Natural disasters have become a harsh reminder of how fragile our relationship with the environment is. Recent events in Assam which is facing from catastrophic floods, with over 50 lives tragically lost. More than 30 lakhs have been impacted, submerging villages, destroying crops and displacing countless residents. Rescue efforts are underway, but the situation remains critical. Even in another North Eastern state of Sikkim, the landslides and the Teesta River overflowing, resulted in over ten deaths and stranded more than 5000 tourists. Such disasters are not only unique to North east. North India suffers from heat waves, landslides plague Uttarakhand, droughts in Western part of India etc. affecting millions and challenging the government’s ability to provide effective solutions.
These disasters expose flaws in how we handle the environment. While temporary solutions are always proposed by various groups, a more proactive approach that tackles the root causes is necessary. India lacks widespread environmental education, making it difficult for people to understand the challenges we face. Simply put, we urgently need a better way to understand and manage environmental issues.
Sonam Wangchuk, a well-known innovator from Ladakh, went on a hunger strike to protest to incorporation of the 6th Schedule in Ladakh and also raise the issue of proposed liberalisation of the economy after Article 370 was withdrawn.
He stressed the need to balance development with protecting our environment. Wangchuk’s call for incorporating local management of natural resources highlights the need to redefine "Management" to include environmental and ecological perspectives. As he says, “We need to change the definition of Management.”
This brings up important questions: do we, common citizens of India understand the environmental aspect of management? Before switching to such a crucial issue, we must ask: do we even understand enough about the Environment or Ecology? Many people can answer questions about the environment because it seems simple and is part of their daily lives. People of all ages might have some ideas about what Environment and Ecology mean. However, do these ideas truly capture the complex nature of these subjects?
To fully understand Environment and Ecology, we need a stronger educational foundation, including a well-rounded education system and extensive research. Addressing a few key questions is crucial:
Are Indian students given enough opportunities to learn about Environment and Ecology?
What opportunities are available for students to learn about these subjects and their integration with management?
Are students pursuing environmental studies as a career adequately supported?
Is the government serious about improving career opportunities and promoting environmental education from primary to research levels?
Is enough research being conducted in these fields?
Despite the importance of Environmental Studies, Ecology, and Wildlife Conservation, these subjects are not well integrated into the Indian education system. Environmental education is compulsory in colleges, but students cannot major or specialise in these subjects at the undergraduate level. This gap poses a challenge for students who wish to specialise later, as they lack foundational knowledge.
Environmental Studies and Ecology require an interdisciplinary approach, involving Zoology, Botany, GIS, Climatology, Genetics, Microbiology, Chemistry, Agriculture, Sociology, and more. However, the lack of undergraduate programs in environmental studies limits the number of students who can pursue advanced research and academic careers in these areas. Without early exposure to environmental issues, many students miss the chance to develop a deep understanding and passion for the subject, resulting in fewer experts to address complex environmental challenges.
Furthermore, students in Environment, Ecology, or Wildlife face a job market crowded by graduates from fields like Botany, Zoology, Chemistry, and Physics, which have more established career paths. This competition creates a scarcity of job opportunities for environmental specialists. For example, Wildlife Conservation graduates are often not considered for faculty positions in Zoology departments, even though the subjects overlap.
Many colleges do not offer specialised subjects like Wildlife as part of their core programs, further limiting job prospects for students in these fields. This disjointed academic and professional trajectory discourages many potential students, exacerbating the shortage of experts needed to tackle urgent environmental issues.
Given this situation, we must ask: if these specialised subjects don’t lead to clear job opportunities, should they be offered at all? Some people think colleges should focus on core subjects with broader job markets and clearer career paths. However, to truly address environmental challenges, we need a balance where specialised subjects are supported with corresponding job opportunities. This ensures that students can pursue their passions without sacrificing their future career prospects.
The situation is concerning when we look at the enrollment numbers in these specialised subjects. According to the All India School Higher Education (AISHE) report for 2021-22, only 15,844 students enrolled in Environmental Studies at the postgraduate, MPhil, and PhD levels. Other specialised subjects like Genetics, Biotechnology, and Microbiology have even fewer students, with enrollments below 10,000. The introduction of the National Education Policy (NEP) 2020 aims to promote multidisciplinary education, but this goal remains unfulfilled if we continue to separate students from these subjects. The uniqueness of Environment and Ecology is a combination of many disciplines making it a multidisciplinary subject.
To solve this issue, authorities can come up with various solutions and initiatives. They can start by giving priority to Environmental Education at the upper primary level and primary level. First, they can introduce Environmental Studies a compulsory subject in Senior Secondary and Secondary Education. Starting with optional subjects up to class 12 or allowing students to take an optional after class 8, can help. Understanding Environmental Studies before entering into graduation will encourage students to pursue careers in it.
Environmental scholars advocate for integrating subjects like Environmental Studies (EVS), Ecology, and Conservation Studies as full Honours programs with updated syllabi. While the University Grants Commission (UGC) mandates a 4-credit program in Environmental Studies at the undergraduate level, expanding this into a full Honours subject would boost student enrollment and create more opportunities for research and academic careers.
Internationally, new domains in Environmental Education, such as Urban Environment, Ecology, Urban Planning, and Biodiversity Building, are emerging. However, Indian students lack access to these areas, including Environmental Economics and Emerging Ecological Economics.
To address joblessness among EVS graduates, the government must increase job opportunities in entities like National Parks, Wildlife Sanctuaries, Zoological Gardens, Botanical Gardens, Pollution Control Boards, and Water Boards. Regular, timely job notifications are essential to prevent students from shifting to other fields. Non-profit organisations like ATREE, WTI, and NCF provide jobs, but more support is needed.
Introducing new government posts focused on Environment, Ecology, and Wildlife at the municipal or district level could cover urban ecology, climate change, and green lifestyles, contributing to environmental consultancy, policy development, sustainable business practices, and conservation projects. This step is necessary as recent jobs focus mainly on Protected Areas, neglecting non-protected and urban areas.
Raising awareness about environmental education and careers is also crucial. Outreach programs, workshops, and seminars can inspire students to pursue careers in environmental science. Highlighting success stories of environmental professionals can motivate the next generation.
Addressing the plight of students in Environment and Ecology requires revamping curricula, creating job opportunities, investing in research, and raising public awareness. By empowering students with knowledge and opportunities, we can build a resilient and sustainable future. The urgency of environmental education and research is underscored by natural disasters, calling for immediate action from educational institutions, governments, and societies.
To understand the term "management" concerning the environment, we first need a clear understanding of what the environment truly means. This understanding comes from a solid educational foundation, enriched with extensive research. Just as humanity has sought to comprehend the divine in various religious contexts, we must recognise that the environment—our tangible, living Mother Nature—is equally deserving of our attention and reverence. Prioritising environmental education and research is essential to grasp the complexities of managing our natural world sustainably. In conclusion, revering nature as we do any deity requires a fundamental shift in our educational and research priorities. By embedding environmental studies deeply into our educational curricula and supporting extensive research, we can develop a generation of environmentally literate individuals capable of effective environmental management. This approach will ensure that we treat Mother Nature with the respect and care it deserves, ultimately leading to a sustainable and harmonious coexistence with our planet.
(The author is a Junior Research Fellow at Sikkim University, Tadong, Sikkim. All views and opinions expressed are the author’s own.)