Green Program For Pre School

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Green Program For Pre School

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Green Program For Pre School

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Question:
Discuss about the Case Study for Green Program for Pre School.

Answer:

Part A
(a) Our environment today faces enormous threat from rapid urbanization, pollution, non-biodegradable materials and depletion of essential resources. Reduction of human carbon footprint is now extremely important to protect and sustain our environment (Houghton, 2009). Awareness and understanding of a healthier environment and resolution of potential conflicts must start at an early stage as children shall be responsible for reshaping the future of modern earth. Children of ages 3-7 are like porous sponges and they can observe and grasp information faster if learning starts during early childhood education (Wilson, 1996). An environmental “Go Green” program is proposed to implement recycling, reuse and waste prevention at the Tender Feet Nursery School by educating and engaging children.
(b) The main goal of this program is to create awareness about the importance of recycling among the preschool staff and children and implement recycling schemes within the premises through a collaboration of administrators, teachers, custodians and children. The program will incorporate recycling knowledge into the preschool curriculum and daily activities creating a fun and easy atmosphere ( (Lansburgh, 1976) (Pancheri-Ambrose & Tritschler-Scali, 2013). It shall encourage children of preschool age to recognize and understand the importance of recycling, reuse and waste management hereby making them more conducive towards protecting their environment (Gibbons, 1996). Considering the number and population of students in preschools; they accumulate huge waste which includes paper, books, electronic equipments like computers and printers and food/composite material. An interim goal of the Go Green program (also referred to as green program) shall be to make the preschool more equipped in handling and recycling these wastes (Lund, 1992), thus creating an opportunity to save on costs. These costs shall be monitored by evaluating the purchase bills once the program has been implemented, thus reflecting upon a comparable reduction of costs in the preschool office, classroom and cafeteria materials usage.
In the long-term, the Go Green program when successfully implemented at Tender Feet Nursery School shall set an excellent example and expectantly initiate duplication across other preschools, eventually stressing upon importance of recycling in society. Constant evaluation and monitoring through surveys and feedback will help to decipher progress of the preschool towards becoming more environments friendly and energy efficient hoping to decrease its carbon footprint.
(c) The Go Green program shall follow guidelines of National Waste Policy of the Department of Environment, Government of Australia ( Department of Environment, 2009) which provides environment friendly approaches for waste management within the country. The recycling and reuse strategies implemented through this program will be useful to address administrative costs and put fewer burdens on environment.
(d) Various resources are available on the World Wide Web to get information for designing and implementing the Go Green program. These are:
(i) The Environmental Protection Authority website (EPA, 2016) containing sufficient knowledge and guidelines for environment protection and waste reduction.
(ii) The ResourceSmartSchools website (Resource Smart Schools , 2013) containing information to assist schools in planning, designing, implementing, monitoring and evaluating green programs.
(iii) Open-resource websites like Schools Recycle Right (SRS, 2011) and Virginia Recycling Association (VRA, 2016) in understanding the implementation of green programs within a school.
(e) The Go Green program shall address waste management including reduce, reuse and recycle through active collaboration of administrators, office staff, custodians, teachers and young preschoolers. The recyclables from the preschool including paper, metal, glass, wood and electronics shall be moved into the recycling stream helping to keep many precious resources from ending up in a landfill. The preschool shall be able to reduce the quantity of waste generated in the premises and also lower the frequency for need of garbage collection. The Go Green program shall achieve the dual purpose of saving costs for the preschool and also educating and creating awareness in young children to care for and nurture the environment. The key steps towards implementation are:

Formation of a green committee: Assignment of roles and responsibilities, spread of information and training of teachers and custodian staff.
Waste assessment and data collection: assessment of the waste generated, data collection with help of maintenance staff.
Implementation of recycling: recyclable collection and management, delivery to the recyclable contractor.
Education and awareness of children: classroom learning and involvement in recycling activities.
Monitoring and evaluation of the program: Feedback through surveys and discussions, liaison with local environment office and experts for advice.

Part B
Part B 1, 2 and 3: Main targets of the Go Green program
Setting essential targets and related objectives will lie at the foundation of the Go Green program. These targets will then facilitate systematic planning, design, implementation and assessment of the program making it a success.
Formation of a Go Green committee
The first target of the Go Green program will be identification and organization of a committee (hereon referred to as the green committee). This green committee shall be largely responsible for planning, design, implementation, maintenance and assessment of the program (Neeper & Dymond, 2012). It will also act as a connecting thread for all learning and activities (CedarRapidsCommunitySchoolDistrict, 2011). The key elements in the formation of green committee are:
Membership: The green committee can consist of representatives of administrators, teachers, facilities and maintenance staff and/or parents who are willing to volunteer. The green committee must comprise of at least one person either an administrator or a warden who is familiar with overall functioning of the preschool.
(ii) Definition of role and purpose: The green committee shall be planning a roadmap, undertaking research and coordinating learning and activities. They will form collaborations between specific departments within the preschool for implementation of the program.
(iii) Form liaisons: At least one green committee member, preferably an administrator will act a liaison with recycling staff from the local neighborhood or a government organization. He or She shall connect with a recycling expert for advice and assistance for planning, design and compliance with ordinances.
(iv) Regular discussions and meetings: The green committee shall hold brainstorming sessions, discussions and debates to obtain ideas and suggestions for design and implementation. The committee shall also hold private meetings at least quarterly or every month to evaluate the progress of the program.

Implementation and supervision of the Go Green program
Implementation shall start with waste assessment within the preschool premises to be followed by waste reduction and prevention. Efficient recycling shall require collaboration between teachers and maintenance staff for collection and sorting of recyclables and transporting these recyclables to an authorized recycle collection centre. The key elements of implementation are:
(i) Waste assessment: The green committee shall first identify the various types and amount of waste generated at the preschool premised covering all areas like cafeteria, classrooms, teacher room and offices. The accurate calculation and estimation of the waste can be taken from the facilities and maintenance staff. The green committee will then identify and evaluate the methods currently being used for handling and disposing the waste. Further, alternative and environmentally agreeable approaches for disposal as well as recycling shall be formulated (Laustsen, 2007)(Underwood, 2007).
(ii) Waste prevention, reduce and reuse: Waste assessment will help to identify materials which can be prevented from being disposed and could be reused including paper, wood, electronics, metal, glass etc. (Laustsen, 2007)(Underwood, 2007). This will enable the staff to be more organized and mindful to waste prevention.
(iv) Recycling: The next step is to identify materials in the waste which can be classified as recyclables (n.d., 1990). The various categories of recyclables can be paper, plastic, glass, metal, wood and food/composite waste. After classification, collection points in classrooms, office, cafeteria and other activity rooms are to be identified (n.d., 1994). The recyclables will be collected in a separate marked container that is mostly placed aside the trash bin.
Education and awareness in preschool children.
The green program shall impart knowledge and understanding about the importance of recycling to the highly responsive and curious young children. Thus, different activities having recycling themes can be carried out (Ward, 2010) (Davis & Elliot, 2014) (Erturk Kara, et al., 2015). This information shall encourage young minds to raise questions and perform discussions with their teachers and parents. The children will be encouraged and motivated to perform practical activities for recycling which includes collection and sorting of litter (Gibbons, 1996) (Edwards, et al., 2012). The key elements of education and awareness are:
(i) Lessons and activities: Children must be encouraged to participate in lessons/co-curricular activities which focus on the importance and need for recycling and should involve use of rhymes, books, games, art and craft, discussions etc.
(ii) Holding earth or environment day, nature walks to increase enthusiasm of the children towards the green program. Encouraging children to collect litter in containers during nature walks.
(iii) Collection and sorting of recyclable materials can promote active participation of the children alongside fun.
Part B 4. Resources
The Environmental Protection Authority website (EPA, 2016) contains guidelines for environment protection and waste reduction. The ResourceSmartSchools website (Resource Smart Schools , 2013), Schools Recycle Right (SRS, 2011) and Virginia Recycling Association (VRA, 2016) contains relevant information to assist schools in planning, designing, implementing, monitoring and evaluating green programs.
Part C
Target 1: Formation of Go Green committee

Action 1

Action 2

Action 3

Action 4

Objective

Developing a support framework

Developing collaboration between preschool administrators, local community and government recycling experts

Gathering, analyzing relevant information and statistics

Delivering progress reports

Potential opportunity

successful initiation

design preliminary and long-term goals

blueprint and final execution

updating status to local government office

Estimated $ saving

$5000 p.a. as only school personnel to be part of the committee

Capital cost

None

$500 for communications

Payback period

Target

objectives to be achieved during first implementation

Target dates

2 weeks to implement

3 weeks to implement

Budget

None

$500 for transportation, incidentals etc

People responsible

Administrators, teachers, volunteers

Target 2: Program implementation

Waste assessment

Action 1

Objective

Identify size, quantity and types of wastes generated

Potential opportunity

Assessment will aid correct implementation

Estimated $ saving

50% reduction = $1000 p.a.

Capital cost

None

Payback period

6 months

Target

50% reduction in 6 months

Target dates

1 month to implement

Budget

None

People responsible

All staff

Waste prevention: reduce

Action 1

Action 2

Action 3

Objective

Copy, print documents in duplex setting, viewing information electronically

administrative communications to be done electronically

Donation of discarded furniture, electronics etc to a local charity

Potential opportunity

Reduce paper usage

Reduce wood and electronics waste

Estimated $ saving

40% reduction = $500 p.a.

50% reduction = $500 p.a.

N/A

Capital cost

None

Payback period

3 months

N/A

Target

80% compliance after 3 months

N/A

Target dates

1 month to implement

Budget

None

People responsible

Administrators and teachers

Waste prevention: reuse

Action 1

Action 2

Action 3

Objective

Place boxes in office, classroom for storing scrap paper

Store unused stationery

Usage of reusable and washable utensils and washcloth in cafeteria.

Potential opportunity

Reuse paper

Reuse stationery

Reuse cafeteria supplies

Estimated $ saving

50% reduction = $500 p.a.

100% reduction = $1000 p.a.

Capital cost

None

$2000 for equipment and materials

Payback period

6 months

2 months

Target

80% compliance after 3 months

100% compliance after 2 months

Target dates

1 month to implement

Budget

None

$2000 for reusable cafeteria supplies, dishwasher

People responsible

Administrators and teachers

Cafeteria staff

Action 4

Action 5

Objective

cartons, magazines, booklets, newspapers utilized for classroom art/craft activities

Household recyclables like cardboard boxes, cartons to be reused in the classroom for storage.

Potential opportunity

Reuse

Estimated $ saving

80% reduction = $300 p.a.

Capital cost

None

Payback period

3 months

Target

95% compliance after 3 months

Target dates

1 month to implement

Budget

None

People responsible

Teachers

Teachers and parent volunteers

Recycling

Action 1

Action 2

Action 3

Objective

Identify collection points, decide collection container number and type

Adding recycling bins/containers to classroom, office, cafeteria having clear illustrations

Collect and transport recyclable material to contracted recycling service provider

Potential opportunity

Implementation of recycling

Collaborative recycling

Transporting recyclables to final destination

Estimated $ saving

N/A

50% reduction = $1000 p.a.

Capital cost

$500 for containers

None

$500 for external recycle services

Payback period

3 months

6 months

Target

95% compliance after 3 months

100% compliance after 6 months

Target dates

1 month to implement

Budget

$500 for leak proof, durable and portable bins/containers

None

$500 for transportation and contract services

People responsible

Teachers and maintenance staff

Target 3: Educational and awareness of children

Action 1

Action 2

Action 3

Objective

Education and awareness activities

Nature walks and excursions

Collection and sorting of recyclables

Potential opportunity/risk

Children will gain a sense of ownership while having fun

Children will be taught to identify safe litter for removal, avoiding unsafe, sharp or unknown objects.
They must be given gloves

Children will learn sorting of recyclables. Recycle bins
Sorting activity must be done near a sink to encourage children to wash away visible unwanted items.
Food waste recyclables must be monitored to reduce contamination.

Estimated $ saving

N/A

50% reduction = $1000 p.a.

Capital cost

None

$100 for consumables

Payback period

1 year

Target

95% awareness after 1 year

Target dates

1 month to implement

Budget

$500 for teacher training

$100 for disposable gloves and hand wash

People responsible

Teachers and children

Part D
Since the Go Green program has been proposed by me, it is evident that I shall be constantly available to provide support and assistance, most crucially during implementation and also the critical first year of execution. This support from my end shall include three aspects: providing information wherever necessary, acquiring volunteers when required and finally promotion of the program. The information shall be provided through email, telephone and personal meeting as and when needed by the green committee. This information will be delivered by thorough research using internet resources. Next, the volunteers shall be appointed from within the local community through telephone and door to door visits when needed. Finally, program promotion shall be carried out through posters, banners and pamphlets and word of mouth publicity. Through support and assistance from my end I shall ensure that the green committee and all preschool staff is well equipped to plan, design, implement and maintain the green program in a smooth and successful manner.
2. (a) The main aspects of the program which need to be evaluated are its overall efficiency, efficacy of recycling and the reduction in various costs (Carleton-Hug & Hug, 2010)
Also, an important criterion for green program evaluation is the presence of contamination in the recycling stream. This can lead to disintegration of program flow and thus needs to be instantly addressed. The information on possible contaminations can be accurately provided by recycle service provider after collections are transported out of the preschool premises.
(b) The monitoring and evaluations shall be carried out largely by the green committee who are familiar with the various aspects of the green program. It is suggested that some monitoring could alternatively be done by members outside the green committee so as to eliminate bias or preconceived notions that may have settles into the committee’s functioning. Further, monitoring can also be supervised by recycling experts from either the local community or government energy office in liaison with the green committee.
(c) To carry out monitoring and evaluation efficiently, regular feedbacks are required which should include staff response, level of enthusiasm and their contentment with the roles assigned. Further, information on recycling efficacy and efficiency will include aspects like zero contamination and overall reduction of costs.
(d) The crucial information for carrying out monitoring and evaluation shall be obtained through the following methods:
(i) Outreach to the teachers and custodians who are responsible for collecting the recyclable materials and supervising the transport of recyclables to the contracted recycle service provider.
ii) Outreach to the contracted recycle service provider in order to evaluate known benchmarks and standards and whether they have been partially or completely achieved.
(iii) Since children at the preschool are under supervision of teachers when learning and carrying out the practical tasks of collecting and sorting recyclable material, their attitudes, behaviors and responsiveness changes can provide crucial information (Ljung-Djärf, et al., 2015)
(e) The teachers and preschool facilities and maintenance staff shall be largely responsible for collecting data to enable evaluation since custodians will mainly assist and facilitate waste assessment, collection of recyclable materials and supervision of transport of recyclables to the contracted recycle service provider.
(f) Evaluations of the data shall be done by members of the green committee in liaison with recycling experts from either the local community or government energy office.
(g) The results of monitoring shall be reported by the green committee to the recycling experts from either the local community or government energy office at least monthly during its first year of implementation and quarterly after that. A yearly comprehensive report must be submitted to the experts at the energy office.

To ensure the sustainability of Go Green program, the green committee needs to develop a methodology for consistent monitoring of all outcomes of the program for at least duration of one year post implementation (Carleton-Hug & Hug, 2010). Based upon the evaluation results, appropriate design alterations must then be suggested by the teachers for further scope of improvement as and when needed. Also, monitoring must be reinstated every first few months of the preschool terms in all succeeding years.
The important factor of contamination in recyclables must be monitored and if this is a reoccurrence then necessary trainings need to be conducted to re-educate the preschool staff. Feedback data from staff can highlight if any members are looking for larger roles and responsibilities which they could be given in the future. This will assist in periodically evaluating the program to address the general response and thereby suggesting suitable design modifications (Ozturk, 2016).
Therefore, for technical success of the Go Green program, two step monitoring and evaluation is suggested in which the green committee shall first include community volunteers to carry out different assessments which are then to be submitted to recycling experts at a local government establishment for comments. This can provide a stamp of approval and benchmarking by field experts. For making the green program sustainable in the preschool for years to come, the responsibilities have to be periodically rotated among the key administrators and teachers. Further, a robust monitoring plan will need to be identified which will include multiple approaches for identifying roles and responsibilities, re-education and training of teachers and custodians every year, routine newsletters and resources for each new green committee to smoothly take over the responsibility of the program and ensuring its success.

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