Our school is the Nehalennia Breeweg in Middelburg. It’s one of the schools of the school collective Mondia.
It is an ancient school, dating back to 1365. Its name comes from a local goddess from Roman times.
It is an ancient school, dating back to 1365. Its name comes from a local goddess from Roman times.
Nowadays, it's one of the top-ranked secondary schools of Zeeland. At O&O (research and education), students even come up with great ideas for companies and entrepreneurs. And at K&C (art and culture) people sometimes make artworks which are exposed during local events. There are around 1.170 students in this school. The building is modern and has a lot of parking places for bicycles.
Research: Waste management on school
1. Introduction- effects of insufficient waste management
Insufficient waste management has a serious impact on the earth’s wildlife, and especially on life in the oceans. If for example a school doesn’t recycle its waste, it will end up in a big junkyard. If there’s a stiff wind, lots of waste will be blown to rivers and ends up in the oceans. Because of ocean current, this will all end up in one place and a plastic soup appears (see figure below)
The plastic soup has a large impact on the environment as well and causes plants and corals to grow less. The size of the plastic soup is getting bigger than France, so we should really watch out. Fish will eat the plastic, and will die. The (micro-)plastics are also found in the rest of the food chain, like birds and marine mammals, like seals and dolphins.
Besides the effect on wildlife, there is also another consequence: if a school doesn’t have any or enough litter bins, trash will be hanging around and this will severely affect the school’s image. So, our main research question was: ‘How can waste management be realized most effectively at school’
The plastic soup has a large impact on the environment as well and causes plants and corals to grow less. The size of the plastic soup is getting bigger than France, so we should really watch out. Fish will eat the plastic, and will die. The (micro-)plastics are also found in the rest of the food chain, like birds and marine mammals, like seals and dolphins.
Besides the effect on wildlife, there is also another consequence: if a school doesn’t have any or enough litter bins, trash will be hanging around and this will severely affect the school’s image. So, our main research question was: ‘How can waste management be realized most effectively at school’
Points of waste concentration (gyres) in the oceans. Source: https://www.bbc.com/news/science-environment-42264788
2. Interviews
2.1 Interview with the ecological head
We interviewed the ecological head of our school, named Mr. Israël.
He explained that our school separates its waste into residual waste, paper, classified, glass, chemical, batteries, plastic, metal and synthetics (in which it is unique). And Nehalennia Breeweg is also one of the few schools who pay extra money for heavy waste transportation, like a broken chair or table. The largest part of the waste is residual waste, which equals almost 500 litres per 2 weeks. We don’t recycle the waste except the paper, because we simply don’t have the right equipment. We do in fact reuse some waste, but only for small projects organised by K&C and O&O. The separated waste is thrown into separate large containers around the school. These are emptied by Renewi.
Mr Israël also told us about the future for waste management in our school. In 2030, 50% of all waste in the Netherlands needs to be reduced, recycled or reused. In 2050, this should be 100%. To reach this, Mr Israël and his colleagues have come up with some plans. They want to compost all the organic waste (GFT-afval) and coffee grounds to fertilize new plants around the school with them. They also wanted to enlarge the waste containers. By doing this, the trucks which empty the containers, have to drive less often and this cuts down the CO2.
We interviewed the ecological head of our school, named Mr. Israël.
He explained that our school separates its waste into residual waste, paper, classified, glass, chemical, batteries, plastic, metal and synthetics (in which it is unique). And Nehalennia Breeweg is also one of the few schools who pay extra money for heavy waste transportation, like a broken chair or table. The largest part of the waste is residual waste, which equals almost 500 litres per 2 weeks. We don’t recycle the waste except the paper, because we simply don’t have the right equipment. We do in fact reuse some waste, but only for small projects organised by K&C and O&O. The separated waste is thrown into separate large containers around the school. These are emptied by Renewi.
Mr Israël also told us about the future for waste management in our school. In 2030, 50% of all waste in the Netherlands needs to be reduced, recycled or reused. In 2050, this should be 100%. To reach this, Mr Israël and his colleagues have come up with some plans. They want to compost all the organic waste (GFT-afval) and coffee grounds to fertilize new plants around the school with them. They also wanted to enlarge the waste containers. By doing this, the trucks which empty the containers, have to drive less often and this cuts down the CO2.
2.2 Interview with an employee from a recycling company
We chose to interview an employee of the company Renewi by email. The employee explained that they want to stimulate school to separate more waste and send it to Renewi to recycle. One of the reasons is that schools are a big gathering place for people, where a lot of people eat, and they wanted to make sure more waste gets recycled of that trash.
We also asked him about recycling within our culture. In his opinion we're on a good path and a lot of people already do it, which he finds really good. But he still thinks there’s still too much normality in “Just throwing it on the floor”.
We chose to interview an employee of the company Renewi by email. The employee explained that they want to stimulate school to separate more waste and send it to Renewi to recycle. One of the reasons is that schools are a big gathering place for people, where a lot of people eat, and they wanted to make sure more waste gets recycled of that trash.
We also asked him about recycling within our culture. In his opinion we're on a good path and a lot of people already do it, which he finds really good. But he still thinks there’s still too much normality in “Just throwing it on the floor”.
2.3 Interviews with students
Interview Fiene (14 years)
I think that the waste is collected by a garbage truck and is burned afterwards. I have to admit I have thrown waste on the ground once in a while. But I usually pick up things that I have thrown or have fallen on the ground. My guess is that I mostly throw away plastic bottles.
Interview Aurelie (12 years)
Hello, I’m Aurelie and I’m 12 years old. I only know that the school janitor clears everything on the ground and empties the bins. I normally don’t throw garbage on the ground, only some chewing gum on the street. I pick up trash thrown on the ground by my friends. I mostly throw away plastic or residual waste.
Interview Che (14 years)
I think everything gets thrown into containers which get transported. I sometimes throw my waste on the ground. I usually pick up waste on the ground. I mostly throw away food and cans.
Interview Lieske (12 years)
I think the school janitors throw all the waste in the bins in the residual waste container. I always throw my waste in the bins. I only pick up waste in the forest if it’s harmful for the animals. I mostly throw away banana peels and plastic bags.
Interview Niels (14 years)
He told me how he does not throw trash on the ground, which is mostly candy wrappers or plastic wrappers around all kinds of products. And also he didn't consider others' trash to be his responsibility. He is a good friend of mine so I have told him about waste management at school, which he didn't think was that complicated.
Interview Casper (14 years)
Hello, I’m Casper and I’m 14 years old. To be honest, I actually don't know anything about the school’s waste management system. I actually never throw waste on the ground myself. If I see waste lying somewhere, I usually do not pick it up or throw it away. When I think about my own waste, I think I mostly throw away packages of candy or food.
Interview Minze (13 years)
He doesn't throw trash away, but he also doesn't bother picking it up if he accidentally drops it, nor does he take others trash. He told me that he knows it’s important but it usually doesn't cross his mind. He believes trash at school is separated and then he didn't really have a clue what happens after that.
Interview Joey (13 years)
Joey answers my questions truthfully, and that he didn't bother. Because he knew it would end up in the garbage bin at school, and so with other man's trash. He doesn't know a lot about waste management at school, and he told me that he never paid attention to it.
Interview Mikaela (16 years)
Mikaela told me she always thinks about trash and picks up others trash regularly if it's not too inconvenient, but she also doesn't like to touch things which have been touched by other people. She told me she mostly throws away drink cans/bottles. And she thinks waste management is done by separation of plastic and rest and then recycled/ burnt or on a large garbage disposal.
Interview Gilles (16 years)
Gilles never seems to bother about trash, which sometimes he thinks he should have thrown something in a bin, but he doesn't seem to bother that much. He believes trash is taken in garbage trucks to a recycling area if possible or otherwise burnt.
Interview Fiene (14 years)
I think that the waste is collected by a garbage truck and is burned afterwards. I have to admit I have thrown waste on the ground once in a while. But I usually pick up things that I have thrown or have fallen on the ground. My guess is that I mostly throw away plastic bottles.
Interview Aurelie (12 years)
Hello, I’m Aurelie and I’m 12 years old. I only know that the school janitor clears everything on the ground and empties the bins. I normally don’t throw garbage on the ground, only some chewing gum on the street. I pick up trash thrown on the ground by my friends. I mostly throw away plastic or residual waste.
Interview Che (14 years)
I think everything gets thrown into containers which get transported. I sometimes throw my waste on the ground. I usually pick up waste on the ground. I mostly throw away food and cans.
Interview Lieske (12 years)
I think the school janitors throw all the waste in the bins in the residual waste container. I always throw my waste in the bins. I only pick up waste in the forest if it’s harmful for the animals. I mostly throw away banana peels and plastic bags.
Interview Niels (14 years)
He told me how he does not throw trash on the ground, which is mostly candy wrappers or plastic wrappers around all kinds of products. And also he didn't consider others' trash to be his responsibility. He is a good friend of mine so I have told him about waste management at school, which he didn't think was that complicated.
Interview Casper (14 years)
Hello, I’m Casper and I’m 14 years old. To be honest, I actually don't know anything about the school’s waste management system. I actually never throw waste on the ground myself. If I see waste lying somewhere, I usually do not pick it up or throw it away. When I think about my own waste, I think I mostly throw away packages of candy or food.
Interview Minze (13 years)
He doesn't throw trash away, but he also doesn't bother picking it up if he accidentally drops it, nor does he take others trash. He told me that he knows it’s important but it usually doesn't cross his mind. He believes trash at school is separated and then he didn't really have a clue what happens after that.
Interview Joey (13 years)
Joey answers my questions truthfully, and that he didn't bother. Because he knew it would end up in the garbage bin at school, and so with other man's trash. He doesn't know a lot about waste management at school, and he told me that he never paid attention to it.
Interview Mikaela (16 years)
Mikaela told me she always thinks about trash and picks up others trash regularly if it's not too inconvenient, but she also doesn't like to touch things which have been touched by other people. She told me she mostly throws away drink cans/bottles. And she thinks waste management is done by separation of plastic and rest and then recycled/ burnt or on a large garbage disposal.
Interview Gilles (16 years)
Gilles never seems to bother about trash, which sometimes he thinks he should have thrown something in a bin, but he doesn't seem to bother that much. He believes trash is taken in garbage trucks to a recycling area if possible or otherwise burnt.
2.4 Summary of the interviews with students
3. Pictures of waste on our school
4. Conclusion main question and sub questions
Our conclusion about the main question ‘How can waste management be realized most effectively at school’ is as follows. We think that waste management at our school is already very effective, but it could also be improved.
The positive point is that our school separates the waste into different categories like for example residual waste, plastic, glass, paper, chemical. This helps Renewi to process the waste better.
If we look at the paper waste, we see that a lot of brown, recycled paper is used, which is good. Our school also tries to separate its paper from the other waste, and then sends it to Renewi, which is also good.
We also answered the sub questions in our report. A summary of these answers can be found here:
- We observed that there was quite a lot of waste. So, something could be done about the amount of waste the school produces every day. The school could also try to reuse more waste.
- We observed that some waste was thrown on the ground or was thrown into the wrong bins. The school promotes students to throw waste in the bin by putting in every classroom. But school could try to make students more aware of this, so that they will throw their waste into the correct bins more often and pick up rubbish on the ground.
- From the interviews we learned that students are not very involved in collecting the rubbish or cleaning the canteens. And that the school’s waste policy is not very well known. So, maybe it would help to inform them more about good waste management.
The positive point is that our school separates the waste into different categories like for example residual waste, plastic, glass, paper, chemical. This helps Renewi to process the waste better.
If we look at the paper waste, we see that a lot of brown, recycled paper is used, which is good. Our school also tries to separate its paper from the other waste, and then sends it to Renewi, which is also good.
We also answered the sub questions in our report. A summary of these answers can be found here:
5. Possible solutions and methods to limit the amount of waste
Solution 1
The school could separate more products. First of all, it can separate the residual waste into the other types. It can also try to separate the chemical waste into dangerous and non-dangerous. Non-dangerous waste can also be recycled into pure substances, which means less new substances are needed.
Solution 2
If you give people money if they recycle plastic bottles etc, there is more chance they will try to recycle it more by themselves. This will reduce the amount of plastic waste. You could reach the same effect if you would charge people extra for their plastic waste.
Solution 3
There is a lot of business in organic and edible waste. If the school would compost all organic waste, we could make a lot of compost. This can be used as fertilizers or could be sold. The self-grown plants with the waste compost could be used as study material for biology, or you could grow crops like wheat or vegetables with it, turn this into food and sell this in the canteen. To continue, the school could try to give recently expired food to the food bank.
Solution 4
We also believe in the potential of school projects in reusing waste. Subjects like O&O, Lifestyle and K&C could come up more regularly with projects involving the reuse of plastic, for example by using it in a model or art work. People of O&O might also propose more waste management friendly ideas to their employer. And if K&C would make more artworks debating waste management, more people might get stimulated to think about their waste.
The school could separate more products. First of all, it can separate the residual waste into the other types. It can also try to separate the chemical waste into dangerous and non-dangerous. Non-dangerous waste can also be recycled into pure substances, which means less new substances are needed.
Solution 2
If you give people money if they recycle plastic bottles etc, there is more chance they will try to recycle it more by themselves. This will reduce the amount of plastic waste. You could reach the same effect if you would charge people extra for their plastic waste.
Solution 3
There is a lot of business in organic and edible waste. If the school would compost all organic waste, we could make a lot of compost. This can be used as fertilizers or could be sold. The self-grown plants with the waste compost could be used as study material for biology, or you could grow crops like wheat or vegetables with it, turn this into food and sell this in the canteen. To continue, the school could try to give recently expired food to the food bank.
Solution 4
We also believe in the potential of school projects in reusing waste. Subjects like O&O, Lifestyle and K&C could come up more regularly with projects involving the reuse of plastic, for example by using it in a model or art work. People of O&O might also propose more waste management friendly ideas to their employer. And if K&C would make more artworks debating waste management, more people might get stimulated to think about their waste.
Communication during our project
During this project we have kept contact with our peers from India by different methods of communication. We have used videoconferencing, WhatsApp and answered questions with forms.
Videoconferencing
On the 8th of December 2020 we had a videoconferencing (Meet) with the students from India of our project. To prepare ourselves for this meeting we had made questions earlier. We also had divided the tasks: who would guide the meeting and who would ask questions.
The meeting took place at school. After introducing ourselves we asked the group leader of the students from India a question about whether they have a special waste sector at school. The answer was that they don’t have special waste sector but they do their best to put waste in different bins. We also asked if there is often garbage on the floor. On their school in India they don't have much garbage outside the bins, but sometimes younger children do throw it on the flour. They try to learn them not to do this and learn them to keep a clean environment. The group leader of the students from India asked us about managing waste on different schools and ideas. And we suggested it might help to make it easier for people to throw things away (more bins etc). She also asked about effects of waste on our life. We answered that it can for example affect us directly, because when a school is messy it is immediately bad for the image. But it can also affect our health when waste like plastics get transported to the sea, eaten by fish and then eaten by us.
The meeting was fun to do. Because time was very limited we decided to ask each other some more questions later.
What did we learn?
It was positive to see the Indian students and speak with them. It helps to meet someone: not just on text or WhatsApp, but also with video (or live if that is possible). We learned that during a meeting the technology is very important, but it is not easy to make sure it is working well.
We also learned that is a good idea to prepare these kind of meetings. And not just preparation on the content (questions or for example speaking notes) but also on the process (tasks).
On the 8th of December 2020 we had a videoconferencing (Meet) with the students from India of our project. To prepare ourselves for this meeting we had made questions earlier. We also had divided the tasks: who would guide the meeting and who would ask questions.
The meeting took place at school. After introducing ourselves we asked the group leader of the students from India a question about whether they have a special waste sector at school. The answer was that they don’t have special waste sector but they do their best to put waste in different bins. We also asked if there is often garbage on the floor. On their school in India they don't have much garbage outside the bins, but sometimes younger children do throw it on the flour. They try to learn them not to do this and learn them to keep a clean environment. The group leader of the students from India asked us about managing waste on different schools and ideas. And we suggested it might help to make it easier for people to throw things away (more bins etc). She also asked about effects of waste on our life. We answered that it can for example affect us directly, because when a school is messy it is immediately bad for the image. But it can also affect our health when waste like plastics get transported to the sea, eaten by fish and then eaten by us.
The meeting was fun to do. Because time was very limited we decided to ask each other some more questions later.
What did we learn?
It was positive to see the Indian students and speak with them. It helps to meet someone: not just on text or WhatsApp, but also with video (or live if that is possible). We learned that during a meeting the technology is very important, but it is not easy to make sure it is working well.
We also learned that is a good idea to prepare these kind of meetings. And not just preparation on the content (questions or for example speaking notes) but also on the process (tasks).
WhatsApp
During the project we kept contact by using Whatsapp. Sometimes the group leaders had contact to arrange things and sometimes we posted things in the WhatsApp group with all members.
This is an example of one of our messages:
During the project we kept contact by using Whatsapp. Sometimes the group leaders had contact to arrange things and sometimes we posted things in the WhatsApp group with all members.
This is an example of one of our messages:
Questions
Because time was very limited during the videoconference we both made some extra questions and posted these to each other. We answered their questions and they answered ours. The questions we asked were as follows:
Because time was very limited during the videoconference we both made some extra questions and posted these to each other. We answered their questions and they answered ours. The questions we asked were as follows:
Conclusion
There are many different methods to keep in contact nowadays. A videoconferencing is really nice to get to know each other, because you can hear and see each other very directly. However, for quick questions or short contact it is less easy to arrange. WhatsApp was very easy to keep in touch and arrange things. It was also a way to contact each other less formal. And for longer lists of questions the google form or a document was easier to use.
But it was nice and educational to use different methods of contact this way for the waste management project.
Comparison of our findings
What we both have learned
The students from India and we both learned:
Similarities and differences in waste management
There are a lot of similarities between the school in India and Nehalennia. Both schools: :
But there are also differences:
Similarities and differences in our ways of investigation
The students from India and we both interviewed a number students to get information about the students’ view on waste management. So, we used the same method to gather this information. There was however a small difference:
So, both the students from India and we used quite similar research methods, like interviews, with just some small differences in how we actually performed it. We both investigated how our school manages waste and came up with ideas and suggestions.
The students from India and we both learned:
- what the general benefits are of good waste management,
- how much waste is produced in our schools,
- more about the process of waste management in both our schools,
- and - using interviews - about the mindset of other students about waste management.
Similarities and differences in waste management
There are a lot of similarities between the school in India and Nehalennia. Both schools: :
- have people to pick up rubbish of the floor,
- have a part of the students that do throw waste on the floor but school acts on this (e.g. let them pick up waste as a punishment),
- the main waste seems to be food and paper.
But there are also differences:
- The Indian students noticed that their school has too few waste bins, too little variety of them and not enough strict rules concerning waste management,
- They also think that there are too few campaigns and projects concerning waste management. Students aren’t informed properly about the process of waste management.
- They do however separate the rubbish that gets picked up of the ground before it is thrown away.
- And there is a stricter policy about gum,
- At Nehalennia there are more waste bins and a larger variety of them. There are bins in all classrooms.
- Our school separates the waste into different categories like for example residual waste, plastic, glass, paper, chemical. This helps the contracted waste recycling company (Renewi) to recycle better.
- Nehalennia has K&C and O&O projects dealing with waste management.
Similarities and differences in our ways of investigation
The students from India and we both interviewed a number students to get information about the students’ view on waste management. So, we used the same method to gather this information. There was however a small difference:
- in the number of interviews: they did 7 interviews from 9th grade and we did 10 interviews from different grades.
- in the tools that were used: they used an internet questionnaire and we used live interviews and WhatsApp.
So, both the students from India and we used quite similar research methods, like interviews, with just some small differences in how we actually performed it. We both investigated how our school manages waste and came up with ideas and suggestions.
Reflection
At the end of the this Waste Management project we all evaluated on how it went. These are our reflections:
Reflection by Inez
To start with I think it was nice to cooperate with not only people from your class, but also from another country, namely India. Frederik was the ‘leader’ of the group so he did by far the most. To be honest I should have done more. We had a group of 3 so more work per person, but it worked out fine. I don't like working with only boys but that is my personal opinion. For the rest I had a lot of fun doing the assignment. The best part for me was that we did the videoconference with the Indian kids. I like the way the assignment was built up.
Reflection by Martin
I believe I have failed Frederik on this project, I say it like that because I have been not too hard working during the project and not that I am too good at working hard, I still believe I could have done more to help the group. I do think my research into this has been good but I also believe I could have done more to make up for the fact that we had only 3 people. And I do think I still tried to make it work, and I don't think I should be too harsh on myself. Although I saw from the beginning that it would be hard and I could have stepped in earlier.
Reflection by Frederik
Wat went well?
The research and interviews went well. It was especially interesting to talk to the school janitor and ecological head. We have produced our report on Waste Management and this Weebly-page, with all requested elements, within the deadlines. The meet with the students from India was a bit short, but we could keep contact by other methods. For example, we have asked each other more questions about waste management digitally and it was also fun to keep contact by WhatsApp. We didn’t just have contact about the project, but I also learned how they celebrate the festival Makar Sankranti and that in India out peers are at their exams (at the moment I'm writing this).
What would I have done differently?
With our small group of 3 students it was quite a lot of work to get everything well edited in a video, report and on the Weebly-site. As a group, although we divided the jobs well, some of us did quite a bit more work than others. With our partner school we kept contact by WhatsApp, but maybe it would have been nice to have another meet. I would also have liked to have performed more and longer interviews with the students. And because of the lock-down it was very difficult to measure, take photographs and actually improve something at school. This is not something we could have done different, but more a kind of unfortunate circumstance of this period.
Reflection by Inez
To start with I think it was nice to cooperate with not only people from your class, but also from another country, namely India. Frederik was the ‘leader’ of the group so he did by far the most. To be honest I should have done more. We had a group of 3 so more work per person, but it worked out fine. I don't like working with only boys but that is my personal opinion. For the rest I had a lot of fun doing the assignment. The best part for me was that we did the videoconference with the Indian kids. I like the way the assignment was built up.
Reflection by Martin
I believe I have failed Frederik on this project, I say it like that because I have been not too hard working during the project and not that I am too good at working hard, I still believe I could have done more to help the group. I do think my research into this has been good but I also believe I could have done more to make up for the fact that we had only 3 people. And I do think I still tried to make it work, and I don't think I should be too harsh on myself. Although I saw from the beginning that it would be hard and I could have stepped in earlier.
Reflection by Frederik
Wat went well?
The research and interviews went well. It was especially interesting to talk to the school janitor and ecological head. We have produced our report on Waste Management and this Weebly-page, with all requested elements, within the deadlines. The meet with the students from India was a bit short, but we could keep contact by other methods. For example, we have asked each other more questions about waste management digitally and it was also fun to keep contact by WhatsApp. We didn’t just have contact about the project, but I also learned how they celebrate the festival Makar Sankranti and that in India out peers are at their exams (at the moment I'm writing this).
What would I have done differently?
With our small group of 3 students it was quite a lot of work to get everything well edited in a video, report and on the Weebly-site. As a group, although we divided the jobs well, some of us did quite a bit more work than others. With our partner school we kept contact by WhatsApp, but maybe it would have been nice to have another meet. I would also have liked to have performed more and longer interviews with the students. And because of the lock-down it was very difficult to measure, take photographs and actually improve something at school. This is not something we could have done different, but more a kind of unfortunate circumstance of this period.