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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.


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.


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


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


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)


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).


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


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


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.


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).


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


15% 25% 7% 8% 46%

Fodder collection from forest


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


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


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


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).


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


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


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


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


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%).


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).


Figure 24: Response for un-ethical bird activities

Photo 7: Local boy aiming his catapult


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.


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


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).


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).


Figure 31: Response on quantity of bat identification

Photo 8: Smoked bats kept as delicacy by locals


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


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


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


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.


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.


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.


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%


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%


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


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


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%



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


37 2 0 4 29 72 6 29 9 3 1 48

7

Timber collection from forest


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


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


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%



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


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


day?

72

26 14 16 16

1 ltr 2 ltrs. 3 ltrs. 4 ltrs. 5 ltrs. 7 ltrs.

How much water do you consume


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


greater

than 25


How many mammals do you

identify? 72

9 27 18 10 7 1


How many bat species do you

identify? 72

41 31 0


Three

Hundred


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


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


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


day?

48 20 6 8 14

1 ltr 2 ltrs. 3 ltrs. 4 ltrs. 5 ltrs. 7 ltrs. How much water do you consume


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


How many butterfly species do you

identify? 48

7 39 2


greater

than 25 How many mammals do you

identify? 48

37 11 0 0 0 0



How many bat species do you

identify? 48

9 36 3


Three

Hundred


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


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


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


78 Susmita 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


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


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 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?


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



Litter have impact on river/stream Strongly agree



Do you think, litter should be managed properly? Strongly agree



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



Firewood collection from forest should be made free Strongly agree




Timber collection from forest should be made free Strongly agree



Fodder collection from forest should be made free Strongly agree



Medicinal plant from forest should be made free Strongly agree



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


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



You can live even without forest Strongly agree



Forest is a source of water Strongly agree



Forest controls soil erosion Strongly agree



Forest encroachment in your village is common Strongly agree



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


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



Wildlife that are not found in local area should be

killed

Strongly agree



Poisonous snakes should be killed Strongly agree




Wildlife observation is most enjoyable Strongly agree



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?


How do you spend your Saturday (morning to night)?

Time Activities

Remarks from Surveyor

THANK YOU FOR YOUR TIME

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