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Green Schools in Nepal: Developing Young Leaders for Sustainable Future
Green Schools in Nepal: Developing Young Leaders for Sustainable Future
Prepared by
Friends of Nature (FON),
Nepal
Baseline Survey Report 2014
Pilot project at Korak VDC, Chitwan District, Nepal
Green Schools in Nepal | Baseline Survey Report ii
Green Schools in Nepal: Developing Young
Leaders for Sustainable Future
Baseline Survey Report 2014 submitted to
Welthungerhilfe (WHH)
Prepared by
Friends of Nature (FoN)
Pilot project at Korak VDC, Chitwan District, Nepal
Green Schools in Nepal | Baseline Survey Report iii
Acknowledgements
Friends of Nature (FON), Nepal would like to place on record our sincerest gratitude to
Welthungerhilfe (WHH), Germany and country office Nepal for singling us out in its mission
“Green Schools in Nepal: Developing Young Leaders for Sustainable Future”. Green School
is a novel concept in the country and FON Nepal takes great delight in welcoming the
initiative. This pilot project that began in October 2013 requires strong support, greater
coordination, growing involvement, constructive suggestions and timely inputs of
stakeholders, institutions, communities in all for the successful completion. It gives us
pleasure that many significant contributions have been made during the baseline line survey
and this report is the outcome of that cooperation. We happily extend our thankfulness to
them and seek for continual feedbacks to keep ahead.
FON Nepal takes this opportunity and is indebted to Rastriya High School, Swamitar and
Rastriya Primary School, Chaughara for earning their trust. All the students, teachers and
school management committees concerned deserve recognition for their generosity. Local
authority, DDC and VDC are highly valued for their comprehension on Green School in the
area. We are equally indebted to Rural Reconstruction Nepal (RRN), associated project
partner for the support we received and anticipate more in the coming days. Our team
members whose arduous efforts made during the baseline survey are highly acknowledged.
FON Nepal,
2014
Green Schools in Nepal | Baseline Survey Report iv
Summary
Introduction
Green School is a notion that integrates not only schools‟ environmental health but also
influence students to be creative and bear responsibility to tackle problems within
community. It is the most effective agent for providing productive learning in a comfortable
environment while saving energy and resources. The benefits seen would be; improved
student‟s health and test scores, low drop-out rate, reduction in waste, enhanced students‟
motivation, environmental literacy in students, sustainable utilization of resources &
enhanced environmental health of schools. This reflects preparation of the future green
leaders who have the potential to contribute in themes like; waste, energy consumption,
biodiversity, resource use and conservation, water supply, health and many more in their
communities. In Nepal, Green School is a novel concept and follows certain procedures to
transform into green. Friends of Nature (FON), Nepal in consortium with Welthungerhilfe
(WHH), have recently launched „Green Schools in Nepal: Developing Young Leaders for
Sustainable Future‟ at Korak VDC of Chitwan District. The designated schools are Rastriya
High School, Swamitar and Rastriya Primary School, Chaughara, Korak.
Methodology
The baseline survey included field visit, questionnaire preparation, pre testing and final
survey. A total of 120 respondents representing 25% of the students and 100% of teachers
were selected randomly from Rastriya High School, Swamitar and Rastriya Primary School,
Chaughara of Korak VDC. The students belonged to Grade 6-10 from the high school while
there were Grade 1-5 students from the primary school. The information obtained after
questionnaire survey were analysed in MS Office Excel 2007.
Results
Rastriya High School, Swamitar has the highest share (72) of the total responses (120)
obtained in comparison to Rastriya Primary School (48), Chaughara. This is because of
greater number of students in the high school. There‟s almost equal inclusion of male and
female students throughout the whole survey. Mainly respondents belonged to Tamang and
Chepang ethnicity.
Rastriya High School, Swamitar
All the respondents (72) stated they are not free from waste and litters in their school,
however almost half (35) of them could classify it. 50 of them mention paper and plastics to
be the main junk, while others add dust and leaves along with. The respondents firmly
believe that litters have bad effect on health (72), surrounding wildlife (64), and water bodies
(71). Though all 72 respondents strongly agree that proper litter management is necessary,
burning waste is the only mechanism in practice. The use of firewood is common in the
school (71) and there‟s facility of electricity (69) even. Everybody strongly agree with the
necessity of forest conservation (72) while most of them don‟t hesitate over firewood (37),
Green Schools in Nepal | Baseline Survey Report v
fodder (37) and medicinal plants collection (40). Many of them opine forests as; source of
water (66), controlling erosion (68), crucial for mankind (65). Nevertheless, forest
encroachment is not much common (33) in Swamitar area.
Nearly all the respondents (70) stated they are deprived of drinking water facility in school,
and lack water filters (72). Respondents opined their classroom amenities like daylight (72),
indoor air (71) and shade (72) are sufficient. There‟s been almost equal share for respondents
who have engaged in clean-up campaigns inside the school (35) and those who have not (37).
Most of the respondents have planted trees in their home (66) than those in school (27). The
share of respondents who have collected forest products (64) and seedlings (43) are even
high. None of them however, have been involved in forest fires (72) and plantation inside the
forests.
Over a quarter (20) respondents have used slingshots to hunt birds and the same have been
engaged in egg collection from nests. However, 42 respondents out of 72 claims that they
have kept wild birds in captivity at least one time. 39 respondents can identify around 11-20
bird species of their place. Nearly all of them tried mammals‟ meat (70) and for bats‟, more
than a quarter (25) have tasted it. Most of the respondents believed wildlife observation as
enchanting (71) and denounce over deliberate killings (60).
Respondents who are acquainted with terminologies like Community Forestry (70), Organic
farming (49) & National park (56) are high in numbers than Climate Change (33), World
Environment Day (27), Nature Hiking (11) and so forth. Only 8 respondents have heard about
Eco-club. Many a respondent has no experience of outdoor classes (65). The most listened
FM is Kalika (49) at evening time, 7:00 PM (33).
Rastriya Primary School, Swamitar
Rastriya Primary School even is not free of litters (47) around, according to nearly all the
respondents. Amazingly, they could classify the litter (46) as degradable (10) and non-
degradable (38). Here also, burning off the waste is the main management practice (40). Half
of the respondents (24) agree that litters are bad for health, while many a respondent couldn‟t
decide properly whether wastes have impact on wildlife (20) and water bodies (21) or not.
However, more than half (30) believe in proper litter management.
26 respondents believe that their school is free of firewood usage while all of the 48
respondents are unanimous about having no electricity in their school. They have drinking
water facility (48) but without water filter (48). The available supply of water is enough as
per their need (48).
When it comes to basic amenities of school and classroom, all the respondents had no
problem with daylight (48) and indoor air (48) inside the classroom. But then again, 29 of
them opined of not having sufficient shade within school area. More than half of the
respondents have taken part in clean-up campaigns both inside (32) and out (31) of the
school.
Green Schools in Nepal | Baseline Survey Report vi
But the scenario of plantation is just reverse, 32-34 respondents have actively participated
planting trees in the home and school. Over half of the respondents (30) enter into woods for
collection of the forest products, but only 6 of them have ever cut the seedlings. Surprisingly,
3 respondents expressed their unintentional act of forest fire. 28 respondents agree the idea of
forest conservation, while more than half even finds firewood collection (29), timber
collection (27) and fodder collection (27) rational.
Many a respondent are dubious on whether forests serve benefits like source of water (23),
controls erosion (25) as well as their dependency (23). 32 respondents stated about the
existence of wildlife species in their vicinity, however only a small share (9) used catapults to
hunt birds, following those who caged birds (8) in their homes and very few (3) stole bird
eggs. On a slightly different note, many a respondent has tasted bat‟s meat (39). Most of the
respondents agree wildlife observation as pleasurable (26) and opine over killing of not
useful animals (17) to us. Nearly all the respondents could identify less than 10 birds (45),
less than 5 butterflies (39) and less than 5 bats (36).
The figures for respondents who are not familiar with terminologies like Community Forestry
(30), Climate Change (44), World Environment Day (42), Eco Club (46), Organic farming
(46) and so on are quite high. Respondents have hardly travelled out of their village (34) and
district (35). They never have experienced practical sessions, especially outdoors learning
activity (44). The most tuned FM is Kalika (36), following Arpan (11).
The school has no land for plantation (43) so there‟s no available garden/kitchen garden
ready to be utilized (46-48).
Green Schools in Nepal | Baseline Survey Report vii
Table of Contents
Acknowledgements .............................................................................................................. iii
Summary.............................................................................................................................. iv
Table of Contents ................................................................................................................ vii
Lists of Figures .................................................................................................................. viii
Lists of Tables ...................................................................................................................... ix
Lists of Photos ..................................................................................................................... ix
1. Background .................................................................................................................... 1
2. Objectives ...................................................................................................................... 2
3. Methodology .................................................................................................................. 3
4. Findings ......................................................................................................................... 3
4.1 General characteristics of the Respondents .............................................................. 3
4.2 Thematic Information.............................................................................................. 5
4.2.1 Litter/Waste Information .................................................................................. 5
4.2.2 Energy consumption ....................................................................................... 10
4.2.3 Water and sanitation ...................................................................................... 12
4.2.4 Biodiversity: Forest ....................................................................................... 16
4.2.5 Biodiversity: Wildlife ..................................................................................... 18
4.2.6 Other ............................................................................................................. 27
5. Conclusion ................................................................................................................... 32
APPENDICES .................................................................................................................... 33
Green Schools in Nepal | Baseline Survey Report viii
Lists of Figures
Figure 1: Response on litter in school .................................................................................... 5
Figure 2: Response on litter classification ............................................................................. 6
Figure 3: Response on litter classification methods ............................................................... 6
Figure 4: Response on litter types in schools ......................................................................... 7
Figure 5: Response on litter management .............................................................................. 7
Figure 6: Response on using firewood in school .................................................................. 10
Figure 7: Response on daily amount of firewood use ........................................................... 10
Figure 8: Response on having drinking water facility in school ........................................... 12
Figure 9: Response on having drinking water filter in school ............................................... 12
Figure 10: Response on water consumption each day .......................................................... 13
Figure 11: Response on toilet availability in school ............................................................. 13
Figure 12: Response on outlet of the toilet ........................................................................... 14
Figure 13: Response on basic amenities of school ............................................................... 15
Figure 14: Response on clean-up campaigns ....................................................................... 15
Figure 15: Response for tree species in school compound ................................................... 16
Figure 16: Response for tree plantation ............................................................................... 16
Figure 17: Response for tree species most useful in home ................................................... 17
Figure 18: Response for activities inside the forest .............................................................. 17
Figure 19: Response on nearby wild lives ............................................................................ 18
Figure 20: Responses by people who can name wildlife species .......................................... 19
Figure 21: Response on quantity of bird identification ......................................................... 19
Figure 22: Responses by people about most beautiful birds ................................................. 20
Figure 23: Responses by people about bird species most easy to hunt .................................. 20
Figure 24: Response for un-ethical bird activities ................................................................ 21
Figure 25: Response on quantity of butterfly identification .................................................. 23
Figure 26: Response on quantity of mammal identification ................................................. 23
Figure 27: Responses by people about most beautiful mammal ........................................... 24
Figure 28: Responses by people about most helpful mammal .............................................. 24
Figure 29: Response on trying mammal‟s meat ................................................................... 25
Figure 30: Responses by people about most tasty mammal‟s meat....................................... 25
Figure 31: Response on quantity of bat identification .......................................................... 26
Figure 32: Response for yearly consumption of bats ............................................................ 27
Figure 33: Response on having land for plantation and gardening purpose .......................... 28
Figure 34: Response on best FM ......................................................................................... 29
Figure 35: Response on appropriate time for FM ................................................................. 29
Figure 36: Response about people‟s vision to enhance the school‟s environment ................. 30
Green Schools in Nepal | Baseline Survey Report ix
Lists of Tables
Table 1: Basic characteristics of the Respondents .................................................................. 4
Table 2: Perception on litters/waste ....................................................................................... 8
Table 3: Perception on collection of forests‟ products.......................................................... 11
Table 4: Perception on importance of forests ....................................................................... 18
Table 5: Perception on importance of wildlife ..................................................................... 27
Table 6: Percentage share for respondents‟ general knowledge ............................................ 28
Lists of Photos
Photo 1: Interview with a student .......................................................................................... 3
Photo 2: Respondent (Laxmi Tamang) .................................................................................. 4
Photo 3: Respondent (Ramlal Praja) ...................................................................................... 4
Photo 4: Respondent (Sanjiv Bishwokarma) .......................................................................... 5
Photo 5: Rubbish bin at Rastriya high School ........................................................................ 8
Photo 6: Student carrying fodder from forest ....................................................................... 11
Photo 7: Local boy aiming his catapult ................................................................................ 21
Photo 8: Smoked bats kept as delicacy by locals.................................................................. 26
Green Schools in Nepal | Baseline Survey Report 1
1. Background
Green school often called Eco-school is a concept which focus on reducing ecological
footprint of schools, upgrade schools‟ environmental health while pioneer sustainability
within education. It is student-centered learning approach that motivates student to be
creative and responsible green leaders who can address the problems within their community.
Generally, it covers aspects like eco-friendly infrastructural design, children‟s environmental
health, litter management, energy efficiency, hygienic food, toxic free environment, eco-
friendly school supplies, concept of reduce, reuse, recycle, environmental education and so
forth. A green school even provides recreational choice for students such as student lead
gardening, art and quiz activities, clean-up campaigns, and interactive games to promote the
environment literacy among students. The positive impact seen would be reduction in green
house gases, improved student‟s health and test-scores, lowering of drop-out from schools to
positive significant environmental change in schools and communities. However, „Green
School‟ is a newer concept in Nepal.
Friends of Nature (FON) Nepal in support with Welthungerhilfe (WHH), have recently
launched a project „Green Schools in Nepal: Developing Young Leaders for Sustainable
Future‟ at Korak VDC of Chitwan District. Environmental education in marginalised
communities stay crucial as the level of interdependence between human and nature is
significantly high. Today when resources fall short with burgeoning population, the question
of sustainability is important. WHH thus conceived the idea of educating local communities
about caring their environment and values of nearby natural resources. For this, youth and
students are the society‟s prime role models to establish green leaders of the future. Two
schools in Korak VDC have been selected to represent as first „Green School‟ model of
Nepal. Rural Reconstruction Nepal (RRN) is one of the project partner associated in Korak
VDC.
The first school (Box 1) is Rastriya High School
(RHS) while another (Box 2) is called Rastriya
Primary School (RPS). Korak VDC having elevation
range of 600-2000 masl is inhabited by three groups;
Tamang, Chepang (Praja) and Dalits. Local available
land for agriculture is marginal while tropical
hardwood forests dominate the area. Forest
degradation and biodiversity exploitation which are
prominent in the area often bear dire effects for Korak
community. Local people oblivious to their
environment have to be addressed for achieving
integrated development and sustainability. The
project is carried out in three phases; project
preparation, implementation and post-project phase.
This report document the findings of baseline
information collected during the initiation of project.
Box 1: A preview on RHS
Known as Rastriya Madhyamik
Vidyalaya (a secondary school)
located at Swamitar area, having 241
students from Grade 6 to 10. The
school is managed hugely by local
community with minimum financial
support from the government. Few
permanent teachers cover all the
teaching while environmental
education is minimally included in
the curriculum. Themes like waste
management, energy consumption in
school needs to be worked upon.
Teaching approach largely exclude
practical learning.
Green Schools in Nepal | Baseline Survey Report 2
Standard set of questionnaire were administered
randomly to 25% of students and 100% teachers but
only after pre-testing. Socio-economic data and
attitude of student/teachers towards environment
conservation were analysed to determine
environmental consciousness and practices adopted in
both the proposed schools.
Under its new project staff, FON has prepared this
baseline survey report which aid further programs and
necessary amendments in the work plan. The report is
a reference to third parties interested in green schools
and the need for it. While evaluating the success of the
project after completion, the information stored
herewith is a reliable index.
2. Objectives
The prime objective of this report is to provide
baseline information regarding environmental
awareness level of students/teachers of Rastriya High
School, Swamitar area & Rastriya Primary School,
Chaughara. While some specific objectives are,
To assess the attitude of students/teachers on various themes like waste, energy, water
& sanitation, biodiversity etc
To provide baseline information of the target group, this will guide the direction and
focus of the project.
Box 2: A preview on RPS
Known as Rastriya Prathamik
Vidyalaya (an elementary school)
located at Charkilla, Chaughara area
and takes minimum 3 hours walk
uphill from RHS. There are total 186
students from Grade 1 to 5.
Infrastructural condition of the school
is dilapidated and managed hugely by
local community with minimum
financial support from the
government. Here even few
permanent teachers cover all the
teaching and theoretical merely.
There‟s a high rate of absenteeism
among students. Awareness on
sanitation, litter management,
conservation and environmental
education is a must.
Green Schools in Nepal | Baseline Survey Report 3
3. Methodology
Baseline survey comprised of field visit, questionnaire
preparation, pre testing and final survey. The
questionnaire covered general information of the
respondents and their level of knowledge about the local
environment. There were different modules like
litter/waste information, energy use, water supply and
sanitation, forest use, wildlife information etc. Mostly the
questions were close-ended, dichotomously structured
and few perception tests. A total of 120 questionnaire,
representing 25% of the students and 100% teachers from
both the schools were administered. Random sampling
was adopted to avoid bias on selecting the respondents.
Students of Rastriya High School, Swamitar area were of
grade 6-10 while grade 1-5 students from the Charkilla
area.
Since the data collected were qualitative in nature, MS
Office Excel 2007 had been used for data entry and
analysis. The findings are delineated precisely using bar
diagrams, pie and line charts. Percentage share of the
response obtained from the survey were the decisive
factor for analysing people‟s perception from the
community.
4. Findings
4.1 General characteristics of the Respondents
Basic information of the respondents like age-structure, sex ratio, ethnicity, education level
and related school has been shown in Table 1. Female population is slightly higher than male
counterparts, maintaining gender balance in the survey. Majority of the age-structure fall into
the category of 6 to 15 years as school children are the target group of this project. Rastriya
High School comprises 60% of the total respondents while 40% from the primary school in
Chaughara area. Respondents having primary and lower secondary level education are even
in figures, while consist of the most percentage. Likewise, 8% inclusion is of teachers
associated with respective schools. There are 120 respondents in total.
Photo 1: Interview with a student
Photograph 1: Interview with a student
Photograph 2
Green Schools in Nepal | Baseline Survey Report 4
Table 1: Basic characteristics of the Respondents
Category Number of Respondents %
By Sex
Male 58 48
Female 62 52
By Age-structure
≤ 5 years 9 8
6 to 15 79 66
16 to 40 31 26
> 40 1 1
By Ethnicity
Tamang 62 52
Praja 48 40
Dalit 5 3
Brahmin 4 4
Chhetri 1 1
By School
Rastriya High School 72 60
Rastriya Primary School 48 40
By Education
Primary ( up to 5) 46 38
Lower Secondary (6-8) 46 38
High School (9-10) 16 13
Higher Secondary (10-12) 2 2
College/University (>12) 10 8
Photo 2: Respondent (Laxmi Tamang)
Photograph 3: Respondent (Laxmi Tamang)
Photo 3: Respondent (Ramlal Praja)
Photograph 4: Respondent (Ramlal Praja)
Respondents belonging to different ethnic groups
Green Schools in Nepal | Baseline Survey Report 5
Korak VDC is inhabited mainly by three ethnic-groups; Tamang, Chepang (Praja), and Dalit.
Thus, findings of the survey reveal major respondents belonging to Tamang (52%) and then
Praja (40%). These underprivileged groups of the society lead a primitive life and most of the
time, without proper means of livelihood. Thus, there is always high drop-out rate among
students of marginalized communities.
4.2 Thematic Information
4.2.1 Litter/Waste Information
Almost everybody (99%) agreed with the fact that their schools are not free from litter/waste
(Figure 1). They were asked whether they classify the litter or not and 67% of the
respondents replied yes while 33% didn‟t (Figure 2).
Figure 1: Response on litter in school
Photo 4: Respondent (Sanjiv Bishwokarma)
Photograph 5: Respondent (Sanjiv Bishwokarma)
Green Schools in Nepal | Baseline Survey Report 6
Figure 2: Response on litter classification
Most of the respondents classified the waste materials as plastic/paper (64%) and others as
degradable/non-degradable (36%).
Figure 3: Response on litter classification methods
The respondents had mixed replies when asked about different kinds of litter generated in
their school. 66% of the response claim paper/plastic to be the main bulk of litters generated,
while 14% as paper/plastic/dust. About 11% voted plastic as the main constituent of waste
(Figure 4).
Green Schools in Nepal | Baseline Survey Report 7
Figure 4: Response on litter types in schools
Respondents believe that burning of the litter is viable alternative than reduce and recycle.
92% of the responses favor burning while 7% opt for reduce and only 1% for recycle (Figure
5).
Figure 5: Response on litter management
Green Schools in Nepal | Baseline Survey Report 8
Since attitude test on a continuum even comprised an integral part of the survey, we found
that 73% of the respondents strongly agree that waste materials have negative impacts on our
health (Table 2). Respondents even feel majorly that litters have adverse effect on wildlife
and on river/stream. Most of the positive responses have been collected from Rastriya High
School however, there are mixed opinions from respondents of Rastriya Primary School
(Appendices).
Table 2: Perception on litters/waste
Questions
Total
respondents
Strongly
Agree
(%)
Agree
(%)
Can't
Decide
(%)
Disagree
(%)
Strongly
Disagree
(%)
Do litters have impact in your
health? 120
73% 20% 8% 0% 0%
Do litters have impact on
wildlife? 120
63% 11% 18% 8% 0%
Do litters have impact on
river/stream? 120
69% 8% 18% 6% 0%
Do you think litters need to be
managed properly? 120
75% 10% 14% 1% 0%
Photo 5: Rubbish bin at Rastriya high School
Green Schools in Nepal | Baseline Survey Report 9
Case Study
“Dropping litter has been commonplace in
school”
My name is Laxmi Tamang and I‟m a Grade
9 student of Rastriya High School, Swamitar.
I have been studying in this school since 9
years. The two way duration from my home
to school is about 40 minutes. I am fond of
dancing and play mostly badminton at school.
Dropping litter has been commonplace in our
school, mainly paper and plastics which is
burnt off as a measure for management. I
strongly believe that wastes ought to be
managed properly for it has dire effect on
health, water bodies and community. I have
not participated in any clean-up campaigns
both in and out of school yet.
Our school uses firewood for different purpose, however forest conservation is equally
important. I even visit nearby woods for forest products but their collection should not let
loose. Forests serve multiple benefits to mankind and are a source of water. I enjoy
plantation programs and hence have participated in school as well as at home. There are
tree species like Ashok, Mango, Dhupi, Neem, Guava, Peach etc. within school
compound. There should be garden extension programs to enhance the schools‟
environmental health a bit ahead.
I have an affinity for wild life species and condemn deliberate killings of such. I love bird
watching and can identify 11-20 birds. Danfe and Peacock stand beautiful for me and I
never have involved myself in any un-ethical bird activities. I have not even hurt a
butterfly yet intentionally and I take pride in mentioning that I could identify less than 5
butterflies. Talking about mammals, cow and buffalo are equally beautiful and helpful. I
have tried buffalo‟s meat but never tasted bats‟. I adore the beauty of nature and feel that
every living being has right to survive including poisonous snakes.
I undertake my studies seriously and am aware of terminologies like Community
Forestry, World Environment Day, Biodiversity Day, Eco-club, Organic farming and so
forth. I enjoy listening Arpan FM and basically tune it around evening time.
Green Schools in Nepal | Baseline Survey Report 10
4.2.2 Energy consumption
Our inquiry of energy consumption began with the use of firewood in schools and 77% of the
respondents affirm its use while 23% refused the same statement (Figure 6). Respondents
even stated nearby forest as the only source of firewood. However, most of them couldn‟t
quantify (83%) the firewood use. The amount averaged between 5 and 15 kilograms on daily
basis (Figure 7).
Figure 6: Response on using firewood in school
Figure 7: Response on daily amount of firewood use
Since most of the respondents reckoned the use of firewood in their daily life, we analyzed
respondents‟ perception on importance of forest and collection of its products. 72% of them
strongly agreed to conserve jungles for future and human welfare (Table 3).
Green Schools in Nepal | Baseline Survey Report 11
Table 3: Perception on collection of forests‟ products
Questions Total
respondents
Strongly
Agree
(%)
Agree
(%)
Can't
Decide
(%)
Disagree
(%)
Strongly
Disagree
(%)
Forest conservation is necessary 120 72% 23% 5% 0% 0%
Firewood collection from forest
should be made free 120
36% 26% 8% 6% 25%
Timber collection from forest
should be made free 120
15% 25% 7% 8% 46%
Fodder collection from forest
should be made free 120
41% 37% 8% 1% 13%
Medicinal plants collection from
forest should be made free 120
43% 17% 14% 7% 19%
Surprisingly, respondents have mixed feelings about collection of firewood from forests. The
responses received between interviewees who accept that there should be free choice of
firewood collection from forests and those who strongly refused it. But then again,
interviewees denounced over free timber collection (46%) from forests.
Respondents nevertheless, strongly agree over the fact that fodder collection should be made
free (41%). On a slightly different note, they even approve the idea of free medicinal plants
collection from forests. This is because Korak is mainly inhabited by marginalized people
who lead primitive life and deeply associated with nature from time immemorial.
Photo 6: Student carrying fodder from forest
Photograph 6: Student carrying fodder from forest
Green Schools in Nepal | Baseline Survey Report 12
4.2.3 Water and sanitation
More than half of the respondents answered that their schools have no facility of drinking
water (58%) than those who replied yes (42%). However, having potable water within reach is
a sign of green school.
Figure 8: Response on having drinking water facility in school
This question implies about health and sanitation practice in relation to pure water
availability, but all of our respondents affirmed that their schools lack drinking water filter
(Figure 9).
Figure 9: Response on having drinking water filter in school
Green Schools in Nepal | Baseline Survey Report 13
When we inquired about water consumption quantity, respondents replied between 1 and 5
litres daily. 33% of the respondents believe that their average consumption per day is around
2 litres (Figure 10).
Figure 10: Response on water consumption each day
Respondents are happy to opine that their quantity for drinking water consumption is enough
as 90% vote favored it (Appendices).
After drinking water, we inquired about other aspects like toilet availability and sanitation
practices. All the 120 respondents stated that their schools have toilet facility (Figure 11).
Figure 11: Response on toilet availability in school
The question about outlet of toilet in school surprised us a bit as about a quarter of the
response revealed river as the main outlet (22%). On the other hand, 78% of the answers
Green Schools in Nepal | Baseline Survey Report 14
stated tanks as the main outlet (Figure 12). This situation if existent in real must be addressed
properly to avoid negative consequences in the future.
Figure 12: Response on outlet of the toilet
We even inquired if respondents had practice of open latrine and we found that more than
quarters of them do not go outside even when other students/teachers are using the toilet
(Appendices). Only 26% of the interviewees stated yes in this matter.
Green school concept not only advocates eco-friendly practice among students and school
personnel but also highlights the importance of basic amenities in school. It could be having
ample light and fresh air inside the classroom to table/desks for comfort. When we inquired
relating these, we found almost all the respondents are happy with the natural setting of light
and air inside the classroom. Majority of the respondents even agree with the fact that they
have ample shade in their school compound (Figure 13).
Green Schools in Nepal | Baseline Survey Report 15
Figure 13: Response on basic amenities of school
We wanted to inquire about inclusive behavior of respondents in clean-up campaigns. There
were not much difference between those who supported clean-up campaigns and those who
didn‟t. However, interviewees are more involved in cleanliness program inside the school
rather than outside (Figure 14).
Figure 14: Response on clean-up campaigns
Green Schools in Nepal | Baseline Survey Report 16
4.2.4 Biodiversity: Forest
We questioned about greenery in school compounds and knowledge of the respondents.
Mainly plants like Peepal, Bar, Ashok, Dhupi, Chilaune etc. were answered during the
survey. Around 20 tree species have been recalled by the respondents illustrated in Figure 15.
Figure 15: Response for tree species in school compound
We asked our respondents on how much they are involved in plantation programs. 34% of the
respondents replied that they have participated in such programs but in schools, while 66%
didn‟t. Ironically, there‟s a huge inclusion of respondents for planting trees in their homes
(Figure 16).
Figure 16: Response for tree plantation
Green Schools in Nepal | Baseline Survey Report 17
More than 20 species of trees were named by respondents when asked about useful tree
species in their home. Sal, Khaniyo, Bakaino and Tanki had the highest share of response in
comparison to other species (Figure 17).
Figure 17: Response for tree species most useful in home
Our survey comprised even cross-examining of respondents‟ activity inside the forest. During
analysis we found, 78% of the respondents have collected forest products in their life. More
than half of them have cut the seedlings in the forest. However, negligible percentage of
respondents have unintentionally caused forest fire. Likewise, very few of them ever had
planted agricultural crop inside the forest (Figure 18).
Figure 18: Response for activities inside the forest
Green Schools in Nepal | Baseline Survey Report 18
We made an effort to garner respondents‟ understanding of forest and its importance. In that
course, we analyzed their perception. When we asked about whether forests far from
respondents‟ home should not be protected, more than half of the respondents strongly
disagreed. Likewise when they were questioned that whether their survival is not influenced
by forests, more than half again strongly disagreed. However, less than a quarter couldn‟t
decide with this statement. Interviewees strongly agreed when we asked them if forests were
the source of water and control soil erosion. People had mixed feelings when they answered
about if forest encroachment in their village was common. Majority (29%) strongly disagree
the statement, while 23% strongly agreed the same. Here even, 22% of the respondents
couldn‟t decide whether to agree or not (Table 4).
Table 4: Perception on importance of forests
Questions Total
respondents
Strongly
Agree
(%)
Agree
(%)
Can't
Decide
(%)
Disagree
(%)
Strongly
Disagree
(%)
Forest which are far from your
home should not be protected 120
12% 6% 14% 12% 57%
You can live without forests 120 12% 8% 20% 5% 55%
Forest is a source of water 120 65% 11% 20% 2% 3%
Forest controls soil erosion 120 67% 7% 21% 3% 3%
Forest encroachment in your
village is common 120
23% 17% 22% 10% 29%
4.2.5 Biodiversity: Wildlife
We made several inquiries on wild lives nearby and made an effort to examine interviewees
perspective towards it. In this course, 87% of the respondents admitted that they have noticed
wildlife species in their surroundings (Figure 19).
Figure 19: Response on nearby wild lives
Green Schools in Nepal | Baseline Survey Report 19
Respondents altogether named over 15 wildlife species according to their knowledge. Of
them, most of the responses have been received for monkey, deer and fox species (Figure 20).
Figure 20: Responses by people who can name wildlife species
Respondents had sound knowledge of bird species in their area, thus 65% of the respondents
believed that they can identify less than 10 species of bird (Figure 21). On the other hand,
35% could identify 11 to 20 bird species.
Figure 21: Response on quantity of bird identification
When it came to beautiful birds, majority vote went for Parrot (31%), followed by Mynah
(11%) and Starling (9%). Majority of the respondents had no idea about which bird is the
most easy to hunt down (Figure 22). However, a considerable portion of the response implied
pigeon a bit easy to stalk (8%).
Green Schools in Nepal | Baseline Survey Report 20
Figure 22: Responses by people about most beautiful birds
Figure 23: Responses by people about bird species most easy to hunt
We next questioned about un-ethical activities to bird species in the locality. Amazingly,
majority of the respondents had never used catapults for hunting birds (76%). Likewise, they
never had stolen bird eggs in their life (82%). But there‟s even reply between yes and no
when the respondents were asked whether they had kept any bird under captivity (Figure 24).
Green Schools in Nepal | Baseline Survey Report 21
Figure 24: Response for un-ethical bird activities
Photo 7: Local boy aiming his catapult
Green Schools in Nepal | Baseline Survey Report 22
Case Study
“Illegal bird hunting is rampant in my
place”
I am Sangam Tamang - resident of Korak
VDC, Chitwan. I study in class 9 at
Rastriya High School, Swamitar. It takes
30 minutes for two way duration from my
home to school. I have been in this school
since three years. I like swimming and
playing football while on Saturdays, I love
to roam around the village with my
friends. We have no good facility of
drinking water in school. Our school has
several species of tree like Bar, Bayer,
Neem, Guava etc. and I am involved in
plantation programs at school.
Our village is surrounded by forest from all sides so collecting forest products is a
common matter. I even collect firewood from nearby forests. However, I strongly agree
the importance of forests without which survival would be difficult. But then again, forest
encroachment in my village is common. I have a bit of knowledge on wildlife species
found nearby. I can identify 11-20 bird species of our area. Parrot and Danfe are the most
beautiful birds for me. Illegal bird hunting is rampant in my place and 9 out of 10 locals
at least have one time experience of hunting. To the best of my knowledge, Pigeon and
Owl are very easy to hunt using a catapult. I had used slingshots before and even stolen
bird eggs from its nests. I once had put Mynah in captivity. Hunting and consumption of
bats is equally rampant in Korak. I do have tasted bat‟s meat but I strongly denounce that
poor wild animals should not be killed or tortured. I can easily identify less than 5 species
of bat and I believe it is recreational to observe wild species of my area.
I do my study well and I am acquainted with terminologies like community forestry,
nature hiking, organic farming, and protected areas. I do enjoy listening FM and Kalika is
my favorite. I mostly tune it around 8:00 PM whenever I wanted to listen. I am concerned
about the environmental health of my school which could be promoted via clean-up
campaigns, ban on littering and extended plantation programs.
Green Schools in Nepal | Baseline Survey Report 23
In addition, we asked respondents on how many butterfly species they could identify. 55 % of
the respondents opined they could recognize less than 5 while, 42% have no idea on species
identification (Figure 25).
Figure 25: Response on quantity of butterfly identification
On a similar note, nearly three quarters of the respondents have never killed a butterfly
throughout their life.
We then moved to inquire about mammals and made an effort to examine people‟s
understanding on how many they could identify. Majority of the response received state less
than 5 (38%), followed by 6 to 10 (32%) and then 11 to 15 species (15%).
Figure 26: Response on quantity of mammal identification
Green Schools in Nepal | Baseline Survey Report 24
Respondents named over 12 mammals when asked about their beautiful mammals. Most of
the response collected was for cow (24%), followed by buffalo and deer (16% each).
Respondents even opined about the most helpful mammal to them. Ox, cow and buffalo
respectively received the major response in comparison to other mammals (Figure 28).
Figure 27: Responses by people about most beautiful mammal
Figure 28: Responses by people about most helpful mammal
When asked whether respondents ever tasted mammals‟ meat, 83% replied yes and 17% said
no. Interviewees opined goat (44%) and buffalo (41%) were tasty in comparison to other
species (Figure 30).
Green Schools in Nepal | Baseline Survey Report 25
Figure 29: Response on trying mammal‟s meat
Figure 30: Responses by people about most tasty mammal‟s meat
Our enquiry even included bat species and we asked to the respondents how many could they
identify. Majority of the respondents could recognize less than 5 (55%), while 42% had no
idea on identification (Figure 31). We further asked if they ever had tried bats‟ meat and
amazingly we found 54% of the respondents tried them while 46% didn‟t (Appendices). We
finally garnered information on quantity of bat consumption in a year and found most of the
responses were concentrated between 0 to 10 bats (Figure 32).
Green Schools in Nepal | Baseline Survey Report 26
Figure 31: Response on quantity of bat identification
Photo 8: Smoked bats kept as delicacy by locals
Green Schools in Nepal | Baseline Survey Report 27
Figure 32: Response for yearly consumption of bats
Table 5: Perception on importance of wildlife
Questions
Total
responden
ts
Strongly
Agree
(%)
Agree
(%)
Can't
Decide
(%)
Disagree
(%)
Strongly
Disagree
(%)
Wildlife that are not useful for us
should be killed 120
5% 17% 13% 12% 53%
Wildlife that are not found in local
area should be killed 120
4% 15% 13% 15% 53%
Poisonous snakes should be killed 120 26% 29% 10% 7% 28%
Wildlife observation is most
enjoyable 120
73% 23% 5% 0% 0%
One more time, we carried out attitude test for wildlife on a continuum scale. Over half of the
respondents strongly disagree with the statement that wildlife not useful to us should be
killed. The same figure denounced over another statement that wildlife not found in local area
should be killed. Interestingly, respondents had varied opinions regarding poisonous snakes.
A quarter of the respondents strongly agree that poisonous snakes ought to be killed, while
another 28% strongly disagree with the same. Finally respondents believed that wildlife
observation is an enthralling experience (Table 5).
4.2.6 Other
Since our informants were mainly students and few teachers, we tried to acquire respondents‟
understanding of terminologies connected with environment and biodiversity. We simply
asked them dichotomously structured question as illustrated in Table 6. Many a respondent
has not been familiar with most of the terminology. When asked about if they had ever heard
Green Schools in Nepal | Baseline Survey Report 28
of „Eco-club‟, 92% of the respondents replied „No‟. Likewise, about three quarters of the
respondents had no idea of „Protected Area‟ but then again, the percentage of interviewees
who are familiar with the term „National Park‟ is high (52%).
Most of the respondents have not even heard about „Organic Farming‟ and „Nature Hiking‟.
In addition, the term „Climate Change‟ is new to most of them. When we asked about special
days like „World Environment Day‟ and „Biodiversity Day‟, about three quarters of the
interviewees had no idea. Surprisingly, 73% of the respondents have heard about
„Community Forestry Program‟.
Table 6: Percentage share for respondents‟ general knowledge
Questions Total (n) Yes (%) No (%) Total (%)
Have you heard about "Community Forestry Program"? 120 73% 27% 100%
Have you heard about "Climate Change"? 120 31% 69% 100%
Have you heard about "World Environment Day"? 120 28% 72% 100%
Have you heard about "Biodiversity Day"? 120 21% 79% 100%
Have you heard about "Nature Hiking"? 120 12% 88% 100%
Have you heard about 'Organic Farming"? 120 42% 58% 100%
Have you heard about "National Park"? 120 52% 48% 100%
Have you heard about "Protected Area"? 119 30% 70% 100%
Have you heard about "Eco-club"? 120 8% 92% 100%
Regarding queries on travelling, most of the respondents have only travelled outside their
village/VDC (72%), followed by half of the interviewees travelled outside their district
(54%). While, only 5% of the sampled population had visited outside their country
(Appendices).
Figure 33: Response on having land for plantation and gardening purpose
Green Schools in Nepal | Baseline Survey Report 29
We put forth some questions relating whether the schools have land for plantation and
gardening or not. In this course, 59% of the respondents answered their schools have land for
plantation and they even have garden. But there‟s no kitchen garden inside the school (Figure
33). However, majority of the respondents had private land for plantation (62%).
Figure 34: Response on best FM
Our survey accommodated the exposure of target group to various kinds of radio program
and FM even (Figure 34). It would be important for the outreach program of the project to a
later date. Of all the responses, we received majority vote for Kalika FM (70%), followed by
Arpan FM (23%), Bijaya FM (3%) and Great FM (2%). Between 7:00-8:00 is the appropriate
time for listening FM of our respondents (Figure 35).
Figure 35: Response on appropriate time for FM
Green Schools in Nepal | Baseline Survey Report 30
Figure 36: Response about people‟s vision to enhance the school‟s environment
Finally, we garnered people‟s opinion on how they could improve the environment of their
school. Most of the responses favored plantation (30%) and clean-up campaigns (23%) as felt by
interviewees. They even advocated for waste management, controlling litters and tree felling.
This information will play pivotal role in addressing the real issues behind the success of „Green
School‟ concept.
Green Schools in Nepal | Baseline Survey Report 31
Case Study
“Fencing around the school is important”
I am Dashrath Tamang - principal of Rastriya
Primary School, Chaughara. I have been
associated with this school since 13 years. I live
close to the school about 10 minutes duration
(two ways) from home. I like travelling new
places and have interest in football. Our school
is located at the plateau like structure of Korak
VDC which is an uphill climb from Swamitar
area. The school is not free of litters like paper
and plastics. There could have been better
management alternatives but we burn wastes to
reduce their volume. I am fully aware of the bad
consequences that litters could invite on health,
river/stream and surrounding community.
There‟s no source of electricity in the school except a small solar panel so we have to rely
on firewood usage for meeting our requirements. I believe forest conservation is equally
important so are strict regulations on collection of forest products. Forests control soil
erosion, source of water and we are dependent on forests.
There‟s facility of drinking water in school however, we lack water filters. The available
supply of water is enough as per the need of school. There are useful tree species like
Bakaino, Kutmero, Amala etc. around the school. We do carry out plantation programs. I
have not much idea on wild life but I could identify less than 10 birds, less than 5
butterflies and less than 5 bats. I never participated in illegal hunting of wild animals and
often discourage on intentional killings.
We neither have garden/kitchen garden nor have land for plantation at school, however I
feel fencing around the periphery of school is very important.
Green Schools in Nepal | Baseline Survey Report 32
5. Conclusion
In general, the views expressed imply that people are concerned towards environment
conservation and management of their surroundings. There‟s an element of ethical standard in
their consciousness about environmental issues, but needs rigorous approach to work out.
Responses drawn for waste clearly suggest about their understanding level of how it could act
detrimental to the community. This is very important in cultivating eco-friendly habits to the
target group which have to be supported with education and practical demonstration programs.
Opinions regarding conservation of surrounding forest and underlying rich resources suggest
people‟s righteousness. There are even gaps regarding collection of forest products freely which
have to be managed on a sustainable basis. The understanding of local flora and fauna is
commendable and their perceptions to not harm any create a sense of affinity and open the gates
for conservation.
Although not much familiar with green terminologies, the community people are concerned with
environmental issues and share their vision to upgrade the existing situation. This necessitates
increased awareness to inculcate a sense of responsibility towards relevant issues.
Green Schools in Nepal | Baseline Survey Report 33
APPENDICES
(Appendix 1) DICHOTOMOUS QUESTIONS
S.No Questions
Total
(n)
Yes
(%)
No
(%)
Total
(%)
1 Do you have litter in school? 120 99% 1% 100%
2 Do you classify the litter? 120 67% 33% 100%
3 Do you use firewood in your school? 120 77% 23% 100%
4 Could you quantify firewood consumption? 120 17% 83% 100%
5 Do you use electricity in school? 120 58% 42% 100%
6 Could you quantify electricity consumption? 120 2% 98% 100%
7 Have drinking water facility in school? 120 42% 58% 100%
8 Have drinking water filter in school? 120 0% 100% 100%
9 Water enough as per need 120 90% 10% 100%
10 Is there toilet in school? 120 100% 0% 100%
11 Go outside when others r using the toilet? 120 26% 74% 100%
12 Do you have enough light in your classroom? 120 99% 1% 100%
13 Do you have enough air circulation in your classroom? 120 99% 1% 100%
14 Do you have enough shade in your school compound? 120 76% 24% 100%
15 Are you involved in clean-up campaigns inside the school? 120 56% 44% 100%
16
Are you involved in clean-up campaigns outside the school? 120 52% 48% 100%
17 Have you ever planted tree in your school? 120 34% 66% 100%
18 Have you ever planted tree in your home? 120 68% 32% 100%
19 Have you ever entered inside the forest to collect forest products? 120 78% 22% 100%
20 Have you ever cut the seedling in the forest? 120 41% 59% 100%
21 Have you ever put forest fire (unknowingly) in the forest? 120 2% 98% 100%
22 Have you ever planted agricultural crop inside the forest? 120 3% 97% 100%
23 Do you have wildlife species in your surroundings? 120 87% 13% 100%
24 Have you ever used a catapult to kill birds? 120 24% 76% 100%
25 Have you ever stolen bird eggs? 120 18% 82% 100%
26 Have you ever kept any bird captive in your home? 120 42% 58% 100%
27 Have you ever killed a butterfly? 120 28% 72% 100%
28 Have you ever tasted mammals' meat? 120 83% 17% 100%
28 Have you ever tasted bat's meat? 120 54% 46% 100%
30 Have you heard about "Community Forestry Program"? 120 73% 27% 100%
31 Have you heard about "Climate Change"? 120 31% 69% 100%
32 Have you heard about "World Environment Day"? 120 28% 72% 100%
33 Have you heard about "Biodiversity Day"? 120 21% 79% 100%
34 Have you heard about "Nature Hiking"? 120 12% 88% 100%
35 Have you heard about 'Organic Farming"? 120 42% 58% 100%
36 Have you heard about "National Park"? 120 52% 48% 100%
37
38
Have you heard about "Protected Area"?
Have you heard about "Eco-club"?
120
120
30%
8%
70%
92%
100%
100%
Green Schools in Nepal | Baseline Survey Report 34
39
40
41
42
Have you ever travelled outside your village/VDC?
Have you ever travelled outside your district?
Have you ever travelled outside your country?
Have you ever done your practical class outside the school?
120
120
120
120
72%
54%
5%
9%
28%
46%
95%
91%
100%
100%
100%
100%
43 Do you have garden in your school? 120 60% 40% 100%
44 Do you have kitchen garden in your school? 120 1% 99% 100%
45 Do you have private land for plantation? 120 62% 38% 100%
46 Do you have land for plantation inside the school? 120 59% 41% 100%
Green Schools in Nepal | Baseline Survey Report 35
Comparison between Rastriya High School (RHS) and Rastriya Primary School (RPS)
S.
No. Questions
Total
(n)
RHS
(Yes)
RHS
(No)
Total
(RHS)
RPS
(Yes)
RPS
(No)
Total
(RPS)
1 Do you have litter in School? 120 72 0 72 47 1 48
2 Do you classify the litter? 120 35 37 72 46 2 48
3 Do you use firewood in your school? 120 71 1 72 22 26 48
4 Could you quantify firewood consumption? 120 8 64 72 12 36 48
5 Do you use electricity in school? 120 69 3 72 0 48 48
6 Could you quantify electricity consumption? 120 2 70 72 0 48 48
7 Have drinking water facility in school? 120 2 70 72 48 0 48
8 Have drinking water filter in school? 120 0 72 72 0 48 48
9 Water enough as per need 120 57 15 72 48 0 48
10 Is there toilet in school? 120 72 0 72 48 0 48
11 Go outside when others r using the toilet? 120 20 52 72 11 37 48
12 Do you have enough light in your classroom? 120 72 0 72 48 0 48
13
Do you have enough air circulation in your
classroom? 120 71 1 72 48 0 48
14
Do you have enough shade in your school
compound? 120 72 0 72 19 29 48
15
Are you involved in clean-up campaigns inside
the school? 120 35 37 72 32 16 48
16
Are you involved in clean-up campaigns outside
the school? 120 31 41 72 31 17 48
17 Have you ever planted tree in your school? 120 27 45 72 14 34 48
18 Have you ever planted tree in your home? 120 66 6 72 16 32 48
19
Have you ever entered inside the forest to collect
forest products? 120 64 8 72 30 18 48
20 Have you ever cut the seedling in the forest? 120 43 29 72 6 42 48
21 Have you ever put forest fire (unknowingly) in the forest? 120 0 72 72 3 45 48
22
Have you ever planted agricultural crop inside the
forest? 120 1 71 72 3 45 48
23 Do you have wildlife species in your surroundings? 120 72 0 72 32 16 48
24 Have you ever used a catapult to kill birds? 120 20 52 72 9 39 48
25 Have you ever stolen bird eggs? 120 18 54 72 3 45 48
26
Have you ever kept any bird captive in your
home? 120 42 30 72 8 40 48
27 Have you ever killed a butterfly? 120 19 53 72 14 34 48
28 Have you ever tasted mammals' meat? 120 70 2 72 29 19 48
28 Have you ever tasted bat's meat? 120 25 47 72 39 9 48
30
Have you heard about "Community Forestry
Program"? 120 70 2 72 18 30 48
31 Have you heard about "Climate Change"? 120 33 39 72 4 44 48
32 Have you heard about "World Environment Day"? 120 27 45 72 6 42 48
33 Have you heard about "Biodiversity Day"? 120 22 50 72 3 45 48
34 Have you heard about "Nature Hiking"? 120 11 61 72 4 44 48
Green Schools in Nepal | Baseline Survey Report 36
35 Have you heard about 'Organic Farming"? 120 49 23 72 2 46 48
36 Have you heard about "National Park"? 120 56 16 72 6 42 48
37 Have you heard about "Protected Area"? 120 32 40 72 4 44 48
38 Have you heard about "Eco-club"? 120 8 64 72 2 46 48
39
Have you ever travelled outside your
village/VDC? 120 72 0 72 14 34 48
40 Have you ever travelled outside your district? 120 52 20 72 13 35 48
41 Have you ever travelled outside your country? 120 6 66 72 0 48 48
42
Have you ever done your practical class outside
the school? 120 7 65 72 4 44 48
43 Do you have garden in your school? 120 70 2 72 2 46 48
44 Do you have kitchen garden in your school? 120 1 71 72 0 48 48
45 Do you have private land for plantation? 120 71 1 72 4 44 48
46
Do you have land for plantation inside the
school? 120 66 6 72 5 43 48
Green Schools in Nepal | Baseline Survey Report 37
ATTITUDE TEST
S.
No. Questions Total
Strongly
Agree (%)
Agree
(%)
Can't Decide
(%) Disagree (%)
Strongly
Disagree (%) Total
1 Litters have impact in your health 120 73% 20% 8% 0% 0% 100%
2 Litters have impact on wildlife 120 63% 11% 18% 8% 0% 100%
3 Litters have impact on river/stream 120 69% 8% 18% 6% 0% 100%
4 Do you think litters need to be managed properly? 120 75% 10% 14% 1% 0% 100%
5 Forest conservation is necessary 120 72% 23% 5% 0% 0% 100%
6 Firewood collection from forest should be made free 120 36% 26% 8% 6% 25% 100%
7 Timber collection from forest should be made free 120 15% 25% 7% 8% 46% 100%
8 Fodder collection from forest should be made free 120 41% 37% 8% 1% 13% 100%
9 Medicinal plants collection from forest should be made free 120 43% 17% 14% 7% 19% 100%
10 Forest which are far from your home should not be protected 120 12% 6% 14% 12% 57% 100%
11 You can live without forests 120 12% 8% 20% 5% 55% 100%
12 Forest is a source of water 120 65% 11% 20% 2% 3% 100%
13 Forest controls soil erosion 120 67% 7% 21% 3% 3% 100%
14 Forest encroachment in your village is common 120 23% 17% 22% 10% 29% 100%
15 Wildlife that are not useful for us should be killed 120 5% 17% 13% 12% 53% 100%
16 Wildlife that are not found in local area should be killed 120 4% 15% 13% 15% 53% 100%
17 Poisonous snakes should be killed 120 26% 29% 10% 7% 28% 100%
18 Wildlife observation is most enjoyable 120 73% 23% 5% 0% 0% 100%
Green Schools in Nepal | Baseline Survey Report 38
Comparison between Rastriya High School (RHS) and Rastriya Primary School (RPS)
S.
No. Questions
Total
(n)
Strongly
Agree
(RHS)
Agree
(RHS)
Can't
Decide
(RHS)
Disagree
(RHS)
Strongly
Disagree
(RHS)
Total
(RHS)
Strongly
Agree
(RPS)
Agree
(RPS)
Can't
Decide
(RPS)
Disagree
(RPS)
Strongly
Disagree
(RPS)
Total
(RPS)
1 Litters have impact in your health 120 72 0 0 0 0 72 15 24 9 0 0 48
2 Litters have impact on wildlife 120 64 0 2 6 0 72 11 13 20 4 0 48
3 Litters have impact on river/stream 120 71 1 0 0 0 72 12 8 21 7 0 48
4
Do you think litters need to be
managed properly? 120
72 0 0 0 0 72 18 12 17 1 0 48
5 Forest conservation is necessary 120 72 0 0 0 0 72 14 28 6 0 0 48
6
Firewood collection from forest
should be made free 120
37 2 0 4 29 72 6 29 9 3 1 48
7
Timber collection from forest
should be made free 120
10 3 0 6 53 72 8 27 8 3 2 48
8
Fodder collection from forest should
be made free 120
37 17 1 1 16 72 12 27 9 0 0 48
9
Medicinal plants collection from
forest should be made free 120
40 1 1 8 21 72 11 19 16 0 2 48
10
Forest which are far from your
home should not be protected 120
2 0 0 2 68 72 12 7 17 12 0 48
11 You can live without forests 120 5 1 1 0 65 72 9 9 23 6 1 48
12 Forest is a source of water 120 66 2 1 0 3 72 12 11 23 2 0 48
13 Forest controls soil erosion 120 68 1 0 0 3 72 12 7 25 4 0 48
14
Forest encroachment in your village
is common 120
25 4 2 8 33 72 2 16 24 4 2 48
15 Wildlife that are not useful for us should be killed
120 5 1 3 3 60 72 1 19 13 11 4 48
16
Wildlife that are not found in local
area should be killed 120
4 1 0 7 60 72 1 17 15 11 4 48
17 Poisonous snakes should be killed 120 22 10 7 2 31 72 9 25 5 6 3 48
18
Wildlife observation is most
enjoyable 120
71 1 0 0 0 72 16 26 6 0 0 48
Green Schools in Nepal | Baseline Survey Report 39
MULTIPLE-CHOICE QUESTIONS
Total
(n)
Degradable/Non-
degradable Plastic/paper Total How do you classify waste? 120 36% 64% 100% paper/plastic paper/plastic/dust paper/dust paper/plastic/leaves plastic paper Total What are the litters generated by
your school? 120
66% 14% 1% 5% 11% 3% 100% 1 Kg 2 Kgs 3 Kgs 4 Kgs 5 Kgs Total Could you quantify the litter per
week generated in school? 120
53% 28% 13% 3% 3% 100% Burn Reduce Recycle Total How do you manage the litter in
your school? 120
92% 7% 1% 100% 5 Kgs 8 Kgs 10 Kgs 15 Kgs Total Could you quantify firewood
consumption in your school per
day?
120
38% 17% 20% 25% 100% 1 ltr 2 ltrs. 3 ltrs. 4 ltrs. 5 ltrs. 7 ltrs. Total How much water do you consume
each day? (Approx. in ltrs.) 120
22% 33% 23% 5% 16% 1% 100% Tank River Total Do you know the outlet of the
toilet? 120
78% 22% 100% less than 10 11 to 20 Total How many bird species can you
identify? 120
65% 35% 100% None less than 5 11 to 15 Total How many butterfly species do you
identify? 120
42% 55% 3% 100%
less than 5 6 to 10 11 to 15 16 to 20 21 to 25
greater
than 25 Total
Green Schools in Nepal | Baseline Survey Report 40
How many mammals do you
identify? 120
38% 32% 15% 8% 6% 1% 100%
None less than 5 6 to 10 Total How many bat species do you
identify? 120
42% 56% 3% 100%
Zero Five Ten Fifteen Twenty Fifty Hundred
Three
Hundred Total
How many bats do you consume
yearly? 120
46% 28% 13% 4% 3% 3% 1% 2% 100%
Kalika Bijaya Arpan Great Synergy Dhurva Total Which is your best FM? 120 71% 3% 23% 2% 1% 1% 100%
4:00 PM 5:00 PM 5:30 PM 7:00 PM
8:00
PM
8:00
AM Total TIME 120 2% 3% 7% 50% 31% 8% 100%
Green Schools in Nepal | Baseline Survey Report 41
Comparison between Rastriya High School (RHS) and Rastriya Primary School (RPS)
Rastriya High School (RHS) Total
(n)
Degradable/Non-
degradable Plastic/paper
How do you classify waste? 72 33 39
paper/plastic paper/plastic/dust paper/dust paper/plastic/leaves plastic paper
What are the litters generated by
your school? 72
50 15 6 1 0 0
1 Kg 2 Kgs 3 Kgs 4 Kgs 5 Kgs Could you quantify the litter per
week generated in school? 72
37 23 9 3 0
Burn Reduce Recycle How do you manage the litter in
your school? 72
71 0 1
5 Kgs 8 Kgs 10 Kgs 15 Kgs Could you quantify firewood
consumption in your school per
day?
72
26 14 16 16
1 ltr 2 ltrs. 3 ltrs. 4 ltrs. 5 ltrs. 7 ltrs.
How much water do you consume
each day? (Approx. in ltrs.) 72
21 28 17 5 1 0
Tank River Do you know the outlet of the
toilet? 72
72 0
less than 10 11 to 20
How many bird species can you
identify? 72
33 39
None less than 5 11 to 15
How many butterfly species do you
identify? 72
44 27 1
less than 5 6 to 10 11 to 15 16 to 20 21 to 25
greater
than 25
Green Schools in Nepal | Baseline Survey Report 42
How many mammals do you
identify? 72
9 27 18 10 7 1
None less than 5 6 to 10
How many bat species do you
identify? 72
41 31 0
Zero Five Ten Fifteen Twenty Fifty Hundred
Three
Hundred
How many bats do you consume
yearly? 72
46 13 6 2 3 2 0 0
Kalika Bijaya Arpan Great Synergy Dhurva
Which is your best FM? 72 49 2 17 2 1 1
4:00 PM 5:00 PM 5:30 PM 7:00 PM
8:00
PM 8:00 AM
TIME 72 2 3 8 33 16 10
Green Schools in Nepal | Baseline Survey Report 43
Rastriya Primary School (RPS) Total
(n)
Degradable/Non-
degradable Plastic/paper
How do you classify waste? 48 10 38
paper/plastic paper/plastic/dust paper/dust paper/plastic/leaves plastic paper What are the litters generated by
your school? 48
29 2 0 0 13 4
1 Kg 2 Kgs 3 Kgs 4 Kgs 5 Kgs Could you quantify the litter per
week generated in school? 48
26 11 6 1 4
Burn Reduce Recycle How do you manage the litter in
your school? 48
40 8 0
5 Kgs 8 Kgs 10 Kgs 15 Kgs Could you quantify firewood
consumption in your school per
day?
48 20 6 8 14
1 ltr 2 ltrs. 3 ltrs. 4 ltrs. 5 ltrs. 7 ltrs. How much water do you consume
each day? (Approx. in ltrs.) 48
5 12 11 1 18 1
Tank River Do you know the outlet of the
toilet? 48
21 27
less than 10 11 to 20
How many bird species can you
identify? 48
45 3
None less than 5 11 to 15
How many butterfly species do you
identify? 48
7 39 2
less than 5 6 to 10 11 to 15 16 to 20 21 to 25
greater
than 25 How many mammals do you
identify? 48
37 11 0 0 0 0
Green Schools in Nepal | Baseline Survey Report 44
None less than 5 6 to 10
How many bat species do you
identify? 48
9 36 3
Zero Five Ten Fifteen Twenty Fifty Hundred
Three
Hundred
How many bats do you consume
yearly? 48
9 20 10 3 0 3 1 2
Kalika Bijaya Arpan Great Synergy Dhurva
Which is your best FM? 48 36 1 11 0 0 0
4:00 PM 5:00 PM 5:30 PM 7:00 PM
8:00
PM 8:00 AM
TIME 48 0 0 0 27 21 0
Green Schools in Nepal | Baseline Survey Report 45
S. No. Name Education School
1 Sargam Tamang H. School (9-10) Rastriya High School
2 Nirmaya Tamang L. sec(6-8) Rastriya High School
3 Hira Tamang H. School (9-10) Rastriya High School
4 Laxmi Tamang H. School (9-10) Rastriya High School
5 Sunita Tamang H. School (9-10) Rastriya High School
6 Rajan Chepang H. School (9-10) Rastriya High School
7 Maya Thing H. School (9-10) Rastriya High School
8 Roshan Tamang H. School (9-10) Rastriya High School
9 Sangam Tamang H. School (9-10) Rastriya High School
10 Ram B Tamang H. School (9-10) Rastriya High School
11 Basanti Praja L. sec(6-8) Rastriya High School
12 Sangita Tamang L. sec(6-8) Rastriya High School
13 Shanti Tamang L. sec(6-8) Rastriya High School
14 Sanchamaya Tamang H. School (9-10) Rastriya High School
15 Renuka Tamang L. sec(6-8) Rastriya High School
16 Chameli Praja L. sec(6-8) Rastriya High School
17 Parbati Tamang College/University (> 12) Rastriya High School
18 Shanti Maya Tamang College/University (> 12) Rastriya High School
19 Dinesh Pd Paudel College/University (> 12) Rastriya High School
20 Bindu Maya Tamang L. sec(6-8) Rastriya High School
21 Nisha Chepang L. sec(6-8) Rastriya High School
22 Kapila Sunar L. sec(6-8) Rastriya High School
23 Urmila Tamang L. sec(6-8) Rastriya High School
24 Kala Tamang L. sec(6-8) Rastriya High School
25 Ranjana Praja L. sec(6-8) Rastriya High School
26 Sushma Kumari Tamang L. sec(6-8) Rastriya High School
27 Damber Bdr Tamang L. sec(6-8) Rastriya High School
28 Shiva Lal Praja L. sec(6-8) Rastriya High School
29 Binod Tamang L. sec(6-8) Rastriya High School
30 Rabi Sunar L. sec(6-8) Rastriya High School
31 Shiva Praja L. sec(6-8) Rastriya High School
32 Ram B Syangtan L. sec(6-8) Rastriya High School
33 Sujan Tamang L. sec(6-8) Rastriya High School
34 Om Kumar Sunar L. sec(6-8) Rastriya High School
35 Sujan Praja L. sec(6-8) Rastriya High School
36 Khem Lal Praja L. sec(6-8) Rastriya High School
37 Jiban Tamang H. School (9-10) Rastriya High School
38 Suresh Tamang H. School (9-10) Rastriya High School
(Appendix 2) Respondents’ documentation
Green Schools in Nepal | Baseline Survey Report 46
39 Ram Kumar Tamang H. School (9-10) Rastriya High School
40 Ashmita Tamang L. sec(6-8) Rastriya High School
41 Asmita Tamang L. sec(6-8) Rastriya High School
42 Ganga Ruwali College/University (> 12) Rastriya High School
43 Ram Pd Lamsal College/University (> 12) Rastriya High School
44 Bishow Shant Lama College/University (> 12) Rastriya High School
45 Purna Maya Tamang College/University (> 12) Rastriya High School
46 Romi Lama L. sec(6-8) Rastriya High School
47 Salman Moktan L. sec(6-8) Rastriya High School
48 Ishwari Moktan L. sec(6-8) Rastriya High School
49 Manisha Lama L. sec(6-8) Rastriya High School
50 Arjun Chepang L. sec(6-8) Rastriya High School
51 Samundra Praja L. sec(6-8) Rastriya High School
52 Saroj Lama L. sec(6-8) Rastriya High School
53 Raj Kumar Tamang L. sec(6-8) Rastriya High School
54 Naresh Gole L. sec(6-8) Rastriya High School
55 Samaj Lama L. sec(6-8) Rastriya High School
56 Manju Praja L. sec(6-8) Rastriya High School
57 Sunita Praja L. sec(6-8) Rastriya High School
58 Sujan Tamang L. sec(6-8) Rastriya High School
59 Mingma Gole L. sec(6-8) Rastriya High School
60 Yuddha BJ Tamang L. sec(6-8) Rastriya High School
61 Rijan Chepang L. sec(6-8) Rastriya High School
62 Ruplal Tamang L. sec(6-8) Rastriya High School
63 Sunita Lama L. sec(6-8) Rastriya High School
64 Manisha Chepang L. sec(6-8) Rastriya High School
65 Sadikchya Praja L. sec(6-8) Rastriya High School
66 Parbati Tamang H. School (9-10) Rastriya High School
67 Sangita Tamang H. School (9-10) Rastriya High School
68 Sunil Sunar L. sec(6-8) Rastriya High School
69 Rosina Tamang Primary (up to 5) Rastriya Primary School
70 Ram Bdr Chepang Primary (up to 5) Rastriya Primary School
71 Keshav Chepang Primary (up to 5) Rastriya Primary School
72 Bipana Tamang Primary (up to 5) Rastriya Primary School
73 Devraj Chepang Primary (up to 5) Rastriya Primary School
74 Sagar Tamang Primary (up to 5) Rastriya Primary School
75 Sapana Tamang Primary (up to 5) Rastriya Primary School
76 Susma Tamang Primary (up to 5) Rastriya Primary School
77 Hira Maya Thapa Primary (up to 5) Rastriya Primary School
Green Schools in Nepal | Baseline Survey Report 47
78 Susmita Tamang Primary (up to 5) Rastriya Primary School
79 Susma Tamang Primary (up to 5) Rastriya Primary School
80 Motimaya Chepang Primary (up to 5) Rastriya Primary School
81 Sabitri Chepang Primary (up to 5) Rastriya Primary School
82 Amar Chepang Primary (up to 5) Rastriya Primary School
83 Rajya Laxmi Praja Primary (up to 5) Rastriya Primary School
84 Bishal Chepang Primary (up to 5) Rastriya Primary School
85 Sanjeeb Chepang Primary (up to 5) Rastriya Primary School
86 Susma Tamang Primary (up to 5) Rastriya Primary School
87 Sommaya Chepang Primary (up to 5) Rastriya Primary School
88 Babulal Chepang Primary (up to 5) Rastriya Primary School
89 Shreejana Chepang Primary (up to 5) Rastriya Primary School
90 Sansar Chepang Primary (up to 5) Rastriya Primary School
91 Sita Chepang Primary (up to 5) Rastriya Primary School
92 Kopila Chepang Primary (up to 5) Rastriya Primary School
93 Somi Chepang Primary (up to 5) Rastriya Primary School
94 Nanobhai Chepang Primary (up to 5) Rastriya Primary School
95 Sarmila Chepang Primary (up to 5) Rastriya Primary School
96 Dilliraj Tamang Primary (up to 5) Rastriya Primary School
97 Chandra Maya Chepang Primary (up to 5) Rastriya Primary School
98 Sushil Chepang Primary (up to 5) Rastriya Primary School
99 Parbati Chepang Primary (up to 5) Rastriya Primary School
100 Sandes Tamang Primary (up to 5) Rastriya Primary School
101 Birodh Tamang Primary (up to 5) Rastriya Primary School
102 Sangita Praja Primary (up to 5) Rastriya Primary School
103 Biraj Chepang Primary (up to 5) Rastriya Primary School
104 Shristi Chepang Primary (up to 5) Rastriya Primary School
105 Sumitra Chepang Primary (up to 5) Rastriya Primary School
106 Dasrath Tamang H. Sec (10-12) Rastriya Primary School
107 Parbati Chepang Primary (up to 5) Rastriya Primary School
108 Dipak Chepang Primary (up to 5) Rastriya Primary School
109 Ren Chepang Primary (up to 5) Rastriya Primary School
110 Sabin Tamang Primary (up to 5) Rastriya Primary School
111 Ramesh Chepang Primary (up to 5) Rastriya Primary School
112 Ram Kumar Chepang Primary (up to 5) Rastriya Primary School
113 Shanti Chepang Primary (up to 5) Rastriya Primary School
114 Binod Tamang Primary (up to 5) Rastriya Primary School
115 Anil Chepang Primary (up to 5) Rastriya Primary School
116 Binisha Tamang H. School (9-10) Rastriya Primary School
Green Schools in Nepal | Baseline Survey Report 48
117 Hemraj Pathak College/University (> 12) Rastriya High School
118 Mamata Tamang College/University (> 12) Rastriya High School
119 Somraj Sedhai College/University (> 12) Rastriya High School
120 Sunita BK H. Sec (10-12) Rastriya High School
Green Schools in Nepal | Baseline Survey Report 49
GREEN SCHOOL: BASELINE SURVEY FORM FOR STUDENTS AND TEACHERS
Please be advised that this is a questionnaire survey designed to collect information on perception and
behavior of students/teachers/local communities towards environment conservation and management.
We request you to provide your experience based personal opinion and observation on current
environment and nature conservation status and practices of Rastriya High School, Swamitar; Rastriye
Primary School, Chaughara; and your surroundings. The questionnaire takes about 30 minutes. Your
participation in the survey is voluntary and the information provided will remain confidential and
process anonymously. No personal information will be reported anywhere in any forms.
Date: ………………………………
Name of the surveyor: ……………………………………
Name of the respondent: ………………………………
Name of school: ………………………………
Phone number………………………………………………
Basic information about the respondent
1. Are you a teacher, a student or school staff? Teacher Student Staff
2. Gender: Female Male
3. Age: .........years
4. Family size (total family members): Total…….. Male.......... Female..............
5. Number of household members in working age group (15 to 60 years): Male……. Female……
6. Education: Primary (up to 5 grades) Lower secondary school (6-8 grades)
High school (9-10 grades) Higher secondary ( 10-12 grades)
College/University ( >12)
7. Ethnicity: Tamang Praja Brahmin Chhetri Dalit Other
Other, please specify.................................
8. How long have you been here (school)?........................
9. Two way distance from the school to your home:………………………..Minutes
10. What would you like to do except your study/teaching (hobbies?
11. Which sports do you like to play in school?
Green Schools in Nepal | Baseline Survey Report 50
Thematic Information
Litter/waste information
Do you have litter in your school? Yes No
Do you classify the litter? Yes No
How do you classify? Degradable/non degradable Plastic/paper Hard/soft
Other (specify) ………………………………….
What are the litters generated by your school? (1) …………….. (2)……………… (3)……………….
Could you quantify the litter generated by your
school (as mentioned above)/day (in kg)?
(1) …………….. (2)……………… (3)……………….
How do you manage litter in your school? Burn Bury Rubbish pit
Throw in Stream Reduce Recycle Reuse Nothing
Litter have impact on your health Strongly agree
Agree Can’t decide
Disagree Strongly disagree
Litter have impact on wildlife Strongly agree
Agree Can’t decide
Disagree Strongly disagree
Litter have impact on river/stream Strongly agree
Agree Can’t decide
Disagree Strongly disagree
Do you think, litter should be managed properly? Strongly agree
Agree Can’t decide
Disagree Strongly disagree
Energy
Do you use firewood in your school? Yes No Source
Could you quantify firewood consumption in your
school/day (in kg)?
Yes No Amount
Do you use electricity in your school? Yes No Source
Could you quantify the electricity consumption in
your school/month (in watt)?
Yes No Amount
Forest conservation is necessary Strongly agree
Agree Can’t decide
Disagree Strongly disagree
Firewood collection from forest should be made free Strongly agree
Agree Can’t decide
Disagree Strongly disagree
Green Schools in Nepal | Baseline Survey Report 51
Timber collection from forest should be made free Strongly agree
Agree Can’t decide
Disagree Strongly disagree
Fodder collection from forest should be made free Strongly agree
Agree Can’t decide
Disagree Strongly disagree
Medicinal plant from forest should be made free Strongly agree
Agree Can’t decide
Disagree Strongly disagree
Water and sanitation
Do you have drinking water facility inside the
school/compound/premises?
Yes No
Do you have drinking water filter in your school? Yes No
How much water do you consume each day? Approximately in ltr.
Do you think the drinking water is enough as per
your need?
Yes No
Is there toilet in your school? Yes No Number
Do you know the outlet of toilet? Tank River Other (specify)
Do you go outside when other students/teacher
are using the toilet?
Yes No
Do you have enough light in your class room? Yes No
Do you have enough air circulation in your class
room?
Yes No
Do you have enough shade in your school
compound?
Yes No
Are you involved in clean-up campaigns inside the
school?
Yes No
Are you involved in clean-up campaigns inside the
school?
Yes No
Green Schools in Nepal | Baseline Survey Report 52
Biodiversity: Forest
Which species of trees do you have in your school
compound?
(1) …………….. (2)……………… (3)……………….
(4) …………….. (5)……………… (6)……………….
Have you ever planted tree in your school? Yes No
Have you ever planted tree in your home? Yes No
Which tree species are most useful in your home? 1) …………….. (2)……………… (3)……………….
(4) …………….. (5)……………… (6)……………….
Have you ever entered inside the forest to collect
forest products?
Yes No
Have you ever cut the seedling in the forest? Yes No
Have you ever put forest fire (unknowingly) in the
forest?
Yes No
Have you ever planted agriculture crop inside the
forest?
Yes No
Forest which are far from your home should not
be protected
Strongly agree
Agree Can’t decide
Disagree Strongly disagree
You can live even without forest Strongly agree
Agree Can’t decide
Disagree Strongly disagree
Forest is a source of water Strongly agree
Agree Can’t decide
Disagree Strongly disagree
Forest controls soil erosion Strongly agree
Agree Can’t decide
Disagree Strongly disagree
Forest encroachment in your village is common Strongly agree
Agree Can’t decide
Disagree Strongly disagree
Biodiversity: wildlife
Do you have wildlife species in your surrounding? Yes No
Can you tell us the names of some wildlife
species?
1) …………….. (2)……………… (3)……………….
(4) …………….. (5)……………… (6)……………….
How many bird species can you identify? <10 11-20 21-30
Green Schools in Nepal | Baseline Survey Report 53
31-40 41-50 >50
Which bird is most beautiful? 1) …………….. (2)……………… (3)……………….
Which bird is the most easy to hunt? How do you
hunt?
1) …………….. (2)……………… (3)……………….
Have you ever used catapult to kill birds? Yes No
Have you ever stolen bird eggs? Yes No
Have you ever kept any bird captive in your
home?
Yes No
How many butterfly species do you identify? <5 6-10 11-15
16-20 20-25 >25
Have you ever killed a butterfly? Yes No
How many mammals do you identify? <5 6-10 11-15
16-20 20-25 >25
Which mammal is the most beautiful? 1) …………….. (2)……………… (3)……………….
Which mammal is the most helpful for you? 1) …………….. (2)……………… (3)……………….
Have you ever tasted mammals' meat? Yes No
Which mammal has tasty meat? 1) …………….. (2)……………… (3)……………….
How many bat species do you identify? <5 6-10 11-15
16-20 20-25 >25
Have you ever tasted bats' meat? Yes No
How many bats do you consume yearly?
Which month do you hunt mostly?
Wildlife that are not useful for us should be killed Strongly agree
Agree Can’t decide
Disagree Strongly disagree
Wildlife that are not found in local area should be
killed
Strongly agree
Agree Can’t decide
Disagree Strongly disagree
Poisonous snakes should be killed Strongly agree
Agree Can’t decide
Disagree Strongly disagree
Green Schools in Nepal | Baseline Survey Report 54
Wildlife observation is most enjoyable Strongly agree
Agree Can’t decide
Disagree Strongly disagree
Other
Have you heard about “Community Forest Program”? Yes No
Have you heard about “Climate Change”? Yes No
Have you heard about “ World Environment Day” Yes No
Have you heard about “Biodiversity Day” Yes No
Have you heard about “Nature Hiking” Yes No
Have you heard about “Organic Farming” Yes No
Have you heard about “ National Park” Yes No
Have you heard about “ Protected Area” Yes No
Have you heard about eco-club? Yes No
Have you ever traveled outside your village/VDC? Yes No
Have you ever traveled outside your district? Yes No
Have you ever traveled outside your country? Yes No
Have you ever done your practical class outside the
school?
Yes No
Do you have garden in your school? Yes No
Do you have Kitchen garden in your school? Yes No
Do you have private land for plantation? Yes No
Do you have land for plantation inside the school? Yes No
Which is your best FM?(program and time)
Provide your vision to enhance the environment of
your school?
Green Schools in Nepal | Baseline Survey Report 55
How do you spend your Saturday (morning to night)?
Time Activities
Remarks from Surveyor
THANK YOU FOR YOUR TIME