Environmental restoration &

awareness community outreach

project in rural Al Quwayiyah, Saudi
Arabia
Action research - Project report
Excerpt: Values and human rights education is quickly becoming an important part of
school curriculums worldwide. The theoretical content has been included in many a
textbook, but there is tendency to stop there. Values and rights education should have a
practical component where students should be involved in a tangible manner. It is only by
practically involving students in community outreaches, when they experience making a
difference in the lives of others, that they truly grasp the importance of values and rights. In
my designed project, entitled: Environmental restoration and awareness community
outreach project in rural Al Quwayiyah, Saudi Arabia, I provide background to my chosen
project, focusing on the unique geo political location of the community, comparing it with
the South African context. I provide a detailed description of the problem or need that I
have identified within the community where the college is located.

9/30/2015

Henry JL Badenhorst

henry_badenhorst@yahoo.com

Environmental restoration and awareness community outreach project in rural

Al Quwayiyah, Saudi Arabia Action research
Final project report 2015 - without annexures
Table of Contents
Page no.
1. Introduction .... 1
2. Background to the project .. 1 - 2
3. Problem Statement . 2 - 3
4. Aim of the project .... 3 - 4
5. Reason for selecting the project ... 4 - 5
6. Project planning ... 5 - 7
7. Project implementation ... 7 - 9
8. Evaluation .. 9 - 10
9. Self-reflection ...10 12
10. Copy of report to ESG .. 12 - 13
11. References .. 15
Annexures (not included here)
1. Copy of Assignment 1 and marked rubric
2. Copy of Assignment 2 including:
a. Action plan
b. Letter requesting and granting permission
c. Copies of invitation to people invited to the presentation
d. Copy of presentation
e. Copy of presentation minutes
f. Copy of presentation attendance register
g. Copies of lesson plans (Phase 1)
h. Copy of PowerPoint lesson (Phase 1)
i.

Copies of posters (Phase 4)

j.

Copy of project report

3. Photo gallery
4. Student reflection Questionnaires
5. Personal Declaration of Responsibility

Henry JL Badenhorst

henry_badenhorst@yahoo.com

1. Introduction
Values and human rights education is quickly becoming an important part of
school curriculums worldwide. The theoretical content has been included in
many a textbook, but there is tendency to stop there. Values and rights
education should have a practical component where students should be
involved in a tangible manner. It is only by practically involving students in
community outreaches, when they experience making a difference in the lives
of others, that they truly grasp the importance of values and rights.
In my designed project, entitled: Environmental restoration and awareness
community outreach project in rural Al Quwayiyah, Saudi Arabia, I provide
background to my chosen project, focusing on the unique geo political
location of the community, comparing it with the South African context. I
provide a detailed description of the problem or need that I have identified
within the community where the college is located. In addition, the aim of the
project to address this need is explained; reasons for selecting this particular
project are given; the detailed stages or phases of the planning process are
discussed by providing a plan of action; and the implementation of the project
are discussed in relation to the stages in the plan of action. Lastly, I evaluate
the outcomes of the project and reflect on the successes and problems or
challenges I encountered.
2. Background to the project
The ESG male college is located in rural Saudi Arabia mainly a Bedouin
community. It is a newly established college still in its infancy. The foreign
teachers employed by ESG College are from various countries, including: the
UK, Australia, New Zealand, the USA, and South Africa, which provides for an
interesting cultural dynamic itself. The college is one of many that have been
established as a vocational college by the Colleges of Excellence, a Saudi
education authority, as an initiative to keep Saudi young people off the
streets, a concept described by many teachers as a glorified baby-sitting
service. Students enrol for a two year programme, which is free of charge. In
fact, students receive, in addition, a monthly salary to study, probably the only
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Henry JL Badenhorst

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motivator for most to enrol. Saudis are among the richest people in the world
and most of my students are in fact millionaires. There is thus no inherent
motivation to further education, as there is no need to enter a competitive
labor market to compete for the best jobs. Most students attend college to be
in a social environment with peers of the same age. Academic goals are
almost non-existent, although in all fairness there are exceptions to the rule.
The college consists of approximately 120 male Saudis varying between the
ages 19 and 36, with the average age of 24. There are 7 teachers providing
foundation year modules in English as a foreign language, English for IT and
General IT skills, and Project Based Learning (The practical or vocational
element to the program). The management team consists of a principal, an
HOD and a lead teacher with Admin and IT staff as support staff. There is a
female college near the male college which is considerably larger.
The community is ultra-religious and conservative and there are various
cultural restrictions at college and within the living environment of the
teachers. Male and female teachers are restricted to living in a c ompound that
are secured for their safety. There are a huge amount of cultural and religious
rules that are to be adhered to and respected. No criticism of religious or
cultural practices are tolerated, but within this there is also a very kind and
hospitable people who would go to extreme lengths to engage and entertain.
As opposed to South Africa, Saudi Arabia is a Constitution-less Theocracy
with very little concept of human or animal rights from a legal perspective.
Rights do not exist legally and therefore does not technically require
protection. Where South Africa makes provision in its constitution for Green or
environmental rights, it does not exist in Saudi Arabia.
3. Problem Statement
Littering is a huge problem in the community where the college is situated, as
well as in the whole of the Kingdom of Saudi Arabia. Littering poses
environmental threats to the biodiversity in Saudi Arabia; health and safety
risks to humans; as well health and safety risks to livestock, which is a main
source of income for the Al Quwayiyah community. The Bedouin community
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are mainly camel and goat farmers that use the land for grazing purposes.
However, pollution in the form of litter are posing huge health threats to
livestock. In my presentation I focussed on the threat that litter poses to
sustainable development. Economic growth are hampered by pollution, which
hampers sustainable development. I made the link that by caring for the
environment in which the farmer has to produce his products, we are indirectly
caring for the farmer, for his needs, since his economic survival depends on
his environment.
Al Quwayiyahs farming community, as well as the people of the town, who
uses the land for recreational purposes depends on a clean and healthy
environment, for their own health and economic prosperity. By caring for the
land, by restoring it, we are indeed caring for the members of the community,
who depend on that land for all its resources.
4. Aim of the project
The aims of the project are multiple. Firstly, it aims to educate. Saudis have
no concept of littering or recycling. Its not legally or culturally forbidden. I
have experienced that even the most educated Saudis dont think twice about
the detrimental effect it might have on the environment. My students needed a
theoretical education first before the implementation of a community outreach.
Designed a whole mini-course on littering and recycling. I focused on what
Islam dictates about the environment, and was careful not to bring in any
Western or modern ideas. The goal was to create awareness and to
encourage the students to make their community aware, to literally pay it
forward.
Another aim of the project is to educate students on the valuable uses of
recycled materials. In a society where there is huge wastage due to extreme
wealth, this is paramount. Another aim is to get students involved in advocacy
by creating materials such as posters, to get students to believe in something
worthwhile, to take ownership of something, to belong to a group of people
who share their belief or excitement in a worthwhile cause. The main aim
being to encourage active participation in meeting a community need. The
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advantages of community involvement includes academic achievement

according to research that is discussed in assignment 1. The aim is to take
the student out of his self-centred world that focuses only on his own needs
and happiness and to force him to look away from himself and see a world out
there that may be worse off. It teaches gratitude, servanthood, meaning to life,
the value of life, the importance to make a difference in the lives of others, in
order to experience the human need to have a purpose and a meaning.
From the community perspective, was the aim to show the community that the
college desires involvement and a good relationship. In this symbiotic
relationship of interdependence, it is important for students to give back to the
community that contributes toward their success. Furthermore, it is important
to show the community that ESG, the company that invades it space to make
profits, is not only concerned with making profits, but also concerned about
the community within which its business is operating, to improve the living
conditions of community members, in order to build a bridge over possible
divides that may arise. Good public relations and publicity is essential for any
successful business.
5. Reason for selecting the project
I believe it crucial for the economic survival of the family being able to function
in a clean and safe environment. All organisms depend on their environments
for energy and the materials needed to sustain life, namely clean air, potable
water, nutritious food, and safe places to live. An unhealthy environment can
cause disease and death to both animals and people. In fact, a lack of basic
necessities is a significant cause of human mortality. In 2004, was the lack of
access to safe drinking water, responsible for 1.8 million deaths (mostly small
children) from diarrhoea. In that same year, caused the lack of adequate
sanitation that a 160 million people to become infected with schistosomiasis
that leads to malnutrition and organ damage. Furthermore, environmental
hazards increase the risk of Cancer, Heart disease, Diabetes, Asthma,
Chronic obstructive Pulmonary Disease, Obesity, Occupational injuries,
Arthritis, Parkinson disease, Malaria, Dysentery, and Depression. These
hazards can be physical, such as pollution and food contaminants, or they
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Henry JL Badenhorst

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can be social, including dangerous work conditions and poverty. Pollution is

thus an environmental risk factor for disease (Resnik & Portier, 2008:59-61).
Littering is a form of pollution. Littering may thus lead to disease, malnutrition,
injuries, and even death to livestock and people. Littering adversely affects
livelihoods, economic well-being and sustainable development. By cleaning
up litter and eliminating dangers, for example closing up an open unused
water well, the detrimental consequences of an unclean and unsafe
environment are eliminated. By taking care of a communitys physical
environment, we are taking care of them!
Another consideration I need to mention is that human rights is a very touchy
subject. I could therefore not select similar issues that plague South Africa.
Orphanages, feeding schemes, HIV/Aids awareness and prevention projects,
etc. are not recognised social issues. It does exist, but is hidden and even
international Non-Governmental Organisations tread very softly, it at all
allowed to tread. It was a similar situation when working in Sudan, allowing
these issues to be tackled by NGOs, means acknowledging that these
problems exist. Alcoholism, prostitution, pornography have the highest
incidence in the Arab world, but it is hidden. Allowing these issues to be
addressed amounts to a confession that it is a problem, the very last image
the predominantly Islamic Arab world wishes to portray. Issues even closer to
my heart than the environment, had to be ignored for this very reason, and I
chose a safe project.
This does however not diminish the value of the project or take away the
importance of caring for the environment, which is crucially important for the
health, wealth and sustainable development of the community in Al
Quwayiyah.
6. Project planning
I designed a five-phase intervention strategy or action plan to address this
need. As discussed previously, I had multiple aims with the entire five-phase
project. I wanted to educate and create awareness, before it culminated in the
final phase of the desert restoration project.
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Henry JL Badenhorst

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The Action plan can be laid out as follow:

1. Conducting lessons on the position of Islam on waste management and
environmental protection, to:
a. Inform that human and animal rights should be a value worthy to
pursue;
b. Bring across the concept of Sustainable Development;
c. Teach environmental concepts in English to improve their language
skills and abilities.
2. College Clean-up phase
a. Firstly to conduct lessons with students regarding:
i.

What is Recycling?

ii.

How to recycle?

iii.

Distinguishing between & color coding different types of waste

for recycling purposes

b. Secondly, to implement these taught recycling principles by:

i.

Cleaning up the college; and

ii.

Separating waste according to recycling principles for PBL

projects.

3. Using recycled materials in PBL projects as module of the foundation year

program. Collected aluminum cans will be used for making practical items:
e.g. windbreaks and aluminum paraffin stoves.
4. Creating educational posters as a project for the module English for IT.
Students will use MS Office tools and create:
i.

anti-littering posters;

ii.

pro-recycling posters; and

iii.

advertisements for the BBQ and Desert clean-up project event

5. Desert restoration and clean-up project, which involves:

a. The closing of a dilapidated open well/reservoir that poses a danger to
picnic goers and farm animals;

Henry JL Badenhorst

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b. The cleaning up and the safely discarding of waste and litter in an area
frequented by Saudi picnic goers; and
c. Treating the students who participate in the clean-up project with pizza.
7. Project implementation
I executed this Action plan to the letter in the same chronological order. First, I
created my own content with lesson plans, after doing research, and basically
established a mini course to educate Islamic Arab students about the
environment, specifically about littering and recycling. These lessons had to
take into consideration that their level of English is very poor and I translated
important concepts into Arabic. I had to keep in mind that these lessons also
had to serve to improve their English language skills as requested by the
company that the teaching and learning of English had to take place. The
PowerPoint presentation with lesson plans are attached in the annexures.
The next stage involved conducting lessons on recycling principles and the
implementation of these principles by using a college clean-up event to collect
litter, to demonstrate how recycling takes place. Again these lessons were
conducted using a PowerPoint presentation that used pictures and translated
concepts to ensure comprehension. I conducted a lesson where I painted four
carton boxes red, green, blue and yellow respectively. I explained that red
represented aluminium, green represented glass, blue represented paper and
yellow represented plastic. I explained each material and clearly labelled the
boxes. Then I took litter from the waste basket and held up an item and asked
the class to identify it and to identify into which box it must go. After the class
activity, I asked individuals to come take an item from the waste basket and to
proceed placing it into the right coloured box. After they fully understood these
recycling principles, I proceeded to the next step where I asked for a group of
volunteers to pick up litter up on the college campus. I distributed plastic bags
to place rubbish in. Afterwards, we separated the waste in these bags into the
right coloured boxes.
I collaborated with the PBL (Project Based Learning) teacher, Shane
Clugston, to use these collected recycled materials in the PBL projects. He
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Henry JL Badenhorst

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researched the idea and came up with two ideas to use recycled aluminium
soda cans to make windbreaks and paraffin stoves. He designed the lesson
plans and conducted the lesson explaining the manufacturing process, and I
assisted him by monitoring and assisting the different small groups who each
had to create these practical items. The reason for choosing these particular
items, was to teach the students that practical everyday use items could be
made from recycled materials. Making something practical, while at the same
time conserving the environment, was the message I tried to bring across.
The windbreak is used by Bedouins in the desert to keep the wind from
blowing out the fire for coffee or cooking. The aluminium portable stove that
could be made from a coke can, can be used to cook or boil coffee on,
something that is pretty much part of the Bedouin lifestyle. This was an eye
opener to the students, that one can use scrap usefully. Photographic
examples can be seen in the photo gallery.
Apart from English and PBL, the foundation year includes a module in English
for IT where basis PC literacy skills and IT concepts are taught in English. As I
was the teacher for this module, I decided to integrate the education of
environmental concepts into their practical IT projects. I decided on a poster
project where the students had to use MS Office tools. I wanted them to
create awareness in their community, and they were instructed to create antilittering posters, pro-recycling posters, and advertisements for the BBQ and
Desert clean-up project event. I gave a step by step demonstration on using
MS Word to create such posters and afterwards moved between workstations
to assist and guide students. They were then encouraged to put the posters
up on campus and in their community. Examples of the posters are attached
in the annexures of assignment 2.
The last stage of the entire project entailed a mini-project itself, a community
outreach event. A group of students, representative of all the groups of
students volunteered to participate in a desert restoration project. On the 27th
of May 2015, after all the permissions were obtained and invitations extended,
three teachers and twelve students met at my house from where we
proceeded to conduct the clean-up project in an area I identified in the desert

Henry JL Badenhorst

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where farm animals graze and Saudi families frequent for picnics. I distributed
black plastic bags and a group of students proceeded to clean up the litter.
There was a landfill close by where bigger waste items such as car tyres were
dumped in safely. Smaller items were placed in the waste bags and later
safely disposed of. Another group, who brought building materials and tools,
proceeded in the meantime to close and secure a deserted unused
dilapidated water well or reservoir that posed a serious danger to farm
animals and small children. The area are frequented by people, and the litter
and the open well caused a health and safety risk. By cleaning up the area
and securing the well, the community was cared for by taking care of their
living and recreation environment. The students certainly felt that they have
made a difference in the lives of others by participating in this clean-up
project. The photographic evidence may be viewed in the annexures.
8. Evaluation
Students who participated in the project were asked to complete the Student
Project Evaluation Questionnaire after their participation that culminated in
the phase 5 Desert clean up and restoration project. Attached are some of the
questionnaires. I excluded the open ended questions as they lacked
comprehension, due to their literacy level in English and ability to write in
English. These are mostly A1 level (low level English) students according to
the Common European Framework. I selected only the Likert scale questions
and had one of the Saudi Admin staff members translate as best as he could
the statements into Arabic.
From these questionnaires I can draw the following conclusions:
1. All respondents knew what the project entailed from the onset, and was
able to identify the problem the project was intended to address.
2. Most students understood and could identify what the aims of the five step
intervention strategy was, and agreed that the steps were well explained
3. Most students were involved with the planning of the project and all who
participated agreed that it was well planned. Different students were given
specific tasks, like arranging and organise things, since they possessed
the tools and resources.
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4. All students who completed the questionnaire agreed that they were
involved with the implementation of the project and most agreed that it was
implemented as planned.
5. All agreed that I was involved at all stages and that I monitored the project
and kept it on track.
6. Only half of the students however felt that problems that were identified
during implementation were properly addressed.
7. Most students felt the projects made a difference in the college, but most
felt uncertain whether it in fact made a difference in the lives of others,
meaning the community. As verbally explained to me, the students felt
unsure that it made a difference, due to the indirect link between caring for
the environment and caring for others. They could not see the response of
the community members and had to envision it. All learners however
agreed that the project made a difference in their lives, that they learned
certain values, such as respect, and that they felt great satisfaction in
helping and contributing positively. Furthermore, all respondents agreed
that they enjoyed participating in the project.
8. Half of the respondents were uncertain whether the other teachers
welcomed the project, whereas the other half agreed that the other
teachers welcomed the project. They were however all in agreement that
the other teachers participated. Most of the teachers were involved, but a
few totally unwilling to participate.
9. All respondents agreed that neither were the parents informed of the
project, nor involved. As this is a tertiary vocational college, there is no
SGB and no parent involvement in any regulated sense.
9. Self-reflection
The five-step intervention strategy I designed and implemented is a pragmatic
chronological mini-curriculum that provides theoretical instruction as well as
practical

implementation

of

environmental

protection

and

restoration

principles, as an effort to teach students values, one of these values being

caring for others by caring for the environment. It took time and effort to
design the whole strategy and all the related content. I had to sell my idea to
the students. As environmentalism is a foreign concept, I faced certain
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Henry JL Badenhorst

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challenges in persuading them that it is an important issue. Once I brought the

teachings of Islam into my argument, they got on board with the idea. The
other teachers eagerly participated and cooperated when asked to. Students
who were asked to act as coordinators communicated well with the students
they were supposed to lead, and coordinated well within the group to make it
a success. They were all asked to contribute with regards to tools and making
arrangements, as they possessed resources I did not have and without that
the implementation would have been impossible.
Successes include the poster project where the students used various tools to
create posters that showed their understanding of the importance of
environmental protection. The use of recycled materials in the PBL projects
produced useful everyday items and one could observe their pride in
accomplishing something by manufacturing something useful. The desert
clean-up project surprised me. More students participated than what I
anticipated. The manner in which they participated is evidence of the growth
in their understanding of caring for the environment. There was definite
growth in their convictions from the point where I started with the initial
lessons on littering and where it culminated in the clean-up project as the last
intervention stage.
Challenges included the work ethic of Saudi men, who do not do manual
labor. I had to convince students to practically pick up litter and do manual
labor by closing a well, in a place where it is culturally beneath them. Huge
amounts of expat labourers from India, Pakistan and Bangladesh, are
imported to Saudi Arabia to do the manual labour. Laziness and an overrelaxed attitude is a part of the culture, a culture that has been existence
much longer than most Western cultures cannot be changed overnight.
Motivating them to commit to times and deadlines remained a constant
challenge.
Designing and implementing the project, addressing a problem I have
identified has brought me great satisfaction as well. I saw the birth,
experienced the birth pains, went through some challenges I had to overcome
by persevering, but saw the conclusion and the general good effect it had on
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Henry JL Badenhorst

henry_badenhorst@yahoo.com

all stakeholders. I feel that I have made a difference in the lives of others. The
project carries the potential to be implemented sustainably in the future and I
have a hope that it will continue making a difference in the lives of the
community, the students and even the teaching staff.

Report written to ESG after completion of final phase of project:

PROJECT DESERT CLEAN-UP: RESTORATION OF COMMUNAL

RECREATION AREA

Students of ESG male college in Al Quwayihah, Saudi Arabia, volunteered to

take part in a community project aimed at restoring and securing an area in
the desert used by the community for recreation purposes. An open reservoir
posing a danger, was secured, litter were picked up and disposed of, and a
fun activity for the volunteers was held afterwards as gratitude for their
service.
As part of an effort to teach tertiary students the value of respect for the
environment and the safety and well-being of others and animals. I initiated an
outreach project geared towards the restoration of a communal area used by
the community for recreation and relaxation. It is common in Saudi culture to
have BBQs in the desert, especially in the Al Quwayiyah region,
predominantly a Bedouin area. The area I identified was property across from
compound, frequented by Saudis for BBQs. The area is under development
and some infrastructure like roads and street lights, but no homes are built
yet.
I found ruins nearby with an uncovered well or reservoir that is no longer
used. As the area is also used by Bedouin camel farmers, the possibility for
camels or goats to fall into this hole, does exist. At night this particular area is
not lit, and a person using the area for a BBQ, may also fall in. The foundation
of a huge building, in ruins now, can be utilsed as a landfill to dump rubbish
that are strewn all over the area, ranging from car tires to glass and plastic
bottles.

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Henry JL Badenhorst

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I held English lessons with the Environment as theme. I focused on Islams

stance on environmental protection. Other topics covered included littering
and recycling. On 27 May 2015, twelve students and two teachers went to the
area. We covered the open well and picked up litter in the immediate area.
The hours designated were insufficient to clean up everything, which creates
the opportunity for a follow up to the area. Afterwards, the students were
rewarded with pizzas to thank them for their efforts.
COMMUNAL OUTREACH
The aim of the project was to teach Saudi students the value and importance
of a safe and clean environment & to encourage participation in efforts to take
care of the environment. The importance of taking ownership of their own
living environment , and the protection thereof, was conveyed in a meaningful
and practical fashion.

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References
Resnik, D.B. and Portier C.J. 2008. Environment and Health, in
From Birth to Death and Bench to Clinic: The Hastings Center Bioethics
Briefing Book for Journalists, Policymakers, and Campaigns, ed. Mary
Crowley. Garrison, NY: The Hastings Center. pp. 59-62.

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