Solution-3671 Environmental Planning & Practice - Assign 2

Department of Home & Health Sciences
Block No. 06, Sector H-8,

Allama Iqbal Open University, Islamabad.
Environmental Planning & Practice (3671)

Assignment No. 02
Submitted to:
Ms. Rabeea Zafar (Lecturer)
Block No: 6
Dept. of Home & Health Sciences,
Allama Iqbal Open University, Sector H-8,
ISLAMABAD, (051-9057746)
Submitted by:
Muhammad Hammad Manzoor
1st Semester, Roll No. BN-523998
M. Sc Sustainable Environmental Design
OGIL, # 514, 5th Floor, Continental Trade Centre (CTC)
Block – 08, Clifton, KARACHI
(0332-527 2364)
Environmenal Planning & Practice (3671)
Certificate of Grant of Permission
2
By: M. Hammad Manzoor, M.Sc Sus. Env. Design, 514, 5th Floor, Continental Trade Centre (CTC), Clifton – 08, Karachi. (Roll No. BN-523998)
ACKNOWLEDGEMENT
All praises to Almighty Allah, the creator of the Universe who blessed me with the
knowledge and enabled me to complete this research. I feel great pleasure and honor to
express my sincere gratitude and heartfelt thanks to my mentor and honorable Ms. Rubeea
Zafar (AIOU Faulty Member), for her guidance, encouragement and friendly attitude during
the semester.
I specially acknowledge the efforts of all the teachers and management of the AIOU for
their support and advice. I pay my thanks to all the Management Staff & Regional Director
of the AIOU Campus Karachi, for their kind support.
I wish to thank Ms. Sumya Iqbal (CR), Mr. Rehan Farooqi, Mr. Waqas Ali Naqvi, Mr. Zia ul
Haq, Mr. Anjum Taj, Syed Umar Zafar (Incharge School Outreach Program, WWF
Pakistan) and Other M.Sc Sus. Env. Design Class Fellows for valuable discussions and
knowledge sharing (including data sharing) during the compilation of this assignment.
I further wish to record my thanks especially to Model Public High School Management (Sir
Arif Jamal, Qari Sab, Sir Abrar Ahmed) for allowing me to conduct this study and providing
me this opportunity to learn about Environmental Impacts in their educational institute and
could utilize their data & resources.
M. Hammad Manzoor
3
CONTENT LIST
S. NO TOPIC / DESCRIPTION PAGE NO

1 INTRODUCTION / SHORT DESCRIPTION OF THE ISSUE 5
DISCUSSED
2 OBJECTIVE OF THE STUDY 7
3 METHODOLOGY (TARGET GROUP, 7
INTERVIEW/QUESTIONNAIRE) ADOPTED FOR THIS STUDY
4 LITERATURE REVIEW 13
5 RESULTS & OUTCOMES WITH STATISTICAL & GRAPHICAL 14
PRESENTATION
6 CONCLUSIONS 27
7 RECOMMENDATIONS 27
8 REFERENCES & RESEARCHES CITED 28
4
1. INTRODUCTION / SHORT DESCRIPTION OF THE ISSUE DISCUSSED:
We have been assigned by Department of Home & Health Sciences to make the school or
college aware about local environmental problems. Review school practices in waste
reduction, resource conservation and energy use.
In fact, Awareness is the ability to directly know and perceive, to feel, or to be cognizant of
events. More broadly, it is the state of being conscious of something.
Therefore, a high school named MODEL PUBLIC HIGH SCHOOL, DHA, Phase-I, Karachi,
near to my residing area has been selected as an institute to make aware of the assigned
program by AIOU.
Fig. 01; Model Public High School, DHA, Phase-1, Karachi
Detailed discussion had been made in frequent meetings with the administrator of the
school and highlighted the concept of Green School with the emphasis to curtail the energy
conservation and waste reduction in school by knowledge sharing with teachers and
student of the school.
BRIEF ABOUT MODEL PUBLIC HIGH SCHOOL:

Model Public School was established in the year 2000 at the small scale and after the
efforts of Mr. Jamal (the owner of School), it holds now two section (Boys & Girls, Fig-02)
with a consolidated student strength of about 372 students. The education system in the
school is Matric School system affiliated with Sindh Board, Karachi.
The curriculum is strikingly broad and teacher often lead their pupils well beyond the
syllabus, maintaining their interest and stretching their intellect at the same time preparing
them for examinations. Pupils are encouraged to think for them, to question and evaluate
ideas, to express their own beliefs and challenge those of others, to work well together in
an atmosphere supportive of learning and respectful for their peers.
SUBJECT OFFERED:
Class I to VIII: Maths, Science, Computer, English, Sindhi, Social Studies, Islamiat, Nazra,
Arts.
5
MATRIC: Recognized by Board of Secondary Education, Karachi, School follows the

Subjects as set by the board.
English, Urdu, Islamiat, Sindhi, Pakistan Studies.

Science Group: Biology/ Computer, Chemistry, Physics, Maths.
General Group: Economics, Commercial Geography, Computer, Maths, General Science.
Fig. 02; Boys & Girls Section, Model Public High School, DHA, Phase-1, Karachi
Aim & Objectives of School

We strive provide a broad, balanced, relevant curriculum of quality and excellence,
presenting our lessons in ways which are appropriate to the children's abilities, experience
and needs.
We strive to achieve following objectives.

• To provide an opportunity and stimulus to children of all ages, equipping them for the
changing world on the basis of the Holy Quran and Sunnah.
• To harmonize new educational concepts with Islamic principles.
• To use English as a medium of instruction, from preparatory classes onwards
enabling children to effectively represent themselves in today's modernized global
community. Special arrangements have also been made to teach Arabic and Sindhi.
• To provide scientific education that would give the students a stimulus to equip
themselves for research in the world of the science and the application of scientific
principles to everyday life. Special emphasis is paid to computer education.
• To develop both body and mind by imparting compulsory physical education and
emphasizing personal hygiene and fitness.
Extra-Curricular Activities
The school provides activities according to the level of the each class. The school arranges
events like debate, declamation elocution, Project Day, Milad etc. The Annual Sports Day is
looked forward to with great enthusiasm by all. Special functions are arranged to celebrate
national events. Prize distribution ceremonies are held on annual basis, in which awards
are given to honor the students for their achievements.
FACILITIES
Libraries:
The School has well equipped libraries with a wide range of reading material ranging from
fiction to classic collection. An extensive selection of reference books is also available for
teachers and students both.
6
Computer Labs:
The School has five fully equipped computer labs for all sections. Latest computers are
provided for the training of the students under the supervision of highly qualified staff.
Chemistry, Physics and Biology Labs:

The school running most modern science labs. A team of highly qualified & experienced
teachers and lab-assistants take care of these labs and guide the students to achieve
accurate results.
Sports & Physical Training:

Physical education is compulsory at the School and suitable facilities are provided to
conduct both indoor and outdoor games. They include throw ball, baseball, badminton, etc.
Our cricket & hockey participate in interschool competitions. Play area, equipped with basic
facilities, have been provided separately for boys' and girls' sections.
2. OBJECTIVE OF THE STUDY:
The objective of the awareness programs remained
• Bringing a positive change in the attitude of the youth;

• Create a more mature and environmentally conscious generation;
• Inculcate a habit of giving;
• Students become Ambassadors of WWF - Pakistan and obtain support for
• conservation;
• Ensure the future sustainability of natural resources in Pakistan;
• Responsible for reducing our ecological footprint.
3. METHODOLOGY (TARGET GROUP, INTERVIEW/QUESTIONNAIRE) ADOPTED

FOR THIS STUDY
Methodology Theme:
The theme of the methodology was to select the institute which really needs to address the
environmental problems, energy conservation & waste reduction issues which will enable to
convene a comprehensive discussion and highlights them the importance of the
Environmental Issues, Energy Conservation and Waste Reduction at the local school level
and outside the school.
Physical Visit:
A physical survey had been made to the different schools including Smart School, DHA,
Phase – 1, Paras Model School, Akhtar Colony & Model Public High School, DHA, Phase-1
Karachi. Meetings had been convened with the administrators and principals of the schools
and detailed discussion and idea sharing had been made in this regard.
School Selection:
Model Public School was selected due to the following reasons;
• Water Usage Issues
• Environmental Issues inside school
• Environmental Issues in vicinity of school
7
• Noise Issue
• Most of Students belong to low profile area (Azam Busti, Akhtar Colony, Kashmir
Colony etc).
• Most of the students belong to average families
TARGET GROUP:
During the planning phase we thought about which class students would best be able to
provide the information we want. As well as these questions there are many other decisions
we will need to make when selecting your participants.
• Method of Selection (Sampling):
There are many methods for selecting the participants, and the type of sampling will
depend on how you will use the information. The common (and simplest) method for
selecting participants for focus groups is called "purposive" or "convenience" sampling. This
means that you select those members of the school who we think will provide you with the
best information. By keeping in this view, Administrator, Students and Teachers of the
school had been selection as Target Group.
Target Audience
Teachers Students
Administrator
(Male & Female) (Male & Female)
Administrator of the School:

Administrator of the School (Mr. Arif Jamal) had been selected as one of the target group.
Teachers:
Five Teachers including Four Male and One Female teachers were incorporated in Target
Group by assuming the information sharing and sharing their views.
1. Mr. Abrar Ahmed
2. Mr. Zulfiquar Ali
3. Mr. Shakeel Janjua
4. Mr. Waqar Butt
5. Ms. Rubina Mehmood
Students:
Fifteen students including Four (04) Male from 9th Class & Six (06) Male Student from 10th
Class and Five Female students from 10th Class were planned to incorporate as Target
Group by considering the information & their views sharing.
1. Mr. S.M. Taimoor Bin Tanveer 10th Class
2. Mr. Mujeeb Ur Rehman 10th Class
3. Mr. Hasaam Sadiq 10th Class
4. Mr. Muddasir M. Asif Javed 10th Class
5. Mr. M. Sami 10th Class
8
6. Mr. Kasidaar Rajpal (Thai Student) 10th Class

7. Mr. Ahsan Iqbal Khan 9th Class
8. Mr. M. Asim 9th Class
9. Mr. Hammad Asif 9th Class
10. Mr. Akash Aslam 9th Class
Female Students:
Female Students could not participate due to exam and busy schedule.
INTERVIEW / QUESTIONNAIRE:
The Interview / Questionnaire were planned to ask from the participants by keeping in view
the group sessions. It was worked out very carefully throughout, and we need to be ready
and willing to change it several times if necessary.
Questions were prepared as survey form which could help us to extract the information as
outcome / results.
• Interview with Administrator:

An Interview was made with administrator of the school and deliberate and detail discussion
had been made (Fig.03). The outcome of the administrator interview and his observations
could be bullets as;
• Noise Problem
• Dirt / Garbage (in vicinity of school)
• Drinking Water Issue
• Lack of Awareness to Students etc
Fig. 03; Discussion with School Administrator
• Questionnaire for teachers:

On the basis of detailed discussion with Mr. Abrar Ahmed and other teachers feedback, a
questionnaire for teachers had been worked out which included the environmental
problems (health school status, renewable energy, school grounds, environmental team
etc) (Annex-A).
• Questionnaire for Students:

On the basis of detailed discussion with Administrator, Mr. Abrar Ahmed and Students of
Class 10th & Class 9th feedback, a questionnaire for Students had been worked out which
included the waste reduction, Resources & Energy use. (Annex-B).
9
Annex-A; Questionnaire for Teachers.
Annex-B; Questionnaire for Students
10
Lecture / Presentation to the students & teachers:

A detailed presentation (about 45 minutes time) was delivered regarding awareness of the
environmental problems, concept of green school, energy conservation, clean water
requirement, impact of environment on human health, waste reduction.
Students have been brought onboard about the World Wife Fund (WWF) Pakistan activities
and wered share information about the merit of Green School. It was informed to students
that being part of the Green School as Students, one can enjoy the different facilities and
can participate in the different event held by WWF-Pakistan for Green School.
List of Green Schools in Karachi was also shared with the students and teachers (Source:
WWF-Pakistan Website);
• Aisha Bawany Academy , Karachi
• Beaconhouse School System - North Nazimabad, Karachi
• Beaconhouse School System Gulshan Cambridge, Karachi
• BSS North Nazimabad A' Levels, Karachi.
• Dawood Public School, Karachi
• Lahore Grammar School, Karachi
• L'ecole for Advanced Studies, Karachi
• St. Patrick's High School A Level Section, Karachi
• The City School: Gulshan Iqbal Boys Campus, Karachi
• The City School: PECHS Boys, Karachi
• The City School, Junior D, Karachi
• The City School Gulistan-e-Johar, Karachi
• The City School Gulshan B (2-4), Karachi
• The City School Gulshan B (5-6), Karachi
11
Poster Prepared for Students & Teachers: (Source WWF-Website)

Six (06) Posters were prepared by extracting the data from WWF Website (Annex-C, D, E &
F) in order to share with the students regarding the Green Effect, school plantation, earth
day, Forestry, Eco Adventure Activity, save the habitat etc. It had been highlighted to the
participants to take part as Green Students to achieve the extra knowledge regarding the
environmental aspects.
Annex; C, D, E & F; Poster Diagram from WWF Website
12
Questionnaire Filing Exercise:

After successful completion of Presentation and general discussion with the participants,
the floor had been opened for Question / Answer Session. After question answer session,
questionnaire filling exercise was convened; few glimpses are being shared for reference
here;
4. LITERATURE REVIEW
The following five research publications have been brought into consideration with respect
to national and global perspective;
1. WWF – Green School Program Report for Pakistan

Published on WWF Website, for the Year 2012-2013 (North Region)
The annual report covered the different aspects w.r.t. green school of Pakistan (North
Region) i.e. Tree Plantation Drive, Green Consumer’s Day, Parent Teacher Meeting – Go
Green, Green Parliamentarian Program, Eco Adventure Activity, Nature Walk, Green
Corner etc.
2. A Comparative Study of Green School Guidelines

By Nur Hidayahtuljamilah Ramli*, Mawar Haji Masri, Mohd. Zafrullah Haji Mohd. Taib &
Norhazarina Abd Hamid
Published in: ASEAN Conference on Environment-Behavior Studies, Bangkok, Thailand,
16-18 July 2012
The purpose of this paper is to execute a comparative study of green school guidelines with
the review of the current literature. The method of this study is to use secondary data
regarding green school design elements in foreign countries school. The data assembled
from various countries will be discussed with regards to the applications of its elements into
Malaysian green school design. The result of the comparative study will be used to identify
the design elements of Malaysian school designs towards a green and sustainable building.
Therefore, finding from this research is expected.
13
5. RESULTS & OUTCOMES WITH STATISTICAL & GRAPHICAL PRESENTATION
Students Questionnaire out Come with Statics / Graphical Representation:
Students are selected to represent the age group from 14 to 17. Total ten students were
selected; five from class IX and five students from class X. We educated the students about
the importance of healthy environment, usage of less energy, resource conservation and
environment free from waste. It was highlighted that everybody is responsible for caring
the environment in our school, in our surrounding, home and our country.
A set of three questionnaires was provided to the students to find out how much energy we
are using at home. We also discussed about the energy saving tips and asked the students
to discuss with their parents about ways to save energy at home.
The data collected from the questionnaire was interpreted, the results of which are as
under:
AWARENESS RAISING AT SCHOOL LEVEL

ABOUT LOCAL ENVIRONMENTAL PROBLEMS
Questionaire – Statics (Students)
PART 1: Background Information
Your Name: Your Age:
Your School: Your Class:
PART 2: Waste Reduction YES NO UNKNOWN

Would you encourage reducing more of your waste? 8 2
Do you use plastic bags for shopping? 8 2
Do you use paper bag for shopping? 5 5
Do you think it is important to recycle paper? 8 2
Usually there are three waste disposal options available: a
bin for can and bottle recyclables, another bin for paper
recyclables, and a third bin for general trash. 5 5
Do you usually separate your waste streams into these three
categories?
Do you usually work on draft documents electronically
7 3
instead of on printed copies?
Do you actively seek out recycled paper content materials
9 1
(notebooks, printer/copy paper, and notebook paper)?
Do you prefer electronic over paper copies? 7 1 2
Are you familiar with print preview options within Microsoft
8 1 1
Office?
Do you use the computer labs on campus? 6 4
14
How many blue recycling bins are in the room? 6 3 1

In the office, do they make double-sided copies (using both
6 1 3
sides)?
Are there recycle and compost bins located near the
5 4 1
garbage cans?
Are there signs explaining what things go in which bins? 4 6
Do you usually reuse scrap paper? 2 8
Describe any waste reduction, reusing or recycling efforts
5 3 2
currently practiced in the cafeteria.
PART 3: Resource Conservation YES NO UNKNOWN

Does your family use drinkable water for watering a
5 5
garden?
Does your family use drinkable water for a swimming
0 9 1
pool?
Does your family use a dishwasher? 9 1
Do you usually drink water from the tap or bottled water? 8 2
Do you usually leave the water run while brushing your
2 8
teeth?
Do you believe that the greenhouse effect is going to lead
9 1
to scarcity of safe water?
Are you interested in being informed and using rules about
10
saving water at home?
Do you use a shower or you fill the tub with water? 8 2
Do you repair any damage of water tubes or taps as soon
10
as possible?
Do you pay the water bill? 9 1
Do you know about how much you pay for water on a
2 7 1
monthly basis in the summer?
Do you have a well or any source of water other than city
2 8
water?
Do you occasionally use a hose to wash down your car or
5 3 2
truck at home or wash down your driveway?
Have you ever tried to reduce the amount of water you use
7 2 1
on the basis of Water Smart recommendations?
Do you have a lawn? 7 3
Do you use your property for agriculture? 4 5 1
Do you think that energy saving is important to you? 10
15
PART 4: Energy Use YES NO UNKNOWN

Do you turn off lights when you leave room? 10
Do you put on the washing machine when it’s not full? 5 3 2
Do you leave the phone plugged in after it has fully
3 7
charged?
Do you use energy efficient lighting? 5 4 1
At the moment we are being presented with a picture that
9 1
we are living in an energy crisis. Do you think this so?
Have you ever had an opportunity to reduce energy use at
5 5
home?
Do you practice energy saving techniques at home? 6 4
Do you and your family save electricity at home? 10
Do your parents raise you to be responsible and save
10
electric energy?
Would you be interested in participating in energy saving
10
activities in the future?
Five questions from each section were selected the results of which are graphically
represented below:
The graphical representation shows that majority of the students believe and are willing to
reduce the waste produced in surrounding specially from the schools and homes. The
students are aware that the waste is hazardous for the environment and steps should be
continuously taken to minimize waste. The students promised to take measures for the
reduction of waste.
16
The above Bar chart quite clearly shows that majority of the students are already implanting
measures to conserve resources. This shows that the students are aware of the importance
of resource conservation. While filling of the questionnaire the importance of water was
specially discussed and steps to further improve conservation of water were highlighted.
The bar chart clearly shows that 50% of the students were neither taking any measures to
save energy nor were they aware of the importance of inefficient use of energy. A brief
discussion was carried out on steps to be taken for efficient energy usage.
17
Would you encourage reducing more of your waste?
Do you usually leave the water run while brushing your teeth?
Do you believe that the greenhouse effect is going to lead to scarcity of safe water?
At the moment we are being presented with a picture that we are living in an energy
crisis. Do you think this so?
18
Do you use plastic bags for shopping?
Do you think it is important to recycle paper?
Are you interested in being informed and using rules about saving water at home?
Do you turn off lights when you leave room?
19
Do you practice energy saving techniques at home?
Teachers Questionnaire out Come with Statics / Graphical Representation:

Five teachers were selected for questionnaire four male and one female.
AWARENESS RAISING AT SCHOOL LEVEL

ABOUT LOCAL ENVIRONMENTAL PROBLEMS
Questionaire - Teachers
PART 1: Background Information
Your Name:
Your School:
PART 2: LOCAL ENVIRONMENTAL PROBLEMS YES NO UNKNOWN

Do you have ‘Healthy Schools’ status? 4 1
Do you supply healthy, local and sustainable food and drink
3 2
in tuck shops/school lunches?
Do you grow food on school grounds? 0 5
Do you provide food education through the curriculum,
3 2
including food miles, animal welfares etc.?
Would you encourage reducing more of your waste? 5 0
Do you monitor energy use? 4 1
Do you prepare food onsite in your own kitchen? 4 1
Have you implemented and/or are you implementing energy
3 2
saving measures?
Do you have any renewable energy technology on site? 0 5
Do you use energy efficient lighting? 3 2
Do you have air conditioning? 2 3
Are you interested in renewable technology on your school
5 0
grounds?
Do you raise awareness of water conservation to your staff
3 2
and pupils?
Do you have easy access to drinkable tap water for your 5 0
20
staff and students?

Is awareness raised and are measures taken to reduce the
5 0
amount of waste produced in your school?
Do you have a growing area? 0 4 1
Does your school have its own nature/wildlife area? 0 5
Do you make use of local green spaces to enhance your
2 3
environmental education?
Are parents and the wider community consulted in policy
0 5
making and decisions?
Do you have a school environment team? 5
Do you have an environmental after school club? 5
Do you have partnerships with local businesses and or
1 4
voluntary organizations?
Do you take part in projects within your local community and
5
green spaces?
Do you have cultural events, projects and assemblies in 1
4 0
school?
Are you involved in any charitable projects? 2 3
The results obtained from the questionnaire reveals a mix behavior of the teachers in
regard to awareness of environment problems. Some of the teachers although aware of the
environmental problems but are not able to implement the measures to improve the
problems. It is also observed that some teachers do take proper steps to improve
environmental problems. In this regard a small discussion was also carried out with the
teachers to further take the responsibility in creating a healthy environment.
21
Do you have a growing area?
Do you make use of local green spaces to enhance your environmental education?
Do you have a school environment team?
Do you have partnerships with local businesses and or voluntary organizations?
22
Do you have cultural events, projects and assemblies in school?
Are you involved in any charitable projects?
Activities planned for Teachers:

On the basis of the data gather and detailed discussion, numerous activities were planned
out for teachers;
Start a Zero Waste Policy in the class room:

School-wide recycling is a brilliant move, but implementing can be tougher than teaching
long division to an eight-year-old. If your school isn't recycling at-large, start a classroom-
wide policy of "zero-waste." Set up recycling bins (teachers, students, and parents can
volunteer to be responsible for removal), audit how much rubbish is created in a day.
Green Supplies in the Class Room:

Whether a teacher have the support of school or not, teacher can do their best to green
classroom supplies by choosing environmentally friendly new materials when possible, and
also starting a classroom program to collect and reuse gently used supplies from past and
present students. If possible, choose 100 percent post-consumer waste recycled paper.
Grow a Garden or Just Take a Nature Walk:

Creating a garden or "backyard habitat" on school grounds / top on roof is great for
experiential learning. Growing food and native plants can really help kids connect with the
world just outside their door, as well as the food chain and sustainable agriculture.
23
Write about it:

Engage your students' imaginations in a writing contest about the environment with the
National Wildlife Foundation.
Bring Nature Indoor:
Whether you're in the city or the country, any classroom can bring plants into the mix. It's
easy to build a self-watering plant container and get kids growing right in the classroom.
You can also bring experts in the classroom. Field trips can get complicated and expensive;
often nature centers, recycling facilities, and so on are willing to send volunteers or staff
members to schools for in-house demonstrations.
Applaud your student leaders:
Have students who are making a tremendous difference protecting the environment?
Nominate them for one of Action for Nature's Young Eco-Hero Awards. Designated
yearly, they recognize youth who are making a difference. Or, create your own school
awards.
24
Activities planned for Students:

On the basis of the data gather and detailed discussion, numerous activities were planned
out for Students;
Adapt Re-useable Bag Practices:

Take reusable bags to the store with you to grocery shop instead of opting for paper or
plastic. It’s wasteful and unnecessary – and several bags with every grocery trip can add up
to a whole lot of garbage over a lifetime.
Nix Bottle Water:

Reuse old water bottles or purchase water bottles that you can refill instead of tossing out a
new bottle every time you need to quench your thirst.
Recycle:
By now, this should be a no-brainer. When you’re able, recycle. Whether it’s paper
products, plastics or up cycling old items, it’s important to think about which trash can be
saved from a landfill.
Save Energy:
Set your thermostats a few degrees lower or your air conditioner a few degrees higher. You
probably won’t notice much of a difference, but the environment will!
Buy Less or Borrow:

Only buy what you actually need. In a consumer culture, it’s easy to fall into overbuying
habits. If you only purchase what’s necessary, you’ll not only be going green but saving
green as well.
Use Energy Efficient Light Bulb:

Try to switch your bulbs to energy-efficient LED bulbs. Though they may be a little more
expensive, it’s worth it because they can last up to five times longer than regular light bulbs
and is very bright so you won’t need to turn on as many lights.
Garbage Cleaning outside School:

All the students have been brought to the Garbage Area and detailed discussion had been
made and advised students to get the area clean by the school sweepers and in future use
your resources and try to get the area clean, in order to feel more comfortable with respect
to environmental aspects.
25
26
6. CONCLUSIONS
• Model Public High School is not a Green School.
• Drinking Water system is available but not good, which is a hazard to the
health of students.
• No Air Conditioning System is available in school
• No proper air ventilation system is equipped in school.
• No Emergency Exit has been found in school.
• Administrator does not allow the excessive lighting in the dark areas of the
school.
• School does not have School Environment Team
• Teachers don’t have exclusive sense of Environmental problem.
• School is badly affected by the garbage area at the back of School.
7. RECOMMENDATIONS
• Model Public High School is strongly recommended to join WWF Green
School program.
• Students of the Model Public School should become the members of WWF
Green School Program
• Green Team needs to be initiated to conduct the Green Activities for school.
• Garbage should be removed immediately outside the school.
• Fumigation is required to the affected area (Garbage Area) after the removal
of waste product.
• School should have to participate on Earth Day.
• School administration should have strong interaction with the existing Green
Schools in Karachi.
• Create Meaning ful art and display in the different prominent areas of the
school.
• Seminars need to be held in school for awareness to the Green School
Concept.
• Drinking water should be provided according to the rule of PSCIR.
• Excessive light system using LED must be introduced in the dark area.
27
8. REFERENCES & RESEARCHES CITED:
o Environmental Planning - 2nd edition by Paul Selman

o http://www.dec.ny.gov/docs/materials_minerals_pdf/schoolhb.pdf
o http://archive.unu.edu/unupress/food2/UIN03E/UIN03E04.HTM#section
o http://www.wwf.org.pk/greenschool/pioneerschool.php
o http://www.wwfpak.org/greenschool/greenschoolreports.php
o http://www.osluk.de/oldosluk/comenius/aktuell/water_questionnaire_German_result.
htm
o https://www.scholastic.com/teachers/blog-posts/beth-newingham/my-april-top-ten
list-going green-at-school/
o https://www.fastweb.com/student-life/articles/the-15-easy-ways-students-can-go
green
o https://www.treehugger.com/htgg/how-to-go-green-school-teachers.html
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Department of Home & Health Sciences

Block No. 06, Sector H-8,

Environmental Planning & Practice (3671)

Certificate of Grant of Permission

S. NO TOPIC / DESCRIPTION PAGE NO

1. INTRODUCTION / SHORT DESCRIPTION OF THE ISSUE DISCUSSED:

Fig. 01; Model Public High School, DHA, Phase-1, Karachi

BRIEF ABOUT MODEL PUBLIC HIGH SCHOOL:

MATRIC: Recognized by Board of Secondary Education, Karachi, School follows the

English, Urdu, Islamiat, Sindhi, Pakistan Studies.

Aim & Objectives of School

We strive to achieve following objectives.

Chemistry, Physics and Biology Labs:

Sports & Physical Training:

2. OBJECTIVE OF THE STUDY:

The objective of the awareness programs remained

• Bringing a positive change in the attitude of the youth;

3. METHODOLOGY (TARGET GROUP, INTERVIEW/QUESTIONNAIRE) ADOPTED

Administrator of the School:

6. Mr. Kasidaar Rajpal (Thai Student) 10th Class

• Interview with Administrator:

Fig. 03; Discussion with School Administrator

• Questionnaire for teachers:

• Questionnaire for Students:

Annex-A; Questionnaire for Teachers.

Annex-B; Questionnaire for Students

Lecture / Presentation to the students & teachers:

Poster Prepared for Students & Teachers: (Source WWF-Website)

Annex; C, D, E & F; Poster Diagram from WWF Website

Questionnaire Filing Exercise:

1. WWF – Green School Program Report for Pakistan

2. A Comparative Study of Green School Guidelines

5. RESULTS & OUTCOMES WITH STATISTICAL & GRAPHICAL PRESENTATION

Students Questionnaire out Come with Statics / Graphical Representation:

AWARENESS RAISING AT SCHOOL LEVEL

PART 2: Waste Reduction YES NO UNKNOWN

How many blue recycling bins are in the room? 6 3 1

PART 3: Resource Conservation YES NO UNKNOWN

PART 4: Energy Use YES NO UNKNOWN

Would you encourage reducing more of your waste?

Do you use plastic bags for shopping?

Do you think it is important to recycle paper?

Do you turn off lights when you leave room?

Do you practice energy saving techniques at home?

Teachers Questionnaire out Come with Statics / Graphical Representation:

AWARENESS RAISING AT SCHOOL LEVEL

PART 2: LOCAL ENVIRONMENTAL PROBLEMS YES NO UNKNOWN

staff and students?

Do you have a growing area?

Do you have a school environment team?

Do you have partnerships with local businesses and or voluntary organizations?

Do you have cultural events, projects and assemblies in school?

Are you involved in any charitable projects?

Activities planned for Teachers:

Start a Zero Waste Policy in the class room:

Green Supplies in the Class Room:

Grow a Garden or Just Take a Nature Walk:

Write about it:

Activities planned for Students:

Adapt Re-useable Bag Practices:

Nix Bottle Water:

Buy Less or Borrow:

Use Energy Efficient Light Bulb: