Bal Urja Rakshak Dal

GEDA is implementing a state-wide School Energy Education Programme BURD (Bal Urja Rakshak Dal) ‘teams of child energy guards’. The programme targeted at Secondary Schools, initiated at the behest of Sh Narendra Modi, Hon’ble CM, Gujarat in 2004-05. The objective is to mobilise children as Urja Rakshaks, energy guardians, who will take on – the challenge to motivate responsible, rational, and restrained use of energy in their homes, schools and community by encouraging right and honest energy choices. The programme focuses on inculcating energy skills as life skills through various participatory activities. GEDA annually motivates a force of 50,000 School Children from 1800 Primary and 1800 Secondary Schools since 2005-6 – till today. At a conservative estimate, if one person annually saves 1 kWh, 50,000 families’ of a minimum size of 5 persons will save five units annually which could cumulate to savings of 250,000 kWh annually and save almost INR 11, 25,000. Rakshak Action-5 Plan: Our strategy to accomplish our mission involves a Rakshak Action-8 Plan that strives to bring about positive energy changes in Rakshak Dal schools, homes and the neighbourhood community. The plan includes various interventions and awareness programmes that target mission Energy-wise Gujarat on multiple fronts. The plan involves:

Program Focus

In 2006-07, have reached 3, 18, 273 School Students have participated in 7 competitions 20, 72,100 people reached during 2006-07 40, 00,000 people reached in past three years 40, 00,000 units saved at a conservative estimate of 1 kWh/day/yr INR 180,00,000 saved at INR 4.50 per kWh. In 2008-09 School Students (Urja Rakshaks) conducted Energy Audit in 9000 homes and 1800 schools across the state and achieved 38-74% results in terms of achieving the targets. In 2009-10, effective use of project-based learning engaged the BURDies( Urja Rakshaks) in Sustainable Built Forms and Best from Waste Projects work which helped in understanding the basic concepts of energy conservation in buildings and productive use of waste. The project work was carried out by the students through their teachers to generate awareness on traditional construction practices that are the best examples of energy and water conservation practices.

In 2010-11, BURDies will work on “How to make your School Green?” Children will survey their school to gauge the consumption and wastages on Energy – consumption pattern and Energy in Buildings, Water, Land /Biodiversity, Transportation and Waste. The resultant outcome the three years starting from 2010-11 will lead to developing a blueprint for Building a New School and renovating an Old School in terms of installing active and passive systems. Harit Urjit Shala –Green School Programme will be an integrated learning process for both school children and teachers. They can learn various aspects of energy conservation and efficiency of any built environment and its impact on human activity. Students take their school building as a case study. The programme activities will help school audit their use of resources and map their consumption and wastages. The Primary(std 7,8) & Secondary(std 9) Schools enrolled under the Programme will work on a survey on the five elements: Water, Transportation, Environment, Energy and Waste. The programme activities will focus on generating participatory awareness on energy-saving and also best energy-efficient practices using hands-on, real-world projects, strengthening academic learning to save energy as well as money and eventually the environment and the earth. The programme designed to inculcate behavioural change communication using IEC tools and activities.

Who Can Join

Green School is a term given to schools that design to be environmentally-sensitive, energy-efficient and healthy for their occupants.
An effort to conduct a survey through School children themselves will identify ways to make their Schools green by using sustainable energy practices and technologies.
A team of 25 students divide to a batch of 5 each, and each team conduct survey of their School on the basic-key elements to map their consumption and wastages through a survey methodology. One Urja Rakshak will be the Team Leader who will monitor all the five activities.
This year, in an initiative to spread digital literacy and to strengthen the Information Communication and Training – ICT Module, BURDies have gone high tech. An Online Teachers Training was conducted through the GUJSAT – the Online Connectivity Network in the state. An Energy Knowledge Portal specially designed to spread knowledge and to upload children’s work on the digital platform and to generate secondary data, BURDies will work on How to make your school green? Children will survey their school resources and complete the specially designed Online Audit Datasheets along with the Learning-cum-Teaching Modules and soft edutainment activities for saving energy and ultimately the environment. The Demo Model could lead to designing a scheme for all Schools interested in Greening their Schools for replication. Through two years run of the Green Schools Programme GEDA could generate a databank of Schools interested in going Green.
An Interactive Session: This year, another communication initiative has been implemented to reach out to schools an Interactive Session – Urja Goshthi has been organised in all the BURD Schools. The Interactive Session will provide a brief of the BURD implementation guidelines and Street Play Performances as a communication tool will be enacted to Urja Rakshaks and Urja Agevans in a cluster of 5-6 schools across the state to teach the concept of energy and environment.
BURD: Making a Ripple into Mass Movement: The Mega Outreach Movement since 2005 onwards 50,000 BURDies zealots have annually had lead to Energy Wise Gujarat.

BURD Circuit of Change: Our young ‘Power Guards are keen to make BURD a people’s movement across different corners of Gujarat. All of you are welcome on board! You can join the BURD as a student or an adult energy-wise consumer. The BURD program is designed such that students from urban, rural or tribal regions-girls and boys, their teachers and other school staff, parents, grandparents, family and friends, neighbourhood Tea-seller, vegetable vendor, industrialist or farmer can contribute to creating an Energy-wise Gujarat. Just as electricity needs a circuit to create a bridge between the positive and the negative, we need the BURD circuit to energise us in our mission. The BURD circuit consists of the entire team of teachers, children and community leaders and energy-wise consumers. They are committed to generating public opinion against power theft and wasteful use of energy. BURD members will pledge to ensure that energy is used wisely in their homes, schools and community.
Urja Rakshak Dal: School children form the main backbone of our programme. This year we have mobilised 1800 schools and drawn 25Urja Rakshaks each from classes 7 to 11 across secondary, higher secondary and in some instances higher primary schools. Thus we have a 45000 strong army of Urja Rakshaks from various urban, rural and tribal schools across Gujarat. We want boys and girls to participate actively in equal numbers in our programme. We have also involved some children who are differently-abled in our Urja Rakshak Dal.
Urja Agevans: Each participating school has nominated two teachers as Urja Agevans to act as guardians and guides of the Urja Rakshaks.
Urja Saarthis: The Urja Saarthis’ are trained to guide and act as mentors for the programme at the implementation level, and they form the link to all the Urja Rakshak Dals across the state.
Urja Sanchalaks: The Sanchalaks are the coordinators of the Community Science Centres who would facilitate the programme at the regional levels.
Urja Doots and NGC schools(Link to greenschools.org): Schools that have enrolled in the National Green Corps (NGC) programme have also joined the programme to implement the Rakshak Action- 8 Plan.

Activities of Harit Urja-Shala Programme

The programme activities will help school audit their use of resources and map their consumption and wastages. All then activities a will revolve around the energy component as GEDA’s mandate is to promote and popularise renewable energy and energy-efficient technologies The exercises and activities involves a collection of information, conducting surveys thorough a set of activities under the following heads:
Water, which builds an understanding of water use, on the sources of water, on the ways of water conservation – rainwater harvesting and water recycling, the importance of using energy-efficient motors used for pumping, the existing sanitation facilities, concerning the ultimate aim of building energy and water literate and prudent society.
Transportation, which helps schools to understand their transport facilities and children use a different mode of transport to reach school. Students find policies, fuel consumption and its effect on air quality. Also, find ways of reducing emissions, so that citizen’s right to clean air is protected.
Environment, which focuses on the land-use of schools, map the green areas, to identify biodiversity and to grasp the enormous ecological and economic value of this resource.
Energy will audit the sources of energy, consumption pattern and explore ways in which this resource can be saved to minimise pollution and costs.
Waste helps in finding out the total amount of waste that is generated and offers ways and means to reduce it by segregation, recycling and reuse.
The theme of the Street Play should revolve around the holistic approach to save energy save the earth. The effort of the BURD Programme in its initial years focused energy audit in homes and schools. And progressively in the last financial year, we stepped a little further. The Technical inputs will revolve around the 5 Survey activities that are to be executed by Urja Rakshaks and Urja Agevans at School levels in their respective districts. It could effectively provide the Technical Lessons on How to Green Your School – Harit-Urjit Shahal Banava Shun Karso to the BURD team – Urja Rakshaks and Urja Agevans in a cluster of 5-6 Schools. Intending to interact with Schools directly with the Schools, an Energy Intervention Module is underway. The Session to be delivered in a group of 5-6 Schools. They will conduct Street Plays across the state in a group of 5-6 schools in all the districts of the state. The resultant outcome of the database will be lead to developing a blueprint for Building a New School and renovating Old Schools in terms of installing active, passive and along with the Learning-cum-Teaching Modules and soft edutainment activities for saving energy and ultimately the environment. The Demo Model could lead to designing a scheme for all Schools interested in Greening their Schools for replication. Through two years run of the Green Schools Programme GEDA could generate a databank to Schools interested in going Energy-Green.

BURD Implementation Methodology 2012-13

Harti-Urjit – Green School is a term given to schools that are designed to be environmentally-sensitive, energy-efficient and healthy for their occupants. Like every year, this year, we selected 19 NGOs working in science popularisation (Community Science Centres), environment education and water conservation awareness programmes in the state in almost all the districts of the state. These agencies are provided with the underlying implementation guidelines at the Orientation Programme and Biannual Meetings. They enrol Schools that are interested in joining the programme. A special Enrolment Form has been designed for this purpose. Soft copy of the same is attached for your reference). This year the agencies were responsible for registering Online through the BURD website at www.burd.org.in. A special Pre-registration Form was designed and uploaded on the BURD Website. Based on the Pre-registration data, the NGOs were provided with the target of Schools. Based on the Pre-registration data, the NGOs were provided with the target of Schools. A database of Schools enrolled in the programme has been generated through dynamic web pages. (The dashboard of one of the districts and a data-sheet is provided for your reference please). Based on the Pre-registration data, the NGOs were provided with the target of Schools. Approx 30 Reports have been generated through the dynamic web pages. Guidelines for activities have been uploaded as PPTs. The other pages for knowledge sharing are under progress. A Teachers Orientation Programme for 3600 Teachers has been conducted via INSAT 4CR satellite through the BISAG (Bhaskaracharya Institute for Space Applications and Geo-Informatics) Node – The GUJSAT Connectivity Network in the state. An Interactive Session Urja Gosthi / Prasrarakparik Goshti in clusters of 5-6 Schools in all the Schools enrolled under the programme was organised wherein Street Play Performances on the topics of energy conservation and global warming. The basic BURD Guidelines were provided at the 375 odd sessions constructed in BURD School across the state. A report from the district of Bhavnagar is attached for your kind reference). In December the BURD Schools will participate in 144 Energy Conservation Rallies ( 1 in district headquarters + 5 at prominent Taluka Places.) Approx 40,000 Children will participate in the Rallies to spread awareness on energy conservation through placards, Press Meets and the different and innovative mode of displays. (Attach are pictures of rallies organised during 2009-10 where 30,000 Urja Rakshaks took to streets to spread awareness on Green Schools. All the students will participate in the School Activities. They will survey their school and survey the consumption of water, energy in terms of electricity consumption and energy in buildings, transport, and land and biodiversity. Datasheets of all the thematic activities have been uploaded, which BURDies will download and after filling appropriate data, will then upload them. However, this year being the first year in changing the programme implementation design, we also worked parallel on the conventional methodology. As the dynamic web pages were generated through the Online Registration, most of the conventional methods of monitoring and verification were finally abandoned.

Energy Conservation Celebration:

Sponsor, co-ordinate and promote research programmes or projects for prototype (demonstration projects) and pilot investigations in the area of new and renewable sources of energy. Provide technical and financial assistance for the formulation of programmes, designs and projects meant for extension of renewable energy development in the state. Undertake, on its own or in collaboration with other agencies, programmes of research and development, applications and extension as related to various new and renewable energy sources. Undertake or sponsor, techno-economic/socio-economic feasibility studies/cost-benefit analysis. Formulate and implement a broad-based programme for the conservation of energy at all stages, including extraction, conversion, distribution and consumption in all sectors of the economy. Study the environmental effects of all energy-related processes. Establish an Energy Resources Centre that will collect and collate energy and inter-related information. Develop and support Documentation Services in the area of energy in general and renewable energy in particular. Develop Communication and Education projects for widespread dissemination of energy and environmental issues. By GEDA

National Environment Awareness Campaign

Both developing and developed countries are facing severe environmental problems. While some of the issues might be alike due to their global nature (e.g. global warming, depletion of the ozone layer), others are specifically local ones. How do people out of different cultures perceive these problems? How do they react to them? This study aims to figure out what factors are most important to explain different levels of environmental awareness issues and to compare the level of awareness as well as the actual behaviour towards an environment of people living in developing and developed countries.
As the countries of study India and the Federal Republic of Germany have been chosen. India represents a developing country, while Germany gives an example of an economically developed country. An additional aspect when selecting the countries of the study was to use the competence of the author who lives in Germany but has the high possibility to do some fieldwork studies in India and to work together with Indian colleagues.
nbsp; The specific aspects of studying would be
1) to find out the most decisive factors in creating environmental awareness
2) to evaluate the role of modern mass media in this process
3) to explore how much time media are spending on environmental issues
4) to know if people are interested in information on the environment provided by the media
5) to assess the importance of education in creating environmental awareness
6) to find out if education in school is training environmentally friendly behaviour
7) to figure out if the social environment of a person, e.g. its family, friends, neighbours and colleagues as well as the work of NGOs, can partially explain different levels of environmental awareness
8) to work out if exposure to environmental pollution in everyday life influences the level of environmental awareness
9) to assess the resulting level of environmental awareness in India
10) to determine the actual level of environmentally friendly behaviour

Projects for future

Computers: Learning science with animation programs using computers is more interesting than reading books for school students, so providing a facility for them to learn computers.
Computer learning is an engaging tool allowing children to experiment with creative programs at their own pace without additional pressure. Children can work exclusively from their worlds without a teacher telling them what to do. Therefore, computer learning is excellent for children’s motivation and allows them to question their subject matter deeply. Also, the computer offers a creative variety of programs on different levels, and so, computer learning is not entirely boring.
From the moment children flick on the computer screen, they can be learning Math by working out the answers through a competitive match with the computer. This method of learning can be a lot more motivating and challenging than children doing Math exercises in the classroom and for homework. Computer learning is suitable for all levels and ages. It is an organised and well-structured learning tool. With the rapid pace of technological development, a computer is also a sophisticated learning tool. There are computers with touch-tone screens, a computer that talks and sing, computers with three-dimensional graphics, and so on. More and more emphasis is being placed on computer knowledge as a prerequisite for many jobs.

Latest Telescope: For observation of the universe above the sky by using the latest telescope to learn astronomy & moreover its latest information.
TIE (Telescope In Education) enables students to increase their knowledge of astronomy, astrophysics, and mathematics; improve their computer literacy; and strengthen their critical thinking skills. Telescopes In Education is a program sponsored by the National Aeronautics and Space Administration (NASA) and developed through the efforts of numerous volunteers, businesses, and supporting organisations including the Jet Propulsion Laboratory (JPL) of the California Institute of Technology (Caltech). The TIE program currently utilises a science-grade 24-inch reflecting telescope located at the Mount Wilson Observatory, high above the Los Angeles basin in the San Gabriel Mountains of Southern California. The telescope has been used by students in grades K-12 to observe galaxies, nebulae, variable stars, eclipsing binaries, and other ambitious projects and experiments. Hundreds of schools in the US and around the world (including Australia, Canada, England, and Japan) have successfully used the prototype telescope on Mount Wilson. Through TIE, students have rediscovered and catalogued a variable star and assisted the Pluto Express project at NASA’s Jet Propulsion Laboratory to revise the ephemeris (orbital location) for the planet, Pluto.

Science Energy Park is developed to educate students about use and save of energy, and also set up various models related to Science & Energy.