1

Knowledge attitude and practices on e-waste

management Survey Report

Positive Behavioral Change on E- waste Management among the school children, related

business communities and General public to minimize un protected E –waste deposals and

safe utilization of E waste for fabricating energy saving equipment and units in Colombo

(South) municipal council area of Sri Lanka

Implemented By Funded By

2

1. Introduction

Environment pollution is one of the greatest problems that the world is facing today. The reason

of environmental pollution is the density of industrial facilities and population of some regions

and the extreme increase in consumption. To achieve the objective of sustainable development, it

is imperative to conserve current resources and keep waste materials under control. Consumption

trends change along with rapidly advancing technology and new types of waste materials

emerge.

One of these new types of wastes is electrical or electronic wastes (EWaste). These electronic

wastes include several metals such as copper, aluminum and gold and they also release

poisonous metals such as lead, cadmium and mercury when they are reassembled, dismantled,

burned or processed chemically for recycling or reuse (Kaya and Turan 2005). While the

electronic appliances/items sector grows throughout the world and, the ratio of electronic wastes

in garbage is increasing as well.

The United Nations estimates that up to 50 million tons of electronic waste are thrown away

globally each year. According to estimates by the Environmental Protection Agency, around 40

million computers are discarded each year in the U.S alone. That's about 130,000 each day. Add

that to the 100 million cell phones and countless other electronics that are thrown out annually,

and it adds up to one giant pile of e-waste. It costs about $5.30 to dispose of one of these gadgets

properly. But it costs less than half of that to stick it on a container ship to Africa.

3

Electronic wastes in developed countries constitute an average of 1% of all solid waste and this

ratio is expected to grow twofold in the next 5 years. An increase of annual 5% to 8% is

observed in electronic waste market in the world. The total electronic waste resources throughout

the world are estimated to generate an annual 20-50 million tons electronic wastes according to

United Nations Environmental Program.

For instance, 2012 data obtained in Turkey shows that a total of 539.000 tons electronic wastes is

generated in one year which amounts to more than 7 kg electronic waste per person. This number

is expected to increase in the coming years. Although several projects are implemented in

countries with the highest level of electronic wastes such as USA, China, India and EU countries,

no serious work is currently undertaken in Turkey in this regard (Aorora and Agarwal 2011).

Key information of E-waste :

Recently, in Asian countries including India, e-waste generation is increasing due to

economic development, and informal recycling of e-waste has been a major concern for

environmental pollution and health damage.

Globally, about 30 to 50 million metric tons of E-waste is disposed each year, which is

5% of all municipal solid waste.

Based on the present growth rate it is expected that E-waste generation will reach 40 to

70 million tons per year by 2015.

Contain hazardous substances such as lead, cadmium,mercury, Americium , sulphur,

beryllium, or brominated flame retardants.

4

Elements found in trace amounts include americium,antimony, arsenic, barium, bismuth,

boron, cobalt, europium, gallium, germanium, gold, indium, lithium, manganese, nickel,

niobium, palladium, platinum, rhodium,ruthenium, selenium, silver, tantalum, terbium,

thorium, titanium, vanadium, and yttrium.

Generally non hazardous components i.e. Tin, Aluminium, Iron, Germanium Gold etc.

Growing population, rising economies and advancements in technology, the consumer

oriented growth is causing a rapid electronic product obsolescence.

Electronic industry is growing at a 25% compounded annual growth rate.

In India, business and individual households make approximately 1.38 million personal

computers obsolete every year.

Need of environmental education for individuals and societies has emerged with the current

increase in environmental problems in the world agenda. All efforts to conserve the environment,

to prevent environmental pollution and to develop the environment stem from the need to

provide individuals with comfortable, peaceful and healthy/safe environments (Eten 2003;

Erdogan 2011). Environmental protection will be possible only through awareness of the

community.

Therefore, environmental education should be provided extensively. The prioritized purpose of

environmental education in various countries is the acquisition of positive attitudes and

behaviors by individuals. Attitudes are developed based on feelings, knowledge and thoughts and

on individual and social values and beliefs and they change from individual to individual. The

attitude of an individual is the combination of what he thinks, what he believes in, how he feels

5

and how he acts (Sakalli 2001). It is identified through research that lack of environmental

awareness and the extent of environmental damage is caused by lack of environmental education

(Ogunbiyi and Ajiboye 2009). Although many researchers emphasize that environmental

education should be an interdisciplinary course (Cobb 1998; Davis 2000), it is observed that

environmental education is provided as a part of science classes (Rickinson 2001; Erdogan and

Ozsoy 2007; Sadik and Cakan 2010). It can be mentioned that environmental education is

recently more prioritized in Turkey along with the currently revised primary school programs.

For instance, science teaching program of year 2000 included less environmental topics (MEB

2002) compared to science and technology teaching program prepared in 2004 which includes

more topics with more quality related to environment, as a parallel to national and international

environmental policies (Kose et al. 2011). Today it is known that raising awareness in

environmental issues is possible through environmental education. Therefore, interest and

attitudes are crucial in environmental education (Erten 2004). In their study, Poortinga et al.

(2004) emphasize that in addition to knowledge, interest and attitudes are also effective in

individuals’ behavior towards the environment. Several studies that examined the attitudes of

primary school students to environment have been undertaken in Turkey (Tuncer et al. 2006; Alp

et al. 2006; Gokce et al. 2008; Aslan et al. 2008; Sagir et al. 2008; Ozpinar 2009; Aslanyolu

2010; Bas 2010; Aydin and Cepni Cepni 2010).

Lack of effective environmental education opportunities negatively affect the measures that will

be taken in environmental conservation and solution of environmental problems. Acquisition of

positive attitudes towards the environment is closely related to environmental awareness.

6

Knowledge, skills and values acquired in primary school form the basis for higher levels of

learning. The importance of primary schools in environmental education is also noteworthy since

a large number of individuals do no continue with further education.

Therefore, the current study aims to investigate the knowledge of school students on electronic

wastes awareness and environmental attitudes. It is believed that the findings of the study will

lead in the identification of attitudes of school students towards the environment and will provide

information as to whether topics in science and technology classes related to environmental

issues generate environmental awareness or not.

The reason for selecting school students as the target group is related to the importance of

forming a foundation for environmental education during the childhood years. Environmental

education practices at school will contribute to the development of responsible behavioral

patterns towards the environment (Ay 2010).

7

How can children help ?

Start or encourage students to join an environmental club.

Collect and sort materials by type.

Monitor recycling bins to reduce contamination.

Participate in school assemblies to increase enthusiasm for the waste reduction program.

Enter school wide contests to name the program or design a poster or other educational

materials.

Write articles for the school, school district, or community newspaper about the program

or the importance of waste reduction.

Manage parts of the school’s waste reduction program..

Studies based on students:

Focuses on the contemporary issue of electronic waste.

Students will examine the increasing volume of e-waste in consumer societies and the

extensive exportation of obsolete electronic equipment to developing countries.

They will consider the socioeconomic forces and consumer behaviors contributing to this

phenomenon.

Through the analysis of authentic materials, students will gain a broader perspective on

the social, health and environmental impact of e-waste on different communities around

the globe.

8

Objectives

1. Investigation of the knowledge of school students regarding e-waste.

2. Identification of notions and concepts of people of different communities regarding e-

waste.

3. To study the cycling of electronic items within different communities.

4. Evaluation of the enthusiasm of school student on learning about e-waste.

5. To evaluate the importance of e-waste based researches.

6. Investigation of feed backs of students on methods of separating e-waste from

garbage.

9

2. Methodology

2.1 Student based surveys

A questionnaire was distributed through school students to collect information regarding their

attitudes and practices on e-waste management and disposal (Appendix 1)

2.2 Selection of sites

The study was carried out in five main schools of the Colombo district. Selection of schools was

mainly based on following factors:

1. Levels of society

2. Community status

3. Ethnic groups

4. Usage of modern technological devices

5. Parents with different educational background

Based on the above factors following five schools were selected within the Colombo district.

Thurstan college-Sinhala medium

D.S.senanayake college-Sinhala medium

D.S.senanayake college-Tamil medium

Muslim ladies college

Hindu ladies college

Hindu gents college

2.3 Analysis of data

Data analysis was done using the answers provided by students regarding the questions in the

questionnaire. Questions based on electronic items and e-waste were taken into major

consideration.

3.Results

10

A. Thurstan college- Sinhala medium

The survey from Thurstan college, Sinhala medium students revealed that only 27% of students

were aware of differences between electronic and electrical equipments and 73% of them were

unaware. The students further reported that electrical items such as CRT Tv, LCD Tv. LED TV,

Mobile phones, Fridge, AC, Digital camera, Normal Camera, Electronic games items, Laptop,

Desktop, Tab and Table fans were used by them.

Furthermore, according to the data recieved mobile phones, CRT Tvs and Laptops cause high

threats when mixed with ordinary wastes. Interestingly Samsung, Abans and Apple are the most

popular electronic item suppliers among the community.

65% of students are unaware of the fact that e-wastes particles can reach our body. Though, 79%

students are willing to learn about e waste. Student from this school are aware of e waste

collectors such as iron and old paper collectors, Divisional secretary, waste collectors and

recyclers.

Interestingly 64 % of the students urge the importance of a conference on e- waste and 48% of

them think that they can gain a good knowledge about recycling of e waste.

11

B. D.S.Senanayake College- Sinhala medium

38.54% of students of D.S.Senanayake college,Sinhala medium were aware of e-waste. Mobile

phone, refrigerators and CRT tVS are the most popular electronic items used among them and

48% of them believe that mobile phones and batteries effect on environmental pollution.47.2%

of the students believe that e waste pollutes water than other compartments like land and air.

47.9 % of students have an idea of after effects or threats caused due to the presence of e- waste

in the environment. According to their views cancers,kidney disease and other health issues can

be caused due to pollution by e-waste.

24% of students say that damaged items should be kept in home for future while 19% students

say damaged items are valuable. The results also suggests that mobile phones, refrigerators and

CRT tvs are the popular broken items in their homes and they are used to repair the broken

products and reuse them while 13% of them dispose the broken items.

The students were unaware of e waste collectors and this idea seems to be a preliminary attitude

to them and 38% of them considered that they would go for it if they are informed of collecting

stations. Moreover, only 21.87% of the students were aware of 3R.

Interestingly 88% of the students urge the importance of e waste based research and majority of

them have mentioned about the importance of separating e-waste from garbage.

12

C. D.S.Senanayake college- Tamil medium

The survey from D.S.Senanayake college, tamil medium revealed that only 7.9% of students

were aware of differences between electronic and electrical equipments and only 35% of them

were aware of e-waste. The students further reported that electrical items such as TV, Mobile

phones, Fridge, Laptop, Desktop, Table fans were the popular home appliances. Among all the

items mobile phones are mostly used. Mobile phones covered 29.85 % of all the electrical items

and mobile phone also covers 29.63% of broken products at their homes. Interestingly 41.18% of

students believe that mobile phones and batteries will harm the environment than any other

equipment. The students also reported that Samsung, Panasonic and toshiba were the most

popular electronic item sellers among them.

According to the survey, it is recorded that most of them think that broken products should be

handed over to e-waste collectors but as they are not directed to such a collector they tend to

throw the broken products ar use them again and again after repair.

71.43 % of the students have emphasized on the importance of conferences on e-waste and they

are willing to know about this concept.

13

D. Muslim Ladies College

The survey from Muslim ladies college revealed that only 30% of students were aware of

differences between electronic and electrical equipments and 70% of them were unaware. The

students further reported that electrical items such as CRT Tv, LCD Tv. LED TV, Mobile

phones, Fridge, AC, Digital camera, Normal Camera, Electronic games items, Laptop, Desktop,

Tab and Table fans were used by them. Anyway only, 4% of the students were knowing about e

–waste. However, the results suggest that the remaining 96% were eager to know about this

concept.

Furthermore, according to the data received mobile phones are the most extensively used

electronic item in their homes and more than 43% of students believe mobile phones and

batteries can the most harmful items. Interestingly Singer and Samsung are the most popular

electronic item suppliers among the community.

The students also have reported that they do not practice separation of e-waste from their

garbage during disposal and their answers suggest that they have neglected the importance of

proper e-waste disposal. However, there is an enthusiasm and positive scope among students on

this aspect as 39% of them believe that conducting research in this area is important.

The students further recommend that contributing for proper garbage disposal is essential and

separating of e-waste from rest of the disposal waste will be useful.

14

E. Hindu College

The survey from Hindu college revealed that only 23.36% of students were aware of differences

between electronic and electrical equipments and only 15% of them were aware of e-waste. The

students further reported that electrical items such as TV, Mobile phones, Fridge, Laptop,

Desktop, Table fans were the popular home appliances. Among all the items mobile phones are

mostly used. Mobile phones covered 17% of all the electrical items and mobile phone also

covers 24% of broken products at their homes and desktops comes secondly (31%). Interestingly

49.64% of students believe that mobile phones and batteries will harm the environment than any

other equipment. The students also reported that Abans and Singer are the most popular

electronic item sellers among them.

According to the survey, it is recorded that most of them think that broken products should be

handed over to e-waste collectors but as they are not directed to such a collector they tend to

throw the broken products and use them again and again after repair.

44% of the students have emphasized on the importance of conferences on e-waste and they are

willing to know about this concept.

15

F. Hindu Ladies College

39.82% of students of Hindu ladies college were aware of e-waste. Mobile phone, refrigerators

and tablets are the most popular electronic items used among them and 68.92% of them believe

that mobile phones and batteries effect on environmental pollution.65% of the students believe

that e waste pollutes land than other compartments like water and air.43% of students have an

idea of after effects or threats caused due to the presence of e- waste in the environment.

According to their views skin disease, sickness and contagious disease can be caused due to

pollution by e-waste.

The students were unaware of e waste collectors and this idea seems to be a preliminary attitude

to them and 38% of them considered that they would go for it if they are informed of collecting

stations. Moreover, only 37% of the students were aware of 3R.

The results also suggests that mobile phones, table fans and LCD tvs are the popular broken

items in their homes and they are used to repair the broken products and reuse them while 13%

of them dispose the broken items. Interestingly 77% of the students urge the importance of a

conference on e- waste and they think that they can gain a good knowledge about recycling of e

waste.

16

Conclusions and Recommendations

1. Most of the students are willing to get educated on e-waste and their knowledge is

limited. Thus having awareness programmes in schools is highly recommended.

2. Most of the sinhala medium students have mentioned Lankadeepa as the paper they read

while tamil medium students read veerakesari. Therefore publishing articles through most

popular printed media will be beneficial.

3. Sirasa and rupavahini are popular television medias in sinhala mediums while shakthi tv

is popular among tamil students. Thus we can use these electronic medias to spread the

message.

4. Both students and their parents should be informed about e waste collectors.

5. Establishing e waste collecting centers in schools and appointment of centre leaders at

each school will also be a fruitful act.

17

References

1. Alp E, Ertepinar H, Tekkaya C, Yilmaz A 2006. A statistical analysis of children’s environmental

knowledge and attitudes in Turkey. International Research in Geographical and Environmental

Education, 15(3): 210–223

2. Aorara L, Agarwal S 2011. Knowledge, attitude and practices regarding waste management in

selected hostel students of university of Rajasthan, Jaipur International. Journal of Chemical,

Environmental and Pharmaceutical Research, 2(1): 40-43.

3. Aslan O, Sagir Ulucinar S, Cansaran A 2008. Cevre tutumolcegi uyarlanmasi ve ilkogretim

ogrencilerinin cevre tutumlarinin belirlenmesi. Selcuk Universitesi Ahmet Kelesoglu Egitim

Fakultesi Dergisi, 25: 283295.

4. Alp E, Ertepinar H, Tekkaya C, Yilmaz A 2006. A statistical analysis of children’s environmental

knowledge and attitudes in Turkey. International Research in Geographical and Environmental

Education, 15(3): 210–223.

5. Aslan O, Sagir Ulucinar S, Cansaran A 2008. Cevre tutum olcegi uyarlanmasi ve ilkogretim

ogrencilerinin cevre tutumlarinin belirlenmesi. Selcuk Universitesi Ahmet Kelesoglu Egitim

Fakultesi Dergisi, 25: 283295.

6. Atasoy E, Erturk H 2008. Ilkogretim ogrencilerinincevresel tutum ve cevre bilgisi uzerine bir alan

arastirmasi. Erzincan Egitim Fakultesi Dergisi, 10(1): 105122.

7. Ay ST 2010. Sosyal bilgiler dersinde cevre bilinci kazandýrmada medya urunlerinden

yararlanmaya iliskin ogrenci gorusleri. Uluslararasi Avrasya Sosyal Bilimler Dergisi, 1(1): 76-

93.

8. Aydin B 2011. Elektrikli ve elektronik ekipman atiklariningeri kazanimi. Yayimlanmamis Yuksek

Lisans Tezi, Suleyman Demirel Universitesi, Fen Bilimleri Enstitusu, Isparta.

9. Aydin F, Cepni O 2010. University students’ attitudes towards environmental problems: A case

study from Turkey. International Journal of the Physical Sciences, 5(17): 2715-2720.

10. Bas Tarsus M 2010. Evaluation of Environmental School Students. Yayinlanmamis Yuksek

Lisans Tezi, Ortadogu Teknik Universitesi, Ankara.

11. Chu HE, Lee EA, Ko HR, Shinb DH, Lee MN, Min BM, Kang KH 2007. Korean year 3

children’s environmental literacy: A prerequisite for a Korean environmental education

curriculum. International Journal of Science Education, 29(6): 731–746.

12. Cobb T 1998. On miscibility of science and environmental education. Journal of Environmental

Education, 29(4): 17-29.

13. Davidson D, Freudenberg W 1996. Gender and environmental risk concerns: A review of

available research. Environment and Behavior, 28: 302–339

14. Davis GR 2000. Standarts-based education and its impacts on environmental science education.

Electronic Journal of Science Education, 4(3): 1–8.

15. Desa A, Abd Kadir NB, Yusooff F 2012. Waste education and awareness strategy: Towards solid

waste management (SWM) program at UKM. ProcediaSocial and Behavioral Sciences, 59: 47-

50.

16. Ekici G 2005. Lise ogrencilerinin cevre egitimine yonelik tutumlarinin incelenmesi. Egitim

Arastirmalari, 18: 71-83.

17. Erdogan M 2011. The effects of ecology-based summer nature education program on primary

school students’ environmental knowledge, environmental affect and responsible environmental

behavior. Educational Sciences: Theory and Practice, 12(2):2223-2237.

18. Erten S 2004. Cevre egitimi ve cevre bilinci nedir, cevre egitimi nasil olmalidir? Cevre ve Insan

Dergisi, Cevreve Orman Bakanligi Yayin Organi. Sayi 65/66. 2006/25 Ankara 12.

19. Gardos V, Dodd D 1995. An immediate response to environmentally disturbing news and the

enviroenmental attitudes of college students. Psychological Reports, 77: 1121–1122.

18

20. Gokce N, Kaya E, Aktay S, Ozden M 2008. Ilkogretim ogrencilerinin cevreye yonelik tutumlari.

Ilkogretim Online, 6(3): 452-468.

21. Hacieminoglu E, Alp E, Ertepinar H 2006. Ogretmen adaylarinin cevreye ve cevre konularini

ogretmeye yonelik tutumlari. VII. Ulusal Fen Bilimleri ve Matematik Egitimi Kongresi Ozetler

Kitabi. (ss.113). (07-09 Eylul 2006). Ankara: Palme Yayincilik.

22. He X, Hong T, Liu L, Tiefenbacher J 2011. A comparative study of environmental knowledge,

attitudes and behaviors among university students in China. International Research in

Geographical and Environmental Education, 20(2): 91–104.

23. Kahyaoglu M, Ozgen N 2011. Kirsal kesimde yasayan ilkogretim ogrencilerinin cevreye yonelik

tutumlarinin cesitli degiskenler acisindan degerlendirilmesi ve cevre sorunlarina yonelik

gorusleri. Cukurova Universitesi Egitim Fakultesi Dergisi, 3(40): 102115.

24. Karasar N 1994. Bilimsel arastirma yontemi: kavramlar, ilkeler, teknikler. 3A Arastirma Egitim

Danismanlik Ltd. Ankara.

25. Kocak I 2008. Proje tabanli ogrenme modelinin kimya egitimi ogrencilerinin alkanlar konusunu

anlama- lari ile kimya ve cevreye karsi tutumlarina olan et- kisinin degerlendirilmesi, Gazi

Universitesi Egitim Bilimleri Enstitusu, Yuksek Lisans Tezi, 146s, Ankara.

26. Kose EO 2010. Lise ogrencilerinin cevreye yonelik tutumlarina etki eden faktorler. Turk Fen

Egitimi Dergisi, 7(3): 198-211.

27. Kose S, Gencer AS, Gezer K, Erol GH, Bilen K 2011. Investigation of undergraduate students’

environmental attitudes. International Electronic Journal of Environmental Education, 1(2): 85-

96.

28. MEB 2002. Fen bilgisi 8. sinif ders kitabi. Milli Egitim Bakanligi Ankara.

29. Morgil I , Arda S, Secken N , Yavuz S, Oskay OO 2004. The influence of computer-assested

education on environmental knowledge and environmental awareness. Chemistry Education:

Research and PracticeCERP, 5(2): 99-100.

30. Nates J, Campos C, Lindemann-Matthies P 2012. The impact of a short conservation education

workshop on Argentinean students’ knowledge about and attitudes towards species Eurasia

Journal of Mathematics, Science and Technology Education, 8(3): 257267.

31. Ogunbiyi OJ, Ajiboye OJ 2009. Pre-service teachers’ knowledge of and attitudes to some

environmental education concepts using value education strategies. Anthropologist. 11(4): 293-

301.

32. Ozmen D, Cetinkaya A C, Nehir S 2005. Universite ogrencilerinin cevre sorunlarina yonelik

tutumlari. TSK Koruyucu Hekimlik Bulteni, 4(6): 330-344.

33. Ozsevgec T, Artun H 2012. Ilkogretim ogrencilerinin cevreye yonelik tutumlarina etki eden

faktorlerin degerlendirilmesi. X. Ulusal Fen ve Matematik Egitimi Kongresi 27-30 Haziran,

Nigde Universitesi, Nigde.

34. Ozsoy S 2012. Investigating elementary school students’ perceptions about environment through

their drawings, Educational Sciences: Theory and Practice, 12(2): 1117-1139.

35. Paraskevopoulos S, Korfiatis KJ, Pantis JD 2003. Social exclusion as constraint for the

development of environmentally friendly attitudes. Society and Natural Resources, 16: 759-774.

36. Poortinga W, Steg L, Vlek C 2004. Values, environmental concern and environmental behavior.

Environment and Behavior, 36(1): 70-93.

37. Rickinson M 2001. Learners and learning in environmental education: A critical review of the

evidence. Environmental Education Research, 7: 1-320.

38. Sadik F, Cakan H 2010. Biyoloji bolumu ogrencilerinin cevre bilgisi ve cevre sorunlarina yonelik

tutum duzeyleri. CU. Sosyal Bilimler Enstitusu Dergisi, 19(1): 351–365.

39. Sagir S, Aslan O, Cansaran A 2008. Ilkogretim ogrencilerinin cevre bilgisi ve cevre tutumlarinin

farkli degiskenler acisindanincelenmesi. Ilkogretim Online E-Dergi, 7(2): 496-511.

40. Sakalli N 2001. Sosyal etkiler: kim kimi nasil etkiler? Imge Kitabevi Yayinlari, Ankara.

19

41. Thompson JC, Gasteiger EL 1985. Environmental attitude survey of university students: 1971 vs

1981. Journal of Environmental Education, 17(1): 1316.

42. Tikka P M, Kuitunen MT, Tynys S M 2000. Effects of educational background on students’

attitudes, activity levels, and knowledge concerning the environment. The Journal of

Environmental Education,31(3): 12–19.

43. Tuncer G, Sungur S, Tekkaya C, Ertepinar H 2004. Environmental attitudes of the 6 grade

students from rural and urban areas: A case study for Ankara. Hacettepe Universitesi Egitim

Fakultesi Dergisi, 26: 167-175.

44. TUIK 2006. Turkiye istatistik kurumu, cevresel gostergeler 2006. Yayin No: 3080, Ankara.

45. Uzun N 2005. Sinif ogretmenligi ogrencilerinin cevresorunlarina yonelik tutumlari. II. Sosyal

Bilimler Egitimi Kongresi. (ss.30-40). (26-28 Mayis 2005).Ankara: Milli Egitim Basimevi.

46. Uzun N, Saglam N 2006. Orta ogretim ogrencileri icin cevresel tutum olcegi gelistirme ve

gecerliligi. Hacettepe Universitesi Egitim Fakultesi Dergisi, 30: 240250.