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United Nations Department of Economic and Social Affairs Sustainable Development

Quality Education and all around development through implementation of NEST methodologies

    NEST methodologies stand for Nature, Environment, Science and Technology based Education. The four pillars of this methodology bring new dimension of learning and development for students and new skill development for teachers. The main focus is on practical classes with outdoor venture where teachers and students jointly explore first hand experience of Nature and Environment like practical classes in field, farming tours, botanical gardens visits etc. The exposure of nature and its fragile environment is coupled with use of Science and latest technology. It strives to make balances between theoretical classes and practical exercises.
    Implementation of the Project/Activity

    The NEST Methodologies will be inducted in current curriculum in such a way that it works as value additions and new experience for students and Teachers as well. “The goal of NEST is to learn from nature so that we can preserve our environment for future generations. The approach will be based on the principles of modern science and technology will be the fulcrum of communication between our modern lives and the environment at large."Specific activities and workshop will be conducted to ensure complete exposure of students to new dimensions of NEST.Few of activites to be undertaken will be 1. Junior students shall be encouraged and will be part of our “reach the unreach” programme where they will undertake trips to some backward village and impart special education on specific subjects of public welfare and health.2. “leadership Acceleration” from a young age each student will be assigned groups of young people from neighborhood locations and will be assigned to carry out specific social welfare tasks. This is to ensure that leadership skills are ingrained at a practical level from a young age.3. “cycle of innovation” current day challenges will be highlighted and groups will be formed where the target is to provide innovative solutions to the challenge which is implementable. This will enable our students the principles of teamwork early in life coupled with ability to think out of box.”


    Teachers and Coordinators will be have to undergo rigorous training to ensure full delivery of services to Students.Initially the initiative will be stated with Class IV to V students and gradually extended to other classes. all the know how of this methodologies will be provided by our parent body CCLP Worldwide.


    There will be dedicated committee composed of Principal, teachers and coordinators. The Monthly plan of actions will be decided by the Committee who will be accountable for this initiative .The separate department and space will be allocated for smooth function of this initiative.

    Saraswati World School Hooghly, CCLP Worldwide ( ), The Chamber of Computer Logistics People and Bhardwaz Lokseva Trust ( )

    Goal 4

    Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

    Goal 4


    By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes


    Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex


    Completion rate (primary education, lower secondary education, upper secondary education)


    By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education


    Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex


    Participation rate in organized learning (one year before the official primary entry age), by sex


    By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university


    Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex


    By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship


    Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill


    By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations

    Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated


    By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy


    Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex


    By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development


    Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment


    Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all


    Proportion of schools offering basic services, by type of service


    By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries

    Volume of official development assistance flows for scholarships by sector and type of study


    By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States


    Proportion of teachers with the minimum required qualifications, by education level

    Name Description
    Training programs for Teachers and Coordinators
    Workshop and practical program for Class V and Vi students
    First School level performance programs
    Final assessment
    Financing (in USD)
    Staff / Technical expertise
    Other, please specify
    provision of Classroom and other amenities
    In-kind contribution
    Yes Books and literature from CCLP Worldwide
    Title Progress Status Submitted
    Partnership Progress 2020-09-18 On track 18 September, 2020
    Partnership Progress 2019-08-13 On track 13 August, 2019
    Partnership Progress 2017-07-08 On track 08 July, 2017
    Quality Education and all around development through implementation of NEST methodologies
    Action Network
    United Nations Environment Assembly
    This initiative does not yet fulfil the SMART criteria.
    03 January 2017 (start date)
    01 January 1970 (date of completion)
    Saraswati World School, Hooghly
    Geographical coverage
    Bandel, Hooghly (West Bengal), India
    More information
    Contact Information

    Vinod Singh, Pro-Vice Chairman