SDG Samvaad-Issue 9

ISSUE 9

SDG SAMVAAD

NOVEMBER 2023

From the Guest Editors TABLE OF CONTENTS Education for Sustainability (EfS): A New Mantra for Sustainable Future

By Dr. Renji George Amballoor Raising awareness about E-Waste

By Prof. Sangeeta Chakrabarty SDG Compliant Institute Initiative

By Dr. Manasvi M. Kamat Sahayog: Teaching SDGs Beyond Classroom A Digital Experiential Program Designed by Center for Social Sensitivity and Action CSSA, Goa Institute of Management

Sustainable development is the current buzzword. With the declaration of Sustainable Development Goals (SDGs) in 2015, the United Nations provided a new blueprint to all countries to make human development more holistic. Successful implementation of SDGs was dependent on multi stakeholder collaboration. It was realised by policy makers, globally, that higher education institutions can play a pivotal role in creating sustainability mindset among students and also help to mainstream sustainable development into the community.

As Guest Editors, we are delighted to bring to you another exciting edition of SDG Samvaad. This issue highlights a range of inspiring sustainability initiatives undertaken by higher education institutes (HEIs) in Goa Educational to pave the way for a better, healthier, fulfilling and a

SDGs (Sustainable Development Goals) and Higher Education in Goa

promising future.

Creating Sustainability Change Agents

grateful to all our contributors who have described high impact

“Skill Craft: College Crusaders Empowering Students with Vocational Skills”

By Ms. Sonam Gondlekar Sustainability through Cultivation and Waste Management:

By Prof. Marielou Ferrao Plastic Milk Packet Collection and Recycling and Preparation of Short Documentary Film

By Prof. Larissa Danielle Menezes

Putting together this Issue has been a wonderful experience. We are initiatives undertaken by their respective colleges in Goa to nurture sustainability advocates among their students.

We need to start now. We need to educate ourselves and work towards a common vision that makes living on this planet possible. Become a sustainability ambassador and save your community, people and the planet. Feel free to write to us anytime at cssa@gim.ac.in Christal Ferrao, Academic Associate of General Management and Public Policy area

Nature Club: Growing naturally

By Prof. Larissa Rodrigues

&

Students’ Speak

Academic Associate of Healthcare Management program

Serena Menezes, Editors, SDG Samvaad

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Education for Sustainability (EfS): A New Mantra for Sustainable Future Dr. Renji George Amballoor, Deputy Director (Academics), Directorate of Higher Education

Irrespective of our gender, caste, creed, religion, region, wealth, etc., we are increasingly becoming victims of unpredictable climate change, global warming, biodiversity loss, climate injustice, food insecurity, inequality, heavy rains, floods, fires, melting glaciers and more. There is a strong realization that the catastrophes we encounter can be effectively addressed only through behavioural changes and nudges. This calls for the creation of a large battalion of students who are fully aware of the need for sustainability and can become sustainability practitioners in the future.

Our country has made considerable progress towards many Sustainable Development Goals.

We may have to extend the 2030 deadline to fully achieve these goals. Hence, there is an urgent need to equip more students and youth with the knowledge, mechanisms and efforts required to achieve these goals.

Higher education institutions must reshape their curriculum and pedagogy to effectively implement Education for Sustainability (EfS). The EfS framework will build an ecosystem to learn skills, methods, attitudes, and outcomes essential for participating in a sustainable economy, society, and environment.

Regular training, scenario workshops, and sustainability internships can build confidence among teachers in implementing various aspects of EfS. Higher Education Institutions (HEIs) must devise measures for inculcating competencies involving interpersonal skills, strategic planning, normative competencies, anticipatory skills, systems thinking and intrapersonal competencies among students for training them in EfS. Many HEIs in tier II and III towns and cities have not yet fully recognized why they need to become champions of sustainability. Their efforts continue to be fragmented. The effective implementation of EfS requires a conducive ecosystem for improving the institutional sustainability quotient which can be cultivated by four different stakeholders.

1. A progressive academic leader with an affinity for out-of-the-box solutions can help implement EfS. HEIs that have performed exceptionally well in this regard have had visionary academic leadership. Without visionary leadership, sustainability challenges will go unrecognized, and solutions will remain elusive.

02 2. The teaching community can be the main torchbearers of EfS. They should identify local sustainability issues and incorporate them into their lessons, projects, assignments, and initiatives. Exposing students to sustainability problems in their local areas can encourage them to take an interest in understanding several aspects of these issues and devising innovative solutions. They can participate in sustainability internships and sabbaticals to improve the teacher sustainability quotient.

3. The success of EfS will be influenced by the involvement of students. Students can be encouraged to find solutions to sustainability issues in their local areas. They need access to well-equipped labs for experimentation.

4. The government machinery should facilitate HEIs to work closely with the industry to advance EfS and generate viable solutions for local sustainability issues.

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With exposure to studying sustainability challenges, HEIs can gradually develop core competencies in addressing them. The possibility of tapping into CSR funding through HEIs for sustainability research and development should be explored.

EfS needs to become a mass movement with every stakeholder playing their due role in creating an ever-expanding battalion of sustainability ambassadors and practitioners.

Let us work together to create a sustainable world that is abundant in happiness.

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Raising awareness about E-Waste

Prof. Sangeeta Chakrabarty, Assistant Professor, Information Technology, Dempo Charities Trust's Srinivassa Sinai Dempo College of Commerce and Economics, Goa

About the initiative: Electronic waste, or e-waste, is a growing global concern due to the rapid pace of technological advancement. Teaching e-waste collection and responsible disposal beyond the classroom is essential to address the environmental and health hazards associated with electronic waste. It empowers individuals and communities to make informed decisions about their electronic devices and take proactive steps towards responsible e-waste management.

Community Workshops and Awareness Campaigns: Organizing community workshops and awareness campaigns is a crucial step in teaching e-waste collection beyond the classroom. These events can educate the public about the importance of proper e-waste disposal, its environmental impact, and the potential risks of improper handling. These initiatives create a sense of shared responsibility and can encourage active participation from the community.

Mobile Collection Drives: Mobile e-waste collection drives are an effective way to engage the community. Students are informed to organize such events at convenient locations like local markets, community centres, or schools.

They provide an opportunity for people to bring their old electronic devices for proper disposal, raising awareness about the importance of recycling and the hazards of improper disposal.

Collaboration with Local Businesses: Partnering with local businesses, especially retailers of electronics, can be a win-win.

Encourage them to set up collection points for old electronic devices. In this way, they can gain a reputation for being environmentally responsible, and customers can conveniently dispose of their e-waste.

E-Waste Recycling Initiatives: Establishing e-waste recycling facilities in the community can offer long-term solutions. These facilities can ensure collection of e-waste and provide recycling and disposal services. This encourages sustainable practices by giving people a reliable option for disposing of their old electronics responsibly.

Youth Engagement: Engaging youth, particularly students, is instrumental in teaching e-waste collection beyond the classroom. Schools can promote e-waste

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consumption and production patterns, reducing resource waste and environmental degradation.

6. Compliance with Regulations: Ensuring that individuals and communities are informed and compliant with e-waste management regulations and laws in their region.

The initiative seeks to create a positive impact at the local level while contributing to the broader global movement towards responsible e-waste management and sustainable living.

Activities carried by students as part of the initiative: As part of the initiative to teach ewaste collection and responsible disposal, students actively engage in a range of educational and practical activities that empower them with knowledge and skills, fostering environmental responsibility and community involvement: 1. Educational Workshop: Students participate in workshops that provide comprehensive information about e-waste, its environmental impacts, and the importance of responsible disposal. These workshops enhance their understanding of the issue.

2. Awareness Campaigns: Students organize and lead awareness campaigns within their colleges and communities. They create informative posters, distribute pamphlets, and deliver presentations to raise awareness about e-waste's adverse effects and the significance of proper disposal.

3. E-Waste Collection Drives: Students take the lead in organizing and conducting e-waste collection drives. They coordinate with local businesses and community centres to set up collection points where individuals can drop off their old electronic devices.

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4. Sorting and Categorization: After collecting e-waste, students are involved in the sorting and categorization process, separating different electronic components, cables, and devices. This hands-on experience helps them understand the diversity of e-waste.

5. Responsible Disposal Education: Students learn and teach their peers and community members about the safe and responsible disposal methods, emphasizing recycling and the importance of not discarding e-waste in landfills.

6. Community Engagement: Students engage with the local community by inviting residents to participate in e-waste collection drives and events. They establish connections with local leaders and organizations to ensure the sustainability of the initiative.

7. Recycling Initiatives: In some cases, students may participate in or initiate e-waste recycling projects within their communities.

They may collaborate with local recycling centres to ensure that collected e-waste is properly recycled.

8. Youth Competitions: Students may organize e-waste collection competitions or projects within their classes to encourage friendly competition and highlight the significance of responsible disposal.

9. Advocacy and Outreach: Beyond collection and recycling efforts, students may engage in advocacy to promote stronger e-waste regulations and encourage local businesses and governments to adopt environmentally responsible practices.

By actively participating in these activities, students not only gain practical knowledge but also become ambassadors for responsible

06 e-waste management, contributing to a more sustainable and environmentally conscious future within their communities and beyond.

Output of the initiative: The output of the initiative to teach e-waste collection and responsible disposal beyond the classroom is both tangible and intangible, with far-reaching positive impacts on individuals, communities, and the environment. Some of the notable outputs and outcomes include: 1. E-Waste Collection and Diversion: The initiative results in the collection and proper diversion of a significant amount of electronic waste that would have otherwise ended up in landfills or been improperly discarded. This contributes to reduced environmental pollution and health hazards.

2.

Increased Awareness: Community members, including students, become more informed about the environmental and health risks associated with e-waste. They gain a deeper understanding of the importance of responsible disposal, recycling, and resource conservation.

3. Empowered Youth: Students who actively participate in the initiative develop a keen sense of environmental responsibility and leadership skills. They become advocates for sustainable practices and often continue to champion such causes in their future endeavours.

4. Community Engagement: The initiative fosters a sense of shared responsibility within the community. It brings people together, strengthens community bonds, and encourages collaboration to address environmental issues collectively.

5. Promotion of Sustainable Practices: Through educational efforts and practical

ISSUE 9 experiences, the initiative encourages the adoption of sustainable practices not only in e-waste disposal but also in daily life. This promotes responsible consumption and production patterns.

6. Local Partnerships: The initiative often results in partnerships with local businesses, recycling centres, and governmental agencies, further promoting responsible e-waste management practices.

7. Compliance with Regulations: Individuals and communities become more aware of and compliant with e-waste management regulations and laws in their region, reducing the risk of legal and environmental violations.

8. Contribution to Sustainable Development: The initiative aligns with the United Nations Sustainable Development Goal (SDG) 12, contributing to the goal of ensuring sustainable consumption and production patterns.

In summary, the output of the initiative is a combination of tangible results such as ewaste collection and diversion, increased awareness, compliance with regulations, as well as intangible outcomes like empowered youth, community engagement, and promotion of sustainable practices. These outputs collectively create a positive impact on the environment and society, thereby contributing to a more sustainable and responsible future.

The impact of the initiative: The impact of such an initiative can be significant and farreaching: Environmental Impact: The initiative helps reduce the environmental impact of ewaste by diverting electronic devices from landfills and incineration. This approach prevents the release of hazardous materials into the environment thereby leading to cleaner air, water, and soil.

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Resource Conservation: By promoting ewaste recycling and responsible disposal, the initiative contributes to conserving valuable resources found in electronic devices. This reduces the need for new resource extraction, helping to preserve natural ecosystems and reduce energy consumption.

Health and Safety: Responsible e-waste disposal and recycling mitigate health hazards associated with toxic substances in electronic waste. This leads to improved community health and safety.

Community Empowerment: The initiative empowers students and community members with knowledge and skills in sustainable practices. It makes them advocates for responsible e-waste management and fosters environmentally conscious citizens.

Youth Engagement: Engaging students in sustainable initiatives, from an early age, fosters a sense of responsibility and environmental awareness amongst them that continues well into adulthood. This can lead to a generation of informed and proactive stewards of the environment.

Community Cohesion: The initiative encourages community involvement and collaborative action, strengthening social bonds and promoting a sense of shared responsibility for environmental issues.

Local Partnerships: Collaborations with local businesses, recycling centres, and government agencies can result in a more efficient and sustainable e-waste management infrastructure within the community.

Compliance with Regulations: Through education and awareness, the initiative can help ensure that individuals and communities are informed and compliant with e-waste management regulations, reducing the risk of legal and environmental violations.

Contribution to Sustainable Development: Aligning with the United Nations Sustainable Development Goal (SDG) 12, the initiative contributes to the goal of ensuring sustainable consumption and production patterns at both the local and global levels.

In summary, the impact of the initiative is multifaceted, encompassing environmental, health, educational, and social dimensions. It plays a crucial role in creating a more sustainable and responsible approach to technology consumption and disposal, benefiting individuals, communities, and the planet.

Learnings from the initiative: The initiative to teach e-waste collection and responsible disposal serves as an invaluable platform for students to acquire profound insights into sustainability and the United Nations Sustainable Development Goals (SDGs). Here is how this initiative fosters learning for students in these crucial areas: 1. Environmental Awareness: Students learn about the environmental consequences of ewaste through hands-on experience. They understand the importance of responsible disposal, recycling, and resource conservation in mitigating environmental degradation, aligning with SDG 12 on sustainable consumption and production.

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Health Implications: Students gain knowledge about the health risks associated with improper e-waste disposal, linking this understanding to SDG 3, which aims to ensure healthy lives and promote well-being for all.

3. Resource Conservation: Through the recycling component of the initiative, students grasp the concept of resource conservation and its role in sustainable development, aligning with SDG 15 --- that focuses on protecting terrestrial ecosystems and preserving biodiversity.

4. Community Engagement: Students learn that sustainability is a collective endeavour.

They engage with the local community, aligning with SDG 11, that emphasizes sustainable cities and communities, encouraging responsible urbanization and local participation.

5. Global Responsibility: Students realize that e-waste is a global issue, aligning with the SDGs' interconnected nature.

The initiative underscores the need for global cooperation and shared responsibility, as expressed in SDG 17, which promotes partnerships for achieving the goals.

ISSUE 9 6. Empowerment: Engaging in the initiative empowers students to take proactive steps towards environmental responsibility and sustainability, turning them into advocates and change-makers, aligning with the overall spirit of the SDGs. In summary, the initiative provides a holistic education for students about sustainability and the SDGs. It equips them with practical knowledge and values that extend beyond the classroom, fostering a lifelong commitment to responsible consumption, environmental stewardship, and sustainable development.

Challenges faced during the initiative: Students have not come forward on their own to participate. We have found out that the initiative when clubbed with an incentive of NSS (National Service Scheme) activity grabs the interest of students. We must constantly urge them to participate and engage in their community of friends, family, and relatives.

Scope for improvement: Local Sarpanch's of neighbouring Villages should be empowered and educated enough to approach us for conducting such activities.

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SDG Compliant Institute Initiative

Dr. Manasvi M. Kamat Professor & Principal, M. E. S. Vasant Joshi College of Arts & Commerce, Zuari Nagar-Goa

1.1 Introduction to Institute

The journey of Murgaon Education Society began on 23rd August 1971, under the Chairmanship of late Shri Vasantrao Joshi and several enlightened persons, in the Joshi building at F. L. Gomes Road, Vasco-da-Gama. The College was started in 1972. It was established to serve the youth of Goa, particularly the youth from the Port Town, with affordable and high-quality education. The College was shifted to its current campus in Zuari Nagar, in June 1985. Since then, the barren Zuari Nagar plateau has undergone significant transformation.

To provide quality education to the students of the Port Town, a Higher Secondary School with 4 streams: Arts, Commerce, Science, Vocational and an Institute of Management Studies were set up subsequently. The College section initially began with BA and BCOM programs and

expanded to a Computer Applications Course, as well as a Course in Management, along with the BCA and BBA (General) programs, respectively. An industry specific Diploma course in Shipping Management was instituted which has now been replaced with a Graduate degree (BBA) in Shipping & Logistics. A Postgraduate Degree, MCOM was also introduced in 2016.

With the initiation of measures like afforestation, rainwater harvesting, vermicompost and the recent installation of solar panels, the College offers an eco-friendly environment to faculty, students, and visitors and it is noteworthy to mention that the infrastructure of the College has been growing at a steady pace over the past years too.

1.2 Introduction Sustainability

to

Initiative

to

teach

In the current academic year 2023-24, the Institute has started an initiative called --‘SDG Compliant Institute Initiative’. Under this initiative, the Institute organises various activities focused on the SDGs (Sustainable Development Goals) and selected targets. The activities organised by various departments

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and cells of the college are associated with the SDGs. The primary aim of organising the activities based on the themes of the SDGs is to create a keen sense of awareness among the student community in the larger interest of the society.

In addition to the orientations conducted by the teachers, for students on sustainability; the students participate in the thematic competitions organised based on the SDGs by the Institute. The participation in the competition makes students aware about the key issues and concerns about SDG targets.

Moreover, the Institute conducts outreach programs, extension activities wherein both students and faculty actively participate and contribute for the benefit of the society. This initiative provides students a platform to connect SDGs in day-to-day life along with academics. The NSS (National Service Scheme) and NCC Units are the foundation of the college when it comes to outreach initiatives. NSS volunteers and NCC cadets organize blood donation camps, cleanliness drives, tree-plantation drives, awareness campaigns, and skill-building programs to reach out to the community. Spreading awareness has been a crucial component of the extension activities which has enabled sensitization of students towards various social issues.

The Institution celebrated its Golden Jubilee year in 2022-23. One of the initiatives under the Golden Jubilee Celebration was to adopt a policy driven approach to extension and outreach activities. This was realised by the formulation of the ‘Extension and Community Outreach Policy.’ Under this initiative, in addition to the large student participation;

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teachers and administrative staff also actively participate in contributing to the community.

1.3. Inspiration on Launching ‘SDG Compliant Institute Initiative’ Having realized the importance of SDGs in today’s times, the Institute has launched the ‘SDG Compliant Institute Initiative.’ The SDGs aim at transforming the world --- calling for an end to poverty and inequality and protection of the planet, so that all people can live a healthy, just and prosperous life.

With ‘SDG Compliant Institute Initiative,’ the college has linked all its activities under various SDG targets. The faculty and students have integrated their efforts to work towards creating an environment necessary for the achievement of the SDG targets.

1.4. Goals of Sustainable Development aligned under the ‘SDG Compliant Institute Initiative’ Presently, the two policies adopted by the Institution for sustainability are the ‘Green Initiatives Policy for Sustainability’ and ‘Extension and Community Outreach Policy.’ These two policies are aimed at focussing on specific SDGs namely, Good Health and Well Being (SDG-3), Gender Equality (SDG-5), Clean Water and Sanitation for all (SDG-6), Affordable and Clean Energy (SDG-7), Responsible Consumption and Production (SDG-12), Reduced Inequalities (SDG10), Climate Action (SDG-13), Life Below Water (SDG-14), and Life on Land (SDG-15).

In the current, ongoing academic year 2023-24, the Institute has already undertaken specific activities aligned with the SDGs such as Good Health and Well Being (SDG-3), NonCommunicable Diseases and Mental Health (SDG Target 3.4), Clean Water and Sanitation (SDG-6),

11 Affordable and Clean Energy (SDG-7), Responsible Consumption and Production (SDG-12), Reduced Inequalities (SDG-10), Climate Action (SDG-13), Life Below Water (SDG14), and Life on Land (SDG-15).

In the current, ongoing academic year 2023-24, the Institute has already undertaken specific activities aligned with the SDGs such as Good Health and Well Being (SDG-3), NonCommunicable Diseases and Mental Health (SDG Target 3.4), Clean Water and Sanitation (SDG-6), Affordable and Clean Energy (SDG 7), Decent Work and Economic Growth (SDG-8), Sustainable Cities and Communities (SDG-11), Responsible Consumption and Production (SDG-12), and Climate Action (SDG-13).

1.5 Objectives of ‘SDG Compliant Institute Initiative’ The main objective of the ‘SDG Compliant Institute Initiative’ is to comply with the SDG targets. The specific objectives of the initiative are as follows; o To teach sustainability to students whereby the student community (acting as a catalyst) can bring about the changes necessary in society. o To link activities organised in the Institute with the SDGs. o To create awareness about SDG targets among the students. o To lay a solid foundation for the understanding of SDGs among the student fraternity.

1.6 Activities under ‘SDG Compliant Institute Initiative’ The activities organised by the Institute under the ‘SDG Compliant Institute Initiative’ are spread across the academic year.

ISSUE 9 Some of the activities include Social Outreach Program, Visits to Adopted Villages, Medical Health Camps, Tree Plantation Drive, Blood Donation Camp, Celebration of Guru Pournima in Value Building, Van Mahotsav, Launching of the Positive Mental Health Club, Free Eye Check-up Camp, Mega MultiSpeciality Medical Camp, Dental Treatment Camp, Student Enrichment Programme on Sports Awareness for Girl Students, Digital Poster Making Competitions on the themes -- ‘Solar Power: Harnessing the Energy of the Sun,’ and ‘Poverty and Inequality.’

Other activities that are conducted under this initiative are Quiz Competitions, Slogan and Essay Writing Competitions on the themes -‘Tourism and Green Investment,’ Poster Making Competition on Millets, Start-Up Mania, Road Safety, State level workshop on ‘Youth as Ambassadors of Mental Health,’ Food Festival, Sessions such as -- Face your Fears and Conquer Stress, Organisational Behaviour and Stress Alleviation, Navigating the Path from Stress to Social Well-being, skill based workshops like -- 'Awareness on various Schemes for Businesses' etc.

This year too, a Promotional Event on the 37th National Games was also held. Each of the activities’ organised under this Initiative have helped and continue to help shed light on specific SDGs. The policy driven approach of the Institute has also enabled further streamlining of these activities. The Extension and Outreach Policy and Green Initiative Policy for Sustainability have been put into practice for effective community engagement.

1.7 Output of ‘SDG Compliant Institute Initiative’ The Institute has focused on attaining the

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following outcomes under the initiative of sustainability; 1.7.1. Creating awareness about SDGs among the students.

1.7.2. Sensitising students on issues concerning the youth and society.

1.7.3. Helping children as part of an outreach program through distribution of needy material.

1.7.4. Creation of a suitable environment to nurture responsible citizens.

1.7.5. Upholding the needs of the community as an integral stakeholder.

1.7.6. Building a strong bond between the youth, community, and society.

1.8 Impact Initiative’

of

‘SDG

Compliant

Institute

The major achievement of the Institute has been the creation of an ‘environment of awareness’ about the SDGs. The launching of the ‘SDG Compliant Institute Initiative’ has strengthened the efforts of the Institute to help the needy through Social Outreach Programs.

The extension activities involving the cleaning of --- beaches, sites of natural heritage and the college vicinity (undertaken by the NSS Unit, NCC Wings and Nature Club) have also boosted students’ understanding about the various SDGs. The sessions and workshops on mental health and well-being have fostered community resilience among the students and society at large.

The establishment of the ‘SDG Compliant Institute Initiative’ has led to increased environmental consciousness among the society. One example that has contributed to

this heightened sense of environmental consciousness, particularly in the jurisdiction of Sancoale Village Panchayat has been the plantation drive activity. This initiative has also inspired students to pursue their entrepreneurial ambitions.

1.9 Learning About Sustainability and SDGs from the Initiative The ‘SDG Compliant Institute Initiative’ has helped students become aware about the specific SDG targets and their importance in the world.

It also gives students the opportunity to gain practical insights on the SDGs through active involvement in theme-based SDG activities.

By learning about SDGs, students get to look at the world differently and develop solutions for issues concerning the society. The activities that have been organised thus far, under the ‘SDG Compliant Institute Initiative; have helped to both orient students towards specific roles for overall improvement in mental health amongst individuals within their social circles and communities and sensitise them on critical areas such as Road Safety, Entrepreneurship, Health and Well-Being, Blood Donation, Value Building, Sports Awareness particularly among Girl Students, Positive Mental Health, Organisational Behaviour, Stress Alleviation, Tourism and Green Investment, the Environment and Poverty and Inequality.

With special focus on ‘Youth as Ambassadors of Mental Health,’ there is also specific importance given towards enlightening students on mental health and their value in being present for their friends and peers in times of distress.

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13 1.10 Challenges in Implementation of ‘SDG Compliant Institute Initiative’ One of the major challenges while implementing the ‘SDG Compliant Institute Initiative’ was in getting students on board with respect to ‘role clarity’ in the activities organised under the initiative. Spreading word about the SDGs within the community has been yet another challenge within the Institute.

Understanding specific needs of the people for undertaking extension activities have demonstrated to be a hurdle in planning the activities for the benefit of the society.

Moreover, the measurement of impact in quantitative terms for activities organised under this initiative has been difficult.

1.11 Scope for Improvement There is scope for undertaking activities for the measurement of impact of each activity under the initiative.

Some key areas where improvements can be made are listed below.

The Institute can undertake satisfaction surveys, expert opinions, feedback, and testimonials to measure the impact of the activities.

Feedback from the stakeholders can help in strategically focussing the activities on the needs of the target audience.

People from adopted villages can be invited to be part of designing SDG related activities that could be beneficial for the entire village.

for helping and assisting us throughout for the smooth Implementation of the Initiative.

Our external and internal collaborating agencies are listed as follows: 1.12.1 External Partners Inner Wheel Club and GMC Economic Development Corporation of Goa (EDC) Vida Clinic Education & Skill Committee Forum for Innovation Incubation Research and Entrepreneurship (FIIRE) Lion Club of Cortalim Confederation of Indian Industry Rotary Club of Vasco Port Town and Blood Bank, Goa Medical College- Bambolim ASG Eye Hospital Office of Electoral Registration officers and Assistant Electoral Registration officers Goa Chamber of Commerce and Industry Mindcraft ·Institution Innovation Council, Government of India Goa Institute of Public Administration and Rural Development Goa Management Association Goa Technology Association Business Networking International R. A. Podar College of Commerce & Economics, Mulund Poona College of Arts, Science and Commerce, Pune 1.12.2 Internal Partners within the Institute Consumer Welfare Cell Department of Economics Department of M.Com Department of Commerce Department of Physical Education and Sports Department of Psychology Department of Sociology Department of Tourism Health Centre

1.12 Collaborating Partners for implementation of initiative We are thankful to our Collaborating Partners

·

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ISSUE 9 Internal Quality Assurance Cell Entrepreneurship Hub Nature Club and Resource Management Cell NCC Wings Value Education Cell NSS Unit Women’s Cell – ‘Jyoti’

·

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Sahayog: Teaching SDGs Beyond Classroom A Digital Experiential Program Designed by Center for Social Sensitivity and Action (CSSA) Goa Institute of Management 1.1 What is Sahayog?

CSSA firmly believes that for creating future Sustainable Change Agents, it should help students develop systems thinking and learn to question the “normative” in business and society. This thought led to the launch of “Sahayog: Teaching SDGs Beyond Classroom”. In Hindi, “Sahayog” mean collaboration.

understand SDG integration into business, globally and learn how to make business case for sustainable development. The projects helped students to be creative, gain a deeper understanding of the systems approach and realise why profit and purpose should go hand in hand.

1.2 Why Sahayog?

Sahayog has been conceptualised as a short-term project (two – three months) where students from GIM will co-work with students from other national and international institutions. Each project is aligned to one or more goals of sustainable development.

2021: Responsible Workplaces: Documenting Good Practices on Inclusion and Diversity adopted by companies in India and Bangladesh (in collaboration with North South University, Bangladesh) Sustainable Fashion: Towards Reducing Social and Environmental Ill Effects (in collaboration with Central Queensland University, Australia)

Sahayog helps to: Engage students in discussions on sustainable development beyond the classroom.

Allow students collaborate with global partners on project related to SDGs and present work at an international level.

Create spaces for cross-country collaboration between students and institutions on projects related to sustainable development.

1.2.1 Nurturing Change Agents Sahayog is a digital experiential learning program aimed at facilitating students to work on SDGs and sustainable development,

1.3 Projects and Partners:

2022: Circular Economy -The Path to a Sustainable Future (in collaboration with United Nations Association of Australia, Victoria Division) Frameworks for Sustainability Reporting (in collaboration with Deakin University, Australia) 2023: Making Workplaces Resilient: Digitalisation of Occupational Health and Safety Management (in collaboration with ISCTE Business School, Portugal)

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SDGs (Sustainable Development Goals) and Higher Education in Goa

Christal Ferrao Academic Associate of General Management and Public Policy area

Serena Menezes Academic Associate of Healthcare Management program

Bill Gates stated that in a changing world, education is the best preparation for being able to adapt.

The yearly Economic Survey Report, which is presented before the Goa Legislative Assembly during the Budget Session, has a chapter devoted to the Sustainable Development Goals.

This chapter reflects the state's progress in achieving the Sustainable Development Goals. According to the report, the state government aims to accomplish these goals by 2029 instead of the original target of 2030.

Across the world, leaders and stakeholders have realized that we cannot be complacent anymore, that with all that is going on around us, we need to step up, act swiftly and efficiently, and find ways to work alongside one another with the goal of helping the future generations live a life that they deserve.

These same leaders and stakeholders have joined forces to embrace a shared vision of working towards more sustainable solutions by promoting the 17 Sustainable Development Goals (SDGs) established by the UN. This Newsletter takes you through some of the remarkable initiatives spearheaded by Higher Educational Institutions and Industry Stakeholders in Goa, including the Goa State Government in promoting the SDGs. The Goa Chamber of Commerce and Industry (GCCI) has prioritized "Inclusive and Sustainable Growth for Goa in 2047" as their focus.

GIM (Goa Institute of Management) has actively promoted sustainability through various initiatives. As part of its teaching methods, the Institute introduced a course called Social Responsibility and Action (SRA), which has now been renamed as Sustainability and Society (SAS). Students enrolled in this course participate in Aim2Flourish, an international project led by the Fowler Centre for Business as an agent of world benefit at the Weather head School of Management- Case Western Reserve University.

18 Since 2019, GIM students have been actively involved in this initiative, with teams being selected as finalists and it is a worth mentioning that since 2021, a team of GIM students has consistently emerged as winners.

Additionally, students actively participate in the annual Give Goa projects, guided by Professors from the Institute, with the aim of becoming socially responsible managers.

ISSUE 9 The CSSA (Centre for Social Sensitivity & Action) (Centre for Social Sensitivity & Action) has partnered with Alpha Zulu Advocates, a UK-based organization, to organize the ‘SDG Nugget Hour,’ a monthly online event where advocates and practitioners of SDGs from around the world share their initiatives and insights about the 17 SDGs, with a one-minute focus on each SDG.

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The Centre also engages with various stakeholders across the state, country, and globe for collaborations to foster SDGs. GIM’s Atal Incubation Centre (AIC) promotes Start-Ups and assists young entrepreneurs studying at the Institute and residing in Goa. Graduating students can seek support for entrepreneurial ventures as a means of employment instead of opting for regular placements. The Centre also aids local entrepreneurs across Goa in Start-Up ventures.

Founders of the start-ups have collaborated with companies across India to promote the SDGs. It is noteworthy to mention that both the Centre for Social Sensitivity and Action (CSSA) and the Centre for Excellence in Sustainable Development (CESD) at GIM have been instrumental in creating environments for students to engage with stakeholders through dialogue and knowledge sharing. Throughout the year, each of these Centers work towards fostering a more concerned view of sustainability by organizing various sustainability walks, tree plantation drives, etc.

GIM has also reviewed many of the fauna and flora in and around the campus and has encapsulated its findings in the Institute’s Biodiversity Register. GIM is honored to have been awarded the Positive Impact Rating of a Pioneering Level 5 Business School, twice once in 2021 and for the second time in 2023. With the Level 5 PIR Rating, GIM has cemented its position on the world stage as a Pioneering Business School committed to educating and working towards sustainability in business.

The PIR (Positive Impact Rating) is a perceptive rating (by students at the school) that reveals

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to the world the impact of a Business School as a beacon of positive societal change. The rating is a comprehensive assessment of the Business School in 3 key areas (Energizing -- Governance and Culture, Educating -- Programs, Learning Methods, and Student Support, Engaging -- a Role Model and Public Engagement). The initiatives that have contributed to such a standing have been due to the involvement of the Faculty, Staff, and student community .

Some of the initiatives by GIM that have contributed to its brilliance as a top Business School have been projects such as Give Goa (a service-learning course that is broken down into a reflective part – where students gain knowledge about various societal concepts and an action aspect – that offers students the rare opportunity of working with and for the communities they invest in), KYHP (Know Your Healthcare Provider) -- a field-based course that gives the Healthcare Management students an opportunity to understand the functioning of various healthcare organizations, the GIM student led bodies like Samarthan: a CSR club at GIM that works towards socially responsible causes – health, hygiene, mental wellbeing, SDG awareness, waste management, sustainable leadership, empowerment of women and the underprivileged all with the purpose of equipping future leaders and managers with the right tools to address the social and environmental issues at hand.

Nelson Mandela famously stated that education holds immense power in transforming the world.

To gauge the level of awareness regarding the Sustainable Development Goals (SDGs) among students studying at Higher Education Institutes in Goa, the students at the Goa Institute of Management Hybrid Program conducted

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a comprehensive research study. Most students displayed a strong awareness of these goals and expressed an eagerness to actively participate in initiatives aimed at advancing these objectives.

To foster meaningful discussions on sustainability, the Centre for Social Sensitivity and Action (CSSA) at the Goa Institute of Management organized a Symposium on 20th April 2023, targeting Higher Education Institutes in Goa. Notably, professors and stakeholders from these Institutes have graciously shared their experiences and insights with us. It is commendable to observe the dedicated efforts made by Higher Education Institutes in Goa towards establishing a sustainable and inclusive ecosystem within the state.

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Creating Sustainability Change Agents

“Skill Craft: College Crusaders Empowering Students with Vocational Skills”

Ms. Sonam Gondlekar, Assistant Professor, Department of Psychology (Industrial Management/HRM)

Describe one initiative undertaken by your institute to teach sustainability beyond the classroom.

To bridge the gap between theoretical knowledge and practical application, the Department of Business Administration has initiated a unique outreach program utilizing the expertise and knowledge of the third-year BBA students. This initiative aims to identify skill gaps among school and higher secondary students in nearby communities. Subsequently, the BBA students conduct free training sessions on the topics identified, fostering a strong connection between the college and the community while empowering students with essential life and vocational skills.

Under this program, BBA students are deployed to nearby schools and higher secondary institutions to interact with students and teachers and identify areas where they lack skills

essential for their personal and professional development.

Equipped with a thorough understanding of the identified skill gaps, BBA students then design and conduct free training sessions on life and vocational skills for the school and higher secondary students. This initiative benefits the school students and serves as a unique experience for the BBA students. By stepping into the role of trainers and facilitators, they establish a strong connection with the community and utilize their expertise to develop others. This hands-on approach exposes BBA students to real-world challenges, enhances their leadership and communication skills, and develops a sense of social responsibility.

The impact of this outreach initiative is twofold.

Firstly, it addresses the skill gaps among school and higher secondary students, empowering them with essential life and vocational skills necessary for their personal and professional growth.

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Through the training sessions, they become better equipped to navigate the challenges of their academic journey and future careers.

Secondly, the BBA students become ambassadors of change, actively contributing to community development. This unique experience not only enhances their employability but also instills a sense of social responsibility and empathy.

Describe one initiative undertaken by your institute to teach sustainability beyond the classroom.

To bridge the gap between theoretical knowledge and practical application, the Department of Business Administration has initiated a unique outreach program utilizing the expertise and knowledge of the third-year BBA students. This initiative aims to identify skill gaps among school and higher secondary students in nearby communities. Subsequently, the BBA students conduct free training sessions on the topics identified, fostering a strong connection between the college and the community while empowering students with essential life and vocational skills.

Under this program, BBA students are deployed to nearby schools and higher secondary institutions to interact with students and teachers and identify areas where they lack skills essential for their personal and professional development.

Equipped with a thorough understanding of the identified skill gaps, BBA students then design and conduct free training sessions on life and vocational skills for the school and higher secondary students. This initiative benefits the school students and serves as a unique experience for the BBA students. By stepping into the role of trainers and facilitators, they establish a strong connection with the community and utilize their expertise to develop others.

This hands-on approach exposes BBA students to real-world challenges, enhances their leadership and communication skills, and develops a sense of social responsibility.

The impact of this outreach initiative is twofold.

Firstly, it addresses the skill gaps among school and higher secondary students, empowering them with essential life and vocational skills necessary for their personal and professional growth. Through the training sessions, they become better equipped to navigate the challenges of their academic journey and future careers. Secondly, the BBA students become ambassadors of change, actively contributing to community development. This unique experience not only enhances their employability but also instills a sense of social responsibility and empathy.

Mention the goal of sustainable development to which your initiative aligns with.

SDG 4: Quality Education: Relevant Skills for Decent Work SDG 1: No Poverty and SDG 8: Decent Work and Economic Growth SDG 3: Good Health and Well-being SDG 10: Reduced Inequality What are the objectives of the initiative?

1. Identify skill gaps among school and higher secondary students in nearby communities.

2. Design and conduct free training sessions to bridge the identified skill gaps.

3. Develop a connection between BBA students and the community.

4. Foster community engagement and social responsibility among BBA students.

5. Empower school and higher secondary students with essential life skills and vocational skills.

23 What activities are carried out by the students as part of the initiative?

Identifying Skill Gaps: Under this initiative, BBA students are deployed to nearby schools and higher secondary institutions to interact with students and identify areas where they lack skills essential for their personal and professional development. These skill gaps are identified through discussions with students and teachers. The information gathered provides a comprehensive understanding of what skills are lacking and need to be addressed.

Conducting Free Training Sessions: Equipped with a thorough understanding of the identified skill gaps, BBA students then design and conduct free training sessions for the school and higher secondary students. These sessions are tailored to develop crucial life and vocational skills such as communication, leadership, time management, career guidance, problem-solving, stress management, positive thinking, critical thinking, public speaking etc.

The training sessions utilize interactive teaching methods, practical exercises, role-plays, and workshops to ensure practical application and engagement among the participants.

Through the Skill Gap Identification and Training initiative, BBA students are not only stepping out of their comfort zones but are actively engaging with the community.

By addressing skill gaps among school and higher secondary students, this initiative provides an avenue for BBA students to utilize their expertise, develop strong connections, and contribute to the overall development of society.

It serves as an exemplary model for how educational institutions can foster community engagement and empower students through practical skill development.

ISSUE 9 What has been the output of the initiative?

As a result of this initiative, some of the following outputs have been achieved: With this initiative in place, BBA students are in a better position to understand practical aspects relating to identification of skill gap, design and conduct of training sessions that are tailored to the identified skill gaps, ensuring maximum impact and practical application.

School and higher secondary students have also acquired crucial life and vocational skills, such as communication, leadership, time management, career guidance, stress management, problem-solving, critical thinking to name a few.

BBA students have been able to establish meaningful connections with the community and gain a deeper understanding of their needs and challenges.

Students have developed a sense of social responsibility by contributing their expertise and knowledge to the development of others.

What impact have you created through your initiative?

Personal Development: As evident from the feedback received; School and higher secondary students have experienced personal growth by acquiring skills that are crucial for their future academic and professional success.

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24 Community Development: By addressing skill gaps, the initiative has contributed to the overall development of the community, empowering individuals with the tools they need to succeed.

Empowered BBA Students: BBA students have developed leadership, communication, and teaching skills, enhancing their employability, and making them more well-rounded professionals.

Increased Awareness: The initiative has created awareness among BBA students about the challenges faced by the community, fostering a sense of empathy and understanding.

Sustainable Impact: By involving BBA students in community development activities, the initiative has ensured a sustainable impact as students carry their experiences and learnings into their future endeavors.

Learning for the students about sustainability, SDGs from the initiative SDG 4: Quality Education: Students involved in this initiative learn about the importance of quality education and how it can positively impact the lives of individuals and communities. They also understand the challenges in access to quality education and how skills training can complement formal education.

SDG 1: No Poverty and SDG 8: Decent Work and Economic Growth: By providing vocational skills training, students can

contribute to poverty reduction and promote economic growth by equipping individuals with employable skills.

SDG 3: Good Health and Well-being: Teaching life skills contributes to better mental health, stress management, and overall well-being of students in the schools and higher secondary schools.

SDG 10: Reduced Inequality: By identifying skill gaps and providing training, students contribute to reducing inequality by helping marginalized individuals acquire skills to improve their lives.

What challenges have you faced while implementing the initiative?

Resource Constrains: Limited resources, including funding and materials poses a challenge in delivering effective training sessions.

Engagement and Motivation: Keeping students in schools motivated to participate in training is at times difficult; especially if they do not see immediate results.

Assessment and Monitoring: Measuring the effectiveness of the training and assessing the impact on student’s lives is a bit complex.

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Scope of improvement within the initiative/project The college plans to expand this initiative by reaching out to remote areas, ensuring a wider impact. Some areas of improvement include Strengthening partnerships with local schools, NGOs, and community organizations to enhance the initiative's impact and sustainability.

Providing training and capacity building to BBA students to equip them with effective teaching and mentoring skills.

Working towards establishing a feedback mechanism to continuously improve the program based on the needs and preferences of the students being trained.

Developing a long-term plan to ensure the continuation of the initiative and its integration into the curriculum or community programs.

Investing in robust monitoring and evaluation mechanisms to measure the initiative's impact on skill development and the well-being of the students involved.

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Sustainability through Cultivation and Waste Management

Prof. Marielou Ferrao, Department of Microbiology St. Xavier’s College, Mapusa, Goa

The Department of Microbiology at St. Xavier’s College in Mapusa has organized various initiatives to foster sustainability in their campus. They held an awareness program on sustainable management of E- Waste and Plastic Waste. Students also worked on a project on Microbiological Kitchen Waste Composting. The college also conducted a certificate course on cultivating mushrooms using a paddy straw.

1st initiative: its collection including explaining the An awareness program on Sustainable hazardous effects to the environment if not Management of E Waste and Plastic Waste properly disposed.

Sustainability beyond classroom initiative: Mr. Sushant Figuereido conducted a session on Sustainable Management of E Waste and Plastic Waste under the Project titled ‘Developing Collection Infrastructure & Recycling Platformfor Plastic Waste & E-Wastein Non-Urban India’, a Public Private Partnership project under the DeveloPPP.de initiative of the German Federal Ministry of Economic Cooperation and Development (BMZ), GIZ and Karo Sambhav. He dealt with plastic waste disposal and its reuse for cement industries and construction of roads.

The participants interacted with the Resource Person putting forth various issues related to Ewaste and plastic waste in their respective homes and neighbourhood.

The Inspiration: While the State's population is 15 lakhs, the size of the floating population is around 80 lakhs. The amount of plastic waste generated is extremely high in the State due to such a high population. Knowledge of the hazardous consequences of improper disposal of E-waste also precipitated the need for this session.

The Project and Sustainable Development Goals The objective was to create awareness of the (SDGs): diverse types of plastics to make it easier for SDG 11: Sustainable cities and communities segregation to be done at home itself to ease SDG 12: Responsible consumption and production

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Objectives of the initiative: The objective of this initiative was to promote awareness about the environmentally sound management of plastic and E - Wastes throughout their life cycle, in accordance with agreed international frameworks, and to significantly reduce their release into the air, water and soil to minimize their adverse impacts on human health and the environment.

Scope of improvement within the project/ initiative: The scope of improvement for the project was instituting waste disposal dates and times at the designated centres along with creating teams of volunteers to spread the awareness and volunteer at the centres.

2nd Initiative: Composting for all Sustainability beyond classroom initiative: Project on “Microbiological kitchen waste composting” the students of Second Year (Divisions I and II) and Third Year Microbiology, under the DBT Star College Scheme collected fruit and vegetable waste from their homes. This waste was then mixed with bokashi and put into composters in the Microbiology laboratory. With knowledge and skills gained through this activity, the students were then recommended to carry out the same at their respective homes and communities, all over the state. The enthusiastic students soon expanded their knowledge and experimented with different composting techniques, viz. use of EM, cow dung, vermicomposting, and green and brown layering in different regions of Goa such as Vasco, Moira, Casarvarnem, Dona Paula, Olaulim, Porvorim, Mandrem, Duler, etc. 105 students participated in this activity.

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The Inspiration: Waste management has become a pressing issue in the age of quick returns and general abundance. Composting is a natural process of organic recycling to create a nutrient-rich substance from otherwise waste products. If properly standardised it can ensure food security.

The Project and Sustainable Development Goals (SDGs): SDG 11: Sustainable cities and communities SDG 12: Responsible consumption and production SDG 15: Life on Land Objectives of the initiative: Unregulated decomposition releases methane and other greenhouse gases which contribute to climate change, a problem that global leaders devote substantial time and money towards. Composting can reduce the carbon footprint.

Impact/Output of the initiative: ‘Each one teaches one’ the students were encouraged to spread awareness and teach composting skills in their communities.

3rd Initiative: Making the most of the magic of mushrooms-Pleurotus cultivation on paddy straw Sustainability beyond classroom initiative: The college conducted a Certificate course on cultivation of mushrooms. A total of 101 students of faculties of Arts, Science and Commerce participated in the course over 5 weeks.

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The Project and Sustainable Development Goals (SDGs): SDG 12: Responsible consumption and production SDG 15: Life on Land Objectives of the initiative: The goal was to take urgent action to combat climate change and its impact. The objective of the initiative was to teach entrepreneurship and environmental conservation.

The course was conducted with the aim of giving students an opportunity to practice entrepreneurship through hands-on experience in cultivating edible oyster mushrooms. The students were given an in-depth training on the know-how of the cultivation procedure for Pleurotus. They were then taught how to prepare the substrate inoculating mushroom spawn, how to monitor the growth and how to harvest the mushroom.

The Inspiration: Oyster mushrooms in the genus Pleurotus stand out as exceptional allies for improving human and environmental health.

These mushrooms enjoy a terrific reputation as the easiest to cultivate, richly nutritious, and medicinally supportive. Open burning of paddy straw residues contributes to global warming through emissions of greenhouse gases.

Mushrooms produce high yields from an exceedingly small physical footprint.

Impact/ Output of the initiative: Creating wealth from waste –growing mushrooms with the aid of potentially polluting paddy straw residues teaches students about the huge entrepreneurship potential about this sustainable venture which is extremely environment friendly. Students are made aware of the need of such ventures for sustainable living as well as being taught how to execute the venture.

The venture is aimed at students and public opting for a cottage industry i.e., small scale because of the perishability.

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Plastic Milk Packet Collection and Recycling and Preparation of Short Documentary Film Prof. Larissa Danielle Menezes holds a Master’s degree in Microbiology.

She has completed her PhD in Marine Microbiology from Goa University.

Prof. Larissa Menezes has been working as an Assistant Professor in the Department of Microbiology at P.E.S.'s R.S.N. College of Arts and Science, Ponda since 2018. A passionate marine microbiologist, Prof. Larissa has over 7 years of experience in this field and has participated in various capacities in research endeavors. She participated as a Project Assistant at the National Institute of Oceanography for 10 years working on various microbiological and biochemical techniques, which included --Isolation, identification, characterization and preservation of bacteria and fungi; DNA/RNA extraction, PCR, DNA sequencing; CARD-FISH technique; Lab scale bioreactor experiments; Phylogenetic analysis and biostatistics.

She has successfully been a part of over three Research Expeditions to Prof. Larissa Danielle Menezes the Indian Ocean and is an accomplished Level 1 Open Ocean Diver. She Assistant Professor (Department of aspires to complete her training as an independent and professional Microbiology) at P.E.S.'s R.S.N. College diver, so that she can contribute to sampling and research in marine microbiology.

of Arts and Science, Ponda

This initiative was undertaken by the NSS (National Service Scheme) team of the college and initially aimed at reducing plastic waste and preventing public from disposing plastic along with degradable waste.

This initiative also aimed at: generating Environmental Consciousness and Sustainability amongst the public, creating awareness about recycling of collected plastic milk bags.

A short documentary film depicting --- the involvement of NSS volunteers, the youth involved in the collection drive of empty milk bags (from their respective neighbourhoods) and the need for understanding the importance of recycling the same was compiled and uploaded on YouTube, with the URL: https://www.youtube.com/watch? v=ZQVJ6EhDx3I.

Every N. S. S. volunteer was asked to submit two hundred and fifty, properly washed, cleaned, and dried empty plastic milk packets from their homes/ neighbourhoods (of any brand), for the purpose of recycling. The N. S. S. volunteers collected one lakh forty-five thousand empty plastic milk packets, over the past two years, that weighed more than two hundred kgs and the same was sent to the plastic recycling plant in Madkai Industrial Estate, Madkai- Ponda. The plant purchased this plastic and the remuneration collected was expended for preparing the documentary film.

A few obstacles were faced during the execution of this initiative. They included: convincing the public to properly wash and dry milk packets and to not dispose them off and Bursting any myths regarding the reuse of milk packets by dairies

30 Volunteers were trained to convince the public about the reasons behind collecting these bags and the benefits of recycling plastic. The training also included briefing the volunteers about the process of milk packing and the reasons for not collecting bags and using these for packing milk again. The college provided a special room for stocking these plastic bags.

The inspiration behind this initiative came about by reviewing the issue of plastic in Ponda. The aim was to develop a strategy to reduce the plastic menace in the city of Ponda, by targeting one of the most used commodities i.e., milk. Recycling some of the plastic, at a level, when it is not mixed with other grades of plastic or wet waste, is a faster way to recycle plastic milk bags. Similar food items packed in plastic packets, such as curd and ghee, were also recycled by many families due to this initiative.

The initiative we undertook aligns with SDG (Sustainable Development Goals) 12 – “Initiatives to reduce the production and consumption of plastics.” Our initiative helped address the issue of plastic, through recycling, although not for the purpose of packing milk again, but as other packaging material.

The objectives of the initiative were To make NSS volunteers more aware and sensitive about their environment, To construct a channel for the public to easily dispose of their plastic waste, in a way that would allow for systematic collection, safe storage and proper handling of recycled plastic.

It was a three-way benefit, where the NSS volunteers did their part for the environment, the public cooperated and the milk producers' job of reducing plastic was also met.

ISSUE 9 The Output and Impact of This Initiative: More than 30 households have been made aware of the plastic menace and the role they play in contributing to the success of recycling plastic. The habit was encouraged beyond just being collected by NSS volunteers, the public were also asked to continue the habit of washing, drying and segregating plastics of different grades, for easy recycling.

The initiative prompted a deep understanding and awareness not just amongst the NSS Volunteers but amongst their siblings, friends, classmates, and coworkers, inspiring them to follow similar practices in their respective households. The students developed a sense of responsibility towards the environment, through their endeavours to save the planet from increasing accumulation of plastic waste.

The Ponda Education Society’s Ravi Sitaram Naik College of Arts and Science, Farmagudi, Ponda believes that this initiative can be adopted across the entire state of Goa and can inspire many others to follow similar, sustainably conscious practices.

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ISSUE 9

Nature Club: Growing naturally!!!

Larissa Rodrigues, Assistant Professor of Human Development at the Goa College of Home Science, Panjim, has 17 years of experience in the field of education. She has a Master's Degree in Home Science (Human Development) from the University of Mumbai. She is passionate about environmental issues and works to inculcate practical pro-environmental behaviors in students. She has been the Co-Ordinator of the Nature Club at the College since 2018 and has been instrumental in successfully conducting many initiatives toward environmental Prof. Larissa Rodrigues awareness and action every year, including E-waste collection Assistant Professor (Human drives. In her free time, she dabbles in writing poetry, singing, Development) & Co-ordinator and reading.

of Nature Club

Initiative: Nature Club

The Goa College of Home Science is situated in Campal, close to the St. Inez creek, and is blessed with a few green trees that were planted on its borders in the early years when the same building was home to other educational institutes. Since 1988, the College of Home Science started off its journey in the premises and, every year, has contributed to adding a little “greenery” to the capital city, by adopting the practice of planting at least one tree sapling annually.

Thirty years later, in keeping with the global clarion call to take up measures to protect and nurture the environment, the College saw the birth of the Nature Club – a small little group of students, who would try to do a little bit more for the betterment of the natural world around them.

The Nature Club outlined its vision and objectives as below: Vision Instilling a sense of ecological awareness and commitment to preserve, protect, and defend Nature and Environment in all its forms.

.

Objectives To inculcate in all stakeholders, a love for nature and environment.

To preserve, protect, and enhance the natural resources available in the College.

To execute small scale ‘green’ projects within the campus.

To sensitize, motivate and educate students and staff about environmental issues.

To create awareness about environment and related issues among stakeholders in Society.

From the year of its inception in 2018, the Nature Club has ventured into a variety of ‘green’ experiences related to environmental concerns, for example, nature treks (combined with garbage collection) at the trekking site; seed bombing; hands-on sensitization and awareness sessions on how to grow plants in throwaway bottles, containers, cups, and even in old sports balls; glass bottle décor to upcycle old bottles, Ewaste collection drives; sale of plants; beautification by growing some garden plants in old tyres; practical field visits to a waste treatment plant, and so on.

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32 The E-waste drives organized each year by the Nature Club, helped in popularizing the concept of recycling E-Waste as a separate component due to the many hazards associated with it. In fact, since the first drive in 2018, which gathered approximately 2 tonnes of E-waste, people have been calling to inquire if any future collection drives would be conducted. Due to the regular requests, the Nature Club decided to allow people to bring their E-Waste to the College all through the year and dedicated a small space in the premises to accumulate the same.

With the graduating students leaving and a new batch coming in every year, the Nature Club does see an ebb and flow of members, but this also means new perspectives and divergent streams of thought. For example, this year, the Nature Club organized a practical workshop on “Upcycling an old T-shirt into a Tote-bag” where around 25 students worked on creating totebags for themselves out of their old T-shirts, with no ‘stitching’!!! This venture was a novelty, evident from the joyful looks on their faces seeing their work come alive.

Besides the many creative endeavours of the Nature Club, they regularly share information on environment related issues on the notice board and WhatsApp group, coupled with posters and notes around the corridors reminding Staff and Students to “switch off lights,” “save water” and the like. Efforts are also made to remind all event organizers in the College to use paper/ bagasse/ bamboo cups, plates, bowls, spoons when serving food; to segregate waste into wet and dry, and to encourage people to use their own bottles and/or refill the same at the water dispensers.

The baby steps taken by the Nature Club are hopefully the small, persistent drops that can make an impact on the Sustainable Development Goals of clean water and sanitation, responsible consumption and

sanitation, responsible consumption and production, sustainable cities and communities, life on land and climate action. We believe in nurturing as many young minds to be mindful of their behaviours and to pay attention to the natural environment around them.

The baby steps taken by the Nature Club are hopefully the small, persistent drops that can make an impact on the Sustainable Development Goals of clean water and sanitation, responsible consumption and production, sustainable cities and communities, life on land and climate action. We believe in nurturing as many young minds to be mindful of their behaviours and to pay attention to the natural environment around them.

Just like a journey of a thousand miles begins with the first step, it is these beginnings that must be encouraged in every way, because one never knows which few, like-minded people can one day bring about a change in the world. A quote by Helen Keller that is prominently displayed in the College space reads, “Alone we can do little; but together we can do so much!” It is a daily reminder that an educational institution can effect change through the students that pass through its halls, even if it is just a few hearts at a time.

Awareness Session on E-waste

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Dempo College Prof. Amit Naik Project Bottle Painting Competition to Upcycle used Glass Bottles

E-Waste Collection Drive

Trek in the Wild

Visit to the Goa Waste Management Treatment Plant

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34

MEET THE TEAM MEMBERS

Dr. Divya Singhal,

Dr. Shiv Nath Sinha

Dr. Sreerupa

Dr. Anup K

Sengupta

Maurya

Dr. Abhishek Naresh

Ms. Kay Karen

Dr. Prakash Singh

Dr. Aanchal Singh

Mr. Shriraj Parsekar

Gomes

_________________________________________ CSSA ADVISORY BOARD MEMBERS

Mr. Aman Jaggi

Dr. Dan LeClair

Mr. Ram Kolavennu

Dr. Seema Fernandes

Dr. Ajit Parulekar

Dr. D N Venkatesh

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Students’ Speak Our newsletter delves into the fascinating world of sustainable development and its potential to reshape our future for the better. In this exciting issue, we explore the critical role that SDG 3— good health and well-being—plays and how important it is to building a truly sustainable world.

Our journey towards a sustainable future is a collective effort, and every individual can contribute. Each of us can make a significant

STUDENTS’ TEAM PGP-2

Anjali Tushir

Srishti Asthana

contribution to creating a better future by forming healthy habits, supporting programs that enhance well-being, and advocating for more robust healthcare systems.

But this journey demands action. We must bridge the gaps in healthcare, combat diseases that can be prevented, and promote healthy lifestyles.

One smile, one step, one life at a time, we can collectively rewrite the story of health as future leaders and global citizens.

Shivam Bansal

Disclaimer: All views expressed in this issue are solely of the authors and do not necessarily represent the opinion of CSSA.

Connect with us :

Shubhangi Dwivedi

Aparna

Shivani Solanki @cssagim

PGP-1

Centre for Social Sensitivity and Action Goa Institute of Management Poriem, Sattari, Goa 403505.

Tel: 0832 -2366700 Website: www.gim.ac.in Email: cssa@gim.ac.in Concept Dr. Sreerupa Sengupta, Assistant Professor, GIM

Divya Singh

Madhavendra Singh

Vani A Kumar

Published by CSSA, GIM