AN ASSESSMENT OF THE SUSTAINABILITY OF SOLID WASTE MANAGEMENT IN 

SCHOOLS OF KENYA: 

(A case study of Rusinga Schools in Nairobi County) 

 

 

 

 

 

 

 

 

 

 

BEATRICE NABURI NAKHOLI 

14011S 

 

 

 

A Thesis Submitted in Partial Fulfilment of the Requirements for the degree of Master in Arts 

Social Transformation – Sustainable Development 

 

 

 

Tangaza University College 

Catholic University of Eastern Africa 

 

 

Nairobi  

JULY 2021



ii 
 

DECLARATION 

I, the undersigned declare that this Thesis is my original work and not the result of anything done 

in collaboration. It has not been previously presented to any other institution. All sources have 

been appropriately duly cited and duly acknowledged in full. 

I agree that this thesis may be available for reference and photocopying at the discretion of the 

University. 

Signature…………………………………………………………………………. 

Name of student…………………………………………………………………. 

Date…….................................................................................................................. 

We hereby certify that this thesis is an original piece of work, and fulfills all requirements. 

Supervisor 1: Dr. Dominics Dan Ayaa 

Signature………………………………………………………………… 

Name ……................................................................................................. 

Date ……………………………………………………………………… 

                                                    Supervisor 2: Dr. Jeketule Soko 

Signature………………………………………………………………… 

Name ……................................................................................................. 

Date ……………………………………………………………………                

Correction Supervisor: Dr. Tobias Nyumba  

Signature………………………………………………………………… 

Name ……................................................................................................. 



iii 
 

 

 

DEDICATION 

I dedicate this work to my family members; Arianna, Angel, Tabitha, John, Henry and 

Patrick for being my greatest support. You are a continued source of inspiration to me.   

 

 

 

 

 

 

 

 

 

 

 

 

 

  



iv 
 

 

ACKNOWLEDGMENT  

My sincere gratitude goes to all the students and staff members of RGS who took part in this 

study. This Thesis would not have been successful without your willingness and active 

participation. I also wish to appreciate all the members of staff from the Nairobi City County 

Government who found time to give their view about challenges in attaining sustainable solid 

waste management among schools in Kenya. Thank you for your valuable information that 

contributed greatly to this work. 

To Taka Taka solutions, I deeply appreciate the time you took out of your busy schedule to 

provide all the valuable information. To Mrs. Patricia Echessa–Kariuki and the Board of 

Directors RGS, thank you for believing in me and allowing me to carry out this research within 

the school  

To my supervisors Dr. Dominics Ayaa, Dr. Jeketule Soko and Dr. Tobias Nyumba your tireless 

guidance and support was a great source of motivation. Above all to God the Almighty for the 

good health and provision during my studies. 

 

 

 

 

 

 

 

 

 

  



v 
 

TABLE OF CONTENTS 

DECLARATION ....................................................................................................................... ii 

DEDICATION .........................................................................................................................iii 

ACKNOWLEDGMENT .......................................................................................................... iv 

LIST OF TABLES ................................................................................................................... ix 

LIST OF FIGURES ................................................................................................................. xi 

ABBREVIATIONS AND ACRONYMS ................................................................................ xii 

OPERATIONAL DEFINITION OF TERMS AS USED IN THE STUDY ......................... xiii 

ABSTRACT............................................................................................................................. xv 

CHAPTER ONE ....................................................................................................................... 1 

BACKGROUND OF STUDY ......................................................................................................................... 1 

1.1 Introduction........................................................................................................................................................................1 

1.2 Insertion ...............................................................................................................................................................................1 

1.3 Background of the study ..............................................................................................................................................2 

1.4 Statement of the Problem ............................................................................................................................................5 

1.5. Objectives of the study .................................................................................................................................................6 

1.6 Research Questions ........................................................................................................................................................6 

1.7 Justification of the Study ..............................................................................................................................................6 

1.8 Scope of the study ............................................................................................................................................................8 

1.9 Limitations of the study................................................................................................................................................8 

1.10 Organization of study..................................................................................................................................................8 

CHAPTER TWO ...................................................................................................................... 9 

LITERATURE REVIEW................................................................................................................................ 9 

2.1 Introduction........................................................................................................................................................................9 

2.2 Theoretical Review .........................................................................................................................................................9 

2.2.1Theory of Waste Management ...............................................................................................................................9 

2.2.2 Cognitive social learning theory........................................................................................................................ 10 

2.3 Empirical Literature Review ................................................................................................................................... 11 

2.4 Conceptual Framework ............................................................................................................................................. 23 

2.5. Research Gap .................................................................................................................................................................. 25 

CHAPTER THREE ................................................................................................................ 27 

RESEARCH DESIGN AND METHODOLOGY .......................................................................................... 27 



vi 
 

3.1 Introduction..................................................................................................................................................................... 27 

3.2 Research design ............................................................................................................................................................. 27 

3.3 Study location ................................................................................................................................................................. 28 

3.4 Target Population ......................................................................................................................................................... 28 

3.5 Sample Size ...................................................................................................................................................................... 29 

3.6 Sampling procedure .................................................................................................................................................... 30 

3.7 Research Instruments ................................................................................................................................................ 31 

3.8 Data Analysis ................................................................................................................................................................... 31 

3.9 Ethical consideration of research ......................................................................................................................... 32 

3.10 Validity and Reliability ............................................................................................................................................ 32 

CHAPTER FOUR ................................................................................................................... 33 

RESULTS AND DISCUSSION .................................................................................................................... 33 

4.1 Introduction..................................................................................................................................................................... 33 

4.2 Response Rate ................................................................................................................................................................ 33 

4.3. Demographic Characteristics of the Respondents ..................................................................................... 33 

4.4 Age and gender of the respondents..................................................................................................................... 34 

4.5 Factors that enhance sustainable waste management ............................................................................. 36 

4.5.1 Knowledge on SWM already acquired. .......................................................................................................... 36 

4.5.2 Interest in Acquiring Knowledge on Solid Waste Management. ...................................................... 38 

4.6 Students’ Involvement ............................................................................................................................................... 42 

Table 4.15. Would you be willing to be trained on how to separate bags for the purposes of 

collection if there was a recycling program in place? .................................................................... 44 

4.7 Policies for Solid Waste Management .......................................................................................... 53 

4.8 Resources............................................................................................................................................. 57 

4.8.1 Collection System ...................................................................................................................................................... 57 

4.8.2 Availability of equipment ..................................................................................................................................... 60 

4.8.3 Efficiency of Collection System .......................................................................................................................... 60 

4.8.4 Knowledge of School Community on technology for SWM ................................................................. 62 

4.9 Discussion of findings ................................................................................................................................................. 66 

CHAPTER FIVE..................................................................................................................... 73 

THEOLOGICAL ANALYSIS AND REFLECTION ............................................................ 73 

5.1. Introduction ....................................................................................................................................... 73 

5.2. Theological reflection ..................................................................................................................... 73 

5.3. Ministerial Reflection ...................................................................................................................... 73 



vii 
 

5.3.1 Factors that enhance waste management.................................................................................................... 73 

5.3.2 Students involvement ............................................................................................................................................. 74 

5.3.3 Policies............................................................................................................................................................................ 74 

5.3.4 Resources. ..................................................................................................................................................................... 75 

CHAPTER SIX ....................................................................................................................... 79 

MINISTERIAL ACTION ....................................................................................................... 79 

6.1. Introduction ....................................................................................................................................... 79 

6.2. Key findings of the study ................................................................................................................ 79 

6.3. Objective 1: Factors that enhance sustainability ..................................................................... 79 

6.4 Objective 2: Students Involvement ............................................................................................... 80 

6.5 Objective 3: Policies on SWM ......................................................................................................... 80 

6.6 Objective 4: Resources ..................................................................................................................... 81 

6.7. Recommendations............................................................................................................................ 81 

6.8 Action Plan .......................................................................................................................................... 82 

6.8.1 Discussions on the Action plan. ......................................................................................................................... 85 

6.8.2 Short term action plan............................................................................................................................................ 85 

6.8.3 Long term action plan ............................................................................................................................................. 86 

6.9. Conclusion .......................................................................................................................................... 89 

6.10. General Conclusion. ....................................................................................................................... 89 

6.11.  Dissemination of the thesis. ....................................................................................................... 91 

REFERENCES .............................................................................................................................................. 93 

APPENDICES ....................................................................................................................... 100 

APPENDIX I - PICTURES OF RECYCLE BINS AND INCINERATOR AT RUSINGA SCHOOL, ......100 

APPENDIX II:  PUBLISHED TABLES FOR DETERMINING SAMPLE SIZE (SOURCE:  SINGH & 

MASUKU, 2014) .......................................................................................................................................101 

APPENDIX 1V- RESEARCH QUESTIONNAIRES .................................................................................104 

Student Questionnaire: .........................................................................................................................104 

APPENDIX V INTERVIEW GUIDE FOR KEY INFORMANTS ............................................................110 

County government of Nairobi and RGS staff .................................................................................110 

APPENDIX VI QUESTIONNAIRE -TAKATAKA SOLUTIONS ............................................................111 

APPENDIX VII- NACOSTI APPROVAL .................................................................................................115 

APPENDIX VIII– MINISTRY OF EDUCATION APPROVAL ...............................................................116 

APPENDIX XI TANGAZA ETHICS APPROVAL ...................................................................................117 

 



viii 
 



ix 
 

LIST OF TABLES 

Table 3.1. Sample framework of respondents ........................................................................ 29 

Table 3.2 Distribution of respondents per year group and gender ....................................... 30 

Table 3. 3 Published tables for determining sample size ....................................................... 31 

Table 4.1. Distribution of respondents per year group and gender ...................................... 34 

Table 4.2. Distribution of respondents by Gender ................................................................. 35 

Table 4.3. Respondents’ age distribution ............................................................................... 35 

Table 4.4. Knowledge already acquired ................................................................................. 36 

Table 4.5. Respondents’ views on where they learnt WM education .................................... 37 

Table 4.6. Respondents who would not like to know about waste management. .................. 38 

Table 4.9. school curriculum and waste management ........................................................... 39 

Table 4.10. Adequate curriculum content on SWM .............................................................. 40 

Table 4.11. Adequate curriculum content on SWM .............................................................. 41 

Table 4.12. Preferred feedback mode ..................................................................................... 42 

Table 4.13. Strategies Used ..................................................................................................... 43 

Table 4.14. Consistency in waste collection would help solve garbage problem. .................. 44 

Table 4.16. The decision that I make can increase or decrease the amount of waste my 

school must get rid of (dispose of) Cross tabulation .............................................................. 45 

Table 4.17. Case Processing Summary ................................................................................... 46 

Table 4.18. Role playing in Waste Management .................................................................... 47 

Table 4.19. I am concerned about other social issues such as cost of living, unemployment 

and crime than waste management. ....................................................................................... 48 

Table 4.20. Handling waste in school...................................................................................... 49 

Table 4.21. Students Readiness to Participate in SWM Programs ....................................... 49 

Table 4.22. participation in waste management ..................................................................... 50 

Table 4.23. Handling Waste in School .................................................................................... 51 

Table 4.24. participation in waste management ..................................................................... 52 

Table 4.25. participation in building SWM skill .................................................................... 52 

Table 4.26. Readiness to participate in maintenance of this skill .......................................... 53 

Table 4.27. Knowledge on policies on SWM .......................................................................... 54 

Table 4.28. Policies on public education on SWM ................................................................. 54 

Table 4.29. Policies on Waste Management ........................................................................... 55 



x 
 

Table 4.30. Economic incentives to participate in SWM policies .......................................... 56 

Table 4.31. Choice to purchase of fewer throwaway products with alternative products.... 57 

Table 4.32. Case Processing Summary ................................................................................... 57 

Table 4.33. Structured waste collection system ...................................................................... 58 

Table 4.34. Amount of equipment available to manage waste............................................... 59 

Table 4.35. Efficiency of the collection system which is offered by the provider .................. 61 

Table 4.36. The reason why students litter the streets is because there are no designated 

areas for disposing waste. ....................................................................................................... 61 

Table 4.37. Do you know the effective mechanism for school waste management? ............. 62 

Table 4.38. Knowledge of school community on technology for SW Crosstabulation ......... 63 

Table 4.39. Do you take part in clean-up activities? .............................................................. 63 

Table 4.40. Waste Management Campaigns Carried Out ..................................................... 64 

Table 4.41. Do you know the principle of 3R's? Crosstabulation ......................................... 65 

Table 4.42. If yes, to what extent do you apply them ............................................................. 65 

Table 4.43. Do you take part in clean-up activities? .............................................................. 66 

Table 4.44. If yes, how often? .................................................................................................. 66 

Table 6. 1 Action Plan ............................................................................................................. 83 

 

 

  



xi 
 

LIST OF FIGURES 

Figure 2.1. Conceptual Framework............................................................................................ 24 

Figure 3.2. Map of Kawangware, Source Google maps ............................................................. 28 

Figure 6. 1 Bringing Behaviour change methods/techniques ...................................................... 88 

Figure 6. 2 Individual to community social behaviour model ..................................................... 88 

 

 

 

 

 

  



xii 
 

ABBREVIATIONS AND ACRONYMS 

BMW   Biomedical Waste 

EMA  Environmental Management Systems  

EMCA   Environmental Management and Coordination Act  

GOK   Government of Kenya 

IRS   Informal Recycle Sector 

KS   Knowledge and Skill 

KOEE   Kenya Organization of Environmental Education 

MSW   Municipal Solid Waste  

NEMA   National Environment Management Authority 

NGC   Nairobi County Government 

NGO’s   Non-Governmental Organizations 

RGS   Rusinga Group of Schools 

SWM   Solid Waste Management 

UNEP   United Nations Environment Program 

UNON   United Nations Office at Nairobi 

USA   United States of America 

UPOS   Unintentionally produced organic pollutants  

WM   Waste Management 

 

  



xiii 
 

OPERATIONAL DEFINITION OF TERMS AS USED IN THE STUDY 

Assessment The process of making judgement or forming an opinion 

about solid waste management in schools in terms of 

knowledge and skills, students’ involvement in SWM, 

comprehension of SWM policies and the resources 

available in enhancing waste management programs.  

Attitude  Students’ opinions or feelings and perceptions on solid 

waste management as reflected in their behaviour and their 

responses to waste management.  

Involvement The act of Students taking part in solid waste management 

practices which can be attested to by practice, individual 

beliefs and values they place in matters relating to Solid 

waste management.  

             Knowledge It is what students know about the management of solid 

waste. It is the information that students have about SWM 

from either formal or informal sources in their cognitive 

development process. 

             Policy A set of plans or actions agreed on by the government or 

school to guide waste management practices. 

            Resource This refers to whatever that could be of use in achieving 

sustainable waste management in schools such as 

equipment, capital, land, dustbins, or labour to mention a 

few.  

Skill Application of knowledge already acquired and methods 

used in SWM tasks.  

Sustainability The ability to impact the minds of the next generation Solid 

waste management programs at a certain rate or level, so as 



xiv 
 

to ensure that they are capable of propelling the same 

mechanisms and maintain the same standards. 

       Waste The waste produced from kitchens, classrooms, yard 

trimmings, paper/card board substance, metals and glass 

eliminated or discarded as no longer useful or required by 

the school.  

           Theological The critical study of the nature of the divine. It refers to the 

researcher’s analysis of the research problem in relation to 

God and religion. 



xv 
 

ABSTRACT 

The aim of this study was to establish the sustainability of managing solid waste in schools in 

Kenya using Rusinga School as a case study. The study was steered by four objectives namely: 

exploring the factors that enhance sustainable waste management in schools, assessment of 

students’ involvement in sustainable waste management in schools, examining the contribution 

of government policies to enhancing sustainable waste management in schools and an 

assessment of the contribution of various resources to enhancing sustainable waste management 

in schools. A descriptive research design with qualitative and quantitative approaches was used 

in the study. Data was collected using self-administered questionnaires and face to face 

interviews with a target population of 330 students, 7 staff members of Rusinga School, 9 from 

County Government of Nairobi and 4 from Taka Taka solutions. The sampling procedure was 

guided by both probability and non-probability sampling techniques. 

 Findings showed that factors that enhance sustainable waste management included knowledge 

and skills reported by 69.9% of the students. Of the students who took part in the study, 16.4% 

indicated to be knowledgeable of sustainable waste management (SWM) procedure, 16.4% said 

they lacked training on SWM while 13.6% were indifferent to having had SWM training. With 

regards to their involvement in sustainable waste management, 71.4% of the students were not 

directly involved or actively playing a role in the SWM process. However, from the qualitative 

responses, it was affirmed that there was an enactment of Government policies on SWM 

although schools are struggling to implement them. Subsequently, 60.7% of the student 

responses refuted the existence of a structured SWM system and qualitatively the respondents 

affirmed a lack of adequate resources to managing solid waste among other challenges. 

The study recommends that awareness creation on waste and training on SWM to enhance 

knowledge and skills of learners and other stakeholders be carried out. In the long term, the study 

recommends the introduction of the waste literacy curriculum aimed at behaviour change of 

students who will then influence the entire community within the community. 



1 
 

CHAPTER ONE 

BACKGROUND OF STUDY 

1.1 Introduction 

Chapter one of the study presents the preliminary foundation of the work that focuses on solid 

waste management. This includes the insertion of the researcher, the study’s background, 

statement of the problem, objectives of the study, research questions, and justification of the 

study. It further discusses the scope as well as limitations and organization of the study.  

1.2 Insertion 

According to Mervis (2019), “highly visible trash is generated by residents, schools, and 

businesses and picked up at the curbside or in parking lots”. However, the issue of how waste is 

managed in terms of its collection, processing and finally disposed continues to be such a 

contentious one. Most strategies barely scratch the “surface of the complexity, choices, and 

challenges modern society faces in managing its waste” (Oluruntoba, Elimile, & Shendell, 2011). 

In view of this, specific measures need to be undertaken to ensure that the young generations in 

our schools take a role that is active as far as the management of solid waste is concerned. The 

researcher is a teacher in Rusinga Schools in Nairobi. She started teaching in the school in the 

year 2010 and hence has first-hand experience with the problem of waste management in the 

institution. The school continues to produce a lot of waste, such as organic (food, yard, and 

wood), recyclables such as paper, plastic, glass, and metal, and hazardous from the nurse station.  

Most schools in developing countries dustbins are used in collecting waste and unfortunately 

burn the waste in the open. The majority of the schools have inadequate facilities that would help 

in waste management. Just like in Nigeria, this scenario replicates itself in Kenyan schools in 

Nairobi City County posing “a community environmental health nuisance and may compromise 

school environmental quality” (Oluruntoba, Elimile, & Shendell, 2011, p. 16). 

For this reason, the study sought to assess the sustainability of solid waste management 

programs.  Lack of sustainable waste management mechanisms is a hindrance to solid waste 

management (SWM) and a limitation to environmental management. 



2 
 

1.3 Background of the study 

As noted by Wakiaga (2017), management of solid waste remains a global problem. Some 

communities have started practicing alternative waste management practices like waste recycling 

and transforming it into energy with the use of technology (Hird, Lougheed, & Rowe, 2014). 

Some of the emerging global drivers pushing for more and better-organized waste management 

are resource scarcity and climate change. Current developments in technology all over the world 

in terms of digital evolution and mobile phone development are further complicating the issue. 

These technologies have introduced a new era to human behaviour hence an urgent need for 

solid waste management programs (Mavropoulous, Tsakon, & Anthoili, 2015).  

Sustainable solid waste management is one way to deal with the solid wastes we produce. It 

enhances the notion that we reduce the waste produced as well as their environmental harm. The 

waste produced does not have to be useless, since much of it can be put to the production of 

certain goods. In this regard, innovative ways can be found to ensure that waste becomes a 

source of income and livelihood.  The discourse on sustainable waste management is on whether 

this waste can be mixed and then transferred from one part of the environment to another in a 

way that ensures sustainability and promotion of a safe environment. For example, Miller and 

Spoolman (2013), opine that there are ways to make waste more useful.  

In his letter on “Care for Our Common Home”, Pope Francis urgently advocates for “sustainable 

and integral development”. He especially implores young people to think of the environmental 

crisis as they build a future. He further draws our attention to the statement by the Bishops of 

South Africa, which states that “Everyone’s talent and involvement are needed to redress the 

damage caused by human abuse to God’s creation. All of us can cooperate as instruments of God 

for the care of creation, each according to his own culture, experience, involvements and talents” 

(Francis, 2015). 

The main objective is to ensure that every person in whichever location gets the relevant 

information and awareness for sustainable development. The lifestyle should be in harmony with 

nature (United Nations Environment Programme, 2016). Management mechanisms should be 

created to avoid a possibility of exploiting natural resources by those who are selfish and greedy 

(Amanor & Moyo, 2008).  



3 
 

 Involving students globally in SWM is one of the most recommended ways of creating the right 

mechanisms in enhancing sustainability.  However, Jurczak (2003) states that in Poland, for 

instance, environmental knowledge and awareness among students continues to be relatively low 

at all educational levels. Some of the “knowledge children have of the environment and nature” 

is not only limited but also only partially correct or altogether incorrect.  This, therefore, prevents 

students from relating the causes and effects of natural phenomena and to employ this knowledge 

daily. Unfortunately, some of them have no knowledge about the sustainable measures 

concerning the environment. Most of them showed little sensitivity and did not pay sufficient 

attention to their degradation.  

In 1994, with the help of the European Union, Turkey initiated a program which included the 

introduction of “environmental management systems into primary schools within the scope of 

ISO 14001/EMAS”. In their evaluation of elementary schools that are part of the “eco-schools” 

Sevenic & Tonuk,(2017) found out that this program had influence in educating future 

generations as far as the practical management of waste is concerned. They concluded that 

children must also be enlightened on the both the economic and environmental benefits that 

accrue out of the management of solid waste. 

In addition to basic education subjects, there is need to include environmentally related subjects 

in the education curriculum. It should also have compulsory lessons on environmental awareness 

and waste management to “seek active support from professionals in the fields of education and 

‘environment and waste management”. Schools can approach and collaborate with institutions of 

higher learning, NGOs, as well as government agencies in implementing environmental aspects 

in their curriculum (Sevinc & Tonuk, 2012). 

In Africa, a study by Silo (2011) in Bostwana revealed that even though the national policy on 

environmental education emphasizes the need for learners to take part in educational activities 

related to the environment, teachers tend not to enforce and encourage children’s participation in 

waste management. Their actions (teachers) tend to limit children’s participation. Environmental 

education though seen as core, waste management programs in most schools have been reduced 

to simple tasks such as collecting litter around the compound of the school and cleaning 

classrooms. According to Silo (2011, p. 24), “there is little connection made between how these 



4 
 

tasks improve the waste problems at the school, and why they are being undertaken in the first 

place. Children consequently see these tasks as hard labour, and not as a learning activity”. For a 

very long time, the study of educational waste has not received due attention. In Nigeria, most 

schools in urban communities have inappropriate solid waste management practices (Oluruntoba, 

Elimile, & Shendell, 2011).  

In Kenya, the sustainability of managing waste is fundamental to the delivery of the “Big Four” 

agenda. Advancing Kenya towards a more sustainable and circular economy is the fundamental 

issue that the policy seeks to address. It is believed that this will move the country towards the 

realization of the Zero waste principle, whereby the generation of solid waste (SW) is minimized 

or prevented. This issue according to the Ministry of Environment and Forestry, (2019, p. 23) is 

as critical as other critical social issues such as “mainstreaming of gender, youth and special 

needs”. The government should hence give it equal priority. It should be given the right public 

awareness as well as integrate knowledge. It must be cascaded to all levels of education from 

basic to tertiary levels. 

Ongunya, Aura, Nabwire, and Songok, (2014) study discusses the dangers of plastic waste in 

Kenya. They are of the opinion that education of consumers on the health risks that arise from 

the poor disposal of wastes especially plastics is so much needed. They point out that the 

Government of Kenya has in place laws and by-laws meant to reinforce the management of solid 

waste. The importance of resources into enhancing sustainable waste management programs 

cannot be ignored. Availability of resources in the management of waste is very critical such that 

it is the responsibility of various stakeholders to ensure adequate resources.  

In the context of a school, according to Rada (2016) the school community, which includes both 

the school children and the staff, could be considered as contributing to the total waste hence the 

need of adequate resources in the management. The amount of waste produced in a school does 

not depend on the size of the school or the number of occupants in it. However, it is the type of 

activities carried out. Furthermore, the human resource is also a crucial aspect in SWM (Rada 

2016).  

In Kenya, the challenges of waste management are quite prevalent. Available statistics indicate 

that Kenya intentionally produces 2,800g of the toxic equivalent of Unintentional Persistent 



5 
 

Organic Pollutants annually. The waste burning makes emissions significantly environmentally 

toxic (Mayiani, 2018). Kenya is a trailblazer in Africa in addressing environmental concerns. 

Influencing disposal habits of citizens, partnerships as well as a systematic approach to handling 

waste can play a big role in waste management (Wakiaga, 2017).  

 At an observational level, the Schools rubbish yard (see image on appendix I) can be depicted 

with visible heaps of solid waste. Domestic waste also referred to as garbage, refuse or trash is a 

common menace in the school. This waste consists of biodegradable waste which includes food 

and kitchen waste, green waste paper and non-biodegradable waste such as plastics, glass bottles, 

cans, metals and wrapping materials. The School’s domestic waste is not adequately managed 

and is disposed of at uncontrolled with minimal sorting or segregation. This status prompts the 

need to assess the levels of knowledge, skills, attitudes, resources and policies that have been 

entrenched or lack of them among the youth towards sustainable waste management strategies.  

1.4 Statement of the Problem 

Waste management is essential in reducing environmental menaces and providing a safe and 

healthy work environment for students, teachers, employees and visitors in a school. Khitoliya 

(2007) affirms that from Kindergarten to the university, education aims to create an awareness 

that every individual has to share in the various causes as well as consequences of environmental 

programs. Currently, the Nairobi city, doesn’t have an effective waste management system. This 

has negative effects on people’s health and the environment.  

There is great potential to promote sustainability through education and practice. Although the 

literature in Kenya is too old, it focuses on inefficient collection and disposal of waste, failing to 

address the issue of sustainability (Gikangu, Gitau, Kamau, & Kimani, 2012).  Also, most recent 

studies focus on analysing “the existing policy framework on solid waste management and its 

effectiveness in addressing SWM in Nairobi City County” (Akinyi, Kimata, & Kweyu, 2018), as 

well as large municipalities (Mugambi & Gichuki, 2017).  

This presents a gap in Kenya in the sense that it has not been ascertained whether students in 

Kenyan schools are part and parcel of solid waste management processes.  It therefore raises the 

issue of waste in educational institutions, leaving a gap in how schools can have sustainable solid 



6 
 

waste management programs. This study, therefore, seeks to assess the sustainability of solid 

waste management in Schools. 

1.5. Objectives of the study 

1.5.1. General Objective 

The main objective of this study was to assess the sustainability of solid waste management 

practices in schools. 

1.5.2 Specific Research objectives. 

The specific objectives of this research are: 

i. To explore the factors that enhance sustainable waste management in Rusinga schools.   

ii. To assess students’ involvement in sustainable waste management in Rusinga schools.   

iii. To examine the contribution of government policies on enhancing sustainable waste 

management in Rusinga schools.  

iv. To assess the contribution of various resources to enhancing sustainable waste 

management in Rusinga schools.   

1.6 Research Questions  

i. What factors enhance sustainable waste management in Rusinga schools?  

ii. Does students’ involvement enhance sustainable waste management in Rusinga schools? 

iii. What is the contribution of government policies into enhancing sustainable waste 

management in Rusinga schools? 

iv. Does the availability of various resources contribute to sustainable waste management in 

Rusinga schools?  

   1.7 Justification of the Study 

This study sought to assess the enactment of policies, students’ knowledge, students’ 

involvement and the resources available in enhancing waste management programs in schools. 

The rationale of this study is anchored based on what has been impacted in the minds of the 

youth who are part and parcel of the future generation concerning sustainable solid waste 



7 
 

management programs. Currently, the world is grappling with making the natural environment 

sustainable.  

Subsequently, this study supports the fact that every Kenyan citizen has a right to a clean and 

healthy environment and sought to establish whether the measures in place can safeguard and 

enhance the environment sustainably. Thus, this study will contribute towards measures put in 

place especially by different legal frameworks in order to comply with matters to do with the 

environment. Some of them include the “Environmental Management and Coordination Act of 

1999 and Environmental Management and Coordination (Waste Management) Regulations of 

2006 to ensure a clean and healthy environment for all, keeping in line with the Article 42, of the 

Constitution of Kenya 2010” as stipulated in (NEMA, 2015, p. 4). 

Furthermore, going by Kenya’s Vision 2030 strategic paper, this study recognizes there in need 

for an “efficient and sustainable waste management systems” (NEMA, 2015, p. 4), as the country 

projects itself towards industrialization by 2030. This study, therefore, sought to make a 

statement that if the youth are knowledgeable about waste management, Kenya can attain 

sustainable waste management programs. This is enhanced by having public participation in 

policy development, while upholding the “principle of intergenerational and intragenerational 

equity, the polluter-pays principle” and the precautionary principle, (Environment Management 

and Co-ordination Act 1999).  It is in this respect, that this study seeks to establish whether the 

youth are involved in sustainable solid waste management.  

In order for us to curb the menace of climate change, environmental management requires that 

all stakeholders be involved in addressing this challenge. As a nation, there is need to come up 

with a robust and flexible strategically driven approach in all organizations, households, local 

authority and business levels (Aspinwall & Cain, 1997) (Gupta & Gupta 2015). Therefore, this 

study is relevant and justifiable because it will extend the frontiers of knowledge in the subject 

matter on what mechanisms schools can have towards sustainable waste management programs. 

Findings from the study can provide insights and new leads in the search for practical solutions 

to the diverse, complex and dynamic challenging realities that characterize SWM programs. 



8 
 

1.8 Scope of the study 

The study location was Rusinga Schools, Nairobi County. The focus was to assess the 

sustainability of waste management in schools: a case study of Rusinga Schools in Nairobi 

County. The target population included the students of Rusinga Schools. The study targeted 

learners in year 7, 8, 9, 10 and 11 as well as members of staff in the cleaning department. Six 

employees from the Nairobi City Council and four employees from Taka Taka solutions were 

also part of the study. It aimed at establishing and documenting the sustainability of solid waste 

management systems among schools in Kenya. 

1.9 Limitations of the study 

The researcher is a teacher by profession in a school. Students viewed her more as a teacher than 

a researcher and in this regard, they thought that she was commissioned to obtain information. 

The respondents felt that they are exposing the school’s weaknesses and were apathetic in giving 

the required information. To mitigate this, the researcher gave an explanation to respondents that 

the study findings will solely be used for academic purposes. The first part of the questionnaire 

focused on respondents’ consent. The researcher was also limited by scope. Very little has been 

written concerning the sustainability of waste management in schools.  Some of the literature 

was old hence it was the researcher’s responsibility to examine what relates to this topic.  

1.10 Organization of study 

The study consists of six chapters. Chapter one presents insertion, background information, the 

study problem, objectives of the study, research questions, justification of the study, scope and 

limitation of the study. Chapter two presents review of related literature, the theory informing the 

study and conceptual framework. Chapter three presents the research methodology which 

included the research design, the study’s location, target population, sample size and sampling 

techniques, data collection techniques, data analysis methods, and ethical issues of the study. 

Chapter four is devoted to the presentation and analysis of data and findings. The fifth chapter is 

a theological analysis and reflection. Chapter Six makes a conclusion and gives an action plan, 

the interaction among the diverse chapters and alternative solutions and presents suggestions on 

areas for further research 



9 
 

CHAPTER TWO 

LITERATURE REVIEW 

2.1 Introduction 

This chapter reviews the relevant literature or discourses that have been fronted in the field of 

sustainable solid waste management. The chapter also presents and discusses the theoretical and 

conceptual framework that guided the entire study. 

2.2 Theoretical Review  

A theoretical framework is a diagrammatic presentation of measurable variables.  It defines the 

expected relationship between them and specifies the direction of such relationships. It is the 

stage where the structure of the research design is refined (Burns & Burns, 2012). This study is 

grounded on two key theoretical backgrounds: theory of waste management and that of 

Cognitive social learning theory.  

2.2.1Theory of Waste Management 

The theory of waste management springs from a unified body of knowledge. It is built on the 

paradigm of industrial ecology, which represents a more in-depth account of the area under 

study. It is a different form of waste management practice. This is since it conceptualizes “the 

activity upon waste, and a holistic view of the functions and goals of waste management” 

(Pongracz, Philips, & Keiski, 2017). The fact that waste in Nairobi is often found along roads or 

outside homes, businesses such as schools, just highlights how compounding the problem of 

waste management is (Wakiaga, 2017). 

Theory of waste management defines waste management as that control of waste-related 

activities, with the aim of protection of human health and the environment, resources 

conservation and curbing climate change. The waste management hierarchy concept refers to the 

3R’s, reduce, reuse and recycle where management strategies are classified according to their 

attractiveness in terms of waste minimization (Lagbas, 2015).  



10 
 

Waste management ranges from recycling, generation of waste, separation, behaviour change 

collection, transport, treatment, reuse and disposal, hence very multifaceted (Wakiaga, 2017). A 

school, which is the case of the study needs to have its waste control activities controlled. This 

will not only ensure the safety of the students as per the safety and occupational guidelines, but 

will also conserve the resources. The management of the waste within the school depends on all 

the variety of stakeholders, both within and outside the school.  

One the reasons of carrying out waste management is to ensure there is a clean and conducive 

environment for human habitation hence averting and danger to human health and the 

environment.  Likewise, schools need to manage their waste to protect the students' health as 

well as the environment as a component of the theory. This side-to-side advancement of both 

health issues and conservation of resources can contribute to the sustainable agenda of waste 

management. Its application to the study extracted maximum practical benefits. 

2.2.2 Cognitive social learning theory 

Also known as the cognitive behavioural theory or social cognitive theory, this theory is strongly 

associated with Albert Bandura who is considered to be one of its proponents. In the 

development of the theory, Bandura indicated that behaviour can be “learned by imitation, 

observation, beliefs, and expectations”. In his argument, he was of the view that, a “learner is not 

passively manipulated by elements of the environment but can use cognitive processes to learn” 

behaviours. From Bandura’s argument or statement, this study uses his argument to support the 

fact that young learners in formal institutions like schools can enhance their knowledge of public 

policies and learner participation in solid waste management.  

Formal institutions play a major role in terms of enhancing self-efficacy if we should attain 

effective solid waste management youth in schools should or are expected to be knowledgeable 

and proficient about solid waste management programs or approaches. These two theories do 

complement one another in this study.  Waste management theory explains and predicts on how 

waste should be managed while the social cognitive theory emphasizes on how human behaviour 

can be modified to adjust into behaviour change towards sustainable waste management 

approaches in society through the training and learning processes as prescribed by the waste 

management theory.  



11 
 

2.3 Empirical Literature Review 

This section presents some of the key empirical studies that have been conducted at the global, 

continental and regional levels in the interest of creating knowledge on sustainable solid waste 

management systems. The main objective of this empirical literature review was to attain an 

overall and in-depth understanding of challenges and best practices in sustainable solid waste 

management systems.  

Globally, Hoornweg and Bhada, (2012), posit that cumulatively, every year, cities in the world 

produces approximately 1.3 billion tons of solid waste.  According to the study, there are chances 

of this volume of waste increasing by 2025 to 2.2 billion tons. This empirical information poses a 

big challenge that needs concerted efforts through empirical research for sustainable waste 

management practices that can control and contain this challenge.  

Furthermore, the study reveals that “ten years ago there were 2.9 billion urban residents who 

generated about 0.64 kg of Municipal Solid Waste per person per day (0.68 billion tons per 

year). This report estimates that in contemporary times, these amounts have increased to about 3 

billion residents generating 1.2 kg per person per day (1.3 billion tons per year)”. It further 

concludes that “by 2025 this will likely increase to 4.3 billion urban residents generating about 

1.42 kg/capita/day of municipal solid waste (2.2 billion tons per year)”. These findings are a 

good indicator of the impending challenge that solid waste portends not only to Kenya but also to 

the global population.  

This finding has been reiterated by Habitat (2020, p. 7), that “many urban administrations seem 

to be losing the battle of coping with the ever-increasing quantities of waste. The challenge is 

made greater by the diversity of materials in the waste, which is no longer mainly food waste and 

ash but includes more and more plastic packaging, paper and discarded electronic equipment”. 

According to Starovoytova (2018, p. 69), the World-Bank classified, solid waste in eight 

different classes, namely “Industrial-waste; Commercial-Wastes; Residential-Wastes; 

Institutional-Wastes; Municipal-waste and services; Construction and demolition-debris and 

yard-wastes; Processed-waste; and Agricultural-waste”.  

Globally, countries have adopted several technologies to process and recover from waste 

resources. Empirical research indicates that composting of organic waste, anaerobic digestion 



12 
 

(AD) and harnessing energy from waste (EFW) i.e. combustion with heat and energy recovery 

through gasification, pyrolysis and mechanical biological treatment (MBT) are some of the 

technologies that can be used in solid waste management. From a global perspective data 

provided rates some of these technologies that 44% use combustion (with energy recovery); 15% 

employ waste-processing; 11% gasification; 9% integrated/mixed facilities; 8% recycling; 5% 

landfill; 4% AD, biogas and bio-fuel; 3% MBT; and 1%-others (AcuComm, 2020). 

For example, best practices in the use of these technologies, particularly combustion, with-

energy recovery (EfW) by geographic area, can be drawn from the United Kingdom as well as 

the United States of America with “major investments, accounting for 24% and 11%, of global” 

Municipal Solid Waste (MSW) “investment activity, by-value, respectively, while the most 

active countries are China (10%), and India (5%)” (Starovoytova, 2018, p.74).  

The global community is keen on creating sustainable solid waste management systems. This is 

highlighted in the Global call to action goals which aim at ensuring that; everyone has access to 

safe solid waste management services by 2020, there is adequate control against waste dumping 

and burning, there is sustainable management of hazardous wastes, by 2030 there is a significant 

“reduction in waste generation, through prevention and the-3Rs (reduce, reuse, recycle)” 

(Starovoytova, 2018. p. 72) through the creation of green jobs and cutting global food waste by a 

half hence reducing food losses, in the supply chain (Wilson et al, 2015, p.303). 

This global call to action resonates well with this study. The current global discussions hinge on 

the 5 key goals towards sustainable solid waste management.  Emerging trends in Africa indicate 

that it is expected that the generation of waste will significantly increase due to the rise of 

“industrialization, urbanization and modernization of agriculture in Africa”. According to 

UNIDO (2009), this will put more pressure on the capacity of waste management. Other studies 

have exposed that in a number of developing countries, solid waste management is characterized 

by a number of challenges including “low spatial coverage of waste collection,” lack of good 

collecting methods; inefficient infrastructure including technology, lack of adequate funding 

towards waste management and poor ways of waste disposal. 

 Furthermore, other challenges include uncontrolled dumping which eventually leads to 

pollution, “limited data, on waste generation and lack of public awareness and participation” in 



13 
 

waste management (Starovoytova, 2018; Haregu, et al., 2017). Waste disposal in Africa is done 

with no respect or consideration of its impact on the environment or effect to human health. A 

tour in some of cities and towns in Africa one encounters heaps of accumulation of waste 

forming hills of dumpsites (Ekere, Mugisha, & Drakes, 2009) 

There is a common observation in the empirical literature on solid waste management in many 

African countries. Majority of this countries are experiencing serious problems with solid waste 

management solutions they have put in place. Waste management programs or solutions in this 

region, for instance, are not well funded and there is limited use of technology. As a result, there 

is a general poor management of solid waste (Zurbrugg, 2013), which is intensified by the fact 

that those developing countries with high poverty levels are not able to pay for waste disposal 

services (UNIDO, 2009). Therefore, there is a need to seek viable innovations into solid waste 

management.  

Lack of skilled manpower is also another challenge facing SWM system. As the magnitude of 

waste increases and the complexity of managing it is needed, the skills involved are technical. 

Not all the personnel in municipalities and government are well equipped with the necessary or 

relevant skills. Then there is lack of good road infrastructure, especially roads leading to 

dumpsites and lack of modern trucks for transporting waste (Starovoytova, 2018). 

Furthermore, Okumu, (2012, p. 16) pointed out challenges such as “lack of environmental 

control systems and evaluation of the real impacts” being among what affects solid waste 

management in Africa. Other services mentioned by other studies include cost of service which 

demand huge expenditure, lack of financial support, inadequate resource provision, people’s 

unwillingness to pay for the service and “lack of proper use of economic instruments,” (Ekere, 

Mugisha, & Drake, 2009). These empirical studies illuminate the probable factors that hamper 

SWM in Kenya, hence the interest of this study. Likewise, provision of a legal or administrative 

framework guiding waste management is also lacking in many African countries. Most of the 

countries lack a comprehensive national waste legislation (UNIDO 2009).  

This is an urgent need for a comprehensive infrastructural, institutional and legal framework as 

well as change in attitude towards solid waste management in Africa. In a study in selected 

countries in Africa, Ghana, Egypt, Kenya and Zambia, UNIDO (2009) in proposed several 



14 
 

recommendations towards the alleviation of waste management problem. Of interest, two 

recommendations were used to inform this study namely; “prevent and minimize waste and 

maximize reuse, recycling and use of environmentally sound” alternative materials, with the 

participation of government authorities and all stakeholders and the development of “waste 

management systems and extend waste service coverage” i.e. capacity building and training, 

public awareness, staff and equipment, finance and cost recovery, collection systems and 

recycling among others.   

In Kenya, the challenge of SWM is real (Gikangu, Gitau, Kamau, & Kimani, 2012). Even though 

as a country Kenya lacks the statistical demonstration on the levels waste generated, it is 

estimated that “per capita municipal waste generation in urban areas” in the country “ranges 

between 0.29 and 0.66 kg/day” (NEMA, 2005). Estimation shows that 61% of waste in the 

municipal authorities comes from residential areas, 21% from industrial activities while the rest 

comes from health facilities like hospitals, markets and other sources (NEMA, 2005).  

The current solid waste management situation is characterized by poor waste collection activities 

as evidenced in local authorities (UNIDO 2009). In most of the local authorities, there are 

inadequate systems for collecting and disposing waste. Even where there are systems, most of 

them are not environmentally friendly. In a study done by JICA about the Nairobi City, the 

findings showed that about 30% of local authorities budgets are spend on waste management and 

efforts towards cleaning the environment. 70% of the 30% is spent on waste transportation. 

Other than the role played by the local authorities, the study revealed that the private sector also 

plays a major role in waste management. For instance, “in Nairobi where waste collection levels 

stand at 56%, the City Council collects 500 tons/day” while “19 private licensed companies 

collect another 500 tons/day while waste recyclers and scavengers collect 350 tons daily” (CCN, 

2008 cited in UNIDO 2009).  

The challenge of accumulated waste deposits and proper waste management affects every person 

and institution in our Kenyan society, (NEMA 2015; National Solid Waste Management Strategy 

and Vision 2030). Empirical research has established some of the common challenges in Waste 

Management in Kenya due to diverse factors. For example, NEMA (2015) identifies some of the 

common challenges to Solid waste management in Kenya which can be summarized as lack of 

awareness and knowledge, political influence and lack of goodwill, funding, lack of disposal 



15 
 

sites, high poverty levels, lack of segregation of waste, limited technical competencies and slow 

adoption of modern technological options.  

The future of sustainable waste management in Kenya should be anchored in the youth. UNEP 

(2010) argues that “to ensure development in a country, the needs of present generations should 

be met without compromising the ability of the future generations to meet their needs”. Thus, the 

youth in Kenya should be trained on solid waste management so that they can provide a conduit 

for sustainable waste management practices that can support future generations for enhanced 

development and conservation of our environment.  

Based on this background, this study sought to sample out and assess whether limited awareness, 

knowledge and skills, involvement or participation, solid waste management resources, and 

policies can be enhanced towards a sustainable waste management program in schools.  Rusinga 

Schools does not have a good mechanism handling waste particularly at a domestic level. In 

most cases households do not practice waste segregation during waste collection. Furthermore, 

there is a negative attitude towards waste management while lack of personal responsibility leads 

to poor practices such as littering, illegal dumping and open burning.   

2.3.1 Factors that enhance sustainability of waste management.  

Whereas knowledge refers to the awareness gained by learning about SWM, skill is the ability to 

effectively put the acquired knowledge into proper use. Some research has been conducted on 

knowledge and skills of solid waste management. For instance, in a study by Ifegbesan (2011), 

the findings showed that there was a correlation between variables such as age, education and 

gender and care for the environment. Other studies have also explored a correlation between 

attitude towards the environment and variables such as education, income, age, and gender. The 

aspect of knowledge and skill is supported by Chanda (1999, p. 26), who in his study found out 

that “environmental concerns among residents of Gaborone vary according to education and 

income levels, while age and gender do not seem to have any significant influence on variation 

in concern”. Therefore, this study sought to explore whether knowledge and skill are common 

indexes among students regarding sustainable waste management in Kenyan schools. 

 This was revealed in a study by Jurczak (2003) which highlighted the fact that people who are 

knowledgeable about waste management would take steps to manage waste more often than 



16 
 

those with less knowledge. The study therefore recommended that there is need to create public 

awareness so that to educate many people about “SWM and to encourage teaching pro-

environmental attitudes”. 

 Furthermore, from a global perspective, creating awareness about waste and its management 

plus general education about SWM is very important in resource management (Lagbas, 2015). 

Isa et al, (2005) were of the opinion that lack of public awareness was one of the major concerns 

to most authorities in Malaysia. Likewise, many people are not aware of the need for separating 

household waste for recycling (Miafodzyeva, Brandt, and Olsson 2010). However, in the United 

States of America DeLago (1991) found out that there is scanty information on littering as an 

issue affecting most schools. Students should hence be involved in research as this allows them 

to take an active role in community affairs. Manowong (2012) study in Thailand revealed that 

there is little research on waste management. The study suggested that there is need for academic 

involvement that would translate into practical research and implementation of policies. 

The impact of knowledge cannot be underestimated as it is one of the variables correlated to 

practice that drive people to act. However, effective interpersonal communication channel 

networks are yet to be explored. This was revealed by Talonghari and Jamais (2010) 

investigation in the Philippines that aimed at determining the role of “knowledge, attitudes and 

practices (KAP)” in the management of solid waste.  

Similarly, a study by Lakbala and Lakbala (2014) in Iran, assessed knowledge and attitude of 

hospital staff on Biological Waste Management (BWM), revealed that there is a relationship 

between the level of educational attainment and training in BWM management. Lack of training 

and awareness leads to apprehension thus leading to laxity. Therefore, it is imperative that SWM 

should be a key part of the school curriculum for effectiveness.  

Agamuthu and Hansen (2007) exploration in Malaysia point out to the fact that SWM provides 

opportunities for different stakeholders in different areas such as education, research and 

agencies globally. Hence schools can play a major role in laying the foundation in awareness, 

knowledge and skill in environmental issues as an important aspect of curriculum development. 

According to an investigation carried out in Japan by Diaz and Otoma (2013), both municipals 

and residents(students) play an important role in making decisions concerning SWM. They 



17 
 

hence should have constant collaboration as far as the disposal and recycling of waste is 

concerned.  

This literature reviewed highlights the importance of the advancement of knowledge and skill in 

waste management. However, there is little written material on what hinders public awareness 

which interferes with practice. This study then posed pertinent questions in the sphere of 

awareness, knowledge and skill i.e. could this be a challenge to waste management programs? Is 

the school curriculum a hindrance to enhancing waste management programs? What feedback 

method of communication could increase the level of awareness among the community? Do they 

have the right skills to enhance these programs? These are some of the gaps that the researcher 

sought to address.  

2.3.2 Student’s involvement  

There has been increasing emphasis to encourage students to participate in waste management 

efforts. Good habits and behaviour among youth should be encouraged. Teaching them about 

being “good stewards of our environment” will enable them “to create a more sustainable 

environment in the future and for future generations” (Mrema, 2008, p. 5). Finding out what 

motivates them towards this is crucial. Knowledge is a necessary condition for action. This was 

revealed in a study by Godfrey & Scott, (2011) study in South Africa that sought to find out how 

the process of learning utilized data to inform and manage their operations.  

Carlson (2001) inquiry in California says that to induce behavioural change necessary to resolve 

an environmental problem, social norms play an important role. This is due to the fact that 

“heterogeneous groups of individuals with no real connection to one another change behaviour 

for little or no economic gain”. However, Mrema’s (2008, p. 5) assessment of student’s attitudes 

and behaviour of towards recycling in an attempt to increase their participation in waste 

recycling, determined that it is the “knowledge about recycling and knowing what materials are 

recyclable” that influences their participation. Other main factors are the location and 

instructions on the recycling bin. 

Gupta and Gupta (2015) in India identified significant numbers of driving forces towards 

participating in SWM. The studies concluded that all interested parties must work together with 

future strategies being robust and flexible to accommodate this significant change in SWM. 



18 
 

However, Murad and Siwar (2007) undertook a study in Malaysia which “determined and 

analysed factors that significantly influence the environmental behaviour of the urban poor” 

concerning SWM particularly their recycling practices. Findings showed that an individual’s 

knowledge, level of education and skills were key to successful solid waste management. The 

study, therefore, recommended that policies should be formulated to promote knowledge, 

education and skill.  

Silo (2011) carried out a study in Botswana to analyse children’s participation in waste 

management. It was discovered that teachers attempt to meet policy by prescribing and ascribing 

rules to students. This creates a mismatch between teachers and children objective, hence 

hindering participation.  Park and Berry (2013) carrying out a study in Florida to identify 

effective recycling programs echoed the above by stating that individual incentives can influence 

recycling programs.  

The above literature reviewed appreciates the importance of students’ participation. It brings to 

light what motivates them as well as stating efforts made by teachers towards the same. 

However, it fails to address that issue of participation regarding their attitude towards SWM, as 

well as how to ensure that their participation leads to sustainable mechanisms. These are the 

aspects the present researcher seeks to address.  

2.3.3 Solid waste management Policies 

A Policy is an intent implemented as a procedure to the attainment of waste management 

mechanisms at both national and organization level. Kenya like most countries has a legal 

framework and policies that moderate and regulate waste management. To implement laws and 

policies, the Government of Kenya came up with NEMA through an act of parliament. The 

National Environment Management Authority (NEMA) is a government agency responsible for 

the management of the environment, and the environmental policy in Kenya. 

 

The Environmental Management and Coordination Act (EMCA), 1999 Section 3 of EMCA, 

1999 stipulates the duty of everyone to protect the environment as every Kenyan “entitled to a 

clean and healthy environment”. In the enactment, the authority is mandated to “exercise general 

supervision and coordination over all matters relating to the environment”. On behalf of the 



19 
 

government, it is supposed to ensure there is full “implementation of all policies relating to the 

environment” (NEMA, 2015).  

 

The management of waste in general and that for “solid waste including industrial waste, 

hazardous waste, pesticides and toxic substances, biomedical waste and radioactive substances in 

particular” fall under the Environmental Management and Coordination Act (Waste management 

regulation 206). On the other hand, the government has enacted the National Environmental 

Policy (2013) in efforts to achieve various tasks related to the environment. Such tasks are 

capture in a study by Haregu et al., (2017, p. 520) which include to develop and integrate “waste 

management system, promote the use of economic incentives to manage waste and promote the 

establishment of facilities to recycle and reuse”.  

 

According to Gupta and Gupta, (2015), middle-income countries, management of solid waste in 

receives very little attention in policies that are developed. However, there is a growing concern 

from members of the public as most of the towns and cities in these countries have unpleasant 

visibility of waste which is a health hazard to the residents.Policies enacted by one municipality 

may have significant impacts on the competitiveness of other municipalities. This is in 

accordance with Howell, (2015) study in the United States, who assessed the modes of governing 

SWM. His study found out that differences in both legal authorities over and functional 

proximity to the practices and processes of SWM spurred the deployment of and competition 

between municipal modes of governing practices. It recommends that environment policy issues 

should be examined further.  However, Gupta and Gupta, (2015) study in India found out that 

policies the development of policies is one thing. The real challenge is in the implementation of 

the policies.  

 

Identifying policy drivers is necessary for the successful promotion of waste reduction and 

recycling as revealed by Hotta and Suzuki (2014) who carried out a study in Japan. Segregation 

of waste at source is an important aspect for efficient processing and hence policies must be put 

in place to ensure that it is enforced at both household and school level. These thoughts are 

echoed in an inquiry by Karanja, Mwangi, Ngetich and Njeru (2013) in Kenya that examined 

how solid waste contributes to livelihoods. Their study points to the fact that even though those 



20 
 

who collect waste are making a living out of it, the conditions that they operate in are unsafe and 

harmful. They therefore suggest that the “informal sector should be recognized as stakeholders 

within the municipality in solid waste management since the sector is concerned with the 

attainment of livelihoods”. The health risks associated with waste collection and management 

should be minimized and policies should be enacted to achieve safety measures.   

 

In India, a study by Gupta and Gupta, (2015) revealed that recognizing the role of the community 

participation in SWM initiated various policy measures. However, for this to be effective, regular 

meetings have to be held with all stakeholders on issues related to waste management. 

Awareness campaigns have to be carried using both traditional media as well as the new media. 

Furthermore, these campaigns could be taken to schools and colleges, as “public environmental 

education and regulatory measures are strengthened”. Effectiveness in the implementation of 

these policies could be achieved if other instruments such as waste collection and disposal tariffs, 

“deposit-refund schemes, and product levies” are implemented (Kgathi & Boolane, 2001). 

 

SWM like all other aspects of a country’s infrastructure should be given equal opportunity. 

Whatever is lacking in this context should be addressed through the available systems and 

policies to ensure sustainable urban environmental management. Oteng-Ababio (2011) in 

examining the key barriers to effective SWM practices in Ghana, proved that there is the 

marginalization of waste treatment and disposal practices. Lounsbury (2001) exploration in the 

United States on how variation arises in the staffing of recycling programs at colleges and 

universities strongly concurs that policies should not encourage marginalization of solid waste 

management.  

 

There should be environmental awareness campaigns, programs aimed at increasing consumers’ 

awareness, as well as informed development of recycling opportunities for residents (Gupta & 

Gupta, 2015) study in India positions. Local policymakers should also provide a waste reduction 

alternative in SWM. Nonetheless, according to Aziz, Abdul, Bashir and Yusoff (2011) having 

government regulations in place alone is not adequate. They advise that municipal councils have 

to be more proactive in taking action against violators of SWM norms. They emphasize that 

there is need to enforcement the existing rules governing waste management. Additionally, Isa, 



21 
 

Asaari, Ramli, and Ahmad (2005) research in Malaysia to examine the implementation of a solid 

waste management program reveals that the government needs to set up procurement policies 

and develop recycling programs. 

 

The existing literature has unveiled what informs the selection policies and how to identify the 

drivers to ensure that the right decisions are realistic. It also alludes to the fact that they should 

ensure safety measures are put in place. It has highlighted how awareness of the policies should 

be promoted and reinforced.  Conversely, the vital questions remain, what policies have been 

legislated, both at the national and school level to address waste management in schools in this 

country? The proposed research seeks to address this. 

2.3.4 Resources 

The success of any program relies on the availability of resources. Limited financial resources as 

well as poor management have been singled out as factors leading Municipal SWM systems in 

many developing countries to fail.  The “complex, entrenched and unsustainable technologies 

and systems” make it even more difficult to achieve (Christensen, Drysdale, & Hansen, 2014, p. 

1063). 

A study by Howell (2015, p. 2153) in the USA however reveals that private sector plays a key 

role in solid waste management. According to the study, the private sector or companies have 

been “able to introduce their own desired modes of governing SW that superseded the 

preferences of state and county entities”. In India Gupta and Gupta (2015) believe that there is 

need to have adequate number of staff , since SWM a labour-intensive service. They point out 

that though SWM is a key service which is labour intensive, a number of local authorities’ 

experience shortage of staff which affects their performance hence impacting service delivery. 

In Nigeria, Adewole (2009), reviewed the waste management practices and the issue of 

sustainable development. The waste disposal habits of the people, corruption, work attitude, 

inadequate plants and equipment among others are militating against effective waste 

management to attain sustainable development. Additionally, the methods adopted by these 

agencies were found to be ineffective and fall short of international standards in waste 



22 
 

management practices and sustainable development. Effective waste management demands that 

there should be adequate land, workforce, plant and sufficient equipment.  

Governments need to increase the budgetary allocations for solid waste management. It should 

also promote sensitization campaigns to reduce the amount of solid waste, create an 

understanding on the need for separation of solid waste and initiate educational plans for the 

general public on environmental conservation as indicated by Aziz, Abdul, Bashir, and Yusoff 

(2011) in Iran when they gathered data on the collected amount of solid waste as well as its 

composition. On discussing the development of a systematic method for citing new mini-

recycling centres in residential areas, Shalaby et al., (1996), (Rode, 2012), there has to be a 

comprehensive approach in terms of explaining policy awareness to manufactures, consumers, 

business houses will bring good results. Social media, information and public campaigns need to 

be adopted to inform the public as well as persuading them to participate. Indirectly thanking 

participants as well as monitoring and maintenance is required.  

This, therefore, means that adequate resources are required to ensure the sustainability of the 

programs. Interestingly, a study by Stevens, Ali, and Hunt (2007) and (Gupta and Gupta, 2015) 

in Azerbajain posits out that waste management services that were once provided by the states 

have been largely abandoned as a result of inadequate financing. In a study by Wilson, (2012) 

whose aim was to encourage the integration of Informal Recycle Sector in SWM, they state that, 

the selection of these services should consider the local needs and circumstances as well as 

financial sustainability, access to finances, health and safety of both the public and informal 

sector.  

Various challenges present themselves to ensure their availability. Armstrong, (1993) and Gupta 

and Gupta, (2015) in Tanzania who focused on issues affecting SWM itemized: funding, limited 

appropriate technology and economic solutions improvements in SWM. It is recommended that 

the government needs to designate appropriate sites in each immediate locality and develop an 

appropriate alternative system of SWM. 

From the above studies, it is evident that resources play a crucial role in enhancing waste 

management mechanisms. Most researchers place interest on what resources are needed as well 

as challenges faced by municipalities. However, they do not address the issue of resources within 



23 
 

the school. Could it be that the lack of resources is a hindrance to sustainable solid waste 

management mechanisms? This was a major objective that this study endeavoured to address. 

SWM in developing countries involves several stakeholders. It is also a multidimensional issue 

and has cost implications. The solution lies in producing reliable data and creating proper 

channels of communication. Stakeholders such as higher learning institutions of can play a 

crucial role in equipping professionals with skills on how to practice waste management 

(Guerrero, Maas, & Hogland, 2013).  

2.4 Conceptual Framework 

A conceptual framework is a structure which the researcher believes can best explain the natural 

progression of the phenomenon to be studied (Camp, 2001). It is linked with the concepts, 

empirical research and important theories used in promoting and systemizing the knowledge 

espoused by the researcher (Peshkin, 1993). This study’s conceptual framework includes the key 

factors of the study, variables and the supposed relationships that exists among them. The 

conceptual frame work includes the independent and dependent variable as presented in figure 

2.1 below: 



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Figure 2.1. Conceptual Framework 

 

For solid waste management to be attained, educational institutions should work to ensure that 

they are well equipped with the right knowledge and skill. This will enhance the students’ desire 

to acquire more knowledge and skill. It, therefore, means that the curriculum has content 

promoting the right SWM methods. Feedback to students is such an important component and 

schools should ensure that there is a preferred mode of feedback to students. Whereas knowledge 

is important if students are involved in waste management programs. Students get a chance of 

applying their knowledge in the field of study. Students’ involvement is a major factor in SWM. 



25 
 

Waste management plays a great role in the society. There are various strategies employed to 

ensure that the waste management programs work effectively in schools for example school’s 

education curriculum on waste management, setting up of garbage bins. This stipulates that the 

right strategies to encourage them should be used. They should be encouraged to make the right 

decisions as well as have the right attitude. Their involvement will also depend on their attitude, 

hence encouraging them to be good stewards of the environment are necessary.  

 

While students’ knowledge and involvement play vital roles in ensuring that waste is effectively 

managed, policies are equally important. A Policy is an intent implemented as a procedure to the 

attainment of waste management mechanisms at both the national and organizational level.  To 

have sustainable waste management programs in schools, various interventions have to take 

place. For this to happen, the Government needs to come up with policies relating to SWM. 

Schools can also come up with their policies and programs to enhance SWM.   

There should be adequate resources. A resource is a source or supply from which a benefit is 

produced. Available resources in schools include technology, human, financial and equipment.  

Efficient collection systems have to be put in place. Additionally, the amount of equipment 

should be adequate.  Efficiency depends greatly on the personnel available, hence there should 

be adequate personnel involved. SWM being a complex issue requires that all stakeholders be 

involved. This, therefore, means that the school must have good relationships between the school 

and its surrounding community. This will not only increase the level of awareness but help pull 

together all resources for sustainability.  

2.5. Research Gap 

Currently, the country is suffering from a poor state of waste management. There is evidence of 

dumping waste indiscriminately, hips of uncollected waste and lack of waste segregation 

(NEMA 2015). Households, institutions and industries are still generating waste and this should 

be a concern to every individual or citizen in Kenya. Furthermore, segregation of waste at a 

household level is not done well. The same applies to when waste is being collected in the CBD, 

from industries, institutions. There is sufficient evidence that all waste is heaped together without 

any segregation (NEMA 2015). This study observes that this status quo has not changed to date 



26 
 

and thus gives impetus to a big research gap that needs continuous and rigorous research into 

attaining sustainable solid waste management in schools.  

The Local Authorities have been in charge of waste management. Nevertheless, the institution of 

waste management systems was never prioritized by the local authorities. Only insufficient 

resources were allocated towards waste management. According to (NEMA 2015), “the   

councils lacked technical and institutional capacities to manage waste”. In order to attain a 

sustainable waste management system in Kenya especially in schools, the country need to 

implement adequate strategies and plans.  

From the literature reviewed, it is quite evident that most of the researches that have been carried 

out focused on municipalities and do not address the sustainability of SWM in schools. For 

example, Adewole (2009) research in Nigeria looked at the sustainability of waste management 

in Lagos. Another example can be drawn from Mrema (2008) whose study in Canada assessed 

the effectiveness of their school recycling program, students’ environmental attitudes and 

behaviour. This study only focused on their attitudes and behaviour and failed to address the 

sustainability of these programs. This was the actual gap and the interest of the researcher, that is 

to evaluate the sustainability of solid waste management activities in schools by conducting a 

case study of Rusinga Schools in Nairobi County.   

  



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CHAPTER THREE 

RESEARCH DESIGN AND METHODOLOGY 

3.1 Introduction 

This chapter describes the methodology which addressed the research questions set in chapter 

One. The chapter further discusses the research design, study site, target population, sample size 

and sampling procedure, data collection techniques, data analysis procedure, ethical issues and 

limitations linked to the research process.  

3.2 Research design  

Kothari (2004) describes a research design as a “conceptual structure within which research is 

conducted”. A design provides several aspects of the study such as the purpose of the study, the 

study’s questions that will be addressed, data collection techniques data analysis methods and 

approaches for selecting study samples. For the purpose of this study descriptive research design 

was used. The study also employed the use of a case study which was conducted and analysed 

through qualitative and quantitative approaches. 

According to Creswell (2013) a descriptive research design is applied where a research intends to 

collect data with the intention of describing groups, organizations or phenomena without 

influencing them. Most social sciences research falls under this design because social sciences 

are concerned with specific predictions, with the narration of facts and characteristics concerning 

the status of the subject of study (Kothari, 2004). These approaches were ideal for the study 

because explanations into the concerning gaps in the assessment of the sustainability of waste 

management programs in schools could be derived from the responses gathered from the 

respondents’ day to day experiences in terms of waste management in the school and the 

surrounding environment of Kawangware suburb.  

 The study collected both qualitative and quantitative data. In the quantitative method, the study 

collected descriptive data, which was interpreted and presented by the use of visual aids such as 

tables, graphs and charts to enhance the readers’ understanding of data distribution. For narrative 

descriptions, which is a qualitative method, the researcher analysed data into patterns and 

common themes that emerged during data analysis.  



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3.3 Study location 

The study site of the research was at Rusinga School, Nairobi. Nairobi is the capital and largest 

city of Kenya. According to the Kenya National Bureau of Statistics (2009) census, in the 

administrative area of Nairobi, 3,138,295 inhabitants live within 696 km2 (269 sq. miles). 

Rusinga School is located in the Lavington area, Nairobi County, and has a proximate 

relationship to the Kawangware suburb, which is known for lack of evident sustainable waste 

management systems or programs in place (See figure 3.1). 

 

Figure 3.2. Map of Kawangware, Source Google maps 

3.4 Target Population 

The Rusinga Schools in Nairobi serve approximately 330 students in Years 7 to 13. That is Key; 

Stage 3 or Lower School (years 7 to 9), Key Stage 4 or Middle School (years 10 to 11), and Key 

Stage 5 or A-Levels (years 12 and 13) Rusinga School (2021). Although the school has two 

sections, i.e., the Preparatory section with a population of about 230 students and the next section 

the study targeted the senior school students’ section to assess whether their 



29 
 

proficiency/efficiency in knowledge and skills, attitudes and understanding of resources 

available vis-a-vis government policies are well inculcated in them considering their age and 

time that the learners have spent in school.   

The research also drew respondents from the general population who deal with solid waste 

management in and around the school’s external environment. The study selected employees 

from the school as well as employees of Nairobi County Government and Taka Taka Solutions, 

which is an organization that collects and processes solid waste in the school.  

3.5 Sample Size  

Kothari (2004) refers to sample size as the number of items to be selected from the total 

population as a representation. For this study, a sample size of 195 respondents was selected as 

shown in table 3.1 below. These included a random sample of 175 students selected from the 

total population of 330 students and 20 respondents who were purposively selected from other 

stakeholders. For the students, the researcher used proportion sampling to select students from 

each grade based on the population of each grade. Besides the students, the researcher used 

purposive sampling to select respondents that participated in the key informant interviews. 

Davies, (2007, p. 16) affirms that purposive sampling helps the researcher to “identify and target 

individuals who are believed to be ‘typical’ of the people being studied or perhaps to interview 

all individuals within a sub population that is deemed to be typical of the whole”. This best 

enabled the researcher to answer research questions. 

A purposive sample or judgmental sampling was used because of the researcher’s knowledge of 

the population in relation to the purpose of the study. In this study, seven employees of Rusinga 

School, nine employees of Nairobi City Council, and four Management team members from 

Taka Taka Solutions were purposively selected.  

 

Table 3.1. Sample framework of respondents 

 Rusinga 

School 

 Nairobi City 

County D/ North 

Employees 

of Rusinga 

Taka Taka 

Solutions  

Total 



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School 

Population  330 27 22 12 391 

Sample 

Size 

175  9 7 4 195 

 

3.6 Sampling procedure 

Sampling entails the selection of representative elements from the study’s population of which 

the researcher will use to make generalization. It is a technique that is used to select a sample. 

The study employed the use of probability as well as non-probability sampling techniques. To 

pick the desired elements to be included in the final sample size, random sampling was adopted 

in sampling key informants from the general public.  

For this study, the researcher sampled 175 students from a student population of 330 (N = 330). 

The study used a confidence level of 95% with a corresponding z-scores which can be found 

using an equation or widely available tables like the one provided in table 3.2 below) based on 

the chosen confidence level. 

Table 3.2 Distribution of respondents per year group and gender 

Grade and Gender Cross tabulation 

  

Gender 

Total Male Female 

Grade 10 10 15 25 

11 25 18 43 

7 23 16 39 

8 15 22 37 

9 13 18 31 

Total 86 89 175 

Table 3.2 shows that most respondents were drawn from grade 11 with 43 respondents, followed 

by 39 from grade 7, 37 from grade 8, 31 from grade 9, and 25 from grade 10. With more 

respondents drawn from grade 11, it was assumed that their responses could highly influence the 



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quality of knowledge on SWM due to their age and length of stay in school regarding the 

development of cognitive skills in the same field. 

Table 3. 3 Published tables for determining sample size 

Size of Population Sample Size (n) for Precision (e) of: 

 ±5% ±10% 

100 81 51 

125 96 56 

150 110 61 

200 134 67 

250 154 72 

300 172 76 

350 187 78 

400 201 81 

450 212 82 

source: Singh & Masuku, 2014) 

(Sample size for ±5% and ±10% Precision Levels Where Confidence Level is 95% and P=0.5) 

3.7 Research Instruments  

Data collection is collection of specific information focused on proving of disputing facts 

(Kothari, 2004).  The aim was to evaluate the extent to which observations are true or false in 

this case study. With the aim of understanding and assessing the sustainability of waste 

management programs, the researcher used both qualitative and quantitative approaches to 

collect data. For this case, the instruments used to collect data included, a structured 

questionnaire for the students and an interview guide for the key informant interviews 

administered through face-to-face interviews. The key informant interviews were recorded 

following consent from the interviewees. The questionnaires were distributed to students for self-

administration, of which, 100%were correctly filled and returned.  

3.8 Data Analysis  

Qualitative and quantitative analysis were used. For qualitative analysis, the researcher used 

content analysis, which involved analysing the interview recordings to understand the 



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relationship between the experiences of individuals and their social framework. Quantitative data 

were analysed using descriptive statistics while using the Statistical Package for Social Sciences 

(SPSS) software. The findings of this research are discussed in detail in the next section of this 

thesis.  

3.9 Ethical consideration of research 

Throughout the study, the researcher observed research ethics. The researcher facilitated 

respondents to understand the reason why the study was collecting both personal and social data. 

During the interviews, the researcher started by presenting the purpose of the study. The 

respondents were given the freedom to go through the ethics letter given by the university. They 

were also informed that participation was free of coercion and free will. The researcher made 

sure that ethical norms were observed while collecting data. The informants gave information 

freely, without coercion. The informants’ privacy and confidentiality were upheld. Secondly, 

while carrying out data analysis and presentation of the findings, the integrity of the responses 

was maintained. The findings and interpretation were presented honestly and objectively; the 

researcher avoided untrue, deceptive and doctored results. The researcher made sure that the data 

was available to other responsible parties with appropriate safeguards for privacy concerns. The 

researcher sought clearance from the Tangaza University ethics board. She used the same to get 

approval from the NACOSTI before embarking on the data collection process. 

 

3.10 Validity and Reliability 

Separate data collection instruments were used on students, staff of RGS, Taka Taka solutions 

and County Council of Nairobi each tailored to their situation. Were also shared with other 

researchers for review. The researcher carried out a pre-test of the research instruments by 

testing them out on a small selected group of5 students and 5 staff RGS. The results were stored 

with the aim of providing a comparison with the results of the main study. If the results were 

similar, then the tools were to have proved to be reliable.