very timely as it provides an indispensable opportunity to boost the concerted efforts at national, regional and global levels and mobilize the necessary resources to comprehensively respond to the major challenges of education, public awareness and training in achieving sustainable development that were addressed in the past decade. Nevertheless, the challenges are enormous as education for sustainable development has to meet the broad expectation that it should play a principal role in achieving the Millennium Development Goals, the target year of which has been set in 2015, just after the completion of the decade.

References

Agyeman, J., Morris, J. Bishop, J. (1996) Local government’s educational role in LA21 in Huckle, J., Sterling, S. (eds) Education for Sustainability. Earthscan Publications Ltd, London.

Ali Khan, S. (1996) A vision of a 21st century community learning centre in Huckle, J., Sterling, S. (eds) Education for Sustainability. Earthscan Publications Ltd, London.

Dodswell, E. (1995) Editorial Our Planet 7 (2) p.2
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Download .pdf copy Environmentandeducation.pdf

Manage E-Waste for Sustainable Development

             Dr Gursharan Singh Kainth

                                             Director

Guru Arjan Dev Institute of Development Studies

14-Preet Avenue, Majitha Road

PO. Naushera, Amritsar - 143 008, India

Sustainable development is a buzzword found in much environmental and economics literature these days. Certainly the idea of sustainable development has become increasingly popular in the contemporary world. However, the questions are: What is all the fuss about? What is sustainable development anyway? And more importantly, why does sustainable development matter? The word sustainable comes to us from the foresters of the 18th and 19th century in Europe. At that time much of Europe was being deforested, and the foresters became increasingly concerned since wood was one of the driving forces in the European economy. Wood heated homes, built homes and factories, became furniture and other articles of manufacture, and the forests that provided the wood were central to romantic literature and ideas. Forests were best harvested from an economic standpoint using clear-cutting techniques. This meant that the loggers moved into a tract of forest and removed all of the trees in the tract. But the forests that grew back after clear-cutting did not always provide the wood fiber needed for the European economy. The foresters, and especially the German foresters, in response to this crisis developed scientific, or sustainable, forestry. The idea at that time was simple. If enough trees were planted to replace the wood provided by the trees that were harvested every year, and the growth rate of the entire forest was scientifically monitored to ensure this happened, then the forest would be sustainable. It would always grow enough wood fiber to replace the wood fiber lost to harvesting. Thus originally, sustainable means that as a resource is used, replaced by growing additional amounts of the resource. But in the modern context the word sustainable is a difficult concept because there are many finite resources, such as oil or iron ore, that cannot be grown. If all the oil is extracted, there will not be any more oil.

The word development, at least as it is used in the phrase sustainable development, has a different history. Sustainable development is a pattern of resource use that aims to meet human needs while preserving the environment so that these needs can be met not only in the present, but also for future generations. The term was used by the Brundtland Commission which coined what has become the most often-quoted definition of sustainable development as “development that meets the needs of the present without compromising the ability of future generations to meet their own needs.” Sustainable development ties together concern for the carrying capacity of natural systems with the social challenges facing humanity. As early as the 1970s "sustainability" was employed to describe an economy "in equilibrium with basic ecological support systems.”  Ecologists have pointed to the “limits of growth” and presented the alternative of a “steady state economy”in order to address environmental concerns. The dimensions of sustainability are often taken to be: environmental, social and economic, known as the "three pillars".These can be depicted as three overlapping circles (or ellipses), to show that they are not mutually exclusive and can be mutually reinforcing. Although this model initially improved the standing of environmental concerns, but it has been criticised for not adequately showing that societies and economies are fundamentally reliant on the natural world. The field of sustainable development can be conceptually divided into four general dimensions: social, economic, environmental and institutional. The first three dimensions address key principles of sustainability, while the final dimension addresses key institutional policy and capacity issues. According to environmentalist Jonathon Porritt, "The economy is, in the first instance, a subsystem of human society ... which is itself, in the second instance, a subsystem of the totality of life on Earth (the biosphere). And no subsystem can expand beyond the capacity of the total system of which it is a part." For this reason a second diagram shows economy as a component of society, both bounded by, and dependent upon, the environment. As the ecological economist Herman Daly famously asked, "what use is a sawmill without a forest?"  The concept of living within environmental constraints underpins the IUCN, UNEP and WWF definition of sustainability: "improving the quality of human life while living within the carrying capacity of supporting eco-systems."

The Earth Charter goes beyond defining what sustainability is, and seeks to establish the values and direction needed to achieve it: "We must join together to bring forth a sustainable global society founded on respect for nature, universal human rights, economic justice, and a culture of peace. Towards this end, it is imperative that we, the peoples of Earth, declare our responsibility to one another, to the greater community of life, and to future generations."

MEANING OF E-WASTE:

Rapid technological innovations in computing following the doubling of the processing power of chips almost every two years are rendering most of the electrical and electronic equipment obsolete in the blink of an eye.  This coupled with the changing lifestyle in the era of more disposable income is littering the urbanscape with the digital detritus of the digital age called Electronic Waste or simply E-waste. Long-term exposure to deadly component chemicals and metals like lead, cadmium, chromium, mercury and polyvinyl chlorides (PVC) can severely damage the nervous systems, kidney and bones, and the reproductive and endocrine systems, and some of them are carcinogenic and neurotoxic. It is a generic term used to describe old, end-of-life electronic appliances such as computers, laptops, TVs, DVD players, Mobile Phones, MP-3 players etc. which have been disposed of by their original users. Though there is no generally accepted definition of E-waste, in most cases, E-waste comprises of relatively expensive and essentially durable products used for data processing, telecommunications or entertainment in private households and businesses. Public perception of E-waste is often restricted to a narrower sense, comprising mainly of end-of-life information and telecommunication equipment, and consumer electronics. However, technically electronic waste is only a subset of WEEE (Waste Electrical and Electronic Equipment). According to the Organization for Economic Cooperation and Development (OECD) any appliance using an electric power supply that has reached its end-of-life would come under WEEE. At macro-level, there are two ways to handle the E-Wastes: Disposal or Recycle/Refurbish.

DISPOSAL OF E- WASTE:

The anatomical architecture of computers are that, parts of, Microprocessor, Computer chip, monitor, circuit board, molded plastics make-up that gleam, think pad/ PC. At atomic level, the array of chemical constituents that make-up the computers are the trail of lead and cadmium, barium, poly chlorinated biphenyl etc. De-facto horror is that they all release highly toxic dioxins and furans under its own unfavorable conditions. Land filling E-waste, one of the most widely used methods of disposal, is prone to hazards because of leachate which often contains heavy water resources. Even state-of-the-art landfills are sealed to the long-term. Older landfill sites and uncontrolled dumps pose a much greater danger of releasing hazardous emissions. Mercury, Cadmium and Lead are among the most toxic leachate. Mercury, for example, will leach when certain electronic devices such as circuit breakers are destroyed. Lead has been found to leach from broken lead-containing glass, such as the cone glass of cathode ray tubes, from TVs and monitors. When brominated flame retarded plastics or plastics containing cadmium are land filled, both PBDE and cadmium may leach into soil and groundwater. In addition, landfills are also prone to uncontrolled fires which can release toxic fumes. Apparently, Land filling, the state-of-art disposal technique to manage E-wastes, in real sense is a Poisonous Pandora's Box. Landfills - underground facility, where all the wastes produced on planet are dumped and sealing it up in an engineered way that it doesn’t seep through air or ground. It's just like: Collect all the bloodiest-poisonest-devilish anacondas from Amazon and seal it up in an 'engineered' hood. It's easier to visualize the consequence if any delicate damage happens to the seal. There are hundreds of 'abandoned' landfills, upon which now the slender-tall buildings crops up, due to the real-estate boom. The under-ground scenario is permeation of leached wastes contaminates the ground water. Consumer electronics constitute 40 per cent of the lead found in landfills. The lead is treacherous that even if burn, stomp, or bury, will sustain its life cycle!

RECYCLING OF E- WASTE:

Specialized electronic recyclers strip-off essential re-usable components and incinerate the left-over in smelters. However, the end product is a metal stream, which is worth money based on the composition of the metals. It's got a lot of steel, aluminum and copper. The scrapped chunks could be recycled/ used, but it’s the least preferred, since the cost of recycling is not free. Either the Producer should inflate the cost of Greener- product or the government should provide subsidiaries for it. That's not a commercial equation which could be marketed since it’s not a producer's responsibility to give ultra-green products at a marketable cost. Added to that, due to regulations and pollution laws, it's often cheaper to export the scrap to Third world/needy countries where such laws, if they exist at all, are more lax than those in Canada and the United States. Cool, collect resourceful metals from the amalgamation of scraps! There are number of countries that make a huge business in the processing, recycling, smelting and disassembling of electronics, and pathetically it is done in an environmentally unfriendly manner.

Recyclable electronic waste is sometimes further categorized as a "commodity" while E-waste which cannot be reused is distinguished as "waste". Some activists define "Electronic waste" to include all secondary computers, entertainment devices, electronics, mobile phones and other items, whether they have been sold, donated, or discarded by their original owner. This definition includes used electronics which are destined for reuse, resale, salvage, recycling or disposal. Others define the reusable (working and repairable electronics) and secondary scrap (copper, steel, plastic, etc.) to be "commodities", and reserve the use of the term "waste" for residue or material which was represented as working or repairable but which was discarded by the buyer. Debate continues over the distinction between "commodity" and "waste" electronics definitions. Some exporters deliberately leave obsolete or non-working equipment mixed in loads of working equipment (through ignorance, or to avoid more costly treatment processes for 'bad' equipment). On the other hand, some importing countries specifically seek to exclude working or repairable equipment in order to protect domestic manufacturing markets. "White box" computers ('off-brand' or 'no name' computers) are often assembled by smaller scale manufacturers utilizing refurbished components. These 'white box' sales accounted for approximately 45 per cent of all computer sales worldwide, and are considered a threat to some large manufacturers, who therefore seek to classify used computers as 'waste'. Due to the difficulty and cost of recycling of used electronics as well as lacklustre enforcement of legislation regarding E-waste exports, large amounts of used electronics have been sent to countries such as China, India, and Kenya, where lower environmental standards and working conditions make processing E-waste more profitable. E-waste is imported as a second-hand goods.  In June 2008, a container of illegal electronic waste, destined from Port of Oakland in the US to Sanshui district in mainland China, was intercepted in Hong Kong by Greenpeace.

While a protectionist may broaden the definition of "waste" electronics, the high value of working and reusable laptops, computers, and components (e.g. RAM), can help pay the cost of transportation for a large number of worthless "commodities". Broken monitors, obsolete circuit boards, short circuited transistors, and other junk are difficult to spot in a containerload of used electronics. As the price of gold, silver and copper continue to rise, E-waste has become more desirable. E-waste roundups are used as fund spinner in some communities.Until such time as equipment no longer contains such hazardous substances, the disposal and recycling operations must be undertaken with great care to avoid damaging pollution and workplace hazards, and exports need to be monitored to avoid "toxics along for the ride".

Both types of E-waste have raised concern considering that many components of such equipment are considered toxic and are not biodegradable which can have an adverse impact on human health and the environment if not handled properly. Often, these hazards arise due to the improper recycling and disposal processes used. For example, Cathode Ray Tubes (CRTs) have high content of carcinogens such as lead, barium, phosphorus and other heavy metals. When disposed carefully in a controlled environment, they do not pose any serious health or environmental risk. However, breaking, recycling or disposing CRTs in an uncontrolled environment without the necessary safety precautions can result in harmful side effects for the workers and release toxins into the soil, air and groundwater. Another dangerous process is the recycling of components containing hazardous compounds such as halogenated chlorides and bromides used as flame-retardants in plastics, which form persistent dioxins and furans on combustion at low temperatures. Copper, which is present in printed circuit boards and cables, acts a catalyst for dioxin formation when flame-retardants are incinerated. The PVC sheathing of wires is highly corrosive when burnt and also induces the formation of dioxins. A study on burning printed wiring boards in India showed alarming concentrations of dioxins in the surroundings of open burning places reaching 30 times the Swiss guidance level.

There is an estimate that the total obsolete computers originating from government offices, business houses, industries and household is of the order of 2 million. Manufactures and assemblers in a single calendar year, estimated to produce around 1200 tons of electronic scrap. The obsolence rate of personal computers (PC) is one in every two years. The consumers find it convenient to buy a new computer rather than upgrading the old one due to the changing configuration, technology and the attractive offers of the manufacturers. Due to the lack of governmental legislations on E-waste, standards for disposal, proper mechanism for handling these toxic hi-tech products, mostly end up in landfills or partly recycled in a unhygienic conditions and partly thrown into waste streams. Computer waste is generated from the individual households; the government, public and private sectors; computer retailers; manufacturers; foreign embassies; secondary markets of old PCs. Of these, the biggest source of PC scrap is foreign countries that export huge computer waste in the form of reusable components. Electronic waste or E-waste is one of the rapidly growing environmental problems of the world. In India, the electronic waste management assumes greater significance not only due to the generation of our own waste but also dumping of E-waste particularly computer waste from the developed countries. With high extensity of using computers and electronic equipments and people dumping old electronic goods for new ones, the amount of E-Waste generated has been steadily increasing. At present Bangalore alone generates about 8000 tonne of computer waste annually and in the absence of proper disposal, they find their way to scrap dealers.

E-Parisaraa, an eco-friendly recycling unit on the outskirts of Bangalore which is located in Dobaspet industrial area, about 45 Km north of Bangalore, makes full use of E-Waste since August 2005. KSPCB approved, E-Parisaraa represents in the National TASK FORCE on e-waste constituted by MoEF. E-Parisaraa works closely with GTZ of Germany and EMPA of Switzerland. The plant which is India’s first scientific E-waste recycling unit will reduce pollution, landfill waste and recover valuable metals, plastics and glass from waste in an eco-friendly manner. E-Parisaraa has developed a circuit to extend the life of tube lights. The circuit helps to extend the life of fluorescent tubes by more than 2000 hours. If the circuits are used, tube lights can work on lower voltages. The initiative is to aim at reducing the accumulation of used and discarded electronic and electrical equipments.

India as a developing country needs simpler, low cost technology keeping in view of maximum resource recovery in an environmental friendly methodology. E-Parisaraa, deals with practical aspect of E -waste processing by hand. Phosphorus affects the display resolution and luminance of the images that is seen in the monitor.
An eco-friendly methodology for reusing, recycling and recovery of metals, glass and plastics with non-incineration methods has been developed. The hazardous materials are segregated separately and send for secure land fill for ex.: phosphor coating, LED’s, mercury etc. We have the technology to recycle most of the E-waste and only less than one per cent of this will be regarded as waste, which can go into secure landfill planned in the vicinity by the HAWA project.

THE CHALLENGES:

The challenges of managing E-waste in India are very different from those in other countries, both the developed and developing. No doubt, there can be several shared lessons; the complexity of the E-waste issue in India, given its vast geographical and cultural diversity and economic disparities, makes WEEE management challenges a quite unique. A few of these are:    

• Rapidly increasing E-waste volumes, both domestically generated as well as through imports. Imports are often disguised as second-hand computer   

     donations towards bridging the digital divide or simply as metal scrap.

• No accurate estimates of the quantity of E-waste generated and recycled.
• Low level of awareness amongst manufacturers and consumers of the hazards  

      of   incorrect E-waste disposal.

• Widespread E-waste recycling in the informal sector using rudimentary        

      techniques such as acid leaching and open air burning resulting in severe  

      environmental damage

• E-waste workers have little or no knowledge of toxins in E-waste and are    

           exposed to serious health hazards.

• Inefficient recycling processes result in substantial losses of material value.
• ‘Cherry-picking’ by recyclers who recover precious metals and improperly

              dispose of the rest

THE STATUS:

The first comprehensive study to estimate the annual generation of E-waste in India and answer the questions above is being undertaken up by the National WEEE Taskforce. The preliminary estimates suggest that total WEEE generation in India is approximately 1, 46,000 tonne per year. The top states in order of highest contribution to WEEE include Maharashtra, Andhra Pradesh, Tamil Nadu, Uttar Pradesh, West Bengal, Delhi, Karnataka, Gujarat, Madhya Pradesh and Punjab. The city wise ranking of largest WEEE generators is Mumbai, Delhi, Bangalore, Chennai, Kolkatta, Ahmedabad, Hyderabad, Pune, Surat and Nagpur. An estimated 30,000 computers become obsolete every year from the IT industry in Bangalore alone simply due to an extremely high obsolescence rate of 30 per cent per annum.Almost 50 per cent of the PC's sold in India are products from the secondary market and are re-assembled on old components. The remaining market share is covered by multinational manufacturers (30 per cent) and Indian brands (20 per cent).Three categories of WEEE account for almost 90 per cent of the generation: Large Household appliances: (42 per cent), Information and Communications Technology equipment: (34 per cent), Consumer Electronics: (14 per cent).

Over 2,000 trucks ferry E-waste in a clandestine manner and dump it in Delhi’s scrap yards at various locations, particularly Turkman Gate, Shastri Park, Loni, Seelampur and Mandoli. This E-waste primarily comes from Maharashtra, Tamil Nadu and Karnataka and if Delhi were to protect itself from such hazardous waste then it would have to bring an effective legislation to prevent entry of child labour into its collection, segregation and distribution. More than 6,000 children in the age group of 10 to 15 years are engaged in various E-waste activities without adequate protection and safeguards. They operate from various yards and recycling workshops. Three States that send waste to Delhi generate over 25,000 tonne of E-waste through various industrial activities. In a discreet arrangement with transporters they dump around 50 per cent of it at different places in Delhi. E-waste imported into Mumbai, Chennai, and Bangalore usually makes its way to Delhi as there is a ready market for glass and plastic in the National Capital Region. In fact, waste from Mumbai constitutes a bulk of the 60 to 70 tones discarded electronics that land in Delhi’s scrap yards everyday. It has also estimated that Delhi alone gets 25 per cent of the E-waste generated in the developed world which comes through cheaper imports. Such is the scale of the menace that it has now acquired the dimension of an industry that employs nearly 30,000 workers in various scrap yards and unauthorized recycling units. The States sending E-waste to Delhi should develop their own scrap yards. Noting that the NCR has over 40,000 industrial and medical units responsible for generating the waste, Delhi Government should plant around 20 lakh saplings every year. Currently, a mere 5 per cent of

E-waste recycled in the country is recycled by the handful of formal recyclers and the rest is recycled by the informal recyclers. The E-waste recycled by the formal recyclers is done under environmentally sound practices which ensure that damage is minimized to the environment.  They also adopt processes so that the workforce is not exposed to toxic and hazardous substances released during recycling process.  But they cannot match either the reach or the network of the informal recyclers used for sourcing of old electrical and electronic items from business as well as individual households. The items are collected, segregated and the ones that cannot be sold as it is are further dismantled by the informal recyclers.  The final step is recycling which is mainly manual using simple tools like hammer, screw driver etc and by the use of rudimentary techniques lie burning of wires in the open, using acid bath for extraction of precious metals. Furthermore, these activities are carried out without wearing any protective gear like masks, gloves etc. In the absence of suitable processes and protective measures, recycling E-waste results in toxic emission to the air, water, soil and poses a serious environmental and heath hazards. Thus the challenges are many fold: environmental and health hazards; lack of awareness amongst various stakeholders including public at large; investment required for setting up of state-of-art waste management facilities; monitoring and reporting of the E-waste generated and most importantly reconciling technological advancement with sustainable development.

THE PROBLEMS 

If treated properly, electronic waste is a valuable source for secondary raw materials. However, if not treated properly, it is a major source of toxins and carcinogens. Rapid technology change, low initial cost and planned obsolescence have resulted in a fast growing problem around the globe. Technical solutions are available but in most cases a legal framework, a collection system, logistics and other services need to be implemented before a technical solution can be applied. Electronic waste represents only 2 per cent of America's trash in landfills, but it equals 70 per cent of overall toxic waste. Due to higher reuse and repair capability, as well as lower environmental standards and working conditions, markets for used electronics have expanded in China, India, Kenya, and elsewhere. Generally, the cost of transport is covered by legitimate reuse and repair value. However, there is a disincentive to screen out electronic waste, which requires additional staff as well as environmental liabiity in the (developed) generator country. Demand is also strong where there is copper and aluminum and plastic smelting. Guiyu in the Shantou region of China, and Delhi and Bangalore in India, all have electronic waste processing areas. Uncontrolled burning, disassembly, and disposal are causing environmental and health problems, including occupational safety and health effects among those directly involved, due to the methods of processing the waste. Trade in electronic waste is controlled by the Basel Convention. However, the Basel Convention specifically exempts repair and refurbishment of used electronics in Annex IX.

Electronic waste is of concern largely due to the toxicity and carcinogenicity of some of the substances if processed improperly. Toxic substances in electronic waste may include lead, mercury, cadmium. Carcinogenic substances in electronic waste may include polychlorinated biphenyls (PCBs). A typical computer monitor may contain more than 6 per cent lead by weight, much of which is in the lead glass of the CRT. Capacitors, transformers, PVC insulated wires, PVC coated components that were manufactured before 1977 often contain dangerous amounts of polychlorinated biphenyls. Up to thirty-eight separate chemical elements are incorporated into electronic waste items. The unsustainability of discarding electronics and computer technology is another reason for the need to recycle – or perhaps more practically, reuse – electronic waste.

Electronic waste processing systems have matured in recent years following increased regulatory, public, and commercial scrutiny, and a commensurate increase in entrepreneurial interest. Part of this evolution has involved greater diversion of electronic waste from energy intensive, down-cycling processes (eg. conventional recycling) where equipment is reverted to a raw material form. This diversion is achieved through reuse and refurbishing. The environmental and social benefits of reuse are several: diminished demand for new products and their commensurate requirement for virgin raw materials (with their own environmental externalities not factored into the cost of the raw materials) and larger quantities of pure water and electricity for associated manufacturing, less packaging per unit, availability of technology to wider swaths of society due to greater affordability of products, and diminished use of landfills.

Challenges remain, when materials cannot or will not be reused, conventional recycling or disposal via landfill often follow. Standards for both approaches vary widely by jurisdiction, whether in developed or developing countries. The complexity of the various items to be disposed of, cost of environmentally sound recycling systems, and the need for concerned and concerted action to collect and systematically process equipment are the resources most lacked -- though this is changing. Many of the plastics used in electronic equipment contain flame retardants. Generally halogens are added to the plastic resin, making the plastics difficult to recycle.

In developed countries, E-waste processing usually first involves dismantling the equipment into various parts — metal frames, power supplies, circuit boards, and plastics — manuallly. Alternatively, material is shredded, and sophisticated expensive equipment separates the various metal and plastic fractions, which then are sold to various smelters and or plastics recyclers. A typical electronic waste recycling plant as found in some industrialized countries combines the best of dismantling for component recovery with increased capacity to process large amounts of electronic waste in a cost effective-manner. Material is fed into a hopper, which travels up a conveyor and is dropped into the mechanical separator, which is followed by a number of screening and granulating machines. The entire recycling machinery is enclosed and employs a dust collection system. However, a growing trend in the field of E-Waste management is reuse. Reuse is actually preferable to recycling because it extends the lifespan of a device. The devices will need to be recycled at some point, they say, but by allowing others to purchase these used electronics, recycling can be postponed and value gained from use of the device. There is no reason to condemn electronics to recycling if they still have value.

TRENDS IN DISPOSAL AND RECYCLING:

As the price of gold, silver and copper continue to rise, E-waste has become more desirable. E-waste roundups are used as fund raises in some communities. In the 1990s some European countries banned the disposal of electronic waste in landfills. This created an E-waste processing industry in Europe.The European Union further advance E-waste policy by implementing the Waste Electrical and Electronic Equipment Directive in 2002 which holds manufacturers responsible for E-waste disposal at the end-of-life. Similar legislation has been enacted in Asia, with E-waste legislation in the United States limited to the state level due to stalled efforts in the United States Congress regarding multiple E-waste legislation bills. In the meantime, several states have passed their own laws regarding electronic waste management. California was the first state to enact such legislation, followed by Maryland, Maine, Washington and Minnesota. More recently, legislatures in Oregon and Texas passed their own laws.Due to the difficulty and cost of recycling used electronics as well as lacklustre enforcement of legislation regarding e-waste exports, large amounts of used electronics have been sent to countries such as China, India, and Kenya, where lower environmental standards and working conditions make processing e-waste more profitable.

In Switzerland the first electronic waste recycling system was implemented in 1991 beginning with collection of old refrigerators. Over the years, all other electric and electronic devices were gradually added to the system. Legislation followed in 1998 and since January 2005 it has been possible to return all electronic waste to the sales points and other collection points free of charge. There are two established PROs (Producer Responsibility Organizations): SWICO mainly handling electronic waste and SENS mainly responsible for electrical appliances. The total amount of recycled electronic waste exceeds 10 kg per capita per year.

The European Union has implemented a similar system under the Waste Electrical and Electronic Equipment Directive which has now been transposed in national laws in all member countries of the European Union. The WEEE directive was designed to make equipment manufacturers financially or physically responsible for their equipment at its end-of-life under a policy known as Extended Producer Responsibility (EPR). EPR was seen as a useful policy as it internalized the end-of-life costs and provided a competitive incentive for companies to design equipment with less costs and liabilities when it reached its end-of-life. However the application of the WEEE directive has been criticized for implementing the EPR concept in a collective manner and thereby losing the competitive incentive of individual manufacturers to be rewarded for their green design. The electronics manufacturers became financially responsible for compliance to the WEEE directive since August 2005 vide which every country has to recycle at least 4 kg of E-waste per capita per year by the end of 2006 – and with one or two years' lag for the new EU members. Recently, some states in the US developed policies banning CRTs from landfills due to the fear that the heavy metals contained in the glass would eventually leach into groundwater. Circuit boards also contain considerable quantities of lead-tin solders and are even more likely to leach into groundwater or become air pollution if managed in an incinerator. Indeed, a policy of "diversion from landfill" has been the driver for legislation in many states requiring higher and higher volumes of E-waste to be collected and processed separately from the solid waste stream. Today the E-waste recycling business is a big and rapidly consolidating business. Unfortunately, increased regulation of E-waste and concern over the environmental harm which can result from toxic E-waste has raised disposal costs. This has had the unforeseen effect of providing brokers and others calling themselves recyclers with an incentive to export the E-waste to developing countries. This form of toxic trade was first exposed by the Basel Action Network (BAN) in their 2002 report and film entitled "Exporting Harm: The High-Tech Trashing of Asia".Exporting Harm placed a spotlight on the global dumping of electronic waste, primarily from North America in a township area of China known as Guiyu. To this day in Guiyu, thousands of men, women and children are employed, in highly polluting, primitive recycling technologies, extracting the metals, toners, and plastics from computers and other E-waste. United States has not ratified the Basel Convention or the Basel Ban Amendment, and has no domestic laws forbidding the export of toxic waste. According to BAN estimates about 80 per cent of the E-waste directed to recycling in the US does not get recycled there at all, but is put on container ships and sent to countries such as China.

Exporting E-toxic wastes to Third World Countries could be a quite embarrassing but convenient solution to USA and Canada. Very simple rationale: Easy to smuggle the sources of wastes and utter, "Unexplained losses"; Cost of transporting is meager to the costs/risks in living with toxic pollutants; Could keep its Landfills toxic-waste-free and meeting the US-EPA clean-up and health standards. The export is done under the banner of "Recycling E-Waste" technology as a trend-setting environ-trade. Recycling needs to be done at high-cost under protective conditions, that it doesn’t impair the health/environ-conditions of the recycler. But the Third World Country-recyclers are just happy enough to do 'any' Foreign-Based Business; It's easy for them to eyewash their governments and do things as carelessly as possible. Apparently, they waive-off the standards of recycling-technology and pollute themselves.

In developed countries,E-waste processing usually first involves dismantling the equipment into various parts — metal frames, power supplies, circuit boards, and plastics manually. Alternatively, material is shredded, and sophisticated expensive equipment separates the various metal and plastic fractions, which then are sold to various smelters and or plastics recyclers. From 2004 the state of California introduced a Electronic Waste Recycling Fee on all new monitors and televisions sold to cover the cost of recycling, which was adjusted on July 1, 2005 in order to match the real cost of recycling. The amount of the fee depends on the size of the monitor. Canada has also begun to take responsibility for electronics recycling by introducng a fee similar to that of California to the cost of purchasing new televisions, computers, and computer components in British Columbia wth effect from August 2007. The new legislation made recycling mandatory for all of those products.

A typical electronic waste recycling plant as found in some industrialized countries combines the best of dismantling for component recovery with increased capacity to process large amounts of electronic waste in a cost effective-manner. Material is fed into a hopper, which travels up a conveyor and is dropped into the mechanical separator, which is followed by a number of screening and granulating machines. The entire recycling machinery is enclosed and employs a dust collection system. The European Union, South Korea, Japan and Taiwan have already demanded that sellers and manufacturers of electronics be responsible for recycling 75 per cent of them.

A growing trend in the field of E-Waste management is reuse. Advocates of this strategy, contend that reuse is actually preferable to recycling because it extends the lifespan of a device. The devices will need to be recycled at some point, but by allowing others to purchase these used electronics, recycling can be postponed and value gained from use of the device. There is no reason to condemn electronics to recycling if they still have value. Many Asian countries have legislated, or will do so, for electronic waste recycling.The United States Congress is considering a number of electronic waste bills including the National Computer Recycling Act, which has continually stalled. Meanwhile, several states have passed their own laws regarding electronic waste management. California was the first state to enact such legislation, followed by Maryland, Maine, Washington and Minnesota. More recently, legislatures in Oregon and Texas passed their own laws.

It's an astonishing number that will send millions of pounds of lead to landfills or overseas. Non-digital TVs contain up to eight pounds of lead, which is a potent neurotoxin. While new digital flat screen TVs don't have lead, they do contain mercury, another neurotoxin. "It's no longer illegal in the U.S. to export E-waste (electronic waste) to developing countries. Changes in rules and regulations in recent years to the Resource Conservation and Recovery Act, administered by the U.S. Environmental Protection Agency, have created an "appalling system that makes it easy to dump E-waste on the developing world". The act states that exports of hazardous waste can only go forward after the receiving country has officially agreed to accept it.
However, loopholes and exemptions mean hardly any E-waste is considered hazardous and is therefore legal for export without informing recipient countries. Just recently, changes by the Bush administration allows computer monitors and TVs that all contain mercury and lead to be exported as long as they are going for recycling. Despite being the largest producer of E-waste, the U.S. has refused to sign the international Basel Convention to prevent the transfer of hazardous waste from developed to developing countries.

THE TAKE BACK SERVICE:

Even as India heads for a looming E-waste crisis, most of the global electronic brands have no functioning E-waste take-back services in India. Greenpeace examined the policy-and-practice on E-waste take-back offered by 20 E-brands in India and found that only one global brand (Acer) and two India brands (HCL and Wipro) have take-back services in India. HCL and WIPRO are ahead of most of their counterparts in implementing their take-back service on the ground, even in the absence of legislation. According to Greenpeace, big brands like Nokia, LG Electronics and Motorola are still not able to make their take back service in India fully operational. Many of these brands are providing a voluntary take-back service in other countries. HP, along with Dell and Lenovo, is involved in green-wash, as their take-back service is completely non-existent on ground. With the exception of two brands (Acer and HCL), no other brand has come out publicly on the issue of supporting E-waste legislation in India. The findings of Greenpeace study are absolutely shocking. It seems that E-waste Takeback in India is in no way a priority for global brands; otherwise, how can one explain the irresponsible conduct of brands like Sony, Sony Ericsson, Toshiba, Samsung and Philips, which have no take-back service in India whatsoever? Legislation embracing Producer Responsibility for E-waste is already in force in the EU, Japan, Korea, Taiwan and some US states. Responsible companies is expected to treat all their customers globally in the same way and offer take-back and recycling services wherever their products are sold – not just in countries where this is a legal requirement. Those brands which have no policy for take-back in India, must immediately announce such service without any lapse. And those brands whose take-back service is not working on the ground need to tighten the noose. These measures need to be backed by policy based on IPR (Individual Producer Responsibility) that provides for the entire life cycles of a product.

To get around this problem, collection targets are needed. WEEE Directive sets collection, recycling and recovery targets for all types of electrical goods and makes manufacturers responsible for disposal. The collection rate are of around 60 per cent for small appliances like MP3 players and hairdryers, as well as for medium-sized audio equipment, microwaves and televisions and 75 per cent for large appliances like refrigerators and washing machines. There are major environmental benefits in collecting 75 per cent of old refrigerators which contain chlorofluorocarbons (CFCs) -- a chemical that eats away the ozone layer and is a highly potent greenhouse gas. Achieving that target would save the equivalent of roughly 34 million tonne of CO₂ from entering the atmosphere. Considered the best E-waste programme in the world, it's not working all that well. Only about 25 per cent of Europe's medium-sized household appliances and 40 per cent of larger appliances are collected for salvage and recycling. Small appliances, with a few exceptions, are close to zero per cent the collection rates are very poor in Europe. People simply aren't aware of the dangers and throw their used goods away. The low collection rates suit manufacturers quite well because they have much less to recycle. No one is really responsible for collection. Manufacturers say they can't make people bring back their E-waste and in reality, manufacturers don't want it back because there are costs associated with recycling. And major efforts are needed to increase public awareness of the need to properly recycle E-waste. Manufacturers can figure out how to get us to buy their products, they could find ways to get us to bring them back. Electronics giant Sony has already agreed and will now take back old TVs at 75 retail stores free of charge. All major manufacturers and retailers should join Sony on this.

WeP formulated a Green strategy to enter into recycling of IT Hardware products and has commenced this activity through its Long Life IBU where IT consumables like print head, toner cartridges etc. are being recycled to reduce IT waste in the environment. In addition to this, they have entered into an agreement to give their waste to the only Pollution Control Board authorized E-waste recycler in India. WeP has also an advantage of taking a lead in E-waste management and hence can distinguish itself as a responsible player in the market. Apart from internal initiatives ensuring safe E-waste management practices, WeP launched Bangalore wide citizens programme in April last year. An awareness campaign was started henceforth targeting citizens, corporation and schools.  This is a simplistic set up of special collection centers across the city to institutionalize segregation and collection of compact discs, floppy discs and dry cell batteries. Although the initiative started as a network of 10 centers placed at prominent shopping areas in the city, they have around 150 collection centers in schools, colleges, offices, apartments and commercial establishments in Bangalore. They have received an encouraging response throughout the year and are committed towards an eco-friendly, financially viable and socially acceptable E-waste management system for Bangalore. WeP has been exporting its Printers to European market since 2001 and has been in the forefront of conformance with RoHS (Restrict the use of Hazardous Substance) – an Environmental Legislations adopted by the EU. WeP has proactively taken up this initiative – with a commitment to extent the programme to all products manufactured by WeP without any regulatory pressure, as there is no similar mandatory provision in Indian laws.
The objective was very clear:

Creating Environmental Values amongst the Leaders of Tomorrow

LEGISLATIVE FRAMEWORK:

Environment protection and its preservation is today the major concern all over the world. The environment proves that all the human activities are inter-connected. An environmental damage within the boundaries of one state has trans-border ramifications. While the scientific and technological progress of man has invested him with immense power over nature, it has also resulted in the tactless use of the power, and endless encroachment of nature. The worst nightmare of this helpless situation is the growth of electronic waste in India. There is no expressed legislation in India that is taking care of E-waste in India. The Government of India has reiterated its commitment to Waste Minimization and Control of Hazardous Wastes, both nationally and internationally. The general environmental laws are indirectly touching the aspects of E-waste.

The Basel Convention on the Control of Transboundary Movement of Hazardous Wastes and Disposal was signed by India on 15th March 1990 ratified and acceded to in 1992 and amended in 2003. A ratification of this convention obliges India to address the problem of transboundary movement and disposal of dangerous hazardous wastes through international cooperation. As per the Basel Convention, India cannot export hazardous wastes listed in Annex VIII of the Convention from the countries that have ratified the ban agreement. However, the convention agreement does not restrict the import of such wastes from countries that have not ratified the Basel Convention. It is through the orders of the Hon. Supreme Court that the import of such wastes is now banned in the country. The legal basis therefore, is regulated in the “Hazardous Waste Management and Handling Rules (1989 / 2000/2003 amended)”. This document also controls the import of hazardous waste from any part of the world into India. However, import of such waste may be allowed for processing or reuse as raw material. There is no specific legislation pertaining to the management of E-waste so far. Therefore, the issues of E-waste in India are indirectly and remotely covered by laws like Hazardous Wastes (Management and Handling) Rules, 1989/2000/2003, DGFT Exim Policies, etc. This raises an important question about the management and regulation of E-waste in India. There should be some authority that must be empowered to deal with E-waste in India. In April 2008, Ministry of Environment and Forests has issued Guideline’s for environmentally sound management of E-waste. The spirit behind these guidelines is to address sustainable development concerns in accordance with the National Environment Policy (NEP) 2006. It focuses on need to facilitate the recovery and/or reuse of useful material from waste generated from a process and/or from the use of any material thereby reducing the waste destined for final disposal and to ensures environmentally sound management of all materials.

It also lays down that under Rule 3, “Definitions”, of the Hazardous Waste Management Rules 2003, E-waste in Indian context can be defined as Waste Electrical and Electronic Equipments including all components, sub assemblies and their fractions except batteries, falling under Schedule 1, Schedule 2 and Schedule 3 of these rules.  The objectives of these guidelines is to provide guidance for identification of various sources of waste electrical and electronic equipments( E-waste) and prescribed procedures for handling E-waste in an environmentally sound manner.  These guidelines are reference document for the management, handling and disposal of E-waste.  They provide the minimum practice required to be followed in the management of E-waste.

THE STRATEGY:

A multi-pronged strategy is required to handle the problem at various levels- individual, institutional, business, government and policy level. Measures taken to extend the useful life span of devices, to reuse them and to eliminate toxic products in their composition can help in limiting the impact on the environment.  Expanding the useful life span of a device may include repairing it, upgrading it, offering it those who require devices with less functionality or selling it in the second hand market. The increasingly short life span of the electrical or electronic devices either by choice or design results in huge waste of natural resources and the same can be avoided by extending the useful life span.  There is definite need to create public awareness on the subject and to make them also aware about not dumping the E-waste with other types of waste.

The Energy Research Institute is responsible for kick-starting a program that lays out organizational procedures for E-waste recycling in partnership with various non-governmental organizations, independent bodies and governmental bodies, including the Indian Ministry of Environment and Forests as well as the Central Pollution Control Board. The existing provisions and initiatives of Indian government are not sufficient to curb the menace of e-waste in India. India needs to consider this issue seriously and must enact laws in conformity with the requirements of the present society. Harmonization of the issues of ecology and a developmental need of the society is need of the hour. On one hand we must encash the benefits of information technology whereas on the other hand we must have in place a strong and safe E-waste disposal and management system in India. Ignoring either of them is not a wise option. India must concentrate upon the model of ‘sustainable development’ where the conflicting interests of societal development and environmental degradation are reconciled for the common betterment of the society. No doubt, the task is difficult but the need of E-waste regulation and management in India is more pressing. Therefore, all our actions should be guided by sustainable development principle which has been very aptly defined in the World Commission on Environment and Development (WCED) report commonly known as Brundtland Report on 1987 as development that meets the needs of the present without compromising the ability of future generation to meet their own needs.

The imperatives of the scenario demand that the Government should promulgate an all-embracing national E-waste Management law, and an all-encompassing policy thereunder, for substituting the existing Hazardous Waste (Management and Handling) Rules 2003. Initiate the process for complete national level assessment, covering all the cities and all the sectors. Such base line study must envelope inventories, existing technical and policy measures required for emergence of national E-waste policy/strategy and action plan for eco-friendly, economic E-waste management.  The study should also culminate in identifying potentially harmful substances and testing them for adverse health and environmental effects for suggesting precautionary measures. Create a public-private participatory forum of decision making, problem resolution in E-waste management comprising Regulatory Agencies, NGOs, Industry Associations, experts etc. to keep pace with the temporal and spatial changes in structure and content of E-waste.  Create knowledge data base on end of useful life determination, anticipating the risks, ways of preventing and protecting from likely damage and safe and timely disposal of E-waste.  Information, Education and Communication (IEC) activities in schools, colleges, and industry etc. are promoted to enhance the knowledge base on E-waste management using the PPP mode. Creation of data base on best global practices and failure analyses for development and deployment of efficacious E-waste management and disposal practices within the country be adopted. Device ways and means to encourage beneficial reuse/recycling of E-waste, catalyzing business activities that use E-waste. Formulate and regulate occupational health safety norms for the E-waste recycling, now mainly confined to the informal sector. Review the trade policy and Exim classification codes to plug the loopholes often being misused for cross-border dumping of E-waste into India.  Insist on stringent enforcement against wanton infringement of Basel convention and E-waste dumping by preferring incarceration over monetary penalties for demonstrating deterrent impact. Foster partnership with manufacturers and retailers for recycling services by creating an enabling environment so as to dispose E-waste scientifically at economic costs. Mandate sustained capacity building for industrial E-waste handling for policy makers, managers, controllers and operators.  Enhance consumer awareness regarding the potential threat to public health and environment by electronic products, if not disposed properly.   Enforce labeling of all computer monitors, television sets and other household/industrial electronic devices for declaration of hazardous material contents with a view to identifying environmental hazards and ensuring proper material management and E-waste disposal. Announce incentives for growth of E-waste disposal agencies so that remediation of environmental damage, threats of irreversible loss and lack of scientific knowledge do not any more pose hazards to human health and environment.  Simultaneously, as a proactive step, municipal bodies must be involved in the disposal of e-waste at least it becomes too late for their intervention, should large handling volumes necessitate it. Consider gradual introduction of enhanced producer responsibility into Indian process, practices and procedures so that preventive accountability gains preponderance over polluter immunity. An ideal thing is:

Innovate smart eco-friendly materials for chips and processors

That leads the future legacy of greener-high-tech revolution.

References

1.  UCN. 2006. The Future of Sustainability: Re-thinking Environment and Development in the Twenty-first Century. Report of the IUCN Renowned Thinkers Meeting, 29-31 January, 2006
2. United Nations. 1987."Report of the World Commission on Environment and Development." General Assembly Resolution 42/187, 11 December 1987. Retrieved: 2007-04-12
3. Smith, Charles and Rees, Gareth (1998). Economic Development,. Basingstoke: Macmillan.
4. Stivers, R. 1976. The Sustainable Society: Ethics and Economic Growth. Philadelphia: Westminster Press.
5. Meadows, D., Meadows, D. L., Randers, J., & Behrens, W. 1971. The Limits to Growth. New York: Universe Books.
6. Daly, H. E. 1973. Towards a Steady State Economy. San Francisco: Freeman.  
7.  Daly, H. E. 1991. Steady-State Economics (2nd ed.). Washington, D.C.: Island Press.
8. WHO 2005 World Summit Outcome Document, World Health Organization 15 September 2005
9. Hasna, A. M. (2007). "Dimensions of sustainability". Journal of Engineering for Sustainable Development: Energy, Environment, and Health 2 (1): 47–57. 

10.  United Nations Division for sustainable Development. Documents: Sustainable Development Issues Retrieved: 2007-05-12

11.  Boulanger, P. M. (2008) “Sustainable development indicators: a scientific challenge, a democratic issue”, S.A.P.I.EN.S. 1 (1)

12.  Dyllick, T. & Hockerts, K. 2002. Beyond the business case for corporate sustainability. Business Strategy and the Environment, 11(2): 130-141 

13.  Cohen, B. & Winn, M. I. 2007. Market imperfections, opportunity and sustainable entrepreneurship. Journal of Business Venturing, 22(1): 29-49.

14.  Schaltegger, S. & Sturm, A. 1998. Eco-Efficiency by Eco-Controlling. Zürich:

15.   DeSimone, L. & Popoff, F. 1997. Eco-efficiency: The business link to sustainable development. Cambridge: MIT Press.

16.  Dyllick, T. & Hockerts, K. 2002. Beyond the business case for corporate sustainability. Business Strategy and the Environment, 11(2): 130-141.

17.   Dyllick, T. & Hockerts, K. 2002. Beyond the business case for corporate sustainability. Business Strategy and the Environment, 11(2): 130-141.

18.  Barbier, E.,1987. The Concept of Sustainable Economic Development. Environmental Conservation, 14(2):101-110

19.  Pearce, D., A. Markandya and E. Barbier,1989. Blueprint for a green economy, Earthscan, London, Great Britain

20.  Hamilton, K., and M. Clemens,1999. Genuine savings rates in developing countries. World Bank Econ Review, 13(2):333–56

21.  Dasgupta, P. 2007. The idea of sustainable development,Sustainability Science, 2(1):5-11

22.         Heal, G., 2009. Climate Economics: A Meta-Review and Some Suggestions for Future Research, Review of Environmental Economics and Policy, 3(1):4-21

22.  Ayong Le Kama, 2001 A.D. Ayong Le Kama, Sustainable growth renewable resources, and pollution, Journal of Economic Dynamics and Control, 25:1911–1918

23.   Endress,L., J. Roumasset, and T. Zhou. 2005. Sustainable Growth with Environmental Spillovers,"Journal of Economic Behavior and Organization," 58(4):527-547,

24.   Stavins, R., A. Wagner, G. Wagner Interpreting Sustainability in Economic Terms: Dynamic Efficiency Plus Intergenerational Equity, Economic Letters, 79:339-343

25.   Arrow KJ, P. Dasgupta, L. Goulder, G Daily, PR Ehrlich, GM Heal, S Levin, K-G Maler, S Schneider, DA Starrett, B Walker. 2004. Are we consuming too much? Journal of Economic Perspectives, 18(3):147–172

26.  Asheim, G. 1999. Economic analysis of sustainability. In: W.M. Lafferty and O. Langhalle, Editors, Towards Sustainable Development, St. Martins Press, New York, p. 159

27.   Pezzey, J. 1989. Economic Analysis of Sustainable Growth and Sustainable Development, Environmental Department Working Paper No. 15, World Bank.

28.  Pezzey, J. (1997). "Sustainability constraints versus 'optimality' versus intertemporal concern, and axioms versus data”. Land Economics 73 (4): 448–466

29.   Barbier, E. 2007 Natural Resources and Economic Development, Cambridge University Press

Annex-1

List of substances contained in electronic waste 

Substances in bulk

Epoxy resins, fibre glass, Polychlorinated biphenyls (PCBs), polyvinyl chloride (PVC), and thermosetting plastics.

Elements in bulk 

             Lead, tin, copper, silicon, beryllium, carbon, iron and aluminium

Elements in small amounts 

                                       Cadmium, mercury, thallium

Elements in trace amounts

Americium, antimony, arsenic, barium, bismuth, boron, cobalt, europium, gallium, germanium, gold, indium, lithium, manganese, nickel, niobium, palladium, platinum, rhodium, ruthenium, selenium, silver, tantalum, terbium, thorium, titanium, vanadium, and yttrium.

Annex 2: Environmental and Health Hazards of WEEE

Solapur University has advt fulltime regular requirement for the post of Prof, Assot Prof and Asst Prof in the various Dept, including Environmental Science.

Last date is 26/5/2011.

Pl visit the university website for more detials:

http://su.digitaluniversity.ac/content.aspx?ID=139

Environmental Science Vacancy

Ravindra Gavali

Dear all,

 As i have observed in many cases Trees have been cutting and Removing like any thing (in the name of Development & civilisation)when ever any new project/work  starts the first kind of work is to cut trees.insteaded of cutting cant we shift them for the corners of the site/ planning sholud be in a way that the minimal no of trees has been cut.

one law must be enforced for protection of trees

we all should encourage for Green development which is sustainable. 

how best we can solve this issue?

Assistant Coordinator/Sr. Researcher for EIA and South Asia Programme

The Centre for Science and Environment, an established research and advocacy institute needs Assistant Coordinator and Researcher for its Environment Impact Assessment (EIA), Social Impact Assessment (SIA) training programme and various activities in South Asia. Job would entail organising training programmes and undertaking research for preparing training module.

He/she should be comfortable in interacting with people and giving presentations. Knowledge of environmental law, preparation of sector specific guideline/manuals, environment enforcement and compliance, monitoring procedures, industrial pollution and experience in conducting capacity building programmes is required. People with working experience in Pollution Control Boards will be preferred. Competency in English speaking and writing skills is must. Candidate must be willing to travel, network and report on issues.

Assistant Coordinator

Post Graduates in environmental science or management or environmental law, engineering graduate with minimum 2 to 4 years experience may apply.

Sr. Researcher

Post Graduates/Graduates in environmental science or management or environmental law, engineering graduate with experience of 0-2 years may apply.

Salary will be commensurate with qualifications and experience.

Please mention the post applied for in the subject line and email your applications to jgupta@cseindia.org, sujit@cseindia.org

or

Post your application to:

Ms. Jagdeep Gupta,
Executive Director – Planning & Operations
Centre for Science and Environment
41, Tughlakabad Institutional Area,
New Delhi-110062
Tel: +91 (011)-29955124, 29955125, 29956394
Fax: +91 (011) 29955879
E-mail: jgupta@cseindia.org

N.P: Only short listed candidates will be intimated

Dear all

Varanasi is famous for river Ganga, which is being polluted due to the discharge of several urban drains. I want a decentralised solution for drain water management so as to minimize the load on Sewage Treatment Plant due to their low capacity.

Reuters quoted Key facts from the upcoming IPCC report today. Out of the Total Global Energy production 12.9% comes from Renewable energy.  Biomass energy is its top contributor at 10.2 %. So, the bragging rights for renewable energy still comes from cutting trees and using agricultural produce for Biofuels! Those are not renewables in the true sense for me! A scary scenario.

After all the hoopla and the effort of the environmentalsts, true renewables like the sun and the wind still accounts for nothing. Time for environment professionals and scientists to really work hard and come up with some ground breaking technology and innovations. Just another report painting a rosy picture for 2050 is still too distant for me!

Would appreciate the thoughts of members of Indian Environment Network.

-----------------------------

(Reuters) - Following are findings by the United Nations' Intergovernmental Panel on Climate Change (IPCC) in a draft report about renewable energy (RE). 

TOTALS - RE accounted for 12.9 percent of global primary energy supply in 2008. The top contributor was biomass (10.2 percent) -- mainly firewood used in developing nations -- ahead of hydropower (2.3), wind (0.2), direct solar energy and geothermal (0.1 each) and ocean (0.002 percent).

RECENT EXPANSION - Of about 300 gigawatts of new electricity generating capacity added globally in 2008 and 2009, 140 GW came from RE. Developing countries host more than 50 percent of global RE power generation capacity, with China adding more capacity than any other country in 2009.

OUTLOOK - "Studies have consistently found that the total global technical potential for RE is substantially higher than both current and projected future global energy demand." Solar power has the highest technical potential.

Go to the source

We are looking for a person (M/F) with 1 or 2 yrs experience in the environmental field to work as a Verification Analyst/ Consultant for our Verification team in the area of Clean Development Mechanism (CDM). The position is based in Mumbai.

Interested candidates send their resume to sachin.nagarkar@agrinergy.com/nagarkarsachin@gmail.com

Rethinking Food Security Policies:

IDSAsr Declaration

{Declaration made at the end of two days national seminar on Food security and Sustainability in India held on November 7-8, 2009 organized by GAD Institute of Development Studies, PO Naushera, Amritsar 143008 and sponsored by Council for Scientific and Industrial Research (CSIR), Indian Council of Social Sciences Research (ICSSR), Indian Council of Agricultural Research (ICAR) and National Bank for Agricultural and Rural Development (NABARD)}

The discussion during the two day deliberations brought out that though the gloomy forecasts of Malthus proved wrong, we need to learn a lot from the Malthusian wisdom. Population growth threatens global food security and the earth's finite natural resources. Increasing food prices, ‘fatigue’ in green revolution technologies and degradation of natural resources have brought food security once again to the centre stage of the policy arena and it is the duty of the international community to address the issue earnestly.

The economic liberalization launched in 1991 and the agricultural policy declared later laid down the objectives of the agricultural policy but did not spell out the wayhow these were going to be achieved. Tracing the course of history, the house note that any phase in the period is as transient as another. A policy inspired by the conditions prevalent in a certain period and designed to suit the contingencies of the time cannot be expected to suit another. Monsoon performances have varied and the economy needs to be prepared for the privilege of a long series of good monsoon as much as for a spell of monsoon failures. The nine years starting with 1999-00 saw only two years when the rainfall at least equalled the long period normal and as many as three years when the deviation exceeded 10 per cent. The policies related to procurement and distribution are likely to have medium to long run effects on stocks, fiscal situations and prices that the government needs to take into account. A sustainable food policy can only be flexible and adjustable with suitable triggers for contingencies.

 Any policy induced movement away from food grains could reflect on public stocks that has serious implications on distribution in possible shortage years. Imports may not be an answer if global performance also fails simultaneously. With the growing concern about food security especially at the household level for the vulnerable, India needs to manage the food economy and negotiate at international forums with caution. The movement towards the free market has been largely elusive if not a myth. Although the economy is now more open, external factors are still of less significance than domestic ones. Between the two dominant staples, rice has grown in importance both in domestic public operations and in India’s trade with the global market. Wheat continues to be influenced more strongly by public activities.

Sustainable agriculture integrates three main goals- environmental health, economic profitability, and social and economic equity. A variety of philosophies, policies and practices from farmers to consumers have contributed to these goals. Sustainability rests on the principle that we must meet the needs of the present without compromising the ability of future generations to meet their own needs. Therefore, stewardship of both natural and human resources is of prime importance. Stewardship of human resources includes consideration of social responsibilities such as working and living conditions of labourers, the needs of rural communities, and consumer health and safety both in the present and the future. Stewardship of land and natural resources involves maintaining or enhancing this vital resource base for the long term.

A systems perspective is essential for understanding sustainability. The system is envisioned in its broadest sense, from the individual farm, to the local ecosystem, and to communities affected by this farming system both locally and globally. An emphasis on the system allows a larger and more thorough view of the consequences of farming practices on both human communities and the environment. A systems approach gives us the tools to explore the interconnections between farming and other aspects of our environment.

A systems approach also implies interdisciplinary efforts in research and education. This requires not only the input of researchers from various disciplines, but also farmers, farm workers, consumers, policymakers and others.

Important recommendations that emerged in specific areas of sustainability and food security include:

·        Farming and Natural Resources

Water: Regarding water supply and use, steps should be taken to develop drought-resistant farming systems even in "normal" years. The most important issues related to water quality involve salinization and contamination of ground and surface waters by pesticides, nitrates and selenium. Temporary solutions include the use of salt-tolerant crops, low-volume irrigation, and various management techniques to minimize the effects of salts on crops. In the long-term, some farmland may need to be removed from production or converted to other uses. Other uses include conversion of row crop land to production of drought-tolerant forages, the restoration of wildlife habitat or the use of agro forestry to minimize the impacts of salinity and high water tables. Pesticide and nitrate contamination of water can be reduced using many of the other innovative plant production practices. 

Wildlife: The plant diversity in and around both riparian and agricultural areas should be maintained in order to support a diversity of wildlife. This diversity will enhance natural ecosystems and could aid in agricultural pest management.

Energy: In sustainable agricultural systems, there is reduced reliance on non-renewable energy sources and a substitution of renewable sources or labour to the extent that is economically feasible.

Air: Measures to improve air quality include incorporating crop residues into the soil, using appropriate levels of tillage, and planting wind breaks, cover crops or strips of native perennial grasses to reduce dust.

Soil: Numerous practices have been developed to keep soil in place, which include reducing or eliminating tillage, managing irrigation to reduce runoff, and keeping the soil covered with plants or mulch. Enhancement of soil quality is also essential.

·        Plant Production Practices

Sustainable production practices involve a variety of approaches. Specific strategies must take into account topography, soil characteristics, climate, pests, local availability of inputs and the individual grower's goals. Despite the site-specific and individual nature of sustainable agriculture, several general principles may be applied to help growers select appropriate management practices:

      Selection of species and varieties that are well suited to the site and to conditions on the farm;

      Diversification of crops (including livestock) and cultural practices to enhance the biological and economic stability of the farm;

      Management of the soil to enhance and protect soil quality;

      Efficient and humane use of inputs; and

      Consideration of farmers' goals and lifestyle choices.

• Need for Policy and Institutional Changes in Agricultural Biodiversity Management

Although many institutions are already actively involved, more coordination work is needed at all levels to ensure effective reforms and agricultural biodiversity conservation policies that benefit the public, especially the poor. Policy changes that attack the roots of problems and ensure peoples’ rights are needed. Aspects needing further attention include:

     Ensuring public participation in the development of agricultural and resource use policies;

     Eliminating subsidies and credit policies for high yielding varieties (HYVs), fertilizers, and pesticides to encourage the use of more diverse seed types and farming methods;

     Policy support and incentives for effective agro ecological methods that make sustainable  intensification possible;

     Reform of tenure and property rights that affect the use of  biological resources to ensure that local people have rights  and access to necessary resources;

     Regulations and incentives to make seed and agrochemical industries socially responsible;

     Development of markets and business opportunities  for diverse organic agricultural  products; and

     Changing consumer demand to favour diverse varieties instead of uniform products.

·        The Economic, Social and Political Context

In addition to strategies for preserving natural resources and changing production practices, sustainable agriculture requires a commitment to changing public policies, economic institutions, and social values. Strategies for change must take into account the complex, reciprocal and ever-changing relationship between agricultural production and the broader society.

The "food system" extends far beyond the farm and involves the interaction of individuals and institutions with sometimes contrasting and competing goals including farmers, researchers, input suppliers, farm workers, unions, farm advisors, processors, retailers, consumers, and policymakers. Relationships among these actors shift over time as new technologies spawn economic, social and political changes.

A wide diversity of strategies and approaches are necessary to create a more sustainable food system. These will range from specific and concentrated efforts to alter specific policies or practices, to the longer-term tasks of reforming key institutions, rethinking economic priorities, and challenging widely-held social values. Areas of concern where change is most needed include:  food and agricultural policy, land use, labour, rural community development, consumers and the food system, etc.

A comprehensive area planning is required to develop agriculture on farming system perspective with vertical and horizontal links of concentric zones. Farmers’ needs are now much more diversified and hence, integration of research and extension for farming system research and development is essential. The infusion of Agri-biotech (agricultural bio-technology) and Info-Tech (information technology) in farming system is needed to catalyze progressive changes in more sustainable ways and help to attack the problem of rural livelihoods. The priority area is extensive and intensive increase in strengthening research and extension systems which requires adequate funding support. Urgent need is to revive national extension system - Community Development (CD) system under ATMA - adequately equipped and revamped in respect of additional human power, physical facility including transport, ICT-computer, Internet facilities etc. to cater the multiple needs of farming community and agri-preneurs. The public-private-client partnership should be selectively built and strengthened according to location specific needs and aspirations.

Our Country needs active participation of farmers’ even of those having small holdings. Support to only well-off farmers, by the politicians, concerned state departments and also by the state Agricultural Universities and Institutes and Krishi Vigyan Kendras would not help in tackling the sensitive issue i.e. food security for all. We have to change the indifferent attitude  of ‘owner cultivators’(having small holding involve in farming) ‘land owners’(giving their land to agriculture labourers for share cropping) and  ‘share croppers’ towards farming community, as well as increase the purchasing power of small and poor farmers by making provisions for trading of intangible services rendered by farm forestry and agro forestry ecosystems to generate sustained income of peasants and to conserve the environment of biosphere in general and to ensure sustainable food security for all in reality.

VALUE ADDITION CONCERNS:

Adequate nourishment in terms of quantity and quality is necessary for sustainable life.Value addition is becoming popular and coming up as an emerging category.  It will be essential requirements for future development for sustainability.  Changing life style, habits and spread of western culture made changes in food habits and now people lookout for fast-ready-to-eat foods.  The house laid stress to address the need of the children, women, senior citizens, athletes and soldiers through the development of nutritional products which contain high food value in lesser quantity in various products either based on lesser known or well known grains, pseudo cereals, pulses, fruits and vegetables, milk, etc. Exploration, cultivation and production of new resources may also be taken in to consideration to lessen the burden on existing ones. Further the following measures are required in the context of food security.

1. 1.      Documentation of new and lesser known edible grains, pulses, fruits, and vegetables for further studies.
2. 2.      Evaluation and documentation of nutritional profile of edible sources so as to establish potential food resources.
3. 3.      Development of new, applied and cheaper techniques for processing and preservation of value added products based on milk, grains, pulses, vegetables, fruits and wild resources etc. for practical application.
4. 4.      Toxicity evaluation and standardization of commonly used preservatives need to be carried out.
5. 5.      Manufacturing of healthy and safe feed and fodder for milk, poultry, fish and meat providing animals are essential to meet safety standards and to maintain food chain, food security and solve food scarcity.
6. 6.      Good Manufacturing Practices (GMP) be adopted by manufacturers of value added products.
7. 7.      The owners of small hotels, restaurants, canteen managers and students hostel contractors and care takers should be inducted in the stream of research and developing projects for their feedback, initiatives, innovations and suggestions.

BIO DIVERSITY CONCERNS:

Agri-food production relies on biodiversity. yet intensive and profit oriented farming can weaken it. Many components of agro biodiversity would not survive without human interference; local knowledge and culture are integral parts of agro biodiversity management. Moreover, diversity within species is as important as diversity between species. Locally diverse food production systems are under threat and, with them, the accompanying local knowledge, culture and skills of the food producers. The loss of forest cover, coastal wetlands, ‘wild’ uncultivated areas and the destruction of the aquatic environment exacerbate the genetic erosion of agro biodiversity. The main cause of genetic erosion in crops is the replacement of local varieties by improved or exotic varieties and species. There are now just 12 crops and 14 animal species that provide most of the world's food; the need of the hour is to protect genetic diversity of crops at a time of soaring food prices. The international community has to intensify its commitment and action towards integrating food security and biodiversity concerns. Fewer genetic diversity means fewer opportunities for the growth and innovation needed to boost agriculture at a time of soaring food prices. The erosion of biodiversity for food and agriculture severely compromises global food security. We need to strengthen our efforts to protect and wisely manage biodiversity for food security. Its sustainable use is central to achieve a secure and sustainable food supply system. Acknowledging the importance of biodiversity to food security, the UN body made an alarming note stating that estimated three-quarters of the varietals genetic diversity of farm crops have been lost over the last century and that hundreds of the 7,000 animal breeds registered in its database are threatened by extinction. Furthermore, it cautioned that as biodiversity used in food and agriculture declines, the food supply becomes more vulnerable and unsustainable, rendering agriculture less adaptable to environmental challenges, such as climate change or water scarcity. The underlying challenge is how to improve and maintain agricultural sustainability.

In brief, the uncultivated land needs to be ecologically regenerated and ameliorated. Dense forests should be given sustenance and protective care in space-time continuum. The biotic material from the forest must flow to croplands continuously. Forests would contain the negative effects triggered by the inherent fragility of the Himalayan mountains, enhance resilience, conserve native biodiversity, contribute to regulate water cycle, enhance carbon sequestration and contribute to mitigate global warming to be followed by restoration of climate orders. The largest geographical area under the uncultivated lands with ecological amelioration and sound management would also help maintain plentiful supplies of a variety of foods and lasting solution to food and environmental crises of our contemporary times.

MANAGING NATURAL RESOURCES - IDSAsr VERDICT

The scarcity value of natural resources has risen due to rising pressure of human population and demands made by modern economics progress. As such managing these resources has become very important. Bringing out the Indian scenario of natural resources, Dr. K Kasturirangan, Member, Planning Commission, Government of India, an internationally renowned astrophysicist and chairman of Indian Space Research Organization in his Inaugural Address at the two days National Seminar on Management of Natural Resources and Environment in India organized by Guru Arjan Dev Institute of Development Studies, Amritsar highlighted the role of space programme for management of natural resources and environment. Earth observation data through remote sensing will help in achieving sustainable agriculture involving challenges of increasing productivity and reducing environmental degradation. Remote sensing data are already helping in crop acreage and production estimation programme, wasteland mapping, evaluation of irrigation performance and environmental impact assessment of agriculture. He also highlighted the role of ISRO in periodic assessment of natural resources, water security and managing monitoring and mitigating and promoting other community related applications of geospatial technologies and satellite communications. ISRO has proposed five national mission’s, - Green India, Sustainable Habitat; Water Mission; Sustainable Agriculture and Strategic Knowledge and work on this will provide useful data base for better understanding of the response and resilience of the ecosystem to climate change
Dr Katar Singh Chairman Indian National Resource Economics and Management Foundation, Anand in his Keynote Address identified the root causes of the problem of degradation of global common pool resources (GCPRs) including space, climate, bio-diversity, ecosystem, high seas and marine resources. He stated that the main challenge is to reverse the process of degradation and depletion and avoid the tragedy of the commons. He proposed a pragmatic management strategy comprising set of market-based and institution-based instruments involving global monetary and fiscal policies, international treaties, conventions and institutions, safe minimum standards, and education and persuasion.
Prof Rampartap Singh, former Vice Chancellor Maharana Pratap University of Agriculture and Technology Udaipur, in his Presidential Address stated that natural resource management is a complex issue involving ecological cycles, hydrological cycles, climate, animals’ plants and geography etc. Therefore, a multipronged strategy involving protection and conservation of agricultural resources, adoption of resource conservation technologies, development of competent human resource for adoption of knowledge based advanced technologies, adoption of new ethics of conserving nature and its integrity, rain water harvesting, reclamation of degraded land and shift from resource based to knowledge based technologies etc be adopted. Mr S C Kaushaik, Chief General Manager NABARD in his address brought out the various programme and polices of NABARD in managing natural resources. Dr R S Bawa Chairman Advisory Council of the Institute while welcoming the distinguished guests and participants brought out the issues in management of natural resources and environment and highlighted the need for adoption of suitable policies so that we continue enjoying the nature’s gifts without infringing the rights of future generation over them.
Dr Gursharan Singh Kainth, the Director of the Institute, introduced the theme of the seminar and stated that degradation of natural resources is a global problem threatening the livelihood of the people and the globe itself. He said that we are living on overdrafts on natural resources which is already threatening ecological balance. He endorsed the need for strengthening the mutually reinforcing three pillars of sustainable development, i.e. economic development, social development and environmental protection at local, national, regional and global levels.
The seminar was jointly sponsored by Department of Bio technology, CSIR, NABARD and Ministry of Earth Science, Government of India. 65 papers were presented during the seminar in four different sessions. The compilation entitled Management of Natural Resources and Environment in India brought out by the Institute was also released. Following issues and recommendation emerged from the two day deliberations :
• Strategizing for achieving water resource sustainability is a very complex task. Water is a basic human need and its use impacts and is impacted by many sectors. Water is also both an economic and a social good. Water cannot therefore be treated as an isolated sector issue. The fast growing demand for water from different sectors of the economy and society, the low water use efficiency, the rapidly falling ground-water tables, the increasing pollution of surface and groundwater bodies, uncertainty in resource availability exacerbated by increased variability in weather and changing climatic patterns, the access to water and rising social conflicts in sharing of water resources, unclear and undefined water rights, lack of appropriate institutions and policies etc have brought water sustainability to the core of debate on sustainable development. While the concern over sustainable development, management and use of water resources is being increasingly emphasized, the means to achieving this goal are still hazy or unclear. It was recommended that appropriate institutional policies be framed after collecting data on water availability and level of pollution.
• Various conceptual frameworks of water governance reforms and the experiences in water governance over the last two decades in the country so far indicate a piece meal and adhoc approach akin to coping strategies rather than aiming at identifying long term solutions to water governance issues. Our focus should be diverted from capture and augmentation of water related services to the redistribution of water and creating institutional arrangement. In the face of growing water scarcity and for promoting more efficient use of available water technological interventions, in the nature of micro irrigation (MI) technologies such as drip and sprinkler, are being emphasized. The reduction in capital cost of the system, provision of technical support for MI operation after installation, relaxation of farm size limitation in providing MI subsidies and single state level agency for implementation of the MI program were the key suggestions in this context.
• In the face of declining groundwater table and increasing demand for surface water from different sectors of the economy, there is need for formation of a national water resource management policy acceptable to different stakeholders as a means for promoting sustainable use of water resources by different sectors of the economy. Besides, administrative measures must give due consideration to the role of prices in ensuring a more equitable and sustainable use of water resources.
• Groundwater is under serious threat in several parts of India. Falling groundwater table poses serious threat to sustainability of water resources. In the face of declining groundwater table, recharge of groundwater is increasingly being advocated. Several methods of groundwater recharge are available - rooftop rainwater harvesting, recharge wells, percolation tanks, injection wells etc.
• Sustainability of water resources requires consideration of not only quantity aspects but also quality issues. There is a risk of fluoride contamination which could lead to health problems like discoloration of teeth and bone damage. A constant vigil is the need of the hour by monitoring groundwater situation so that serious degradation of water resources could be avoided and quality water could be sustained for future generations.
• Watershed Management Programme in Wastelands can contribute to food security and conservation of natural resources in a participatory mode. The initial phase of implementation the project provided substantial economic benefits to the participating members. It was basically the donor agency’s involvement which brought people in the watershed together. Once the full implementation phase was over, owners of advantageous lands tried to extract more benefits without bothering for the others. The Village Watershed Committee became non-operational and could not succeed in keeping people from all categories united for the cause of watershed and its long term benefits. As a result the benefits which emanated from watershed development in the initial years vanished. The strengthening of the Village Watershed Committees was recommended.
• Historically, forests in India have been viewed solely with the potential for timber as their main value. Not until the 1980s were the truly valuable ‘services’ rendered by forests were recognized as important, though these are still not counted in the national budget. Notwithstanding the figures, the place of forests in the national economy was recognized when the National Commission for Agriculture recommended a shift in forest policy from the one based on direct benefits to that of encompassing the total value of services rendered by the forests. After the new national forest policy announced in 1988, the official emphasis has been shifted to manage the forests for their services besides their potential for production of wood and timber. It is time to manage the nation’s forests to address climate change and unlock their potential. Proper management can ensure healthy forests that create carbon offsets besides sustaining the communities dwelling in and around the forests.
• There is need for paradigm shift in integrated management of natural resources through watershed approach, where the management of natural resources is integrated and sustained through their inter-dependence and inter-relatedness leading to improvement of the overall production system monitored jointly by the community and public sector managers.
• Need based cropping system / models in hills of north east India having ability to conserve soil, moisture and nutrients be introduced instead of intensive farming systems or use of high yield varietie? Planting of trees, green hedges, adoption of crop farming models integrating Leucaena leucocephala , Cajanus cajan (perennial) and non-Nitrogen fixing species Manihot esculentus and bamboo based agro-forestry system comprising Dendrocalamus hamiltonii, Dendrocalamus longispathus and Bambusa tulda grown along with soybean have been advocated. It is recommended that research based technologies be incorporated in managing resources of dry or wet forests.
• National Bamboo Mission will promote the growth of the bamboo sector in the country through area based regionally differentiated strategies. Bamboo Plantation activities over five years would generate about 50.4 million man days of work. It is a centrally sponsored scheme commenced in 2006-07 with 100 per cent assistance. For achieving the objectives of the Mission, it is necessary for the States to remove restrictions coming in the way of development of bamboo.
• In view of continued demand for the recreational sites for the tourists even with a higher entry fee (hypothetical market), a portion of consumer surplus could be tapped and converted into revenue from the tourism. The non-users of the forest resources are also willing to pay for conservation activities if the forest resources are preserved for the non economic values of the ecosystem.
• To combat the extreme climatic changes and to make the agriculture sustainable; farmers need to blend the modern as well as the traditional techniques. The farmers also need to be oriented about hybrid seeds which are not harmful to the land and eco-system. The findings of the research carried out by reputed agricultural universities/institutions have to be brought to common farmers for adoption. The most effective way to address climate change is to adopt a sustainable development pathway by shifting to environmentally sustainable technologies and promotion of energy efficiency, renewable energy, forest conservation, water conservation etc. Application of best management practices in agriculture and use of bio-fuels for Green House Gas (GHG) mitigation, improving manure management to increase water retention, reduction or elimination of fallow periods between crops, land use changes to increase soil carbon, etc. are some of the measures for mitigating climate change effects. Development of new breeding line, which is less sensitive to sowing dates and temperature regimes in Rabi season, is the need of the hour.
• A variety of new climatic finance mechanisms using international emissions trading markets are expected to emerge to attract private investments in mitigation activities in developing countries. Carbon markets must be structured by governmental actions to achieve significantly greater emissions reductions, and then it may be produced by an open market, such as the current market for Certified Emission Reduction. Clean Development Mechanism (CDM) should be supported by more ambitious sectoral and policy crediting mechanisms.
• Though for the past two decades we are bearing the wrath of climate change, but still we lack hard core policies to confront its consequences. We have to work with cooperation and have to implement
a common policy in the South Asian region in order to overcome the wrath posed by the climate change. Inter-connectivity of these data systems under an over-arching system for management is largely missing. Developing a statistical system for informed decisions and better policies, which could help taking possible safeguards from catastrophes and develop a system for better mitigation and adaptation techniques, assumes a lot of significance.
• Green buildings save energy by 15 to 30 per cent, materials and conserve quality of environment. It is need of the hour to restructure building in a way to be environmental friendly and increase efficiency of water and electricity consumption, by harvesting water and providing bright light through the placement of windows, doors etc. Emphasis should also be laid on tax benefit for green buildings.
• Disasters occur due to natural and technological mishaps inducing very high vulnerability to land users, farmers, etc. Adverse impacts should be minimized by training and education of the public regarding climate change and specific solutions to prevent these calamities.
• How to educate people for conservation of environment and adopt new agriculture? Modern agriculture such as organic farming and good technical skills given to younger people would help sustainable development. Organic farming with minimal use of pesticides lead to optimal profits to farmers and this is the need of the hour. Here comes the role of New Biotechnology Tools for optimal profits in food production processes.
• Academic institutions and NGOs along with Government organizations may play a major role in reaching out to the masses for measures to mitigate impact of climate change by awareness generation and educational programs at community level, different sectors in mitigation measures and steps/mechanism developed and put in practice to reduce emissions. Education system needs drastic changes to meet challenges of sustainability and can be achieved by better communication among all stakeholders, public participation and opinion polls involving all sections of society. Also we need a National Forum for suggesting optimum solutions for specific needs of persons/groups and for government policies.
• Information and Communication Technologies (ICTs) can be part of the solutions to climate change. No doubt, increased use of ICT is part of the cause of global warming (millions of computers and billions of television sets that are never fully turned off at nights at homes and offices). However, ICT can also be a key part of the solution by focusing on efforts on more standardized power supplies and batteries, smart devices, research and development on consumption & power supplies, and economy wide emissions reductions by offering smart energy solutions. A clear message on the role of ICT in climate change is urgently required and this message needs to be delivered outside the ICT sector.
• Development without environmental protection is harmful. Sustainable development should include materials, minerals, energy, water, soil and land surface, biologic resources. Environmental management should involve prevention rather than control; it should involve not only conservation, climate change and productivity but also spirituality. Optimal mix of environment protection of natural resources and of energy use is most desired ingredient of sustainability

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•     Dr. Mrs. Anjali Kale, Chief, Lal Path Lab, New Delhi; sharing her views on lead (Pb) exposure issues in the region; and,
•     Regional news items from Bhutan, Nepal, Bangladesh, India and Sri Lanka.