INVESTIGATING FACTORS BEHIND THE PERSISTENT PRESENCE OF

INDISCRIMINATE LITTERING AT THE UNIVERSITY OF ZAMBIA

By
Pert green associates

Supervisor: Mr. M. Muchanga

THE UNIVERSITY OF ZAMBIA

2017

A research proposal submitted to the University of Zambia in partial fulfillment of the

requirements for the award of Bachelor of Education in Environmental Education
 TABLE OF CONTENTS

LIST OF FIGURES ...................................................................................................................... 4

LIST OF ACRONYMS ................................................................................................................ 5

ACKNOWLEDGEMENT ............................................................................................................ 6

ABSTRACT ................................................................................................................................... 7

CHAPTER ONE: INTRODUCTION ......................................................................................... 8

1.1 Background ............................................................................................................................................. 8
1.2 Problem Statement .................................................................................................................................. 9
1.3 Aim ....................................................................................................................................................... 10
1.4 Specific Objectives ............................................................................................................................... 10
1.5 General Research Question ................................................................................................................... 10
1.6 Specific Research Questions ................................................................................................................. 10
1.7 Significance of the Study ...................................................................................................................... 10
1.8 Context of the Study to Environmental Education ............................................................................... 11
1.9. Thesis Statement .................................................................................................................................. 12
1.10. Conceptual Framework ...................................................................................................................... 12
1.11. Theoretical Framework ...................................................................................................................... 13

CHAPTER TWO: LITERATURE REVIEW .......................................................................... 15

2.1 Introduction ........................................................................................................................................... 15
2.2 Global Perspectives on Persistence of Littering.................................................................................... 15
2.3 Regional Perspectives on Persistence of Littering ................................................................................ 16
2.4 National Perspectives on Persistence of Littering ................................................................................. 17
2.5 Summary on Perspectives of Littering at All Levels ............................................................................ 18

CHAPTER THREE: DESCRIPTION OF THE STUDY AREA ........................................... 19

3.1 Introduction ........................................................................................................................................... 19
3.2 Physical Characteristics ........................................................................................................................ 19
3.3 Socio-economic characteristics ............................................................................................................. 19
2
3.4 Reasons for Choosing the Study Area .................................................................................................. 20

CHAPTER FOUR: METHODOLOGICAL FRAMEWORK ............................................... 21

4.1 Introduction ........................................................................................................................................... 21
4.2 Philosophical Orientation...................................................................................................................... 21
4.3 Research Design.................................................................................................................................... 22
4.4 Target Population .................................................................................................................................. 23
4.5 Sample Size and Sampling Design ....................................................................................................... 23
4.6 Data and Ways of Collection ................................................................................................................ 23
4.6.1 Tools of Primary Data Collection ...................................................................................................... 24

4.6.2 Tools of Secondary Data Collection .................................................................................................. 24

4.7 Ethical Considerations .......................................................................................................................... 24

4.8 Data Analysis ........................................................................................................................................ 25
4.9 Methods of Data Validation .................................................................................................................. 25
4.10 Limitations .......................................................................................................................................... 25

REFERENCES ............................................................................................................................ 41

ANNEXES ................................................................................................................................... 44
ANNEX A: Consent Letter ......................................................................................................................... 44
ANNEX B: Budget ..................................................................................................................................... 45
ANNEX C: Proposed Activity Work Plan for the Research....................................................................... 46

3
 LIST OF FIGURES

Figure 1. Illustration of conceptual framework ............................................................................ 12

4
 LIST OF ACRONYMS

CR Critical Realism

EE Environmental Education

EIA Environmental Impact Assessment

ISWA International Solid Waste Association

LCC Lusaka City Council

NCS National Conservation Strategy

NEAP National Environmental Action Plan

NGOs Non-Governmental Organizations

NPE National Policy on Environment

SMEs Small Market Enterprises

UNEP United Nations Environmental Program

UNZA University Of Zambia

US United States

ZRA Zambia revenue authority

5
 ACKNOWLEDGEMENT

First and foremost we would like to credit all capabilities and our hard work to the Lord Our God
for bringing us this far. We also give our due credit to our supervisor and lecturer for his
continuous leadership, provision of knowledge and guidance throughout this experience. We also
thank those who participated in the research process and furthermore, to all family and friends
who supported us. We are truly gratefully.

6
ABSTRACT

7
 CHAPTER ONE: INTRODUCTION

1.1 Background
Throughout recent years’ people’s perception of litter as an environmental concern has shifted
from it being a mere issue to a momentous environmental hazard. The term litter can be defined
as “the careless incorrect disposal of minor amounts of waste (Hansmann and Scholz, 2003).
While this type of disposal can be viewed as trivial, more often than none this practice
subsequently results in mass accumulation therefore posing harm to the environment especially
when it includes toxic waste. This continues to be a problem not only to physical environments,
but also endangers the health of many causing subsequent harm. Littering in itself can be
considered as an intentional human impact. Some argue it is not an imperative issue while
research has recently disputed these claims due to evidence of its potential and current effects

World over initiatives to curb littering have been created with significant strides as a result.
Initiatives such as that of the government of Switzerland having anti-litter campaigns is a clear
example on a global scale. Although there seems to be no universal approach to reducing
littering, there are many different initiatives at a local level in Switzerland to raise awareness of
the problem (Jorio, 2011). Closer to home South Africa implemented its “Clean up South Africa”
initiative. Similarly, Zambia’s city councils, Non-Governmental Organizations such as the
United Nations, and higher learning institutions have started working tirelessly to clean up our
country. This can be seen in the much publicized “Integrated Community Anti-Litter Initiative”.
According to Saluseki (2016), Government through the Zambia revenue authority (ZRA) has
proposed in the 2017 National Budget to increase custom duty on plastic bag carriers from
twenty five percent to forty percent. Although the government of the Republic of Zambia has
made strides in increasing tax on plastics, which is a reactive measure because it surcharges the
poor consumers; this study aims at considering plastics as a safest way of packaging things
because it is recyclable and reduces the use of paper which encourages deforestation, although
non-biodegradable.

At Zambia’s highest learning institution, the University of Zambia, littering has become a much-
debated topic due to rapid accumulation of litter which is, an evident problem defacing the well
renowned institutions aesthetic appearance and posing as an environmental hazard. Despite
efforts by Professor O. Chakulimba (the Dean), School of Education and other educationist to
8
champion the Keep University of Zambia (UNZA) Clean Campaign on going at the institution
and also the institution efforts to adopt the green environment policy as stipulated in the strategic
plan for the University of Zambia (2017), employing cleaners to clean the surroundings on a
daily basis at the institution and engaging contractors to collect waste, littering has continued
(UNZA, 2013). All the above measures taken are reactive to the problem. This study looked at
the line of proactive measures where people should be educated to change attitudes and practices
towards littering and waste in general and it will impart the community with skills on how they
can make a living from waste by separating waste from the source. The intent of this study was
to also challenge the University of Zambia to employ and make this practice function by
improving on the environmental policy to encourage collective responsibility among students,
members of staff and the business community (SMEs) and not just environmental education
students at the school of education. This study was relevant to environmental education in that it
intended to increase educational awareness, encourage the change of people’s attitude and
practices towards waste which in itself is accomplishing environmental education objectives as
suggested by Gough (2010) which are awareness, knowledge, attitudes, skills, evaluation ability
and participation.

Littering will be the thing of the past if we adopted environmental education as a major
champion to a clean culture by embracing the command of knowledge, positive attitudes and
active participation by all stakeholders.

1.2 Problem Statement

Indiscriminate littering has persisted at the University of Zambia which is affecting the entire
learning institutions community at large including students, local businesses and members of
staff respectively. In order to achieve a sustainable clean environment, UNZA has put in place
measures which focuses on addressing the problem such as the school of education policy which
surcharges anyone who litters or is found in the littered place a penalty fee of k20 and a routine
Friday litter picking program. However, these measures have proved futile and have just reduced
the accumulation of solid waste in the open areas at the institution without curbing the source of
the problem. Furthermore, littering has lead UNZA management allocate more funds to solid
waste management instead of addressing other pressing issues like accommodation and
restocking the library. If left unchecked, the institution wouldill keep on looting money and

9
producing graduates who are irresponsible citizens towards the environment. Therefore, this
would affect the nation at large.

1.3 Aim
The aim of the study was to determine the factors behind the persistent presence of
indiscriminate littering at the University of Zambia.

1.4 Specific Objectives

i. To determine the attitude of UNZA students and staff towards the persistent presence of
indiscriminate littering in the school premise.
ii. To determine if the management is providing adequate prevention measures towards
persistence presence of indiscriminate littering.
iii. To assess the effects of persistent presence of indiscriminate littering at the University of
Zambia.
iv. To explore possible sustainable mitigation measures that can reduce persistent presence
of indiscriminate littering at UNZA.

1.5 General Research Question

Why is there persistent presence of indiscriminate littering at the University of Zambia?

1.6 Specific Research Questions

i. What is the attitude of University of Zambia (UNZA) students and staff towards littering
in the school premises?

ii. What are the adequate prevention measures put in place towards persistent presence of
indiscriminate littering?

iii. What are the effects of persistence presence of indiscriminate littering at the University
of Zambia?

iv. What practices should we employ to keep the University of Zambia (UNZA) clean?

1.7 Significance of the Study

Study in this subject was relevant to the University of Zambia (UNZA) community and the
nation at large as it contributes to Environment Education by adopting the environmental
education objectives which are awareness, knowledge, attitudes, skills, evaluation ability and
10
practices. The study intended to also improve institutional framework and the existing conditions
of the waste management system at UNZA by highlighting eco- friendly measures and provide
practical solutions while improving on the existing base of knowledge in the decision making
process. Economically, this study intended to reduce UNZA management’s spending on
collection and management of waste hence funds would be allocated to other pertinent issues like
infrastructure development, restocking the library with new books, drainage unblocking and
rehabilitation stagnant water holding places just to mention a few. This research intended to
bring a collective responsibility, change in behavior and perception among the students and help
them know the extent to which the subject (Makwara, 2011)matter has been affecting them in
different aspects i.e. academically, socially, economically and health wise. Justifiably, the
university community would be knowledgeable that waste is recyclable and would create
employment especially if measures like separation of waste from the source are adopted as the
saying goes that “someone’s trash is someone’s treasure”.

1.8 Context of the Study to Environmental Education

From time in memorial effective policy and legislation has been put in place to ensure adequate
management of waste. With this have come a lot of proactive initiatives to ensure a collective
effort is made towards cleaner as well as healthier environments worldwide. International Solid
Waste Association (ISWA) is an example of a global initiative working towards promoting
sustainable waste management through various means including formulation of relevant
legislation. This nonprofit organization consists of 80 countries worldwide including Zambia.
The mission: "to promote and develop sustainable and professional waste management
worldwide" (ISWA, 2012). Such legislative efforts play a key role in institutional policies
formulated by the state. Along with international agencies such as UNEP whose ultimate goals
are in line with environmental education and training, demonstrate on an international level the
relevance of solid waste management. This coincides with policy in Zambia on the matter such
as the National Policy on Environment (2007) which aims towards increasing public awareness
on environmental issues. By assessing student and staff knowledge on the environmental
education policy as stipulated in the UNZA strategic plan, examining the attitudes towards
littering, determining whether adequate waste disposal is practiced and ultimately investigating
how Environmental Education could be used to improve solid waste management at Zambia

11
 highest learning institution intended to provide greater insight into the correlation between the
persistent presence of littering and Environmental Education. With this, it is therefore evident
that the study at hand is indeed contextually relevant to Environmental Education and holds
institutional relevance due to its efforts to delve into a field of study which is currently crucial in
the environmental sector both at national and international level.

1.9. Thesis Statement

Littering is not an issue, but people are.

1.10. Conceptual Framework

In order to have a clear and focused direction of the research, a conceptual framework was
developed. This served as a guide to the researchers during the research process. The framework
outlines the main ideas and assumptions of the research as illustrated in the diagram in the
diagram below.

Enhancing
Environmental
Awareness Programs

Persistent

Indiscriminate

Littering

Achieving
Adopting Eco-
sustainable
friendly practices
environments Measures

Figure 1: Illustration of conceptual framework. Source, Self-Generated (2017)

Enhancing environmental awareness programs about littering, incorporating small business

entrepreneurs and making people aware of the environmental policy is amongst the most critical
12
elements that can be involved in the investigation of persistent indiscriminate littering. This
would in turn make people gain knowledge pertaining to environmental issues and adopt eco-
friendly practices to develop skills, values and attitudes required for achieving sustainable
environments which is possible with an informed citizenry.

On the other hand, the conceptual framework showed that if the main issues are effectively
implemented in the course of adopting eco- friendly practices may lead to change of behavior
and jobs may be created through implementations of waste separation from the source. With this
in place, consequences of littered environments such as water borne diseases would be prevented
and save UNZA management funds channeled towards maintaining the aesthetic beauty of the
institution to attend to other needs thus achieving sustainable environments.

1.11. Theoretical Framework

A theory is a set of interrelated concepts, definitions and propositions that explains or predicts
events or situations by specifying relations among variables. In research, it is essential that
theoretical aspects of research contain both relevant and applicable theories as a foundation for a
study. This is to ensure that various perspectives on how decisions are made are able to be
critically analyzed. The theoretical framework gives insight into how the researchers intend to
question, ponder upon and come to conclusions on what the possible answers could be about a
particular subject matter (Ajzen, 1971).

Prochaska and DiClemente’s theory of transtheoretical behavioral change is the theory that
guides this study. This transtheoretical model of behavioral change looks at how willing people
are to adapt to moral and more socially accepted behavior and focuses on behavioral change. It is
a model of intentional change consisting of five definitive stages which are precontemplation,
contemplation, preparation, action and maintenance. This theory is therefore based on the notion
that awareness, knowledge, plus attitude change results in behavioral change (Mwiinga, 2014).

Therefore, in relation to our study, the transtheoretical model of behavioral change demonstrates
steps which the students should ideally take to help curb issues such as littering at their
respective institutions, in this case UNZA. This theory also helps us realize that mitigating this
issue isn’t just a matter of educating but addressing people’s attitudes, beliefs and preconceived
notions regarding how they dispose litter. This suggests that it may be important to present

13
information to help shape positive attitudes towards the behavior and stress subjective norms or
opinions that support the behavior (Godin. 1995). Considering that the given theory suggests that
every human is capable of following the steps demonstrated in the transtheoretical model when
addressing an issue, our study looked at why this behavioral change towards litter has yet to take
place.

One of the things that are fundamental to human nature is that we imitate the actions of those
around us, this points out to the fact that people are likely to do what they think is expected of
them. It’s about norms and expectations, if these are changed even people’s behavior would be
changed. We mostly take our cues about what to do in a particular setting by what people are
doing there already. If people see an environment that is highly littered, they litter but if there is
no litter, they are significantly less likely to litter.

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 CHAPTER TWO: LITERATURE REVIEW

2.1 Introduction
Many scholars and researchers have expressed their own views on littering and its associated
direct and indirect impacts. This chapter presents the literature or work done by other scholars on
littering and its associated environmental, health and educational impacts. Therefore, this
description of literature was done through spatial approach which is at global, continental and
national level and the University of Zambia inclusive.

2.2 Global Perspectives on Persistence of Littering

According to Makwara (2011), litter is nothing but a piece of waste or rubbish that has been
disposed improperly, without consent and at wrong location. He also states that the primary
impacts of litter include dangers to wildlife, the obstruction of waterways, soil pollution,
ecosystem disruptions and potential human health issues (Ibid). This scholar is only concerned
with the primary impacts of litter as stated in his definition that people dispose litter improperly.
He further does not clearly indicate that all the litter produced can be used if properly disposed
and cannot have these impacts he’s alluding to. In this view litter can be properly defined as a
byproduct of people’s activities which may be a resource to others in need of it if well managed.

Makwara(2011) states that Litter is a nuisance that has plagued many countries worldwide, for
decades Litter fundamentally, is misplaced solid waste and has environmental, economic and
social impacts to all communities and ecosystems. Litter is an anthropogenic environmental issue
and tends to be higher in urban areas in most developing and developed nations where
population density is higher, for example, India has a higher population and its littering levels are
high Primary impacts of littering cause a lot of secondary impacts and some of them include
negative influence on tourism and the economic cost of litter included cleanup and decreased
business traffic in littered area. In addition to environmental and economic impacts, litter has
social impacts that include decreased neighborhood pride and cohesiveness, increased crime, and
general community decline (ISWA, 2012). In this view, the scholar describing litter as a
nuisance and an anthropogenic environmental issue linking to overpopulation was because of the
quantitative and qualitative methodological approach were descriptive survey was the research
design used which involved a larger sample size which was 3466 household which was randomly

15
sampled to 40 household both male and female adults per household were used thus totaling up
to 80 respondents. Meanwhile, our research is in line with the Makwara(2011) and ISWA(2012)
in that it is both quantitative and qualitative in nature but only differs in the research design that
is a case study was be used instead. Therefore, this research intended to advance more on
Makwara (2011) thoughts by investigating the underlying factors why littering is an
anthropogenic environmental issue and not vice versa.

According to Awoso et.al, (2010), negligent or lenient law enforcement contributes to littering
behavior. The United Nations Environmental Program (UNEP, 2002) also adds that a survey of
dumping litter in Pennsylvania found that the largest numbers of illegal dumps were in townships
without municipal trash hauling. The same report also cites unavailability of curbside trash and
recycling service, shortage of enforcement, and a habit as possible causes. Therefore scholars
like Awoso et. al, (2010) stating that laws are lenient towards people who litters not a solution to
littering for these laws have been put in place to deter people from littering and not to solve
littering. UNEP, 2002 is arguing that places where there is litter are those where the municipality
is not offering the hauling services, this in itself is tackling the problem after it has occurred and
not taking into consideration the root cause of the problem.

In conclusion, globally different approaches have been attempted when trying to control and
prevent litter, such as public education, law enforcement, increasing the number of
trash/recycling receptacles, curbside recycling, community cleanups, bottle bills, voluntary
recycling for specific items, and disposal fees and taxes. Therefore, all these measures taken are
reactive to the problem.

2.3 Regional Perspectives on Persistence of Littering

According to Miller (2005), as more countries develop and population growth rates increase
around the world, the amount of waste produced becomes a major environmental issue. This is
due to the alarming rate of resource depletion and waste generation, which is associated with
population growth and increasing urbanization respectively, posing a grave problem across the
globe. Miller (2005), also states that “the problem of waste is inseparably associated to changes
in life styles and consumption patterns caused by urbanization and development of modern
civilization. Miller (2005) thoughts were bridging the gap of a study carried out by Richard
16
(2002) entitled “study on solid waste management options for Africa” revealed that in developed
countries, per capita waste generation increased nearly 3-fold over the last two decades, reaching
a level five to six times higher than that in developing countries. Cities throughout the continent
are flooded mounting heaps of wastes dumped indiscriminately in excess. With increase in
population and living standards, waste generation in developing countries is also increasing
rapidly and may double in volume in the decade. By looking at this literature, the researchers
Miller (2005), Richard (2002) and UNEP (2002) linked the increase in populations due to
economic boom to littering and overlooked the fact that waste generation is not a problem, but
how waste is disposed is a matter of concern.

2.4 National Perspectives on Persistence of Littering

The Zambian government has put in place policies and legal framework dealing with solid waste
management in the country as stated by Matenga and Muyakwa (1999). These policies are the
national conservation strategy (NCS) and national environmental action plan (NEAP) and their
aim is to promote the right of citizens to live in a cleaner and healthier environment.

In Lusaka, the Lusaka City Council (LCC) is the regulatory institution for solid waste
management. LLC has come up with the Chunga landfill for disposal of waste accumulated
within Lusaka, brought on board different stakeholders to collect waste in different areas and has
also come up with litter public sensitization programs. Like in Pakistan, the LLC has also
adopted a policy where the polluters pay for the collection of the waste generated to help
minimize the generation of waste within households and the city (Agyemangn et.al, 1997). Based
on the litterature reviewed, the following scholars Agyemangn et.al, (1997), Matenga and
Muyakwa (1999) and Awoso et.al, (2010), are trying to put formulation of policies as a solution
to littering overlooking that implementation of polluter pay policy is not enough to curb
littering.This research was therefore unique in that it approached the problem with a proactive
measure. This lead to the formulation of sustainable mitigation measures that would reduce the
indiscrimintate littering in Zambia.

In reference to the above, the University of Zambia has a green core value that aims at keeping
the environment clean and healthy (UNZA strategic plan, 2013). The University of Zambia has
put up disposal bins and littering awareness posters in strategic places for students, management
and the entire university community. The school of education in its efforts has put eco-police, a
17
keep UNZA clean campaign which has involved students in litter picking on Fridays, and a
penalty for any person found littering, whether student or non-student. All these measures put in
place have not eradicated littering at the institution. The institution management has attributed
littering to over population and understaffed cleaning personnel while this might be true, one has
to bear in mind that there are main reasons as to why people litter at UNZA. This research
intends to determine the factors behind indiscriminate littering at UNZA and explore possible
prevention measures to curb the indiscriminate littering.

2.5 Summary on Perspectives of Littering at All Levels

In a nut shell, research previously embarked upon by various scholars globally shows that litter is
nothing but a piece of waste or rubbish that has been disposed improperly, without consent and
at wrong location. On the other hand they define Litter as an anthropogenic environmental issue
and tends to be higher in urban areas due to higher population density for example India.
Similarly at continental, regional, national and institutional level littering has been attributed to
overpopulation and change in consumption patterns.Furthermore, most developed and
developing countries are more concerned with Litter in relation to its environmental, economic
and social impacts in communities and ecosystems. At national level, the Zambian government
has put in place policies and legal framework and the Lusaka City Council (LCC) is the
regulatory institution for solid waste management brought on board different stakeholders to
collect waste and all these shows that the government is responding to minimise the primary and
secondary impacts of litter and the economic impacts similarly Pakistan and UNZA are not an
exceptional. Furthermore, UNZA has adopted similar trends to formulate policies, engaging
stakeholders to collect waste among others. However, the problem is still persisting from a
global to a local scale as most scholars are putting focus on reactive measures such as waste
collection and policy formulation among others that only help control the levels of littering
without taking into consideration the root cause of littering. Therefore, it is for this reasons that
this research comes on board to bridge the gap by investigating the factors behind the persistent
presence of indiscriminate littering at the University of Zambia.

18
 CHAPTER THREE: DESCRIPTION OF THE STUDY AREA

3.1 Introduction
This chapter focuses on the description of the study area and thus outlines the location, climate,
population distribution, social economic activities, nature of waste generated and reasons for
choosing this study particular area.

3.2 Physical Characteristics

It was established by an Act of Parliament no. 66 of 1965. The University of Zambia has a
population of 30,000 and bares the area of 290 hectares. The University of Zambia is situated
7km away from Lusaka central business district and it is along Great East road; with Kamloops
in proximity to the east, the peri-urban area of Kalingalinga compound to the south and East park
shopping mall located to the West.

Lusaka has a humid subtropical hot summer climate to which UNZA belongs. This type of
climate has a mild with dry winters, hot humid summers and moderate seasonality. There are
three distinct seasons: a warm rainy season from December to March, a cold season from April
to August and a hot dry season for the rest of the year. The average temperature ranges from 10oc
in the cold season and 23oc in the hot season with maximum temperature of 30oc in some cases.
Lusaka belongs to region II agro-ecological zone and therefore receives a mean annual rainfall
ranges from 800mm to 1200mm, with a lot of variations depending on that particular rain season.

3.3 Socio-economic characteristics

The University of Zambia is a linear planned settlement along the great east road and it is one of
the public learning institutions in Lusaka with a population of over 30,000 people for both staffs
and students. The population is dynamic in that people come and go and it is this high population
and various pressing needs that have provided the market for the vendors hence the need for
continuous awareness programs on factors behind the persistent presence of littering. In addition,
the culture of people is heterogeneity and it is this different culture with different background
and attributes has prompted researchers to do this research. Its major economic activities among
others is offering tertiary education as its main source of livelihood, the education here is paper
based in the era of technology which has led the use of more paper and production of a lot of
waste since the institution has not adopted sustainable ways in handling waste and are

19
approaching the vice reactively such as collecting waste without taking into consideration the
underlying causes of persistent presence of littering.

3.4 Reasons for Choosing the Study Area

The study area was chosen because of the following reasons; Proximity provided easy
accessibility to the study area and the population sample. Furthermore, the University of Zambia
being the highest learning institution in Zambia and providing Environmental Education (EE)
Program in relation to its green environment core value as stipulated in the 2013 UNZA strategic
plan and the researchers being EE students have decided to champion the core value in order to
achieve a sustainable society.

Figure 1: Descriptive map of study area

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 CHAPTER FOUR: METHODOLOGICAL FRAMEWORK

4.1 Introduction
This chapter explains survey research design and reasons for adopting it in this study. Thereafter,
population, sample and sampling methods, processes of primary and secondary data collection
are shown just before the analysis and some limitations of the study.

4.2 Philosophical Orientation

This research was guided by the post-positivism paradigm which emerged during the 20th
century. Under this paradigm, the research used critical realism philosophy which holds that the
theory of knowledge or epistemology is different from the theory of being or ontology. This
research paradigm started in the classical Greek times with the Sophists (anti positivists) who
were against the positivists such as Plato and Aristotle. After long dark periods in European
scientific thought, the renaissance of the discipline came in the sixteenth and seventeenth
centuries. Since that time well-known anti-positivists have included Kant, Hegel, Marx, Freud,
Polanyi and Kuhn who spearheaded the post-positivist paradigm (Robson, 2002). The
ontological position of critical realism is that things exist apart from our experiences and
knowledge of those things. Our culture and society are generated by human activities so society
is continues changing due to dynamic nature of human actions as such there is a mutually
influential relationship were human shape the society, which in its turn affects human activities.
Unlike natural laws, rules of culture and society are not universal but applicable only in a certain
location and time.

The critical realism epistemology is one of subjectivism which is based on real world phenomena
holding that there is reality which exists independently of its human conception. Critical realism
believes that there are unobservable events which cause observable ones. There is need to
analyze action in terms of knowledge and real mechanism which shape events. Critical realism
methods yield insight and understanding of behavior, using strata’s which is domain of real,
actual and empirical. Domain of real stipulates that mechanisms are generated by actual events;
domain of actual states that actual events are generated by actual mechanisms and empirical
domain are focused on observable experiences. Since the research was qualitative in nature and
was a social campaign, this paradigm was consequently more applicable in that it involved the
idea of agents coming together at a level which intended to reconcile their competing and
21
conflicting human interest. Using critical realism in this research was vital as its general aim was
to support and promote activities, both theoretical and practical that lies behind the persistent
indiscriminate littering at the University of Zambia.

Critical realism took its origin within the philosophical discipline arising at the time that there
was profound debate over the adequacy of logical positivism as a basis for the philosophical
science. It emerged in the context of the post-positivist crises in the natural sciences in the 1970s
and 1980s. Critical realism represented a broad alliance of social theorists and researchers trying
to develop a properly post-positivist social science and explanatory critique. As this unfolded in
the critical realism it proceeded accordingly in a two-fold critique against established positions
of empirical and transcendental idealism.

4.3 Research Design

According to Aggarwal (2008), the purpose of a research design was to provide a plan for
answering the research question and it as well acts as a blueprint for action. With research
design, there come both qualitative and quantitative approaches. In this context, this research
took up case study as a research design which allowed the exploration and understanding of
complex issues. Through case study, the researchers were able to go beyond the quantitative
statistical results and understand the behavioral conditions through the actor’s perspective. Case
study method enables a researcher to closely examine the data within a specific context. In most
cases, a case study method selects a small geographical area or a very limited number of
individuals as the subjects of study. Yin (1994:23) defines the case study “as an empirical
inquiry that investigates a contemporary phenomenon within its real-life context; when the
boundaries between phenomenon and context are not clearly evident and in which multiple
sources of evidence are used.”

Furthermore, the justification behind the use of case study research design was the need to
analyze the empirical data systematically, in an attempt to develop knowledge on the subject
matter at hand which was persistent littering at the University of Zambia. By including both
quantitative and qualitative data, case study helps explain both the process and outcome of a
phenomenon through complete observation, reconstruction and analysis of the cases under
investigation (Tellis, 1997).

22
4.4 Target Population
The target population for a survey was the entire set of units for which the survey data are to be
used to make inferences. For the research to be generally valid, a set of population was identified
as source of information for this study. The target population for this research was focused on the
entire University of Zambia populous, including students, members of staff, vendors to mention
but a few. The reason for choosing the targeted population that is the members of staff come to
campus every day to work, most of the students live within campus and the vendors are doing
their business in the campus and hence it was evident that in our daily activities everyone
produces waste. The information we got from them was why there is persistent presence of
indiscriminate littering at the University of Zambia

4.5 Sample Size and Sampling Design

Sample is defined as a portion or a subset of the research population selected to participate in a
study, representing the research population (Ary, 1996).The sample size was 25 participants and
respondents who were be 5 members of staff, 15 students and 5 vendors respectively. The
sample size of 25 was chosen due to the following reasons; limited resources, time constraint,
manageability and for easy analysis of data. This research used non-probability sampling design
and particularly convenience and accidental sampling designs. These research designs were
chosen because not every person has an equal chance of being chosen in the research as it would
be randomly done and target only those who would be accessible, availability at a given time, or
their willingness to participate. The main assumption associated with accidental and convenience
sampling was that the members of the target population are heterogeneous. This research
intended to use this approach to gather an array of samples to get various perspectives on the
issue at hand and to grasp the mindset towards littering from a variety of people on campus.

4.6 Data and Ways of Collection

The research used qualitative methods of data collection, which comprise of a wide range of
techniques of data collection. Research tools such as semi-structured interviews, observations,
journals, books and articles was in this research of which each of the techniques had costs and
benefits. The research used both primary and secondary tools of data collection. The following
are the methods and tools were used.

23
4.6.1 Tools of Primary Data Collection
This involved the use of the tools suitable for the collection of primary information. The methods
that were used in collecting primary information included observations, open ended
questionnaire and semi-structured interviews while the tools were observation guide,
questionnaire guide and semi structured interview schedules respectively. An interview guide
was used as the main data collection tool as stated by Gough (2010) that open ended interview
schedule is a technique that helps the interviewer to probe and follow up topics in depth rather
than yes or no questions. Interview guides provide a deeper insight of qualitative data that cannot
be fully captured by a questionnaire and Questionnaires have also been preferred for
convenience sake for people with a busy schedule like members of staff. This method of data
collection has been adopted because of the study population’s caliber to understand and be able
to respond to questionnaires without difficulties. However, the questionnaire contained open-
ended questions as well as a few closed-ended questions that were used to obtain qualitative data.

4.6.2 Tools of Secondary Data Collection

This involved the use of valuable information that was obtained from already published materials
such as journals, books, articles and the Internet. Secondary data was used to compliment
primary data that was collected so as to be in line with and refer to what other researchers had
done before. In this case, the secondary data collection tools were based on the existing books,
reports, journals, articles, scholarly writings and internet publications on littering.

4.7 Ethical Considerations

Ethics can be thought of as the study of good conduct and of the grounds for making judgments
about what was good conduct (Mauthner, 2002). Any research that involves human participants
is subject to a formal process of research ethics review. The dignity, rights, safety and well-being
of participants must be the primary consideration in this research study. The research was purely
for academic purposes and therefore has no social harm to the institution and management in any
way what so ever. In order to ensure this was done, ethical principles were continuously
considered during the period of data collection. The researchers must ensure that individuals who
are participating are doing so voluntarily, and not under any kind of pressure or duress.
Respondents are questioned strictly on a voluntary basis and all data was to be treated with
appropriate confidentiality and anonymity.

24
4.8 Data Analysis
Data Analysis also known as analysis of data is the process of systematically applying statistical
and/or logical techniques to describe and illustrate, condense and recap, and evaluate data. In
other words, analysis of data is a process of inspecting, cleaning, transforming, and modeling
data with the goal of highlighting useful information, suggesting conclusions, and supporting
decision making (Matenga and Muyakwa, 1999). Therefore, the research used qualitative data
analysis and under that, constant comparative analysis were used. This involved comparing
newly collected data about littering at UNZA with previous data that has been collected in one or
more earlier studies. Critical analysis of data collected was employed. With this analysis, the
researchers looked at what would make the piece of data similar and different from each other
basing on the responses that were given by the participants at UNZA. Therefore, using constant
comparative analysis allowed the researchers to critically analyze and draw meanings as well as
ideas from the data that would be obtained.

4.9 Methods of Data Validation

The method of data validation that was engaged was the triangulation, specifically the mirror
data triangulation. Mirror data triangulation involved the researchers checking for consistence
and accuracy of the data by taking full set of the analyzed data researched to the target
population at UNZA. This further involved the researchers organizing workshops and seminars
at UNZA in order to gain the general impression about littering from the members of the
community at UNZA. By using mirror data triangulation, researcher’s time was be saved and
costs were to be minimized (Gollwitzer, 1999).

4.10 Limitations
During the research, the researchers encountered the following limitations;
i. Owing to the use of both unstructured and semi structured interviews the interviewee’s
responses tended to be too subjective, influenced by what she/he thinks the situation
requires and not objectively since they were open ended questions especially when they
are not prepared.

25
ii. Using both unstructured and semi structured interviews didnt guarantee that the
interviewee would tell the absolute truth on our research topic due to some ethical
considerations in their various schools.

iii. Student busy schedules.

iv. Since the school has no clear cut overall policy on keep UNZA clean campaign, some
students might avoid participating basing their arguments that this was the duty of
environmental education students.

26
 CHAPTER FIVE: PRESENTATION OF RESULTS

5.1. Introduction

This chapter presents the results of the study that was conducted on the subject matter being: the
persistent presence of littering at the University of Zambia. The results presented are aimed
towards reflecting the views of the respondents and elaborate upon the findings of the study.
Figures and tables have been used to help accurately present the results.

5.2. Socio-demographic background

This section of the chapter looks at the demographic data of the respondents. This includes
gender, age and occupation. Results below illustrated a greater number in responses from:
females, those within the ages 18 to 35 and students.

Female Male

48%
52%

Figure 2: Distribution of participants by gender. Source: Field data (2017)

Table 1: Distribution of participants by age group

Age
Frequency of participants Percentage of participants
Group
18-35 21 84%
36-45 2 8%
46-55 2 8%
Total 25 100%
Source: Field data (2017)
27
 70% 64%
60%
Percentage of participants

50%
Table 2: Actual Frequencies of participants'
occupations
40%
Occupational status Frequency of
30% participants
20% Student 16
20% 16%
Lecturer 4
10% Other (vendor, cleaner, etc.) 5
0% Source: Field data (2017)
Student Lecturer Other (vendor,
cleaner, etc.)
Position

Figure 3: Distribution of population by occupation

Source: Field data (2017)

5.3. Attitude of participants towards littering

This section is used to illustrate respondents views pertaining littering, litter picking and peoples
interest in participating in litter picking as a mitigation measure.

Views Frequency Percentage

1. 4% on litter
1. 4%
picking
Good 23 92%
Not 1 4%
good
92%
No 1 4%
response
Total: 25 100%
Good Not good No response
Table 3: Actual frequencies of views on litter
picking

Figure 4: How litter picking is viewed. Source: Field data (2017) Source: Field data (2017)

28
 Irresponsible (negative 3 12%
response)
Perception Frequency Percentages
Important 3 12% of people
who pick
Responsible 9 36% litter
Good 10 40%
Good 10 40%
Responsible 9 36%
0% 20% 40% 60% 80% 100% Important 3 12%
Irresponsible
Respondents Percentages (negative
response) 3 12%
Total 25 100%

Figure 5: Respondents perception of people who pick litter.

Source: Field data (2017) Table 4: Actual frequencies of perceptions on
people who pick litter

Not Interested, 4%

Willingness Frequency Percentage

to
participate
in litter
picking
Interested 19 76%
Interested, 96% Not interested 6 24%
Total 25 100%
Not interested Interested

Table 5: Actual frequencies of willingness

Figure 6: Participants interest to participate in litter picking

Source: Field data (2017)

Source: Field data (2017)

29
5.4. Reasons for Persistent Littering

This section represents respondents reasoning as to why littering has persisted within the
University of Zambia despite various measures being put in place to combat the indiscriminate
practice.

Table 6: Actual frequencies of

respondent’s views on reasons for
persistent littering at UNZA
Reasons for Frequency Percentage
6
5 5 persistent
5 littering at UNZA
4 Ignorance 2 8%
4 Lack of awareness 5 20%
3 3
3 High population 5 20%
2 2
2 Less cleaners 3 12%
1
1 Irresponsibility 1 4%
8% 20% 20% 12% 4% 16% 8% 12%
0 Lack of rule 4 16%
enforcement
attitude 2 8%
Not individual 3 12%
responsibility
Total 25 100%

Figure 7: reasons for persistent littering at UNZA according to respondents.

Source: Field data (2017)
Source: Field data (2017)

30
5.5. Ways to prevent litter

This section represents recommendations and suggestions respondents had on ways to prevent
littering within the University of Zambia

Table 7: Responses on ways to prevent littering at UNZA

What can be done to prevent littering? Frequency of response

Provision of bins 14
Intensifying awareness 14
Littering law enforcement/penalties 10
Change of attitude 6
Increase number of cleaners 3
Source: Field data (2017)

5.6. Effects of littering at UNZA

Table 8 represents various effects respondents felt littering had on students and staff, as well as
the environment with the learning institution.

Table 8: Responses to views on effects littering has on learning

Effects of littering on learning Frequency of response

Diseases 12
Absenteeism 4
No effect 2
Irresponsible graduates 3
Lack of concentration 10
Lack of conducive learning environment 7
Reduced performance 3
Unnecessary diversion of funds 2
Source: Field data (2017)

31
 CHAPTER SIX: DISCUSSION OF RESULTS

6.1. Introduction

This chapter presents the discussion of results based on the findings from the field. The
discussion is presented as per thematic area. The thematic areas include; attitude of participants
towards littering, reasons for persistent littering, ways to prevent littering and effects of littering
on learning.

6.2. Socio-demographic background

This section of the chapter looks at the demographic data of the respondents. This included
gender, age and occupation. Results illustrated a greater number in responses from males. More
males were interviewed than females, because males were easily accessed especially those who
are found in vendor shops around UNZA. The data collected shows that 82% of people
interviewed were within the ages of 18 to 35 and students. The people interviewed were in this
age range because of the targeted population which consists more of youthful people. Moreover,
it was difficult to interview people above this age group because older people tend to have more
busy schedules.

6.3 Attitude of UNZA Staff and Students

This part shows results on attitude of University of Zambia (UNZA) staff and students towards
littering. A sample of 25 participants were interviewed representing the total population on three
major themes how they view litter picking, how they perceive people who pick litter and to show
cause why they may be willing or not to participate in litter picking.

These were the findings on how UNZA staff and students view litter picking 92% viewed litter
picking as a good thing, 4% viewed it as a bad thing and 4% reserved their comment.
Furthermore, these participants were asked to give their own perception on how they perceive
people who pick litter and these were the finding 40% of the respondent viewed litter picking as
a good thing, 36% said it shows how responsible you are towards the environments ,12% viewed
them as important members of the society and 12% viewed them in a negative way, with
reference to the above findings on perception, it will be concluded to say people respect litter
pickers as the 40% being the highest.

32
The participants were willing to participate as illustrated by the statistics from the field that is
that 76% were interested and those not interested were rated at 24%. The following were the
various reasons attributed to willingness to participate such as keep the environment clean,
cleanness supports academic excellence and also for the sake of demonstrating and inculcating
good values to those who litter and it is important to note that litter is a cost in itself .Then, those
who were not willing had this to say, it is a bad thing because those who pick litter risk their
health and also the health of others for example those that pick empty plastic bottles and reuse
them without considering the health of the person who last used the bottle. The other reason was
there are people responsible to collect litter such as UNZA maids, therefore it isn’t there duty.

Therefore, taking into consideration this various conflicting responses from the field,
recommendation will be made to clear the wind.

6.4 Reasons for persistence littering at UNZA

After conducting interviews with our participants (students, lecturers, members of staff and
vendors), the following responses were given on reasons behind the persistence of littering;
ignorance, lack of awareness, high population, less cleaners, irresponsibility, lack of rule
enforcement, attitude and no individual responsibility. Out of the 25 participants interviewed,
20% of them believed that littering is caused by the high population of the environment. in line
with Miller (2005), the 20 percent thought that the over enrolling of students has led to a lot of
littering as the bins available cannot contain the amount of waste produced till the bins are
emptied. Another 20% of the population said the reason behind littering is lack of awareness
among the students and the staff on issues concerning care for the environment they live in.
There is no sensitization on the dangers of littering around the institution; sensitization on
keeping the university clean is only done at the school of education leaving out other schools
hence the littering.

According to Awoso et.al, (2010), negligent or lenient law enforcement contributes to littering
behavior. Agreeing to Awoso, 16% of the participants thought that the persistence of littering at
UNZA is because of lack of rule enforcement, students litter because the rules that have been put
in place govern littering are not stiff enough and only implemented at the school of education

33
excluding other schools at the university thereby giving students from schools freedom to litter
knowing there is no penalty attached to the act.

12% of the participants went on to say the reason behind littering at the institution is lack of
individual responsibility among the students who feel that it is not their responsibility to keep the
environment clean. Students feel because there are people paid to clean the university
environment on a daily basis, they cannot pick litter, even if they throw it away anywhere, the
people employed to clean will come and clean up after them. In the same light of responsibility,
12% held that littering has continued because of having few cleaners to keep the university
surrounds clean. There are very few workers to clean and empty bins hence waste from bins
flying around making the university dirty and littered.

Furthermore, 8% respondents held that ignorance is the reason to littering. They argued that
students have little if no knowledge on the dangers of littering, they were not taught on caring for
the environment from way back in primary and secondary schools. Some participants on the
other hand gave a different argument saying that negative attitude towards the environment is the
reason for littering at UNZA. 8% argued that some students have no care for the environment
and do not mind living in a dirty environment especially that they feel it is not their
responsibility to keep the environment and for the fact that they are busy with studies. The
findings of the research indicated that 4% believed that irresponsibility among students is the
reason for the persistent littering adding that the students are not self-compelled to pick litter or
dispose of litter in the right places. There is carelessness among the students.

6.4. Reasons For Persistent Littering

This part discusses the findings from the research on why people litter. According to the
information provided by the respondents 14 respondents eluded that the big factor behind
persistent littering in UNZA is lack of awareness as it comes top on all other reasons provided by
the respondents with a 20%. Lack of awareness is one of the indirect reasons people litter as
discussed earlier in the literature review by Mankwara (2001). This entails that there are still a
good number of people who do not understand why littering need to be combated. It hence calls
for more sensitization around the whole institution to the students, lecturers and vendor about the
effects and dangers of littering and the benefits of a clean environment.

34
The other factor that contributes to the ways of preventing the persistent of littering at UNZA is
to correct the proximity of bins that is the distance between the bins. This was brought out by 14
respondents also indicating that it is a serious factor needing attention just as the first one. This
has proved to be a problem throughout the whole institution except school of education which
has enough bins at the favourable intervals. For example at humanities bins are far from classes
and offices, they are instead allocated near Confucius institute hence people feel lazy to walk that
long distance to dispose off the litter and decide to dispose it anywhere. The school of natural
sciences has absolutely no bins except in the laboratories only. The whole area of new raise has a
very limited number of four bins leaving the Soweto hostels area with no bin at all. Moreover,
the Goma lakes have bins but far from one another and this apply to the rest of the schools such
as veterinary medicine, agriculture and engineering school. Therefore, there is need for the
management to put more bins in places that are lacking and making sure that there is a short
distance to encourage people to use the bins.

Introduction of law enforcement is another mitigation provided by 10 respondents. According to

them there is need to introduce the penalty fee for littering like the one in school of education
which is K20 to all the schools. This will make all the students, lecturers and vendors all over
UNZA to refrain from littering in fear of the penalty. Eco police must also be introduced to the
rest of the schools at UNZA and not just the school of education to deal and report the
perpetrators of this act. Eco police is a student spearheaded group that ensures that the
environment is litter free and monitors anyone found breaking environmental laws

Six respondents brought out the need to change attitude of people around UNZA. This is because
people come from different backgrounds whereby others think it is a normal act to litter. Others
said that males litter more because most of them take it that it’s not their role to keep the
environment clean but it is a role for females. Therefore, there is a huge need to change the
perception on who must keep the environment clean and to make them understand that it is
everyone’s responsibility to ensure the environment is litter free.

Finally increasing the number of general cleaners around the institution is another way to prevent
the persistent littering as provided by 3 of the respondent. This is because most of the times bins
get full and there are no workers to empty them hence the bins over flow and sometimes people
tend to start throwing litter down around the overflowing bin. When this happens, litter get to be
35
distributed in other places especially the lighter in weight such as plastics and papers. Finally, the
whole place ends up accommodating waste and making it hard for these same workers to re
gather the litter to the correct places. Hence there is a need to employ more of general workers so
that enough man power is available on the right time to empty the bins around school.

6.5. Discussion Of The Findings On The On The Effects Of Littering On The Education At
Unza

When asked about the educational implications of current persisted presence of littering at
UNZA, many respondents said littering brings about diseases. Another majority of the
respondents narrated that littering can bring about loss of concentration among students at
UNZA. Others said Littering can lead to lack of conducive learning environment, others
absenteeism can be one the impacts, others reduced performance and unnecessary diversion of
funds. Despite the fact that majority of the respondents admitted that littering has impacts on the
education or rather on the academic performance, others refuted any such impacts (see Table 8).

Majority of the respondents about 27% narrated that one of the major impacts of persistence
littering at UNZA is the outbreak of diseases. Most researches conducted on littering, diseases
outbreak tend to be the major impacts on the academic performance of students or pupils in most
educational institutions. According to Miller (2005), studies have shown that people who live in
clean areas with lots of green spaces have much better mental and physical health than people
who live in areas with a litter problem. People who live in a poor-quality environment are more
likely to suffer from mental health problems, including anxiety and depression.

Furthermore, Miller (2005) further adds that people who live in areas where there are high levels
of litter are more likely to be less physically attractive, and therefore more likely to be
overweight and obese. This with brings with it all the associated health risks, including diabetes,
heart attacks and strokes. By analyzing the literature of this researcher and linking it with the
response the majority of the respondents, littering brings about diseases. When a student is sick
or a lecturer is sick because of the current persistence presence of littering at UNZA, learning
cannot take place effectively. The student won’t attend classes thereby making him or her miss
classes. Similarly, when the lecturer is sick, the class can be called off. This is the reason why
36
greater percentage of the respondents pointed disease as the major impacts of littering on the
education sector at UNZA.

Second majority of the respondents narrated that littering can lead to the loss of concentration
among students. This is because education has to be transmitted in a clean environment. The
environment matters as well when it comes to the academic performance. No one would want to
learn in a dirty environment. Like it has been discussed earlier, disease outbreak is the primary
impact then from there other impacts starts arising. Hence, there can be loss of concentration by
the student who is sick from the diseases that might arise from persistent presence of littering at
UNZA Mankwara (2001).

Different responses were given apart from the ones discussed earlier and one of the responses
was that littering brings about lack of conducive learning environment at UNZA. According to
Miller (2005) by definition, conducive learning environment is a platform devoid of physical
intimidation and emotional frustrations, which allow for some free exchange ideas. This scholar
further adds that there is the link between the tidiness and appearance of an environment, and the
improvements in concentration and productivity. He further states that studies have shown that
failing to ensure the cleanliness of a building can have a detrimental impact on the health and
wellbeing of all of those who use it. By looking at this literature, it can be said that the main
reason as to why many of the respondents narrated that disease is the main impact littering can
have on education is that disease is the main impact that has a direct impact on the academic
performances of students at UNZA, but the reality is that lack of conducive learning environment
is an impact leading to the outbreak of diseases. For the diseases to break out, the environment
shouldn’t be conducive, for example there is a hip of garbage found near the classes of the school
of humanities, toxic fumes will be produced from the same hip of garbage which in turn will
affect the concentration of students and the end result will be students having breathing problems
and diseases such as influenza and asthma.

Furthermore, about 9.3% of the respondents narrated that littering brings about absenteeism and
others about 7% of the respondents stated that production of irresponsible graduates can be one
of the effects of littering on the education part of students at UNZA. This is due to the fact that
students tend to miss class if there is an outbreak of diseases as the result of littering and this will
lead to absenteeism by students. Production of irresponsible students is also a valid reason in that
37
education is meant to change some of the attitudes people have towards somethings. Therefore,
this calls for people caring about the environment. The current persistence presence of littering at
UNZA is a sign that irresponsible graduates are being produced who don’t care about the
environment. After all, whatever we do happens in the environment. Therefore, irresponsible
graduate’s production at UNZA is a negative impact on the education Mankwara (2001).

Furthermore, Reduced performance is also a response given representing 7% of the respondents

this is because of the impacts discussed earlier on. Unconducive learning environment,
absenteeism, lack of concentration and diseases outbreak will lead to reduced performance.
Apart from that, unnecessary diversion of funds is another response representing 4.7% of the
respondents. There is diversion of funds meant for purchase of educational materials which can
lead to the students continue using outdated educational materials and has a negative impact on
the performance and knowledge acquisition by the students. Educational impacts of littering are
interlinked and there are not isolated from one another, for example unconducive learning
environment can lead to outbreak of diseases and this in turn will affect the academic
performances no students Miller (2005). However, about 4.7% of the respondents refuted claims
that littering has an effect this is due to the fact that they have little knowledge about littering and
they care little about the environment.

38
 CHAPTER SEVEN: CONCLUSIONS AND RECOMMENDATIONS

7.1.Conclusions
Conclusions drawn from the study are that of indiscriminate littering at the University of Zambia
is indeed less about the litter itself but more about the mindset of the people. Results collected
indicated that any possible disregard for the environment, results in a higher probability of litter
occurrence which in turn leads to diverse effects. As expected in the thesis statement which
stated “Littering is not an issue, but people are”, cognitive mindsets of students, staff and
lecturers need to be adjusted in order to put and end to littering at the institution. Occurrence of
litter is not merely one dimensional issue that can be dealt with merely by littering picking. A
variety of mitigation measures should be put in place to mitigate direct and indirect causes.

7.2.Recommendations
Main recommendations from this study can be drawn from those provided by participants
i. Provision of bins
Direct funding to increase the number of bins within campus. This will in turn reduce the distance
between one bin to another. Priority should be given to places that do not have bins at all or have
fewer bins such as: Humanities, Goma Lakes, School of Humanities and School of Natural
Sciences.
ii. Intensifying awareness
Intensify Litter Awareness programmes tailored to reach every person on campus. Awareness will
increase chances of change in behaviour in that if people are aware of the issue indiscriminate
littering can be curbed
iii. Littering law enforcement/penalties
Introduce rules and regulations that regard littering as an indiscretion; stern penalties for littering
should be enforce. This way a “Polluter Pays Policy” can be implemented.
iv. Change of attitude
Introduce activities and orientation methods to change peoples attitude towards the environment
and how they view litter so they know that doing so indiscriminately is prohibited

39
v. Increase number of cleaners
Employ more general workers to clean up all indiscriminate litter

40
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 ANNEXES

ANNEX A: Consent Letter

Dear Participant:

RE: REQUESTING FOR YOUR CONSENT

The bearers of this consent letter are Pert green associates, fourth year Environmental Education
students at the University of Zambia in the Department of Language and Social Sciences
Education. They are conducting a research titled Investigating Factors behind the Persistence
Presence of Indiscriminate Littering at the University Zambia and you are invited to
participate. There are no risks in participating in this research and the information shared will be
strictly used for academic purposes. Participation is absolutely voluntary and you may refrain
from participating in case of any undue encroachment into your privacy.

Anonymity and confidentiality will be highly prioritised in this research when collecting data
and when reporting the research findings. Further information regarding the research can be
obtained from the Geography and Environmental Unit in the Department of Languages And
Social Sciences Education (School Of Education). Your participation in this research will be
highly appreciated.

Yours faithfully

Signature ……………………………… Date………………………………

Pert green associates (Representative)

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ANNEX B: Budget

SERIAL No. ACTIVITIES AMOUNT IN KWACHA

1 Communication 50
2 Pens and papers 30
3 Internet 50
4 Proposal development (printing) 100
5 Map development 250
6 Printing and photocopying of data collection 300
tools (questionnaire, observation guide and
interview guide)
7 Field Work 100
8 Data analysis/interpretation 50
9 Reporting 100
10 Other 100
TOTAL 1,130

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ANNEX C: Proposed Activity Work Plan for the Research

TIMING
S/N ACTIVITY APRIL MAY JUNE JULY
WK WK WK WK WK WK WK WK WK WK WK WK WK WK WK
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 WK 4
Proposal
1 Development
Refining of
Research
2 Instruments
3 Data Collection
4 Data Analysis
Draft Report
Compilation &
5 Submission
Editing and
Submission of Final
6 Report

Wk = week

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