PPT - Department of Geography & Environmental Studies

January 27, 2018 | Author: Anonymous | Category: Math, Statistics And Probability, Statistics
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ENVIRONMENTAL AUDIT OF EDUCATIONAL INSTITUTIONS – THE CASE STUDY OF OSHWAL ACADEMY PRIMARY SCHOOL, NAIROBI KENYA BY SHAH PARITA SURESHCHANDRA SUPERVISED BY: DR. F. MWAURA

DR. J. MORONGE

 

Definition

In this study: EA is a documented, objective, systematic way



systematic examination of interactions between an operation and its surroundings – ICC



a total assessment of the nature and extent of any harm or detriment caused to, or the risk of any possible harm or detriment which may be caused to, any beneficial use made by any segment of the environment by any industrial process or activity, waste, substance (including any chemical substance) or noise” (GoA 1988-89)



U.S. Environmental Protection Agency defined an environmental audit as “a systematic, documented, periodic and objective review by regulated entities of facility operations and practices related to meeting environmental requirements”

ENVIRONMENTAL AUDIT  Relatively

a new concept in developing world  Origination – USA - EPA  Ideas found in Bruntland Commission+ Ehrlich  Rio Agenda 21 – Principle 16  Kenya – EMCA Sections 68+69- NEMA - Environmental (Impact Assessment and Audit) Regulations – 31+41

ENVIRONMENTAL AUDIT 

Why do an EA? Benefits (Kenya – EMCA) - resource conservation - environmental health and safety - helps in planning - financial - compliance with laws - environmental awareness - operational efficiency

ENVIRONMENTAL AUDIT IN KENYAN CONTEXT  Annually

– initial audit + follow ups

 External

auditor/self

 Education  Overall

– EMCA -Schedule 2, Section F

follow up of audits – poor

YEAR

SECTOR

ENVIRONMENTAL AUDITS RECEIVED

2004

Education

2

2005

Education

31

2006

Education

18

2007

Education

14

STATEMENT OF THE RESEARCH PROBLEM  Is

EA a tool of resource conservation?

 Is

EA done yearly?

 Is

Syllabi more environmental oriented?

OBJECTIVES 

To comply with Environmental laws of Kenya



To see if 2005 audits have been complied with



Minimize wastage and provide tools for waste minimization



Improving the environment further

HYPOTHESES 

1. There is no relationship between paper wastage in school and number of children per year.



2. There is no difference between water wastage through normal taps and press on taps.



3. There is no relationship in energy conservation between different year groups in Oshwal Academy Primary School.

JUSTIFICATION AND SIGNIFICANCE OF THE STUDY  MDGs

and universal education + syllabus incorporating environment  Must do an EA annually  Resource conservation - forests + paper - water + scarcity - water + taps - electricity + conservation  Reusing, recycling, reducing and repairing

LITERATURE REVIEW



Tolba and El Kholy (1992) –An environmental audit measures the relative accuracy of the prediction of impacts and their management through mitigation and compensation”.



Gege (1997) – 5% reduction in costs



Lethmathe and Doost (2000) –correct accounting + costs of environmental related flows of materials and energy.



INTOSAI WGEA 2007 + Tolba and El Kholy (1992) – EA address issues that are physical in nature and specific to a particular site e.g. field observations and photographs.



Njuguna (2007) if environmental audits will not be done, results will be:“when the forest is gone, the great reservoir of moisture stored up in its vegetable mould is evaporated and the returns only in deluge of rain to wash away the parched dust into which the mould has been converted….”



(Glasson, Therivel and Chadwick 2005) – Some audits-“best practice” models.

Examples of Environmental Audits in Western Institutions 

University of Pennsylvania – Environmental Auditors agree to Ben Franklin’s (1898) statement – “An ounce of prevention is worth a pound of cure”.



University of Sussex – EA has helped the university have an EMP + reduce costs Professor Gordon Conway – former Vice Chancellor (HEFCE 1998)



Income from recycling has brought savings + reduced financial costs. Helen Tompkins, Graham School (HEFCE 1998)

Examples of Environmental Audits in the Developing World 

fairly new concept



Tolba 1984 – fear and skepticism



Ananda (2004) - Sri Lanka – Environmental audit training needs man power, training and monetary facilities.



Uganda – Environmental auditing systems in 1995, Kenya in 2003 but Kenya ahead.

The Case of Kenya 

1992 Rio Summit



Wamukoya and Situma 2003 - Development of National Environmental Action Plans – National Environmental Action Plan for the Period 1994 – 1999 National Environmental Action Plan for the Period 1999 – 2003 EMCA 1999 Environmental (Impact Assessment and Audit) Regulations 2003

1. 2. 3. 4.



NEMA  Kenya’s educational institutions - 56,679 registered  Mwangi (2008) - Initial EA done by few – YEAR 2004 2005 2006 2007 TOTAL

FIGURES 18 77 37 32 164

Critical Review of Environmental Audits 

INTOSAI (2000) – difficulties of EA - significant gaps in implementation and legislation.



Guterl and Sheridan (2008) - reliability of data and lack of detailed information.



Volokh (1997) – Case of Colorado based Coors Brewing Company in 1992.



NEMA + lack of officers

CONCEPTUAL FRAMEWORK UTILIZATION OF KEY INPUTS IN SCHOOLS e.g. Paper Water Electricity (The way inputs are used can cause environmental problems.)

ENVIRONMENTAL PROBLEMS High costs of electricity Generation of waste paper Generation of waste water Air pollution Excessive use of non-renewable resources like petrol

Reduced costs for schools

RESOURCE DEGRADATION Loss of forests Generation of waste water Air pollution Physical degradation Noise pollution

NEED FOR AN ENVIRONMENTAL AUDIT BENEFITS FROM AN ENVIRONMENTAL AUDIT Resource conservation Compliance with laws Efficiency in usage of materials Reduced waste Awareness creation

DESCRIPTION OF AUDIT SITE OSHWAL ACADEMY PRIMARY SCHOOL  Location  Direction

from city centre  Size – physical  Function  Neighbourhood

MAP SHOWING LOCATION OF THE SCHOOL

OSHWAL ACADEMY PR.

School’s appearance

The School’s old block

The school’s new block

School set up 

Started in 1978



In 1978 students only 28, today 995 students



Exam body in till 1984 – CPE



1985 -1987 – KCPE



1987 - 2001 – CPE



2001 till date - BNC

The School Lay Out

Special Education

Library for years 1, 2 and 3

A classroom

A computer lab

The School Lay Out

The Swimming Pool

Play area for Reception class

The School field - Athletics

The full view of the School field

Sanitary Facilities FACILITY

BOYS

GIRLS

STAFF

TOTAL

Toilets

24

24

9

57

Wash-hand basins

24

24

9

57

Showers

12

8

4

24

METHODOLOGY 

Responses obtained from staff, students, neighbours through questionnaires, interviews and general discussions



Primary sources – the school and neighbourood



Secondary sources – audit report of 2005,Environmental Legal Framework like EMCA, authored books, thesis, journals



Data collection for primary data – mixed probability sampling

Data Collection POPULATION

NO. OF UNITS PER

NO. OF UNITS IN THE

COMPONENT

SAMPLE

Office Staff

4

1

Teaching Staff

109

27

Support Staff

15

3

TOTAL

128

31

Year 4

148

15

Year 5

127

13

Year 6

128

13

TOTAL

403

41

COMPONENTS







Students – Simple random – hat method Staff - Simple random – hat method Neighbours systematic random – evry 5th house

STAFF

STUDENTS

Primary Data   

Student responses Staff responses Neighbourhood responses



Measurements and recordings



Camera



Observation – burning vegetation, protective clothing, traffic



Water quality testing

Questionnaires

Water 

Two types of taps –press-on and normal  

Run off rate - press-on, 1 litre in 10 sec. Run off rate – normal, 470 ml in 10 sec.

Press-on tap at its maximum

Normal tap at its maximum

Regulatory Framework A. Environmental Management and Coordination Act

1999

B. Environmental (Impact Assessment and Audit) Regulation 2003 C. Environmental Management and Coordination (Water Quality) Regulations of 2006 D. Environmental Management and Coordination (Waste Management) Regulations of 2006 E. Water Act of 2002 F. Building Code of 2000

Regulatory Framework G.  The Occupational Safety and Health Act H. Public Health Act

I. Factory Act J. Employment Act K. Legal Notice No 296 of 1996 L. Work Injury Benefits Act (2007)

Regulatory Framework M. The Local Government Act N. The Penal Code O. Physical Planning Act 1996 P. Energy Policy and Energy Act Q. Vision 2030 R. CCN By-Laws

Data Processing 

Checking all questionnaires



Closed ended compiled in their list



Open ended compiled according to categories

Data Analysis 

Descriptive – dispersion, tools e.g. graphs, cross tabulation, percentages, frequencies, means



Inferential – chi-square – spearman’s rank correlation – student t-test



SPSS Statistical Package



Excel Program

General Rules  If

calculated value is greater than the tabulated value, the null hypothesis was rejected.

 In

all tests, degree of significance - 95% (α = 0.05).

Limitations  Limited

to one area

 Screening  Most

and control of collected data

measurements at nominal level- use of non-parametric tests.

FINDINGS  This      

was done in areas of

Water Electricity Paper Safety and security Transport Emergency preparedness

Water Use 

Carried on for one week



Intervals of one hour



Run off collected in both taps – all washrooms



Equipment



Data recordings hourly

Run-off collected in basin

Measuring equipment

SUM AND MEAN OF WATER WASTAGE FOR BOTH PRESS-ON AND NORMAL TAPS

1200

1000

800

WASTAGE (LITRES)

600

400

200

0

PRESS ON TAPS

NORMAL TAPS

SUM

1071.3

171.9

MEAN

27.47

4.41

Monday

Water wastage for all five days

Tuesday

Wednesday

Thursday

Friday

More Water Wastage Findings and class cross tabulation – females more playful

 Gender

Gender=female

Gender=male

Do you like playing with press-on taps in the wash rooms?

6

Do you like playing with press-on taps in the wash rooms?

6

no 5

no 5

yes

4

Count

Count

4

yes

3

3

2

2

1

1

0

0 4

5

Class

6

4

5

Class

6

Water Use Results 

There is no difference between water wastage through normal taps and press on taps – Student t-test  



Calculated t = 12.973 Critical t = 1.960 (df = 38)

Result – null hypothesis rejected, alternative accepted.

Water Sources 

3 sources –  Alpine  NCC – kitchen  Borehole – boarding, Zero B

Storage tank, then tap

Goes to the filter, then Zero B

Chemical tests done – signs of problems

Water Test Results Water Samples

Chemical Name

WHO Recommendation s

Alpine

Kitchen boarding

School kitchen

Borehole

Zero B

pH

6.5-8.5

8.2

8.0

8.1

8.1

8.2

Manganese, mg/l

0.4

0.4

0

0

0

0

Fluorides, mg/l

1.5

0.23

0.17

3.62

3.8

1.96

Iron

0.3

0.3

0.2

0.2

0.2

0.1

chlorides, mg/l

600

15

17

44

45

47

Electricity 

60 computers + old version

 Incoming

natural light in class– 74.2%

(23/31)  Generator  Energy

+ diesel

conservation

Energy Conservation 

Records of lights off – break, lunch after school (questionnaire, observation) YEAR (STANDARD)

NO OF CHILDREN WHO SWITCHED LIGHTS OFF

% OF CHILDREN WHO SWITCHED LIGHTS OFF (%)

NO OF CHILDRE N WHO DID NOT SWITCH LIGHTS OFF

% OF CHILDREN WHO DID NOT SWITCH LIGHTS OFF (%)

TOTAL

6

12

92.31

1

7.69

13

5

5

38.5

8

61.5

13

4

14

93.33

1

6.67

15

TOTAL

31

74.7%

10

23.4%

41

.

Lights on when children not there

Energy conservation results 

There is no relationship in energy conservation between different year groups in Oshwal Academy Primary School.– Chi-square  Calculated value = 14.249  Critical value = 5.991 (df = 2) 



Result – null hypothesis rejected, alternative accepted. Observed difference not by chance

Awareness Creation Types of environmental awareness creation by staff in school 30

25

Number of Staff

20

15

10

5

0

Environment club

Curriculum delivery

Assembly Talks

Yes

28

21

22

No

3

10

9

Type of Awareness

Conservation label in a class

Thus students should be encouraged to join the environmental club.

Future Action

Solar Power

Paper

Number of Children and Paper Wastage 160

Results since 2005

4500

140

4000 120 3500 100

3000

80

2500

2000

60

Paper (gms)



Paper wastage high No. Children



5000

1500 40 1000 20

500

0

0 2008 2008 2008 2008 2008 2008 2008 2007 2007 2007 2007 2007 2007 2007 2006 2006 2006 2006 2006 2006 2006 2005 2005 2005 2005 2005 2005 2005

Year Number of Children

Paper wastage(gms)

NB. Two scale graph used to get good comparison.

Paper wastage in relation to number of students from 2005 to 2008 YEAR 4500

2005 2006 2007

4000

2008

PAPERWASTAGE

3500

3000

2500

2000

1500

1000

500

20

40

60

80

100

120

140

160

NOOFCHILDREN

r² = 0.121 – not best fit relationship.

No of students not good measurement as relationship is not linear.

Relationship between class and paper wastage CLASS

NO OF CHILDREN

DAY 1 (WASTE IN GM)

DAY 2 (WASTE IN GM)

DAY 3 (WASTE IN GM)

MEAN

Year 4

150

3300

2800

3300

63

Year 5

127

1800

1600

2000

42.52

Year 6

128

1900

2100

1500

42.97

Paper wastage results 

There is no relationship between paper wastage in school and number of children per year – Spearman's Rank Correlation.



After Spearman’s Rank Correlation, student ttest was used to test the observed.  Calculated value = 6.314011  Tabulated value = 2.056 (df = 26) 

Result – null hypothesis rejected, alternative accepted.

Recycling of paper and plastic waste YEAR

COST OF EXERCISE BOOKS (KSH)

SELL OF NEWSPAPERS (KSH)

SELL OF PLASTICS (KSH)

DIFFERENCE (KSH)

% SAVINGS

20052006

247418

-

-

-

-

20062007

238013

-

-

-

-

20072008

218400

14160

73953

88116

40.35%

Safety and health - Cleanliness

Maintenance of the garden by the support staff

Burning of vegetation in the school compound

Safety and health – Tree pruning

Tree which was leaning toward the school building cut

The height of the tree as it was being cut (the picture is put in order to justify that it was tall, thus becoming bent and being a risk hazard)

Safety and health – Protective Clothing

An Ideal Bin staff wearing gloves while cleaning a corridor wall

Afforestation and reafforestation

Tree planting in the school field on environment day

Tree planting done in the Kabagare forest of the Aberdares by children and staff of Oshwal Academy Primary School.

Transport

The 25 seater school bus

Traffic problems

Traffic jam in the neighbourhood after school

Emergency preparedness 

Fire – 25 extinguishers



Fire drills + trained staff



Exits



Regular checking of equipment



First aid Fire extinguisher in the first floor of the new block

CONCLUSION 

Initial audit report released late from NEMA



External auditor – didn’t meet expectations of 2005 audit



Management – need to get acquainted with environmental laws



Compliance status on laws

Recommendations  Water  



change of press-on taps Quality of water – filters (get sponsors)

 Energy    



energy saving bulbs Energy efficiency Conservation and awareness Solar array



Paper    

Awareness Reusing both sides Recycling Frequent trips to recycling factories



Tree planting and care of trees



Waste management – • •

no burning Compost pit

 Transport  

Big, efficient school buses Transport system (discourage private transport + coordination with parents)

 Emergency  

preparedness

Disaster preparedness like security Inserting smoke alarms

 Environmental

Management Plan

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