Program summary
There are quite a several definitions and explanations given for evaluation. In 1993, Rossi and Freeman defined evaluation as the orderly application of social research procedures for assessing the design, conceptualization, implementation, and utility of a given program. The process involves a cautiously planned system of collecting the necessary data required to make decisions and determine whether the program is well run. The data is then analyzed using appropriate software. Several steps are followed and they vary for different programs (Chen, 2005). For the waste reduction program of Green school, the logic model and need analysis as described by Jordan (1999) will be used to evaluate the program.
The green school was established in1988 as an elementary school primarily to serve the people of the rural community. The green school has been producing high-value students who have graduated in the past two decades. The school has over 300 students per year and a reliable human resource constituted by teachers and subordinate staff not forgetting the parents who make the school a success. Several programs are run in the school such as wildlife program, tree planting program, environmental program, and health program. For this study, the paper will evaluate the environmental club that has one of its major programs is waste reduction. The program was established through the international program for environmental management and education. The program objective is to nurture students through mindfulness of ecological growth within the classroom and translating the idea back to their homes.
Data on the amount and type of waste generated from the school were collected and analyzed to determine the best method to be used for specific waste generated within the school waste reduction program. The nature of waste generated and the general environmental conditions of the schools were used as the variables to evaluate whether the program has been well run. The results indicate that if the program can be replicated in other schools and this will not only improve the environmental condition of the school but will also reduce the waste pollution menace in the country.
Case analysis
The program main objective is to nurturing student through mindfulness of ecological growth within the classroom and translating the idea back to their homes. The program has been closely following key values to ensure that they achieve their aim of the environmental program. The school has practiced various methods in order to reduce waste within the school, which includes; waste reduction, waste reuse, wastes recover and wastes recycle which the management has followed to the level best.
Other specific objectives are to inculcate the culture of sustainable development and economic growth within the youth for a better future. Through capacity building, it has enhanced reduction of waste generated and better methods of disposal of various types of waste. Through this initiative, it is important to note that climate change and global warming will be reduced since the levels of pollutant are said to be lower. The students with the guidance from their teachers are supposed to designate various points of waste collection within the school.
The waste bins are site specific and are intended mainly to be labeled and placed within the school compound. This trend was initiated in 1994 after the Rio de Janeiro meeting by the United Nations for Economic Development. The school has classified waste into various categories. The solid wastes are among the highest generated within the school. These include; waste papers, pens, broken furniture’s, chalks, food leftovers and electronic accessories. The other second common waste generated is water that comes from either sewer lines or flash floods. The school has tried to develop good drainage system that has ensured no licks of the fluids to avoid causing diseases such as typhoid, diarrhea and dysentery.
By addressing the most keys things that makes the program run, the foundation for environmental education has been very pivotal in supplying the school with litter bins, eco – friendly plastic bags which are designated in the class room and the rest are given to be used back at home. This has drastically been reducing the cost that would be incurred when buying the litterbins. At the end of every term, the parents, students and teachers hold a meeting whereby environmental matters are discussed and relevant information concerning climate change and detrimental consequences of wastes are addressed.
Using the logic model developed by Jordan in 1999, it is evident that several issues emerge for the evaluation of the waste reduction program. The litter – bins and disposal sites are classified as the resources for the program. Preparing of the disposal site and recovery of some of the wastes generated around the program are the activities for the waste reduction program. The volume of the waste reduced and the amount of waste recycled are the major output of the program. The community members have appreciated the amount of waste that is being reused at their homes and the volume of the items that are recycled even within the school has been the outcome that the program has seen. Armed with the statistics of the program, it is possible to develop a conceptual model to better analyze the waste reduction program.
By looking at the resources available for the program, we can be able to know what other equipments are needed to fully run the program. The school had one litter disposal site, one litter – bin, few plastic bags and sewer line system. The human resource capacity had to be trained since most of the teachers were not equipped with the required technical capacity. It was worth noting that despite the schooling having environmental related activities none of the teachers had knowledge on waste management issues.
The program has been reducing the volume of waste generated every year by 30 %. The school has also put in place an incineration facility to burn unwanted chemicals that are normally used during biological lessons. The annual production of solid waste is estimated at two tones all of different types. The school has been following a strategic plan to ensure that the program objectives are met. One way they have ensured this is through assigning every class in the school two-litter bins so that they can separate wastes into different categories during the normal school days. These instill a culture of responsibility and guarantee the responsibility of most of the students.
The program has also ensured that all the parents follow the same rules back at home and they sort their wastes in to various clusters since home wastes are much. There are normally bio – degradable and hazardous wastes and this requires great care and handling. The local authority has the responsibility of going round the homes and collecting wastes at designated points. Equipments such as electronic and other accessories should be disposed of by the best environmental friendly manner due to their radioactive nature. They are hazardous and can cause detrimental impacts on the environment.
The school has supported the program by offering workshops and trainings to other stakeholders who are interested in waste reduction and management related activities. The outcomes of the program have been generally quite useful in regulation of the waste generated both locally (in school) and other parts where parents reside from.
Although the school program has been well implemented, there are a number of challenges that hinder success. This includes: change in the pattern of climate causing flash floods, extreme cold or high temperature causing most of the students to fail to do their daily activities as assigned.
From the assessment of the logic model depicted by the study, it therefore follows that there are a number of lessons we can learn from the waste reduction program. These can be summarized in a logic model flowchart as shown below. The model in forms us about the critical aspects that leds to the fully realization of the programs aims and objectives. The students’ objectives are guided by the lessons they undertake during the day to day activities in school.
Logic Model for: Green school waste reduction program
Problem or Need: Reducing the waste reduction nationally.
Conclusion
The program portrays a unique pattern as described by Davidson in 2005. The outcomes of the program are both short term and long term. The program would have been more successful if the right equipments and procedures were followed to the letter. It is sad to note that the kind of planning is largely determined by the age and level of education in both the parents and students in general. However, when the school is closed, they’re no waste generated unless the naturally occurring solid waste as falling branches, dead flowers and liquid wastes.
For the past five years, the school has reported cases of vandalism of litterbins especially those that are designated outside by people who are not part of the school program fraternity. The program head has been actively been involved in gathering funds to support the training of teachers since new methods and approaches have evolved in the waste management sector. The most critical thing that the program has failed to address is the collection and disposal of most of the waste generated by industrial sector.
According to Kellogg foundation (2004) a program like waste reduction for Green school may be improved by laying better strategic approach than the one currently being practiced. These findings are similar to what Weiss recommends (1998) that in order to come up with a sound model several factors have to be considered and not necessary basing your assessment on one part of the story.
The waste reduction program has helped the students achieve their objectives by developing a culture in them of being environmental conscious. It is quite clear that the parents appreciate the good work that the school initiated and this is seen as a stepping ladder ton reducing and conserving the environment nationally. If the program is replicated across the country in other school, this will not only help realize the waste reduced target of 40 % through recycle or reuse but will also improve the livelihoods of the people across the country. The need assessment of the program indicates that there are a number of reasons that influence the student to be actively involved in the program. There is the voluntary attribute that has greatly influenced their participation and this is largely seen in the collection schedules of the student and the frequency of every moment a day.
References
Chen, H.T. (2005). Practical program evaluation: Assessing and improving planning, implementation, and effectiveness. Thousand Oaks, Calif.: Sage.
Davidson, E. J. (2005) Evaluation methodology basics: the nuts and bolts of sound evaluation. Thousand Oaks, Calif.: Sage.
McLaughlin JA, Jordan GB (1999) Logic models: a tool for telling your program’s performance story. Evaluation and Program Planning 22:65–72, 1999.
Rossi, P. H., and Freeman, H. E. (1993). Evaluation: A systematic approach. Chapters 1-3. Federal policy of evidence-based practices (p. 456-474).
W. K. Kellogg Foundation (2004). Logic model development guide. Michigan: Kellogg Foundation.
Weiss, C.H. (1998). Evaluation: methods for studying program and policies. NJ: Prentice-Hall.