Training Report

TRAINING WORKSHOP ON CLIMATE CHANGE AND ENVIRONMENTAL EDUCATION

(8-9 April, 2013)

  

Organized by

Peri-urban Water Security Project,

Nepal Engineering College 

Schools in our community play a critical role not only in shaping minds of the children, the knock on effect of which contributes in creating society capable to deal with challenges. Considering the role schools can play in fostering awareness about environmental issues and preparing the students at individual level, followed by family and the entire community for conserving and maintaining healthy environment, environmental education was incorporated into school curriculum. This has also been included as a requirement of the new National School Curriculum, but unfortunately most educators receive no training to enable them to do so. Recognizing the contribution that teachers can make to create awareness at the community level, peri-urban research team at nec organized two days long training workshop on Climate change and environmental education for the secondary level teachers from all schools across the four study sites.  The purpose of this training was to inform school teachers about general concept of climate change including tips and techniques on communicating it clearly into their classroom teaching and at community levels thereby ultimately contributing to reduce its adverse impacts. Simultaneously, the training also aimed to contribute in initiating a culture of environmental awareness and activism within the school community. The training programme was organized, at nec-CPS premises in Balkhu and targeted teachers from schools across all four peri-urban study sites teaching science and environmental science subjects to secondary level students.

The programme was scheduled for two days on 8th and 9th April 2013. Professional environmental education facilitators were outsourced from Clean Energy Nepal (CEN), a non-profit organization focusing on research based education and advocacy campaigns on issues related to climate change, sustainable energy use and environmental conservation. The aim of outsourcing facilitators from CEN was to ensure the training for effective conveying of basics of climate change science, its impacts, responses towards changing climate at different levels and awareness on climate change and effectively propagating significances of environmental awareness. This also aimed to motivating teachers to include action-oriented approaches to environmental education that use participatory methodologies and encourage students towards practical application of environmental education.

Thirteen participants (9 male and 4 female) from different schools across the site participated in the training. The first day of the training focused on widening the horizon of understanding on the basics of climate change science, impacts of climate change, concepts of adaptation, coping, and resilience in responding to climate change through deliberations and discourses aiming to convey the issue of climate change more effectively within and beyond class rooms thereby ultimately contributing to reduce its adverse impacts. The second day focused primarily in upgrading the teachers skill in integrating climate change education in school, in making assessment of eco-friendly environment within school premises and involving students in such activities at both school and community levels by means of group discussions and exercises on these.

Day 1

The welcome speech was delivered by Mr. Rajesh Sada, Research Co-ordinator. With short note on the research project, project partners, supporting institution, the research objectives and the objectives of the training, he handed over the floor to the facilitators from Clean Energy Nepal to formally begin the training sessions.

Introducing herself, Ms. Amita Thapa Magar from CEN gave a brief introduction of CEN, including its prioritized working areas and publications in various environmental issues. She then collected a brief note on the expectation of the participants from the training so as to frame the training sessions effectively achieving the targets. The main expectations of the participating teachers focused on improving the individual knowledge on basics of climate change and learning new skills of teaching students on climate change and engaging students in environmental friendly activities.

Fig 1: Science of Climate Change

The technical session began with a comprehensive presentation by Mr. Sunil Acharya from CEN on the Science of Climate change. Explaining that the global climate system is a consequence of the earth’s energy budget and influenced by The Atmosphere, The ice sheets (Cryosphere), Living organisms (Biosphere), The soils, sediments and rocks (Geosphere), he discussed more details of climate system, energy budget, carbon cycle, climate models and climate forecast. His presentation also included note on green house gases, emission scenario by developed countries, emerging economies and the least developed countries relating it to the negligible emission scenario of Nepal. During the presentation, the participants clarified their doubts on the green house gases and the facilitator also introduced the concept of carbon foot print including the need to reduce it. He also introduced the international treaties and protocols on reducing carbon emission and the blame game that has been going on at the international level for accepting the role in carbon emission and how has that ultimately hampering the motive of reducing carbon emission. Explaining the global climate change scenario, he also explained the temperature increase rate being above the global average, increase its vulnerability to the likely negative impacts of changing climate.

Following this was the presentation by Mr. Manjeet Dhakal from CEN highlighting on the potential impacts of climate change on different regions of the world and impact of climate change specifically in Nepal especially in Agriculture, Natural Disaster, Water Resources, Biodiversity and Health. Sharing the instances of various incidences that have occurred over Nepal, he also shed light on those aspects that can be aggravated with increasing climatic uncertainty through the evidences which have started to be gradually manifested. Simultaneously, remaining circumspect on the misinterpretation of the impacts of climate change, he stressed on the risk of growing trend of heedlessly attributing every incidence to climate change and emphasized on the need of detailed study and investigations. Furthermore, he also briefly discussed on the positive approaches that have been initiated in Nepal reducing emission of green house gases and mitigation to climate change. Appreciating the activities such as promotion of alternative source of energy and community forests, he briefly explained the contribution of these practices as the clean development mechanism and the contribution made by these technologies as source of revenue through carbon trading.

Proceeding forward was Ms. Anushiya Shrestha, Research assistant, peri-urban research team at nec, shared the findings on the study of climatic variability in Kathmandu wherein she briefly shared on the findings from climatic data analysis with major focus on the impression of changing climate and the impacts of climate change as perceived and experienced by the local people along with the adaptive and coping strategies practiced by the local people across four peri-urban VDC. Sharing the findings contributed the teachers to be aware about the field based realities and thus capacitate them in effectively communicating the findings with the larger mass including students, their colleagues at the school and the community itself of which they are well appreciated as  intellectual groups. Thus could be an effective mediator for disseminating the findings to the community. Following this Mr. Sada added upon the major issues across each of the study sites and how these have been affecting the livelihood of local people and provoking dissatisfaction among the local people and instigating conflicts of different natures.

Following this was the a documentary show explaining the context of changing climate in Nepal, the impacts of changing climate and the activities undertaken and the challenges Nepal has been facing through in addressing the issues of climate change. Next was the deliberation on different ways of responding to climate change by Mr. Acharya and Mr. Dhakal. During the presentations, they described the concept of mitigation, resilience, coping and adaptation. Mitigation is related with the human intervention to reduce the sources or enhance the sinks of greenhouse gases while adaptation at local, community, national were described as stage having resilience over the climatic variability. The presentation also explained about the concept of loss and damage as the concept that has come up to address the vulnerability of the climatic impacts and include actions to compensate the irreversible impacts of climate change despite the action to mitigate climate change. As per the presenters, damage can be those economic or non-economic negative impacts that can be repaired or restored while loss can be characterized as those negative impacts that cannot be repaired or restored. Loss and Damage represents the actual and / or potential manifestation of climate impacts that negatively affect human and natural systems. These concepts being new and the participating teachers were confused to some extent. The confusion was cleared up through the instances from different countries, national practices and local practices including the coping and adaptive practices documented by the peri-urban research team through the study.

Mr. Dhakal shared his experiences and the analysis on the context of global conferences on climate change, the mechanism of participating by different nations including delegates from Nepal and the efforts and complications in developing the strategies, conventions and frameworks that can be accepted by developed, emerging economies and the least developed countries. Alongside, he also highlighted the current status of national adaptation plan of action (NAPA) and local adaptation plan of action (LAPA) in Nepal where both have been prepared but the implementation at the field have not yet been commenced.

Closing the day, Mr. Sada suggested the participants for more active participation in the following day for which the participants considered the climate change had been a very important issue for them as the environment and science teachers but were lacking knowledge thus the first day had been highly informative and useful in expanding them understanding on the conceptual and contextual scenario of climate change.

Day 2

The second day of the training dealt with the importance of climate change education in school education and the need of including climate change within curriculum and expanding the umbrella of curriculum to provide the information on the climate and create next generation aware, concerned and prepared to tackle the climatic uncertainties. During the presentation, Mr. Sunil Acharya shared local, global and future dimensions to climate change education and suggested on the use of local learning and real life experiences as means of motivating the young people and their communities in climate friendly behavior and preparing them to respond to the threat of changing climate. He also stressed on the need of expanding the on-going role played by teachers beyond the academic drilling for stimulating and reinforcing understanding of and attentiveness to the realities of climate change where reducing the consumptive behavior, shifting to non-polluting renewable energy sources and environmental conservation through reforestation and afforestation were presented as some of the areas where the teachers can be self- involved and inspire the students to be involved. He introduced 4C framework to climate change learning which included curriculum, campus, community and culture as the four pillars of climate change education. Furthermore, his presentation also explained how developing action addressing climate change and implementing educational and training programs beyond the class room course and science on climate change can contribute as the main vehicle in addressing a societal responsibility in reducing the scope and severity of climate change.

Fig 2: 4C Framework to Climate Change Learning

Following this was a presentation by Ms. Amita Thapa Magar where she reflected on ways and shared practices of initiating climate friendly behavior in school. Introducing the concept of green audit, she explained it as a self assessment of the school environment lead by the students on different themes viz. water, waste and land (open space).  She explained how the exercise on green audit will help students to understand the existing environmental condition of the schools. Sharing her experiences of working with various public and private schools, she explained how have the “Save My School” (SMS) ambassadors have been facilitating the Green Audit in the schools and also conducting trainings and orientation programs in the school in coordination with the school management even at the schools with resource constraint.

She also presented the overview of school program conducted at different schools through students which included the formation of Students’ Committee and their active participation in Green Audit, Action Plan, Local Day of Action. The participating teachers shared different natures and scales of environment friendly practices exercised at their school. Some of those mentioned included rainwater harvesting, plantation of a tree within the school premises by each batch of students passing the school leaving certificate and involving students group in caring for the planted tree. Among others, involving students in environmental campaigns, rally, maintaining cleanliness of school and community, declaring the area as open toilet free zone and polythene free zone were some already practiced at different participating schools. An interesting case was from Jhaukhel where the students from different houses or teams were involved in maintaining organic garden within the school premise under the monitoring and guidance of the teacher of individual house and the produced vegetables were exhibited and marketed among the teachers. The collected fund were maintained by students through house wise account and used for the maintenance of the garden.

Considering the growing urbanization and pollution in Kathmandu, Ms. Magar suggested engaging students in assessing and analyzing the consumption pattern and pollution level within the school premises and involved the participants in the demonstration through questionnaires developed for water audit, land audit and waste audit. She further suggested on forming the Green-Schools Committee which should be as representative of the whole school or capacitating the existing nature-club/ eco-club of the school to act as a Green School Committee. For this, her strong recommendation was on managing an active involvement of students, teachers including the principal and non-teaching Staff for the effective continuation of the initiatives. She also pointed out on the need of appreciation and encouragement for students's activities on wall magazine, notice board and other school program. Additionally, she also collected some activities that the participants thought could be imparted from them as teachers to their students in promoting environment and climate friendly behavior. Some of those stated by teachers include turning off appliances when not in use, encourage the parents and relatives to change the light bulbs to energy efficient ones, planting trees, to walk, cycle or use bus, carry a cloth bag when going shopping instead of plastic bags etc.

The teachers from private school accepted themselves to be in more resourceful situation can conduct extracurricular activities including the environmental friendly behavior, while the teachers representing the public school shared the pathetic situation where the students and the parents are unable and/or unwilling to make any investment and thus expanding the working area beyond academic arena was extremely challenging and thus requested CEN for the possible help and support. Addressing the request, the resource persons from CEN accepted to continue interactions to support some schools and also provided the name of organizations potential to provide the support.

The last session involved furthermore group works where the participants in five different groups discussed on climate change. This session helped the participants to reconfirm their understanding on two days session on climate change and integrating environmental education in school. Furthermore, the performance by the team was instrumental in evaluating the understanding of individual participants for the facilitators and the nec-peri-urban research team as the organizer. The resource materials were provided to all the participants. As all the schools were on the verge of entering into the new academic session, the participants showed enthusiasm to initiate and expand the education on environment and promote awareness on climate change among the students, co-workers, school administration and furthermore expand at the community level.

The session was closed with the speech from Prof. Ashutosh Shukla on environment, water and climate change and closing remarks by Mr. Sada.

Preparing a Platform for Sharing Problems to Concerned organization

     With the facilitation of peri-urban water security project, an informal discussion programme was organized at Lubhu VDC on 23^rd December, 2012. The main aim of the programme was to share the problem related to protection of Upper Dovan water source at Dovan River of Lubhu which is a source of domestic water for more than 400 households of the VDC, to the official from Department of Water Induced Disaster Prevention (DWIDP). Prem Lasiwa, an engineer of planning division of DWIDP was participated for discussion with representative from Upper Dovan Drinking Water Supply Committee. After the discussion with the representatives from the committee, Mr. Lasiwa asked the committee members to submit an application to DWIDP for protecting their water source intake and committed for the selection of the committee’s application for this year budget. The representatives from the water supply committee were happy with the programme and requested for organizing similar kind of interaction programme in future.

Training on Preparation of Organic Fertilizer and Soil Management

Date: 13th-14th November, 2012

The analysis of household survey showed that more than 90 percent of the farmers are not getting sufficient food from agriculture to meet the needs of the family throughout the year. It also found that the agricultural productivity has decreased tremendously in comparision to productivity of thirty years back. The farmers pointed out the water scarcity, insect/pest attack, use of low quality fertilizer, use of extensive chemical fertilizer, soil degradation as the major causes of decrease in crop productivity. They have been adapting to water scarcity through various adaptation strategies but for rest of the causes, farmers are still shrugging off their owes with “what to do”. The farmers in Lubhu were therefore increasingly getting attracted towards organic fertilizers and though in small number, the practice of making compost fertilizer at household level had already been started at the farmers own initiatives. However lack of proper knowledge on the process of preparation of compost and its application techniques was hindering the farmers in expansion of its use. While doing need assessment with the farmers and conversation with the official from agriculture service center in Lubhu, it was found that they are in urgent need of capacity building programme on Preparation, Use and Application of Compost and Vermicompost Fertilizer for Better Soil Management. Though, this type of training was already conducted by Department of Cooperatives, it was limited to only few farmers of Lubhu. It is in this context, Peri-urban Water Security Project underway at Nepal Engineering College considered that organizing a training on preparing organic fertilizer for farmers of Lubhu is timely and important.

The basic objective of organizing this training is to provide the theoretical as well as practical knowledge on preparing organic fertilizer to the farmers of Lubhu VDC and capacitate them in preparing and applying the prepared fertilizer to improve the soil and enhance the agricultural productivity.

A resource person for the training was Dr. Janardhan Khadka, the Senior Soil Scientist from Central Horticulture Center, Kirtipur, Kathmandu and a total of 28 farmers from various Farmer's Committee in Lubhu participated in the training. The 1^st day of the training involved imparting basic theoretical knowledge on soil, water and plant and importance of organic fertilizers whereas second day was exclusively allocated for demonstration of the use of compost fertilizer and preparation of organic fertilizer and vermin-composting practically.

Day 1

Session 1

The first day of the training began with a brief description of the peri-urban project and the activities conducted in Lubhu as the pilot intervention site. Following this was the theory classes on the organic fertilizer which started with the presentation on the soil and soil management techniques wherein the role of soil in plant growth was focused in simple terms so as to make the training effective and interesting to the participant farmers. The participatory approach of training helped to bring forward the problems being faced by the farmers, the causes and the knowledge gaps. The interaction also helped to identify possible solutions to the existing and emerging problems of soil degradation through sharing of the field based experiences and experiences from research and practices in different parts of the country and the world. While doing so, the facilitator highlighted on the need of identification of soil type and state of soil such as its pH prior to the soil treatment process. Additionally the farmers also understood the proper technique and appropriate time for the application of Calcium carbonate (Chun), commonly used by farmers to neutralize acidic soil.

Session 2

The second session began with short note on the types of solid waste and need of proper management of solid waste wherein the 3R principle was introduced (Reduce, Reuse and Recycle). Resource person introduced about different techniques of preparation of compost fertilizer on a domestic scale such as bin compost, pile compost, pit compost, chamber compost and vermi-compost. Similarly he elaborated the need of segregation of bio-degradable and non-biodegradable solid waste as primary need of compost preparation and how increasing solid waste with increasing urbanization can be a source of fertilizer through proper composting techniques. He also discussed the aerobic and anaerobic composting techniques and provided a detailed explanation on Size of waste, C:N ratio, Air, Moisture, Temperature, Micro-organisms and  pH range.

During the session, the problems commonly faced by farmer during composting were discussed. The most common problems faced by the farmers were unpleasant odors from piled compost and cowshed for which resource person made multiple suggestions like

• Do not to put bones or meat scraps into the compost;
• Cover the compost pile with dry grasses, hay, dry leaves or saw dust and
• Add lime or calcium to neutralize odors.

The other commonly faced challenge for small-scale backyard composting was finding enough carbon-rich materials to balance the regular input of nitrogen-rich materials to maintain C: N ratio in compost. Resource person explained about green material such as kitchen wastes, fruit and vegetable peelings, grass clippings and other fresh materials as the common sources of Nitrogen and brown material such as straw, branches, stems, dried leaves, peels, bits of wood, bark dust or sawdust as a source of Carbon. He also explained about the role of carbon in providing energy and the fluffy nature of compost and nitrogen in providing protein needed for making enzymes and also emphasized the need of balance between carbon and nitrogen. A healthy compost pile should have much more carbon than nitrogen. A simple rule of thumb is to use one-third green and two-thirds brown materials. This allows oxygen to penetrate and nourish the microorganisms that reside there.

The training focused on aerated composting and explained about the significance of turning over the pile to provide aeration. Similarly the new techniques of no-turn composting techniques through management of aeration mechanisms were also introduced. The aeration is to maintain the appropriate temperature for the proliferation of microbes responsible for the decay of organic wastes. The trainers advised the farmers to cover the compost pits to reduce the loss of moisture and the nutrients and protect from rain to maintain the moisture content in the compost as the excess of water could result into decay of compost.

The training was focused on the use of locally available material for the successful and sustainable use of compost as an alternative to chemical fertilizers. The trainer explained the role of ash in regulating moisture and quantity of its use. The excess use of ash could result into increased pH due to its alkaline nature thus deactivating the microbial activity in compost. Similarly, he described three simple tips to improve the cow-shed quality and the quality of compost from animal dung by managing the base for the animal bed, a canal for urine discharge and collection and a roof for protection of cow-shed from direct sunlight and rain.

The resource person also described about the Effective Micro-organisms (EM) to be used in preparing compost fertilizer. He elaborated the role of EM in proliferation of micro-organisms responsible for composting. Further, he focused on the need of checking the manufacture and expiry date prior to the purchase of EM and advised to collect fresh EM for its effective action. Towards the end of the session, he described about the proper technique of application of compost including complete information on the application time, distance from the plant, techniques to apply different types of plants and season and timing for reapplication. In addition, he also explained about the technique of application of human urine in agricultural crops.

Session 3

The session started with introduction of Vermincompost. Vermicompost is the product of composting using various earthworms to create a heterogeneous mixture of decomposing vegetable or food waste, bedding materials, and vermicast. Vermicast, also called worm castings, worm humus or worm manure, is the end-product of the breakdown of organic matter by an earthworm. These castings have been shown to contain reduced levels of contaminants and a higher saturation of nutrients than organic materials contain before vermicomposting. Containing water-soluble nutrients, vermicompost is an excellent, nutrient-rich organic fertilizer and soil conditioner. This process of producing vermicompost is called vermicomposting.

The facilitator further classified two major types of earthworms. Epigeic types live on the surface in freshly decayed plants and animal residues whereas Endogeic types live underground and eat soil to extract nutrient from decayed organic residues. Earthworms of epigeic category are commonly used in vermicomposting and Eisenia foetida is the species most commonly used. It is a voracious eater, each worm eating 1-7 gram/day and cast 0.8- 6 gram/day.

Following the introduction of vermicomposting was the presentation on the process of vermicomposting, beginning with the process of preparing bed for the vermicompost. Bedding is the living medium and also a source of food for the worms. The bedding should be moist and loose enough to enable the worms to breath and to facilitate aerobic decomposition of the food that is buried in it. He further explained the possibility of vermicomposting in both indoors and outdoors with proper care and management of the appropriate environment keeping away from the direct sunlight and rain. The environment management involved the management of bedding material, organic materials needed to supply necessary nutrients, need of management of moisture and temperature range for the survival of earthworm and the microbial activities in vermicomposting. Eisenia foetida, the most common worms used in composting systems, feed most rapidly at temperatures of 10–32 °C and the temperatures above the range may harm them.

During the training the facilitator explained the possibility of vermicomposting on both small and commercial scale and explained about it increasing popularity at both national and international scale. He suggested to add the fresh organic material based on how rapidly those were being consumed by earthworm and let the material to decompose outside the bed for about two weeks so that the leachate drains out, thus maintain moisture content in vericompost. Further, he requested to not to leave the vermicompost unattended for too long time as there can be excess or deficiency of moisture or any other imbalances in layering of bedding materials. Vermicompost is ready for harvest when it contains few to no scraps of uneaten food or bedding and can be collected when contents look like dark black soil and most worms have migrated to the second and third working lower layers. It takes 3-4 months to get first collection of vermicompost after starting. While collecting vermicompost, he recommended to consider the value of earthworm and suggested to pick out as many worms, eggs and cocoons as possible from prepared fertilizer and returning them to the compost bin. The training also included a session on troubleshooting the possible problems and instructing the points to be considered in selecting the bedding materials, composting material and explained the possible risks and pests, along with the ways to avoid them.

He explained that the vermicompost  is richer in many nutrients than compost fertilizer produced by other composting methods. The value of vermicompost as soil conditioner and plant growth stimulant is due to the concentrated nutrient in worm cast. Unlike other compost, worm castings also contain worm mucus which helps prevent nutrients from washing away with the first watering and holds moisture better than plain soil from the decomposition of organic material. Further, it is rich in microbial life which converts nutrients already present in the soil into plant-available forms. Its recognition with a wide range of applications in homes and commercial gardens was growing.

He also shared about the ongoing research on the process of collection and application of human urine as fertilizer and other hormones such as Rotex and Trichoderma fungus to upgrade the quality of compost. Upon the discussion about the perceived cause of declining application of organic manure, the participating farmers felt the growing deviation from the indigenous farming practice and lack of knowledge transfer from the expert to the farming communities are the major causes of not applying of chemical fertilizers.

Day 2

The second day was for demonstration visit and doing practical in preparing compost fertilizer and vermicompost at Bagbani, Central Horticulture Center, Kirtipur. It was intended to provide the participants an exposure to the activities involved in composting and vermicomposting and providing them hands-on skill in preparing these fertilizers so that the farmers themselves can prepare the fertilizers independently.

The farmers had a short visit in the center premise where they got chance to see all the process of preparing and applying organic fertilizer and arrangement of collection of human urine and its application after disinfection along with several fruit varieties under research. Further, they also visited the waste water treatment plant being constructed to supplement the irrigation water need for the horticultural crops and various other researches undertaken in the centre.

During the practical session for the prepation of compost and vermicompost, the total participants were divided into two groups. The trainer reminded the first days theoretical session to both the groups and asked to prepare compost and vermicompost themselves. With close observation and facilitation of the trainer, all the participants themselves prepared compost fertilizer and vermicompost.

Post lunch, the resource person trained the participants on the use of bone powder and Trichoderma for upgrading the prepared vermicompost. Following this, he explained the process of application of the disinfected human urine for irrigation purpose.

The training ended with a evaluation of the training from the participants perspectives and a short note from the research team and the facilitator encouraging participants to take advantage of the capacity building activities and to consult experts in case of any problem.

Figure: Evaluation of Overall Training by the Participants

Poster Presentation at World Water Week 2012, Stockholm

This poster is an output of action research project entitled "Water Security in Peri-urban South Asia: Adapting to Climate Change and Urbanization" and was presented at World Water Week 2012, Stockholm in a theme called "Securing Water and Food in an Urbanizing World". 

Good Luck ti Lubhu Water Resource Committee

Lubhu water resource committee was constituted after the intervention from the nec-peri-urban research team at Lubhu. The team is committed to improve the water services at Lubhu and aims in establishing water security in this VDC. On August 25^th, 2012, Lubhu Water Supply and Sanitation Committee had its first general assembly. I represented the Nec peri-urban research team.

Participating in the VDC as an invitee was a refreshing experience as I was going to back to the field after a short gap after the source conservation campaign. More to that, it was really good to see that the Water Supply Committee constituted (after the initiation of the Peri-urban Water Security Project) in the area has been persistently functioning and exploring every possible alternative to overcome decades long water insecurity at Lubhu.

The half a day program constituted local people from different wards with a good converge of both male and female and had of the presence of  VDC Secretary. -Since, it was the wedding season, participation from the women was a little doubtful. However, despite their hectic schedule, a good number of them have turned up for the event. This is due to the significant activity of providing good water services to the Lubhu residents. From project perspective, I was satisfied for selecting Lubhu as the Pilot Intervention Site.

During the program, the key functionaries of the committee disseminated the information on the current status of the committee, activities conducted since its initiation and the constraints in achieving water security at Lubhu. They have also provided the details of various organizations which are supporting us in this endeavor. Additionally, the Committee not only acknowledged Nepal Engineering College and the project team for the continuous support and guidance; but also appealed the local community to support the Committee in its journey towards establishing water security.

The committee elaborated how the activities of the committee have currently been affected due to limited budget disbursement from the Governmental Annual Budget. It was said that the impact is not only in delaying the construction of the water related infrastructures, but the knock on effect has been on the entire project planning and decision making for the further activities. The social unity and determination in achieving water security has come to light when a local individual Mr. Basudev Kumar Shrestha provided NRs. 200,000 to the committee on loan. This helped in the progression of the construction of the reservoir..

However, the committee is still under the financial constraints and has been exploring for the possible support.

We, the Peri-urban Research team express our  hearty thanks to the LUBHU residents for their continuous support in achieving water security at Lubhu.

River Source Conservation Awareness Campaign

The peri-urban project team of Kathmandu, Nepal organized a “River Source Conservation Awareness Campaign” in coordination with Lubhu Drinking Water and Sanitation Users Committee on 5th May, 2012. The main objective of the programme was to aware the local people of upstream reach i.e., Lamatar VDC residing along the Dovan river to not to pollute the river as the river is the source of drinking water to the downstream Lubhu residents.

The primary source of drinking water to the Lubhu residents has been Chapakharka source. The water demand in the village has been increasing while the water supply from this source has been decreasing, thus people of Lubhu developed Dovan Water Supply Scheme as an alternative source of water. But due to the poor quality of this water, people have been using this water for domestic uses other than drinking purposes. Considering the decreasing water availability from Chapakharka scheme and poor quality of water  of Dovan River, Lubhu Drinking Water Supply and Sanitation Committee has envisioned the construction of filtration tank to make it drinkable. Recently, they organized the formal laying down of the foundation stone for the construction of filtration tank in the presence of Finance Minister as the Chief Guest of the function. Considering the circumstances, the awareness campaign programme was organized to aware the upstream Lamatar VDC residents as well as dwellers of Lubhu VDC nearby river to not to dump the household garbage and waste in the river. 

Around 400 people from different organizations, youth groups, religious groups, sports club, students, intellectual persons, political leaders, social workers and local people came together in the rally for the common concern: Dovan river source conservation. The procession started from Lubhu VDC office premises and made its way along the main road of Lubhu-Lamatar VDC reaching upto Shuvatara School of Lamatar VDC and returned back following another road alongside of the river. The main motive behind following both the tracks along the river was to draw attention of the Lamatar residents to the immediate need of Dovan source conservation and circulate its linkage to the daily water needs of Lubhu residents in the downstream.  The participants in the rally holded placards with different slogans for alerting on river and water conservation and the participating organizations displayed the banners of concerned organization expressing their commitments towards the social movement. The slogans were generated by the local people raising their views and values for the need and means of river conservation. Few slogans raised during the rally were:

•          Let the river flow naturally,
•          Let’s keep the river flowing,
•          Keep the river clean,
•          Manage the households waste at household level,
•          Don’t throw the garbage and waste in the river,
•          Keep the river clean, you will get healthy water,
•          Water, Forest and Air is as important as eye for living beings. 

Reciting the slogans and awaring the people, the participants in the rally also removed and disposed the massive garbage dumped in the river at two intake points. After cleaning the intake points, the procession assembled for mass meeting at public open space nearby the intake point in Lamatar VDC. Addressing the mass, the chairperson of the Lubhu Water Supply and Sanitation Committee appealed Lamatar residents for not polluting the river and threw light on water supply and sanitation programme that has been recently launched. He further concentrated on negative impacts of river degradation and committed to oversee the river health regularly to maintain the river ecology.