ENVIRONMENTAL AUDIT OF ENVIRONMENTAL AUDIT OF EDUCATIONAL INSTITUTIONS EDUCATIONAL INSTITUTIONS

––THE CASE STUDY OF THE CASE STUDY OF

OSHWAL ACADEMY PRIMARY OSHWAL ACADEMY PRIMARY SCHOOL, NAIROBI KENYASCHOOL, NAIROBI KENYA

BY BY SHAH PARITA SURESHCHANDRASHAH PARITA SURESHCHANDRASUPERVISED BY:

DR. F. MWAURA

DR. J. MORONGE

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

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

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

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

ENVIRONMENTAL AUDITENVIRONMENTAL AUDIT Relatively a new concept in developing worldRelatively a new concept in developing world Origination – USA - EPAOrigination – USA - EPA Ideas found in Bruntland Commission+ EhrlichIdeas found in Bruntland Commission+ Ehrlich Rio Agenda 21 – Principle 16Rio Agenda 21 – Principle 16 Kenya – EMCA Sections 68+69- NEMAKenya – EMCA Sections 68+69- NEMA

- Environmental (Impact- Environmental (Impact

Assessment and Audit) Regulations – Assessment and Audit) Regulations –

31+4131+41

ENVIRONMENTAL AUDITENVIRONMENTAL AUDIT Why do an EA?Why do an EA?Benefits (Kenya – EMCA)Benefits (Kenya – EMCA)

- resource conservation- resource conservation - environmental health and safety - environmental health and safety

- helps in planning- helps in planning - financial- financial - compliance with laws- compliance with laws

- environmental awareness- environmental awareness - operational efficiency- operational efficiency

ENVIRONMENTAL AUDIT IN ENVIRONMENTAL AUDIT IN KENYAN CONTEXTKENYAN CONTEXT

Annually – initial audit + follow upsAnnually – initial audit + follow ups

External auditor/selfExternal auditor/self

Education – EMCA -Schedule 2, Section FEducation – EMCA -Schedule 2, Section F

Overall follow up of audits – poor Overall follow up of audits – poor

YEARYEAR SECTORSECTOR ENVIRONMENTAL ENVIRONMENTAL AUDITS RECEIVEDAUDITS RECEIVED

20042004 EducationEducation 22

20052005 EducationEducation 3131

20062006 EducationEducation 1818

20072007 EducationEducation 1414

STATEMENT OF THE RESEARCH PROBLEM

Is EA a tool of resource conservation?

Is EA done yearly?

Is Syllabi more environmental oriented?

OBJECTIVESOBJECTIVES

To comply with Environmental laws of KenyaTo comply with Environmental laws of Kenya

To see if 2005 audits have been complied withTo see if 2005 audits have been complied with

Minimize wastage and provide tools for waste Minimize wastage and provide tools for waste minimizationminimization

Improving the environment furtherImproving the environment further

HYPOTHESESHYPOTHESES

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

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

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

JUSTIFICATION AND JUSTIFICATION AND SIGNIFICANCE OF THE STUDYSIGNIFICANCE OF THE STUDY

MDGs and universal education + syllabus MDGs and universal education + syllabus incorporating environmentincorporating environment

Must do an EA annuallyMust do an EA annually Resource conservation Resource conservation

- forests + paper- forests + paper

- water + scarcity- water + scarcity

- water + taps- water + taps

- electricity + conservation - electricity + conservation Reusing, recycling, reducing and repairingReusing, recycling, reducing and repairing

LITERATURE REVIEW LITERATURE REVIEW Tolba and El Kholy (1992) –Tolba and El Kholy (1992) –An environmental An environmental

audit measures the relative accuracy of the audit measures the relative accuracy of the prediction of impacts and their management prediction of impacts and their management through mitigation and compensation”.through mitigation and compensation”.

Gege (1997) – 5% reduction in costsGege (1997) – 5% reduction in costs

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

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

Njuguna (2007) if Njuguna (2007) if environmental audits will not environmental audits will not be done, results will be:-be done, results will be:-

“ “when the forest is gone, the great reservoir of when the forest is gone, the great reservoir of moisture stored up in its vegetable mould is moisture stored up in its vegetable mould is evaporated and the returns only in deluge of rain evaporated and the returns only in deluge of rain to wash away the parched dust into which the to wash away the parched dust into which the mould has been converted…mould has been converted….”.”

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

Examples of Environmental Audits Examples of Environmental Audits in Western Institutionsin Western Institutions

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

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

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

Examples of Environmental Audits Examples of Environmental Audits in the Developing Worldin the Developing World

fairly new concept fairly new concept

Tolba 1984 – fear and skepticismTolba 1984 – fear and skepticism

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

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

The Case of KenyaThe Case of Kenya 1992 Rio Summit 1992 Rio Summit

Wamukoya and Situma 2003Wamukoya and Situma 2003 - - Development of Development of National Environmental Action PlansNational Environmental Action Plans – –

1.1. National Environmental Action Plan for the National Environmental Action Plan for the Period 1994 – 1999Period 1994 – 1999

2.2. National Environmental Action Plan for the National Environmental Action Plan for the Period 1999 – 2003Period 1999 – 2003

3.3. EMCA 1999EMCA 1999

4.4. Environmental (Impact Assessment and Audit) Environmental (Impact Assessment and Audit) Regulations 2003Regulations 2003

NEMANEMA Kenya’s educational institutions - Kenya’s educational institutions - 56,679 56,679

registered registered Mwangi (2008) - Initial EA done by few –Mwangi (2008) - Initial EA done by few –

YEARYEAR FIGURESFIGURES

20042004 1818

20052005 7777

20062006 3737

20072007 3232

TOTALTOTAL 164164

Critical Review of Environmental AuditsCritical Review of Environmental Audits INTOSAI (2000) – difficulties of EA - significant INTOSAI (2000) – difficulties of EA - significant

gaps in implementation and legislation.gaps in implementation and legislation.

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

Volokh (1997) – Case of Colorado based Coors Volokh (1997) – Case of Colorado based Coors

Brewing CompanyBrewing Company in 1992. in 1992.

NEMA + lack of officersNEMA + lack of officers

CONCEPTUAL FRAMEWORKCONCEPTUAL FRAMEWORKUTILIZATION OF KEY INPUTS IN SCHOOLS e.g.PaperWaterElectricity(The way inputs are used can cause environmental problems.)

ENVIRONMENTAL PROBLEMSHigh costs of electricityGeneration of waste paperGeneration of waste waterAir pollutionExcessive use of non-renewable resources like petrol

Reduced costs for schools

RESOURCE DEGRADATIONLoss of forestsGeneration of waste waterAir pollutionPhysical degradationNoise pollution

NEED FOR AN ENVIRONMENTAL AUDIT

BENEFITS FROM AN ENVIRONMENTAL AUDITResource conservationCompliance with lawsEfficiency in usage of materialsReduced wasteAwareness creation

DESCRIPTION OF AUDIT SITEDESCRIPTION OF AUDIT SITE

LocationLocation Direction from city centreDirection from city centre Size – physical Size – physical FunctionFunction Neighbourhood Neighbourhood

OSHWAL ACADEMY PRIMARY SCHOOL

MAP SHOWING LOCATION OF THE SCHOOLMAP SHOWING LOCATION OF THE SCHOOL

OSHWAL ACADEMY PR.

School’s appearanceSchool’s appearance

The School’s old block The school’s new block

School set upSchool set up Started in 1978Started in 1978

In 1978 students only 28, today 995 studentsIn 1978 students only 28, today 995 students

Exam body in till 1984 – CPEExam body in till 1984 – CPE

1985 -1987 – KCPE1985 -1987 – KCPE

1987 - 2001 – CPE1987 - 2001 – CPE

2001 till date - BNC2001 till date - BNC

The School Lay OutThe School Lay Out

Special Education A classroom

Library for years 1, 2 and 3 A computer lab

The School Lay OutThe School Lay Out

The Swimming Pool The School field - Athletics

Play area for Reception class The full view of the School field

Sanitary FacilitiesSanitary Facilities

FACILITYFACILITY BOYSBOYS GIRLSGIRLS STAFFSTAFF TOTALTOTAL

ToiletsToilets 2424 2424 99 5757

Wash-hand Wash-hand basinsbasins

2424 2424 99 5757

ShowersShowers 1212 88 44 2424

METHODOLOGYMETHODOLOGY Responses obtained from staff, students, neighbours through Responses obtained from staff, students, neighbours through

questionnaires, interviews and general discussionsquestionnaires, interviews and general discussions

Primary sources – the school and neighbouroodPrimary sources – the school and neighbourood

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

Data collection for primary data – mixed probability samplingData collection for primary data – mixed probability sampling

Data CollectionData Collection

Students – Simple Students – Simple random – hat methodrandom – hat method

Staff - Simple random Staff - Simple random – hat method– hat method

Neighbours - Neighbours - systematic random – systematic random – evry 5evry 5thth house house

POPULATION POPULATION

COMPONENTSCOMPONENTS NO. OF UNITS NO. OF UNITS

PER PER

COMPONENTCOMPONENT

NO. OF UNITS NO. OF UNITS IN THE IN THE

SAMPLESAMPLE STAFFSTAFF

Office StaffOffice Staff 44 11

Teaching StaffTeaching Staff 109109 2727

Support StaffSupport Staff 1515 33

TOTALTOTAL 128128 3131

STUDENTSSTUDENTS

Year 4Year 4 148148 1515

Year 5 Year 5 127127 1313

Year 6Year 6 128128 1313

TOTALTOTAL 403403 4141

Primary DataPrimary Data Student responsesStudent responses Staff responsesStaff responses Neighbourhood responsesNeighbourhood responses

Measurements and recordingsMeasurements and recordings

CameraCamera

Observation – burning vegetation, protective clothing, Observation – burning vegetation, protective clothing, traffictraffic

Water quality testingWater quality testing

Questionnaires

WaterWater

Two types of taps –press-on and normalTwo types of taps –press-on and normal Run off rate - press-on, 1 litre in 10 sec.Run off rate - press-on, 1 litre in 10 sec. Run off rate – normal, 470 ml in 10 sec.Run off rate – normal, 470 ml in 10 sec.

Press-on tap at its maximum Normal tap at its maximum

Regulatory FrameworkRegulatory FrameworkA. A. Environmental Management and Coordination Act 1999Environmental Management and Coordination Act 1999

B. Environmental (Impact Assessment and Audit) Regulation 2003B. Environmental (Impact Assessment and Audit) Regulation 2003

C. Environmental Management and Coordination (Water Quality) C. Environmental Management and Coordination (Water Quality) Regulations of 2006Regulations of 2006

D. Environmental Management and Coordination (Waste D. Environmental Management and Coordination (Waste Management) Regulations of 2006 Management) Regulations of 2006

E. Water Act of 2002E. Water Act of 2002

F. Building Code of 2000F. Building Code of 2000

Regulatory FrameworkRegulatory FrameworkG. The Occupational Safety and Health ActG. The Occupational Safety and Health Act

H. Public Health Act H. Public Health Act

I. Factory ActI. Factory Act

J. Employment ActJ. Employment Act

K. Legal Notice No 296 of 1996 K. Legal Notice No 296 of 1996

L. Work Injury Benefits Act (2007) L. Work Injury Benefits Act (2007)

Regulatory FrameworkRegulatory FrameworkM. The Local Government ActM. The Local Government Act

N. The Penal CodeN. The Penal Code

O. Physical Planning Act 1996O. Physical Planning Act 1996

P. Energy Policy and Energy ActP. Energy Policy and Energy Act

Q. Vision 2030Q. Vision 2030

R. CCN By-LawsR. CCN By-Laws

Data ProcessingData Processing

Checking all questionnaires Checking all questionnaires

Closed ended compiled in their listClosed ended compiled in their list

Open ended compiled according to categoriesOpen ended compiled according to categories

Data AnalysisData Analysis Descriptive – dispersion, tools e.g. graphs, cross Descriptive – dispersion, tools e.g. graphs, cross

tabulation, percentages, frequencies, meanstabulation, percentages, frequencies, means

Inferential – chi-squareInferential – chi-square

– – spearman’s rank correlationspearman’s rank correlation

– – student t-teststudent t-test

SPSS Statistical PackageSPSS Statistical Package

Excel ProgramExcel Program

General RulesGeneral Rules

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

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

LimitationsLimitations

Limited to one areaLimited to one area

Screening and control of collected dataScreening and control of collected data

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

FINDINGSFINDINGS

This was done in areas of This was done in areas of WaterWater ElectricityElectricity PaperPaper Safety and securitySafety and security TransportTransport Emergency preparednessEmergency preparedness

Water UseWater Use Carried on for one weekCarried on for one week

Intervals of one hourIntervals of one hour

Run off collected in both Run off collected in both taps – all washroomstaps – all washrooms

EquipmentEquipment

Data recordings hourlyData recordings hourly

Run-off collected in basin

Measuring equipment

0

200

400

600

800

1000

1200

WASTAGE (LITRES)

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

SUM 1071.3 171.9

MEAN 27.47 4.41

PRESS ON TAPS NORMAL TAPS

Water wastage for all five daysWater wastage for all five daysMonday Tuesday

Wednesday Thursday

Friday

More Water Wastage FindingsMore Water Wastage Findings Gender and class cross tabulation – Gender and class cross tabulation –

females more playfulfemales more playful

4 5 6

Class

0

1

2

3

4

5

6

Co

un

t

Do you like playing

with press-on taps

in the wash rooms?

no

yes

Gender=female

4 5 6

Class

0

1

2

3

4

5

6

Co

un

t

Do you like playing

with press-on taps

in the wash rooms?

no

yes

Gender=male

Water Use ResultsWater Use Results

There is no difference between water wastage There is no difference between water wastage through normal taps and press on taps – through normal taps and press on taps – Student t-test Student t-test Calculated t = 12.973Calculated t = 12.973 Critical t = 1.960 (df = 38)Critical t = 1.960 (df = 38)

Result – null hypothesis rejected, alternative Result – null hypothesis rejected, alternative accepted.accepted.

Water SourcesWater Sources

3 sources – 3 sources – AlpineAlpine NCC – kitchenNCC – kitchen Borehole – boarding, Zero BBorehole – boarding, Zero B

Storage tank, then tap Goes to the filter, then Zero B

Chemical tests done – signs of problems

Water Test ResultsWater Test ResultsWater SamplesWater Samples

Chemical Chemical NameName

WHO WHO RecommendationRecommendation

ss

AlpineAlpine Kitchen Kitchen boardingboarding

School School kitchenkitchen

BoreholeBorehole Zero BZero B

pHpH 6.5-8.56.5-8.5 8.28.2 8.08.0 8.18.1 8.18.1 8.28.2

Manganese, Manganese, mg/lmg/l

0.40.4 0.40.4 00 00 00 00

Fluorides, Fluorides, mg/lmg/l

1.51.5 0.230.23 0.170.17 3.623.62 3.83.8 1.961.96

IronIron 0.30.3 0.30.3 0.20.2 0.20.2 0.20.2 0.10.1

chlorides, chlorides, mg/lmg/l

600600 1515 1717 4444 4545 4747

Electricity Electricity

60 computers + old version60 computers + old version

Incoming natural light in class– 74.2% Incoming natural light in class– 74.2% (23/31)(23/31)

Generator + dieselGenerator + diesel

Energy conservationEnergy conservation

Energy ConservationEnergy Conservation

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

..

YEAR YEAR (STAN-(STAN-DARD)DARD)

NO OF NO OF CHILDREN CHILDREN WHO WHO SWITCHED SWITCHED LIGHTS LIGHTS OFFOFF

% OF% OF CHILDREN CHILDREN WHO WHO SWITCHED SWITCHED LIGHTS LIGHTS OFF (%)OFF (%)

NO OF NO OF CHILDRECHILDREN WHO N WHO DID NOT DID NOT SWITCH SWITCH LIGHTS LIGHTS OFFOFF

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

TOTALTOTAL

66 1212 92.3192.31 11 7.697.69 1313

55 55 38.538.5 88 61.561.5 1313

44 1414 93.3393.33 11 6.676.67 1515

TOTATOTALL

3131 74.7%74.7% 1010 23.4%23.4% 4141

Lights on when children not there

Energy conservation resultsEnergy conservation results There is no relationship in energy conservation There is no relationship in energy conservation

between different year groups in Oshwal between different year groups in Oshwal Academy Primary School.Academy Primary School.– Chi-square– Chi-square

Calculated value = 14.249Calculated value = 14.249 Critical value = 5.991 (df = 2)Critical value = 5.991 (df = 2)

Result – null hypothesis rejected, alternative Result – null hypothesis rejected, alternative accepted.accepted.

Observed difference not by chance Observed difference not by chance

Awareness CreationAwareness Creation

0

5

10

15

20

25

30

Nu

mb

er

of

Sta

ff

Type of Awareness

Types of environmental awareness c reation by staff in school

Yes 28 21 22

No 3 10 9

Environment club Curriculum delivery Assembly Talks

Conservation label in a class

Thus students should be encouraged to join the environmental club.

Future ActionFuture Action

Solar Power

PaperPaper

Paper wastage Paper wastage highhigh

Results since Results since 20052005

0

500

1000

1500

2000

2500

3000

3500

4000

4500

5000

0

20

40

60

80

100

120

140

160

2005200520052005200520052005200620062006200620062006200620072007200720072007200720072008200820082008200820082008

Pape

r (gm

s)

No.

Chi

ldre

n

Year

Number of Children and Paper Wastage

Number of Children Paper wastage(gms)

NB. Two scale graph used to get good comparison.

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

20 40 60 80 100 120 140 160

NOOFCHILDREN

500

1000

1500

2000

2500

3000

3500

4000

4500

PA

PE

RW

AS

TA

GE

YEAR

2005

2006

2007

2008

r² = 0.121 – not best fit relationship.

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

Relationship between class and Relationship between class and paper wastagepaper wastage

CLASSCLASS NO OF NO OF CHILDRENCHILDREN

DAY 1DAY 1

(WASTE (WASTE IN GM)IN GM)

DAY 2DAY 2

(WASTE (WASTE IN GM)IN GM)

DAY 3DAY 3

(WASTE (WASTE IN GM)IN GM)

MEANMEAN

Year 4Year 4 150150 33003300 28002800 33003300 6363

Year 5Year 5 127127 18001800 16001600 20002000 42.5242.52

Year 6Year 6 128128 19001900 21002100 15001500 42.9742.97

Paper wastage resultsPaper wastage results There is no relationship between paper wastage in There is no relationship between paper wastage in

school and number of children per year – school and number of children per year – Spearman's Rank Correlation.Spearman's Rank Correlation.

After Spearman’s Rank Correlation, student t-test After Spearman’s Rank Correlation, student t-test was used to test the observed.was used to test the observed. Calculated value = 6.314011Calculated value = 6.314011 Tabulated value = 2.056 (df = 26)Tabulated value = 2.056 (df = 26)

Result – null hypothesis rejected, alternative Result – null hypothesis rejected, alternative acceptedaccepted..

Recycling of paper and plastic Recycling of paper and plastic wastewaste

YEARYEAR COST OF COST OF EXERCISE EXERCISE

BOOKS BOOKS (KSH)(KSH)

SELL OF SELL OF NEWSPAPERS NEWSPAPERS

(KSH)(KSH)

SELL OFSELL OF

PLASTICSPLASTICS

(KSH)(KSH)

DIFFERENCE DIFFERENCE (KSH)(KSH)

% % SAVINGSSAVINGS

2005-2005-20062006

247418247418 -- -- -- --

2006-2006-20072007

238013238013 -- -- -- --

2007-2007-20082008

218400218400 1416014160 7395373953 8811688116 40.35%40.35%

Safety and health - CleanlinessSafety and health - Cleanliness

Maintenance of the garden by the

support staff

Burning of vegetation in the school compound

Safety and health – Tree pruningSafety and health – Tree pruning

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)

Tree which was leaning toward the school building cut

Safety and health – Protective Safety and health – Protective ClothingClothing

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