RCE Chandigarh - 2021

Promoting ESD by capacity building of educators: A case Study from Punjab, India
Basic Information
Title of project : 
Promoting ESD by capacity building of educators: A case Study from Punjab, India
Contributing organization(s) : 
Punjab State Council for Science & Technology
Environment Information Sysytem Hub
School Eco-Club teachers under national Green corps Programme
Earthian WIPRO Educators Programme
Learning Liks Foundation for Teacher Empowerment Training
workshop
Department of Science & Technology for Children Science Congress Orientation Workshop with focal theme Science for Sustainable Living
Empowering Mathmatics teachers through visual explanation of geometrical theorems
Motivating Teachers to ceelbrate environmentally important days
Focal point(s) and affiliation(s)
Name: 
Dr. Jatinder Kaur Arora
Organizational Affiliation: 
Punjab State Council for Science & Technology
Name: 
Dr KS Bath
Organizational Affiliation: 
Punjab State Council for Science & Technology
Name: 
Ravleen
Organizational Affiliation: 
Environment Information System Hub
Name: 
Mandakini thakur
Organizational Affiliation: 
Punjab State Council for Science & Technology
Format of project: 
Manuscrpt
Language of project: 
English
Date of submission:
Friday, September 24, 2021
Geographical & Education Information
Region: 
Asia-Pacific
Country: 
India
Location(s): 
Punjab
Ecosystem(s):
Target Audience:
Contents
Status: 
Ongoing
Period: 
April, 2021 to March, 2022
Rationale: 
Teacher education has recently been drawing attention to involve innovative & effective teaching & learning. Good teaching needs Professional development by building capacity among school teachers for enhancing learning among students.
Professional development is most effective when it is delivered as part of a systematic, long-term approach for teacher improvementIt improves competence and positive attitudes
Developing innovative pedagogical approaches and models
Attracting community participation and resources.
Objectives: 
Teacher capacity building has been taken up at an unprecedented scale and in many-many different ways with the following objectives:
1. create and maintain the necessary conditions for teaching & learning
2. engage in teachers and sustain continuous learning of teachers so as to percolate into the students
3. facilitating learning & skill-oriented experiences and opportunities
4. ensuring interrelationships & synergy between all the components. Imbibe innovation-centric learning.
Activities and/or practices employed: 
Webinars or Workshops conducted
Training sessions held
Learning by doing activities held
Brainstorming sessions organised
Skill oriented sessions held
Video session held
Discussions related to new technology adoption and field experiences
Demonstration of kits
Importance of partnership and linkages highlighted
Learning through sharing of experiences between the participants
Assignment/ project/ research tasks were undertaken

Size of academic audience: 
above 5800
Results: 
Capacity building methods were participatory and developed a culture of shared learning. Use of technology to attain scale and provide individual attention to teacher needs. It resulted in building teacher skills, focusing on the digital skills and also highlights innovative cases of partnerships across the spectrum of actors, from families through to cybersecurity experts. Enhancing the Effectiveness of Teachers confidence and delivering the same to students. Highlighting importance of group leaning and role play. Identify different approaches to teaching. Strengthening the skills, instincts, abilities, processes and resources that organizations and communities need to survive, adapt, and thrive in the fast-changing world.
Lessons learned: 
Regular training need for sustained learnings
Practical teaching of new concepts to reinforce understanding through the 'Learn, Apply, Reflect' mode
Regular training need for sustained learnings
More focused approach needed
Involvement of more experts
Requirement of exchange sessions
Need of more skill oriented sessions
Participation of Curriculum developers in training/webinars
Adoption of age-appropriate teaching techniques
Brainstorming/discussion session in more diverse contexts
Key messages: 
The actionable learning framework for capacity building is directed toward improving human performance. It can be done by adopting a systems perspective on human performance improvement and establishing adaptive learning, as both the goal and means of change. It blends the pursuit for optimization with the development of capabilities and systems that enable change. Capacity building, as a result, is judged on the degree to which human performance evidences sustainable improvement.
Relationship to other RCE activities: 
Yes with capacity building activities
Funding: 
Department of Science & Technology and Ministry of Forests & Climate Change , Government of India
UN Sustainable Development Goals (SDGs)
(https://sustainabledevelopment.un.org/sdgs) and other themes of Education for Sustainable Development (ESD)
SDG 3 - Ensure healthy lives and promote wellbeing for all at all ages 
Indirect
SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 
Direct
SDG 6 - Ensure availability and sustainable management of water and sanitation for all 
Direct
SDG 7 - Ensure access to affordable, reliable, sustainable and modern energy for all 
Direct
SDG 11 - Make cities and human settlements inclusive, safe, resilient and sustainable 
Indirect
SDG 13 - Take urgent action to combat climate change and its impacts 
Direct
SDG 15 - Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification and halt and reverse land degradation, and halt biodiversity loss 
Direct
SDG 17 - Strengthen the means of implementation and revitalise the global partnership for sustainable development 
Indirect
Theme
Agriculture 
Indirect
Forests/Trees 
Direct
Plants & Animals 
Direct
Waste 
Direct
ESD for 2030-Priority Action Areas
Priority Action Area 2 - Transforming learning and training environments 
state: 
Indirect
Priority Action Area 3 - Developing capacities of educators and trainers 
state: 
Direct
Priority Action Area 5 - Accelerating sustainable solutions at local level 
state: 
Indirect