Page 6 - Guidelines for Training/ Orientation of Faculty on IKS

Preface

The National Education Policy (NEP) 2020 underlines the importance of making environmental
education an integral part of curricula and encouraging environmental awareness and sensitivity
towards its conservation and sustainable development. NEP also advocates the attainment of holistic
and multidisciplinary education, through flexible and innovative curricula for all Higher Education
Institutions (HEIs) which shall include credit-based courses and projects in the areas of community
engagement and service, environmental education, and value-based education.

Global attention to the deteriorating condition of our environment was drawn in the United Nations
Conference on Environment and Development held in Rio de Janerio in 1992 and World Summit on
Sustainable Development at Johannesburg in 2002. In 2015, United Nations Members adopted the
2030 Agenda for Sustainable Development, which provides a “blueprint for peace and prosperity for
people and the planet, now and into the future.” Continuing problems of pollution, loss of forests, solid
waste disposal, degradation of the environment, issues like economic productivity and national security,
global warming, the depletion of the ozone layer and loss of biodiversity have made everyone aware of

environmental issues. Out of the 17 Sustainable Development Goals (SDGs), six goals are directly linked
to environmental protection and resource conservation. In the National Statement at UNFCCC CoP 26
Global Leaders’ Summit in Glasgow, the Hon’ble Prime Minister’s mantra was Lifestyle for Environment,
and he also stressed setting a target for Net Zero Carbon Emissions by 2030. On October 20 , 2022 the
th
Prime Minister launched Mission LiFE (Lifestyle for Environment), a global movement to safeguard our
environment from the impact of climate change.

Environment Education, therefore, needs to include areas such as climate change, pollution, waste
management, sanitation, conservation of biological diversity, management of biological resources and
biodiversity, forest and wildlife conservation, and sustainable development.

Earlier in 2003, UGC had come out with a core module syllabus for compulsory implementation of
Environmental Studies at the undergraduate level as per directives of the Hon’ble Supreme Court
of India. Further, in 2017, UGC framed an 8 unit’s module syllabus for the Ability Enhancement
Compulsory Course (AECC-Environmental Studies) under the Choice Based Credit System (CBCS).

The present document is an outcome of the UGC’s initiative to implement the National Education
Policy, 2020 which has emphasised the need to formulate guidelines and curriculum framework for
environmental education. The document is expected to cater to students from diverse disciplinary
backgrounds and to sensitise them about the commitment of our nation towards achieving sustainable
development goals and adderessing global environmnetal challenges.

Prof. M. Jagadesh Kumar
Chairman
University Grants Commission
New Delhi,
June, 2023

5
University Grants Commission