PCEF School Group Meeting – 28 Jan 2008

Agenda
Indicators for ESR / School Annual Report
Shala Sudhar Samiti
Proposed Meetings with School Board and Prinicipals

Present
Mini Shrinivasan, Shamita Kumar, Anjali Bapat, Lalita Agashe, Ranjit Gadgil, Avinash Madhale, Sanskriti Menon

Venue
University of Pune

1. Indicators for School Education for Annual Reporting

• The School Education Dept has its own Annual Report. We should develop the reporting framework for this. Such information need not go into the Environment Status Report.
• We can begin with the list of norms and requirements from Fundamental Right to Education Act, SSA, UNICEF. These are probably already applicable to the PMC schools.
• The annual report format of the individual school should be worked out and linked to the plan for the next year.
• The individual school reports are what is aggregated and presented as the high level indicators, perhaps as X schools in A cat (all norms are met); Y schools in B cat (non-negotiable norms met but shaky on others) etc
• Mini is to check with Meher about the suggested structure/ table of contents of the School Annual Report. If done, then post to all, else develop and post.
• Mini is to post the list of indicators / norms/ requirements from the FRE, SSA, UNICEF
• Ranjit is to ask Sachin to write the source of each indicator / norm/ requirement
• The Sapta Tarankit shala system developed in Yavatmal links norms to performance review and increments of teachers and this model would be a useful input for Pune.
• Shamita is to obtain more details on the Yavatmal accountability and increments related orders.
  

2. Mini to obtain the signatures of MC on the circular to schools permitting inspection by NGOs and initiate the corroboration study in 30 schools with ARC

3. Getting new schools allocated to an area is possible through the Development Plan. As preparatory work, Ranjit and Avinash to work with BVIEER / Dept of Geography UoP to create GIS map layers (and tables) indicating population, slum population and location of schools. Based on this, some suggestions may be possible about where new schools must be provided for in the new DP currently being prepared.

4. Ranjit is to obtain and share information on the role and functioning of School Board

5. Ranjit is to obtain and share information on public disclosure law/ bill proposed under JNNURM and how it would be applicable to the School Ed Dept (what exactly would it be required to disclose)

6. Shala Sudhar Samiti: The idea is that apart from parents, interested NGOs can also be part of this Samiti and help schools improve their performance against agreed norms/ indicators. About 10 schools are to be selected by interested NGOs. KKPKP, India Sponsorship Committee (Yerwada), Swadhar (Bibwewadi), have already shown their keenness for this. These agencies and schools will also be part of the corroboration study.

7. One major difference in the classes run by NFE organizations and municipal schools may be the number of effective teaching days. Gyanshala staff in Ahmedabad cited this as a major reason. So, it might be a good idea for the School Group to look at the non-teaching / curricular work done by teachers and ways to reduce this such as by streamlining admin processes, proper computerization of record keeping etc.

8. Next meeting is planned for around 5th Feb after checking with Arthabodh and Meher and inviting them, as well as a few principals and school teachers who could provide inputs related to which type of records are already kept by schools, non-teaching tasks and ideas to streamline these, the data collected by Arthabodha and SSA if possible. The sequence of meetings was suggested as: small meeting next week to prepare the main areas of work for the School Group; School Board meeting with MC; School Principals consultation(s)

9. The main areas of work for School Group are emerging as: School Annual Report format and individual school report format; consultations with principals and teachers; Sudhar Sudhar Samiti in selected schools; streamlining admin and other processes of School Ed DEpt; enhanced public awareness of high level performance indicators of School Ed Dept.

Ride and Return Bicycle Program - Will it Work in Pune?

सैक्लिंग ग्रूपच्या नवीन प्रपोसल : राइड ऎंड रिटर्न - पुण्यात सफल होईल का?

The PCEF Cycling Group is preparing a proposal for Pune for a "ride and return" cycle program. The aim is to promote casual, short trip, cycling and make it a visible mode. The idea is to create 400 locations in the city where specially branded cycles can be picked up and returned.

Each location will have

• About 25 cycles
• A "caretaker" who will manage the cycles and do minor repairs and maintenance

10,000 cycles may need to be sponsored by various corporates, individual donors, PMC. Attrition in cycles is expected; fleet will need constant additions. After initial losses, it is expected that cycle fleet numbers will stabilize.

Watch a video made by Manisha Sheth-Gutman on Velib, the celebrated bicycle sharing programme in Paris http://www.youtube.com/watch?v=hDBfwU6zni8

Read an article on the bicyle sharing concept, Velib and other programmes http://www.alternet.org/story/72528/

What do you think about the 'Ride and Return' proposal for Pune: ... will it work? ... your suggestions for how to make it work ... can you help? Post your comments ...

Notes on School Group Meeting of 17th Jan 2008

1. Meher Gadekar spoke about the Gyanshala programme being carried out in Ahmedabad municipal schools. Information on this is to be posted by him to the group
2. Meher will post suggestions on how the Annual Report of the School Education Dept should be restructured to reflect the status clearly including critical indicators. The purpose of the annual report should be to help the city plan for improvements as required
3. A discussion is to be arranged with Arthabodha to check if the data they have on school education in Pune can be used to reveal critical indicators and be used in the annual report to be made for this year (2007-08)
4. The corroboration work undertaken by ARC for infrastructure facilities should be finished asap, so that the next steps can be planned
5. The strategy for the School Group is of engagement with the School Board and of consultations with principals, teachers, PTAs, interested NGOs in Pune etc as was discussed in the meeting of 10 Jan
6. Ranjit will gather information on the responsibilities of the state and local govt vis a vis education, and who are designated authorities for various aspects
7. The School Group should enquire about the budget allocation and details for the school ed dept for 2008-09
8. The School Group should also build up its linkages with national and state level organizations and networks related to improving basic education in India

(Meherram Gadekar, Ranjit Gadgil, Avinash Madhale, Melissa Thomas, Sanskriti Menon)

Draft Framework for 'Water' in Environment Status Report

Overview of Water in Pune

• Scope (e.g. rivers and streams flowing through Pune, groundwater, lakes in vicinity)
• Policy and legislative framework
• Key drivers or factors influencing Water (e.g. population and per capita consumption growth, amount of untreated or uncollected sewage and garbage, tapping of groundwater for home and commercial uses, industrial effluents, extent of rain water harvesting)

Status, Trends and Projections

(as per indicators and data sets we've chosen - see below)

Key Issues and Concerns

• (should focus on end issues not on data issues. Examples – Ground water levels and quality continuing to erode, Toxicity in rivers reaching levels that will affect animal and human health, Natural aquifer systems being dismantled and degraded due to construction, etc)
• GW not covered
• Multiple agencies
• Data related issues

Recommendations

• Water, waste water, ecosystems and hygiene related
• PMC functioning and organization related
• Data collection systems related
• Local policy related

Water Indicators and Data-sets

• Water quality on surface streams (whatever the std indicators are of BOD, COD, turbidity, acidity etc)
• Water quality of aquifers (as above)
• Ecological flows and critical stocks maintained?
• Reduction of waste water flows - % houses / units sewer connected; % sewers/ qty reaching waste water treatment plants
• Wastewater treatment
• Annual withdrawals of ground and surface water
• Surface and Aquifer flow quantities before and after city
• Net water consumption
• Energy consumption in water provision and waste water treatment (both in municipal pumping as well as household level pumping from sumps and bore wells if data can be gathered or estimated)

Notes on Meeting of 10 Jan 2008

Pune Citizens Environment Forum

Agenda
1. Introductions
2. Introduction to PCEF and RCE and report of activities
3. Work Discussions (2 hours)
a. PCEF theme groups work status, related research and studies TBD
b. (BD, Schools, DC Rules, Ecohousing, Traffic/ cycling) = 1 hour
c. Framework of ESR/ Pune Sustainability Report = 1.5 hour
4. Governance for PCEF

Notes

Introduction to PCEF and RCE

Reference Documents

• Note on PCEF
• Note on RCE Pune

Discussion on PCEF and RCE work areas and possible merging

1. Considering the overlapping scope of work of the PCEF and RCE, there was a suggestion that the two groups could be merged
2. It was pointed out the focus of the RCE is ‘Education’ and so the school and public education groups of the PCEF could be part of the RCE; if however the focus of the RCE was ‘Sustainable Development’ then the PCEF could be the RCE
3. Since each theme group also has needs of outreach, participation and education/ communication, the individual members may be part of the RCE, or the PCEF would work with RCE for those aspects
4. There was a suggestion that the jurisdiction of the RCE should be the entire state of Maharashtra and the focus of work should be rural development as well.
5. However others suggested that the jurisdiction has to be kept manageable and human-scale (meaning one should be able to leave home in the morning, participate in a meeting and be home the same evening, while not traveling by air)
6. It was also suggested that the RCE jurisdiction should be the jurisdiction of the University of Pune i.e. the districts of Pune, Nasik and Ahmednagar.

Decisions

1. The School Education and Public Education groups of the PCEF could be part of the RCE
2. PCEF and RCE members should have the flexibility to be part of both or ither groups
3. The RCE and PCEF would complement each other’s work
   

DC Rules

Reference Document: Ppt by Anagha Paranjape

The view of the PCEF DC Rules group was that the Circular Resolutions have complicated the DC Rules, and it is difficult to understand them. They are not easily available, and the general public and even professionals find it difficult to understand and apply them since some Circulars are conflicting; some Circulars dilute the DC Rules in specific cases.

The Municipal Commissioner brought another point of view that the Circulars serve to clarify the Rules and add specificity according to the actual site of construction.

Decisions

1. PMC to make circulars available (A Pawaskar)
2. The DC Rules group would take up the tasks of
   - codification of the circulars
   - inventorization
   - facilitate uploading on PMC website
   - analysis of the circulars to identify contradictory circulars and those that can be deleted
   - outlining the process for changing rules
   - articulating the spirit of the DC Rules in the form of Directive Principles
3. The PCEF DC Rules group would become the DP sub-group on DC Rules. Additional members would be Vidyadhar Deshpande, Mr.Gohad, new staff in PMC DP Cell should be part of the DC Rules sub-group, Arvind Shinde, Bidkar, Ujwal Keskar. The group would be convened and coordinated by A Pawaskar

Eco Housing

Reference document: Ppt by Veena Dharmaraj, presented by Anagha

Decisions

1. The Eco-housing Norms should be applicable to commercial, institutional and other typologies of building not just ‘housing’
2. The Science and Technology Park is facilitating an eco-housing centre and MC suggested that they be invited to join the PCEF

School Education

Reference document: Ppt by Mini Shrinivasan

Decisions

1. PMC to issue circular on allowing corroboration inspections
2. The School group may help to evolve some mechanism for how to manage external assistance and ensure it is effective – temp teachers, DEd students, home learning opportunities etc
3. School group to organize workshop / consultation with Principals and teachers for broad based support on indicators and benchmarks, more insights into how teachers can be more effective (perhaps reduce un-necessary admin tasks) etc
4. Work towards a system of decentralized accountability through working with and facilitating PTAs/ Shala Sudhar Samitis
5. Implementation of the above to be first piloted in 30 schools through ARC members and other interested grassroots groups

Traffic and Transport

Reference documents: Note on Cycling Group report, Pune-Velib proposal and Traffic Indicators

Decisions

1. PMC to issue notice for elimination of parking charges for cycles from the PMC offices
2. Cycling Group to prepare a proposal for the Hire and Ride for which PMC can invite bids
3. Dinesh to make available the map of existing and proposed cycle tracks using which the missing links can be identified and budgeted for the next year
4. New signage is to be designed so as to be more visible (Anagha has offered that BNCA students would be able to help in this)
5. MC informed that Bhubaneswar has a well-developed cycling infrastructure. CEE to obtain pictures of tracks, signage etc
6. Cycle-track Helpline number to be allocated by PMC, and budgeted in the current budget
7. The helpline no. is to be well publicized on the cycle track itself and other locations

Biodiversity

Reference document: Report by Anchal Sondhi

Information shared by PMC

1. There is approval from the CM to notify the Biodiversity Reserve
2. However there is court stay in favour of the Chinchwad Deosthan Trust; about 50 ha out of 89 ha is privately owned at this location (Survey No. 7 Baner)
3. PMC has petitioned the High Court

Decisions

1. Interested citizens may attach/ add their petitions to the existing PMC petition as well as make a petition to the Divisional Commissioner
2. Anchal and Laxmikant to follow up with Garden Dept to obtain documents; and further discussion with Aneeta and Sujit as well as citizens groups in Baner and Pashan
3. It was suggested that a film on Pune’s biodiversity be made with the help of students from the film institute; Sanskriti and Anchal to coordinate

Environment Status Report

Reference documents

1. Extract from 6 Oct 07 PCEF meeting on ESR
2. CEROI indicator set
3. Prelim thinking on indicators for housing, water, traffic and schools

Decisions

1. PCEF may develop the framework
2. Some chapters to be done by PCEF (focus on Environmental aspects rather than all)
3. Data collection by AQM cell
4. Analysis by PCEF group
5. Collect data at the electoral ward level
6. A note outlining the process (above points) and timeline is to be prepared by PCEF Sectt and sent to MC
7. The PCEF process should link up with the AQM Cell which has the responsibility of making the Annual ESR.
8. Sanskriti and Piyush from AQM Cell are to brief Ajay
9. Aneeta to send 1998 ward level data list

Ecohousing ppt text 10 Jan

PCEF Eco-housing Activities

The group has deliberated on the individual focus areas of the Eco-housing Assessment criteria in relation to the D C Rules

Even though the criteria is applicable only to residential construction, its applicability to other buildings have been studied
n Commercial Buildings (malls, multiplexes, offices, IT parks)
n Institutional Buildings (public buildings, hospitals, educational institutions)

Preliminary analysis includes
n Applicability of the criteria to the D C Rules
n Measures to ensure compliance in case of specific criteria
n Supporting documentation to be developed and studies that need to be carried out for implementation eg. Guidelines for bio diversity conservation, case studies for appropriate ground coverage

PCEF Eco-housing Activities
Recommendations cover the Eco-housing focus areas of
n Site Planning
n Water Conservation
n Solid Waste Management
n Use of Renewable Energy for water heating application

Activities Planned
n Prepare a detailed report of recommendations.
n Study applicability of criteria to existing housing societies
n Training programs for end users and architects/ developers to be held in Feb/ March

Environment Status Report extract

EXTRACT ON ESR FROM PCEF MINUTES 6 Oct 2007

Environment Status Report

As decided in the inception meeting of the PCEF, one of the tasks that the Forum should take up is the development of a framework for the Environment Status Report ESR). This is a mandatory annual report that municipalities in Maharashtra are required to produce.

The process agreed upon at the meeting is:

1. A core group consisting of Aneeta Benninger, Ranjit Gadgil, Himanshu Kulkarni, Sanskriti Menon, Laxmi Narayan, Ajay Ojha, Vijay Paranjpye (and expandable as per needs) should be set up, to
develop an overall framework for the report and for individual chapters
work with the PCEF theme groups and additional groups/ individuals to take up responsibilities for the development of various sections of the ESR, including Indicators for each theme
review and edit the drafts submitted by each group
submit a budget to the PMC for developing the framework and content

2. The minutes of this meeting are to be considered as the formal communication to PCEF from PMC to begin work on the ESR

3. Decisions related to content and framework:
a. Currently ESR focuses on PMC’s contribution to environment management. However, achievements by NGOs, Corporates, Citizens Forums and their best practices should be a part of the ESR.
b. The ESR should report on ecological carrying capacity and the footprint of the city and not only sectoral environmental status. This paradigm of environmental status reporting can take into account the impacts of Pune such as due to the sourcing of water from catchments outside Pune and releasing effluents without treatment.
c. A document containing the framework and benchmarks for various sectors of the ESR is one deliverable. This would help to standardize the future ESRs and make them comparable and over time to reveal the changing status of environment
d. Methods for collecting and reviewing data should be standardized; thus data gaps in current data collection systems should also be identified
e. ESR should be based on ‘spatial and temporal’ approach because environmental changes do not happen in sectors. Performance of each municipal ward must be reviewed, ranked and linked to budget allocation. ESR should have two components – status of municipal services offered and status of ambient environment.
f. An ongoing data compilation process may be developed so that data and information from diverse sources can be gathered at one location (online and as a repository)
g. The ESR should be uploaded on the PMC website
h. ESR should have relevant indicators from the Human Development Index (HDI).


ESR - Possible Reporting Framework

See CEROI – City Environment Reports on the Internet http://ceroi.net/index.htm

Environment Status Rerport extract

EXTRACT ON ESR FROM PCEF MINUTES 6 Oct 2007

Environment Status Report
As decided in the inception meeting of the PCEF, one of the tasks that the Forum should take up is the development of a framework for the Environment Status Report ESR). This is a mandatory annual report that municipalities in Maharashtra are required to produce.

The process agreed upon at the meeting is:

1. A core group consisting of Aneeta Benninger, Ranjit Gadgil, Himanshu Kulkarni, Sanskriti Menon, Laxmi Narayan, Ajay Ojha, Vijay Paranjpye (and expandable as per needs) should be set up, to
develop an overall framework for the report and for individual chapters
work with the PCEF theme groups and additional groups/ individuals to take up responsibilities for the development of various sections of the ESR, including Indicators for each theme
review and edit the drafts submitted by each group
submit a budget to the PMC for developing the framework and content

2. The minutes of this meeting are to be considered as the formal communication to PCEF from PMC to begin work on the ESR

3. Decisions related to content and framework:
a. Currently ESR focuses on PMC’s contribution to environment management. However, achievements by NGOs, Corporates, Citizens Forums and their best practices should be a part of the ESR.
b. The ESR should report on ecological carrying capacity and the footprint of the city and not only sectoral environmental status. This paradigm of environmental status reporting can take into account the impacts of Pune such as due to the sourcing of water from catchments outside Pune and releasing effluents without treatment.
c. A document containing the framework and benchmarks for various sectors of the ESR is one deliverable. This would help to standardize the future ESRs and make them comparable and over time to reveal the changing status of environment
d. Methods for collecting and reviewing data should be standardized; thus data gaps in current data collection systems should also be identified
e. ESR should be based on ‘spatial and temporal’ approach because environmental changes do not happen in sectors. Performance of each municipal ward must be reviewed, ranked and linked to budget allocation. ESR should have two components – status of municipal services offered and status of ambient environment.
f. An ongoing data compilation process may be developed so that data and information from diverse sources can be gathered at one location (online and as a repository)
g. The ESR should be uploaded on the PMC website
h. ESR should have relevant indicators from the Human Development Index (HDI).
ESR - Possible Reporting Framework

(From CEROI – City Environment Reports on the Internet http://ceroi.net/index.htm)

DPSIR
Driving forces
Pressures
State
Impact
Response

PCEF Biodiversity Group 10 Jan report

PCEF Biodiversity Group

1) A Pune Biodiversity Strategy and Action Plan is proposed (TBD)
a) Dr. Bharucha stressed on need to establish linkages between theme groups of PCEF; especially among biodiversity, public and school education, water and DC Rules as these issues are closely interlinked.
b) It was agreed by all that the PBSAP process needs to be conducted in PCMC, Cantonments and other privately owned areas instead of just PMC limits. Pune University, NCL, NIA, Tata campus, MIDC, MIT, BVIEER, Sindh Society, Automobile Research Institute, Joseph school, Loyola school, Agriculture College, Ferguson college, Law College, Koregaon Park were some of the areas suggested for this process.
c) Mr. Khaire suggested that monitoring biodiversity should be first step of this process. He suggested that the group should decide methodology for this survey and PBR Process might be a good option for this.
d) Dr. Bharucha suggested that a list of organizations be made that can involve themselves in PBSAP process. A grid of factors to be surveyed, survey methods and partners may be made as starting point. Dr. Bharucha and Mr. Khaire suggested a period of 6 months for making the grid and survey of biodiversity. Raghu Velankar will make framework for this grid and it will be finalized after incorporation of suggestions made by the group members.
e) Sanskriti Menon suggested additional factors like ownership of biodiversity rich areas; their legal status (contentious issues) should be covered in this grid so that PBSAP process can be comprehensive. She added that PMC could initiate dialogue within PMC and with other controlling authorities, departments to generate support for the PBSAP process. Mr. Khaire agreed for this
f) Dr. Bharucha expressed need for a 'Biodiversity Vision' for Pune city. He said while changes in Pune's landscape, habitats, ecosystems and bio-diversity are discussed, the city also need to decide future course of action. The vision is important part of this process. It was agreed that partner organizations would draft their vision, which will be discussed later to evolve a common vision. (This is in fact part of the PBSAP process)
g) The document on the suggested process for PBSAP is available at www.pcef.blogspot.com

2) Dr. Bharucha suggested widening base of Biodiversity group to make the process participatory and comprehensive. He suggested that Dr. Sanjeev Nalavade, Dr. Anil Mahabal and Retired Forest Officers Organization should be invited to be part of PCEF. Others added Dr. Gole so that UoP can be covered along with Environment studies, zoology and botany courses. He offered support of BVIEER students to do surveys of biodiversity. He informed that assessment of various thesis reports is being done by Ms. Ruby to gather available baseline data. Similar exercise can be done with other academic institutes. Ms. Anchal expressed willingness to contact Pune University departments for the same purpose.
(some done and other contacts underway)

3) Discussions on Baner Biodiversity Reserve (see attached table) – need to convert to management plan and to address issue of ownership

4) Dr. Bharucha suggested that the biodiversity group should make a booklet on parks. It may include existing data, objectives of parks, contribution by different stakeholders etc. This will help to evoke more participation and publicize efforts by the PCEF. A timeline of 3 months has been decided. Mr. Khaire informed that the PMC would support printing of these booklets if the biodiversity group develops its content and design.

5) Dr. Bharucha raised issue of strategy for nature interpretation centre and awareness activities.
a) A note on this will be circulated by BVIEER, which can be discussed further.
b) Mr. Khaire suggested that biodiversity group should make one-year module containing different education activities for various social sectors.
c) Need to revive Tree Walks (conducted by CEE, INTACH, RANWA) was expressed by Dr. Bharucha. It was agreed that a common framework and suggested content be developed under these modules so that uniform message would be spread by the PCEF. Mr. Khaire said that he is already thinking of printing "Rare trees of Pune" Marthi book of CEE with few more introductions of species and has spoken to Kiran Purandare about it.

6) Dr. Bharucha enquired if PMC has adequate number of saplings of indigenous species required for plantation purpose across city. He suggested that many private nurseries might be assigned this task based on assessment of requirement conducted by the PMC. Mr Khaire mentioned that Garden dep't has two nurseries and he has already instructed them to start building up stock of indigenous species based on demand by citizens.

PCEF Traffic and Transportation Group 10 Jan docs

Pune Traffic and Transportation
Framework for Environment Status Report


Policy and legislative framework
National Urban Transport Policy
Report on the Working Group for the 11th Five Year Plan on Urban Transport including MRTS (not yet passed into law)
Draft concept note on Pune’s transport vision pending legislative approval for two years
Committee recently appointed by State Government to ‘look into Pune’s transport problems’. Unclear what their mandate/role is.
No other known policy or body.

Responsible agencies
PMC: Road building, maintenance; signals; footpaths; cycle tracks; parks; parking lots; deciding on one-ways, no-entry roads etc. including IRDP roads, flyovers etc.
PCMC and the cantonment boards: Similar roles within their areas?
Traffic Police: Enforcing traffic rules (signals, parking, driving without license); fining offenders; dealing with accidents etc.
RTO: Issuing licenses to people, vehicles to ply.

Indicators
Three kinds of indicators:
Economic indicators: To reflect economic impact of transportation
Social indicators: To reflect impact of transportation on equity, community, human issues
Environmental indicators: To reflect environmental impacts.

Ideally, these indicators should be used in an environment where there are specific goals to be achieved, targets to be met – in other words, the city has a vision with respect to these issues. Today in Pune, we do not have the luxury of such a vision, but it will still be a useful thing to benchmark where we are even if we are not sure where we want to go.

The list of indicators can be much more elaborate than what is listed here, but it may be good to begin with a small set of indicators while being aware that other indicators also should be considered in future. Such indicators are listed in the final section.

Economic indicators
Average time to commute
Average distance commuted
Modal shares of different transport modes (mainly walking, cycling, bus, two-wheeler, four-wheeler, three-wheeler, train)
Number of vehicles registered, and the number plying on roads; both by vehicle type
Amount of goods / cargo traffic in the city
Quantity of goods / cargo
Number / type of vehicles
Inter-city transport
Number of vehicles and people boarding / disembarking
By type (ST, private bus, train)
Total road length

Social indicators
% of road length safe, convenient, usable for pedestrians
% of road length safe, convenient, usable for cyclists
% of road length safe, convenient, usable for senior citizens
% of road length safe, convenient, usable for children
Total road length with dedicated, usable cycle tracks (and perhaps total road length with cycle tracks as on official records)
Percentage of family budget spent on travel – classified by economic category
Accidents
Classified by type (fatal, serious, minor)
Classified by victim type (pedestrian, cyclist, …)
Classified by time (early hours, morning, afternoon …)
Classified by region
Public transport indicators
How easy is it to access?
How reliable is it?
How frequent is it?
How ‘consumer-friendly’ is it?
How expensive is it?
How viable is it (earning / expense relationship)?

Environmental indicators
Number of trees cut for road related activities and number planted elsewhere (including details of where cut and where planted)
Air pollution (particulate, non-particulate etc.)
Preferably broken down by region to facilitate impact of proximity to main roads, big parks, wooded sections etc.
No. of vehicles plying with / without PUCs
Fossil fuel consumption (by type, preferably by vehicle also)
Total number and size of public (unpaved) open spaces, gardens and their per-capita values

Some other possible indicators
Employment accessibility (job opportunities within walking distance)
Service accessibility (basic services such as schools, shops, government offices within walking distance)
Vehicle-km travelled per capita per day
Per capita congestion delay
Transport investments (City’s investment into different transport infrastructures)
Transport services for non-drivers, disabled etc.
Noise pollution
Habitat protection / destruction
Mix of fuel shares, % using CNG, % using electric vehicles etc.

PCEF DC Rules Group 10 Jan ppt text

10 Jan 2008
PCEF DC Rules Theme Group

Summary of Discussions
1) We initiated a broad discussion in which members generally spoke and discussed issues facing Pune’s development

2) This broad discussion helped us streamline our first thoughts towards addressing the Gaps / shortcomings in the existing DC Rules

3) The next level of discussions were to be based on deeper understanding and analysis of the existing DC Rules and their interpretations in practice
Circulars, main issue which is making the understanding and interpretation of the DC Rule mechanism very complex

4) A few more meetings and discussions revealed that a Focused Working Group will have to emerge for any value added suggestions towards changing / modifying the existing DC Rule
The issue faced here is time commitment and isolation of this group from the DP Process Committee

5) The last meeting held on January 3, 2008 decided that:
Our Group may not be able to work on actually framing the DC Rules, which will require serious and sustained time commitment and effort much larger than the Group can handle
We may come up with a DIRECTIVE POLICY for DC Rules, which may be used as a guiding principle for further work


Update on Proposed Working

Next meeting – January 12, 2008

We propose to hold a day long workshop in this month to:
–Have focused discussions and debates on the DC Rules
–Identify gaps and data requirements in a more focused way
–Come out with a Draft DIRECTIVE POLICY which can be then taken up for further work

(Aneeta Benninger, Sujit Patwardhan, Ujwal Keskar, Poorva Keskar, Zigisha Mhaskar
Rajiv Raje, Pushkar Kanvinde, Dinesh Girolla, Subhash Ghaisas, Pratima Kisloskar
Shantanu Roy, Anagha Paranjape – Purohit)

PCEF School Group 10 Jan ppt text

10 Jan 2008
PCEF Schools Group

The Schools Group is concerned with the Learning Environment for Children of Pune, with a focus on PMC Schools

The framework of the chapter on schools in the ESR is as below:

The Numbers
Number of PMC schools: 320
Number of children enrolled: 130000
Around 35% of the children in Pune attend PMC elementary schools.

What the law promises
The right to good quality elementary education is guaranteed by the UN Convention on the Rights of the Child, of which India is a signatory.
Free and compulsory education from age 6-14 is a fundamental right enshrined in the Constitution of India.
Municipal Corporations, councils, ZPs are responsible for elementary education

Implications for PMC Education Dept
The PMC must provide, free of cost, elementary education that is of good quality to each child in the local area.
The schools run by the PMC must provide easy access, enabling environment, opportunity for all-round development to each child.

Major problem areas in PMC schools as seen by child rights activists
1) Access
a) Physical access is often blocked by busy roads, flyovers, rail tracks, digging, parked buses
b) Access is also blocked by lack of relevant documents, language.
2) Enabling environment: Physical environment is usually dismal. Attitude of adults in the school is often equally dismal, discouraging, disparaging.
3) Opportunity for development:
a) Teaching methods remain for the most part uninteresting and irrelevant. As a result, most poor children do not actually learn what they are supposed to be learning.
b) Evaluation methods reward rote learning
c) Absence of facilities and people for anything except ‘covering the syllabus’ and taking exams.

Problems expressed by teachers
1) Complete absence of any sort of autonomy on when and how to teach and evaluate
2) Overload of meaningless clerical jobs
3) Absence of academic leadership from supervisors

Problems expressed by parents
1) Children do not learn even to read and write properly
2) Teachers and principals do not treat parents with respect
3) They are not welcome in the school
4) Children’s progress or lack of it is not communicated properly
5) Children are beaten

Problems expressed by children
1) Teachers beat them and shout at them
2) They are asked to sweep, fetch water and tea
3) They are scolded if they do not understand or ask questions
4) They are scared of exams, especially the scholarship exam
5) Teachers are often absent from the class and then expect them to do unit tests without teaching the lesson properly

Problem areas arising out of administrative matters
1) Funds for elementary education come from: Municipal Corporation, State Government, Centrally Sponsored Schemes (e.g.SSA).
2) Staff appointment and therefore accountability is divided between: State Government, Municipal Corporation Education Dept and other departments (eg cleaning and maintenance)
3) Centrally Sponsored Schemes have to be implemented without questioning and without local adaptation
4) Decisions regarding even simple procedural matters are apparently controlled at state level, leaving PMC Ed Dept seemingly rather powerless, going against the 74th amendment
5) The role and power of the Education Board (Shikshan Mandal) is rather unclear.

Performance Indicators for PMC Schools
1) Learning Environment
2) Staff and Administration
3) Learning Process
4) Learning Outcomes
a) These have been detailed on the basis of norms set by SSA, Unicef, etc
b) These will also include figures on school drop outs or transfer to private schools
5) Financial Efficiency

Learning Environment Indicators are about..
1) Number and quality of classrooms
2) Number and quality of toilets
3) Drinking water
4) Play area
5) Access and safety
6) Cleanliness and maintenance


Staff and Admin Indicators are about..
1) Teacher-pupil ratio
2) Teacher-pupil contact time
3) Availability of other resource persons
4) Supervision/on-site training
5) Performance reviews of teachers and supervisors
6) Role of school Board

Learning Process Indicators are about..
1) Availability of learning materials
2) Availability of facilities for sports, art etc.
3) Classroom processes, including evaluation


Learning Outcomes Indicators
Findings of annual review done by independent body for basic literacy skills
•Class 2
•Class 4
•Class 7

Financial Efficiency Indicators
1) We are studying ways in which indicators can be framed so that budgets are not cut but used more efficiently.
2) The focus for creating indicators will be on inputs planned and outputs delivered within the planned budgetary framework

Progress so far
· Except Financial Indicators, others have been detailed
· SSA has done a detailed review of school infrastructure of all school buildings.
· Data has been made available to us
· SSA/PMC has initiated repair work in a number of schools, data has been made available
· MC has taken a few important decisions regarding cleaning and maintenance of schools, e.g that a separate team be made available for school maintenance work from the ward office, that school cleaning be outsourced to a private firm.
· ARC has not been able to corroborate data on infrastructure as permission needs to be taken in writing

Tasks in hand
1) Gather and cross-check complete information against physical environment indicators along with PMC staff
2) Gather information about status against other indicators
3) Understand financing and budgeting and create financial indicators
4) Jointly with PMC create and publish first report card
5) At all levels, involve existing or newly formed ward level committees, including PMC school user community

RCE Pune

About the UNU-IAS Regional Centre of Expertise in Pune

The United Nations Universities – Institute of Advanced Studies (UNU-IAS) has initiated the concept of Regional Centre of Expertise (RCEs) on Education for Sustainable Development (ESD). The UNU-IAS invited Centre for Environment Education (CEE) to initiate identification of partners and help set up RCEs in India. We are in the process of initiating one such RCE in Pune and are exploring possible partnerships under this network.

Tentatively, the RCE in Pune aims to function with the following goals and objectives:

Goal
Promote Education for Sustainable Development in Pune through schools, university and forums for citizens

The objectives are:
1. To contextualize ESD in university education, by enhancing linkages among university departments and those working on urban environment and development issues
2. To improve access to school education in Pune addressing direct and in-direct causes of non-accessibility (such as lack of schools, inadequate water and sanitation, other reasons for drop-outs) as well as quality aspects (content, transaction methods, support material, teacher training etc)
3. To enhance public understanding and engagement in governance, and a variety of social and environmental issues, in the context of sustainable development
4. To evolve a method of networking and governance amongst various actors of the RCE itself in order to help us work together effectively

This RCE is seeking membership of:
- University departments, colleges and specialized higher learning institutes
- Agencies such as local citizens' groups and NGOs concerned with social and environmental issues of the city and access to and quality of school education
- Local and regional government authorities

Proposed / Suggested Activities
Studies and research in the areas of:
School education: access and quality
Slum housing
Waste management
Water management
Biodiversity conservation
Governance
Energy conservation
Climate change mitigation, vulnerability and adaptation
Urban-rural linkages
RCE Pune
Education for Sustainable Urban Development

Report of Activities (July 2006 – Dec 2007

· Proposal to UNU IAS based on prelim discussions with various institutions, NGOs and municipality (July 2006)
· RCE Pune on Sustainable Urban Development received its formal communication about recognition from UNU IAS in January 2007.
· RCE Pune meeting (July 2007)
· In parallel, the Pune Citizens Environment Forum was set up in June 2007

Report on Meeting of July 2007
A meeting of existing partners and potential partners was done in July 2007, at the Dept of Environmental Sciences, University of Pune. An overview of developmental issues in Pune was provided by the Chair, including of existing networks of civil society organizations. A presentation of the RCE concept was done, including of the application process. The focus on Education in the RCE initiative was appreciated, with the observation that long-term sustained educational efforts are often missing in our work. Partners provided their views about the nature of education for sustainable development.

Access and Quality of Basic Education
There was a detailed discussion on working with school curricula. It was felt that externally provided inputs in the form of eco-clubs which reach limited numbers of students are important, but there is a greater need for improving infrastructure and assessing the entire curriculum with a view to enhancing the quality.

The Dept of Education, University of Pune and the Bharati Vidyapeeth Institute of Environment Education and Research have expressed their interest in looking at school curricula. Science and Technology Park, and the Dept of Environmental Science are working with the Pimpri Chinchwad Municipal Corporation and their inputs would be useful too. Janwani and Centre for Learning Resources have taken up an initiative to develop performance measures for various aspects of the school system. This work would be complemented by a discussion on the quality aspects.

A School Education working group is envisaged to take up more detailed discussions on access and quality to basic education.

Higher Education
On the topic of formal research and study courses at the university level, the earlier experience of offering a credit course at the post graduate level was discussed. It was felt that while the Dept of Environmental Sciences could take this up as a core course, for other faculty, it may be better to develop a lecture series more suited to the needs of their disciplines. The Centre for Development Studies and Activities, which is an autonomous organization affiliated to the University of Pune offers post graduate programmes in development planning and architecture. The content of some of these courses may be helpful in designing the lecture series.

Student projects and internships were discussed very briefly. Students from Geography Dept would be able to take up local projects.

A product on internship and post-graduate research for local sustainability issues may be developed to help orient higher education to sustainability issues. For more detailed study and research it was felt that one to one discussions would be required with the various departments and institute of higher learning.


Public Education
There wasn’t much discussion on the nature and form of public education that could be taken up through the RCE. The Indira School of Communication and the Film and Television Institute Community Radio described their programmes and interest in taking up local issues.

The constraints related to the use of micro-credit in cities described by the representative from the College of Agricultural Banking. The nature of the informal economy is Pune requires a separate and more detailed discussion, and is to be taken up in a subsequent meeting.


Governance
It was felt that CEE should continue to function as the secretariat. Some more discussions and strengthening of the network are needed before a more formal governance mechanism is worked out. The work already initiated should continue, as should one-to-one discussions with the various local organizations to acquaint them of the RCE concept and to develop work programmes within the RCE framework provided by the UNU.