ASSESSING THE ROLE OF EDUCATIONAL INSTITUTIONS IN PROMOTING SUSTAINABLE SOLID WASTE MANAGEMENT PRACTICES IN CAMEROONIAN SCHOOLS

CHAPTER ONE

INTRODUCTION

Background of the Study

Wastes refer to materials that are not wanted or cannot be used. It can refer to any material that is disposed away after its first usage, or that is deemed to be without value, defective, and lacking utility. According to Coker, Achi, Sridhar and Donnett (2018), “wastes can be generated in industries, markets, schools, churches, hospitals and other communities where human beings reside or gather for a period of time”. Wastes generated from each of these sources differ in terms of composition and volume, based on the prevailing activities and the demography of individuals in each location. Among the many sources of waste previously mentioned, schools (including universities) contribute a very large portion in municipal waste stream (Coker et al., 2018). 

Solid wastes, also known as municipal waste encompasses residential waste, business waste, and demolition debris. However, the issue of waste management is a fundamental concern in modern civilisation, arising from the current lifestyle. It is a direct result of human activity. Global ecological dangers are evident in the depletion of natural resources, climate fluctuations, extensive contamination of water, air, and soil, as well as the threatened biodiversity and trash accumulation. Moreover, people’s attitude based on education level, religion and income level which define their socio-demographic status have been recognized as the most effective in influencing awareness and knowledge of people towards waste management. Likewise, several factors influence the level of waste management awareness in the educational institutions. However, nowadays inverse relationships are reported between academic institutions (that are supposed to create awareness on waste management issues) and indiscriminate waste disposal/ineffective waste management (Osinowo, 2018; Joseph, 2018).. Institutions are now reported for uncontrolled disposal of waste on the streets, waterways, back of offices and classrooms causing aesthetic damage and environmental degradation. The common types of solid wastes found in various schools include paper, grass, nylon (water bags and biscuits, lollypops, ice cream, and sweet or candy wrappers), sugar cane, maize cobs, and groundnut shells. Other forms of wastes may also be found on school premises, and these may not have even been generated directly by pupils and teachers.

Poor waste management practices in institutions such as schools are rampant in underdeveloped countries, mainly within the urban communities and some educational institutions. Poor attitude towards waste generation and management contribute major setback to environmental health conditions. More serious but often unrecognized or overlooked, is the transfer of noxious substances to surface water and groundwater. Research have reported the high association between “inappropriate handling and disposal of institutional waste” and ill health of vulnerable groups such as sanitary workers, children and scavengers who are constantly exposed as well as those living near open dump sites. These open dumps constitute nuisance to the environment and health hazard to humans. During rains, some materials from the dumpsites are drifted through waterways penetrating aquifers and consequently polluting water supplies. Also disease pathogens such as rodents, insects, and microorganisms reside in dumpsites making them a potential source of sickness to people in the educational institutions who may become exposed to infectious wastes

To achieve optimal and successful management, it is necessary to address the problem at the individual level. It is imperative that every individual and household actively participate in waste management, and non-governmental organisations (NGOs) should also be included. It is feasible to accomplish this by modifying the conduct and mindset of individuals towards waste management. To achieve this, education in many forms such as seminars, lectures, awareness campaigns, and sensitisation programs is needed. Additionally,  according to Gallagher et al. (2020), it is imperative to incorporate a specific degree of education in waste management across schools, universities, NGOs, public and commercial sectors, as well as government and local authorities. Therefore, a survey will be conducted in order to assess the role of educational institutions in promoting sustainable solid waste management practices in Cameroonian schools.

Statement of the Problem

An eminent challenge encountered by developing nations is the improper management of solid waste, stemming from human actions undertaken for livelihood (Osinowo, 2018). The country's deficient waste management is mostly attributed to insufficient infrastructure, limited money, ineffective policy execution, and unsustainable lifestyle choices. In addition, urban centres in Cameroon are still facing a persistent and difficult environmental problem with the management of solid waste. This phenomenon is typically observed in the form of large piles of solid garbage that have been haphazardly dumped and left uncovered in the mountains, as well as illegal dumping sites that may be found along main roads and street corners in cities and metropolitan regions (Aladejebi, Adeyeye, and Olatunji, 2019). Nevertheless, prior research claims that the issue of solid waste production and inadequate waste management is exacerbated by swift urbanisation and population expansion, resulting in the creation of vast amounts of solid waste that are frequently disposed of through open dumping (Abdel-shafy and Mansour, 2018; Almasi, Mohammadi, Azizi, Berizi, Shamsi, Shahbazi and Mosavi, 2019). As the production of solid trash increases, so does the environmental danger associated with waste products, including risks to human health and environmental deterioration (Rugatiri, Abidin, & Ismail, 2021). 

Moreover, the societal disdain for the environment and waste management has had a detrimental impact on the educational institution. This problem has been exacerbated by frequent alterations, not only in curriculum material but also in school courses. For instance, health education has replaced hygiene as a school topic, where pupils were previously taught about environmental sanitation. This offers an opportunity for learning waste management and sanitation (Ogunyemi, 2018; Adara, 2018; Ifegbesan, 2020). Hence, it is in the light of these that the study seeks to assess the role of educational institutions in promoting sustainable solid waste management practices in Cameroonian schools.

1.3 Objectives of the Study

The main purpose of this study is to assess the role of educational institutions in promoting sustainable solid waste management practices in Cameroonian schools. Specifically, the study will;

Assess the role of school curricula in promoting awareness of sustainable waste management practices among students.

Investigate the impact of school-based waste management initiatives on student behaviors and attitudes.

Investigate the challenges faced by educational institutions in implementing sustainable waste management practices.

Investigate the strategies for integrating sustainable waste management practices into the daily operations of schools in Cameroon.

1.4 Research Questions

The following questions have been prepared for the study:

What role does the school curriculum play in promoting awareness of sustainable waste management practices among students?

How do school-based waste management initiatives impact student behaviors and attitudes?

What challenges do educational institutions face in implementing sustainable waste management practices?

What strategies can be used to integrate sustainable waste management practices into the daily operations of schools in Cameroon?

1.5Research Hypotheses

H0: Educational institutions do not have a significant role in promoting sustainable solid waste management practices in Cameroonian schools.

Ha: Educational institutions have a significant role in promoting sustainable solid waste management practices in Cameroonian schools.

1.6 Significance of the Study

The study will assist school administrators and policymakers in educational institutions in implementing efficacious programs and curriculum that educate students about environmental stewardship.Additionally, it will offer practical instructions on how to include kids in environmental conservation activities and cultivate a sense of accountability for waste management. Moreover, the study will contribute to the scholarly conversation on environmental education and sustainable development. The findings will be valuable for future research on the impact of education in advancing sustainability, specifically in underdeveloped nations such as Cameroon.

1.7 Scope of the study

The scope of this study is boarded on the role of educational institutions in promoting sustainable solid waste management practices in Cameroonian schools. Empirically, the study will assess the role of school curricula in promoting awareness of sustainable waste management practices among students, investigate the impact of school-based waste management initiatives on student behaviors and attitudes, the challenges faced by educational institutions in implementing sustainable waste management practices and the strategies for integrating sustainable waste management practices into the daily operations of schools in Cameroon.

Geographically, the study will be delimited to Cameroon.

1.8 Limitation of the study

In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents. In addition, there was the element of researcher bias. Here, the researcher possessed some biases that may have been reflected in the way the data was collected, the type of people interviewed or sampled, and how the data gathered was interpreted thereafter. The potential for all this to influence the findings and conclusions could not be downplayed. More so, the findings of this study are limited to the sample population in the study area, hence they may not be suitable for use in comparison to other schools, local governments, states, and other countries in the world.

1.9 Definition of Terms

Waste: Unwanted or discarded materials that are the byproducts of human activity, including household trash, industrial residues, agricultural byproducts, and hazardous substances.

Solid Waste Management Practices: methods and processes involved in the collection, transportation, processing, recycling, or disposal of solid waste.

Educational institutions: Schools, colleges, universities, and other learning centers that provide formal education and training to students.

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