CHSE Odisha Class 12 Education Solutions Chapter 14 Environmental Education

Odisha State Board CHSE Odisha Class 12 Education Solutions Chapter 14 Environmental Education Questions and Answers.

CHSE Odisha 12th Class Education Chapter 14 Question Answer Environmental Education

Group – A

Short type Questions with Answers
I. Answer with in Two/Three sentence :

Question 1.
What is the Belgrade Charter’s definition of Environmental Education?
Answer:
The Belgrade Charter (1976) defines Environmental Education as having knowledge, skills, attitudes, motivations, and commitment to address environmental problems collectively.

Question 2.
When did Environmental Education, gain momentum, and what event contributed to it in the mid-1960s?
Answer:
Environmental Education gained momentum in the mid-1960s, notably during the UNESCO Biosphere Conference in Paris, where the IUCN proposed global propagation of environmental education.

Question 3.
How does Agenda 21 relate to Environmental Education?
Answer:
Agenda 21, introduced in 1992, incorporated sustainable development discourse into Environmental Education, covering social, environmental, and economic pillars.

Question 4.
What are the primary objectives of Environmental Education?
Answer:
The objectives include developing awareness about the environment, understanding the inter-relationship between humans and the environment, and fostering positive attitudes towards environmental issues.

Question 5.
What is the scope of Environmental Education?
Answer:
The,scope of Environmental Education covers all fields of environmental science, addressing the effects of human actions on the environment and examining social and economic factors contributing to environmental degradation.

Question 6.
What are the components of Environmental Education?
Answer:
Components include economic, social, political, and ecological interdependence, emphasizing responsibility and solidarity among countries and regions for conservation.

Question 7.
What levels does Environmental Education encompass?
Answer:
Environmental Education involves formal education at primary, secondary, and tertiary levels, as well as non-formal education through activities like adult education, tribal involvement, children’s programs, and eco-development camps.

Question 8.
Why is knowledge about changes in the environment essential according to the text?
Answer:
Knowledge about environmental changes is crucial to solving environmental problems, as it allows the general populace to understand the implications and work towards prevention.

Question 9.
What is the significance of Environmental Education for rural economies?
Answer:
In rural economies, Environmental Education is essential to address uncontrolled resource exploitation, which can lead to disruptions in living standards, food and water scarcity, and natural disasters.

Question 10.
Why is Environmental Education considered vital for international cooperation?
Answer:
Environmental Education fosters international cooperation by creating awareness and understanding of global environmental issues, enabling collaboration on solutions for shared challenges.

II. Answer with in Five/Six sentence :

Question 1.
What is the Belgrade Charter, and how does it define Environmental Education?
Answer:
The Belgrade Charter, formulated in 1976, defines Environmental Education as a process that fosters awareness, concern, knowledge, skills, attitudes, motivations, and commitment in individuals to collectively address current environmental problems and prevent new ones. It emphasizes the importance of informed action and was a significant milestone in the promotion of global environmental education.

Question 2.
How did UNESCO Biosphere Conference contribute to the momentum of Environmental Education in the mid-1960s?
Answer:
The UNESCO Biosphere Conference held in Paris in the mid-1960s played a crucial role in advancing Environmental Education. During the conference, the International Union for Conservation of Nature (IUCN) proposed the global propagation of environmental education. This proposal marked a turning point, leading to increased momentum and recognition for environmental education worldwide.

Question 3.
How did the concept of. Sustainable Development become integrated into Environmental Education in 1992?
Answer:
The integration of sustainable development into Environmental Education occurred with the introduction of Agenda 21 in 1992. This expanded the discourse to encompass social, environmental, and economic pillars within Environmental Education. Since then, educators, researchers, and development practitioners widely aecepted.Environmental Education as Education for Sustainable Development (ESD).

Question 4.
Why is Environmental Education considered crucial in today’s world?
Answer:
Environmental Education is deemed crucial because it addresses pressing global issues such as climate change, deforestation, loss of biodiversity, and pollution. As societies face these challenges, there is a growing recognition of the need for informed and engaged citizens. Environmental Education provides individuals with the tools to understand these complexities, encourages environmental stewardship, and promotes sustainable practices.

Question 5.
What are the general objectives of Environmental Education?
Answer:
The general objectives of Environmental Education include developing awareness about the environment and its problems, realizing the inter-relationship between humans and the environment, fostering positive attitudes, developing skills to address environmental challenges, and instilling a sense of responsibility to solve environmental problems.

Question 6.
What is the scope of Environmental Education?
Answer:
The scope of Environmental Education covers all fields of environmental science. It includes understanding the effects of human activities on the environment, exploring the fundamental causes of environmental degradation, and examining social and economic factors contributing to environmental problems.

Question 7.
What are the components of Environmental Education?
Answer:
The components of Environmental Education include economic, social, political, and ecological interdependence. The aim is to develop a sense of responsibility and solidarity among countries and regions, fostering a new international order for the conservation and improvement of the environment.

Question 8.
What are the levels of Environmental Education?
Answer:
Environmental Education operates at various levels, including formal, non-formal, and informal education: Formal education is integrated into primary, secondary, and tertiary levels, while non-formal education involves activities outside the traditional education system, such as adult education, tribal initiatives, and eco-development camps.

Question 9.
Why is knowledge about changes in the environment essential for Environmental Education?
Answer:
Knowledge about changes in the environment is essential for Environmental Education because it equips individuals to understand alterations in land, water, weather, vegetation, and socio-cultural environments. This knowledge is vital for solving environmental problems, preventing food and water scarcity, addressing pollution, and averting natural disasters.

Question 10.
How does Environmental Education contribute to international cooperation and understanding?
Answer:
Environmental Education fosters international cooperation and understanding by raising awareness of global environmental issues. It enables public enlightenment on the impact of government policies, promotes awareness of environmental challenges, and contributes to overall social and economic emancipation, particularly for women and children. The goal is to create new behavioral patterns towards,the environment at individual, group, and societal levels.

Group – B

Long Type Questions With Answers

Question 1.
Define Environmental Education, Environmental Study, and Environmental Approach to Education, highlighting their distinctions and significance in promoting ecological awareness.
Answer:
Environmental Education : Environmental Education is a multifaceted and dynamic process designed to create awareness, understanding, and a sense of responsibility towards the environment. In the words of the Belgrade Charter (1976), it involves individuals being cognizant of and concerned about environmental issues, equipped with knowledge, skills, attitudes, motivations, and commitment to collectively address current problems and prevent new ones. This holistic approach extends beyond the mere transmission of information, aiming to instill a deep connection with nature, fostering sustainable practices, and encouraging informed decision-making.

Environmental Study : Environmental Study is a focused exploration and examination of environmental issues, encompassing a research-oriented approach to understanding the complexities of the natural world. This involves in-depth investigations into the causes, consequences, and potential solutions to environmental challenges. Unlike Environmental Education, which is a broader learning process, Environmental Study involves a more specialized and detailed analysis of specific environmental concerns. It often includes scientific research, data collection, and analysis to deepen our understanding of the intricate relationships within ecosystems.

Environmental Approach to Education : The Environmental Approach to Education involves integrating environmental perspectives into the broader educational framework. This approach recognizes that environmental themes, values, and practices should not be isolated within a specific subject but should permeate various disciplines and levels of education. It emphasizes incorporating ecological awareness and sustainability principles into the curriculum, teaching methodologies, and institutional practices. The goal is to create an educational environment that not only imparts knowledge about the environment but also models and promotes sustainable behaviors.

Distinctions :

• Scope and Focus :
  1. Environmental Education has a broad and holistic focus, aiming to develop a comprehensive understanding of environmental issues and foster a sense of responsibility.
  2. Environmental Study is more specialized, delving deep into specific environmental topics,
     conducting research, and contributing to the scientific understanding of environmental challenges.
  3. Environmental Approach to Education integrates environmental perspectives into the overall educational system, emphasizing a systemic and interdisciplinary approach.
• Learning Methods:
  1. Environmental Education employs a variety of methods, including experiential learning, outdoor activities, and participatory approaches to engage learners.
  2. Environmental Study often involves scientific methodologies, research techniques, and data analysis to gain in-depth insights into specific environmental phenomena.
  3. Environmental Approach to Education focuses on incorporating environmental perspectives into various subjects and educational practices, emphasizing real-world applications.

Significance in Promoting Ecological Awareness: Environmental Education, Environmental Study, and the Environmental Approach to Education collectively contribute to ecological awareness by fostering a deep understanding of environmental issues, encouraging critical thinking, and promoting sustainable practices. While Environmental Education cultivates a sense of responsibility and connection with nature, Environmental Study contributes valuable insights through scientific research. The Environmental Approach to Education ensures that ecological perspectives are not isolated but integrated across the educational landscape, influencing “attitudes and behaviors at both individual and institutional levels.

Question 2.
Define the utilization of the environment in teaching and learning, and elaborate on how the environment contributes to the enhancement of educational processes.
Answer:
The utilization of the environment in teaching and learning refers to a pedagogical approach that incorporates the immediate surroundings, encompassing physical, social, cultural, and natural elements, into the educational experience. It recognizes the potential of the environmeni as a dynamic and interactive learning space, offering a context-rich backdrop that enhances
the educational process. This approach moves beyond traditional classroom boundaries, emphasizing experiential learning, and fostering a deeper connection between academic content and the real world.

• One key aspect of utilizing the environment in education is creating opportunities for experiential learning. By immersing students in their surroundings, educators enable them to engage with the subject matter in a tangible and practical manner. For instance, studying biology in a local park allows students to observe ecosystems, identify plant species, and understand the interdependence of living organisms. This hands-on experience enhances comprehension, retention, and the application of knowledge.

• The environment acts as a catalyst for interdisciplinary learning, breaking down the compartmentalization of subjects. Integrating various aspects of the environment into lessons encourages students to explore connections between different disciplines. For example, studying historical landmarks in a city combines history, architecture, and cultural studies, fostering a holistic understanding of the subject matter.

• Furthermore, the environment serves as a source of inspiration for creative and critical thinking. Nature, urban landscapes, and cultural sites provide stimuli that spark curiosity and imagination. Educators can design learning experiences that encourage students to question, explore, and solve problems in the context of their surroundings. This not only stimulates intellectual growth but also nurtures essential skills such as problem-solving and adaptability.

• The environmental context also plays a crucial role in promoting cultural awareness and diversity. By incorporating local traditions, customs, and histories into the educational process, students gain a broader perspective on the world. This cultural integration fosters tolerance, empathy, and a sense of global citizenship.

• Moreover, utilizing the environment in teaching and learning aligns with the principles of environmental education. It instills a sense of environmental stewardship by fostering an appreciation for the natural world and an understanding of the impact human activities have on ecosystems. This approach encourages responsible behavior, sustainability practices, and a commitment to preserving the environment for future generations.

• In conclusion, the utilization of the environment in teaching and learning transforms education into a dynamic, interconnected experience. By leveraging the immediate surroundings, educators enhance the educational process through experiential learning, interdisciplinary connections, and the promotion of creativity and cultural awareness. This holistic approach not only enriches academic content but also nurtures well-rounded individuals with a profound understanding of their environment and a heightened sense of responsibility towards the world in which they live.

Question 3.
Explore various environmental resources and elucidate their utilization in the teaching and learning process.
Answer:
Various environmental resources serve as valuable tools to enrich the teaching and learning process, providing educators with diverse opportunities to engage students and foster a holistic understanding of the world. These resources extend beyond traditional textbooks and classrooms, encompassing natural, cultural, technological, and sustainable elements.

Natural Environments: Utilizing natural settings, such as parks, forests, or botanical gardens, facilitates experiential learning. Students can engage in hands-on activities, scientific experiments, and ecological observations, connecting theoretical knowledge with real-world applications. Studying local flora and fauna in their natural habitats encourages biology lessons. It instills an appreciation for biodiversity and ecological interdependence.

Cultural and Historical Resources : Cultural institutions provide immersive learning experiences. Students can explore historical artifacts, artworks, and exhibitions, gaining insights into diverse cultures and historical periods.Engaging with local communities fosters social studies and cultural understanding. Students learn about societal dynamics, traditions, and community^ based initiatives.

Technological Tools : Educational websites, virtual tours, and interactive simulations offer digital learning opportunities. These resources provide access to a wealth of information, fostering self-directed research skills and expanding the scope of leaming Integrating multimedia, educational apps, and videos into lessons caters to diverse learning styles. Interactive technologies enhance visual and auditory aspects, making complex concepts more accessible.

Sustainable Practices : Incorporating sustainable practices within educational institutions promotes environmental awareness. Students can actively participate in eco-friendly projects, such as recycling programs or sustainable gardening, fostering a sense of responsibility towards the environment. Exploring renewable energy sources and applications addresses contemporary environmental issues. It empowers students to understand and contribute to sustainable solutions.

Collaborative Spaces : Establishing and maintaining communal gardens provides hands- on experience in agriculture and biology. It teaches teamwork, responsibility, and an appreciation for locally sourced produce.Collaborating with local experts and environmental organizations for workshops enriches learning. Students gain practical insights into real-world environmental challenges and potential solutions.

Global Perspectives : Video conferencing and collaborative online platforms connect students globally. This facilitates cross-cultural exchange, broadening perspectives on environmental issues and fostering global awareness.Participation in international exchange programs or engagement with global environmental initiatives allows students to understand the interconnected nature of global challenges.

In conclusion, the utilization of diverse environmental resources in teaching and learning enhances educational experiences. Whether through outdoor exploration, cultural engagement, technological integration, sustainable practices, collaborative initiatives, or global perspectives, these resources contribute to a well-rounded and enriched educational journey. Educators leveraging these resources empower students to connect theoretical knowledge with real-world applications, fostering a deeper and more meaningful understanding of the subjects they study.

Group – C

Objective type Questions with Answers
I. Multiple Choice Questions with Answers:

Question 1.
What is the definition of Environmental Education according to the Belgrade Charter (1976)?
(i) Focused on economic development
(ii) Centered on political awareness
(iii) Concerned about the environment and its problems
(iv) Promoting technological advancements
Answer:
(iii) Concerned about the environment and its problems

Question 2.
When did the momentum for Environmental Education pick up during a conference in Paris?
(i) 1960s
(ii) 1970s
(iii) 1986s
(iv) 1990s
Answer:
(i) 1960s

Question 3.
What does the UNESCO Biosphere Conference propose in terms of Environmental Education worldwide?
(i) Limited scope in education
(ii) Focused on economic development
(iii) To propagate environmental education globally
(iv) Emphasis on political awareness
Answer:
(iii) To propagate environmental education globally

Question 4.
According to the Tbliisi Declaration (1978), what does Environmental Education aim to do?
(i) Imparting knowledge on irrelevant topics
(ii) Developing skills for economic growth
(iii) Fostering attitudes and motivations for environmental action
(iv) Promoting political ideologies
Answer:
(iii) Fostering attitudes and motivations for environmental action

Question 5.
When was sustainable development discourse introduced into Environmental Education with Agenda 21?
(i) 1980s
(ii) 1990s
(iii) 2000s
(iv) 1970s
Answer:
(ii) 1990s

Question 6.
What are the components of Environmental Education as per the Belgrade Charter?
(i) Economic, social, and political
(ii) Social, environmental, and economic
(iii) Political, economic, and cultural
(iv) Technological, economic, and social
Answer:
(ii) Social, environmental, and economic

Question 7.
What are the general objectives of Environmental Education?
(i) Developing a sense of awareness only
(ii) Creating negative attitudes about the environment
(iii) Fostering community engagement
(iv) Developing curiosity among students
Answer:
(iii) Fostering community engagement

Question 8.
What does Non-formal Environmental Education include?
(i) Only adult education
(ii) Exclusively children’s activities
(iii) Various levels such as curricular and extracurricular
(iv) Only eco-development camps
Answer:
(iii) Various levels such as curricular and extracurricular

Question 9.
What is the primary aim of Environmental Education at the grassroots level?
(i) Political advocacy
(ii) Fostering personal, community, and national sanitation
(iii) Promoting technological advancements
(iv) Developing aesthetic appreciation only
Answer:
(ii) Fostering personal, community, and national sanitation

Question 10.
Which term is NOT associated with the scope of Environmental Education?
(i) Economic factors
(ii) Political factors
(iii) Technological factors
(iv) Biological factors
Answer:
(iv) Biological factors

Question 11.
What is the primary focus of Environmental Education regarding global environmental issues?
(i) Ignoring global interconnectedness
(ii) Developing a sense of responsibility and solidarity
(iii) Promoting economic growth
(iv) Isolating countries from international cooperation
Answer:
(ii) Developing a sense of responsibility and solidarity

Question 12.
Which level of education involves primary, secondary, and tertiary institutions in the formal sector?
(i) Informal Environmental Education
(ii) Formal Environmental Education
(iii) Non-formal Environmental Education
(iv) Global Environmental Education
Answer:
(ii) Formal Environmental Education

Question 13.
What is the primary aim of Environmental Education at the grassroots level?
(i) Fostering global perspectives
(ii) Exclusively adult education
(iii) Developing aesthetic appreciation
(iv) Making individuals and communities understand the complex nature of the environment
Answer:
(iv) Making individuals and communities understand the complex nature of the environment

Question 14.
What is the primary focus of the Components of Environmental Education?
(i) Political advocacy
(ii) Economic development
(iii) Development of a new international order
(iv) Technological advancements
Answer:
(iii) Development of a new international order

Question 15.
What is the primary objective of Environmental Education regarding knowledge about the environment?
(i) Ignoring environmental changes
(ii) Developing awareness only
(iii) Creating positive attitudes
(iv) Providing systematic knowledge and awareness
Answer:
(iv) Providing systematic knowledge and awareness

Question 16.
What is NOT a part of the general objectives of Environmental Education?
(i) Creating positive attitudes –
(ii) Fostering curiosity among students
(iii) Promoting political ideologies’
(iv) Developing skills for educational evaluations
Answer:
(iii) Promoting political ideologies

Question 17.
What is the significance of Environmental Education for the survival on Earth?
(i) Limited relevance
(ii) Irrelevant to survival
(iii) Virtually a new concept
(iv) Essential for survival
Answer:
(iv) Essential for survival

Question 18.
What is the primary role of Environmental Education regarding the lack of it?
(i) Limited impact
(ii) Political advocacy
(iii) Virtually a new concept
(iv) Very essential for our survival
Answer:
(iv) Very essential for our survival

Question 19.
What does Environmental Education aim to foster in urban and rural areas?
(i) A sense of political ideology
(ii) A sense of responsibility and solidarity
(iii) Ignoring economic factors
(iv) Isolating urban areas from rural areas
Answer:
(ii). A sense of responsibility and solidarity

Question 20.
Which component is NOT included in the levels of Environmental Education?
(i) Formal Environmental Education
(ii) Non-formal Environmental Education
(iii) Economic Environmental Education
(iv) Informal Environmental Education
Answer:
(iii) Economic Environmental Education .

II. Fill in the blanks :

Question 1.
Environmental education, as defined by the Belgrade Charter (1976), aims to develop individuals who have the _______ and commitment to work towards solutions for current environmental problems.
Answer:
knowledge, skills, attitudes, motivations

Question 2.
The momentum for Environmental Education began during the UNESCO Biosphere Conference in Paris in the _______  .
Answer:
mid-1960s

Question 3.
According to the Tbliisi Declaration (1978), Environmental Education is a learning process that increases people’s knowledge, awareness, and develops the necessary skills to address challenges and foster _______ .
Answer:
attitudes, motivations, and commitments

Question 4.
With Agenda 21 in 1992, Environmental Education evolved into Education for Sustainable Development (ESD), encompassing social, environmental, and economic _______.
Answer:
pillars

Question 5.
Environmental education is crucial for addressing issues such as’ climate change, deforestation, loss of biodiversity, and pollution by providing individuals with tools to understand complexities and promoting _______ practices.
Answer:
sustainable

Question 6.
The primary aim of environmental education is to impart knowledge about the principles required for the conservation and utilization of _______  for the existence of mankind.
Answer:
natural resources

Question 7.
One of the general objectives of environmental education is to create positive attitudes about the environment and help students realize the inter-relationship between _______.
Answer:
man and environment

Question 8.
The scope of environmental education covers all fields of environmental science, including examining social and economic factors that aggravate environmental _______.
Answer:
degradation

Question 9.
The components of environmental education aim to show the economic, social, political, and ecological interdependence of the modern world, fostering a sense of responsibility and solidarity for _______ .
Answer:
international repercussions

Question 10.
Reorienting education towards sustainability involves formal, non-formal, and informal education at various _______ .
Answer:
levels

Question 11.
Non-formal environmental education exists alongside formal education, including activities in occupational training, public awareness, and activities through non-formal channels such as _______.
Answer:
mass media

Question 12.
Knowledge about changes in the environment is essential for understanding the impact of government policies, which is an important aspect of environmental _______.
Answer:
education

Question 13.
Environmental education is necessary for fostering international cooperation, understanding, and creating awareness about global environmental _______ .
Answer:
issues

Question 14.
Environmental education is essential for preventing the uncontrolled and improper exploitation of resources, which can lead to disruption in living standards, _______ and human suffering.
Answer:
starvation

Question 15.
The lack of environmental education tan have implications on global issues and is crucial for the overall social and economic emancipation of _______
Answer:
women and children

III. Correct the Sentences :

Question 1.
Environment Education picked up momentum in the mid-1960s during, UNE SCO Biosphere Conference in Paris, where the IUCN proposed to propagate environmental education worldwide.
Answer:
Environmental education picked up momentum in the mid-1960s during the UNESCO Biosphere Conference in Paris, where the IUCN proposed to propagate environmental education worldwide.

Question 2.
By definition, environmental education encompasses approaches, tools, and programs that develop and support environmentally related attitudes, values, awareness, knowledge, and skills that prepare people to take informed action on behalf of the environment (UNESCO, 1978).
Answer:
By definition, environmental education encompasses approaches, tools, and programs that develop and support environmentally related attitudes, values, awareness, knowledge, and skills, preparing people to take informed action on behalf of the environment (UNESCO, 1978).

Question 3.
In 1992, with Agenda 21, sustainable development discourse was brought into EE, encompassing- social, environmental, and economic pillars.
Answer:
In 1992, with Agenda 21, sustainable development discourse was brought into environmental education (EE), encompassing social, environmental, and economic pillars.

Question 4.
Since then, EE was widely accepted as ESD by educators, researchers, and development practitioners.
Answer:
Since then, EE has been widely accepted as ESD (Education for Sustainable Development) by educators, researchers, and development practitioners.

Question 5.
Environmental education is crucial in addressing the pressing environmental issues facing the world today.
Answer:
Environmental education is crucial for addressing the pressing environmental issues facing the world today.

Question 6.
The systematic knowledge about the care should be taken in the explanation and utilization of natural resources for the development and progress of mankind is given through environmental education.
Answer:
The systematic knowledge about the care that should be taken in the explanation and utilization of natural resources for the development and progress of mankind is given through environmental education.

Question 7.
Environmental Education should not only focus on the effects of environmental degradation but very importantly the understanding of the fundamental causes.
Answer:
Environmental education should not only focus on the effects of environmental degradation but also on understanding the fundamental causes.

Question 8.
Components of environmental education foundation for a new international order which will guarantee the conservation and improvement of the environment.
Answer:
Components of environmental education form the foundation for a new international order that will guarantee the conservation and improvement of the environment.

Question 9.
Different communities, institutions and individuals choose methods and practices that best suit their local needs and capacities.
Answer:
Different communities, institutions, and individuals choose methods and practices that best suit their local needs and capacities in non-formal environmental educational activities.

IV. Answer the following questions in one word:

Question 1.
What is the Belgrade Charter’s definition of Environmental Education?
Answer:
Awareness, skills, attitudes, motivations, and commitment for environmental problem-solving.

Question 2.
When did Environmental Education gain momentum in the mid-1960s?
Answer:
UNESCO Biosphere Conference in Paris.

Question 3.
What does EE stand for?
Answer:
Environmental Education.

Question 4.
According to the Tbliisi Declaration (1978), what does Environmental Education develop?
Answer:
Knowledge, awareness, skills, motivation, and commitment.

Question 5.
When was sustainable development introduced into Environmental Education?
Answer:
1992, with Agenda 21.

Question 6.
Why is Environmental Education important today?
Answer:
Addresses environmental challenges, promotes stewardship, and encourages sustainable practices.

Question 7.
What are the broad objectives of Environmental Education?
Answer:
Awareness, inter-relationship understanding, positive attitude, and problem-solving skills.

Question 8.
What does the scope of Environmental Education cover?
Answer:
All fields of environmental science and the causes of environmental degradation.

Question 9.
Name one component of formal environmental education.
Answer:
Primary education.

Question 10.
Why is knowledge about environmental changes essential?
Answer:
Essential for solving environmental problems and preventing their consequences.

Objective of Environmental Education:
The objectives of environmental education are broad in sense of nature. The systematic knowledge about the care should be taken in the explanation and utilization of natural resources for the development and progress of mankind is given through environmental education. The primary aim of environmental education is to impart knowledge about the principles required for the conservation and utilization of natural resources for the existence of mankind. Environmental education gives required knowledge and experience realizing the value of such important views. The role of environmental education is important in the realization of the necessity of maintaining a friendly and well balanced relationship between man and nature.

The general objectives of environmental education include the following :

1. To develop the sense of awareness among the students about environment and its various problems.
2. To help the students in realizing the inter-relationship between man and environment:
3. To inform the students about the social norms that provides unity with environmental characteristics.
4. To create positive attitude about environment among the student.
5. To develop proper skill required for the fulfillment of the aims of environmental education and educational evaluations.
6. To help the students in realizing the importance of taking proper steps to solve environmental problems.
7. To develop required curiosity among the students for the realization of environmental problems so that they would be inspired to work for the solution of such problems.
8. To create appropriate situations for the students to participate in the process of decision making about environment.
9. To develop the capability of using skills to fulfill the required aims, to realise and solve environmental problems through social, political, cultural and educational processes.
10. To enlighten the people on the physical components of the environment.
11. To inform them about their dependence on the environmental resources.
12. To enlighten them about the changes in the environment in the last decade and the consequences of their present actions.
13. To alert them about the consequences of human actions on the environment both on man himself and other forms of life.
14. To create concern for environmental quality and conservation and to foster understanding
    of man’s relationship and interactions with the ecosphere.
15. To develop personal, community and national sanitation and conservation ethics.
16. To awaken appreciation of the aesthetic quality of nature in order to encourage its uses for

Scope of Environmental Education : The scope of environmental education and awareness or environmental extension services covers all fields of environmental science. This include the effects of man on environment – how he has exploited and devastated it, polluted it, but more importantly how man can save itself from the problems which he has caused through the abuse, misuse and over-use of the resources provided by the nature. Environmental Education should not only focus on the effects of environmental degradation but very importantly the understanding of the fundamental causes. These should also include the examination of social and economic factors that aggravate environmental degradation.

Components of Environmental Education:
The aim of environmental education is clearly to show the economic, social, political and ecological interdependence of the modern world, in which decisions and actions by different countries can have international repercussions. Environmental education should, in this regard, help to develop a sense of responsibility and solidarity among countries and regions as the environmental education are: Components of environmental education foundation for a new international order which will guarantee the conservation and improvement of the environment. The main aim of environmental education at the grass root level is to succeed in making individuals and communities understand the complex nature of the natural and the built environments. Further, to acquire the knowledge, values, attitudes, and practical skills to participate in a responsible and effective way in anticipating and solving social problems, and in the management of the quality of the environment. Therefore, necessary components for.

Levels of environmental education: Reorienting education as a whole towards sustainability involves the various levels of formal, non-formal and informal education at all levels of society.

Formal Environmental Education: Environmental education is increasingly a prominent part of primary, secondary and tertiary education in the world. The formal education sector plays a vital role in environmental education and awareness by exposing the younger generation to the information, issues, analyses and interpretations on environment and development. There has also been a major shift from schools to adult and community environmental, education.

Non-formal Education : Non-formal environmental educational activities exist alongside the formal educational systems, at curricular and extracurricular levels, in occupational training, and through wide public awareness activities through non-formal channels such as mass media, and voluntary organizations. Different communities, institutions and individuals choose methods and practices that best suit their local needs and capacities. Following are the main constituents of this education.

1. Adult Education : Adults may influence the society to protect the precious environs by generating posters, slides, audio-visual and information pictures.
2. Tribals and Forest Dwellers : They are an important media to protect the forest wealth.
3. Children Activities : The National Museum of Natural Flistory (NMNH) conducts spot
   painting, modeling and poster design about environment for children.
4. Eco-development Camps : Currently a set of a guide lines has been prepared by Department of Environment to create awareness in youth and to acquaint them with the practice of sustainable development.