To effectively guide the students in their activities, a two-tier training programme is conducted. First, the master trainers (one or two from each district) are trained, who in turn, train the teachers in-charge of ecoclubs in each district. These school and college teachers are the backbone of this student-based programme. Every year there are refresher programmes and interaction meets for these Green Teachers to address the most topical environmental issues.
Considering that environmental education is now limited to conceptual learning and memorising facts, it may not lead to behavioral change. The training programmes conducted as part of the National Green Corps focus on learning the methods for adopting new behavior patterns directly and inculcating habits for promoting environmental conservation.
The focus of teacher training in NGC is on
Topical Environmental Issues of concern.
Action plan to address issues
Organising programmes
Behavioural elements of organisation
Dealing with Students
Dealing with other teammates in the committee in each participating educational institution.

Themes
Household garbage management
Hospital waste disposal
Water pollution, shortage and conservation
Air Pollution
Civic amenities and their care
School and community plantation
Cleanliness of public parks and gardens
Cleanliness and composing at vegetable and fruit markets
Cleanliness at Bus stands and Railway Stations
Development of Eco friendly habits and behaviour
Study and conservation of Eco systems.
Discovery and documentation of the role of local biodiversity
Fuel, energy and resource conservation

All NGC activity targets the students. The content analysis of the textbooks reveals that there are some topical and extremely environmentally important items in the curriculum. The learning of these items will neither be long lasting nor effective without activities and action programmes. The National Green Corps activity in-fact supplements the curriculum. Learning without behavioral modification or without habit formation is futile, especially in the field of environmental protection and conservation.
The Supreme Court order 860/91 has, in fact, come as a helping hand for us. The Court ordered that the school curriculum has to have the environmental component. It instructed the National Council for Educational Research and Training, New Delhi to study the syllabi of various classes and incorporate changes to facilitate environmental education in schools. The NCERT came up with a sensitively worked out syllabus for all classes upto X. It even worked out the teaching methodologies and likely outcome of such activities.
As schools grappled with the new subject, APNGC realised the need to provide proper published material to support all activity towards environment education. Several schools approached us for the material.
Realising the urgency and the fact that all hard work done so far will be lost if the ship of environment education is left rudderless without any written material to fall back on, APNGC came up with activity books for all classes from Class I to Class X. These books aim to help children understand their environment more sensitively. They aim to make the students want to take care of their environment.APNGC has also brought out literature for college students. The reading material published is in the form of orientation books and activity booklets for graduate study streams and for students of law, medicine, engineering and education. Written material is also planned for students of management, agriculture and other streams.

Any student can become a member of NGC. Once you are in the NGC team of your class, school or college, you are a NGC member.
However, if your school or college is not a 'Green school', meaning if it is not a member of NGC, you can go to your teacher or headmistress. You can tell them why you want your school to become a Green school, why you want to become a fellow of the NGC group. Convince them that all of us have to work to save our environment. APNGC is only a focal point for all such activity in the student community in the state.
Ours is a movement. Our goal is to sensitize others, be they in our class, school, college or in the community at large. We will bring about a change in people's attitude. Attitudinal change will, eventually, lead to action. Agreed, the road is full of bumps, stiff opposition or even cynicism may stare us in the face, but we know we shall together make things happen!

There should be NGC units in each of the classes in colleges too. If it is a college offering different courses of study, it should have a NGC unit for each of the courses and if there are sections of classes, there should be a unit in each of these sections.
Each unit may have 5-10 members for each theme number of students in each class. The membership could be rolling, new set of students included every two months, so that all students are oriented and sensitized towards environmental issues.
Initially, simple themes could be worked out for students to get used to the sensitized ideology. These students could work on any or all of the five themes of air, water, land, energy and beautification apart from bringing the awareness in the public about the cleanliness in the temples and during the pilgrims, at public places, like parks, museums, etc.
A college NGC unit could be formed with about 50 -100 students picked up from different classes. Each course, class and section should be included in it. It will work under the guidance of five NGC College teachers selected based of their inclination towards environmental work by the head of the college. At the top of this unit will be the head of the institution.
The college unit will oversee the work done by the various NGC units in each of the classes in the institution. The college unit will also set certain works/goals for the different class NGC units every month. It has to also keep the tempo of environmental activity in the college at an active level, always providing it with motivation, direction and thrust.
The gamut of activity that could be taken up may range from a campaign for cleanliness at public places to a campaign to save our temple environs from plastics. Spreading messages for changing attitudes towards celebrating our festivals like a noiseless but bright Deepawali, college students can reach out to the community. Their energy, enthusiasm and motivation will go a long way in persuading people towards environmental action.In professional colleges, students could take up projects for study that involve environmental implications. This will help them mould their actions as a professional once they enter the field.